Ase The Association of Religious Communities, Inc. (ARC) 325 Main Street, Danhuty, CT 06810 203-792?9450 July 3, 281? Dr. Dianna Commissioner of Education Comtecticut State Departs-1cm of Education 165 Capital Avenue Hartford, CT 061435.221!) Dear Commissioner Wutzell: I write to expicss my support of the Denbmy Prospect Charter School {Dan proposal to establish an public charter school located in Danbury. homework, making it the ?rst public school of its kind in Connecticut. The school would greatly bene?t snide-tits and the Disuict with more innovative researched-based educational shutcgics that foster curiosity. respect, persistence and a passion for loaning. Pmspect will develop internationally minded 9111de who recognize their common humanity and collective goatdianship of the planet, to help to create a better and more peaceful world. As the largest city a public Charter school, Dsnbury is a district in need of more public school options. lfapproved, the school will start with grade (doc to district overcrowding in that grade) and at capacity it will serve children in glides K-12. I urge the Connecticut State Education [3th to give full and fair considcratiou to the Danbtu?y Prospect application. Prospect will signi?cantly miss the acadcmic achievement ofmore students in .Danbmy and will bring a much-needcd prestigious educational institution to the State. Thank you in advance. for your attention to this important matter. Sincerely, Bci Wow Rev. J. Leopold Director ?Pi. ?5 . I. Where the Past is Altvags Presentl . - like 43 Main Street Connecticm 068?} DA RY {263) 7"43-5200 - (6 wdm'fo/ SOCIETY June 13, 2017 Dr. Dianna Wentzell Conunissioner of Education Connecticut State Doparuncnt of Education 165 Capital Ave Redford, CT 061435-2219 Dear Commissioner Wentzell: I write to express support of the Danbury Prospect Charter School {Danhury Prospect) proposal to establish an independent public charter school located in Danbury. ?approved. the proposed school would start with 6? grade {due to district overcrowding at that level) and at capacity it would serve children in grades Iii-12. The core of the educational program will be built around the International Baccalaureate {In} framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers, and global tritium? theme would greatly bene?t Danbury students and infuse the District with even more innovative researched-based instructional strategies. This much-needed program will provide alternative educational solutions and other students an educational foundation fostering critical thinking and a love for learning. The Danbury Museum believes Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious educational institution to the state. The Danbm'y Museum is excited about the possibilities inherent in permitting with this new school and the potential rewards that such a partnerships could bring to our Prospect students, our Danbtu'y district and our Denhory community. The Dutbury Museum is thrilled to support Prospect and urges the Connecticut State Education Department to give full and fair consideration to the Dsnhury Prospect application to open a charter school that would provide high quality educational options for parents and students in Dnnbul'y. Thank you in advance for your attention to this important matter. Engid Executive Director THE Horst? FOUNDAT on INC. Noel. E. Ilord Lora E. 'llurd (T943 - WARD OF TRUSTEES Johnny Barnes chairmen Bernard McFadden Vice choir-man Jerry Walton Vice chairman Lloyd Barker See-retool Andrea {Ira ht Treasurer Dr. John E. Clark Lisa Burgess, MD. Noe! E. Hord w. Lee Sr. Rudy Ruggtes Randolph Sealey. MD. John Sims Edie Thomas Mark D. White Exectr'l't'n". DtnEcmn Natasha S. Matteo] EMERITUS William W, Goodman Samuel Hyman Seymour Leopold. DIEM. James E. Martin, Ir. David lihipman. Esq. May 30, 2017 Ms. Tracy Kelley Project Manager Danbury Prospect Charter School 30 Main Street, 3'd Floor Danhury, Connecticut 06319 Dear Tracy, The Herd Foundation, Inc. PO. Boat 46?! Danbury. Connecticut 06313 203 Tin-E133 {of?ce} mholdfoundationorg We thank you for making time in your schedule to meet with The Herd Foundation Board of Trustees to present evolving plans that are being developed to establish the Danbury Prospect Charter School. As we have shared with you, The Herd Foundation remains steadfast to our mission to encourage and reward excellence amongst scholars of African descent in the greater Danbury area by providing sdrolarships, offering support programs. and building a connected community. Understanding the demographics of your initial student population will comprise of junior grades, The Herd Foundation be ayaitacle to support you with early planning preparatory college programs. In closing, The Herd Foundation Board of Trustees would like to ass on the Dancury Prospect Charter School undertaking support programs to your constihnency throughout their academic to your deserving students soaking a quality post-secondary echo expands to the 12?? grade. Sincerely, .- I. - J- 'ar?ln' 4r" 5 Johnny G. Bames Chairman, Board oi Tmstees The Herd Foundation. inc. The Herd Foo Motion. in; [5 approved by the Internal. Roses: 5 .1 ii donations on: no; deductible to the can me you and the team working that we are committed to offering our education asserand providing scholarships oi education when your program min: to: illicit?) trot (?h'C'l'l'lfil organization sru pt?Ot'lth?d by the low. L1 hazy Dr. Dianna Wentzeii Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 Dear Commissioner Wentzell: I write to express my support of the Danhury Prospect Charter School (Danbury proposal to establish an independent public charter school located in Danbury. If approved, the proposed school would start with grade and at capacity it would serve children in grades K42. The core of the educational program wit} be built around the International Baccalaureate {13) and would be the ?rst public scinol of its kind in Connecticut. The rigorous academics, exceptional teachers. and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative researched- baacd instructionai strategies. This much-needed program will provide alternative educational solutions and offer students an educational foundation fostering critical thinking and a love for learning i believe Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious-1912 cducational institution to the state I am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Dsnhury Prospect application to open a charter school that would provide high quality educational options for pamnts and students in the Danbuty. Thank you in advance for your attention to this important matter. SERVE Bull President Greater Danbury Chamber of Commerce. Inc. 39 Want Street - Donn-try. Comwt DEMO - 203-143-5555 Fax: 263-?94-1439 omaii: Wan: ww?snburychanbuoom DANBURY Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 1&5 Capital Ave Hartford. CT 0614-3 5-2219 Dear Commissioner Wentzell: lam writing this letter in support of the Danbury Prospect Charter School [Danton-3,r Prospect} as both a Danbury parent and co-founder of the non-pro?t Danbury Hackerspace. My daughters attend Danbury High School, which has more than 800 students per grade, and the Danbury Prospect School would help with the overcrowding at the Danbury schools while providing a solid alternative educational option for students. While this school will open too late to impact my daughters, future generations will bene?t from the unique curriculum of the Danbury Prospect School, with its focus on global citizenry and research- based instructional strategies. Danbury has a STEM and Global Studies Middle School, but there are only 200 places for the more than 300 applications last year, so we obviously need more alternatives where the students can study Mandarin Chinese, global studies. and a curriculum designed to prepare students for college. With Danbury being one of the school districts in the state with a growing student population. I urge the Connecticut State Education Department to give fair and full consideration to the Danbury Prospect application. Thanks fur your consideration. Sincerely, Mtg. Mike (Io-Director of the Danbury Hackerspace 5D1[c]3 innovation Center Exhibit 11 - Evidence of Community Support {School Partners} .7: . fl i'w :3;er a 5.. it c, ?11. FAMILIES NETWORK r: OF WESTERN CT, INC. 5 Lransnv Poses DANBURY. CT ossrc PHONE (203] 1791-3373 . .. -o . I HI I..- ?git-1h . _l eaSusan Guglin Eneni'r'w Director Harland Ken litres nmhonv Gnolfn Frr'reimj' Alvin Hughes Julia Mel?Ill? r??f?ll?fl Joseph Rina Patel Phil Scene (?mirme Silva" Peggy Duty 1. Joseph Museum! 't'h Hum] Melanie I Mela Camacho Eileen Flatt-lit. Man-shut- t?nlit-rl nnmuun'e lit-ms Jack Fons Penn in Maimrli Vehicle Venture-Snell Mini Hunlush Koren White Promoting safe :5 healthy environments for children through FAX (203) 7'91 - 1 Dr. Dianna Wentzeli Commissioner of Education Connecticut State Deparunent of Education 165 Capital Ave Hartford, CT 061435-2219 potent education, support and child abuse prevention June 11, 201?? Dear Commisaioner Wntzell: As the Executive Director of Families Network of Western CT. Inc., I write to express my support of the Danhury Prospect Charter School Prospect) proposal to establish an independent public charter school located in Danbury. If appmved, the proposed school would start with grade (due to district overcrowding at that level) and at capacity it would serve children in grades K-12. The core of the educational program will be built around the International Baccalaureate (IE) framework and would be the ?rst public school of its kind in Connecticut The rigorous academics, exceptional teachers, and global citizenry theme would greatly., benefit Danhurjr students and in?rse the District with even more innovative researched-based instructional analogies. This much?needed program will provide alternative educational solutions and offer an educational foundation fostering critical thinking and a love for learning. I believe Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious K-12 educational institution to the state. I am pleased to support their request and urge the Connecticut State Education Department to give ?rll and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in the Danbury. For our part, Families Network of Western CT, Inc. is full].r committed and well poised to assist Danbury Prospect with access to parents of school aged children, other advocates for children and parent leaders in our oonununity. Thank you in advance for your attention to this important matter. an Giglio Executive Direc 1' Sim: Iy, t?ituun ms or luv.? Its Home nee imam-.- 1r aL'an'rrn sv Uncut-at. THE Passirr 'l'sL?S?i Func- 5 ram.- not nun For the random compensat- June 8, 2017 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 05106-1659 Dear Commissioner Wentzeli: I am writing to express my support of the Danbury ProspECt Charter School (Danbury Prospect) proposal to estabilsh an Independent public charter school in Danbury. If approved, the proposed school would initially start with grade, which wouid help to aiieviate overcrowding that has been identi?ed by Danbury Public Schools. The core of the educational program would be built around the International Baccalaureate (IB) framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers, and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative research-based instructional strategies. This much-needed program will provide alternative educational solutions and offer students an educational foundation fostering critical thinking and a love for learning. I believe Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious educational institution to the state. The Regional YMCA as well as Y's across the country believes It is vital that we close the growing achievement gap. Unfortunately Connecticut has one of the largest achievement gaps in the country. I am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in Danbury. Thank you in advance for your attention to this important matter. Si er??ly, We ng?s?aemkl/?b?? President at CED REGIONAL YMCA OF WESTERN CONNECTICUT new ?new: Emmer'iuri - crane-zine . norme- . Dr. Dianna Wooten - Mail 22. Elli? Commissioner of Education Connecticut Stem {heparin-rent of Education iB?-capitei Ave Hartford. CT 961435-2219 Deer Commissioner Wentzelr. . . Lori Brute??- Frustrmu Our names are Lauren Bailey and Carl Bother: and we are me Execuiive Director and PM of me Bantam um, Beetle? Greseieote Academy in CT. We are writing to express our support oi the Destiny PmepestCherter School?s {Dar-lbw Prospect] propooei to ambush so independent public charter school heated" in Demure. Hooter-overt. the 1m] Smith pmpoeerl school would start with grade one at capacity it mid serve children in greenel'twiz. The core of the l? 5AM- eduea?oml program wiil be built ammo the international Baccalaureate {13) framework and would be the that public school of its kind In Gomecticut The rigorous academics. exceptional teachers, and shoe! citizenry meme would Wm? Dishieiwith even jm?f . . an Redford .. . This ?WI-mad program wit provide alternative educational soiutions and otter sixteenth: an memorial foundation ?mm? room urtical' more and a love for learning. We believe Danbury Prospect will hate in academic achievement of more studmts in our area and bring a much?needed prestigious K42 eduoetionjal institution to the stem. Faeri?f?h?tm? We preparesmoenieio lieooroeglobel 5:111er Aim? peieonaimd modernism ?when 31'0?? Over?'ra perm oenrm hundieileofsnriienle. DEA re year round Gimme? program serving 50 at- risk, ?led acid-eels, egos 8-18. annually. since 2905. Our mission ie-to "in-tomes the line of promising. selected amounts in Danbury emphas?oziog eoircetlon. oneracier, Mile. and heelm. We have four primary Lisa Dimmer: Golder-m goals: To street theeriticelimoor?a'rce oiedmetion; to prouidetooe ioeeheloo timetable charedertieils; to MHI-ggms impiowereporteem gradiee?RAreodiro levee, Robert topple 9d ma?a". r'espons?eina?mni?leif?mmi??i 351mm Museum mellow Robert Mercer-cite ?Em 3mm . From our experience in wartime with Demeideihhreue heathen-"ide- he ate-m 315 Cathy Perry urea-Mole an oppmunmo my: oie?eooury Proopectcherlere?ml currieulie?n._ Speci?city. ?Wm-?it Charles Valenzuela may mmw-mpmat '5oridute i i Exhibit 12 Evidence of Community Support (Parent Letters of Support} Our primary constituent group, of course, are Danbury parents and families. We have continued to receive letters from parents and students expressing their support for Danbun; Prospect Charter School. Below are just a sample of the ma ny letters and expressions the team continues to receive from across the Greater Danbury community Dr. Dianna Wentzeil Commissioner of Education Connecticut State Department of Education 165 Capitol Ave Hatford, CT 06106-1630 Dear Commissioner Wentzell: As a long-standing parent and elected of?cial In the Danburv community, 1 knowthat our school system is doing a great job preparing kids for a successful future. Still. our city Is a growing and diverse one and I believe stronglv that our educational system can do a better Job of adapting to the needs of each student. That?s why I believe families in our city need and deserve access to a pubiic charter school. Therefore, I am writing in strong support of Danburv Prospect Charter Schools intent to submit a charter school application to the Connecticut State Department of Education for the 2018 new school development process. Whether a student wants to graduate and head straight into the workforce, attend college. or join the military. it is our responsibilitv as a oommunitv to ensure they? re prepared to wall: their chosen path. The charter proposed bv Danburv Prospect Charter School would offer a new, innovative way to make that happen and criticaliv, a charter school will offer additional higthvaiitv seats at a significantly' lower cost to the city. Better schools make Danhurv a more desirable place to live, work, and be a part of. Their aiso make it more likely for kids to stick around or move back here to build their own lives. As things stand, we have a high-q ualitv system that? in need of additional seats if our communttv were given the opportunity to propose a charter that fits the needs of our families and students, it would drastically improve our portfolio of educational options. All we need to make that happen is approval of Danburv Prospect Charter School?s forthcoming application from the state. Sincerely. Irving Fox Councilman, 1* Ward, Danburv City Council Parent of Even, Bradiev. Valerie. and Adam Fox July 7, 2017 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capitol Avenue Hartford1 CT 06106-1630 Dear Commissioner Wentzell: 2 am writing this letter to express my support for the proposed Danbury Prospect Charter School. projected to open in 2018. when I first learned about this proposal, I must admit that I knew nothing about charter schools. started asking questions and doing my research. The idea of having this wonderful opportunity in our city is beyond exciting. I love the fact that charter schools are primarily chosen because of their higher academic standards, small class sizes, ground-breaking approaches, and matching educational philosophies. We most certainly need an option like this in Danbury. Danbury continues to grow every year and over the past decade has grown 17% while other cities and towns have seen a decrease. We are the tested growing city in the state. As a parent, I am very concerned about these numbers. We all want the very best for our children, but when they are put in overcrowded classrooms it becomes a concern. Danbury recently added a third middle school but they are all still crowded. We only have one high school with a student body popuiation of over three thousand. We are the largest in the state. Danbury needs another option for the citizens of the large, diverse community. My husband and i decided to purchase a home herein Danbury 1? years ago for many reasons. One of which was that we wanted to expose our children to diversity but we also loved the idea that Danbury Public Schools offered choices. We would love for one of those choices to be a charter school. .?-tot only would The Danbury Prospect Charter School add a great choice for our families but would compliment our current programs and offer a different way of learning. It would offer our students the opportunity to shine in a different way. Stingray. Victoria ylan Mother of a 4th grader and an 11th grader and proud resident of Danbury for 20 years June 18. 2017 Dr. Dianna Wentzell Commissioner of Education CT State Dept. of Education 165 Capitol Avenue Hartford. CT 06106 Dear Dr. Wentzell: I am a resident of Danbury. CT for the past 12 years as a parent of a soon~to be Fourth Grader at Great Plain Elementary School in Danbury. Our experience with the Danburv Public school system has been challenging and I am writing to you to ask for your support at the Danburv Prospect Charter School. We moved to Danbury because of its diverse population in anticipation of raising a family here. As a graduate of the NYC Public School System. there was no doubt wanted to send my children to the public schools in Danburv. but my experience with our school has been less than stellar. Although my child is thriving, feel she is just learning the basics and any extra assistance she needs with reading or math is not addressed because she tests at level and the teachers and administrators are overwhelmed. lstronglv believe that our kids deserve a choice in Danbury and Donbory Prospect Charter School would give those children who are struggling in the traditional public school system a chance to flourish and learn in an environment that best meets their needs. Warmly, Beth Hill Concerned Mom 7772201 7 Dr. D. Wentzell CT Department of Education 165 Capitol Ave Hartford, CT 06106 Dear Dr. Wentzell As a longtime resident and also a parent. the Danbury school system must be given other choices. The population increase that has impacted the classroom numbers has been overwhelming to both teachers and students. I believe with the addition of the charter school, it can allay this situation and also begin the model of future advantages for this city. The existence of charter schools is to make sure every child has access to a quality education. With the freedom and choice to do so. charters set higher standards and must meet them to stay in business. Most traditional district public schools stay in business no matter how poorly they perform. Charters are one of America's tickets to a higher- quality school system. I strongly believe that our kids deserve a choice in Danbury and Danbury Prospect Charter School would be an excellent addition. Thank you for your support. Respectfully, Kurtenbach Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capitol Ave Hartford, CT 06106-1630 Dear Commissioner Wentzell: It is with great anticipation that I Write this letter to express my strong support for the proposed Danbury Prospect Charter School, projected opening 2013. Upon ?rst learning about this proposal, I visited the Brooklyn Prospect Charter School, on which the Danbury Prospect would be modeled. I received a tour from a student ambassador, met and spoke Executive Director and (lo-founder, Daniel Rubenstein, as well as several administrators, faculty, staff and students. I witnessed classes in progress, which were all small with at least 2 staff members present and engaged with students. Walking through the halls, there was a strong sense of community based upon mutual respect for every individual, every culture and race in a very diverse setting. I also had the opportunity to view a Professional Development session, where the ultimate gain in every learning opportunity was driven by the care and nurture ofthe whole child- As you know, Danbury public schools are currently facing very unique challenges. At a time when Connecticut?s total public school enrollment has steadily declined over the past decade, Danbury?s has steadily increased by 17%. This increase bears rising high levels of English language learners, low- income and special education students who require additional resources to have equal opportunity to learn and achieve success. A recent study presented to the Danbury Board of Education shows student enrollment will continue to rise with significant increases across all grade levels. Even with the addition of a new intradistrict magnet middle school, the 3?1 grade population has grown by about 21% over the past decade and is projected to grow by another 8.6% over the next four years. Not only is Danbury the fastest growing city in the state, it boasts the largest high school. While the school offers an extensive array of prograrns, not all students have the ability or support to thrive at such a large school. My husband and I chose to raise our family in Danbury, because of the various opportunities, rich diversity, wonderful community and conveniences of a large city; however, this growth and diversity comes at a price. Our district is one of the most underfunded and struggles to reach state standards. At a time when we are in dire need of more resources for our children, our public school options are limited. Danbury is the only large city in Connecticut without a charter school. The Danbury Prospect Charter School would ease the overcrowding across the district, raise the bar for academic achievement, compliment our current programs, provide more choice for families and engage parents and guardians. By providing the distinguished international Baccalaureate program, it would give all of our students another opportunity to succeed, as well as a chance to shine in the highly competitive higher education arena. oer 1y, Rachel Chaleski 17~year Danbury Resident and Parent of and 4?h graders in the Danhury Public School System Dr. Dianna Wentnell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 15,201? Dear Commissioner Wentzell: I write to express my support of the Danbury Prospect Charter School (?Danbury Prospect") proposal to establish a public charter school that will be located in Danbury serving children of the that I represent. - If approved, the proposed school would start with 6th grade and at capacity it would serve children in grades K-12. The core of the educational program will be built around the International Baccalaureate (1B) framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers, and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative researched- based instructional strategies. This much-needed program will greatly impact many systemic problems that exist in the Danbury school system and would give students in the area the educational foundation that will foster critical thinking and a love for learning. I am pleased to support their request and urge the Connecticut State Education Department to give ?ll] and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in the Danbury. Thank you in advance for your attention to this important matter. Yours Truly, garage Sari. Bemarda Sari Danbury Resident, Mother to Danbury students Brayan. 10. and Kelly. 15 Maura 8i Emmanuel Juan 66 Deer Hill Ave Danburv CT 06810 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 1, 201? Dear Dr. Wentzell, This letter is to express our support for the Danburv Prospect Charter School {Danburv Prospect} team in their efforts to open a charter school to serve the Danburv community. We welcome the founding team?s efforts to offer Danburv students a new more rigorous and promising public school option. Our children attend the AIS Magnet School, and we are thrilled to have school choice. I strongly support the proposal to bring a new K-12 international Baccalaureate themed college preparatory option with a focus on developing principled risk-takers, critical thinkers, inquirers, and internationally?minded leaders. With the growing ever changing global economy, I believe this model is well suited to provide our young people with the economic opportunities they need to succeed in pursuing the chosen paths to college and careers. I look forward to hearing of its approval; please feel free to contact me with any questions. Yours Iv, Maura Juan Danbury Resident, and mother to students Anselm, 10 and Campbell, 3 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 2, 201':ll Dear Conunissioner Wentzell: 1 am writing in support of Danbury Prospect Chatter School's intent to submit a charter school application to the Connecticut State Department of Education for the 2018 new school development process. Danbtu'y ProSpect Charter School (Prospect) is an independent public charter school that will he Iocated in Danbury. If approved, it will open for the 2018-2019 school year and serve children in grade 6 [increasing one grade each year until at capacity). The school will pair students with excellent teachers in a college preparatory environment using the International Baccalaureate (IE) framework. The historical signi?cance of the school also compels me to support Danbunj ProSpect?s application as once approved, it will be the ?rst K-12 lB themed public school. i commend Danbury Prospect Charter School for recognizing the need for high quality educational options and a diverse approach. I wholeheartedly support Prospect?s intent to submit a charter school application and urge your of?ce to strongly consider a favorable review of their application. The Danbury school system could bene?t greatly from a school like this and many parents such as myself want the best education possible for their child. Sincerely, pastato Danbury Resident, mother to Danbury student Lauren lmpastato age 8 v.1 Dr. Dianna Wentzeil Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford. CT 061435-22l9 June 5t 20] 7 Deer Connecticut State Department of Education: I am happy to express my support For the Danhury Prospect Charter School (Danburg.r Prospect) team itt their efforts to open a charter school to serve the Danhury community. As an organization that focuses on serving the families and students ofthis community, 1 welcome the founding team?s efforts to offer Donbury students a new more rigorous and promising public school option. strongly sopport the proposal to bring a new K-12 International Baccalaureate themed college preparatory option with a focus on developing principled risk-takers. critical thinkers. inquirers. and internationally-minded leaders. With the growing ever changing global economy. I believe this model is well suited to provide our young people with the economic Opportunities they need to succeed in pursuing the chosen paths to college and careers. I look forward to hearing of its approval: please feel free to contact me with any questions. Yours Truly. Stella Aslanyan I l" ,1 C. to . Dan bury Resident, Mother to Danbury student Anahit, 8 305 Sienna Dr Danbury. CT 06310 Phone: 603 203 l92 Dr. Dianna Wentzeil Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 12, 2017 Dear Connecticut State Department of Education: I am happy to eXpress my support for the Danbury Prospect Charter School (Danbury Prospect) team in their efforts to open a charter school to serve the Danbury community. As a parent in this community, I welcome the founding team ?3 efforts to offer Danbury students a new more rigorous and promising public school option. I strongly support the proposal to bring a new International Baccalaureate themed college preparatory option with a focus on developing principled risk?takers, critical thinkers, inquirers, and internationally-minded leaders. With the growing ever changing global economy, I believe this model is well suited to provide our young people with the economic opportunities they need to succeed in pursuing the chosen paths to college and careers. I look forward to hearing of its approval; please feel free to contact me with any questions. Yours Truly, Gena/- abiana New Danbury Resident, Mother to Danbury student Lukas, 10 Tricia Hohinson 39 Saddle End: Road Daubury CT 0581 1 203-3263? if) me.eorn july 12, 20]? Commissioner Dianna Wentzell Connecdeut State Department of Education 165 Capitol Avenue Hartlord CT [16106-1630 Dear Commissioner Dianna Wentzell I am writing you in strong support of bringing the Prospect Charter School to Danhury, by the fall of 2013. When [?rst learned about this Charter School, I?ll be honest - my eyebrows raised and I asked my friend, ?Why do we need a charter sehoul here?" Well, it didn?t take long for me to understand HY we needed Danbury Prospect Charter School. Iattended a local meeting to understand the mission of the school. I did my own research and found that Unfortunately, Danbury is facing an ever-increasing student population. Our schools are busting at the seams; each year more. space is added and it never seems to be enough. And finally, while my children attend Western Connecticut Academy for International Studies (AIS) and have received a stellar education (which I later found out was based upon the IB curriculum}, most of my Danbury friends would not agree that their children haw: the opportunity to learn the kinds of things my children learn at AIS. I have lived in Danbury for the past It) years. I love Danbury - I don?t want to leave. But I?m ?nding that more and more of my friends are. moving away because they are not comfortable with the level of education their children are receiving in Danhury. [thin]: there are some REALLY amazing teachers in our district {and not alljust at But, h?t'aust'. we are the lowest funded city in the state, with a signi?cant level of high needs students, our teachers cannot do all that they need to do with the resourees that Ihey have. Not only would Danbury Prospect Charter School signi?cant improve our over-crowding population, most importantly, it would offer a new public school choice for students to be able to receive a well-proven, curriculum to help them be more once they graduate high school. Danbury resident and mother to Kiran Suri and Priya Suri Sincerely yours, a; . . a Tricia Robinson I Dacbunr Prospect proposal Letter Final copy do I need to print - traci'ckeile?gmaiicorn - (Email - Boogie Chrome - marigooglecom . - i - Archive Spam Urine Fitne- Io intro: Labels More July 5th 201? Dr. [Lanna Wentzeli Commissioner of Education Connecticut State department of Education 165 Capital Ave Hartford, CT 05106?1630 Dear Commissioner Dianna Wentzeii; I am motivated in more ways than one to write this letter in regards to the proposed Dar-bury prosriect Charter Schoor. My daughter Brianna and I moved here nine years ago from New tori: State. We were and are still excited about being Danhurtr residents. However we were disappointed about the lower school choices and stats. Brianna was enrolled in Mill Ridge Intermediate, after the ?rst year we realize the school was behind in several areas. With the support of her Pediatrician I proceeded to enroll her at Wooster Independent Day School in which she received a scholarship and spent the next eight years. Brianna began to ?ll in the missing pieces in math by working hard to catch up. She excelled in Latin and received a National Gold medal. There are other accolades that i could list, this is to say a Danbury Prospect School would be on par or exceed Wooster's curriculum. A Danhury Prospect Charter School would be fair and diverse. it would be a wondertui example of this beautiful city that I have grown to love. "An investment in knowledge- always pays the host Interest" Ben Franklin Sincerely, Benita Clarice 0 Type hereto search I a 9 ?1 ?a i Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capitol Ave Hatforcl, CT 06106-1630 Dear Commissioner Wentzeli: I am writing in support of Danbury Prospect Charter School?s intent to submit a charter school application to the Connecticut State Department of Education for the 2018 new school development process. I strongly support and believe in the values that this charter school will offer, have over 10 years of experience working in world class companies and have seen how this kind of companies support this values and attributes as well, I totally believe that someone with these attributes is able to succeed in all areas of life, and I would love my kids to be guided and become risk takers, communicators, open minded, inquirers, balanced, just to mention a few. Teaching a curriculum built around international Baccalaureate (IB) Framework is so important and critical when a student with international vision want to succeed not just in the USA but also in any country they would like to work, i have working experience in Mexico, Brazil, Canada and USA and it has been an amazing experience working in different countries because it opened your eyes and your vision of the world, so i totally agree that having an IB in your Resume, can open many doors, talking about professional job opportunities. So this is another strong reason why I support and believe that this charter school wiil give to my kids valuable tools that they will be more than ready to be successful at College and eventually successful when they become a College graduated, and I think this is a win win situation where Danbury will give this wonderful gift that is world class education to the kids but also these educated kids will give back to our community as they become citizens who care, who lead, who are able and prepared to make changes when they see a need and who want to live in a better and caring world. So I humbly ask for your support to help on the approval ofthis charter school, as a Danbury resident and mother of a 5 years old boy and a 2 years old girl, I just would love and look forward to have the option and opportunity to my kids to attend this magni?cent school in the near future. Sincerely, Ana Guevara, Danbury Resident and mother of Damian Hernandez and Emma Hernandez Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 06 06-1630 Dear Connecticut State Department of Education: I am happy to express my support for the Danbury Prospect Charter School {Danbury Prospect) team in their efforts to open a charter school to serve the Danbury community. Danbury schools are underperforming and though we have a handful of magnet schools, none of them offer the proposed program for Danbury Prospect. As a mother and scientist, I welcome the founding team's efforts to offer Danbury students a new more rigorous and promising public school option with focus on the whole child and committed to providing the tools our children need to be part of the 21? century workplace: risk- taking and critical thinking. In my work as a scientist, I understand ?rsthand the kinds of human resources needed to tackle some of the most pressing problems our world will face such as housing, food security and clean water for the projected 9 billion humans that will inhabit this planet by 2050. Those are big problems that only principled, creative and global-thinkers can solve. These are some of the pillars embraced by the International Baccalaureate program proposed by Danbury Prospect and I believe this model would be well suited to create the problem solvers of tomorrow. I look forward to hearing of its approval; please feel free to contact me with any questions. Sincerely, Dr. Nadya Morales-Cummings Senior Scientist at BASF Corporation 24 E. Hayestown Rd. Danhury, CT 06311 203-?83-4527 Dr. Dianna Wentzell Conunissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 Dear Commissioner Wentzell: I write to express my support of the Danbury Prospect Charter School (?Danbury Prospect") proposal to establish a public charter school that will be located in Danbury serving children of our community. If approved, the proposed school would start with 6th grade and at capacity it would serve children in grades The core of the educational program will be built around the International Baccalaureate (1B) framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers. and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative researched- based instructional strategies. On the personal note, [have a ?ve years old son that will begin Kindergarten next September. He had been on the public school system for the last two year. He is a highly skilled kid that knew counting to 100, all the alphabet and basic writing and reading before entering on the public system. On the public school experience I did not recognize that anyr of his academic skill were develop on his full}.r potential. I am really hopeful that a program as Danlzrurj.r Prospect will bring a fresh view of old and rigid education pattern that will bene?t the community by creating a new generation of effective leaders. I am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in the Danbury. Thank you in advance for your attention to this important matter. Victor (3 Hernandez Father of Damian A Hernandez Deaf D?-pranna i am WHO ?rmie, cu? 53m. 1? a, A 63/53? 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KQQU .. 0113911! 11 Y, HUCN QQJ W12, ?er rm. (.19 ?11:53:53 K193 3C 191.. .1 LL VB: She-'JJv 1:11.; (jkg?: CL: .011?? L61. 11> (:51 mfg}; 31:110. bE?le-Jm We, Ride W11 1:81:11; (111.-. (LL .r 7/711 7 Dear Dr. Wentzell, I think Danbury should welcome a Charter school for our students. My name is AJ Ceylan and I will be entering 11th grade at Danbury High School. We only have on high school and It Is pig and crowded. The idea of having a Charter school in our city sounds great. It would give students an opportunity to have smaller classes and a different way of learning. i think it would great for my little brother. Please consider helping Danbury welcome a Charter school Sincerely, AJ Ceylan 2017 Latesha Burton Parent Leader Padanarem Road, Aprt A3 Danburv, CT 06311 Dr. Dianna Wentzel Commissioner of Education Connecticut State Department of Education .165 Capitol Ave Hartford, CT 05105-1630 Dear Commissioner Wenueil, I am a parent leader. I believe there ShOuld be more options for the children in my community. The Danbunr Prospect School will offer a higher education for the children. We need to invest in the children because they are our future leaders. Please oonsider helping to bulld up the community In Danbury. Parent Leader Thank you for your support, Latesha Burton Parent Leader Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Avenue CT 06106?1630 July 6, 201? Dear Dr. Wentzell, I am writing in support of Danbury Prospect Charter School?s intent to submit a charter school application to the Connecticut State Department of Education far the 2013 new school development process and to respectfully ask that you give it serious consideration. Despite being consistently ranked high in the top half of US states in terms of education quality, Connecticut has historically had the largest achievement gap and most wide-5p read Inconsistencies from district to district. Availability to high-quality choices in public education :3on be key in reducing that gap and for an Alliance District such as Danbury, it be a real game-changer. Offering the lntemationai Baccalaureate (IB) program to the residents of Danbury would undoubtedly help prepare more students for the ever-changing world and its associated educational requirements. The Prospect team have proven their commitment and expertise with the successes seen in Brooklyn. Likewise. the IB program has a strong worldwide reputation of high standards, accountability and results. This combination can only be a huge win?win for Dar-bury and i strongly believe it will make a positive difference for many families whose only option is public education within this district. I urge you to give Danbury this much-needed opportunlty and I thank you for your time and consideration. Irene Aspras Danbury Resident and Parent May a, 201? Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 155 Capital Ave Hartford, CT 061435?2219 Dear Commissioner Wentzell: I write to express my support of the Danbury Prospect Charter School [Danbury Prospect) proposal to establish an independent public charter school that will be located in Danbury serving children of the Danbury School District. A District that I raise a child In, went to school and learned to write my first words in English as an ESL student. AS you know, Danbury Prospect will be a K-12 college preparatory community where teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Danbury Prospect will build its educational program around the globally recognized International Baccalaureate llB) framework to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Over a year ago when Danbury Prospect representatives first approached me iwas skeptical. Charter schools have been equated with a blind privatization of educational system taunting choice and access but failing terrible on quality. As a vested member of the community i made a request, to first visit the Prospect Charter in Brooklyn, NY and spend a day there. That was when my heart and mind was changed. i could not help but imagine a different future for me if I had been given the opportunity as a migrant child. to go to a school where three languages were in display in every sign. Where all students were. In fact seen as language learners. I could not help but see how perfect the diversity of our city would be for such school. How their IB program would he a game changer for so many children in our community, In the way they would interact with each other as adults in the future, see their humanity before they saw each other?s nationality and care for the world. 1 saw it all when I visited Prospect In Brooklyn, and I hope Danbury will be able to offer such opportunity for its children. As the Tr'th largest city in Connecticut, and the largest city without a public charter school, Danbury Is a district in need of more public school options. Danbury is the fastest growing city in Connecticut, en rolls over 10, 700 students 5656 of whom are considered low-income. Based on current prolections, grades Eth-Bth will increase 23% over the next ?ve years further straining schools already at capacity, especially at Westside Academy and Rodgers Perl: Middle School. Danbury public schools not only struggle with capacity but academic achievement levels, as well. On the 2015-16 Smarter Balanced Assessrnent Consortium the District aggregate for the number of students in grades 3rd-Bth who scored as proficient on English language arts at levels 3-4 was 43 9'5 and the number of proficient students in Mathematics at levels 3-4 was 41%. A closer examination reveals a large proficiency gap exists when comparing Danbury middle school students to their statewide peers. n Danhury, 6th and 7th graders under-perform their statewide peers by 10 and 14 percentage points respectively in math. In ELA, the news is only marginally better, with 6th and ?th graders in Danbury scoring within 10 percentage points of their statewide peers?41% and 42% respectively. Wanting to be responsive to the needs of the community, Danbury Prospect has committed to work in partnership with the District to improve middle schooi outcomes and provide more high quality middle school seats, which is why they have chosen to start with 100 6th graders. i am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in the Danbury. Thank you in advance for your attention to this important matter. Sincereiy, Emanuele Palmares 32 Fairview Ave. Danhury, CT 06810 Commissioner of Education Connecticut State Dept. of Education 165 Capital Ave. Hartford, CT 061435 July 201? Deer Connecticut State Dept. of Education: I. Nidia Mejias?Nigro. {mother of a 7? years old) my family. neighbors; and friends. are in MUCH support for the Danbury Prospect Charter School, In Danbury, CT. Our City of is continuously and EXPONENTIALLY growing. Perhaps, growth is good in a community; it may re?ect prosperity and other bene?ts; but it will BACKFIRE our community. if we do not also GROWIGET MORE schools in Danbury. We need to BALANCE of the growth of the city. support our children and the community by bringing Danbury Prospect Charter School, In Danbury. CT. Please. please imagine one of your childi'children. or a family member. in an OVERCROWED school and not being able to excel in their academics due to this situation. The overcrowded schools have affected. in a NEGATIVE way, the children's learning capability and academic retention for their future. As a member of our community. we need to take care of Danbury. CT and bring schools like that the proposed. Danbury Prospect Charter School, that shows a proven record of successful children in academics and global awareness. Danbury Prospect Charter School. in Danbury, CT will de?nitely be a GREAT ENHANCEMENT for our community. the CITY OF DANBU RY. Blessings to all who are in favor of passing and approving the proposal Nidia Mejias-Nigro 2 Hillandale Rd. Danbury CT 06311 Exh' - Iblt 13 Ewdenoe of Community.?' Support (Hard Copy Petitions] Petition of The Don bury ProSpect Charter School team is currently oppro and Commissioner Wenrzeli to approve :3 ill around prestigious, academically rig-om storting in kindergarten Mandarin Chinese or Spanish aches to teaching and learning, Curriculum bu Mum-lingual students include effective, rigorous appra Foster intercultural understanding while encouraging 5 Start with 6th grade, growing a grade every year until school reach Alleviate middle and high school overcrowding in Donbury Provide a middle School option in Don bury plication immediate! pen Charter School op lic school opportunities for i Approval ofthe Donbury Pros and new free pub EeE?Md-Jgs . WEDGE School Anon Signature Children? WIN 5?73 3; opens the door to a world with global context rude-HIS to consider both local and global perspective: es capacity- at 1,000 students K?12tl1 grade DAM Pr cha rS-ch I ml to become a thriving 12free public school op tron for Danbu . . ry ammo . - ur charter school oppiieo tron. Donbury Prospect Charter School goofs; huh? are urging Govern-i0, us international Baccalaureate i'lBl Framework throughout 12?, grade of possibilities innovative . . obaily reseor - - he Donbury comm unity? we are truly excited by the pmspectfhed based instructional practices _l_i Eliw ?aw hi ?tapas-.44.? Eow? B?w . .. lei/U Bu 1t). 11. . ?Banzai: The Danbury Prospect Charter School team is currently seeking approval to become a thriving K-szree public school option for Dunbar]; families We are urging Governor Maiioy and Commissioner Wentzeli to approve our charter school application. Danbury Prospect Charter School goals include: Curriculum built around prestigious. academically rigorous in ternotionol Homolaureote {l3} Frame throughout ii 12th grade Mold-lingual students starting in kindergarten - Mandarin Chinese or Spanish include e?ectiue, rigorous approaches to teaching and learning, Foster intercultural understanding while encouraging students with global context a consider both local and global perSpectives Start with 6th grade, growing a grade every year until school reaches capacity at 1, mo students K?Izth grade Alleviate middle and high school overcrowding in Donbury Provide a middle school option in Danbury Appro vol of the Dunbar}.I ProSpect Charter School application immediately opens the door to a world of possibilities, innovative globally researched-based instructional practices, and new free public school opportunities for the Donbunr community- we are truly excited by the prospectl Name Street Address Zip Code Signature "mar, Monsanto/z re SorJragEl' 063m Lf yams (3.0 13' Lu" 5 ensign? Ln 03971;, L) 34L, 14' mat Show Coin-i Milli-innit 105i: 1/ f' 0o ?awoken: i'iilz'} S'l'iDl-Hr Hod/L 'w Utb?i? tlQm??lMi ?ax/b adult} 53 (Lola! Term some :4 ?Ej f/ Qi?xi?e .j'wrmesf rao mom atHorn Vex/xv 19' :21?th [5&le 9- Srsiioliu?l ?ing/i ch- - ?my K. ili'utslwiad Mr Hill Pitt. NIH L22. PageZoii The Danbury Prospect Charter School team is currently seeking approval to become a thriving and Commissioner Wentzell to approve our charter school application. Approval of the Donbury Prospect Charter School application immediately and new?'ee public school opportunities for the Dunbar-v community?- Curriculum built around prestigious, academically rigorous Multilingual students starting in kindergarten Mandarin Chinese arSpanish include effective, rigorous approaches to teaching and Foster intercultural understanding while encouraging students to consider both local and global perspectives Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students Kr12th grade Alleviate middle and high school overcrowding in Donburv Provide a middle school option in Donhurv Petition Sugm'" with global context .52? e' K42 free publlc school option for Danbury families. We are urging Governor Malloy Danburv Prospect Charter School goals include: international ?occulaureate he; Framework throughout - 12th grade opens the door to a world of possibilities, innovative globally researched-hosed instructional practices, we are truly excited by the prospectl Street Address zip Code School All-'4 will Signature lea-l1 Liliuljlricleh ., (l Jung-rev Ledge 17v. Coo Jamil/1 2m HV/l/ll?l gill/laid all; Sahilcl?ll 97 #3le 08m {.132 . .2. ?cgat?C 2%ng riejjla rod 1 . l. ?l Wail? (MM t. In. 5? Haas-5m ?1,151 Jolt if: or; W, T: l?jfdu Li! - lg, Gleam-62>? Will 0 UM 6. a - no ?end .- f2 ??irt? WK 1 . .I (If ?l?h Eliot-F Ulla-917$ B. . if: if?" ?tzlik?f QR 1% 04,310 DEW c] Page Lola ?Mei 1{(31:11 I The Danhury Prospect Charter School team is currently seeking approval to become a thriving and Commissioner Wentzell to approve our charter school applica Approval of the ?anbury Prospect Charter School application immediately opens the door to a world ofpossihilities, and new free public school opportunities for the Danhury community Curriculum built around prestigious. academicallyr rigorous in ternation Main-lingual students starting in kindergarten Mandarin Chinese or include e?ecthe, rigorous approaches to teaching and learning, with global context Foster intercultural understanding while eocauraging students to Consider both local and global perspectives Start with 6th grade, growing a grade every year until school reaches cop Alleviate middle and high school overcrowding in Donhury Provide a middle school Option in Danhury Petition of Support ~12 free public school no tion for Donoury families. We are urging Governor Malloy tion. Danburjr Prospect Charter School goals include: oi Baccalaureate Frame work throughout it 12th grade Spanish ocity at 1,000 students K-Izth grade in novotilre globally researched-hosed instructional practices, we are truly excited by the prospect! Name Street Address zip Code 5: Signature Children? WM 1. .n .M?m?wl ewe! 0637/ 2' Utmwm? . ?ll ?fi Roman 8+ 068 ID 29 Willie If gig/erect amid? - Whom st @277; 9784/9/ 57:5 61 an @6871 A) 1 (rum 37mins MM 9? ?gmLox-+6; (cm 9. - . I occur, -. a; en mi: gig; at {my ?Show?? Mn, 3 Mewmuww octet? il'ae?ei?m 570! ?megs ?5.8513 {Us 09% to Pageio?l! Petition of Sum? Danbum Prowl Charter School The Danbunr Prospect CharterSchooi team is currentiy seeking opprwoi to become a thriving K-szme pobiic schooi option for Danbory We are urging Govemor Wiioy and Commissioner Wentzeii to approve our dmtersahooi appiimtion. Donhmy Prospect Charter Schooi goats incinde: Ca huiit around prestigious, academicoiiy rigorous intern ationoi Boocoia uneate iiBJ Framework through out it 1 2th on: de Muiti-iinguoi students starting in kindergarten - Mandarin Chinese or Spanish indude e??ective, rigorous apmoches to teaching and learning, with giohoi context Foster in termiturai understanding whiie encouraging student: to consider both and giohoi perspectives Start with 6th grade, growing a grade every year ontii schooi reaches capacity at Loansiodents K-Izth grade Aiieviate middie and high schooi overcrowding in Donhory Provide a middie school option in Donbory Approvm? of the Donhunr Prospect Charter Sohooi oppiibation opens the door to a wodd of innovativie gioboiiv researched-based instructionai practices, and new free puhiic schooi opportunitie?or the Donbory commun' we are truly exdted by the prospecti Name Street Address Zip Code 35?? Signature dandren? rm . Ir ?Li? Hih'u Al?r?vi :l?eicla ct?iui [4?96 z/frJ/oiritf?ri! gen/mini awed/2n 32 MM ?4 . aggro we ?who Comm . I (WJ .Zojyi?c?. YQS 0%qu J?s/tun Ram 1:2: t'bHOur mo?r Pl. 495% 7'35 a? 1; ?243 32/ ?9?!ch wg?? 13' Maire/w Amman gen/o fall 063/0 19' Kid; WJAQWW if (9/5575 . {Kwa?g 4 Wang. Vu?Eo?tL? $155 Wigp? Il/ff?i??tori 1-1- ?i 49? ?nk/S fr?Z. ?gm #0559477 log}. 'Liuxmt?j page?; {?13.53 6; 2 the Wham?Prospe?ct Charter Schooi team is currentiy seeking approvoi to become a driving 12 ?ee pabiic schaoi option for Dunbar? We are urging Swernor Malia? Paglia: at WM and Commissioner Wentzeii to approve our charter schaai application. Donbury Prospect Cha?erSCnaoi goois indude: Appravai of the Dani-wry Prospect Charter Schoai appiication immediately opens the door to a warid innovative giabaiiy researched-based instruetionai practices, Currieaiwn baiit around prestigious, academicaiiy rigorous in temationai Baccahureate (i3) Framework throughout if 12th grade Mu?i-iingaai students starting in kindergarten Mandarin Chinese or Spanish inciode re?ective, rigorous approaches to Wing and Earning, with giotiai camera- Foster intercaitaroi understanding whiie encomagiag students to consider both iacoi and giobai perspectives Start with 6th grade, growing a grade every year {mtii sdlooi reaches capacity at Lana stoma K-Izth grade Aiieviate middie and high overcrowding in Dunbar): Provide a middie schooi option in Danbary and new ?'ee pabiic schaoi opportunities for the Danbury community? we are tmiy excited by the prospect! 1 girl/WE: Gulf? i jC?J?ia?ir' 1" Name Street Address Zip Code 53 Mature Children? Wu 1: A .u-I 1?1" 1 g-erz?bt ?g (- "ti/E: Tit? 4} inxgz; Lucia? 112/" BAnueras Si?i?knnt (L {Emir item. 4. MIG ELL- {?xJncIl-tj .ii MLMW oer/J9 ?ue/aye.? ?31174 lif- emnim Mi rack) 3 mnmim gate New 5 1i :5 :mnig/ Aida Faith) amjnmawaicr 3 Gimme) 3 1361113 Place (3681Hournwiga adaib 3 ?2,990? 151m 9" gal)?; ?iuf 51:4 elf: 5+ 61-;ng 3 pail/0 1941:!in 10? i a L: . chair ii}: c,izi.. Eiriaii?f Li Petition of Sugp_ort Danhu Pro Charter School The Danourjr Prospect Charter School team is curren tar?seeking approval to become a thriving -12 free public school op tion forT'JI?anhury families. urging Governor Mallay and Cornmissioner Wen ate-ll to approve our drorterschool application. Danburv Prospect ChorterSchool goals include: 1 Curriculum built around prestigious, academically rigorous international Baccalaureate HE) Framework throughout it - 12th grade - Maid-lingual students starting in kindergarten Mandarin Chinese or Spanish - include e?ective, rigorous approaches to teaching and learning, with global context Faster intercultural understanding while encouraging students to consider both local and global perspectives I Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students K?lzth grade I Alleviate Middle and high school overcrowding in Donbury - Provide a middle school option in Danhury Approval of the Danpurv Prospect Charter School application immediately opens the door to a Iworld of possibilities, innovative globally researched-based instructional practices, and new free public school opportunities for the Danhury community? we are truly excited by the praspectir Mill?am; Street Address ZIP Code Edna! a?I?ll?ill?tre Cli?ran? - 18151 Neg 23) 0501541 [3 af?x/r - 2? games N693 ?anAaa?om?L coat {y - A 25 L?qu Math ll?sna?'w Home]: Qt}? 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Donhury Prospect Charter Schooi goais inciude: Curricuium huiit around prestigious, academicoiiy rigorous intemationoi Baccoioureote {i3} Framework throughout it 12th grade Muiri-iinguoi students starting in kindergarten Mandarin Chinese orSpanish inciude re?ective, rigorous approaches to teaching and ieuming, with gioboi context Foster inte rcuituroi understanding whiie encouraging students to consider both iocoi and global pempec tives Start with 6th grade, growing a grade every year untii schooi reaches capacity at 1,900 students K-thh grade Aiieviote middie and high schooi overcrowding in Donbury Provide a middie school option in Donhury Approvoi of the Donbury Prospect CharterSchooi oppiicotion immediately opens the door to a worid of innovative gioboiiy researched-based instructionai practices, and newfree puhiic sch-oat opportunities for the Donburv community" we are truiy excited by the prospecti Name Street Address Zip Code 3500' Signature 114146.63? Source" or. ?x?by'emu?zg? in 13? ?re-hit Hoi?i??tq 19513- 14" C?i?t?L 6:211?th amour griditm .DK 00312 16 n/qul'q (Barnk Cm) (beryl 0M3-- . no Cots? . accomm- ed on? grain Hat/134m 5r; (mic/,1 ti :0 Hort-842 2:13 (icon O?mw 3 m: ?f {16511 Gig/5?? Eve?s??: We. (3'5:me (it ?513.: Fer? 22? Maris 05.21 (James Munitions C6910 M7 Pageants Petition of Sugmrl: Danbunr Prospect Charter School The Dunbar}; Prospect Charter School team is currenthr seeking approval to become a lining K42 illi- poollc? school optianfor? Donburv families. We are urging Governor Malloy and Commissioner Wenlzell to approve our charter school application. Danhury Prospect Charter School goals include: 0 Curriculum built around prestigious, academically rigorous international Baccalaureate {to} Framework throughout 12th grade I Mold-lingual students starting in kindergarten Mandarin Chinese or Spanish 0 include effective, rigorous approaches to teaching and learning, with global context 0 Foster intercultural understanding while encouraging students to consider both local and global perspectives 0 Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students K?l??th grade II Alleviate middle and high school overcrowding in Danhury - Provide a middle school option in Donhury Approval of the Danhurv Prospect Charter School application immediately opens the door to wrid of possibilities, innovative globally researched-hosed instructional practices, and new free public school opportunities for the Danburv community" we are truly excited by the prospect! - Name Street Address Zip Code 5?11?! 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Petition of 5mm Pros (barter School The Danbury Prospect Charter School team is currently seeking approval to become a ?thriving li- 12 free public school option for Dahbury families. w? are urging Governor Malloy and Commissioner Wentzell to approve our charter school application Donbury Prospect Charter School goals include Provide a middle school option in Donbury Curriculum built around prestigious, academically rigorous international Baccalaureate (to) Framework throughout 12th grade Multi?llngual students stoning in kindergarten - Mandarin Chinese or Spanish include effective, rigorous approaches to teaching and learning, with global context Foster intercultural understanding while encouraging students to consider both local and global perspectives Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students K?Izth grade Alleviate middle and high school overcrowding in Danhury Approval of the Donburv Prospect Charter School application immediately opens the door to a world of possibilities, innovative globally researched-hosed instructional practices, and new free no olic school apportuoitiesfar the Danhury community- we are truly excited by the prospect! (3M For Honda; 1 Wham! Name Street Address Zip Code ?Del Signature allow \lorCiS 0? Ti meow M01 24 ??klm 3b Emma-Q Ethyl): NEH @314 'D??wmizsiqbr wen 26 Cairn/1 .232? fro/?lls? (jail! [?161 items Eel ?lls? it 29 bus} {on Mat} '0 (a gnu-j ~51? 1'17?Y?l (EPICW AM at: Eom? do? ?57" ??irl 0 it foam; 31. Fail )3 Cf?r??kd?k Jel?cbw?r??ama "am 0L RUG is W?s? MEA 101% Lincoln was {Ewe/94M: Page 3 ol 3 ?l?he Donbury Prospect Charter School team is ?currently seelcing approval to hecome a thriving free puhlic school option for Donhury families. Hie ore urging Governor Mailoym Approval of the Danbury Prospect Charter School application immediately opens the door to a world of possibilities, innovative globally researched-based instructional practices, Petition of and Commissioner Wentzell to approve our charter school application. Danhury Prospect Charter School goals include: Curriculum built around prestigious, academically rigorous lnternational Baccalaureate (l3) Framework throughout if - 12th grade Mold-lingual students starting in kindergarten - Mandarin Chinese or Spanish include effective, rigorous approaches to teaching and lea rning, with global context Foster intercultural understanding while encouraging students to consider both local and global perspectives Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students K?12th grade Alleviate middle and high school overcrowding in Danbury Provide a middle school option in Danbury and new free public school opportunities for the Danbury community- we are truly excited by the praspectl Name sweet Address zip cm 3' Signature Ulidran? lit (logger/m 3 3353?- or!? daili/ @Zo??r-ra 13? Ant/om C719 nag/111,2 5? pom H. lunar: Jinan/2 15' Sta?l} ark/r} 80 Her; Dr 05st 15? f} is "if nan; ?3 in 11 Fl l; lift 11 Di [:qs?ll Lli1lh?1?1rf?1rg LUFLLW1 13' z; ?41:4 51/ gpurmw? corn 7/ /j 19? {jg-.41: one Wm cm 31.1on Cent? x; Kggt?il 2D. D?u? (Mis?re-tan 5 drag/A O?f/r/ 9E1 21' 51"Idnnon Showrooms?? '1 word ?Drif?. Gotta 351?3?71m ?tmiainmooaec 33 strict.? ago/1.1 Mm 3i 33512311433 Pagezofa. Petition of Support Danblir'l' Prospect Charter School The lJanbury Prospect Charter School team is cur?ntiy seeking approval to become a thriving free public school option for Hohhot]! families. We are urging Governor hllailoy and Commissioner Wentzeli to approve our charter school application. Danbury Prospect Charter School goals include: Curriculum built around prestigious, academically rigorous international Baccalaureate (is) Framework throughout if - 12th grade Multilingual students starting in kindergarten Mandolin Chinese or Spanish include e?ectiue, rigorous approaches to teaching and learning, with global context Foster intercultural understanding while encouraging students to consider both local and global perspectives Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students il?Lith grade Alleviate middle and high school overcrowding in Danbury Provide a middle school option in Danhury Approval of the Danhury Prospect ChorterSchooi application immediately opens the door to a world of possibilities innovative globally researched- based instructional practices, and new free public school opportunities for the Danbury cammunit - we are truly excited by the prospecti .- Page-lot: Home sweet Address Zip Code 3' Signature alum? ml 1? a? ?-uli a 5.1 if. {a ti; .u-l cunnil- ?i'l $5.1 i! ,u ?hi-P? 2' rv ?io Li atoll all. ll! 4' kiwi talk?,k 1 ?mm-l. :lloh?ll (Bulb ill. 5' {macho Hem?) UL gall to} {ammo :01 MLll'LirY? a :?F'i'otlrew Fisher ?17 ?haunt Di 9?3? I been Qitlnurd?" 3'5 He?d?? 995? g; J1) 8' ?lw'i?mw, {slum-mm Runoff? Gut? *1 m5 if 9' m1?; 913.35ch 93 ll?rrlg {Jpn FD O?t?ll ?ll M's/l bag-y; ?15cm (3.: ?m .3 new ?l mil" Ql it silt? 11' ?111' a. ll! run-51w 1 i" ?f?lri?jr 9 The Danbury Prospect Charter School Page; Quinn}; seeking appmuai {engines thriving ouhiic schooi option for Donbury we are urging enumeration} Petition of Sung Danbunr Prospect Chaser School and Commissioner Wentzeii to approve our charter schooi application. Donhury Prospect Charter Schooi goois inciude: Curricuium built around prestigious, ocodemicaiiy rigorous International Baccalaureate {i3} Frame work throughout 12th grade MuitHinguoi students sto rting in kindergarten - Mandarin Chinese or Spanish inciude effective, rigorous approaches to teaching and learning, with giabei context Start with 6th grade, growing a grade every year untii? schooireoches capacity at 1,0mstudents grade Aiieviote middle and high school overcrowding in Donhury I I Foster in tercuiturai understanding whiie Encouraging students to consider both iocoi and giohai poropectives I Provide a middie schooi option in Dnnbury Approvai of the Donbury Prospect Charter Schooi oppiicotion immediateiy opens the door to worid of innovative researched?hosed instructionoi practices, and new free pubiic schooi opportunities for the Donhury comm unity" we are truiy excited by the prospect! Name Street Address Zip Code ml Signature Glilclren? 3' Hearing /QCa??mw/K DU 144; Joe. Kerr} Son/liner 71.41% can: 25' ?vmeA Carla 1-56 Gain?!? Rem lb W111i 7i)! A 27. 25' Fm?bajuh,A mm: MI W. (2257/ ?i FWMWIWJ 0014M 1 Page 3 of 3 if) (We mono 51: 3? MH?m?Ss?ii Fug. i5?iTv1one5l2 3+ more ngi?njrl 7: {Leo 0 Med {061 we or oi own Qi??pf 0' 32' Zia/7,. d?'?fnea? ?30; gender. Dr: 065??: g/A ?aw: Petition of Support The Donbury Prospect ma?rter School teani is currently seelr?ing approval to become a thriving K- 12 free public school option for Donbury families. We are urging 'Gov'?rhoi' Hollow and Commissioner Wentzell to approve our charter school application. Donbury Prospect Charter School goals include: Curriculum built around prestigious, academically rigorous International Baccalaureate no) Framework throughout ii 12th grade Matti-lingual students starting in kindergarten Mandarin Chinese orSpanish in clude effective, rigorous approaches to teaching and teaming, with global context Foster in terculturol understanding while encouraging students to consider both local and global perspectives Start with 6th grade, growing a grade every year until school reaches capacity at 1,090 students ill-12th grade Alleviate middle and high school overcrowding in Danbury Provide a middle school option in Danbury Approval of the Donbury Prospect Charter School application lmmedio telv opens the door to a world of possibilities innovative globally researched- based instructional practices. and new free public school opportunities for the D?nb?fjl community- we are truly excited by the prospect! Name Street Address Zip Code 5mm Signature as? 12- Brando lie Flare-W Jill-okt?cd flaw (of, 0'33" {y re?ne 527% 3 54"? post/9k A741: /x 14' "lizobe?w muse 493561?133?7?3" W210 5V ?frame 15' ?t {Qj?llemlocu ?a in?iction/m. We?d? \l 16? \ovio ass L?s :1 lie: Word (we Xt ?Hi?oik/ "Flori?7*" Wallpaper Mi will amino at: 4% White can 1 Er align mm We 56320 21' commas-?1 A onsets Tia-?d 22? Don? HQ no SHai?bst" ?gill :9 The [January Prospect Charter School team is currently seeking approval to become a thn'vlng K42 ??ee public school option for Danhury families. We are urging Governor Malloy Approval of the Danbury Prospect Charter School application immediately opens the door to a world of possibilities, innovative globally researched-based instructional prac tlces, Petition of Sugar! Charter School Danhu Pros and Commissioner Wentzeli to approve our charter school application. Danbury Prospect Charter School goals include: Curriculum built around prestigious, academically dgoroas international Baccalaureate {la} Frame work throughout 12th grade Haiti-lingual students starting in kindergarten Mandarin Chinese or Spanish include rigorous approaches to teaching and learning, with global context Foster intercultural understanding while enmumging students to consider both local and global perspectives Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students il-12th grade Alleviate middle and high school overcrowding in Danbury Provide a middle school option in Donbury and newfree public school opportunities for the Donbury community" we are truly excited by the prospectl Street Address Zip Code School Aged Children? Yl'? Signature Io analog hit. ?3 elem mow {l6 gill m;2iw- :El?t?J (- Tu 3 AYE a 25,? Fm?? 2'9 a. ism {hm 2?le 5. how-CE 13a ??sz n8 Lhul'?lf?i PA 0?08? E'C?ill?l? (Burial 1L4 Might-pct} TI ?3ng ?43-?69. pa who: 7.: email 0 (966m A) n/ Page lat5*\p l? K. ribWag; Secmd new are re Lg" 37 11. ?or loomed} 5; - P??td 1H amt ?shall 0th *3 6,42%. Petition of Su rt The Donbury Prospect Charter School team is tote-came a driving K-lZfree publicschoal option for Danhuryfamilies. We are urging Governor Molloy and Commissioner Wentzell to approve our charter school application. Danbury Prospect Charter School goals include: Curriculum built around prestigious, academically rigorous lntematianal Baccalaureate {l3} Framework throughout it 12th grade MultHingual students starting in kindergarten Mandarin Chinese or Spanish in ciude e?ectiue, rigorous approaches to teaching and learning, with global context Foster intercultural understanding while encouraging students to consider both local and global persoectiues Start with 6th grade, growing a grade every year until school reaches capacity at 1,000 students K?thh grade Alleviate middle and high school overcrowding in Danbury Provide a middle school option in Danbury Approval of the Danbury Prospect Charter School opplimdon immediately opens the door to a world of possibilities, innovative globally researched?based instructional practices, and new free public school opportunities for the Danbury community" we are truly excited by the prospect! Zip Code Sch??l Aged Children? YIN. Name Street Address Signature lice! straw {$947 ave CW0 21M: 24 to 937m we Meal 09/5 1 .- 3%in (5?5 ?5'2 graces.? r' Class-1a (Vow (El has l3 local ill-Slit Vi-ir?fllj 3C7 ~2er ST 0213-4 (755%) 23? u. h'l? l? 5' zg?er?v ?Adrien {it 151de 0953::- 30. Lb? t5 ?7 fig}? cl 3f 31 (Alum ?tu?w?i?s 5'01?? It? Who. ling: 55413 @031! 32. {fl/.3 [ix ?2?33 fir/forms: an?! net?5W LL Pageaofi Petition of Sumrt Danhunr Prospect Charter School The venom-3: ?Pmsp'ecrthartersmoal team approval tobeeome a option for We are urging Governor Malloy and Commissioner Wentzell to approve our charter school application. Dan bury Prospect Charter School goals include: Curriculum built around prestigious, academically rigorous international Baccalaureate {l3} Framework throughout - 12th grade Mold-lingual students starting in kindergarten Mandarin Chinese or Spanish include efective, rigorous approaches to teaching and learning, with global context . Foster intercultural understanding while encouraging students to consider both local andI global perspectives Start with 6th grade, growing a grade every year until school reaches capacity at 1,900 students K?12th grade Alleviate middle and high school overcrowding in Danbury - Provide a middle school option in Danhury Approval of the Danbury Prospect Charter School application immediately opens the door to a world ofposslbillties, innava tlve globally researched-based instructional practices, and new free public school opportunities for the Danbury community?? we are truly excited by the prospect! Name Street Address Zip Code WI Signature I r. . . 12' ?/xlreo; i laughiog [ounce-r a? cat-s Gloria of?ng wad mom Rd, le-i- (19% xx a (for 14' ?oggn?r mm: Tran-7 5'1; Mums: a; @5597? figs/K 15? nan-Welle? metm? Axle. D??lo Q?mm Momma. ?rs-ital- 098m \s?iprj "3?!ch camper?MI) 57b Sela-:1- (20310 MAL ML 18? 815.2%" 4t514mmw? Lite Li'i be 6 legs I 0 . 19' Amie?? Demo-sc- eno Mo ?rmer ROCK Rd )l eighth}. {Lemma-5 2? New}; ls?ooza?f Ll Plum-u so omit rf" a: I 21' 9 2?;qu Elihu/(pg; 420/ :6"er 1U 16., 21% s1 )Jlb?i??uotcuwal 0530/ .315, 5.15:3, Page2ctl3 The Dahburv Prospect Charter School team is approval to become a thriving K42 free public school option for Danbury families We are urging Governor Mailov Petition of SHEEN. Danhurv Prospect Charter School and Commissioner Wen tzell to approve our charter school application. Danhury Prospect Charter School goals include: Provide a middle school option in Danburv Curriculum built around prestigious, academicallv rigorous international Baccalaureate (to) Frame work throughout it - 12th grade Mum-lingual students starting in kindergarten - Mandarin Chinese or Spanish include e?ective, rigorous approaches to teaching and learning, with global context Foster intercultural understanding while encouraging students to consider both local and global perspectives Start with 5th grade, growing a grade every year until school reaches capacity at 1,000 students lt?12th grade Alleviate middle and high school overcrowding in Dani-rumI Approval of the Dunbar}; Prospect Charter School application immediately opens the door to a world of possibilities, innovative globally researchedrhased instructional practices, and new free public school opportunities for the Donhury corn n'runityrw we are truly excited by the prospect! Name Street Addie?o: Zip Code 5mm? Signature Acct! YIN Maura woe-MW Joana Mei/7e r/ r" 77 4' H?L?l?ihtr?i?e ?rms)? 2/ 5. - VJUIULM it. Mr. imam/20mm n+ lib pier?? Hi De?c- 1% on FHUL do?? 4V0H 4/ our.? ?n%4a?4 ?hgf Pll?ka??. M5 ?il diorama} ?1145- 109.com juror?) 1? 35 ?'?tit'v?lil I-EJDK (if; Sic) 11' Chi-3 intii'iqut Ara/j I. 59"? i" cw- no ?ux Petition of Support Danbu Ch The Donbury Prospect Charter School team is currently seeking approval to become a thriving free public sdrool option for Danbury families. We are urging Governor Mailer and Commissioner Wentzell' to approve our charter school application. Danhury Prospect Grader School goals include: Curriculum built around prestigious, academically rigorous lnternatlonai Baccalaureate {is} Framework throughout it 12th grade MultHinguol students starting in kindergarten Mandarin Chinese or Spanish include re?ective, rigorous approaches to teaming and learning, with globai context Foster intercultural understanding while encouraging students to consider both local and global perspec?ves Start with 5th grade, growing a grade every year until school reaches capaclty at 1,000 students grade Alleviate middle and high school overcrowding in Dunbar}; Provide a middle school option in Danbury Approval of the Danbury Prospect Charter School application immediately opens the door to a world of possibilities, innovative globally researched-based instructional practices, and newfree public school onportunr'tiesfor the Danhurlr community? we are truly excited by the prospect! Name Street Address Ilp Code and Signature 1' \kax?m? \??aumww? C3640 ?it/K ((34:24er Aw. Demo ?.875 flu/? 3' (arms illr?a?g? i3 Moui?rihgr?peg 7? r: c. . 4' R?otn?o; loamrningoiace. ores-no MS 5' Elihu Adm 3% kn? DR Raf! (th?a?l? \lo? I3. Tl. B. 9. 10. 11. Paola-fa The Danhuru Prospect Charter team is currenti?y seeking opprovai to become a thriving K-IZfree puhiic schooi' option for Dan?ury we are urging Governor miter Approvai of the Danhury Prospect Charter Schooi application immedia teiy opens the door to a wodd of innovative gioboiiy researched- based instructional practices, and Commissioner Wentzeii to approve our charter schoai application Danhury Prospect Charter Schooi goois i;nciude Curricuium buiit around prestigious, academicoiiy rigorous internationoi Baccoiaureote {i5} Frame work throughout 12th grade Muiti-iinguoi students starting in kindergarten - Mandarin Chinese or Spanish include e?ective, rigorous approaches to teaching and learning, with giohai context Fosterintercuiturai understanding whiie encouraging students to consider both iocai and giabai perspectives Start with 5th grade, growing a grade every year untii schooi reaches capacity at 1,000 students K-thh grade Aiieviate middle and high schooi overcrowding in Danhury Provide a middie schooi option in Danhury and new free public schooi opportunities for the Donhury community?- we are truiy excited by the prospect.! Page 1 of 3 Name Street Address Zip Code 56ml Signature um? ?u 1' {mos-m: a mile on 0/ can) a; Writ; 2' r35; Lni?mi?b Until 60810 3' motif-2: esteem ismm 05340 7' 4' clam ?33m t' t? 5' one rig-mm not} \1 6 W0 3Zh?tmms? biggie 1 My 63:1: aka 197 riikwmaio arm 3/ 8 ick-ma \Cu nmv? @Womsmw Gum 9' if? . 1? Rama heel/lie 16m whom-id rjoifoi \i *1 7% Note we :7 pt Petition of armor! Da mummi?ed Charter School The Dantnury Prospect Charter School team is currently seeking approval to become a thrivirTg?K?IZ?-ee public sChool option for Honour}; families. we are urging Governor Mutiny and Commissioner Wentzell to approve our charter school application. Dunbar}; Prospect ChorterSchool goals include: Curriculum built around prestigiom, academically rigorous international Baccalaureate (l3) Framework throughout 12th grade 19? 14m {on (it its Cm ??51 m9 3 it 20' Minimal Rice: to (cs/Mt? Pool? Ci [55?6? 21' wits. imam-vice has? Gnome Dr 22. Mold-lingual students starting in kindergarten Mandarin Chinese or Spanish I include e?ectiue, rigorous approaches to teaching and learning, with global context - Foster intercultural understanding while encouraging students to consider both local and global perspectives . Start with 6th grade, growing a grade every year until school reaches capacity.I at 1,000 students grade - Alleviate middle and high school overcrowding in Danbury . Provide a middle school option in Danhury Approval of the Prospect Charter School application immediately opens the door to a world of possibilities, inn ountiue globally researched-based instructional practices. and new free public school opportunities for the Donhury community- we are truly excited by the prospect! Name Street Address Zip Code mail Signature Aired Children? ?u Uri brawl a nil lj?ltf Sr 9991:? )f ,9 {Min 13thvl?t cc; ?15 Wit ?tment? imp Jam Wu (AA. 1' A c? 14. . M?l?w meow-Surf Lt"! amt MW (mate WM 15 wit. Mot/265L111 u, arm,w3}uu 7 Jami/4 16. a . .. Henna Subictss??cm?m medal C5392 17. ., ?3 - . [them 5 deco Dark. Aw we 065 18. i (UK: Chili?? .3 7:3) ?30% 062 X) 6" Pageloll mam The Dunbar; Praspecr ?aumsmool rum is sun-entry swim appmvaltohmmu a Way mung-public 1?:th Warm-turning andCumIssJaner Wanna! ta appmve aurchamsmaalapp?ca?m. Danbwy yanking-luck..- mm mm: ?mm mammfy?pm Mumntianal Humanism mm throughout It- 12th grade mm students snorting In kindergarten -mnda?n Chum-e NWSH WWII: mow context while encouraging student: in mm Sta-trim mum, atlmm? K-Izn?r grub and high Montana-drug In Dunk-1y valdra Isl-.0. Ann-war arm Damn! Prospect Chm-(er School mum immediately opens the doom 0 minimum mm" Whittaker: Dunbunrmmumy- we are mlyucfud by them! NIH mun? l?r? HHM: Tram Mky Petition of?gm Danbu ChatterSd'lunl The Donbury Prospect matter School loom is currently 5mm; opprwol to become at thriving [-12 freepuollc Donbulyfom?ies. We are urging GovemorMolloy and Wentrel?.? to approve our dtortertchool opplr'rotlon. Donbmy Pmpett goals moms.- - Curriculum built around prestigious, omdomta?y rigorous totemo?onol Borroloureote Homework throughout 12th grade 0 Mold-lingual Rodents in klndorgortaen -Mono'orr'n Chutese or Sportr'sh - lnoluda e?'ec?ve, rigorous approaches to looming, with global mntext - Foster ?Me encouraging stardom to both local oodolooal perspectlm . Start with 5th grade, Wm a grade every mrm?l school reodtes capacity or moo students x-szm grade I Alleviate mrb?dle and high schoolovertrowding in Honour)! .. Provide a middle school option in Donbury Approval of the Donbury Prospert Charter School lmtnedlotety opens the door to a world innovative globoltyreseortnedoosod instructional pronloes, and nmfroo puotlcso?rool opportunities for the Donoury me are truly excited by tlreprospectl - mm IIpCotle dons mg Aw Ummothm 0691! ISM gt 5m Cowman} Mn 14' f?f mail Prob ?Uf?dar Wg?m 86311 15, I WMW (I?rtml?q? ?69 ,0}ch a Momma 093 If ,?owmnw Clarita a: ?30 MWL 668?.) ?aorta [sogmf ,4 oar/K w, my 2w Ma, ?77 Joli ll GLEN . ?(16+er mom taCIeuolcmd (5mm 1?91- mm? ?les Candx APPENDIX 0 International Baccalaureate Baccalaureat International . Bachiilerato Internacnonal Language policy In?m?ma?on on the Intemah?ona! Baccalaureate '5 support for fanguages. Hangmage courses and Ianguages of instruction Updaied Ft-z-hrualrv,r 2014 Exhibit 6 - The Danbury Prospect Charter School Press Release This press release was sent to numerous media outlets within the Greater Danbury area in Spanish and English. These outlets included local television stations, The NewsTimes, Danbury Voice, Danbury Patch and La Tribuna. ect mama DANBURY Contact Tracy Kelley FOR IMMEDIATE RELEASE Cell mama-1oz: . Email AprI118,2017 DANBURY POISED TO GET FIRST K- 12 BACCALAUREATE THEMED PUBLIC CHARTER SCHOOL New Public Charter School Proposed for Danbury Danbury, CT, April 18, If all goes according to plan, Danbury will make history as the home of Connecticut?s first K- 12 international Baccalaureate themed, free public charter school. The proposed Danbury Prospect Charter School is seeking approval from the state to open a charter school modeled after the nationally recognized Brooklyn Prospect Charter School. a high-achieving and non-selective, International Baccalaureate public school In NYC. Using the International Baccalaureate framework as a guide, Danbury Prospect will prepare students to become Internationally minded people and help them to develop the love of learning that provides the foundation for life long personal and academic success. The goal is that students will strive to be independent and reflective thinkers; knowledgeable communicators; and principled, balanced risk?takers. Our schools are literally bursting at the seems, as our city cannot keep up with the rate at which the student population is growing. We need more free public school options for our children, specdimlly through the exceptional a?err'ngs of the Proposed Donbury l?freshman-t Charter School. Rachel Chaleaki, Danbury Parent Once approved by the state department of education, the proposed school will open in September 2015 with 100 graders and grow eyery year through 12?? grade. Kindergarteners will be added soon thereafter and the school will grow until, it reaches an approximate capacity of 1,300 students, Kindergarten through 12"? grade. Over the next several months, members of Danbury Prospect's founding team - parents, community members, advocates, and supporters will host a series of information sessions in the Farioly Program Room of Danbury Public Library. The sessions will be open to the public and cover topics ranging from charter school basics to the unique and innovative aspects of the Danbury Prospect. II Monday April 24f" (mam-12pm} - Tuesday May [idem-12pm} and (SpmemI I Thursday June 1?l10am-12pml - Tuesday June 13?1 {10ama12prnl and [Spm-T'pml Our Vision: Danbury Prospect Charter School will be a ill-12 school, whose students are better prepared for success in higher education and employment in an increasingly pluralistic and global economy. Students will reflect on, celebrate and learn from Danbury?s unique diversity as they prepare each other with a robust understanding of, and superior ability to navigate, their increasingly global world. Our Mission: To build 3 K-12 college preparatory community where excellent teachers will prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Danbury Prospect is committed to: I Teaching the habits of mind necessary for success in the global community I Recruiting, training, and retaining excellent teachers 0 Re? the dive of Da nbury Our focus will be on strong academic and. 21? century skills: I Core subjects taught with the discipline of the renowned International Baccalaureate Critical thinking, communication, collaboration and creativity are woven into all subject areas If you would like more information about this topic, please contact Tracy Kelley at 1143-4144012 or email at LEORG. Ill: puma: pm Der-hwy a >?W3t. ?lime Milli?nhre 2m: 7555-133. MM the new Mali: dun-u Idwnl promoter limbs" 5:9. as a A a COMING Emma :ocul -- -.--.- (I. A f. I Lunes 24 de abril -12pm 10 am DANE . URY PUBLI 163 Martes de mayo de 10 arm-12 pro. 17:90. 19:00 I Jueves I de iunio de 10 arm-12 p.rn. - Martes 13 de junio de 10 a.m.-12 pm. 1?:00- i llm'romm: (murmur swimmwmar?amopm Immunity WM Nllr'hr In provision-mow hunt-mama ?ittin- - Monday April 24?? 10am -12pm - Tuesday May Iti'h and 5pm?i?pm - Thursday June 15r mam-1.73pm 19:00 . I Tuesdaylune mam-12pm and 5pm-7pm I. . 4. - if" Mwmm?wmmw mail lm?mm eventual I I cocoa l" mi: . - lj?:?m rummwm . . .- .. -muipwouanmaunp - Exhibit 7 - Printed Articles - From the announcement of the press release (Exhibit 5) that was sent to media outlets, two interviews were scheduled and conducted which resulted in the following articles published in La Tribuna (English, Spanish, Portuguese} and The NewsTimes. La Tribuna 5f11!201? sumo-i? A New Option ls Emerging in Danbury - Tribune CT tine are-ru- of ayiecugii'ie?s .J . 10mm. . Ptmoolco {Um NEWS . OPINION COLUMNS CMC AMERICAN DREAM AWARDS a AIDI MORE NEWS -- "rm?1 . . . .- . Amaretto Min: lost3mm Setmr': mummy Fur Health-emu; hubs!" unto :?Euturrs tarmac-:5 52:11:? with kn lmn-urlm Gumim fut thou]. Mining Your Dorm! CATEGRES L?Lew post In: P?nrumuih Hnm'. Agenda EDITORIAL Amman lJIeurn 591111 Ci'fir Emmi-n: A New Option Is Emerging In Danbury We Lon-mumty Focus By Emanuele: Pelmames [aver wilr?m'miood A new option for educating our children is emerging in Danbury, and ALL in the community should fjultum a army? 59f 33MB their Dre-conceived notions about school choice and take a deeper look at Danbrury ?In? limitation Lit! smart - Pass ?4 (in Haiti? Cantu; Dank-uni is in development phase. It 1'5 Eurmn?y in the process of submitting a new Health [Ilunlxta?tlzl charter school application to the Connecticut State Department oIEducation, to open a charter 1rd The NewsTimes 61193201? Charter school group eyes city - The News-11m, 201 DAN BURY Charter school group eyes city Officials divided on proposal By Rob Ryser DANBURY The national debate over funding schools of choice has found a battleground in Danbury? the largest city in Connecticut without a charter school. A New York-based organization that has been laying groundwork for two years to open a state-funded charter school in Danbury plans to file a formal request with the state Department of Education in July, when the application period opens Brooklyn Prospect Charter School wants to open a charter school in Danbury in fall 2018. ?This is a debate that is raging across the country, but we are totally optimistic because we have to invest in our future," said Tracy Kelley, Danbury project manager for the school. ?We have seen charter schools in Hartford and Bridgeport outperform their public school peers by double digits, and Danbury deserves the same option." The proposal is fueling debate similar to the dueling on the national stage between supporters who say school choice complements public districts by 1:5 5:19:201? Charter school group eyes city - The News-?mes. 201196-04 providing competition. and critics who say school choice undercuts public education's resources. Danbury schools Superintendent Sal Pascarella calls himself a supporter of school choice but is a critic of the Danbury Prospect Charter School proposal. ?It is not only about the money if higher-achieving urban families leave for the charter school, the loss of highly motivated students could drain the public school system." Pascarella said. ?You'll have fewer student role models and fewer families playing supportive roles in the public schools.? The city's longtime GOP Mayor Mark Boughton, a front-running candidate for governor in 2018, said an approved and funded charter school in Danbury would alleviate the city's enrollment problem and give more students an opportunity to excel without cutting aid to the city school system. "State aid for charter schools is a completely separate pool of money from state aid for public schools." Boughton said. "The two are mutually exclusive you can have both." The state's budget deficit estimated to be least $2.3 billion in 2018, is more of a complication than a deal-breaker for the charter school, proponents said. "There are certain budget realities that we are not naive about, but there are lots of challenges we face.? said Daniel Rubenstein, executive director of Brooklyn Prospect Charter School. which Opened with one school in Brooklyn in 2009 and now has a four-school system with 1,000 students. ?The reality is also that Danbury has a growing population of students," Rubenstein said. "While it is a difficult time for Connecticut and the budget situation will make ourjob more challenging. Danbury Prospect is needed now more than ever." Schools of choice were in the news last month when Trump acted on a campaign promise to fund a $20 billion school-choice program by asking 2?5 Charter school group ayes city - The News-Times. Congress for help to extend such programs. Nationwide, 6,900 charter schools serve about 3 million students. in Connecticut, 24 charter schools serve 9,300 students, or less than 2 percent of the state's public school population. Among those charter schools, eight are in Bridgeport, three are Stamford, and one is in Norwalk. Danbury parent Rachel Chaleski is among the volunteers who have been working with Brooklyn Prospect to advocate for a charter school in Danbury. ?i like the idea of a brand?new school board and flexibility with the curriculum and fresh minds," said Chaleski, who has two elementary school?aged children. ?We are the fastest?growing city in the state, and while other cities have multiple charter schools, we don?t have one." Debating choice While headlines about Hartford?s escalating budget crisis might suggest now is not the time to launch a charter school, the state made the request in December for new charter school applications. The goal, according to Education Commissioner Dianna Wentzell, is to empower families by giving students more "high?quality options,? especially ?in communities that serve the highest~need families." In Danbury, which has led Connecticut in growth for the last two years and has become one of the most diverse cities in the country, student enrollment is growing by as much as 2.5 percent a year. At the same time, the city?s state education aid has not reflected the extra costs of schooling students who are poor and speak English as a second language. The swelling student enrollment and the limited resources make Danbury the ideal location for a new charter school, proponents say. "There is an extraordinary need for a new middle school in Danbury," Ruben? stein said. "We wanted to do something we thought would add to the existing public school system and wouldn't take away from it." italoiivesoftwaraoonvol 3:5 $19201? Charter school group aye: city - The News-11m. 201 LOB-04 The plan is not to open the kindergarten-through-high school system all in one year, but to start with a loo-student class of sixth-graders, and expand the school by one grade each year, Rubenstein said. if the charter school is approved by the state Board of Education and funded by the state Legislature, it would be the first school in the state to teach a curriculum known as the international Baccalaureate an academic program that utilizes writing, inedepth reading, and critical thinking to help students see the global implications of their world, he said. Pascarella said parts of that curriculum are incorporated at one of the city's two magnet schools the Western Connecticut Academy for International Studies. He said the charter school concept was fine as long as it didn?t handcuff the 11,000 students in the city's public school system. don?t begrudge them if they are using tax dollars, but if tax dollars for public schools are being diverted to them, then I do have a problem with that," Pascarella said. Democratic state Rep. David Arconti agreed. "i know people say that these are two different pools of money, but if state money is going to charter schools, less money is going to public schools," Arconti said. "Generally I have not been a big fan of these types of charter schools." It was not immediately known on Friday how many charter schools might apply to the state, and it was too soon to say whether the Legislature would fund any applications that are approved. "We haven't even talked about education funding yet,? Arconti said. The last time the state requested applications for charter schools in 2013, four of the eight applications were approved and funded. Republican state Rep. Michael Ferguson said he was a strong proponent of the Danbury charter school proposal and said the charter school was more likely to U5 ensue" Charter school group eye: any - The News-Times. 2011-06-94 complement public schools than subtract from them. ?Brooklyn Prospect does have a very good track record," said Ferguson, 3 member of Danbury?s Board of Education. have been impressed with the organization and the individuals I have met.? Boughton said the charter school proposal amounts to another tool the growing city could use. "The state is going to do this whether we are in on it or not." Boughton said. "We should be participating." rryserQnewstimesxom; 203-731?3342 "Brooklyn Prospect does have a very good track record. i have been impressed with the organization and the individuals have met." State Rep. Michael Ferguson, R-Danbury if state money is going to charter schools. less money is going to public schools." State Rep. David Arconti, D-Danbury 51'5 Exhibit 8 ?Through social media, Danbury Prospect has cultivated a community of actively engaged and committed parents who have not only caught hold of the vision, but dedicated theirtime, effort, and social capital to making it a reality. The Dan bury Prospect ?Am bassador Squad? spontaneously came together to ensure parents across the 12 elementary schools in Danbury had a touch?point for information about the proposed school. Ambassadors stay in share strategies and stay connected via a Facebook group page they created. DANBURY nus}- . tum a hr. - Incl-1- bunny-myth; '..jw_lunuu Ilm?mruy mm- I: kin-r rm'r - I- can. a: lml- . . .r . I 'M'.ulu- -- a: nun-c.- .a . q. urn-nuExhibit 9 Evidence of Support (On-line Petition and Mailing List) - Through our on-line petition, advocating for approval via changeorg, we accumulated over 95 signatures and mam,I supportive comments. Over the past 20 months we have amassed a mailing list with the names of over 306 friends, advocates, parents, students, and teachers. We have been encouraged by the many messages and well wishes from around the the state and around the country. Changeorg Petition and Comments Name For: ricia Robinson Chaieski aura Jua CI 1ii'it:lvters manuela Palmares Chaleski Edwards Orlando Edwards lrene Walton bath hill LaSane Lori v'erzilio Brill eth Jackson hine urnani Edwards Camelliti mt Hood- iret Gonzalez Cu Goodwin are Goodwin 1 rrie Sirois Siller vickers Morales-Cum Ewell Brown HALL-HUCEV Watkins Anna Parimi Vadlamani 5 3 Ana Hernandez Da Da Da ill?ord Dan Qua ker New Waterbu Dan New Da noun! Da Da Bethel Bother Charter School da Co Connecti New Connect Can 5311 6810 6310 531 3031 United United States United States United States United States United States ited States ited States States United States United States United States States United States united States United States United States States lted States lted States ited States nited States nited States tilted States States States States States States States States ited States States States nited States nited States nited States States States States States States Ited States States Chiller: Danbu neetha Malkani Bethe! raui Ialla Danbu har Adde Alia Madhav Kadimi Srinltas Nanduri Srivardhan Hethari E-addam Eswara Laurie Amatulli ni Vadlamani AE SF Holmes Ronald Switzer Rae Kate Diaz Barbara Smith Melissa Arizzi kins Leigha Bernard eresa Chaber Danielle Rella Chris caroie Sarah Goldie Rachelle D?Marra Colleen Bates Goldie .i Radice Jennifer Orte nnectii: Michelle Laurie Bogart! Laura Windehank Lareau rmela Rella Asha Joy Katherine Tucker briela Mutzio~ma I Ka 681 68 5311 6310 5810 68 Un?ed United United nited United United United United United United United United nited nited nited States nited States States States States States States States nited States States States States States States nited States nited States States States States States ited States Ited States States States States States States Ruscil Duunet Bell Gemmell Signatures Tricia Robinson Rachel Chalesiti Maura juen tony teiilell'a Tim Vick-Its Emanuele Palmares Irene Mpras lune both hill Dawn Hood-Lopes Nadya Morales-Cummings Doris Watkins N13 Hernandez Danbury. CT Dan bury, danou ry. CT Danbury. CT oanbury. CT oanbury. cr CT ombury. c'r Dar-bu ry. Ct Danbury. CT Atlanta. GA Danbury. LT Date 201741249 IOU-024 9 201 7-02-20 2017-02-20 2011-02-20 201?-02-22 2017-02-22 Eff-02?? 2017-02-13 2017-03-09 M1 7-0340 291 7-03-36 Comment belie-ire Danbury needs more pubic school moices that offer a higher level of education. Danbury is one of the lowest school districts in the state. while one of the most underfunded. Our sdwools are inter-ally bursting at the seems. as our city cannot keep up with the rate at which the student population is growing. Within CT, we bout the largest high school and we are the only large city without a charter school. We need more Free public school choice For our children. speci?cally through the exceptional offerings of the proposed Danbury Prospect Charter School. Options are goodi Let's help ease overcrowding in Danbury schools and encourage creation new teaching techniques to best prepare our students for the world. Students in the system more educational resources and opportunties would only benefit our community. lam signing because dantiury deserves more options for it?s Danoory deserves an option and Iwill celebrate our communities diapers today and give them access to world class curriculum curnculu danbury deserves an option and celebrate our community?s diversity and give students access to a wodd class curriculum. School choice should be the right of every student in Danbury. The wait lists at our magnet schools dearly show that families want choices. Add to mat the current miercrowding and Dar'iburrs continued population growth as other districts shrink. and them is no doubt thata new school can only he a win-win for all. Danbury chiidren need choice for a molly education. Danbury Prospect chat-tor provides a unique choice with its [3 tim'lcuium. i care about our kids Give us more option i'rn signing this because I believe in the mission statement. I'm signing this petition became] believe this inwtuiion will enrich our community and provide a nurturing environment for our children. I?m timing because I want school systems throughout America designed wl'lh diverse. numerous way-s to scram highest levels of education possible. We need a high quality sdlooi in Denhury Neeraja ESwara Adhlt] Uberoy Sonia Holmes jack Knapp Barbara Smith Lelgha Bernard Colleen Bates jennlfer Ortega Carol Kawosky Chris Bell Benita Clarke chel Ith "Location Danbury. (Tir Danbury. CT oanbury. cr Danbury, CT Danbury. CT Danbury. CT Danbury. Er Danbury. CT Brook?eld. CT Danoury. CT Danbury, CT Dan only, CF bate-f 201 75-03-31 201741331 2017-04-02 2017-04-23 201 7-04-24 201105-10 2017-05-14 1017-06-19 2017-06-21] 2017-06-21 201 FOE-22 comment We need a one more middle school in Danbury. Being a resident of danboryr it will be good for our future I hope Danbury gets a charter school because we need another High School option. With the great successes of charter schools seen throughout the country it's short cited to that Dan but? should bout have This offering for our parents and children. Everyone associated with our school system sees gross omoowding. This is an ecu-emery common sense approach and can?t happen fast enough. I mink smaller classrooms are bene?cial. 1 understand no keep it fair lottery. But children with good grades should have a chance to Excell as well. I bellew: we need this kind If school In our area No comment really needed. Dan bury needs more options for a middle school and high school! I grew up here and now my girls go to school here as well as I'nanii.I other families. It?s become more populated more then ever and we de?nitely need more Schools to lesson the capacity of classrooms so the children can focus on learning. My son Is currently in 4th grade and would truly bene?t from a school as such. Carol Karvoslty I'd like the option of a dinner school for my children. Dan bury should have a Cheater School option it Mil enhance the city in more waysthan one. It is importa nt and needed in this community #3de And rea n@wcthea thn ea ndationnrg dlee?l .com Dania-i .k12.ct.us iaspras?J net irene enniferalexande k2 .com Kim M. Bo nbu Mark com Michelle msistrunkr?! .Herlihy@wc liol 0 .corn nbu benmm tian75@hotmall.com ester ail.cum milah faithattsedu. 0V8 anuela2016.com a{l.cum rnsan necharters @comcast.net r@ .mm m. imyant?-?Itowe .cam @wmuedu uezaiexander to@danbury nbu nbu nb ia@danbu a nti@da nbu tul?d Page 1 of d. ins@dan nb b.chianese@danbu n.cammisa .5cozzafava@danbu michael.mclachlan@ .11. av dancarter ha 6 n.hardin @hnu richard.smith@hou avid.arconti@ ob .ct nice egler@ho bera@danbury.k12.ct.us on nbu .k12.ct.us m@dan .k12.ct.us anbury.k12.ct.us @danhu .k12.ct.us ohns dan .k12.ct.us rraf@d .k12.ct.us red nbu .k12.ct.us .k12.ct.us .k12.ct.us inh .k12.:t.us hanie.amasta@ net uertin@danb seum. I.com ai .com iabradshaw@ il.com a SBCG LOBAL. NET ASTORSILVAN il.com ace com ce no robinson ham-com hotmaii.com achristina? .com aleski@comcast.nat Iar il.com nu i .cum ch .com @aal.com ka81@aol.com Duane Frank min Paul Nancy Michael Dan Ste Richard David nice en ika ric ma ensah stiane herine ristina Page 2 of 3' can mailmm 98 branners@comcast.net 99 a santoro hoo.com 100 athela @vahoomm 101 Dinaandciaran 102 HelenGDl 103 Helenma 104 herivers 105 166 Melissaldavisl 10? .com 103 hoo.com 109 ori?anagan@ 00mm 110 haleski?comcastnet 111 .sean@ mailmm Eton@me.cum snet.net efr@agrcn.com benhaclarke?hntmail.com 1 susan.kania@wchn 1 Ibout aii.com annon@shannondickson.com bal.net @aoi.u:om ni mn@hatmail.com @att.net Candice Kuzman .com Learn u@hutmail.ccm .net I.com 1 ail.com .cum .net hoo.cun1 i .com bal.net .com 99 uwilli 31213 uinnsoi?? .com mron i .com uis@ 'I.cnm lessandraa na e.visinn@ com heme holic il.cum .com ilmm 5 94? rha i .c0m 1 mani125@ i I.cum 35@comcast.net fournier Mom aol.com 5 arzum Page 3 of 1' drubenstein Jshum@broo uner@ ndation chachi9ca aiLcam Donatellal I'me kathiuskaoani?lgmailxom nt hoo.com hotmail.com ail.com l.cum mail.com abomcom scila@hatmail.com killer36@hotmail.com .k12.ct.us ail.com rikiparkerz .net rkerniema@vahoo.com aal.com r21@yahoo.cnm nsheerand? i .com mait.com Learn ail.com oo.corn .com rand tlsk1015 m11 nne .be.ro .rod.?5 eem31983 bdella @aol.com no @comcastnet 3@ .com corn ahao.com mail.com 24@ I?I.com Loam houcom eshke?a homcom clusivexima hoacom re rcia hoo.com mail.com mailmm .com .martfnez@ nfulle Ibuq eha 23 anie.m bruton933 'I.corn .cam tionbarbie?l Learn hoo.com Page 4 of 3? 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"533 com d@aol.com 1 am ock9?me.com reegl otmail.com .com an.feenan@comcast.net aceylhamesf?} mail.com be .com hm me ahoo.com .renzu hri live-mum liu 1.50uthernct.edu ero@brassci hartern amiivl?Jaolmm .corn uela Loom mail.com Lenm mentcom nn. ail.com .com hofzer@gmail.com 12@att.net bal mail.com h.blanton all.com naphnto@me.com als ail.com ioreazs hoo.com bal.net nt025 hoo.com 2 hoacom @connect.wcsu.edu com DHna Radha B?an Lawa nda To Nicoie Tiara nasia Leonard hine une iza beth ups ra ita nira manuela EMA sha ri uinn izabeth ntin ie Page 5 of 7 sarr9m6@danbuw.k12.ct.us volvs??l cacom an Iiillescas@mail.adel .edu dare na.com ma .a.carreras Leom martha. rdecki il.mm {corn danbury.k12.ct.us 3" hoo.com nn@ mail.com michellelo??lhotmailxom dhark28@aol.mm Lcum annr@hotmail.com Lnet @snetmt rorti2166@ hoo.cam il.com 3131 il.com nbascia il.corn ct 193'8 hoo.com ottfardgs Learn com mail.com 13 hoo.cum a il.com ssoni Laom Lbri .edu ithb mcast.net uhertNashS?SS?Gmachom r73 aol.com aol.com ai 8@iclaud.com hho.com ssencebeliam il.com am .eesa@ ail.com rtha.ewell@aol.com tas.daniei2 aitmm arie -cpa.com aol.com Zdarl cloud.cam .com mail.com ail.com 1 hoo.com arj@aol.com Page 6 of 7 293 michaelwrigh?zd??gmail .com 294 elihie5123@gmaii.com 295 Kidij02@gmaii.com 296 texaspearld?sa?lyahoomm 29? tffellis@gmail.com 298 kristinadel@comcast.net Kristina 299 Winston 300 Tricia CT 301 Michael CT 302 juran.ep@gmaii.com Elaine NY 303 hakellnhauser?lhotmaimcim Heidi CT 304 Sandra Taylor CT 305 Beth Ann CT 306 3rifgrif?n7?gmaiLcom Grif Grif?n N?i" Page 7 of Exhibit 10 Evidence of Community Support {Organizations/Groups Letter of Support] We are grateful for the ma ny organizations and stakeholder groups that have expressed their support for the proposed school. OFFICE OF THE MAYOR DMBURY, CONNECTICUT {36310 MARKD. (203; 197-451 1 moron FAX {on} vets?1655 July 12, 201? Dr. Dianna Wannell of Education Connecticut State Department of Education 165 Capital Ave Hartford. CT 061435-3219 Dear Commissionm' I am mi?ng to o?'cr my ?ll} support of the charter application ?om Proepoot'Chet-tcr Schooi. As long-time Mayor of Denim-y, a city with a rapidly growing student and Wait lists at our magnets, I know we need more schools to serve our children. I believe Dnnbury Promo-t Charter School conheip meet this need. i ?rst met with the leadership of Pronpeot School: more than two years ago. I woo impressed dice by their school model; it is aoodemionlly strong and cultivates in its students a globni awareness. through elements such as the International BEDCaI?ureal?E: ?ame-amt}: and language courses. I have continued to be implemed with the Prospect team. as they have invested in the Bottom to build among foundation for this school. Ar. tangibie evidence of support for Doobnry Prospect, i have committed to providing a facility for the school. We are currently exploring options for die schoolis location. I believe it is important for the City of Dar-[bury to support all of Danhury?s stardom: in accessing an exoeilent education. do a former high school teacher myself; I intow the power of great schooisa i am pleased to be able to offer my 51213th to Danbury Prospeot Clutter School. as one important school option for D?nhl?jr funnies. Simon-in Mark D. ton Mayor ?tatt of GIonncduut STATE CAPITOL HARTFORD. CONNECTICUT 06106-1591 May 25, 20]? Dr. Dianna Wentzcil Commissioner of Education Connecticut State Department of Education [65 Capital Ave Hartford, CT {161435-2219 Dear Commissioner Wentzell, We are writing to express our support for the establishment of the Danbury Prospect Public Charter School {?Danbury Prospect"). As members of the Connecticut General Assembly representing the 107m, ills?, and l38'J1 general assembly districts, We have consistently advocated on behalf of families to ensure there are public school options to meet the unique needs of our children. There is a need for additional middle school options in Danbury, where Danbury Prospect intends to open. We have met with members of the Founding Team and support groups, and both have demonstrated a commitment to Working with the community to ensure that the school re?ects the diversity and wealth of resources in the area. As our State grapples with various education challenges. we acknowledge that school choice and charter schools are an important aspect of our public education system. Schools like Danbury Prospect o??er families opportunities to choose the type of education that works best for their children. We support the expansion of school choice in the area but want to ensure new schools are not opened at the detriment of existing schools currently underfunded by the state. Proper funding of existing schools is still our utmost priority. if you have any questions, please do not hesitate to contact us at your earliest convenience. Thank you for this opportunity and your consideration towards this matter. Sincerely, Representative Ferguson Rep tatiye Smith 133'? District 103'? District i 1 ?l Re tative ing Rgprescntative Du?' l0?"I District 2 District HOUSE OF REPRESENTATIVES STATE CAPITOL I. DUFF ?Eugen 7* bis secouo ASSEMBL TRICT SAWS comm ENERGY AND TECHNOLOGY I ROD HEGHER EDUCATION AND EMPLOYMENT 42m} ADVANCEMENT COMMUTEE HARTFORD. CT 061064591 TOLL FREE: taco) 342-1423 (360] ante-area May 9: 2917 Dr. Dianna Wentzcil Commissioner of Education Connecticut State Department of' Education [65 Capital Ave Hartford, CT 06t435-2219 Dear Commissioner Wentzell: i write to express my support of the Danbury Prospect Charter School {Danbury Prospect) proposal to establish an independent public charter school that will be located in Danbury serving children of the Assembly District that represent. If approved. the proposed school would start with 15?h grade and at capacity it would serve children in grades The cone of the educational program will be built around the lntemationai Baccalaureate framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics. exceptional teachers, and global citizenry theme would greatly bene?t Danbury students and infuse the community with additional innovatiVe researched?based instructional strategies. This much-needed program will provide alternative educational solutions and offer students an educational foundation that will foster critical thinking and a love for learning. i am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Danbury Prospect application to open a charter school that Would provide high quality educational options for parents and students in the Danbury. Titanic ybu in advance for your attention to this important matter. Sincorely writ/? William one State Representative. 2?"i District Housing Authority of the City of Danbuzy 2 Mill Ridge Road Danbury, CT 068} Telephone 203-7911864. Fax MY 6. We RAYMOND vmm. MW STANLEYWATRM . 7mm Rosa MORRISON. PAUL ESTEFAN. moses; July 11, 20]? Dr. Dianna Commissioner of Education Connecticut State Depamnent of Education 165 Capital Ave Hartford, CT 061435-2219 Dear Commissioner Wentzeil: As the Executive Director of the Housing Authority of the City of Danhury, I write to express my support of the Danbury Prospect Charter School (Danhury Prospect) proposal to establish an independent public charter school located in Danburv. If approved, the proposed school would start with grade (due to district overcrowding at that level) and at capacity it would serve children in grades K-12. The core of the educational program will be built around the International Baccalaureate framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers, and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative researched?based manuctional strategies. This much-needed program will provide alternative educational solutions and offer students an educational foundation fostering critical thinking and a love for learning. I believe Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious 151-12 educational institution to the state. I am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Danhury Prospect application to open a charter school that would provide high quality educational options for parents and students in the Danbury. Thank you in advance for your attention to this important matter. can i. C. SI USTED ND COWRENDE ESTA CARTA FDR FAVOR LLANEE A LA OFICINA. GRACIAS. v.4 Jerig?o Par ership Inc. Mobilizing Ministry Transforming a City June 5, 201'? Dr. Dianna. Wentzell Cornmiasioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 Dear Commissioner Wentnell: As Chairman of the Jericho Partnership of Danhury, CT, I would like to express my support for the Danbury Prospect Charter School proposal to establish a public school charter to be located in Danhury. The proposed school would initially target the district overcrowding at the 6?31? grade level and ultimately serve the K-12 school population. The core of the educational program will be designed around the International Baccalaureate [113) framework and would be a ?rst for Connecticut. Danbury students Would bene?t signi?cantly from such a rigorous program. We believe educational choice is important for Connecticut parents and, when combined with concern over school over?owdmg. demands an alternative plan for Danbury. We believe Prospect is such a plan. I am pleased to support the Danhury Prospect proposal and urge the Connecticut State Education Department to give full and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality education options in Danbury. Thank you for your attention to this important matter. Regards, 7pm am G. B'eattie Chairman Jericho Partnership 13 Rose Street . Dnnbury. CT 06810 CPA P: - F: 203.?91.1675 .1 mm. I kirk-runaw- 10 Dr. Aaron Samuels Boulevard EW Danbury, Connecticut 06310 Phone: {203}243-5461 Fax: {2031794-0?16 BAPTIST CHURCH WebsiteAddress: unewnewhopedanburuorg Reverend Leroy Parker, Senior Pastor June 201? Dr. Dianna Wentzel] Comissioner of Education Connecticut State Department of Education 165 Capital Avenue Hartford, CT 061435-2219 Dear Commissioner, We write in support of the proposed charter school, Danbury Prospect Charter School. now being considered by the Connecticut State Depm'tntertt of Education. New Hope Baptist Church has served the Danbury community for over one hundred and twennr one years and we are con?dent that the Denhury Prospect team, Working in painter-ship with its sister school Brooklyn Prospect Charter School, will offer another option for high quality public education in Daan in the same way that they do in Brooklyn. New York. The school is proposed to serve Danbuty students, starting with 6th grade and adding a grade every year until it teaches capacity at 1300 amdents K- 12. There are many reasons for opening a charter school in the main reason being we believe the petfonnance of this dish-let will be elevated by the efforts of the Founding members. One of the missions of Danhury Prospect is to graduate students who are prepared for college in a global fast-paced over-changing world. As a former educator, know that students who are internationally minded will help to create a more peace?tl world. Students ]who are caring, knowledgeable, critical thinkers and re?ective open-minded are in high demand, today. We believe Denote-y Prospect Charter School will give our youth another much needed avenue of success. As a strong believer in closing the education gap in the community 1 represent, I lend my supportto the application of the Danhury Prospect Charter School. Sincerely, Rev. Leroy Parker Deacon Chair Special Assistant to Foster Trustee Chair Treasurer Edward Torion Reverend Minnie Blond Delores Rochester Cloro Perkins Ase The Association of Religious Communities, Inc. (ARC) 325 Main Street, Danhuty, CT 06810 203-792?9450 July 3, 281? Dr. Dianna Commissioner of Education Comtecticut State Departs-1cm of Education 165 Capital Avenue Hartford, CT 061435.221!) Dear Commissioner Wutzell: I write to expicss my support of the Denbmy Prospect Charter School {Dan proposal to establish an public charter school located in Danbury. homework, making it the ?rst public school of its kind in Connecticut. The school would greatly bene?t snide-tits and the Disuict with more innovative researched-based educational shutcgics that foster curiosity. respect, persistence and a passion for loaning. Pmspect will develop internationally minded 9111de who recognize their common humanity and collective goatdianship of the planet, to help to create a better and more peaceful world. As the largest city a public Charter school, Dsnbury is a district in need of more public school options. lfapproved, the school will start with grade (doc to district overcrowding in that grade) and at capacity it will serve children in glides K-12. I urge the Connecticut State Education [3th to give full and fair considcratiou to the Danbtu?y Prospect application. Prospect will signi?cantly miss the acadcmic achievement ofmore students in .Danbmy and will bring a much-needcd prestigious educational institution to the State. Thank you in advance. for your attention to this important matter. Sincerely, Bci Wow Rev. J. Leopold Director ?Pi. ?5 . I. Where the Past is Altvags Presentl . - like 43 Main Street Connecticm 068?} DA RY {263) 7"43-5200 - (6 wdm'fo/ SOCIETY June 13, 2017 Dr. Dianna Wentzell Conunissioner of Education Connecticut State Doparuncnt of Education 165 Capital Ave Redford, CT 061435-2219 Dear Commissioner Wentzell: I write to express support of the Danbury Prospect Charter School {Danhury Prospect) proposal to establish an independent public charter school located in Danbury. ?approved. the proposed school would start with 6? grade {due to district overcrowding at that level) and at capacity it would serve children in grades Iii-12. The core of the educational program will be built around the International Baccalaureate {In} framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers, and global tritium? theme would greatly bene?t Danbury students and infuse the District with even more innovative researched-based instructional strategies. This much-needed program will provide alternative educational solutions and other students an educational foundation fostering critical thinking and a love for learning. The Danbury Museum believes Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious educational institution to the state. The Danbm'y Museum is excited about the possibilities inherent in permitting with this new school and the potential rewards that such a partnerships could bring to our Prospect students, our Danbtu'y district and our Denhory community. The Dutbury Museum is thrilled to support Prospect and urges the Connecticut State Education Department to give full and fair consideration to the Dsnhury Prospect application to open a charter school that would provide high quality educational options for parents and students in Dnnbul'y. Thank you in advance for your attention to this important matter. Engid Executive Director THE Horst? FOUNDAT on INC. Noel. E. Ilord Lora E. 'llurd (T943 - WARD OF TRUSTEES Johnny Barnes chairmen Bernard McFadden Vice choir-man Jerry Walton Vice chairman Lloyd Barker See-retool Andrea {Ira ht Treasurer Dr. John E. Clark Lisa Burgess, MD. Noe! E. Hord w. Lee Sr. Rudy Ruggtes Randolph Sealey. MD. John Sims Edie Thomas Mark D. White Exectr'l't'n". DtnEcmn Natasha S. Matteo] EMERITUS William W, Goodman Samuel Hyman Seymour Leopold. DIEM. James E. Martin, Ir. David lihipman. Esq. May 30, 2017 Ms. Tracy Kelley Project Manager Danbury Prospect Charter School 30 Main Street, 3'd Floor Danhury, Connecticut 06319 Dear Tracy, The Herd Foundation, Inc. PO. Boat 46?! Danbury. Connecticut 06313 203 Tin-E133 {of?ce} mholdfoundationorg We thank you for making time in your schedule to meet with The Herd Foundation Board of Trustees to present evolving plans that are being developed to establish the Danbury Prospect Charter School. As we have shared with you, The Herd Foundation remains steadfast to our mission to encourage and reward excellence amongst scholars of African descent in the greater Danbury area by providing sdrolarships, offering support programs. and building a connected community. Understanding the demographics of your initial student population will comprise of junior grades, The Herd Foundation be ayaitacle to support you with early planning preparatory college programs. In closing, The Herd Foundation Board of Trustees would like to ass on the Dancury Prospect Charter School undertaking support programs to your constihnency throughout their academic to your deserving students soaking a quality post-secondary echo expands to the 12?? grade. Sincerely, .- I. - J- 'ar?ln' 4r" 5 Johnny G. Bames Chairman, Board oi Tmstees The Herd Foundation. inc. The Herd Foo Motion. in; [5 approved by the Internal. Roses: 5 .1 ii donations on: no; deductible to the can me you and the team working that we are committed to offering our education asserand providing scholarships oi education when your program min: to: illicit?) trot (?h'C'l'l'lfil organization sru pt?Ot'lth?d by the low. L1 hazy Dr. Dianna Wentzeii Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 Dear Commissioner Wentzell: I write to express my support of the Danhury Prospect Charter School (Danbury proposal to establish an independent public charter school located in Danbury. If approved, the proposed school would start with grade and at capacity it would serve children in grades K42. The core of the educational program wit} be built around the International Baccalaureate {13) and would be the ?rst public scinol of its kind in Connecticut. The rigorous academics, exceptional teachers. and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative researched- baacd instructionai strategies. This much-needed program will provide alternative educational solutions and offer students an educational foundation fostering critical thinking and a love for learning i believe Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious-1912 cducational institution to the state I am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Dsnhury Prospect application to open a charter school that would provide high quality educational options for pamnts and students in the Danbuty. Thank you in advance for your attention to this important matter. SERVE Bull President Greater Danbury Chamber of Commerce. Inc. 39 Want Street - Donn-try. Comwt DEMO - 203-143-5555 Fax: 263-?94-1439 omaii: Wan: ww?snburychanbuoom DANBURY Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 1&5 Capital Ave Hartford. CT 0614-3 5-2219 Dear Commissioner Wentzell: lam writing this letter in support of the Danbury Prospect Charter School [Danton-3,r Prospect} as both a Danbury parent and co-founder of the non-pro?t Danbury Hackerspace. My daughters attend Danbury High School, which has more than 800 students per grade, and the Danbury Prospect School would help with the overcrowding at the Danbury schools while providing a solid alternative educational option for students. While this school will open too late to impact my daughters, future generations will bene?t from the unique curriculum of the Danbury Prospect School, with its focus on global citizenry and research- based instructional strategies. Danbury has a STEM and Global Studies Middle School, but there are only 200 places for the more than 300 applications last year, so we obviously need more alternatives where the students can study Mandarin Chinese, global studies. and a curriculum designed to prepare students for college. With Danbury being one of the school districts in the state with a growing student population. I urge the Connecticut State Education Department to give fair and full consideration to the Danbury Prospect application. Thanks fur your consideration. Sincerely, Mtg. Mike (Io-Director of the Danbury Hackerspace 5D1[c]3 innovation Center Exhibit 11 - Evidence of Community Support {School Partners} .7: . fl i'w :3;er a 5.. it c, ?11. FAMILIES NETWORK r: OF WESTERN CT, INC. 5 Lransnv Poses DANBURY. CT ossrc PHONE (203] 1791-3373 . .. -o . I HI I..- ?git-1h . _l eaSusan Guglin Eneni'r'w Director Harland Ken litres nmhonv Gnolfn Frr'reimj' Alvin Hughes Julia Mel?Ill? r??f?ll?fl Joseph Rina Patel Phil Scene (?mirme Silva" Peggy Duty 1. Joseph Museum! 't'h Hum] Melanie I Mela Camacho Eileen Flatt-lit. Man-shut- t?nlit-rl nnmuun'e lit-ms Jack Fons Penn in Maimrli Vehicle Venture-Snell Mini Hunlush Koren White Promoting safe :5 healthy environments for children through FAX (203) 7'91 - 1 Dr. Dianna Wentzeli Commissioner of Education Connecticut State Deparunent of Education 165 Capital Ave Hartford, CT 061435-2219 potent education, support and child abuse prevention June 11, 201?? Dear Commisaioner Wntzell: As the Executive Director of Families Network of Western CT. Inc., I write to express my support of the Danhury Prospect Charter School Prospect) proposal to establish an independent public charter school located in Danbury. If appmved, the proposed school would start with grade (due to district overcrowding at that level) and at capacity it would serve children in grades K-12. The core of the educational program will be built around the International Baccalaureate (IE) framework and would be the ?rst public school of its kind in Connecticut The rigorous academics, exceptional teachers, and global citizenry theme would greatly., benefit Danhurjr students and in?rse the District with even more innovative researched-based instructional analogies. This much?needed program will provide alternative educational solutions and offer an educational foundation fostering critical thinking and a love for learning. I believe Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious K-12 educational institution to the state. I am pleased to support their request and urge the Connecticut State Education Department to give ?rll and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in the Danbury. For our part, Families Network of Western CT, Inc. is full].r committed and well poised to assist Danbury Prospect with access to parents of school aged children, other advocates for children and parent leaders in our oonununity. Thank you in advance for your attention to this important matter. an Giglio Executive Direc 1' Sim: Iy, t?ituun ms or luv.? Its Home nee imam-.- 1r aL'an'rrn sv Uncut-at. THE Passirr 'l'sL?S?i Func- 5 ram.- not nun For the random compensat- June 8, 2017 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 05106-1659 Dear Commissioner Wentzeli: I am writing to express my support of the Danbury ProspECt Charter School (Danbury Prospect) proposal to estabilsh an Independent public charter school in Danbury. If approved, the proposed school would initially start with grade, which wouid help to aiieviate overcrowding that has been identi?ed by Danbury Public Schools. The core of the educational program would be built around the International Baccalaureate (IB) framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers, and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative research-based instructional strategies. This much-needed program will provide alternative educational solutions and offer students an educational foundation fostering critical thinking and a love for learning. I believe Prospect will help in raising the academic achievement of more students in our area and bring a much-needed prestigious educational institution to the state. The Regional YMCA as well as Y's across the country believes It is vital that we close the growing achievement gap. Unfortunately Connecticut has one of the largest achievement gaps in the country. I am pleased to support their request and urge the Connecticut State Education Department to give full and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in Danbury. Thank you in advance for your attention to this important matter. Si er??ly, We ng?s?aemkl/?b?? President at CED REGIONAL YMCA OF WESTERN CONNECTICUT new ?new: Emmer'iuri - crane-zine . norme- . Dr. Dianna Wooten - Mail 22. Elli? Commissioner of Education Connecticut Stem {heparin-rent of Education iB?-capitei Ave Hartford. CT 961435-2219 Deer Commissioner Wentzelr. . . Lori Brute??- Frustrmu Our names are Lauren Bailey and Carl Bother: and we are me Execuiive Director and PM of me Bantam um, Beetle? Greseieote Academy in CT. We are writing to express our support oi the Destiny PmepestCherter School?s {Dar-lbw Prospect] propooei to ambush so independent public charter school heated" in Demure. Hooter-overt. the 1m] Smith pmpoeerl school would start with grade one at capacity it mid serve children in greenel'twiz. The core of the l? 5AM- eduea?oml program wiil be built ammo the international Baccalaureate {13) framework and would be the that public school of its kind In Gomecticut The rigorous academics. exceptional teachers, and shoe! citizenry meme would Wm? Dishieiwith even jm?f . . an Redford .. . This ?WI-mad program wit provide alternative educational soiutions and otter sixteenth: an memorial foundation ?mm? room urtical' more and a love for learning. We believe Danbury Prospect will hate in academic achievement of more studmts in our area and bring a much?needed prestigious K42 eduoetionjal institution to the stem. Faeri?f?h?tm? We preparesmoenieio lieooroeglobel 5:111er Aim? peieonaimd modernism ?when 31'0?? Over?'ra perm oenrm hundieileofsnriienle. DEA re year round Gimme? program serving 50 at- risk, ?led acid-eels, egos 8-18. annually. since 2905. Our mission ie-to "in-tomes the line of promising. selected amounts in Danbury emphas?oziog eoircetlon. oneracier, Mile. and heelm. We have four primary Lisa Dimmer: Golder-m goals: To street theeriticelimoor?a'rce oiedmetion; to prouidetooe ioeeheloo timetable charedertieils; to MHI-ggms impiowereporteem gradiee?RAreodiro levee, Robert topple 9d ma?a". r'espons?eina?mni?leif?mmi??i 351mm Museum mellow Robert Mercer-cite ?Em 3mm . From our experience in wartime with Demeideihhreue heathen-"ide- he ate-m 315 Cathy Perry urea-Mole an oppmunmo my: oie?eooury Proopectcherlere?ml currieulie?n._ Speci?city. ?Wm-?it Charles Valenzuela may mmw-mpmat '5oridute i i Exhibit 12 Evidence of Community Support (Parent Letters of Support} Our primary constituent group, of course, are Danbury parents and families. We have continued to receive letters from parents and students expressing their support for Danbun; Prospect Charter School. Below are just a sample of the ma ny letters and expressions the team continues to receive from across the Greater Danbury community Dr. Dianna Wentzeil Commissioner of Education Connecticut State Department of Education 165 Capitol Ave Hatford, CT 06106-1630 Dear Commissioner Wentzell: As a long-standing parent and elected of?cial In the Danburv community, 1 knowthat our school system is doing a great job preparing kids for a successful future. Still. our city Is a growing and diverse one and I believe stronglv that our educational system can do a better Job of adapting to the needs of each student. That?s why I believe families in our city need and deserve access to a pubiic charter school. Therefore, I am writing in strong support of Danburv Prospect Charter Schools intent to submit a charter school application to the Connecticut State Department of Education for the 2018 new school development process. Whether a student wants to graduate and head straight into the workforce, attend college. or join the military. it is our responsibilitv as a oommunitv to ensure they? re prepared to wall: their chosen path. The charter proposed bv Danburv Prospect Charter School would offer a new, innovative way to make that happen and criticaliv, a charter school will offer additional higthvaiitv seats at a significantly' lower cost to the city. Better schools make Danhurv a more desirable place to live, work, and be a part of. Their aiso make it more likely for kids to stick around or move back here to build their own lives. As things stand, we have a high-q ualitv system that? in need of additional seats if our communttv were given the opportunity to propose a charter that fits the needs of our families and students, it would drastically improve our portfolio of educational options. All we need to make that happen is approval of Danburv Prospect Charter School?s forthcoming application from the state. Sincerely. Irving Fox Councilman, 1* Ward, Danburv City Council Parent of Even, Bradiev. Valerie. and Adam Fox July 7, 2017 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capitol Avenue Hartford1 CT 06106-1630 Dear Commissioner Wentzell: 2 am writing this letter to express my support for the proposed Danbury Prospect Charter School. projected to open in 2018. when I first learned about this proposal, I must admit that I knew nothing about charter schools. started asking questions and doing my research. The idea of having this wonderful opportunity in our city is beyond exciting. I love the fact that charter schools are primarily chosen because of their higher academic standards, small class sizes, ground-breaking approaches, and matching educational philosophies. We most certainly need an option like this in Danbury. Danbury continues to grow every year and over the past decade has grown 17% while other cities and towns have seen a decrease. We are the tested growing city in the state. As a parent, I am very concerned about these numbers. We all want the very best for our children, but when they are put in overcrowded classrooms it becomes a concern. Danbury recently added a third middle school but they are all still crowded. We only have one high school with a student body popuiation of over three thousand. We are the largest in the state. Danbury needs another option for the citizens of the large, diverse community. My husband and i decided to purchase a home herein Danbury 1? years ago for many reasons. One of which was that we wanted to expose our children to diversity but we also loved the idea that Danbury Public Schools offered choices. We would love for one of those choices to be a charter school. .?-tot only would The Danbury Prospect Charter School add a great choice for our families but would compliment our current programs and offer a different way of learning. It would offer our students the opportunity to shine in a different way. Stingray. Victoria ylan Mother of a 4th grader and an 11th grader and proud resident of Danbury for 20 years June 18. 2017 Dr. Dianna Wentzell Commissioner of Education CT State Dept. of Education 165 Capitol Avenue Hartford. CT 06106 Dear Dr. Wentzell: I am a resident of Danbury. CT for the past 12 years as a parent of a soon~to be Fourth Grader at Great Plain Elementary School in Danbury. Our experience with the Danburv Public school system has been challenging and I am writing to you to ask for your support at the Danburv Prospect Charter School. We moved to Danbury because of its diverse population in anticipation of raising a family here. As a graduate of the NYC Public School System. there was no doubt wanted to send my children to the public schools in Danburv. but my experience with our school has been less than stellar. Although my child is thriving, feel she is just learning the basics and any extra assistance she needs with reading or math is not addressed because she tests at level and the teachers and administrators are overwhelmed. lstronglv believe that our kids deserve a choice in Danbury and Donbory Prospect Charter School would give those children who are struggling in the traditional public school system a chance to flourish and learn in an environment that best meets their needs. Warmly, Beth Hill Concerned Mom 7772201 7 Dr. D. Wentzell CT Department of Education 165 Capitol Ave Hartford, CT 06106 Dear Dr. Wentzell As a longtime resident and also a parent. the Danbury school system must be given other choices. The population increase that has impacted the classroom numbers has been overwhelming to both teachers and students. I believe with the addition of the charter school, it can allay this situation and also begin the model of future advantages for this city. The existence of charter schools is to make sure every child has access to a quality education. With the freedom and choice to do so. charters set higher standards and must meet them to stay in business. Most traditional district public schools stay in business no matter how poorly they perform. Charters are one of America's tickets to a higher- quality school system. I strongly believe that our kids deserve a choice in Danbury and Danbury Prospect Charter School would be an excellent addition. Thank you for your support. Respectfully, Kurtenbach Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capitol Ave Hartford, CT 06106-1630 Dear Commissioner Wentzell: It is with great anticipation that I Write this letter to express my strong support for the proposed Danbury Prospect Charter School, projected opening 2013. Upon ?rst learning about this proposal, I visited the Brooklyn Prospect Charter School, on which the Danbury Prospect would be modeled. I received a tour from a student ambassador, met and spoke Executive Director and (lo-founder, Daniel Rubenstein, as well as several administrators, faculty, staff and students. I witnessed classes in progress, which were all small with at least 2 staff members present and engaged with students. Walking through the halls, there was a strong sense of community based upon mutual respect for every individual, every culture and race in a very diverse setting. I also had the opportunity to view a Professional Development session, where the ultimate gain in every learning opportunity was driven by the care and nurture ofthe whole child- As you know, Danbury public schools are currently facing very unique challenges. At a time when Connecticut?s total public school enrollment has steadily declined over the past decade, Danbury?s has steadily increased by 17%. This increase bears rising high levels of English language learners, low- income and special education students who require additional resources to have equal opportunity to learn and achieve success. A recent study presented to the Danbury Board of Education shows student enrollment will continue to rise with significant increases across all grade levels. Even with the addition of a new intradistrict magnet middle school, the 3?1 grade population has grown by about 21% over the past decade and is projected to grow by another 8.6% over the next four years. Not only is Danbury the fastest growing city in the state, it boasts the largest high school. While the school offers an extensive array of prograrns, not all students have the ability or support to thrive at such a large school. My husband and I chose to raise our family in Danbury, because of the various opportunities, rich diversity, wonderful community and conveniences of a large city; however, this growth and diversity comes at a price. Our district is one of the most underfunded and struggles to reach state standards. At a time when we are in dire need of more resources for our children, our public school options are limited. Danbury is the only large city in Connecticut without a charter school. The Danbury Prospect Charter School would ease the overcrowding across the district, raise the bar for academic achievement, compliment our current programs, provide more choice for families and engage parents and guardians. By providing the distinguished international Baccalaureate program, it would give all of our students another opportunity to succeed, as well as a chance to shine in the highly competitive higher education arena. oer 1y, Rachel Chaleski 17~year Danbury Resident and Parent of and 4?h graders in the Danhury Public School System Dr. Dianna Wentnell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 15,201? Dear Commissioner Wentzell: I write to express my support of the Danbury Prospect Charter School (?Danbury Prospect") proposal to establish a public charter school that will be located in Danbury serving children of the that I represent. - If approved, the proposed school would start with 6th grade and at capacity it would serve children in grades K-12. The core of the educational program will be built around the International Baccalaureate (1B) framework and would be the ?rst public school of its kind in Connecticut. The rigorous academics, exceptional teachers, and global citizenry theme would greatly bene?t Danbury students and infuse the District with even more innovative researched- based instructional strategies. This much-needed program will greatly impact many systemic problems that exist in the Danbury school system and would give students in the area the educational foundation that will foster critical thinking and a love for learning. I am pleased to support their request and urge the Connecticut State Education Department to give ?ll] and fair consideration to the Danbury Prospect application to open a charter school that would provide high quality educational options for parents and students in the Danbury. Thank you in advance for your attention to this important matter. Yours Truly, garage Sari. Bemarda Sari Danbury Resident, Mother to Danbury students Brayan. 10. and Kelly. 15 Maura 8i Emmanuel Juan 66 Deer Hill Ave Danburv CT 06810 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 1, 201? Dear Dr. Wentzell, This letter is to express our support for the Danburv Prospect Charter School {Danburv Prospect} team in their efforts to open a charter school to serve the Danburv community. We welcome the founding team?s efforts to offer Danburv students a new more rigorous and promising public school option. Our children attend the AIS Magnet School, and we are thrilled to have school choice. I strongly support the proposal to bring a new K-12 international Baccalaureate themed college preparatory option with a focus on developing principled risk-takers, critical thinkers, inquirers, and internationally?minded leaders. With the growing ever changing global economy, I believe this model is well suited to provide our young people with the economic opportunities they need to succeed in pursuing the chosen paths to college and careers. I look forward to hearing of its approval; please feel free to contact me with any questions. Yours Iv, Maura Juan Danbury Resident, and mother to students Anselm, 10 and Campbell, 3 Dr. Dianna Wentzell Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 2, 201':ll Dear Conunissioner Wentzell: 1 am writing in support of Danbury Prospect Chatter School's intent to submit a charter school application to the Connecticut State Department of Education for the 2018 new school development process. Danbtu'y ProSpect Charter School (Prospect) is an independent public charter school that will he Iocated in Danbury. If approved, it will open for the 2018-2019 school year and serve children in grade 6 [increasing one grade each year until at capacity). The school will pair students with excellent teachers in a college preparatory environment using the International Baccalaureate (IE) framework. The historical signi?cance of the school also compels me to support Danbunj ProSpect?s application as once approved, it will be the ?rst K-12 lB themed public school. i commend Danbury Prospect Charter School for recognizing the need for high quality educational options and a diverse approach. I wholeheartedly support Prospect?s intent to submit a charter school application and urge your of?ce to strongly consider a favorable review of their application. The Danbury school system could bene?t greatly from a school like this and many parents such as myself want the best education possible for their child. Sincerely, pastato Danbury Resident, mother to Danbury student Lauren lmpastato age 8 v.1 Dr. Dianna Wentzeil Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford. CT 061435-22l9 June 5t 20] 7 Deer Connecticut State Department of Education: I am happy to express my support For the Danhury Prospect Charter School (Danburg.r Prospect) team itt their efforts to open a charter school to serve the Danhury community. As an organization that focuses on serving the families and students ofthis community, 1 welcome the founding team?s efforts to offer Donbury students a new more rigorous and promising public school option. strongly sopport the proposal to bring a new K-12 International Baccalaureate themed college preparatory option with a focus on developing principled risk-takers. critical thinkers. inquirers. and internationally-minded leaders. With the growing ever changing global economy. I believe this model is well suited to provide our young people with the economic Opportunities they need to succeed in pursuing the chosen paths to college and careers. I look forward to hearing of its approval: please feel free to contact me with any questions. Yours Truly. Stella Aslanyan I l" ,1 C. to . Dan bury Resident, Mother to Danbury student Anahit, 8 305 Sienna Dr Danbury. CT 06310 Phone: 603 203 l92 Dr. Dianna Wentzeil Commissioner of Education Connecticut State Department of Education 165 Capital Ave Hartford, CT 061435-2219 June 12, 2017 Dear Connecticut State Department of Education: I am happy to eXpress my support for the Danbury Prospect Charter School (Danbury Prospect) team in their efforts to open a charter school to serve the Danbury community. As a parent in this community, I welcome the founding team ?3 efforts to offer Danbury students a new more rigorous and promising public school option. I strongly support the proposal to bring a new International Baccalaureate themed college preparatory option with a focus on developing principled risk?takers, critical thinkers, inquirers, and internationally-minded leaders. With the growing ever changing global economy, I believe this model is well suited to provide our young people with the economic opportunities they need to succeed in pursuing the chosen paths to college and careers. I look forward to hearing of its approval; please feel free to contact me with any questions. Yours Truly, Gena/- abiana New Danbury Resident, Mother to Danbury student Lukas, 10 This tanguage policy was approved by the IB Board of Governors in November 200? and modified by the language policy committee in October 2009. June 2010, Fr?tloruaryF 2011 and February 2014 Contents Purpose and general principles Definitions Levels of support for languages Decision making processes Review of language status Funding Quality assurance Annexes Annex 1 A. Services provided in level 1 languages 3. Services provided in level 2 languages Annex 2 A. Restrictions on the support for the Diploma Programme in level 1 and level 2 languages B. Restrictions on the support for Diploma Programme language subject examinations Annex 3: Policyr on the language of instruction for the Primary Years Programme and the Middle Years Programme Annex 4: Levels of support for access languages .1.) Page 10 11 International Baccalaureate Eaccalaureat lntematlonal ?achilleram Intemacional 1. Purpose and general principles he International Baccalaureate is committed to supporting multilingualism as fundamental to increasing intercultural understanding and international-mindedness, and is equally committed to extending access to an IB education for students from a variety of cultural and linguistic backgrounds. With these aims in mind. the IB has. instituted its language policy to provide a framework that will ensure that the lB's values and aims in relation to multilingualism and access are reflected in the organization's activities. This language policy de?nes the ways in which the provides support to schools and teachers for the implementation of its programmes in different languages. it also provides guidelines to Primary Years Programme (PYP) and Middle Years Programme (MYP) schools that are implementing the programmes in languages not supported by the organization. Support in the different languages will be reviewed on a regular basis. The level of support may be increased or decreased for any particular language if certain conditions are met. The organization aims to provide materials and services of comparable high quality in all the languages supported. 2. Definitions The IB language policy de?nes three groups of languages and the ?ve levels of support that can be granted in a given language. as well as the documents and services that will be provided for each in the relevant language. Working languages: The languages in which the organization communicates with its stakeholders and in which it is committed to providing all services needed for the implementation of the programmes. Currently. the lB?s three working languages are English. French and Spanish. Access languages: Languages that the IB has identified as being of strategic importance to meet its access goals and objectives to develop a more inclusive and diverse lB community. The organization will provide selected services and documentation in those languages. mainly to support teachers, as speci?ed in this policy. internal working language: English is the organization?s internal working language, in which most operational and developmental activities take place. It is also the language of its governance, management and academic committees. In addition. the lB?s education programmes reference other groups andlor categories of languages that may or may not be supported by the IB depending on if they have been identified within the three language groups defined above. Language of instruction: The language in which an IB World School delivers IB programmes and courses to its student population. Hesgonse language: The language in which IB students engage in internal or external assessment. Language course: in the MYP. DP and IBCC. an academic course in which IB students acquire a new language, or improve their knowledge of a language and its literature. 3. Levels of support for languages a. Working languages Levelt Languages in which all services and materials needed for the delivery and implementation of the four programmes are offered [see Annex In addition, the following is provided in those languages: - public web site - all promotional material - of?cial communication and documentation from the lB. Level2 Languages in which all services and materials needed for the deiivery and implementation of one or two programmes only are offered (see Annex The specific conditions of support for the Diploma Programme in level 1 and 2 languages and the conditions of support for Diploma Programme language course examinations are detailed in Annex 2. The speci?c conditions for a school to be authorized to offer the Primary Years Programme or Middle Years Programme in a language other than a working language are detailed in Annex 3. b. Accesslanguages Level3 Languages in which selected services and materials, as detailed in Annex 4. are offered in one or more of the programmes and in some subjects only. Level4 Languages in which a limited range of services and materiais. as detailed in Annex 4, are offered in one or more programmes. Levels Only bilingual glossaries of programme terminology for the PYP and MYP are offered at this level. Schools and teachers whose working language falls into this category will receive limited support in terms of services and materials in that language. Schools working in levels 3 to 5 languages need to have someone who can work and communicate in one of the lB?s working languages, as there is no support for coordinators or heads in access languages. Materials produced by communications Although all communications materials will be produced in level 1 languages. some speci?c documents (targeted at universities. parents or funding organizations. for example} could be produced in a larger number of languages. following regional input and budget agreement. and within a quality assurance process set by the language services department. 0 international Baccalaureate Baccalaureat International . ?ashillerato International 4. Decision making processes a. IB language policy committee The lB?s language policy committee (LPC) comprised of representatives from the divisions. is responsible for maintaining this policy, monitoring its implementation and considering recommendations on proposals related to: - support for the teaching and assessment of programmes, or parts of programmes, in additional languages - approving changes to the level of support provided in the working and access languages (See Section 33 and 3b above) - offering Diploma Programme language courses in additional languages. The language policy committee meets as required [but no less than twice each year) to review language policy issues and make recommendations to the lB?s senior leadership team (SLT). A report from the committee is given to the Access and Advancement Committee annually. b. Requests and proposals for additional languages, language courses and changes in the support level for a language The need or demand for changes to the support level provided in the lB?s working and access languages. for additional languages andior for additional language courses will normally be identified by schools services staff in the Schools division. Such need or demand will generally be identi?ed through school services? ongoing monitoring of school programmes, but may also result from a direct request from a school or group of schools who may contact their regional school services programme manager with speci?c language requests. The regional school services programme manager, in consultation with the Regional Director and the Chief Schools Officer. will determine if there is sufficient need and demand to warrant the drafting of a formal proposal to the language policy committee. It schools services staff believe that such need or demand exists. a formal. written proposal will be submitted by the Chief Schools Officer to the language policy committee. The Chief Schools Officer may delegate the development and authorship of the formal language proposal (See Figure 1). In considering proposals to introduce additional languages andror additional language courses, or to change the level of support in a particular language. the language policy committee considers a range of criteria that include: - numbers of schools (authorized and candidate) already offering the programme in those languages - strategic considerations about specific languages in areas targeted for growth and access - considerations on the quality of teaching and learning and implementation of the programmes - language diversity - risks to the organization - costs, available funding and sustainability. International Baccalaureate Baccalaureat International . Bachiliurato international The language policy committee will consider each case on its own merits and will make a recommendation to the lB's senior leadership team (SLT) for approval. Language policy committee review and 8LT approval must precede review by the Access and Advancement Committee who will provide their recommendation to the IB Board for final approval. Figure 1 Requests and proposals decision-making process - Need or demand identi?ed by regional schools services programme manager or through direct requests from a school or group of schools. - Regional schools services programme manager informs and consults with Regional Director and Chief Schools Of?cer Proposer completes language proposal form and submits to language policy committee via Committee Chair for discussion and recommendation. - Language policy committee reviews proposal and determines recommendation. If recommended, proposer prepares full business case with support of Access and Advancement department staff. - Business case submitted to language policy committee for ?nal review. - Business case reviewed by language policy committee: decision agreed and recommendation made to senior leadership team (Game Go). . IB senior leadership team review language policy committee recommendation and ?nal decision made. - Project initiated if lEl senior leadership team approves 'Go'recommendation from language policy committee or reverses ?No Go'recornmendation from language policy committee c. Language subjects in the Middle Years and Diploma Programmes in order to support the teaching of mother tongue languages. the organization will translate subject guides. and in some cases teacher support materials, for languages identi?ed by the MVP and Diploma global teams using criteria that will include: - numbers of students - numbers of schools - perceived and understood linguistic proficiency of teachers. 0 international baccalaureate . Baccalaureat International lnternacional Languages will be identi?ed by the lleP languages curriculum manager or by the DP languages curriculum or assessment heads in cooperation with the regional programme managers. As with other requests and proposals, a formal, written proposal wilt be submitted to the language policy committee. which will consider each case on its own merits and will make a recommendation to the SLT. The final decision will be submitted to the programme committees for information. 5. Review of language status All additional languages andfor language courses will be monitored annually by the Schools division. The division will provide a report to the language policy cemmittee on progress and the extent to which benefits have been achieved and risks mitigated. A fuil review will take place every three years; earlier if there are significant changes in the original assumptions or circumstances of the proposal submitted. 6. Funding Costs for the services provided in the organization?s languages will be covered by the IB fees. but external funding will be actively sought to cover at least the costs of setting up additional languages andlor language courses and for changes to the level of support provided for an access language. 7. Quality assurance All materials needed for the provision of services in the languages of the organization (except English. for which different arrangements apply) will be produced following a quality assurance process set by the Language Services department. international Baccalaureate . Baccalaur?at International Bachillerato International Annexes Intermhonal. baccalaureate Biccalauraat International . Bachillerato Internacional Annex 1 A. Services provided in level 1 languages All services and materials needed for the delivery and implementation of the four programmes are offered. They include the following: 1. Programmes documents - IB learner pro?le - Guides to programme implementation, including cross-programme and continuum documentation - Curriculum guides and teacher support material1 - Standards and practices - Handbook of procedures for the DP All curriculum publications are available on the online curriculum centre (006?) andr for sale in the i3 store. 2. Assessment - DP: Internal and external assessment services. including exam1 papers. mark schemes, all examination material. subject reports1 - MYP: moderation services moderation reports - Material for examiners1 - Specimen papers and mark schemes1 3. Services for teachers and coordinators - Coordinator's handbooks - Coordinator's notes - lB Answers - IBIS I OCC 1 See annex 2 for restrictions in the Diploma Programme 7' International Baccalaureate Baccalaureat International . Eichillerato International 4. Authorization and evaluation . Authorization and evaluation documentation - Authorization and evaluation support from regional o?ices, including school visits 5. Professional development - Workshops (either online or face-lo?face) . Training for workshop leaders - Web services for workshop leaders 6. Other - Rules for IB World schools - Rules for candidate schools - General regulations - Representation of working languages on curriculum development meetings - IB store 7. Communications - Public web site - All promotional material created by the communications team - Official communication and documentation from the la B. Services provided in level 2 languages All services and materials needed for the delivery and implementation of one or two programmes only are offered. Services included are as for level 1 languages, with the exception of those under the heading "Communications". 0 International Baccalaureate Baccalaureat International . Bachilleratolnternacional Annex 2 A. Restrictions on the support for the Diploma Programme in levels 1 and 2 languages A Diploma Programme subject will only be automatically offered for assessment in a particular level 1 or Diploma level 2 language if there have been suf?cient candidates per year. over a three-year period. entered for the subject in that language to make the assessment offer viable and sustainable. Where a Diploma Programme subject is not currently offered for assessment in a particular level 1 or Diploma level 2 language. no programme publications will be produced for the whole of that curriculum review cycle. However. should circumstances change significantly during a cycle. the lB will consider a review. Note: - This does not apply to completely new subjects. offered for the first time by the IB. Curriculum documents for new subjects will be published in level 1 and Diploma level 2 languages. - This applies to all group 3?6 subjects as well as classical languages in group 2. - There will always be one subject per group supported in each language: the subject with the highest number of candidates over a three-year period will be the one supported. - Schools will be advised of any such decisions at least one year before teaching of any revised course begins; any schools that have entered candidates during the three-year period will be contacted directly; the information will also be included in Coordinator?s Notes and the Handbook of Procedures. and on the online curriculum centre (OCC). - At an appropriate point in the next curriculum review cycle schools will again be contacted and consulted, and the decision will be reviewed using feedback from schools. - Where a subject is no longer being supported with curriculum documentation in a level 1 or Diploma level 2 language. schools may make a special request for students to be registered and assessed in that language. Such special requests should be made through the school?s local schools services programme manager. B. Restrictions on the support for Diploma language subjects examinations Examination for Group 2 language courses will not automatically be offered in a particular language unless there have been suf?cient candidates per year. over a three-year period. entered for the subject in that language to make the assessment offer viable and sustainable. Special requests for examination for Group 2 language courses not automatically offered can be made as described in the Handbook of procedures for the Diploma Programme. international Baccalaureate baccalaureat international . Bachillerato International Annex 3 Policy on languages of instruction for the PYP and the MVP A school may be authorized to offer the PYP or MYP in a language of instruction other than a working language for the programme provided that: - The coordinator is bilingual or has proven language support (to be able to communicate easily with the IE in one ofthe working languages). - The head of schoolipedagogical leader forthe sectionts) of the school involved in the programme has received at least introductory training (with interpretation it necessary). - The application received from the school includes a statement explaining how the school proposes to deal with the language issues in terms of support from local authorities. allocated resources. training of teachers and induction of new staff. - For the MVP oniy. At least one teacher in each of the eight MYP subject groups is proficient in a level 1 language or an MYP level 2 language. - All training is conducted by IB?approved - The school understands that the training and implementation process will likely take longer. and is closely monitored by the regional of?ce. - All documents submitted by the school to the IB in support of its applicationiprogramme evaluation, as well as all correspondence with the IB are written or translated in a working language for the programme. - The veri?cation and all visits (including evaluation) are conducted with an interpreter chosenfapproved by the 18. at the expense of the school. - The school is committed to actively supporting its teachers in becoming more pro?cient in one of the working languages for the programme. 10 0 inter national Baccalaureate Eaccalaureat International . ?achillerato interns c-onal Annex 4 Levels of support for access languages Access languages are languages in which the organization will provide selected services and documentation. The current list of access languages and their level of support is available on the 15 public website at The services offered in the access language levels include: Level3 PYP, MVP and Diploma PYP MVP IB learner pro?le Guides to programme implementation Cross-programme curriculum and continuum documents Programme standards and practices Workshops {depending on numbers) Full range of curriculum materials Full range of subject guides Some teacher support materials No aSSeSSmeni services are offered Diploma For agreed subjects: Guides. teacher support materials: in most cases. only the general guidelines will be translated Relevant sections of Handbook of Procedures Exam material, subject reports Selected assessment services Specimen questions and mark schemes Information for examiners. but where possible examiners must be able to understand one of the level 1 or2 languages Curriculum publications listed are available on the 000 and ma be available for sale. 11 international Baccalaureate Baccalaureat International I Bachillerato international Level4 PYP, MVP and Diploma - IB learner pro?le - Guides to programme implementation (for the PYP and MVP) and selected subject guidestourrioulum material Publications listed are on the DOC, out there are no 000 pages in the tanguagel may be avaitabie for sate. Level 5 - Bilingual glossaries of programme terminology for the MYP and PYP Glossaries are avaitabie in the reievant programme pages in the 000. 12 . International Baccalaureate . Baccalaureat International Eschillerato lnternacional >_u_u_mZU_X _n whom wOme >_u_umO<_m_u Im >20 aim >20 MOIOOP _uO_u_O< rooklyn ProspeC Charter SC11001 2016' 2017 POLICY HANDBOOK Windsor Terrace Locationl 3002 Fort Hamilton Parkway Brooklyn, New York 11218 P.347.889.704l F.347.889.7038 Clinton Hill Location: 300 Willoughby Avenue Brooklyn, NY 11205 P.718.783.1570 F.347.514.6000 Downtown Location: 30 Willoughby Street Brooklyn, NY 11201 P.718.722.7634 Table of Contents- Discipline Policy 3 Leveled Disciplinary Infractions 3 Level One Zero Tolerance Infractions 4 Level Two Major Infractions 9 Level Three Minor Infractions 9 Disciplinary Measures 10 Behavior TrackingIC-onimunication 10 Detention 11 Suspension Policy 12 Short-Term Suspension 12 Long-Term Suspension 14 Additional Suspension Periodsf Expulsion 15 Provision of Services During Suspension Period 15 Suspension Policy for Students in Special Education 18 Due Process 18 Search and Seizure . 18 Personal Electronic Devices Policy 19 Student Internethomputer Use Agreement 19 Academic Honesty Policy 20 Students Rights and 26 Admissions Sibling Preference Policy 27 Child Abuse and Neglect Policy 2T Complaint Policy 27 Public Conduct on School Property 28 Open Meetings Policy 28 FERPA Policv 29 Freedom of Information Policy 32 Annex 34 Attachment 40 12/06x15 DISCIPLINE POLICY At Brooklyn Prospect Charter School (?Brooklyn Prospect? or the ?School"l, expected behaviors are used to give students guidance as they strive to exhibit appropriate behavior. School personnel use these expected behaviors to guide students in what is considered to be safe and responsible behavior. The school has the responsibility to hold all students accountable for exhibiting the expected behaviors and adhering to the code of conduct. The discipline policy is used to reinforce and educate students around the expected behaviors. Brooklyn Prospect beliefs and values that guide the discipline policy? 1. Building respectful relationships is foundational to a positive school learning environment. 2. Consistent proactive discipline supports a positive learning environment. Faculty, administrators, staff, students and parents have a responsibility to help prevent problems before they arise. Students perform best in a warm, orderly, and consistent classroom. 4. Positive and negative consequences teach students to self-correct inappropriate behaviors and assume responsibility for their actions. 5. Bribery and predetermined rewards undermine the development of an internal sense of responsibility. 6. All students can demonstrate appropriate behavior; therefore. the code of conduct is applied universally. No matter where students go on or around campus, the behavioral expectations are the same. 9?3 THE DIGNITY FOR ALL STUDENTS ACT POLICY Brooklyn Prospect and the Board of Trustees (?Board?) are committed to providing a safe and productive learning environment within the charter school. In accordance with New York State's ?Dignity for All Students Act? the School is committed to addressing incidents of harassment andfor discrimination of students that impede students? ability to learn. This includes taunting or intimidation in all their myriad forms. Students? Rights No student shall be subjected to harassment by employees or students on school property or at a school function. Nor shall any student be subjected to discrimination based on the student?s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex, by school employees or students on school property or at a school function. In addition, Brooklyn Prospect reserves the right to discipline students, consistent with our Discipline Policy, who engage in harassment of students off school property under circumstances where such off? campus conduct 1) affects the educative process; 2) actually endangers the health and safety school students within the educational system; or 3) is reasonably believed to pose a danger to the health and safety of school students within the educational system. This includes written and/or verbal harassment which materially and substantially disrupts the work and discipline of the school andfor which school officials reasonably forecast as being likely to materially and substantially disrupt the work and discipline of the school. Dignity Act Coordinator The Executive Director designates a staff member each school year as the Dignity Act Coordinator The DAC for this School year is social worker (elementary), department head, youth development and school counseling (middle and high) .The DAG is trained to handle human relations in the areas of race, color, weight, national origin, ethic group, religion, religious practice, disability, 12/06/16 3 sexual orientation, gender and sex. The DAC will be accessible to students and other employees for consultation and advice. Reporting and Investigating Personnel at all levels are responsible for reporting student harassment of which they have been made aware to their immediate supervisor. Any student who believes that sfhe is being subjected to harassment, as well as any other person who has knowledge of or witnesses any possible occurrence of harassment, shall report the harassment to any staff member or to the Executive Director. A staff member who witnesses harassment or who receives a report of harassment shall inform the Executive Director. The Executive Director or their designee shall investigate the complaint and take appropriate action to include, as necessary, referral to the next level of supervisory authority andi'or other official designated by the School. Brooklyn Prospect prohibits any retaliatory behavior directed against complainants, victims, witnesses, andl'or any other individuals who participate in the investigation of allegations of harassment. All complainants and those who participate in the investigation of a complaint in conformity with state law and school policies, who have acted reasonably and in good faith, have the right to be free from retaliation of any kind. LEVELED DISCIPLINARY INFRACTIONS Brooklyn Prospect discipline protocols and consequences are designed so that students are aware of what is expected of them at all times. Brooklyn Prospect will take appropriate disciplinary action when student's actions or inactions violate the School?s Discipline Policy or interfere with the delivery of educational services, jeopardize the health, safety, and well-being of any member of the school community, or threaten the integrity and stability of the school itself. A disciplinary offense may occur while the student isi at school andfor on school grounds; participating in a school'sponsored activity; walking to or from school or a school-sponsored event; walking to or from, waiting for, or riding on school-provided transportation; or walking to or from, waiting for, or riding on public transportation to and from school or a school-sponsored activity conducted off school grounds. School'related disciplinary offenses may also include misconduct outside the school, such as social media that reasonably could affect the school or learning environment. Administrators will use their professional judgment in determining which disciplinary action(s) will be most effective in dealing with the student?s misconduct, taking into account the following factors: The student's age and maturity level The nature and seriousness of the infraction and the circumstances which led to the infraction; The student?s previous disciplinary record - The effectiveness of other forms of discipline - Information from parents, teachers andi?or others, as appropriate .- The student?s attitude; and other relevant factors School related disciplinary offenses are based on the following graduated levels of infractions with the most serious listed ?rst. Level One- Zero Tolerance Infractions (Handled bv an Administrator Onlv) Zero'tolerance infractions are those that are immediately and consistently addressed by administrators, including principals and school culture team members, using a consistently applied 12/06/16 4 process. Zero-tolerance does not refer to immediate suspension, expulsion, or other predetermined consequences. The six types of zero tolerance infractions arei Bullyingll?Iarassment including violations of the DASA policy Sexual harassment Substance abuse (including possession) - Firearms and weapons Engaging in physically aggressive behavior - Engaging in threatening, dangerous, or violent behavior that is gang related Bullying and Harassment Brooklyn Prospect defines bullying and harassment as a chronic in?icting of physical harm or distress on one or more studentls). This may involve, but is not limited to, teasing, social exclusion, threat, intimidation, physical violence, theft, sexual, religious or racial harassment, public humiliation, or destruction of property. Bullyinglharassment can happen in person or online. - Systematic and chronic refers to behavior that is repeated even if it is not toward the same victim - Bullying is different from harassment in that bullying involves a power imbalance and harassment is not necessarily one-sided Bullying is defined as a series of acts or a single negative act (depending on severity) that involvels) a real or perceived imbalance of power, where a more powerful (whether real or perceived) group of students, or an individual student engages in harassment of another student or students who islare less powerful or perceived to be less powerful. Bullying can take many forms, including but not necessarily limited to the following three formsi 1. Physical (including, but not limited to, hitting, kicking, spitting, pushing, and taking personal belongings} 2. Verbal (including, but not limited to, taunting, malicious teasing, name calling, making threats) 3. (including, but not limited to, spreading rumors; manipulating social relationships; or engaging in social exclusion, extortion, or intimidation} Cyber'bullying takes many forms, and is defined as online social cruelty or electronic bullying that involves the use ofinformation technology, including e-mail, instant messaging, blogs, chat rooms, pagers, cell phones, and gaming systems, to deliberately harass, threaten or intimidate students. This includes but is not necessarily limited to sending mean, vulgar, or threatening messages or images; posting sensitive, private information about another person {including but not limited to ?sexting?); pretending to be someone else in order to make that person look bad; posting pictures online without owner?s consent. Sexual Harassment Brooklyn Prospect does not tolerate sexual harassment by any of its students, either in school or in cyberspace. Sexual harassment does not refer to occasional compliments or welcomed interactions of a socially acceptable nature. 1) Examples of sexual harassment may include, but are not limited to, the following behaviors? a. verbal harassment or abuse ofa sexual nature (for example, pressuring someone to date, kiss, or touch in an inappropriate manner} b. subtle or other pressure for sexual activity 12/06f16 5 c. repeated remarks to a person with sexual or demeaning implication (for example, referring to a person?s body in a sexual way) d. displaying, showing, giving or leaving sexually suggestive objects, pictures, illustrations, messages or written materials, in person or online e. making sexual or suggestive comments, jokes or gestures f. ?sexually rating? an individual, for example, on a scale from 1 to 10 g. harassing someone with whistles, jeers or catcalls h. touching, grabbing, brushing up against, or pinching in a manner perceived as sexual i. spreading sexual rumors about a person j. pullingfremoving clothing in a sexual manner k. forcing someone to view centerfolds, photographs, posters, sites, drawings, or any images of a sexual nature 1. blocking another?s way in a sexual manner m. calling a student a name that identi?es hisi?her sexual orientation: gay, lesbian, straight, hetero, homo, etc. n. spying or photographing someone while dressing or showering, or in any situation ofa highly personal nature o. requesting sexual favors Those being bullied or harassed should take the following steps: a. Ignore the harasser or clearly tell the harasser to stop. b. Walk away whenever the bullying andlor harassment starts. c. Immediately report the incident to an adult at the school, such as a teacher, dean, advisor or principal. d. TWith the help of an adult, create a written record ofthe incident including date, time, witnessiesl and parties involved in the incident. e. Avoid being alone with the person accused of bullying andlor harassment. We are committed to working with students who may be targets of bullying andfor harassment, who engage in bullying andfor harassment, or who witness bullying andfor harassment of any kind. Each situation is taken seriously and addressed on an individual basis. A student has the right at any time to raise the issue of sexual harassment to an adult without fear of reprisal. Allegations of bullying andlor harassment are investigated, giving due regard to the need for con?dentiality. Ifyou know ofsomeone who is being bullied and/or harassed, please tell an adult. Procedures in the Event of BullyingIHarassment If it is determined that an incident meets the above criteria, the following intervention steps begin. Written statements are collected from the accuser, the accused, and any witnesses at each intervention step. The school may begin at ANY intervention step based on the severity of the infraction. Intervention 1 - Brooklyn Prospect host a meeting between the aggressor and the dean. During the meeting, the dean will explain how the aggressor?s actions violate school?s policy, making sure to explain what will happen if similar behavior continues. The dean will discuss consequences for retaliation and the aggressor will sign a statement. of understanding and re?ection. 12/116116 6 communicate with the aggressor?s parent, explaining how the aggressor's actions violate the school's policy, making sure to explain what will happen ifsimilar behavior continues. place a copy of the Bullyinngarassment Tracking Sheet in the student?s discipline file. deliver additional consequences such as a loss ofprivileges, written apology and detention. deliver skills instruction, as necessary. (J (l Intervention 2 - Brooklyn Prospect host a meeting between the aggressor, a parent, and the head of school culture. During the meeting, the head of school culture will explain how the aggressor?s actions violate school's policy, making sure to explain what will happen if similar behavior continues. The head of school culture will discuss consequences for retaliation and the aggressor and parent will sign a statement of understanding and re?ection. deliver additional consequences such as a loss of privileges, written apology, detention, or suspension. 0 deliver skills instruction, as necessary. Intervention 3 - Brooklyn Prospect 0 host a meeting between the aggressor, a_parent, and the principal. During the meeting, the principal will explain how the aggressor's actions violate schools policy, making sure to explain what will happen if similar behavior continues. The principal will discuss consequences for retaliation and the aggressor and parent will sign a statement of understanding and re?ection. deliver additional consequences such as a loss of privileges, written apology, detention, or suspension. deliver skills instruction, as necessary. Intervention 4i - Brooklyn Prospect host a meeting between the aggressor, a parent, and the principal. During the meeting, the principal will explain how the aggressor?s actions violate school?s policy. The student may be subject to a short-term, long-term suspension or expulsion depending on the circusmtances. Brooklyn Prospect will provide the student with due process (See Procedures for Short-Term Suspension, Long'Term Suspensions and Expulsionsl. Substance Abuse A student found to be using, possessing, selling or giving away alcohol or drugs, having drug paraphernalia, or under the in?uence of drugs or alcohol will be subject to disciplinary action up to and including expulsion. It is the responsibility of every faculty and staff member to report immediately such activities to the principal, who will initiate the next step in resolving the problem. Firearm a Weapon 3 In accordance with the Gun Free Schools Act, firearms and weapons are strictly prohibited in or around school property. Federal and State law require the expulsion from school for a period of not izxos/is 7 less than one year of a student who is determined to have brought a firearm to school, or to have possessed a ?rearm at school, except that the Executive Director may modify such expulsion requirement for a student on a case-by-case basis, if such modification is in writing, in accordance with the Federal Gun'Free Schools Act of 1994 {as amended}. ?Weapon,? as used in this law means a "?rearm," as de?ned by 18 and includes ?rearms and explosives. (New York Education Law ?3214(3)(d) effectuates this federal law.) The following are included within this definition: Any device, instrument, material, or substance that is used for or is readily capable of causing death or serious bodily injury. Knives with a blade of two and half inches or more in length fall within this definition. Any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive. - The frame or receiver of any weapon described above. - Any firearm muf?er or ?rearm silencer. Any destructible device, which is de?ned as any explosive, incendiary, or poison gas, such as a bomb, grenade, rocket having a propellant charge of more than four ounces, a missile having an explosive or incendiary charge of more than one-quarter ounce, a mine, or other similar device. Any weapon which will, or may readily be converted to, expel a projectile by the action of an explosive or other propellant, and that has any barrel with a bore of more than one'half inch in diameter. Any combination of parts either designed or intended for use in converting any device into any destructive device in the two immediately preceding examples, and from which a destructive device may be readily assembled. The Executive Director shall refer a student under the age of sixteen who has been determined to have brought a weapon or firearm to school to a presentment agency for a juvenile delinquency proceeding consistent with Article 3 of the Family Court Act except a student fourteen or fifteen years of age who qualifies for juvenile offender status under Criminal Procedure Law 1.20012}. The Executive Director shall refer any pupil sixteen years of age or older or a student fourteen or fifteen years of age who qualifies for juvenile offender status under Criminal Procedure Law who has been determined to have brought a weapon or firearm to school to the appropriate law enforcement of?cials. Engaging in Physically Aggressive Behavior Brooklyn Prospect values the safety of all ofits students and employees. Students who engage in physically aggressive behavior towards other students or staff that creates a substantial risk of, or results in a minor injury or greater will be subject to disciplinary action. These behaviors include, but are not limited to, punching, hitting or kicking, taking someone to the ground, wrestling, pulling hair aggressively, or anything other than minor altercations as described in the Level II offenses below. Engaging in Threatening, Dangerous, or Violent Behavior that is Gang Related Engaging in threatening, dangerous or violent behavior that is gang related is not tolerated at Brooklyn Prospect. This includes, but is not limited to, threatening someone by telling himfher you are in gang, coming to school with gang affiliated people in a threatening or intimidating way, or engaging in a fight with a group of gang affiliated people. Consequences for l?Levell I Offenses include, but are not iirnited to-? - Parent Notification izxoe/ie 8 Detention Service in Action Referral to Principal In-School Suspension or Out-of-School Suspension (shert'term) Referral to law enforcement agency Referral to an unbiased decision making body composed of three senior level Brooklyn Prospect employees, generally principals and directors, who are not based at the student?s school, hereinafter ?Discipline Committee?, with recommendation for long term suspension or expulsion Level Two' Major Infractions Level Two infractions include serious acts of misconduct. Examples include, but are not limited to: Defying or disobeying the authority or directive of school personnel in a way that substantially disrupts the educational process Cutting classes (reporting to school and failing to attend one or more scheduled classes) Leaving class or school premises without permission of supervising school personnel Violating the Computer Use Policy use of the internet for non-educational purposes, securityi?privacy violations) Shoving, pushing, or similar physical confrontational behavior towards students or school personnel (eg. pushing past faculty or staff) Engaging in vandalism, graffiti or other intentional damage to school property or property belonging to staff, students or others Taking or knowingly possessing property belonging to another without authorization theft) Engaging in non-violent or non'threatening behavior that relates to gang af?liations (this includes, but is not limited to, wearing or displaying gang apparel andlor accessories, making gestures or signs, writing graffiti associated with gangs, identifying yourselfas a member ofa gang, or recruiting or soliciting membership for a gang) Engaging in an act of coercion, persuading somebody else to do something via threats or force Instigating or inciting violence, injury or harm to another or others Breaking the Academic Honesty Policy (Please refer to BPCS Academic Honesty Policy) Engaging in a pattern of persistent Level 3 behavior in the same school year Range of Disciplinary Responses for 2 Infractions include, but are not limited to? 0 Parent notification Dean?s office referral Iii-School Disciplinary Action detention, exclusion from extracurricular activities, or Service in Action) ln-School Suspension or Out-of-School Suspension (short-term or long-term) Referral to the Discipline Committee with recommendation for long-term suspension or expulsion Referral to law enforcement. agency Level Three - Minor Infractions Level three infractions include acts of misconduct that interfere with orderly classroom procedures, school functions, or a student?s own learning process. Examples include, but are not limited to: Dress code violation Excessive tardiness Gum chewing Failing to be in one?s assigned place on school premises 12/06/16 9 Falsifying a parentlguardian signature or email - Using Abusive languagefinappropriate languagelprofanity Engaging in insubordination - Disrespectful and disruptive behavior causing the continuation of the class to be impossible - Lying to, giving false informatiou to, andfor misleading school personnel Consequences for Level Three Infractions Before consequences are given, students will ?rst be supported in learning the skills necessary to enhance a positive school climate and avoid negative behavior. When students fail to abide by the standards set forth by the Brooklyn Prospect Code of Conduct, our response is immediate, appropriate, instructive, and consistent. Consequences fall under three broad categories: lie-teaching students are reminded of the values that drive our school and their responsibility to uphold those values. . Re?ections students will have the opportunity to reflect on their behavior. Consequences these include, but are not limited to: 0 Parent noti?cation Dean?s of?ce referral 0 Service in Action In'school disciplinary action detention, exclusion from extracurricular activities, or Service in Action) 0 Suspension or Out-of-School Suspension for an aggregate of Level Three Infractions DISCIPLINARY MEASURES Behavior TrackingICommunication Brooklyn Prospect?s school wide system creates a consistent wayr of tracking and communicating misbehavior. Conduct cuts (MS) and demerits (HS) allow teachers to communicate with the students and parents about student behavior and allows the school culture team to work with advisers and teachers to develop plans for students who need more intervention. Conduct Cuts Middle School and Demerits High School Teachers can track misbehavior by giving students a conduct cut (MS) or demerit (HS). The system is designed to give students the chance to change their behavior and be a positive contributor to the classroom culture. MS Onlv Conduct Cuts In the Middle School, there is a ladder of consequence teachers follow so students know when they will receive a conduct cut. After attempting whole class redirections, if students are still not responding, teachers enter the ladder of consequences: 12xosx15 10 Verbal Warningi a chance for students to redirect themselves - Teacher Conference: an opportunity for a quick conversation around the problem behavior with guidance on how the student can change Conduct Cut despite redirections, a warning, and a conference, student is still misbehaving, and so a conduct cut is logged and communicated to parents and the school culture team - Class Removal (see below) HS Only ?Demerits The High School discipline system creates a consistent way of tracking and communicating misbehavior that is developmentally aligned with older adolescents. The system gives teachers the freedom and autonomy to respond to and redirect students in a way that they see fit. If student misbehavior continues to occur, teachers should assign a demerit. When giving a demerit, teachers have the option of assigning a consequence the student must follow. If the student does not follow the consequence, he/she will be assigned a dean's detention for the next Thursday (see below for details). Detention Mellow Balsam There are two main types of school-run detention for the high school. Teachers may implement their own detentions in their classrooms for classroom behavior. Daily Deten tinn- Assigned for the following reasons every day after school for 30 minutes. Disturbing or interrupting another class during instruction Arriving to any class 10 minutes late Being late to class on any random detention period Dean?s discretion Cutting class What happens ifa student misses detention? They are assigned Dean's Detention (see below) Dean ?3 Detention Assigned for the following reasons on Thursdays from 3100-4130me Receiving a demerit and failing to comply with teacher?s consequence - Leaving class without permission - Being removed from class Failing to hand over phone if asked by any adult Missing daily detention Dean's discretion What happens if a student misses detention? Potential suspension Middle School Detention Detentions are held regularly after school in the middle school. Detention may be assigned for any of the following reasonsi 12/0316 11 - Excessive lateness - Excessive conduct cuts - Failing to be in one?s assigned place on school premises School uniform violations Cutting class, which includes missing class without permission or arriving to class more than 15 minutes late . Disturbing or interrupting a class where one does not belong - Missing mandatory office hours or an assigned detention - Other incidents at dean?s discretion Behavioral Contract School staff may design written agreements with students subject to punishment under this policy to identify target behaviors, define expectations, and describe consequences. ervice in Action A student may be given opportunities through our Service'in-Action Program to ?give back? to our school community. This program pairs students with staff members to assist with various tasks around the school. Ifa student negatively impacts the school community through actions like minor vandalism or disrespect. towards another student or teacher, school of?cials may assign a service in action project to a student either before school, after school, or during recess. Loss of School Privileg? After notice to the student and parent(s) or guardianfs), a student may be suspended from participation in any or all extracurricular activities. The student and parent(s) or guardian(s) shall be given an opportunity to meet informally with the principal or teacher involved. If possible, the principal or teacher involved shall hold any requested meeting prior to imposing the suspension from participation in extracurricular activities. This also includes exclusion from participating on a sports team, as described in the Brooklyn Prospect Student and Family Handbook. Suspension De?nitions For purposes of this Policy: ?Short term suspension? shall refer to the removal of a student from school for disciplinary reasons for a period of ten or fewer days. 0 ?Long term suspension ?shall refer to the removal of a student from school for disciplinary reasons for a period of more than ten days. ?E'Xpuision? shall refer to the permanent removal of a student from school for disciplinary reasons. ?In-School suspension? shall refer to the temporary removal of a student from the classroom and placement in another area of the school where the student will receive substantially equivalent education. Short Term Suspension 12/06f16 12 In addition to the Level Offenses noted above, a student who is determined to have committed any of the infractions listed below shall be subject minimally to a short term suspension, unless the principal determines that an exception should be made based on the circumstances of the incident and the student's disciplinary record. Such a student also may be subject to any of the additional disciplinary measures set forth in this policy, and referrals to law enforcement authorities may be made, as appropriate. Disciplinary Infractions Attempt to assault any student or staff member Vandalize school property causing minor damage - Endanger the physical safety of another by the use of force or threats of force that reasonably places the victim in fear of imminent bodily injury Engage in conduct that disrupts school or classroom activity or endangers or threatens to endanger the health, safety, welfare, or morals of others - Engage in insubordination . Fail to complete assignments, carry out directions, or comply with disciplinary sanctions. Steal, attempt to steal, or possess property known by the student to be stolen. - Commit extortion Engage in gambling - Drive recklessly on school property - Trespass on school property Abuse school property or equipment Use obscene or abusive language or gestures Engage in acts of sexual harassment, including but not limited to sexually related physical contact or offensive sexual comments Possess tobacco or alcohol Wear inappropriate, insufficient, or disruptive clothing or attire, andfor violate the student dress policy Refuse to identify himself or herself to school personnel 1* Repeatedly commit minor behavioral infractions that, in the aggregate, may be considered an infraction subject to formal disciplinary action Fail to adhere to a previously created behavior plan - Commit any other act which school officials reasonably conclude warrants a short?term suspension, including any of the Level One or Level Two infractions listed above, or an aggregate of Level Three infractions Procedures and Due Process for Short Term Suspensions The school principal may impose a short term suspension and shall follow due process procedures consistent with Goes v. Lopez, 419 US. 565 (1975). Before imposing a short term suspension or other, less serious discipline, the school principal or hisfher designee (including the head of school culture or a dean) shall inform the student of the charges against him or her and, if the student denies the charges, an explanation of the evidence against the student. A chance to present the student?s version of events shall also be provided. In the event of the imposition ofa short'terni suspension, the student will be notified if it is to be served in school or out of school. The school principal also shall immediately notify the parent(s) or guardian(s) in writing that the student has been suspended from school. Written notice shall be provided by personal delivery, express mail delivery, email, or equivalent means reasonably calculated to assure receipt of such notice within 24 hours of suspension at the last known address. Where possible, notification also shall be provided by telephone if the school has been provided with a contact 12f06/16 13 telephone number for the parent(sl or guardianis}. Such notice shall provide a description of the incident or incidents that resulted in the suspension and shall offer the opportunity for an immediate informal conference with whomever has imposed the suspension. The notification and informal conference shall be in the dominant language used by the parent(s) or guardian(s). Long Term Suspension In addition to the Level Offenses that may result in a long-term suspension as detailed above, a student who is determined to have committed any of the infractions listed below shall be subject minimally to a long term suspension, unless the principal determines that an exception should be made based on the circumstances of the incident and the student's disciplinary record. Such student also may be subject to any of the additional disciplinary measures set forth in this policy, and referrals to law enforcement authorities may be made, as appropriate. Disciplinary Infractions Possess, use, attempt to use, or transfer any ?rearm, knife, razor blade, explosive, mace, tear gas, or other dangerous object of no reasonable use to the student at school. The school has the right to give these consequences for any item it deems a weapon. Commit or attempt to commit arson on school property. Possess, sell, distribute or use any alcoholic beverage, controlled substance, imitation controlled substance, or marijuana on school property or at school-sponsored events. Assault. any other student or staff member. Intentionally cause physical injury to another person, except when the student's actions are reasonably necessary to protect himfher from injury. Vandalize school property causing major damage. Commit any act that school officials reasonably conclude warrants a long-term suspension. - Make false bomb threat or pull a false emergency alarm. In addition, a student who commits any of the acts which would ordinarily result in a short-term suspension, may instead be subject to a long-term suspension at the discretion of the principal. Procedures and Due Process for Long Term Suspensions or Exp nisions A long-term suspension refers to the removal ofa student from Brooklyn ProSpect for disciplinary reasons for a period of more than ten (10} days. Expulsion refers to the permanent removal ofa student from Brooklyn Prospect "for disciplinary reasons. Expulsion is the ?nal level of correction. Upon determining that a student's action warrants a possible long-term Suspension or expulsion, the following procedure, in compliance with applicable case law, will be followedi The student shall immediately be removed from the class or the school, as needed. The student shall be informed of the charges and the evidence for those charges; where applicable, the student will have the opportunity to explain his or her side of the events. The Executive Director shall immediately notify a parent or guardian of the student, in person or on the phone. The Executive Director shall provide Written notice to the student and his or her parent(s) or guardianhs) that the school is going to commence a disciplinary hearing. Notice to the student and hislher shall provide a description of the incident or incidents which resulted in the suspension and shall indicate that a formal disciplinary hearing will be held on the matter which may result in a long-term suspension (or expulsion). The notification provided shall be in the dominant language used by the parent{sl or guardianfs) if it is known to be other than English. The notice will state that at the hearing, the student shall have the right to be represented by counsel, present and question witnesses, and present evidence. 12/06/16 14 The school will set a date for the hearing. The student and his or her parent(slfguardian(s) will be notified in writing of the: a) Charges and a description of the circumstances that gave rise to the hearing b) Date, time and place ofa hearing c) Notice of the right at. the hearing toi - Be represented by legal counsel (at the student?sfparent?siguardian?s own expense) . Present evidence and question witnesses I Notice that an electronic or written record of the proceedings will be created and made available to all parties. The school will attempt to reach the family by phone call to discuss the hearing. In advance of the hearing, statements and a witness list will be provided to the Student?s familyfcounsel. I - In advance ofthe hearing, any documents on which the school intends to rely and a witness list will be provided to the Student?s familyicounsel. If necessary, records will be redacted in accordance with ERPA. The Discipline Committee or their designee shall serve as a panel of hearing of?cers and preside over the hearing. The Discipline Commitee shall, within four school days of the hearing, issue a written decision to the student, the parenti?guardian, and the school?s Board ofTrustees. If the student and parentis) or guardian(s) fail to appear at the scheduled hearing, despite appropriate notice the hearing shall take place regardless, and the Discipline Committee shall make a decision based on information at hand. Appeals andl?or Complaints Appeals are heard by members of the BPCS Board of Trustees upon any of the three following grounds1 1. Facts are in dispute, for example, the student did not do what the school is alleging; 2. Process was inappropriate, the school faculty or administration did not follow reasonable process andfor the policies and procedures set out by the strident haqd_book.This must be a material breach; andi?or 3. Consequence is not appropriate for the infraction; the punishment is not in alignment with the discipline policy outlined in the student handbook. A request for an appeal must be received by the school?s board chair within two weeks of the Discipline Committee?s written decision. Upon receipt of such a request, an appeal panel comprised of no less than three trustees who were not involved in the hearing will hear the appeal within 30 business days. Each party will have twenty minutes in which to make a statement. The scope of the appeal will be limited to positions and the record established during the hearing. In rendering its decision, the panel may consult the transcript of the hearing and any evidence submitted in connection with it. The panel will provide a written ruling within five school days. For matters alleging a violation of law or of the School?s charter agreement, submissions of complaints may be made to the school?s authorizer andi'or the State Department of Education. In the event of the imposition of a long-term suspension, the principal may also recommend the imposition of an additional suspension period or expulsion of the suspended student, based on the circumstances of the incident and the student's disciplinary record. 12/05/15 15 If the student and parentisl or guardianis} fail to appear at the scheduled hearing, the hearing shall take place regardless, and the Discipline Committee shall make a decision based on information at hand. Provision of Services During Suspension Period In accordance with applicable law, Brooklyn Prospect will ensure that alternative educational services are provided to a student who has been suspended to help that student progress in the school?s general curriculum. Alternative instruction shall be sufficient to enable the student to make adequate academic progress, and shall provide them the opportunity to complete the assignments, learn the curriculum and participate in assessments. Instruction will take place in one of the following locations: the student?s home, a contracted facility in the school district oflocation), or a suspension room at. the school. Instruction will be provided by one or more of the following individuals in consultation with the student?s teacherisli teacher aides or trained volunteers, individuals within a contracted facility, a tutor hired for this purpose. Suspension Policy for Students in Special Education Students with disabilities have the same rights and responsibilities as other students, and may be disciplined for the same behavioral offenses. Discipline of a student identified as having a disability, however, will be in accordance with the followingl Students for whom the Individualized Educational Plan includes specific disciplinary guidelines will be disciplined in accordance with these guidelines. If the disciplinary guidelines appear not to be effective or if there is concern for the health and safety of the student or others if those guidelines are followed with respect to a specific infraction, the matter will be immediately referred to the Committee on Special Education of the student's district of residence for consideration of a change in the guidelines. Students with an accommodation plan under Section 504 of the Rehabilitation Act of 1973 will be disciplined in accordance with that plan {29 U.S.C. 794 and Students for whom the IEP does not include specific disciplinary guidelines may be disciplined in accordance with standard school policy relating to each infraction. The CSE of the student?s district of residence shall be notified immediately of any suspension from classes, and the school shall work with the CSE to arrange appropriate alternate instruction. If there is any reason to believe that the infraction is a result of the student?s disability, the student. will immediately be referred to the CSE of the student's district of residence. If a connection is found, no penalty may be imposed, and the school will work with the CSE to consider a possible program modification. If a student identified as having a disability is suspended during the course of the school year for a total of eight days, such a student will immediately be referred to the CSE of the student's district of residence for reconsideration of the student?s educational placement. Such a student shall not be suspended for a total of more than ten days during the school year without the specific involvement of the CSE of the student?s district of residence prior to the eleventh day of suspension, because such suspensions are considered to be a change in placement. 12/06/16 16 In considering the placement of students referred because of disciplinary problems, the CSE of the student?s district of residence is expected to follow its ordinary policies with respect to parental noti?cation and involvement. 1. Brooklyn Prospect shall work with the district to ensure that the USE of the student?s district of residence meets within seven school days of notification ofany of the following, for the purpose of considering a change in placement for the student involved: a. The commission of an infraction by a student with a disability who has previously been suspended for the maximum allowable number of days. The commission of any act resulting from the student's disability. c. The commission of any infraction by a disabled student, regardless of whether the student has previously been suspended during the school year if, had such infraction been committed by a non'disabled student, the principal would seek to impose a suspension in excess of five days. Disciplinary Procedures for Students Not Yet Formally Identified as Disabled A student not specifically identified as having a disability but whose school district of residence or charter school has a basis of knowledge (in accordance with 34 CPR that a disability exists prior to the behavior which is the subject of the disciplinary action shall be disciplined in accordance with these provisions. Provision of Services During Removal For those students removed for a period less than ten days, Brooklyn Prospect shall ensure that each affected student receives all classroom assignments and a schedule to complete such assignments during the time of his or her suspension. Provisions will be made to permit a suspended student to make up assignments or tests missed as a result of such suspension. Brooklyn Prospect also shall provide additional alternative instruction with the reasonable promptness and by appropriate means to assist the student, so that the student is given full opportunity to complete assignments and master the curriculum, including additional instructions, phone assistance, computer instruction andlor home visits and one-on-one tutoring. During any removal for drug or weapon offenses, services will be provided to the extent necessary to enable the student to appropriately progress in the general curriculum and in achieving the goals of his or her IEP. These service determinations will be made by the CSE of the student's district of residence. Brooklyn Prospect will place students in interim alternative educational settings as appropriate and mandated by 34 CFR ?300.5EU(al(2l. During any subsequent removal that does constitute a change in placement but where the behavior has been found manifestation of the disability, the services must be provided to the extent necessary to enable the student to appropriately progress in the general curriculum and in achieving the goals of his or her IEP. The CSE of the student?s district of residence will make the service determination. CSE Meetings Meetings of the CSE of the student?s district of residence to either develop a behavioral intervention plan or, if the student has one, to review such plan, are required when: (1) the student is first removed from his or her current placement for more than ten school days in a school year; and (2) when commencing a removal which constitutes a change in placement. 12{U6f16 17 Subsequently, if other removals occur which do not constitute a change in placement, Brooklyn Prospect will work with the CSE of the student's district of residence to review the student?s assessment plan and its implementation to determine if modifications are necessary. If one or more members of the CSE of the student?s district of residence believe that modifications are needed, then the CSE is expected to meet to modify the plan andfor its implementation. Due Process If discipline which would constitute a change in placement is contemplated for any student, the following steps shall be taken! (1) not later than the date on which the decision to take such action is made, the parents of the student with a disability shall be notified of that decision and provided the procedural safeguards notice described in 34 CFR ?300.504; and (2) immediately if possible, but in no case later than ten school days after the date on which such decision is made, the CSE of the student?s district of residence and other qualified personnel shall meet and review the connection between the student?s disability and the behavior subject to the disciplinary action. If, upon review by the CSE, it is determined that the student?s behavior was not a manifestation of his or her disability then the student may be disciplined in the same manner as a student without a disability, except as provided in 34 CFR which relates to the provision of services to students with disabilities during periods of removal. Parents may request a hearing to challenge the manifestation determination. Except as provided below, the student will remain in his or her current educational placement pending the determination of the hearing. Ifa parent requests a hearing or an appeal regarding a disciplinary action relating to weapons or drugs to challenge the interim alternative educational setting or the manifestation determination, the student shall remain in the interim alternative educational setting pending the decision of the hearing officer or until the expiration of the time period provided for in the disciplinary action, whichever occurs first, unless the parent and charter school agree otherwise. SEARCH AND SEIZURE A student andi?or the student's belongings may be searched by a school official if the official has a reasonable suspicion to believe that a search of that student will result in evidence that the student violated the law or a school rule. Items which are prohibited on school property, or which may be used to disrupt or interfere with the educational process, may be removed from the student by school authorities. Student lockers and desks remain the property of the Brooklyn Prospect, though the school is not responsible for books, clothing, or valuables left in lockers or desks. A student shall not place or keep in a locker or desk any article or material which is of a non-school nature and may cause or tend to cause the disruption of the mission of the school. The following rules shall apply to the search of school property assigned to a speci?c student and the seizure of illegal items found therein? 12/062,316 18 - School authorities will make an individual search of a student's locker, desk, or belongings only when there is reasonable suspicion to believe that a student is in the possession of an item which is prohibited on school property or which may be used to disrupt or interfere with the educational process. Searches shall be conducted under the authorization of the executive. director or hislher designee, including principals or the head of school culture. Items which are prohibited on school property, or which may be used to disrupt or interfere with the educational process, may be removed from student lockers or desks by school authorities. PERSONAL ELECTRONIC DEVICES POLICY Please be mindful of the following parameters with personal electronic devices - Students may use PEDs in the Commons, before and after the school day commences, to send and receive text messages, listen to music with earplugs, access school approved sites, and send and receive email. High school students may ONLY use these devices in the Commons during their designated lunch period as well. - Students may use PEDs in the library in conjunction with library rules. - Use of PEDs in the hallways during the regular school day is prohibited at all times. - In a classroom, student use of electronic devices is only permitted during a teacher-approved lesson in which electronic devices are integrated into instruction or assessment. - Students may not use PEDs to bully or harass other students, faculty, or staff in any way, including through social media. Violations of this policy will result in the prescribed consequences outlined in the hullyingfharassment section of this handbook. Students may not use PEDs to photograph other students or staff members without express permission from a faculty member. Failure to use PEDs in a positive manner will result in disciplinary consequences. Consequences 1st offense Students are asked to put PED away; PED privileges may be lost for the day; PED taken and returned 2nd offense and beyond' any of the following infractions 0 loss of PED privileges holding the device until a parent picks it up 0 detention or other in'school consequences ?Note: Ifa student misuses hisfher PED and refuses to hand it over to an adult who asks himfher for it, it will be treated as defiance and insubordination and further disciplinary consequences will be applied using administrative discretion. STUDENT INTERNETJCOMPUTER USER AGREEMENT Brooklyn Prospect provides its students with computers, internet access and school accounts to help students improve their learning. These resources are for educational purposes only and the following are examples of appropriate and inappropriate use of school resources, including when at home. The following are guidelines for all students using technology at Brooklyn Prospect. Students willi 1. Use appropriate and respective behavior when working and communicating with others. 2. Use appropriate language when writing or chatting with others in the community. 12/06/15 19 3. Show respect for all computers and software, which includes not picking keys off the keyboard and not downloading unauthorized apps, games, widgets, etc. 4. Not use the internet to share personal information about himself or herself or anyone else. This includes name, address, phone number, photograph, etc. 5. Not access another student?s account. Ifa student sees that another student is logged into their account, the student will log out that other student. Not look at or use anyone class work without permission. Not use anything from the computer or internet or send anything over the internet that belongs to someone else without the owner?s permission. 8. Keep their own passwords secure. 9. Share the school computers and internet. 10. Understand that anyone can read the messages sent from the computer, and that work stored on the school computer is not private. 11. Understand that from time to time the school computer or internet connection may not be working. 12. Ask for help if unsure how to use any or part of the school computer system 13. Never impersonate someone else or send a message from another student's account. 14. Remember to sign out of email every time that student uses a school computer. 15. Understand that they are responsible for any computer assigned to them. 15'" H1 Any violations of this user agreement may be subject to consequences including receiving a conduct cuti?demerit, other school consequences such as detention or service in action, losing account privileges, disquali?cation of computerlinternetr?account usage, etc. Students and families will be held ?nancially responsible and liable for any and all damage andfor destruction of Brooklyn Prospect property caused by or involving their student, including when a computer is assigned to a student. ACADEMIC HONESTY POLICY Sta tern en of Philosophy Brooklyn Prospect?s mission is to prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. In an effort to promote our mission through the International Baccalaureate program, and to prepare our students for the expectations of colleges and universities, we must act to maintain the values of academic honesty and integrity. This policy describes the responsibilities of the students, teachers and administration in upholding academic integrity and promoting scholarship, while at the same time respecting the rights of students. All members of the Brooklyn Prospect community are responsible for acting in accordance with the provisions of this policy. Families and students cement their commitment to this policy by signing the Brooklyn Prospect Academic Honesty igniement annually. Responsibilities Students are responsible fori - Understanding the types of conduct that are deemed unacceptable and, therefore, are prohibited by this policy. - Refraining from committing any act of cheating, plagiarizing, facilitating academic dishonesty, abusing academic materials, stealing, or lying. lZ/Uoflo 20 - Responsible for monitoring their own academic work for plagiarism and academic dishonesty through active use of Turnitincom, including but not limited to checking their work for plagiarism before submitting work for grading. Refraining from acts of intimidation, threats of physical harm, or threats of retribution in an attempt to prevent the testimony of another member of the Brooklyn Prospect community (student or teacher) during an investigation regarding academic honesty. Reporting every instance in which the student has a suspicion or knowledge that academic conduct which violates this policy or its spirit has taken place to the faculty member responsible for instruction, or to a member of the Brooklyn Prospect administrative staff. Teachers are reSponsible for; - Developing an instructional environment that re?ects a commitment to maintaining and enforcing academic integrity. - Teaching students the technical skills essential to academic honesty, such as research techniques, which ideas or techniques should be acknowledged, how to cite sources correctly and how to write works cited pages. - Helping students to develop the social skills essential to academic honesty, such how to collaborate effectively with others and how to give peer feedback. Protecting honest students from being taken advantage of by those who behave dishonestly: - Understanding and implementing the procedures of this policy when handling suspected instances of academic dishonesty. - Whenever possible, insisting that rough drafts of assessments be submitted to Turnitin.com, prior to submitting the final draft (required for all [13po assignments). - Handling every suspected or confirmed instance of the violation of the provisions of this policy in accordance with the procedures set forth in this document. - Ensuring that any person accused under the provisions of this document is accorded due process. BPCS Administrative Staff is responsible for; Making academic honesty a school-wide priority. - Making all members of the school community aware of the provisions of this document. - Tracking academic honesty violations {Deans}. - Evaluating the effectiveness of the measures taken by teachers to promote academic integrity and making suggestions for improved practice. Parents are responsible for; Teaching their student to assume responsibility for learning; Reading and understanding the Academic Honesty Policy; - Promoting proper student conduct and learning; - Helping avoid academic dishonesty by questioning their student andfor teacher as to the extent that various sources can be used on an assignment; - Assisting the school with proper consequences for students found in violation of the Academic Honesty Policy; Meeting with school officials to discuss matters related to discipline. Definitions of Academic Dishonesty I . Cheating 12/osx16 21 Definitioni Using or attempting to use unauthorized materials, information, notes, study aides or other devises, or obtaining unauthorized assistance from any other source for work submitted as one?s own individual efforts in any class, assignment, or examination. Examples: Examples of cheating include, but are not limited to: Copying from another student?s paper or test, or receiving assistance from another person during a test, exam, or other assignment in a manner not authorized by the instructor; - Possessing, buying, selling, removing, receiving, or using at any time or in any manner not previously authorized by the teacher a copy or copies of any test, exam, or other materials intended to be used as an instrument of evaluation in advance of its administration; - Using material or equipment not authorized by the teacher during a test, exam, or other academic evaluation, such as a calculator, tape recorder, or cell phone; Working with another or others on any test, exam, or take home test or exam, computer or laboratory work, or any other assignment when the instructor has required independent or unaided effort; Submitting, without prior permission, the same academic work that has been submitted in identical or similar form in another class, or in fulfillment of any other academic requirement at Brooklyn Prospect. 2. Plagiarism Definition; Representing orally or in writing, in any academic assignment or exercise, the words, ideas or works of another as one?s own without. customary and proper acknowledgment of the source. Examples ofplagiarism include but are not limited toi Submitting material or work for evaluation, in whole or in part. which has been prepared by another individuaHs) or commercial services; Directly quoting from a source without the customary or proper citation; Paraphrasing or summarizing another?s work without acknowledging the source. Teachers may request that written work be submitted electronically so assignments can be evaluated by an internet plagiarism prevention system. 3. Facilitating demi'c Dishonesty Definition; Helping or attempting to help another person commit an act of academic dishonesty. - Providing assistance to another during a test, exam, or other assignment in a manner not authorized by the instructor; Providing Speci?c information about a recently given or future test, exam or other assignment to another student who thereby gains an unfair advantage in an academic evaluation; Permitting one?s academic work to be represented as the work of another; - Preparing for sale, barter or loan to another such items as unauthorized papers or notes. 4. Abuse OfAcademic Materials Definition; Destroying, altering or making inaccessible academic resource materials 12/06/16 22 Examples of abuse of academic materials include, but are not limited to: Destroying, altering, or otherwise making unavailable for common use library, computer, or other academic reference materials; - Destroying, altering, or otherwise making unavailable another?s notes, experiments computer programs, or other academic work. 5. Stealing Academic Ma teriais Definition: Taking, attempting to take, or withholding the property of another thereby permanently or temporarily depriving the owner of its use or possession. Examples of stealing academic materials include, but are not limited toi Unauthorized removal, copying, or use of library materials, examinations, computer programs, or any other academic materials, including obtaining advanced access to an examination through collusion with another; Unauthorized taking, copying or using another?s academic work, such as papers, computer programs, laboratory experiments, or research results. 6. Lying Related to Academic M?a tters Definition: Making any oral or written statement related to academic matters which the individual knows, or should know to be untrue. Examples oflying include, but are not limited toi Making a false statement to any instructor or other Brooklyn Prospect employee in an attempt. to gain an advantage or exception; - Inventing or counterfeiting data, research results, research procedures or other information; Citing a false source for referenced material; - Altering the record of data or experimental procedures or results; - Altering grade reports, class attendance records, course registration, or other academic records; Submitting false excuses for absences: - Altering a returned test, exam, or other assignment and seeking re-grading without indicating that the returned paper or work had been changed. Penalties Elementary and Middle School Penalties: Any student who is found in violation of the Brooklyn Prospect Academic Honesty Policy will be subject to one or more of the following penalties or actions. In every case, the incident must be documented and submitted to the administration. 1. Brookiyn Prospect Discipline Guidelines All Academic Honesty violations are considered a Level Two offense. Level Two offenses are offenses that primarily affect only the individual student. Violations of the academic honesty policy result in the consequences outlined belowi 12/06116 23 First Offense: The student shall receive a zero for the particular assignment, exam, test, or final exam, etc. and the parent will be contacted. The matter is reported to the appropriate Dean for the grade level. At the teacher's discretion, the student may redo the assignment in a Supervised session and may be given a grade for his or her new work. Subseguent Offenses: The student shall receive a zero for the particular assignment, exam, test or final exam etc. Suspension may be imposed for a speci?c period as specified by the Brooklyn Prospect Discipline policy located in the Brooklyn Prospect Family and Student Handbook, and a parent conference will be held with the teacher. The matter is reported to the appropriate Dean for the grade level. At the teacher?s discretion, the student may redo the assignment in a supervised session and may be given a grade for his or her new work. 2. Hon or Probation Honor Probation is a written warning indicating that the individual has been found in violation of the provisions of this document on multiple occasions. Students will be placed on Honor Probation at the discretion of the Head of School Culture in coordination with the Deans of Students. An individual who has been penalized by being placed on Honor Probation and who subsequently is charged with another violation of this document. will be required to meet with the administration. 3. Other relevant sanctions In addition to the penalties described above, other sanctions may be imposed, such as, but not limited to, restitution, additional academic work, or campus or community service projects. High School Penalties: Any student who is found in violation of the Brooklyn Prospect Academic Honesty Policy will be subject to one or more of the following penalties or actions. In every case, the incident must be reported and documented for the administration. 1. Brooklyn Prospect Discipline Guidelines All Academic Honesty violations are considered Level Two offenses. Level Two offenses are offenses that primarily affect only the individual student. Violations of the academic honesty policy result in the consequences outlined below: First Offense: For achievement grades, the student shall receive a failing grade (exi 5564) for the assignment, exam, test, or final exam, etc, and the parent will be contacted. The student will be given an opportunity to make up the assignment or a portion of the assignment for a grade that is averaged with the failing grade, replaces the failing grade, or earns partial credit, depending upon the weight and nature of the assignment, at the teacher?s discretion. Make up work must be completed within a time frame designated by the teacher. Failure to redo the assignment within that timeframe will result in a failing grade. Dean will also be alerted and a letter will be sent home and ?led, documenting the ?rst offense. in cases of infractions that take place on IE assignments, the Diploma Program coordinator will also be noti?ed and play an advisory role. 12/06/16 24 For effort grades, teachers have discretion over the consequence for an academic dishonesty first infraction. In most cases, a student will not receive credit or opportunity to make-up effort assignments that were completed with academic dishonesty. 2nd Offense: (Honor Probationi" For achievement grades, the student shall receive a failing grade (exi 55'64) for the particular assignment, exam, test or ?nal exam etc. Limited to no opportunity to make up the assignment will be offered. Parent will be contacted and asked to come in for a conference. Dean will also be alerted and a letter will be sent home and filed, documenting the second offense. 3rd Offense: (Honor Probation)* For achievement grades, the student will receive a no credit grade (ex: 0-45) for the particular assignment with no opportunity to make it up. A short-term, in-school suspension will be imposed, and a parent conference will be held with the student, adviser and teacher. Dean will also be alerted and a letter will be sent home and filed, documenting the third offense. *Repeated academic dishonesty infractions for effort assignments: If a student repeatedly completes effort assignments with academic dishonesty, interventions for increased academic support and/or higher level of consequence will be determined by teacher in collaboration with the School Culture and Youth Development department (department. head, deans, guidance counselor, etc). 2. Honor Probation Honor Probation is a written warning indicating that the individual has been found in violation of the provisions of this document on multiple occasions. Students will be placed on Honor Probation at the discretion of the Department Head of School Culture and Youth Development in coordination with the Deans of Students. When a student Honor Committee is established in 2016-2017 school year, students will also play a role supporting students with repeated infractions. Other relevant sanctions may be placed against a student on honor probation (below). 3. Other relevant sanctions In addition to the penalties described above, other sanctions may be imposed, such as, but not limited to, restitution, campus or community service, special projects. and special educational requirements. Depending upon the extent of the offense and student?s academic standing, additional work around reading comprehension and analytical writing may be assigned, as well as mandatory of?ce hours. Plagiarism and the IB All work which constitutes part of the International Baccalaureate assessment procedures (both external and internal) must have a teacher?s signature verifying its authenticity. If a teacher refuses to sign a piece of work, the IE will not grade the work, which will result in the loss of credit for that class. lfa student is a diploma candidate, sfhe will lose the ability to earn a diploma. If a student plagiarizes as a first offense on IBDP work, she will be given the opportunity to redo the assignment in accordance with this policy. The resubmitted work will be sent to the IE with the teacher?s signature. If a student plagiarizes as a second offense, sfhe will not be given the opportunity izxos/ic 25 to redo the assignment, in accordance with this policy. Hislher work will not be sent to the IB, reculting in no credit for that course. If the student insists on the work being sent, it will be sent without the teacher?s signature to authenticate it. The final decision to authenticate a piece of work lies with the supervising teacher. References Bough, M. (1997). Even an honor code has its limits. [on-line]. Available: Mastic, K. (1995). Honor code, expulsion could prevent cheating, academic dishonesty. [on-line]. Available: Pierce, N. (1997). VCU 1997-98 Resource Guide: VCU Honor System. [on-linel. Available: Tech, T. (1992). Editorial- Addressing Cheating Requires More than Just an Honor Code. [on-line]. Available: STUDENTS RIGHTS AND RESPONSIBILITIES Freedom of Expression Students are entitled to express their personal opinions verbally, in writing, or by symbolic speech. The expression of such opinions, however, shall not interfere with the freedom of others to express themselves, and written expression of opinion must be signed by the author. Any form of expression that. involves libel, slander, the use of obscenity, or personal attacks, or that otherwise disrupts the educational process, is prohibited. All forms of expression also must be in compliance with the student disciplinary policy and the school dress code, violations of which are punishable as stated in the disciplinary policy. Student participation in the publication of school-sponsored student newsletters, yearbooks, literary magazines and similar publications is encouraged as a learning and educational experience. These publications, if any, shall be supervised by qualified faculty advisors and shall strive to meet high standards ofjournalism. In order to maintain consistency with the school's basic educational mission, school authorities control the content. of such publications. No person shall distribute any printed or written materials on school property without the prior permission of the principal. The school principal may regulate the content of materials to be distributed on school property to the extent necessary to avoid material and substantial interference with the requirements of appropriate discipline in the operation of the school. The principal may also regulate the time, place, manner and duration of such distribution. Off-camp no events Students at school-sponsored off~campus event?s shall be governed by all the guidelines of the school and are subject to the authority of school officials. Failure to obey the lawful instructions of school officials shall result in a loss of eligibility to attend school-sponsored off-campus events and may result in additional disciplinary measures in accordance with the student disciplinary policy. IZKUEXIE 26 ADMISSIONS SIBLING PREFERENCE POLICY Brooklyn Prospect gives full sibling preference, space permitting, to any currently enrolled family. If you would like to exercise sibling preference, please inform us in writing prior to April 1 of the anticipated admissions year. CHILD ABUSE AND NEGLECT POLICY According to New York State law, all adults in the school building are mandated reporters of suspected child abuse immediately by telephone to the New York Central Registry. A formal written report (Form BESS-2221A) must follow this telephone call to the Student Protective Service office within 48 hours. COMPLAINT POLICY Any individual or group may bring a complaint to Brooklyn Prospect?s Executive Director alleging a violation of the provisions of Article 56 of the Education law (is. the New York State Charter Schools Act}, the school?s charter, or any other provision of law relating to the management or operation of the charter school. The complaint shall be presented to the Executive Director in written form, and the Executive Director shall respond to the complaint within 30 days. Every effort will be made to respectfully address the matter to the satisfaction of the individual or group who presented the complaint. The Executive Director, as necessary, shall act or direct another responsible party to act upon the complaint. The Executive Director shall render a determination in writing, as necessary. If, after presentation of the complaint to the Executive Director and receipt of the Executive Director?s response to the complaint, the individual or group determines that the Executive Director did not follow proper procedure for addressing the complaint, he or she may present the complaint to the Brooklyn Prospect?s Board of Trustees, either in an open meeting or in written form. The Board shall respond at or prior to the next public meeting of the Board of Trustees (or, if the next public meeting of the Board of Trustees shall take place sooner than the 30th day following the Board?s receipt ofa written complaint, the Board shall respond to such written complaint within 30 days). The Board shall, as necessary, render a determination in writing and direct the Executive Director or other responsible party to act upon the complaint and report to the Board. If, after presentation of the complaint to the Board of Trustees, the individual or group determines that the Board has not adequately addressed the complaint, the complainant may present the complaint to the State University Trustees through the Charter Schools Institute, which shall investigate and respond. If, after presentation of the complaint to the Charter Schools Institute, the individual or group determines that the Charter Schools Institute has not adequately addressed the complaint, the complainant may present the case to the Board of Regents, which shall investigate and reapond. The Charter Schools Institute and the Board of Regents have the power and the duty to take remedial action as appropriate. PUBLIC CONDUCT ON SCHOOL PROPERTY Brooklyn Prospect is committed to providing an orderly, respectful environment that is conducive to 12/06/16 27 learning. To create and maintain this kind of an environment, it is necessary to regulate public conduct on Brooklyn Prospect property and at school functions. For the purposes of this policy, ?public" shall mean all persons when on school property or attending a school function including students, staff, parents and other visitors. All persons on Brooklyn Prospect property or attending a Brooklyn Prospect function shall conduct themselves in a respectful and orderly manner. No person, either alone or with others, shall: - intentionally injure any person or threaten to do so. - intentionally damage or destroy school property or the personal property of a teacher, administrator, other school employee or any person lawfully on school property, including graffiti or arson. . distribute or wear materials on school grounds or at school functions that are obscene, advocate illegal action, appear libelous, or obstruct the rights of others. - disrupt classes, school programs or other school activities. - intimidate or harass any person enter any portion of the school premises without authorization or remain in any building or facility after it is normally closed. obstruct free movement of any person on school property or at school functions violate the traffic laws, parking regulations or other restrictions on vehicles. violate the prohibition on alcohol, drugs, and other illegal substances. violate the prohibition on tobacco and smoking. - violate the prohibition on weapons, firearms and dangerous objects. loiter on school property gamble on school property or at school functions. - refuse to comply with any reasonable order of school officials performing their duties. willfully incite others to commit any of the acts prohibited by the Code. violate any federal or state statute, local ordinance, or Board policy while on school preperty or at a school function. Students who violate this policy shall be subject to penalties contained in the Brooklyn Prospect?s Code of Conduct. A visitor?s authorization, ifany, to remain on school property or at a school function will be withdrawn and they will be directed to leave the premises. If they refuse to leave, they will be Subject to ejection. The Executive Director, Principal or hisfher designee is responsible for enforcing the conduct required by this section of the Handbook. Brooklyn Prospect reserves the right to restrict visitor access to the building for failure to comply with this policy or school rules. In addition, visitor conduct may be reported to law enforcement at the discretion of school administration. OPEN MEETINGS POLICY Board Meetings Every meeting of the Board shall be open to the general public, except when an executive session is called. Reasonable efforts will be made to ensure meetings are held in barrier-free facilities to allow all persons equal opportunity to attend a meeting. A calendar of regular meetings shall be posted at the school. In addition, notice of all meetings scheduled one week in advance shall be conspicuously posted in one or more designated public locations with the time and place of the meeting and shall be provided to the news media at least 72 hours in advance. Notice of meetings that are scheduled less than one week in advance shall be provided to the news media to the extent practicable and posted in one or more public locations at a reasonable time prior thereto. Conduct of Executive Sessions 12/06/16 28 An executive session may be held with a majority vote of the members taken in an opening meeting, identifying the areas of consideration. An executive session may be held for any item below, provided no formal action shall be taken to appropriate public moneys: 1. Matters that will imperil the public safety if disclosed 2. Any matter which may disclose the identity of a law enforcement agent or informer 3. Information relating to current or future investigation or prosecution of a criminal offense that would imperil effective law enforcement if disclosed 4. Discussions regarding proposed, pending or current litigation Collective negotiations pursuant to article fourteen of the civil service law 6. The medical, financial, credit or employment history of a particular person or corporation, or matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissal or removal of a particular person or corporation The preparation, grading or administration of examinations 8. The proposed acquisition, sale or lease of real property or the proposed acquisition of securities, or sale or exchange of securities held by the school, but only when publicity would substantially affect the value Attendance at an executive session shall be permitted only to members of the Board and other persons authorized by the Board. muses Minutes shall be recorded at all open meetings of the Board, consisting of a summary of all motions, proposals, resolutions and any other matter formally voted upon. Minutes shall be taken at executive session of any formal action taken consisting of a summary of the ?nal determination and the date and vote thereon. The summary need not include any matter that is not required to be made public by the freedom ofinformation law. Except for minutes of executive sessions, which shall be available within one week, minutes shall be made available to the public within two weeks of the date of the meeting. Appeal A person aggrieved by this policy shall have the right to submit a complaint pursuant to the school's complaint process. If the aggrieved person is still unsatisfied, they may bring an action under Article 78 of New York?s Civil Practice Law and Rules. Exemptions These policies shall not apply to the following: 0 judicial or quasi-judicial proceedings 0 any matter made confidential by federal or state law FAMILY AND EDUCATONAL RIGHTS AND PRIVACY ACT (FERPA) ANNUAL NOTICE FERPA affords parents and students over 18 years of age certain rights with respect to the student?s education records. Employees are responsible for abiding by the School?s FERPA policy which is noted 29 below. The Family Educational Rights dz. Privacy Act of 1974 and implementing regulations is a Federal law designed to protect the privacy ofa student?s education records. Brooklyn Prospect recognizes the need to safeguard the confidentiality of personally identifiable information regarding its eligible, thought to be eligible, and protected handicapped students (if not. protected by the Individuals with Disabilities Education Act in accordance with FERPA as well as the IDEA and its implementing regulations. Education records are records that are directly related to the student, including computer media and videotape, which are maintained by an educational agency or by a party acting for the agency. ?Educational agency?, for purposes of this notice, means the School. For all students, the educational agency maintains education records that include but are not limited to: a) Personally identifiable information is con?dential information that includes, but is not limited to, the students? name, name of parents and other family members, the address of the student or student?s family, and personal information or personal characteristics which would make the student?s identity easily traceable. b} Directory information is information contained in an education record of a student which would not generally be considered harmful or an invasion of privacy if disclosed. It includes, but is not limited to, the student?s name, address, telephone number. electronic mail address, photograph, date and place of birth, major field of study, grade level, enrollment status undergraduate or graduate, full-time or part-time), participation in officially recognized activities and sports, sports activity sheets showing weight and height of members of athletic teams, dates of attendance, degrees, honor roll, recognition lists, awards received, and the most recent previous educational agency or institution attended. FERPA affords parents and students over 18 years of age (?eligible students") certain rights with respect to the student?s education records. ?Parent(s)? for purposes of this notice means a parent of a student and includes a natural parent, a guardian, or an individual acting as a parent in the absence ofa parent in the absence ofa parent or guardian. They arei Parents have the right to inspect and review a child?s education record. Brooklyn Prospect will comply with a request to inspect and review education records without unnecessary delay and before any meeting regarding an Individualized Education Plan or any due process hearing, but in no case more than forty five (45) days after the request has been made. Requests should be submitted in writing, indicating the records the parents wish to inspect, to the Deputy Executive Director. Parents have the right to a response from Brooklyn Prospect to reasonable requests for explanations and interpretations of the records. Parents have the right to request copies of the records. While Brooklyn Prospect cannot charge a fee to search for or to retrieve information, it may charge a copying fee as long as it does not effectively prevent the parents from exercising their right to inspect and review the records. Parents have the right to appoint a representative to inspect and review their child's records. Brooklyn Prospect must receive a signed, dated and written consent from a parent that specifically states a representative may inspect and review their child?s records. Such release must be sent to the Deputy Executive Director or designee and must specify the records that may be disclosed, the purpose of the disclosure and the party or class of parties to whom the disclosure may be made and the time period that the release is in effect. If any education record contains information on more than one child, parents have the right only to inspect and review the information relating to their child. 12/06/16 30 prarents think information in an education record is inaccurate, misleading or violates the privacy or other rights of their child, they may request amendment of the record. Requests should be in writing and clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. Brooklyn Prospect will decide whether to amend the record and will notify the parents in writing of its decision. If Brooklyn Prospect refuses to amend a record, it will notify the parents of their right to a hearing to challenge the disputed information. Additional information regarding the hearing procedures will be provided to the parents or eligible student when noti?ed of the right to a hearing. Brooklyn Prospect will provide, upon request, a listing of the types and locations of education records maintained, the school official responsible for these records, and the personnel authorized to see personally identifiable information. Such personnel receive training and instruction regarding confidentiality. Brooklyn Prospect keeps a record of parties obtaining access to education records, including the name of the party, the date access was given, and the purpose for which the party is authorized to use the records. Parents have the right to consent or refuse to consent to disclosure of personally identifiable information contained in the student?s education records, except to the extent that FERPA authorizes disclosure without consent. ERPA permits the disclosure of PH from student?s education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in ?99.31 of the FERPA regulations. ?Consent? meansi the parent is) have been fully informed regarding the activity requiring consent, in their native language or other mode of communication; they understand and agree in writing to the activity; and they understand that consent is voluntary and maybe revoked at any time, information may be disclosed without consent to school officials with legitimate educational interests. A school official is a person employed by the school, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); state agency representative, person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee. or assisting another school official in performing his or her tasks. A school of?cial has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Directory information may be released without parent consent. Parents have the right to refuse to let an agency designate any or all of the above information as directory information. Parents are required to submit written notification to Penny Marzulli, Deputy Executive Director by September 30th or within two weeks after enrolling at Brooklyn Prospect if later than September if they do not want the school to release Directory information. Parents have a right to file a complaint with the U.S. Department of Education concerning alleged failures by Brooklyn Prospect to comply with the requirements of FERPA. Complaints may be filed with the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC. 202024605. Parents are also encouraged to contact the Deputy Executive Director to discuss any concerns regarding FERPA. FREEDOM OF INFORMATION LAW (FOIL) POLICY 31 This policy sets forth procedures that are designed to enable Brooklyn Prospect Charter School to comply with the New York State Freedom of Information Law The school?s rules and regulations regarding how the public may obtain records are set forth on Annex to this policy. Requests for Public Access to Records Requests for public information must be in writing and Submitted (by mail or emaiD to the school?s Records Access Officer who shall be designated by the School Principal. The Records Access Officer will respond to all requests within five business days. The response will be in writing and will indicate either that the request is being granted or denied, or (bl an approximate anticipated date when the request will be granted or denied, which shall be reasonable under the circumstances of the request. Denial of Access to Records If the person requesting information is denied access to a record, he or she may, within 30 days, appeal such denial to the School Principal or his or her designee. Upon timely receipt of such an appeal, the school will, within 10 business days of the receipt of the appeal, fully explain, in writing, the reasons for further denial or provide access to the record(s) sought. The school also will forward a copy of the appeal, as well as its ultimate determination, to the New York State Committee on Open Government. In the event an appeal for records is denied, the person requesting the information may bring a proceeding for review of such denial in pursuant to Article 78 of the Civil Practice Law and Rules. The school may deny access to requested records or portions thereof for one or more of the following grounds: - The records are specifically exempted from disclosure by state or federal statute. Such access would constitute an unwarranted invasion of personal privacy. - The records, if disclosed, would impair present or imminent contract awards or collective bargaining negotiations. - The records are trade secrets or are submitted to the school by a commercial enterprise or derived from information obtained from a commercial enterprise and which if disclosed would cause substantial injury to the competitive position of such enterprise. The records are compiled for law enforcement purposes and which, if disclosed, would interfere with law enforcement investigations or judicial proceedings, deprive a person of a right to a fair trial or impartial adjudication, identify a con?dential source or disclose con?dential information relating to a criminal investigation or reveal criminal investigative techniques or procedures, except routine techniques and procedures. - The records, if disclosed, would endanger the life or safety of any person. - The records are inter-agency or intra-agency materials that are not statistical or factual tabulations of data, instructions to staff that affect the public, or a final policy or external audits. . The records constitute examination questions or answers which are requested prior to the ?nal administration of such questions. - Disclosure of the records would jeopardize the school?s capacity to guarantee the security of its information technology assets, such assets encompassing both electronic information systems and infrastructures. - The records are photographs, microphotographs, videotape or other recorded images prepared under authority of section eleven hundred eleven-a of the vehicle and traffic law. Required Records Brooklyn Prospect shall maintain the following records and informationi 12/?06/?16 32 A record setting forth the name, public office address, title and salary of every officer or employee of the education corporation - A reasonably detailed current list, by subject matter, of all records in the Education Corporation?s custody or possession Fees Brooklyn Prospect may charge a copying fee of $.25 per photocopy not in excess of nine inches by fourteen inches or the actual cost of reproducing any other record. mam Records shall be available for public inspection and copying at: Brooklyn Prospect Charter School 3002 Fort Hamilton Parkway Brooklyn, New York 11218 Hours for Public Inspection Requests for public access to records shall be accepted and records produced during all hours regularly open for business. These hours arei to 4100pm Public Notice A notice containing the title or name and business address of the Records Access Of?cer and appeals person or body and the location where records can be seen or copies shall be posted in a conspicuous location wherever records are kept andfor published in a local newspaper of general circulation. Severability If any provision of this policy or the application thereof to any person or circumstances is adjudged invalid by a court of competent jurisdiction, such judgment shall not affect or impair the validity of the other provisions of these regulations or the application thereof to other persons and circumstances. 12/06/16 33 ANNEX Public Access to Records of Brooklyn Prospect Charter School Rules and Regulations Purpose and Scope The people?s right to know the process of government decision-making and the documents and statistics leading to determinations is basic to our society. Access to such information should not be thwarted by shrouding it with the cloak of secrecy of con?dentiality. These regulations provide information concerning the procedures by which records may be obtained. Personnel shall furnish to the public the information and records required by the Freedom of Information Law, as well as records otherwise available by law. Any con?icts among laws governing public access to records shall be construed in favor of the widest possible availability of public records. Designation of Records Access Officer The School Principal is responsible for insuring compliance with the regulations herein, and designates the following person as records access officer: Penny Marzulli Deputy Executive Director Brooklyn Freepect Charter School 3002 Fort Hamilton Parkway Brooklyn, New York 11218 (347} 889'7041 The records access officer is responsible for insuring appropriate school response to public requests for access to records. The designation of a records access officer shall not be construed to prohibit officials who have in the past been authorized to make records or information available to the public from continuing to do so. The records access officer shall insure that school personnel: Maintain an up'to-date subject matter list. (2) Assist persons seeking records to identify the records sought, if necessary, and when appropriate, indicate the manner in which the records are filed, retrieved or generated to assist persons in reasonably describing records. (3) Contact persons seeking records when a request is voluminous or when locating the records involves substantial effort, so that personnel may ascertain the nature of records ofprimary interest and attempt to reasonably reduce the volume of records requested. (4) Upon locating the records, take one of the following actionsi 12/06/16 34 Make records available for inspection; or, (ii) Deny access to the records in whole or in part and explain in writing the reasons therefor. (5) Upon request for copies of records: Make a copy available upon payment or offer to pay established fees, if any; or, (ii) Permit the requester to copy those records. (6) Upon request, certify that a record is a true copy and (7) Upon failure to locate records, certify that; Brooklyn Prospect Charter School is not the custodian for such records, or (ii) The records of which Brooklyn Prospect Charter School is a custodian cannot be found after diligent search. Location Records shall be available for public inspection and copying at: Brooklyn Prospect Charter School? Downtown Elementary 80 Willoughby Street Brooklyn, New York 11201 Brooklyn Prospect Charter School' Clinton Hill Middle 300 Willoughby Avenue Brooklyn, New York 1 1205 Brooklyn Prospect Charter School* Windsor Terrace Middle 3002 Fort Hamilton Parkway Brooklyn, New York 11218 Brooklyn Prospect Charter School- Windsor Terrace High 3002 Fort Hamilton Parkway Brooklyn, New York 11218 Hours for Public Inspection Requests for public access to records shall be accepted and records produced during all hours regularly open for business. These hours are Sam to 4pm. Requests for Public Access to Records A written request (by mail or email) may be required, but oral requests may be accepted when records are readily available. If records are maintained on the internet, the requester shall be informed that the records are accessible via the internet and in printed form either on paper or other information storage medium. A response shall be given within five business days of receipt ofa request by: 12/06/16 35 informing a person requesting records that the request or portion of the request does not reasonably describe the records sought, including direction, to the extent possible, that would enable that person to request records reasonably described: granting or denying access to records in whole or in part; (3) acknowledging the receipt of a request in writing, including an approximate date when the request will be granted or denied in whole or in part, which shall be reasonable under the circumstances of the request and shall not be more than twenty business days after the date of the acknowledgment, or if it is known that circumstances prevent disclosure within twenty business days from the date of such acknowledgment, providing a statement in writing indicating the reason for inability to grant the request within that time and a date certain, within a reasonable period under the circumstances of the request, when the request will be granted in whole or in part; or (4) if the receipt of request was acknowledged in writing and included an approximate date when the request would be granted in whole or in part within twenty business days of such acknowledgment, but circumstances prevent disclosure within that time, providing a statement in writing within twenty business days of such acknowledgment specifying the reason for the inability to do so and a date certain, within a reasonable period under the circumstances of the request, when the request will be granted in whole or in part. In determining a reasonable time for granting or denying a request under the circumstances of a request, personnel shall consider the volume of a request. the ease or difficulty in locating, retrieving or generating records, the complexity of the request, the need to review records to determine the extent to which they must be disclosed, the number of requests received by the school, and similar factors that bear on the ability to grant access to records and within a reasonable time. A failure to comply with the time. limitations described herein shall constitute a denial of a request that may be appealed. Such failure shall include situations in which an officer or employee: (1) fails to grant access to the records sought, deny access in writing or acknowledge the receipt of a request within five business days of the receipt of a request; (2) acknowledges the receipt ofa request within five business days but fails to furnish an approximate date when the request will be granted or denied in whole or in part; (3) furnishes an acknowledgment of the receipt ofa request within ?ve business days with an approximate date for granting or denying access in whole or in part that is unreasonable under the circumstances of the request; (4) fails to respond to a request within a reasonable time after the approximate date given or within twenty business days after the date of the acknowledgment of the receipt ofa request: (5) determines to grant a request in whole or in part within twenty business days of the acknowledgment of the receipt of a request, but fails to do so, unless the school provides the reason for its inability to do so in writing and a date certain within which the request will be granted in whole or in part; 12/06/16 36 (6) does not grant a request in whole or in part within twenty business days of the acknowledgment of the receipt ofa request and fails to provide the reason in writing explaining the inability to do so and a date certain by which the request will be granted in whole or in part; or responds to a request, stating that more than twenty business days is needed to grant or deny the request in whole or in part and provides a date certain within which that will be accomplished, but Such date is unreasonable under the circumstances of the request. Subject Matter List The records access officer shall maintain a reasonably detailed current list by subject matter of all records in its possession, whether or not records are available pursuant to subdivision two of Section eighty-seven of the Public Of?cers Law. The subject matter list shall be sufficiently detailed to permit identification of the category of the record sought. The subject matter list shall be updated annually. The most recent update shall appear on the first page of the subject matter list. Denial of Access to Records Denial of access to records shall be in writing stating the reason therefor and advising the requester of the right to appeal to the individual established to determine appeals, who shall be identified by name. title, business address and business phone number. If requested records are not provided as required by these regulations, such failure shall also be deemed a denial of access. The following person shall determine appeals regarding denial of access to records under the Freedom of Information Law: Kelly Richardson Director of Operations Brooklyn Prospect Charter School 3002 Fort Hamilton Parkway Brooklyn, New York 11218 (347) 889'7041 Any person denied access to records may appeal within thirty days of a denial. The time for deciding an appeal by the individual designated to determine appeals shall commence upon receipt ofa written appeal identifying: (1) the date and location of requests for records; (2) a doscription, to the extent possible, of the records that were denied; and (3) the name and return address of the person denied access. A failure to determine an appeal within ten business days of its receipt by granting access to the records sought or fully explaining the reasons for further denial in writing shall constitute a denial of the appeal. mos/is 3? The person designated to determine appeals shall transmit to the Committee on Open Government copies of all appeals upon receipt of appeals. Such copies shall be addressed to: Committee on Open Government Department of State One Commerce Plaza 99 Washington Avenue, Suite 650 Albany, NY 12231 The person designated to determine appeals shall inform the appellant and the Committee on Open Government of its determination in writing within ten business days of receipt of an appeal. The determination shall be transmitted to the Committee on Open Government in the same manner as set forth above. Fees There shall be no fee charged for inspection of records, search for records or any certification pursuant to these rules and regulations. Fees for copies may be charged, provided that the fee for copying records shall not exceed $.25 per page for photocopies not exceeding 9 by 14 inches. The fee for photocopies of records in excess of9 14 inches shall not exceed the actual cost of reproduction. Brooklyn Prospect has the authority to redact portions ofa paper record and does so prior to disclosure of the record by making a photocopy from which the proper redactions are made. The fee that the school may charge for a copy of any other record is based on the actual cost of reproduction and may include only the following: (1) an amount equal to the hourly salary attributed to the lowest paid employee who has the necessary skill required to prepare a copy of the requested record, but only when more than two hours of the employee?s time is necessary to do so; and (2) the actual cost of the storage devices or media provided to the person making the request in complying with such request; or (3) the actual cost to the school of engaging an outside professional service to prepare a copy ofa record, but only when the school?s information technology equipment is inadequate to prepare a copy, and if such service is used to prepare the copy. When the school has the ability to retrieve or extract a record or data maintained in a computer storage system with reasonable effort, or when doing so rEquires less employee time than engaging in manual retrieval or redactions from non'electronic records, the school shall be required to retrieve or extract such record or data electronically. In such case, the school may charge a fee in accordance with paragraphs (1) and above. The school shall inform a person requesting a record of the estimated cost of preparing a copy of the record if more than two hours ofa school employee?s time is needed, or if it is necessary to retain an outside professional service to prepare a copy of the record. 12/06/16 38 The school may require that the fee for copying or reproducing a record be paid in advance of the preparation of such copy. The school may waive a fee in whole or in part when making copies of records available. Public Notice A notice, in the form attached hereto as Attachment A, containing the title or name and business address of the records access officers and appeals person or body and the location where records can be seen or copies obtained shall be posted in a conspicuous location wherever records are kept andfor published in a local newspaper of general circulation. Severahility If any provision of these regulations or the application thereof to any person or circumstances is adjudged invalid by a court of competent jurisdiction, such judgment shall not affect or impair the validity of the other provisions of these regulations or the application thereof to other persons and circumstances. 12/06/16 39 Attachment A PUBLIC NOTICE YOU HAVE A RIGHT TO SEE PUBLIC RECORDS The amended Freedom of Information Law, which took effect on January 1, 1978, gives you the right of access to many public records. Brooklyn Prospect Charter School has adopted regulations governing when, where. and how you can see public records. The regulations can be seen at all places where records are kept. According to these regulations, records can be seen and copied at: Brooklyn Prospect Charter School- Downtown Elementary 80 Willoughby Street Brooklyn, New York 11201 Brooklyn Prospect Charter School- Clinton Hill Middle 300 Willoughby Avenue Brooklyn, New York 11205 Brooklyn Prospect Charter School- Windsor Terrace Middle 3002 Fort. Hamilton Parkway Brooklyn, New York 11218 Brooklyn Prospect Charter School' Windsor Terrace High 3002 Fort Hamilton Parkway Brooklyn, New York 11218 The following officials will help you to exercise your right to access: 1. School officials who have in the past been authorized to make records available 2. Records Access Officerls) Penny Marzulli Deputy Executive Director Brooklyn Prospect Charter School 3002 Fort Hamilton Parkway Brooklyn, New York 11218 (347} 889-7041 If you are denied access to a record, you may appeal to the following person: Kelly Richardson Director of Operations Brooklyn Prospect Charter School 3002 Fort Hamilton Parkway Brooklyn, New York 11218 (347) 889-7041 12/06/16 40 Brooklyn Prospecl High School Student Policy Guide 2016-2017 TABLE OF CONTENTS Vision for School Culture 2 Expected Behaviors 3 Dernerits 4 Class Removals 5 Suspensions 5 Bullying/Harassment Policy 7 Detentions 8 Service-in-Action 8 Lunchtime Expectations 9 Cell Phone Policy 10 Lockers 1 Dress Code 11 Hallways/Passes 12 Food 8: Drink 13 Building Hours/Expectations 13 Academic Honesty 14 Athletics 14 August 2016 VISION FOR SCHOOL CULTURE 0 Diversity is valued and discussed throughout the high school program. Interactions are positive and re?ect an understanding of the growth mindset. All members of the high school work together to enact this vision in our community. 0 Students tackling challenging academic tasks is at the heart of the inquiry that occurs in class. The supportive presence of adults provides opportunities for students to manage freedoms and make decisions that prepare them for college and post-secondary life. Students take ownership of the learning process and know how to manage their own behavior so that they can take lessons beyond BPCS. 0 Our discipline system is educational and values relationships and restoration. Rules and consequences exist to protect a rigorous learning environment Where students are able to maximize class time, take risks and demonstrate mutual respect, engagement, and professionalism. This student policy guide is an abridged version of our Famin Handbook and Policies Handbook, both living documents. See both on the school website for a more thorough description of all our policies and the most current version. August 2016 EXPECTED BEHAVIORS Be ed 0 Class begins and ends at the bell: be ready with supplies and homework complete 0 Take pride in your work: read all directions, begin on your own, participate in class and ask for help 0 Trust your teacher he/she wants what?s best for you listen when he/she asks you to do something 0 Learn from others; actively listen to them with positive body language Be Professional 0 School is your job: speak and dress properly 0 Be on time and get work in on time I Be honest and take ownership of actions - if you make a mistake, admit it 0 There?s a time and place if you want to discuss grades or an incident that happened in class, speak to teachers after class. Arguing during class takes away from the learning of others. Rgpect our ?pace 0 Many students and adults share this space be leaders and respect it! 0 Clean up after yourselves (and help others if the opportunity arises) 0 Keep noise volume minimal August 2016 0 Protect school property from vandalism ms Students who fail to follow classroom norms and expectations can expect a teacher response based on the type of behavior. Students should expect teachers to respond in a variety of ways to help get you back on track and support the learning environment. Class Infractions More Serious infractions [class di ruptions. property [maiur class disruptions. abusive misuse, ?4&ch misuse of language. extreme de?ance. language, -hysica contact. etc] harassment. continued Class disruption. aggressive physical contact. etc.) dent goes against class Student would have renewed 2 orms despite teacher redirectipns . . Student commits a mater Infraction dent fails to follow through with Both happen consequence Student misses dean's detention Stu ent misses dean's detention August 2016 August 2 0 1 6 CLASS REMOVALS You my be removet?rpm class or activities for. Committing a major behavior infraction such as cursing at a student or teacher, becoming violent, being de?ant, greatly disrupting the education of others, etc. 0 Continuing to misbehave after receiving a demerit. If you are removed, you will go to the dean?s of?ce where you 1. Complete statement form 2. Contact parent/guardian and tell him/her you will be serving a 90?minute Dean?s detention 3. Complete school assignments SUSPENSIONS How on Get ended 0 Level 1 infraction: 0 Sexual harassment Bullying/harassment (including anything online) Substance abuse Weapons Using physically aggressive behavior towards other students or staff, which could lead to ham 0 Engaging in threatening, dangerous, or violent behavior that is gang related 0000 0 Level 2 infractions, including, but not limited to: Shoving, pushing, or engaging in minor altercations towards students or school personnel August 2016 Inciting physical altercations or harassment Engaging in gang-related behavior (wearing or displaying apparel, or making gestures or signs) 0 Stealing 0 Vandalism 0 Using profane or disrespectful language/gestures towards any adults or students 0 Academic Dishonesty 0 Leaving the building without permission 0 Cutting class 0 Violating the computer use policy a Accumulation of Level 3 infractions, including but not limited to: Disrupting classroom learning 0 Failing to follow through with school consequences, including detention Abusive language 0 Excessive tardiness Lying to or misleading school personnel 0 Falsifying a parent signature or email Ines of Su_spensions In School Suspension 0 Attend school for the regular schedule, but complete your work in an alternative location. 0 Out of School Suspension 0 Alternative instruction available for 2 hours a day 0 Complete work at home 0 Recorded on permanent school record August 2016 Important Notes 0 Suspensions may escalate with chronic suspensions: they become longer and ultimately lead to a recommendation for expulsion. 0 Students may not. participate in any after-school activity if they are suspended that day. POLICY Brooklyn Prospect Charter School de?nes bullying and harassment as a chronic in?icting of physical harm or distress on one or more students. This may be in person or through any electronic means (text messages, social media, snap chat, etc.) and involves, but is not limited to: Teasing and name calling 0 Social exclusion Threats or intimidation 0 Physical violence Theft or destruction of property Sexual, religious or racial harassment Public humiliation Sharing or posting information or pictures online without consent Systematic and chronic refers to behavior that is repeated even if it is not toward the same person. Bullying is different from harassment in that bullying involves a power imbalance and harassment is not necessarily one?sided. August 2016 If bullying is reported, or you see it, please notify the deans immediately. If it is determined that an incident meets the above criteria for bullying or harassment, the school follows strict steps with escalating consequences, including a recommendation for expulsion. DETENTIONS D?y? Detention Disturbing or interrupting another class during instruction 0 Arriving to any class 10 minutes late 0 Being late to class on any random detention period 0 Dean?s discretion I Cutting class 0 When: after school the same day for 30 minutes I If you miss: assigned dean?s detention Detention 0 Receiving a demerit and failing to comply With teacher?s consequence Leaving class without permission 0 Being removed from class I Failing to hand over phone if asked by any adult 0 Missing daily detention Dean?s discretion 0 When: Thursday 3:00-4:30 If you miss: potential suspension SERVICE IN ACTION August 2016 When we make mistakes, we sometimes negatively impact our school community. In order to make up for that, you have the opportunity through our Service?in-Action Program to ?give back? to our school community. This program pairs students with staff members to assist with various tasks around the school. You can make a positive difference. LUNCHTIME EXPECTATIONS Out to Lunch Privileges Weekly - you will lose your out to lunch privilege if you: 0 Are late to class (including period, advisory, study hall, etc.) 4 or more times the previous week. 0 Arrive back from out to lunch late. a Deans may revoke a student?s out to lunch privilege at their discretion, including for bringing outside food to students who cannot go out to lunch. 0 If you are failing classes, you may be placed on special plans where you lose your out to lunch privleges for a set period of time. Egecta?ons in the bu?m? g: During lunch you can go to: The Commons 0 The library 0 The lockers the first and last 5 minutes of lunch a Off-site if you have earned it Students cannot hang out or wander in the hallways, stairs, or near their lockers during lunch. 10 August 2016 Commons ectations: 0 Music should only played with headphones. Wireless speakers are not allowed. 0 Clean up after yourselves! **Students may not order delivery to the school, either inside or outside the building. CELL PHONE POLICY This year we are continuing to increase student engagement through rigorous, inquiry-driven academic tasks so that all students are able to access the most challenging work given to them now, in college, and beyond. This objective will be supported by the elimination of any distractions created by electronic devices. If you have your phones or other electronic devices out in the hallway or in the classroom, you must give them in to any adult who requests it, either right away or after at most one warning: 0 The deans will hold the phone until the end of the day 0 Refusing to give over your phone will lead to a dean?s detention 0 Repeated instances might lead to the deans? holding your phone until a guardian picks it up 11 August 2016 0 You are allowed to use personal devices such as phones, tablets, and I?Pods in the Commons during breakfast and lunch. 0 If you need to use a phone in an emergency, go to the HS of?ce where you can use the of?ce phone. Bn_n' Your 0wn_Device 1E @1211 Graders a You may use your device in the classrooms, the gym, the Commons, outdoors, and in the Library, but not in the lobby, hallway, or bathrooms. 0 You should have your device with you every day so you can keep up with your schoolwork. 0 Cell phones do not count as devices. LOCKERS Hallway lockers Lockers are the property of the school and can be searched by school officials at any time and without notification. Locker Room lockers All students must have a lock in order to use the lockers in the locker rooms. 0 Locks must be removed each day. Any locks left on overnight may be clipped. DRESS CODE We want to look professional and respectful at all times: 12 August 2016 . Pants, shorts, skirts and skorts must be worn at the waist; they must be of a length appropriate to a learning environment (at the discretion of . Shirt straps must be a minimum of two inches wide. . No skin or undergarments may be exposed through cropped, torn or ripped, or transparent clothing g. no exposed midriffs). . No clothing orjewelry may be worn with suggestive or questionable language or drawings. Some examples of this include, but are not limited to the following: graffiti, gang related symbols, racial, ethnic, and/or sexual slogans or innuendos, tobacco products, pictures or language about alcohol, violence, weapons, drugs, language that is blatantly disrespectful of others? beliefs, or images deemed offensive or not in good taste. Students referred to the Deans? of?ce for dress code Violations will be asked to change into appropriate clothing or cover the offensive clothing or message. A repeated violation in dress code policy may result in parent/student meeting and/or disciplinary action in accordance with school Maximizing instructional time in class is a major focus of our Vision this year. Due to that we are going to increase our presence in the hallways to help you get to class on time. I If you are late to any class, you need a pass before you enter. 13 August 2016 0 You can get a pass from any of the staff members doing hallway sweeps or from the deans. I You should always have a pass when in the hallway during class. a You need a pass to go to the bathroom, drink water, go to the dean, see the nurse, etc. FOOD AND DRINK The following rules apply for food and drink in the building: a No glass bottles are allowed in the building. 0 Food is only allowed in the Commons. 0 Water or other drinks are allowed in classrooms at the teacher?s discretion. Gum chewing is not allowed anywhere in the building. BUILDING The school building will be open school days from 7:45am-5:00pm with the following guidelines: a You are expected to act respectfully and appropriately with all adults, including IHM members or participants in the after school program. 0 Respect our shared space; be mindful of your volume and keep the space clean. 0 Loitering in stairwells, unsupervised classrooms, or above the 2nd ?oor is not allowed. a Food and drink is only consumed in the Commons 0 If an organized group needs any space, they have priority. 14 August 2016 0 Students should be with an adult if they are to be in the building after 5:00pm. If not, they will be asked to leave. 0 Students not meeting building expectations may be asked to leave the building and possibly lose open campus privileges. On Wednesdays and Thursdays, students must leave the building at dismissal, unless they are with an adult. ACADEMIC HONESTY Integrity in everything we do is very important, including the assignments that we submit for grades. You will receive failing grades on assignments and face further consequences including detention or suspension if you cheat, plagiarize, help someone else cheat, abuse academic materials, steal academic materials, or lie regarding academic matters. Please see the Policies Handbook for a complete report on our academic honesty policy. ATHLETICS Student athletes are students first. Students are expected to remain in good academic and behavioral standing in order to participate in teams? athletic opportunities. The requirements will depend on when in the season the sports is and grades that are available at the time. 15 August 2016 Brooklyn Prospec ChanerSchooi 2016-2017 Middle School STUDENT AND FAMILY HANDBOOK Windsor Terrace Location 3002 Fort Hamilton Parkway Brooklyn, New York 11218 P.34T.889.7041 Mission Statement 4- Welcome Message from Principal Michael 5 Parent Teacher Student Organization 6 Attendance and Lateness 8 Arrival and Dismissal 10 All Access After-School 12 Curriculum and Serwces 15 Students with Disabilities 16 Individualized Education Plans (IEPs) 16 Accommodation Under Section 504 of the Rehabilitation Act of 1973 [?504- Forms?) 16 Our Special Education Programs 16 Of?ce Hours and Tutorial 17 Admsory 18 Grading 21 Progress Reports and Report Cards 23 Promotion; Retention 23 After-School Academy 25 Summer Academy 2 5 Homework 26 Make-Up. Late and Vacation Work 28 Student Agendas 29 Calculator Scholarships 29 Sihgolgum 30 Uniforms 31 Computer Use, Internet and Personal Electronic Devices 33 Lockers 34- Student-Athlete Expectations 34 Building Safety and Security 36 Visitors 36 Emergencies, Drills, and Evacuations 37 Inclement Weather 3 7 Traf?c and Student Safety 37 Student Health and Medication 33 Child 8; Adolescent Health Examination Form 38 2 Prescription Medications 38 Medical Emergencies 38 Emergency Forms 39 Crutches and/ or Wheelchairs 39 General Middle School Operations 40 Address Changes 40 Gifts to Faculty/Staff 40 Student Meals 40 Requesting Academic Documents 4-1 Student Transportation 41 Dropping off Forgotten Items 42 Personal Items 43 Press Media Inquiries 43 Videotaping and Photography 43 Financial Policy and Payments 43 Mission Statement Brooklyn Prospect Charter School is a K12 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Our Core Values Are: Curiosity Develop sound judgment and intellect by asking questions con?dently and thinking critically Respect Value others by taking a local and global perspective and appreciating differences Persistence Grow and learn by solving problems with determination, creativity and tenacity Passion Succeed by approaching challenges with excitement, enthusiasm and self-assurance Welcome Message from Principal Michael Middle school is a time of great discovery and transition. Students enter sixth grade at the apex of their childhood years and move on from eighth grade deep in adolescence. Brooklyn Prospect Middle School is a supportive and trusting learning environment from which our students matriculate into high school with the intrinsic motivation needed to achieve their personal best and the knowledge, skill and habits of thinking that support academic success. Because we understand that our students? adult lives are directly in?uenced by their experiences during these teenage years, the Brooklyn Prospect Middle School program is designed to facilitate opportunities that nurture in students a strong desire to persist in challenges and explore new possibilities. Brooklyn Prospect middle school students grow toward academic independence and self-reliance thr0ugh a carefully orchestrated program that challenges and supports each student individually. Fundamental to our program is fostering in each of our students the confidence that he or she is capable of continued learning and intellectual growth. How does a student learn to organize hisfher backpack, take notes, prepare to complete homework and class projects - skills vital to academic success in high school and beyond? From day one, our advisory curriculum and highly structured school routines place an enormous emphasis on learning organizational skills. And our small school environment and student-centered approach to teaching helps our faculty to carefully adapt to middle school students? broad spectrum of social, emotional and physical needs. Vital to their becoming true global citizens, our wonderfully diverse community is a rich training ground for understanding others. Here, we establish the caring and respectful relationships that foster and develop positive personal characteristics such as honesty, respect and an appreciation of the differences in one another. We don?t just talk about collaboration; we live it. I look forward to partnering with you as together we help your middle school student realize the unique richness of what Brooklyn Prospect has to offer. Since rely, Carolyn Michael Middle School Principal Parent Teacher Student Organization (PTSO) To provide the best possible education for our students, Brooklyn Prospect Charter School depends on a strong partnership with, and involvement from, (?parent?). There is a parent teacher student organization governing body on each school campus, and all parents of Brooklyn Prospect students are automatically members of the PTSO. Annually the PTSO elects a leadership team called ?Officers,? one of whom serves on the Brooklyn Prospect Charter School Board of Trustees. The school administration meets regularly with the organization. GOALS: To develop a sound organization leading to: All families in our school community feeling welcome 8.: engaged at BPCS Clear and direct communications between families and the school An active volunteer organization An annual fundraising plan that supports our student programs and school facility needs Strong reciprocal relationships between school, family and the larger community PTSO meetings held on each school campus are a good way to provide all parents in the Brooklyn Prospect community with access to school administrators and faculty in a timely and effective manner that is open and welcoming to all families. Meetings are generally held in the evenings on a or basis. Times and dates may vary by campus, so please consult the school website calendar for up-to-date times and information These meetings provide parents the opportunity to gain a deeper understanding of the school, its mission and how parents can best partner with the school for the ultimate success of the students Charter School Funding is an important issue for charter school families. While BPCS, a public school, receives per pupil funding from the state, because we are a charter school, we receive significantly less public support than do traditional district schools. In fact, on average, charter schools receive over $1,400 less per pupil than traditional district schools*. We urge our families to learn more about charter school funding in New York State and to contact local and state representatives urging them to visit our school and vote for continued equalizing funding for our public school students. Fundraising for the school is a vital and important role of the PTSO. We hope all parents will participate either formally or informally in annual fundraising. There are many ways to participate, including volunteering time, providing gifts-in-kind and making donations. All are important to the success of our school, and parent participation sends a strong message to outside funders. The ParentheacherlAdministrator partnership is a very important component of each student?s success. At Brooklyn Prospect we encourage parents to reach out directly to the school as needed. The student?s advisor is the first point of contact for families. The school administration welcomes meetings with families once the teacher or adviser has been approached. Volunteers are welcome partners in our school. If you are interested in volunteering at please contact your PTSO officers by email Some examples of how volunteers may assist include: events, publications, fundraisers, and as guest speakers on careers and special interests. Please consider the following guidelines when it comes to volunteering at Brooklyn Prospect: Keep anything you hear about students andfor families confidential unless it poses danger to a student. In such cases, please inform a member of the faculty or administration. When chaperoning, ifa student is reluctant to follow directions, please immediately refer the problem to a faculty member or administrator. Avoid gossiping or sharing impressions of students and families with other members of the Brooklyn PrOSpect community. l1 artersch eels Tom sin 11;: de?u nded report Attendance and Lateness School attendance is compulsory. Parents have the responsibility to ensure that their student attends classes daily and on time, unless circumstances beyond their control prohibit attendance at school. He student will be absent from school, a parent should notify the school as early as possible on the day ofthe absence. Earlier, written permission is both welcomed and encouraged. lfa student is absent and a parent has not noti?ed the school of the absence, the school will make every effort to contact the parents on the day of the absence. Parents should ensure that accurate contact information is on file at the school by notifying the school of any changes in address. phone numbers and emergency contact numbers. Reporting an Absence Parents must contact the MS Program Of?ce either the day of the absence by 9am. or, if possible, prior to the absence by: Calling: 347-889-7041, ext. 1079 or ext. 1025 0 Email message: PLEASE COMM UNI 1. FULL NAME 2. GRADE 3. REASON FOR THE ABSENCE Excuse-d Absences Students should request make-up work from their teachers for all excused absences within three days of the absence to receive full credit. The school will determine whether an absence is excused for purposes of making up classroom work and examinations. Examples of excused absences include: Illness or medical appointment (chronic absences due to illness may require a doctor?s note). - Death in the student?s immediate family Family emergency - Observance ofan established religious boliday* Required court appearance School business *Please note that absences due to observance of an established religious holiday do not negatively impact eligibility for perfect attendance awards. Unexcused Absences Teachers are not obligated to provide make?up work or accept missed assignments for a grade when an absence is unexcused. At their discretion, they may do so. Cutting and Tardiness Chronic tardiness to class andfor cutting classes, which includes absence or lateness of more than 15 minutes from individual classes, will result in disciplinary action and the school contacting the parents. Missing more than 15 minutes ofa class counts as an absence from that class. Chronic Tardiness and Absenteeism Attendance is essential to learning. Students who are chronically absent are less connected to the school community, experience a fragmented curriculum and have higher levels of academic failure. Chronic absenteeism is de?ned as missing 10% or more of official school days. Chronic lateness is de?ned as being late 10% or more of of?cial school days. Chronic absenteeism and chronic tardiness can lead to the student being retained in his or her grade, even if the student has passed his or her classes. When a student accumulates five (5) absences from any class or arrives late to school more than five days during a quarterly marking period, a member of the school staff will meet with the student and communicate with the parent or guardian to identify potential remedies. If the student?s attendance continues to worsen despite these interventions, the guidance counselor will create an Attendance Action Plan with the student and the parent. The guidance counselor will also hold regular meetings with the student to support the action plan. Early Sign-out Procedures Early dismissal for students may be arranged by phone, hand'written note, email or in person. Please include the date and time, a daytime phone number for confirmation and relevant details of the dismissal procedure (for example: student may be dismissed on his or her own or will be picked up by a parent or designee). Emails or phone calls should be directed to the Program Coordinator at 347?889-7041, ext. 1079 or 1025. Signed hand written notes and in-person requests should be directed to the Middle School Office during morning arrival if possible. No matter how the early dismissal is communicated to the school, students leaving early must come to the MS Office to receive an early dismissal note that they will present to their classroom teacher. They will then sign out in the reception area, turn in the early dismissal note and leave campus immediately after signing out. It is the student?s responsibility to be aware of hislher dismissal time and come to the reception area at the appropriate time. Steps: Parents call the Program Coordinator at 347-889-7041, ext. 1079 or 1025, email or present a handwritten, signed note to the Middle School Office (third floor) in the morning. - The student should come to the Middle School Office to get an early dismissal note, which will be presented to the classroom teacher at the early dismissal time noted. The student will sign out at the Front Office, handing in their earlsr dismissal note at that time. Late Sign-in Procedures Any student arriving for class after hisiher scheduled time should report directly to the Front Office (reception) for a late pass. It is the student's responsibility to: 1. Print hislher name in the late sign-in book at the Front Office 2. Bring the office pass sfhe receives to class and hand to teacher. *All names in the late sign'in book are used to verify school-wide attendance. If the student does not write his or her name in the late sign in book, he or she will be marked absent. An after-school 30 minute detention will be assigned for the following reasons related to lateness: - Arrival to school after 9:00 am, Accumulation of 5 total latenesses in a week to any class period, Cutting class, which includes missing class without permission or arriving to class more than 15 minutes late. Arrival and Dismissal Arrival Procedure Students should enter through the Brooklyn Prospect Charter School main entrance, located on 3002 Fort Hamilton Parkway in between 2nd and 3rd Streets. Arrival Times 6th grade: {students must be in their advisory seat by 8315 AMI each day or they will be marked late] 7thf8th grade: 8345AM (students must be in their homeroom seat by 8345 AM each day or they will be marked late.) Breakfast will be served in the Commons (cafeteria) from 7245mm until 8335am. All students must be in their seats when classes begin. As students enter the school building, they should proceed directly to the Commons. Students are then dismissed from the Commons to their homeroom. We ask that parents not accompany a student to the cafeteria or to his or her 10 classroom unless prior arrangements have been made with the teacher. Any student who arrives more than 15 minutes late to class without an approved note will be considered having missed class for attendance purposes. Dismissal Procedure Students exit from the side on East 2nd street. Monday, Tuesday and Friday Wednesday and Thursday Dismissal at 3145 PM Dismissal at 2340 PM All students must be off campus no later than 4:05pm on Monday, Tuesday Friday and 3100 pm on Wednesday 3: Thursday, unless they are participating in the All Access After-School Program. For the safety of each student and general security of the school community, loitering around Brooklyn Prospect is not permitted. Once dismissed, all students should exit through the doors leading to East 2nd Street and should proceed immediately to their destination. At dismissal, students should walk calmly through our neighborhood. Students should not run, yell or otherwise cause a disturbance for our Windsor Terrace neighbors. Any student whose behavior does not re?ect well on the Brooklyn Prospect community at dismissal will be referred to the Deans and may be asked to complete Service in Action to restore the relationship with the community. To ensure the safety and well being of each student, parents are asked in the sixth grade to fill out dismissal instructions stating whether or not the child can be dismissed on his or her own or must be dismissed to a parent or caregiver. Please inform your student?s adviser in writing of any short or long-term change that occurs to your student?s previously submitted dismissal routine. Unless families communicate other arrangements, all seventh and eighth graders will be dismissed on their own. if you are delayed in picking up your student, please call the front of?ce. Students not picked up on time will wait to be picked up at the Front Office (reception area). In such situations, the person picking up the child must report to the Front Office in person to pick up the student. 11 All Access After-School The BPCS After-School Program offers Brooklyn Prospect students both educational enrichment and recreational activities. In addition, students visit parks, cultural institutions, events andr?or performances. Program Participation Requirements Each student must have a completed and updated Enrollment Form on file with BPCS before sfhe becomes active in the program. Each club will have an established maxim um capacity. lfa program is full, students will have the opportunity to participate in alternative activities. Program Schedule Academics Wednesday Thursday Friday 3:05 - 3:45 PM 3:05 - 3:45 PM 3:05 - 3:45 PM 2:05 ~2245 PM 3:05 - 3:45 PM Hall Hall Optional Tutorial AdvisoryIStudy Hall Hall Optional Middle School Club Schedule Tuesday Wednesday Thursday Fridav 3:45 - 4:00 PM 3:45 - 4:00 PM 3:45 - 4:00 PM 2:45 - 3:00 PM 3:45 - 4:00 PM Snack Snack Snack Snack Snack 4:00 - 0:00 PM 4:00 - 8:00 PM 4:00 - 6:00 PM 3:00 - 5:00 PM 4:00 - 0:00 PM Clubs 0? Activities Clubs 8; Activities Clubs Activities Clubs Activities Clubs 5. Activities Students will be automatically enrolled in to Advisory/Study Hall and have the option to participate in Alter-School clubs PLANNED ACTIVITIES INCLUDE: Basketball. soccer, dance, arts 3: crafts, parkour, ?lmmaking, baseball, homework help and much more! Sample Club Options - Sports Gamesi Soccer, Basketball, Parkour, Martial Arts Chess Education Enrichmentl Mathletes, National Junior Honors Society, Robotics Student Council 0 Arts3 Dance, Band, Theatre, Glee Graphic Design 12 After-School Program Emergencies, Drills, and Evacuations In accordance with state and city regulations, the Brooklyn Prospect After-School Program will participate in regularly scheduled fire and evacuation drills. In the case ofa fire or other emergency that requires an evacuation, our evacuation site isl Immaculate Heart of Mary Parish 2805 Fort Hamilton Parkway Brooklyn, NY 11218 After-School Program Illness In the case of an urgent medical situation, 911 will be contacted. lfa student becomes ill, the student should inform a club leader that slhe is not feeling well. If the club leader determines that the student is too ill to remain in the class, will be called, and the student will be dismissed to report home in accordance with the dismissal instructions from the Students may be immediately sent home if any of the following are exhibited3 . Vomiting or diarrhea . Fever . Sorefred throat . Red, watery eyes . Rash . Earache, drainage from ear merl-WMr?i Parents must arrange for their student to be picked up immediately if the student is being sent home. Your student may return to the program once the child has been free ofa fever for 24 hours, the have dissipated, or once a medical doctor has cleared him or her to return to school. After-School Program Attendance Policy Regular attendance is expected for all participants. If you anticipate your child being repeatedly absent for any reason, please email All students who participate in the after-school program must sign in daily. Students must attend school during the school day in order to participate in the After-School Program. End of After-School Program Pick-up Students will be dismissed by class and will exit through the Brooklyn Prospect Charter School main entrance, located on 3002 Fort Hamilton Parkway in between 2rid and 3rd Streets. If a student is allowed to be dismissed on hisfher own, please indicate so in your enrollment form. Students will be dismissed to report home in accordance with dismissal instructions located on the Enrollment Form. 13 If a student cannot be dismissed on hisr'her own, designated adults are required to sign each participant out on the attendance sheet. Staff may ask for a picture ID. if they are unfamiliar with an authorized adult signing a participant out. After-School Early Dismissal Earl},r dismissal for students mayr be arranged by phone, hand-written note, email or in person. Please include the date and time, a daytime phone number for confirmation and relevant details of the dismissal procedure (for examplei independent or being picked up by a parent or designee). Emails should he directed to Phone calls and hand-written notes should be directed to the After-School Program Assistant. All students leaving early must sign out in the reception area and must leave the campus immediately after signing out. After-School Program Expected Behaviors The expected behaviors of the After-School Program are fully aligned with the behaviors expected during the school day. These expected behaviors are used to give students guidance as they strive to exhibit appropriate behavior. School personnel will use these behaviors to guide students in what is considered to be safe and reSponsible behavior and will contact families if students violate the after-school program?s expected behaviors. 14 Curriculum and Services Curriculum Structure In order to plan and support student learning most successfully, the curriculum at Brooklyn Prospect Middle School is built around two pillars: The Common Core Curriculum State Standards and the International Baccalaureate Middle Years Program framework. The Common Core Curriculum State Standards New York State joining states across the nation, has recently adopted a new, more rigorous set of standards to guide schools' curriculum. These standards, known as Common Core standards, attempt to provide teachers with a picture of what your student needs to learn each year in order to graduate from high school ready to succeed in college and career. The new Common Core aligned ELA and Math state tests, given in grades 3-8 are designed to measure student mastery of the Common Core standards. International Baccalaureate (IE) The International Baccalaureate is broken into three programs for students in various educational stages: The Primary Years Program Middle Years Program and Diploma Program As an IB World School, Brooklyn Prospect is committed to providing students with high quality, challenging international education. Holistic learning. The MYP emphasizes holistic learning that explicitly reveals the links between the disciplines. The MYP presents knowledge as an integrated whole and encourages interdisciplinary awareness. All MYP subjects provide a curricular framework with delineated aims and objectives, which teachers use to provide both formative and summative student feedback. Teachers design their curricula to help students fulfill those objectives while also meeting the New York State Standards. Communication skills. The program also emphasizes the acquisition of both written and oral communication skills, fundamentals to learning that support inquiry and understanding and promote student re?ection and expression. Students in the MYP also develop communication skills in a second language. Intercultural awareness. Finally, the MYP provides students with opportunities to explore multiple dimensions of global challenges and encourages them to develop creative solutions. It. is concerned with developing students? skills, knowledge and attitudes as they learn about their own and others? social and national cultures. Through the Global Contexts Identities and relationships, Orientation in time and space, Personal and cultural expression, Scientific and technical innovation, Globalization and sustainability and Fairness and development the MYP encourages teachers to design units around important global issues and ideas including climate change, international con?ict and international exchange and trade. 15 Students with Disabilities The Brooklyn Prospect Student Support Services department supervises, coordinates, and monitors school-wide special education services and documents. is committed to providing students with disabilities the services that maximize student participation in the general education classroom. To accomplish this, we are assisted by the district with the identification, evaluation and placement of eligible students in the least restrictive environment. The Department. of Education also provides related services as mandated in a student?s individualized educational plan At BPCS every child is a learner with to be leveraged and growth areas to be supported. Led by the Student Support Service department, BPCS faculty and staff collaboratively designs and implements supports that leverage the of our students with documented learning differences. BPCS believes that with high quality instruction, and individualized special education support, every student that stays with us through high school can graduate with a Regents? diploma, and participate in rigorous International Baccalaureate (lB) coursework. Individualized Education Plans (IEPs) If your student has an IEP or you believe your student would benefit from being evaluated for an IEP, please notify the Student Support Services Coordinator, Melissa Garstecki, at Accommodation Under Section 504 of the Rehabilitation Act of 1973 ("504 Forms") If your student has a 504 plan, please notify the Student Support Services Coordinator, Melissa Garstecki, at two weeks prior to the start ofschool. 504 forms must be renewed annually by December 13*, though it is far preferable for 504 renewals to be made prior to the start of the school year. Our Special Education Programs While we are committed to meeting the needs of all students, at BPCS we offer three major programs of support in the middle school: - Integrated Co-Te aching (HIT): Subject area teachers and learning specialists are paired in all four core subjects everyday. They work to make sure that all students receive an individually rigorous education by balancing the general education grade level curriculum with the contents of student IEPs. 16 - Special Education Teacher Support Services A streamlined version of our ICT program, this program sees students working with learning specialists for a smaller portion of their day. At the middle school level a student in the SETSS program is enrolled in at least two co'taught classes each day. - Office Hours with Learning Specialistsi In addition to the school day supports provided in the programs above, BPCS also offers all middle school students with documented learning differences the chance to meet with highly qualified learning specialists before or after school nearly every day of the week. Office Hours and Tutorial Seventh and eighth grade teachers at Brooklyn Prospect offer office hours 2-3 times per week. These sessions are open to all students who want additional help or challenge. At times, students may be mandated to attend office hours. A complete matrix detailing which office hours are offered when is available on the middle school Classroom Pages on the website. Seventh and eighth graders also have the opportunity to participate in tutorial during their study hall period. Tutorials are assigned on an as needed basis. Because sixth graders have the support of daily advisory, their teachers do not offer regular after school office hours in most cases. However, students are welcome to reach out to their teachers to make an appointment to meet for extra support. Tutorial is also offered for sixth graders for Math, ELA and Science during the study hall period. 17? Advisory The Brooklyn Prospect advisory program pairs individual adult members of the Brooklyn Prospect Community with small groups of 8-15 students. The goal of the advisory program is to help each student reach his or her fullest potential. To do this, advisory is built around two main objectives. The first objective is to provide opportunities to develop socially and emotionally as part of a supportive small group. The second objective is to provide opportunities to develop and strengthen cognitive and learning skills to learn how to learn. To achieve these objectives, advisory combines activities, diSCussions and re?ections to help students develop open minds, persistence in learning, caring attitudes towards the world and people around them and the ability to re?ect and think critically about themselves and their world. The advisory curriculum is geared to develop students? interpersonal, intrapersonal and organizational skills, provide students the opportunity for career exploration and help students succeed as individual members of our global community. Major Goals! Provide opportunities for students to establish supportive connections with other members of the Brooklyn Prospect community: Advisees will: - have a strong and consistent relationship with the adviser and the peer group, have easy and regular access to academic advice from an adviser who actively monitors the advisee?s progress, engage regularly in goal'setting and self?assessment, - develop study and organizational skills that will support academic success, work towards developing their interests and passions, work With advisory curriculum which strengthens their skills, learn to advocate for themselves and deal effectively with adults. Advisers Willi get to know advisees as students and as individuals, - be the ?rst point of contact for families when questions arise about the program or the student?s experience and needs, . provide oversight of and coaching around academic goals and major projects, help advisees see the connection between success in school and options for the future. Desired Outcomes: Advisory activities strive to produce students Open-Minded - Explore, understand and appreciate their own cultures and personal histories, and be open to the perspectives, values and traditions of other individuals and communities. 18 Become accustomed to seeking and evaluating varying points of view and demonstrate a willingness to grow from the experience. Persistent (Display Growth Mindset) Caring Re?ective Display attitudes towards their schoolwork that demonstrate an understanding of the school?s belief that every student?s academic success is dependent upon his/her own hard work and that the brain is a muscle that grows with use. Can identify the harmful effects of bullying and treat others respectfully. Teach each other how to be good friends. Set high and realistic goals for themselves, identify potential obstacles to achieving these goals, and periodically re?ect on their progress toward reaching them. Take deliberate steps and use effective strategies to organize their academic and personal lives. Area able to describe their most effective learning environment, their predominant learning style, and their study habits. Critical Thinkers Organized Ask questions and seek out answers from multiple types of sources. Use an agenda book to keep track of short term and long*term assignments. Use notebooks and folders effectively. Keep locker or other spaces such as class foldersfnotebooks to maximize efficiency. Keep backpack free of unnecessary items and organized to maximize efficiency. Advisory activities strive to produce students who are able Collaborate Communicate I Demonstrate ability to work effectively and respectfully with diverse teams. Exercise ?exibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Assume shared responsibility for collaborative work and value the individual contributions made by each team member. Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts. Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Use communication for a range of purposes (eg. to inform, instruct, motivate and persuade). 19 Utilize multiple media and technologies and know how to judge their effectiveness as well as assess their impact. Communicate effectively in diverse environments. Group Size 8-15 students Group Organization Grade specific. mixed gender Time Length ?th grade: 30 minutes daily 7? and 8?1 grade: 40 minutes, 2'3 times Er week Scheduling a Conference If a parent or guardian wishes to have a conference to discuss the student?s academic achievement andfor behavior, a good first step is to schedule a meeting through the student's adviser. Advisers can be contacted by email using the convention ?rst initial followed by last name at A full list of faculty and staff can be found on our website at Parents may also email other teachers directly at any time. 20 Grading As an International Baccalaureate (IE) school, BPCS utilizes assessment and promotion policies in alignment with the best practices of the greater 113 community while meeting our specific needs as a New York public school. BPCS students receive one grade per course and that grade is communicated via a report card at the end ofeach semester. Elements that make up the overall grade can be divided into two categories: Achievement and Effort. Achievement (70% of overall grade) Effort (30% of overall grade) Effort grades provide feedback on how a Achievement rades re?ect master of course . . . 5! student 15' performing in aspects of the class content. These grades are often calculated using a: rt the ac . ()ka W1 0' Middle Years Program cure) rubrics specific to the a 5 qtand may include ta such as- subject area and may include ts such as- Tests I Short Informal Assessments - Quizzes (Entrance Ticket, Exit Ticket) 0 Exams - Homework - IB Assignments - Practice - Large Projects - Classwork - Final Draft Essays - Student Involvement - Lab Reports - Preparation Summative Presentations . Class Activities Demonstrations of Proficiency - Warm-Ups Small Projects (Students with lEPs may also receive an grade) BPCS Grading_Scalel Letter Grade Percent Range Performance Band A 90-100 Very Good 80-89 Proficient 70-79 Approaching Proficiency I) 65-69 Poor 0'64 Failing (no credit awarded) 21 Opportunities for Improvement: Students are encouraged to demonstrate mastery of material at BCPS in their academic work. To help support their growth as learners, students have opportunities to ire-submit work that receives a low or failing grade to be regarded with an toward improvement. If no assignment is submitted, a zero will be recorded. Students may improve their grades the following waysi Achievement gra dos: When an achievement assignment is missing or does not meet the standards for passing, the student should attend office hours to redo the assignment. The deadline for late work or re-suhmissions of achievement assignments is 2 weeks from the time that the assignment was returned by the teacher. Effort grades: Students have opportunities to make up homeworkieffort assignments within a two-week window of time during a supervised study time (before or after-school of?ce hours, tutorial, etc}. Principal's Honor Roll: The goal of the middle school Principal?s List and Honor Roll is to publicall},r recognize and reward students who display outstanding effort and academic achievement in a given grading period. - Students who maintain an average of 90% or higher in the effort categorv of their overall grade will be recognized on the Principal?s List. - Students who have fulfilled the requirements for Principal's List AN who maintain an overall grade of 90% or higher will be recognized on the Principal's List with Honors. - Students who have fulfilled the requirements for Principal?s List AND who maintain an overall grade of 95% or higher will be recognized on the Principal?s List with High Honors. The Principal?s List will be updated after each grading period followed by awards and recognition ceremonies that will take place during the school day. 22 Progress Reports and Report Cards Progress Reports Progress reports enable teachers and parents to monitor students? academic progress between report cards. Progress reports are issued to students quarterly and sent home in students? backpacks along with a re?ection and goal-setting sheet. Parents must review and sign the progress reports, and return them to the student's adviser. Failure to return a progress report signed by a parent results in the advisor contacting the parents and may impact the student?s advisory grade. Report Cards At the end of each semester, a report card is mailed to parents outlining the student?s academic grades. Report cards are mailed out in early February for first semester and a few days after the last day of school for second semester. Brooklyn Prospect issues a ?nal grade for each semester. No overall final grade for the year is printed on report cards, although an unofficial ?final grade? is available in TeacherEase. Promotion/ Retention Brooklyn Prospect Middle School uses a comprehensive credit system to ensure accountability for academic success in all subject areas and to provide struggling students the opportunity to master content standards before the summer months. To be promoted to the next grade, students must: Earn at least one credit per semester or two credits per year in Humanities, Science, Language Arts and Mathematics (full'year courses that meet every day are two credits per year}, Earn a minimum of 10 of a possible 13 credits each school year, Pass the New York State tests with a proficiency level two or higher. Course of Credits Available (per year) Mathematics 2 English Language Arts 2 Humanities 2 Science 2 Arts (Music, Art, Drama) 1 Physical Education (Dance, Physical Education) 1 23 Advisory 1 Language 2 Students who do not earn the minimum credits in a given semester have opportunities to recover the credit. Eighth graders can recover credit from the fall semester in the After'School Academy. There is no opportunity to recover credit from the spring semester of eighth grade. Students whose promotion is in doubt due to failure in the spring semester will be scheduled for Promotion in Doubt meetings. Sixth and seventh graders can attend Summer Academy in order to fulfill the criteria for promotion. Students will be notified at the end of ?rst semester or in early June if they are required to attend Summer Academy due to failing grades. Students can also be invited to the Academy if teachers feel that additional time with the material would benefit. the student. A student who receives a level one on the New York State tests in ELA or Math MUST pass the course during the Summer Academy or make alternative arrangements to demonstrate proficiency with the Principal (see portfolio option below}. Portfolio Option When a student achieves a level one on the New York State tests in Math or ELA or has no score, he or she can choose to submit a portfolio to determine eligibility for promotion. Portfolio Elements ELA - Leveled Text: Reading a leveled book (using Fountas and Pinnell levels) with 90% accuracy Independent Writing Activity: One page of student writing created in response to a prompt for the promotion portfolio showing evidence of the writing process (draft, revision, final piece). Class Worki One piece of ELA class work included to re?ect the student?s current performance. Math Mathematics Inventory of grade-level power standardsi Achieve a 60% or higher on this assessment. 1' Foundational Computational Assessment: Solve 3 out of 5 problems correctly. Class Work: One piece of math class work included to re?ect the student?s current performance. 24 Promotion for Students with IEPS Unless alternative criteria for promotion are speci?ed in the students' Individual Education Plan, any student with an is subject to the same promotion criteria as students in the general education program. Retention When a student is identified as being at risk of retention, parents are notified and the student is provided additional supports to improve hisfher performance. Such opportunities may include, but are not limited to, parent-adviser meetings, classroom accommodations, and enrollment into a tutorial or after?school course. Ongoing assessment of student progress is a part of each intervention. After?School Academy The After-School Academy courses, offered for English Language Arts and Math, provide support for students who receive a failing grade during the first semester andfor students who want extra support mastering content standards. Students may enroll in a maximum of two courses per year. In order to receive credit for a course, a student may not miss more than 2 course sessions. Any student who has received a failing grade in English Language Arts or Math and cheese NOT to attend the After-School Academy for credit recovery may be retained. After-School Academy courses for credit recovery are not available to middle school students enrolled in Regents courses such as Algebra. Summer Academy Summer Academy is designed to provide the re*teaching of essential content and skills at the 6th and 7th grade levels. It also provides students with the opportunity to make up credits required for promotion to the next grade level. Eighth graders can recover credit from the fall semester in the After-School Academy but there is no Summer Academy for eighth graders. There is no opportunity to recover credit from the spring semester of eighth grade. Students whose promotion is in doubt due to failure in the spring semester will be scheduled for Promotion in Doubt meetings. Students who meet the attendance, effort and grade expectations of Summer Academy are promoted to the next grade. Students who do not meet the requirements of Summer Academy must participate in Promotion in Doubt meetings to determine whether they will be retained. 25 Homework Purpose Teachers at Brooklyn Prospect are committed to providing meaningful and relevant homework activities each night. Homework is designed to supplement, support, and extend learning at home, reinforce classroom instruction, help students develop resourcefulness and work independently, and involve parents in the learning process that takes place at school. Homework assignments include: Practice exercises to reinforce principles, skills, concepts, and information taught in the classroom. Preview assignments to prepare for subsequent lessons Extension assignments to transfer new skills or concepts to new situations - Creative activities to integrate many skills toward the production of a response or product Time Students should expect to see an increase in the amount of homework required in middle school as compared to elementary, and in high school as compared to middle school. Efficient use of time in study halls impacts the amount of homework completed outside of school, so the amount of homework a student brings home can vary based on how he or she uses study hall time. In general, middle school students should average 1.5 hours of homework each night, including weekends. Though assignments are often differentiated to match students? individual needs, the amount of time needed to complete assignments varies according to the individual student?s needs, capabilities and motivation. If students are bringing no work home, or an excessive amount, parents should contact the student?s adviser to discuss the student?s progress. Responsibilities of Faculty Assign relevant, challenging and meaningful homework that reinforces classroom learning and is appropriate for college'bound high school students. Give clear instructions and make sure students understand the purpose of the assignment and the expectations for quality work before leaving class. Homework assignments must be posted on the BPCS Classroom Pages as well as posted on the board daily in each class. Communicate homework assignment and expectations to parents and students through the BPCS Classroom Pages. Give feedback andfor correct homework so that students comprehend their level of understanding of the learning. Avoid assigning homework due dates which fall the dayr after a religious holiday. Modify assignment eXpectations for students with learning differences. Communicate with other teachers regarding project due dates and tests. Involve advisors and parents ifa pattern of late or incomplete homework develops. 26 Responsibilities of ParentsIGuardians Although we recognize the need for increased autonomy and independence for students, families can support student learning by: . Helping structure uninterrupted study time each day. Helping establish a quiet, well-lit study area. Promoting a positive attitude toward homework. If necessary, monitoring student?s organization and daily homework assignments. Being supportive ifa student gets frustrated with difficult assignments and help students work to find the answer, not just get it done. - Reviewing BPCS Classroom Pages to stay well informed about what is happening in the classroom. Congratulating your student on his or her hard work when merited. - Encouraging the student to speak with hislher adviser if the student is regularly struggling to complete homework assignments in the prescribed time period. Responsibilities of Students Write down assignments in the BPCS Student Agenda or other appropriate student organizer. Be sure all assignments are clear and ask questions if necessary. - Check the BPCS Classroom Pages or contact a classmate if unsure of assignment. The next step is to communicate with the subject area teacher the following school day. Set aside a regular time for studying. Find a quiet, well-lit study area. Work on homework independently whenever possible, so that it re?ects student understanding and skill level. Make sure assignments are done according to the given instructions and completed on time and with quality. Be sure work is completed in accordance with the BPCS academic honesty policy. Students who fail to complete assignments may be required to attend mandatory of?ce hours to complete their work. Mandatory office hours are held during lunch and can also be assigned after school. 27' Make-Up, Late and Vacation Work Make-Up Work A student who has been absent and whose absence is excused is permitted to make up the work missed. An absent student should make arrangements with teachers within three days of hisfher return to school. Late Work Achievement assignments should be turned in when they are due. When an achievement assignment is missing or is turned in that does not meet the standards for passing, the student is able attend office hours to redo the assignment. Deadline for late work or re-submissions of achievement assignments is two weeks from the time that the assignment was returned. Students have opportunities to make up homeworkfeffort assignments within a two-week window of time during a supervised study time (before or after-school office hours, tutorial, etc). If no assignments are submitted, a zero will be recorded. An extension for any assignment may be granted at teacher discretion. Students in need of an extension should make their request at least 24 hours before the due date. Vacation Work Teachers may assign homework over extended breaks such as Thanksgiving, winter break, mid- winter break, spring break, and summer vacation. Assignments are designed to support student's academic and personal growth without placing an excessive burden on their time. The actual time required to complete the assignments will vary with each student?s study habits and academic skill level. 28 Student Agendas All students will be provided with a BPCS Student Agenda (organizerlplanner) at the beginning of the school year to assist them in keeping record of class announcements and assignments. Students are expected to record their assignments in their agendas at the beginning of each class" Parents are encouraged to check student agendas for assignments. The first. student agenda is provided at no cost. Replacement Agendas are available for $5.00 through the Program Coordinator. Calculator Scholarships Eighth grade students who qualify for freelreduced lunch may see the MS Program Office to purchase a scienti?c calculator at a onetime, school-subsidized rate of $25. 29 School Culture Please notei The statements below are intended to act as a guide to families and students. The disciplinary practices outlined below are designed to be aligned with New York State laws and Brooklyn Prospect school policies. Nothing in this handbook shall supercede the policies set out in the Brooklyn Prospect K12 Policy Handbook found on our school website Discipline and Support Brooklyn Prospect beliefs and values that guide the discipline policy: Building respectful relationships is foundational to a positive school-learning environment. Consistent proactive discipline supports a positive learning environment: Faculty, staff, students and parents have a responsibility to prevent problems before they arise through clear expectations and routines. Students perform best in a warm, orderly, and consistent classroom. - Positive and negative consequences paired with ongoing support and collaborative problem-solving teach students to self-correct inappropriate behaviors and assume responsibility for their actions. - Predetermined rewards and bribes often undermine the development of an internal sense of responsibility. All students can demonstrate appropriate behavior. School-Wide Code of Conduct Brooklyn Prospect Charter School seeks to provide a safe and inclusive learning opportunity for each of its students, regardless of race, religion, color, creed, sex, national origin, or disability. Students are expected to meet reasonable standards for behavior, permitting all students to participate in a positive school-learning environment. Brooklyn Prospect?s Core Values are: Curiosity Develop sound judgment and intellect by asking questions con?dently and thinking critically Respect Value others by taking a local and global perspective and appreciating differences Persistence Grow and learn by solving problems with determination, creativity and tenacity Passion Succeed by approaching challenges with excitement, enthusiasm and self-assurance 30 Behavior support is provided for students through a system known as Response To Intervention (Rtl). A tiered support system, the Rt] model is designed to help students adapt to the daily Expectations of life at Brooklyn Prospect. When a student is consistently having difficulty meeting behavioral expectations, a plan is developed collaboratively with the student, faculty andfor family to give the student additional structure and supports to be successful. Detention Students will receive detention for excessive lateness to school or class, which would involve arriving to school more than 15 minutes late (8130 for sixth grade or 9300 for and 81h grades) or being late to class 4 or more times in a given week), multiple conduct cuts, class removals, uniform violations, unruly hallway behavior or cutting class. Saturday Detention Students can be assigned Saturday detention for truancy. The student version of school culture procedures is available online. In addition, a complete BPCS school policy handbook including prohibited behaviors and disciplinary consequences, is available on the Brooklyn Prospect site Uniforms At Brooklyn Prospect, we aim to serve a diverse group of learners in an inclusive and creative environment. In order to foster a positive learning community with students from a wide-range of racial, ethnic and socioeconomic backgrounds, we expect our students to demonstrate respect for all community members through modest attire. Students may not wear hats or headgear of any type in the building. Headphones (including ear buds) should not be visible in the hallways or classrooms. Headgear worn as part of religious observance or for health~related reasons is exempt. O?Hara is the ?of?cial? uniform provider for Brooklyn Prospect. All required clothing can be purchased through their website or at their Brooklyn store: Fly are School L'ml?orms 6719 18th Avenue Brooklyn, NY 11204 31 We encourage families to order uniforms as soon as possible, to allow for lead times in the busy season. Please call ahead for hours of operation. All students are required to arrive at school in full uniform in elementary and middle school. The school uniform must be worn respectfully and through the completion of the school day. The final decision concerning the appropriateness of clothing will be made by the school administration. Parents of students who arrive in school out of uniform will be contacted to bring a change of clothes. Separate uniforms are required for Physical Education (PE) and other school Sports. FOR ACADEMIC CLASSES: I Regulation polo shirt A A polo shirt MUST be worn each day. 0 White or green, long or short sleeve, with Brooklyn Prospect monogram, purchased Lr' from O?Hara, BPCS uniform suppliers White polo with BPCS monogram available through the PTSO I Bottoms Pants, trousers, denim, shorts, skirts, or skorts must be SOLID khaki or black. While O?Hara carries options of this type clothing, students are welcome to wear any brand of "bottoms.? Sweater Polo shirts may ONLY be covered by the following: 0 A regulation BPCS heather grey sweater with logo, available at O?Hara A black zip or grey ?eece jacket with the logo available through the PTSO A solid grey or black non-hooded sweater Any official BPCS athletic team gear FOR PHYSICAL EDUCATION CLASS: 0 Regulation green BPCS t-shirt with white logo. O?Hara) 0 Regulation black sweatpants or shorts with green logo. O?Hara) I Students may NOT wear PE clothing to school. They are required to change for PE class. Please note: All denims, trousers, shorts, skirts, and shorts must be worn at the waist. Drawstring waists are not allowed. While shirts are not required to be tucked in, a belt is required if pants, shorts, etc. DO NOT remain at the waist. Trousers, shorts, etc. must be solid, no stripes, logos, imprints, etc. PE shorts are not permitted during academic classes. Sweatpants are not permitted except as regulation uniform during PE class. Leggings, jeggings, or tights are considered undergarments and. if worn, must be accompanied by denims, trousers, slrirts or shorts. Pants may not be too loose or too tight. Shorts, skirts, shorts, (and any slits) must be no higher than two inches above the lrnee. No holes or tears are allowed in an garments worn by students. No clothing or jewelry may be worn with suggestive or questionable language or drawings. (some examples ma include, but are not limited to the following: graf?ti, 32 gang related symbols, racial, ethnic, andr?or sexual slogans or inn uendos, tobacco products, pictures or language about alcohol, violence, weapons, drugs, language that is his tan tiy disrespectful of otiiers?beiiefs, or images deemed offensive or not in good taste). 0 Hoods, hats and other types ofheadgear may worn inside the building. this includes hats or other types oflieadgear. (Includes boys and girls) 0 Head covering as part ofa religious belief or medical need will be allowed. I Only closed back shoes are permitted. No ?ip??ops are allowed. Computer Use, Internet and Personal Electronic Devices As technology has made available extraordinary academic opportunities, it is critical that Brooklyn Prospect provide its students with the tools for learning in the 21-? Century. However, all members of the community must support apprOpriate technology use and respectful online norms. Brooklyn Prospect students are expected to conduct themselves in accordance with school norms when online during school hours, when using a Brooklyn Prospect email account and when interacting with other members of the school community online. MS students must sign and abide by a computer use agreement. A copy is available on the Brooklyn Prospect website. Although we believe in integrating technology and personal electronic devices such as iPads, laptop computers, tablets, cell phones, and smart watches into classroom instruction can enhance learning and cultivate individual student talents, it is also clear that electronic devices can increase student distractions and become detrimental to community building. Please be mindful of the following parameters with personal electronic devicesi Students may use personal electronic devices in the Commons before and after the school day commences to send and receive text messages, listen to music with ear buds, access school-approved sites and send and receive email. . Students may use personal electronic devices in the library in conjunction with library rules. Use of electronic devices in the hallways is prohibited at all times. In a classroom, student use of electronic devices is only permitted during a teacher-approved lesson in which electronic devices are integrated into instruction or assessment. Failure to use personal electronic devices in a positive manner will result in disciplinary consequences. Ifa student has a personal electronic device such as a cell phone or smart watch out in class or in the hallways, the phone or other device will be taken and passed to the Deans, and the student will be responsible for retrieving the phone from the deans at the end of the day. For more Speci?c regulations around acceptable and unacceptable use of school technologyiinternet, please see the School Policy Handbook (located on the school?s website). Please note that smart watches and other wearable devices cannot be out during class time and like cell phones may only be used in the commons before or after school during designated times. 33 Lockers All students will be assigned a locker at the beginning of the year. Some students may be asked to share lockers. Students should keep personal items in their assigned locker. Students are not permitted to exchange lockers or share their locker combinations. The consequence for sharing lockers andior combinations or otherwise abusing the privilege of having a locker will be the removal of the locker privilege. The school is not responsible for items lost, stolen, or damaged in lockers. Lockers on campus are the property of Brooklyn Prospect and as such can be opened by the school at any time. Students will be allowed to use their lockers during the following times: - Before school - Before and after - After school - As approved by a teacher or school of?cial All students MUST bring hislher own personal lock in order to keep personal items in the athletics locker room prior to PEIdance class or any beforeiafter school team practice. Brooklyn Prospect is not responsible for lost or stolen items. Student-Athlete Expectations Student?athletes are positive role models within our school and the community. Athletics are seen as an opportunity to improve sports skill set, develop relationships and get in optimal physical shape. A ?good sport? knows that athletic competition builds character and shapes lifetime attitudes. Students, in turn, experience additional educational leadership benefits that come from participation in sports. Integrity, fairness, and respect are inherent principles of good sportsmanship. As an athlete at Brooklyn Prospect, sportsmanship goals should include, but are not limited to: Following the rules set by the coaches and the school. Participating enthusiastically. - Exhibiting pride in their team and school. Accepting responsibility as a role model for others. Supporting other sports and middle school teams. - Playing with dignity and grace, regardless of winning or losing. A student athlete acts as a spokesperson during athletic competitions. Family and friends, opposing fans, the local community and the media, view student actions. Displaying good sportsmanship will show the most positive things about the student and our school. Student athletes are students first. There are very Specific behavioral and academic expectations students must meet during the school year in order to participate on a team. Ultimately, the decision for a student to remain on or be removed from a team is up to the Principal and the Director of the After School program. Academic Prerequisites for Athletic Performance: 34 In order to try out for or remain on a team, students must be passing all of their core classes with a minimum grade ofa 70% and be on track for promotion. Behavioral Prerequisites for Athletic Performance: Students are expected to remain in good behavioral standing in order to tr},r out for and participate in team athletics. Students may be suspended or removed from practice, games or teams due to behavior resulting in class removals or school suspensions or chronic lateness or absences (chronic lateness or absenteeism is defined as being absent or late more than 10% of the time). 35 Building Safety and Security Visitors The safety of all students in the facility is of utmost importance to our school community. Accordingly, Brooklyn Prospect maintains a policy that all visitors, including parents, sign in and receive a name tag that must be worn at all times when in the building. Parents and visitors of middle school students should enter the Windsor Terrace campus through the building?s main entrance on Fort Hamilton Parkway, between E. 2nd and E. 3rd Streets. Parents and visitors will be required to sign in at the security desk before proceeding to the Front Office, where our Front Office Coordinator will ensure appropriate direction is given. For wheelchair access. visitors magir use the main entrance. Visitors should let the Front Office Coordinator or Security Guard know that access to the elevator is needed, and appropriate assistance will be provided. 36 Emergencies, Drills, and Evacuations In ascerdance with state and city regulations, Brooklyn Prospect will participate in regularly scheduled fire and evacuation drills. In the case of a ?re or other emergency that requires an evacuation, the primary evacuation site is Immaculate Heart of Mary Parish (IHM) 2805 Fort Hamilton Parkway Brooklyn, NY 11218 Inclement Weather Typically, Brooklyn Prospect follows New York City Department of Education?s school closing schedule for weather emergencies including snow days. To provide clarity, families will receive a phone call via the school?s automated ?One Call" system. A message will also be placed on our website in case ofa weather-related school closing. Please always confirm that BPCS is closed by checking our website Traffic and Student Safety Student safety is the highest priority of Brooklyn Prospect Charter School. Comprehensive traffic and student safety is coordinated with the f211d Precinct in District 15 at 830 4th Avenue, (718} 965-6311. To report any unsafe or criminal behavior, please call the Youth Officer at the 72nd Precinct in District 15. Parents are encouraged to conduct periodic fire drills at home to ensure that all family members are familiar with the plan to be followed in the case of an emergency. Given the presence of students, please drive slowly and with caution upon approach to our campus. Vehicles must remain in a single file line, allowing for the safe passage of other vehicles. The ?ow of traffic will be monitored and changes will he made to this policy as necessary throughout the school year. 37 Student Health and Medication Child 8: Adolescent Health Examination Form Within fourteen days (14) from the date a student begins at Brooklyn Freepect, we must have, on file, a completed, signed medical form for each student. For students who are eleven (11) years of age, the T?dap immunization must be included on the form. Ifa student is not yet eleven years old, the forms must be submitted without T'dap immunization record upon enrollment, and an updated immunization record is due within 14 days of the student's eleventh birthday. Any student in non-compliance will be excluded from attending classes. Prescription Medications During school hours, there is an onsite nurse provided by the New York City Department of Health. The nurse will review and retain medical records provided by the family and will administer daily medications as prescribed. Only the school nurse can administer prescription medication when required. If a student is on prescription medication that must be administered during the school day, the medication must be accompanied by a physician?s order and be brought directly to the school nurse by a parent or a legal guardian in the original container, dispensed by a registered pharmacy. Under no circumstances will medications be sent home with the student. Medical Emergencies In the case of an urgent medical situation, 911 will be contacted. The nearest hospital is: Maimonides Medical Center 4802 Tenth Avenue, Brooklyn, NY, 11219 {718) ass-coco Extreme Allergies or Emergency Medications Any student with life-threatening allergies or serious medical conditions such as extreme asthma or diabetes should contact the school nurse two weeks prior to the start of school. In addition, please notify the school?s administration about the nature of the condition. School Illness If a student becomes ill during the school day, the student should inform a teacher that she is not feeling well. If the teacher determines that the student is too ill to remain in class, the student will be sent or escorted to the nurse. Students may be immediately sent home if any of the following are exhibited? 1. Vomiting or diarrhea 2. Fever 3. Sorelred threat 4. Red, watery eyes 38 5. Rash 6. Earache, drainage from ear Parents must arrange for their student to be picked up immediately if the student is being sent home. The student may return to school once the child has been free of a fever for 24 hours, the have dissipated, or once a medical doctor has cleared him or her to return to school. Emergency Forms Brooklyn Prospect must have an updated emergency form with correct contact numbers. Parents should inform Brooklyn Prospect immediately by emailing if telephone numbers or other information on the student?s emergency form changes. The information on this form is Trital for the safety and well being of the student. Crutches and/or Wheelchairs A physician's order is required ifa student needs crutches, a wheelchair andfor elevator usage while at school. The student and parent or legal guardian will sign a student elevator contract which is found at the front of?ce. After clearance from the of?ce, students with limited mobility may use the elevator to assist with movement to classes. Entrance to the building for elevator use is through the main entrance. Families should make all arrangements with the Program Office prior to arrival at school. Brooklyn Prospect Charter School?s Windsor Terrace Campus is a fully handicapped accessible building. 39 General Middle School Operations Address Changes Please notify Brooklyn Prospect immediately of changes to address, phone numbers or any other contact information by emailing Gifts to Faculty/Staff In accordance with law and our charter governance, our faculty and staff are not permitted to accept gifts of any kind ofa value exceeding fifty dollars ($50.00) including but not limited to money, goods, food, entertainment, or services directly or indirectly. Understanding that families may wish to thank school employees, we encourage families to consider a modest handmade gift or baked good or a note penned by the student to be a thoughtful and appropriate form of thanks for a Brooklyn Prospect employee. Student Meals The families of students who elect to participate in breakfast and lunch are billed for the meals that their students are served. Parent(s)lguardian assume financial responsibility for all charges. Families can see when their student is participating in meals through the TeacherEase portal by clicking on ?Lunch? (under ?Miscellanoous? and then ?Fees?l. Families who qualify for free or reduced lunch will be billed appropriately. For those families who qualify, it is the responsibility of all to ensure that their Free and Reduced Price meal forms have been turned in by the determined due date every school year. Meal payments are due in full by the due date on the invoice. (Additional details are in the Payments section below). Students may not bring soda or candy in their lunch. 40 Requesting Academic Documents If families would like a copy of certain key documents, they may email Most of the documents listed below are distributed during Advisory or during other events. Email if a student misses the original distribution day or if another copy is needed. Please allow 2'5 business days for processing. The following documents may be requested via email: Report Card Replacement MetroCards State Test ScoresiRegents Scores Individual Score Report Student Transportation Eligibility Guidelines are managed by the Office of Pupil Transportation (OPT). All decisions about. fares provided to students are made by OPT. Below is a table that can be found on website DISTANCE FROM RESIDENCE TO SCHOOL Less than 112 1/2 mile or more, 1 mile or more 1 5 'l a or GRADE . but less than 1 but less than m1 3 mile . . more mile 1.5 miles Transportation not 6 provided Half-Fare Full-Fare Full'Fare (No bus oniy Transportation not . 1 7 a 3 provided ?12531: :39 Full-Fare (No 0 5? Key Half-Fare: Allows student to travel on buses only. Full-Farsi Allows student to travel by bus andior subway. 41 MetroCard Safe-Keeping are strongly encouraged to support their student in safeguarding hisfher MetroCard from damage, theft, and loss. Parent and student will complete a MetroCard Safe- Keeping Contract during Advisory Conferences. are expected toi Assist their student in identifying a dedicated storage place for the MetroCard (such as a wallet, zippered pouch or section of backpack). Pant pockets or folders are not appropriate storage places. Ensure that their student stores the MetroCard ?at so the magnetic strip is not dented, scratched or damaged in any way. If the student needs a replacement card, the student should report to the MS Office before school begins or at dismissal or the parent should email with the request. The student or parent should provide an explanation as to why the replacement is needed. Ifa third replacement card is needed, the MS Of?ce may schedule a time to speak with the parent to come up with a plan to support the student in safeguarding hisfher MetroCard. Students are expected to: Respect and safeguard the MetroCard issued to them. Designate a dedicated storage place for the MetroCard. Store the MetroCard ?at so nothing dents or damages the magnetic strip. Follow the procedure for requesting a replacement card by emailing Dropping off Forgotten Items Our faculty and staff members? days are packed with educationally?focused activity, and so Brooklyn Prospect is unable to deliver forgotten items to students during school hours. Such items include: Lunch or lunch money Transportation money Backpacks PE Uniforms Brooklyn Prospect asks parents to help students to be prepared in advance of the school day and to abstain from dropping forgotten items at the school during the school day. 42 Personal Items The school is not responsible for lost, stolen, missing, or damaged personal items. Students must take the precaution of storing valuable items in their lockers, not sharing combinations and locking up their personal items during PE. All personal belongings such as clothing, books, backpacks, sports equipment, etc. should be clearly labeled with the student's first and last name. Items turned in to the front office will be kept in the Lost and Found, and, periodically, unclaimed items will be donated. Press /Media Inquiries Education can be a heated political topic and charter school discussion can be particularly charged and multifaceted. In an attempt to preserve the sanctity of our students? education, we urge our families to exercise the utmost caution and restraint in approaching or responding to any particular media that relates to Brooklyn Prospect. Our Deputy Executive Director is available by email or by phone (347'889'7041, ext. 1042) to work with families as needed ifand when approached by the media. Videotaping and Photography Videotaping andfor the use of photography on campus without teacher or administration consent are prohibited. Furthermore, no student is allowed to submit online posts of video footage or photos of Brooklyn Prospect students, faculty, or staff without prior consent. Any student found to have taken video or photos of other students, faculty, or staff without consent will be subject to disciplinary action. Financial Policy and Payments Throughout the year, parents will be required to submit payment for items such as replacement textbooks, student agendas, meals, field trips or other special events. Payment must be rendered for items to be received. Students and families may also be held financially responsible for damage andlor destruction of school property caused by or involving their student. Making a Payment View Your Account Balance Please log on to TeacherEase, on the left side of your screen go to ?Miscellaneous then ?Fees? then from the drop down box select the account you wish to view, for example ?Lunch? or ?Field Trips?. Then you will see a screen with detailed charges. Credit Card Payments To pay by credit card please log on to TeacherEase, on the left side of your screen go to ?Miscellaneous' then ?Fees? then select the account you wish to make payment on, for example ?Lunch? or 'Replacement Textbooks?. You will be able to View your balance and then be directed to make a payment with a credit card. 43 Check or Money Order To pay by check or money order, please make out the check to Brooklyn Prospect Charter School. Your student?s name and what the payment is for, must be written on the check or money order, please place the payment in a sealed envelope labeled Attni Finance. Please drop off all checks or money orders at the front office. Any check returned unpaid for any reason is subject to a $25 fee to be paid in cash to cover administrative costs of collection. If a family has three checks returned unpaid during the student?s enrollment at Brooklyn Prospect, the family will no longer be permitted to purchase items or pay fees by check. At that point money orders will be the only acceptable method of payment. Non Payment and Collections In the event of non-payment, student report cards andfor transcripts are held until payment has been received by the school. Late payments could result in late fees. Students with outstanding financial obligations are not provided with report cards andfor transcripts. BPCS reserves the right to assign outstanding, unpaid account balances to a collection agency. At the end of each school year, BPCS sends a letter to families with outstanding balances on their accounts requesting payment in full. If payment is not received within a specified timeframe, the accounts are first placed on hold. If an outstanding balance remains after a series of reminder letters are sent, BPCS makes one last attempt to collect payment prior to assigning the accounts to a collection agency. Once an account is assigned to a collection agency, all communication by the parentfguardian must be made through the collection agency. Credit agency accounts are reported to credit bureaus. Parentsr'guardians are responsible to reimburse BPCS for fees of any collection agency, which may be based on a percentage of the debt up to a maximum of 40% of the debt, and all costs and expenses, including reasonable attorney's fees, incurred in the collection efforts. All payments must be made directly to the collection agency; BPCS cannot accept direct payments once an account is placed with a collection agency. The account is considered paid in full when the total debt is paid. Please contact. the Program Coordinator at with any general questions. Of?cial BPCS School Policies can be found in our Policy Handbook, located on our website Academic Honesty Policy Admissions Sibling Preference Policy Child Abuse and Neglect Policy - Complaint Policy DASA Policy FERPA Policies and Procedures - Freedom of Information Policy (FOIL) Open Meetings Policy - Student Rights and Responsibilities 44 Brooklyn Prospec (.entra' Of?ce 80 Willoughby Street Brooklyn - NY 11201 telephone 718.122.?634 School Wellness Policy Brooklyn Prospect Charter School is committed to providing a school environment that promotes and protects student health, well-being, and the ability to learn by supporting healthy eating and physical activity. In recognition of the importance of healthful foods and opportunities to be physically active in order to grow, learn, and thrive, Brooklyn Prospect Charter School has established guidelines to be used to develop and implement a successful school wellness program guidelines to meet the needs of all students within Brooklyn Prospect Charter School community. This will include: BPCS will engage students, parents, staff and other interested community members in developing and implementing, monitoring, and reviewing a district-wide nutrition and physical activity policy. All students will be given opportunities, support and encouragement to be physically active on a regular basis. Food and beverages sold or served by BPCS will meet the nutritional recommendations ofthe United States Dietary Guidelines for Americans. BPCS will provide nutritional and physical education to foster lifelong habits of healthy eating and physical activity. Nutritional Quality of Foods and Beverages Sold and Served on Campus Meet, at minimum, the nutritional requirements established by state and federal regulations. Offer a variety of fruit and vegetables. Purchase sustainable and local products, whenever possible. Participate in the National Breakfast and Lunch program. Support all efforts to eliminate and overt identification of students participating in the Free/Reduced price meal program. Encourage staff development and training of employees in child nutrition. Ensure all vending sales are under the control ofthe Child Nutrition Program. Under chapter 647 if New York State Law, the sale of candy or soda of any type cannot be sold to students anywhere in school buildings from the beginning of the school day until the end ofthe school day. Ensure that no food is sold in the school buildings during the breakfast or lunch periods in competition with the National School Breakfast/Lu program. Food Safety Foods brought into school must be prepared in a food service establishment which is permitted to prepare and sell foods. Brooklyn Prospec Central Office St] Willoughby Street Brooklyn - NY 112m telephone 118.122.?634 I No ?home? prepared items are allowed I All foods in school buildings must adhere to all food safety and security guidelines. Food Safety (continued) I Food service areas will be restricted to food service staff and authorized personnel in order to ensure food safety and to secure the facility food service areas. Nutrition and Physical Activity Promotion Brooklyn Prospect Charter School aims to teach, encourage and support healthy eating habits of students by: I Offering at each grade level a standards-based program that provides students with the knowledge and skills necessary to promote and protect their health. This will be accomplished through health education classes and integrated into math, ELA, science, social sciences, physical education and other electives. 0 Promoting the consumption of fruits, vegetables, whole grain products, healthy food preparation, low-fat and fat?free dairy products, healthy food preparation methods, and health-enhancing nutrition practices. Teaching media literacy with an emphasis on the impact food marketing has on the consumer. Making training available for teachers and staff to effectively deliver quality nutrition education. Providing eductational information and encouraging healthy eating and physical activity for families, both within the home and outside the home. Staff Wellness BPCS supports and values the health and well being of every staff member, by offering both complimentary healthy breakfast and lunch, having comprehensive health insurance program, and holding complimentary workout sessions. Physical Activity Opportunities and Physical Education Physical Education K-12 - All students 12 will receive physical education that meets the New York State Department of Education mandates and aligns to the New York State Standards. I All physical education will be taught by a certified physical education teacher. Student involvement in other activities involving physical activity will not be substituted for meeting physical education requirements. Daily Recess I Students will have twenty minutes of supervised daily recess available, preferably Brooklyn Prospec . . CelilraIOilIce 80 Willoughby Street Brooklyn NY11201 telephone 713.?22.?634 outdoors, during which, students will be encouraged to engage in moderate to vigorous physical activity. BPCS will provide space, equipment, and personnel for supervised recess. thsical Activity Opportunities Before and After School a - 12 will offer extracurricular activity programs that meet the needs, interest and abilities of all students. II The high school and middle school will offer, as appropriate, sports programs. Monitoring and Evaluation The superintendent of schools or designee will ensure that schools are meeting the requirements of the established wellness policv. Others at BPCS who are responsible to the superintendent for ensuring compliance of the various components of the established wellness policv are: a Director of Health, Physical Education and Athletics and Building Principals for nutrition education and phvsical activity. I: Food Services Director for nutrition policies within the school food service areas. APPENDIX a SAMPLE JOB DESCRIPTIONS PRINCIPAL EOY EVALUATION 0 EMPLOYEE HANDBOOK BPCS Job Description: Position: Capital Projects Manager Location: Central Of?ce About the Position: Serving kindergarten through twelfth grade, Brooklyn Prospect pairs students with excellent teachers in a college preparatory environment using the international Baccalaureate program. We prepare students to become global citizens and help them to develop the love of learning that provides the foundation for lifelong personal and academic success. Brooklyn Prospect is committed to: 0 Teaching the skills and habits of mind necessary for success in the global community a Recruiting, training and retaining excellent teachers Reflecting the diversity of Brooklyn's neighborhoods The ideal candidate will be fully dedicated to the mission of Brooklyn Prospect, and be committed to keeping the academic and personal success of our students as a core focus. The ability to interact with the public and staff, at all levels, sometimes under pressure, while being proactive, resourceful, professional and efficient is critical to this role. The Capital Projects Manager will report to the Director of Operations and Finance. Responsibilities: New Construction Renovation Project Management Project manage and represent BPCS on all facility related construction and renovation projects Coordinate and oversee the planning and implementation of all BPCS facility projects, across all school facilities Work with Director of Finance to develop and oversee all project budgets Serve as point of contact and coordinator for project architects, designers, construction contractors, furniture, technology infrastructure, and all trade providers I- Attend all project meetings a Plan and execute periodic reports to affected faculty and staff, and provide regular project updates to school leadership . Coordinate with communications department as necessary to keep families informed when deemed necessary a Work with development team to provide details, renderings, and other materials or information that may help with fundraising efforts New Siting and Space Planning a Review and evaluate future space needs of BPCS programming to help ensure appropriate space Create multi-year BPCS space plan Research possible NYC Department of Education sites Research legal. political and community aspects of Department of Education siting and appeals process. Serve as point of contact for NYC Department of Education regarding colocation, siting and public funding opportunities I Plan for and oversee school moves This is an ideal position for someone who is interested in leadership opportunities. The critics! features of this job are above; they may be subject to change at any time due to reasonabte accommodation or other reasons. Accounting Manager Central Of?ce, Brooklyn, NY Brooklyn Prospect Charter School is seeking a mission driven Accounting Manager, who values continuous improvement, collaboration and a sense of community to join our Central Of?ce team! The ideal candidate will be a resourceful and organized team player, with strong problem solving skills and demonstrated leadership while working in results-driven 8; discretionary environments. About us: Brooklyn Prospect Charter School is a college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Our Core Values are: - Curiosity: Develop sound judgment and intellect by asking questions confidently and thinking critically - Respect: Value others by taking a local and global perspective and appreciating differences Persistence: Grow and learn by solving problems with determination, creativity and tenacity Passion: Succeed by approaching challenges with excitement, enthusiasm and self assurance As part of the Brooklyn Prospect Team, you will enjoy a full-time position with a competitive salary, full medical, dental, and vision benefits, 401(k) with employer match, as well as working in a supportive and collaborative environment. We are a growing organization and opportunities for development and success are readily available. Check out our most recent updates: News About the role: Reporting to the Director of Finance, the Accounting Manager will oversee bookkeeping and provide a consistent high level of discretion and customer service for our schools and our af?liated fundraising partners. As Accounting Manager, your initiatives include: 0 Serving as FEZ administrator, ensuring setup and maintenance of users, accounts, funds, budgets, etc. 1: Internal audit for proper allocation of expenses and revenues in a fund accounting environment Prepare journals and transactions relating to month-end accounting, including bank reconciliations; prepare quarterly payroll reconciliations, including reconciling payroll taxes and benefits, plue required tax ?lings: 1099 and 990 Collaborate closely with HR and Development teams on various HR and fundraising reporting, including grant reporting requirements and reconciliation of related expenses Review financial statements for proper accounting of ?xed assets, accruals, pre-paids. etc. Develop and manage a plan for proper documentation (review schedules, files, audits] and ensure all ?scal controls are upheld across the organization ?The critical features of this role are described above but not all encompassing. For more information about the IE program please visit: BEES-1E Program About You: A minimum of Bachelor's degree in a related field; MA or CPA is a plus Experience in a non-pro?t. fund accounting environment desired Excellent excel skill FundEZ experience is highly preferred Ability to work with grace and skill under pressure About the Bene?ts: Salary is $60-70k Pre-tax commuter bene?ts Medical, dental, and Turision benefits 401(k) with employer match About Joining BPCS: Please submit your resume and cover letter, including how you learned about the position, and the position for which you are applying. Applications are reviewed as they are received. Please note that due to the high volume of applicants, we will only notify those who meet our selection criteria. Brooklyn Prospect is an equal opportunity employer and welcomes candidates of diverse backgrounds. Timeline to Fill: 1. Please list if immediate vacancy 4- Please list desired timeline to ?ll role Other Relevant hifonnation for Recruiter: 0 Please provide any notes or information that may be important for sourcing andfor screening (is. sectionsiwork hours - this is especially important if part-time role) Other Relevant Infonnation for Recruiter: 0 Please provide any notes or information that may be important for sourcing andior screening (is. sectionsfwork hours - this is especially important if part-time role) I?m-screening questions sndJor Assessments: 0 Please provide any performance pro?le questions andior assessments desired. Demo anchor Interviews: I If role requires demorinterview, please provide any poiential datesitimes for scheduling purposes. Accounts Payable Specialist Central Of?ce, Brooklyn, NY Brooklyn Prospect Charter School is seeking a mission driven Accounts Payable Specialist. who values continuous improvement, collaboration and a sense of community to join our Central Office team] The ideal candidate will be a resourceful and organized team player, with strong problem solving skills and demonstrated leadership while working in results-driven 8: discretionary environments. About Us: Brooklyn Prospect Charter School is a K-12 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Dur Core Values are: Curiosity: Develop sound judgment and intellect by asking questions confidently and thinking critically - Respect: Value others by taking a local and global perspective and appreciating differences a Persistence: Grow and learn by solving problems with determination, creativity and tenacity - Passion: Succeed by approaching challenges with excitement, enthusiasm and self assurance As part of the Brooklyn Prospect Team, you will enjoy a full-time position with a competitive salary. full medical. dental, and vision bene?ts. 401(k) with employer match. as well as working in a supportive and collaborative environment. We are a growing organization and opportunities for development and success are readily available. Check out our most recent updates: BPCS News About the Role: Reporting to the Director of Finance, the Accounts Payable Specialist will help oversee and record all cash disbursements. As Accounts Payable Specialist, your initiatives include: 0 Ensure that proper approval and documentation is received from school purchasing teams for all invoices to be paid Ensure all bills are received and entered in a timely fashion and appropriately allocated Process a weekly check run and coordinate distribution per billing instructions - Maintain comprehensive and organized P, Disbursement, Contract and Consultant ?les 0 Provide training and support to credit card holders on proper card management Prepare credit card reconciliation, collect card holders? receipts and follow up as needed a Oversee all account reconciliations done at the school level a Provide related support in prepa ring for annual ?nancial audit Understand school-level and departmental budgets. and provide support with related expense tracking 0 Ensure grant expenses are properly tagged Support grant purchasing Serve as resource for school-based staff around purchasing, check reqs and cup reimbursements Support with tracking of Teacher?s Choice spending Become expert on school-facing FEZ reports, and serve as resource Upholding ?scal controls, discretion and adherence to proper Financial Policies and Procedures ?The critical features of this role are described above but not all encompassing About You: . A minimum of Bachelor?s degree in a related ?eld Experience in a non-profit, fund accounting environment desired I I FundEZ experience is highly preferred - Ability to Work with grace and skill under pressure About the Bene?ts: 0 Salary is $43-53k I Pre?tax commuter bene?ts - Medical. dental, and vision bene?ts - 401(k) with employer match About Joining BPCS: Please submit your resume and letter, including how you learned about the position. and the position for which you are applying. Applications are revieWed as they are received. Please note that due to the high volume of applicants, we will only notify those who meet our selection criteria. Brooklyn Prospect is an equal opportunity employer and welcomes candidates of diverse backgrounds. Accounts Receivable Specialist Central Of?ce, Brooklyn, NY Brooklyn Prospect Charter School is seeking a mission driven Accounts Receivable Specialist, who values continuous improvement, collaboration and a sense of community to join our Central Of?ce team! The ideal candidate will be a resourceful and organized team player, with strong problem solving skills and demonstrated leadership while working in results-driven 8: discretionary environments. About Us: Brooklyn Prospect Charter School is a s-12 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Our Core Values are: Curiosity: Develop sound judgment and intellect by asking questions con?dently and thinking critically 0 Respect: Value others by taking a local and global perspective and appreciating differences - Persistence: Grow and learn by solving problems with determination, creativity and tenacity Passion: Succeed by approaching challenges with excitement, enthusiasm and self assurance As part of the Brooklyn Prospect Team, you will enjoy a full-time position with a competitive salary, full medical, dental, and vision bene?ts, 401(k) with employer match, as well as working in a supportive and collaborative environment. We are a growing organization and opportunities for development and success are readily available. Check out our most recent updates: BPCS News About the Role: Reporting to the Director of Finance, the Accounts Receivable Specialist will help oversee and record all cash receipts as received and reconcile regularly against donation records maintained by Development team. As Accounts Receivable Specialist, your initiatives include: I Record receivables and monitor AIR aging reports in order to ensure timely payments, and follow up as needed It Oversee the Funds Transfer process and maintain secure cash handling, plus processing weekly bank deposits Maintain comprehensive and organized Cash Receipt ?les Support the preparation of per pupil funding invoices and related reconciliations Work closely with PTSD treasures to ensure proper accounting of all school fundraising Conduct reconciliations of all proceeds from annual gala and other fundraising events Serve as a point-of contact for Prospect Schools bookkeeping Provide related support in preparing for annual financial audits Provide support in grant management; help manage grant purchasing Create invoices for reimbursements ?Wed Understand TeacherEase billing interface and provide for school staff as needed Perform Cybersource (3rd party credit card processing) reconciliations Upholding ?scal controls, discretion and adherence to proper Financial Policies and Procedures ?The critical features of this role are described above but not all encompassing. For more information about the 13 program please visit: BPCS-IB Program About You: A minimum of Bachelor?s degree in a related ?eld Experience in a non-profit, fund accounting environment desired FundEZ experience is highly preferred Ability to work with grace and skill under pressure About the Benefits: 0 Salary is $43-53k - Pre-tax commuter bene?ts a Medical, dental, and vision benefits a 401(k) with employer match About Joining BPCS: Please submit your resume and cover letter, including how you learned about the position, and the position for which you are applying. Applications are reviewed as they are received. Please note that due to the high volume of applicants, we will only notify those who meet our selection criteria Brooklyn Prospect is an equal opportunity employer and welcomes candidates of diverse backgrounds. Timeline to Fill: . Please list if immediate vacancy - Please list desired timeline to fill role Other Relevant Information for Recruiter: - Please provide any notes or information that ma},r be important for sourcing andlo screening (Le. sectionslwork hours - this is especiallyr important if part-time role) Other Relevant Information for Recruiter: I Please provide any notes or information that may be important for sourcing andlo screening (Le. hours - this is especially important if part-time role) Pris-screening questions andior Assessments: 0 Please provide an}.r performance profile questions andior assessments desired. Demo andior Interviews: I If role requires demoiinterview, please provide any potential datesi?mes for scheduling purposes. Job Description Position: Director of Finance Location: Central Of?ce rev. Ql?lb About the Position This is a central office leadership position, reporting directly to the Executive Director. The ideal candidate possesses an interest in education, is knowledgeable about the charter movement, and has professional experience in strategic finance, accounting or other related business or operational functions. Slhe is fully dedicated to the mission of Brooklyn Prospect, and committed to keeping the academic and personal success of our students as a core focus, while striving to grow professionally and support the operational excellence of the network. Our Mission Serving kindergarten through twelfth grade, Brooklyn Prospect pairs students with excellent teachers in a college preparatory environment using the International Baccalaureate program. We prepare students to become global citizens and help them to develop the love of learning that provides the foundation for lifelong personal and academic success. Brooklyn Prospect is committed to; a Teaching the skills and habits of mind necessary for success in the global community a Recruiting, training and retaining excellent teachers I Reflecting the diversity of Brooklyn?s neighborhoods Responsibilities Financial Process Oversight 1: Ensure Brooklyn Prospect (Prospect Schools) remains an industry leader for effective, ef?cient and strategic finance Operations 0 Work with school leadership to develop school-based budgets that are self-sustaining Ensure schools are managing their resources to operate within budget, while making prioritized decisions that support excellent. mission-driven programs Oversee training and support for school-based staff in financial operations Manage the finances of the Central Office, ensuring budgetary goals are met Ensure alignment of financial management with short and long?term planning and projections Develop and continue to improve financial policies procedures such that they support the network?s growth Fiscal Accountability - Ensure the network is responsibly spending its public dollars. and striving to maintain low per student operating expense and revenue ratios Maintain strong controls and ?scal policies that meet the highest standards of accountability Ensure that all obligations to public oversight entities at the local, state and federal levels are met and exceeded . Oversee internal and external audits and ensure there are no material ?ndings at Ensure legal and regulatory compliance regarding all financial functions Ensure timely and accurate financial reporting and analysis for stakeholders Planning 8: Strategy 0 Take on key role as part of Central Of?ce leadership team, actively participating in annual and long-term organizational planning - Own and lead the network?s budgeting processes, inciuding performing long-term financial modeling Work closely with Central Office leadership team to determine key budget drivers Perform long-term financial planning to inform organization~wide strategic growth identify major trends risks and opportunities and lead related strategic discussions Serve as liaison to the Board Finance Committee, and prepare and present quarterly financial performance reports, as well as long?term analysis and projections Facilities--capita projects and acquisitions. 0 Manage the lT Specialist or equivalent with a primary responsibility around organization wide enterprise software and databases. in Insurance Finance. HR and Team Leadership Build and develop skilled and motivated financial operations and human resources teams that share a commitment to operational excellence and the Prospect Schools? mission 0 Develop clear long-term and annual goals and measure progress regularly tilt Job Description Position: Director of Operations (Chief Operating Of?cer} Location: Central Office rev. SE15 About the Position This is a leadership position. reporting directly to the Executive Director. and will serve as the chief operating officer for the network. The Director of Operations (DO) will help shape the strategic vision for Brooklyn Prospect in a time of significant growth. The D0 will participate in the weekly Director?s meeting and creates a quarterly report for the Board of Trustees. The ideal candidate possesses a passion for or background in education, is knowledgeable about the charter movement, and has professional experience in operations, project management or administration in a fast~paced environment. Sthe is fully dedicated to the mission of Brooklyn Prospect, and committed to keeping the academic and personal success of our students as a core focus, while striving to grow professionally and support the operational excellence ofthe network. Our Mission Serving kindergarten through twelfth grade, Brooklyn Prospect pairs students with excellent teachers in a college preparatory environment using the International Baccalaureate program. We prepare students to become gtobal citizens and help them to develop the love of learning that provides the foundation for lifelong personal and academic success. Brooklyn Prospect is committed to: Teaching the skills and habits of mind necessary for success in the global community 0 Recruiting, training and retaining excellent teachers I Re?ecting the diversity of Brooklyn's neighborhoods Strategic Responsibilities - Lead a growing organization's efforts to constantly improve overall central of?ce and school level operations a In collaboration with the Executive Director, prepare updates and formal reports to the Board of Trustees on major projects Serve on the senior central of?ce leadership team Create, implement and ensure organization?wide operational accountability plan, including audit rubric, timelinestdeliverables and key performance indicators a Work closely with the Director of Finance to weigh and monitor the impact of operational decisions on the organization?s financial health, participating in the budget planning process annually It Develop systems for identifying school operational needs and providing strong centralized support resources to our schools Steward the process for de?ning and adapting service levels for schools as the network grows, ensuring that the highest levels of accountability standards are maintained Management Responsibilities Hire, develop and support school-based Heads of Operations 0 Oversee and ensure annual and ongoing maintenance of existing facilities, and participate actively in project planning around new and future facilities Oversee development and maintenance of centralized standard operating procedures (SOP) Oversee charter renewal, authorizer relations and state regulatory compliance Work with school-based operational leadership to ensure excellence in all areas of daily operations, including procurement, asset management. school safety, transportatton, facilities management, nutrition programs, student information and enrollment, IT, etc. Develop and ensure organization-wide standards for school safety and emergency readiness, and hold school-based operations teams accountable for maintaining proper documentation, updating procedures annually and holding regular drills as required Oversee central admissions process annually, including the lottery Oversee the selection of vendors to be used organization-wide, including competitive bid-solicitation as required, with an toward cost efficiency and operational capacity Oversee technology network-wide, including infrastructure, equipment management, operational and instructional integration, vendor relationships and end-user technical support Represent Brooklyn Prospect (Prospect Schools} as needed to landlords of leased properties in resolving operational matters Serve as central office district liaison for such ancillary services as the depts of Health, Nursing and Pupil Transportation, as well as the DOE Office of Charter School Ops, and serve as the expert in all related systems and school requirements Candidate Requirements Strong organizational and communication skills with close attention to detail Ability to collaborate with a wide range of constituents Strong results-orientation Ability to adapt in a dynamic, growth environment Demonstrated ability to develop, implement and manage systems to support a multi-site organization At least 5 years experience in a related role, preferably with progressively increasing responsibilities or in the context of a growing organization; experience in a charter organization or educational environment ideal Advanced working knowledge of school-based technology is a plus Previous ieadershipfteam management experience required Bachelor's degree required; master?s degree preferred The critical features of this Jiota are described above; they may be subject to change at any tr'me due to reasonable accommodation or other reasons. This position will report to and work closely with the Business Manager, Director of Downtown Campus Operations. It is a multi-faceted role, with organization-wide (ll-12}, multi-campus support of the school's centralized accounting and procurement functions, as well as localized operational support at the school?s newest, K-5 campus. The ideal candidate will be knowledgeable about the charter school movement and possess a passion for education, as well as a preferred background in accounting and! or finance. he will be fully dedicated to the mission of Brooklyn Prospect, and be committed to keeping the academic and personal success of our students as a core focus, while striving toward the operational excellence of the school and professional growth personally. Candidates must firmly believe in Brooklyn Prospect's mission and core values: Our Mission: Serving kindergarten through twelfth grade, Brooklyn Prospect pairs students with excellent teachers in a college preparatory environment using the International Baccalaureate program. We prepare students to become global citizens and help them to develop the love of learning that provides the foundation for lifelong personal and academic success. Brooklyn Prospect is committed to: Teaching the skills and habits of mind necessary for success in the global community a Recruiting, training and retaining excellent teachers I Reflecting the diversity of Brooklyn's neighborhoods Responsibilities: Purchasing - Manage the purchasing and procurement of supplies, equipment and curriculum materials for the school, and coordinate deliveries - Maintain compliance with the school?s Financial Policies Procedures, and sustain all related controls - Maintain comprehensive and organized purchasing files, including all associated support documentation, including requests, approvals and confirmations - Work closely with faculty to ensure properly and efficiently resourced, and systems are consistently enforced Accounting . Assist with bookkeeping functions and maintenance of the school's accounting system (QuickBooks) . Become familiar with schools general ledger and various budgets for reporting accuracy . Assist in preparation of per-pupil funding invoices to the DOE and regular FTE . Manage tracking of student meal consumption and eligibility, for ultimate reimbursement under the NYSED Child Nutrition Program . Provide support in preparing for annual financial audit, maintain audit files . Maintain organization of contracts and vendor files reconciliations - Process accounts payable, make copies of checks, sort and assemble AP packages for filing, and various other financial paperwork as needed - Prepare credit card reconciliation, collect card holders? receipts, communicate regarding missing receipts - Assist Business Manager- Director of Downtown Operations with other financial related tasks as needed School General - As part of a small start-up staff, provide front office reception for families and other visitors as needed, and be willing to roll-up sleeves and jump in where needed . Provide support in the implementation of processes around areas such as student meals, student records, attendance, nursing and bussing services . Assist with various facility functions, including security coverage requests for events, liaising with custodial and other key building support staff . As part of a new division, contribute toward the development of standard operating procedures in all areas of influence, and continue to find new ways to improve quality and efficiency . Assist Director of Operations and Finance in other areas as needed, and provide general support of the BPCS mission in whatever way possible Candidate Requirements: - 2-5 years combined experience working with or within a school, in operations, accounting, business, finance or another relevant field . Very strong organizational skills - Very strong attention to detail - Experience using QuickBooks and! or basic understanding of accounting practices preferred . Experience working with elementary aged students a plus - Fluency in Spanish a plus - Collaborative spirit and skill - Excellent communication skills . Advanced working knowledge of Microsoft Office, including Excel . Experience in an academici educational setting preferred - Strong work ethic and ability to follow instructions - Flexibility and ability to adhere to deadlines . Desire to learn Salary: - Annual salary of 540,000-550,000, commensurate with experience; full benefits package including medical, dental, retirement - This is a year-round position, with paid 1lnacation time How to apply To Apply: Interested candidates should apply and include a resume and cover letter, including how you learned about the position, and the position for which you are applying. The subject line of your email MUST include the position name ?Finance oordinoror". Applications will be reviewed as received. Please note that due to the high volume of applications, we will only be able to notify those who meet our selection criteria. Brooklyn Prospect is on equal opportunity employer and welcomes candidates of diverse backgrounds. Brooklyn Prospect Charter School is seeking an experienced and strategic-thinking Head of Operations for our new Downtown Middle School! This is a school-based staff position and wilt report to the school principal and closely liaise with campus and central office leadership. The ideal candidate possesses a passion for or background in education, is knowledgeable about the charter movement. and has professional experience in operations. project management or office administration in a fast-paced environment. The Head of Operations is fully dedicated to the mission of Brooklyn Prospect. and committed to keeping the academic and personal success of our students as a core focus. while striving to grow professionally and support the operational excellence of the school. Candidate must be highly interested in general school administration and committed to growing in our organization as we expand. About us: Brooklyn Prospect Charter School is a K-12 college preparatory, International Baccalaureate (lBj community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Our Core Values are: Curiosity: Develop sound judgment and intellect by asking questions con?dently and thinking critically - Respect: Value others by taking a local and global perspective and appreciating differences Persistence: Grow and learn by solving problems with determination. creativity and tenacity Passion: Succeed by approaching challenges with excitement. enthusiasm and self assurance As part of the Brooklyn PrOSpect Team. you will enjoy a full-time position in a supportive and collaborative environment. We are a growing organization and opportunities for development and success are readily available. Check out our most recent updates: BPCS News About you: As Head of Operations. your initiatives will include: Building 8: Safety Management: a Oversee school-based Building Manager andfor custodial teamr liaise with co?located school building team 0 Ensure facility is maintained to the highest standards of safety. cleanliness and appearance. so that the school may function optimally in the day-to-day. as well as for special events, etc. a Plan and execute pre?opening plan for the building each year. including classroom assignments. furniture movesfordering. key distributionlcollection. punch list. etc. Coordinate security coverage schedule and oversee contracted security of?cers Coordinate internal space usage calendar for special events. meetings Maintain building safely and evacuation plans, and work with school culture team to train faculty on emergency readiness. coordinate drills. etc. Manage food service operations Oversee front office staff Resource Management: Develop and manage system for asset management (logitrack furniture and equipment inventory) Oversee Purchasing function to ensure school resource needs are met, and orders have been properly received and distributed Work with IT team to ensure staff are resourced with proper working equipment Serve as operational point person for campus staff Coordinate temps as needed Manage budgets Student Operations Management: Oversee school Registrar and related functions. including student enrollment. records maintenance, student info database management. student scheduling and grade reporting Oversee ongoing development and day-today implementation of systems around all aspects of student operations including student meals. attendance. health and transportation services Staff Management: - Oversee front office staff Ir Manage a team of campus operations staff a Hold regular 1:1 and team meetings 0 Deliver formative and evaluative feedback I Communicate appropriately and effectively with faculty, school leadership and the larger General: 0 community As part of a growing organization. contribute toward the development of standard operating procedures in all areas of influence, and continue to find new ways to improve quality and efficiency Collaborate with operations leaders across campuses to build organization-wide best practices *The critical features of this job are described above; they may be subject to change at any time. Candidate Requirements: Strong organizational skills Strong attention to detail Desire to learn and learns quickly a At least 2-3 years working experience in a relevant ?eld; Experience in a school environment ideal Working knowledge of Microso? Of?ce. eSpecially Excel; Database experience a plus Previous management experience preferred Strong budget management experience Experience with financial reporting Takes initiative Collaborative spirit and skill Good communication skills Strong work ethic Ability to adapt in a dynamic environment Salary 6: Bene?ts Competitive salary Full medical. dental. and vision benefits 401(k) w! employer match Pre-tax commuter bene?ts Brooklyn Prospec Charter School Below are two sample job descriptions from Brooklyn Prospect School. The Danbury ProSpect School job descriptions will be quite similar. Job Description: Middle School Principal Brooklyn Prospect Charter School is seeking an experienced Middle School Principal to join our team! This is a unique and exciting opportunity to lead and grow Brooklyn Prospect Charter School's already highly successful programs. Our flagship middle school is replicating and will open with 100 6th grade students in the 2016 7 academic year. and will grow one grade per year with 100 new students arriving in 6th grade in subsequent years. The middle school principal (?Principal") is the instructional leader of the Brooklyn Prospect Charter Middle School. Working under the direction of the Director of Academics. the Principal is responsible for implementing the existing cultural and instructional visions of the middle school. The Principal oversees the day-to-day activities of the educational program and is the first point of contact for teachers and parents. The Principal. in consultation with the Director of Academics. is responsible for the hiring, training and evaluation of middle school faculty. About us: Serving kindergarten through twelfth grade. Brooklyn Freepect pairs students with excellent teachers in a college preparatory environment using the International Baccalaureate program. We prepare students to become global citizens and help them to develop the love of learning that provides the foundation for lifelong personal and academic success. Brooklyn Prospect is committed to: in Teaching the skills and habits of mind necessary for success in the global community a Recruiting. training and retaining excellent teachers - Reflecting the diversity of Brooklyn's neighborhoods As part of the Brooklyn Prospect Team. you will enjoy a full time position in a supportive and collaborative environment, medical. dental and vision benefits, plus a 401k plan with employer contribution. We are a growing organization and opportunities for development and success are readily available. Please check out our latest updates: Brooklyn Prospect was featured in DNAinfo. Education Next and USA Today and is a founding member of the National Coalition of Diverse Charter Schools. About you: As Principal. you will be fully dedicated to the mission of Brooklyn Prospect. and committed to keeping the academic and personal success of our students as a core focus. As Principal. your initiatives include: Brooklyn Prospec Charter Scnool Leading the program design of the middle school Overseeing, training and evaluating the middle teachers, leaching residents. and the middle school administrative team Designing and implementing an effective and ongoing professional development program Managing the school budget Fostering a collaborative professional environment in which faculty members are treated with the highest levels of professional respect Building a school culture in which faculty are empowered in school wide decision making in the areas of their professional expertise Serving on cross-divisional school leadership team Serving as one of the primary contacts for parents and families of Brooklyn Prospect Charter School students Ensuring the school?s compliance with accountability measures as well as state and local laws and regulations Candidate Requirements: Must be closely aligned with Brooklyn Prospect's mission Significant teaching experience in the middle school level Previous administrative experience Must enjoy working with very talented and dedicated colleagues Collaborative spirit and skill Excellent communication skills Ability to adapt in a dynamic environment A minimum of a bachelor?s; master's highly preferred Compensation: Commensurate with experience Medical, dental and vision bene?ts Pre-tax commuter benefits: health and dependent care spending accounts 401(k) with employer match As a full-time employee. the Principal would be eligible for preference in the admissions lottery To Join our Team: Please submit your resume and cover letter, including how you learned about the position, and the position for which you are applying via our website, Please note that due to the high volume of applicants. we will only notify those who meet our selection criteria. Brooklyn Prospect is an equal opportunity employer and welcomes candidates of diverse backgrounds Brooklyn Prospec Charter School Middle School Literacy Teacher Description Brooklyn Prospect Charter School is seeking a dynamic and engaging Readingr'Literacy teacher to join our Windsor Terrace Middle School team! As faculty in a growing organization, you will play a vital role in school governance and curriculum development. You will help create and implement curriculum designed to teach our diverse community of students. About us: Brooklyn Prospect Charter School is a K-12 college preparatory, International Baccalaureate (IB) community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Our Core Values are: a Curiosity: Develop sound judgment and intellect by asking questions confidently and thinking critically - Respect: Value others by taking a local and global perspective and appreciating differences 0 Persistence: Grow and learn by solving problems with determination, creativity and tenacity a Passion: Succeed by approaching challenges with excitement, enthusiasm and self assurance As part of the Brooklyn Prospect Team, you will enjoy a full-time position in a supportive and collaborative environment. We are a growing organization and opportunities for development and success are readily available. Check out our most recent updates: BPCS News About you: As a LiteracyfReading teacher you will be immersed in an extraordinary learning community, allotted significant collaborative time, and offered many opportunities to grow professionally. As part of a growing program, our teachers play a vital role in school governance and curriculum development. Brooklyn Prosper: Charter Seapol Full-time teachers teach 4 sections of academic courses, lead an advisory and are committed to the mission of Brooklyn Prospect Charter School. LiteracyfReading teachers are also responsible for developing and implementing strategies to improve students' literacy and language fluency and ongoing development and implementation of the reading program. Educational Background: I A minimum of bachelor?s (BNBS) in a related field a A master's and above, is preferable Teaching Requirements: 0 Current and valid New York State Teaching License In Experience teaching Reading and Literacy in various disciplines Experience with the IB Middle Years Program (MYP) andlor Diploma Program (DP) is a plus. About the Benefits: - Salary is competitive with NYC Department of Education (DOE) - Medical, Dental and Vision Bene?ts I 401k with employer match I: Pre?tax commuter benefits To Apply: Interested candidates must apply via our website and include a resume and cover letter, including how you learned about the position, and the position for which you are applying. Applications will be reviewed as received. Please note that due to the high volume of applicants, we will only notify those who meet our selection criteria. Brooklyn Prospect is an equal opportunity employer and welcomes candidates of diverse backgrounds. Brooklyn Prospect is an equal opportunity employer and welcomes candidates of diverse backgrounds. Princi al Evaluation Rubric Brooklyn Prospec Principal Evaluation Timeline Academic Director conducts goal setting conferences with principals based on previous year evaluation data August-September 360? survey data collected and analyzed. Principals submit evidence of progress on annual goals December?January Academic Director conducts mid?year evaluation conferences with principals. February- March 360? survey data collected and analyzed May?June Principals submit evidence of progress on annual goals June Academic Director conducts comprehensive evaluation conferences with principals. A July- August Methods of Collecting Data for the Principal Evaluation Criteria Evidence of Performance Data Growth on interims. DHiTeacher action plan review. observe data meetings. DDI assessment rubric Observation Feedback Co-observations. video DH 1:1's feedback. review of DH Teachboost Observations action steps Recruiting Retaining Teacher SMART retention data (at of ineffective teachers returning; of irreplaceables retained). hiring timeline 3: new hire quality Professional Development Review of PD plans. PD observation. review of teacher feedback from PD. manifestation of pd objectives in teacher practice Student Culture w! Culture Rubric. CircleiAssembly observation. disciplineisuspension data. student survey data Adult Culture Staffi'Teacher survey data. meeting observations, informal conversations w! staffiteachers Princi al Evaluation Rubric Brooklyn Prospec 2 Evaluation Summary Page Principal's name: School: Evaluator Name: School year: SECTION GOALS PROGRESS Rating (ineffective, Partially Effective, Effective, Highly Effective) Student Achievement Goal Teaching 8. Learning Goal Leadership Goal Operations Goal Overall Rating SECTION KEY LEADERSHIP SKILLS 8: COMPETENCIES Criteria Rating (lneffecllve, Partially E??eclive, Effective, Highly Effective) Data Observation 8. Feedback Recruiting 8. Retaining Principal Evaluation Rubric Brooklyn Prospec 3 Professional Development Student Culture Adult Culture Overall Rating SECTION SUCCESS OUTCOME MEASURES Rating (Ineffective. Partially Effective, E?ecttve, Highly Effective) Overall Rating OVERALL PERFORMANCE: Ineffective Partially E?ective Effective Highly Effective GOALS FOR IMPROVEMENT: Principal's signature Date (The principal: signature indlcates that he or she has seen and discussed the Evaluation; it does not necessan'iy denote agreement with the report.) Supervisor's signature Date Principal Evaluation Rubric Brooklyn Prospec 4 This appraisal form is divided into three sections. The first section is an appraisal of your identified school?wide goals. The second section is an appraisal of your key competencies? those skills and abilities that are essential for success in your role as a principal. The third section is an appraisal of your performance based on specific goals and metrics established by the board of directors in discussion with Brooklyn Prospect's Directors. At the end of the entire rubric you will find a summary of your overall performance. SECTION GOALS 8i PROGRESS Domains Ineffective Partially Effective Effective (Did Not Approach (Partially Met Goal} [Met Goat} Meeting Goal) Highly Effective {Surpassad Goal) Student Achievement Goat B) Leadership Goal Teaching Learning Goal Operations Goal Comments: SECTION KEY LEADERSHIP SKILLS COMPETENCIES Ineffective Partially Effective Effective Highly Effective Leads the school to collect and analyze data in several key areas 2-3 times per year. Communicates data to relevant stakeholders and acts on a convincing theoryr of action for Data I Is inattentive to important 0 Limited data available for school data. analysis. 0 Collected data does not I- Some analysis of data is in?uence decisions made. conducted and used to identity Assessment calendar includes actions. however. with limited . Leads the school to regularly collect and analyze data in several key areas. - Uses data to make updates to the intervention plan for Brooklyn Prospec Principal Evaluation Rubric 5 few or none of the items needed for pro?cient implementation. follow through. Assessment calendar includes some but not all of the items needed for proficient analysis and action. improvement toward school goals including closing the achievement gap. Establishes an assessment calendar that includes time for assessment implementation. analysis, action plans. and re-teaching which everyone is expected to follow. students or sub groups not making progress. Communicates data to relevant stakeholders. inspiring buy-in and action for robust. research-based theories of action for improvement toward school goals including closing the achievement gap. Establishes and communicates an assessment calendar that includes time for assessment creationiadaptation. implementation. analysis. action plans. and re?teaching with consistent accountability to do so. Observation a Feedback 0 Only observes teachers in annual or bi-annual formal observation visits. TeachBoost is used infrequently. Does not accurately assess teacher performance. a Provides little to no accountability to department heads for maintaining regular observations of teachers. a Tries to get into classrooms but is often distracted by other events and rarely provides timely feedback via TeachBoost. I Accurately assesses teacher performance. a Department heads observe teachers once a month on average and provide feedback to teachers that is marginally helpful. Makes on average 1?2 strategically focused yet unannounced visits to classrooms every day and gives feedback based on the needs of the teacher via TeachBoost. Teach Boost feedback identifies the highest?leverage. observable. measurable and bite?sized action step the teacher needs to take for growth. Behaviors are tagged to the observation framework and consistently rated. Ensures that all teachers are observed by a department head at least two times per month followed by feedback on high?leverage action steps for which teachers are held accountable. Makes more than 2 unannounced visits on average to classrooms every clay and gives helpful. face-to-face and Teachboost feedback to teachers within 24 hours. Has an in-depth knowledge of pedagogy and strategies for improving instructional practices and uses this knowledge to coach department heads on effective supervision and evaluation. Ensures that all teachers are observed by a department head more than two times per month followed by feedback on high-leverage action steps for which teachers are held accountable. Brooklyn Prospec Principal Evaluation Rubric 6 Recruiting 8: Retaining Fails to fill all necessary positions before the start of the school year. lnaccurately assesses candidate competencies. Avoids conflict, dif?cult conversations. or work required to exit persistently low performing teachers. - Makes last?minute appointments to teaching vacancies based on candidates who are available. Mixed retention of irreplaceable and ineffective teachers. I Effectively assesses candidate competencies to hire candidates that are high quality and match school needs. I Retains irreplaceable teachers who share the school's vision. a Counsels out or dismisses all persistently ineffective teachers. following contractual requirements. Effective in Effectively builds teachers competency thus increasing the number of teachers who are categorized as irreplaceable based on their students? achievement. Professional Development in Provides professional development workshops that minimally engage staff or improve instruction. Provides professional development workshops that are not aligned with school's needs. have limited impact on instructional practices, and is rarely evaluated and adjusted to improve effectiveness. 1- Orchestrates high quality professional learning tuned to staff needs. a Re-evaluates professional development workshops to ensure that they further effective classroom practices across the school. lntervenes when data shows low impact. 0 Delivery of professional development workshops model highly effective teaching practices. a Regularly disaggregates data to identify teacherwspecific trends. and growth areas. Uses data to provide differentiated Job?embedded. high quality and varied {such as coaching. mentoring. workshops. school visits. etc) professional learning. Continually re-evaluates the entire professional development program to ensure that it furthers effective classroom practices across the school. intervenes when data shows low impact. I Professional development workshops leverage high-performing teachers to develop others. Student Culture 0 Ensures that well-defined student?behavior standards. routines. and consequences are in place but enforces the rules inconsistently. Ensures that well-de?ned student?behavior standards. routines. and consequences are in place. 0 Urges staff to demand adherence to school-wide behavior standards and routines. but allows different Builds a strong, warm-strict, culture of learning and scholarship by establishing and reinforcing clear. student-behavior standards. routines. and consequences. 0 Deals effectively with any disruptions to teaching and 0 Gets strong community?wide buy?in for establishing and reinforcing clear, student behavior standards. routines. and consequences. in Deals swiftly and effectively with all disruptions to teaching and learning. analyzes patterns. 6 Brooklyn Prospec Principal Evaluation Rubric 7 standards in different classrooms. learning. analyzes patterns, and works on prevention. I Monitors the extent to which stakeholders share the perception that the school environment is safe and orderly. I Balances positive recognition and celebrations with discipline and consequences to ensure that students and staff take pride in their school. implements systems to ensure the code of conduct and positive and negative consequences are consistently and fairly implemented. Works with the leadership team to support students? social and emotional development and respects and values each student in the school. Fosters strong connections among students and adults. Ensures that the school environment is safe and secure. and ensures prevention. Uses multiple strategies to monitor the extent to which stakeholders share the perception that the school environment is safe and orderiy. I Balances positive recognition and ceiebrations with discipline and consequences to ensure that students and staff exhibit leadership and take pride in their school. Adult Culture Errodes a supportive ad utt culture and relationships I inconsistently modeling poise and profeesionalism I becoming defensive when receiving feedback I communicating in ways that disempower others or cause others to disengage. I lacking leadership or strategies to move adults to action. Partially builds a supportive adult culture and relationships I considering other perspectives but often moves ahead with own decisions. I becoming paralyzed by trying to reach consensus or appease others I setting an optimistic tone with stakeholders but may not successfully move adults to take action to achieve goals. Builds a supportive adult culture and establishes strong and trusting relationships I always modeling poise and professionalism even when under pressure I leading with a positive tone I proactively resolving disagreements I engaging in difficult conversations effectively by articulating a clear point of view Effective I Coaches others to tailor communication and maintain poise and professionalism, even when under pressure. Brooklyn Prospec Principal Evaluation Rubric 8 in a coherent concise. and compelling manner. learning from and encouraging dissenting voices to gain new perspective in order to make informed decisions that are in the best interest of students communicating regularly and tailoring communications to improve impact on and perception by others. Comments: Brooklyn Prospec Principal Evaluation Rubric 9 SECTION HIGH SUCCESS OUTCOME MEASURES Guiding Question Metric Did Not Approach Meeting Goal Partially Met Goal Met Goal Surpassed Goal Question 1: Are students who stay at BPCS achieving excellence? Veteran students outperform new students Question 2: Are BPCS students competitive locally and nationally? BPCS students outperform city and state on SAT average BPCS students outperform city and state in College Readiness for English and Mathematics Regents Exams Question 3: is BPCS increasing performance of underserved groups and closing the achievement gap? Black and latino students show more growth on PSAT 10 PSAT 11 SAT12 over white and asian counterparts FRL students show more growth on PSAT 1U PSAT 11 8: SAT12 over non FRL African-american and hispanic students outperform district and state Question 4: Are BPCS students prepared for college and succeeding in college? 100% of students in each graduating class will graduate 100% admission to college Principal Evaluation Rubric Brooklyn Prospec 10 65% enrollment in full IBDP 55% of each graduating class will be eligible for college credit in at least two IB courses that culminate in an exam 100% of each graduating class will be eligible for college credit in at least one IB courses that culminate in an exam 100% of DP cohort students pass the extended essay 100% of students graduate having completed an independent research project. Question 5: Are BPCS 75% of faculty show growth on teacher faculty effective levers for effectiveness (evaluation) metrics student success? of facultyr are certi?ed in the subjects they teach 90% of Irreplaceable faculty are retained year to year SECTION GRADES 3i SUCCESS OUTCOME MEASURES Did Not Approach Meeting Goal Guiding Question Metric Partially Met Goal Met Goal Surpassed Goal 1O Brooklyn Prospec Principal Evaluation Rubric 11 Question 1: Are students who stay at BPCS achieving excellence? Veteran students outperform new students Student retention remains above 3-ch grade Question 2: Are BPCS students competitive locally and nationally? BPCS students outperform city and state on BPCS growth higher than city and state on BPCS scores in tap 3 amongst district 15 middle schools Question 3: Is BPCS increasing performance of underserved groups and closing the achievement gap? Racial achievement gap decreases each year Economic achievement gap decreases each year African?american and hispanic students outperform comparable groups at the state 8: district levels Question 4: Are BPCS students prepared for college and succeeding in college? 95% of 8th grade students pass the personal project 11 Brooklyn Prospec Principal Evaluation Rubric 12 Question 5: Are BPCS 75% of faculty shew growth on teacher faculty effective levers for effectiveness (evaluation) metrics student success? 70% of faculty are certified in the subjects they teach 90% cf Irreplaceable faculty are retained year to year Principal's overall performance: Ineffective Partiallv Effective Effective Comments: Academic Director's signature Principal?s signature Highly Effective Date Date 12 Brooklyn Prospecl EMPLOYEE HANDBOOK Issue Date: 07f01f2016 TABLE OF CONTENTS NO. POLICY TITLE EFFECTIVE PAGE INTRODUCTION 0-1 Brooklyn ProSpect Charter School Welcome "#112015 5 Statement 0-2 Mission Statement and Core Commitments If 112015 7 EMPLOYMENT 1-1 Nature of Employment "ii/112015 8 1-2 Employee Relations 7f1i?201 5 3 1-3 Equal Employment Opportunity 7f1i?2015 8 1-4 Business Ethics and Conduct TJUZOIS 9 1-5 Personal Relationships in the Workplace 7f1f2015 9 1-6 Immigration Law Compliance 7flf2015 10 1-7 Con?icts of Interest 7!]f2015 10 1-8 Outside Employment Student Tutoring 7flf2015 1 1 1-9 Non-Disclosure 7f1r'2015 1 1-10 Disability Accommodation 7Hi?2015 12 EMPLOYMENT STATUS RECORDS Employment Categories 7/1f2015 12 2?2 Access to Personnel Files 7f1r'20] 5 13 2-3 Employment Reference Checks; Fingerprinting 7f1f2015 l3 and Background hecks 2-4 Personnel Data Changes 7f1f2015 14 2-5 Performance Evaluation Certification 7i1f2016 14 EMPLOYEE BENEFIT PROGRAMS Employee Bene?ts "#1112016 15 3-2 Bene?ts Continuation (COBRA) 7fli?2015 16 3-3 Workers? Compensation Insurance 7le2015 16 3-4 Employee Assistance Program 7f1f2015 1? 3-5 Paid Time Off 7/1z?2016 1? 3-6 Bereavement Leave 7/1/2015 20 Jury Duty 7/1/2016 20 3-8 School Related Business Professional 77112016 21 Development 3-9 Holidays 7113015 21 3-10 Vacation Bene?ts 7f1f2015 22 BPCS rev?f] 5 2 Brooklyn Prospect Charter School NO. POLICY TITLE EFFECTIVE PAGE 4-1 Paydays 2015 22 4-2 Employment Termination 72?13?20 5 23 4-3 Pay Advances 7.4112015 23 4-4 Administrative Pay Corrections 7! H2015 24 4-5 Pay Deductions and Setoffs 24 4-6 Compensation 7H ?015 24 WORK CONDITIONS HOURS Safety 2015 26 5-2 Work Schedules 5 27 5-3 Smoking 71332015 27 5-4 Use of Equipment WHZOI 5 27 5-5 Emergency Closings 7/?lf20 [5 23 5-6 Business Travel Expenses 7f1f201 5 28 5-7 Visitors in the Workplace 71132015 29 5-8 Computer and Email Usage 7fli'2015 29 5-9 Internet Usage #2015 30 5-10 Workplace Monitoring WIIZOIS 31 5-1 1 Social Security Number Privacy 7f1!2015 32 5-12 Social Networking and Blogging 32 5-13 Workplace Violence Prevention 7l1f2015 33 LEAVES OF ABSENCE Medical. Family, and Disability Related Leaves 7flt'2015 34 6-2 Parental Leaves 7/?2015 36 6-3 Pregnancy-Related Absences 7/1 i?2015 37 6-4 Personal Leave WIIZOIS 37 6-5 Military Leave WI {2015 38 EMPLOYEE CONDUCT DISCIPLINARY ACTION Employee Conduct and Work Rules 7flf201 5 39 7-2 Drug and Alcohol Use 5 39 7-3 Sexual and Other Unlawful Harassment 7flf2015 40 7-4 Attendance and Punctuality mom 5 42 2-5 Personal Appearance 7f] ?201 5 42 7-6 Return of Property 77 ?20 5 43 7-7 Resignation 7f1f2015 43 2-8 Suspension 7flf2015 43 7-9 Solicitation WHZOIS 43 7-10 Employee Discipline moms 44 1 Problem Resolution Til/2015 45 7-12 Whistleblower Policy 77112015 46 BPCS rev?'f] 5 3 Brooklyn Prospect Charter School N0. POLICY TITLE EFFECTIVE PAGE MISCELLANEOUS 8-1 Life-Threatening Illnesses in the Workplace 47 8-2 Recycling 7/?2015 47 8-3 Nursing Mothers 7fl/2015 43 8-4 Gifts 1?20 I 5 48 8-5 Outside Communications 49 8-6 Mandatory Reporting of Child Abuse or 7/]f2015 49 Mistreatment ADDENDUMS Employee Handbook Acknowledgment of Receipt rev.7!l 5 4 Brooklyn Prospect Charter School BROOKLYN PROSPECT CHARTER SCHOOL WELCOME Dear Colleague, Welcome to the Brooklyn Prospect Charter School (?the School? or ?Brooklyn Prospect?) team. Brooklyn Prospect wishes its employees to be informed about the many bene?ts and services provided to the employees of the School. and the policies and procedures applicable to your employment. This Employee Handbook was developed to describe some of the expectations that we have of our employees and to outline the policies. programs. and benefits available to eligible employees. Employees should familiarize themselves with the contents of the Employee Handbook as soon as possible. for it will answer many questions about employment with Brooklyn Prospect. It is the intention of the School to create a set of policies that allows. expects and honors the highest level of professionalism from the entire faculty and staff. This handbook (the 'Handbook?) is for informational purposes only and does not constitute a contract of employment. either express or implied, for any speci?c duration. While every attempt has been made to create these personalized policies consistent with federal. state and local law. if an inconsistency arises the policy(s} will be enforced consistent with the applicable law. The School will be bound by all of the provisions contained in the New York State Charter School Act. the School's charter as authorized by the State University of New York and. as applicable. the regulations of the New York State Education Department. No representative of Brooklyn Prospect Charter School. other than the School?s Executive Director. has the authority to enter into an agreement to the contrary. In order to be valid. any such agreement must be made in writing and signed by the Executive Director. No Employee Handbook can anticipate every circumstance or question about policy. As Brooklyn Prospect continues to grow. the need may arise to revise the Employee Handbook. Brooklyn Prospect reserves the right to modify. rescind. delete. or suppiement provisions of the Handbook. or add provisions to the Handbook without advance notice. as required. If any questions should arise. employees should contact Human Resources to confirm that the item is still current. In addition. the Board of Directors or Trustees of the School may set administrative policies. Employees are expected to adhere to such policies. Every effort will be made to keep employees informed of all changes to law. regulation and policy. Possession of the Handbook does not necessariiy make employees eligible for the various benefits described. Employees may need to satisfy certain eligibility requirements before obtaining coverage. In some instances. local. state or federal laws may impose certain requirements. in addition to those stated as company policy. In any situation where insurance or other benefit plans are concerned. the official plan documents and insurance contracts will always prevail over statements contained in the Handbook. BPCS 5 Brooklyn Prospect Charter School Your Employee Handbook will supersede any previous employee handbook or policy manual that may have been previously been provided to employees. These policies are not a legal document and do not constitute an employment contract. We look forward to working with you! Sincerely, Daniel K. Rubenstein Executive Director Brooklyn Prospect Charter School BPCS 6 Brooklyn Prospect Charter School MISSION AND CORE VALUES Brooklyn Prospect Charter School is a K-l2 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Our Core Values Are: Curiosity Develop sound judgment and intellect by asking questions con?dently and thinking critically Respect Value others by taking a local and global perspective and appreciating the differences Persistence Grow and learn by solving problems with determination, creativity and tenacity Passion Succeed by approaching challenges with excitement, enthusiasm and self-assurance BPCS rev?'i?] 7 Brooklyn Prospect Charter School l-l Nature of Employment If your position requires you to ful?ll additional pre-employment criteria, such as a background investigation and/or ?ngerprinting, and if you have been offered employment before those criteria are completed, your employment is contingent upon the satisfactory fulfillment of those criteria. 1-2 Employee Relations Brooklyn Prospect believes that the work conditions, wages, and bene?ts it offers to its employees are competitive with those offered by other employers in this area and in this industry. If employees have concerns about work conditions or compensation, they are strongly encouraged to voice these concerns openly and directly to their supervisors andfor to Human Resources. Our experience has shown that when employees deal openly and directly with supervisors, the work environment can be excellent. communications can be clear, and attitudes can be positive. We believe that Brooklyn Prospect amply demonstrates its commitment to employees by responding effectively to employee concerns. 1-3 Equal Employment Opportunity Brooklyn Prospect is an Equal Opportunity Employer and does not discriminate against any person because of race, color, creed, religion, sex, gender, national origin, alienage, disability, age or perceived age, genetic information, predisposing genetic characteristics, pregnancy, marital status, sexual orientation, partnership status, military status, domestic violence victim status or any other characteristic protected by law (referred to as "protected status"). This nondiscrimination policy extends to all terms, conditions and privileges of employment as well as the use of all company facilities, participation in all company-sponsored activities, and all employment actions such as promotions, compensation. bene?ts and termination of employment. In order to provide equal employment and advancement opportunities to all individuals, employment decisions at Brooklyn Prospect will be based on merit, quali?cations. and abilities. In accordance with applicable law, Brooklyn PrOSpect is committed to a work environment that is free of discrimination and unlawful harassment of any kind and on any basis prohibited by law, including unwelcome advances, requests for sexual favors, offensive language, or other offensive verbal, graphic, or physical conduct relating to an employee?s race, citizenship, color, sex, age, disability, religion, national origin. marital status, sexual orientation, status as a veteran, ancestry, or any other factor protected by law, whether implied or explicit. Brooklyn ProSpect reaf?rms its compliance with applicable law governing nondiscrimination in employment. Brooklyn Prospect provides equal employment opportunity for quali?ed persons with disabilities. The School will make reasonable accommodations for quali?ed individuals with known disabilities unless doing so would result in an undue hardship. This policy governs all aspects of employment, including selection, job assignment, compensation, discipline. termination, and access to bene?ts and training. BPCS rev.T.-i15 3 Brooklyn Prospect Charter School Any employees with questions or concerns about any type of discrimination in the workplace are encouraged to bring these issues to the attention of their immediate supervisor at the School andfor the Human Resources department. Employees can raise concerns and make reports without fear of reprisal. Anyone found to be engaging in any type of unlawful discrimination will be subject to disciplinary action, up to and including termination of employment. 1-4 Business Ethics and Conduct The successful business operation and reputation of the School is built upon the principles of fair dealing and ethical conduct of our employees. Our reputation for integrity and excellence requires careful observance of the spirit and letter of all applicable laws and regulations. as well as a scrupulous regard for the highest standards of conduct and personal integrity. The continued success of Brooklyn Prospect is dependent upon our stakeholders' trust and we are dedicated to preserving that trust. Employees owe a duty to the School to an in a way that will merit the continued trust and con?dence ofthe public. Brooklyn Prospect will comply with all applicable laws and regulations and expects its directors, officers, and employees to conduct business in accordance with the letter, spirit, and intent of all relevant laws and to refrain from any illegal. dishonest, or unethical conduct. In general, the use of good judgment, based on high ethical principles, will guide you with respect to lines of acceptable conduct. If a situation arises where it is difficult to determine the proper course of action, the matter should be discussed openly with your immediate supervisor at the School and, if necessary, with the School?s Human Resources department. Compliance with this policy of business ethics and conduct is the responsibility of every School employee. Disregarding or failing to comply with this standard of business ethics and conduct could lead to disciplinary action, up to and including possible termination of employment. 1-5 Personal Relationships in the Workplace The employment of relatives of school employees, or individuals involved in a dating relationship in the same area of an organization may cause conflicts of interest and problems with favoritism and employee morale. In addition to claims of partiality in treatment at work, personal conflicts from outside the work environment can be carried over into day-to-day working relationships. For purposes of this policy, a relative is any person who is related by blood or marriage, or whose relationship with the employee is similar to that of persons who are related by blood or marriage. A dating relationship is defined as a relationship that may be reasonably expected to lead to the formation of a consensual "romantic? or sexual relationship. A relative ofa current employee may not occupy a position in which he or she will work directly BPCS revfi'tlS 9 Brooklyn Prospect Charter School for. or supervise. the relative. An individual involved in a dating relationship with a current employee also may not occupy a position in which he or she will work directly for or supervise the employee with whom they are involved in a dating relationship. The School also reserves the right to take prompt action if an actual or potential con?ict of interest arises involving relatives or individuals involved in a dating relationship who occupy positions at any level (higher or lower) in the same line of authority that may affect the review of employment decisions. If a relative relationship or dating relationship is established after employment between employees who are in a reporting situation described above, it is the responsibility and obligation of the supervisor involved in the relationship to disclose the existence of the relationship to management. School management will examine the situation and respond as appropriate to ensure a professional environment is maintained. In other cases where a conflict or the potential for con?ict arises because of the relationship between employees, even if there is no line of authority or reporting involved, the employees may be separated by reassignment or terminated from employment. Employees should refrain from public workplace displays of affection or excessive personal conversation. 1-6 Immigration Law Compliance Brooklyn Prospect is committed to employing only United States citizens and aliens who are authorized to work in the United States and do not unlawfully discriminate on the basis of citizenship or national origin. In compliance with the Immigration Reform and Control Act of 1986. each new employee. as a condition of employment, must complete Employment Eligibility Verification Form 1-9 and present documentation establishing identity and employment eligibility. Former employees who are rehired may also be required to complete the form. Employees with questions or seeking more information on immigration law issues are encouraged to contact Human Resources. Employees may raise questions or complaints about immigration law compliance without fear of reprisal. 1-7 Con?icts of Interest Employees have an obligation to conduct themselves within guidelines that prevent actual or potential conflicts of interest from arising. This policy establishes only the framework within which the School intends to operate. The purpose of these guidelines is to provide general direction so that employees can seek further clari?cation on issues related to the subject of acceptable standards of operation. Contact Human Resources For more information or questions about con?icts of interest. Transactions with outside firms must be conducted within the framework established and using the standards preset by the School. BPCS rev?fl 5 [0 Brooklyn Prospect Charter School An actual or potential con?ict of interest occurs when an employee is in a position to in?uence a decision that may result in a personal gain for that employee or for a relative as a result of the School's business dealings. For the purposes of this policy. a relative is any person who is related by blood or marriage, or whose relationship with the employee is similar to that of persons who are related by blood or marriage. No ?presumption of guilt" is created by the mere existence of a relationship with outside firms. However, if employees have any in?uence on transactions involving purchases, contracts, or leases, it is imperative that they disclose to the Executive Director of the School as soon as possible the existence of any actual or potential cooflict of interest so that safeguards can be established to protect all parties. Personal gain may result not only in cases where an employee or relative has a signi?cant ownership in a firm with which the School does business, but also when an employee or relative receives any kickback, bribe, substantial gift, or special consideration as a result of any transaction or business dealings involving the School. 1-8 Outside Employment and Student Tutoring Employees may hold outside jobs as long as they continue to meet the performance standards of theirjob with the School. All employees will be judged by the same performance standards and will be subject to the Brooklyn Prospect?s scheduling demands, regardless of any existing outside work requirements. If Brooklyn Prospect determines that an employee's outside work interferes with performance or the ability to meet the requirements of the School as they are modified from time to time, the employee may be asked to terminate the outside employment if he or she wishes to remain with Brooklyn Prospect. Outside employment that constitutes a conflict of interest is prohibited. Employees may not receive any income or material gain from individuals outside the School for materials produced or services rendered while performing their duties for the School. In addition, members of the School?s faculty may not tutor students currently enrolled at the School for pay or other compensation. 1-9 Non-Disclosure The protection of confidential business information and trade secrets is vital to the interests and the success of the School. Every employee must take reasonable precautions to prevent the unauthorized disclosure of confidential information. Such confidential information includes, but is not limited to, the following examples: financial information payroll records personnel records BPCS rev.?f15 1 Brooklyn Prospect Charter School student and family records All employees may be required to sign a non-disclosure agreement as a condition of employment. Employees who improperly use or disclose trade secrets or con?dential business information will be subject to disciplinary action, up to and including termination of employment, even if they do not actually bene?t from the disclosed information. 1-10 Disability Accommodations Brooklyn Prospect is committed to complying fully with the Americans with Disabilities Act (ADA) and applicable state and local laws and to ensuring equal opportunity in employment for quali?ed persons with disabilities. All employment practices and activities are conducted on a non-discriminatory basis. Hiring procedures are designed to provide persons with disabilities meaningful employment opportunities. Pro-employment inquiries are made only regarding an applicant's ability to perform the duties of the position. Reasonable accommodations for quali?ed individuals with known disabilities will be made unless to do so would cause an undue hardship for the School. Ali employment decisions are based exclusively on the merits of the situation in accordance with de?ned criteria. Quali?ed individuals with disabilities are entitled to equal pay and other forms of compensation (or changes in compensation) as well as in job assignments. classifications. organizational structures, position descriptions, lines of progression, and seniority lists. Leave of all types will be available to all employees on an equal basis. The School is also committed to not discriminating against any quali?ed employees or applicants because they are related to or associated with a person with a disability. Brooklyn Prospect will follow any state or local law that provides individuals with disabilities greater protection than the ADA. This policy is neither exhaustive nor exclusive. Brooklyn Prospect is committed to taking all other actions necessary to ensure equal employment opportunity for persons with disabilities in accordance with the ADA and all other applicable federai, state, and local laws. Employment Categories It is the intent of the School to clarify the de?nitions of empioyment classi?cations so that employees understand their employment status and bene?t eligibility. These classifications do not guarantee employment for any speci?ed period oftimc. Each employee is designated as either NONEXEMPT or EXEMPT from federal and state wage and hour laws. NONEXEMPT employees are entitled to overtime pay under the speci?c provisions of federal and state laws. EXEMPT employees are excluded from speci?c provisions BPCS rev?'v?i? 12 Brooklyn Prospect Charter School of federal and state wage and hour laws. An employee's EXEMPT or NONEXEMPT classi?cation may be changed only upon written noti?cation by management. For the purposes of employment categorization, FULL-TIME employees are those who are regularly scheduled to work at least 75% oftheir departments full-time schedule. Generally. they are eligible for Brooklyn Prospect?s benefits package, subject to the terms, conditions, and limitations of each benefit program. Typically, these employees work thirty [30) or more hours per week. PART-TIME employees are those who work continuously for a speci?ed number of hours per week that is less than a regular schedule of thirty (30) or more hours per week. Part-time employees receive all legally mandated benefits (such as Social Security, workers' compensation insurance. and sick time). 2?2 Access to Personnel Files The School maintains a personnel file on each employee. The personnel file includes such information as the employee's job application. resume. records of training. W-Z and 1-9 forms, certi?cations, documentation of performance appraisals and salary increases. and other employment records, in certain instances as required by applicable laws. Personnel files are the property of Brooklyn Prospect, and access to the personnel files is restricted. Generally, only supervisors and management personnel of the School who have a legitimate reason to review information in a ?le are allowed to do so. Employees who wish to review their own ?le should contact the Human Resources. With reasonable advance notice, employees may review their own personnel files in the Human Resources office and in the presence of an individual appointed by the School to maintain the files. 2-3 Employment Reference Checks; Fingerprinting and Background Checks To ensure that individuals who join Brooklyn Prospect are well qualified and have a strong potential to be productive and successful, it is the policy ofthe School to check the employment references of all applicants. The Human Resources department, representing the school, will respond to external reference check inquiries, confirming only dates of employment and position(s) held. No employment data will be released without a written authorization and release signed by the individual who is the subject of the inquiry. If you have questions, please contact Human Resources. The School shall establish, maintain and implement procedures for conducting background checks (including a ?ngerprint check for a criminal record) of all school employees and prospective employees (whether part or full time) of the School, as well as any individual who has regular access to the students enrolled in the school (including, but not limited to, employees and agents of any company or organization which is a party to a contract to provide services to the School) to the extent required by subdivision of the Education Law and the BPCS rev.?.t15 13 Brooklyn Prospect Charter School applicable requirements of the Safe Schools Against Violence in Education Legislation (Chapter 180 of the laws of 2000) and 8 part 87. The School may, but is not required to, conduct any and all other background checks permitted by law. Failure to submit to and cooperate with a background check may result in the School?s decision to not offer a position to a prospective employee or to terminate an existing employment relationship. 2-4 Personnel Data Changes It is the responsibility of each employee to notify Brooklyn Prospect of any changes in personnel data. Personal mailing addresses, telephone numbers, number and names of dependents, individuals to be contacted in the event of an emergency, educational accomplishments, and other such status reports should be accurate and current at all times. lfany personnel data has changed, notify Human Resources immediately. 2-5 Performance Evaluations Certi?cation Supervisors and employees are strongly encouraged to discuss job performance and goals on an informal, day?to-day basis. Formal performance evaluations are conducted to provide both supervisms and employees the opportunity to discussjob tasks, identify and correct weaknesses. encourage and recognize and discuss positive, purposeful approaches for meeting goals. The performance of all employees is generally evaluated on an ongoing cycle. Performance evaluations may address professionalism, performance. attitude. progress and any other factor relevant to assessing the employee?s overall performance. In addition to Performance Evaluation. full? and part-time Teaching Faculty certi?cation status will be tracked and reported upon during the year and discussed during formal performance evaluations. Similar to professionals in many ?elds, Brooklyn Prospect expects its teaching faculty to maintain all mandated professional certi?cations. As a member of Brooklyn Prospect Charter School?s instructional faculty, maintaining a current and valid New York teaching certification is your professional responsibility. While responsibility for your certification lies solely with you, the School provides support by contracting with the New York City Charter School Center?s (the ?Center?) certification counseling services. If, at the start of your contract term you are not certi?ed. are certi?ed in another state, or your current certification will expire during the contract term, it is your responsibility to determine the required steps toward achieving certi?cation, including but not limited to the completion of coursework, tests and workshops. Teaching faculty are given a maximum 2 years from the beginning of their first contract term to achieve valid certification. If you have not achieved certification by the end of your second contract year the School reserves the right to take any actions it deems reasonable including, without limitation, non-renewal of your teaching agreement at the end of the term. or non- BPCS rev.7t15 14 Brooklyn Prospect Charter School progression to the next step on the salary scale. 3-1 Employee Bene?ts Eligible employees at Brooklyn Prospect are provided a wide range of bene?ts. A number of the programs (such as Social Security, workers? compensation, state disability, and unemployment insurance} cover all employees in the manner prescribed by law. Bene?ts eligibility is dependent upon a variety of factors, including employee classi?cation. Your supervisor can identify the programs for which you are eligible. Details of many of these programs can be found in the Employee Benefits Guide, available from Human Resources. The following benefit programs are available to eligible employees: Medical Insurance Dental Insurance Vision Care Insurance Flexible Spending Accounts Commuter Benefits 4' Life Insurance Long-Term Disability Short-Term Disability - 401(k) Savings Plan 0 Employee Assistance Program Direct Deposit Voluntary Bene?ts A Bene?ts Enrollment package (for enrollment in Medical. Dental, Vision, Flexible Spending Accounts, Life and LTD) will be emailed to newly eligible employees within a few days of their hire date. Or the date of their transfer to a bene?ts?eligible position. If a Benefits Enrollment Package is not received in a timely manner. please contact Human Resources to request an enrollment package. Each enrollment package will have a return deadline for eligibility. If employees miss the return deadline they must wait until the next Open Enrollment period to enroll in these benefits. Retirement Plan (401(k) Plan) The School offers a plan to all eligible employees, provided by Empower Retirement. Under this plan. employees are deducted a portion of their current gross pay before taxes and are able to invest that portion in accordance with applicable federal and state guidelines governing deferred compensation programs and with procedures established by the School. The plan?s provider shall govern the specifics of the plan. All eligible new employees, including full? and part-time employees, will be enrolled in the Brooklyn Prospect Charter School Retirement plan at a rate of 2% of their gross pay on the first day of the month following their start date. This 2% will be matched by Brooklyn Prospect Charter School on a vesting schedule detailed below. An employee may choose to increase or decrease the amount to be invested in the 401(k) plan at any time by updating their information BPCS rev.7f15 15 Brooklyn Prospect Charter School on the Empower Retirement website. Employees may also opt-out of the plan at any time by contacting Human Resources. The School offers 401(k) matching as follows: the School matches employee contributions up to 4% of total salary per year; and each employee vests 50% in the School matching funds after 2 years of continued service and 100% after 3 years of continued service). Note that staff have immediate and 100% vesting in their own contributions. In accordance with federal guidelines, employees are subject to a maximum limit per year on deferred compensation. While Brooklyn Prospect will ensure that no amount beyond the maximum allowable annual contribution is set aside, employees should take every reasonable precaution to ensure that the per-paycheck amount of income requested to be deferred will not cause such limits to be exceeded in any given year. 3-2 Bene?ts Continuation (COBRA) The federal Consolidated Omnibus Budget Reconciliation Act (COBRA) gives employees and their quali?ed bene?ciaries the opportunity to continue health insurance coverage under Brooklyn Prospect?s health plan when a "qualifying event?, such as a termination of employment or unpaid personal leave, would normally result in the loss ofeligibility for the School?s medical bene?ts. Spouses and dependents of an employee may also be entitled to continued coverage under COBRA. Under COBRA, the employee or bene?ciary pays the full cost of coverage at Brooklyn ProSpect?s group rate plus an administration fee. Brooklyn Prospect provides each eligible employee with a written notice describing rights granted under COBRA when the employee. or the employee?s spouse or dependents, becomes eligible for coverage under Brooklyn Prospect?s health insurance plan. The notice contains important information about the COBRA bene?ciary?s rights and obligations. Please refer to the Summary Plan Description or contact Human Resources for additional information. 3-3 Workers' Compensation Insurance As required by law. Brooklyn Prospect maintains a comprehensive workers' compensation insurance program at no cost to employees. This program covers any injury or illness sustained in the course of employment that requires medical, surgical, or hospital treatment. Subject to the applicable legal requirements, workers compensation insurance provides bene?ts after a waiting period. Employees who sustain work-related injuries or illnesses must inform their supervisor and Human Resources immediately but in no event later than [0 days after the occurrence of the injury or illness. No matter how minor an on-the-job injury may appear, it is important that it be reported immediately. This will enable an eligible employee to qualify for coverage as quickly as BPCS 16 Brooklyn Prospect Charter School possible. An employee who fails to timely report an injury or illness that occurred while working may jeopardize his or her right to collect workers? compensation payments. Neither Brooklyn Prospect nor the insurance carrier will be liable for the payment of workers' compensation benefits for injuries that occur during an employee's voluntary participation in any off-duty recreational. social, or athletic activity sponsored by the School. 3-4 Employee Assistance Program Through the WorkLifeMatters Employee Assistance Program (EAP), the School provides con?dential access to professional counseling services for help in confronting personal problems such as alcohol and other substance abuse. marital and family dif?culties. ?nancial or legal troubles, and emotional distress. The EAP is available to all full-time employees and their immediate family members and offers problem assessment. short-term counseling. and referral to appropriate community and private services. The EAP is strictly con?dential and is designed to safeguard the employee's privacy and rights. information given to the EAP counselor may be released only if requested by the employee in writing. All counselors are guided by a Professional Code of Ethics. Personal information concerning employee participation in the EAP is maintained in a confidential manner. No information related to an employee?s participation in the program is entered into the personnel file. There is no cost for employees to consult with an EAP counselor. If further counseling is necessary, the EAP counselor will outline community and private services available. The counselor will also let employees know whether any costs associated with private services may be covered by their health insurance plan. Costs that are not covered are the responsibility of the employee. Minor concerns can become major problems if you ignore them. No issue is too small or too large, and a professional counselor is available to help you when you need it. Call 800-336-7055 to contact an EAP counselor 24 hours a day, 7 days a week. Or go to User Name: Matters; Password: wlm7010]. 3-5 Paid Time Off The attendance of our employees. both teaching faculty and non-teaching staff, directly and indirectly affects the learning of our students. We hope all will honor the spirit of paid time off. taking it only as and when needed, while at the same time ensuring the students? education held as the highest of importance in our minds. We request that employees do everything possible to keep absences to an absolute minimum, but we do understand that illnesses and personal emergencies may occur over the normal course of a year. BPCS 17 Brooklyn Prospect Charter School With that in mind, Brooklyn Prospect allows for paid time off bene?ts for all eligible employees. Eligible employee classification{s): Regular full-time employees Part time employees Regular Full Time Employees Regular full time employees are eligible to request no more than 7 days of Paid Time off per ?benefit year." which are to be prorated based on partial days of service. If the need is foreseeable, you must give seven days advance notice of intention to take Paid Time Off. If the need is not foreseeable you must give notice as soon as practicable, following your departmental policies and procedures. Teaching faCulty may not use PTO on a day immediately preceding or following a school vacation or holiday weekend unless required and documented by a doctor's note. Employees who do not follow their departmental policies and procedures to request PTO time or who request in excess of 7 PTO days will not be paid for the PTO time taken. However in understanding of the nature of longer-term illnesses and respecting the professional judgment of our faculty, we will consider additional sick time for payment. only with a signed doctor?s note. PTO can be requested in minimum increments of one-half day. In the case of registered voters who do not have four consecutive nonworking hours when the polls are open during an election. PTO will be granted for up to two hours so long as employees request time off at least two working days prior to election day. An eligible employee may use bene?ts for an absence due to his or her own illness or injury. personal use. or that of a spouse, child or immediate family member. If an employee is absent more than three consecutive days due to illness or injury, a physician's statement must be provided verifying the illness or disability and its beginning and expected ending dates. Such veri?cation may be requested for other absences as well. Paid Time Off bene?ts will be calculated based on the employee's base pay rate at the time of absence and will not include any special forms of compensation. Unused PTO benefits will not be paid to employees in any event. Part Time Employees Part time employees will accrue only sick leave benefits, at the rate of 1 hour for every 30 hours worked up to a maximum of 40 hours. These bene?ts are calculated on the basis of the 12-month period that begins when the employee starts to earn sick leave bene?ts. If the need is foreseeable, you must give seven days advance notice of intention to take sick leave benefits. If the need is not foreseeable you must give notice as soon as practicable, following your departmental policies and procedures. Teaching faculty may not use sick leave revJHS 18 Brooklyn Prospect Charter School benefits on a day immediately preceding or following a school vacation or holiday weekend unless required and documented by a doctor?s note. Employees who do not follow their departmental policies and procedures to request sick leave or who request in excess of sick leave days will not be paid for the sick leave time taken. Part time employees may only use sick leave bene?ts for an absence due to his or her own illness or injury, or that of a spouse, child or immediate family member. sick leave bene?ts can be used in minimum increments of one-half of a scheduled shift. If an employee is absent for three or more consecutive days due to illness or injury, a physician's statement must be provided verifying the disability and its beginning and expected ending dates. Such verification may be requested for other sick leave absences as well. Sick leave benefits will be calculated based on the employee's base pay rate at the time of absence and will not include any special forms of compensation. Unused sick leave benefits will be allowed to accumulate until the employee has accrued a total of 40 hours' worth of sick leave benefits. Ifthe employee reaches this maximum, further accrual of sick leave benefits will be suspended until the employee has reduced the balance below the limit. Sick leave benefits are intended for use solely in the event of illness or injury, and may not be used for any other absence. Unused sick leave benefits will not be paid to employees in any evenL Coverages and Substitute Teachers In addition to consistent professional attendance having a positive impact on the students and in one's classroom, stable professional presence supports one?s colleagues and the administration as well as valuing professional educators in the eyes of the community. In a school environment, every absence is felt. The absence of a teacher necessitates the use of coverage teams and in some cases, substitute teachers. Faculty members must call, email or text their principal to inform ofa sick day. They must speak with the Principal by 6:30 am on the day they will be out sick, if not the day before. so that internal coverage or a substitute may be arranged. Should a faculty member not comply with this policy, she will not be paid for days missed without proper noti?cation. Ifthe principal cannot secure a substitute, faculty will be assigned to cover intemally. Every faculty member must ensure that 3 days? worth of lesson plans, related materials, and seating charts are available at all times for use by a covering or substitute teacher. These materials should be shared with principal, department head or principal?s designee. EPICS rev.7i?lS 19 Brooklyn Prospect Charter School 3-6 Bereavement Leave All employees who wish to take time off due to the death of a family member should notify their supervisor immediately. Up to 3 days of paid bereavement leave for immediate family members and 1 day of paid bereavement leave for extended family members will be provided to eligible employees in the following Regular full-time employees Bereavement pay is calculated based on the base pay rate at the time of absence and will not include any special forms of compensation. Bereavement leave will normally be granted unless there are unusual business needs or staf?ng requirements. Employees may, with their supervisors' approval, use any available paid leave for additional time off as necessary. The School defines "immediate family" as the employee?s spouse, domestic partner, parent, child, sibling; the empioyee's spouse?s parent, child, or sibling; the employee?s child's spouse; grandparents or grandchildren. The school defines "extended family" as aunts, uncles, cousins and other relatives of the employee or their spouse or domestic partner. 3-7 Jury Duty Brooklyn Prospect encourages employees to ful?ll their civic responsibilities by serving jury duty when required. Employees will be compensated for jury duty consistent with state law. Employees in an eligible classi?cation may request up to 2 weeks of paid jury duty leave over any 1 year period. Either the School or the employee may request an excuse from jury duty if, in the School's judgment. the employee's absence would create serious operational difficulties. However, this request only postpones the jury service requirement and does not excuse the employee from service entirely. Employees are strongly encouraged to request to reschedule jury duty for a day when school is not in session, such as school vacations or summer break. Employee classifications that qualify for paid jury duty leave are: Regular full-time employees Part time employees Jury duty pay for full-time employees will be calculated on the employee's base pay rate times the number of hours the employee would otherwise have worked on the day of absence. Part? time employees will be paid up to $40 per day for the first three days of jury duty (calculated on the employee's base pay rate times the number of hours the employee would otherwise have BPCS rev.7.f15 20 Brooklyn Prospect Charter School worked on the clay ofabsence). lfemployees are required to serve jury duty beyond the period of paid jury duty leave, they may use any available paid time off (for example, vacation bene?ts) or may request an unpaid jury duty leave of absence. Employees must show the jury duty summons to their supervisor and notify Human Resources as soon as possible so that the supervisor may make arrangements to accommodate their absence. Of course, employees are expected to report for work whenever the court schedule permits. Brooklyn Prospect will continue to provide health insurance benefits until the end of the month in which the unpaid jury duty leave begins. At that time. employees will become responsible for the full costs of these benefits if they wish coverage to continue. When the employee returns fromjury duty, benefits will again be provided by the school according to the applicable plans. 3-8 School Related Business and Professional Development Any school-related business time (including School-approved professional development) out of the School must be requested in the same manner as any PTO day, though will not be tracked via WorkforceNow. The request must be approved by the principal or administrative supervisor. The principal or supervisor will coordinate substitute services for absences due to school-related business when necessary. No personal time will be deducted for time used for approved school- related business. 3-9 Holidays The School will observe the following holidays: New Year's Day 0 Martin Luther King, Jr. Day Presidentsr Day Memorial Day Independence Day Labor Day Columbus Day - Veterans' Day Thanksgiving Day after Thanksgiving Christmas Eve Christmas New Year's Eve The School will grant paid holiday time off to all eligible employees immediately upon assignment to an eligible employment classification. Holiday pay will be calculated based on the employee's straight-time pay rate (as of the date of the holiday} times the number of hours the employee would otherwise have worked on that day. Eligible employee BPCS reva] 5 2] Brooklyn Prospect Charter School All Regular full?time employees 3-10 Vacation Bene?ts Vacation time off with pay is available to eligible employees to provide opportunities for rest, relaxation, and personal pursuits. Employees in the following employment classification(s) are eligible to earn and use vacation time as described in this policy: Regular full-time Staff& Administrative employees Upon initial eligibility the employee is entitled to 15 vacation days each year in addition to the week between Christmas Eve and New Year?s Day. Once employees enter an eligible employment classi?cation, they begin to earn paid vacation time at the rate of 15 days per year (1.25 days for every full month of service). Employees are able to request from their supervisor. the permission to borrow forward days for use before the days are earned. After 3 years of satisfactory employment with the School, employees will be eligible for an additional 5 days of vacation per year beginning at the start of the following ?bene?t year". The length of eligible service is calculated on the basis ofa ?benefit year." At Brooklyn Prospect, a "benefit year" is July through June 30m. New employees will have their yearly vacation days prorated for partial "benefit years." Paid vacation time can be used in minimum increments of one-half day. To take vacation, an employee should request advance approval from his or her supervisor. Requests for use of paid vacation time should be made at least 2 weeks in advance. Requests will be reviewed based on a number of factors, including, but not limited to, business needs and staffing requirements. Brooklyn Prospect encourages its employees to use their vacation time when school is not in session. Any vacation time earned but not used by the end of the benefit year will be forfeited and in no case will be rolled over into the next year. Vacation time off is paid at the employee?s base pay rate at the time of vacation for the amount of hours absent. It does not include overtime or any special forms of compensation. Upon termination of employment, employees will be paid for unused vacation time that has been earned through the last day of work. 4?1 Paydays All employees are paid on the 15th and last days of the month. Each paycheck wil] include earnings for all work performed through the end of the previous payroll period. In the event that a regularly scheduled payday falls on a weekend or observed holiday, employees will receive paychecks on the last day of work before the regularly scheduled payday. rein?] 5 22 Brooklyn Prospect Charter School If a regular payday falls during an employee's vacation. the employee's paycheck will be available upon his or her return from vacation. Employees may have pay directly deposited into their bank accounts if they provide advanced online authorization to the School. Employees will receive an itemized statement of wages when Brooklyn Prospect makes direct deposits. 4-2 Employment Termination We hope that the School and each employee will benefit from the employment relationship. We also recognize that termination of employment is an inevitable part of personnel activity within any organization, and many of the reasons for termination are routine. Below are examples of some of the most common circumstances under which employment is terminated: Resignation - voluntary employment termination initiated by an employee. - Discharge - involuntary employment termination initiated by the organization. Layoff - involuntary employment termination initiated by the organization for non- disciplinary reasons. Because employment with Brooklyn Prospect is based on mutual consent, both the employee and the School have the right to terminate employment at will, with or without cause, at any time. Employee bene?ts will be affected by employment termination in the following manner: All accrued, vested bene?ts that are due and payable at termination will be paid. Some bene?ts may be continued at the employee's expense if the employee so chooses. The employee will be noti?ed in writing of the benefits that may be continued and of the terms, conditions. and limitations of such continuance. Fina! Pay Brooklyn ProSpect will pay employees who give proper notice through their last day of employment, unless they are on a leave of absence. Employees who resign in accordance with stated Separation provisions will be provided with compensation for unused but earned vacation time at termination. Employees will not receive pay for any unused PTO days. Employees will receive their ?nal pay according to the normal payroll processing cycle. or in accordance with applicable wage laws. In the event of a termination of employment, it is the employee?s responsibility to notify the School of any change of address to which the employee's W-2 should be delivered. 4-3 Pay Advances Brooklyn Prospect does not provide pay advances to employees. rev.7t'15 23 Brooklyn Prospect Charter School 4-4 Administrative Pay Corrections Brooklyn Prospect takes all reasonable steps to ensure that employees receive the correct amount of pay in each paycheck and that employees are paid on the scheduled payday. In the unlikely event that there is an error in the amount of pay, the employee should bring the discrepancy to the attention of your Supervisor at the School who should then contact the Finance Department so that corrections can be made as quickly as possible. 4-5 Pay Deductions and Setoffs The law requires that Brooklyn Prospect make certain deductions from every employee?s compensation. Among these are applicable federal, state, and local income taxes. Brooklyn Prospect also must deduct Social Security taxes on each employee?s earnings up to a speci?ed limit that is called the Social Security "wage base.? The School matches the amount of Social Security taxes paid by each employee. Brooklyn Prospect offers programs and bene?ts beyond those required by law. Eligible employees may voluntarily authorize deductions from their paychecks to cover the costs of participation in these programs. Pay setoffs are pay deductions taken by Brooklyn Prospect, usually to help pay off a debt or obligation to the School or others and will be made where applicable in compliance with federal and state law. If you have questions concerning why deductions were made from your paycheck or how they were calculated, please see your supervisor. 4-6 Compensation It is the practice and policy of Brooklyn ProSpect to fairly and accurately compensate employees and to do so in compliance with all applicable local. state and federal laws. Brooklyn Prospect is committed to the right of employees to be free from discrimination in their compensation. Women and men will be given equal pay for equal work. and pay differentials will be based only on seniority, merit, quantity or quality of work, or other reasonable factors not based on sex. in keeping with these policies Brooklyn Prospect will recognize faculty salagy steps on July 1 yearly. Newly earned credentials for faculty will be honored on July or February I yearly. Non-exempt Employees If you are classified as a non-exempt employee, you must maintain a record of the total hours you work each day. You must accurately record your hours in accordance with the School's timekeeping procedures. Your time record must accurately reflect all regular and overtime hours worked. any absences, late arrivals, early departures, and meal breaks. Employees are prohibited BPCS rev.7r15 24 Brooklyn Prospect Charter School from performing any ?off-the-clock" work. ?Off-the-clock" work means work you may perform but fail to report. Any employee who fails to report or inaccurately reports any hours worked will be subject to disciplinary action. up to and including discharge. It is a violation of school policy for any employee to falsify or alter his or her or another employee?s time. It is also a serious violation of school policy for any employee. manager or supervisor to instruct another employee to incorrectly or falsely report hours. If any supervisor, manager or employee instructs you to: l) incorrectly or falsely under- or over-report your hours worked; or 2) alter another employee?s time records to inaccurately or falsely report that employee?s hours worked. you should report it immediately to your supervisor or Human Resources. Exempt Employees If you are classi?ed as an exempt. salaried employee. you will receive an annual salary. Your salary is intended to compensate you for any and all hours you werk and will be established at the time you are hired or when you become classi?ed as an exempt employee. Your salary will be a predetermined amount that will not be subject to deductions for variations in the quantity or quality of the work you perform. Under federal, state and local law. your salary is subject to certain deductions. For example. absent contrary state law requirements. your salary may be reduced for the following reasons: Full day absences for personal reasons. Full day absences for sickness or disability. if the School has a sickness or disability policy that provides for wage replacement bene?ts and you have exhausted or have not yet accrued enough leave time. Full day disciplinary suspensions for infractions of our written policies and procedures. Family and Medical Leave absences (either full or partial day absences). - To offset amounts received as payment forjury and witness fees or military pay. The first or last week of employment in the event you work less than a full week. Your salary may also be reduced for certain types of deductions. such as your portion of health, dental, or life insurance premiums; state, federal, or local taxes. social security or voluntary contributions to a 401(k) or pension plan. Your salary will not be reduced for any ofthe following reasons; - Partial day absences for personal reasons. sickness or disability. - Absences for jury duty. attendance as a witness or military leave in any week in which you have performed any work. Any deduction which would reduce wages below the minimum wage or reduce the amount of overtime pay due pursuant to the FLSA. New York Labor Law Section 652. and any other applicable laws. - Any other deductions prohibited by local. state or federal law. Please note, it is not an improper deduction to reduce an employee?s accrued vacation, personal or other forms of paid time off from an employee?s leave bank BPCS revfx'i'l? 25 Brooklyn Prospect Charter School for full or partial day absences for personal reasons, or for sickness or disability if the employer has a sickness or disability policy that provides for wage replacement bene?ts. Should you have any questions with respect to the School's policy, please contact your immediate supervisor or Human Resources. 5?1 Safety To assist in providing a safe and healthful work environment for employees, students, and visitors, Brooklyn Prospect has established a workplace safety program. This program is a top priority for the School. Each school?s Head of Operations. in conjunction with Human Resources and Administration has responsibility for implementing, administering, monitoring, and evaluating the safety program. its success depends on the alertness and personal commitment of all. The School provides information to employees about workplace safety and health issues through regular internal communication channels such as supervisor-employee meetings, bulletin board postings, memos, and other written communications. Some of the best safety improvement ideas come from employees. Those with ideas, concerns, or suggestions for improved safety in the workplace are encouraged to raise them with their supervisor, or with another supervisor or manager, or to bring them to the attention of the Head of Operations for their school. Reports and concerns about workplace safety issues may be made anonymously if the employee wishes. All reports can be made without fear of reprisal. Each employee is expected to obey safety rules and to exercise caution in all work activities. Employees must comply with all occupational safety and health standards and regulations established by the Occupational Safety and Health Act and state and local regulations. Employees must immediately report any unsafe condition to the Head of Operations for the school and/or Human Resources. Employees who violate safety standards, who cause hazardous or dangerous situations, or who fail to report or, where appropriate, remedy such situations, may be subject to disciplinary action, up to and including suspension andr'or termination of employment. If you believe that you are being exposed to a known or suspected hazard when working with toxic chemicals or substances, you have a right under the Hazard Communications Law to know about such hazards through Material Safety Data Sheets (MSDS). The school based Head of Operations will review the MSDS with you. If your supervisor does not have this information, your supervisor will contact Human Resources. In addition, you will receive information on what hazardous substances are in the work area and regular training on the adverse effects of each toxic substance with which you come into contact in the workplace. You will be protected against discipline or termination that results from exercising employee rights under the law. In the case of accidents that result in injury, regardless of how insigni?cant the injury may appear, employees should immediately notify the worksite Head of Operations or the appropriate BPCS 26 Brooklyn Prospect Charter School supervisor. Such reports are necessary to comply with laws and to initiate insurance and workers? compensation bene?ts procedures. 5?2 Work Schedules The school leadership team, in conjunction with supervisors. will determine the work hours for faculty and staff. All faculty members are expected to be in school during student school hours without exception, and for after-school faculty meetings and other student enrichment activities as scheduled. In addition, faculty should expect that on occasion it will be necessary to meet with colleagues, parents. andfor administration on School matters outside of normal school hours. All employees are expected to work the established workweek hours as determined by the school leadership team. Faculty Appointment Period The duration of the annual full?time teaching appointment is twelve months. beginning July 1 and ending June 30. Faculty salaries are paid over the twelve months of the contract period (July 1 June 30) and are prorated based on start date. Contract agreements supersede information provided in the employee handbook. The School reserves the right to require faculty members to perform various duties and fulfill sundry obligations throughout this period of time in concert with the School?s academic calendar. Over the course of the summer. both new and returning faculty members may be responsible for attending workshops and retreats. Founding grade team retreats are generally held in late Junefearly July for returning faculty and new faculty who are members of founding grade teams. New faculty retreats are generally held in mid-August for new faculty. principals, administration and human resources. The dates of these retreats will be announced by late spring yearly. The return dates for department heads and full faculty are typically released in the spring of the prior school year and commence mid-August. Unless specified otherwise. non?academic staff are expected to work year-round. 5-3 Smoking Smoking is prohibited throughout the workplace. on all School premises and at all School- sponsored events and functions. New York State Education Law. Section 409. prohibits tobacco use on school grounds. Violations of this policy may result in civil fines by state or local enforcement agencies and will lead to discipline. up to and including termination of employment. This policy applies equally to all employees and visitors, and to all lighted cigarettes. pipes, vaporizers or other tobacco products. 5-4 Use of Equipment Equipment essential in accomplishing job duties is often expensive and may be dif?cult to replace. When using school property or equipment, employees are expected to exercise care. rev.7r'l 5 27 Brooklyn Prospect Charter School perform required maintenance, and follow all operating instructions. safety standards. and guidelines. Please notify the supervisor if any equipment appears to be damaged, defective, or in need of repair. Prompt reporting of damages, defects, and the need for repairs could prevent deterioration of equipment and possible injury to employees or others. Your supervisor can answer any questions about an employee's responsibility for maintenance and care of equipment used on the job. Employees should not repair damaged equipment that is property of the School on their own, regardless of whether or not they are requesting reimbursement for the expense. without first consulting with their supervisor. The improper, careless, negligent, destructive, or unsafe use or operation of equipment can result in disciplinary action, up to and including termination of employment. 5-5 Emergency Closings At times, emergencies such as severe weather, ?res, power failures, or earthquakes can disrupt Brooklyn Prospect?s operations. in extreme cases, these circumstances may require the closing of the School. in the event that such an emergency occurs during nonworking hours, local radio andfor television stations will be asked to broadcast noti?cation of the closing. an automated phone message will be sent to all employees, and the School?s website will be updated to reflect the closing. When operations are officially closed due to emergency conditions, the time off from scheduled work will be unpaid for part-time hourly employees. At the discretion of the Executive Director, any school days lost due to closure on account of any of the above emergencies may be made up by adding an equal number of days to what was scheduled to be the end of the school year. 5-6 Business Travel Expenses Brooklyn Prospect will reimburse employees for reasonable business travel expenses incurred while on assignments away from the normal work location. All business travel must be approved in advance by the Executive Director or Director of Operations and Finance. Employees whose travel plans have been approved are responsible for making their own travel arrangements. When approved, the actual costs of travel, meals, lodging, and other expenses directly related to accomplishing business travel objectives will be reimbursed by the School. Employees are expected to limit expenses to reasonable amounts. Employees who are involved in an accident while traveling on business must report the incident to their immediate supervisor. Vehicles owned, leased, or rented by the School may not be used for personal use without prior approval. When travel is completed, employees should submit completed travel expense reports within 7' BPCS rev.7r'15 28 Brooklyn Prospect Charter School days. Reports should be accompanied by receipts for all individual expenses. Employees should contact their supervisor for guidance and assistance on procedures related to travel arrangements, expense reports, reimbursement for speci?c expenses, or any other business travel issues. Abuse of this business travel expenses policy. including falsifying expense reports to reflect costs not incurred by the employee. can be grounds for disciplinary action, up to and including termination of employment. Visitors in the Workplace To provide for the safety and security of employees and the facilities at the School, only authorized visitors are allowed in the workplace. Restricting unauthorized visitors helps maintain safety standards, protects against theft, ensures security of equipment, protects con?dential information, safeguards employee welfare, and avoids potential distractions and disturbances. All visitors should enter the School at the main entrance. Authorized visitors will receive a nametagtbuilding pass and directions or an escort to their destination. Employees are responsible for the conduct and safety of their visitors. If an unauthorized individual is observed on the School?s premises, employees should immediately notify their supervisor or, if necessary, direct the individual to the main entrance. 5-8 Computer and Email Usage Computers, computer files, the email system, and software furnished to employees are School property intended only for business use only. Employees should not use a password, access a ?le, or retrieve any stored communication without authorization. To ensure compliance with this policy, computer and email usage may be monitored. Email and work product created on Brooklyn Prospect computers or using Brooklyn Prospect accounts by Brooklyn Prospect employees are the property of Brooklyn Prospect and may be monitored andlor retrieved. Brooklyn Prospect strives to maintain a workplace free of harassment and sensitive to the diversity of its employees. Therefore. the School prohibits the use of computers and the email system in ways that are disruptive, offensive to others, or harmful to morale. For example, the display or transmission of sexually explicit images, messages, and cartoons is not allowed. Other such misuse includes, but is not limited to, ethnic slurs, racial comments, off-color jokes, or anything that may be construed as harassment or showing disrespect for others. Email may not be used to solicit others for commercial ventures, religious or political causes, outside organizations, or other nonbusiness matters. Employees should notify their immediate supervisor. Human Resources, or any member of management upon learning of violations of this policy. Employees who violate this policy will BPCS rem-{HS 29 Brooklyn PrOSpect Charter School be subject to disciplinary action, up to and including termination of employment. 5-9 Internet Usage Internet access is provided by the School to assist employees in obtaining work-related data and technology. The following guidelines have been established to help ensure reaponsible and productive Internet usage. While Internet usage is intended for job?related activities. incidental and occasional brief personal use is permitted within reasonable limits. Excessive use of School computers or the email system for personal reasons is not permitted. All Internet data that is composed. transmitted, or received via our computer communications systems is considered to be part of the official records of the School and, as such, is subject to disclosure to law enforcement or other third parties. Consequently, employees should always ensure that the business information contained in Internet email messages and other transmissions is accurate, appropriate, ethical, and lawful. The equipment, services, and technology provided to access the Internet remain at all times the property of the School. As such, the School reserves the right to monitor Internet traffic, and retrieve and read any data composed, sent, or received through our online connections and stored in Brooklyn Prospect computer systems. Data that is composed, transmitted, accessed, or received via the Internet must not contain content that could be considered discriminatory, offensive, obscene, threatening, harassing. intimidating, or disruptive to any employee or other person. Examples of unacceptable content may include, but are not limited to, sexual comments or images, racial slurs, gender-speci?c comments. or any other comments or images that could reasonably offend someone on the basis of race, age or perceived age. sex, gender religious or political beliefs. national origin. disability, sexual orientation. or any other characteristic protected by law. The unauthorized use, installation, copying, or distribution of copyrighted, trademarked, or patented material on the Internet is expressly prohibited. As a general rule, if an employee did not create material, does not own the rights to it, or has not gotten authorization for its use, it should not be put on the Internet. Employees are also responsible for ensuring that the person sending any material over the Internet has the distribution rights. Internet users should take the necessary anti-virus precautions before downloading or copying any file from the Internet. All downloaded files are to be checked for viruses; all compressed ?les are to be checked before and after decompression. Abuse of the Internet access provided by the School in violation of law or School policies will result in disciplinary action. up to and including termination of employment. Employees may also be held personally liable for any violations of this policy. The following behaviors are examples of previously stated or additional actions and activities that are prohibited and can result in disciplinary action: Sending or posting discriminatory, harassing, or threatening messages or images Using the organization's time and resources for personal gain BPCS rev.?f15 30 Brooklyn Prospect Charter School Stealing, using, or disclosing someone else's code or password without authorization Copying, pirating, or downloading software and electronic files without permissi0n Sending or posting con?dential material, trade secrets, or proprietary information outside of the organization Violating copyright law Failing to observe licensing agreements Engaging in unauthorized transactions that may result in a cost to the organization or initiate unwanted Internet services and transmissions - Sending or posting messages or material that could damage the organization's image or reputation Participating in the viewing or exchange of pornography or obscene materials Sending or posting messages that defame or slander other individuals Attempting to break into the computer system ofanother organization or person Refusing to cooperate with a security investigation Sending or posting chain letters, solicitations, or advertisements not related to business purposes or activities 0 Using the Internet for political causes or activities, religious activities. or any sort of gambling Jeopardizing the security of the organization's electronic communications systems Sending or posting messages that disparage another organization's products or services Passing off personal views as representing those of the organization Sending anonymous email messages Engaging in any other illegal activities 5-10 Workplace Monitoring Workplace monitoring may be conducted by Brooklyn Prospect to ensure safety and security. While on School premises, employees have no expectation of privacy in their belongings or in the non-private workplace areas which include, but are not limited to, classrooms, offices, cubicles, work locations, School provided or designated parking areas, desks, computers, lockers, rest or eating areas, or vehicles engaged in School operations, and any personal belongings on or in any ofthe above. Employees who regularly communicate via the telephone may have their conversations monitored or recorded. Telephone monitoring is used to identify and correct performance problems through targeted training. Improved performance enhances the image of School in the eyes of those whom the School services. Computers furnished to employees are the property of the School. As such, computer usage and files, including e-mail usage and related files, may be monitored or accessed. The School may conduct video surveillance of non-private workplace areas. Video monitoring is used to identify safety concerns, maintain quality control, detect theft and misconduct, and discourage or prevent acts of harassment and workplace violence. BPCS rev.7f15 31 Brooklyn Prospect Charter School Because the School is sensitive to the legitimate privacy rights of employees, every effort will be made to conduct workplace monitoring in an ethical and respectful manner. Social Security Number Privacy Employees are permitted to access and use the personal information of other employees, such as Social Security Numbers, only as necessary and appropriate for such persons to carry out their assigned tasks for the School and in accordance with the School?s policies. The unauthorized access, viewing, use, disclosure, or the intentional public display of such information and the unauthorized removal of documents that contain Social Security Number information from School premises is prohibited and can result in discipline, up to and including termination of employment. If you come into contact with another employee?s Social Security Numbers or other sensitive personal information without authorization from the School or under circumstances outside of your assigned tasks, you may not use or disclose the information further, but must contact your supervisor and turn over to him or her all copies of the information in whatever form. When necessary, documents containing Social Security Number information will be properly destroyed through shredding or other means prior to disposal to ensure con?dential social security information is not disclosed. For more information about whether and under what circumstances you may have access to this information, review your job description or contact your supervisor. 5-12 Social Networking and Blogging Employees may not post on a blog or social networking site during their working time unless it is Speci?cally part of their professional school duties. The School's electronic communication systems are for business use only. If an employee identifies himself or herself as an employee of the School on any social networking site, the communication must include a disclaimer that the views expressed do not necessarily re?ect the views of School management. All rules regarding con?dential business information apply in full to blogs and social networking sites. Any information that cannot be disclosed through a conversation, a note or in the text of an e-mail also cannot be disclosed on a blog or social networking site. The transmission of con?dential or proprietary information without the permission of the School is prohibited. If you mention the School in a blog or elsewhere in online social media, or it is reasonably clear you are referring to the School or a position taken by the School, and also express a political opinion or an opinion regarding the School?s positions, actions, or products, the post must specifically disclose your relationship with the School and note that the opinion expressed is BPCS rev.7t15 32 Brooklyn Prospect Charter School your personal opinion and not the School?s position. Any conduct that is impermissible under the law if expressed in any other form or forum is impermissible if expressed through a social networking site. For example, posted material that is discriminatory, defamatory, libelous or malicious is forbidden. The School?s policies. including but not limited to its Equal Employment Opportunity, Sexual Harassment, Harassment and Workplace Violence Prevention policies, apply equally to employee comments on social networking sites even if done on nonworking time. Employees are encouraged to review those sections of the Handbook for further guidance. 5-13 Workplace Violence Prevention Brooklyn Prospect is committed to preventing workplace violence and to maintaining a safe work environment. The School has adopted the following guidelines to deal with intimidation, harassment, or other threats of (or actual) violence that may occur during business hours or on School premises. All employees, including supervisors and temporary employees, shOuld be treated with courtesy and respect at all times. Employees are expected to refrain from ?ghting, "horseplay," or other conduct that may be dangerous to others. Firearms, weapons, and other dangerous, hazardous or illegal devices or substances are prohibited from School premises. Conduct that threatens, intimidates, or coerces another employee, a student, or a member of the public will not be tolerated. This prohibition includes all acts of harassment, including harassment that is based on an individual's protected status. All threats of (or actual) violence, both direct and indirect, should be reported as soon as possible to your immediate supervisor, Human Resources. or any other manager. This includes threats by employees, as well as threats by students, vendors, solicitors, or other members of the public. When reporting a threat of violence, you should be as speci?c and detailed as possible. All suspicious individuals or activities should also be reported as soon as possible to a supervisor. Do not place yourself in peril. Ifyou see or hear a commotion or disturbance near you. do not try to intercede or see what is happening. Brooklyn Prospect will and thoroughly investigate all reports of threats of (or actual) violence and of suspicious individuals or activities. The identity of the individual making a report will be protected as much as is practical. In order to maintain workplace safety and the integrity of its investigation, Brooklyn Prospect may suspend employees, either with or without pay, pending investigation. Anyone determined to be responsible for threats of (or actual) violence or other conduct that is in violation of these guidelines will be subject to prompt disciplinary action, up to and including termination ofemployment.l BPCS 33 Brooklyn Prospect Charter School 6-1 Medical. Family and Disability Related Leaves Brooklyn Prospect provides up to 12 workweeks in a 12-month period of unpaid, job-protected leave to eligible employees for speci?ed family and medical reasons with continuation of group health insurance coverage to eligible employees for any ofthe following reasons: 0 the birth of their child and to care for the newborn child within one year of birth (spouses who are both employees of the School are limited to a combined total of 12 weeks leave for birth of a child); the placement with the employee of a child for adoption or foster care and to care for the newly placed child within one year of placement (spouses who are both employees of the School are limited to a combined total of 12 weeks leave for placement of a child); to care for the employee?s spouse. child, or parent who has a serious health condition; 0 a serious health condition that makes the employee unable to perform the essential functions ofhis or herjob; any qualifying exigency arising out of the fact that the employee?s spouse, son, daughter, or parent is a covered military member on "covered active duty;" or Twenty-six workweeks of leave during a single 12-month period to care for a covered servicemember with a serious injury or illness if the eligible employee is the servicemember?s spouse. son, daughter, parent, or next of kin (military caregiver leave). For purposes of this policy, serious health conditions or disabilities include: inpatient care in a hospital, hospice, or residential medical care facility; continuing treatment by a health care provider; and temporary disabilities associated with pregnancy. childbirth; and related medical conditions. In the event that local, state or federal law provides for greater rights than provided by this policy, it is Brooklyn Prospect?s policy to govern its actions in accordance with those laws. How to Request Leave Employees may request leave under the Family Medical Leave Act (FMLA) oniy after having been employed for one year. leave will be considered to accommodate protected disabilities in excess of FMLA leave or for employees with less than one year of service. Eligible employees should make requests for leave to their supervisors at least 30 days in advance of foreseeable events and as soon as possible for unforeseeable events. Certi?cation Requirements Employees must provide written documentation from their health care provider supporting the need for leave including a detailed explanation of the medical reason why the employee requires a leave of absence, any accommodations that might enable the employee to return to work. and the health care provider?s opinion (supported by medical reasoning) as to the likely date the employee will return to work, if known. In the case of leave to care for a covered family BPCS revfi'fl 5 34 Brooklyn Prospect Charter School member, the employee must also provide documentation substantiating the need for leave. This would include. for example, a statement from the family member?s healthcare provider indicating that the family member is unable to care for his or her own basic medical, hygienic, or nutritional needs or safety. Any changes in this information should be reported to the School. Company Communications with Medical Professionals We seek to work cooperatively with medical professionals to make informed individualized assessments about our employees? ability to work andfor be at work. To accomplish this goal, from time to time, and as permitted by applicable law, we may need to obtain additional medical information from your treating physician or other medical professionals we might retain to offer an opinion on your ability to work or be at work. While we expect you to comply with these requests. if you have any concerns about providing such information, you should contact lluman Resources so we can attempt to address them. While we will assist you in whatever ways we can, it is your responsibility to see that your treating physician provides the information we request. Amount of Leave Available Eligible employees are normally granted leave up to a maximum of 12 weeks within a 12 month rolling period measured backward from the date of any leave usage. For purposes of this policy, leave usage includes leave previously granted under state or federal leave laws FMLA) for the same reasons provided by this policy or leave previously provided pursuant to this policy. Leave must be used in a minimum of half-day increments. Exceptions to this minimum increment requirement will be considered to accommodate protected disabilities. Employees will also be required to exhaust any accrued paid leave time while taking unpaid leave. If the initial period of approved absence proves insuf?cient. consideration will be given to a request for an extension. Extensions will be provided based on operational requirements and School needs. However, benefits will only be provided for the initial maximum of 12 weeks. after which time the employee may apply for benefits continuation under COBRA. Continuation of Health Insurance Bene?ts while on Leave For FMLA eligible leaves health insurance benefits will be provided by Brooklyn Prospect for a maximum of 12 weeks under the same terms that would have applied had the employee not taken leave. Employees remain responsible for payment of the employee contribution while on leave, and will be invoiced for payment upon their return. or upon their termination of employment, should they decide not to return to Brooklyn Prospect. Employees who exceed the 12-week maximum period of leave or who are not on a covered short term or long term disability leave will become responsible for the full costs of these benefits and may apply for benefits continuation under COBRA. When the employee returns from leave, bene?ts will again be reinstated on the let of the month following the employee?s return to work. BPCS rev.7i15 35 Brooklyn Prospect Charter School Returning from Leave 1' Job Restoration An employee on leave is requested to provide the School with at least two weeks advance notice of the date the employee intends to return to work so that an employee's return to work can be properly scheduled. Employees returning from leave for the employee?s own serious health condition must submit a health care provider's veri?cation of their fitness to return to work. Upon return from FMLA leave, the employee wili be restored to his/her original job, or to an equivalentjob with equivalent pay, bene?ts, and other terms and conditions of employment. For leave job restoration is not guaranteed. However, when leave ends, the School will make reasonable efforts to reinstate the employee to the same position previously held by the employee if it is available. if it is not available, the School will make reasonable efforts to reinstate the employee to an equivalent position for which the employee is qualified and if an equivalent position is not avaiiable, then to a lower level position. If an employee fails to return to work on the agreed upon return date, the School may assume that the employee has resigned. Compensation The School will continue to pay the employee?s full salary for the first 2 weeks of covered disability ieave, as compensation for the typical 14 day waiting period before disability benefits begin ("paid waiting period"). Disability bene?ts will cover 60% of salary in the case of approved disabilities, up to $1000 per week. If sick days were used to cover any part of the two weeks before disability bene?ts begin, they will be credited back to the employee. For all approved, quali?ed FMLA leave, the School will provide, upon the employee?s return to work, 40% of lost wages during the employee?s approved leave of up to 12 weeks Calculation of compensation for lost wages will begin at the end of the paid waiting period. Payment will be made in lump sum according to the School?s regular payroll schedule at the end of the first full pay period worked following medical leave. This payment is considered a return bonus, and the employee?s contract year must be completed. In the case of an employee who does not complete their contract, the return bonus must be repaid. ifan employee chooses not return to their original position, the bonus may be pro-rated to fit their new position. 6-2 Parental Leaves In addition to the FMLA benefits above, if applicable. new parents may be eligible for additional benefits programs through Brooklyn Prospect Charter School. Primary Caregiver - Maximum of 12 weeks leave - First 2 weeks paid at full wages - 40% of unpaid salary upon return {up to 10 weeks of 40% salary)* BPCS rev.7i?l 5 36 Brooklyn Prospect Charter School - 60% of salary paid for 4 weeks (post 2 weeks full pay) via Guardian Short Term Disability policy. or through the School for non-birthing caregivers Secondary Caregiver - Maximum of 12 weeks leave First 2 weeks paid at full wages - 40% of unpaid salary upon return {up to 10 weeks of 40% salary)* qualifying parents will not receive the 40% oftnissed compensation upon return. Please reach out to Human Resources with any questions regarding this policy or Short Term Disability policies. 6-3 Pregnancy-Related Absences Brooklyn Prospect does not discriminate against any employee who requests an excused absence for medical disabilities associated with pregnancy. Such leave requests will be evaluated according to the medical leave policy provisions outlined in this Employee Handbook and all applicable federal and state laws. Requests for time off associated with pregnancy andr'or childbirth, such as bonding and child care, not related to medical disabilities for those conditions will be considered in the same manner as other requests for unpaid family or personal leave. 6-4 Personal Leave Brooklyn Prospect provides leaves of absence without pay to eligible employees who wish to take time off from work duties to ful?ll personal obligations. Employees in the following employment classi?cation(s) are eligible to request personal leave as described in this policy: Regular full-time employees Eligible employees may request personal leave only after having completed 1 calendar year of service. As soon as eligible employees become aware of the need for a personal leave of absence. they should request a leave from their supervisor. Personal leave may be granted for a period of up to 20 calendar days every year. If this initial period of absence proves insuf?cient, consideration will be given to a written request for a single extension of no more than 10 calendar days. With the supervisor?s approval, an employee may take any available sick leave or vacation leave as part of the approved period of leave. Requests for personal leave will be evaluated based on a number of factors, including anticipated workload requirements and staf?ng considerations during the proposed period of absence. Subject to the terms, conditions, and limitations of the applicable plans, health insurance bene?ts will be provided by Brooklyn Prospect until the end of the month in which the approved personal BPCS 5 37 Brooklyn Prospect Charter School leave begins. At that time, employees will become responsible for the full costs of these bene?ts if they wish coverage to continue. When the employee returns from personal leave. bene?ts will again be provided by Brooklyn Prospect according to the applicable plans. When a personal leave ends, reasonable efforts will be made to return the employee to the same position. if it is available. or to a similar available position for which the employee is qualified. However, the School cannot guarantee reinstatement in all cases. If an employee fails to report to work at the expiration of the approved leave period, the School will assume the employee has resigned. 6-5 Military Leave A military leave of absence will be granted to employees who are absent from work because of service in the US. uniformed services in accordance with the Uniformed Services Employment and Reemployment Rights Act (USERRA). if military service is required an employee should submit copies of military orders to his or her supervisor and Human Resources as soon as possible, unless military necessity prevents such notice or it is otherwise impossible or unreasonable. Employees will receive partial pay for two-week training assignments and shorter absences. Upon presentation of satisfactory military pay veri?cation data, employees will be paid the difference between their normal base compensation and the pay (excluding expense pay) received while on military duty. The portion of any military leave of absence in excess of two weeks will be unpaid. However, employees may use any available paid time off for the absence. Continuation of health insurance bene?ts is available as required by USERRA based on the length of the leave and subject to the terms, conditions and limitations of the applicable plans for which the employee is otherwise eligible. Benefit accruals. such as vacation, sick leave, or holiday bene?ts, will be suspended during the leave and will resume upon the employee's return to active employment. Employees on military leave for up to 30 days are required to return to work for the ?rst regularly scheduled shift after the end of service, allowing reasonable travel time. Employees on longer military leave must apply for reinstatement in accordance with USERRA and all applicable state laws. Employees returning from military leave will be placed in the position they would have attained had they remained continuously employed or a comparable one depending on the length of military service in accordance with USERRA. They will be treated as though they were continuously employed for purposes of determining bene?ts based on length of service. Contact Human Resources for more information or questions about military leave. BPCS revJHS 38 Brooklyn Prospect Charter School Employee Conduct and Work Rules To ensure orderly operations and provide the best possible work environment, Brooklyn Prospect expects employees to conduct themselves according to the highest professional standards. It is not possible to list all the forms of behavior that are considered unacceptable in the workplace. The following are examples of infractions of rules of conduct that may result in disciplinary action, up to and including termination ofemployment: Supplying false or misleading information when applying for employment or during employment Personal use of company credit cards Theft or inappropriate removal or possession of property Falsi?cation of records Working under the influence of alcohol or illegal drugs Possession, distribution, sale, transfer, or use of alcohol or illegal drugs or abuse of prescription drugs in the workplace, while on duty, or while operating employer-owned vehicles or equipment Failure or refusal to submit or consent to a required alcohol or drug test Fighting or threatening violence in the workplace Boisterous or disruptive activity in the workplace Negligence or improper conduct leading to damage of employer-owned or customer- owned property lnsubordination or other disrespectful conduct Engaging in unethical or illegal conduct Having a conflict of interest Violation of safety or health rules Smoking in prohibited areas Sexual or other unlawful or unwelcome harassment Possession of dangerous or unauthorized materials, such as explosives or firearms, in the workplace Excessive absenteeism or tardiness or any absence without notice Unauthorized absence Unauthorized use of telephones, mail system, or other employer?owned equipment Unauthorized disclosore con?dential information Conduct that re?ects adversely upon you, the School Making or publishing false or malicious statements concerning an employee, supplier, student or the School Violation of personnel policies Unsatisfactory performance or conduct that does not meet the requirements of the position Other circumstances which warrant discipline 7-2 Drug and Alcohol Use It is Brooklyn Prospect?s desire to provide a drug-free, healthful, and safe workplace. To BPCS rev.7f15 39 Brooklyn ProSpect Charter School promote this goal, employees are required to report to work in appropriate mental and physical condition to perform theirjobs in a safe and satisfactOry manner. While on School premises and while conducting business-related activities off of School premises, no employee may use, possess, distribute. sell, or be under the influence of illegal drugs. Furthermore employees may not be under the influence of alcohol during the course of their duties for Brooklyn Prospect. There may be occasional activities at or for the school where alcohol is served, during these events it is understood that employees may responsibly partake in alcoholic beverages. The legal use of prescribed drugs is permitted on the job only if it does not impair an employee's ability to perform the essential functions of thejob effectively and in a safe manner that does not endanger other individuals in the workplace. If you are in a position requiring drug testing under local. state or federal law, you will be subject to drug testing under certain circumstances, in accordance with applicable laws. Violations of this policy may lead to disciplinary action, up to and including immediate termination of employment or, as a condition to continued employment. required participation in a substance abuse rehabilitation or treatment program. Such violations may also have legal consequences. Employees with questions or concerns about substance dependency or abuse are encouraged to use the resources of the Employee Assistance Program by calling 800-386-7055 to contact an EAP counselor 24 hours a day, 7 days a week. Or go to Wtibhworklifecom; User Name: Matters; Password: wlrn70101. They may also wish to discuss these matters with their supervisor at the School or Human Resources to receive assistance or referrals to appropriate resources in the community. Employees with drug or alcohol problems that have not resulted in. and are not the immediate subject of, disciplinary action may request approval to take leave to participate in a rehabilitation or treatment program. Leave may be granted if the employee agrees to abstain from use of the problem substance; abides by all School policies. rules. and prohibitions relating to conduct in the workplace; and if granting the leave will not cause the School any undue hardship. An employee who performs work for a government contract or grant must notify Brooklyn Prospect ofa criminal conviction for drug-related activity occurring in the workplace. The report must be made within five days of the conviction. Employees with questions on this policy or issues related to drug or alcohol use in the workplace should raise their concerns with their supervisor at the School or Human Resources without fear of reprisal. 7-3 Sexual and Other Unlawful Harassment Sexual harassment is a violation of local, state and federal law. Brooklyn Prospect is committed to providing a work environment that is free from all forms of discrimination and conduct that can be considered harassing, coercive, or disruptive, including sexual harassment. Actions, BPCS 40 Brooklyn Prospect Charter School words, jokes, or comments based on an individual's sex, race. color, national origin, age, religion, disability, sexual orientation, or any other legally protected characteristic will not be tolerated. The Equal Opportunity Employment Commission has issued guidelines de?ning sexual harassment as unwelcome sexual advances (either verbal or physical), requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when: submission to such conduct is made either explicitly or implicitly a term or condition of employment; (2) submission or rejection of the conduct is used as a basis for making employment decisions; or, (3) the conduct has the purpose or effect of interfering with work performance or creating an intimidating, hostile, or offensive work environment. The following is a partial list of sexual harassment examples: Unwelcome sexual advances. Offering employment benefits in exchange for sexual favors. Making or threatening reprisals after a negative response to sexual advances. Visual conduct that includes leering, making sexual gestures, or displaying of sexually suggestive objects or pictures. cartoons or posters. Verbal conduct that includes making or using derogatory comments, epithets, slurs, or jokes. Verbal sexual advances or propositions. Verbal abuse of a sexual nature, graphic verbal commentaries about an individual's body or appearance, sexually degrading words used to describe an individual, or suggestive or obscene letters, notes. or invitations. - Physical conduct that includes touching, assaulting, or impeding or blocking movements. If you experience or witness sexual or other unlawful harassment in the workplace, report it immediately to your supervisor. If the supervisor is unavailable or you believe it would be inappropriate to contact that person, you should immediately contact any other member of management and Human Resources. You can raise concerns and make reports without fear of reprisal or retaliation. All allegations of sexual harassment will be quickly and discreetly investigated. To the extent reasonably possible, your con?dentiality and that of any witnesses and the alleged harasser will be protected against unnecessary disclosure. Communications will be made to others only on a limited "need to know" basis. If you make a complaint under this policy and have not received a satisfactory response, you should contact Human Resources. When the investigation is completed, you will be informed ofthe outcome ofthe investigation. Any supervisor or manager who becomes aware of possible sexual or other unlawful harassment must immediately advise Human Resources or any member of management so it can be investigated in a timely and confidential manner. Upon completion of the investigation, if necessary, corrective measures will be taken. These measures may include, but are not limited to: training, counseling, warning, suspension, or immediate dismissal. Anyone, regardless of position or title, found through investigation to have engaged in improper harassment will be subject to discipline up to and including discharge. If the investigation is inconclusive, the School may still provide counseling or take other appropriate steps. BPCS rev.?a?15 4] Brooklyn Prospect Charter School Brooklyn Prospect prohibits any form of discipline or retaliation for reporting in good faith the incidents of harassment in violation ofthis policy, pursuing any such claim or cooperating in the investigation of such reports. 7-4 Attendance and Punctuality To maintain a safe and productive work environment, the School expects employees to be reliable and to be punctual in reporting for scheduled work. You are also expected to take your lunch/?break times within the time limits set by your supervisor. Absenteeism and tardiness place a burden on other employees and on the School. In the rare instances when employees cannot avoid being late to work or are unable to work as scheduled, they should notify their supervisor as soon as possible in advance of the anticipated tardiness or absence. If you are going to miss work because you are going to be late or you or a family member is sick, you must notify your supervisor before the time you are to report for work. Your supervisor will advise you of an alternative person to contact if he or she is unavailable. If you do not inform your supervisor or the alternative person, your tardiness or absence will be considered an unapproved, unscheduled absence and will be deducted from your PTO balance. If you fail to notify your supervisor after three (3) business days of consecutive absences, you will be considered to have abandoned your job. These rules will be enforced uniformly on a non- discriminatory basis. Poor attendance and excessive tardiness are disruptive. Either may lead to disciplinary action, up to and including termination of employment. 7-5 Personal Appearance Dress, grooming, and personal cleanliness standards contribute to the morale of all employees and affect the professional image Brooklyn ProSpect presents to students and visitors. Recognizing that all employees are both professionals entrusted with the care for children and role models for the students, faculty and staff should dress in a professional respectful manner that honors the diverse background of Brooklyn Prospect families. Please be mindful that many ofthe families that Brooklyn Prospect serves originate from modest cultures and will be negatively affected by school employees dressed in manner that does not respect their background. During business hours or when representing the School, you are expected to present a professional appearance. Your supervisor or department head is responsible for establishing a reasonable dress code appropriate to the job you perform. If your supervisor determines that your personal appearance is inappropriate, you may be asked to leave the workplace and to return properly groomed and attired. Under such circumstance, you will not be compensated for the time away from work. Consult your supervisor if you have questions as to what constitutes appropriate appearance. BPCS revJ'HS 42 Brooklyn Prospect Charter School Where necessary, reasonable accommodation will be made to a person with a disability. 7-6 Return of Property Employees are responsible for all Brooklyn Prospect property, materials, or written information issued to them or in their possession or control. All School property must be returned by employees on or before their last day of work. Where permitted by applicable laws. the School may withhold from the employee?s check or ?nal paycheck the cost ofany items that are not returned when required. The School may also take all action deemed appropriate to recover or protect its property. 7-7 Resignation Resignation is a voluntary act initiated by the employee to terminate employment with the School. Although advance notice is not required. Brooklyn Prospect requests at least 4 weeks? written notice of resignation from Administrative employees and Staff and 12 weeks' notice from Faculty employees. Once notice of resignation is received. the appropriate Brooklyn Prospect personnel may schedule an exit interview to discuss the terms of the employee?s departure from the School. 7-8 Suspension An employee whose immediate dismissal is proposed may be suspended pending final action if the Executive Director ?nds that the continued performance of the individual?s normal duties poses an immediate threat to students. the individual, or other employees. During an interim suspension of this type. the employee continues to receive his/her salary. 7-9 Solicitation In an effort to ensure a productive and harmonious work environment. persons not employed by Brooklyn Prospect may not solicit or distribute literature in the workplace at any time for any purpose. Brooklyn Prospect recognizes that employees may have interests in events and organizations outside the workplace. However, employees may not solicit or distribute literature concerning these activities during working time, in work areas or using school email. (Working time does not include lunch periods, work breaks, or any other periods in which employees are not on duty.) In addition, the posting of written solicitations on company bulletin boards, save the staff board. is prohibited. Bulletin boards are reserved for official organization communications on such items as: Postings required by law Employee announcements BPCS rev.7r15 43 Brooklyn Prospect Charter School lntemal memoranda 7-10 Employee Discipline This section is to help employees understand what is expected of them with regard to proper behavior, performance, and personal conduct. The purpose of this policy is to state Brooklyn Prospect?s position on administering equitable and consistent discipline for unsatisfactory conduct in the workplace. By complying with these standards you will help to maintain a positive, safe, work environment for employees. To address those times when an employee has not met acceptable standards of conduct, the School may provide the employee with counseiing, institute progressive discipline, or terminate the employee?s employment if your conduct warrants it. We have the discretion to decide whether counseling, progressive discipline or immediate termination is appropriate. The best disciplinary measure is the one that does not have to be enforced and comes from good leadership and fair supervision at all employment levels. it is in Brooklyn Prospect?s best interests to ensure fair treatment of all employees and in making certain that disciplinary actions are prompt, uniform, and impartial. The major purpose of any disciplinary action is to correct the problem. prevent recurrence. and prepare the employee for satisfactory service in the future. Although employment with the School is based on mutual consent and both the employee and the School have the right to terminate employment at will, with or without cause or advance notice, the School may use progressive discipline at its discretion. Progressive discipline may call for any of four steps -- verbal warning, written warning, suspension with or without pay, or termination of employment -- depending on the severity of the problem and the number of occurrences. There may be circumstances when one or more steps are bypassed. Progressive discipline will be used when a supervisor at the School determines it is appropriate. The system of progressive discipline provides an employee with notice of deficiencies in performance and an opportunity to improve. Depending on the nature and severity of the misconduct as well as whether it has previously occurred, a supervisor andfor Human Resources may investigate an employee?s actions. An investigation is designed to obtain all pertinent facts and may include interviewing the employee and other witnesses, reviewing documents, etc. Friends, relatives, attorneys or other third parties are not allowed to participate in internal investigations. Failure to cooperate with an internal investigation is grounds for disciplinary action. up to and including termination of employment. When the investigation is complete, the supervisor andfor Human Resources will review the facts and the policies. At that point, the supervisor will determine whether the employee should be disciplined, up to and including termination of employment. BPCS rev.7r?15 44 Brooklyn Prospect Charter School Brooklyn Prospect recognizes that there are certain types of employee problems that are serious enough to justify either a suspension or termination of employment. without the usual progressive discipline steps. By using employee discipline, the School hopes that most employee problems can be corrected at an early stage, bene?ting both the employee and the School. 7-11 Problem Resolution Brooklyn Prospect is committed to all of its employees. Part of this commitment is encouraging an open and frank atmosphere in which any problem. complaint. suggestion. or question receives a timely response from the supervisors and administration. Brooklyn Prospect strives to ensure fair treatment of all employees. Supervisors. administration. and employees are expected to treat each other with mutual respect. Employees are encouraged to offer positive and constructive criticism. 1f employees disagree with established rules of conduct. policies, or practices. they can express their concern through the problem resolution procedure. No employee will be penalized, formally or informally. for voicing a complaint with the School in a reasonable, business?like manner, or for using the problem resolution procedures set forth in this Employee Handbook. If a situation occurs when employees believe that a condition of employment or a decision affecting them is unjust or inequitable. they are encouraged to bring their issues to management's attention using the same procedure described in the Harassment policy. 1. Employee presents a problem to his or her immediate supervisor at the School after the incident occurred. lfthe supervisor is unavailable or the employee believes it would be inappropriate to contact that person, the employee may present the problem to any other member of management or Human Resources at the School. 2. Supervisor at the School responds to the problem during discussion or after consulting with appropriate management, when necessary. Supervisor documents discussion and outcome. The employee contacts Human Resources if problem is unresolved. Human Resources reviews and considers the problem. 5. Human Resources counsels and advises the employee, informs the employee of the decision and forwards copy of the written response to the employee?s file. Not every problem can be resolved to everyone?s total satisfaction. but only through understanding and discussion of mutual problems can employees and management develop con?dence in each other. This confidence is important to the operation of an efficient and harmonious work environment. PP BPCS rev.7l?l 5 45 Brooklyn Prospect Charter School 7-12 Whistleblower Policy The New York State Whistleblower Statute protects employees who disclose to their supervisors or an appropriate authority that their employer is in violation of a law or regulation that presents a substantial and speci?c danger to public health or safety. The Whistleblower Statute prohibits an employer from taking retaliatory action against any employee who makes disclosure as described above. Brooklyn Prospect requires staff and faculty members to observe high standards of professional and personal ethics in the conduct of their duties and responsibilities. As representatives of the School. we must practice honesty and integrity in ful?lling our responsibilities and must comply with all applicable laws and regulations. It is the responsibility of all employees to comply with this Whistleblower Policy and to report violations or suspected violations in accordance with this Whistleblower Policy regardless of the identity of the suspected offender. This Whistleblower Policy is intended to encourage and enable staff members and others to raise serious concerns within the School prior to seeking resolution outside the School. No employee who in good faith reports a violation of any School policy or any federal, state or local law or regulation shall suffer harassment, retaliation or adverse employment consequence. An employee who retaliates against someone who has reported a violation in good faith is subject to discipline, up to and including immediate termination of employment. Brooklyn Prospect has an open door policy and suggests that employees share their questions, concerns, suggestions or complaints with someone who can address them properly. in most cases, one?s supervisor is in the best position to address an area of concern. However, if an individual is not comfortable Speaking with their supervisor. the staff member is encouraged to speak with Human Resources or a manager he or she feels comfortable approaching. Employees are required to report suspected violations of the Whistleblower Policy to Human Resources, who has specific and exclusive responsibility to investigate all reported violations. For suspected fraud in accounting or auditing matters, or when an employee is not satis?ed or comfortable with his or her manager?s reSponse to any other complaint, individuals should contact Human Resources andfor the Director of Operations and Finance directly or a manager he or she feels comfortable approaching. Violations or suspected violations may be submitted on a con?dential basis by the complainant or may be submitted anonymously. Reports of violations or suspected violations will be kept confidential to the extent reasonably possible. consistent with the need to conduct an adequate Investigation. Human Resources will notify the sender and acknowledge receipt of the reported violation or suspected violation. All reports will be investigated and appropriate corrective action will be taken if warranted by the investigation. In addition, Title VII ofthe Civil Rights Act, the Age Discrimination in Employment Act. the Equal Pay Act, and the Genetic Information Non-Discrimination Act prohibit retaliation against employees for good-faith exercise of their rights found in those acts. Employees need not fear BPCS 5 46 Brooklyn Prospect Charter School retaliation for reporting to their supervisor or an appropriate authority any unlawful or discriminatory practice carried out by Brooklyn Prospect in violation of those acts. Life~Threatening Illnesses in the Workplace Employees with life-threatening illnesses, such as cancer. heart disease, and AIDS, often wish to continue their normal pursuits, including work, to the extent allowed by their condition. Brooklyn Prospect supports these endeavors as long as employees are able to meet acceptable performance standards. Medical information of individual employees is treated con?dentially. Brooklyn Prospect will take reasonable precautions to protect such information from inappropriate disclosure. Managers and other employees have a responsibility to respect and maintain the confidentiality of employee medical information. Anyone inappropriately disclosing such information is subject to disciplinary action, up to and including termination ofemployment. 8-2 Recycling Brooklyn Prospect supports environmental awareness by encouraging recycling and waste management in its teaching practices and operating procedures. This support includes a commitment to the purchase. use, and disposal of products and materials in the manner that best utilizes natural resources and minimizes any negative impact on the environment. Special recycling receptacles have been set up to promote the separation and collection of the following recyclable materials at the School: computer paper - white high grade or bond paper mixed or colored paper newspaper corrugated cardboard brown paper bags aluminum glass - plastics printer cartridges The simple act of placing a piece of paper, can, or bottle in a recycling container is the first step towards reducing demand on the earth's limited resources. The success of this program depends on active participation by all of us. Employees are encouraged to make a commitment to recycling and to be a part ofthis solution. Brooklyn Prospect encourages reducing and, when possible, eliminating the use of disposable products. Scurce reduction decreases the consumption of valuable resources through such workplace practices as: BPCS rev.?t15 47 Brooklyn Prospect Charter School communication through computer networks with email two?sided photocopying electronic business forms reusing paper clips. folders, and binders turning offlights when not in use Whenever possible, employees of Brooklyn Prospect are encouraged to purchase products for the workplace that contain recycled or easily recyclable materials. Buying recycled products supports recycling and increases the markets for recyclable materials. By recycling, the School is helping to solve the community?s trash disposal and control problems. 3-3 Nursing Mothers As part of the School?s family-friendly policies and bene?ts, the School supports nursing mothers by accommodating the mother who wishes to express breast milk during her workday when separated from her newborn child. Accommodation for Lactating Mothers For up to three years after the child?s birth, any employee who is breastfeeding her child will be provided reasonable break times to express breast milk for her baby. The school has designated the room located off of the hallway leading to the Commons Kitchen for this purpose at the Windsor Terrace location. A location will also be provided at the Downtown Elementary School. Please contact Human Resources for more information on this location. Breast milk is able to be stored in any refrigerator for staff use, though individual campuses may have small refrigerators specifically for the storage of breast milk. Any breast milk stored in the refrigerator must be labeled with the name of the employee and the date of expressing the breast milk. Any nonconforming products stored in the refrigerator may be disposed of. Employees storing milk in the refrigerator assume all responsibility for the safety of the milk and the risk of harm for any reason, including improper storage. refrigeration and tampering. Nursing mothers wishing to use the mother?s room must request access to the room by contacting Human Resources. Additional rules for use of the room and any equipment or storage are posted in the room. 8-4 Gifts In accordance with the Con?ict of interest Provision contained in this Handbook, no employee of Brooklyn Prospect is permitted to accept, during any calendar year. gifts of any kind having a value exceeding ?fty dollars ($50.00) including but not limited to money, goods. food, entertainment, or services directly or indirectly from: Individuals, parents, schools, partner organizations, or companies serving as vendors or potential vendors for this School; BPCS 48 Brooklyn Prospect Charter School Elected of?cials or their representatives; Candidates for public. office or their representatives; or Political party officials or their representatives. The Executive Director may make exceptions. including in instances where such gifts intended for and will be used by the School. Offers of such gifts in excess of $50.00. even when refused. must be communicated immediately by the employee receiving such offer to the Executive Director. The failure to report such offer will be considered a serious matter by Brooklyn Prospect. The Executive Director has the discretion to direct an employee to return any gifts received by the employee. 8-5 Outside Communications In all communications with external parties. including all media outlets (such as print. broadcast and Internet). the Deputy Executive DirectorfDirector of Institutional Advancement is responsible for communicating Brooklyn Prospect?s position. Any media inquiries should be directed to the Deputy Executive DirectorfDirector of Institutional Advancement. Employees are responsible for checking voicemail and email daily and should respond to any messages, both voice and electronic. within 43 hours of receipt. A member of the communications team must review any form of correspondence that is intended to be sent to 10 or more external parties, including families of current. future and prospective students. prior to it being sent. for the first time. by any empioyee of the School. Correspondence includes. but is not limited to: letters. memoranda. ?eld trip permission slips. etc. If a document has been reviewed in the past. and edits made. the communication team does not need to review. All employees are urged to have another adult in the community review correspondence for accuracy before sending. 8?6 Mandatory Reporting of Child Abuse or Mistreatment All mandatory reporters. including social workers. therapists. school teachers. nurses. and administrators and other child care workers are legally required to report all suspected cases of child abuse or mistreatment to the Statewide Central Register of Child Abuse and Maltreatment .For detailed policies and procedures for your school. please see the school social worker. Brooklyn Prospect will not retaliate in any way against an empioyee who makes such a report based on the employee?s reasonable suspicion of child abuse or mistreatment. BPCS rev.7f15 49 Brooklyn ProSpect Charter School BROOKLYN PROSPECT CHARTER SCHOOL EMPLOYEE HANDBOOK ACKNOWLEDGEMENT OF RECEIPT The employee handbook describes important information about my employment with Brookiyn Prospect Charter School and I understand that i should consult with my supervisor or with Human Resources regarding any questions not answered in these policies. Because the information, policies, and bene?ts described here, or on the Brooklyn Prospect Charter School Operations Central page, are subject to change, I acknowledge that revisions to the employee handbook may occur, except to the policy of employment at will. Ail such changes will be communicated through official notices, and I understand that revised information may supersede, modify, or eliminate existing policies. Only Brooklyn Prospect Charter School has the ability to adopt any revisions to the policies in this employee handbook. Furthermore, I acknowledge that this employee handbook is not a contract of employment nor a legally binding document. I have received the employee handbook and I understand that it is my responsibility to read and comply with the policies contained in it and any revisions made to it. Employee name (please print): Employee Signature: Date: BPCS rev.7f15 50 Brooklyn Prospect Charter School APPENDIX DANBURY PROSPECT BUDGET TEMPLATE Pro-Opening Budget Statement Format Start-Up Explanation of Revenues and Expenditures Revenue In-kind services Private contributions [forenamplm FoundationXgrarit for 551 Total Revenue Expenditures Salaries and Benefits Salary?Administrators {for example: to weeks {or 2 administrators]: Salary?Tea chers [for example: weeks for 5 teachers] Salary?Other Salary?Support staff Benefits Subtotal Services and Activities In-service staff development Pupil services Field trips Parent activities Professional tech services Accounting Audit Student transportation Communication Telephone Postage and shipping Travel Subtotal 111A 1118 112A 1128 200 322 323 324 325 330 330 331 510 530 530 530 580 135,740.00 241,437.50 93,19150 55,000.00 19,240.00 10,000.00 horffaf Founding Principal's salary includes Founding Principal?s ?in-ki'nd' solar}! Physical Plant Rent Utilities Custodial services Maintenance and repairs Re novationsf expansion Marketing and Development Charter Management Org. Advertising Printing Insurance Supplies-Instructional Supplies-Administrative Supplies?General Text books Library books Computers Furniture Vehicles Other equipment Other Oh'ects Other objects in?kind] Loan Repayments Subtotal Su btotal Subtotal Subtotal 400 400 400 400 400 590 500 590 590 611 612 690 6&1 642 1'00 3'00 700 100 800 40,000.00 legal expenses and consulting fees ?,500.00 staff recruitment 47,500.00 1,500.00 10,000.00 16,500.00 Interest 900 - Principal 900 - Subtotal 5 - Total Expenditures 241,437.50 m- INCOME LESS EXPENDITURES - Charter School Cash Flow Schedule For Year One of Operation Danbunl Pmsputcha-t? School Beginning Salome lie-11mm: Nurrinm?l' Mm: I'm-pupil HMO Sudan! condemns Era-1h ll'lrkIIrId' ?uni?: What! mn?ll'laulium Total Revenue E11 Salaries and Bene?ts salary?mam!? Hi?-hadun. Salary?swoon stall m?u Subtotal 21mm lib-wine Pupil and?: Fill trips mar-11111111111 Prof-?mil arm-u nan-mm Mi: (aluminum Telephone shlopln: Travel Subtotal Elysium Plant ?lm Utll?? Will ?uke: lbhintm and repairs Hamlin-minnow Subtotal Illa-hello; and Develo?ent Mr Mingle-11:11 Org. Murmur: Full-um Imam: Subtotal Swollen?insulation] Tut hook: lenw book: Swollen-?end (unipolar! Fumlture Mick! Odser Equlpment Subtot? 1111!. 111! 112! 1128 91' Is 152.111l5 541.695 [5 Dd: NW 115,134] 5 511,555 0? 5 Jan 115,": 5 Feb 33,3119 5 March ?13" 5 291,205 5 139.1134 1 5 259.1119 Jul- 5 110 11! 110 1111 11h 110 1,210.13? 1:11.500 5 ?1.500 5 331.500 11.0 119 110 1.2mm 50.323 5 H.520 1 . 115.? 5 annals 1,115.1106' 1,0111 5 1,0? lm? 0 19? 4.01% 5 4.1170 4.1m 2.441.154 8.071! 5- 313.634 4.0111 ?070 1,0111 5 4.11111 316.5711 4.910 2,414.15: 117,150 13,111 25,111 211.13 ?19,1 51' 19,151 45,151 13.11! 13 21.113 25,113. 1.3-1 13 337.350 ?9.16? 3.15? ?5.16? 19,157 19.157 5110.060 11,111: 511 513' 911? 511' 511 11.051: 205.? 11m Jim! 5 5 111 1111 11,1113 5 11.193 11.1155 11.0?: 11.03! 2115,0110 19.518 195' 1 I 19.11: 5 19.11: 15,5111 19.51! 19.818 231,511 1.331.151 115.1151 ?lhm?ull?- 1.15.1191 ?human 0* alumina lb 115.1197 ?mm-mum- 115.09? 115,115? 115.09? ?140195.115? 115,051 ?W?WUb?lu? 1 15.119 ?Human-1n Uh 1,331.16? 11.111 560 '5 56 5?0 11.200 1-9. 1.5111 4.9611 4'5. 3.13 11.1 312 3,111: 5.000 nil-mun? 1.993 ?mum-In ma?a? 1.991 ?mum-VI- ?-101?va L951 111 5 11.1 1.933 mun-1111mm 10??va 1.393 11.911 1 3.91.1 5.11111 1311 1,331 1,111 1,113 1.335 333 1,331 1-113 - 15ml] 1M 1N 5.3m 1.315 1.325 IE 255 155 155 5.51141 115.414 min-?0 7.556 7.556 ?Mill? 10.031 ?ill-VF? 10.011 Inn-1:110? 5 5- 255 5 1115 113.931 5 10.111 0'1me "but? VII 111.113 1 ?Vi? HI- 10331 1.0.051 . mamwmm?a_wm1mm . 11 5.124 some gum 5.0M 5.000 5,003 5 ma Rm 5 anon 5.11m 552?! 50.1100 211.001 15.56"." 15.55? 15.551 1n 1815 15.515? VI 5 1.5.59 15,661 15.56? 5 16.567 in 15,531 15.56? 16.65? mono mm 5 1.657 5 1.551 1.55" 1.66? 1,167 5 1,661 15'! I mum 1.667 1.55? mono 23.333 23.313 523.333 23.313 23.333 13.333 5 23.333 13.13] 5 11.333 13.333 23.333 3.333 monolith-UL? 12 111.2511 5 311.311 30.253 311,511 SM 541 541 ?s . 511 ?'15 10? 116,311: ?1.651: 5 311,191 311.191 30.791 541 awn-1111!! 5.930 1.1.96 1.136 L195 1,131 1.156 1.1111" 3' - 1.155 1.1.95- 1.1.95 "2511111 ?51' 4,051 4,115: 11-? 4.1151 ?ll-1h 4.05.! 5 11.1151 $05? 4.051 4.651 ?Ul- 4.1157 4,115? 15.000 15.006 30.000 51? SN 1.040 U12 ?mum? 1.512 322 31-2 in 5 121 122 335 322 312 an: 50.150 ?150 wanna-mu.? 150.000 250:.? Ul. 'Vl- 43,150 13.1w I7, 500 381.069 1n- 70.915 5 5.515 5.5?5 5.575 5.5.75 i 5.515 5,515 5 5.515 5.51"! 5.515 5.515 ?in?lni?-?i?i?i? 5111.140 0th? Dbi? ?ll-at clutching, Subtotal Inhale-u Submtal Total Expenditures ENDING CASH BALANCE Lairls Lsarls" 1,3155 1.957 1,55? 1.55? 1.55? 5 1,551 5 1.551 I I 1,557 5 "hauls 1.56? 1.55? I 1.66? 5 1.661 I 5 1.55? 5 Law i 5 1,66? 5 1657] 5 5 m1 I 5 1.567 5 1,55: s mm 5 211.000 LII-11.139 5 5 3.015 5 559.3?! 5213.512 5185.394 5 155.2? 5 ?62.19? $541,555 5779.334 5 62?.659 5 155,214 5 156,244 5 135.494 5 155.244 5 155.244 5 5 323.309 5 5 Hum 139,034 5 5 255.1% 5 155.164 5 106.534 5 156.244 5 5 3.015 ENROLLMENT and STUDENT POPULATION ENROLLMENT Danbury Prospect Charter School 2018-19 2019-20 2020-21 2021-22 202 2-23 Pre-K 0. 00 0.00 0.00 0.00 0.00 Kindergarten 0.00 0.00 0.00 0.00 0.00 Grade 0.00 0.00 0.00 0.00 0.00 2nd Grade 0.00 0.00 0.00 0.00 0.00 3rd Grade 0.00 0.00 0.00 0.00 0.00 4th Grade 0.00 0.00 0.00 0.00 0.00 5th Grade 000 0.00 0.00 0.00 0.00 6th Grade 110.00 110.00 110.00 110.00 110.00 7th Grade 0.00 110.00 110.00 110.00 110.00 8th Grade 0.00 0.00 110.00 1 10.00 110.00 9th Grade 0.00 0.00 0.00 1 10.00 110.00 10th Grade 0.00 0.00 0.00 0.00 110.00 11th Grade 0.00 0.00 0.00 0.00 0.00 12th Grade 0.00 0.00 0.00 0.00 0.00 Total Elementary Enrollment Total Middle School Enrollment Total High School Enrollment Total Enrollment New Enrollment 0.00 0.00 0.00 0.00 0.00 110.00 220.00 330.00 330.00 330.00 0. 00 0.00 0.00 110.00 220.00 110.00 220.00 330.00 440. 00 550.00 110.00 110.00 110.00 110.00 110.00 STUDENT POPULATION Average Daily Attendance 91?: Average Dailyr Attendance Special Education Students 9/6 Special Education Students 95.00% 95.00% 95.00% 95.00% 95.00% 104.50 209.00 313.50 418.00 522.50 10.00% 10.00% 10.00% 10.00% 10.00% 11.00 22.00 33.00 44.00 55.00 English Language Learners (ELL) 10.00% 10.00% 10.00% 10.00% 10.00% 11.00 22.00 33.00 40.00 55.00 Students Qualifying for Free/Reduced Lunch (FRLJ 50.00% 50.00% 50.00% 50.00% 50.00% FRL 55.00 110.00 165.00 220.00 2?5.00 Projected Five Year Budget Statement Format REVENUE Number 0! students Per-pupil revenue Student entitlements Grants ln-Itintl services Private contributions Total Revenue Expenditures Salaries and Benefits Salary?Administrators Salary?Teachers Salary-Other Salary-Support staff Benefits Subtotal Services and Activities in-seruice development staff Pupil services Field trips Pa rent activities Professional Melt services Audit Student transportation Communication Telephone Postage and shipping Travel Subtotal Physical Plant Rent Utilities Custodial services Maintenante and repairs Renovationsfeupa nsion Subtotal Marketin and Develo ment Charter Management Org. Advertising Printing 1114. 1110 1124 1120 1 3119 F"lr 2 2020 2021 2022 Pl" 5 2023 110 220 330 440 550 1.210.000 2,420,000 3,030,000 4,040,000 6,05 0,000 60, 320 1.15- 130,000 4.21 159,660 269,360 330,040 1,125,000 725,000 700,000 ?01% 050,000 500,000 40,034 67,665 00.503 115 ,330 134,172 2,404,154 3, 342, 669 4,616,183 6,074,658 7,023,212 Tirie l?i, i554, Chiid Nutrition Program parent payments, gel-semi contributions, interest, miSC revEnuE 337.350 347,471 460.395 666.261 156.930 550.000 1.172.250 1,711,715 2,432,!51 2.763.423 11,000 37,000 53,150 64,305 35,464 105.000 279,550 345,071 423,513 436.2 19 237.317 305,701 540,399 757,714 072.812 151515951001.h- 1,381,167 ?us-?wrath 2,222,372 ?111-95101.? in 3,113,730 ??sh-sh? 1.5 4,365,074 mono-sum Us 4,9 89.343 11,200 16,400 11,033 17,364 professionai deveiopm en! finciuding i3} 45, 640 36,700 133,560 233,200 food service, refuted services, nihietics 3,120 6,240 12,400 15,600 fieid trips. special events 0,000 0,000 PTSU main-mm 23, 512 61.521 Inn-?mm? 97,535 paymil' services. sub teachers, temps, other consuimnts CMO CMO assume district wiil' cover (MO 16,? 16,240 16,404 16,731 16,932 phone, internet 1. 243 2,490 2,571 2,548 2.727 5,304 10,600 10,516 11,150 1 1,552 stn?? travel, gi?s, events 131-1051th 115.424 ?must-'5 183,187 mus-usu- 250,100 ?in? 333,227 summin- 403,050 :0 W090 by city 50,000 61,800 63.654 65,564- 67,531 225,000 24 3.3 263,304 In 235,179 indudes security 20,001] 22,550 25,914 950$ 26,391 31.063 280,000 300,750 331,363 357,7 59 304,593 121,? 242.000 363.000 ?64,000 505,000 assume 1095 ofper pupil'funding CMO 5,400 10,015 11,100 1 1,475 11,019 Insurance Subtotal Su lies and ui ment Supplies?Instructional Supplies-Administrative Text books uhranr books Supplies?General Computers Furniture Vehicles other Equipment Subtotal Other Obiects Other objects [egg in-ltind] Subtotal Loan Regagments 1nteres?l pal Subtotal Total Expenditures INCOME LESS EXPENDITURE 590 $ 10,400 I 5 136,303 mean i 213.515 5 3 1,200 405,340 1 5 41,600 I 5 537,025 52,000 563,319 511 13, 920 47,340 21,750 95,530 119,5?! 612 48,682 69,315 51,9 21 94,549 107,100 of?ce supplies, copl'orft'me, licensesfsubscriptr?ons, 515, other admin 641 30, 000 30,000 30.000 30,1110 30,000 1,040 2,000 3,120 1,150 5,100 5,443 12,896 19.344 15,191 32,140 tech supplies 50.150 51,250 43.150 50,550 48,150 91meme 250,000 100,000 100,000 ?Ill-1511411151511. 100.000 mummy-smut. 100.000 in 51.500 5 VI- 10,000 1 0,000 0? 40,000 10,000 network equip. scienre fob camp. athletic equip 502,?40 323,332 5 364,298 440,731 452,330 moon is 20,990 5 29.0110 1 5 20,000 5 20,000 20,000 20,000 20.01!) 20,000 Icantingency 20,000 2,441,139 5 9,015 5 3,337.80? 5 4,362 5 4,435,336 129,947 5,054,666 20,932 6,913,690 104,522 STAFFING and COMPENSATION 13051110915 Salaqr?Mmhi?r?m 111A STAFF banbury Prasgecl Charmer School SALAHES. TAKES AND I Vet 1 1013.19 Year 2 2019-10 Yell- 3 2010-21 feud. 2021-22 HID-13 ?l'ur 1 2011-15 1 Year 2 2013-20 Year 3 2020-21 'I'eal 4 1021-22 rear 5 2022-13 FTE FTE Annual Salary Growth 9? 3.0015 I 3.00% 3 .0096 I 3.00% Principal. Middle School 110,450 1.00 1.03 1.00 100 1.00 12 5. 604 129,434 133.31? Princlpal. High School 105,000 0.00 0.03 0.50 1.00 1 .00 52, 500 [08.150 111,395 Head of Operatnl'ls, Middie Schooi 17,250 1.00 LCD 1.00 1.00 1.00 51. 555 84.413 35,046 Head of (mutations, High School 75,000 0.00 0.11} 0.00 1.00 1.00 15.000 11.250 Community Manager 56,650 1.00 1.03 11]] 1.00 1.00 El]. 100 51.903 53,150 Program Coordina'tar. Middle Schnal 50.000 1.00 1.00 1.00 1.00 1.00 54 ,636 55.215 Program Cnaldinilor. Hi?lSchool 50,000 0.00 000 1.00 1.00 50.0131 5 43,000 0.00 0.01 000 0.00- 1.00 48.000 Registrar 50,000 0.00 0.00 1.00 1.00 1.00 50,000 51.500 53,045 PEEram Middle 1.00 1.03 1.00 1.00 1.00 38.245 39.393 Program Aide, High School 35,000 0.00 0.00 0.00 1.00 1.00 37,131 35.003 35,050 flaw-Trellis? 1113 5 5 53,045 5 - 5 5 5 400,335 600.281 5 5 5 5 5 5 51,500 5 5 5 5 355,530 ELA Teacher 55,000 1.00 2.111 3.00 4.00 5.00 55,000 131.950 200.909 211,335 345,054.00 Math Teachet 65,003 1.00 2.10 3 .00 4.00 500 65.000 131,350 203.909 211.935 345,094.00 SdenneTeaizher 55.003 2.00 3.00 4.00 5.00 65.033 131.950 100,900 271.936 345094.00 Humanities Teacher 05,111) 1.00 300 4.00 5.00 65,003 131,950 203.. 909 211,936 343,034.00 Special Education Teacher 55.000 1.00 100 3 .00 5.00 5.00 6511!! 121,300 155.45! 311.013 320,303.00 LitefawTeam? 60.000 0.50 1.03 1.00 1.50 2.00 30.003 51.500 53.554 95.55! 129.331.00 Special 'Educa?l?inn Coordinator 60,000 0 .50 0.50 050 1 .00 1.00 30,000 30.010 60.000 ELL Comdinatar 60.00.] 0 .50 0.50 0.50 100 1.00 30.003 30,000 30.1130 50.000 60,000.00 Res-3e": Teacher 20.000 1.00 3.00 5.00 5.00 20,001 35.000 15.1100 130.001 130.000.00 SpeciallyI Teamer 50,000 2.00 3.00 6.50 0.50 8.50 125.0(1) 251,550 419.117 553.51? 515113.00 50cm Worker 65.0111 0.50 0. 50 1.00 1.00 1. .00 30.0011 41.201 03.654 65.564 61.53100 Eyidame Counseior 65.0w 0.00 0.50 0.50 1W 1.00 5 30.000 41.200 63.654 55550.00 Salary-Education Aide: 112.! TOTAL 590.00} ls 5 5 5 5 30,000 5 5 5 5 5- 1.112.150 I 1,111,115 2.431M1 5 5 5 60.00000 5 5 5 5 5 5 1,305,433 I Salary-Support ?an 11.23 0.00} 0.00[ 0.00I 0.00] 0.00I 0.00I T0 IllNurse 50.003 1.00 1.00 1.00 1.00 1.00 51,500 53,045 56.215 librarian 50.000 I150 050 1.00 1130 1.00 25, 1'50 53,045 56,275 Food Service Sta? ?0.003 1.50 1.50 2.00 203 2.00 52.436 50.2 30 Dean. of Studenl: 50,000 1.00 2.00 300 4.00 101,503 Afterschool Slal?.? 91-va1-05 40.001 0.50 1.00 2.03 200 2.00 45,000 75,1300 39.560 Silaerthar [19 Faculty S?pendi 0.00] 0.00I 0 .00 10TH. 0003 TOTAL 0001 11,001 is 5 5 55.200 5 5 5 179,350 I 5 3?.000 1 5 5 104. 505 5 mm 5 53.150 5 5 221.562 5 495.219 05,454 11.00:: man Is 53.150 I asses Imm males how. we 1.143.330 . 15 I 10.50] mm: is 30.00[ 1.513.331 41.50T 3.503.160 I 5 4.111.036 53.50] Elsa-?lm nl Msum?m H5 panama! will come on half year ahead :1le npaning Yul 1 Year 2 Year 3 Team hr 5 2018?19 1019-11] 1 332041 2011-22 EDIE-23 Tam 155 Hon 6.2095 5 Medicare 1.4596 5 0.6 State Unemploymen't 0.42% FUTA 0.00% 5 5 255.2 56 55.597 11292 111.333 4.502 223.105 5 51313 1.115 5 10.808 5 15.154 - 5 5 5 5 28.865 24.535 9.14? 7,7?5 DJ Stale Disabilily' 115 Wodner's Compensation D5396 32.936 21.355 Tmil?m? Tim I 5 105.150 I 5 175.401 5 155,155 I 544.515 5 551.111 Tang: :5 a; 01' Salaries 9.5st 9.5554 5.55% 5.5st 5.5555] Fringe Bene?ts 3.5 Health 1.0055 Denial 0.5055 '3 Visnun 000% 0 L'de 1115;" ShurdLong-tenn Disabiln- 0.60% 2.5 Retimment Connibutian 2.00% 255,?38 15.041 302.661 30.035 5.71? 132.21?: 5,153 155,230 ll?i" 5 5 - 5 21.111 5 25.593 5 5 13,145 6,360 22.35: 21,549 24302 72,153- 32.34 1 11.020 5,440 51.45? 5 5 . 5 . 41.494 3 47,545 5 5 ?9101111141?! [total Fringe lentils 115,511 210,255 5 151,545 411.154 [5 415.5157 L?jm?ts as 51 ofSalan'es 11.2554 11.45%l 11.4551! 11.1551! 11.5555l hala?aveslhne?h I 5 237.1111 505.701 Is 540,355 I 5 757.715 [5 512.512 Lune: a. unenu as at Salaries zumxf 15.0051! 11.0054 21ml 11.2055] 5 1,331,167 5 2.2223? 3,113,?30 11,355,375 5 59513.41 APPENDIX DANBURY FACILITY CONCEPT PLANS DANBURY PROSPECT CHARTER SCHOOL Middle School Architectural Program Grades 6-0 (yr 3 occupancy) TED 330 Students {approx 2? students it 4 sections at 3 grades} 20 June 2017 SPACE TYPE No. AREA (sf) TOTAL {sf} Notes GENERAL INSTRUCTION 17 Total: 12.000 Grade 6 Typ. Classroom 5 750 3?50 Grade 7 Typ. Classroom 5 750 3750 Grade 8 Typ. Classroom 5 T50 3250 Reading Room 2 3?5 T50 ARTS INSTRUCTION 5 Total: 3,500 Art Classroom 1 1000 1000 Art Storage 1 125 125 Music Classroom 1 1000 1000 minimize adjacency wt other classrooms Music Storage 1 125 125 Dance Room 1 1250 1250 minimize adjacency wt other ctassrooms SCIENCE INSTRUCTION 4 Total: 3.250 Science Classroom 3 1000 3000 wateri?gas teacher desk builtqn storage ScienCE Storage 1 250 250 PHYSICAL EDUCATION 7 Total: 9,900 Health Classroom 1 750 1?50 Gymnasium 1 5500 5500 Stage 1 1500 1500 Of?ce 1 200 200 Storage 1 250 250 Boys' Changing Room 350 350 Girls? Changing Room 1 350 350 LIBRARY 1 RESEARCH 2 Total: 1,?50 Library 1 1500 1500 Book .1 Media Storage 1 250 250 ADMINISTRATION 16 Total: 4,400 LobbyiReception 1 1000 1000 Main Admin. Office 1 300 300 incl fireproof student records storage Principal Office 1 150 150 incl attached restroom. if possible Principal Aide 1 200 200 Meeting Room 1 150 150 Operations Office 1 350 350 Registrar Of?ce 1 150 150 Dean Office 2 150 300 Social Worker 1 250 250 4 150 600 Nurse 1 450 450 incl exam room. office. restroom Teacher Workroom 1 500 500 11 Total: 5,340 500 500 I _l Conference Room FOOD SVC 11 Total: I450 Commons 1 3100 3100 (3) periods 147? 25 per period; Kitchen 1 1 200 1 200 Servery 1 T50 T50 Storage. Dry Food 1 600 500 Storage, Non-Food 1 200 200 Storage. Paper 1 200 200 Walk-In Cooler Freezer 2 400 2300 Kitchen Office 1 150 150 Dishwashing 1 300 300 Staff Restroom Lockers 1 150 150 BUILDING SERVICES 1' STDR. 20 Total: 6,975 Janitor! Utility Closets 4 50 200 per floor Test Vault 1 100 100 Storage. Books 2 250 500 Storage. Admin 1 Suppl}.r 1 250 250 Storage. Technology 1 350 350 Storage. General Building 2 750 1500 Storage. Grounds Equipment 1 500 500 IT Closets 3 50 150 per floor. excfloorwl Server Room Server Room 1 300 300 Mechanical Boiler 1 2000 2000 Electrical Room 1 7?50 750 Sprinkler 1 T5 T5 Maintenance Of?ce 1 300 300 NSF SUBTOTAL: Grossing Factor incl Toilets, Corridors and Wall Thickness GSF FACTOR: 1.40 eRoss BUILDING AREA -??1uu,310 OUTDOOR SPACES Athletic Field 1 Outdoor Mechanical 1 2000 2000 rooftop acceptable Parking. Faculty 100 Parking. Staff 1 Visitor 35 Parking. Future Growth 35 Bus Queuing Space DANBURY PROSPECT CHARTER SCHOOL Combined Middle High School Architectural Program Grades 5-12 Location TED T50 Students {approx 2? students 4 sections grades}: 29 June 201? SPACE TYPE No. AREA (sf) TOTAL {sf} Notes GENERAL INSTRUCTION 40 Total: 28,125 Grade 6 Typ. Classroom 5 T50 3T50 Grade 7' Typ. Classroom 5 250 3750 Grade 8 Typ. Classroom 5 T50 3?50 Grade 9 Typ. Classroom 5 T50 37'50 Grade 10 Typ. Classroom 5 750 3750 Grade 11 Typ. Classroom 5 7?50 3T50 Grade 12 Typ. Classroom 5 T50 37?50 Reading Resource Room 5 STE 1575 ARTS INSTRUCTION 7 Total: 13,0?5 Art Classroom 2 1000 2000 Art Storage 1 200 200 Music Classroom 1 1000 1000 minimize adjacency wt other classrooms Music Storage 1 125 125 Dance Studio 1 1250 1250 minimize adjacency wt other classrooms Auditorium 1 5500 5500 cap. approx. 550 seats; avail. as comm. facility SCIENCE INSTRUCTION 10 Total: 8,750 MS Scienoe Classroom 3 1000 3000 watertgas teacher desk built-in storage HS Science Classroom 4 1250 5000 teacher student stations wt water gas Science Storage 3 250 T50 PHYSICAL EDUCATION 9 Total: 24,050 Health Classroom 2 750 1500 Gymnasium 1 10400 10400 incl retractable bleachers Fitness Room 1 1200 1200 Of?ce 1 200 200 Storage 1 250 250 Boys' Locker Room 1 T50 T50 incl shower restroom Girls' Locker Room 1 750 2'50 incl shower restroom Pool Changing Rooms 1 0000 0000 to be available as community facility LIBRARY RESEARCH 2 Total: 3,500 Library 1 3000 3000 Book Media Storage 1 500 500 ADMINISTRATION 35 Total: 9,600 Lobbtheception 1 1500 1500 Main Admin. Office 2 500 1000 incl fireproof student records storage Principal Office 2 150 300 incl attached restroom, ifpossible Principal Aide 2 200 400 Meeting Room 4 150 500 Operations Office 1 2'50 750 Registrar Of?ce 2 250 500 Commons 1 2500 2500 periods 110 25 per period; 185fiperson Kitchen 1 1000 1000 Servery 1 500 500 Storage. Dry Food 1 300 300 Storage. Non?Food 1 100 100 Storage. Paper 1 100 100 Walkdn Cooler! Freezer 2 200 400 Kitchen Office 1 120 120 Dishwashing 1 200 200 Staff Restroom r' Lockers 1 120 120 BUILDING SERVICES STOR. 16 Total: 4,100 Janitor! Utility Closets 3 50 150 t1) perfloor Test Vault 1 100 100 Storage, Books 1 250 250 Storage, Admin 1 Supply 1 150 150 Storage. Technology 1 200 200 Storage. General Building 1 750 7?50 Storage. Grounds Equipment 1 350 350 IT Closets 2 50 100 per floor. exc floor wi Server Room Sewer Room 1 200 200 Mechanical i Boiler 1 1200 1200 Electrical Room 1 400 400 Sprinkler 1 50 50 Maintenance Office 1 200 200 NSF SUBTOTAL: 44,240 Grossing Factor incl Toilets, Corridors and wall Thickness GSF FACTOR: 1.40 GROSS BUILDING AREA 51,936 OUTDOOR SPACES Athletic Field 1 ext play area req?d; athletic fields can be off?site Outdoor Mechanical 1 3000 3000 rooftop acceptable Parking, Faculty 50 Parking, Staff! 1'il'isitor 20 Parking, Future Growth 20 Bus Queuing Space Ibd DANBURY PROSPECT CHARTER SCHOOL Middle School Architectural Program Grades 6 (yr1); (yr 2} Location TED 110 Students [yr1jr. 220 Students (yr 2} 20 June 201? SPACE TYPE No. AREA 1st {sf} Notes GENERAL INSTRUCTION 11 Total: ?,875 Grade 6 Typ. Classroom 5 750 3750 Grade Typ. Classroom 5 T50 3750 Reading Room 1 375 375 ARTS INSTRUCTION 2 Total: 1,125 Art CIaSsroom 1 1000 1000 Art Storage 1 125 125 SCIENCE INSTRUCTION 2 Total: 2,000 Science Classroom 2 1000 2000 waterIgas teacher desk only PHYSICAL EDUCATION 0 Total: 9,150 other active space can be substituted Gymnasium 1 5500 6500 Stage 1 1500 1500 Of?ce 1 200 200 Storage 1 250 250 Boys' Changing Room 1 350 350 Girls? Changing Room 1 350 350 LIBRARY I RESEARCH 1 Total: 1.000 Library I 1 moo 1000 ADMINISTRATION 11 Total: 3,250 LobbyIReception 1 T50 T50 Main Admin. I Ops Office 1 500 500 incl fireproof student records storage Principal Of?ce 1 150 150 incl attached restroom. if possible Principal Aids 1 200 200 Dean Of?ce 1 150 150 3 150 450 Related Services 1 250 250 Nurse 1 300 300 incl exam room. office. restroom Teacher Workroom 1 500 500 CAFETERIA I FOOD SVC 5 Total: 3,6?0 Commons 1 2500 2500 periods 110I 25 per period; 185prerson Sewery 1 750 750 outside food service: no cooking on-slte Storage. Dry Food 1 200 200 Storage. Non-Food 1 100 100 Kitchen Office 1 120 120 BUILDING CERVICES I STOR. 10 Total: 2,550 JanitorI Utility Closets 2 50 100 l1) perfloor Storage, Technology 1 200 200 Storage. General Building 1 500 500 IT Closets 1 50 50 (11 per ?oor. exc ?oor wI Server Room Server Room 1 200 200 Mechanical Boiler 1 1000 1000 Electrical Room 1 300 300 Sprinkler ?l 50 50 Maintenance Office 1 150 150 Grossing Factor incl Toilets, Corridors and Wall Thickness GROSS BUILDING AREA NSF SUBTOTAL: GSF FACTOR: 1.40 42,068 wlo GYM: 21.470 30,053 OUTDOOR SPACES Athletic: Field ext play area req'd; athletic ?elds can be off-site Parking. Faculty parking based on temporary school location Parking. Staff Visitor Parking. Future Growth Bus Queuing Space OANBURY PROSPECT CHARTER SCHOOL High School Architectural Program Grades 9?1 2 Location TED 440 Students (approx 2? students it 4 sections 4 grades} 29 June 201 SPACE TYPE No. AREA (sf) TOTAL {sf} Notes GENERAL INSTRUCTION 23 Total: 16,125 Grade 9 Typ. Classroom 5 T50 3?50 Grade 10 Typ. Classroom 5 Tr'50 3750 Grade 11 Typ. Classroom 5 T50 3750 Grade 12 Typ. Classroom 5 ?'50 3?50 Reading Resource Room 3 3?5 1125 ARTS INSTRUCTION 6 Total: 12,000 Art Classroom 1 1000 1000 Art Storage 1 125 125 Music Classroom 1 1000 1000 minimize adjacency wf other classrooms Music Storage 1 125 125 Dance Studio 1 1250 1250 minimize adjacency w! other classrooms Auditorium 1 8500 8500 capacity approx 550 seats SCIENCE INSTRUCTION 6 Total: 5,500 Science Classroom 4 1250 5000 teacher student stations w! water gas Science Storage 2 250 500 PHYSICAL EDUCATION 7 Total: 14,300 Health Classroom 1 1?50 T50 Gymnasium 1 10400 10400 incl retractable bleachers Fitness Room 1 1200 1200 Office 1 200 200 Storage 1 250 250 Boys' Locker Room 1 250 T50 incl shower restroom Girls' Locker Room 1 7'50 750 incl shower restroom LIBRARY 1' RESEARCH 2 Total: 3,000 Library 1 2500 2500 Book 1 Media Storage 1 500 500 ADMINISTRATION 22 Total: 5,300 1 1500 1500 Main Admin. Office 1 500 500 incl fireproof student records storage Principal Office 1 150 150 incl attached restroom. if possible Principal Aide 1 200 200 Meeting Room 2 150 300 Operations Office 1 500 500 Registrar Office 1 250 250 Dean Office 4 150 500 Social Worker 1 250 250 4 150 600 Nurse 1 500 500 incl exam rooms, of?ce. restrooms GuidancefColiege Counselors 3 150 450 Dean Office 6 150 900 Social Worker 2 250 500 150 1200 Nurse 1 "(50 T50 incl exam rooms. office, restrooms Guidancei?College Counselors 3 150 450 Conference Room 1 1?50 750 CAFETERIA FOOD SVC 12 Total: 11,000 Commons 1 4200 4200 periods 190 40 per period: 1szrperson Kitche 1 1800 1800 Servery 2 750 1500 Storage, Dry Food 1 I300 900 Storage. Non-Food 1 300 300 Storage. Paper 1 300 300 Walk-In Cooler 1 Freezer 2 000 1200 Kitchen Office 1 250 250 Dishwashing 1 300 300 Staff Restroom I Lockers 1 250 250 BUILDING SERVICES .1 STOR. 29 Total: 10,900 Janitor! Utility Closets 50 300 (1) per floor per 'wing' Test Vault 2 100 200 Storage Books 4 250 1000 Storage, Admin I Supply 2 250 500 Storage. Technology 1 600 000 Storage. General Building 3 Tr'50 2250 Storage. Grounds Equipment 1 750 750 IT Closets 5 50 250 (1) per floor per 'wing'. exc floor wt Server Room Server Room 1 450 450 Mechanical Boiler 1 3000 3000 Electrical Room 1 1000 1000 Sprinkler 1 100 100 Maintenance Office 1 500 500 Grossing Factor incl Toilets, Corridors and Wall Thickness GSF FACTOR: 1.40 GROSS BUILDING AREA 152.600 OUTDOOR SPACES Athletic Field Complex 1 to be available as community facility Outdoor Mechanical 1 2000 2000 rooftop acceptable Parking. Faculty 150 Parking, Staff Visitor 50 Parking: Future Growth 50 Bus Queuing Space TTH GRADE CLASS ROOM 7TH GRADE CLASS ROOM LOCKEFIS ROOM LIE *4 IT ROOM TECH STORAG (a LOCKERS r?um GENERAL STORAGE KITCHEN OFFIC 0 CI RIA EHWENDYEKITONLY PROJECT DAN BU RV PROSPECT DATE: DW31I201T SCALE: NOT TO SCALE DRAWING ND: OPTION 1 - PLAN 3 TEMPORARY SCHOOL CONCEPT PLAN 39 OLD RIDGEBURY ROAD SEVENTY2 ARCHITECTS GRADE CLASS mamas. 8TH GRADE CLASS ROOM 6TH GRADE CLASS ROOM LOCKE RE ART ROOM DEAN cows, 1 JEN PRINCIPAL COUNS. 2 PRINCIPAL mg. COUNS. 3 I sen-1001. URSE LOBBY - TEACHER . ll WORKROOM - 2? - - - 0 0 PRQJECTZ DANBURV PROSPECT WE TEMPORARY SCHOOL CONCEPT PLAN 5 EVE NTY2 3W: 39 OLD RIDGEBURY ROAD A 5 DRAWING OPTION 1 - PLAN A WSEVENTYZARCHITECTSCOM GIRI READNG Raw BOYS GYM NURSE ll ?mm" 5mm: 51mm: CIFFICF 3 I: I) CULINSFI CR COUNSELOR CAFETERIA KITCHEN SCIEHCE SCHEME 501?s EELS 3 TTH GRADE EMF l?'H WE ?lm" 51:? war 57H GRADE 5rd GRADF ONE (LABS CLASS CIAFE cuss n?rlc? CIRFE CLASS CLASS CIASS ROOM ROOM PM ?5351"? ROW 400M HUGH TEMPORARY SCHOOL CONCEPT PLAN gj? GD BACK U5 AVEN LIE IJBRARY SCIENCE ART STORAGE READING ROOM SCHOOL STORAGE NURSE ASSISTANT COUNSELOR PRINCA PAL COUNSELOR MRIN OFFICE CAFETERIH KITCH EH DEAN COUNSELOR TEACHER WORKRDOM LOBBY mJ GIRLS BOYS GYM OFFICE GYM OFFICE GYM 7TH GRADE FTH GRADE CLASS CLASS ROOM ROOM TTH GRADE ROOM BOYS GIRLS ETHGRADE 6TH GRADE 5TH GRADE CLASS GLASS HOW ROOM 6TH Gm CLASS ROOM SCHOOL STORAGE TEMPORARY SCHOOL CONCEPT PLAN SEVENTY2 ARCHITECTS 43 OLD RIDGEEURY ROAD APPENDIX BPCS FINANCIAL POLICIES PROCEDURES Brooklyn Prospect Charter School Financial Policies and Procedures BROOKLYN PROSPECT CHARTER SCHOOL Financial Policies and Procedures Manual Iuly 2016 This document will describe the policies and procedures for the accounting and administrative functions conducted by Brooklyn Prospect Charter School. Management may amend this manual as needed. The Board of Trustees is to review the manual every year. agar: 2009 {U?m??ed October 2909. January July 20! i, Juiy 2iH5. July 2036) Brooklyn Prospect Charter School - Financial Policies and Procedures TABLE OF CONTENTS Chapter Introduction Financial Policies Financial Leadership and Management 1 Internal Control Structure Background Internal Control Environment Accounting System Internal Control Procedures Acc0un ting Cycle 2 Processing Cash Receipts and Revenue Background Processing and Recording Cash Receipts Processing and Recording Revenue Accounts Receivable Aging 3 Processing Purchases Background Pre-Approval Issuance and Monitoring of Purchase Orders Receipt of Goods Exemption from Sales Tax Reimbursable Expenses Travel Expenses Credit Card Purchases 4 Processing Cash Disbursements Processing Invoices Cutting Checks Online/ Phone Fa EFT Payments Recurring Expenses Accounts Payable Aging Petty Cash Account Insurance Coverage Political Contributions 5 Management of Cash Accounts Bank Statements Angus! 2009 {hindered choher 20:99. January 2010. July 20! July 2015, Juiy Page Brooklyn ProSpect Charter School Financial Policies and Procedures 10 11 Bank Reconciliation Related Party Transacljons Investment of Funds Payroll Hiring Salary Determination Bonus Policy Compensation Accrual Employees vs. Independent Contractors Utilization of Independent Contractors/ Consultants Obtaining Payroll Information Time Reporting Procedures Processing Payroll Periodic. Payroll Reconciliations Protecting Payroll Information Changes to Payroll Information Terminations and Resigna?ons Unused Sick and Vacation Days Property and Equipment Background Capitalization Policy Depreciation Policy Disposal of Property and Equipment Records Retention Records Retention Policy Records Access Policy Records Destruction Policy Summary of Account Structure Assets Liabilities Revenue Expenses Fraud and Misappropriation INhistleblower Policy A ago? 21909 {Modeled October 2009. January Jufy i, July 20?. Juiv 2W6Brooklyn Prospect Charter School - Financial Policies and Procedures INTRODUCTION Brooklyn Prospect Charter School is committed to developing and maintaining financial policies and procedures that ensure sound internal controls, fiscal responsibility and accountability in accordance with the Generally Accepted Accounting Principles (GAAP), and rules and regulations of the Financial Accounting Standards Board (FASB). Brooklyn Prospect Charter School will follow all the relevant laws and regulations that govern the Charter Schools within the City and State of New York. As a nonprofit organization, Brooklyn Prospect Charter School is entrusted with funds granted by government agencies, private foundations and individual contributors and it will adhere to the highest of standards of accounting. Clear financial policies and procedures will enable the school to meet its financial needs and obligations, ensure long-term financial stability and viability, and protect its tangible assets and reputation. Financial Policies 1. Brooklyn Prospect Charter School shall comply with the laws, rules, and regulations applicable to it in regard to financial matters and With the terms of the contract by which it is bound. 2. Control procedures shall be in place to ensure the security of the organization?s assets. 3. Timely and accurate financial information shall be produced to fulfill all reporting requirements and management needs. Financial Leadership and Management The financial management team of Brooklyn Prospect Charter School consists of: Board of Trustees, Finance Committee, Treasurer of the Board (this person is by default the Chairperson of the Finance Committee), Executive Director, - Deputy Executive Director, Director of Institutional Advancement (hereinafter referred to simply as ?Deputy Executive Director?), - Principals, Director of Finance, Business Manager, - Finance Coordinator(s) Director of Operations Human Resources Manager Payroll dc Benefits Specialist The day-to-day fiscal responsibilities of Brooklyn Prospect Charter School are assigned to the financial management team mentioned above. Ultimate fiduciary responsibility for the overall management of the organization lies with the Board of Trustees. V4 1 BPCS Financial Policies and Procedures Manual. Jul 201' ddoc Brooklyn Prospect Charter School - Financial Policies and Procedures The Board of Trustees will meet quarterly to ensure that its fiduciary duty is maintained. Brooklyn Prospect Charter School has established a Finance Committee, which will be responsible for selecting an audit firm on an annual basis, reviewing the financial policies and procedures manual on an annual basis, and working with the school?s finance team to review the financial statements. The Finance Committee of the Board of Trustees shall be responsible for the primary Board-level oversight of school financial matters, as defined by the Board. The Director of Finance of Brooklyn Prospect Charter School will have the primary responsibility of executing all financial matters. All members of the fiscal management team will work together to make certain that all financial matters of the organization are addressed with care, integrity, and in the best interest of Brooklyn Prospect Charter School. The Director of Finance is responsible for administering the school?s adopted policies and ensuring compliance with procedures that have been approved by the Board of Trustees. Exceptions to written policies may only be made with the prior approval of the Finance Committee. Changes or amendments to these policies shall be conducted by the Finance Committee and approved by the Board of Trustees every year. Any violation of these policies and procedures is considered to be cause for termination or removal and, depending upon the nature of the infraction, civil and or criminal prosecution. V4 2 BPCS Financial? Poficies and Procedures Memref, Jm? 2W 6. doc Brooklyn Prospect Charter School Financial Policies and Procedures INTERNAL CONTROL STRUCTURE Background This manual describes the policies and procedures of Brooklyn Prospect Charter School. The policies are designed to safeguard the assets of the school, facilitate compliance with applicable law, and produce timely and accurate financial information in accordance with the Generally Accepted Accounting Principles (GAAP), and rules and regulations of the Financial Accounting Standards Board (FASB). It is the responsibility of the leadership team to safeguard the school?s assets, which include cash, cash equivalents, and fixed assets. The contents of this chapter will demonstrate the internal controls that will be have been implemented to ensure assets are safeguarded appropriately. The internal control structure is composed of four basic elements, described in detail below. 1. Internal Control Environment The internal control environment reflects the importance Brooklyn Prospect Charter School places on internal controls as part of its day-to-day activities. Factors that impact the internal comIol environment can include management and Board philosophy; organizational structure; ways of assigning authority and responsibility; methods of management and control; personnel policies and practices; and external in?uences such as significant donor expectations. 2. Accounting System Brooklyn Prospect Charter School has established an accounting system comprised of the methods and records used to identify, assemble, classify, record and report accounting transactions. The methods are set up to: (1) identify and record all of the organization?s transactions; (2) describe the transactions in enough detail to allow classification for financial reporting, and (3) indicate the time period in which transactions occurred in order to record them in the proper accounting period. The fiscal year is from July 13l to June 30th. The school's audited financial statements must be approved by the Board of Trustees and provided to the appropriate oversight entity according to all applicable requirements. Furthermore, the school?s budgets for the following fiscal year must be drafted for Board review and approved prior to the end of the current fiscal year. The budget may later be revised and approved as necessary. VJ 3 Fimmc'ia! Po?cies and Procedures Mamie}, Jul" 20i6o?oc Brooklyn Prospect Charter School - Financial Policies and Procedures 3. Internal Control Procedures Brooklyn Prospect Charter School has adopted a number of internal financial controls. These procedures are set up to strengthen Brooklyn Prospect Charter School?s internal control structure in order to safeguard the organization's assets. The internal financial controls consist of the following: Segregation of Duties: A hierarchical structure of authority and responsibility has been developed at Brooklyn Prospect Charter School. Tasks are divided and allocated to guard against one individual having the ability to make an accounting error (either knowingly or unknowingly). This protects the school from any potential fraud or misappropriation of funds. In situations where there are an insufficient number of employees to achieve this because of budget constraints, a compensating control has been created at the school. Restricted Access: Physical access to valuable and moveable assets is restricted to authorized personnel. Document Control: In order to ensure that all documents are captured by the accounting system, all invoices must be initialed and dated when recorded and then ?led appropriately. Records Retention: To provide an accurate and audit-able record of all financial transactions, the school?s books, records, and accounts are maintained in conformity with generally accepted principles as required by New York State law, applicable to charter schools. Records will be maintained for the periods sufficient to satisfy IRS regulations, federal grant requirements, OMB A133 audit requirements, if applicable, and other legal needs as may be determined. Record retention requirements are reviewed annually with legal counsel and independent auditors to determine any necessary changes. Processing Controls: These are designed to identify any errors before they are posted to the general ledger. Common processing controls are the following: (1) Source document matching; (2) Clerical accuracy of documents; and (3) General ledger account code checking. Reconciliation Controls: These are designed to identify any errors after transactions have been posted and the general ledger has been run. The process involves reconciling selected general ledger control accounts to subsidiary ledgers. Reconciliation is completed by the Business Manager and approved by the Director of Finance. Annual Independent Audit: Brooklyn Prospect Charter Schools financial statements are audited annually by Fruchter Rosen (it Company, P.C., an independent audit firm selected by the Board of Trustees on the recommendation of the Finance Committee. 4 Financial Policies and Procedures Manual. Jul 2 0m. doc Brooklyn Prospect Charter School - Financial Policies and Procedures Security ofFirroncisl Data: The school?s accounting software is accessible only to the Director of Finance, Business Manager and Finance Coordinator. Individual ID codes and passwords are in place for every user and limit their access and functionality depending on their role within the school. All other hard copies of financial data, when not in use, will be secured in a closet or cabinet at the school. Risk Assessment: This is designed to identify, analyze, and manage risk relevant to the preparation of accurate financial statements. It includes mitigating risks involving internal and or external factors that might adversely affect the school?s ability to properly record, process, summarize and report financial data. 4. The Accounting Cycle The accounting cycle is designed to accurately process, record, summarize, and report transactions of Brooklyn Prospect Charter School. Brooklyn Prospect Charter School will maintain their accounting records and related financial reports on the accrual basis of accounting. Under the accrual basis of accounting, revenues are recognized when earned and expenses are recognized when services are incurred or goods are received. The component bookkeeping cycles fall into one of five primary functions: 1) Revenue, Accounts Receivable and Cash Receipts Key tasks in this area include: . Processing cash receipts Making deposits Recording cash receipts in the general ledger and subsidiary records Performing month-end reconciliation procedures Processing general ledger integration for private donations/ revenue Processing wire transfers into school accounts 2) Purchases, Accounts Payable and Cash Disbursements Key tasks in this area include: Authorizing the procurement of goods and/ or services Processing purchases (credit card, check, reimbursement) Processing invoices Issuing checks Recording checks in the general ledger and in cash disbursement journals - Performing month-end reconciliation procedures Year-end reporting: Preparing 1099 forms Processing wire transfers out of school accounts 3) Payroll V4 BPCS Financial Policies and Procedures Manual. Jul 20f6.doc Brooklyn Prospect Charter School - Financial Policies and Procedures The Human Resources team in conjunction with ADP, an outside service provider, will perform the payroll process. responsibilities include calculating appropriate amounts for taxes to be remitted to the Federal, State and City government agencies and voluntary and or statutory deductions that may or may not require remittance to retirement plan trustees, child support agencies, etc. Key tasks in this area include: Obtaining and gathering payroll information Preparing payroll checks and depositing payroll taxes Submitting information to ADP for processing . Performing quarterly reconciliation Preparing quarterly payroll tax returns Preparing W-Zs, the W-S, and other annual payroll tax returns 4) General Ledger and Financial Statements Key tasks in this area include: Preparing journal entries . Reconciling bank accounts and other general ledger accounts - Reviewing general ledger activity and posting adjusted journal entries Producing the financial statements . Producing the annual budget The general ledger process consists of posting the periods transactions to Fund E-Z (the accounting software), which produces the financial statements. The Business Manager will reconcile bank and credit card accounts. The Business Manager will enter payroll and with the DirectOr of Finance will review the general ledger and prepare for the annual audit. The Treasurer of the Board presents quarterly statements to the Board of Trustees at each Board meeting. The required statements are outlined in the Financial Reporting section below. The Director of Finance is responsible for creating and updating 5-year budget projections for the school. In addition, the Director of Finance, in consultation with the school?s leadership team, will prepare the annual operating budget of income and expenses and the capital budget for the school. These budgets and the 5-year projection are reviewed and approved annually, first by the Executive Director, then by the Finance Committee of the Board and finally by the school?s Board of Trustees and modified as necessary, with approval by the last day of the closing fiscal year. This process is described below. [.74 6 BPCS Financial? i?oiicies and Procedures Marmot Jui 20mm: Brooklyn Prospect Charter School - Financial Policies and Procedures 5) Budgets and Financial Reporting Bud ets Budgets are created annually and updated as needed based on actual expenditures and material programmatic changes that occur during the year. Creation of the annual operating budget and capital budget is an iterative process led by the Director of Finance, but requires a great deal of input from the Principals and Directors. This input is necessary to ensure enrollment is accurately represented per the charter agreement, and to make certain the staff can properly support the proposed number of enrolled students. Critical school program expenses should be represented in the budgets to ensure reality is properly re?ected. Historical information is used when available and applicable. The iterative process is repeated until the overall budget fairly represents the revenues and expenses for the operating budget as well as the cash requirements for capital expenditures under the capital budget. Once complete, the Director of Finance presents the overall budget to the Finance Committee for review. If/ when the Committee is satisfied, the budget is then presented to the entire Board for a vote of approval. The budget must be approved and passed by the June 30?? before the start of the new fiscal year. Once approved, the implementation of, and accountability for, the budget is the sole responsibility of the Executive Director. After approval, the Business Manager uploads the budget into the accounting system. The Director of Finance then uses this budget to run budget vs. actual expense reports that are shared with the Executive Director and Finance Committee. Differences of $5,000.00 or more are described in detail. The Executive Director is responsible for making sure that significant differences are thoroughly researched and ultimately identified as either permanent or temporary variances. In addition, the Executive Director ensures the Director of Finance produces contingency budgets with extreme issues. From a day-to-day operational standpoint, the Director of Finance may work with the Executive Director and Treasurer of the Board to resolve questions or issues related to the budget. Financial Reporting One week before each meeting of the Finance Committee and one week before each quarterly meeting of the Board, the following will be sent for review: (1) the budget vs. actual report for the operating budget; (2) the budget vs. actual report for the capital budget,- (3) the balance sheet; and (4) the cash flow projection through the end of the fiscal year. The Treasurer of the Board will present these reports to the entire Board and/ or Finance Committee at each meeting. VJ 7 BPCS Financier} Policies and Procedures rl-fannai. J'm" 20f ddoc Brooklyn Prospect Charter School - Financial Policies and Procedures In addition, budget vs. actual reports for the operating budget and capital budget will be produced by the Director of Finance for the Executive Director and the Finance Committee by the end of each month, as of the prior month end. At the end of the year, the following key financial statements are produced: 1) Balance Sheet 2) Income Statement 3) Statement of Cash Flows 4) Statement of Functional Expenses 1-1-1 BPCS Financioi Poiicies and Procedures Manual. 20i6.doc Brooklyn Prospect Charter School - Financial Policies and Procedures ii i a ti -saw.? 1 PROCESSING CASH RECEIPTS AND REVENUE Background Brooklyn Prospect Charter School records revenue on the accrual basis of accoun?ng, consistent with generally accepted accounu'ng principles. Brooklyn Prospect Charter School receives revenues from the following primary sources: - Federal Government I State Government City Government Corporations - Foundations Individuals if total federal support for the fiscal year should exceed $750,000, an additional audit under the guidance of OMB Circular A-133 will be conducted. Processing and Recording Cash Receipts The Finance Coordinator is responsible for recording cash receipts as well as various other functions with the support of the Business Manager. The School Aide/ Receptionist sorts all mail for their respective campus location. Any mail addressed to a specific staff member should be stamped as ?Received? with the date, and transferred, unopened, to the addressee. Any mail addressed generally to the school may be opened by the School Aide/ Receptionist, Executive Director, Deputy Executive Director, Director of Finance or Business Manager. All documents contained within should be stamped as ?Received? with the date and the initials of the person who opened the mail and transferred to the most appropriate individual. Magazines and catalogs addressed generally to the school do not need to be stamped, but should be transferred to the most appropriate individual. Mail will be delivered inter-campus by messenger or staff member on a weekly basis. In the case of credit card statements, they are to be electronically downloaded each V-l BPCS Financial Policies and Procedures .ilamial. .liil r5. doc Brooklyn Prospect Charter School Financial Policies and Procedures month from Chase Bank?s secure website by the Business Manager. Upon initial review, the downloaded statement should be immediately saved as a PDF file and emailed to the Director of Finance, Executive Director and Board Treasurer. Once the Board Treasurer receives the email, 5 he should open and review the attachment, and reply all ?Approved?. The credit card statement should then be printed by the Business Manager and transferred immediately to the Finance Coordinator for reconciliation, payment and filing as appropriate. In the case of bank statements, they are also to be electronically downloaded each month from Chase Bank's secure website by the Business Manager for review and reconciliation. Before filing, the printed statement and reconciliation should be given to the Director of Finance for review, marked with initials and date, and saved as a PDF file to be emailed to the Board Treasurer upon request. The Deputy Executive Director or a designated member of the development team may open mail that appears to contain a check and is addressed generally to the school. Once opened, all checks must be stamped immediately in the designated endorsement area with "For Deposit Ordy?, the appropriate bank account number and the name of the school. The check should then be copied. Any correspondence accompanying the check should also be retained. The check, check copy, and any accompanying documents should be transferred in a secure manner to the Business Manager and or Finance Coordinator. When a monetary donation is received, a contribution acknowledgement letter will be drafted by a designated member of the development team, signed by the Executive Director, and sent to the donor by the a member of the development team. Whenever reasonably possible, the Business Manager and or Finance Coordinator will deposit all checks within three days of receipt. At the latest, checks must be deposited no later than one week from receipt. Checks that cannot be deposited immediately will be placed in a locked location. Before depositing a check, the Business Manager and or Finance Coordinator will prepare a deposit slip, copy it, and staple this to the copied check. When deposited, a deposit receipt with bank-endorsed proof of deposit will be obtained for all checks. Deposits may be recorded either as received payment or as general ledger entries. After the check has been deposited, the Business Manager and or Finance Coordinator records the receipt of funds in the accounting system, organized by date and name. If a receivable has already been created, then the deposit will be applied against the outstanding invoice(s). If not, a deposit is created, recognizing the revenue in the correct month(s). If the cash is not yet earned, it will be applied against the deferred revenues unearned income general ledger account. The Business Manager and or Finance Coordinator prints a Cash Receipts Journal to 1? ?nancial Policies and Procedures Manual, Jul Edl?doc Brooklyn Prospect Charter School Financial Policies and Procedures show the transaction as posted in the accounting system. This (or a document showing an invoice has been paid) is attached to the front of the copy of the check, copy of deposit slip, deposit receipt with bank-endorsed proof of deposit, and any correspondence that arrived with the check. Together, these documents comprise the Cash Receipts Packet for the respective transaction, with the Cash Receipts Journal on top. The Business Manager and/or Finance Coordinator files the Cash Receipts Packet in the Cash Receipts files, separated by bank accoont and in date order. All cash receipts and authorized transfers between accounts starting on July 1*"l and ending on June 30?? will be maintained in each fiscal year?s Cash Receipts files. Processing and Recording Revenue Typically, grants received will be accompanied by specific agreements that explicitly or implicitly restrict their use and which impose unique reporting requirements financial as well as performance. Brooklyn Prospect Charter School?s accounting and documentation system must be such that it is capable of meeting the individual requirements imposed by such grant agreements. Cost centers will be attached to applicable expenses and assets so that associated grant revenues may be earned on an accrual basis. Inasmuch as the quality of grant agreements impacts its financial strength, Brooklyn Prospect Charter School is committed to absolute adherence to this requirement in its reporting system. Accordingly, a reporting calendar shall be established wherein grantor accountability deadlines are tracked for compliance 13111130595. Processing Wire Transfers into School Accounts Government contracts which execute payments via wire transfer remit a wire transfer advice indicating the date and amount of the funds to be deposited in Brooklyn Prospect Charter School's account. This wire transfer advice is processed in the same fashion as a deposit to the bank. All relevant documentation (wire transfer advice/ confirmation, Cash Receipts Journal, etc.) should be retained and filed in the Cash Receipts files under the proper bank account, in date order. Processing and Recording Transfers within School Accounts In order to maximize interest income, cash will primarily be maintained in the savings account and transferred to the checking account, as necessary for payroll and vendor payments. Transfers between linked Brooklyn Prospect Charter School bank accounts (Chase Business Checking and Savings only) shall be made at the discretion of the Director of Finance. Once transfer is executed, the transfer confirmation will be filed in the Cash Receipts files in date order, under the bank account receiving funds. Revenue Recognition for Grants In instances where grant funds are received in advance of Brooklyn Prospect Charter School expending money applicable to the grant, the grant funds are recorded in the t1! 1 BPCS Financiof Policies and Procedures iommf, Jni 2f?! ddoc Brooklyn Prospect Charter School - Financial Policies and Procedures accounting system as deferred revenue or a liability until the applicable expenses have been incurred. If the grant funds are received after the school has already expended money on goods or services that are covered under the grant, the grant funds can be recorded as revenue at the time of receipt. If the school has expended part of the grant before receiving the actual funds, the only funds that may be recorded as revenues are those that have already been spent. Any remaining grant money must be recorded as deferred revenue or a liability until the time the funds are actually expended by the school. Pledges or Grants Receivable When revenues are earned yet the cash has not been received for all or a portion of the grant/ pledge, a receivable is recorded in the accounting system. ?When Brooklyn Prospect Charter School receives an Unconditional Pledge to Contribute, it will be acknowledged in a pre-numbered contribution acknowledgement letter drafted by a member of the development team, signed by the Executive Director, and sent to the donOr by the Deputy Executive Director. The Business Manager and or Finance Coordinator will enter the amount of the pledge into the general ledger, discounting to their present value any pledges that go beyond a year. The school will recognize the pledge as revenue when it is unconditionally promised to the school. The Business Manager will evaluate all Pledges to Contribute quarterly to verify that each item is still collectible. Revenue Recognition for Per-Pupil Funding Per-pupil funding is received by Brooklyn Prospect Charter School on a basis, but recognized as revenue on a basis. Government Cost-Reimbursement Contracts When an expense is incurred that is eligible for reimbursement through a government contract, the Director of Finance and or Business Manager attaches the appropriate cost center to the expense in the accounting system. The Director of Finance and or Business Manager runs a rcport of expenses with cost centers, as appropriate based on contract reporting period, so that revenue can be recognized accordingly in that month. Donated Goods and Services Donated goods and services can include office space, professional services such as outside counsel's legal advice, food, clothing, furniture and equipment, or bargain purchases of materials at prices less than market value. In addition, volunteers can provide free services, including administrative services, participation in fundraising events, and program services that are not accounted for. The Business Manager and or Finance Coordinator records donated goods and services in the system at fair value or avoided cost, as determined by the donor and documented in writing, at the date of receipt. When a good or service is donated to the school, a pre-numbered contribution acknowledgement letter will be drafted by a designated member of the development team, signed by the Executive Director, and sent to the donor by a member of the V4 12 Financial Poiicies and Procedures ili'orruoi. Jar." smadoc Brooklyn Prospect Charter School - Financial Policies and Procedures development team. General Ledger entries are recorded to recognize the in?kind revenues and in-kind expenses. Donated Property and Equipment Property donalions received without donor-imposed stipulations are recorded as unrestricted contributions. When property or equipment is donated to the school, a pre- numbered contribution acknowledgement letter will be drafted by a member of the development team, signed by the Executive Director, and sent to the donor by a member of the development team. General Ledger entries are recorded to recognize the in-kind revenues and in?kind expenses. Donated Stocks In the event that the school receives donated stocks from a donor, the Business Manager and or Finance Coordinator records and valuates these stocks in the accounting system at the time of receipt. When stocks are donated to the school, a pre-numbered contribution acknowledgement letter stating the value of the donated stocks will be drafted by a member of the development team, signed by the Executive Director, and sent to the donor by a member of the development team. General Ledger entries are recorded to recognize transactions related to the donation of stocks. Accounts Receivable Aging Accounts receivable outstanding are aged on a thirty, sixty, ninety, and over-ninety day basis. The Director of Finance should review the accounts receivable aging and with the Business Manager determine which invoices are collectible, follow the necessary requirements based on the type of funding, and select which items to collect. V4 '3 Financial" Policies and Procedures Momma". Jm? 20f6.doc Brooklyn Prospect Charter School - Financial Policies and Procedures '1 w! ?a i 5% xii: .. Exams sass-tit PROCESSING PURCHASES Background Brooklyn Prospect Charter School records expenses on the accrual basis of accounting, consistent with generally accepted accounting principles. By the adoption of the operating budget by the Board of Trustees, the Executive Director becomes both responsible for, and generally authorized to expend, the amounts budgeted. This authorization may, however, be quali?ed by Board action based upon availability of funds. Such a qualification may necessitate a prioritization of expenditures based upon an incremental implementation of the organization?s Business Plan. Brooklyn Prospect Charter School procures only those items and services that are required to fulfill the mission and or fill a bona fide need. Procurements are made using best value contracting, which entails assessing the best value considering quality, performance, volume and price. Brooklyn Prospect Charter School adheres to the following objectives: 1. Procurements will be completely impartial based strictly on the merits of supplier and contractor proposals and applicable related considerations such as delivery, quantity, quality, etc. 2. The school will make all purchases in the best interests of the school and its funding sources. The school will obtain quality supplies services needed for delivery at the time and place required. The school will buy from reliable sources of supply. The school will obtain maximum value for all expenditures. The school will deal fairly and impartially with all vendors. The school will be above suspicion of unethical behavior at all times; avoid any con?ict of interest, related parties or even the appearance of a con?ict of interest in Brooklyn Prospect Charter School supplier relationships. The school?s con?ict of interest policies are described in its bylaws. 9? In all purchasing situations, Brooklyn Prospect Charter School utilizes the following procurement guidelines: 14 BPCS Financiai Poiicies and Procedures Manual Jui 2?i?.doc Brooklyn Prospect Charter School - Financial Policies and Procedures If the vendor has a contract with New York City and/ or New York State then they are called preferred vendors" and no bidding is required. - If the vendor?s price is lower than the New York City and or New York State approved vendor pricing for comparable products services then no bidding is required. If the vendor is providing a unique service that is not offered by other vendors then they are called "sole vendors" and no bidding is required. However, it does require a letter describing the unique service. If the vendor is not a ?preferred vendor" or a ?sole vendor? then a competitive bidding procedure is put into effect. This only applies to purchase orders with a total exceeding $20,000.00. A description of the competitive bidding procedure follows. Competitive Bidding Procedure Contracts under $20,000.00 - The school uses sound business practices when procuring goods and services for amounts less than $20,000.00. Contracts $20,000.00 or greater - The school seeks price quotes from at least three vendors and awards the contract to the responsible vendor offering the supply or service needed for the lowest price. The Director of Operations, Director of Finance or a designee is responsible for soliciting these quotes, and the Executive Director and Board Treasurer provide final approval. Award may be made to a vendor other than the low bidder in circumstances where the higher bid demonstrates best value contracting procedures to the school. In such situations, the Director of Operations, Director of Finance or designee shall prepare a justification statement for such awards, furnishing a brief explanation of the factors leading to such a decision. AJaproval Roles Up to $1,000 Principal or Division Head $1,000 - $4,999 Above Director of Finance Above Executive Director $20,000 or greater Above Board Treasurer Requesting and Approving Purchases Approval to fulfill a purchase is garnered by first filling out a Purchase Request form. Whether the item is being purchased using funds from the operating budget or capital budget, the same procedures must be followed. For reference, a capital expenditure is defined as an expenditure for fixed assets exceeding $3,000. Any staff member may fill out a Purchase Request form. Once complete, the form is submitted to the staff member?s direct supervisor for approval, if supervisor is not included in the above Approval Roles table. Approval must then be obtained according F4 15 BPCS Financioi i?oiicies and Procedures Moi-turd, Jui 20i6doc Brooklyn Prospect Charter School - Financial Policies and Procedures to the Approval Roles table above, based on total amount of requested purchase. Once the appropriate pro-approval has been obtained, the signed or electronically approved Purchase Request is submitted to the Purchasing Coordinator so that a Purchase Order may then be created, if required by the vendor. Email approval is always acceptable, and generally preferred. Any and all such email correspondence must be printed, retained and filed with the corresponding purchase documents. In the event that the Director of Finance needs to request a purchase, the Purchase Request must be approved by the Executive Director. In the event that the Executive Director needs to request a purchase, the Purchase Request form must be approved by the Treasurer of the Board. In the event the Executive Director, Director of Finance, or Board Treasurer is not available for approval, the Chairperson of the Board of Trustees will be able to approve purchase requests in place of of those individuals. For all products and services that need to be ordEred, a Purchase Request form must be filled out and approved, as outlined above. The Director of Finance is ultimately responsible for ensuring adherence to the school?s procurement guidelines and will be alerted when a Purchase Request exceeds the thresholds requiring competitive bidding. All purchasing thresholds apply to the entire order, not single items. For instance, although one computer may cost $1,500.00 (under the $20,000.00 threshold requiring competitive bidding), if 20 computers are being requested, the order total will be $30,000.00 (above the $20,000.00 threshold), and as such, require bids from at least three vendors. The Director of Finance is responsible for ensuring competitive bidding procedures are followed, as described above. Issuance and Monitoring of Purchase Orders The Business Manager and Finance Coordinator work closely with the Director of Finance and the school based operations staff to ensure that all necessary instruclional and administrative purchases are made in a timely and costseffective manner and, when applicable, in accordance with grant restrictions. Once all of the approvals, as described above, have been obtained, the school based Purchasing Coordinator will place the order with the vendor. When required by the vendor, the Purchasing Coordinator creates a Purchase Order (PO), reviewing for accuracy of dates, account coding, quantities, and arithmetic extensions, and then sends the order to the vendor, accompanied by any required documentation. Since the purchase has already been approved at the time of request, no further approvals must be obtained for the PO itself, except in the event of a price increase. In this case, the Purchasing Coordinator will seek reapproval by the original approver(s). V4 16 BITS Financial Policies and Procedures .vlfamral, Jm' Edf?doc Brooklyn Prospect Charter School - Financial Policies and Procedures Email approval is always acceptable, and generally preferred. Any and all such email correspondence must be printed, retained and filed with the corresponding purchase documents. Receipt of Goods All goods purchased by the school are delivered to the school. It is the responsibility of a designated operations team member to sign fer delivery. The operations designee is also responsible for opening the box(es) and obtaining the packing slip(s). The packing slip will be reviewed for accuracy, checked against the original PC) or request, stamped as received and initialed. In instances where there is no packing slip, a Substitute Packing Slip form is to be ?lled out by the operations designee. If everything is correct and the contents of the entire purchase were received and documented on the packing slip, the packing slip will be stapled to the front of the original P0 or request. This packet is then filed and transferred to the Finance Coordinator. if only part of the purchase was received, the packing slip for the received items is stapled to the back of the original PO and the packet is filed as 'Partially Received? in order by vendor name, until the remaining items are received. If everything is not correct with the order, the school based Purchasing Coordinator will contact the vendor for a return/ credit to the account. When discrepancies occur, theyr are investigated and resolved by the Purchasing Coordinator. Exemption from Sales Tax Brooklyn Prospect Charter School is exempt from state and federal tax. As such, the school is exempt from sales taxes on goods purchased for their own internal use and services. It is the responsibility of the school based Purchasing Coordinator and or central office Finance Coordinator to ensure that all vendors have a copy of the Tax Exempt Letter allowing the organization to be exempt from sales taxes. Reimbursable Expenses In situations where a purchase is required in short order, staff may make the purchase with their own funds and apply for reimbursement. To receive reimbursement, an Expense Reimbursement Application must be completed, and submitted to the proper approver based on total amount, according to the Approver Roles table, along with all corresponding receipts. In the event that the Executive Director requires reimbursement, the Treasurer of the Board must approve his/ her expenses. It is the employee?s responsibility to seek approval prior to incurring costs, as there is no guarantee an application for reimbursement will be approved. Receipts are required for all expenditures requiring reimbursement. Expenditures included on the Expense Reimbursement Application that are not supported by a clear, itemized and dated receipt will not be approved. In the event a cash expenditure was made that cannot be substantiated by a written receipt tip for service provider or 17 Financial Policies and Procedures .irfommi, Jm? Edfddoc Brooklyn Prospect Charter School - Financial Policies and Procedures bus driver), a detailed, written justification must be submitted for approval in place of a receipt, along with written verification by a witness who can substantiate the expense. Once expenses have been incurred, requests for reimbursement should be made within 30 days of expense. Employees should note that the school is tax exempt and therefore does not reimburse employees for tax. A copy of the Tax Exempt Letter may be obtained from a member of the Finance team. Travel Expenses Travel arrangements may be secured using the school credit card at the discretion of the card holder, according to the procedures described in the below section, but it is the responsibility of the employee who will be traveling to make his /her own arrangements. In situations where expenses are incurred during the course of business travel, staff may apply for expense reimbursement. Expectations for daily expenses or per diem allowances will be determined prior to the employee trip. Employees should file for reimbursement in the manner described in the above section. Receipts are required for all expenditures requiring reimbursement, and requests for reimbursement must be made within 30 days of expense. In the event that the Executive Director requires travel reimbursement, the Board Treasurer must approve his her expenses. Employees should note that the school is tax exempt and therefore does not reimburse employees for tax. A copy of the Tax Exempt Letter may be obtained from a member of the Finance team. Mileage Reimbursement All employees are reimbursed at the standard mileage rate per mile as determined by the Internal Revenue Service for use of their own vehicle for business-rela ted travel. Parking fees and tells paid are reimbursable if supported by receipts. incurred fuel expenses and parking tickets are not reimbursable. All employees requesting such mileage reimbursement are required to furnish a Travel Report containing the destination of each trip, its purpose and the miles driven, parking fees and tolls. All corresponding receipts must be attached to the Travel Report. This packet must be submitted to the appropriate approver(s), according to the Approval Roles table, within 30 days of the travel date in order for the employee to receive reimbursement. Credit Card Purchases Brooklyn Prospect Charter School credit cards will be provided to Directors and Principals. Credit card use is to be generally restricted to incidental purchases, the making of travel arrangements, and for making reservations with conference facilities or field trip destinations for approved travel and meetings. The corporate credit card is to be limited in its use for accounts payable, but may be used in rare instance where the vendor will not accept payment by check. The corporate credit card may be used for V4 18 BPCS Financier Policies and Procedures Manual. Jar minder: Brooklyn Prospect Charter School - Financial Policies and Procedures capital expenditures, but all approval and budgetary restrictions as outlined in this policy manual shall apply. Any purchase of $250 or greater using the credit card must be pro-approved by the Executive Director via email, in addition to any other required approver(s) according to the Approval Roles table and the procedures described above. Credit card purchases totaling less than $250 do not require pro-approval. If one of the above-named approvers is the individual requesting use of the credit card, the following procedures will be followed: The Executive Director will approve purchase requests made by the Director of Finance. The Board Treasurer will approve purchase requests made by the Executive Director. At the end of each month, each cardholder completes a Credit Card Expense Report, which must be emailed to the Executive Director for approval. A copy of this report, along with all corresponding receipts and cepies of any pus-approvals received, must be submitted to the Business Manager and or Finance Coordinator for processing within three business days of the month end. This includes the coding of each expense for the month, so that each can be properly recorded. If there is any question as to how to code a particular expense, the Business Manager and/ or Finance Coordinator consults with the Director of Finance or the cardholder for clarification. If clarification cannot be immediately obtained, the unclear expense is booked to the Expense Suspense account, which will be cleared when the month-end financials are produced. The credit card bills are paid in full each month. The charges are entered in the accounting system by the Finance Coordinator and reconciled by the Business Manager. All bills and invoices are subsequently filed accordingly. V?i? 19 BPCS Financial Poticies and Procedures Jul 20! 6. doc Brooklyn Prospect Charter School Financial Policies and Procedures Processing Invoices All invoices are mailed to Brooklyn Prospect Charter School directly. The Business Manager and or Finance Coordinator is responsible for sorting, opening, initialing and dating all invoices. If an invoice is received prior to receipt of goods, the Finance Coordinator files the invoice until the corresponding paperwork packet is received from the Purchasing Coordinator at the respective school. Once the goods have been received (or in the case that the shipment had already been received at the time of invoice arrival), the Finance Coordinator staples the invoice to the top of the corresponding packet composed of packing slip, purchase order (as applicable), and all approval documentation. This expanded packet is now a complete Cash Disbursement packet {invoice} packing slip purchase order/ approval). The Cash Disbursement packet is retained in the accounts payable files, in Order by vendor name. In instances where invoices cannot be obtained and a payment is required, a Check Request form is filled out. In this case, any applicable documentation to back up payments requested should be attached. The Check Request form will document the payee, payment due date, amount of payment, etc. Invoices shall be processed weekly by the Finance Coordinator. The Finance Coordinator establishes the vendor file in the accounting system and reviews the invoice for any purchase discounts, dates and properly captures the billing period in the system. The Finance Coordinator posts invoices to the accounting system with the correct general ledger codes. Cutting Checks The Finance Coordinator will maintain all blank check stock in a locked location. Checks are run on a weekly basis, and vendors are paid based on terms of the invoices, as recorded within the system. Check preparation is complete and signatures are obtained not later than the due date, consistent with available discounts if available. The Executive Director, Deputy Executive Director, Director of Finance, Chairperson of the Board of Trustees and Treasurer of the Board are signatories on the checking VJ 20 BPCS Financiei Poiicies and Procedures Man-rim", Jul 20i6. doc Brooklyn Prospect Charter School - Financial Policies and Procedures account. The Business Manager must obtain one signatory's signature for checks below $5,000.00. For checks above $5,000.00, two signatories must sign the check. The Business Manager and or Finance Coordinator processes payment for the invoice and creates a check. The check is submitted to the required signatories (see above) for signature(s), along with the corresponding Cash Disbursement packet (invoice packing slip purchase order purchase request). At the time the check is signed, any required signatories should review the supporting documentation to ensure they are signing a check for the correct amount and to the correct payee. The Business Manager and/ or Finance Coordinator staples the check stub or copy of the signed check to the top of the Cash Disbursement packet and files it in the accounts payable files in check number order, starting with the first check after July ist and ending with the last check on June The Finance Coordinator mails the check to the vendor awaiting payment. Electronic fund transfers may also be used, where the same authorizations as checks will be obtained using an Electronic Payment Authorization form. See below for details. In no event shall an authorized signatory approve an invoice, execute a check, or authorize a disbursement of any kind, payable to him/ herself. Any and all voided checks should be stamped ?void" with the date and filed in the Cash Disbursements files in check number order. If a check has gone missing, use a Missing Voided Check Substitute form to act as a placeholder in the Cash Disbursements files. Processing Electronic Payments Payments made online or by phone, or recurring electronic funds transfer (EFT) may be processed by the Business Manager only after authorization is obtained by the proper signatories (detailed above). Once the initial authorization has been retained, the same controls should be followed except that the Advice of Debit, or other such documentation of payment from the vendor, will take the place of a traditional check. Fund E-Z creates journal enlries based on the vendor as cash is credited and the appropriate expense type is debited. Electronic payments will be recognized in Fund 2 just as if it were a check, by entering a unique transaction number in place of the check number. The Electronic Cash Disbursement packet, composed of Advice of Debit, confirmation page, and or any other supporting documentation, is filed along with the other disbursements in date order. Recurring Expenses Payments for goods and services that are required on a regular basis g. equipment lease, insurance payments, rent) are handled in the same manner as non-recurring expenses, as described above. Once a lease or other long-term contract is approved according to the above detailed guidelines and Approval Roles, a Purchase Request, PO and or Check Request is not required for each payment made according to the terms of the agreement. For example, if the Director of Finance, Executive Director and Board VJ 2] Financmf Policies one" Procedures Manual. Jul 20%. doc Brooklyn Prospect Charter School - Financial Policies and Procedures Treasurer have previously approved a long-term contract with total value of $20,000, which includes a payment schedule, approval to pay subsequent invoices pursuant to the approved contract terms need only be made by one of those approvers. Similarly, if a long-term real estate or other lease has been properly approved and executed, lease payments do not need subsequent approvals. Accounts Payable Aging Accounts payable outstanding are aged on a thirty, sixty, ninety, and over?ninety day basis. The Director of Finance will review the accounts payable aging determine the available cash balances while taking into consideration other cash requirements in the near future, and with the Business Manager select items to pay. Petty Cash Account [t is the policy of Brooklyn Prospect Charter School not to use petty cash for purchases, except in rare emergencies, and instead to reimburse employees for approved expenses. Petty cash will be used primarily to make change for parent payments for meal invoices or other school-required purchases. Petty cash kept on hand shall at no time exceed $300.00 per location, and shall be locked in a cash box and stored in a secure location. Insurance Coverage Insurance coverage is maintained pursuant to applicable law. Currently, Brooklyn Prospect Charter School maintains insurance policies, including: Commercial General Liability, Excess Liability, Workers' Compensation, Student Accident, Directors? Errors and Omissions, Directors and Officers, Property, Non? owned Auto, Student Accident and NY State Disability. The Board of Trustees, Executive Director, and Director of Finance will conduct an annual review of coverage amounts. The purpose of this review will be to ensure there are adequate means by which to preserve the school?s assets and lower the risk of being underinsured. Any proposed changes must be approved by the Board of Trustees and recorded in Board meeting minutes. New coverages will be executed by the Director of Finance. The Director of Finance is responsible for procuring annual renewals with the school?s insurance broker. Quotes for renewal will be procured at least one month in advance of a policy?s expiration, and presented to the Executive Director for review and approval. The Treasurer of the Board participates in this review in cases where significant coverage changes are proposed. The Director of Finance maintains original copies of all insurance policies at the school, filed electronically by type of insurance. When possible, copies of all current insurance policies are saved to the school's server, where the leadership team can view and access the information as necessary. Brooklyn Prospect Charter School requires proof of adequate insurance coverage from 1, 22 Bi?t'S Financial Policies and Procedures Manual. Jed 20f6.doc Brooklyn Prospect Charter School - Financial Policies and Procedures all prospective contractors, as deemed applicable by the Board of Trustees. Political Contributions No funds or assets may be contributed by Brooklyn Prospect Charter School to any political party or organization or to any individual who either holds public office or is a candidate for public office. Brooklyn Prospect Charter School also cannot be involved with any committee or other organization that raises funds for political purposes. Examples of prohibited activities are: Political contributions by an employee that are reimbursed by the school organization. Purchase by the organization of tickets for political fundraising events. Contributions in kind. such as lending employees to political parties or using school assets in political campaigns. V4 23 BPCS Financial Policies and Procedures .l-famrm?. Jul 201? 6. doc Brooklyn Prospect Charter School - Financial Policies and Procedures MANAGEMENT OF CASH Accounts Brooklyn Prospect Charter School banks with JP Morgan Chase and has a total of three (3) bank accounts. One is a checking account; one is a savings account, intended to maximize the school?s interest income gains; and one is a second savings account, intended specifically as a reserve in case of dissolution. In all instances, the school is utilizing its accounts in a way that safely maximizes its overall interest income. The school account has five (5) authorized Signers: the Executive Director, Deputy Executive Director, Director of Finance, Chairperson of the Board of Trustees and Treasurer of the Board. Bank statements are received electronically. In the event that the organization wishes to open a new bank account, Board approval is required. As part of the approval, the Board must describe the purpose of the account, signatories, and signatories? authority. The vote to approve and all associated determinations must be recorded in the Board minutes. Should the school wish to close a bank account, Board approval is also required and will be documented in the Board minutes. Brooklyn Prospect Charter School recognizes that federal insurance on deposits with any bank is limited to a total of $250,000.00, regardless of the number of accounts held. In the event the balance in a school account is anticipated to be in excess of the insurance coverage, a ?re-positioning? agreement is to be negotiated with the financial institution in order to secure such deposits in excess of federal coverage. Bank Statements Bank statements are reviewed, dated and initialed by the Executive Director. After review, each statement is submitted to the Business Manager to complete the bank reconciliation. Bank Reconciliation Using the Fund E-Z bank reconciliation function, reconciliations are prepared for all bank accounts. This preparation is accomplished by the Business Manager, who identifies reconciling items to ensure that cash is being accounted for properly. Any irregularities shall immediately be reported to the Director of Finance, the Executive Director and the Treasurer of the Board. A bank reconciliation report from Fund E-Z showing the unreconciled amount as zero is printed and attached to the bank statement. VJ 24 Financier! Policies and Procedures Manual, 2016. doc Brooklyn Prospect Charter School - Financial Policies and Procedures The report is submitted to the Executive Director for review, initialed by each and returned to the Business Manager. The Business Manager and/ or Finance Coordinator files the statement and reconciliation report in date order, sorted by bank account. Related Party Transactions There are instances where related parties may incur expenses on behalf of each other. For example, it is possible that Brooklyn Prospect Charter School might incur expenses on behalf of Prospect Schools, and vice versa. On a quarterly basis, the accounting will be reconciled between the two entities to ensure that there are no funds owed from one entity to the other at the end of the fiscal year. Investment of Funds At present, Brooklyn Prospect Charter School does not have any investment accounts. As such, this section does not currently apply to Brooklyn Prospect Charter School. When the school has funds available for investment, the following policies will apply. The Board of Trustees sets the investment policy for Brooklyn Prospect Charter School. The investment policy provides general guidelines regarding the type of investments deemed appropriate and the objectives of each investment overnight deposits for excess cash, 90 day Treasury notes for excess working capital, etc). The Treasurer of the Board has been designated to implement the Board's investment policy. The Director of Finance has been granted authority to: Purchase and sell investments Have access to investment certificates - Keep records of investments and investment earnings Review and approve investment accounting, bank and broker statement reconciliations, adjustments to the carrying value of investments, and other decisions regarding investments Authorization of Investment Vehicles Annually, the organization?s Board of Trustees authorizes use of specific depository and investment banks and brokerage firms. This authorization is documented in the minutes of the applicable Board meeting and communicated to the Executive Director. The Director of Finance communicates the authorization and a list of those personnel designated as authorized agents for the agency to the appropriate banks and firms. As a part of the annual authorization process, the Treasurer of the Board in consultation with the Director of Finance evaluates the organization?s prior relationship with banks and brokerage firms to determine suitability for renewal. Such evaluation considers service responsiveness, types of investments offered, quality of investment advice, service and transaction charges, and any other relevant criteria. Authorization of Investments All transactions regarding investments must be properly authorized by the Treasurer of the Board and properly communicated to the Board of Trustees. Such transactions VJ 25 BPCS Financial Policies and Procedures .ifemim'. Jm' 2M 6. doc Brooklyn Prospect Charter School - Financial Policies and Procedures include: - Purchases Sales Movement to and from safekeeping {the physical safeguarding of assets through use of a vault, safe deposit box, or independent custodian) investment Purchases Investment purchases are made by check or bank transfer after compliance with the following procedures: A determination that the purchase transaction is properly authorized in accordance with agency policy Preparation of a check requisition or a bank transfer request to accompany the investment purchase sale authorization form Investment Sales Investment sales are transacted after compliance with the following procedures: A determination that the sale transac?on is properly authorized - The sales authorization is sent to the agent handling the sale transaction for investments held on the premises. Authorization to the agent is communicated in writing. If investments are kept off site, authorization to release the document from safekeeping is provided to the custodian. The custodian provides the agency with a receipt documenting the release from safekeeping. The receipt should be filed in the investment files. Investment Sales Gain or Loss The Director of Finance will calculate the expected gain or loss upon sale or other disposition of an investment, before a decision regarding the sale is finalized. The calculation is updated finalized subsequent to the sale and documented in the investment file. Investment Sales Proceeds Proceeds from the sale of investments are received either by check or bank transfer, to the attention of the Director of Finance. A copy of the receipt or deposit ticket is included in the investment file. Inucs?ncnt Results Reports reports detailing the earnings and activity in all investment accounts are prepared by the Director of Finance and distributed to appropriate management and Board personnel. The summary of all transactions for the month is recorded in the general ledger through the use of a journal entry. Journal entries are reviewed by the Director of Finance. Reconciliation of Investment Accounts Investment account balances are reconciled with the general ledger balance, by the VJ 26 BPCS Financiat Policies and Procedures litanuoi, Jo! 201? 6. o?oc Brooklyn Prospect Charter School - Financial Policies and Procedures Director of Finance on a quarterly basis. Such reconciliation is reviewed and approved by the Executive Director. Investment Account Balances Agreed to Third Party Statements Amounts recorded on the general ledger and supporting schedules are reconciled to third-party statements at least quarterlyr and preferably if possible. For those investments held on the agency?s premises or at a safe deposit vault, quarterly physical inventories are performed and reconciled to the supporting schedules. The Director of Finance reviews and initials these reconciliations. 27 BPFS Financiar' Policies and Procedures .-lfamraf. Jm? 20f6.doc Brooklyn Prospect Charter School Financial Policies and Procedures Hiring Requests for new employees are initiated by members of the leadership team and proposed to the Executive Director, who with the Director of Finance reviews against the approved annual personnel budget. Any new hire will be subject to a full investigation, including a background check, fingerprinting, and references from former employers. Once hired, the Human Resources Manager and or Payroll and Benefits Specialist will collect all necessary payroll information and submit to ADP. New employees are required to complete the IRS W-4 Form and 1-9 Form. If a situation arises Where an employee must begin service before fingerprint clearance is obtained, the employee must receive an Emergency Conditional Appointment that has been approved by Brooklyn Prospect Charter School?s Board of Trustees. Under a conditional appointment, the staff person will be supervised on a regular basis to ensure the safety of students. Employees who have never been fingerprinted for the New York State Education Department or the New York City Board of Education must be fingerprinted at an approved location, as per New York state guidelines for school personnel ?ngerprinting. Salary Determinatioo Brooklyn Prospect Charter School has established a set salary scale for instructional staff positions. Instructional staff members will be paid based on level of education and years in the profession, as established in the BPCS Faculty Salary Scale. All non-instructional staff will be paid market competitive wages. Salary is negotiated by the Executive Director. The Board of Trustees determines the salary of the Executive Director and other key employees. They will consider compensation at peer charter schools in determining salaries. Any such decisions will be captured in the Board meeting minutes. Any changes to a staff member?s salary will be approved by the functional Director and documented via a printed change confirmation. A copy of all documentation will be maintained in the employee file. F4 23 BPCS Financial Poilcies and Procedures Manual. Jot Ellh?dor' Brooklyn Prospect Charter School Financial Policies and Procedures Bonus Policy It is not the policy or practice of Brooklyn Prospect Charter School to grant bonuses to any instructional employee. Compensation Accrual Although each fiscal year starts on July and ends on June 30th, not every staff member?s service start and end dates will mirror the fiscal year. In order to accurately record these expenses according to GAAP, wages may be accrued. Employees vs. Independent Contractors When Brooklyn Prospect Charter School makes the choice to utilize an independent contractor, it first ensures that the individual does qualify as an independent contractor and should not be categorized as a regular employee. True independent contractors do not have taxes withheld and typically invoice the school to receive payment. Before the school engages an independent contractor, it sets up the relationship in such a way as to ensure that the status is in accordance with employment and tax law. Generally, if a worker is being managed closely on a dayrto-day basis, he or she must be paid as an employee and have statutory deductions taken from his her paycheck. In analyzing whether or not a worker qualifies as an independent contractor, the school should review each of the questions below. The following questions are designed as a guide to help delineate between employees and contractors: - How much control does the employer exercise over the worker? Who sets the hours and schedule for the worker? - How much control does the worker have over the manner in which they go about their work - i.e. does the employer dictate how the job is done or simply eXpect the job to be finished? Does the worker use his or her own tools or equipment? . Is the worker located on the employer?s premises or does 5/ he work out of his or her own space? Is the worker exclusively employed by the employer or free to contract with others to provide the same or a similar service? Do the contract terms pay the worker a fixed sum, with the obligation to pay expenses, payroll taxes, and any relevant benefits resting with the worker? Does the worker use company letterhead? Who pays for the worker?s expenses? Utilization of Independent Contractors/Consultants Once the determination has been made that a worker is an independent contractor, the school creates a written contract directly identifying the individual?s status as an independent contractor and detailing why the relationship is as such. Part of the F4 29 BPCS Financiaf Patricia? and Procedures .l/fammf, 2f?! ddoc Brooklyn Prospect Charter School - Financial Policies and Procedures contract should enumerate the rights and responsibilities on both sides of the independent contractor agreement. This includes clearly identifying the worker's responsibility to pay estimated tax, self-employment tax, and so on. The utilization of all consultants and contract personnel are sufficiently evidenced by: a. Details of all agreements work requirements, rate of compensation, and nature and amount of other expenses, if any) with the individuals or organizations providing the services and details of actual services performed. b. Invoices or billings submitted by consultants, including sufficient detail as to the time expended and nature of the actual services performed. c. The use of a management contract for educational and administrative services will clearly identify the contractor?s performance requirements, including students' academic achievement, contractor's compensation and Brooklyn Prospect Charter School?s rights to educational curricula and intellectual property developed (if applicable). In processing payment for any independent contractor, a W-9 form must be filled out prior to issuance of the first payment for services provided. In all cases where compensation exceeded the $600.00, a 1099-Misc will be issued, as required by law. Obtaining Payroll Information The Human Resources Manager, under the supervision of the Director of Finance, is responsible for the following: Establishing a Personnel Filefor Each Employee The personnel file serves as a chronological performance record throughout the employee?s tenure with the organization and, as such, is kept secure and confidential. Personnel records are kept for a minimum of ten years. All personnel files must be kept in a locked file cabinet. Access to such personnel files is limited to the Director of Finance and the Executive Director. Employee files are the sole property of Brooklyn Prospect Charter School. No employee can review or access his or her own personnel file without Human Resources approval and supervision.The employee will be provided with the opportunity to rebut and respond to any document contained in the personnel file in writing. All materials associated with the rebuttal and response shall stay in the personnel file. Any employee may examine his or hEr personnel file in the presence of the Human Resources Manager or his or her designee. The employee may take written notes concerning the contents of the personnel file, and may add comments for inclusion in the file. No personnel file is to be removed from the office where it is kept unless expressly permitted in writing by the Human Resources Manager. V4 30 BFCS Financial Policies and Procedures Manual. J?m' 201(idoc Brooklyn Prospect Charter School Financial Policies and Procedures Personnel files for employees will contain the following documents: Month for Update {if Update Timeline Annually for faculty/As Contract Including Job Description needed for staff mNo update needed Federal Withholding-Form W4 - - As needed i . FAEEGH . - .. .. I . Certi?cations (if applicable) Asuneeded Resume As needed Merl-prion ?gs?needed Annual Evaluation Documentation - Annually A separate file in a separate locked location is maintained for 1-95, (including copies of identity verification documents), as required by the US. Department of Homeland Security. Each 1?9 form is filled out entirely in the same color ink. All information entered on the 1-9 is verified by the Human Resources Manager, school-based Head of Operations or an HR designee, who signs off on the form after seeing original copies of all required documentation (copies are only made for the file, and are not acceptable forms of initial verification). Brooklyn Prospect Charter School complies with the laws and general principles of employee confidentiality as set forth in the Health Insurance Portability and Accountability Act (HIPAA) with regard to the dissemination of private health information (PI-ll) of school employees. In order to comply with all rules and regulations, including the Americans with Disabilities Act (ADA), Brooklyn Prospect Charter School will keep all medical records and all other related documents separate from the personnel file. This includes all enrollment forms for medical, dental, and life insurance benefits. These forms will be maintained in a separate binder in a separate locked location. Employees should consult with the Director of Finance for further information concerning the school?s privacy practices. Employee ln?jmmtiori In order to prepare a payroll, the Director of Finance obtains and maintains the following information for each employee: l?J 3 Financial Policies and Pres-crimes .i-fomrm?. Jul 2?li?idoc Brooklyn Prospect Charter School - Financial Policies and Procedures Information Source of Data Name and Address W4 Social Security Number (SEN) W-4 basses}. 1-9 Job Title Job Description Employee Agreement Offer Wage Rate of Employment Withholding Status Other authorized deductions Employer information sheet Analyzing job Information The Fair Labor Standards Act (F LEA) sets employee minimum wage and overtime requirements. lob positions are classified as either exempt or nonexempt from the requirements. These requirements are summarized below and are adhered to by the school. Attribute Exempt Nonexempt Payment The employer pays an exempt The employer may pay a amount employee a fixed salary for any nonexempt employee using an and all work performed during a hourly, salary, commission, or any workweek. Minimum wage and other method. Total compensation overtime pay requirements do not must be at least the minimum wage apply. for all hours plus overtime pay for hours over the maximum. Pay Generally, deductions for time not The employer pays a nonexempt deductions worked may not be made from employee only for the hours salary. worked. Therefore, wage deductions may be made for tardiness, full? or partial-day absences, and any time the employee does not werk. NONEXEMPT employees are entitled to overtime pay for all hours worked over 40 hours in a workweek under the Fair Labor Standards Act and to all state and federally mandated benefits. 3?2 Financial Policies and Procedures .1 funnel. Jul 203:5.doc Brooklyn Prospect Charter School Financial Policies and Procedures EXEMPT employees are not entitled to overtime pay under the Fair Labor Standards Act. In addition to the above categories, each employee will belong to one other employment category: - REGULAR FULL-TIME employees are those who are regularly scheduled to work at least 30 hours per week. They receive all mandatory benefits and are generally eligible for all of Brooklyn Prospect Charter School?s discretionary benefits, subject to the terms, conditions and limitations of each benefit program, as in effect from time to time. PART-TIME employees are those employees who are regularly scheduled to work less than 30 hours per week. They receive all legally mandated benefits but are not generally eligible for Brooklyn PrOSpect Charter Schools discretionary benefits, save for entrance to the Brooklyn Prospect Charter School 401 plan. TEMPORARY employees are those that are hired for short-term periods, usually no longer than a months. They will receive all legally mandated benefits but are not eligible for Brooklyn Prospect Charter School?s discretionary benefits, save for entrance to the Brooklyn Prospect Charter School 401(k) plan. Employees are hired as twelve-month employees. Twelve~month employees include, but are not limited to teachers, program staff, and most administrative employees. This determination is made at the time of hire and is indicated in the employee?s hire letter or employment contract, if applicable. Withholding Status The completed W4 and IT-2104 forms serve as a basis for employee withholding. If an employee needs to change withholding allowances, the employee must file amended W4 and/ or forms within 10 days of an event that increases or decreases the number of withholding allowances. An employee may amend his her W-4 and forms to increase the number of withholding allowances at any time. In addition, employees are required to notify the Human Resources Manager and or Director of Finance of any change in name, family status, address, telephone number, emergency contact or other information concerning personnel data held or used by Brooklyn Prospect Charter School within two (2) weeks of any change. When W-4 and lT-2104 forms are received, the school's business office will comply with the new withholding instructions by the next payroll period. The withholding instructions will usually continue to apply unless and until the employee amends the W-4 and lT-2104 forms. Although not obligated to evaluate an employee?s number of exemptions, the school has three duties relating to the contents of the W-4 and lT?2104 forms: {14' 33 BPCS immclol Policies and Procedures Manual, Jul 20l6.cloc Brooklyn Prospect Charter School Financial Policies and Procedures 1. Disregard '_ujgval_id W4 and IT-2104 forms. A form is rendered invalid if the employee changes or adds language to the form. 2. Report excessive allowances. The organization is required to send copies of all W4 and lT-2104 forms claiming more than 10 withholding allowances along with the organization Form 941 to the IRS. 3. Report full exemptions. The organization is required to send the IRS all claims for full exemptions from withholdings by employees with normal weekly wages of more than $200.00. Because of their importance to both the IRS and to employees, the school retains signed originals of the W4 and forms (no copies) for four years after the annual employment tax returns are filed. Time Reporting Procedures Employees are instructed on the proper charging of time to assure the accuracy of recorded time. The Director of Finance or an HR designee will keep track of all sick days, vacation days, protessie?al?deswlepmen-edays, holidays, bereavement or any other days that exempt employees are not at work. All non-exempt employees are responsible for recording the actual time they have worked. Federal and state laws require Brooklyn Prospect Charter School to keep an accurate record of time worked in order to calculate pay and benefits. Brooklyn Prospect Charter School complies with applicable federal, state and local wage and hour laws. If an employee suspects that an error in pay has been made, the employee must immediately bring the issue to his or her supervisor?s attention for prompt investigation and any necessary correction will be made. Brooklyn Prospect Charter School will not tolerate any form of retaliation against an employee who reports a violation, files a complaint, or cooperates in an investigation concerning payment of wages. Violators of this policy will be subject to disciplinary action, up to and including termination of employment. Non-exempt employees must accurately record the time they begin and end work. All overtime work must be approved by the supervisor before it is performed. Violators of this policy will be subject to disciplinary action, up to and including termination of employment. Brooklyn Prospect Charter School requires non-exempt employees to regularly complete accurate timesheets. These timesheets are due at the end of every pay period and must be timely and accurately provided to the employee's supervisor via electronic V4 34 Financial Policies and Procedures Manual. Jul 20l6.doc Brooklyn Prospect Charter School Financial Policies and Procedures submission in system. Failure to do so may result in disciplinary action, up to and including termination of employment. Labor hours are accurately recorded and any corrections to timekeeping records, including the appropriate authorizations and approvals, are documented. Cempleted timesheets must be signed by both the employee and the employee?s direct supervisor. Hours charged on timesheets are reconciled to attendance records by the supervisor and approved. Once reviewed, authorized hours are submitted by the Business Manager to the payroll vendor. Altering, falsifying, or tampering with time records or recording time on another employee's time record will result in disciplinary action, up to and including termination. Salaried, exempt employees are paid their entire salary for every day in which they perform any work. Deductions from an exempt employee's predetermined salary or charge against an exempt employee?s accrued leave may be taken under one of the following circumstances, unless otherwise prohibited by law: 1. the employee is absent from work for one or more full days for personal reasons (other than sickness or disability) and has exhausted his/ her paid personal days; 2. the employee is absent for one or more full days due to sickness or disability and has exhausted his her paid leave time under the sick leave policy; 3. the deduction is made to offset any amounts received as payment for jury fees, witness fees, or military pay; 4. the employee is on an unpaid disciplinary suspension imposed in good faith for violating published workplace conduct rules rules against workplace harassment or safety rules of major significance); 5. it is the employee?s first or last week of employment and he/ she is paid a proportionate part of his her full salary. Brooklyn Prospect Charter School makes a good faith effort to comply with this salary policy. If, however, an employee believes an improper deduction has been taken from his/ her salary, the employee should contact the Director of Finance. The Director of Finance will investigate the deduction and provide the employee with his or her findings. If the Director of Finance determines that a deduction was improperly made, Brooklyn Prospect Charter School will reimburse the employee for that deduction. Overtime pay applies only to non-exempt employees. When operating requirements or other organizational needs cannot be met during regular working hours, employees may be required to work overtime. Whenever possible, employees will be given the opportunity to volunteer for overtime work assignments, and every effort will be made to distribute overtime opportunities as equitably as possible to all employees qualified to perform the required work. Overtime pay is provided to non?exempt employees in accordance with federal and state wage and hour laws that generally require time-and- 35 EPICS Finam'iai Poiicies and Procedures Jul 20.! 6:30: Brooklyn Prospect Charter School - Financial Policies and Procedures one-half the employee?s regular rate of pay for any hours worked beyond 40 hours in a workweek. Overtime pay is based on actual hours worked. Time off for sick and vacation days, leaves of absence, and unpaid lunch hours will not be considered hours worked for purposes of calculating overtime pay. All overtime work must have the supervisor?s prior authorization. Employees who work overtime without prior authorization will be subject to disciplinary action, up to and including termination of employment. Processing Payroll The Human Resources Manager or Payroll designee will first develop an Excel spreadsheet containing the school's entire payroll and enter in to the ADP payroll database for creation of an official payroll batch. Once the batch has been created and cross-referenced with the Excel spreadsheet, the Human Resources Manager or Payroll designee presents the payroll package to the Finance Director and Executive Director for approval. The Human Resources Manager or Payroll designee then submits the payroll batch for processing by ADP. Once the batch has been processed, the Human Resources Manager or Payroll designee will receive notification that a Payroll Register Preview has been generated. The Human Resources Manager or Payroll designee will then review and accept the payroll, or decline and make any changes before final transmission. This process is repeated every pay period, with any and all changes to payroll recipients or amounts re?ected in the spreadsheet. The school uses an outside service, ADP, to process its payroll. Payroll Processing is comprised of the following: Responsibility Performed by . . ES 3' Obtalmng/ Processmg Payroll Information Human 011 C95 Manager or Fayre? Computing Wages ADP "Preparing various annual payroll tax returns Director of-Einance-and Business-Manageimm ?for independent contractors, 1.1.175 and LLCS only All employees are paid on a 12-month schedule, pay periods will be in length. Both salaried and hourly employees are paid on the same schedule. Employees 36 Financier! i?oiicies and Procedures Manual Jul 2?i6.doc Brooklyn Prospect Charter School - Financial Policies and Procedures will be paid on the 15th and last day of each month. In the event that the 15th or last day of the month falls on the weekend, the pay date will be the preceeding business day. The Human Resources Manager or Payroll designee controls and monitors all undelivered and uncashed payroll checks. If an employee is given a paper paycheck and loses that check, he or she must submit a request to Human Resources for a new check to be issued. If an employee loses more than one check, they will be notified that beginning the second lost check a fee will be charged to place a stop payment on the check. The request must indicate the date on the check. The employee must also certify that he or she believes the check to be lost and that if the employee finds the check, he or she will return it to Brooklyn Prospect Charter School?s Director of Finance. A new paycheck will be issued to the employee as soon as practicable after the request is submitted. Payroll Tax Compliance The payroll vendor is responsible for the preparation of the periodic payroll tax filings. The Brooklyn Prospect finance team is responsible for reviewing and approving all payroll tax documents and supporting schedules for accuracy and completeness. Brooklyn Prospect Charter School maintains a schedule of required filing due dates for: IRS Form W-2 Wage and Tax Statement. IRS Form W-3 - Transmittal of Income and Tax Statements. IRS Form 940 Employer's Federal Unemployment (FUTA) Tax Return. IRS Form 941 - Employer?s Quarterly Federal Tax Return for Federal Income Tax Withheld from Wages and FICA Taxes. e. IRS Form 1099 MISC (also - U.S. Annual Information Return for Recipients of Miscellaneous Income. Quarterly and annual state(s) unemployment tax return(s). 33-5-19"? Periodic Payroll Reconciliations Reconciling Employee Payroll Deductions On a basis, the Human Resources Manager or Payroll designee reconciles deductions made from employees to the payments made to insurers, benefit plan providers, and other payees. Quarterly Reconcilin tion of Payroll to Accounting Records The Payroll Register, the Payroll Register Preview, time sheets for additional work by staff members are filed in Quarterly Payroll binders, according to each pay date by fiscal year. On a quarterly basis, Brooklyn Prospect Charter School's Business Manager performs a reconciliation of all salary accounts in the general ledger, as compared to the salary reported by the payroll processing company on the Form 941 and /or other V4 3? BPCS Financial Policies and Procedures Manual. 2am. doc Brooklyn Prospect Charter School - Financial Policies and Procedures Quarterly Payroll Return. Any variances are researched and cleared Within the month following quarter end. Annual Reconciliation of Payroll to Accounting Records On an annual calendar basis, Brooklyn Prospect Charter Schools Director of Finance performs a reconciliation of the following: Gross salaries per all Forms 941 Gross salaries per W-Z forms Gross salaries per General Ledger Variances are researched and cleared by January 31 of the following year Protecting Payroll Information Salary information constitutes sensitive information. It is the responsibility of the Director of Finance to ensure that all payroll information is kept secure and confidential. The security of personnel files is described above. In addition, Human Resources Manager or Payroll designee in a locked cabinet the payroll registers that are delivered with pay stubs as well as the vouchers and live checks for those that are not enrolled in the direct deposit program. Changes to Payroll Information Changes to personnel data are initiated with a Status Change or Salary Change letter and updated Department of Labor notice. The functional Director authorizes any change to payroll data. The payroll vendor processes authorized changes to the payroll data and a copy of the change forms are retained in the employee?s personnel file. Terminations and Resignations The Director of Finance ensures that any departing employee, whether terminated or resigned, is removed from the payroll immediately after their last payment is made. An exit interview is held between the departing employee, and Human Resources Manager or Human Resources designee. In the case of employee termination, a copy of the termination letter is presented to the departing employee at the exit interview or termination meeting. In the case of a resignation, this interview is used to document the departing employee?s reasons for resignation. This information is critical when assessing staff turnover data. Upon termination or effective resignation date, all employee belongings are removed immediately, and all employer belongings are returned immediately. In the event that a key staff member in finance is incapacitated or terminated, Brooklyn Prospect Charter School will hire a financial or human resources consultant to fill in until a permanent replacement is hired. When a replacement is identified, the financial consultant will professionally train the new hire to ensure a sound transition. In addition, Brooklyn ProSpect Charter School will continue to develop written desktop Hi 38 BFCS Financioi Poiicics and Procedures .iiommi, Jul 29: 6. doc Brooklyn Prospect Charter School - Financial Policies and Procedures procedures for each of these key finance and operations staff positions so that they are not completely reliant on outside consultants. Unused Sick Days Brooklyn Prospect Charter School grants seven (7) combined sick/ personal days to each employee. Unused sick days and personal days may n_ot be rolled over from one year to the next. Unused sick days and personal days will n_ot be paid to employees upon termination or resignation of employment. Unused Vacation Days Brooklyn Prospect Charter School grants fifteen (15) vacation days to each employee cmployeed less than 3 full fiscal years and twenty (20) to those employed 3 full fiscal years or more, accrued on a basis. Unused vacation days may n_ot be rolled over from one year to the next. Unused accrued vacation days will be paid to employees upon termination or resignation of employment. VJ 3 9 HPCS Financial Policies and Procedures Manual, Jan" 201? ddoc Brooklyn Prospect Charter School - Financial Policies and Procedures Background The Director of Operations, Director of Finance and the Executive Director are responsible for ensuring that accurate inventories are maintained so that all assets are safeguarded. The school's Director of Operations is responsible for maintaining the equipment and all necessary asset inventories. All assets must be recorded both in the accounting system?s general ledger under the fixed asset category and in a separate fixed asset inventory spreadsheet, created in Excel. All property and equipment subject to the school's Capitalization Policy must be tagged in the manner described below and depreciated according to the school?s Depreciation Policy. Upon receiving any property that qualifies as a fixed asset, the Director of Operations or an operations designee is reSponsible for recording the following into the fixed asset inventory spreadsheet: Inventory number as designated by Brooklyn Prospect Charter School (use sequential numbers, no lettering) - Asset name and description 0 Classification land, building, equipment, betterment, leasehold improvements, furniture, computer hardware and software) - Serial number, model number, or other identification Whether title vests with Brooklyn Prospect Charter School or a governmental agency . Vendor name and acquisition date Location of the equipment Purchase Date Purchase Value Disposal Date Disposal Reason In addition, the following data must be entered in the accounting system?s general ledger under the fixed asset category: - Asset name 1/4 4.3 EPICS Financial Policies and Procedures Manual, Jul 2W 6. doc Brooklyn Prospect Charter School Financial Policies and Procedures Inventory number Current Value Each item is also physically tagged in a visible area on the item and with the following information: Inventory number Indication whether the item is property of Brooklyn Prospect Charter School All government-furnished property and equipment is also recorded and tagged, with identification information indicating it has been acquired through a government contract. For example, when assets are purchased using funds from the Department of Youth and Community Development (DYCD), that item is tracked and physically tagged as property of DYCD. Because DYCD owns the item, it is recognized as an expense (not an asset) on the balance sheet. In the event of charter revocation, the item is returned as property of DYCD. No employee may use any of the school property, equipment, material or supplies for personal use without the prior approval of the Executive Director. No item of property or equipment shall be removed from the premises without prior approval Executive Director. All lease agreements on real property will be evidenced by a lease or sublease agreement approved by the Board of Trustees and signed by the Executive Director. The agreement will identify all the terms and conditions of the lease. Any real estate agreement to rent or sell will require a beneficial interest disclosure. Capitalization Policy The cost threshold for items purchased by Brooklyn Prospect Charter School to capitalize is $1,000.00. This allows items over this cost threshold to carry value over time, and not simply be expensed in year one. Items with an acquisition cost of less than $1,000.00 or a useful life of less than one year are expensed in the year purchased. Items with an acquisition cost of more than $1,000.00 are subject to the school?s depreciation policy, outlined below. in instances where a large quantity of one single item is purchased, if the total value exceeds the $1,000.00 threshold, the items may be capitalized. For example, if a school buys 100 desks at $250.00 per desk, each single item would not meet the threshold. Together, however, these 100 desks have a combined value of $25,000.00, which should be capitalized over a 7-year period, as outlined in the Depreciation Policy table below. The Director of Finance performs annual inventory audits, verifying and updating the data contained in the Excel fixed asset inventory spreadsheet. Once complete, this inventory is compared to the fixed assets listed in the general ledger to ensure the value 41 BPCS Financioi Poiicfes and Procedures Jut' 20i6.d0c Brooklyn Prospect Charter School Financial Policies and Procedures of the assets per the accounting system matches the value of the assets per the spreadsheet. Differences are investigated and reconciled by the Director of Finance. Depreciation Policy Any items subject to the Capitalization Policy described above are subject to depreciation. The Director of Finance will account for depreciation based on the school's inventories. Depreciation associated with the fixed assets will be calculated based on its useful life and straight-line depreciation method. Depreciation is based on the month the item was actually purchased. For instance, if the school purchased a computer in July, it would be depreciated for a full fiscal year (12 months out of 12), and recorded as such. But if the school purchased the computer in April, then it would be depreciated for just one-fourth of the fiscal year (3 months out of 12) because it would only be in service for April, May and June. Any item that is damaged beyond use will be taken out of service and fully depreciated off the accounting records. Depreciation Policy Computers 5 years Office Classroom Equipment 5 years Office/Classroom Furniture 7 yea rs . Life of lease or 5 ears whichever is Leasehold improvements greater Musical Instruments 3 years Software 3 years Disposal of Property and Equipment Policy Brooklyn Prospect Charter School has adopted standard disposition procedures for staff to foIlow. The requester fills out and signs the Asset Disposal Form, which identifies the asset and the reason for disposition. This form is submitted to the Director of Finance, who takes photos of the asset, determines the asset's book value and documents the condition of the asset. Disposal of any asset requires the approval of both the Director of Finance and the Executive Director. Once approved for disposal, the dollar value of the disposed asset is recorded as a reduction in the general ledger. The disposed asset is also removed from the Excel fixed asset inventory spreadsheet. The treatment of any proceeds from the disposition, and the recognition of any gain or loss on sale of the disposed asset, is also recorded in the 42 BPCS Mauricio! Pofr'cies and Procedures :1 funnel, Jar! 20! {Eden Brooklyn Prospect Charter School - Financial Policies and Procedures general ledger by the Business Manager. V4 BPCS anancia! Policies and Procedures Mon-rm}, Jul 20! 6. doc 43 Brooklyn Prospect Charter School - Financial Policies and Procedures RECORDS RETENTION Records Retention Policy All confidential paper records shall be maintained in locked facilities on school premises. The accounting system files are saved on the school?s server, which is backed up on a weekly basis to ensure the recoverability of financial information in case of hardware failure. Back-up data and program files shall be stored off-site in a fire-safe area and shall always remain the confidential and proprietary property of Brooklyn Prospect Charter School. In the event of a major system malfunction, the latest backup would be restored on the server and any transactions since that backup would be re?recorded based on the cash disbursement reCOrds and cash receipts records. Brooklyn Prospect Charter School has an established Disaster Recovery Policy. Please reference the School Safety Plan for details. The following table provides the minimum requirements for records retention, as recommended by the Non-Profit Coordinating Committee of New York, Retention Period Bank Statements (it Reconciliations 7 Years Payments-U - purchases of property, tax payments-large cit?inn? _l;1:na;eht Cancelled Checks (Ordinary) i Years Cash-books i Permanent Cash Receipts and Disbursements I 7 ?Years - Construction Documents Permanent 1 .Contracts and Leases {current} . Permanent Contracts and Leases (Expired) 1 7 Years Corporate- Articles of Incorporation ?2 ?By "Laws. VRerm-anent VJ 44 Financim' Policies aria? Procedures .i-fammf. Jul 2(Jf6.doc Brooklyn Prospect Charter School - Financial Policies and Procedures WCorporate Certificate of Incorporation Wand Related Legal or Containment Documents PermanentWW ?01,555th Minutes of Board Committee Meetings etc. Permanent WW WW 3 ran: WWCorrespondence (Legal Important? Permanent Duncan'snc?nggn cc; 3 WW WW 5?1?earsi Employee Assignments-WW and 7 Years. Employee BenefltWElan Document; WW 7 Years Employee Payroll Records YearsW Employee Payroll" Reports (Federal State or City-r? Gon' IEmployee Personnel Records {After lermrnanon) FYearsz WEmployee Personnel Records (Current) WFeWWrni anent Employee Renrement 6t Pensron Records ernW'IaneWnt' Employee Tunesheets WW WYears i Employee Workm an '3 Compensation Documents ll WifearWs i Employment Applications (Current Employees) Permanent. Employment Applications (Other) WW Year? Fmance Accounts Payable Led gers andW Schedules I 7 Yeanrs . FlinanceW- Audlt Reports of independent Accountants WEerIWWnaWnent FWinaaneW Chart Wof Accounts Permanent WWEWiWnance- Depreciation Schedules Permanent WWFinance- again; Analyses (3: Distribution Schedules WW WFWinaWiW-ice? Financial Statements Permanent: Finance Fixed Asset Records {it ngrWaWiW-sals WW WW i Finance General Ledger-s Permanent Subsidiarinlnedeers Permanent EWFinaWnce- Tax WW WW WYearsW' Finance- Tax RWWeWturiisW WW WW Permanent Flnance Accounts ?rerixu?Write-Wthis?W Years V4 45 BPCS Financial Policies and Procedures Manual, Jul 6.11'oc Brooklyn Prospect Charter School - Financial Policies and Procedures Finance 2 W- 4 1099 Forms, etc. 7-Year5 Grant Inquiries -- -- I I I 7 Years Insurance- Acc1dent Reports and Claims [CurrentCasesJ I I I l. Per?inanent lnsurance- Accident Reports and Claims {Settled Cases} "Permanent Insurance - Policies (Current) I I I Permanent Insurance - Policies (Expired) Permanent Inventories I 77e;s Invoices from Vendors - - 7Years Invoices to Customers 7 Years Notes Receivable Led gers - l! 77ears Pald ?2 I I 7' Years Patents 3: Related Papers I I I Permanent Physical Inventory Tags I 7 Years Property Appraisals -- Permanent Property Documents - Deeds, Mortgages, etc. I Permanent! Stock and Bond Certi?cates (Cancelled) 7 Years I Stock and Bond Records - I Permanent Vendor Payment Request Forms 6: Supporting Documents 7 Years Voucher ?egisters- dz Schedules 7 Years Originals of the following corporate documents are maintained on-site and the Director of Finance verifies their presence on a periodic basis: Charter and all related amendments Minutes of the Board of Trustees Banking agreements Leases Insurance policies Vendor invoices Grant and contract agreements Fixed asset inventory list tens-ens Records Access Policy The Director of Finance and or Business Manager will provide access to the organization's records and provide supporting records, as requested by government auditors to facilitate the completion of such audits or reviews, in a timely manner. V4 46 BPCS Financier? Policies and Procedures Jui' odes Brooklyn Prospect Charter School Financial Policies and Procedures Records Destruction Policy The destruction of confidential school records will be authorized by the Executive Director. Should the Executive Director be unable to provide authorization, destruction will be stayed pending review and final determination. If any litigation, claim, or audit is started before the expiration of the designated retention period, the records shall be retained until all litigation, claims or audit findings involving the records have been resolved and final action taken. Once school records have reached the conclusion of their retention period according to the Records Retention Policy the office of origin will request authorization from the Executive Director for their destruction. The school will arrange for the safe and secure destruction of confidential records. Destruction methods will not permit recovery, reconstruction and or future use of confidential information. An overview of these methods follows. Paper records containing confidential information should be shredded and or pulped, not simply thrown out with other classes of records or with miscellaneous trash. Electronic or machine-readable records containing confidential information require a two-step process for assured, confidential destruction. Deletion of the contents of digital files and emptying of the desktop ?trash? or "waste basket" is the first step. It must be kept in mind, however, that reconstruction and restoration of "deleted? files are quite possible in the hands of computer specialists. With regard to records stored on a "hard drive,? it is recommended that commercially available software applications be utilized to remove all data from the storage device. When properly applied, these tools prevent the reconstruction of any data formerly stored on the hard drive. With regard to ?oppy disks and back-up tapes, it is recommended that these storage devices be physically destroyed. A destruction record exism to track the destruction of any and all documents. This inventory describes and documents those records, in all formats, authorized for destruction, as well as the date, agent, and method of destruction. The destruction record itself shall not contain confidential information. The destruction record may be retained in paper, electronic, or other formats. VJ 47 BPCS Financiai? Poficies and Procedures Mamie}. Jul 201'6. doc Brooklyn Prospect Charter School - Financial Policies and Procedures Manual -.J. 'ib' SUMMARY OF A COUNT STRUCTURE Assets Types of Equity In non-profit organizations, assets must be classified by nature and segregated between: 1. Unrestricted Net Assets 2. Temporarily Restricted Net Assets 3. Permanently Restricted Net Assets The school?s assets are classi?ed as unreslricted, temporarily restricted, or permanently restricted. Cash and Cash Equivalents All cash and cash equivalents of the school consist of cash in the school?s bank account/ s. Grants Receivable Grants receivable include money that the school expects to receive from government or private sources. Donation letters or pledges are also considered grants receivable. Property and Equipment Property and equipment includes the assets used by the school for activities and programs that have an estimated useful life longer than one year. For the school, fixed assets primarily consist of musical instruments, classroom equipment, furniture, computers and computer software. Purchased preperty and equipment is recorded at cost. Donated property and equipment are recorded at fair market value at the date of donation. Acquisition costs include all costs necessary to bring the asset to its location in working condition, including: Sales tax, if any Freight Installation costs - Direct and indirect costs, including interest, incurred in construction V4 43 Financial Policies and Procedures Mariam". Jo! 20} Eden Brooklyn Prospect Charter School - Financial Policies and Procedures Manual Liabilities Accounts Payable Accounts payable include costs and expenses that are billed through a vendor invoice, and are recorded at the invoice amount. Vendors and Suppliers are paid as their payment terms require, taking advantage of any discounts offered. If cash flow problems exist, payments are made on a grea test dependency greatest need basis. Capitol Lease Obiigu tion The school will lease office equipment under a capital lease. Payments of both principal and interest are made Accruedr Liabilities Salaries, wages earned and payroll taxes, along with professional fees, rent and insurance costs incurred, but unpaid, are re?ected as a liability when entitlement to payment occurs. Debt l/Vhen applicable, short-term debt consists of financing expected to be paid within one year of the date of the annual audited ?nancial statements. Long-term debt consists of financing that is not expected to be repaid within one year and is recorded on the balance sheet as a long-term liability. All short-term and long?term debt is approved by the Board of Trustees and may not exceed the duration of the charter, without consent of the Board of Education. Loan agreements approved by the Board of Trustees should be in writing and should specify all applicable terms, including the purpose of the loan, the interest rate, and the repayment schedule. Revenue Private Contributions The school receives contributions from individuals, foundations, and corporations in the following forms: 1. Unrestricted Contributions: No donor-imposed restrictions. 2. Temporarily Restricted Contributions: Donor?imposed restrictions such as passage of time, or specific use. 3. Pennsnentiy Restricted Contributions: Donor has placed permanent restrictions on the timing of use of funds, purpose of use of funds and or the use of earnings and appreciation. Upon receipt of donation, donations are classified as unrestricted, temporarily restricted 49 BPCS Financiai Policies and Procedures .-'tionuai. Jm" Brooklyn Prospect Charter School - Financial Policies and Procedures Manual or permanently restricted. For further information on the processing of donations, please see chapter 2. Expenses Types of Expenses Expenses are classified by functional classification and are matched with any donor? imposed restrictions. Functional Classifications: a. Program Service Expense: the direct and indirect costs related to providing education and other services consistent with the school?s mission. b. Management Eur General Expenses: expenses for other activities related to the purpose for which the organization exists. These relate to the overall direction of the organization and include expenses for the activities of the governing Board, business management, general record keeping, and budgeting. c. Pundretsing Expenses: costs of all activities that constitute appeal for financial support and include costs of personnel, professional consultants, rent, printing, postage, telephone, etc. The cost of providing the various programs and other activities of Brooklyn Prospect Charter School will be summarized on a functional basis as part of the schools annual budget process. Accordingly, certain costs will be allocated among the following categories: general education program, special education program, management and general, and fundraising. Allocations are amended as necessary and the rationale documented. The Executive Director and Director of Finance are involved in this process. 50 ENE Financial Policies and Procedures itfamrm', Jul 2W odor- Brooklyn Prospect Charter School - Financial Policies and Procedures Manual asses. ?sea FRAUD AND MISAPPROPRIATION Brooklyn Prospect Charter School will not tolerate any fraud or suspected fraud involving employees, officers or trustees, as well as members, vendors, consultants, contractOrs, funding sources and or any other parties with a business relationship with the school. Any investigative activity required will be conducted without regard to the suspected wrongdoer's length of service, position/ title, or relationship with the school. The Executive Director and Board of Trustees are responsible for the detection and prevention of fraud, misappropriations, and other irregularities. Fraud is de?ned as the intentional, false representation or concealment of a material fact for the purpose of inducing another to act upon it to his or her injury. The Executive Director and each Board member will be familiar with the types of improprieties that might occur within his or her area of responsibility, and be alert for any indication of irregularity. Any fraud that is detected or suspected must be reported immediately to the Board of Trustees and they will take the necessary actions. Actions Constituiing Freud The terms fraud, defalcation, misappropriation, and other fiscal irregularities refer to, but are not limited to: - Any dishonest or fraudulent act Forgery or alteration of any document or account belonging to the school Forgery or alteration of a check, bank draft, or any other financial document Misappropriation of funds, supplies, equipment, or other assets of the school Impropriety in the handling or reporting of money or financial transactions - Disclosing confidential and proprietary information to outside parties Accepting or seeking anything of material value from contractors, vendors, or persons providing goods or services to the school Destruction, removal or inappropriate use of records, furniture, fixtures, and equipment Any similar or related irregularity Investigation Responsibilities The Board Chairperson has the primary responsibility for the investigation of all suspected fraudulent acts as defined in the policy. The Board of Trustees may utilize V4 5] EPICS Financier! Poiiciss and Procedures Mcmnai. Jar." 2W6.doc Brooklyn Prospect Charter School - Financial Policies and Procedures Manual whatever internal and or external resources it considers necessary in conducting an investigation. If an investigation substantiates that fraudulent activities have occurred, the Board of Trustees will issue reports to appropriate designated personnel. Decisions to prosecute or refer the examination results to the appropriate law enforcement and or regulatory agencies for independent investigation will be made in conjunction with legal counsel and senior management, as will final dispositions of the case. Confidentiality The Board of Trustees will treat all information received confidentially. Any employee who suspects dishonest or fraudulent activity will notify the Board Chair immediately, and should not attempt to personally conduct investigations or interviews/ interrogations related to any suspected fraudulent act. Investigation results will not be disclosed or discussed with anyone other than those who have a legitimate need to know. This is important in order to avoid damaging the reputations of persons suspected but subsequently found innocent of wrongful conduct and to protect the school from potential civil liability. Au thorityfor Investigation of Suspected Fraud Members of the Board of Trustees will have: 1. Free and unrestricted access to all the school?s records and premises; and 2. The authority to examine, copy, and or remove all or any portion of the contents of files, desks, cabinets, and other storage facilities on the premises without prior knowledge or consent of any individual who may use or have custody of any such items or facilities when it is within the scope of their investigations. Reporting Procedures An employee who discovers or susPects fraudulent activity will contact the Chairperson of the Board of Trustees immediately. The employee or other complainant may remain anonymous. All inquiries concerning the activity under investigation from the suspected individual(s), his or her attorney or representative(s), or any other inquirer should be directed to the Finance Committee or legal counsel. No information concerning the status of an investigation will be given out. The proper response to any inquiry is, am not at liberty to discuss this matter." Under no circumstances should any reference be made to the allegation,? ?the crime,? ?the fraud,? ?the forgery,? the misappropriation," or any other specific reference. The reporting individual should be informed of the following: 1. Do not contact the suspected individual in an effort to determine facts or demand restitution. '4 52 BPCS Financial Policies and Procedures .iiammi. Jui 2W ?o?oc Brooklyn Prospect Charter School - Financial Policies and Procedures Manual 2. Do not discuss the case, facts, sospicioos, or allegations with anyone unless specifically asked to do so by the appointed legal counsel or the Board of Trustees. VJ BPCS Emma-mi Policies and Procedures Mammf. Jar! 20l6.doc 53 Brooklyn Prospect Charter School - Financial Policies and Procedures Manual 4 .. . up. i WHISTLEBLOW POLICY Brooklyn Prospect Charter School requires employees to observe high standards of business and personal ethics in the conduct of their duties and responsibilities. Employees and representatives of the school are expected to practice honesty and integrity in fulfilling their responsibilities and are expected to comply with all applicable laws and regulations. It is the responsibility of all employees to report violations of ethics or conduct or suspected violations in accordance with this Whistleblower Policy. No employee who in good faith reports a violation shall suffer harassment, retaliation or adverse employment consequence. An employee who retaliates against someone who has reported a violation in good faith is subject to discipline up to and including termination of employment. This Whistleblower Policy is intended to encourage and enable employees and others to raise serious concerns within the school prior to seeking resolution outside the school. Anyone filing a complaint concerning a violation or suspected violation must be acting in good faith and have reasonable grounds for believing the information disclosed indicates a violation. Any allegations that prove not to be substantiated and which prove to have been made maliciously or knowingly to be false will be viewed as a serious disciplinary offense. Violations or suspected violations may be submitted on a confidential basis by the complainant or may be submitted anonymously. Reports of violations or suspected violations will be kept confidential to the extent possible. consistent with the need to conduct an adequate investigation. The Executive Director will notify the sender and acknowledge receipt of the reported violation or suspected violation within five business days. All reports will be investigated and appropriate corrective action will be taken if warranted by the investigation. or 54 Financial Policies and Procedure: .-t-farmel. Jul 2W ?doc APPENDIX LOOKING AT STUDENT WORK PROTOCOL (LASW) Looking at Students Work (LASW) Meeting Protocol Process Overview 2 1 Norm on 1 3 4 th Conceptua (Io-Design the Observe 6 Ham on Exemplar misunderstanding Reteach . Reteach Plan Resource Links: looking at Students Wink Meeting :lwdemtl' trader Warming TNHEFM PREPARING FOR THE MEETING Teacher pre-work expectations: ID and interpret the standard associated with the task. Unpack the standard by identifying what it asks students to know and do. ldenti?r the relationship between the interpreted standard and the task's criteria for success. CI Select one task that is anchor to student understanding of the standard and hone in on one focus area [quesriom problem, or paragraph} within that task. Cl Craft or ID an exemplar of the task that full}: demonStrates the standard and the task?s criteria for success. :l Email steps 1-3 to the Academic Lead prior to the meeting. Academic Lead Pre-work Expectations: CI ID and interpret the standard associated with the task. Interpret the standard by identifying what it asks students to know and do. Identify the relationship between the unpacked standard and the task's criteria for success. Cl Script an exemplar of the task that fully demonstrates the standard and the task?s criteria for SUCCESS. Cl Gather, copy and categorize a class set of graded student work into HMLs. HOSTING THE MEETING 1. NORM ON THE EXEMPIAR: a. Narrow the focus: ?Let?s dive in and look at [the task], speci?cally [the focus area]? b. Reread the standard and task?s criteria for success: i. In your own words, what would a student have to know or do to show mastery of this standard? How does that align to the task's criteria for success? c. State again the areas of focus. "We are going to look at the backgmundgr?van in introducing: paragraph DB d. Reread the exe.mplar(s) collectively. "1 low does the exemplar embody the criteria for 2. success?" "Do students have different paths/evidence to demonstrate mastery of the standard?" NORM ON THE CONCEPTUAL MISCONCEPTIONS SKILL IN STUDENT WORK IN INSTRUCTION: a. What criteria for success are the students meeting? Or what criteria for success have students improved upon? evidence supports this? b. What common errors are you noticing? Chart these. c. Hypothesize what is holding students back. What are they not understanding based on the pattern 0 errors? d. What are the one or two things that are most holding scholars back and if addressed will move them most quickly to high understanding? DESIGN THE RETEACH PLAN a. Based on the data, the key student error and biggest conceptual misunderstanding Given this, what Whole-class instructional adjustments will you make? What type of re?teach lesson best suits this miseonception- guided discourse or modeling? Why? b. If GUIDED DISCOURSE: ID the student work to showcall. Script guiding questions. If MODELING: design the script for the model. i. What are the key components that need to be included based on the student misconceptions? ii. \That student responses will tell you that the lesson has been effective? d. Design an independent practice task. i. What task should they have? ii. What 1will you look for as you circulate? What questions should you ask as you circulate? e. Based on the data, What small group or individualized re-teaching will you provide? i. Which students? What do they need help with? \Y-"hen will this take place? f. IF TIME: Begin to craft the reassessment problem or task. g. When will the rctcach plan be executed? OBSERVE RETEACH PLAN IN ACTION a. Schedule observation to see plan in action. b. Establish how plan will be assessed. i. ?For next meeting, please bring [student work sample] to see how students improve.? Looking at Students Work (LASW) Meeting Academic Leader Planning Template PREPARING FOR THE MEETING Academic Lead Pre-work Expectations: ID and interpret the standard Script an exemplar HOSTING THE MEETING 1. NORM ON THE EXEMPLAR: 2. NORM ON THE CONCEPTUAL MISCONCEPTIONS ANDXOR SKILL IN STUDENT WORK IN INSTRUCTION: 3. DESIGN THE RETEACH PLAN 4. OBSERVE RETEACH PLAN IN ACTION APPENDIX BROOKLYN PROSPECT WAY OF TEACHING ONE-PAGER FACULTY TEACHER EVALUATION RUBRIC TEMPLATE PROFESSIONAL GROWTH 7 EVALUATION - TEACHER WORKSHOP Brooklyn Prospect 'Way of Teaching' One-Pager This one-pager serves to communicate Brookl'yn Prospects vision for mission-aiigned curricutum and instruction for students in grades 2. We believe that these characteristics when present overtime teed to higher revels of student achievement and overaii devetopment and wit! ensure that we our mission. Brooklyn Prospect curriculum collaborativeiy planned to be interdisciplinary. backwards planned from the Common Core State Standards AND the course's IB Objectives. applied to local and global context and presented from multiple perspectives. assessed for student mastery and re?ned by the data. framed by inquiry and focused on conceptual understanding. reflective of students? identities, passions and experiences. aligned to a rigorous college-and-career?ready bar. 499974939990? Brooklyn Prospect 1. is scaffolded and differentiated to ensure that all students are challenged yet supported. holds all students accountable for thinking, learning and engagement. is student-centered to promote teamwork and collaboration among students. is re?ned based on data. is mindful of teaching students how to learn using the IB Approaches To Learning. promotes a growth mindset and encourages risk-taking uses appropriate technology to enhance and individualize learning. has structured routines to facilitate maximum learning time is joyful and engaging . ensures that students have time to practice their skills, receive feedback and practice their improved In order to accomplish this vision, Brooklyn Prospect teachers must believe in, value, and be committed the educability of alt students. regardless of background, and therefore seeks to understand the individual needs of students to support them in reaching the highest of expectations for behavior and learning. This means being committed to gradually releasing scaffolds and designing multi-year plans for students to meet standard expectations. ensuring that every student has the knowledge, skills, and values needed to be college ready and successful adults, and therefore is daily prepared to present curriculum that is relevant, challenging, and promote the development of the traits listed in the IB Learner Profile. closing the race and poverty achievement gaps, and therefore continually monitor the progress of these subgroups and intervene as necessary. lifelong learning and continuous improvement, and therefore seek out education research and best practices. continuously examining their own assumptions, beliefs, and practices and use reflections to change practice. doing the work required for high levels of professional performance. understanding the individual needs of students through building strong relationships strong use of data, including standardized assessments, interim assessments and student work, to drive improvements in teaching We ensure mission-aligned curriculum and instruction through mission-aligned professional development, consistent teacher feedback, and high teacher accountability. Teacher Observation Rubric BIOO I yn Prospec "This rubric was adapted from the TNTP Core Teaching Rubric (cc 4.0). I FOUR ESSENTIALS 0F INSTRUCTION Culture of Learning Objectives Essential Content Student Thinking Demonstration of Learning Teacher Observation Rubric ?This rubn'c was adapted from the TNTP Core Teaching Rubric (CC 4. 2 Brooklyn Prospec BPCS Essentials of Instruction Rubric Culture of Learning: Are al'i students engaged in the work of the lesson from start to finish? Ineffective Partially Effective Effective Highly Effective 0 Very few or no students complete a Most students complete instructional All or almost all students complete descriptors f0!? performance instructional tasks. readily answer andtor ask appropriate questions. 1y?ery few or no students follow behavioral expectations andtor directions. Students do not execute transitions. routines and procedures in an orderly manner. Students are ieft without work to do for a signi?cant portion of the class period. tasks. readily answer andtor ask appropriate questions. Most students follow behavioral expectations andior directions. Students execute transitions. routines and procedures in an orderly and ef?cient manner most of the time. though they may require some direction from the teacher. Students are idle for short periods of time (lees than one minute at a time} while waiting for the teacher to provide directions. when ?nishing assigned work early. or during transitions. instructional tasks. readily answer andior ask appropriate questions. a All or almost all students are self-directed to follow behavioral expectations andior directions. I Students assume responsibility for routines and procedures and execute them in an orderly and ef?cient manner with little or no narration from the teacher. I Class has a quick pace and students are engaged in the work of the lesson from start to ?nish. 0 Students who ?nish assigned work early engage in meaningful learning without interrupting other students? learning. are met. and at least one of the following types of evidence is demonstrated: - All or almost all students demonstrate a sense of ownership of behavioral expectations by holding each other accountable for meeting them. Teacher Observation Rubric ?This rubric was adapted from the TNTP Core Teaching Rubric (CC 4.0). 3 Brooklyn Prospec Objectives 8. Essential Content: Are all students wodring with content aligned to the appropriate Common Core tB standards for their subject and grade? Ineffective Partiatly Effective Effective Highly Effective 4- The lesson does not focus or a The ?3350? ubiec?geg focus, on . The lesson objectives focus on All descriptors for EFFECTIVE performance are met. and at only partially focuses on content that advances students toward Common Core grade-level standards andtor IEP goals, and the courses IE Objectives. Only some activities students engage in are aligned to the stated or implied teaming goaltsl. Some instructional materials students use (eg. texts. questions. problems. exercises and assessments) are not appropriately demanding for the gradetcourse and time in the school?year based on guidance in the Common Core standards, IE Objectives. andior students goals Lexile level and complexity ol text). Curriculum maps andtor unit plans do not exist. content that advances students toward Common Core grade-level standards andtor IEP goals, and the courses IE Objectives. Most activities students engage in are aligned to the stated or implied learning objectivers}, are welt-sequenced. and move students toward mastery of the Common Core grade?level standards andtor IEP goals. and the courses IE Objectives. Most instructional materiais students use texts, questions. problems. exercises and assessments} are appropriately demanding for the gradetcourse and time in the school-year based on guidance in the Common Core and IE standards andtor students' goats te.g.. Lexite level and complexity of text]. Curriculum maps andtor unit plans are out-dates andtor not aligned with rigorous Common Core grade?level standards and the courses IE Objectives. content that advances students toward Common Core grade?level standards andtor IEP goals. and the courses tE Objectives. All activities and assessments students engage in are aligned to the stated or implied learning obiective-(sl. are welt?sequenced. and build on each other to move students toward mastery of the Common Core grade?level standards andtor IEP goals, and the courses ?3 Objectives. All instructional materials students use te.g.. texts. questions, problems. exercises and assessments} are highquality and appropriately demanding for the gradetcourse and time in the school-year based on guidance in the Common Core and t3 standards andtor students? goals leg, Lexile level and complexity of text}. Curriculum maps and unit plans are up?to?date, aligned with rigorous Common Core grade?level standards and the courses IE Objectives AND used to guide daily lesson plan creation. least one of the following types of evidence is demonstrated: 0 All or almost all students make connections between what they are learning and other content across disciplines. - All or Almost all students independently connect lesson content to real?world situations. a Learning activities address the IE Learner Profile. cross?cultural literacy, andtor globalism. Brooklyn Prospec Teacher Observation Rubric "This rubric was adapted from the Core Teaching Rubric BY-NC 4.0). 4 Student Thinking: Are all students responsible for doing the thinking in this classroom? Ineffective Partially Effective Effective Highly Effective - Students complete some or very little of the cognitive work during the lesson. The teacher completes all or almost all of the cognitive work. Students respond negatively or not at all to their peers' thinking. ideas. or answers. 0 No students or very few students try hard to complete academic work and answer questions, even if the work is challenging. No students or very few students' thinking is stretched through activities that allow them to discover. transfer. critique. analyze and apply ideas to novel situations. Students are given either too much scaffolding thus reducing the rigor or too little scaffolding eliminating their ability to successfully access the content. I Most students complete an appropriately challenging amount of the cognitive work during the lesson given the foous of the lesson. The teacher completes some of the cognitive work tie. expands on student responses) that students could own. I Students respond to their peers' thinking. ideas or answers and provide feedback to their classmates. Most students try hard to complete academic work and answer questions. even it the work is challenging. in Most students? thinking is stretched through activities that allow them to discover. transfer. critique. analyze and apply ideas to novel situations. All or almost all students complete an appropriately challenging amount of the cognitive work during the lesson given the focus of the lesson. The teacher rarely finishes any of the cognitive work that students could own. Students respond to and build on their peers? thinking. ideas or answers. Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. All or almost all students consistently try hard to complete academic work and answer questions. even if the work is challenging. All or almost all students' thinking is stretched through activities that allow them to discover. transfer. critique. analyze and apply ideas to novel situations. Students are given only enough scaffolding and differentiation to work within their zone of proximal development and maintain rigor. All descriptors for performance are met. and at least one of the following types of evidence is demonstrated: 0 All or almost all students diverse perspectives or points of view during the lesson. in All or almost all students independently show enthusiasm and interest in taking on advanced or more challenging content. Brooklyn Prospec Teacher Observation Rubric "This rubric was adapted from the TNTP Core Teaching Rubric (CC BY-NC 4.0). 5 Demonstration of Learning: Do all students demonstrate that they are learning? Ineffective Partially Effective Effective Highly Effective Questions. tasks or assessments do not yield data or yields minimal data that allow the teacher to assess students? progress toward learning goals. Instruction is not tailored using the data. Students have few or no opportunities to express learning through academic writing, oral explanations using academic language. andtor performance. Few or no students demonstrate how well they understand lesson content and their progress toward learning goals. Student responses. work and interactions demonstrate that most students are not on track to achieve stated or implied Common Core grade?level standards andtor IEP goals. and the courses IB Objectives Few students receive meaningful feedback. Feedback does not lead to impmved performance. Few or no students monitor their own progress. identify their own errors and seek additional opportunities for practice. Questions. tasks or assessments yield data that only partially allow the teacher to assess students? progress toward learning goals. Instruction is tailored using the partial data to lead some students to mastery. Students have some opportunities to demonstrate how well they understand lesson content through academic writing. oral explanations using academic language. andtor performance. 0 Most students demonstrate how well they understand lesson content and their progress toward learning goals through their work andtor responses. II Student responses. work and interactions demonstrate that most students are on track to achieve stated or implied Common Core grade?level standards andi'or IEP goals. and the courses IB Objectives a Most students use meaningful feedback to demonstrate improved performance. Most students monitor their own progress. identify their own errors and seek additional opportunities for practice. 0 Questions and assessments (both in?the-moment planned) yield data that allow the teacher to assess students? progress toward learning objectives and help pinpoint where understanding breaks down. Instruction is trailer-ed using the data to lead students to mastery. 0 Students have extensive opportunities to demonstrate how well they understand lesson content through academic writing. oral explanations using academic language. andtor performance. I Student responses. work and interactions demonstrate that all or almost all students are on track to achieve stated or implied Common Core grade-level standards andtor IEP goats. and the courses IB Objectives. All or almost all students use meaningful feedback to demonstrate improved performance. All or almost all students monitor their own progress. identify their own errors and seek additional opportunities for practice. All descriptors for EFFECTIVE performance are met. and at least one of the following types of evidence is demonstrated: - All or almost all students self?assess whether they have achieved the lesson objective and provide feedback to the teacher. a All or almost all students demonstrate that they make connections between what they are learning and how it advances their personal and professional goals. Brooklyn Prospec Teacher?s name: Subject area: Teacher Evaluation Rubric 2016-2017 School Year "This rubric was adapted from the TNTP Core Teaching Rubric 4.0). Evaluation Summary Page School year: School SiteIDivision: SECTION GOALS 8: PROGRESS Domain 1: Student Achievement Goal Ineffective Partially Effective Domain 2: Professional Performance Goal Ineffective Partially Effective OVERALL RATING: Effective Effective Evaluator Name: Highly Effective Highly Effective SECTION KEY PERFORMANCE INDICATORS Domain 3: Culture of Learning Ineffective Partially Effective Domain 4: Objectives 8: Essential Content Ineffective Partially Effective Domain 5: Student Thinking Ineffective Partially Effective OVERALL RATING: Effective Effective Effective Highly Effective Highly Effective Highly Effective kl Teacher Evaluation Rubric VOO rOSpec 2016-2017 School Year "This rubric was adapted from the TNTP Core Teaching Rubric (CC Domain 6: Demonstration of Learning Ineffective Partially Effective Effective Highly Effective Domain 7: Professional Responsibilities Ineffective Partially Effective Effective Highly Effective Comments: DVERALL RATING: Domain 8: Closing the Achievement Gap Ineffective Partially Effective Effective Highly Effective Domain 9: Ensuring High Student Achievement Ineffective Partially Effective Effective Highly Effective Comments: OVERALL PERFORMANCE: Ineffective Partially Effective Effective Highly Effective GOALS FOR IMPROVEMENT: Which specific skill or technique will you and the teacher practice and develop over the next Cycle? Brookl Pros ec Teacher Evaluation Rubric 5? 2016-2017 School Year "This rubric was adapted from the TNTP Core Teaching Rubric 4 OVERALL COMMENTS: Teacher's signature Date {The teacher's signature indicates that he or she has seen and discussed the eveiuetien; it does not necessariiy denote agreement With the report.) Department Head signature Date Brooklyn Prospec Teacher Evaluation Rubric 2016-2017 School Year ?This rubric was adapted from the TNTP Core Teaching Rubric (CC BY-NC This appraisal form has nine domains divided into three sections. The first section is an appraisal of your identified individual professional goals. The second section is an appraisal of your key competencies- those skills and abilities that are essential for success in your role as a teacher. The third section is an appraisal of your performance based on specific goals and metrics established by the board of directors in discussion with Brooklyn Prospect?s Principals and Directors. At the end of the entire rubric you will find a summary of your overall performance. RESOURCE: Core Teachins Skills Handbook SECTION GOALS 8r PROGRESS Domains Ineffective (Did Not Approach meeting Goal} Partially Effective (Partially Met Goal} Effective [Met Goal} Highly Effective [Surpassed Goal) 1. Student Achievement Goal 2. Professional Performance Goal Comments: SECTION KEY PERFORMANCE INDICATORS Ineffective Partially Effective Effective Highly Effective Culture of Learning: Are at! students engaged in the work of the lesson from start to finish? DVery few or no students complete instructional tasks. readily answer andfor ask appropriate questions. U?v?ery few or no students follow behavioral expectations andior directions. DStudents do not execute transitions, routines and procedures in an orderly manner. CI Students are left without work to do for a significant portion of the Ll Most students complete instructional tasks, readily answer andror ask appropriate questions. ost students follow behavioral expectations andlor directions. execute transitions. routines and procedures in an orderty and ef?cient manner most of the time. though they may require some direction from the teacher. DStudents are idle for short periods DAII or almost all students complete instructional tasks. readily andior ask appropriate questions. Dell or almost all students are self?directed to follow behavioral expectations andior directions. assume responsibility for routines and procedures and execute them in an orderly and ef?cient manner with little or no narration from the teacher. All descriptors for EFFECTIVE performance are met. and at least one of the following types of evidence is demonstrated: LI All or almost all students demonstrate a sense of ownership of behavioral expectations by holding each other accountable for meeting them, Brooklyn Prospec Teacher Evaluation Rubric 2016-2017 School Year "This rubric was adapted from the TNTP Core Teaching Rubric (CC 4.0). class period. of time {less than one minute at a time) while waiting for the teacher to provide directions. when ?nishing assigned work early. or during transitions. DCIass has a quick pace and students are engaged in the work of the lesson from start to ?nish. DStudents who ?nish assigned work early engage in meaningful learning without interrupting other students' learning. Objectives 8; Essential Content: Are all students working with content aligned to the appropriate Common Core 3. its standards for their subject and grade? lesson does not focus or only partially focuses on content that advances students toward Common Core grade-level standards andior IEP goals. and the courses IB Objectives. CIOnly some activities students engage in are aligned to the stated or implied learning goalie). EISorne instructional materials students use texts. questions, problems. exercises and assessments) are not appropriately demanding for the gradeichurse and time in the school-year based on guidance in the Common Core standards. IB Objectives. andior students' goals te.g.. Lei-rile level and complexity of text). Curriculum maps andior unit plans do not exist. lesson objectives focus on content that advances students toward Common Core grade-level standards andior IEP goals. and the courses IE3 Objectives. DMosl activities students engage in are aligned to the stated or implied learning objectivets). are well?sequenced. and move students toward mastery of the Common Core grade?level standards andior IEP goals. and the courses lB Objectives. Most instructional materials students use leg. texts. questions. problems. exercises and assessments} are appropriately demanding for the gradeicourse and lime in the school-year based on guidance in the Common Core and IE standards andior students IEP goals Lexile level and complexity of text). l.l Curriculum maps andior unit plans are outdates andior not aligned with rigorous Common Core grade-level standards and the courses IB Objectives. DThe lesson objectives focus on content that advances students toward Common Core grade-level standards andior goals. and the courses ?3 Objectives. activities and assessments students engage in are aligned to the stated or implied learning objectiveis). are well-sequenced. and build on each other to move students toward mastery of the Common Core grade?level standards andior IEP goals. and the courses IB Objectives. DAII materials students use (eg. texts. questions. problems. exercises and assessments) are high-quality and appropriately demanding for the gradeicourse and lime in the school?year based on guidance in the Common Core and IB standards andior students' goals leg. Lexile level and complexity of text}. l.I Curriculum maps and unit plans are up-to-date. aligned with rigorous Common Core grade?level standards and the caurses ?3 Objectives AND used to guide daily lesson plan creation. All descriptors for performance are met. and at least one of the following types of evidence is demonstrated: I.I All or almost all students make connections between what they are learning and other content across disciplines. i??ill or Almost all students independently connect lesson content to real?wand situations. Learning activities address the IB Learner Pro?le. cross-Cultural literacy. andior globalism. Student Thinking: USludents complete some or very little of the cognitive work during the lesson. The teacher completes all or almost all of the cognitive Dlvlost students complete an appropriately challenging amount of the cognitive werk during the lesson given the focus of the lesson. The or almost all students complete an appropriately challenging amount of the cognitive work during the lesson given the focus of the All descriptors for performance are met. and at least one of the following types of evidence is demonstrated: Brooklyn Prospec Teacher Evaluation Rubric 2016-2017 School Year "This rubric was adapted from the TNTP Core Teaching Rubric (CC 4.0). Are all students responsible for doing the thinking in this classroom? work. respond negatively or not at all to their peers' thinking. ideas. or answers. ElNo students or very few students try hard to complete academic work and answer questions, even if the work is challenging. .i No students or very few students' thinking is stretched through activities that allow them to discover. transfer. critique. analyze and apply ideas to novel situations. 1.1 Students are given either too much scaffolding thus reducing the rigor or too little scaffolding eliminating their ability to successfully access the content. teacher completes some of the cognitive work expands on student responses) that students coutd own. El Students occasionally respond to and build on their peers' thinking or answers. They provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. Cl Most students try hard to complete academic work and answer questions, even it the work is challenging. Ll Most students' thinking is stretched through activities that allow them to discover, transfer, critique, analyze and apply ideas to novei situations. lesson. The teacher rarely ?nishes any of the cognitive work that students could own. El Students routinely respond to and buitd on their peers' thinking or answers. They routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. UAII or almost all students consistently try hard to complete academic work and answer questions. even it the work is challenging. All or almost all students' thinking is stretched through activities that allow them to discover, transfer. critique. analyze and apply ideas to novel situations. l.l Students are given only enough scaffolding and differentiation to work within their zone of proximal development and maintain rigor. DAII or atmost all students diverse perspectives or points of view during the lesson. Cl All or almost all students independently show enthusiasm and interest in taking on advanced or more challenging content. Demonstration of Learning: Do ail students demonstrate that they are learning? ElCtuestions. tasks or assessments do not yield data or yields minimal data that allow the teacher to assess students' progress toward learning goals. instruction is not tailored using the data. DSludents have few or no opportunities to express learning through academic writing. oral explanations using academic language. andtor performance. Few or no students demonstrate how well they understand lesson content and their progress toward teaming goals. CIStudent responses. work and interactions demonstrate that most students are not on track to DQuestions. tasks or assessments yield data that only partially allow the teacher to assess students' progress toward learning goals. Instruction is tailored using the partial data to lead some students to mastery. Students have some opportunities to demonstrate how well they understand lesson content through academic writing. oral exptanalions using academic language. andtor performance. DMost students demonstrate how well they understand lesson content and their progress toward learning goals through their work andtor responses. DOuestions and assessments {both All descriptors for EFFECTIVE in-the?moment 8: planned) yield data that allow the teacher to assess students' progress toward learning objectives and help pinpoint where understanding breaks down. Instruction is tailored using the data to lead students to mastery. DStudents have extensive opportunities to demonstrate how well they understand lesson content through academic writing, oral explanations using academic language, andior performance. Student responses. work and interactions demonstrate that all or almost all students are on track to performance are met. and at least one of the following types of evidence is demonstrated: All or almost all students self-assess whether they have achieved the lesson objective and provide feedback to the teacher. All or almost all students demonstrate that they make connections between what they are learning and how it advances their personal and professional goals. Brooklyn Prospec Teacher Evaluation Rubric 2016-2017 School Year "This rubric was adapted from the TNTP Core Teaching Rubric (CC 4 Ci). achieve slated or implied Common Core grade-level standards andior IEP goals. and the courses IE Objectives. Few students receive meaningful feedback. Feedback does not lead to improved performance. DFew or no students monitor their own progress. identify their own errors and seek additional opportunities for practice. DStudent responses. work and interactions demonstrate that most students are on track to achieve stated or implied Common Core grade~level standards andior IEP goals. and the courses IB Objectives. Ll Most students use meaningful feedback to demonstrate improved performance. Ellv'lost students monitor their own progress. identify their own errors and seek additional opportunities for practioe. achieve stated or implied Common Core grade?level standards andior IEP goals. and the courses IB Objectives. DAll or almost all students use meaningful feedback to demonstrate improved performance. DAII or almost all students monitor their own progress, identify their own errors and seek additional opportunities for practice. Professional Responsibilit ies lJ Rarely communicates a professional demeanor by tone. dress. or actions. l_I Fails to develop positive relationships with students andtor colleagues. Declines invitations to serve on committees and attend extra activities. is very defensive about criticrsm and resistant to changing classroom practice. l.t Frequently skips assignments. is late. makes errors in records. and misses studEnt attendance andior papenrvork deadlines. Li ls unresponsive to emails andior voicemails. lnconsistently communicates a professional demeanor by tone. dress. or actions. .i Ilr'ti'i'ren asked. will serve on a committee and attend an extra activity. I.l ls somewhat defensive but does listen to feedback and suggestions. Can occasionally be persuaded to try out new classroom practices Occasionally skips assignments. is late. makes errors in records. and misses student attendance andior papenvork deadlines. Responds to most emails or voicemails within 2 business days. Carries him or herself professionally by observing appropriate boundaries and leading with a positive tone. Collaborates in a positive professional manner with colleagues. building trust and strong relationships. 4 Has appropriate management and positive relationships with the students. UWorks hard at their primary area of responsibility and actively seeks out feedback and effective teaching ideas from students. parents, colleagues and other sources. Uses feedback and research to improve performance. is punctual with papenvork. duties. student attendance and assignments. Responds to all or almost all emails or voicemails within 2 business days. All descriptors for EFFECTIVE performance are met. and at least one of the following types of evidence is demonstrated; Is a consistent presence in support of student learning and minimizes additional burdens to their colleagues by modeting professional attendance for their peers and for the students. Comments: Brooklyn Prospec Teacher Evaluation Rubric 2016-2017 School Year "This rubric was adapted from the TNTP Core Teaching Rubric 4.0). SECTION STUDENT OUTCOMES Domain Metric Ineffective Partially Effective Hig hly {Did Effective (Mal Goal} Effective Approach [Partlally Met {Surpassed Meeting Goal} Goal} Goal) Closing the Achievement Gap is the teacher increasing performance of underserved groups anclr ciosing the achievement gap Black and Latino students show more growth on department-identified assessments over white and asian counterparts FRL students show more growth on department-identified assessments over non FRL students Ensuring High Student Achievement is the teacher increasing achievement of att students? 75% of students show growth on department-identified assessments Do Now to Read the excerpt from Change Leadership on the role of teacher skill on student achievement. Underline the sentence that most resonates with you. Do Now :0 Read the excerpt from Change Leadership on the role of teacher skill on student achievement. Underline the sentence that most resonates with youmore months of student learning each year compared to their peers. Source: The New Teacher Project, The lrreplaceables (2012) Core Idea The quality of instruction is the single largest factor impacting student achievement. Teaching Channel 3; What mindset(s) does this teacher have about her role as a teacher? :0 How might this mindset manifest through her actions? (name concrete actions) Supporting Professional Growth Through Supervision 5L Evaluation IWBAT The need for teachers to consistently be growing. 2. How the performance management process is designed to support continuous growth. 3. How to use the system to support my personal professional growth. What might be the cause of these finding Among district teachers studied Among teachers whose most recent evaluation scores were an or 2 Among teachers whose observation scores have declined substantially over the past several years . rated their instruction 3 4 or 5. on a scale from 1 to 5. rated their own instruction a4or5 say their practice has improved "some" or"tremendously." Core Idea Successful schools have developed a system ?g community of practice dedicated to continuous improvement. A strong system for continuous teacher growth includes. .. I. A Shared Vision of quality instruction 1. Consistent Feedback Reflection on teacher growth toward that shared vision I. Accountability for teacher Growth toward that shared vision I) Getting To Know Our Vision 1. As a table, review the Teaching Learning Vision Docs. How do these documents help us de?ne what constitutes good instruction? 0 What does each document communicate about what we value? Mark up the docs with questions that you have. oi 11) Feedback Re?ection Observation] Feedback Cycle - I .9 Occur biweekly ?o Never announced :0 owe you to record your Varied length Class and reflect at any .0 Face-Face Feedback time 0 Pro-established yearlong 3' Creates conditions for goals shared analysis 0 Performance related to increases trust in the observation tool accuracy of the feedback Always informal (unless 39 Provides shared ownership on Action Plan) and co-construction of the highest leverage next step for growth Swivl Technology Accountability For Growth 3 Use TeachBoost to monitor progress of each action step over time to ensure feedback translates into practice and consistent growth. Next Steps V, Due 2 day-'5 ago . - Finished V, Due Where-day . -. Finished Create a version of assessment criteria to share with pupils. Em;- iv 2.1m VIEW form