Danbury Prospect Charter School Table of Contents Title Page # Section 1. School Vision and Design 1. Mission and Vision Statements 3 2. Educational philosophy 9 3. Curriculum 14 4. Instruction 26 5. Student Assessment 35 Section 2. Strength of Organizational Effort 1. Experience and Expertise of Founders 43 2. School Governance and Management 50 3. School Leader 61 4. Evidence of Support 63 Section 3. Student Composition, Services and Policies 1. School Demographics 65 2. Special Education 70 3. English Language Learners 77 4. Admissions Policy and Criteria 83 5. Student Discipline Policies 88 6. Human Resources Policies 95 7. Child Day Care Services 101 8. Student Health and Welfare 101 Section 4. School Viability 1. Building Options 104 1 2. Financial Plan 105 3. Self-Evaluation and Accountability 108 4. Timetable 110 5. Transportation 112 Preferences 113 Waiver 114 Appendices Appendix A: Assessment Calendar, Sample Advisory Curriculum, Re-teaching, RTI Appendix B: Resumes of Founding Team Appendix C: Bylaws Appendix D: Evidence of Community Support Appendix E: International Baccalaureate Language Policy Appendix F: Policy and Family Handbooks Appendix G: Sample Job Descriptions, Principal EOY Evaluation, Employee Handbooks Appendix H: Financial Plan Appendix I: Building Specifications Appendix J: Financial Management Handbook Appendix K: Looking at Student Work Protocol Appendix L: Performance Management Handbook 2 Section I. School Vision and Design 1.1 Mission and Vision Statement A. Describe the mission of the school. Define the core purpose and key values of the school, including the school model and the students served. The mission should be consistent with high academic standards, succinct and meaningful, and reflected throughout all sections of the application. Mission: Danbury Prospect Charter School will be a 6-12 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Key Values of Danbury Prospect: Danbury Prospect programs are designed to grow and foster in each student the following key values: Curiosity--Develop sound judgment and intellect by asking questions confidently and thinking critically Respect--Value others by taking a local and global perspective and appreciating differences Persistence--Grow and learn by solving problems with determination, creativity and tenacity Passion--Succeed by approaching challenges with excitement, enthusiasm and self-assurance Danbury Prospect Charter School will bring a world-class, rigorous middle and high school program to a community desperately in need of additional options. The Danbury community leadership and families have been integral in the formation of the school as the student population in Danbury is growing and the current options do not meet the community needs. Danbury Prospect Charter School will leverage the experience of the Prospect Schools network’s management of four highly successful Brooklyn Prospect Charter Schools. Core Purpose: To support our key values, our school model relies upon: 1. World-class Curricular program Danbury Prospect will be an International Baccalaureate (IB) World School, offering the Middle Years Program in grades 6-10 and the Diploma Program in grades 11&12. The IB program is considered the gold standard for rigor and college preparation around the world. Our curriculum, designed around the pillars of the IB program, will communicate high academic standards by not only meeting Connecticut’s Common Core State Standards, but exceeding these standards by inspiring the creative inquiry and problem solving, innovative critical thinking, personal reflection and collaborative learning necessary for student success. Danbury Prospect’s decision to utilize the IB program, is based on the enormous benefits the IB program demonstrated for middle and high school students. From a University of Chicago study1, “What they found is striking: the Chicago Public Schools students who completed all four years of the IB program were 40% more likely to attend a four-year college, 50% more likely to attend a selective four-year college, and significantly more likely to persist in college than their matched peers outside the program. The program influenced not only their academic success but also their self-regard and confidence; in-depth interviews showed a strong academic orientation and high sense of self-efficacy.” In Prospect School’s first two years of graduating students from Brooklyn Prospect High School, students who earned their IB diploma placed out of as many as 15 college credit hours, essentially starting college with a full semester complete. 2. Unique diversity When entering Danbury Prospect Charter School, visitors will observe the power of diversity in action. As supported by current educational research2, diverse schools provide greater opportunities for students 1 Coca, V., D. Johnson, and T. Kelley-Kemple (2011). Working to My Potential: The Postsecondary Experiences of CPS Students in the International Baccalaureate Diploma Programme. University of Chicago Consortium on Chicago School Research, Chicago. 2 Page, S. (2007). The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies (New Edition). PRINCETON OXFORD: Princeton University Press. Retrieved from http://www.jstor.org/stable/j.ctt7sp9c 3 to learn from one another. We are intentional in supporting diversity, and as such we will serve the socioeconomically and ethnically diverse families that make up the city of Danbury3. In our inclusive environment, students and families feel connected, empowered and engaged in the school community. Because of our small student to teacher ratios and uniquely designed advisory program with a focus on social emotional support, each Danbury Prospect student will know that he or she is supported in his or her development by a strong relationship with an adult who is especially connected to the student’s experience. Danbury Prospect families will recognize that their role does not end when they drop their students off at our doors, and the school understands that a strong partnership between student, family and the school best carves a clear pathway for the student’s academic success. 3. Excellent teaching. Founded on the principle that the single most important factor that leads to a successful school is great, professional teachers, Danbury Prospect is committed to hiring, training and retaining excellent teachers. Our teachers are: ● Skilled in content area ● Enthusiastic professional collaborators, who recognize that teaching is a team sport ● Constantly improving their craft ● Engaged Danbury Prospect community members ● Committed to the Danbury Prospect Mission High Academic Standards for Student Success Danbury Prospect’s goal is 100% of its students are well prepared for the academic rigors of the International Baccalaureate (IB) diploma program by the end of 10th grade; 100% of our students will be college ready by high school graduation. The advantage of our 6-12 school is contiguous academic back planning from our 100% goal that ensures aligned curriculum, and the time needed to prepare Danbury students to succeed in that goal. Prospect Schools college readiness definition is based on Professor David Conley’s 4 Keys to College and Career Readiness.4 A Prospect student is ready for the IB DP if at the conclusion of the 10th grade year the student has demonstrated above grade level academic skills, scholarly habits, and readiness mindsets. A Prospect student is college-ready if he or she demonstrates IB Diploma readiness and progresses with additional milestones during the 11th and 12th grade years. The specific Academic Performance and Scholarly habits indicators that define college ready for Prospect students are below. I. Academic Performance Indicators 1. Reads at or above a 10th grade level--measured by any standardized assessment: NWEA 2. 3. 4. 5. 6. 7. MAP RIT = 221 (spring assessment) or PSAT = 480 Basic mathematics fluency--measured by any standardized assessment: NWEA MAP RIT = 232, or PSAT = 480 Be able to read and/or write with sustained focus for at least 45 minutes Be able to write a well-structured essay independently (without a scaffolded checklist) Be able to solve a 10th grade-level, multi-step mathematics or science problem, independently Pass all classes in 11th and 12th grade and performance tasks on the first attempt Effort Grades in 11th & 12th grade reflect accuracy and high-quality work II. Key Values as Scholarly Habits and Readiness Mindsets 1. Persistence: Grow and learn by solving problems with determination, creativity and tenacity a. Set and achieve academic and behavioral goals that are challenging and realistic b. Complete coursework, assignments and long-term projects independently c. Identify and sustain involvement in an extracurricular activity for 2 years and 2. 3 4 complete a significant extracurricular project or internship Curiosity: Develop sound judgment and intellect by asking questions confidently and thinking critically Bernardo, R. (2017) “2017’s Most Diverse Cities in America” Retrieved from https://wallethub.com/edu/most-diverse-cities/12690/ Conley, D. T. (2014). Getting Ready for College, Careers, and the Common Core. San Francisco; Jossey-Bass. 4 Independently complete inquiry-based tasks that stretch them Regularly question ideas and the opinions of others Develop a mindset of continuous/lifetime intellectual improvement 3. Respect: Value others by taking a local and global perspective and appreciating differences a. Come to class prepared to participate b. Learn to balance many competing academic, extracurricular and social interests 4. Persistence: Grow and learn by solving problems with determination, creativity and tenacity a. Set and achieve academic and behavioral goals that are challenging and realistic b. Complete coursework, assignments and long-term projects independently c. Identify and sustain involvement in an extracurricular activity for 2 years and complete a significant extracurricular project or internship 5. Passion: Succeed by approaching challenges with excitement, enthusiasm and self-assurance a. Identify and demonstrate academic interest or interests b. Demonstrate agency and excitement for his or her own goals, grades and course of study c. Have clear post-secondary goals and use of school and/or community resources to achieve postsecondary goals a. b. c. B. Present the vision of the school. The vision should align with the mission and provide an image of the school once it is operating. It should articulate what the school will achieve for students, parents, teachers and the community. Vision: As a college preparatory school, Danbury Prospect is a small International Baccalaureate world school where 100% of its students are well prepared for the academic rigors of the International Baccalaureate (IB) diploma program by the end of 10th grade; 100% of our students will be college ready by high school graduation. The Danbury Prospect curriculum will challenge students to routinely engage their curiosity thereby developing their sound judgement and critical thinking skills. Interdisciplinary work will coordinate theories and concepts in a manner that grows in students both a local and global perspective, and respect for others, while at the same time focusing them on examining real life problems in classroom teams where their collaboration, persistence and creativity will lead to rewarding solutions. Cross-disciplinary projects will provide the autonomy and student choice necessary to help grow a love of learning in our students. Achieving the Vision: Danbury Prospect Charter School is built around 7 programmatic commitments that drive results: 1. Commitment to Diversity--Prospect schools are national leaders in utilizing intentionally diverse communities to support all students’ learning. By utilizing positive peer culture, a diverse faculty and a globally focused program that supports the social identity of the students at their most formative years, Danbury Prospect puts students on track for college. 2. Commitment to Academic Rigor--Danbury Prospect utilizes the International Baccalaureate program, recognized worldwide as one of the most challenging academic programs- the “gold standard” in pre- university preparation. Danbury Prospect will become a fully authorized IB World School. Providing the IB Middle Years Program will ensure that students receive appropriate, aligned academic support beginning in 6th grade to ensure IB Diploma Program readiness by the end of 10th grade. 3. Commitment to Excellent Teachers--Danbury Prospect is committed to recruiting experienced expert teachers (with an average of 6 years experience) and demonstrated ability to propel students to high levels of academic achievement and immersing them in a highly collaborative and supportive environment, where they will receive constant observation, feedback and coaching. 4. Commitment to Strong School Culture--Danbury Prospect will have highly structured school environment that is warm and joyful. 5. Commitment to Continuous Improvement through Data and Assessment--Danbury Prospect will utilize data driven instruction and frequent assessment to ensure that all students are achieving. 6. Commitment to Community-- Danbury Prospect has grown out of the initiative from community 5 leaders and families. Danbury Prospect will continue to represent the Danbury communities’ needs and engage with families and community leaders, including an active parent organization. 7. Commitment to the Whole Child Approach-- Danbury Prospect will nourish the potential of all students through enrichment activities, social emotional support systems5, and extended school-year supports. Two additional factors that will strongly influence the success of our students, family engagement and ensuring our teachers remain primarily focused on teaching and learning: 1. Small School Impact--Danbury Prospect will be an intimate environment with a student teacher ratio of 13:1, where all students are known, develop strong peer to peer relationships, and no student will choose to opt out of learning. The comprehensive district high school in Danbury is currently the largest high school in Connecticut and all of the existing middle schools in Danbury are significantly larger than Danbury Prospect. By having a grade size of approximately 100 students, no student will be “lost” at Danbury Prospect, and a collective identity and bond will form between each student and their grade level class. 2. Proven School Model and Experienced Leadership--While driven and governed by the local community, Danbury Prospect will be part of the successful Prospect Schools network and will benefit from network leadership and practices in place for and improved over a decade. The school will be held accountable by its Danbury Prospect Governing Council, composed of local citizens- some of whom led the initiative to bring a charter school to Danbury and themselves grew up, raised or are raising children in the Greater Danbury community, and all who are committed to and understand the needs of the city. Danbury Prospect will benefit from curriculum and systems perfected over the past eight years of operation. The Danbury Prospect Charter School Principal, Kim Raccio, herself from Connecticut, is an experienced principal who has already founded two highly successful Prospect Schools. In addition, Danbury Prospect will continue Prospect Schools long collaboration with Achievement First, the most successful charter management organization in Connecticut. As a member of Achievement First’s Charter Network Accelerator Cohort Two, Danbury Prospect will receive ongoing operational support as well as curriculum support in mathematics and literacy from Achievement First. In order to support a network growing into two states, NY and CT, Prospect Schools is a not-for-profit Charter Management Organization (CMO). Danbury Prospect will have a management agreement with Prospect Schools CMO. What Danbury Prospect will Achieve for the Community: Danbury Prospect will provide Danbury a continuous 6-12 program that offers an outstanding academic program, excellent faculty, and its leadership’s proven ability to serve a student population similar to Danbury’s. The Danbury community began conversations about opening Danbury Prospect school in 2014 when a group of community leaders, elected officials and parents came together in a joint task force to consider how to best meet the need and desire of community families for additional school options in compliment to the existing district schools. Guided by work with the Danbury mayor, and religious and community leaders, the planning team recognized Danbury’s increasing student population, extreme need for additional middle school options and wanted a school that truly serves all students, especially Danbury’s large immigrant population. Danbury Prospect Charter School will be the embodiment of the community vision. Current State of Danbury Schools Danbury is a growing city and Danbury public schools are struggling to accommodate the influx of new students. The district is the state's 7th largest school district enrolling over 11,000 students, pre-K through 12 grade, including 12 elementary schools; 3 middle schools; one public high school and one public career and technical 5 Kendziora, K., & Yoder, N. (2016). When Districts Support and Integrate Social and Emotional Learning (SEL): Findings from an Ongoing Evaluation of Districtwide Implementation of SEL. Education Policy Center at American Institutes for Research. 6 school. In Danbury 6, 38% of public school students speak a language other than English at home and 28% of students are English language learners (ELL). Student poverty in Danbury has doubled to 16% over the past 10 years and Danbury’s low-income student population has increased more than 25% (to now 56% of students) since 2005. As mentioned above, Danbury currently has the largest high school in Connecticut at nearly 3000 students. Danbury Prospect High School with 400 students will provide a much needed alternative college preparatory school for the community. In response to numerous conversations with current Danbury families and community leaders combined with student achievement and enrollment data, the founding team is proposing a grade 6-12 school for the city of Danbury. Our analysis of Danbury student data (discussed below and in greater detail in section 3.1) found a significant enrollment and achievement need in grades 6-12. A look at the 2015-16 Smarter Balanced Assessment Consortium (SBAC) administered to 3rd-8th graders statewide, shows that, overall, 66% of Danbury students are not meeting proficiency levels in math and 53% are not meeting the standard in ELA 7. A closer look reveals that 3rd graders in Danbury are keeping pace with 3rd graders across the state in math and ELA. The same can be said for students in 4th and 5th grade. However, the proficiency gap widens when examining the middle schools. In Danbury, 6th and 7th graders underperform their statewide peers by 10 and 14 percentage points, respectively in math. Students Performing at Levels 3 or 4 by LEA on Smarter Balanced Math, SY 2015- 16 7 District Grade 3 Danbury School District 47.1% Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 41.4% 38.3% 27.4% 24.5% 24.4% All Grades Combined 34.2% In ELA, 6th and 7th graders in Danbury score 10 percentage points lower than their statewide peers. Combine proficiency levels with the issue of overcrowding from a rapidly growing city and it becomes increasingly clear8 that there is a need for more high quality middle school options in Danbury. Students Performing at Levels 3 or 4 by LEA on Smarter Balanced ELA, SY 2015169 District Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 All Grades Combined Danbury School District 47.8% 51.2% 54.6% 41.3% 42.1% 44.5% 47.0% Looking further at the data, Danbury’s three middle schools-Broadview, Rogers Park, and Westside Academy are all overcrowded- see Figures 3 & 4. 6 7 Content provided by the US Census bureau for the years 2010, 2011, 2012, 2013, 2014 and 2015, 2016. Conn. State Dept. of Educ., Smarter Balanced in Connecticut: A New Starting Point for Future Growth, 2014-2015 Smarter Balanced Assessment Statewide, District, and School Scores, Aug. 28, 2015, Conn. State Dept. of Educ., State Department Of Education Releases New Test Scores: Scores Present a New Starting Point for Growth, Statewide Scores in English Language Arts Exceed Expectations, Match Expectations for Math, Aug. 28, 2015, http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/state_releases_new_test_scores_2015.pdf 8 Comprehensive Enrollment Analysis and Projections Prepared for Danbury Public Schools, Feb 1, 2017 by Malone MacBroom 9 Conn. State Board of Educ., Connecticut Smarter Balanced Assessments for English Language Arts/Literacy and Mathematics Interpretive Guide, 2015 7 The combination of comparatively lower proficiency test data, overcrowding and long waiting lists for choice schools compelled the Danbury founding team to build their task force to find additional, strong academic options for their community. Danbury Prospect will immediately provide a positive impact on the greater community by providing relief to the overcrowding in community schools at the middle school level, and will bring to Danbury a continuous 6-12 program with an outstanding academic program. Impact for students and families Danbury Prospect’s small grade and class size will ensure students are supported in engaging with the world around them and understanding their own place within the world. Students in grades 6-12 will benefit from taking part in an Advisory program that coaches students to self-reflect through daily discussions regarding both academic and social interactions. A variety of teaching models from co-teaching to class pull outs will ensure all students receive the academic support needed The curriculum is designed to meet the changing needs of students across the middle and high school grade levels. Parents will be engaged in their child’s education with frequent updates from teachers, opportunities to be in the classroom and optional times to learn together. In addition, Danbury Prospect anticipates building an active Parent Teacher Organization, reserving a seat on the Danbury Prospect Board for a parent and offering workshops for parents on supporting their child’s educational growth. Danbury Prospect will recruit a set of families who meet with the principal monthly to discuss emerging issues from both the family and school’s perspective to collaborate. They will design a monthly meeting and include a student presentation each month, and relevant topics to specific grade levels, such as “Dealing with Transition” by school counselor for 6th and eventually 9th grade families. Impact for teachers Teachers will be drawn to and benefit from Danbury Prospect because of the extensive professional development, intentional collaboration time woven throughout the day and tightly knit community. Weekly professional development and observations support teachers in constantly improving practice. Each teacher’s schedule includes meaningful time for thoughtful preparation and opportunities to collaborate with grade teams and department chairs on a weekly basis. Teachers will collaborate across subject areas so that a theme such as “propaganda” might be woven into ELA, Art and the Humanities subjects with each focusing on a different way of addressing the same topic. By modeling collaboration, topics and themes will be integrated seamlessly across subjects and students will identify the links around them. Overall community of Danbury Danbury Prospect will positively impact the city of Danbury as a whole through the intentional collaboration and sharing with Danbury Public Schools discussed further in section 1.5. The longest serving mayor in Danbury history, Mark D. Boughton, offers his “full support” for Danbury Prospect and is “impressed with the Prospect team, as they have invested in the Danbury community to build a strong foundation for this school.” Mayor Boughton is so committed to Danbury Prospect that he is willing to provide a “facility for the school” (full letter of support in Appendix D). Mayor Boughton’s interest in Danbury Prospect stems from his interest in 8 bringing the rigorous IB program and the focus on world languages to the city of Danbury to benefit all its residents. 1.2 Educational Philosophy The educational philosophy should address the diverse needs of the student population and should be founded on an understanding of effective, research-based educational practices and high standards for student learning. The educational philosophy should serve as the basis of the school’s pedagogical approach, curriculum, assessment, culture and other elements that create a comprehensive educational program. A. Describe the founding group’s core beliefs and values about education. The mission of Danbury Prospect Charter School is to be a 6-12 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. This mission will prepare our students to develop the love of learning that provides the foundation for lifelong personal and academic success. Each of our commitments stated in the mission and vision comes from strongly held educational beliefs. The Danbury Prospect Team Core Beliefs and Values: ● All students can succeed and a great school can achieve 100% college readiness. At Danbury Prospect “all” means “all.” College readiness is the benchmark for academic success, and Prospect School’s experience has demonstrated that a high performing school with a purposeful seven year program can ensure all students succeed. ● All students benefit from a diverse student body. As a leader in intentionally diverse charter schools, Prospect Schools has demonstrated through the achievement of its student subgroups, that all students benefit from the sitting side-by-side in a classroom with students who come from significantly different backgrounds. Multiple studies from both Connecticut and beyond speak to the improvement of students’ academic performance in intentionally diverse classrooms10, 11. At Danbury Prospect, students will notonly learn from their teachers but also from the incredible diversity of student in their inclusive classrooms. ● A rigorous and globally focused program--education should be forward thinking and give students the opportunity to think globally. Danbury Prospect believes that education should provide students the skills they need to succeed in the next 20 years, not a regurgitation of the past 20 years. Danbury Prospect, therefore, uses the highly regarded International Baccalaureate (IB) program, a rigorous, innovative, internationally recognized college preparatory program. Danbury Prospect will follow the Middle Years Program (MYP) grades 6-10 and the Diploma Program grades 11-12. The rigor of the IB will ensure that all instruction meets college readiness standards. Both the IB MYP and DP align with the Common Core State Standards, Next Generation Science Standards and Connecticut state frameworks, thus providing students with a unifying, rigorous, global framework to enhances their overall academic performance. ● Excellent teaching is the most important student achievement lever of the variables that we can control. Danbury Prospect is deeply committed to recruiting, training and retaining excellent teachers, and continuing Prospect Schools long practice of hiring experienced expert teachers. Danbury Prospect’s hiring practices and strong network-led teacher training will ensure that every student has an excellent teacher to lead his or her classroom. ● Students learn best when expectations are made clear in a highly structured orderly environment. Danbury Prospect will be a well structured, intimate community where excellent teachers strike an Ayscue, Jennifer; Levy, Rachel; Siegel-Hawley, Genevieve; & Woodward, Brian. (2017). Choices Worth Making: Creating, Sustaining and Expanding Diverse Magnet Schools. K-12 Integration and Diversity. UCLA: The Civil Rights Project / Proyecto Derechos Civiles. Retrieved from: http://escholarship.org/uc/item/3555h0sr 11 Kamenetz, A. 2015 “The Evidence that White Children Benefit from Integrated Schools. Retrieved from: http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools 10 9 appropriate warm/firm balance with students. Students learn best in a joyful warm environment that has clear boundaries and expectations that are set and followed school-wide. ● Great schools continuously improve and the constantly examine data. Effective, responsive and frequent data cycles are a key lever for driving student results. Danbury Prospect will use daily exit tickets, weekly quizzes, network driven interim assessments and annual standardized testing data to constantly improve instruction. Heavily influenced by the data practices of RELAY Graduate School of Education, and Achievement First, Danbury Prospect will use data to ensure that every student is learning and on track for college readiness. ● Students and families need a sense of belonging to the school community and the school must represent the best of the larger community’s ideals and values. Danbury Prospect believes that public schools are critical community organizations that bring together families from all walks of life. Students are best served in school communities that foster a sense of belonging to the student and his or her family. Danbury Prospect will ensure family involvement through a robust parent organization, frequent family events and engaging student led teacher-family-student conferences. B. Demonstrate that the philosophy will serve the diverse needs of individual students. Figure 5. Prospect School Student Retention Rates Danbury Prospect is fully committed to serving the diverse needs of all students including students with special needs, English language learners, students with free and reduced lunch status, and across racial and ethnic backgrounds. Danbury Prospect Charter School’s philosophy is grounded in research-tested methods of instructional practice coupled with social-emotional support structures which foster a warm, yet- demanding inclusive school culture. Below are four programmatic aspects of our school design that show the practical application in serving the diverse needs of all students: Commitment to Strong School Culture, Commitment to Excellent Teachers, Commitment to Continuous Improvement through Data and Assessment, and Commitment to Rigor. Commitment to Strong School Culture. Danbury Prospect Charter School operates through a lens of inclusion, where heterogeneous student groups learn from one another throughout their educational experience. Our philosophical belief is that an orderly purposeful school culture fosters learning for all students. Students will wear uniforms, behavioral expectations will be aligned across classrooms and in our hallways, and teachers will have significant training in maintaining highly structured classrooms. The Advisory program will serve as a cornerstone to the academic curriculum where small groups of students will experience targeted socialemotional instruction designed to prepare them to meet the Figure 6. Danbury Prospect Retention Rates by subgroup academic rigors of each grade level as well as explore issues of identity. Inclusive multicultural school models have empirically been found to increase student achievement, decrease student attrition, and build in students’ resiliency factors that lead to success to and through college comparative to schools that do not have these supports 12. Additionally, the past eight years of experience translating the 12 Banks, J. A. (2015). Educating citizens for diversity in global times. In (6th ed., pp. 23-41). Boston, MA: Pearson. 10 Prospect Schools model to practice demonstrates how attention to school culture as a lever to support diverse populations leads to strong student retention rates, year over year (see Figure 5, above) across all race/ethnicities (See Figure 6, above). The average attrition in a year for NYC district schools is 24% 13- considerably higher than those of students who attend Prospect Schools. The majority of students leaving district schools are enrolling in a different NYC public school. Prospect’s higher retention rate shows that students (and families) recognize that they are best served by our program, and for some, willing to travel to ensure their children can continue going to Prospect Schools. Commitment to Excellent Teachers. Successfully serving the needs of individual students in a diverse population begin with a lived commitment to ensuring that teaching is supported through recruitment, training, and resource allocation. Because of our commitment to an inclusion model, Danbury Prospect designs its recruitment practices to secure driven, diverse faculty that is representative of the student population. Research has shown that a diverse faculty Figure 7. % of Students who Increased their Percentile (Growth Year representative of the community served, is one of over Year) the largest levers in developing a stable and inclusive school culture which supports the worth, dignity, potential, and uniqueness of the people within a learning context 14. Additionally, excellent, inclusive teaching is emphasized through the collaborative team-teaching emphasis across classrooms. The Prospect Schools instructional design model recognizes that in order to authentically push student achievement for diverse learners, educators must not work in silos. Collaborative Team Teaching is re-conceptualized in the Prospect teaching model, as general education, special education teachers, and specialists consistently working together to reduce the student teacher ratio, to provide social-emotional support to students, and to work with students in small groups. All students receive a high level of care and support, which is connected back to the belief in inclusive practice, specifically as part of the process to de- stigmatize additional instructional supports as only going to students who are struggling. Figure 7, demonstrates how excellent teaching at Prospect Schools has led to an overall performance increase for diverse students, specifically Special Education and English Language Learner subgroups, to be comparable to that of general education students at Prospect schools on the NYS ELA and Figure 8. Special Education and ELL Populations Mathematics End of Year Exams from 2015-2016 (2017 proficiency data was not available at the time of the writing of the charter). Commitment to Continuous Improvement through Data and Assessment. A data driven culture is an internalized practice by Danbury Prospect leaders and educators to consistently inform social-emotional and academic interventions. Danbury Prospect Charter School has developed a data cycle where academic and school climate data is used to inform a robust Response to Intervention (RtI) framework allowing resources to be strategically deployed to support all students. Recent studies have articulated the importance of shifting the paradigm of RtI practices, as the potential to support the individual needs of a diverse student population must 13 New York City Independent Budget Office. “Staying or Going? Comparing Student Attrition Rates at Charter Schools with Nearby Traditional Public Schools” Jan 2014. Retrerieved from: http://www.ibo.nyc.ny.us/iboreports/2014attritioncharterpublic.html 14 Pedersen, Paul. (2000). The rules of multiculturalism. In A handbook for developing multicultural awareness (3rd ed., pp. 23-42). Alexandria, VA: American Counseling Association. 11 be at the core of the intervention practice. Danbury Prospect Charter School has approached this shift in research in two distinct ways: 1) by understanding that RtI is nested within larger system of practices (e.g. ELL, Special Education, socio-economics, etc.); and 2) through the investment of strategies that are multi-pronged, including but not limited to the use of collaborative team teaching, small group instructional blocks, tutoring, and advisory. Results over the history of the Prospect Schools have demonstrated the connection between a data driven culture and positive results for students across all subgroups. Over the past two years, Prospect Schools has demonstrated that, through this philosophical approach, the needs of individual students in their diverse student populations are being met, as Prospect Schools consistently outperforms the district as evidenced by results of end of year New York State ELA and mathematics assessments (Figure 8, above). Commitment to Rigor. Rigor in academic preparation is only possible when there is equal parts attention in the areas of developing school culture, excellent teaching, and engaging in curricular design which provides multiple entry points for diverse learning populations. Danbury Prospect Charter School believes that all students can and will learn at high levels when accompanied by high expectations, an innovative curriculum, and substantial student support services to help all students achieve to the best of their ability. Danbury Prospect has Figure 9. IBDP Tests Taken Increases 2016 v. 2017 developed a comprehensive slate of rigorous programming, which incorporates our Commitment to a Whole-Child Approach to Learning. This programming ensures that the potential of all students can be nourished through enrichment activities (art, language, dance/movement, theater, after school programming, etc.), social emotional support systems 15 (e.g. the advisory program, counseling, etc.) and extended school-year supports (Summer Academy and break academies). Aligned to the relentless pursuit to ensure IB readiness through the middle school years, Danbury Prospect Charter School has developed a two pronged approach to support academic recuperation for our struggling students to meet the rigors of an IB program: 1) structured RtI model and 2) social emotional support systems. Evidence of this approach to rigorous programming coupled with multi-tiered support systems for diverse students in an inclusive context is evidenced by the increases seen in tests taken in the IB Diploma Program from 2016-2017 across Prospect Schools demonstrated in Figure 9. C. Explain how the philosophy will lead to student academic achievement Prospect Schools has demonstrated student academic achievement in the past eight years by focusing on three levers related to key aspects of our school design philosophy: 1) Commitment to Excellent Teachers; 2) Commitment to Rigor and 3) Commitment to the Whole Child Approach. We will improve all students’ academic performance, including the highest-need students and those students with diverse learning styles, by leveraging social emotional learning and research tested learning practices. Commitment to Excellent Teachers Ample research studies1616 show that academic excellence begins with high-quality teachers. At Danbury Prospect, teachers are required to collaboratively participate in approximately ten hours of professional development per month, focused largely on methods to differentiate instruction based on assessment data so that classroom time can be used effectively for every student and increase academic achievement. Prospect Schools has shown that interaction with skilled educational professionals in a school culture that values intellectual achievement supported students in making significant academic gains in its four current Brooklyn schools by outperforming the district schools in both math and English Language Arts in 2016 17. Danbury Prospect is committed to the recruitment, hiring and training of high quality local educators, and our supportive school culture will empower teachers to achieve their highest performance through ongoing professional development and collaborative decision-making. We are generating a deeper pool of diverse candidates by providing a strong and graduated set of supports for both early- career and lifetime educators. Developing educators over time 15 Kendziora, K., & Yoder, N. (2016). When Districts Support and Integrate Social and Emotional Learning (SEL): Findings from an Ongoing Evaluation of Districtwide Implementation of SEL. Education Policy Center at American Institutes for Research. 16 Fong-Yee, D. & Normore, A. (2004)The Impact of Quality Teachers on Student Achievement Florida International University 17 New York State Department of Education, 2016. Retrieved from: https://www.schooldigger.com/go/NY/schools/0099106123/school.aspx 12 requires ensuring there are multiple pathways for growth, including but not limited to, teacher residency models, mentor teacher opportunities, and instructional leadership across the school. With the support of Prospect Schools’ talent recruitment team, and in conjunction with the organization’s innovative partnership with New York University’s Embedded Masters in Teaching program (“EMAT”), Prospect Schools is working to develop consistent, high-quality systems for sourcing and selecting teachers. Identifying and selecting mission-focused, high performing teachers who are relentless in their pursuit of student achievement is the key building block of pushing student academic achievement. Danbury Prospect will purposefully and strategically recruit and select candidates who have the foundation for great teaching. Our commitment to teacher quality, including our selection criteria, will grow from our school model and priorities. Danbury Prospectors need intelligence, content-knowledge, strong classroom management skills, and drive. This includes: a commitment to continuous growth (for themselves, their students, and the school); an understanding of the importance of flexibility and adaptability; a strong locus of control; a track record of founding and/or building organizations; a commitment to eradicating the achievement gap; an ability to collaborate; and a reflectiveness about their own practice. Commitment to Rigor Over the past eight years, Prospect Schools has developed its blend of research-tested curricular approaches aligned to the CCSS, NGSS, and IB that have been rolled out in four separate schools in New York City. Each year, the curriculum is refined and improved to reflect new learning on most effective practices while meeting the IB and the Common Core State Standards. Danbury Prospect’s curriculum is designed to accelerate at risk students, and support students with a diversity of educational experiences, including academically exceptional students, to career and college readiness. We will do so by offering a multitude of specifically tailored learning experiences, including but not limited project-based learning, small group instruction, and field experiences to provide multiple access points for students, utilizing technology to both develop student understanding and track student progress. Our unique embedded honors program will provide students with the opportunity to take healthy academic risks as they learn to stretch their own academic abilities. Our curriculum will be mastery based, ensuring that students understand concepts sequentially and make progress through common core state standards and IB standards from Day 1 to graduation. Literacy and critically grounded writing will be woven throughout the curriculum. Students will read nonfiction regularly and construct and support arguments throughout their classes addressing important and pressing social justice issues. The math curriculum will favor an integrated approach to the common core standards and will uphold the common core’s key shifts to focus, coherence and rigor while balancing the conceptual understanding embedded with the inquiry-driven aspects of the IB standards. Prospect School success with curriculum and academic rigor is evidenced in student achievement results: by the time Brooklyn Prospect’s students are in eighth grade those students are outscoring both their district schools and New York City schools overall18. Commitment to Whole-Child Approach As mentioned in section 1.1 integrated classrooms encourage critical thinking, problem solving, and creativity. Prospect Schools has spent the last eight years developing the curriculum and instructional program to support the individual needs of students in a truly diverse school. The four Brooklyn Prospect Schools have earned numerous accolades in the press and from families for its inclusive environment and the way in which the school successfully tackles the challenge of educating its wide range of students 19. Danbury Prospect will build relationships and learning communities where students feel recognized and cared for, and where they can broaden their horizons. Prospect Schools’ Advisory Program provides explicit instruction in the “soft” skills necessary for success in a rigorous, diverse school by directly addressing topics including, but not limited to, organizational skills, growth mindset, mindfulness, values systems, perspective, social and restorative justice, MYP Learner Profile, etc. Advisory lessons are delivered in small groups of approximately 13 students to 1 teacher. Advisory classes meet daily in the early grades to multiple times per week in the later grades as a form of gradual release (See AssessmentA.0 for Sample Curriculum). 18 Grades 3 – 8 New York City Results, New York State Common Core English Language Arts (ELA) and Mathematics Tests. Retrieved from: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults 19 2017 Taft Champions of Change Award from the Mayor’s Office of Disabilities; 2017 National Coalition of Diverse Charter Schools Recognition; NYC Inside Schools Serves the City Award 13 As supported by research20, Danbury Prospect believes that explicit instruction in soft skills, as well as cultivating a safe and positive environment where students are affirmed and can explore their similarities and differences, is critical for overall student success particularly in reducing stereotype threat for students in a highly diverse population. The success of the advisory program is evident in the high annual student retention levels across Prospect Schools (see Figure 5 & 6 in section 1.2) and directly speaks to a feeling of belonging and success that students will find at Danbury Prospect. Danbury Prospect is anchored in the pedagogy that all students can learn and achieve at the highest levels within an environment designed to maximize differentiation with academically rigorous content. Preparing all students to thrive in the global economy will require schools to ensure access to life-trajectory changing pathways. Danbury Prospect will offer students a wide array of enrichment opportunities in order to develop positive selfimages and to create additional channels for students to develop their identity through their talents and interests via clubs and leadership opportunities, and Danbury Prospect’s robust after school program, including with our established partners- Grassroots Tennis Academy and the Regional YMCA of Western CT. Just as the disadvantages that hold students back are interconnected, so too must solutions embrace a holistic approach that integrates best practices in youth development, prioritizes rigor and mastery, and differentiates learning in a manner that gets students on track toward college readiness and postsecondary success. 1.3 Curriculum Charter schools have the freedom to choose and/or develop curriculum models that best reflect the mission and educational philosophy of the school, and that best serve the needs of the anticipated student population. The curriculum must align with the Common Core State Standards (CCSS) for English language arts and mathematics and the Connecticut State Frameworks for all other areas of study. A. Explain the process utilized to identify or develop the curriculum and provide the criteria for selecting the curriculum. Danbury Prospect will spend its planning year developing the strongest possible curriculum for Danbury by examining three outstanding curricular resources: Prospect Schools, the International Baccalaureate program and Achievement First Network. Since 2009, Prospect Schools has developed a successful K-12 curriculum that is Common Core aligned and achieves the global standards necessary to be an IB world school. Prospect Schools curriculum is aligned across the network with department heads and the principal supporting changes for school- level implementation. In anticipation of applying for a charter in Connecticut, Prospect Schools became a member of Achievement First’s Charter Network Accelerator, recently completing the 18 month program. In addition to adopting many of Achievement First’s curricular resources, Danbury Prospect has ongoing support from Achievement First’s curriculum development personnel. Combining the curriculum resources of Connecticut’s highest achieving charter network with the world class International Baccalaureate program as used by Prospect Schools will ensure that Danbury Prospect’s curriculum drives student achievement for all students. The process for developing curriculum: All curriculum development starts with a deep look at the standards. The curricular team (department head, teacher and network curriculum specialist) creates a scope and sequence map for each grade level by looking at the CCSS standards progressions and cross referencing with released state assessments. The curriculum team identifies power standards, limited number of standards that are foundational for learning. The curriculum team also “unpacks” the standards so that teachers have a clear understanding of what students need to know and do at each grade level. From the unpacked standards, a limited number (fewer than 5) of enduring understandings are written for each grade level. Enduring understandings are clearly worded statements summarizing important ideas and core processes that are central to a discipline and have lasting value beyond the classroom and synthesize what students should understand as a result of studying a particular content area. 20 Ngoma 2016 14 From the scope and sequence maps and the enduring understandings, the curriculum team breaks the year into 7 approximately 6 week long units and places the standards that will be covered in those units. Each “Unit Plan” contains at least one enduring understanding (no more than two), has identified the standards to be covered and the power standards that are emphasized in the unit. In addition, a completed unit plan contains essential questions, unit assessments and core tasks. A culminating unit assessment is developed from state assessments and IB aligned performance tasks. From the end of the unit culminating assessment, the unit’s resources are identified and core tasks and daily lesson are backward planned. Core Tasks are the substantive open-ended tasks that students will engage with to Figure 10. The Process for Developing Curriculum develop deep understanding of the unit's aims and standards. Effective core tasks ensure students’ time is spent reading, writing, analyzing speaking, listening & problem solving. Unit assessments and core tasks are checked for alignment by the curriculum team against the Prospect School’s academic discipline vision and college rigor bar. For curricula outside of mathematics and ELA, where the standards maps are not as developed and there are no annual state assessment, Danbury Prospect uses the national standards and the IB framework to ensure a high rigor bar. The MYP framework is designed to support and align with state and national standards in countries around the world, and other Connecticut public IB schools have demonstrated that the MYP approach can be closely aligned with Connecticut learning standards. The Connecticut IB Academy (an inter-district magnet school in East Hartford), achieved a National Blue Ribbon and is ranked as the #1 high school in Connecticut and the #40th in the nation in 2016 by US News & World Report. The Rogers International School in Stamford has shown excellent results with the middle years program as well. Furthermore, research studies have demonstrated, “MYP enrollment significantly increased the likelihood of achieving at least one “college-ready” score on a college preparatory exam (by 39%).21” Criteria for identifying curriculum resources Danbury Prospect selects curricular resources that have demonstrated success in boosting student achievement, are aligned with the International Baccalaureate program and instill a lifelong passion for learning. Academic departments have an academic discipline vision statement that informs curriculum choices and a culminating college-ready assessment that aligns the rigor of the curriculum. For example, 6th grade mathematics curriculum draws from 8 years of stockpiled Prospect Schools resources, Achievement First’s Many Minds curricular resources, College Preparatory Mathematics (CPM) and resources aligned to the 12th grade IB exam. During the planning year, the Danbury Prospect founding team will rigorously assess curricular resources to ensure Danbury Prospect curriculum will support engaged learning and differentiated instruction for varying levels. To reach this end, the curriculum that Danbury Prospect uses will be carefully chosen based upon materials developed by Prospect Schools, as well as thoughtful research to ensure that the curriculum comprehensively prepares students for the SBAC. The founding group has established the following criteria for selecting and creating curricula: ● Aligned to the CCLS and SBAC. ● Incorporates the IB Middle Years Program and relevant to Danbury Prospect’s mission ● College and IB Diploma Program preparatory ● ● ● Research based Flexible enough to provide differentiated instruction including English Language Learners Includes assessments and encourages self-reflection 21 Wade, J and Wolanin, N. 2013. Global mindedness and perceptions of middle school experiences among students enrolled in the International Baccalaureate Middle Years program in Montgomery County Public Schools. January 2013. Rockville, MD 15 ● Engaging and relevant to students To reach our goal of installing a love of learning in all our students, our curriculum will combine proprietary curriculum and assessments along with commercially purchased materials to ensure a robust academic program that serves all students. B. Demonstrate that the curriculum is aligned to the CCSS for English language arts and mathematics and the NGSS for Science. In addition, please provide research on the curriculum, including citations, that demonstrates the potential of the curriculum to result in high student achievement. The content areas below discuss the significant benefits of each of Danbury Prospect’s chosen curricula and links the curricula to various assessments that the school will use, as well as the Common Core Learning Standards and the Connecticut State Standards, where applicable. Finally, each of the core content areas concludes with detailed subject-specific frameworks for the core subject curricula, which links the Common Core Learning Standards to individual lessons in the anchor curricula and the resources that Danbury Prospect will use in each course. Danbury Prospect Curriculum uses the CCSS standards progressions as the backbone of its mathematics and ELA curricular development and unit planning. Each unit is closely aligned to the core curriculum for both content and rigor. Daily exit tickets, weekly quizzes and unit assessments all contain released questions and the units are backward planned from assessments that are composed of released state assessment questions. In addition, interim assessments, created at the network level and designed to mimic the state assessments, ensure that curriculum is aligned to the CCSS content and rigor. Figure 11. Comparative proficiency for Brooklyn Prospect Danbury Prospect curriculum will be largely derived from Prospect Schools where eight years of successful student achievement demonstrates the curriculum to be effective (See Figure 11 for evidence of success). Danbury Prospect’s ELA and Mathematics curriculum is heavily supported by the most successful network of charter schools in the state of Connecticut, Achievement First (See Figure 12 for evidence of success). Figure 12. Comparative Proficiency for Achievement First English Language Arts: In order to develop students’ IB Diploma Program and college-readiness literacy habits and skills, and in line with the research 22 that expertise and mastery in a domain only develops over thousands of hours of practice, Danbury Prospect students have abundant daily time to read, write, and discuss across the disciplines. Literacy practice will happen to different degrees depending on the content area, but all teachers will shoulder the responsibility of buffing students’ literacy habits. The Danbury Prospect literacy program relies on five program components: Independent Reading, Shared Reading, Word Study, Independent Writing, and Text- Based Discussion. The instructional minutes allotted to each program component are derived from a variety of research points that all underscore the necessity for students to have significant daily practice23. 22 23 Alliance for Excellent Education, 2004, p. 20 “Reading Next: A Vision for Action and Research in Middle and High School Literacy”, Alliance for Excellent Education, 2004, p. 20 16 Independent reading provides a chance for students to process text at their own pace, to escape into worlds and topics unknown, to carve out their own learning path, and to imagine alternate experiences and personas. Students are silent while reading a text with focus and stamina by themselves. If reading for class, students may complete comprehension tasks or take notes while reading, but we do not impose annotations or intensive reading responses if the purpose is for personal enjoyment and growth. Figure 13. Literacy Program by minutes Instead, we support students’ burgeoning skills development and metacognitive habits as readers through reading conferences. It is crucial for the development of students’ reader identities that they have opportunities to read in both modes 24, choice and assigned, with regularity. Shared reading most typically looks like a teacher modeling fluent, expressive reading of a common text which all students can see or have their own copy. Thus, they are sharing the reading experience in the same way, at the same time. Sometimes, shared reading is connected, meaning that it is uninterrupted by teacher questioning, and sometimes it is strategic, modeling and working through comprehension processes. Alternate forms of shared reading include partner reading, choral reading, listening along to an audiobook, or taking turns reading aloud as a class. Word Study at Danbury Prospect encompasses spelling and vocabulary instruction. These facets should be taught with an inquiry-based approach to finesse students’ word recognition skills. When we teach words and spelling strategies through word sorts, concept maps, and webs, to name a few strategies, we endorse a generative mindset so that students notice the intertwined relationships between spelling patterns, morphemes, and word families. Independent Writing activities can be structured in a variety of ways: miniature brainstorm bursts, less directed journaling and free writing, reading responses, on-demand extended responses or document-based questions, exit tickets, and process-oriented projects and essays that span longer amounts of time. Writing should nearly always be coupled with speaking opportunities, either before drafting to aid in thought development, after drafting to clarify and adjust thinking, or as a form of celebration of ingenuity and work ethic. Across the content areas, students write to process new ideas within the context of previous learning. Text-Based Discussion involves student development of both verbal and nonverbal skills and habits to convey ideas, ask questions, consider new ideas, and adjust thinking. Students are able to create meaning from text by putting their own experiences and background in conversation with the actual language, issues, and themes of a text studied in any discipline. Formal, text-based discussions can be conducted in large or small groups, so long as students have ongoing opportunities to interact with different peers and hear and share their voices. Across a school day, students experience literacy instruction within relevant program component structures in each content area. The literacy breakdown for a typical Danbury Prospect student across a day is divided within the following research-based areas: 24 Reading Reasons, Gallagher, 2003, p. 7-8 17 Reading Hall provides sacred, daily time 25 for students to read texts of their own choice within a community of peers and teachers. Two teachers are present in each Reading Hall room, and they take turns conferring with students about their reading interests and skills growth, conducting Fountas and Pinnell running record assessments, and modeling reading. Figure 14. Literacy in Typical Danbury Prospect Day At Danbury Prospect, we know that teachers of all backgrounds must be seen reading so that students see that we value reading and that reading is for all people. Professional Development emphasizes transdisciplinary instructional approaches for literacy, such as annotation habits, direct vocabulary instruction, robust discussion structures, and informal writing opportunities26. Given that the curriculum at Danbury Prospect is teacher-generated, professional development is also offered around core instructional practices that fall under the umbrella of our literacy program components. Namely, mentor text study, close reading, and embedded grammar instruction follow organic processes to allow students to write in varied genres for authentic audiences, to grapple with complex text, and to understand the relationship with writing conventions and meaning. Danbury Prospect English Language Arts teachers design literacy routines and weekly learning structures with an awareness of the Teachers College Workshop Model27, Bard College’s Institute for Writing and Thinking, Doug Lemov’s Reading Reconsidered, and curricula and learning protocols from Expeditionary Learning. They select their anchor texts for each unit with a consideration of cultural relevance, literary merit and rigor, and genre exposure. Danbury Prospect recognizes that reading rigorous texts doesn’t always mean reading the hardest texts possible, not to mention the fact that texts are hard for a variety of reasons. Danbury Prospect teachers receive training on text complexity 28 within the context of their unit planning and data analysis cycles surrounding interim assessments to make informed text selections. Internally-created literacy skills progressions also inform teachers’ unit planning endeavors. Skills progressions exist for Reading, Writing, Discussion, and Research to provide codified instructional expectations for the “what” of literacy instruction; professional development and curricular feedback provide the “how”. Each progression includes a more specific translation of the CCSS and is an amalgam of those standards with other researched literacy material29. 25 Allington (2001) advises that students should spend ninety minutes each day in school reading -- not hearing about reading, not responding to reading, not talking about reading, but actually reading.” -- Conferring with Readers: Supporting Each Student’s Growth & Independence, Serravallo & Goldberg, 2007, p. 13 26 Reference Bard’s Institute for Writing and Thinking as a model 27 Reading Workshop research “TCRWP reading workshops are structured to allow for students to read (eyes on print) [choice texts] every day for 35-45 minutes in the reading workshop… .They found that the amount of time reading was the best predictor of reading achievement, including a child’s growth as a reader from the second to the fifth grade. ...As with reading, the TCRWP advocates for long stretches of time where students are engaged in the act of writing at least four days a week for 45 minutes or longer each day.” -- “Research Base Underlying the Teachers College Reading & Writing Workshop’s Approach to Literacy Instruction”, 2014 28 In an ACT study with a sample size larger than 500,000, what was found is that, regardless of gender, race, or socioeconomic status, the only distinguishing factor for student performance was text complexity. In their words, “What appears to differentiate those who are more likely to be ready from those who are less likely is their proficiency in understanding complex texts” and “degree of text complexity differentiates student performance better than either the comprehension level or the kind of textual element tested 29 Resources: the Core Knowledge Sequence, Uncommon School’s Common Core Bottom Lines, The Fountas & Pinnell Literacy Continuum (2017 edition), and Writing Pathways: Performance Assessments and Learning Progressions, Grades K-8 by Lucy Calkins 18 Students who demonstrate a 1.5-2 year reading level gap, as ascertained by beginning of year Renaissance Star Reading and NWEA MAP diagnostics, or who need support in their ELL status, are enrolled in Reading support classes that are capped at 10 students and target the literacy needs, whether accuracy, fluency, and/or comprehension, of that small group. Students in these classes are assessed more often via F&P assessments and Star Reading tests to track their growth, and decisions are made at the end of each semester as to whether students should continue in the Reading program or shift into World Language. Mathematics In order to maintain alignment with the CCSS for mathematics, the Danbury Prospect mathematics program draws from three common core aligned programs: 1) Prospect Schools which is based on Eureka/Engage NY mathematics, 2) Achievement First mathematics, which has among the highest math results in the state of Connecticut, and 3) College Preparatory Mathematics (CPM). Eureka Math, formerly Engage NY, is the backbone of the Prospect School’s Mathematics program. Eureka Math was developed specifically to meet the new standards and is the only comprehensive curriculum fully aligned with the standards for grades K-8. According to EdReports.org, Eureka Math combines “real-world” applications with a modern conceptual approach to building understanding. The latest K–8 reviews from EdReports.org, an independent nonprofit specifically established to vet K–12 curricula, found that Eureka Math remains the clear leader among 20 reviewed math curricula for its focus/coherence, rigor, and usability. EdReports.org released its initial K–8 reviews of widely used math curricula in March 2015.30” In order to meet the rigors of the common core aligned mathematics curriculum, Prospect Schools designed the following mathematics program standards: ● Weekly Math instruction “rule of thumb chart” ○ Fluency 10% ○ Math procedure/Algorithms 20% ○ Problem solving and conceptual mathematics 70% Program Components Problem-solving & concept development Procedures & algorithms: introduction & practice Fluency practice Weekly time allocation 150-160 min. 40-50 min. 20-25 min. Danbury Prospect further draws on Achievement First (AF) curricular resources from their Many Minds curriculum hub. Achievement First, the largest and highest performing charter network in Connecticut, has created an open source curriculum resource that shares their unit plans, daily lesson plans and assessments. Prospect Schools has a collaboration agreement through Achievement First’s Accelerator Program’s math expert Stephanie Lyon to adopt Achievement First’s math lessons and is receiving ongoing professional development in utilizing AF mathematics directly from the AF math team. The Danbury Prospect math team will attend AF math training, receive the latest updates on curriculum, observe best practices at AF schools, have access to AF interim assessments and attend AF math professional development. In order to ensure the mathematics program has a strong base in inquiry driven college ready problems, Danbury Prospects utilizes College Preparatory Mathematics (CPM) as an additional resource. CPM is a grant funded, California based not-for-profit that has been developing inquiry driven mathematics since 1989. Danbury Prospect utilizes CPM for long-form discovery based lessons that is closely aligned to CCSS. On a daily basis, students in Core Connections, Course 1 (CPM’s 6th grade program) use problemsolving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, 30 Eureka Math Still Top-Rated Curriculum—By Far” s3.greatminds.org 19 and communicating rigorous arguments justifying their thinking. Students learn in collaboration with others while sharing information, expertise, and ideas. The course helps students to develop multiple strategies to solve problems and to recognize the connections between concepts. The lessons in the course meet all of the content standards and embed the “Mathematical Practices” of the Common Core State Standards 31. Danbury Prospect will use CPM to ensure that the mathematics program is rich with in-depth problem solving and CCSS aligned conceptual development. Next Generation Science Standards Danbury Prospect will base its curriculum on Prospect School’s curriculum and further refine the curriculum to align with the Connecticut State Standards as it currently aligns to the Next Generation Science Standards, which like the Common Core State Standards, focuses on deeper understanding of content and application of content and integrate science, engineering, and technology. The movement to a STEM based curricular platform aligned to NGSS is at the cusp of 21 st Century school design. The IB MYP approach to inquiry via its explicit teaching of the Design Cycle (Figure 16) augments the understanding that science forms an inquiry-based discipline, where inquiry is integrated into the use of scientific claims through a complex process of pattern discovery in evidence and data, and the revision of those arguments upon the new discovery of evidence32. Figure 16. The Design Cycle Adapted from the IB MYP Design Guide by Stephen Taylor Meaningful content is driven by the application of scientific principles through an NGSS and MYP aligned, sequential process from middle school to high school. Additionally, the students develop interdisciplinary connections between science and core content areas in reading, writing, mathematics and social studies. At Danbury Prospect all students, including special education and ELL students have multiple entry points into the science program. Focus Areas of the Danbury Prospect Science Program: Stem Literacy: Science, engineering, mathematics, and the technologies are an essential component in cultivating engaged citizenship into civil society. Drawing on established science curricular approaches from Achievement First and KIPP, Danbury Prospect’s science program integrates multiple aspects of STEM, through an approach drawing on literacy and language arts to develop proficiency with science-related issues relevant to students. The inclusion of engineering design principles from the NGSS is an exciting opportunity as engineering 1. 31 32 Source CPM.org Adapted from the IB MYP Design Guide by Stephen Taylor 20 refers to the application of science to design solutions to problems in an effort to make our lives better. Applied sciences, such as engineering, is a fastest growing career path in the world today so developing literacy in engineering is an extremely important aspect of our program. 2. Inquiry and Rigor: Children are natural scientists33. Therefore, the Danbury Prospect curricular selection process embraces the responsibility to cultivate the natural curiosity and wonder of young people during their formative school years. This approach directly draws upon the belief that a whole-child, inclusive educational program must foster deep intellectual engagement in the study of science, driving the design of their own investigations and to engage in active discourse about their learning as it applies to the broader world. 3. Depth, coherence and integration: A framework for K-12 Science Education argues that “to develop a thorough understanding of scientific explanations of the world, students need sustained opportunities to work with and develop the underlying ideas and to appreciate those ideas’ interconnections over a period of years rather than weeks or months”. The Next Generation Science Standards form the core of the Danbury Prospect science program, as the curricular design focuses on multiple methods of the practices of science and engineers rather than a singular focus. The curricular model integrates Disciplinary Core Ideas (DCIs) content, science and engineering practices (SEPs), crosscutting concepts (CCs) and CCSS literacy and mathematics to build this depth of coherence. For example, instead of simply learning about thermal energy, under the NGSS, students are expected to test, design, and modify a device to release and or absorb thermal energy using their understanding of chemistry. Conducting such an investigation requires engagement with the CCSS in both literacy and mathematics as students conduct research in non-fiction text, follow multistep procedures, and reason abstractly and quantitatively. Science Course of Study Guiding Principles Danbury Prospect has chosen an integrated approach for 6-8 science. In an integrated model, a student will typically experience all of the domains of science and engineering each year. For example, sixth grade will contain content from the life sciences, from the physical sciences, from Earth and space science, and from engineering. This allows for a curriculum that is organized in a way where students can progressively build understanding of concepts throughout the course of study at the appropriate time. NGSS refers to this as the conceptual understanding model and it is based upon the premise that there is a logical sequence to the content. When the science domains are isolated into separate courses, content may be introduced out of conceptual or developmental order. Since the standards were only recently released, the scope and sequences based upon this model are currently in progress, but they will be shared when available. Disciplinary Core Ideas Disciplinary Core Ideas (DCIs) are one of the three dimensions of NGSS and the NRC Framework. DCIs have been what many have traditionally thought of as content. In NGSS and the NRC Framework, the DCIs are grouped into four domains: the Physical Sciences (physics and chemistry), the Life Sciences, the Earth and Space Sciences, and Engineering, Technology, and the Application of Science Danbury Prospects’ 6-8 science curriculum includes each of these via the integrated courses of 6-8 and then moves to more discrete courses of 9-12. Within these domains, the number of DCIs has been limited based on the rationale explained in the course of study section. Currently, Danbury Prospect also limits the science curriculum to these four domains. Science and Engineering Practices Science practices are what scientists use as they explain the natural world, and engineering practices are what engineers utilize as they design and build. This is another one of the three dimensions of the NRC Framework. Science practices have been explicitly described in the NRC Framework and NGSS. The science and engineering practices are designed to integrate with the Disciplinary Core Ideas. Our students engage in these practices firsthand as they learn the Disciplinary Core Ideas. These practices are for all grade levels. Engagement with them may look different in middle school than it does in high school, but they are still the same practices. 33 Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (2001). The scientist in the crib: What early learning tells us about the mind. New York: HarperPerennial. 21 Science Practices from NRC Framework (2012) and NGSS (2013) 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating and communicating information Crosscutting Concepts There are key concepts that connect the various domains of science. For example, conservation comes up various times in different grades and courses when learning about very different content. Conservation of matter and energy connects ideas in life science, physical science, and Earth and space science. Through the curriculum, students will be able to make these connections as they progress through the course of study. Instruction will embed crosscutting concepts with the DCIs. Integration of crosscutting concepts, DCIs and science practices together, while not always possible, is the goal of instruction. Crosscutting concepts are also one of the three dimensions from the NRC Framework, which describes seven of these. These are: 1.) Patterns 2.) Cause and effect: Mechanism and explanation 3.) Scale, proportion, and quantity 4.) Systems and system models 5.) Energy and matter: Flows, cycles, and conversation 6.) Structure and function 7.) Stability and change Utilizing over 8 years of experience in research-based science curriculum development at the middle school level through a scientific approach that draws upon an interdisciplinary process connecting the importance of scientific literacy (non-fiction analysis), analytical writing, inquiry, and experimentation as articulated through the CCSS writing and ELA progression, the Prospect School’s science curriculum has demonstrated impressed results. Figure 7 highlights that Prospect Schools’ students have outperformed State and District measures by statistically significant ranges. In 2015-2016 the results demonstrated how the Prospect schools approach to science has had impact over time, with students scoring over 20% greater than District Figure 17. Brooklyn Prospect NYS Science Tests and State scores across New York State. 22 C. Explain why the curriculum is appropriate for the students the school intends to serve as well as students with disabilities, English language learners, students below or above grade level, and other at-risk students. As Danbury Prospect anticipates the enrollment of a student population with a diverse set of needs, students will enter the school community was a wide-range of skills and knowledge, including students with special educational needs, English Language Learners, students at risk, lacking motivation, and students needing acceleration. Danbury Prospect has the benefit of curating, developing, and implementing curriculum that has already been field-tested and proven effective for similar demographics within the Prospect Schools network. Additionally, it is important to note that the instructional methodologies for the execution of the curriculum will be aligned to the specific needs of the school composition. According to the 2015-16 CSDE District Profile, Danbury CT has a 23% English Language Learner (ELL) population. To ensure the School’s student population is best supported, Danbury Prospect will follow best practices for implementing programmatic supports for ELL learners such as those highlighted by the International Center for Leadership in Education 34. These programmatic supports and modifications augment the foundational curricular platforms utilized by Prospect Schools seamlessly, thus ensuring that ELL learners are able to fully access the curriculum. Danbury Prospect’s Response to Intervention process ensures that adequate data on the performance of ELL students is maintained in order to effectively address student academic needs. Danbury Prospect’s model specifically recognizes the power of personalizing the instructional approach to the needs of the students served, including ELL learners, students with disabilities, students below or above grade level, and other at-risk students. Dedicated special education teachers, under the supervision of the special education coordinator and the principal will review the curriculum and lesson plans to ensure accessibility and appropriateness for students requiring differentiation. Planning time is embedded into the weekly schedule for co-teaching teams to review lesson materials and research/gather resources for upcoming units of study. The use of tested and proven curricular materials, coupled with a thoughtfully constructed teacher-designed resources, will allow flexibility and synergy between curricular platforms and styles. These resources include open-source materials developed for ELA, mathematics and science programs (EngageNY/Eureka, Teachers College Reading and Writing Workshop, Achievement First Many Minds Math and Science resources, Words Their Way, and NRC Science Investigations), which were selected based on meeting the criteria outlined in Section I.3a, as well as internally developed units and resources to enhance learning outcomes. Aligned to the school educational philosophies and commitments, teachers personalize instructional practices utilizing a whole child approach that is developmentally appropriate and meets the standards of high rigor and accountability. The curriculum at Danbury Prospect is driven by data-based instructional practices, which allow teachers to adjust curricular approaches based on real-time data and coaching, to ensure that conceptual understanding and foundational practices are reinforced. For example, the Math program focuses on developing the three components of rigor, including procedural fluency, conceptual understanding, and application. Components of the curriculum include number sense activities and fluency exercises which allow students to transfer mathematical practices from short-term memory to long-term memory, building automaticity 35. Additionally, components of the math curriculum also allow for inquiry and discussion-based practices which emphasize the mathematical practices standards of the CCSS, which support the development of argument development around mathematical conceptual understanding. Also, students with special needs who struggle with the application of mathematical concepts to practice have the opportunity to build foundational understanding through the use of manipulatives, projects, and hands-on problem solving. In ELA, the curricular program components are scaffolded to build a love of literacy, through the cultivation of critical thinking and discussion-based activities which allow students to create, test, and challenge one another's ideas. When appropriate or required, Danbury Prospect offers Integrated Co-Teaching with a third special 34 Supporting ELL/Culturally and Linguistically Diverse Students for Academic Achievement, International Center for Leadership in Education: httwww.brown.edu/academics/education-alliance/teaching-diverse-learners/sites/brown.edu. 35 Kornell, N., Eich, T. S., Castel, A.D., & Bjork, R. A. (2010). Spacing as the friend of both memory and induction in young and older adults. Psychology and Aging, 25, 498-503. Retrieved from http://www.jstor.org/stable/20053384 23 education teacher or specialist (e.g. Speech Language Therapist) to provide targeted instructional practices to meet the needs of students with IEPs. For English Language Learners, teachers use research tested practices that are adaptive to the students’ needs, which may involve sheltered instructional practices, where students might receive second-language instruction that is "sheltered" from input beyond their comprehension, or when possible bilingual transitional approaches to help support comprehension and broader language acquisition 36.All curricular programs provide extension, support, and specialized approaches to support specialized needs, including but not limited to word study, fluency, and conceptual understanding. Additionally, Danbury Prospect believes in the importance of focusing on academic needs across the educational spectrum, with multiple opportunities for accelerating students. As a student progresses through the mastery of standards, the curriculum opens up additional extension activities, such as more complex math projects which are aligned to enrich cross-disciplinary approaches with science or other content areas. MYP requirements, such as the MYP Personal Project in 10th grade, provide students with an opportunity for extended research in an area of individual interest, thus providing the time and space for all students, including those above grade level, to develop academic skills and a personalized passion for learning. An Embedded Honors program provides will provide students with opportunities to extend their studies beyond the classroom via subject specific seminars and additional research opportunities. Finally, technology is also utilized to integrate and personalize instructional mastery across the core content areas. D. Describe a plan that will facilitate ongoing development, improvement, and refinement of the curriculum. Please also explain the process that will be used to evaluate whether the curriculum is effective and successfully implemented. Development, improvement and refinement of curriculum The improvement and refinement of curriculum starts with a deep analysis of the data to indicate where the gaps in curriculum. Specifically, data is collected in two specific domains for evaluation: summative and formative data. First, summative data includes a variety of different assessments, including but not limited to unit assessments, interim assessments, and end of year state assessments. An instructional analysis is conducted to determine the alignment between curriculum coverage and its efficacy in translating to student achievement outcomes. Second, formative data is gathered from exit tickets, projects, discussion rubrics, etc. to inform how mastery of the curriculum has occurred. As all curricular plans are aligned across the Prospect Schools network. Faculty and the Principal will regularly reassess the curricula based on assessment results and other factors to ensure progression along Connecticut State and Common Core Standards. Teaching teams will meet with Principal and analyze the class data to identify curricular changes, grade level or even schoolwide initiatives. At the end of each unit, grade level teams will do a debrief and take notes on what worked and what needs improvement for next year. During the annual program review which takes place each May, qualitative notes along with any assessment data will be presented. Grade level teams will assign responsibility to team members for making curriculum updates, and which units will be planned over the summer and which units will be planned during the year. On a weekly basis, Danbury Prospect generally has one educator take the lead with planning a curricular unit in a subject with each member of the team (i.e., co-teachers, grade level team members, academic leadership), editing and commenting on draft curriculum plans. Plans are presented in weekly co-planning sessions and grade level team meetings. The Danbury Prospect curriculum will be refined on an ongoing basis. The following table (Figure 18) provides a snapshot of the process and timeline by which the curriculum will be reviewed annually: 36 Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., ... & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English-lang 24 Figure 18. Danbury Prospect Curriculum Review Timeline Curricular Element Central Elements Measured by Review Timeline Curriculum Map Overarching themes Mapping of State Standards State tests Final exams IB final grades Annually Unit Planners Reviewed by Principal Department Heads Network Curriculum Specialists ● ● ● Essential Question Unit projects Big Ideas Unit exams State Standards Interim exams Formal reflections are required at the completion of each unit and archived in network curriculum storage platform. Department Heads Network Curriculum Specialists Principals ● ● ● Unit planner revisions deadlines are set by Prospect Schools. Lesson Mastery Aims Learning Experiences Observation Student work Quizzes Formative assessments such as exit tickets Informal reflections archived on a daily basis. ● ● Department Heads Co-teachers Weekly collaborative planning time provides greater reflection on individual lessons. Faculty are provided with significant work time for curriculum development. This begins with a dedicated retreat in the summer when the faculty evaluates the Common Core standards and the IB framework to develop or review units for the year. Faculty are given deadlines to submit unit maps as well as their lesson plans to their department head and network content specialist for review and feedback. This happens both at the beginning of the year at a high level and then on a weekly basis through the submitting of lesson plans. This curricular review process is aligned to a review of the data from different assessments to make determinations if any revisions are directed towards curricular changes or a need to focus on specifically instructional strategies. Faculty are also given weekly planning time to meet and discuss the curriculum with their grade level lead and their co-teachers. Additionally, there is a reflection section built into each of the units to allow further refinement for future use of the unit. Assessment of curricular effectiveness Danbury prospect will take a multi-faceted approach to assessing the effectiveness of the curriculum. As outlined in the above table, the effectiveness of the curriculum will be measured using both formative and summative assessments, allowing teachings and administrators to gauge the degree to which students are learning the taught academic content. Looking at student work protocol (LASW), will occur minimally once per unit so that teachers, under the supervision of an administrator, can take an in-depth look at student academic outputs against very specific learning targets. Re-teaching and reassessment plans will be developed in response to areas where the delivery of the curriculum was not effective. 25 Finally, student surveys, administered twice/year, will provide qualitative feedback of how students perceive the effectiveness of the curriculum. Assessment of curricular implementation Assessment of curricular implementation begins during the curricular planning and review phase. Annual curriculum maps and unit plans must be submitted, minimally one month, in advance of delivery to students for feedback from school administrators. Targeted professional development occurs weekly when staff are working on specific items within the curriculum and receive feedback department heads and the Principal to ensure that the curriculum is appropriately finalized before delivery. The next step in the assessment of implementation occurs with regular classroom observations for all teachers that are conducted by the department heads and principal, minimally, every other week to monitor the delivery of the curriculum. Administrators will be provided with lesson plans for all observations so that observers can determine the degree to which the curriculum is successfully being implemented on a lesson by lesson basis. Dedicated lesson observation debriefs provide a regular opportunity (minimally twice per month) for teachers and administrators to discuss the effectiveness of the curriculum as it unfolds in the classroom. Finally, teachers bring in examples of student work and review the alignment of student outputs with the unit goals. This process is conducted under the supervision of a department head or the principal. 1.4. Instruction A. Describe the instructional methods or techniques that will be used in the proposed school, including any specific requirements for implementing a particular pedagogical approach (i.e., co-teaching or aides, technology, physical space, etc.). Danbury Prospect’s instructional methods utilize a variety of different modes of instruction, built around a highly collaborative approach between educators, specialists, and students that is designed to ensure that all students have the appropriate opportunities for acceleration, enhancement, and remediation. Student learning is augmented by an instructional approach informed by real-time data generated in the classroom and is responsive to students needs within this context. The Prospect instructional approach understands that personalized instruction is an essential component for ensuring all students are learning in the best way that meets their needs. There are three primary instructional processes which exist across Prospect Schools: Whole Group Heterogenous Instruction, Co-Teaching (ICT), and small group instruction (SGI). These instructional processes align to our collaborative approach to teaching and are fundamental in our service of students with special needs, at-risk students, and English Language Learners. Whole Group Heterogenous Instruction Danbury Prospect’s classroom are warm, well-structured, organized learning environments with consistent routines and expectations for teachers and students. Further, aligned to Prospect Schools commitment to inclusion, heterogenous classes in core content areas are critical in building a rich community of learners where discourse and difference are celebrated. Structure and consistency are reinforced by rituals and routines in the classroom space, to maximize learning time and to foster safety and belongingness that is critical for the middle school ages37.The following elements will be observed in the execution and planning of whole group lessons, regardless of type: 37 ● Double planning: Lesson plans include detailed outlines of the learning objectives, connections to the standards, and the relevant student activities. This setup ensures teachers define and plan students’ ontask behavior during the lesson, avoids teacher talk and idle students, and ensures students are maximizing every instructional minute to achieve more time on task. ● Do Now: Students enter class each day and begin a “Do Now” assignment at their desks. This helps students transition into class and quickly refocus their attention. This will help students build or solidify understanding of material, and reflect on class goals. Atwell, N. (2015). In the middle: New understandings about writing, reading, and learning (3rd ed.). Portsmouth, NH: Heinemann. 26 ● ● ● ● Accountable talk: “Talking with others about ideas and work is fundamental to learning 38.”Students are trained, supported, and required to ask and answer questions and address teachers in complete sentences using proper grammar with strong, articulate voices. Students are corrected if an answer or question is given using incomplete sentences or improper grammar. High standards are held for all written work, and high-quality work is celebrated and displayed. Students have many opportunities to engage in meaningful and highly structured conversation, which builds fluency for ELLs and promotes mastery of the CCSS for speaking and listening. Recognize success: We consistently give positive reinforcement to students doing good work and consistent feedback for those inefficient or off task. Focus on literacy and writing across the curriculum: Danbury Prospect will maintain a relentless focus on literacy. Students are taught to read and produce high-quality and substantive writing in all content areas. Teachers expect everyone to write and require all students to prepare for discussion through writing 39. To support ELL students and struggling writers, teachers provide response exemplars that meet and exceed expectations. Closing: Most classes end with an “Exit Ticket” or other checks for understanding (plickers, turn-andtalks, show calls, etc.) that emphasize comprehension of the class’s specific and measurable aims with questions that evaluate student mastery. Exit Ticket data is gathered regularly and evaluated by teachers to identify individual and group deficiencies. The closing helps solidify student understanding through review, summary, and provides daily formative assessment data, which allows teachers to confirm the degree to which students have met the learning goals, to edit the next lesson plan and small group instructors to adjust their plans based on data. Danbury Prospect encourages teachers to utilize a wide variety of strategies to reach all levels of learning styles of the student population. Further, in an effort to meet the CT Standards, CCSS, and NGSS standards, Prospect Schools engages in yearlong professional development activities to ensure teaching and learning is reflexive to the needs of the students served. Included in this list are a number of different instructional strategies utilized in a whole group setting. ● Workshop Model. As outlined in the 1.3 curriculum section, Danbury Prospect utilizes a workshop model aligned to the research-based practices of the Teacher’s College Reading and Writing model. Workshop lesson provide an opportunity for strategic grouping of students within the classroom, to help facilitate project-based learning, peer-driven feedback, conferencing, and sustained independent work time. A workshop lesson is grounded in a mastery-driven lesson, but can provide more targeted AIMs and objectives for a class. The workshop model also pairs nicely with specialist or related service provide support to ensure struggling students, students with special needs, and English Language Learners have consistent touch-points. ● Seminars. Seminars in English, writing, and social students provide a forum for students to tackle and authentically engage in textual analysis, historical document and primary source investigation. Seminar lessons are typically part of a cycle of lessons, where teachers prepare for in-depth examination of texts and carefully design lines of inquiry and discussion questions that may frame a larger writing prompt. Seminars differ from the traditional lecture, as they are more discourse centric, which may include group work and specific products completed within the scope of the seminar. ● Socratic Investigation. Asking deep questions aligned to enduring understandings are a key component of learning. Socratic investigations may occur at the beginning and end of a unit, where the goal is to prove or disprove hypotheses developed over the course of a sequence of study. Socratic investigations provide an opportunity to strengthen analytical and critical thinking skills, while also providing reflective moments of whole group assessment aligned to the speaking and listening standards of the CCSS. Teacher preparation of Socratic investigations involves developing clear lines of inquiry for students to engage and the scripting of scaffolded questions which anticipate student misconceptions and potential positions. The Socratic investigation provide coherence to the writing and argumentation emphasis of the CCSS in ELA. 38 Michaels, S., O'Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk® sourcebook: For classroom conversation that works (v.3.1). University of Pittsburgh Institute for Learning. 39 Lemov, Doug. (2010) Teach Like a Champion. San Francisco, CA: Josey-Bass p. 137-140 27 ● ● Direct Modeling. Often referred as “I-We-You”, the lesson structure provides an opportunity for the teacher to deliver clear, modeled direct instruction. This type of instruction is often most appropriate for the introduction of a new skill or practice within the class. Danbury Prospect uses a gradual release model within this teaching design, so that mastery of the skill can be assessed through the student’s ability to engage in the skill through authentic independent practice. Explore (Guided Discovery). Guided discovery switches the focus of learning from a passive role (the teacher delivering content and students listening) to an active role (teachers leading students to the overall discovery of the lesson’s objective). The major difference between a guided discovery lesson and a traditional “I-We-You” lesson type is the introduction to new material portion is replaced with a “guided discovery” introduction. Throughout the introduction, the teacher guides the scholars through an activity or active questioning that connects the scholars’ prior learning to the new material of today and ultimately making the overall connections of the topics themselves. The overall purpose of this lesson type is to reinforce the application of conceptual thinking within the lesson and to actively engage scholars in their learning. Figure 19. Team Teaching Co-Teaching Co-teaching is a critical driver of student achievement in the Danbury Prospect framework. Aligned to the commitment to serve all learners in an inclusive environment, co-teaching forms the bedrock of this practice. Co- teaching can involve a variety of different staffing configurations, such as a general education teachers, special education teacher, specialist (speech, physical therapy, bilingual, occupational therapist, etc.), or a classroom paraprofessional. Co-teaching models are chosen based on the content taught, the needs of the students as evidenced by any legally mandated services, and formative and/or summative assessment data. The primary models of co- teaching at Danbury Prospect will include: Team Teaching: In Figure 19, two or more educators instruct a class through a tag-team approach. Teachers explicitly delineate roles, which may involve breaking up components of a lesson. This type of teaching method may be appropriate, but not limited to a seminar style class or Direct Modeling lesson. F Figure 20. Parallel Teaching Figure 21. Station Teaching Parallel Teaching: The model in Figure 20, will be used in cases where the objectives require more frequent student/teacher interaction, such as the extensive use of manipulatives or other hands on materials or a seminar in which a smaller group is called for, or in cases where mandated by Individualized Education Plans. Teachers split the class into two similarlysized groups and teach to the same objectives, preferably in different locations to minimize distraction. Station Teaching: This model, Figure 21, is best utilized when there is a component of the lesson activity, such as online coursework, that can be done completely independently, or by a group of students, without teacher support but with the support other specialists/aides. When that is the case, it enables to run two other activities. Stations can either be rotating so that all students have the chance to complete all activities, or they can be static and chosen based on the individualized needs, as evidenced by formative data, of the three groups of students. 28 Small Group Instruction Small Group Instruction (SGI) is a critical component of the instructional model at Danbury Prospect. Considering that students are heterogeneously grouped throughout the day, SGI provides an opportunity for targeted instructional approaches aligned to the needs of students within an environment of a reduced student teacher ratio. Destigmatizing the role small groups provides opportunities for personalization which allow students to receive remediation 40, on- level skill extension 41, and acceleration. The benefits of small group instruction are well-documented. Student data collected from growth assessments, such as the STAR assessment and NWEA MAP, and formative assessment data (exit tickets, etc.,) will inform small group instruction in daily, weekly and monthly cycles. Individual teachers, supported by department heads, will maintain daily data necessary to inform flexible groupings. On-going formative data, as well as larger assessments, will inform student progress as resulting from small group instruction. A number of different broad scale studies have found that the improvement of academic outcomes for students across the academic spectrum, including struggling students, students with special needs and English Language Learners42. The U.S. Department of Education published a research brief that finds that “when tutors work closely with teachers and are provided with intensive, ongoing training, they can make a difference.” A small group setting allows for a more accurate diagnosis of individuals needs to be addressed, the development of strong relationships, and an opportunity for acceleration and enhancement of learning. B. Describe how these instructional methods support high standards of achievement and are accessible and appropriate for all students at all levels, including English language learners, special education students, students who enter below grade level, and other at-risk students. Our instructional methods will be used to support high standards of achievement for all our students. We expect that a population of our students will come from families and communities with inherent academic risk factors: poverty, single-parent families, teen mothers, parents with limited education, non-English-speaking homes, etc. The free and reduced lunch figures from the neighboring schools indicate that we should expect similar percentages of low- income children to attend our school. Since charter schools are now designated as Local Educational Authorities (LEAs) for the purposes of federal funding, we know that the Danbury Prospect Charter School will be able to receive Title I and other Title funds. These funds are specifically for academic programs and strategies to address the educational needs of our children who are at risk of academic failure. Whole Group Heterogenous Instruction Danbury Prospect believes that inclusion is one of the largest levers in promoting community and in providing opportunities for English Language learners and students with special needs to engage in discourse, observation of other students, and to learn from students that bring multiple strengths to the instructional environment. Research has indicated that including students with specialized learning needs in a mainstream class does not have a negative effect on the learning of the classroom as a whole, but rather is found to increase learning and motivation of the classroom community for all students 43. For example, students in whole group classes have opportunities for seminar-based discussion and exposure to higher level content where students at risk, ELL students, and students with special needs can observe modeling from their peers, with additional supports in the classroom. Co-Teaching and Small Group Instruction Co-teaching is a primary driver of academic success for students with special needs, English Language Learners, and students at-risk as co-teaching provides an instructional vehicle for differentiation. Providing targeted academic experiences with high-quality co-teachers is our primary mode for making progress with all students. The interaction between co-teaching and small group instruction allows instructional practices to 40 Cohen, Peter A., James A. Kulik, and Chen-Lin C. Kulik. 1982. Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248 41 Ritter, Gary W., Joshua H. Barnett, George S. Denny, and Ginger R. Albin. 2009. The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis. Review of Educational Research, 79(1), 3-38. 42 Cohen, Peter A., James A. Kulik, and Chen-Lin C. Kulik. 1982. Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248. 43 Sermier Dessemontet, R., & Bless, G. (2013). The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Journal of Intellectual and Developmental Disability, 38(1), 23-30 29 draw from classroom content to utilize data to determine their support structure. This effort begins with hiring highly qualified teachers and continues with professional development opportunities that emphasize professional excellence and collaboratively designed programs of differentiated instruction based on assessment data. As mentioned in the previous section, differentiated instruction will be used to serve the needs of all students, with special attention paid to students at risk for academic failure. Classes will be differentiated using three basics structures: 1. Differentiating content 2. Differentiating activities and teaching styles 3. Differentiating assessment Biweekly, the core teachers, academic leadership and special education instructors will convene to review the progress of at risk students. Should a data review of the academic progress of any student fall short of expectations, the academic teachers, academic leadership and special education teacher will meet with the parents and student in order to chart a new course of action. The following individualized actions will be implemented as additional supports: ● Students will be encouraged, directly and through their families, to attend our afterschool office hours for targeted academic support. ● Additional one-on-one or small group meeting with the Special Education instructor. ● Small group instruction during academic courses. ● When appropriate, ability based grouping of students. C. Describe how the proposed school will create a data-driven culture to meet a wide range of student needs using differentiated instruction. At Danbury Prospect, structured data collection and analysis will drive our continual focus on instructional and academic improvement. This process will be overseen by the Academic Director of Prospect Schools, however all members of the community are tasked with promoting a data-driven culture. Key Players Responsible for Development of a Data-Driven Culture at Danbury Prospect Role Academic Director Location Network Responsibilities include, but are not limited to: ● ● ● ● Principal Danbury Prospect ● ● ● ● Establish a culture across the organization that is driven by collecting, reviewing, and responding to student achievement data Supports principal in implementation of best practices to ensure meeting and exceed accountability goals Provide regular academic data achievement updates to the school leadership teams, the Board of Trustees, and directors Supervise the network data team Sets annual assessment calendar Collaborates with Data Specialist and Academic Director on aggregate analysis of data Participates in PD data analysis protocols (network and externally- led, such as the RELAY Graduate School of education) Designs PD programming to ensure appropriate delivery and analysis of assessments, including facilitation of Looking at Student Work Protocol 30 Data Specialist Network ● ● ● Department Heads Danbury Prospect Disaggregate diagnostic, interim, state test data, and gradedata, draw conclusions, and make recommendations for interventions Maintain data tracking systems Lead data meetings with Danbury Prospect principal and senior central office leadership ● ● ● ● Support state testing coordination Maintain academic compliance reports Understand and manage online data systems to track data Support and develop staff in data analysis and data driven planning ● ● ● Participates in data analysis meetings with Principals Leads LASW meetings with department members Leads re-teaching plans with department members based on item and error analysis Ensures/oversees entry of data into appropriate data analysis platforms (ex. Illuminate) ● Professional Development for Data Driven Culture Prospect Schools has engaged in leadership and educator training on best practices of data-based instructional practices from Relay Graduate School of Education, Johns Hopkins University, and the Achievement First Charter Accelerator. Danbury Prospect will build a data driven culture with an emphasis on connecting effective instruction, school culture improvements, and professional development practices 44. Drawing from these resources, annual preservice and in-year professional development time will be allocated for teachers to: ● Review assessment calendar ● Develop proficiency in data collection platforms (such as Illuminate) ● Receive PD/feedback on designing unit assessments ● Learning the LASW protocol from the RELAY Graduate School of Education ● Understand how to design re-teach plans based off of standards-based error analysis Utilizing data to differentiate instruction Cyclical Data Gathering Consistent assessments inform school instructional leaders, teachers, parents and students about student and any need for remediation. Data from these assessments ensures that lessons are tailored to the needs of all students, especially students in needs of additional supports. Further, formative and summative assessment cycles create a culture of goal setting among faculty, students and families, to help bridge the home-school efforts to improve academic and social excellence. Aligned to the instructional practices detailed throughout prior sections, Danbury Prospects’ instructional strategies, such as small group instruction and the appropriate co-teaching model, are driven by data-based decisions. Teaching schedules are also developed to build in collaborative planning time with co- teaching teams and content teams to strategically analyze data to assess progress towards class and school-wide goals. Common Planning Time (CPT) for Data Analysis Common planning time is one key lever is ensuring data-driven practices are built into a routine of excellent teaching45 . The leadership team facilitates ongoing weekly data meetings with content teams to model and demonstrate how to build data driven teaching plans. Correspondingly, these data driven plans will be utilized through an active coaching process to assess the intervention strategies and adjustments needs to ensure individualization of learning supports including differentiated instruction and that lessons 44 Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159. 45 Bambrick-Santoyo (2010). “Driven by Data: A Practical Guide to Improve Instruction.) 31 have the appropriate scaffolds and/or extensions to appropriately meet the needs of students. For example, if 5-6 students are consistently not performing on a exit ticket in a math class discussion ratios and proportions in word problems; the next week a co-teaching model involving alternate instruction may be chosen, where a math specialist works with the small group of students to reteach the lesson with manipulatives or a tape diagram to give them a more hands on approach to engage in the pieces of the problem. Data-driven Interventions to Meet Student Needs Additionally, Danbury Prospect understand the importance of using data to drive cultural interventions across the school, particularly as aligned to ensuring practices utilized in the Danbury Prospect advisory programs are aligned to issues that are occurring in the school, such as issues of identity or peer communication. Research has shown that schools utilizing data to drive their explicit social emotional learning practices have seen achievement that is up to 11 percentile points higher than schools that do not implement with fidelity such programs 46. Data Review As Danbury Prospect continues to grow and more data is received, including CT state testing data, curricular and program evaluations will be consistently built into the culture of review and revision to align to the needs of the Danbury community. The Danbury Prospect Governing Council will maintain short-term, intermediate, and long- term planning that includes cycles of review of curricular and instructional decisions. Assessments are vital to the health of our organization as they provide the data necessary to improve student learning and overall school performance beyond academics. They provide information about the effectiveness of our instructional program, areas of curricular strength and weakness, resource and staff development needs, and guide priorities and improvement goals. Understanding that any one assessment is a limited source of information, we seek to establish a streamlined yet balanced system of assessments that paint a clear picture of the quality of student learning in our program. Data from these assessments are centrally stored and reported. Reports then serve as the basis for analysis by school teams as well as by data teams within the Prospect Schools network. Data Teams Data teams serve as the vehicle by which student achievement data are collaboratively analyzed. Teams are composed of a combination of directors, principals, academic leads, counselors and teachers. These teams work together to make sense of the student learning outcomes, identify root causes, generate solutions, and monitor their effects. Each data team hosts a data results meeting after every network assessment. Explain how the proposed school will ensure that teachers are proficient in delivering the chosen instructional methods to their students. D. I. Introduction to Danbury Prospect Professional Development Professional development is aligned to Danbury Prospect’s commitment to maintain and develop the capacity of teachers to implement a rigorous, data-driven culture of learning for a diverse student population. The primary levers of the development sequences across Prospect Schools align to two key goals: 1) to cultivate and nurture an environment where all students have the capacity and skills to achieve at the highest levels of mastery; and 2) to develop a school community committed to collaboration and reflection over teaching and learning practices. Developing excellence within these domains is the responsibility of the instructional leaders of Danbury Prospect, and is led by the Principal and the leadership team. These leaders are the in-house drivers of this development and are supported by network leadership team to develop the programmatic sequences that make IB, CCSS, NGSS, and CT standards accessible to all students. Danbury Prospect’s professional development sequences occur in two distinct phases throughout the year to 46 Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011 32 advance excellence and continuous improvement. Faculty members receive professional development that occurs over 15 summer days, 39 early release days for students, and through outside programming supported by partnership with Relay Graduate School, Education Pioneers, New York University, and the Achievement First Charter Accelerator. All teachers have daily preparation time and collaboration time with co-teachers. Moreover, each week there is an alternating cycle of content, grade level, and student support services meetings. Further, at least once a month there is an opportunity whole staff professional development supplemented by community time as a school. II. Summer Professional Development The 15 days during the summer are used to build the capacity of multiple strands of educators, including -- 1) principals, instructional leaders, coaches, and operations heads across the Prospect Schools; and 2) core teachers, specialist, enrichment teachers, and support faculty. Areas of focus for the summer professional development are: 1. Fostering a Collaborative School Culture: Discussed in the commitments of Danbury Prospect to build a strong school culture centered around strengthening relationships between staff and faculty members, it is critical that all faculty members clearly understand the common mission and vision, develop the mindsets necessary to engage in deep collaboration, and to align their work to a cycle of feedback and teaming. Unpacking the Prospect and Danbury Prospect Schools’ mission, building the narratives of self which drive the work to close the achievement gap, and establishing the professional norms of the culture are critical in bridging the intersection between Danbury Prospect as a fixture to the community of Danbury Connecticut. 2. Establishing a Shared Vision Guiding School Practices: There are a number of key areas that define and shape the Prospect Schools method of instructional excellence, including a clear vision set by the school leader on how the school works operationally and functionally to support learning at the school. These practices include family community, advisory systems, coaching and feedback systems, and teacher taxonomy moves (based on Doug Lemov’s Teach Like a Champion 2.0). Summer professional development builds the skill of teachers through practice. Teachers watch high-quality examples of each of these moves, articulate the criteria for success for each of them, and then will have drill (single skill isolated) and scrimmage (several skills practiced at once) opportunities to try these methods out. Danbury Prospect will also hire an International Baccalaureate coordinator who will be responsible for ensuring all new teachers will receive IB training provided by the International Baccalaureate Organization either directly or indirectly. Ongoing IB support for curriculum development, particularly oversight of the inquiry process, will be provided by the Principal and/or IB Coordinator. The IB coordinator will attend regular IB trainings and manage a professional development budget that determines how many teachers annually can attend. 3. Curriculum Development for Unit One: Teachers must feel prepared to execute the instructional vision for the year, through preparation, collaboration, and work with their department teams, network leadership, grade levels, and co-teachers. Summer PD provides an opportunity for teachers to engage in development around what initiatives aligned to instructional excellent are the priorities for the year, and to examine and unpack the related CCSS, IB, and CT frameworks for their subject. Teachers learn the process for coaching and actionable feedback and learn to refine their daily lesson resources and lesson plans that will culminate in their first Unit of the year. 4. Diversity and Differentiation to Serve All Students: Teachers must also understand deeply the community of students they are preparing to serve. This process and development may include training around how whole group heterogenous, co-teaching, and small group instruction will utilize the data driven process to address students at risk of academic failure, students with disabilities, ELL populations. PD prepares teachers through strategic and targeted sessions to ensure specialized instruction and differentiation is planned for and tailored to the unique strengths of every student. Teachers gain understanding of the supports and interventions necessary to succeed in a differentiated learning system through the use of a multi-tiered system of supports. For example, for co-teaching practices, teachers will learn how to work collaboratively with one another, to assess the 33 appropriateness of the instructional choice, and how to use differentiation strategies aligned to the instructional methodology. Understanding clear co-teaching processes and the coaching and development cycle is essential for developing co-teachers to push student achievement. The PD cycle for the year, through instructional PDs once a once, and bi-weekly coaching sessions with the leadership team to ensure a year-long trajectory of continuous improvement. III. Professional Development Throughout the School Year A key feature of Danbury Prospect is that everyone—students, teachers, leaders—are continuously focused on growing and getting better. However, in order to ensure that these processes are consistently supported throughout the school year, teachers and staff receive opportunities for coaching and development through the school year. Coaching Meetings: These weekly meetings between a teacher and his/her coach are protocol-focused and depending on the time of year or identified area of need, the topics include: 1. Looking at Student Work/other Data Analysis: In these meetings, led by the Principal and other coaches, faculty will discuss assessment results and will collaboratively modify teaching strategies. As data from Interim, unit, standardized growth assessment and state assessments become available, core teachers, with support from the special education instructor, will adjust the academic program to maximize student performance. Sample lessons from CTB McGraw-Hill, IB, Prospect Schools resources and individual teachers will be incorporated to address student learning needs. In addition, video clips of classes will be observed by grade level and departmental teams to demonstrate model strategies. Grade level teams will frequently engage in practice and reteaches aligned to the collaborative findings of the team. 2. Intellectual Prep/Co-Planning: These meetings involve opportunities to examine student data and lesson plans to ensure they are appropriately differentiated for the diverse student populations. In these weekly meetings, co-teachers may examine formative and/or summative data, decide on specific co-teaching strategies, or plan for other changes in curriculum. Additionally, addressing student misconceptions and adjusting instructional practice is consistent with the desire for continuous improvement. 3. Observation, Feedback & Practice: Observation, feedback, and practice are key aspects of ensuring that instruction is at the highest level of excellence. Teachers receiving feedback and observation from their coaches on a bi-weekly basis. During these O3s (one-on-ones) coaches and teachers engage in goal setting, discuss feedback, and assess progress of their practice aligned to students’ development in their classes. Principals and Department Heads are able to differentiate feedback so that it is targeted to the needs of the specific teachers. 4. Real Time Coaching (RTC): School leaders support teachers improve rapidly by giving “real time” feedback, especially in an area of focus. RTC aims to set up the teacher with the tools to employ the technique before the coach leaves. 5. Advisory Planning (Advisory): This meeting is dedicated to developing strategies for using advisory time effectively. The Principal will distribute the lesson plans for the upcoming unit and discuss Advisory goals for the week. Advisory model lessons will come from the materials developed by Prospect Schools and other resources local to Danbury. In the first and second years of operation, grade level faculty meetings will be led by the Principal. As the school grows, department heads and grade level leaders will be recruited and trained. Eventually the model will be for teachers to run grade level faculty meetings with oversight from Principal. 34 1.5 Student Assessment A. Describe the proposed school’s comprehensive assessment system, including formative, benchmark, and summative assessments. Please ensure that the assessment system is aligned to the curriculum and educational philosophy. Danbury Prospect understands the intrinsic value of frequent, well designed assessments to support student learning and to coach teachers’ instruction. As discussed in section 1.1, the educational philosophy driving the school culture of the organization is a reflective attention to data and the use of that data to make informed decision about curriculum, instructional strategy, and to focus educator development. Each of these components are critical in ensuring students across a diverse range of learning needs have appropriate opportunities to access the curriculum and to engage in both remediation and acceleration. Moreover, a key aspect of the IB programming is an assessment of the understanding and skills that go beyond memorizing facts and figures, and to deeper levels of Bloom’s taxonomy, which ask students to think critically and to engage in global problem solving. In an era of rapid change and an ever-increasing flow of information, students need to demonstrate their ability to organize knowledge and analyze and direct knowledge creatively. Danbury Prospect’s assessment focuses on synthesizing information, evaluating findings and applying them to real-world situations, which are key aspects of the CCSS, particularly the speaking and listening standards and the mathematical practice standards. Assessments also enable lessons to be tailored to a student’s needs. Grade level and individual class goals will make teachers aware of the improvement that each student needs to make. Many of our students will come from fragmented educational backgrounds, so catch-up will be needed along with grade level work. Small group instruction makes it feasible for us to provide remedial work for students at risk of academic failure and to make sure all students are learning at grade level. Danbury Prospect will coordinate the implementation of state and city assessments including those mandated by the CT testing program, benchmark, and internal assessments. The following table summarizes examples of assessments that will be utilized at Danbury Prospect. Additional details regarding how these assessments will inform instructional practice, including the breadth of data that may be gleaned from various assessments, follow in the narrative below: Figure 22. Assessment Chart Type of Assessment or Evaluation Curriculum and CCSS Alignment Predominate Assessment Purpose: Formative/ Summative/Diagnostic Frequency of Delivery SBAC for ELA and Math X Summative Annually Mock Assessments X Summative Annually Interim Assessments X Summative 4x per year STAR/NWEA MAP X Benchmark/Diagnostic 2x per year (min) More frequently for students with disabilities and limited English proficiency, etc. Fountas & Pinnell X Benchmark/Diagnostic 3x per year Exit Tickets X Formative Daily Quizzes X Formative Every 2 weeks 35 Unit Tests/Unit Projects X Summative Every 4-6 weeks Informal Teacher Assessments: Checks for Understanding X Formative Daily Language Assessment Scales (LAS) for ELLs X Benchmark/Diagnostic Annually IB Assessments Formalized IB MYP assessments are not administered by the IB until 10th grade. 11th and 12th Grade IB assessments are administered annually at the completion of IBDP courses. Formative Assessments The following bullets summarize how DPCS teachers will utilize formative assessments to adjust ongoing teaching and learning in ways that will improve students' achievement of intended instructional outcomes during individual lessons and across instructional units. ● ● ● Exit Tickets: Teachers will use “exit tickets” at the end of the class to measure which students mastered the objective and which students may need more practice or a reteach, coupled with additional support. Exit tickets are a key benchmark in deeply examining student work and its impact on the instructional strategy chosen for a lesson. For example, if a majority of the students in the class did not demonstrate the mastery of a CCSS aligned skill around writing claims that characterize particularly pieces of evidence in a writing class, the co-teachers may decide the best method to ensure mastery of the skill is a reteach of the lesson in smaller groups, such as the use of a parallel coteaching model, where both educators are splitting the class to reduce the student-teacher ratio. Exit Tickets inform refinement to lesson plans, student groupings, and tutoring. Homework, Quizzes and Conferencing: Students receive homework assignments aligned to their core content classes. These assignments are used to evaluate both student’s ability to engage in habits of success and are key in developing executive functioning skills which are critical to develop in middle school, before moving to high school. Additionally, homework is an opportunity to assess effort and how skills and concepts introduced and practiced in class have translated to their independent work at home. This lens of homework as a piece of assessing effort is important in translating skills from working and short-term memory into long-term memory (promoting automaticity)47. Likewise, quizzes and conferencing serve a similar function in assessing the quality and depth of understanding of concepts taught in class, connected to homework, with opportunities to gauge understanding of students through multiple entry points. For students and families, these assessments will provide routine feedback about student progress in each course. Informal Assessment: Teachers will be expected to continually engage in informal assessment of students to ensure that students have mastered content, to prepare them for more formalized exams, and to foster consistently high student performance. For example, teachers will use informal tools such as Do Nows, verbal testing techniques, case studies, and problem-posing challenges that allow teachers to make adjustments to the lesson and ensure that the lesson is concluded with a check on student understanding of the material. Since teachers will design lessons focused on mastery of a specific skill or area of content, they will be expected to develop and use informal formative assessments to drive re-teaching plans to target student mastery of core standards and content areas. Summative Assessments The following bullets summarize how DPCS teachers will utilize summative assessments to evaluate student academic achievement at the conclusion of a defined instructional period of time (ex. a unit). Please note that the assessments listed here also serve a formative role insofar as teachers utilize formative 47 Hardiman, M. (2012). Brain-targeted teaching for 21st century schools. Thousand Oaks, CA: Corwin Press. 36 assessment data to drive reteach plans in advance of state end-of-year exams. ● Interim Assessments: Danbury Prospect uses an interim assessment cycle that is backwards planned and reverse engineered from two sources, the unit assessment structure for the year and End of Year CT State Tests. In addition, Prospect Schools network team utilizes Achievement First resources to develop mathematics and ELA interim assessments. Prospect Schools Director of Academics and Data Specialist will work with Danbury Prospect’s principal to create a comprehensive breakdown of the major results from state exams, including the power standards assessed and targeted analysis of areas for improvement. Interim assessments occur after the completion of two units. These assessments allow for Danbury Prospect to assess mastery of content and skills over multiple instructional touch points, and, as mentioned above, allow the school leader and instructional teams to develop data driven plans to guide the reteach cycles. Danbury Prospect teachers will also administer Connecticut-prescribed interim assessments in mathematics and English literacy. The Smarter Balanced Assessment Consortium System offers Interim Assessments Blocks (IABs) to measure smaller sets of related concepts which will be used to ensure that the Danbury Prospect students are on track with Connecticut State standards in mathematics and literacy. ● Mock Assessments: The assessment cycle will periodically administer tests modeled on the state tests. The periodic tests will be designed by the Prospect Schools network team and will be based on the style and structure of the annual state tests. Mock exams will be administered in advance the state tests and will give students the opportunity to become comfortable with the style and format of the state tests. Additionally, these tests will provide information allowing teachers to gauge the effectiveness of their instructional strategies and inform the structure and content of reteaching/review lesson plans in advance of the state tests. When the periodic tests reveal deficiencies in student achievement, professional development time will be directed to explicating research and examining educational practices that will help teachers prepare their students more effectively and may drive holistic curricular revisions. Benchmark/Diagnostic Assessments ● STAR: Minimally twice per year, Danbury Prospect will administer diagnostic tests using the STAR Assessment from Renaissance Place. These tests will be used to determine the student's skill and knowledge levels prior to enrollment and to check progress in the middle and at the conclusion of the school year. The use of a standardized, adaptive growth and diagnostic test is critical in ensuring that we are meeting the needs of the diverse range of students at Danbury Prospect Schools. These assessments are instrumental in informing how students with special needs are progressing towards their IEP goals and if we need to dramatically change intervention strategies such as small group instructional placements. Further, the STAR assessment will be critical in our Response to Intervention (RtI) framework, to make sure we are really moving students towards mastery of grade level standards or if we need to move students through a more succinct referral process. Specific guidelines for RtI performance triggers can be found in appendix A.2. ● NWEA MAP: The Northwest Evaluation Association™ (NWEA™) interim assessment, Measures of Academic Progress® (MAP®), will be issued minimally twice per year to Danbury prospect students. MAP data will be utilized quantify student academic growth has occurred between testing sessions, set target proficiency goals and allow teachers to differentiate instruction and pinpoint individual student needs based on the testing results. MAP data will help to determine if a middle school student is ontrack for IBDP readiness by the end of 10th grade. Students who are on track must obtain an ELA MAP RIT score = 220 (at spring assessment), and a Math MAP RIT = 231 (at spring assessment). ● Fountas and Pinnell (F&P): Danbury Prospect will use the Fountas and Pinnell Benchmark Assessment Systems. The Benchmark Assessment Systems are nationally normed and standardized, providing Danbury Prospect with dependable and highly accurate measurements of success in reading and language learning. Fountas and Pinnell measures decoding, fluency, vocabulary, and comprehension skills from grade K-8. They are also aligned to the state standards for reading and language. Fountas and Pinnell Assessments will be given early in the school year, with regular additional assessments, in order to determine how students are progressing in the English Language Arts. As a result, Fountas and Pinnell Assessments give teachers the ability to track individual and 37 class progress throughout the year in a wide range of ELA skills. Danbury Prospect will administer Fountas and Pinnell Benchmark Assessments four times per year. In addition, teachers at Danbury Prospect will receive professional development training for the administration and interpretation of Fountas and Pinnell Benchmark Assessments. B. Explain how the assessment system ensures the participation of all students, including those students identified as requiring special education, in the appropriate Smarter Balanced Assessments, Connecticut Mastery Test (CMT) and Connecticut Academic Performance Test (CAPT) Science and SAT and/or other alternate assessments for students through the Planning and Placement Team (PPT) process. Danbury Prospect will follow all guidelines for administering Connecticut examinations, supporting the appropriate assessments and accommodations for students with disabilities as outlined by Smarter Balanced Assessment guidelines and student’s IEPs and our Student Support Services team. As the guidelines state, all students are held to the same standard of participation and performance for the state test and we extend this to all forms of summative and formative assessments that we will administer at Danbury Prospect. Supports will be provided in accordance to students’ IEPs or 504 plans, or when indicated by a teacher or other classroom support person. Danbury Prospect will benefit from 8 years of experience at sister schools planning accommodations for students as needed. Currently, at our Brooklyn Prospect Windsor Terrace Middle School, our students with disabilities outscored students with disabilities in the local district in both Math (31% proficient vs 19% proficient) and in ELA (21% proficient vs 17% proficient). Exceptions may be made for English Language Learners who are enrolled in their first year of school in the United States. Under those circumstances, Danbury Prospect will adhere to the state’s guidelines for alternate assessments based on modified achievement standards (AA-MAS). Students with the most critical cognitive disabilities who meet specified criteria, may also be permitted to take alternative assessments. For students such as these, the Planning and Placement team will make these decisions. As Danbury Prospect will open with a 6th grade class in its inaugural year, we will be using the knowledge gained from our two Brooklyn sister middle schools to ensure our assessment program is fully accessible in accordance with Connecticut’s guidelines and that all students are prepared for success on both computer adaptive and standard assessments. This preparation will include training teachers and staff, as well as preparing students. While the SBAC assessment will provide important performance data at the end of the year, Danbury Prospect will rely on the formative and summative assessments outlined above to provide remediation and to monitor progress on an ongoing basis throughout the year. This model supports identifying student’s instructional needs in real-time, so educators can plan reteach and classroom differentiation or establish interventions as needed. This data provides critical indicators of student progress towards IEP goals and English Language proficiency, empowering our teachers to be responsive to student needs. C. Explain how assessments will be used to determine, monitor, and report individual student, cohort, and school progress over time. In particular, please describe a purposeful approach for measuring student progress toward achieving academic and non-academic goals tied to the school’s mission and educational priorities. Core to its mission, Danbury Prospect is committed to using real-time assessment data (both formative and benchmark assessments) to help identify and provide support for all students, including struggling students, students with special needs, and English language learners. Understanding how students are performing is essential for the design of our instructional methodologies as articulated in section 1.4, specifically on how coteachers are choosing the appropriate instructional model based on assessment data. Further, aligned to section 1.3 Danbury Prospect has designed a curricular revision cycle that emphasizes the monitoring of how students and cohorts are responding to curricular approaches. Tightly linked to our commitment to developing excellent teachers, this review process is key in designing the appropriate professional development focus areas. Students whose coursework grades and other assessments indicate they are not on track to meet annual 38 learning objectives will be recommended for additional support via after-school tutoring. Aligned to our educational philosophy of ensuring our parents as partners in the educational process, parent-student-advisor conferences will be held to inform parents of the support available and the possibility their student may need much more intervention and supports to meet their potential for grade level mastery. If student achievement data at the conclusion of the school year indicates that students have not met annual learning objectives for their grade level, students will attend Summer School. Data garnered from the assessments in section 1.4a, will be used to inform instruction, monitor individual student and teacher performance, allocate resources and personnel, and ensure that any special services and supports are informing curricular, professional developing, and coaching sessions across the school. Weekly and Monthly Danbury Prospect teachers ensure that significant attention to developing and implementing quality lessons is aligned to the results of the assessment data. Co-teaching meetings: During weekly co-teaching meetings, teachers have an opportunity to review lesson plans, student formative assessment data, and to make the appropriate adjustments to the instructional methodologies chosen. Moreover, teachers will be coached during these sessions through deeply examining student work, to ensure that lessons clearly align to standards and are representative of the teaching focus areas that develop the level of critical thinking and inquiry present in the IB, CCSS, NGSS and CT State Standards. Grade Level Meeting/Student Support Meetings: Teachers will also look at data from student grade as a whole and data from student support meetings and combine this data to create tutorial groups. These tutorial groups run during the study hall time. They are small group pull outs that provide targeted intensive support in specific subject areas. Student needs meetings are times when teachers and grade level leaders talk about which is the highest leverage subject area and discuss the student personalities to ensure a healthy balance of the working groups. These groups are created for each subject area and within each classroom to ensure Danbury Prospect students are getting targeted support. Depending on the subject area and objective of the day, the groups change between being heterogenous or homogenous. Periodically Data Day Professional Development: Data collected from interim and mock assessments will be analyzed by the Principal, school instructional team, and the Prospects School's Academic team to help design periodic Data Day Professional Development sessions, three times per year. These data “step-back” sessions allow the school to examine their progress towards collective academic and non-academic goals. Additionally, these professional development sessions will allow the school to strategically plan what the appropriate instructional direction moving forward is, and how this data will inform grade level, department team, and co-teaching shifts across the school. Data will be analyzed by item and standard, in the aggregate to gauge school wide performance, and subgroup analysis by student, class, cohort, teacher, subject, etc., will be conducted. Coaching and Instructional Leader Team Meetings: These meetings occur on a periodic basis with the Principal and department leads. During these sessions, action plans will identify skills/concepts to be retaught to the class, small groups, and individual students with tutoring support; students in need of intense remediation; adjustments to existing student groupings; weaknesses in curriculum to revise for future years; and support/PD for teachers to strengthen areas of instructional weakness. Action plans will be revisited frequently to ensure students are making adequate progress toward mastery of standards. Significant planning and PD time throughout the year will focus on analysis of student achievement data. Families: Danbury Prospect recognizes that we maximize our impact on students when families and school professionals are aligned in our support of students. Therefore, parents and students will be made aware of student achievement data through a variety of mechanisms. Most frequently, an academic data report will be available through the school’s online performance tracking system. Parents will also be sent out reminders of when and where to access the reports. The report will include absolute and comparative data on homework completion and assignment grades for the weeks in addition to information about future homework assignments. Advisors will monitor the progress of advisees across all subjects, and maintain close 39 communication with advisee families regarding trends in overall emotional, social and academic performance. Teachers will also call home regularly to inform parents of both positive and negative academic and behavioral developments. At the middle and end of each semester, students will receive a report card with grades for each class. All parents will be required to attend a parent-teacher conference after the first report card. Governing Council: Prior to each of the meetings of the Danbury Prospect Charter School’s Governing Council, the Principal will compile a school-wide data analysis to share with the council’s Academic Oversight Committee and the Governing Council at large. These data reports are critical in ensuring there is an adequate monitoring of the school’s progress towards academic and non-academic goals. Based on student performance on interims, growth assessments, and state assessments the Governing Council will make decisions about resource allocation, curriculum, and instructional strategies that might be implemented schoolwide. Additionally, Danbury Prospect will collect and monitor non-academic data and progress towards those goals. Statistics for this area will include daily attendance records, enrollment figures, attrition and retention rates, financial statements, disciplinary referrals, family and student surveys, parent engagement rates, community partnerships, etc. These metrics will be essential in accountability around progress towards meeting academic and non-academic benchmarks. D. Describe how the school will use student assessment data to improve curriculum and instruction. From the start of the year, the Principal consistently emphasizes collaboration among faculty when designing the interdisciplinary curriculum, developing assessments and implementing common instructional practices. Danbury Prospect has common weekly meeting times for teachers to collectively plan grade-level work, and every core faculty member will have daily planning time allocated to their schedule. Teachers will have 2-4 hours of professional planning per week with the following schedule: Figure #23 Weekly Professional Planning Calendar Test results will reveal student strengths and weaknesses, and co-teaching planning meetings will give teachers the opportunity to address student needs and coordinate differentiated instruction. Supported by the Principal and special education teacher, teaching teams will adjust instruction and curriculum to address specific student weaknesses. As required on an individual student basis, teachers will provide additional academic support in after school tutoring. At the end of each unit, a unit test is given. The results of the unit tests are utilized to determine the effectiveness of the curricular unit on student learning. The curricular teams, consisting of the classroom content teacher, classroom co-teacher, school-based instructional leader (principal or department head) and the network content area specialist, will evaluate the unit curriculum and plan changes for the following year. The results of the unit tests also provide an additional data resource to triangulate results from the exit tickets, biweekly quizzes and interim assessments. Grade level common assessments will be graded by teachers as a team. Teachers will use the results in multiple ways. Teachers will advise individual students based on individual performance. Teachers will use the data to determine what content and skills were mastered by the class and which were not. This data will influence the design of the subsequent curriculum by providing teachers with a goal to dedicate further study and practice to areas of student weakness. The grade level team of teachers will collaboratively address student weaknesses by 40 working to focus curricular and pedagogical attention on these weaknesses. Over time, these collaborations will hone a set of best practices instructional strategies for Danbury Prospect teachers. Reteach plans, developed by teachers and reviewed by Danbury Prospect administrators will be developed to address deficiencies in student performance against the CCSS standards. Adapted from protocol designed by the Relay Graduate School of Education, the following steps will be taken to develop effective reteach plans: Teachers, supported by the Prospect Schools Data specialist, will identify the the deficient skill, content, or strategy based objective that tightly aligns to standards Teachers, supported by the Prospect Schools Data specialist, will identify specific questions from the assessment that are tightly aligned to identified standard. Teachers will review the questions and create a teacher answer exemplar. Next a review student responses to the question (select from low, medium and high performing students) will occur in order to name the misconceptions that are revealed by the scrutiny of student work. Teachers will design a reteach plan to address misconceptions. Reteach plans will be implemented and students will be reassessed. 1. 2. 3. 4. 5. The data will also be used as a component in determining a teacher's overall performance. If the data suggests that the teacher needs to improve, the Principal will work with the teacher to provide the support necessary for sufficient professional development. As mentioned previously, the data teams that will work within and across the Prospect Schools network will examine student assessment trends throughout the year to alter and adjust instruction as needed. The trends identified will be the focal point for summer professional development led by Prospect Schools across the schools in New York and Connecticut. E. Provide an assessment calendar and explain how the calendar provides opportunities for remediation. Please include a plan to address the needs of students who do not meet established achievement targets Type of Assessment or Evaluation Curriculum and CCSS Alignment Frequency Accessibility & Communication to Stakeholders (Staff, students, parents, and Board) Evaluating & Reporting Program Effectiveness Influencing Program Design and Instructional Decisions SBAC for ELA and Math X Annually X X X Mock Assessments X Annually X X X Interim Assessments X 4x per year X X X STAR X Periodically (minimally 2x/year) X X X NWEA MAP X Periodically 2x/year Fountas & Pinnell X 3x per year X X X Exit Tickets X Daily X X Quizzes X Every 2 weeks X X 41 Unit Tests X Every 4-6 weeks Informal Teacher Assessments: Checks for Understanding X Daily Language Assessment Scales (LAS) for ELLs X Annually X X X X X X X Following all assessments, school based academic leadership (Department Heads and Principal) and teachers review the results collaboratively and plan specific content re-teach for the students. Teachers review informally gathered assessments each week with an academic leader as they lesson plan. Varied assessments, which take place at set intervals, allow instructional adjustments for the students who are not meeting achievement targets. An example calendar highlighting a typical math re-teaching plan is provided in the appendix. Students not meeting targets will be given additional support from the Student Support Services team. Danbury Prospect also offers additional ways for students to receive additional support, whether that is on a more informal basis during study hall or advisory or through supplemental course support during winter or spring breaks. All teachers maintain office hours which are accessible to all students. Students may be recommended and encouraged to attend office hours by teachers or family members. A staffed “Homework Club” will be available to students in the afterschool program. F. Describe the proposed school’s plan to share student learning practices and experiences with the local or regional board of education of the town in which the proposed charter school is to be located. Danbury Prospect Charter School seeks a positive, collaborative relationship with Danbury Public Schools (“DPS”). We appreciate the challenges that the district faces as it seeks to educate Danbury’s large, diverse population of students and we look forward to working with them in that regard. Danbury Prospect has reached out to the DPS Superintendent of Schools, Dr. Sal V. Pascarella, and has met with the Deputy Superintendent, Dr. William R. Glass to learn more about DPS and discuss ways to collaborate in adding to the community’s educational offerings. Danbury Prospect professional development training sessions are open for other non-network professional to attend and we plan to focus on topics such as “Creating an inclusive environment” which may be of interest to the Danbury Public Schools as well. DPCS looks forward to partnering with the Danbury district in more targeted ways that could be developed during our planning year and are happy to present data at any Danbury Board of Education meetings as well as reserving a seat for a representative from the Danbury Board of Education on our Governing Council. Each month Danbury Prospect Charter School will host public Parent Teacher Student Organization meetings which all members of the Danbury community are welcome to attend. Prospect Schools is a founding member of the Diverse Charter Schools Coalition and strongly believes in sharing best practices to improve the educational system for students as a whole. We will continue to be a model of inclusivity by bringing students from radically different backgrounds together intentionally and designing our school environment to further productive relationships. 42 Section II Strength of Organizational Effort 2.1 Experience and Expertise of Founders A. Provide a list of the founding group members that developed and designed the application for the proposed school, as well as resumes detailing the background, relevant experience, knowledge and expertise, and/or qualifications of each founding member. The Founding Team The Founding Team is comprised of two groups- Community Founders and Educational Founders. The Community Founders, have deep ties to the local Danbury community and a significant understanding of both the current public K-12 educational landscape in Danbury, and the needs of Danbury children. The Educational Founders have helped build, nurture, and run 40 successful charter schools in 16 cities across five states and two countries for over 25 years. Combined, the Team has more than 110 years of accumulated experience and institutional knowledge pertaining to the essential components necessary to successfully establish and run highly effective charter schools in communities with student populations similar to Danbury's. Our Story The Community Founders are a group of Danbury-connected individuals who live, work, worship, or are otherwise connected to the Greater Danbury community. The roots of Danbury Prospect originated with this group, who came together to problem-solve around a variety of issues pertaining to the quality of teaching and learning in Danbury public schools. Issues ranging from middle school overcrowding, academic achievement levels, sibling preference at the magnet schools, limited school choice options, disparities in resource allocation at the schools to statewide budget cuts and equitable school funding across Connecticut were discussed. As a result, the group began to formally assemble in 2015, and officially came together in early 2016 to support the development of a charter school developed in and for the residents of Danbury Once they had identified the needs of their community, the Community Founders did some research to find a successful charter school network whose values and vision were aligned to the needs of Danbury and who had a strong track record of success with a student population whose racial, ethnic, and socioeconomic composition is similar to Danbury’s. That research lead the team to the founders of Prospect Schools, who founded the Brooklyn Prospect Charter School network of schools, located in Brooklyn, New York. A partnership was forged, bringing a group of community leaders who desired more and better public school options together with a highly regarded and experienced charter school operator. The resultant group of educators, advocates, parents, community members, and leaders came together united under a common mission and vision of Danbury Prospect Charter School. The Community Founders The below Community Founders, in addition to their deep roots in the Danbury community and educational landscape, have an array of local and state level expertise, especially in the areas of education, organizational leadership, educational policy, mixed media, child development, operations, finance, real estate, communications, and development- all areas crucial to the building, start up, and running a successful school. Irene Aspras: Former Board Member Danbury Children's First; Citywide PTO Liaison; Bilingual Tutor in Modern Greek and French; Conversant in Italian and German; Danbury Parent. Ms. Aspras grew up in a bilingual home and received her education overseas which has provided her a unique, global perspective on issues pertaining to children and families. In addition to working full time, Irene teaches Modern Greek to students, preparing them for the NYS Regents-equivalent examination, and tutors children of all ages in mathematics, English, French and the sciences. Since moving to the United States, Irene has been an advocate for high quality education for all, regardless of socioeconomic status and irrespective of where one lives. Irene is a class of 2009 graduate of the Parent Leadership Training Institute, a Danbury Children First board member, and an active participant in Danbury educational landscape- public and private. She serves on the Danbury Citywide PTO, volunteers as a Parent Ambassador, grade-level parent, and facilitator for Junior Achievement. Irene is the mother of two and has lived in Danbury for over twenty years. 43 John Balis: Communications, Multimedia, Marketing Entrepreneur; Graphic and Design Consultant; Character Education Curriculum Developer for Middle and High School. Mr. Balis grew up in Danbury, CT, attended Broadview Middle School and graduated from Danbury High School. After graduating from SUNY Purchase New York, he started working for an international management consulting company and later went on to develop his own business where he has served several Fortune 500 companies over the years. John is an Executive Producer for Our8s Productions, developing movies and original content for television and the web. John has a passion for education and educators. Recently he and his team formed a production company creating character education curriculums and content to help schools teach empathy, compassion, and guide school staff to create safe school climates. Their principal project includes a feature film “Put It Into Words” which is being produced by Hollywood producer Jeffrey Wetzel. The film includes a detailed curriculum to help administrators and educators promote safe school climates. John and his son Indiana, co-manage his business, The World’s Greatest Search and Discover, a company centered around teaching kids world history in a fun and engaging way. Rachel Chaleski: Danbury CityWide PTO, Secretary; Declared Candidate for Danbury Board of Education (2017); Statewide Advocate with CT School Finance Project; Danbury Parent. Ms. Chaleski has been an active community member in the Danbury community for over 17 years. She is a mother of two, who attend the Western CT Academy for International Studies Elementary Magnet School, where she has been deeply involved as a volunteer, serving on the PTO Executive Board in several capacities, as a Junior Achievement facilitator, a garden and media assistant and as a Parent Ambassador, giving tours to prospective families. As Secretary for the Danbury City-Wide PTO, she created and maintains its website and social media presence. Her involvement with the Board of Education successfully escalated when members voted to modify an admissions procedure at AIS admitting Danbury residents only, not students from outer districts. She is a graduate of the Parent Leadership Training Institute, and currently serves as a member of the design team. Through the Connecticut School Finance Project, Rachel has been involved in the state budget process as an advocate for a fair and equitable school funding system and testified in front of the Connecticut General Assembly on behalf of all CT students. More recently, she is a member of the Danbury International Children’s Museum Planning Committee and will run as a candidate for the Danbury Board of Education in the fall of 2017. Irving Fox: Danbury City Councilman - Education Budget Committee; Former Chairperson Danbury Board of Education; Danbury Parent. Mr. Fox currently serves on the Danbury City Council, sitting on the Education Budget Committee where he oversees education spending for the city of Danbury. As former Chair of the Danbury Board of Education and founding Board member and Treasurer of the Danbury Youth Track and Field Association, Irving has served on the boards of several educational and youth-related community organizations, including Danbury High School Governance Council, Vice President of Danbury Children First, Co-President of the King St. School PTO, Treasurer of Broadview Middle School PTO, and Treasurer of the Danbury High School PTO. Irving has four children, two of whom currently attend Danbury High School. He is currently Manager of IT Financial Operations at Pitney Bowes in Shelton. Maura Newell Juan: Principal Architect; Member of City Center Architectural Review Board; Danbury Parent. Ms. Juan has been practicing architecture throughout New York and Connecticut since 1996 and is a member of Danbury’s City Center’s Architectural Review Board. Having worked and lived in Danbury for more than fifteen years, she has built solid working relationships with local planning directors, zoning and building officials, and fire marshals. As Managing Principal Architect, Maura, and her husband Emmanuel, Design Principal Architect operate, Seventy2architects, a technology-driven architectural design firm specializing in commercial and residential architecture throughout Greater Danbury, Fairfield County and Connecticut. Maura is a past president of the Kiwanis Club of Greater Danbury, past board member of Danbury Youth Services, director of the “Bringing Up Grades” program at the South Street School, parent volunteer for Junior Achievement, and Girl Scout troop leader. She is additionally a member of the City Center Danbury Architectural Advisory Committee, and works with students to encourage interest in architecture and engineering professions. She and her husband live and work downtown, with their two children, and are committed to the development of a strong and vibrant downtown Danbury. 44 Tracy Kelley, J.D.: Danbury Resident; Charter School Development and Education Reform Consultant. Ms. Kelley currently heads her own consulting firm where she partners with state and local educational agencies to offer charter school evaluation and expertise for new school developers and authorizers. She also conducts site visits and compliance audits to monitor, evaluate, document and support the operational and legal compliance of authorized charter schools in accordance with state and federal mandates and partners with district and/or charter schools to conduct school quality review. Prior to consulting, Tracy worked as the founding Portfolio Director of Public Square Partnership a placed-based funder committed to improving public education opportunities for children in Connecticut’s highest need districts. Tracy was also Project Manager with Schoolworks, an educational support organization and worked in the Office of New Initiatives at Baltimore City Public Schools where she created the district’s first turnaround pipeline of pre-approved turnaround service providers and school leaders. Tracy began her education career in Chicago Public Schools as a classroom teacher and later as a Library Media Specialist. Working under the leadership of then CEO Arne Duncan, Tracy served in the Office of New Schools as a Coordinator for Charter School Selection and Evaluation and was part of the Renaissance 2010 team, which oversaw the recruitment, authorization and development of all new and emerging charter and contract schools in Chicago. Tracy is a 2017 graduate of the Parent Leadership Training Institute. Stephen Nocera: Director of Project Excellence. The Office of Project Excellence (OPE) acts as an umbrella for all City of Danbury projects. Stephen is responsible for unifying all departmental projects ensuring they align with the vision and long-term strategy of the city. Stephen’s primary goal in OPE is to provide cost containment, prioritization, and to ensure the completion of all approved projects. Prior to OPE, Stephen was Chief Administrative Officer for the Town of Stratford where he managed and oversaw all management personnel including Finance, Public Works, Human Resources, IT, Town Clerk, Economic Development, and Health and Human Services. Currently, Stephen serves as Chairman of the Simsbury Board of Assessment Appeals, an elected board that oversees and adjudicates property tax appeals on behalf of Simsbury residents. Stephen is a London School of Economics and Political Science - Hansard Scholar and a Cum Laude graduate of Marist College with a BA in Public Affairs. Emanuela Palmares: Editor-in-Chief La Tribuna Newspaper; Commissioner of CT General Assembly's Latino & Puerto Rican Affairs Commission, Member of Commission on Equity and Opportunity, and Language Acquisition and Educational Equity Workgroup; Identified as one of the 50 Most Influential Latinos in Connecticut; Danbury High School Governance Council; Danbury Parent. Ms. Palmares, a Brazilian-American immigrant raised in Danbury, began her service to the city she loves at the age of 15, when she helped the Danbury Public Library provide language services to non-English speaking residents. She is currently the Editor-in-Chief of The Tribuna Newspaper, a free biweekly newspaper, published in English, Portuguese, and Spanish simultaneously providing news coverage at the local, state and national levels. Ms. Palmares was appointed Commissioner on the Latino and Puerto Rican Affairs Commission, the first Brazilian to serve on this advisory commission to the Governor and the Legislature. Emanuela’s service as a Commissioner and member of the Executive Board is dedicated to promoting health, safety, educational success, economic self-sufficiency, and ending discrimination. Emanuela’s service on the Danbury High School Governance Board reflects her commitment to helping schools and students achieve optimal performance. She served on the Language Acquisition and Educational Equity Workgroup which studied educational outcomes of English Language Learners in CT and made recommendations to the General Assembly. She is the author of numerous articles on immigration and the Latino community and has been an invited speaker at the Portuguese & Spanish Department of Yale University. She was recognized by Latinos United for Professional Advancement as one of the “50 Most Influential Latinos in Connecticut.” Leroy G. Parker: Pastor, New Hope Baptist Church in Danbury; Former Educator. Reverend Parker was elected in 2013 as the 8th pastor in the 118 year distinguished history of The New Hope Baptist Church in Danbury, Connecticut. Having accepted Christ into his life and getting baptized at the age of 16, Reverend Parker went on to graduate from Alabama State University in Montgomery, Alabama, receiving a Bachelor of Science Degree in Elementary Education. He later received his Master of Divinity from Virginia Union University in Richmond, Virginia. Reverend Parker currently lives in Fairfield where he and his wife, an elementary school teacher, are raising twin boys. Reverend Parker is a former first grade teacher. 45 Tricia Robinson: President, Parent Teacher Organization - Academy of International Studies Magnet School; Entrepreneur; PLTI Graduate; Danbury Parent. After working for General Electric for 17 years, Ms. Robinson left in 2013 to focus on her two young daughters. Having come from an ethnically diverse background-Mexican, Serbian, and German, Tricia travelled extensively across the globe falling in love with different cultures. While completing her MBA at Carnegie Mellon's Tepper School of Business, Tricia met her husband, who was born and raised in India. It is because she is so internationally-minded that she wanted to become actively involved in the educational life of her children. When changes were proposed by District leaders that would adversely impact the quality of student life at AIS, Tricia spoke out, she attended school board meetings, and advocated for what she thought was right. After successfully having the decision reversed, she was encouraged to take on more leadership roles including her current role as PTO President at the Academy of International Studies Elementary Magnet School (AIS). Tricia is a proud member of the PLTI class of 2016, a wife, mother, volunteer, and entrepreneur, who is inspired to find a better way to get things done. Stephen Tracy, Ed.D.: Former Superintendent of New Milford Public Schools and Derby Public Schools. Dr. Tracy, a lifelong educator and an advocate for parent choice in public education, has over 30 years of district-level leadership experience in Connecticut-New Milford, Derby, Farmington, and Connecticut Department of Children and Families. He is currently the Managing Partner of Connecticut Youth Forward, a consulting group that works with schools and other youth serving organizations to promote student engagement and success through the principles of Choice Theory. Dr. Tracy received his undergraduate degree from Princeton University, his master’s degree from Columbia University and his doctorate from Harvard University. He and his wife, Mary reside in Goshen, Connecticut. They have three adult sons. The Educational Founders The below educational founders of the proposed Danbury Prospect are all founders of Brooklyn Prospect Charter School and have overseen all aspects of the organization’s successful growth from its 2008 inception to present day, approximately 240 employees, 1000 plus students, and an operational budget that has grown from approximately $200,000 in their first year to over $23,000,000 today. Daniel Kikuji Rubenstein, Executive Director Mr. Rubenstein is a co-founder and Executive Director of Brooklyn Prospect Charter School. Since opening in 2009, Brooklyn Prospect has been dedicated to excellent teaching, curriculum designed around the pillars of the International Baccalaureate Program, and succeeding with a student body who sit side by side in classrooms with students from radically different backgrounds. In addition to his work at Brooklyn Prospect, Dan has been instrumental in forming the National Coalition of Diverse Charter Schools, a coalition of over 30 charter organizations and advisors dedicated to creating successful integrated public choice schools. An educator since 1992, Dan served in various teaching and administrative roles at Collegiate School, NYC, SEED Public Charter School, DC, Sidwell Friends School, DC, and School Year Abroad, Beijing. In 2002, Dan received the Presidential Award for Excellence in Mathematics Teaching for his work at SEED. His work in charter schools has been documented in USA Today, Education Next, ABC’s Nightline and PBS’ Life 360. He holds master’s degrees from both Columbia University’s Teachers College and St. John’s College and a BA in mathematics from Hamilton College. Penny Marzulli, Deputy Executive Director, Mrs. Marzulli, the Deputy Executive Director of Brooklyn Prospect Charter School, was a member of the school planning and founding teams. Penny’s current primary focus is external affairs where she has lead the development of Brooklyn Prospect’s reputation as a leader in the charter school movement, nationally recognized for its work in building and succeeding with an intentionally diverse student body. Additionally, she has raised approximately $10M for the organization, and grown outreach to an active audience of almost 10,000. Ms. Marzulli has spent a significant amount of time in Danbury getting to know the town, and its educational needs. A veteran of both nonprofit and for-profit organizations, and following a career in law firm recruitment, she brings a wealth of communications, development, policy and program administration experience to her organization. Mrs. Marzulli earned her Collegiate Professional Certification in secondary education and her B.A. degree from the University of Richmond. 46 Kim Raccio, Principal New School Development. Ms. Raccio joined Brooklyn Prospect Charter School in 2012 as the Founding Principal of the high school. During her first years at Brooklyn Prospect, while concurrently leading the development of this new high school program, Kim also led the high school, on an unprecedented timeline, to become one of the few non-select New York City public schools authorized as an International Baccalaureate World School to offer the prestigious Diploma Program (“IB DP”). She currently serves as the Principal for New School Development where she has lead the launch of the second BPCS middle school. Prior to joining Brooklyn Prospect, Kim was Assistant Head of Academics at Kingham Hill School in Oxfordshire, England where she was recruited in conjunction with the United States State Department to serve as Founding Director of the American Studies Program. In that capacity, Kim worked with the school’s staff to develop a groundbreaking, integrated educational program that brought together two national teaching systems in one learning community. Under her leadership, Kingham Hill became the first traditional British school to gain US educational accreditation with the New England Association of Schools and Colleges. In addition to her experience as a school administrator, Kim has extensive teaching experience in Connecticut, the United Kingdom and New York. She holds a B.S. and CT teaching certification from Southern Connecticut State University, and M.A. in Educational Leadership from Columbia University. She is currently pursuing an Ed.D in International Education from the University of Bath (UK). Hillary Prince- Director of Finance. Ms. Prince is also a founding member of the Brooklyn Prospect team. Originally from Connecticut’s Farmington Valley area, she worked in operations at the Hartford Civic Center (now XL Center) before embarking on a career path in K-12 education. While in graduate school, she completed a yearlong internship at globally focused IB magnet school, The Metropolitan Learning Center, in Bloomfield, before moving to Brooklyn in 2006. Hoping to combine her aptitude for operations with her interest in education, she went on to spend the next three years as Director of Operations with The Princeton Review, where she was responsible primarily for the implementation, oversight and expansion of federally funded afterschool tutoring programs on a national scale. Hillary earned a B.A. in English-Literature from Skidmore College, and an M.S. in Language Arts Education from the University of New Haven. Jessica Ochoa Hendrix- Development Associate Ms. Ochoa Hendrix has worked as an educational consultant whose previous clients include Relay Graduate School of Education and the Charter Accelerator Network for Achievement First. Previously, Ms. Ochoa Hendrix worked for Uncommon Schools as the Director of Organizational Learning for four years as the network grew from sixteen to thirty-two schools. In this role, she led the school leadership fellowships for both principals and directors of operations, as well as all network wide professional development, and annual school visits for each school. Ms. Ochoa Hendrix received her MBA with a concentration in Social Enterprise from Columbia Business School and was the recipient of the prestigious Board of Overseers Fellowship and the Nathan Gantcher Prize for Social Enterprise. Additionally, she served as an Education Pioneer at the New York City Department of Education and worked with Brooklyn Prospect Charter School to launch the first Brooklyn Prospect in 2008. Prior to business school, Ms. Ochoa Hendrix worked in marketing for the Harvard Business Review and The Economist. She holds a BA from the University of Texas at Austin. Together, this is the Founding Team representing Danbury Prospect Charter School. The team is guided by a common vision, a set of core beliefs, and an unwavering commitment to the children and families of Danbury. B. Identify which members intend to serve on the governing council of the proposed school. In addition, please describe whether members of the founding group anticipate moving into another role or relationship (employee, consultant, etc.) with the proposed school and, if so, how many. All of the founding team will continue to serve Danbury Prospect: • Stephen Tracy, Maura Newell Juan, and Stephen Nocera will join the Danbury Prospect Governing Council. • Kim Raccio, will transition to the role of Principal, Danbury Prospect Charter School. • Daniel Rubenstein, Penny Marzulli, and Hillary Prince, as employees of Prospect Schools, the Charter 47 Management Organization (“CMO”), will take over formal management responsibilities for Danbury Prospect via a management agreement to be activated before July 2018. Between the time the school is chartered and July 1, 2018 when the CMO takes a formal role in Danbury Prospect, Mr. Rubenstein, Mrs. Marzulli, and Ms. Prince, will continue to work with the governing council as advisors supporting Danbury Prospect in its planning year. This team will provide stable experienced leadership and has been in place with Prospect Schools since 2009. • The remaining founding team members will continue to serve as volunteer ambassadors and advisors to Danbury Prospect during the planning and startup phases. C. Identify any organizations, agencies or consultants that are partners in designing or establishing the proposed school. Please include a brief description of their role and any resources they have contributed or plan to contribute to school development. If the founding team is partnering or planning to partner with an organization, please include evidence demonstrating the organization’s record of student achievement and ability to operate a high-quality school. Danbury Prospect Charter School has partnered with three organizations in designing and establishing the proposed school: Brooklyn Prospect Charter School Brooklyn Prospect Charter School’s Executive Director Daniel K. Rubenstein, has acted as the lead contributor to the design and charter application of Danbury Prospect Charter School. While Danbury Prospect will be an independent organization run by its own governing council, the school model Danbury Prospect is proposing is a replication of the model developed by Mr. Rubenstein in collaboration with the Brooklyn Prospect team and Prospect Schools (“PS”). Brooklyn Prospect has generously shared information, systems, documents, and experience, and will accordingly continue to collaborate in the same manner with Danbury Prospect during Danbury Prospect’s development. Once the CMO, to which Mr. Rubenstein will transition to Executive Director, takes over management of Danbury Prospect on July 1, 2018, the Danbury Prospect and Brooklyn Prospect will be informally linked through collaboration, and fluidly able to continue to share best practices by a future shared and formalized relationship with Prospect Schools (see below, Section 2.2 for more details). That BPCS school model was first successfully launched in 2009 under the leadership of Daniel Rubenstein, Penny Marzulli, and Hillary Prince (all Danbury Prospect Founding Team members). Brooklyn Prospect Charter School, in collaboration with Prospect Schools, has since designed, launched, and lead a total of four highly successful schools in Brooklyn, New York: Brooklyn Prospect Windsor Terrace Middle School in 2009, Brooklyn Prospect High School in 2012, Brooklyn Prospect Downtown Elementary School in 2013, and Brooklyn Prospect Clinton Hill Middle School in 2016. Danbury Prospect, once chartered, and Brooklyn Prospect, while technically independent organizations, will continue to work together as sister schools, sharing best practices in all areas of operations and academics. Danbury Prospect plans to base its International Baccalaureate curriculum upon the curriculum developed internally and honed over the past eight years by the Brooklyn Prospect team. Brooklyn Prospect has contributed both vision and time working with Danbury community members in the design of the Danbury Prospect Program writing of this charter application. Demand for Seats: For the 2018 school year, Brooklyn Prospect schools received over 2850 applications for approximately 175 available seats. Demonstrating strong community interest and demand for the program, Brooklyn Prospect currently has 7702 students on their wait list for admission. Brooklyn Prospect has received acclaim for its intentionally diverse schools that focus on meeting learners where they are48 and focusing on the whole child development. 48 Albrecht, L. “’Intentionally Diverse’ Charter Middle School Opening in Gowanus” April 13, 2017. https://www.dnainfo.com/newyork/20170413/gowanus/new-middle-school-district-15 48 The table below shows the 2016-2017 student population at the two middle schools and high school in Brooklyn. The populations of each school are reflective of the district in which the school exists and show the diversity of student that Brooklyn Prospects programs serve. Danbury Prospect, in modeling after these Brooklyn schools, is designed to serve the diverse Danbury population. Figure 24. 2016-2017 Student Population at the Two Middle Schools and the High School in Brooklyn. Academic Results: In 2016, Brooklyn Prospect Middle School outscored New York state schools in both math (56% versus 40%) and English Language Arts (42% to 34%)49.49 In 2017 Brooklyn Prospect High School graduated its second 12th grade, boasting a graduation rate of 98%, 25% higher than the NYC-wide 2016 rate of 73%. The first graduating high school class earned 15 International Baccalaureate (“IB”) diplomas and this year, 37 seniors sat for the full diploma and are anticipating the results to arrive presently. The interest in the Diploma Program grew significantly from 2016 to 2017. At this point, 67 juniors and seniors are pursuing the International Baccalaureate Diploma and an additional 39 juniors and seniors have elected to take an IB exam. Prospect Schools During the design and planning of Danbury Prospect, the founding team partnered with Prospect Schools which has provided the resources needed to build the program. Once authorized, and effective on July 1, 2018, Danbury Prospect Charter School will sign a management agreement with Prospect Schools, a charter management organization, providing for the management of Danbury Prospect by Prospect Schools. At the same time, the central office team of Brooklyn Prospect Charter School, under the leadership of Danbury Prospect founding team members Daniel Rubenstein, Penny Marzulli and Hillary Prince, will transition to become employees of Prospect Schools allowing the same successful leadership team to continue management of the Brooklyn Prospect schools and add Danbury Prospect school to their management portfolio. More specifically, Prospect Schools as a CMO under the supervision of the Danbury Prospect Governing Council, will support Danbury Prospect in the areas of recruiting, human resources, operations, finance, development, curriculum and professional development. By entering into a management agreement with Prospect Schools, Danbury Prospect will enable their school leaders to focus on academics and school culture while benefiting from the experience that Prospect Schools has developed from managing outstanding schools since 2009. Danbury Prospect’s Governing Council will oversee the management agreement (term sheet attached) and the metrics associated with it. Additionally, the Governing Council will oversee the evaluation of the school principal with Prospect Schools advice and counsel. The management agreement will be evaluated on a regular basis to ensure that the students of Danbury Prospect are best being served. 49 SchoolDigger.com Brooklyn Prospect Charter School- retrieved July 2017. https://www.schooldigger.com/go/NY/schools/0099106123/school.aspx 49 The Peter and Carmen Lucia Buck Foundation The Peter and Carmen Lucia Buck Foundation (PCLB) is directed by its purpose statement, “giving motivated people the tools they need to help themselves.” These tools are about more than grants and include guidance, connections, convening, sharing information, and other forms of assistance that the Foundation and its grantees can provide. The PCLB Foundation looks to support the highest-quality organizations that show initiative, leadership, and innovation. The PCLB Foundation has chosen Education Opportunity, specifically K-12 education, as its primary area of interest. The Foundation believes all children deserve access to and the opportunities of a great public education, one that prepares them to succeed in college and in life. Prospect Schools is a key grantee in PCLB’s Education portfolio. Over the last four years, the PCLB Foundation has awarded Prospect Schools a total of $2.75 million in support of its growth in Brooklyn and expansion to Connecticut, including specific activities such as: ● Growth of a CMO, including centralization of curriculum, assessments, and talent pipelines. ● Strengthening of data systems, which have created a data-driven culture that allows for more rapid improvements in instruction. ● Strengthening of Prospect’s teacher pipeline, including support of Prospect’s participation in NYU’s recently launched EMAT (Embedded Masters of Arts in Teaching) Program, a one-year teacher preparation residency. (Over the last two years, PCLB has awarded over $200,000 to NYU for costs associated with Prospect’s participation in EMAT.) ● Developing an understanding of and presence in the Danbury community. The PCLB Foundation has a strong and long-standing commitment to Danbury, home of its founder and some Board members. In Danbury, the Foundation has supported services for the homeless and for the aging, working with Danbury organizations as varied as the Catholic Charities of Fairfield County, City of Danbury, Friends of Danbury Public Library, Regional YMCA of Western CT, United Way of Western CT and Western Connecticut Health Network. Prospect Schools’ expansion to Danbury has created an opportunity for the Foundation to bring together its commitments to both education opportunity and to the Danbury community. Having worked, through its education grant-making, with a number of high-performing charter schools and networks, PCLB has developed a clear understanding of the impact a high-quality charter school can have. The founding team of Danbury Prospect is honored to have held PCLB’s confidence for the last four years. The Foundation expects to continue supporting Danbury Prospect both financially and with guidance and connections upon the awarding of a charter. 2.2 School Governance and Management A. Indicate the structure of the governing council, including officers, members (distinguish between voting and non-voting ex-officio members), and length of terms and committees. (denote the officers or members on each committee). Please include an organizational chart that encompasses the governing council, council committees, and employees of the proposed school. Governing Council Structure Danbury Prospect will have a dedicated, well-rounded and diverse Governing Council selected for their deep connection to Danbury and commitment to improving 6-12 educational options for the community. The Governing Council will consist of approximately nine (9) members who will jointly establish organizational policy and provide oversight on all aspects of Danbury Prospect. Further the Governing Council will oversee commitments made to the community vis a vis the charter once granted, and will help ensure a positive, collaborative relationship develops between Danbury Prospect and Danbury Public Schools. The Governing Council will set and approve the budgets for the School, be responsible for the oversight of all aspects of the School’s use of public and private funds, and authorize the appointment and termination of the 50 School Principal. To ensure Danbury Prospect parents are well-represented in organization decision making, the President of the Parent Teacher Organization will be an ex-officio voting member of the Governing Council; all other members will be voting members. Included below is the organizational chart that encompasses the governing council, council committees, and employees of Danbury Prospect. The structure and committees are based upon the successful structure of Brooklyn Prospect Charter Schools. Figure 25. Organizational Structure Term limits Each member of the Governing Council will be elected for a three year term; consideration will be given to staggering of terms to ensure smooth transition during trustee turnover. The Governing Council will support the school through the implementation of six committees- each designed with a specific purpose to ensure the school has all the support and oversight needed to ensure success. More detail is provided below with regard to each committee and the committee structure is based upon the success of the Brooklyn Prospect Charter School Board which has been functioning efficiently for nine years. Council committees will assemble in the planning year prior to the launch of school. Council members may serve on more than one committee provided they have the expertise, capacity and desire to do so. Included in appendix C are the full by-Laws governing Brooklyn Prospect Charter School, a single education corporation similar to Danbury Prospect; these by-laws will be adapted for Danbury Prospect, pending the granting of the charter. Governing Council Standing Committees Executive Committee – Consists of Council Chair and Chairs of each standing committee. This committee will execute the full powers of the Governing Council between Council meetings, and assist the management group and Council Chair with the agenda for Council meetings. Academic Oversight Committee – Consists of no fewer than three members. Responsible for assisting the Council in reviewing the overall mission and program direction, academic standards, and assessments of student progress and faculty performance. These three members will meet with 51 the Executive Director and the Director of Academics of Prospect Schools to prepare the appropriate information. Committee members will work with both the School Principal and the management team to develop and closely monitor academic dashboards that are constructed to reflect and gauge student progress and state accountability metrics. Finance Committee – Consists of no fewer than five members. Responsible for monitoring, reviewing, and reporting on the school’s finances on a regular basis to the Governing Council; recommending the annual budget; and overseeing the annual audit of the school’s finances. These three members will meet with the Executive Director and the Director of Finance of Prospect Schools to prepare the appropriate information based upon carefully constructed financial dashboards that provide for regular assessment of finances including benchmarking against other similar organizations with the goal of driving incremental, continuous improvements in fiscal management. Development Committee – Consists of no fewer than three members. Responsible for participation in and oversight of fundraising and fund development initiatives; reviewing and approving major grant proposals; ensuring Council participation in annual campaign. These three members will meet with the Deputy Executive Director of Prospect Schools to prepare the appropriate information and work with the School Principal to evaluate the current and long-term funding needs of the school. Facility Committee - Consists of no fewer than three members. Responsible for oversight of facility acquisition and building initiatives; reviewing and recommending to full governing council all facility purchase or leases and ensuring that facilities are appropriately cared for and resourced. The three members will meet with the management team to consider both short and long-term needs of the School and that all buildings are designed and equipped to fully resource the academic needs of our program and students. Governance and Nominating Committee – Consists of no fewer than three members. Responsible for recruiting and nominating members to be elected to the Governing Council; conducting programs of orientation for new members of the Council; and assuring compliance of the Council with the bylaws and all applicable laws. The three members of the committee will meet regularly with the management team to ensure the Council has a strategic view and plan for its growth, to adopt criteria for candidates’ nomination in areas of expertise as outlined in this application are fully met, to make recommendations to the Council with respect to corporate governance policies, procedures and basic governance documents, such as the Bylaws and Committee charters. B. Describe the criteria for selecting officers and members of the governing council. The selection and development of Council members is a critical element of the success of any school. Service on the Danbury Prospect Council will require a significant commitment of personal and professional resources to the school’s mission. Therefore, every Danbury Prospect Charter Governing Council member must share a passion for educating the diverse students of Danbury. As the Governing Council moves forward and builds itself, the founding governing council member of Danbury Prospect are aware that C.G.S. Section 10-66mm-3 of the charter school law prohibits the sharing of board/governing council members with other charter schools; therefore, no member(s) of the Danbury Prospect Charter School Governing Council (“Council”) will serve on the board of Brooklyn Prospect Charter School, Prospect Schools, or any other charter school. The Danbury Prospect Governing Council will take very seriously their role as the group held accountable for ensuring the school is operating responsibly and in accordance with its charter, and will be fully trained in areas of academic accountability and fiscal responsibility. Danbury Prospect Governing Council, similar to the board of its sister school in Brooklyn, will institute a formal process for recommendation, selection, and election of all Council members. That process will be lead by the governance committee which will continually reflect upon and evaluate the needs of the Council to ensure strategic composition, including needed expertise and a diverse body, and that sound governance 52 practices are in place to ensure the Council remains focused on student achievement, strategic actions, ensuring an exceptional school leader, the raising and prudent use of resources, and fulfilling of all compliance expectations. As the steward of public trust and the formal holders of the charter, Council members are expected to have high levels of engagement in and oversight of the school. We expect 90% attendance at Council meetings, participation in committee meetings, a school visit at least once per year during school hours, and a willingness to tap personal and professional networks for the benefit of the school. Qualifications for Council membership include but are not limited to: ● An interest in improving access to quality education for all students regardless of race or economic status; ● The ability to be a good judge of information regarding the School Principal’s educational and fiscal management of the school and a willingness to replace the School Principal if results are less than satisfactory; ● Belief in the mission and values of the school; ● Ability and willingness to give time and energy to the school; ● A willingness to focus on the academic achievement of students in the school and not to divert the Council’s attention to matters that are peripheral to the Mission; ● An ability to fairly and accurately represent the community and its needs and views, and to represent the school to the community; ● Members must be over 21 years of age; ● The Council members jointly will have financial, legal, business, real estate and fundraising background; ● A willingness to accept and support decisions democratically made; ● An ability to represent the school both in general and to the community; and ● A willingness and ability to provide access to resources, both financial and other, in order to support and strengthen the school. Selection of council members will be a carefully orchestrated process- see ten official steps below in 2.2D. Generally speaking, the Council’s governance committee will take recommendations from Council members, school leaders or other constituents of the organization based on the identified needs of the Council. All prospective Council members that are recommended and interested in joining the Council will go through a vetting process that will begin with a meeting with leadership in which the mission and vision of the school and roles and responsibilities of a Council member are shared. If at that point the school leadership believes the prospective member is a good fit, the candidate moves forward in the process and meets with the Council Governance Committee. During that meeting, the trustee is evaluated based upon a rubric established by the Council as a tool that helps guide the selection of a balanced and diverse council with appropriate expertise and dedication. The governance committee jointly considers the prospective member and decides whether to recommend him/her to the full council. The full council votes on all recommendations. C. List the individuals who would serve as officers and members of the governing council; include their names, relevant experience, and/or qualifications for serving on the council, as well as their relationship to the community in which the school would be located. Please note that the council should include the involvement of teachers, parents, and the chairperson of the local or regional Council of education of the town in which the proposed school would be located, or the designee of such chairperson, provided such designee is a member of the Council of education or the superintendent of schools for the district. The founding team is currently recruiting for the Danbury Prospect Charter Governing Council and plan to have a total of approximately nine (9) council members in place after receiving the charter. Each of the members identified (see below list) have deep ties to the greater Danbury community and bring experience in the areas of public and charter school development, finance, law, education, and real estate. The four community members who have to date agreed to serve on the Governing Council are passionate members of the greater Danbury community with deep experience and expertise that includes a former Superintendent, a representative of the Mayor’s office, an architect experienced in real estate development and technology, and a 53 community philanthropist who was raised in Danbury public schools. Please see Appendix B for council members resumes that will outline their relevant experience and qualifications. In addition to the members below, Danbury Prospect Governing Council will include a parent (once students have been admitted) and a teacher representative, and reserve a spot for a member or designee of the Danbury School Board. Officer elections will be held once the Council is fully formed: Dr. Stephen Tracy: Dr. Tracy is a lifelong educator and an advocate for parent choice in public education. He is currently the Managing Partner of Connecticut Youth Forward, a group that works with schools and other youth serving organizations to promote student engagement and success through the principles of Choice Theory. Dr. Tracy formerly taught American History with the Lakeland, New York public schools and served as assistant superintendent in Farmington, Connecticut. He served as superintendent of schools for the town of New Milford, the city of Derby, and the Connecticut Department of Children and Families, and as a senior vice president for Edison Schools, Incorporated. Dr. Tracy received his undergraduate degree from Princeton University, his master’s degree from Columbia University and his doctorate from Harvard University. He and his wife manage a small dairy farm in Goshen, Connecticut, where they have resided since 2004. They have three adult sons. Maura Newell Juan: Maura has been practicing architecture throughout New York and Connecticut since 1996 and is a member of Danbury’s City Center’s Architectural Review Board. Having worked and lived in Danbury for more than fifteen years, she has built solid working relationships with local planning directors, zoning and building officials, and fire marshals. As Managing Principal Architect, Maura, and her husband Emmanuel, Design Principal Architect, operate Seventy2architects, a technology-driven architectural design firm specializing in commercial and residential architecture throughout Greater Danbury, Fairfield County and Connecticut. Maura was the project architect for the St. Mary School in Ridgefield. In Danbury, Ms. Juan’s firm designed the Pathways Academy for at- risk middle school boys, and Say Y.E.S. after-school tutoring center for struggling high school students. Her firm also successfully completed the addition of a new science lab at St. Luke’s School in New Canaan, and multiple projects at Greenwich Academy, Greenwich. She and her husband, who are raising two children, live and work downtown and are committed to the development of a strong and vibrant downtown Danbury. William Buck: William serves as Board Treasurer at the Peter and Carmen Lucia Buck Foundation. He is also chairperson of the Foundation’s Investment Committee. In his free time, William owns and manages a championship winning rally car racing team. He grew up in Danbury public schools, and resides in Connecticut with his wife and young daughter. Stephen Nocera: Stephen serves as the Director, Office of Project Excellence for the city of Danbury. The Office of Project Excellence (OPE) is an innovative startup department that acts as an umbrella for all City projects. The mission of the OPE is to unite all projects and initiatives and align them with the vision and longterm strategy of the city. The most important goal is to provide cost containment, prioritization, and to ensure the completion of all approved projects. D. Describe the plan to appoint subsequent officers and members to the governing council. Please detail the recruitment, selection, and removal procedures. The recruitment process for council members began with the founding group’s personal and professional networks, professional affiliations and recommendations from local and community based networks such as the Northeast Charter School Network and Danbury Mayor’s office. As Danbury Prospect builds its governing council, the founders will continually consider the balance of skills needed to ensure a well-rounded board. Once council members are in place, recruitment will be a carefully guided process, as described above in section 2.2B and below, by the following eight stages based upon the process used by Brooklyn Prospect for the past nine years. Stage 1: Any Council member (or other constituent) who identifies an individual who s/he feels would be a good addition to the Danbury Prospect Governing Council (hereinafter “Council”) will first share a bio of 54 the potential trustee with network leadership and Council governance committee chair. Stage 2: If candidate is of interest, a conversation between potential member and Chair of the governance committee and a school visit will follow. This conversation will entail discussion of the School’s mission and vision, roles and responsibilities of a Council member, what capabilities and strengths this individual would add to the current Council membership, and how s/he might enhance the work that is currently being done by the Council. Assessment of the Council needs will be done on a regular basis through meetings of the governance committee and conversations with the full Council. Stage 3: If both parties remain interested, the Chair of the governance committee presents the bio/resume and the recommendation to the Council chair and members of the governance committee. A conference call of the governance committee is held to determine agreement on whether to proceed with the candidate if there is interest and the candidate seems to be a good fit, then: Stage 4: A call is made to the candidate by the chair of the governance committee. A date is agreed upon for discussion of Danbury Prospect and the responsibilities and expectations of Council membership. Governance committee members are notified by the governance chair of the date and time of the initial meeting and are invited to attend if available. Stage 5: Following the initial meeting with the governance chair and available committee members, the candidate will meet with as many of the other members of governance as possible. These meetings will take place, when possible, within a month of the initial meeting. Stage 6: After the approval of the Council chair, governance chair and School and network leadership, the nomination is presented to the full governance committee, which decides on whether to recommend the candidate for election to the Council. This is not a final decision, as the nomination must be voted on at the next full Council meeting. Should the decision be to not proceed with the nomination, the chair of the governance committee would follow up with the Council member who identified the potential member and explain why the decision had been to go no further. Stage 7: A formal vote is taken at the next meeting of the Governing Council. Stage 8: All paperwork is completed and sent to Connecticut State Department of Education, Council membership is not official until approval from CSDE. New Council member meets with Council chair and/or chair of governance committee and/or legal representative to the Council to discuss committee work and bylaws of the Council. New Council member is asked to meet with staff at the Northeast Charter School Center to have the opportunity to receive training and education about charter Governing Council work. Any Council member may be removed or suspended by the vote of a majority of the entire Board of Trustees on examination and due proof of the truth of a written complaint by any Council member of misconduct, incapacity or neglect of duty, provided that at least one week’s previous notice of the proposed action shall have been given to the member whose removal or suspension is under consideration and to each other member. Additionally, the Commissioner may remove any member for misconduct, incapacity, neglect of duty or where it appears to the satisfaction of the Commissioner that the School has failed or refuses to carry into effect its educational purposes. A hearing in the proceeding for the removal for such trustee(s) shall be had before the Commissioner or a committee thereof and the Council member(s) shall be given notice of time and place of proceeding. E. Describe how the governing council will exercise oversight and responsibility for the overall operation of the school, including, but not limited to, educational programs, governance and fiscal management, personnel, facility maintenance, and community outreach. In addition, please explain how the governing council will hold the proposed school accountable to both parents and other stakeholders. The Governing Council of Danbury Prospect Charter School is comprised of community leaders, educational professionals, concerned citizens and local professionals committed to improving educational opportunities for the diverse students in Danbury. The Council will have all the powers and duties permitted by law to manage 55 the business, property and affairs of the organization. As required by Connecticut state law, each member of the Governing Council shall complete training related to charter school governing council responsibilities and best practices at least once during the term of the charter. The Governing Council shall have the following obligations and responsibilities: ● As needed, contract with the CMO for school management; ● Complete an annual review of CMO performance; ● Hire the School Principal, based upon candidates nominated by Prospect Schools, and ensure that he or she is performing his or her duties in a responsible and effective manner (Note: founding principal, Ms. Raccio, has been identified and hired); ● Contribute financially to the support of the school and assist the School Principal and/or Prospect Schools with fundraising activities; ● Create a strategic plan. Draft school policies to ensure long-term excellent school performance; ● Review all school-based dashboards, including finance, academics, student admissions and HR, give feedback and create policy for strategic issues; ● Hire an independent auditor to conduct an annual financial audit of the school; ● Review and monitor budgets; make strategic decisions to ensure the fiscal health of the school; ● Review and approve reports by an independent programmatic and fiscal auditor, who will conduct an annual financial audit of the school; ● Ensure that the school operates in compliance with all applicable federal and state laws; ● Ensure the auditing of the admissions lottery to be held in the event the school receives more applications than available spaces; ● Establish and monitor key indicators of school performance: finance, fundraising, academic performance, attendance, student behavior, school climate and culture, staff recruitment and retention; ● Review dashboard that monitor and annually assess school facilities to ensure the needs of students are being met and that facilities are properly maintained; ● Serve as Danbury Prospect ambassador, by sharing the progress of the school with the greater community; ● Review parent and stakeholder survey feedback to monitor satisfaction with the school; ● Appoint and recruit officers and members to the Council; ● Promote positive community relations; ● Establish and amend by-laws; ● With input from the School Principal and/or Prospect Schools, participate with others in any corporation, partnership, limited partnership, joint venture or other association of any kind, or in any transaction on behalf of the school; ● Conduct its business, carry on its operations and exercise its powers as a corporation; ● Hold a minimum of eight (8) Council meetings per year with consistently high attendance, and participate in monthly standing and ad hoc committees to accomplish strategic tasks; ● In compliance with Connecticut’s Freedom of Information Act and Open Meetings Law, the Danbury Prospect Council will ensure appropriate access to information and notice of public meetings. ● Designate a discipline committee to run hearings regarding staff recommendations for a student’s suspension of more than five days or for a student’s expulsion; ● Provide School Principal with critical feedback on key performance measures; and ● Take action, including potentially removal of the School Principal, or CMO should Danbury Prospect not meet expectations in its critical performance areas. The Governing Council shall have the sole authority to retain and terminate independent advisors as it determines necessary to carry out its duties. The Council shall have sole authority to determine the extent of funding necessary for payment of compensation to such advisors and other retention terms. The governing council will be assessed on its ability to meet its annual and multiyear goals. Annually, by September 1, the Council will establish its annual goals, revise its multi-year goals, and determine its mid-year benchmarks. The goals will be informed by the Council’s responsibility to oversee the school’s financial, academic, and 56 regulatory performance. During its December and June meetings (and more frequently if necessary), the Council will formally self- assess its progress toward achieving these goals. Council members will also partake in an individual self- assessment process. Individual council members will set goals by September 1 and will review their progress in December and June and will meet with the Council chairperson to discuss their progress. Should a situation arise where a governance council member is not meeting his or her individual goals, the Chairperson will provide feedback and ensure that the appropriate steps for corrective action are taken. F. Describe the authority the governing council will delegate to the school’s administrator. Explain the process by which the council and administration will make decisions and provide evidence of the distinct roles and responsibilities of council officers, members, committees and school administration. The Governing Council is responsible for Danbury Prospect’s charter and therefore ultimately responsible for the academic, programmatic and fiscal aspects of the school. The Council will review and amend or approve the CMO’s proposed policies and structures that shape Danbury Prospect; the school leadership team will be responsible for implementing and executing on these policies. The Governing Council recognizes the distinction between governance and daily management, and all school management responsibilities will belong to the Principal with the support of Prospect Schools in its capacity as a Charter Management Organization. These responsibilities include developing and implementing the academic program, creating and measuring short and long-term objectives, hiring and evaluating all school staff, and preparing and executing on the school budget. The School Principal will work on a daily basis with Prospect Schools which is accountable to the Governing Council. The Principal will work closely with Prospect Schools on all aspects of day-to-day management, curriculum support and implementation, recruitment, professional development and fiscal support. However, the Principal will be an employee of Danbury Prospect, meaning that the Governing Council has final authority over the Principal’s actions. The School Principal (already identified and currently employed by Brooklyn Prospect Charter School), Ms. Raccio, is the leader of Danbury Prospect and will be responsible for the day to day management of the school. She will be responsible to implement the vision of the school set by the Governing Council in conjunction with the CMO, manage the budget in service of that vision, and to hire or remove all school personnel with CMO support. The Principal will be responsible for ensuring the mission and vision for the school are implemented in every aspect of the academic and operational procedures. G. Describe the criteria and process by which the governing council will hire and evaluate the school’s administrator(s). As Prospect Schools, prepares to launch Danbury Prospect, a highly qualified, proven and passionate principal founder has been identified: Kim Raccio, who was born and raised in Connecticut. Ms. Raccio has already successfully opened two charter schools with the support of Prospect Schools- Brooklyn Prospect Charter High School in 2012 and Brooklyn Prospect Charter School- Clinton Hill Middle in 2016. In the future, were the role of Danbury Prospect Principal to open, the search will be driven by the Prospect Schools Human Resources and Recruitment team who will recruit highly qualified candidates, review resumes and score candidates against the job description criteria. Prospect Schools will schedule and manage a full day of interviews, that will include sessions with faculty, staff, and parents as interviewers. Prospect Schools will then nominate the top candidate(s) for the consideration of Governing Council. The governing council will interview and vote on whether or not to accept the candidate and a majority will be required to offer the position. If the majority of the board does not accept the candidate, Prospect Schools will continue interviewing until an acceptable candidate is found. The Governing Council will work with Prospect Schools to create a rubric for annually evaluating the principal. This rubric will include a number of metrics addressing academic program, student achievement, 57 school culture, school operations, strategic planning, and social goals and/or deliverables for Danbury Prospect to attain. Annual goals will be created by the Principal in conjunction with the CMO, and assessed, including interim milestones. The formal evaluation will take place at the end of each school year but regular observation, evaluation and feedback will be provided along with support throughout the year as selfreflection, professional development and continuous improvement are core commitments within Prospect Schools and Danbury Prospect. If, during the continual support, and feedback provided to the Danbury Prospect School Principal, Prospect Schools does not feel that the Principal is meeting the school’s high standards, it will issue a mid-year plan of improvement and will support the Principal as s/he works to improve. Prospect Schools will recommend to the Governing Council that the principal be replaced if his/her actions adversely affect the ability of Danbury Prospect School to reach its agreed upon goals and metrics. If Prospect Schools determines that the Principal should be replaced, they will notify the Council by written notice, including the reason for the decision, along with a proposed interim plan, and a recruitment strategy for a new Principal. Once the Governing Council receives this recommendation, the Council will meet to determine the merits of Prospect School’s rationale. If the Council agrees to remove the Principal, Prospect Schools will be responsible for implementing the interim plan and actively recruiting a new principal. H. For applicants planning to partner with an organization: Detail any plans to contract with an organization and explain why the organization was chosen to assist with the proposed school. If the governing council of the proposed charter school intends to contract with a charter management organization for whole school management services, include a description of the following: A. Evidence of the charter management organization's ability to (i) serve student populations that are similar to the student population that will be served by the proposed charter school, (ii) create strong academic outcomes for students, and (iii) successfully manage nonacademic school functions. As mentioned earlier in this Section 2, the Danbury Prospect Governing Council plans to enter into a Charter Management Agreement with Prospect Schools for the management of Danbury Prospect Charter School on July 1, 2018. By that date, the Brooklyn Prospect central office team, who has to date opened and successfully operated four highly successful and sought-after charter schools in Brooklyn, will be in place as the leadership team of Prospect Schools, prepared to support the opening and management of Danbury Prospect. Under the management of Prospect Schools, Brooklyn Prospect Charter School has become well known50 for serving a racially and socio-economically diverse student population. Prospect Schools was specifically selected by the Danbury founding team because of Prospect’s history of working successfully with student populations that are similar in its breadth of diversity to the student population in Danbury. Prospect Schools manages an elementary school, two middle schools, and a high school in Brooklyn, with waiting lists 51 in the thousands due to the high demand for these schools. As stated earlier, Brooklyn Prospect Schools have consistently outscored the district and the city in standardized exams52. In addition to its strong record of academic performance, Prospect Schools has operated its Brooklyn schools with a strong focus on building operational systems that can scale and leverage for greater success and impact on student learning across a larger organization. Prospect Schools also has a very prudent financial model in 50 Albrecht, L. “Intentionally Diverse’ Charter Middle School opening in Gowanus.” April, 2017. https://www.dnainfo.com/newyork/20170413/gowanus/new-middle-school-district-15 51 52 https://www.brooklynprospect.org/admissions New York State Department of Education Grade 3-8 ELA and Math Results 2015-16 School year. Retrieved from: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults 58 place with financial dashboards providing excellent monitors of school financial progress. In each of the past eight years of operation Prospect Schools has operated with a surplus at year’s end. And finally, Prospect Schools has lead the way to five successful facility negotiations - one for each of its schools, and a separate property for its network office. Each facility is a long term lease and has required significant capital investment. All capital facility projects have been funded from savings or fundraising campaigns. B. A term sheet that sets forth (i) the length of the contract for whole school management services, (ii) the roles and responsibilities of the governing council of the proposed charter school, the staff of the proposed charter school and the charter management organization, (iii) the scope of services and resources to be provided by the charter management organization, (iv) the performance evaluation measures and timelines, (v) the compensation structure, including a clear identification of all fees to be paid to the charter management organization, (vi) the methods of contract oversight and enforcement, and (vii) the conditions for renewal and termination of the contract. Please see Appendix C for the term sheet that includes (i) the length of the contract for whole school management services (ii) general responsibilities of each party, (iii) the scope of services and resources to be provided by CMO, (v) the compensation structure, (vi) methods of contract oversight, and (vii) conditions for renewal and termination. Below is a chart that details the roles and responsibilities of the Danbury Prospect Governing Council and School and Prospect Schools as CMO. Annexed to the Term Sheet for Educational Services Agreement, is (iv) a draft of the performance evaluation measures and timelines. Once Danbury Prospect is chartered, the term sheet will be the basis for a finalized contract for whole school management services of Danbury Prospect by Prospect Schools which will, pursuant to Section 10-66tt of the Connecticut General Statutes, be submitted in its final version to the State Board of Education, for approval. C. Evidence of compliance with the provisions of C.G.S. § 10-66tt In accordance with the provisions of C.G.S. § 10-66tt, the Danbury Prospect Governing Council will submit the contract for whole school management services between the Danbury Prospect Governing Council and the Prospect Schools charter management organization to the State Board of Education for approval. The Danbury Prospect Governing Council shall directly select, retain and compensate the attorney, accountant or audit firm representing the governing council. To comply with the provisions of C.G.S. § 10-66tt, the Danbury Prospect Governing Council plans to retain the services of an attorney who has developed previous whole school management contracts on behalf of Governing Councils with Charter Management Organizations. The contract for whole school management services will include, but need not be limited to: (1) The roles and responsibilities of the governing council of the charter school and the charter management organization, including all services to be provided under the contract, (2) the performance measures, mechanisms and consequences by which the governing council will hold the charter management organization accountable for performance, (3) the compensation to be paid to the charter management organization, including all fees, bonuses and what such compensation includes or requires, (4) financial reporting requirements and provisions for the governing council’s financial oversight, (5) a choice of law provision that states that Connecticut state law shall be the controlling law for the contract, (6) a statement that the governing council of the charter school and the charter management organization shall ensure compliance with the provisions of section 10- 66uu, and (7) any such information required by the Commissioner of Education to ensure compliance with the provisions of this chapter. 59 Below is a summary of the responsibility divisions between Prospect School and Danbury Prospect. The term sheet is included in Appendix C and includes more details and the full contract will be developed upon the Danbury Prospect Governing Council receiving initial Charter approval. Prospect Schools Responsibility Educational Program and Curriculum Educational Progress College and Career Readiness Materials, Equipment, Etc. School Evaluation Business Administration Service Providers Marketing Fundraising Student Recruitment and Enrollment School Reports Compliance Information Technology Facility After-School Programs Develop educational programs consistent charter application and oversee the implementation of such programs and curriculum Report on educational progress of students; analyze results of interim assessments and diagnostic tests Develop and oversee implementation program design Acquire materials, equipment and supplies Conduct school evaluation developed by CMO and School Direct the business administration of the School (i.e., develop policies and procedures for running School) Lead/arrange the identification, selection and contracting with service providers (e.g., transportation, auditing, payroll, custodial) Market and advocate for School to promote School (enrollment, fundraising, recruiting staff and public relations) Devise fundraising strategy in cooperation with Board and conduct fundraising activities on behalf of School Design and implement with assistance of School student recruitment and enrollment procedures and applications Assist School in preparing reports required to be submitted to the Authorizer With cooperation of School Board and School Leadership direct and oversee the School’s legal and regulatory compliance Facilitate School’s purchase and procurement of IT equipment and services (at School’s expense); arrange for IT help; complete E-Rate application Identify a facility and negotiate lease, license or purchase transaction to secure a facility for the School and assist School in securing facility financing Work with School to oversee appropriate after school programs are Danbury Prospect (School & Council) Responsibility Implement educational programs with CMO’ direction and oversight Administer interim assessments and diagnostic tests Implement program design Pay for materials, equipment and supplies Participate in school evaluation Adopt policies and procedures after considering CMO’s recommendations Enter contracts, as needed Support CMO by taking actions requested CMO Support CMO by taking actions requested by CMO Implement recruitment and enrollment procedures and applications Submit reports required by Authorizer Work with CMO to ensure legal and regulatory compliance Complete purchase and procurement of IT equipment and services Arrange and supervise any minor improvements or repairs to the School’s facility --- Implement and manage after-school programs (external third party or internal) 60 School Communications; Grievances Reports to School’s Board Parent Organization Principal and Head of Operations Hiring and Supervision of Leadership Team Teachers, Administrators and Other Personnel Professional Development Teacher and Support Staff Training Human Resources Employee Benefit Plans Budget Financial Management Services Personnel Records Audit Legal Services implemented Provide School stakeholders with periodic written information or materials regarding School; establish procedure with School for receipt and review of complaints or grievances Provide to School’s Board reports on education, operational and financial performance of School Encourage establishment of parents’ association or parent-teacher association Lead recruitment of Principal and Director of Operations. Responsible for the supervision, evaluation, discipline, retention, transfer and termination of the Principal Assist the Principal and Head of Operations in hiring. Approval rights over supervision, discipline, retention, transfer and termination of the leadership team Lead recruitment and screening of teachers, administrators and other personnel Support School’s Efforts Support School’s Efforts Provide general human resources services to School Upon request by School’s Board, initiate employee benefit plans and administer such plans. Prepare draft of School budget Provide financial management services in accordance with School’s Financial Policies and Procedures --Approval of auditor used for annual audit Assist School arrange legal services Establish procedure with CMO for receipt and review of complaints or grievances --- Support development of school reports --- Partner with parent-teacher association to ensure strong communications and aligned work Interview and hire principal, head of operations (with CMO’ approval) Principal of School responsible for supervision, discipline, retention, transfer and termination of leadership team, subject to CMO approval Interview and hire teachers, administrators and other personnel (CMO approval required) Design, implement and monitor professional development for instructional personnel. Develop and deliver support staff training --Cooperate with CMO in performing any necessary administrative tasks Approve budget Provide access to School bank accounts as necessary Maintain personnel records Arrange and pay for annual audit Arrange and pay for legal services The full text of the proposed Management Agreement and term sheet is included in the Appendix C. 2.3 School Leader A. For applicants with an identified school leader: List the name of the individual who would serve as the lead administrator of the proposed school as well as his or her qualifications, experience, certifications and education. In addition, please provide evidence that demonstrates whether the individual has a record of leading a high-quality school. Kim Raccio, currently Principal of New School Development at Brooklyn Prospect Charter School, has been identified as the Founding Principal of Danbury Prospect Charter School. A native of Connecticut and an 61 educator with 20 years of experience in schools serving as a founder, administrator, and teacher combined with her record of leadership, collaboration with other leaders in education, and lifelong commitment to her students and faculty, demonstrate how highly qualified Ms. Raccio is to lead this new initiative. Kim Raccio joined Brooklyn Prospect Charter in 2012 as the Founding Principal of Brooklyn Prospect Charter High School. In the five years she has been working with Brooklyn Prospect and the leadership of Prospect Schools, Kim has overseen the opening of a high school, an elementary school and a middle school. Her expertise opening successful new schools for every grade span will be an invaluable asset for opening Danbury Prospect as a grades 6- 12 school. During her first years at Brooklyn Prospect, while concurrently leading the development of this new high school program, Kim also led the high school, on an unprecedented timeline, to become the only non-select New York City public grade 6-12 school authorized as an International Baccalaureate (IB) World School to offer the prestigious Diploma Program (“IB DP”). As a result of the thoughtful programming designed into the school, Brooklyn Prospect students have continued to score above their district counterparts on their Regents Exam. Kim has an outstanding track record of retaining and developing her staff. Under her tenure at BPCS High School, 100% of the founding leadership team renewed their annual contracts. Her team exhibited enormous professional growth during her time at the high school with several staff members commenting on her coaching during staff surveys, including comments such as, “She understands systems of development and gives her staff the encouragement to meaningfully reflect. “Through a core commitment to continuous growth, Kim builds strong teams in which individuals seek leadership and drive positive change and success. One of Kim’s founding department heads left in 2015 in order to become the founding leader of a new charter school in Albany, NY. During the 2015-16 academic year as the Danbury plan and team were being developed, Kim accepted a role with the BPCS Central Office (the team that will transition to the Prospect Schools CMO) that leveraged her founding, teaching, and leaderships skills to support program development at the Brooklyn Prospect Elementary School. During this year, Kim directly coached five department members on a regular basis. Additionally, with the population of Danbury in mind, Kim took on oversight for the developing elementary ELL program with the intention of growing and building her understanding of how to best serve ELL students. Kim also helped design and support admissions initiatives to increase BPCS familiarity within the local free/reduced lunch population, while at the same time leading International Baccalaureate academic initiatives. During the 2016-2017 academic year, Kim took on the role of Principal of New School Development across the growing BPCS and Prospect Schools organization. Having launched a high school, and supported the growth of our elementary program, she is now leading the launch of a second BPCS middle school. In this role, she serves as a mentor to the school principal and is a member of the network wide strategic planning committee. Again, under her leadership, 100% of the founding academic team renewed contracts for the 201718 academic year. Prior to joining Brooklyn Prospect, Kim was Assistant Head of Academics at Kingham Hill School in Oxfordshire, England where she was recruited in conjunction with the United States State Department to serve as Founding Director of the American Studies Program. In that capacity, Kim worked with the school’s staff to develop a groundbreaking, integrated educational program that brought together two national teaching systems in one learning community. Under her leadership, Kingham Hill became the first traditional British school to gain US educational accreditation with the New England Association of Schools and Colleges. In addition to her experience as a school administrator, Kim has extensive teaching experience. A Connecticut native, she received her BS (Biology) and Grades 7-12 Connecticut Science Certification from Southern Connecticut State University. Her teaching career began in New Haven as a K-8 field educator and Director of Summer Programs with Schooner, Inc., and later as the Manager of Educational Outreach for the Connecticut SeaGrant Program at The Maritime Aquarium at Norwalk. After helping to launch the program in 1996, Kim 62 volunteered for six years with the highly successful Hamden-Bermuda Workshop at Hamden High School allowing hundreds of public school students the unique opportunity to engage in authentic marine research, culminating in an intensive visit to the Bermuda Biological Station. In 2000, Kim transitioned to “life ashore” by joining Hamden Hall Country Day School where, for the next seven years, she taught a wide range of science classes, including Intro, AP, and marine biology. A globally minded educator who is passionate about innovative educational programs, Kim earned a Masters of Arts in educational leadership from Columbia University and is currently pursuing her Ed.D in International Education at the University of Bath (UK). She serves on accreditation teams for the New England Association of Schools and Colleges and has privately consulted for the creation of specialized UK/US hybridized educational programs. 2.4 Evidence of Support A. Illustrate the scope of community support for the proposed school. Please provide evidence through letters of support, surveys, petitions or other means, the endorsement of teachers, parents, students, business, community members and/or institutional leaders; such evidence of support must be current or recent. The founding team embarked on a community engagement and listening tour in the spring of 2015 and has continued to engage parents, community organizations, faith-based leaders, non-profit agencies, Danbury Public Schools, teachers, principals, state legislators, the City Council, and Mayor Mark Boughton to gain an understanding of the current K-12 educational landscape, evolving student demographics, and educational needs of Danbury. Further, over the course of a two year data collection process, the Danbury Prospect founding team has held some 20 information sessions and met with community families to share the mission, vision and values of the proposed Danbury Prospect Charter School. As a run up to the 2016 release of the charter school Request for Proposals (RFP) Danbury parents partnered with Northeast Charter Schools Network’s Call to Action campaign. Between March and October of 2016 the Danbury Prospect team hosted tables at a number of community events (New Hope Community Fair, Danbury Family Fun Festival, and The Taste of Greater Danbury), staffed an information kiosk at Danbury Fair Mall, and secured over 248 supporters who sent text messages urging Governor Malloy to release a charter school RFP. Additionally, 306 people have signed up for our mailing list two years prior to the launch of this school. Further evidence of support is found in the many letters received expressing a desire for more public school options, especially Danbury Prospect’s program. These letters come from stakeholders and organizations such as: Jericho Partnership The Danbury Museum & Historical Society New Hope Baptist Church The Hord Foundation Grassroots Tennis Academy The Regional YMCA of Western CT The Danbury Chamber of Commerce Danbury Hackerspace Joint letter from Representative Ferguson (138th District); Representative Smith (108th District); Representative Harding (107th District); Representative Duff (2nd District) 10. Representative Duff (2nd District) 11. Mayor Mark Boughton 1. 2. 3. 4. 5. 6. 7. 8. 9. The Danbury Prospect team has also received dozens of letters of support from Danbury parents and children 63 expressing support for Danbury Prospect Charter School. Parents and residents gave compelling and informative reasons why they believe the instructional program is a good fit for Danbury, below are a few samples from the many letters received from parents, teachers, and families. Many of our active supporters, themselves now ambassadors Danbury Prospect, themselves have children of an age that they are eligible for our first sixth grade: ● Parent, Stella Aslanyan, mother to 8 year old Danbury student, ● Bernarda Sari, Danbury resident and mother to 10 and 15 year old, believes Danbury Prospect will have a positive impact on Danbury Public Schools. Student, Benjamin Chaleski, 5th grade, hopes to be a member of Danbury Prospect Charter School class of 2024 and is concerned that Danbury only has one high school. Parent, Ana Guevara, mother to two students, wants her children to be guided by the IB principles so they become risk takers, communicators, open-minded, inquirers, and balanced. Fabiana Neupman, mother to a 10 year old, believes Danbury Prospect is well suited to provide young people with the economic opportunities they need to succeed. Maura, an AIS parent to two students, is thrilled to have school choice in Danbury ● ● ● ● Over the last several months the Danbury Prospect team has received over a hundred signatures on the online petition supporting its program on Change.org. The comments received have been overwhelmingly positive and supportive and include: ● ● ● ● ● ● Options are good! Let's help ease overcrowding in Danbury schools and encourage creative new teaching techniques to best prepare our students for the world. - Maura Juan More educational resources and opportunities would only benefit our community. - Tim Vickers We need a one more middle school in Danbury. I hope Danbury gets a charter school because we need another High School option. -Sonia Holmes With the great successes of charter schools seen throughout the country it's short sighted to think that Danbury should not have this offering for our parents and children. Everyone associated with our school system sees gross overcrowding. This is an extremely common sense approach and can't happen fast enough. - Jack Knapp I'm signing because I want school systems throughout America designed with diverse, numerous ways to achieve highest levels of education possible. - Doris Watkins The Danbury Prospect FaceBook page has attracted over 191 likes and amassed over 500 signatures on its paper petition from a cross section of Greater Danbury; Please see Appendix D for: ● Letters of Support ● Petitions ● Contact Lists ● Evidence of Community Engagement 64 Section III Student Composition, Services and Policies 3.1 School Demographics A. Describe the community and the student population to be served by the proposed school and the needs of the population. Community Needs, Demographics and Student Population Danbury is a very racially and ethnically diverse city (57% White, 25% Hispanic or Latino, 11% other races, and 7% Black) and as mentioned in section 1.1 in 2017 was named among the nation’s most diverse cities53. As a national leader in using the charter model to integrate public schools, Prospect Schools is the ideal network to serve the population of Danbury, and Danbury Prospect’s school model is an exceptional fit for the greater Danbury community. There are approximately 83,00054 residents living in Danbury, making it Connecticut's 7th largest city with a projected annual growth of 1.6%. By 2020, Danbury’s population will top almost 87,500 residents. Danbury is located in Fairfield County, comprising 14.8% (42) of the counties 625 square miles. The median household income is estimated to be over $70,000 and the median age is 37 years old. Coming in at number 13, Danbury was just behind Stamford, at number 11, when compared across 5 major diversity categories including economic, religious, cultural, and socioeconomic diversity. Educational attainment in Danbury resembles statewide levels with 30% of residents holding a high school diploma, 6% have an Associates Degree, and 31% hold a Bachelor's Degree or higher. The poverty rate in Danbury is 11%, above both county and state levels. Major Danbury employers include, Danbury Hospital, Pitney Bowes, and Western Connecticut State University. Danbury Public Schools In Danbury 38% of public school students speak a language other than English at home 55 and according to the Dominant Languages by School and English Learner (EL) Status, in 2014-15, of the 12,873 students evaluated, 18% 56 of them (2277 students) were English Language Learners. Student poverty in Danbury has doubled to 16% over the past 10 years and Danbury’s low-income student population has increased more than 25% (to now 56% of students) since 2005. Danbury is a growing city and Danbury public schools are struggling to accommodate the influx of new students. The district is the state's 7th largest school district enrolling over 11,000 students pre-K through 12 grade, including 12 elementary schools; 3 middle schools; and 1 public high school. Danbury Prospect students will come from across the city’s 12 elementary schools bringing varied academic background Figure 26. ELA and Math Proficiency for 12 Danbury Elementary Schools 53 Bernardo, R. 2017“2017’s Most Diverse Cities in America” Retrieved from: https://wallethub.com/edu/most-diverse-cities/12690/ Content provided by the US Census bureau for the years 2010, 2011, 2012, 2013, 2014 and 2015, 2016. http://www.danbury.k12.ct.us/elemweb/danburyhistory/Danbury/People.html 56 https://data.ct.gov/Education/Dominant-Languages-by-School-and-English-Learner-E/biy3-c45y/data 54 55 65 According to the district, K-5 enrollment will decrease over the next 5 years by approximately 90 students (1.7%), ultimately increasing by 165 students (3%) in 10 years. But 6-8 grade enrollment will increase by 190 students (7.4%) over the next 5 years and 66 students (2.6%) over the next 10 years. Danbury High School is the largest high school in the state, and the district projects enrollment to increase by 439 students (14%) over the next 5 years; over the next 10 years the district anticipates an increase of 563 students (18%). It is clear that as larger grade cohorts begin entering the district, the rate of growth has surged over the last 2 years. The district projects significant increases in grades 6-8 due to larger cohorts currently matriculating in the elementary schools (See Figure 27). The result will likely be a 8.6% middle school increase over the next 4 years. The high school will also be impacted by larger cohorts, with a 14% increase over the next 5 years (see Figure 28). Figure 27. DPS 6-8 Enrollment Figure 28. DPS 9-12 Enrollment In addition to facing capacity issues, Danbury Public Schools are working to improve academic achievement levels, as well. On the 2015-16 Smarter Balanced Assessment Consortium (SBAC), administered to 3-8 grade students statewide, showed that overall, 66% of Danbury students are not meeting proficiency levels in math and 53% are not meeting the standard in ELA. A closer look reveals that students in 3-5 are keeping pace with their grade peers across the state, in math and ELA. But a large proficiency gap exists when comparing Danbury middle school (6-8 grade) students to their statewide peers. In Danbury, 6-7 grade students under-perform their statewide peers by 10 and 14 percentage points respectively in math. In ELA 6th and 7th graders in Danbury score within 10 percentage points of their statewide peers-41% and 42% respectively. Figure 29. ELA Comparison Danbury High School is the largest high school In the state of Connecticut, with approximately 3,300 students enrolled. In 2016 the average SAT combined score was 1,477 (critical reading 494; math 466; and writing 493)57. The SAT revealed achievement gaps among some minority groups as described in the chart below: 53 57 Mitchell, W. “2016 CT High School SAT Scores- How did Danbury do?” August, 2016. 66 % of Danbury Ethnic/Racial Subgroups Meeting or Exceeding Connecticut SAT Standards in 2016 Ethnicity/Race 58 Math (%met or exceeded standard) Reading (%met or exceeded standard) African American 12.4% 36.4% Hispanic/Latino of any race 15.5% 39% White 49.9% 77% Combine proficiency levels with the issue of overcrowding it becomes increasingly clear59 that there is a need for more high quality middle school options in Danbury. Danbury Parents Understand School Choice: Overview of city schools Danbury’s three middle schoolsBroadview, Rogers Park, and Westside Academy are all overcrowded. Parents have expressed concern over the large class sizes and academic outcomes are Figure 30. State Comparison in Math poor. Currently, there are three public school choice options in Danbury –Academy of International Studies (AIS) and Westside Academy are magnet schools, Abbott Technical HS is a selective enrollment school. Westside Academy is the highest performing middle school in Danbury and AIS is the highest performing elementary school. Both schools have long waiting lists, further evidence that Danbury parents are clamoring for more public school options. The combination of comparatively lower proficiency test data, overcrowding and long waiting lists for choice schools promoted the understanding that what the community of Danbury truly needs is a high quality middle and high school that will address the achievement gap while supporting the growth and development of all students. B. Describe how the educational program provided by the proposed school will address the needs of the student population. The combination of rigorous academics, robust social-emotional programs and highly qualified teachers form the core of Danbury Prospect’s program to support the needs of all our student population. Prospect Schools specializes in the design of intentionally inclusive schools and is well positioned to support the growth and demographic diversity of Danbury Prospect. The leaders of Danbury Prospect understand that when students’ intellectual activity transcends the boundaries of the classroom and extends into the culture of their daily lives, students are given a greater opportunity to shape who they will become in the future. Student growth, however, depends on more than a rigorous academic devotion; students’ social emotional developmental health needs also need to be supported. Danbury Prospect’s Commitment to the Whole Child Approach led to a robust advisory program designed to support social emotional learning and development as well as provide a direct point of contact with all families. For middle school students, the advisory program draws from a variety of sources such as the “Know your Classmates” 58 Mitchell, W. “2016 CT High School SAT Scores- How did Danbury do?” August, 2016. Retrieved from https://patch.com/connecticut/danbury/2016-ct-high-school-sat-scores-how-did-danbury-c-e-dohttps://patch.com/connecticut/danbury/2016-ct- highschool-sat-scores-how-did-danbury-c-e-do 59 Comprehensive Enrollment Analysis and Projections Prepared for Danbury Public Schools, Feb 1, 2017 by Malone MacBroom 67 project of Beyond Differences60 and ING. It is responsive to what happens in each year to support all aspects of students’ development, including less tangible considerations such as self-esteem and multicultural awareness. Danbury Prospect’s faculty is Committed to a Strong School Culture and understand that significant work is required to bring together students from varying backgrounds into a cohesive, academically successful class where students feel empowered to take academic risks and are supportive of each other. Summer orientation sessions, off- campus team building events (such as overnight camping trips) and on-going teacher support meetings will allow the School to build a community of learners that respects the differences of all members and supports their academic growth. Additional targeted supports for specific subgroups of the student population will include, but are not limited to: English Language Learners ELL programming, drawn from the expertise found within the Brooklyn Prospect and Prospect Schools network, will be provided to support ELL students within the community. Research-based supports61 will include classroom visual clues (nonlinguistic representation) provision of multiple pathways for acquiring grade-level content knowledge and skills through classroom work, push-in/pull-out tutoring, additional study periods, etc. targeted academic vocabulary support through use of academic sentence starters, vocabulary lists, etc. Additional supports for ELL students are outlined in section 3.3, below. Additionally, opportunities to promote retention of mother- tongue languages will be built into the academic day through areas such as Independent Reading to ensure students continue developing in and reaping the benefits62 of fluency in both languages. At-Risk: Reading Below Grade Level For students entering Danbury Prospect significantly behind grade level in reading, dedicated Literacy classes taught by reading intervention specialists will help to bring students up to grade level by the start of high school. Danbury Prospect’s daily academic calendar will be designed to support students with varying academic background and provide dedicated time for remediation and extension work, as necessary. Dedicated, sacred Independent Reading periods will be provided to students daily so that they may build both passion and skill in reading. Danbury Prospect teachers will be trained to conduct reading conferences and dedicated classroom libraries will be designed with a student-friendly “bookstore” feeling to promote interest in browsing the book collection. Similar Independent Reading programs, already in place in Brooklyn Prospect Schools in NYC, have yielded meaningful reading growth (>1 year) for students as measured by the Fountas and Pinnell reading assessment. At-Risk: Below Grade Level, Math Fluency Mathematical Intervention and Enrichment periods will also be built into the day to help address the mathematical gaps that are indicated in the above state/city data. Students will be provided with structured time to build mathematical fluency through a variety of approaches, including the utilization of research-based Number Talks63,64,65. As students’ progress, they shift their studies to explore more advanced mathematical concepts, such as coding, pending the individual needs of the students. Flexible groupings will be reviewed regularly so that students can move between different types of support in response to demonstrated growth over time. At Risk: Truancy As is the case for most public schools where larger numbers of students are eligible for free and reduced 60 http://www.beyonddifferences.org/teachers/portal/ August, et. al 2012 http://www.air.org/sites/default/files/downloads/report/ELL_Pocket_Guide1_0.pdf 62 Goldenberg & Coleman, 2010 Promoting Academic Achievement Among English Learners: A Guide to the Research1st Edition 63 Humphreys, C. and Parker, R. 2015. Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding,Grades 410. Stenhouse Publishers: Portland, ME 64 Parrish, S. 2010. Number Talks: Helping Children Build Mental Math and Computation Strategies. Math Solutions: Sausalito, CA. 61 65 Parrish, S. 2011. Number Talks Building Numerical Reasoning. Teaching Children Mathematics, 18, 198-207 68 lunch 66, it is anticipated that a subgroup of students at Danbury Prospect will exhibit issues regarding truancy. Given the potential for truancy to impact student performance, supporting truant students will be of great concern to administrators at Danbury Prospect. While, existing research 67 indicates that no single strategy proves to be the most effective in supporting truant students, the Danbury Prospect RtI will directly address the needs of truant students. Research-based supports may include, but are not limited to: individual behavior intervention plans, peer support, home visits, counseling, etc. Students with Learning Differences: Extensive, research based supports will be provided to students with learning differences and administered predominantly in inclusive classroom settings. An overview of specific academic supports for students with learning differences can be found in section 3.2. C. Describe the grade range and ages the proposed school will serve, including grade levels upon opening and the growth plan for each year covered by the desired charter. Please provide a rationale for the enrollment plan, including reasons for choosing to serve the specified grades. Grade range and ages Danbury Prospect will initially serve 110 6th grade students, age 11/12, and will add a new cohort of students, approximately 110 student per grade, each year as the founding cohort progresses towards 12th grade. At scale, Danbury Prospect will serve grades 6-12, ages 11-18 years. Rationale for enrollment plan Beyond providing a much needed addition to the school offerings for Danbury middle school families, the academic rationale for starting the program in 6th grade is rooted in the research 6868 that the middle school years are critically formative in developing sound skills and habits of mind necessary for success for advanced students in high school, college and beyond. With nearly 3000 students, Danbury High School is the largest high school in Connecticut. Danbury Prospect Charter School will be a desperately needed alternative option, helping students who might be overlooked in a large comprehensive public school. In particular, Danbury Prospect Charter School’s small size, advisory program, differentiated learning and extracurricular opportunities will be especially beneficial to such students. Rationale for growth Experience and feedback from students and parents of the Brooklyn Prospect Windsor Terrace High School indicate that limiting the number of academic transitions (ex. not transitioning between different academic organizations from middle to high school) provides students with a more stable academic experience where students can focus on the development of academic skills necessary for success in university. An aligned 6-12 curriculum provides students with a greater depth of study in all subject areas and provides students with the best preparation for the rigorous International Baccalaureate Diploma program in 11th and 12th grade. Finally, extensive research 69 has highlighted the benefits for smaller schools. To reap these benefits, Danbury Prospect has designed a program which will maintain small grade cohorts (<110 students per grade). As a 6-12 at scale serving nearly 800 students, Danbury Prospect will alleviate the overcrowding facing Danbury Prospect Schools and offer an additional high quality school for families who are interested in the global aspect of the International Baccalaureate Program with its success in preparing students for readiness for university as well as the emphasis on the importance of social-emotional development. Danbury Prospect is excited to work in partnership with the district and hope to play a small part in alleviating the pressure caused by overcrowding. 66 http://www.truancyprevention.org 67 68 Maynard, et al., 2012 http://education.stateuniversity.com/pages/2229/Middle-Schools.html, College Readiness Begins in Middle School, published by the American College Testing (ACT) organization in 2005, https://greatmiddleschools.org/the-importance-of-middle-school/#gs.liCYUUI 69 http://www.nea.org/home/13639.htm 69 D. Describe procedures for encouraging involvement by parents and guardians of enrolled students in student learning, school activities and school decision-making. Danbury Prospect believes that maximization of the school’s impact on students happens when families and school professionals are aligned in their support of students. Prospect Schools has a history of engaging deeply with families of all students in a variety of ways throughout the year. At the start of the year, families meet with their advisor through the advisory program intake meeting and develop a rapport for communication. Each month, Parent Student Teacher Organization (PTSO) meetings are hosted at the school that showcase student presentations, include topics to engage parents and provide an opportunity for deepening relationships. Annual potluck dinners help to build community and monthly “Principal Coffees” provide all parents with an opportunity to talk directly with school leadership regarding ideas, questions and concerns. Translation is provided by volunteer parent ambassadors and professionals, a needed, to help ensure all families feel welcomed and can engage in the life of Danbury Prospect. The PTSO will hold monthly leadership meetings with the Principal to collaboratively identify a calendar for school activities, fundraising initiatives, topics for general PTSO meetings, etc. The PTSO leadership will have a grade- level representatives to provide a direct line of contact between families and the Principal. A member of the PTSO board will serve as a voting member of the Danbury Prospect Governing Council and have access to the highest level of decision making within the Danbury Prospect organizational structure. Finally, parents provide feedback as a valuable input in school decision-making to Danbury Prospect through annual online and printed surveys which ask questions about all aspects of the school. The Brooklyn Prospect Student Family Handbook (Appendix F) outlines in more detail the multitude of ways in which families will partner with the school to support the students. The Handbook language will be adapted to Danbury during the planning year. 3.2 Special Education and Section 504 of the Rehabilitation Act of 1973 All charter schools in Connecticut are public schools that enroll students through a free and open lottery process. Therefore, the proposed school must be prepared to enroll students with diverse learning needs including students with disabilities. This section of the application should describe how the school will meet the needs of special education students and those students qualified under Section 504 of the Rehabilitation Act of 1973. A. Describe the proposed school’s plan to meet the needs of students with disabilities who require a range of special education supports and related services, as required, pursuant to the Individuals with Disabilities Education Act (IDEA) and Section 504. Danbury Prospect will ensure that all special education services will, at a minimum, comply with federal laws and regulations, yet the ultimate goal is to strengthen differentiated instruction for all students. This will be achieved through a robust integrated co-teaching program that harnesses the expertise of teachers holding special education certification as well as those who have subject-specific certification which is modeled after the ICT program in existence at Brooklyn Prospect Charter Schools. All students with an ICT mandate on their IEP are placed in these integrated co-teaching classes, with additionally supports available from specialists across the organization. The curriculum and instruction program at Danbury Prospect has been designed with sufficient flexibility to provide for the needs of all students, including special education students, ELL, and atrisk students. Danbury Prospect teachers will receive special education training in Marilyn Friend’s Inclusion and Collaborative Team Teaching model. Danbury Prospect will bring in a Marilyn Friend trainer as a speaker and sending core teachers to special education training. Teachers will implement six strategies for CTT: 1. one teach, one observe 2. one teach, one assist 70 3. teaming 4. parallel teaching 5. station teaching 6. alternative teaching Danbury Prospect will also leverage the Prospect School’s network to provide policy and practice expertise that has been developed over the past decade. Danbury Prospect will follow an Individualized Education Program (IEP) recommended by the Regional Special Education Center serving the student’s school district of residence. To ensure that students receive appropriate services, Danbury Prospect will hire a full-time Special Education teacher who will provide both direct and indirect services to meet the needs of all Danbury Prospect students. Danbury Prospect will therefore have the ability to serve students on-site with staff, consistent with a student’s IEP. In certain instances, however, such as where Danbury Prospect does not have the necessary human resources or professional staff and expertise to provide those services required by the IEP, Danbury Prospect will request that the student’s school district of residence provide such services. Danbury Prospect facilities will be designed in compliance with the ADA code allowing the students to take full advantage of the curriculum. Direct Services Danbury Prospect Charter School is dedicated to ensuring that the individual needs of all the students are met in accordance with the highest standards and the mission of the school. The goals of academic achievement and constant collaboration described in this application are equally the goals for children who have special needs. In accordance with the Federal Individuals with Disabilities Education Act (IDEA) and with the Danbury Prospect commitment to preparing a diverse student body for success in a 21st century global world, Danbury Prospect will provide the kind of instruction and support that is likely to maximize each student’s academic success while integrating each student, to the maximum extent appropriate, in an inclusive and collaborative learning community. Though all teachers at Danbury Prospect play roles in supporting all students, we maintain a team of learning specialists who are dedicated to the task of coordinating and implementing instruction and supports for students with special learning needs. Learning specialists are certified, or working towards certification, in teaching students with disabilities in grades 5-9 or grades 7-12. They will have, or are pursuing, master’s degrees in the field of special education, and will strive to meet any and all international requirements in these areas. Danbury Prospect students will also have an added layer of support from the network office. Prospect Schools has in place a Student Support Services Specialist who works across all network schools ensuring all children who have special needs are supported in a manner not only compliant with the law, but with individualized programs that meet their learning needs. Additionally, certification status will be reviewed by Prospect School’s HR team and appropriate courses of action will be implemented should a candidate not currently possess correct CT special education certification Danbury Prospect high school learning specialists have or are pursuing dual certifications in the subject areas in which they teach. The learning specialists are divided between two programs: Integrated Co-Teaching (ICT) and Special Education Teacher Support Services (SETSS). ICT learning specialists also function as subjectarea experts across grade levels in English Language Arts (ELA), Humanities, Math, and Science. They share planning, teaching, and evaluation responsibilities with their subject-area counterparts. Dedicated planning time between ICT and subject area teachers will be scheduled into the academic day. The SETSS team provides both push-in and pull-out support to students, primarily in ELA and Math. Prospect Schools historically has maintained a strong partnership with the local district, which has provided various mandated services such as speech therapy and or counseling support. Danbury Prospect is excited to partner with Kelly Truchsess, Director of Special Education at Danbury Public Schools Department of Special Education, and her team in securing appropriate services to meet the needs of the diverse student body. 71 As a network, Prospect Schools has developed an Academic Response to Intervention (RtI) model to support all students. The SRBI model (described below) outlines interventions for all students in the school depending on the levels of services that they need to thrive academically and socially. Students who need a fairly typical range of supports receive them in a general education setting, while students who need more individualized supports receive them in ICT classrooms or in pullout sessions with learning specialists, related service providers, the Dean of Students, or other appropriate school personnel. Students in ICT or SETSS receive the majority of their instruction in a general education setting. ICT students are further supported by learning specialists in each of their core subject classes. Instruction and assessment in these classes may be differentiated or modified depending on student needs. SETSS students are further supported by learning specialists in their ELA/Math classes, and by daily pullout to bolster learning. Prospect Schools provides many accommodations and modifications to supports its students with special needs, including but not limited to: ● Extended time ● Modification of materials/information in the classroom ● One-to-one or small group instruction ● Visual support of written materials ● Audio support of written materials ● Multi-formatted directions ● Assistive technology ● Preferential seating ● Counseling services ● Behavior/Academic support plans As an organization, Danbury Prospect strives continually to ensure that the students with special needs are receiving all of the accommodations and modifications listed in their learning plans. The student support services (SSS) department, including all ICT and SETSS teachers and related service providers, will work to ensure that subject- area teachers are aware of which students require additional accommodations or modifications. Student support services team members will, at a minimum, meet weekly with subject-area teachers so that they may successfully implement differentiated instruction to support their learners. Personnel As indicated above, Danbury Prospect will have on staff a properly certified, full-time special education coordinator who will serve under the direction of the Principal. The special education coordinator’s responsibilities will include providing ICT and SETSS programs in accordance with student’s IEP and observed needs, providing professional development and collaboration with general education teachers, and, in collaboration with the Principal, managing the administrative responsibilities associated with special education. Additionally, the Principal and Special Education Coordinator will ensure that school programming includes, but is not limited to: ● the coordination of service provision to all students with an IEP; ● oversight of the process of identifying students who may need referral to the district’s Planning and Placement Team (“PPT”); ● meeting all reporting requirements for special education activities of the school; ● representing the school at Regional Special Education Center meetings; ● assuring compliance with all appropriate federal special education requirements; ● ensuring that instruction is sufficiently and appropriately differentiated in all classrooms. Danbury Prospect Charter School will also provide supplementary professional training and development for all teaching staff to ensure consistent support for all special education students. The training and development will encompass the referral process to the PPT; developing, understanding and implementing a student’s IEP; evaluating a student’s progress toward meeting IEP goals and objectives; utilizing differentiated instruction; reporting requirements to parents and the PPT; and disciplining students with disabilities. 72 Assessment of Students with Disabilities Danbury Prospect will provide appropriate formative and summative assessment for students with disabilities that will inform teachers, including the special education coordinator, on each student’s academic progress over time. This data will allow teachers to adjust supports and differentiation in a responsive way to appropriately support academic growth. For some students with disabilities, the IEP developed by the PPT may determine that such students cannot participate in regular state assessments. In these instances, the state alternative assessment will be administered as required by law. Danbury Prospect will also present to and discuss with members of the PPT each component of the school’s assessment program, and will ask the PPT to make a determination about which, if any, of these various assessment measures would be appropriate to include in each student’s IEP. B. Clearly indicate that the proposed school understands its responsibility to meet the requirements of individualized education programs and Section 504 plans, and has a detailed plan for the provision of certified personnel, receipt and retention of appropriate documentation, student assessments, classroom adaptations, and sufficient professional development for staff. Danbury Prospect will leverage Prospect Schools’ eight years of experience in supporting students with disabilities in an inclusive setting as it adheres to all provisions of federal law relating to students with disabilities, including the IDEA, section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of 1990 (ADA). Danbury Prospect Charter School will, consistent with applicable law, work with the local school district to ensure that all students with disabilities that qualify under the IDEA: ● have available a free appropriate public education (FAPE); ● are appropriately evaluated; ● are provided with an IEP; ● receive an appropriate education in the least restrictive environment; ● are involved in the development of and decisions regarding the IEP, along with their parents; and ● have access, along with their parents, to appropriate procedures and mechanisms to resolve any disputes or disagreements related to the school’s or school district’s provision of FAPE Danbury Prospect Charter School will employ, at a minimum, a properly certified individual as the school’s special education coordinator, whose responsibilities will include coordinating with the Planning and Placement Team; providing information to and obtaining information from the PPT as needed throughout the year; determining if entering students have IEPs; and working with the PPT and school districts to ensure that all required special education and related services are being provided and that all IEPs are appropriate in the context of the Danbury Prospect setting. The school may permit the special education coordinator to take on additional administrative duties to the extent that they do not interfere with the coordinator’s responsibilities to ensure the school’s compliance with the IDEA, section 504 of the Rehabilitation Act of 1974 and Title II of the ADA. Danbury Prospect will be supported by the Prospect School’s network human resources department to recruit excellent special education teachers. For national and international candidates who may not have resided in Connecticut, the HR department will support teachers in their pursuit of reciprocity for Connecticut certification. Prior to the opening of the academic year, the Principal, working with the Special Education Coordinator, will schedule an appropriate number of ICT sections for all core classes (Math, Science, English and Humanities) to support all students who have ICT as a provision on their IEP. The final number of special education teachers hired will be somewhat dependent on the number of students requiring special ICT settings. It is important to note that consistent with Danbury Prospect’s philosophy and vision for diverse classrooms, ICT classes will not be homogeneous, pull out classes for IEP students, but rather embedded within heterogeneous classroom settings where some students may not have IEPs. Final hiring decisions will be made in response to student enrollment following the annual lottery. 73 Danbury Prospect Charter School will make available, as required by law, a student’s regular and special education teachers (and other required school personnel) for meetings convened by such student’s RESC, and provide such teachers and personnel with copies of the student’s IEP. Danbury Prospect Charter School will ensure that parents of children with special needs are informed of how their children are progressing on annual IEP goals and in the general curriculum at least as frequently as parents of regular education children. Advisors will be aware of a student’s IEP requirements and will have regular conversations regarding academic progress throughout the year. Advisors will serve as a primary point of contact between the family of students with IEPs and the school so that families will always have a minimum of one trusted adult they can connect with for questions regarding their student’s progress. Danbury Prospect Charter School will abide by the applicable provisions of the IDEA and the Family Educational Rights Privacy Act of 1974 (FERPA) as they relate to students with disabilities, including, but not limited to, having procedures for maintaining student files in a secure and locked location with limited access. Danbury Prospect Charter School’s special education coordinator will retain such data and prepare such reports as are needed by each disabled child’s school district of residence or the State Education Department in order to permit such entities to comply with federal law and regulations. Danbury Prospect Charter School will comply with its obligations under the Child Find requirements of IDEA, including 34 I.E. § 300.111, and will provide appropriate notification to parents in connection therewith, including notifying them prior to providing a child’s name to a PPT for potential evaluation. Appropriate personnel from Danbury Prospect Charter School will attend such training and technical assistance seminars regarding the education and servicing of special education students as is required by the Connecticut Department of Education. A comprehensive professional development plan will support both special education and general education teachers, starting with ICT training during the summer professional development sessions. The Principal, in collaboration with the Special Education Coordinator, will run regular “student needs” meetings, minimally 1x/month, where all teachers will analyze assessment data for students with IEPs and discuss the impact of differentiated learning plans for students with learning differences. As appropriate, the grade level (or individual teachers) will adjust learning plans to best support individual students. Research-based supports will be drawn from the Pre-Referral Intervention Manual (P.R.I.M) by Stephen McCarney and professional development on these supports will be delivered by the Principal, Special Education Coordinator or outside professional development providers. In order to be in compliance with Section 504 of the Rehabilitation Act of 1973, Danbury Prospect will designate a Section 504 Officer and form a Section 504 Committee. The school's 504 Officer will also serve as the school's special education coordinator. The 504 Officer will be responsible for addressing any 504 issues, i.e. regarding accommodations for students [or their parents] to receive an appropriate education. Danbury Prospect Charter School will also make reasonable accommodations for physically disabled students and will follow the applicable provisions of the federal ADA. C. Describe the policies and procedures to ensure that students who may be eligible to receive special education and related services, under either IDEA or Section 504, are referred to their school district of residence or to the staff of the proposed school for evaluation. Danbury Prospect’s Principal and Special Education look forward to collaborating with the school district to ensure that appropriate services are provided for all Danbury Prospect students. Danbury Prospect will adhere to all state and federal guidelines related to identifying, referring and providing services to any student who may be eligible for either IDEA or Section 504 services. Danbury Prospect fully understands Child Find procedures for student referrals and will follow the SRBI process as an indicator for identifying such students. Monitoring Student Eligibility for Section 504 Prospect Schools has developed a robust academic SRBI process which will be applied at Danbury Prospect 74 and supported by the central network, including support from the Central Office-based Student Support Services Specialist. Prospect School’s SRBI process is documented below: In order to make sure that all of the people and entities (who may have competing viewpoints) are focused and student-centered; there must be a significant amount of varied (quantitative, qualitative, absolute, comparative) data available for decision making. Documentation from across the school year, across disciplines and SRBI levels will be the responsibility of the special education coordinator with support from classroom teachers. This includes assessments, student plans and student work samples. A teacher may refer a student for SRBI via a Student Study form. This document serves to alert the CST and SSS teams that a student is struggling and the teacher is looking for ways in which to support him/her. When the form is filled out and submitted the teacher should already have documented and exhausted the relevant and suitable Tier 1 actions that are designed to support the general student population. Such supports will be discussed in monthly student needs meetings in order to share the expertise of all of the student’s teachers. Possible Tier 1 actions are listed in the SRBI flowchart and are available in the P.R.I.M. If a teacher submits a student study form and has not exhausted suitable Tier 1 interventions, the CST may recommend that the teacher institute more Tier 1 level support. The heart of Danbury Prospect’s Response-to-Intervention model lies in the use of tiered instructional processes which move students into a more supportive instructional model in a responsible, comprehensive and effective way. At each level of SRBI the cycle of: “Assessment-data interpretation- plan building-plan implementation- Assessment” will be followed. Tier 1 All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support. This is the standard set-up of the school and for us this includes ICT classrooms, targeted literacy and math blocks, in class small group instruction, RRE and etc. Students with IEPs are entitled to all services and recommendations in their IEPs at Tier 1. Tier 1 assessments should include curricular formative/summative, STAR Assessment in ELA and mathematics, and student work comparison/rubric assessments. Tier 2 In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. This includes intervention programs, class pull-outs, more intensive in class supports than Tier 1. At the entrance to this tier that the school’s CST becomes more intimately involved. A student in Tier 2 will also have 1-2 CST members assigned to their case. Tier 2 assessments should include the same as Tier 1, with the possible inclusion of more sophisticated assessments as dictated by the Tier 2 student plan. Tier 3 At this level, students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems. An inability to demonstrate adequate progress in Tier 3 leads to an IEP request for evaluation being sent to the PPT, or a reevaluation in a case where a student already has an IEP. Tier 3 assessments should include the same as Tier 2, with the possible inclusion of more sophisticated assessments as dictated by the Tier 3 student plan. Monitoring Student Data A well-executed Scientific Research Based Interventions system is vital to an inclusive school like Danbury Prospect. SRBI allows the school to systematically but flexibly address the needs of all learners, 75 including those who may require special education programming or services in order to be successful. Danbury Prospect students get the support they need for the duration they need it, until such time as their strengths have been appropriately leveraged and their deficits remediated. Teacher Process 1. 2. 3. 4. 5. 6. 7. Student is struggling on a number of quantitative/qualitative measures Teacher creates a SRBI Tier 1 Plan in conjunction with her co-teacher and grade level team. Student continues to struggle; teacher should document results from initial plan and then evaluate and tweak plan accordingly. Student continues to struggle; teacher will complete a SRBI Tier 2 Recommendation Form Upon receipt of the form the CST will review data and may set a date for teacher to attend CST meeting. If a teacher presents to the CST and the recommendation is for the student to begin Tier 2 interventions, an SRBI Tier 2 Plan will be created by the teacher and the CST team. The rest of the process is outlined on the SRBI flowchart below. Figure 31. SRBI Flowchart Revising Student IEPs In some instances when a student enters Danbury Prospect Charter School with an IEP, the school may feel that the prevailing IEP is overly restrictive and does not maximize the child’s ability to receive a free and appropriate public education in the least restrictive environment. This is a particularly important consideration, as Danbury Prospect’s educational philosophy is built on tenets of inclusion. However, if this is the case, Danbury Prospect, upon notice and consent of a student’s parents, may seek to have a child’s IEP reviewed, and possibly revised, by the PPT of the student’s district of residence, or to have the child’s status as a special education student re-evaluated by the PPT. In addition to the school day supports provided in the programs above, Danbury Prospect also offers all secondary students with documented learning differences the chance to meet with highly qualified learning specialists before or after school nearly every day of the week. 76 D. Provide a plan to engage the parents of students with disabilities. Danbury Prospect has a multifaceted communication plan to inform families of the services provided, and engage families of students with disabilities. Step 1(Initial Meeting): For students with disabilities, the special education coordinator will meet with the family at the beginning of the year to discuss and review the IEP. Throughout the year, the special education coordinator will maintain regular contact with families to ensure that the timeline for student documentation is being proactively maintained and that all documentation is in order. Step 2 (On-going support and communication): As mentioned in the school vision, Danbury Prospect will work hard to engage all parents in their child’s education with frequent updates from the advisor, who serves as the primary point of contact between home and school. The advisor and special education coordinator will meet to discuss the educational needs for an advisee with an IEP. During the academic year, the advisor will regularly communicate with parents by providing updates on academic progress, receiving feedback from parents on progress observed at home, etc. Communication plans between the parents and the advisor, including frequency (weekly, monthly, etc.), style (email, phone, etc.) will be established at the initial welcome interview in August. Step 3 (Review and oversight): The special education coordinator and advisor will regularly review academic progress for students with IEPs and conferences with parents will be organized as necessary. The special education coordinator will communicate any additional requirements (state-mandated reviews of IEP, etc.) with parents, and coordinate appropriate meeting times. More holistically, Danbury Prospect will build an active Parent Teacher Student Organization (PTSO), reserving a seat on the Danbury Prospect Governing Council for a parent and offering workshops to all families on supporting educational growth of their students. Specific workshops or conferences tailored to parents of students with IEPs will also be offered as appropriate. Previous workshops of this nature have included: Understanding an IEP, and Supporting Your Student at Home. 3.3 English Language Learners All charter schools in Connecticut are public schools that enroll students through a free and open lottery process. Therefore, the proposed school must be prepared to enroll students with diverse learning needs, including English language learners (ELLs), all of whom must be provided with full and meaningful access to the general education curriculum. This section of the application should describe the school’s ELL programs and services, and how they will be implemented. A. Describe the proposed school’s plan to support a responsive general education classroom that will provide ELL students access to the general education program. In the spirit of Danbury Prospect Charter School’s commitment to building a collaborative, and inclusive learning community designed to prepare students for a globally connected world, students with limited proficiency in English will achieve proficiency in the English language as quickly as possible, through the use of the school’s services and teaching methods, while celebrating the cultural heritage that is associated with their mother-tongue languages. English Language Learners (ELLs) will not be excluded from curricular and extracurricular activities based on their limited ability to speak and understand the language of instruction, and ELL students will not be assigned to special education because of their lack of English proficiency. An ELL coordinator will collaborate with the Principal at the start of the year to ensure that all ELL students have the appropriate supports embedded in their schedules to ensure access to the Danbury Prospect general education program. 77 Following the construction of appropriate scheduling supports, the ELL coordinator will work with advisors to discuss holistic supports that will be overseen by the advisor on a day-to-day basis. This will include regular, daily advisor/ELL student check ins to gain feedback on academic progress and emotional-social wellbeing. Similar to the plan outlined for IEP students, the advisor will regularly communicate with parents by providing updates on academic progress, receiving feedback from parents on progress observed at home, etc. Communication plans between the parents and the advisor, including frequency (weekly, monthly, etc.), style (email, phone, etc.) will be established at the initial welcome interview in August. In addition, Danbury Prospect Charter School affirms that all students, regardless of language proficiency, will be provided the necessary curriculum and instruction to allow them to achieve to the high standards set for all students in the school. A pillar of the curriculum, the International Baccalaureate program, purposefully celebrates the linguistic diversity of students and promotes multilingualism as critical skill necessary for success in college and an increasingly global workforce. As mentioned in section 3.1, there are more than 42 languages70 spoken in schools within Danbury so a strong program to support the students who are learning English is a priority. According to the Dominant Languages by School and English Learner (EL) Status, in 2014-15, of the 12,873 students evaluated, 18% 71 of them (2277 students) were English Language Learners. In order to build diverse and inclusive school community, Danbury Prospect will make every effort to welcome families whose home language is not English. A comprehensive plan to support the recruitment of ELL families will include, but not be limited to, the following: ● Making applications for admission to Danbury Prospect available in Spanish and Portuguese as well as English; ● Providing staff support for parents completing the application and throughout the application process; ● Making the application simple, requiring only the minimum necessary information from families; ● Recruiting applicants to the school through local religious organizations and churches; ● Recruiting applicants to the school through local community centers and non-profit organizations; ● Actively following up with families to ensure that all Home Language Questionnaires are completed and submitted; ● Providing notices and information from the school in a variety of languages so all parents, regardless of their home language, will be able to participate in the community life of Danbury Prospect Charter School; and ● Hosting parent panels with full translation services available Danbury Prospect embraces its responsibility to serve ELL students. The curriculum and instruction program at Danbury Prospect have been specifically designed with enough flexibility to provide for the needs of all students, ELL, including ELL student with special educational needs and at risk students. The IB celebrates the diversity of all students, particularly that of ELLs. However, Danbury Prospect acknowledges that a transparent lottery system may generate a larger than anticipated ELL population. After Danbury Prospect has assessed the needs and progress of the ELL students, if necessary, Danbury Prospect Charter School will further modify its program to include the other programs or services, including the necessary staffing of statecertified teachers and concomitant budget modifications. B. Present a comprehensive plan that addresses the proposed school’s methods and strategies for identifying and serving ELL students, administering the mandated annual Language Assessment Scale Links assessment and how students will exit from the program. In addition, present how data will be used to inform instruction and how the school will monitor the continued progress of exited ELL students. 70 71 Danbury Public Schools Retrieved July 2016 from http://www.danbury.k12.ct.us/elemweb/danburyhistory/Danbury/People.html Connecticut Open Data, “Dominant Languages by School and English Learner. Retrieved July 2016 from https://data.ct.gov/Education/Dominant-Languages-by-School-and-English-Learner-E/biy3-c45y/data 78 1. Process for the Identification of ELL Students Overseen by the Principal and the ELL Coordinator, Danbury Prospect Charter School will follow Connecticut’s three stage process72 for identifying students with limited English proficiency (LEP). The first stage will be noting the results of the Home Language Survey to determine if the dominant language spoken at home is a language other than English. The school will therefore attempt to identify ELL students through the Home Language Survey. The Home Language Survey, designed to help identify students who may have limited English proficiency, will be sent to every student’s household before the start of each school year. Danbury Prospect staff will examine the general information recorded on the school admission and enrollment application pertaining to language and previous education programs such as bilingual and ELL. For all students for whom a Home Language Survey is not in the file, Danbury Prospect will administer this assessment and enter the results on the form. The preliminary data may indicate that the home language is English, yet it may be apparent that the student has great difficulty speaking English in the mainstream classrooms. If the home language is other than English or the student’s native language is other than English, then appropriate school staff will conduct an informal interview in both English and, if possible, the student’s native language. Next, for students who appear to be English Language Learners, Danbury Prospect will administer the LAS Links (Language Assessment Scales) that allows for testing in English and/or the student’s native language. The LAS Links is administered initially so it can provide a good baseline when compared with the LAS Links annual mandatory assessment. The final determination process may include an observation of the student in a non- structured environment if it appears that the student cannot tolerate a more formal language proficiency assessment. Finally, Danbury Prospect staff will determine whether they are ELL students based on the combination of the following three indicators: 1. Home Language Survey 2. Proficiency Interview 3. The LAS Links assessment. A LAS Links overall combined score within the Level 4 or 5 range is considered proficient so students scoring below that will be considered ELL. All students who qualify as ELL will receive the support and any additional instruction needed to ensure that they are making academic progress and English language acquisition. Danbury Prospect will administer annual tests for ELL students to determine English language proficiency and for academic progress. The standardized tests used will be the Smarter Balanced Assessments or the Connecticut Alternate Assessment (CTAA) for English language arts and math. Additionally, the Connecticut Mastery Test (CMT) Science and Connecticut Academic Performance Test (CAPT) Science or the CMT/CAPT Skills Checklist Science will be administered to meet federally mandated assessment requirements. Facilitated by the Principal and the ELL Coordinator, Danbury Prospect Charter School teachers will receive training on identifying and educating ELL students and will be responsible for observing students throughout the class day with an eye toward detecting limited English proficiency. Any student suspected of having limited English proficiency will be tested to determine if and what level of services, if any, are necessary. In addition, before it is recommended that any student undergo an evaluation for learning disabilities, the possibility that the student has limited English proficiency will be considered. 2. Services for ELL Students 3. In keeping with Danbury Prospect Charter School’s commitment to building and supporting a diverse and inclusive learning community, the school will follow a model of structured English language immersion, supplemented by a pull-out instructional model as appropriate. ELL students will receive the same academic content as those students who are non-ELL students. All instruction will be in English, but the level of English used for instruction—both verbal and written—will be modified for any ELL student if necessary. Students will not be forced to stop using their primary language while learning English. 72 Connecticut State Department of Education, LEP/ELL IDENTIFICATION PROCESS, GUIDELINES http://www.sde.ct.gov/sde/LIB/sde/pdf/curriculum/bilingual/LEP_ELL_ID_Guidelines.pdf 79 If necessary, Danbury Prospect will provide intensive English language instruction in pull- out sessions with a certified ELL teacher or will place another student who knows the child’s language in the ELL student’s classroom. In addition, ELL students who have demonstrated a need for more intensive English language instruction may be placed in tutoring program. Additional after-school programming may also be made available. After school tutoring will allow the ELL teacher and the classroom teacher to target ELL students’ individual learning needs. Danbury Prospect Charter School will provide all necessary staff and specialized curricular materials to enable ELL students to achieve proficiency. Danbury Prospect will also directly provide or make referrals to appropriate support services which may be needed by ELL students in order to achieve and maintain a satisfactory level of academic performance. Such services may include individual counseling, group counseling, home visits, and/or parental counseling. Emphasizing classroom inclusion, structured English language immersion, and differentiated instruction in all regular education classes, as well as offering intensive English language instruction with a certified ELL teacher, Danbury Prospect will have the capacity and flexibility to meet the needs of ELL students within the course of the normal school day, while supporting the school’s mission to build a diverse, inclusive, and collaborative learning community. Finally, services for all ELL learners will also be guided by the International Baccalaureate Program, which has a formalized language policy that include supports for ELL learners. This policy can be found in the Appendix D. 4. Exit Criteria Danbury Prospect Charter School will follow Connecticut’s exit criteria for students with limited English proficiency. Student achievement or progress in the English language will be measured annually with the Smarter Balanced Assessments or the Connecticut Alternate Assessment (CTAA), Connecticut Mastery Test (CMT) scores or the Connecticut Academic Performance Test (CAPT) standardized tests. However, the Linguistic Standard selected for Connecticut is measured by the LAS Links Assessment and ELL students must score an overall Level 4 or 5 and Reading Score 4 or higher and Writing Score 4 or higher to exit ELL status. Students will not be exited from the ELL program unless they can read, write and comprehend English well enough to participate meaningfully in the school’s program. In alignment with federal guidelines, Danbury Prospect will monitor the academic progress of ELL students who have exited the program for at least two years. Assessments listed in section 1.5 of this application will serve as a base for data on academic progress. Additional monitoring, in the form of classroom observations, will be conducted by the ELL coordinator as appropriate. If an exited ELL student is not progressing academically as expected and monitoring suggests a persistent language need, Danbury Prospect will follow the appropriate steps to retest the student with a valid, reliable, and grade-appropriate test to see if the student must be offered additional language assistance services.73 C. Describe the manner in which the proposed school will ensure that it provides parents and guardians of ELL students report cards and progress reports in the same manner and with the same frequency as general education reporting. Parents of ELL students will be kept abreast of their child’s progress in English language acquisition. Based on the Home Language Questionnaire, Danbury Prospect Charter School will know which students come from homes in which languages other than English are primarily spoken. In such instances, any school 73 TOOLS AND RESOURCES FOR MONITORING AND EXITING ENGLISH LEARNERS FROM EL PROGRAMS AND SERVICES retrieved from https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap8.pdf 80 communication with the parents shall be in the language that parents best understand or otherwise authorize. Communication of grades, including progress reports and report cards will follow the same timeline for all students, regardless of ELL status. As is offered at Prospect Schools Brooklyn campuses, translation services will be made available during the calendared Family/Student/Advisory interviews, thus ensuring that a strong relationship between the Advisory and Family will not be hindered by language barriers. All families will be able to access live-time grades via a web-based grading database, Teacherease. Danbury Prospect will provide translation for how to set up online accounts, including push notifications for grades (should a family wish to have this service). D. Present a detailed plan that addresses how the achievement needs of ELL students will be monitored and how that process will be used to evaluate the effectiveness of the program and ensure that the needs of ELL students are met. Danbury Prospect Charter School will evaluate the effectiveness of its ELL program in a variety of ways. By using data from the LAS-Links and standardized tests taken by all students, the school will determine if it is successful in achieving the goal of the program in helping ELL students develop language proficiency sufficiently well and sufficiently promptly to ensure that ELL students can participate meaningfully in the school’s program. If Danbury Prospect finds that its ELL program is not meeting this goal, the program will be modified accordingly. Modifications may include appropriate adjustments to the curriculum, additional ELL state-certified faculty, additional professional development of faculty and reallocation of financial resources. The Principal, ELL Coordinator and Department Heads will regularly conduct a review of student work utilizing the Looking at Student Work protocol as adapted by the Relay Graduate School of Education. This will provide both teachers and administrators a summary of progress, identify misconceptions that ELL students may have and will drive re-teaching plans to help individual students gain mastery of the material. Prospect School’s Network Data Specialist will regularly analyze assessment data (from interims, unit tests, etc.) and provide the Principal and the ELL coordinator with a summary of student performance by subgroup. The Principal will be able to monitor the progress of ELL learners and can hold targeted follow up meetings with specific subject area teachers if adequate progress is not observed. If an ELL student fails to show appropriate progress in academic areas measured by these assessments and teacher assessment of classroom work, modifications to the instructional program may be made for individual students. In addition, students may be required to attend after school tutoring. In addition, Danbury Prospect Charter School will look at disaggregated data on city and state proficiency tests for ELL students as a group, in order to evaluate whether these students are making progress in the acquisition of the English language as well as in core subjects. Danbury Prospect will track that progress against that of non-ELL students. Danbury Prospect will also track how many students are declassified as ELL and the number of instructional years it takes for declassification to occur. Finally, students will be tracked longitudinally throughout their years at Danbury Prospect to determine if there is significant variation in the academic achievement of students who were once classified ELL and non-ELL students as measured by standardized assessments and non- standardized assessments. E. Detail how the proposed school will meet the state bilingual education requirements and federal requirements of ELL students by including a plan for the provision of certified personnel, receipt and retention of appropriate documentation, classroom adaptations, and sufficient professional development for staff. The table below outlines the timeline and action items Danbury Prospect plans for meeting requirements to support ELL students: 81 Timeline Action Step: What you have to do Confirm LAS Links test materials End of the Previous have been ordered Academic Year Ensure provision of certified ELL staff Task Breakdown : How to do the task ● ● ● Before students arrive Compile list of students flagged as potential ELL ● ● Read LAS Links administration and scoring guidelines ● ● By October 1 st Meet with Head of Ops and confirm testing materials have been ordered. HR will coordinate with Principal to identify and hire appropriately certified ELL personnel. Principal, in collaboration with the Director of Finance, will review annual budget to ensure that adequate numbers of ELL staff are maintained to meet the enrollment needs for students at Danbury Prospect. Ops team will identify students with HLS indicating anything other than English, update IC and set a copy aside for SSLs. Review the HLS provided by Ops team and confirm with TeacherEase information. Read and internalize LAS Links administration and scoring guidelines. Create a timeline for administering and scoring and possible support from your school team. Create schedule for testing students ● Meet with Senior Leadership Team to review list of scholars to be tested and confirm testing schedule for ELL students Administer LAS Links Placement Assessment ● Administer the LAS Links placement assessment to all NEW students who have indicated a language other than English on their Home Language Survey Score LAS Links Placement Assessment ● ● Score all LAS Links assessments. Update the excel tracker of students and determine ELL placements (LEP or Not LEP). Notify parents of ELL Status ● Draft letters to parents notifying them of student ELL classification along with a parent friendly FAQ. Parents are able to accept or reject an ESL/bilingual program. Once parents have returned paperwork for ELL status, update student ELL status in TE for program status, identification date, parent notification date and parents accept or decline program. Administer the LAS Links to ALL identified ELL students (these tests are submitted to a testing company for scoring) ● Update ELL Information in TeacherEase ● Winter Administer the LAS Links C ● Spring Receive scores from CT and update ELLs status ● Update TeacherEase with exit dates for any students who pass the LAS Links Throughout year Provide services ● Provide necessary accommodations/modifications for students to successfully access core content 82 Professional Development for Staff and Classroom Adaptations: Danbury Prospect Charter School teachers will receive professional development training in techniques for detecting whether a student has English language limitations and training regarding communicating with and educating students designated as ELL students. This professional development will come multiple ways: 1. Summer Professional Development: Professional development on best practices for differentiating classrooms in support of ELL students will be provided by the Prospect School’s ELL Coordinator. Data will be collected by the Principal and Department Heads during classroom observations throughout the year to ensure that appropriate levels of differentiation are built into lesson plans. 2. Off-Campus Professional Development: The Principal will provide release time for faculty to attend professional development sessions related ELL learners as offered by SERC, the International Baccalaureate and other service providers. Teachers will turnkey this knowledge to the full faculty during calendared monthly in-house professional development times. 3. On-going Student Needs Meetings (min 2x/month): Danbury Prospect faculty will meet minimally twice/month for a “Student Needs” meeting. In these meetings data will presented regarding the performance of ELL students. Teachers will also share anecdotal evidence based on classroom observations for both academic and social-emotional progress for ELL students. Guided by the ELL teacher, general education teachers will share best practices that they employ in their classroom for supporting their ELL learners. Should the Principal and the faculty determine that the ELL program needs additional support and attention, this dedicated time has sufficient flexibility that it may be used to provide the faculty with the necessary training to support ELL students. As required, these meetings may focus on successful techniques for in serving ELL students. Teachers will bring these techniques back to their individual classrooms to ensure that appropriate adaptations are provided for students. This may include, but is not limited to: multilingual signage, pictorial supports, provision of mother-tongue dictionaries, preferred seating, study aids (flashcards, etc), extended time, etc. 4. Weekly Specialist Department Meeting: As appropriate, weekly specialist department members will utilize meeting time to review progress of ELL learners, including identification and evaluation of ELL students. ELL students will be evaluated in various ways, including but not limited to: ● testing using the LAB-R, standardized tests taken by all students, and the LAS; ● teacher evaluation of each student’s performance in academic content areas to measure the student’s progress in core subjects via the Looking at Student Work protocol and analysis of performance on quizzes, tests, etc; and ● Classroom observational data by the Principal, Department Heads and ELL teacher to determine English comprehension and speaking. 3.4 Admissions Policy and Criteria A. Describe the student admissions policy and criteria. Please include a plan for the admission lottery, explaining how the proposed school would enroll students during the year if spaces become available. If necessary, please indicate whether the proposed school is applying to the SBE for a waiver of the requirements of the enrollment lottery in accordance with C.G.S. § 10-66bb(j). Admissions Criteria As stated in C.G.S. 10-66bb, any child who is qualified under the laws of Connecticut State for admission to a Danbury public school is qualified for admission to Danbury Prospect Charter School. The school shall enroll 83 each eligible student who submits a timely application by the first day of April each year, unless the number of applications exceeds the capacity of the grade level or building. In such cases, students shall be accepted from among applicants by a random selection process, allowing that enrollment preference will be given to pupils returning to the charter school in the second or any subsequent year of operation, and pupils residing in Danbury, and siblings of pupils already enrolled in the charter school. In accordance with Danbury Prospect Charter School’s commitment to diversity and as delineated by federal, state and local law, Danbury Prospect Charter School is nonsectarian and does not discriminate in admissions, educational programs, or employment against any individual on account of that individual’s sex, race, color, religion, age, sexual orientation, handicap or national or ethnic origin. Additionally, admission to Danbury Prospect Charter School shall not be limited on the basis of a student’s intellectual ability, measures of achievement or aptitude, athletic ability, or disability. Application and Enrollment Procedures and Schedule: In the interest of reaching families of diverse backgrounds and minimizing the barriers to entry, the application procedure for Danbury Prospect Charter School will be made as simple and accessible as possible. The application itself will require only information that is absolutely necessary, and it will be available in Spanish and Portuguese, as well as English. Danbury Prospect staff will be available and will actively seek to assist all students or families in the application process. Additionally, the charter school staff will work with admitted and matriculated families to prepare them for and help them meet the social and academic expectations of the school community and offer counseling and support to those students and families that struggle to meet expectations. Summary Schedule for admissions and enrollment will generally follow that of all Prospect Schools: DATE January 1 - April 1 ACTION Online and paper enrollment forms will be provided as necessary. Direct support for the completion of the application will be made available by Danbury Prospect staff to families requiring assistance. Information Nights, advertised and open to the public, will be hosted until April April 1 Lottery applications due by 5pm April 6 Public admissions lottery hosted for available seats April 15 Offers made to students -1st round lottery results emailed and/or sent by text April 28 May 5 Decisions due from families (1st round)-all grades Registration deadline due for all grades Mid-Year Enrollments and Back-Filling Seats: If a student does not receive an offer at Danbury Prospect Charter School during the lottery, then the student will automatically join the Danbury Prospect waitlist in the order in which he/she was placed by the lottery. Danbury Prospect will back-fill all available seats. Students will be offered available seats in the order of the waitlist. Generally Danbury Prospect avoids filling seats after November of a school year due to the challenges such transitions create for both new and enrolled students and families once a significant portion of the school 84 year has passed. Therefore, if a seat becomes available after November, back- filling of such seats is generally delayed until the next academic year. B. Discuss the student recruitment process and timetable to ensure effective public information to attract a diverse student body. In particular, please detail the proposed school’s plan to attract, enroll, and retain students from among the following populations: students with a history of low academic performance; students who receive free or reduced-price lunches pursuant to federal law and regulations; students with a history of behavioral and social difficulties; students identified as requiring special education; and students who are English language learners. In accordance with the Connecticut State Department of Education guidelines and in order to ensure an open and fair enrollment process and a diverse student body, Danbury Prospect will adhere to the Student Recruitment, Application and Admissions Processes and Reporting Requirements published by CSDE. The charter school will therefore submit, by the stipulated deadlines, a copy of the Admissions Application, the Student Recruitment and School Marketing Efforts (in the first year), and the Application and Admission Summary. Figure 32. Student Recruitment Process and Timetable TIMELINE ACTION January Applications for admission to Danbury Prospect Charter School will be made available via the school web site, mailings to current parents and community members, and through various community outreach efforts. Translations will be provided as necessary in order to attract and support ELL students. In addition, the following year letters of intent to renew enrollment will be distributed to current students January through March Outreach efforts will continue with active recruitment of applicants from diverse neighborhoods, public elementary schools, and community groups. Parent ambassador teams support outreach efforts and help ensure families hear from school parents directly about their children’s experiences. Charter school staff will be available to offer assistance to any families requiring it, and will make concerted efforts to follow up with interested families. Information will be available in multiple languages including Spanish and Portuguese to support ELL applicants. Applications will be monitored by the Prospect School’s network Admissions Department, the Danbury Prospect Principal, and Community Relations Manager with an eye for applications representing all area elementary schools. If gaps in area representation are identified the Admissions Department and Principal will reach out to individual elementary schools. Public information sessions will be advertised and conducted by the Principal to explain the academic program, as well as overviews of how the Danbury Prospect program supports all students, including those with a history of behavioral and social difficulties. Information regarding the Student Support Services (SSS) program will be available and families with specific questions regarding IEPs will be connected with the network special education coordinator. April 1 Final deadline for submission of applications from new applicants and signed letters of intent to re-enroll due from current students. 85 First week of April Applications will be collated and, if necessary, a random lottery for each grade level will be scheduled for the first available date. The lottery will be open to the public and attended and/or audited by a representative of the Connecticut State Department of Education. After the first year, it will be conducted to ensure preference for siblings of currently enrolled students, and residents of Danbury, in that order. After all seats have been filled, a waiting list will be created for each grade level, placing students in preferential order. The lottery will be executed according to the requirements and standards outlined in state law. Danbury Prospect intends to comply with the common lottery date of April 3 rd but reserves the right to pick an alternative lottery date during the first two weeks of April. Starting from April, services will be provided for families who may have additional questions regarding educational needs related to improving academic performance, free/reduced lunch, students with behavioral difficulties, special education and ELL. Information on school policies supporting students in all of these areas (FAQs) will be available on-line and in hard copy at the Danbury Prospect office. The principal and other relevant staff (special education coordinator, ELL coordinator, etc.) will be available for consultation by email, phone or in person for families requiring additional information. Mid-April Accepted students will be notified, and necessary enrollment materials will be mailed to accepted students and their families. Students who have been placed on the waiting list or who have not been accepted will also be notified. Mid-May Letters of intent to matriculate will be due from accepted students. A concerted effort will be made by the School to contact and consult,in the appropriate language, with any family who has not submitted a letter of intent by the deadline before offering those seats to the waiting lists. Mid-June through September If/as seats become available, Danbury Prospect will contact students admitted off the waiting lists. A concerted effort will be made by the School to contact and consult with any family admitted off the waiting list. Follow up contact will be made with families who have enrolled in DPCS during the spring and early summer to provide additional supports to ensure retention of enrolled families into the fall. Such supports may include, but are not limited to, welcome meetings with the principal, new family picnic, summer homework support/tutorial sessions for students, etc. Formal Welcome Interviews with advisors will occur in late August. Enrollment Preference: Enrollment is open to all students residing in Danbury and entering grades 6 according to the Danbury Prospect growth model. After the first year, the school will give priority to students enrolled and admitted in the prior year, and siblings of students already enrolled. Lottery Process: If the number of applicants for a classroom exceeds the number of positions available, the school will hold a random selection lottery during or prior to the second week following the close of open enrollment. Specifically, the lottery shall include all completed applications from Danbury residents and each shall be given a number. The lottery will be conducted using a secure software program that draws the numbers at random until all the seats are filled, then continues to draw to create a waitlist if needed. The random selection drawing shall be open to the public, videotaped, and the school will notify all applicants of the time and place. Names will be drawn until all available classroom positions have been filled. Any remaining names will be drawn to establish waiting list priority to be used to fill openings during the school year for which the student applied. After all eligible names have been drawn, the school will add the names of applicants who filed applications after the close of open enrollment. All post- deadline applicants will be added in the order in which they are received. 86 Once students are admitted they will remain eligible to be admitted at the school for successive years without having to re-enter the selection process. They must, however, enroll for the subsequent year. Lottery Procedures: Step One: Current students who complete a re-enrollment form are automatically re-enrolled to the next grade. Step Two: Siblings of currently enrolled students are automatically enrolled if seats are available. If a grade has more sibling applicants than openings, sibling applicants are randomly drawn. Step Three: New applicants are drawn completely for each grade in the order determined in Step Two, until all applicants are placed in a grade or the waiting list. As applicants are drawn and enrolled, siblings are also enrolled. Step Four: After all seats are filled, the drawing continues to determine the order of the waiting list. Outreach Programs to Attract Students and Families: In accordance with the mission statement and the Connecticut State Education Law, Danbury Prospect Charter School is pursuing a rigorous plan of community outreach. These efforts include, but are not limited to: ● An interactive website inviting community input, questions, and feedback; ● Focus groups conducted with the parents or guardians of 5th and 6th grade students in Danbury; ● Outreach to city elementary schools, providing Q&A opportunities for school principals and guidance counselors; ● Outreach through neighborhood religious groups, including but not limited to the Catholic Church; ● Collaboration with the community board, particularly with members of the education committee; ● Collaboration with community leaders, such as the mayor’s office, city council, and members of various grassroots community organizations; ● Collaboration with a variety of educational non-profit organizations and businesses serving the community in and around Danbury; ● Involvement with the Downtown Danbury Partnership; ● Active recruitment at various pre-schools and community based organizations in Danbury, at local community centers, residential communities, and after school programs, and through local religious organizations; ● Open house and community forum events at which parents and community members can visit, learn about, or ask questions about the charter school; and ● Direct communication with the community through postings and mailings. On-going efforts to retain families during the school year: Danbury Prospect Charter School is a school of choice and it is critical that all students and their parents examine the school closely before deciding to enroll. The process involved in applying to the school’s lottery for admission will provide parents and guardians with the information they need to make a good choice. However, there may be circumstances in which a parent or guardian wishes to transfer his/her child to a different school. In these instances, Danbury Prospect personnel will offer to meet with the family and discuss the reasons for the desired withdrawal from the charter school, and seek solutions to any problems within the Danbury Prospect Charter School community. This initial meeting will serve both to help staff remedy any problem and to receive direct feedback from families who are opting for alternatives other than Danbury Prospect. Such feedback could form the basis for an alteration in school practices. If the parent or guardian still wishes to transfer their child to another school, staff at Danbury Prospect will make every reasonable effort to help the student find a school that better serves the family’s desires. The charter school will ensure the timely transfer of any necessary school records to the student’s new school. The School will admit each eligible student who submits a timely application, unless the number of applications exceeds the capacity of the student’s requested grade level or the school building. C. Describe the efforts the proposed school would make to reduce racial, ethnic and/or economic isolation. Please discuss relevant programs (e.g., curricular and 87 extracurricular and/or student teacher recruitment), if any, the school plans to implement. Curricular programs to reduce racial, ethnic and/or economic isolation As mentioned in the Educational Philosophy section of this application, the Danbury Prospect Advisory consists of individual adult members of the Danbury Prospect Community paired with small groups of students. The purpose of the Advisory program is to help each student reach his or her potential. There are two main objectives that support this mission. The first objective is to provide opportunities to develop socially and emotionally as part of a supportive small group. The second objective is to provide opportunities to develop and strengthen cognitive skills and advance the pursuit of knowledge. To achieve these objectives, Advisory combines activities, discussions, and reflections to help students develop open minds, persistence in learning, caring attitudes towards the world and people around them, and the ability to reflect and think critically about themselves and their world. Thus, the advisory curriculum is geared to develop students’ interpersonal and intrapersonal skills, organizational skills, provide students the opportunity for career exploration, and help students succeed as individual members of the global community. All students are provided with an individualized academic schedule. Before the start of the year, the Principal will review the class rosters to ensure that appropriate diversity is maintained in each class. Extracurricular programs to reduce racial, ethnic and/or economic isolation A robust after-school program, modeled after existing Brooklyn Prospect Schools’ After School Programs, will provide students with extracurricular opportunities for students of all backgrounds to connect outside the classroom and explore individual passions. Partnerships have already been set up with the Danbury Grassroots Academy, Families Network of Western Connecticut, and the Regional YMCA of Western Connecticut to offer programming at Danbury Prospect and more will be developed during the planning year. The founders of Danbury Prospect began considering extracurricular activities early in the planning to meet all student and family needs for engaging after school options. The three partners mentioned above enable Danbury Prospect to provide a robust program to support students in their various interests whether that is playing tennis with Danbury Grassroots Academy or learning leadership and government skills with the Regional YMCA of Western Connecticut. To ensure multiple relationship building opportunities for students and teachers, and that no student feels isolated due to inability to attend, where costs may be associated with activities such as field trips or afterschool programs, fees will be waived (or sliding-scale payment options will be available) to students who qualify for free or reduced lunch. Teacher recruitment plans to reduce racial, ethnic and/or economic isolation The Prospect School’s HR Department will support Danbury Prospect in recruiting a diverse staff that will reflect the diversity of the student population. Such diversity is a critical element in reducing the racial, ethnic and/or economic isolation of all members of the school community. Also, Brooklyn Prospect School’s graduates have successfully served as tutors, mentors, teaching assistants and after-school instructors across the network of schools and have provided a great support to many of the younger students. Where appropriate, student teachers and interns from area organizations (Danbury High School, WCSU, etc) will be recruited to support Danbury Prospect programs. 3.5 Student Discipline Policies A. Discuss how the proposed school would create and maintain a safe and strong learning environment. Prospect Schools has a long history of providing a safe and strong learning environment by encouraging positive behaviors. In annual surveys conducted by Prospect Schools and the NYC Department of education, BPCS consistently receives high ratings in this area. In the 2016 Family Survey, 92% of 88 respondents stated they were satisfied with safety and respect at the Brooklyn Prospect Charter School. Philosophically, Danbury Prospect will cultivate a safe and supportive environment that holds the following values: 1. Differences are valued and celebrated. We celebrate it at school wide circles and through other events and do not tolerate actions or words that disrespect any of these differences. 2. Members take pride in the physical environment, social community, and academic achievement. We recognize student success, make students accountable for the upkeep of their physical space, and foster teamwork through sports, advisories, and team building activities. 3. Students are held accountable and have a voice in their thinking, learning, and development of character, creativity, and passion. We encourage student voice and leadership and see discipline not as punishment but as education. 4. We value the holistic development of students. We educate the students in and out of the classroom, so they not only gain academic skills and knowledge, but develop into principled students and people. 5. Students and staff feel comfortable in a structured environment. We want all members of the community to look forward to coming to Brooklyn Prospect each morning, be known for their uniqueness, and feel supported to do their best. We promote positive interactions between students and staff and provide opportunities for all to get to know each other better. Danbury Prospect will adapt the Prospect Schools Student and Family Handbooks which have been used and refined by Prospect Schools over the past eight years. These handbooks offer an overview of the policies and provide clear guidance for students, families and staff on the operation of the schools, including statements of student rights and responsibilities. Handbooks are differentiated towards the appropriate audience (student, family, etc.) as well as grade level (MS v. HS, etc). Handbooks include: 1. Middle Student and Family Handbook 2. High Student and Family Handbook 3. Prospect Schools Policy Handbook 4. School Wellness Policy The full handbooks can be found in Appendix F and will be adapted for Danbury Prospect. School staff will ensure that parents and students are well informed of these policies both before enrollment and at the time that students sign up for entry into Danbury Prospect. As such, students will not be surprised about what type of behavior is expected from them, and parents will be reassured about the type of classroom environment that will be maintained in the Danbury Prospect Charter School. At the core of supporting a safe and strong learning environment is the Youth Development and School Culture (YDSC) team. This team is comprised of a YDSC Head, social worker/school counselor, guidance counselor, dean and school aides. This team works closely with the Principal, the Student Support Services coordinator and all faculty to ensure that students are supported in their academic and social emotional growth. Danbury Prospect faculty and staff will be coached on recognizing situations in which students’ behavior is in proper accordance with the policy and when the code has been violated, and versed in the various procedures and policies surrounding varying degrees of infractions of the policy. All staff will be provided with professional development on school policies, in particular implementing the discipline policy as well as implementing overall consistent and effective behavior management and discipline strategies in the classroom and in the greater school community. Led by the Principal and the YDSC Head, staff will be provided with training during summer professional development. Follow-up training throughout the year will be provided if deemed necessary. I. Student Disciplinary Code At Danbury Prospect Charter School, expected behaviors are used to give students guidance as they strive to exhibit appropriate behavior. School personnel use these expected behaviors to guide students in what is considered to be safe and responsible behavior. The school has the responsibility to hold all students 89 accountable for exhibiting the expected behaviors and adhering to the code of conduct. Underpinning the discipline system are these values that guide the policies: 1. Building respectful relationships is foundational to our mission, vision and positive school learning environment. 2. Consistent proactive discipline supports a positive learning environment. Faculty, administrators, staff, students and parents have a responsibility to help prevent problems before they arise. 3. Students perform best in a warm, orderly, and consistent classroom. 4. Positive and negative consequences teach students to self-correct inappropriate behaviors and assume responsibility for their actions. 5. Bribery and predetermined rewards undermine the development of an internal sense of responsibility. 6. All students can demonstrate appropriate behavior; therefore, the code of conduct is applied universally. 7. No matter where students go on or around campus, the behavioral expectations are the same. These guidelines set forth the Danbury Prospect Charter School’s policy regarding how students are expected to behave when participating in school activities, on and off school grounds, and how the school will respond when students fail to behave in accordance with these rules. In all disciplinary matters, students will be given notice and will have the opportunity to present their version of the facts and circumstances leading to the imposition of disciplinary sanctions to the staff member imposing such sanctions. Depending on the severity of the infraction, disciplinary responses include community service, mediation meetings, suspension (short- or long-term), detention, exclusion from extracurricular activities, and expulsion. When appropriate, school officials also will contact law enforcement agencies. B. Describe the acts for which a student may be disciplined, include the consequences or range of consequences resulting from committing such acts. The discipline system at Danbury Prospect is designed to be educational in nature and values relationships and restoration. Rules and consequences exist to protect a rigorous learning environment where students are able to maximize class time, take risks and demonstrate mutual respect, engagement, and professionalism. As such, students, families and faculty will be aware that the following disciplinary actions may be implemented when student’s actions or inactions violate the School’s Discipline Policy or interfere with the delivery of educational services, jeopardize the health, safety, and well-being of any member of the school community, or threaten the integrity and stability of the school itself. Range of consequences for actions that interfere with the delivery of educational services, jeopardize the health, safety, and well-being of any member of the school community, or threaten the integrity and stability of the school itself include: 1. Parent notification 2. Dean’s office referral 3. Meeting with Principal 4. Honor Probation (for repeated academic honesty violations) 5. Service in Action (community service) 6. In-school disciplinary action (e.g., detention, exclusion from extracurricular activities, or Service in Action) 7. In-School Suspension or Out-of-School Suspension Specific details for some of the above listed consequences include: Short Term Suspension A student who is determined to have committed any of the infractions listed below may be subject to a short term suspension, unless the principal determines that an exception should be made based on the circumstances of the incident and the student's disciplinary record. Such a student also may be subject to any of the additional 90 disciplinary measures set forth in this policy, and referrals to law enforcement authorities may be made, as appropriate. Disciplinary Infractions ● Attempt to assault any student or staff member. ● Vandalize school property causing minor damage. ● Endanger the physical safety of another by the use of force or threats of force that reasonably places the victim in fear of imminent bodily injury. ● Engage in conduct that disrupts school or classroom activity or endangers or threatens to endanger the health, safety, welfare, or morals of others. ● Engage in insubordination. ● Fail to complete assignments, carry out directions, or comply with disciplinary sanctions. ● Steal, attempt to steal, or possess property known by the student to be stolen. ● Commit extortion. ● Engage in gambling. ● Drive recklessly on school property. ● Trespass on school property. ● Abuse school property or equipment. ● Use obscene or abusive language or gestures. ● Engage in acts of sexual harassment, including but not limited to sexually related physical contact or offensive sexual comments. ● Possess tobacco or alcohol. ● Wear inappropriate, insufficient, or disruptive clothing or attire, and/or violate the student dress policy. ● Refuse to identify himself or herself to school personnel. ● Repeatedly commit minor behavioral infractions that, in the aggregate, may be considered an infraction subject to formal disciplinary action. ● Fail to adhere to a previously created behavior plan ● Commit any other act which school officials reasonably conclude warrants a short-term suspension, including any of the level 1 or level 2 infractions as listed in the Prospect Schools Policy Guide, or an aggregate of level 3 infractions Procedures and Due Process for Short Term Suspensions The school principal may impose a short-term suspension and shall follow due process procedures consistent with Goss v. Lopez, 419 U.S. 565 (1975). Before imposing a short-term suspension or other, less serious discipline, the school principal or his/her designee (including the head of school culture or a dean) shall inform the student of the charges against him or her and, if the student denies the charges, an explanation of the evidence against the student. A chance to present the student’s version of events shall also be provided. In the event of the imposition of a short-term suspension, the student will be notified if it is to be served in school or out of school. The principal also shall immediately notify the parent(s) or guardian(s) in writing that the student has been suspended from school. Written notice shall be provided by personal delivery, express mail delivery, e-mail, or equivalent means reasonably calculated to assure receipt of such notice within 24 hours of suspension at the last known address. Where possible, notification also shall be provided by telephone if the school has been provided with a contact telephone number for the parent(s) or guardian(s). Such notice shall provide a description of the incident or incidents that resulted in the suspension and shall offer the opportunity for an immediate informal conference with whomever has imposed the suspension. The notification and informal conference shall be in the dominant language used by the parent(s) or guardian(s). Long Term Suspension In addition to the Level Offenses that may result in a short-term suspension as detailed above, a student who is determined to have committed any of the infractions listed below shall be subject minimally to a long term suspension, unless the principal determines that an exception should be made based on the circumstances of the incident and the student's disciplinary record. Such student also may be subject to any of the additional 91 disciplinary measures set forth in this policy, and referrals to law enforcement authorities may be made, as appropriate. Disciplinary Infractions ● Possess, use, attempt to use, or transfer any firearm, knife, razor blade, explosive, mace, tear gas, or other dangerous object of no reasonable use to the student at school. ● Commit or attempt to commit arson on school property. ● Possess, sell, distribute or use any alcoholic beverage, controlled substance, imitation controlled substance, or marijuana on school property or at school-sponsored events. ● Assault any other student or staff member. ● Intentionally cause physical injury to another person, except when the student's actions are reasonably necessary to protect him/her from injury. ● Vandalize school property causing major damage. ● Commit any act that school officials reasonably conclude warrants a long-term suspension. ● Make false bomb threat or pull a false emergency alarm. In addition, a student who commits any of the acts which would ordinarily result in a short-term suspension, may instead be subject to a long-term suspension at the discretion of the principal. C. Describe the proposed school’s policies regarding student expulsion and suspension (inand out-of-school) for both general education and students identified as special education, and the educational alternatives available to students who are expelled or suspended. In addition, please include the due process procedures the school would follow in applying the discipline policy for all students, including students identified as eligible for special education. Procedures and Due Process for Long Term Suspensions or Expulsions A long-term suspension refers to the removal of a student from Danbury Prospect for disciplinary reasons for a period of more than five (5) days. Expulsion refers to the permanent removal of a student from School for disciplinary reasons. This is the final level of correction. Upon determining that a student's action warrants a possible long-term suspension or expulsion, the following procedure, in compliance with applicable case law, will be followed: ● The student shall immediately be removed from the class or the school, as needed. ● The student shall be informed of the charges and the evidence for those charges; where applicable, the student will have the opportunity to explain his or her side of the events. ● The Principal shall immediately notify a parent or guardian of the student, in person or on the phone. ● The Principal shall provide written notice to the student and his or her parent(s) or guardian(s) that the school is going to commence a disciplinary hearing. Notice to the student and his/her parents/guardians shall provide a description of the incident or incidents which resulted in the suspension and shall indicate that a formal hearing will be held on the matter which may result in a long-term suspension (or expulsion). The notification provided shall be in the dominant language used by the parent(s) or guardian(s) if it is known to be other than English. The notice will state that at the formal hearing, the student shall have the right to be represented by counsel, present and question witnesses, and present evidence. ● The School will set a date for the Hearing. The student and his or her parent(s)/guardian(s) will be notified in writing of the: a) Charges and a description of the circumstances that gave rise to the hearing b) Date, time and place of a hearing c) Notice of the right at the hearing to: ▪ Be represented by legal counsel (at the student’s/parent’s/guardian’s own expense) ▪ Present evidence and question witnesses ▪ Notice that an electronic or written record of the proceedings will be created and made available to all parties. 92 The School will attempt to reach the family by phone call to discuss the hearing. ● In advance of the hearing, statements and a witness list will be provided to the Student’s family/counsel. ● In advance of the hearing, any documents on which the school intends to rely and a witness list will be provided to the Student’s family/counsel. If necessary, records will be redacted in accordance with FERPA. The Governing Council Discipline Committee or their designee, shall serve as Hearing Officer and preside over the hearing. The Hearing Officer shall, within four school days of the hearing, issue a written decision to the student, the parent/guardian, and the school's Governing Council. If the student and parent(s) or guardian(s) fail to appear at the scheduled hearing, despite appropriate notice the hearing shall take place regardless, and the Hearing Officer shall make a decision based on information at hand. Appeals and/or Complaints The student’s family may request for an appeal. Such appeal must be received by the School’s Governing Council Chair within two weeks of the Hearing Officer’s written decision. Upon receipt of such a request, a committee comprised of no less than three trustees who were not involved in the initial hearing will hear the appeal within 30 business days. Each party will have twenty minutes in which to make a statement. The scope of the appeal will be limited to positions and the record established during the first disciplinary hearing. In rendering its decision, the committee may consult the transcript of the disciplinary hearing and any evidence submitted in connection with it. The committee will provide a written ruling within five school days. For matters alleging a violation of law or of the School’s charter agreement, submissions of complaints may be made to the school’s authorizer and/or the State Department of Education. Additional Suspension Periods/Expulsion In the event of the imposition of a long-term suspension, the principal may also recommend the imposition of an additional suspension period or expulsion of the suspended student, based on the circumstances of the incident and the student's disciplinary record. If the student and parent(s) or guardian(s) fail to appear at the scheduled hearing, the hearing shall take place regardless, and the discipline committee shall make a decision based on information at hand. Provision of Alternative Educational Services During Suspension Period In accordance with applicable law, the Danbury Prospect will ensure that alternative educational services are provided to a student who has been suspended to help that student progress in the school’s general curriculum. Alternative instruction shall be sufficient to enable the student to make adequate academic progress, and shall provide them the opportunity to complete the assignments, learn the curriculum and participate in assessments. Instruction will take place in one of the following locations: the student’s home, a contracted facility (e.g., in the school district of location), or a suspension room at the school. Instruction will be provided by one or more of the following individuals in consultation with the student’s teacher(s): teacher aides or trained volunteers, individuals within a contracted facility, a tutor hired for this purpose. Students receiving counseling or other related services will be permitted to attend these services during periods of suspension. Special schedules may be developed by the Principal or YDCS head to ensure continued provision of services. In the event that a student is recommended for expulsion, Danbury Prospect will work with families to identify appropriate academic placements, including, but not limited to, school visits, provision of letters of support, identification of external service providers (therapists, etc.,) to support the family, etc. Suspension Policy for Students in Special Education Students with disabilities have the same rights and responsibilities as other students, and may be disciplined for the same behavioral offenses. Discipline of a student identified as having a disability, however, will be in 93 accordance with the following: Students for whom the Individualized Educational Plan (“IEP”) includes specific disciplinary guidelines will be disciplined in accordance with those guidelines. If the disciplinary guidelines appear not to be effective or if there is concern for the health and safety of the student or others if those guidelines are followed with respect to a specific infraction, the matter will be immediately referred to the Regional Education Service Center (“RESC”) of the student's district of residence for consideration of a change in the guidelines. Students with an accommodation plan under Section 504 of the Rehabilitation Act of 1973 will be disciplined in accordance with that plan (29 U.S.C. §§ 794 and 705(20)). Students for whom the IEP does not include specific disciplinary guidelines may be disciplined in accordance with standard school policy relating to each infraction. The Planning and Placement Team (PPT) of the student's district of residence shall be notified immediately of any suspension from classes, and the school shall work with the PPT to arrange appropriate alternate instruction. If there is any reason to believe that the infraction is a result of the student's disability, the student will immediately be referred to the PPT of the student's district of residence. If a connection is found, no penalty may be imposed, and the school will work with the PPT to consider a possible program modification. If a student identified as having a disability is suspended during the course of the school year for a total of eight days, such a student will immediately be referred to the PPT of the student’s district of residence for reconsideration of the student’s educational placement. Such a student shall not be suspended for a total of more than ten days during the school year without the specific involvement of the PPT of the student’s district of residence prior to the eleventh day of suspension, because such suspensions are considered to be a change in placement. In considering the placement of students referred because of disciplinary problems, the PPT of the student’s district of residence is expected to follow its ordinary policies with respect to parental notification and involvement. The school shall work with the district to ensure that the PPT of the student’s district of residence meets within seven school days of notification of any of the following, for the purpose of considering a change in placement for the student involved: 1. The commission of an infraction by a student with a disability who has previously been suspended for the maximum allowable number of days. 2. The commission of any act resulting from the student's disability. 3. The commission of any infraction by a disabled student, regardless of whether the student has previously been suspended during the school year if, had such infraction been committed by a non-disabled student, the principal would seek to impose a suspension in excess of five days. Disciplinary Procedures for Students Not Yet Formally Identified as Disabled A student not specifically identified as having a disability but whose school district of residence or charter school has a basis of knowledge (in accordance with 34 CFR §300.527(b)) that a disability exists prior to the behavior which is the subject of the disciplinary action shall be disciplined in accordance with these provisions. Provision of Services During Removal For those students removed for a period less than ten days, Danbury Prospect shall ensure that each affected student receives all classroom assignments and a schedule to complete such assignments during the time of his or her suspension. Provisions will be made to permit a suspended student to make up assignments or tests missed as a result of such suspension. Danbury Prospect also shall provide additional alternative instruction with the reasonable promptness and by appropriate means to assist the student, so that the student is given full opportunity to complete assignments and master the curriculum, including additional instructions, phone assistance, computer instruction and/or home visits and one-on-one tutoring. 94 During any removal for drug or weapon offenses, services will be provided to the extent necessary to enable the student to appropriately progress in the general curriculum and in achieving the goals of his or her IEP. These service determinations will be made by the PPT of the student's district of residence. The school will place students in interim alternative educational settings as appropriate and mandated by 34 CFR §300.520(a)(2). During any subsequent removal that does constitute a change in placement but where the behavior has been found by the PPT to not be a manifestation of the disability, the services must be provided to the extent necessary to enable the student to appropriately progress in the general curriculum and in achieving the goals of his or her IEP. The PPT of the student’s district of residence will make the service determination. Planning and Placement Team Meetings Meetings of the PPT of the student’s district of residence to either develop a behavioral intervention plan or, if the student has one, to review such plan, are required when: (1) the student is first removed from his or her current placement for more than ten school days in a school year; and (2) when commencing a removal which constitutes a change in placement. Subsequently, if other removals occur which do not constitute a change in placement, the school will work with the PPT of the student's district of residence to review the student’s assessment plan and its implementation to determine if modifications are necessary. If one or more members of the PPT of the student’s district of residence believe that modifications are needed, then the PPT is expected to meet to modify the plan and/or its implementation. Due Process If discipline which would constitute a change in placement is contemplated for any student, the following steps shall be taken: (1) not later than the date on which the decision to take such action is made, the parents of the student with a disability shall be notified of that decision and provided the procedural safeguards notice described in 34 CFR §300.504; and (2) immediately if possible, but in no case later than ten school days after the date on which such decision is made, the PPT of the student’s district of residence and other qualified personnel shall meet and review the connection between the student’s disability and the behavior subject to the disciplinary action. If, upon review by the PPT, it is determined that the student’s behavior was not a manifestation of his or her disability then the student may be disciplined in the same manner as a student without a disability, except as provided in 34 CFR §300.121(d), which relates to the provision of services to students with disabilities during periods of removal. Parents may request a hearing to challenge the manifestation determination. Except as provided below, the student will remain in his or her current educational placement pending the determination of the hearing. If a parent requests a hearing or an appeal regarding a disciplinary action relating to weapons or drugs to challenge the interim alternative educational setting or the manifestation determination, the student shall remain in the interim alternative educational setting pending the decision of the hearing officer or until the expiration of the time period provided for in the disciplinary action, whichever occurs first, unless the parent and charter school agree otherwise. 95 Section 3.6 Human Resources Policies A. Describe the criteria and standards to be followed in the hiring and dismissal process of teachers, administrators and other school staff. In addition please provide a sample job description for a teacher and a principal. (Note: Job descriptions are included in Appendix G) Danbury Prospect Charter School identified a high-performing educator from within the Prospect School’s community to carry out the school’s ambitious mission. Kim Raccio, the School Principal of Danbury Prospect, was born and raised in Connecticut and she will have the opportunity to embed the seeds for innovation and success in the school’s culture and create an educational legacy for future students and teachers. Criteria, competencies and professional standards for Administrators Highly skilled educators are essential to creating a 21st Century learning community. In keeping with the school’s core values, Danbury Prospect will endeavor to hire true professionals who model lifelong learning and collaboration. Danbury Prospect believes that its School Principal is a “principal teacher;” that is, a model teacher, committed to continuous improvement, who can translate successful classroom teaching into academic leadership. To this end, Danbury Prospect Charter School will empower its academic leaders to achieve their highest performance through ongoing professional development, and collaborative decision making. For this reason, demonstrated excellence in teaching, school leadership, and a commitment to continual reflection, learning, and professional growth are the fundamental qualifications for a leadership appointment at Danbury Prospect. Additionally, highly qualified candidates for employment will have all or most of the following credentials: Most Important ● A degree or degrees in the subject matter ● An advanced degree in education leadership and/or subject matter ● Certification in the subject matter ● Demonstrated previous success in the classroom ● Demonstrated previous success in school level leadership Very Important ● Demonstrated engagement in continuous professional development ● Engaged in contributing to professional organizations ● Demonstrated commitment to and ability to succeed in the responsibilities of Danbury Prospect Charter School leadership as outlined here and other sections of this document ● Experience with International Baccalaureate Program Desirable ● National Board Certification ● Fluency with technology Criteria, competencies and professional standards for Teachers In addition to administrators, teachers must be highly skilled professionals who model lifelong learning and collaboration. To this end, Danbury Prospect Charter School will empower teachers to achieve their highest performance through ongoing professional development, collaborative decision making and opportunities for advancement. For this reason, demonstrated excellence in teaching and a commitment to continual reflection, learning, and professional growth are the fundamental qualifications for employment at Danbury Prospect. Additionally, highly qualified candidates for employment will have all or most of the following credentials: ● A degree or degrees in the subject matter ● An advanced degree in education and/or subject matter ● Certification in the subject matter ● Demonstrated previous success in the classroom 96 ● ● ● ● ● Demonstrated engagement in continuous professional development Engaged in contributing to professional organizations Demonstrated commitment to and ability to succeed in the responsibilities of Danbury Prospect Charter School faculty as outlined here and other sections of this document Familiarity with International Baccalaureate Program National Board Certification (preferred) Danbury Prospect will employ faculty members who have demonstrated a high level of individual competency, commitment to the profession and alignment with the mission of the the school. Faculty aspiring to teach at Danbury Prospect can demonstrate individual competence through documentation of significant improvement in student test scores, unedited video tapes of full length classes, evaluations from supervisors, and responses to video scenarios of class demonstration classes. Commitment to the profession can be indicated by continued professional development, participation in professional organizations, participation in academic or school life above and beyond contractual requirements. For example, teachers can take advantage of opportunities to coach, run clubs, participate in network-level initiatives, lead international trips, etc. Danbury Prospect is interested in hiring individuals who are committed to student achievement regardless of their circumstances. The following outlines the primary responsibilities of all faculty members and the criteria for which they will be evaluated: ● Work collaboratively with colleagues including special education instructor(s) and English as a Second Language instructor(s) ● Reflect upon one’s teaching and work conscientiously to improve one’s own and one’s colleagues’ performance ● Enhance student performance and learning in subject matter ● Serve as an advisor, offering individual student support and aiming to improve secondary literacy and study skills for all students ● Form supportive, nurturing and appropriate relationships with students ● Pursue and model the core values of the school ● Fulfill the appropriate professional role based on one’s specific teaching assignment and the stage of one’s career ● Fully engage in continuous reflective professional development. Procedures for Hiring and Dismissing School Personnel Using the job qualifications and duties outlined here as guidelines, Danbury Prospect Charter School shall recruit and hire faculty and staff in accordance with equal opportunity employment guidelines. In the interest of fulfilling Danbury Prospect Charter School’s goal of building a diverse and professional learning community, recruiting and hiring will be of paramount importance. Leveraging Prospect School’s established Human Resources Department, Danbury Prospect Charter School will recruit, hire and develop talented educators who demonstrate a commitment to professionalism and collaboration and who model lifelong learning. Applications from all qualified candidates will be considered. Applicant screening, interviewing, and selection will comply with all employment non-discrimination laws and policies. For each candidate considered for employment, the HR Department will conduct a criminal background check, solicit a professional conduct report from the candidate’s previous employer, and obtain a minimum of three professional references. Appropriately certified teachers will be hired in compliance with the Connecticut State Department of Education (CSDE). Faculty and staff offered positions at Danbury Prospect Charter School will be given a letter of appointment, confirming the employee’s start date and hire rate. The letter will also outline in-service training dates, and explain the terms and details of benefits provided. The purpose of the letter of appointment is to define and clarify circumstances under which employment will occur. Once hired, a comprehensive, annual performance management process will support the continued growth of Danbury Prospect faculty and staff- for a full outline please see the Employee Handbook in Appendix G. Direct supervision and evaluation of the Danbury Prospect Principal will be conducted by the Prospect 97 Schools Academic Director in collaboration with the Governing Council. An example of the 2016-17 Principal Evaluation Form is included in the appendix (Appendix G). When necessary, this performance management process will directly address performance issues through articulated support and/or action plans. The performance management process will drive the setting of annual performance goals and provide a transparent process for dismissing staff due to conduct or performance issues, if required. Details of the performance management process are found in the Appendix G. Employment at Danbury Prospect Charter School is “at-will” which means that Danbury Prospect or the employee may terminate the employment relationship with or without cause. Within five working days of an employee’s termination, Danbury Prospect will give the terminated employee a written notice of the exact date of termination and the exact date of the cancellation of employee benefits connected with the termination. The termination employee may be eligible for compensation for unused vacation time and may be eligible for unemployment compensation; however, employees will not receive any additional benefits, rights or privileges beyond the last day worked. This notice applies to all employees regardless of date of hire. B. Describe the targeted staff size and teacher-to-student ratio aligned to the school mission, educational philosophy, students served, and budget. Collaboration is an integral component of Danbury Prospect’s mission. Teachers will collaborate frequently with each other to continually improve their teaching. Danbury Prospect expects to have a teacher to student ratio of 1:13 to reach its goal of engaging students in the international and community-based curriculum. To support Danbury Prospect’s educational philosophy of providing students with a rigorous academic program supported by the foundation of the Connecticut State Standards and the International Baccalaureate, will hire sufficient staff to cover the core instructional areas: ELA, Math, Science, Humanities; Specialist subjects of Art, Physical Education and World Languages (Mandarin and Spanish). Additional specialist subjects in music, theater, dance, etc., will be added on as the school grows from year one. In the first year, Danbury Prospect anticipates hiring approximately 19 full time employees in its founding year and increasing staff as the school grows. Danbury Prospect will ensure the commitment to diversity and provision of differentiated learning opportunities through the recruitment of sufficient ELL and SSS/Special Education teachers. Sufficient Deans and Counselors will also be hired in order to serve the needs of the students. The Danbury Prospect budget prioritizes the best interests of its students above all which drives the budget allocations in terms of staffing, professional development, and specialist subjects. Similar to the Prospect Schools in Brooklyn, the Danbury Prospect budget is designed to ensure a student to teacher ratio of 1:13. This tenet is core to Prospect Schools’ work which has a long history of budgeting to successfully to meet this commitment. C. Discuss how the proposed school will attract, retain, and develop high-quality teachers and school leaders and comply with state requirements regarding teacher certification. Recruitment of excellent, mission-aligned faculty and staff will be supported by Prospect School’s Human Resource and Talent team. The HR team will collaborate closely with the Principal in order to identify highly qualified candidates who represent the diversity of Danbury Prospect’s student population. The HR team will actively recruit teachers and administrators through advertisements on our website, in local newspapers and community newsletters, and at local educational organizations, colleges, and universities. Additionally, Danbury Prospect will make use of job fairs, national and international internet resources and informal community networks, including IB networks. Every effort will be made to choose the most qualified candidates who demonstrate commitment to working collaboratively and engaging in continuous reflection and professional growth. 98 Retention of excellent faculty and staff is supported by the annual performance management process which emphasis individual professional growth and identifies ways to best support all adults in the Danbury Prospect team. Details of the full year-long performance management process are found in the Appendix G. Administrators maintain an “open door” policy and are responsive to the needs of their team. Danbury Prospect administrators, particularly designated Principal Kim Raccio, have a proven track record of retention. For example, under her leadership in the 2016-17 academic year, 100% of the founding core academic team and 100% of the founding operational team at the Prospect School’s Clinton Hill Middle School signed on for the following year. This success is credited, in part, to the culture of collaboration and support that Principal Raccio strives to inculcate in her schools. For example, in her most recent end of year 360 evaluation, faculty reported that, “I have so appreciated getting to work with Kim and have felt deeply supported by her in terms of student needs and issues”. This level of retention is echoed amongst leadership as well. Following Principal Raccio’s opening of the Brooklyn Prospect High School, 100% of the leadership team returned for the second year of operation. As mentioned in greater detail in Section 3 (Instruction), Danbury Prospect will retain and develop its employees by offering a truly collaborative working experience. Danbury Prospect teachers will receive: ● 1 or 3 weeks of professional development during the summer (returning and new, respectively) ● Weekly grade level meetings focused upon assessment, special education and differentiated instruction, data analysis, curriculum planning, etc. ● Monthly school-wide professional development ● Within the discipline and within the grade level, Looking at Student Work Protocol will be used as collaborative professional development, as will videotaping and video journaling. The Principal is responsible for establishing a culture of reflection, collaboration and professional growth. All faculty, especially experienced faculty, must demonstrate leadership in maintaining a collaborative, growth oriented school culture. In terms of teacher certification, Danbury Prospect will hire primarily experienced teachers for the founding team as well as a cohort of resident teachers. As required by State Law C.G.S. § 10-66dd.,at least 50 percent of the teachers employed will hold a valid CSDE educator certificate obtained through a traditional route. The remaining 50 percent will hold a CSDE authorization allowing them to serve in the position for which they are employed. This may include an interim initial or interim provisional educator certificate, substitute authorization, Durational Area Shortage Permit, Nonrenewable Charter School Interim Educator Certificate, Resident Educator Permit, etc. Prospect Schools has also partnered with programs such at the New York University Steinhardt School of Education’s Embedded Master of Arts in Teaching (EMAT) to hire these residents who shall complete Interim Certificates or Initial Educator Certificates upon earning their master's degrees. D. Describe procedures to document efforts to increase the racial and ethnic diversity of staff. Danbury Prospect recognizes the extent of the competition for the most coveted educators and is committed to recruiting and training the best and brightest teacher representing a wide range of racial and ethnic diversity. Recruitment of a diverse staff is central to the mission and remains a priority at the highest levels of the Prospect Schools organization. Over 60% of all new hires made during the 2016-17 school year identify as People of Color, which highlights the commitment that Prospect Schools has to building a diverse workforce. Danbury Prospect will continue to track and measure the racial and ethnic diversity of staff over the years through the maintenance of a Human Resources (HR) Staffing Database. As part of on-boarding new faculty following the acceptance of an offer to work at Danbury Prospect, faculty will complete a survey of demographic data which will be maintained by the Prospect School’s central office. HR staff will utilize this information to review endeavors to recruit and retain a racially and ethnically diverse staff. 99 Using creative and aggressive recruiting strategies, Danbury Prospect will employ faculty members who have demonstrated a high level of individual competency and a commitment to the profession. Danbury Prospect will target recruitment efforts on those teachers who have demonstrated measurable success in raising student achievement, those who combine scholarly mastery of their subject matter with knowledge of how children learn, and those who have been recognized by their peers as professionals in their field, as some examples of traits used to identify potential faculty members. Successful recruitment of diverse candidates will depend on a commitment to year-round recruiting efforts, the use of both traditional and internet resources, and the cultivation of relationships with the nation’s top universities and local and national graduate programs in education. Historically, Prospect Schools has partnered with programs such as the New York University Steinhardt School of Education’s Embedded Master of Arts in Teaching (EMAT). This program specifically works with MA students from diverse backgrounds and partners them with schools nationally for a year-long residency. The majority of EMAT students who participated in the 2016-17 school year as Prospect Schools’ residents have successfully transitioned to full time teaching within the network and 100% of the Prospect EMAT residents identify as people of color. E. Describe human resource policies governing salaries and fringe benefits, personnel contracts, and affirmative action and benefit packages. Danbury Prospect plans to pay salaries comparable to the Danbury School District just as it currently pays salaries comparable to the New York City Department of Education. In addition to a competitive salary, employees will receive: pre-tax commuter benefits, full medical, dental, vision benefits, and a 401(k) with employer match. All job advertisements, including those on Danbury Prospect’s website, will contain the following language: “Danbury Prospect Charter School is an equal opportunity employer and does not discriminate on the basis of race, religion, color, age, sex, sexual orientation, marital or familial status, national origin, alienage or citizenship or disability.” Where space is at a premium, the charter school will instead use the initials “EOE” which stands for Equal Opportunity Employer. All hiring at Danbury Prospect Charter School will be in compliance all antidiscrimination regulations and with Title IX of the Education Amendments of 1972 (20 U.S.C. § 1641) in compliance with 34 C.F.R. § 106.9. F. Discuss how the proposed school will evaluate teachers and administrators. In particular, explain how the school will implement the Connecticut Guidelines for Educator Evaluation by: (1) indicating that the governing council intends to adopt SEED for teacher and administrator evaluation and development; or (2) describing an alternative method for teacher and administrator evaluation and development that meets the “Core Requirements” outlined in the Connecticut Guidelines for Educator Evaluation. The Danbury Prospect evaluation system for both teachers and administrators based is aligned with the SEED model. While the language may differ – The SEED core values are the same as those held by the performance management process at Prospect Schools: SEED Core Values: ● Consider multiple standards-based measures of performance; ● Emphasize growth over time; ● Promote both professional judgment and consistency; ● Foster dialogue about student learning; ● Encourage aligned professional learning, coaching and feedback to support growth; and ● Ensure feasibility of implementation. 100 Evaluation System For Danbury Prospect teachers, this evaluation process begins at the start of the year by setting annual goals around student achievement, professional growth, and identifying performance thresholds for standards based assessments utilized during the year. For non-instructional staff, this goal setting will revolve around operational aspects critical to the function of the school and the individual’s job. Faculty and staff meet regularly (minimally every other week, more often if necessary) for 1:1 sessions that explicitly discuss performance against the set goals as well as other criteria set out in the performance management template. Coaching and feedback are provided during these 1:1 meetings by sharing of lesson observations, video and review of assessment data also inform faculty and staff on progress against goals. Supervisors identify ways to support the growth of individuals against these specific goals by identifying relevant professional development (in house, in network and with external providers, such as the SERC and IB) for faculty and staff. Release time is provided for faculty and staff to participate in Professional Development. A comprehensive mid-year evaluation, including a full period lesson observation and debrief and a 360 peer review process provides a more robust check in against progress at the mid year point. This process is repeated at the end of the year. All faculty and staff receive a written end of year evaluation from their supervisors and is archived in the central office HR files. A sample of the calendar is included below in Figure 36. Danbury Prospect Administrators will also be evaluated based upon the SEED model similarly to the teachers. The Principal will be evaluated by the Danbury Prospect Governing Council and the Prospect Schools Academic Director throughout the year and receive feedback in an ongoing manner on the same criteria. As mentioned earlier in this section, the full evaluation form for the Principal and the performance management system for teachers are both included in Appendix G. Figure 33. Sample Performance Management Calendar 3.7 Child Day Care Services Please note: This section is required, but not subject to scoring. A. Indicate if child day care services will be provided (i.e., preschool and/or before and after school services to children). If yes, please indicate the age range of the children the proposed school would serve in the program(s). Child day care services will not be provided at Danbury Prospect Charter School. 3.8 Student Health and Welfare Please note this section is required, but not subject to scoring. A. Describe the proposed school’s plan for the provision of the following services to students: school nurse, C.G.S. § 10-212; vision and hearing screening, C.G.S. § 10-214; immunization requirements, C.G.S. § 10-204a; and mandatory health assessments, C.G.S. §§ 10-206 and 10-206a. 101 The Danbury Prospect Charter School shall comply with all health services requirements applicable to other public schools including, but not limited to, all immunization requirements and diagnostic testing requirements. The school shall provide similar on-site health care services to the extent that such health services are available to children attending other public schools in the district where the charter school will be located. Danbury Prospect Charter School will explore options for the delivery of these health services. In particular, Danbury Prospect Charter School will provide the health services mandated by §2853(4)(a) and §912 of the Education Law. The Danbury Prospect Charter School may seek to employ a nurse either on staff or through contract to supervise the disbursement of medication, the treatment of students who are ill, the treatment of students who are injured, and to train faculty and staff in first aid, including but not limited to, cardiopulmonary resuscitation (CPR). The nurse will additionally be responsible for all record keeping and correspondence related to these responsibilities. Connecticut State law requires that each student entering kindergarten or a new school district in grades 1-12 have a certificate of immunization at the time of registration or not later than the fourteenth day of school. Danbury Prospect Charter School will require all immunizations to be completed that are required by State law. Parents may waive immunization by complying with §2164 of the Public Health Law. Exemptions to immunizations will be granted as per subdivision 8 and 9 of §2164 of the Public Health Law if a licensed physician or nurse practitioner certifies such immunization may be detrimental to the student's health or if the student's parent or guardian holds genuine and sincere beliefs, which may include religious beliefs, contrary to such immunization. Danbury Prospect Charter School will maintain on-site automated external defibrillators (AED) as required by §917 of the Education Law. As required, Danbury Prospect Charter School will ensure ready and appropriate access for use of AED during emergencies and shall ensure that a staff member is trained in the operation and use of AED. Forms and materials will be available in various languages. CONNECTICUT STATE IMMUNIZATION REQUIREMENTS FOR SCHOOL ENTRANCE/ATTENDANCE Diphtheria Toxoid Containing 3 doses Not applicable until student born on or after 1/1/2005 enrolls in school Polio (IPV ) (OPV) 3 OPV Measles Mumps Rubella (MMR) 2 Born before 1985 – 1 dose of measles, mumps, rubella(MMR) Born on or after 1985 – 2 doses of measles containing vaccine and 1 dose each of mumps and rubella (preferably as MMR) Hepatitis B 3 3 doses of hepatitis B vaccine Grades K-12 (as of the 2005-2006) *** Varicella2 Born on or after Vaccine (DTP, DTaP) 1 or 4 IPV 1/1/98 or born on or after 1/1/94 and enrolling in 6th grade 1 dose4 102 1. 2. 3. DTaP is the currently recommended vaccine. The Connecticut State Department of Health Immunization program concurs with the ACIP which recommends that vaccine does administered up to 4 days before the minimum interval or age for measles, mumps, rubella and varicella be counted as valid. Hep B – 7 th -12 th Graders – 3 doses of RecombivaxHB or Engerix B is required, except for 4. those students who have received 2 doses of adult hepatitis B vaccine (Recombivax)which is recommended for children 11 to 15 years old. Students enrolling in the 6 th grade includes students who are entering, repeating or transferring into the 6 th grade and students who are enrolling gradeless classes and are the age equivalent of 6 th grade. Two (2) dose of varicella vaccine is recommended for students who receive the first dose on or after 13th birthday. Administration of Medication Non-self-directed student: The school nurse may administer medication to a non-self-directed student when a parent or guardian submits a written request from a physician indicating the frequency and dosage of prescribed medication. Self-directed student: Any self-directed student may take medication during school hours if he/she keeps the medication in the nurse’s office and whose parent or guardian submits a written verification from a physician indicating the frequency and dosage of the prescribed medication. The parent or guardian must assume responsibility to have the medication delivered directly to the nurse's office in a properly labeled original container. Procedures will be developed for students taking medications off school grounds or after school hours while participating in a school-sponsored activity in accordance with State Education Department Guidelines. Before any medication may be administered to or by any student during school hours, the School requires: 1. the written request of the parent(s) or guardian(s), which shall give permission for such administration and relieve the Governing Council and its employees of liability for administration of medication; and 2. the written order of the prescribing physician, which will include the purpose of the medication, the dosage, the time at which or the special circumstances under which medication shall be administered, the period for which medication is prescribed, and the possible side effects of the medication. Both documents shall be kept on file in the office of the school nurse. Standardized request forms will be available from the school nurse. 103 Section IV. School Viability 4.1 Building Options A. Describe present options for a school building, including location, capacity and timeline for identifying and acquiring the facility. Danbury’s Mayor Mark Boughton has committed to provide facilities to accommodate the Danbury Prospect Charter School (Danbury Prospect) program (please see his letter of support in Appendix D). Danbury Prospect plans to open in the fall of 2018, so in the short term (first two years of operation), the school will operate in a temporary space. Founding Governing Council member Steve Nocera also holds the position of Director of the Mayor’s Office of Project Excellence (OPE), a department whose goal is to provide cost containment, prioritization, and to ensure the completion of all approved projects. Mr. Nocera and Governing Council member and Architect Maura Newell Juan will lead this initiative and will work with the Prospect Schools team thereby ensuring expertise for facility preparation pre-opening. Currently there are three temporary facilities being considered: 39 Old Ridgebury Road, 60 Backus Avenue, and 43 Old Ridgebury Road. All three sites would meet the near term needs of Danbury Prospect, and concept plans for the first two years for each can be found in Appendix I. The facility that is ultimately selected will accommodate the student population as Danbury Prospect doubles from 100 to 200 students and will include at minimum: eight (8) general classrooms; two (2) specialized rooms for Science instruction; one (1) Art room; one (1) Reading room; and space suitable for Physical Education activities. Space will be provided for administrative activities, as well as small rooms for individual instruction and counseling. The facility will be in compliance with all building codes and regulations governing school space, including the Americans with Disabilities Act (ADA). Danbury Prospect will work with The Office of the Mayor to acquire the short term, interim facility deemed most suitable by January 2018, and will conduct the necessary renovations over the subsequent 6-7 months in preparation to welcome students in September 2018. By year three of operation, Danbury Prospect will transition to a permanent facility provided by the Mayor’s team designed and equipped to support a combined MS/HS (grades 6-12) of approximately 725 students. This facility will consist of a minimum total of (30) general classrooms; four (4) Science Rooms, including a minimum of two (2) equipped as Labs, with gas, plumbing, etc; one (1) Art Room; one (1) Music Room; one (1) Library; a Gymnasium and Cafeteria, at least one of which must be suitable for auditorium/assembly use; and administrative, small group instruction and counseling spaces. Comprehensive specifications for the permanent facility can be found in Appendix I. A. Explain why this facility would be suitable for the proposed school, including any plans and associated timelines to renovate and bring the facility into compliance with all applicable school building codes. Each of the potential short-term sites described above (39 Old Ridgebury Road, 60 Backus Avenue, and 43 Old Ridgebury Road) would be suitable for Danbury Prospect Middle School. Governing Council member and Architect Maura Newell Juan has conducted initial feasibility studies and prepared concept plans for each. While each have been determined viable, Maura together with the Prospect Schools facility team and The Office of the Mayor will ensure that building ultimately chosen can and will be renovated and brought into compliance with all applicable school building codes according to our timeline for opening Fall 2018 as described above. As shown in Appendix I.2, the site at 39 Old Ridgebury Road would consist of two floors of a large pod, with entrance and 6th grade on one floor, and 7th grade and cafeteria on the second. While this site would not include a dedicated kitchen or gym, it would include a separate cafeteria and an option to contract with the building’s commercial catering kitchen for lunches. The second presented option, 60 Backus Ave, is currently a vacant warehouse behind the Waterworks offices. It would lay out well for a middle school, and with only modest renovation could accommodate all required classrooms for 6th and 7th grades, including spaces for 104 cafeteria, kitchen and gym. The third site option, 43 Old Ridgebury Road, is another large warehouse space, which would be similar in scope and layout to the Backus Ave project, but may afford more space for the possibility of transitioning to a permanent home for Danbury Prospect. During the first two years of operation in the temporary facility, the Danbury Prospect team will work with The Office of the Mayor to secure and renovate a permanent facility, and has already engaged with realtors in the Danbury market to search for a suitable long term site. The expert team will also explore the potential incorporation of the temporary site into longer term plans for a campus to house grades 6-12, and will prioritize selection of a final temporary site based on this potential. Attached in Appendix H are the full specifications of the permanent building as prepared by the Prospect Schools facility team for the Mayor’s office. Danbury Prospect Council Members Stephen Nocera and Maura Newell Juan on the ground in Danbury bring a wealth of development and facilities expertise to the team. Combined with the experience and skill of Prospect Schools’ facility team, led by Director of Finance Hillary Prince, who has successfully negotiated leases for all Prospect Schools to date, and managed school construction projects ranging from simple renovations to ground-up new construction, the Danbury Prospect team is well equipped to expertly handle the timely execution of both the temporary and permanent building solutions for the Danbury Prospect Charter School program. 4.2 Financial Plan A. To assist applicants in responding to the below questions, the CSDE has developed templates for a pre- opening budget statement, a projected five-year budget statement, and a projected cash flow for year one of operation. The templates are available in Appendix C as well as here: http://www.sde.ct.gov/sde/lib/sde/Excel/equity/charter/2014budget.xls. The templates are designed to keep financial reporting requirements at a minimum, while enabling compliance with monitoring standards and comparability to public school financial data. They are merely sample formats; they may be amended, as necessary. The CSDE encourages applicants to seek assistance from their financial adviser and/or Certified Public Accountant in preparing budget statements and in designing a financial plan and control system for a proposed school. The financial plan must reflect the expenses related to all commitments proposed in this application through the proposed school’s fifth year of operation, including the school’s mission, education program, expected student population, human resources, professional development, facilities, and growth plan. Financial projections must include total documented sources of revenue including the state perpupil grant and other grants (federal, state, and private) and fundraising. If relying upon philanthropic support, please indicate the source and amount of such support, and attach a letter of commitment as documentation. When projecting salaries and benefits, please provide supporting evidence, including the title and salary of each position by line item and year. A detailed enrollment chart along with student populations breakdowns can be found within the Financial Plan template (found in Appendix H) on the “Enrollment” tab. In addition, a complete list of positions, salaries and benefits can also be found within the Financial Plan template on the “Staffing & Compensation” tab. B. Present a pre-opening budget statement detailing estimated start-up activities that are not reflected in the projected five-year budget statement. To provide a full understanding of the statement, please include a budget narrative explaining the projected amounts reported in the budget by line item and by year. The pre-opening budget statement detailing start up activities with regard to revenues and expenditures can be found within the Financial Plan template on the “Pre-Opening Budget Statement” tab. 105 C. Present a projected five-year budget statement detailing the estimated financial activity of the proposed school for the first five years of operation. The statement should contain all commitments proposed in the application. To provide a full understanding of the statement, please include a budget narrative explaining the projected amounts reported in the budget by line item and by year. The projected five year budget statement detailing the estimated financial activity of the proposed school for the first five years of operation in regards to revenues and expenditures can be found within the Financial Plan template on the “Projected 5 Yr Budget Statement” tab. D. Present a projected cash flow statement for year one of operation to show the estimated movement of funds in and out of the proposed school for year one of operation. The statement must include a plan for funding cash flow shortfalls. The statement should indicate an understanding of when grant funds will be available. The projected cash flow statement for year one of operations detailing the estimated movement of funds in and out of the proposed school for year one of operations in regards to revenues and expenditures can be seen within the Financial Plan template on the “Cash Flow Schedule” tab. E. Present a schedule of borrowings and repayments. Please identify any estimated funds borrowed (loans, notes, mortgages, etc.), including the source of the funds, repayment schedule, and purpose of the borrowing. The schedule of borrowings and repayments should be aligned to the pre-opening budget, projected five-year budget, and cash flow statement. N/A- Danbury Prospect does not intend to borrow any funds. F. Explain the structure for managing the proposed school’s finances; please include any fiscal staff positions, required qualifications, and job duties. The Danbury Prospect Head of Operations manages the finances for Danbury Prospect with oversight from the Danbury Prospect Governing Council and the Director of Finance for Prospect Schools. S/he must have strong budget management experience and experience with financial reporting as a minimum qualification for this role. In addition to the Head of Operations, a Finance Coordinator will track and maintain business expenses using the QuickBooks system, Fund E-Z and following GAAP. This role requires 2-5 years of experience working in operations, accounting, business, finance or another relevant field. Both roles will be overseen by both the Danbury Prospect Governing Council Chair of the Finance Committee and the Director of Finance for Prospect Schools. In addition to the positions and qualifications listed above, the Danbury Prospect Head of Operations is responsible for school purchasing and adheres to the following approval thresholds: the Principal may approve purchases up to $1,000, the DoF must additionally approve purchases above $1,000, the Prospect Schools Executive Director must approve purchases greater than $10,000, and the Danbury Prospect Governing Council Chair of the Finance Committee must approve purchases greater than $20,000. Once Danbury Prospect adds a fourth class of students, a Purchasing Coordinator will be recruited, hired and based at Danbury Prospect. Capital investments, including technology purchases, will be coordinated centrally through the Prospect Schools CMO network IT manager. The CMO finance team is composed of: Accounting Manager, Accounts Receivable and Accounts Payable Specialists, and a Capital Projects Manager. The job descriptions for each of these roles is included in Appendix G as each has precise job qualification including a minimum of a Bachelor’s in a related field and experience working with accounting software. 106 G. Describe the fiscal controls and financial management policies the governing council will employ to provide oversight of the proposed school’s financial position. Please be sure to describe a sound financial management system utilizing GAAP with adequate systems of internal controls. Also, please describe how the school will track finances in its daily business operations. Financial Management Danbury Prospect maintains Generally Accepted Auditing Practices (GAAP) in all its financial management systems. In June of each year, the Danbury Prospect Governing Council’s Finance Committee will review and recommend for approval to the full Governing Council an annual fiscal budget for the coming year, and a 5year plan. In February of each year, prior to the above recommendation and approval, the CMO Director of Finance (“DoF”) will develop a target budget that is based on the prior year’s approved five year plan. DoF will share a draft target budget with Danbury Prospect. Between March and May, the DoF works closely with the Danbury Prospect school leadership team to finetune the budget draft ensuring the school is resourced in a prudent manner. Danbury Prospect Charter School has a clearly defined five year financial plan. Midyear of each school year, the DoF and the Danbury School Leadership team will conduct a series of meetings to analyze the upcoming school year’s budget as outlined in the five year plan. Adjustments to the upcoming school year’s budget will be made based on staffing and programmatic needs to achieve the proper balance between financial responsibility and providing the best possible education for the students. In the spring of each school year, a revised budget will be presented to the Governing Council for approval. On an ongoing basis throughout the year, finances are closely monitored against budget, both by the Prospect Schools finance team and Danbury Prospect school leadership team. On a monthly basis, a Budget vs Actual report is run by the CMO from the accounting system (Fund EZ), which is then uploaded into Danbury Prospect’ Budget Tool (a Google workbook) for visibility. On a quarterly basis, the Danbury Prospect leadership team will be required to provide updated year end budget projections based on this data, as well as provide commentary on any material variances. The DoF will subsequently present these updated projections to the Board. Fiscal Controls The Governing Council of Danbury Prospect will use the GAAP aligned Fiscal Policies and Procedures handbook that was developed and has been used by Brooklyn Prospect Schools for the past eight years. The handbook is revised annually and has helped ensure the Brooklyn schools’ fiscal viability and clean audits year after year. Tracking Finances The budget is monitored for accuracy on a monthly basis by both the DoF and the Governing Council Finance committee. This is done by comparing actual expenses to the pro-rated budgeted amounts, and each expense line item is scrutinized for large variances. This process not only provides the DoF and school leadership with frequent feedback on current year performance, but it will also allow the school to budget with greater accuracy in future years. If material mid-year modifications to a budget are deemed necessary, the DoF will work to prepare the modified budget and receive Council approval for it. Please refer to the handbook (Appendix J) for complete details. Finally, the handbook will be updated once the Danbury Prospect Charter School is chartered and the CMO agreement takes effect to ensure it applies to all the laws and standards in the State of Connecticut. 107 4.3 Self-Evaluation and Accountability A. Describe the proposed school’s self-assessment or evaluation system to ensure that it is: (1) demonstrating educational progress of students; (2) meeting its stated mission and goals; (3) making sufficient efforts to attract, enroll and retain students from among the populations described in C.G.S. § 10-66bb(c)(A)(i) to (A)(v); and (4) making efforts to reduce racial, ethnic, and/or economic isolation Operational Goals at All Levels During the planning year, Danbury Prospect will work with Prospect Schools and the Governing Council to develop a robust accountability plan that will include academic, operational, financial metrics (dashboard) by which to measure the program. The dashboard will be presented to the Governing Council at meetings with updated information to inform discussion on any needed revisions that need to be made to the program. These key performance indicators will include: ● Leadership & Organizational Systems ○ Inspirational leadership ○ Academic leadership ○ Organizational leadership ○ Communications and Relationship Management ○ Leader Self-Awareness ○ Distributed Leadership ● Human Capital ● Culture & Climate ● Teaching & Learning ● Operational (including student enrollment) & Financial Benchmarks 1. Demonstrating Educational Progress of Students Each year, clear goals are set for achievement measures which are recorded in conjunction with the principal, department heads and teachers in relation to externally benchmarked goals. These goals include school-wide, grade- level, classroom, staff and student goals which are measured throughout the year including the collection and analyzing data from benchmark, formative and summative assessments. Finally, students set individual growth goals following the completion of their diagnostic tests at the start of the academic year. Biannual student/family/advisor conferences are held. In preparation for these conferences, students will prepare a portfolio of work where they can highlight what they are most proud of and identify what their SMART goals will be for the upcoming months. 2. Teacher Growth and Evaluation System In order to support the achievement of annual performance goals for all students, additional professional development goals, specific to the grade level, to classrooms and to individual teachers are also drafted at the start of the year. Teachers will work in collaboration with the Principal to identify the highest leverage areas for growth (ex. classroom management, data analysis, differentiation, etc.) and comprehensive action steps are taken to achieve growth against this goal. A summary of this process can be found in the Performance Management Handbook in the Appendix L. Accountability for progression against these goals is embedded in the standing 1:1 conversations between teachers and supervisors (held minimally 2x/month). A more comprehensive check in against professional development goals is conducted during the mid-year evaluation process and course corrections to ensure completion of the goals by the end of the year may be added at this time. While specific administrators, such as the principal, department heads or grade level leaders may be responsible for grade-level or school-level goals (ex. Cross- disciplinary literacy initiatives, embedding internationalism, etc.), the same process is maintained to ensure accountability in the successful completion of these goals. 3. Systems of Accountability Evaluation data will be used by the Governing Council and the Danbury Prospect leadership to develop improvement plans and to identify and amplify effective practices. 108 A. Evaluation of School Danbury Prospect will undergo a Quality Review twice a year. The purpose of this review is to evaluate the school’s effectiveness and its progress in meeting its achievement goals as well as its operational and fiscal efficiency. Quality Reviews will focus on the efficacy of the instructional core across classrooms, school culture, and structures for improvement. Both reviews will last two days, and areas in need of improvement (as identified in the fall Quality Review) will anchor the spring review. Both reviews will be administered by five to six experienced educators acting as critical friends. For the operational and fiscal review Danbury Prospect will utilize external critical friends and consultants to review the operational processes as well as fiscal policies, practices, and position. B. Evaluation of Programs and Initiatives The school and its staff, under the guidance of the Principal and Prospect Schools will assess each program and initiative in terms of how it will impact Danbury Prospect’s school-wide goals. Evaluative methods will take a number of forms ranging from qualitative evaluations such as pre- and post- program focus groups, interviews, and questionnaires to program evaluations involving quantitative methods that estimate the impact of various school programs on academic and non-academic measures such as attendance, retention, student learning outcomes, and student and family satisfaction survey results. 3. Recruit, Enroll, Retain Danbury Prospect is excited to recruit a student body that reflects the full diversity of the City of Danbury. During the planning year, the Danbury Prospect team will continue the extensive outreach with the community that began two years ago. According to the District Profile and Performance Report for school year 2015-16 74 for the Danbury School District, 19% of Danbury Public School students are English language learners (ELL) 50% of students are economically disadvantaged and 11% of the student population are classified as students with disabilities. Danbury Prospect anticipates seeing approximately the same at Danbury Prospect. In addition to actively recruiting and enrolling this diverse population, Danbury Prospect is committed to retaining these students year after year to provide a continuous education that inspires a lifelong love of learning. The ELL, students with disabilities, and economically disadvantaged populations will be monitored and retention tracked similarly to the way they are tracked at the NYC Prospect Schools. The goal will be to remain on par with the district public schools in terms of students returning to Danbury Prospect each year just as Prospect’s NYC school retain students at a higher rate than the district schools because of the rigor and expectations of the program. 4. Reduce Racial, Ethnic, Economic Isolation A number of specific action steps will be in place to ensure that Danbury Prospect meets the goal of having students who look different, and think differently sitting side-by-side and learning from each other in our classrooms, including, but not limited to: ● Heterogeneous grouping ● Robust Integrated Co-Teaching model ● Individualized schedules for all students (no tracking) ● Opt-in opportunities for academic advancement (ex. Embedded honors program) ● Explicit diversity education delivered via the Advisory Program ● 1:1 student and family support offered by the Advisor and Advisory Program ● Extensive, on-going professional development of teachers focused on student needs (ex., culturally responsive classrooms, restorative justice, etc.) ● Free academic supports (tutorials, after-school office hours, drop-in summer assignment help, break academies, summer school) ● Free uniforms provided through the recycled uniform program 74 District Profile and Performance Report for School Year 2015-16 - Danbury School District, http://www.danbury.k12.ct.us/assets/SSP_2011_2012.pdf 109 ● ● ● Fee-waivers for whole-school or required field trips for qualifying students Recruitment and retention of diverse teaching staff Translation services are made available as needed for families In Danbury 87.2% of Danbury educators are White with just 6.8% identified as Hispanic or Latino and 3.9% identified as African American. While the district has a variety of initiatives (Minority Recruitment and Retention Committee; Minority Pipeline Grant with Western Connecticut State University and CT State Department of Education) to improve the percentage of minority employees, there is more that can be done. At Prospect Schools in Brooklyn, 62% of 2017-18 school year hires identify as people of color, Prospect Schools will continue to use innovative and targeted recruitment strategies to ensure teachers at Danbury Prospect reflect the rich diversity of the Danbury community. School leadership and faculty, under the guidance of the Principal, will review results from the annual student survey and implement support plans or revisions to the academic program as necessary to ensure a reduction of racial, ethnic and economic isolation. Data Systems and Processes 1. Danbury Prospect will track academic, programmatic, financial and operational data on a daily and monthly basis using systems developed and improved over eight years at Prospect Schools 2. The Council will receive quarterly updates on academic, financial and operational key performance indicators as well as analyses on how Danbury Prospect is continually seeking to improve. 3. Danbury Prospect will assess all parent, students, and partners, bi-annually to gauge their satisfaction in the life of the school using surveys and focus group discussions. The data gathered from these surveys will lead to programmatic and academic adjustments and changes as needed. 4. Danbury Prospect will receive two Quality Reviews from “critical friends” to analyze and provide data that will inform immediate changes and longer term issues to address 4.4 Timetable A. Provide a detailed timetable of projected activities and dates leading to the opening of the proposed school. The timetable should include, at least, activities related to community outreach, student enrollment, curriculum development, recruiting and hiring high-quality teachers and leaders, and building acquisition. ACTION TIMEFRAME NOTES General Danbury community engagement and outreach 10/2015- ongoing The Danbury Prospect founding team began community outreach in 2014 and has remained engaged adding a physical office space and local project manager since 2016 Charter submission and approval 8/-11/2017 Submitting in August, Decision expected in 90 days 110 File for Connecticut 501(c)(3) status for school and state tax exempt status 11/2017 Paperwork is filed with the CT Secretary of State Governance Governing Council Recruitment 1/2017 -10/2017 Council member recruitment began in early 2017. All members selected by 10/2017. Proposed Founding Governing Council assemble 7/2017 During meeting will establish outline orientation and training, and institute governance committee Full Governing Council meet 11/2017 Ratify bylaws, strategic planning, orientation and training for new members Agree on and sign term sheet with Prospect Schools 1/2018 Upon receipt of the charter, the Governing Council will review and ratify term sheet Academics Instructional Staff recruitment 11/2017-5/2018 Principal is already identified, focus on hiring operation head, teachers and building relationships with local teacher training programs Hire Instructional Staff 6/2018 All hires made by this date Professional Development for instructional staff 7/2018-8/2018 All Danbury Prospect teachers will receive training in International Baccalaureate programs, student centered learning, managing advisory, social-emotional development Adapt Prospect Schools Curriculum for Danbury 11/2017- ongoing Danbury Prospect will benefit from an in-house developed curriculum and will focus on tailoring it to meet all Connecticut standards as well Curriculum units and cross planning 11/2017- ongoing Selecting, refining and planning collaborative units across subject areas Operations Recruit Head of Operations 10/2017 Head of Operations recruited through networking & online media posting Hire Head of Operations 12/2017 Prospect Schools works with Principal to screen. Principal makes final decision. Sign lease for facility 12/2017 Danbury Prospect will be housed in a short term facility for the first 2 years Facility renovations 1/2018-5/2018 Prospect Schools will oversee the design and renovations to ensure on time opening School website launched 10/2017 Details/timeline to opening released on site. 111 Student recruitment 10/2017- ongoing Families have expressed interest since 2015- Formal Info sessions announced Service provider research 11/2017 Food provider, health services, transportation provider (tbd after lottery) Student applications 1/2018-4/2018 Families submit applications Lottery 4/2018 Admissions lottery conducted and families notified Service providers selected 4/2018 Head of Operations will work with Prospect Schools to sign contracts 4.5 Transportation Please note: This section is required, but not subject to scoring. A. Describe the plan for transporting students from within the local school district to and from the proposed school. Please detail any arrangements that have been made with the local school board(s). If the school plans to implement an extended-day or extended-year program that requires transportation beyond what the district provides, please detail any arrangements that have been made to transport these students. If necessary, please indicate what transportation options, if any, are available for out-of-district student State law requires school districts to provide transportation for all school-age children whenever it is "reasonable and desirable" (CGS § 10-220(a)). Upon Danbury Prospect receiving its charter, Danbury Prospect anticipates working with the Danbury School District contracted school bus company to determine a feasible plan for providing transportation for students who reside in the district. Danbury Prospect does not anticipate serving students who live outside the Danbury district 112 Preferences In determining whether to grant an initial certificate for approval, the SBE shall consider (i) the effect of the proposed charter school on (I) the reduction of racial, ethnic and economic isolation in the region in which it is to be located, (II) the regional distribution of charter schools in the state, (III) the potential of over concentration of charter schools within a school district or in contiguous school districts, and (IV) the state’s efforts to close achievement gaps, as defined in C.G.S. § 1016oo, and (ii) the comments made at a public hearing conducted as part of the charter application process. 1. Serving High-Need Student Populations N/A 2. Improving the Academic Performance of an Existing School with Substandard Performance N/A 3. Opening in a Priority School District or District with at Least 75 Percent Racial or Ethnic Minority Enrollment a.Pursuant to C.G.S. § 10-66bb(c)(3)(C) and (D), an applicant will be awarded this preference if the proposed school would open in a Priority School District or a district with at least seventy- five percent racial or ethnic minority enrollment. Please indicate the district where the school would operate. Danbury Prospect is applying to locate in Danbury, Connecticut which is both a Priority School District and an Alliance District. Danbury is the largest city (population: 83,00075) in Connecticut with no Charter School option and is currently an overcrowded school district, according to data provided for the school distric76t76 . The Danbury district projects significant increases in grades 6-8 due to larger cohorts currently matriculating in the elementary schools. The result will likely be a 8.6% middle school increase over the next 4 years. The high school will also be impacted by larger cohorts, with a 14% increase over the next 5 years. Prospect Schools specializes in the design of intentionally diverse schools and is well positioned to support the growth of Danbury Prospect. The combination of rigorous academics, robust social-emotional programs and highly qualified teachers form the core of Danbury Prospect’s program to support the needs of a diverse student population. The leaders of Danbury Prospect understand that when students’ intellectual activity transcends the boundaries of the classroom and extends into the culture of their daily lives, students are given a greater opportunity to shape who they will become in the future. Student growth, however, depends on more than a rigorous academic devotion, students social emotional developmental health needs also need to be supported. 4. Being a Higher Education Institution a. Pursuant to C.G.S.§ 10-66bb(c)(3)(F), an applicant will be awarded this preference if the applicant is an institution of higher education. N/A 5. Locating at a Work Site a. Pursuant to C.G.S. §10-66bb(c)(3)(F), an applicant will be awarded this preference if the applicant plans to locate its proposed school at a worksite. A work site is a facility shared by another school or business. Please describe the Work site where the school would be located N/A 75 Content provided by the US Census bureau for the years 2010, 2011, 2012, 2013, 2014 and 2015, 2016. https://suburbanstats.org/population/connecticut/how-many-people-live-in-danbury 76 Comprehensive Enrollment Analysis and Projections Prepared for Danbury Public Schools, Feb 1, 2017 by Malone MacBroom 113 CHARTER SCHOOL WAIVER REQUEST Description of Waivers Permitted or Not Permitted: Charter school applicants may request waivers of certain provisions of the general statutes and regulations over which the SBE has jurisdiction. Waivers may be granted for any such provisions with the exception of those relating to collective bargaining (§§ 10-153a–10153g, 10-153i, 10- 153j, 10-153m); teacher certification*; Chapter 163c of the Connecticut General Statutes (§§ 10-14n – 10-14x); school health and sanitation (§§ 10-203 through 10-217g, inclusive); discrimination in public schools (§ 10-15c); and children with disabilities. To request a waiver, you must specify the particular section of the law you seek to have waived. (*Teacher certification may be waived on an individual basis under certain conditions. Please contact the Bureau of Educator Standards and Certification for further information). Name of Applicant: Daniel K. Rubenstein, Trustee- Prospect Schools, Inc Address: 30 Main St City and Zip Code: Danbury, CT Phone and Fax: Tel. (718) 643-1086 ext. 4000; info@prospectschools.org 1. Section of the general statutes or regulations you seek to have waived: Danbury Prospect Charter School seeks an enrollment cap waiver. Connecticut law includes a cap of 250 students per state board of education-authorized charter or 25 percent of the enrollment of the district in which the charter is located, whichever is less, and 300 students per state board of education-authorized K-8 charter or 25 percent of the enrollment of the district in which the charter is located, whichever is less.Danbury Prospect seeks to waive this enrollment cap and serve a total of 770 students in grades 6-12. 2. Describe why you feel that this waiver is necessary to achieve your mission: Danbury Prospect Charter School plans to be a 6-12 school in order to offer both the Middle Years Program and the Diploma Program within the International Baccalaureate Program. Given the extremely long waiting list at the sister schools in Brooklyn (currently 7,702 students on their wait list), the founders anticipate a similar demand for the school in Danbury, which is already a crowded school district according to Danbury Independent School District’s own research. In order to stay below the 250 cap required by law Sec. 10-66bb, Danbury Prospect would be required to limit enrollment to 35 students per grade which would be financially and operationally unfeasible for the school model at all size.. 3. Describe the desired outcome/rationale (how you expect this waiver to assist in achieving educational learning objectives described in your plan): By serving 110 students per grade, Danbury Prospect will be operationally viable while still maintaining a small cohort of students and a teacher to student ratio of 13:1. Danbury Prospect’s four sister schools in Brooklyn (Brooklyn Prospect Charter School) who all share the same founders have each started with 110 students per grade, so the founders are familiar with how to ensure a strong community with classes that size. As noted in the application, Danbury Prospect Charter School will be a 6-12 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. To thoroughly prepare Danbury Prospect students for college and an international world, the 6-12 grade span is required for the full International Baccalaureate program. Date of Application: August 10, 2017 114