INNOVATION NETWORK SCHOOL AGREEMENT

This Innovation Network School Agreement (the ??Agreement?) is made and entered into
as of 2015, by and between The Board of Commissioners of the City of
Indianapolis and CSUSA at Emma Donnan, LLC (?Operator?) (together, the ??Parties?)
to operate Emma Donnan Elementary School (the ?School?) as an Innovation Network School.

RECITALS

A. IPS is authorized pursuant to Indiana Code et'seq., to enter into an 
agreement with a school management team to establish an Innovation Network School within an
- underutilized or underenrolled school building as determined by 

I B. IPS has determined that such a school building is located at 1202 East Troy
Avenue, Indianapolis Indiana 46203 (?Building?);

C. IPS and Operator desire that an Innovation Network School be located and
operated in the Building, and for Operator to have the right to use the Building for such
operations, in accordance with all applicable laws and the terms of this Agreement; and

D.) IPS and Operator have previously entered into an Operation, Maintenance and
Repair Agreement effective as of July 1, 2012 (the ?Turnaround Agreement?) for, among other
real estate, the Building, and the terms of such TurnarOund Agreement shall be included in this
Agreement, as provided below. I
AGREEMENT

In consideration cf the mutual agreements set forth in this Agreement, and for other good
and valuable consideration, the Parties agree as follows:

ARTICLE I: THE SCHOOL

 

1.01 Location. Beginning in the 2015-16 school year, Operator will operate the School
as an Innovation Network School located-in the Building. 

1.02 Grades Served. The School will serve students in Kindergarten through sixth
grade. Starting in year two of this Agreement, the Parties shall exercise a good faith effort to
offer Pre?Kindergarten within this agreement. 

1.03 Attendance Area. The School?s attendance area (?Attendance Area?) shall be as
provided in Exhibit A. The Attendance area may be reasonably modified by IPS after consulting
with the Operator. . -

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 .04 Enrollment.

For each school year, IPS is responsible for recruiting a minimum of 150 Existing
IPS Students to attend the School. Existing IPS Students are students who attended an IPS
school during the prior school year (including an IPS pre?school) and rising kindergarten
students with legal settlement in IPS (collectively, ?Existing IPS Students?). An IPS school is a
school operated by IPS under IC 20?25 or authorized by IPS under IC 20?25 .5. Charter schools
within the IPS boundaries that are not affiliated with IPS through a 1321 agreement or
comparable arrangement are not IPS schools. IPS shall makereasonable, good faith efforts to
recruit students who are representative of those who reside in the Attendance Area in
demographic and educational categoriCal designations. 

For each school year, the Operator is responsible for enrolling a minimum of 150
students to attend the school. The 150 students the Operator enrolls cannot be Existing IPS
Students. The Operator agrees to provide IPS with a marketing plan for recruiting students to the
School each year at least 90 days prior to the beginning of the new school year. 

If IPS does not recruit at least 150 Existing IPS Students, then the Operator may
recruit and enroll additional Existing IPS Students to make up the shortfall. For example, if IPS
recruits only 140 Existing IPS Students, then the Operator can recruit and enroll 10 additional
Existing IPS Students. 

If the Operator fails to enroll at least 150 students who are not Existing IPS
Students, then the number of Existing IPS Students IPS is obligated to recruit is reduced by the
shortfall. For example, if the Operator enrolls only 145 students who are not Existing IPS
Students, then IPS only is obligated to recruit 145? Existing IPS Students. 

The target enrollment for the school is 600 students (300 Existing IPS Students
and 300 students who are not Existing IPS Students). If the Operator enrolls more than 150
students who are not Existing IPS Students and IPS does not recruit the same number of Existing
IPS Students, then the Operator may recruit and enroll additional Existing IPS Students up to the
number of enrolled students who are not Existing Students. For example, if the Operator
enrolls 300 students who are not Existing IPS Students and IPS recruits only 200 Existing IPS
Students, then the Operator may enroll an additional 100 Existing IPS Students.

The maximum number of Existing IPS Students attending the school is 300
subject to a 10% variance at any point in time. Any student who is an Existing IPS Student at
the time he/ she initially enrolls in the School shall maintain that designation for the entire time
the student attends the School and shall Count each year and atall times towards the 300 student
cap on Existing IPS Students attending the School.

Each year IPS and the Operator will submit a recruitment plan to the other party.

For the 2015?2016 school year, the plans shall be Submitted by April 30, 2015. In subsequent
years, the plans shall be submitted by February 1. In addition, both parties will keep a recruiting
data base, and the Operator also will keep an enrollment data base. Both parties shall share the
information in these data bases upon request of the other party. The date for the student count to

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determine whether the parties have met their obligations Set forth above will be the tenth (10th)
school day each year. i 

1.05 Students in Attendance Area. Any student who is eligible to attend an IPS school
in one of the grades served by the School who lives in the Attendance Area may attend the
School and may not be refused enrollment. Existing IPS students who live in the attendance
zone and attend the school shall count towards the IPS recruiting obligations set forth herein.

ARTICLE II: OPERATOR

2.01 School Management Team. Operator shall be the ?school management team? for
the School, as that term is defined in IC and shall be responsible for the operations
ofthe School.

2.02 Operational Autonomy. Operator shall have full, operational autonomy to run the
School as provided by law and set forth in this Agreement. 

2.03 Good Standing. Operator represents that it is a corporation in good standing and
authorized to do business in the State of Indiana. Operator shall immediately notify IPS if it
receives notice that it is no longer in good standing or authorized to do business in the State of
Indiana.

2.04 Articles and OperatingAgreement. Operator represents that true and accurate
copies of its current Articles of Incorporation (?Articles?) and Operating Agreement are "attached
to this Agreement as Exhibits and C. If Operator amends its Articles or Operating Agreement
during the term of this Agreement, it shall provide notice to IPS of such amendment, and a copy
of the amended Articles or Operating Agreement, within 30 days of the amendment.

2.05 Public Records. Operator shall maintain, and make available for inspection and
copying, records relating to the School in compliance with the Access to Public Records Act, IC
5?14-3. 

. 2.06 Open Door Law. Operator shall conduct meetings relating to the School in
compliance with the Open Door Law, IC 5-14?15.

2.07 Grade Expansion or Provision of Other Educational Services within IPS. The
Operator agrees that neither it nor any related entity, including entities involving charter schools,
will offer or provide any kindergarten through sixth (6th) grade classes within the School?s
attendance areas attached as Exhibit A, plus a two mile radius outside the attendance areas,
without prior written authorization. 

ARTICLE ACADEMIC 

3 .01 Curriculum. Operator represents that an accurate description of the curriculum
that-Operator plans and intends to implement in the School is attached to this Agreement as the
collective Exhibit (?Curriculum?). If Operator makes any material changes to the Curriculum
during the term of this Agreement, it shall provide notice of such changes to IPS within 30 days I
after the decision to make such changes is made. 

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3.02 Academic Performance Measures and Accountability Metrics. The Parties agree
that the Tier 1 and Tier 2 Academic Performance Measures and Accountability Metrics for the
School are attached and incorporated into this Agreement as Exhibit (?Academic Performance
Measures?). In the event state accountable or performance measures are modi?ed, then the
parties shall agree to modify the Academic Performance Measures accordingly. If the parties
cannot agree on the modi?cations, then the parties shall use the dispute resolution mechanism in
Article 18.01 to resolve the issue and determine the modifications that will be made.

3.03 Special Education. Operator represents that an accurate description of its plan for
providing special education services to the School?s students that Operator intends to implement
in the School is attached to this Agreement as the collective Exhibit (?Special Education
Plan?). If Operator makes any material changes to the Special Education Plan during the term of
this Agreement, it shall provide notice of such changes to IPS within 30 days after the decision to
make such changes is made. Operator shall provide special education services to the School?s
students as required by Applicable Law. 

3.04 ESL Students. Operator represents that an accurate description of its plan for
providing English as a Second Language services to the School?s students that Operator
intends to implement in the School is attached to this Agreement as the collective Exhibit 
Plan?). If Operator makes any material changes to the ESL Plan during the term of this
Agreement, it shall provide notice of Such changes to IPS within 30 days after the decision to
make such changes is made. Operator shall provide instruction at the School for students eligible
for ESL instruction as required by Applicable Law.

3.05 High Ability Students. Operator represents that an accurate description of its plan
for providing instruction to high ability students that Operator intends to implement in the School
is attached to this Agreement as the collective Exhibit Plan?). If Operator makes any
material changes to the HA Plan during the term of this Agreement, it shall provide notice of
such changes to IPS within 30 days after the decision to make such changes is made. The School
will offer services to high ability students who qualify as required byApplicable Law. 

3.06 School Improvement Plan. Operator shall be responsible for preparing any school
improvement plan required by Applicable Law during the term of this Agreement and shall
provide a copy to IPS and the State Board of Education.

ARTICLE IV: RELATIONSHIP OF THE PARTIES

4.01. Nature of Relationship. The Operator will operate as an independent contractor to
IPS. Nothing in this Agreement is intended to, or shall, create a partnership or joint venture
between the Parties.

4.02. No Agency. Unless expressly provided in this Agreement or otherwise agreed in
writing, neither Party will be an agent of the other Party or have?the express or implied authority
to bind the other.

4.03. No Separate LEA. The School is considered to be part of IPS and shall not be
considered a separate local educational agency. The Operator shall notice IPS of any

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claims made regarding the academic programs as provided in above and speci?cally
including claims regarding special education as referenced above in Section 3.03.

4.04. Inclusion of Performance Results. Operator authorizes the Indiana Department of
Education to include the School?s performance assessment results under IC 20?31?8
when calculating performance assessment under rules adopted by the Indiana State Board of
Education (?State Board?). It also is understood and agreed that the students attending the
School count as IPS students for all purposes, including Average Daily Maintenance 
and enrollment.

ARTICLE V: APPLICABLE LAWS

 

5.01. Applicable Law. The Parties agree that the School is subject to and must be
operated in compliance with certain laws and regulations, that certain laws and regulations that
apply to a governing body or school corporation may not apply to the School or its operation,
and that both Parties shall perform their obligations under this Agreement in compliance with all
laws and regulations that do apply to the School or its operation (collectively, ?Applicable
Law?), as may be amended from time to time. i

5.02. No Discrimination. The Parties agree that the School is subject to, and shall be
operated by Operator in compliance with, all federal and state laws and constitutional provisions
that prohibit discrimination, including without limitation all such laws and provisions that

prohibit discrimination on the basis of disability, race, color, gender, religion, or ancestry.

5.03. Inapplicable State Laws and Regulations. The Parties agree that, except as
provided in this Agreement or required by Applicable Law, no provision of Indiana law
otherwise applicable to a goveming body or school corporation, or rule or guideline adopted by
the State Board, shall apply to the School or its'operation. 

ARTICLE VI: PERSONNEL

6.01 Personnel Decisions. Operator is responsible for all personnel and human
resources aSpects of the School?s operation, including Without limitation all personnel decisions
in the School, and shall not be bound by any contract entered into by IPS under IC 20-29.

6.02 Employment Status. Unless expressly agreed otherwise in writing, School
Personnel shall not be employees of IPS. 

603 Certi?ed Personnel. The School?s certi?ed personnel, including without
limitation all teachers, shall at a minimum have the quali?cations required by Applicable Law.

6.04 Criminal History Background Checks. Operator shall perform all criminal history
background checks required by Applicable Law, including without limitation those required on 
School Personnel, applicants, vendors, contractors, and volunteers.

 

6.05 Employment Records. Operator is responsible for maintaining the employment
records for all School Personnel. 

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6.06 Employee Complaints and Grievances. The Parties agree that an employee of a
Party with a complaint or grievance will utilize the policy of his or her employer that is
applicable to the complaint or grievance and will not be permitted to use the policy of the Party
that is not his or her employer.

 

6.07 Investigations. The Parties agree to work collaboratively on any investigation that
may involve each other?s employees to the extent necessary to and accurately complete
any such investigation. 

ARTICLE VII: POLICIES AND PROCEDURES

7.01 Policies and Procedures. Operator represents that the general operational policies
and procedures that it plans and intends to use in operating the School are set forth in the
collective Exhibit to this Agreement (?School Policies?). If Operator makes any material
changes to the School Policies during the term of this Agreement, it shall provide notice of such
change and an updated copy of the affected policies or procedures within 30 days of the adoption
of such change. .

7.02 Required Policies and Procedures. The School Policies must include, without
limitation, policies and procedures relating to the manner in which Operator will receive and
address complaints and other comments from students? parents and guardians, other
stakeholders, and the public generally; receive and resolve grievances and complaints from
School Personnel; comply with Title comply with the McKinney-Vento Act; and 
implement School discipline, including the process for appealing disciplinary decisions. The
School Policies also must include any other policies and procedures required by Applicable Law.

ARTICLE FACILITIES

8.01 Turnaround Agreement. The provisions of the TurnarOund Agreement are hereby
incorporated in this Agreement and made a part hereof and shall continue to apply under this
Agreement following the termination of the Turnaround Agreement; notwithstanding the above,
provisions of the Turnaround Agreement which logically cannot be included in this Agreement,
such as provisions relating to other real estate, to educational matters not applicable to the grades-
in the School, or to other matters not applicable to the Operations provided for in this Agreement,
shall not be deemed to apply to this Agreement. The provisions in this Agreement and the
Turnaround Agreement shall be read in such a way, to the extent practical, to avoid any con?ict
between the two, but to the extent impractical to do so, such conflicts shall be construed pursuant
to the provisions of the Turnaround Agreement. Any capitalized terms in this Agreement not
de?ned herein shall have the same meaning as in the Turnaround Agreement.

8.02 Facilities and Permitted Use Thereof. The Building and related equipment,
furnishings, and property improvements, including any athletic fields and related improvements,
and the land (the ?Land?) on which the Building and related improvements are located, are
collectively referred to herein as the ?Facilities.? The Furnishings, as de?ned in the Turnaround
Agreement, are expressly included in the defined term ?Facilities.? The Parties acknowledge
that all Facilities are owned by IPS, but are subject to the Turnaround Agreement. Beginning on
[date] (?Commencement Date?), and during the Term of this Agreement, Operator may use and

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occupy the Facilities solely for the operation of the School as permitted by this Agreement and
the Turnaround Agreement and such use must, in all events, be in compliance with Applicable
Law. Operator shall not use, or permit the use of, the Facilities for any other purpose, including
without limitation any use of the same that would be deemed to be a public or private nuisance,
or for purposes that are not related to its operation of the School. Operator shall abide by all
reasonable rules and regulations established by IPS for purposes of reasonably protecting and
preserving the Facilities.

8.03 Changes in the Building. IPS reserves the right to change the Facilities as is
permitted in the Turnaround Agreement.

8.04 AS IS Condition. Operator hereby agrees and acknowledges that the Operator is
currently in possession of the Facilities, is knowledgeable about the condition thereof, and is
accepting the same in their condition, without warranty or representations of any type,
including, without limitation, any implied warranties of habitability or suitability for a particular
purpose. Operator hereby acknowledges that it has had the opportunity to perform, and to the
extent it so desires has performed, such'inspections of the Facilities and is relying solely upon
such inspections as the basis for accepting the Facilities in their condition and is not 

relying in'any way upon any statement of IPS or any information provided by IPS or on 
behalf. -

8.05 Holding Over. In the event Operator remains in possession of the Building with
written permission after the termination of this Agreement and the Turnaround Agreement,
Operator shall be deemed to be occupying the Building as a tenant at sufferance and shall
immediately Vacate the Building upon written request from IPS. 

8.06 Surrender of the Facilities. Subject to Operator?s continued Operations in the
Building under the unexpired Turnaround Agreement, on the termination of this Agreement,
Operator shall surrender the Facilities in the same manner as set forth in the Turnaround
Agreement. The obligations under this Section shall survive the termination of this Agreement.

8.07 Possession. Operator shall have the right to assume posSession of the Building for
the purposes permitted under this Agreement and authority pursuant to the Turnaround
Agreement on the Commencement Date, subject to the terms of this Agreement.

8.08 Facilities Security and Related Information Technology. Security for the School
shall be the responsibility of Operator to be provided as set forth in the Turnaround Agreement.

8.09 Technology Infrastructure; Network Services. Technology infrastructure and
network services at the School shall be provided, repaired and maintained as provided in the
Turnaround Agreement.

8.10 Snow and Ice Removal. Operator shall provide snow and ice removal from the
Sidewalks, parking areas, and driveways at the Facilities at times during ?School Hours? so as to
provide clear pathways for the School?s students and staff for ingress and egress to the Facilities
and parking fOr the School?s staff and visitors. ?School Hours? shall be defined to mean all
hours other than ?Non?School Hours? as defined in the Turnaround Agreement.

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8.11 Maintenance and Repair Obligation. The maintenance and repair of the Facilities
shall be provided as set forth in the Turnaround Agreement.

8.12 Alterations. All remodeling, additions, alterations or structural change shall be
made in the Building by Operator and shall be subject to the rights, conditions and requirements
set forth in the Turnaround Agreement.

8.13 Signage. All of Operator?s exterior signage and interior signage visible from
outside the Building shall be subject to the provisions of the Turnaround Agreement. Without
limiting the foregoing, Operator agrees that the School shall be known as Emma Donnan
Elementary School, and further agrees to refer to the School by its existing name, including
without limitation, in any written materials.

8.14 Casualty. During the term of the Turnaround Agreement, in the event of damage
or destruction of the Building as a result of fire or other casualty, then the terms of the
Turnaround Agreement shall control. After the termination of the Turnaround Agreement, its
provisions shall no longer apply and in the event the Building or other Facility is partially or
totally destroyed by fire or other casualty, then, subject to the following terms of this Section,
IPS shall repair or restore the same to Substantially the same condition as existed prior to such A
?re or other casualty. Notwithstanding the foregoing provision, in the event the Building or
other Facility is partially or totally destroyed by fire or other casualty, and such damage will cost
in excess of $5,000.00 to repair or restOre, IPS in its sole discretion shall have the option to either
rebuild and repair the Building or other Facility or to terminate this Agreement. IPS shall give
notice in writing to Operator of election to rebuild and repair or to?terminate this.
Agreement, as the case may be, within 30 days of the happening of the event of destruction or
damage Casualty Election?). IPS shall use all commercially reasonable efforts to provide
temporary space in another school owned or run by IPS and, if reasonably possible, located
Within a radius of five miles of the Building, for Operator following a casualty 1035 unless IFS
has elected to terminate as permitted above; provided, however, that IPS shall have no obligation
to provide temporary space for Operator if the period in which the Building or other Facility is
unavailable for Operator?s use is 10 days or less. If the Building or other FaCility is rendered
partially or wholly untenable from ?re or other casualty, and if IPS does not provide temporary
space, Operator shall have the option to terminate this Agreement, so long as Operator provides
written notice to, IPS of Operator?s exercise of the option to terminate within 30 days of receipt
of Casualty Election. In the event IPS elects to rebuild and repair and Operator does not
exercise?its option to terminate, IPS shall proceed with, the same as soon as practical and in all
events shall use commercially reasonable efforts to cause such rebuilding and repair to be
completed to substantially the same condition as existed prior to such destruction as soon as is
reasonably possible.

8.15 Eminent Domain. If the whole or any material part of the Building or Facilities
shall be taken or acquired by any public or quasi?public authority under the power or threat of
eminent domain, this Agreement shall terminate as of the later of the day possession shall be
taken by such public or quasi?public authority or 90 days following Operator?s election to
terminate, which election shall be available to Operator at any time after notice of the planned
taking or acquisition is given. All compensation awarded'or paid for any taking or acquiring
under the power or threat of eminent domain, whether for the whole or a part of the Facilities,

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shall be the sole property of IPS, and Operator hereby assigns to all of Operator?s right, title,
and interest in and to any and all such compensation; provided, however, that IPS shall not be
entitled to any award Specifically made to Operator for the taking of Operator?s furniture,
furnishings, and improvements.

8.16 Taxes. The Building and Land are currently exempt from all real estate taxes. To
the extent that any real estate taxes are assessed against the Building and Land during the Term
of this Agreement, IFS shall be responsible for paying such taxes. Operator shall be responsible
for all taxes imposed on its own ?xtures, equipment, and other personal property.

 

8.17 No Lease. The Parties acknoWledge and agree that this Agreement is not a lease,
provides no real estate interest in the Building or Land, and provides to Operator merely a right
to possession of the Facilities for the limited and exclusive purpose of Operating the School.

8.18 Furniture. IPS agrees to provide, from its existing warehoused stock, certain
personal property, including desks, tables, chairs and similar elementary school furniture
consistent with that typically provided for school classrooms at other IPS elementary schools for 
the use of CSUSA at the Building (collectively the ??Furniture?). Upon the delivery of the
Furniture, a schedule of all of the items which are a part of the Furniture and which have been
delivered to the Building will be prepared by IPS, initialed by IPS and CSUSA and attached to
this Agreement. There may be a reasonable cost associated with moving the Furniture from the
warehouse to the school which shall be at expense. The Furniture is being proVided in
its ?as?is? and ?where?is? condition, without warranty of any kind, expressed or implied.
CSUSA agrees that it is solely responsible for the maintenance, repair and replacement of the
Furniture, and that it is solely and exclusively responsible, atits sole cost and expense, for any
and all loss, claims or damages arising from or related to the Furniture, unless the same is under
the exclusive control of IPS. CSUSA shall return the Furniture to upon the termination of
this Agreement in the same condition as now existing, subject to such reasonable wear and tear
as is consistent with good maintenance, repair and replacement practices and on such return IPS
shall be free to remove the Furniture from the Building.

ARTICLE IX: FINANCIAL MATTERS

9.01 Financial Consideration. IPS shall pay Operator the amount determined by 
dividing the state basic tuition support and complexity grant funding IPS receives by the total
number of IFS students (including those attending the School) and then multiplying that
amount by the number of students at the School as calculated in Section 9.02 below (the ?Tuition
Support Funding?). The parties understand and agree this amount will increase or decrease by
the same percentage as per pupil tuition support and complexity grant funding increases or
decreases under the- school ?inding formula in" effect during the applicable time period.
Currently, these changes occur each July 1.

9.02 Calculation of Number of Students. For purposes of calculating funding, the
number of students at the school shall be determined by the Average Daily Membership
for the School. The ADM for the School shall be determined pursuant to the State
statutes, rules and procedures in place at that time. Currently, there are two (2) ADM counts
each year and funding is adjusted accordingly during the year. The Operator shall report the

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ADM in a timely manner to IPS and to the IDOE, if so required. Operator represents and
warrants that its reports shall be complete and accurate. 

9.03 Schedule of Payments. shall pay the Operator the State Tuition Funding
within thirty (30) days of receiving the Funding from the State. Currently, IPS receives funding
on a basis from the State.

9.04 ESEA and Other Funding.

In addition to the State Tuition Funding, Operator shall receive applicable federal
Elementary and Secondary Education Act funds, including without limitation
Title I, Title II, and Title funds, applicable Special Education funds and other State
funds as applicable, in the same manner, and pursuant to the same criteria, that other IPS
schools receive such funds. If these funds are paid to IPS rather than directly to the
Operator, then IPS shall pay the Operator within thirty (30) days from receipt of such
funds, subject to the terms and conditions applicable to the funding, which may, among
other things, cause payment to be at a later date.

The SchOol, through the Operator, may also be eligible for other funds including
but not limited to School Improvement Grants, and IPS shall provide reasonable
cooperation where necessary in securing such additional funds. Operator and IPS shall
reasonably cooperate in efforts to obtain such funds and to comply with Applicable Laws
related to such funds.

Operator shall comply with all Applicable Laws in its use of any and all funds it
receives for the School. .

9.05 Philanthropic Gifts. Any funds received by a Party through philanthropic gifts,
grants, or donations from individuals or nongovernmentalorganizations shall be the sole
property of the Party that received them. The Parties may agree in writing to engage in joint
fundraising efforts and shall allocate any funds raised through such efforts in the manner set
forth in such written agreement. - 

9.06 Transportation Funding. Unless otherwise agreed, IPS does not have any
obligation to transport students to the School. Instead, IPS will provide transportation funding to
the Operator for each student within the Attendance Area who attends the school, as well as any
student attending the School who resides in the same household of a Student who attends Emma
Donnan 7-8 The Operator is obligated to transport to and from the School the students for whom
it receives transportation funding under this Section 9.06. The amount of per student
transportation funding shall be determined under the same terms and in the same manner as it
currently provides transportation funding to the Operator under the Turnaround Agreement.

9.07 Contracting.

General Contracting. Each Party is responsible for obtaining, contracting with,
and paying its?own vendors for goods it acquires and services it provides under this Agreement.

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 Purchasing and Procurement. Each Party will be subject to the purchasing and
procurement laws and requirements applicable to that Party. 

908 Accounting. Operator shall comply with generally aCcepted ?scal management
and accounting principles required by its governing documents and Applicable Law.

9.09 Audits. Operator agrees to provide to IPS a copy of any audit that Operator
provides to the State Board of Education, the IDOE, the State Board of Accounts, or any other
governmental or regulatory body.

ARTICLE x: JOINT MEETINGS

 

10.01 Joint Meetings. Operator and IPS shall hold a joint public meeting that complies
with IC at least two times each year to discuss issues and progress concerning the
School, and shall reasonably cooperate in scheduling, publicizing, and coordinating such
meetings. 

ARTICLE XII: PROGRAM EVALUATION AND REPORTS

12.01 Accountability Data. Operator shall provide reports, which shall include
student enrollment, student attendance, and student discipline (suspensions and expulsions).
Such reports shall include past month?s activity and tracking as well as the next month?s plan.

12.02 Financial Data. Operator shall provide reports which shall include
financial updates, federal fund compliance, grant and other funding compliance. Such reports
shall include past month?s activity and tracking as well as the next month?s plan. 

12.03 Program Reports and Evaluation. Operator shall provide reports which
shall include 504 Plans, EL Students, parental and community engagement, and Staff
attendance and retention. Such reports shall include past month?s activity and tracking as well as
the next month?s plan. I

12.04 Other Reports. IPS shall provide to Operator, recruitment plan as provided
in Article I herein and such other reports as required herein. Operator shall provide to IPS,
Operator?s marketing and recruitment plan as provided in Article I and such other reports as
required in Articles and VII herein.

ARTICLE INTELLECTUAL PROPERTY

13.01 Proprietary Materials. Each of the Parties shall own its own intellectual property;
including without limitation all trade secrets, know?hOW, proprietary data, documents, and 7
written materials in any format. Any materials created exclusively by IPS for the School shall be
owned by IPS, and any materials created exclusively by Operator for the School shall be
Operator?s proprietary material. The Parties acknowledge and agree that neither has any
intellectual property interest or claims in the other Party?s proprietary. materials.
Notwithstanding the foregoing, materials and work product jointly created by the Parties shall be
jointly owned by the Parties and may be used by the individual Party'as may be agreed upon by
both Parties from time to time. 

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13.02 Name. Operator owns the intellectual property right and interest to the name
Charter Schools USA. During the Term of this Agreement, Operator grants to IPS a perpetual
license to use the name as it relates to the" School and the relationship. the Parties have pursuant to
this Agreement. I

ARTICLE XIV: INSURANCE AND RISK OF LOSS

14.01 Insurance Coverage. Operator?s and obligation to provide insurance and
provisions related thereto shall be subject to the applicable terms of the Turnaround Agreement.

 

14.02 Cooperation. To the extent that it is reasonably practicable, each Party will
comply with any information or reporting requirements required by any of the other Party?s
insurers. 

 

ARTICLE xv} SAFETY or STUDENTS

15.01 Health and Well?Being of Students. The Parties will use their best efforts to -
protect the safety and well?being of students enrolled in the School. The Parties acknowledge
that they are subject to and will comply with all requirements Of applicable law, and agree that,
in theevent that, in connection with his or her attendance at the School, any student is injured,
experiences bullying, or otherwise encounters a Situation in which the safety or well-being of
that student is at issue, both Parties will communicate regarding the incident orsituation,
cooperate to take immediate action to obtain help for or assist the student, and work to quickly
address any ensuing problems.

 

ARTICLE XVI. EMMA DONNAN MIDDLE SCHOOL
16.01 Transition of Emma Donnan Middle School.

Upon approval of an additional 5 year extension to the current five (5) year term of this
Agreement and at the end of the current CSUSA agreement with the Indiana State Board of
Education to operate Emma Donnan Middle School, CSUSA will jointly with IPS petition the
State Board to return Emma Donna Middle School to IPS. If that happens, then the parties agree
this Agreement will apply to Emma Donnan Middle School as well, with only such
modi?cations as are necessary due to the differences in grades

ARTICLE XVII: TERM OF THE TERMINATION

17.01 Te_rm. The initial term of this Agreement shall begin on July 1, 2015 (the
?Effective Date?) and end on June 30, 2020 (?Initial Term?). In the event the School achieves
the Tier 2 Academic Performance Measures as provided on Exhibit for the previous school
year, then the Agreement shall automatically renew for a successive one?year term (each a
?Renewal Term?) unless a Party provides written notice to the other Party not less than 180 days
prior to the expiration of the Initial Term, or the then current Renewal Term, that it does not wish
to renew the'Agreement for the next Renewal Term. As used herein, a ?Term? includes the
Initial Term and any and all Renewal Terms. This Agreement is subject to the Termination

12
US.56302316.01

provisions below. The above notwithstanding, the term of this agreement shall not exceed 15
years. 

17.02 Termination.

Termination Rights of Both Parties. Either Party may terminate this Agreement
in the event that the other Party fails to remedy a material breach of this Agreement within 90
days after written notice by the non?breaching Party of such breach; provided, however, that if
the breach would affect the safety or well?being of a student or is not reasonably capable of
being cured, then no such notice and opportunity to cure shall be required.

Material Breach: For purposes of Section a ?material breach? of this
Agreement shall include the failure of a Party to comply with or ful?ll any material obligation,
condition, term, provision, or covenant contained in this Agreement, including without limitation
any failure by Operator to meet generally accepted ?scal management and government
accounting principles, comply with Applicable Law, failing to make payment pursuant to
the terms herein or, after the second year of this Agreement, the School fails to meet the Tier 1
Academic Performance Measures set forth in this Agreement on Exhibit .

I Termination bv Mutual Written Consent. This Agreement may be terminated by
mutual consent of both Parties, without penalty to either Party, with such termination to be
effective at such time, and upon such other terms, as set forth in such written consent.

Termination Related to Academic Performance. IPS may terminate this
Agreement after the second year of this agreement if the School fails to meet the Tier 1
Academic Performance Measures or if the School is subject to any State intervention. A
termination under this Section 17.02(d) shall be effective at the end of the then current school
year.

Bankruptcy; Dissolution. This Agreement will terminate immediately upon the
?ling by any Party of a voluntary petition in bankruptcy; (ii) adjudication of such Party as
bankrupt; the ?ling of any petition or other pleading in any action seeking reorganization,
rearrangement, adjustment, or composition of, or in respect of such Party under the United States
Bankruptcy Code or any other similar state or federal law dealing with creditors? rights
generally; (iv) appointment of a receiver, trustee Or other similar of?cial of such Party or its
property; or the dissolution of its corporate entity. 

Change in Applicable Law. If any change in Applicable Law is enacted after the .
EffectiVe Date will have a material adverse effect on the ability of any Party to carry out its
obligations under this Agreement, such Party may, at its election and upon written notice to the
other Party, terminate this Agreement or request renegotiation of this Agreement for purposes of
complying with such changes in Applicable Law, with any such renegotiation to be undertaken
in good faith. If the Party elects renegotiation and the Parties are unable to renegotiate and agree
upon revised terms within 30 days after such notice of renegotiation, then this Agreement will be
terminated effective at the end of the school year in which such notice was given.

Effective Date of Termination. Any termination pursuant to this Article XVII
shall be effective at the end of the then current school year; provided, however, that any

13
US.56302316.01 4

termination may be made effective immediately upon written notice if such immediate
termination is necessary to-protect the health, safety, or welfare of students.

1703 Effect of Termination. In the event of termination under this Agreement, each
Party?s obligations to the other with respect to the School shall terminate, except that any
obligations that are imposed by Applicable Law, contemplated as surviving termination, or
reasonably necessary to wind down the Parties?. relationship created by this Agreement,
including without limitation ?nalizing any reporting requirements imposed by Applicable Law -
or this Agreement, record retention requirements, reimbursement for damaged furniture or
equipment, and payment owed for time periods prior to termination but not yet paid, shall 
survive termination. Termination of this Agreement shall not amount to a waiver of any cause of
action, for breach of this Agreement or otherwise, that either Party may have against the other.

 

ARTICLE GENERAL AND MISCELLANEOUS PROVISIONS

18.01 Dispute Resolution. In the event a dispute arises between the parties, the parties
shall use good faith efforts to resolve it. Should the dispute still not be resolved, then the parties
shall notify the Indiana Education Employment Relations Board of the dispute. The IEERB shall
appoint a mediator. If mediation is not successful, the parties may request fact-finding by
submitting their written positions to IEERB. IEERB will conduct a fact??nding, and will issue a
fact~finding report. The completion of mediation to the issuing of a fact finding report shall take
no longer than 45 days. Thereafter, if a party objects to the fact ?nding report, the party may ask
IEERB for a hearing. Within 30 days of the request, IEERB will hold a formal adjudicatory
hearing and submit-a proposed order to the SBOE. Such proposed order shall be subject to a
SBOE vote to accept or reject, in whole or part at its next Board meeting.

18.02 Entire Agreement. The terms and conditions of this Agreement, including the
Exhibits, which are incorporated herein, together with the Turnaround Agreement, constitute the
entireagreement between the Parties with reSpect to the School and all other matters addressed
herein, and this Agreement supersedes all prior discussions and agreements, whether oral 0r
written, regarding the subject matter of this Agreement, excluding the Turnaround Agreement,
which continues in full force and effect.

18.03 Jurisdiction and Venue. Each Party consents and submits to the jurisdiction of the
state and federal courts located in the State of Indiana for purposes of any action, suit or
proceeding arising out of or relating to this Agreement and agrees that exclusive venue for any 
action, suit, or proceeding arising out of or relating to this Agreement shall be in the state or
federal courts located in Marion County, Indiana.

18.04 Governing Law. The laws of the State of Indiana, without regard to its con?ict of
laws provisions, will govern this Agreement, its construction, and the determination of any
rights, duties, obligations, and remedies of the Parties arising out of or relating to this
Agreement. 

18.05 Counterparts, Facsimile Transmissions. This Agreement may be executed in
identical counterparts, all of which will be deemed an original, but all of which will constitute
one Agreement.

14


18.06 Of?cial Notices. All notices and other communications required by the terms of
this Agreement shall be provided as set forth in the Turnaround Agreement.

18.07 Assignment. Except as expressly provided in this Agreement, neither Party may
assign or delegate any rights or obligations under this Agreement without the prior written
consent of the other Party, which may be withheld at each Party?s sole discretion. No
assignment shall be permitted without a corresponding assignment of the Turnaround
Agreement, so long as the same is still in effect.

18.08 Amendment. This Agreement may not be altered, amended", modi?ed, or
supplemented except in a written document executed by the Parties.

18.09 Waiver. No waiver of any provision of this Agreement will be effective unless 7
made in writing, no waiver of any breach of any provision of this Agreement shall be held as a
waiver of any other or subsequent breach, and no waiver shall constitute a waiver of any other
provision of this Agreement unless otherwise expressly stated.

18.10 Seve'rability. The Parties intend that each provision of this Agreement constitutes
aseparate agreement betweenthem. Accordingly, the provisions of this Agreement are
severable and, in the event that any provision of this Agreement shall be deemed invalid or
unenforceable in any respect by a court of competent jurisdiction, the remaining provisions will
not be affected, but will, subject to the discretion of such court, remain in full force and effect,
and any invalid or unenforceable provision will be deemed, without further action on the part of
the Parties, amended and limited to the extent necessary to render the same valid and
enforceable.

18.11 Successors and Assigns. This Agreement will be binding upon, and inure to the
bene?t of, the Parties and their respective successors and permitted assigns. 

18.12 No Third?Party Rights. This Agreement is made for the sole bene?t of IPS and
the Operator and their respective successors and permitted assigns. No person or entity who is
not a Party to this Agreement shall have, or be deemed to have, any rights under this Agreement
or any relationship with either of the Parties by virtue of this Agreement, including without
limitation any relationship in the nature of a third-party bene?ciary or ?duciary.

18.13 Headings and Captions. The headings and captions appearing in this Agreement
have been included only for convenience and shall not affect or be taken into account in the
interpretation of this Agreement.

IN WITNESS WHEREOF, the parties hereto have executed this Agreement on the date 
first above written.

15
US.56302316.01

 IPS CSUSA

BOARD OF SCHOOL COMMISSIONERS CSUSA AT EMMA DONNAN, LLC.
OF THE CITY OF INDIANAPOLIS 

 

 

 

 

By: . . By:
Name; 7 Name:.
Title: I I Title:

 

 

16
US.56302316.01

 EXHIBIT A


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Ma?a]de En meg
Raymund Brandm Samm 65 Bummdariw

 

 

NELSON AVE
AVE

MC DOU GAL ST

DRAFEF: ST

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TROY AVE
TROY AVE

KNQX ST

BACON ST

PERRY 55'1"

.I STATE AVE

ST

3H ST

I Raymond Brandes School 65 Students
PS Planning Department, 25 March 2015 

zen-m A-Anu- .4 . ?LgEXHIBIT 

Certi?ed Copy

I certify the attached is a true and correct copy of the Articles of Organization of CSUSA AT
EMMA DONNAN, LLC, a limited liability company organized under the lawsof the state of
Florida, ?led electronically on March 31, 2015 effective April 01, 2015, as shown by the records
of this of?ce.

I further certify that this is an electronically transmitted certi?cate authorized by section 15.16,
Florida Statutes, and authenticated by the code noted below.

The documentnurnber of this limited liability company is L150000563 97.

Authentication Code: 150331 10073 3~400271225934#1

Given under my hand and the
Great Seal of the State of Florida
at Tallahassee, the Capital, this the
Thirty First day of March, 2015

 
 

ism ?shnet
$143113

 

 Electronic Articles of Organization Hfggogqgg3A9Kn
. . . 01? . .. - March 3'1 2015
Florida Limited Liability Company Sec. Of state
thampton
Article I

The name of the Limited Liability Company is:
CSUSA AT EMMA DONNAN, LLC

Article II
The street address of the principal of?ce of the Limited Liability Company is:

800 CORPORATE DRIVE
SUITE 124
FORT LAUDERDALE, FL. US 33334

The mailing address of the Limited Liability Company is:

800 CORPORATE DRIVE
SUITE 124
FORT LAUDERDALE, FL. US 33334

Article 
Other provisions, if any: 

THE PURPOSE FOR WHICH THIS LIMITED LIABILITY COMPANY IS
ORGANIZED IS: ANY AND ALL LAWFUL BUSINESS.

Article IV

The name and Florida street address of the registered agent is:

EDWARD POZZUOLI ESQ.
TRIPP SCOTT, PA.

110 SE 6TH STREET, 15TH FLOOR
FORT LAUDERDALE, FL. 33301

Having been named as re istered agent and to accept service of process for the above stated limited
liability company at the ace designated in this certi?cate, I hereby accept the appointment as registered
agent and a ree to act in this ca acity. I further agree to comply with the provisions of all statutes
relating tot proper and comp ete perfonnance of my duties, and I am familiar with and accept the
obligations of my position as registered agent.

Registered Agent Signature: EDWARD J. POZZUOLI, ESQ.

Article 

The name and address of person(s) authorized to manage LLC:

Title: AMBR

CHARTER SCHOOLS USA, INC. .

800 CORPORATE DRIVE, SUITE 124
FORT LAUDERDALE, FL. 33334 US

Article VI

The effective date for this Limited Liability Company shall be:

04/01/2015

Signature of member or an authorized representative
Electronic Signature: JONATHAN K. I-IAGE

I am the member or authorized. representative submitting these Articles of Or ?anization and af?rm that the
facts stated herein are true. I am aware that false information submitted in a ocument to the Department
of State constitutes a third degree felony as provided for in s.817.155,  I understand the requirement to
?le an annual re ort between January 1st and May 1st in the calendar year following formation of the LLC

and every year hereafter to maintain "active" status.

 EXHIBIT 

OPERATING AGREEMENT
OF
CSUSA AT EMMA DONNAN, LLC

This Operating?Agreement (this ?Agreement?) of CSUSA AT EMMA DONNAN, LLC, a Florida
limited liability company (the ?Company?), is entered into by CHARTER SCHOOLS USA, INC, as the 

meanings set forth in Article II hereof.
RECTTAL

The Member has formed the Company as a Florida limited liability company pursuant to the
provisions of the Florida Limited Liability Company Act, Chapter 605, Florida Statutes, as amended from
time to time (the The Member desires to enter into this Agreement to gOVern the affairs of the
Company and the conduct of its business.

NOW, THEREFORE, it is hereby agreed as follows:
A A ARTICLE 1
FORMATION
1.1 Formationjjel'ni. The Company was formed on March 31, 2015 as a Florida limited
liability company by the filing of Articles of Organization of the Company in the of?ce of the Secretary

of State of the State of Florida in accordance with the Act. The Company shall continue until dissolved
and terminated in accordance with this Agreement and the Act.

 

1.2 Name. The name of the Company shall be CSUSA AT EMMA DONNAN, LLC, or such
other name as the Member may from time to time hereafter designate.

1.3 Principal Of?ce. The principal of?ce of the Company, and such additional of?ces, shall
be located at such place or places inside or outside the State of Florida as the Member may designate ??om
time to time. . 

1.4 Registered Of?ce. The registered of?ce of the Company in the State of Florida is located
at 0/0 Tripp Scott, 110 S.E.'6th.Street, 15th Floor, Fort Lauderdale, FL 33301. The registered agent
of the Company for service of process at such address is Edward J. Pczzuoli, Esq. I 

1.5 Purpose. The purpose of the Company shall be to engagein any lawful business that may

be engaged in by a limited liability company organized under the Act, as such business activities may be
determined by the Member from time to time.

766523vi 9800580251

ARTICLE 2
DEFINITIONS

2.1 De?nitions. When used in this Agreement, the following terms not otherwisc de?ned
herein have the following meanings:

 

?Act? has the meaning set forth in the recitals to this Agreement.

?Agreement? means this Agreement of the Company, together with the Exhibits and
Schedules, if any, attached hereto, as amended, restated, supplemented or otherwise modi?ed from time
to time. . .

. ?Capital Contribution? means the amount of capital contributed by the Member to the
Company in accordance with Article 5 hereof . 

?Code? means the Internal Revenue Code of 1986, as amended from time to time.

?Interests? means the ownership interest of the Member in the Company (which shall be
considered personal property for all purposes), consisting of the Member?s interest in pro?ts, losses,
allocations and distributions, (ii) the Member?s right to vote or grant or withhold consents with respect to
Company matters as provided herein or in the Act and the Member?s other rights and privileges as
herein provided.

- ?Losses? means any loss of the Company for federal income tax purposes as of the close
of the ?scal year of the Company. 

?Flonda Business Corporation Act? means the Florida Business Corporation of the. State
of Florida (Chapter 607, Florida Statutes), as amended from time to time. 

?Member? means CHARTER SCHOOLS USA, INC, in its capacity as a ?member? of
the Company within the meaning of the Act, and all other Persons admitted to the Company as an

additional Member or a substituted Member pursuant to this Agreement, so long as they remain a
Member.

?Person? means any individual, corporation, partnership, joint venture, limited liability
company, limited liability partnership, association, joint?stock company, trust, unincorporated
organization or other organization, whether or not a legal entity, and any governmental authority.

?Pro?ts? means the income of the Company for federal income tax purposes and income,
if any, of the Company exempt for federal income tax purpOses (including, without limitation, each item
of Company income, gain, loss or deduction), all as determined as of the close of the ?scal year of the
Company. 

?Regulations? means the Income Tax Regulations promulgated under the Code, as such
Regulations may be amended from time to time. All references herein to speci?c sections of the
Regulations shall be deemed to refer also to any corresponding provisions of succeeding Regulations.

2.2 Rules of Construction. Words used herein, regardless of the number and gender used,
shall be deemed and construed to include any other number, singular or plural, and any other gender,

2
766523vl 980058.0251 

masculine, feminine or neuter, as the context requires, and, as used herein, unless the context clearly
requires otherwise, the words ?hereof,? ?herein,? and ?hereunder? and words of similar import shall refer
to this Agreement as a whole and not to any particular provisions hereof.

ARTICLE 3

3.1 Member. Upon its execution of this Agreement, CHARTER SCHOOL USA, INC. is
admitted to the Company as the initial Member of the Company owning one~hundred percent (100%) of
the Interests in the Company. - 

3.2 Authorized Representative. Jonathan K. Hage, as an ?authorized representative? within

the meaning of the Act, has executed, delivered and filed the Articles of Organization of the Company
with the Secretary of State of the State of Florida. Upon the ?ling of such Articles of Organization with
the Secretary of State of the State of Florida, his powers as an ?authorized representative? ceased, and the
Of?cers of the Company, acting individually or collectively, thereupon became the designated ?authorized
representatives? and are hereby authorized to execute, deliver and ?le any certi?cates (and any
amendments and/or restatements thereof) to be ?led in the of?ce of the Secretary of State of the State
of Florida, or (ii) necessary for the Company to qualify to do business in any jurisdiction in which the
Company may wish to conduct business. I

3.3 Interest Certi?cates.

If the Member so requests, the Company shall issue one or more certi?cates in
the name of the Member evidencing the Interests in the Company held by the Member (each, an ?Interest
Certificate?). Each such Interest Certi?cate shall be in the form approved by the Member; provided,
however, each such Interest Certi?cate shall specify the percentage of Interests of the Company
represented thereby and shall be signed by manual or facsimile signature of at least one of?cer.

Upon the Member?s assigmnent in accordance with the provisions of this
Agreement of any or all of the Interests represented by an Interest Certi?cate, the Company shall cancel
the Interest Certi?cate representing the assigned Interests and shall issue a new Interest Certi?cate to the
assignee representing the percentage of Interests assigned and, if applicable, cause to be issued to the
Member 21 new Interest Certi?cate for the percentage of Interests that were represented by the canceled
Interest Certi?cate and that were not assigned.

Upon any other change in the percentages of Interests held by members of the 
Company, the Company may cancel all outstanding Interest Certi?cates and issue replacement Interest
Certi?cates re?ecting the revised percentages of Interests held by the members of the Company. At any
time on or after the issuance of Interest Certificates, the Board is authorized to establish such other rules
relating to Interest Certi?cates as it deems appropriate, including rules relating to lost, mutilated or
destroyed Interest Certi?cates.

Each Interest in'the Company shall constitute a ?security? within the meaning of
Article 8 of the Uniform Commercial Code (including Section thereof) asin effect from
time to time in the State of Florida, and (ii) the Uniform'Ccmmercial Code of any other applicable
jurisdiction that now or hereafter substantially includes the 1994 revisions to Article 8 thereof as adopted
by the American Law Institute and the National Conference of Commissioners on Uniform State Laws
and approved by the American Bar Association on ebiuaiy 14, I995 . 

3
766523v19800580251

ARTICLE 4
MANAGEMENT

4.1 Management by Member. Subject to the delegation of rights and powers as provided for

. . 1.0-3. A ll;an:; ng.a a 

appropriate or advisable to effectuate and carry out the purposes and business of the Company.

4.2 Of?cers.

The of?cers of the Company shall be, and shall be elected, removed and perform
such functions, as are determined by the Member. The Member may appoint, employ,or otherwise
contract with such other Persons for the transaction of the business of the Company or the performance of
services for or on behalf of the Company as it shall determine in its sole discretion. The Member may
delegate to any of?cer of the Company or to any such other Person such authority to act on behalf of the
Company as the Member may from time to time deem appropriate in its sole discretion.

Except as modified in this Agreement, the of?cers of the Company shall have
?duciary duties identical to those of of?cers of a business corporation organized under the Florida
Business Corporation Act.

The initial of?cers and their titles are listed on BXhibitA hereto.

4.3 Execution of Documents. Except as otherwise provided by the Member or in this
Agreement, when thetaking of such action has been authorized by the Member, any of?cer of the
Company or any other Person speci?cally authorized by the Member, may execute any contract or other
agreement or document on behalf of the Company and may execute and file on behalf of the Company
with the Secretary of State of the State of Florida any certi?cate of amendment to the Company?s articles
of organization, one or more restated articles of organization and, upon the dissolution and completion of
Winding up of the Company, or as otherwise provided in the Act, articles of dissolution dissolving the
Company. 

ARTICLE 5

CAPITAL MEMBER CAPITAL 
TAX MATTERS

5.1 Capital Contributions. The Member has contributed $1,000 to the capital of the
Company. The Member is not required to make any additional capital contributions to the Company.
However, the Member may make additional capital contributions to the Company at any time in its sole
discretion. The provisions of this Agreement, including this Section 5.1, are intended solely to benefit the
Member and, to the fullest extent permitted by law, shall not be construed as conferring any bene?t upon
any creditor of the Company (and no such creditor of-the Company shall be a third-party bene?ciary of
this Agreement) and the Member shall not have any duty or obligation to any creditor of the company to
make any contribution to the Company.

5.2 Member Loans. The Member may, at any time in its- sole disoretion, malce?loans to the
Company. Any such loan shall be on terms and conditions agreed upon by the Member and the Company
and shall not constitute an additional capital contribution to the Company. 

4
766523v1 9800580251

5.3 Taxation as Disregarded Entity. It is the intention of the Member that the Company shall
be disregarded an a separate entity for federal, state, local and foreign income tax purposes.

54 Fiscal Year; Books and Records. The fiscal year of the Company shall be a calendar
year. The books and records of the Company shall be maintained in accordance with the method of 
i ..-- :e :?anr - gen. a:
principal of?ce, setting forth a true and accurate account of all business transactions arising out of and in
connection with the conduct of the Company. Such books and records shall be kept separate and apart
from the books and records of the Member or any af?liate thereof.

   
 

 

 

5.5 @pection, The Member and its duly authorized representatives shall have the right to
examine the Company books, records and documents at any time. The Company shall not have the right
to keep con?dential from the Member any information that the Company would otherwise be permitted to
keep con?dential from the Member pursuant to Section 605.0410 of the Act.

ARTICLE 6
ALLOCATIONS AND. DISTRIBUTIONS

6.1 Allocations of Pro?ts and Losses. All items of Company Pro?t, Loss or the like shall be
allocated to the Member. 

7 6.2 Distributions. Distributions shall be made to the Member at the times and in the

aggregate amounts determined by the Member. Notwithstanding any provision to the contrary contained
in this Agreement, the Company shall not be required to make a distribution to the Member on account of
its Interest in the Company if such distribution would violate the Act or any other applicable law.

ARTICLE 7
ASSIGNMENT OF 
ADDITIONAL MEMBERS 
7. 1 Assignment. 
I The Member may assign, pledge or otherwise encumber in whole or in part its

Interests in the Company. If the Member assigns any or all of its Interests in the Company pursuant to
this Section 6.1, the assignee shall be admitted to the. Company as a member of the Company upon its
execution of an instrument signifying its agreement to be bound by the terms and conditions of this
Agreement, which instrument may be a counterpart signature page to this Agreement. In the event of the
assignment of all of the Member?s Interests in the Company, such admission shall be deemed effective
immediately prior to the assignment, and, immediately following such admission, the assigning Member
shall cease to be a member of the Company.

Any pledge or encumbrance of all or any part of the Member?s Interests in the
Company shall not, in and of itself, constitute an assignment of Interests under this Agreement unless and
until there is a foreclosure on the Interests in accordance with the terms of the pledge or encumbrance.

7.2 Dissociation. The Member may dissociate frent the Company at any time in its sole
discretion, by withdrawing as a member by express will under Section 605.0602(1) of the Act.

5
766523vl 9800580251

7.3 Admission of Additional Members. One or more additional members of the Company
may be admitted to the Company with the written consent of the Member. The admission of an additional
member of the Company shall be effective upon its execution of an instrument signifying its agreement to
be bOund by the terms and conditions of this Agreement, which instrument may be a counterpart signature
page to this Agreement

 

ARTICLE 8

DISSOLUTION
8.1 Dissolution. The Company shall be dissolved and its affairs wound up and terminated
upon the ?rst to occur of the following:
A the determination of the Member to dissolve the Company; or
at any time there are no members of the Company unless the business of the

Company is continued in a manner permitted by Section 605.0701 of the Act;
the entry of a decree of judicial dissolution under Section 605.0705 of the Act; or
the sale of all or substantially all of the assets of the Company.

8.2 Bankruptcy of the Member. The bankruptcy of the Member or the occurrence of any of
the events described in Section 605.0602 of the Act with respect to the Member shall not cause the
Member to cease to be a member of the Company and, upon the occurrence of such an event, the business
of the Company shall continue without dissolution.

. 8.3 Liquidation. In the event of dissolution, the Company shall conduct only such activities
as are necessary to wind up its affairs (including the sale of the assets of the Company in an orderly
manner), and the assets of the Company shall be applied in the manner, and in the order of priority, set
forth in Section 605.0710 of the Act.

ARTICLE 9
LIMITATION ON RETURN OF CAPITAL
9?1 Limitation on Liability. The debts, obligations and liabilities of the Company, whether
arising in contract, tort or otherwise, shall be solely the debts, obligations and liabilities of the Company
and the Member shall not be obligated personally for any such debt, obligation or liability of the
Company, solely by reason of being the Member.
9.2 Return of Capital. The Member shall not have any liability for the return of the

Member?s capital contribution which capital contribution shall be payable solely from the assets of the
Company subject to the requirements of the Act.

766523v1 980058.025]

ARTICLE 10
MISCELLANEOUS

10.1 Amendments. This Agreement may be amended only upon the written consent of the

10.2 Entire Agreement. This Agreement represents the entire understanding and agreement
between the parties with respect to the subject matter hereof, and supersedes all other negotiations,
understandings, representations (if any), and agreements (oral or written) made by and between such
parties.

10.3 Binding Effect. All of the terms and provisions of this Agreement whether so expressed
or not, shall be binding upon, inure to the bene?t of, and be enforceable by the parties and their respective
administrators, executors, legal representatives, heirs, successors and permitted assigns. Without limiting
the generality of the foregoing, any rights git/en or duties imposed upon the estate of a deceased Member
shall inure to the bene?t of and be binding upon the ?duciary of such decedent?s estate in his ?duciary
capacity.

-10.4 Severability. Every provision hereof is intended to be severablc, and if any term or
provision hereof is illegal or invalid for any reason whatsoever or would affect the status of the Company
as a ?disregarded entity? for federal income tax purposes, such provision shall be invalid, but such
illegality or invalidity shall not affect the validity of the remainder of this Agreement.

10.5 Governing Law. This Agreement shall be construed in accordance with the laws of the
State of Florida without regard to principles of con?icts of laws. 

10.6 Incorporation. Every exhibit, schedule and other appendix attached to this Agreement
and referred to herein is hereby incorporated in this Agreement by reference. 

10.7 Recording This Agreement shall not be recorded without the unanimous approval of the
Member.

IN WITNESS WHEREOF, the undersigned Member has duly executed this Agreement as of
March 3 l, 2015. Pursuant to Section 605.0207 of the Act, this Agreement shall be effective on the date
the Articles of Organization of the Company were filed, as described in Section 1.1 hereof.

SOLE MEMBER:

CHARTER SCHOOLS USA, INC.

 

 

?es-it"
By: 
Name: Jonathan K. 6

Title: President 

766523_Vl 9800580251

EXHIBIT A

 

INITIAL OFFICERS 
President: Jonathan K. Hage
Secretaly: Jonathan K. Hagc I
Treasurer: Jonathan Hage

766523vl 9800580251

 EXHIBIT 

Education Plan

Curriculum and Instructional Design

The school will have a classroom-based learning environment with a
anticipated class size of 20 students for each kindergarten class, 23
students in each class for grades 1 5, and 25 students in each class
for grades 6 8.

 

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The CSUSA Education Model is implemented within a framework of

 

 

continuous improvement to ensure its validity and the development
of supporting tools to meet the needs of each individual student. The

 

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development of the education model was based on Robert J.
Marzano?s 35 years of research. Its structure enables administrators
and teachers to better understand, explain, and predict the elements
needed to facilitate each student?s mastery of the lndiana Academic
Standards. Educational best practices, technology, communication, ?we was?;
and documentation tools are created and revised to support the
implementation of the model and ensure that teachers have the
support necessary to meet the needs of each student. The components below create a cycle that teachers follow to
ensure students are mastering all of their grade level standards in the curriculum.

Viabie Curricutum
1 Standards

   

 

 

 

 

 

 

 

 

 

Component 1: Baseline Assessment and Data

Baseline assessment provides all stakeholders with the information needed to identify students? and
weaknesses; effectively target instruction; and set school?level, classroom-level, and individual student-level goals.
This starts at the beginning of the school year with the review of students? scores from the state-mandated
assessment of the previous school year. Baseline data is obtained throughout the year with standards-aligned
pretests that are utilized prior to each new unit of instruction.

Component 2: Data-Driven instruction

The school?s leaders and teachers will analyze baseline data from the school?s student information system and then
provide targeted professional development to equip teachers with the instructional strategies that best meet the
needs of each student. Teachers then have the information needed to effectively adjust instructional focus through
spiral teaching and employ regrouping and other differentiation techniques to-ensure that each student is making
progress towards mastery of speci?c skills and content. By using this innovative approach of data -driven instruction
and basing teacher support around meeting the needs of each student, the school will ensure a culture of continuous
improvement and increased student achievement.

Component 3: Assessment

After data-driven instruction, formative assessments will be given to determine areas of growth and will be used to
continue to identify instructional priorities. Assessments are an integral part of the education model because they
measure instructional effectiveness and student achievement. In particular, formative assessments are the processes
used to drive instructional practice since they provide a systematic and regular measurement of students? progres in
the classroom. Further, timely and speci?c feedback based upon formative assessments of student performance on
grade level standards establishes individualized goals for all students (Marzano).

Component 4: Grading

Academic grades will only reflect the standards taught. Grading a student?s work solely on standards allows the
school to have a true indicator of the pro?ciency level of students since grades will not be skewed by non-
academically related aspects such as neatness and timeliness. Students will be given enough opportunity to practice
what is taught and multiple opportunities to master a concept. The school?s grading philosophy is described in more

detail in Section II of this application.

Component 5: Reporting

Formative assessments will be graded at the most specific level of the lndiana Academic Standards to facilitate data
collection. As the data is collected, it is reported within the electronic grade book in various formats for
straightforward data analysis. The data is then reviewed according to the speci?ed standard for targeting individual
student needs on specific skill expectations. It will also give teachers, parents, and students access to online student
data. Student achievement data will be included in each student?s file and will make year-to?year evaluation and
tracking of benchmarks more efficient. It will also provide students, parents, teachers, and administrators with
information to make decisions about differentiating instruction for each student.

Component 6: Decision

Decision is the final action. Based on the data, teachers and administrators will make the decision to either move on
to a new standard and begin with a baseline assessment, or revisit the same standard through data-driven
instruction. This allows teachers to reach students who need remediation or acceleration through differentiated
instruction. A unique and innovative aspect of this education model is the fact that the school do not simply move on
to the next standard after assessment, but may continue re-teaching based on students? needs. The teacher will re-
teach, either by whole-class or small-group instruction until all students have mastered the standard.

At the core of the education model is the Guaranteed and Viable Curriculum. The GVC ensures academic excellence
in every classroom and encourages steady academic progress as students build their knowledge and skills from one
year to the next in order to master the Indiana Academic Standards. The GVC is primarily a combination of the
factors ?opportunity to learn" and ?time.? Both have strong correlations with academic achievement. The concept of
opportunity to learn is a simple but powerful one: if students do not have the opportunity to learn the content
expected of them, there is little chance that they will. Opportunity to learn addresses the extent to which the
curriculum in a school is ?guaranteed.? After clear guidance is given to teachers regarding the content to be
addressed in specific courses and at specific grade levels, the ESP (which provides curriculum and educational
strategy support the school) and school administration monitor learning so that the academic content necessary for
achievement within each grade is not disregarded or replaced. The GVC allows educators to center the curriculum
and assessments by establishing goals (content standards, course or program objectives, learning outcomes), big
ideas (what specific understandings about the big ideas are desired), essential questions (what provocative
questions will foster inquiry, understanding, and transfer of learning), and authentic performance tasks (the type(s) of
performance tasks that learners demonstrate the desired understandings). The school will offer courses in English
Language Arts, Mathematics, Science, Social Studies, Physical Education, Foreign Language, and other electives.
Core resources used are included in Appendix A.

The review of data through the use of the education model will guide the school?s learning plan by identifying the
professional developmental needs of teachers through both student and administrator observationai data. Through
the cycle of revisions to the GVC based on the needs of the students recognized through data and observation, the
alignment of professional development to the needs of teachers, and the revision of functionality within the student
information system, the education model serves as the foundation that will drive continuous improvement within the
school

Another distinctive component of the education model is the constant connection within the network that supports the
implementation of the model with fidelity. This creates a sense of camaraderie and teamwork, further motivating the
staff to achieve the vision and mission of each school. At each step, teachers and administrators have the
opportunity to reach out to others to gain insight on best practices to provide the most effective instruction for
students. This can range from lesson plan sharing to model lessons and professional development on instructional
strategies, or many other tools that will be utilized within the school. The school will also have the ability to reach out
to the entire network for support, in particular the CSUSA?managed schools in Indiana, and will receive regular
assistance from the Regional Director and curriculum specialists.

The school will utilize blended learning to provide differentiated instruction to all students. Various models can be
implemented, including a rotation model, ?ipped learning, a la carte, or others. Teachers can assign content to
students on their level to practice skills they need to master. Students can also use programs that adapt based on
their responses, providing an individualized learning path. Online courses can be taken for course recovery or
elective options. Programs the school may use include Plato, Think Through Math, Reading Plus, Reading Eggs, and
Mathletics. Teachers will utilize various technology resources to create an experiential learning environment. Flat
screen televisions used in conjunction with tablets allow the students to interact with learning. There will be laptops in
each classroom for individual and group work. Students will also use computer labs and mobile laptop carts for word
processing practice, research, projects, or to use their online instructional programs.

In order for the education model to be implemented successfully, we must hire the most quali?ed staff and provide
extensive training and professional development. The school?s hiring process is described further in the Human
Capital section of this application. Once teachers are hired, they attend New Teacher Induction to become
accustomed to the CSUSA Education Model, Marzano?s instructional strategies, common expectations, and other
aspects of the school. Professional development continues throughout the year with after-school sessions, webinars,
face?to?face trainings, full-day sessions, and team meetings. Professional development choices are determined by
the needs of the teachers and student performance. The leadership team conducts weekly and
administers formal evaluations during the year to monitor teacher performance and provide feedback for
improvement. 

A unique advantage of being a part of the CSUSA network of schools is having the opportunity to participate in site
visits, called Quality Education for Students and Teachers (QUEST). The QUEST visits occur four times in the ?rst
year of the school and twice yearly (at a minimum) in subsequent years. The QUEST process is a full-day, in-depth
process, in which members of the CSUSA network who have had proven success in their roles (principals, master
teachers, curriculum specialists, and curriculum resource teachers) observe teachers and provide feedback on
instruction. The purpose of the QUEST process is to support the school with the implementation and monitoring of
the education model. The QUEST process examines three critical factors: classroom management, student
motivation, and instructional strategies. The observer, a trained member of the CSUSA network, observes a lesson
for approximately 45 minutes to examine how the teacher is integrating educational strategies within the lesson to
promote student learning. The process allows for connection among professionals to share best practices, in
particular with others who have had successful experiences with similar populations. Those who are paired typically
develop relationships in which they continue to share ideas with each other and their teams to promote effective
instruction.

After visiting all classrooms, the QUEST Team re?ects on their day and reviews the data collected.
Recommendations and commendations, derived from trends in the data, are compiled into a presentation and
delivered to the staff to motivate and drive certain instructional practices. Based on the recommendations and
commendations, the leadership team re?nes its professional development focus for the school year. This data is
tracked from visit to visit, and the Board is also kept informed of the school?s overall performance and growth on
QUEST visits to monitor fidelity of the education model.

Instructional Strategies

Based on Marzano?s research and the learning map to guide instruction, students will be the designers of their own
learning in order to obtain a deeper level of understanding. Students will follow a 7-step process for learning: 1)
Processing; 2) Elaborating; 3) Recording; 4) Re?ection; 5) Practice; 6) Deepening; and 7) Extension. For each unit,
students will go through a discovery or exploration process to ?rst make their own inferences and hypotheses about
content, adjust those understandings after instruction from the teacher, then correct mistakes and demonstrate their
new learning. They will practice skills for ?uency and deepen their understanding of declarative knowledge through
various activities that require analysis and evaluation. To further show ownership of learning, students can be
presented with a rubric and the standards of a particular unit to construct their own way of demonstrating mastery of

the content, whether in the form of a presentation, written piece, or other methods. Other strategies that can be used
focus on helping students elaborate on content, managing response rates with tiered questioning techniques, and
helping students examine their reasoning. The intent of using student-centered learning is to increase the level of
rigor within the classroom to help students be able to demonstrate college and career readiness.

Within the 7-step process described above, teachers will use Marzano?s thirteen high-probability instructional
strategies. These strategies can greatly in?uence and assist teachers in planning lessons that truly meet the learning
needs of all students. Having teachers re?ect on classroom practices, procedures, and instructional strategies
implemented in their classroom is a technique that can help raise the quality of their classroom instruction. Each of
the strategies provides students with a learning environment that is academically rigorous, challenging, innovative,
and focused on individual student learning needs. The table below outlines various strategies and their applications
in order for students to attain the standards.

   

Tracking Student Progress
and Using Scoring Scales

(Yields a 34 percentile gain)

 

  
 



0 Determine current level of performance

0 identify achievement goals and establish a rate of progress

0 Track progress visually

0 Adjust instruction to improve learning

0 Provide more intensive instruction to reteach the material if goals are not being
met

 

Setting Goals/Objectives
(Yields a 25 percentile gain)

0 Set a core goal and let students personalize it

0 Make sure goals are achievable

0 Teachers help with strategies to achieve goals

0 Teachers and students monitor progress and celebrate success

 

Building Vocabulary
(Yields a 20 percentile gain)

0 Use strategies before, during, and after lessons

0 implement a comprehensive program for students to be able to understand
complex texts, engage deeply with content area concepts, and participate in
academic discussions

 

Identifying Similarities and
Differences
(Yields a 20 percentile gain)

0 Teacher-directed activities focus on identifying specific items

- Student-directed activities encourage variation and broaden understanding

0 include activities that involve comparing and classifying, analogies and
metaphors, graphic organizers, etc.

 

interactive Games
(Yields a 20 percentile gain)

0 To use in addition to effective teaching

- De?ne the objectives of the game to set a purpose

0 Should be challenging but not frustrating

0 Can foster teamwork and social interaction

0 Provides opportunities for success and positive reinforcement

 

Summarizing
(Yields a 19 percentile gain)

0 Requires analysis of text to determine what?s important

0 Students use key words and phrases while summarizing content

0 Students constantly refine their work to determine the most essential and
relevant information

 

Note Taking
(Yields a 17 percentile gain)

- Use teacher-prepared models/templates to teach basic principles and
expectations

0 Give time to practice note-taking and provide feedback on the skills

0 Students become familiar with content, jot down main ideas, and write down
ques?ons

 

 

Nonlinguistic
Representations
(Yields a 17 percentile gain)

 

incorporate words and images to represent relationships
0 Use physical models, dramatization, and movement to represent information
0 Have students explain their rational and meaning behind the nonlinguistic

 

  

 

  

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representation
Student Discussion/Chunking 0 Set expectations for classroom discussions and try in small groups ?rst
(Yieldsai7percentiie gain) 0 Use a variety of techniques, having students take notes throughout the

discussion and segment the discussion to check for understanding
0 Organize content into small, related segments that are more manageable for
understanding in daily lessons

 

 

Homework 0 Establish and communicate a homework policy

(Yields a 15 percentile gain) 0 Provide speci?c feedback on all assigned homework and vary the way the
feedback is delivered

Practice 0 Ask questions that require students to process and rehearse the material

(Yields a 14 percentile gain) 0 Give feedback on the practice while circulating and monitoring work

0 Provide additional explanations and several examples
0 Cooperative learning is an effective strategy to utilize practice

 

 

 

 

Effort and Recognition Personalize recognition and give praise for individual accomplishments
(Yields a 14 percentile gain) 0 Provide suggestions to help students improve if they are struggling, then praise
the improvements
Graphic Organizers 0 Use various types to expose students to information before the learn it
(YieldS a 13 Percentile gain) 0 Examples include maps, diagrams, timelines, clusters, flowcharts, and
structures

 

The aforementioned strategies have been research-proven to yield positive results in student learning. From there,
professional development (speci?c to the grade level) is provided to help teachers create and implement an
instructional framework that guides them towards the most appropriate use of research?based instructional strategies
and innovative learning methods. As new research is released and improved, professional development and teaching
strategies are continuously updated to meet the needs of students.

The school will hold the belief that differentiated instruction is: 1) a teacher?s response to student needs; 2) the
recognition of students? varying background knowledge and preferences; 3) student centered; 4) instruction that
addresses students? differences; and 5) a blend of whole-group and small-group instruction. Students will bene?t
through the use of innovative, differentiated instructional methods. These methods will research-based
instructional strategies, including but not limited to Marzano?s thirteen high-probability teaching strategies mentioned
above, to enhance the student?s opportunity to learn the speci?c skills identified. Small-group instruction is utilized in
different subjects in order to support the needs of students who are struggling with the content or those that are
above grade level and need more challenging tasks. The reading lesson segments will incorporate differentiated
texts targeted to below-level, on-Ievel, advanced, and ELL students. The school will also have a math resource that
provides for enrichment, on-level, and re-teaching of each lesson. Enrichment opportunities through the Cambridge
program will also be available for more rigorous instruction for advanced students.

Teachers can differentiate in three ways: with the content students are learning, the process in which the material is
being taught, and the product that is developed to demonstrate learning. Teacherswill take into consideration the
students? readiness for learning, their interest, and their learning pro?les. Some best practices with regard to
differentiating include: .

For student readiness: focusing on the standard for the content being taught and the objective that must be
mastered, but content may be at various levels students may read higher-level text yet still master the
same standard as students reading on-level text).

0 For student interest: allowing students to choose from a list of options of how they will demonstrate mastery
some students may complete a project whereas others might write an essay).

0 For student learning pro?le: addressing various individual student differences in learning styles students
that are tactile learners can use manipulatives, whereas students who are visual learners can use pictures).

 

Teachers use data from Northwest Evaluation Association (NWEA), Common Assessments (CMA), and
class assessments to drive the decision?making process with regard to differentiated instruction. Student groupings
will change periodically in classes depending on the activity level and ability level. Teachers will integrate formative
assessments throughout activities to make adjustments. Continuously assessing, reflecting, and adjusting content,
process, and product enables teachers to best meet the needs of each individual student.

Blended learning (as described above) is another opportunity for teachers to differentiate learning for their students.
To further monitor progress towards mastery of the standards, teachers (in conjunction with the school administrative
team) will plan and schedule learning objectives aligned to the data-driven Instructional Focus Plan. This calendar is
developed based on the data provided by each CMA report, which teachers analyze to determine what standards the
students need to be re?taught or taught more in depth than initially expected. This constant spiral instruction not only
helps students reach mastery, but also reinforces concepts for better retention of information. The calendars include
targeted standards, plans for instruction, and weekly assessments. A reflection space is designated for teachers to
note the results of the assessment. Classroom teachers develop the calendars several times throughout the year to
adjust instruction based on results. The GVC is thereby differentiated to meet the needs of the students within the
school while maintaining rigorous pacing and high expectations. These calendars are developed for both ELA and
mathematics, and teachers are encouraged to post and track results within the classroom to motivate and challenge
their students.

Every child is unique, therefore the school will create a Personalized Learning Plan for every student designed to
track individual weaknesses, and cumulative progress in attaining a year's worth of learning at a specific
grade level. The PLP will empower students to track their own progress, which initiates student ownership of learning
goals. The plan's development is a collaborative effort between the teacher, parent, student, and other staff involved
with the student's academic achievement. Teachers will act as facilitators and coaches for the plans, aiding in
creating, monitoring, and challenging the students to push themselves. The parents? role is to be a cheerleader or
mentor, motivating and guiding the students in their endeavors. Most importantly, students are the producers of the
plan, faced with the responsibility of understanding their data, making good decisions as learners, and following
through with expectations.

Administrators, teachers, parents, and students are able to devise an academic plan for each student to achieve
learning gains through analysis and evaluation of data. As a reference, baseline achievement levels are incorporated
into each student?s PLP, which is visible to the student, parent, and teacher within the student information system.
This baseline serves as a starting point for determining future rates of academic progress. Students and parents are
able to consider areas of mastery and de?ciency based upon reports from NWEA, which provide detail regarding the
skills the child has mastered, the skills that need remediation, and skills the child is ready to learn next. The student
will set personal goals each quarter, which will be con?rmed by teachers. Teachers will post formative data such as
interim assessment scores and reading diagnostic assessments to support student goal setting. Each student?s PLP
will serve as the foundation from which to measure student outcomes. The outcomes will be congruent with the
lndiana Academic Standards within the GVC. Students are expected, at a minimum, to achieve mastery of each
standard for each grade level and the goals and objectives speci?ed in their PLP.

The following information is considered when assessing the student's and weaknesses:
The students academic performance prior to his/her enrollment
The results of any assessment testing and classroom assessments
Non-assessed student work and project-based learning
0 Student information about what the student likes to learn and parent information about how their child learns
best in a quiet place, working in groups, etc.)
Reports and observations from the students teachers
0 Information and suggestions from the student?s parents and the student

Not only will the PLP include quarterly grade goals and NWEA assessment goals, but also action steps to reach each
goal, teaching students the valuable lesson of not just having a goal, but also knowing what it takes to reach it. The
action steps help guide both the child and the parent in implementing the PLP. The process of creating and
monitoring the PLP is a life skill that all students need to develop in order to become productive citizens; The ability to
be self-aware of one?s and weaknesses, to self-motivate to set and reach goals, and to self-monitor
progress will lead to successful completion of ambitions throughout life.

Core Curriculum Scope and Sequence

Appendix includes a scope and sequence for ELA and mathematics for grades Teachers will be given full
curriculum maps prior to the start of the school year.

Progression Policies

The Pupil Progression Plan outlines the requirements for promotion and graduation in adherence to Indiana
regulations. This document will be provided to families at the start of the school year in order to clearly communicate
expectations for the year. Parents and students will be consistently reminded of requirements throughout
conferences, Curriculum Nights, and other noti?cations sent home throughout the year. The school will ensure that
parents have consistent communication of student progress to ensure the school is implementing appropriate
interventions for preventing retention. The school will adhere to the House Enrolled Act 1367. The Act states that
students in third grade must take and pass the Indiana Reading Evaluation and Determination 
Assessment in order to be promoted to fourth grade, unless the student meets one of the Good Cause Exemption
criteria. For all other grade levels, the school leader takes into consideration multiple factors, including current
grades, assessment performance, previous retentions, level of text at which student is independently successful,
observations, checklists, and student portfolios.

Appendix includes a draft Pupil Progression Plan for the school.

Class Schedule

The school?s proposed weekly schedule for each grade level for the ?rst year of operation is provided in Appendix
A.

School Culture

The school will foster a culture of high expectations and positivity for all, including students, parents, teachers, and
administration. Each stakeholder is expected-to play an integral part in the success of the school and the success of
each student. Through student-centered learning, students will be the driver of their education, with the teacher as
the facilitator. They are expected to make responsible decisions and put forth their best effort with regard to their
work. Teachers are expected to conduct themselves in a manner that motivates students and provides instruction
that enables students to master their grade-level standards. Enthusiasm is contagious, and teachers are expected to
provide engaging and thoughtful lessons to promote that enthusiasm in students as well. Parents will participate in
their child?s education through attending conferences, communicating with the teacher, completing volunteer hours,
and other opportunities. Administrators are expected to make all decisions in the best interest of students and help
implement the education model with ?delity.

There will also be high expectations for student behavior through implementation of Responsive Classroom and

Developmental Designs. The school will hold the belief that the students? social environment is just as important as
the academic curriculum. Teachers will use strategies from this program to promote social development,
responsibility, and communication skills within the students. Routines and procedures will set the tone of an efficient,
focused classroom. The aim is to provide an environment that is safe not just in the physical sense, but also in the
sense that students feel safe to explore ideas in a new way and share their opinions, beliefs, and academic ?ndings.

The expectations of stakeholders are communicated even before school begins at Parent Orientation. Families will
be informed of the various responsibilities that they and students have in order to be successful at the school. The
uniform policy will be communicated and students will be expected to follow this policy starting on the ?rst day of
school. Parents will be given a calendar for the year to plan their commitments accordingly so they can play an active
role in their child?s education.

Teacher expectations are clearly communicated prior to the start of the school year. There will be two weeks of
training during New Teacher induction to review common expectations, teaching strategies, curriculum mapping,
grading, behavior management, and other pertinent information for the start of the school year. Administration will
conduct weekly to monitor teacher performance and fidelity to the education model. Curriculum
Resource Teachers will check the teacher?s lesson plans and provide feedback to ensure teachers are providing
engaging lesson plans and differentiated instruction to meet the needs of their students. Teachers will be formally
evaluated and will also create Deliberate Practice Plans to set goals and action steps in achieving those goals based
on their administrator?s feedback.

The first two weeks of school are heavily focused on enforcing the uniform policy, and teaching and practicing school
procedures. These highly structured routines are developed by teachers in order to prevent the opportunity for
misbehavior. These procedures can include arrival routines, lining up for transitions, sharpening a pencil, and every
possible action in-between. They are taught until they are second nature for the students, and are continuously
implemented throughout the school year with ?delity in order to avoid distraction from poor behavior and keep the
students focused on academics and instruction. The teacher will implement morning classroom meetings from the
start of the year to develop a uni?ed family environment and start the day off on a positive note.

The culture of high expectations for student success will be seen throughout the school, as monitoring of progress
will be posted and tracked throughout the school. School?wide goals will be posted for all stakeholders to see when
they enter the school. Teachers will post excellent work, class goals, progress on assessments, and the Reading
Challenge, further motivating students to succeed. The students will gain a sense that the entire school is working
together to achieve goals and the constant reminder of progress and success creates an environment of healthy
competition, expectation of success, and team building. This is particularly advantageous for students who need the
community of support and motivation.

Teachers are expected to hold themselves and students to a high standard, teaching minute-by?minute and bell-to-
bell in order to maximize learning. Purposeful tasks and higher-order thinking activities will be conducted, not just rote
memorization work. All students will be expected to be engaged and participate to ensure accountability for learning.
If a teacher poses a problem, one student does not explain the answer. All students persevere and attempt to solve it
in journals or dry-erase boards. The teacher may call on several students to provide answers, then the class can
evaluate and determine the correct one and discuss why it is correct. Students therefore go through a discovery or
exploration process to ?rst make their own inferences and hypotheses about content, adjust those understandings
after instruction from the teacher, then correct mistakes and demonstrate their new learning. There will be an
emphasis on student?centered learning and developing autonomy in processing, evaluating, analyzing, and
demonstrating knowledge. Teachers ,will be there to support the students, scaffolding learning to make sure that
students are able to complete the more critical thinking tasks that are being implemented. Teachers will be constantly
observing and providing help, such as taking students in small-groups to further aid those who need more support.
The assignments will require more higher-order thinking skills and real-word application, such as justi?cation,
analysis, and communication, to better prepare the students to be college- and career~ready.

A Day in the Life of a Student

This summary is told from the perspective of a middle school student in 6th grade. The student arrives at school and
is greeted by at least the principal and any other staff member at a particular post. He or she has the option to either
go to breakfast in the cafeteria or go straight to class, at which time the expectation is to get all materials and
supplies ready for the day, then read or complete work silently until class begins. First period is a Learning Skills
block, which is a time when there is a morning meeting/team building activity to create a positive start to the morning.
The students also develop study skills and organizational skills, which help in preparation forthe rest of their classes.
In addition, teachers can provide a targeted mini?lesson based on student data (is. if students in that teachers class
are struggling with a particular math concept, the teacher will review this to support instruction of the core math
teacher). After Learning Skills, the student will attend his or her classes for ELA, science, social studies, math,
physical education, and an elective. The student will have time for lunch in his or her schedule. At dismissal, the child
may either go home, attend extended day tutoring if required, or participate in a club or after-school enrichment.

A Day in the Life of a Teacher

This summary is described from the perspective of a fourth?grade classroom teacher. Each day, the teacher is
expected to come early 'to set up the classroom and ensure their materials are ready for the day. He or she will
update the agenda, objectives, essential questions, and any other pertinent information the students need to be
successful for the day. The teacher is expected to stand at the class doorway at arrival in order to greet students and
monitor hallway behavior. A minute-by?minute plan will be followed to ensure the teacher is covering all elements of
the lesson plans for each subject taught. The teacher will have lunch at the same time as the students, and will have
a planning period every day. Depending on the day of the week, there will be various responsibilities for the planning
time, including data chats, team meetings, lesson planning, conferences, or other tasks. At dismissal, teachers are
expected to monitor students either in their room or at a designated post. Teachers are expected to stay after school
at least one day per week for tutoring and at least one day for professional development.

Supplemental Programming

Summer School

The School will offer summer school. Students will be selected based on their performance on interim assessments,
state assessments, and class grades. The priority wilt be to provide summer school to those student who are
performing below grade level. As such, the number of students who attend may vary each year. The length of each
day for summer school, as well as the length of the entire program, will be determined depending on the amount of
time needed to catch students up to grade level.

Extra-curricular Activities -

The school will determine the extra-curricular activities offered once the needs of the community and student
population are determined. The school will distribute surveys and other notices to determine the interest in particular
programs to offer. These programs may be fee-based or free of charge, depending on grant funding or scholarships.
Sample extra-curricular activities that may be offered include Safety Patrol, Student Government, Honor Society,
Service Club, Young Engineers, Basketball, Dance, Chess/Games Club, Mathletes, Journalism, or others.

Programs for Student Development

The school will hire a Student Services Coordinator who will havethe responsibility of connecting students,
parents, and families with various entities and programs that can support the mental, emotional, social, and health
needs of each student. The school will implement Responsive Classroom and Developmental Designs, as stated
previously, to foster an environment of social responsibility and character development. These programs are
aimed to provide a climate in which students feel safe in sharing their thoughts and feelings as students develop
empathy for each other and learn strategies for communicating. When students are in this type of environment,

they are able to thrive academically as well.

The school may offer social skills training in addition to the Responsive Classroom and Developmental Designs
program for those needing additional support. The school can also implement the Restorative Justice program if it will
be more applicable and effective with the student population. it is a program that is similar to Responsive Classroom
and Developmental Designs, in that it promotes character development, internal behavior management, and social
responsibility. Peer Counseling/Mediation is also an option for student development.

Opportunities for mentorship will also be provided by staff members or partnerships with other entities to support
behavioral and academic growth of the students. Within the school, there may be buddy programs between the upper
grades and the lower grades to further motivate students to succeed both academically and behaviorally. Honor roll
assemblies, pep rallies, and other motivational events will be hosted to reinforce positive choices within the school.

Sewing Students with Special Needs

The school?s admission policy welcomes and encourages the enrollment of students with all learning pro?les.
Students who are identi?ed as English Language Learners, children with special needs, students who enter below
grade level, and students who are intellectually gifted will all have an equal opportunity of being selected for
enrollment in the school. The school will not discriminate or limit enrollment based on race, religion, or disability.
Furthermore, the school's marketing strategy materials will re?ect that it is a ?tuition-free? public school and that it
accommodates and serves students with ?exceptionaiities,? "disabilities," and ?English Language Learners.? The
school?s plan to serve these students involves a process of identifying student needs through diagnostic
assessments, and then responding to those needs appropriately through various instructional strategies or through
social programming that supports the success of these students.

Students receiving special education services shall be provided with a free and appropriate public education (FAPE)
in accordance with special education rules and regulations (Article 7), the Individuals with Disabilities Education
Act, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act.

The school will ensure, to the maximum extent appropriate, that students with disabilities are educated in the least
restrictive environment (LRE). The Case Conference Committee will determine the appropriate special
education, related services, and placement for a student as well as the LRE in which those services will be provided
in accordance with 511 7-32-12. The school believe that it is very important that each student has the
opportunity to learn and grow within their community so they can become productive citizens.

The school will employ apprOpriately certified special education teachers to meet the needs of their students and will
also employ or contract with the necessary personnel to provide special education and related services Speech
and Language services, Occupational Therapy and Physical Therapy) as required by the student?s individualized
Education Plan in providing for the educational needs of the exceptional student, the regular school facilities
will be utilized, which are physically designed and adapted to meet the needs of exceptional students as required by
the Americans with Disabilities Act (ADA) and 

The school will conduct the child ?nd process in accordance with 511 7-40-1, to focus on early
identi?cation and interventions of children with learning, physical, and emotional dif?culties. The school will use a
team problem solving approach to systematically monitor all students? progress and performance data and to identify
unique interventions as needed to improve individual student performance. This serves to ensure that all students
suspected of having a disability, regardless of the severity of the disability, and who are in need of instructional
accommodations and/or special education and related services, are identified, located, and evaluated.

All students enrolled at the school will participate in evidence~based instruction that is based on grade level indiana

Academic Standards. When it is discovered that a student is having difficulty mastering the content of the general
education curriculum, a tiered system of interventions will be provided to help the student make progress. For
students who do not make progress within the tiered system of interventions, referral will be made to the school?s
special education department for a comprehensive evaluation to consider special education eligibility.

The school will form a Student intervention Team (SIT) to collaboratively address the needs of students who continue
to have learning and/or behavior problems after the teacher has tried appropriate interventions in the general
education classroom. A student may be referred to the SIT by a teacher or at the request of the student's
parent/guardian.

First, the SIT will identify whether the concern is academic and/or behavioral in nature through data analysis. The SIT
will then identify and implement appropriate instructional interventions. The staff at the school will be fully trained on
the Response to Intervention (Rti)/ Multi-Tiered System of Support (MTSS) process and how to implement
designated interventions. greatly increases the likelihood of improved student achievement by identifying
struggling students at the earliest grade levels and providing them with additional instructional time and intensity
during the school day. Interventions that are established will be implemented with periodic assessments during the
intervention period to evaluate whether the student is responding to the interventions. These interventions are
implemented for 12 weeks. Progress monitoring will be conducted with a minimum of six assessments to determine if 
the student is responding to the interventions. Documentation of the instructional interventions will then be reviewed
to evaluate whether the strategies were successful. If the strategies are successful, the SIT will continue to monitor
the student on a or as needed basis. If the interventions were not successful and sufficient evidence has
been gathered that shows that a disability may be the primary cause of the student?s learning or behavior problems,
the SIT will refer the student for an evaluation.

After a signed, informed parental consent has been obtained, a comprehensive evaluation will be conducted by a
multidisciplinary team that includes the parent(s), special education teachers or service providers, at least one of the
child?s general education teachers, the public agency representative, any individual determined by the public agency
or by the parents to have knowledge or special expertise regarding the student, and the student, when apprOpriate.
At a minimum, a qualified examiner will participate when and clinical evaluation
components are required. The testing will include all areas related to the suspected disability, which may include but
is not limited to cognitive functioning, academic achievement, processing, speech/language skills,
medical information, social/emotional functioning, and results from vision and hearing screenings. The school will
ensure that competent evaluation specialists conduct evaluations for students suspected of having a disability.
Examiners must be quali?ed in the professional's field as evidenced by a valid license or certi?cate, and must have
adequate training and knowledge to administer the particular assessment instrument. Tests of intellectual functioning
must be administered and interpreted by a certified school or a licensed professional 

Once the testing is complete, a case conference will be held by the school to share findings with the
parents and 000 to determine whether a disability exists, the degree to which any identified disability impacts the
student?s academic, functional, and/or developmental performance in the school setting, and whether the student
meets eligibility criteria for a plan for students with disabilities. If special education and related services are deemed
necessary, an IEP will be written. if the results of the evaluation indicate that the child requires accommodations
without the need for special education services, a 504 Plan would be put into effect for the student. The student?s
placement will be designed to meet that student?s needs in the least restrictive environment.

Upon the determination that a student is eligible for an IEP, 3 000 will develop an initial IEP. The initial IEP will be
developed in a timely manner after the determination that the child needs special education and related services. The
would consist of the students parents, not less than one regular education teacher of the student, not less than
one special education/provider, a public agency representative, and an evaluation specialist. In addition, other
individuals who have knowledge or special expertise regarding the student might also be invited to participate in the
development of the IEP, as would the individual student whenever appropriate. The will also participate in the

review/revision and development of subsequent lEPs.

When developing an the will consider the student?s parent concerns; evaluation results;
statewide/school assessment results; the academic, developmental, and functional needs of the student; and special
considerations that would need to be taken into account when writing the student?s IEP. The goals on the IEP will be
developed based on the student?s needs/baseline data and considering the progress that can be anticipated by the
student during the next 12-month period through the provision of special education services and supports. It will be
the responsibility of the to make placement decisions on behalf of the student and ensure that the individual
instructional needs of the student are re?ected in the student?s IEP based on FAPE guidelines and being mindful of
the provision of services in the LRE. The will reconvene at least annually to review and develop an updated
IEP. Additionally, if the determines that revisions need to be made to the IEP at any time during the duration of
a current the case conference committee will meet and update the student?s accordingly.

Within the school, the special education teachers and the general education teachers working with special education
students will collaborate with regard to lesson planning and implementation, and to review progress notes on the
students that they serve to determine if the students are on target to achieve their goals. Similarly, related
service providers and Speech and Language Pathologists will also collaborate with the student?s Special education
and general education teachers. This will ensure that all teachers working with special education students will be
focused on meeting the students' needs as well as student growth and goal attainment. Special Education Teachers
will be responsible for directly providing services for exceptional students in the classroom, interacting with the
regular education teacher to optimize the inclusion of exceptional students in regular classroom activities as
appropriate, reviewing lesson plans and incorporating Specially Designed Instruction for students with disabilities
receiving accommodations, and strategizing ways to integrate special services seamlessly into classroom activities.
Special education students will be encouraged to participate in school functions, field trips, and extracurricular
activities with their general education peers. Should supplemental aids and services be needed by the student to
access such programming, the school will make these supports available.

The school?s effectiveness in serving students with disabilities will be evaluated on a continuous basis. The special
education and general education staff will meet as a team on a quarterly basis to review progress monitoring data on
the students served to determine if students are meeting the goals and objectives of the their lEPs. Accommodations
and supports will also be reviewed in order to ensure they are being implemented in the general education setting. If
a student with a disability is not meeting the expected progress, a meeting will be held to discuss the students
academic and functional performance and may reflect committee recommendations on a revised IEP.

In order to provide high-quality instructional services to the students with disabilities enrolled at the school, school
leadership and staff will participate in professional development to ensure compliance related to special education
policies and best practice when it comes to serving students. Professional development topics for school leadership
may include, but are not limited to, LRE requirements, responsibilities of the public agency representative, continuum
of services, discipline, and scheduling around the needs of students with disabilities. Teachers will be required to
participate in professional development opportunities that focus on writing quality lEPs, the use of research-based
instructional strategies for exceptional-education students, implementing accommodations for students with
disabilities in the regular education classroom, and modeling how to use progress monitoring data to analyze whether
students are effectively meeting their goals. Furthermore, all teachers, including the special education teachers,
will be observed throughout each school year by the school?s Administrative Team as well as by visiting teams
through the QUEST visit process. All observations are aligned to Marzano?s teacher level factors and timely,
constructive feed back is provided to teachers following each observation.

Appropriately certified teachers will serve students meeting the eligibility criteria for special education in our
educational program as speci?ed in the students? lEPs. Based on the enrollment of students with disabilities, the
school will hire and train the appropriate number of teachers/para?professionals to ensure adherence to the federal
and state guidelines for class size and caseload and ensure all necessary services are being implemented. The

school will also contract with appropriately licensed vendors to provide special education and related clinical services
including, but not limited to speech and language services, occupational therapy, physical therapy, social work
services, nursing services, and school evaluation services. The students? IEPs will determine the speci?c
services that will be contracted for by the school. All contracted providers will be appropriately certi?ed/licensed
based on State Board of Education requirements. In addition, contracted providers will be required to maintain
professional liability insurance. During the summer prior to the school's opening, IEPs of enrolled students will be
reviewed to determine which of these special education clinical services will be needed, and contracts with vendors
will be ?nalized to allow services to be in place at the start of the school year. As the ESP already has a presence in
Indiana, professional relationships with special education clinical service vendors have already been established.
These positions collectively form the school?s Special Education Department and will allow for the provision of a
continuum of special education and related services within the school to meet the needs of its students with
disabilities.

At times it has been necessary to adjust schedules and special education service delivery models to best meet the
needs of enrolled students within the existing network of schools. For example, in order to provide a more
diverse continuum of services, one of the school added self-contained classrooms in addition to the inclusion and
resource services already provided at the school. It was also determined at one school that increased opportunities in
a life-skills curriculum were needed, allowing the school to work toward establishing agreements to afford more
community based opportunities for these students. The ESP is committed to being ?exible in terms of scheduling and
programming in order to meet the needs of its students with disabilities.

English Learners

The mission of the English Language Learners program is to prepare and successfully equip ELLs with different
levels of limited English pro?ciency with the academic and communication skills needed to meet the same curriculum
standards as non-ELLs. The school will follow state and federal regulations with regard to identifying, instructing,
exiting, monitoring, reporting, and all other aSpects of the ELL plan. ELL students will be identi?ed upon enrollment
through a Home Language Survey. Students who are foreign born or do not speak English in the home will be
selected to take the LAS Links mandatory screener within 30 days of enrollment or within two weeks if entering
school after the school year has begun. If the student is from another school in Indiana, the school will attempt to
obtain LAS Links results from the previous school. This assessment is used to determine initial language level and
course placement. It is administered by a licensed English Learner (EL) staff member.

Once the assessment results are collected, an instructional plan for the students who quality will be created using the
integration of scaffolding methods to address the ELL and the setting of goals for achieving pro?ciency. As
prescribed by law, intervention that facilitates growth in English mastery will be administered, to promote content
knowledge. The ESP will assist the school in the tracking of individual student data through the student information
system. The school will have the capability to disaggregate data by individual student, class, grade level, and school.
It also offers teachers, parents, and students access to online student data. Student achievement data will be
included in each student?s file and will allow year-to-year evaluation and tracking of mastery of individualized
instruction while supporting growth in the target language.

In order to promote both literacy and pro?ciency, the ELL program will provide English language development
instruction that is age and grade appropriate and is tailored to the student?s English pro?ciency level. The ELL
program will be in a climate that promotes not only listening, speaking, and reading, but also writing skills. ELL
students will receive comprehensible instruction for the core curriculum so that they can make academic progress
comparable to that of native English speakers as documented by individual and group data. The school offers ELL
students? instructional services through an English Immersion program mainstream/inclusion instructional delivery
models from either their general classroom teacher or support through an EL licensed staff member. Instruction
provided to ELL students is equal in amount, sequence, and scope to the instruction provided to the non?ELL
students within the same grade levels. Instruction is supported through the use of ELL instructional strategies which
teachers provide in their lesson plans and differentiate instruction accordingly. In addition, the resources, textbooks,

and other instructional materials used by ELL students are comparable to those used by their non-ELL counterparts.
Supplemental text and materials of the reading program are also provided that are geared toward ELLs and other
various levels of learners. This grading of the appropriate language development level provides optimal opportunity
for promotion.

A cumulative file will be maintained for ELLs that includes:
0 Home Language Survey
0 Individual Learning Plan, which includes the student?s language level, services provided, and
accommodations and modifications needed for instruction and assessments
0 Copy of the parent noti?cation letter that indicates placement in the program due to performance on the
screener/annual assessment
Copy of LAS links student proficiency report
iStep and scores
Exit/monitoring documents for those in the formal two year monitoring period
Log of updates, including the date of the update as well as who reported the update
if applicable, 3 copy of the parent letter indicating refusal of services

in order for students to exit the ELL program, they must achieve a level 5 on the LAS Links annual assessment for
two consecutive years. The annual LAS Links assessment is administered by a licensed EL staff member. After the
first attainment of level 5, the student will exit English language development services and begin informal monitoring
by the general classroom teacher and the Student Services Coordinator. After the second attainment of level 5, the
student will begin the formal two year monitoring period as required by NCLB.

Progress Monitoring and Intervention
The school will follow Indiana?s framework for Response to Intervention to ensure students are learning and
progressing at an appropriate rate. The lndiana's model for academics and behavior includes:

0 Tier 1: Provide evidence-based, differentiated instruction to meet the needs of all students; utilize ?exible
grouping; administer universal screening assessments to red ?ag students; monitor progress to assess
student growth; ensure 80 90% of students are instructionally or behaviorally successful with universal
interventions; and evaluate the core curriculum and instructional practices if less than approximately 80%
are successful.

0 Tier 2: Provide small group supplemental instruction for students requiring targeted interventions (5 10%
of students), but who continue to receive core instruction; provide increasingly intensive instruction or
extensions; monitor progress to assess student growth.

0 Tier 3: Provide individual or very small group instruction for students requiring intense interventions (1 
but who continue to receive core instruction; provide individualized instruction focused on speci?c skill
deficits; monitor progress to assess student growth.

Options for interventions provided during the day for students include block, intensive reading or math courses,
and online learning. The block is scheduled for all students to receive targeted instruction based on ability level.
Students are grouped based on their performance on NWEA and these groups are adjusted after each
administration if necessary. Each teacher is assigned a particular group to focus on a particular skill-gap. For
example, one teacher may focus on comprehension skills whereas another may work with a group on ?uency or
foundational skills.

Another way that students receive targeted instruction based on their needs that aligns with the, model is through
instruction. Certi?ed teachers will be available to pull out or push in with students who are below
grade level. As described in the model, students will also receive extra instructional time to meet the demands of
the curriculum. This additional time for instruction outside of class time will be crucial for increasing student learning

gains, as increased instructional minutes is the primary drive for catch-up growth, as stated in Annual Growth for All
Students and Catch Up Growth for Those Who Are Behind (Fielding, Kerr, Rosier 2007).

The online learning programs used for intervention include Reading Plus, Reading Eggs, and
Mathletics. The materials or resources used for push-in/pull-out or intensive classes include Wondenrvorks, Triumph
Learning, Reading Mastery, or Fountas and Pinnel. Resources are updated as necessary depending on
effectiveness with the student population.

The school will also offer extended day tutoring and Saturday School as needed to provide extra instructional
minutes. These sessions are derived from the operating budget and are applied to those students requiring extra
intervention to bring them up to grade-level expectations. Teachers use a set curriculum-in a small group setting
targeted to students? skill de?ciencies, as determined by diagnostic and formative data.

intellectually Gifted Students 

High ability students, as de?ned by K) are those students who perform at or show potential for
performing at an outstanding level of accomplishment in at least one of the following areas of aptitude and talent
when compared to other students of the same age, experience, or environment and is characterized by exceptional
gifted, talents, motivation, or interests. The areas include general intellectual, general creative, specific academic,
technical and practical arts, visual and performing arts, and interpersonal. Students who have been identified and
qualify for services due to their high ability classification, and whose parents have given consent, will have instruction
that is appropriately differentiated to meet the students? high ability needs.

The school recognize the need to provide developmentally appropriate and challenging educational services for high
ability students who have a potential for exceptional achievement and are committed to meeting the special needs of
these students by providing a variety of service options and educational opportunities. The program will build
parent/school relationships; provide a forum for discussing student needs beyond the general curriculum, thereby
facilitating changes in instruction and classes; and determining appropriate service options. The school?s high-ability
students will receive regularly scheduled enrichment provided by a teacher who is certi?ed/endorsed to work with
gifted and talented students. This teacher will also collaborate with the student's regular education teacher to support
the student?s learning. All high-ability students are responsible for mastering the lndiana State Standards, however,
differentiated instruction is provided to the student to allow for more enrichment and curriculum compacting
opportunities in areas of particular strength.

The goal of the program is to further develop the student's cognitive, learning, research and reference, and
metacognitive skills at each grade level. High-ability elementary students receive gifted services one segment per
day in a resource setting. While the student participates in a high-ability resource class, assignments in general
education classes are modi?ed or eliminated depending on the student's academic High-ability services in
the middle school extend the middle school curriculum and take into consideration the academic, social, and
emotional growth of the student. High ability students are placed in advanced-content courses or cluster groupings
on the basis of achievement scores, past academic performance, and teacher recommendations. Differentiated
instruction is provided to the student to allow for enrichment and curriculum compacting opportunities in one or more
of the following content areas: mathematics, science, language arts, social studies, foreign language, ?ne arts, and
vocational/technical education. The curriculum provided for high-ability students at the school will incorporate the
lndiana State Board of Education approved student competencies and standards.

After each administration, teachers analyze the benchmark assessment results of their students. For high-ability
students, the teachers use this benchmark assessment data to help identify enrichment areas. Within the framework
of-the school's Guaranteed and Viable Curriculum Educational Model, the teachers determine the instructional focus,
strategies, and curriculum resources. to be used for enrichment during the six weeks between benchmark
assessments. In addition, the school?s high-ability instruction as a whole is built upon an academic foundation and
centered on interdisciplinary enrichment activities. Students? studies may include holistic projects that include

components such as the development of advanced research skills, complex creative thinking and problem-solving,
communication skills for a variety of audiences, and use of technology to promote the desire for learning on self-
selected and/or teacher?selected topics. All classroom teachers will use differentiated instruction within their
classrooms to ensure that advanced students continue to grow, while at the same time meeting the educational
needs of students who may be below grade level. 

Student Discipline

CSUSA ensures a safe and orderly environment by adhering to a Code of Conduct, attached as Appendix D, that
outlines the procedures and action steps for handling behavioral infractions. Staff, parents, and students will be
provided a copy of the Code of Conduct, as well as the Student Handbook, prior to the start of school to make sure
everyone understands the type of behaviors and actions that are expected at the school. The school will utilize a
school-wide positive behavior plan, described below, in order to promote safety and responsibility while developing
each student's character.

Each school will have explicit procedures and routines for daily activities that both teachers and students will be
taught in order to minimize the Opportunity for misconduct. Teachers receive extensive training on the imponance of
the routines and setting up expectations for the students. The first two weeks of school are focused on teaching and
practicing school procedures, which are highly structured routines developed by teachers in order to prevent the
opportunity for misbehavior. These procedures can include arrival routines, lining up for transitions, sharpening a
pencil, and more. These procedures are taught until they are second-nature for the students and are continuously
implemented throughout the school year with ?delity in order to keep students focused on academics and instruction,
not distractions such as poor behavior.

Referrals and other behavior consequences can be tracked within student information system provided by
PowerSchool. This is monitored by the leadership team and evaluated each month to determine whether school-wide
corrective actions need to be taken to improve student behavior. Parent, staff, and student surveys are delivered
twice a year for each school to gauge the satisfaction of stakeholders with regard to the safety and security of the
school. According to the CSUSA 2013-2014 year-end parent survey, more than 96% agreed that their school
provided a safe and orderly environment.

CSUSA's philosophy related to student behavior and discipline is to foster a school-wide culture that promotes a safe
and orderly environment for all students. School leaders and teachers receive training on a variety of topics including,
but not limited to establishing school/classroom rituals and routines, classroom rules, and how to identify misbehavior
and reSpond effectively. Using positive and proactive approaches to student behavior and discipline will result in
fewer disciplinary incidents within the school.

The Responsive Classroom program may be utilized for grades 5 to support the social and emotional growth of
students, which will in turn promote the academic growth of students. The school will adhere to the following guiding
principles outlined in the program:
1. The social curriculum is as important as the academic curriculum.
2 How children learn is as important as what they learn: Process and content go hand in hand.
3. The greatest cognitive growth occurs through social interaction.
4 To be successful academically and socially, children need social skills such as cooperation, assertion,
responsibility, empathy, and self-control.
5. Knowing the children we teach?individually, culturally, and developmentally?is as important as knowing
the content we teach.
6. Knowing the families of the children we teach and working with them as partners is essential to children's
educa?on.
7. How the adults at school work together is as important as their individual competence: Lasting change

begins with the adult community.

A similar program may be used for grades 6 - 8, targeting the unique needs of adolescents in order to help them build
a iove for school and feel like a part of a community at school. The Developmental Designs program targets three
main areas: self-management and other social-emotional skill building; relationship and community-building; and
academic skill building. When used with fidelity, this program promotes the development of students into responsible
citizens as they grow through adolescence, which leads to conscientious decision making with regard to their
academic success. 

With the assistance of parents working with the school, a strong bond is created that will help stop bullying.
Communication among parents, students, and teachers concerning incidents of bullying will be used to help prevent
acts of violence and possible tragedies. All school employees are required to report allegations of bullying and/or
harassment to the principal or the principal?s designee. All other members of the school community, including
students, parents/legal guardians, volunteers, and visitors are encouraged to report any act that may constitute
bullying or harassment anonymously or in person to the principal or principal?s designee. Schools and parents must
educate children about bullying behaviors to help create a safe and secure school environment. Children who bully
need to be taught empathy in order to change their behaviors and the school must adopt a zero-tolerance policy
regarding bullying.

The school?s grading philosophies include components that help maintain the integrity of student work and
assessments. Only work that is completed at school and under the supervision of a staff member will be included in
the child?s academic-mastery grade. Students will only be graded on mastery of the standards taught in that
particular lesson or unit. Non-academic factors such as neatness and timeliness will not be included in the academic
grade. Students who do not complete their work on time will receive a behavior consequence as opposed to an
academic one. In addition, if it is found that students have cheated on an assignment, that grade will be discarded
and the student(s) will have to complete a different assignment or test that measures mastery of the standard.

Performance Data and Assessments -

The school will participate in all state-mandated assessments to determine the pro?ciency of students and monitor
their growth from year to year. Listed below are additional measurement tools that will be used for assessment
purposes to monitor progress within the school year. These will be used to determine the progress of students with
regard to mastery of the standards, reaching a level of pro?ciency on the state assessments, and growth relative to
national norms. The assessment tools listed below do not preclude the school from incorporating additional
measures that may be determined necessary to support the mission of the school.

0 Interim Formative Assessments, which include three administrations in the areas of ELA, mathematics, and
science. The NWEA assessments are nationally normed, Common Core, and lndiana Academic Standards-
aligned assessments proven to be effective at targeting student achievement and determining student skill
gaps. NWEA uses a continuous scale score (RIT) that spans grades 11, which enables us to monitor
growth from one grade level to the next, as well as determine exactly how far above or how far below the
grade level norm a student is performing. NWEA currently provides the Measures of Academic Progress
and the MAP for Primary Grades (MPG). These assessments are computer based, which helps prepare
students for the eventual format of the state assessment.

0 Common Assessments, provided by CSUSA, are created from an item bank and disseminated to
all CSUSA schools to gauge students' progress on mastering the GVC. The assessments are aligned to
state standards, and include both short-term and spiral review to check for mastery. This provides a uniform
tool for all schools in network to monitor progress more frequently between the interim
assessments administered by NWEA.

0 Instructional Focus Plan Assessments are tests aligned to specifications of Indiana Academic Standards
and measure mastery of competencies within the GVC, given minimally every two weeks. instruction
and assessments match the skills and concepts each class needs to work on in order to reach mastery.

0 Weekly Standards-Based Assessments are formative assessments that are designed to evaluate whether a
student has mastered a speci?c standard. Each weekly assessment will measure the academic
performance of each student on a particular standard, based on content that has been introduced and
practiced multiple times. These can be teacher?created or from purchased resources and are used in all
subjects. 

Fountas and Pinnell Running Reading Records will be used as an assessment tool to identify a student?s
accurate reading level. The results of these assessments will help guide the instructional program, identify
students who might need additional interventions, and will be used as one identifying factor in determining
eligibility for promotion.

Upon enrollment, the school will obtain previous records of the student through the Learning Connection, including
performance on state assessments such as the End of Course Assessments, and LAS Links (if
applicable). When available, this information will be shared with teachers prior to the start of the school year so they can
adjust their instructional plan appropriately. Beginning the second week of school, the school will administer the fall NWEA
assessment which accurately pinpoints the skills and standards students have already mastered, need to review, or are
ready to learn next. Administrators and CRTs review the school-wide, grade-level, and class-level performance to support
decisions such as extended day offerings, groupings, and other programmatic decisions. Teachers review
the class-level and student-level data to make instructional decisions, such as differentiated instructional strategies or
adjusting the instructional focus plan. Administrators, CRTs, and teachers work together to analyze this data during data
chats based on reports generated from NWEA. The same process will also occur after each administration of the CMA.

Results are reported to students and parents as soon as scores become available. With NWEA, individual student
performance results are available immediately. Class reports and grade reports are available within 24 hours, or when ail
students in a particular cohort have completed the assessment. For CMAs, results are available within 24 hours for the
paper-based assessment, or immediately for computer-based assessments. The school can determine which format is
preferred for each grade level and subject.

CSUSA typically establishes a reporting cycle in which data is presented as it becomes available to the
Governing Board. Benchmark and interim assessment results such as the NWEA MAP and MPG are available at
least three times per year for all tested grade levels. CSUSA also administers and reports student, parent, and staff
survey results twice each year. The reporting format and venue varies by availability.

Managing Data
The information systems the school will use to manage student performance data includes:

PowerSchool: Our SIS provider offers dedicated, secure rack for all hardware, battery backup, and all networking
hardware located within their secure facility. The Pearson-provided storage facility also uses a 128-bit SSL transport
mechanism.

CSUSA: Our schools will employ an 802.1 in/ac wireless network with WPA 2 Devices are protected from
viruses and malware through a combination of antivirus software, best practice security measures, LAN and WAN
monitoring, and intrusion detection systems, as well as a ClPA-compliant content filter. Email and other systems are
accessed through secure SSL Data protection is provided via redundancy of hardware as well as
local and cloud-based backups. Access to resources is provided via network security groups and individual
account passwords. Assignment of those security roles and permissions is performed by designated IT staff and
requires appropriate authorization before completion.

Performance Matters/Data Warehouse: Performance Matters platform is constructed based on the principles of
High Availability Architecture. Performance Matters provides multiple redundant security systems at the presentation,
business and data tiers of our application to protect the privacy and integrity of student and teacher data. lntemet
browser communications with the systems support both SHA1 and RSA signature algorithms and require SSL

connectivity for all users. All sewers are protected by redundant ?rewall systems, managed virtual network
segmentation, and database division at the customer level. Source ?les are transferred using and IP
restriction for origination veri?cation and security. End to-end all data is secured to prevent unauthorized access.
Hosted deployments of the Performance Matters application physically share hardware but are virtually separated
through configuration management and database security. This design places a high degree of emphasis on security
while greatly reducing the effort associated with maintenance and support of the system. It is important to note that
each distinct client has its own database instance and no records are shared between any of the databases. This
architectural aspect of the Performance Matters Application ensures the con?dentiality of all student information
contained. Furthermore, all data is transmitted through Secure Sockets Layer with support of up to 1024-bit
-

CSUSA will provide returning principals and new principals with their own professional development institutes each
summer to best prepare for the upcoming year. These institutes will include information regarding analyzing,
interpreting, and using performance data to improve student learning. They will be trained on NWEA, CMA, and any
other applicable assessment, as well as the reports generated from these assessments. Principals and assistant
principals will also attend meetings to receive support on continuing that process throughout the school year.
This support is increased for administrators needing extra assistance in improving the performance of their schools.

Training

Teachers receive training on data analysis and decision making during New Teacher Induction, as described
previously. This support continues throughout the year during data chats, professional development days, team
meetings, and after-school meetings. CRTs attend weekly webinars and cadres, which include information
on analyzing and using data to drive instruction. This information is then disseminated to teachers through their PD
sessions. Continuous e-mails and updates are sent out as needed for pertinent information regarding the
assessment systems used. Regional curriculum specialists will visit the school regularly to provide support in data
analysis to both administrators and teachers.

There are different levels of monitoring academic progress throughout the school. The school will have the ability to
track the progress of each individual student, class, grade level, and the school as a whole, as each area has a goal
set in the beginning of the year. The table below describes how progress is monitored, and what course corrections
can be taken if necessary. Some assessments and course corrections may overlap.

 

Studen NWEA, CMA, Weekly standards PLP is updated; Target for differentiated

assessments, IFP assessments, instruction altered; Groupings and focus
Classroom progress monitoring tools for support, tutoring, and
Educational software program use adjusted

 

 

 

Class (Le. Reading Plus reports) IFP adjusted; Minute-by-minute plan
evaluated
Grade NWEA, CMA IFP adjusted; Groupings and focus for

Tutoring, Push-in/Pull-out, and
Intervention/Enrichment block updated.

 

 

School NWEA, CMA Considerations for changes to tutoring,
resource selection, resource allocation
co-teacher or coach), and school-
wide focus

 

 

 

Strategic Plans/Progress Checks
The school will develop a strategic action plan focused on its mission, vision, and values. Through analysis of

 

assessment results, observations, surveys, and any other feedback items, the school will create key intended
outcomes in each of the following ?ve priority areas: academic excellence, ?nancial health, growth, operational
performance, and culture of excellence. The school will then create initiatives and monitor the implementation of
these throughout the year. When re?ecting on the plan throughout the year, the school will determine gaps based on
data, and then make budget priorities for the following year based on what is needed to improve. The strategic plan is
intended to improve the school?s performance thereby providing the best environment for student success.

Toward the end of the fall term, around October, the Strategic Planning team will engage with school
leaders through a process known as the ?Progress Check." This process provides mid-year assessments of school
functions and allows school leaders to see where they are relative to their goals. It also guides leaders to identify
issues that need to be addressed. The Progress Check addresses all key functions including employee turnover,
school culture, ?nancial issues, academic progress, and any other relevant indicators that are critical to tracking how
the school are functioning. The Progress Check provides an invaluable opportunity for the School to assess
themselves and take necessary actions to ensure school success.

EDUCATION PLAN - APPENDIX 
Schedules and Overview

 

CHARTER 

Weekly Sample Schedule of Classes for Students



ELA -



Lunch
ELA-
Guided PE

Mathematics

Art*

Mathematics
contin

Science/Social

Studies
ential

Block

 

SA

  

Arrival 7:40 am
Classes Begin - 8:00 am
Dismissal 3:00-3:30 pm



ELA -



Lunch
ELA-
Guided PE

Mathematics

Technology

Mathematics

contin
Science /Social
Studies Experiential
Block



ELA -



Lunch

Guided PE

Mathematics

Music
Mathematics
contin
Science /Social
Studies
Block

ELA -



Lunch
ELA- Wri
Guided PE

Mathematics

Spanish

Mathematics
contin
Science Social
Studies
Block

*This block of time is for specials. Each class in each grade level will have a different weekly schedule rotation.



ELA 

ELA-

Lunch
Guided PE
Mathematics



Art*

Science /Social

Studies

Block



ELA 

ELA-

Lunch
Guided PE
Mathematics



Technology

Science Social
Studies Experiential
Block



ELA -

ELA-

Lunch
Guided PE
Mathematics



Music

Science Social
Studies
Block

ELA-

Lunch
Guided PE
Mathematics



Spanish

Science Social
Studies
Block



ELA 



Lunch
ELA-
Guided PE

Mathematics

PE

Mathematics
contin

Science /Social

Studies

 

Block

Frida

ELA -

ELA-

Lunch
Guided PE
Mathematics



PE

Science Social
Studies

 

Block


ELA -
ELA-
Art*
Lunch




Mathematics

Guided PE
Science Social
Studies

Block



ELA-

Art*
Lunch

Guided PE

Mathematics

Science Social
Studies
entia] Block


ELA -
ELA-
Guided PE
Science /Social
Studies

Block


Lunch

Art*

Mathematics


Science Social
Studies

Block
Art*
Science Social
Studies

Block

ELA-

Guided PE

Lunch


Mathematics



ELA -
ELA-

Lunch




Mathematics

Guided PE

Science/ Social
Studies Experiential
Block



Lunch

Guided PE

Mathematics

Science Social
Studies Experiential
Block



ELA -

ELA-

Guided PE

Science /Social
Studies Experiential
Block



Lunch

Technology
Mathemau'cs



Science Social
Studies Experiential
Block



Science/Social
Studies Experiential
Block

ELA-



Guided PE

Lunch


Mathematics


ELA -
ELA-
Music
Lunch
ELA-



Mathematics

Guided PE
Science Social
Studies

tial Block


ELA -
ELA-

Music
Lunch

Guided PE

Mathematics

Science Social
Studies
Block


ELA -
ELA-
Guided PE
Science Social
Studies
Block


Lunch

Music

Mathematics


Science [Social
Studies
Block

Music
Science /Social
Studies

tial Block



Guided PE

Lunch


Mathematics

ELA -
ELA-

Lunch
ELA-



Mathematics

Guided PE
Science/Social
Studies

tial Block

ELA -
LA-


Lunch
Guided PE

Mathematics

Science Social
Studies
Block

ELA -

Guided PE
Science/Social
Studies

Block


Lunch

Spanish
Mathematics

Science Social
Studies
tial Block

Science /Social
Studies

Block
ELA-
ELA-

Guided PE

Lunch


Mathematics



ELA 
ELA-
PE
Lunch
ELA-



Mathematics

Guided PE
Science Social
Studies

tial Block



ELA -
ELA-


PE
Lunch

Guided PE

Mathematics

Science Social
Studies
Block

Frida
ELA -
ELA-
Guided PE
Science Social
Studies
tial Block


Lunch

PE
Mathematics

Frida
Science Social
Studies

tial Block
PE
Science Social
Studies

Block

ELA-
ELA-

Guided PE

Lunch


 



Skills
ELA
ELA-
Mathematics
Science

World History

Lunch
Elective
PE

Skills

ELA-
Mathematics
Science

World History

Lunch
Elective
PE



Skills
ELA
ELA-
Mathematics
Science

World History

Lunch
Elective
PE

Skills
ELA

Mathematics
Science

World History

Lunch
Elective
PE



Skills
ELA
ELA- 
Mathematics
Science

World History

Lunch
Elective
PE

 

**The school will follow Emma Donnan Middle School?s yearly calendar with regard to the
start and end of the school year, scheduled days off, and professional development days.

Overview of Academic and Non?Academic Programs

K-S: English Language Arts . 
To increase rigor within the classroom and providing for more purposeful learning, reading and
language arts are blended to provide for an integrated approach to learning in a reading/writing
workshop to master all elements of the strands designated in the Indiana Standards. These strands
will be applied to other content areas as well to infuse knowledge of ELA within science and social
studies. The primary goal of the reading program is to support the progressive development of
reading comprehension and incorporate reading throughout all subject areas. The curriculum will
be rigorous with the intention of preparing students to be college and career ready. Application of
skills with real-world content is essential, along with analysis of text, to best prepare the students.
Students who are college and career ready display the following characteristics:

0 Demonstrate independence

0? Build strong content knowledge

0 Respond to the varying demand of audience, task, purpose, and discipline
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and capably
Come to understand other perspectives and cultures

A focus will be on the six components of reading: phonemic awareness, phonics, ?uency,
vocabulary, comprehension, and oral language. A firm foundation of reading skills is developed
through a strong phonics program in order to strengthen decoding skills and enhance word
analysis skills. Systematic, explicit instruction by the teacher within the reading program, as well as
with other text sources, will foster the mastery of content and standards within reading. The GVC is
the core curriculum for the School, which is the current state standards grouped and mapped in a
particular way to ensure they can be mastered within the time given. The GVC map includes the
state standards, essential questions, objectives, item specifications, evidence of learning, and
sample resources. The basis for the reading resource materials will be text exemplars and a reading
program, McGraw Hill Reading Wondersl. The combination of short stories, novels, non-fiction
texts, poetry, and drama will prepare the student for real-life reading application. Text exemplars
will provide exposure to more complex text to challenge the students, allowing them to reach
higher standards of success.

The Language Arts program is intended to support students? ability to demonstrate increasing
sophistication in all aspects of language use, from vocabulary and syntax to the development. and
organization of ideas. Students will address increasingly demanding content and activities to
increase the rigor of instruction. Students advancing through the grades are expected to meet each
year?s grade-speci?c standards and retain or further develop skills and understandings mastered in
preceding grades. Students will build knowledge and understanding of the mechanics and structure
of the English language. Language Arts are integrated into all areas of the curriculum. The School
will implement a rigorous, cross-curricular writing program, in which writing is incorporated into
all subject areas. There will also be writing workshops within the ELA block to teach specific skills.
The effectiveness of the program, chosen by the School, will be measured by writing

 

1 All chosen programs and materials listed in this application are planned to be implemented the ?rst year. They are
continuously reviewed and updated based on: effectiveness in meeting the needs of the students; budgetary
considerations; stakeholder input; etc.

prompts that are collaboratively scored, as well as evidence of learning demonstrated in an
organized piece of writing in response to literature or questioning within each class period.

The GVC emphasizes the formation of good listening, writing, and speaking skills. Students improve
these abilities through small and large group instruction. Teachers will provide daily opportunities
to apply skills learned in both writing and speaking activities. All students will participate in
activities, which develop important basic concepts and foster creative expression. The GVC
emphasizes traditional grammar, including parts of speech, in which students must analyze and
eventually learn to diagram sentences. Spelling and vocabulary development are continued and
composition skills are extended through both formal and creative writing assignments.

K-S Mathematics

The GVC focuses students on accuracy of computation and mastery of basic operations;
I fundamental math concepts; and developing the ability to apply their knowledge to practical
"problem solving. All grades use word problems to promote analytical thinking skills. Teachers use
various manipulative materials, including technology, to promote engaging, hands-on learning
before moving students to paper and pencil tasks. The GVC is the core curriculum, and the School
will implement Pearson Envision as its math textbook resource to use in conjunction with the GVC.
Math intervention programs include Plato, Think Through Math, Mathletics, Corrective Math and
Triumph Learning materials. Emphasis will be placed on the process standards, as well as the
content. Students will study number sense, computation and algebraic thinking, geometry,
measurement, and data analysis. In fifth grade, students begin to study statistics.

K-S: Science

Science is a process, a way of thinking about and investigating the world in which we live. The
scientific method is the primary system used for students to interact and make connections with
scientific knowledge. Students build their knowledge of living things, life cycles, and how living
things interact with each other and their environment. Students develop awareness about the Earth
through experiences in comparing, contrasting, and describing materials. Through guided
observations, students learn to notice as much as possible about objects and events, paying close
attention to detail. Students start to build knowledge about the properties of the physical world as
they explore, examine, classify, and manipulate common objects in their environment and note
their similarities and differences. Developing their own questions and performing investigations
and experiments in a safe environment, students will use the processes Of scientific investigation to
design, predict, conduct, observe, measure, describe, gather data, and evaluate while
communicating and recording their observations. A block of instructional time will be dedicated to
science inquiry, which can be in the form of a lab /experiment, research period, or other inquiry-
based learning session, as designated on the sample schedule as the Science Experiential Block,
separate from the Language Arts block. Science curriculum is intended to be infused within the
literacy block, in addition to the block of time allotted in the schedule for science inquiry. This is
fostered by use of Study Weekly Science Magazines for all grades and Houghton Mifflin Science
Fusion in 5th grade. Students will apply their literacy skills, such as identifying main idea and
details, comparing and contrasting, and many others, to reading and understanding science content.
This provides for deeper understanding of concepts and increased application of reading skills, thus
helping students who may be below grade level in science.

K-S: Social Studies

In social studies, students will acquire essential knowledge and develop and apply skills as they
investigate society, explore issues, make decisions, and work independently and cooperatively with
others. An effective social studies program provides a coordinated, systematic study, drawing upon
the disciplines in the social sciences and humanities. It prepares students to be personally and
socially aware, promotes multiple perspectives, encourages intellectual curiosity, enhances critical
thinking skills, reinforces a broad range of communication skills, fosters positive character
development, and charges students to assume responsibility for positive change and civic action.
Students will gain an understanding of the major factors that have in?uenced the structures of
society from earliest times to present day. Teachers seek to educate students to become effective
and contributing members of their community, to increase their understanding of privileges and
responsibilities of citizenship, and to instill a feeling of patriotism and national identity. Concepts of
home and community will be reviewed and extended. Students will gain a broader understanding of
living in communities through the study of both similar and diverse societies. For this reason, the
social studies curriculum is based on an integrated approach of using real texts such as newspapers,
articles, and text exemplars to incorporate literacy standards.

Literacy and social studies will be infused in the ELA block, which is supported by use of Study
Weekly Social Studies magazines for grades K-5 and using reading strategies to understanding
social studies content. Each week, a block of instructional time will be dedicated to social studies
content, in which students work on projects, presentations and real-word applications of social
studies. This is designated on the sample schedule as the Social Studies Experiential Block, separate
from the Language Arts block.

Foreign Language

Offered as a "specials" class once a week, the focus of the world language program is learning about
the language through study of poetry, songs, and other aspects of culture. Students focus on
developing the conversational and written skills, as well as formal language skills, required for
living in a diverse environment. A vital component in the foreign language program is the goal that
students build an understanding of the relationship between the different perspectives and
products of various cultures. Application of this knowledge will afford students the ability to
recognize cultural practices and the uniqueness of various communities. The School plans to offer
Spanish as a World Language.

K-S Music

The music curriculum includes both vocal and instrumental music. A variety of melodic and harmonic
classroom instruments in accompaniment of singing during classroom practice and performances are
incorporated throughout the music curriculum. Students will be exposed to musical contributions
representing various cultures, genres, styles, and artists. Exposure to a variety of composers representing
various historical periods and cultures will enable students to understand the role of regions, events, and
historical context on the various music types.

Art

The primary goal of the art program is to provide every student an opportunity to develop and explore his or
her creative potential. Art teachers encourage skill development and artistic adventure as they guide students
to create and express themselves in both realistic and abstract models. Students will develop art skills,
including an aesthetic awareness of art forms in nature, an appreciation of different artistic styles, and the
con?dence to use art as a mode of personal expression.

K-S Technology

The School recognizes and embraces the important role technology plays in educating children to
prepare them for the opportunities of tomorrow. Technology has proven invaluable not only as a
skills-based tool for children to learn, but also as an additional instructional tool to assist teachers
in providing targeted, effective learning instruction for successful educational outcomes.

The School?s philosophy of the role of technology in the classroom is based on three concepts. First,
technology is a core for learning. Second, technology must be ubiquitous, readily accessible to
teachers and students in the classroom and all areas where learning takes place]. Third, educational
use of the Internet broadens and deepens students? knowledge and academic achievement.
Appropriate use of the Internet will be ensured via the installation of software filters designed to
block access to those sites deemed unsuitable for student access, including pornographic sites.
Supervision by faculty and staff will further ensure appropriate student use of the Internet.

The Children's Internet Protection Act (CIPA) was enacted by Congress in 2000 to address concerns
about children's access to obscene or harmful content over the Internet. The School will ensure that
all students receive instruction regarding appropriate on?line behavior.

K-S Physical Education

The primary goal of the physical education program is the basic application of individual skills in a
team sport environment. Physical education will include a variety of developmental activities,
emphasizing fine and gross motor skill development. The kindergarten through second grade
curriculum is focused on movement exploration through various motor and non-motor
experiences, and includes instruction in keeping growing bodies healthy, clean, and out of harm?s
way health nutrition, exercise, drug prevention, first aid, and safety). Physical education in
grades three through ?ve allows students to interact in team sports that also contribute to
developing habits of good sportsmanship.

6-8 English Language Arts
Middle school students will complete two courses in ELA each year. Literacy is a primary focus of
the school, and having an extended time for ELA enables more opportunity of integration of other
subject areas as well into that block of time. Teachers will use the standards-aligned Guaranteed
and Viable Curriculum, which includes all of Indiana Academic Standards, as the core curriculum.
The School will use the reading program Houghton Mif?in Connections, as well as focus on text
exemplars and integrate real-life texts such as newspapers and research articles, providing for a
50/50 balance of fiction and nonfiction text. Novel studies will be also used for instruction, and
suggestions for novels and other texts are found in the curriculum maps. Students will re?ne and
master previously learned skills in increasingly complex reading selections, presentations, and
written compositions. Students will master the following reading skills:

0 using the reading process to construct meaning
understanding and applying literature terminology and literary devices
recognizing and understanding the characteristics of various literary forms
analyzing literary selections as a whole
analyzing characters and their words and or actions

evaluating the author?s purpose or intent, as well as actions or events that occur within the
selection

0 understanding the mood, tone and style of writing of the author

Students will also learn how to take notes during presentations and lectures, preparing them not
only for summarizing the spoken word but also for evaluating presentations. Students will identify
key elements of a well-delivered presentation allowing them to create a rubric that will be used to
evaluate their own presentations.

Small groups and centers will be used for individualized instruction and practice, in which students
will have access to leveled readings and activities. Highly quali?ed teachers will appropriately
group students by level and provide instruction targeted to each groups' particular needs through
scaffolded, guided reading lessons. Continual progress monitoring will ensure that students are
receiving instruction accurately, as well as ensure the ?delity of implementation.

Teachers will be encouraged to use a variety of strategies to reach all students at their individual
level. When students enter the School reading below grade level, they will have the opportunity to
receive extra reading minutes to increase their growth throughout the year. Intensive reading
courses will be available as needed. Higher-level students will also reap the benefits of
differentiated instruction and will have the opportunity to obtain advanced instruction through
blending learning. 

6-8 Mathematics

Middle school students will complete three annual courses in Math, per the requirement for
matriculation into high school. Students may be required to take an intensive math course in lieu of
an elective if they perform below grade level. The GVC focuses students on the application of mental
math strategies related to the mastery of basic operations, fundamental math concepts, and
developing the ability to apply their knowledge to practical problem solving. All middle grades use
problem solving to promote analytical thinking skills. A major emphasis will be placed not only on
the content standards, but also the process standards for mathematics. These process standards are
incorporated within the content in order to aid students in gaining mathematical proficiency.
Mathematics will cover the areas of number sense; computation; algebra and functions; geometry
and measurement; data analysis and statistics. Seventh and eighth grade will study probability.
Students will have the opportunity to take advanced coursework in math for high school credit.

6-8 Science

Middle school students will complete three annual courses in Science, per the requirement for
matriculation into high school. Instruction in the strands of science is achieved through an
integrated science curriculum. The integrated science curriculum constructs thematic concepts
integrating the perspectives of Biology, Chemistry, Physics, and Earth /Space Science. By integrating
science themes throughout the science curriculum students will discover the many connections
between the different fields of science. The School will create and implement a rigorous, inquiry-
based science program. Knowledge of scientific facts, vocabulary, and investigative skills will be
developed through hands on experimentation. With the incorporation of hands-on activities,
students will identify and understand science as an active process of systematically examining and
searching for understanding about the natural world. Evidence of the students' understanding of
experimentation and the scientific method may be demonstrated in a science fair conducted at the
School. The science fair may be incorporated within that program, with explicit instruction and
practice of the scientific method in the classroom. Winners of the science fair at the School may be
able to participate in the ESP?sponsored regional science fair.

6-8 Social Studies
Middle school students will complete three annual courses in social studies per the requirement for
matriculation into high school. The primary goal of the social studies program is to provide

instruction in the strands of Geography, Economics, World History, Civics and Government, and
American History. Students will understand history as the story of events, peoples, and places, and
place these events and activities in chronological order. Students will investigate beliefs and
principles of major religions, ethical systems, philosophies, and ideologies that have shaped
economic, social, and political institutions and in?uenced the course of history.

Students will demonstrate an understanding that being a good citizen in America involves
important actions, including personal and civic rights and responsibilities. Students will identify
and describe national symbols, icons, songs, traditions, and individuals of the United States that
exemplify cherished ideals, represent American democracy and values, and provide continuity and
a sense of community across time. On a broader level, students will demonstrate an understanding
of the relationship and interactions between the United States and other nations in the world. In
social studies, students will acquire essential knowledge and develop and apply skills as they
investigate society, explore issues, make decisions, and work independently and cooperatively with
others.

An effective social studies program provides a coordinated, systematic study, drawing upon the
disciplines in the social sciences and humanities. It prepares students to be personally and socially
aware, promotes multiple perSpectives, encourages intellectual curiosity, enhances critical thinking
skills, reinforces a broad range of communication skills, fosters positive character development,
and charges students to assume responsibility for positive change and civic action.

6-8 Foreign Language

The primary goal of the world language program is to provide instruction in communication,
cultures, connections, comparisons, and communities. Students will learn to communicate in a
language or in languages (other than English] through various modes of communication, including
interpretive listening, interpretive reading, interpersonal communication, presentational speaking,
and presentational writing. The program is intended to focus on formal communication, as many
students may know how to speak the language informally with families, but not formally in writing
or reading. Students will formulate and answer questions about the literary elements of targeted
language selections. Students will identify themes, ideas, or viewpoints on social behaviors and or
social interactions of various cultures and will discuss these cultural differences as they participate
in age-appropriate cultural activities ranging from literature, to music, to food, and other aspects of
culture.

With a focus on communication, students will learn to exchange information with peers orally and
in writing. They will use appropriate vocabulary and cultural expressions to request additional
information when a message in the target language has not been fully understood, and they will use
repetition, rephrasing, and gestures effectively to assist in communicating spoken messages.
Presentations by students will be conducted in the foreign language to further develop their
communication skills in front of an audience regarding various topics. Through these presentations,
students will recognize that languages have different patterns of communication and interaction.
They will be prepared to use the language within and beyond the school system. Foreign language
courses for high school credit will be offered for those students who meet prerequisite
requirements. The school plans to offer Spanish as the World Language.

6-8 Fine Arts

The primary goal of the art program is to provide instruction aligned to the state standards in the
areas of dance, music, theatre or visual arts. Critical thinking and re?ection; historical and global
connections; innovation, technology, and the future; organizational structure; and skills, techniques,

and processes will all be incorporated in to each subject. The Arts are serious and rigorous
academic subjects with the potential to help students achieve creativity, self?awareness, self-
expression, and interactive and cooperative learning skills. Study of the Arts has been proven to
enrich and enhance reading, writing, and mathematics skills. Research also shows education in the
Arts is critical to students? intellectual, social, emotional, and physical growth.

Students will enhance their knowledge about the Arts by learning artistic traditions of their own
culture as well as artistic traditions of other cultures. While understanding that each art is
distinctive, students will also recognize the many similarities between and across various art forms.
Students will look at the Arts as a language unto itself as well as a link to other disciplines, cultures,
and human interactions.

Courses will be determined based on teacher certi?cation and student demand.

6?8 Technology

Technology instruction in grades 6-8 continues to employ national standards, benchmarks, and
grade level expectations and builds upon the skills learned in grades K-5. Technology, like other
subject areas, is departmentalized and offers specific courses for study. Students in grades 6?8 may
elect to take a semester or full-year computer courses, and course options are dependent on
student demand and staffing.

6-8 Physical Education

Middle school students will complete one semester of Physical Education in sixth, seventh and
eighth grades, per the requirement for matriculation into high school. The primary goal of the
physical education program is to provide instruction in the strands of physical education: physical
literacy, responsible activity behaviors, and advocate and promote physically active lifestyles.
These strands offer students the opportunity to develop and continually enhance life management
skills necessary. for healthy, active living. Students will not only develop the skills required for
participation in physical activities, but will also develop an understanding of physical fitness, health
and nutrition, and the importance of instituting positive health behaviors. 

Physical education courses are designed to address the needs of all students. Students will analyze
the benefits of regular physical activity; learn how participation in physical activity creates
receptiveness toward persons of differing abilities; and understand that physical activity provides
for challenge and healthy competition. Students will demonstrate competency in physical education
by maintaining a level of physical fitness that enhances health.

Students will obtain the knowledge and skills needed to set goals related to personal health and
well?being and to maintain and enjoy a healthy lifestyle. Students will develop and implement a
personal wellness plan that promotes mental, physical, emotional, and social health throughout the
stages of life.

EDUCATION PLAN - APPENDIX 
Scope and Sequence

 

  

A RT 1313?. at: H09 i.
   

 

This Scope and Sequence provides an overview of the overarching and dominant standards
covered in ELA and Math for each grade level. Every subject in every gradejjevel is given a
curriculum map in the beginning of the year that covers the standards,  
resources, essential questions, objectives, sample assessments and  . Science and social
studies do have their own curriculum maps, but some standards luded on the ELA
curriculum maps for integration of subject areas. The maps 81805;?  nal subordinate
standards for each subject. They may include foundational stagd'ards from Elious grades, as
well as extension standards from higher grades, to aid 'fferentiation.

  
   
    
     
   
 

 

This is a draft scope and sequence. Our curriculum iirare  ;ed and updated each year

as necessary.

 

  

 

Understanding Literature: 4 weeks K.RL.1, K.RN.1, K.RV.1,

Exploring Text and Literacy K.RF.1, K.RF.3.1, K.RL.2.1,
K.RL.2.3, K.RV.3.1, K.RV.3.2,
K.SL.2.1 SL.4.1, K.RN.2.1,

Interpreting Text Features: 4 weeks K.RV.1,

Many Ways to Read a Book'

    
  

K.RF.3.2, K.RF.3.3,

 

Integrating Details:
Connecting Ideas, Words, and
Illustrations

 

 

    
   
  
 
  

 

Applying Details and Support: -

Cues and Clues to
Understanding;

 

 

  
 

Rm, K.RN.1, K.RV.1,
RL.2.1, K.RL.3.1, K.RL.4.2,
K.RV.3.1, K.RF.1, K.RF.3.1,
K.RF.3.2, K.RF.3.3, K.RF.3.4,
RF.3.5, K.RN.2.2, K.RF.1,
 K.W.6.2

 

 

K.RL.1, K.RN.1, K.RV.1,
K.RF.3.1, K.RF.3.2, K.RF.3.3,
K.RF.4.1, K.RF.4.3, K.RF.4.4,
K.RF.4.5, K.RL.2.1, K.RL.2.2,
K.RL.2.3, K.RL.3.2, K.RL.4.1,
K.W.3.3, K.2.4, K.RV.2.4

 

 

K.RL.1, K.RN.1, K.RV.1,
K.RF.3.1, K.RF.3.2, K.RF.3.3,
K.RF.3.4, K.RF.3.5, K.RF.4.1,
K.RF.4.3, K.RF.4.4, K.RF.4.5,
K.RL.4.1,
K.RN.2.2, K.W.3.3,
K.W.4, K.RV.2.4

 

 

 

  

 

4 weeks

K.RL.1, K.RN.1, K.RV.1,

K.RF.3.1, K.RF.3.2, K.RF.3.3,
K.RF.3.4, K.RF.3.5, K.RF.4.1,
K.RF.4.3, K.RF.4.4, K.RF.4.5,

 

 

 

 

K.RL.2.2, K.RL.2.3, 
K.RL.4.2, K.RV.3.1, K.RN.2.2,
K.W.3.3, K.W.4

 

 

 

  
  

 

 

  
  
     

 

 

 

 

Applying Skills to New Text
and Learning

 

  
 
 
 

 

 

   
 
 
  

 

7 Relating Literary Elements: 3 weeks K.RL.1, K.RN.1, K.RV.1,
Retelling the Story and K.RF.5, K.RN.2.1, K.SL.3.1,
Connecting to New Text K.SL.2.4, K.W.3.2, K.W.4,

K.W.6.1 b, K.RV.2.2

8 Applying Literary Evidence: 3 weeks K.RL.1, K.RN.1, K.RV.1,
Using Text for Reference and K.RN.4.1,
Support 7 .

9 Drawing Text Based 3 weeks
Conclusions: Comparing,
Contrasting and Evaluating
Details in the Text .

L.RV.2.2

10 Determining Messages from 4 weeks  .RL.1, K.RN.1, K.RV.1,
Text: Understanding Author?s K.RF.5, K.RN.4.1, K.W.3.1,
Purpose and Perspectives K.W.3.3K.W.4, K.W.5, K.SL.3.1,

SL.2.4, K.SL.4.1, K.RV.2.4S
11 Examining Literature: K.RN.1, K.RV.1,

K.RF.5, K.W.3.3, K.W.4, K.W.5,
K.SL.4.1, K.RV.2.4

 

 

 

 

Describing Numbers and
Quantities: Counting Up to 20
Units 

MA.K.NS.1, MA.K.NS.2, MA.K.NS.4,
MA.K.NS.7, MA.K.NS.2, MA.K.NS.4
MA.PS.2, MA.PS  MA.PS.4, MA.PS.7,

 

Describing Numbers, Quantities
and Groups: Counting Up to 20
Units 

 

MAP

 

 

Arranging and Classifying
Quantities: Counting and Sorting
Up to 20 Units

 MA.KL

  

 

 

 

Understanding Two Dimensional
and Three Dimensional Shapes:
Describing Objects and
Orientation

  
 

MA.K.NS.7, MA.K. 
MA.K.DAJ, MA.PS.2, 
MAR MA.PS.8

  

 

 
 

 

Comparing and Representing

Quantities, and Shape Attributes:

Using Numbers to Describe
Objects

 

   
   

.1, MA.K.G.2, MA.K.G.1,
.G.2, MA.PS.1, MA.PS.3,
6, MA.PS.7 I

 

    
  

 

Understanding Addi-t 7:
Subtraction: ping Num
to Describe
Subtraction

 

 

 

 

  

 

    

Categorizing and

 

MA.K.MS.7, MA.K.M.1,
 isms}, MA.K.MS.8, MA.K.M.1,

MA.PS.3, MA.PS.5, MA.PSG,



 

 
 
  
 
  

MA.K.CA.1, MA.K.CA.2, MA.K.CA.1,
MA.K.CA.2, MA.K.CA.3, MA.K.CA.4,
MA.PS.2, MA.PS.4, MA.PS.5,
MA.PS.8

 

MA.K.NS.1, MA.K.NS.4, MA.PS.2,
MA.PS.3, MA.PS.4, 

 

 

MA.K.NS.1, MA.K.NS.2, MA.K.NS.5,
MA.K.NS.11, MA.PS.2, MA.PS.3,
MA.PS.4, 

 

 

 

MA.K.NS.7, MA.K.G.2, MA.K.NS.4,
MA.K.G.3, MA.K.G.4, MA.PS.1,
MA.PS.4, MA.PS.6, 

 

 

 

 

 

 

      

 

 

 

LI era ure. Weeks . . .RN. RV.1,

Asking Questions and 1.RF.1, 1.RF.4.1, 1.RF.4.2,

Making Text Connections 1.RF.4.4, 1.RF.5, 1.RL.2.1,
1.RL.2.3, 1.RV.3.1, 1.RN.2.1,
1.8L.2.1, rfiiggl/V.2.1, 1.RV.2.1,
1.RV.2.4, 1  32.4

Recalling Messages and 4 Weeks 

Meaning in Text: Listing
Key Details and Finding the
Main Idea 

 
 
   

 

 

Applying Techniques and
Practice: Enhancing

Reading Comprehension
with Skills and Strategies

 

4 Weeks

 

 

   
  
  
 
  
 

 

 

 

RV.1,
32.3, 1.RF.3.2, 1.RF.3.5,
.41, R.RF.4.2, 1.RF.4.3,

 

. a 

 

 

 

 


1.RF.2.3, 1.RF.3.2, 1.RF.3.4,
1.RF.3.5, 1.RF.4.1, 1.RF.4.2,
1.RF.4.3, 1.RF.4.4, 1.RF.5,
1.RL.2.1, 1.RL.3.1, 1.RL.4.2,
1.RN.3.1,
1.W.6.1

 

 

   

 

4 Weeks

 



1.RF.3.2, 1.RF.3.4, 1.RF.3.5,
1.RF.3.2, 
1.RF.4.2, 1.RF.4.3, 1.RF.4.4,
1.RF.4.6, 1.RL.2.1, 1.RL.3.2,
1.RL.4.1, 1.W.3.3, 1.W.4, 1.RN.2.2,
1.RN.3.1

 

 

 

 

 

 
 

 

 
 
  

 

 

 

 

 

 

 
 
 
   
   
 

  
 
    

 

 

6 Analyzing Literary Purpose: 4 Weeks 1.RL.1, 1.RN.1, RV.1,
Finding Key Details in 1.RF.3.2, 1.RF.3.5, 1.RF.4.1,
Informative and Narrative 1.RF.4.2, 1.RF.4.3, 1.RF.4.4,
Text 1.RF.4.6, 1.RF.5, 1.RL.2.1,
1.RL.2.3, 1.RL.3.1, 1.RL.4.2,
1.RV.3.1, 1.RN.2.2, 1.W.3.3, 1.W.4,
1.W.6.2
7 Examining Literary Meaning: 3 Weeks 1.RL.1, 1.RN.1, 
Strategies for Understanding
Text
8 Composing Informational 3 Weeks
Literature: Researching a
Topic and Writing a Report
9 Analyzing Genres and Text: 3 Weeks
Finding Similarities and
Differences Across Text
Selections
10 Interpreting Messages in 3 Weeks 1.RN.1, 
Text: Identifying and 1.W.4, 1.W.5, 1.SL.1-,
Illustrating the Meaning in 1.SL.3.2, 1.8L.4.1,
Text . 
11 Distinguishing Literal and . N.1, 

 

Figurative Messages:
Connecting Text With
Meaning 

 

 

 
   
  
 
  

 1.8L.4.2,
1.RV.2.1, 1.RV.2.4

 

 

 

 

 

     

1 Addition and Subtraction: Exploring 4 MA.1.CA.2, MA.1.CA.5
Properties for Sums and Differences

 

within 20
2 Addition and Subtraction: Applying 4 MA.1.CA.5, MA.1.CA.1,
4 Properties, Sums and Differences within MA.1.CA.2, MA.1.CA.6,

20 and Understanding Equations

 
   
  
   

 

3 Place Value, Addition and Subtraction: 4
Solving Addition and Subtraction 
Problems, Understanding and Applying
Properties of Operations and
Understanding Place Values of Tens
and Ones

4 Exploring Measurement and Data: 4
Describing Length Indirectly and
Reasoning Measurements

5 Representing Addition and Subtraction 4
Problem Solutions, Counting to 1205
Connecting Place Value With Prope?
of Operations

6 Understanding and Comparing Place 
Value Up to Tens and Properties of

 MA.1.CA.4,
CA.5, MA.1.CA.1,

 

 

MA.1.M.1, MA DA.1

 

 

MA.1.CA.2, MA.1.NS.1,
MA.1.NS.2, MA.1.CA.5

 
 
 
 
 
   

 

 

 

MA.1.NS.2, MA.1.NS.4,
MA.1.NS.5

 

 

 

MA.1.M.2, MA.1.M.3,
MA.1.G.2, MA.1.G.3

 

 

MA.1.M.2, MA.1.M.3,
MA.1.G.3, MA.1.G.4

 

 

 

MA.1.CA.2, MA.1.NS.1, 
MA.1.NS.2, MA.1.NS.4,
MA.1.NS.3

 

 

 

MA.1.NS.1, MA.1.NS.5,
MA.1.M.2

 

 

 

 

 

 

- Asking Questions and Finding
Answers: Using Details to
Deepen Understanding

 

2.RL.1, 2.RN.1, 2.RV.1, 2.RL.2.1,
2.RL.2.3, 2.RV.3.1, 2.RN.2.1
2.RV.3.2, 2.W.3.3, 2.W.4

 

 

  

 

  
    
 

 

 
   

   

 

 

 

 

  

 

 

 

  
  

 

 

 

   

   
 
    

 

 

 

 

 

    

 

 

 

  

 

 

 

2 Deconstructing Descriptive 2.RL.1, 2.RN.1, 2.RV.1, 2.RL.2.1,
Words and Details: Enhancing 2.RL.2.3, 2.RV.3.1, 2.RN.2.1,
the Theme and Mood in Text 2.RN.2.2 2.RV.3.2,
.: W4
3 interpreting Meaning and  2.RN.1, 2.RV.1, 2.RL.2.1,
Analyzing Story Structure:  .RL.3.1, 2.RL.4.2,
Variation in Literature and 2.RN.3.3
Figurative Language 7
4 Analyzing Characters and . .1, 2.RL.2.1,
Describing Meaning: Using 2.RL.2.2, BL.3.2,
Explicit and Inferred Details for 2.W.3.2,i' W.4, 2.W.6.2,
Comprehension . F.4.3
5 Distinguishing Perspectives, 2.RL.1, 2.RN.1, 2.RV.1, 2.RL.2.1,
Purpose and Points of View:  2.RL.3.2, 2.RL.4.1, 2.RN.2.2,
Analyzing Text and Character .RN.3.1, 2.RN.3.3, 2.RF.4.3
6 Reading One Story, Hearing  L.1, 2.RN.1, 2.RV.1, 2.RL.2.2,
Many Voices: Making Text to 2.RV.3.1, 2.RL.3.1,
Text Connections and 2.W.3.2, 2.W.4,
Distinguishing Text Structure 
7 2.RL.1, 2.RN.1, 2.RV.1, 2.RN.2.1,
2.RN.4.2, 2.W.3.2, 2.W.4
2.W.6.2, 2.W.6.1, 2.RF.5
8 2.RL.1, 2.RN.1, 2.RV.1, 2.8L.2.1
2.W.3.1, 2.W.4, 2.W.6.1, 2.W.6.2,
2.W.6.1, 2.W.3.3
9 Functional Lite 2.RL.1, 2.RN.1, 2.RV.1, 2.RN.2.1,
Text Features 2.RN.3.1, 2.RN.4.2, 2.W.3.2, 2.W.3.1,
2.W.4, 2.SL.2.1, 2.W.6.1, 2.W.6.t,
2.W.3.3
10  2.RL.1, 2.RN.1, 2.RV.1, 2.RN.3.3,
 ting the Purpose of Text 2.RN.4.1, 2.W.4, 2.W.5
and Determining Author?s 2.SL.3.1, 2.8L.3.2, 2.SL.4.1, 2.SL.4.2,
Message from Details 2.RV.3.1
11 Thinking Like an Author: 2.RL.1, 2.RN.1, 2.RV.1, 2.W.5,

 

Composing a Research Report

 

 

2.8L.4.1, 2.8L.4.2

 

 

lion an raction

Problem Solutions, Adding and
Subtracting Within 20 and Using
Place Value With Properties of
Operations

 

 

 

Estimating, Adding and
Subtracting Measurements of
Length

 

Understanding Place Value Up
to Hundreds

 
 
 

 

 
 
 
   

 

Problem Solving With Addition
and Subtracting and

Understanding Place Value with
Properties of Operation

 

    
  

 

   

 

 

Representing Addition and
Subtraction Within One
Thousand

 

Grouping Quar?g

Reasoning
Attributes

 

   

 

ace Value




MA.2.DA.1, MA.2.CA.4,
MA.2.CA.4,



 

 
  
 
 
 

 

A.2.NS.6, MA.2.NS.1,
MA.2.NS.2,
MA.2.CA.1, MA.2.CA.4, MA.2.CA.6

 

 
 
  

MA.2.NS.1, MA.2.CA.4,
MA.2.NS.5,
MA.2.CA.5, MA.2.G.4

 

MA.2.CA.2, MA.2.NS.1,
MA.2.NS.7,

MA.2.CA.4, MA.2.CA.1, MA.2.M.2,
MA.2.M.3, MA.2.CA.3, MA.2.M.5,
MA.2.M.7

 

  
 

MA.2.CA.2, MA.2.NS.1,
MA.2.NS.7,

MA.2.CA.4, MA.2.M.2, MA.2.M.2,
MA.2.NS.3, MA.2.M.2, MA.2.DA.1

 

 

 

Reasoning with Shapes and
Attributes

 

 

MA.2.NS.1, MA.2.CA.1, MA.2.CA.4
MA.2.M.2, MA.2.G.1, MA.2.G.5

 

 

  

 rarczimplenensia; Formulating 5* if  

Questions and Using Details to Deepen
Understanding

  

3.RV.3.2

 

Reading for Application: Using Context Clues for

Inference and Vocabulary

   

W.4, 3.RF.4.2

 

Reading for Knowledge: Determine Main Ideas
and Key Details Across Reading Selections and

Use Details for Support


3.RL.2.1, 3.RL.2.3, 3.RN.2.1,
3.RL.1, 3.RN.1, 

3.RL.2.1, 3.RN.2.1,
3.RV.3.2,

 

   
 
 
    

 

Reading for Meaning: Identify the Central

Messages and Ideas Between Reading
Selections

 

 
   

3.RN.1, 3f


      

   
 

 

 

Reading for Conclusion: identify the Main Ideas

in Text and Support Consensus or Diss;

 
 

 

Reading for Analysis: Character Traits an

Literary Devices

 

  
 

zN.1, 3.W.1, 

 
 3.RL.2.2, 3. L32,

 

 
 
    



 

3.RL.2.2, 3.RL.2.3,

3.W.3.1,
3.W.4, 3.W.6.2

 

 

 

 

3.W.6.2,

 

 

 

3.W.6.2,

 

 

 

entify the Most Salient
ence and Support

 

3.W.3.2, 3.W.3.3, 3.W.4,
3.8L.2.1, 3.W.6.1,

 

 

 

.RL.1, 3.RN.1, 
3.RN.2.2,
3.RL.1, 3.RN.1, 
3.RN.2.1, 3.RN.4.2, 3.W.3.2, 3.W.4,

3.RL.1, 3.RN.1, 
3.8L.2.1, 3.W.3.3, 3.W.4, 3.W.6.1,

3.RL.1, 3.RN.1, 
3.RN.2.1, 3.RN.3.1, 3.RN.4.2,

 

 

10

Reading for Gathering Ideas and
Support for Reports and Presentations

3.RL.1, 3.RN.1, 
3.RN.3.3, 3.RN.4.2, 3.W.4, 3.W.5,
3.8L.3.1, 3.8L.3.2,

3.-SL.4.1, 3.8L.4.2, 3.8L.1

 

 

11

 

Reading for Research and Reporting:
Investigating and Reporting a Topic for
Informative Writing

 

 

3.RL.1, 3.RN.1, 
3.W.5, 3.8L.4.1, 3.8L.4.2

 

 

 

 

Representing Solutions for
Multiplication and Division Problems
and Using Properties of Operations

 

MA.3.C.2, MA.3.C.4, MA.3.C.5

 

Representing Solutions for
Multiplication and Division Problems,
Computing Products and Quotients
Using Arrays and Solving Two-Step 
Problems

   

MA.3.AT.2, MA.3.AT.5,
MA   MA.3.AT.3

 

Using Place Value to Round Up to the
Nearest Hundred and Adding and
Subtracting Thousands with
Regrouping Across Os

 

 

 

Using Patterns to Solve Problems With
the Four Operations, Computing Sums,
Differences, Products and Quotients

with Multiples of Tens.

 

 

     

MA.3.C.2, MA.3.C.4,
MA.3.C.5,
MA.3.AT.6, MA.3.C.5

 

Multiplication and Area and A
and Area and Relating Array
Benchmark Fractions

 
 
 
 
 

  

 

 

Understanding, Representing a
Comparing Frac'

  

 

 

MA.3.G.4

 

    

MA.3.NS.3, MA.3.NS.4,
MA.3.NS.4, MA.3.NS.6,
MA.3.NS.7, MA.3.NS.8

 

 

 

MA.3.DA.1, MA.3.DA.2

 

MA.3.AT.3, MA.3.DA.2,
MA.3.M.7, MA.3.G.1,
MA.3.G.2

 

 

 

 

 

 

MA.3.C.2, MA.3.C.4,
MA.3.C.5,
MA.3.M.3, MA.3.M.1

 

 

 

 Detail: and
Implicit Details in the Text

 

4.RL.1, 4.RN.1, 4.w.1,
4.RV.1, 4.RL.2.3,
4.RV.3.2, 4.W.6.i,
4.w.3.2, 4.w.5, 4.w.4,


 

Details:
Constructing and Describing
Meaning with Implicit and
Explicit Details

 

4.3; 4.w.1,
47RV. 4.RL.2.3,

   
 
  

 

Evaluating Structure:
Determining Mood, Theme
and Essential Meanings with
Structural Elements in
Literature

 

Applying Details and

Examples: Describing
Literary Elements and
ComparingDetails Across

   
     
  
  

4.RN.2.2, 4.RN.3.2,
4.RV.3.3, 4.RF.5, 4.W.6.1

 

 
  
 
 
   

 

.RL.1, 4.RN.1, 4.W.1,
4.RV.1, 4.RL.2.2,
4.RL.2.3, 4.RL.3.2,
4.RL.4.1, 4.W.4,
4.W.6.1

 

 

 

 

 

 

4.RL.1, 4.RN.1, 4.W.1,
4.RV.1, 4.RL.3.2,

4.RL.4.1, 4.RN.2.2,
4.RN.3.2, 4.RV.3.3, 4.RF.5

 

 

 

4.RL.1, 4.W.1,
4.RV.1, 4.RL.2.2,
4.RL.2.3, 4.RL.3.1,
4.RL.4.2, 4.RN.2.2, 4.W.4,
4.W.6.1

 

 

 

 

Information and
Literature: Presenting
Literary Knowledge and Citing
Text

4.RL.1, 4.RN.1, 4.W.1,
4.RV.1, 4.RN.4.2, 4.W.3.2,
4.W.4, 4.W.6.1, 4.W.3.3

 

 

 

 

 

   
 

 

 

8 Composing Literature and 4.RL.1, 4.RN.1, 4.W.1,
Building Informational 4.RV.1, 4.8L.2.1, 4.3L.2.2,
Structures: Collaborative 4.SL.2.3, 4.8L.2.4,
Presentations and Developing 4.8L.2.5, 4.W.3.3, 4.W.4,
Technique 4.W.6.1,
4.RV 32?, 4.W.3.3
9 Integrating Information and
Knowledge: Representing
Findings and Citing Text in
Formal Writing
4.8L. 

4.W.6.2a, b, d, 4.RV.2.2
10 Distinguishing Literary 4.RL.1, 4.RN.1, 4.W.1,

Support: Recognizing
Purpose, Perspective a 
Point of View Across Text:

 

 
  
 

   
 

 

4.RV.1, 4.RV.3.3,

RN.4.1, 4.W.4, 4.W.5,
.SL.2.1, 4.8L.2.2,
4.8L.2.3, 4.8L.2.4,
4.SL.2.5, 4.8L.1, 4.3L.3.2,
4.8L.4.1, 4.8L.4.2,
4.RV.2.1

 

 

 

 

 

4.RL.1, 4.RN.1, 4.W.1,
4.RV.1, 4.W.5, 4.8L.1,
4.3L.4.1, 4.8L.4.2

 

 

 

 
    

   

   

0 mg Mu ep roblems, pp ace MA.4.A . . S. 
Value, Representing Numbers, Rounding MA.4.NS.2, MA.4.NS.9, MA.4.C.1
Numbers, and Computing Sums and
Differences using Standard Algorithms

2 Converting Measurements within Customary
Units, and Solving Word Problems involving
Measurement

3 Factors and Multiples and Decomposing
Numbers for Multi-Digit Multiplication

   

-

 

 
 
   
 
 

 

 

 

 

4 Solving Word Problems With Missing
Variables, Using Place Value Strategies to
Compute Multi-Digit Multiplication and
Division, and Area and Perimeter in Real

 

  
 
  
    

 

 

 

 

   

  
 
   

 

 

 
 

 

 

World Math Problems
5 Composing, Measuring, and Classifying MA.4.M.5, MA.4.M.6, MA.4.G.1,
Angles and Shapes MA.4.G.2, MA.4.G.3, MA.4.G.4,
6 Identifying Patterns and Rules  Shapes MA.4.AT.6, MA.4.NS.4,
MA.4.NS.5, MA.4.C.5, MA.4.DA.2
7  MA.4.NS.5, MA.4.C.5, MA.4.DA.2
Denominat?
Adding 
8 for EqUi  4 MA.4.NS.4, MA.4.NS.6,
Fractions and MA.4.NS.7, MA.4.M.3
9 4 MA.4.AT.3, MA.4.AT.4,

MA.4.AT.1, MA.4.M.2, MA.4.M.3

 

 

 

 

 

 

 

 

 

V3 U8 Ing an

 

pp yIng  
Text for Support and Structure

      

 



5.W.1, 5.RV.1,
5.RL.2.3, 5.RV.3.1,
5.W.3.

2, 5.W.4,


   

 

Distinguishing Meaning: Interpreting and
Constructing Figurative and Literal

Meaning in Literature

 

 

       
   

=5

 

Analyzing and Comparing Text:
Distinguishing Characteristics and

Details in Literature

 

  
 
 

 
 

Literature: Locating Inf

 

  
 

 

5.RV.1, 5.RV.3.1,
5.RL.3.1, 5.RL.4.2,
5.RN.2.2, 5.RN.3.2,
5.RN.3.3, 5.RF.5

 

Distinguishing Author in?ii

5.RL.1, 5.RN.1,
5.W.1, 5.RV.1,
5.RL.2.3,
5.RL.3.2, 5.RL.4.1,
5.W.4, 5.W.6.Za,b,c,d

 

5.RL.1, 5.RN.1,
5.W.1, 5.RV.1,
5.RL.3.2, 5.RL.4.1,
5.RN.2.2, 5.RN.3.2,
5.RN.3.3, 5.RF.5

 

 

 

5.RL.1, 5.RN.1,
5.W.1, 5.RV.1,
5.RL.2.2, 5.RL.2.3,
5.RV.3.1, 5.RL.4.2,
5.RN.2.2, 5.W.4,
5.W.6.2

 

 

  
 

 

Text Based Evidence

'ating Text and Information:
orting Explanations and Writing with

 

 

5.RL.1, 5.RN.1,
5.W.1, 5.RV.1,

 

 

 

5.RN.4.2, 5.W.3.2,

 

 

 

  
 
  

 

 

 

 

 
        
  

  

 

5.W.4, 5.W.6.2
8 Constructing Narrative Structures: 5.RL.1, 5.RN.1,
Composing Literature and Applying 5.W.1, 5.RV.1,
Effective Technique and Support 5.SL.2.1, 5.W.3.3,
5.W.4, 5.W.6.1,
5.W.4, 5.RV.2.2
9 Text and Information: 5.RL.1, 5.RN.1,
Integrating Textual Support in Citations  .
and Summarizing Research for
Informational Compositions
10 Analyzing Perspective and Points of . .  
View: Attributing Literary Details and  5.W.1, 5.RV  -
Support to Author?s Ideas 5.RN.3.3, 5.R  .1,
5.W.4, 5.W.5,
5.SL.3.1, 5.SL.3.2,
5.SL.4.1, 5.SL.4.2,
5.SL.1, 5.RV.2.1
11 Integrating Information 5.RL.1, 5.RN.1,

 

Presenting Research an 
Topic Papers and Projects

 

 
  
 
 

 

 

5.W.1, 5.RV.1, 5.W.5,
5.SL.4.1, 5.SL.4.2,
5.SL.1

 

 

 

Eli-ompanng Ing ecrma  
and Using Models to Add,
Subtract, Multiply and Divide Decimals

      



 

Using Place Value with Decimal Fractions and
Multiplying Multi-Digit Numbers With Standard

Algorithm

MA.5.NS.3, MA.5.NS.4,
MA MA.5.C.2

 

 

Writing and Evaluating Simple Expressions
and Multiplying Multiple-Digits With Decimals

  
     

 

MA.5.NS.3,
 NS.4

 

Adding and Subtracting Fractions With
Equivalent Fractions and Generalizing
Patterns and Benchmark Fractions

   
 

 

 

Writing and Interpreting Numerical
Expressions, Computing Four Operations and;
Multi-Digit Whole Numbers With Decimals and 
Dividing and Multiplying Fractions

 

 

    
 

 

MU'tiPIVing and Dividing Frag; 
Mixed Numbers and Decim'
Representing Measurement  

and Decimals

MA.5.C.9, 
MA.5.NS.2, MA.5.C.5

 

  
   

 

MA.5.C.5, MA.5.CQ6,

MA.5.AT.3, 

MA.5.DS.1

 

MA.5.C.5, MA.5.AT.3,
MA.5.M.4

 

MA.5.M.4, MA.5.G.2

 

 

 

 

 

 

MA.5.AT.6, MA.5.AT.7,
MA.5.AT.8

 

 

 

 

 

1 Literary Elements: 3 6.RL.1, 6.RN.1,

Applying Details, Characters 6.W.1, 6.RV.1,

and Events to Text 6.RL.2.1, 6.RL.2.3,

Comprehension 6.RV.3.1, 6.RN.2.1,


  
 
  
     
 
 
 
   
    

:2

 

 

2 Generalizing Literary Details: 3
Integrating Text Details and
Support for Summaries and
Explanations

 

 

 
 

6.RL.1, 6.RN.1,
6.W.1, 6.RV.1,
6.RL.2.1, 6.RV.3.1,
6.RL.3.1, 6.RL.3.2,
6.RL.4.2, 6.RN.2,
6.RN.3.2, 6.RN.3.3,
6.W.3.2

6.RL.1, 6.RN.1,
6.W.1, 6.RV.1,
6.RL.2.1, 6.RL.2.2,
6.RL.2.3, 6.RL.3.2,
6.RL.4.1, 6.W.3.1,
6.W.3.1, 6.W.4,
6.W.6.2

6.RL.1, 6.RN.1,
6.W.1, 6.RV.1,
6.RL.2.1, 6.RL.3.2,
6.RL.4.1, 6.RN.2,
6.RN.3.2, 6.RN.3.3,
6.W.3.1, 6.W.5,
6.W.5, 6.W.3.10

3 Determining Meaning from 4
Details: Using Details and

Text Structure to Generalize
Essential Messages

 

 

4 Understanding Literary
Elementsand Structure:

 

 

 

 

 

 

 
  

 

a uating Theme and
Meaning in Literature:

 

 

6.RL.1, 6.RN.1,
6.W.1, 6.RV.1,
6.RL.2.2, 6.RV.3.1,

 

 

 

Determining Similarities and

6.RL.3.1, 6.RL.4.2,

 

 

    

 

Differences Across Genres 6.RN.2, 6.W.3.1,
6.W.4, 6.W.6.2
Analyzing Perspectives: 6.RL.1, 6.RN.1,
Distinguishing Narrative 6.W.1, 6.RV.1,
Points of View-and Retailing 6.RL.2.1, 6.RL.4.2,
of Same Events 6.W.3.3, 6.W.4,
6.W.6.2
Integrating information and  6.RN.1,
Literature: Composing Topic   

Reports and Presentations

 

Applying Information and
Text: Presenting Topic
Research and Citing
Evidence

   

 

 

     

Analyzing Dynamics and 
lnteractiy 'erature:

 

 

 

   
  
 

  

6.RN.3.3, RI.6.8,
6.W.4, W.6.6, 6.W.5,
W.6.8, 6.3L.3.1,
6.8L.3.2, 6.8L.4.1,
6.8L.4.2, 6.8L.1,
6.RV.2.1, 6.RV.2.4,
6.RV.2.5

 

 

6.RL.1, 6.RN.1,
6.W.1, 6.RV.1,
6.RL.2.3, 6.RL.4.1,
6.8L.4.2, 6.8L.1

 

 

 

6.RL.1, 6.RN.1,
6.W.1, 6.RV.1,
6.RL.2.3,
6.RV.3.1, 6.RN.2.1,
6.RV.3.2, 6.W.3.2,
6.W.4, 6.W.5, 6.W.1

 

 

 

       

Units of Measure and Solving Real World Problems
with Unit Rates

     

 1'9"

 

 

Graphing Ratios, Finding Unit Rate, and Creating,
Solving and Converting Units of Measurement

MA.6.NS.9, MA.6.NS.10

 

 

 

 

 

Computing Quotients, Products, Differences and
Sums with Fractions and Decimals and Real World
Problem Solutions, Finding Greatest Common and
Least Common Factors with Models and Grids

 

   
     
 
 

MA.6.C.1,
6.0.2, MA.6.C.3,

 

Representing, Comparing and Applying the Value of
Integers and Whole Numbers and Representing Rea
World Problem Solutions with Coordinate Pairs
Graphs

 

 
 
 
 

 

Representing and Evaluating Numeric and Algebraic
Expressions in Real World Problems

 

 

 
 
  

MA.6.C.5, MA.6.AF.1,
MA.6.AF.4, 

 

Writing Algebraic Expressions and
World Problems, Representing Eq
Expressions

 

 
  

MA.6.AF.1, MA.6.AF.2,
MA.6.AF.3, MA.6.AF.4

 

MA.6.AF.2, MA.6.AF.5,
MA.6.AF.6, MA.6.AF.10

 

 

 

 

MA.6.GM.4, MA.6.GM.5,
MA.6.GM.3, MA.6.GM.6

 

 

 

MA.6.DS.1, MA.6.DS.2,
MA.6.DS.3, MA.6.DS.4

 

 

 

 

 

Literary Elements: Applying
Details, Characters and Events to Text
Comprehension

 
 

 

     

7.RL.1, 7.RN.1, 7.W.1,
7.RL.2.1, 7.RV.3.1,
7.RN.2.1, 7.RV.3.2,
7.W.3.2, 7.W.1

 

Generalizing Literary Details: Integrating
Text Details and Support for Summaries
and Explanations

     
  

  

7.RN.1, 7.W.1,

 

Determining Meaning from Details: Using
Details and Text Structure to Generalize
Essential Messages

 

Understanding Literary Elements and
Structure: Examining the Roles 
Narrators and Audience in Litera 

 
  
  
 

 
   

 


7.RN.2.2, 7.RN.3.2,
7.RN.3.3

 

   
 

 

Evaluating Text and Support: Integratii'itgg
Text and Details in Summaries and
Critiques 

 

7.RL.1, 7.RN.1, 7.W.1,
7.RL.2.1, 7.RL.2.2,
7.RL.2.3, 7.RL.3.2,
7.RL.4.1, 7.W.2.3,
7.W.3.2, 7.W.4

 

  
      

7.RL.1, 7.RN.1, 7.W.1,
7.RL.2.1, 7.RL.3.2,
7.RL.4.1, 7.RN.2.2,
7.RN.3.2, 7.RN.3.3

 

7.RL.1, 7.RN.1, 7.W.1,
7.RL.2.2, 7.RL.2.3,
7.RV.3.1, 7.RL.3.1,
7.RL.4.1, 7.RL.4.2,
7.RN.2.2, 7.W.3.1,
7.W.4, 7.W.6.2

 

 

 

 

 

 

7.RL.1, 7.RN.1, 7.W.1,
Rl.7.1, W.7.2,
7.W.4, 7.W.6.2,
7.RV.2.27.RV.2.3,
7.RV.3.3

 

 

 

 

 

 

 

 

   
  
    

  
   

 

 

 

 

 

 

8 Integrating Information and Literature: 7.RL.1, 7.RN.1, 7.W.1,
Composing Topic Reports and 7.RL.2.1, 7.W.3.3,
Presentations 7.W.4, 7.W.6.1,

7.W.6.2, 7.RV.2.2,
7.RV.2.3, 7.RV.3.3

9 Applying information and Text: Presenting 7.RL.1, 7.RN.1, 7.W.1,
Topic Research and Citing Evidence 7.RN.2.1, 7.RN.4.2,

7.RN.4.3, 7.W.3.2,

43.3, 7.W.4,

 
.RV.2.2, 7.RV.2.3,
RV.3.3

10 Analyzing Dynamics and Interaction in 7.RN.1, 7.W.1,
Literature: Describing Character Growth
and Development Within Text and . . . 

Describing Literary Experiences 7.8L.3. 34.1,
7.8L.4.2, 7.81;.1
11 Evaluating Meaning and Support: Deriving 7.RL.1, 7.RI.1, 7.W.1,

 

Figurative and Literal Meaning in Literature
and Structuring Explanations

  

 

7.W.5, 7.W.5, 7.8L.4.?l,

 

 

 

7.8L.4.2, 7.8L.1

 

 

 

 

     

     

     

MA.7.AF.9

 

Proportional Relationships and Geometric Figures

MA.7.AF.6, MA.7.AF .7,

AF.4, MA.7.AF.5,

   

 

Operations, Expressions, and Equations

    

 

 

 

   

 

 

 

Expressions and Equations in Geometry and . . . 7.AF.2,

Measurement MA.7.C.8, GMS,
MA.7.C.1, MA.7.C.3

Angles, Area, Surface Area, and Volume MA.7.C.8, MA.7.AF.2,
MA.7.GM.4, MA.7.GM6,
MA.7.C.1, MA.7.C.3

 

 

Analyze Proportional Relationships i;

 

Statistics and Probabile

 

  

MA.7.C.5, MA.7.AF.6,
MA.7.C.6, MA.7.C.8,
MA.7.GM.3, 
MA.7.C.8, MA.7.AF.2

 

 

MA.7.DSP.1, MA.7.DSP.2,
MA.7.DSP.4, MA.7.DSP.5,
MA.7.DSP.6, MA.7.AF.6

 

 

 

 

 

MA.7.DSP.3, MA.7.DSP.6,
MA.7.DSP.7, MA.7.AF.6

 

 

Geometry

   

 

 

 

MA.7.GM1, MA.7.GM.7,
MA.7.GM.4, MA.7.GM.5,
MA.7.GM.6

 

 

 

 

1 Literary Elements: 3 8.RL.1, 8.RN.1,

Applying Details, Characters 8.W.1, 8.RV.1,
and Events to Text 8.RL.2.1, 8.RL.2.3,
Comprehension 8.RL.2.4, 8.RN.2.1,

   
 
 
 
 
 
 
  
    
 
 
  
 
   
    

 

 

 

2 Generalizing Literary Details: 3
Integrating Text Details and
Support for Summaries and
Explanations

3 Determining Meaning from 4

Details: Using Details and
Text Structure to Generalize
Essential Messages

8.RL.2.1, 8.RL.2.4,
8.RL.3.1, 8.RL.4.2
8.RN.2.2, 8.W.4,
8.RN.3.3

8.RL.1, 8.RN.1,
8.W.1, 8.RV.1,
8.RL.2.1, 8.RL.2.2,
8.RL.2.3, 8.RL.3.2,
8.RL.4.1, 

8.W.6.2

8.RL.1, 8.RN.1,
8.W.1, 8.RV.1,
8.RL.2.1, 8.RL.3.2,
8.RL.4.1, 8.RN.2.2,
 8.RN.3.2, 8.RN.3.3
 Theme and 3 8.RL.1, 8.RN.1,
Literature: 8.W.1, 8.RV.1,
8.RL.2.2, 8.RL.2.3,
8.RL.2.4, 8.RL.3.1,
8.RL.4.2, 8.RN.2.2,
8.W.3.1, 8.W.4,
8.W.6.2

 

 

4 Understanding Literary 
Elements and Structure"
Examining the Roles of
in

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 
 
 
  

 

 

 

 

7 Analyzing Perspectives: 8.RL.1, 8.RN.1,
Distinguishing Narrative 8.W.1, 8.RV.1,
Points of View and Retelling 8.RN.2.1, 8.RN.4.3,
of Same Events 8.W.3.2, 8.W.4,
8.W.6.2,
8 Integrating Information and 8.RL.1, 8.RN.1,
Literature: Composing Topic 8.W.1, 8.RV.1,
Reports and Presentations 8.8L.2.1, 8.W.3.3,

8; 5622, 8.RV.3.3
9 Applying information and -
Text: Presenting Topic
Research and Citing
Evidence
10 Analyzing Dynamics and 8.RL.1, 8.RN.1,

Interaction in Literature:

Describing Character Growth
and Development Within 
and Describing Litera 
Experiences

  
 
 
 
 
 

 

8.W.1, 8.RV.1,
8.RN.3.3, 8.RN.4.1,
8.W.4, 8.W.5,
8.8L.3.2,
8.8L.4.1, 8.8L.4.2,
8.8L.1, 8.RV.2.1

 

 

 

 

 

 

 

8.RL.1, 8.RN.1,
8.W.1, 8.RV.1, 8.W.5,
8.8L.4.1, 8.8L.4.2,
8.8L.1

 

 

 

 

The Number System

MA.8.NS.1, MA.8.NS.2,
MA.8.NS.3, MA.8.NS.4,
MA.8.C.1

 

Transformation

MA.8.GM.4,
MA.8.GM.1

 

 

Triangles and Transversals

   

 

Linear Relationships

ii, MA.8.GM.5

 

 
 

 

Functions

 

Modeling Relationships Functions and
Linear Equations

    
 
 

  

. .
MA.8.AF.5, MA.8.AF.6,
MA.8.AF.1, MA.8.AF.8

 

  

 

Data Analysis

MA.8.AF.6, MA.8.AF.4,
MA.8.DSP.1, MA.8.AF.3,
MA.8.AF.7, MA.8.AF.5

 

 

 

 

MA.8.DSP.1, MA.8.DSP.2,

MA.8.DSP.3, MA.8.AF.3,

MA.8.AF.7, MA.8.AF.5

 

MA.8.NS.1, MA.8.NS.2,
MA.8.NS.4

 

 

 

 

 

 

MA.8.GM.7, MA.8.GM.8,
MA.8.GM.9, MA.8.GM.2

 

 

EDUCATION PLAN - APPENDIX 
Pupil Progression P1

 

 

 

 

INTRODUCTION

The purpose of the Student Progression Plan is to inform parents, students, and other
stakeholders regarding the comprehensive plan for student progression from one grade to
another towards graduation. The plan will include criteria for promotion and retention and
other components relevant to the appropriate progression of the student population.

PERFORMANCE LEVELS FOR STUDENT PROMOTION

   
   
  
 
     
 
  
 
  
   

or other factors
 E_7_shall meet the

'i'isedfto determine performance
ading ability of each student in
grades K-5.

Teacher Judgment for Promotion

 ge?when student performance on
lieved  be indicative of daily classroom

K-S STUDENT CHARTS

The Student Progression charts show identified performance levels as they relate to state
assessments, as well as other assessments and indicators. As stated above, all grade levels
can take into consideration multiple factors with regard to promotion and retention,
including performance in all areas, as well as social and emotional readiness. This chart is a

 

1 The School will adhere to all federal and state regulations with regard to promotion and
retention of students with disabilities and English Language Learners

guide for teachers and administrators to appropriate target students who may be eligible
for retention. The teacher, parent, representative, and principal will work
together to ensure a plan is in place to prevent retention during the school year, but the
ultimate decision for promotion or retention is made by the principal.

KINDERGARTEN2

   
  
 
 
 
 
   
 
      
    
  

Above Grade Reading Running 
Level Records3

?omote

 

NWEA RIT Score

 

 

At Grade Level Promote

 

 

 

 

Below Grade
Level (needs
short-term
intervention

Promote with Progress
Monitoring Plan

127-137

 

 

Below (3 Retention Considered

 

Less than
NWEA RIT Score 127

 

 

 

 

2 The School may use and to determine progress on reading in
grades If so, the results will be taken into consideration for promotion and retention
decisions.

3 If using an alternative equivalent assessment, utilize a CSUSA approved conversion chart
to determine the appropriate correlated level.

 

FIRST GRADE

   
 

 

  

 

 

 

 

Above Grade Reading Running Promote
Level Records
NWEA RIT Score
At Grade Level Reading Running Promote

 

Records 

NWEA RIT SCO 

 

  
 
 
   

 

 
 
 
  
   
 

Below Grade
Level (needs

short-term 
intervention
RIT Score

 

 

 

 

 

 

Promote with Progress
Monitoring Plan

142-154

 

 

    

 

   

"ow Grade Reading Running Below] Retention Considered
Records
Less than
NWEA RIT Score

142

 

 

 

SECOND GRADE

    
  

Above Grade Lexile Level 516+
Level

 

NWEA RIT Score

 

 

 

 
  
 
 

At Grade Level Lexile Level

 

NWEA RIT Score

 

 

 

 
  
   
 

Below Grade Lexile Leve A omote with Progress

Level (needs Monitoring Plan
short-term

intervention

 

 

 

 
  
  
    

Retention Considered
Below Grade

Level (needs
intensive
inte Lentlo 

Less than
129

 

 

 

Less than
153

 

 

 

 

 

     

THIRD GRADE4

       
 
 
 
 
  
  
 
 
  
 
 
 
  
   
   
  

Above Grade Level Lexile Level

 

NWEA RIT Score

 

ELA and Math

 

 

Promote
At Grade Level Lexile Level

 

NWEA RIT SCG

 

ELA and Mat

 

 

 

 

 

 

 

 

 

 

355-533
Below Grade Level Promote with
(needs Short-term Progress
intervention 168-183 Monitoring Plan
DNP
Less than 354
Below Gr 15 Level Lexile Level Retention
(needs inte-n ive Considered
- - .. Lesst an 168
Intervenm? NWEA RIT Score
DN 
ELA and Math

 

 

 

 

4 Please see section on third grade retention on page 9 for information on using for
promotion and retention determination.

 

   

FOURTH GRADE

 

 

 
 
 

 

Above Grade Lexile Level . Promote
Level .
2107+
NWEA RIT Score
ELA and Math

 

 

 

 
   
 
    

 

 

 

  
 
   

 

 

 

 

 

   
  

 

 

 
 
 
    

 

At Grade Level Lexile Level Promote
NWEA RIT Sc 
508?719
Below Grade Promote with
Level (needs Progress
short-term 178?192 Monitoring Plan
DNP
Less than 507
Below rade Lexile Level Retention
Considered
- - Less an 178
. mtem?Ye NWEA RIT Score
intervention)
DNP

ELA and Math

 

 

 

FIFTH GRADE

      
  
 
 
 
 
 
 
  
  
   
   
 
    

Above Grade Lexile Level Promote

   

 

 

 

 

Level
214+
NWEA RIT Score
ELA and Math
At Grade Level Lexile Level

 

NWEA RIT Score

 

ELA and ,ath

 

 

 

Below Grade exile Level Promote with

 

 

  

 

 

 

 

 

Level (needs Progress
. 186?200 
Ishort term NWEA IT Score Monltorlng Plan
intervention
DNP
Less than 654
low Grade Retention
Considered
Less than 186
NWEA RIT Score
DNP

ELA and Math

 

 

 

Third Grade Retention

All students in third grade are required to take to measure performance in
reading through grade 3, in accordance with House Enrolled Act (HEA) 1367. Students who
do not pass will have the opportunity to re-take the assessment in the summer.
Those who do not pass the summer retest will be retained in third grade.

Some students may be eligible for Good Cause Exemption if they do not pass 

grades K-3 combined.) .
Students with disabilities whose case conferenc 
promotion is appropriate. 
English Learners (ELs) whose Individual

of or higher in both semesters in the
?V??dugrade. The credit requirements prior to

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In addition, the folgi wing options may be used as alternate documentation of successful
completion of required courses:

0 Student has successfully completed the course through the virtual school program
offered at the School.

0 Student has scored an acceptable level on subject related state assessment or
ECA)

10

0 Student has completed the course through a summer or tutorial program.

a Student is a transfer student demonstrating mastery in a corresponding course in a
previous district or state.

0 Student has documented mastery of course requirements by receiving a grade of 
or better on a final exam, semester exams, or an end-of?course exit exam.

Students completing eighth grade will be promoted to ninth gradefollowing successful
completion of the above requirements. Students will be retained grade if any of
the above requirements are not met.If a student does not pas required core semester
class in sixth, seventh or eighth grade, and does not  one of the alternate
documentation methods, parents will be notified that th 
promotion to high school and will be retained in 8th
successfully completed through credit recovery opti
placement is the responsibility of the principal.

   
  
    
 
 
 
 
 
   
  

Enrichment Opportunities

The School will provide multiple opportunities for
enrichment activities. Students in In  chool who": ligible can take advanced
courses in which they will earn high 5   ledit Passing in the students? current
classes are considered prerequisites for  mg, and advanced courses, in addition
to performance on state assessments. 7 

ced students to participate in

 

 
  

 

 

 

course[s].  .
0 On-line competency based course in the summer on school grounds
0 Repeating the course at the school during the elective period.

 

REMEDIATION AND RETENTION

This school has established a comprehensive program for student progression which must
include specific levels of performance for each grade level, including the levels of

11

performance on statewide assessments which a student must receive remediation, or be
retained within an intensive program. This intensive program must be different from the
previous year's program. and must take into account the student's learning style. School
personnel must use all available resources to. achieve parent understanding and
cooperation regarding the student?s grade placement.

Remedial and supplemental (academic) instruction resources must be allocated to students
based on student data and the needs of the school.

     
   
     
 
 
  

Students in grades who are identified as being below gra, on school?level

one-on-one instruction, based on documented stude  
computer software programs that work on ?uen basic skills

 ation, but will also take an

Students in grades 6-8 have the above options as   
 following year.

intensive reading or math course in lieu of their electl

 

    
    

PROGRESS MONITORING PLAN
The plan is designed to provide'student ,Eaar
specific academic intervention informatio 
level in each grade. This is included as par

achers, an. administrators with

   

stakeholders after  
strategies are increasing,

The School will util a proprietary report card to keep parents informed of their child?s
academic growth. The report card will give parents a comprehensive overview of a their
child?s current skill level and a measure of his /her progress toward attaining mastery of
the standards, as it contains both a practice grade and a mastery grade. it also includes a
component regarding citizenship, aligned with integrated character education, which
measures student performance based on conduct, participation, and effort. Attendance
reports will also be included, noting absences and tardies.

12

PARENT NOTIFICATION REQUIREMENTS

Parent(s) must be notified in writing of the School's promotion requirements. Parent(s) of
English Language Learners (ELLs) must be notified using the appropriate translated
version of the School?s promotion requirements.

All notifications to parent(s) who are not proficient in the English Language shall be in the
language or other mode of communication commonly used by the parent(s) unless such
communication is clearly not feasible.

   

School personnel will notify parent(s) in writing of studen 20 ression requirements

  

All students in grades K-5 and 6-8 wil
period. The Progress Report will be 
quarter.

 
     
 
   
 

in spew education services must also be
her annual Individual Education Plan (IEP)
receive progress reports and report
. requency of the progress of an special
?and included in the student's IEP.

13

EDUCATION PLAN - APPENDIX 
Code of Conduct 

 

 

 

CHARTER 
 LISA 

 
 

STUDENT CODE OF CONDUCT AND DISCIPLINE GUIDELINES

  
   
   
 
 
 
 
    
    

chool-wide culture that
carve training on a variety of
utines, classroom rules, and
elief is that using positive
inary incidents within
guidelines prior to

The School?s philosophy related to student behavior and discipline is to fo
promotes a safe and orderly environment. School leaders and teachers will?
topics including, but not limited to, establishing school/classroom rituals a
how to identify misbehavior and respond effectively, as some exam i?

 

 

 

Every teacher shall endeavor to hold each pupil to
school, in school sponsored activities, on the playgroun
returning from school and during intermission or recess. 
for the use of disciplinary measures withi 
their usefulness.

 Tel, on the street, while going to or
teacher, regulations are established
uously monitored and appraised for

  
    
 
 
 
  
      

POSITIVE BEHAVIORAL SUPPORTS
All schools shall establish a so 
Schools shall establish, post, 
student at the beginning of 
personnel shall provid 

   
  
  
     
 
 
 
 
 
 

me, wh 'tilizes positive behavioral supports.
ton on school-wide behavioral expectations to each

positive behavioral supports and the school-wide

Vchoo Headership team, which meets regularly to review

centives, as determined by the school leader and staff. Incentives
'th the teacher or principal, games, and others.

 

 

ority and the duty to take disciplinary action whenever the behavior of any
or substantially disrupts the maintenance of a proper atmOSphere for
learning withi or other parts of the school. Depending on the severity of the offense
committed by the principal retains the right and the responsibility to use any appropriate form of
discipline available Incitidlng suspension, recommending expulsion, and/or law enforcement. However, no
pupil shall be disciplined in any manner by the principal, teacher, or other school employee for the use of
force upon another person when it can be reasonably concluded that the use of such force more probably
than not was committed solely for the purpose of preventing a forcible offense against the pupil or a forcible
offense provided that the force used must be reasonable and apparently necessary to prevent such offense.
A pupil who is the aggressor or who brings on a difficulty cannot claim the right stated above to defend
himself.

   
    
 

pupil(s) ma

AUTHORITY OF SCHOOL TEACHERS

A. Teaching Behavioral Expectations and Remediation of De?cits

Each teacher shall in the beginning of each school year and periodically throughout the school year provide
his or her students with the rules of the school and how those apply in their particular classroom. The
teacher should teach the behavioral expectation and provide a system to acknowledge appropriate behavior
and remediate behavioral de?cits.

B. In-School Alternatives and Preservation of Instructional Time

Since academic achievement is associated with the amount of instructional time received by a student, the
use of alternatives (re-teaching, remediation, brief time-out in classroom, parents, notes home,
behavior plans) to removal from class is encouraged. In addition, counseling alte ?a'tives (school counselors
and/or other appropriate mental health professionals employed by th  ct or a contracted outside
agency) are encouraged. 

 
  

 

 

  
    
 
    
  
    

such regulations and procedures established by the schoo


A. Each school is required to have a docu
Wide Positive Behavior Support Implementatlx

B. The following classroom interventions may

    

Written warningf?g 
Beha act 

   

Parent conference
Detention

A well-managed classroom and school is the most proactive approach to maintaining appropriate student
behavior in any school. Clearly established rules must be taught to students, reinforced frequently, and
enforced consistently by all administration, faculty, and staff. Consequences for violations of the rules
should be assigned to students quickly, fairly, and consistently to have the greatest impact on changing the
behavior of students. Positive reinforcement of correct behaviors exhibited by students also serves to impact
the behaviors of all students.

Minor Infractions A record of minor infractions for violation of classroom or school rules will be kept by
the classroom teacher. Consequences for minor infractions should ad here to the following guidelines:
1St infraction - Conference with student, documentation of infraction, and parental contact made
by teacher .
2nd infraction Conference with student, documentation of infraction, and parental contact made
by teacher
3rd infraction - Conference with student, documentation of infraction, school speci?c
intervention(s) and parental contact made by teacher
4th infraction Teacher completes major referral form for repeated rule violation.

  
  
  
   
  
  
 
 
 
        
  
 
  
  
  
 
 
  
 
 
    

STUDENT REMOVAL FROM CLASSROOM
A pupil may be immediately removed from a classroom by the teache
administrator or designee if the pupil's behavior prevents the orderly" 
immediate threat to the safety of pupils or the teacher, or when a p, 
behavior toward a teacher. if removed, the student shall receiv
completed by the student based on its accuracy. Student
referred to the office but do not warrant immediate remova 

placed in custody of the
of other pupils, poses an
spectful or threatening
ork missed when it is

Follow the Consequences to Behavior Policy

accusation, and the pupil shall be given an op
conduct a counseling session with the pupil 
action. if the principal determines that the remo
not be readmitted to the ole
measures:

  

lass was warranted, the pupil shall
3 implemen ed one of the following disciplinary

fall assigned school and homework which would
by the pupil during the period of suspension.
measure authorized by the principal with the concurrence of the

fromza classroom, the teacher may require the parent, tutor, or legal
zonference with the teacher in the presence of the principal or his or her

impel implements such measures. if appropriate, a referral of the matter may be
made to the Health a "eliness Team. in addition, a conference between the teacher or other appropriate
school employee and the pupil's parent, tutor or legal guardian shall be required prior to the pupil being
readmitted. if the disruptive behavior persists, the teacher may request that the principal transfer thepupil
into another setting.

Whenever a teacher is struck by a pupil, the pupil, in addition to any other discipline given, may be
permanently removed from the teacher's classroom, unless the teacher objects, or unless the principal, with
the concurrence of the Health and Wellness Team, ?nds the striking incident to be entirely inadvertent.

Students who are suspended and/or expelled from school may not be on any school campus, school bus, or
school event during the term of the suspension and/or expulsion.

Discipline assignments take precedence over all school activities (athletic events, band practice, ?eld trips,
etc.) Students suspended and/or expelled may not attend, participate or represent the school in any school
activity during the terms of that exclusion or removal. Students returned to campus after a recommended
expulsion may continue to be prohibited from extracurricular activities.

it a student exits to-another school or enters from another school discipline reports will be requested and
reviewed.

AND 
The following chart provides a written description of the disciplinary intervention 
be assigned to a student that commits a behavior infraction.

  
   
   
 
  
    
      
 
 
 
 
    
 
  
 
   
    
  
 

nsequences) that may

After School and/or Saturday Detention: held at the school site. A
activities. The child does not miss class time.

.ber monitors the Detention

Behavior Plan: a student speci?c plan that is aimed at imp 
school staff work together to develop and implement this 

exceed 10 days. The student
receive full credit for such work if it is

is marked absent. The student must complete  
mitted to school without a parent conference.

completed satisfactorily and t'

 

emails.

EXPULSION 
Students ma?   ulsion on the 4th offense that results in suspension and must be

fay be a  tilt of habitual violations of school rules, or for other serious one-
and 0 er serious offenses). A parent may waive their right to a due
a representative team from the school to discuss the problem behavior

reached, a d:  
discipline record, imony from the student and school staff and makes a determination if the
student is removed fr chool or if other disciplinary action is taken. The Principal may recommend to the
Charter Schools USA'sRegional Director of Education after the due process hearing to expel a student for
any of the following in accordance with the Code of Conduct:

Prior to suspension or expulsion, the student has the right to a fair hearing as outlined by the Code of
Conduct. Offenses include but are not limited to the following:
0 Fighting or other dangerous and/or disruptive behavior (hitting, kicking, harassing, pushing or
biting)
0 Possession or use of illegally?obtained drugs and tobacco
0 Being under the in?uence or having alcoholic beverages on school grounds.
0 Defacing or vandalism of school property

igniting any ?ammable substance
Continual disruption of class
Emotional outburst

Profanity

Insubordination

Disrespect

Peer Con?ict

Referral to Student Services or Mental Health Professional: school based counseling or mental health
services aimed at improving student behavior. Students will receive con?ict management counseiing, self-
control tips, effective communication training, anger management counselin  other counseling as
needed. Written parental consent is required for mental health services.

   
    
 
 
 

Restitution or Repair: payment or repair for damages to personal or  

behavior infractions.

  
 
   
 

Threat Assessment: multidisciplinary assessment use
a student. Student and parent interviews are conducted if?

Time out: a disciplinary action that allows 

 
    

DUE PROCESS IN THE   
student must be aft, deddu,

     
  
  
 
  
  
 
 

It includes an individual's right to be adequately
be heard at these proceedings. When a student
9 must occur:

notified of charges or 
has been written up and pr  

 ed by personal phone call at the numbers provided if the disposition
gag: Detention, Out of School Suspension (3 letter must be mailed to
 

6. Parents a  present during the principal?s investigation or interviewing of the student.

The seriousness of the offense, academic placement, attitude, age, pattern of misconduct, and degree of
cooperation of the student, and any other aggravating or mitigating circumstances will be considered in
determining which actions should be taken. The process is intended to be instructional and corrective, not
punitive.

LEVELS OF DISCIPLINARY ACTION
The School works diligently to provide an optimal learning environment for all students. Nonetheless, at
times students may become disruptive, talkative, disrespectful, etc. To better deal with these types of

 

behaviors, teachers and administrators will work collaboratively to implement a Progressive Discipline
Plan and continue to implement the following alternatives to suspensions. The seriousness of the offense,
academic placement, attitude, age, pattern of misconduct, and degree of cooperation of the student, and
any other circumstances will be considered in determining which actions should be taken.

 

Level 1 Infractions are acts that disrupt the orderly operation of the school environment.

 

 

 

 

any school activity that includes, but is not Ii '7
to, sustained loud talking, yelling or 

behavior.

 

Violates traf?c and
safety regulations

To break any rule or law the,
obstruction and ?ow of traff
regulations.

 

Gambling

Wagering money or property

 

Improper Dress/Dress
Code Violation

Out-of-dress code 

 

Academic Dishonesty

 

 

Misusing th
Internet or other

 

 

forms of technology

 
 

 

 

    
  
 
  
  
   
    
  
 
 
  
 
 

Infraction Definition of Infraction Consequences
Uses Profanity or Vulgar verbal messages, words or gestures that Assign consequences appropriate
Obscenities include swearing/curing or name calling used to for the type and number of
another. Including writing or drawing words or int pm that can include:
images that considered obscene or profane. 
Disturbs the school Behavior causing major disruption of instruction 0

  

    

Work {it
Behavior plan?
Referral to Student Sen/ices
Suspension

Time Out

Note: Repeated violations of Level
1 infractions will be coded as Level
2? Repeated Rule Violation

 

 

 

 

Consequences

 

 
  

Deliberate choice to break a rule or disobey
directive given by a person in authority

1st Step: (*Note: Step 1 may be
repeated at the discretion of the
administration. Level 1

 

Treats an
disrespect

 
 

Talking back, mocking, gesturing, or any act
which demonstrates a disregard or
interference with authority or supervising
personnel.

consequences may be assigned
as well.)

Assign detention

Parent Contact

 

Is guilty of conduct or

injurious to others (no intent)

habits Any unintentional but not malicious act that

causes injury, damage, or pain to another.

Conduct parent conference

 

part of

 

Cuts, defaces, or injures any
the building or
equipment (Under $100.00)

Damage, destruction, or defacement of
property belonging to the school valued
under $100.00

 

2"d Step:

1 Day Out of School Su3pension
Parent Contact

Conduct parent conference

 

 

 

 

 

Leaves Classroom without
permission-Skipping Class

Exiting a classroom or instructional area
without permission or the instructor. Student
stays .out of class without permission of a
school staff more than 10 minutes.

 

ls guilty of stealing (valued at
less than $100)

Taking or obtaining the property of another
without permission or knowledge of the
owner without violence.

 

Bullying/Harassment!

Unwanted and repeated written, verb

  
   
 
 

 

 

 

 

3rd Step:

3 Day Out of School Suspension
Parent Contact

Conduct parent conference

4th Step:

5 Day
Suspension
Parent Contact

nduct parent conference

out of School

    
   
  
 

 

  
 

 

 

 

Threatening physical behavior, includin 
threatening, insulting, or de 

gesture. This includes any a 
through the use of polbgy (cyber
bullying) which cano  ?0n oroff sczyol
property. .

Forgery To use, make, or repr ?s
signature I

Possession of Possessro

obscene/pornographic

material

 

 
 

 

Level 3- Serious Offense

 

 

 

 
  

 

Infraction

 

  

Consequences

 

 

Makes and unfound

charge against authority f:

 

    
  
 
 
  
 
 

of school rules or
evidence. False
representations about individuals
groups of individuals that harm

,aning them or deterring others from

as" ciating or dealing with them.

 

 

Using

  
 

 

ar verbal messages, words or gestures that

ude swearing or name calling used to
another.

 

 

 

ls guilty of immora ., 
vicious practices

isolated incident that is an unwelcome act or
comment that is hurtful, degrading, humiliating
or offensive to another person with a sexual,
physical or racial component. Act that is
dangerous, aggressive or would be perceived
as disturbing and not conforming to approved
standard of social behavior.

 

 

ls guilty of conduct or
habit injurious to his
associates

 

Any intentional but not malicious act that causes
injury, damage or pain to another.

 

1st Step: (*Note: Step 1 may be
repeated at the discretion of the
administration. Level 1
consequences may be assigned as
well.)

Assign detention

Parent Contact

Conduct parent conference

2 Day out of School Suspension

2nd Step:

3 Day Out of School Suspension
Parent Contact

Conduct parent conference

3rd Step:

5 Day Out of School Su3pension
Parent Contact

Conduct parent conference

4th Step:

 

 

 

Uses or possesses The possession, use, purchase, intent to Parent Contact
tobacco products or distribution, concealment or sale of tobacco Conductparent conference
lighter products, e-cigarette or lighters.

 

Cut, defaces, or injures Damage destruction, or defacement of
any part of public school property belonging to the school or others
buildingNandalism over valued at overa$100.00

 

 

  
  

 

$100.00

(requires restitution)
lnstigates or A hostile confrontation resulting in physical
participates in ?ghts contact or an attempt at physical contact.
Leaves Classroom Exiting a classroom or instructional area
without permission without explicit permission.

 

ls guilty of stealing over Taking or gaining the property of an 
$100.00(requires valued over $100.00.
restitution)

  

 

False Alarm

 

Initiating a warning of ?re or ot 

 

 

Public indecency

 

Trespassing violation

 

 

 

 
  

Failure to serve
assigned consequence

   

Fail e? to server 77
 ion or other??

 

 

 

 

    

 

 

Level 4 Infractions-Se as offenses Mich involve enforcement intervention
Infraction ition of..:lnfr.action Consequences

  

 

 

       
  
  
  
 
     
  
   

l0 US

 on, manufacturing,


tent to distribute, concealment, sale,
ng under the in?uence of any drug,
Sticmdrug, legally de?ned controlled
asparaphernalia linked to above on
 grounds, at school-Sponsored events or on
scho?i ansportation vehicles.

 

 

 

 

any form.

 

Uses or possesse
alcoholic beverages.

. possession, use, purchase, intent to
istribute, concealment, distribution, sale or being
under the influence of alcohol products on school
grounds, at school-sponsored events, or on school
transportation vehicles.

 

Possesses weapon(s) Possessing weapon(s) designed to expel a
as de?ned in Section projectile by action of an explosive.

921 of Title 18 of the A
U5. Code Referral to Law Enforcement
Recommendation for Expulsion

 

 

Possesses Possesses ?rearms, knives or blades, which may

 

 

 

 

 

Firearms (not be used to in?ict bodily injury or damage to
prohibited by property. This includes any instrument, look-alike
federal law), weapon or object not prohibited by federal law that
knives, or other can place a person in reasonable fear or
implements which apprehension of serious harm that is on a
may be used to student?s person or contained in the student?s
in?ict harm or belongings, locker and/or storage space.

injury.

 

Throwing missiles Throws any object toward a person that is either
liable to injure others heavy, sharp, and/or otherwise perceived to be
harmful or with such velocity and force that it
would cause physical harm or precipitate a fight or 
campus disturbance.

 

 
 
  

 

  
 
 

Leaves school Exiting a school campus without 
premises without permission of the instructor.
permission

 

 

  
    

Commits any Any other serious offense n,
other serious other of these codes resulting:
offense enforcement intervention.

 

 

 

  
 
  
 
  
  

Students with Disabilities
School staff responsible for overseeing studen
ensure that state policies are followed related
education students enrolled   
with disabilities, however, do _7 7?
education students beh ?is having:
convene a meeting to 'f a func

 

 
   
  

  

     
 
 
 
 
 

 

f'the assessment a positive behavior intervention
on the targeted behaviors identi?ed by the pian.

ts with disabilities to be suspended from school, school staff will
bility can be suspended for more than ten cumulative

  

EXHIBIT 

CSUSA Emma Donnan K-6

The assessment scores in year one of the contract establish the baseline for all Academic
Performance Measures. Assessment scores in year two provide the initial baseline comparison. The
first implementation year of any new state assessment or new state accountability calculus will
establish the baseline for comparison in the following year on that testlor metric.

Tier 1 Academic Performance Measures

Tier 1 annual performance improvements:

0 Reduce the school-wide percent of students who f?Did Not Pass? the ELA test by 10%
each year (Federal "Safe Harbor? provision) until 70% proficiency is reached, at which time
an annual 5% reduction of students who "Did Not Pass? the ELA will be required.

and
'0 Reduce the school~wide percent of students who l?Did Not Pass? the math test by
10% each year (Federal "Safe Harbor? provision) until 70% proficiency is reached, at which
time an annual 5% reduction of students who "Did Not Pass? the math will be
required.
or
The school improves its School Grade at least one letter in that year, or maintains a passing
grade (C orbetter) from year to year
or

0 During the first five (5) years of the Agreement only, the School annually has a higher
percentage pass rate than IPS does on both the ELA test and the Math
test administered to grade students.

Tier 2 Academic Performance Measures

0 Reduce the "Days Out of School? by 13.5% each year.
- and

0 Reduce the school-wide percent of students who "Did Not Pass? the ELA test by
13.5% each year until 70% proficiency is reached, at which time an annual reduction of 8% is
required.

and
0 Reduce the school?wide percent of students who "Did Not Pass? the Math test by

13.5% each year until 70% proficiency is reached, at which time an annual reduction of 8% is
required. 

or 7
The school improves their School Grade by 2 letter grades or more to a C, to a
B, etc.) in that year, or maintains a minimum of a grade from year to year.

US.56295743.02