CONNECTICUT CHARTER SCHOOL APPLICATION TABLE OF CONTENTS

 

 

 

SECTION I SCHOOL VISION AND DESIGN PAGE NOS
1. MISSION AND VISION STATEMENTS 
2. EDUCATIONAL PHILOSOPHY 58
3. CURRICULUM 8~10
4. INSTRUCTION ?10-14
5. STUDENT ASSESSMENT _14? 16

SECTION II STRENGTH OF ORGANIZATION EFFORT

 

1. EXPERIENCE AND EXPERTISE OF FOUNDERS __1m

2. SCHOOL GOVERNANCE AND MANAGEMENT 
3. SCHOOL LEADER 5?6

4. EVIDENCE OF SUPPORT 6~21__

SECTION STUDENT COMPOSITION, SERVICES AND POLICIES

 

 

 

1. SCHOOL DEMOGRAPHICS 1?2

2. SPECIAL EDUCATION 2?4
3.ENGLISH LEARNERS 
4. ADMISSION POLICY AND CRITERIA 
5. STUDENT DISCIPLINE POLICIES 7?8

6. HUMAN RESOURCE POLICIES 8-10

 

SECTION IV. SCHOOL VIABILITY

1. BUILDING OPTIONS 
2. FINANCIAL PLAN 1-13

3. SELF EVALUATION AND ACCOUNTABILITY 13?14

4. TIMETABLE 14?15

5. APPENDIX 

SECTION 2: CHARTER SCHOOL APPLICATION SUMMARY

This application summary will be used by the CSDE for a quick analysis and administrative
processing of the applications received. The information provided must be an accurate
representation of the application and must correspond to the information provided in the body of
the application.

magma Acaoemy 

Proposed Charter School Name

CHESTER

School Location (city, town)

SEPTEM BEE. no 

Proposed Opening (month?, year)

Contact Person: TEQESA 
Organization: a) mag-nae Mommy (A 
Street: lCrr?) Fat? 

 

 

 

 

 

City: State: Gt" Zip: 06376? 
Telephone: SEQ 9.0] 5:206 Fax: E?mail: TEQES ngd?mJMFo

 

 

Returning Applicant: Yes (please circle)

TYPE OF SCHOOL
Local charter school
State charter school

 

 

 

 

 

 

 

FACILITY YES N0
DO you presently have access to a facility suitable for a school?
If yes, when will you be able to take occupancy? Date

 

 

 

 

 

 

 

PRO STUDENT ENROLLMENT
PK 1 2 3 4 5

Year 1 'l 

Year 2

Year 3

Year 4

 

 

15

Evaluation Summary

 

 

 

 

 

 

Proposed Charter School Name: ACADEMY Date: 1/ ii: +51_0{ 7
1. Mission and Vision Statements Score:
2. . Educational Philosophy . Score:
3. Curriculum Score:
4. Instruction Score:
5 . Student Assessment . Score:

 

    

Strength of Organizational Effort

 

 

 

 

1. Experience and Expertise of Founders Score:
- 2. School Governance and Management Score:
3. School Leader Score:
4. Evidence of Support Score:

 

Student Composition, Services, and Policies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. School Demographics Score:
2. Special Education . . Score:
3. English Learners Score:
4. Admission Policy and Criteria Score:
5. StudentDiscipline Policies 7 Score: 
6. Human Resource Policies Score:
School Viability
1. Building Options I Score:
2. Financial Plan Score:
3. Self-Evaluation and AcCountability Score:
4. Timetable Score:
Total Score:

 

 

 

 

68

 Section 4: Preferences

 

. Serving High-Need Student Populations through Establishment of

 

 

 

 

 

. Yes No

Educatlonal Programs
lb. Serving High-Need Student Populations by Using Speci?c

Strategies to Attract, Enroll and Retain Students ?om the above Yes No

populations
2. Turning Around an School Yes No
3. Opening in a Priority School District or District with at Least 75

Percent Racialor Ethnic Minority Enrollment Yes No
4. Being a Higher Education Institutlon Yes No
5. Locating the School at a Work Site Yes No

 

 

 

 

Justi?cations:

 

69

 

 

SECTION 2: CHARTER SCHOOL APPLICATION
I. SCHOOL VISION AND DESIGN
1. a. MISSION AND VISION STATEMENTS

In order to achieve our mission, vision and goals, the founders of Winchester Academy wish to

establish a sustainable educational community dedicated to the planning, implementation and

operation of the school which,

1. will encourage children to safely explore and learn in developmentally appropriate ways,

2. which will help children establish a strong, deep and broad foundation for learning that will
support more complex studies throughout their life and

3. which will promote mastery of both skills and concepts in order to build the confidence
necessary to investigate and understand complicated ideas enabling them to generate
innovative solutions.
The successful graduate of this school will be a curious, prepared, resilient and Optimistic
life-long learner who will be willing to experiment, prototype, try, fail and eventually
succeed.

CORE PURPOSE:

Over the past 10 years the world has witnessed unprecedented cultural changes amplified by
the development of new technologies that have increased market competition and disrupted
previously stable business models. As a result, organizations everywhere (including schools)
find themselves challenged to remain relevant to the communities they serve. Unlike before,
they now need to continuously reinvent themselves and redesign their business goals by
providing new value to customers whose needs and choices keep changing.

These organizations have a great need for creative professionals who have the ability to
understand their unique issues from a systems view, to design a successful way forward for
their enterprise and to inspire others in the organization to work together to make it real.

Our core purpose is to create a learning environment which will prepare individuals to thrive in
this role.

KEY VALUES:

Education is a lifelong process for all of us, provided we make the most of the opportunities.
Whether we choose to be lifelong learners will depend, in part, on our early school
experiences. if our schooling has given us a positive view of our potential and stimulated our
curiosity, imagination and capacity for sustained learning, our scope as lifelong learners will be 
boundless.

The roots of the English word ?education? come from the Latin words: ?ducere? meaning ?to
lead? ?educare? meaning ?to mold? and ?educere? meaning to ?bring out?. These three words
illustrate a fundamental argument about education. Is it active or is it passive? Is it about
instilling knowledge or about releasing latent talents?

We hold as a key value that are the answer must be both, and much more. Society wants
people who can do something with what they know: they can be analytical, practical and
creative with knowledge and skills. In researching what values and attributes are most sought
after in today's job market, it is not high GPAs, advanced degrees, or attendance at prestigious
colleges that they are looking for, but the soft skills such as leadership, curiosity, attention,
information gathering, problem~solving, humility, collaboration, adaptability, loving to learn and
relearn, persistence through frustration, flexibility, resilience under pressure and a positive and

self~motivated attitude. These equate amazingly well with Aristotelian virtues, first identified
over 2400 years ago. These collectively form our character and Winchester Academy holds
that schools were created for one elementary purpose to provide the common base of
character on which success and honor in all endeavors depend.

Therefore Winchester Academy will seek these values and virtues in all its board members, its
administrators and it?s teachers as well as promote them in our students and community.

SCHOOL MODEL:

More than ever, all fields are ?global? today. Therefore Winchester Academy?s model must excel
at preparing young leaders to solve complex problems in an increasingly interconnected global
environment. This model must draw teachers and learners together in productive conversation
and collaboration. The design of the classrooms must anticipate new methodologies such as
simulation, design thinking, game theory and lab style learning.

The model that Winchester Academy will emulate comes from the Center For Transformative
Teaching And Learning (CTTL) at St. Andrews School in Potomac, Md. This CTTL is networked
to The Harvard Graduate School of Education, Johns Hopkins University Science of Learning
institute, Stanford University, Child Development School at University of Washington, and the
Washington University Center for Integrative Research in Cognition, Learning and Education.
The model espoused by the CTTL is based on the belief that academic challenge and student
weil-being are the complementary foundations of educational excellence.

As guided by the CTTL, Winchester Academy?s stated mission, the Pre?K through 2nd Grade
will be based on The Reggio Emelia model, in which children learn through their experiences,
through the use of their senses and working.

The Arts provide endless opportunities for expression:

About the Theme

At Winchester Academy each day brings endless opportunities for exploration and discovery.
The curriculum is designed to respect a child's point of view. Students are empowered to direct
their learning. The teacher acts as a guide in supporting and challenging students as inspired
by the ltalian Reggio Emilia philosophy. The Reggio approach encourages student learning to
be expressed in a variety of ways. Student work is the central focus; photographs, artwork,

and stories adorn the walls and document the learning and creativity of all students.

About the philosophy:

At Winchester Academy children learn through their experiences. Through the use of their
senses and working with their peers, students explore the world around them. The environment
plays a role in student learning by transforming, educating, and inspiring the viewer. The
physical structure of the school and classroom serves to engage interest, inspire creativity, and
invite collaboration. The centrally located courtyard and studio serve as a gathering space for
student projects and performances.

The Winchester Academy educators assess each child's level of development upon entering
the school to design a custom program to ensure accelerated learning and future success. The
schools philosophy includes an art integrated approach to acquiring reading math, science and
communication skllis. The schools curriculum pairs high challenge with loving support. Parents
are involved in every aspect of the curriculum, as they continue their important role as their
child's first teacher.

 

Project?based learning inspires problem?solving, critical thinking, and creativity. Our unit of
study develops through a collaborative exchange between teacher and child. The cooperative
nature of project?based learning teaches students to dialogue, critique, compare, negotiate,
and hypothesize.

This model is ideally suited to developing the foundation, attitudes and character to segue into
design thinking in subsequent grades.

ln order to achieve these high standards, there needs to be within the organization a series of
complementary, symbiotic and strategic imperatives. 

Those imperatives are: 1. educational vision, 2. teaching and leadership, 3. school values and
student well?being, 4. diversity and educational excellence 5. Campus vision and creation and
6. external financial support.

In addition to ensuring compliance with National and State standards, this model will ensure
that non?cognitive factors such as perseverance, initiative, social skills, communication skills
will be forefront in the daily routine which will enable Winchester Academy graduates to
succeed at whatever they pursue.

Teachers will benefit from this model because Winchester Academy will provide 1. high quality
professional development opportunities, 2. a strong school leader, 3. engaged families and 4.
the chance to work with like-minded colleagues. Teachers will be offered opportunities to travel
and experience foreign cultures and will be encouraged to document and publish these travels.
Winchester Academy will establish friendships with exemplary high achieving schools both
across the United States and around the world. It is expected that these relationships will
create opportunities for global coliaboration on projects, and many other possibilities.

Nationwide, only a small percentage of the total student population are high achievers. We
want Winchester Academy's students to have broad robust academic knowledge, but to also
use their knowledge in novel, real world situations. This helps make the knowledge more
durable and flexible. To Winchester Academy, success is the unification of knowledge and
skills across many disciplines, which is the condition necessary to solve significant challenges
and questions.

We acknowledge that without engaged parents for all students the task of educating our youth
is much more difficult. Because of this Winchester Academy will create a space for parents
attached to the school which will be available to them for continued education and for social
events and fundraising. Most importantly, it sends the signal that parents are exemplary role
models for lifelong learning.

Relationships with local businesses and nonprofits will be highlighted. Projects will involve
students kinetic intellectual and artistic energies. This will create awareness in the students that
their energies are valuable to the public, that they don't learn in isolation and that there are
great opportunities available after formal learning ends.

This will also reverse the perception that schoois operate as silos separate from the
community. Ultimately we see this as building a better sense of community.

STUDENTS SERVED:

Winchester Academy will serve no more than 25% of the existing Winchester public school
population. Winchester Academy will seek to have a cross section of the general population
and will not discriminate on any level. The student body will consist of preuK through 2nd grade

from the immediate Winchester/Winsted area. We also anticipate students from surrounding
towns in the northwest region of Connecticut.

1.b

THE VISION: preK?2nd GRADE

In its purest form a school is simply a teacher with a learner. This realization highlights the
advantages of a personalized art centered education. Between the ages of two and six a child
learns more and more rapidly then at any time in his or her life. The arts are the door through
which all children can be introduced to all subject matter. This is because the universal
language of art brings together the sense of wonder with the joy of play. Winchester 
Academy's vision is to create an environment embodied with a culture in which the classroom
is not built on passivity and where the teachers are capable and nurturing guides.

Winchester Academy will be a designed learning environment that will promote the attributes,
dispositions, social skills and attitudes of the previously mentioned critical non-cognitive skills.
Into this environment will be built a culture that will encompass the following elements:

. the use and scheduling of time

. the integration of play and joyfulness

. opportunities for first?hand learning and outdoor experiences

. the importance of collaboration and social interaction (not just with peers)

. relevant and meaningful connections to the content

. respect for understanding of student culture and interest of prior experiences
. the importance of student voice, choice and self-determination



The architecture and interior design at Winchester Academy will be a reflection of this vision, a
?third teacher?, so to speak. The plan the feel and the vibe of the school will be purposefully
?non?institutional?. Especially for the early learners and lower grades, the learning environment
must be friendly, comfortable and safe, but must also strive in some places to exhibit a sense
of drama, a sense of awe, a sense of possibility? not only as a consumer of the architects
vision but one in which they can participate by building forts, makeshift theaters and having
significant art on a large?scale. The tectonics of the building should be visible so that children
can see clearly how the weight of the roof is transferred through beams and columns to a
strong foundation. There should be ample room for making a mess (and cleaning it up), for the
construction of imagined cities so that incrementally, they can be guided to see how a city
works and how people work together to achieve their collective vision.

The library/media room is the heart of Winchester Academy. Centrally located, it is the starting
point for research and inspiration.

Classrooms will be larger than the standard 30? 30' classrooms of our youth. This expanded
classroom model will have multiple functionality. Instead of students moving from classroom to
classroom every 45 minutes, this classroom will have flexible space that will allow for lectures,
group discussions, small presentations, work5paces and individual spaces. There will be no
need for lockers in the hallways and no crowded hallways with students every 45 minutes.
Teachers of special subjects will come to the classroom from their own ?studio/offices.?

Winchester Academy will have an extended day in which students will work on projects, both
individually and in teams, and to pursue charity projects and community?based work. (All
children will work in this space in age appropriate activities and curriculum).

 

Parents will have a separate space adjacent to the school building in which they can meet,
learn, fundraise, network and otherwise support the school and their children's education.
Parents will find an accessible administration and governing body that will promote their
growth as individuals, as parents and as part of the community.

Teachers will find a school that ?believes that nothing contributes more to the quality of a
child's education than the quality of his or her teachers.? (See: National Commission on
Teaching and America's Future).

Because of this belief, Winchester Academy will support teachers by providing extra funding
for special programming, by creating special opportunities for travel and study abroad, by
providing a physical plant with the space and tools necessary to think big and get big results.
Great schools construct and fund professional development programs that encourage every
teacher and focus a simple question: ?How can we challenge and support every student even
better?"

The Community will benefit by having an alternative to the existing schools, one that is
connected to them by working with local non~profits, the business community and institutes of
higher learning.

Winchester Academy will build a strong community between students, teachers, staff, parents,
board of governors and their neighborhood. Civic responsibility is central to the ethics of our
school. Each child will be responsibie for sharing his or her knowledge and talent in a way that
enriches the rest of the community. We will teach children to listen carefully to others, to help
one another, to share what they have learned, to coach one another, to participate in group
discussions, and to develop areas of expertise wherein a child can assume leadership.

As a charter school, Winchester Academy will bring funding and talent to underserved
neighborhoods. Winchester Academy will deliver lower student to teacher ratios, longer school
days, innovative curriculum, and more teacher training.

2.. EDUCATIONAL PHILOSOPHY:

a. Winchester Academy has been conceived as a lab school in fellowship with other high
achieving public and private schools and with strong links to advanced thinking at our
nation's preeminent universities. Our administration and our teachers will assume the role
of educationai researchers as they design, implement and evaluate our programs. As a
professional practice school, Winchester Academy will engage in ongoing educational
reform. Winchester Academy will be a dynamic learning environment for teachers as we
work together to understand and inspire each other and each child that we serve. As we
expect of our students, so will our teachers collaborate with colleagues and support each
other professionally. No one will work in isolation. Everyone will be called upon at one time
or another to coach, to present, to consult, to conduct action research, and to network.
Each faculty member will bring different expertise and experience, enriching the learning
environment for others.

In addition to Winchester Academy being a lab school, the new economic, cultural and
technological landscape has altered so rapidly that Winchester Academy will look at every
aspect of education from a new point of view. For decades, analytical thinking was the
standard approach use to solve client facing problems. Today, clients demand simplicity,
flexibility and speed. Technology has become the essential tool in fulfilling these needs and
improving positive experiences. Design thinking, a protocol for soiving problems and
discovering new opportunities has replaced analytical thinking in the work force.

Winchester Academy has embraced design thinking not only into the curriculum of its

students, but to the design and operation of the school. The school itself, as an organization,
needs to be built as an agile and adaptive one. The fields of education and cognitive
have produced numerous theories and formulas for achieving academic
excellence. Winchester Academy believes that all of these ?philosophies? are valid and
together comprise a ?tool belt? or ?crayon box? to use for specific students at specific times.
We value Socrates and Gardner and Maslow and all others and when assessing our school, our
teachers and our students will utilize all those we think relevant. The following are our
statements which inform our philosophy:

Brains don't like being bored.

Brains were made to seek, not sit and get.

Every student is on an identity journey.

The two central (and competing) functions of education are:

a. to educate the individual as part of society
b. to educate the individual as a free individual

The fundamental principle of education is to understand the truth for oneself.

Everything we hear is an opinion, not a fact. Everything we see is a perspective, not

the truth.

7. The illiterate of the 21st century will not be those who cannot read and write but
those who cannot learn, unlearn and relearn.

8. Fortune 500 companies are now looking to hire innovators as opposed to MBAs.

9. Peoples lives are meaningful in proportion to their acknowledgment that there is
something more important than the lives they are leading.

10. ?All who have meditated on the art of governing mankind have been convinced that
the fate of empires depends on the education of youth.? ~Aristotle

11. To help the student meet the challenge of gaining a deeper insight into his or her
own commitments of refining for him(her)self the picture of a life that has purpose
and value, of a life that is worth living and not just successful in the narrowest
sense of achievement in a career.

12. Great schools create opportunities for their students.

13. ?The greatest danger for most of us is not that our aim is too high and we miss it,

but that it is too low and we reach it.? ?Michaelangelo Bounarrotti

14. Design ability is one of the three fundamental dimensions of human intelligence.
Design, science and art form an ?And? relationship to create the incredible human
cognitive ability. It makes sense therefore, to break out of the slice we have created
in organizations and develop a cross disciplinary inquiry to foster innovation.

15. ?Art education is an integral component for the development of human life and a
necessary pathway from the potentialities of the human condition to their proper
actualization.? Weir, 1884

16. ?Serious study of the arts is a prerequisite for excellence in science and

technology?. "Steve Jobs

.4390?th

new

EDUCATIONAL PHILOSOPHY

b.
How this Philosophy will serve the diverse needs of individual students:

imagine a school from pre~K~2nd grade that thinks differently and deeply about how each
student's mind learns. A key initiative at Winchester Academy will be to connect the
burgeoning knowledge about how learning happens and how the mind works to enhance every
teachers instructional practices. This initiative, which advances Winchester Academy?s

mission, means that students will be getting an education that is informed by the best scientific
research on how the brain learns. For example, teachers use research to enhance each student
memory by providing more frequent and differentiated assessments, and teachers design
ciasses with an understanding of student attention spans

it means that students will have teachers with expertise in knowing how the mind learns and
how to help every student meet their highest potential.

it means that students will become more confident, independent, self?aware, prepared and
happy learners because of the partnership they enter into with each of their teachers. The
beneficiaries of the teachers knowledge and training are the students. Connecting this science
of learning to the classroom will inform and transform teaching at Winchester Academy.

Students will consistently be asked to reflect on their learning (meta?cognition) in age
appropriate ways. Having a responsive classroom will deepen focus on the social and
emotional learning of each student.

Winchester Academy will apply research to validate, and improve or transform programs that
have evolved from intuition but have been enhanced by science. Winchester Academy faculty
will think deeply about curriculum and programming to prepare students for every step of their
academic journey.

How we will lead to student academic achievement:

In the Renaissance, the production of art went hand?in?hand with theoretical literature. The
reason for this was to set the artist apart from the craftsman and make him into an intellectual.
This enabled him to participate in the dialogue with scholars, philosophers, poets and other
literati.

EDUCATIONAL PHILOSOPHY contd.
G.

In order for Winchester Academy?s graduates to be part of the dialogue of their generation,
they will need to be considered well-educated, thoughtfui, innovative and able to work with
others.

in The Work Of Nations, Robert Reich argues that whatever one's job title may be, only three
job functions are economically meaningful now: routine production workers, in-person service
producers, and what he calls ?symbol anaiysts?. Symbol are the new workers of the
knowledge economy and create value through the analysis of symbols (information), the
addition of design, and the creation of new ideas. The work of the symbol analyst is the engine
driving the new, and emerging global economy.

The kinds of skills needed by symbol are quite different from the skilis needed by the
workers and managers of the industrial era. The ?new basics? being demanded by the new
economy are skills that are centered in design, communication and learning. The ability to learn
and to discern patterns, interest points, and other qualities of creative design are the key skills
for the information age.

To answer the question of how Winchester Academy's philosophy will lead to student
academic achievement, we have to imagine the world the students are growing up in and will
inhabit their entire working careers and beyond. In imagining this world, it is our goal to make
the education they receive relevant to their reality, thereby unlocking their motivational drive.
This drive, if properly activated, will make them eager to learn. This eagerness is what will get
them out of bed in the morning. it is the engine that drives all of us to act, look and find and the
need that manifests as our curiosity. lf Winchester Academy is successful in unlocking this
drive in each of our students, academic achievement is assured for each one.

3. CURRICULUM

The process Winchester Academy will use to identify and develop our curriculum will be to
utilize Connecticut state standards: the CCS, NGSS, CTELDS and SRBI as the structure or
framework, and our school philosophy, to build the curriculum. Our curriculum will be based on
the assumption that the process of learning is the key to a quality education. Winchester
Academy will create a process oriented curriculum that meets CCS standards of academic
excellence.
With that premise in mind teachers will accept the responsibility to engage in teaching
practices that value process?oriented experiences. Process?oriented experiences allow
students to:
a. have time to try ideas
b. talk about the experiences
c. make choices
d. use the material creatively in a self?directed fashion
e. not be afraid to fail and try again
Winchester Academy's curriculum organizes and all educational innovation.
Winchester Academy will provide a broad range of stimulating curricula to expose students to
a diversity of experiences:
a. Connect students to:
1. Professional mentors
2. Community resources
3. Discover, cultivate and capitalize on their learning style
b. Connect teachers to:
1. Global networking
2. Continuous advanced professional development opportunities
3. The latest scientific brain research from Harvard Graduate School of
Education, John Hopkins School of Education,CTTL, Cooper Hewitt,
Smithsonian, and Connecticut Higher Order Thinking (H.O.T.) Schools.
Teachers identify learning styles and adapt teaching practices in order to support student?s
learning styles and fulfill their needs. Every student is guided to build upon their own process of
learning with developmentally appropriate practices. Through a carefully planned curriculum
and classroom set ups, students explore, experiment and learn valuable decision?making skills.

Teachers explore and interpret the different learning styles in order to strategize the teaching
practices that best support students.

As directed by CCS standards and criteria for academic excellence, teachers incorporate
content, concepts and activities that foster social, emotional, physical, language and cognitive
development and integrate key areas of content including literacy, mathematics, science,
technology, health and safety and social studies.

Winchester Academy is the place that nurtures talent and creativity by providing a learning
environment for all, believes that students possess different types of intelligence. With that
premise in mind Winchester Academy encourages the teachers to expand the repertoire of
techniques, tools and strategies beyond the typical linguistic and logical ones predominately
used in classical classroom settings.

Winchester Academy capitalizes on the work of Howard Gardener?s Multiple lntelligences
theory (M I)

See Appendix it F53, gbzgi? .
CURRICULUM continued:

Academy construct a curriculum with learning in mind, as a goal, that cultivates the human
potential beyond the traditional conception.

The CTELDS are used as a guide for planning.

The learning progression is designed to ensure children develop the skills needed for
successful transition to a life of civil engagement, professional achievement and personal
fulfillment in the ever-changing world of their future.

The curriculum improves student?s academic performance by creating, analyzing and
Classifying academic content that adapts to the cognitive model used by students to solve
problems and to fashion products according to how the students? mind operates on the
contents of the world, for example: people, objects, numerical patterns in nature and
movement. .

Teachers capitalize on the potential of all students by exploring their skills, interpret their
passion and support their desires for learning. By assessing and identifying students cognitive
skills, highly educated and specialized teachers and staff work together to collaborate on
lesson plans integrating the arts for all learners.

Support is provided for students at all levels following the Scientific Research Based
intervention (SRBI) guidelines for academic excellence.

3. Having recruited a principal who is on page with starting a lab school with design thinking
integrated throughout the curriculum, the process of hiring teachers will commence.
Teachers will be asked to submit their recommendations for the curriculum of the grade
they will be teaching, with additional options for the principal and the governing board to
consider. In addition, the CTTL will be consulted and the teachers will be asked to work
together to build a tiered system wherein one grade flows seamlessly to the next.

b. The schools, the systems, and the science that we have researched are resulting in
superior academic achievement in various demographics around the country. it is our
intention to equal those achievements. Without the principal and without teachers who will
bring their own thoughts and preferences to the question of curriculum, it is premature to
be able to demonstrate alignment or citations to a curriculum that has yet to be developed.

0. Winchester Academy is endeavoring to create something new with the student body that
has yet to be assembled. Our future principal and teachers will be tasked with developing a
curriculum that is optimally appropriate for all students. Winchester Academy hopes to

prove that personalize learning for a diverse population is the path for every student?s
success.

d. Three times per year the principal and teachers will convene to assist each other in the
development, improvement and refinement of the curriculum. Winchester Academy will
schedule teachers days possibly before long weekends, when students will have field trips.
Evaluation of the existing curriculum will be by assessment, tests, parental input and
observation. This will be daily and ongoing throughout the year. During the summer,
Winchester Academy will devote one week after school cioses to assess the previous year.
Teachers will be encouraged to attend at least one professional development seminar of
high?quality, and will be encouraged (by grant) to travel outside the region or country for at
least two weeks. Prior to the commencement of the next school year, another set of days
will be planned to review what was learned that Summer and how to use that knowledge to
improve the school and curriculum.

For sample lesson plans, criteria and assessments please refer to:

Appendix #5 LI II

4. INSTRUCTION

A key advantage to starting a new school with only pre?K through 2nd grade is that it allows for
an organic development of the school?s culture. The faculty, administration and staff only need
focus on early learners and early elementary students who are not overly burdened by
standardized testing. Therefore the teachers, students, parents and community have an
opportunity to ?get it right? to create life?tong lovers of learning. One of the key components of
achieving high academic standards is the quality of instruction and the daily pian.

HOW DO WINCHESTER TEACHERS CONNECT
RESEARCH TO CLASSROOM 

1. PLAY NOVEL THINKING

NOVEL SITUATIONS
Research tells us that the young developing brain is designed to learn through exposure to and
exploration of novel situations.

INTENTIONALLY INCIDENTAL
Research suggests 80% of learning occurs through incidental experiences.

Teachers are ?intentionally incidental,? with each day crafted to spark novel thinking,
questioning and interacting.

UNIQUE EXPERIENCES
Teachers are trained to help students make sense of the information they encounter in each
unique experience.

OBSERVE RESPOND
Teachers are trained to read observable phenomena during these times, and properly respond
in the teachable moment to maximize each students learning.

 

 

2. PERSONALIZING CHALLENGE

INTERWEAVING CURRICULA . 
Are carefully chosen curricula our entry weaving in and intentionally spaced. They grow in
complexity and reinforce previous learning. Research shows this is how students learn best

and remember more.

CHALLENGE SUPPORT 
Personalizing challenge with in our curricular approach maXimizes engagement, motivation,

retention and growth.
INSTRUCTION continued:

Teachers continuously evaluate each child?s progress and use this information to refine the
optimum balance between challenge and support.

DIFFERENTIATED INSTRUCTION
Teachers use differentiated instruction not ability grouping. Research shows this improves
learning for all students.

REPEATED EXPOSURE
Research supports our method of repeated, spaced exposure. This is how the brain is

exposure to is designed.

3. SOCIAL EMOTIONAL LEARNING

WELL BEING
Research says prioritizing each child's well?being is equally as important as their academic
potential.

BEHAVIOR 
Teachers explicitly teach, model and practice expectations for behavior in social and academic
situations.

Teachers also teach self?reflection and self?regulation strategies. This helps students control
their emotions and not be controlled by them.

POSITIVE LEARNING ENVIRONMENT
Research says a positive learning environment improves focus, decision making, memory and
achievement.

POSITIVE RELATIONSHIPS

Relationships are important. Research shows that positive relationships with adults and peers
can help reduce stress and increase academic achievement, intrinsic motivation and
happiness.

THE ENVIRONMENT AS A THIRD TEACHER: REGGIO EMILIA MODEL:

The Reggio Emilia approach is a complex education model that, along with parent?teacher
involvement, the role of the environment that evokes children's curiosity, creativity, and wonder.
However, as a third teacher, the Reggio Emilia environment is not alive in a way that human is 
rather it is considered to arise as a result of personal work and imagination.

in cooperation with classroom educators, the varied environment at a Reggio inspired
preschool aims at supporting and developing children's learning. It serves as a source of
inspiration and encourages kids to dive deeper into their interest and learn independently
based on their understandings and perceptions.

ROLE OF THE CLASSROOM ENVIRONMENT

Speaking about the role of the preschool environment, Winchester Academy, which will follow
the Reggio Emilia philosophy, will mainly draw upon the way kids use physical space and
facilities to perceive the world. in the Winchester Academy classroom, focus is made not only
on how the surrounding space looks like, but also how it feels from the child?s perspective.
Children do not always need teachers and parents to guide and help, but they need a space to
unleash their ambitions and unlock their potential. With this in view, the Winchester Academy
classrbom is equipped with varied facilities and materials to foster spontaneous learning,
individual study and multi?age group project work.

Apart from being an inspiring place to play and develop, the Winchester Academy preschool
environment will help parents and teachers grasp how children learn and creates a groundwork
for documentation and research. In this context, educators? and parents? roles are closely tied.
Parents and teachers learn from children who engage with a supportive environment
specifically created for them.

KEY ASPECTS OF THE CLASSROOM ENVIRONMENT
Aesthetics:

Winchester Academy?s classrooms will be equipped in such a way that they encourage self
expression, develop imagination and cultivate the taste of aesthetics in children. in a lovely,
pleasant and neutraily colored preschool environment, kids are offered a plethora of
opportunities to develop creativity and evoke a sense of beauty.

Provocation:

The only way to keep children interested is to create an engaging and enticing space that kids
cannot resist. That is why in Winchester Academy?s classrooms, various materials and items
are placed by a theme, in order to foster kids? understanding and peak their interest to the
topic at hand.

Organization:

Learning in an organized environment is the key to nurturing a careful and attentive student.
Organization does not revolve around purity and perfection, but rather purpose and
functionality. Classroom arrangement guides children. Boxes, shelves and partitions are used
to denote an area, where a child can enter andwork comfortably. For example: a set up with a
table and no chairs means that children are supposed to stand while working there.

Collaboration:
One of the core messages that a Winchester Academy inspired environment communicates is

learning through collaboration. Through materials and activities, children are encouraged to
work in small groups, which develops their involvement, creativity and shared thinking.

LR.

 

Through a supportive and stimulating environment, children can uncover endiess opportunities
to express themselves and present their ideas, so that they become protagonist on their own
learning pathway. 

DESIGN THINKING: RESEARCH RESULTS FROM GRADE STUDY GROUP:

Recently, a group of first?graders became urban planners as they designed their own city using
Legos. As part of a study of community, they were given the real?world problem of producing
as close to zero waste as possible in ?Lego City?. This five?month project began with selecting,
building and planning residential, commercial, industrial, and institutional buildings, as well as
public spaces within the limits of an imaginary city. The Lego City/Bee Bot project crossed
through disciplines of environmental studies, city planning, math and technology.

From the start, first-graders made pivotal decisions and gave compelling arguments to steer
the class as they identified a real?world trash problems. Teams presented proposals on how to
solve these problems and received peer feedback. The student?driven nature of this project
gave them ownership in the deepest sense and pride in their efforts.

The Legos, Bee Bot robots, and the real-world factor also made the students invest heavily in
this project, making them eager to continuously revisit their work and giving them plentiful
chances to reflect and adjust their thinking. The many stages of this learning process and the
metacognition required to move from one stage to the next, in addition to the multiple
modalities involved, lent itself particularly well to design thinking.

Regular ?thinking sessions? helped teams define their current repository of knowledge,
formulate theories about people?s needs and motivations concerning trash, and frame new
questions to test their theories. Student teams tested their theories through videotaped
interviews, then reformulated their knowledge to create innovative solutions to their chosen
trash problem.

Other creative opportunities for applying their knowledge came through transferring their
learning to a new context, such as when teams turned the poster presentation of their trash
problem solution into an actual robotics Bee Bot mission with in Lego City. Students
experimented with Bee Bots to calculate how many snap cubes a Bee Bot moves for each
command and how wide a snap cube road needs to be to clear turns.

Student teams problem?solved and became active knowledge makers, creating many
iterations of Bee Bot code and road structures before finding the perfect design that would
allow three different Bee Bot robots to execute their mission pick up the trash through the
streets of Lego City.

3. Winchester Academy will support any teachers initiative to implement any pedagogical
approach to an individual student or to the entire class. This should be done with the
knowledge of the principal with proper observation and periodic review. Winchester
Academy is seeking exemplary results from all teachers for all students. This will require not
only the students partnering with a teacher but also the parents. The methods to be used
by teachers, as long as ultimately they serve Winchester Academy?s mission and
philosophy, may include team teaching, giving students time to explore, special classes,
project?based learning etc.

b. No one method is appropriate for all students as shown in the COT rubric for effective
teaching. An exemplary teacher ?plans for students to identify their own learning needs
based on their own individual data?. The gifted instructor will plan for, observe and assess
each student individually in order to ascertain what is the appropriate and most effective
instructional methods to use. As Gardner has shown, there are multiple ways in which we,
as humans, can learn. A gifted teacher is sensitive to this and adjusts for each child. By
definition, this supports high standards of achievement in all students.

/3

c. Appropriate assessment tools administered by qualified professionals will be used to
evaluate incoming students. etc.) Data will be created and collected by continual
teacher observation and assessment to create individual student requirements for age and
developmentally appropriate lesson plans and curriculum.

a. See Appendix# I 35

d. Winchester Academy will ensure that teachers are proficient in developing the chosen
instructional methods for their students by the following:
a. Teachers will train each other given the right circumstances and opportunity. This
inciudes tech, personal, travel, seminars, at workshops etc. (The budgets for this

INSTRUCTION continued:

will be fundraised by the parents and Governance Council and will be teacher and learner
based)

b. Teachers will be encouraged to publish books, share lesson plans, approaches and
techniques both inside and outside the classroom.

c. Teachers will be encouraged to schedule time to be creative in their own time,
offering teachers a platform to own their ideas and methodology and to promote
them.

d. Structured professional learning opportunities will be available to teaching and
administrative staff for continuing education.

e. Winchester Academy and its staff will follow state requirements and guidelines as
outlined in the Winchester School policy book, the Connecticut Board of Education,
CABE, etc.

a. See Appendix# ?a

5. STUDENT ASSESSMENT

Winchester Academy?s comprehensive assessment system will include formative, benchmark
and summative assessments of personal and social abilities, physical abilities, cognitive
and creative Many of the formative and benchmark assessments for pre?K
through 2nd grade will be made by observation, therefore a template similar to the one created
by Connecticut State Department of Education as a flip chart for preschool assessments
framework will be created not only for state standards and benchmarks but for qualities, skills
and behaviors that reflect Winchester Academy's mission, values, curriculum, and educationai
philosophy.

See Appendix I17 IEI

Winchester Academy will give teachers the opportunity to select an existing assessment
instrument currently on the market and apply it. Assessments will be evaluated by trained,
skilled and experience professionals.

a. Winchester Academy will teach each of their students that their efforts are something they
can control. As an institution, it is our responsibility to provide clarity of the behavior and
mind set a student needs to reach their learning potential. For this reason, Winchester
Academy will establish an ?effort grade rubric?, which will provide students ,in collaboration
with their teachers, opportunity and direction to set specific, attainable learning goals. This

tool will also encourage regular, open dialogue between teachers and students about a
students progress and growth as a learner. This meta?cognitive tool will be based on eight
learning standards that focus on making each student and active learner:

Participation

Note taking

Materials management

Self advocacy

Day to day learning

Collaborative work

Promptness and readiness to work
Absences

Prensa-9.69?

STUDENT ASSESSMENT continued:

With each standard, students will earn effort grades of:
Exceeding expectation
Meeting expectation
Progressing toward expectation
Not meeting expectation

Students will learn about the correlation between effort and academic performance and that
effort is something they can improve.

Emphasizing effort gives a child of variable they can control. They will come to see themselves
as in control of their success. The educational calendar will be designed by the principal and
teachers to designate appropriate but not overburdened sometimes to make benchmarks and
summative assessments. We understand that in pre?K through second grade these
assessments will be age and developmentally appropriate using the latest research from 
and others.

b.

Winchester Academy?s comprehensive assessment system will ensure the participation of all
students, especially those students identified as requiring Special education, in whichever
assessment tests are deemed relevant and appropriate for each type of learner, and each type
of disability. This will be done by evaluation of students by teachers, and parents, with
guidance counseling as appropriate. In addition to smarter balanced assessments, CMT, et
cetera Winchester Academy will have its own student effort rubric. 2?lst century teachers have
to be smarter, more agile, willing to change, and have a vastly enhanced growth mindset
relative to even just a a few years ago. Moreover, they must have an understanding of how the
brain learns in order to maximize the potential of every student. This is why assessments are
important as they inform the teacher. This is why Winchester Academy embraces educational
neuroscience. Teachers intuitively know that every student needs help and guidance to meet
their peak potential.

c, Winchester Academy will use longitudinal studies and compare year?to?year and class?to?
class assessments in progress and effort. As a lab school, Winchester Academy will be
collecting data from students, parents, teachers, administrators and comparing and

 

contrasting that information with other schools and other teachers and researchers. Beyond
mastery of academic subjects, math, English, science, etc., a design thinking school needs to
assess students on their projects, both individually and collectively, on whether the process
was followed:

a. Empathize

b. Define

c. ldeate

d. Prototype

e. Test for results

The design process gives tangible expression to the meaning students experience when they
encounter new problems, enter into new situations, travel to new places and meet new friends.
Empathy requires our understanding of the circumstances of another person, which provides
the best motivation for applying an innovative mindset.

STUDENT ASSESSMENT continued

d. As a lab school, Winchester Academy will regularly be using assessment data to improve
both curriculum and instruction. This information will be shared with the researchers at CTTL
and elsewhere to evaluate for modification and adjustment to curriculum and instruction. The
data collected will be used to inform, not to drive. Each student will be considered in reference
to all conditions. Once the assessment data is evaluated, principal and teachers will determine
the appropriate adjustments. This might include tutoring, technology and more.

e. Assessment calendar:
Sept Formative

Oct Benchmark

Nov Summative/ Effort
Dec

Jan Summative/Effort
Feb

Mar Benchmark

Apr

May

Jun Summative/Effort

Students who do not meet established achievement goals will meet with parents, principal and
teachers to adjust curriculum, methodology, etc.

f. As a lab school, part of Winchester Academy's mission is to share the research that it
generates as well as the research that it compiles from our sister schools and institutions of
higher learning. This most assuredly applies to sharing with the Winchester Board of
Education. The superintendent of the Winchester school system has already been asked to sit
on the Governing Board of Winchester Academy. Winchester Academy wili organize yearly
seminars for the local community to share this information, and will publish this information and
make informative videos for website.

My

II. STRENGTH OF ORGANIZATIONAL EFFORT

1. EXPERIENCE AND EXPERTISE OF FOUNDERS

a. The following is a list of founding group members that developed, designed,
researched, supported, advised and helped with this application process:
1. Connecticut Academy For The Arts (CAFTA) Board:
a. Roger Newbury (See resume: Appendix ilo 
b. John Henry Sullivan (See resume: (Appendix 3?l 
0. Teresa Graham Sullivan (See resume: Appendix# 33 
d. Jeremy Schaller, Graphic Designer, Business Entrepreneur

2. Other advisors, writers, designers, developers, researchers and
consultants who in any substantial way helped with this application are:
a. John Kissko (See resume: Appendix ?r I 
b. Jolie Garfinkle (See resume: Appendix EAL 
c. Susanne Bauer: 
d. Mary Anne Buchanan, Founder Explorations Charter School
e. Richard Scaldini, (See resume: Appendixlt Et?? 
integrated Day Charter, Norwich
g. Waldorll School,
h. St. Andrews School, Potomac, Md




b. Committed members Who intend serving on the Governing Council of Winchester
Academy are as follows:

a. Roger Newbury
b. Teresa Graham Sullivan
0. John Henry Sullivan

Note: We are in discussion with other important and pertinent potential

members of our Governing Council, advisors and consultants and will have
more to add as this process continues.

c. Winchester Academy is not currently partnering with any organization or consultants.

2. SCHOOL GOVERNANCE AND MANAGEMENT

a. ORGANIZATIONAL CHART

 

GOVERNING BOARD (8-9 MEMBERS)

 
  
 

SUB COMMITTEES
I.BUDGET
2. POLICY
3. NOMINATING
4. BLDG FACILITY
5. NEGOTIATING

GOARD OF ADVISORS

 

 

I
PRINCIPAL

    
 

FISCAL OPERATIONS CUSTODIAL STAFF

PARENT ADVISORY

 

I 


   

AIDES

2. SCHOOL GOVERNANCE AND MANAGEMENT continued:
a.

ORIGINAL BOARD: The existing CAFTA Board wili appoint the original Council of eight
or nine members who will then elect 4 officers from among themselves: Board Chair, Vice
Chair, Secretary and Treasurer. selection will potentially include a teacher, a
representative of the Board of CAFTA, a parent, the Superintendent of the Winchester School
System or a designated representative of same, and other qualified citizens and members of
the local business community who share Winchester Academy?s philosophy, values, vision and
have a passion for furthering the mission of Winchester Academy.

Subsequent appointment of members of the Governing Council will be nominated by existing
nominating committee and voted on by the full board.

TERM LIMITS: each member will serve a four-year term with the exception of the original
board which will serve in the following manner:

2 members serving one year

2 members serving two?years

2 members serving three years

2/3 members serving four years

VACANCIES: Vacancies will be filled for the duration of the vacant position by nomination from
the nominating committee and voted on by the entire board.

COMMITTEES: The Board will have five committees:

Budget

Policy

Nominating

Building and Facilities

Negotiating
in addition there will be a non-voting Board of Advisors which wili focus on brain learning
research and design thinking curriculum, among other things.

b.

Candidates for the Governing Council need to be passionate about exploring the future of
learning. They must believe that design can be a potential driver of organizational learning and
change. They must personify a process that is human-centered, connection seeking,
experiential, and iterative. We believe that this approach and mindset is crucial to uncovering
who we are as organizations, communities and cultures and shaping who we want to become.
We cannot expect this of our students unless we show by example. We (The Board) must be
the change we desire.

Other factors such as professional experience, hometown and other affiliations may play a part
in the consideration a candidate but the aforementioned quaiities are the most important.

0.

The Superintendent of the Public Schools in Winchester has been offered a seat on the
Governing Board. No one else has been approached. The main qualifications are described in
section B.

 

2. SCHOOL GOVERNANCE AND MANAGEMENT

d.

The Nominating Committee will maintain a list of individuals who meet our qualifications. That
list will consist of volunteers, parents, educators, business leaders etc. who have shown a
affinity for Winchester Academy's programs and philosophy and who will have shown that
passion to pursue Winchester Academy?s mission. This will be a process involving a
significant in Indoctrination.

REMOVAL PROCESS: in such case that removai from the board is deemed necessary a two
thirds vote of the entire board is required. Cause must be cited and discussed at a previous
board meeting prior to vote. An exception being felony conviction which requires immediate
removal from the board.

e.

Accounting: One halftime person (to become full time in the fifth year) wiil be employed to
handle the accounting functions including but not limited to encumbrance, order generation,
maintaining vendor lists, payments, payroll, including ms and unemployment compensation
submissions. This staff person will be responsibie for all financial records and reports. This
individual will keep and provide all records needed by the auditing firm in preparing the annual
audit report.

The qualifications for this position will require a minimum of an associate degree in accounting
with experience or college~level credit in government or nonprofit accounting.

A financiai management system will be used which is aligned to GAAP and recommended and
approved by our auditing firm.

On a day?to?day basis finances will be controlled using a system which in encumbers all
expenses as they occur. (All purchases must have prior approval of the principal prior to
encumbrance). In addition the encumbrance of known expenses, (such as salary, benefits, rent,
estimated fuel oil, insurance etc.) will be encumbered at the beginning of the fiscal
year. Upon payment, the encumbrance wiil be replaced by the actual expense so that 
reports can be generated to be presented to the principal. This report will show year to date
expenses, outstanding encumbrances, projected end of year expenditures and any surplus or
deficit situations by account and total budget. On a basis the principal will pass this
report, upon his or her approval, to the Treasurer of the Governing Council.

The Governing Council, through its Treasurer, will provide final oversight to the schools financial
position. On a day?to-day operationai basis, the principal will have oversight of the fiscal cierk
and the records generated. The principal will report to Council Treasurer by providing 
fiscal reports on the school and its fiscal status. The Treasurer will then make a report
to Governing Council at which time a vote of approvai will be taken.

Governing Council wiil hold ultimate responsibility, but practically speaking will deiegate the
day?to-day operation to the principal of the school we will, in turn, bring recommendations to
the board for approval. The principal should come to each board meeting with the report on
educational programs, fiscal management, personnel, facility maintenance and community
outreach. The board shouid first see what they can do to help any situation, either actively by
volunteering or passively buy networking or consulting.

The Governing Council must always have in mind the mission, the students, the parents and
other stakeholders. Is a difficult balancing act. The board will be able to fundraise, so in that
sense they can be proactive and plan for future growth. They will also have access to the latest
research so they will not be governing in a vacuum. They will need to regularly attend the
functions and lectures held by both Winchester Academy and CAFTA. There will be a parental
advisory board that informs the principal and that should keep the principle and board in
constant contact with parents.

f.

The Board will be receiving input from its committees, from the CTTL, from the principal, and
from its own observations and investigations as to how the school is functioning, how the
principal is performing, how the students are achieving, etc. The Governing Board should
govern at an arms length however. The Governing Board is not there to micromanage the
principle or teachers and neither is it there to change the mission, values for philosophy of the
school. It is there to assist the Principal in achieving his or her goals. it is there to ensure this
school is conforming to federal, state and local statutes.

The Governing Board will work according to its bylaws to form committees, have regular
meetings, describe distinct roles and responsibilities of officers, members, committees and
administrator. Those bylaws have yet to be formalized as of this date (August 15, 2017.)

g.

The Governing Board will create a list of characteristics, skills, experience and professional,
educational and administrative credentials and research a search consultant and professional
organization to identify key candidates for positions to be filled. Then the board will create a
panel to interview the top choices. The entire Board will have the opportunity to meet with the
candidates. When one is voted by the Board, the negotiating committee will step in to
negotiate the contract.

3. SCHOOL LEADER

Regarding our plan for attracting and hiring a lead administrator with a proven track record of
success, our first order of business will be to reach out to our colleagues at the CTTL and
request a list of their recommendations for a school leader who:

likes children and has a knowledge of early learning in elementary education

has successfully completed training in educational neuroscience

is committed to Winchester Academy?s mission and philosophy

embraces design thinking

has a broad background

successfully connects to the parents and community

has knowledge of art, design and arts education

can lead Winchester Academy from a pre?K through 2nd grade startup to
a fully functioning pre k~6 grade school in 5 years

9. is self sufficient and a self-starter

10. can lead Winchester Academy as a lab school

11 thinks globally and acts locally

90519391539053?

in addition, we will seek candidates from our connections with the NAEA and CAEA, as well as
professional recruiters who specialized in school leader searches and placement.

4. EVIDENCE OF SUPPORT

Winchester Academy has been met with far-reaching support from students, parents, teachers,
municipalities, schools, community leaders, businesses and other members of the community
in the Winchester School District and throughout Northwest Connecticut and beyond. The
following are a few examples of the letters of support we have received to date:

 

August 2017

State of Connecticut Department of Education
Dr. Dianna Wentzell

Commissioner of Education

450 Columbus Blvd. Suite 602

Hartford CT 06103

Dear Dr. Wentzell:

As founder of Explorations Charter School. one of Connecticut's ?rst charter schools now
entering its 20'h year of serving high school students throughout the Northwest Corner, i am
writing to you in strong support of the state charter school application by Connecticut Academy
for the Arts (CAFTA).

Born and raised in Winsted and being an educator for over 25 years in the Northwest Comer, i
have worked with families searching to best prepare their children to be con?dent, civic-minded,
contributing members of our ever-changing world. As parents, we all want what is best for our
children and to give them a better life than our own. Well, it's no secret that the answer is
establishing a strong foundation at an early stage is essential- support the
mission of the CAFTA application. They are passionate about the importance ?to foster
transforrnative teaching and learning through the arts. To provide an environmentfor quality
personalized learning that integrates arts and Creativity throughout age appropriate curriculum,
to cultivate innovative, collaborative and global thinkers and to prepare them for a life of civic
engagement, professional achievement and personal ful?llment"

CAFTA is no novice to having a positive impact on the lives of children. For seven years they
have worked with local students to enhance their personal learning styles by integrating the arts
throughout the standard curriculum. They are an established. reputable agency. it is time to let
them expand their wings and open their own school serving our youngest learners to build an
even stronger educational foundation for lifelong learning.

As the Winchester School System continues to improve and transform under the receivership
and currentiy a new superintendent, it would be exciting to see the charter application granted
and educational opportunities for families in the Winsted community enhanced. envision the
two entities working collaboratively in the best interest of the future leaders of our community.

'For these reasons I fully approve and support the application submitted by CAPT A to open an 
arts integrated charter school in the Winchester School District

Respectfuily yours,

?uGW?a

Mary Ann C- Buchanan, 
Founder Explorations Charter School

 

 

 

 

 

 

 KING phone(860) 379-0215

CERTIFIED PUBLIC ACCOUNTANTS

I70 Hol?bil?d Avenue Fax (560) 733?7?335
\Vinsred, CT 06098 

August 10, 2017

State of Connecticut Department of Education
Commission of Education

450 Columbus Blvd. Suite 602

Hartford CT 06103

Chairperson, State Board of Education:

Please accept this letter of support in favor of the application for a State Charter School by Connecticut
Academy For The Arts (CAFTA) and it?s Board of Directors, to serve the community of Winchester
School District, (and the region of Northwest Connecticut.)

for the following reason(s):

Li.)

I support their mission ?to foster transformative teaching and learning through the arts. To provide an
environment for quality personalized learning that integrates arts and creativity throughout age
appropriate curriculum, to cultivate innovative, coilaborative and global thinkers and to prepare them
for a life of civic engagement, professional achievement and personal fulfillment.?

I am familiar with 7 year record of successful student results and support their phiIQSOphy
to integrate the arts throughout the standard curriculum in order to better serve some students who are
more creative and kinetic in their approach to learning.

I believe that this is an opportunity for families in the Winchester School District and Northwest
Connecticut to have an alternative choice in educating their children in a creative~centric environment
that will be bene?cial for teachers, learners and the entire community.

For these reasons 1 fully approve and support the application submitted by CAFTA to open an arts
integrated charter school in the Winchester School District.

Yours sincerely,

Mgr/(1; 3/

Robert King CPA CGMA

SERVING BUSINESSES. INDIVIDUALS. NONPROFITS AND GOVERNMENTS

Member of American Institute of Certified Public Accountants, Connecticut Society of Certified Public Accountants

 

"Providing the most basic food, shelter hope 
FISH- Friends In Service to Humanist of Northwestern Connecticut Inc.

332 South Main Street Torrington, CT 06790
Office 860. 482. 7300 Fax 860. 489. 4807 . info??t org

 

State of Connecticut Department of Education
Commission of Education

450 Columbus Blvd, Suite 602

Hartford CT 06103

August 11, 2017

Dear Chairperson, State Board of Education:

Please accept my letter of support in favor of the application for a State Charter School by Connecticut
Academy for the Arts (CAFTA) and its Board of Directors, to serve the community of the Winchester
School District, and our region of Northwest Connecticut.

As a lifelong resident of Winchester/Winsted I greatly support this proposal to welcome CAFTA and their
arts programcun'iculum as a Charter School for our region. I believe it would be a great asset. I also
know young people from our area who have commuted to Hartford for such an education - and this
would be a relief to families.

As a former Board member, I am highly familiar with seven year record of success?il student
results, and support their philosophy to integrate the arts throughout the standard curriculum in order to
better serve some students who are more creative and kinetic in their approach to learning. I support their
mission ?to foster u?ansfonuative teaching and learning through the arts. A CAFTA education provides an
environment for quality personalized learning that integrates arts and creativity throughout age
appropriate curriculum, to cultivate innovative, collaborative and global thinkers and to prepare students
for a life of civic engagement, professional achievement and personal ful?llmen 

Throughout my over thirty year career as Executive to three area non?pro?t agencies (Girl Scouts of
NWCT, the Winsted Health Center, and FISH/Friends in Service to Humanity of NWCT), I have been a
strong leader and advocate for youth and those vulnerable residents who need the resources to improve
their lives and hopefully soar. I believe that this is an opportunity for families in the Whichester School
District and Northwest Connecticut to have an alternative choice in educating their children in a creative
environment that will be bene?cial for teachers, learners and our entire NWCT corner greater community.

For these reasons I ?illy approve and support the application submitted by CAFTA to open an arts
integrated charter school in the Winchester School District.

l/Q?m,

1rdre Houlihan DiCara
244 South Road
Winsted, CT 06098

Yours sincerely,

And, Executive Director of FISH/Friends in Service to Humanity of Northwestern Connecticut
332 South Main Street, Torrington, CT 06790



 

N0 gills: EST CONNECTICUT
commoner

   

August 9, 2017?

State of Connecticut Department of Education
553?? Commission of Education
Barkhamsted

Bethlehem 450 Columbus Blvd, Suite 602
Canaan/Fails Village Hartford CT 06103

Colebrook
Cornwall

Goshen Chairperson, State Board of Education:
Hartiand

Harwinton

Kent Please accept this letter of support in favor of the application for a State

?mfg Charter School by Connecticut Academy For The Arts (CAFTA) and its
New Hartford Board of Directors, to serve the community of Winchester and Northwest
North 2;)ng Connecticut.

Saiisbury

Torrsiggigg Since 2013, our fenders have had the con?dence to provide
Warren approximately $19,000 in support of successful arts education
Waswn?gg programming. We applaud their philosophy of integrating the arts
throughout the standard curriculum in order to better serve students who

are more creative and kinetic in their approach to learning.

We are impressed by dedication to: fostering transformative
teaching and learning through the arts, providing an environment for
quality personalized learning that integrates arts and creativity
throughout age~appropriate curriculum, and cultivating innovative,
collaborative and global thinkers in order to prepare them for a life of
civic engagement, professional achievement and personal fulfillment.

We believe that this will be an unparalleled opportunity for families in the
Winchester School District and Northwest Connecticut to have a much
needed alternative choice for educating children in a creative-centric
environment that will be beneficial for teachers, learners and the entire
community.

For these reasons we fully support the application submitted by CAFTA
to open an arts-integrated charter school in the Winchester School
District.

Sincerely,

  
 
 

fr

 

Northwest Connecticut Conununity Foundation I 32 CityHaliAvenue a P.O.BOX1144 Torrington,CT 06790 
860.626.1245 860.489.7517 I E?mail 

 

 

The Arc of Litchfield County, inc. .. 314 Main Street, Torrington CT 06790

Chairperson, State of Connecticut Board of Education,

3 write to support the Connecticut Academy for the Arts (CAFTA) application to the State of Connecticut,
Department of Education, to start a Charter Schooi serving students in Winsted including the 21 towns
of the Northwest Connecticut region.

I have watched CAFTA grow its programs from its base in the Torrington community over the past 7
years.

Their goai to create a Charter School with a Visuai Arts Concentration will bene?t students with a variety
of abilities presenting them with an alternative education choice.

i know of the success of CAFTA and the importance of alternative education opportunities thru my
career] recent role, in Torrington, as Executive Director spanning 36 years.

i hope the Connecticut State Department of Education looks favorabiy on this creative proposai for a
Charter School in the Northwest region.

Sincerely, a

7' 

Larry Casseiia

An af?liated
chapter of

 

 

860-482-9384 - F860-489-2492 - - Th Arc

 

Northwest
. Community Bank

August 10, 2017

State of Connecticut Department of Education
Commission of Education

450 Columbus Blvd. Suite 602

Hartford CT 06103

Chairperson, State Board of Education:

Please accept this letter of support in favor of the application for a State Charter School by Connecticut
Academy For The Arts (CAP TA) and its Board of Directors, to serve the community of Winchester
School District, (and the region of Northwest Connecticut).

mission is ?to foster transformative teaching and learning through the arts and to provide
an environment for quality personalized learning that integrates arts and creativity throughout age
appropriate curriculum, to cultivate innovative, collaborative and global thinkers and to prepare them
for a life of civic engagement, professional achievement and personal ful?llment.?

lhave lived in Winchester all my life and have been fortunate enough to work here my entire career.
I believe that this is a terri?c opportunity for families in the Winchester School District and
Northwest Connecticut to have an alternative choice in educating their children in a creative?centric
environment that will be bene?cial for teachers, learners and the entire community.

I believe CAF TA will have the same success as Explorations Charter School in Winchester is
experiencing.
For these reasons I fully approve and support the application submitted by CAP A to open an arts

integrated charter school in the Winchester School District.

Yours sincerely,

ice President

86 Main Street PO Box 1019 Win
. . . . sted, CT 06098-8019 Phone' 860 3 
Offices in Avon, East Granby, Granby, New Hartford, Torrington and 33;:er

f9?

    
  



in

Corporate Partners

Arconic Power Propulsion



Bank of America

BD

Borghesi Building 8 Engineering 00.. Inc.
Brandywine' Living oi Lilch?eld

Brooks! Todd 8: McNeil insurance
Charlotte Hungerford Hospital
Challerley?s Banquet Facility Restaurant

Commercial Real Eslate Group,
Vance A. Taylor

Conquest
Cook Funeral Home

Dymax Corporation

fersource Energy

rounders Insurance Agency
Fuel Cell Energy
Geer Village
Litchlield Bancorp
Lilchiield Woods Health Care Center
Northwest Community Bank
0&6 Industries, Inc.
People's United Bank
Photo Arts Printing Company
Register Citizen
Republican-American
Sharon Hospital
Sterling Engineering Corporation
TO Bank
Thomaston Savings Bank
Torrington Savings Bank
Toth Insurance Agency, LLC
Turri?Masterson, Inc.
"?ion Savings Bank

Manor Health Care Center
Valley Energy 00.. inc.
Webster Bank

CHAMBER OF COMMERCE

8 51' ass ill/o rival mg mg th i"

333 Kennedy Drive, Suite R101
PO Box 59, Torrington, CT 06790
p'860.482.6586 880.489.8851


August 9, 2017

Allan B. Taylor, Chairperson

State of Connecticut Department of Education
Commission of Education

450 Columbus Boulevard, Suite 602

Hartford CT 06103

Dear Mr. Taylor:

Please accept this letter of support in favor of the Board of Directors of
Connecticut Academy For The Arts? (CAFTA) application to open an arts
integrated charter school in the Winchester School District. Their application is
to serve the \Y/inchester School District and the region of Northwest
Connecticut.

I am familiar with 7 year record of successful student results. I support
their philosophy to integrate the arts throughout the standard curriculum in
order to better serve some students who are more creative and kinetic in their

approach to learning.

I believe this is an opportunity for families in the Winchester School District and
throughout Northwest Connecticut to have an alternative choice in educating
their children in a creative~centric environment that will be bene?cial for
teachers, learners and the entire community.

I would be happy to discuss CA impact on the region and their application
in more detail. Please feel free to contact me at 806482?6586 or via email

fcommerceorg. Thank you.

SincerelyjoAnn Ryan
President CEO

/3

 

SAMUEL E. SLAJBY
WILLIAM J. MANASSE
C. LEARD

Reply to Torrington office

$5335.:



MANASSE, SLAIBY LEARD, LLP
Attorneys at Law since 1979
507 East Main Street, Suite 107
PO. Box 1104
TORRINGTON. CONNECTICUT 06790
Phone: (860) 482-3503
Fax: (860) 496-838?

August 14, 2017

State of Connecticut Department of Education
Commission of Education
450 Columbus Boulevard, Suite 602

Hartford CT 06103

Chairman State Board of Education:

KENT OFFICE

31 NORTH MAIN STREET
PO. BOX 460

KENT. CONNECTICUT 06757

Phone: (860) 927-3564
Fax: (860) 927-4120

This is submitted in support of the application of Connecticut Academy for the Arts
(CAFTA) and its Board of Directors to to establish a a charter school to serve the Winchester School

District.

Over the last 7 years CAFTA has provided hundreds of children the opportunity to learn and
experience the power of art to enhance their lives through programs that integrate art with the
standard curriculum of study . CAFTA students are encouraged to develop their individual artistic
talents to expand and improve their own lives and bene?t the community at large.

I strongly approve of approach to education and enthusiastically support its
application to open an arts integrated charter school in th Winchester School District.

Sine/y :2



/;?San1uel B. Slaiby




 

with

Lean _Six Sigma Consulting. Loan



.l i
- gin
92M

 

 

 

State of Connecticut Department of Education
Commission of Education

450 Columbus Blvd. Suite 602

Hartford CT 06103

Chairperson, State Board of Education:

Please accept this letter of support in favor of the application for a State Charter School by
Connecticut Academy for The Arts and its Board of Directors, to serve the community
of Winchester School District, (and the region of Northwest Connecticut.) 
for the following reason(s):

I support their mission ?to foster transformative teaching and learning through the arts. To
provide an environment for quality personalized teaming that integrates arts and creativity
throughout age appropriate curriculum, to cultivate innovative, collaborative and global

thinkers and to prepare them for a life of civic engagement, professional achievement and

personal fulfillment.?

For these reasons, i fully approve and support the application submitted by CAFTA to open an
arts integrated charter school in the Winchester School District.

Yours sincerely,



. I 

Lance chnton
Principal
Lean Six Sigma Consulting, Hi:

15

 

Spearpoint Strategy Advisors, LLC
Attacking the Critical Issues ?1


July 25, 2017

State Board of Education
450 Columbus Boulevard
Suite 606

Hartford, CT 06103

To the Members of the Board:

It is with great enthusiasm that I write this letter in support of the
establishment of the Winchester Academy as a charter school dedicated to
education in the arts. This project deserves support both for the timeliness
of the concept and the quality of the enterprise as conceived by its founders,
John and Teresa Sullivan.

The founders have dedicated themselves for years to providing
encouragement to young artists through the Connecticut Academy for the
Arts. In an environment where support for arts programs in schools has
been continuously reduced, CAP TA has provided training and guidance to
students who might otherwise have received no support for their creative and
expressive talents.

The Winchester Academy will take this work a step further to formal
education under the aegis of the School? concept. Ironically, the
Northwest Corner lacks such an institution while serving as home to an
unusually rich and diverse artistic community. The founders bring to the
project a considerable depth of experience in the arts and arts?related
business over and above the merits of TA as an informal edircational
institution.

The Winchester Academy promises to be a school providing not only in-
depth education in the arts, but the crucial general education and liberal
learning that feeds artistic creativity. As has been the keynote at CAFTA,
studies in artistic technique and history will go hand?in?hand with exposure
to the economic impact of the arts and outlets for creative occupations in
business and commerce.

I am impressed as well with the group of advisors that the Founders have

nanomk1ar?1 +n ?rm-Irina] 4'an :71 +145 Ao1rnin?man+ Ari-111,1 A hnAAWi?r 

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deeply experienced in education, the practice of the arts, and the role
of the arts in the community are committed and available to assist in
curriculum development and management.

The Winchester Academy features among its founding principles deep
engagement in the community. Winchester, Torrington, and the Northwest
Corner will bene?t greatly from this institution devoted to stimulating
disciplined creativity. I am con?dent that the impact will be felt in all
sectors: the arts, business, and government.

I urge you to act favorably on this application. Please do not hesitate to
contact me if further cormnent is required.

Sincerely,



rim i

Richard J. Scaldini, 
President

19 East Greenwich Road Warren, CT 06754-1420
0 
scaldini@spearpointlic.net

/7

 

 

ENGINEERING

August 9, 2017

State of Connecticut Department of Education
Commission of Education

450 Columbus Boulevard, Suite 602

Hartford CT 06103

Chairperson, State Board of Education:

Please accept this letter of support in favor of the application for a State Charter School by Connecticut Academy for the
Arts (CAF TA) and its Board of Directors, to serve the community of Winchester School District, (and the region of
Northwest Connecticut) for the following reason(s):

1. I support their mission ?to foster transformative teaching and learning through the arts. To provide an environment
for quality personalized learning that integrates arts and creativity throughout age appropriate curriculum, to cultivate
innovative, collaborative and global thinkers, and to prepare them for a life of civic engagement, professional
achievement and personal fulfillment.?

2. I am familiar with seven?year record of successful student results; I support their philosophy to integrate
the arts throughout the standard curriculum of the school system, in order to better serve some students who are more
creative and kinetic in their approach to learning.

3. I believe that this is an opportunity for families in the Winchester School District and Northwest Connecticut to have
an alternative choice in educating their children in a creative?centric environment that will be bene?cial for teachers,
learners and the entire community.

For these reasons, I fully approve and support the application submitted by CAFTA to open an arts-integrated charter
school in the Winchester School District.

Zpurs sincerely1.15/1; 
15:amp?Mm

John N. Lavieri
President Emeritus
Sterling Engineering Corporation

A Subsidimy of Air Industries Group

Sterling Engineering Corporation, 236 New Hartford Rd, Barkhamsted, CT 06063 USA
(860) 379-3366 a Fax (860) 379-3278 a I 

Lynn: and Auto ny- Scott Whittaker
254 Wimbledon Gate 
Torringmn, 06790

August 2017

State of. CenneCticnt?DEpa?rtrnent of Education
commission of Education

450: Columbus Blvd? Suite 602

Hartford CT- (36103

Chairperson; State Board 013 Education:

Please aceept ?iis'letter offsupport in favor'of the application for a State Charter School by
Connecticut Aeadeiny For The Arts and his Board .ofD?irectors-l to serve the
community of'Winches'ter School "District, [and the region of Northwest Connectifiut.)

We support their mission to foster h?ansformative teaching and learning through the arts.
To: provide an environment for quality perennahzed learning that integrates arts and

creativity throughout age appropriate curriculum, to cultivate innovative collabora?ve and

global thinkers and to prepare them for a life of civic; engagement professional
achievement and personal ful?llment?

Nationwide,_ budget cuts are causing many states and towns to reduce or even eliminate
funding for arts- related actnrities, drawing music and painting are no longer part of the
curriculum. However, instruction in. the arts is critical to the development of young minds.
Studies show thatyonng. people who regularly participate in the arts have. ahigh'er degree
of academic achievement over-all; 'A-n arts education helps. to inspire creativity, develop.
motor skills, teaches per'SeVeriance; and builds self?con?dence. 

Our- ch??dre?n? have been the recipient of services and we? can attest to. the quality
of instruction and, ?ne dedication of its leadErship.. For these reasons we fully?approve and
support the application submitted by CAFTA. to ?openv?an ?a?rts? integrated charter school in
the Winchester School District Thank you;

Yours Sincerely,

    

/7

 

ELINOR CARBONE- 140 Main Street
Mayor ?l?orrington, CT 067906245
Tel: (860) 4894228
Fax: (860) 4892541

August 15, 2017

State of Connecticut Department of Education
Commission of Education

450 Columbus Blvd. Suite 602

Hartford CT 06103

Chairperson, State Board of Education:

. As a distressed municipality, Torrington is continually challenged to think outside the box for the
delivery of quality services that meet the needs of a diverse population. Education is no exception.
As a number of our families continue to seek small school settings to meet the unique needs of their
children, we find our out?placement costs escalating. If we can increase the educational offerings in
the immediate area, we know that our students and families will be well served close to home and

the cost savings will benefit the community as a whole.

Upon learning of the application that ConnecticutAcademy For The Arts (CAFTA) is submitting for a

State Charter School to serve the region of Northwest Connecticut, I wanted to offer my support.

I am familiar with seven-year record of successful student results and support their
philosophy to integrate the arts throughout the standard curriculum in order to better serve some

students who are more creative and kinetic in their approach to learning.

I believe that this is an opportunity for families in the Winchester School District and Neithwest
Connecticut to have an alternative choice in educating their children in a creativewcentric

environment that will be beneficial for teachers, learners and the entire community.

State? Qf Connecticut D?e?parfmen?t of Educatibn
Commission of' Education

Page 

For these reasons It fully approx/9am s?upr?ihe-applica?ri?on submitted by open an arts.
?infegrated charter schoq! in the. Winche'sfter School, District.

Very truly Iypursg.

EMMIL (gm/Lam)

Elinor CiarbOne
Mayer

 

 

 STUDENT COMPOSITION, SERVICES AND POLICIES

1. SCHOOL DEMOGRAPHICS

Living in a diverse world presents challenges enjoys for our community and student population.
We believe that each of us is entitled to an equitable and safe environment which promotes
acceptance and appreciation of ourselves as well as others. Winchester Academy will be a
community that strives to lead by example in respecting and affirming the unique qualities of
each person. We will actively seek individuals from a wide spectrum of backgrounds.
Winchester Academy recognizes that different backgrounds and personalities can sometimes
create tension, but also stimulate growth and new possibilities. We will encourage courageous
conversation to challenge assumptions and foster greater understanding among people. We
will value what each of us contributes to the whole and envision our school as a mosaic that
reflects the broader community.

Winchester/ Winsted is a town in the north west corner of Connecticut that for years was a
thriving manufacturing area. This is evidenced by the beautiful Civic, religious and banking
buildings that exist in downtown Winsted, and by the numerous beautiful Victorian are homes
on the neighborhood streets.

The towns population is 11,242 of which 85% of those over 25 years old hold a high school
diploma, but of the same population (those over 25 years old), only 22% have a bachelors
degree from college as compared to the rest of the United States at 37%.

The per capita income is $27,651 and the median household income is $48,741.

Currently the town's unemployment rate hovers around seven point 7.1% which is above the
rest of the State unemployment rate of 

There are 766 residents (in 2014) receiving SNAP benefits.

The median age is 47 years old, as compared to the rest of the State?s median age of 40.

The median household income (2010?2014) was $60,163, as compared to the rest of the
State?s at $69,899.

 

Race/ Ethnicity (21 02014) Town State

White 9,446 2,508,360
Black 161 365,871
Asian Pacific 289 145,842
Native American 0 1 ,105
Other/Multi-race 250 282,094
Hispanic 974 512,795
Poverty Rate 8.2% 10.5%
Chronic Absenteeism 7.4% 8.96%

a.

The Winchester area is one that has lost its identity, in fact it is in a crises of non?identity. The
youth of the town see empty storefronts and vacant factory buildings and know intuitively that
there is no future here. Therefore finding a motivated student is nearly impossible. A new
approach that begins in early education must be instituted that partners closely with parents, in
fact encourages parents to begin learning again. Working with parents, Winchester Academy
will build the foundation necessary for each child to achieve their character development and
academic success. The students of Winchester Academy will be introduced to their global
peers.through Winchester Academy?s friendship program that will link them to other schools
around the world. In this program, our students will have the opportunity to compare and
contrast societies, classrooms, architecture, music, etc. and have friendly collaborations and
competitions that can result in traveling exhibitions and even In foreign travel during the
summer. As the saying goes, was sad that I didn't have any shoes until I met a man who
didn?t have any feet.? Winchester Academy students will develop a new identity about a new
future that they can build and in which they can participate. This we believe will create the
motivation they need to achieve personal and academic success.

C.

Winchester Academy wili open with four grades (pre?K through 2) ages 3 to 7. Each year the
school will add a grade, for example year two will add grade 3.

Because our research and programming is so unique, we do not want to start with two large a
school or with grades where students have already deeply experienced a different
methodology. The enrollment plan is to register 17 students per grade to keep a manageable
student to teacher ratio.

d.

Parents will be offered to attend multiple get?togethers each mixing social and learning prior to
the start of classes. These will be regularly scheduled and by design held in the parents annex
attached to, but not within the school. Videos, lectures, discussions, and workshops will be
presented to explain Winchester Academy?s philosophy, values, mission, meet the Board of
Governors, discuss curricula, homework, yearly schedule, daily schedule, or early drop off
plans, late pick up plans, extended day plans, the design of the school, sleep, diet, health,
social skills, etc.

A parental advisory board will be created and fundraising by parents will be encouraged.
Opportunities for volunteering, continued education, field trips and professional development
will be explored. Parents must become partners in their child's success. For that to happen
both school and parents have to pull in the same direction and be on the same page.

2. SPECIAL EDUCATION AND SECTION 504 OF THE REHABILITATION ACT OF 1973

3.

Winchester Academy Will be an exemplary school for students with disabilities. As a school
that provides quality personalized learning, we will utilize our design thinking process to create
a physical, emotional and cultural environment where students with any disability will feel safe,
comfortable and welcome and that our staff and community are there to aid them in their
personai and academic achievement.

The Governing Board and the Principal, will create comprehensive plan to meet the needs of
students with the wide range of disabilities that plan will:

1. Comply with federal laws

1. No Child Left Behind Act (NCLB)

2. Individuals with Disabilities Education Act 
. Screening (registration form, process, data)
. Family interview
. Elaborating an (Individual Education Plan) and IFSP

(Individual Family Service Plan)
. Section 504
. Use of SRBI (Scientific Research-Based Interventions); RTI (Response To
Intervention) as part of identification procedures for learning disabilities.

. State?certified special education teachers

0301 450310

By using Winchester Academy?s design thinking mission, we will be able to do incredible
research on the needs of our disabled community. Our network of global thought leaders will
make Winchester Academy a leader in the education of the disabled

b.

Not only does Winchester Academy understand its responsibility to meet these needs,
Winchester Academy is committed to being a top lab school for this purpose. Of course our
research will be made available to all. It will be a priority for the Governing Board and
Administration of Winchester Academy to produce a detailed plan that will make Winchester
Academy a model school in this area. To this point we are already researching and beginning to
develop that plan. We have begun the following: .

. Collect data

. Assess the need

. State?certified teachers

. Partnership with local agencies i.e. EdAdvance, DCF, Center for Children and
Families, etc)

. Outside ST, OT, PT

. Special education professional development (YalenCenter for Emotional Intelligence);
(State Educational Resource Center?SERC)

. Paraprofessionals

. Curriculum adapted to student?s needs

. Online resources

0301 

CI

The policies and procedures are not yet in place, however, observation consultation with staff,
conferences with parents and further observation and evaluation Will be part of the policy
which will identify potential eligibility for special education and related services.

d.

Parents of all students, disabled or otherwise, are welcome to be part of the solution and are
encouraged to become engaged in support groups, workshops, etc. Winchester Academy will
engage parents of students with disabilities by:

. Providing the support they need

. Providing assessments

. Inviting parents to be part of the support team PPT)
. Workshops, lectures, library

. Guest speakers

. Support groups

. Connecting parents to local and state agencies and resources
. Electronic divisors (Hearing aids, tablets, etc)



3. ENGLISH LEARNERS
a.

As with students with disabilities, Winchester Academy is committed to being an exemplary
model school for students with diverse learning needs, including English Learners (EL).

By acknowledging that language is not learned in isolation, and that much language is learned
during early education and early grade school during play and conversation. Winchester
Academy build a plan to identify those in need of special assistance with language, and will
work with the student and his or her parents to create the necessary conditions for learning
English, both at home and in the school.

Based on the data collected during the enrollment process, Winchester Academy will identify
those EL students. Students will be screened to determine the level of English proficiency.

Winchester Academy admission personnel will meet with the student and the family to
complete general assessment and learn a little more about their native language and culture.

Once this process is complete we will:
1. Evaluate the need
2. Set goals
3. Search for translation services in the area
4. Use of technology
5. Implement a plan 
6. Because of early grade level: brain research shows that the younger the student,
the better the capacity to learn another language.

b.

The detailed pian is yet to be written and will require the principal?s input. In the meantime,
founders will gather research from sister schools and will present this to the principle during
interview and upon hiring.

Winchester Academy works closeiy with parents/ volunteers/ members of the community/
partner schools to elaborate guidelines and plans to adapt the curriculum to provide the EL
with:

1. Total immersion

2. Teachers curriculum Committee
3. Visual cues

4. Books and CDs

5. Audio/ videos

 

6. Parent support

7 Peers support

8. Evaluate EL students progress and adapt the curriculum

9. Provide alternative communication strategies (visual, videos, audios, sign language)

0.

Winchester Academy?s open-?door policy magnifies the importance of parental involvement.
Parents are welcome into the community of learners as the first and most valuable teacher in
the students life. EL students and their families have access to general education curriculum
by:

1.Translation services

. Curriculum workshops

. Family interaction with school community

. Resources (books, videos, audio)

. Cultural celebration

. Family coffee meetings

. Internet (youTube, Skype, lnstagram, partner schools, International support)
. Personalized parent conferences

. Volunteers



Students in the EL program will receive progress reports built into the regular student report
card. To ensure that parents receive up to date reporting with the same frequency as Generat
education reporting. Winchester Academy is currently designing a new custom report card for
use in the new school.

d.

Winchester Academy will develop a specific plan to be overseen by a state certified teacher
with expertise in EL that will address how the achievement needs of EL students will be
monitored and the effectiveness of the program.

6.

The plan is yet to be written. Winchester Academy will it here to CTSDE El guidelines and ail
federal requirements. Winchester Academy is committed to being an exemplary model school
for English learners and will attract certified personnel, collect and retain all appropriate
documentation, adapt the classrooms and curriculum if found necessary, and continually offer
meaningful professional development opportunities for all staff, especially travel to foreign
lands.

4. ADMISSIONS POLICY AND CRITERIA

a.

Winchester Academy is not applying for a waiver of the requirements of the enrollment lottery.
Admissions are open to all students who express an interest in the mission, philosophy, values
and programs that create the foundation of the school and its character. Winchester Academy
welcomes students with disabilities, gifted students, students of all races, creeds and
economic levels. Winchester Academy will accept students from the Winchester/Winsted

area, but will also accept students from neighboring towns in the Northwest region of
Connecticut.

After several local forums and Winchester Academy's community outreach and marketing has
been done, and after receipt of charter certificate, recruitment of students will actively begin.
When Winchester Academy reaches more than 17 students in any grade coming from
Winchester, a lottery will be set up by a third party not aligned with Winchester Academy.
Winchester Academy?s board will be observing the process but not participating. 17 students
will be selected randomly and with no identification other than students name and a number.
Possibly this could be done through another nonprofit or with an auctioneer. Details have yet to
be determined.

b.

Commencing September 2017, founders will hold local forums as part of their
community outreach. These will be advertised and will be open to the public. Each 
meeting will be held at a different location so a broader cross-section of the local population
will have access. Recruitment starts at these meetings. If we represent the Winchester
Academy well, are accessible, knowledgeable and positive in our presentation, a relationship
with the community will begin to develop. It will take many of these local forums to build
confidence in our plan and staff, but we are confident that Winchester Academy will attract the
necessary number of students to open our doors in 2018. We will begin building a mailing list
and contact list and start to attract supporters and volunteers. Prior to the lottery, Winchester
Academy's nondiscrimination policy will be made known to the community and published in
our handouts and website. Winchester Academy will market its personal learning agenda and
will make clear it is available to those of low academic performance, low income families,
students with behavioral and social difficulties, those requiring special ed, English learners or
students of a single gender. We live in a time of unprecedented capabilities in which to inspire
society. Let us all strive to be inclusive.

Winchester Academy will be aware of and comply with all local, state and federal law.
Winchester Academy will have as part of its culture that it does not discriminate on the basis of
disability, Athletic performance or proficiency in the English language.

c-

Winchester Academy will think globally and act locally. The new technology has opened the
world to anyone who wants to participate. Global cultures, cuisines, music, film, etc. will all be
woven into the regular curriculum. As Howard Gardner at Harvard identified multiple
intelligences, there are boundless ways in which each of us can learn to empathize about their
fellow man. Winchester Academy will praise each child on achievement and effort and students

who by observation appear to be isolated will be encouraged to become part of the team.
Bullying in any form will not be tolerated. Students at Connecticut Academy for the Arts
(CAFTA) have recently made a short film about the ?ripple effects? of bullying and Winchester
Academy students will be encouraged to engage in dialogue that will make discrimination and
bullying not a character trait to emulate.

5. STUDENT DISCIPLINE POLICIES
a.

Winchester Academy will provide a clear behavior management system that encourages and
applies consistent sanctions and interventions in response to severe infractions. It is the
philosophy of the school that the best discipline is self?discipline, therefore from preschool
through the entire grade structure, students are taught the principles of civility, cooperation,
mutual respect, acceptance of individual differences and deferred goal gratification. These
principals are consistently reinforced on a daily basis. This is accomplished by integrating
these concepts into all aspects of the formal and informal curriculum. We do believe that our
model is geared to providing outlets for students who, in a more traditional model, maybe
bored and act out. We are also insistent that all children have feelings of success in areas that
they have talent and or interest. We feel these factors and our emphasis on individuality will
reduce disciplinary fractions. That being said, there will be times when major infractions occur
and there will be a necessary response to those infractions. Our model would try to maintain a
positive relationship with the instructional staff while trying to deal with the negative behavior.
Referral would be made first to guidance to try to ascertain the cause of this behavior. Working
with the instructional staff and parents, an attempt would be made to discover the reason for
the behavior and work some specific interventions for this individual child. Now if a severe
infraction occurs, one which would in danger the safety of the student or other students and/or
staff, immediate action would be taken resulting in the immediate removal from the
environment. This could include suspension and/or expulsion as defined under Connecticut
State Statutes.

In the event of such behavior the student needs to be excluded from the immediate
instructional situation. As long as the offense did not mandate exclusion from school, our
preference would be to provide an alternative educational experience with in the school where
staff can monitor the student. If suspension or expulsion is indicated it will be done as outlined
in Connecticut state statutes and the attached policy.

See Appendix it 515

Physical or bodily damage

Threatening physical or bodily damage
Bringing a weapon to school

Conviction of a felony

Buying or selling drugs on or off the campus
Cheating on test

lnternet abuse, cyber bullying



c-

Winchester Academy intends to adopt the Suspension and Expulsion/Due Process Guidelines
currently being utilized by Regional School District 7. While there may be some amendments it
should substantially remain intact.

6. HUMAN RESOURCES POLICIES
3.

Winchester Academy?s criteria and standards for Human Resources are driven by the desire to
hire highly qualified Connecticut Certified teachers and a Principal. We are looking for
experienced personnel with a proven success record in working with pre?K through 2nd grade.
All staff will be presented with information about the educational model upon which the
founders are basing the school?s operation.

Perspective candidates will be interviewed relative to how they feel about that model. We are
looking for individuals who are excited about working in an unique and creative learning
environment, and want to assure all students our successful learners in the academic arena,
while being in an environment that allows them to express there innate curiosity about the
world they live in. Foremost we want people who enjoy working with children. We want our
staff, to the best of our ability, to reflect a diversity of ethnic and racial educators. We will do
recruiting statewide in areas that are highly representative of these populations. Our intended
student to teacher ratio you 17 to 1. Are beginning staff will be .5 Principal with or teachers,
two aids and a .5 Guidance Counselor. We plan to add a grade per year so that in year 5 we
would have 6 teachers, 1.0 Principal, 6 aides and 1 full time Guidance Counselor, with a total of
136 students in grades pre-?K?Bth grade. This is in keeping with our mission to instiil in students
a love of learning and a strong foundation in the basics. It is our philosophy that all education
must be geared to developing life?time learners who can change as the need arises to meet the
ever-changing demands of the world in which we live. We believe this is possible with the
model and the budget which is presented elsewhere in this application.

Our policy on salaries and benefits is to provide a competitive schedule with surrounding
communities. Our budget, as presented reflects this. Our medical plan will be a family plan
meeting the individual needs of the sta . included would be prescriptions, medical, dental and
vision insurance. Personnel will be provided annual salary agreements stating their salary. A
basic contract Will be developed that shows benefits, saiary schedules and other information
such as day length and hours. We are committed to affirmative action and to being an equal
opportunity employer.

The qualifications for Principal will include:
1. Masters degree in elementary education
2. Minimum three years teaching at elementary level
3. Current Connecticut certification in administration

Responsibilities will include but not limited to:
1. Staff and personnel
2. Curriculum an instruction
3. Pupil personnel

 

4. School/ Community relations

5. Resource management

6. Professional and personal development
7. Board of Governors liaison

Teacher qualifications:
1. Current Connecticut State teachers certification
2. Minimum bachelors degree, preferably masters degree
3. CPR certified

Responsibilities will include but not limited to:
1. Present lesson in a comprehensive manner
2. Provide individualized instruction
3. Create and distribute educational content
4. Assess and record student progress
5. Collaborate with other teachers, parents and stakeholders

b.

Student to teacher ratio will be 17/1 at school opening there will be for teachers and two aids.

C.

The governing board is ultimately responsible for compliance to local, State and federal
statutes and requirements. It is their job to oversee and ensure that certification is current and
follows state guidelines. Winchester Academy attract, retain and develop high quality teachers
and school leaders by offering:

1. a creative and exciting work environment

2. A strong school leader

3. Opportunities to learn from the best research

4. Travel opportunities each summer

5. By promoting them as experts in their field and by publishing and documenting their
work in books and film etc.

d.

Winchester Academy it Is an equal opportunity employer and as such, does not discriminate
on the basis of race, color, sex, age, religion, national origin, ancestry, disability, veteran status,
marital status, or any other status protected by law.

Winchester Academy will insist to any professional recruiter that we've will work with that racial

and ethnic diversity of the staff it is important to our school. Our Governing Board will also be
aware of racial an ethnic diversity when hiring the principal.

HUMAN RESOURCES POLICIES continued:

f.

 

Evaluation of teachers and administrators:

All teachers and administrators will be required to fill out a self?evaluation document Area the
school principal is expected to be in classrooms on an ongoing basis and thus to be
knowledgeable of what each teacher is doing. It is his or her function to provide support and
suggestions on an ongoing basis. It is our intent to create a learning community where
teachers, paraprOfessionals, guidance and administration work together to provide the best
possible instruction for the students without fear on anyone's part that they are being
?evaluated?. it is our hope that this model Will promote the idea of administration and
colleagues that help each other to learn the best instructional strategy for a particuiar student
or a group of students using the teacher self?evaluation tool and a Principal ?3 evaluation check
list, an assessment meeting will be held quarterly. Out of this meeting goals will be established
for the next quarter or longer. We will follow the Connecticut System for Evaluation and
Development (SEED) and the Connecticut Guidelines for Educator Evaluation.

See Appendix #3 and ??32

7. CHILD DAY CARE SERVICES

Not applicable

8. STUDENT HEALTH AND WELFARE

a.

Winchester Academy's plan for the provision of health and welfare services to students is as
follows:

1. School nurse: a qualified nurse will be retained to be on-call and nearby every day
the school is open.

2. Vision and hearing screening will be held in the school by qualified professionals at
the frequency the state requires.

3. All registering students must bring a doctor signed letter stating the student has
received ail State mandated inoculations prior to entering school.

4. Winchester Academy will create specific and specialized forms for the assessment of
mandated health issues.

5. Winchester Academy will comply with any and every additional State or Federally
mandated requirement regarding the health, well~being and safety of our students.

/0

IV SCHOOL VIABILITY
1.. BUILDING OPTIONS
a.

Winchester School District has abundant unused factory buildings which could function as a
school similar to Integrated Day Charter in Norwich Connecticut.

Identifying buildings has already begun and will accelerate after August 15, 2000 17. This will
continue until the certificates of charter are announced. In addition to factory buildings, the
Winchester School Board controls a now unused former elementary school (The Hinsdale
School) which could prove to be an ideal property. The rent schedule is included in the
attached budget, but fundraising would start immediately to purchase a building outright. As
previously mentioned in this application, the design of the building and its interior space are of
great significance to the functioning of our programs and philosophy. The building would be
located within the school District of Winchester and its capacity would at least support our plan
of growth for three years.

b.

Not applicable as no facility has yet been Identified.
2. FENANCIAL PLAN


NARRATIVE
BUDGET STATEMENT:

CAFTA (Connecticut Academy for the Arts) will provide space for pre-opening administrative
activities. The founders and volunteers from the Winchester Academy advisers will provide in-
kind startup assistance.

The Governing Council will be formed upon final grant approval and will be available to guide
start up activities including but not limited to interviewing and hiring teachers, designing
curriculum and marketing and advertising the School.

Upon receiving the award letter for the Charter, the loan of $200,000 will be activated, the
facility site will be secured, and proposed renovation will proceed according to code
regulations. Purchases of furniture, books and equipment will begin.

Winchester Academy plans to utilize the seed money mainly for the rent and renovations plus
purchase of equipment and supplies, printing brochures, posters, signage, advertising and
marketing. The greater amount will be used to bring the facility to code and provide an
innovative, inviting and creative environment for our pre?K-2 students.

ACCOUNTS

100 YEAR the School?s starting year will include grades pre?K through two. The
following staff will have been included in proposed budget:
Principal .5
Teachers 4.0 one for each grade level
Teacher aides 2.0
Secretary/ Clerk 1.0 FTE (split between 2PT)
Fiscal clerk .5 FTE school year
Janitor 10 hours per week School year

Each year an additional grade level will be added until by year five the school will be a pre?K

through 6 facility.

YEAR 
Principal
Teachers
Teachers aides
Secretary/ Clerk
Fiscal cierk
Janitor

YEAR 
Principal
Teachers
Teachers aides
Secretary/ Clerk
Fiscal clerk
Janhor

YEAR 
Principal
Teachers
Teachers aides

. Secretary/ Clerk
Fiscal clerk
Janitor

YEAR 
Principal
Teachers
Teachers aides
Secretary/ Clerk
Fiscal clerk
Janitor

.5

5.0 pre-K through 3rd grade
3.0

. FTE

.5 FTE School Year

10 Hours per week School year

ore?through 4th grade

COD

.5
6.
4.
1.
.5
.5 FTE (20 hrs/ 40wks)

.75

7.0 pre-K through 5th grade
6.0

1.0

.5 School year

20 40 

pre-K through 6th grade
I hrs/hrs/wk 40 



DETAILED DESCRIPTION OF BENEFITS

ACOUNTS

200

300

325

330

510

530

580

400

Benefits offered would be family level with 20% co-pay on premiums. Including
medical, dental and vision. All full?time employees and part?time employees with
35 or more hours would be eligible. The five-year budget is constructed with
these health benefits included. By referring to budget salary detail you can see
the specific personnel that would be eligible. in year have generated real numbers for additional benefits based on payroll figures
in budget. These include cost for Social Security/ Medicare, Medicare only on
?Teachers?, Workman? Compensation, and Unemployment Insurance. We feel
confident that these figures are real protections based upon budget presented.
We have additional worksheets on each of these over the five-year budget

Student services are important to our program we have therefore committed
to the guidance counselor going from.5 to 1.0 in the early years of the
program. We feel the presence of this person is vital to our overall mission of
individualized support an Instruction for all students.

Parent advisor services are also key to our mission though a small amount of
money ($500) is dedicated to this function in the early years, it quickly is
increased to $7000 in year We see this function and the guidance

function working together to bring our parents, teachers and students together
into a successful learning community.

We intend to do our accounting and payroll function in house. We see the
early years as rather simple, but as the program grows more sophisticated
software will be needed. This is reflected in the budget" In the mid five?year
period. Auditing services will be acquired through a firm with experience in
Charter Schools and school accounting and auditing in general.

No student transportation is anticipated other then that provided by locai
district.

We see our communication system growing over the five years and our budget
reflects this. We will need greater bandwidth as the school population grows and
as the grade range expands into upper elementary levels.

Travel for staff to educational activities is important and with the limited funds it
will be spread out such that all staff members will have as many opportunities as
possible over the five year budget as presented.

Rent: we believe having looked at the amount of space available in Winchester
that we can rent sufficient space for the program for $24,000 per year. Our
intention is to ideally find a space with the possibility of adding additional
classroom space as the program expands grade levels. This is reflected in the
$36,000 in year two.

400

590

600

642

690

700

700

700

Utilities: we have made our best estimate on water and electrical energy to be
used. This would be subject to revision after a year of operation.

Renovaticn/Expansion/Repair; this is the fund that we expect initially to get
the facility up to code and develop an and pleasing Learning environment for
young children. Later we will expand the facility to include a greater variety of
learning spaces to 50 increasing grade levels. The budget reflects this purpose.

Marketing and Advertising: getting the message out about the school and it?s
mission is crucial to its success. We have $30,000 Initially planned in our start
up budget, then $3000 in the first year regular budget and increasing to
a maximum of $4300 in year five. We feel that this together with press releases
and social media exposure plus face to face recruiting meetings with parents
and local community organizations will generate interest in attending the
Winchester Academy.

Insurance; figures have been generated by our insurance agency based upon
intended student enrollment and estimated floor space requirements.

Educational Supplies and Textbooks (Workbooks) are important to producing
a stimulating and interesting curriculum. Our budget request for supplies and
textbooks is based on number of students and pen?pupil allotment. For supplies
a figure of approximately $400 per per student was used well a minimum of
$400 per student start up for textbooks plus replacement and additions where
multi texts may be used.

Library: a working library consisting of basic reference books and age?
appropriate reading books will be developed over time. Some volumes will be
donated the first year as only $200 is is available during year 1 but as grade
levels are added more dollars will be allocated to this function. $10,000 in year 3
and $7000 dollars in year 4.

General Supplies: mostly fuei oil

Computers and various Digital Devices are to be purchased for student use
including but not limited to tablets projection devices monitors Smart Boards
etc. 

Furniture: these are the basic furniture items including chairs, desks, tables,
bookcases for classrooms, bookcases for library, Internet/ Learning Center
furniture, filing cases, teachers desks, etc. This will be spread over the five years
of the original charter with the hope of developing a small Theater/ Auditorium in
year number two. This expenditure is the reason for the large increase in this
account in year two.

Vehicle: a van will be purchased so that the students can take local field trips.
The van will be purchased over a two?year period in years two and three. The
program will have full use of the van in year 2. These types of activities are vital
to our teaching methodologies particularly in grades 3 and up.

 

   

 

 

Revenue

Start U, Ex lanation of Revenues and ?Ex enditures

 

In? kind Services: CAFTA Office Space and Supplies

 

Private contributions (for example. Foundation grant for 

 

 

 

Loan (Ban k)

200,000.00

 

200,000.00

 

 

 

EXPenditureS . . .
Salaries and Benefits 

 

 

 



4,000.00

 

4,000.00

 

Salary-Other

 

SalarvSUPPortstaff

 

 

9; 200.00

 

Bene?ts

 

3,200.00

 

 

 

 

 

 

 

 

in- -service staff development

 

 

 

Pupil services

 

Field trips 

 

Parent activities

 

 

 

Profession al Tech Services: Clerk of Works 330

3,000.00

 

Interior and Architectural Design

3,000.00

 

Misc. W0rk Crew

 

3,800.00

 

Accounting

 

EAudit 

 

 

Student transportation

 

 

 

 

 

?Communicat on

 

Telephone

 

 

 

 

 

 

Postage and sh1pp1ng A

5530

 

 

 

 

. Travel

ERent

E580

 

 

5400

5 9,800.00

 

4,000.00

 

 

 



Custodial servmes

400 

3,000.00

 

7400




 

:Maintenance and repairs

400

60,000.00

 

Renovations/expansmn 

 

 

 

 

400 .

70,000.00

 

 

137,000.00

 

 

Subtotal 3

 

 

 

 

 

 

 

 

Management Org

-.

 

EAdvertising (Marketing the School)

15,000.00

 

 

 

Printing (Signage posters booklets and brochures) 

15,000.00

 

 

 

Insurance

 

 

Supplies and Equipment

 

Suppl1es?Instruct1onal
ESupplies-Adm1n1strat1ve

 

. .3

 

 

Subtotal

30,000.00

 

 

 

 

 

611

 

E612

 

Supplies-General

E690

5,000.00

 

q.

 

 

Text books

E641

 

 

library books 

642

 

 

1. Computers

 

700

 

 

 

Furniture

:700



 

10,000.00

 

Veh1cles

?700

 

 

Other equipment

700

 

 

Other Ob ect

 

A Subtotal

 

15,000.00

 

 

 

 

 

 

 

 

Other obieczts ?800 -
SubtotaU . 5 

 

 

 





 

 

 

 

 

 

Principal i 900 -

 

 

I

 

?ubtotal?



 

 

 

. . 
L.

mTotal ExpendItures 200,000.qu

 

I
luv-m-

LESS EXPENDIIU RES

 

 

09



?PrOJected Five Year Budget Staternen

 

 

JRevenue

 

Number of students 3 

 

EPer-pupil revenue: $11, 000 each per year-

 

Student entitlementsw

 

jiGrants
iln-k?ind services

3

Format



 

 

03

137

 

 

759000

946000

113300

0

1 3 20000

1507000

 

 

 

 

Private contribgtjons



 

Total Revenue

 

 

Salaries and Benefits


 

 

$759,000.00

 

 

s, 946,000.09:

$1,133,000.00

 

 

$1,320,000.00

$1 507, 000. 00

 

 

 

 

50000

51000

52020

77020

103560

 

Salary-?Teachers

3Salary-Guidence

 

3Salary Support Staff:

3Salary?Aides

:SaEary-ClerKISecretary

240000

304000

370896

438312

507076

 

 

30000

30600

61212

63673

64260

 

 

43200

656643

885

77

89917

134914

 

31200

31824

324

57

32125

32788

 

Salary?Custodial

3900

4488

4488

9600

9792

 

 

Nurse (Retainer)

1000

1000

1 000

1 200

1500

 

Fiscal Services 

 

EBenefits:

 

1? insurance (Medicai)

10800

12240

1

2485

12735

22785

 





 

96000

119000

198000

299000

391000

 

SS/Medicare

iMedicare Only

5524

7082

8536

9013

12572

 

 

?_Workmans Comp

4640

5591

7020

8396

9785

 

7423

8536

904

11315

12840

 

3 Unemployment

2844

3453

4046

4417

5310

 

?Subt0ta3w

 

 

 

644,478.99:

850,641

 

09

 

$1,057, 723.00

 

 

 

1-.-

$1,309,182.00

 

 

 

 

3500

1500

 

 

 

Field trips

2500

 

3Parent activities

7000

7000

 

Professional tech services

1500

2000

 

1 000

600

 

3Audit

 

 

 

9000

 

 

9800

 

 

 

 

 

 

Student ?1565,30 rtation

E510 -

 

ECommunication- Internet

E530 1200

2500

2500

3000

3000

 

ETeEephone a
EPostage and shipping

Travel

Subtotal

530 600

1200

1200

1200

1200

 

. 530 500

500

550

600 

650

 

580 500

1500

1000

1200

1500

 

 

27,200.00

 

29,750.00

 

 

 

14, 300. 00

 

27,250.00 5

32,900.00 

 

Ph goal Plan

 

4

 

ERent
EUtilities
Custodial serv1ces (See Salaries)

 

24000

36000

36000

36000

36000

 

 

13000

15400

15600

15600

15600

 

E400 0

0

0

0

0

 

Maintenance and repairs

10000

10000

5000

5000

5000

 

Renovati ons/expansion

30000

42000

42604

46350

19350

 

Subtotal

Marika in and Develo ment

 

77, 000. 00

 

 

99,204.00 5

75,950.00

 

103,400.00

1

102,950.00 

 

 

Charter Management Orgg

 

0

0

0

0

 

 

Advertising

2000

2000

2000

2500

2600

 

fPrinting 
lnsurjance

 

 

1000

1000

2000

1700

1700

 

10600

11700

12100

12800

13100

 

ESubtotal

 

5 13,600.00



_14, 700. 00

 

 

17,400.00

 

 

 

16,100.00 

17,000.00 . 

 

 

i
a


 

?fgg??tf??ll?g?f??iiana1

6900

6900

10400

12000

13000

 

{ESnglies?Administrative

500

500

800

800

700

 

EText boo ks

26610

11800

9800

7800

6800

 

 

200

3000

10000

7000

1500

 

Supplies- -General

3980

3980

8400

7900

2158

 

Computers

2.4879

15000

16300

10400

6800

 



:Vehicles
Other Equipment

11500

25892

8375

8290

0

 

20000

14730

0

0

 

700 0
2500

21150

15000

11237

1760

 

 

 

93,805.00 .

65,427.00 

 

32,718.00

 

 

Subtotal

 

$17,069.00

108,222.00

 

 

 

Other ObJect 
EOther objects min- kind)

 

 

 

 

Subto al

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 


1

Loan Re a meats. . . 1 

 
 
 

 

 

 

 

[Princilgaklw 900 40000 40000 40000 40000 40000

 

 

 

 

 

??gubtotal

 

 

 

 

50,000.00 .5 _48,000.00 46,090.00 44,000.00 5 42200030

 

 

 

 




??Total EXpendituresW $759,000.00 946,000.00 m, ?1,133,000.00 $1,320,090.00 
i i



LESS EXPENDITURE

 

 

I
ff)-

I
3

I

I



I




 

 

Charter School Cash Flow

Total Revenue

Teachers

lmservice

Subtotal

Text books

Subtotal

Subtotal

[e For Year One of

 

 

[om

 

 

700 Other Equipment: includes such things as cepy machines, object enlargers,
visual recording devices to be used as adjunct to the teaching situation.

900 Loan: Borrowing and Repayment: upon final fiscal approval of the charter
school, a facility will be rented and renovated to meet town and state codes. We
intend to borrow for a term of 5 years the amount of $200,000 which would be
paid back in five equal payments of $40,000 plus interest of (See Budget

Statement for interest per year). DIGITAL FILE 
ACCOUNTS AND DETAILED BUDGET NARRATIVE (SEE ATTACHED FOLDER)
BUDGET STATEMENT (SEE ATTACHED FOLDER)
PROJECTED 5 YEAR BUDGET STATEMENT (SEE ATTACHED FOLDER)

CASH FLOW SCHEDULE (SEE ATTACHED FOLDER)

3. SELF-EVALUATION AND ACCOUNTABILITY
a.

Goals will be established for all levels of the Winchester Academy's operations. A goal
setting process including administration, teachers, aids and governing council Will be
established to develop school-wide goals and individual goals based upon the mission
of the school, the student population and desired educational outcomes. A self
evaluation document will be developed out of this process to be used with all staff
members. This together with observational data will be used to evaluate the staff.
Student evaluation in pre-K through 2 will coincide with age appropriate and evaluation
tools on a pre?and post test basis. Upper level students will be tested on math and
reading readiness and achievement using age apprOpriate instruments. Continuing
efforts will be made to enroll and retain students. Primarily it is the intention to produce
a learning environment that is visually attractive to students that provide an outlet for
their creative talents. Emphasis in academics will be enhanced by the integration of the
arts.

Recruiting will be done both by media outlets including social media and most
importantly facesto?face informally meeting with in and outside the faculty. It is the
intention to attract a diverse student body representing all aspects of the local
educational community including all racial ethnic and economic groups.

Our sister schools will also be solicited to provide us with their templates for self?
evaluation. We will look to them for continued support and guidance, Winchester
Academy staff will help to determine which ideas and sections best comprise the
template for Winchester Academy. We would wait upon the hire of the Principle for final
approval.

We would be cognizant at all times about the accountability Winchester Academy has
to students? academic achievement, Winchester Academy?s mission and goals, making

exemplary efforts to attract and retain students from all populations, and eliminating
isolation in all forms from our students, staff and community.

4. TIMETABLE

a.

Upon submission of the application, the founding members will commence activities
that will lead to the successful launch of Winchester Academy. A marketing plan will be
developed with the logo, posters, brochures, website and social media communicating
dates for local forums, cable access TV interviews, local newspaper Press delete and
interviews, local radio talk shows and interviews.

Community outreach will extend to local businesses, local nonprofits, local schools and
school boards, local churches, PTOs, boys and Girl Scouts, Athletic Leagues and
more. Local forms will be held each month in a different locale to introduce the
foUnders, their staff and the school?s mission and philosophy.

Curriculum research will proceed immediately even before a principal is found.
Recommendations from sister schools around the country will be solicited, reviews and
recorded. By February 2018 a short list of books and teaching techniques will be
developed awaiting the hiring of the Principal and teachers to refine.

Immediately after submission of the application, founders will request a consultation
with the CTTL in Maryland to help search for candidates for principal and teachers.
Also a professional search consultant will be asked to aid us in this search. Founders,
who have already begun looking at possible sites for the school in Winchester/Winsted
will reactivate that search. Although too premature to look into a space, initial talks will
commence as well as with building departments and fire marshal for code statutes.
Most of the work prior to learning of approval of certificate of charter school is in
research and community outreach and marketing.

Once approval is received, the action and realization must begin in earnest. The
building must be acquired and renovations begun, the lot must be activated, a principal
must be hired and he or she must find and begin the hiring process of teachers, etc.
Then curriculum must be codified and books ordered, furniture and electronics
ordered. Students will need to be enrolled, indoctrination must be designed and rolled
out to parents. 

Each day new energies, new partners will come on board, new volunteers, parents,
Business supporters and the load will slowly lesson. school will begin and so will the
real work.

DETAILED TIMETABLE:
February ~June 2018 Charter Certificate Award letter: Begin:
1. Community outreach-Media exposure and Marketing?Forums

2. Search for school location
3. Develop curriculum and lesson plans

/4

 

 

4. Continue research and search for key staff
5. Secure loan
6. Site committee? find, negotiate, secure school location
7. Begin design, bids and renovations of building prior to finalizing rental
agreement
TIMETABLE continued:

8. Sign contracts for renovations
9. Hire contractors ~begin work on construction

June- August 2018
1. Construction
2. Continue search for key staff and begin hire of Principal
3. Hire Admin/ teachers/ other staff
4. Order books, equipment, furniture

July funding
1. Develop curriculum
2. Continue outreach for students?marketing
3. Begin pre?enrollment process with families
August 201 8

1. Building Inspections and Certificate of Occupancy (CO)
2. Register students
3. Organize offices and prepare classrooms

September 2018
1. Grand opening orientation of students, parents and faculty
2 School opening classes begin grades pre k?-2

5. TRANSPORTATION

al

Students residing within the jurisdiction of the Winchester School District Will be bused
using the system employed by the Winchester Schools.

Winchester Academy has already introduced itself to the new Winchester
Superintendent, but no arrangements have been discussed. For other arrangements,
such as extended day, Winchester Academy will make arrangements with EdAdvance
in Litchfield for transportation. Again, as of 15 August 2017, no arrangements have
been made for out of district students,

 

APPENDIX G: APPLICATION RUBRIC

Proposed Charter SchoolName: WIMGHESTEK MADWY Date' g/ [Ii 7

Directions: Using the rubric below, please apply the Review Standards to score each section of the RFP on a scale of 
Does Not Meet? to ?3 - Exceeds?; evaluate each of the sub?indicators to arrive at an overall ?Total Score? for each section.
The total score for each section should re?ect an average of the scores for each of the sub-indicators outlined for that section.
Enter the total score for each section on the ?nal ?Evaluation Summary? page. Lastly, recommend whether to award the
applicant preference(s).

 

Review Standards:

Does Not Meet: The response lacks meaningful detail, demonstrates a lack of preparation, or otherwise raises

 

0 substantial concerns about the applicant?s understanding of the issues in concept and/or ability to meet the
requirement in practice.
Partially Meets: The response lacks critical details in certain areas. The response requires additional

1 information in order to be considered reasonably comprehensive and demonstrate a clear vision of how the
school will operate.

 

Meets: The response indicates solid preparation and a grasp of the key issues, as demonstrated by a reasonable
and comprehensive response. It addresses the review criteria with information showing preparation and a clear,
realistic picture of how the school will operate. The response demonstrates the ability of the applicant to
execute the vision described' 1n the response

Exceeds: The response re?ects a thorough understanding of key issues. The response indicates thorough

3 preparation, expertise, and a clear and compelling picture of how the school will operate. The response
demonstrates the readiness of the applicant to successfully execute the vision described in the response.

 

 

 

 

 

    
 

I. School Vision and Design

     

1. Mission and Vision Statements Total Score:

 

Speak to the core purpose and key values of the school.

 

Communicate high academic standards for student success.

 

Illustrate a compelling vision for the school community.

 

Describe the ways 'which the sChOol Will'pOSitively impact
stakeholders in the school and community.
Justi?cations:

 

 

 

 

 

 

2. Educational Philosophy Total Score: 0 2 3

 

 

Describes the founding group?s core beliefs and values.

 

Demonstrates the willingness to embrace and serve the diverse needs of
individual students.

Provides a compelling argument that the approach is likely to improve
students? academic performance.

 

 

 

 

 

 

 

 

60

 

 

Justi?cations:

 

Total Score:

 

Curriculum

 

Explains the process to identify or develop curriculum to be used by the

school and provides a rationale for the process.

 

Provides evidence of alignment to the Connecticut Core Standards for
ELA and mathematics and NGSS for Science. Provides evidence
demonstrating that the curriculum is likely to improve students?
academic performance. 

 

Provides evidence demonstrating that the curriculum is likely to
impmve students? academic performance

 

Demonstrates accessibility and appropriateness for students at all
levels, including ELS, students with disabilities, etc.

 

Provides evidence of alignment to the Common Core State Standards,
Next Generation Science Standards (N GS S) for Science and
Connecticut State Frameworks.

 

Describes a Clear plan for the Ongoing development, improvement, and
re?nement of the curriculum.

 

Describes aprocess for monitoring and assessing the implementation 
and effectiveness of the curriculum.

 

Justifications:

 

Instruction Tetai Score:

 

 

Describes the instructional methods or techniques that Will be used to

facilitate high-quality teaching and learning.

 

Demonstrates how instructional methods support high standards and are
accessible and appropriate for all students.

 

Explains how the school will create a data-driven culture to meet a Wide
range of student needs

 

Describes how the school will determine and provide for the I I 
professional development needs of the staff.

 

Justi?cations:

 

Total Score:

 

Student Assessment

 

 

Presents a comprehensive assessment system, including formative,
benchmark, and summative assessments.

 

61

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Indicates how the assessment system ensures the participation of all
students on both the state mandated testing and other alternative
assessments.
Explains how assessments will be used to determine, monitor, and
report student, cohort, and school progress over time. 
Provides a coherent asses sment calendar, allowing opportunities for

remediation.
Shows clear alignment between the curriculum, instructional
philosophy, and asseSsments.
Demonstrates how assesSment data will be used to improve curriculum
and instruction
Shows a clear process to use assessment data to apply appropriate and
timely student interventions and support.
Presents a clear plan to share learning practices and experiences with
the local or regional board of education of the town in which the
proposed schdol is located.
Justi?cations:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ILStrength of Organizational Effort

 

1. Experience and Expertise of Founders Total Score: 0 1 . 2 3

 

Demonstrates clear expertise and relevant experiences and/or
quali?cations of the founders.

Speci?es the mic of the founding group in the development and launCh
of the proposed school.

Identi?es any organizations, individuals, er consultants that are partners
in designing and launching the proposed school, and provide evidence
of the partner?s ability to operate a high? ?qua1ity school. .
Justi?cations:

 

 

 

 

 

 

 

 

 

2. School Governance and Management Total Score: 0 1 2 3

 

Provides a viable governance structure and organizational chart

showmg prOper oversight of various functions of the school.

Presents a clear picture 0f the o?cers and members, terms,

processes, and committees.

Speci?es the criteria for selecting of?cers and members of the

governing council.

Describes how the governing council will exercise its responsibility to

oversee the operation of the school including, but not limited to,

educational programs, governance and ?scal management, personnel,

facility maintenance, and community outreach. Indicates how the

governing council will hold the school accountable to stakeholders.
62

 

 

 

 

 

 

 

 

 

 

 

 

Provides resumes of initial council membership, showing a wide range
of expertise and experiences. 

De?nes the roles, reSponsibili'ties, and interaction betweencouncil -
membership, committees, and school administration.

Presents the process by which the governing council will hire and
evaluate the sChool administrator

If applicable, provides evidence indicating the ability to serve
the intended student population; strong student outcdmes and success at
managing nonacadeinic school ?inctions.

Justi?cations:

 

 

 

 

 

 

 

 

 

3. School Leader Total Score: 0 1 2 3

or applicants with an identi?ed school leader: Provides the name,
quali?cations, experiences, certi?cations, and education of the
proposed lead administrator; offers evidence to demenstrate whether
the individual has a record of leading a high quality school

For applicants without an identi?ed school leader: Presents a plan for
recruiting and hiring a proven school leader and clearly articulates the
characteristics and skills that the proposed school will evaluate' 111
selecting a leader.

Justifications:

 

 

 

 

 

 

 

 

 

 

Evidence of Support Total Score: 0 1 2 I 3

 

Provides evidence that the proposed school is welcomed by the local
community. 
Justi?cations:

 

 

 

 

 

 

 

 

UL- Student Composition. Services, and Policies

 

1. School Demographics Total Score: 0 1 2 3

 

Describes the needs and demographics of the community and student

. population to be served by the proposed school.
Explains how the proposed school model meets the needs of students
and will likely' increase student achievement.
Provides a sound enrollment plan, including a clear rationale for grades
served, enrollment, and growth.

 

 

 

 

 

 

 

 

 

63

 

 

Describes sound procedures for encouraging involvement by parents
and guardians of enrolled students in student learning, school activities
. and school decision?making.

 

Justi?cations:

 

 

. Special Education Total Score:

 

Includes a comprehensive plan for educating students with disabilities.

 

Plans for adequate staf?ng to address the needs of students with
disabilities and Section 504 Plans, including preperly state-certi?ed
special education teachers(s)

 

Articulates a clear system to monitor student data and consider a
student?s eligibility for Section 504 services

 

'Presents a plan to engage the parents of students with disabilities.

 

Justi?cations:

 

 

. English Learners (EL) Total Score:

 

Provides a plan to identify and meet the learning needs of all EL
students g, screenings, assessments, exit criteria).

 

Describes how the school will provide EL students with access to the
general education curriculum.

 

Describes how the school will involve the parents of BL students in the
school, including through translation services.

 

Plans for adequate staft'mg to address the needs ofEL students,
including properly state-certi?ed staff.

 

Justi?cations:

 

. Admission-Policy and Criteria Total Score:

 

 

Provides a clear and coherent admissions policy and plan that complies
with C.G.S. 10?66bb.

 

Provides a viable plan. to attract students and families, form a diverse
student body and avoid discrimination. 

 

 

Shows a commitment to reduce racial, ethnic, and/or economic
isolation. 

 

64

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Justi?cations:

 

 

5. Student Discipline Policies Total Score: 0 1 2 3

 

Provides a clear behavior management system that encourages positive
behaviors and applies consistent sanctions and interventions in respOnse
to severe in?acticins

Offers educational alternatives for students who are expelled or

 

 

 

 

 

 

 

 

suspended.
Provides due process safeguards for all students, including those with
disabilities.
Justi?cations:
6. Human Resource Policies Total Score: 0 1 2 3

 

 

De?nes competencies and professional standards necessary for hiring
teachers administrators, and all other schoOl staff.

Creates processes for dismissing staff for conduct and performance
issues.

Provides a sample job description that clearly articulates necessary staff
competencies, expectations, and quali?cations.

Provides clear and e?ective procedures to document efforts to increase
the racial and ethnic diversity of sta?".

Describes a targeted staff Size and plans for staff recruitment and
retention.

 

 

 

 

 

Presents a system to evaluate and develop teachers and administrators.

 

Provides human resource policies around salaries, bene?ts, hiring,
personnel contract, and af?rmative action that align to the school
mission, educational philosophy, students served, and budget.
Justi?cations:

 

 

 

 

 

 

 

 

IV. School Viability

 

1. Building Options Total Score 7 0 1 2 3

Provides a plan for identifying and acquiring a suitable facility to
support the proposed school.

 

 

 

 

 

 

 

 

65

 

 

Justi?cations:

 

.. Financial'Plan Total Score:

 

 

Provides a thorough budget that re?ects all commitments outlined in
the application through the proposed school?s ?fth year of operation,
and shows sound ?nancial planning and the ?scal viability of the
school.

 

Includes ?nancial projections that account for all sources of revenue
state per-pupil grant; other federal, state, and private grants;
donations and fundraising).

 

Provides a detailed budget narrative that explains budget line items and -
short- and long~term projections, offering a clear rationale for
calculations and assumptions.

 

Presents a pre? nopening budget statement detailing and explaining
estimated start-rap activities.

 

Provides a cash ?ow projection for the ?rst year of operation that
shows a sophisticated understanding of expenditures mapped against
available revenue during the year.

 

Presents a schedule of borrowmgs and repayments that aligns to the
pre-opening budget, the projected ?ve?year budget, and the cash ?ow
statement

 

Presents a ?nancial management system and processes aligned to
GAAP with adequate internal controls, including a description of the
?scal sta? positions, quali?cations, and duties.

 

Describes how the school will track ?nances in its daily operations and
how the governing council will provide oversight.

 

Justi?cations:

 

. Self-Evaluation and Accountability Total Score:

 

 

Identi?es clear and operational goals at all levels school-wide,
grade?level, classroom, staff, and student).

 

Provides clear systems of accountability for all stakeholders.

 

Identi?es robust data systems and processes to regularly track leading
and lagging indicators of student achievement, student enrollment, and
organizational operations and effectiveness.

 

 

Justi?cations:

 

66

 

 

 

 

 

 

 

 

 

 

 

4. Timetable Total Score:

 

Provides a thorough action plan, outlining activities leading up to the
successful launch of the proposed school projects, staff
responsible, deadlines, status, and resource alignment)._

 

Demonstrates strong forethought and project management, showing the
team?s ability to coordinate, manage, track, and execute multiple work
streams simultaneously. 

 

 

Justi?cations:

 

67

 

 

 

 

 

M. The grant award is subject to approval of the Connecticut State Department of Education and
availability of state or federal funds.

N. The applicant agrees and warrants that Sections 4-190 to 4-197, inclusive, of the Connecticut
General Statutes concerning the Personal Data Act and Sections 10-4-8 to 10?4?10, inclusive, of the
Regulations of Connecticut State Agencies promulgated there under are hereby incorporated by
reference.

I, the undersigned authorized of?cial; hereby certify that these assurances shall be fully implemented.

 

Authorized Signature: (?3719; [1,4ng 

 


Name: (typed) Teensa SULJJ 
Title: (typed) FOO MDEQ

 

Date: 

 

 

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APPENDIX H: STATEMENT OF ASSURANCES

STATEMENT OF ASSURANCES

CONNECTICUT STATE DEPARTMENT OF EDUCATION
STANDARD OF ASSURANCES
GRANT PROGRAMS

Application Package for the Development of State and Local Charter Schools

THE APPLICANT: AS SURES THAT:

an we Mgr-5A AC mug/w
(insert Agency/School/CBO Name)

A. The applicant has the necessary legal authority to apply for and receive the proposed grant;

B. The ?ling of this application has been authorized by the applicant's governing body, and the
undersigned of?cial has been duly authorized to ?le this application for and on behalf of said
applicant, and otherwise to act as the authorized representative of the applicant in connection with
this application;

C. The activities and services for which assistance is sought under this grant will be administered by or
under the supervision and control of the applicant;

D. The project will be operated in compliance with all applicable state and federal laws and in
compliance with regulations and other policies and administrative directives of the State Board of
Education and the Connecticut State Department of Education;

E. Grant funds shall not be used to supplant funds normally budgeted by the agency;

F. Fiscal control and accounting procedures will be used to ensure proper disbursement of all funds
awarded;

G. The applicant will submit a ?nal project report (within 60 days of the project completion) and such
other reports, as speci?ed, to the Connecticut State Department of Education, including information
relating to the project records and access thereto as the Connecticut State Department of Education
may ?nd necessary;

H. The Connecticut State Department of Education reserves the exclusive right to use and grant the
right to use and/or publish any part or parts of any summary, abstract, reports, publications, records
and materials resulting from this project and this grant;

. If the project achieves the speci?ed objectives, every reasonable effort will be made to continue the
project and/or implement the results after the termination of state/federal funding;
70

L.

The applicant will protect and save harmless the State Board of Education from ?nancial loss and
expense, including legal fees and costs, if any, arising out of any breach of the duties, in whole or
part, described in the application for the grant;

At the conclusion of each grant period, the applicant will provide for an independent audit report
acceptable to the grantor in accordance with Sections 7-3 94a and 7?3 96a of the Connecticut General
Statutes, and the applicant shall return to the Connecticut State Department of Education any
moneys not expended in accordance with the approved program/ operation budget as determined by
the audit;

REQUIRED LANGUAGE (N 
References in this section to ?contract? shall mean this grant agreement and to ?contractor? shall
mean the Grantee.

For purposes of this Section, the following terms are de?ned as follows:

(1) "Commission" means the Commission on Human Rights and Opportunities;

(2) "Contract" and ?contrac include any extension or modi?cation of the Contract or
contract;

(3) "Contractor" and ?contractor? include any successors or assigns of the Contractor or
contractor;

(4) "Gender identity or expression" means a person's gender?related identity, appearance or
behavior, whether or not that gender-related identity, appearance or behavior is different from
that traditionally associated with the person's physiology or assigned sex at birth, which gender-
related identity can be shown by providing evidence including, but not limited to, medical
history, care or treatment of the gender-?related identity, consistent and uniform assertion of the
gender?related identity or any other evidence that the gender??related identity is sincerely held,
part of a person's core identity or not being asserted for an improper purpose.

(5) ?good fai means that degree of diligence which a reasonable person would exercise in
the performance of legal duties and obligations;

(6) "good faith efforts" shall include, but not be limited to, those reasonable initial efforts
necessary to comply with statutory or regulatory requirements and additional or substituted
efforts when it is determined that such initial efforts will not be suf?cient to comply with such
requirements;

(7) "marital status" means being single, married as recognized by the state of Connecticut,
Widowed, separated or divorced;

(8) "mental disability" means one or more mental disorders, as de?ned in the most recent
edition of the American Association's "Diagnostic and Statistical Manual of Mental
Disorders", or a record of or regarding a person as having one or more such disorders;

(9) "minority business enterprise" means any small contractor or supplier of materials ?fty-one
percent or more of the capital stock, if any, or assets of which is owned by a person or persons:
(1) who are active in the daily affairs of the enterprise, (2) who have the power to direct the

71

 

management and policies of the enterprise, and (3) who are members of a minority, as such term
is de?ned in subsection of Connecticut General Statutes 32-911; and

(10) "public works contract" means any agreement between any individual, firm or corporation
and the State or any political subdivision of the State other than a municipality for construction,

rehabilitation, conversion, extension, demolition or repair of a public building, highway or other
changes or improvements in real property, or which is ?nanced in whole or in part by the State,

including, but not limited to, matching expenditures, grants, loans, insurance or guarantees.

For purposes of this Section, the terms "Contract" and ?contract? do not include a contract where each
contractor is a political subdivision of the state, including, but not limited to, a municipality, (2) a
quasi-public agency, as de?ned in Conn. Gen. Stat. Section 1?120, (3) any other state, including but not
limited to any federally recognized Indian tribal governments, as defined in Conn. Gen. Stat. Section 1?
267, (4) the federal government, (5) a foreign government, or (6) an agency of a subdivision, agency,
state or government described in the immediately preceding enumerated items (1), (2), (3), (4) or (5).



(1) The Contractor agrees and warrants that in the performance of the Contract such Contractor
will not discriminate or permit discrimination against any person or group of persons on the
grounds of race, color, religious creed, age, marital status, national origin, ancestry, sex, gender
identity or expression, intellectual disability, mental disability or physical disability, including, but
not limited to, blindness, unless it is shown by such Contractor that such disability prevents
performance of the work involved, in any manner prohibited by the laws of the United States or of
the State of Connecticut; and the Contractor further agrees to take affirmative action to insure that
applicants with job-related quali?cations are employed and that employees are treated when
employed without regard to their race, color, religious creed, age, marital status, national origin,
ancestry, sex, gender identity or expression, intellectual disability, mental disability or physical
disability, including, but not limited to, blindness, unless it is shown by the Contractor that such
disability prevents performance of the work involved; (2) the Contractor agrees, in all solicitations
or advertisements for employees placed by or on behalf of the Contractor, to state that it is an
"affirmative action-equal opportunity employer" in accordance with regulations adopted by the
Conunission; (3) the Contractor agrees to provide each labor union or representative of workers
with which the Contractor has a collective bargaining agreement or other contract or understanding
and each vendor with which the Contractor has a contract or understanding, a notice to be provided
by the Commission, advising the labor union or workers? representative of the Contractor's
commitments under this section and to post copies of the notice in conspicuous places available to
employees and applicants for employment; (4) the Contractor agrees to comply with each
provision of this Section and Connecticut General Statutes 46a?68e and 46a?68f and with each
regulation or relevant order issued by said Commission pursuant to Connecticut General Statutes
46a?56, 46a?68e and 46a-6Sf; and (5) the Contractor agrees to provide the Commission on
Human Rights and Opportunities with such information requested by the Commission, and permit
access to pertinent books, records and accounts, concerning the employment practices and
procedures of the Contractor as relate to the provisions of this Section and Connecticut General
Statutes 46a?56. If the contract is a public works contract, the Contractor agrees and warrants
that he will make good faith efforts to employ minority business enterprises as subcontractors and
suppliers of materials on such public works projects.

(0) Determination of the Contractor's good faith efforts shall include, but shall not be limited to, the

following factors: The Contractor's employment and subcontracting policies, patterns and
practices; affirmative advertising, recruitment and training; technical assistance activities and such

72

 

other reasonable activities or efforts as the Commission may prescribe that are designed to ensure
the participation of minority business enterprises in public works projects.

The Contractor shall develop and maintain adequate documentation, in a manner prescribed by the
Commission, of its good faith efforts.

The Contractor shall include the provisions of subsection of this Section in every subcontract or
purchase order entered into in order to ful?ll any obligation of a contract with the State and such
provisions shall be binding on a subcontractor, vendor or manufacturer unless exempted by
regulations or orders of the Commission. The Contractor shall take such action with respect to any
such subcontract or purchase order as the Commission may direct as a means of enforcing such
provisions including sanctions for noncompliance in accordance with Connecticut General Statutes
?46a?56; provided if such Contractor becomes involved in, or is threatened with, litigation with a
subcontractor or vendor as a result of such direction by the Commission, the Contractor may
request the State of Connecticut to enter into any such litigation or negotiation prior thereto to
protect the interests of the State and the State may so enter.

The Contractor agrees to comply with the regulations referred to in this Section as they exist on the
date of this Contract and as they may be adopted or amended from time to time during the term of
this Contract and any amendments thereto.

(1) The Contractor agrees and warrants that in the performance of the Contract such Contractor
will not discriminate or permit discrimination against any person or group of persons on the
grounds of sexual orientation, in any manner prohibited by the laws of the United States or the
State of Connecticut, and that employees are treated when employed without regard to their sexual
orientation; (2) the Contractor agrees to provide each labor union or representative of workers with
which such Contractor has a collective bargaining agreement or other contract or understanding
and each vendor with which such Contractor has a contract or understanding, a notice to be
provided by the Commission on Human Rights and Opportunities advising the labor union or
workers? representative of the Contractor's commitments under this section, and to post copies of
the notice in conspicuous places available to employees and applicants for employment; (3) the
Contractor agrees to comply with each provision of this section and with each regulation or
relevant order issued by said Commission pursuant to Connecticut General Statutes 46a?56; and
(4) the Contractor agrees to provide the Commission on Human Rights and Opportunities with
such information requested by the Commission, and permit access to pertinent books, records and
accounts, concerning the employment practices and procedures of the Contractor which relate to
the provisions of this Section and Connecticut General Statutes 4621?56.

The Contractor shall include the provisions of the foregoing paragraph in every subcontract or
purchase order entered into in order to ful?ll any obligation of a contract with the State and such
provisions shall be binding on a subcontractor, vendor or manufacturer unless exempted by
regulations or orders of the Commission. The Contractor shall take such action with respect to any
such subcontract or purchase order as the Commission may direct as a means of enforcing such
provisions including sanctions for noncompliance in accordance with Connecticut General Statutes
46a?56; provided, if such Contractor becomes involved in, or is threatened with, litigation with a
subcontractor or vendor as a result of such direction by the Commission, the Contractor may
request the State of Connecticut to enter into any such litigation or negotiation prior thereto to
protect the interests of the State and the State may so enter.

73

 

M. The grant award is subject to approval of the Connecticut State Department of Education and
availability of state or federal funds.

N. The applicant agrees and warrants that Sections 4-190 to 4-197, inclusive, of the Connecticut
General Statutes concerning the Personal Data Act and Sections 10?4-8 to 104-10, inclusive, of the
Regulations of Connecticut State Agencies promulgated there under are hereby incorporated by
reference.

I, the undersigned authorized official; hereby certify that these assurances shall be fully implemented.

 
 
 

Authorized Signature:

   

Eraser [4 - Ham SULLIVAN
Title: (typed) Fri) 0 MBER
Date: l5: 310/7

Name: (typed)

 

 

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