Danbury Collegiate Charter School
Application

August 14, 2017

Table of Contents

Section Page
Table of Contents 
SECTION 1: CHARTER SCHOOL APPLICATION SUMMARY 1
SECTION 2: CHARTER SCHOOL APPLICATION 2
I. School Vision And Design 2
1. Mission and Vision 2
2. Educational Philosophy 
3. Curriculum 8
4. Instruction 17
5. Student Assessment 23
II. Strength of Organizational Effort 29
l. Experience and Expertise of Founders 29
2. School Governance and Management 34
3. School Leader 48
4. Evidence of Support 49
Student Composition, Services and Policies 49
l. School Demographics 49
2. Special Education and Section 504 ofthe Rehabilitation Act of 1973 . . 54
3. English Learners 6O
4. Admissions Policy and Criteria 66
5. Student Discipline Policies 68
6. Human Resource Policies 77
7. Child Day Care Services 87
8. Student Health and Welfare 87
IV. School Viability 88
1. Building Options 88
2. Financial Plan 89
3. Self?Evaluation and Accountability 92
4. Timetable 95
5 . Transportation 1 01
SECTION 3: Waiver Request: Not Applicable l02
SECTION 4: PREFERENCES l03
1. Service High?Need Student Populations 103
2. Improving the Academic Performance of an Existing School with
Substandard Performance - 104
3. Opening in a Priority District or District with at Least 75 Percent Racial
.. 104
4. Being a Higher Education Institution? 104
5. Locating at a Work Site 105

(0

Tab
Table of
Contents

Tab

APPENDICES Table of
Contents

A: Charter School Waiver Request A
B: Curriculum Resources Alignment 


C: Budget Worksheets 
Aligned with the Financial Plan Narrative
at Section IV, subsection 2, 899-92

l) Pre-Opening Budget Statement

2) Projected 5?Year Budget Statement
3) Cash Flow Schedule for Year 1

4) Staffing and Compensation Chart

D: Resumes 
1) Key Board Members
2) Key Leadership Staff
E: Danbury Collegiate Charter School Table 
of Organization with Board Structure,
including Committee Members, Staff
Positions, and Lines of Reporting
Authority
F: Evidence of Support 
1) Support Letters
2) Petition
G: Application Rubric Evaluation
Summary 
H: Statement of Assurances 
I: CLFC Employee Manual/Personnel Policy 


J: CIFC Financial Policies and Procedures
Manual



(ii)

SECTION 1: CHARTER SCHQUL APPLICATION SUMMARY

 

Danbury Collegiate {Shatter Schoo}~
Ptoposed Charter School Name

 

Eanbutya CT

School Location (city, town)

 

August 2019
Proposed Opening (month, year)

 

Contact Person: James H. Mslonev, ID.

 

Organization: Connecticut Institute For Communities, Inc.

 

Street: 1 20 Main Street

 

City: Dsnbury State: CT Zip: 06810

 

 

Telephone: 20347439760 x202 Fax: 203~743?3411

 

Emma?: 

Returning Applicant: Yes (please circle)

TYPE OF SCHOOL

Local charter school

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

State charter school 
FACILITY
Do vou presently have access to a facilitv suitable for sschool? YES NO
If yes, when will you be able to take occupancy? \jfl?e 2018
Date
PRQJECTED STUDENT ENROLLMENT
Total
Year: 1 50 50
Year 2 50 50 100
Year 3 50 50 50 150
Year 4 50 50 50 50 200
Year two?we August 14, 2017
SiW?/re (C hatter Apphcan?rcSeotative Date


SECTION 2: CHARTER SCHOOLAPPLICATION

 

SCHOOL VISION AND DESIGN

1. Mission and Vision

 

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MISSION

The mission of the Danbury Collegiate Charter School is to provide all of its students
with a high?quality education that prepares them to take their place in society and
contribute actively to their community.

The basic model of the school couples STEAM education with strong foundations in
language, literacy and humanities to foster well?rounded students. The school will
particularly serve low-income students and students who are English Language
Learners. It will welcome the opportunity to serve children with special needs in the
same proportion as they are represented in the general Danbury schoolwage population.

 

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VISION

Danbury Collegiate Charter School (Danbury Collegiate or DCCS) will develop students?
critical thinking, problem solving, and social skills through a school model that re?ects the
important place of technology and science in society. Graduates of Danbury Collegiate Charter
School will be academically, socially, and emotionally equipped to succeed through middle
school, high school, college or vocational training, and beyond, to take their places as
responsible citiZens in a diverse and ever?changing society.

Science, technology, engineering, arts, and mathematics (STEAM) will drive our students?
academic inquiry, establishing an educational environment that is rigorous, creative, and
relevant. STEAM will form the foundation of Danbury Collegiate?s curriculum. In addition to
science and the arts inclusive of visual and performance arts Danbury Collegiate will
establish a ?rm foundation in humanities instruction. For Danbury Collegiate, humanities
instruction will provide students with a solid foundation in literacy, language arts, and history
as well as pay speci?c attention to the study and understanding of civics (the way society and
the global community operate in today?s interconnected social environment). As the basis for
our character development and community engagement programs, a firm foundation in civics
will ensure that Danbury Collegiate graduates understand the purpose of science and
technology in building a better future for humanity and their responsibilities as individual

citizens in that connection.

The school will positively impact the community, including all stakeholders, by: (1) providing a
model of multi-cultural and multi-ethnic cooperation and joint enterprise; (2) expanding the
opportunities for low~income, English Language Learners, and special needs children, which
directly bene?ts the families participating in the school, but has a wider bene?cial impact on
the community as a whole; and (3) it provides opportunities for educational choice which in
turn is a stimulus to the improvement of all schools in the community.

Central to Danbury Collegiate Charter School?s vision is the establishment of a safe and
nurturing educational environment that develops the whole child and that challenges all
students to meet high standards for academic achievement.

Key components of our school model include:

STEAM Education: Science and the arts will inform the curriculum, instruction and
culture of our school, creating an educational environment focused on creative thinking
and problem solving. STEM (Science, Technology, Engineering, Mathematics)
education is a hands?on experiential approach to learning, which allows students to
draw meaning from and reflect on everyday experiences. Through a STEM curriculum,
students are active participants in the learning process, in which they solve problems
using critical thinking and scientific process skills and apply their STEM content
knowledge. Danbury Collegiate Charter School?s curriculum will take the STEM
approach to curriculum development one step further, with a focus on STEM or
STEAM, integrating a focus on the arts and humanities into our core STEM program.
in a STEAM curriculum, the arts provide the context or catalyst for teaching and
learning STEM concepts. Although the arts and STEM subjects are often perceived as
fundamentally different, in fact, exploration and innovation in both science and the arts
are driven by creative thinking. Thus, creative thinking and problem solving unify
STEM disciplines and the arts, and our STEAM education will be uniquely positioned
to engage and empower our students.

Science in Society: Our curriculum will provide well-rounded learning experiences
that share a unifying focus: the purpose of science and technology in society. With this
focus, students at each grade level will engage in experiential, hands?on learning, gaining
knowledge in the science and technology domains that will fuel the workforce of
tomorrow, developing deep understanding of the importance of civics and community
engagement, and learning to think critically about the role and responsibility of
technological advancement in our society.

Civic Engagement in the Community: Although schools focus first on teaching
students to succeed in academic subjects, civics education is also critical for the
development of well?rounded people who are capable of contributing to their society.
There is no more important task than the development of an informed, effective, and
responsible citizenry, and Danbury Collegiate Charter School will include a strong focus
on civics, as part of its arts and humanities curriculum, to ensure that our students are
actively involved in their community and understand the responsibilities of participating
in their own governance and self?regulation.

Extended day program: The school day at Danbury Collegiate Charter School will
follow an extended day schedule, with the instructional day beginning at 8:00 am. and

concluding at 5:00 pm. The extended day program acknowledges the needs of working
parents for pick up and drop off times that coordinate well with the demands of
employment as well as the ?nancial burden of after care for low?income working
families. Additionally, research indicates that full?day programs have substantial,
positive effects1 in the early grades for all students and that those positive effects are
particularly large for students entering Kindergarten with low literacy skills and EL
students. (See below regarding supplemental child care opportunities.)

3 Actionable Assessment System: Instructional staff at Danbury Collegiate Charter
School will engage in a regular process of data inquiry to guide curriculum development
and instructional planning, evaluate programs, focus professional development, and
hold teachers accountable.

Intervention and Support Systems: At Danbury Collegiate Charter School, we will
use a robust internal system for student assessment and collaborative data inquiry,
allowing us to identify struggling students quickly and development supports and
interventions to ensure that each student makes continual progress.

9 Deliberate School Culture: At Danbury Collegiate Charter School, our focus on civics
will begin inside the school community, where we will focus on students? self?regulation
and building strong relationships. We will use the Responsive Classroom approach
school?wide to build social skills and foster a positive learning environment. Our
approach to developing students? self?regulation skills and character assets will include
the use of the Second Step and Choose Love curricula. (See details below).

Professional Environment: Danbury Collegiate Charter School expects all staff to be
active learners and models of lifelong learning for students. To that end, we will engage
teachers in professional development throughout the year. Professional development
will include workshops to enhance teachers? abilities to design instruction aligned with
our curriculum, augment their content knowledge, enhance their understanding and skill
relative to Responsive Classroom techniques, and engage in regular data inquiry
collaborative planning sessions.

a Dual Language Program: Danbury Collegiate Charter School will establish dual
language instruction for all students. All primary instruction will be delivered in English,
and all students will have daily instruction when they are immersed in a second
language. Because Spanish is the most common language other than English spoken in
our community (and the nation as a whole), we have chosen Spanish as our second
language for instruction.

9 Parent Engagement: Parent engagement and education will be essential to the success
of our model. Beyond involving parents in the life of the charter school through
standard practices such as parent?teacher nights, Danbury Collegiate Charter School will
provide parent education workshops that support parents in their role in their children?s
education to become integral partners and extend learning into the home. Our Parent
Advocates will not only meet with families at the School, but will also visit with each
family at home to gain a deeper insight into the home environment of each child. Each

 

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2014

family will be asked to enter into a Family Development Plan which would, on an
individual family?by?family basis, identify the developmental needs of each family and a
course of action for meeting these needs.

9 Community: Danbury Collegiate will establish a community model for the ways in
which diverse members of a society can work together productively and grow
harmoniously. As a microcosm of the community at large, Danbury Collegiate will
demonstrate the potential of a civically engaged group of people who are united by
common cause and effort. As a high-performing school, Danbury Collegiate will
prepare strong, civically?minded young people who are prepared to contribute to the
economic and social wellwbeing of the community. We also believe that choice within
the community stimulates improvement within the system overall. As a school of
choice, Danbury Collegiate will contribute to the ongoing dialogue about excellence in
education and open up opportunities for schools to learn from each other and
strengthen each other?s practices.

Teachers: Teacher professionalism is at the heart of our school model. Danbury
Collegiate will establish a professional culture wherein teachers are partners,
participating in data-informed conversations about instructional practice and
contributing to the ongoing development of instructional plans. Supported by strong
instructional leadership that believes in coaching top performance, teachers will have
the opportunity to practice at the top of their profession and advance their skills
through targeted professional development and career advancement.

2. Educational Philosophy

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CORE BELIEFS AND VALUES

The founders of Danbury Collegiate Charter School believe that high-quality education is the
engine of community progress and that a sustainable, competitive future is only possible if we
ensure excellence for all students. Our philosophy places critical thinking, problem solving,
and civic engagement at the heart of our educational program. The founders of Danbury
Collegiate Charter School are driven by responsibility to the community and to the future,
coupled with respect and compassion for those students who are most in need and at-risk.

These beliefs shape what we expect from our classrooms. High quality instruction begins with
intellectually engaged and empowered teachers who are responsible for seeking and
maximizing the potential of each student. The goal of such instruction is to develop life-long
learners who are respectful and socially responsible, able to compete and contribute in an
increasing global society.

The founders of Danbury Collegiate Charter School firmly believe that parents and caregivers
are integral to children?s education and development. We understand that family involvement
in early childhood education has a long?term payoff resulting in stronger commitment to
education and increased pro-social behavior into students? teen-aged and young?adult years. To
foster an environment where parents and families are partners in education, teachers at
Danbury Collegiate Charter School will start the school year with home visits for each of the
children in their classrooms, and parents will be invited into the school frequently for parent-
teacher conferences, education open houses, parent workshops, and community events. in this
environment, teachers and family members will have opportunities to learn from each other,
learning about the home environment, exchanging important information during parent?
teacher conferences, gaining a deeper understanding of classroom instruction, and learning
how to support children?s learning outside of the classroom.

The founders of Danbury Collegiate believe that family engagement is a critical and often
undervalued key to student achievement. At Danbury Collegiate, family engagement will not
be a secondary component of our school model. We will ensure that families are
fundamentally integrated into the school community and that family development issues are
addressed. Our Family Advocate staff will ensure that there is continuous outreach to and
support of our families, since without a stable and nurturing home environment, students
often are unable to focus on the work of school.

 

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SERVING ALL LEARNERS

\We are committed to ensuring high quality instruction and educational outcomes regardless of
students backgrounds. \We will prioritize racial and cultural as well as socio? economic diversity
at Danbury Collegiate Charter School and believe that one of the greatest hopes for improving
educational outcomes for all students lies in prioritizing such diversity and providing students
from pluralistic backgrounds the opportunity to learn and grow together.

Danbury Collegiate has designed an educational program model and curriculum that will
support the diverse needs of individual students. Our curriculum complements instructional
strategies designed to engage, support, and challenge all students in rigorous educational
opportunities. Critically, this program model will be supported by a comprehensive system of
assessment and data inquiry, making information about students? and weaknesses
immediately actionable within our classrooms.

Whether an individual student is identified as at, above, or below grade level or in need of
special education services or English language learner supports, instruction at Danbury
Collegiate will be grounded in Common Core standards and differentiated to support
individual learning needs.

Danbury Collegiate will cultivate a highly accountable school culture for students and staff as
well. While students will be accountable for knowledge, rigorous thinking, and classroom
communities, teachers will be accountable for student engagement, academic outcomes, and
individual success. Supported by rigorous curriculum and an educational atmosphere that is
committed to knowledge, we will ensure that each of Danbury Collegiate?s students is able to

thrive.

In order to ensure each individual student?s success, Danbury Collegiate will engage the entire
school community, providing family members with critical opportunities to partner with the
school for their children?s success and have direct input into shaping the policies and programs
within the school. Danbury Collegiate will also engage the broader community at large,
developing partnership that support student achievement and enhance the school?s programs.

Students from diverse backgrounds and with a range of learning needs will have the
opportunity to develop creative and critical thinking through hands?on learning opportunities
and classroom instruction that is differentiated to meet each of their needs.

Ultimately, the philosophy of the founders of Danbury Collegiate will translate into serving
each individual student and ensuring his or her academic success, because every stakeholder
within the school community will operate with singular focus to provide our students with a
safe, supportive, rigorous, and challenging educational and personal development
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PROMOTING ACADEMIC ACHIEVEMENT FOR ALL LEARNERS

The founders Of Danbury Collegiate are committed to promoting academic achievement for
all students enrolled in our program. To us, education is a commitment to all students and a
commitment to maximizing their individual long-term potential.

Our mission explicitly states that we will prepare all students enrolled in our program with the
kind of high?quality education that enables their success in society and ability to contribute
actively to their communities. Our curriculum has been deliberately developed to advance the
achievement of every student. The curriculum is complemented and enhanced by instructional
practices speci?cally chosen to provide students with multiple access points to challenging
content and rigorous instruction. These instructional strategies will develop students? critical
thinking and creative problem?solving skills, enhancing every student?s ability to succeed.

All students will benefit from an extended instructional day with uninterrupted blocks of time
for differentiated learning. Common planning time for Danbury Collegiate teachers and a
robust staf?ng plan will allow teachers to share resources and collaborate to plan instruction,
leading to greater opportunities to differentiate instruction and plan ?exible small groupings.
The extended instructional day will also provide additional opportunities for planned
remediation and enrichment.

Success for all students requires that a school develop robust systems for data inquiry, for
disaggregating data to analyze the needs of individual learners, for continuous monitoring and
improvement of the curriculum and instructional plans, and for strong supports for teachers?
coaching and professional development.

By establishing these systems and holding staff accountable to them, and by establishing a
strong learning culture wherein students develop positive character assets and habits of mind
that support critical thinking and learning, Danbury Collegiate will be able to translate a
philosophy about teaching and learning into improved outcomes for all of our enrolled

students.

Ultimately, Danbury Collegiate?s underlying philosophy will lead to student achievement
through an unrelenting focus on continuous improvement and a consistent commitment to
academic challenge, establishing a school culture that stimulates action, determination, and
problem solving.

3. Curriculum

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CURRICULUM SELECTION

In accordance with our mission, Danbury Collegiate Charter School will deploy a robust
curriculum to develop students? cognitive, moral, and social skills necessary for success in
leadership and citizenship both in our local community and in the global community of which
we are all a part. Danbury Collegiate Charter School will provide students with a challenging
yet supportive evidence?based curriculum anchored in the Common Core State Standards
(CCSS), the Next Generation Science Standards (NGSS), and the Connecticut State
Frameworks. The written curriculum will provide teachers with abundant resources to
facilitate effective instruction. Danbury Collegiate Charter School will use both commercially
available and proprietary resources to promote data?driven instruction that is challenging,
differentiated, and supportive of individual student needs.

\We have selected curriculum resources that will allow our students to achieve the school?s
rigorous performance goals and develop their critical thinking, creative thinking, problem
solving, and self?regulatory skills.

Any potential gaps will be supplemented by school-based materials. Additional resources may
also be adopted or developed to support the needs of special populations.

CURRICULUM Paoc?ers

Our curriculum model was developed through a literature review of best practices affecting
student achievement in primary and elementary education. Based on our literature review, we
identified the best curriculum materials available to fit both our program model and our
intended student population.

Our process for evaluating curriculum materials measured the efficacy of available materials
against our curriculum model and intended student population to identify the best materials
for our program.

CURRICULUM MA TERML SELECHON CRITERIA

Our selection criteria for curriculum materials ensure that the written and taught curriculum is:

Aligned to the Common Core State Standards (CCSS), Next Generation Science
Standards (N G88), and Connecticut State Frameworks

a Research?based

9 Relevant to the school?s mission, vision, and expectations for student achievement

3 Designed to provide multiple points of entry for student engagement, giving teachers
?exibility to differentiate instruction

3? Designed to develop a strong foundation of knowledge

a Comprehensive and rigorous

a Aligned to school?wide assessment systems

Coherent within and between grades

a Able to prepare students for Smarter Balanced Connecticut state exams

Core Knowledge Sequence: Danbury Collegiate Charter School will utilize ED. Hirsch?s
Core Knowledge Sequence as the foundation of its curriculum in language arts, science,
history, civics, geography, and the arts. The Core Knowledge Sequence is a comprehensive 
8 sequence of instruction that offers cohesion across content areas, development of content
knowledge across grades without meaningless repetition, and guidance to support
differentiation to address all students? needs. The root of the program is based on the principle
that every child deserves access to the kind of background knowledge that will allow him or
her to build deeper and more complex understanding over time. Without such background
knowledge, students, especially those from lowdncome households, are deprived of cultural
knowledge and have a harder time comprehending complex material. The Core Knowledge
Sequence identifies what students should learn at each grade level across the content areas,
establishing coherence for inquiry-based and interdisciplinary instruction.

Core Knowledge Language Arts (CKLA): The Core Knowledge program?s Language Arts
materials both develop students? foundational reading skills and engage them in the
exploration of grade-level appropriate complex text to promote skills in reading, writing,
speaking, and listening. Listen and Learn materials provide a systematic approach to teaching
decoding skills while immersing students in rich language, teaching vocabulary, and building
background knowledge. Materials deliberately link listening and speaking to reading and
writing instruction, supporting all four Common Core domains for language and literacy
development. The Core Knowledge Skills Strand build Common Core foundational skills.

Blast Foundations: Danbury Collegiate Charter School will use Blast Foundations for explicit
phonics instruction and intervention strategies. Blast Foundations is designed for struggling
readers in grades ?a 3 and is a phonics and phonemic awareness supplemental program with
hands?on multisensory and manipulative based instruction. literacy is a prerequisite for
academic success, as reading is the means by which students access new information in school
and gain content knowledge. Blast Foundations supports students? development of phonics
and phonemic awareness, increasing decoding skills and reading accuracy as a means to fluency
and comprehension.

Math Expressions: The selection of a math curriculum affects the nature of mathematics
instruction and, ultimately, the opportunities for students to learn mathematics. We have
chosen Exprem'om .r as the foundation for math instruction at Danbury Collegiate Charter

School because it is a comprehensive through Grade 6 mathematics program engineered for
the Common Core State Standards. This research?proven curriculum encourages students to
get hands-on with math exploring, discussing, and demonstrating an understanding of key
math concepts. Distinguishing features of .Mczt/a Eamrem'om include its focus on problem
solving using high~dernand tasks, connecting to real?world concepts, student communication
of mathematical thinking through math drawings and math talk, research?based math models,
and appropriate use of technology. Ma?a Exprerrz'om also emphasizes balancing different types
of instruction (including collaborative learning), using various methods for skills practice, and
fostering parent involvement in student learning through ?Famiiy Letters? that inform families
about what their children are learning and provide them with information about the
mathematical models and skills their children will use to solve problems.

Cognitively Guided Instruction: Cognitively Guided Instruction is a supplement to
primary math instruction that engages students in the exploration of ?math stories? and
focuses on students? math problem?solving strategies. Although CGI does establish a sequence
of math stories for grades ?a 6, it is primarily a professionai development program. Through
CGI, teachers develop greater understanding of the knowledge that students bring to the math
iearning process and how students connect that knowledge with formal concepts and
operations. CGI is guided by two major theses. The ?rst is that children bring an intuitive
knowledge of mathematics to school with them and that this knowledge should serve as the
basis for developing formal mathematics instruction in primary school. This thesis leads to an
emphasis on assessing the processes that students use to solve problems. The second thesis is
that math instruction shouid be based on the relationship between computational skills and
problem solving, which leads to an emphasis on problem solving in the classroom instead of
the repetition of number facts practicing the rules of addition and subtraction). This
emphasis on conceptual understanding is aligned with Common Core State Standards for
Mathematics.

FOSS Science: The Full Option Science System (FOSS) Next Generation for elementary is a
complete moduiar program for self?contained elementary classrooms. FOSS approaches
science as a creative and analytic enterprise, made active by our human capacity to think.
Scienti?c knowledge advances when scientists observe objects and events, think about how
they relate to what is known, test their ideas in logical ways, and generate explanations that
integrate the new information into understanding of the natural and designed worlds.
Engineers apply that understanding to solve real~world problems. Thus, the scienti?c
enterprise is both what we know (content knowledge) and how we come to know it (science
practices). Science is a discovery activity, a process for producing new knowledge. The FOSS
program is designed to teach scientific practices by engaging students in their own
investigations and analyses. Through hands?on exploration, students learn to appreciate the
scientific enterprise, learn important scientific and engineering concepts, and develop the
ability to think critically and creatively.

Second Step: Committee for Children?s social?emotional - 8 curriculum, Second Step,
helps Students develop self?regulatory skills, allowing them to achieve their full potential both
in school and in the community. Second Step promotes the development of students? social?
emotional competence and self?regulation skills. Students with these skills are better abie to
maintain healthy relationships with peers and adults, have more coping strategies to manage
stressful situations, and are more likely to benefit from academic instruction. Second Step
builds students? skills for learning, empathy, emotional management, and problem?solving

10

skills.

Choose Love: Choose Love is a 12 program that helps students develop character values,
including Courage, Gratitude, Forgiveness, and Compassion, that cultivate optimism, resiliency
and personal responsibility, Choose Love materials are aligned with Common Core State
Standards and American School Counselor Association (ASCA) Mindsets and Behaviors for
Student Success. The program includes ?Family Focus and Connections,? which provides
ways to extend learning beyond the school and into the home and community.

Second Step and Choose Love are essentially civics curriculum resources for primary grade
students.

CURRICULUM DEVELOPMENT PROCESS

Prior to opening, Danbury Collegiate will develop comprehensive curriculum maps that align
our curriculum?s scope and sequence of instructional content with Common Core, Next
Generation Science, and Connecticut Frameworks. Our curriculum maps wiil be produced
based on a backwards design process that articulates:

9 Standards,

a Learning objectives for student knowledge and skill acquisition,

9 Culminating assessments,

Culminating assignments, or transfer tasks, that apply student knowledge and skill to a
unique, curriculum-embedded assignment

 

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CURRICULUM ALIGNMENT

All chosen curriculum resources are aligned to Common Core State Standards and, as
applicable, the Next Generation Science Standards. Please see Appendix for resource
alignment information. These tables establish the alignment of seiected resources with
Common Core standards for English language arts and mathematics and the Next Generation
Science Standards, ensuring the development of a comprehensive curriculum that prepares
students for college and careers.

Danbury Collegiate Charter School will deploy comprehensive curriculum maps to detail our
scope and sequence and provide teachers with guidance for how to develop instructional plans
and implement the curriculum.

Curriculum maps will clearly aiign all units of study with Common Core and Next Generation
Science Standards, identify essential questions to guide inquiry, identify interdisciplinary
connections, and identify curriculum?embedded assessments and assignments. We will use an
Understanding by Design2 methodology to specify our curriculum maps, identifying what
students should know, understand, and be able to do as a result of the planned instruction.
Curriculum maps will establish content, course, and grade?level targets for student

 

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performance.

Curriculum maps and instructional plans will be evaluated and re?ned through data analysis.
Our assessment program will provide frequent measures of student performance against state
and school standards. With this data, teachers and instructional leaders will engage in regular
cycles of data inquiry, allowing them to identify gaps and weaknesses and revise the
curriculum?s foundational documents as they complete each unit of instruction.

RESEARCH SUPPORTING CHOSEN CURRICULUM MATERIALS

Core Knowledge Sequence: A three?year independent research study conducted byjohns
Hopkins University?s Center for Research on the Education of Students Placed At Risk
(CRESPAR), in partnership with Howard University found that Core Knowledge
implementation resulted in large and statistically signi?cant gains in norm-referenced reading
and math scores. Strong correlations between the level of implementation of Core Knowledge
and norm?referenced math and reading gains indicate that when schools implemented the
Core Knowledge Sequence with greater consistency, students achieved improved outcomes in
both subjects. Researchers found that Core Knowledge implementation also consistently
contributed to making instruction more interesting and content~rich for students, provided
coherence to the curriculum, and contributed to increased teacher collaboration and
professionalism. Core Knowledge was also associated with more hands-on, activity~based
instruction, and greater academically engaged time in schools.3 Importantly, researchers
concluded that the effects produced by Core Knowledge implementation were the results of
the school developing greater curricular coherence, producing more goal clarity, less
repetitiveness, and more contentwrich instruction. These effects will be reinforced by Danbury
Collegiate?s plan to produce coherent curriculum maps for each grade level.

Core Knowledge Language Arts (CKLA): Core Knowledge Language Arts, for grades
provides a proven approach for building strong readers and ensuring that students are
prepared for the transition from learning to read to reading to learn. The curriculum instills
both background knowledge and foundational skills through two instructional strands for
grades that integrate into a single strand in grades 36. A three?year study conducted by
New York City Public Schools indicates that implementation of CKLA has strong, positive
effects on reading performance and ELA assessment results. Student who participated in the
study were predominately low income and minority, with significant percentages of special
education and EL students.

Blast Foundations: Blast Foundations, from Really Great Reading, addresses the fact that,
nationally, only 17% of low?income fourth grade students read at a proficient level and nearly
half read at a blow basic level. In their examination of the ?fourth?grade slump,? Chall and
Jacobs found that for some students, the slump ?may stem from lack of fluency and
automaticity (that is, quick and accurate recognition of words and phrases).? Without the
ability to ?be fluent in recognizing words,? students have a hard time comprehending and
learning from the challenging texts with which they are presented beginning in grades four
through eight. These students will continue to struggle with text comprehension until their
most basic reading weaknesses are remediated.4 To address these basic reading weaknesses

 

3 Stringfield, S. et. al. (2000). National Evaluation of Core Knowledge Sequence Implementation. CRESPAR: Johns

Hopkins University.
Chail, &]acobs, VA. (2003). The classic study on poor children?s? fourth?grade slump. American Educator, 27 (1).

12

early, Blast Foundations emphasizes decoding and accuracy as the means to fiuency and
comprehension. Blast Foundations supplements core reading instruction by providing
structured lessons that support emerging readers in grades and 1, early intervention in
Grade 1, and ongoing intervention in Grades 2 and 3. Instruction develops students? decoding
skills, reading fluency, and ability to understand what they read.

Math Expressions: A brief put out by the Institute for Education Sciences (IE8) presents
?ndings from a three?year study that followed the implementation of four highly regarded
math curricula Inwn??gaiz'om 2'12 Namibia", Dam, and Space; Mari? Exprem'am; Saxon Ninth;
and earl/Mon i?l/Iarb. The ?ndings of this study indicate that students who receive math
instruction grounded in Mar/3 Eamrem'om, Saxon Adar/{7, and girl/Erie}: Mar/a signi?cantly
outperform students whose instruction is grounded in [averagaz?z?om Moreover, Zl/Iarb Exprem'om
Students scored 2.2 points higher than students participating in either eat/am or Saxon Math, a
statistically signi?cant difference. Overall, Math Expram'om consistently presents students with
high?demand tasks that increase the rigor of instruction and develop conceptual
understanding; encourage a wide variety of instructional techniques so that teachers explain,
model, and facilitate the production of student ideas; and support teachers by providing
detailed descriptive scripts and explicit guidance.

Cognitively Guided Instruction: Cognitively Guided Instruction (CGI) is a program
designed to help teachers understand children's thinking and use this knowledge to make
instructional decisions. Results of academic studies Show that teachers? knowledge and beliefs
about students' thinking are related to students? achievement. There were significant
differences between CGI classes and control classes on the emphasis on problem solving and
low level skills, the freedom given to students to construct their own strategies for solving
problems, the teachers' knowledge of their students thinking, and the students' achievement in
both problem solving and skills.? Research on the effects of using Cognitively Guided
Instruction indicate that students in CGI classrooms demonstrated more progression toward
the use of the most advanced strategies for singlemdigit addition and subtraction at the second
grade level. A greater percentage of students in C61 classrooms used derived facts recall
strategies (the most advanced strategy for single-digit addition and subtraction) than students
in non?CGI classrooms, and a greater percentage of students in CGI classrooms used counting
strategies than their non-CGI peers. The results related to the effect of students? use of single?
digit strategies on their mathematics achievement showed that second grade students who
were in the derived facts recall strategy group had signi?cantly higher mathematics
achievement than the students in the counting and concrete modeling strategy groups. For
multi?digit strategies, the students in the invented algorithms group had signi?cantly higher
mathematics achievement than the students in the standard algorithm groups. Overall,
research into the effects of Cognitively Guided Instruction indicates that teachers should
facilitate students? progression towards the use of more advanced student?invented strategies
before teaching them the procedures of standard aigorithms so that they have better
mathematics achievement and conceptual understanding.

FOSS Science: The FOSS Program is built on the assumptions that understanding core
scienti?c knowledge and how science functions is essential for citizenship, that all teachers can
teach science, and that all students can iearn science. The guiding principles of the FOSS
design are derived from research and con?rmed through FOSS developers? extensive

 

5 Thomas P. Carpenter, Elizabeth Fennema. (1992) Cognitively guided instruction: Building on the knowledge of
students and teachers, Internationaljournal of Educational Research, Volume 17, Issue 5, Pages 457?470.

13

experience with teachers and students in typical American classrooms. Because understanding
of science develops over time, FOSS elaborates learning progressions for core ideas in science
for kindergarten through grade 6, identifying successively more sophisticated ways of thinking
about core ideas over multiple years. FOSS avoids shallow coverage and provides more time

to explore core science ideas in depth. Research emphasizes that fewer topics experienced in
greater depth produces much better learning than many topics brie?y visited. The core ideas of
science are dif?cult and complex, never learned in one lesson or in one class year

Second Step: The Committee for Children?s Second Step program has been extensively
researched. Multiple studies indicate that Second Step increases students? executive
functioning, strengthens students? pro-social skills and empathy, improves social competence,
decreases adult con?ict intervention, physical aggression, and bullying. As a consequence,
Second Step is even correlated with improvements in academic outcomes. importantly, a
recent longitudinal study found that teacher-rated social competence in kindergarten
consistently and significantly predicted outcomes in education, employment, criminal justice,
substance use, and mental health into adulthood. Kindergartners with higher social
competence scores were measurably more likely to attain a college degree, more likely to earn a
high school diploma, and more likely to have a full?time job at age 25.6

Choose Love: Choose Love is a pilot program that we will use to supplement Second Step
and inform character development. By participating in the pilot, Danbury Collegiate will
contribute pre? and post? survey feedback.

 

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.rz?zrdeizz?r.

 

 

 

 

Danbury Collegiate Charter School?s curriculum has been deliberately designed and selected to
address the needs of all learners. Danbury Collegiate will strive to enroll a diverse student
population, inciuding signi?cant numbers of students who are atwrisk of academic failure due
to socioeconomic status, disability, and English language learner status, and we have tailored
our curriculum and selected materials to ensure their academic and social success.

All students are capable of achieving success; however, not all students learn in the same way
or arrive in a grade level with the same functional skill levels. Because the is the reality of
education, Danbury Collegiate, like other high-performing schools, has deliberately adopted a
curriculum and materials that will provide students with multiple points of access and
engagement and open up opportunities for differentiation by our teachers. Our instructional
planning practices will be structured by a data-inquiry process that focuses teachers on the
outcomes of instruction and the students? needs those outcomes reveal.

importantly, our curriculum will be focused from the earliest grades on establishing firm
foundations of literacy, numeracy, self~regulation, and critical thinking that enable student
success in school. For example, our ELA curriculum materials focus on establishing the
foundational skills necessary for deveioping proficient readers, writers, and communicators.
The curriculum emphasizes decoding, vocabulary development, making connections between

 

?jones, D. E., Greenberg, M, and Crowley, M. (2015). Early social?emotional functioning and public health: The
relationship between kindergarten social competence and future wellness. Americanjournal of Public Health.

?14

print materials and visual cues, and building background knowledge; moreover, as many
struggling readers fall behind due to gaps in their phonemic awareness, we deliberately
anticipate this need and build in opportunities to enrich and/ or remediate our students?
mastery of this foundational reading skill.

Similarly, our math curriculum establishes connections to real-world concepts and emphasizes
student communication of mathematical thinking. Because student understanding of
mathematics is signi?cantly enhanced by their adoption and invention of flexible problems
solving strategies and because many teachers are themselves more procedurally than
conceptually ?uent in mathematics we deliberately anticipate the need and build in
opportunities to enrich our students? problem solving opportunities and conceptual
understanding.

Our choices also deliberately enhance teachers? insight into the strategies being used by
students at Danbury Collegiate as well as their struggles to master a skill or understand a
concept, providing teachers with rich data that they will use to adjust plans and differentiate
instruction for flexible small groupings of students.

 



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ONGOING EMPROVEMENT, AND REFINEMENT on THE CURRICULUM

Teachers and instructional leadership will meet regularly to engage in data inquiry and
collaborate on the development of instructional plans based on the school?s established
curriculum maps.

By carefully aligning the curriculum with Common Core standards and developing
instructional plans focused on intended student performance outcomes, teachers and
instructional leaders will have the necessary tools to monitor and refine Danbury Collegiate?s
curriculum. Danbury Collegiate will establish a data inquiry process that focuses teachers on
the outcomes of instruction, identifying gaps between expected and achieved results, and
adjusting instruction accordingly.

Teachers will have weekly time built into their schedules to facilitate collaborative data inquiry
and planning. \?Vith the school leader, teachers will analyze student data. Based on the
Outcomes of instruction, teachers will identify gaps and areas of weakness, and plan future
instruction together that addresses needs identified through data inquiry. Teachers will work
with instructional leadership to adjust instructional plans, identify resources needed to
augment the curriculum, and develop new materials.

On a basis, the Principal will report the results of data inquiry to the Board and
Academic Performance committee, ensuring that the Board maintains an appropriate focus on
student achievement. The Board will allocate resources and personnel as needed to ensure
strong and continuous improvement of the school?s academic program.

The results of interim assessments and state assessments will also inform Danbury Collegiate?s
curriculum development, improvement, and refinement practices on an annual basis.

15

importantly, teachers and instructional leaders at Danbury Collegiate will not wait for the
conclusion of the school year to make adjustments and improvements to the curriculum.
However, larger modi?cations to the school?s curriculum and changes to approved curriculum
resources will be developed during the summer for implementation in the following school
year. Changes to the school?s foundational curriculum documents and approved resources will
be evaluated by instructional leadership and approved by the Board.

DATA INQUHW PR ocess?

The process of data inquiry? is essential to our plan to facilitate the ongoing development,
improvement, and re?nement of our curriculum.

Data inquiry begins when grade?level teachers, in
collaboration with the Principal, take a fresh set of
instructional data and identify a student-learning
problem. Student~learning problems may manifest
based on gaps in performance related to a particular
standard or skill; student?learning problems may also
manifest based on gaps in the comparative performance
between two groups student performance between
two classrooms at the same grade level or two cohorts
in the school). After identifying a student-learning
problem, the teachers and instructional leader the data
inquiry team begin to drill down, looking at
disaggregated student data, item analysis, and individual
student work.

 

After identifying a student-learning problem, the data inquiry team analyzes potential causes
for the identi?ed gap in student learning. At this stage, the data inquiry team examines
instruction, re?ecting on teachers? planning and practice, as well as the school?s curriculum to
identify possible weaknesses, gaps, or sequencing problems. Through their analysis, the data
inquiry team establishes an actionable hypothesis, allowing them to generate solutions and
develop a plan to monitor results as they adjust instruction and assess the results of their
planned solution.

The data inquiry process is recursiveg. As the data inquiry team takes action and monitors
results, they receive new data that renews their collaborative inquiry and allows them to further
anticipate student needs, analyze assessment results, and adjust instructional plans.

 

Love, Nancy et. al. (2008) The Data Coach?s Guide to Improving Learning for All Students. Corwin Press.
8 Oberman, Maren E. and Parker Boudett (2015) Eight Steps to Becoming Data WiSe. ASCD. Educational
Leadership. Volume 73, Issue 3.

16

4. Instruction

 

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INSTRUCTIONAL METHODS

We understand that strong student achievement results are only possible in a school that
champions high academic expectations and rigorous instruction for all students. Danbury
Collegiate will establish an instructional culture marked by collaborative inquiry and planning,
belief that all students can learn and achieve at high levels, a sense of personal agency and
accountability for affecting student outcomes, and ?delity to the school?s mission and vision.

TEACHER COLMBORATION

Danbury Collegiate will deploy a team teaching approach to instruction. At each grade level,
the school will establish two classrooms with 25 students in heterogeneous groupings. Because
of our extended day instructional program, each grade (2 classrooms) will be assigned three
certi?ed teachers one concentrating in reading, writing, and humanities instruction and one
concentrating in science, technology, engineering, and math instruction. The third Teacher will
provide additional flexibility for special capacities as required Spanish, special education,
music), depending on the capacities of the other two teachers in the grade level teaching team.
As necessary the third team position may be divided into two or more part-time positions to
accommodate the schedule of ?specials? instruction. Each classroom will also have 1.4
classroom aides. Specials blocks will be scheduled to provide grade?level teaching teams with
collaborative time to analyze student performance and co-plan instruction. Grade?level
teaching teams will have a minimum of two collaborative planning sessions scheduled per
week; working collaboratively, the gradealevel team will be accountable for both individual
student and grade?level cohort success.

RIGOROUS INSTRUCTION

Lesson plans will. be designed to facilitate mastery of identified skills and learning outcomes
and to remediate identi?ed needs. Lesson plans will be reviewed by the school Principal on a
weekly basis.

Instructional design will focus on scaffolding instruction based on what students already know
and are able to do as well as developing students? background knowledge to allow them to
access increasingly complex material. instruction will typically begin with mini-lessons to hook
student interest and activate prior knowledge, after which students may be broken into ?exible
small groups for guided or independent practice.

importantly, literacy instruction at Danbury Collegiate will not focus exclusively on students?
current reading levels. Although successful development of proficient early reading is
facilitated within a student?s ?zone of proximal development? so as not to overwhelm or
frustrate learners, the Common Core also demands that students have regular access to grade?
level appropriate complex text. To this end, literacy instruction at Danbury Collegiate will
include both reading workshops that support small groups of students at their current reading

17

levels and whole group exploration of grade~level appropriate complex texts that foster
students? critical thinking skills.

Across all disciplines, instruction at Danbury Collegiate will be designed to foster critical
thinking, creative thinking, and problem?solving skills. To teach critical thinking and problem
solving, teachers, as appropriate, will facilitate instruction by posing analytical and interpretive
questions and holding students accountable to knowledge, rigorous thinking, and the
classroom community,

Teachers at Danbury Collegiate will ensure purposeful, coherent, and productive group inquiry
by:

Marking student ideas, drawing attention to a particular student?s contribution and
helping students learn from one another

3 Challenging students, redirecting questions back to the group or using a student?s
contribution as a catalyst for further inquiry

9 Modeling, sharing their thinking out loud to help students understand the process of
developing an idea and deepening understanding

Pressing for accuracy, holding students accountable to the accuracy, clarity, and
credibility of the knowledge being developed in the classroom

Reinforcing prior knowledge, helping students develop connections between and
among facts and ideas and actively building background knowledge

9 Pressing for reasoning, eliciting support for students3 developing ideas, sharing
students? thinking, and making connections to other ideas

Expanding reasoning, establishing the value of exploring individual thinking to
deepen the group?s understanding of a topic or idea

Recapping, summarizing the development of the group?s understanding in a concise
and coherent way

Keeping communication open, ensuring that all students can listen and respond to
one another and reminding them of the importance of shared learning

Keeping everyone together, ensuring that students develop a shared understanding
of the ideas or topic under consideration

a Linking contributions, making connections between student contributions clear and
linking new facts and ideas to those previously shared

6 Verifying and clarifying, revoicing student contributions rather than restating them
to ensure that all learners speakers and listeners have heard the same thing and
empowering student ownership over their classroom contributions

These instructional moves foster the habits of mind that form the basis of critical thinking and
problem-solving skills. The critical thinking habits of mind promote strategic reasoning,
insightfuiness, perseverance, and creativity; reinforce Danbury Collegiate?s focus on science in
society; and establish disposin'ons toward learning that will support high standards of
achievement and make rigorous learning accessible for all students.

18

Critical thinking habits of mind include:

9

Persistence: Sticking to task at hand; following a task through to completion;
remaining focused; maintain a ?can do? attitude

Managing Impulsivity: Taking time to consider options; thinking before speaking or
acting; remaining calm in stressful or challenging situations; remaining thoughtful and
considerate of others

Listening with Understanding and Empathy: Paying attention to and not
dismissing another person's thoughts, feeling and ideas; taking another person?s
perspective; acknowledging understanding of what others are expressing; holding one?s
own thoughts at a distance to respect another person?s point of view or feelings

Thinking Plexibly: Taking another person?s perspective; considering others? input;
generating alternatives; weighing options; keeping thinking open; delaying cognitive
closure

Thinking about Thinking (Metacognition): Being mindful of own thoughts,
feelings, intentions and actions; understanding the impact one?s actions and words
have on others; considering the impact of choices on self and others

Striving for Accuracy: Checking for errors; measuring twice; fostering an ethic of
excellence marked by exactness, fidelity, and craftsmanship

Questioning and Posing Problems: Asking myself, ?How do I know??; developing
a questioning attitude; considering what information is needed; choosing strategies to
increase information and understanding; considering obstacles

Applying Past Knowledge to New Situations: Using past learning; considering
prior knowledge and experience; applying knowledge beyond the situation in which it
was learned

Thinking and Communicating with Clarity and Precision: Striving to be clear and
accurate when speaking and writing; avoiding generalizations, distortions,
minimizations and omissions when speaking, and writing

Gathering Data through Multiple Senses: Stopping to observe what one sees, hears,
smells, touches, and tastes; analyzing the implications or importance of sensory inputs

Creating, Imagining, Innovating: Thinking about how something might be done
differently; Proposing new solutions; striving for originality; considering novel
solutions to known problems; identifying new problems in need of solution

Responding with Wonderment and Awe: Becoming intrigued by the world's beauty,
nature?s power, and the vastness for the universe; have regard for what others find
awe?inspiring; remaining open to little and big surprises in life

Taking Responsible Risks: Trying new things; facing fear of making mistakes or
proposing unsuccessful solutions

Finding Humor: Laughing appropriately; looking for the whimsical, absurd, ironic
and unexpected in life; being able to laugh at oneself

l9

 Thinking Interdependently: Welcoming others? input and perspective; supporting
group decisions and consensus; learning from others in collaborative situations

9 Remaining Open to Continuous Learning: Learning from new experiences;
admitting when one doesn?t know something; welcoming new information on all
subjects familiar and unfamiliar

FIDELHY TO VMION

Danbury Collegiate?s STEAM curriculum and focus on science in society has important
implications for instruction.

Teachers will develop lesson plans and instructional activities that integrate arts methods and
materials into core instruction so that the arts provide the context or catalyst for learning
abstract STEM concepts. Providing a real?world context for STEAM education will allow all
students to access challenging subjects, comprehend more deeply, and develop excitement for
learning. Students learn best through experiences that relate to what is already familiar and
comfortable. The more ways students construct new ideas through commonplace interactions
and experiences, the more meaningful new ideas become, allowing students to create meaning
from the world around them.

For example, teachers will encourage students to create their own works of art to express their
understanding of STEM concepts; promote hands~on, ears-on, eyes?on, and noses?on sensory
experiences; allow time for student discovery to take place; respond frequently with don?t
know, let?s find out?; model different ways of experimenting and different ways of modeling
data; and encourage students to think creatively to develop ?outside of the box? solutions to
problems.

With our focus on science in society, Danbury Collegiate students will learn to apply current
technologies in the learning environment and think actively about the implications of science
and technology on our ever-evolving society.

 

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ENSURING HIGH STANDARDS OF ACHIEVEMENT FOR ALL STUDENTS

Danbury Collegiate will strive to ensure high standards of achievement for all students,
including English language learners, special education students, students who enter below
grade level and other at-risk students.

Every student will benefit from the flexible and differentiated instruction made possible
through our small learning environment, low student to teacher ratio, collaborative approach
to data?driven, differentiated instructional planning, and extended day program that provides
increased opportunity to learn. Frequent assessments will provide teachers with the
information they need to adjust instruction and provide highly individualized approaches
support all student? learning. As appropriate, Danbury Collegiate?s curriculum maps will
establish interdisciplinary connections, allowing students to broaden their context for learning,
make connections across disciplines, and build background knowledge more effectively.

20

inquiry-based projects and real-world connections allow all students to approach new content
in meaningful contexts and establish a purpose for learning. Collaborative activities and group
inquiry allow students to learn from each other, reinforce each other?s? learning, and solve
problems together.

Danbury Collegiate?s enrollment plan begins with the early grades in order to build strong and
consistent foundations for all of our students. By bringing students into our educational
environment in Kindergarten and building on one grade level each year, Danbury Collegiate
can take responsibility for ensuring foundational skills in language, literacy, and numeracy that
will provide the basis for their success in later grades and building upon those skills
consistently across grade levels.

The enrollment plan also allows early screening and intervention for students who have
potential or exiting special needs or who enter with skills below grade level. By identifying
students and developing early interventions, Danbury Collegiate can ensure effective learning
for all students, preventing barriers to learning from growing too large and reinforcing patterns
of failure that can derail older students? experience in school.

 

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DATA-DRIVEN CULTURE

Through Danbury Collegiate?s collaborative data inquiry and planning model, teachers will
analyze real?time and longer-cycle data, design and adjust lesson plans, and coordinate
instructional groupings. Frequent formative and summative data will inform teachers? analysis
of student progress; based on their analysis of student performance data, teachers will be able
to adjust whole?group instruction and facilitate flexible small?group instruction that is
responsive to student needs.

Grade~level teaching teams at Danbury Collegiate will have common planning time each week
during which to engage in data inquiry. Data will be used to reinforce areas of strong
performance and remediate areas of identified weakness.

Student performance data on formative, summative, interim, and state assessments will allow
Danbury Collegiate teachers and leaders to make informed decisions about curriculum and
instruction. These are important decisions, affecting lesson plans, instructional methods,
curriculum resources, core curriculum, and assessment systems, all of which impact students?

ability to learn.

At Danbury Collegiate, teachers will collect frequent assessment data and engage in data
inquiry to analyze it and identify the implications for future teaching and learning. The
Principal will be responsible for providing the Board and Academic Performance committee
with frequent data snapshots of student performance. The Board of the school will be
responsible for appropriate oversight, asking data-informed questions that can spur
programmatic and structural change if necessary. The Board will ensure that all critical
decisions are based on identified student needs, the effectiveness of instructional staff, and the
?nancial stability of the school.

21

 

Student and school performance and operational data will be maintained on a real~time basis
through the deployment of a comprehensive computerized Student Information System (see
the Budget Statement herewith at Appendix C).

 

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PROFESSIONAL DEVELOPMENT

Danbury Collegiate?s expectations for curriculum and instruction will be fostered through an
intentionally focused staff development process. We will ensure that teachers are pro?cient in
delivering our chosen instructional methods through focused professional development and
coaching.

Danbury Collegiate Charter School teachers will receive targeted professional development to
develop deep understanding of the school?s chosen curriculum resources and instructional
strategies. The school?s faculty will receive ongoing professional development and coaching
from curriculum development trainers and instructional leadership prior to and throughout the
school year. This will allow teachers to maximize their use of curriculum materials and design
meaningful lessons anchored in the standards and tailored to students? diverse needs.

Danbury Collegiate will not rely on isolated professional development workshops. Rather,
professional development will be sustained through sustained professional learning
opportunities and ongoing support, coaching, and feedback relative to targeted school~wide
goals.

The Principal is the educational leader of the School, which pertains to professional
development as well as to all other aspects of the educational program. In addition, one of the
certified teachers a each grade level will be designated, and compensated, as a relatively more
experienced ?Lead Teacher? who will be expected to model exemplary teaching for the other
members of the grade level team.

ONGOING COACHING AND SUPPORT

Our school Principal will be selected, in part, based on his or her experience as an instructional
coach and ability to plan professional development (see the related Position Description).
importantly, the Principal at Danbury Collegiate will provide regular coaching and feedback to
develop the of the instructional team. On a weeldy basis, the Principal will engage
with teaching teams to support data inquiry and planning or coach the effective use of
curriculum resources or instructional strategies. On a daily basis, the Principal will visit
classrooms to observe instruction either formally or informally. Teachers will benefit from
informal observation, as the Principal can provide targeted feedback that they can use to adjust
instruction immediately. Teachers will benefit from formal observation, as the Principal will
use it to shape school?wide plans for professional development and construct individual plans
for teacher growth and improvement.

Lead teachers will further act as models of classroom practice within the school. Lead teachers
will be identified based on their instructional experience and their demonstrated mastery of a
particular instructional practice. For example, a teacher would be identified as a lead in relation

22

to the school?s implementation of Cognitively Guided Instruction (CGI). This lead
teacher would invite others into his or her classroom to model instruction and provide peer
coaching support within the teaching team.

ANNUAL Focus AND GOALS

Every school year will begin with an orientation to the school program for both returning and
new staff followed by ongoing coaching and development throughout the school year.
Teachers will develop individual professional growth plans based on their experience and
previous ability to impact student performance; this will ensure that professional development
is differentiated and targeted to produce strategic growth. Teachers will meet individually with
instructional leadership to establish goals for individual, grade?level, and schoolmwide
achievement.

5.. Student Assessment

 

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ASSESSMENT SYSTEM

The use of data will be an important part of Danbury Collegiate?s professional culture, and we
recognize the interconnected nature of curriculum, instruction, and assessment. To provide
the school robust and actionable data giving teachers the ability to adjust instructional plans
in real time we must develop an equally robust and balanced system of assessment.

Each assessment in this system will provide meaningful data at critical points in the school
year; at Danbury Collegiate, we will not layer on assessments simply for the sake of testing
students. Rather, we will choose assessments that allow us to maximize the potential of
instruction, measure the effectiveness of our chosen curriculum, and ensure student success.
Our assessment system will include standardized assessments to measure growth, school-based
interim assessments aligned with Common Core standards to measure the effectiveness of the
curriculum and develop a predictive measure of student performance on state assessments,
and state summative assessments to measure absolute performance against standards.

Data gathered from these multiple measures of student progress will be used to monitor
student, cohort, and school?wide progress toward absolute performance goals; inform
instructional planning and differentiation; identify students at risk of academic failure or in
need of specialized intervention; adjust school-wide programs and strategic plans.

Assessments that contribute to our school?wide assessment system will include:

BRA: The Developmental Reading Assessment (DRA) is a standardized assessment that
measures students? accuracy, ?uency, and reading comprehension. The DRA is designed to
provide classroom teachers with information about students? reading levels and is modeled on
informal reading inventories, where teachers conduct individual reading conferences. During
DRA assessment, students are asked to read a text passage aloud, read a portion of the passage
silently to themselves, and answer a series of comprehension questions. Data gathered from

23

 

the DRA enables teachers to measure student progress over time as well as to adjust classroom
instruction. Danbury Collegiate will administer the DRA three times during the school year 
at the beginning of each semester to establish a baseline and adjust instruction and at the end
of the year to measure growth.

NWEA MAP: Danbury Collegiate will use the NWEA MAP (lVleasures of Academic
Progress) assessment to establish individual learners? academic performance pro?les and
measure growth within the year. NWEA MAP is a computer?based, norm referenced, adaptive
assessment. The assessment adjusts the level of difficultiy of questions presented to the
individual student based on previous responses, developing a pro?le of and
weaknesses against grade?level norms rather than absolute assessment criteria. This kind of
norm?referenced assessment provides teachers will detailed information about student
performance abilities. Danbury Collegiate will administer NWEA MAP assessments two times
per year, at the beginning of the year to establish a baseline and/ or to measure growth relative
to the end of the previous school year and at the end of the year to measure growth within the
year.

interim assessments: Danbury Collegiate will administer Smarter Balanced Interim
Comprehensive Assessments (ICA), designed to measure student progress toward mastery of
the standards and to mimic the administration of state assessments. Because these interim
assessments are aligned to Common Core standards and developed in conjunction with the
Smarter Balanced state assessment, interim assessment data is predictive of student
performance on end of year summative assessments. Smarter Balanced ICAs will be
administered two times per year to provide assessment data that is predictive of student
performance on summative yearly assessments and actionable for teachers to adjust instruction
toward mastery of grade?level Common Core standards. For grades 2, which do not
participate in state assessments, Danbury Collegiate wiil develop interim assessments aligned
to Common Core standards and modeled on Smarter Balanced assessments.

GOLD assessment: Danbury Collegiate will administer the GOLD assessment for all
entering Kindergarten students. The GOLD assessment focuses on 38 research-based
objectives that inciude predictors of school success and are aligned with the Common Core
State Standards, state early learning guidelines, and the Head Start Child Development and
Early Learning Framework. These help teachers focus on what matters most for children?s
early learning and continued success in school.

Curriculum?based assessments: Curricuium?based assessments will be developed for each
instructional unit. These culminating assessments will focus on the big ideas and content
knowledge developed within each unit of study of the curriculum. These assessments take into
account the standards and instructional plans and test what has been taught, modeled, and
referenced as focus standards in the school?s curriculum maps. Curriculum?based assessments
will also include items from the Smarter Balanced Digital Library to ensure continuous
tracking of student performance against standardized assessment criteria.

Curriculumubased assignments: Curriculum-based assignments will be developed for each
instructional unit. These performancewbased assignments will assess students? writing ability as
well as their ability to and apply the big ideas and content knowledge developed
within each unit of study of the curriculum to new contexts. Curriculum?based assignments
create unique student products. Unlike the culminating assessment, students receive support
and feedback on culminanng assignments. Support and feedback may take the form of

24

multiple drafting opportunities, peer review, and revision. Almost always, students will learn
about the culminating assignment at the beginning of the unit of study, which helps them
understand the purpose of instruction and connect their work throughout the unit to this
individual and scaffolded assignment.

 

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ENSURING THE PARTICIPATION or ALL STUDENTS

Danbury Collegiate?s assessment system ensures the participation of all students, as our
program of frequent and varied assessment establishes the foundation for data inquiry which
will allow teachers to differentiate instruction and prepare all students for success.

Danbury Collegiate will comply with all policies, procedures, and guidelines for the
administration of Connecticut?s state assessments, including accommodations for students
with disabilities. Accommodations will include the use of universal tools, designated supports,
and accommodations permitted by the Smarter Balanced Consortium?s ?Usability,
Accessibility, and Accommodations Guidelines? and students? IEPs.

All students will be held to the same participation and performance expectations on the state
assessment including students with special needs and English language learners. Embedded
and non-embedded universal tools will be available to all students, designated supports will be
available as indicated, and accommodations will be provided based on students? IEPs, 504
plans, and English language learner status. Accommodations wili be made only for students
with severe cognitive disabilities and English language learners in their ?rst year of school in
the United States.

While state?wide mastery assessments provide summative performance data at the end of each
school year, Danbury Collegiate will provide a robust system of assessment that will allow the
school to remediate individual students? needs throughout the school year and monitor
progress toward mastery of grade~level standards on an ongoing basis. This kind of data
collection and monitoring will allow Danbury Collegiate to identify students? instructional
needs and ensure that all students regardless of disability or language status are prepared to
participate in state-wide testing.

25

 

 

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As a school with a data?driven culture, Danbury Collegiate Charter School will collect
information from the school?s comprehensive assessment system and use it to determine,
monitor, and report individual student, cohort, and school progress over time.

School?wide performance goals will be established by the school?s accountability plan, and
teachers will monitor current student performance against end-of?year performance goals
through regularly administered assessments both formal (cg. Smarter Balanced interim
assessments) and informal (cg. curriculumuembedded assignments).

Curriculum maps will establish a comprehensive scope and sequence of learning objectives
and performance benchmarks for each grade level, against which teachers and the school
Principal can gauge student progress toward master of grade~level standards.

Through our internal data inquiry process, data inquiry teams composed of teachers and the

school Principal will monitor cohort, classroom, and individual student performance against

school-wide goals, adjusting curriculum and instructional practice as needed to maximize our
potential to attain and maintain those goals.

The Principal will report results of both formal and informal assessments to the Board of
Directors on a basis, allowing the Board to monitor the school?s performance and
progression toward end?of?year goals. The Principal?s dashboard will establish a
purposeful tool to measure both academic and non?academic goals tied to the school?s mission
and priorities.

Teachers will report individual student results to families through quarterly report cards. When
teachers identify a student for whom they have a speci?c concern either academic or
behavioral they will set up informal parent meetings to report individual students? progress
and plan strategies to promote individual students? success.

 

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DATA REPORTING AND USE OF ASSESSMENT DATA

Danbury Collegiate will establish a data inquiry process that focuses teachers and school
leaders on the outcomes of instruction, analyzing gaps between expected and achieved results,
and using that analysis to inform our curriculum and instructional planning.

Grade-level teams will have weekly time built into their schedules to facilitate collaborative
data inquiry and planning. With the school leader, teachers will analyze student data as soon as
it becomes available. At least one of the grade?level team meetings per month will be dedicated
to the data inquiry process.

On a basis, the Principal will report the results of data inquiry to the Board and

26

Academic Performance committee, ensuring that the Board maintains an appropriate focus on
student achievement. The Board will allocate resources and personnel as needed to ensure
strong and continuous improvement of the school?s academic program.

 

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REMEDIATION AND RE-TEA CHING

Many of the assessments used in Danbury Collegiate?s comprehensive assessment system
provide information that teachers will use to identify students at risk of failing to meet the
school?s achievement targets.

Through our data inquiry process, Danbury Collegiate teachers will identify gaps in student
understanding and skills and adjust instruction accordingly. in some cases, gaps will prompt
Whole~group re?teaching of a concept or skill. Teachers will plan collaboratively not just to re-
do instruction that was previously provided, as that previous instruction did not create the
targeted results, but rather to plan new approaches for students to learn essential content and
Skills. in other cases, gaps will prompt small group or individual remediation rather than
whole-group re~teaching. Teachers will plan flexible small groupings that allow them to
support struggling learners will providing enrichment opportunities for others who have
already mastered a concept or skill.

lmportantly, Danbury Collegiate?s extended day schedule provides ample opportunity for this
kind of remediation and re?teaching in response to assessment data.

 

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SHARING PRACTICES WITH THE LOCAL BOARD OF EDUCATION

Danbury Collegiate has established a very collegial and cooperative relationship with the
Danbury Board of Education and Superintendent, and we will continue to cultivate that
relationship.

Because sharing practices and maintaining professional dialogue about successes and
challenges is important not just for Danbury Collegiate but also for the Danbury Board of
Education, we are pleased that state law requires us to will reserve a seat on our Board of
Directors for the Chair of the Danbury Board of Education/ Superintendent or designee
(CGSA Section lO?Gbe). As a member of our Board, the Board of Education representative

28

wili have access to Danbury Collegiate?s performance, and analysis of that performance
through data inquiry.

At the request of the Danbury Board of Education or Superintendent, Danbury Collegiate
school leaders and/ or teachers wili be available to present best practices and lessons learned to
the Board of Education on a semi-annual basis.

Danbury Collegiate will also invite opportunities for collaborative data inquiry between our
grade~levei teaching teams and grade-level teaching teams from the Danbury Public School
system.

H. STRENGTH OF QRGANIZATIONAL EFFORT

Experience and Expertise of Founders

 

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FOUNDING GROUP MEMBERS

This application was developed and designed by (1) the Board Members of the Connecticut
Institute For Communities, inc. (CIFC) and (2) leadership staff of CIFC. Quali?cations are
described herein below.

General: Over the course of the past fifteen years, Connecticut Institute for Communities,
inc. (CIFC) has developed a far?reaching portfolio of services in Fairfield County,
Connecticut.

Founded locally, our mission ?to advance the communities we serve by fostering greater
opportunities for the low? and moderate-income residents of \Vestern Connecticut? has been
realized through a comprehensive deployment of programs designed to address critical
community needs of children and families. All of the services that we provide are in response
to our ongoing assessment of the specific needs of our communities, with deep involvement
by community members. These services encompass health care, education, human services,
housing and economic development, all operationalizing a community advancement
organization with profound commitment to the well-being of the residents and families of
Danbury and surrounding towns. Our wide?ranging services, trusted partnerships, and unique
approach to the delivery of services provides us with an outstanding base to further advance
our education work in Danbury to include a Charter School for grades through 5.

To cite the most reievant example of our education related work: during our thirteen years as
the sponsor of Head Start of Northern Fairfield County we greatly expanded the
range of services offered, including the addition of Early Head Start in 2010 and extended day
child care. At the same time, we meaningfully enhanced the educational excellence of our
programs in both child and famil ly aspects, while also maintaining a consistent 100%
enrollment. In confirmation of that excellence, CIFC Head Start has consistently received
outstanding federal monitoring reviews (including 100% compliance on our two (2) most
recent triennial 2011 and 2014 federal monitoring reviews which examined 1,700 [not a typo]

29

separate performance standards). CIFC Head Starr?s Classroom Assessment Scoring System
(CLASS) evaluations, as reported by independent monitors during our Federal Monitoring
Review, also reflect the quality that exists within our classrooms and with our teacher?child
interactions. In all three of the domains (Emotional Support, Instructional Support and
Classroom Organization), scored substantially higher than national CLASS averages, as
reported by the Federal Office of Head Start, ranking our program in the top 10% of all
programs nation-wide. For additional performance details, see Section II.2.h.A.ii.

Our main-purpose agency continues to strengthen our coordinated approach, establishing
direct services that provide a foundation for mobilizing res0urces for the children and families
of our programs. The strength of our approach and the community partnerships that we have
developed is reinforced by a diverse Board of Directors, comprised of local leadership with
signi?cant community insight. In regard to overall management, CIFC President and CEO
James H. Maloney,J.D., has more than 35 years of experience in non?profit administration and
public service.

KEY BOARD MEMBERS

(ii) Key Board of?cers and members who assisted with the development of the application are
listed below, and all members, with reference to their expertise, re?ect the community of the
Danbury area that we serve. Resumes of the core group are attached at Appendix D.

Dr. Francis]. Muska, Bhl)? is the Board Chair for Connecticut Institute For Communities,
Inc. Dr. Muslta earned his doctorate at Fordham University, and is currently a Professor
Emeritus of Justice and Law Administration at Western Connecticut State University in
Danbury, CT, where he maintains an active teaching schedule. Dr. Muska has a 38~year
background in education and in higher education administration. His particular area of
academic interest has been social and employee relations. Dr. Muska has provided
sound leadership to the Board of Directors, using his skills to manage, lead, communicate,
teach, objectively evaluate, and effectively work with diverse groups. His resume is attached.

Mr. Richard Molinaro, M.S., is the Board VicewChair for Mr. Molinaro earned his
bachelor?s degree in education and master?s degree in sports science from Southern
Connecticut State University. Mr. Molinaro recently retired after 23 years with Connecticut?s
Vocational Education System. He is a founding member of Connecticut?s Child Care Rights
and Abuse Council and has volunteered in many community initiatives on behalf of children,
including his granddaughter?s elementary school classroom. When he is not volunteering, he is
running his professional photography business. Mr. Molinaro has an in?depth understanding
of community issues and the educational needs of children and youth. He is currently the
Board?s representative to the Head Start Policy Council. His resume is attached.

Charles Mullaney, is the treasurer of the CIFC Board of Directors. Attorney Mullaney
received his BA. from Providence College and his from Suffolk University Law School.
He received a certificate in negotiation and conflict resolution from Harvard Law School. He
is admitted to practice law in Connecticut, New York, Massachusetts and Rhode Island. He is
also admitted to the United States Supreme Court. Attorney Mullaney practiced corporate and
labor law prior to his appointment to the Faculty at Western Connecticut State University.
Honored numerous times by the university for his scholarship, he headed the MBA program
for five years and co?foundecl and coordinated the Masters of Science in Justice
Administration. Attorney Mullaney?s academic and professional specialties include Civil Rights
and Human Rights Law, Constitutional Law, Corporate Governance and Employment Law.

30

Ms. Ellen Van Bell, is the corporate secretary of the Board of Directors.
Attorney Van Bell works as a magistrate, hearing small?claims cases in Connecticut, and
as an attorney trial referee. She also practices as an attorney in probate court and as a child
protection attorney in juvenile court. Atty. Van Bell served as an assistant district
attorney for the special narcotics prosecutor in New York City, a felony prosecutor in the
Manhattan District Attorney?s Office, and principal law clerk to the administrative judge for
New York County Supreme Court. As an adjunct law professor at the Pace Law School and
the Benjamin N. Cardozo School of Law, both in New York, she has taught classes on
bioethics and the law, health law, trial advocacy, lawyering skills, and criminal procedure. Atty.
Van Dyke Bell has a bachelor?s degree from the University of Virginia and a law degree from
the Catholic University of America, Columbus School of Law. She has served as a visiting
scholar at Yale Law School and is studying for a doctorate in political science at the City
University of New York. Atty. Van Dyke Bell is deeply involved in community activities,
including a youth ?Robotics? team which she coaches.

Dr. Mahalingham 821th is a Board Certi?ed Physician, with 38 years in private
practice in Danbury. He is a member of the medical staff at Danbury Hospital and serves as
the Chair of the CIFC Board of Director?s Quality Assurance Committee.

Kathleen Senior, Masters of Arts in Teaching, has extensive background and expertise in
early childhood education and development. Ms. Senior possesses an MAT in Early Childhood
Education and is a graduate of Manhattanville College. She has four years? experience working
as a Lead Teacher for the Head Start Program. Previous to being employed as a teacher, she
worked in the human resources department for a firm in New York City as a relocation
specialist. Her resume is attached.

Mr. Alan Clavette, CPA, is a certified public accountant and senior partner in his CPA firm
located in Newtown, CT. He is past president of the Connecticut Association of Connecticut
Certified Public Accountants and serves as the chair of Board Audit Committee. His
resume is attached.

Parent members include: Hiley Guridy and Eva Duran* (both current parents), and former
parents Angel Saquinaula, and Elizabeth Curillo (both of whom are former Policy
Council Chairs). Duran is the current Policy Council?s representative on the
CIFC Board.)

KEY STAFF

Resumes of the core group of key leadership staff members are attached at Appendix D.
The expertise of key CIFC leadership staff who participated in the development of this
application are as follow:

Mr. James H. Maloney, is President/ CEO. He is a licensed attorney with more
than 35 years of experience in non-profit administration and public service. Mr. Maloney is
responsible for the overall management of all aspects of CIFC, and reports directly to the
CIFC Board of Directors. Mr. Maloney is a member of Connecticut Governor Dannel l3.
Malloy?s non-profit and human services cabinet, the senior advisory panel to Governor Malloy
on nonprofit issues. He has worked at all levels of government and society: local, state and
national. His summary resume/ bio is included in this application, and additional details are
available in his ?Who?s Who in America? citation.

Ms. Katherine McKeon Curran, J.D. is Chief Operating Of?cer 85 General Counsel.

31

Mrs. Curran was admitted to the Connecticut State Bar in November 2009, and has over ten
years of experience in child advocacy, and the legal areas of employment, labor, tort,
education, and constitutional law. As COO, she works directly with the CEO on all
operational matters, and supervises CIFC Program Directors, including the Head Start
Director. As General Counsel, she works extensively with outside legal counsel and oversees
legal work and compliance for all programs of the institute. Her resume is attached.

Ms. Liz Martucci, (EMA, is Chief Financial Of?cer. Ms. Martucci is accountable for
all operations related to the ?nancial and fiscal management of CIFC including, ?nancial
reporting and analysis, accounting systems and controls. She is a seasoned ?nancial executive
with over 25 years of experience in improving results and driving process improvement. Ms.
Martucci is a Certi?ed Management Accountant and holds a Bachelor?s degree in accounting
as well as a Master?s in Business Administration. Her resume is attached.

MS. Margaret Gillen, CPA, is Deputy Finance Director/ Controller. She has more
than 12 years of increasing responsibilities in accounting, including with Fortune 500
companies. She has both a Bachelors and Masters of Business Administration.

Ms. Monica Bev?acqua has been in management positions with Head Start program
since 2004, becoming the director of Head Start, Early Head Start and state funded
School Readiness programs inJanuary 2009. She holds a Head Start administrative credential,
with ?fteen credits in early childhood education, together with a bachelor?s degree from the
University of Connecticut. As Director, Ms. Bevilacqua is responsible for overall program
operations, including service delivery, personnel administration, and supervision. Her last two
federal triennial reviews resulted in 100% compliance for both Early Head Start and Head
Start programs. Ms. Bevilacqua was part of the inaugural team for the National Center on
Program Management and Fiscal Operations Mentor Program, a member of the
Connecticut Head Start Association, a past board member of the New England Head Start
Association, and a past member of the Governor?s Early Childhood Education Cabinet. Her
resume is attached.

Ms. jessica Watson, M.A., the Senior Program Manager, is a Magna Cum Laude
graduate of \Vestern Connecticut State University where she majored in education. She also
holds a Master of Arts in Education from Sacred Heart University, in Fair?eld, Connecticut.
She has more than ten years of progressively greater responsibility in positions in child and
adult education, including from 2005?2009 serving as the director/ parent educator for the
Danbury Even Start Program. Ms. Watson was appointed senior program manager of the
Head Start of Northern Fair?eld County program in 2013. She is highly regarded not only by
her peers but also by the 50 full. and part?tirne Head Start classroom staff she supervises in
ful?llment of all Early Head Start and Head Start Education related performance standards.
Her resume is attached.

Ms. Robin Scott, M.A.., has been Education Manager for the Early Learning Programs at
CIFC for three years, in which capacity she oversees the Head Start, Early Head Start and
School Readiness programs in 20 classrooms. Prior to joining she worked for 23
years as the Assistant Director for a private day camp, as well as the Director and Lead
Teacher for the camp?s preschool. She holds a BA from the University of Michigan and a
Masters in Elementary Education from Manhattanville College, along with a permanent
certi?cation Pre-K-6 in New York and a Connecticut elementary certification Her resume
is attached.

32

Mr. R. Kevin Holmes, M.S., is the Head Start Mental Health Services ManagerEducation in Counseling He is currently working toward the
Licensed Professional Counselor certi?cation. He has been working with children in various
capacities for the past ?ve years.

Ms. Holly Danise is human .resources manager. She holds an Associate?s degree in
business, and has over twenty years in ?nance and administration in both the corporate and
nonpro?t worlds. Ms. Danise is responsible for recruiting, vetting, and onboarding employees,
executing disciplinary actions when necessary, and in general, managing employee relations.
Ms. Danise is also responsible for employee bene?ts program. Her resume is attached.

Ms. Elizabeth Goehring, M.A., is the director of planning and communications, with more
than ?fteen years of program planning and community relations experience. Ms. Goehring is
responsible for the oversight of all grant applications, funding proposals, program planning
and reporting documents, strategic planning, and the administration of internal and
external communications activities. Her resume is attached.

Mr. Richard Palanzo, M.S., Director of Facilities, has been involved in all facets of facility
operations from design and construction, to repairs and maintenance, over the past 30+ years.
Previous to Mr. Palanzo worked for the City of Danbury and oversaw the construction,
repairs and maintenance of the City?s public buildings, including the city?s 21 public schools.
He is well versed in examining existing facilities to ensure a quality educational environment.
His resume is attached.

current Board of Directors, staff, and Head Start Policy Council are all reflective of the
cultural, ethnic, and racial diversity of the children and families in our Greater Danbury
community. Further, our Board of Directors includes multiple current or former Head Start
parents. (Our existing Head Start Policy Council consists of eleven parents and four
community leaders. Meetings are facilitated in both English and Spanish, and meeting times
are selected to encourage participation by our working families.) This practice of diversity and
parental involvement will continue with the development of the Board of Directors for the
Danbury Collegiate Charter School.

 

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GOVERNING COUNCIL

Consistent with C.G.SA. Section 10?66mm, no member of the CIFC Board of Directors,
which will serve as the quali?ed Charter Management Organization for the Danbury Collegiate
Charter School pursuant to C.G.SA Section lO?66tt, will serve on the Board of the Danbury
Collegiate Charter School. The planned Board (?governing council?) of the Danbury
Collegiate Charter School is detailed below. it is not planned to have members of the founding
group move into any other role with the Danbury Collegiate Charter School, except that the
CIFC Board and leadership staff will continue to serve the Danbury Collegiate Charter School
through the planned Charter Management Organization agreement between and
Danbury Collegiate. See details herein.

33

 

 

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(1) The Connecticut Institute For Communities (CIFC) is the key partner with this
application for the Danbury Collegiate Charter School, not only in the vision and concept of
the school but in providing resources necessary for the development of the application and
support for the new school. This strong partnership will continue after the implementation of
the School in a number of ways.

a CIFC will continue to provide a number of management functions for the school, such
as HR, Finance, Communications and Planning.

9 CIFC will help support the families of the School with services such as health,
enrollment in appropriate bene?ts such as SNAP or WC, and support with family
health and behavioral health services as needed. Because the philosophy of CIFC is to
support the whole family, not just the individual child, these services will be made
available to the family so that the child is more likely to succeed in school.

(2) Mr. Dudley Williams provided extensive and signi?cant advice (inukind) for the
development of this application. He has spent the past several decades working in the field of
education and youth development. Mr. Williams served over ten years on his local Board of
Education, including leadership roles as President and Chairman of the Fiscal Committee. He
is the current Board Chair for the Connecticut Center for School Change. Mr. Williams
previously served at the Connecticut Department of Education under Commissioner Sergi as
the Charter School Program Manager. In that capacity, he spent significant attention on
student achievement and staff certi?cation services for Connecticut charter schools. He is very
active in Fairfield County area nonpro?ts and is the past interim Director of the Stamford
Family YMCA and is currently the Interim Executive Director of the Mill River Park
Collaborative. Mr. Williams holds a Bachelor?s Degree from Columbia University.

2. School Governance and Management

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34

 

 

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eating med iron-220mg ex?g??iez'e memberr), emd magi/5 af?rm; and eemme'?eer (de?ate t/ae e??ieerr
or iizeiezberr are ear/3 eemmz?i?z?ee). Please rare/ride we ergam?zai?iwm! ebem? 3?be e?eempamer the
governing eemeez'f, ream? committees, and (fr/9e prepared echoed

 

 

 

STRUCTURE OF GOVERNING COUNCIL

The Board of Directors (?governing council?) of the Danbury Collegiate Charter School will
consist of not fewer than nine members nor more than ?15 members. The terms of all
members shall be five years, except for the initial Board?s ?rst term. The Board will be
structured so that approximately 20% Of the terms of board members will be subject to re?
election each year. Initially, Board member terms will be staggered, so that, for example, two
members will serve for one year, two members will serve two years, two members for three
years, two for four years and two for ?ve years. A member may not serve more than three
consecutive full 5?year terms, and no more than a total of 17 consecutive years. All members
are voting members; there will be no non-voting members. The Principal will not be a member
Of the Board but will be entitled to attend all meetings of the Board and all Committee
meetings except for those sessions that represent a personal con?ict of interest (cg. discussion
of the Principal?s compensation).

The members of the Board, when constituted, will elect their own officers, including a Chair,
Vice Chair, Treasurer, Deputy Treasurer and Corporate Secretary, from among the members
Of the Board.

it is anticipated that the Board will organize the following committees:

a Academic Excellence and Program Performance Committee

a Planning and Family Engagement Committee

9 Finance Committee

Audit Committee

Nominating Committee
An organizational chart for Danbury Collegiate, which establishes lines of authority and
accountability between the Board and schooi leadership, is included in Appendix E.

 

b. Demabe flie erz?z?erz?a?r referring q?ieerr and members" (jibe governing retinal

 

 

OFFICER SELECTION 

Members of the Danbury Collegiate Board of Directors will include both especially quali?ed
individuals generaily from the community as well as parents representing the priority
population for the school students low?income and non?English speaking families and
children with special needs). The Board will include the chairperson or designee of the
Danbury Board of Education. Remaining members shall be selected for their expertise in
education (giving preference to teachers in the community), community affairs, ?nance,
banking, legal services, or other commercial or industrial fields or social services.

35

 

 

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oboizpemoa, pro-aided We derzgezee it a member eff/9e board ofedaeaz?z'on or #96 .rzpeeim?eadem? of
rebooZr?Ir toe dz'ra'e'a? or be'r/ oer det?gaee.

 

 

 

OFFICERS OF THE GOVERNING COUNCIL

Individuals who have agreed to serve as the initial Board of the Danbury Collegiate Charter
School include:

(1) Daryle Dennis, Assistant Dean for Student Affairs, Western Connecticut State
University, Danbury, CT, has 33 years of administrative experience at WCSU. He has served
on strategic planning committees, search committees, and faculty and student development
committees. In his role as Chief Diversity Of?cer, he was responsible for managing all aspects
of the search committee process. He is currently involved with launching an inter?cultural
student center on campus. In addition to his professional experience, he has served on the
Danbury Board of Education and was President of the local Chapter of the NAACP for many
years. He is currently on the Board of Directors for the Harambee Youth Center (see ietter of
support), has long been involved with Concerned Black Men of Action for Youth and has
been a youth mentor for 20 years.

(2) The Rev. juana Villaviciencio, Iglesia Hispana Unidade Criste de Danbury (Ret),
Danbury, CT, In addition to her ministry, Rev. Villaviciencio has worked in the community in
various positions for Literacy Volunteers, the Hispanic Center, and at the City of Danbury
Social Services for over 35 years. Rev. Viliaviciencio has a Bachelor?s Degree in Liberal Arts
from the College of New Rochelle.

(3) james Bevilacqua, MS, Certi?cate of Advanced Studies in Administration (092 Certi?ed)
Hewas a New York City Teaching Fellow and received his Bachelor?s Degree from Wesieyan
University in Mddletown, CT, and his Master?s of Science in Education from City College in
2010. He taught Math in the Bronx for 4 years and in Derby, CT for 4 years. In 2017, he
started the STEAM program through Ailiance Funding at Derby Middle School. He also
coaches middle school football.

(4) Christina Perun, Elementary Physical Education Teacher, Danbury, CT, has her
Bachelor?s Degree in Physical Education from Central Connecticut State University. She has
been an elementary school physical education teacher in the Danbury Public Schools for four
years. She is currently pursuing her Master?s Degree. Prior to Teaching, Ms. Perun owned and
operated an at home pre?school.

(5) Eh?zabeth Reynolds Leto, Elementary Teacher, Danbury, CT, has been an elementary
school teacher in Danbury Public Schools for the past decade. She received her Bachelor?s
Degree from Western Connecticut State University and her Master?s Degree in Education
from the University of Bridgeport.

(6) Attorney William Hennessey holds a Bachelor?s Degree in Sociology from Fordham

36

 

University and a Juris Doctor (JD) degree from Hofstra University School of Law. He was
admitted to the New York Bar in 2007. He lives and maintains an of?ce in Danbury, CT. His
iaw practice concentrates in the ?eld of Immigration Law and he is a member of the American
Immigration Lawyers Association.

(7) Leonard Romaniello, jr, CPA, is currently practicing at Zenkowski, Lonergan and Co,
earned his Bachelors at Bentley University and his MS in Taxation at the University of
Hartford. His af?liations include Connecticut Association of CPA and the His
certi?cations inciude Certi?ed Fraud Examiner (CFE) and Certi?ed Information Technology
Professional (CITP). He served on the Waterbury Board of Education for 10 years.

(8) Parent Representative (A) (TBD)
(9) Parent Representative (B) (TBD)
(10) Danbury Board of Education Chair/Superintendent/Designee (TBD)

This initial body of the Board of Directors will be tasked to ?il the two vacant Board Member
positions reserved for Parent Representatives. In addition, the Chair Of the Danbury Board of
Education will be asked to of?ciaily con?rm his or her Board representative or designee.

Committee Membership:

?9 Academic Excellence and Program Performance Committee
Planning and Family Engagement Committee
Finance Committee
Audit Committee
Nominating Committee
Membership of the initial Board Committees is shown on the Schooi?s Table Of Organization,

Appendix at page 2 of 2, subject to formal adoption by the Board upon formal
implementation of the Board.

 

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dream? the Idealism and re?zomlprocedumr.

 

 

 

RECRUITMENT, SELECTION, AND REMOVAL PROCEDURES

Once the School?s Board of Directors is fully in place, it wili be responsible for electing
of?cers. Member recruitment will focus on residents of the City of Danbury, particuiarly those
that ?t the priority demographics of the school, namely low?income families, and members
who speak a language other than English. in their homes. Attributes will include a strong
history of community engagement as well as particular skills or talents that contribute to the
overall operation of the Board (such as educationai quali?cations, legal, ?nancial, or business
skills). The Nominating Committee of the Board will review all potential new members and
make speci?c recommendations for new Of?cers and members to the full Board of Directors.

\While removal of a Board Member is not anticipated to occur except very infrequently, the
Board will be able to remove members with or without cause. Pending adoption of Byalaws
for the Board, removal is anticipated to be accomplished with a vote of two?thirds of the

37

 

membership of the Board at any regular or special meeting of the Board with advance written
notice of the proposed removal.

 

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Hake/Jeldenr.

 

 

CHARTER SCHOOL OVERSIGHT

The Board of Directors (?governing council?) is the ultimate authority for the School, and will
establish appropriate policies and procedures to oversee all matters of the School, including
educational programs, governance and fiscal management, personnel, facility maintenance and
community outreach. The Board?s role is to establish all School policies and School budgets,
and then monitor the same to assure their faithful implementation. it will be the
Administrator?s responsibility to operationalize these policies, and the Administrator will
report to the Board of Directors on the execution of these responsibilities.

The Board and Administrator will work jointly to establish appropriate measures and reporting
structures to hold both the School and the Administrator accountable as approved by vote of
the Board of Directors. This will include, at a minimum, reports to the Board about
key performance measures of the school. and a dashboard that provides key
operational data, such as demographics, attendance, and student performance. The Board will
also receive a comprehensive review of the ?nancial status of the School, including
year?towdate and operational and variance reports, and quarterly comprehensive
financial statements including balance sheet, income statement, and cash flow statement.

This ongoing review will help the Board ensure that the school is meeting its
objectives, both in outreach to the community (Are we recruiting the students we have
identified as priority?), as well as outcomes (Are our students developing and learning as we
intend?), and ?nancial management (Are we financially sound and meeting our obligations?)
These reports will also help the Board assure that the School is recruiting the type and quality
of teachers that is most beneficial to the students. This will allow the Board to make
appropriate decisions about any necessary programmatic and structural changes based on
student need, effectiveness of the instructional staff, and the financial stability of the school.

As a member of the Board of Directors, the Danhury Public School Board Chair

Superintendent, or designee, will have direct access to this data. As requested, appropriate
Danbury Collegiate Charter School Board of Directors and staff will also be available to
provide reports or presentations directly to the full Board of Education. Additionally, the
Board of Directors will encourage collaboration between the teaching teams of both the
School and the Danbury Public School system.

Finally, the School will report regularly to parents as well as the general public. This will, at a
minimum, take the form of regular Parent meetings to discuss data and other issues with the
School and to encourage Parent Engagement in an appropriate setting. See details set out in
Section It will also include an Annual Report to parents and the community detailing

38

 

the School?s and students? accomplishments. Finally, it is planned that the School will host
Open Houses designed to invite the public into the School to experience ?rsthand the
environment and accomplishments of the students.

 

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pretext @12v/92'eb r/ie comm? and admim'iz?mi?z'wz 2.2/27! area/lie (Jemima: aadprew?de eez'deezee oft/lie
dreamt role: and reipeizribilz'rz?ee ef comm? (?fteen members, committee; and edirzz'm'n?mrieiz.

 

 

 

 

DELEGATION OF RESPONSIBILITIES

The Board of Directors (?governing counc' will always be the ultimate legal and ?duciary
authority of the Danbury Collegiate Charter School, and shall exercise its authority as a fully
independent not?for-pro?t entity. In accordance with the Job Description included herein, the
Board will delegate speci?c duties to the School Administrator (?Principal?).

The School Administrator will report directly to the Board of Directors and shall be
responsible for the School?s total operation. The Administrator will have authority to manage
the affairs, property, personnel and activities of the School, in compliance with Board adopted
budgets, plans and Policies. He or she is accountable to the Board of Directors for the
execution of all such budgets, plans and policies and for the achievement of the
Administrator?s speci?c objectives as the Board will establish annually. The performance of
the Administrator will be annually appraised by the Board.

In sum, the Board will set policy and over?all objectives and protocols of the School through
adopted budgets, plans and policies; the Administrator is responsible for advising the Board as
to such budgets, plans and policies, and for seeing that the same, as adopted, are fully carried

out.
RESPONSIBILIITES OF rm; BOARD OFFICERS ARE A5 Porto W5.-

Board Chair: The Chair?s duties will include i) establishing the agenda for all meetings of the
Board of Directors in consultation with the Administrator; 2) Presiding at all meetings of the
Board of Directors; and 3) Deciding, in consultation with legal counsel, all rules of order at
meetings of the Board, consistent with Roberts Rules of Order (as adopted by the Board of
Directors). As the leading member of the Board of Directors, the Chair shall seek to develop
agreement among the members of the Board of Directors in reference to the Board?s
execution of its duties as detailed in the By-laws. In addition, the Chair will be the principal
counselor to the Administrator in regard to all business before the School or the Board.

Vice Chair: The Vice?Chair will take the place of the Chair and perform his or her duties
whenever the Chair is absent or unable to act.

Treasurer: The Treasurer will have responsibility for overseeing the School?s funds and
securities and will be responsible for assuring the keeping of full and accurate records and
books of account. The Treasurer, assisted by the professional staff of the CMO, will furnish
such reports as may be required by the Board of Directors or the Administrator. The
Treasurer?s duties will also include 1) Accounting for all funds, securities, notes, mortgages,
deeds and other documents relating to the property of the School; 2) As authorized by the
Board of Directors, opening accounts with one or more banks in the name of the School and

39

insuring that ail monies are deposited in such banks upon receiving such monies; 3)
Presenting to the Board of Directors on a regularly scheduled basis, as determined by the
Board, a statement of account or abstract thereof showing the ?nancial status of the School; 4)
Arranging for the payment of all orders drawn upon the School in the manner prescribed by
the Board of Directors; and 5) Executing such resolutions as may be adopted by the Board of
Directors relative to the investment of funds by the School.

Deputy Treasurer: The Deputy Treasurer will take the place of the Treasurer and perform
his or her duties whenever the Treasurer is absent or unable to act.

Corporate Secretary: The Corporate Secretary will act as corporate secretary of the Board of
Directors. The Secretary or his or her designees will record minutes for all meetings of the
School and the Board of Directors. He or she shall, in general, perform all of the duties
incident to the office of a secretary of a stock corporation, and will act as official custodian of
all records and reports, and will be responsible for assuring the keeping and reporting of
adequate records as the Board of Directors may direct.

THE ROLES OF BOARD COMMITTEES ARE A5 FOLLOWS:

Academic Excellence and Program Performance Committee: The Academic Excellence
and Program Performance Committee will be responsible for the ongoing quality review of all
operations of the School (both educational and non?educational, except for matters in the
jurisdiction of the Finance Committee), with at least annual identi?cation (and more frequently
as needed) of areas of strength, areas in need of improvement, a specific plan for achievement
of goals and objectives related to meeting such goals, and recommendations for programmatic
changes to increase the quality of the Schools services and activities. In addition, the
committee will, at least annually, thoroughly review the performance of the Administrator and
wiil discuss the results with the Administrator and report recommendations in that regard to
the full Board of Directors. The Committee will also make recommendations to the Board of
Directors for any change in the compensation of the Administrator, subject to the applicable
collective bargaining agreement. Additionally, the Committee will meet at least annually to self-
review the performance of the Board of Directors, including the performance of each
individual member, and will report its recommendations to the full Board of Directors. The
Finance Committee and the Academic Excellence and Program Performance Committee will
be jointly responsible for reviewing and recommending any collective bargaining agreements
and the CMO agreement to be entered into by the School.

Finance Committee: The Finance Committee is responsible for recommending School
financial policies, considering and recommending to the Board of Directors the adoption of
annual operating and capital budgets; recommending policy regarding the management of
invested funds, overseeing the management of the School?s investment portfolio, and
recommending the borrowing of Short- and/ or long?term funds as necessary; examining and
recommending ?nancial and related statistical statements regarding current School operations;
and considering and recommending the appointment of depositories. The Finance Committee
and the Academic Excellence and Program Performance Committee will be jointly responsible
for reviewing and recommending any collective bargaining agreements and the CMC)
agreement to be entered into by the School.

Audit Committee: The Audit Committee will, no less than generally every 5 years, oversee
the bid process for, and then recommend to the Board of Directors, the selection of a
Certi?ed Public Accounting Firm to annually audit the financial books and records of the

40

School; meet at least annually with the CPA Firm hired to audit the books of the School; and
review and recommend to the Board of Directors the approval of the Audit Firm?s annual
certi?ed Audit Report, IRS Form 990, and other recommendations.

Nominating Committee: The Nominating Committee will have the responsibility of
recommending as needed candidates for Officer(s) and membership in the Board of Directors
in order to maintain the required number and appropriate diversity and skills of Board
Members.

General: All committees will act only by majority vote. Committees are advisory to the Board
of Directors; all final decisions shall be made only by the full Board of Directors, except that in
the case of an emergency, when it is not timely in the judgment of the Board Chair to convene
a meeting of the full Board, the Finance Committee may act as the Executive Committee of
the Board, provided that all actions of the Executive Committee shall be subject to review at
the next held meeting of the full Board of Directors.

 

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APPOINTMENT AND EVALUATION OF SCHOOL LEADERSHIP

Danbury Collegiate?s founding group understands that school leadership is a critical predictor
of student achievement, as the Principal is the primary educational leader of the School (cg,
establishes the instructional climate, prioritizes achievement goals, creates school?wide
systems, and supports teaching for each student), and the leading steward of school culture.

The Danbury Coilegiate Principal wili hold a State 092 Certi?cate, and have the prior
successful work experience qualifying the Principal for his or her responsibilities at Danbury
Collegiate. The Principal wiil also have a sincere commitment to the vision statement, values,
curriculum and program design of Danbury Collegiate, and a demonstrated dedication to the
education of Danbury Collegiate?s target student population.

PRINCIPAL HIRING PROCESS

Danbury Collegiate will establish a rigorous, performance?based hiring process for the school
Principal, consistent with the Collective Bargaining agreement to be negotiated between the
DCCS Board and the Danbury School Administrators Association.

Principal candidates will be screened by an HR representative or recruitment staff to develop a
short list of candidates who will participate in a panei interview. The initial interview panel for
Principal candidates will include the Board Chair, members of the school?s Academic
Excellence and Program Performance Committee, and the Chair of the Finance Committee.

Based on the results on initial interviews, up to three Principal candidates will he invited to the
school to tour, observe instruction if possible, and engage in performance?based tasks
including providing a teacher with coaching feedback and sitting in on a data inquiry team
meeting. Teachers will have the opportunity to provide feedback to and/ or participate in the
interview committee.

Principal candidates will have a ?nal interview with the full Board of Directors. Following final
interviews and input from teaching staff, the Academic Excellence and Program Performance

41

Committee will make a final recommendation to the Board, and the Board of Directors will
hire the Principal by not less than a two-thirds vote of the entire Board.

PRINCIPAL TION PRO c3535

Danbury Collegiate?s Board of Directors will annually evaluate our school leader using the
VAL-ED Assessment of Leadership in Action, a 360?degree evaluation tool.

The Vanderbilt Assessment of Leadership in Education (V is a research?based
evaluation tool that measures the effectiveness of school leaders by use of a 360wdegree,
evidence~based, multi-rater assessment protocol focused on learning?centered leadership
behaviors that in?uence teachers, staff, and most importantly, student achievement. With
VAL-ED, a 360-degree evaluation tool gather broad feedback from teachers and supervisors
focused on leadership behaviors that in?uence teachers, staff, 83: students and are proven to
impact student learning.

Core components of the rating scale are aligned with the Interstate School Leaders
Licensure Consortium (ISLLC) Educational Leadership Standards and include:

9 Holding high standards for student learning
9 Rigorous curriculum

9 Quality instruction

9 Learning and professional behavior

9 Connections to external communities

9 Performance accountability

Key school~wide systems evaluated by include:

9 Planning

9 Implementing

9 Supporting

9 Advocating

9 Communicating

9 Monitoring
Using ratings of a principal's behaviors are based on evidence that is recent, relevant
and representative. Evidence comes in many forms (cg, observations of behavior, review of
documents that record leadership actions and communications with people who have directly
observed the principal's behavior). Evaluation reports make it easy to identify specific
leadership behaviors for improvement.

Based on the results of annual evaluation, the Board and school Principal will work together to
establish performance growth goals for the following academic year and/ or establish a plan for
remediation of areas of under?performance. Alternately, based on the results of evidence?
based evaluation, the Board may recommend the termination of the Principal?s contract.

 

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42

 

 

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izazz?tar to the that wt! [7.9 rereed [at the prepared charter reboot, create rtre?g
aeadeaez?e itadeati, and (232) manage aeaatademte rebeolfaaetz'em.

(B A term Ibeet that ieti?rt/J the length oft/3e tantraetjhr reboot management rereteer, 
the rater and oft/9e governing comm? eft/aepreybei?ed e/earter reboot, the ita?eftae
pretend charter reboot amt t/ie e/Jarter management ogam'gatz?ea, tee nape efrerez'eer and remartei
to be provided a} the charter organization, the eea/aattea ateararei and
ttazetz'aer, the compensation itrtittare, tat/tiring a dear z'deatz?tatt'ea of cit/fees to fee paid to the
charter management organization, (e2) the met/50d: (yr contract and etyhreezaem?, and ?at) t/Je
eeiedz'tz?emjer z?eaezeat and termination aft/5e eeatraet.

 

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CONTRACTS WITH PARTNER ORGANIZATIONS

The Connecticut Institute For Communities, Inc. (CIFC) will serve as the Charter
Management Organization for the Danbury Collegiate Charter School. It is acknowledge that
the formal CMO agreement will need to be negotiated between CIFC and Danbury Collegiate,
with Danbury Collegiate represented by fully independent legal counsel hired by the charter
school?s Board. It is similarly acknowledged that the CMO agreement will need to be approved
by the Connecticut State Department of Education under CGJ. 70-66tt. Accordingly the
relationships detailed herein are set forth as currently planned, but are subject to the Danbury
Collegiate Board and CSDE referenced negotiations and approvals.

CIFC has been chosen to serve in that capacity both because of (1) its very substantial
institutional strength (2) the breadth of its services; (3) its extensive ties to the Danbury
Community; and (4) its demonstrated success in the delivery of related programming.

CIFC has a long, distinguished record of Head Start and Early Head Start sponsorship, and
has organized and sponsored multiple other related programs, including the Western
Connecticut Regional W1C program, a minority?youth focused ?Teen Center,? a state?funded
?School Readiness Program,? a five-site school?based health center program, and a
comprehensive Federally Qualified Health Center (FQHC). In conjunction with these
programs, has fostered strong community relationships and partnerships Within the
communities it serves, and a well-established reputation for excellence in program
performance.

 

The Head Start demographics are very similar to the priority groups the Danbury Collegiate
Charter School has identi?ed. More than 60% of the Head Start children served by
CIFC Head Start are at or below the Federal Poverty Level, and approximately 30% of
children are between 100 and 130% of the FPL. 70% of the students are Hispanic and 66% of
the children speak a language other than English at home, with 57% of the families speaking
Spanish. More than 81% of the children are from racial or ethnic minorities, and at the time of
enrollment in Head Start were an average of 1.6 years behind their peers from the general
population in regard to school readiness. Students who attend the complete four and one half

43

 

(4.5) year CIFC Head Start program enter Kindergarten prepared to learn at or above grade
level. Students who complete only one year of Head Start program still make gains in
that one year at an average of 1.2 years.

A critical component of our educational approach is its alignment with our family engagement
approach. Our education and family engagement teams share commitment and accountability
towards our work with families to promote school readiness. CIFC works with families to
encourage four family life practices: promoting nurturing family routines, encouraging
positive guidance and disciplinary practices, enhancing language and literacy, and 
building stimulating and experience-rich home learning environments. Research has shown
that all four of these family life practices positively impact child outcomes for all children,
regardless of income.

  

Head Start performance data demonstrates the impact that our Early Head Start and
Head Start program has on children?s development. The below was taken from CIFC Head
Start?s outcomes data for the 2016-2017 program year:

9 Cognitive: In fall 2016, 44% of children were meeting the benchmark on the CT
Preschool Framework for their age. By spring of 2017, 85% of our children were
meeting or exceeding that benchmark (a 93% increase).

9 Social{ Emotional: In fall 2016, 44% of children were meeting the benchmark on the
CT Preschool Framework for their age. By spring of 2017, 84% of our children were
meeting or exceeding that benchmark (a 91% increase).

a Language: In fall 2016, 36% of children were meeting the benchmark on the CT
Preschool Framework for their age. By spring of 2017, 73% of our children were
meeting or exceeding that benchmark (a 103% increase).

9 Literacy: in fall 2016, 36% of children were meeting the benchmark on the CT
Preschool Framework for their age. By spring of 2017, 75% of our children were
meeting or exceeding that benchmark (a 108% increase).

Preschool Framework for their age. By spring of 2017, 67% of our children were
meeting or exceeding that benchmark (a 131% increase).

Fine Motor: In fall 2016, 63% of children were meeting the benchmark on the CT
Preschool Framework for their age. By spring of 2017, 90% of our children were
meeting or exceeding that benchmark (a 43% increase).

Gross Motor: In fall 2016, 52% of children were meeting the benchmark on the CT
Preschool Framework for their age. By spring of 2017, 82% of our children were
meeting or exceeding that benchmark (a 58% increase).

These data make it apparent that children in early childhood program are growing
signi?cantly over the course of the Head Start year. On average, children gained 90% in each
of these development areas. Five of the areas saw at least 91% growth over the year, with
mathematics experiencing the highest level of growth at 131%. We anticipate that similar
growth of the students will continue with students in Danbury Collegiate as we work to

44

implement the learning models described herein that optimize the transition of students from
preschool to Kindergarten and elementary grades.

In addition, CIFC I?iead Starr?s ?Classroom Assessment Scoring System? (CLASS) evaluations,
as performed by independent monitors during our most recent 2013 federal monitoring
review, reflected the quality that exists within our classrooms and with our teacher-child
interactions. in 2016-2017, CIFC Head Start?s CLASS scores in all three domains qualified in
the top 10% of all grantee scores from the Federal Of?ce of Head Start?s (OHS) on?site

. 9
.

Table: CIFC CLASS Scores, as compared to OHS (2016-2017)

 

 

 

 

 

 

CLASS Scores by Domain - 5' -- 
Emotional Classroom Instructional
Support Organization Support
CIFC Head Start (2016-2017) 6.77 6.64 4.84
OHS Highest 10% (2016) 6.35 6.15 3.53

 

 

 

 

As mentioned earlier, CIFC Head Start has consistently received outstanding federal
monitoring reviews (including 100% compliance on our two (2) most recent triennial 2011 and
2014 federal monitoring reviews). This compliance check includes the rigorous review of 3,700
separate performance standards.

 

Management of non?academic school functions:

CIFC maintains a professional Facilities Management staff, led by Richard M. Palanzo, who
has more than 30 years of facility operations experience, ranging from design and
construction, to repairs and maintenance. Mr. Palanzo will be responsible for the organization,
implementation, monitoring and assessment of all Danbury Collegiate Charter School
maintenance operations. His long, successful tenure with the City of Danhury, including
working with all Danbury public schools, attests to his expertise in this regard.

Human Resources department is managed by Holly Danise, who has more than 20
years of experience. She is responsible for managing the Human Resource activities more than
300 employees, including about 50 classroom staff for Early Learning Programs. She
and her team are well-versed in Human Resources law, best practices, and Affirmative Action
standards and procedures.

Elizabeth Marmcci, CMA, leads the Financial team, which has a combined total of more
than 100 years of experience. The team is responsible for managing the ?nancial matters of a
diverse group of programming and revenue sources, including state, federal and local grants,
including the State Care4Kids and CACFP programs, and private donations. Due to their
efforts, has been consistently rated as a Federal ?Low Risk Auditee.?

Planning and Communications function is led by Elizabeth Goehring, who has
more than 15 years program planning and grant experience. CIFC has successfully received
and managed multi-million dollar grants since its inception in 2003 and now administers, on an

 

9 National Overview of Grantee CLASS Scores in 2016.? Office of Head Start (2016).

45

annual basis, more than $15,000,000 in revenue, including more than $10,000,000 annually in
grants.

The compliance team, led by Katherine M. Curran, C00 and General Counsel at CIFC, is
responsible for all compliance, risk management and legal matters for the organization. The
team is well?versed in navigating complex regulatory requirements by diverse programs. CIFC
has a sterling compliance record, including that of the Head Start program sponsored by
CIFC. Ms. Curran?s team includes a full~time Compliance Of?cer.

Advancement and fundraising efforts at CIFC are led by Joe Walkovich. He brings
experience and expertise in fundraising and nonprofit institutional advancement of more than
30 years.

CIFC also has health care experience, offering a Federally Qualified Health Center for the
Greater Danbury area. Led by Dr Kristine Lisi, MD, the Health Center team annually serves
approximately 15,000 patients per year, including Pediatrics, Ob/Gyn ,Adult Medicine,
Behavioral and Oral Health.

General: In brief, CIFC has deep experience managing a diverse portfolio of services, all
designed to help improve the community conditions for low-income families in the Danbury
area. solid organizational and operational capacity will provide outstanding backing for
the Danbury Collegiate Charter School.

Integral to success are the relationships that we have developed in support of our
entire suite of programming. For over fifteen years, CIFC has maintained lasting partnerships
with the City of Danbury, The Danbury Public Schools, Greater Danbury Community Health
Center, the local LEAs, and the United Way of Western Connecticut, and many other
organizations in an effort to extend our ability to serve our families. With the help of
collaborating agencies such as these, CIFC works with each child and family to understand the
services that meet their unique needs and allow for the creation of support structures that
connect the families to new services that can supplement existing local resources. Each year
CIFC updates and strengthens its partnerships locally and statewide with both public and
private organizations and key community leaders to continue to provide effective services for
the children served by our programs.

 

Term Sheet:

 

Length of contract for whole school management services: An initial term of 5 years, with any
renewals or extensions as agreed to by the parties.

 

Roles and responsibilities of the governing council of the proposed charter school, the staff of
the proposed charter school and the charter management organization: The Board is
responsible for all Policies and Budgets of Danbury Collegiate, the hiring (evaluation and
dismissal) of the Principal, and the monitoring of all performance of the School. The Principal
is responsible for implementation of all such policies and budgets, managing the staff and
operations of the School, and reports to the Board of Directors. The CMO will provide ?back

46

office? services to Danbury Collegiate as more fully speci?ed in subsection immediately
below

 

The scope of services and resources to be provided by the charter management organization:
Subject to approval of the CMO agreement as speci?ed above, the CMO will provide:

Bookkeeping and accounting services for the School, including the preparation of 
operating reports and quarterly financial statements, payroll services, and procurement and
inventory functions;

Human reSOurce services, including recruiting and vetting of professional staff (hiring by
the Board/Princip al);

Program planning and communications services on behalf of the School;
Program and regulatory compliance monitoring and assistance;

Advancement and fundraising;

Facilities maintenance supervision.

The agreement shall also include such other provisions as required by the parties, or
required by law (such as that of C. GS . ll 7066.27! providing that Connecticth state law shall be
the controlling law for the contract and the ?transparency? requirements of CGS. ll 
and shall be approved by the Connecticut State Department of Education.

 

The performance evaluation measures and timelines: The School, through its Board and
Principal, and the CMO, through its Board and leadership staff, will each year independently
conduct an evaluation of the performance of the parties in reference to the CMO agreement,
and then jointly review and adopt an annual evaluation report, which will indicate items of
agreement or any items of disagreement. The report will be conducted not later than July of
each year, and be performed in reference to performance measures consisting of each of the
items of service set forth immediately above at suhSection 

 

The compensation structure, including a clear identification of all fees to be paid to the charter
management organization: 10% of per pupil and student entitlement revenue received by the
School, excluding in?kind donations and contributions or grants to the School not secured
through the CMO.

 

The methods of contract oversight and enforcement: The CMO will be in regular, not less
than communication with the Danbury Collegiate Board, supplying the reports and
information detailed herein. Similarly, the CMO will be in regular, not less than weekly,
communication with the Principal for the same purpose. In addition, the CMO and the
Danbury Collegiate Board shall be individually responsible for their respective oversight of the
carrying out of the CMO contract, and either party may make requests of the other for
explanations or additional information in regard to such oversight. The requested party shall

47

have an obligation to respond fully Within not more than ?fteen (15) days. Failure to so
respond will be deemed a material breach of the agreement, and subject the contract to
termination as described in subsection vii immediately below.

 

The conditions for renewal and termination of the contract:

The contract may be terminated at any time upon mutually written agreement of the
parties.

The contracted may be terminate for cause by either party upon 60 days? notice, including
an opportunity to cure any speci?c cause, as cause is to be de?ned in the CMO contract,
including any material violations of the contract by the breaching party.

Renewal shall be upon mutual written agreement of the parties.

 

Evidence of compliance with C. GS . 70~66tt CIFC as the CMO agrees to comply with all
requirements of CGS. 70-6611: Evidence of the applicant?s compliance includes the detailed
discussion of the required contractual elements herein and proposed methods of
compliance with those contractual elements as contained throughout this application, but with.
particularity in subsection il.2.h.B.i?vii immediately above.

3. School Leader

 

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2796 Xeaa? admz'?zlrz?mz?er cy? flee prepared Wee! a5 weii a: his or be?? quafg?eatz'em, eagberz'eizee,
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z'iedz'w'dmZ bar a of leading a 5236* quarry minor.

 

 

 

 

This section is not applicable.

 

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admz?neez?mz?er wife a prover: z?mei? record Pfeaee demibe fee ebamez?erz?rz?z?er med eke/Zr
?ea! ?ee prepared 5629001 we?! Zeokfbr 2'22 recreating med reZeez?iieg e: leader.

 

 

 

 

ATTRACTING AND HIRING A SCHOOL LEADER

Danbury Collegiate Charter School has not identi?ed a school leader at this time.
CHARACTERISTICS AND SKILLS
Instead, Danbury Collegiate will recruit a Connecticut 092 certi?ed school leader with a

proven track record of improving student outcomes for low income students and establishing
strong, positive school culture.

We will identify a school leader who can bring Danbury Collegiate Charter School?s mission,

48

vision, and curricuium to life, and who can build and lead an instructional team to follow that
vision. He or she will implement the school?s mission through effective leadership,
management, and support of our students, teachers, and family members.

Danbury Collegiate Charter School?s Principal be driven to implement and continually
enhance an instructional program and school culture that enables every student to succeed.

RECRUITMENT PROCESS

To attract and hire a school leader, Danbury Collegiate?s Board of Directors will advertise the
position through Linkedln, Indeed, Idealist, the Northeast Charter Schools Network, and
other appropriate sites, such as university education departments that prepare administrators
for Connecticut certi?cation.

if necessary, the Danbury Collegiate Board of Directors will engage the services of a
recruitment ?rm that specializes in the placement of charter school administrators. However,
based on experience of recruiting senior professional talent Within the Tri-State area,
we do not anticipate that such an approach will be necessary.

Our hiring process is detailed in Section 11.2.f: Appointment and Evaluation of School
Leadership

4. Evidence of Support

 

a. I/sz?mz?e ?ee reepe mppen?j?br ebeprepeied ire/Joel Pfearepmw'de evidence fbreegg/J
Zetz?enr grixgbpera ram-Du, petitions or other means, the grime/Jeri, parem?r, rz?zrdeiez?i,
mam, commit/my! died/ 07? z??riz?tae?iena/ feeders Jae/9 efmppe? mart be
current or recent.

 

 

 

 

Please see Appendix for Letters of Community Support.

 

Please see Appendix (2) for Danbury Collegiate?s Community Petition.

ELSTUDENT COMPOSITION, SERVICES AND Pomcms

School Demographics

 

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needs" (ff/3e piper/axiom

 

 

 

 

COMMUNITY DEMOGRAPHICS

Like other larger communities in the state, Danbury has seen a dramatic change in
demographics, with an influx of Latin American immigrants from Ecuador, Columbia, Peru,
Mexico, Dominican Republic and Brazil. According to research aggregated by Danbury
Hospital, 17,000~18,000 of the residents are undocumented immigrants. Nearly 32% of

49

Kindergarten inventuw
anal E354 Percentage
Ices: 'H-i-a-j 

Danbury?s population is foreign~born, 68.3% of those from
Latin ilmerica.lU Area-wide non-Hispanic Whites still constitute
the largest percentage of the population, followed by
Hispanics, Asians and African-Americans. Danbury continues
to have a notably higher minority population than the
surrounding communities as well as the State of Connecticut as
a whole.

 

In the U.S., 8.6% of the population over the age of 5 speaks
English less than ?very well,? and Connecticut is similar at
However, in the City of Danbury the proportion of
non-English speakers is significant: 45.2% of all households
speak a language other than English at home, with Spanish and
Portuguese being the two most common home languages. Of
foreign-born households, 63.1% speak English less than ?very
well.? English learners account for 23% of Danbury students,
while there are only 6.4% English Learners in the State of
Connecticut as a whole.12 Measured by either per capita income
($38,803) or median household income the State of
Connecticut is one of the wealthiest states in the country.13
However, this does not adequately describe the economic conditions in Danbury. In 2015,
Danbury had a per capita income of $31,284, and the median income for the bottom 20% of
community households is $27,000, compared to $127,000 for the top 20? 0.111 This income
disparity is among the highest in the nation.15

From 20002014, the total percentage of people living at 200% or less of the Federal Poverty
Level (FPL) has grown in Danbury from 22% to 28%, while the low-income rate for children
ages 0 to 17 rose from 26% to 36%, an indication that poverty impacts school~aged children
more signi?cantly than other sectors of the population. Data shows that most Danbury
parents are working; however, according to the Fairfield County Community Wellbeing Index
2016, 42% of Danbury?s children under the age of 5 are lowdncome, living in households with
income less than 200% of poverty (including those living below FPL). 16

In addition to the effects of poverty on early childhood development, Danbury lags behind the
State?s percentage of children who enter Kindergarten with preschool experience, and is well
below the rates of its neighboring communities. In 2012-13, 75.8% of Danbury children were
reported as attending preschool before entering Kindergarten, compared to the state average
of The result is that many low~income students in Danbury enter Kindergarten with a
de?cit.

These deficits are illustrated by the number of children who perform at Level 3 (considered to
be the most prepared to succeed in school) on the Kindergarten Entrance Inventory. The

 

American Communities Survey 2011?2015 5?year Estimates

American Communities Survey 2011?2015 5?year Estimates

13 CSDE Danbury School District Profile and Performance Report for School Year 2015?16
?3 US Census Bureau, 2015

?4 Fairfield County Community Wellbeing Index 2016

?5 20112015 American Community Survey

1" Fairfield County Community Wellbeing Index 2016

?3 CTdata.org

50

chart in this subsection shows how Danbury Kindergarten students compare with their
neighboring peers in three main categories: Language, Literacy and Numeracy.18 Similar
discrepancies are found in the remaining three categories of Creative/ Aesthetic,
Personal/ Social and Physical/ Motor skills.

Approximately 12% of students enrolled in the Danbury Public Schools in 2015 were eligible
for special education services and had Individualized Education Plans (IEPs) or 504 plans. Of
these students, about 72% spend between 79% to 100% of their time with their nondisabled
peers. However, more than 65% of students identi?ed as in need of special education services
are enrolled in college-andmcareer?readiness courses, higher than any subgroup except white
students. The majority of these students were identi?ed as learning disabled Each year,
the district spends approximately $26,000,000 on Special Education services, about half of
which is dedicated to hiring appropriately certified staff members. Students with disabilities
account for the highest rate of chronic absenteeism and second highest rate of
suspension/ expulsion in Danbury Public Schools. Students with Disabilities lag
behind their peers in math, English Language Arts and Science performance by about 20
percentage points.

Danbury Collegiate is deeply committed, as reflected in the entire design of the School
presented herein, to primarily serving precisely the most need students in Danbury: low?
income students; English Language Learners; and students with disabilities.

 

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I stardeatpopzdaz??wr.

 

MEETING THE NEEDS OF OUR PLANNED STUDENT POPULATION

Success at Danbury Collegiate will not be dependent upon socioeconomic status, race,
ethnicity, or disability status. Our program is specifically designed to meet the needs of low-
income, special education, and English language learning students. Danbury Collegiate will
begin outreach to the community with which the Connecticut Institute For Communities is
deeply familiar. Our outreach and expertise will deliberately target low?income families and
families whose primary language is not English.

Danbury Collegiate Charter School has been deliberately designed to meet the needs of diverse
learners who will enter the program with a range of skills and knowledge, and
weaknesses by ensuring multiple points of entry within the curriculum, realuworld connections
to educational content, and strong data?inquiry processes that will focus teachers on
performance results and adjust instruction to meet the needs of all learners. At Danbury
Collegiate, students will be supported by researchubased curriculum resources and highly
effective instructional strategies. In addition, each classroom will be led by one and a half
certi?ed teachers and one and a half assistant teachers, creating a low student teacher ratio
and ensuring individualized supports for learning.

Danbury Collegiate is extremely sensitive to the needs of children with Special Needs and
welcomes the opportunity to serve them. We are committed to making sure that the

 

?3 CTdata.org

51

 

percentage of Special Needs children at Danbury Collegiate is at least as large as the
percentage in the general school population. In the CIFC Head Start program we have the
mandate to recruit at least 10% of our children with Special Needs. The program has
consistently exceeded this mark; this year approximately 14% of our Head Start children are
Special Needs youngsters.

 

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for i256 mm?werzz?pfa?, flit/riding renrom?ar choosing to more #36 Aper?edgmder.

 

 

 

ENROLLMENT PLAN

Beginning in the 2019 school year, Danbury Collegiate Charter School proposes to enroll two
classes of 25 students each in Kindergarten for a total of 50 students in year one. In future
years, we will add one grade level per year through our first five?year term of charter, growing
to 250 students in grades - 4 by Year 5.

Through this growth strategy, we plan to create a small school with an intimate sense of
community while maintaining an overall size that is ?nancially viable.

We propose to begin instruction in the early grades for three primary reasons:

i. We believe that the job of the school is to establish a foundation on which our
students can successfully build their future education, careers, and lives in the
community. That foundation must begin in the earliest grades, with subsequent grades
opening up to meet the future needs of our students. At full expansion, Danbury
Collegiate Charter School hopes to ultimately encompass the full arc of K-12
education for our students.

2. The expertise of the founding group, the Connecticut institute for Communities
(CIFC), is especially focused in early childhood education. In Danbury, CIFC currently
operates both a Head Start and an Early Head Start program and has a long history of
improving school readiness for young children from lowwincome families (documented
further herein). CIFC takes a whole-child whole?family approach to early childhood
education, enhancing students? social, emotional, and intellectual growth by providing
critical educational, health, nutritional, and social services. CIFC will facilitate the
growth of the Danbury Collegiate Charter School the same way it has developed a
high?quality and comprehensive Head Start/ Early Head Start program by developing
an interdisciplinary curriculum rich with literacy, math, science, and the arts;
emphasizing students? social?emotional development; providing intensive professional
development to a high?quality instructional staff; fostering instructional growth
through reflective supervision and practices; focusing on research-based practices;
maintaining low child~to~adult ratios; and developing comprehensive family support
servrces.

3. The City of Danbury is one of the few municipalities in the state of Connecticut with
significant enrollment growth. This growth in enrollment has strained the existing
infrastructure of the Danbury public schools, resulting in crowded classrooms and
costly new construction to accommodate more students. By establishing a charter

52

school in the City of Danbury, Danbury Collegiate can help to alleviate some of the
stress on the existing public school system and reduce pressure on the local Board of
Education to accommodate more students in buildings and programs that are already
at capacity.

 

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tandem? 2'12 tandem Zaamz'a?g, 55/300! mama; and 35/9an 

 

 

 

 

PARENT AND GUARDIAN INVOLVEMENT

A critical component of Danbury Collegiate Charter School?s program model will be our
approach to family engagement (including parents, guardians, and other family members).
Modeled on expertise and experience with our Head Start program, Danbury
Collegiate Charter School will actively engage families to encourage four family life practices:
promoting nurturing family routines, encouraging positive guidance and disciplinary
practices, enhancing language and literacy, and building stimulating and experience~rich
home learning environments. Research has shown that all four of these family life practices
positively impact child outcomes for all children, regardless of income.:9

PROCED URES TO ENCOURAGE PA RENT VEMENT

Every family at Danbury Collegiate will be assigned to a Family Advocate who will meet with
parents formally at least two times per year. The Family Advocate will have frequent informal
often daily contact with parents. Through the Family Advocate, each family enrolled in
Danbury Collegiate will develop a Family Development Plan, articulating year-long goals for
attending school~based meetings and developing and/ or reinforcing home practices that
reinforce student learning. Family Development Plans, for example, will identify how
frequently parents currently read to their children, establish goals for reading aloud to children
reinforce independent reading goals, and identify any necessary supports for parents. Family
Development Plans will also look at the needs of the family that go beyond immediate child
development, such as employment status, health care needs, or the need for other supportive
services (eg. SNAP, or Section 8 housing voucher).

Families will be invited to participate actively in school policies and goals through the Parent
Advisory Council. A minimum of two parents from each classroom will be elected by their
peers, including all of the parents of students enrolled in the classroom. The Parent Advisory
Council will meet with the school Principal to develop potential solutions to parent
concerns, strategiae to increase parent engagement, plan school and parent events, and discuss
school?wide progress toward academic and non?academic performance goals. At least
quarterly, the Parent Advisory Council will host whole?school parent meetings to build
community and report on the work of the Council. These quarterly whole?school parent
meetings will allow parents to break into classroom committees to discuss issues and plan
events specific to a given classroom or grade level. The Parent Advisory Council will
recommend, by vote, parents to serve on Danbury Collegiate?s Board of Directors.

Danbury Collegiate Charter School teachers will meet with parents at least four times per year,

 

?9 Levine, Lori, and Rima Shore. Free to Read. Rep. Free to Grow Org, 2003

53

beginning each school year with home visits, allowing teachers, students, and family members
to get to know each other informally and for teachers to gain insight into each child?s home
environment. During the school year, there will be three parent-teacher conferences Fall,
Winter and Spring

Also, during the school year, we will offer Family Workshops, where family members come
together to learn and reflect on new skills related to the family life practices. For example,
Family could focus on topics such as ?Reading to Your Child,? ?Learning through
Play,? ?Discipline with Love and Logic,? or ?The Importance of Nighttime Routines.? We will
also facilitate Family Engagement network meetings, where families can share their hopes,
aspirations and challenges and build Family Social Events into our year calendar so families
and their children can join teachers, Family Advocates and other community members to build
positive relationships and model pro?social engagement.

Parents will also be encouraged to volunteer in the classrooms.

in addition, through our relationship with the Greater Danbury Community Health Center
(see letter of support), we will assure that every child and every family member has
both a medical and a dental ?home?, and access to a full range of medical, dental and
behavioral health services, all on a sliding fee schedule. (Notably, the sliding fee
schedule reduces to $0 for those children from families with the lowest incomes, which is a
policy not offered by any other Connecticut Community Health Center.)

2. Special Education and Section 504 of the Rehabilitation Act of1973

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need: including .rtatleatr wit/9 diiabz'litier. Tbir iettioii (yr the application t/Joald demioe boa) t/Je rebool will
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raigge ry?pea?al edaeatioa Hippo-Mr and related .remieei, or reqaireel. petulant to the Individuals?
with Dirabilitier Education Act (IDEA) and Section 504.

 

 

 

MEETING THE NEEDS OF STUDENTS WITH DISABILITIES

\Ylhile all children at Danbury Collegiate Charter School will receive differentiated instruction
to meet their developmental needs, we will take distinct care for children with special needs.
As previously described, each child enrolled in Danbury Collegiate Charter school will receive
comprehensive developmental and social-emotional screenings within 45 days of their entry
into the program. These assessments, which provide up?to~date information about all aspects
of a child?s development, will support our efforts to provide the highest-quality services to
children and families.

To assess incoming students, Danbury Collegiate will use a combination of assessment tools
including:

The Ages and Stages Questionnaire (ASQ) and the Ages and Stages Questionnaire?

54

 

9

Social Emotional for new Kindergarten students, which are completed via
parent interview to collect developmental, behavioral, social, and emotional skills
information about each child. (Kindergarten only)

NWEA NLAP assessments, which assesses baseline literacy and math performance. (All
grades)

DIBELS assessments, which assesses students? reading fluency. (All grades)

'We will refer children whose screening scores indicate possible concern for internal review by
our Response to Intervention (RTI) team and develop short-term action plans to address these
concerns. Children whose results require it will be referred to the local education agency for a
formal evaluation.

RESPONJE TO INTERVENTION (RTI)

Danbury Collegiate Charter School is committed to ensuring that every child in our program
makes meaningful progress. To that end, we will employ a robust Response to Intervention

system including:

9

Core general education curricula that are comprehensive in addressing a range of
essential competencies in each academic domain, culturally relevant and research?based
to the extent that research exists to inform their selection or development

A school~wide comprehensive system of social-emotional learning and behavioral
supports

Strategies for assuring that educators are modeling respectful and ethical behaviors,
fostering scholar engagement and connectedness to school, and assessing the quality of
the overall school climate so that scholars experience physical, social-emotional and
intellectual safety

The use of research?based, effective instructional strategies both within and across a
variety of academic domains

Differentiation of instruction for all learners, including students performing above and
below grade-level expectations and English Language Learners (ELLS)

Universal common assessments of all students that enable teachers to monitor
academic and social progress, and identify those who are experiencing difficulty early

Early intervention for students experiencing academic, social-emotional and/ or
behavioral difficulties to prevent the development of more serious educational issues
later on

Educational decision making (academic and socialX behavioral) driven by data involving
students? growth and performance relative to peers; data are carefully and
collaboratively analyzed by teams of educators data teams, early intervention
teams), with the results applied not only to inform instruction for individual scholars,
but also to evaluate and improve core general education practices and the overall
ef?cacy of interventions

A continuum of support that is part of the general education system, with increasing
intensity and/ or individualization across multiple tiers

 A systemic school?wide approach to core educational practices in which teachers
within a grade use the same common formative assessments for all students (academic
and social/ behavioral), address the same curricular and social?emotional competencies,
and share the same behavioral expectations; assessments, curricular and social-
emotional competencies and behavioral expectations also are well?coordinated across
all grades

The instructional team will work closely with Family Advocates and families to review the
status of children?s development and learning. As a group, this team will collaborate with the
Danbuty school district on the development and implementation of Individual Education
Plans (TEPS). Danhury Collegiate Charter School will collaborate with the Danbury school
district to ensure that disabilities services are individualized to each child and family. The
applicant has already discussed with the Danbury Superintendent of Schools and members of
the Danbury Board of Education the resources necessary to provide special education services
to individual children. The Superintendent and the Board of Education understand their legal
mandate to assist Danbury Collegiate in this regard and are very sympathetic of that effort.
CIFC Head Start has long had a parallel relationship with the Danbury Public Schools for the
provision of special needs services, and that relationship has been both collaborative and
effective. \We are committed to adapting the program as needed to meet each child?s specific
circumstances.

 

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z?ndz?oz?e/nofz?zed ednmn'on program; and Section 504 piano, and not a detailedpton?r the i
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RESPONSIBILITY FOR PROVISION OF SPECIAL EDUCATION SERVICES

Pursuant to C.G.S Section lO-66ee, Danbury Collegiate Charter School recognizes its
responsibility, the significance, and the value of meeting requirements for the provision of
services mandated by students? IEPs and Section 504 plans. In addition to federal and state
statutes such as the IDEA, FAPE, and FERPA, as a service provider for young and school-
aged children, Danbury Collegiate will ensure compliance with Child Find regulations under
the The school will ensure compliance through the following plan:

9 Certi?ed personnel: Danbury Collegiate will employ as needed certi?ed special
education teachers and contract for nursing services and additional services including
physical therapy (PT) and/ or occupational therapy (OT). To date, Danbury Collegiate
has engaged in extensive discussions about options for the provision of special
education services with the Danbury Public Schools Superintendent. The Danbury
Superintendent is committed to ensuring either in?kind or financial supports to ensure
the provision of special education services to Danbury Collegiate students. Both the
founding group of Danbury Collegiate and the Danbury Superintendent understand
the legal requirements for special education, and we are committed to working
together to ensure such compliance. As the school grows, we will hire certified
personnel and expand our services to include a counselor or social worker, as needed.
Whenever possible, we will hire teachers will dual. certi?cation to expand the expertise

56

and supports available on our staff. As mentioned previously, Head Strat has
long had a parallel relationship with the Danbury Public Schools for the provision of
special needs services to students in need, and that relationship has been productive
and effective.

9 Documentation: The school wiil maintain all documentation pertaining to students?
lEPs and 504 plans in locked cabinets in a designated office. Access will be limited to
direct service providers, the school Principal, and the individual parents involved.
Once students enroll in the school, Danbury Collegiate will request any existing
records from the public school district, previous schools, or early intervention
programs. The school will maintain a strong and collaborative relationship with the
Danbury Public School District to ensure the timely receipt of all documentation and
ensure the school?s ability to comply with special education requirements articulated
therein.

9 Student Assessment: Danbury Collegiate will ensure that students receive the
assessment accommodations articulated in their lEPs and 504 plans and will
implement those plans with ?deiity. In accordance with regulations, students? lEPs and
504 plans will be reviewed annually, and, when accommodations documented in those
pians no longer meet a student?s needs, Danbury Collegiate will work with the
Danbury Public Schools to review and update those plans. Unless otherwise prescribed
by a student?s IEP, all students will participate in the school?s assessment program,
including Smarter Balanced assessments, interim assessments, diagnostic screenings,
growth measures, and curriculum?based assessments and assignments.

Classroom Adaptations: Danbury Collegiate will ensure that classroom instruction
provides any accommodations articulated in students? IEPs and 504 plans. In addition,
Danbury Collegiate?s schooi facility will be accessible and adaptable in accordance with
federal Americans with Disabilities Act (ADA) regulations.

a Professional Development: Ali teachers at Danbury Collegiate Charter School will
receive professional development necessary to understand the accommodations
articulated by students? lEPs and 504 plans and to understand their responsibilities for
compliance. In addition, Danbury Collegiate will plan professional development and
coaching support for teachers to enhance their abilities to differentiate student
instruction. Teachers will benefit from common planning periods and weekly data
inquiry meetings, allowing them to plan for differentiation, remediation, and small
group instruction. Special education teachers will work closely with general educators
in training, planning, and classroom practice to ensure that all students receive
effective instructional support.

 

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education and refuted services, under either IDEA or Kerrie}: 504, are referred to their rc?eoi
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ENSURING THAT ELIGIBLE STUDENTS RECEIVE SPECIAL EDUCATION SERVICES

Danbury Collegiate Charter Schooi believes that it is our responsibility to provide inclusive

57

 

care for children with disabilities in the least restrictive environment possible. Our staff, led by
our School Principal will:

Work with teachers to integrate any treatment, special education, related services, or
program modi?cations into group activities otherwise occurring in the classroom.

a Work with parents and teaching staff to make modifications to the general education
setting to ensure that children with special needs participate in the full range of
program activities.

9 Work with Danbury Public School District to ensure that students with iEPs receive
proper services and supports. We advocate that every child with an receives
identified services in the classroom to the greatest extent possible. As appropriate, we
work to coordinate pull?out services to ensure minimal disruption for the child and his
or her family. Our Principal will work closely with instructional staff and Danbury
Board of Education staff to ensure that IEPs are fully implemented and that students
with special needs are integrated into the classroom community in the least restrictive
way.

9 Work with Danbury College Charter School facility and family advocates, partners, and
facility specialists to ensure compliance with the Americans with Disabilities Act
(ADA) requirements that all facilities are accessible to individuals with disabilities. On
an annual basis, staff uses the budgeting process to identify and allocate the resources
required to provide appropriate materials, equipment, and, if needed, transportation;

lt is important to note that the CIFC Head Start program has a strong and productive
relationship in regard to special education with the Danbury school district. The local Board of
Education has been providing special education services for Head Start preschool
children for more than 12 years.

TO PROCED 

Danbury Collegiate will establish the following procedures within our Response to
intervention (RTI) plan to ensure that students who may be eligible to receive special
education and related services, under either or Section 504, are referred to the school
district or to schoolubased staff for evaluation:

identifying students for academic intervention: When the process of data inquiry causes
teachers to identify a student as struggling in one or more academic areas, the classroom
teachers will:

?9 Collaborate with the grade?level team to compare observations, identify data trends,
and target strategies for differentiation

9 Determine whether the student is part of an appropriate small group for instruction

9 Notify the patent and Family Advocate

Consult with special education teachers

9 Develop and document a plan for intervention in collaboration with the teaching team
and Principal; document progress relative to the plan on a weekly basis; change
strategies for differentiation or small groupings as needed

a Provide the Family Advocate and the special education coordinator (made available
through the Danbury Public Schools on either an inwkind or budget support basis)

3

6

with a copy of the plan for intervention
Communicate with the parent at least weekly to discuss progress
Consult with special education teachers to plan referrals as needed

Identifying students for behavioral intervention: Through Danbury Collegiate?s Behavior
System, a teacher identifies a student who is consistently disruptive and stops classroom
learning, the teacher will:

6



Follow procedures in the school?s Behavior System related to Step Outs and Send
Outs

Notify the parent and Family Advocate

Notify the Principal

Use informal strategies (eg. change seating location) to modify behavior
Schedule a meeting with the parent and Family Advocate to develop a behavioral
intervention plan

Consult with special education teachers to plan referrals as needed

When multiple data points and consistent interventions indicate that a students is struggling
academically or behaviorally, teachers may refer students for evaluation by the Planning and
Placement Team (PPT). There must be evidence of academic or behavioral concerns as well as
evidence of failure to respond to informal interventions for such a referral to occur.

FOR REFERRAL TO THE PLANNING AND PLACEMENT TEAM

To refer a student to the Planning and Placement Team, Danbury Collegiate will:

Make and retain copies of student academic work and/ or anecdotal records of student
behavior

Alert the parents and communicate regularly regarding actions being taken,
involvement of support staff, and student progress; maintain a record of all
communications

involve the grade?level team, special education teacher, Family Advocate, and
Principal; maintain a record of all communications

Alert the Principal if the student does not demonstrate adequate improvement

Notify the Special Education Coordinator if a student may require referral for speech
therapy or occupational therapy

Consult with special education teachers, the Special Education Coordinator and
Principal if a student requires academic or behavioral interventions; document all
interventions provided

If in?class intervention plans have been put in place and implemented with fidelity, but
a student does not make signi?cant progress, the grade?level team, specialist teachers,
and Principal will review data and decide if special education evaluation is required
Notify parents of the school?s recommendation to seek special education services both
verbally and in writing

Refer the student to the Planning and Placement Team for formal assessment based
on the documentation of inadequate progress; notify the parent prior to submitting a
formal special education referral

\With parent consent, the Planning and Placement Team of the Danbury School
District can conduct a formal evaluation

59

 The school Principal will be responsible for the outcome of referral, including
implementation of a new following initial referral or revisions to an existing IEP

 

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ENGAGING FAMILIES OF STUDENTS WITH DISABILITIES

As part of its fundamental structure, Danbury Collegiate Charter School emphasizes the
importance of engaging families. Parent engagement is especially important when a student is
struggling academically and requires additional support.

Our Principal, Family Advocates, and classroom teachers will support families of all students 
regardless of disability status with frequent home communication. In the case of students
who need special education services or whose performance indicates they may require special
education services, Danhury Collegiate will reach out to their families and provide support and
communication regarding their rights, the referral and evaluation process, the range of
available services, and the school?s model for providing special education and supporting
students? needs. Danbury Collegiate will support parents by supplying critical information
from the Danbury school district as well as assistance with any documents and forms they will
need to fill out.

Parents of students with disabilities will receive regular report cards regarding their students?
performance. in addition, parents of students with suspected disabilities who are going
through the evaluation and referral process will receive information about their children?s
progress in the school?s response to intervention system and any reports made available
through the school district.

See also the school?s general strategies for family communication and involvement described
in Section 111.1 Parent Involvement.

3. English Learners

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and rerez?eei, and how they wilt he z'ai'ptemeated

 

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provide EL .rtadeati attest to the geaerat education program.

 

 

 

SERVING EL STUDENTS IN THE GENERAL EDUCATION CLASSROOM

in the City of Danbury, approximately 45% of all households speak a language other than
English at home, and students who are identified as English Language Learners account for
23% of the Danbury student population. Therefore, we anticipate that a significant proportion
of students enrolled in Danbury Collegiate will be English Language Learners.

60

By enrolling students in the early grades, when all students are developing and acquiring
language skills, EL students in Danbury Collegiate will enter the program with their grade-level
peers on a relatively equal playing ?eld, before significant gaps have been established and
begin to widen. Because Kindergarten through Grade 2 are critical grades when children are
developing foundation language and reading skills, ELs will face fewer language acquisition
challenges than they would in later grades. Through our small school program design and low
student to teacher ratio, EL students will get the individualized support and instruction they
need to make gains and develop an equal language foundation as their grade level peers.

lmportantly, Danbury Collegiate will establish a dual language program that provides rich
experiences of language and literacy in both English and Spanish. Primary instruction will be
in English for all core subjects. However, all students will have the experience of receiving
immersive instruction in Spanish during a Spanish language and culture block. Danbury
Collegiate is also committed to hiring classroom and support staff that are culturally and
linguistically competent in relationship to the children and families that are to be served.

 

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exited EL rz?zrdem?r.

 

 

 

IDENTIFICATION

To identify English Language learners (EL), we will administer Home Language Surveys to all
students and then the Language Assessment Scales (LAS) if the student indicates that English
is not the home language. Students who score Level 3 or below on the LAS will qualify for EL
standing. For students whose dominant language is not English, ELL eligibility will be based
on three indicators:

?9 English language proficiency interview
9 English Language Pro?ciency Test (LAS Links)
9 Assessment scores and previous academic records, if applicable

Teachers and the school Principal may also conduct observations of students to focus on the
quality of their interactions with English?speaking peers and staff.

EL students will not be regarded as in need of special education services because of their lack
of English proficiency. Parents whose English proficiency is limited will receive notices and
information from the school in their home language to encourage the participation of all
parents. Teachers at Danbury Collegiate will receive training in education EL students and will
be responsible for observing each student throughout the day to detect limited English
proficiency. Any student suspected of having limited English proficiency will be tested using
the lifts Links to determine if services are required and what level of services are appropriate.

EL students face challenges understanding components of the English language, including
phonology, vocabulary, syntax, discourse styles, and cultural contexts, all while making sense
of grade~level content. In order to increase their knowledge of the English language, and apply

61

 

that knowledge to content standards, EL students need highly quali?ed teachers, challenging
and engaging curriculum, and carefully scaffolded instruction. Danbury College Charter School
will support identi?ed EL students in an inclusive Structured English immersion (SEI)
program that provides extra supports needed to achieve pro?ciency in English without
segregating EL students from their English?speaking peers.

El students will receive the same academic content as those students who re native English
speakers. All instruction will be in English; however, the level of English used for instruction 
both verbal and written will be modi?ed appropriately for any EL students. In addition, EL
students will be encouraged to continue to use their primary language while learning English at
school. The school?s daily class schedule will include blocks of time for more intensive English
language instruction for EL students, as well as for other individualized support for students
with different needs.

Teachers, especially those in the early grades when foundational language skills are taught and
rei?ed, will receive ongoing professional development for teaching strategies appropriate for
students designated as English language learners.

We will use a variety of strategies for making the content of lessons more comprehensible to
EL students. These approaches will help students at beginning and early intermediate levels of
English pro?ciency catch up to peers while bene?ting students at all pro?ciency levels.
Classroom strategies for intervention with English language learners include:

Vocabulary and language development: Teachers will introduce new concepts by
previewing vocabulary and key words associated with the concept. Pre-teaching and
contextualizing speci?c terms establishes context and builds students? background
knowledge.

Metacognition: Rather than having students simply memorize information, such as
math facts, instruction will model and encourage students to articulate their own
thinking. Metacognition is a key skill for second language acquisition and a skill used
by pro?cient readers of all languages.

6 Authentic assessment: Using authentic assessments, teachers check students?
understanding in a variety of ways, ensuring that students who are learning a second
language have ample opportunity to demonstrate their understanding and are not
solely con?ned to demonstrating their understanding through advanced language skills.

Real-world context: Danbury Collegiate establishes real?world connections for
instruction within a thematically organized curriculum, taking something meaningful
from students? everyday lives and using it as a catalyst for understanding. Students are
more motived and learn at a higher rate when they are interested in a topic and can
connect it to their real lives.

6 Modeling: Danbury Collegiate teachers will use a variety of visual aides, including
pictures, diagrams, and charts to support students? learning. Our math curriculum, for
example, will explicitly develop students? use of visual models, allowing students to
demonstrate and deepen their understanding of abstract concepts.

In addition, EL students will receive push-in language support services in general education
classrooms and special educators will be available to provide instruction targeted to each
student?s pro?ciency. EL students will have equal access to all programs and services,

62

including instructional services, support services, enrichment, and expanded programs.

SERVICE AND STAFFING PLAN FOR ELLs

Our SE1 program will comply with all applicable laws and legal precedents speci?cally related
to BL students, including Title VI of the Civil Rights Act of 1964, the Equal Educational
Opportunities Act of 1974-, and Castaneda v. Pickard (1981). To ensure that our EL students
master English as quickly as possible, Danbury Collegiate Charter School will provide licensed
and trained staff, home language support, specialized curriculum materials, extra time, and in?
class services for students in need of supplementary support.

Students learn language best by speaking it, and our languageerich model, which includes
familiarizing all students with academic vocabulary, will provide ample opportunities for EL
students to ?practice? English. Our dual language program, which instructs students in both
English and Spanish acknowledges that the majority of EL students at Danbury Collegiate
Charter School will come from Spanish-speaking households. Our program will both support
EL students who are learning English and also develop English~speaking students to learn
Spanish, preparing all students for full participation in the Danbury community environment,
and the wider national community as well.

Primary instruction at Danbury Collegiate Charter School will be in English and our dual
language model will focus on Spanish instruction for all students. However, we anticipate that
significant portions of our school population may share other home languages. If 10% or
more of the student population in any grade shares a common home language, the school will
provide students with access to someone on staff serving that grade who speaks that home
language. For example, if 10% of the school population in any single grade shares Portuguese?l?
as their home language, Danbury Collegiate will ensure that at least one staff member for that
grade is ?uent in Portuguese. The intent is not to attempt instruction in each of the home
languages that students may share but rather to facilitate communication between the school
and home and to support communication with the student as needed. (*Brazilian Portuguese
is the second most prevalent non?English home language of students in Danbury Public
Schools).

 

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gaai'dz'am ty?EL Harlem? rebel? earth" andpregre? ratio-m? the tame manner and 2222136 the Mime
?eqaeizgi at genera! education rmerz?iigg. 

 

 

 

HOME COMMUNICATION

Based on our students? Home Language Survey, Danbury Collegiate will be able to identify
which students come from homes where a language other than English is primarily spoken in
the home and where parents speak English less than ?very well.?

Danbury Collegiate will ensure that these families are supported by the same level of
communication extended to our English?speaking families. School communication with
parents will be in the language they best understand, and to the greatest extent possible, the
school will ensure that there is one person on staff in each grade who speaks the home
language of our students if 10% or more of grade level population shares a particular home

63

language (cg. Portuguese). Translated materials will be available on the school?s website and
distributed to parents by mail. We will ensure that a staff member who speaks each home
language, another parent, or other community member supports the family with clear
communication from the school translated into the home language. School tours, parent
meetings, and community workshops will be supported by translators as needed.

Importantly, families whose home language is not English will not be stigmatized in the
Danbury Collegiate community. indeed, Danbury Collegiate will celebrate the diversity of our
students and families, and our families will experience an inclusive, supportive community
regardless of their home language and culture.

 

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and bow #351! pincer; wi/Z he met! 2?0 emizraz?e r/Je cyjfem'emwr if and meme that z?be
need: .rz?ztdem?; are met

 

 

 

ENSURING ACHIEVEMENT

Our goal at Danbury Collegiate will be to remove any language barriers that impede our
students? academic success.

To ensure the academic success of our EL students, Danbury Collegiate will specifically
monitor their success through the data inquiry process, where data will be disaggregated and
measured against our school?s grade?level benchmarks for achievement and accountability
goals. The performance of EL students will be reported to the school?s Board of Directors on
a basis. if we find that our EL program does not meet our school?wide goals, we will
modify the program accordingly.

Danbury Collegiate will evaluate EL students? performance using all of the components of our
school?wide assessment system in addition to the LAS Links and teachers? informal
observations and assessments of each student?s comprehension and speaking abilities. As with
other aspects of our program and curriculum, if the performance of BL students does not
meet the rigorous standards for achievement at Danbury Collegiate, we will adjust our
curriculum, instruction, and supports to ensure our students? success. In addition to
monitoring EL students? performance in the short?term and making immediate adjustments,
Danbury Collegiate?s Board and instructional leader will track students? performance
longitudinally, ensuring our program?s long?term success in mitigating and ultimately closing
the performance gaps between English language learners and their peers.

 

 

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retention documenting?, daemon?; adapra?om, and 

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COMPLIANCE

Danbury Collegiate is committed to providing a high?quality educational program for all

64

students that will support student achievement schooi?wide and close achievement gaps. We
Wiil ensure that our EL program is fully compliant with ail local, state and federal regulations
and ensure compliance with the following:



Certi?ed personnel: All Teachers at Danbury Collegiate will be Connecticut Certified
Teachers. Danbury Collegiate will strive to empioy in each grade level at least one
teacher with dual certi?cation in early childhood elementary education and Teaching
English to Speakers of Other Languages (TESOL). With the Principal, this teacher will
perform the duties of an EL Coordinator and consult with the school?s teachers
regarding effective instruction for EL students. we understand that, based on
Connecticut?s Bilingual Statute, Danbury Collegiate will be required to provide
bilingual education if 20 or more speakers of the same language are identi?ed as EL
students and enrolled in the school. If this were to be the case, as we fully expect,
Danbury Collegiate will employ a certi?ed teacher fluent in both English and the
dominant home language to provide bilingual instruction.

Documentation: The school?s designated EL Coordinator (the Principal or his or her
designee) will maintain all documentation related to the school?s EL students,
including assessment resuits, parent noti?cations, services and interventions, and
academic and linguistic progress reports, in a locked areas with limited access to direct
service and instructional providers, ensuring each student?s right to privacy. Upon
enrollment, Danbury Collegiate will request any existing documentation from the local
school district or early education programs the students attended. The school will
maintain strong communication and collaboration with the local school district and
feeder early childhood programs to facilitate the timely receipt of the documentation
that will identify students requiring language support services.

Student Assessments: Unless otherwise indicated in a student?s learning plan, EL
students will participate in the school?s comprehensive assessment system. Danbury
Collegiate will ensure that EL students receive appropriate accommodations or
alternative assessments as needed.

Classroom Adaptations: Danbury Coliegiate teachers will receive any adaptive
technologies and instructional supports such as headphones or microphones for
language practice to facilitate instruction for EL students.

Professional Development: All teachers at Danbury Collegiate will engage in targeted
and ongoing professional development, including coaching support, to ensure that the
they have the knowledge and skill to differentiate instruction and support EL students.
Speci?cally, teachers will receive specific training and support in relation to the
schooi?s Response to Intervention (RTI) program, the identification process for EL
students, reporting requirements, and test administration. Teachers Will develop
professional growth plans. Teachers will also collaborate in regular planning meetings
that will allow them to monitor the performance of BL students, share best practices,
and identify appropriate interventions.

65

4. Admissions Policy and Criteria

 

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ADMISSIONS POLICY

Danbury Collegiate Charter School will be open to all students living in the Danbury Public
School district who meet eligibility requirements based on age and documented advancement
from the previous grade.

Applications for enrollment in Danbury Collegiate Charter School will be due byJanuary 31.

Our lottery preferences are designed to ensure that Danbury Collegiate is supportive of
families; actively recruits low?income and at~risk students; and actively strives to reduce racial,
ethnic, and economic isolation within the community.

If there are more applicants than seats available, the charter school will conduct an enrollment
lottery in April using the following preferences:

1. Siblings of students already enrolled in the school;
2. Siblings of students selected in the lottery process;
3. Students who qualify to receive free lunch, pursuant to federal law and regulations;

4. Students who qualify to receive reduced?price lunch, pursuant to federal law and
regulations;

a. Students who qualify for free or reduced price lunch shall represent 80% of
each grade level of students in the school, up to the enrollment of 100% of all
children who apply who are eligible for free or reduced lunch;

5. Students who are identified as in need of special education services to ensure a
minimum enrollment of 10% special needs students.

 

Empty seats will be filled from the school?s waiting list in all grades through the first Friday in
May. Empty seats will not be filled after the first Friday in May, even if a waiting list still exists,
to prevent undue changes in dynamics in the classrooms as the school year heads to a close.

 

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erpny?tcteagz in the Eagttsa taagaage.

 

 

 

66

 

STUDENT RECRUITMENT

Danbury Collegiate Charter School will recruit students through a robust community-based
outreach effort that will include invitations to informational sessions, school staff attendance
at community gatherings, and social events.

The plan will employ the following strategies:

Targeted outreach to Head Start families: Danbury Collegiate Charter School will
send recruitment materials including informational session dates, times, and locations,
program information, and application information to current and former families living
in Danbury with students enrolled in Head Start program. Additionally, we will
send recruitment materials to families living in Danbury currently on our Head Start
program waiting list. (CIFC currently serves each year approximately 160 children
transitioning from Head Start into Grade K, and in addition, maintains an active
waiting list of more than 100 families for each or our Head Start and Early Head Start

programs.)

Door to door outreach: Board members, school staff, and community supporters will
actively recruit at the Beaver Street Apartments Cooperative low~income housing
development and other low-income housing facilities (cg. Laurel Gardens Homes of
the Danbury Housing Authority), and neighborhoods proximate to the school?s
proposed location.

3 Community-based outreach: Board members, school staff, and community
supporters will visit retail businesses serving low income neighborhoods to distribute
recruitment flyers and introduce families with children to the program. We will ask
business owners, local churches, community groups and social service agencies to post
flyers and staff will follow up with sites where recruitment information is posted.

As needed, Danbury Collegiate Charter School will send recruitment information to
families with students enrolled in targeted Danbury preschool programs.

Danbury Collegiate Charter School will recruit through community programs that
specialize in areas that align with our curriculum. For example, we will target families
participating in programs that provide services to low income families (cg. W1C) or
that focus on the arts and hands-on science exploration or students with special needs.

 

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teacher cfczigy, the JcbeOZp/czm c0 zamlemem?.

 

 

 

REDUCING RACIAL, ETHNIC, AND ECONOMIC ISOLATION

We anticipate that the many Danbury Collegiate students will be members of racial and ethnic
minority groups. At the same time, by being open to all students in Danhury, we anticipate
that there will be substantial participation from non?minority families as well. This has been

67

our long-standing experience with the CIFC Head Start Program in Danbury. By design,
Danbury Collegiate Charter School?s program will strive to reduce economic, racial, and ethnic
isolation in the community in two ways:

First, Danbury Collegiate will focus on civic engagement, actively teaching students about the
importance of community engagement. The ?Choose Love? and ?Second Step? curricula
described above in Section 1.3.a specifically address the development in children of respect
and understanding for all members of the community. Second, high-quality education and
strong student achievement serve to reduce economic, racial, and ethnic isolation in the long
term. High quality education has the power to transform the community and level the playing
field between disadvantaged students and their economically more advantaged peers. Danbury
Collegiate will provide students with a strong foundation of skills and knowledge, critical and
creative thinking skills, and problem-solving skills, enabling them to compete for enrollment in
selective post-secondary schools and enter the community ready to contribute positively and
productively.

Danbury Collegiate will develop a professional culture wherein all staff are committed to
reducing economic, racial, and ethnic isolation. Teachers will maintain high expectations for
achievement and behavior and engage students in the kind of supportive and challenging
learning environment that will make success possible for all.

5. Student Discipline Policies

 

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environment.

 

 

ESTABLISHING A STRONG LEARNING ENVIRONMENT

Danbury Collegiate Charter School holds the highest expectations for students, faculty and
parents in personal conduct. Ensuring good conduct is essential to improved student learning
and achievement. School staff is responsible for teaching, promoting, and modeling good
behavior, as well as helping students make better behavioral choices.

Danbury Collegiate Charter School?s discipline policy will:

a Promote responsible student behavior and selfwdiscipline.

Create an environment where students feel safe and able to learn.

a Show students that there are a range of consequences whenever they make a poor
decision.

a Hold students accountable for their behavior.

Ensure fair treatment for all students in all schools

Interventions before discipline will include:

a Parent Outreach

9 Peer mediation

Conflict resolution

Development of individual behavior contracts

68

a Short-term behavioral progress reports

9 Referral to counseling services for bullying, intimidation or harassment

9 Intervention by counseling staff

9 Referral to a Community-Based Organization (CBO) (cg. Greater Danhury
Community Health Center for Behavioral Health services).

9 Mentoring program

Similar to other high-performing charter high schools, Danbury Collegiate Charter School will
reinforce a value system of high expectations beginning with the general requirement that all
members of the school community (students, staff, families, and community partners) respect
one another. Expectations include:

Coming to school on time and ready to learn;

Completing assignments to the best of one?s ability;
3 Participating in group activities; and

9 Following the school uniform policy.

To support high expectations for students, we will use a variety of instructional, behavior
modi?cation, and disciplinary strategies to help all students succeed and promote a safe school
climate. Whenever possible, Danbury Collegiate Charter School staff will use Responsive
Classroom and restorative justice practices to deal with student discipline and prevent
unnecessary suspensions. Our core belief is that we can only truly help students reach their
goal of normal grade-level advancement if we have them in school; suspensions are
counterproductive to this goal.

UNIFORM POLICY

Danbury Collegiate will require all students to wear a simple, economical official school
uniform because it helps students focus on academic priorities. Uniforms unite us as a
community, reduce distractions and clothing competition, and make us all equal. if a student is
out of uniform, classroom teachers will complete a uniform infraction slip and look in the
classroom bin for the uniform item(s) the student needs. If a student does not arrive to class in
proper uniform, the child will be asked to remove the item that violates the uniform policy.
Each classroom will have a uniform sign-out sheet in the uniform bin. Students will Sign in
and out uniform items to ensure that all borrowed items are returned. If a student is in need of
a different size, the classroom staff will reach out to the school office.

DANE URY COLLEGIATE ATHRE

For giris, the Danhury Collegiate uniform consists of a navy skirt, jumper, or pants with a
Danbury Collegiate embroidered polo or Oxford Shirt (in long or short sleeves). In warm
weather, girls may wear a navy skirt or shorts.

For boys, the Danbury Collegiate uniform consists of navy pants with a Danbury Collegiate
embroidered polo or Oxford shirt (in long or short sleeves). In warm weather months, boys
may wear navy blue shorts.

All students may wear a navy blue sweater, without a hood, logo, or other adornments.
Absolutely no jeans, pants, or sweaters of a different color are permitted.

At school, students are involved in activities that include development (running,
jumping, climbing, and painting). Therefore, students must come to school in ?sneakers? that

69

are either black, gray or white, and appropriate for active play and physical education. Sneakers
must fit properly and be held on the foot with laces that tie or Velcro. For their safety,
students will not be permitted to participate in physical education or recess without proper
footwear. Slide?on sneakers or sneakers with lights, high heels, wheels, or high~tops will not be
permitted.

Socks and stockings must be worn every day. Students may wear socks or stockings in the
color(s) of their choice.

We prefer if students did not wear jewelry. Large earrings, multiple chains, rings, and bracelets
distract from the uniform and from learning. In addition, such items can get lost or stolen. If a
student chooses to wear jewelry, it must be modest. At the discretion of any Danbury
Collegiate Teacher or the Principal, students will be required to remove inappropriate jewelry.
The school has the authority to determine what jewelry is excessive or distracting, and a
student will be asked to remove such items. Danbury Collegiate is not responsible for lost or
damaged jewelry.

Students may wear a modest wristwatch but will not be allowed to wear or carry any other
equipment or electronic gear, except as speci?cally assigned by the School a calculator).
Children may bring cell phones to school, but must check these with their teachers at the start
of the day and may retrieve them (the case of an emergency as
determined by the Teacher.

 

b. #93 mis?t whit/9 a student may be dzsapZz?ized, z'?dade #36 5012;395:6366: or range of
comeqzremer rerzdz?z??g??ow committing 51th mar.

 

 

 

BEHAVIOR SYSTEM

Danbury Collegiate Charter School?s goal is to create a school culture in which all students
meet and exceed our school?s behavior?s expectations. These expectations must be clearly
defined for students during the first days and weeks of school. They are practiced and then
revisited throughout the school year. Our objective is to maximize learning and instruction.
Learning is our primary focus at Danbury Collegiate. One student will not be allowed to
disrupt the learning of the larger community. If instruction is interrupted, it is the teacher?s
responsibility to reinforce the behavioral expectations we set for all students. If a student
continues to act in a disruptive manner, then the teacher should proceed through the steps of
the behavior system.

At Danbury Collegiate, we want to empower our Teachers to establish and maintain a
ciassroorn culture that is positive and effectively establishes a learning environment where all
students can flourish. The basic inmclass management program system was created to give
those students who do misbehave an opportunity to understand their mistakes as well as how
the mistake impacts their community. Students will be given the opportunity to fix what they
have broken and return to learning. The Principal and Family Advocates make the
commitment to support all staff members with discipline issues as they follow the Danbury
Collegiate behavior program.

70

 

COLOR 517.th

All classrooms will use a color coded system that serves as a visual reminder of our school~
wide behavior system. There are six colors, each with a different meaning, which will help our
students self-monitor their own behavior and choices. \Vhen a student does not uphold the
Danbury Collegiate community values and learning expectations, he or she will be given a
reminder and then asked to move his or her name pin down to the next color. If a student is
exceeding Danbury Collegiate?s behavioral expectations by maintaining our community values
and learning expectations, he or she may be asked to move the name pin up.

After the ?rst semester, grade students will no longer record their colors. They will record

the language related to the color. For example, if a student is exceeding behavior expectations,
he or she is learning and helping others learn (orange level), he or she would record ?learning

and helping others learn.?

 

Colors This means that the student 

 

Purple Exceeding behavioral expectations; student is learning and helping
others learn

 

Green Meeting behavior expectations; student is learning.
(All students begin their
days on green.)

 

Yellow At reminder level; student is beginning to miss out on learning due
to his or her choices and needs to get back on track.

(freedom: 2'12 grade and above do not have as z?eozerzder Zoe-eel)

 

Orange Below behavioral expectations; student is seriously interrupting his
or her learning and beginning to impact the learning of others.

(fem/Jen? MIX record defer/ed reformation or? the booze toweremz'em?iom Jog to
record the readers: lee/motor.)

 

 

Red Far below behavioral expectations; student has stopped his or her
learning and that is unacceptable. Student is taking away from
others? learning.

(A phone ml! home men: be made we fear/yer to dz?reem 22111) the
reorient ended on or her elegy or: red.

 

 

Students who earn five ?purple? days in a row will receive a Danbury Collegiate token that
they can redeem for special privileges or place into a community pool. If the community pool
fills up, the whole school community will enjoy a special reward.

When referring to student choices, Danbury Collegiate teachers should refer to how student
choices contribute to or take away from learning. Teachers should remind students persistently
that they are part of a school community to learn and that the community must work hard to
maximize that learning together.

Every day, teachers will record students? ending colors on their classroom?s Behavior Log.

71

 

 OF CONSEQUENCES

At Danbury Collegiate, students are not permitted to take away others? learning time;
however, low level behaviors should not be a reason for removing a student from
classroom instruction. Teachers will be expected to hold all students to our school?wide
expectations and follow our behavior system if those expectations are not upheld. This
includes using the color system with logical consequences and taking time to meet privately
with students who are having dif?culties.

REFLECHON SPACE {Logz'mi romeqzzeme med 2?0 desirable bananas?)

Each classroom will have a designated space available for student who are asked to take time
out to re?ect on their behavior choices or ?cool down? and refocus on learning. Teachers
may ask a student to spend time in the re?ection space as a logical consequence when
his or her behavior is disruptive and other attempts to get him or her back on track
have not been successful. Teachers must be explicit with the student about what they want
the student to do in the re?ection space. The student may be asked to fill out a re?ection sheet
or to apologize. The reflection sheet asked students questions such as ?What will you do
differently next time when in this situation?? The student returns to the group after the teacher
is satis?ed that the student is ready, generally within a few minutes.

Himmler OF STUDENT WORJ THAT TEA CHE RS MANA GE IN THEIR 

These should carry clear, logical consequences which may be coupled with a pin move for a
visual reminder. (See below for ?Step Out? and ?Send Out? protocols).

Refusal to share (reminder, consequence with pin move)
0 Nonverbal cue, student can no longer use material and moves pin
9 Refusal to complete class work (reminder, consequence with pin move)

0 Touch student?s desk or chair, calling him or her back to work, complete class
work during student time, and pin move

a Disrupting instruction (reminder, consequence with pin move)
0 ?The Look,? re?ection in re?ection space and pin move
a Improper use of school materials (reminder, consequence with pin move)

0 Restatement of expectations with proximity, loss of privilege to use material,
and pin move

?9 Teasing (reminder, consequence with pin move)

0 Private conversation, removal from group to complete work on own, and pin
move

Arguing with an adult (immediate consequence with pin move)
0 Apology in re?ection space and pin move

Yelling screaming at a classmate (reminder, consequence with pin move)

0 Restorative practice ask hurt part what the student needs to do to feel save in
the classroom, do it (within reason), and pin change

72

9 Using non~school toys or home electronics at school (con?scation of object)

0 Toy is taken and returned when a family member can pick it up

a Lying (immediate consequence with pin move)

0 Re?ection in re?ection space, loss of classroom job (if applicable), and pin
move

a Impulsive hitting (pushing in line) (immediate consequence with pin move, send out)

Apology note and oral apology, observation of safe play at recess with teacher?
led discussion, and pin move

Vandalizing school or others? property (immediate consequence with pin move, send
out

0 Clean table student wrote on and other tables in the classroom and pin move
9 Cheating (immediate consequence with pin move, send out)
0 Reflection and loss of classroom job (if applicable) or privileges and pin move
5113.1) OUT

Students may be asked to leave the classroom if they are unable to re?ect quietly in their
classroom behavior after a serious violation of school expectations. If a student?s pin has been
moved to red and he or she still has not corrected the targeted behavior, he or she should
proceed to a Step Out in another classroom.

SEND OUT

\When a student has received a time out or step out and has not begun to meet behavioral
expectations, the teacher may end the student to the office for a conference with the Family
Advocate or Principal. A Send Out slip must be completed to by the referring teacher. An
appropriate consequence will be assigned and a phone call or note home explaining the
incident will be made in conjunction with the reporting teacher and the Family Advocate or
Principal.

BEHA MORE REQUIRING IMMEDIATE SEND OUT

Non?impulsive hitting

Biting

a Spitting

Excessive de?ance (with documentation of interventions and prior parent contact)

Bullying intimidation threatening behavior

Stealing

Leaving the classroom without permission

9 Forgery

Destroying property purposefully ripping up books, kicking furniture, knocking
things over)

a Violent and disruptive tantrums

73

A send out requires the Family Advocate and teacher to be actively involved in follow
through with the student. If the situation occurred in a classroom with a particular staff
member, that staff member needs to be deeply involved in the consequence and discussion
with the student and family. The staff members? control and authority must be
maintained and the student must feel accountable to the staff member and the
community. The staff member must work. with the Family Advocate and Principal and the
student in a way that af?rms the relationship with the student while holding a clear line about
acceptable behavior. This may mean the Family Advocate 0r Principal and staff member may
need to discuss the situation and practice the response with the student before meeting with
the student again.

if a student continues to disrupt the learning environment and demonstrate difficult
behavior, the parent may be called to come and pick the child up and a meeting will be
scheduled to address student concerns. The purpose of this conference is to avoid an in?
school or outmof~school suspension and to devise, together with the parent, a plan to help the
student meet our school?s community expectations.

If a student is removed from the classroom for a prolonged period of time, it is the
teacher?s responsibility to provide work for the student while he or she is out of the
classroom. This includes formal in-school and out?of-school suspensions as well as
informal send outs that exceed one hour of removal from classroom instruction.

Exfreme?v [as/Javier i'zzpm'eder Behavior ?tter}? PmtomZ

The Family Advocate or Principal must be called immediately or a student should be removed
immediately if the student has made the learning environment extremely unsafe and the
removal of the student is imperative to reestablish the learning environment. An
example of this is when a student has put his or her hands on another student, destroys school
property, or is being extremely disruptive and disrespectful to the teacher or another student
by using profanity.

Staff members may need support with the removal of an uncooperative (nonviolent) student
and all faculty and staff involved in the situation are expected to support each other in these
situations. Students are not restrained in any way. In an emergency, when a student?s safety is
in question, Principal or Family Advocate will be called for help. (Ultimately, a 911 call may be
made as necessary).

INDIVID UALJZED BEHA VIOR INTERVENTION PW

Before an individualized behavior plan is introduced to students and families, the plan must be
approved by the Principal and Family Advocate.

Steps taken before a behavior plan is introduced:
1. Parent noti?cation of dif?culties by phone cail
2 \Written parent noti?cation of behavioral dif?culties
3. Informal family meeting to problem solve
4

One? to two?week trial after informal parent meeting to allow time for improvement
(or a send?out level behavioral infraction)

After the above steps have been taken, a behavior plan will be created with input from the
teacher, Family Advocate, and Principal. Other staff members may be requested for input. A

74

formal meeting will be called to introduce an Individualized Behavior Plan to teachers, family
members, and student. Clear goals and objectives will be ?nalized before a plan is introduced
to the student. Teachers must be in constant communication with families of students who
have individualized Behavior Plans. The Teacher must also keep detailed record of progress or
lack of progress to present when the behavior plan is reevaluated.

Some behaviors require immediate referral to police, such as unlawful sexual behavior, physical
assault, and possession of drugs, alcohol, or weapons.

The code of conduct applies to behaviors in many school settings, including working in class,
being a good audience, eating in the cafeteria, traveling in the bus, participating in field trips,
providing community service, and playing school sports.

 

C. Demibe z?beprepesed regarding student and i?mybereez'ore (232- and oar-tyr-
re/imofj?ir bet/5? genera! education med Jillde?fi identi?ed at gbeez'aZ edmaez'ea, and the edueere'ezzaZ
aitemeztz'vee came/awe to stir/idem? who are ewe/Zed or impeaded. In addition, pfeaie include the date
procedure; the relies?! 2'32 dabbling dye dz'eezjuZz?ize paZz?gy?v ad tradem?r, including
readeizre ideizrz?ed a; ei?gz?we?r spewed education.

 

 

 

 

SUSPENSION

Suspensions or removal from academic programs for disciplinary reasons may occur for a
period of five or fewer days. A student who has committed any of the infractions listed below
will be subject to a short?term suspension, when the Principal determines that a restorative
practice is not appropriate. The Principal reserves the right to adjust the punishment for each
infraction per his or her judgment.

DISCIPLINA RY INFRACITONJ

Any repeated verbal or physical aggression towards another student or staff member;

9 Sexual harassment;

9 Persistent disruption of the educational process;

Undermining a staff member?s authority or ability to manage students;

Stealing, or attempting to steal, or possessing property known by the student to be
stolen;

Abusing school property or equipment;

3 Persistent use of obscene or abusive language or gestures;

Possessing drugs, alcohol, or weapons.

LONG TERM SUSPENSION AND EXPULSION

A long?term suspension refers to the removal of a student from school for disciplinary reasons
for a period of more than five days. Expulsion refers to the permanent removal of a student
from school for disciplinary reasons. A student who is determined to have committed any of
the infractions listed below shall be subject minimally to a long?term suspension or expulsion,
unless the Principal determines that an exception should be made based on the circumstance
of the incident and the student?s disciplinary record. Such a student may also be subject to any
of the disciplinary measures oudined elsewhere in this document including a referral to the

75

appropriate law enforcement authorities.
DHCIPLINARY INFRACTIONS

Use or attempt to use any firearm, knife, razor blade, explosive, mace, tear gas, or
other dangerous object of no reasonable use to the student in school;

a Commit or attempt to commit arson on school property;

Assault any other student or staff member;

a Intentionally cause physical injury to another person, except when student?s actions are
reasonably necessary to protect him or herself from injury;

Vandalize school property causing major damage;

9 Commit any act, which could constitute a crime or is a more egregious infraction
described under ?shortwterm suspension,? which school officials reasonably conclude
warrants a long-term suspension.

A student who commits any of the acts previously described as causes for short term~
suspension may, instead or in addition, be subject to a long-term suspension at the principal?s
discretion only if the student has committed the act at least three times in the academic year.

DUE PROCESS

if a student is removed from classroom instruction for a period of more than one day, the
student and his or her parent(s) or guardian(s) will have an informal conference regarding such
suspension with the Principal, Family Advocate, and classroom teacher. Students will be
afforded due process protections consistent with Com 2). Lopez.

A long?term suspension (more than five days) will only be imposed after the student and his or
her parent(s) or guardian(s) have had the opportunity to participate in a formal suspension
hearing. In extreme circumstances, a formal suspension hearing may result in a student?s
expulsion.

If a student?s conduct warrants a possible long?term suspension, the Principal will immediately
notify the child?s parents and state the reason for such action. The Principal will follow up in
writing to notify the student and parents of the reason for the possible long-term suspension.
\Vritten notice will be provided by hand delivery, express mail delivery, or equivalent means
reasonably calculated to assure receipt of such notice within 24 hours of suspension at the last
known address.

A notice of formal hearing will provide a description of the incident or incidents that resulted
in the suspension and indicate that a formal hearing will be held on the matter that may result
in an Out~of~School Suspension (or expulsion). The noti?cation provided shall be in the
dominant language used by the parent(s) or guardian(s). At the formal hearing, the student will
have the right to be represented by counsel or an outside advocate, question witnesses, and
present evidence.

A hearing of?cer will conduct all formal suspension hearings. The hearing officer?s report will
be advisory in nature and the Principal may accept or reject all or part of it. Parents may appeal
the Principal?s decision after the formal hearing to the Board of Trustees.

PROVISION OF INSTRUCTION DURING REMOVAL

Danbury Collegiate Charter School will ensure that alternative educational services are

76

provided to a student who has been suspended or removed to help that student progress in
the school?s general curriculum. For a student who has been suspended, alternative instruction
will be provided to the extent required by applicable law. For a student who has been expelled,
alternative instruction will be provided in like manner as a suspended student until the student
enrolls in another school and for a reasonable period thereafter or until the end of the school
year.

Alternative instruction will be provided to students suspended or expelled in a way that best
suits the needs of the student. Instruction for such students shall be sufficient to enable the
students 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 child?s home, a contracted facility in the
school district of location), or a suspension room or other room at the school. During any
removal for drug or weapon offenses, additional services shall include strategies designed to
prevent such behavior from recurring. Instruction will be provided by one or more of the
following individuals who shall be certified or quali?ed in accordance with of
the Education Law and the federal No Child Left Behind Act: the student?s teacher(s), aides or
trained volunteers, individuals within a contracted facility, and/ or a tutor hired for this
purpose.

STUDENT RECORDS

Danbury Collegiate Charter School will maintain written records of all suspensions and
expulsions including the name of the student, a description of the behavior engaged in, the
disciplinary action taken, and a record of the number of days a student has been suspended or
removed for disciplinary reasons.

6. Human Resource Policies

 

a. Derm'be the m'i?erz'cz and rraizdmdi 2?0 be??am?d 2'72 #36 bz'n'?g am! dz'mzm?aipmrerr grime/item,
admzizz?rz?mz?a? and other rcbooX mg?f If? addition, p/earepmw?de a rairzpfejob dercnipzim?r a
fear/oer and apiimzpaf.

 

 

 

HIRING PROCESS

Selection criteria will be established in written position descriptions and approved by the
Principal and the Board and posted at the School and to other open-position notice
distributees as required by the Danbury Collegiate Human Resource policies (cg, State
employment service, community and minority organizations, the Danbury Public Schools, and
web-based facilities). See the CIFC standard recruitment procedures as set out in the CIFC
Employee Manual/ Personnel Policy at Appendix I.

All candidates? applications will be directed to the Human Resource Manager and
forwarded to the designated interviewer or interview panel as established by the Principal.

Danbury Collegiate Charter School?s interview process will include:

9 A pre-screening phone conference in which the Principal or designee will ask
candidates questions to elicit information regarding culture fit and experience.

77

 

Applicants should conform to a culture of high expectations for student achievement,
integrity and perseverance in the face of stressful situations, resilience, and
collaboration Applicants should also demonstrate strong pedagogical knowledge and
the ability to communicate well both verbally and in writing.

Candidates who pass through the pre?screening process will receive an in-person
interview with the Principal and a hiring committee which includes teaching staff
whenever possible. interview questions will be situation-based and used to asses how
much candidates display the characteristics of highly effective teachers including their:

Ability to handle discipline through prevention.

Use of systematic, yet varied, instructional techniques.

Knowledge of subject matter.

Ability to remain task oriented while tailoring teaching to student needs.

Flexibility, enthusiasm, and imagination.

Focus on conceptual understanding beyond facts and events.

High expectations and belief in their ability to affect student outcomes.

Authoritative and democratic stance and ability to display warmth, care, and

concern when interacting with Students.

Accessibility outside of class.

Candidates who demonstrate that they possess the characteristics of highly effective
teachers during the panel interview will be asked to provide a demonstration lesson.
Whenever possible, the demo lesson will be shared with a group of students in the
grade for which the teacher is applying. Demo lessons will be observed and evaluated
by the Principal who will give the candidate feedback immediately following the demo.
The feedback conversation will be intended to determine how well the candidate takes
and can implement constructive feedback as well as his or her motivation to engage
students so they can learn effectively.



Candidates who meet Danbury Collegiate Charter School?s selection criteria will be considered
for employment.

DISMISSAL PROCESS

All employees will be expected to meet Danbury Collegiate Charter School?s standards of work
performance. Work performance encompasses many factors, including attendance,

punctuality, personal conduct, iob pro?ciency and general compliance with Danbury Collegiate
Charter School?s policies and procedures. If an employee does not meet these standards, the
charter school, consistent with its applicable Collective Bargaining agreement, may or may not,
at the discretion of the Principal, take corrective action, other than immediate dismissal.

The intent of corrective action is to document performance?based problems formally while
providing the employee with a reasonable time within which to improve performance. The
process is designed to encourage development by providing employees with guidance in areas
that need improvement such as poor work performance, attendance problems, personal
conduct, general compliance with policies and procedures and or other disciplinary problems.
Corrective action may be taken for employees who receive disciplinary warnings or for
instructional staff whose classroom performance has been rated as Below Standard or
Developing and who develop Teacher improvement Plans.

78

WA RNINGS

The supervisor will discuss any problem and present a warning to the employee that clearly
identi?es the problem and outlines a course of corrective action within a speci?c time frame.
The employee should clearly understand both the corrective action and the consequence 
termination) if the problem is not corrected or recurs. The employee should acknowledge
receipt of the warning and include any additional comments of his or her own before signing
it. A record of the discussion and the employee?s comments should be placed in the
employee?s file. Employees who have had formal written warnings may not be eligible for
salary increases, bonus awards, promotions, leaves of absence or transfers during the warning

perio d.
TEACHER IMPRO VEJMENT PLANS

The supervisor will discuss areas in need of improvement related to any of the domains of
teacher performance and collaborate with the teacher to develop a plan for professional
development, support, observation, and feedback with the goal of improving the teacher?s
performance. Performance issues will be documented through Connecticut?s System for
Educator Evaluation and Development (SEED).

Corrective action may include any of a variety of actions depending upon the circumstances
and severity of the particular situation. Corrective actions may be taken at the discretion of the
Principal and include any of the following:

9 Verbal counseling with the employee, which will be con?rmed in writing by the
Supervisor for the personnel file.

9 Written warning, which will be placed in the personnel file.

9 Suspension, which will be confirmed in writing for the personnel file. Suspension is
normally used to remove an employee from organization premises during an
investigation or as a disciplinary action. Suspension may be paid or unpaid. If an
employee is suspended, it will be documented in the personnel file.

3 Discharge, which will be documented in the personnel file.

The corrective action process will not always commence with a verbal counseling or include
every step. The above options are not to be seen as a process in which one step always follows
another. Some acts, particularly those that are intentional or serious, warrant more severe
action on the first or subsequent offense.

Consideration will be given to the seriousness of the offense, the employee?s intent and
motivation to change the performance, and the environment in which the offense took place.
In addition, at Danbury Collegiate faculty and administrators? disciplinary matters are subject
to the applicable Collective Bargaining agreement.

79

SAMPLE JOB DESCRIPTIONS

ELEMENTARY SCHOOL TEACHER

 

Reports to Principal

f0!) Kari/magi

Responsible for instructing students in an elementary school from grades Creates lesson
plans; instructs students on subjects such as literacy, writing, science, and math; provides high"
quality feedback; and creates a well-rounded, comprehensive instructional program.

Preference will be given to candidates with multiple certifications and/ or content skills 
elementary education and special education; elementary education and music; Teaching
English to Speakers of Other Languages special education).

Teachers who bring to the school multiple slrilis help tO build pedagogical perspectives
seamlessly into the model and provide multi-discipline teaching as a matter of course.

Certi?ed in accordance with the requirements of the Connecticut Department of Education.

Primary renbomz'b?z?z?z?er



Plan, prepare, and deliver instruction aligned with Danbury Collegiate Charter School?s
curriculum

Utilize high?quality curriculum resources, including grade-level appropriate texts rather
than exclusive use of leveled reading materials

Utilize curriculum resources that re?ect the diverse educational, cultural, and iinguistic
backgrounds of the students served

Create instructional resources for use in the ciassroom

Create projects designed to enhance student learning through application, analysis, and


Establish and communicate clear objectives for all learning activities

Integrate competencies, goals, Objectives, and formative assessments into lesson plans
Create lesson plans and modify accordingly throughout the year

Create positive educational climate that enables ail students to learn

Meet COurse and school-wide student performance goals

Participate in ongoing professionai development

Maintain grade and student performance records

Grade student work and perform other administrative duties as needed

Develop incentives to keep participants in class

Work with school leadership to ensure school-wide goals and initiatives are being met
Tutor students on an individual basis

Prepare and distribute required reports

Observe and evaluate students? performance

Manage student behavior in the classroom by invoking approved disciplinary
procedures

Carry out Professional Development activities as established

80

PRINCIPAL

Reports to Board of Directors

jolt Summary

Responsible for overall management of school operations, instructional leadership for teachers
and staff members. Ensures that all teachers have the resources necessary to deliver the
school?s curriculum and meet school?wide performance goals. Actively engages families and
community members to strengthen the educational program.

Hold a 092 Certi?cate per the Connecticut Department of Education

Miami); 

6



6

Enforce high standards for student achievement, as set and monitored by the Board
Ensure program meets or exceeds yearly student outcome goals

Develop organizational goals and objectives consistent with the mission and values of
Danbury Collegiate Charter School.

Conceptualizes the broad goals of the school and plans accordingly to ensure that
procedures and schedules are implemented to carry out the total school program
Foster a school climate that supports both student and staff success and promotes
respect and appreciation for all students, staff and parents that is aligned with the
mission and values of the school

Supervises and appraises all school personnel, directly and/ or indirectly

Monitor progress of self, school, student and staff goals

Manage student recruitment and enrollment process

Ensure high standards for student behavior, performance, and attendance

Lead long term strategic planning and medium term process improvement as needed
Analyze student and teacher data to inform instructional practices and teacher
development

Ensure use of effective teaching methodologies and practices

Keep abreast of successful instructional methodologies and practices

Ensure learning environment and classroom instruction maximize student learning
Communicate to the elementary school community the vision that supports the
school?s goals and values

Create an effective, collaborative team of people jointly responsible for the attainment
of elementary school goals and committed to achieving excellence

Serve as an inspiration for the highest performance of school staff

Develop a collaborative team culture

Serves as the chief administrator of the school recommending and implementing
Board approved policies, programs, curriculum activities, and budgets in a manner that
promotes the educational development of each student and the professional
development of each staff member.

Ensures that the school program is compatible with the legal, financial and
organizational structure established by the school?s charter

De?nes the responsibilities and accountability of staff members and develops plans for
interpreting the school program to the community

81

9 Facilitates the professional growth of school staff and enhances the quality of the
instructional program

Identi?es the annual performance objectives in concurrence with the Board

a Ensures that instructional objectives for a given subject and/ or classroom are
developed, and involves the faculty and others in the development of specific
objectives to meet the needs of the school program

9 Provides opportunities for staff participation in the school program

9 Maintains school-wide systems of communication

*9 Seeks assistance to improve performance

Maintains positive and collegial relationships with students, staff, and parents

9 Complies with established lines of authority

Orients and assists new staff and new students and provides opportunities for their
input in the school program.

9 Encourages the use of community resources, cooperates with the community in the
use of school facilities, interprets the school program for the community, and
maintains communication with community members

Manages, directs, and maintains records on the materials, supplies and equipment
which are necessary to carry out the daily school routine

3 Carry out Professional Development activities as established

 

Describe #38 targeted rfq?rize and teacher-fo?rz?adem? ?15?be aligned 2?0 #36 when! ?rim-0:2,
student; timed and budget.

 

 

 

STAFFING PLAN

Danbury Collegiate Charter School?s instructional model will provide for a minimum of two
adults in every classroom at all times a certified teacher and a classroom aid throughout the
school day through 4:00 and a minimum of four adults in two classes (1 Teacher and 3
aids) from 4:00 pm to 6:00 pm. Our targeted classroom staff to student ratio will reflect 25
students to 1.5 certified teachers and 1.4 class aids. This creates a student to teacher ratio of
approximately 8.6 1.

Because Danbury Collegiate Charter School will provide an extended day of instruction,
operating from 8:30 am. to 5:30 pm, the school. will construct teaching teams with
overlapping shifts. Two certi?ed teachers will work from 8:00 am. to 4:00 p.m. while a third
certified teacher will work from 10:00 a.m. to 6:00 p.m. (each with one half hour off during the
day for personal use). Hours of overlap will provide opportunities for teachers to plan
together and engage in collaborative data reflection to assess student progress and adjust
instruction as necessary. To establish a meaningful division of instructional duties, Danbury
Collegiate Charter School will recruit a teaching team that reflects diverse content~area
expertise, even in the early grades, allowing teachers to specialize in either literacy/ language
and humanities instruction or science and math instruction.

The team will be trained to work collaboratively to develop interdisciplinary instructional plans
and to meet the needs of every student by providing differentiated learning opportunities.

Classroom aides will have at least a High School diploma, with a preference given to

82

 

candidates with at least an Associate?s Degree. Classroom aides will prepare for instruction
with the classroom teacher and co-facilitate in the classroom.

With Danbury Collegiate?s staf?ng plan, which includes two certi?ed teachers and 1.4 aides
per classroom, our classrooms will always be staffed by at least two adults.

 

 

 

 

 

 

 

 

School Leader 1 1 1 1 1
Certi?ed Teacher 3 6 9 12 15
Classroom Aide 2.8 5.6 8.4 11.2 14.0
Family Advocate 1 2 3 4 5
Program Assistant 1 1 1 1 1
Nurse (by contractDz?rr?m bow #36 prqbored m?aooZ MYZ grim/?2; retain, and (216erer bng?qzmizb) tear/9.9m and 56/900! 
leaders and 50172105; with irate requirements regarding teacher cei?i?g?mrjm.

 

 

ATTRACTING, RETAINING, AND DEVELOPING HIGH-QUALITY TEACHERS

Danbury Collegiate teachers will all be certi?ed in accordance with the requirements of the
Connecticut Department of Education, and shall be compensated in accordance with the
Teacher Collective Bargaining agreement. This will facilitate the attraction of qualified and
motivated teachers, and will help to retain such Teachers because Danbury Collegiate will be a
preferred place of teacher employment.

In addition, teachers will be provided ongoing training and support during an early release day
each month. Decisions about on?going training will be made based upon an analysis of student
performance data, observation of classroom instruction, and teacher feedback. Teachers will
also receive continuous support in terms of ongoing coaching and modeling from the
Principal.

Danbury Collegiate Charter School?s administrative team will foster an environment of
collegiality and professionalism, demonstrating our respect and appreciation for our teachers.
Teachers will receive regular feedback from instructional leadership from walk-through
observations, which are not evaluative but are rather coaching in nature, drawing teachers?
attention to practices that can be easily modified to result in improved instruction and
behavioral intervention. \X/e believe that teachers should trust and value feedback from
instructional leadership, not fear such feedback or view it as an exercise in compliance.

Teachers will also receive formal written evaluative feedback from instructional leadership as
part of Connecticut?s System for Educator Evaluation and Development (SEED).

83

 

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STAFF DIVERSITY

Danbury Collegiate will strive to ensure that our staff is diverse and re?ective of the school
community as well as the community at large. ideally, this will mean that the staff is balanced
in terms of its racial, gender, and ethnic composition, and that hierarchies within the school. do
not automatically reflect social hierarches in the dominant society.

To increase the racial and ethnic diversity of our staff, we will advertise all open positions on
both broadly focused platforms Linkedln, Indeed.com) and in minoritynfocused media.

Of course, hiring decisions cannot be made on the basis of race, gender, ethnicity, age,
disability status, or sexual preference. Nonetheless, the Board and leadership of Danbury
Coiiegiate will go out of our way to recruit a diverse pool of applicants, for example, by
reaching out to preparation programs that develop students of color for teaching and
administrative positions.

\We will document the demographics of our applicant pool and periodicaliy audit our hiring
practices to improve outreach and retention practices.

 

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(?rmware action and be?efz?z?pan?ager.

 

 

 

 

HUMAN RESOURCE POLICIES

Danbury Collegiate Charter School will engage in collective bargaining with the local teachers?
union (NEA?Danbury) to finalize contracts, so our proposed human resources policies
governing salaries, benefits, personnel contracts, etc., will be subject to coliective bargaining.

We wiil begin collective bargaining with the human resources policies currently in place with
the Connecticut Institute For Communities as our starting position. Employee Manual
is included in this application as Appendix 1.

In addition, we will align staff compensation to the salary Scale adopted in the collective
bargaining agreement to be established between the Danbury Board of Education and NBA 
Danbury (for certified staff) and with the Danbury School Administrators Association for
Administrators the School Principal).

84

Current Salary Schedule (from NEA-Danbury/Daobury BOB Contract)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Step 48,104 52,250 53,077 58,053 63,028
2 50,159 54,299 55,097 60,077 65,085
3 52,301 56,429 57,194 62,171 67,210
4 54,535 58,642 59,371 64,339 69,404
5 56,864 60,942 61,630 66,581 71,670
6 59,293 63,332 63,975 68,902 74,009
7 61,825 65,816 66,410 71,304 76,424
8 64,466 68,397 68,938 73,790 78,919
9 67,219 71,079 71,562 76,362 81,496
10 70,090 73,867 74,286 79,024 84,156
11 73,084 76,764 77,112 81,780 86,903
12 80,680 79,775 80,048 84,630 89,739
13 87,773 83,094 87,580 92,669
14 91,322 90,633 95,694
15 99,302 104,621

 

 

All teachers not at maximum will advance one step per year.

Teachers new to Danbury Collegiate will be given credit for full?time public school classroom
teaching experience.

Current Salary Schedule (from Danbury School Administrators AssociationXDanbury BOE
Contract)

 

 

2 3 4 5
Elementary School Principal 130,203 134,232 138,382 142,662
Any administrators not on the maximum step will advance one step per year.

 

 

 

 

 

 

 

 

 

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moon" the ?Core Roqm'rewo?rr? outlined 2?12 #96 Comzooz?mzz? Cm?de?z?oet?r Edmoz?or EooXmZz'oo.

 

 

 

 

TEACHER EVALUATION (SEED)

Danbury Collegiate Charter School teachers and staff engage with their supervisors
throughout the year in evaluation and professional development. Danbury Collegiate Charter
School will have an 092 certi?ed Principal on staff to meet these requirements.

85

The SEED process reflects important milestone performance evaluations that frame the
instructional year:

Beginning of the year
0 Orientation on Process
0 Teacher Reflection
0 Goal Setting Conference
9 Miquear Check-In
0 Review Goals and Performance to Date
0 lV?d~Year Conferences
0 Development of Teacher Improvement Plans, as needed
9 End of Year Review
0 Teacher Self Assessment
0 Scoring
0 End of Year conference

Certi?ed staff will be evaluated and supported based on the Connecticut SEED model;
similarly, non-certified staff engage in an annual performance appraisal process that will
include goal setting, evaluation on performance tasks and a supportive action plan for areas in
need of improvement. Areas of concern will be addressed during these trisanneal meetings,
and various supports and resources will be put in place to allow for professional growth in
areas of weakness. This staff evaluation and support system consists of multiple measures to
paint an accurate and comprehensive picture of teacher performance.

Detailed descriptions of this process and review of all forms will be discussed during annual
school-based professional development workshops.

All teachers will be evaluated in four components, grouped into two types of major categories:
Teacher Practice and Student Outcomes.

1. Teacher Practice Related indicators: An evaluation of the core instructional practices
and skills that positively affect scholar learning. This category comprises two
components:

3. Observation of Teacher Performance and Practice as de?ned within the
CCTT Rubric for Effective Teaching, which articulated five domains and
seventeen indicators of teacher practice, and

b. Parent Feedback on teacher practice through surveys

2. Student Outcomes Related Indicators: An evaluation of teachers? contributions to
scholar academic progress at the School and classroom level. There is also an option in
this category to include scholar feedback. This area is comprised of two components:

a. Student Growth and Development as determined by teacher?s student
learning objectives (SLOs) and associated indicators of academic growth
(IAGDS),

b. Whole-School Measures of Student Learning as determined by aggregate
student learning indicators or student feedback 

Scores from each of the four components will be combined to produce a summative
performance rating designation or Exemplary, Pro?cient Developing or Below Standard

86

placements. he performance levels are de?ned as:

Exemplary Substantially exceeding indicators of performance,

Proficient Meeting indicators of performance,

9 Developing Meeting some indicators of performance but not others,
9 Below Standard Not meeting indicators of performance.

7. Child Day Care Services

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referees 2?0 children). lfyei, pfeare z'zzdz'eaz?e the age range eff/5e ebzl/dre? the prepared mice! woeful
reree 

 

 

 

  

No child day care servrces will be provided by Danbury Collegiate Charter School. Instead, the
school will operate with an extended day schedule, educating and supervising students from
8:00 a.m. to 5:00 pm.

We recognize that parents may need early drop off or late pick up services to accommodate
their work schedules. We will provide such child care services through CIFC. For a modest
fee*, parents will be able to drop off their children beginning at 7:30 a.m. and pick up their
children between 5:00 and 6:00 pm. This will be a supplemental, fee?for?service program and
is not a Danbury Collegiate budgeted expense. (*The fee will be set at the direct cost of such
services excluding any overhead costs and will be net of any third party reimbursement
such as Connecticut Care of Kids.)

3. Student Health and Welfare

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eerie, CGS. 15? 70212; mm and peering rcreeizz'ag, C. GS . 70- 274; 
require/frame, C. G. . 70-20462; am! wandering) beak/9 arrerm?eafr, CGS. Ml 70406 and
704065;.

 

 

 

 

Danbury Collegiate Charter School will contract separately for the services of a School Nurse.

Contracted services will include vision and hearing screenings; annual review of immunization
records; compliance monitoring for immunization requirements; and mandatory health
assessments including but not limited to routine physical screenings.

In addition, currently operates a Federally Quali?ed Community Health Center,
providing a comprehensive range of community health services including primary medical,
dental, and behavioral health services. As part of these services, already provides School?
Based Health Center services to the Danbury High School and two Danbury middle schools
(Broadview and Rogers Park). All children attending Danbury Collegiate will be eligible for

87

services at and are eligible for the Health Center?s sliding fee scale, which reduces
children?s care costs to $0 for children from families with the lowest incomes. (The CIFC
Health Center is the only Community Health Center in Connecticut which offers a pediatric
sliding fee that reduced to $0.00)

EV. SCHOOL VIABILITY

Building Options

 

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z?dem?z?z'bg and tbefaeib?g?y.

 

 

  

For Grades 2, Danbury Collegiate Charter School will be located at 29 Park Avenue in
Danbury, CT. The facility is currently under contract with an af?liate of the Connecticut
Institute for Communities (CIFC) and is now undergoing renovation; it will be ready for
occupancy in 2018 (even though not needed by Danbury Collegiate until August of 2019). The
renovated space is designed for early childhood/ primary grades education space and will
include six classrooms that Danbury Collegiate Charter School will be able to use for its first
three grades of operation. The Head Start program run by CIFC will be co?located in this
facility and use classrooms not utilized by Danbury Collegiate, retaining always at least one
Head Start classroom at this facility.

As of year three of operation, Danbury Collegiate Charter School will also have available six
additional classrooms, and all appropriate appurtenances, for grades 3, 4 8t 5 at a nearby
facility owned by an affiliate of CIFC located at 54 West Street in Danbury. That space is
currently engaged in a physical rehabilitation and modernization process, and it is scheduled to
be ready for use by Danbury Collegiate by not later thanjuly 2021 (although not actually
planned to be needed for more than a year later at August, 2022).

 

 

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emanated rzkbeb'aer 2?0 renovate and bring rbefacz?b?fy z?m?e wa?tb a/Z appb?eabie rebeo.?
baf?ing coder.

 

 

The current facilities at Park Avenue have been specifically designed as a school. CIFC worked
closely with a licensed architect to design space that is suitable for a learning environment as
well as for program activities. All classrooms are designed for young children, including
bathrooms accessible from all of the classrooms. The facility also inciudes a kitchen suitable
for serving meals, adequate office space for School Administration, a multipurpose room for
indoor play space to develop motor skills, and an outside playground. The building and
grounds will all be fully ADA compliant, and the site has adequate parking for staff, parents,
and visitors.

As the Park Avenue space is ?lled with the addition of grades at the School, further space will
be prepared at 54 \Xfest Street, with the same architectural to creating a healthy learning
environment for the elementary grades. The architect for this work has already been hired, and
the design process is underway. it is anticipated that the actual renovations work will be

88

completed byjuly, 2021, more than a year in advance of the actual need (August, 2022).

2. Financial Plan

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tbrozg/i the proposed reitoot?r??byear groperatiou, iiteiudz'ug t/ie reboots" urirriou, education program,
esgoeeted rtudeutpopu/atioe, human reroureei, preyeiizoieat deoetopuzeut, fad/Mei, audgroiuto ptau.
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and othergraetr ?derat, itate, audpiieate) Ifreiyieg epoupbz'taiitbropit rupport, p/eaie
indicate the source and amount of 3516/] rapport, arid amid) a tetter of towuiitmeut at documentation.
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eat/9 poritz'oiz time item audyear.

 

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in tee piiyeeted?oejiear budget To provide afutt uuderrtaudz'ug oft/m itateiuem; 
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far/year.

 

 

 

 

PRE-OPENING BUDGET STATEMENT

For the Danbury Collegiate School Budget and Financial Plan please see Appendix C. This
budget includes narratives on projected amounts and assumptions used in forecasting those
amounts.

General: Home ree the detaited Pre?Ope;ziug Budget Statement in Appendix C.

Revenue Summary: Connecticut Institute For Communities, Inc. will provide in-kind
support to cover all prewopening expenses.

Expenses Summary: During the pre-opening period, the School Leader will be paid starting
April 2019 to recruit staff and students as well as manage other planning with the help of

CIFC.

Other expenses during this period are for recruiting staff and students.

 

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prepored tbe?rrt?ueyearr of operation. The would contain at! 
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FIVE-YEAR BUDGET STATEMENT

Geizerai' Pleare 568 die detaited Five?Year Budget Stateuzeut arid arratioe Appeudzbc C.

Revenue Summary: The primary source of revenue for the School is from the state per?pupil
payments. We have forecast that amount to remain set at $11,000 per student for the five years
of the first charter. Enrollment starts at 50 students in kindergarten, and increases in year two
with the addition of grade 1 (another 50 children in two classrooms). Thereafter the school

89

increases by one grade, and enrollment by 50 students per year. Student entitlement revenue
includes only Title I funds, forecast at $720 per student; this average is based on other charter
schools? Title I allocations for FY 2017. It is estimated that approximately 85% of the
Danbury Collegiate students will be Title I eligible. We have included a small amount for Title
11.

Private funding will be provided or raised by CIFC in Years 1-2; by Year 3 the School will be
self-sustaining, as certain fixed costs (staff leadership, other start?up expenses) do not increase
proportionately as the enrollment increases.

Expenses Summary: Most of expenses are for staff compensation. Non?personnel expenses
have been calculated using standards validated by other Connecticut charter schools and
updated to reflect the structure and program of the School. Each line item in the budget has
been annotated to show what assumptions and drivers were used for the budget lines.

 

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?red; a: and out [y't/aepropoied reboot?rryeor qopemttoa. T/oe itotemeot z?mtode 
toib?om ibot?otti?. The etoteme?t obozdd indicate on etizderi?totzdz'?g of woe}?
grantfme?d: mitt be 

 

 

 

CASH FLOW

Generot: Pleore ree toe detoz'ted Cor/9 Ftom Statement to Appeadzoe C.

Revenue Summary: \Y/e have forecast the per?pupil. revenue being paid four times per year.
The first claim for Title I and Il funds will occur no later than November; thereafter they will
be ciaimed One?half of private revenue will be secured prior to the School opening,
with the balance paid in December. As a result, no bridging financing is needed from month?
to-month; however, School Management will investigate securing a revolving line of credit
from a bank prior to the School?s opening as a contingency measure.

Expenses Summary: Start~up expenses, primarily for items needed by the time school starts,
have been forecast forjuly and August. Most other expenses have been divided evenly across
12 months, except for classroom staff (teachers and classroom aids) shown as divided evenly
across the 10-month school year.

 

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budget, pzry'eeted?oeyeor badges; med tor/a?oat statement.

 

 

 

BORROWING:

As stated in above, the School does not anticipate having to borrow funds; however, as
a contingency the School will explore securing a business revolving line of credit as a cash flow
contingency measure.

90

 

 

 

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I porz?z?z'om, required qua/?ctitious, and/'01? may.

 

 

The Board of Directors of the School will have the ultimate responsibility for overseeing the
?nances of the School; in Section below we describe their role. CIFC, the CMO, will
provide accounting and bookkeeping services for the School, and will provide advice but not
make ?nancial decisions; the authority for that remains with the School Leader and the
School?s own Board. experienced ?nancial team will provide bookkeeping, accounting,
payroll, treasury management and other services and already has in place comprehensive ?scal
policies and procedures which will be customized for the School. The School leadership and
the Board will review and approve these policies. Fiscal responsibilities are summarized below:

Board of Directors: The Treasurer will be the primary Board member responsible for
working with the School Leader and ?nance team to ensure sound ?nancial
governance. The Treasurer will review the ?nancial reports and quarterly financial
statements. The Treasurer will make recommendations in regard to, and the Board will
approve, all ?nancial policies and procedures, annual budget and budget. The Board will
speci?cally approve expenditures greater than a fixed amount, to be determined by the Board.
The Board will select the ?rm to conduct the Annual Certi?ed Audit and will each year review
and approve the Audit and the IRS Form 990 Annual Filing.

School Leader: The School Leader, in conjunction with Board and CMO, reviews annual
budget, ?scal policies and procedures; the budget to actual reports, co? signs all checks with
either the Treasurer or Board Chair; approves payroll and signs contracts as authorized by the
Danbury Collegiate Board. For expenditures greater than a predetermined amount, obtains
Board approval in advance. Obtains bank statements and reviews reconciliations performed by
CIFC.

The CMO Financial Team is responsible for all bookkeeping and accounting as well as
issuing internal and external financial reports. Files claim reports for state/ federal grants.
Enters payroll into system. Utilizes GAAP system to record all accounting transactions.
Processes accounts payable; records revenue deposits. issues payroll, and conducts other
?nancial operations. Does not sign checks; provides advice but does not have decision-making
authority. Does not sign contracts on behalf of the School. Maintains personnel ?les and
?scal ?les such as accounts payable and receivable. Generates internal budget to actual reports,
balance sheets, and other operating reports as needed. Manages the annual audit process and
provides auditors with all needed information. Provides ?nancial management advice to
School leadership and Board.

individuals at the CMO responsible for ?nancial duties are:

MS. Liz Martucci, CM, is Chief Financial Officer. Ms. Martucci is accountable for
all operations related to the ?nancial and ?scal management of CIFC including, ?nancial
reporting and analysis, accounting systems and controls. She is a seasoned ?nancial executive
with over 25 years of experience in improving results and driving process improvement. Ms.
Martucci is a Certi?ed Management Accountant and holds a Bachelor?s degree in accounting
as well as a Master?s in business administration. Her resume is attached.

Ms. Margaret Gillen, CPA, is Deputy Finance Director/ Controller. She has more

91

 

than 12 years of increasing accountant responsibilities, including with Fortune 500 companies.
She has both a Bachelor and Masters degrees in Business Administration.

The CMO also maintains a well?quali?ed fiscal staff including a Payroll Accountant, Accounts
Receivable Financial Assistant, Accounts Payable Financial Assistant, and clerical support.

 

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Fiscal Policies and Procedures: CIFC, in consultation with the Board and School Leader,
will create a comprehensive set of ?scal policies and procedures, based on existing
detailed Financial Policies and Procedures manual (attached as Appendix J) customized for the
School to be compliant with Connecticut Charter School Law as well as all applicable federai,
state and local regulations. The manual will be reviewed by the external audit firm, and
reviewed and approved by the Board of Directors. CIFC will train all applicable School staff in
the procedures.

Financial Management System: CIFC will utilize computerized accounting software to
record all financial transactions (including all daily entries). All accounts and records for the
School will be appropriately segregated from accounts. This system will be password?
protected so that only authorized individuals can obtain access. CIFC will create a standard
chart of accounts, approved by the School?s Board, that the School will use to track finances in
its daily business operations.

internal Controls: In accordance with the Fiscal Policies and Procedures aforesaid, the
School will implement sound fiscal controls including separation of duties and compensating
controls in all fiscal areas, including payroll, purchasing, treasury management, etc. For
example, two signatures will be required for all expenditures, and the Board will separately
approve expenditures above a set amount as determined by the Board.

3. Self?Evaluation and Accountability

 

 

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During our ramp-up year (20182019), we will develop a detailed accountability plan for
Danbury Collegiate that establishes specific academic and noneacademic performance goals
re?ective of the performance elements set out beiow.

The goal and performance elements will be tracked on a continuous basis through the
implementation of a comprehensive computerized Student Information System. (See the
Budget Statement at Appendix C.)

92

Performance goals will be monitored at the Board level by the Academic Excellence 
Program Performance Committee.

These performance goals will establish targets for absolute academic performance and yearly
academic growth for our student cohorts. Our accountability plan will also establish goals for
school culture and climate and ?nancial performance.

ACADEMIC PERFORMANCE GOALS

Accountability measures related to academic performance will include:

9 Absolute reading performance by grade level

9 Growth in reading performance within grade level
9 Reading performance cohort comparison

9 Absolute math performance by grade level

9 Growth in math performance within grade level

9 Math performance cohort comparison

SCHOOL CULTURE AND CLIMATE GOALS

Accountability measures related to school culture and climate will include:

9 Average daily attendance rate

9 Chronic absenteeism rate

9 Number of classroom Send Outs

9 Average daily percentage of students ending on ?Red? in the behavioral color system

9 Number of students earning Danbury Collegiate coins for ending five consecutive days
on ?Purple? in the behavioral color system

9 Overall suspension rate

9 Number of in?school suspensions

9 Number of out~of~school suspensions

9 Number of expulsions

9 Student attrition rate

9 Application conversion rate

FINANCIAL PERFORMANCE GOALS

Accountability measures related to the school?s ?nancial performance will include:

9 Total margin (net income total revenue) (a minimum of 3: 

9 Debt to asset ratio (total liabilities total assets) (at minimum of 1 1.05)

9 Debt service coverage ratio (net income depreciation interest expense) (principal
interest payments) (a minimum of 1.10)

9 Current asset ratio (current assets current liabilities) (a ratio of at least I to 1)

9 Days of unrestricted cash (unrestricted cash) [(total expenses depreciation) 365]
(a minimum of 30 days)

9 Cash flow (consistent with the chart attached)

93

MISSION-SPECIFIC GOALS

Danbury Collegiate will develop accountability measures related to mission-specific goals.
These goals include:

Academics: To ensure that each student has the opportunity to learn in a high-quality
classroom that fosters critical thinking and problem solving.

Civics: To develop engaged citizens, who are thoughtful, well-rounded, understand the role of
science in society, and contribute positively to a technological society.

Parent Engagement: To foster parent engagement that extends learning into the home and
cultivates parents as partners to promote the vaiue of education and importance of community
involvement.

Accountability measures related to mission-specific goals will include:

3 internal data inquiry meetings

observations by instructional leadership

9 Growth in teacher performance on Connecticut?s System for Educator Evaluation and
Development (SEED)

Community events showcasing students? engagement with science in society.

9 Parent workshops

9 Number of parents reporting use of Danbury Collegiate?s at?home curriculum
materials Everyday Math at Home, Choose Love Family Focus and Connections)

STUDENT ENROLLMENT AND RETENTION

Danbury Collegiate?s Board will monitor the school?s demographics, recruitment, and
enrollment practices to ensure that we are aggressively recruiting and retaining on goal low?
income students eligible for free or reduced?price lunch. The Board will also monitor student
demographics to ensure that we are recruiting and retaining on goal students who require
special education services and students who are English Language Learners.

REDUCING RACEAL, ETHNIC, ECONOMIC ISOLATION

Danbury Collegiate?s Board will monitor the School?s efforts to reduce racial, ethnic, and
economic isolation.

In addition to monitoring the school?s demographics and outreach strategies affecting
enrollment and retention, on an annual basis, the Board will review the school?s efforts to
engage students in the community and to bring community resources into the school.

GENERAL MONITORING PRACTICES

Prior to each Board meeting, Danbury Collegiate?s Principal will develop a dashboard report to
provide a current snapshot of school performance relative to each of the goals and targets
established by the school accountability plan. Data re?ected in the dashboard report will
include: student achievement data on formative and summative assessments; enrollment,
retention, and waitlist information; student demographic information disaggregated to re?ect
race and ethnicity, income, special education, and Engiish Language Learner statuses;
attendance rates; disciplinary information; results from community surveys; financial reports;
and external and community relations.

94

On a basis, the Principal and instructional staff will monitor student achievement
through a school?wide data inquiry process. Teachers will use the results of these data inquiry
meetings to adjust instruction, inform curriculum development, and plan professional
development.

and then summatively at the end of the school year, the Board will review the data
collected through the School?s data inquiry process and analyze its implications to make
programmatic decisions. The Board will use academic performance data to review operational
and fiscal performance and adjust assumptions as needed to support the continued growth of
all students. As the steward of the school?s charter, the Board will use the school?s
accountability plan and data reporting systems to determine whether the school is achieving its
mission and to develop strategic plans that support the school?s continued growth and success.

4.. Timetable

 

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eierZ/memj. development. remaking and bz'iz'igg b?gb-qualzy tear/am and Zeaderr, and
bathing 

 

 

 

 

The following list acknowledges the complexity of tasks required to open a new charter school
successfully. It presents an approximate time frame for key pre?opening activities. We
anticipate charter approval by the state Board of Education by April 2018, funding approval by
the Connecticut legislature byJuly 2018, and revenue payments beginning in July 2019.

CIFC will fund or seek additional sources of revenue for prewopening activities that commence
prior to July 2019.

 

 



Incorporation

Recruit and assemble Board of Directors Complete (except
for Parents and
BOE/Designee)

Identify and engage independent legal counsel for Danbury Collegiate June, 2018

Incorporate school (working with legal counsel) July 2018
Apply for Federal Employer Identification Number (FEIN) July 2018
Register school with State Attorney General's Office July 2018

Tax-exemption
File application for state tax exemption July 2018
Trademarks Copyrights

File trademark and copyright applications (working with corporate August 2018
counsel)

95

Supplement initial filing with new school logos, etc. (working with
corporate counsel)

Employee Policies

Engage in Collective Bargaining negotiations with NEA-Danbury and
the Danbury School Administrators Association

Complete employee policies for review/ adoption by Board of
Directors

Student Recruitment
Meet with local Superintendent and area school leaders
Request mailing labels from district for recruitment mailing

Outreach to local community?based organizations for help with
recruitment

Develop plan/ format/ presentation for Open Houses

Deploy recruitment mailing 8: conduct follow?up

Circulate/Post recruitment posters

Research and present at/ attend key community functions
Schedule Open Houses

Schedule Parent 

Stacie?: Lottery 2?9" Enrollment

Develop Family Handbook (incl FERPA, FOIL, Open Mtgs) and
distribute to new families

Plan Lottery (location, equipment/ supplies, refreshments, third?party
monitor)

Application Deadline for ?rst class

Conduct Lottery and advise parents of results
Schedule students for placement testing
Parent Meetings Placement Testing

Secure standardized test scores and other student data from the
district

Student Enrollment (collect required documentation, log into SIS)

Students evaluated for Special Education Services needs in
coordination with local CSE

Students assigned to classes (teachers provided with class rosters)

96

August 2018

August 201 8

October 2018

Ongoing
July 2018
July 2018

July 2018

September 
November 2018

September 2018
September 2018
September 2018
September 2018

October 2018
December 2018

January 31, 2019
February 2019
May 2019

June 2019

July 2019

July 2019
July 2019

August 2019

 
 

FACILITIES

 

Facilz'gy Planning

Establish Site Criteria (short?term and long-term)

Identify site acquire site

Conduct Site Visits (short?term facility)

Hire architect and develop design (if applicable)

Finalize local regulatory approval (site plan) (zoning completed)
Bid construction contract, select, and oversee contractors
Develop construction schedule and budget

Finalize Site 8: Occupation Schedule, Sign leases (indenture of lease
short?term 8: long-term facility)

Oversee construction and budget

Oversee construction closeout and punch list

Complete all renovation, upgrades, ongoing maintenance services, etc
Secure Certi?cate of Occupancy (if applicable)

Develop plan for facility management
Establish building utility accounts
Establish building service accounts
Develop and place furniture order

Health Inspection

Fire Inspection

Bind property insurance coverage
Oversee furnit re delivery and installation

0?

initial Site
Completed
Completed
Completed
Completed
September 2017
October 2017
Completed
june 2018

January June
2018

June 2018
June 2018
June 2018
july 2018

July 2018

july 2018
February 2019
March 2019
March 2019
June 2019

 

 
 

 

General

Establish School Calendar (2019-2020 School Year)

Con?rm School Schedule (start-time, end~time, after school, etc.)
Insurance

Procure and activate commercial insurance

(liability/ properry/ directors? coverage) for school

Activate student accident 8: medical policy nonwowned auto
coverage

97

April 2019
May 2019

June 2019

August 2019

Transportation

Contact the Office of Pupil Transportation to coordinate student April 2019
transportation services

Food

Ensure families properly complete Free/ Reduced Lunch Application May 2019
and determine eligibility

Contract for food service (Of?ce of School Food and Nutrition July 2019
Services Sodexo)

Research and procure auxiliary food services (if needed) July 2019
Health

Contract for Nursing Services June 2018
Document immunization requirements July 2018
Coordinate with Greater Danbury Community Health Center for July 2018
school health services

Notify parents of immunization requirements and options for July 2019
compliance

Payroll

Establish payroll account for school April 2019
School Safety

Research and draft school safety plan (include schedule of required June 2018
drills, etc.)

Develop concise disaster/ emergency plan for use by school leadership June 2018
in the event of catastrophe

Train school leaders in safety/ emergency plans July 2019
School Reporting Requirements

Document school reporting requirements July 2018
Vendors 8: Accounts

Submit credit applications with key vendors after incorporation September 2018
Establish service and vendor accounts for school September 2018

Purchase Orders

Create all purchase orders for school (textbooks, software, supplies) December 2018
Generate comprehensive list(s) of school start?up supply needs January 2018
Place orders February 2019

98

 

 

Con?rm technology needs
Draft IT/Telcom plan for school
Develop purchase orders for systems hardware

Im lement IT Ian at school facility

July 2018

July 2018
February 2019
Jul 2019

 
 

 

Staff Recruitment Onboarding

Begin School Leader Recruitment

Begin Teacher and Support Staff Recruitment Plan
Complete School Leader Recruitment and Training
Complete Teacher and Support Staff recruitment

Compile Staff Registration Packet (all nonninstructional requirements,
forms, policies/ handbooks)

Ensure compliance with finger printing and background check
procedures protocols

Process/ register all new school employees
Employee Bene?ts

Finalize benefits providers

Enroll school staff in insurance and benefits
Teacher Certi?cation

Conduct teacher certi?cation audit

Staff Policies

Human Resource Information System

Set up personnel ?les, compliance systems, labor laws posters, etc.
Benefits set?up (health, vision, retirement)
Fill out new staff paper work

Onboarding benefits, payroll, laptop)

99

September 2018

September 2018
February 2019
June 2019

June 2019

July 2019

July 2019

April 2019
June 2019

July 2019

Completed
(subject to
revisions for
school specific

data elements by
May 2019

June 2019
June 2019
June 2019
July 2019

 

 

Accounting

Research and identify independent auditor for approval/ adoption by
Board of Trustees

Present proposed ?nancial policies and procedures for adoption by
Board of Directors

Financial Software
Implement Financial Management System
Implement Bookkeeping procedures

Implement chart of accounts

Banking

Apply for line of credit

Establish checking and business investment accounts
Secure corporate credit cards for school leadership
Budget

Research and confirm revenue projections (public funding)

Document billing/ invoicing/ reporting schedule for per pupil and

other public revenues

Draft and ?nalize school budget for (2019-2020) for approval by
Board of Directors

July 2018

August 2018

Completed
Completed

Completed (to be
updated for
DCCS by July
2019, as required)

September 2018
March 2019
April 2019

July 2018
July 2018

October 2018

  
 

 

Teaching Learning
Develop accountability plan
Develop curriculum maps
Develop school culture handbook
ELA Program Design

Curriculum materials ordered
Curriculum based PD planning
New Staff Training

Special Education

Research Special Ed 8: Related Services Providers/ recruitment
channels for Special Ed Certified educators

00

July 2018

July 2018

July 2018

July 2018
February 2019
February 2019
August 2019

July 2018

Develop Special Ed Services plan for school July 2019
Verify and document Special Ed revenue as needed July 2018

Contract with providers secure appropriate staff for provision of July 2019
services to students in need

 
 

 

Communications

Public Announcement about School July 2018
Finalize designs for student recruitment materials September 2018
Finalize logo designs for school apparel and uniforms September 2018
Develop and produce school letterhead, etc. September 2018
Design and produce business cards for school staff As hired, 2019

School Open House Ceremony July 2019

 
 

 

5, 'I?ransportation

Pirate note: 3792} section 2'5 reqttz?rea? but 1202? rubjert to Itori?g.

 

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Danbury Collegiate Charter School will assure transportation from within the Danbury School
District for students attending the charter school. We will work with the Board of Education
to establish busing for our students that will accommodate our extended day schedule. This
matter has already been discussed in detail with the Danbury Superintendent of Schools and
members of the Danbury Board of Education.

Danbury Collegiate Charter School will seek to schedule bus drop?off times of 7:30 am. and
7:45 am. and late bus pick?up times of 5:15 and 5:45 pm. to accommodate our extended
school day.

101

SECTION 3: WAIVER REQUESTS

 

Waivers of certain statutory requirements may be requested as a part of the application per
C.G.S. If necessary, please use the form provided in Appe?dz'x to describe and
provide a justi?cation for a waiver of a certain provision of the general statutes and/ or
regulations over which the SBE has jurisdiction. Waivers cannot be granted for requirements
relating to collective bargaining, mastery testing and related provisions, school health and
sanitation, discrimination in public schools, and children with disabilities. Provisions relating to
teacher certification may be waived in only certain circumstances. Please consult C.G.S. 10-
66dd(b) for further information regarding statutory provisions which may be waived.

Danbury Collegiate Charter School requests no waivers as part of this application.

102

SECTEON 4: PREFERENCES

 

The SBE will give preference to certain factors when considering applications for charter schools.
These factors are as follows: (1) establishing a school whose primary purpose is the establishment
of programs designed to the student populations as set forth in C.G.S. 10? 66bb(c)(3) (A) 
through (2) the primary purpose is to improve the academic performance of an existing
school that has consistently demonstrated substandard academic performance, as determined by
the Commissioner; (3) serving students who reside in a priority school district pursuant to C.G.S.
10~266p; (4) serving students who reside in a district in which seventy-five percent or more of
the enrolled students are members of racial or ethnic minorities; (5) demonstrating highly credible
and specific strategies to attract, enroll and retain students from among the populations set forth
in C.G.S. 10?66bb(c) through or (6) in the case of an applicant for a state charter
school, such state charter school will be located at a work-site or the applicant is an institution of
higher education. To be considered for one or more of the preferences, please complete the
sections below as appropriate.

in determining whether to grant an initial certi?cate for approval, the SBE shall consider the
effect of the proposed charter school on (I) the reduction of racial, ethnic and economic
isolation in the region in which it is to be located, (II) the regional distribution of charter schools
in the state, (HI) the potential of over concentration of charter schools within a school district or
in contiguous school districts, and (IV) the state?s efforts to close achievement gaps, as defined
in 10-1600, and (ii) the comments made at a public hearing conducted as part of the charter
application process.

1. Serving High?Need Student Populations

 

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Danbury Collegiate will primarily enroll students who qualify for free or reduced-price lunch
pursuant to federal law and regulations and students who are English Language
Learners {i .

In Section we establish free and reduced-price lunch as preferences for School

103

admission, and, throughout the application, we commit to reaching out to and enrolling
English Language Learners.

The mission, vision, and program at Danbury Collegiate are designed to ensure that every
student has an equal opportunity to succeed regardless of income, disability, or English
language learner status allowing us to serve and retain our enrolled students. We are
con?dent that our small school environment that begins in the early years, will be able to
respond quickly to assessment data and establish the conditions for success for all enrolled
students.

Danbury Collegiate will be built upon the success and expertise of the Connecticut Institute
For Community?s Danbury Head Start Program. has a long, exemplary history of
providing high-quality Head Start and Early Head Start programs as documented by 100%
Compliance achievement ?ndings in our two most recent triennial Federal Monitoring
Reviews. In conjunction with compliance, CIFC also has a long history of improving school
readiness among low-income children. For more than a decade, we have maintained a close
partnership with Danbury Public Schools, receiving positive feedback from school
administrators and elementary school teachers about impact on Connecticut?s highest-
need children, who enter school better prepared for success (For details see the performance
details included herein at Section H.2.h.A.ii) At least 90% of Head Start students are low
income, at leastl 0% are identi?ed with developmental disabilities, and nearly 67% are English
language learners.

2., improving the Academic Performance of an Existing School with Substandard
Performance

 

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regbeme as: met! at a/Z appiicab/e rectiem oft/9e appiicatiea.

 

 

This section is not applicable.

3. Opening in a Priority School District or District with at Least '75 Percent Racial or
Ethnic Minority Enrollment

 

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praberea? reboot weatci opera in a Priority tic/9001 Diana er a district with at Zeart twenty-five percetit 
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Danbury Collegiate Charter School will open and operate in Danbury, Connecticut. Danbury
School District is one of the priority school districts identi?ed by the Connecticut Department
of Education.

4. Being a Higher Education institution

104

 

a. Penmanappa'eaat 2122'}! be awarded gift/5e appa'eam?
i z'am'fm?z'e? (jag/yer 

 

This section is not applicable.

5. Locating at a Work Site

 

 

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paw; ea [ovate z'z?tproposed 5.06001 a2? a work We. A were me it a faeifz?g?y reared amt/Ber 5522001 or
barz?ae?. PKeaJe dei?m'be tee were are where the $0500! weafa? be heated.

 

 

Danbury Collegiate Charter School will be co-located with the Connecticut Institute for
Communities Danbury work site operated by CIFC).

Danbury Collegiate will speci?cally be located at 29 Park Avenue, Danbury, CT, a building of
approximately 20,000 sq./ft., which is a work site also occupied by the CIFC Early Learning
Department (consisting of Head Start Early Head Start and School Readiness classrooms). As
Danbury Collegiate expands each year by one grade, occupying two additional classrooms per
year, the CIFC Early Learning Department will vacate space to accommodate the charter
school. However, there will always be at least one Head Start classroom at this work site.

As Danbury Collegiate expands to its second site at 54 West Street, it will also be co-located
with a CIFC work site. 54 West Street is a building of approximately 30,000 sq./ft.; space not
utilized by Danbury Collegiate will continue to be used as a work site for CIFC youth?reiated
programs.

105

 

APPENDICES

A: Charter School Waiver Request 

B:
C:

Curriculum Resources Alignment

Budget Worksheets 
Aligned with the Financial Plan Narrative
at Section IV, subsection 2, 899-92

1) Pre?Opening Budget Statement

2) Projected 5?Year Budget Statement
3) Cash low Schedule for Year 1

4) Staf?ng and Compensation Chart

Resumes

1) Key Board Members
2) Key Leadership Staff

Danbury Collegiate Charter School Table

of Organization with Board Structure,
including Committee Members, Staff
Positions, and Lines of Reporting
Authority

Evidence of Support

1) Support Letters
2) Petition

G: Application Rubric Evaluation
Summary

H:

Statement of Assurances

I: CIFC Employee Manual/Personnel Policy

J: CIFC Financial Policies and Procedures
Manual

Tab
Table of

Contents

 

 

 

CHARTER SCHOOL WAIVER REQUEST

Description of Waivers Permitted or Not Permitted:

Charter school applicants may request waivers of certain provisions of the general statues and
regulations over which the SBE has jurisdiction. Waivers may be granted for any such provisions
with the exception of those relating to collective bargaining 10-1 53aulO?153g, ill?153i, 104 53},
ll)~l53rn); teacher certification?; Chapter 163C of the Connecticut General Statutes lU?l4n 10?
l4x); school health and sanitation 10?203 through 10?217g, inclusive); discrimination in public
schools 10-1 5c); and children with disabilities. To request a waiver, you must specify the particular
section of the iaw you seek to have waived. (*Teacher certi?cation may be waived on an individual
basis under certain conditions.

Please contact the Bureau of Educator. Standards and Certi?cation for furtherinforrnation).
Name of Applicant: Danbury Collegiate Charter School
Address: 120 Main Street

City and Zip Code: Danbury, CT 06810

Phone and Fax: 203-743?9760 ex 202; 203?743-3411

 

1. Section of the general statutes or regulations you seek to have waived:
None

2. Describe why you feel that this waiver is necessary to achieve your mission:


3. Describe the desired outcome/ rationale (how you expect this waiver to assist in achieving
educational learning objectives described in your plan):


4. Date of Application:


 

 

 

 

Core
Knowledge
Sequence

Content and Skill Guidelines for Grades 


Core Knowledge

Core Knowledge at a Glance

 

 

 

 

 

 

 

 

 

 

 

 

Preschool Kmdergarten First Grade Second Grade Grade
I. Oral Language I. Listening and Speaking l. Listening and Speaking Listening and Speaking Reading and Writing
II. Nursery Rhymes, II. Reading II. Reading II. Reading II. Poetry
Language Poems. Finger-Plays, Writing Writing Writing Fiction
Artsr?English and Songs IV. Language Conventions IV. Language Conventions IV. Language Conventions IV. Sayings and Phrases
Storybook Reading and V. Poetry V. Poetry V. Poetry
Storytelling VI. Fiction VI. Fiction VI. Fiction
IV. Emerging Literacy Skills VII. Sayings and Phrases VII. Sayings and Phrases VII. Sayings and Phrases
Time: World: World: World: World:
I. Vocabulary I. Geography: Spatial Sense I. Geography I. Geography I. World Geography
II. Measures of Time IL Overview of the Seven II. Early World Civilizations II. Early Asian Civilizations II. The Ancient Roman
Passage oITime (Past; Continents Modern Civilization and Modern Japanese Civilization Civilization
Present. Future) American Culture: Mexico IV. The Ancient Greek The Vikings
Space: I. Geography American Civilization American
I. Vocabulary II. Native American Peoples, I. Early People and American I. The Earliest Americans
History and II. Actual and Past and Present Civilizations l. American Government: II. Early Exploration of
Representational Space Early Exploration and II. Early Exploration and The Constitution North America
eograp Simple Maps Settlement Settlement II. The War of I8I2 The Thirteen Colonies:
Basic Geographic IV. Presidents, Past and From Colonies to Indepen- Westward Expansion Life and Times Before
Concepts Present dencerThe American IV. The Civil War the Revolution
V. Symbols and Figures Revolution V. Immigration and
IV. Early Exploration of Citizenship
American West VI. Fighting for a Cause
V. Symbols and Figures VII. Geography of the
Americas
Symbols and Figures
I. Attention to visuai I. Elements of Art I. Art from Long Ago I. Elements oIArt I. Elements oiArt
detail II. Sculpture II. Elements ofArt Il. Sculpture II. American Indian Art
ll. Creating Art Ill. Looking at and Talking Kinds of Pictures: Kinds of Pictures: Art oiAncIent Rome
Visual Arts Looking and Talking About Art Portrait and Still Life Landscapes and Byzantine
aboutArt IV. AbstractArt Civilization
V. Architecture
I. Attention to I. Elements of Music I. Elements of Music I. Elements of Music I. Elements of Music
Differences in Sound II. Listening and II. Listening and II. Listening and II. Listening and
II. lmitate and Understanding Understanding Understanding Understanding
Produce Sounds Songs (Composers; Orchestra; (Orchestra; Keyboards; (Orchestra; Composers}
MUSIC Listen and Sing Opera; Ballet; Jazz) Composers) Songs
IV. Listen and Move Songs Songs
I, Patterns and Patterns and I. Patterns and I. Numbers and Number I. Numbers and Number
Classification Classification Classification Sense Sense
IL Geometry II. Numbers and Number II. Numbers and Number II. Fractions II. Fractions and Decimals
Measurement Sense Sense Money Money
IV. Numbers and Money Money IV. Computation IV. Computation
Number Sense IV. Computation IV. Computation V. Measurement V. Measurement
Mathematics V. Addition and V. Measurement V. Measurement VI. Geometry VI. Geometry
Subtraction with VI. Geometry VI. Geometry
Concrete Objects
VI. Money
Human Characteristics. I. Plants and Plant I. Living Things and Their I. Cycles In Nature I. Introduction to
Needs and Development Growth Environments (Seasonal Cycles; Life Classification of
ll. Animal characteristics, II. Animals and Their II. Human Body (Body Cycles; Water Cycle) Animals
Needs and Development Needs Systems) II. Insects II. Human BodylMuscular,
Ill. Plant Characteristics. Human Body (Five Matter Human Body (Cells; Skeletal. and Nervous
Science Needs and Growth Senses) IV. Properties of Matter: Digestive and Excretory Systems; Vision and
Physical Elements IV. Introduction to Measurement Systems] Hearing]
(Water. Air. Light) Magnetism V. Introduction to IV. Magnetism Ill. Light and Optics
Introduction to Magnetism V. Seasons and Weather Electricity V. Simple Machines iV. Sound
VI. Seasons and Weather VI. Taking Care of the Earth VI. Astronomy VI. Science Biographies V. Ecology
VII. Taking Care of the Earth VII. Science Biographies VII. The Earth VI. Astronomy
Tools Science Biographies VII. Science Biographies

 

 

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

 

I. Writing, Grammar,

Writing, Grammar, and

Writing. Grammar, and

Writing, Grammar, and Usage

Writing, Grammar, and

 

 

 

and Usage Usage Usage II. Poetry Usage
Lan II. Poetry II. Poetry II, Poetry Fiction, Nonfiction, and II. Poetry
guage .. . . . . ..
. Fiction Baron and Drama Fiction and Drama Drama and
AnSAEngl'Sh IV Speeches IV. Speeches IV Sayings and Phrases IV. Foreign Phrases Commonly Drama
V. Sayings and Phrases V. Sayings and Phrases Used in English IV. Foreign Phrases Commonly
Used in English
World: World: World: I. America Becomes a World I. The Decline of European
I. World Geography I. World Geography (Spatial I, World Geography [Spatial Power Colonialism
(Spatial Sense; Sense; Lakes) Sense; Deserts) World War I: "The Great II. The Cold War
Mountains) II. Early American Civilizations ll. Lasting Ideas from Ancient War," lit. The Civil Rights Movement
II. Europe in Middle Ill. European Exploration, Trade, Civilizations Russian Revolution IV. The Vietnam War and the
Ages and the Clash of Cultures The Enlightenment IV. America from the Twenties Rise of Social Activism
The Spread oi Islam and the IV. The Renaissance and the IV. The French Revolution to the New Deal V. The Middle East and Oil
History and Holy Wars Retormation V. Romanticism V. World War II Politics
IV. Early and Medieval V. England from the Golden VI. industrialism, Capitalism, VI. Geography oi United States VI. The End oi the Cold War:
Geography African Kingdoms Age to the Glorious and Socialism The Expansion of Democracy
V. China: Dynasties and Revolution VII. Latin American and Continuing Challenges
Conquerors VI. Russia: Early Growth and Independence Movements VII. Civics: The Constitution??
American Expansion American Principles and Structure of
I. The American Revolution VII. Feudal Japan I. Immigration, American Democracy
II. Making a Constitutional American Industrialization, and Geography of Canada and
Government I. Westward Expansion Urbanization Mexico
Early Presidents and II. The Civil War: Causes, II. Reform
Politics Conflicts, Consequences
IV. Reiormers Native Americans: Cultures
V. Symbols and Figures and Conflicts
IV. U.S. Geography
I. Art of the Middle Ages in I. Art of the Renaissance I. Art History: Periods and I. Art History: Period and I. Art History: Periods and
Europe II. American Art: Nineteenth? Schools (Classical; Gothic; Schools (Impressionism; Schools (Painting Since
Islamic Art and Century United States Renaissance; Baroque; Post-Impressionism; World War Photography;
Visual Arts Architecture Art of Japan Rococo; Neoclassical; Expressionism 20th?Century Sculpture)
Art of Africa Romantic; Realistic) and Abstraction; Modern Architecture Since the
IV, Art of China American Painting) Industrial Revolution
V. Art of a New Nation:
The United States
I. Elements of Music I. Elements of Music I. Elements of Music I. Elements of Music I. Elements of Music
Listening and II. Listening and Understanding II. Classical Music: From iI Classical Music: Romantirs II. Non-Western Music
Understanding (Composers; Connections) Baroque to Romantic (Bach, and Nationalists (Brahms, Classical Music: Nationalists
(Orchestra; Vocal American Musical Traditions Handel, Haydn. Mozart, Berlioz, Liszt, Wagner, and Modems
Music Ranges; Composers) t5pirituals) Beethoven, Schubert, Dvorak, Grieg, IV. Vocal Music (Opera;
Songs IV. Songs Chopin, Schumann) Tchaikovsky) American Musical Theater)

American MusicaITraditions
(Blues and Jazz)

 

I. Numbers and Number

I. Numbers and Number Sense

Numbers and Number

I. Pre-Algebra {Properties of

I. Algebra (Properties of the

 

 

Sense II. Ratio and Percent Sense the Real Numbers; Real Numbers; Relations,
II. Fractions and Decimals Fractions and Decimals II. Ratio, Percent, and Polynomial Arithmetic; Functions, and Graphs;
Money IV. Computation Proportion Equivalent Equations and Linear Equations and
IV. Computation V. Measurement Ill. Computation Inequalities; Integer Functions;Arithmetic
V, Measurement VI. Geometry IV. Measurement Exponents) oi Rational Expression;
Mathematics VI. Geometry VII. Probability and Statistics V. Geometry Geometry (Three?Dimensional Quadratic Equations and
Pie?Algebra VI. Probability and Statistics Objects;Angle Pairs; Functions)
Vii. Pro?Algebra Triangles; il. Geometry (Analytic
Measurement) Geometry; Introduction
Probability and Statistim to Trigonometry; Triangles
and proofs)
I. Human Body I. Classifying Living Things I. Plate Tectonics I. Atomic Structure I. Physics
{Circulatory and II. Cells: Structures and II. Oceans ll. Chemical Bonds and II. Electricity and Magnetism
Respiratory Systems) Processes Astronomy: Gravity, Stars, Reactions Electromagnetic Radiation
II. Chemistry: Basic Terms and Plant Structures and and Galaxies Cell Division and Genetics and Light
Concepts Processes IV. Energy, Heat, and Energy IV. History of the Earth and Life IV. Sound Waves
. Electricity IV. Life Cycles and Reproduction Transfer Forms V. Chemistry of Food and
Scrence IV. Geology: The Earth and Its V. Human Body {Endocrine and V. The Human Body: V. Evolution Respiration
Changes Reproductive Systems) and Immune Systems VI. Science Biographies VI. Science Biographies

 

V. Meteorology
VI. Science Biographies

 

VI. Chemistry: Matterand
Change
. Science Biographies



 

.

Science Biographies

 

 

 

 

Sequence of Domains in the Core Knowledge Language Arts Listening and Learning Strand

Preschool

1. All About Me

 

2. Families

3. Animals

4. Plants

5. Habitats

Dispersed throughout the
year:

. Classic Tales

. Important People in
American History

10.

11

12.

Kindergarten

Nursery Rhymes and
Fables

The Five Senses
Stories

Plants

Farms

Native Americans
Kings and Queens
Seasons and Weather
Columbus and the
Pilgrims

Colonial Towns and
Townspeople

. Taking Care of the

Eanh

Presidents and
American Symbols

10.

11.

Grade 1

Fables and Stories

The Human Body

Different Lands, Similar

Stories

Early World
Civilizations
Early American
Civilizations
Astronomy

The History of the
Eanh

Animals and Habitats
Fairy Tales

A New Nation

Frontier Explorers

10.

11.

Grade 2

Fairy Tales and Tall
Tales

Early Asian
Civilizations

The Ancient Greek
Civilization

Greek 

The War of 1812
Cycles in Nature
Westward Expansion
Insects

The US. Civil War

Human Body: Building Blocks

and Nutrition

Immigration

12. Fighting for a Cause

Core Knowledge Language Arts?

Scope and Sequence 0 Listening LearningTM Strand 0 Kindergarten

 

The Listening 8. Learning strand of the Core Knowledge Language Arts program is designed to help students build the
background knowledge and vocabulary critical to listening and reading comprehension. Through introducing, presenting,
and discussing read-alouds in each domain, teachers build students? listening and reading comprehension and oral
language skills. Fora Unit-by-Unit Alignment of Listening Learning objectives to the Common Core State Standards,
please Visit 

Each domain anthology is comprised of daily lessons, pausing points, a domain review, a domain assessment, and
culminating activities.

Pausing Points: opportunities to review, reinforce, or extend the content taught thus far. Both the decision to pause
and the length of the pause are optional and should be determined by each individual teacher based on the particular
class?s performance.

Domain Review: an opportunity to review and reinforce the material (9.9., core content and vocabulary) in the domain
in order to help students prepare for the domain assessment.

Domain Assessment: evaluates students? understanding and retention of academic vocabulary words and the core
content targeted in the domain. The results should guide review and remediation the following day.

Culminating Activities: provide remediation and/or enrichment for individual students, small groups, or the whole class
based on the results of the Domain Assessment and students? Tens scores.

Table of Contents:

Domain 1: Nursery Rhymes and Fables
Domain 2: The Five Senses

Domain 3: Stories

Domain 4: Plants

Domain 5: Farms

Domain 6: Native Americans

Domain 7: Kings and Queens

Domain 8: Seasons and Weather

Domain 9: Columbus and the Pilgrims
Domain 10: Colonial Towns and Townspeople
Domain 11: Taking Care of the Earth

Domain 12: Presidents and American Symbols

 

 

 

 

 

 

 

 

 

2014 Core Knowledge Foundation 1

Core Knowledge Language Arts"?

Scope and Sequence Listening LearningTM Strand - Kindergarten - Domain 1

 

Nursery Rhymes and Fables
12 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (16 Days)

This domain will introduce students to nursery rhymes and tables that have been favorites with children for generations. Students
will learn classic rhymes like ?Twinkle, Twinkle, Little Star, ?Humpty Dumpty, and "Hickory, Dickory, Dock,? as well as classic
characters such as Humpty Dumpty and Little Miss Muffet. Students will also be listening to some well-known tables, which are special

types of fiction that teach morals, or important lessons.

Text Analysis

 

Comprehension Speaking Listening Language Vocabulary Writing
These Ask and answer questions Ask and answer questions Use frequently occurring
objectives are requiring literal recall and about unknown words and to nouns and verbs in oral
consistently understanding clarify information in a read- language
addressed Answer questions that require 310?? Produce and expand
the making interpretations, WPS, describe illustrations complete sentences in shared
domain judgments, or giving opinions from a fiction read-aloud language

about what ?3 heard in a Use agreed-upon rules for Use words and phrases

?01'9? sad-aloud group discussions acquired through

Listen to, understand, and Carry on and articipate in a conversations, being read to,

recognize a variety of texts conversation over four to ?ve and responding to texts

Describe characters, setting, turns

things, events, actions, a Speak gummy and express

scene, or fads from a read? thoughts, feelings, and ideas

Answer questions orally in
complete sentences

Lesson 1A: Listen to and demonstrate Identify real-life connections
Roses Are Red familiarity with ?Roses Are between words and their use

Red" Word Work: sweet

WPS, compare and contrast

similarities and differences

between roses and violets
Lesson 13: Listen to and demonstrate Recite "Roses Are Red" and Identity new meanings for
Ring Around familiarity with "Ring Around ?Ring Around the Rosie" familiar words and apply them
the Rosie the Rosie" accurately

WPS, dramatize the events Multiple Meaning Word

of the text in proper Activity: ring

sequence"
Lesson 2A: Discuss personal Describe familiar things, such
Rain, Rain, Go responses to rain and rainy as rain, adding detail WPS
Away days in connection to the

text
Lesson 2B: Categorize ?It's Raining, It's Explain the meaning of the
It's Raining, it?s Pouring" as "realistic" text saying, ?it's raining cats and
Pouring Predict events of the read dogs" and use in appropriate

aloud and review contexts

predictions after the read Sayings and Phrases: it?s

aloud. Raining Cats and Dogs

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Arts??

Scope and Sequence - Listening LearningTM Strand 0 Kindergarten - Domain 1

 

Text Analysis
Comprehension

Speaking Listening

Language 8; Vocabulary Writing

 

Lesson 3A:
Jack Be
Nimble

Lesson 33:
Little Jack
Horner

Lesson 4A:
Jack and Jill

Lesson 4B:
Little Miss
Muffet

Lesson 5A:
This Little Pig
Went to Market

Lesson SB:
One, Two.
Buckle My
Shoe

NOTE: IN
PACKET
LABELED 5A

Lesson 6A:
Star Light, Star
Bright

Lesson EB:
Twinkle,
Twinkle, Little
Star

 

WPS, dramatize the text's
key events in the proper
sequence

WPS, dramatize the text?s
key events in the proper
sequence

Explain why this is a ?realistic
text"

Predict events of the read
aloud and review
predictions after the read
aloud

Explain why this is a "realistic
text?

WPS, dramatize the text's
key events in the proper
sequence

Categorize this text as
"fantasy"
WPS, dramatize the text's

key events in the proper
sequence

WPS, compare and contrast

similarities and differences
between two nursery rhymes
(one realistic; one fantasy)?

Explain why this is a "realistic
text"

Discuss personal responses

to topics of the text and
connect these to specifics
in the text

Pausing Point

Describe familiar things, such
as spiders, and WPS, provide
additional detail

Describe familiar things, such
as pigs, and WPS, provide
additional detail

Describe familiar things. such
as stars, and WPS, provide
additional detail

Identify real-life connections
between words, such as
fetch, and their use

Word Work: fetch

Identify real-life
connections between
words, such as frightened,
and their use

Word Work: frightened

Identify real-life
connections between words,
such as market, and their use

Word Work: market

Identify real-life
connections between
words, such as wonder, and
their use

Word Work: wonder

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Arts??

Scope and Sequence 0 Listening LearningTM Strand - Kindergarten 0 Domain 1

Text Analysis
I Comprehension

Speaking Listening

 

Language 8; Vocabulary Writing

 

Lesson 7A:
Hickory,
Dickory, Dock

Lesson 73:
Diddle, Diddle,
Dumpling

Lesson 8A:
Little Bo Peep

Lesson 83:
Little Boy Blue

Lesson 9A:
Baa,Baa,
Black Sheep

Lesson QB:
Humpty
Dumpty

Lesson 10:
The Lion and
the Mouse

 

Discuss personal responses
to tepics of the text and
connect these to specifics
in the text

Discuss personal responses
to topics of the text and
connect these to specifics
in the text

Discuss personal responses
to topics of the text and
connect these to specifics
in the text

WPS, compare and contrast
similarities and differences
between the characters in
nursery rhymes read to date

WPS. dramatize the text's
key events in the proper
sequence

Explain why this text is
categorized as ?fantasy"

Explain why this text is
categorized as "fantasy

WPS, retell or dramatize the
text events in order and
demonstrate story structure
(beginning, middle, end)

Explain why this text is
fantasy.

Predict events of the read
aloud and review
predictions after the read
aloud

Discuss personal responses
to counting on someone else,
particularly someone who is
younger or smaller, and
connect those to the
characters in the table

Describe familiar things, such
as clocks, and WPS, provide
additional detail

Describe familiar things, such
as sheep, and WPS, provide
additional detail

Discuss background
knowledge (from previous
read alouds or domains)
related to the text

Describe familiar things, such
as sheep, and WPS, provide
additional detail

Prior to listening to "Baa, Baa,
Black Sheep," identify what
they know about sheep

Describe familiar things, such
as lions and mice, and WPS,
provide additional detail

Identify real-life connections
between words, such as
disturbed, and their use

Word Work: disturbed

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Arts?"

Scope and Sequence - Listening LearningTM Strand . Kindergarten Domain 1

Text Analysis

I Comprehension Speaking 8: Listening

 

Language 8. Vocabulary Writing

 

Lesson 11:
The Dog and
His Re?ection

Lesson 12:
The Hare and
the Tortoise

2014 Core Knowledge Foundation

 

WPS, retell the events in
order and demonstrate story
structure (beginning, middle.
end) and sense of characters.

While listening to ?The Dog
and His Reflection," orally
predict what will happen in
the read-aloud

Predict events of the read
aloud and review
predictions after the read
aloud

Explain that ?The Hare and
the TortOise" is fantasy
because animals cannot talk
and do not have races

Domain Review

Domain Assessment

Cuiminating Activities

Identify real-life
connections between
words, such as feast, and
their use

Word Work: feast

Identify new meanings for
familiar words, such as break,
and apply them accurately
Identify real-life
connections between
words, such as boasting and
race, and their uses

Word Work: 
Multiple Meaning Word
Activity: break

 

Back to Table of Contents

 

Core Knowledge Language Artsil?

Scope and Sequence Listening LearningTM Strand 0 Kindergarten - Domain 2

 

The Five Senses

8 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (12 Days)

This domain will be one of many that will follow in subsequent grade levels in which students will broaden their knowledge of the
human body. An exploration of the senses also requires students to make observations and then use language to describe these
observations, both of which are key skills in the scientific process. Later lessons will also address what happens if the senses of sight

and hearing do not function properly.

Text Analysis for
Close Reading I

 

- Speaking Listening Language 8- Vocabulary Writing
Comprehensron
These Ask and answer questions Use agreed-upon rules for Use frequently occurring
objectives are requiring literal recall and group discussions, e. look nouns and verbs in oral
consistently understanding at and listen to the speaker, language
addressed Answer questions that require raise handuto speak, trike Answer questions orally in
throughout the making interpretations, turns, say excuse me or complete sentences
domain judgments, or giving opinions ?9339* etc. Produce and expand
about what is heard in a Carry on and participate in a complete sentences in shared
fiction read-aloud conversation over four to ?ve language
WP 8, ask and answer tums. stay on topic, initiate i den tify reel-life connections
QUGSHOHS 3170?? comments or respond a between words and their use
words in artn er 3 comments, note places at school
non?ction?nfonnational read- either an or another that are colorful}
alouds and discussions cm? of the same age Use words and phrases
Actively engage in Askend (3998mm? to acquired through
non?ction/infonnational read- information rn a ?ction conversations being read to
a louds or non?ctron?nformatronal and res ondir; to texts 
read-aloud 9
Speak audibly and express
thoughts, feelings, and ideas
clearly
Lesson 1: My WPS, use illustrations to WPS, describe familiar things, Sort common objects into Present information about the
Senses Are discuss details learned from such as the five senses, and categories such as sight, five senses by using a
Amazing the text about the ?ve senses provide additional details hearing, smell, taste, and combination of drawing,

WPS, use illustrations (such
as that of a boy leaping) to

discuss details learned from
the text about the ?ve senses

Lesson 2: The
Sense of Sight

 

WPS, describe familiar things,
such as colors and shapes
seen in the classroom, and
provide additional detail

touch to gain a sense of the
concepts the categories
represent

Word Work: boasting
Identify new meanings for the

word pupil and apply them
accurately

Distinguish shades of
meaning among related verbs

jumplleap)

Word Work: protect
Sayings and Phrases: Look
Before You Leap

Multiple Meaning Word
Activity: pupil

dictating, and writing

With assistance, categorize
information about the sense
of light on a chart

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Arts-?3

Scope and Sequence - Listening LearningTM Strand - Kindergarten 0 Domain 2

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language 8. Vocabulary

Writing

 

Lesson 3: The
Sense of
Hearing

Lesson 4: The
Sense of Smell

Lesson 5: The
Sense of Taste

Lesson 6: The
Sense of Touch

 

WPS, identify the main
topic and retell key details
from ?The Sense of Hearing"

WPS. identify the main
topic and retell key details
from ?The Sense of Smell"

WPS, use illustrations (such
as that of someone snif?ng a

?ower) to discuss details or
key points from the text

Compare and contrast the
sense of smell and the sense
of sight

WPS. identify the main
topic and retell key details
from "The Sense of Taste"

WPS. use illustrations (such
as that of a boy eating a
watermelon) to discuss
details or key points from
the text

Predict events of the read
aloud and review
predictions after the read
aloud

WPS, identify the main
topic and retell key details
from "The Sense of Touch"

WPS, use illustrations (such
as that of nerves in the body)
to discuss details or key
points from the text

Pauslng Point

WPS. describe familiar things,
such as sounds they hear,
and provide additional detail

Provide additional detail to
descriptions of loud and soft
sounds by adding drawings to
the descriptions

Prior to listening to "The
Sense of Hearing," identify
what they know about the ?ve
senses, the sense of sight,
and eyes

WPS. describe familiar places
and things, such as a scent
associated with their favorite
place, and provide additional
detail

Prior to listening to ?The
Sense of Smell," identify what
they know about the ?ve
senses, the senses of sight
and hearing, and eyes and
ears

WPS. describe familiar things,
such as a favorite taste, and
provide additional detail

Provide additional detail
about categories of taste by
adding drawings to
descriptions of four types of
taste

Prior to listening to ?The
Sense of Taste," identify what
they know about the ?ve
senses

Prior to listening to ?The
Sense of Touch," identify
what they know about the ?ve
senses; the senses of sight,
hearing, smell, and taste; and
eyes, ears, nose, mouth, and
tongue

Categorize and organize loud
sounds and soft sounds to
gain a sense of the concepts
the categories represent

Demonstrate understanding
of the adjective invisible by
relating it to its opposite,
visible

Word Work: invisible

Sort common objects into the
categories "pleasant odors"
and ?unpleasant odors"

Demonstrate understanding
of the adjective pleasant by
relating it to its opposite
unpleasant

Explain the meaning of

?Better safe than sorry" and
use in appropriate contexts

Word Work: scents

Sayings and Phrases: Better
Safe Than Sorry

Sort foods into categories to
gain a sense of the concepts
the categories represent

Word Work: pucker

Identify new meanings for the
word skin and apply them
accurately

Word Work: texture

Multiple Meaning Word
Activity: skin

Present information about
loud sounds and soft sounds
by drawing pictures of
common objects that make
these sounds

With assistance, categorize
and organize loud sounds
and soft sounds as described
in the read-aloud

With assistance, categorize
and organize pleasant and
unpleasant odors as
described in the read-aloud

Present information about the
sense of taste by using a
combination of drawing,
dictating, and writing about
four different tastes: sweet,
salty, bitter, and sour

With assistance, categorize
and organize foods into
categories

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Arts?i?

Scope and Sequence 0 Listening LearningTM Strand Kindergarten - Domain 2

 

Text Analysis for

 

Close Reading I
Comprehension Speaking 8. Listening Language Vocabulary Writing
Lesson 7: Ray WPS, sequence four to. six Provide additional detail Word Work: remarkable Present information about
Charles pictures about Ray Charles about the life of Ray Charles signi?cant events in the life of
life (as presented in the text) by adding drawings, to 3 Ray Charles through a
lifeline of signi?cant events in combination of drawing.
Explain that "Ray Charles? is h'5 life dictating: and writing 
a realistic text because it is a With organize
biography of the life of Ray factsaboutthe life ofRay
Charles Charles by creating and
interpreting a lifeline depicting
signi?cant events in his life
Lesson 8: WPS, compare and contrast Provide additional detail Word Work: sensations Present information about the
Helen Keller similarities and differences about the life of Helen Keller life of Helen Keller by using a

between "Helen Keller" and
"Ray Charles"

Prior to listening to "Helen
Keller," identify what they
know and have learned about
biographies

Domain Review
Domain Assessment

Cuiminating Activities

 

by adding drawings to a
lifeline depicting signi?cant
events in her life Prior to
listening to ?Helen Keller,"
identify what they know and
have learned about
biographies

combination of drawing,
dictating, and writing to
illustrate signi?cant events in
her life

With assistance, organize
facts about the life of Helen
Keller by creating and
interpreting a lifeline depicting
signi?cant events in her life

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Arts"?

Scope and Sequence Listening LearningTM Strand Kindergarten 0 Domain 3

 

Stories
10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 Days)

This domain will introduce students to classic stories that have been favorites with children for generations. Students will acquire an
understanding of the elements of a story including characters, plot, and setting as well as develop an awareness of language to help
them become both better writers and readers.

Text Analysis for
Close Reading]

 

Comprehension Speaking 8. Listening Language Vocabulary Writing
These WPS, ask and answer Use agreed-upon rules for Use frequently occurring
objectives are questions 9., who, what, group discussions, e. 9., look nouns and verbs in oral
consistently where, when) requiring literal at and listen to the speaker, language
addressed recall and understanding of raise hand to speak, take Ask questions beginning with
throughout the the details and/or facts of a turns, say ?excuse me or who, what, where, when, why,
dorn ain fiction read-aloud ?please, etc. or how

Answer questions that require Carry on and participate in 3 Answer questions orally in

making interpretations, conversation over four to five complete sentences

judgments, or giving Opinions turns, stay on topic, initiate Produce an ex and

about what is heard in a comments or respond to a corn lete senterfces in shared

?ction read-aloud, including partner?s comments, with 

answering why questions either an adult or another anguage

that require recognizing child of the same age identify real-lite connections

cause/effect Ask and answer questions to between words and the? use

WPS, use narrative language clarify information in a ?ction {zg?gozg?izzs at school

to describe characters, or non?ction/informational

setting, things, events, read-aloud use words 3W phrases

actions, a scene, or facts from Speak audibly and express acqurred 

a ?ction read-aloud thoughts, feelings, and ideas conversations, being read to,

WPS, ask and answer steady and ?8?"de to texts

questions about unknown

words in ?ction read-aiouds

and discussions

Listen to, understand, and

recognize a variety of texts,

including ?ctional stories, fairy

tales, fables, nursery rhymes,

and poems

Actively engage in ?ction

read-alouds
Lesson 1: Retell the story of ?Chicken Word Work: sly
Chicken Little Little" by identifying the

beginning, middle, and and

events of the story in

proper sequence

Use illustrations (such as

that of an acorn) to discuss

details or key points from

the text

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Angie.?

Scope and Sequence 0 Listening LearningTM Strand - Kindergarten - Domain 3

 

Text Analysis for

 

Close Reading I I I . I I
Comprehension Speaking 8: Listening Language Vocabulary Writing
Lesson 2: The Retell "The Three Little Pigs" Describe familiar things, such Word Work: blazing
Three Little by sequencing four to six as straw, sticks, and bricks,
Pigs pictures of story events and WPS, provide additional

Describe images of straw,
sticks, and brick in "The
Three Little Pigs,? using the
images to check and
support comprehension of
the read-aloud

While listening to "The Three
Little Pigs,? orally predict

what will happen in the read-
aloud based on pictures and

text heard thus far
Lesson 3: The Retell the story "The Three
Three Billy Billy Goats Gruff," including
Goats Grufi the characters, and placing

beginning, middle, and and
events in the proper
sequence

Describe illustrations of the
Billy Goats Grufi in "The
Three Billy Goats Grufi,"
using the illustrations to
check and support
comprehension of the read-
aloud

Lesson 4: The Retell "The Wolf and the

Wolf and the Seven Little Kids" by

Seven Little sequencing four to six

Kids pictures illustrating events of
the story in proper
sequence

Describe the role of an author
and illustrator in a fiction text

Describe an illustration of
the wolf at the door in "The
Wolf and the Seven Little
Kids," using the illustration to
. check and support
comprehension of the read-
aloud

Explain that "The Wolf and
the Seven Little Kids" is
fantasy because animals
cannot talk and do not live in
houses

 

detail

Identify new meanings for
familiar words, such as cross,
and apply them accurately

Word Work: longed

Multiple Meaning Word
Activity: cross

Word Work: terri?ed

 

 

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10

Core Knowledge Language Arts?i'

Scope and Sequence - Listening LearningTM Strand - Kindergarten - Domain 3

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary

 

Writing

 

Lesson 5: The
Bremen Town
Musicians

Lesson 6:
Momotaro,
Peach Boy

Lesson 7: The
Story of
Jumping
Mouse, Part 

Lesson 8: The
Story of
Jumping
Mouse, Part II

Lesson 9:
Goldilocks and
the Three
Bears

 

Explain that ?The Bremen
Town Mueicians" is fantasy
because animals do not play
in bands

Pausing Point

While listening to "Momotaro,
Peach Boy," orally predict
what will happen in the read-
aloud based on pictures and
text heard thus far

Explain that "Momotaro,
Peach Boy" is fantasy
because monsters are make-
believe

WPS, compare and contrast
what characters in different
read-alouds want

While listening to "The Story
of Jumping Mouse, Part 
orally predict what will
happen in the read-aloud
based on the text heard thus
far

Evaluate and select stories on
the basis of personal choice
for rereading

Explain that "Goldilocks and
the Three Bears" is fantasy
because bears do not live in
houses, sleep in beds, or eat
food that peOple eat

Prior to listening to ?The
Bremen Town Musicians,"
identify orally what they know
and have learned about
folktales, and animal sounds
(donkey, cat, dog, and
rooster)

Describe familiar people,
such as heroes, in detail and
WPS, provide additional
detail

Prior to listening to
"Momotaro, Peach Boy,"
identify orally What they know
and have learned about
Japan

Create a drawing with
suf?cient detail to support the
choice of a favorite character
from a read-aloud

Describe familiar things, such
as bears and their habits, and
WPS, provide additional detail

Prior to listening to
"Goldilocks and the Three
Bears," identify orally What
they know and have learned
about bears, such as what
they set, where they live, and
where they sleep

Orally share a different
ending to the story
"Goldilocks and the Three
Bears?

Identify new meanings for
familiar words, such as play,
and apply them accurately

Word Work: sly

Word Work: swooped

Word Work: perilous

Word Work: misused

Explain the meaning of "Do
unto others as you would
have them do unto you"

Word Work: was

Create a two-columned chart
illustrating things animals do
in real life and things animals
cannot do in real life

Create a drawing to present
information on a personal
hero, by identifying the hero
and supplying details

Create a drawing to present
an opinion on a favorite
character, by identifying the
favorite character and
including details to support
the choice of character

 

2014 Core Knowledge Foundation

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11

 

Core Knowledge Language Artst

Scope and Sequence - Listening LearningTM Strand - Kindergarten Domain 3

 

 

Text Analysis for
Close Reading I . . 
Comprehension Speaking Listening Language 8- Vocabulary Writing
Lesson 10: Prior to listening to ?Tug-of- Word Work: foolishness Compare and contrast
Tug-of-War War," identify orally how to characters in ?Tug-of?War"
play the game tug-of?war using a Venn diagram
Domain Review
Domain Assessment
Culmina?ng Activities

 

 

 

2014 Core Knowledge Foundation Back to Table of Contents 12

Core Knowledge Language Angie

Scope and Sequence Listening LearningTM Strand 0 Kindergarten 0 Domain 4

Plants

11 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (15 Days)

By listening to the read?alouds in this domain, students will acquire a fundamental understanding of the parts of plants and how they

 

grow. They will learn what plants need in order to stay alive and will be introduced to the concepts of the life cycle of plants, pollination,

and This basic knowledge about plants will lay the foundation for a broader understanding of ecology and the

interdependence of all living things, topics that will be addressed in other Kindergarten domains (Farms and Taking Care of the Earth),
as well as in subsequent grades.

Text Analysis for
Close Reading 

 

Comprehension Speaking Listening Language Vocabulary Writing
These WPS, ask and answer Use agreed-upon rules for Use frequently occurring
objectives are questions (9.9., who, what, group. discussions, look nouns and verbs in oral
consistently where, when) requiring literal at and listen to the speaker, language
addressed recall and understanding of raise hand?to speak, take Answer questions orally in
throughout the the ggar?lis/?agdforractslofad turns, say fixcuse me or complete sentences
omem 22;, :0 in rare iona rea ease, . . . . re dues and expand
03W 0? participate ?7 a complete sentences in shared
Answer questions that requrre conversation over four to ?ve language
making interpretations, turns, stay on topic. initiate . . .
judgments, or giving opinions comments or respond to a Lieggf??g: $32338:
about what is heard in a partner's comments, with note laces at school
non?ction/intonnational read- either an adult or another thaga re colorful)
aloud, including answering child of the same ago
why questions that Will-?9 Ask and answer questions to Use words and phrases
recognizing cause/effect clarity information in a fiction acqurred through
a 3? or non?ction/intonnational con versatrons, bel 9 read toand responding to texts
Speak audibly and express
thoughts, feelings, and ideas
clearly
Lesson 1: Orally compare and contrast Listen to a variety of texts, Identify multiple meanings of

Introduction to
Plants

 

a houseplant and desert
cactus

De?ne and use new words,
such as soil, from the read-
aloud and the discussion
about ?Introduction to Plants"

Describe images of living
things in "introduction to
Plants,? Using the images to
check and support
comprehension of the read-
aloud

Actively engage in the
non?ctionlintormational read-
aloud ?Introduction to Plants"

including informational text
such as "Introduction to
Plants"

Prior to listening to
"Introduction to Plants,"
identify orally what they know
about plants

plant and use them in
appropriate contexts

Sort common objects into
living and nonliving categories
Word Work: soil

Multiple Meaning Word
Activity: plants

 

 

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13

Core Knowledge Language Arts?ii"

Scope and Sequence Listening LearningTM Strand - Kindergarten - Domain 4

Text Analysis for

 

 

Close Reading I . .

Comprehension Speaking Listening Language Vocabulary Writing
Lesson 2: Discuss personal Create a drawing with Sort common objects into
Plant Parts characteristics that make sufficient detail of the things living and nonliving categories

people similar and different that are important to a plant?s Word Work: survival

and connect those-to the survival

parts of a plant and how they Listen to a variety of texts,

Lesson 3: The
Life Cycle of a
Plant

 

are similar and different

De?ne and use new words,
such as survival, from the
read?aloud and the discussion
about "Plant Parts"

Describe an illustration of a
sun?ower and an apple tree
in "Plant Parts," using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the
non?ction?nformational read-
aloud "Plant Parts"

WPS, identify the main
topic and retell key details
from ?The Life Cycle of
Plants?

Describe the connection
between the parts of the plant
and their development in the
life cycle of a plant

De?ne and use new words,
such as germinate, from the
read-aloud and the discussion
about "The Life Cycle of a
Plant?

Describe illustrations of the
phases of germination and a
seedling in "The Life Cycle of
a Plant,? using the illustrations
to check and support
comprehension of the read-
aloud

Actively engage in the
nonfiction/informational read-
aloud "The Life Cycle of a
Plant"

including informational text
such as "Plant Parts"

Prior to listening to "Plant
Parts," identify orally that
plants are living and need
four things to survive: food,
water, air, and light

Draw the important parts of a
plant, including the stem
(provided), roots, leaves, and
?owers

Listen to a variety of texts,
including informational text
such as ?The Life Cycle of a
Plant?

Prior to listening to ?The Life
Cycle of a Plant," identify
orally the parts of a plant
learned in the previous read-
aloud of "Plant Parts"

Explain the meaning of "great
oaks from little acorns grow"
and use in appropriate
contexts

Word Work: germinate

Sayings and Phrases: Great
Oaks from Little Acorns
Grow

 

 

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14

Core Knowledge Language Arts?i?

Scope and Sequence Listening LearningTM Strand Kindergarten . Domain 4

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary Writing

 

Lesson 4: The Recall facts from "The
Gigantic Turnip Gigantic Turnip" and
accurately answer questions
such as who, what, where,
when

interpret information to
answer questions and
express opinions about "The
Gigantic Turnip," including
answering why questions
that require recognizing
causeieffect relationships

Sequence four pictures
illustrating events in "The
Gigantic Turnip"

WPS, use narrative language
to describe characters and
events in he Gig-antic
Turnip"

De?ne and use new words,
such as gigantic, from the
read-aloud and the discussion
about "The Gigantic Turnip"

Listen to a variety of texts,
including ?ctional stories such
as "The Gigantic Turnip"

Describe an image of a
turnip accompanying ?The
Gigantic Turnip," using the
image to check and support
comprehension of the read-
aloud

Actively engage in ?ction
read-alouds

Prior to listening to ?The
Gigantic Turnip," identify
orally what they know about
gardens

Pausing Point

 

Prior to listening to ?The
Gigantic Turnip," identify
orally what they know about
gardens

Word Work: gigantic

 

 

2014 Core Knowledge Foundation

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15

Core Knowledge Language Arts?t

Scope and Sequence - Listening LearningTM Strand - Kindergarten Domain 4

 

 

Text Analysis for
Close Reading 1 . . . . 
Comprehension Speaking Listening Language Vocabulary Writing
Lesson 5: Describe the connection Listen to a variety of texts, Word Work: pollination
Polly the between plant parts and their including informational text
Honeybee?s functions such as "Polly the
such as pollination, from the Prior to listening to "Polly the
read-aloud and the discussion Honeybee's Flower Tour,"

Lesson 6: The
Fruits of Poliy?s
Labor

 

about "Polly the Honeybee's
Flower Touf?

Describe an image of Polly
and a ?ower to identify the
?ower?s petals in "Polly the
Honeybee?s Flower Tour,"
using the image to-check
and support
comprehension of the read-
aloud

Actively engage in the
read-
aloud "Polly the Honeybee's
Flower Tour?

De?ne and use new words,
such as fruit, from the read-
aloud and the discussion
about "The Fruits of Poliy?s
Labor"

Describe images of fruits
and their seeds in "The Fruits
of Poliy's Labor," using the
images to check and
support comprehension of
the read-aloud

Actively engage in the
non?ction/informational read-
aloud ?The Fruits of Poliy's
Labo?

identity orally what they know
about ?owers

Listen to a variety of texts,
including informational text
such as "The Fruits of Poliy's
Labor"

Discuss personal
responses to favorite foods
and fruits they eat and
connect these to the fruits
discussed in ?The Fruits of
Poliy?s Labor?

Identify multiple meanings of
pit and use them in
appropriate contexts

Word Work: fruit

Multiple Meaning Word
Activity: pit

 

 

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16

Core Knowledge Language Arts?i"

Scope and Sequence - Listening LearningTM Strand . Kindergarten 0 Domain 4

 

Text Analysis for
Close Reading I
Comprehension

Speaking 8. Listening

Language Vocabulary Writing

 

Recall facts from ?Johnny
Appleseed" and accurately
answer questions such as
who, what, where, when

Interpret information to
answer questions and
express opinions about
"Johnny Appleseed,"
including answering why
questions that require
recognizing causeleffect
relationships

Sequence and describe
seven pictures illustrating

Lesson 7:
Johnny
Appleseed

Prior to listening to "Johnny
Appleseed," identify orally
what they know about seeds,
?owers, and fruit from the
previous read-alouds

Use temporal language to
express story events in
sequential order

Word Work: hero

events in "Johnny Appleseed"

WPS, use narrative language
to describe characters and
events in ?Johnny Appleseed"

De?ne and use new words.
such as here, from the read-
aloud and the discussion
about "Johnny Appleseed"

Listen to a variety of texts,
including ?ctional stories such
as the tall tale ?Johnny
Appleseed?

Actively engage in ?ction
read-alouds

 

 

 

2014 Core Knowledge Foundation Back to Table of Contents 17

Core Knowledge Language Arts?i"

Scope and Sequence - Listening LearningTM Strand 0 Kindergarten Domain 4

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening Language Vocabulary

Writing

 

WPS, identify the main
tapic and retell key details
from ?Deciduous Trees"

De?ne and use new words.
such as bare, from the read-
aloud and the discussion
about ?Deciduous Trees"

Describe an image of a
forest full of deciduous and
evergreen trees in
"Deciduous Trees," using the
image to check and support
comprehension of the read-
aloud

Actively engage in the
non?ctioniinformational read-
aloud ?Deciduous Trees"

Prior to listening to
?Deciduous Trees." orally
predict whether apple trees
are deciduous or evergreen
trees based on the title,
pictures, and/or text heard
thus far, and then compare
the actual outcome to the
prediction

WPS, identify the main
topic and retail key details
from ?Evergreen Trees"

De?ne and use new words,
such as evergreen, from the
read-aloud and the discussion
about ?Evergreen Trees"

Describe an image of a
forest of deciduous and
evergreen trees in "Evergreen
Trees," using the image to
check and support
comprehension of the read-
aloud

Orally compare and contrast
deciduous trees (from the
previous read-aloud) and
evergreen trees (from this
read-aloud)

Actively engage in the
non?ctioniinformational read-
aloud "Evergreen Trees"

Lesson 8:
Deciduous
Trees

Lesson 9:
Evergreen
Trees

 

Create a drawing with Word Work: bare
suf?cient detail of deciduous
trees in spring, summer, fall,

and winter

Listen to a variety of texts,
including informational text
such as ?Deciduous Trees"

Prior to listening to
"Deciduous Trees," identify
orally that Johnny Appleseed
loved apple trees because
they provide food for many

people

Create a drawing with Word Work: deciduous and
sufficient detail of an evergreen

evergreen tree

Listen to a variety of texts,

including informational text
such as ?Evergreen Trees"

Prior to listening to
"Evergreen Trees," identify
orally what they learned about
deciduous trees in the
previous read-aloud

Color a picture of deciduous
trees to show the colors of the
seasons: spring, summer. fall,
and winter

Draw an evergreen tree that
includes cones and green
needles and that re?ects
different seasons or weather,
snowcovered in winter)

 

 

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18

Core Knowledge Language Artsvii

Scope and Sequence 0 Listening LearningTM Strand . Kindergarten Domain 4

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary Writing

 

 

Lesson 10:
Plants and
People

Lesson 11:
George
Washington
Carver

 

WPS, describe the
connection between the read-
aloud on fruits and what parts
of plants people eat, and the
ways plants are important to
people

De?ne and use new words,
such as bouquet, from the
read-aloud and the discussion
about "Plants and People"

Describe an image of fruits
and vegetables in ?Plants and
People," using the image to
check and support
comprehension

of the read-aloud

Actively engage in the
non?ction/informational read-
aloud ?Plants and People"

Recall infomation from the
read-aloud "Johnny
Appleseed," particularly that
he loved apple trees, to
connect to information in this
read-aloud, "George
Washington Carver," about a
botanist who loved plants

De?ne and use new words,
such as crops. from the read-
aloud and the discussion
about ?George Washington
Carved

Describe an illustration from

?Johnny Appleseed prior to
listening to "George
Washington Carver," using
the illustration to check and
support comprehension of
the read-aloud

Actively engage in the
non?ction/intonnational read-
aloud "George Washington
Carver"

Evaluate and select read-
alouds or stories on the basis
of personal choice for
rereading

Domain Review

Listen to a variety of texts,
including informational text
such as "Plants and People"

Prior to listening to ?Plants
and People," identify orally
what they learned about fruit
and what parts of fruit people
eat

Listen to a variety of texts,
including a biography such as
"George Washington Carver?
Prior to listening to "George
Washington Carver," identify
orally what they have learned
about Johnny Appleseed

Word Work: bouquet

Explain the meaning of "great
oaks from little acorns grow?
and use in appropriate
contexts

Word Work: crops

. Sayings and Phrases: Great

Oaks from Little Acorns
Grow

 

 

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19

Core Knowledge Language 

Scope and Sequence 0 Listening LearningTM Strand Kindergarten - Domain 4

 

Text Analysis for

Close Reading I .
Comprehension Speaking Listening Language Vocabulary 

 

Domain Assessment

 

 

Culmfnaling Activities

 

2014 Core Knowledge Foundation Back to Table of Contents 20

Core Knowledge Language Arts?i?

Scope and Sequence Listening LearningTM Strand - Kindergarten - Domain 5

 

Farms
9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)

This domain will introduce students to several farm animals as well as to crops that people grow on farms. Students will learn how
farmers meet the needs of farm animals. You should have already taught the Plants domain, so students will make the connection
that animals need food, water, and space to live and grow?just as plants do. Students will be able to contrast how plants make
their own food with how animals get their food from eating plants or other living things. Students will understand the importance

of terms as a source of food and other products people use. Students will also become familiar with the classic story The

Little Red Hen,? which introduces the seasonal ofplanting, growing, and harvesting.

Text Analysis for

 

Close Reading I I I . . .
Comprehension Speaking 8: Llstenlng Language Vocabulary Writing
These WPS, ask and answer Use agreed?upon nrles for Use frequently occurring
objectives are questions 9., who, what, group discussions, e. 9., look nouns and verbs in oral
consistentiy where, when) requiring literal at and listen to the speaker, language
addressed recall and understanding of raise handnto speak, take Answer questions orally in
throughout the the details?and/or facts ofa turns, say excuse me or compfefe sentences
dom am non?ctionhntonnatronal read? "please, etc. 
aloud . . . reduce and expan
. . 03W 0" and a complete sentences in shared
Answer questions that requrre conversation over four to tive language
making interpretations. turns, stay on topic, initiate . . .
judgments, or giving opinions comments or respond to a 2029;592:533 $313303;
about what is heard in a partner?s comments, with note lac at ol
nonfiction?nfonnational read- either an adult or another ?35m mam; 
aloud, including answering child of the same. age .
why questions that require Ask and answer questions to Use words and phrases
?39?9sz cause/effect cian'fy infonnation in a ?ction acquired through .
relationships or non?ction/informational conversations, being read to,
WPS, ask and answer read?aloud and resp on ding to texts
questions about unknown Speak audibly and express
words {n . . thoughts, feelings, and ideas
non?ctron/rnfonnatronal read- clearly
aiouds and discussions
Actively engage in
non?ction/infonnatienal read-
alouds
Lesson 1: Old Describe familiar places, such Word Work: tools
MacDonald as farms and, WPS, provide
Has a Farm additional detail
Lesson 2: With WPS, identify the main Describe familiar things, such Word Work: grazing
a Moo, Moo topic and retell key details as cows and, WPS, provide
Here from "With a Moo, Moo Here" additional detail

 

 

2014 Core Knowledge Foundation

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21

 

Core Knowledge Language Arts?ii

Scope and Sequence 0 Listening LearningTM Strand 0 Kindergarten - Domain 5

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary Writing

 

 

Lesson 3: And
a Cluck, Cluck
There

Lesson 4:
Here an Oink.
There an Oink

Lesson 5:
Everywhere a
Baa, Baa

Lesson 6: All
Kinds of Crops

 

WPS, identify the main
topic and retell key details
from "And a Cluck, Cluck
There"

WPS, identify the main
topic and retell key details
from "Here an Oink, There an
Oink"

WPS, describe the role of an
author and illustrator in a
non?ction/informational text

WPS, compare and contrast
similarities and differences
between pigs and cows

WPS, identify the main
topic and retell key details
from "Everywhere a Baa,
Baa"

WPS, compare and contrast
similarities and differences
between sheep and pigs

Pausr'ng Point

Discuss personal
responses to favorite foods
and connect those to where
their favorite foods come
from (farms)

Describe familiar things, such
as chickens and, WPS,
provide additional detail

Listen to a variety of texts,
including informational
narratives such as ?And a
Cluck, Cluck There?

Describe familiar things, such
as pigs and, WPS, provide
additional detail

Listen to a variety of texts,
including informational
narratives such as "Here an
Oink, There an Oink"

Describe familiar things, such
as sheep and, WPS, provide
additional detail

Listen to a variety of texts,
including informational
narratives such as
"Everywhere a Baa, Baa"

Identify new meanings for
familiar words, such as feed,
and apply them accurately
Explain the meaning of the
saying. "the early bird gets
the worm" and use in the
appropriate contexts

Word Work: collects
Multiple Meaning Word
Activity: feed

Sayings and Phrases: The
Early Bird Gets the Worm

Word Work: valuable

identify new meanings for
familiar words, such as pen.
and apply them accurately

Word Work: tools

Multiple Meaning Word
Activity: pen

Word Work: produce

 

 

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22

Core Knowledge Language Arts?i"

Scope and Sequence . Listening LearningTM Strand - Kindergarten . Domain 5

Text Analysis for
Close Reading I

 

 

Comprehension Speaking Listening Language Vocabulary Writing
Lesson 7: WPS. dramatize the story Describe familiar things, such Word Work: ripe Sequence four to six pictures
Little Red Hen 'The Little Red Hen," as chickens and, WPS, illustrating events in "The

Lesson 8: The
Seasons of
Farming

Lesson 9:
From Farm to
Market

2014 Core Knowledge Foundation

including characters, and provide additional detail
beginning, middle, and end
events in the proper

sequence

WPS, use narrative language
to describe characters and
setting from "The Little Red
Hen?

Listen to a variety of texts,
including ?ctional stories such
as the folktale ?The Little Red
Hen"

While listening to ?The Little
Red Hen," orally predict
what will happen in the read-
aloud based on text heard
thus far. and then compare
the actual outcome to the
prediction

Discuss personal responses
to having to ask for help with
a dif?cult task and connect
those to the little red hen in
the folktale

Explain that ?The Little Red
Hen" is fantasy because
animals cannot talk or bake
bread

WPS, describe the four steps
of getting food from farm to
market by putting four
images in the proper
sequence

WPS, describe the role of an
author and illustrator in a
non?ction/informational text

Describe familiar things, such
as crops and, WP-S, provide
additional detail

Domain Review
Domain Assessment

Cuiminating Activities

 

Word Work: pests

Word Work: spoil

Little Red Hen? in the proper
sequence

Sequence four to six pictures
illustrating events in the
non?ction read-aloud "The
Seasons of Farming?

Sequence four to six
pictures illustrating events
In the non?ction read-aloud
?From Farm to Market"

 

 

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23

Core Knowledge Language Arts?i?

Scope and Sequence 0 Listening 8. LearningTM Strand Kindergarten Domain 6

 

Native Americans
8 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (12 Days)

The Native Americans domain introduces students to the broad concept that indigenous people lived on the continents of North

and South America long before European explorers visited and settled in this area. Students will learn that there were many, many
different tribes of Native Americans, and that each tribe had its own way of eating, dressing, and living, depending on where they
lived. Students will learn about three tribes in particular: the Lakota Sioux of the Great Plains region, and the Wampanoag and the
Lenape, both of the Eastern Woodlands region. They will begin to understand how different geographical regions influenced different
lifestyles. Students will learn that each Native American group has its own distinctive culture. The last read-aloud focuses on Native

Americans today.

Text Analysis for
Close Reading 
Comprehension

Speaking Listening Language Vocabulary Writing

 

 

These WPS, ask and answer Use agreed-upon rules for Use frequently occurring
objectives are questions (9.9.. who, what, group discussions, look nouns and verbs in oral
consistently where, when) requiring literal at and listen to the speaker, language-
addressed recall and understanding of raise hand to speak, take Answer questions orally in
throughout the the details and/or facts of a turns, say ?excuse me? or complete sentences
domain non?ction/infonnational read- "please, etc. Produce and expert 
aloud Carry on and participate in a complete sentences in
Answer questions that conversation over four to ?ve shared language
require making turns, stay on topic, initiate . . .
interpretations, judgments, or comments or respond to a ?ggf?g: :?g?zggog;
giving opinions about what is partner?s comments, with (9 note laces at school
board in a either an adult or another {him colorful)
non?ctionh?nfonnational read- child of the same age
310W: including answering Ask and answer questions to Use W?s an phrases
why questions that "9qu clarify information in a ?ction acquired mug? .
recognizing cause/effect or non?ction/informational conversations, being read to,
relationships re a -alo and responding to texts
and answer Speak audibly and express
quest?? about unknown thoughts, feelings, and ideas
words in clearly
nonfictionhnfonnational read-
alouds and discussions
Actively engage in
non?ction/intonnational read-
alouds

 

 

 

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24

Core Knowledge Language Arts?i'

Scope and Sequence Listening LearningTN  Strand Kindergarten Domain 6

 

Lesson 1:
Introduction to
Native
Americans

Lesson 2: The
Lakota Sioux
and the Buffalo

Lesson 3:
Where's
Winona?

 

Text Analysis for
Close Reading I
Comprehension

WPS, describe the
connection among the
cultures of various Native
American tribes

WPS, describe an
illustration of Native
American dress and use
pictures accompanying
"Introduction to Native
Americans" to check and
support understanding of
the read-aloud

WPS, compare and
contrast the cultures of
various Native American
tribes

Distinguish "Introduction to
Native Americans" as a read-
aloud that describes events
that happened long ago
from those that describe
contemporary or current
events

WPS, describe an
illustration of a Native
American training a horse
and use pictures
accompanying "The Lakota
Sioux and the Buffalo" to
check and support
understanding of the read-
aloud

WPS, describe the
connection between the
buffalo and the nomadic
lifestyle of the Lakota Sioux

WPS, describe an
illustration of a traveling
Lakota Sioux family and use
pictures accompanying
"Where's Winona?" to check

and support understanding
of the read-aloud

Speaking Listening Language Vocabulary

Prior to listening to
"Introduction to Native
Americans," identify orally
what they have learned
about Native American tribes

Provide additional detail to
descriptions of the
environment and food of the
Lakota Sioux by adding
images to the description

Provide additional detail to
descriptions of the clothing
and shelter of the Lakota
Sioux by adding images to
the description

Prior to listening to "Where's
Winona?? identify orally what
they know and have learned
about the Lakota Sioux

Word Work: shelter

Word Work: agile

Explain the meaning of
"practice makes perfect" and
use in appropriate contexts
Word Work: mischief

Sayings and Phrases:
Practice Makes Perfect

Writing
With assistance, categorize
information about Native

American environment.
clothing, food, and shelter

With assistance, categorize
and organize information
about the environment,
clothing, food, and shelter of
the Lakota Sioux

Use a combination of
drawing, dictating, and
writing to present information
about the Lakota Sioux
culture

With assistance, categorize
and organize information
about the environment,
clothing, food, and shelter of
the Lakota Sioux

 

 

2014 Core Knowledge Foundation

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25

Core Knowledge Language Arts'i?
3?

Scope and Sequence Listening LearningTM Strand 0 Kindergarten . Domain 6

 

Text Analysis for
Close Reading I
Comprehension

WPS, describe Little Bear as
the main character in "Little
Bear Goes Hunting"

Lesson 4:
Little Bear
Goes Hunting

lifestyle of the Lakota Sioux

Speaking 8. Listening Language Vocabulary Writing

 

Prior to listening to ?Little
Bear Goes Hunting," identify
orally what they know and

with who, what, where,
when, and why

WPS, describe the have learned about Lakota identify new meanings for the
connection between the 3?01? culture word plain and apply them
buffalo and the nomadic accurately

Word Work: succulent

Ask questions beginning

Pausr'ng Point
Lesson 5: WPS, describe the Provide additional detail to Word Work: feast With assistance, categorize
Bear, Gull, and characters in ?Bear, Gull, descriptions of the and organize information
Crow and Crow" environment, clothing, food, about the environment,
Listen to_ understand, and and shelter of the clothing, food, and shelter of
recognize "Bear, Gull, and Wampanoag by adding the Wampanoag
Crow" as a ?ctional story Images to the descriptions

WPS, describe the
connection between the
Wampanoag's environment
and their non?nomadic
lifestyle

WPS, describe an
illustration of a bear, gull,
and crow and use pictures
accompanying ?Bear, Gull,
and Crovtf? to check and
support understanding of
the read-aloud

WPS, compare and
contrast the nomadic Lakota
Sioux with the non-nomadic
Wampanoag

Distinguish ?Bear, Gulf, and
Crow" as a text based on
fantasy rather than a
realistic text

Lesson 6: The WPS, compare and

Provide additional detail to Word Work: harvested

Use a combination of

Lenape, The contrast the Lenape descriptions of crops drawing, dictating, and
People of the environment, clothing, food, harvested by the Lenape by writing to present information
Seasons and shelter with that of the adding drawings to the about the crops harvested by

Lakota Sioux and the
Wampanoag

 

descriptions

Prior to listening to "The
Lenape, The People of the
Seasons," identify orally what
they know and have learned
about other Native American
tribes

the Lenape

With assistance, categorize
and organize information
about the environment.
clothing, food, and shelter of
the Lenape

 

 

2014 Core Knowledge Foundation

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26

Core Knowledge Language Arts'i??

Scope and Sequence - Listening LearningTM Strand - Kindergarten - Domain 6

 

 

 

Text Analysis for

Close Reading 1

Comprehension Speaking 8: Listening Language Vocabulary Writing
Lesson 7: A WPS, describe the Provide additional detail to Word Work: moccasins Present information about
Native connection between types descriptions of Native Native American culture by
American of Native American dwellings American culture by adding drawing pictures of items
Alphabet describe an drawings to descriptions described in the read-aloud

illustration of a Navajo

hogan house and use
pictures accompanying 
Native American Alphabet?
to check and support
understanding of the read-
aloud

WPS. compare and
contrast ?ve types of homes
in which Native Americans
lived

Lesson 8: WPS, describe the Prior to listening to "Native Identity new meanings for the
Native connection between the Americans Today," identity word wear and apply them
Americans culture of Native American orally what they know and accurately

Today tribes from thousands of have learned about Native Word Work: traditions

years ago and Native American tribes
Americans in the United

States today

Evaluate and select read-

alouds on the basis of
personal choice for rereading

Multiple Meaning Word
Activity: wear

Domain Review

Domain Assessment

 

 

Cuimr?nating Activities

 

2014 Core Knowledge Foundation Back to Table of Contents 27

Core Knowledge Language Arts"?

Scope and Sequence . Listening LearningTM Strand . Kindergarten . Domain 7

 

Kings and Queens
8 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (12 Days)

in the Kings and Queens domain, students will listen to read-alouds about kings and queens and royal families. Both the fiction and
nonfiction selections will build students? understanding of the responsibilities, lifestyle, and customs associated with royalty throughout
history. Many of the fictional rhymes, poems, and stories in this domain are classic, well-loved tales, including King Midas and the
Golden Touch, The Princess and the Pea, Cinderella, and Snow White and the Seven Dwarfs.

Text Analysis for
Close Reading I

 

Comprehension Speaking Listening Language Vocabulary Writing
These Use agreed-upon rules for Use frequently occurring
objectives are group discussions, e. 9., look nouns-and verbs in oral
consistently at and listen to the speaker, language
addressed raise hand to Speak, take Answer questions orally in
throughout the turns, say ?excuse me" or complete sentences
domain lease,? etc. 

Produce and expand

Lesson 1: What
Are Kings and
Queens?

 

Recall facts from ?What Are
Kings and Queens?" and
accurately answer questions
such as who, what, where,
and when, WPS

interpret information to
answer questions and
express opinions about "What
Are Kings and Queens?,"
WP8

WP8, de?ne and use new
words, such as royal, from the
read-aloud and the discussion
about 'What Are Kings and
Queens?"

WPS, describe an
illustration of

King Richard II in "What are
Kings and Queens?,? using
the illustration to check and
support comprehension of

2014 Core Knowledge Foundation

Carry on and particrpate in a
conversation over four to ?ve
turns, stay on topic, initiate
comments or respond to a
partner's comments, with
either an adult or another
child of the same age

Ask and answer questions to
clarity information in a fiction
or non?ction/informational
read?aloud

Speak audibiy and express
thoughts, feelings, and? ideas
steady

Create a drawing with
sufficient detail of a king or
queen with their royal
belongings

Prior to listening to ?What Are
Kings and Queens?," identity
orally what they already know
about kings and queens

Listen to a variety of texts,
including
nonfictionlinformational text
such as "What Are Kings and
Queens??

complete sentences in shared
language

identity real-life connections
between words and their use
(9.9., note places at school
that are colorful)

Use words and phrases
acquired through
conversations, being read to,
and responding to texts

Identify multiple meanings of
rule and use them in
appropriate contexts

Word Work: royal

Multiple Meaning Word
Activity: rules

Back to Table of Contents

Create a drawing of a king or
queen using information
from the read-aloud "What
Are Kings and Queens?"

 

28

Core Knowledge Language Arts?t?

Scope and Sequence - Listening LearningTM Strand - Kindergarten Domain 7

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary

Writing

 

Lesson 2: The
Royal Family

Lesson 3: King
Midas and the
Golden Touch

 

the read-aloud

Actively engage in the
non?ction/informational read-
aioud ?What Are Kings and
Queens?"

Recall facts from ?The Royal
Family? and accurately
answer questions such as
who, what, where, and
when, WPS

Interpret information to
answer questions and
express opinions about ?The
Royal Family," and identify a
causeleffect relationship in
the read-aloud, WPS

WPS, discuss personal
responses to family life and
connect those to the life of
a royal family

WPS. de?ne and use new
words, such as advantages,
from the read-aloud and the
discussion about "The Royal
Familf'

WPS, describe an
illustration of a royal
wedding in "The Royal
Family," using the illustration
to check and support
comprehension of the read-
aloud

WPS, identify the reasons the
author gives to support the
point that there are
advantages to being part of a
royal family

Actively engage in the
non?ction/informational read-
aloud "The Royal Family?

Recall facts from ?King
Midas and the Golden Touch"
and accurately answer
questions such as who,
what, where, and when,
WPS
Interpret information to
answer questions and
express opinions about

Create a drawing with
suf?cient detail of the
members of a royal Family

Prior to listening to "The
Royal Family," identify orally
what they know and have
learned about the word royal

Listen to a variety of texts,
including
non?ctibn/informational text
such as ?The Royal Family"

Prior to listening to "King
Midas and the Golden
Touch," identify orally what
they know and have learned
about Greece

Demonstrate understanding
of the noun advantage by
relating it to its opposite,
disadvantage

Word Work: advantages

Word Work: treasures

Draw a picture of a royal
family that illustrates the
information from ?The Royal
Family"

With assistance, categorize
and organize facts and
information about the royal
family

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

29

Core Knowledge Language Ange

Scope and Sequence - Listening 8. LearningTM Strand . Kindergarten - Domain 7

 

Text Analysis for

Close Reading I . . .
Comprehension Speaking Listening Language Vocabulary Writing

?King Midas and the Golden
Touch," and identify a
causeleftect relationship in
the story, WP8

WP5, sequence four to six
pictures illustrating events
in the story "l?ng Midas and
the Golden Touch"

Identify characters and
major events in ?King Midas
and the Golden Touch?

WPS, de?ne and use new
words, such as treasures,
from the read-aloud and the
discussion about "King Midas
and the Golden Touch"

Listen to a variety of texts,
including ?ctional stories such
as "King Midas and the
Golden Touch"

WPS, describe an
illustration of King Midas
and Marygold looking at the
sunset in "King Midas and the
Golden Touch," using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the
?ctional read-aloud ?King
Midas and the Golden Touch"

Explain that ?King Midas and
the Golden Touch? has
realistic elements because
there could have been a king
who lived in Greece who had
a daughter and gold, but it is
also has fantasy elements

because people can't really
turn something to gold by
touching it, magically appear
or disappear, or grant
someone the Golden Touch

 

 

 

 

2014 Core Knowledge Foundation Back to Table of Contents 30

Core Knowledge Language Arts?it

Scope and Sequence - Listening LearningTM Strand 0 Kindergarten 0 Domain 7

 

 

Text Analysis for

Close Reading I . 

Comprehension Speaking Listening Language Vocabulary Writing
Lesson 4: Old Recall facts from ?Old King Prior to listening to "Old King Demonstrate understanding
King Cole Cole" and accurately answer Cole,? identify orally what they of the adjective merry by

questions such as who, know and have learned about relating it to its opposite, sad

what, where, and when, kings and queens Word Work: merry

WPS

interpret Information to

make judgments, answer

questions, and express
opinions about "Old King
Cole,?I and identify a
causeleffect relationship in
the nursery rhyme, WP8

WP8, identity and describe
characters in "Old King Cole?

WPS, de?ne and use new
words, such as merry, from
the read-aloud and the
discussion about ?Old King
Cole?

Listen to a variety of texts,
including nursery rhymes
such as "Old King Cole"

WPS, describe the role of an
author and illustrator

WPS. describe an
illustration of Old King Cole
in "Old King Cole,? using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the
?ctional read-aloud "Old King
Cole?

Evaluate and seiect stories,
poems, and read-alouds on
the basis of personai choice
for rereading

 

 

 

2014 Core Knowledge Foundation Back to Table of Contents 31

Core Knowledge Language Arts??

Scope and Sequence - Listening LearningTM Strand - Kindergarten Domain 7

 

Text Analysis for

 

Close Reading I . 
Comprehension Speaking Listening Language Vocabulary Writing
Lesson 5: Sing Recall facts from ?Sing 3 Prior to listening to ?Sing a Word Work: dainty
a Song of Song of Sixpence" and Song of Sixpence," identify
Sixpence accurately answer orally what they know and
questions such as who, have learned about kings,
what, where, and when, England, and the nursery
WPS rhyme ?Old King Cole"

Interpret information to
answer questions and
express opinions about
?Sing a Song of Sixpence,"
and identify a causeleffect
relationship in the nursery
rhyme, WP3

WP8, identify and describe
characters and major
events in "Sing a Song of
Sixpence"

WPS, de?ne and use new
words, such as dainty, from
the read-aloud and the
discussion about "Sing a
Song of Sixpence"

Listen to a variety of texts,
including nursery rhymes
such as ?Sing a Song of
Sixpence"

WPS, describe an
illustration of the king
counting money and the
queen eating bread and
honey in "Sing a Song of
Sixpence,? using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the
?ctional read-aloud "Sing a
Song of Sixpence"

Evaluate and select stories,
poems, and read-alouds on
the basis of personal choice
for rereading

 

 

Pausing Point

 

2014 Core Knowledge Foundation Back to Table of Contents 32

Core Knowledge Language Arts"?

Scope and Sequence Listening 8. LearningTM Strand 0 Kindergarten - Domain 7

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening Language Vocabulary Writing

 

Lesson 6: The
Princess and the
Pea

 

Recall facts from "The
Princess and the Pea? and
accurately answer questions
such as who, what, where,
and when, WPS

Interpret information to
answer questions and
express opinions about "The
Princess and the Pea? and
identify a causeieffect
relationship in the fairy tale,
WP5

WP8, describe the
characters, setting, and plot
for ?The Princess and the
Pea"

WPS, define and use new
words, such as graceful, from
the read-aloud and the
discussion about "The
Princess and the Pea""

Listen to a variety of texts,
including ?ctional stories such
as ?The Princess and the
Pea"

Recall facts from "The
Princess and the Pea" and
accurately answer questions
such as who, what, where,
and when, WPS

Interpret information to
answer questions and
express opinions about "The
Princess and the Pea" and
identify a causeleffect
relationship in the fairy tale,
WP8

WP8, describe the
characters, setting, and plot
for ?The Princess and the
Pea?

WPS, de?ne and use new
words, such as graceful, from
the read-aloud and the
discussion about "The
Princess and the Pea""

Listen to a variety of texts, Word Work: graceful
including ?ctional stories such
as ?The Princess and the Pea

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

33

Core Knowledge Language Arts?


Scope and Sequence - Listening LearningTM Strand . Kindergarten - Domain 7

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening Language Vocabulary Writing

 

Lesson 7: Recall facts from "Cinderella"
Cinderella and accurately answer
questions such as who,
what, where, and when,
WPS

Interpret information to
answer questions about
"Cinderella," and recognize a
causeleffect relationship in
the fairy tale, WP8

WP8, sequence six pictures
illustrating events in the fairy
tale "Cinderella"

WPS, describe the
characters, setting, and plot
of "Cinderella"

WPS, de?ne and use new
words, such as tattered, from
the read-aloud and the
discussion about "Cinderella"

Listen to a variety of texts,
including ?ctional stories such
as Cinderella"

WPS, describe an
illustration of the coach in
"Cinderella," using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the ?ction
read-aloud "Cinderella"

Explain that "Cinderella? has
realistic elements, such as
going to a ball and being
treated unfairly, but it also has
fantasy elements, such as
magic and a fairy godmother

Discuss personal
responses to being treated
unfairly and connect these
to the way Cinderella was
treated

Lesson 8: Snow Recall facts from ?Snow
White and the White and the Seven Dwarfs"
Seven Dwarfs and accurately answer
questions such as who,
what, where, and when,
WPS

Interpret information to

 

2014 Core Knowledge Foundation

Identify multiple meanings of
ball and use them in
appropriate contexts

Word Work: tattered

Multiple Meaning Word
Activity: ball

Word Work: stomped

Back to Table of Contents

 

34

Core Knowledge Language Arts"

Scope and Sequence - Listening LearningTM Strand - Kindergarten . Domain 7

 

Text Analysis for

Close Reading! . 
comprehension Speaking Listening Language Vocabulary Writing

 

answer questions, make
judgments, and express
opinions about "Snow White
and the Seven Dwarfs," and
identify a causeleffect
relationship in the fairytale,
WP8

WP8, sequence six pictures
illustrating events in the
fairy tale ?Snow White and the
Seven Dwarfs"

WPS, describe the
characters, setting, and plot
for "Snow White and the
Seven Dwarfs"

WPS, de?ne and use new
words, such as stomped, from
the read-aloud and the
discussion about "Snow
White and the Seven Dwarfs"

Listen to a variety of texts,
including ?ctional stories such
as "Snow White and the
Seven Dwarfs"

WPS, describe illustrations
of the dwarfs" cottage, and
the queen and the magic
mirror, in "Snow White and
the Seven Dwarfs," using the
illustrations to check and
support comprehension of
the read-aloud

Actively engage in the ?ction
read-aloud ?Snow White and
the Seven Dwarfs"

Explain that "Snow White and
the Seven Dwarfs? could be
realistic text because there
could really bdbe be a girl
named Snow Whitebe a girl
named Snow White, but it is
fantasy because mirrors don't
really talk

Domain Review

Domain Assessment

 

 

Cuiminafing Activities

 

2014 Core Knowledge Foundation Back to Table of Contents 35

Core Knowledge Language Arts?ii'

Scope and Sequence - Listening LearningTM Strand - Kindergarten 0 Domain 8

Seasons and Weather
8 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (12 Days)

 

This domain will introduce students to the concept of weather. Students will learn that different regions of Earth experience
different characteristic weather patterns throughout the year. They will also learn that we can think about a year and the related
weather patterns in terms of four seasons: winter, spring, summer, and autumn. Students will also learn why knowing about the
weather is important, and how weather affects our day-to?day lives and activities.

Text Analysis for
Close Reading I

 

Comprehension Speaking Listening Language Vocabulary Writing
These Use agreed-upon rules for Use frequently occurring
objectives are group discussions, e. 9., look nouns and verbs in oral
consistently at and listen to the speaker, language
$21320?? the triggerezste me? 0? complete sentences
Produce and ex and
Carry 0" and participate in a complete senterfces in
conversation over four to ?ve shared language
turns, stay on top initiate Identify real?lite connections
comments or respond to a rd th .
partner?s comments, with betweentzro! ?at if ?[89
either an adult or another the? 510ngch so 00
child of the. same age 
Speak audibly and express gseugyg'fon: phrases
thoughts, feelings, and ideas cq . 9b .. 
clearly conversations, erng rea o,
and responding to texts
Lesson 1: WPS, recall facts from Create a drawing with Identify multiple meanings of Draw a picture of the weather
What?s the ?What's the Weather Like?" suf?cient detail of today's seasons and use them in outside
Weather Like? and accurately answer weather appropriate contexts participate in a class

 

questions such as who,
what, where, and when

WPS, interpret information
to answer questions and
express opinions about
"What's the Weather Like?"

WPS, de?ne and use new
words, such as
characteristics, from the read-
aloud and the discussion
about "What?s the Weather
Like?"

WPS, describe an image of
Annie writing a letter in
"What?s the Weather Like?,"
using the image to check
and support
comprehension of the read-
aloud

Actively engage in the
non?ction/informational read-

2014 Core Knowledge Foundation

Listen to a variety of texts,
including informational
narratives such as "What?s
the Weather Like??

research project by creating a
daily weather diary

Word Work: characteristics

Multiple Meaning Word
Activity: seasons

 

Back to Table of Contents 36

Core Knowledge Language Arts-i"

Scope and Sequence - Listening LearningTM Strand - Kindergarten 0 Domain 8

Text Analysis for
Close Reading I

 

 

Comprehension Speaking Listening Language Vocabulary Writing

aloud ?What?s the Weather

Like?"
Lesson 2: WPS, recall facts from Create a drawing with Demonstrate understanding Actively engage in the
Winter "Winter" and accurately suf?cient detail of the season of the adjective frigid by non?ction/informational

 

answer questions such as
who, what, where, and
when

WPS, interpret information
to answer questions and
express opinions about
"Winter?

WPS, identify the main
topic and retell key details
from ?Winter'

WPS, de?ne and use new
words, such as frigid, from the
read-aloud and the discussion
about "Winter?

WPS, describe an
illustration of a thermometer
in ?Wrnter?' using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the
non?ction?nfonnational read-
aloud ?Winter"

Discuss personal responses
to what they wear for winter
and what their favorite
wintertime activitylholiday is
and connect to the
information in the read-aloud

of winter

Listen to a variety of texts,
including informational
narratives such as ?Vl?nter'

Prior to listening to ?Winter,"
identity orally what they know
about the four seasons, what
they have teamed about
winter, and how winter is
different from the other
seasons.

rotating it to its opposite, very
hot

Word Work: frigid

read-aloud 'Winter?

As a group, create a chart to
discuss the unique
characteristics of each
season

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

37

Core Knowledge Language Arts?!?


Scope and Sequence Listening 8. LearningTM Strand - Kindergarten Domain 8

 

Text Analysis for
Close Reading I

Comprehension Speaking Listening

Language Vocabulary

Writing

 

Lesson 3:


2014 Core Knowledge Foundation

 

WPS, recall facts from
"Spring" and accurately
answer questions such as seasons

who, what, where, and Listen to a variety of texts,
when including informational
WPS. interpret information narratives such as "Spring"
to answer questions and

express opinions about

"Spring." including answering

why questions that require

recognizing causeleffect

relationships

WPS, identify the main
topic and retell key details
from "Spring"

WPS, de?ne and use new
words, such as gradually,
from the read-aloud and the
discussion about ?Spring"

WPS. describe an
illustration of the cherry
blossoms in Washington,
DC, in "Spring," using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the
non?ction/informational read-
aloud "Spring"

Create a drawing with
suf?cient detail of the four

Demonstrate understanding
of the adverb gradually by
relating it to its opposite,
quickly

Explain the meaning of "April
showers bring May flowers"
and use in appropriate
contexts

Word Work: gradually

Draw a picture of a spring
scene showing the
seasonably appropriate
colors, plants, and animals
described in the read-aloud
"Spring"

As a group, create a
seasons comparison chart to
discuss the unique
characteristics of each
season

 

Back to Table of Contents

38

 

Core Knowledge Language Arts??

Scope and Sequence 0 Listening LearningTM Strand - Kindergarten - Domain 8

Text Analysis for
Close Reading I

 

 

Comprehension Speaking Listening Language Vocabulary Writing
Lesson 4: WPS, recall facts from Create a drawing with Word Work: distinct Draw a picture of a summer
Summer "Summer" and accurater suf?cient detail of the season scene showing the
answer questions such as of summer seasonally appropriate
who, what, where, and Listen to a variety of texts, colors, plants, and animals
when including informational described in the read- aloud
WPS, interpret information narratives such as ?Summer" ?Summer?
to answer questions and Prior to listening to "Summer," As a group, create a chart to
express opinions about identify orally what they know discuss the unique
"Summer," including about the four seasons and characteristics of each
answering why questions how summer is di?eiehi from season
that require recognizing the other seasons
causeieffect relationships
WPS, identify the main
topic and retell key details
from "Summer?
WPS, de?ne and use new
words, such as distinct, from
the read-aloud and the
discussion about "Summer?
WPS, describe images of
thermometers in "Summer,"
using the images to check
and support
comprehension of the read-
aloud
Actively engage in the
non?ction/infomational read-
aioud "Summer?
Lesson 5: WPS, recall facts from Create a drawing with Identify multiple meanings of Draw a picture of an autumn
Autumn "Autumn" and accurately suf?cient detail of the season fail and use them in scene showing the

 

answer questions such as
who, what, where, and
when

WPS, identify the main
topic and retell key details
from ?Autumn?

WPS, de?ne and use new
words. such as progresses,
from the read-aloud and the
discussion about ?Autumn"

WPS, describe an
illustration of Annie dressed

for autumn in ?Autumn," using

the illustration to check and
support comprehension of
the read-aloud

Actively engage in the
non?ction/informational read-
aloud "Autumn"

of autumn

Listen to a variety of texts,
including informational
narratives such as "Autumn"

appropriate contexts
Word Work: progresses

Multiple Meaning Word
Activity: [ltall

seasonally appropriate color,
plants, and animals
described in the read-aloud
"Autumn"

As a group, create a chart to
discuss unique
characteristics of each
season

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

39

Core Knowledge Language Arts??"

Scope and Sequence Listening LearningTM Strand - Kindergarten 0 Domain 8

 

 

Text Analysis for

Close Reading I

Comprehension Speaking Listening Language 8. Vocabulary Writing

Pausr'ng Point
Lesson 6: The WPS. recall facts from "The Word Work: last Add pictures to a cycle chart
Grasshopper Grasshopper and the Ants" about the seasons based on
and the Ants and accurately answer multiple step oral directions

questions such as who,
what, where, and when

WPS, interpret information
to answer questions and
make judgments about ?The
Grasshopper and the Ants,"
including answering why
questions that require
recognizing causeleifect
relationships

WPS. define and use new
words, such as last, from the
read-aloud and the discussion
about "The Grasshopper and
the Ants"

Listen to a variety of texts,
including stories such as the
fable "The Grasshopper and
the Ants?

WPS, describe an
illustration of a grasshopper
and ants in "The Grasshopper
and the Arts," using the
illustration to check and
support comprehension of
the read-aloud

Actively engage in the ?ction
read-aloud "The Grasshopper
and the Ants?

While listening to "The
Grasshopper and the Ants,"
orally explain why the ants
didn't pay attention to the
grasshopper in the summer
and why the grasshopper
knocked on the ants' door in
the winter. based on text
heard thus far

Explain that "The
Grasshopper and the Ants" is
fantasy because animals
cannot really talk, sing, and
dance like people

 

 

 

2014 Core Knowledge Foundation Back to Table of Contents 40

Core Knowledge Language Ange

Scope and Sequence Listening LearningTM Strand - Kindergarten - Domain 8

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening Language Vocabulary Writing

 

Lesson 7: WPS, recall facts from
Safety in Storms ?Safety in Storms" and

Demonstrate understanding
of the adjective severe by

Draw a picture of what
someone should do during

Listen to a variety of texts,
including informational

accurately answer questions
such as who, what. where,
and when

WPS, interpret information
to answer questions about
"Safety in Storms,? including
answering why questions
that require recognizing
causeleffect relationships
WPS. de?ne and use new
words, such as severe, from
the read-aloud and the
discussion about ?Safety in
Storms"

WPS, describe an image of
storm clouds in "Safety in
Storms." using the image to
check and support
comprehension of the read-
aloud

Actively engage in the
non?ction/intonnational read-
aioud ?Safety in Storms"

WPS, recall facts from
?Meteorology" and accurately
answer questions such as
who, what, where, and
when

WPS, interpret information
to answer questions about
?Meteorology," including
answering why questions
that require recognizing
causeleffect relationships

WPS, de?ne and use new
words, such as warning. from
the read-aloud and the
discussion about
"Meteorology"

WPS, describe an
illustration of a family
outdoors in "Meteorology,"
using the illustration to check
and support
comprehension of the read-
aloud

Actively engage in the

Lesson 8:
Meteorology

 

2014 Core Knowledge Foundation

narratives such as "Safety in

reiating it to its opposite. bad weather and state

Storms" gentle
Word Work: severe

Create a drawing with Word Work: warning
suf?cient detail of today's

weather

Listen to a variety of texts.
including informational
narratives such as
"Meteorology"

Discuss personal responses
to ways weather is important
to their daily lives, such as
when planning outdoor
activities and wearing
appropriate clothing

Back to Table of Contents

simple safety directions to a
partner

Draw a picture of what
someone should do during
bad weather and state
simple safety directions to a
partner

Draw a picture of the
weather outside

Participate in a class
research project by creating
a daily weather diary

41

 

Core Knowledge Language Arts?i?

Scope and Sequence - Listening Learning?M Strand - Kindergarten - Domain 8

 

Text Analysis for
Close Reading I
Comprehension Speaking 8: Listening Language 8: Vocabulary Writing

 

non?ction/informational read-
aloud "Meteorology"

Domain Review
Domain Assessment

Cuiminaiing Activities

 

 

 

2014 Core Knowledge Foundation Back to Table of Contents 42

 

Core Knowledge Language Arts?i"

Scope and Sequence - Listening LearningTM Strand - Kindergarten Domain 9

 

Columbus and the Pilgrims
9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)

This domain will introduce students to the ?rst voyage of Columbus, and the voyage of the Pilgrims some 128 years later. The read-
alouds stress the similarities between the voyages of Columbus and the Pilgrims and how they both led to interactions between
Europeans and Native Americans. This domain also reinforces basic geography concepts, including the locations of the different

continents as well as cardinal directions.

 

Text Analysis for
Close Reading! 
Comprehension Speaking Listening Language Vocabulary Writing
These WPS, ask and answer Use agreed-upon rules for Use frequently occurring
obie ctives are questions who, what, group discussions, look nouns and verbs in. oral
consistently where, when) requiring literal at and listen to the speaker, language
addressed recall and understanding of raise hand to speak, take Answer questions orally in
throughout the the details and/or facts of a turns, say'"exouse me? or complete sentences
dom arn non?ctrondnfonnatronal read? please, etc. Produce and an 

 

aloud
Answer questions that require

Cany on and participate in a
conversation over four to live

complete sentences in shared
language

making interpretations, turns, stay on topic, initiate . . . .
judgments, or giving Opinions comments or respond to a gag: "mg-g: $31233;
about what is heard in a partner?s comments, with (9 note [a c? at school
non?ctiorr/infonnational read- either an adult or another thagiare colorful)
aloud, including answering child of the same age 
why questions that require Ask and answer questions to Use and phrases
cause/a?ect - aoqurred through

9 clanr'y information rn a ?ction conversations in re a to
relationships or non?ction/infomational and res 0 dm? to gm 
WPS, ask and answer read-aloud 9
350"? Speak audibly and express
words to

nonfiction/informational read-
alouds and discussions
Actively engage in
non?ction/lnfonnational read?
alouds

thoughts, feelings, and ideas
clearly

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Arts'?

Scope and Sequence Listening LearningTM Strand . Kindergarten - Domain 9

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening Language Vocabulary

Writing

 

Lesson 1: The
Spice Seekers

Lesson 2:
Ferdinand and
Isabella

Lesson 3: 1492

 

WPS, describe the
connection between the
desire of Europeans for

spices and their travel to Asia

WPS, describe an
illustration of an Asian
market and use pictures
accompanying "The Spice
Seekers? to check and
support understanding of
the read-aloud

Distinguish "The Spice

Seekers? as a read-aloud that

describes events that
happened long ago and not
one that describes
contemporary or current
events

WPS, describe an
Illustration of Columbus,
King Ferdinand, and Queen
Isabella and use the pictures
accompanying "Ferdinand
and lsabella" to check and
support understanding of
the read-aloud

Distinguish "Ferdinand and
lsabella" as a read-aloud that
describes events that
happened long ago and not
one that describes
contemporary or current
events

WPS, describe the
connection between various
signs, such as seaweed and
birds. and Columbus's
proximity to land

WPS, describe an
illustration of the Nina, the
Pinta, and the Santa Maria
and use pictures
accompanying "1492" to
check and support
understanding of the read-
aloud

Retell important facts and Word Work: journey

information from "The Spice

Seekers"
Add drawings to Demonstrate understanding
descriptions of Columbus to of the adjective victorious by-

provide additional detail

Prior to listening to
?Ferdinand and Isabella,"
identify what they know and
have learned about why
Europeans wanted to travel to
Asia and why they needed to
?nd a new route

relating it to its opposite,
defeated

Word Work: victorious

Ask questions to clarify Word Work: shore
directions pertaining to a

student extension activity

Add drawings to a KWL
journal about Columbus's
voyage to provide additional
detail

Prior to listening to "1492."
identify what they know and
have learned about why
Europeans traveled to Asia
and needed to find a new
route and why Columbus
proposed this new route

With assistance, categorize
and organize facts and
information from ?The Spice
Seekers" to answer questions
about the connection between
the desire of Europeans for
spices and the search for
alternate routes to Asia

Use a combination of
drawing, dictating, and writing
to present information from
"Ferdinand and lsabella?
about Columbus and provide
some detail about the topic

Use a combination of
drawing, dictating, and writing
to present information from
?1492" about Columbus and
provide some detail about the
topic

 

2014 Core Knowledge Foundation

Back to Table of Contents

44

 

Core Knowledge Language Arts?it

Scope and Sequence - Listening LearningTM Strand . Kindergarten - Domain 9

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary Writing

 

 

 

 

Lesson 4: Not WPS, describe the Prior to listening to ?Not the Identity new meanings for the
the Indies connection between what Indies,? identify what they word chest and applyithem

Columbus called the native know and have teamed about accurately

people he found _on the island Columbus and his voyage Word Work: courage

3:132: he Multiple Meaning Word

Activity: chest

WPS, describe an

illustration of native people

watching Columbus and use

pictures accompanying "Not

the Indies" to check and

support understanding of

the read-aloud
Lesson 5: WPS, identify the reasons Add drawings to a KWL Word Work: ashamed Use a combination of
Further the author of the read-aloud journal about Columbus to drawing, dictating, and writing
Adventures of gives to support the provide additional detail to present information from
Christopher statement that the king and prior to listening to ?Further "Further Adventures of
Columbus queen were upset with Adventures of Christopher Christopher Columbus? about

Columbus Columbus," identify what they Columbus and provide some

Make predictions prior to know and have learned about detail about the tGilt"?

?Further Adventures of Columbus and his voyage

Christopher Columbus,? and

then compare the actual

outcomes to predictions

Pausing Point
Lesson 6: WPS, describe the Add drawings or other visual Word Work: disappointed With assistance, categorize
Colonies in connection between the displays to descriptions as and organize facts about
Native American Separatists' dissatisfaction desired to provide additional Columbus and the Pilgrims
Lands with King James and their detail to a timeline of the into a timeline to answer

pilgrimage to the New World events pertaining to questions

Wps, describe an Columbus and the Pilgrims

illustration of British ships Prior to listening to "Colonies

heading to establish the in Native American Lands,"

Jamestown settlement and identify what they know and

use pictures accompanying have learned about

"Colonies in Native American Columbus's voyages

Lands" to check and

support understanding of

the read-aloud

Prior to listening to "Colonies

in Native American Lands."

identify what they know and

have learned about

Columbus?s voyages
2014 Core Knowledge Foundation Back to Table of Contents 45

 

Core Knowledge Language Arts"?

Scope and Sequence Listening LearningTM Strand Kindergarten Domain 9

 

 

Text Analysis for

Close Reading I

Comprehension Speaking Listening Language Vocabulary Writing
Lesson 7: The Add drawings to descriptions Ask questions beginning with Use a combination of
Voyage of the of what life in America will be the word what about ships drawing, dictating, or writing
Mayflower like for the Pilgrims to Word Work: glory to present infonnation learned

Lesson 8: The
Wampanoag

Lesson 9:
Thanksgiving

WPS, identify the main
topic of "The Wampanoag"
as the ?rst interaction
between the Pilgrims and the
Wampanoag

Make predictions prior to
listening to "The
Wampanoag? and then
compare the actual
outcomes to predictions

WPS, describe an
illustration of the First
Thanksgiving and use
pictures accompanying
"Thanksgiving" to check and
support understanding of
the read-aloud

Domain Review
Domain Assessment

Cuiminaiing Activities

 

provide additional detail

Prior to listening to ?The
Voyage of the May?ower, 
identify what they know and
have learned about the
Separatists

Prior to listening to "The
Wampanoag," identify what
they know and have learned
about the Pilgrims

Prior to listening to
"Thanksgiving," identify what
they know and have learned
that may be related to the
speci?c story or topic to be
read aloud

Retell important facts and
information from
"Thanksgiving"

Identify new meanings for the
word log any apply them
accurately

Demonstrate understanding
of the adjective fascinated by
relating it to its opposite,
bored

Word Work: fascinated
Multiple Meaning Word
Activity: Illog

Word Work: celebration

in ?The Voyage of the
May?ower"

 

2014 Core Knowledge Foundation

Back to Table of Contents

46

 

Core Knowledge Language Arts?i?

Scope and Sequence - Listening LearningTM Strand Kindergarten - Domain 10

 

Colonial Towns and Townspeople
10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 Days)

This domain will continue students? journey as they learn more about the early history of our country. Students already know that the
Pilgrims came to America from England, seeking religious freedom from read-alouds in Columbus and the Pilgrims domains. The
setting for Colonial Towns and Townspeople is more than 150 years later, after the colonies had been firmly established. These read-
alouds will acquaint students with what daily life was like for the people who lived during these times, and how very different it was from
students? own present-day experiences. This background knowledge will help set the stage for an in-depth understanding in later
grades of speci?c historical events that also took place during colonial times. During these years, America evolved from a small group

of dependent British colonies to a growing, independent nation.

Text Analysis for
Close Reading I

 

Comprehension Speaking Listening Language Vocabulary Writing
These objectives WPS, ask and answer Use agreed?upon miles for Use frequently occurring
are consistently questions (9.9., who, what, group discussions, look nouns and verbs in oral
addressed where, when) requiring literal at and listen to the speaker, language
throughout the recall and understanding of raise hand to speak, take Answer questions 0mm, in
domain the details and/or facts of 3 turns, say ?excuse me? or complete sentences
non?ction/infonnational read- ?please, etc. Produce and expand
aloud 03"? 0" and participate in a complete sentences in
Aniwer giftestiortist that require font/erstation otver fourittotgve shared language
ma mg in erpre a ions, urns, ay on oprc, rn ra . .
judgments, or giving opinions comments or respond to a Liehfgrie?orlg: g?g?ggiog;
about what is heard in a partner?s comments, with {8 note faces at school 
non?ction/intonnational read- either an adult or another thagt'are coiorful)
aloud, including answering child of the same age
why questions that require Ask and answer questions to 21:9 39:13:31 ghrases
recoqnm?gcause/e?ecl clarify information inatiction mg? rsations 9m read to
relationships or non?ction/informational an dvrees ondiri to 
WPS, ask and answer read-aloud 9
questions about unknown Speak audibly and express
words {n thoughts, feelings, and ideas
nonfictronhnfonnatronal read? clearly
alouds and discussions
WP-S describe illustrations
from a
non?ction?nfonnationai read-
aloud
Actively engage in
non?ction/intonnational read-
alouds

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

Core Knowledge Language Artsi?

Scope and Sequence . Listening LearningiM Strand - Kindergarten - Domain 10

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary Writing

 

Lesson 1: The
Country Family

WPS. compare and
contrast ways life today is
different from early American
farm life. by creating a Venn
diagram as a group

Distinguish current events
from events that happened
long ago by identifying that
"The Country Family" took
place a long time ago
because they didn?t have
electricity or running water or
machines, and they made
everything themselves

Discuss personal responses
to having chores at home,
and to shopping for clothes
and food, and connect those
to the chores and shops in

colonial times

Lesson 2: A Discuss the connection

Trip to Town between the baker's shop in
Trip to Town? and how the

family in the previous read?
aloud, "The Country Family,"
made bread

WPS. describe the role of an
author and illustrator of a
trade book

Orally compare and
contrast jobs today and jobs
in colonial towns; orally
compare and contrast a trip
to town during colonial times
and a trip to town today

Distinguish "the read-aloud 
Trip to Town," which
describes events that
happened long ago, from one
that describes contemporary
or current events

 

Use a combination of
drawing, dictating, and writing
to present information about
colonial towns

With assistance. categorize
and organize facts and
information comparing
colonial life to life today using
a Venn diagram

Word Work: country

identify new meanings for
familiar words, such as trade,
and apply them accurately

Demonstrate understanding
of frequently occurring verbs
and adjectives, such "as
everyday and rare", by relating
them to their opposites
(antonyms)

Word Work: everyday and
rare

Multiple Meaning Word
Activity: [Itrado

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

48

Core Knowledge Language Artsf?

Scope and Sequence Listening LearningTM Strand - Kindergarten - Domain 10

 

Text Analysis for
Close Reading I
Comprehension

Speaking 8. Listening

Language Vocabulary

Writing

 

Lesson 3: The WPS. identify the main

Bread Makers: topic and retell key details
Millers and from "The Bread Makers:
Bakers Millers and Bakers"

Distinguish the read-aloud
?The Bread Makers: Millers
and Bakers," which describes
events that happened long
ago, from one that describes
contemporary or current
events

While listening to ?The Bread
Makers: Millers and Bakers,"
orally predict what will
happen in the read-aloud
based on text heard thus far,
and then compare the
actual outcome to the
prediction

Lesson 4: The WPS, identify the main

Cloth Makers: topic and retell key details
Spinners and from ?The Cloth Makers:
Weavers Spinners and Weavers"

Distinguish the read-aloud
"The Cloth Makers: Spinners
and Weavers," which
describes events that
happened long ago, from one
that describes contemporary
or current events

 

Describe familiar things, such
as bread and, WPS, provide
additional detail

Describe familiar things, such
as clothing and, WPS.
provide additional detail

Word Work: customers

Word Work: gaments

Retell important facts and
information from the read-
aloud '"fhe Bread Makers:
Millers and Bakers" by
organizing pictures of the
three tradespeople who
helped make bread (the
farmer, the miller, and the
baker) in the proper
sequence

Use pictures from ?The
Breadmakers: Millers and
Bakers" to tell about the
events in the read-aloud in
the proper sequence of ?rst,
next, and last

Retell the steps for making
bread, including the
tradespeople, and ?rst, next,
and last steps in proper
sequence by sequencing four
to six pictures illustrating
events in the read-aloud "The
Bread Makers: Millers and
Bankers"

With assistance, categorize
and organize facts and
information comparing
colonial tradespeople to
modern tradespeople in a
Venn diagram

With assistance. categorize
and organize facts and
information about how
clothing was made, what it is
made of, and how it is made
into a Know-WondereLeam
Chart

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

49

Core Knowledge Language illirtsiin

Scope and Sequence - Listening LearningTM Strand - Kindergarten Domain 10

 

Text Analysis for
Close Reading 

Comprehension Speaking Listening

Language Vocabulary

Writing

 

Lesson 5:
Dressmakers,
Tailors, Hatters,
and Cobblers

Lesson 6: The
Elves and the
Shoemaker

2014 Core Knowledge Foundation

 

WPS, discuss the spinners
and weavers from the
previous read-aloud and
connect them to the
tradespeople in
"Dressmakers, Tailors,
Hatters, and Cobblers"

WPS, discuss the spinners
and weavers from the
previous read-aloud and
connect them to the
tradespeople in
"Dressmakers, Tailors,
Hatters, and Cobblers?

Distinguish the read-aloud
?Dressmakers, Tailors,
Hatters, and Cobblers,? which
describes events that
happened long ago, from one
that describes contemporary
or current events

Discuss personal

experiences shopping today
and connect those with
shopping for clothes long ago

WPS, use narrative language
to describe characters and
setting of ?The Elves and the
Shoemaker?

Listen to a variety of texts.
including ?ctional stories such
as ?The Elves and the
Shoemaker?

Prior to listening to ?The
Elves and the Shoemaker,"
identify orally the four
tradespeople they learned
about in "Dressmakers,
Tailors, Hatters, and
Cobblers? and the garments
or accessories they made;
connect the cobbler from
?Dressmakers, Tailors,
Hatters, and Cobblers" to the
cobbler in ?The Elves and the
Shoemakef'

Orally compare and
contrast people who sell

Word Work: measure

Word Work: thrilled

Back to Table of Contents

With assistance, categorize
and organize facts and
information comparing the
people who sold clothing long
ago to those who sell clothes
today in a Venn diagram

As a group create a Venn
diagram to show similarities
and differences between
shopping for clothes now and
in colonial

times

 

50

Core Knowledge Language Arts?i?

Scope and Sequence . Listening LearningTM Strand . Kindergarten Domain 10

 

Text Analysis for

Close Reading! . 
Comprehension Speaking Listening Language Vocabulary Writing

 

clothes today and those who
sold clothing long ago

Distinguish the read-aloud
"The Elves and the
Shoemaker." which describes
events that happened long
ago. from one that describes
contemporary or current
events

Discuss personal
experiences buying shoes
today and connect these
with shopping for shoes leng
ago

While listening to "The Elves
and the Shoemaker," orally
predict what will happen in
the read-aloud based on text
heard thus far, and then
compare the actual outcome
to the prediction

Explain that l?I'he Elves and
The Shoemaker? is a ?ctional
story about a cobbler in
contrast to the informational
text in the previous lesson
Evaluate and select read-
alouds, books, or poems on
the basis of personal choice
for rereading

 

 

Pausing Point

 

2014 Core Knowledge Foundation Back to Table of Contents 51

Core Knowledge Language Arts-t"

Scope and Sequence Listening 8. LearningTM Strand . Kindergarten . Domain 10

 

 

Text Analysis for

Close Reading I . .

Comprehension Speaking Listening Language Vocabulary Writing
Lesson 7: WPS, describe the Describe familiar objects, Explain the meaning of With assistance, categorize
The House connection between the such as a board, a hammer. "better safe than sorry" and and organize "facts and
Builders: tradespeople in the read- and nails and, WPS, provide use in appropriate contexts information from ?The House
Bricklayers, aloud who built houses in additional detail Word Work: patiently Builders: Bricklayers,
Masons, and colonial times 5 . Ph tr Masons, and Carpenters"
Carpenters 0 ll an rases. er

ra compare an

Lesson 8: The
Blacksmith

 

contrast the tradespeople in
the read-aloud (bricklayers,
masons, and carpenters)

Distinguish the read-aloud
"The House Builders:
Bricklayers,

Masons, and Carpenters,"
which describes events that
happened long ago, from one
that describes contemporary
or current events

Discuss personal
responses to what materials
their homes are built with and
connect these to the
tradespeople in ?The House
Builders: Bricklayers,
Masons, and Carpenters"

WPS. discuss the materials
used to make homes in
Colonial America from the
previous read-aloud and
connect those to the
tradesperson in "The
Blacksmith"

Orally compare and
contrast blacksmiths and
other colonial tradespeople

Prior to listening to "The
Blacksmith,? orally predict
what will happen in the read-
aloud based on text heard
thus far. and then compare
the actual outcome to the
prediction

Safe Than Sorry

Ask questions beginning with
where

Identify new meanings for
familiar words, such as iron,
and apply them accurately

Word Work: essential
Multiple Meaning Word: iron

 

 

2014 Core Knowledge Foundation

Back to Table of Contents

52

Core Knowledge Language Arts-i"

Scope and Sequence Listening LearningTM Strand - Kindergarten - Domain 10

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary Writing

 

Lesson 9: The
Little Gray Pony

WPS, retell the story 'The
Lillie Gray Pony,? including
the characters, setting. and
plot, and events of the
story in proper sequence
(using narrative words first,
next, later, and ?nally)

WPS, identify the
characters, setting. and
plot in their retelling of the
story "The Little Gray Pony"
Listen to a variety of texts,
including ?ctional stories such
as "The Little Gray Pony"

Lesson 10:
Stone Soup

WPS, dramatize the story
"Stone Soup," including key
details

WPS, use narrative language
to describe the characters,
setting, and events from
?Stone Soup"

Listen to a variety of texts.
including fictional stories such
as ?Stone Soup"

Distinguish the read-aloud
"Stone Soup." which
describes events that
happened long ago, from one
that describes contemporary
or current events

Discuss personal responses
to whether they would give
food to soldiers who knocked
on their door and connect
those to the townspeople in
the story "Stone Soup"

Explain that ?Stone Soup" is
a ?ctional story about colonial
tradespeople in contrast to
the informational text in
earlier lessons

Domain Review

Domain Assessment

 

Culminatr?ng Activities

Ask questions to clarify
directions for Drawing the
Read-Aloud

Add drawings to descriptions
to provide additional detail

Demonstrate understanding
of frequeme occurring verbs
and such as many
and downcast, by relating
them-to their opposites
(antonyms)

Word Work: merry and
downcast

Draw a simple shop sign for
each colonial tradesperson

With guidance and support,
add details to strengthen
drawing or writing. as needed

With assistance, categorize
and organize facts and
information and draw shop
signs that tell what
tradespeople do

Distinguish shades of
meaning among verbs
describing the same general
action, such as march, by
acting out meanings

Word Work: sympathy

 

2014 Core Knowledge Foundation

Back to Table of Contents

 

53

Core Knowledge Language Arts?"

Scope and Sequence Listening LearningTM Strand . Kindergarten 0 Domain 11

 

Taking Care ofthe Earth

10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 Days)

This domain will introduce students to the importance of being environmentally aware individuals. Students will learn that the

best way to conserve Earth?s natural resources is to practice the three Rs of conservation?reduce, reuse, and recycle. By studying
conservation, students will become familiar with the earth?s natural resources and will begin to recognize how people?s actions affect
the environment in which we live. Students will learn specifically about land, water, and air pollution as well as the water cycle,

the journey of trash from its creation to its burial in a landfill, and the steps in the recycling and composting processes. Practical
examples of how students can help take care of the earth are included in every lesson.

Text Analysis for
Close Reading 

 

These WPS, ask and answer Use agreed-upon rules for Use frequently occurring
objectives are questions (9.9., who, what, group discussions, 9.9., look nouns and verbs in oral
consistently where, when) requiring literal at and listen to the speaker, language
addressed recall and understanding of raise hand to speak, take Answer questions orally in
throughout the the details and/or facts of 3 turns, say ?excuse me" or complete sentences
domain non?ction/intonnational read? "please, etc. Produce and expand
aloud Carry 0" and participate in a complete sentences in
Answer questions that require conversation over four to live shared language
making interpretations, turns, stay on topic, initiate . . .
judgments, or giving opinions comments or respond to a 3:335:31: 
about what is heard in a partner's comments, with (e no te laces at school
non?ction?nfonnational read- either an adult or another mime colorful)
aloud, including answering child of the same age
why questions that few?? Ask and answer questions to ghrases
cause/effect clarify infonnation in a fiction cggversations gbein read to
or non?ction/informational and res ondirt to 
WPS, ask and answer read-aloud 
0098?an about unknown Speak audibly and express
words {n . thoughts, feelings, and ideas
non?ctron/rnfonnatronal read? clearly
clouds and discussions
Explain that ?Stone Soup? is a
fictional story about colonial
tradespeople in contrast to
the informational text in
earlier lessons
Actively engage in
nonfiction/intonational read-
alouds
Lesson 1: WPS, describe the three Prior to listening to Identify new meanings for With assistance, categorize

Introducing the
Earth

 

things that make up the earth

Explain that "Introducing the
Earth" is realistic text
because we really do depend
on Earth's land, water, and
air to survive, but it is fantasy
because the earth doesn't
have feelings or talk

"Introducing the Earth,"
identify orally what they know
about Earth and how to take
care of the planet

familiar words, such as earth,
and apply them accurately

Word Work: responsibility

Multiple Meaning Word
Activity: earth

and organize facts and
information about what they
know, wonder, and would like
to learn about taking care of
the earth

 

 

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54

Core Knowledge Language Arts'i?

Scope and Sequence - Listening LearningTM Strand 0 Kindergarten - Domain 11

Text Analysis for

 

 

Close Reading I
Comprehension Speaking Listening Language Vocabulary Writing
Lesson 2: WPS, identify the main Describe familiar things, such Demonstrate understanding Dictate what happens to
Garbage topic and retell key details as garbage and, WPS, of frequently occurring garbage in the proper
from "Garbage" provide additional detail adjectives, such as sequence, using the temporal
wps' put image cards of hazardous, by relating them words "then,? "next,"
what happens to garbage in to their Opposites (antonyms) ?Iater,f? and "?nally"
the proper sequence Word Work: hazardous With assistance, create a
Prior to listening to KWI- chart and ?39 it to
?Garbage.? orally predict answer questions
where garbage goes after it is
thrown out, based on text
heard thus far, and then
compare the actual
outcome to the prediction
Lesson 3: WPS, identify the main Prior to listening to "Natural Demonstrate understanding
Natural topic and retell key details Resources," identify orally of frequently occurring verbs,
Resources from "Natural Resources" what they have learned about such as conserve, by relating
the earth them to their opposites
(antonyms)
Word Work: conserve
Lesson 4: WPS, orally compare and Ask questions to clarify Demonstrate understanding Create a drawing of a natural
Reduce, contrast a picture of a green directions for Interactive of frequently occurring verbs, resource, naming the topic
Reuse, ?eld and blue sky and a Illustrations following such as reduce, by relating and providing some details
Recycle picture of a land?ll ?Reduce, Reuse, and them to their opposites With guidance and support,
Recycle" (antonyms) respond to questions and
Add drawings to descriptions Word Work: reduce suggestions from peers and
of how to conserve a natural add details to a drawing of a
resource to provide additional natural resource
detail
Prior to listening to "Reduce,
Reuse, Recycle," identify
orally what they learned
about garbage and natural
resources
Lesson 5: WPS, identify the main Prior to listening to "Recycle! Explain the meaning of "a
Recycle! topic and retell key details Recycle! Recyclel," identify place for everything and
Recycle! from ?Recycle! Recycle! orally what they learned everything in its place" and
Recycle! Recycle!" about conserving natural use in appropriate contexts

WPS, describe recycling and
what happens at a recycling
center in proper sequence

WPS, describe the role of an
author and illustrator in a
non?ction/informational text

resources

Word Work: solution

Sayings and Phrases: A
Place for Everything, and
Everything in Its Place

 

 

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55

 

Core Knowledge Language Arts!?

Scope and Sequence - Listening LearningTM Strand - Kindergarten Domain 11

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary

Writing

 

WPS, identify the main
topic and retell key details
from "Composting"

WPS, describe. the steps for
composting in the proper
sequence

Discuss personal responses
to whether their family
oomposts and connect that to
the family in the read-aloud
"Composting?

While listening to
?Composting." orally predict
where leftover food goes and
what happens after a-tomato
is picked, based on text
heard thus far. and then
compare the actual
outcome to the prediction

Lesson 6:
Composting

Pausing Point

WPS, identify the main
topic and retell key details
from "Pollution"

WPS. describe the three

types of pollution from the
read-aloud

WPS, orally compare and

contrast pictures of a clean
beach and a dirty beach

WPS, identify the main
topic and retell key details
from ?Air Pollution"

WPS, describe the role of
illustrator in a
non?ction/informational text

Lesson 7:
Pollution

Lesson 8: Air
Pollution

 

Prior to listening to
"Pollution," identify orally
what they learned about
taking care of the earth

Word Work: compost

Identify new meanings for
familiar words, such as litter,
and apply them accurately

Word Work: toxic

Multiple Meaning Word
Activity: litter

Demonstrate understanding
of frequently occurring
prepositions, such as in and
out, and over and under

Word Work: harmed

Recount the steps for
composting in the proper
sequence, including what
items can and cannot be
composted

WPS, sort items based on
information from the read-
aloud ?Composting"

With assistance, update facts
and information about what
they know, wonder, and
would like to learn about
taking care of the earth

 

 

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56

Core Knowledge Language Arts-i"

Scope and Sequence 0 Listening LearningTM Strand - Kindergarten - Domain 11

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary Writing

 

Lesson 9:
Willy the Water
Drop

Lesson 10:
Goodbye from
Good Old
Earth

WPS, describe the role of an
author and illustrator in a
non?ctionlinfonnational text

Orally compare and
contrast fresh water, salt
water, and wastewater

While listening to "Willy the
Water Drop,? orally predict
what comes out of the
wastewater pipe. based on
text heard thus far, and then
compare the actual
outcome to the prediction

Explain that ?Willy the Water
Drop" is realistic text because
water drops really go on a
journey, but it is fantasy
because they don't really
have feelings or talk

Evaluate and select read?
alouds or poems on the basis
of personal choice for
rereading

Domain Review

Domain Assessment

 

Culminating Activities

Word Work: supply

Word Work: effort

Use a combination of
drawing, dictating, and writing
to present information from
?Goodbye from Good Old
Earth," including the topic and
key details

With guidance and support
from adults, explore a variety
of digital tools to produce and
publish a class book,
"Reduce, Reuse, Recycle"

Participate in shared
research and writing project
to create a class book,
"Reduce. Reuse, Recycle?

With assistance. update facts
and information in a chart
about what they learned
about taking care of the earth
and use it to answer
questions

 

 

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57

Core Knowledge Language Arts-ii

Scope and Sequence - Listening 8. LearningTM Strand - Kindergarten 0 Domain 12

Presidents and American Symbols

9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)

 

This domain explores the lives and legacies oftive famous presidents and introduces students to several national symbols,
including the American ?ag, the Statue of Liberty, the White House, and Mount Rushmore. Students begin by hearing about

the branches of the go vemment, what a president is, what a president does, and how a person becomes president. Students
should have learned about monarchies in the Kings and Queens domain prior to this domain, providing useful background
knowledge on forms of government. By the end of this domain, students will be able to make a comparison between a king and a

 

president.
Text Analysis for
Close Reading I
Comprehension Speaking Listening Language Vocabulary Writing
These WPS, ask and answer Use agreed-upon rules for Use frequently occurring
objectives are questions (9.9., who, what, group discussions, look nouns and verbs in oral
consistently where, when) requiring literal at and listen to the speaker, language
addressed recall and understanding of raise hand to speak, take Answer questions orally in
throughout the the details and/or facts of 3 turns, say "excuse me"or complete sentences
domain non?ction/intonnational read- ?please, etc. Produce and expand
aloud Carry 0" and participate in 3 complete sentences in
Answer questions that require conversation over four to ?ve shared language
making interpretations, turns, stay on topic, initiate . . .
judgment-s, or giving opinions comments or respond to a Li?gfg?g: 
about what is heard in a partner's comments, with (9 note laces at school
non?ction/intonnational read- either an adult or another hagt. are mgr?)
aloud, including answering child of the same age-
why that Ask and answer questions to Use nerds and phrases
re cause/eli?ect clarify information in a ?ction acqurred Wow? .
relationships or non?ction/informational conversatrogs, being read to,
WPS, ask and answer read-aloud and re sp on mg to texts
questions about unknown Speak audibly and eXpress
words in thoughts, feelings, and ideas
non?ction/intonnational read- clearly
ale uds and discussions
Actively engage in

Lesson 1: The
Home of the
President:
Washington,
DC.

 

non?ction/intonnational read-
alouds

WPS, explain the connection
among the president,
Congress, and the Supreme
Coun

WPS, compare and
contrast kings and
presidents

Explain the meaning of "a
dog is man's best friend" and
use in appropriate contexts

Word Work: liberties

Sayings and Phrases: A Dog
ls Man?s Best Friend

With assistance, categorize
and organize facts and
information from ?The Home
of the President: Washington,
to answer questions
about kings and presidents

 

 

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58

Core Knowledge Language 

Scope and Sequence 0 Listening 8. LearningTM Strand Kindergarten - Domain 12

 

Text Analysis for
Close Reading I

 

Comprehension Speaking Listening Language Vocabulary Writing
Lesson 2: A Listen to, understand, and Demonstrate understanding Use a combination of
Dishonest Story recognize a variety of texts, of the verb respect by relating drawing. dictating. and writing
About an Honest including legends such as it to its opposite, disrespect to retell the-legend of George
Man Dishonest Story About an Word Work: respect Washington and the cherry

Honest Man" tree

WPS, describe an With guidance and support

Lesson 3: A
Clever General

Lesson 4:
George
Washington

 

illustration of George
Washington and use pictures
accompanying Dishonest
Story

About an Honest Man" to
check and support
understanding of the read-
aloud

Distinguish the legend of
George Washington and the
cherry tree as fantasy and not
a true story

Retell important facts and
information from Dishonest
Story About an Honest Man"

WPS, describe the
connections between George
Washington and Henry Knox

Evaluate and select read-
alouds on the basis of
personal choice for rereading

Distinguish Clever
General" as a read-aloud that
describes events that
happened long ago from
those that describe
contemporary or current
events

Sequence pictures
illustrating events from the life
of George Washington

WPS, describe the
connections between George
Washington and Henry Knox

Evaluate and select read-
alouds on the basis of
personal choice or rereading

Distinguish Clever
General" as a read-aloud that
describes events that
happened long ago from
those that describe
contemporary events

Use language to express
temporal relationships (?rst.
next, last)

Word Work: clever

Word Work: clever

from adults, explore a variety
of digital tools to produce and
publish a retelling of the
legend of George
Washington and the cherry
tree

With assistance, categorize
and organize facts and
information about George
Washington into a timeline
depicting signi?cant points in
his life

 

 

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59

Core Knowledge Language Arts?i-i

Scope and Sequence 0 Listening LearningTM Strand Kindergarten Domain 12

 

Text Analysis for
Close Reading I
Comprehension

Speaking Listening

Language Vocabulary

Writing

 

Lesson 5:
Thomas
Jefferson

Lesson 6:
Abraham
Lincoln

Lesson 7:
Teddy
Roosevelt

Lesson 8:
Barack Obama

 

WPS. describe the role of an
author

WPS, identify the reasons
Thomas Jefferson gives to
support his view that the
colonists needed to start a
new country

WPS, compare and
contrast Thomas Jefferson
and John Adams

Pausing Point

WPS, describe the
connection between slavery
and the US. Civil War

WPS, describe the
connection between Abraham
Lincoln and Theodore
Roosevelt

WPS, describe a picture of
young Teddy

Roosevelt watching President
Lincoln's funeral procession
and use illustrations
accompanying ?Teddy
Roosevelt? to check and
support comprehension of the
read-aloud

WPS, describe an
illustration of Barack Obama
on the night of his election
and use pictures
accompanying ?Barack
Obama" to check and support
understanding of the read-
aloud

WPS, compare and
contrast Barack Obama and
other American presidents

Retell important facts from
?Teddy Roosevelt"

Add drawings to descriptions
of a favorite president to
provide additional detail

Identify new meanings for the
word turn and apply them
accurately

Word Work: independence

Multiple Meaning Word
Activity: turn

Identify new meanings for the
word head and apply them
accurately

Word Work: serious

Multiple Meaning Word
Activity: head

Word Work: expert

Explain the meaning of
"where there?s a will, there?s a
way? and use in appropriate
contexts

Word Work:
accomplishment

Sayings and Phrases: Where
There?s a Will, There?s a
Way

Use a combination of
drawing, dictating, and writing
to compose an opinion piece
about the president they most
admire and why

With guidance and support
from adults, respond to
questions and suggestions
from peers and add details to
strengthen writing as needed

 

 

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60

Core Knowledge Language Ange

Scope and Sequence - Listening LearningTM Strand - Kindergarten - Domain 12

 

Text Analysis for
Close Reading I

 

Comprehension Speaking Listening Language 8r Vocabulary Writing
Lesson 9: WPS, describe the Retell important facts from Word Work: determined Use a combination of
Carving Mount connection between Mount "Carving Mount Rushmore" drawing, dictating, and writing
Rushmore Rushmore and George to present information about

Washington, Thomas
Jefferson, Abraham Lincoln,
and Theodore Roosevelt
WPS, describe the
connection between Mount
Rushmore and George
Washington, Thomas
Jefferson, Abraham Lincoln,
and Theodore Roosevelt

Domain Review
Domain Assessment

Cuiminaiing Activities

 

Mount Rushmore. and supply
some details about the topic

 

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61

 

Core Knowledge Language Arts??

Scope and Sequence - Skills Strand 0 Kindergarten

 

The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills
needed for (future) independent reading. Each Skills lesson begins with a warm?up, reviewing previously
taught content in reading, writing, and/or grammar. All reading times?denoted below as demonstration
stories or whole group, small group, or partner reading?consist of a story preview, presentation, and
discussion. For a unit-by-unit alignment of Skills learning objectives to the Common Core State Standards,

please visit enqaoen 

Unit 1 (10?13 days)

 

Phonics 8. Reading Grammar Spelling Writing
Lesson 1 Awareness of Noises Prewriting Skills: Drawing
Left/Right Discrimination on a Vertical Surface
Lesson 2 Awareness of Noises Prewriting Skills: Vertical
Left/Right Discrimination Line*
Lesson 3 Awareness of Noises Prewriting Skills: Vertical
Lefthight Discrimination Line
Lesson 4 Awareness of Noises Prewriting Skills:
Left/Right Discrimination Horizontal Line*
Blending Pretest
Lesson 5 Awareness of Noises and Prewriting Skills: Circle"
Words*
Left/Right Discrimination
Lesson 6 Awareness of Noises, Writing Strokes Pretest
Words, and Phrases* Prewriting Skills: Circle
Lesson 7 Awareness of Noises and Prewriting Skills:
Words Diagonal Line?
Tracking Practice
Lesson 8 Awareness of Words Prewriting Skills: Square;
Vertical and Horizontal
Lines?Review
Lesson 9 Awareness of Words Prevaiting Skills:
Triangle; Circle and
Diagonal Line?Review
Lesson 10 Awareness of Words and Prewriting Skills
Phrases Assessment
Tracking Assessment"
Pausing Review: Awareness of Review: Prewriting Skills
Point Noises, Words, and

 

Phrases

Review: Directionality and
Tracking

2013 Core Knowledge Foundation

DRAFT VERSION

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. in such cases. the marker appears on a blank line.

 

Core Knowledge Language Arts?i?

Scope and Sequence - Skills Strand Kindergarten

Unit 2 (10-13 days)

Phonics 8: Reading Grammar

Spelling

 

Writing

 

Lesson 1
Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8
Lesson 9

Lesson 10

Pausing
Point

 

Tracking Practice

Blending Syllables and
Sounds

Blending Sounds into
Words

Differentiating Shapes
Blending Sounds into
Words

Beginning/End
Recognition

Blending Sounds into
Words

Blending Sounds into
Words

Blending Sounds into
Words

Blending Sounds into
Words

Blending Sounds into
Words

Blending Sounds into
Words

Sound Blending
Assessment



Review: Syllabie and
Sound Blending, Blending
Sounds into Words

Review: Tracking

2013 Core Knowledge Foundation

DRAFT VERSION

Prewriting Skills: Cup*
Prewriting Skills: Hump"

Prewriting Skills: Zigzag 



Prewriting Skills: Wavy
Line?



Prewriting Skills: Spiral
Handwriting: Own Name?
Prewriting Skills: X. 
Handwriting: Own Name
Prewriting Skills: Loop
Handwriting: Own Name?
Prewriting Skills: Cane?
Handwriting: Own Name
Prewriting Skills: Hook"
Handwriting: Own Name
Handwriting: Own Name

Prewriting Skills
Assessment

Review: Prewriting Skills

Review: Handwriting?
Own Name

*Additional practice offered with Take-Home Material. Occasionally, Take-Horne Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line.

 

Core Knowledge Language Arts"?l

Scope and Sequence - Skills Strand Kindergarten

Unit 3 (14?17 days)

Phonics Reading

Spelling

 

Writing

 

Lesson 1
Lesson 2
Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Lesson 13

 

Sound lm/ Spelled 
Sound la/ Spelled 
Sound Spelled 
Chaining: One-syllable
Short Vowel Sounds
Sound Spelled 
Chaining: One-Syllable
Short Vowel Sounds
Review: Oral Blending
and Sound Spelling

Chaining: One-Syllable
Short Vowel Soundsl
Sound lo/ Spelled 
Chaining: One-Syllable
Short Vowel Sounds
Sound {kl Spelled 
Chaining: One-Syllable
Short Vowel Sounds
Sound 19/ Spelled 
Chaining: One?Syllable
Short Vowel Sounds
Sound lil Spelled 
Chaining: One-Syllable
Short Vowel Sounds?

Review: Oral Blending
and Sound Spelling

Chaining: One-Syllable
Short Vowel Soundsl
Chaining: One-Syllabie
Short Vowel Soundsl
Reading Assessment
Chaining: One-Syllable
Short Vowel Soundst
Reading Assessment



Reading Assessment

1

2013 Core Knowledge Foundation

DRAFT VERSION

Chaining: One-Syllable
Short Vowel Soundsl

Chaining: One-Syllable
Short Vowel Soundst

Chaining: One-Syllable
Short Vowel Sounds?

Chaining: One-Syllable
Short Vowel Soundst

Stomp and Spell: One-
Syllable Short Vowel VC
and CVC Words

Handwriting Letter
Handwriting Letter
Handwriting Letter

Handwriting Letter

Review: Handwriting 


Handwriting Letter
Handwriting 
Words*

Handwriting Letter

Handwriting Letter

Handwriting Letter and
Word?

Review: Handwriting 
Kai] ldl, IOI, ch? lil?
Letters and Words?

Word Writing: One-
Syllabie Short Vowel
CVC Words (with Cues)

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)

Word Writing: One~
Syllable Short Vowel
CVC Words (with Cues)

 

Core Knowledge Language Arts??

Scope and Sequence - Skills Strand - Kindergarten

 

 

Phonics 8: Reading Grammar Spelling Writing
Lesson 14 Reading Assessment Stomp and Spell: One- Word Writing: One-
Syllabie Short Vowel CVC Syllable Short Vowel
Words CVC Words (with Cues)
Pausing Review: Oral Blending Chaining: One-Syllable Review: Handwriting?
Point and Sound Spelling Short Vowel Sounds Letters and Words
Word Writing: One
Syllable Short Vowel
CVC Words (with Cues)

 

*Additional practice offered with Take-Home Material. Occasionally. Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line.

tCharming appears in both columns as both Chaining for Reading and Chaining for Spelling are practiced in this lesson.

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?t?

Scope and Sequence Skills Strand 0 Kindergarten

 

 

 

Unit 4 (15-18 days)
Phonics 8. Reading Grammar Spelling Writing
Lesson 1 Sound In/ Spelled Handwriting Letter and
Chaining: One-Syllable Words
Short Vowel Words
Lesson 2 Sound lh/ Spelled Handwriting Letter and
Chaining: One-Syllable Words
Short Vowel Words
Lesson 3 Sound Isl Spelled Handwriting Letter and
Chaining: One-Syllable Words
Short Vowel Words
Lesson 4 Sound lf/ Spelled Handwriting Letter and
Chaining: One-Syllable Words"
Short Vowel Words
Lesson 5 Practice Reading Words Chaining: One?Syllable
Short Vowel Words
Lesson 6 Sound Ari Spelled Handwriting Letter and
Chaining: One-Syllable Words*
Short Vowel Words
Lesson 7 Sound Spelled Dictation: Sounds Handwriting 
Chaining: One-Syllable Letters
Short Vowel Words
Lesson 8 Sound lp/ Spelled Handwriting Letter and
Chaining: One-Syllable Words
Short Vowel Words
Lesson 9 Sound lei Spelled Handwriting Letter and
Chaining: One-Syllable Words
Short Vowel Words
Lesson 10 Introduction to Phrases Chaining: One-Syllable
Short Vowel Words
Dictation: Sounds
Lesson 11 Practice Reading Phrases Chaining: One-Syllable Review: Handwriting 
Reading Assessment Short VOWEI Words 
Dictation: Sounds 
Lesson 12 Demonstration Story Dictation: Sounds Word Writing: One-
Practice Reading Words Syllable Short Vowel CVC
. Words (with Cues)
Reading Assessment
Lesson 13 Demonstration Story Dictation: Sounds and Word Writing: One-
Practice Reading Words* Words Syllable Short Vowel CVC
. Words (with Cues)
Reading Assessment
Lesson 14 Reading: Wiggle Cards Dictation: Words Word Writing: One-
Practice Reading Words Syllable Short CVC
. Words (with Cues)
Reading Assessment

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand 0 Kindergarten

 

 

Phonics 8. Reading Grammar Spelling Writing
Lesson 15 Practice Reading Words* Word Writing: One-
Reading Assassment Syllable Shaft Vowel CVO
Words (with Cues)?
Pausing Review: Segmenting and Dictation: Sounds and Review: Handwriting?
Point Sound Spelling One-Syllable Short Letters and Words
Practice Reading Words VOWBI CV0 Words Word Writing: One-
and Phrases Syllable Short Vowel CVC
Demonstration Story Words (With CUES)

 

 

 

*Addilional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line.

2013 Core Knowledge Foundation 6

DRAFT VERSION

Core Knowledge Language Arts?"

Scope and Sequence - Skills Strand Kindergarten

 

 

Unit 5 (16?19 days)
Phonics 8. Reading Spelling Writing
Lesson 1 Sound lb} Spelled Chaining: OneSyllable Handwriting Letter

LESSON 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

 

Sound Id/ Spelled 

Sound ill Spelled 

Sound Spelled 

Sound lu/ Spelled 
Reading: Wiggle Cards

Sound lw/ Spelled 

Sound Spelled 

Sound ly/ Spelled 

Sound bd Spelled 

i

(C) 2013 Core Knowledge Foundation

DRAFT VERSION

Short Vowel Words

Chaining: One-Syllable
Short Vowel Words

Chaining: One-Syllable
Short Vowel Words

Chaining: One-Syllable
Short Vowel Words

and Words

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)*

Handwriting Letter and
Words

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)*

Handwriting Letter and
Words

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)
Handwriting Letter
and Words"

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)
Word Writing: One?
Syllable Short VoWel
CVC Words (with Cues)
Handwriting Letter
and Words

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)*
Handwriting Letter and
Words

Word Writing: One-
Syllable'Short Vowel
CVC Words (with Cues)?
Handwriting Letter
and Words

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)*
Handwriting Letter
and Words

Phrase Writing: One-
Syllable Short Vowel
CVC Words (with Cues)

 

Core Knowledge Language Arts??

Scope and Sequence - Skills Strand 0 Kindergarten

Phonics Reading

Grammar

Spelling

 

Writing

 

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Pausing
Point

 

Spelling Alternative for 
Spelled 
Practice Reading Words

Reading Assessment



Demonstration Story
Practice Reading Words
Reading Assessment
Demonstration Story
Practice Reading Phrases
Reading Assessment
Demonstration Story
Reading Assessment

Demonstration Story

Practice Reading
Phrases*

Reading Assessment
Review: Sound Spelling

Chaining: One-Syllable
Short Vowel Words

Dictation: Sounds

Practice Spelling Ward's:

Stomp and Spell

Chaining: One-Syllable
Short Vowel Words

Chaining: OneSyllable
Short Vowel Words

Chaining: One-Syllable
Short Vowel Words

Dictation: Sounds

Practice Spelling Words:

Spelling Hopscotch

Chaining: One-Syllable
Short Vowel Words
Review: Dictation?
Sounds

Handwriting Letter
and Words

Phrase Writing: One-
Syllable Short Vowel VC
and CVC Words (with
Cues)

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)

Word Writing: One-
Syllable Short Vowel
CVC Words. (with Cues)

Review: Handwriting 

?j'?Letters

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)?

Word Writing: One-

?Syllable Short Vowel

CVC Words (with Cues)

Word Writing: One-
Syllable Short Vowel
CVC Words (with Cues)

Review: Handwriting??
Letters and Words

 

2013 Core Knowledge Foundation

DRAFT VERSION

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line.

 

Core Knowledge Language Arts?"

Scope and Sequence - Skills Strand Kindergarten

Grammar

Spelling

 

Writing

 

Unit 6 (15?18 days)
Phonics a Reading
Lesson 1 AlphabetlLetter Names
Demonstration Story
Lesson 2 Alphabet/Letter Names

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

 

Demonstration Story

Alphabet/Letter Names*
Sound spelled 
Demonstration Siory?

Sounds Is! and Ill
Partner Reading

Alphabet/Letter Names
Demonstration Story
Small Group Reading
Reading: Wiggle Cards
Small Group Reading"
Demonstration Story
Small Group Reading?
Rhyming Words

Small Group Reading

it

Demonstration Story
Partner Reading?

ir

Demonstration Story
Small Group Reading?
Review: Rhyming Words
Small Group Reading

2013 Core Knowledge Foundation

DRAFT VERSION

Chaining: One-Syllable
Short Vowel Words with
Consonant Blends,
Clusters, and/or Digraphs

Chaining Dictation: One?
Syllable Short Vowel
Words with Consonant
Blends, Clusters, and/or
Digraphs

Chaining: One-Syllable
Short Vowel Words with
Consonant Blends,
Clusters, and/or Digraphs

Chaining: One-Syllable
Short Vowel CVC Words

Dictation: One-Syllable
Short Vowel CVC, CCVC,
and CVCC Words

Chaining: One-Syllable
Short Vowel Words with
Consonant Blends,
Clusters, and/or Digraphs

Dictation: One-Syllable
Short Vowel CVC, CVCC,
CCVC, and 
Words

Practice: Tap and Spell

Chaining: One-Syllable
Short Vowel Words with
Consonant Blends,
Clusters, and/or Digraphs

Word Writing: One-
Syllable Short Vowel
Words with Consonant
Blends. Clusters, and/or
Digraphs (with Cues)
Word Writing: One-
Syllable Short Vowel VC
and CVC Words (with
Cues)

Word Writing: One-
Syllable Short Vowel
Words in which Isl or
(with Cues)*

 

Core Knowledge Language Arts?"

Scope and Sequence Skills Strand 0 Kindergarten

 

 

Phonics Reading Spelling Writing
Lesson 12 Review: Letter Names.
Rhyming Words*
Demonstration Story
Whole Group Reading*
Lesson 13 Review: Letter Names* Chaining: One-Syllable Word Writing: One-
Short Vowel Words with Syllable Short Vowel
Consonant Blends, CVCC and 
Clusters, and/or Digraphs Words (with Cues)
Lesson 14 Demonstration Story Dictation: One-Syllable
CVCC, and 
Words
Lesson 15 Assessment: Letter Word Writing: One-
Names, Rhyming Words Syllable Short Vowel
Small Group Reading CVCC: GOV-C: and
. Words (wrlh
Reading Assessment 
ues)
Analysis and

 

Interpretation Assessment

 

 

Pausing Review: Sound Spelling, Chaining: One-Syllable Word Writing: One?
Point Letter Names, Rhyming Short Vowel Words with Syllable Short Vowel
Words* Digraphs CVCC, and
Demonstration Stories Dictation: Words and Words (W?th
. USS
Partner Readmg? Phrases . . .
Review: Handwriting?
Letters and Words
"Additional practice offered with Take-Home Materiat. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.
2013 Core Knowledge Foundation 10

DRAFT VERSION

Core Knowledge Language Arts-'3?

Scope and Sequence 0 Skills Strand Kindergarten

 

 

Unit 7 (17-20 days)
Phonics 8: Reading Grammar Spelling Writing
Lesson 1 Sound lch/ Spelled 'ch' Handwriting Letters

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

 

Sound lsh/ Spelled 

Review: Sounds lch/
Spelled 'ch' and Ish/
Spelled ?sh"

Reading: Wiggle Cards
Sound lth/ Spelled ?th'

Sound lth/ Spelled 

Sound lqu/ Spelled 'qu'

Sound lng/ Spelled 'ng'

Practice: Segmenting into
Phonemes

Demonstration Story
Demonstration Story
Partner Reading

Chaining: One-Syllable
Short Vowel Words with
Digraphs
Chaining: One-Syllable
Short Vowel Words with
Digraphs

Chaining: One-Syllable
Short Vowel Words with
Digraphs

Chaining: One-Syllable
Short Vowel Words with
Digraphs

Chaining: One-Syllable
Short Vowel Words with
Digraphs

Dictation: Sounds with
Digraph Spellings

Dictation Identi?cation:
One-Syllable Short Vowel
CCVC, CVCC, and
Words

and Words

Word Writing: One-
Syllable Short Vowel
and 
Words (with Cues)

Handwriting Letters
and Words

Handwriting Letters
and Words

Handwriting Letters
and Words
Handwriting: One-
Syilable Short Vowel
Words

Word Writing: One?
Syllable Short Vowel
CVCC and 
Words (with Cues)
Handwriting Letters
and Words

Handwriting Letters
and Words

Word Writing: One-
Syllable Short Vowel
CVCC, CCVC, and
Words (with
Cues)

Handwriting: Review

Handwriting: One-
Syllable Short Vowel
CCVC, CVCC. and
Words

 

2013 Core Knowledge Foundation

DRAFT VERSION

11

 

Core Knowledge Language Arts??

Scope and Sequence - Skills Strand - Kindergarten

 

 

Phonics Reading Spelling Writing
Lesson 11 Practice Reading Phrases
Reading Assessment
Demonstration Story
Small Group Reading"
Lesson 12 Chaining: One-Syllable Word Writing: One-
Short Vowel Words with Syllable Short Vowel
Digraphs CCVC, CVCC, 
Reading Assessment and Words (With
Small Group Reading" Cues)
Lesson 13 Demonstration Story 'Chaining: One-Syllable
Partner Reading Short Vowel Words With
Reading Assessment Drgraphs
Lesson 14 Reading Assessment Word Writing: One-
Demonstration Story Syllable Short VOWBI
Small Grou Re a din CCVC and CVCC Words
(with Cues)
Lesson 15 Reading Assessment Practice: Tap and Spell Word Writing: One-
Small Group Reading? Syllable Short VOWBI
CVCC and 
Words (with Cues)
Lesson 16 Reading: Wiggle Cards Word Writing: One-
Practice Reading Words Syllable Short Vowel
Reading Assessment 
and CCVC
Demonstration Story Words (with Cues)
Small Group Reading
Lesson 17 Practice Reading Phrases
Reading Assessment
Small Group Reacting"
Pausing Review: Sounds Spelling Review: Handwriting?-
Point Practice Reading Words Letters and Words
and Phrases* Word Writing: One-
Demonstration Stories Syllable 5110? VOWBI
Partner Readin CCVC, CVCC, 
9 and 
Words (with Cues)

 

 

 

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation 12

DRAFT VERSION

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand Kindergarten

 

 

Unit 8 (20-23 days)
Phonics Reading Spelling Writing
Lesson 1 Tricky Words: the, a? Word Writing: One-

Lesson 2

Lesson 3

LESSON 4

Lesson 5

Lesson 6

LESSON 7

Lesson 8

Lesson 9

 

Demonstration Story

Tricky Words: of, all
Small Group Reading

Review: Tricky Words?
Demonstration Story
Small Group Reading

Review: Tricky Words,
Rhyming Words

Small Group Reading
Tricky Words: from, one
Demonstration Story
Partner Reading?

Demonstration Story
Small Group Reading"

Chaining: One-Syllable
Short Vowel Words with
Initial or Final Blends,
Clusters. or Digraphs

Small Group Reading
Tricky Word: was?
Demonstration Story
Partner Reading

Review: Rhyming Words
Practice Reading Phrases

i

2013 Core Knowledge Foundation

DRAFT VERSION

Dictation: Tricky Words

Dictation: One Syllable
Short Vowel Words with
Initial or Final Blends
and/or Clusters

Dictation: Tricky Words

Dictation: Tricky Words

Syllable Tricky Words"
Generative Sentence
Writing: Including Tricky
Words

Handwriting: Words

Vocabulary: Pictorial
Representations

Word Writing: One-
Syllable Short Vowel
Tricky Words"
Generative Sentence
Writing: Including Tricky
Words

Handwriting: Words,
including Tricky Words

Vocabulary: Pictorial
Representations

Word Writing: One-
Syllable Short Vowel
Tricky Words (with Cues)
Handwriting: Words
Vocabulary: Pictorial
Representations
Handwriting: Words
Vocabulary: Pictorial
Representations

Phrases Writing:
Including One-Syllable
Short Vowel Words with
Digraphs (with Cues)

Handwriting: Tricky
Words

Handwriting: Tricky
Words

13

 

Core Knowledge Language Arts?i?

Scope and Sequence Skills Strand Kindergarten

Phonics 8. Reading

Spelling

 

Writing

 

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 17

 

Double-Letter Spellings
for Consonant Sounds
Chaining: One-Syllabie
Short Vowel Words with
initial or Final Blends,
Clusters, or Consonant
Digraphs
Demonstration Story?

Chaining: One-Syllabie
Short Vowel Words with
Initial or Final Blends,
Clusters, or Consonant
Digraphs

Partner Reading

Double-Letter Spellings
for Consonant Sounds*

Demonstration Story
Whole Group Reading

Practice Reading Sounds,
Words, and Sentences

Demonstration Story'
Practice Reading Phrases
Partner Reading?

Word Recognition
Assessment

Demonstration Story
Whole Group Reading
Lowercase Letter Name
Assessment

Small Group/Partner
Reading

Practice: Rhyming Words

. Reading Assessment

Tricky Word Assessment
Demonstration Story
Practice Reading Phrases

Code Knowledge
Diagnostic Assessment



2013 Core Knowledge Foundation

DRAFT VERSION

Dictation: Tricky Words

Word Writing: One
Syllable Short Vowel
Words with a Double
Consonant Final Spelling
(with Cues)

Handwriting: Words

Vocabulary: Pictorial
Representations

Handwriting: Words

Vocabulary: Pictorial
Representations

Word Writing: One-
Syllable Short Vowel
Words with Double-Letter
Spellings for Consonant
Sounds (with Cues)
Word Writing: One?
Syllable Short Vowel
Words with Double?Letter
Spellings for Consonant
Sounds (with Cues)
Word Writing: One-
Syllable Short Vowel
Words with Double-Letter
Spellings for Consonant
Sounds (with Cues)

Handwriting: Words

Vocabulary: Pictorial
Representations

14

 

Core Knowledge Language 

Scope and Sequence Skills Strand Kindergarten

 

 

Phonics Reading Grammar Spelling Writing
Lesson 18 Partner Reading" Word Writing: One-
Story Reading Syllable Short Vowel
Assessment Words with Double-Letter
Spellings for Consonant
Code Knowledge Sounds (with Cues)
Diagnostic Assessment
Lesson 19 Demonstration Story Word Writing: One-
Small Group Reading* Syllabie Short 
Words with Double-Letter
Spellings for Consonant
Sounds (with Cues)
Lesson 20 Review: Rhyming Words Dictation: Tricky Words Handwriting: Tricky
Small Group Reading Words
Pausing Review: Tricky Words, Dictation: Words and Word Writing: One-
Point Sound Spelling, Rhyming Phrases Syllable Short Vowel

Words
Partner Reading?

 

Words with Double-Letter
Spellings for Consonant
Sounds (with Cues)
Review: Handwriting?
DoubIe?Letter Spellings
for Consonant Sounds,
Words?Tricky Words

 

*Additional practice offered with Take-Home Material. Occasionally. Take-Home Material consists of a review of prior content not practiced
during the lesson it is consisted with. In such cases, the marker appears on a blank line. Further. in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

15

 

Core Knowledge Language Ange

Scope and Sequence - Skills Strand - Kindergarten

 

Unit 9 (23-26 days)
Phonics 8. Reading



Spelling

Writing

 

Lesson 1 Tricky Words: when,
word?

Uppercase Letters: 


Lesson 2 Tricky Words: why, to
Whole Group Reading

Lesson 3 Uppercase Letters: 
IGI 
Small Group Reading

Lesson 4 Review: Uppercase
Letters

Small Group Reading*
Lesson 5 Tricky Words: where, no, i

Lesson 6 Uppercase Letters: 
IKI ILI [Ml
Whole Group Reading

Lesson 7 Tricky Words: what, so
Uppercase Letters: 
IPJ 

Lesson 8 Small Group Reading"

Lesson 9 Review: Tricky Words
Small Group Reading

Lesson 10 Tricky Word: which
Uppercase Letters: 
IVI IWJ

Small Group Reading*

 

Chaining: One-Syllable
Short Vowel Words with
Consonant Blends,
Clusters. and/or
Consonant Digraphs

Dictation: Letters

Handwriting 
Tricky Words: Letters and
Words?

Response to Text

Vocabulary: Pictorial
Representations
Handwriting 
Tricky Words: Letters and
Words?

Vocabulary: Pictorial
Representations
Response to Text

Sentence Writing (With
Cues)

Word Writing: Tricky
Words (with Cues)
Handwriting 
Tricky Words: Letters
and Words?

Response to Text

Vocabulary: Pictorial
Representations
Handwriting 
Tricky Words: Letters
and Words*

Word Writing: Tricky
Words (with Cues)
Response to Text
Handwriting 
Tricky Words: Letters
and Words

Vocabulary: Pictorial
Representations

 

2013 Core Knowledge Foundation

DRAFT VERSION

16

 

Core Knowledge Language Arts?i-J

Scope and Sequence - Skills Strand . Kindergarten

 

Phonics 8: Reading Grammar Spelling

Writing

 

Lesson 11 Review: Uppercase
Letters

Tricky Word: once

Small Group Reading
Lesson 12 Uppercase Letters: 
IZI

Partner Reading*

Lesson 13 Tricky Words: said, says
Small Group Reading
Lesson 14 Small Group Reading*

Lesson 15 Reading: Wiggle Cards

Practice Reading
Sentences

Lesson 16 Tricky Words: are, were
Partner Reading*

Lesson 17 Tricky Words: here, there'
Whole Group Reading

Lesson 18 Review: Tricky Words Dictation: Phrases

Small Group Reading*

Lesson 19 Small Group Reading*
Reading Assessment
Lesson 20 Small Group Reading
Reading Assessment

 

Response to Text



Handwriting 
Tricky Words: Letters and
Words

Word Writing: Tricky
Words (with Cues)
Response to Text

Word Writing: Tricky
Words

Review: Handwriting?
Capital Letters

Response to Text

Word Writing: Tricky
Words (with Cues)

Response to Text
Handwriting: One-
Syllable Short Vowel
Words (with Cues)
Vocabulary: Pictorial
Representations
Word Writing: Tricky
Words

Response to Text
Handwriting: One-
Syllable Short Vowel
Words (with Cues)
Vocabulary: Pictorial
Representations
Word Writing: Tricky
Words (with Cues)
Handwriting: One-
Syllable Short Vowel
Words (with Cues)
Vocabulary: Pictorial
Representations
Handwriting 1?
Response to Text
Word Writing: Tricky
Words (with Cues)
Sentence Writing (with
Cues)

 

2013 Core Knowledge Foundation

DRAFT VERSION

1?

 

Core Knowledge Language Arts?:

Scope and Sequence Skills Strand - Kindergarten

 

Phonics Reading Grammar Spelling Writing

Lesson 21 Small Group Reading" Review: Handwriting?

Reading Assessment Capital Letters
Response to Text

Lesson 22 Whole Group Reading* Response to Text

Reading Assessment Handwriting: One-
Syllable Short Vowel
Words (with Cues)

Vocabulary: Pictorial
Representations

Lesson 23 Partner Reading? Sentence Writing (with
Reading Assessment Cues)
Responseto Text
Handwriting: One-
Syllable Short Vowel
Words (with-Cues.)
Vocabulary: Pictorial
Representations
Pausing Review: Tricky Words. Review: Spelling Dictation Response to Text
Point Uppercase Letters Review: Handwriting?
Partner Reading* Capital Letters, Tricky
Words
Word Writing: Tricky
Words (with Cues)

*Additionat practice offered with Take-Home Material. Occasionally. Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases. the marker appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

 

 

 

 

2013 Core Knowledge Foundation 18

DRAFT VERSION

Core Knowledge Language Arts?i?

Scope and Sequence 0 Skills Strand 0 Kindergarten

 

 

Unit 10 (29?32 days)
Phonics 8: Reading Grammar Spelling Writing
Lesson 1 Sound lee/ Spelled 'ee' Handwriting Letters

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

 

Small Group Reading

Small Group Reading

Chaining: One-Syllable
Long Vowel Words

Tricky Words: he, she, we
Small Group Reading
Small Group Reading

Tricky Words: be, me
Whole Group Reading?
Reading: Wiggle Cards
Review: Tricky Words

Sound lael Spelled 
Small Group Reading?
Tricky Words: they, their
Small Group Reading
Whole Group Reading?

Partner Reading?

Dictation: One-Syllable
Short and Long Vowel
CVC, CCVC, CVCC,
CVVC. and 
Words

Dictation: Tricky Words

Large Card Chaining

Dictation identi?cation:
One-Syllable Long and
Short Vowel Words

and Words

Handwriting: One-
Syllable Short Vowel
Words

Vocabulary: Pictorial
Representations

Word Writing: One
Syllable 'ee' Words (with
Cues)*

Response to Text

Response to Text

Response to Text

Response to Text

Word Writing: Tricky
Words, Long Words
Handwriting Words
Writing the Spelling
Response to Text

1:

Response to Text
Word Writing: One-
Syllable Short Vowel
Words (with Cues)
Vocabulary: Pictorial
Representations
Word Writing: One-
Syllabie Long Vowel
Words (with Cues)

Response to Text

 

2013 Core Knowledge Foundation

DRAFT VERSION

19

 

Core Knowledge Language Arts?i?

Scope and Sequence - Skills Strand Kindergarten

Phonics Reading

Spelling

 

Writing

 

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 1?

Lesson 18

Lesson 19

 

Sound lief Spelled 
Small Group Reacting?

Small Group Reading

Tricky Word: my
Small Group Reading

Practice: Reading Words
with the Final ?e Spelling

Small Group Reading"
Tricky Word: by
Reading: Wiggle Cards
Partner Reading



Review: Tricky Words



Sound loel Spelled 
Small Group Reading?

Small Group Reading

Review: Sound Spelling
Partner Reading?

2013 Core Knowledge Foundation

DRAFT VERSION

Chaining: One-Syllable
Short and Long Vowel
Words with the Final ?e
Spelling

Dictation: Tricky Words

Handwriting Words
Word Writing: One-
Syllable Long Vowel
Words (with Cues)
Vocabulary: Pictorial
Representations

Word Writing: One-
Syllable Long Vowel
Words (with Cues)

Response to Text

Word" Writing: One-

Syllable Long Vowel
Words (with Cues)?
Vocabulary: Pictorial
Representations

Response to Text

Response to Text
Word Writing: One-
Syllabie Short Vowel
Words (with Cues)
Vocabulary: Pictorial
Representations
Response to Text
Word Writing: Tricky
Words

Handwriting Words
Word Writing: One-
Syllable Short Vowel
Words

Vocabulary: Pictorial
Representations
Word Writing: One-
Syllable Long Vowel
Words (with Cues)
Response to Text
Response to Text
Word Writing: One-
Syllable Short and Long
Vowel Words
Vocabulary: Pictorial
Representations

20

 

Core Knowledge Language Arts?i?

Scope and Sequence 0 Skills Strand - Kindergarten

Phonics 8. Reading

Spelling

 

Writing

 

Lesson 20

Lesson 21

Lesson 22

Lesson 23

Lesson 24

Lesson 25

Lesson 26

Lesson 27

Lesson 28

Lesson 29

 

Small Group Reading

Small Group Reading*

Sound lue/ Spelled 
Small Group Reading*

Tricky Words: you, your
Small Group Reading

Whole Group Reading*

Reading: Wiggle Cards

End-of?the-Year
Assessment: Word
Reading

Partner Reading*

Whole Group Reading*

End?of-the?Year
Assessment: Letter
Sounds
End-of?the-Year
Assessment: Uppercase
Letter Names

Small Group Reading*
End-of?the?Year
Assessment: Letter
Sounds

Small Group Reading*

End-of-the?Year
Assessment: Letter
Sounds

2013 Core Knowledge Foundation

DRAFT VERSION

Dictation Identi?cation:
One-Syllable Long Vowel
Words

Chaining: One-Syllable
Long and Short Vowel
Words

Chaining: One-Syllable
Long Vowel Words with
the Final ?e Spelling
Chaining: One-Syllable
Long Vowel Words with
the Final ?e Spelling

Dictation: Tricky Words

End-of-the-Year
Assessment: Sound
Writing

Chaining: One-Syllable
Long Vowel Words with
the Final ?e Spelling

Chaining: One-Syllable
Short and Long Vowel
Words

Word Writing: One-
Syllable Long Vowel
Words (with Cues)
Vocabulary: Pictorial
Representations

Response to Text

Handwriting Words

Word Writing: One-
Syllabie Short and Long
Vowel Words (with Cues)

Vocabulary: Pictorial
Representations

Response to Text



Response to Text
Word Writing: One-
Syllabie Short Vowel
Words (with Cues)
Response to Text
Word Writing: Tricky
Words

Response to Text

Word Writing: One-
Syllable Short and Long
Vowel Words (with Cues)
Vocabulary: Pictorial
Representations
Response to Text

Word Writing: One-
Syllable Short and Long
Vowel Words (with Cues)

End-of?the?Year
Assessment: Writing
Lowercase Letters

Response to Text

21

 

Core Knowledge Language Arty-ti

Scope and Sequence - Skills Strand 0 Kindergarten

 

 

Phonics Reading Grammar Spelling Writing
Pausing Review: Digraphs, Sound Chaining: One-Syllable Word Writing: One-
Point Spelling, Tricky Words Long Vowel Words with Syllable Long Vowel
Reading: Wiggle Cards the Final ?e Spelling Words (with Cues)
Partner Reading* Dictation: One-Syllable Response to Text
Short and LONG Vowel Handwriting: Tricky
Words Words

 

 

 

*Aclditional practice offered with Take-Home Material. Occasionally, Take-Horne Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases. the marker appears on a blank line, Further, in all cases oi reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation 22

DRAFT VERSION

The Skills strand of the Core Knowledge Language Arts program teach es students the decoding skills needed for
(future) independent reading. Each Skills lesson begins with a warrn-up, reviewing previously taught content in
reading, writing, and/or grammar. All reading times?denoted below as demonstration stories or whole group, small
group, or partner reading?consist of a story preview, presentation, and discussion. For a unit-by?unit alignment of
Skills learning objectives to the Common Core State Standards, please visit

enqaqen v. org/resource/orade- 1 -enolish-lanouaqe-arts.

Unit 1 (32-35 days)

Phonics Reading

Grammar

Spelling

Writing

 

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

 

Sounds lpi, lki, lgl, lnl, lal
Spelled 
lgl??G" Inl_thII lat?.?lA!
Chaining: One-Syllable
Short Vowel Words
Sounds lol, (ti. idi
Spelled 

Chaining: One-Syllable
Short Vowel Words
Tricky Words: a. i

Sounds imi, Iii, lv/ Spelled
[fl?IF)l 
Chaining: One-Syllable
Short Vowel Words

Sounds Isl, lzl, Spelled
Ihl_lHl
Tricky Words: no, so, of
Practice Reading Phrases

Word Recognition
Assessment

Partner Reading

Reading Assessment
independent Reading
Reading Assessment
Independent Reading
Reading Assessment
Independent Reading
Reading Assessment
Independent Reading

Sister Sounds is! and tzl,
and lvl?

Tricky Words: is, to

2013 Core Knowledge Foundation

DRAFT VERSION

Identifying Nouns

Large Card Chaining:
One-Syllable Short
Vowel Words

Chaining: One-Syllable
Short Vowel Words

Handwriting 
In! (NI lc! ICI lg!  Gl: Le?ers
and Words

Handwriting 
Letters

Word Writing: One-
Syllable Short Vowel CVC
Words (with Cues)
Review: Handwriting?
Letters

Word Writing: One?
Syllabie Short Vowel CVC
Words (with Cues)
Handwriting ?rn? 
Letters

Phrase Writing: One-
Syllable Short Vowel
Words (with Cues)
Handwriting 
Letters and Words

Vocabulary: Pictorial
Representations

Vocabulary: Pictorial
Representations

Vocabulary: Pictorial
Representations

Word Writing: Using
Letters to Make Words

Review: Handwriting?
Letters and Words

 

 

Phonics Reading Grammar Spelling Writing
Lesson 12 Sounds lbl, In? Spelled Chaining: One-Syllable Handwriting 
Short Vowel Words Letters and Words
Word Writing: One-
Syllable Short Vowel CVC
and CVCC Words (with
Cues)
Lesson 13 Sounds lwl, Chaining: One-Syllable Handwriting 
Spelled Short Vowel Words Letters
Word Writing: Tricky
Tricky Words: alt, some' Words (with Cues)
Lesson 14 Tricky Words: from, word Identifying Nouns Review: Handwriting?
Reading Phrases Letters and Words
Lesson 15 Sounds fjl, ly/ Spelled Chaining: One-Syllable Handwriting 
Short Vowel Words Letters and Words
Tricky Words: are. have,
were"
Reading Phrases
Lesson 16 Sounds ix}, ik/ Spelled Chaining: One-Syllable Handwriting 
Short Vowel Wordst Letters and Words
Chaining: One-Syllable
Short Vowel Wordsl
Tricky Words: one, once
Lesson 17 Sounds fchl, Spelled identifying Nouns Handwriting ?ch? 
'sh? Letters and Words
Chaining: One-Syllable
Short Vowel Words
Tricky Words: do, two?
Lesson 18 Sister Sounds and Handwriting Letters
ithf" and Words
Chaining: One-Syllable
Short Vowel Words
Practice Reading Phrases
and Sentences
Lesson 19 Tricky Words: the, who Response to Text:
Demonstration Story Sentences
Partner Reading
Reading Comprehension:
Multiple Choice
Lesson 20 Sounds ingl, lqul Spelled Handwriting ?ng? 
Letters and Words
Tricky Words: said, says Response to Text:
Sentences

 

Demonstration Story
Partner Reading

Reading Comprehension:
Multiple Choice

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Phonics Reading

Grammar Spelling

Writing

 

Lesson 21

Lesson 22

Lesson 23

Lesson 24

Lesson 25

Lesson 26

Lesson 2?

Lesson 28

Lesson 29

Lesson 30

Lesson 31

 

Review: Vowel Sounds
Demonstration Story
Partner Reading

Reading Comprehension:
Multiple Choice

Review: Consonant and
Vowel Sounds

Small Group Reading?

Sounds Ikl, lbl. Idl, Ifl, lgl.
Ill, lmI, Isl Spelled 
IbblJ IddlJ l? ll lgglI i"!I
Imm', 

Small Group Reading"

Reading Comprehension:
Multiple Choice

Sounds lkl, Inl, Ipl, IU,
[21? Spelled 
?22'

Sound Ikl Spelled 
'cc'

Sister Sounds Isl and Izl
Tricky Words: was, when,
why

Demonstration Story
Small Group Reading

Reading Comprehension:
Multiple Choice

Tricky Words: where,
what, which

Partner Reading

Review: Tricky Words
Tricky Words: here, there
Partner Reading

Review: Letter Names
Demonstration Story
Small Group Reading
Reading Comprehension:
Multiple Choice

Review: Tricky Words
Partner Reading

2013 Core Knowledge Foundation

DRAFT VERSION

Identifying Nouns

identifying Nouns"

Review: Question Mark

Dictation: One-Syllable
Short Vowel Words

Dictation: One-Syllable
Short Vowel Words with
Double-Letter Spellings

Identifying Nouns
Review: Question Mark

Response to Text:
Sentences

Response to Text:
Sentences

Word Writing: One
Syllable Short Vowel
Words with Double-Letter
Spellings (with Cues)

Response to Text:
Sentences

Response to Text:
Sentences

Response to Text:
Sentences

Response to Text:
Sentences

 

 

Phonics Reading Spelling Writing
Lesson 32 Review: Tricky Words ReSponse to Text:
Partner Reading" sentences
Reading Comprehension:
Multiple Choice
Pausing Review: Sound Spelling. Chaining Review: Handwriting?
Point Tricky Words, Alphabet Dictation Letters
Partner Reading? Word and Phrase Writing:
Practice Reading One-Syllable Short Vowel
Phrases? Words (with Cues)
Reading Comprehension: Response to Text:
Multiple Choice Sentences

 

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker P) appears on a blank line. Further, in all cases of reading practice, the story is

one previously read which parents are encouraged to have their children read aloud to them.

tChaining appears in both columns as both Chaining for Reading and Chaining for Spelling are practiced in this lesson.

2013 Core Knowledge Foundation

DRAFT VERSION

 

Unit 2 (19?22 days)

 

Phonics Reading Grammar Spelling Writing
Lesson 1 Vowel Digraph Handwriting Letters
Demonstration Story and Words
Reading Comprehension: Response to 
Multiple Choice Sentences
Lesson 2 Chaining: One-Syllable Identifying Proper Nouns Response to Text:
Long Vowel Words Sentences
Tricky Words: he, she, be,
me, we
Demonstration Story"
Reading Comprehension:
Multiple Choice
Lesson 3 Vowel Digraph Dictation: One-Syllable Word Writing: One-
Small Group Reading* Words with Long Vowel Syllable Words with Long
Digraphs Vowel Digraphs
Lesson 4 Review: Digraphs Chaining: One-Syllable Re5ponse to Text:
Demonstration St0ry Long Vowel Words sentences, Pictorial
Small Group Reading Representat'f??
Reading Comprehension:
Multiple Choice
Lesson 5 Tricky Words: they, their? Chaining: One-Syllable Response to Text:
Whole Group Reading Long Vowel Words Sentences
Small Group Reading
Reading Comprehension:
Multiple Choice
Lesson 6 Vowel Digraph Dictation: One-Syllable Word Writing: One-
Partner Reading Words with Long Vowel Syllable Words with Long
Digraphs Vowel Digraphs
Response to Text:
Sentences
Lesson 7 Review: Tricky Words Response to Text:
Demonstration Story Sentences
Small Group Reading*
Reading Comprehension:
Multiple Choice
Lesson 8 Vowel Digraph Chaining: One-Syllable Word Writing: One-
Long Vowel Words Syllable Words with Long
Dictation: One-Syllable Vowel Digraphs
Words with Long Vowel Handwriting Words
Digraphs
Lesson 9 Small Group Reading Identifying Nouns Chaining: One-Syllable

 

2013 Core Knowledge Foundation

DRAFT VERSION

Long Vowel Words

 

 

Phonics Reading Grammar Spelling Writing
Lesson 10 Tricky Words: my, by Response to Text:
Demonstration Story Sentences
Small Group Reading 
Reading Comprehension:
Multiple Choice
Lesson 11 Review: Tricky Words Identifying Nouns Chaining: One-Syllable Word Writing: One-
Partner Reading Long Vowel Words Syllable Words with Long
Reading Comprehension: Vowel Digraphs .
Multiple Choice Response to Text.
Sentences
Lesson 12 Vowel Digraph Dictation: One-Syllable Word Writing: One-
Demonstration Story* Words with Long Vowel Syllable Words with Long
Digraphs Vowel Digraphs
Response to Text:
Sentences
Lesson 13 Partner Reading Dictation: One-Syllable Word Writing: One-
Reading Comprehension: Words with Long Vowel Syllable Words with Long
Multiple Choice Digraphs Vowel Digraphs
Response to Text:
Sentences
LessOn 14 Tricky Words: you, your
Small Group Reading
Lesson 15 Review: Tricky Words Review: Identifying
Demonstration Story? Nouns
Review: Sound Spelling
Lesson 16 Small Group Reading Review: Identifying
Review: Sound Spelling, Nouns
Tricky Words
Lesson 17 Partner Reading Review: Identifying Response to Text:
Reading Comprehension: Nouns Sentence, 
Multiple Choice Representation
Reading: Wiggle Cards
Review: Sound Spelling.
Tricky Words*
Lesson 18 Word Recognition
Assessment
Reading: Wiggle Cards
Lesson 19 Small Group Reading Assessment: Identifying
Nouns

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

 

Phonics Reading Grammar Spelling Writing
Pausing Review: Sound Spelling, Review: identifying Chaining: One-Syllable Review: Handwriting?
Point Tricky Words* Nouns Words Words with Vowel
Partner Reading* Dictation Identi?cation: Disraphsi Tricky Words

 

Reading Comprehension:

Multiple Choice

One-Syllable Words with
Long Vowel Digraphs

Word Writing: One?
Syllable Words with Long
Vowel Digraphs (with
Cues)

Response to Text:

Sentences, Pictorial
Representation

 

2013 Core Knowledge Foundation

DRAFT VERSION

*Additional practice offered with Take?Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases. the marker appears on a blank line. Further. in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

 

Unit 3 (19?22 days)

Phonics Reading Grammar

Spelling

Writing

 

Sound lool Spelled ?oo'
Whole Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Tricky Word because

1:

Lesson 1

Lesson 2

Review: Sound loo!
Partner Reading
Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Review: Tricky Words
Sound lool Spelled '00'



Lesson 3

Lesson 4

Lesson 5

Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Tricky Spelling 'oo"
Tricky Words: could,
should. would

Lesson 6

Lesson 7

Lesson 8 Small Group Reading Identifying Verbs

Sound loul Spelled 'ou?
Small Group Reading
Lesson 10 Tricky Word down
Chaining: One-Syllable
Words

Whole Group Reading

Lesson 9

Identifying Verbs



Lesson 11 Chaining: One-Syllable
Words

Reading: Wiggle Cards
Review: Tricky Words

Reading Comprehension:
Yes/No Questions

 

2013 Core Knowledge Foundation

DRAFT VERSION

Spelling Words
Introduction: same,
green. stone, line, make,
hide, seed, they?

Dictation: One-Syllable
Words

Spelling Assessment

Spelling Words
Introduction: frog, moth.
quote, wood, took,
spoon, tooth, why"

Spelling Assessment

Spelling Words
Introduction: brook,
stood, booth, room,
south, proud, shout,
down

Handwriting Letters
and Words

Response to Text:
Sentences (with Citation)

Planning a Fictional
Narrative

Response to Text
Drafting a Fictional
Narrative

Editing a Fictional
Narrative

Response to Text:
Sentences (with Citation)

Handwriting Letters
and Words

Planning and Drafting a
Book Report

Response to Text:
Sentences (with Citation)
Editing a Book Report
Word Writing: One-
Syllable ?00? Words (with
Cues)

Writing a Book Report
Word Writing: One-
Syllable Words (with
Cues)

Handwriting Letters
and Words

Word Writing: One-
Syllable Words (with
Cues)

Vocabulary: Pictorial
Representations
Word Writing: One-
Syllable Words (with
Cues)

 

Phonics 3. Reading



Spelling

Writingi

 

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 1?

Lesson 18

Lesson 19

Pausing
Point

Sound (oil Spelled 
Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Review: Sounds
Small Group Reading
Small Group Reading

Sound law! Spelled ?aw?
Reading: Wiggle Cards
Review: Tricky Words"
Whole Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Small Group/Partner
Reading"

Review: Tricky Words
Chaining: One-Syllable
Words

Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Word Recognition
Assessment

Reading: Wiggle Cards

Story Comprehension
Assessment

Review: Sound Spelling,
Tricky Words, Words with
Vowel Digraphs

and Sentences
Partner Reading

Reading Comprehension:
Multiple Choice (with
Citation)

 

Practice Reading Phrases

Identifying Past? and
Present-Tense Verbs

Identifying Present~ and
Past-Tense Verbs

Review: Identifying
Verbs, Identifying Nouns

Chaining: One-Syllable
Words

Chaining: One?Syllable
Words

Spelling Assessment

Chaining: One-Syllable
Words

Chaining: One-Syllable
Words

Dictation Identi?cation:
One-Syllable Words,
Phrases, and Sentences

Handwriting Letters
and Words

Response to Text:
Sentences, Pictorial
Representation (with
Citation)

Word Writing: One-
Syllable Words
Handwriting Letters
and Sounds

Response to Text:
Pictorial Representation

Word Writing: One-
Syllable Words
Word Writing: One-
Syllable Words

Response to Text:
Sentences, Pictorial
Representation (with
Citation)

Story Comprehension
Assessment

Word Writing: One-
Syllable Words, Tricky
Words (with Cues)

Review: Handwriting?
Words with Double?Letter
Consonant Sounds

Response to Text:
Sentences, Pictorial
Representation (with
Citation)

 

?Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line. Furlher, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

 

Unit 4 (28-31 days)

Phonics 8: Reading Grammar

Spelling

Writing

 

Lesson 1 Sound ler/ Spelled 'er'

Review: Sound ler/ Contractions
Speller 

Whole Group Reading
Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Lesson 2

Lesson 3 Contractions

Medial Sounds

Sound lari' Spelled 
Whole Group Reading
Review: Medial Sounds
Small Group Reading'

Reading Comprehension:
Multiple Choice (with
Citation)

Reading: Wiggle Cards

Lesson 4

Lesson 5

Lesson 6 Contractions

Minimal Pairs
Reading: Wiggle Cards
Sound for! Spelled 'or'
Two-Syllable Words

Tricky Words: yesterday,
today, tomorrow

Small Group Reading*
Words Identifying Nouns and
Small Group Reading Verbs

Reading Comprehension:
Multiple Choioe

Lesson 7

Lesson 8

Lesson 9

 

2013 Core Knowledge Foundation

DRAFT VERSION

Spelling Words
Introduction: Sunday.
Monday, Tuesday,
Wednesday, Thursday,
Friday. Saturday?

Spelling Assessment

Dictation: One-Syllable
Words with led and far!

Spelling Words
Introduction: sharp, fern,
start, spoil, verb, shark,
crawl, because"

Two-Syllable Words

Dictation: Tricky Words

Dictation: One-Syllable
Words with Digraph
Vowel Sounds or an r-
Controlled Syllable

Word Writing: One-
Syllable Words (with
Cues)

Handwriting Letters
and Words

Word Writing: One-
Syllable Words (with
Cues)

Response to Text:
Sentences

Handwriting Letters
and Words

Word Writing: One?
Syllable Words with (er!
and far!

Response to Text:
Sentences (with Citation)

Word Writing: One-
Syllable Words (with
Cues)

Handwriting Letters
and Words



Word Writing: Tricky
Words

Word Writing: One-
Syllable Words with
Digraph Vowel Sounds or
an r-Controlled Syllable

Response to Text:
Sentences

 

10

Phonics Reading



Spelling

Writing

 

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 1?

Lesson 18

Lesson 19

 

Chaining: Two-Syllable
Words
Whole Group Reading"

Reading Comprehension:

Multiple Choice
Chaining with Two-
Syllable Words
Reading: Wiggle Cards

Reading: Wiggle Cards
Small Group Reading*

Reading Comprehension:

Multiple Choice (with
Citation)

Small Group Reading



Clapping and Reading
Two-Syllable Words

Review: Vowel Sounds
Reading: Wiggle Cards
Small Group Reading

Reading Comprehension:

Multiple Choice
Partner Reading

Whole Group Reading

Small Group Reading

Chaining: Two-Syllable
Words with Endings 
ness and ?toss!

it

Partner Reading

2013 Core Knowledge Foundation

DRAFT VERSION

Verb identi?cation: Present

and Past Tense

Past, Present, and Future
Verb Tenses

Verb Identi?cation

identifying Nouns and
Verbs

Using Adjectives

Past-Tense Verbs

Spelling Assessment

Spelling Words
Introduction: barking,
carpet, zipper, perfume,
border, morning, forest,
today'

Dictation identi?cation:
Two-Syllable Words
(with Cues)

Spelling Assessment
Chaining: One-Syllabie
Words

Spelling Words
Introduction: sounded,
titted, pointed, parked,
waved, grinned, tripped,
hat/9*

Chaining: One?Syllable
Wordst

Response to Text:
Sentences

Word Writing: Two-
Syllabte Words (with
Cues)

Sentence Writing (with
Cues)

Response to Text: Fill-in-
the-Blank, Sentence

Word Writing: Two-
Syllable, Past-Tense
Verbs (with Cues)

Word Writing: One? and
Two-Syllable Words (with
Cues)

Response to Text:
Sentences

Response to Text:
Sentences

Response to Text:
Sentences

Word Writing: Two-
Syllable, Past-Tense
Verbs (with Cues)
Response to Text:
Sentences

 

11

Phonics Reading

Grammar

Spelling

Writing

 

Lesson 20

Lesson 21

Lesson 22

Lesson 23

Lesson 24

Lesson 25

Lesson 26

Lesson 27

Lesson 28

Reusing
Point

Review: Sounds tar! and
ter/

Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)



Small Group Reading

Review: Word Reading

Small Group Reading

Reading Comprehension
Assessment
Word Reading in Isolation
Assessment

Reading Comprehension
Assessment

Word Reading in IsolatiOn
Assessment

Reading Comprehension
Assessment

Word Reading in Isolation
Assessment

Review: Recognizing and
Isolating Sounds, Tricky
Words. Minimal Pairs
Reading Phrases and
Sentences

Reading Decodable

 

Stories"

Past-Tense Marker ?ed

1

Grammar Assessment

Identifying Verbs and
Adjectives in
Phrases/Sentences
Understanding Past,
Present, and Future Tense

Spelling Assessment

Dictation Assessment

Dictation Identi?cation:
One-Syllable Words
Chaining: One-Syllable
Words

Descriptive Writing:
Planning

Word Writing: Two-
Syltable Words (with
Cues)

Descriptive Writing:
Drafting'

Response to Text:
Sentences
Descriptive Writing:
Planning and Research
Using Informational Text
Word Writing: Two-
Syllable, Past-Tense
Verbs

Descriptive Writing:
Drafting

Descriptive Writing:
Editing

Word Writing: Two-
Syllable, Compound
Words (with Cues)

Dictation Assessment
Descriptive Writing:
Review

Review: Handwriting?
Letters and Words

Word Writing: One- and
Two-Syllable Words (with
Cues)

Response to Text:
Sentences, Paragraph

"Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

tChaining appears in both columns as both Chaining for Reading and Chaining for Spelling are practiced in this lesson.

2013 Core Knowledge Foundation

DRAFT VERSION

 

12

Unit 5 (22?25 days)*

Phonics Reading

Grammar

Spelling

Writing

 

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

 

Spelling Alternatives 
and 'pp? for 

Tricky Word how
Whole Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Spelling Alternatives 
and ?bb' for 

Spelling Alternatives 
?cc' ?ck? for iki"

Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Spelling Alternatives 
'cc' ?ck? for 

Spelling Alternatives ?ch'
and 'tch' for [Chi

Small Group Reading

Spelling Alternatives 
and ?gg' for lg!

Partner Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Spelling Alternatives 

'ge? for lj/

Partner Reading?

Reading Comprehension:
Multiple Choice

Plural Nouns
Root Words

Plural Nouns

Statements and
Questions

Root Words

Statements and
Questions

Statements and
Questions

Spelling Words
introduction: horn, porch,
short, park, barns, herd,
verb, said?

Spelling Assessment

Spelling Words
Introduction: chips, much,
catch, fetch, marsh,
shine, ?ash, how"

Word Writing: One-
Syllable Singular and
Plural Nouns (with Cues);
Two-Syllable Words with
-ed and ?ing Endings
Word Writing: One-
Syllable Singular and
Plural Nouns (with Cues)

Response to Text:
Sentences (with Citation)

Word Writing: Two-
Syllable Words with ?ed
and ?ing Endings (with
Cues)

Handwriting Marks
and Sentences

i'

Response to Text:
Sentences (with Citation)

1-

Word Writing: Two-
Syllable Words with ?ed
and -ing Endings (with
Cues)

Sentence Writing:
Correcting Punctuation
and Capitalization

Word Writing: One- and
Two-Syllable Words (with
Cues)

Sentence Writing:
Correcting Punctuation
and Capitalization

Response to Image
Response to Text:

Sentences, Pictorial
Representation

Response to Text:
Sentences, Pictorial
Representation

 

 

2013 Core Knowledge Foundation

DRAFT VERSION

13

 

Phonics Reading Grammar Spelling Writing
Lesson 9 Tricky Spelling for 19/ Review: Plural Nouns? Word Writing: One- and
and Two?Syllable Words with
Small Group Reading Is! or (With Cues)
Reading Comprehension: Response to Text. .
Cha?on)
Lesson 10 Review: Sound Spelling Spelling Assessment ReSponse to Text:
Small Group Reading Paragraph
Reading Comprehension:
Multiple Choice (with
Cha?on)
Lesson 11 Spelling Alternatives 'tt' Statements, Questions, Spelling Words Word Writing: One- and
?ed? for It! and Exclamations Introduction: jumping, Two-Syllable Words with
jars, germ, gem, charged, or 'ed? (with
fringe, magic, your? Cues)
Handw??ng'f'??f:
Marks and Sentences
Lesson 12 Review: Sister Sounds Word Writing: One- and
Spelling Alternatives Two-Syllable Words With
'dd' 'ed? for id/ 'ed? All (With
. Cues)
Tricky Word (stage)coaoh
Small Grou Readin ReSponse to Text:
Sentences (with Citation)
Reading Comprehension:
Multiple Choice (with
Citation)
Lesson 13 Spelling Alternatives 'ff' Statements, Questions, Word Writing: One- and
for If! and Exclamations Two-Syllable Words (with
Small Group Reading Cues)
Handw??ng?r'7'T:
Marks and Sentences
Response to Text: Fill-in?
the-Blank. Sentence,
Pictorial Representation
(with Citation)
Lesson 14 Spelling Alternatives Statements, Questions, Word Writing- One? and
?ve' for and Exclamations Two-Syllabie Words (with
Tricky Word picture Cues)
Small Group Reading" Response to. Text: 
. . Sentence (With Citation)
Reading Comprehensnon.
Multiple Choice (with
Cha?on)
Lesson 15 Partner Reading Spelling Assessment Introduction to Opinion

 

2013 Core Knowledge Foundation

DRAFT VERSION

Writing

 

14

Phonics Readin

Grammar

Spelling

Writing

 

Lesson 16

Lesson 17

Lesson 18

Lesson 19

Lesson 20

Lesson 21

Lesson 22

Pausing
Point

 

Elli

Spelling Alternatives rr
'wr' iorin'

Reading: Wiggle Cards
Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)



Spelling Alternatives 
for ill}

Partner Reading
Reading: Wiggle Cards
Review: Tricky Words
Partner Reading*

Review: Two-Syllable
Words

Partner Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Word Recognition
Assessment

Partner Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Review: Sound Spelling,
Tricky Words, Minimal
Pairs, Sister Sounds,
Tricky Spellings

Partner Reading*

Reading Comprehension:
Multiple Choice (with
Citation)

2013 Core Knowledge Foundation

DRAFT VERSION

Sentence Building

Review: Adjectives

Grammar Assessment

Review: Statements,
Questions. and
Exciamations; Building
Sentences

Spelling Words
Introduction: trucker,
kitten, parked, duck, add,
planned, offer, was"

Spelling Assessment

Chaining: One- and Two?
Syllabte Words

Dictation Identi?cation:
One- and Two-Syllable
Words

Word Writing: One- and
Two-Syllable Words with
'wr? (rt (with
Cues)

Writing an Opinion
Paragraph (Whole
Group)

Writing and Opinion
Paragraph (independent)
Response to Text:
Sentences (with Citation)



Editing an Opinion
Paragraph

Word Writing: One-
Syllable Words with 
(with Cues)

Response to Text:
Sentences (with Citation)

Word Writing: Two-
Syllable Words (with
Cues)

Response to Text:
Sentences (with Citation)

Response to Text

Response to Text:
Sentences (with Citation)

Review: Handwriting?
Letters and Words

Word Writing: One? and
Two-Syllable Words (with
Cues)

Sentence Writing (with
Cues)

Response to Text:

Sentences, Friendly
Letter (with Citation)

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their chiidren read aloud to them.

 

15

Unit 6 (25?28 days)*

 

Phonics Reading Spelling Writing
Lesson 1 Spelling Alternative for Spelling Words Introduction to Personal
Introduction: swimming, Narratives

Lesson 2 Tricky Spelling for 
and 

Lesson 3 Review: Tricky Spelling 

Lesson 4 Spelling Alternatives 'ce?
'se' for 

Lesson 5

Lesson 6 Review: Tricky Spelling
Spelling Alternatives
for 

Whole Group Reading
Reading Comprehension
(with Citation)

Lesson 7 Small Group Reading?

Lesson 8 Review: Tricky Spelling
Spelling Alternatives
for lji

Small Group Reading
Lesson 9 Small Group Reading

Lesson 10 Spelling Alternative ?kn'
for ini

Small Group Reading

 

Nouns and Pronouns

Nouns and Pronouns

rotten, hidden, batten
shredded, popping.
nodded, their?

Spelling Assessment

Spelling Words
introduction: sun, kiss,
cent, prince, Jiazz, pigs,
Zip, here*

Spelling Assessment

Planning a Personal
Narrative (Whole Group)*

Word Writing: One- and
Two-Syllable Word with
lk/ or (with Cues)

Writing a Personal 
Narrative (Whole Group)

Planning and Writing a
Personal Narrative
(individual)

Word Writing: One-
Syllable Words with ?ce'
or ?se' (with Cues)
Editing and Publishing a
Personal Narrative
Response to Text:
Sentence (with Citation)

Word Writing: Pronouns

Response to Text:
Sentences (with Citation)

Word Writing: Pronouns.
One-Syllable Words (with
Cues)?

Response to Text:
Sentences (with Citation)
Response to Text:
Sentences (with Citation)
Word Writing: One- and
Two-Syllable Word with
or Isl (with
Cues)*

 

 

2013 Core Knowledge Foundation

DRAFT VERSION

16

Phonics Reading



Spelling

Writing

 

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 17

Lesson 18

Lesson 19

Lesson 20

Lesson 21

Lesson 22

 

Review: Spelling
Alternatives for Is! and In/

Small Group Reading

Review: Tricky Words
Small Group Reading
Small Group Reading*

Small Group Reading

Partner Reading

Spelling Alternative 'wh?
for 1w]

Small Group Reading

Partner Reading

Spelling Alternative for
ing/

Small Group Reading"
Tricky Spelling for In!
and lng/

Small Group Reading

Partner Reading
Review: Root Words and

Endings
Small Group Reading?

Small Group Reading

Nouns and Pronouns

Building Sentences with
Adjectives and
Prepositions

Review: Plural Nouns

Review: Pronouns

Spelling Words
Introduction: maps, mice,
hammer, trimmed,
skipped, scrub. space.
could?

Spelling Assessment

Spelling Words
Introduction: knit, kneei,
nose, center, nugget,
running, winner, which*
Dictation: Consonant
Sounds

Spelling Assessment

Dictation: Words with
Vowel Digraphs

Word Writing: One? or
Two-Syllable Words with
or 'kn' In/ (with
Cues), One-Syllable
Words with ?ed and -ing
Endings

Response to Text:
Sentences (with Citation)

Response to Text:
Sentences (with Citation)

Word Writing: Pronouns

Response to Text:
Sentences (with Citation)

Response to Text:
Sentences (with Citation)

Word Writing: One-
Syllable Plural Nouns
(with Cues)

Response to Text:
Sentences (with Citation)
Response to Text:
Sentences (with Citation)

Response to Text:
Sentences (with Citation)

Word Writing: One-
Syliable Words with 
or ing/ (with Cues)
Response to Text:
Sentences (with Citation)
Response to Text:
Sentences (with Citation)
Word Writing: Two-
Syliable Words with -ed
or ?ing Endings
Response to Text:
Sentences (with Citation)
Response to Text:
Sentences (with Citation)

 

 

2013 Core Knowledge Foundation

DRAFT VERSION

17

 

Phonics Reading Grammar SpellingL Writing
Lesson 23 Tricky Word cow Word Writing: One? and
Small Group Reading Syllable Words
(With Cues)
Response to Text:
Sentences (with Citation)
Lesson 24 Word Recognition Response to Text:
Assessment Sentences (with Citation)
Wiggle Cards
Small Group Reading
Lesson 25 Story Comprehension Response to Text:
Assessment Sentences (with Citation)
Wiggle Cards
Pausing Review: Sound Spelling, Review: Building Dictation Identi?cation: Word Writing: One- and
Point Tricky Words Sentences with Adjectives One- and Two-Syllable Two-Syllable Words (with
partner Reading* and Prepositions, Words Cues)

Pronouns

 

Planning and Drafting
Descriptions

Response to Text:
Sentences (with Citation)

 

 

*Additionai practice offered I.vith Take-Home Material. Occasionally. Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. in such cases, the marker appears on a biank line. Further, in all cases of reading practice, the story is

one previously road which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

18

Unit 7 (20?23 days)
Phonics Reading Grammar

Spelling

Writing

 

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10
Lesson 11

Lesson 12

 

Spelling Alternatives for
lae/

Reading: Wiggle Cards

Chaining: One-Syllable
Words
Whole Group Reading

Small Group Reading

Small Group Reading

Reading Comprehension:

Multiple Choice (with
Citation)

Reading Comprehension:

Multiple Choice
Small Group Reading?
Small Group Reading

Reading Comprehension:

Multiple Choice (with
Citation)

Partner Reading

Small Group Reading"

Reading Comprehension:

Multiple Choice (with
Citation)

Partner Reading
Small Group Reading

Spelling Alternatives for
lost

Small Group Reading

Small Group Reading

Review: Plural Nouns

Noun-Verb Agreement

Noun-Verb Agreement

Commas in a Series

Review: Root Words and
Endings

Review: Punctuation?

Review: Punctuation

Building Sentences with
Conjunctions

Spelling Words
introduction: fade,
knocked, knitting, pitch,
wrapper, hands, drinking,

Spelling Assessment

Spelling Words
Introduction: rain, hair,
explain, stay, stray,
display, escape, your*

Spelling Assessment

Spelling Words
Introduction: classmate,
airplane, gain,
brainstorm, railway, layer,
playground, who"

Word Writing: One-
Syilable Words with 'ai'
and 'ay? last (with
Cues)

Word Writing: One-
Syllable Words with 'ai?
and 'ay? feel (with
Cues)*

Response to Text:
Sentences (with Citation)

Word Writing: Nouns and
Verbs, One- and Two-
Syliable Words (with
Cues)

ReSponse to Text:
Paragraph

Word Writing: Nouns and
Verbs (with Cues)

Response to Text:
Sentences (with Citation)
Response to Text:
Sentences (with Citation),
Friendly Letter

Word Writing: Two-
Syllable Words with ?ed
and ?ing Endings
Sentence Writing
Response to Text:
Sentence (with Citation)
Response to Text:
Sentences (with Citation)

Response to Text:
Sentences (with Citation)

Word Writing: One-
Syllable Words with ?oa' 
Ice] or ?ay' last
(with Cues)

Response to Text:
Sentences (with Citation)

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Phonics Reading

Spelling

Wr?g

 

Lesson 13 Whole Group Reading

Lesson 14 Small Group Reading"

Lesson 15 Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Lesson 16 Partner Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Lesson 17 Small Group Reading

Lesson 18 Small Group Reading*

Lesson 19 Silent Reading
Comprehension
Assessment

Reading: Wiggle Cards
Small Group Reading
Lesson 20 Fluency Assessment
Reading: Wiggle Cards
Small Group Reading

Lesson 21 Word Reading in Isolation
Assessment

Reading: Wiggle Cards
Pausing Review: Spelling
Point Alternatives

Reading: Wiggle Cards

Reading Comprehension:
Multiple Choice

 

Noun-Verb Agreement
Commas in a Series

Review: Quotation Marks,

Spelling Assessment

Chaining: One-Syllabie
Words

Dictation Identi?cation:
Sounds, Words, Phrases,
and Sentences

Response to Text:
Sentences (with Citation),
Pictorial Representation

Instructional Writing:
Introduction

Instructional Writing:
Sequencing Steps
Response to Text:
Sentences (with Citation)
Instructional Writing:
Giving Good Oral
Instructions

Response to Text:
Sentences (with Citation)
Instructional Writing:
Planning and Drafting
Instructional Writing:
Editing and Publishing

Response to Text:
Sentences (with Citation)

Response to Text:
Sentences (with Citation)

Response to Text:
Sentences (with Citation)

Word Writing: One- and
Two-Syllable Words (with
Cues)

Word Writing: One- and
Two-Syllable Words (with
Cues)

 

 

*Additionai practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases. the marker appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

20

Core Knowledge Language Arts?

Scope and Sequence Skills Strand Grade 2

 

The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills needed for
(future) independent reading. Each Skills lesson begins with a warm-up, reviewing previously taught content in
reading, writing, and/or grammar. All reading times?denoted below as demonstration stories or whole group, small
group, or partner reading?consist of a story preview, presentation, and discussion. For a unit-by-unit alignment of
Skills learning objectives to the Common Core State Standards, please visit



Unit 1 (22?25 days)

 

Phonics 8- Reading Grammar Spelling Writing
1 Basic Code Spellings for Dictation: 0ne+SyIIab e Word Writing: One-
3550? .lal. lil, lpl, lbl, ltl, Short Vowel Words Syllable Short Vowel
Chaining: One-Syllable Words
Short V0wel Words
Whole Group Reading
Reading Comprehension:
Multiple Choioe-
2 Basic Code Spellings for Dictation: One-Syllable Word Writing: One-
esson iol, lei, lul, lkl, igi Short Vowel Words Syllable Short Vowel
Words

Chaining: One-Syllable
Short Vowel Words

Whole Group Reading"
Reading Comprehension:
Multiple Choice
3 Basic Code Spellings for Dictation: One-Syllable Word Writing: One-
?55?n lkl, ljl, M. It], Short Vowel Words Syllable Short- Vowel
Chaining: One-Syllable Words
Short Vowel Words
Whole Group Reading*
Reading Comprehension:
Multiple Choice
4 Basic Code Spellings for Dictation: One-Syllable Word Writing: One-
esson lthl. lthl. lnl, lngl, lshl, Short Vowel Words Syllable Short Vowel
Chaining: One-Syllable Words
Short Vowel Words
Whole Group Reading*
Reading Comprehension:
Multiple Choice
5 Basic Code Spellings for Dictation: One-Syllable Word Writing: One-
essm? lsl, lzl, lml, lwl, lrl, lyl, lxl, Short Vowel Words Syllable Short Vowel
lqul Words

Chaining: One-Syllable
Short Vowel Words

Whole Group Reading?

Reading Comprehension:
Multiple Choice

 

 

2013 Core Knowledge Foundation

DRAFT VERSION

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand Grade 2

 

 

Phonics 8: Reading Grammar Spelling Writing
Story Reading Word Writing: Creating
Lesson 6 Assessment Compound Words
7 Story Reading Mum-Sentence
955?" Assessment Description
Word Reading Pictorial Representation
Assessment
Story Reading
Lesson 8 Assessment
Word Reading
Assessment
Story Reading Pictorial Representation
9 
esso Assessment Word Writing: Creating
Word Reading Compound Words-
Assessment
Lesson 10 Word Reading Pictorial Representation
Assessment Multi-Sentence
Description
1 1 Tricky Words: the, he, she, Spelling Words
955?" we, be, me introduction: bandit,
Double Letter Spellings shell; 59?"91 munch:
.be .1 .99., promo, think; Wish, dn?,
1" box. she?
Partner Reading
Lesson 12 Tricky Words: was, 'of, a
Double Letter Spellings


Whole Group Reading
Reading Comprehension:
Order of Events
Lesson 13 Two-Syllable Words Word Writing; Two-
Small Group Reading? Syllable Words With 4'19
Reading Comprehension: Endings 
Multiple Choice Response to Text:
Sentence
14 Tricky Words: do, down, Word Writing: One? and
855?" how, to Two-Syllable Words with
Tricky Spelling 19/ or ii"
Small Group Reading
Lesson 15 Tricky Spelling Spelling Assessment Word Writing: One- and
{kl or Isl

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand - Grade 2

 

 

Phonics Reading Grammar Spelling Writing
16 Spelling Alternatives Spelling Words Word Writing: One-
esson ?kn' Introduction: snacking, Syllable Words (with
Whole Group Reading mixing, smelling, running, Cues)
kissing, buzzing, hitting,
until, problem, how*
Lesson 17 Sgelhng Alternatives ge,
Tricky Words: what,
where, why, lrom?
Whole Group Reading?
Lesson 18 Tricky Words: once, one
Spelling Alternatives 
?tch?
Whole Group Reading?
Lesson 19 Small Group Reading Past Tense ?ed Word Writing: Two-
Reading Comprehension: Syllable Words With -9d
Multiple Choice Endings
Response to Text:
Sentences
Tricky Spelling Spelling Assessment Word Writing: One- and
Lesson 20 Two?Syllable Words with
or 
21 Tricky Spelling Spelling Words Response to Text:
955?" Tricky Words: could, introduction: sand, sang, Sentences
would, should sank, hunt, hung, hunk,
Partner ea di 9* thin, thing, think, should?
Reading Comprehension:
Multiple Choice
Lesson 22 Tricky Words: there, said, Skills Assessment Spelling Assessment
says, word Dictation identi?cation
Reading: Wiggle Cards Assessment
. Reading: Wiggle Cards Review: Capitalization, Word Writing: One- and
Pat's?? Chewing, 0ne_5y"able Punctuation, TwoaSyliabIe Words (with
om Short Vowel Words Past Tense -ed CUES)
Review: Sound Spelling,
Digraphs, Spelling
Alternatives, Tricky Words,
Tricky Spellings

 

 

practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?

Scope and Sequence . Skills Strand Grade 2

 

Unit 2 (16?19 days)

Phonics Reading Grammar

Spelling

Writing

 

Review: Basic Code
Spellings for feel and liel
Chaining: One?Syllable
Words with Magic 
Ending

Tricky Words: l, you, your,
street

Whole Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Review: Basic Code
Spellings for loel and luel"
Chaining: One-Syllable
Words with Magic 
Ending

Reading Two-Syllable
Words

Tricky Words: my, by,
have

Partner Reading

Basic Code Spellings lee/
Chaining: One?Syllable
Words with Magic 
Close Reading"

Tricky Words: aii, who
Small Group Reading

Reading Comprehension:
Multiple Choice (with
Citation)

li'
Lesson 5 'ozview Tricky Spe mg
Tricky Words: no, go, so
Small Group Reading

Tricky Words: are, were,
some

Lesson 1

Lesson 2

Lesson 3

Lesson 4 Quotation Marks

Lesson 6

Basic Code 'ou' and 'ow'
for loul

Basic Code ?oi' and ?oy' for
loyl



Lesson 7

Lesson 8

 

Speliing Words
introduction: yelled,
yanked, slumped,
limped, plopped, smiled,
shrugged, liked, patted,


Spelling Assessment

Spelling Words
Introduction: smiling,
racing, hoping, baking,
inviting, confusing,
tasting, competing,
hopping, were*

Chaining: One-Syllable
Words

Response to Text:

Sentences (with Citation)

Response to Text: Multi-
Sentence Description

Handwriting: Quotations

Response to Text:
Sentences (with
Citation)?

Planning a Fictional
Narrative

I

Drafting a Fictional
Narrative (Whole Group)
Editing a Fictional
Narrative (Whole Group)

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand 0 Grade 2

 

 

Phonics Reading Grammar Spelling Writing
Lesson 9 Close Reading Quotation Marks Handwriting: Quotations
Reading Comprehension: Word Writing: One-
Multiple Choice Syllable Words (with
Cues)
Response to Text: Multi-
Sentence. Description
(with Citation)
Lesson 10 Tricky Words: they, their+ Spelling Assessment Word and Sentence
Spellings for let} Words with lerl Endings
Partner Reading (Nth Cues)
Reading Comprehension Response to Text:
Multiple Choice (with Sentences (wrth Citation)
Citation)
1 1 Review: Basic Code Quotation Marks Spelling Words Word Writing: One- and
955?" Spellings for [or] and [er] Introduction: it?s, that's, Two-Syllabie Words (with
it She?s isn't, aren?t, Cues)
writ: ?i she?ll: Handwriting: Quotations
therr? .
Close Reading" Planning and Drafting a
Lesson 12 Narrative Book Report
Response to Text: Multi-
Sentence Description
Lesson 13 Partner Reading? Antonyms Editing a Narrative Book
Reading Comprehension: Report
Multiple Choice, Response. to Text:
Sequencing Sentence
Antonyms Editing and Writing a
Lesson 14 Final Narrative Book
Report
Whole Group Reading Spelling Aesessment Response to Text: Fill?in?
L?55?n 15 the-Blank, Multi-
Sentenoe Description,
Pictorial Representation
Reading Comprehension Dictation Identi?cation
Lesson 16

 

Assessment

Words Correct Per Minute
Assessment

Assessment

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?i?

Scope and Sequence - Skills Strand Grade 2

 

 

Phonics Reading Grammar Spelling Writing
. Review: SoundSpelling. Review: Quotation Marks Chaining?: One-Syllable Review: Fictional
Tricky Words, Tricky Words Narrative Writing,
Po'nt Spelling Dim? Identification: Narrative- Book Report
Reading: Wiggle Cards, One-Syllable-Words 
Two-Syltable Words Word Writing: One- and
Reading Comprehension: Two-Syllahle Words (With
Yes/No Questions, Cues)
Multiple Choice Santanoe Writing
Independent Reading Response to. Text:
Pictorial Representation.
Multi?Sentenoe
Desc?ption, Sentences

 

 

 

*Additionat practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank tine. Further, in all cases of reading practice. the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

Core Knowledge Language Arts?

Scope and Sequence 0 Skills Strand - Grade 2

 

 

Unit 3 (25?28 days)

Phonics Reading Grammar Spelling Writing
Lesson 1 Spelling Alternatives for Spelling Words 

lae/ Introduction: sister, letter,

Review Tricky Words 9?99?: born, 

Whole Group Reading" short, mark, started,

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

 



Spelling Alternatives for
iael: 
Partner Reading

Reading Comprehension:
Multiple Choice"

Spelling Alternatives for
last: 

Tricky Spelling 
Partner Reading?
Reading Comprehension:
Fill-in-the-Blank

Review: Spelling
Alternatives

Tricky Spelling 

Close Reading

Reading Comprehension:
Fill-in-the-Blank

Review: Spelling
Alternatives

Spelling Alternatives for
Ice!

Whole Group Reading?

Reading Comprehension:
Yes/No Questions?

Spelling Alternatives for
Joel: ?oe?
Chaining: One-Syllable
Words

Common Nouns

Spelling Alternatives for
loel: 

Tricky Spelling 
Close Reading

it

backyard some'

Chaining

Spelling Assessment

Spelling Words
Introduction: page, germ,
digit, gray, space, face,
cett, center, carpet, are*

Word Writing: One- and
Two-Syllable Words with
or 'age' laet
Response to Text:
Sentences (with Citation)

Word Writing: One- and
TweeSyllabIe Words with
lee! Sound Spelling (with
Cues)

Response to Text:
Sentence: (with Citation)

Response to Text: Venn
Diagram

Word and Sentence
Writing: One- and Two-
Syllabie Words with
or 'ay' 
[ae/

Word and Sentence
Writing: One- and Two-
Syllable Words with 
or Ice],
Nouns

Word Writing: One- and
Two-Syllable Words with

Response to Text: Venn
Diagram*

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?



Scope and Sequence Skills Strand - Grade 2

Phonics Reading

Grammar

Spelling

 

Writing

 

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 17

 

Review: Spelling
Alternatives

Tricky Spelling 
Small Group Reading

Reading Comprehension:

Fill-in-the-Blank
Review: Spelling
Alternatives

Small Group Reading

Reading Comprehension:

Fill-in-the?Blank
Spelling Alternatives for
lie!

Close Reading

Reading Comprehension:

Fill-in-the-Blank,
Sequencing Events

Spelling Altematives for
lie]: 

Tricky Spelling 
Review: Spelling
Alternatives

Small Group Reading*

Reading Comprehension:

Fill-in-the~Blank*
Partner Reading

Dictation Decoding
Assessment

Spelling Alternatives for
lue/

Partner Reading

Reading Comprehension:

Fill-in-the-Blank

Spelling Alternatives for
fuel: ?ue'

Reading Comprehension:

Fill in the Blank

2013 Core Knowledge Foundation

DRAFT VERSION

Common and Proper
Nouns

Capitalization

Common and Proper
Nouns

Plural Nouns

Plural Nouns

Spelling Assessment

Spelling Words
Introduction: knotted,
knitting, knocked,
wringing, wronged,
whipped, whined,
quitting, quacked. all?

Spelling Assessment

Spelling Words
Introduction: under,
noise, open, brave, cute,
over, silence, close,
scared, ugly, minus, last,
foe, robber, road,
subtract, final, rival,
bandit, street?l

Word Writing: Building
Two-Syllabie Words (with
Cues)

Word Writing: One? and
Two-Syllable Words with
Ice! Sound Spelling (with
Cues)

Writing the Spelling
Word Writing: One- and
Two-Syllable Words (with
Cues)

Sentence Writing:
Common and Proper
Nouns

Word Writing: One.- and
Two-Syllable Words with
lie! Sound Spelling (with
Cues)

Word and Sentence
Writing: Correcting
Grammar (with Cues)*

Word Writing: Plural
Nouns

Word Writing: One? and
Two-Syllable Words (with
Cues)

it

Word Writing: One-,
Two-, and Three-Syllable
Words (with Cues),
Plural Nouns

 

Core Knowledge Language Arts?

Scope and Sequence Skills Strand Grade 2

 

 

Phonics Reading Grammar Spelling Writing
Lesson 18 Review: Spelling Word and Sentence
Alternatives Writing: One-. Two-, and
Close Reading Three- Syllable Words
. . with [us] Sound Spelling
Reading Comprehensmn: (with Cues)
Fill in the Blank
Response to Tex:
Adjectives
Lesson 19 Spelling Alternatives for Response to Text:
law/r 'au' Sentence (with Citation)
Partner Reading
Reading Comprehension:
Multiple Choice (with
Citation)
Lesson 20 Spelling Alternatives for Spelling Assessment Response to Text:
lawl: ?augh' Adjectives
Close Reading
Lesson 21 Review: Spelling Planning a Personal
Alternatives for law! Narrative (Whole
Reading Comprehension: Group)?
Yes/No Questions? 
Lesson 22 Action Verbs Planning and Drafting a
Personal Narrative
(Whole Group)*
Lesson 23 Action Verbs Planning and Drafting a
Personal Narrative
Undependen?
Sentence Writing"
Lesson 24 Edit and Rewrite a
Personal Narrative
(Independent)
Lesson 25 Reading Comprehension Grammar Assessment Dictation Identi?cation
Assessment Assessment
Reading: Wiggle Cards
Pausing Review: Spelling Review: Nouns. Verbs, Chaining: One- and Two- Sentence Writing (with
Point Alternatives. Tricky Words Synonyms and Syllable Words Cues)
Chaining: One- and Two- Antonyms Dictation: Long Vowel Word Writing: One-,
Syllable Words Words Two-, and Three-
Reading Comprehension: Syllable Words (With
Fill in the Blank, YesiNo Cues)
Questions, Multiple Choice Response to Text:
Pictorial Representation,
Sentences
Narrative Writing

 

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

Core Knowledge Language Arts?i?

Scope and Sequence Skills Strand Grade 2

 

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases. the marker (1 appears on a blank line. Further. in all cases of reading practice. the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

10

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand Grade 2

 

 

Unit 4 (25-28 days)
Phonics 8. Reading Grammar Spelling WritinL
1 Spelling Alternatives for Spelling Words
955?" lerl: 'ir' Introduction: hawk, yam,
Reading Comprehension: crawl, vault, haunted, .
YesiNo Questions causes, ori, spoged, corn,
.. . cowboy. enjoy; astray.
Review. Tricky Words moon, spool, sermon"
Spelling Alternatives for
Lesson 2 fem .irn
Reading Comprehension:
Yes/No Questions
Whole Group Reading
3 Spelling Alternative for lil: Word Writing: One~,
955?" Two, and ThreeSyllable
Reading Comprehension: Words (With CUBS)
YesiNo Questions Fill in
the Blank"
Partner Reading?
4 Spelling Alternatives for Word Writing: One- and
esson liel: in One-Syllable Two-Syllable Words (with
Words Cues)
Reading Comprehension: Response to Text: Multi-
Fill in the Blank Sentence Description
Close Reading
5 Spelling Alternative for Synonyms and Spelling Assessment Word Writing: Synonyms
955?" 'igh' Antonyms and Antonyms (with
Partner Reading CUBS)
Reading Comprehension: Response to Text:
Multiple Choice Sentence
6 Spelling Alternative for Spelling Words Word Writing: Plural
9550" introduction: car, bar, Words
Reading: Wiggle Cards store, chore, nerve, .
Ch . . . serve, strr, shirt, grri, bird,
A ?31323), 0 I an fur, hurt, turn, purse, air?
Partner Reading
7 Whole Group Reading Singular and Plural Word Writing: Plural
955?" Nouns Words
Response to Text:
Sentences
Lesson 8 Tricky Spelling Action Verbs Word Writing: One-
Spelling Alternative for Syllable Words
leaf: in One-Syllabie Response to Text:
Words Summary Paragraph"
Reading Comprehension:
Fill in the Blank
Close Reading"

 

 

 

2013 Core Knowledge Foundation

DRAFT VERSION



Core Knowledge Language Artsi?)

Scope and Sequence . Skills Strand 0 Grade 2

 

 

Phonics Reading Grammar Spelling Writing
9 Spelling Altemative for Nouns and Action Verbs Word Writing: One-
esson loo}: 'ow Syllable WOrds with ?ow?
Tricky Spelling 'ow loel (Ir/owl
Whole Group Reading
10 Partner Reading Regular and Irregular Spelling Assessment Word and Sentence
esson Singular and Plural Writing: Plural Nouns
Nouns Response to Text:
Sentences
Tricky Spelling Spelling Words
Lesson 11 - .
Spelling Alternative for Introduction. below,
lee/z yellow, elbow, rainbow,
snow, sorrow, arrow,
iNhole Group Reading plow, flowers, growling,
powder, shower. meow.
chow, your?
12 Proper Nouns Word and Sentence
esson Writing: Proper Nouns
Introduction to a
Persuasive Writing
13 Proper Nouns Word and Sentence
955?" Writing: Proper Nouns
Planning and Drafting a
Persuasive Letter

14 Introduction of to be as a Word and Sentence
esson Verb Writing: Verb ?to be'
Writing the Spelling
Planning and Drafting a
Persuasive Letter
15 Close Reading Spelling Assessment Response to Text: Multi-
esson Sentence Description
Planning and Drafting a
Persuasive Letter
16 Partner Reading Spelling Words Word Writing: One-,
9550" Reading Comprehension: Introduction: eve, Two-, Three-Syllable
Fill in the Blank complete, creek, week, Words with lie! Sound
meeting, she, we, fever, Spelling
zero, pretend, squeak, Editing a Persuasive
meal, wheat, seat, Letter
people*
-
Lesson 17 Tricky Spelling or Writing One and

 

Spelling Alternatives for
fee]: ?ey?

Reading Comprehension:
Fill in the Blank*

Close Reading

2013 Core Knowledge Foundation

DRAFT VERSION

Two-Syllable Words (with
Cues)?

Response to Text: List

 

12

Core Knowledge Language Arts?

Scope and Sequence Skills Strand Grade 2

Phonics Reading

Grammar Spelling

 

Writing

 

Lesson 18

Lesson 19
Lesson 20

Lesson 21

Lesson 22

Lesson 23

Lesson 24

Lesson 25

Pausing
Point

 

Tricky Spelling 
Changing to and
Adding ?es

Small Group Reading
Partner Reading*
Small Group Reading
Partner Reading

Spelling Alternative for
law]: 

Reading Comprehension:

Fill in the Btank"
Whole Group Reading

Reading Comprehension
Assessment

Reading: Wiggle Cards

Oral Reading Fluency
Assessment

Oral Reading Fluency
Assessment

Word Identi?cation and
Decoding Skills
Assessment

Oral Reading Fluency
Assessment

Review: Sound Spelling,
Tricky Spelling
Independent Reading

Reading Comprehension:

Fill in the Blank, Yes/No
Questions

Present and Past Tense:
to be

Grammar Review Spelling Assessment

Grammar Assessment

Review of Synonyms and Dictation: High-
Antonyms Frequency Words

Review of Singular,
Plural, Proper Nouns

Review of Action Verbs

Word Writing: One-,
Two-, and Three-Syllable
Words with (with
Cues}, Nouns and Verbs

it

Word and Sentence
Writing: to be

Editing a Persuasive
Letter

Word'Writing: One-,.

'Two-, and Three-Syllable

Words ("with Cues)?

Response to Text

Word Writing: One-,
Two-, and Three?Syllable
Words (with Cues)
Response to Text:
Sentences

 

 

*Additional practice offered with Take-Home Material. Occasionally, Take-Home Material consists of a review of prior content not practiced
during the lesson it is consisted with. In such cases. the marker appears on a blank tine. Further, in all cases of reading practice, the story is

one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

13

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand 0 Grade 2

 

 

Unit 5 (30?33 days)*
Phonics 8. Reading Grammar Spelling Writing
1 Spelling Alternatives for Introducing Adjectives Spelling Words
955?" lui: Introduction: quickly
slowly, daddy, neatly,
?inny, happy. ugly. angry.
pm?xieiiy. empty.
grumplh chilly, mommy,
alphabet?
2 Spelling Alternative for Word Writing: One- and
9550" iui: Two-Syllable Words with
Reading Comprehension: or 
Fill in the Blank 
Whole Group Reading*
3 Spelling Alternative for Word and Sentence
955?" iui: 'ou' Writingi'Words with iul
Partner Reading* Sound Spelling
4 Close Reading Adjectives Response to Text:
955?" Defining welt
5 Review: Spelling Spelling Assessment Word Writing: Words with
955?" Alternatives for iul in! Sound Spelling (with
Partner Reading CUBS)
Reading Comprehension: Response to Tellii'MU'ti'
Fill in the Blank, Multiple Sentence Descript'on
Choice
6 Review: Spelling Subject and Predicate Spelling Words Response to Text: Parts
955?" Alternatives for Introduction: knight, light, of Speech (with
nearby, might, bright, Citation), Sentence or
trying, high, crying, sky, Story
right. pry, drying.
frightened, why,
kingdom"
7 Spelling Alternatives for ReSponse to Text: List,
955?" Schwa is]: Sentences
Close Reading 
8 Spelling Alternatives for Dictation: One-, Two-, Word Writing: One-,
955?" lei: and Three-Syllable Two-, and Three-Syllable
Whole Group Reading" Words with ie/ or iul Words with iel or iul
Response to Text:
Sentences, Parts of
Speech
9 Spelling Alternatives for Compound Subjects and Response to Text:
955?" lei: Predicates Summary

 

Small Group Partner
Reading

Reading Comprehension:
Matching

2013 Core Knowledge Foundation

DRAFT VERSION

Writing the Spelling

 

Core Knowledge Language Arts-?3

Scope and Sequence - Skills Strand 0 Grade 2

 

 

Phonics Reading Grammar SpellinL Writing
Review: Parts of Speech Spelling Assessment Sentence Writing
Lesson 10 
Subject and Predicate
1 1 Spelling Alternatives for Spelling Words Word Writing: Words with
Isl Ill: 'uI' Introduction: ?eld, the 'ul, or it Ending
Small Group Partner achieve, niece, P'fms Response to Text:
grief, ladies, thieli, yield,
babies, kitties, movie,
wa?ler?
12 Review: Spelling Review Word Writing: One-,
995?? Alternatives for Two-, and Three-Syllable
?ul' Words (with Cues)
Reading Comprehension: Sentence and Word
Fill in the Blank Writing: Correcting

Spelling Alternatives for
Lesson 13 la/ 1.,
Review: Syllable
Chunking
Whole Group Reading
14 Review: Spelling Review Word Writing: One-,
955?" Alternatives for lel M: Two-, and Three-Syllable
Words (with Cues)
Reading Comprehension: Response to Text: Parts
Fill in the Blank of Speech, Sentence or
Close Reading Story
15 Spelling Alternatives for Spelling Assessment Word Writing: Two- and
955?" lel lnl: 'tion' Words
Reading Comprehension: (With CUBS)
Fill in the Blank Response to Text: List,
Whole Group Reading Sentences, P'Ct?m'a'
Representation
16 Review: Spelling Spelling Words Word Writing: Two- and
9550" Alternatives for lshi lei Introduction: yelled, Three- Syllable Words
lnl: 'tion' symbol, yawn, yarn, (with Cues)
Reading Comprehension: system, SHOW: yellow,
Fill in the Blank, CW: lying, yes, 
Sequencing Events egergy, myth, satisfy,
Close Reading 9 go
Changing Action Verb Word Writing: Past
Lesson 17 Tense Tense Verbs
Writing a Different
Ending

 

2013 Core Knowledge Foundation

DRAFT VERSION

 

15

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand . Grade 2

 

 

Phonics Reading Grammar Spelling Writing
Partner Reading* Writing a Different
Lesson 18 -
Reading Comprehension: Ending
Matching Response to Text:
Sentence
Changing Action Verb Sentence Writing: Future
Lesson 19 Tense Tense Verbs
Writing and Editing a
New Ending
Partner Reading Spelling Assessment Word Writing:
Lesson 20 Alphabetizing
Response to Text:
Sentences, Parts of
Speech
21 Tricky Spelling Spelling Words Word Writing: Words with
955?" Partner Reading Introduction: turtle, label, the Tricky Spelling 
education, bundle, angel, Response to Text:
inspection, pickle, gravel, Sentences,- piston-31
question, cattle, ?ction,
schwa?
Tricky Spelling Response to Text:
Lesson 22
Reading Comprehension: Sentences, Parts Of
Multiple Choice Speech
Partner Reading Word Writing: Words with
the Tricky Spelling 
Tricky Spelling Word Writing: Words with
. - i .
esson 23 Close Reading the Tricky Spelling 0
Response to Text: List,
Sentences
Tricky Spelling Word Writing: Words with
Lesson 24 Partner Reading the Tricky Spelling 
Reading Comprehension: Response to 
Matching Summary
Lesson 25 Tricky Spelling 'ou' Spelling Assessment Word Writing: Words with
Whole Group Reading the Tricky Spelling 
Reading Comprehension: Response to Text:
Multiple Choice, Sentences
Sequencing Events
Lesson 26 Reading Assessment Grammar Assessment
Lesson 27 Decoding Assessment Response to Text:
Whole Group Reading Sentences

 

Reading Comprehension:
Sequencing Events
Alphabetizing
Assessment

2013 Core Knowledge Foundation

DRAFT VERSION

Writing the Spelling

 

16

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand Grade 2

 

Phonics Reading Grammar Spelling

Writing

 

Individual Decoding

Assessment

Individual Sight Word

Assessment

Individual Decoding

As'sessment

Individual Sight Word

Assessment

Individual Decoding

Assessment

Individual Sight Word

Assessment

. Review: Tricky Spellings, Review Dictation
395'? Sound Spelling,

Pomi Alphabetizing

Reading Comprehension:-

Fill in the Blank, Yes/No

Questions, Matching

Lesson 28

Lesson 29

Lesson 30

 

Word Writing: 0ne-,_
and Three?Syllab?ie
Wards with Tricky
Spellings

Sentence Writing:
Correcting Grammar

 

 

*Additional practice offered with Take-Home Material. Occasionally. Take?Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. In such cases, the marker appears on a blank line. Further. in all cases oi reading practice, the story is

one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

17

Core Knowledge Language Arts?

Scope and Sequence Skills Strand - Grade 2

 

 

Unit 6 (40?43 days)
Phonics 8. Reading Grammar Spelling Writing
Lesson 1 Spelling Alternative for Review: Nouns, Spelling Words Word Writing: Multi-
?ph' Adjectives, Verbs Introduction: noise, ferret, Syllabic Words (with
Reading Comprehension: 10min dOIPfll'?. night, Cues)
Fill in the Blank whistle, ginger, graph,
kneei, Window, gentle,
?nish, wrinkle, western,
margin, traffic, ripple,
jungle, photo, Britain"
Whole Group Reading Word Writing: One-
Lesson 2 
Spelling Alternative for if]: Two?: and Three-Syllable
'ph' Words (with Cues)

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

 

Reading Comprehension:
Yes/No Questions, Fill in
the Blank"

Whole Group Reading
Tricky Spelling ?ea'
Reading Comprehension:
Fill in the Blank

Whole Group Reading

Tricky Words: Great
Britain, Europe, native,
Americans, signature, war
Whole Group Reading
Reading Comprehension:
Multiple Choice (with
Citation)

Partner Reading*
Reading Comprehension:
Multiple Choice (with
Citation)

Spelling Alternatives for
ler/

Whole Group Reading Introducing Adverbs

Whole Group Reading? Adverbs

Spelling Alternatives for
ieri: 'ar? and ?or'

Small Group Reading Adverbs

Reading Comprehension:
TrueiFalse*

2013 Core Knowledge Foundation

DRAFT VERSION

Spelling Assessment

Spelling Words
Introduction: a?er,
birthday, burden, marker,
informer, barber, swirling,
furnace, parcei, organize,
camera, thirteen,
hamburger, ramparts,
perform, dih?erence,
chirping, turtle, safari,
wad

Ir

Word Writing: One- and
Two-Syllable Words (with
Cues)

Sentence Writing:
Adverbs

Response to Text:
Speech

 

18

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand - Grade 2

 

 

Phonics 8: Reading Grammar Spelling Writing
Lesson 10 gorrtiplete vs. Incomplete Spelling Assessment Sentence Writing
on ences Response to Text: Parts
of Speech
1 1 Tricky Words: imagine, Spelling Words Word Writing: 0ne-.
855?" soldier, Washington Introduction: revenge, Two-, and Three-Syllable
Whole Group Reading? nudge, direction, option, Words with 'ch'
Reading Comprehension: gage, ?fit: hugg?.
True/False Sequencing . m? as mi 3, ion,
Events judge, locomotion,
. . change, caption, fudge,
Spelling Altematlves for attention. stations] range?
Ch Europe"
Lesson 12 Close Reading Run-0n Sentences Sentence Writing:
Review: Adjectives, Correcting Grammar
Adverbs
Lesson 13 Tricky Word: iron Word Writing: Words with
Whole Group Reading Tricky Spelling 
Tricky Spelling 
Lesson 14 Close Reading* Word Writing: Multi-
Reading Comprehension: Syllablc Words (W'th
Multiple Choice, Fill in the CueS)
Blank*
Tricky Spelling 
Lesson 15 Tricky Word: special Run-0n Sentences Spelling Assessment Response to Text: Multi-
Whole Group Reading Sentence Description
Reading Comprehension: Sentence Writing:
Sequencing Events Correcting Grammar
Close Reading? Spelling Words
Lesson 16 Tricky Spelling Introduction: Madison,
Washington, Doiiey,
monarchy, support,
president, impressrneni,
merchants, navy, troops,
Congress, cannon,
paved, battle, painting,
British, death, hawks,
march, ironsides"
Lesson 17 Tricky Word: shoe Building Sentences Response to Text: Parts
Whole Group Reading* 0f Speech, .
Sentence Description
Sentence Writing:
Correcting Grammar
Lesson 13 SmaIIGroup Reading. Budding Sentences Sentence Writing
Reading Comprehensmn:
Multiple Choice (with
Citation)

 

 

 

2013 Core Knowledge Foundation

DRAFT VERSION

19

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand 0 Grade 2

 

Phonics Reading Grammar

Spelling

Writing

 

Tricky Word: Fort
McHenry

Whole Group Reading?
Spelling Alternatives for
lei

Partner Reading

Reading Comprehension:
Multiple Choice (with
Citation)

Tricky Words: eady,
whose, broad, bomb

Whole Group Reading'

Reading Comprehension:
TrueiFalse (with Citation),
Fill in the Blank

Lesson 19

Lesson 20

Lesson 21

Close Reading

Reading Comprehension:
Fill in the Blank

Lesson 22

Whole Group Reading?

Tricky Words: Andrew,
new

Close Reading

Lesson 23

Lesson 24 Rewew

Whole Group Reading

Reading Comprehension:
Multiple Choice (with
Citation), Fill in the Blank
Spelling Alternative for


Close Reading?

Spelling Alternative for
lot: 

Reading Comprehension:
Matching

Lesson 25

Lesson 26

 

Spelling Assessment

Spelling Words
InlrodUction: ransacked.
ship, poem, construct,
White House,
commander, anthem,
burned, harbor, rockets.
dawn, stitching, ?ag,
MeHenry, giant, ?fteen,
stripes, brave, port,
bomb"

Alphabetizing to the
Second Letter

Spelling Assessment

Spelling Words
Introduction: general,
peace, traders, drains,
streak, mortar, treaty,
river, orphan, defend,
ragiag, soldiers, goods,
?red, hickory, knotty,
Mississippi, highways,
proud, New Orieans"

Response to Text:
Sentences (with Citation)

Response to Text:
Piotorial Representation
Word Writing: One?,
Two-, and Three?Syllable
Words (with Cues)

Identifying a Topic
Sentence

Sentence Writing
Word Writing: Multi-
Syllabic Words (with
Cues)

Response to Text:
Sentences

Writing Paragraphs
Sentence Writing:
Correcting Grammar
Response to Text:
Sentence

Word Writing: Words with
Initial 

 

 

2013 Core Knowledge Foundation

DRAFT VERSION

20

Core Knowledge Language Arts?

Scope and Sequence - Skills Strand - Grade 2

 

 

Phonics Reading Grammar Spelling Writing
Lesson 27 Reading Comprehension Review Writing a Letter
Assessment ResponsetoText: Parts
Review: Tricky Spelling of Speech. Multi-
Sentence Description
Review: Tricky Spelling Alphabetizing to the Drafting a Report
Lesson 28 Second Letter Word Writing: One-,
Reading Comprehension: Two-, and Three-
Fill in the Blank Syllable Words (with
Cues)
Drafting a Report
Lesson 29 .
Topic Sentences and
Concluding Sentences?
Partner Reading Spelling Assessment Identifying Topic and
Lesson 30 Irrelevant Sentences
Whole Group Reading Response to Text:
Lesson 31 Taking Notes
Whole Group Reading Response to Text:
Lesson 32 Taking Notes
Silent Reading Drafting a Report
Lesson 33 Comprehension
Assessment
Optional Fluency Drafting and Editing a
Lesson 34 Assessment Report
Optional Word Reading in Editing and Writing a
Lesson 35 Isolation Assessment Report for Final
Publication
Optional Fluency Editing and Writing a
Lesson 36 Assessment Report for Final
Optional Word Reading in Publicatlon
isolation Assessment
. Review: Sound Spelling, Review; Verbs and Review: Weekly Spelling Word Writing: Multi-
Tricky Spelling Adverbs, Complete Words .S'yllabic Words (with
Pomt Partner Reading gents-noes, Run?0n Cues)
Reading Comprehension: entenoes Sentence 
Multiple Choice Correcting Grammar
Paragraph Writing
Response to Text:
Sentences

 

 

 

?Additional practice offered with Take-Home Material. Occasionally. Take-Home Material consists of a review of prior content not practiced
during the lesson it is correlated with. in such cases. the marker appears on a blank line. Further, in all cases of reading practice, the story is
one previously read which parents are encouraged to have their children read aloud to them.

2013 Core Knowledge Foundation

DRAFT VERSION

21

 New Standard
A I 

Expressions

Common Core

   
  
  

Scope and
Sequence
Grades 


. . . unu?311 HOUGHTON MIFFLIN HARCOURT

 

Counting and Cardinality (CC)

 

Counting and Cardinality (CC)

  

Compare nu bers

  

 

 

Count by ones

 

Count by tens

 

Count objects

 

Count sets of objects

 

Find how many in all

 

Order numbers

 

Use one?to-one correspondence to count

 

Write numbers

 

 

 

 

 

 

 

 

 

 

Number and Operations in Base Ten (NBT)

Number and Operations in Base Ten (NBT)

 

 

 

Add decimals 0
Add whole numbers 0 0
Addition strategies 0

 

Estimate decimal sums

 

Count forward

Properties of addition 0 

 

Model whole numbers

 

Read whole numbers

 

Skip count

 

Write whole numbers

 

Divide decimals

 
   

 

Divide whole numbers

 

Division strategies

 

Remainders

 

 

 

 

0000


 

 

 

 

 

 

0 Teach and Apply

0 Practice and Apply

Number and Operations in Base Ten (NBT)



 

 

Area and array models

 

Equa?ons

 

Multiples of ten

 

Multiplication strategies

 

Multiply decimals

 

Multiply whole numbers

 

Properties of multiplication 

 

Scale and multiplication

 

 

 

 

 

 

 

 

 

 

 

 

 

Compare and order decimals 
Decimal notation 0 

Read decimals 0 0
Round decimals 0

Write decimals in different forms 0
Compare whole numbers 0 

Decompose into tens and ones 0 

Expanded form 0 

Exponents 0 9
Make a ten 0 0

Model whole numbers 0 0

Order whole numbers 0 

Place-value models 0 0
Powers of ten 0 

 

Estimate decimal differences

 

Subtract decimals

 

Subtract whole numbers 0 

 

 

 

 

 

 

 

 

 

 

Subtraction strategies 0 

 

0 Teach and Apply 0 Practice and Apply

 

 

Number and Operations?Fractions (NF)

 

Add fractions 0

 

Add mixed numbers 0

 

Benchmark fractions

 

Rename fractions and mixed numbers to add

 

900..

Visual fraction models 0

 

 

 

 

 

Compare decimal fractions 0 I
Decimal notation 0 0
Equivalent fractions and decimals 0
Money and decimals 0
Place value of decimals 0
Write decimals 

 

 

Divide unit fractions 0
Fractions as division 0
Visual fraction models 0

90.00

 

 

Common denominators
Compare and order fractions 0
Equivalent fractions 0

 

Simplest form

 

On the number line 0

Find area of a rectangle with fractional measure-

 

 

 

 

 

 

 

 

 

 

 

 

ments

Multiples of unit fractions 0 0
Multiply fractions 0 0
Multiply mixed numbers 0 9
Visual fraction models 0 

 

 

0 Teach and Apply 9 Practice and Apply

Number and Operations?Fractions (NF)



 

    

 

  

Fractions

 

Whole numbers as fractions 0

 

 

 

 

 

 

Benchmark fractions 0
Estimate differences 0
Subtract fractions 0 
Subtract mixed numbers 0 
Subtraction with renaming 0
Visual fraction models 0 

 
 
 

 

 

 

 

 

Part of a partitioned whole 0

On the number line 0 0
Unit fractions 0 9
Whole numbers and fractions 0 

 

 

 

 

 

 

 

 

 

 

Ratios and Proportional Relationships (RP)

Ratios and PrOportional Relationships (RP)

 

Fractions and ratio

 

Model ratios

 

Notation for ratio

 

Rate language

 

  

 
 
 

Write ratios

  

Convert measurements

 

Distance, rate, time formula

 

Equivalent ratios

 

Percent

 

 

Rate tables

 

 

 

 

 

 

 

 

 

Unit rate

 

0 Teach and Apply 9 Practice and Apply

 

The Number System (NS)

 

 

Add decimals
Subtract decimals 0
Greatest common factor 0

 

Least common multiple

 
 
 

 

 

Divide fractions 0

 

Reciprocal and inverse operations

 

Visual fraction models

 

 
 
 
 

Divide decimals

  

 

Divide whole numbers



Absolute value

 

 

 

 

 

 

 

 

 
 
   
      

 

Compare and order rational numbers

 

Find distance

 

Graph on the coordinate plane

 

Negative and positive numbers

 

Opposites

 

Plot on the number line

 

Reflection on the axes

 

 

 

 

 

 

 

 

 

 

Operations and Algebraic Thinking (0A)

Operations and Algebraic Thinking (0A)

 

Addwhole numbers I I I i I I

 

Addition strategies I

 

 

 

 

 

 

 

 

 

 

0 Teach and Apply 0 Practice and Apply

Operations and Algebraic Thinking (0AAdditive comparison 0

 

Basic facts

 

Decompose numbers 0

 

Equal symbol

 

Equa?ons

 

Estimate sums 

 

Expressions .,

 

Inverse of subtraction 0
Missing addend 0
Model addition '0

 

 

 

0000

Multi-step word problems

 

Plus symbol I
Three addends

 

 

Word problems

 

Write number sentences 0

 

 

 

 

 

 

 

 

 

 

 

 

Basic facts 0

Division strategies 0

Equations 0 0
Measurement quantities 0

Model division 0

Multi-step word problems 0 0
Relationship with multiplication 
Remainders I 9
Strategies to divide 0
Understand division 0 0
Factors 0 
Multiples 0 9
Prime numbers 0 

 

Arrays and area models

 

 

Basic facts 0 

 

 

 

 

 

 

 

 

 

Equal groups 0

 

0 Teach and Apply 0 Practice and Apply

 

Operations and Algebraic Thinking (0A)



 



1

2

 

Equa?ons

 

Even and odd numbers

 

Measurement quantities

 

Model multiplication


0000:?


 

Multiplicative comparison

 

Relationship with division

 

Strategies to multiply

 

ndersta nd multiplication

 

Even and odd numbers

 
 
   

 

Function tables

 

Generate two numerical patterns

 

Graph two numerical patterns on the coordinate
plane

 

Identify, generate, explain number patterns

 

Patterns on facts tables

 

Skip-counting patterns

 

Use or write a rule 0


 

 

 

Evaluate numerical expressions 0
Interpret numerical expressions 0 0
Order of operations 0
Write numerical expressions 0 

Additive Identity Property 0 

 

Associative Property of Addition

 

Associative Property of Multiplication

 

Commutative PrOperty of Addition

 

Commutative Property of Multiplication

 

Distributive Property

 

Identity Property of Multiplication

0066690

 

Zero Property of Multiplication

 

 

 

 

 

 

 

 

 



 

0 Teach and Apply

0 Practice and Apply

Operations and Algebraic Thinking (0A)



 

    

Basic facts

 

Decompose numbers

 

Equal symbol

 

Equa?ons

 

Estimate differences

 

Expressions 

 

Inverse of addition

 

Minus symbol

 

Missing numbers in subtraction

 

Model subtraction

 

Multi-step word problems

 

Subtract whole numbers 0

 

Subtraction strategies

 

Word problems

 

Write number sentences 0

 

 

 

 

 

 

 

 

 

 

Expressions and Equations (EE)

Expressions and Equations (EE)

 

Equivalent algebraic expressions

 

Evaluate algebraic expressions 0 

 

Identify parts of expressions

 

Model algebraic expressions

 

Write algebraic expressions

    

Analyze relationships between variables

 

Express relationships between variables

 

Graph relationships

 

 

Linear equations

 

 

 

 

 

 

 

 

 

Translate between equations and table values

 

0 Teach and Apply 0 Practice and Apply

 

Expressions and Equations (EE)

 



    

 

 

Linear equations on the coordinate plane

 

Model equations

 

Solve one-variable equations

 

Graph inequalities with one variable

 

Identify solutions

 

Solutions of inequalities on a number line

 

Solutions of inequalities using substitution

 

Symbols showing relations

 

Write inequalities
0

Write numerical expressions

 

 

 

 

 

 

 

 

 

 

Evaluate numerical expressions

 

 

1117MEASUREMENT
Length and Distance
Add 

 

 

 

Choose appropriate tool and unit 0 I

 

Compare 

 

Convert units

 

Customary system

 

Estimate length

 

0000

Measure length 0

 

Measurements on a line plot

 

Metric system

 

Order 

 

Subtract 

 

Transitive property 0 

 

 

 

 

 

 

 

 

 

 

I Teach and Apply 0 Practice and Apply
10

 

 

Liquid Volume and Capacity

 

Benchmarks and relative size 0 

 

Choose appropriate tool and unit

 

Compare capacities 

 

Convert units

 

Customary system

 

Estimate liquid volume 0

 

Measure liquid volume

 

Metric system
Mass and Weight

Benchmarks and relative size 0

 

 

 

Compare weights 0

 

Choose the appropriate tool and unit 0

 

Convert units 0 

 

Customary system

 

Estimate mass .

 

Measure mass

 

Metric system

 

Money

 

Count coins and bills

 

Decimal point in money amounts

 

Decimals and money

 

Equivalent amounts

 

Identify coins and bills

 

Operations with money 0

 

Symbolic notation 

 

Time
AM. and PM. 0 

Clocks 

 

 

 

Convert units 0

 

Elapsed time

 

 

 

 

 

 

 

 

 

 

Equivalent units 0

 

0 Teach and Apply 6 Practice and Apply

 

12

 

 

 

Tell time

 

Units of time

 

DATA

 

Classify and count objects

 

Interpret data

 

Bar graph

 

Compare data

 

Draw conclusions

 

Frequency table

 

Line plot

 

Measurement data on a line plot

000000

.

 

Pictograph

 

Picture graph

 

Tally chart

 

Represent data

 

Bar graph

 

Frequency table

 

Line plot

 

Measurement data on a line plot

 

Picture graph

 

Tally chart

 

 

 

 

 

 

 

 

MEASUREMENT

 

Angles

 

Concept of angle

 

Related to circles

 

Measure angles with a protractor

 

Measure angles using an equation

 

Sketch angles

 

Area

 

Concept of area

 

Find area of a complex figure

0 0 

 

 

Find area of a rectangle

 

 

 



 

 

 

 

 

 

0 Teach and Apply

0 Practice and Apply

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 2 3 4 5 6
Formula for area 0 
Relate area to multiplication and division 0 
Relate area to perimeter 0
Units of area 0 
Perimeter
Compare area and perimeter 0 9
Find perimeter of a rectangle I 9
Formula for perimeter 9
Linear and area measures 0 
Relate perimeter to area 0 9
Volume -
Attribute in solid figures 0
Formula for volume 0 0
Measure volume 0
Model volume 0
Volume as additive 0

 

 

 

 

 

 

 

 

 

 

Geometry

Geometry (G)

 

Changing dimensions and area

 

Draw polygons on the coordinate plane

 

Find area of a complex figure

 

Find area of a parallelogram

 

Find area of a regular polygon

 

Find area of a trapezoid

    

 

Find area of a triangle

 
    

 

 

     
 

Formulas for area

Define a coordinate system

 

 

 

 

 

 

 

 

 

Graph in the first quadrant

 

0 Teach and Apply 9 Practice and Apply

14

 

Geometry

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


1 2 3 4 5 6
Ordered pairs 0 0
Find surface area of a prism 0
Find surface area of a pyramid 
Nets 
Attributes of three-dimensional shapes 0 
Classify shapes 0
Compose and decompose shapes 0 0
Identify and describe shapes 0 0
Identify shapes in the environment 0 0
Make and draw shapes 0 0
Sort shapes 0 
Angles 
Attributes of two-dimensional shapes 0 9
Classify angles 0 
Classify polygons 
Classify quadrilaterals 0 
Classify shapes 0 
Classify triangles I
Compose and decompose shapes 0 0
Equal parts 0
Identify and describe shapes 0 0
Identify shapes in the environment 0 9
Line symmetry 0
Lines 0
Model and draw shapes 0 0
Partition shapes 0 0
Sort shapes 0 
Triangles 

 

 

 

 

 

 

 

 

 

 

0 Teach and Apply 0 Practice and Apply

Geometry



 

    

 

 

 

Formula for volume

 

Fractional side and volume

 

 



Rectangular prism 
0

Use cubic units to find volume

 

 

 

 

 

 

 

 

 

 

Statistics and Probability (SP)

Statistics and Probability (SP)

 

Display Data

 

Box plot

 

Dot plot

 

Frequency table

 

i stog ra 
-Statl?stl?al Questions?

Describe data collections

 

 

 

Distribution of data

 

Measure of center

 

Measure of variation

 

Summarize Data

 

Box plot

 

Describe data collections

 

Describe distributions

 

Dot plot

 

Effects of outliers

 

Frequency table

 

Histogram

 

Interpret data displays

 

Mean as fair share and balance point

 

Measures of central tendency

 

Measures of variability

 

 

 

 

 

 

 

 

 

   

 

0 Teach and Apply 9 Practice and Apply

 Next Generation'?
NGSS Alignment Overview

 

Grades 

 

Generation

Three?dimensional active science
for the Next Generation

    
 

Science 51.: triqn'urrii mg

PRACTICES

 

i .

Concep-'
April 2016
deltaeducation.com/FOSSNG

 

The Next Generation of

NGSS Alignment

 

Generation

 

FOSS Next Generation ful?lls the vision of the
Framework and the N655 in three key ways:

1. F055 is designed around learning as a 2. FOSS focuses on core ideas?FOSS chooses depth
developmental progression?FOSS provides over super?cial coverage and addresses core ideas at
experiences that allow students to continually multiple grade levels in everrnore complex ways.

build and develop more complex science and
engineering ideas.

3. FOSS integrates scienti?c knowledge with the
practices of science and engineering?FOSS
investigations provide students with engaging
?rsthand experiences and sense?making activities.

   
  

. Rigorous ELA connections 1
Science and build literacyskilis 
engineering practices through S'Cien?e- 
have always been a it . . -
critical part of FOSS . - - .
investigations. Every FOSS investigation integrates both
disciplinary core ideas and'crosscutting concepts. 

1


MOTION AN MATTER Framework and N655 Connections to N655

       

Science and tonne-manta
Engineering Practices Disciplinary (oreldeas Crosscutting Concepts

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Obi-inns mimino WWI-Ilium itdlniui Mm when amp-n motion exhibits impomm pm of the design

     
   
 
   
 

 

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Hun-mg mi among out magnum ?t 2.- Determine Ihe min ldeeofa ten: recount rsu: strictures Ind memes nu: mmimml tense and diet!

 

 

 

 

 

?ushing and humming date the key details. olmi?u . When m? more dll?i?erem 1H3
commenting and H1 3: Describethe between Idenltilc - The ofrn marl; substinces are mixed a new 
Enough; modem Ideas using rinse and e?'ect. conserved when it changesform subsunu with mm! EflIi'lV IM MIMI
Dist-inks; event-ting. end communicating intomsellon Hi4: Determine lhe melning ufdnmAln-Iped?c oven in Mitch if properties may be formed.
??wMuHMl mm mViltiIil. 'Nomllterwhalteic??n as

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2 It] ?Hind Md comprehendsdencelus. nmpe?iesasn h! 

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SL4znepononawnkortext.



to FuIIlp?nn Sci-non System Motion mIn?Moncr Module?FOSS Next Generation 

 

 

 

 

Contact a Sales Representative at 800.338.5270

 

 

FOSS Instructional Design

F055 is designed around active investigations that provide engagement with science
concepts and science and engineering practices. Surrounding and supporting those
?rsthand investigations are experiences that help build student understanding of core
science concepts and deepen scienti?c habits of mind.

Find out more about FOSS active investigations at 

    
  
 
  

Ongoing
assessment that Formative Assessment
monitors progress
and drives future
instruction

Organize data and
thinking to create a
personalized
record of learning

Outdoor learning 
experiences help Science-Centered

students Language Development
additional data and .

ld
appy 99 Using the connections

between science and
language arts, students
read, write, and discuss
their experiences

Online activities
that review and
provide application
opportunities for
each investigation

Students read and
comprehend engaging
informational text to
extend and enrich
their experiences

deltaeducation.com/FOSSNG

 

Generation

 

 


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April 2016

Physical Science Performance Expectations

 



Plan and conduct an investigation to compare the effects of different or different
directions of pushes and pulls on the motion of an object.

 

K-PSZ-Z

Analyze data to determine ifa design solution works as intended to change the speed or direction
of an object with a push or a pull.

 

 

K-PS3-1

Make observations to determine the effect ofsunlight on Earth?s surface.

 

K-PS3-2

Use tools and materials to design and build a structure that will reduce the warming effect
ofsunlight on an area.



 

1-PS4-1

Plan and conduct investigations to provide evidence that vibrating materials can make sound
and that sound can make materials vibrate.

 

1 -PS4-2

Make observations to construct an evidence?based account that objects can be seen only when
illuminated.

 

1-PS4-3

Plan and conduct an investigation to determine the effect of placing objects made with different
materials in the path ofa beam of light.

 

1-954-4

Use tools and materials to design and buiid a device that uses light or sound to solve the problem
of communicating over a distance.



 

2-P51-1

Plan and conduct an investigation to describe and classify different kinds ofmaterials by their
observable properties.

 

2-P51-2

Analyze data obtained from testing different materials to determine which materials have the
properties thatare best suited foran intended purpose.

 

2-PS1-3

Make observations to construct an evidence?based account of how an object made ofa small
set of pieces can be disassembled and made into a new object.

 

2-PS1-4

Construct an argument with evidence that some changes caused by heating or cooling can be
reversed and some cannot.



 

3-P52-1

Plan and conduct an investigation to provide evidence ofthe effects of balanced and unbalanced
forces on the motion of an object.

 

3-P52-2

Make observations andfor measurements of an object?s motion to provide evidence that a pattern
can be used to predict future motion.

 

3-P52-3

Ask questions to determine cause and effect relationships of electric or magnetic Interactions
between two objects not in contact with each other.

 

3-P52-4

De?ne a simple design problem that can be solved by applying scienti?c ideas about magnets.



 

4-PS3-1

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

 

 

4-P53-2

Make observations to provide evidence that energy can be transferred from piace to place by
sound, light, heat, and eiectric currents.

 

4-P53-3

Ask questions and predict outcomes about the changes in energy that occur when objects collide.

 

4-PS3-4

Apply scienti?c ideas to design, test, and re?ne a device that converts energy from one form to another:

 

4-PS4-1

Develop a model of waves to describe patterns in terms ofampiitucle and wavelength and that
waves can cause objects to move.

 

4-PS4-2

Develop a model to describe that light re?ecting from objects and entering the allows
objects to be seen.

 

4-954-3

Generate and compare multiple solutions that use patterns to transfer information.

 

5-PS1 ~1

Develop a model to describe that matter is made ofparticles too small to be seen.

 



Measure and graph quantities to provide evidence that regardless ofthe type of change that
occurs when heating. cooling, or mixing substances, the total weight of matter is conserved.

 



Make observations and measurements to identify materials based on their properties.

 



Conduct an investigation to determine whether the mixing oftwo or more substances-results in
new substances.

 

 

5-PSZ-1

Support an argument that the gravitational force exerted by Earth on objects is directed down.

 

 

5-P53-1

 

Use models to describe that energy in animals' food {used ?Jr body repair, growth, motion,
and to maintain body warmth} was once energy from the sun.

 

 

 

 

Physical Science Core Ideas

 



 

 

 

 

 

 

 

 

 

 

p51.? Structures and Properties of Matter

[51-3 Chemical Reactions 

PSI-A Forces and Motion 
[352-3 Types of Interactions . t/ 
[1534? De?nitions of Energy . 

P53-B Conservation of Energy and Energy Transfer .- 

p53_c Relationship Between Energy and Forces I,

[353.9 Energy in Chemical Processes and Everyday Life 

p54.A Wave Properties . 

 

PSA-B

 

Eiectromagnetic Radiation

 

 

 

 

 

Soils,
Rocks, Earth
and and Sun

Trees Air Pebbles, Water
and and Sand, and
Weather Weather and Silt Climate

Animals Plants Insects trugu Environ- Living

ments Systems

Two by and and
Two Animals Plants Life



 

 

 

 

 

 

 

 



3 5
3 5 
3 3 

 

 

 

 

 

 

 

Eart Sci-nee

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Generation Materials Sound Solids

 

 

   
  

 

. . . and and and
Life Science Performance Expectations Motion Light Liquids
Use observations to describe patterns ofwhat plants and animals (including humans) need to survive.

_1 Use materials to design a solution to a human problem by mimicking how plants andfor animals use their external 

parts to help them survive, grow. and meet their needs. 

 

1-LS1-2 Read texts and use media to determine patterns In behavior of parents and that help survive. .

 

 

Make observations to construct an evidence?based account that young plants and animals are like, but not exactly

1-1-53" like, their parents.

 

2452-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.

 

2-L52-2 Develop a simple model that mimics the function ofan animal in dispersing seeds or pollinating plants.

 

 

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. 

 

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth,

3451-1 growth, reproduction, and death.

 

3-1.52-1 Construct an argument that some animals form groups that help members survive.

 

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and the

3453-1 variation ofthese traits exists in a group ofsimilar organisms.

 

3153-2 Use evidence to suport the explanation that traits can be in?uenced by the environment.

 

 

Analyze and interpret data from fossils to provide evidence of organisms and the environments in which they lived

long ago.

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may
provide advantages in surviving, ?nding mates, and reproducing.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less

well, and some cannot survive at all. .
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of 
plants and animals that live there may change.

Construct an argument that plants have internal and external structures that function to support survival, growth,
behavior, and reproduction.

Use a model to describe that animals' receive different types of information through their senses, process the information
in their brain, and respond to the Information in different ways.

3-LS4-1

 

3-154-2

 

3-LS4-3

 

3454-4

 

4-LS1-1

 

4-L51-2

 

 

5-L51-1 Support an argument that plants get the materials they need for growth chiefly from air and water.

 

 

 

 

Develop a model to describe the movement ofmatter among plants, animals, omposers, and the environment.

 

 

Life Science Core Ideas


  

Structure and Function

  
 
  
   

 

LS1-B Growth and Development of Organisms

   

 

LS1-C Organization for Matter and Energy Flow in Organisms

   

   

Information Processing

   

    

LSZ-A Interdependent Relationships In Ecosystems

       
  

FOSS Next Generation

   

LSZ-B

 

Cycles of Matter and Energy Transfer in Ecosystems

         

LS2-C

 

Ecosystem Dynamics, Functioning, and Resilience

        

LSZ-D

 

Social Interactions and Group Behavior

        
 



Inheritance ofTraits

     
  
 
 
   
  
     

Variation ofTraits

     

LS-I-A

 

Evidence ofCommon Ancestry and Diversity

Natural Selection

   



      

LS4-C Adaptation

April 2016

      

Biodiversity and Humans

  

Soils,
Rocks, Earth
and and Sun

Motion Mixtures Trees Air Pebbles, Water
and Energy and and and Sand, and
Matter Solutions Weather Weather and Silt Climate





 

 
   



 

Materials Sound Solids
and and and

Generation Earth Science Performance Expectations Motion Light Liquids

 

 

Use and share observations of local weather conditions to describe patterns overtime.

 

Construct an argument supported by evidence for how plants and animals {including humans} can change -

K-ESSZ-Z . .
the envrronmentto meetthelr needs. -

 

Use a model to represent the relationship between the needs ofdifferent plants or animals (including humans)

 

 

 

and the places they live.
Ask Questions to obtain information about the purpose 0f weather forecasting to prepare for, and 

severe weather.

i I
K-E553-3 Pmmunlcate solutions that will reduce the impact ofhumans on the land. water. all. and/or Other living things 

In the environment.

 

1-ESSI-1 Use observations of the sun, moon. and stars to describe patterns that can be predicted.

 

 

1-5551-2 Make observations at different times of year to relate the amount ofdayilght to the time of year.

 

 

2-5551-1 Make observations from media to construct an evidence-based account that Earth events can occur quickly or slowly.

 

Z-ESSZ-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape ofthe land. -

 

Z-ESSZ-Z Develop a model to represent the shapes and kinds of land and bodies of water in an area.

 

Z-ESSZ-B Obtain information to identify where water is found on Earth and that it can be solid or liquid.

 

3-ESSZ-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

 

3-ESSZ-2 Obtain and combine information to describe climates in different regions ofthe world. -

 

3-ESSB-1 Make a claim about the merit ofa design solution that reduces the impacts of a weather?related hazard.

 

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes

 

 

4-ESS1-1 .
a landscape over time.
41552 1 Make observations and/or measurements to provide evidence of the effects ofweathering orthe rate oferosion
by water, ice, wind, or vegetation.
4-E552-2 Analayze and interpret data from maps to describe patterns of Earth's features. -

 

Obtain and combine information to describe that energy and fuels are derived from natural resources and their use 

4-E553-1 .
affect the envrronment. .

 

4-E553-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

 

5-E551-1 Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.

 

 

Represent data in graphical displays to reveal patterns ofdaily changes in length and direction ofshadows, day and night,

5-5551-2 and the seasonal appearance of some stars in the night sky.

 

5-E552-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, andr'or atmosphere interact.

 

Describe and graph the amounts and percentages ofwater and fresh water in various reservoirs to provide evidence

S-ESSZ-Z about the distribution of water on Earth.

 

Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources

5-E553-1 .
and envrronment.

 

 

 

 

 

 

Earth Science Core Ideas

 


.LI.

ESS1-A The Universe and Its Stars

 

ESS1-B Earth and the Solar System .

 

E551 -C The History of Planet Earth .

 

ESSZ-A Earth Materials and Systems

 

PlateTectonics and Large?Scale Systems

 

ESSZ-C The Roles ofWater in Earth's Surface Processes

 

ESSZ-D Weather and Climate

 

ESSZ-E Biogeology .

 

 

April 2016 ESSB-A Natural Resources

 

 

 

E553-B Natural Hazards

 

E553-C Human Impacts on Earth Systems 

 

 

 

Motion Mixtures Animals Plants Insects Structures
and Energy and Two by and and of
Matter Solutions Two Animals Plants Life

Environ? Living
ments Systems




 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


- 

vv
- 



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sir;

 

      
  

 

    
 

  
 

 

  

 

 

 

 

 

fiyx . . .
Materials Sound Solids Motion
. . . . and and and and
Engineerlng DeSIgn Performance Expectations Motion Lighi Liquids Marie.-
Ask questions, make observations, and gather information about a situation people want to change to 
Geffeel'gtion 2 1 de?ne a simple problem that can be solved through the deve!opment ofa new or improved object or tool. 
Develop a simple sketch, drawing, or physical model to Illustrate how the shape ofan object 
helps it function as needed to solve a given problem.
K-Z-EISI _3 Analyze data from tests oftwo objects designed to solve the same problem to compare . 
the and weaknesses of how each performs.
De?ne a simple design problem re?ecting a need or want that includes speci?ed criteria 
. . .
for success and constraints on materials, time, or cost.
Generate and compare multiple possible solutions to a problem based on how well each is 
3-5-ETSI-2 . . . .
likely to meet the criteria and constraints ofthe problem.
3-S-ET51-3 Plan and carry outfalrtests In variables are controlled and failure points are considered 
to Identify aspects ofa model or prototype that can be improved.

 

 

 

 

 

 

Engineering Design Core Ideas

-A De?ning and Englneerlng Problems t/ 

 

 






ETS1 -8 Developing Solutlons

 

 

ETS1 4: Optimizing Design Solution 0/ 

 

 

 

 

 

 

 

 

Materials Sound Solids Motion
and and and and

Science and Engineering Practices Motion Light Liquids Matter

 

Questions and De?ning Problems t?

 

Developing and Using Models 

 

 

Pianning and Carrying Out Investigations 

 

Analyzing and Interpreting Data 

 

Using Mathematics and Computational Thinking

 

Constructing Explanations and Designing Solutions 

 




Engaging in Argument from Evidence

 




Obtaining, Evaluating. and Communicating Information 

 

 

 

 

 

 

Crosscutting Concepts

 

FOSS Next Generation

 

 

 

 

 

 

 

 

 

 

 

Patterns I, 9?
Cause and Effect 
Scale, Proportion, and Quantity 9?
System and System Models 
Energy and Matter In Systems I, t/ 9?
Structure and Function 
Stability and Change of Systems 

 

 

 

April 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   
  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

?2317? limit 2:5: P2222751 3321;:
Solutions Two Animals Plants Life Weather Weather andSilt climate Lang?rms andSUn

. 




9'






2:25 ?32:21:" 
Solutions Two Animals Plants Life men? ?Stems Weather Weather and Silt Climate 
Join the Next Generation!

FOSS Next Generation
Recommended

Scope and Sequence

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Earth Science if?) Life Science
Waves* Human Systems Interactions?
Planetary Science .
. Gravity and Kinetic Energy* Heredity and Adaptatlon*
6?8 . . .
Chemical Interactlons Earth History Papulatlons and Ecosystems
Electromagnetic Force*
Weather and Water Diversity of Life
Variables and Design*
Mixtures and Solutions Earth and Sun Living Systems
Energy Soils, Rocks, and Landforms Environments
Motion and Matter Water and Climate Structures of Life
2 Solids and Liquids Pebbles, Sand, and Silt Insects and Plants
1 Sound and Light Air and Weather Plants and Animals
Materials and Motion Trees and Weather Animals Two by Two
?Half-length course
PUBLISHED AND DISTRIBUTED BY AT
?3 *Vi THE LAWRENCE researc 
Delta Educatlon v. HALL OF SCIENCE part bl; 
children learn by A 0F cntwonm. BERKELEY

Contact a Sales Representative at 800.338.5270

11001-2

 

 

Engineering Opportunities in F0559 Next Generation 

 

Life Science

Earth Science

1? Physical Science

 

Grade 

 

Animals Two by Two

Trees and Weather

Materials and Motion

 

lnv. 3.3: Wind Direction
Inv. 3: Extension Bring wind catchers from home
Inv. 3: Extension Make carp wind socks

lnv. 1.3: Testing a Raft

Inv. 1.5: Sawdust and Shavings

 nv.1.6: Making Particleboard

lnv. 1.7: Making Plywood

Inv. 2.2: Using Paper

lnv. 2.4: Paper Recycling

lnv. 2.5: Papier-Mache

Inv. 2: Extension Take apart and reassemble paper boxes
lnv. 2: Extension Make a paper box or pa per envelope
Inv. 2: Extension Weave a paper mat

Inv. 2: Extension Teach students simple origami

Inv. 3.2: Taking Fabric Apart

lnv. 3.4: Graphing Fabric Uses

lnv. 3.6: Building Structures

Inv. 3: Extension ?Show how knit fabric is made

Inv. 4 (all): Getting Things to Move

 

Grade 1

 

Plants and Animals

Air and Weather

Sound and Light

 

Inv. 1: Extension Grow Plants in the Dark

Inv. 2: Extension Make newspaper pots for seedlings
Inv. 3.1: Setting Up a Terrarium

Inv 3.4: Squirrel Behavior

lnv. 3: Extension ?Set up an aquarium

Inv. 3: Extension Make a Pitfall Trap

Inv. 3: Extension Make a Worm Bin

Inv. 1.2: Parachutes

Inv. 1.4: Airand Water

Inv. 1.5: Balloon Rockets

lnv. 1: Extension Plan and conduct simple investigations
Inv. 1: Extension ?Construct an air cannon

lnv. 3.3: Pinwheels

Inv. 3.4: Wind Vanes

Inv. 3.5: Kites

Inv. 3: Extension Try new kit designs and materials

lnv. 3: Extension Make wind chimes

Inv 2.4: Sound Challenges

lnv. 2: Extension Make a garden-hose listening tube
Inv. 2: Extension Design a string-cup party line

Inv. 3: Extension Shadow puppets

Inv 4.4: Designing with Light

Inv. 4: Extension Look at multiple images

Inv. 4: Extension Construct a periscope

 

Grade 2

 

Insects and Plants

Pebbles, Sand, and Silt

Soilds and Liquids

 

 

Inv. 2.4: Planting Outdoors

lnv. 2: Extension Plan student projects
lnv. 3.2: Habitats

Inv. 3.4: Insect Search

Inv. 4: Extension Invent an insect

Inv. 5.2: 

lnv. 5.3: Adult Butterflies

Inv. 5.4: Flower Powder

 

Inv. 2: Extension Set up a sand exploration center
lnv. 3.1: Rocks in Use

Inv. 3.3: Sand Sculptures

Inv. 3.4: Clay Beads

Inv. 3.5: Making Bricks

lnv. 3: Extension Look at construction materials
Inv. 4.1: Homemade Soil

lnv. 4.2: Local Soil

lnv. 4: Extension Make an earthworm terrarium

lnv. 1.4: Construct with Solids

lnv. 1: Extension Provide for ongoing construction
lnv. 1: Extension Build a paper bridge

Inv. 3.2: Separating Soup Mix

lnv. 3.4: Beads and Screens

lnv. 3: Extension Separate mixtures with magnets
Inv. 3: Extension Separate mixtures with sieves
Inv. 4.3: Toothpaste Investigation

Inv. 4.4: Changing Properties

Inv. 4: Extension Change states of matter

 

 

Copyright 2016 by The Regents of the University of California

FULL OPTION SCIENCE SYSTEM

 

 

Engineering Opportunities in Next Generation 

 

Life Science

Earth Science

Physicai Science

 

Grade 3

 

Structures of Life

Water and Climate

Motion and Matter

 

Inv. 1.4: Seed Dispersal

Inv. 3: Extension Investigate crayfish territories

Inv. 4.3: Joints and Muscles

Inv. 4: Extension Build a model thumb

Inv. 4: Extension - Add extensor muscles to the models

Inv. 2.2: Build a Thermometer

Inv. 2: Extension Calibrate a thermometer
Inv. 3.5: Condensation

5 {all}: Waterworks

Inv. 1: Extension Make a compass

Inv. 2.1: Wheel-and-Axle Systems

Inv. 2.2: Predicting Motion of New Systems
Inv. 2.3: Twirly Birds

Inv. 2.4: Tops

Inv. 2: Extension Construct giant wheels

Inv. 2: Extension Construct big and little tops
Inv3 (all): Engineering

Inv. 3: Extension Design a mouse trap cart
Inv. 4: Extension Separate a mixture

 

Grade 4

 

Environments

Soils, Rocks, and Landforms

Energy

 

Inv. 1.2: Designing an Isopocl Environment

Inv. 1: Extension Make a terrarium of local organisms

Inv. 1: Extension Build a compost pile

Inv. 2.1: Designing an Aquarium

Inv. 2: Extension Design and build another class aquarium
Inv. 2: ExtenSion Investigate water holes to mini-ponds
Inv. 4: Extension Make terrariums from around the world

Inv. 2.2: Stream-Table Investigations

Inv. 2: Extension Plan afield trip

Inv. 2: Extension Fina a local erosion?control expert
Inv. 3.4: Rapid Changes 

Inv. 4.2: Making Concrete

Inv. 4.3: Earth Materials in Use

Inv. 1.1: Lighting a Bulb
Inv. 1.2: Conductors and Circuits
Inv. 1.3: Series and Parallel Circuits
Inv. 1.4: Solving the String-of?Lights
Problem
Inv. 1: Extension Make schematic drawings
Inv. 1: Extension - Explore energy-use meters
Inv. 1: Extension - Make a silent alarm
inv. 2.3: Magnetic Force
Inv. 2: Conduct more force investigations
Inv. 3.1: Building an Electromagnet
Inv. 3.2: Changing the Strength
Inv. 3.3: Reinventing the Telegraph
Inv. 3: Extension Made a rheostat
Inv. 3: Extension Make a model motor
Inv. 4.2: Rolling Balls Down Slopes
Inv. 4.3: Collisions
Inv. 5.3: Engineering with Solar Cells
Inv. 5: Extension Construct a periscope

 

Grade 5

 

Living Systems

Earth and Sun

Mixtures and Solutions

 

Inv. 3.2: Circulatory Systems
Inv. 4: Extension Investigate other stimuli

 

Inv. 1.1: Shadow Shifting (models)

Inv. 1: Extension Research sundials

Inv. 3: Extension Find out how digital weather stations work
Inv. 3: Extension Engineer a device to slow a faliing object
Inv. 4.4: Color and Energy Transfer

Inv. 4: Extension Design other solar water heaters

Inv. 4: Extension Investigate direct sunlight
Inv. 5: Extension Make a rain gauge

 

 

Inv. 4: Extenstion Solar-energy technology in your community

Inv. 1.3: Separating a Dry Mixture

Inv. 1: Extension Engineers without borders

Inv. 2: Developing Models {all}

Inv. 2: Extension Draw blueprints

Inv. 2: Extension Develop a soft-drink dispensing machine model
Inv. 4.3: The Saturation Puzzle

Inv. 4.4: What's in Your Water?

Inv. 4: Extension Get involved with World Water Monitoring 
Inv. 53: Reaction in a Zip Bag
Inv. 5: Extension Apply the reaction

 

 

 

Copyright 2016 by The Regents of the University of California

FULL OPTION SCIENCE SYSTEM

 

Academic Alignment second-d I 1 i;

 

Second Step Program and Academic Standards Kindergarten?Grade 5
(Common Core and 

The Importance of Social-Emotional Learning

Social?emotional learning (SEL) is recognized as a key ingredient for school and life success. A 2011 meta?analysis found
that students participating in SEL programs showed signi?cant gains in social?emotional skills, attitudes, and behaviors,
as well as academic achievement.

Specific gains produced by SEL programs that support students' academic achievement include:

- ii perecentiIe?point gain in achievement test scores

- 23 percent improvement in social?emotional skills

- 9 percent improvement in attitudes about self. others, and school

- 9 percent improvement in school and classroom behavior

- 9 percent decrease in conduct problems. such as classroom behavior and aggression

Educators across the nation acknowledge the benefits of SEL in schools and agree that teaching students
social?emotional skills is a necessary and valuable component of their education.

About the Second Step Program

The evidence-based Second Step program is the premier SEL curriculum in the United States, reaching more than

10 million school children in the US. every year. The universal, classroom?based program promotes the development

of students? social-emotional competence and self-regulation skills. Students with these skills are better able to maintain
healthy relationships with peers and adults and have more coping strategies to manage stressful situations. They?re also
more likely to benefit from academic instruction.

SECOND STEP KEY CONCEPTS CORE LEARNING STRATEGIES
- Skills for Learning - Brain Builders
- Empathy - Story and Discussion
- Emotion Management - Activity/Skill Practice
- Problem Solving - Reinforcing Skills

Teaching the social?emotional and self-regulation skills in the Second Step program need not be confined to the lessons!
Students can practice their Second Step skills while learning about literature, math, science, health, and more. In fact,
while applying their Second Step skills to academics, students can also boost their achievement!

How to Use This Document

This chart shows how the Second Step program and academic learning standards from two sources complement
and support each other in many ways. English and math standards are from the Common Core State Standards,
which can be found online at corestandardsorg. All other standards are from John S. Kendall and Robert .J. Marzano,
(2004), Content Knowledge: 0 Compendium ofStondords and Benchmarks for K42 Education (fourth edition),

found at 
committee.
for

cfchildren.org Children?

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sasemd pus spJomto Bujueaw malignant .Io

l: ppu'ODa's

 

seam Kan su

aqunsep a: 1x31 u  suezeo pue 
1x91 suezap

tax moqe suousanb one use


ssajms JuwapeJV pue sun?s


 

   

  
 
 

?spunos pue 'samewis ?spiom

ueaods ya Buipuemepun eteusuotuaa 'z
uoddns pue Bundmord mm 1
auguuazep man on suousanb .tamsue pue
xsemlx} uoddns pue Bundwoad 
?txat SHEEP ?33140 ?ulpue?ismpun
01 suojtsanb JBMSUB pue
3152??) uoddns pue 1,
pue 

 

 
 
 

Focus Attention

Listen with Attention

 
 
 

Use Sell?Talk

 
 
   
 
 

Be Assertive

 
 
 

Remember Directions

Stay on Task

  
 

Ignore Distractions

   
 

IdentityI and Understand Their Own
and Others' Feelings

  
   
 

Build a Vocabulary oi Feelings Words

  
 

Begin to Take Others' Perspectives

  
 

Listen to Others

 
 
 

ave Em pathy

  
 

Express Compassion

  
 

Understand Strong Feelings

  
 

Recognize Strong Feelings

  
 

Calm Down Strong Feelings Using Steps

 
  

Use the Ways to Calm Down

  
 

CommunicationiLanguage Skills

  
 

Calm Down Before Solving Problems

  
 

Describe the Problem

 
 
 

Think ofMuitlple Solutions to a Problem

 
  

Explore Consequences of Solutions to Problems

  
 

Pick the Best Solution to a Problem

 
 
 

Friendship Skills

  
 

Focus Attention

  
 

Working MemoryI

  
 

Inhibitory Control

  
 

Interpret Stories

  
 

interpret Audioleual Media

  
 

Respond to Questions

  
 

Large Group and Partner Discussions

  
 

Communicate Ideas

 
 
 

Listen to Others

 
 
 

Work- with Others

 
 
 

Take 0th ers' Perspectives

 
 
 

FOIIOW Directions

 
 
 

Practice Behavioral Skills

  
 

Daily Practice

  
 

Using Skills Every Day

  
 

Academic integration Activities

  
 

Home Links

  

 

spJepuels aiLuapeav pure Lumbmd dagg puoaas

EJO'uEJpnuap

10} BBHJUJUJOO BLOZCE

?io'uaJanpp

5 . Eepeia?uauemapum

        

 

        

              

 

l: I ppuoaas

   

p0 DIS-I a pun

zou s! we: Suiuzeuuos Myrna .IO uoneLuJOJUi

[euopippemute? ot JBDJO ur sites Jeaeads 
59-3)an )IuiapEJV puE [spas no; sums

DUE

?sxsei amoeds-auiidiasip to

?ap .10 Buiuls ai?ugs a}

   

I
a.

'sanJ? aE'uel JO ?ems

u! 534an pure stead qum 51x31 pue saidoa,

?elpaLu taupe anOthJo
(luenemJ?epEJ?} znoqe SJautJed asmmp LiliM

?neio pamaseid uouewmui 10 [mole

'riiJeap s?uuea; pue saapi
p231 1x31 Luau suetep JO seep! A331 aqpasep JO

sumap manage: HIIM szuana

          

saLucu; awn JBUOLIS pue 
(?1u03)g epEJQ?uaue?iapug);

pue 'qaieesai Jo; awn) sauna; awn

 
 

pue 's?uiut 'saaeid ?aidoad eqpasap
uoddns pue [mm 'tr
lunosensuonsanb pue age '3

   

mum inoqe suonsenb Jamsue pue 

   

sucnesmnuoa annemqeuo: u; azedpmed 
papueua Jane Kiauiznm mum :5 apas 'Oi.

      

 
  

Focus Attention

 
 
 

Listen with Attention

 
 
 

Use Self-Talk

 
 
   
 
 

Be AsserIIVe

 
 
 

Remember Directions

Stay on Task

  
 

ignore Distractions

 
    
 

IdentifyI and Understand Their Own
and Others' Feelings

  
 

Build a Vocabulary of Feelings Words

  
 

Begin to Take Others' Perspectives

  
 

Listen to Others

  
   
 
 

Have Empathy

  
 

Express Compassion

Understand Strong Feelings

  
 

Recognize Strong Feelings

  
 

Calm Down Strong Feelings Using Steps

 
  

Use the Ways to Calm Down

  
   
 

Communicationi?Language Skills

  
 

Calm Down Before Solving Problems

 
 
 

Describe the Problem

 
  

Think of Multiple Solutions to a Problem

Explore Consequences of Solutions to Problems

 
    
 

Pick the Best Solution to a Problem

Friendship Skills

  
 

Focus Attention

  
   
 
 

Working Memory

  
 

inhibitory Control

  
 

Interpret Stories

Interpret AudioNisual Media

  
 

Respond to Questions

  
 

Large Group and Partner Discussions

  
 

Communicate Ideas

 
 
 

Listen to Others

 
 
   
 
 

Work with Others

Take Others' Perspectives

 
 
   
 
 

Follow Directions

 
 
 

Practice Behavioral Skills

Daily Practice

  
 

Using Skills Every Day

  
 

Academic Integration Activities

   
 
 

Home Links

 

alwapeav pue dais puooas

Eio'uaquuap

uamuuo mi aauswmoo elozo

@015ququ

.g apEJs?uepe?iepum

       

                       

          

             

I: I ppuoaas

'luatuo: pue

Euipear uo paseq sasemd pue
ssanns Jlmapesv pus ?also; Jot SIMS

I
..

minuoe  e$ situd 

uonedpiped own peteiaosse AunqisuodsaJ

    

?Bupuieads JO BupuM

01 BuipuodseJ
uaum a?esn pue JELUUJEJE usu?ua pJepuetsm

pue pear Buraq pue outpeal ?suonesmnuoo

   

.Io ??urpeai ?Eurxeeds
(woo) apng?uaue?iapum

'?umm uaum suorluanuoo so pue a?en?uel

 

 
 

 euos;ad pue [areas But puElSJapUn '5
sepsis) in Euipuezsmpun
azensuotuapmit anew?)4} eJotdxe 's?tlnpe
uoddns pue aouepin? gum ?5
sweet pue umounun

,lo Burueatu But Kitten .Io aulLuJazaQ 

Jo e?pawoux esn :5 pue sepng '5

q?ncuut peiinboe sesemd pue asn ?9
aqua puBLquD ateusuowea 

 

u; saauenu pue sdiqsuouerai

 
 
   
  

Focus Attention

 
 
 

Listen with Attention

Use Self-Talk

 
 
   
 
 

Be Assertive

Remember Directions

 
 
 

Stay on Task

   
   
 

Ignore Distractions

Identifyr and Understand Their Own
and Others' Feelings

  
   
 

Build a Vocabulary of Feelings Words

  
 

Begin to Take Others' Perspectives

 
 
   
 

Listen to Others

Have Empathy

  
 

Express Compassion

  
 

Understand Strong Feelings

  
 

Recognize Strong Feelings

  
 

Calm Down Strong Feelings Using Steps

  
 

Use the Ways to Calm Down

  
   
 

CommunicationfLanguege Skills

Cairn Down Before Solving Problems

 
 
    
 

Describe the Problem

Think of Multiple Solutions to a Problem

  
   
 

Explore Consequences of Solutions to Problems

Pick the Best Solution to a Problem

 
  

Friendship Skills

 
 
   
 

Focus Attention

Working Memory

  
 

Inhibitory Control

  
 

Interpret Stories

  
 

Interpret AudioNisual Media

  
 

Respond to Questions

  
    
 

Large Group and Partner Discussions

 
 
 

Communicate Ideas

 
 
 

Listen to Others

 
 
 

Work with Others

Take Others? Perspectives

  
 

Follow Directions

 
 
 

Practice Behavioral Skills

 
 
 

Dollyr Practice

  
 

Using Skills Every Day

  
 

Academic Integration Activities

   
 
 

Home Links

 

situapeov pue dais puoaas

BJO'uarpuuap

uaipiiuo mi aauiwwoo arose



a - apng-uaue?Japum

               
 

   

   
   
 
   

    
    
   

              

              

1533:1115 pure mass 10; SIMS
1: I: I ppuonas

'waut Burnios u!

managed pua swalqmd J0 asuas anew 
 euonou4a

'sxsii Japisuoo 'g
'Mnbm 4?
pue lezuaLu uieluiew o; mou moo). ?17

?minisindwi uieusaa '9
aaneu aux puersiapun '31,

   

'iesimdde-?as moped 
'sreo? a?euem pue 1-35 1.
azeaiunuimoa pva

3128.0 suoimnpcud eipaw oluoipaia

    
  

'aaueranamacl arensuouraa '17
(won) a aperg?uaue?iapum

pus M014 pueismpun '5

 

uleruiew '5
pue 'uclsina a1'Lu u ?Ja?ieauz rennin;

News pue uonuaAaJd Mnfui 
saoipemi pue ielluassa M0u>i ?5

   

Focus Attention

 
 
   
 
 

Listen with Attention

 
 
 

Use Self?Talk

 
 
 

Be Assertive

 
 
 

Remember Directions

StayI on Task

   
   
 
 

ignore Distractions

Identify and Understand Their Own
and Others' Feelings

  
   
   
 

Build a Vocabulary of Feelings Words

Begin to Take Others' Perspectives

  
 

Listen to Others

 
 
 

Have Empathy

  
 

Express Compassion

  
    
 

Understand Strong Feelings

  
 

Recognize Strong Feelings

Calm Down Strong Feelings Using Steps

  
 

Use the Ways to Calm Down

  
    
 

CommunicationiLanguage Skills

  
 

Calm Down Before Solving Problems

  
 

Describe the Problem

  
 

Think of Mulliple Solutions to a Problem

  
 

Explore Consequences of Solutions to Problems

 
  

Pick the Best Solution to a Problem

Friendship Skills

 
 
   
 

Focus Attention

Working Memory

  
 

Inhibitory Control

  
 

Interpret Stories

  
 

Interpret AudloNisual Media

  
    
 

Respond to Questions

  
 

Large Group and Partner Discussions

 
 
 

Communicate ideas

 
 
 

Listen to Others

 
 
 

Work with Others

  
 

Take Others' Perspectives

 
 
 

Follow Directions

 
 
 

Practice Behavioral Skills

Daily Practice

  
 

Using Skills Every Day

  
 

Academic Integration Activities

 
   
 
 

Home Links

 

SDJEDUEIS pue dais 

5J0'uaipiiu3p

83livil-l-ILUC'I) 

BJo?uaquusp

apEJg?uaue?rapuix

liv-

        

          

   

            

 

?dnor? Etc

unite ?mam But on aznqmuao 'l

l= I ppuoaas

ssanns J-wapesv pue [mans Jo] sums

'saaueJaggp pue

salureuwis ?uwiwapi uo passq are leg},
I
Ll

?SUDilemls asJaAip ui

Due SlenpinipU! mom '5

 

'snms uogteaiunmwoa

iauoswdlalug amuse-?a Aeidsrg ?7

[1103) 

oiseq made '5

 

'supis diusrapeal atertsuotuaa '5
'sanbluqae; Buinms-waiqmd pue

    
     

  

'sanbiutpa; uounlosaJ-tamuos esp 'z
'sanbiuuse?i ?umew?uoisiaap Alddv '9
iezuaLu asn Mammary; 

 

 
 
 

Focus Attention

 
 
 

Listen with Attention

 
 
 

Use Self?Talk

 
 
 

Be Assertive

 
 
 

Remember Directions

  
 

Stay on Task

   
 

Ignore Distractions

Identify and Understand Their Own
and Others' Feelings

  
   
   
 

Build a Vocabulary of Feelings Words

  
 

Begin to Take Others' Perspectives

 
 
 

Listen to Others

  
 

Have Empathy

  
 

Express Compassion

  
 

Understand Strong Feelings

  
 

Recognize Strong Feelings

Calm Down Strong Feelings Using Steps

  
   
 

Use the Ways to Calm Down

  
 

CommunicationlLanguage Skills

  
 

Calm Down Before Solving Problems

 
 
 

Describe the Problem

  
 

Think of Multiple Solutions to a Problem

  
 

Explore Consequences of Solutions to Problems

 
  

Pick the Best Solution to a Problem

Friendship Skills

 
 
   
 

Focus Attention

  
 

Working Memory

  
 

Inhibitory Control

  
 

lnterpretStorles

Interpret Audloleuai Media

  
   
 

Respond to Questions

Large Group and Partner Discussions

 
 
   
 
 

Communicate ideas

 
 
 

Listen to Others

  
 

Work with Others

Take Others' Perspectives

 
 
   
 
 

Followr Directions

 
 
 

Practice Behavioral Skills

Daily Practice

  
 

Using Skills Every Day

  
 

Academic Integration Activities

    
 

Home Links

 

situapeov pue wer?ord dais puooes

Second Step Program and Academic Standards

.-.
second-'j I 1 Key Concepts Core Learning Strategies
Skills for Social and Academic Success.

 

Empathy and Skills for Learning Emotion Management Problem Solving Story and Discussion ActivityiSkill Practice Reinforcing Skills

 

 

Grades 4 and 5

smaiqmd oi suonniogio saouanbasuog aioidxg
a?en?uri aieig
payer ?uons MDH aziu?ooau

iaoidlil?a?v 0) sides ?uiniog-waiqmd Aiddv
ripoa pue

HEHOJLIL 5l i>iS 
suoissnasic pue aEJe-i
smaiqmd

maiqmd 9 01 UOIJHIOS 1538 ill-l1 Hold
maiqud Di J0 )lUiili
swaiqmd 6uinios uMou mieg
sdais Buisn s?uuaad ?uons UMou mien
54an0

pue umo iiaul pueisiapun pue 

saun aiuoH

saumuov aiwapeov
?ea Malia Slims BUisn
liner]

Slims iEJDiAei-ia? eaiima
Buimouog
sampadsiad ,sJatuo exei




Slall'lo Oi uaisri

seep] 
suousano oi puodsau

eipaw laldJetUI
)aJClJallJl

ueid anew

350

slipig U0l193lul'lLUu103 aniuassv
?uons a?euew
sal?atBJ?iS uMoa??uiwieg asn
uonuaiw snood

uoissedmog) ssaidxa

Slims Amedwa



sin->15 ssauaniuessv

?Oilualiv liliM 
saniioadsiad 9:19 1

Subject Academic Content Standard

1. Refer to details and examples [Grade 4} or quote
accurately [Grade 5) from a text when explaining
what the text says explicitly and when drawing

Inferences from the text. 

 

 

1. Refer to details and examples {Grade 4} or quote
accurately (Grade 5) from a text when explaining

what the text says explicitly and when drawing ?l 
inferences from the text.

4? Determine the meaning ofgeneral academic
and domain-specific words and phrases in

a text relevant to a grade?appropriate topic 
or subject area.

7. Interpret information presented visually,
orally. or quantitatively and explain how the
information contributes to an understanding of
the text In which It appears (Grade 4). Draw on

Information from multiple print or digital sources. ?l 
demonstrating the ability to locate an answer to
a question quickly to solve a problem efficiently
(Grade 5).

uoiteLuioim Jo; Buipeaa
a?en?ue-i

 

10. Write routinely over extended time frames
{time for research. reflection. and revision] and
shorter time frames (9 sitting or a day 
or two: for a range of disclpilne~specl?c tasks.
purposes. and audiences.

spreader;-



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

i
.l


cfchildren.org @2015 Committee for Children cfchildrenprg Grades 4 and 5 - 13

Second Step Program and Academic Standards

 

..
secondd 1 KEV Concepts Core Learning Strategies

Skills for Snciai and Academit Success

Empathy and Skills for Learning Emotion Management Problem Solving Story and Discussion activityi'Skill Practice Reinforcing Skills

 

 

Grades 4 and 5 (cont)

smeiqoid at suonn og Jo sasuanbasuog aioidxa
a?en?ue?i ?uiweig-uoN ?uisn wammd 31935
uieug pegv s?unaad ?quis aziu?ooaa

Jeoidnl?a?v o; sdaig 
npog pue

sxun amoH

saumnov uonei?aim niwapeav

Keg Malta Sims Buisn

33!]321d Aueq

Bunum u?nom sums aniriu?oa aoumd
SIll>lS IEJDMEUBEI 

Bulmoiiog

sanmadsrad .srauto axe;

NIBHPINPUI 310M

HJOM

SJal-l?lO Oi 

seapi ateaiuntutuog)

suoissnosig ramped pue dnoig a?Je-l
suonsano oi puodsaa

Ewen ialdleiul

sapotg )aJdJalm

swaiqmd

ueid anew

9 0i uonrllos 1538 all! >13ld
or suonnlos )0 
Bug/sic; ajoja? umoa wing)
asn

sums anniessv
s?uuaag Eiuons a?euew

sai?ateiis asn

sdais ?Lusn s?uuaad Edens union was
uonuanv smog

uoissedmog ssaldxg

5 Il>lS ?LliEdlUEi

suns dliiSPI-lallzl

sums ssauanmassv

uonuauv HIIM uaisn

saniiaadsiad ,SJauio axe J.

s?unaeg ,sratno

pue UMO J aL l puetsiapun pus rlmuapi

Academic Content Standard

 

1. Engage effectively In a range of collaborative
discussions with diverse partners on grade?

relevant topics and texts. building on others'
ideas and expressing their own clearly, 

 

 

1? Demonstrate command of the conventions of
standard English grammar and usage when writing 
or speaking.

3. Use knowledge of language and its conventions
when writing. speaking. reading. or listening. 

4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based


on grade-level reading and content. choosing 'l 
flexibly from a range of strategies.

a?en?uej

511v a?en?ue?]

{do}

5. Demonstrate understanding of?guratlve .
language. word relationships. and nuances 
in word meanings.

5. Acquire and accurately use grade-appropriate
general academic and domain?speci?c words
and phrases. including those that signal precise 
actions, emotions. or states of being and that are
basic to a particular topic.

 

5. Understand the social and perSOnal
responsibility associated with participation 
in physiceiactlvity.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

cfchildrenorg @2015 Committee for Children cfchildrenprg Grades4 and 5 -1S

 H??lth.

?Li
Self: egulatlon- 

EJo?uaJpnuop

10! SIDES

Elo?uaipuuap

5 pus t! sapmg

Ll-

wensaa '9

'masuoa??as Juneau ulemlew ?5

'aouwanaswd atansuowag '7

saw Japisqu 

?ieslemde-?es uuopad 'z

'5 ea6 a?euem pue 1351,

BIEDIUFILLILUOD DUE 319813

suonznpoid eipatu aiuonse a pue 'uoismalaz 'Lum

pue IELUJONI moo pumsmpun '5

want Bulnlos

u! pue swaiqmd ;o asuas axe-w 

'Minbui ounuepsio elnzeu aLu puezsiapun 'zr

whales pue uoltuanaJd iiJniul 
sealnmd pue  euuassa M01134 ?5

?uueaq  euo1mLua

pue lezueLu uleluiew or man moux ?17

 

 

memo; aimapenv

(1u03)? pure {7 sapeig
ssanns quapeav pue sums
i: l: I 

 

Identify and Understand Their Own and
Others' Feelings

 

Take Others' Perspectives

 

Listen Attention

 

Assertiveness Skills

 

Friendship Skills

 

Empathy 


Express Compassion

 

 

Recognize How Strong Feelings Affect Brain
and Bodyr

 
 

 

Focus Attention

 

Calm Down Strong Feelings Using Steps

 

Use Calming-Down Strategies

stdaouog Ra).

 

Manage Strong 

   

tuewa?euew uonowg

 

Assertive Communication Skills

 

Use Positive Sell?Talk

 

Calm Down Before Solving Problems

 

 

Statea Problem Using Non-Blaming Language

  

 

Think of Multiple Solutions to a Problem

 

 

Explore ConseqUences oiSolutions to Problems

 

 

Pick the Best Solution to a Problem

Eurnlos 

 

 

 

Make a Plan

 

 

Apply Problem?Solving Steps to Age?Typical
Problems

 

 

Interpret Stories

 

Interpret Audloleual Media

 

Respond to Questions

 

Large Group and Partner Discussions

 

uoissnosga pue A1015

Communicate Ideas

 

Listen to Others

 

Work with Others

 

Work Individually

 

Take Others' Perspectives

 

Followlng Dlreclions

sai?eieus 5u9u1ea1 3103







*5
U1
5.

-.



11
no

 

Practice Behavioral Skills

 

Practice Cognitive Skills Through Writing



 

Daily Practice

 

Using Skills Every Day

 

Academic Integration Activities

 

 

sums 

Home Links

 

 

astuapeov pue dais puoaag

BJo?uemliLDp

Hamill-D m; aamwwoo atozo

Euo?uaipnuap

5 pue sepals



Life Skills:

sums diuSJapea  areusuourag '5

'snpis uoneogunwwo:

 euosredJ31U  aniloaya Keidsm 1?

Working with Others

?Eucilenus 351%?)

u! pue slenpimpur asianip un ?am mom '5

'senbiuqoe] uoumoseJ?pruuo: osn 

?dnm? page "mam am or etnqinuog 

1? 1-115: 

vernal!

'sanbruqaal ?umem?uoisraap ?ddly '9

'sanbiuqoez Eulnios-Luammd

pus ?uuooqs?eiqnon alseq mod?; '5

?saouaJemp pue samienwis Sumnuapi uo pasaq

are teq: sass-amid letuaw esn Aienuoaga 'g

 

pJepuels :ueluog Diwapeov

identify and Understand Their Own and
Others' Feelings

(?1uoaig pue 17 sepng

 

 

Take Others' Perspectives

 

Listen with Attention

 

Assertiveness Skills

 

Friendship Skills

 

Empathy Skills

 

Express Compassion

 

Recognize How Strong Feelings Affect Brain
and Body

 

Focus Attention

 

Calm Down Strong Feelings Using Steps

 

Use Calming?Down Strategies

 

Manage Strong Feelings

 

Assertive Communication Skills

 

Lise Positive Self?Talk

 

Calm Down Before Solving Problems

 

State a Problem Using Non-Blaming Language

 

Think of Multiple Solutions to a Problem

 

 

Explore Consequences of Solutions to Probiems

 

Pick the Best Solution to a Problem

 

Make a Plan

 

Apply Problem?Solving Steps to Age?Typical
Problems

 

lnterpretSiorles

 

Interpret Audioleual Media

 

Respond to Questions

 

Large Group and Partner Discussions

 

Communicate Ideas

 

Listen to Others

 

Work with Others

 

Work Individually

 

Take Others' Perspectives

 

Following Directions

 

Practice Behaviorai Skills

 

Practice Cognitive Skills Through Writing

 

Daily Practice

 

Using Skills Every Day

 

Academic Integration Activities

 

 

Home Links

zuacua?euew uogzotua Eururea'l .Io; sums pue limecluag

33!13!21d pue Mots Eugnlos waiqmd

SIIMS Eumoruwa

ssanng :gwapew pue leims [Oi sun?s

51d33u03 atekpuoaas

I
..

 

 

aiwapeov pue dais pucoes

 

 
   

committee.



second-i I 

Social-Emotional Skills for Early Learning

 

Alignment with the Objectives for Development and Learning from the Creative Curriculum for
Preschool, ?fth edition (Teaching Strategies GOLD Observational Assessment System)

The Second Step early learning program offers teachers many opportunities to observe and document

key aspects of children's individual development, including social-emotional, language, and cognitive skills.
Teachers using the Second Step early learning program often ask how it aligns with the objectives for
development and learning from the Creative Curriculum for Preschool, also known as the Teaching
Strategies GOLD Observational Assessment System.

The charts below illustrate alignment between the Second Step early learning program and objectives for
development and learning as outlined in the Teaching Strategies GOLD Observational Assessment System.
For full details on the objectives for development and learning, go to 

 

Puppet Script, Story and Discussion:

Listening 1b. Follows limits and expectations

Focusing attention 2b. Responds to emotional cues

., Interpreting dramatic scenes 8a. Comprehends language

Interpreting stories 9a. Uses an expanding expressive vocabulary
. Interpreting photos 9b. Speaks clearly

.. Responding to questions 9c. Uses conventional grammar

. Rules of conversation 9d. Tells about another time and place

. Group discussion 10b.Uses social rules of language

.. Recalling prior learning 11a. Attends and engages

11d. Shows curiosity and motivation

12b. Makes connections

18a. Interacts during read?aloud

29. Demonstrates knowledge about self

 

 

Brain Builder Games:

Listening 8a. Comprehends language

Focusing attention 8b. Follows directions

. Using self-talk (private speech) 11a. Attends and engages

Remembering directions 11d. Shows curiosity and motivation

. Controlling behavior and/or actions 35. Explores dance and movement concepts

. Moving in different ways
. Recognizing symbols and signs
. Recognizing patterns

 

 

800 E34 4449 org

 

 

 

Feelings Cards and Feelings Poster:

- Identifying feelings using visual cues
.. Naming feelings
- Recognizing similarities and differences

2b.
8a.
9a.
9b.
9c.
9d.

Responds to emotional cues
Comprehends language

Uses an expanding expressive vocabulary
Speaks clearly

Uses conventional grammar

Tells about another time and place

10a. Engages in conversations
10b. Uses social rules of language
12b. Makes connections

 

 

 

29. Demonstrates knowledge about self
Songs:
- Learning to sing a melody 34. Explores musical concepts and expression
- Learning lyrics to songs
.. Recognizing different musical instruments
Skill-Practice Activities:
. Listening 1b. Follows limits and expectations
. Focusing attention 2a. Forms relationships with adults
- Responding to questions 8a. Comprehends language
. Rules of conversation 9a. Uses an expanding expressive vocabulary
. Group discussion 9b Speaks clearly
Recalling prior learning 9c. Uses conventional grammar
11a. Attends and engages
11d. Shows curiosity and motivation

 

 

 

Two Second Step early learning program skill?practice activities for each week offer additional
opportunities for observing specific GOLD objectives.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

1. Welcoming 108 8b

2. Listening 29 12a

3. Focusing Attention 21b, 36 12a

4. Self-Talk 8b, 5 23

5. Following Directions 8b, 21a 8b

6. Asking for What You Need or Want 8b 36

7. Identifying Feelings 2b 2b, 9d, 10b

8. More Feelings 12a 23

9. Identifying Anger 2a 2a, 9d, 10b

10. Same or Different Feelings 13 13

11. Accidents 3b

12. Caring and Helping 3b 10b

13. We Feel Feelings in Our Bodies 2b, 29 10b

14. Strong Feelings 2b 8b

15. Naming Feelings 2b 8b

16. Managing Disappointment 29 8b

17. Managing Anger 35

18. Managing Waiting 26 20a

19. Fair Ways to Play 3a 3a

20. Having Fun with Friends 2b 10b

21. Inviting to Play 10b 35

22. Joining In with Play 10b 36

23. Saying the Problem 3b

24. Thinking of Solutions 3b 11c

25. Speaking Up Assertively 36 36

26. Learning in Kindergarten ?lb 8b

27. Riding the Kindergarten Bus 2b 36

28. Making New Friends in Kindergarten 33 36
committee

iE'Z'ilaz'ldren"

 

 ?et?get Stetemeet tetmet
?tettn?e et 

 

 

 

 

 

 

 

 

 

 

 

 

 

eettget Newetiee eesettetiee et

li?hkl?l?i services 53,088.00 Provided by CMO.
Private contributions (to: examine: Founda?m1 grant for 55}
Total Revenue 53,080.00
Expenditures
Salaries and ?ene?ts
Salaryuedministraters [for example: 10 weeks for 2 admiiuseetm] 35,090.09 School Leader for 3 months
Salary-Teachers {furaxempler Bweeksfotsteed'eers)
Salary-Other -
staff -
Bene?ts 8,958.69 23% Fringe rate includes payroll taxes and benefits.
Subtotal 43,059.03

Services and Activities
its-service staff development
911p]! services
Field trips
Parent activities
Professional tech services
Accounting
Audlt
Student transportation
Communication

 

Telephone
Postage and shipping
Travel
Suhtetak 5 2153933
ehy?ical Plant
Rent
Utilities

Custodial services
Maintenance and repairs
Reneuationsfexpansien

 

 

 

 

 

 

 

 

Suhtetal
Marketing and 

Charter Management Org.

mtvertising

Printing -

lnserance - -
Subteta! 5333939

Sugglies and Eguigment

Supplies?Instructional



Suppiles-General

Text hooks

Library books

Computers

Furniture

Vehides

Other equipment
Subtetal 159330

Esther Obiects

Other ebiects in-klnd} SE

Subtotal 
Loan Reggments

Interest -

Principal -
Subtotal 

Tetel 53,039.08

LESS EerN?ttu?ES . 

Revenue
Nam her at ciaSsrooms

 

Nam her of students
Per-puma revenoe

Title I

Tide ii

State Carefori?ds Revenue

Private contributions

totai Revenue

Expenditures

Saiaries and Benefits
Salarvadminista-ators
Salary?Teachers
Salamedvcation Aides
Salary?Support staff
Salary?Other

aene?ts

 

Subtotai

Services and Activities
Err-service deveiopment start

 

Pupil services
Nursing Services
Substitute Teacher services

Field tries

Parent activities

Computer support {tech iservices
Accounting

Audit

Legai

todent transportation
lnternet ?ctess
Teiephone

0ostage and shipping
Travei

gubtotai

0re?ecte0 Five Year 0edget Statement termat

W2

0?13

F't'0



 

0 10

 

S0

100

150

200

250

 

550,000



1,100,000

5

1,850,000

5 2,200,000 5

2,750,000

 

30,000

12,000

100,000

144,000

130,000

 

500

1,000

1,500

2,000

2,500

 

00,000

120,000

180,000

240,000

300,000

 

 

230,000

 

02,000

 

 

 

 

 

3 020, 500

5 1,555,000

5 1,035,500

2,386,000

5 3,232,500

 

moose

144,200

143,520

5 152,002 5

157,571

 

165,000

334,050

509,999

600,200

025,002

 

93,000

108,900

302,000

009,905

520,295

 

80,000

122,400

170,222

251,500

510,354

 

 

111,455

 

 

133,320

 

191,458

 

200,726

 

322,243

 

 

5 594,005



938,810

3 1,3 29,123

5 1,275,501

2,100,075

 

3,523

5

5,200

5

8,000

5 12,000 

14,000

 

7,500

15,000

22,500

30,000

37,500

 

30,000

30,000

31,022

54,000

55,020

 

2,000

0,000

0,000

0,000

10,000

 

5,000

10,000

15,000

20,000

25,000

 

4,000

8,000

12,000

10,000

20,000

 

10,000

10,300

10,500

10,02?

11,255

 

 

15,000

15,750

10,530

12,300

13,233

 

7,500

2,000

2,000

2,000

2,000

 



 

2,400

2,400

2,400

2,000

2,400

 

?,000

9,000

10,200

11,400

12,000

 

1,500

3,000

4,500

0,000

7,500

 

 

2,200

 

3,900

 

5,600

 

 

7,550

0,250

 

 

5 98,020 3

120,490 5

108,130

5 207,722 5

235,038

0udget Narrative 0escrietion of 0ssemptioras

Based on 25 

$11,000 per Student. Rate remains flat for initial charter term.

5720 ?iitle per Student. Based on average ?tle grant spread across
entire enrollment. Per-pupil rate remains ?at for initial charter term.

510 Title II per Student. Per-pupil rate remains flat for initial charter
term.

Via the state CareForKids, contract revenue for 2 hours/day {beyond 7
hoursx?dav} for 30% of enrolled students, 400/month For 10 months.

Provided or raised by school becomes seif-sufficient by Year 3.

See ?Staffing Comp.? tab of the schooi's Financial Plan template for
position details.

Payroll taxes equate to 7.03% of total compensaton. Fringe benefits
equate to 15.04% in YR 1 and 9.76% in YR 5. included is a 5.00%
retirement contribution for FT non-certified employees.

Based on staff . $400 per staff member (includes conferences,
workshops, protessio nal texts, etc.}.

Based on Student - $150 per student. Student testing 8: assessment,
enrichment, etc.

Contracted nursing services A based on haifvtime services: full time at
Year 4

32K year one, increased by 2K each year to cover staff expansion.

Based on Student - $100 per student per year.

Based on number of classrooms 10 months 3: SZOUImonth
510K per year with 3% increases for in?ation
Accountingfbookkeping serivces provided by CMO.

Estimated YR 1 $15,000 with 5% increase year to year to cover
program growth and inflation.

YR 3. for negotation of CMO agreement by school's independent
attorney; thereafter for monitoring of the agreement.

Provided by the Danbury school district.

$200 per month for internet services.

5650 per month for general schooiloifice phones and phones for staff.
increases $100 per month per year.

Based on Student - $30 per student.

Based on FT staff $250 per staff member.

en?itai Plant

Rent

Utilities

Custodiai services
Maintenance and repairs
Renovationslexpansion

Subtotal

Marketing and Benetonrnent
Charter Management Org.
advertising


insurance
Sebtntai

Sn lies andE 0i ment
Supplies?instructional
Seppiies-?itdministratiee

 

?text books

Library hooks
Supplies-Genera
Computers

Student intormation System

Furniture
Vehicles
Other Equipment

Subtotal

Other Ge'gects
Other obiects Ee.g., initindi



Lean Re a ments
interest
Principe!

Suntntai
Total Expenditures

ENCOME LESS 01100010111100

FY1

0rnjeeted titre tear 0ndget gtatenrent Format

FVZ

W3

W4

FYS

 

11"}

40,000

5 80,000

120,000

5 tensor:

3 200,000

 

 

 

 

 

 

 

 

 

 

 

?10,000

00,000

120,000

160,000

200,000

 

50,500

11?,200

5 175,339

2311,1100

5 293,000

 

2,500

2,500

2,500

2,500

2,500

 

1,500

3,000

4,500

0,000

1,500

 

 

15,000

 

15,000

 

17,000

 

18,000

19,000

 

??,000

5 1150,3900

season

3 reason

5 season

 

5,000

5 10,000

5 15,000

5 20,000

5 25,000

 

10,000

12,000

14,000

15,000

13,000

 

1,500

12,500

17,500

17,500

1?,500

 

1,000

2,000

3,000

0,000

5,000

 

1,?50

3,500

5,250

7,000

0,750

 

10,500

15,000

15,000

15,000

15,000

 

20,000

20,000

21,210

21,055

22,510

 

 

 

 

 

 

 

 

 

 

101,355

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8?5,235

1,200

..
3 1,353,500

1,000

5 ..
3 1,838,324

51,476

..
5 2,505,539?

80,403

5 -
5 3,001, 193

5 131,307

Budget Narrative ,1 0eserintinn n1 

32K per month per classroom 10 months per year
included in rent
included in rent
Included in rent
Inciuded in rent

10 Percent of per-pupil and student entitlement revenue.

Based on Student - $50 per NEW student (includes ads, community
outreach, newspapers, mailings, meetings.

Based on Student - $30 per student.

Estimated YR 1 $15,000 with 51!: increase year to year.

Based on Student - $100 per student.
includes: copier and printing costs leases, of?ce supplies, etc. $10,000
in year one and additional $2,000 each year thereafter.

Based on Student - 5150 per student YR 1: includes bulk purchases of
workbooks and instructional material Year 2-5 - $250 per NEW
Student Year 36 - Replacement cost of additional $5,000 annually.

Based on classroom - $520 per classroom.

Based on Student - $35 per student.

Per classroom - 2 desktops @515 each, 3 iPads (:20 $500 each, 1
whiteboard each. Famiiv Advocates - 1 laptop at each.
Start-up Year 1 - computers for School Leader, Nurse, and Front Desk.

Assumes for base installation with fee increasing 3% each year
Provided in?kind by the (IMO.


Provided in-kind by the CMO.

NIA
NIA

Chamer School Name
Beginning Eaiance

Haven 00

Number 07510110113
Per-001711 revenue

Studam emnfamams
Gram

State CaruFarKIdg Rmnue
PrJvam 00017131000775
Total Revenue


Sala?es and Ben e?ts

Salary?Teachers
Salary-Ed under: Ride;
Salary?500mm staff
Salaw?mlmr

Bene?ts

Subtnsa?

Se Meg and activities
In-sunrln 00170100010711.1103
Pupil mwl'cee

Nursing Services
50510101170551.01- Services
Plaid trip:

Parent 001M001

Con-1171:001- support {tech 190M005
Accounting

Audi?

Lagal

M0055

Telephone

P051030 and shlp'ptng

Trans!

51! btatal

 

Ph?i 00! lam

Herr:

Utill?w

00515001 001-01009
and 

Su Metal

 

Charter Mamgumem Org,
Advanlsing

Priming

10010-0000

50010201

 


Suppilw?Mminkmtivc
Tex: 0005::

Library 
Supplies-60mm!
Comp-0001's

Sender? Information System




Other Equipmm

Su biota!

0100: 01:15:13
Other 001005 (0.5., 111-50110}

5000005!

5.0211 Mame r725
10017091
Principal

50 biota!

70135 Expeaditwes

EN DING CASH BALANCE

Charter $031005 $050 How Schedaie F07 Year 000 100007010011

?rst Par-Pupil - 711

Budget My


i .

Rug
5

51?de Per-Pup? - 91"1

30p:

7.00.590 

on
55,399 5

Nov
150,055 

00:
83,779 

7th Per-Pupil - 171

Jan
99,951 5

Feb

98.551 1 5

179.270 1 

F0 mh Per-Pugh - #15
Ma 70h April

111,779 5

May

5.055 5

June
159.501 5

Totals

59,107 I

 

 

5 550.000 5

157,500

5

3.51.500

157,500

117,500

5

 

11,000

3,005

9,005

3.056

3,005

5,055

3.036

 

 

5.65657

5,555.07

5,553.57

5,555.57

5,550.57

0mm

6,665.57

5,555.57

 

 

115.000

115.000

 

875,500 5 252,500 5



151.566



5,557 5

21,507 

124.152 5

107,252

3

9.752 



9,?52 5

9,752 5

 

11,907

5

11,557



11,607 5

11,007 5

11567 5

11,057

5

11,507 5

11.667 5

11.007

11,557 5

11,507 5

 

75,000

25m

15,000

15,000

my

15.000

15,000

15.000

15.000

15701

19,000

 

0,909

0,909

5,909

0,909

0,909

0,909

5,900

3,900

 

5.66?

5

6.667

6.65? 5

5.65? 

6.55?

5.657 5

5.507 

89.97
0,657

6.667 5

5.66}

 

5,557 9

 

9 113.50

9,705.50

9.707550

034050

9,705.50

9,700.90

9,700.50

9,700.50

9 768.50

9,703.50

9.708.550

 

51.931

51,991



51,991 5

51,991 5

51,991 5

51,991

5

51.991 3

51,581 5

51.951

51,951 5

51.991

(n

 

352

352

352

352

352

352

352

 

750

750

7510

1'50

750

 


1.001171

3.000

3,000

3,000

3.000

3,000

1,000

3000

 



 

1.290

1.230

1,150



 


mama}

1.000

1,000

 

033

335$

833$

533

833

8.335

333

 

 

15,000

 

 

 

mm@020

 

 

 

 

125

 

 

 

 

12.5

12.5

 

 

 

 

{?25

 

 

 

 

 

 

175

 

125

 

 








183.33
1,992

mum-mm?

183.35
8,544



183.33
5,194








155.55
0.50.1



135.55
5.230



183.35
5.294



159.33
0.500

ammw?m

103.33
5,250



503.33
0,544



183.35

 

.001?

21,294

 

3.333



3,935

3,593 5


52



3.335 5

3353



3.3335

3.333

91

3.553 5

 

.010

 

 

 

 

9.553 5

3.393

3.335

3.333 5

3.333 5

5,339

m.

5,353

3.555



3,333 5

9.555

3,355 3

5,335 5

 

10,050

11,550

14,550

55600

 

2,500

H33

2.500

 

1,500 5

125 5

135

125 

125 

1255

125 5

125

125 5

1,500

 

15,000

7,500

3.750

333]

15.000

 

77,500 5

13625 5

1.25

15.515 

125$

1255

9,075

10,775 

958 5

958

3.5.5083

77,000

 

5.000



5,000

 

10.000

5,000 

154.55

mm

4503; 5

454.55 5

454.55 5

454.55

055.55 5

?53.55

10.000

 

9,790

7,500

 

 

1750

1115

1&6

135

146

145

1&5

145

1,750

 

9,753

10,500

 

10,000

 

?mo-1001017700001?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8
I:
3

28,546 

2?.100

850

$55 5

1,550

050 5

250

 

 

875,255 5

57,910 5

5 1,200 3 1.50.590 5

99,191

05,599



5

64.345

?8,055

3



550,995 5

33329 5

55.343 5

38,352 

50.5103 3

90,051 5

55,503

5

77,203 3

175,270 5 111,779 3

55.67? 5

63 



55,835 5 53.631 5

80,32? 5

09.107 5

77.593 5

1.255 

575,234

1,255

 

 

 

 

 

MUD SEWEFETS

 

 

 

Year 1 1

Year 2 I 3 I I
Annual 52mm Growth 96

 

ITIONS

 

 

3,99% 

35%

 

 

Salag?dmiais?tmtars -

 

 

 

 

  

Sci-?65! L'e'ade 

 

144.200 5

1&8526 

152,932 5

 

 

14 0,000 3

 

 

 

 

 

 

 

 

 

 

MERE-

144.290 I 

majzs I 

Haggis

15?.5n I

 

 

Lead Teachers

 

5 50,950 5

 

121 801'.) 

1&454

{13

251,018 5

318.5433

 



213,150

324,545

439,281

55?,459

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

L5 $65.00!! I 

3313.955 I 5

509,999 I 5

876,00?

 

5 98 0130 

 

198 9&0





302,908

520,2 95

 

 

 

 

 

 

 

 

 

 

mm, I ?53001} 5

198.9% 

302.903 5

?09,995 5

520,235

 



 

 

Fa mi 2 Mum-ate

 

5 45,000 5

 

91.350 

139 091 

183,253 5

238 911

 

 

35,050

73,245

 

37,132

'35 ?43

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm; I 80%} 5

name I 3

175,222 I 

251,505 1 5

314.3536

 

ETata! Sala?ss I 

wamhefafemph=?es

?3:000 1 

mam I 5

1,137,555 I 

1.51:3.7594 5

?363. 228

 

Total number of em20233 

29,735 5

?11 533

V)

51348

 

7,004

11,630

16 496

21.9 64

2?,089

 

ZZIES

12 082

1?.055

22,? 22

28,023

 

 

3,864

5,444.

9 101

12 118

14,9116

 

 

 

 

 

 

 

W?rk'e'r?s cam ?nsationinsuirance' -.: .. 4.830

 

 

3,055

 

11,377

 

15,148

 

18 682

 

 

E'Eaml Pym? Taxes 5

33,9?9 i 5

5549mm

33 us I 

113% I 9

ma tag]

 

Taxes as VI: of Saiaries i 7.03%]

Fringe Bene?ts



135%}

150% I

152%!

 

57.9 60



$?,559 5

1??,519 

181 774 5

22 4,18?

 

4,830

8.055

11577

15 143

18.582

 

2,415

4.02"!

5 638

7,5 ?4

9 341

 

805

1.138

1,515

1 868

 

483

805

1,138

1,515

1,863

 

2.415

4,02?

5.68%

F574

9,341

 

R?tirementtomributi?h mm cm staff} .. - .. . I 8900

16,317

23,957

33,575

 

 

 

 

 

 

 

 

 

 

 

41,? 32

 

Tow Erin Bene?ts

 

ls 77,4251;

 

 

?4,326 I 3

107324 1 

lama}. I 5

122,259 I

 

Appendix D: Resumes of Key Board Members and Key Leadership Staff
Charter School Application Core Group

1) Core Board Members
1. Francis J. Muska, 
2. Richard Molinaro, MS.
3. Kathleen Senior, MAT
4. Alan Clavette, CPA

2) Core Leadership Staff
1. James H. Maioney, JD.
2. Katherine McKeon Curran, JD.
3. Liz Martucci, CMA
4. Monica Beyilacqua
5 Jessica Watson, MA.
6 Robin Scott, MA.
7. R. Kevin Holmes, MS.
8 Holly Danise
9 Elizabeth Goehring, MA.
10. Richard Paianzo, MS.

Witt

aat?m tt?taatta, Wilt,
t8 Qtattata t?taat Ftaatt
t3?? aataa

tam) 
(tam {ttataa}

?atgatayat: Waatata atata Uatvatattgt
aria Law Admtatattatiaa

Saattaatfy:

a vaat at ta hiahat attattattaa aamiatatrattaa that
ta aatt taatt, ataa; managa, 
attaattaaty Witt?: tzt?ttataa gamma. Higt?tiy 
with war tat": yaata at attaat aamtatattattaa ta Htgtaat aa
watt aa art ataa yaat?a at taact?tit?tg taut? at 
tha at Waatam Stata Umtvataity.

attattatattattaa aattaa amt taatattatt: 
Attatta, atattaa, attaita, GSV?t?t?t-wtt?t?t?ttal
attattat aamtatattatat in attatga at that ttataatatty Litaattaa tha tatar?
Qattagtata ratatatta Ptagtatt?t. Sawaa aa ta Etta 
hatia ta bath tha amt
ptt?aata 



ExttF?t?tat?t?t Uafvatatty, Sahaat at Eduaattaa at Caatat
Nata NY ?18923

{Dataa January 19% 

?agraa; Qaatat at 

Ataa at Spaatattaattaa: 
?taata: {lattaattaa Eataataiaa?a 

 

tr?at?tia?aattaa ta tt?ta
Stata Uatvatattv 

aha: 8tata Univatatty, Sahaai at 
{Qt-t ttitEt?
{Stataa attaattatt: Jaauaty tam $aataataat 1W8

Sf?. J, 
Vita
Paga Tara

{Jaiaaraiz?iy af? if?aaia, aariaa?a?a, 1L,

 

?ataa 1W2 
?agraa: Maaiar Aria

af and Law 
Amara Uafaaraify, Amara, EL,

Dataa a 1am
?agraa: Baahasar a? aria

Araa a? Saa?a? Payahaiagy


?aa 
1a: Wh?ia m?

a? Law 
19% Viaa fa? affa?ra ?ataraai 

gaming aa zha and aai?ag aa h?a ah?a? ?a i?a
fa??aia?ag ., fag? aad 
ia ?h?a aia?iaian, aa wan aa iha s?aam??imaat, 
a? ata?? far taa fai?aw?ag aawiaa 
M?a??aay, Davaiaamaa? Cat-aar, (Samar, Aid,
Haaita Miaar?ty affa?ra anti @f?aa a? Ufa;
Chiaf af?aa? batman ma Ua?aaraiiy,
Caaira? Santa an
?ha ataia Ua?varaiiy and a?raa?y
far 8&3 rail?iaa fa? arajaaia.

1am fag? and Eataraa? A?a?ra

Sawa aa aha Cabinet aad as: aa h?a ahiaf aaviaa? 5a aza
and Labar Raia?ana araa. aai?aa iaa?ada iha
af iha Uaivaraiiy ayataraa
aath ?1,1le and aaraiia?za 
aim aagai?aiiag far aavaa and aa 
mm a? aparaafmaiaigg 

 Fteheie J. 



hege ?Thtee

?t eet a titeeh ht heteehhet Adm?htettet?eh ehe hthiettee

fer the et heteehhe! etegtet?he fer ett
ee teettitee he Stete Stetetee, heete ef eettetee,
eetlee?tiee seed the Uhteeteity?e hetteh
hteh. Sheeihe duttee direct eemthtettetteh et ett et the
Qetteettee Sergeihthg Agreemehte hetweeh the Stete et emit
the hette et the Uhteetetty.

th etteitteh te the et the meet?: et heteehhel hemthtetr?etieh,
the ehe mehegehteht tet? the ehter thterwtietteetete hthietie
hteetet?h tette withih the etgehieetiehet jetieetetteh ef the et
Peteehhet.

tt??hg a? heeieteht te the 

he themhet et? the tthieetetty Cehthet, 
?eh?hlm?mht?th the e?f etett euhtie tetettehe.
eehedetthg ehtt eet ee tteteeh etheet the
Uhteetetty ehe the {Zehheetteet Gehetet 

The tetteteihg tthteetetty etteetty te the heeteteht:
Retettehe, thtetw?etteg?ete ethtetiee ehe Summer
?ehtetehethg titregtethe.

"t we ., ?1982 titeherttheht Chettmeh, Jeettee ehe Lew hemihtehetteh

Preeteht, eheett Seheet et 

Reehehethte tet etegteth end eetrteetem heeget
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a CT VQCATEGNAL TECHNECAL 
PYSTEM - 2662

Educating students on how to read technical drawings, blueprints
and schematics

.303 9 COMPANY a DATES PROM 
Think about the size of the team you led, the number of projects
you balanced, or the number of articles you wrote.

       

DEGREE DAVE a SCENE-KERN SQNNECTECUT
SPATE 

You might want to include your GPA and a summary of relevant
coursework, awards, and honors.

Degree: Physical Education

 

DEGREE 3 DATE EARNED 

Sport?s Medicine Human Performance, MA.

 

sWWsa? - <w vw?wm
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Western Connecticut State University Athletic Department,
1992 -- Present

Connecticut Institute For Communities, Inc., Board of Directors
2008 Present

Democratic Town Committee 2014 Present

Certi?cations

Education

- Erperience

and
interests

Kathleen b1 Senior
161 Merryall Road, New Milford, CT 06776
914-980-1805 com

Early Cbildbood Education (birth-grade 2), New York State, issued. February 2011
Connecticut Certi?cation, Endorsement Code 013, June 30, 2013

Manhattanville College, Purchase, .
Master ofArts in Teaching January 2011 GPA: 3.97

Saint Peter?s College, Jersey City, NJ 
Bachelor ofSciencc, Marketing Management, December 1985

Head Start, Deacon) Public Schools, Danbury, CT 8/2012 6/2013
lead Teacher, Pro-school, ages 3 to 
Responsible for creating and implementing individualized lesson plans and adaptations to
accommodate a variety of looming levels and abilities of 20 prewschool children.
Conducted observations, assessments and parent/teacher conferences.

The Education Center; New Mil?ard Unirchethodtst Church New Milford, CT 91?1 13/2012
Part?time Employee and Substitute Teacher; After Sebool Care, lnl?ant to Third Grade
Responsible for care of young children in a preschool/day care setting several times a week
9 Assist school-age children with homework and alter school care activities

Donbmy Public Schools, Danbury, CT November, 2011- June, 2012
Substitute Teacher and Paraprofessional, Grades Pro-K to Second Grade
9 Employed on an as?needed basis for Danbury Public Elementary Schools.

Kelly Educational Sewices, Tonington, CT April, 2012 June, 2012
Substitute ?l?eaelrer and Paraprofessional, Grades l?re?K to Hearth Grade
Employed on an as?needed basis for Tonington Public Elementary Schools.

Edison Elementary School, Port Chester, NY Fall 2010
Substitute Teacher; Student Teacher, Grades and 
6 Created and implemented lesson plans for ?rst grade and kindergarten inclusion classes
Conducted DIBELS assessment and math assessments for kindergarten class
Implemented balanced literacy lessons using LitLife Writing Assessment
at Conducted lessons with use of Trailblazer and Focus Math Programs
Utilized SMARTboard to teach poetry workshop

The Ark and The Dove Preschool, Hepewell Junction, NY March 200 S?November 2009
Substitute 'l?eaelter Assistant, Ages 3 and 
Assisted head teacher with daily classroom activities

SBC Warbarg, New York, NY November 1996-lanuary 1997
Database Coordinator . 
Provided data quality control for PeopleSotl which entailed handling queries and
researching historical data as well as writing reports to extract desired information
3.0. Warburg d: Co. Inc, New York, NY November l99l~September 1996
Relocation Specialist (6/94? 9/96)
Coordinated err-patriot compensation packages, terms of secondment with London of?ce,
compiled information for visa applications, and aided in the relocation to New York

Selected to present thesis topic and storyboard at the April, 2011 Annual Conference
in Rye, New York and at Manhattanville College?s Almost Research Day

Merosolt Word, Excel, PowerPoint, SMARTboard

Literature, arts and crafts, naming (NY Marathon, 2010), swimming, cycling

ALAN J. CLAVETTE, CPA

Managing Member Ciavette Company, 
48 South Main St., P. O. Box 349
Newtown, CT 06470
Tel. (203) 426?2080 Fax (203) 270?0645
e?mail aciavette?iiclavettecpacom

 

Education: Western Connecticut State College?
Bachelors of Business Administration/Accounting 1980

Professional Licenses: Certi?ed Public Accountant Connecticut (1982?present)

Professionai Memberships:

American Institute of Certi?ed Public Accountants (1982 present)

Council Member (representing Connecticut) (2006-2007) (2011-2014) (2015?present)
Member: Tax Division; Personal Financial Planning Division

Appointed Member: Tax Legislation Policy Committee (2009-2012)

Appointed Member: Ambassadors?; Virtual Grassroots Committee

 

 

Connecticut Society of Certi?ed Public Accountants?(1982 present)

Elected to position of President (2006-2007)

Elected to position of President-Elect (2005-2006)

Elected to position of Treasurer (2004-2005)

Elected to position of Secretary (2003-2004)

Elected to Board of Governors (2000-2007)

Ex?Of?cio Member Educational Trust Fund of CSCPA (2006-2007)

Co?Chair: Governmental Affairs Committee (2002-2009)

Chair: Trust, Estate Gift Tax Committee (2009?201 1, 2014?2015) Federal Taxation
Committee (2007-2008), Strategic Planning Committee (2005-2006), Annual
Service Awards (200304), State Legislation Committee (1998?2000) Nominating
Committee (2009?10)

Current Member of: Federal Tax Committee; State Tax Committee; Trust, Estate Gift
Tax Committee.

Past Committee Member of: Real Estate/Construction; Accounting Reporting

Standards; Educators; Financial Institutions; Investment; Nominating; Not?For?Pro?t

Organizations; Uniform Accountancy Act Task Force; CPA Committee for Political

Action, Executive Director Search Committee

 

Western Connecticut Estate Tax Planning Council (1992?2005, 2013?present, Board
member 2016?present)

 

Professional Experience:

2011-present Managing Member?Clavette Company, LLC?CPA?s?Newtown, CT
1998 2011 Managing Member?Clavette iosselyn 82; Co, LLC, CPA?s?Newtown, CT
1993 1998 Principal Clavette, Newtown, CT

1983 - 1993 Partner Malkin Clavette, Brookfield Newtown, CT

1981 -19 82 Manager Warren F. Malkin, CPA Brook?eld, CT

1980 1981 Accountant Malkin, Studley Ramey, Danbury, CT

1980 Accountant - Larsen, Durgy Fogarty Danbury, CT

1978 1980 Accountant BRT Corporation Danbury, CT

Professional Training (examples):
CT CPA Advanced Individual/Corporate Tax Workshops-Annual Participant
Working Together Conference?panelist, participant (2012?2014)
CTCPA Federal Tax 360 (Tax Forum) Annual Participant (1982 2013), Speaker
CTCPA State Tax Conference Annual Participant (1982 present)
National Law Foundation Advanced Fiduciary Income Tax Conference (1994)
CTCPA Accounting Auditing Conference
CTCPA Estate Personal Financial Planning Conference (1995, 1996)
National Retirement Planning Associates Retirement Planning Conference (1995)
AICPA Interchange Conference (1996, 1997)
CTCPA Leadership Retreat (1998?2007)
AICPA National Advanced Estate Planning Conference (2000, 2001, 2003)
AICPA Leadership Training/ Council (2005~2007)

Educational Presentations:
Tax Planning for Divorce Conn. Society of Tax 360 Conference (Nov. 2009)

Conhost/Co-Director ?Family Finance? (Cable TV Show) (1997?2004)

Seminar Presentations for: CT Association of Tax Practitioners
Morgan Stanley Dean Witter
Connecticut Society of 
Newtown Savings Bank
Peeples Bank
Remodeling Contractors Association
Institute of Management Accountants
New York Society of Independent Accountants
Various Chambers of Commerce/Civic Groups
Author Contractors Crash Course in Business, Accounting Tax 1995
Articles for various professional and business publications 1997 to present

Moderator - American Accounting Association?Northeast Region Conference-2003

Awards:
Rotary District Governor?s Citation-2014
Newtown Democratic Town Committee-2013 Honoree
Paul Harris Fellow Rotary International 2006, 2009, 2016
Friend of the Family Award Family Counseling Center 2006
Annual Service Award Connecticut Society of 1999
Outstanding Volunteer Award Newtown Youth Family Services 1997
Newtown Rotary Club?Frank Miles Award?2016

Gther Business Activities:
Newtown Savings Bank Board of Trustees Audit Committee Chair (2004?present)
Corporator (1996 present)
State of CT Legislature?Finance Revenue Bonding - State Tax Panel (2014?2015)
State Of Dept. of Revenue? Commissioner?s Professional Advisory Group (2009-present)
Danbury Drywall, Inc. Director (1983-1996)
Litigation Support? (taxation, retirement bene?ts, business valuations, divorce ?nancial/tax
issues) for various attorneys ('1999-present)

Professional iduciary?various private trusts, estates and employee bene?t plans

Connecticut Institute for Communities, Inc.

Newtown Zoning Board of Appeals

Newtown Rotary Club

Newtown Rotary Foundation

Newtown Rotary Sandy Hook School Fund
Newtown High School Business Adv. Board

Newtown Democratic Town
Committee

Knights of Columbus

Newtown Tercentennial, Inc.

air?eld Hills Master Plan Advisory Comm.
Newtown Chamber of Commerce
Family Counseling Center
Exchange Club of Brookfield
Newtown Soccer Club
United Way of Northern air?eld
County

Personal:

Born May 1958

Married to Mary Clavette, 3 children

Reside in Sandy Hook (Newtown), CT

Revised: December 2016

?Board of Directors, Audit Committee
Chair (2008?present)

?Elected Of?cial (1995-present)
?Vice-Chair (2003 -present)
Treasurer (2001 2006)

(2006 2007)
(2007-2008)

- Vice President
- President?Elect

- President (2008?2009)
~Pres./V.Pres. (20022009,

201 6?present)
- Director (2009-2016)
C0?Chair (2012?present)
?Volunteer (2005201 1)
Treasurer (1997 present)

Member/volunteer (2001 present)

~Charter Member/Fundraising
Committee (2004-2007)
~Appointed Of?cial (2002?2003)

(1998 2006)
(2000 2004)

- Director
- Vice President

Director/Treasurer (1990 1994)

- Chairman (1994 1996)
Director/Treasurer/
President (1983 1996)

Coach?
Girl?s soccer (1993 ?2005)
- Volunteer/Cabinet

Member (2000 2001)

HON. JAMES H. MALONEY, J.D.

Jim Maloney has served since 2003 as the President and CEO of the Connecticut Institute For Communities, Inc. 
- pronounced ??civic?), a non?profit community development organization. His extensive expertise in the development and
management of social service programs and projects provides leadership for mission: advancing Connecticut
communities by fostering greater opportunities for the families and individual residents of our State through 
portfolio of human service programs and economic development projects.

The Institute operates the CIFC Greater Danbury Community Health Center, which provides comprehensive medical, dental
and behavioral healthcare to residents of the Danbury area without regard to insurance status or ability to pay. It is also the
only Teaching Health Center in the State of Connecticut, and specializes in the post?MD training of Internal Medicine
Primary Care Physicians. In addition, the CIFC Greater Danbury Community Health Center operates the Western
Connecticut Regional W1C (Women Infants and Children) nutrition program, and the five School Based Health Centers
(SBHC) located in four Danbury schools: Danbury High School, Rogers Park Middle School, Broadview Middle School,
and Henry Abbott State Technical High School; with the fifth center located at Newtown Middle School in Newtown, CT.

CIFC is also the sponsor of Head Start and Early Head Start of Northern Fair?eld County, and serves as the HUD?approved
managing agent for a 70?unit low~income housing cooperative. In 2007 CIFC became, at the request of the City of Danbury,
the sponsor of the Harambee Youth Center, the only youth program in the Greater Danbury area specializing in the unique
needs of low?income, minority young people. in its role with Head Start, CIFC partnered with the City of Danbury to
undertake the redevelopment of the site of a former parochial school in downtown Danbury into a state-of?the?art,
comprehensive Early Childhood Education Center, which opened in summer, 2013.

CIFC is currently engaged in several other new-construction and brownfields rehabilitation projects, including the
development in CityCenter Danbury of an 80 unit Senior housing complex, located on the same Main Street block as
new 36,000 sq ft. Health Center and headquarters building, completed on budget in 2016 at 120 Main Street in
downtown Danbury at the cost of $15 million. CIFC is also redeveloping the former Danbury YMCA building into a state-
of?the-art Community Center/Boys Girls Club for Danbury, and converting the former ?Cadillac/Oldsmobile? Dealership
on Park Avenue, Danbury, into a Neighborhood Pro?School.

Mr. Maloney served for the past three years, and continues for a fourth term, as the Board Chair of the Community Health
Center Association of Connecticut, Inc. (CHCACT), the alliance of Community Health Centers in Connecticut. He is a
member of the Executive Committee of the American Association of Teaching Health Centers (AATHC), the voice of the
Teaching Health Center movement around the nation. At the State level, Mr. Maloney is a member of Connecticut?s ?Non-
Pro?t Cabinet on Health and Human Services?, the Governor?s senior advisory panel on non-profit issues.

Prior to his work with CIFC, Mr. Maloney represented Connecticut?s Fifth Congressional District for three terms in the US.
House of Representatives (l997?2003) (including service on the Financial Services and Armed Services Committees, and
the Democratic Health and Education Task Forces). From 198'}7 to 1995 Mr. Maloney served four terms in the Connecticut
State Senate from the Danbury Area (24?11 District), including service as Senate Chair of the Finance, Revenue, and Bonding
Committee. In addition, he has been very active at the community level, serving on numerous boards and commissions,
including the Danbury Commission for the Elderly, the Board of Directors of Danbury Hospital and Danbury Youth
Services, as the Executive Director of a regional anti?poverty agency, and as a founding member of the Board of the Fair?eld
County Community Foundation. Jim also engaged for nearly twenty years in the private practice of law, concentrating in
real estate development and administrative regulatory law. From time to time Mr. Maloney has served as an Adjutant
Faculty Member at Western Connecticut State University.

An avid sailor, Jim has maintained a life?long dedication to the environment. He has been a member of the National Sierra
Club for more than twenty?five years, as well as local environmental organizations such as the Housatonic Valley
Association. He currently serves as a member of the Housatonic Valley Association Board of Directors, and as
Board Treasurer.

Jim is a graduate of Harvard University, with an honors BA. in History, and of the Boston University School of Law,
concentrating in the law of public finance. He resides in Danbury with his wife Mary, a Middle?School social studies
teacher, and two of their three daughters. His eldest daughter is married and lives and practices law in New York.

Of?ce: Home:
Connecticut Institute For Communities, Inc. 15 Wooster Heights,
120 Main Street, Floor, Danbury, CT, 06810 Danbury, CT, 06810
Tel: 203.743.9760 X202 Fax: 203.743.3411 Email: JamesHMalonevdillaol.corn

 

Email: Malonevi@cninstituteorg

(Rev. 7/25/2017)

CV.

     

on. .iaines . Maioney, I
15 Wooster Heights
Danbury, CT 06810

Tel: (203) 743?9760 202 Fax: (203) 743?3411

Email: 

 

SUMMARY: A highly accomplished leader of sophisticated, complex non-pro?t and public
sector organizations and institutions.

 

PRINCEPAE SKILLS:

Strategic Planning 3 Program Management Team Building

Institutional Development 3 Government and Legal Analysis

Fundraising Community Relations Press Relations

Grant Writing Economic Development Administrative Law and
Written Communications Real Estate Development Regulatory Compliance
Oral Communications Non?Profit (Fund) Accounting 9 Computer Literacy

1972 Harvard University, BA, with honors, in American History.

1980 Boston University Schooi of Law, Juris Doctor (J .D.), with concentration in
Administrative Law and the Law of Public Finance.

PRGEESSIGNAL EXPERIENCE:

2003 - Present

President Chief Executive Officer and General Counsei

Connecticut institute For Communities, inc, Danbury, CT

a Chief Executive Of?cer of comprehensive non-pro?t community
development organization serving Northern and Western Connecticut.

a Founded organization; and developed multi?million dollar program in less
than twenty?four months.

a Institute now operates six (10) major programs, with total revenue of
approximately $10 million per annum.

2003 2008

1997?2003

1995 1997

Chief Operating Officer
Main Street Group, Ansonia, CT
a Managed a network of non-pro?t housing, community and economic
development organizations serving the Naugatuck Valley communities of
Connecticut
Administered the activities and growth of the Main Street Development
C01poration, the AHA Development Corporation, Curtisey Corporation, and
the Naugatuck Valley Economic Growth Initiative, all non?pro?t
organizations or projects serving the municipalities of Ansonia, Derby,
Beacon Falls, Naugatuck, and Seymour, Connecticut and environs.

Member of Congress, United States House of Representatives
Congressional District of Connecticut

Member:

Financial Services Committee
Armed Service Committee
Education Task Force

Health Care Task Force.

0000

a Author/Co?Author: Signi?cant legislation regarding education improvements,
environmental protection, ?nancial services modernization, health?
care access, public safety advancements, and national security
enhancement.

Secured multi?million dollar federal, state, local and private grants and
funding resources.

a Led strategic planning, fundraising, economic development, public relations,
and public policy initiatives and programs.

Extensive expertise in government operations at all levels; developed and
maintained wide?ranging corporate and organizational
relationships; and managed constituent service, legislative
research, and community outreach and public information programs.

Managing Partner and Attorney

Maioney, Leaphart Knowles, Danbury, CT

Attorney and Counselor at Law

a Practice concentrating in Administrative Law and Civil Litigation (including
public agency representation, election law, and labor and employment
law); real estate development and financing; public and municipal
?nance; non-pro?t organization law and taxation; commercial land
use; business taxation; government relations; and related judicial
proceedings and appeals.

1995 1997

1987 1995
1986 1995
1980 1986
1978 - 1980
1974 1978

Adjunct Faculty

Western Connecticut State University
Department of Political Science, Danbury, CT
a American Government

a State and Local Government

State Senator

Connecticut, 24?" District (Greater Danbury)

a Senate Chair, Finance, Revenue Bonding Committee

9 Assistant Majority Leader

9 Member, State Bond Commission

a Past Senate Chair:
0 Labor Public Employees Committee
0 Government Administration Elections Committee

a Extensive experience and leadership in public policy, organization, ?nancing,
economic development, and community and press relations.

Principai and Attorney

Dice, Maianey 8; Lens, RC, Danbury and Cheshire, CT

a Practice concentrating in commercial real estate, construction, and ?nancing,
and administrative agency representation, and related civil litigation
and judicial appeals.

Attorney
Pinney, Payne, VanLenten, Burreii, Woit?e and Diliman, RC, Danbury, CT
a Commercial law practice, as above.

Teacher

St. Sebastian?s Schooi, Newton, Massachusetts
a American History

9 Advanced Placement American History

Executive Director

Community Action Committee of inc, Danbury, CT

9 Chief Executive Officer of multi-million dollar human and social service
agency.

a Led development, fundraising and organizational efforts that produced 400%
increase in agency budget and programs in a four year period.

SELECTED AWARDS AND RECOGNITIDNS:

2009

9 Award for Outstanding Service to the Youth and Families in the Greater
Danbury area, Danbury Youth Services, Inc.

2002

2002

2002

2001

2001

2001

2001 

2001

2000

2000

2000

2000

1999

1999

1999

1998

1995

1993

1992

a Certi?cate of Appreciation, National Education Association, Read Across
America Program

9 Recognition Certi?cate, Safe Schools/Health Students Program, Waterbury,
Connecticut

3 Humane Legislator Award, American Humane Association
3 Award of Appreciation, Association of Connecticut Library Boards

Legislator of the Year Award, American Society of internal Medicine 
American College of Physicians, Connecticut Chapter

Distinguished Public Service Award, American Association for Research in
Otolaryngology

Legislator of the Year Award, Greater Waterbury Branch of the NAACP
Distinguished Service Award, Connecticut Chiropractic Association
Legislative Service Award, Northeastern Economic Developers Association

a Martin Luther King Jr. Brotherhood Award, Naugatuck Valley Martin Luther
King Ceremonial Awards Committee

Community Health ?Super Hero? Award, National Association of
Community Health Centers

Legislator of the Year Award, Connecticut College of Emergency Physicians

The Charles Dick Medal of Merit, from the National Guard Association of the
United States

9 Leadership Award, Mid?Western Connecticut Council on Alcoholism
Man of the Year Award, Waterbury Neighborhood Council

Legislator of the Year, Connecticut Nurses Association

Who?s Who in America, 49?} and subsequent editions.

a Special Recognition Award, The Jewish Home for the Elderly of Fair?eld
County, for efforts in support of Connecticut?s senior citizens.

a Legislator of the Year, Professional Insurance Agents of Connecticut, for
leadership on workers compensation reform.

1990

I990

1989

1986

Legislator of the Year, Caucus of Connecticut Democrats, for initiatives on
election reform and freedom of information laws.

Community Service Award, Midwestern Connecticut Council on Alcoholism,
for help in combating substance abuse.

Citation, Connecticut Library Association, for support of Connecticut
Preservation Task Force and Connecticut?s Historical Records.

Man of the Year, Danbury Jaycees for distinguished community service

CIVIC BACKGROUND:

a Member: United States Presidential Advisory Commission on Holocaust Assets
in the United States

3 Member: Connecticut Commission on Legal Ethics

Founder: Danbury Community Endowment, Inc.

Co?Founder: Fair?eld County Community Foundation, Inc.

a Founder Co?Chair: Housatonic Valley Economic Development Partnership

a Co?Founder: New Committee of One?Thousand (in successful support of $40
million local school improvement and construction program)

Chair: Danbury Area Uni?ed Social Services, Inc. (DAUSS)
a Chair: Danbury Youth Services, Inc

a Vice?Chair and Board Member: United Way of Northern Fairfield County, Inc.
Chair: Strategic Planning Committee

a Board Member: Danbury Hospital, Inc.
Danbury Redevelopment Agency

Danbury Commission on Aging

a Member: American, Connecticut and Danbury Bar Associations

SELECTED PUBLICAIIQNS and WRITINGS:

a ?Deploying Advanced U.S. Technology in the Pursuit of Peace?, The Genocide
Prevention Quarterly, Spring, 2002 (author).

9 ?Charter School Facilities Financing Models?, prepared for the Democratic
Education Task Force, United States House of Representatives, 2002

(author).

a ?Northern air?eld County/Southern Litch?eld County Needs Assessment?,
United Way of Northern Fair?eld County, Inc., 1991 (co-author).

?Dilemmas and Decisions: The DAUSS human services planning and

coordination mandate; an historical analysis, status report and
prospectus?, Danbury Youth Services, Inc., 1980 (author).

a ?To Strike at Steel: Gary, Indiana, and the Steel Strike of 1919?, Honors Thesis,

Harvard University, 1972 (author).

9 Numerous grant applications, newspaper ?Op?Eds?, position analyses, press
releases, and related papers.

a Married, 3 children

a National Service: VISTA (Domestic Peace Corps), Gary, Indiana, 1968-4970

Available upon request

(Rev. 3/14)

KATHERINE MCKEON CURRAN
(203) 536-0454 

Bar Admission: Connecticut State Bar, November 2009
Certi?cations: Certi?ed in Health Care Compliance, Health Care Compliance Association, Sept. 2012
Completed Selective Non-Profit Leadership Development Roundtable Program, March 2014

PROFESSIONAL EXPERIENCE

CONNECTICUT INSTITUTE FOR COMMUNITIES, INC. (CIEC)
Chief Operating Officer at General Counsel, May 2017 Present Danbury, CT
COO Responsibilities: Works directly with CEO, CFO, and Program Directors on all operational matters, including
the operations of the lnstitute?s Early Learning Programs, Federally Quali?ed Health Center (Greater Danbury
Community Health Center), the Beaver Street Apartments Cooperative, Inc, and the lnstitute?s development
projects. General Counsel Responsibilities: Oversees legal work for all programs of the Institute, including lease
negotiations, grant agreements, and other contracts. Conducts legal research on regulatory matters and advises
President CEO on legal matters related to regulatory, contract, health, education, housing, employment law and
related matters.
Prior Roles at CIFC:

9 Chief Operating Officer all Deputy General Counsel, March 2014 May 2017

Staff Attorney Compliance Officer, August 20ll March 2014

 

OFFICE OE LEGAL RESEARCH, STATE OF CONNECTICUT SUPERIOR COURT

Law Clerk, August 2009 - August 201 Waterbury and Litchlield, CT
Provided legal research and wrote memoranda, including memoranda of decision, for judges of the Connecticut
Superior Court. Briefed judges on the arguments of law scheduled for short calendar. Work included all areas of
law, with a focus on civil law. Memoranda included medical malpractice, insurance, family, tort, property, contract
and employment cases, as well as criminal work.

OFFICE OF THE GENERAL COUNSEL, CENTRAL CONNECTICUT STATE UNIVERSITY

liew Clerk, May 2008 May 2009 New Britain, CT
Assisted General Counsel to President with all legal matters. Performed legal research and wrote memoranda in the
areas of employment, labor, tort, education, and constitutional law. Prepared draft interrogatory responses,
admissions and discovery requests in federal employment discrimination case.

YALE UNIVERSITY CONSULTATION CENTER New Haven, CT
MAAX Facilitator (Maximizing Adolescent Academic Excellence), October 2006 June 2007

Taught a college awareness and social development curriculum to ?ve classes of approximately thirty middle
school students each at the Luis Munoz Marin School in Bridgeport, CT.

CONNECTICUT VOICES FOR CHILDREN New Haven, CT
Albert J: Policy Fellow, August 2004 August 2006

Researched issues on state agencies, economic development, tax and budget, juvenile justice and education as well
as current policy trends and their relation to state law. Wrote memoranda and prepared fact sheets, presentations,
and other materials for use during meetings with state and federal legislators. Testi?ed before the Connecticut
General Assembly?s Commerce and Education Committees. Supervised student interns.

QUINNIPIAC UNIVERSITY SCHOOL OE LAW Hamden, CT
Juris Doctor, cum latide, May 2009
Concentration: Family Law, with honors; Editoruin-Chief, Quinnipiac Health Law Journal, 2008-2009

HAMILTON COLLEGE Clinton, NY
Bachelor of Arts, cum lattde, Government, May 2003
Honors: Department honors; Pi Sigma Alpha National Political Science Honor Society;

Alexander Hamilton?s List

ELIZABETH A. MARTUCCI, CMA
6 Bayberry Lane New Fairfield, CT 05812 (203)~746~5210 (H) (203)?994?8996 (M) lmartucci@live.com

PROFELE
Financial executive who sees the big picture, with a track record for delivering results and improving
profitability. Accomplished global leader experienced in developing and managing high performing finance
teams in software, service, government and manufacturing organizations. Recognized as a problem solver
who drives change, eliminates process inefficiencies, reduces costs, improves productivity, and increases
margins. Led global business units with sales of $1 billion and finance organizations of 60 employees.

EXPERTISE
Financial and strategic analysis Budgeting Forecasting
SOX and compliance Operating and working capital Facility closings
Cash flow management management Revenue Recognition
Contract Compliancel Profitability Change Management Acquisition integration
EXPERIENCE

Connecticut lnstiture for Communities (CIFC), Danbury, CT

Chief Financial Officer (May 2016 Present)

CIFC a locally based independent, non-profit, Whose mission is dedicated to advancing our communities,
through a combination of health and education programs, and housing and economic development
projects. Accountable for all operations related to the financial and ?scal management of including
financial reporting and analysis, accounting systems and controls.

Xerox, Norwaik, CT

PRESIDENT FINANCE, HEALTHCARE PAYER ENDUSTRY (2015 - 2015)

global business unit providing transaction processing, plan administration, customer care,
communications and marketing services, healthcare recoveries, health insurance exchanges and third
party administration services to the healthcare payer industry. Accountable for all aspects of finance
including cash flow and balance sheet reporting and analysis.

PITNEY SCWES, Stamford, CT 1994 2012
$58 global provider of software, hardware, and services to enable physical and digital communications.
PRESEDENT FINANCE, MANAGEMENT (2008 2012)

$1 billion global business unit providing facilities management services, secure mail services,
reprographic, and document management services, litigation support, and eDiscovery services to
commercial and government clients. Accountable for all aspects of finance including cash flow and
balance sheet reporting and analysis as well as pricing and T. Span of control included six direct reports
with an overall organization of 60.

PRESESENT FINANCE, MARKETING SERVECES (2007 2008)

Defined growth strategies for a $200 million consolidation of three acquisitions and the integration of all
aspects of finance, with four direct reports and 25 employees. Accountable for and all aspects of
finance including cash flow and balance sheet reporting and analysis.

VICE PRESIDENT FENANCE, (DMT) (2004 2007)
Responsible for creation and attainment of budgeted financials for a Global manufacturing,
reconditioning, professional services and software organization. Accountable for all aspects of accounting
and finance including cash flow and balance sheet reporting and analysis in addition to order entry
and T. Span of control included 5 direct reports with an overall finance organization of 25.

and other finance and planning roles, (1994 2004)
Various accounting roles 


MSA, Western Connecticut State University, Danbury, CT 
SS, Accounting, Rochester Institute of Technology, Rochester, NY 

MONICA BEWLACQUA
3 Pleasant Rise Circle
Brookfield, CT 06804
Telephone: (203) 675?7068 E?mail: MonicaBevilacoua?ilvahoocom

 

 

PROFESSIONAL EXPERIENCE

Connecticut institute For Communities, lnc. (CEFC)
Director of Early Childhood Programs (January 2009 present)







Responsible for overall early childhood program operations, (infants, toddlers and preschool), including direct
supervision of all program managers and administrative staff

Lead the management team in strategizing and implementing program policies, procedures and goals

Oversee program budget and expenses

Ensure compliance with Federal Performance Standards as well as Licensing Regulations; last two Federal Review
resulted in 100% compliance with all 2000+ standards

Implement strategic change and lead program growth and development

Chosen for the national Program Design and Fiscal Management (PMFO) Mentor Program. Was a part of the Inaugural
Team.

Member of the Connecticut Head Start Association and CT Early Childhood Alliance

Former Board Member New England Head Start Association

Represent CIFC at many community meetings such as Board of Education and School Readiness Council.

Head Start Family Services Manager/ CIFC Operations Manager (May 2006 December 2008)







Was responsible for supervision of 6 case workers

Was responsible for ensuring funded enrollment level; maintained full enrollment and robust waitlist.

Ensured compliance for over 100 Federal performance standards, recent triennial resulted in zero areas of non-
compliance

Member of statewide and local collaborative team with Department of Children and Families (DCF) to strengthen
relationship between our organizations

Worked as a part of larger management team to strategize and implement new program wide policies and procedures and
the CIFC Executive Leadership Team

Oversaw supply ordering for 16 classrooms and of?ce

Oversaw project and equipment bid speci?cations, solicitations, and procurement process documentation

Operations/Human Resource Manager (February 2004 April 2006)

Organization?s ?rst staff member; implemented all new Human Resources and Operations related functions
Developed project and equipment bid speci?cations, solicitations, and procurement process documentation
Prepared program and project reports and related ?lings

Directed and secured the State of Connecticut Day Care License

Oversaw compliance with all Human Resources federal standards

Administered Health Bene?ts and Supplemental Insurance Plans

Was responsible for all postings and advertisements tor open positions

Developed New Hire Packet and Orientation Packet

Political Consultant (April 2002 February 2004)












EDUCATION

Hired, trained and supervised over 25 interns and numerous volunteers

Coordinated several weekend trips for over 250 Connecticut volunteers to travel to New Hampshire

Utilized data to determine what areas of the state needed contact from the campaign

Acted as a Surrogate for elected of?cials at many state agencies, union offices, municipal events and universities
Created and maintained relationships with state and federal legislators, key supporters and donors

Was responsible for compliance of over 3 million dollars in contributions with the FEC

Prepared and ?led quarterly reports and 48 hour notices with the Federal Election Commission

Was responsible for the tracking and balancing of over 3 million dollars

Generated weekly fundraising status report

University of Connecticut, Storrs, CT (Graduated 2002); Bachelor of Arts, Political Science

RELEVANT TRAININGS
Head Start Administrative Credential, National Head Start Assdciation
12 college credits in Early Childhood Education (Dean?s List)

Jessica L. Watson
3 Independence Circle
Southbury, Connecticut 06488

 

Connecticut institute for Communities Danbury, CT
Senior Program Manager March 2910,. Present
Provide leadership and guidance to entire staff and students
Manages the assessment tool, Teaching Strategies Gold, utilized by teachers
Updates and over sees the licenses at 3 locations
Participates in individual assessments on teaching staff
Runs assessment status reports quarterly for all 18 classrooms
Runs weekly child update meetings with management staff

Even Start of Connecticut Danbury, CT
Director June 2009-March 2010
Manage literacy and adult education program. Leads entire staff which consists of four early learning center
teachers, five adult education teachers, and one counselor
Create a positive learning environment that includes developing literary activities, training, and age appropriate
discussions
9 Complete individual performance assessments that support quality improvement and accountability.
a Responsible for ensuring curriculum standards promoting family literacy services are achieved
Completes state of Connecticut reporting requirements. Examples includes attendance, parenting assessments,
waited in-take forms, and various performance assessments on a basis

Parenting Teacher and Family Advocate August meow-June 2009
Taught parenting classes and groups which consisted of topics such as early childhood education, adult literacy,
and parenting education
Participated in home visits to promote interactive literacy activities between parents and their children
Classroom sizes varied between ten to sixteen young women and their children

Ralph Johnson School, Bethel, CT
Student Teacher January 2006?April 2006

a Managed 5th grade classroom and assumed responsibilities of regular teacher
Administrative duties including attendance, grading, and providing assistance to students as needed
a Created lesson plans and activities for students

internship August EMS?January 2006
Provided coverage for teachers and paraprofessionals
Reviewed and learned about lesson planning and classroom management skills

New Milford Public Schools, New Milford, CT

Paraprofessional September 2003-.lune 2005
Worked one?on?one with students to develop their writing, reading, and math skills
Assisted Kindergarten, 15?1 and 2?1d grade teachers with their daily lessons
Helped create and develop lesson plans

Bethel Parks and Recreation, Bethel, CT
Director of Special Needs/Site Director dune 2001-2007
a Planned curriculum for the entire summer, in addition to field trips
Directed a summer youth program for approximately 65 children
Provided kids and staff with fun environment, positive reinforcement, and ability to learn and grow throughout

the summer
EDUCATKON
Sacred Heart University
4.0 GPA- Masters Program/Elementary School Teacher Certification June 2010

Western Connecticut State University, Danbury, CT
BA in Communications/Human Relations .lune 2003

Robin Scott

4 Deer Hill Drive a Danbury, CT 06810
(203) 205-0241 resrks@aol.com

Resourceful education administrator and teacher with first-hand experience improving
personnel, parent, and student interactions through effective organization, communication, and
leadership. Measurable success as an Assistant Director of a large, private day camp in addition
to extensive first-hand experience as a Director, Event Planner, and Head Teacher.

 

Education 9 Mentorship *9 Office Administration a Curriculum Development a Communication
Scheduling a Staff Performance 0 Customer Service 9 Conflict Resolution 9 Recruiting
Project Management a Payroll a Program Leadership 9 Technology Integration 6 MS Office

 

PROFESSIONAL EXPERZENCE

DDNNECTIDUT ENSTITUTE FDR DDMMUNETIES EMA?present

Early Learning Programs, Danbury, CT

Education Manager for Head Start, Early Head Start and School Readiness programs

a Staff management including hiring, staff assignments, conflict resolution, support, modeling,
professional development and appraisals.

a Curriculum implementation using Creative Curriculum and CTELDS to monitor lesson plans,
individual observations, assessments, as well as classroom routines and physical set up.

a Classroom assessments using ITERS, ECERS, and CLASS.
Responsible for special events and special programs.
Help maintain Head Start Standards in the Education service area.

DREEZEMDNT DAY DAMP, Armonk, NY 1992 2014
Large, private camp accredited by the American Camp Association.

Assistant Director STransportation Director (19922014)

a Coordinated camp management, parent involvement, recruiting, and problem solving.
Assisted with hiring, staff placements, and resolving personnel problems.

Promoted staff training and orientation through planning and implementation.

Scheduled up to 35 camp groups for summer programs.

Designed and oversaw up to 55 transportation routes per year accountable for as many as
700 campers and 200 staff members.

Managed year end payroll, creation of w?2s, and submissions to the SSA.

Prepared invoices, processed payments, and designed and created reports.

Selected, improved, and integrated camping software to save money and resources.
Conducted year round online and print advertising.



9996

Director 8: Head Teacher (1995 -- 2006)

?My Nursery School? at Breezemonf Day Camp.

a Organized all licensing and registrations, working with the Office of Children and Family
Services as well as the New York State Department of Education.

Created curriculums and lessons for students of various age and developmental readiness.
Lead a collaborative teaching team.

Assessed, planned for, and supported students with Special needs.

Participated in all Committee on Special Education/Preschool Special Education meetings.

6399

Teacher (1992 -- 1995)
a Instructed large and small groups as well as individuals through all curriculum areas.
9 Applied humor and a joyful approach to increase student involvement and engagement.

Related Experience, Skills, and interests

a CLASS (CLassroom Assessment Scoring System) reliable.

a Proficient in MS Word, Excel, and Database Management.

Volunteer visiting teacher of science (Elementary) since 2010.

a Facilitated fundraising efforts for Friends of Karen, a children?s charity in NY.

 

 

 

 

EDUCAWQN DEVELQPMENT

MAT in Elementary Education, GPA 4.0
Manhattanviile Coiiege, Purchase, NY

Sachem!? at Art, Engiish 
University of Michigan, Ann Arbor, MI

CT Elementary Certification 
Permanent NY State Public School Teacher Certi?cate
(Nursery, Kindergarten, and Grades 1?6)

Richard Kevin Hoirnes
Home Address
8 Bear Mountain Rd
Danbury, CT 06811
1 (203) 733-6721
Email: 

 

Licensure

Professional Educator License (PEL), CT Certi?cation #068
School Counselor, Prekindergarten through grade 12

National Counselor Certi?cation (NCC)
Currently completing requisite hours to become a Licensed Professional Counselor (LPC)

Education

Western Connecticut State University, Danbury, CT
Additional studies towards Licensed Professional Counseling (LPG), 60 credit hours (completed
December 2016)

Master ofEdacation in Counseling (MS): Concentration in School Counseling (May 2015) GPA
3.96/40

Rogers Park Middle School and Danbury High School, Danbury, CT

Internship, grades 6?12 (August 2014-June 2015), 750 hours

Danbury High School, Danbury, CT

Practicum, grades 10-12 (January 2014-May 2014), 150 hours

University of Connecticut, Storrs, CT
Bachelor ofArts in (May 2012) GPA 3.2/4.0

Graduate of Danbury High School (June 2008)
Related Work Experience

Head Start of Northern airfield County, Danbury, CT
Mental Wellness Manager, (December 2015 present)

it Work closely with management team to comprehensively address a wide range of
Head Start building, staff, and classroom issues.

Provide teaching strategies to help promote a better social. and
emotional learning environment in each classroom.

Facilitate individualized behavior plans for students who have atypical social and
emotional needs in eoniunetion with families, teaching staff, and the management
team.

Collaborate with outside community resources to ensure that students and. families
who have extensive needs receive the services they require.

Coordinate school wide programs and initiatives to prepare students for
kindergarten

Conduct parent and teacher meetings to implement strategies at home and in the
classroom

Collaborate with the management team to create an enjoyable work environment

Conduct meetings with staff to ensure staff mental wellness as well as student

Wellness

Henry Abbott Technical High School, Danbury, CT
High School Football Coach, (June 2013 .. present)




Volunteered during 2013 season

Work closely with teenagers to better understand their struggles on and off the
?eld in order to create a more cohesive and successful team

Create a strong dynamic between players from two different schools, Henry
Abbott Technical High School and Immaculate High School, who are a part of
our cooperative program

Certi?ed coach (as of June 2015)

Certi?ed in administering CPR and First Aid

Danbury Public Schools, Danbury, CT
Long?Term Substitute Teaching (April 2014?June 2014)



Substituted in the Danbury Public Schools system

Spent 3 months in a BAS classroom at the middle school level

Worked with students with severe disabilities

Helped hone my skills in patience, task delivery, and respecting people as
individuals

Fun and Fundamentals, Danbury, CT
Baseball Camp Counselor (June 2006? present)





Worked with children from the ages of 5-12
Observed how kids of this age range truly behave and interact outside of the

school setting

 Taught necessary skills for both baseball, team building, and respect for
teammates and coaches
Helped me relate to, speak to, and understand adolescents

Banbury High. Schooi, Danbury, CT
0ne~t0~0ne High SchooZ Tutor (August 2012 - December 2013)
Worked individually with a student in the classroom
Observed the student perspective on many issues including relationship with
teachers, rigor of assignments, and poor grades
Collaborated with teachers to begin to understand their obstacles in working with
a wide range of students

University of Connecticut, Storrs, CT
Student Union Set?Up Crew Manager (January 2010?May 2012)
Made schedules and provided tasks for fellow workers
Lead and worked alongside my peers in order to accomplish a common goal

Holly n. banise
PO. Box 155
Wes?i~ Redding, CT 06896
(203) 730 .. 0039

Bkills Microsof'f Word Inferno? Savvy
Microsofi' Excel Typing 60+ WPM
Microsof?i Publisher Speedwri?iing 90+ WPM
Educa?i'ion
1991?1993 Kaiherine Qibbs School Norvvolk 

 

 

Associa?res Degree

Courses included: Business Communicai?ions, Accouni?ing, Business Mafh,
Office Procedures, Speedwrii?ing, Typing, and Professional Developmen'i
Dean's Lisf GPA 4.0

1988?1991 Henry Abbo?i?f Technical High School Danbury, CT
Curriculum included general courses, Draffing, Compu?i'ers and Business Mafh

Experience

BOOB?Presen?i Connecficu'i? Insfifufe For Communifies, Inc. 0onbury, CT
Human Resources and Operafions Manager:
HR Manager: Responsible for all recruifmenl? aciivii?ies, onboarding,
orieniafing new hires, including fingerprinling, background checks, ei?c.
Oversees all?siaff file managemeni systems, including organizal'ion's on-line
professional developmenf sysfems, creden'i'ialing and privileging of medical
provider sfaff. Managemeni of organization?s various insurance packages
and ofher fringe benefifs. Daily liaison for all siaff for Human Resource
rela'i'ed issues, including ierminafions and unemploymenl' caSes, ei'c. Works
very closely wiih CEO, CFO and ofher Senior Managemen?i? Sfaff members.
Operaiions Manager; Reviews all bank siaiemenfs on a monihly basis, works
closely wifh COO, and Facili?iies Direci?or in regard i'o operal?ional funcfions,
such as phone and computer sysfems, and overall building operations of
various siles.

2006?2008 Connec?ricuf Insii?i?u?l'e For Communi'iies, Inc. banbury, CT
Adminislraiive Assisi-uni? lo Business Office; Assistant To Chief
Execui'ive Officer, Finance Direci'or, and Human Resources Manager,
assisted with all aspecfs of Business Office funci'ions including
budge?i?ing, gran? wrifing, and fundraising.

BOOB?Presen'i' Century 21 Lombardi Danbury, 
Realfor, Sales Associaie; work exclusively for clieni?s To marke?r
'i'heir homes and wil?h clieni's 1'0 purchase homes. Oversee lhe
enfire sale/purchase process, work cloSely wifh Morfgage Broker and
Afforney. Work wifh land lords/ren'i'ers i?o lease/secure renfal
Properfies, prepare leases efc.

References furnished upon rogues?

Elizabeth A. Goehring

 

Connecticut institute For Communities, inc
Director, Planning dc Communication
a Manage Local, State 85 Federal grants for CIFC programs, including Head Start and Greater Danbury
Health Center
a Manage community assessment and strategic planning process
6 Manage internal and external communications

Fairfield County?s Community Foundation, August 2016 to present
interim l-"rograni Associate, Education {Sic Youflz Development

9 Manage Thrive by 25 grant portfolio

Baubury Frondse for Children Partnership, February 2015 to August 2016
Consultant/Interim Coordinator, February 2015 to present
9 Led steering committee to review and revise strategic plan to identify top priorities
9 Manage relationship with key funders
Develop communications plan, including email outreach to key constituents
a Research data management system for Partnership

Banbury Children First, October 2014 to May 2010
Interim Director (PT)
Managed staff of parent engagement programs (Parent Leadership Training Institute, People Empowering People)

United Way of Western Connecticut August 2007 to August 2014-

Executive Vice President, Community Impact: Manage community initiative and grant process
a Oversaw and implemented UWWC community strategies across region
a Managed grants process, up to $3 million per year across the region
a Support Sandy Hook crisis response

GE February 1997 to August 2007
GE Capitai Soiutions/Commerciai Equipment Financing, May 2001 to August 2007
Manager, Corporate Citizenship/Communial Relations: Manage philanthropy and volunteerism for a global
?nancial business
a Managed overall philanthropy budget 
Established global network to manage local volunteerism and contribution efforts
9 Integrated philanthropy and volunteerism among different GE businesses, functions and network groups
to establish one GE face in the community

Commercial Equipment Financing
Manager, Organizational Communications July 2000 to May 2001
Manager, Communications: September 1999 to July 2000

GE Corporate Headquarters, February 1997 to September 1999
Program Manager, Employee Communications: Developed employee benefits communications

Education:

MA, English BA, English/Philosophy
University of South Dakota University of South Dakota
Vermillion, SD Graduated May 1988

Graduated May 1990 Cum laude, University Scholar

chard Michael Palermo
27 Middle River Road, Danbury, CT 06811?4313

 

 

CAREER PROFILE

i am a highly-motivated facility administrator who thrives in a challenging environment where mission, efficiency and efficacy
are appreciated. Skills are most effective when utilized creating new solutions in difficult situations or in redesigning the way
facilities administration is performed. excel at interpersonal relationships, communication, public speaking and creative writing;
and I am sensitive to confidential issues. 1 work independently but enjoy collaboration with a team on short and long term
planning. 1 am computer pro?cient with skills in most office, communication and building management systems. 1 am confident
in goal setting and in working with limited resources to produce an agreeable result.

EDUCATION
Bachelor of Arts, Western Connecticut State University, Danbury, Connecticut,1974~.
Master of Science in Business Administration, Western Connecticut State University, Danbury, Connecticut, 1980

PROFESSIONAL EXPERIENCE

Director of Facilities, Connecticut Institute For Communities, Inc., Danbury, Connecticut 2015~Present

Plan, direct and supervise the operations of all facilities, owned, occupied or leased by the organization. Evaluate all facility
issues, prioritize repairs and maintenance to comply with all Federal, State and Local laws. Coordinate the design and
construction of new and existing buildings to provide an efficient and wholesome environment for staff and clients.

Superintendent of Public Buildings, City of Danbury, Danbury, Connecticut, 1987-2015

Direct the planning and operation of facilities administration for this growing city of eighty-five thousand citizens. Services
include the construction, repair and maintenance of over forty municipal buildings, which include nineteen elementary and
middle schools, as well as the largest high school in the state of Connecticut. Act as the City of Danbury representative on the
architectural/ engineering design team for all new municipal and school construction and renovation programs. Create
effective budgets to insure continued facility operations in challenging times of slu'inking federal and state funding.

Manager of Engineering Administration, Danbury Hospital, Danbury, Connecticut, 1985?1987

Assist the Vice-President of Engineering at this 450?bed acute ca re facility. Responsible for the administration of the five-
department division for operations and fiscal management. Develop policies and procedures to insure the uninterrupted
operation of this health care facility. Develop and monitor departmental and divisional budgets.

Manager of Building Services, Danbury Hospital, Danbury, Connecticut, 19834985

Direct and coordinate the activities of facility contractors working in the hoSpital. Prepare specifications and contract work for
competitive bidding. Manage the activities of the maintenance department, and the licensed trade mechanics as they perform
repairs, maintenance and minor construction projects. Develop and maintain safety standard for all phases of department work to
include quality assurance and Joint Commission on the Accreditation of Hospitals guidelines.

Manager of General Services, Danbury Hospital, Danbury, Connecticut, 1980-1983
Manage, plan and supervise the activities of the housekeeping department and its staff of one hundred-thirty employees
throughout the 700,000+ square foot physical plant.

Assistant Manager of General Services, Danbury Hospital, Dan bury, Connecticut, 19744980
Coordinator of the day-to-day activities, including project assignment, staffing, training, product evaluation and purchasing for
the housekeeping department.

FACULTY EXPERIENCE
Adjunct Instructor in Business Administration, Western Connecticut State University, Danbury, CT, 1981?1985.

 

Danbury Coiiegiate Charter Sonooi

"i?abie of Organization

 

DCCS Board of Directors

and Committees

 

 

 

 

Academic Excellence and
Program Performance

 

 

 

 

 

 

 

Planning Family

 

 

Engagement

 

Finance

 

 

 

 

 

 

 

 



 

Nomiating

 

 

 

 

Audit

 

 

 

 

 

 

 

 

 

Attorney

 

 

Auditor

 

 

 

 

Civic}
Services
Contract

with CEFC

 

Principai
1.0 FTE

 

 

 

 

 

Grade Level Classroom Teaching Team#

 

 

 

Bi-lingual Program
Assistant
1.0 FTE

 

 

 

Classroom A Classroom 

 

 

 

 

 

Lead Teacher
Teacher 1-0 FTE .. Teacher
1.0 FTE 1.0 FTE

 

 

 

 

 

 

 

 

 

 

 

Teacher Aides
2.3 FTE

 

 

 

 

 

Nurse
(by Centract)
(0.5 FTE for year 
1.0 FTE for year 35)

 

 

 

 

 

Family
Advocate 
1.0 FTE

 

 

The T0. details one grade level Teaching Team. Each grade levei at Danbury Collegiate
Charter School (grades will encompass one full grade level Team.

#it One per grade.

Page 1 of 2

DANBURY COLLEGIATE CHARTER SCHOOL TABLE OF ORGANIZATION

BOARD OF DIRECTORS MEMBERSHIP

Academic Excellence and Program Performance Committee
Mr. Beviiacqua (092 Certificate), Chair

Parent Representative (A)
Ms. Reynoids Leto (Teacher)
Mr. Dennis (WCSU)

Board of Education/Designee

Pianning Famiiv Engagement Committee

Mr. Dennis (WCSU), Chair
Parent Representative (8)
Rev. 

Ms. Perun (Teacher)
Attorney Hennessey

Finance Committee

Attorney Hennessey, Chair

Mr. Beviiacqua (092 Certification)
Rev. Viliaviciencio

Board of Education/Designee

Audit Committee

Mr. Jr, CPA, Chair
Parent Representative (B)
Ms. Perun (Teacher)

Nominating Committee

Parent Representative (A), Chair
Mr. Romaniello, Jr., CPA

Ms. Reynoids Leto (Teacher)

Page 2 of 2

 

Appendix F: Evidence of Support

1) Letters of Support

1.

Local Connecticut State Legislators (Representatives Ferguson, Smith, Harding)
Danbury City Council Leader (Attorney Saadi)

Danbury Youth Services, inc

igiesia Hispana Unidade Criste de Danbury

Parents Policy Councii, Head Start of Northern Fairfield County

Association of Reiigious Communities, Inc.

Ha rambee Youth Center

Beaver Street Apartments Cooperative, inc.

Greater Danbury Community Health Center

10. Head Start of Northern Fairfieid County Program

11. Danbury Regional WEC Program

12. Greater Danbury School Based Health Center Program

2) Community Petition

 

State of Connecticut

HOUSE REPUBLICAN OFFICE
STATE CAPITOL
HARTFORD, 06106-4591

August 9, 2017

Dr. Dianna Wentzell

Commissioner of Education

Connecticut State Department of Education
l65 Capital Ave

Hartford, CT 06i435-2219

Dear Commissioner Wentzell,

We are writing to express our support for the establishment of the Connecticut Institute for Communities,
Inc. Charter School. As members of the Connecticut General Assembly representing the 107m, 108m, and
138?] 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 where this school 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 the Connecticut Institute for
Communities, offer 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,

    

Qatar was

 

Representative Ferguson Representative Smith
138?? District 108?? District

Representative Hard ing
107?h District

 

 

 

 

 

ily Ochmbury
City Council

Thomas J. Saadi, Esq. ph. 203-797-1797
Council Minority Leader e-mail.? romsaadi@aol.com

wr-vw. Saadi-Esposim4rhward. com
24 Tobins Court
Danbury, 06810

August 10, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

RE: Connecticut Institute For Communities, Inc. Charter School Application
Dear Commissioner Wentzell:

As a Danbury City Councilman and father of young children I understand the critical needs
for providing the youth of this Community and for that sake this Nation with a solid, quality
enduring educational experience.

There is nothing more precious than our children who deserve educational opportunities
and options that meet or exceed the standard requirements of the Connecticut Department of
Education. As such, I am writing in support of the Connecticut Institute for Community?s
(CIF C) application to your Department to organize a K-S Charter School in Danbury.

CIFC is a highly respected community development agency which has a thoroughly well-
established track record in serving Danbury residents, especially with regard to the Head Start
and other early childhood education programs. Additionally, unlike many other Charter
schools CIFC school will have certi?ed teachers and its administrators will be members of the
Danbury School Administrators Association.

I have seen great work ?rst hand and have many constituents with children that
have bene?ted greatly from the work of CIFC. Therefore, I urge the CSDE to favorably
consider application, and am con?dent that if awarded this programing, CIFC will
make a major signi?cant positive difference for the children and families who will participate
in their proposed Charter School.

Truly,
.r

Thomas J. Saadi

Nor printed at taxpayer expense.

0





I Danbury Youth Services, Inc. 91 West Street, Danbury, Connecticut 06810
Strengthening Youth and Families (203) 748-2936 . (Fax) 203 797-8568



August 4, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

My name is Joseph Dobbins, on behalf of Danbury Youth Services, Inc. (DYS). I am writing to you
based on the many years of service DYS has provided to the Danbury community. We strongly
believe in community engagement and we deeply understand the needs critical to the educational
and social development of young people.

It is due to that commitment to community engagement which is why we believe and support

programs which engage in civic engagement and citizenship. In that connection, the

Danbury-based Connecticut Institute For Communities, Inc. (CIFC), is a very highly respected community
development agency which already has a thoroughly well-established track record in serving

Danbury residents, especially in regard to Head Start and other early childhood education

programs.

For those reasons, we strongly support CIFC's application to your Department to organize a 
Charter School in Danbury.

We urge the CSDE to favorably consider application, and are con?dent that if awarded this
programming, Connecticut Institute For Communities, Inc. will make a very signi?cant positive
difference for the children and families who will participate in their proposed Charter School.

Sincerely,

77704515?

Joseph L. M. Dobbins, LMSW

Program Manager

Direct? (860)375~4376 Of?ce? (203)748-2936 Fax- (203)797?8568
Danbury Youth Services, Inc. 91 West Street Danbury, CT 06810

Funded in Part By: - City ofDanlaur) - l?nion Savings Haul. - Nnriliwcsl Regional Workforce Hoard
- CT Dcpl. Services - CT Dept of Children it Families - I?itncy ancs Literacy Education Fund
United Way nl'WL?stcm Fund - Wells Furgn 
Fail'?cld Counly Community Foundation IFCCFI - GE,
- CT Dept. of Education Prumir

Licensed the Dept. ("Iiildrun Lulti Families. DVF 

IgLe/aLa/Hbspamaxumdade/
Crate/MOW

165 Deer Hill Ave
Danbury, CT 06810

August 10, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Based on our many years of service to the Danbury community, we deeply understand the needs
critical to the educational and social development of young people.

In that connection, the Danbury-based Connecticut Institute For Communities, Inc. (CIF C), is a very highly
respected community development agency which already has a thoroughly well-established track record in
serving Danbury residents, especially in regard to Head Start and other early childhood education programs.

For those reasons, we strongly support application to your Depaitment to organize a Charter
School in Danbury.

We urge the CSDE to favorably consider application, and are con?dent that if awarded this
programming, Connecticut Institute For Communities, Inc. will make a veiy significant positive difference
for the children and families who will participate in their proposed Charter School.

Sincerely, ?1
P3 ?5 I Mic; 61(4)


Pastor Juana G. ourdain Villavicencio

PARENT POLICY COUNCIL
HEAD START OF NORTHERN FAIRFIELD COUNTY
EARLY LEARNING PROGRAMS

August 4, 2017

Diana R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Based on my many years of service to the Danbury community, and my involvement as a parent and Policy
Council member, I deeply understand the needs critical to the educational and social develOpment of young
people.

In that connection, the Danbury-based Connecticut Institute For Communities, Inc. (CIFC) is a very highly
respected community development agency which already has a thoroughly well-established track record in
serving Danbury residents, especially in regard to Head Start and other early childhood education programs.
Many of our Head Start parents utilize the services that CIFC offers, as well as myself and family personally.

For those reasons, we strongly support application to your Department to organize a K-5 Charter School
in Danbury. -

We urge the CSDE to favorably consider application, and are con?dent that if awarded this

programming, Connecticut Institute For Communities, Inc. will make a very signi?cant positive difference for
the children and families who will participate in their proposed Charter School.

Sincerely,

A i if 

Yesenia DeLeon
Policy Council Chair

 

325 Main Street, Danbury, CT 06810

August 8, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Avenue

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Based on our 40 plus years of service to the Danbury community, we deeply understand
the needs critical to the educational and social development of young people. In that connection,
the Danbury?based Connecticut Institute For Communities, Inc. (CIFC) is a very highly respected
community development agency which already has a thoroughly well?established track record in
serving Danbury residents. This is especially true in regard to Head Start and other early childhood
education programs provided by CIFC.

For reasons such as those above, we strongly support application to your
Department to organize a K-S Charter School in Danbury.

We urge the CSDE to favorably consider application. Without reservation, we are
con?dent the K-5 Charter School in Danbury will be well managed by CIFC and that the program
will have a very signi?cant positive impact on the children and families who will participate in
their proposed Charter School.

Thank you and sincerely,

W- imam

Rev. J. Leopold

Executive Director

Association of Religious Communities, Inc.
203?792?9450 Ext. 102

HARAMBEE YOUTH CENTER

 

August 10, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Harambee Youth Center is the only program in the City of Danbury providing after-school services without charge to
Danbury area youth. Most of our program participants are low?income and come from minority families, mostly African-
American and Latino.

Based on our many years of service to the Danbury community, we deeply understand the needs critical to the educational
and social development of young people. We see, on a daily basis, the challenges faced by the families and children that
the Charter School seeks to serve.

In that connection, the Danbury?based Connecticut Institute For Communities, Inc. (CIFC) is a very highly reSpected
community development agency which already has a thoroughly well-established track record in serving Danbury
residents, especially in regard to Head Start and other early childhood education programs.

For those reasons, we strongly support CIFC's application to your Department to organize a Charter School in Danbury.
We look forward to partnering with CIFC on this new endeavor and offering our support in the best way possible to ensure

SUCCESS.

We urge the CSDE to favorably consider application, and are confident that if awarded this programming,
Connecticut Institute For Communities, Inc. will make a very significant positive difference for the children and families
who will participate in their proposed Charter School.

Yours Truly,

 

Larry Mouning
Executive Director

(illicit: 54 Slrcel Tel: (203) 748 - 0?23?
Danluuy 0(i8ll') l?ax: (203) 7518 - [505

BEAVER STREET APARTMENTS COOPERATIVE, INC.

August 9, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Beaver Street Apartments Cooperative is the only low-income housing cooperative in the Danbury
area. We are home to approximately 300 low?income, largely minority, residents, many of whom
are school-aged children.

Based on our many years of service providing affordable housing to the Danbury community, we
deeply understand the needs critical to the educational and social development of young people.
We see the struggles our families face as they raise their children in the community, trying to
juggle jobs, school and family in very trying situations for some.

In that connection, the Danbury-based Connecticut Institute For Communities, Inc. (CIFC) is a
very highly respected community development agency which already has a thoroughly well-
established track record in serving Danbury residents, especially in regard to Head Start and other
early childhood education programs.

For those reasons, we strongly support application to your Department to organize a K-S
Charter School in Danbury.

We urge the CSDE to favorably consider application, and are con?dent that if awarded
this programming, Connecticut Institute For Communities, Inc. will make a very signi?cant
positive difference for the children and families who will participate in their proposed Charter
School

Sincerely,

William Curtis
President, Board of Directors

 

Site Of?ce

113 Mcchan Place Tel: (203) 794.1760
Da11hury,Cl' 06810 Fax: (203) 704.0012

EQUAL HOUSENG
OPPOITUNHY

Greater Danbury Community Health Center

Dr. Kristine NH).
[NJ-curm-

August 4, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Based on our many years of service to the Danbury community, we deeply understand the needs critical to the
educational and social development of young people.

In that connection, the Danbury-based Connecticut Institute For Communities, Inc. (CIFC) is a very highly
respected community development agency which already has a thoroughly well-established track record in
serving Danbury residents and the children of our community, especially in regard to Head Start and other early
childhood education programs.

For those reasons, we strongly support CIFC's application to your Department to organize a K-S Charter School
in Danbury.

We urge the CSDE to favorably consider CIFC ?s application, and are con?dent that if awarded this programming,
Connecticut Institute For Communities, Inc. will make a very signi?cant positive difference for the children and
families who will participate in their prOposed Charter School.

Sincerely,

MW 27/? Vl/trtH/O

Dr. Kristine Lisi
Clinical Director
Greater Danbury Community Health Center

57' Norlli Sll'cel. Suite 500 6: Suite It}? tel: [303.] 7-43-0100 70 Main Sire-cl
Danbury. CT Inn: {303) 731?5313 Danbury (man:

HEAD START OF NORTHERN FAIRFIELD COUNTY
EARLY LEARNING PROGRAMS .

an Head Start, School Readiness Early Head Start (at:

37 Foster Street
Danbury, CT 06810

Tel: (203) 743?3993
Fax: (203) 792-9337

August 4, 2017

Dianna R. Wentzell

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Based on our many years of service to the Danbury community, we deeply understand the needs critical to the
educational and social development of young peOple.

In that connection, the Danbury-based Connecticut Institute For Communities, Inc. (CIFC) is a very highly
respected community development agency which already has a thoroughly well-established track record in
serving Danbury residents, especially in regard to Head Start and other early childhood education programs.

For those reasons, we strongly support CIFC's application to your Department to organize a K-S Charter School
in Danbury.

We urge the CSDE to favorably consider application, and are con?dent that if awarded this

programming, Connecticut Institute For Communities, Inc. will make a very signi?cant positive difference for
the children and families who will participate in their proposed Charter School.

Sincerely,
Il?llea 70 

Monica Bevilacqua
Director

 

Women, Infants and Children (WIC) Program
it' Danbury Region

August 9, 2017

Dianna R. Wentzeli

Commissioner of Education

Connecticut State Department of Education
450 Columbus Ave

Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell:

Based on our many years of service to the Danbury community, we deeply understand the needs critical to the
educational and social development of young people.

In that connection, the Danbury-based Connecticut Institute For Communities, Inc. (CIFC) is a very highly
respected community deveIOpment agency which already has a thoroughly well?established track record in
sewing Danbury residents, especially in regard to Head Start and other early childhood education programs.

For those reasons, we strongly support CIFC's application to your Department to organize a Charter School
in Danbury.

We urge the CSDE to favorably consider application, and are confident that if awarded this programming,
Connecticut Institute For Communities, Inc. will make a very significant positive difference for the children and
families who will participate in their preposed Charter School.

Sincerely,

?lm/?14m

Patricia Mascoli MS, CDN, CLC
WIC Program Coordinator

Of?ce: Phone: (30314526 (1140
80 Main Danbury. CT 06810 Fax: (203) 917 - 3567'

 \lclurric 
"rIH/i?i' rill'rilafi'rir'i.? lirth'r'. (if-:1
In}. 71.3: We? to,?

Boniourh-l iicl-institulem?u

 

August 4, 2017
Dianna R. Wentzell
Commissioner of Education
Connecticut State Department of Education
450 Columbus Ave
Hartford, CT 06103

Re: Connecticut Institute For Communities, Inc. 
Charter School Application

Dear Commissioner Wentzell;

Please accept my strong endorsement of CT Institute For Communities, Inc. (CIFC) application to the
Connecticut State Department of Education for approval to plan for and implement a Charter School in
the City of Danbury.

Having worked in the City of Danbury for over thirty-five years, I have experienced the changing
demographics of the population residing in the community and the resulting shift in the academic, ?nancial,
cultural and linguistic characteristics and needs of students enrolled in the public school system.

As Program Manager of five CIF School-Based Health Centers located in the Danbury and Newtown school
systems, I witness the increasing challenges the educational system has in providing quality educational
services to its students. The majority of the students we see come from low to moderate income families and
on a daily basis, our providers see the myriad of struggles these families face.

Likewise, have experienced responsiveness to these Challenges, as demonstrated by a deep
understanding of the social determinants of health and fundamentals necessary to support the educational and
social development of young people. Its long-standing commitment to serving the Danbury community is
clearly evident, as illustrated through the administration of community-based programs including the 
and Head Start Program, which combined, serve approximately 3,500 children annually.

Danbury?based Connecticut Institute For Communities, Inc. (CIFC) is a very highly respected community
development agency which has a thoroughly well?established track record in serving Danbury residents,
especially in regard to Head Start and other early childhood education programs. I am con?dent, if awarded
this programming, it will make a very significant positive difference for the children and families who will
participate in the proposed Charter School.

Sincerely,

n.

Mel nie Bonjour 

Program Manager

 

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mail Connecticut Institute For Communities, Inc. (CIFC)

 

invites the public to a meeting regarding the
organization of the
Danbury Community Chatter School

011

Thursday, August 10, 2017
5:00 p.m. 6:00 p.m.

120 Main Street

First Floor Community Room
Danbury, CT 06810

Light Refreshments will be served.

Connecticut Institute For Communities, Inc. (CIFC)

invita a1 p?blico a una reunion sobre
la organizaci?n de la
Escuela Charter en la Cornunidad de Danbury

el
Jueves, 10 de agosto de 2017
5:00 p.111. - 6:00 p.m.

120 Main Street
Sala Comunitaria en el Primer Piso

Danbury, CT 06810

Se serviran re?'escos ligeros

 

 

Petici?n en Apoyo a Danbury Colegiada Petition in Support of Danbury Collegiate

Charter School Charter School
Los abajo ?rmantes, los residentes de la ciudad The undersigned, residents of the City of
de Danbury, Connecticut por medio de la Danbury, Connecticut hereby petition the State
presente peticion a la Junta de Educacion del Board of Education to approve the application
Estado para aprobar la solicitud de Connecticut of the Connecticut Institute For Communities,
Institute For Communities, Inc., para organizar Inc., to organize the Danbury Collegiate Charter
Ia Escuela Charter Colegial de Danbury. School.
Nombre Direccion

 

Name Address

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August, 2017 Page i of ?7

Peticion en Apoyo a Danbury Colegiada
Charter School

Los abajo firmantes, los residentes de la ciudad

de Danbury, Connecticut por medio de la
presente peticion a la Junta de Educaci?n del

Estado para aprobar la solicitud de Connecticut
Institute For Communities, lnc., para organizer

la Escuela Charter Colegial de Danbury.

Petition in Support of Danbury Collegiate
Charter School

The undersigned, residents of the City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut Institute For Communities,
Inc., to organize the Danbury Collegiate Charter
School.

 

 

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Peticic?m en Apoyo de la Petition in Support of

 

 

 

 

 

 

Escuela Charter Colegial de Danbury Danbury Collegiate Charter School
Los abajo firmantes, residentes de la ciudad de The undersigned, residents of the City of
Danbury, Connecticut por medio de la presente Danbury, Connecticut hereby petition the State
peticion a la Junta de Educacion del Estado para Board of Education to approve the application
aprobar la solicitud de Connecticut Institute For of the Connecticut Institute For Communities,
Communities, Inc., para organizar la Escuela Inc., to organize the Danbury Collegiate Charter
Charter Colegial de Danbury. School.
Nombre Direccion
Name 7 A_ddress
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August, 2017 Pag ofLi

Peticion en Apoyo a Danbury Colegiada Petition in Support of Danbury Collegiate

 

 

Charter School Charter School
L05 abajo firmantes, los residentes de la ciudad The undersigned, residents of the City of
de Danbury, Connecticut por medio de la Danbury, Connecticut hereby petition the State
presente peticic?m a la Junta de Educacion del Board of Education to approve the application
Estado para aprobar la solicitud de Connecticut of the Connecticut Institute For Communities,
institute For Communities, Inc., para organizar Inc., to organize the Danbury Collegiate Charter
la Escuela Charter Colegial de Danbury. School.
Nombre Direccion
Name Address
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August, 2017 Page i of 6/

Peticic?m en Apoyo a Danbury Colegiada
Charter School

Los abajo ?rmantes, Ios residentes de la ciudad
de Danbury, Connecticut por medio de la
presente peticion a la Junta de Educaci?n del
Estado para aprobar la solicitud de Connecticut
Institute For Communities, Inc., para organizar
la Escuela Charter Colegial de Danbury.

Nombre



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275/ F7 9

amuse;
\l63mivi lead/1030
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Petition in Support of Danbury Collegiate
Charter School

The undersigned, residents of the City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut Institute For Communities,

Inc., to organize the Danbury Collegiate Charter
School.

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August, 2017 Page of 4!

Peticion en Apoyo a Danbury Colegiada Petition in Support of Danbury Collegiate

 

Charter School Charter School

L05 abajo firmantes, los residentes de la ciudad The undersigned, residents of the City of
de Danbury, Connecticut por medio de la Danbury, Connecticut hereby petition the State

presente peticion a la Junta de Educacion del Board of Education to approve the application

Estado para aprobar la solicitud de Connecticut of the Connecticut Institute For Communities,

Institute For Communities, Inc., para organizar Inc., to organize the Danbury Collegiate Charter
la Escuela Charter Colegial de Danbury. School.

Nombre Direccion

N_ame A__d__dress

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August, 2017 Page 9 of La

Peticion en Apoyo a Danbury Colegiada
Charter School

Los abajo firmantes, Ios residentes de la ciudad
de Danbury, Connecticut por medio de la
presente petici?n a la Junta de Educacion del
Estado para aprobar la solicitud de Connecticut
Institute For Communities, lnc., para organizar
la Escuela Charter Colegial de Danbury.
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Petition in Support of Danbury Collegiate
Charter School

The undersigned, residents of the City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut Institute For Communities,
Inc., to organize the Danbury Collegiate Charter
School.

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August, 2017 Page 71 of 


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Peticion en Apoyo a Danbury Colegiada
Charter School

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Los abajo firmantes, los residentes de la ciudad
de Danbury, Connecticut por medio de la
presente peticion a la Junta de Educacion del
Estado para aprobar la solicitud de Connecticut
Institute For Communities, Inc., para organizar
la Escuela Charter Colegial de Danbury.

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Petition in Support of Danbury Collegiate
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The undersigned, residents of the City of
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Board of Education to approve the application
of the Connecticut Institute For Communities,
Inc., to organize the Danbury Collegiate Charter
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August, 2017 Page i of /2

Peticion en Apoyo a Danbury Colegiada
Charter School

Los abajo firmantes, los residentes de la ciudad
de Danbury, Connecticut por medio de la
presente peticion a la Junta de Educacion del
Estado para aprobar la solicitud de Connecticut
Institute For Communities, Inc., para organizer
la Escuela Charter Colegial de Danbury.

Nombre

Na me

Petition in Support of Danbury Collegiate
Charter School

The undersigned, residents ofthe City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut Institute For Communities,
Inc., to organize the Danbury Collegiate Charter
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August, 2017 Pagg; of?

Peticion en Apoyo a Danbury Colegiada
Charter School

Los abajo firmantes, Ios residentes de la ciudad
de Danbury, Connecticut por medio de la
presente peticic?m a la Junta de Educaci?n del
Estado para aprobar la solicitud de Connecticut

institute For Communities, Inc., para organizer
la Escuela Charter Colegial de Danbury.

Nombre

Name
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Petition in Support of Danbury Collegiate
Charter School

The undersigned, residents of the City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut institute For Communities,
Inc., to organize the Danbury Collegiate Charter
School.

Direccion

Address

I2 @63th 571 uni+5
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August, 2017 Pagy?i 01:111.



Peticion en Apoyo a Danbury Colegiada Petition in Support of Danbury Collegiate

 

 

 

 

 

 

Charter School Charter School

Los abajo firmantes, los residentes de la ciudad The undersigned, residents of the City of
de Danbury, Connecticut por medio de la Danbury, Connecticut hereby petition the State
presente peticion a la Junta de Educacion del Board of Education to approve the application
Estado para aprobar Ia solicitud de Connecticut of the Connecticut Institute For Communities,
Institute For Communities, Inc., para organizer inc., to organize the Danbury Collegiate Charter
la Escuela Charter Colegial de Danbury. School.
Nombre Direccion
Name Address


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Wham bulge, 45 (SWPD ?Col, Und?ll' l0

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August, 2017 

Peticion en Apoyo de la
Escuela Charter Colegial de Danbury

Los abajo firmantes, residentes de la ciudad de
Danbury, Connecticut por medio de la presente
peticion a la Junta de Educaci?n del Estado para
aprobar Ia solicitud de Connecticut Institute For
Communities, Inc., para organizar la Escuela
Charter Colegial de Danbury.

Nombre

 

 

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Petition in Support of
Danbury Collegiate Charter School

The undersigned, residents of the City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut Institute For Communities,
Inc., to organize the Danbury Collegiate Charter
SchooL


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August, 2017 Page/:4 of L55

Peticion en Apoyo de la
Escuela Charter Colegial de Danbury

Los abajo firmantes, residentes de la ciudad de
Danbury, Connecticut por medio de la presente
peticion a la Junta de Educaci?n del Estado para
aprobar Ia solicitud de Connecticut Institute For
Communities, Inc., para organizar la Escuela
Charter Colegial de Danbury.

Petition in Support of
Danbury Collegiate Charter School

The undersigned, residents of the City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut institute For Communities,
Inc., to organize the Danbury Collegiate Charter
School.

 

Nombre 
A__d_dress
Louas?v. (mm ?ap 00firth-1) Jigltf) 

i- .a 'uc(lit ?if?l'fj?I lf?r; 

I

11/ 

(-

 

 

 

 

 

 

 

 

 

August, 2017 Page? 

Petici?n en Apoyo a Danbury Colegiada
Charter School

Los abajo firmantes, Ios residentes de la ciudad
de Danbury, Connecticut por medio de la
presente peticion a la Junta de Educacion del
Estado para aprobar la solicitud de Connecticut
Institute For Communities, Inc., para organizar
la Escuela Charter Colegial de Danbury.

Nombre

Name

Fijiohmdo 3ch :0 m3}, 7

[ll/Mi (WW



Jig/swig WC)



 

Petition in Support of Danbury Collegiate
Charter School

The undersigned, residents of the City of
Danbury, Connecticut hereby petition the State
Board of Education to approve the application
of the Connecticut Institute For Communities,

Inc., to organize the Danbury Collegiate Charter
SchooL

Address
MA At (term 5-0 .
Wot/{lath Miti? 1
99? R?w- I-Mlx/ log: g? 
lea/HM the 

240/24: Cue/rm 

 

 

 

 

 

 

 

 

 

 

 

August, 2017 Page 4K 

 

APPENDIX G: APPLICATION RUBRIC

Proposed Charter School Name: Danburv Collegiate Charter School Date: 

Directions: Using the rubric below, please apply the Review Standards to score each section of the RFP on a scale of ?0 Does
Not Meet? to ?3 Exceeds?; evaluate each of the sub?indicators to arrive at an overall ?Total Score? for each section. The total
score for each section should reflect an average of the scores for each of the sub?indicators outlined for that section. Enter the
total score for each section on the finai ?Evaluation Summary? page. Lastly, recommend whether to award the applicant
preference?s).

 

Does Not Meet: The response lacks meaningful detail, demonstrates a lack of preparation, or otherwise raises
substantial concerns about the applicant?s understanding of the issues in concept and/or to meet the
requirement in practice.

 

Partially Meets: The response lacks critical details in certain areas. The response requires additional
information in order to be considered reasonably comprehensive and demonstrate a clear vision of howthe
school will operate.

 

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

 

 

 

Exceeds: The response reflects a thorough understanding ofltey issues. The response indicates thorough
preparation, expertise, and a clear and compelling picture of how the school will operate. The response
demonstrates the readiness of the applicant to successfully execute the vision de3cribed in the response.

 

 
 

- 1341581011 and-ViewStatements-g 

     

Total Score; .5

 

"spat assets; of new 

 

 

Communicate high academic standards forstudentsuccess. i 3' '3 IE I

 

 

Illustrate a compelling vision for Communityg 3' 2

 

Describe the ways in which the schooi will posrtwelvimpacr
stakeholders in the school and community.

 

 

 

 

 

justi?cations:

 

.N

Educational Philosophy 3' [Tomi Score: 0 3' ?2 :3

 

 

Describes the founding group core beliefs and values.._

 

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

 

 

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

 

 

 

 

 

 

 

 

justi?cations:

 

5?

Curriculum. I Total Score.

 

 

Explains the process to identify or deveiop curriculum to ?be used by the
school and provides a rationale for the process - - - - - 3

 

Provides evidence of alignment to the Connecticut Core Standards foth

  

ELA and mathematics and GSS for Seience Proudes evadence

 

demonstrating that the curriculum is likely to unprove students



 

- -. Provides evidence demonstiating that the curricuium is likely to:

  

improve students? academic 

 

 

Demonstrates accessibility and. appropriateness for students at all i 

'Ieveis including ELs, students with disabilities, etc.

 

{'Provsdes evidence of alignment to the. Common Core State Standards, 

 
 

iiNest Generation Science Standards foi Sczence and 

Hr-n anl?n rI

 

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

 

Describes a process for anionitoring and assessmg the implementation

 

and effectiveness of the curriculum.

 

Justi?catioos:

 

 

 

Describes the instructional methods or techniques that will. be used to
facilitate high quality teaching and learning - -

 

Demonstrates how instructional methods support h1gh standards and are 
accessible and appropriate for all students: - - 3

 

Explains how the school __wiil create a data? driven eulture to .nteet avvide.
range of student needs -- - - -

 

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

 

Justi?cations:

 

5.

Student Assessment Total Score:

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Indicates how the assessment system ensures the participation ofail 
students on both the state mandated testing and other alternative
assessments - -. -. . . . .
Explains how assessments 111111 be used to determine, monitor and
report student, cohort and school progiess over time._ - - -

 

 

Provides a coherent assessment calendar allowmg opportunities for
remediation. - - - -

 

3: Shows clear a?gnment between the cutnculum instructlonal
phiiosophy, and aSSessmentsDemonstrates how. assessment data 111111- be used to improve curriculum
andinStruction; ..

 

 

Shows a clear process _to use assessment data to app1y appropriate and -3 '1 3' -
timely student intervennons and support..: - . . . .

 

P1esents a c1ear plan no share 1earnmg practxces and experiences 

the 1ocal or regiona1 board of education of the town 1n which the
H1- nnlann?l' 1n n?nr?

justi?cations:

 

 

 

 

 

 

 

 

 

1. Experience and Expemse of Founders T0151 Score: I -. .'5-3551. 1 2 5233-25 3'3 - 

 

Demonstrates ciear expertise and relevant cxpenences and/or
:quaii?cations of the founders." - - - -

 

 

Speci?es the roi?e of _the founding gioup in 11:11::- development and launch
ofthe Pmposcd schoolIdentifies any organizations, individuals or consultants that are partners in
designing and launching the proposed school, and provide: evidence of the
partner 3 ability to operate a high quah'ty school 

 

 

 

 

 

 

Justi?cations:

 

2. School Governance andManagement Total Scorez. 1 -. '2 - 3

 

 

Provides a viable governance structure and organizationai chart a -- 
showing proper oversight of various functions of the school.

 

Presents a ciear picture of the of?cers and members, terms,
election/appointment processes, and committees 

 

Speci?es the criteria for selecting of?cers and members of the
governing council. -

 

 

 

 

 

 

 

 

Describes how the governing council will exerCiSe its responsibility to -- 
oversee the operation of the school including, but not limited to, 
educational programs governance and ?scal management, personnel
facility maintenance and community outreach Indicates how the
governing council will hold the school accountable to stakeholders.

 

Provides resumes of initial council membership, showrng a wide range of
expertise and experiencesDefines the roles responsibilities and interaction between counc? -.
membership, committees and schooladministratiorip - - - - - 

 

 

evaluate the school administrator.-

 

If applicable provides evidence indicating the CMQ ability to serve

the intended student population; strong student outcomes and success at

m??nm? 1? crlann} 

 

Justi?cations:

 

 

3. - School Leader Total Score; 

 

 

  

_Ear mili- an. identi?ed school leader Prowdcs the name,

quali?cations, experiences, certi?cations and education of the;

proposed lcad administrator; offers evidence to demonstrate whether
o?Lc. :nAi1n'A Ln:- war-purl {1511:an lain?L 

 

For appfz'mnti' wit/5031? an identi?ed taboo] leader: Presents a plan for
recruiting and hiring a proven School leader and cleariy articulates the; 
characteristics and skills that the proposed school will evaluate in selecting
a leader. 

 

 

justi?cations:

 

 

 

 

 

 

 

 

 

 

 

4' EVidence 0f 3 I: -'Total Score:
Provides evidence that the proposed school 15 welcomed by thelocala
community - -

 

 

 

 

 

Justi?cations:

 

 

 
 

1 School Demographics ._Total Score

 

Describes the needs and demographics of the community and student 3
population to be served by the proposed school -- - 

 

Explains how the proposed school mode} meets the needs of students
and will likely increase student achievement - - -- 

 

Ptovides a sound enrollment plan mciuding a clear. rationale grades
served, enrollment, and growth - - - - - . .. - -. .

 

Describes sound proce__dures for encouraging involvement by parents and
guardians of enrolled students in student leatning, schooiactmties and
school decision making.? . .. . -

 

justi?cations:

 

2. Special Education; Total Score

 

 

Includes a comprehenswe plan-.fo1l educating students with disah?ines

 

Plans tot adequate; staf?ng address the. needs if. students With

 

disabilities and Section 504 Plans inciuding properly state~ccrtified

?hnn inl Dr} nnI?cnn +onnLna-nn?n\

 

'Articulates a clear system to monitor student data and con31dera 
student?s eligibility for Section 504 services, - - 

 

Presents a plan to engage the parents of students with disabilities

 

Justifications:

 

3. English Learners (EL) - Iii-_Total Score:._

 

 

Provides a plan to identify and meet the learning needs of all 
students screenings, assessments exitcriteria). 

 

Describes how the school will provide EL students with access _to the -. .
gene tal education curriculum -

 

Describes how the school will involve the parents of EL. students _inthe 
school including through translation services. - 

 

 

Plans for adequate staf?ng to address the needs of EL students,.
including properly state- certified staff. I

 

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

usti?cations:

 

 

 

Provides a clear and coherent poiicy and plan that compiies 
-- 

 

_-Pr0vides__ a Viable plan to attract students and farmiies form a: diverse
'student body and avoid discrimination - - -- - -

 

3 a commitment to reduce raclal ethnic and/or economic 2: 1'2}ij

isolation;

 

justifications:

 

Student Discipline Policies '1 Total Score: 

 

 

Prov1des a clea1 be11av1or management system that encourages positive

behamors and applies consistent sanctions and interventions inresponse 5 

l?n ?nvr?Mn inf?Ln 

 

Offers educadonai alternatives for students 1111111 are expelled or,-
suspended-j -- - - r.

 

Provides due process safeguards for all students mciuding those \Vlth
disabilities. 

 

justifications:

 



Human Resource Polic_ies__-E-I I-Total Score:

 

 

Defines competencies and professional standards necessary for hirmg
teachers administrators, and all other School staff - -

 

Creates processes: for dismissing staff for conduct and performance
issues. -- - 

 

Provides a sample job description that clearly articulates necessarystaff 
competencies, expectations, and quali?cationsProvides clear and effective procedures to document efforts to increase 
the racial and ethnic diversity - - -- -- 

 

Describes a targeted staff 512;: and plans for staff recruitment and.
retentionPresents a syStem to evaluate and dcveiOp teachers and administrators. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Provides human resource policies around salaries, benefits ,hl'ring, . . I

personnel contract, and affirmative action that align to the school,

nammp'l 

 

 

justifications:

 

 
 

 

Building Options .. .. Total Score:

 

Provides a plan for identifying and acquiring a suitable facility to-_

support the proposed school

 

justifications:

 

a

 

Financial Plan I I Total Score

 

 

Prowdes a. thorough budget that reflects all commitments outlinedln

the application through the proposed schoolis; fifth year of operation
and shows sound ?nancial planning and the fiscal Viahill'ty of the:

??lmy?1i

 

Includes financ1ai projections that account for all sources of revenue

 
 

(e g. state per?pupil grant; othet federal, state, and private grants
4.1.1.16 .111 

 

Provides _a detailed budget narrative that esplains budget line and

shorta and long~terrn projections, offering a clear rationale for

0,110.1 In?: ?m n?r? nnr?1\Mv\l- l?m

 

Presents a pre? opening budget statement detailing and esp 
estimated activitiesProvides a cash flow prOJCCtiOl?l for the first year of operation that

shows a sophisticated understanding of expenditures niapped against

rn-r ran-inn: 21m rlbavr?n {-155 vane!-

 

Presents a schedule of borrowings and repayments that aligns to the 

pre? opening budget, the projected five year budget, and the cash ?ow 

4?an non-uh

 

Presents a ?nancial management system and processes aligned to

GAAP with adequate internal controls, including a description of the

(?nal A. 

 

Describes how the school will track ?nances in its daily operations, and . -

how the governing council will provide oversight.

 

 

justifications:

 

 

 

 

 

 

    

 

 

 

 

 

 

 

 

 

 

3. SelfeEvaluation andAceountability - 3 Total Score: -

 

 

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

 

Provides clear systems of aceountabiljty for all stakeholders

 

Idenn?es robust data systems and processes to regularly trackleadmg

and lagging indicators of student achievement, student enrollment, and

.- ?mnniwna; "so-in] . ?nanO-inJ-?n .4me inn

 

Justi?cations:

 

 

4 Ttmetable Total Score:

 

 

Prowdes a thorough action plan acnvmes leadlng up to the 

 

 

 

 

 

successful launch of the proposed school (e pto3octs, Staff -. 3 Will-77':

ni?nh-un nun?l 

 

Demonstrates strong forethought and pro1ect management showmg tlte . 

teans? ability to Coordinate, manage, track, and execute multiple work

nah:

 

 

Justi?cations:

 

 

 

 

 

 

V. Evaluation Summary

Proposed Charter School Name: Danburv Collegiate Charter School Date:

 
 

'2 1.1.45.1 131185.109 and Vision 323 . . . ..

.

 

 

 

  

3. 5: fCui?ic?u-Jur? 3'

 

 

 

 

 



 

   
   

.. mpdapmmd

 

 

 

   



 

   

 

 

 
   

 



 



 

 

 

 

 

    

.. 3' Learners - -

 

 

 

  

.?2737Studem Discip?n? PQJicicg .Score

 

 

 
 
   

 

 

Score:

3? 'Zselfu?valuatjon and Accountability I . .11.. . .

 

 

 

I'T-otai Score;

 

 

 

 

 

._-_Educational Programs.

513. Serving High Need StudenF Populations through Establishment of 

No

 

"2111. Serving High Need Student Populations by Using Speeix?c;

populations

. .1 Strategies to Attract Enroll and Retain Students fFan the above 3-

Yes

 

21 Around an Ensurzg School _f 

Yes

 

 

"3 Percent Rama} or Mmonty Enrollment

"13, a RFioriFy Schooi District oF District atLeast .75.

Yes

 

 

Being _21Highe1: 

Yes

 

 

Yes

 

 

justi?cations:

 

 

 

 

APPENDIX H: STATEMENT OE ASSURANCES

VT. STATEMENT OF ASSU CES

CONNECTICUT STATE DEPARTMENT OF
EDUCATION STANDARD STATEMENT OF
ASSURANCES

GRANT PROGRAMS

 

Vll. Application Package for the Development of State and Local Charter
Schools

THE APPLICANT: Connecticut Institute For Communities, Inc.

 

HEREBY

ASSURES TH AT: Danbury Collegiate Charter School

 

(insert Agency/ School CBO Name)

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

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

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

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

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

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

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

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

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

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

K. At the conclusion of each grant period, the applicant will provide for an independent audit report
acceptable to the grantor in accordance with Sections 7-39421 and 7?396a of the Connecticut General

Statutes, and the applicant shall return to the Connecticut State Department of Education any moneys
not expended in accordance with the approved program/ operation budget as determined by the audit;

L. REQUIRED LANGUAGE (N 

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

For purposes of this Section, the following terms are de?ned as follows:
(1) "Commission" means the Commission on Human Rights and Opportunities;

(2) "Contract" and ?contract? include any extension or modification of the Contract or
contract;

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

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

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

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

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

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

(9) "minority business enterprise" means any small contractor or supplier of materials ?fty?one
percent or more of the capital stock, if any, or assets of which is owned by a person or persons:

(1) who are active in the daily affairs of the enterprise, (2) who have the power to direct the

management and policies of the enterprise, and (3) who are members of a minority, as such term
is defined in subsection of Connecticut General Statutes 32u9n; and

(10) "public works contract" means any agreement between any individual, firm or corporation
and the State or any political subdivision of the State other than a municipality for construction,
conversion, extension, demolition or repair of a public building, highway or other
changes or improvements in real property, or which is ?nanced in whole or in part by the State,
including, but not limited to, matching expenditures, grants, loans, insurance or guarantees.

For purposes of this Section, the terms "Contract" and ?contract? do not include a contract where each
contractor is a political subdivision of the state, including, but not limited to, a municipality, (2) a

quasi~public agency, as defined in Conn. Gen. Stat. Section 1420, (3) any other state, including but not
limited to any federally recognized Indian tribal governments, as de?ned in Conn. Gen. Stat. Section 1?

267, (4) the federal government, (5) a foreign government, or (6) an agency of a subdivision, agency, state
or government described in the immediately preceding enumerated items (1), (2), (3), (4) or (5).

The Contractor agrees and warrants that in the performance of the Contract such Contractor will
not discriminate or permit discrimination against any person or group of persons on the grounds of race,
color, religious creed, age, marital status, national origin, ancestry, sex, gender identity or expression,
intellectual disability, mental disability or physical disability, including, but not limited to, blindness, unless
it is shown by such Contractor that such disability prevents performance of the work involved, in any
manner prohibited by the laws of the United States or of the State of Connecticut; and the Contractor
further agrees to take affirmative action to insure that applicants with job-related quali?cations are
employed and that employees are treated when employed without regard to their race, color, religious
creed, age, marital status, national origin, ancestry, sex, gender identity or expression, intellectual disability,
mental disability or physical disability, including, but not limited to, blindness, unless it is shown by the
Contractor that such disability prevents performance of the work involved; (2) the Contractor agrees, in all
solicitations or advertisements for employees placed by or on behalf of the Contractor, to state that it is an
"affirmative action~equal opportunity employer" in accordance with. regulations adopted by the
Commission; (3) the Contractor agrees to provide each labor union or representative of workers with
which the Contractor has a collective bargaining agreement or other contract or understanding and each
vendor with which the Contractor has a contract or understanding, a notice to be provided by the
Commission, advising the labor union or workers? representative of the Contractor's commitments under
this section and to post copies of the notice in conspicuous places available to employees and applicants
for employment; (4) the Contractor agrees to comply with each provision of this Section and Connecticut
General Statutes 46a-68e and 46a-68f and with each regulation or relevant order issued by said
Commission pursuant to Connecticut General Statutes

46a-56, 46a?68e and 46a?68f; and (5) the Contractor agrees to provide the Commission on
Human Rights and Opportunities with such information requested by the Commission, and permit
access to pertinent books, records and accounts, concerning the employment practices and
procedures of the Contractor as relate to the provisions of this Section and Connecticut General
Statutes 46a~56. If the contract is a public works contract, the Contractor agrees and warrants that
he will make good faith efforts to employ minority business enterprises as subcontractors and
Suppliers of materials on such public works projects.

(0) Determination of the Contractor's good faith efforts shall include, but shall not be limited to, the
following factors: The Contractor's employment and subcontracting policies, patterns and practices;
affirmative advertising, recruitment and training; technical assistance activities and suchother
reasonable activities or efforts as the Commission may prescribe that are designed to ensure the
participation of minority business enterprises in public works projects.

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

(6) The Contractor shall include the provisions of subsection of this Section in every subcontract or
purchase order entered into in order to fulfill any obligation of a contract with the State and such
provisions shall be binding on a subcontractor, vendor or manufacturer unless exempted by
regulations or orders of the Commission. The Contractor shall take such action with respect to any
such subcontract or purchase order as the Commission may direct as a means of enforcing such
provisions including sanctions for noncompliance in accordance with Connecticut General Statutes

?46a?56; provided if such Contractor becomes involved in, or is threatened with, litigation with a
subcontractor or vendor as a result of such direction by the Commission, the Contractor may
request the State of Connecticut to enter into any such litigation or negotiation prior thereto to
protect the interests of the State and the State may so enter.

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

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

(4) the Contractor agrees to provide the Commission on Human Rights and Opportunities with
such information requested by the Commission, and permit access to pertinent books, records and
accounts, concerning the employment practices and procedures of the Contractor which relate to
the provisions of this Section and Connecticut General Statutes 46a?56.

The Contractor shall include the provisions of the foregoing paragraph in every subcontract or
purchase order entered into in order to fulfill any obligation of a contract with the State and such
provisions shall be binding on a. subcontractor, vendor or manufacturer unless exempted by
regulations or orders of the Commission. The Contractor shall take such action with respect to any
such subcontract or purchase order as the Commission may direct as a means of enforcing such
provisions including sanctions for noncompliance in accordance with Connecticut General Statutes

46a-56; provided, if such Contractor becomes involved in, or is threatened with, litigation with a
subcontractor or vendor as a result of such direction by the Commission, the Contractor may request
the State of Connecticut to enter into any such litigation or negotiation prior thereto to protect the
interests of the State and the State may so enter.

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

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

I, the undersigned authorized certify that theseassurances shall be fully implemented.



.v

Authorized Signature: ya.? 
Name. (049909 Lamar H. Maioizey, . D.

 



 

Title: (typed)
CEO and Preside/22?, (Jamaica! 1 iziz?z'z?zrz?e for Conrail-11122565
Date:

August 14, 2017

 

 

 

Revised: 07/26/17

 

Approved by the Board of Directors with
Cumulative Updates through July 26, 2017

Revised: 07/26/17

Tabie tit? Contents

I. GENERAL PROVISIONS 7
A. Overview 7
B. Purpose 7
C. Scope 8
D. Distribution 8
E. Compliance with Funding Source Rules and Regulations 8
F. Harassment Unprofessional actions prohibited 8
G. Discrimination Prohibited 9
H. Privacy Protection Policy 1 1
I. Ineligible Persons Screening 11
J. Computer Network Information Security Policy 14
K. Credit Card Data Security Policy 16
L. Security Incident Plan 18
Children Internet Safety Program Act (CIPA) Compliant Internet Safety
Policy Speci?c to CIFC Early Learning Programs 19

II. RECRUITMENT OF EMPLOYEES 21
A. Vacancies/Posting 21
B. Advertisement 22
C. The Employment Application 22

Ill. QUALIFICATIONS FOR EMPLOYMENT 22
A. Best Quali?ed 22
B. Integrity 22

IV. CONFLICT OF 23
A. Con?ict of Interest Policy lntroduction 23
B. Nepotism 26

V. SELECTION OF EMPLOYEES 26
A. Selection Criteria 26
B. Interviews 26
C. Job Descriptions 27
D. Health/Communicable Disease Testing 27
E. Vaccination Requirements 30
F. Emergencies 3 1

VI. APPOINTMENT 31

2

Revised: 07/26/17

A. Letter of Hire Form . . 31
B. New Hire Packet/Criminal Background Check . 31
C. Department ofPublic Health Background Check . 31
D. Private Background Check . 31
E. Executive Staff . 32
F. Required Information Before Completion of Letter of Hire 32
G. Privileging, credentialing Participating Insurance Paperwork? For 
Providers Only . 32
H. Background checks and selection procedures For early learning prgrarn
employees only 32
VII. CLASSIFICATION OF EMPLOYMENT 33
A. Exempt: 33
B. Non?Exempt: 33
C. De?nition and Usage 34
D. Standard ullnTime 34
E. Standard Part?Time 34
F. Partial Year Full?Time 35
G. Temporary Full?Time 35
H. Temporary Part?Time 35
I. Interns 36
EMPLOYMENT 36
A. Minimum Period 36
B. Noti?cation 36
C. Termination . 36
D. Paid Time Off (PTO) Use 37
E. Paid Time Off (PTO) Payment 37
IX. ORIENTATION . 37
A. General 37
B. Mentor 38
C. Training Policy 38
X. EMPLOYMENT OF THE CHIEF EXECUTIVE OFFICER AND EXECUTIVE
STAFF . . 39
A. The Chief Executive Of?cer 39
B. Executive Staff. . . 40
C. Termination .. 41
SCHEDULING . 41

3

Revised: 07/26/17

A. Hours of Employment 42
B. Punctuality and Attendance . 43
C. Time Records. . 43
D. Time Equivalencies . 44
E. Crediting Time . 44
F. Time Must Be Earned 45

XII. ASSESSMENT AND COMPENSATION 45
A. Rate of Pay . 45
B. Job Descriptions 45
C. Pay Periods 45
D. Deductions From Pay 46
E. Transfers 46
F. Performance Evaluations 46
G. Promotion and Transfer 47
H. Demotion . 47
I. Disclaimer 48
J. Cola Adjustment 48
K. Salary Compensation Limit Procedure 48
L. Salary Range Market Basis 48
M. Standard Compensation Models for Providers 49
N. Overnight Travel Away From Home Community 49
O. Reimbursement/Payment of Professional Licensure or Certification Fees and
Professional Association Dues 50
P. Compensation Incentive Program and Policy (for Providers
Only) 51

EMPLOYMENT BENEFITS 54
A. HoIidays 54
B. Paid Time Off (PTO) . 56
C. Paid Maternity/Paternity Leave 61
D. Surgery Leave . 61
E. Leave without pay 62
F. Military Leave 62
G. Jury Duty Leave . . 62
H. Disability Leave . 62
I. Unpaid Maternity Leave . 66

4

Revised: 07/26/17

J. Family and Medical Leave? See Appendix of this Manual. . 67
K. Family Violence Leave 67
L. Reasonable Accommodation Policy Procedure 68
M. Lactation Accommodation Policy .. . 69
N. Group Insurance Bene?ts 70
0. Employee Expenses Travel and Transportation 70
P. Retirement Plan . 71
Q. Employee Assistance Program 73
R. Higher Education Coursework Reimbursement Policies Procedures See
Appendix Section of this Manual. 73
S. Summary of Basic Personnel Time Bene?ts 73
T. Health Savings Accounts . . 76
U. Early Head Start/Head start Services . 77
V. Longevity 77
XIV. EMPLOYEE CONDUCT 78
A. General Standards . 78
Courtesy, Integrity, Discretion 79
Arrests . . 79
Drug?Free Workplace Policy Related Procedures 79
Con?dential Information 81
Outside Employment . . 81
Public Statements 82
H. Accepting Gifts or Outside Payments 82
I. Political Activities 82
Employee Non Solicitation Policy 82
K. Internal Reporting Protocol Regarding Child Abuse and Neglect 84
Social Medial Policy 85
XV. PERSONNEL RECORDS 89
A Applications . 90
Personnel Actions . 90
Access to Personnel Records 90
XVI. DISCIPLINE, TERMINATION AND OTHER ACTIONS 90
A Employment Status: ?At?will? 90
B. Notice 90
Resignations 91

5

Revised: 07/26/17

D. Reduction in Force 91
E. Dismissal for Cause 91
F. Rules for departing Providers 92
G. Suspension 92
H. Discipline Employee Supervision Referral 92
1. Letters of Reprimand or Warning. 93
J. Special Condition/Head Start Requirements. 93
K. Exit Interview 94
XVII. GREIVANCE PROCEDURES 94
A. General 94
B. First Step 94
C. Second Step 94
D. Third Step 94
E. Executive Staff 95
INCLEMENT WEATHER POLICY AND LEAVE 95
XIX. OTHER 98
A. Decision Standard 98
B. Con?ict of Rules 98
C. Con?ict of Law 98
D. Omissions 98
E. Interim Orders 98
F. Administrative Waiver 98

XX. SUPPLEMENTAL HEAD START and EARLY HEAD START SPECIFIC
POLICIES (incorporating the requirements of the Head Start Performance Standards).. 99

XXI. POLICY REGARDING THE DEFICIT REDUCTION ACT OF 2005, THE

FALSE CLAIMS ACT RELATED ACTS 103
Appendix A 106
Appendix B: 112
Appendix C: 123
Appendix 134
Appendix 135

Revised: 07/26/17

PRGVESIUNS

 

GENE

A. GVERVIEW

This manual has been prepared to document the personnel policies,
practices, and procedures established by the Connecticut Institute For
Communities, Inc. It is meant as a guide for all employees in the
performance of their duties, and all employees are expected to read this and
other applicable policies. The policies, practices, and procedures described
in this manual supersede all previous such policies and procedures of the
institute, but may be supplemented by additional policies or procedures of
the Institute (6. g. CIF Financial Policies Procedures Manual, etc and
program Specific policies or procedures HIPAA Manual, ELP
Service Area Plans, etc. 

In order to retain necessary flexibility in the administration of policies and
procedures, the Institute reserves the right to change, revise or delete the
plans, policies, practices, bene?ts and procedures described in this manual
at any time the Institute determines such a change is necessary or desirable.

This manual is not a contract of employment. Nothing contained in this
manual or in any other statement of Institute policy, practices or procedures,
including statements made in the course of interviews, performance
evaluations or wage reviews, should be taken as constituting an express or
implied promise of continuing employment or promotion. All employees
of Connecticut Institute For Communities, Inc. serve as ?at?will?
employees, except as governed by individual contracts for employment
separately and speci?cally entered into in writing with the Institute?s Board
of Directors, and signed by the Board Chair or Chief Executive Of?cer.

Contained herein are summary descriptions of certain benefits either
provided or required by third parties, such as health insurance and short and
long term disability insurance policies, and benefits established by local,
state or federal law or regulation Family and Medical Leave). The
descriptions of such policies, laws and/or regulations set fourth herein are
intended to be only general descriptions of such. Accordingly, it is to be
stressed that the actual benefit(s) available to employees under such
policies, laws or regulations are gnly those as actually set forth in full in the
applicable such policies, laws or regulations, and any con?ict or variance
between such description(s), and the actual policies, laws and/or
regulations, are to be governed by the latter.

3. PURPGSE
The Connecticut Institute For Communities, 1110., (hereinafter is a
private, non-profit corporation organized under the laws of the State of
Connecticut, created for the purpose of mobilizing and organizing resources
for the social and. economic advancement of the low and moderate income

7

Revised: 07/26/17

residents of the lnstitute?s service areas. To that end, these policies are
adopted by the Board of Directors of CIFC as a guide for the hiring,
employment and direction of CIF personnel.

C. SCGPE
These policies shall apply to all employees of CIFC, except as specifically
limited herein. The Appendices attached hereto are included herein and
made a part hereof as fully as if set forth in their entirety.

D. BISTREBUTEON
An electronic copy of these policies is distributed to all CIFC employees
upon the start of employment. Pie?printed copies of this Employee Manual
are also available from the CIF Human Resources Manager.

E. WITH FUNBING SOURCE RULES AND
REGULATEON 

in addition to the general CIFC?wide rules, regulations and procedures set
forth herein, all employees are required to comply with all of the rules,
regulations, performance standards, procedures and the like established by
any and all public and/or private funding sources applicable to the
employee?s position(s), and to any and all other related rules and regulations
g. rules established by public authorities, government licenses for the
operation of specific CIFC programs or services, and the like). See also,
the CIFC Compliance Policy Plan.

F. HARASSMENT ACTEONS PROHIBETED

CIFC is proud of its professional and congenial work environment, and will
take all necessary steps to ensure that the work environment remains
apprOpriate for all who work here. All employees are required to treat each
other with courtesy and professionalism. CIF will not tolerate harassment
of any employee by any other employee or supervisor for any reason. In
addition, harassment for any discriminatory reason, such as the employee?s
race, color, sex, sexual orientation, gender identity or expression, national
origin, ancestry, religion, age, physical disability, marital status, present or
past history of mental disorder or disability, learning disability, genetic
information, or criminal record is prohibited by state and federal laws.

CIF prohibits not only unlawful harassment, but also other unprofessional
and discourteous actions. Accordingly, derogatory racial, ethnic, religious,
age, sexual orientation, sexual or other inappropriate remarks, slurs, or jokes
will not be tolerated.

Each employee must exercise his or her own good judgment to avoid
engaging in conduct that may be perceived by others as harassment. Forms
of harassment include, but are not limited to:

Revised: 07/26/17

I. Verbal: repeated sexual innuendoes, racial or sexual epithets,
derogatory slurs, off-color jokes, propositions, threats or
suggestive or insulting sounds;

2. Visual/Non-verbal: derogatory posters, cartoons, or drawings;
suggestive objects or pictures; graphic commentaries; Icering or
obscene gestures; displaying or forwarding sexually explicit or
pornographic material through email or the Internet;

3. Physical: unwanted physical contact including touching,
interference with an. individual's normal work movement or
assault; and 

4. Other: making or threatening reprisals as a result of a negative
response to harassment.

Sexual harassment, which is one form of harassment, includes unwelcome
sexual advances, requests for sexual favors, or any other visual, verbal, or
physical conduct of a sexual nature when:

1. Submission to the conduct is made implicitly or explicitly a
condition of the individual's employment.

2. Submission to or rejection of the conduct is used as the basis for
an employment decision affecting the harassed employee; or

3. The harassment has the purpose or effect of unreasonably
interfering with the employee's work performance or creating an
environment which is intimidating, hostile, or offensive to the
employee.

Any employee who believes that he/she is or may be subjected to
objectionable conduct must report it immediately to his/her Program
Director, the Human Resources Manager or the Chief Executive Of?cer. In
response to every complaint, CIFC will take prompt investigatory actions
and corrective and preventative actions where necessary. An employee who
brings such a complaint to the attention of CIFC in good faith will not be
adversely affected as a result of reporting the harassment.

Any employee who engages in objectionable conduct is subject to discipline
up to and including termination.

G. BISCRIMINATIGN PRGHIBETED
CIF maintains an Af?rmative Action Policy Statement as follows:

It is and will continue to be the strong commitment of Connecticut Institute
For Communities, Inc. (CIFC), and through it the contractors and

9

Revised: 07/26/17

subcontractors who do business with CIFC, to provide equal opportunities
in employment to all quali?ed persons solely on the basis of job related
skills, ability and merit.

CIF will take af?rmative action to ensure that no persons are discriminated
against unlawfully with regard to their race, color, sex, sexual orientation,
national origin, ancestry, religion, age, physical disability, mental
retardation, marital status, present or past history of mental disorder or
disability, learning disability, gender identity or expression, genetic
information, or the existence of a criminal record. As appropriate, such
action shall include, but not be limited to, employment, upgrading,
demotion or transfer, recruitment or recruitment advertising, layoff or
termination, rates of pay or other forms of compensation, and selection for
training including apprenticeship. CIFC will make good faith efforts to
comply with all federal and state laws and policies which speak to Equal
Employment Opportunity and Af?nnative Action.

Equal Employment Opportunity is essential, but is not suf?cient, to
guarantee the full and fair employment of minorities, women and other
protected classes. Therefore, Af?rmative Action is necessary. Affirmative
Acton is a results?oriented program used to address and overcome the
present effects of past discrimination in this society.

Sexual Harassment, and any other form of sex discrimination, will not be
tolerated in the workplace. Therefore, engaging in acts of sexual
harassment or any other forms of unlawful discrimination will constitute
grounds for disciplinary action up to and including termination. See also
Section I, of this Manual.

This Policy Statement is based on both the spirit and the letter of state and
federal anti?x discrimination laws, regulations and executive orders.
Accordingly, CIFC takes care to ensure that no person shall be excluded
from participation in equal employment opportunities, nor denied the
benefits of this Policy Statement, nor shall any person be unlawfully
discriminated against. Further, CIF will not knowingly use the services
of, patronize, or otherwise do business with any business contractor,
subcontractor or agency that engages in acts of unlawful discrimination.

This Af?rmative Action Policy Statement reaf?rms commitment to
the principals of Equal Employment Opportunity and Affirmative Action.

CONNECTICUT INSTITUTE FOR COMMUNITIES, INC.

 

BY: Originally adopted
James H. Malonev 6/21/04



HEREUNTO DULY AUTHORIZED UPDATED: 6/23/12

 

10

Revised: 07/26/17

H. PRIVACY PROTECTIGN POLICY
It is the intention and policy of the Connecticut Institute For Communities,
Inc. to prevent the unauthorized disclosure of employees?, clients?,
volunteers? or other person?s Social Security Numbers that may be in the
possession of the CIFC or any of its? personnel.

in that regard, the following steps shall be taken to protect against any such
unauthorized disclosure of such Social Security Numbers, and also to
prevent the unauthorized disclosure of any other private data:

1. All such data shall be maintained only in as few locations,
documents, client or patient ?les, etc., as are reasonably needed for
the program operation of the institute and its? programs and other
operations;

2. Access by Institute personnel to such data shall be limited to a ?need
to know? basis; and

3. Any violation of this policy may be enforced by the imposition of
sanctions against the violator, up to and including termination from
employment.

1. ENELIGEBLE SCREENING
Policy: Due to participation in Federal and State programs, it is
the policy of CIFC to ensure that neither the organization nor its programs
af?liate with ?Ineligible Persons,? as defined below, by screening for such
persons.

The Screening procedures set forth in this Policy and Practice apply to all
potential and current Board members, employees, contractors, vendors,
regular volunteers (as de?ned below), and other individuals and
organizations that af?liate with CIFC and its programs.

De?nitions:

(1) Ineligible Person is an individual or organization who is debarred,
suspended, proposed for debarrnent, excluded or disquali?ed or
otherwise declared ineligible to participate in a Federal or State
program, or may become debarred, suspended, proposed for debarment,
excluded or disquali?ed or otherwise declared ineligible to participate
in a Federal or State program on the basis of a criminal conviction, loss
of licensure or otherwise.

(2) Regular Volunteers are uncompensated individuals who volunteer their
services to one or more programs, services or activities of CIFC, and
provide such services on ten (10) or more occasions in any twelve (12)
month period.

ll

Revised: 07/26/17

(3) Screening of individuals and organizations currently or potentially
af?liated with CIFC consists of ascertaining whether such individual or
organization is an Ineligible Person. CIF will review the following
sources as part of its efforts to ascertain whether an individual or
organization currently or potentially af?liated with CIFC is an Ineligible
Person:

Exclusion Lists:

(5) The Department of Health and Human Services, Office of
Inspector General List of Excluded
Individuals/Entities The LEIE identi?es all parties
excluded from participation in the Medicare, Medicaid and
other Federal or State health care progams. The LEIE can be
accessed on the internet at


(ii) The System for Award Management (SAM). The General
Services Administration maintains a list of all
parties debarred, suspended, proposed for debarrnent,
excluded or disqualified under the non?procurement common
rule, or otherwise declared ineligible from receiving Federal
contracts, certain subcontracts, and certain Federal assistance
and bene?ts. SAM includes the former Excluded Parties List
System The list can be accessed on the internet at
littps sani. gov

Of?ce of Foreign Assets Control Specially
Designated Nationals and Blocked Persons List The United
States Treasury Department maintains a current list of all
Specially Designated Nationals and Blocked
Persons, with whom all United States citizens and permanent
residents are prohibited from doing business. The OFAC can
be accessed and searched at:
/default.asnx

(iv) The Connecticut Department of Social Services
Administrative Actions List:
233123 498m :3 0706

(v)The Connecticut Department of Labor?s Debarrnent List:


Sources of Federal, State, and local criminal record information,
as permitted by law. See also, Section VLB of this Manual.

(0) Applicable to the only: Sources of Federal, State, and
local licensure, registration, and certification information, as

12

Revised: 07/26/17

permitted by law (9g, Medicare and Medicaid provider numbers,
National Provider Identi?er number, State professional licensure
boards, National Practitioner Data Bank, etc.).

Practice:

1. On?Board Screening. The Human Resources Manager shall notify the
Compliance Of?cer of all new employees, regular volunteers and board
members prior to the commencement of their af?liation with CIFC or any
of its programs so that the Compliance Of?cer may check all names against
the Exclusions lists noted above. In the event that no record is returned
from an Exclusion List, the Compliance Of?cer shall print the page
indicating such and provide the Human Resources Officer with a copy of
the page to be placed it in the respective individual?s human resources ?le.
If an individual or organization currently or potentially af?liated with CIFC
is located on an exclusion list and therefore deemed an Ineligible Person,
the Compliance Of?cer shall print the listing and provide a c0py to be
placed in the respective individual?s human resources ?le. The Compliance
Of?cer, in consultation with the Chief Executive Of?cer, shall determine
on a case?by?case basis whether CIFC may begin or continue the potential
af?liation.

2. New Vendor Contractor Screening. The Staff Accountant shall
notify the Compliance Of?cer of all new vendors and contractors, including
independent contractors, prior to issuing a check to that vendor or contractor
so that the Compliance Of?cer may screen those vendors and contractors.
In the event that no record is returned from an Exclusion List, the
Compliance Of?cer shall print the page indicating such and provide a copy
to the Staff Accountant to place it in the reSpective vendor or
contractor?s ?le. if an individual or organization currently or potentially
af?liated with CIFC is located on an exclusion list and therefore deemed an
Ineligible Person, the Compliance Of?cer shall print the listing and provide
a copy to be placed in the respective vendor or contractor?s ?le. The
Compliance Of?cer, in consultation with the Chief Executive Of?cer, shall
determine on a case?by?case basis whether CIFC may begin or continue the
potential af?liation.

3. Screening. After all new employees, regular volunteers,
independent contractors, board members and vendors undergo on?board
screening, the Compliance Of?cer shall thereafter screen all current
employees, regular volunteers, independent contractors, board members
and vendors on a basis. The Compliance Of?cer shall complete
this task by utilizing the EPStaff Check system, a contracted vendor, which
checks against the OIG and GSA lists. (The Compliance Of?cer shall also
check the exclusion lists noted above that are not covered by the EPStaff
Check system). If there are no results, the Compliance Of?cer shall print
the results of each screening and retain the record of such
screening. The Compliance Of?cer shall also provide a copy of the results

13

Revised: 07/26/17

to the Human Resources Manager and/or the Staff Account to
maintain in the respective individual or vendor?s ?le. If an individual or
organization currently or potentially af?liated with CIFC is located on an
exclusion list, the Compliance Officer shall print the listing for the
respective individual?s human resources ?le (or vendor ?le in the case of
vendors or independent contractors). The Compliance Of?cer, in
consultation with the Chief Executive Of?cer, shall determine on a case?
by-case basis whether CIFC may begin or continue the potential af?liation.

4. Maintenance of Records. CIFC shall maintain records of all Screenings
conducted for a period of ten (10) years after the termination of 
af?liation with the individual or organization.

 

J. COMPUTER NETWORK TNEORMATTON SECURITY POLTCY
Policy: It is the policy of Connecticut institute For Communities, Inc. to
establish appropriate security requirements and restrictions on accessing and
using CIFC computers, computer systems and networks and safeguarding
information. This policy covers all CIFC owned and maintained
computers, computer systems and networks, the users of all such systems and
networks, and all computers connected to the CIFC network, including those of
vendors, independent contractors and/or subcontractors. CIFC owns all data
created, stored, and/0r received on CIFC systems and users should have no
expectation of privacy.

Practice: All employees, volunteers, vendors, independent contractors, and
subcontractors who use network or computers must comply with the
following rules.

1. Appropriate security shall include protection against unauthorized
access to, use of, copying or distribution of information,
unauthorized modification or destruction of information, and
protection against unauthorized access of computers, computer
systems and networks.

2.. Only authorized individuals may access CIF computers and
computer systems. Issuance of an account or access to any CIFC
system must be approved by an authorized CIFC of?cial.

3. Any attempt by an individual to gain privileged access, such as
additional rights or powers typically reserved for the system
administrator, is prohibited unless speci?cally approved by an
authorized CIFC of?cial.

l4-

l0.

ll.

12.

l3.

14.

Revised: 07/26/17

Individual accounts may not be transferred to or used by an
individual other than the authorized individual account holder.
Sharing accounts or passwords is prohibited.

Generic accounts, intended to be used by more than one user, shall
not be allowed on any computer, computer system or network
without prior approval from an authorized CIFC official.

All CIFC computers, computer systems and networks shall be
compliant with all laws, including, without limitation, laws relating
to computer security.

All users of CIFC computers and computer systems shall make a
good faith effort to protect the integrity and privacy of data within
computers, computer systems and networks.

All users of CIFC computers and computer systems shall maintain
the proper use of his/her account and any activity conducted using
such account, including choosing safe passwords and protecting
those passwords. Periodically changing one?s password is
encouraged to enhance security.

All users of CIFC computers and computer systems shall report any
possible security lapses on any CIFC computer, computer systems or
network to their Program Director and/or the Compliance Of?cer.

No system user shall modify, limit or extend the CIFC network or
network configurations on which his/her system resides without the
written authorization of an authorized CIF of?cial.

No system user shall alter, install, modify or delete any software
program on any computer without the express permission of a duly
authorized CIFC official.

No system user shall use the CIFC computer system for any
unlawful purpose, including, without limitation, infringement of
intellectual property (including copyrighted materials).

All owned laptops shall be 

CIFC owned laptops or personal laptops used for work purposes
shall not be left unattended in cars or any other vulnerable location.

15

Revised: 07/ 26/ 17

15. Employees may not access any legally protected
client/patient/customer information on personal (non?CIF owned)
laptOps, smartphones or other mobile devices unless done so through
authorized VPN access as explained below.

16. CIFC employees who access any legally protected
client/patient/customer information remotely may only do so through
VPN access that is granted through a duly authorized C-IF official.

l7. CIF employees who are assigned CIF email accounts @ct?
instituteorg) are required to check their CIFC email accounts at least
once per day, each day that they are scheduled to work. (Note:
Checking other CIFC related messaging services, including but
limited to the eClinical Works messaging application [commonly
referred to as to the jellybean?], does not constitute compliance
with this requirement.) CIF employees are responsible for the
content and proper response to CIFC emails in a timely manner.

18. CIFC employees who are assigned CIFC email accounts @ctw
instituteorg) shall not use other email accounts to communicate
CIFC business related matters to the extent practicable.

19. Use of portable USB memory sticks to store CIC business is
prohibited unless the USB stick is Applicable Program
Directors must approve usage of all USB sticks. Users
must order all USB sticks through IT contractor,
after securing the applicable Program Director?s approval.

K. CREBET CARD DATA SECURITY POLECY 
Policy: It is the policy of Connecticut Institute For Communities, Inc. to
actively protect customer/patient/client cardholder information from thieves
and hackers. This is a legal and business requirement under the Payment Card
Industry Data Security Standard (PCI DSS). Failure to do so can result in
large ?nes, and the termination of credit card processing services.

Practice: All employees are required to read this document and follow these
specific instructions at all times.

Application: This policy applies to all CIFC facilities that process
and/or store credit card data and all computers, devices or records
involved with cardholder information such as account numbers, names
and related information.

16

Revised: 07/26/17

Q) Computers and Software: No computers are to be used to store
cardholder data (such as credit card numbers or information read off a
card?s magnetic stripe). No other computers are to be connected to
any Point of Sale terminal (via cables, wireless or anything else.) No
computers other than Point of Sale terminals are to be used to transmit
or share cardholder data over any sort of network.

Q) Information and Records Stored on Computers and Devices: It is
prohibited to record, copy, or store cardholder information (such as
account numbers) on any computer, thumb-drive, CD, DVD, etc. This
includes magnetic stripe information, and other information like the
three-digit numbers printed on the signature panel of cards. It is
permissible to record the last 4 digits ONLY of an account number.
Never, under any circumstances, record, copy or store cardholder PIN s-
anywhere.

Physical Copies of Records Paper Records, Thumbdrives, CD,
DVDs, etc. 2: Cardholder data shall be stored only if strictly necessary,
and only for as long as necessary. Data that is prohibited by other
parts of this policy must not be stored at all. Never, under any
circumstances, write down, record, copy or store cardholder PINS
anywhere. Do not record, copy, or store the three?digit number printed
on the signature panel of any card. All paper records of cardholder
data, and all thumbdrives, CDs, DVDs, etc., holding card holder data
are to be treated like cash. They must be kept in a locked area and
access to them must be restricted. Paper records or electronic
records of cardholder information must not be removed from the
secure area without formal management approval and a formal record
made. Never share cardholder records with anyone outside of CTFC,
or with anyone inside who does not have management approval
to use those records. Paper records of cardholder data, and
thumbdrives, CD, DVDs, etc., holding cardholder data must not be
thrown out or re?used for other purposes. When no longer needed, all
such records must be destroyed via shredding, using a company or
machine approved of by management. Paper records or thumbdrives,
CD, DVDs, etc. of cardholder data are to be destroyed via shredding
after five years, using a company or machine approved of by
management.

(2) Transmitting Information and Records: Cardholder information
must never be sent outside the work network (particularly over the
web or via e-mail).

 

(Q) Physical Security: Physical access to all Point of Sale terminals is
restricted to those who have formal management approval. All
employees are required to report to management anyone who is
observed (staff member or not) loitering around a Point of Sale

17

Revised: 07/26/17

terminal who does not have approval. All unsupervised visitors must
be escorted away from sensitive systems such as computers or paper
records, and reported to management immediately. Paper records or
electronic records of cardholder information must be kept in a locked
drawer or box inside a separate room, and the door must be locked
unless someone with formal management approval is in the room at
the time. Physical access to paper records with cardholder information
on them is restricted to those who have formal management approval.
All employees are required to report to management anyone observed
(staff member or not) near such paper records who does not have
proper approval.

In the event of a deliberate attack on communications or information
processing systems, CIFC has a Security Incident Plan to assure an adequate
and swift response and to minimize the consequences of such an incident.

L. SECURITY INCIDENT PLAN
A security incident is any deliberate attack on CIFC communications or
information processing systems, including but not limited to its computer
systems, electronic mail, fax and credit card communication systems,
electronic health records, and computerized educational records. CIF reacts
to a security incident by:

Launching an Investigation: All staff are required to report any
security incident(s) or related suspicious behavior to their supervisor
or Program Director immediately. The Program Director, in
consultation with the Compliance Of?cer, shall then launch an
investigation into what has happened, what harm has been done, and if
the incident is still in progress. If a security incident has or is still
occurring, the Program Director, in consultation with the Compliance
Officer, shall:

a Assess whether there is any threat whatsoever of physical harm
to staff or others. If so, they shall call the police immediately;

a If there is no immediate threat, start a written event log by noting
the date and time of all actions;

a Limit the damage to customers/clients/patients and CIF but also
preserve information about the incident;

a Not disturb physical evidence (such as from a break in) and call
the police immediately;

a Make every effort not to use computers if the attack incident
involved computers do not log on, do not turn them off and
do not disconnect them from networks and connectors).

18

Revised: 07/26/17

8 Make copies of relevant ?les on a thumb drive, DVD or similar
device before using the computers again (if the incident involved
computers).

a Attempt to identify what damage has been done. Has sensitive
information about CIFC or its customers possibly been stolen,
changed without permission or destroyed/deleted?

(2) Limiting Damage: If there is any chance that damage is still being
done, staff, at the direction of the Program Director and/or Compliance
Of?cer, shall limit the damage. Where possible, computers shall not be
turned off, but instead disconnected from all network connections to
limit hacker or Virus ability. If there is any physical damage, staff shall
attempt to secure the area to prevent additional intruders. The Program
Director and/or Compliance Officer shall follow up with the police as
apprOpriate.

(3) Notifying the Appropriate Parties: Once again, if staff discovers a
security incident, they should immediately notify their supervisor or
their Program Director. The Program Director shall then notify the
Compliance Of?cer and the Chief Executive Officer. Management
shall determine additional parties who must be noti?ed (police,
insurers, customers/clients/patients, etc).

(4) Completing the Investigation and Reporting Findings: The Program
Director and Compliance Of?cer, in consultation with the appropriate
experts, shall attempt to complete all security investigations as soon as
possible. At a minimum, investigation shall attempt to uncover
what happened, when it happened, the extent of the damage, and how
the attack succeeded, if at all. The Compliance Of?cer, in consultation
with the Chief Executive Of?cer, shall determine who must be noti?ed
of the investigation ?ndings.

(5) Making Changes to Improve Security: Based on the investigation
?ndings, CIF may adjust its policies and procedures to improve its
security policies.

NI. INTERNET SAFETY PROGRAM ACT (CIPA)
COMPLIANT INTERNET SAFETY POLICY SPECIFIC TO CIFC
EARLY LEARNING PROGRAMS

Introduction
It is the policy of Early Learning Programs (CIFC ELP) to:

19

Revised: 07/26/17

prevent user access over its computer network to, or transmission of,
inappropriate material via Internet, electronic mail, or other forms of direct
electronic communications;

prevent unauthorized access and other unlawful online activity;

prevent unauthorized online disclosure, use, or dissemination of personal
identi?cation information of minors; and

comply with the Children?s Internet Protection Act [Pub L. No. 106?554
and 47 USC 

?ef?mitions
Key terms are as de?ned in the Children?s Internet Protection Act.

Access to Inappropriate Material

N6 CIEC EEP STUBENT WILL, AT ANY TIME, BE ALLOWET)
ACCESS T0 THE INTERNET.

To the extent practical, technology protection measures (or ?Internet filters?)
shall be used to block or ?lter Internet, or other forms of electronic
communication, access to inappropriate information.

Speci?cally, as required by the Children?s Internet Protection Act, blocking
shall be applied to visual depictions of material deemed obscene or child
pornography, or to any material deemed harmful to minors.

Subject to staff supervision, technology protection measures may be disabled
for adults or, in the case of minors, minimized only for bona fide research or
other lawful purposes.

Inappropriate Network Usage

To the extent practical, steps shall be taken to promote the safety and security
of users of the CIFC ELP online computer network when using electronic
mail, chat rooms, instant messaging, and other forms of direct electronic
communications.

Specifically, as required by the Children?s Internet Protection Act, prevention
of inappropriate network usage includes: unauthorized access, including
so-called ?hacking,? and other unlawful activities; and unauthorized
disclosure, use, and dissemination of personal identification information
regarding minors.

Education, Supervision and Monitoring

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Revised: 07/26/17

It shall be the responsibility of all members of the CIFC ELP staff to educate,
supervise and monitor appropriate usage of the online computer network and
access to the Internet in accordance with this policy, the Children?s Internet
Protection Act, the Neighborhood Children?s Internet Protection Act, and the
Protecting Children in the 21st Century Act.

Procedures for the disabling or otherwise modifying any technology
protection measures shall be the responsibility of the CIF ELP Director or a
designated representative.

it is the policy of CEFC ELP that no student enrolled in its programs will
be allowed access to the Internet. Students will only have access to the
age-appropriate software located on the system which is approved for
educational purposes.

If at any time students will have access to CIF Internet facilities, the
CIFC ELP Director or designated representative will provide age-appropriate
training for Internet usage, designed to promote CIFC commitment to:

a. The standards and acceptable use of Internet services as set forth in this
Internet Safety Policy;

b. Student safety with regard to:
i. safety on the internet;
ii. appropriate behavior while on online, on social networking
Web sites, and in chat rooms; and
cyber bullying awareness and response.

c. Compliance with the E~rate requirements of the Children?s Internet
Protection Act 

Following receipt of this training, the student will acknowledge that he/she
received the training, understood it, and will follow the provisions of CIFC
acceptable use policies.

ll. SREETMENT 8F 

 

Policy: CIFC follows procedures designed to assure open announcement
of job openings and compliance with affirmative action guidelines
in the ?lling of Institute positions.

Practice:

A. 
Whenever there is a vacancy in a position in the institute, the appropriate
Program Director shall notify the Chief Executive Officer and Human

21

Hi.

QEALEFECATEONS FOR EMPLO

Revised: 07/26/17

Resources Manager of the vacancy. With the approval of the Chief
Executive Of?cer, a notice of the vacancy and job description shall be
internally posted by the Human Resources Manager at the main of?ce
of CIFC for a minimum of three (3) days, and distributed by email to
?All Staff?. Applications/resumes shall be forwarded to the Human
Resources Manager.

8. ADVERTISEMENT

Following advance noti?cation to current employees pursuant to
paragraph A. above, candidates may be recruited from outside the
Institute. Any appropriate recruiting source may be used, including, but
not limited to, advertisements in local, regional or state?wide
Connecticut newspapers, the State Personnel Referral of?ce, and an
Af?rmative Action Recruiting List, including minority?owned
newspapers. As necessary to secure a suf?cient pool of applicants for
af?rmative action or candidate evaluation purposes, special efforts shall
be made to solicit applications from Service Area residents via
noti?cation of job openings to local community organizations, churches
and agencies.

.. TEE EMPLOYMENT APPLECATEON

All prospective employees shall be required to complete an employment
application, and may be required to submit a resume. The form of the
employment application shall be prescribed by the Chief Executive
Of?cer and shall require full disclosure of the applicant?s employment
and educational background plus employment and personal references.

 

Ii ENT

The Institute encourages promotion from within but maintains the
right to hire the most qualified candidate for a position.

. BEST QUALEFEED
CIFC will ?ll each position with the best qualified candidate. If a current
CIFC employee and a new applicant are of equal ability, quali?cations and
experience, the CIFC employee shall be given preference. Similar
preference will be given to program clients and participants Head Start
Parents).

. ENTEGRITY
Only persons who can perform duties with competence and integrity will be
employed. Conviction of a felony (or a misdemeanor in a drug abuse or
morals-related matter) shall be considered evidence of lack of ?tness for

22

EV.

Revised: 07/26/17

positions such as Chief Executive Of?cer, Program Director, Fiscal or
Managerial positions, or in any position having contact with children or
minors. In addition, conviction within the past ten (10) years of any other
misdemeanor shall also be considered strong evidence of lack of ?tness.
Before CIFC hires a person who has a record of a conviction, a review shall
be conducted under the direction of the Chief Executive Of?cer. If such
review discloses that the nature of the prior convictions does not
substantially bear on the position applied for, the applicant shall be
considered eligible for employment.

1. CIFC requires all applicants to make a full disclosure of
all convictions and shall exercise prudent judgment in offering
employment to any applicant with a felony record or other
conviction, which might jeopardize the integrity of the Institute
or any Program.

2. Failure to disclose a conviction record, or make other required
disclosure, shall be cause for immediate dismissal. The institute
reserves the right to conduct background investigations of any
applicant or preliminary/conditional employee. Every effort
will be made to assure that rehabilitated individuals are helped
to gain good jobs, where such placements will not be detrimental
to CIFC, its programs, or clients.

QGNFEJECE SF 

Policy: CIFC maintains speci?c restrictions to ensure trustworthy
deeision~making and prudent behavior on the part of persons
associated with CIF and with regard to the employment of
relatives of its employees.

SUNFLICT 0F INTEREST PGLECY INTRODUCTIGN

effectiveness depends upon maintaining the highest levels of credibility,
con?dence, and trust with the communities and the individuals it serves and all
parties with whom it works. It is essential to protect the organization?s reputation
for objectivity and fairness by identifying and appropriately dealing with actual,
potential, and perceived conflicts of interest. The decisions and activities of the
Board of Directors and staff, whether or not addressed in this policy, are governed
by an overriding requirement of honesty, good faith, and ?duciary responsibility
for the organization and to the communities and individuals it serves.

DEFINITION OF CONFLICT OF ENrennsr
l. A con?ict of interest exists when a covered person (as de?ned below) has a
material ?nancial interest in a transaction or project under consideration by the
Board of Directors, a committee of the CIFC Board of Directors, or when that
person proposes to act on any issue, matter, or transaction in which CIFC has

23

Revised: 07/26/17

an interest, and in which the covered person may have an interest separate from
that of CIF C.

2. A con?ict of interest may also exist in situations in which there is an
appearance (or otherwise) that a covered person: is utilizing, for his or her
own bene?t, inside information that is proprietary to is acting in his
or her own interests rather than the best interests of has the ability to
exercise undue in?uence over decisions; or is receiving favorable
treatment by CIFC because of his or her status as a covered person.

PERSONS

This policy applies to all persons who are currently, or have been within the
previous twelve month period, parties related to CIFC in one or more of the
following ways:

a CIFC employees;

a CIF Board Members;

a Members of CIF C?s Board committees (whether or not Board Members);

Substantial contributors to 

Those with access to CIFC information not available to the general public,
e.g. consultants, volunteers, etc.;

a Other individuals with an ability to substantially in?uence decisions of
and

a ?Immediate family members? of any of those covered persons listed
above, including a Spouse, brothers and sisters, Spouses of brothers and
sisters, children, grandchildren, and spouses of children and
grandchildren. Any legally adopted, step or half member of these
categories shall also be included as a member of the ?immediate family.?

RELATED ENTITIES: This policy also applies to transactions with entities in which
a covered person owns and/or a family members owns directly or indirectly more
than five percent of the equity interest therein.

DEFINITEON or SunsrAN'rrAL CONTRIBUTOR rO CEFC: A substantial contributor
to CIFC is any person who, in any given year, contributes more than one (1) percent
of the total revenue (or more than $100,000 whichever is the amount)
received by the organization before the close of its fiscal year. In the case of a trust,
such term also means the creator of the trust. Rules similar to the rules of
subparagraphs (B) and (C) of section IRC 507 shall apply for purposes of
this subparagraph.

GENERAL 

All covered persons shall avoid any con?ict of interest involving their duties to
CIFC and any other interest or organization to which they have a duty, or any other
activity in which they are ?nancially or otherwise interested.

24

Revised: 07/26/17

It is expected that persons subject to this policy will conduct themselves under strict
rules of honesty and fair dealing between themselves and CIFC.

Covered Persons are obliged:
1. To disclose to the Board, Chief Executive Of?cer, or Committee of the Board
on which they serve, the existence of any con?ict of interest (as defined
above), or appearance of the same.

2. To abstain from discussing with Board Members, employees, or Board
Committee Members any issue, matter, or transaction in which they have a
con?ict of interest (or appearance of the same) unless speci?cally asked by
the Board or a Board Committee to give information on the issue, matter, or
transaction.

3. To recuse themselves from Board and Committee discussions on any issue,
matter or transaction involving a con?ict of interest, unless requested by the
Board or Committee to give information on the issue, matter, or transaction.

4. To abstain from voting on any such issue, matter, or transaction.

OBLIGATIONS or COVERED masons

Board Members and Executive Staff (as defined in this Manual) will be asked to
annually sign an acknowledgement that they have read, and agree to abide by,
con?ict of interest policy, which acknowledgement shall remain in force
and effect until superseded, revoked or amended by the signatory.

GBLIGATIONS OF THE BOARD IN CONFLICTED SITUATION 
When a transaction, contract, or project of CIFC involves an actual, potential, or
perceived con?ict of interest with a covered person, the Board shall act as follows:

1. Approve such transaction, contract, or project only after making speci?c
findings that:

The transaction, contract, or project is fair and benefits CIF and
its objectives; and

(ii) The transaction, contract, or project is approved with the Board?s
full knowledge of its ?nancial or other benefit to the covered
person who has the con?ict of interest;

When the covered person is a Director (Board Member), the
Director did not participate in the vote approving the transaction,
contract, or project and did, in fact, recuse him/herself both
during the discussion of the transaction, contract, or project and
when the Board voted on it.

25

Revised: 07/26/17

2. When warranted by the nature or magnitude of the con?ict of interest,
request that a con?icted member of the Board of Directors or Committee

resign.

3. Action taken by the board to manage a conflict ofinterest shall be recorded
in the Board minutes or memorialized in a Board resolution.

B. NEPGTISM
a. No person shall be offered employment by CIFC or continue in the
employment of CIFC while any member of the person?s immediate
family is a voting member of the Board of Directors of CIFC.

b. For the purpose of 1. above, ?immediate Family? shall include:

Husband Brother
Wife Sister
Mother

Father

Son

aughter

c. Any legally adopted, step or half member of the above categories
shall also be included as a member of the ?immediate family?.

d. No employee shall be supervised directly by a member of his/her
immediate family.

9F 

Policy: Hiring authority for the Connecticut Institute For Communities,
Inc. is vested with the Chief Executive Officer.

Practice:

A. SELECTEGN CRETEREA
Selection criteria, set forth in a written position (job) description will be
established for each position by the Program Director as approved by the Chief
Executive Of?cer, and any other required authorities g. the Head Start Policy
Council for Head Start positions).

B. ENTERVEEWS
All candidates? applications and other responses shall be directed to the

Human Resources Manager, and, after the closing date (if established), shall
be timely sent to the designated interviewer or interview panel as established
by the Chief Executive Of?cer or the Chief Executive Of?cer?s designee.
After interviews have been conducted, the Human Resources Manager shall

26

Revised: 07/26/17

then advise (in writing if requested) the Chief Executive Of?cer regarding the
recruiting sources and procedures that have been utilized.

1. Normally a ?rst interview or screening interview will be
conducted by a person or interview panel designated by the Chief
Executive Of?cer. it shall be the responsibility of the designated
parties to ensure that the questioning of applicants is pertinent,
objective, consistent and relevant to the agreed?upon selection
criteria, and otherwise ?illy consistent with applicable laws and
regulations.

2. Candidates may be invited back for a second or further interview.
If no candidate has proven appropriate, a second or ?irther round of
recruitment may be undertaken.

3. The applicant?s references will be contacted prior to making a
?nal hiring decision. The Chief Executive Of?cer, as the hiring
authority, will make the ultimate decision, informed by the
recommendations of the interviewer and/or the interview panel.

4. Travel and expenses may be paid to candidates for key positions
if approved in advance by the Chief Executive Of?cer.

C. $83 DESCRIPTIONS
See Section XII, of this Manual.

B. 

l. Early Learning Programs (including all those allocated
to such programs).

Initial Health Examination Tuberculin Testing: In accordance
with Head Start Program Regulations and the Regulations of Connecticut
State Agencies for child day care facilities, all new CIFC Early
Learning Program employees are required to have an initial health
examination, including a written report of a negative tuberculin test,
completed within twelve (12) months prior to the date of employment. All
Early Learning Program Employees must have their health care
practitioner complete a CIFC Health orrn acknowledging such an
examination and a negative tuberculin skin test and return that health form
to the HR Manager prior to their start date.

Re?Examinations: All Early Learning Program employees are

required to have a medical re-exaniination every twenty?four (24) months

from their initial start date. All CIFC Early Learning Program Employees

must have their health care practitioner complete a CIFC Health Form

acknowledging such an examination and return that health form to the

CIFC HR Manager. A CIFC Early Learning Program Employee who fails
2'7

new
initial health

Revised: 07/26/17

to provide a medical re~examination form by not later than the twenty-four
(24) month expiration of their prior form will be suspended immediately
and without pay until the medical statement has been brought current and
and ?led with the CIFC HR Manager and ELP Director.

2. CTFC Employees

Consistent with credentialing and privileging policies and
procedures, all employees are required to have an initial health
examination, including a written report of vaccinations/titers completed
within twelve (12) months prior to the date of employment. All CIFC
employees must have their health care practitioner complete a
Employee Health Form acknowledging such an examination as
well as immunization/titers/TB status and return that health form to the
CIFC HR Manager prior to their start date.

Proof of required immunizations includes the following:
(I) TdaP

(2) MMR

(3) Varicella

(4) Hepatitis 

Proof of the following Titers (regardless of vaccination status) includes:
(1) Varicella 

(2) Hepatitis surface Antigen

(3) Hepatitis surface Antibody

(4) Hepatitis Antibody

Additionally, TB surveillance is required through either a 2 step PPD or
the Quantiferon Gold Test.

EXCEPTION: CIF Internal Medicine/Primary Care
Residents are required to have physical examinations during their initial
orientation. Thus, the twelve (12) month time frame that applies to all
other employees does not apply to CIFC Residents.
Additionally, other requirements may be imposed upon CIFC 
Residents as a result of their work at area hospitals that do not apply to
other CIF employees g. drug testing).

3.. All Other CTFC Emptoyees 

 

Employees).
Initial Health Examination Tuberculin Screening: All
employees of the shall submit documentation of an

examination completed within twelve (12) months prior to the date of
employment. All new employees shall also complete a Tuberculin
Screening Assessment Form as provided by the CIFC HR Manager.
(Tuberculin skin testing may be required based on Assessment responses.)
All employees must have their health care practitioner complete a CIFC

28

Revised: 07/26/17

Health Form acknowledging such an examination and return that health
form to the HR Manager prior to their start date.

Tuberculin Screening Assessment: Every twenty-four (24) months
from their initial Tuberculin Screening Assessment, employees shall re?
complete a Tuberculin Screening Assessment Form as provided by the
CIFC HR Manager. Additional Tuberculin skin testing may be required
based on Assessment responses.

4. Positive Tuberculosis Other Positive Communicable Disease
Results

The following steps must be followed if an employee/volunteer tests

positive for TB or another communicable disease (in order to assure that

they do not, because of communicable disease, pose a signi?cant health

risk to the health or safety of others in the organization):

For cases of TB, the CIF Human Resources Manager will refer the
employee/volunteer to the local TB Clinic. For other communicable
diseases, the CIFC Human Resources Manager will refer the
employee/volunteer to the CIFC Greater Danbury Community
Health Center. The employee/volunteer shall also notify their
Primary Physician.

The employee/volunteer shall follow all of the recommendations of
their health professionals in a timely manner. The
employee/volunteer shall sign a release to allow communication
between the CIFC Human Resources Manager and the Physician
treating the employee/volunteer regarding the communicable
disease at issue.

The CIFC Human Resources Manager will stay in contact with the
employee/volunteer?s care provider to con?rm that the necessary
follow?up steps are occurring. If the employee/volunteer fails to carry
out the required follow-up steps, then the following actions may
occur:

i. Suspension, without pay and without use of Paid Time Off
(PTO) and/or any other such time?off until the matter is
followed?up as deemed necessary; and

ii. If the above suspension lasts beyond ?ve (5) days without
the necessary follow?up steps being taken, the employee
may, with the approval of the Chief Executive Of?cer, be
terminated without any further process or procedure.

29

Revised: 07/26/17
E. VACCINATIGN REQUIREMENTS

1. For ELP Staff: Due to the particularly fragile and susceptible immune
systems of the young children served through our Early Learning Programs,
all Early Learning Program Employees are required to submit
documentation showing that they have received the following vaccinations
in accordance with the generally recommended dose schedule:

In?uenza (Annually)

Measles, Mumps, Rubella (MMR)

Varicella (Chickenpox) (or submit evidence of immunity)

Tetanus, diphtheria, pertussis (Td, Tdap)

Hepatitis (or submit documentation of a positive antibody within the last

year)

If a medical condition prevents an employee from providing proof of receipt
of any of the aforementioned vaccines, the employee shall provide a letter from
his or her physician stating such.

Additionally, if an employee?s religious beliefs or practices prevent the
employee from providing proof of receipt of any of the aforementioned
vaccines, the employee shall state so in a notarized letter addressed to the
Human Resources Manager.

2. For Staff: Annual In?uenza Vaccination Requirement

Due to the particularly fragile and susceptible immune systems of many
patients, all employees (which includes, for the purpose of
this subsection, all CIFC or CIF staff working in a 
building) are required to submit documentation by November 30th of each year
showing that they have received an In?uenza vaccination. (Please note that
Privilegin and Credentialing Policy also requires, for applicable
personnel, other immunization records at the time of appointment.)

If a medical condition prevents an employee from providing proof of receipt
of an annual In?uenza vaccine, the employee shall provide a letter from his or
her physician stating such.

Additionally, if an employee?s religious beliefs or practices prevent the
employee from providing proof of receipt of an annual In?uenza vaccine, the
employee shall state so in a notarized letter addressed to the Human Resources
Manager.

If a employee does not obtain an In?uenza vaccine for one of the
reasons noted above, the employee will be required to wear a mask at 
locations during In?uenza season (as de?ned by the Centers for Disease
Control and Prevention 

30

VT.

Revised: 07/26/17

EMERGENCTES

The Chief Executive Of?cer may by executive order establish procedures for the
hiring of personnel in emergency situations, which procedures shall be permanently
effective when approved as an Appendix hereto.



Policy: All appointments, promotions and transfers must be preceded by a
written noti?cation of hire, promotion or transfer, clearly stating the
position, salary, date of hire, promotion or transfer, and any other
pertinent information. No commitment to hire or other employment
action shall be made or implied until the Chief Executive Of?cer, or
the Chief Executive Officer?s designee acting under express written
authority, executes a Letter of Hire (or promotion, transfer, etc, as
applicable).

Practice:

LETTER OF HIRE FORM
The form of the Letter of Hire shall be established from time to time by the
Chief Executive Officer, consistent with the provisions of this Employee
Manual.

NEW HIRE CHECK
a The employee must complete the entire new hire packet prior to the
?rst day of employment, at which time the same will be placed in
the employee?s personnel ?le.
a The new hire packet includes, but is not limited to:
0 Letter of Hire;
0 Background Report from the City/Town in which the
applicant has resided in for the past two (2) years;
0 Federal and State ?ngerprints and related criminal
background check;
0 DCF Release of Information Form
0 Authorization Form for private background check; and
0 Medical Release Form.

C. DEPARTMENT DE PUDETC HEALTH BACKGROUND CHECK

The new hire package will also include the State Department of Public
Health Background check report, when the same has been completed, if any
is received.

D. RRTVATE BACKGROUND CHECK

The new hire package will also include an authorization form for CIF to
conduct a private background check through an outside contractor 
Safer Places, Inc), which contractor checks the national criminal records as
well as the sex offender registry.

31

Revised: 07/26/17

E. EXECUTEYE STAFF
In the case of Executive Staff, as de?ned in Section X.B., the Letter of Hire
may be supplanted by a written contract of employment. If, in the case of
an Executive Staff new hire, no contract is offered, then a Letter of Hire
shall be issued. See also Section XA. in regard to the employment of the
Chief Executive Of?cer.

E. REQUIRED BEFORE COMPLETEON OE LETTER OF
HIRE

Before the Chief Executive Of?cer signs a letter of hire, the Human
Resources Manager is required to provide a completed checklist to the Chief
Executive Of?cer indicating that: (1) all required paperwork medical
release form) has been completed (and/or listing the dates of when that
paperwork will be completed); and (2) the Human Resources Manager has
received the results of necessary background checks. The Human
Resources Manager maintains a personal spreadsheet to keep track of the
same information. The Chief Executive Of?cer or his designee may not
Sign a Letter of Hire until after the Human Resources Manager has received
and reviewed the required background check information.

O. PRIYELEGENG, CREDENTIALING Sr PARTECEPATING ENSURAN CE
PAPERWORK FOR PROYEDERS ONLY

Prior to their start date, all medical providers must be privileged
with the Board of Directors and credentialed (primary source veri?cation),
consistent with policies. To the extent possible, 
providers should also be enrolled in participating patient
insurances prior to their start date. In order to do so, providers
are expected to return credentialing and other required paperwork to
HR Manager in a timely manner, as specified in the provider?s
letter of hire. CIFC reserves the right to adjust the provider?s start date: (1)
if the provider fails to complete necessary paperwork in a timely manner
and/or (2) if CIFC needs additional time to enroll the provider in
participating patient insurances.

R. BACKGROUND CHECKS AND SELECTEON PROCEDURES EOR
EARLY LEARNING ERGRAM EMPLOYEES ONLY

Pursuant to Head Start Performance Standard 45 CFC 1302.90, upon a
complete background check (1) sex offender registry check; (2) state
criminal history records, including ?ngerprint checks; (3) FBI criminal
history records, including ?ngerprint checks; and (4) child abuse and
neglect state registry) of a potential Early Learning Program employee the
HR Manager shall review the information to assess the relevancy of any
issue uncovered by the complete background check, including any arrest,
pending criminal charge, or conviction and must use Child Care and
Development Fund (CCDF) disquali?cation factors described in 42 U.S.C.
32

Revised: 07/26/17

985 and 42 U.S.C. 985 8f(h)(l) to determine whether the
prospective employee can be hired.

The HR Manager must conduct a complete background check for each
Early Learning Program employee at least once every five (5) years and
review and make employment decisions based on the CCDF
disquali?cation factors described above.

VH. OF EMPLOYMENT

Policy: CIFC de?nes employee status based on the job responsibilities,
scheduled hours per week, and the standard or temporary nature of
the employment.

Practice:

A. EXEMPT:

An exempt employee is not subject to the hours of work and overtime pay
provisions of the Federal air Labor Standard Act.

3. 
A non?exempt employee is subject to the hours of work and overtime pay
provisions of the Federal air Labor Standards Act.

Overtime pay is pay for actual hours worked over forty (40) hours per week.
Non?exempt employees are not entitled to overtime pay unless they have
actually worked over forty (40) hours in a given week, excluding bene?t
time taken g. Paid Time Off (PTO), Surgery Leave, etc.).

As described in subsections below, standard full?time work
week is thirtyuseven and one half (37.5) hours per week. If a non-exempt
employee would like to work over 37.5 hours per week, any such time must
be approved in advance by the employee?s supervisor and the appropriate
Program Director.

Non?exempt employees may be salaried or hourly employees. For non"
exempt, hourly employees whose supervisor and associated Program
Director have approved time in access of thirty?seven and one half (37.5)
hours, such employees will be paid: their hourly rate for time worked
between thirty?seven and one half (37.5) hours and forty (40) hours; and 
overtime pay for any hours worked over forty (40) hours. Non?exempt,
salaried employees are not entitled to extra pay for hours worked between
thirty?seven and one half (37.5) hours and forty (40) hours, as such time is
included in their salaried rate. If, however, such nonnexempt, salaried
employees work in excess of forty (40) hours, such employees will be paid
overtime for such time. Again, however, if a non-exempt, salaried

33

Revised: 07/26/17

employee intends or expects to work over forty (40) hours in a given week,
such time must be approved in advance.

C. DEFINETION AND USAGE
As used herein, and in the implementation of these policies, any use of the
term ?permanent? employee means only that the employee does not have a
predetermined termination point; such usage should not be interpreted as
alternating, modifying, amending, limiting, or otherwise effecting the
meaning or intent of Section I, A of this Manual.

D. STANDARD FULL-TEME
A standard full?time employee works thirty?seven and one half (37.5) hours
per week without limitation on the duration of employment. Such an
employee is eligible for all fringe bene?ts including PTO, surgery leave,
paid maternity/paternity leave, leave without pay, military leave, jury duty
leave, disability leave, unpaid maternity leave, family and medical leave
(subject to additional requirements), family violence leave, any group
insurance bene?ts (subject to insurance carriers? restrictions), the CIFC
retirement plan (40303)), and payment for CIFC holidays (as set per

program).

E. STANDARD 
A standard part?time employee works less than thirty-seven and one half
(37.5) hours per week without limitation on the duration of employment.

If the employee is scheduled to work a minimum of 18.75 hours per week
(0.5 FTE), the employee is eligible for the following fringe benefits on a
pro?rated basis: PTO (with the exception of partial year, part-time CIFC
Early Learning Program staff, who primarily operate on a designated PTO
scheduled as more clearly de?ned in Section X11133 of this Manual),
surgery leave, and paid matemity/paternity leave. Standard part?time
employees are also entitled to payment for CIFC holidays (as set per
program and calculated according to the number of hours he/she would
ordinarily work on the day on which the holiday falls), any group
insurance bene?ts (for those 0.5 FTE and above, and subject to insurance
carriers? restrictions), the CIFC retirement plan (403(b)) (for those 0.5
FTE and above), leave without pay, disability leave (for those 0.5 FTE and
above, and subject to insurance carriers? restrictions), unpaid
maternity/paternity leave, family violence leave, and jury duty leave (to
the extent required by law). All standard?part time employees who have
been employed by CIFC for at least twelve months and who have worked
at least 1,000 hours during the twelve?month period preceding the ?rst day
of leave are also entitled to family and medical leave.

Standard part-time employees working at least 0.2 FTE and through 0.499
FTE are entitled to forty (40) hours of PTO, which is made immediately
available as of January of each year.

34

Revised: 07/26/17

F. PARTIAL YEAR 

A Partial Year full~time employee works the regular thirty?seven and one
half (37.5) hour work week, for at least nine hundred and seventy?five (975)
hours per year 6 months), for a predetermined time period. Such an
employee is eligible for the following fringe bene?ts on a pro?rated basis:
Surgery leave, and paid matemity/paternity leave (only applicable if leave
is taken during the time period during which the employee regularly works).
Partial year full?time employees are also entitled to PTO as outlined in
Section of this Manual, payment for CIFC holidays (as set per
program and calculated according to the number of hours he/she would
ordinarily work on the day on which the holiday falls), any group insurance
bene?ts (subject to insurance carriers? restrictions), the CIFC retirement
plan leave without pay, disability leave, unpaid
maternity/paternity leave, family violence leave, and jury duty leave (to the
extent required by law). All partial year full?time employees who have been
employed by CIFC for at least twelve months and who have worked at least
1,000 hours during the twelve?month period preceding the first day of leave
are also entitled to family and medical leave.

G. TEMPQRARY 
A temporary full-time employee has a predetermined terminal point of

employment (by a specific date not to exceed six months; or a task
to be completed, and works the regular thirty?seven and one half (37.5) hour
workweek. He/she is eligible for paid holidays and is eligible for
family violence leave, but for no other fringe bene?ts, except as required by
law.

A temporary full time assignment shall immediately terminate not later than
upon the completion of six months.

H. TEMPORARY 

A temporary part~time employee is hired with a predetermined terminal
point of employment (by speci?c date or a task to be completed), and
works legs than thirty?seven and one half (37.5) hours each week. Any
employee with a temporary part?time appointment is eligible for family
violence leave, but is not eligible for any fringe bene?ts other than those
required by law, is paid only for the number of hours worked, and does not
receive payment for CIFC holidays.

If a temporary part?time employee works more than 1,000 hours in a
consecutive 12 month period and continues his/her assignment into a
thirteenth month, the employee will automatically be deemed a standard
part-time employee who is entitled to the employment benefits outlined in
Section of this Manual, and who is also subject, as of the date he or she

35

i.



C.

Revised: 07/26/17

is deemed a standard part-time employee, to the preliminary/conditional
employment rules outlined in Section of this Manual.

ENTERNS
An intern is a temporary employee hired under the terms, conditions and
guidelines established in the contract between CIFC and the funding source
of the program in which the intern is employed, and/or under the terms of
an Intern Program Policy established by the Chief Executive Officer, and is
engaged (full or part time) for a limited period of time (typically not to
exceed six (6) months), and generally is hired as a part of. a mission-related
aspect of a speci?c program or project g. Retired Senior Volunteer
Program, an undergraduate or graduate student program or the like) or as a
career practicum. An intem is eligible for family violence leave, but is not
eligible for any fringe benefits or paid CIFC holidays, except as required by
law.

EMPLOYMENT

?qli_cy: All new employees, as well as those who have been promoted,
transferred, or demoted are subject to a period of preliminary/
conditional employment.

Praising:

MENEMUM PEMQD
Every employee shall initially be hired on a minimum six (6) month
preliminary, conditional basis, such period concluding only upon the
completion of the evaluation process set forth in Section of this
Manual, immediately below

NGTEFECATIGN
Contemporaneous with the end of the employee?s first six (6) months of
employment, the Program Director (or the Chief Executive Officer, or the
Chief Executive Officer?s designee, if the employee reports to the Chief
Executive Officer) shall submit an evaluation report, based on a
Performance Evaluation as prescribed in Section XII, of this Manual, to
the Chief Executive Officer with a recommendation. If deemed appropriate
by the Chief Executive Officer, preliminary/conditional employment may
be extended for one or more additional six (6) month minimum periods, or
portions thereof. Unless the employee?s status as a preliminary conditional
employee is extended, the employee?s preliminary/conditional status
automatically concludes as of the completion of the employee?s initial
performance review after the six (6) month minimum period of
employment.

TERMENATEON
A preliminary/conditional employee shall be subject to termination at any
time during the preliminary/conditional employment period, including any
extension thereof, without recourse to the grievance procedure. (In

36

Revised: 07/26/17

reference to employees engaged in work for the Head Start of Northern
Fair?eld County program, termination of such an employee while on
preliminary/conditional employment does not require the approval of the
HSNF Policy Council).

D. PAID TIME OFF (PTO) USE
Paid Time Off (PTO) cannot be utilized during the preliminary/conditional
employment period, except (I) with the written approval of the Chief
Executive Of?cer or the respective Program Director used as sick leave by an employee entitled to paid sick leave pursuant to
Connecticut General Statutes 31~57r, et seq., who has worked at least
680 hours of employment from the date of hire within the
preliminary/conditional period. After the preliminary/conditional
employment period, the employee will be classi?ed as a post?
preliminary/conditional employee, and PTO will be calculated back to the
employee?s date of hire.

E. PAID TEME OFF (PTO) PAYMENT
Employees who depart from employment with CIFC prior to the conclusion
of their preliminary/conditional employment period will be paid for their
unused, earned PTO, but no other time.

OREENTATEON
Policy: CIFC acquaints all new employees with Institute programs, bene?ts,

policies and other topics of interest.

A. GENERAL
All new employees of CIFC will be given orientation by the Chief
Executive Officer, Program Director, Human Resources Manager, or other
staff member delegated to do so. The orientation will consist of but shall
not be limited to the following:

The history of CIFC and its current programs.

A review of the By?Laws, if applicable.

A review of this ?Employee Manual.?

A review of the CIFC Compliance Policy and Plan.

Any initial training deemed necessary for the employee's program

HIPAA training for CIFC Health Center

employees).

The signing of Institute employment documents.

7. An introduction to as many other staff members as circumstances
permit.

8. An explanation of any insurance coverage/bene?ts and other
benefits provided for the employee or for which the employee may
enroll.

9. A review of the employee?s specific program and his/her detailed
job responsibilities, including his/her individual job description.

37



.0)

B. MENTOR

Revised: 07/26/17

As appropriate, a new employee may be assigned an appropriate
internal or external mentor. A mentor is a person other than the
employee?s supervisor who is familiar with the employee?s duties and
can assist the employee with orientation to the Institute and his/her
speci?c job duties and related policies and procedures.

C. TRAENING POLECY

Policy: Connecticut Institute For Communities, Inc. (CIF C) provides
employees with training when they are hired and on-going training
as a means to help employees deveIOp and/or enhance their
professional skills and to assist with career development goals. As part
of our commitment to staff training and deveIOpment, and in order to
ensure compliance with CIFC policies, procedures and applicable law,
CIFC provides online courses from Relias Learning within Relias LMS,
a learning management system (LMS).

l.

Mandatory Training and Education

CIFC requires training for all employees on organizational policies
and program?specific policies and procedures. Additionally, certain
training is mandatory for employees based on their program area

HIPAA for employees; DCF Mandatory Reporter
Training for Early Learning Program Staff and 
Pediatricians). Employees are given access to their training plans via
a password secured log?in to Relias LMS. Mandatory training and
other CIFC requirements are listed with specific due dates in the
employee?s training plan.

All mandatory training is expected to be completed on or before the
?required by? date and done during the employee?s scheduled work
hours. Employees will be paid their regular rates. Staff shall make all
attempts to complete training at times of the work day that con?ict
as minimally as possible with their main responsibilities, such as
patient care, etc. Non~exempt (generally hourly) employees must
obtain prior written approval from their supervisor if training time
will require overtime hours. Exempt employees may complete the
training outside their regular scheduled hours, at their discretion, but
will not receive any additional compensation or time off. 
Physicians and Physician Assistants should also refer to the 
Continuing Medical Education Policy. The Continuing
Medical Education PoZicy shall control for Physicians and
Physician Assistants in the event of any conflict with this policy.)

38

Revised: 07/26/17

Timely completion of training will be part of an employee?s
performance evaluation. Employees will not be eligible for raises,
promotions or other advancement until all required training is
completed. (Completion of required training does not guarantee
raises, promotion or other advancement or in any way alters the ?at
will? status of employment). Supervisors are expected to allow
training time within normal work hours as scheduling permits.

Recommended Training and Education

From time to time a supervisor may recommend speci?c online
courses as a performance improvement activity or as part of an
employee?s professional development plan, or the employee may
request permission to take speci?c courses. Time spent on online
courses that are taken with supervisory pre?approval will be
compensated as described in the Mandatory Training and Education
section of this policy.

Elective Training and Education

Relias Learning provides a library of professional courses on a
variety of health and human service topics. Employees may, at their
own discretion, take online courses for continuing education credit,
for professional development, or personal interest at no cost.
Employees choosing to take online courses at their own discretion,
as electives, must do so on their own time and will not be
compensated for their time.

X. GE ANS

EXECEJTEVE STAFF
Policy: Speci?c conditions exist in the hiring procedure and employment of

the CIF Chief Executive Officer and Executive Staff

A. THE CHEEF EXECUTEVE GFFECER

l.

The Chief Executive Officer shall be hired by the Board of Directors of
CIFC, which acts as the interview committee.

This position shall be advertised within the Institute, in local newspapers,
and in cities of larger pOpulations.

After the Board makes a selection and notifies the candidate verbally or in
writing, an employment contract will be prepared and forwarded. The
candidate must sign and return the employment contract to the Board of
Directors with?in ten (10) calendar days, or other period of time determined
by the Board.

39

Revised: 07/26/17

4. The Chief Executive Of?cer shall serve under the terms of the CIFC
Articles of Incorporation, By?Laws, and these policies, and under the terms
of an employment contract entered into by and between the Chief Executive
Of?cer and the Institute approved by its Board of Directors. The Chief
Executive Of?cer shall be evaluated by the Board of Directors after a
preliminary/conditional employment period of at least six (6) months and
annually thereafter, or in compliance with the conditions stated in the
contract.

5. Where there is any conflict between these policies and the employment
contract, the employment contract shall prevail. In order to expedite the
development of the Institute, the provisions of this Article may be varied
or omitted in the hiring of the lnstitute?s initial Chief Executive Of?cer.

6. If the position of Chief Executive Of?cer is funded by any funding source
to an extent that requires other or supplemental approvals g. Head Start)
for an employee charged more than 50% as a Head Start expense) then such
employment action shall not be ?nal until the required further approvals are
secured g. for Head Start, Policy Council and/or Regional Of?ce
approval).

E. EXECUTIVE STAFF
l. De?ned: Executive Staff are de?ned as any exempt personnel who:

report directly to the Chief Executive Of?cer, or to the Chief
Executive Of?cer interrnediated only by the Chief Operating
Of?cerincluding, without limitation, the following existing or
anticipated positions:

a. All Program Directors, including the
Medical Director and Practice
Administrator,

Finance Director,

Chief Operating Of?cer,

Operations Manager,

Human Resources Manager,

Director of Planning Communications
Staff Attorney Compliance Of?cer,
Advancement Director;

Other individual positions speci?cally
designated by Chief Executive Of?cer;
and/0r

Paras rerun-.0 57

are licensed primary care providers g. physicians, APRNs,
PAS, nurse practitioners, etc., but excluding clinical support staff
such as LPNs and MAS).

40

10.

ll.

12.

l3.

Revised: 07/26/17

Any person who fills a part?time Executive Staff position and holds any
other position(s) within CIFC is deemed to be governed for that other
position(s) as if it (they) too were Executive Staff position(s).

Employment: Executive Staff shall be hired, as the Chief Executive Officer
determines, either as

a. At?will employees in accordance with a
Letter of Hire specifying the at?will nature
of the employment, or

b. In accordance with a contract for
employment, recommended by the Chief
Executive Of?cer, and approved by the
Board of Directors.

Any Executive Staff member originally engaged pursuant to a contract (see
Section immediately above) whose contract has expired, but
who continues to be employed by the Institute without an extension,
renewal, or novation of said contract, shall be deemed to be employed in
accordance with Section XB. of this Manual, immediately above.

If an Executive Staff position is funded by any funding source to an extent
that requires other or supplemental hiring approvals g. Head Start for an
employee charged more than 50% as a Head Start expense) then such
employment action shall not be ?nal until the required further approvals are
secured (eg. for Head Start, Policy Council and/or Regional Office
approval).

C. TEWENATIGN

Termination of the Chief Executive Officer and Executive Staff shall
exclusively be governed by the terms of the Letter of Hire or employment
contract, as the case may be, engaging said Chief Executive Officer or
Executive Staff member, including those hired in reference to Section X, Sub?
Sections A6. and B.3. above [reference being made to ?Improving Head Start
Act of 2007?, Section 9, amending the United States Head Start Act, Section
642 

Xi. SCHESULENG

Policy: CIFC establishes hours of work designed to meet the needs of the
Institute in carrying out the responsibilities of its various services
and programs. An employee is expected to come to work
consistently and on time.

Practice:

41

Revised: 07/26/17

A. HOURS OF 

The regular office hours for each CIFC office vary by program. Hours for
all full?time employees will be thirty?seven and 1/2 (37.5) hours per week
(net of lunch time), and will be scheduled by the employee?s immediate
supervisor. Exceptions to regular program schedules may be authorized by
the Chief Executive Officer for speci?c programs to meet contractual
obligations or the needs of the Institute. A full-time employee must take at
least one?half hour lunch per day (unpaid) as established in reference
to the employee?s speci?c program. This lunch time may be scheduled at
the employee?s convenience with the consent of the employee?s supervisor
and within the requirements of the law.

1.

An employee working a seven and one half (7.5) hour day must take
at least a thirty (30) minute meal break. This break must take place
at some time after the first two (2) hours of work and before the last
two (2) hours.

An exempt employee is expected to schedule his/her working hours,
arranged with the employee?s supervisor, consistent with, and not less
than, the thirtyuseven and 1/2 (37.5) hour workweek. Exempt
employees are expected to work whatever hours are necessary to
accomplish the goals and deliverables of their position. For example,
a full?time exempt employee may be required to attend evening
meetings and activities outside of regular office hours. Full?time
exempt employees are expected to work regular, ?ve (5) day per week
schedules. Exempt employees may ?flex? their schedules within the
same pay period given their additional meeting or outside?of?regular
hour job requirements, provided that: they receive prior approval
from their supervisor to do so; and they are satisfying the
requirements of their position and meeting their job deliverables g.
productivity goals). The periodic salary of an exempt employee is
remuneration for the total responsibilities of his/her job. An exempt
employee will not receive compensation for hours worked in excess
of thirty-seven and hours (37.5) per week.

A non?exempt employee is expected to schedule his/her working
hours within his/her regular workweek. When unusual hours are
necessary, the employee must arrange with the supervisor to adjust
the employee?s workweek to accommodate the change and to assure
that the employee does not work a total of more than his or her
regularly assigned hours that week.

Compensatory or ?ex?time, beyond that as authorized in Section XI,
A3 of this Manual immediately above, is not utilized or allowed.

42

Revised: 07/26/17

3. AND ATTENDANCE
1. In order to ensure proper staff coverage for the school day, all full~day

CIFC Early Learning Program classroom employees who are sick
must call out by 5AM, While all part-day CIFC Early Learning
Program classroom staff must call out by 6AM.

2. In order to ensure proper staff coverage for health center operations,
all CIFC employees who are sick must call out by 

3. All other employees who will be absent for the day for any reason,
must notify his/her supervisor within thirty (30) minutes of his or her
usual starting time g. usually by 9:30am. for office employees). A
Program Director who is absent for the day for any reason, must notify
the Chief Executive Of?cer, or the Chief Executive Officer?s
designee, by 9:30am. If noti?cation is not received, the employee
may not be paid for the absent day, regardless of leave time
accumulated.

4. Ef?cient Operation of the Institute requires the punctual and regular
attendance of all employees. Absenteeism or repeated tardiness may
be penalized by a loss of pay and can be the basis for discharge.
Should an employee have a work?related appointment early in the
morning away from the office, the employee?s supervisor must be
noti?ed the day grip; to the appointment.

C. TEME RECORBS
i. In General

Each employee shall maintain a record of hours worked on an approved (time-?
sheet) form (electronic g. time clock or web?based time-sheet] or otherwise),
which shall be submitted timely to his/her supervisor for payroll purposes. For
the purposes of this policy, ?timely? means submitted by the end of the last
business day of the pay period. Failure to submit a completed time-sheet in a
timely manner may result in unavoidably delayed payment g. the employee
may not be paid until the next pay date).

2. Time Clocks

Failure to Punch Iii/Out: Designated CIFC employees are required to record
their time by punching out at a time clock at the start of their
scheduled shift, at lunch, at the return from lunch, and at the end of their shift.
Failure to punch in/out in any of these instances will result in a loss of one (1)
hour of PTO for each instance that an employee fails to punch in or out. g.

43

Revised: 07/26/17

If an employee fails to punch in at the start of work, out at lunchlunch shiftthe day, those are four (4) such instances
in one day, which would result in a loss of four (4) hours of PTO). Such loss
in time will not affect PTO time required by law. Employees who miss a
punch(es) must advise their supervisor via email (texts or e?Jellybeans are
unacceptable) on the same day as the missed punch(es).

Timing of Punch In/Out: Employees shall only punch in when they are
ready to begin work. Employees may not punch in and begin work more than
?ve (5) minutes prior to the start of their scheduled shift unless the additional
work time is approved in advance by their supervisor. Likewise, employees
are to punch out as soon as they conclude work. Employees may not work
more than five (5) minutes beyond their scheduled end time unless such
additional work time is approved in advance by their supervisor.

(0) Failure to Start Work at Scheduled Time: Employees are expected to start
work at the beginning of their scheduled shift. If an employee arrives at work
later than his/her scheduled start time (with the exception of the five minutes?
post punch out, as referenced immediately above in Subsection and
then works the same amount of time beyond the regularly scheduled end time,
the employee will paid for this time, but will be docked PTO time in the same
amount the employee was late. If an employee is scheduled to begin
work at and end at but the employee instead misses his/her
scheduled start and works from to the employee will be paid
for his/her time, but will be docked thirty (30) minutes of PTO time.)

EQUEVALENCXES
As used in this Manual, and in the administration of all CIFC Human
Resources matters, the following time equivalencies apply:

1 year 2 12 months

12 months 3 24 pay periods 

1 year 260 work days 1950 work hours

1 full time day 7.5 hours 37.5 hours per week 1.0 FTE)

Calculations are carried out to three (3) decimal places which may
then be rounded up to two places (from to the employee?s
bene?t.

Since PTO is credited annually, the employee?s available PTO will
be adjusted pro rata depending upon their start date. See subsection
below.

E. CREDITENG TEME
Notwithstanding this Personnel Policy?s possible use of or daily
?gures, time is solely credited in hours, not days g. 1 day 7.5 hours). Paid
Time Off (PTO) is calculated and made available on an annual basis as of
January of each year. PTO is initially adjusted pro rata based upon the
employee?s start date. Example: A full?time regular employee who begins

44

F.

Revised: 07/26/17

employment on May is credited with one-hundred twentyueight (128) hours
of PTO for that year (the equivalent of eight (8) months? worth of PTO, not the
full 192.0 hours of time).

TIME MUST BE EARNED

Notwithstanding that PTO is credited on annual basis, PTO is still earned time
and must be earned. PTO is earned at a rate of 7.8125 hours per twenty~four
(24) annual pay periods for full?time employees and at the rate of 9.375 hours
per pay period for full time employees who, as of January 1St of each year have
been employed by the Institute for ?ve (5) or more years. uses a standard
of thirty (30) days in each month. For employees working at least 0.5 FTE but
less than 1.0 FTE, time is earned pro rata on the basis of the employee?s FTE
as stated in the employee?s letter of hire. See also Appendix C.6.e of this
Manual regarding the advancement of PTO in connection with leave taken
under the Family and Medical Leave Act.

XTT. ASSESSMENT AN COMPENSATTON
Policy: CIFC compensates employees within the requirements of the law and
establishes salary policies and evaluation procedures to assure equitable
compensation for all employees and proper operation of its programs and
services.
Practice:
A. RATE OF PAY

All employees shall be compensated at a rate of pay at least equal to the state or
federal minimum wage, whichever of such standards is higher.

JOB 

A written job description covering the purpose, principal activities and
responsibilities of the employee?s position will be supplied to each employee. Job
descriptions will be reviewed periodically by supervisors to ensure that they re?ect
current responsibilities. All job descriptions shall be established in ?nal form by
the Chief Executive Officer, and all job descriptions are deemed to include the
statement that the job entails ?other related duties as assigned?. If required by a
specific funding source, applicable Job Descriptions will also be approved by the
Board of Directors, on the Chief Executive Officer?s recommendation, and any
other authorities Head Start Policy Council for positions within the Head Start

program).

PAY PERTODS

A pay period is equal to one?half month, or such other shorter period set by
the Chief Executive Of?cer. Unless otherwise required, time sheets are normally
submitted weekly, and must be submitted not later than on the first business day
following the end of the pay period. Only properly executed time
sheets, signed by the employee and the appropriate supervisor, represent the

45

Revised: 07/26/17

authority to prepare and release pay. Pay shall be released on the 15th of the month
and the final day of the month. If either the 15th or the ?nal day falls on a weekend
or holiday, pay checks will be released on the previous regular business day, for all
properly documented time, or at such earlier time as set by the Chief Executive
Officer.

D. BEBUCTEONS FROM PAY
The Institute is required to make deductions from pay in accordance with Federal
and State laws. Each employee is required to complete the necessary forms to
authorize such deductions.

E. TWSFERS
if an employee transfers from one position to another, at a higher compensation
level, salary adjustments may be made pro-rata at the beginning of the budgeted
program year of the employee?s program.

F. PERFORMANCE EVALUATIONS

1. Each employee shall be fully evaluated at least once a year (the Annual
Evaluation), generally scheduled at the end of the second or the
beginning of the third calendar quarter of each calendar year. If the
evaluation is satisfactory, an annual increase may be granted upon
approval of the employee?s immediate supervisor, Program Director,
and Chief Executive Officer, provided the same is within the lnstitute?s
funding limitations, effective at the beginning of the employee?s next
program year, or at such other time as established by the Chief
Executive Officer g. typically July 1, for Head Start program staff).

2. The form of the evaluation report shall be established by the Chief
Executive Officer. The evaluation will be conducted by the employee?s
immediate supervisor and/or the employee?s Program Director, and will
be fully discussed with the employee. All Program Directors are
deemed under the direct supervision of the Chief Executive Officer. See
the lnstitute?s Table of Organization for other supervisory relationships.
After the evaluation discussion, the employee will be offered the
opportunity to attach comments to the evaluation report. Evaluation
reports shall contain a section for the signatures of the employee and the
evaluator to certify that the employee received an opportunity to discuss
the report and to attach comments. (If an employee declines to sign an
evaluation for any reason, the evaluator Shall so certify on the evaluation
and return the same to the Human Resources Manager without the
employee?s signature, and the Human Resources Manager shall
thereupon mail a copy of the evaluation to the employee?s home
address, noting the mailing on the evaluation form). The complete
report shall be forwarded to the Human Resources Manager for
inclusion in the employee?s personnel file.

3. If performance is not satisfactory, the employee will be notified
46

Revised: 07/26/17

immediately by the supervisor and steps for improvement will be clearly
established in writing. The employee?s performance will again be
evaluated within the time period designated by the supervisor and with
the approval of the Chief Executive Of?cer. If at this point, the
employee?s performance is still not satisfactory, the employee may be
terminated for unsatisfactory performance.

An interim evaluation will generally be conducted (scheduled at the
end of the fourth or beginning of the first calendar quarter of each year)
except for Executive staff, using the same process as the Annual
Evaluation, but on a short form document as established by the Chief
Executive Of?cer.

In addition, a supplemental individual interim evaluation may be
conducted at any time with the approval, or upon the instruction, of the
Chief Executive Of?cer, and may be followed up by a further additional
evaluation in accordance with sub-section 3, above.

G. PROMOTION AND TRANSFER

l.

Promotions and transfers must be approved by the Chief Executive
Officer. An employee need not accept a promotion or a transfer.

Before a promotion or transfer is effective, the employee must receive
an of?cial notice from the Chief Executive Officer or designated person
in accordance with Section VI of this Manual.

A promoted or transferred employee will be considered preliminary in
his/her new position for a minimum period of six (6) months, in
accordance with Section of this Manual. During the
preliminary/conditional period, the employee will not have recourse to
the grievance procedure.

An employee who is promoted to a higher-level position will normally
receive the entry-level salary commensurate with that position. Any
higher amount must be approved by the Chief Executive Officer.
Increases in excess of twenty percent require Board approval.

H. OEMOTION

i.

Demotions must be approved by the Chief Executive Officer.

2. The Chief Executive Officer or his/her designee shall provide the

employee with a written explanation of the reason for the demotion and
full information regarding the employee?s new position and
responsibilities.

47

Revised: 07/26/17

3. Demotions are subject to review in accordance with the established
grievance procedure.

T. 
All compensation, including annual increases, promotions, and fringe bene?ts are
offered and paid contingent upon continued funding of Institute?s programs and
services, and are subject to the contracts, rules and regulations of the funding
sources of said programs and services, and State and Federal law.

J. COLA ADJUSTMENT
COLA adjustments will be provided as required by individual funding sources for
particular programs. COLAs will generally be effective July 181 of the year.
Employees hired prior to January 15? of the year will generally receive the full
COLA, as of July 15?. Employees hired subsequent to January but prior to July
will generally receive a 50% COLA, as of July Business Office staff, whose
positions are allocated among the range of CIF programs, generally do not receive
program speci?c COLAs. Rather, their compensation is reviewed at the end of
each calendar year for adjustment, if any, as of the following year?s annual budget.

K. SALARY COMPENSATION ETMTT PROCEDURE

Each year, prior to the start of the subsequent calendar year budget, the Finance
Director shall, in reference to the most highly compensated employee ?nanced in
full or in part by funds from the Head Start or Early Head Start program and in
reference to the most highly compensated employee financed in full or in part by
funds from the Department of Health and Human Services Health Resources and
Services Administration (HRSA) for federally quali?ed health centers, provide a
written ?nding that such compensation does not exceed the then applicable
maximum rate allowed by the Head Start Act (for Head Start and Early Head Start
employees) and the Consolidated Appropriations Act of 2012 (for Health Center
employees), or the regulations promulgated thereunder, for such an employee 
the rate payable for Level Ii of the Executive Schedule is $179,700 for 2012).

E. SALARY RANGE MA 2" it EASTS
l. The central~point (OR) of the salary range for an existing position is the salary
range being paid as of January since the most recent adjustment in salary for
the position.

 

2. The initial central?point of a new position is set either in accordance with
the most recently adopted budget for the position or in accordance with the
most recently adopted budget for the most comparable other position at the
institute.

3. The range extends one percent point higher for each year above the central~
point, not to exceed twenty (20) years, and one percent point per year lower,
not to exceed ten (10 years. Examples are set out in the salary matrix found in
Appendix of this Manual.

48

Revised: 07/26/17

4. Individual salaries are set by the Chief Executive Of?cer at any point along the

salary range to re?ect the individual employee's education, training, experience
and/or special skills. For existing employees whose salary is being adjusted,
consideration may also be given for job performance. All salary adjustments
shall be re?ected in revised program budgets upon the generation of the next
iteration of the related pro gram?s budget.

The foregoing notwithstanding: (1) no salary may be paid that is in excess of
the average salary for comparable positions in the labor market area in which
the position is located (currently all within the Greater Danbury, CT Labor
Market Area); and (2) the salary of the Chief Executive Officer is set, as limited
by subsection (1) immediately above, by the Board of Directors in accordance
with the lnstitute's By?Laws and Articles of Incorporation.

Any compensation in excess of the top of the salary range for any given position
must be approved by the Board of Directors.

M. STANDARD COMPENSATION MOBELS FOR PROVIDERS
Effective as of July 1, 2012, the following clinical compensation models shall be
used for CIF providers:

1. Salary (FT)
2. Salary (PT for those clinicians working at least 0.4 and
3. Per Patient Visit.

N. GVERNIGHT TRAVEL AWAY EROM HOME COMMUNETY

1.

For salaried employees, time on travel away from the employee's home
Community is deemed included in the salary compensation.

For hourly employees, the employee shall be paid for days on travel their
regularly scheduled number of daily work hours for each day, plus their
actual travel time, but the total not to exceed 7.5 hours per day.

Exception: if the time spent in actual training exceeds 7.5 hours during
a given day of training while on travel away from the employee's home
community then the employee would be paid for the total number of hours
in actual training.

For purposes of this sub?section "home community" is defined as the
greater Danbury area (Bethel, Bridgewater, Brook?eld, Danbury, New
Fair?eld, New Milford, Newton, Redding, Ridge?eld, and Sherman), plus
the municipality of the employee's actual residence.

Travel time is required to be so be noted on the employee's time record.

4. Reference: See Federal Wage and Hours Travel Regulations, Section
785.39

49

Revised: 07/26/17

O. OE PROFESSIONAL LICENSUIIE OR
CERTIFICATION ANI) PROFESSIONAL ASSOCIATION OUES

Policy: CIF supports and encourages staff to maintain memberships in professional
organizations and to seek license and certi?cation both for what is required for the job
at hand, and beyond as part of professional development. This policy addresses
payment of professional license and certification fees and professional
association dues in certain instances.

De?nitions:
License or certification fees Fees for the professional license or certi?cation that is
required of an employee as a condition of his/her employment.

Professions! association dues Dues associated with membership in professional
associations that are directly related to the work of an employee at CIFC.

Practice:
Licenses cf: Fees
1. Staff may be reimbursed, or CIFC may directly pay, for the application

and/or annual renewal fees for professional licenses or certi?cates possessed
by an employee, when the license, registration or certi?cation is a mandatory
criterion for professional employment driver?s licenses and
registrations are excluded). will pay for or reimburse the full fees of
such professional licenses and certi?cates for fullwtime employees, provided
that such licenses and registrations shall be used solely for the purpose of
providing services to CIFC, as noted in Section 2 below. CIFC will pay,
based on the employee?s FTE, the pro?rata share of such fees for those
working 0.5 FTE and above.

2. There is a reasonable expectation that the license or certi?cation paid for or
reimbursed by CIFC will be used solely for the purpose of providing services
to CIFC, and not for providing services to others for a fee or other
compensation. if a license or certi?cation paid for by funds is used for
anything other than CIFC business, then the value of the license or
certi?cation fee (whichever is less), must be reimbursed pro?rata to CIFC.

Professionai Association Dues
1. Full?time staff may be reimbursed, or CIFC may directly pay, for professional

association dues. The employee must be a member in good standing and
demonstrate that the membership results in direct and tangible bene?ts to
CIFC. Speci?cally, professional association membership should offer
bene?ts directly relevant to individual job duties and/or general
mission, such as:

50

Revised: 07/26/17

Offering contact and information exchange with other professionals
in the area of interest;

Affording learning Opportunities in the professional?s area of work at


Professional Association memberships should be cost effective g. provide
its associated bene?ts at the least expense to 

Employees should focus on securing limited numbers of quality memberships
rather than a multitude of overlapping memberships.

Where possible, a general, rather than an individual, membership should be
obtained for CIF C, since this will allow for greater participation among staff.
When individual memberships are required, will approve a maximum of
two (2) such memberships per individual at the and a maximum of
one (1) per individual in all other programs. (The CEO is authorized to vary
this policy based on his/her best judgment in the interest of the Institute.)

Reimbursement/Paymenr Procedure and Conditions

A.

B.

Requests for reimbursement shall be made in writing by following 
standard ?nancial procedures completing a CIFC Requisition Request
Form, with supporting documentation, and submitting that request form to the
appropriate Program Director). Requests for direct payment must be made in
advance, in writing also following standard ?nancial procedures

All payments are contingent upon the availability of suf?cient funds.

P. CQMPENSATEON PRGG-RAM AND PULECY (FGR
PRGVEDERS ONLY)

A. Policy: In order to improve the efficiency of the Greater Danbury Community

Health Center it is the policy of to set visit productivity
targets for its providers as follows:

 

 

 

 

 

 

Providers by Service Line at 1.0 FTE Clinical Time
Annual Pediatrics Internal Dental Behavioral
Productivity (including Medicine (including (Dentists Health
Benchmarks Mid-Level (including Mid?Level Hygienists) 
at 1.0 TE Providers)* Mid?Level Providers) Mid?Level
Providers) Providers)
National 4100 3 800 4100* 3700 3300M
4000 3700 4000 3400 3000
Providers

 

 

 

 

 

 

 

Sl

Revised: 07/26/17

*Excludes school?based health center mid?level providers whose productivity is limited to
100% of the children presentingfor assistance.
**Subjeci to update

B.

1.
2.

General Rules

Minimal acceptable productivity is 85% of benchmark.
Productivity will be assessed every six (6) months, for the period ending June
30?11 and the period ending December 3 1St and productivity benchmark data will
be shared with individual providers, but additional compensation, as outlined
in Section of this policy shall only he owed on an annual basis following the
end of the calendar year (see section C.4 below).
A minimum of 90% of all providers? clinical care time shall be dedicated to
booked patient care time, with no more than 10% of clinical time dedicated to
non?patient visit activities, such as completing notes. For example, a full-time
equivalent provider (1.0 FTE) who is 100% dedicated to clinical activity should
have at least 33.75 hours of booked patient care time over the course of a 37.5
hour work week.
Physicians with administrative or teaching duties (and administrative or
teaching to time) will have their productivity standard adjusted to their clinical
FTE g. 3800 .9 FTE direct patient care time 2 3420, plus 100 because those
with administrative time have greater ability to see an extra patient on occasion
a total required at 0.9 FTE of 3520 patient visits per year, or 1760 patients
over a six (6) month benchmark period).
All providers are encouraged and expected to:

Demonstrate team work with each other and support staff;

a Demonstrate a willingness to alter patient care hours or days to meet the

needs of the health center;
a Accept new patients; and
Demonstrate a willingness to overbook to a reasonable degree to
compensate for normal ?no?show? bookings.
Providers may not cancel patients or direct support staff to cancel patients
without the Chief of the Department/Service Line?s approval.
1.0 FTE providers have a minimum exception of a 37.5 hour work week on site
at Work schedule shall be designed, however to meet productivity
targets, not the minimum numbers of hours in a work week g. If a provider
works 37.5 per week on site, but is failing to meet the minimum acceptable
productivity benchmark, the supervisor will, in consultation with the provider,
adjust the provider?s schedule to accommodate more patient visits.)
Total additional annual compensation made available through Section below
shall not exceed 10% of a provider?s base clinical compensation. g. base
clinical compensation at 1.0 FTE $155,000 a maximum annual bonus of
52

10.

11.

Revised: 07/26/17

$15,000; base clinical compensation at 0.5 FTE $50,000 at 0.5 a
maximum annual bonus of $15,000.

Payments made hereunder are not matchable under the institute?s 403b
program.

Providers are ineligible to receive additional compensation during any annual
period, as outlined below, if: they were suspended or terminated during the
semi-annual period in question; and/0r they were subject to any written,
disciplinary action relative to quality of patient care during the semi-annual
period in question.

Productivity bonuses do not apply to Chiefs of Departments/ Services Lines or
Program Directors because such of?cials have the ability to assign additional
patient visits to themselves beyond the usual assignment process.

. Additional Compensation

Individual providers are eligible for additional compensation if his/her
aggregate department/service line productivity is at least 85%. Failure of the
department to meet such a threshold will render individual providers ineligible
for additional compensation. if, however, the department/services line
threshold is met, individual bonuses shall be paid as follows:

if a salaried provider meets 90% or more of his/her annual visit goal, the
provider shall be compensated at a rate of $25/patient for each patient visit
above the 90% mark for the period reviewed.

If a salaried provider meets 95% of his/her annual visit goal, the provider shall
be compensated at a rate of $30/patient for each patient visit above the 95%
mark for the period reviewed.

If a salaried provider meets 100% of his/her annual visit goal, the provider shall
be compensated at a rate of $35/patient for each visit above the 100% mark for
the period reviewed.

The supplemental compensation will be paid to the provider not later than
March 31St for the annual benchmark ending December 315*, as soon thereafter
as resources are available.

Failure to Meet Minimally Acceptable Visit Standard

if a provider in any semi-?annual period fails to meet the minimum acceptable
visit volume 85% as of July 1, 2017 (80% from June 1, 2016 to June 30,
2017)) mi fails to meet the exemption eligibility standard detailed herein
below, a 2.5% base compensation reduction will be instituted for such provider
effective 45 days after the benchmark for the pay periods
beginning either August 16th or February 16th), unless the provider can design
a plan, approved by the Medical Director, that demonstrates how he/she will

53

XHE. EMPLG

Policy:

Practice:

Revised: 07/26/17

meet at least the minimum acceptable standard by the end of the next semi-
annual benchmark. (Such a plan will not be available for any two (2)
benchmark periods within a twenty?four (24) month period.) As of the next
semiannual benchmark, the compensation reduction shall be 5% of the base
salary for that six (6) month period, and additive at the rate of an additional
2.5% or each six (6) month period that follows wherein the provider also does
not reach the applicable semi?annual benchmark(s).

. Exemption Eligibility Standard

A provider who has demonstrated: (1) team work: (2) a willingness to alter
patient care hours or days to meet the needs of the health center; (3) a
willingness to accept new patients; and (4) a willingness to overbook to a
reasonable degree as aforesaid, will be eligible for exemption form a salary
reduction.

Enr senators

 

CIFC provides paid holidays and additional Paid Time Off (PTO)for
eligible employees. Provision is made for leave without pay, military
service leave, jury duty, and other types ofleave. CIFC may offer a package
of insurance programs to help insure the health and financial security of
eligible employees.

A. EGLEBAYS

I. Designation of Holidays: On an annual basis, CIF designates regular
holidays for full?time and part?time employees of CIFC by issuance of the
?Holiday Schedule Chart,? which is incorporated herein by reference upon
issuance. As noted on the ?Holiday Schedule Chart,? an individual CIFC
program or work location may observe a given holiday differently than
another CIFC program or work location some programs will be open
during some holidays and some closed).

2. Holiday Pay:
Connecticut State law does not require any additional pay, such

as overtime pay, for work done on holidays (eg. 1.5 times the
regular rate of pay). See:
ctdol dfwagenhourfpayO02 . litm.

For CIFC Employees: Given the differences between
the CIFC Holiday schedule and several of the other CIF 
programs, employees are entitled to take two (2)

54

Revised: 07/26/17

?alternate? ?oating holidays, subject to supervisor approval, to be
used between April and August 313t of each year to compensate for
?oating holidays provided to the CIFC Central Business Office staff
during the Christmas holiday.

For CIFC ELP Employees: CIFC ELP employees who are
Federal Fair Labor Standard Act (FLSA) designated ?non?exempt?
hourly employees who work on a day observed as a holiday by CIFC
in general, but not by their CIFC ELP Program (typically Veteran?s
Day and Martin Luther King Day), shall be paid ?time and 1/.2 half?
1.5 times) their usual hourly rate. This provision does not apply
to days deemed ??oating holidays? by CIFC, which are typically
provided around the Christmas holiday, where CIFC ELP Program
employees work. In that instance, CIF ELP employees who work
on days that have been deemed ??oating holidays? for the CIFC
Central Business Of?ce are entitled to two (2) ?alternate? ?oating
holidays to be used earlier in the year. ?exempt? employees
are compensated as described in sub?section below].

There is no ability to earn additional bene?t time (eg. PTO)
arising from paid additional time.

(01) Holiday pay for holidays worked pay for a holiday off,
such as Thanksgiving Day) is paid as straight time.

Holiday pay, like over?time pay, is disbursed in the applicable
regularly scheduled subsequent pay check.

Sub-Section 2 (0) above is not applicable to ELP FLSA ?exempt?
employees, for whom no pay beyond their regularly scheduled
salary or hourly wages is paid, regardless of work that may be
performed on a holiday. However, exempt salaried and exempt
hourly employees are not required to work more than 37.5 hours in
a regular week and, thus, their schedule for a week that includes a
holiday can be adjusted pro rata, with credit for their holiday work
time, as approved by their supervisor. (Example: a salaried exempt
ELP employee works ?ve hours on a Monday holiday but then takes
five hours off, with permission, the Wednesday after the holiday.
The salaried exempt ELP employee is still paid his/her regular salary
for the week. salaried exempt ELP employee who works during
a holiday, but does not take advantage of the re-scheduling
opportunity described herein receives no extra compensation].
Further example: an hourly exempt ELP employee works five hours
on a Monday holiday, but then takes five hours off, with permission,
the Wednesday after the holiday. The hourly exempt ELP employee
is paid for his/her total hours worked that pay period. [An hourly
exempt ELP employee who works during a holiday, but does not

55

Revised: 07/ 26/ 7

take advantage of the re?scheduling opportunity described herein is
paid for his/her total number of hours worked at the straight time
rate including the hours worked on the holiday]).

Holidays that fall on a Saturday or a Sunday are not paid in
addition to regular pay. However, when a regular holiday falls on a
Saturday or Sunday, the Chief Executive Of?cer may designate
another day as the day the holiday is to be observed by the Institute.

No additional compensation is paid to employees for holidays
that fall outside of an employee?s normal work schedule g. If an
employee works Tuesday Saturday and a holiday falls on a
Monday when the employee does not normally work, there is no
additional compensation for that Monday.)

An employee must have worked the day before and the day after
the holiday to receive holiday pay, unless with prior approval of the
employee?s Program Director the employee chooses to utilize PTO
for such days. If an employee is ill, unplanned PTO may only be
utilized for such time if a doctor?s note is submitted.

The variations in staff holidays and yearly schedules are due in
part to the interaction of some CIFC programs with public school
schedules. As a result, some programs have designated PTO
utilizations required for employees working in such programs. See
Sections and 

a. ram trivia err (rm)
Paid Time Off (PTO) is a means to provide eligible employees with the
?exibility to use time off to meet personal needs g. for vacation, sick days,
doctors? appointments, family events, funerals, etc), while also recognizing
employee individual responsibility in managing paid time off. PTO is provided to
eligible CIFC employees in accordance with the following rules:

1. Holidays are treated separately from PTO and are provided in addition to
PTO, as described in accordance with Section above. Surgery
leave is also treated separately from PTO and is provided in accordance
with Section below.

2. An employee?s entire amount of annual Paid Time Off (as outlined in
Column in the Chart below) is credited to the employee as of January 1St
of each year and made available for an employee?s usage immediately.
Despite this, time must still be earned, and PTO is earned at the following
rates (see chart below):

56

Revised: 07/26/17

 

 

 

A. Employee Classi?cation B. Amount C. Number D. ICLBJ

of PTO of Pay Amount
Earned Periods Available
Per Pay Per Year
Period Egg;

Permanent Full?Time Employees 8 hours 24 192 hours

(1.0 FTE) (Less than 5 years of

service)

Permanent Full Time Employees 9.5 hours 24 228 hours

(1.0 FTE) (Five (5) or more
years of Service)

3. Full-year, part?time employees (from 0.2 FTE to 0.99 FTE) earn PTO pro?

rata. (EXAMPLES: If an employee has worked at CIF less than five (5)
years and is 0.8 FTE, they earn PTO at a rate of 6.4 hours per pay period
(0.8 FTE 8 hours/pay period 24 pay periods annually, for a total of
153.6 hours of PTO annually. If an employee has worked at CIFC for ?ve
(5) or more years and is 0.8 FTE, they earn PTO at a rate of 7.6 hours per
pay period. (0.8 FTE 9.5 hours/pay period 24 pay periods annually 
7.6, for a total of 182.4 PTO annually). The employee?s applicable FTE is
stated in the employee?s letter of hire.

Partial?year employees g. CIFC School Based Health Center
employees and certain CIFC Early Learning Program employees), whether
full?time or part?time, earn PTO in the same manner as permanent full and
part-time employees as described above, with one l) maior exception:
Partial?year employees do not earn or use PTO during the summer months
when they are not working. EXAMPLE: A SBHC or a Partial?
Year Early Learning Program employee who is 0.767 FTE is entitled to
147.26 PTO annually (which is 192 x. 0.767 FTE).

. Partial~year SBHC employees are required to use PTO for the

following school breaks based on the Public School schedule of the
City/town in with the SBHC is located:

a February break (not including President?s Day, which is
recognized as a Holiday on the CIF Holiday Schedule Chart);

3 Spring Break/April Break; and

December/Early January Holiday Break.

The balance of PTO may be used as the SBHC employee wishes,
subject to the rules outlined in Subsections 9 and 10 of this Section below.

. Partial?year ELP employees are required to use PTO at the

following times:

57

Revised: 07/26/17

6 Spring Break/April Break; and

a Up to three (3) days, varies annually, pro-rata during
Christmas/New Year break when CIFC Early Learning
Programs are open but is closed, as determined
annually by CIFC.

The balance of PTO may be used as the Partial-year ELP
employee wishes, subject to rules outlined in Subsections 9 and 10 of this
Section below.

. PTO for Medical Residents in Teaching Health Center
Program(s) is governed by the terms of their individual contract(s).

No employee, ?sh or part?time, is entitled to PTO in excess of time earned
for a full-time employee, regardless of the actual number of hours work.

. Planned PTO: Employees are encouraged to plan PTO at the beginning of
each calendar year for the entire year (January December), so as to
ensure appropriate coverage for CIFC programs. To that end, the
following rules apply to PTO requests:

All PTO requests for consecutive time off (more than one
day), must be submitted for approval at least four (4) weeks
in advance.

All PTO requests for singular days off must be submitted
for approval at least forty?eight (48) hours in advance;

Supervisors may deny'PTO requests if a program lacks
suf?cient coverage to provide patient/client services;

Employees are advised that they should utilize a minimum
of two?thirds of their standard annual PTO by not
later than the end of the Labor Day holiday each year.
Accordingly, requests to utilize PTO each year subsequent
to the Labor Day weekend in excess of a total of eight (8)
days (approximately 62.5 hours) of the employee?s total
PTO (approximately the equivalent of 1/3 of a year 
Sept?Dec]) shall generally be denied, unless (1) the request
is made in advance of the Labor Day weekend so that the
employee's work unit can prudently plan for year-end
absences, or (2) in special circumstances wherein the
employee receives the written approval of the employee?s
supervisor, program director (or equivalent), and the Chief
Executive Of?cer.

58

Revised: 07/26/17

10. Unplanned PTO: As previously noted, PTO made be used for unplanned
absences illness, emergency, inclement weather), subject to the
following rules:

Employees who require coverage for their positions g,
Early Learning Teaching and substitute staff, 
clinical staff), may not have a total in any twelve (12)
month period of more than seven (7) days of unplanned
absences without proof of extenuating circumstances g. a
illness that results in several consecutive days out
of work) in any given year. An excess of any such seven
(7) days of unplanned absences without proof of
extenuating circumstances shall result in disciplinary action
in accordance with Section XVI.G of this Manual.

in order to ensure proper staff coverage for the school day,
all full~day CIFC Early Learning Program classroom
employees who utilize unplanned PTO must call out by
5AM, while all part?day CIFC Early Learning Program
classroom staff must call out by 6AM. Failure to call out on
time will result in a loss of one (1) hour of PTO for each 1/2
hour late.

In order to ensure proper staff coverage for health center
operations, all CIF employees who utilize
unplanned PTO must call out by Failure to call
out on time will result in a loss of one (1) hour of PTO for
each hour late.

A doctor?s certi?cate must be presented to the employee?s
supervisor and the Human Resources Manager when the
employee is sick and utilizes unplanned PTO for a period
of three (3) or more consecutive working days. if doctor?s
certificate is not presented upon return to work, the PTO
will not be paid for more than the three (3) allowable sick
days. In extended illness (3 or more days), the employee?s
supervisor and the Human Resources Manager must
receive a doctor?s note stating the anticipated date of return.

If an employee?s supervisor observes a pattern in an
employee?s unplanned PTO absences calling out on
multiple Fridays, days adjacent to a holiday or days off, on
days when vacation/personal time has otherwise been
denied, etc), the employee?s supervisor, in consultation
with the Human Resources Manager, may counsel the
employee regarding their use of unplanned PTO and the
consequences of abusing such time.

59

ll.

12.

l3.

I4.

Revised: 07/26/17

If an employee is ill for an extended period of time and
does not have short-term disability insurance, he/she may
use all earned PTO during such absence. At the end of the
accumulated PTO, employment will be terminated or the
employee may request a leave without pay (which leave
may or may not be approved solely in the interest of the
Institute.)

If an employee has short?term disability insurance, the
employee is entitled to be absent from work according to
the insurance carrier?s restrictions. The CIFC Group
Insurance Plan may, as provided by the Plan, continue for
the period of the short?term disability, provided that the
employee continues to remit the employee-paid periodic
contribution, and ful?lls all other requirements of the Plan.
At the end of short?term disability bene?ts, the employee
must return to work, or employment will be terminated,
except as otherwise specifically provided herein.

If a employee uses unplanned PTO for time that
was previously denied by a supervisor, the employee shall
be denied use of the two (2) ?oating holidays referenced in
Section 

Because CIFC credits PTO to employees at the beginning of each year,
CIF does not allow any carry over of unused PTO from year to year.

If an employee departs from employment with CIFC prior to having fully
earned any PTO taken, for whatever reason, including termination, such
unearned time shall be subject to adjustment in favor of CIFC within the
employee?s ?nal pay check(s), and the use of such unearned PTO will be
accepted by CIFC as the employee?s consent to such deduction.

Upon an employee?s resignation or the expiration of a temporary position
or a position with a ?xed contractual end, an employee shall be paid for all
earned, unused PTO. If an employee is terminated for cause, an employee
shall not be paid for earned, unused PTO.

In the event of a personnel or other emergency situation as Speci?cally
declared by the Chief Executive Of?cer, a limited portion of staff
members' already earned PTO may be reduced to a cash payment (post?
tax, etc.) and donated from one staff member to another [as allowed by the
applicable funding 

In the event that such PTO time is approved, it may not exceed two (2)
PTO days (pro?rata) per employee that wishes to donate their time.

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Revised: 07/26/17

If an applicable emergency is declared, a request form will be completed
by each employee to donate PTO, and given to the Chief Executive Officer
(or designee e. g. Program Director) for approval, and ?led with the
Finance Director (or designee e. g. payroll supervisor).

15. Employees and the Central Business Office are required to keep track of
the employees' use of PTO. In the event that an employee exhausts all
credited PTO and attempts to enter PTO on his/her time sheet, the
employee will not be paid for the time out and may be subject to discipline
for excessive absenteeism (assuming that the employee?s absence does
not qualify for another type of leave, 6. g. FMLA).

C. PAID LEAVE
In addition to other leave provided herein, full?time employees shall be given 75

hours of maternity paternity leave upon the birth or adoption of a child. This
leave is provided only to full-time standard employees with more than one year of
continuous service, or, if the employee?s service is of less than one (1) year, pro?
rated by the number of months (full or partial) of the employee?s service. The leave
shall be deemed to commence as of the date of the child?s birth or adoption and
continue for a total of '75 work hours (or pro-rata). Standard Part-Time employees
working at least 0.5 FTE and Partial Year Full?Time employees with more than one
year of continuous service are also eligible for such leave on a pro?rated basis.
Partial Year Full?Time employees are only eligible for such leave if such leave is
taken during the time period when the employee regularly works g. September 
June). An employee does not earn PTO or other benefit time while out on such
leave.

3. SURGERY LEAVE
in addition to PTO, standard full?time, standard part-time working at least 0.5

FTE, and partial year full-wtiine employees who have at least one (1) full year of
service to the Institute shall be allowed up to one?hundred and twelve and 1/2
(112.5) hours of paid surgery leave for medically necessary procedures, adjusted
pro rata based on PTE (limited to not more than once every twentwaour (24)
months). Such leave is available for all types of medically necessary surgical
operations and procedures, including c?section deliveries. Medically necessary
procedures do no include, for example, elective plastic surgery unrelated to an
underlying health issue. Leave will be paid, however, only for such time as is
documented by the employee?s physician, and shall include the number of days
required for the surgery and related recovery. Such documentation shall be
subject to review by the Institute?s Medical Director or designee for
reasonableness. An employee does not earn PTO or other benefit time while out
on surgery leave. (Leave under Section ?Surgery Leave,? and leave under

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Revised: 07/26/17

Section ?Paid Maternity/Patemity Leave,? may not be taken for the same
event).

E. LEAVE WITHUUT PAY
15. A request for leave without pay to permit an employee (standard?full time,

standard part-time, and partial year full?time) to be away from work for a
period of time may be approved by the Chief Executive Of?cer. In order to
be eligible, an employee must have been employed by CIF for at least six
(6) months. Requests should be made at least four (4) weeks in advance of
the employee?s departure.

16. A leave without pay will not generally be granted to exceed sixty (60)
working days and will, in any event, be granted only in extraordinary
circumstances. The employee must state the effective date of departure and
the anticipated date of return. The employee must re?af?rm the date of
return two (2) weeks in advance of return.

17. An employee does not earn PTO or other benefit time while he/she is on
leave without pay.

18. Any employee enrolled in any CIFC Group Insurance Plan is entitled to
continue enrollment during the leave without pay at his/her own expense,
as limited by the plan.

19. If leave time expires and the employee does not thereupon return to work,
he/she will be deemed to have resigned.

E. MELETARV LEAVE
Any employee who is a member of a military reserve unit and who is required to
attend military reserve or National Guard meetings or drills during regular working
hours shall be granted leave in accordance with state law.

G. JURY DUTY LEAVE

Any standard full?time employee, standard part?time employee working at least
thirty (30) hours per week, partial year full?time employee working at least thirty
(30) hours per week, temporary fullntime employee or temporary part-time
employee working at least thirty (30) hours per week called to serve on a jury while
they would otherwise be scheduled to work, or as a witness other than on his/her
own behalf, shall be given the time to serve without loss of earned time, as
applicable. Any such employee will be compensated for jury duty leave in
accordance with state law.

H. LEAVE
l. Short?term Disability

 

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Revised: 07/26/17

Through its disability insurance plan, provides a ShortuTerm Disability
bene?t available designed to assist those standard employees unable to work
due to extended illness or disability lasting up to ninety (90) days.

All standard full-time, standard part?time working at least 0.5 FTE, and partial
year full-time employees with more than one year of continuous service based
on date of employment as either a standard full-time, standard part?time (0.5
TE and above) or partial year full?time employee are eligible for consideration
of Short-Term Disability bene?ts. Qualifying employees who are on short term
disability receive a bene?t equal to 60% of basic compensation up to
a weekly cap as de?ned in the Plan.

This plan is integrated with CIFC Employees? Long-Term Disability Plan,
which provides benefit payments to regular full-time employees with at least
one year of service, after three (3) months of total disability.

Any illness or impairment of health veri?ed by a certi?ed doctor's written
statement, that requires an employee to be absent from work for 6 or more
continuous working days, quali?es the employee for consideration of bene?ts
under the Short-Term Disability Program.

Bene?ts are available only to an employee who is under a certi?ed physician's
care. A doctor must certify the starting, continuing, and ending dates of the
employee's disability on a Disability Certification Form. Payment of the
employee's Short?Term Disability bene?ts will be delayed or denied if the
employee cannot provide the required certi?cation of the initiation or
continuing status of the disability period.

Short?Term Disability bene?ts must be approved before bene?ts are paid. The
fact that an employee presents a doctor's certi?cate indicating an
illness/disability does not in and of itself establish eligibility for Short?Term
Disability bene?ts. CIFC retains and reserves the right to request additional
information from the employee or the employee's physician and/or to request
the employee to obtain certi?cation of the illness/disability from a physician of
CIFC's choice at CIFC's expense, prior to granting approval of Short?Term
Disability bene?ts under this program. Bene?ts under this program must be
requested by the employee through the Human Resources (Operations)
Manager and approved by the Chief Executive Of?cer.

CIFC may place employees on a medical leave of absence without pay if doubt
exists as to the bona ?de nature of the illness/disability or if additional medical
information is required to substantiate the claim. When additional medical
information is requested, employees remain on medical leave of absence
without pay until the illness/disability is certi?ed and an effective date obtained
based on the additional information from the employee?s physician or a
physician of CIFC's choice, if CIF so elects.

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Revised: 07/26/17

Recon?rmaticn of disability or long?term illness by the patient's physician will
be required by CIFC every two weeks unless a physician is able to project at
the outset a total period of disability. These re?certi?cations may be subject to
review by a physician engaged by CIFC at its option and expense.

Short?Tenn disability bene?ts start on the date of the doctor's certi?cate or the
?rst day of the disability period as indicated by the effective date of the doctor's
certi?cate, whichever is earlier.

Maximum bene?ts under the Short-Term Disability Program are ninety (90)
calendar days at full pay or a combination of full and half pay totaling ninety
(90) calendar days, after which time a determination may be made regarding an
employee?s eligibility for Long?Term Disability bene?ts.

At the end of three (3) months of continuous disability, an assessment will be
made to see if the employee quali?es for disability bene?ts under the CIFC
Long-Term Disability Plan. if at that time, the employee cannot be certi?ed
disabled by the Long?Term Disability Plan Administrator, his or her
employment may be terminated with the Option for rehire when the employee?s
health allows. If it becomes clear that the employee's return to work is
imminent, after paid Short?Term Disability bene?ts lapse, a leave of absence
without pay may be authorized by the Chief Executive Of?cer.

If the request for Medical Leave is determined by the Human Resources
(Operations) Manager to be unwarranted or inadequately documented, the
employee will be notified of the denial of the request. If the employee is not
actively at work at this time, his/her failure to return immediately will be
considered a resignation. If a false claim for ShortuTerm Disability bene?ts is
discovered at any time, or if an employee fails to report to work on the ?rst
regularly scheduled workday following absence under the Short?Term
Disability Program, he/she will be subject to disciplinary action up to and
including termination of employment.

Employees receiving bene?ts under the Short?Term Disability Program
will be eligible to continue participation in the CIFC Comprehensive Health
and Life Insurance plans and continue to accrue service for purposes of the
TIAA-CREF Retirement Plan, in accordance with and as limited by plan
provisions.

An employee's position may be ?lled while the employee on a leave if this is
necessary in order to meet program or enterprise requirements. if this occurs,
upon conclusion of the medical leave every reasonable effort will be made to
return the employee to the position formerly held or to one of similar
responsibility and salary level, but such reemployment is guaranteed.

An employee does not earn PTO or other bene?t time while he/she is on Short
Term Disability.

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Revised: 07/26/17

2. Long-Term Disability
If an employee is unable to work due to illness or accidental injury that lasts
longer than ninety (90) consecutive days, the employee may be entitled to
bene?ts under the CIFC Long?Tenn Disability (LTD) Plan, all subject to
changes in the Plan at any time.

Qualifying standard full-time employees, standard part?time employees
working 0.5 FTE and above, and partial year full?time employees who are
totally disabled receive a bene?t equal to 60% of basic compensation
up to a weekly cap as de?ned in the Plan. Benefits may continue for up to 24
months if the employee is certi?ed totally disabled and unable to perform the
duties of his/her regular job. Bene?ts may continue for longer than 24 months
if the employee continues to be certi?ed disabled and unable to do any work
consistent with the employee?s education and training.

An employee does not earn PTO or other bene?t time while he/she is on Long
Term Disability.

3. Responsibilities

The employee is reSponsible for completing his/her section of the Disability
Certi?cation Form and for obtaining the necessary information from the
attending physician and/or a physician of choice, which physician(s)
must certify the nature, extent of illness or injury, and projected duration of the
employee?s disability, on the Disability Certi?cation Form.

The Human Resources (Operations) Manager is responsible for monitoring an
employee's eligibility and the calculation of bene?ts under the Short?Term
Disability program.

The Employee is responsible for submitting copies of all check stubs and
documentation of payments of all Disability bene?ts to the Human Resource
(Operations) Manager within seven (7) days of receipt of last payment.

4. Procedures
Employee obtains physician?s statement (Disability Certi?cation Form),
certifying nature, extent and duration of illness/disability and forwards it to for
Human Resources (Operations) Manager.

Human Resources (Operations) Manager reviews documentation regarding
leave period and may request additional information or request a CIF engaged

physician to con?rm illness/disability before ?nal approval.

Human Resources (Operations) Manager initiates Status Change Form
authorizing STD and/or LTD bene?ts, obtains CEO's signature on it, and

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Revised: 07/26/17

forwards it on to the disability insurance company. All STD and LTD payment
checks will come directly from the insurance company.

Human Resource Manager ends STD and/or LTD bene?ts when employee's
illness/disability terminates.

5. The foregoing notwithstanding, the provisions of this Sub?Section are
governed by and subject to the terms of the short and long term disability insurance
policies, if any, in effect at the time of the disability. If no such policy(ies) is (are)
in effect, then this entire Section with the exception of this Paragraph 5, is null
and void and without force or effect, except as provided by law.

I. UNPAID MATERNITY LEAVE

3. Upon the birth or adoption of a child, Institute employees may take an
unpaid maternity/paternity leave as a component of Family and Medical
Leave (see Section of this Manual. immediately below). A
maternity/paternity leave consists of two parts. For women who have
given birth, there is a period of actual disability, which may be covered by
the short-term disability program (see Section I of this Manual, above). In
the case of full-time employees with a year or more of service, short term
disability insurance currently provides: 60% of pay for the first six weeks
subject to a weekly cap (paid through the disability insurance carrier). 
In addition, the employee may utilize 100% of their remaining PTO.

An employee does not earn PTO or other benefit time while he/she is on
Maternity/Paternity Leave.

4. Reemployment rights and benefits. The Institute will endeavor to return the
employee who returns from a Maternity/ Paternity leave to the same or equal
job s/lie had prior to her pregnancy in accordance with applicable Federal
and/or State Family and Medical Leave law. The Institute cannot guarantee
the same job; however, the employee will suffer no loss in seniority.
Employees who are granted a maternity/paternity leave shall suffer no loss
in net creditable service insofar as PTO, retirement and length of service
awards are concerned. Hospital, major medical and life insurance coverage
will continue during the leave, provided that the employee plans to return
to work. Employees expected a child must contact the Human Resources
Manager at least thirty (30) days in advance of expected leave date for:

a form indicating the expected due date;

a form to request a maternity/paternity absence;
a disability certification form (as applicable); and
more detailed information.



3. The foregoing notwithstanding, the provisions of this Maternity/Paternity
Leave policy are governed by and subject to the terms of the disability

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Revised: 07/26/17

insurance policy, if any, and other insurance and bene?t policies and
programs, if any, in effect at the time of the employee?s leave.

J. EAMELY AND MESECAL SEE APPENDIX GE THIS
MANUAL.

K. FAMILY VIOLENCE LEAVE

Employees who are victims of family violence are permitted under Connecticut law
to take paid leave or unpaid leave. Connecticut law de?nes ?family violence? as
an incident resulting in physical harm, bodily injury or assault, or an act of
threatened violence that constitutes fear of imminent physical harm, bodily injury
or assault between family or household members." Connecticut law speci?cally
states that verbal abuse or argument is not considered family violence unless there
is present danger and the likelihood that physical danger will occur.

Family Violence Leave is available for the following reasons related to or
resulting from an incident of family violence:

(1) To seek medical care for physical or injury or disability,
(2) To obtain services from a victim services organization,

(3) To relocate, or

(4) To participate in a civil or criminal proceeding.

An employee wishing to exercise his/her right to Family Violence Leave must
complete a Request for Family Violence Leave form, which may be obtained from
the Human Resources Manager, and provide supporting documentation, which
should include either:

(1) A police or court record related to the family violence, or
(2) A signed written statement that the employee is a victim of family
violence from one of the following:

An employee or agent of a victim services organization;

An attorney, an employee of the Judicial Branch?s Office of
Victim Services, or the Office of the Victim Advocate; or

A licensed medical professional or other licensed professional
from whom the employee has sought assistance with respect to
family violence.

if the need to use the leave is foreseeable, the employee should complete the form
at least seven (7) days prior. If the need is not foreseeable, the employee should
provide notice as soon as practical. In addition to completing the form, the
employee should notify his/her supervisor of the leave, which will be continued by
Human Resources Manager when the completed form and required documentation
is received.

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Revised: 07/26/17

Employees are required to use PTO when the leave is for medical care or
counseling. If the employee does not have PTO available, the employee may
request unpaid time off, which shall not exceed twelve (12) days in a calendar
year.

If a victim of family violence is eligible for state and/or federal family medical
leave, the time the employee spends on family medical leave does not count
toward the family violence leave entitlement.

. REASONABLE ACCOMMODATIGN ?5 PROCEBURE

Policy: CIFC is committed to equal opportunity in employment and services for
individuals with disabilities or persons legally authorized to act on their behalf, and
prohibits disability?based employment discrimination. Connecticut law also
prohibits discrimination in employment against individuals including protected
groups and those individuals with physical disabilities, learning disabilities, mental
retardation, present or past history of mental disability or persons legally authorized
to act on their behalf.

As a result, CIFC has adopted a policy and procedure for granting reasonable
accommodation requests.

Relevant Definitions
A person with a disability is defined as an individual who:
i) has a physical or mental impairment that substantially limits one or more
major life activities; or
2) has a record of such an impairment; or
3) is regarded as having such an impairment.

Major life activities include but are not limited to functions such as caring for
oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing,
learning and working. Clients, qualified employees or quali?ed applicants with
disabilities may request a reasonable accommodation in order to perform essential
functions of their job or to gain access to the hiring process.

In general, an accommodation is any change in the work environment or in the way
things are customarily done that enables an individual with a disability to enjoy
equal employment opportunities.

There are three categories of reasonable accommodations under applicable law (See
29 CPR. 

modi?cations or adjustments to a job application process that enable a
quali?ed applicant with a disability to be considered for the position such
quali?ed applicant desires;

(ii) modifications or adjustments to the work environment, or to the manner
or circumstances under which the position held or desired is customarily

68

Revised: 07/26/17

performed, that enable a quali?ed individual with a disability to perform the
essential functions of that position; or

modi?cations or adjustments that enable a covered entity's employee-
with a disability to enjoy equal bene?ts and privileges of employment as
are enjoyed by its other similarly situated employees without disabilities.

(0) Procedure: A quali?ed job applicant may make a request for a reasonable
accommodation to the Human Resources Manager, while an employee with a
disability may make a request to his or her Program Director. In the latter case, the
Program Director will then forward the request to the Human Resources Manager.
The request must be specific as to why the accommodation is necessary to perform
the essential functions of the job and should identify the type of accommodation
needed. The request should be in writing and accompanied by medical veri?cation
ofthe disability, unless the disability is obvious. If an employee is reluctant to share
this information with his/her Program Director for privacy reasons, requests may
be made directly to the Human Resources Manager.

The Human Resources Manager will review and respond to all requests for
Reasonable Accommodation. Other participants in the decision making process
may include, but are not limited to the Program Director, the Staff
Attorney/Compliance Of?cer and the employee?s physician. All requests will be
acknowledged and approved or denied within thirty (30) working days of receipt,
unless medical or technical evaluation is necessary.

A request may be denied if it would cause "undue hardship" to CIFC. "Undue
hardship" means signi?cant dif?culty or expense. The analysis in determining
whether an undue hardship exists focuses on the resources and circumstances of
CIFC in relationship to the cost or dif?culty of providing a speci?c
accormnodation. Undue hardship refers not only to financial dif?culty, but to
reasonable accommodations that are unduly extensive, substantial, or disruptive, or
those that would fundamentally alter the nature or operation of CIFC.

if an employee's request is denied, a written appeal may be ?led with the Chief
Executive Of?cer within ten (10) days from the date of disapproval.

. LACTATEON ACCOMMODATION POLECY

It is the policy of CIFC to accommodate nursing mothers in accordance with
Connecticut law. Any CIFC employee may, at her discretion, express breast milk
or breastfeed on site at her workplace during her meal or break period. CIFC shall
make reasonable efforts to provide a room or other location, in close proximity to
the work area, other than a toilet stall, where the employee can

express her milk in private.

CIFC will not discriminate against, discipline or take any adverse employment

action against any employee because such employee has elected to exercise her
rights under this policy and Connecticut law.

69

N.

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GROUP ENSURANCE 

CIFC may offer a comprehensive insurance bene?t package for employees
(including health, disability, and other coverage), and eligibility is based on the
insurance carriers? restrictions. Such coverage is offered upon the terms set forth
in the policy(ies), and any con?ict between this Personnel Policy and the terms of
such insurance bene?t package(s) shall be resolved in favor of the provisions of
said insurance bene?t package(s).

CIF may offer additional bene?ts to CIFC Internal Medicine Residents
who are employees under J?l visa status in order to comply with US. Code of
Regulations (22 CFR 62.14).

EXPENSES TRAVEL AND TRANSPORTATEON

To the extent allowed by the lnstitnte?s funding sources, employees shall be
reimbursed for expenditures made by them on behalf of the Institute including the
cost of travel and transportation while on Institute business (See Financial
Procedures Manual).

The reimbursement rates for personal vehicles are as follows:

For out-of-town travel: the business IRS rate: 56.5 cents per mile as of 1/1/13; and
For in?town travel (Le. for destinations within municipality in which the employee?s
principle place of work is located): the IRS non-pro?t reimbursement rate: $.14
per mile (for 2013).

The following represent standard mileage allowances for common trips from

Old Sherman Turnpike Offices, and are used in lieu of separate
calculations:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Destination One Way Round Trip
MRI School 6 12
MRP School 6 l2
Hayestown School 4 8
Pembroke School 6 12
KSP School 8 l6
LG HS. Center 4 8
Danbury City Hall 5 10
Beaver Street Coop 5 10
Downtown Danbury 5 10
WCSU/West?Side Campus 7 l4
WCSU Mid-town Campus 4 8
BOE Of?ces 2 4-
St. Peter?s School/ SRP 5 10
CIFC Community Health Center 4 8

 

 

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Revised: 07/26/17

These standard mileage figures are to be used when completing employee
automobile mileage reimbursement reports.

Any employee who seeks reimbursement for mileage must provide a photocopy of
their automobile insurance card to Staff Accountant and provide an
updated copy of their insurance card annually. Employees will not be reimbursed
until proper documentation is on ?le.

E. RETIREMENT ELAN

CIFC maintains through TIAA-CREF a Section 403(b) retirement plan. The plan
is available (plan ?Entry Date? as that term is defined in Plan documents) for
employer contributions and employer matching contributions, effective six (6)
months from the employee?s employment commencement date the date such
employee first performs an hour of service for the employer as noted in the
employee?s letter of hire), to all standard full?time employees, standard part?time
employees working at least 0.5 FTE (18.75 hours per week), and partial year full?
time employees of CIFC (who are regularly scheduled to work at least 975 hours
per year), but not other part-time employees or temporary employees, and is
governed by the terms of such plan as the same may be amended or altered at any
time. All such eligible employees may make elective deferrals amounts
contributed to a plan by the employer from the employee?s earnings at the
employee?s election) as soon as administratively feasible following the
employee?s employment commencement date. Note again, however, that the
employer contributions and employer matching contributions do not begin until
six (6) months from the employee?s employment commencement date.

CIFC pays into the plan, as cash ?ow and budgetary resources allow, a sum equal

to 2% of every standard employee?s earned, base compensation excluding
bonus, performance awards, etc); a qualifying individual employee may
voluntarily contribute to the plan from the employee?s funds up to an additional
5% of his or her earned, base compensation; for earned compensation that an
employee voluntarily contributes pursuant to the plan, beyond a minimum
threshold equal to CIFC will match the employee?s contribution up to 3% of
total employee compensation, as cash flow and budgetary resources allow. See

table below.
Employee Employer Employer Total
Contribution Standard Additional Employer
Incentive Contribution Contribution
Contribution Match
Base less than or equal to 2 0 2
Rate 2.00
Tier 2 greater than 2 0.01?1.99 2.01?3.99

2.00 but less than or

equal to 3.99
Tier 3 greater than 2 2.00-2.99 4004.99

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Revised: 07/26/17

3.99 but less than or
equal to 4.99

Tier 4 greater than 2 3 5
4.99

For full?time (1.0 37.5 hours per week) employees age fifty-?ve (55) or over
only, the plan also allows a supplemental ?special age match? provision. For
earned compensation that a qualifying individual employee eligible for the
?special age match? contributes in the amount of 5.01% or higher CIFC will match
the employee?s contribution up to 5% of total employee base compensation. (For
staff age fifty-five (55) or over who are employed by CIFC for LESS than 1.0 FTE,
and for 1.0 FTE employees who already contribute the maximum 5% ?special age
match? amount, such employees, as allowed by may still make
further pre?tax contributions to their 403(b) account from their personal ?inds, up
to the full extent allowed by law, but CIF will not match such further
contributions.)

If required, the 2% base employer contribution incorporated in the matching
contribution formula will be eliminated from the most Highly Compensated
Employees (to the extent needed; in order of the highest compensated ?rst) so that
the Actual Contribution Test as required by the IRS is always passed.

For further/detailed information, see the materials available from TIAA-CREF,
which govern as to any con?ict between such materials and this Subsection. The
provisions of the retirement plan and this Subsection may be changed or amended
at any time.

In reference to the employ@ portion of 403(b) plan contributions, CIFC
transmits all contributions to the carrier as soon as funds can be reasonably
segregated from general assets, which is not later than four (4) business
days from the date the employee contributions are made.

in reference to the employer portion of 403(b) plan contributions, CIFC is
legally required to transmit its contributions by not later than the filing of 
tax return for the subject year. (For example, annual audit is due, with all
legal extensions, to be filed not later than the November 15th of the subsequent
year. Accordingly, 11/15 of Year 2 is the absolute deadline for Year 1
employer contributions to our 403 plan). The foregoing notwithstanding, CIFC
endeavors, to the extent allowed by cash ?ow, to make all of its employer
contributions by not later than the end of the calendar quarter following the quarter
in which the employg? contribution has been earned January 1St for the quarter
ending September 30th, April for the quarter ending December 31?, July ISI for
the quarter ending March 31?, and October 1St for the quarter ending June 30th).

The CIFC HR Manager shall provide a copy of all new employee letters of hire to
the CIFC Finance Director within two (2) business days of execution for the
purpose of immediately notifying the CIFC Finance Director of any standard

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Revised: 07/26/17

employees 0.5 FTE and above who chose not to contribute to the 403(b) plan, but
for whom CIF makes 403(b) contributions in accordance with this policy (which
is subject to change at any time). The letters of hire shall include employee dates
of birth. In the event that an eligible employee elects to contribute to the 403(b)
plan, the CIFC HR Manager shall provide a copy of the 403(b) employee
contribution form to the CIFC Finance Director within two (2) business days of
receipt from the employee.

Additionally, in the event that a current standard employee?s FTE increases to 0.5
and above, such that CIFC shall make contributions to the 403(b) plan in
accordance with this policy, the CIFC HR Manager shall complete a 403(b)
Contribution Change Form? and submit it to the CIFC Finance Director within
two (2) business days of the FTE change. The CIFC Finance Director shall then
enroll the participant in the 403(b) plan as soon as practicable thereafter, such that
contributions are re?ected in the next available pay period.
Simultaneously, the CIF HR Manager shall contact the employee to provide
educational information about the 403(b) plan and the bene?ts of employee
participation.

O. EMPLOYEE PROGRAM

provides all standard full?time employees, standard part-time employees, and
partial year full?time employees and their family members with access to the CIFC
Employee Assistance Program, which is made available through Solutions EAP.
The CIFC Employee Assistance Program can be accessed 24 hours per day, 7 days
per week and connects eligible employees and their household family members
with a variety of health, wellness and work/life services.

. RTGHER EBUCATTON COURSEWORK REIMBURSEMENT POLTCTES
Ba; PROCEDURES SEE APPENBIX B, SECTTON OF THIS MANUAL.

S. SUMMARY OF BASTC PERSONNEL TTME BENEETTS

 

 

 

 

TYPE OF EMPLOYEES OR ANNUAL
BENEFIT I - I 
BENEFIT - OVER
MAMMUM
A. Holidays Standard?Full Time SGT per program? 
a Standard Part?Time See Holiday
9 Partial Year Full-Time Chart Schedule
a Temporary ull?Time Issued annually
Paid Time Off a Standard Fulleime (Full Year) 1920 Hours Per 
6 Standard Part-Time (Full Year) (0.2 Year For
and above) (Pro?rata) Standard Full-
- - Tirne**
9 Partial Year Full and Part-time (0.2
FTE and above)

 

73

 

 

 

 

Revised: 07/26/17

 

See Section

 

 

 

 

 

 

 

 


through

On January 15? following the completion 2280 Hours Per 
of their fifth anniversary with CIFC, the Year**
following employees are entitled to earn
PTO at this higher rate (adjusted pro rata
based on FTE):
a Standard Pull-Time
a Standard Part?Time
Partial Year Full and Part?time
(0.2 FTE and above)
C. Paid Maternity/Paternity a Standard Full?Time 75 Hours (pro 
Leave a Standard Part?Time (0.5 FTP and 1?3th based if less
above) thanione year of
Partial Year Full?Time serv1ce)
D. Surgery Leave a Standard Full-Time Up to 112.5 
a Standard Part~Time (0.5 FTE and hours after one
above) year of service?
a Partial Year Full?Time
E. Leave Without Pay a Standard Fu?f?me who have been Up to 450 hours 
employed for at least six (6) months. after one year 0f
6 Standard Part?Time who have been service**
employed for at least six (6) months.
6 Partial Year-Full Time who have been
employed for at least six (6) months.
F. Military Leave 9 A11 employees. in accordance 
with state law.
G. Jury Duty a Standard Full?Time As per Section 
3 Standard Part?Time (if working more Of this
than 30 hours per week) Manual
9 Partial Year Full?Time (if working
more than 30 hours per week)
a Temporary Full?Time
a Temporary Part?Time (if working
more than 30 hours per week)
H. Disability Leave a Standard Full?Time (subject to As per Section 

 

additional requirements)

a Standard Part-Time (0.5 FTE and
above and subject to additional
requirements)

a Partial Year Full?Time (subject to
additional requirements)

 

of this
Manual

 

 

74

 

Revised: 07/26/ 17

 

 

 

 

 

 

 

 

 

l. Unpaid Maternity/Paternity Those who meet the requirements of As per Section 
Leave Connecticut?s Family and Medical Leave of this
Act (see below). Manual
J. Family and Medical Leave Must be employed by CIFC for at least As per Section 
l2 months at the time the leave is to and
commence (these l2 months need not Appendix of
have been consecutive); AND have this Manual
completed at least 1,000 hours of service
with CIF during the 12 month period
preceding the commencement date of the
leave.
K. arnily Violence Leave All employees and interns. As per section 
of this
Manual
L. Reasonable Accommodation All employees, interns and job As per Section 
Policy Procedure applicants. of this
Manual
M. Lactation Accommodation All employees and interns. As per Section 
Policy of this
Manual
N. Group Insurance Bene?ts 8 Standard Full?Time As per Section 
(Health, Dental, Life, Standard Part~Time (05 FTE and Of this
Pisability, Long~Term above, unless already enrolled) Manual
a Partial Year Full?Time
(Subject to insurance company approval)
0. Employee Expenses All employees while on Institute As per Section 
Travel Transportation Business (subj ect to funding source of this
allowance). Manual and the
CIFC Financial
Procedures
Manual
P. Retirement Plan a Standard 11111leij As per Section 
a Standard Part~Time (0.5 FTE and offhis
above) Manual
3 Partial-Year Full?Time
Q. Employee Assistance a Standard Full-Time As per Section 
Program a Standard Part?time (0.2 FTE and Of this
above) Manual
a Partial?Year Full and Part Time

 

 

 

 

 

All amounts listed herein represent the maximum allowable earned bene?t times. Earned time is adjusted pro rata
for standard part? -time employees based on FTE. Additionally, partial year full? time employees only earn time while
they are actually working. -

Use of time must be approved in advance, and is subject to the detailed provisions of Section of this Manual.

75

 

Revised: 07/26/17

 

Leave is subject to certi?cation from a Health Care Provider.

T. HEALTH ACCOUNTS

CIFC has identi?ed a Health Savings Account (HSA), through our associated credit
union Mutual Security Federal Credit Union that appears to work well with our
Bene?t Plan. A summary of the HSA is available at the Credit Union?s website:


To take advantage of the HSA an employee rnust as a pre?condition be enrolled in
the CIFC Health Bene?ts Plan. CIFC will sponsor the opening of an individual HSA
account for every plan participant. Please note that these Health Plan related 
must be of?cially ?Employer Sponsored,? so they need to be opened in coordination
with the CIFC Human Resources Of?ce. Accordingly, employees should not attempt
to open in connection with their CIFC Health Plan an HSA on their own.

With this HSA, employees will be able to make prewtax direct payment of the
employees deductible expenses with BSA account checks or ATM Debit card.

Employees can use their HSA funds both for payment of the employee?s noanIF 
Health Plan deductible, as well as for other health related ?eligible items? as allowed
by the IRS. (See which is also linked from
the Credit Union web site, as above).

 

Under our Health Bene?ts Plan, single-person enrollees are currently responsible for
the second 31 500.00 of the Health Plan deductible (after initial $1,000.00 of
payments), and couples and family coverage enrollees are responsible for the second
$3 000.00 (after initial $2,000.00 of payments).

These deductibles are subject to change in accordance with the plan provisions.

 

 

To cover the employee portion of the deductible, all participants are encouraged to set
up automatic pre?tax payroll deductions for their Health Plan deductible portions
(currently $62.50 per payroll for a single; $125.00 per 
payroll for a family). In that way the employee is assured of having the necessary
deductible funds available when needed.

An employee may also elect to have a smaller (or greater, as limited bylaw) amount
deducted per pay period and deposited into the employee?s HSA account, but if 19;st is
deducted the employee will not automatically have enough to cover the entire portion
of the deductible, and will be required to make supplemental payment arrangements
(potentially from regular post-tax income) for any balance amount.

?76

Revised: 07/26/17

HSA deposits to the extent MES. in the year of deposit, can be into
future years, thereby giving the employee the opportunity to build up a Health
Savings Account ?nest egg.?

There are no fees for this service; in fact, employees may earn interest on their HSA
balance in accordance with the Credit Union rules and policies.

 

For additional information, and for HSA account set?up information (including
arranging automatic pre?tax contributions from payroll into your HSA), please contact
the Human Resources Manager.

U. EARLY HEAD START SERVECES

employees who are employed at least 18.75 hours per week shall be given
preference, consistent with the applicable Early Head Start/Head Start ERSEA
Selection Criteria, for enrollment of over-income, age eligible, dependent children in
program, on a ?rst?corne~?rst~serve basis, to the extent program
slots are available, and as further limited by a superseding preference for over?income
children with disabilities. Any employee who utilizes an ?over-income, age
eligible, dependent child? slot shall be limited to utilizing (2) slots at any one time 
a staff member may have no more than two (2) children enrolled in Early Head
Start/Head Start at the same time).

For those children enrolled in other than a full-day program option g. Part-day AM
or PM) any otherwise applicable childcare fee is waived. For participation in the full?
day program option, the fee will be waived to the value of the part?day waiver.

V. LGNGEVITY FAYMENTS

As finances of CIF (and our individual programs and contracts) allows, including the
finances of individual programs, contracts, grants, and/ or departments, any
employee (as limited herein) who, as of December of any year, has been employed
by for a period of one (1) year or more, shall receive at the time of the next
regularly scheduled payroll December 15th) a longevity payment of
$50 (gross) for each full year of employment at CIFC previous to the December 13? at
which the payment is calculated, up to a maximum of $500.00.

Employees who of December 1St of any year have n91 been employed by for a
least one year shall receive a payment of $10.00 for each 3 month period (or part
thereof) the employee has been employed by prior to such December 15?.
(Example, an employee starting employment on March 31St of the year, and employed
by CIF as of December 15? of that year, a total of 8 months, shall receive a longevity
payment of $30.00 [8 3 2 2/3; rounded up to 3 $10 

The foregoing notwithstanding, any employee who as of November 30?1 (of the
applicable year), has not earned at least $5,000 (gross) since January of the year
shall not be eligible for a longevity payment. The CEO is also got eligible for
such longevity payments. in addition, any employee who is on ?conditional

77

Revised: 07/26/17

employment,? or other probation for any reason (other than ?new hire? status), is not
eligible for such longevity payments.

KEV. EMPLOYEE CGNBEJCE
Policy: CIFC maintains strict con?dentially of all client, patient and program
participant information in accordance with applicable state and federal
law, and is committed to the maintenance of a drug?free workplace.
Employees are expected to conduct themselves with a high level of
courtesy, personal integrity and ethical behavior.

Practice:

A. GENERAL STANDARDS
All staff, consultants, and volunteer staff are required to abide by
the Institute?s standards of conduct at all times. Those standards
include, Without limitation the following.

i.

ii.



iv.

They shall respect and promote the unique identity of each
individual client e. child ,adult, and/or family) and
refrain from stereotyping on the basis of gender, race,
ethnicity, culture, religion, or disability;

They shall follow all applicable con?dentiality policies
concerning information about children, families, and other
staff members;

No child (or adult with special needs, as applicable) shall,
under any circumstance, be left alone or unsupervised
while under their care; and

They shall use positive methods of child guidance and will
not engage in corporal punishment, emotional or physical
abuse, or humiliation. in addition, they shall not employ
methods of discipline that involve isolation, the use of food
as punishment or reward, or the denial of basic needs.

See also Appendix A, regarding. child abuse law and
reporting requirements.

(2) As a condition of employment, all employees, whether engaged in
the award and administration of contracts or other financial awards
or otherwise, shall Sign, as part of their letter of hire or
employment contract, statements that they will not solicit or
accept personal gratuities, favors, or anything of significant
monetary value from contractors or potential contractors.

(3) An employee?s violation in connection with the performance of
their duties of any law carrying a criminal sentence shall be
deemed a violation of the standards of conduct required of
employees of the Institute, including any such violation occurring
from picketing, protests, or other direct actions (Ref: 
Section 644)

(4) Penalties for violating the standards of conduct: Employee
compliance with required employee conduct shall be enforced in
accordance with the provisions contained herein regarding

78

Revised: 07/26/17

employee performance, including without limitation suspension
and/ or termination.

B. COURTESY, INTEGRITY, DISCRETTON
An employee is expected to conduct him/herself at all times with a high level of
courtesy, personal integrity, ethics and concern for the welfare of others in a manner
be?tting their status as CIFC employees and should exercise the utmost discretion
in regard to all matters of official business. See also Section and Section LG of
this Manual.

S. ARRESTS
2. If a CIFC employee is arrested for an offense other than a minor traf?c
infraction, the employee is required to report the arrest to his/her supervisor
and the Chief Executive Officer on the morning of the first working day
following the arrest.

3. If the alleged crime is such that its allegation would affect the ability of the
employee or Institute to continue to carry out its duties, the employee may
be placed on leave with or without pay. If the employee is ultimately
vindicated, every effort will be made to reinstate the employee in a position
comparable to the position the employee held.

D. W0 RELATED 

CIFC abides by the Drug-Free Workplace Act of 1988 (45 CFR Part 76,subpart F),
which applies to all federal grant recipients. The unlawful manufacture,
distribution, dispensing, possession or use of a controlled substance is prohibited in
any workplace of the Institute or during the employee?s work time for the Institute.
Any violation will constitute cause for immediate dismissal. Consistent with the
Drungree Workplace Act of 98 8, employees are required to report any conviction
for a drug offense in the workplace to CIFC in writing. Within thirty (30) days of
being so informed, CIFC shall take appropriate personnel action (up to and
including termination).

 

Additionally, to further our commitment to provide a safe, drug-free environment,
CIFC has adopted the following rules/procedures:

l. The use, sale, possession, or distribution of illegal drugs or the abuse of
legal drugs while at work, whether on or off CIFC prOperty, is strictly
prohibited.

2. Alcohol may not be bought or consumed while at work, whether on or off
CIFC property, unless specifically authorized by an institute officer 
for a special Institute event).

3. Being under the in?uence of alcohol or drugs while at work is strictly
prohibited. All employees must report to work in a physical and mental
condition necessary to perform their jobs without impairment. An alcohol

79

Revised: 07/26/17

level above .02 BAC has been adepted as the level necessary for a positive
(adverse) alcohol test result while on duty at CIF C.

4. All applicants for employment with CIFC may be required to successfully
complete a urinalysis drug test and/or alcohol test as part of the pre-
employment (post offer) screening process. When performed, a positive
(adverse) drug and/or alcohol test result will be considered suf?cient
grounds to disqualify an applicant from employment with CIF C.
PrOSpective applicants who have positive test results will be allowed to re?
apply for employment with CIF after a documented recovery program has
been completed and will be required to provide a negative urinalysis drug
test prior to employment.

5. CIFC reserves the right to require an employee to undergo a medical
evaluation and, when applicable, a urinalysis drug screening test and a
breath alcohol test, when there is reasonable suspicion that the employee is
working under the in?uence of drugs and/or alcohol which adversely affect
such employee?s job performance or which could affect the employee?s
ability to perform his or her job. All such reasonable suspicion testing will
be conducted in accordance with Connecticut law. Involvement in a work-
related accident/incident caused by apparent impairment of judgment or
physical or mental ability may also result in an employee having to undergo
medical evaluation and, where applicable, a urinalysis drug screening and
evidentiary grade breath alcohol test. A positive (adverse) drug and/or
alcohol test result will be considered sufficient grounds to terminate an
employee.

Related Procedure: if a Frograrn Director or other supervisor has
reasonable suspicion to believe that an. employee is under the influence
of drugs or alcohol at work, the Program Director or Supewisor shall:

(1) immediately ask that the employee stop working and inform
the employee that there is reasonable suspicion. to believe that
sfhe is under the in?uence of drugs or alcohol;

(2) Call Corporate Health Care (203?749?5730) to notify them that
an employee is being escorted to Corporate Health Care for
reasonable suspicion drug/alcohol testing;

(3) Escort the employee (or have an HR designer: escort the
employee) to Corporate Health Care at 79 Sandpit Road, Suite
302, Danbury, CT for reasonable suspicion medical testing.

(it) Re?tsal to submit to testing will be deemed as a positive
(adverse) test result.

6. All testing required by will utilize forensic quality testing laboratories
and qualified collection personnel. Failure to cooperate fully with the
requirements of any drug screening or alcohol test, including accurate
completion of the required documentation, may result in termination of

80

Revised: 07/26/17

employment. Refusal to submit to a test will be deemed a positive (adverse)
test result. All laboratory provided positive (adverse) tests will be submitted
to a Medical Review Officer who will contact the tested individual to
provide an opportunity to discuss any factors in the test?s disposition.

7. An employee or applicant whose urine test result is positive (adverse) may
request to have the original specimen reanalyzed. This request must be
submitted in writing to HR Manager within three (3) business days.
All costs associated with any reanalyzed specimen under this program must
be prepaid by the employee or applicant, including shipping, handling,
tranSportation, and testing. If the retest result is negative, CIFC agrees,
where applicable, to reinstate the employee with any lost wages and no
further adverse employment consequences. Additionally, if the retest is
negative, CIFC shall reimburse the employee or applicant, upon receipt of
suf?cient documentation, for the cost of having the specimen reanalyzed. if
the applicant?s retest is negative, the applicant?s initial test result will not
impact the applicant?s employment opportunities with CIFC.

8. Criminal arrest, either on or off the job, for drug-related offenses may be
grounds for disciplinary action up to and including termination.

9. The legal use of prescribed drugs is permitted on the job if such use does
not impair the employee?s ability to work safely and does not endanger
other employees. Employees must keep all prescribed medicine in the
original container, which identifies the drug, date of prescription, dosage
and prescribing physician.

10. ?Reasonable Suspicion? is defined in Connecticut law.

11. In all such incidents as described above, CIFC shall take into account the
totality of the circumstances before making adverse decisions against an
employee or applicant.

 

E. CONFIDENTIAL ENEG WEGN
Any information pertaining to CIFC operations or CIFC clients, patients or program
participants, which has been received by an employee on a con?dential basis in the
course of employment must be maintained in confidence and in accordance with
applicable law. Breach of confidentially may result in disciplinary action up to and
including termination of employment.

E. OUTSEBE EMPLOYMENT
1. An employee who works 0.60 FTE or more for the Institute may
engage in outside, secondary employment only upon the approval of
the Chief Executive Of?cer or his/her designee. Approval will be on
an individual basis, and the decision and circumstances will be made a
matter of record. Employees who work less than 0.60 FTE for the
81

Revised: 07/26/17

Institute do not need prior approval, but are nevertheless bound by
the provisions of Section XIV, F2 of this Manual, immediately below.

2. No outside or secondary employment by any employee of the
Institute may conflict with the interests or ethical policies of
the Institute, the working hours agreed on with the Institute, the
ful?llment of the responsibilities of the position with the Institute,
nor involve the taking of improper or unethical advantage of the
employee?s af?liation with the Institute.

G. PUBLTC STATEMENTS
No employee is authorized to make or issue public statements to representatives of
the news media as a spokesman for CIFC or to participate in public programs as a
CIF representative without the prior approval of the Chief Executive Officer. All
inquires from the media must be referred to the Chief Executive Of?cer. Non-
compliance with this policy may result in disciplinary action, up to and including
termination.

ii. ACCEETTNG GIFTS 0R OUTSTDE PAYMENTS
No employee is permitted to accept gifts, money or gratuities of any kind for his/her
personal use from clients, program participants, service providers or any other
person or entity with an interest in or connection with the Institute, except for minor
personal items (such as calendars, t?shirts, or casual refreshments and meals) not to
exceed $50.00 in value from any one source in any calendar year.

i. POLETICAL 
All CIFC employees are advised that the political activities of CIFC employees
may be limited by federal, state and local laws and by the rules and regulations of
funding sources. It is the responsibility of the individual employee to determine
and abide by such limitations.

.3. EMELOYEE 0N POLICY
Connecticut Institute for Communities, Inc. strives to maintain a work
environment that is safe and non?threatening for its employees, and which is
conducive to the performance of all employees? job reSponsibilities. This
Employee Non Solicitation Policy has been developed to prevent employees from
being pressured by financial and other solicitations on any CIF site during work
hours. . For the purposes of this Policy, ?Solicitation? means any activity by an
employee requesting contributions or donations, or selling or offering goods and
services for sale for personal or charitable economic benefit. 1

i. Direct solicitation during work hours, in work spaces, is prohibited.

 

1 The concept of ?personal economic benefit,? as used herein, does NOT include activity that is protected
under Section 7 of the National Labor Relations Act.

82

Revised: 07/26/17

Certain types of solicitations are allowed, subject to the rules outlined herein. In
no case, however, may an employee be approached in person or by telephone to
be solicited directly while on duty.

2. Solicitation for purpose of profit

An employee who wants to provide information of a personal for- pro?t situation
g. has a personal item such as a car to sell, is offering personal services such as
babysitting or tutoring, or sells products from a direct sales business) may display
a small posting (not larger than 8.5 ll") on the site employee bulletin board,
subject to the limitations on posting outlined in Section 6 below. No solicitation
is allowed using ellybean or CIFC email. No follow up communications
may take place on CIFC sites or during work hours.

3. Solicitation for benefit of a not for profit organization or charitable cause
An employee who wants to make a solicitation for the bene?t of an IRS
recognized not?for?profit or community service organization (such as by selling
church event tickets or Girl Scout cookies) may annually send one (1) solicitation
announcement to one or more CIFC employees using ellybean or CIF 
email, and may: (1) display a posting as described in Section 6 below; and/or (2)
leave a copy of the solicitation materials in a break room for no more than two (2)
weeks.

4. Solicitation for benefit of other employees

Employees may solicit funds from other employees, but not in person while on
site or on duty, to celebrate or support a major life event such as a new baby,
serious illness, death in the family, personal tragedy, wedding or retirement. An
employee may send one solicitation announcement using ellybean or CIFC
email, and may display a posting as described in Section 6 below.

S. Partisan political solicitations are prohibited.

An employee may not, while on site or on duty, solicit, distribute or post
information on behalf of a political event, campaign or candidate for political
of?ce.

6.. Guidelines for posting of authorized solicitations
a. Size. The poster must be of a modest size. In general, this means a
maximum of 8.5 ll".

b. Approval required. Approval must be obtained from the senior
administrative of?cial at the site where the information is to be posted.
The of?cial is to 1) initial the poster to indicate that approval to post it has
been given; and 2) indicate a ?Remove By? date (a maximum of one
month from the time of posting). The of?cial has discretion to reject any
poster if it is deemed inappropriate or unsuitable for posting on CIF 
premises g. inconsistent with CIF C?s programs or policies). The
speci?c senior of?cials who are to give approvals are currently the
following:

83

Revised: 07/ 26/ 7

l) CIFC Administrative offices~ Katie Curran (or, in her absence,
Holly Danise)

2) CIFC Diana Trumbley

3) Head Start sites (Foster Street and Laurel Gardens) Monica
Bevilacqua

4) Patricia Mascoli

5) Beaver Street Apartments? Rick Palanzo

6) Harambee Youth Center- William Curtis

7) School Based Health Center sites- Melanie Bonjour

c. Removai. The employee must remove the poster by the ?Remove By?
Date, or it will be removed administratively.

K. INTERNAL REPORTENG PROTOCOL REGARDEN CHILD ABUSE
AND NEGLECT
In accordance with Connecticut General Statutes l7a?lOl et seq., all employees
of Community Institute For Communities, Inc. who fall within the
definition of a ?mandated reporter,? noted below, are required to report suspected
child abuse or neglect to the Connecticut Department of Children and Families
(DCF) (See Appendix A of this Manual).

A mandated reporter is ?[a]ny physician or surgeon licensed under the provisions
of chapter 370 [of Connecticut law], any resident physician or intern in any hospital
in this state, whether or not so licensed, any registered nurse, licensed practical
nurse, medical examiner, dentist, dental hygienist, a school
employee, as defined in section [Connecticut General Statutes 53a?65, social
worker, police of?cer, juvenile or adult probation of?cer, juvenile or adult parole
officer, member of the clergy, pharmacist, physical therapist, optometrist,
chiropractor, podiatrist, mental health professional or physician assistant, any
person who is a licensed or certi?ed emergency medical services provider, any
person who is a licensed or certi?ed alcohol and drug counselor, any person who is
a licensed marital and family therapist, any person who is a sexual assault counselor
or a battered women's counselor as defined in section [Connecticut General Statutes
52-146k, any person who is a licensed professional counselor, any person who
is a licensed foster parent, any person paid to care for a child in any public or private
facility, child day care center, group day care home or family day care home
licensed by the state, any employee of the Department of Children and Families,
any employee of the Department of Public Health who is responsible for the
licensing of child day care centers, group day care homes, family day care homes
or youth camps, the Child Advocate and any employee of the Of?ce of the Child
Advocate and any family relations counselor, family relations counselor trainee or
family services supervisor employed by the Judicial Department.?

Connecticut law and other program-related policies the Head Start Policies
and Procedures Manual) speci?cally describe the steps that mandated reporters

s4



Policy:

Revised: 07/26/17

must take to report suspected abuse or neglect, including the timeline for making
such reports.

This policy is intended to address internal reporting protocol with
regard an empioyeeis suspected abuse or neglect of a child am a mandated
reporter has reported the suspected abuse or neglect to DCF as required by
law. Since many CIF employees interface with children, this policy is designed
to ensure that supervisory staff are aware of potential employee problems so that
they may take appropriate action to ensure the safety of children served by CIFC
programs.

If a CIF employee reports a fellow employee to DCF for suspected child abuse
and/or neglect of a child, the employee who makes the report must also notify the
Program Director ELP Director, Practice Administrator, Hararnbee
Director, etc.) AND the Human Resources Manager and provide a copy of the
written DCF report to the Human Resources Manager for the employee?s
permanent file (and the child?s permanent ?le, if applicable). The Program Director
shall notify the President Chief Executive Officer of the report.

Depending upon the circumstances clarity and definitiveness of available
information), the employee may be terminated or suspended with or without pay
pending the outcome of an internal and/or DCF investigation.

Note: See also the Head Start Policies and Procedures Manual, which provides
more detailed instructions for Early Learning Program (ELP) staff.

SGCEAL MEDIAL POLECY

Connecticut institute For Communities, Inc. (CIFC) supports and
embraces the use of social media as an important communication tool for
our staff, community, and clients of all of our programs, including the
patients of the Greater Danbury Community Health Center 
The purpose of this policy is to set forth the speci?c guidelines for using
social media as an education and communication tool while fulfilling our
organization?s mission and adhering to its values. By setting forth these
guidelines, it is our expectation that when using social media the staff will:
protect and maintain the privacy of other staff, and all clients and
patients; (ii) maintain the confidentiality of preprietary information; and
minimize the legal risk to all involved or affected. This policy is not
intended to restrict or interfere with appropriate communications by staff
at our facilities.

Practice:

1. SCOPE
This policy applies to all employees, agents, contractors, interns and
volunteers who use CIFC?hosted social media (including all program?hosted
social media) and non-hosted social media wherein the individual's af?liation

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with our programs is either known, identi?ed, or presumed. This policy does
not apply to content unrelated to CIFC or its clients, patients and staff.

RELEVANT 

a) ?Confidential Information? means all con?dential and proprietary
information created or developed by CIFC for its internal operational use
regardless of whether it has been marked con?dential and proprietary,
including but not limited to policies, procedures, guidelines, strategies,
contracts, business plans and other similar information wherein CIF has
taken steps to limit its circulation or publication and the information is not
already of a public nature.

stands for the Family Education Rights and Privacy Act. FERPA
is a federal law that affords parents the right to have access to their children's
education records, the right to seek to have the records amended, and the right
to have some control over the disclosure of personally identi?able information
from the education records.

c) ?Hosted Media Sites? means any internet or intranet site sanctioned and/or
endorsed by or branded as part of CIFC or its programs? communication
network. The current Hosted Media Sites include: a Facebook? page
and a CIFC intemet site. Any other internet or intranet site that bears the
name of CIFC or appears to be endorsed by CIF is not an official approved
site. If you become aware of any such site, please report it to 
Planning Communications Director.

(1) ?Non?Hosted Media Sites" means any internet site not sanctioned and/or
endorsed by CIF or branded as part of the CIF network; may include
personal social networking sites such as Facebook?, MySpace?, Twitter?,
YouTube?, Linkedln?, and other similar sites.

e) "Protected Health Information" or means any individually
identi?able information, as that term is de?ned under the Health Insurance
Portability and. Accountability Act (HIPAA), regarding a patient of 
that is collected, received, created, transmitted, or maintained in
connection with an individual's status as a patient, including information about
a physical or mental health; the receipt of health care or
payment for that care; patient premium records, enrollment and disenrollment
information; name, address, Social Security number, account number;
information from or about transactions; driver's license number; financial or
credit account numbers; phone numbers; ISP and internet domain addresses;
and other personal identi?ers or similar information.

i) "Social Media" means all forms of posting or communication on the
internet, including but not limited to acebook?, MySpace?, Linkedln?,
blogs and other online journals and diaries, discussion boards and chat rooms,
microblogs such as Twitter?, third party rating sites such as Yelp?,

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smartphone applications, multimedia host sites (such as YouTube? or
Flickr?) and similar media. The de?nition of social media is not intended to
be static and comprises any communication platform using the internet.

MEDIA USE 

a) Personal use of social media should be reserved for non?work time;
incidental use during break times; in the event of an emergency; or in
connection with the performance of your duties. The use of social media
should not interfere with the performance of your duties.

b) Staff must speak for themselves and not on behalf of CIFC or its programs.
If the communication is relevant to their staff duties, it should be stated that:
?This content is posted on my own and does not represent the views,

positions, or opinions of Connecticut Institute For Communities, Inc. or any of
its programs.?

0) Staff may not use logos, trademarks or pr0prietary graphics in a manner
that would create the appearance they are speaking on behalf of CIFC or any
of its programs without prior written approval from a senior executive.

d) Staff may not use or disclose FERPA or HIPAA protected information of
any kind or any PI-II of any kind, including client or patient images, on any
social media without the express written authorization of the client or patient.

e) Even if an individual is not identified by name within the information at
issue, if there is a reasonable basis to believe that the person could still be
identified from that information, then its use or disclosure is prohibited.

f) Staff may not disclose any confidential information.

g) Staff are responsible as individuals for any intentionally false statements
that damage the reputation of others.

h) Prior to establishing an online relationship With a vendor or patient through
social media, staff should consider potential con?ict of interest issues.

i) Individuals shall not use social media, including personal e?mail and
mobile (text) messaging, to transmit illegal, discriminatory, or harassing
messages.

j) Staff are more likely to resolve complaints about work by speaking
directly with co?workers, supervisors or other management?level
personnel than by posting complaints on the internet. However, nothing in
this Policy will be interpreted to limit or interfere with an employee's
rights under Section 7 of the National Labor Relations Act.

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k) If you identify your af?liation to and its programs, your social
media activities should be consistent with CIFC's high standards of
professional conduct and in accordance with all applicable policies and
procedures of and its programs.

l) If you communicate about CIF C, including its programs, you must
disclose your connection with CIFC and your role.

m) Be professional, use good judgment and be accurate and honest in your
communications; errors, omissions or unprofessional language or behavior
reflect poorly on CIF C, and may result in liability for you or Be
respectful and professional to fellow employees, business partners,
competitors, clients and patients.

n) strongly discourages ?friending? of clients/patients on social
media websites. Staff in teaching or patient care roles generally should not
initiate or accept friend requests except in unusual circumstances such as
the situation where an in-person friendship pro-dates the treatment
relationship.

0) CIF discourages staff in management/supervisory roles from
initiating or accepting friend requests with employees they manage.

p) does not endorse people, products, services and organizations. On
social media sites such as Linkedln, where your affiliation to is known,
personal recommendations should not be given or requested.

q) policies that apply to off?duty conduct apply in equal force to
the use of social media sites, including but not limited to the code of
conduct and the harassment, non?discrimination and con?dentiality
policies.

r) Remember, you are responsible for what you write or present on a social
media site. You can be sued by other staff, competitors, clients, patients,
and any individual who views your posts as inappropriate or illegal.

4. SPECEAL RULES RELATEB to ClFC?Eosrnb Manta Sires
a) Hosted media sites are used to communicate information about 
services, and are an important part of our image to the community and to our
clients and patients. In addition, postings on these sites will be viewed by the
public as communications on behalf of that have been approved by
Therefore, monitors these sites carefully to make sure that any
information posted on a ClFC-hosted media site is appropriate. As such,
special rules in addition to the foregoing general rules apply to these sites.

b) The use of ClFC-hosted media sites is limited to delivering important
information related to and its programs only.

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c) Staff communications shall be thoughtful and useful and affirm our
reputations as dedicated professionals.

d) Staff must adhere to policies regardless of whether they specifically
contemplate the use of social media, including but not limited to all policies
relating to nondiscrimination or harassment.

e) Staff may not post any material that is defamatory, libelous, threatening,
discriminatory, harassing, retaliatory, abusive or hateful.

i) All postings must abide by applicable copyright laws and individuals must
ensure that they have permission to use or reproduce any c0pyrighted text,
photos, graphics, video or other material owned by others.

g) Postings shall not contain any product or service endorsements or any
content that may be construed as political campaigning, or campaign or other
solicitations or contributions, including but not limited to any links to political
campaigns or movements.

h) CIFC reserves the right to monitor, prohibit, restrict, block, suspend,
terminate, delete or discontinue any staffs access to any ClFC-hosted media
site, at any time, without notice and for any reason and in its sole discretion.

i) Because CIFC encourages transparency, anonymous postings are not
permitted. Staff shall identify themselves by name and position.

j) By posting any content on any ClFC?hosted social media site, the poster
grants CIFC the irrevocable right to reproduce, distribute, publish, and display
such content and the right to create derivative works from such content, edit or
modify such content and use such content for any CIFC purpose.

5. MISUSE or SOCIAL MEDEA

a) Violation of any part of this policy may result in disciplinary action up to
and including termination. Consistent with any disciplinary action, 
will consider all factors in determining the appropriate response to a
violation of this policy. In addition, CIFC will consider any applicable
legal rights of staff, and CIF will be certain not to Violate these rights in
its response.

b) has a policy of non?retaliation for any staff who reports in good faith
another individual's violation of this policy.

 

xv. runs co 1
Policy: maintains personnel records for each employee. These records are
the property of CIFC and are strictly confidential.

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Practice:

A.

XVE.
Policy:

APRLECATEONS

The personnel file of each employee contains the original documents of the
employee?s application for employment (and if required his/her resume), the
employee Letter of Hire, and all insurance forms. All letters of reference and other
supportive information used in selecting the employee are kept with the application.

PERSONNEL ACTIGN 

A record of all personnel actions taken during employment shall be maintained in
the personnel folder. Personnel actions shall include, but not limited to, annual
review, promotions, transfers, demotions, commendations, changes in pay, and
written disciplinary actions. (Employee time records are monitored by the CIFC
Finance Of?ce).

ACCESS TO RERSONNEL RECORDS

Personnel records shall be maintained by the Human Resources Manager in a
locked file and in accordance with Connecticut law, specifically Connecticut
General Statutes 31-128a 61-12811. Upon written request, each employee shall
have the right to access and receive a copy of the contents of his/her folder (except
for letters of reference submitted to in confidence). Folders or their contents
may not be removed from the of?ce. No documents may be deleted from the
personnel file unless in accordance with Connecticut General Statutes

Bl?lZSe. The employee will have the opportunity to read, sign, and comment on
in writing all documents pertaining to his/her performance. An employee?s request
to inspect a copy of his/her file is limited to two (2) times each calendar year.

 

BHSCEPLENE, TE ANB GTHER 
CIFC will process terminations and other employment related actions in a
fair and consistent manner.

Practice:

A.

STATUS: 
As noted in Section 1A. of this manual, and anything contained elsewhere in this
Manual to the contrary notwithstanding, all employees of are terminable ?at?
will?, except as limited by said Section LA.

NGTICE

If it is known that an individual intends to leave employment with the Institute for
any reason, a written notice of that resignation/termination intention must be
forwarded to the Human Resources Manager AND the Finance Director by the
employee?s supervisor not later than the next business day following the
supervisor?s learning of the departure decision. Formal documentation (either a
resignation letter or a termination letter, as the case may be) must be forwarded to

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the Human Resources Manager by the supervisor as soon as possible thereafter, for
inclusion in the employee?s Personnel File. The Human Resources Manager will
advise the Finance Director of the receipt of the formal documentation.

C. RESIGNATIGNS
1. An exempt employee is expected to give a minimum of one (1) month?s
notice of resignation. Such notice shall state the effective date and the
reason for the resignation in writing.

2. A non-exempt employee is expected to give a minimum of two (2) calendar
weeks? written notice of resignation. Such notice shall state the effective
date and the reason for the resignation in writing.

D. REDUCTION IN FORCE

In the event of an employee?s termination as the result of a reduction or elimination
of a funding source, internal reorganization, grade expiration or other such reasons,
the employee will be given at least two (2) weeks? written noti?cation of the
planned reduction by the Chief Executive Officer, or his/her designee. In
determining which employees are to be terminated, the principal of seniority within
each job category and program or unit shall generally prevail as long as the retained
employee(s) can perform the applicable work in an acceptable manner as
determined by the employee?s(s?) supervisor and the Chief Executive Officer.

E. BISMESSAL FDR CAUSE
l. The Chief Executive Officer, upon consultation with the Program Director,
has the authority to dismiss an Institute employee for cause.

2. Dismissal, except for preliminary/conditional employees, for cause may
result from, but is not limited to, unsatisfactory job performance; violation
of these personnel policies or other program?specific or Institute policies;
dishonesty; insubordination; unethical practices; falsi?cation, destruction
or deletion of Institute records; failure to follow established client or
employee related safety practices; leaving a child unattended (or leaving a
classroom or other area of responsibility ?out of ratio? in regard to required
staff coverage); the willful or negligent destruction of Institute property;
?ghting or the act of doing or threatening bodily harm to another person;
theft of Institute property; the unlawful manufacture, distribution,
dispensing, possession or use of drugs or alcohol on Institute property or
time; peddling or purchase of stolen goods on Institute property; or
commission of other acts which are unlawful or contrary to the intent,
purpose, or interest of CIF C.

Dismissals, except for preliminary/conditional employees, are subject to
review through the grievance procedures established herein. If an employee
decides to file a grievance and the employee is enrolled in any CIF Group
Insurance Plan, bene?ts will be extended at the expense of the employee
throughout the grievance procedure until the ?nal and binding decision of

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the Chief Executive Officer, subject to the plan limitations. If a grievance
appeal is validated, the employee shall be reinstated with full back pay,
including all PTO that would have earned but for improper dismissal, and
with full compensation for any employee payments actually made in
extending group insurance bene?ts.

F. RULES FOR DEPARTING SROVISERS

If a provider resigns, has his/her position eliminated, or is
dismissed for cause, the provider is required to ?nalize his/her clinical
notes and lock all clinical notes prior to departure. CIF reserves the right
to withhold the provider?s final paycheck if the clinical notes are not
completed and/or charts are not locked. See also Subsection XVI.H.5
immediately below.

G. SUSPENSEON

l. The Chief Executive Officer and the appropriate Program Director are
authorized to place an employee on suspension with or without pay for good
cause. Suspended employees may utilize their full PTO pay until it is
exhausted.

2. Suspensions are subject to the grievance appeal. If the appeal is validated,
the employee will be reinstated with full restoration of expended PTO and
back wages or salary.

H. SESCEPLINE EMFLOYEE SUPERVISHON 

l.

Violation of the institute?s policies and rules may warrant disciplinary action.
Forms of discipline that the Institute may elect to use, without limitation,
include verbal corrections, written warnings, additional and/or final written
warnings, and/or suSpensions. The Institute may, at its sole and absolute
discretion, deviate from any order of disciplinary actions and utilize whatever
form of discipline is deemed appropriate under the circumstances, up to and
including immediate termination of employment.

Any employee or patient/client/parent may report an employee?s
unsatisfactory behavior/actions to an employee?s supervisor for any of the
following reasons, including but not limited to:
Tardiness;
Insubordination;
a Failure to follow procedure;
a Damaged equipment;
a Rudeness;
Failure to meet performance standards;
Refusal to work overtime;
Fighting;
Absenteeism;
a Language;

3 8 6

3

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a Policy violation; or
Other unsatisfactory behavior.

3. As warranted, the employee?s supervisor may address the employee?s
unsatisfactory behavior/actions by completing or acting upon an ?Employee
Supervision Referral? form (as the same may be updated from time to time),
which describes the employee?s unsatisfactory behavior/actions, provides
notice to the employee of such actions, and, as applicable, identi?es an action
plan and time frame for correction/improvement. (if a patient/client/parent
reports unsatisfactory behavior/actions about a CIFC employee to any other
employee, the employee receiving the report shall be responsible for
completing the form on behalf of the patient/client/parent and passing the
form on to the supervisor who oversees the employee who is the subject of the
report.) Discipline may be imposed based on the facts and circumstances of a
particular situation. Both the employee and the supervisor shall sign the form
and copies shall be distributed to the employee, the employee?s supervisor and
the Human Resources Manager. If the employee does not sign the form, then
it is to be counter?signed by the Supervisor?s Manager to confirm that the
indicated discussion between the supervisor and the employee took place.

4. does not utilize a progressive discipline policy. Instead, 
discipline and referral process is designed to counsel and/or provide notice to
employees of work related problems. All CIFC employees are at?will
employees who may be suspended or dismissed at any time notwithstanding
this process.

5. Disciplinary Action for Providers: If a Provider fails to lock
a chart, in violation of the applicable Policy, reserves the right
to dock the Provider?s pay $100 per unlocked chart.

T. LETTERS 0E REPRTMAND OR WARNING.
1. The Chief Executive Officer and the appropriate Program Director are
authorized to issue written reprimand or warning letters to an employee
for good cause.

2. Written reprimands and/or warnings are subject to the grievance appeal.
If the appeal is validated, the written reprimand or warning shall be
retracted and any record thereof expunged.

J. SPECIAL START REQUTREMENTS.
In reference to employees who may be terminated only with the concurrence of
some additional authority g. Head Start employees who are not Executive Staff,
reference being made to ?Improving Head Start Act of 2007,? Section 9, amending
the United States Head Start Act, Section 642, and 
such termination shall not be ?nal until such concurrence has been secured.

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K.

XVH.

Policy:

Revised: 07/26/17

EXET ENTERVEEW

Each departing employee is entitled at his/her request to meet with his or her
Program Director and the Chief Executive Of?cer for a final interview. In any
event, an exit letter will be sent to the former employee?s last known residential
address con?rming the employee?s departure specifics and requesting the
employee?s input about any matter(s) which he/she may wish to bring to 
attention.

EVANCE PROCEDURES

CIFC adheres to a policy of extending to every employee the Opportunity to
resolve complaints about problems relating to employment. It is expected
that most complaints will be handled informally between the employee and
the immediate supervisor, with facilitation by the Human Resources
Manager if requested by either participant. When that is not successful, a
document stating that a resolution was not reached through the informal
procedure, and that a formal process is requested, should be submitted by
the employee to the direct supervisor, with a copy to the Human Resources
Manager, and the procedure outlined below followed.

a

 

Practice:

A.

GENERAL
This procedure is established to ensure that any employee/employer problem
regarding employment with this Institute is resolved in an equitable manner.

PERST STEP

The aggrieved employee shall first present the grievance in writing

to the employee?s direct supervisor, with a copy to the Human Resources Manager
(HRM), or directly to the HRM in a case where the grievance is with the direct
supervisor, within seven (7) working days of the latter of the occurrence or the
documented conclusion of the informal effort at resolution described above. The
supervisor/HRM shall then review the grievance and respond in writing to the
grievance within seven (7) working days of receipt. A copy of both the grievance
and the reply shall then be sent to the Program Director and to the Chief Executive
Officer.

SECOND STEP

Should the supervisor/HRM fail to satisfactorily adjust the matter

within the time allowed, the employee may appeal in writing to the Program
Director within seven (7) working days from the response of the supervisor, with
a copy to the HRM. The Program Director shall review the grievance and
respond in writing to the grievance within seven (7) working days of receipt. A
copy ofboth the grievance and the reply shall then be sent to the Chief Executive
Officer.

THIRD STEP
Should the Program Director fail to satisfactorily adjust the matter

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within the time allowed, the employee may appeal in writing to the Chief Executive
Officer within seven (7) working days from the response of the Program Director,
with a copy to the HRM. The Chief Executive Of?cer shall review the grievance
and then respond in writing to the grievance within seven (7) working days of
receipt, with a copy to the HRM. The decision of the Chief Executive Of?cer will
be ?nal and binding, and no further appeal established.

EXECUTEVE STAFF

Should the employee be a member of the Executive Staff or otherwise a direct
report to the Chief Executive Of?cer, $1 the grievance is in regard to any action
or decision of the Chief Executive Of?cer in regard to such employee, then, not
withstanding the provision of Sub?Section immediately above, a further appeal
beyond the decision of the Chief Executive Of?cer may be made by the employee
to the Performance Review Committee of the Board of Directors, with a cepy to
the Human Resources Manager and the Chief Executive Of?cer. The Board?s
Performance Review Committee shall review the grievance and then respond in
writing to the grievance within fourteen (14) working days of receipt, with a copy
to the Human Resources Manager and the Chief Executive Of?cer. The decision
of the Board?s Performance Review Committee which shall exclusively be either
(1) to uphold the action or decision of the Chief Executive Of?cer, or (2) to remand
the action or decision of the Chief Executive Officer to the Chief Executive Of?cer
for further consideration, will be ?nal and binding, and no further appeal
established.

XVEH. ENCLEMENT WEATHER POLECY AN3 LEAVE

Policy:

All of?ces for all programs of CTFC are expected to be open and Operating
during normal working hours and days despite inclement weather
conditions unless (1) the Institute or speci?c of?ce is of?cially closed by
the Chief Executive Of?cer (or authorized designee), or (2) the Town or
City Hall in which the of?ce is located has been closed by of?cial
government action due to inclement weather, subject however, to: 
con?rmation by email from either the CEO or the Human Resources
Manager; AND each employee?s individual release from work by each
employee?s supervisor (to make sure that all safety coverage and program
continuity issues are handled properly, e. childcare hand?offs and patient
visit completions.) Note, however, that the Greater Danbury Community
Health Center may remain open even if City Hall has been closed
by of?cial government action due to inclement weather. in addition, CIFC
does allow some ?exibility in work hours in the event of severely inclement
weather.

Practice for all Programs EXCEPT 

in the event that there is an of?cially announced Danbury, CT public?school
weather related delay of up to two (2) hours, 9_r a weather related delay in
the town in which an employee resides, then such employee is allowed up
to a two (2) hour delay in reporting to work.

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In the event that an employee is of the opinion that the weather and/or road
conditions are such that travel to work is too hazardous, or believes that
lie/she must leave work early in consideration of similar safety conditions,
an employee at his/her discretion may choose to utilize PTO for such time
not at work. Prior approval of such special inclement weather leave is not
required, but the employee must contact his/her supervisor by not later
than one hour after the employee?s normal reporting time to inform the
supervisor of the employee?s planned absence, or (2) prior to departing
early, as the case may be. Failure to properly notify the appropriate
supervisor in person, by telephone, or by email, may result in leave time
being disallowed for payment.

(1A.) Applicable to CIF Head Start and Early Head Start Classroom Staff Only:
A Head Start classroom will be closed due to inclement weather when the public
schools in the municipality in which the classroom is located are closed because of
inclement weather. On days when a Head Start classroom is closed because of
inclement weather but the CIF of?ces are open, the affected CIFC classroom staff
are expected, at their option to either: (I) report to his/her work location and put in
an equivalent amount of time on professional development, class planning and/or
class preparation; or (2) not report to work but utilize PTO for the missed work
period.

(1.3.) Applicable to CIFC Full Day Classroom Staff (School Readiness, Early
Head Start or Blended Rooms) Only: A Full Day classroom will operate on a two
(2) hour delay when the public schools in the municipality in which the classroom
is located are either on a two (2) hour) delay or are closed because of inclement
weather. Full Day classrooms do not close when the public schools close. On days
when the Town or City Hall in the municipality in which the classroom is located
is closed because of inclement weather, the Full Day classroom(s) in that
municipality will be closed.

Practice for Employees (excluding SBHC Employees, who have other rules

indicated below):

The Medical Director and the Practice Administrator jointly may delay the
opening of the Center or may close the Center, in full or in part, due to
inclement weather or other emergency as their best judgment dictates, with
as much notice as possible under exigent circumstances and with notice to
the Chief Executive Officer, the Center Staff, and all scheduled patients.

employees are expected to be at work on time when is
open regardless of school delays or closures. If, for whatever reason, an
employee cannot make his or her scheduled shift in inclement weather. The
employee is expected to:

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(1) Work as a team with his/her department and make every attempt
to have his/her shift covered by another employee within the
department;

(2) Call or text his/her supervisor by not later than if the
employee intends not to report to work. At that time, the employee
must advise the supervisor if she/he has found some else in the
department to cover his/her shift. The employee must either talk
to his/her supervisor directly or receive a con?rming text from
his/her supervisor. Leaving a voicemail alone is unacceptable.
Failure to properly notify the appropriate supervisor, as described
above, may result in a one (1) hour loss of PTO time for every
such failure to call out in accordance with this policy.

(3) Even if the employee calls out on time and finds coverage for
his/her shift, he/she is still required to take PTO time for his/her
absence from work.

Practice for School-Based Health Center (SBHC) Staff Only: In the event that the
school in which a SBHC is located is closed for the day due to inclement weather, SBHC
staff may proceed as follows, in the following order of CIF preference:
Contact the school to determine whether the building will be Open to
staff for the day, despite the school closure for students. In the event that
the building is open to staff and staff feel comfortable commuting, staff shall
report to their site location to complete paperwork, web-based training
requirements and/or other work;

if the building is closed and/or if the individual staff feels uncomfortable
traveling, such SBHC staff may work from home, but must access their e'
mail during that time period. If staff work from home, they shall inform the
SBHC Manager, in writing the next business day, of the work and/or
trainings they completed from home. Staff time sheets must re?ect the
actual number of hours of work completed from home. if staff do not work
a full day, they must utilize PTO to make up the difference.

(0) if SBHC staff are unable to work during a school closure, they must
utilize PTO.

In the event of an inclement weather delay, SBHC staff are required to
report to work as soon as reasonably possible, but not later than the start
of the delayed school day. They shall be paid for the day as if it was a
regular work day, but must note the inclement weather delay on their
time sheet.

In the event of an early dismissal, SBHC staffmay: (1) continue to work
until the end of their normal business day; (2) depart the building and
complete their remaining hours of work at home (in accordance with
subsection above), or (3) depart the building and utilize PTO.

9'7

XIX.

Revised: 07/26/17

OTHER
STANDARD

In carrying out these policies, the standard for all decisions that may be
made by supervisors, Program Directors, and the Chief Executive Of?cer is
as follows: the best interest of the Institute and its clients, patients and
program participants, consistent with all requirements of law and any
requirements arising from applicable grant and/or contract obligations.

CONFLICT OF RULES

In the event of any con?ict between the policies set

forth herein and the terms, conditions or applicable regulations of any
contract or grant undertaken by CIFC, then, limited to the extent necessary
to comply with the terms of such contract or grant, the terms and conditions
of such contract or grant shall prevail.

CONFLICT OF LAW

In the event of any con?ict between the policies set forth herein and any
applicable Federal, State or local law regulation, then, limited to the extent
necessary to comply with such law or regulation, the terms of such law or
regulation shall prevail.

. OMESSIONS

In the event of any omission covered by Federal, State or
local law or regulation, these policies shall be read and interpreted as if
that omission is ?lled by any such Federal, State or local law or regulation.

ENTEREM OWERS

For the proper and effective functioning of the institute,

the Chief Executive Of?cer may, by written executive order, make interim
changes and modi?cations to the policies contained herein, effective from
the date of such order until the next annual meeting of the Institute?s Board
of Directors, at which time such interim changes shall be rati?ed, rejected
or modi?ed by the Board of Directors, if not acted upon earlier. Section IV,
of this Manual is not subject to the modi?cation provision set forth herein.

F. ALEMINISTRATIVE WAIVER

The terms and conditions of this policy may be varied, to the extent allowed
by law, on a case by case basis, upon a written finding signed by the Chief
Executive Of?cer that such waiver is in the best interests of the Institute,
except that if such waiver affects or involves the Chief Executive Of?cer,
then the finding shall be signed by either the Chairman or Treasurer of the
Institute. Section IV, of this Manual is not subject to the waiver set forth
herein.

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XX.

Revised: 07/26/17
HEAB START

 

SUPPLEMENTAL TTEAE START and EA 51!: i.

PGLECTES (incorperating the requirements ef the Head
Start Perfurmance Standards).

1.

10.

All employees and consultants shall only be employed on the basis of the
knowledge, skills and experience needed to perform their assigned functions
responsibly.

All Head Start and Early Head Start staff must meet the quali?cations speci?ed in
Head Start Performance Standards

Former and current Head Start and Early Head Start parents shall receive preference
for employment vacancies for which they are quali?ed.

Head Start and Early Head Start staff and consultants shall be familiar with the
ethnic background and heritage of families in the Program and be able to serve and
effectively communicate, to the extent feasible, with children and families with no
or limited English proficiency.

The Head Start/Early Head Start Director shall have demonstrated skills and
abilities in a management capacity relevant to human service program
management.

Education and child deveIOpment services shall be supported by staff or consultants
with training and experience in areas that include: the theories and principles of
child growth and development, early childhood education and family support. in
addition, staff or consultants shall meet the quali?cations for classroom teachers,
as specified in section 648A of the Head Start Act and any subsequent amendments
regarding the quali?cation of teachers.

Health services shall be supported by staff or consultants with training and
experience in public health, nursing, health education, maternal and child health, or
health administration. In addition, when a health procedure must be performed only
by a licensed/certified health professional, the Institute will assure that the
requirement is followed.

Nutrition services shall be supported by staff or consultants who are registered
dieticians or nutritionists.

Mental health services shall be supported by staff or consultants who are licensed
or certi?ed mental health professionals with experience and expertise in serving
young children and their families.

Family and community partnership services shall be supported by staff or

consultants with training and experience in field(s) related to social, human or
family services.

99

ll.

12.

l3.

14.

15.

16.

1?7.

18.

19.

20.

Revised: 07/26/17

Parent involvement services shall be supported by staff or consultants with training,
experience and skills in assisting the parents of young children in advocating and
decision?making for their families.

Disability services shall be supported by staff or consultants with training and
experience in securing and individualizing needed services for children with
disabilities.

The Institute will secure the on?going services of a quali?ed fiscal of?cer.

The Institute and its Head Start delegate agency(ies) shall meet the requirements of
45 CFR 1306.20 regarding classroom staffing.

When a majority of children in a Head Start classroom speak the same language, at
least one classroom staff member interacting regularly with the children will speak
the subject language.

The class size requirements Specified in 45 CFR 1306.32 will be maintained
through the provision of substitutes when regular classroom staff is absent.

Staff will supervise the outdoor and indoor play areas in such a way that children?s
safety can be easily monitored and ensured.

The Institute shall ensure that all staff, consultants, and volunteers abide by the
program?s standards of conduct. Said standards, without limitation, require that:
a. They will respect and promote the unique identity of each child and family
and refrain from stereotyping on the basis of gender, race, ethnicity, culture,
religion, or disability;
b. They will follow program con?dentiality policies concerning information
about children, families and other staff members;
c. No child will be left alone or unsupervised while under their care; and
d. They will use positive methods of child guidance and will not engage in
corporal punishment, emotional or physical abuse, or humiliation. In
addition, they will not employ methods of discipline that involve isolations,
the use of foods as punishment or reward, or the denial of basic needs.

All employees engaged in the award and administration of contracts or other
financial awards are required to sign statements that they will not solicit or accept
personal gratuities, favors, or anything of signi?cant monetary value from
contractors or potential contractors.

The Institute will perform an annual performance review of each Head Start staff
member and use the results of such reviews to identify staff training and
professional development needs, modify staff performance agreements, as
necessary, and assist each staff member in improving his or her skills and
professional competencies.

100

21.

22.

23.

24.

25.

26.

2'7.

28.

Revised: 07/26/17

The Institute will assure that each Early Learning Program staff member has an
initial health examination (that includes skin testing for tuberculosis) and a periodic
re?examination, as described in more detail in Section VD of this Manual, so as to
assure that they do not, because of communicable diseases, pose a significant risk
to the health or safety of others in CIFC Early Learning programs that cannot be
eliminated or reduced by reasonable accommodation. This requirement shall be
implemented consistent with the requirements of the Americans with Disabilities
Act and Section 504 of the Rehabilitation Act.

Regular volunteers will be screened for tuberculosis in accordance with State and/or
local law. In the absence of State or local law, the Head Start Pro gram?s required
Health Services Advisory Committee will be consulted regarding the need for such
screenings (see 45 CF 1304.3(20) for the de?nitions of volunteer).

The Institute will make mental health and wellness information available to staff
with concerns that may affect their job performance.

The Institute will provide an orientation to all new staff, consultants, and volunteers
that includes, at a minimum, the goals and underlying philosophy of Head Start and
the ways in which they are implemented by the program, and as provided, as
applicable, in Section IX of these policies.

The Chief Executive Officer and. Head Start Director, jointly, are authorized to
establish and implement a structured, systematic approach to staff training and
development, attaching academic credit whenever possible. The system will be
designed to help build relationships among staff and to assist staff in acquiring or
increasing the knowledge and skills needed to ful?ll their job responsibilities, in
accordance with the requirements of 45 CFR 1306.23.

At a minimum, the system authorized in Sub?section 25 immediately above will
include ongoing opportunities for staff to acquire the knowledge and skills
necessary to implement the content of the Head Start Program Performance
Standards. This program will also include:

a. Methods for identifying and reporting child abuse and neglect that comply
with applicable State and local laws using, so far as possible, a helpful rather
than a punitive attitude toward abusing or neglecting parents and other
caretakers; and

b. Methods for planning for successful child and family transitions to and from
the Head Start program.

The Institute will provide training and orientation to the Head Start governing body
(Board of Directors) members. The Institute will also provide orientation and
ongoing training to Head Start Policy Council and Policy Committee members to
enable them to carry out their program governance responsibilities effectively.

The Institute shall conduct the Head Start program in an effective and ef?cient
manner, free of political bias or family favoritism. The Institute shall also provide

101

29.

30.

31.

32.

33.

34.

35.

36.

Revised: 07/26/17

reasonable public access to information and to the Institute?s records pertaining to
the Head Start program.

Before an employee is hired, the Institute will conduct:
a. An interview with the applicant;
b. A veri?cation of personal and employment references; and
c. A State or national criminal record check, as required by State law or
administrative requirement.

The Institute will require that all current and prOSpective employees sign a
declaration prior to employment that lists:
a. All pending and prior criminal arrest and charges related to child sexual
abuse and their disposition;
b. Convictions related to other forms of child abuse and neglect; and
c. All convictions of violent felonies.

The Institute will review each application for employment individually in order to
assess the relevancy of an arrest, a pending criminal charge, or a conviction.

Declaration exclusions. The declaration required by subsection 30 and 31 of this
Section may exclude:

a. Traffic ?nes of $200.00 or less;

b. Any offense, other than any offense related to child abuse and/or child
sexual abuse or violent felonies, committed before the prospective
employee?s 18?11 birthday which was finally adjudicated in a juvenile court
under a youth offender law.

c. Any conviction the record of which has been expunged under Federal or
State law; and

d. Any conviction set aside under the Federal Youth Corrections Act or similar
State Authority.

The Institute and its employees will report child abuse and neglect in accordance
with the provisions of applicable State and local law, and comply with all other
requirements as set out in the Connecticut Department of Children and Families
(DCF), ?What Mandated Reporters Need to Know?, as the same may be amended
by DCF at any time, as set forth in Appendix A hereto and incorporated herein by
reference.

Decisions to hire or terminate the Head Start Director of the Institute will be made
in accordance with applicable law.

Decisions to hire or terminate any person who works primarily for the Head Start
program will be made in accordance with applicable law.

In support of the requirements of subsection 34 and 35 above, and pursuant to
guidelines established by the Institute?s Board of Directors, the Policy Council shall
participate in the recruitment and screening of Head Start Employees.

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Revised: 07/26/17

37. No employee compensated in full or in part from Head Start Early Head Start
resources shall be paid in excess of the compensation allowed by the Head Start
Act, or the regulations promulgated thereunder.

38. 41. Deliberately left blank.
42. Deliberately left blank.
43. Deliberately left blank.
44. Deliberately left blank.
45. Deliberately left blank.
46. Deliberately left blank.
47. Deliberately left blank.
48. Any con?ict between the provisions of this Section XX and other Sections of this
Employee Manual and Personnel Policies shall be resolved as follows:
a. For Head Start Program employees, in favor of this Section and
b. For all other employees, in favor of the non-Section XX provision(s) of this
Employee Manual and Personnel Policies.
49. Violations of these Head Start Specific Policies by the Institute?s employees or

consultants are subject to disciplinary action, up to and including termination of
employment or engagement, as applicable.

I THE DEFICIT ACT 8F
LATEB ACES

   

GA
2005 THE FALSE CLAEMS ACT a;

   

 

Policy: The Deficit Reduction Act (?the Act?) of 2005 is the federal

government?s legislative effort to control Spending for entitlement programs,
such as Medicaid. The Act seeks to control spending by reducing
federal overpayments for prescription drugs and medical
services, thereby improving the integrity of federally funded

entitlement programs.

it is the policy of Connecticut Institute For Communities, Inc. to comply
with the De?cit Reduction Act of 2005 (DRA), the Federal False Claims
Act (FCA) and related state and federal laws, which are designed

to prevent and detect fraud, waste and abuse in federal health care programs.

Practice: To further this policy, CIFC provides this summary of the Federal False
Claims Act, the Program Fraud Civil Remedies Act, and Connecticut?s
False Claims related acts, and information about CIF policies and

103

Revised: 07/26/17

procedures, in order to educate employees about the their role in
preventing fraud, waste and abuse.

A. FEDERAL FALSE CLAIMS ACT (31 U.S.C. 3729?3733)
(1) Liability The federal False Claims Act imposes liability on any

person or entity who:

Knowingly ?les a false or fraudulent claim for payments to
Medicare, Medicaid or other federally funded health care program;

Knowingly uses a false record or statement to obtain payment on a
false or fraudulent claim from Medicare, Medicaid or other
federally funded health care program; or

ConSpires to defraud Medicare, Medicaid or other federally funded
health care program by attempting to have a false or fraudulent
claim paid.

(2.) ?Knowing y? means:
Having actual knowledge that the information on the claim is false;

Acting in deliberate ignorance of whether the claim is true or false;
or
Acting in reckless disregard of whether the claim is true or false.

(3) Penalties A person or entity found liable under the False Claims Act
is, generally, subject to civil money penalties for between $5,500 and
$1 1,000 per claim plus three times the amount of damages that the
government sustained because of the illegal act. In health care cases,
the amount of damages sustained is the amount paid for each claim
that is ?led that is determined to be false.

(4) Qui Tam Actions Anyone may bring a Qui Tam action under the
False Claims Act in the name of the United States. The case is
initiated by filing the complaint and all available material evidence
under seal with a federal court. The complaint remains under seal for
at least sixty (60) days and will not be served on the defendant.
During this time, the government investigates the complaint. The
government may, and often does, obtain additional investigation time
by showing good cause. After expiration of the review and
investigation period, the government may elect to pursue the case in its
own name or decide not to pursue the case. If the government decides
not to pursue the case, the person who filed the action has the right to
continue with the case on his or her own.

B. PROGRAM FRAUD CIVIL REMEDEES AGE (31 3801?3812)

(1) Liability The Program Fraud and Civil Remedies Act 
creates administrative remedies for making false claims and false
statements. These penalties are separate from and in addition to any
liability that may be imposed under the False Claims Act. The PFCRA

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Revised: 07/26/17

imposes liability on people or entities that ?le a claim that they know or

have reason to know:

Is false, fictitious, or fraudulent;

Includes or is supported by any written statement that contains false,
fictitious, or fraudulent information;

(0) Includes or is supported by a written statement that omits a material
fact, which causes the statement to be false, fictitious, or fraudulent,
and the person or entity submitting the statement has a duty to include
the omitted fact; or

Is for payment for pr0perty or services not provide as claimed.

In addition, a person or entity violates the PF CRA if they submit a written
statement that they know or should know:

Asserts a material fact that is false, ?ctitious or fraudulent; or

Omits a material fact that they had a duty to include, the omission
caused the statement to be false, ?ctitious, or fraudulent, and the
statement contained a certification of accuracy.

(2) Penalties A violation of this section of the PFCRA is punishable by a
$5,000 civil penalty for each wrongfully filed claim, plus an assessment of
twice the amount of any unlawful claim that has been paid, in addition to
any other remedy under other laws.

. FALSE CLAIMS Russian Acrs Under Connecticut?s
Vendor Fraud statute, it is illegal for a person on his own behalf or on the
behalf of an entity, with intent, to fraudulently provide goods or services to a
beneficiary or recipient under Title XIX or to fraudulently receive goods or
services. Connecticut law also prohibits any vendor from fraudulently
providing services or goods for any recipient of General Assistance. The
State Whistleblower law provides any employee who reports a suspected
violation of state or federal law with protection against retaliation by the
employer. State law also prohibits any person, corporation or state or political
subdivision from blacklisting any employee.

. OTHER APPLICABLE CIFC POLICIES In addition to this policy, 
Administrative Policies and Compliance Policy Plan acknowledge 
commitment to, and policies and procedures for, preventing, detecting and
correcting any offenses.

105

Revised: 07/26/17

Appendix A

Department of Children and Families
What Mandated Reporters Need to Know
Summary of Connecticut's Child Abuse Reporting Laws

The following is an outline of the legal requirements of "mandated reporters," those professionals
who, because their work involves regular contact with children, are mandated by law to report
suspected child abuse and neglect. For a complete copy of the law, refer to Sections 17a~101 through
17a?103a, inclusive of the Connecticut General Statutes.

Who Must Report

Connecticut law requires certain citizens to report suspected child abuse and neglect, These
mandated reporters are people in professions or occupations that have contact with children or whose
primary focus is children. The law requires that they report suspected child abuse or neglect. Under
Section 17a?101 of the Connecticut General Statutes, the following are considered mandated
reporters:

a Any person paid to care for a child in any public or private facility, child day care center, group
clay care home or family day care home which is licensed by the State.
Battered Women?s Counselors

Chiropractors

Dental Hygienists

Dentists

Department of Children and Families Employees

Department of Public Health employees responsible for the licensing of child day care centers,
group day care homes, family day care homes or youth camps.

Foster Parents

Judicial Department Employees (Family Relations Counselors, Family Counselor Trainees,
Family Services Supervisors *as of 10-01?2010)

Licensed/Certified Alcohol and Drug Counselors

Licensed/Certified Emergency Medical Services Providers

Licensed Marital and Family Therapists

Licensed or Unlicensed Resident Interns

Licensed or Unlicensed Resident Physicians

Licensed Physicians

Licensed Practical Nurses

Licensed Professional Counselors

Licensed Surgeons

Medical Examiners

Members of the Clergy

Mental Health Professionals

Optometrists

Parole Officers (Juvenile or Adult)

Pharmacists

Physical Therapists

Physician Assistants

Podiatrists

Police Officers

Probation Officers (Juvenile or Adult106

Revised: 07/26/17

a Registered Nurses

a School Employees .. as stated in section 53a~65 (subsection 13) "School employee" means: (A)
A teacher, substitute teacher, school administrator, school superintendent, guidance
counselor, social worker, nurse, physician, school paraprofessional or coach
employed by a local or regional board of education or a private elementary, middle or high
school or working in a public or private elementary, middle or high school; or (B) any other
person who, in the performance of his or her duties, has regular contact with students and
who provides services to or on behalf of students enrolled in a public elementary, middle or
high school, pursuant to a contract with the local or regional board of education, or (ii) a
private elementary, middle or high school, pursuant to a contract with the supervisory agent
of such private school.

Sexual Assault Counselors

Social Workers

School Coaches or Coaches of Intramural or Interscholastic Athletics

The Child Advocate and any employee of the Office of the Child Advocate.

6 a a

What Must Be Reported

Mandated reporters are required to report or cause a report to be made when, in the ordinary course
of their employment or profession, they have reasonable cause to suspect or believe that a child
under the age of 18 has been abused, neglected or is placed in imminent risk of serious harm.
(Connecticut General Statutes ?17a~101a)

Child abuse occurs where a child has had physical injury inflicted upon him or her other than by
accidental means, has injuries at variance with history given of them, or is in a condition resulting in
maltreatment, such as, but not limited to, malnutrition, sexual molestation or exploitation,
deprivation of necessities, emotional maltreatment or cruel punishment. (Connecticut Genera
Statutes ?46b?120) 

Child neglect occurs where a child has been abandoned, is being denied proper care and attention
physically, emotionally, or morally, or is being permitted to live under conditions, circumstances or
associations injurious to his well?being. (Connecticut General Statutes ?46b~120)

When making a report, a mandated reporter is required to provide the following information, if
known:

The names and addresses of the child and his parents or other person responsible for his care;

The age of the child;

The gender of the child;

The nature and extent of the child's injury or injuries, maltreatment or neglect;

The approximate date and time the injury or injuries, maltreatment or neglect occurred;

Information concerning any previous injury or injuries to, or maltreatment or neglect of, the

child or his siblings;

7. The circumstances in which the injury or injuries, maltreatment or neglect came to be known
to the reporter;

8. The name of the person or persons suspected to be responsible for causing such injury or
injuries, maltreatment or neglect;

9. The reasons such person or persons are suspected of causing such injury or injuries,
maltreatment or neglect;

10. Any information concerning any prior cases in which such person or persons have been

suspected of causing an injury, maltreatment or neglect of a child;

99:59??

107

Revised: 07/26/17

11. Whatever action, if any, was taken to treat, provide shelter or otherwise assist the child (PA
11-93 515).

How to Report

Mandated reporters must report orally to the Department of Children and Families' (DCF) Hotline or a
law enforcement agency within 12 hours of su5pecting that a child has been abused or neglected and
must submit a written report (hot-?tad term) to DCF within 48 hours of making the oral

report. When the Mandated reporter is a member of the staff of a public or private institution or
facility that provides care for children or a member of a public or private school, they must also
provide written notification to the head of the facility or institution where the alleged victim is enrolled
or registered. DCF is required to tape record all reports to the Hotline.

Special reporting requirements may apply for staff members of a public or private institution or
facility that cares for such child, or a public or private school. (See pages 

Police must report to DCF immediately upon receipt of any oral report of abuse or neglect.
Upon receipt of any oral report alleging sexual abuse or serious physical abuse or serious neglect,
DCF must report to the appropriate state or local law enforcement agency within 12 hours.

Anonymity

Mandated reporters are required to give their name when they make a report to DCF, however,
reporters may request anonymity to protect their privacy. This means that DCF would not disclose
their name or identity unless mandated to do so by law (Connecticut General Statutes, Sections 17a-
28 and 17a?101). Unless a reporter gives written consent, his or her name will not be disclosed
except to:

a a DCF employee

a a law enforcement officer

a an appropriate state's attorney

a an appropriate assistant attorney general

a a judge and all necessary parties in a court proceeding

a state child care licensing agency, executive director of any institution, school or facility or

superintendent of schools

If DCF suspects or knows that the reporter knowingly makes a false report, his or her identity shall be
disclosed to the appropriate law enforcement agency and the person may be subject to the penalty
described in the next section.

Immunity and Penalty

Mandated reporters are required to make a referral to the DCF Hotline as soon as practical but no
later than 12 hours after the mandated reporter becomes aware at or suspects
abuse/neglect or imminent rial-t of serious harm to a child or children. Any person required to
report who fails to make such report or fails to make such report within the time period prescribed (in
sections 17a?101b to 17a?101d), could be fined not less than five hundred dollars ant not more than
two thousand five hundred dollars and could be required to participate in an educational and training
program (pursuant to subsection of section 17a?101). The Department shall notify the
Chief State's Attorney when there is reason to believe that any such person has failed to make a
report in accordance with this section.

Mandated reporters identified as a school employees (as defined in section 53a-65 (subsection 13)
of the Connecticut General Statutes (CGS), can be subject to an investigation and the penalties
stated above if they fail to make a report (OR) if they fail to make a report within the 12 hour

108

Revised: 07/26/17

timeframe. The Commissioner of the Department of Children and Families, or the commissioner?s
designee, shall notify the Chief State's Attorney when there is reason to believe that any
such person has failed to make a report in accordance with this law.

Immunity from civil or criminal liability is granted to peOple who make required reports in good faith.
Immunity is also granted to people who in good faith have not reported.

Anyone who knowingly makes a false report of child abuse or neglect shall be fined up to $2,000 or
imprisoned for not more than one year, or both. The identity of any such person shall be disclosed to
the appropriate law enforcement agency and to the perpetrator of the alleged abuse.

Employers may not discharge, discriminate or retaliate against an employee for making a good faith
report or testifying in an abuse or neglect proceeding. The Attorney General can bring a court action
against any employer who violates this provision, and the court can assess a civil penalty of up to
$2,500 plus other equitable relief.

informing the Family

Mandated reporters are under no legal obligation to inform parents that they have made a report to
DCF about their child. However, depending on the circumstances, it may be necessary and/or
beneficial to do so.

a When a child is suspected of being abused, neglected or placed at imminent risk of serious
harm by a member of the staff of a private or public school or an institution that cares for the
child, the person in charge of the school or facility must notify the child?s parent or other
person responsible for the child?s care that a report has been made. It is responsibility
to notify the head of such school, facility or institution that a report has been made.

a Health care professionals may need to talk with parents to assess the cause of the child?s
injury(ies). Mental health professionals or members of the clergy may want to talk with the
parents to offer support and guidance.

However, in cases of serious physical abuse or sexual abuse, it may not be wise to talk with parents
before reporting the case to DCF. This may put the child at greater risk and could interfere with a
potential criminal investigation.

investigation of Abuse or Neglect Report

DCF is responsible for immediately evaluating and classifying all reports of suspected abuse/
neglect/imminent risk. If the report contains information to warrant an investigation, DCF must make
its best effort to begin an investigation within two hours if there is an imminent risk of physical harm
to a child or another emergency; and within three days for all other reports. In all cases, DCF must
complete the investigation in 30 calendar days.

When conducting a child abuse or neglect investigation, DCF or a law enforcement agency must
coordinate activities to minimize the number of interviews with any child.

DCF must obtain consent from the parent, guardian or person reSponsible for the child's care for any
interview, unless DCF has reason to believe such person or a member of the child?s household is the
alleged perpetrator. When such consent is not required, the interview must be conducted in the
presence of a ?disinterested adult' (typically, a person who is impartial and has no self-interest in the
case). If a disinterested adult is not available after reasonable search and immediate access is
necessary to protect the child from imminent risk of serious harm, DCF or a law enforcement agency
will still interview the child.

If, after the investigation has been completed, serious physical abuse-or sexual abuse is
substantiated, DCF must notify the local police, and either the Chief State's Attorney/designee or a

109

Revised: 07/26/17

state?s attorney in the judicial district in which the child resides or in which the abuse occurred. A
copy of the investigation report must also be sent.
Suspected Abuse 3y a School Empioyee

Mandated reporters are required to report any suspected child abuse, neglect or imminent risk of
serious harm directly to DCF or the police. This includes situations when the alleged perpetrator is a
school employee. must notify the head of the school that a report has been made, unless such
person is the alleged perpetrator.

Investigations of suspected child abuse, neglect or imminent risk of serious harm by a school
employee as stated in C68 section games, (subsection 13) are conducted by DCF. If, after such
investigation, has reasonable cause to believe that a child has been abused by a school

employee who holds a certificate, permit, or authorization issued by the state, DCF shall notify the
employing superintendent and the Commissioner of Education of such finding and shall provide him or
her with records concerning such investigation. Please use this link for additional information and
changes contained in Public Act 11~93 as it pertains to suspected abuse by a school employee.

The Superintendent must suspend such employee. The suspension shall be with pay and will not
diminish or terminate the employee?s benefits. Within 72 hours after such suspension, the
Superintendent shall notify the local or regional board of education and the Commissioner of
Education of the reasons for and conditions of the suspension. The Superintendent shall disclose the
DCF records to the Commissioner of Education and local or regional boards of education or their
attorney for purposes of review of employment status or certification. The suspension must remain in
effect until the local Board of Education takes action.

If the employee?s contract is terminated, the Superintendent shall notify the Commissioner of
Education or his representative within 72 hours. The Commissioner of Education may then commence
certification revocation proceedings.

The Superintendent may suspend any other school staff member in similar circumstances.

The State?s Attorney must notify the Superintendent, or supervising agent of a non?public school, and
the Commissioner of Education when a certified school employee, or any person holding a certificate
issued by the State Board of Education, is convicted or a crime involving an act of child abuse or
neglect.

Suspected Abuse 8y a Member of An Institution or Sectiity Providing Chiid Care

Mandated reporters are also required to report when they have reasonable cause to suspect or
believe that any child has been abused or neglected by a member of the staff of a public or private
institution or facility that provides care for children. DCF must notify the head of the institution or
facility providing child care that a report has been made, except in circumstances when such person

is the alleged perpetrator.

Whenever based on the results of an investigation, has reasonable cause to believe that that a
child has been abused or neglected by a staff member of a public or private institution or 
providing child care, DCF shall notify the executive director of the institution, school, or facility in not
less than five working days. DCF shall also provide records concerning the investigation to the
executive director. If the facility is licensed by the state for the caring of children, DCF shall notify the
state agency that licenses it and provide records concerning the investigation. Please use this link for
additional information and changes contained in Public Act 11?93 as it pertains to suspected abuse by
a member of an institution or facility providing child care.

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Revised: 07/26/17



DCF provides Mandated reporter training to all providers in the state of Connecticut upon
request. For additional information regarding Mandated Reporter training for your organization,
agency, or facility, please use this link.

WHERE ?ta CALL
The Department has a single point of contact statewide for the reporting of suspected child abuse and
neglect. This Child Abuse and Neglect Hotline operates 24 hours a day and seven days a week.

Anyone who suspects that a child has been abused or neglected or is in danger of abuse or neglect is
strongly encouraged to call the Hotline.

111

Revised: 07/26/17

Appendix B:

Connecticut Institute For Communities, Inc.
Professional Development Policy and Procedures

A)Procedure Overview

This is to provide all staff with an updated edition of (and 
Professional Development Policy.

The Connecticut institute or Communities, Inc. (CIFC) is committed to working
with each staff member to acquire the necessary educational credentials in order to meet
the requirements outlined in Professional Development Policy. Our Education
Services Manager, Human Resources Manager and Professional Development Coordinator
(currently our Director of Planning and Development, serves as Professional
Development Coordinator) will provide guidance and general information. Please
understand, however, that it is each staff member?s individual responsibility to
manage the process of his/her own professional development.

For example, it is up to individual Head Start classroom staff to initiate enrollment,
as apprOpriate, in a CDA program or an Early Childhood Associate?s Degree program. It
is also their responsibility to regularly meet with their individual college academic advisor
as they schedule classes each semester to ensure that all degree requirements are met.

Please note that professional development educational requirements vary
depending on the speci?c position in which you serve.

If you have not done so already, you need to immediately provide the CIFC Human
Resources Manager with verification of your highest degree attained. For example, if you
do not have a CDA you will need to provide a copy of your high school diploma. if you do
have a CDA or college degree, Human Resources would not need your high school
diploma, only a copy of your CDA credential or college transcripts.

if you are currently working in the Head Start or School Readiness programs,
the documents referenced above must be provided to the Professional Development
Coordinator no later than March 31, 2009, and thereafter as updated or attained.

Within your first month of employment, and prior to every semester thereafter, you
should meet with your supervisor. (For purposes of this procedure, the Education Services
Manager is deemed to be the supervisor of a_ll classroom staff). You and your supervisor
will establish a professional development plan that outlines professional goals and the
specific professional training and/or course work required to increase your
professional/ obwrelated knowledge and expertise, as well as meet regulatory requirements.
This plan will be placed in your personnel file with the Human Resources Manager, and
monitored for compliance semi?annually.

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CIFC works directly with local providers for CDA credentials and Naugatuck
Valley Community College for Associate Degree programs in Early Childhood Education.
For classroom staff there are generally four basic steps to meeting the educational
requirements. Four weeks prior to each semester, you will need to:

1. Meet with the Education Manager to agree on the appropriate class you will
be taking (educational requirements vary depending upon whether you are
a teacher or a teacher assistant). Those requirements are outlined in the
Professional Development Policy, below.

2. Meet with the Professional Development Coordinator in order to get on the
registration list for your class. Speci?c ?office hours? will be established so
you can come in without an appointment. Registration will be on a first?
come?first? served basis.

3. The Professional Development Coordinator will provide the list to the
Human Resources Manager who will assist you in your personal class
registrations and coordinate the purchase and resale of textbooks for those
enrolled in a CDA or Associate Degree program.

4. At the end of your semester, provide the Professional Development
Coordinator with a copy of your updated of?cial transcript.

All of our employees are scheduled for performance reviews every June and
January. Part of your review process includes assessing your progress on your professional
development plan. It is responsibility to notify the Professional Deve10pment
Coordinator and your Supervisor of any changes in your plan before your semi?annual
performance reviews.

We are delighted that you are part of the Connecticut Institute For Communities,
Inc. As re?ected in this Policy, all of us at CIPC are ?life long learners? and take pride
both in the work we are currently doing, and our own personal professional development.
Should you have any questions, please contact our Human Resources Manager (x210),
Education Services Manager (X150), or Professional Development Coordinator (x203).

B) Policy:

Regulations established by the Head Start Act, the Connecticut State Department
of Education and the Connecticut State Department of Public Health require that the
Connecticut Institute For Communities, Inc. (CIFC) establish a systematic and structured
plan for the professional development of a? staff that provide direct services to children in
the following programs Head Start of Northern Fair?eld County, School Readiness and
Even Start. As a matter of own internal policy, the same requirement is applied to
all other personnel as well. The system is designed to help staff in acquiring the necessary
knowledge and skills to fulfill their job responsibilities in accordance with the requirements
of the above regulatory agencies and CIFC.

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Revised: 07/26/ 17

It is the responsibility of each individual staff person to review and understand the
performance standards and regulations in meeting and maintaining their teaching
quali?cations and/or other ongoing professional development in accordance with the Head
Start Act, the Connecticut State Department of Education, the Connecticut State
Department of Public Health, any other relevant funder, and/or CIF C. These requirements
are posted on the various web sites of the funding sources. For example, for Head Start,
see for School Readiness, see for Licensing,
see and set out in summary below.

Each staff member shall have a written professional development plan that outlines
professional goals and the particular professional development training required and
currently being pursued toward increasing their professional/job?related knowledge and
expertise. Each staff member?s individual plan will be placed in each individual?s
personnel ?le with the Human Resources Manager, and monitored by the Professional
Development Coordinator semi?annually.

In addition, all staff members that provide direct services to children in the CIFC
Head Start of Northern Fairfield County and School Readiness Programs are required to
be registered with the Connecticut Early Childhood Professional Registry which is
managed by ?Connecticut Charts-A-Course.? It is the responsibility of each staff person
to submit all necessary documentation of training and college level coursework, i.e.
transcripts and certificates, to the Professional Development Coordinator, who will help
each employee enroll in the system. Each employee will be issued a login and password so
they may View their personal information. A copy of this documentation will then also be
placed in the appropriate employee?s personnel file.

Throughout the year, every staff member is responsible for submitting verification
of any CDA and/or college course work completed, and any certificates for training
completed, to the Professional Development Coordinator in order to update their
professional development plan. The documentation will then be added to the employee?s
personnel file.

C) Minimum Speci?c Requirements:

1) By September 30, 2013, at least 50% of classroom teachers (the adult with primary
responsibility for a singular classroom of children) must have:
i) a baccalaureate or advanced degree in early childhood education; or
ii) a baccalaureate or advanced degree and coursework equivalent to a major
relating to early childhood education, with experience teaching preschool?age
children.

The remaining 50% of classroom teachers must, at minimum have:

i) Have a Child Development Associate (CDA) credential and 12 credits in early
childhood education or child development from an institution of hi gher learning
and accredited by the Board of Governors of Higher Education; OR

ii) Have or be pursuing an Associate?s Degree or a four?year degree with 12
credits in early childhood education or child development from an institution

114

2)

3)

4)

5)

6)



Revised: 07/26/17

of higher learning and accredited by the Connecticut Board of Governors of
Higher Education; OR

Have a Connecticut teaching certi?cate with an early childhood or special
education endorsement.

By September 30, 2013, all Teaching Assistants and CDA Specialists must:
i) Have a Child Development Associate credential;
ii) Be enrolled in 3 CDA credential program that shall be completed within six (6)
months of enrollment;* or
Have an Associate or Baccalaureate Degree (in any area) or be enrolled in a
program leading to such a degree.

CIFC shall enroll Teaching Assistants and CDA specialists who need to
complete/receive a CDA credential in an online CDA course (or classroom
setting, if available) upon the successful completion of their
preliminary/conditional employment period with CIFC. Upon enrollment in a
CDA program, employees must successfully complete the program not later
than six (6) months from their enrollment date, which shall be completed during
personal, non-working hours.

Family Advocates must take one professional training in the areas of child
development, social work or within 180 days of employment and one
annually thereafter.

Each Head Start and School Readiness staff member is required to participate in early-
literacy development training and cultural linguistic diversity training for early
childhood classrooms within their ?rst year of employment.

Classroom teachers and assistants shall attend not less than 20 clock hours of
professional development per year (which may include quali?ed Professional
Development Day activities). It shall be of high quality, sustained, intensive and
classroom focused in order to have a positive and lasting impact on classroom
instruction. Such education shall include but is not limited to early childhood education
and child development, licensing and regulations, accepted guidance and behavioral
management techniques, health issues, nutrition, computer training, working with non?
English speaking families, first aid, social services, child abuse and neglect laws and
procedures for reporting, and programming for children with disabilities or special
health care needs.

Each staff person is responsible for maintaining an individual professional
development log and attaching copies of verification of all trainings and workshops
attended (originals are to be submitted to the Professional Development Coordinator).

Once approved by your supervisor, it is the responsibility of each CIFC Head Start and
School Readiness staff person to mange their enrollment in early childhood classes or
programs in order to meet their professional development requirements. It is also staff? 
responsibility to meet with their academic advisor, if taking college level courses, to

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develop a class schedule for the next semester, and provide that plan to the CIFC
Education Services Manger and Professional Development Coordinator.

8) It is the responsibility of all staff members to ful?ll the professional development
requirements of their program and overall professional deveIOpment policy.

D). Monitoring Procedures:

1. Each staff person?s professional development plan will be reviewed on a semi-
annual basis by Professional Development Coordinator, who will notify the
Education Services Manager, or relevant supervisor, of any staff at risk of failing
to comply with the requirements in a timely manner.

2. The supervisor will then meet with the individual staff person to map out the steps
necessary to fulfill the professional development requirements and establish a
timeline for completion. That plan will be forwarded to the Professional
Development Coordinator and included in the staff member?s personnel file.

E.) Higher Education Coursework Reimbursement Policies Procedures:

i. Generai

Any full?time staff member interested in pursuing higher education course work
outside of the contracted courses speci?cally sponsored by CIF C, and beyond the level of
Associates Degree, is required to submit in advance of registering for the course, the
following documentation to the Chief Executive Officer, or the Chief Executive Officer?s
designee the Human Resources Manager), for approval, attached to a standard
requisition form:

a. Course work information?Title and description of the course and the name of

the institution offering the course (the course must be beyond the AA. level)
b. Tuition cost of the course
0. Course Schedule (start and end date)

The requisition must then be forwarded to the Business Office, to be held pending
fulfillment of the requirements as further detailed below.

For purposes of this Section only, ?full?time? is de?ned as 0.7 FTE (1,365 hours per
year) or greater.

2. Euii?tirne staff be reimbursed for course work tuition only on the foiiewiilg

basis:
a. The coursework must be directly related to the staff member?s area of work 
Social Services, Education, Health, etc.) and approved in advance.

 

b. Reimbursement (unduplicative of any other grant or aid for tuition for the
course) will be issued within 30 days an Official Transcript for the covered
course has been forwarded to the Business Office, together with a receipt for
paid tuition, which will be attached to the previously filed requisition.

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c. The course must be beyond the Associates level, and be from an accredited
institution of higher education. -

d. Reimbursement for Books: will coordinate the purchase and resale of all
textbooks for staff enrolled in either a CDA or Associate Degree program.
Individual staff enrolled in a post - Associates program will be responsible for
the purchase and resale of their textbooks; staff will be reimbursed for net text
book expenses on the same basis as for tuition.

e. Reimbursement will be granted on the basis of the grade received. Grades less
than a will not be reimbursed. Reimbursement will not be considered for
incompletes or a dropped class. The following is the scale for reimbursement:

 

 

 

 

 

 

 

 

9) 4.0 10) Letter 1 1) Reimbursement
Equivalent Grade

12) 4.0 3.6 13) to 13+ 14) 80% Reimbursement

15) 3.5 3.0 16) to ., 17) 60% Reimbursement

18) 2.9 2.0 19) to 20) 10% Reimbursement

 

f. Consistent with 648A (6) of the Head Start Act, CIFC Early Learning
Program employees who receive ?nancial assistance to pursue a degree
described herein, must (A) teach or work in Early Learning programs
for a minimum of 3 years after being reimbursed for such coursework or
after receiving their degree (whichever three (3) year limit is first achieved);
or (B) repay the total or a prorated amount of the ?nancial assistance
received based on the length of service completed.

g. Reimbursement shall be limited to a maximum of one (1) course per
semester Fall, Spring and Summer), up to a maximum of three (3)
courses per calendar year, except for: (1) courses specifically approved by
the CEO and the Finance Committee of the CIFC Board of Directors, or (2)
courses fully reimbursed by either the Head Start or Early Head Start
Program as part of program staff educational attainment requirements.

3. For staff enrolled in an Associates Program

If a staff person fails or drops a class that CIF has already paid for, they will be
required to retake the class at their own expense.

 

a, Beadline

Reimbursement requests related to transcripts received by the Business Office more
than 90 days after the scheduled end of the course will not be processed.

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Revised: 07/26/17
5. Limited Availability of Funds

The dollar amount of reimbursements issued each program year will be limited to the
amount of funds available for such reimbursement under the grant or contract pertaining to
the individual(s) making request(s). Given such funding limitations, it may not be possible
to honor all reimbursements. Accordingly, reimbursements will be processed and honored
on a ?first come/?rst served? basis, measured from the date the Of?cial Transcript
pertaining to the reimbursement is received by the CIF Business Office.

F) Noncompliance

All CIF staff must adhere to all Federal, State and Accreditation performance standards
and regulations as required by their program?s funding source(s) but, at a minimum, as set
in consultation with Professional Development Coordinator. Failure to comply
with such requirements may affect a staff person?s annual performance appraisal and/or
continued employment with the Connecticut Institute For Communities, Inc. and/or their
ability to work in CIF sponsored programs through the Danbury Board of Education.

See also the discipline rules contained in the CIFC Personnel Policy and Employee Manual,
which apply to compliance with this Policy as well.



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For Reference Purposes
Speci?c i3rograrn Requirements as of 3/24/09
1. School Readiness Requirements:

?Each staff member has a written professional development plan that outlines professional
goals toward increasing their knowledge and expertise in early childhood practice.?

?Each staff member participates in early?literacy skill development training, and cultural
linguistic diversity training for early childhood classrooms within their first year of
employment.?

DPH Requirements:

?Professional DeveIOpment for program staff [in a licensed childcare facility] shall be
required for one (1) percent of the total annual hours worked. Such education may include
but is not limited to early childhood education and child development, licensing and
regulations, health issues, nutrition, first aid, social services, child abuse laws and
programming for children with disabilities or special health care needs?.

Head Start Requirements:
QUALIFICATIONS AND DEVELOPMENT [4.2 USC. 9843 a]

r" .

{it} Wit} ssoeiseueursm The Secretary shall ensure that each Head
?ts-lit classroom in a centermbased program is assigned 1 teacher who has demonstrated.
competency to perform functions that include?

(A) pit-inning and implementing learning experiences that advance the intellectual and.
physics} {levelopn?ient of children, including improving the readiness of chiidren for
school by developing their literacy, phonemic, and print awfareness, their understanding
and. use of language, their understanding and use of increasingiy complex and varied
vocabulary, their appreciation of books, their understanding of eariy math and early
science, their problem?solsing abilities, and their approaches to learning;

establishing and maintaining a safe. healthy learning environment;

(C) the social and emotional development of children; and

(ID) enmuraging the inyo'hreinent of the families of the children in a Head Start program.
and supporting the development oi? relationships between children and their families.

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Revised: 07/26/17


(its) H?r?s? 3%th The Secretary shall ensure that not later than
September 3th 3013, at leest 50 percent Start teachers nationwide in. write-phased
programs have?

baccalaureate or advanced degree it}. early childhood education; or

(ii) a baccalaureate or erlvanced degree and coursework; equivalent to 21 major relating to
early childhood education, with. experience preschool?age children.

seettrtoresti Steele The Secretary shall ensure thata riot Ester than. September
3th 201:1 allw

ems Start coerdteetors, including those that serve as curriculum.
specialists, nationwide in c-ehtermbased progremsw

have the capacity to offer assistance to other teachers in the implementation. and
adaptation of curricula to the gram}? and individual needs of children. in a Head Start
classroom; and

(H) h'dVC 

as) a baccalaureate or advanced degree in early childhood education; or

(he) baccalaureate or advanced degree and. coursewm?k equivalent to roster relating;
to early childhood education, with experience teaching prescht>ol~sge children; and

(it) .t-Eeert ?tert nationwide in centerwbased programs have?

at least a child development associate credentiel;
{Ill} enrolled in a. program leediog to an associate or baccalaureate degree; or

(ill) enrolled in a child clevelopmeot associate credential program to be completed Within
2 years

it} fle} tslilt-llsliti: The
Secretary shall ensure that for center~based programs, each. Head Start classroom that
does not have a teacher who meets the quali?cations; described in clause or (ii) of?
paragraph (ERA) is assigned one teacher who has the lollowing during the period
specified:

cs} threegtt Seeteretrer 3th 

it} child developzrieet associate credeetisl that is appropriate to the age of children
being served in centerwbased 

(ti) certi?cate "for preschool teachers that meets or exceeds the
requirements for a. child development associate credential;

an associate degree in early childhood education;

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Revised: 07/26/17

(iv) an associate degree in a related field and coursework equivalent to a major relating
to early childhood education, with experience teaching preschool?age children; or

v) a baccalaureate degree- and has been admitted into the Teach For America program,
passed a rigorous early childhood content 8.3431ch such as the Praxis ll, participated in a
'lf?each li?or .atznerica summer training institute that includes teaching preschool children,
and is receiving ongoing professional development and support from Teach For
America?s protbssional start?.

(la) its at @cteher t.3 
ti) an associate degree in early childhood edncation;

(ii) an associate degree in a related field and coursework equivalent to a major relating
to early childhood education? with. experience teaching preschoolege children; or

a baccalaureate degree and has been admitted into the Teach For America progn'aml
passed a rigorous early childhood content exam, such. as the Prasis ll? participated in a
Teach For America summer training institute that includes teaching preschool children,
and is receiving ongoing professional development and support from Teach For
America?s professional staff

St ?react-ten Each Head Start teacher shall attend
not less than '15 clock hours ofprofessional development per year. Such professional
development shall. be sustained.) intensive and classroom?tbcased in order
to have a positive and lasting impact on classroom instruction and the teacher?s
in the classroom, and regularly evaluated by the program for effectiveness.

IV Early Head Start Requirements:
Classroom teachers (the adult with primary responsibility for a singular classroom of

children) in Early Head Start must:
i. Have a Child Development Associate
(CDA) credential for Infant Toddler
Caregivers or an equivalent credential
that addresses comparable competencies
within one year of hire as a teacher of
infants and toddlers.

All staff members in an Early Head Start classroom with eight children must be teacher
quali?ed.

By September 2010, Classroom teachers in Early Head Start must:
Have at a minimum a CDA credential and have been trained (or have equivalent
coursework) in early childhood development.

By September 2012, Classroom Teachers in Early Head Start must

(1) Meet all of the above requirements and be trained (or have equivalent coursework)
in early childhood development with a focus on infant toddler development.

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Revised: 07/26/17

V. 0ther Programs:
5% requim? {be pragmmk {um??g gamma? Emig at a m?a?mum? as ?ia??igz?i?zm?iy Set
in mmugia?m SWWS Pm??esgiami E?we?apmem 

 



122

Revised: 07/26/17

Appendix C:
Family and Medical Leave

1. General

it is the policy of CIFC to provide eligible employees with an unpaid leave of absence
from work, consistent with the minimum standards required for covered employers
under State and/or Federal law, whichever may apply, for the following reasons:

the birth of a child and in order to care for that child;

in the event of an adoption of a child or to care for a foster child;

to care for a child, Spouse or parent who has a serious health condition; or

because the employee?s own serious health condition (including pregnancy), which
renders the employee unable to perform the functions of his or her position;

An employee does not earn PTO or other bene?t time while he/she is on Family and
Medical Leave.

For purposes of this policy only, the following de?nitions apply:

1. Child: Shall include a biological, adopted, foster child, stepchild, legal ward who is
under 18, or older than 18 if incapable of self?care because of mental or physical
disability;

2. Parent: Biological parent or an individual legally recognized as a parent to an
employee when the employee was a child; and

3. Serious health condition: An illness, injury, impairment, or physical or mental
condition that involves inpatient care in a hOSpital, hospice, or residential medical care
facility, or continuing treatment by a health care provider a doctor of medicine or
osteopathy who is licensed to practice medicine or surgery by the state in which he or
she practices).

2. Eligibility

To be eligible for a leave under the Family Medical Leave Policy, an employee must be
employed by for at least 12 months at the time the leave is to commence (these
12 months need not have been consecutive); AND have completed at least 1,000 hours
of service with CIFC during the 12 month period preceding the commencement date of

the leave.

CIFC policy does not limit an employee?s eligibility for a leave based on his or her
worksite.

3. Leave Duration

Leaves may be taken for up to 16 work weeks during any 24 month period. Where two
spouses are both employed by CIFC, their aggregate leave will be limited to 16 work
weeks during any 24 month period, except in the case of his or her own serious health
condition, or to care for his or her spouse or child, in which case both spouses will be
eligible for the 24 weeks of leave during the 16 month period. The 24- month period
aforesaid shall be deemed to begin with the first day of leave taken.

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Revised: 07/26/17

4. Leave Conditions

a. Birth of Child; Adoption; To Care for a Foster Child

The leave for such purposes must be taken in consecutive work weeks and must be
completed within the 12 month period following the birth of the child or placement of
the child with the employee for adoption or foster care.

At the discretion of the CIFC Chief Executive Of?cer, the employee may be permitted
to take the leave on an ?intermittent basis? or, alternatively, the employee may be
permitted to work on a reduced leave schedule, a reduced workweek or reduced
workdays.

Employees requesting leave for one of these purposes must provide CIFC with 30 days?
advance notice of leave. If the birth or placement requires the leave to begin in less that
30 days, employees should provide as much advance notice as is practicable.

b. Leave to Care for a Child, Spouse, Parent or for the Employee?s Own Serious Health
Condition.

Employees may take leave for these purposes on a consecutive basis, or intermittently;
or the employee may request to be placed on a reduced workweek or reduced
workdays.

if, based on planned medical treatment, an employee requests intermittent or reduced
schedule leave, may require the employee to temporarily transfer to an available
alternative position for which the employee is qualified to better accommodate the
recurring periods ofleave that the employee will require. Employees transferred in
such circumstances will receive equivalent pay and benefits.

Employees requesting leave for these purposes must make a reasonable effort to
schedule the treatment, either for themselves or their child, spouse, or parent, so as not
to disrupt unduly CIF operations. The employee should attempt to secure the
approval of his or her own or covered family member?s health care provider to
reasonable schedule the treatment to avoid such disruption.

Employees requesting leave for these purposes must provide 30 days advance notice of
leave, or if treatment is required in less than 30 days, with as much advance notice as
practicable.

5. Documentation

Employees requesting leave for their own or a covered family member?s serious
health condition will be required to provide medical certifications to substantiate the
leave request. Such certifications must be provided to CIFC 30 days in advance of the
leave request, or as far in advance of the leave as practicable. Certification provided
must contain the following:

the date that the serious health condition started

the probable duration of the condition

the appropriate medical facts within the knowledge of the health care provider
regarding the condition

if the leave is required because of the serious health condition of an employee?s child,
parent or spouse, a statement that the eligible employee is needed to care for the
covered individual and the amount of time necessary for such care

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Revised: 07/26/17

if the leave is needed because of the employee?s own serious health condition, a
statement that the employee is unable to perform the function of his or her position

for an intermittent leave or a reduced leave schedule for planned medical treatment
for the employee, the dates that such treatment is expected to be given and the duration
of such treatment; or if not for planned treatment but for rehabilitation, a statement of
the medical necessity for and duration of such intermittent leave or reduced leave
schedule

it for an intermittent leave or leave on a reduced schedule for a child, spouse or parent,
a statement that the employee?s leave is necessary for the care of such individual or will
assist in their recovery, and the expected duration and schedule of the intermittent leave
or reduced leave schedule.

b. CIFC reserves the right to have an employee or covered family member examined by
a health care provider of its choice for a second opinion at any time at its discretion. A
second opinion examination will be paid for by CIF C.

c. In any event a con?ict exists between the medical opinion of the employee?s or
covered family member?s health care provider and that of CIFC in the second Opinion
examination, a third examination will be required to be performed by a health care
provider selected and paid for by In such instances, the Opinion of the third
health care provider will be final and binding on CIFC and the employee.

6. Use of Earned Leave Time

a. Employees are required to use all earned unused PTO before taking family leave in
the event of a leave for the birth or placement of a child for adoption or foster care.

b. Employees are required to use all earned unused PTObefore taking family leave for
the employee?s covered family member?s serious health condition.

c. Employees are required to use all earned unused PTO before taking family leave for
the employee?s own serious health condition; employees may also be eligible to receive
statutory benefits in accordance with applicable state law.

d. Time or leave for family or medical leave and short or long term disability runs
concurrently, not consecutively.

e. Applicable to Section 6a?6.c of this subsection: As a general rule, and as stated
above, employees are only permitted to use earned PTO leave in conjunction with
family and medical leave. In the event an employee?s leave coincides with the end of
the calendar year, however, such that the employee loses PTO, and due to their
absence, is unable to immediately earn any PTO the calendar year, such employees are
permitted to utilize up to 52.5 hours (7 days at 1.0 FTE) of credited PTO as of January
of the new year.

7. Reinstatement After Leave

a. Eligible employees taking leave under this policy will be reinstated where possible to
their former position, or to an equivalent position, with equivalent bene?ts and other
terms and conditions of employment. However, no employee is entitled under this
policy to any right, bene?t, or position other than that to which the employee would
have been entitled had he or she not taken leave. Thus, for example, if a layoff or some
other extenuating circumstances or business condition arises which affects the

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Revised: 07/26/17

employee?s position, reinstatement may not be possible. Additionally, employees on a
leave extension can not be assured of reinstatement.

b. In addition, also reserves the right to deny post?leave reinstatement to ?key
employees,? where such denial in the judgment of the Chief Executive Of?cer is
necessary to prevent substantial economic or programmatic injury to CIFC. Key
employees will be noti?ed of intention as soon as a determination is made. In
the event such notice is given to a key employee already on leave, the employee will be
offered the opportunity to terminate his or her leave and immediately return to work.
Key employees noti?ed while on leave, who decide not to return to work, will remain
on leave. Key employees are de?ned as the highest paid 10% of the employees
employed by CIFC within 75 miles of the facility at which the employee is employed.

8. Return to Work Examinations

Before being permitted to return to work from a leave for the employee?s own serious
health condition, the employee must provide certi?cation from his or her health care
provider that he or she is able to return to work and perform all functions of the job.

9. Periodic Notification During Leave

Employees are required at least once every four weeks while on leave, to contact their
supervisor to report on their status and intentions with respect to returning to work at
the end of their leave period. If an employee does not return to work or contact his or
her supervisor within three days of the scheduled day of return, then the employee will
be considered to have resigned from employment with CIFC.

.10. Bene?t Continuation During Leave

a. Group health insurance will continue while an employee is on leave at pre-leave
benefit and premium contribution levels, subject to the terms of the health insurance
plan.

b. Bene?ts that operate on an ?earn? basis PTO) cannot be earned during a leave
under this policy.

c. An employee?s eligibility for quali?ed bene?ts g. 40303)), will be governed
according to the terms of each respective such bene?t plan.

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ll. Request for family or medical leave fonn

REQUEST FOR FAMILY OR MEDICAL LEAVE
Name:
Date:
Department/Program: Title:
Status: Full Time Part Time Hire Date:
Length of Service:
I request family or medical leave for one or more of the following reasons:

 

 

 

 

 

1:1 The birth of my child and in order to care for him or her.

Expected date of birth: Actual date of birth:
Leave to start: Expected return date:

 

placement of a child with me for adoption or foster care.

Date of placement:
Leave to start: Expected return date:

 

care for my spouse, child, or parent who has a serious health condition.*

 

Leave to start: Expected return date:
DFor a serious health condition that makes me unable to perform my job.*
Leave to start: Expected return date:

 

DRequest intermittent leave schedule (if applicable, subject to employer?s approval): 

Have you taken a family or medical leave in the past twelve months?
yes no
If yes, how many workdays?

I understand and agree to the following provisions:

I have worked for CIF at least one year and at least 1000 hours in the previous 12 months

If I fail to return to work after the leave for reasons other than continuation, recurrence or onset
of a serious health condition that would entitle me to Medical Leave or other circumstances
beyond my control, I will be financially responsible for the medical insurance premiums the
company paid while 1 was on leave

I am required to exhaust my PTO or medical (disability) as part of my 16 weeks of leave

After 16 weeks of leave, if I do not return to work or contact my supervisor on the date
intended, it will be considered that I resigned from CIFC.

A physician?s certi?cate may be required for leave due to a serious health condition

Dated: Employee Signature:

 

127

Revised: 07/26/17

 

 

LEAVE APPROVAL
Dated:
For full day leave:
Program Director CEO HR Manager
Date: Date: Date:

 

 

 

For intermittent or reduced day leave:

 

 

 

Program Director CEO HR Manager

Date: Date: Date:

 

128

Revised: 07/26/17

12. Physicians certi?cation for family or medical leave

This form is to be utilized by employers who are subject to the Connecticut FMLA.

The Connecticut FMLA applies to employers with 75 or more employees. Certain
provisions from the U.S. DOL federal form WH-380 utilized for leaves taken pursuant to the
federal FMLA have been eliminated because they are not applicable to the Connecticut
FIVILA. Such provisions are referenced here and are found in the federal form WH-BSO.


Connecticut Department of Labor Wage and Workplace Standards Division
family and Medical Leave Act - Certification of Health Care Provider

1. Employee?s Name

 

2. Patients Name (if different from employee)

 

3. A ?serious health condition? under the Family and Medical Leave Act is defined in the
pages that follow. Does the patient?s condition qualify under any of the categories
described? If so, please check the applicable categoryNone of the above

4. Describe the medical facts which support your certification, including a brief statement as
to how the medical facts meet the criteria of one of these categories:

5. a. State the approximate date the condition commenced, and the probable duration of
the condition (and also the probable duration of the patients present incapacity? if
different):

b. Will it be necessary for the employee to take work only intermittently or to work
on a less than full schedule as a result of the condition (including for treatment
described in Item 6 below)?

 

if yes, give the probable duration:

129

Revised: 07/26/17

c. if the condition is a chronic condition (condition or pregnancy, state whether
the patient is presently incapacitated and the likely duration and frequency of
episodes of incapacity?:

6.3. If additional will be required for the condition, provide an estimate of
the probable number of such treatments:

if the patient will be absent from work or other daily activities because of

on an intermittent or part-time basis, aiso provide an estimate of the

probable number and interval between such treatments, actual or estimated dates
of treatment if known, and period required for recovery if any:

b. If any of these treatments will be provided by another provider of health services
physical therapist), please state the nature of the treatments:

c. if a regimen of continuing by the patient is required under your
supervision, provide a general description of such regimen prescription drugs,
physical therapy requiring special equipment):

if medical leave is required for the employee?s absence from work because of the
employee?s own condition (including absences due to pregnancy or a chronic condition), is
the employee unable to perform work of any kind?

b. If a. does not apply, is it necessary for the employee to be absent from work for
treatment? (Reference to the employee?s inability to perform the essential
functions of the employee?s job has been eliminated because such language is not
applicable to Connecticut FMLA. See Section of federal form Wit-380.)

8.a. if leave is required to care for a family member of the employee with a serious health
condition, does the patient require assistance for basic medical or personal needs or safety,
or for transportation?

b. If no, would the employee?s presence to provide comfort be
beneficial to the patient or assist in the patient?s recovery?

c. If the patient will need care only intermittently or on a part-time basis, please
indicate the probable duration of this need:

 

(Signature of Health Care Provider) (Type of Practice)

 

(Address) (Telephone Number)

To be completed by the employee needing family leave to care for a family member:

State the care you will provide and an estimate of the period during which care will be provided,
including a schedule if leave is to be taken intermittently or if it will be necessary for you to work

less than a full schedule:

130

Revised: 07/26/17

 

(Employee Signature) (Date)

*Here and elsewhere on this form, the information sought relates only to the condition for
which the employee is taking FMLA leave.

for purposes of FMLA, is defined to mean inability to work, attend school or
perform other regular daily activities due to the serious health condition, treatment
therefor, or recovery therefrom.

includes examinations to determine if a serious health condition exists and
evaluations of the condition. Treatment does not include routine physical examinations, 
examinations, or dental examinations.

regimen of continuing treatment includes, for example, a course of prescription
medication antibiotic) or therapy requiring special equipment to resoive or alleviate
the health condition. A regimen of treatment does not include the taking of over-the
counter medications such as aspirin, antihistamines, or salves; or bed-rest, drinking fluids,
exercise, and other similar activities that can be initiated without a visit to a health care
provider.

131

Revised: 07/26/17

definition of Serious Health Condition
A ?Serious Health Condition? means an illness, injury, impairment, or physical or mental
condition that involves one of the following:

1. Hospital Care
inpatient care an overnight stay) in a hospital, hospice, or residential medical care

facility, including any period of incapacity or subsequent treatment in connection with or
consequent to such inpatient care.

2. Absence Plus Treatment

A period of incapacityM of more than three consecutive calendar days (including
any subsequent treatment or period of incapacity** relating to the same condition), that
also involves:

(1) two or more times by a health care provider, by a nurse or
physician?s assistant under direct supervision of a health care provider, or by

a provider of health care services physical therapist) under orders of, or
on referral by, a health care provider; or

(2) Treatment by a health care provider on at least one occasion which results
in a regimen of continuing under the supervision of the health
care provider.

Any period oi incapacity due to pregnancy, or for prenatal care.

4. Chronic Conditions Requiring Treatments

A chronic condition which:

(1) Requires periodic visits for treatment by a health care provider, or by a
nurse or physician?s assistant under direct supervision of a health care provider;
(2) Continues over an extended period of time (including recurring episodes

of a single underlying condition); and

(3) May cause episodic rather than a continuing period of incapacity 
asthma, diabetes, epilepsy, etc.).

     

S. Permanent/Long-term Conditions Requiring Supervision

A period of incapacity? which is permanent or long-term due to a condition for which
treatment may not be effective. The employee or family member must be under the
continuing supervision of, but need not he receiving active treatment by, a health care
provider. Examples include Alzheimer?s, a severe stroke, or the terminal stages of a disease.

6. Multiple Treatments (Non-Chronic Conditions)

Any period of absence to receive multiple treatments (including any period of recovery
therefrom) by a health care provider or by a provider of health care services under orders
of, or on referral by, a health care provider, either for restorative surgery after an accident
or other injury, or for a condition that would likely result in a period of incapacity of more
than three consecutive calendar days in the absence of medical intervention or treatment,

132

Revised: 07/26/17

such as cancer (chemotherapy, radiation, eta), severe arthritis (physicai therapy), kidney
disease (dialysis).



133

Revised: 07/26/17

@43me 
Salary Range Matrix

134-

Revised: 07/26/17

Appmdix 
Canuecticm instimte For Cammunities, Em;
Annual Hoiiday Scheduled To Be Betermined and Circu?ated Separately

135

Revised: 07/26/17

136

 

 

Approved by the Board of Directors with

Cumulative Updates through June 17, 2017

Page 1 0f118

I.

II.



Sonnecticut Institute For Cemmunities, Inc.

 

 

FENANCEAL ANUAL
Table of Contents
Page Number

INTRODUCTION 5
SYSTEMS OVERVIEW 6
GENERAL 7
1. The Role of the Board of Directors 7
2. The Chief Executive Of?cer 7
3. The Finance Director 8
4. Program Directors 8
5. Lines of Authority 8
6. 3' ob Descriptions 8
7. Separated Duties 8 .
8. Vacations Mandatory 8
9. Separate Accounts 8
10. Original Documents 8
11. Practice of Ethical Behavior 8
l2. Con?icts of Interest 10
13. Compliance With Laws, Regulations and Institute Policies 10
14. Disciplinary Action 1 1
15. Fraud Policy 12
16. Security 15

Page 2 ot?lflg

IV.

VI.

VII.



IX.

XI.

XII.



17. Technology and Electronic Communications 16
18. General Ledger and Chart of Accounts 29
19. Political Activity Prohibited 2.2
20. Employee and Director Business Travel 
21. Record Keeping Associated with Independent Contractors 26
22. Changes in Payroll Data 27
23. Electronic Wire Transfers 27
24. Investment Policies 27
25. Charging of Costs to Federal Awards 3.0.
26. Non Federal Share (In-Kind) Valuation 34
27. Non Federal Share (InwKind) Documentation 36
28. Gift 38
29. Reporting of Head Start Administrative Costs 39
SEPARATION OF ACCOUNTING FUNCTIONS 4:3:
PETTY CASH 4-6
CASH RECEIPTS 48
CASH DISBURSEMENTS 4-9
FEDERAL FUNDS DRAW DOWN POLICY 51
PURCHASING 5.2.
PAYROLL Q9.
TRAVEL '22
CONSULTANTS AND CONTRACTORS 7 5,
PROPERTY 76

Page 3 OPEN

XIV. LEASES

XV. INSURANCE '78
XVI. TELEPHONE 79
XVII. 
BOOKS OF ORIGINAL ENTRY 
XIX. GRANTS AND CONTRACTS 3Q
XXI. REPORTS 8.1.
XXII. INTERFUNDS TRANSACTIONS 82
MINUTES OF 
XXIV. OTHER 8 .2.
1. Loans 82
2. Cost Allocation 33
3. Programlncome83
4. Financial Procedures 3.4:
5. Form 990 34:
6. Record Retention 84;
7. Credit Card use and Control Rules) 85
8. Housing Management and Development Activities 86
9. Con?ict of Rules 8 L5.
10. Other Policies 86
XXV. Program Speci?c Billing Collection Policies 96



Page 4 

l. 

The Connecticut Institute For Communities, Inc. (CIFC) is a private, non?stock, non-
pro?t organization incorporated under the laws of the State of Connecticut. It was
established to mobilize resources and services to advance the interests of the low and
moderate income residents of the Institute?s service areas and their communities. CIFC
seeks to provide programs in such areas as health, education, economic development,
social and human services, housing, job deveIOpment and training, and other areas of

community service and need.

The primary objective of ?nancial management system is to ensure the accurate
recording of all transactions, both cash and accrued, and to facilitate compliance with
generally accepted accounting principles. Included in this objective is the commitment
that all program funds are to be expended and accounted for in a manner consistent with

all contract and grant obligations.

The purpose of this manual is to delineate the speci?c procedures applicable to the
Institute?s various financial transactions. This manual documents the financial operations
of the Institute. It fonnalizes accounting policies and establishes selected

procedures for use by the accounting staff and to document internal controls.

Page 5 of 118

H. SYSTEMS OVERVEEW

A. ACCOUNTING

The Connecticut Institute For Communities, inc. uses a double entry system composed of
a general ledger and journals of original entry. A double entry bookkeeping system is a
self?balancing set of accounts, where at least two accounts are affected by each
transaction, and in which the debits must equal the credits.

CIFC operates on a Program Fund/Project Accounting basis. A program fund is an
independent accounting record having separate asset, liability, revenue, expenditure, and
fund balance accounts for each grant, contract, or project. A project may include the
management of an entirely separate enterprise, such as the Beaver Street Apartments
Cooperative, Inc. or an af?liated enterprise such as CIFC 120 Main Holding Corp. All
monies received or expended by CIFC must be classified by Fund or Project and defined
in accordance with any special regulations, restrictions, or limitations as specified by
grants or contracts.

All ledgers are maintained in a manner which facilitates the preparation of intennal and
external reports.

The corporate ?scal year is January 1 through December 31.

B. CONTROLS

CIFC internal controls have been designed to safeguard assets, verify the accuracy of
accounting records, promote operational efficiency, and adhere to prescribed

management policies and procedures.

All internal reports are designed to provide comprehensive information to facilitate the
planning needs of the staff and the Board of Directors.

The basic elements of the Institute?s internal controls include:

1. A clear determination of each employee?s responsibilities and lines of
reSponsibility;
2. Separation of accounting functions. (The separation of accounting

functions is more
specifically delineated in Section and

Page 6 of 118

Hf. 

3. A proper system for the authorization and accounting of transactions.

 

l. The Role of the Board of Directors

CIF is governed by its Board of Directors, which is responsible for the oversight of the

Institute by:

a. Planning for the future, developing plans for long?range viability of the
organization by engaging in strategic planning, and measuring and evaluating
progress in meeting long-term programmatic and ?nancial goals

b. Establishing policies

c. Identifying and proactively dealing with emerging issues

(1 Interpreting the lnstitnte?s mission to the public and conducting an ongoing
review of the Institute?s mission and bylaws, evaluating patient/client satisfaction,
and monitoring organizational assets and performance

e. Soliciting prospective contributors

f. Contracting for the Chief Executive Of?cer (CEO) and performance evaluation of

the CEO

g. Establishing and maintaining programs and systems designed to assure
compliance with terms of contracts and grants

h. Holding meetings

i.

j.

Approval of grant applications and budgets

Selection of services to be provided and health center hours of operation

The role of Board Committees is further speci?ed in the lnstitute?s Articles of

incorporation and By?Laws.

2., The Chief Executive Officer

Page ?7 ofllg

The Chief Executive Of?cer has responsibility for all operations and activities, including

?nancial management.

3. The Finance ?ireetor
The Finance Director is responsible to the Chief Executive Of?cer for all ?nancial

operations.

4. ?ogram Directors

Program Directors are reSponsible to the Chief Executive Of?cer.
5. Lines of Authority
The lines of authority on the Institute's organization chart are to be followed by all

employees.

6? -

   

Current job descriptions are 'to be maintained for all employees, indicating duties and

responsibilities.



     

Financial duties and responsibilities are separated so that no one employee has sole
control over cash receipts, disbursements, payrolls, reconciliation of bank accounts, etc.
(See also Section 1V, below).

8. Vacations Mandatory

All employees are required to take annual vacations.
9. Separate Accounts

Separate bank accounts and books are maintained as required by funding source or

project regulations or requirements.

Page 8 of 118

10. Original Documents

All original ?nancial documents, in the form required from time?to-time by the Chief

Executive Of?cer, are to be originally completed in ink.

11. Practice of Ethical Behavior
Unethical actions, 01* the appearance of unethical actions, are unacceptable under any
conditions. The policies and reputation of depend to a very large extent on the

following considerations.

Each employee must apply her/his own sense of personal ethics, which should extend
beyond compliance with applicable laws and regulations in business situations, to govern
behavior where no existing regulation provides a guideline. it is each employee's
responsibility to apply common sense in business decisions where specific rules do not

provide all the answers.

In determining compliance with this standard in Speci?c situations, employees should ask

themselves the following questions:

Is my action legal?

:99

b. Is my action ethical?

c. Does my action comply with CIFC policy?

d. Am I sure my action does not appear inappropriate?

e, Am I sure that I would not be embarrassed or compromised if my action became

known within the institute or publicly?

f. Am I sure that my action meets my personal code of ethics and behavior?

Page 9 of 118

g. Would I feel comfortable defending my actions on the 6 o?clock news?

Each employee should be able to answer ?yes" to all of these questions before taking

action.

Each Program Director, Manager and supervisor is responsible for the ethical business
behavior ofher/his subordinates. Directors, Managers and supervisors must weigh
carefully all courses of action suggested in ethical as well as economic terms, and base
their final decisions on the guidelines provided by this policy as well as their personal
sense of right and wrong. See also Sections 1 and XIV of the CIFC Employee Manual,

which are incorporated herein by reference.

12. Con?icts of interest See Section of the CTFC Employee Manual entitled

?Conflict of lnterest/Nepotism,? incorporated herein by reference.

13. Compliance With Laws, Reguiations and institute Policies
CIFC does not tolerate the will?il violation or circumvention of any Federal, state, local,
or foreign law by an employee during the course of that person's employment; nor does
the institute tolerate the disregard or circumvention of CIFC policy or engagement in
unscrupulous dealings. Employees shall not attempt to accomplish by indirect means,

through agents or intermediaries, that which is directly forbidden.

Implementation of the provisions of this policy is one of the standards by which the
performance of all levels of employees will be measured. Sec aiso Section oft/ta

CIF Empfoycc Manual and the CIF Compliance Plan Policy.

Standards for inancia] Management Systems

In accordance with 2 CFR Part 200, Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards, CIF maintains a financial
management system that provides for the following (specific procedures to carry out
these standards are detailed in the appropriate sections of this manual):

Page ii) of 118

1. Identi?cation, in all its accounts, of all Federal, State and local awards received
and expended and the programs under which they were received.

2. Accurate, current, and complete disclosure of the ?nancial results of each project
or program in accordance with the reporting requirements of 2 CFR Parts
200327, Financial Reporting, and 200.328, Monitoring and Reporting Program
Performance, and/or the award.

3. Records that identify adequately the source and application of funds for sponsored
activities. These records must contain information pertaining to awards,
authorizations, obligations, unobligated balances, assets, outlays expenditures,
income, and interest and be fully supported by source documentation.

4. Effective control over and accountability for all funds, property, and other assets.
CIF must adequately safeguard all such assets and ensure they are used solely
for authorized purposes.

5. Comparison of outlays with budget amounts for each award.

6. information that relates ?nancial data to performance accomplishments and
demonstrates cost effective practices as required by funding sources. (2 CFR Part
301, Performance Measurement)

Written procedures to minimize the time elapsing between the transfer of funds
and disbursement by CIFC. Advance payments must be limited to the minimum
amount needed and be timed to be in accordance with actual, immediate cash
requirements to CIF from the US. Treasury and the issuance or redemption of
checks, warrants, or payments by other means for program purposes by the
recipient. 2 CFR Part 200.305 Payment.

8. Written procedures for determining the reasonableness, allocability, and
allowability of costs in accordance with the provisions of the applicable federal 2
CF Part 200 Subpart E, Cost Principles, and the terms and conditions of the
award.

14. Discipiinarv Action
Failure to comply with the standards contained in this policy will result in disciplinary

action that may include termination, referral for criminal prosecution, and reimbursement

Page ii of 1'18

to the Institute or to the government, for any loss or damage resulting from the violation.
As with all matters involving disciplinary action, principles of fairness will apply. Any
employee charged with a Violation of this policy will be afforded an opportunity to

explain her/his actions before disciplinary action is taken.
Disciplinary action will be taken:

a. Against any employee who authorizes or participates directly in actions that are a

violation of this policy.

b. Against any employee who has deliberately failed to report a violation or
deliberately Withheld relevant and material information concerning a violation of

this policy.

c. Against any Program Director, Manager or supervisor who attempts to retaliate,
directly or indirectly, or encourages others to do so, against any employee who

reports a violation of this policy.

See also Section XVI of the CIF Employee Manual, entitled ?Discipline, Termination

and Other Actions.?

 

a. Scope

This policy applies to any fraud or suspected fraud involving employees, officers or
directors, as well as members, consultants, vendors/contractors, funding sources and/or
any other parties with a business relationship with CIFC. Any investigative activity
required will be conducted without regard to the suspected wrongdoer?s length of service,

position/title, or relationship with CIF C.

Page 12; of 3.18

ti. Policy

Management is reSponsible for the detection and prevention of fraud, misappropriations,
and other irregularities. Fraud is defined 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. Each member of the management team 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 Compliance
Of?cer, the CIFC Compliance Hotline, the Finance Director or the Chief Executive

Officer, or, alternatively, to the Chair of the CIFC Board.

c. Actions Constituting Fraud

The terms fraud, defalcaticn, misappropriation, and other fiscal irregularities refer to, but

are not limited to:

a. Any dishonest or fraudulent act

b. Forgery or alteration of any document or account belonging to CIFC

c. Forgery or alteration of a check, bank draft, or any other financial document
(1. Misappropriation of funds, securities, supplies, equipment, or other assets of
CIFC

e. lmpropriety in the handling or reporting of money or ?nancial transactions

f. Disclosing confidential and proprietary information to outside parties

g. Accepting or seeking anything of material value from vendors/contractors, or

persons providing goods or services to CIFC. Exception: gifts less than $50 in

value.
11. Destruction, removal or inappropriate use of records, furniture, ?xtures, and
equipment
i. Any similar or related irregularity

Page 13 of 118

d. Other irregularities

Irregularities concerning an employee?s moral, ethical, or behavioral conduct should be
resolved by the program management, the Compliance Officer, and the Chief Executive

Officer.

If there is a question as to whether an action constitutes fraud, contact the Compliance
Officer, the Compliance Hotline, the Finance Director, the Chief Executive Officer or the

Chair of the Board for guidance.

e. investigation Responsibilities

The Board of Directors has the primary responsibility for the investigation of all
suspected fraudulent acts as de?ned in the policy. The Board of Directors may utilize
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 Directors will issue reports to appropriate designated personnel and, if

appropriate, to the Board of Directors.

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 disposition of the

0336.

if suspected fraud or other wrongdoing involves programs funded in whole or in part with
public funds, additional responsibilities, such as special reporting and disclosure to the
awarding agency, may apply to the institute. It is the policy of CIFC to fully comply with
all additional reporting, disclosure and other requirements pertaining to suSpected acts of
fraud as described in award documents. See also Section XVI of the CIFC Employee
Manual, entitled ?Discipline, Termination and Other Actions,? and the CIFC Compliance

Policy and Plan.

Page is of 118

t. Confidentiaiity

Any employee who suspects dishonest or fraudulent activity will notify the Compliance Of?cer,
the Compliance Hotline, the Chief Executive Of?cer, the Finance Director or the Board of
Directors Chair immediately, and should not attempt to personally conduct investigations or
interviews/ interrogations related to any suspected fraudulent act (see Reporting E?roeedures
section below). The Board of Directors, the Chief Executive Of?cer, and the Finance Director

treat all such information received con?dentially.

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 CIFC from potential civil liability. If the Chair of the Board of Directors

deems it appropriate, he/she may conduct closed meetings at which such matters may be

discussed. See also Section XIV of the CIFC Employee Manual, entitled ?Con?dential

Information.?

g. Authority for investigation of Suspected Fraud

Members of the CIFC Board of Directors Shall have:

a. Free and unrestricted access to all CIFC related records and premises, whether
owned or rented (as limited on a ?need to know? basis regarding con?dential

client, program participant, or personnel information); and

b. Subject to section a. immediately above, the authority to examine, copy, and/or
remove all or any portion of the contents of files, desks, cabinets, and other
storage facilities related to CIF matters on the premises without prior knowledge
or consent of any individual who may use or have custody or any such items or

facilities when it is within the scope of their investigations.

h. Reporting Procedures
Great care must be taken in the investigation of suSpected improprieties or irregularities so as to

avoid mistaken accusations or alerting suspected individuals that an investigation is under way.

Page 15 of HS

An employee who discovers or suspects fraudulent activity will contact the Compliance
Officer, the Compliance Hotline, the Chief Executive Officer, Finance Director or the
Chair of the Board of Directors 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 Compliance Officer, the Board Chair, or CIFC legal counsel. No
information concerning the status of a potential or ongoing 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 speci?c reference.

The reporting individual should be informed of the following:

a. Do not contact the suspected individual in an effort to determine facts or demand
restitution.
b. Do not discuss the case, facts, suspicions, or allegations with anyone unless

specifically asked to do so by the CIFC legal counsel, the Compliance Officer, the
Chief Executive Officer, or the Board Chair.

16. Securi?
a. Centrai Business Office

The CIFC blank check stock shall be stored in a locked file cabinet in the Central
Business Office. This cabinet will be locked with a key that is kept in the Central
Business Office. Access to this file cabinet shall be by keys in the possession of the

Finance Director and the Deputy Finance Director/Comptroller.

b. Access to Stored Accounting Data
It is the policy of CIFC to utilize passwords to restrict access to accounting software and
data. Only duly authorized accounting personnel with data input responsibilities will be

assigned passwords that allow access to the system.

Page E6 of 118

Accounting personnel are expected to keep their passwords secret and to change their
passwords on a regular basis, no less frequently than quarterly. Administration of
passwords shall be performed by a responsible individual independent of programing

functions.

Each password enables a user to gain access to only those software and data ?les
necessary for each employee's required duties.

c. Storage of Backap Files

It is the policy of CIFC to maintain back-up copies of electronic data files in a secure,
fire?protected environment. Access to back-up files shall be limited to individuals

authorized by management.

ti. General Office Security
During normal business hours, all visitors are required to check in with the front desk at
each location. After hours, a security key is required for access to the offices of CIFC.

Keys are issued only to employees 

17. Technology and Electronic Communications
a. Purpose and Scope

The purpose of this policy is to identify guidelines for the use of CIFC technologies and
communications systems. This policy establishes a minimum standard that must be
upheld and enforced by users of the lnstitute?s technologies and communications

systems.

The term ?user? as used in these policies refers to employees (whether full-time, part-
time or limited?term), independent contractors, consultants, and any other user having
authorized access to, and using any of, the lnstitute?s computers or electronic

communications resources.

Computer and electronic communications resources include, but are not limited to, host
computers, file servers, stand alone computers, laptOps, printers, fax machines, phones,

on~line services, E??mail systems, bulletin board systems, and all software that is owned,

Page 17 of'tlS

licensed or operated by CIF C. CIFC will, whenever practicable, collect, transmit and
store accounting information in open and machine?readable formats rather than in closed

formats or on paper.

See also Section of the CIFC Employee Manual, entitled ?Computer Network 

Information Security Policy.?

b. Acceptable Use of Institute Property

Use of the institute?s computers and electronic communications technologies is for
programmatic and business activities of CIF C. All use of such resources shall be in an
honest, ethical, and legal manner that conforms to applicable license agreements,
contracts, and policies regarding their intended use. Although incidental and occasional
personal use of the institute?s communications systems are permitted g. for

coordination of personal and professional schedules), users automatically waive any

rights to privacy.

In addition, the information, ideas, concepts and knowledge described, documented or
contained in the Institute?s electronic systems are the intellectual property of CIF C. The
copying or use of the Institute?s intellectual property for personal use or benefit during or
after employment (or period of contract) with CIFC is prohibited unless approved in

advance by the Chief Executive Officer.

All hardware (laptops, computers, monitors, mice, keyboards, printers, telephones, fax
machines, etc) issued by CIFC is the property of the Institute and should be treated as
such. Users may not physically alter or attempt repairs on any hardware at any time.

Users must report any problems with hardware to the Finance Director.

e. Password Security

Users are responsible for safeguarding their login passwords. Passwords may not be

shared, nor should they be printed or stored on~1ine. Users should not leave their

Page 18 of 118

computers unattended without logging off. See also Section 1.1 of the CIF Employee

Manual, entitled ?Computer Network Information Security Policy.?

d. Con?dentiality

All information about individuals, families or organizations served by CIF is
confidential. No information may be shared with any person or organization outside

CIF without the prior written approval of the individual, family or organization and the

Chief Executive Officer, or his/her designee g. Medical Records Specialist).

In addition to accounting and ?nancial data stored in the Finance Department, other
sensitive data, including protected personally identifiable information (P11) shall be
treated as con?dential information. 2 CFR Part 200 defines ?personally identifiable
information?(Pll) as ?information that can be used to distinguish or trace an individual?s
identity, either alone or when combined with other personal or identifying information
that is linked or linkable to a specific individual. Some information that is considered to
be PH is available in public sources such as telephone books, public Web sites, and
university listings.? ?Protected personally identifiable information? (PPH) is de?ned as
?an individual's first name or ?rst initial and last name in combination with any one or
more of types of information, including, but not limited to, social security number,
passport number, credit card numbers, clearances, bank numbers, biometrics, date and
place of birth, mother's maiden name, criminal, medical and financial records,
educational transcripts.? CIFC shall take as much reasonable effort as possible to limit
access to PPH. (2. CFR Part 200.303(e) All sensitive data shall be securely stored and
shredded as soon as possible when no longer needed. CIFC will also shred all consumer
information obtained by the institute for any reason. Credit card data shall be destroyed
as soon as the transaction is final. If it is necessary to retain the paperwork for a
transaction, the credit card number should be obliterated. See also Section XIVE of the

CIF Employee Manual, entitled ?Confidential Information.?

Page 19 of HS

e. Copyrighted Information

Use of CIFC electronic communication systems to copy, modify, or transmit documents,
software, infonnation or other materials protected by copyright, trademark, patent or
trade secrecy laws, without obtaining prior written permission from the owner of such

rights in such materials, is prohibited.

f. instailation of Software

The installation of new software on the computers of CIFC without the prior approval of
the Finance Director is prohibited. If an employee desires to install any new programs
onto a CIFC computer, written permission should first be obtained. See also Section 
of the CIFC Employee Manual, entitled ?Computer Network information Security

Policy.?

g. Other Prohibited Uses

Other prohibited uses of the Institute?s communication systems include, but are not

limited to:

1.. Engaging in any communication that is discriminatory, defamatory, illegally
pornographic or obscene, racist, sexist or that evidences religious bias, or is
otherwise of a derogatory nature toward any specific person, or toward any race,
nationality, gender, marital status, sexual orientation, religion, disability, physical

characteristic, or age group.

2. Browsing or downloading and/or forwarding and/or printing such pornographic,
profane, discriminatory, threatening or otherwise offensive material from any
source including, but not limited to, the Internet.

3. Engaging in any communication that is in violation of federal, state or local laws.

4. Proselytizing or promoting a religious belief or tenet.

Page 20 of HS

10.

ll.

12.

Campaigning for or against any candidate for political of?ce; or 
campaigning for any ballot proposal or initiatives, without the speci?c written

approval of the Chief Executive Of?cer and Board of Directors
Sending, forwarding, redistributing or replying to ?chain letters.?

Unauthorized use of passwords to gain access to another user?s information or

communications on CIF systems or elsewhere.
Advertising, solicitation or other commercial, non?programmatic use.

Knowingly introducing a computer virus into the Institute?s communication

system or otherwise knowingly causing damage to the Institute?s systems.

Using the institute?s systems in a manner that interferes with normal business
functions in any way, including but not limited to, streaming audio from the

Internet during business hours, stock tickers, installing unauthorized software, etc.

Excessive personal use of the Institute?s technologies that preempts any business activity

or interferes with Institute productivity.

Sending e?mail messages under an assumed name or obscuring the origin of an e-mail

message sent or received.

See also Section of the CIFC Employee Manual, entitled ?Computer Network 

information Security Policy.?

i.

Disciplinary Action for Vioiations

CIFC requires all users to adhere to this policy. Violations of this policy will result in

disciplinary action, which could include termination of employment or cancellation of

contracts. See also Section XVI of the CIFC Employee Manual, entitled ?Discipline,

Termination and Other Actions,?

Page 2i. ofiiS

j. Reporting of Suspected Violations

Suspected violations of these policies should be immediately and con?dentially reported
to your immediate supervisor. If you prefer not to discuss it with your supervisor, you
may contact the Compliance Officer, the Compliance Hotline, the Finance Director, or

the Chief Executive Officer.

CIF reserves the right to install programs that monitor employee use of the Internet and
electronic communication systems and to act on any violations of these policies found
through use of such programs. CIF further reserves the right to examine any and all
electronic communications sent or received by employees via the Institute?s electronic

communications systems. See also CIF Compliance Policy Plan.

3.8. Generai Ledger and Chart of Accounts
The general ledger is de?ned as a group of accounts that supports the information shown
in the major ?nancial statements. The general ledger is used to accumulate all ?nancial
transactions of CIF C, and is supported by subsidiary ledgers that provide details for
certain accounts in the general ledger. The general ledger is the foundation for the

accumulation of data and reports.

a. Chart of Accounts Overview

The chart of accounts is the framework for the general ledger system, and therefore the
basis for accounting system. The chart of accounts consists of account titles and
account numbers assigned to the titles. General ledger accounts are used to accumulate
transactions and the impact of these transactions on each asset, liability, net asset,

revenue, expense and gain and loss account.

chart of accounts is comprised of five types of accounts:

1 . Assets

Page 22 of 118

2. Liabilities
3. Net Assets
4. Revenues
5. Expenses

b. Contrei of Chart of Accounts

chart of accounts is monitored and controlled by the Finance Director.
ReSponsibilities include the handling of all account maintenance, such as additions and
deletions. Any additions or deletions of accounts shall ?rst be approved by the Finance
Director, who ensures that the chart of accounts is consistent with the ?nancial structure
of CIFC and meets the needs of each program, and is compliant with all grant and

contractual obligations.

c. Changes to the Chart of Accounts

Additions to, deletions from, or any other changes to chart of accounts shall only

be done with the approval of the Finance Director.

d. Fiscal Year of "institate

CIF shall operate on a ?scal year that begins on January 1 and ends on December 31st.
Any changes to the ?scal year of the Institute must be approved by majority vote of
Board of Directors.

e. Journal Entries
All general ledgers entries that do not originate from a subsidiary iedger shall be supported by
journal vouchers or other documentation, which shall include a reasonable explanation of each

such entry. Examples of such journai entries include:

1. Recording of noncash transactions
2. Corrections of posting errors
3. Non?recurring accruals of income and expenses

Page 23 of 118

Certain journal entries, called recurring journal entries, occur in every accounting period. These

entries may include, but are not limited to:

Depreciation of ?xed assets
Amortization of prepaid expenses
Accretion of discounts on promises to give

Accruals of recurring expenses

wewwe

Amortization of deferred revenue

Support for recurring journal entries shail be in the form of a schedule associated with the
underlying asset or liability account or, in the case of short?term recurring journal entries or

immaterial items, in the form of a journal voucher.

it is the policy of CIFC that all journal entries not originating from subsidiary ledgers shall be

authorized by the Finance Director.

i. Nonumscrimination Eoiicy See Section I. of the CIFC Employee Manual,

entitled ?Discrimination Prohibited.?

g. Each private or public grant received by the Institute (exclusive of individual private
contributions) shall be recorded in the accounting system with a separate grant code

that identi?es the source of the grant and the start and end year of the grant.

i9. i?oiiticai Activity Prohibited
a. Prohibited Expenditures
It is the policy of that the Institute shall not incur any expenditure for political

activity. For purposes of this policy, political activity shall be de?ned as any activity
associated with the direct or indirect support or opposition of a candidate for elective
public of?ce at the federal, state or local level. Political activity does not include
lobbying activities, de?ned as the direct or indirect support or opposition for legislation,
which is not prohibited under the Internal Revenue Code for CIF C. Examples of

prohibited political expenditures by CIFC include, but are not limited to, the following:

Page 24 of 118

1. Contributions to political action committees

2. Contributions to the campaigns of individual candidates for public office

3. Contributions to political parties

4. Expenditures to produce printed materials (including materials included in
periodicals) that support or Oppose candidates for public of?ce

5. Expenditures for the placement of political advertisements in periodicals

See also Section XIV.I of the Employee Manual entitled, ?Political Activities.?

b. Endorsements of Candidates

It is the policy of CIF not to endorse any candidates for public of?ce in any manner,
either verbally or in writing. This policy extends to the actions of management and other
representatives of CIFC, when these individuals are acting on behalf of, or are otherwise

representing, the Institute.

See also Section X.IV.I of the Employee Manual entitled, ?Political Activities.?

e. Prohibited Use of Institute Assets and Resources

It is the policy that no assets or human resources of the Institute shall be utilized
for political activities, as defined above. This prohibition extends to the use of Institute
assets or human resources in support of political activities that are engaged in personally
by board members, members of management, employees, or any other representatives of
CIF C. While there is no prohibition herein against these individuals engaging in political
activities personally (on their own time, and without representing that they are acting on
behalf of the Institute), these individuals must at all times be aware that Institute
resources cannot at any time be utilized in support of political activities. Employees of
the Institute are advised that their personal political activities may be regulated or limited
by provisions of local, state or federal law, rules or regulations, in regard to which they

are individually responsible for compliance g. ?Hatch Act?).

Page 25 of 118

See also Section XIVJ of the Employee Manual entitled, ?Political Activities.?

6.

20. Employee and Director Business Travel
At the conclusion of a CIFC business trip, an employee or member of the board of
directors that has incurred business-related expenses should complete an Expense

Report in accordance with the following policies:

Documentation must justify that participation of the traveler is necessary for the
Federal award and costs are reasonable and consistent with travel policy.
identify each separately incurred business expense do not group ail expenses
associated with one trip together)

With the exception of tips, tolls and reimbursed mileage, all business expenses
must be supported with invoices/receipts.

For all lodging and any expenditure, vendor/contractor receipts/invoices must be
submitted. Credit card charge slips do not represent adequate supporting
documentation a hotel receipt must be obtained to substantiate all lodging
expenditures. At the Finance Director?s discretion, the Institute may also employ
per diern rates (or lesser rate as established by the Institute) to
reimburse travelers. Per diem rates may be used exclusively for meals and
incidentals or for lodging and meals and incidentals. When per diem rates are
utilized, there is no requirement to obtain receipts from travelers to substantiate
these components of business travel.

For airfare, airline-issued receipts should be obtained. If a traveler fails to obtain a
receipt, other evidence must be submitted indicating that a trip was taken and the
amount paid (for example, a combination of an itinerary, a credit card receipt, and
boarding passes).

Mileage may be reimbursed at the standard federal rates currently in effect, as

published each year by the IRS.

Page 26 of 138

7. The business purpose of each trip must be adequately explained on each report.

8. For all meals and other business expenditures, the following must be clearly
identi?ed:

a. Names, titles, organization, and business relationships of all persons
entertained

b. The business purpose of the meal or other business event (topics

discussed, etc.)

9. All expense reports must be signed and dated by the employee.

10. All expense reports must be approved by the employee?s Program Director.

'1 1. Only one expense report form should be prepared for each trip. An employee will
not be reimbursed for expense reports not meeting the preceding criteria. If the Expense
Report results in a balance due to CIFC (as a result of receiving a travel advance greater
than actual business expenditures), the employee must attach a check or sign a statement

indicating authorization to settle the balance due through a payroll deduction.

No further travel advances will be issued to any employee who has an outstanding
balance due to CIF from a previous business trip. If the expense report results in a
balance due to the employee, the employee will be reimbursed via Institute check.

b. Reasonableness ui? Travel Costs

CIFC shall reimburse travelers only for those business?related costs that are reasonably

incurred. Accordingly, the following guidelines shall apply:

Suites and other upgraded rooms at hotels shall not be allowed; travelers should

stay in standard rooms.

2. When utilizing rental cars, travelers should rent midsize or smaller vehicles; share

rental cars whenever possible.
3. Business?related long?distance telephone calls while away on business travel are
permitted, but should be kept to a minimum; expense reports should explain long?

distance charges.

Page 27 of 118

4. Personal long?distance calls while away on business are reimbursable if kept to a
minimum, such as one call home to family; personal calls in excess of this
shall not be reimbursed.

5. Whenever possible, travelers should utilize long?distance calling cards when
placing calls while away on travel; avoid using the hotel?s long~distance service if
possible.

6. Reasonable tips for baggage handling shall be reimbursed; no receipts are

required.

(3.

Special Rules Pertaining to Air ?i?ravei

The following additional rules apply to air travel:

Air travel should be at coach class; first class air travel shall not bereimbursed
unless there is a documented medical reason.

Memberships in airline ?ight clubs is not reimbursable.

Cost of ?ight insurance is not reimbursable.

When airfare is $1000 or more, two quotes from a travel agency and/or an airline
should be obtained and attached to the expense report.

When returning on a Sunday or departing on a Saturday in order to obtain a cost
savings in airfare due to the Saturday-night stay?over, travelers should provide a
total cost comparison (showing that the lower airfare plus an extra night lodging,
meals incidentals is less costly than airfare without the Saturday night stay?
over).

Cost of upgrade certificates is not reimbursable.

Cost of canceling and rebooking flights is not reimbursable, unless it can be
shown that it was necessary or required for legitimate business reasons (such as
changed meeting dates, etc).

Travelers must identify and pay for all personal flights, even if such flights are
incorporated into a flight schedule that serves business purposes CIFC will

not reimburse for the personal legs of a trip).

Page 28 of HS

d. Spouse/Partner Travei

It is the policy of CIFC not to reimburse any employee or Board Member for separate
travel costs (air fare, etc.) associated with his/her spouse or partner. The cost of a shared
hotel room need not be allocated between employee/director and spouse/partner for
purposes of this policy.

a. Temporary Dependent Care Costs

Temporary dependent care costs above and beyond regular dependent care that directly
result from travel to conferences are allowable and reimbursable providing that:

l. The costs are a direct result of the individual's travel for the Federal award;

2. The costs are consistent with documented travel policy for all entity
travel; and

3. Are only temporary during the travel period.

Record?Keeping Associated with independent Centraetors
CIFC shall obtain a completed Form or equivalent substitute documentation from all
vendors/contractors to whom payments are made. A record shall be maintained of all
vendors/contractors to whom a Form 1099 is required to be issued at year~end. Payments

to such vendors/contractors shall be accumulated over the course of a calendar year.

22. Changes in Payroll Esta
It is the policy of CIFC that all of the following changes in payroll data are to be

authorized in writing:

a. New hires

b. Terminations

0. Changes in salaries and pay rates

d. Voluntary payroll deductions

e. Changes in income tax withholding status
f. Court?ordered payroll deductions

Page 29 of H8

New hires, terminations, and changes in salaries or pay rates shall be authorized in

writing by the Chief Executive Of?cer.

23. Electronic Wire Transfers
The Deputy Finance Director/Comptroller, the Finance Director, and the Chief Executive
Of?cer shall be the only CIFC employees authorized to transact electronic wire transfers

from CIFC bank accounts.

Con?rmations of all electronic wire transfers are delivered to the designated Staff

Accountant for posting and then forwarded to the Finance Director.

24. investment Poiicies
a. introduction

it is the policy of CIFC to treat all assets of the Institute, including those funds that are
legally unrestricted, as though they are held by CIFC in a ?duciary capacity for the
purpose of accomplishing the institute?s mission. As such, the policies described in this
section are to be interpreted in light of that overall sense of stewardship, and the

investment standards of CIFC shall be those of a prudent investor.

investment Objectives

investment objectives are the preservation and protection of the Institute?s assets,
as well as the maintenance of liquid reserves to meet obligations arising from

unanticipated activities, by earning an appropriate return on investments.

e. Atiovvabte investments

investments of CIFC, if any, shall be made exclusively with the following securities:

1. Federally-insured Certi?cates of Deposit, not to exceed $100,000, including

interest, at commercial banks or savings and loan institutions;

2. US. Treasury securities and securities of Federal agencies and instrumentalities;

Page 30 ofiig

3. Repurchase agreements with ?nancial institutions collateralized by US. Treasury

or Federal agency securities;

4. Corporate bonds and notes rated A or better by Moody?s and Standard Poors;

5. Commercial paper rated P?l/A?l by Moody?s and Standard Poors;

6. Money market funds that invest in securities approved under these guidelines.

CLFC shall not engage in margin transactions, short selling, commodity transactions or use of

derivatives.

(3. Accounting Treatment

All purchased investments shall initially be recorded at cost. All investments acquired by
donation to shall initially be recorded at their fair market value as of the date of donation.
Donated investments shall be recorded as unrestricted, temporarily restricted, or permanently

restricted income and net assets based on the existence or absence of such restrictions.

Subsequent to acquisition, it shall be the policy of CIFC to carry all equity securities with readily
determinable fair market values and all debt securities at their market values. Adjustments to
market value shall be made in the accounting records and ?nancial statements of CIFC on a

quarterly basis.

Adjustments to market value result in unrealized gains and losses on investments. Such gains and
losses resulting from contributed investments shall be classi?ed as unrestricted, temporarily
restricted, or permanently restricted based on the existence or absence of explicit restrictions on

such appreciation and depreciation from the donor, as de?ned earlier.

e. ?rocedures and Reporting

The following procedures will be followed to ensure that investments, if any, are properly
managed and that these investment policies are consistent with the mission of CIFC and

accurately reflect the current ?nancial condition of the Institute:

Page Bl of 118

The Finance Director shall maintain a schedule of investments, if any, and
reconcile such schedule with the general ledger and with investment account
statements on a basis. The schedule of investments shall include the

following information with respect to each investment:

a. Date acquired

b. Method of acquisition (purchase or donation)
c. Cost or basis at acquisition

d. Description of investment

e. interest rate (if applicable)

f. Date of maturity (if applicable)

g. Holder/issuer of security

h. Current market value

i. Unrealized gain or loss

j. Accrued interest receivable (if applicable)

k. Income received, year-to?date (Le. interest, dividends, etc.)

The Finance Director shall prepare a schedule of investments, if any, for
presentation on at least a quarterly basis for the Finance Committee and on an

annual basis for the Board of Directors.

The quarterly investment reports shall detail the portfolio?s composition and
performance for the quarter and year?to?date, along with a comparison to budget
and to the prior year.

The annual investment report shall be presented to the Board of Directors at the
time the CIF audit is presented, outlining in detail the investment portfolio?s
composition and performance for the fiscal year, along with a comparison to
apprOpriate market indices. The report will show results for the most recently?

completed ?scal year and for last three years.

Page 32 of 118

5. Investment policies shall be reviewed at least every three (3) years by the Finance
Director and the Chief Executive Of?cer, working with the Finance Committee,

to determine any appropriate modi?cations.

6. Recommendations for any revisions or modi?cations to the investment policy will

be made by the Finance Committee to the Board of Directors for their approval.

t. Dispositions of Fixed Assets

In the event a non-expendable asset is sold, scrapped, donated or stolen, adjustments need
to be made to the ?xed asset listing and property log. If money is received for the asset,
then the difference between the money received and the "book value" (purchase price less
depreciation) of the asset will be recorded as a loss if the money received is less than the

book value and a gain if the money received is more than the book value.

g. Write-{Hts of Fixed Assets

The Chief Executive Of?cer approves the disposal of all capitalized fixed assets that may
be worn?out or obsolete. Property that is discovered to be missing or stolen will be
reported immediately to the Finance Director. If not located, this preperty will be written

off the books with the proper notation specifying the reason.

25. Charging of Costs to Federal Awards
a. Overview

It is the policy of CIFC that only costs that are reasonable, allowable and allocable to a

Federal award shall be charged to that award directly or indirectly.

h. Segregating Unaiiowable From Altowable Costs

The following steps shall be taken to identify and segregate costs that are allowable and
unallowable with respect to each federal award:

1. The budget and grant or contract for each award shall be reviewed for costs speci?cally

allowable or unallowabie.

Page 33 of 118

(4.)



Accounting personnel shall be familiar with the allowability of costs provisions of

OMB Circular 2 CF 200, particularly:

a. The list of speci?cally unallowable costs such as alcoholic beverages, bad

debts, contributions, fines and penalties, lobbying, etc.

b. Those costs requiring advance approval from Federal agencies in order to

be allowable such as foreign travel, equipment purchases, etc.

No costs shall be charged directly to any Federal award until the cost has been

determined to be allowable under the terms of the award.

For each Federal award, an appropriate set of general ledger accounts shall be
established in the chart of accounts of CIFC to reflect the categories of allowable

costs identi?ed in the award or the award budget.

All items of miscellaneous income or credits, including the subsequent write-offs
of uncashed checks, rebates, refunds, and similar items, shall be re?ected for
grant accounting purposes as reductions in allowable expenditures if the credit
relates to charges that were originally charged to a Federal award or to activity
associated with a Federal award. The reduction in expenditures shall be re?ected
in the year in which the credit is received if the purchase that results in the
credit took place in a prior period, the prior period shall not be amended for the

credit.)

Criteria for 

It is the policy of that all costs must meet the following criteria in order to be

treated as allowable direct or indirect costs under a Federal award:

The cost must be ?reasonable? for the performance of the award, considering the

following factors:

Page 34 of 118

Whether the cost is of a type that is generally considered as being
necessary for the operation of the Institute or the performance of the

award;

Restraints imposed by such factors as generally accepted sound business
practices, arm?s length bargaining, Federal and state laws and regulations,

and the terms and conditions of the award;

Whether the individuals concerned acted with prudence in the

circumstances;

Consistency with established policies and procedures of the Institute,

deviations from which could unjusti?ably increase the costs of the award.

The cost must be ?allocable? to an award by meeting one of the following criteria:

21.

The cost is incurred specifically for a Federal award;

The cost bene?ts both the Federal award and other work, and can be

distributed in reasonable proportion to the benefits received; or

The cost is necessary to the overall operation of the Institute, but, where a
direct relationship to any particular program or group of programs cannot

be demonstrated.

The cost must conform to any limitations or exclusions of 2 CFR Part 200 Subpart

Cost Principles, or the Federal award itself.

Treatment of costs must be consistent with policies and procedures that apply to

both Federally financed activities and other activities of the Institute.

Page 35 of I18

5. Costs must be consistently treated over time.

6. The cost must be determined in accordance with generally accepted accounting
principles.
7. Costs may not be included as a cost of any other Federally ?nanced program in

the current or prior periods.

8. The cost must be adequately documented.

d. Responsibility for Determining Aiiocability, and Reasonabieness
There are several individuals involved in determining allowability, allocability, and
reasonableness. When a requisition is entered, the person initiating the requisition is
certifying their belief that it is allowable and reasonable. Additionally, when the Program
Director approves the requisition, he or she is certifying their belief that it is allowable
and reasonable and only approves expenses that meet those criteria. Additionally, the
accounts payable staff, before they enter the invoices into the MIP accounting system and
begin the check writing process they review allowability, reasonableness and allocability.
Before the designated Deputy Finance Director and the Finance Director approve the
voucher, draws down the funds, the same review occurs. Lastly, before the Chief
Executive Officer signs the checks for the expense, he asks the same questions

surrounding allowability, allocability, and reasonableness.

e. Eirect Costs

Direct costs are those costs that can be identified speci?cally with a particular final cost
objective, such as a Federal Award, or other internally or externally funded activity, or
that can be directly assigned to such activities relatively easily with a high degree of

accuracy. CIFC identi?es and charges these cost exclusively to each award or program.

Page 36 ofliS

Each requisition and voucher shall be marked re?ecting which grant/ pro gram received
direct bene?t from the expenditure. Requisitions must be approved by the appropriate
Program Director. In the absence of the Program Director, the requisition may be signed
by the Operations Manager or the Chief Operating Officer. Vouchers, with invoices and
requisitions as documentation, are reviewed by the Deputy Finance Director/ Comptroller,

and approved by the Finance Director and Chief Executive Officer.

Time sheets and personnel activity reports, described herein, are also submitted on a
regular basis re?ecting employees? work and which programs directly bene?ted from
their effort. Time sheets and personnel activity reports shall serve as the basis for

charging salaries directly to Federal awards and non??Federal functions.

Charges to Federal awards for salaries and wages shall be based on records that
accurately re?ect the work performed. These records shall:

i. Be supported by a system of internal control which provides reasonable
assurance that the charges are accurate, allowable, and properly allocated;

2. Be incorporated into the of?cial records of the Institute;
3. Reasonably reflect the total activity for which the employee is compensated;
4. Encompass both federally assisted and all other activities compensated by the

Institute on an integrated basis;

5. Comply with the established accounting policies and practices of institute;
and
6. Support the distribution of the employee's salary or wages among speci?c

activities or cost objectives if the employee works on more than one Federal
award; a Federal award and non?Federal award; an indirect cost activity and a
direct cost activity; two or more indirect cost activities which are allocated
using different allocation bases; or an unallowable activity and a direct or
indirect cost activity.

Equipment purchased for exclusive use on a federal award and reimbursed by a federal

agency shall be accounted for as a direct cost of that award such equipment shall not

Page 37 of 118

be capitalized and depreciated in reference to such award). Notwithstanding, when
preparing ?nancial statement under generally accepted accounting principles, those costs

are capitalized and depreciated.

26. Non-Federai Share (KnuKind) Valuation
a. Policy Approach:

Non?federal share is de?ned as any contribution to the program from a non?federal third
party, whether in the form of real property, equipment, supplies and other expendable
propelty, or the value of goods and services directly benefiting and speci?cally identi?able to
the project or program.

Procedures:

1) tin-Kind Valuation Form and Quarterly Report Computations
a. Services
An administrative staff member will, for each service documented:

0 compute the total value of the administrative services by
multiplying the total number of service hours by the hourly rate

including bene?ts and payroll taxes

0 subtract the amount paid by CIFC for the administrative services

to determine the total value of the contribution

b. Mileage

An administrative staff member will, for each service documented:

0 compute the total value of the mileage by multiplying the total
number of miles driven by the mileage rate not to exceed current

Federal guidelines on mileage reimbursement

c) Goods

An administrative staff member will, for each donation documented:

0 compute the total value of the donated goods using the fair

market value of the goods

Page 38 of 118

 subtract the amount paid by CTFC for the goods to determine the

total value of the contribution
Donated goods can be counted as match only if the program
would have purchased such items with federal funds.

d) Volunteer Hours (including Board and Policy Council Member Services)

An administrative staff member will, for each week of the month:

0 compute the total value of the volunteer hours by multiplying the
weekly number of service hours by the minimum hourly wage

rate in the State of Connecticut.
Err-Kind Valuation Form and Quarterly Report Veri?cation
For Head Start related In-Kind, will utilize the GABI format, with standard defaults, to

report in?kind quarterly. A manual quarterly report will be created for any other program

requiring in-ltind reporting.

27. Non-Federal Share (in?Kind) Documentation
22. Policy/Approach:
Non?federal share is de?ned as any contribution to a program from a non?federal third party,
whether in the form of real property, equipment, supplies and other expendable property, or
the value of goods and services directly bene?ting and speci?cally identi?able to the project

or program.

in Procedures:

1. Professional Services Boeumentation Forms (it any)

The program directors and relevant staff will insure that a Professional Services
Documentation Form is given to the individual or company donating services and

that it is properly ?lled outwith:
a. the date of service
b. a brief description of the service provided

c. the number of hours worked

Page 39 of 118

d. the number of volunteers
e. the total number of service hours (c d)
f. the professionals? signatures

After the completion of the professional services, the program director or relevant

staff who initially distributed the form will:

a verify that the Professional Services Documentation
Form is re?ects the donated service and is ?lled out

correctly

a indicate the task type on the Professional Services
Documentation Form (Pwrogrammatic,

Azadministrative?he number of volunteers
a initial for each service entry

Sign and date the Professional Services Documentation

Form

2., Board a Policy Member Service Documentation Forms (if any)

The Program Director will insure that a Board Policy Council Member Services
Documentation Form is given to the individual or company donating services and

that it is properly filled out with:
a the date of service
a a brief description of the service provided
the number of hours worked
a the number of miles driven to provide the service
a the board or policy member?s signatures

After the completion of the board or policy council member services, the Program

Director will:

verify that the Board Policy Council Member Services
Documentation Form is reflects the donated service and

mileage and is filled out correctly

Page 40 of 138

 initial for each service or mileage entry
Sign and date the Board Policy Council Member
Services Documentation Form
C. . Donated Goods Documentation Forms (if any)
1. The Program Director, or relevant Service Area Manager, will insure that a Donated

Goods Documentation Form or written equivalent is given to the individual or

company donating services and that it is properly ?lled out with:
the date of donation
a brief description of the goods provided
the donor?s signature
2. After receipt of the donated goods, CIFC program staff will:

verify that the Donated Goods Documentation Form is

re?ects the donated goods and is ?lled out correctly
initial for each donation entry

sign and date the Donated Goods Documentation Form

d. Err-Kind Donations from Public Authorities

Donation of in?kind goods and/or services from public authorities State of Connecticut
or local governments or government agencies) shall be documented in writing from the
public authority, counter signed as received by the appropriate program director or the
designated Deputy Finance Director con?rming that the donated goods and/or services were,

in fact, received by the program.

e, Donated Facilities

in order to claim the value of a landlord contribution for below market rent and utilities, an
independent third party valuation, performed by a certi?ed appraiser is required to determine
the current market rate. If less than an arms?length transaction, will be valued based in
actual allowable costs to occupy the facility g. repairs and maintenance, insurance, etc.)
not to exceed fair market value. Such a valuation shall be redone at a minimum of once

every 5 years.

Page 41 of HS

 Volunteer Logs (if any)

1.

28.

The relevant staff member will insure that a Volunteer Log is dated, made available

for sign-in, and properly ?lled out by each volunteer with:
the date of service
a the volunteer?s name
a the volunteer?s role (parent or community member)
6 times in and out
a a brief description of the service provided
a the volunteer?s signature

After the completion of the volunteer services, CIFC staff with direct knowledge of

the volunteer?s activities will?
a verify the service of each volunteer

a compute the duration of service based on sign?in and
sign?out times and enter the total hours for each

volunteer on the Volunteer Log.

a total the volunteer hours on the Volunteer Log at least



Gift Acceptance

OVERVIEW OF GIFT ACCEPTANCE POLICIES

A gift/contribution is consideration given to the Institute for which the donor receives no
direct benefit and requires nothing in exchange (it is nonreciprocal) other than assurance
that the intent of the contribution will be honored by CIF C. Two broad principles apply

to all gifts given to the Institute:

1.

A gift shall not be accepted that is not in the charitable interest of the donor,
considering the donor?s financial situation and philanthropic interests, as well as
tax, legal, and other relevant factors.

A gift shall not be accepted unless there is a reasonable expectation that
acceptance of the gift shall ultimately bene?t CIFC.

Page 42 of 118

CIFC will not accept any donations that imply endorsement of businesses, products or
services. Donor businesses may not use CIF C?s name for promotion of any product or
service.

CATEGORIES or Girrs

Gifts to the Institute are classified into two categories, based on the level of risk
associated with acceptance of the gift.

Gifts of marginal risk include the following:

a Cash and cash equivalents certi?cates of deposit)

9 Gifts of securities actively traded on a US. public market 
stocks, mutual funds, corporate and government bonds, etc.)

a Personal property with a fair value of less than $5,000 (new or used)

Gifts of the preceding three categories shall be considered to be of marginal risk only if
they are either unrestricted or restricted to one speci?c, existing CIFC program.

Gifts of greater?than?marginai risk include the following:

a Any gift requiring the acceptance of a restriction that:

is not clearly identi?able with an existing program of CIF C,

0 would require the addition or modification of a CIFC program,

0 would not be consistent with the mission of CIFC,

0 would not be consistent with tax-exempt purpose under IRC section
5010-06),

0 would require the reclassification of unrestricted net assets to temporarily
restricted

0 would violate any federal, state, or local law or regulation, or

0 would result in excessive control to the donor, or anyone designated by the
donor, over the subsequent use of the contributed asset

a Any gift from a donor involved in businesses or activities that may be deemed to
be inconsistent with the mission of CIF 

a Personal property with a fair value of $5,000 or more (new or used)

Real property (either an outright gift of property or the donated use of such

pmperty)

Page 43 of 118

a Non?publicly?traded securities g, ownership interests in privately-held
businesses, partnerships, etc.)

a Charitable remainder trusts

Charitable lead trusts

a Conditional promises to give/pledges

a Unusual items or items of questionable value (including works of art, animals,
historic artifacts, memorabilia, etc.)

a Life insurance

a Notification of the intent to give noncash assets through a bequest

GIFT ACCEPTANCE PROCEDURES

Gifts of marginal risk may be accepted by the Advancement Director without any further
review and approval. Gifts of greaterwthan-rnarginal risk may be accepted only after
review and approval of both the Director of Finance and Chief Executive Of?cer.

It is also the policy of CIFC to liquidate all gifts of publicly-traded securities within ten
days of receipt unless it is determined by the Director of Finance that holding the
securities as an investment of the Institute would be fiscally prudent, appropriate, and
consistent with the institute?s investment policies.

1. Receipt of Contributions

Upon receipt, all monetary donations will be processed according to the Cash
Receipts policies contained in this manual. information on restriction of gifts shall be
communicated to the Finance Department so the gift can be recorded and governed
according to the wishes of the donor. After funds are deposited, check copies, cash
receipts, source of the gift, intended use and any other information included with the
gift is delivered to the Advancement Director. The Advancement Director will
acknowledge gifts within three business days of receipt. The accounting system and

the donor database must be reconciled to each other at least 

Page 44 of 118

CONTRIBUTIONS ACCOUNTING

Fund?raising costs for the purposes of meeting the Federal program objectives are
allowable with prior written approval from the Federal awarding agency. (2 CFR Part


Other fund?raising expenses are unallowable costs for federal grants. 2 CFR Part 230,
Attachment B.l7, 2 CFR Part 200.442(a) states that costs of organized fund?raising
including ?nancial campaigns, endowment drives, solicitation of gifts and bequests, and
similar expenses incurred solely to raise capital or obtain contributions are unallowable.

DISTINGUISHING CONTRIBUTIONS FROM EXCHANGE TRANSACTIONS

CIF receives income in the form of contributions, revenue from exchange transactions,
and income from activities with characteristics of both contributions and exchange
transactions. shall consider the following criteria, and any other relevant factors, in
determining whether income will be accounted for as contribution income, exchange
transaction revenue, or both:

1. CIF C's intent in soliciting the asset, as stated in the accompanying materials.

2. The expressed intent of the entity providing resources to CIFC does the
resource provider state that its intent is to support programs or that it
anticipates speci?ed bene?ts in exchange?)

3. Whether the method of delivery of the asset is speci?ed by the resource provider
(exchange transaction) or is at the discretion of CIF (contribution).

4. Whether payment received by CIF is determined by the resource provider
(contribution) or is equal to the value of the assets/services provided by CIF C, or
the cost of those assets plus a markup (exchange transaction).

5. Whether there are provisions for penalties (due to nonperformance) beyond the
amount of payment (exchange transaction) or whether penalties are limited to the
delivery of assets already produced and return of unspent funds (contribution).

6. Whether assets are to be delivered by CIFC to individuals or organizations other
than the resource provider (contribution) or whether they are delivered directly to
the resource provider or to individuals or organizations closely connected to the
resource provider (exchange transaction).

Page 45 ofii8

DONOR PRIVACY

CIFC respects the privacy of its donors and also recognizes that donors may wish to be
connected to the Institute. CIFC uses donor information to notify them of information,
plans and activities. Donor information is shared with staff, board members, volunteers
and consultants on a ?need?to?know? basis.

CIFC does not share their donor list(s) with any third party unless donor permission has
been granted. Requests to remain anonymous shall be honored.

RECOGNITION OF CONTRIBUTION INCOME (GAAP)

CIFC shall recognize contribution income based on the following factors:

1. Unconditional contributions of assets (cash, property, etc.) shall be recognized as
income upon receipt of the asset by the Institute.

2. Unconditional promises to contribute assets shall be recognized as income upon
receipt of clear communication of the promise from the donor or the donor?s legal
representative trustee, attorney, etc.). See additional guidelines in the next
section.

3. Conditional contributions and conditional promises to give shall be recognized as
income upon the satisfaction of the condition.

4. Contributed services shall be recognized as income only to the extent that the
contributed services possess either one of the following characteristics:

a. The service creates or enhances a non?financial asset land, buildings,
intangible assets, etc.)

b. The service requires a specialized skill, it is provided by an individual
possessing that skill, and the service is one that would typically need to be
purchased if it had not been contributed to the organization.

All noncash contribution income received shall be recorded at fair value. (See policy
below.)

Contribution income shall be classified as unrestricted, temporarily restricted, or
permanently restricted in accordance with the definitions and guidelines described earlier.

29. Reporting of Head Start Administrative Costs

Page 46 of 118

To report Head Start program administrative costs, CIFC will utilize the GABI format, with

standard defaults, generated on a quarterly basis. A manual report will be created for any

other program requiring reporting of administrative expenses.

W. SEPA 

rroN or acconurruc 

 

To ensure proper separation and segregation of internal accounting functions, the

following are established as speci?c responsibilities of the identi?ed positions for the

purpose of accounting function separation:

1. Finance Assistant

9 Receives all Business Office mail

a Delivers unopened all bank statements and all payroll contractor
communications for all accounts to the Deputy Finance Director/Comptroller
for review.

Prepares all Disbursement Vouchers and checks.

Enters all computer entries.

Backs up the logging of all cash receipts and checks in the absence of the
designated Staff Accountant.

Maintains the inventory file of the lnstitute?s property, plant equipment

2. Payroll Accountant



Prepares bank deposit documents

Submits prepared deposit documents to Finance Director for review and approval
and deposit. Maintains all BSAC tenant records

Reviews and maintains all ADP payroll data input

Prepares the payroll distribution spreadsheets

Backs up all duties of the Finance Assistant in her absence with the exception of
logging the receipt of cash or checks.

Performs other financial tasks as requested.

Page 47 of 118

3. Staff Accountant



Prepares invoices for all applicable extended day Head Start and
School Readiness clients

Receives all funds presented by cash and/or check, and maintains a log of
date, source, and amount.

Makes collection calls on outstanding accounts receivable for the Early
Learning programs.

Procures all on-line bank statements that are not mailed.

Reconciles all bank statements with the exception of payroll, which
is reconciled by the Finance Director.

Reviews all negotiated checks as returned with Bank Statements to ascertain
that they have been signed and countersigned as required by Institute Policy;
any checks made payable to Institute staff members, program participants, or
board members are further reviewed to confirm that the same are properly
noted as to the purpose of the expense.

Prepares all journal entries other than cash receipts and cash disbursements
Prepares all board financials

Reconciles all accounts

Performs other financial tasks as requested.

Human Resources/Operations Manager

a Twice each year (on an unscheduled, unannounced basis once in the first half of

the year and once in the second half of the year) confirms the rates of individual

compensation as established in the then current personnel records, with the actual

payments made in accordance with the organization?s payroll records, physically

identi?es all employees against the current payroll register, obtains the

employees? signatures on a copy of the payroll register, and reports any adverse

?ndings to the Finance Director the Chief Executive Officer.

5. Deputy Finance Director/Comptroller

Page 48 of 13.8

Delivers the mailed bank statements to the Staff Accountant only after having
performed the above reviews, and reports any adverse ?ndings to the Finance
Director and the Chief Executive Of?cer.

reviews all bank account reconciliations as prepared by the Staff
Accountant or under the direction of the Finance Director, and reports any
adverse ?ndings to the Finance Director and the Chief Executive Of?cer.
Reviews and approves all check and purchase requisitions, and disbursement
vouchers.

Prepares all quarterly, semi?annual, and annual internal
and external ?nancial reports, as designated.

Prepares all ?nancial reports for funders, government agencies, and tax
authorities, as designated.

Requests drawdown funding from the state or federal online payment systems.
Processes electronic bank transfers upon the approval of the Finance Director.
Backs up the duties of the Finance Director, the Payroll Accountant, and the Staff
Accountant in their absence.

Performs other ?nancial tasks as requested.

6. Deputy Finance Director Greater Danbury Community Health Center 

3

Prepares all quarterly, semi?annual, and annual internal
and external ?nancial reports, as related to programs.

Prepares all ?nancial reports for funders and government agencies as related to
programs.

Performs other ?nancial tasks as requested.

7. The Finance Director

9



Reviews, approves, and makes all bank deposits.

Opens all payroll contractor communications, including the 
payroll check package and report, and reviews the same for unusual
transactions.

Reconciles the payroll bank statement.

Page 49 oflig

Reviews and approves all purchase requisitions, and disbursement
vouchers.

Maintains the computerized ?nancial accounting system.

Reviews all quarterly, semi?annual, and annual internal
and external ?nancial reports.

Reviews all ?nancial reports for funders, government agencies, and tax
authorities.

Annually reviews and con?rms by sample the physical inventory records as

maintained by the Finance Assistant.

8. Chief Executive Of?cer



Manually signs all checks and bank cash transfers authorizations (except payroll
service payroll checks which are computer generated, and which are themselves
only funded by manually double signed bank cash transfer authorizations).
Approves and counter?signs all purchase requisitions, and checks, and 
disbursement vouchers.

Reviews and approves all quarterly and annual internal ?nancial reports.
Reviews and approves all ?nancial reports submitted to funders, government
agencies and tax authorities.

Authorizes any and all changes to payroll disbursements by written instructions to
the Payroll Accountant, g. copy of letter of hire, approved COLA adjustments,
budget revisions, etc.) with appropriate cepies to the Finance Director, the Human
Resources Manager for inclusion in the appropriate Personnel files, and Program
Director.

Supervises the work of the Finance Director, Chief Operating Of?cer, the

Compliance Of?cers and the Human Resources/Operations Manager.

9. Treasurer/Deputy Treasurer

8

Countersigns all checks and bank cash transfer authorizations in excess of
$2500.00 (except payroll checks which are computer generated, and which are

themselves only funded by manually signed bank cash transfer authorizations).

Page 50 of 118

 Receives as a member of the Board of Directors all quarterly and annual

internal ?nancial reports, and all ?nancial reports made to funders, government

agencies and tax authorities.

Supervises, as members of the Board of Directors, the ?nance related work of the

Chief Executive Of?cer.

10. Con?ict

Any conflict between this Section and any other provision of the CIFC Financial

Procedures Manual shall be governed by this Section.

V. PETTY CASH

The following rules apply to any Petty Cash Account(s).

Amount

The following petty cash funds may, at the instruction of the Chief

Executive Of?cer, be maintained on an imprest basis by the Institute:

Location Custodian Maximum
(to be specified) (to be specified) $1000.00
Central Business Office Finance Director $1000.00
Practice Administrator $1000.00

Each petty cash fund custodian will sign a petty cash slip receipt for the fund.
Petty cash accounts are maintained as single-signatory checking accounts.
All petty cash is kept in a locked petty cash box in a locked drawer or file
cabinet. Only the Petty Cash Custodian, Finance Director, and/or Deputy

Finance Director/Comptroller will have keys to the petty cash box and

drawer or cabinet.

Page 51 of 3.18

purchases

6.
properly

The purchaser shall present the petty cash slip approved by the Program
Director, to the petty cash fund custodian for payment. A receipt for all

must be attached to the petty cash slip.

The petty cash fund custodian shall insure that the petty cash slip is

completed, approved, and that a proper receipt is attached

before payment is madeall times, the petty cash box will contain receipts and a checking
account balance totaling the amount of the fund $1000.00).

When expenditures total approximately 50% of the petty cash, the petty
cash custodian will total disbursements by program and account
classification, and submit the recap and all receipts to the Finance Director

for reimbursement.

Petty cash fund reimbursement checks will be made out to ?(Acct Name) 

Petty Cash Acct. Name.?

The Finance Director will insure all petty cash funds are accounted for and

reconciled to the fund balance.

Any irregularities in the petty cash fund will be immediately reported in

writing by the Finance Director to the Chief Executive Officer.

Loans will not be made from petty cash funds.

Petty cash accounts will not exceed $1000.00 each and may only be
maintained at a program office with the approval of the Chief Executive
Of?cer, and upon the appointment by the Chief Executive Officer of a

fund custodian, provided further that the above procedures are followed.

Page 52 of 118

 

Vi. CASH SEEPTS (Primarily Qhecks)

I. All cash and checks shall be received by the Staff Accountant, who shall
maintain a log of such receipts and immediately forwards said receipts to

the Payroll Accountant.

2. All checks are endorsed by the Payroll Accountant only as follows:

"For Deposit Only
Connecticut Institute For Communities, Inc,
<Specified Fund>

<Bank Account Nu1nber>"

3. A deposit slip is completed in duplicate by the Payroll Accountant. The

deposit slip includes the source, account number, and the amount

of each receipt.

4. The Finance Director reviews the deposit slip and deposit items, and

initials the slip as approved for deposit.

5. All receipts are deposited and intact, routinely by the Finance

Director, or designee, (generally semi?weekly, but at least weekly).

6. Documentation for all receipts (copy of check, letter, etc.) is attached to

the duplicate deposit slip and filed by account and month.

7. The validated deposit receipts are attached to the duplicate deposit slip.

8. The Finance Assistant records all cash receipts in the Cash Receipts

Journal in MIP for the apprOpriate program.

Page 53 of 118

Vii. CASH DESBURSEMENTS

A. PURCHASE 

i.

All original purchase requisitions are immediately forwarded to the
Central Business Of?ce, after approval by the Program Director or
Manager with complete and

appropriate documentation attached.

2. The purchase requisition is received and approved in ink by the Finance
Director or Deputy Finance Director/Comptroller with the documentation
attached.

3. The approved purchase requisition is then submitted to the Chief
Executive Officer for approval for payment and then returned to the
designated Finance Assistant for processing.

B. CHECKS

4. The Deputy Finance Director/Comptroller is responsible for all blank
checks which are kept under lock and key.

5. The Finance Assistant prepares checks based on the approved purchase
requisitions.

6. The Treasurer, Deputy Treasurer, and/or Chief Executive Officer will

review and
sign all checks. (Two signatures are required on all checks over $2500.00,

except as

speci?cally authorized by the Board of Directors.)

Page 54- ofilg

7. NF disbursement vouchers are ?led chronologically by vendor/contractor

name with all supporting documentation attached.

8. The Finance Assistant enters the cash disbursement date in the

computerized Cash Disbursements Journal.

9. Voided checks have "Void" boldly written in ink across the face of the
check, and with the signature portion of the original check perforated or
cut out. The voided check is then attached to its appropriate check stub.
BANK RECONCILIATIONS

10. Mailed Bank statements will be received by the Deputy Finance

Director/Comptroller from the Finance Assistant, unopened. Online bank
statements will be secured by the designated Staff Accountant and
reviewed by the Deputy Finance Director/Comptroller.

1. Paid checks and bank charges included with the bank statement,

will be examined on a sample basis for date, name, cancellation, and
endorsements.

12. Bank reconciliations will be prepared by, or under the direction

of, the

Finance Director.
13. The reconciled bank balance will be compared to the Cash in the Bank
account in
the general ledgers, and after reconciliation, will be reviewed by the Deputy
Finance Director/Comptroller for any unusual or duplicative transaction(s).
14. in regard to all checks outstanding over 60 days, the Finance Assistant is

to notify the payee about such checks. The Finance Director will

subsequently enter a stop payment or void on that check, as appropriate.

Page 55 of 118

 PGLESY

   

Vii}. FREE i
1. General

A drawdown of Federal funds is required for the payment of properly
approved cash disbursements related to activities and for the payment of
salaries, wages, taxes and bene?ts for funded employees (including
Connecticut Institute For Communities, Inc. administrative employees,
properly allocable to the individual program). Drawdowns occur
approximately twice a month for cash disbursements and twice a month
for payroll expenses. All drawdowns are transferred electronically,

directly to a bank account.

2. Accounts Payable Drawdowns
When a drawdown of cash is required to fund related cash disbursements,
properly approved disbursement vouchers, employee expense
vouchers, etc., are entered into the accounts payable system by the Finance
Accountant. The Finance Assistant then initiates the check preparation
process and produces a check register. The check register, segregated by
grant year, is given to the Deputy Finance Director/Comptroller who uses
this document (containing a printout of the individual checks to be issued
and the total cash required) as the support for requesting the drawdown.
The Finance Director then logs on to the Federal Payment Management

System enters the user ID and password and requests

 

the proper amount to fund the check disbursements as indicated on the
check register. The funds are then deposited electronically, the following
day, in the bank account. Once the funds are in the account, the checks

are released as soon as administratively possible and mailed to the

Page 56 of 118

vendors/contractors. The checks then clear the bank account as the

vendors/contractors make their deposits.

3. Payroll Drawdowns
When a drawdown of cash is required to fund related payroll expenses, the
source document is the payroll register received from the payroll service
contractor. Wages, taxes, and bene?ts are totaled by the Finance Director.
The Deputy Finance Director/Comptroller then logs on to the Federal
Payment Management System enters the user ID and
password and requests the proper amount to fund the current period
payroll for the applicable program. The funds are then deposited
electronically, the following day, in the applicable bank account. The
Payroll Accountant informs the CEO of the total dollars to be transferred
from the applicable bank account to the payroll bank account. The CEO
reviews and signs the related payroll cash transfer request forms (co-
signed as is required for checks) and the Finance Director or designee
brings the transfer forms to the bank for the transfer of funds
from the applicable account to the Payroll Account. Such funds are
maintained in the bank account for less than 48 hours. In conjunction, the
payroll service requires that funds be in the Payroll Account for 4-8 hours
prior to the pay date, and charges the Payroll Account for taxes and related
items 24 hours before the pay date and for the payroll checks the day of
payroll.

TX. POLESEES AND 

a. Overview

THE POLICIES DESCRIBED IN SUBSECTIONS A THROUGH OF THIS
SECTION APPLY TO ALL PURCHASES MADE BY CONNECTICUT INSTITUTE
FOR COMMUNITIES, INC. (CTFC).

Page ?7 of 318

ADDITIONAL POLICIES APPLICABLE ONLY TO THOSE PURCHASES MADE
UNDER FEDERAL AWARDS ARE DESCRIBED IN THE 
ASSOCIATED WITH FEDERAL 

It is the policy of CIFC to follow a practice of ethical, responsible and reasonable
procedures related to purchasing, agreements and contracts, and related forms of
commitment. The policies herein describe the principles and procedures that all staff

shall adhere to in the completion of their designated responsibilities.

h. Responsibility for Purchasing

The Finance Department shall be responsible for processing purchase requisitions. The
Chief Executive Of?cer has approval authority over all purchases and contractual
commitments as de?ned in this policy as limited by approved program] grant budgets.
The Chief Executive Officer shall make the final determination on any proposed

purchases .

c. Nonw?iscrin?nation Peiicy See Section LG. of the CIF Employee Manual,

entitled ?Discrimination Prohibited.?

ti. Use of Purchase Requisitiens/Purchase Orders

It is the policy of CIFC that prior to the commitment of Institute funds, a purchase
requisition must be properly completed and approved. A properly completed purchase
requisition shall be required for each purchase request (specifying the total amount of
goods and services purchased, not just unit cost), with the exception of travel advances
and expense reimbursements and in reference to Section XXIV, G., hereof, which require
the preparation of a separate reimbursement form. A properly completed purchase

requisition shall contain the following information, at a minimum:

1. Specifications or statement of services required (NOTE: The Practice

Administrator of the CIFC Greater Danbury Community Health Center may, if

Page 58 of HS

10.

11.

urgently needed, order medically necessary supplies without prior approvals.

However, requisitions and approvals are required to document the purchase.)

Vendor/Contractor name, address, point of contact and phone number (as needed

for proper identification)

Source of funding grant identi?cation

Delivery or performance schedules (if applicable)

Delivery, packing and transportation requirements (if applicable)

Special conditions (if applicable)

Catalog number, page number, etc. (if applicable)

Net price per unit, less discount, if any

Total amount of order, or best estimate
Date Purchase Requisition prepared
Authorized approval signatures (Program Director or Human

Resources/Operations Manager or Chief Operating Officer, the Deputy Finance

Director/Comptroller, the Finance Director, and Chief Executive Officer).

Where required, a purchase order number may be issued thus changing the purchase

requisition into a purchase order. Purchase order numbers are maintained and controlled

in the Central Business Office under the control of the Finance Assistant. Open purchase

order are maintained in an open PO file and matched to the packing slips, invoice, and

voucher when the order is received. Payment for goods will not be made until a signed

purchase requisition, applicable receipt of goods and/or an invoice are provided to the

CIF Finance Department.

Page 59 of 118

e. Authorizations and Purchasing Limits

All contracts between CIFC and outside parties must be approved by the Chief Executive
Of?cer (CEO). Only the CEO, or the speci?c designee (in writing except as to the
Chief Executive Of?cer) is authorized to enter into any contract on behalf of CIF C.

These policies shall also apply to renewals of existing contracts.

f. institute Staff Use of Purchase Requisitious

In order to insure that requisition forms are handled and properly, institute
personnel shall comply with the process below. All purchases require a Purchase
Requisition with the necessary approvals before any purchase is made to insure payment

or reimbursement.

1. All staff requisition purchases shall go through their manager/supervisor by
preparing a purchase requisition. All supervisors will approve a Purchase
Requisition form with their name in the ?Requisitioned By? box. All necessary
documentation must be attached and forwarded to the appropriate Program
Director or Manager for Program approval.

2. The Program Director or Program Manager will approve or disapprove the
purchase. (if the purchase is disapproved, the Program Director will return the
requisition to the manager/supervisor and discuss the disapproval.)

3. The Program Director then forwards the approved requisition to the Central
Business Of?ce for processing.

4. The Finance Assistant will submit the requisition to the Finance Director and
CEO for approval signatures.

5. If required, the Finance Assistant records a Purchase Order number on the
appropriate line with the current date.

a. The Finance Assistant will keep a list of all Purchase Order Numbers
assigned along with the date, vendor/contractor, and description of
purchase. This list will be available to Program Directors, Program

Managers, and the Finance Director.

Page 60 of ?18

6. The original purchase requisition is kept by the Finance Assistant to be attached
to the invoice.

7. A copy of the requisition is returned to the requestor to con?rm approval to
purchase. Copies of all requisitions are retained in the Central Business Of?ce.

8. The Requisitioning Program Director or Manager or designee then may place the
order with the vendor/contractor

9. It is the responsibility of the Requisitioning Program Director or Manager to
follow?up on the order through completion.

10. The mailing address for all invoices is Connecticut Institute for Communities,
Inc, 7 Old Sherman Turnpike, Suite 200, Danbury, CT 06810?9716

if staff members have any questions about the Requisitioning Process, they should

consult the Deputy Finance Director/Comptroller and/or the Finance Director.

g. Required Solicitation of Quotations from Vendor's/Contractor's

Purchase decisions of less than or equal to $5,000 per item for labor, equipment, supplies
or services purchased, whether leased or contracted for, shall be made only after
receiving, whenever possible, oral or catalogue quotations from at least two (2)

vendors/ contractors.

Purchase decisions exceeding $5,000 for labor, equipment, supplies or services
purchased, whether leased or contracted for, shall be made only after receiving whenever
possible, written quotations from at least two (2) vendors/contractors. Speci?c selections
shall be recommended, via the relevant Program Director, to the Finance Director via the
purchase requester for approval with written quotations attached for review.
Recommendations shall be based on consideration of all applicable criteria as described

under ?Evaluation of Alternative Vendors/Contractors? below.

All Purchase decisions of $100,000 or more shall be made by obtaining written
competitive proposals from at least three (3) responsible vendors/contractors, and will be
approved in writing by the funding source, if required. Sealed bids shall be utilized when

required by a Federal awarding agency.

Page 61 of ?18

Solicitations for goods and services (requests for bids, proposals or quali?cations) should

provide, as applicable under the circumstances, for all of the following:

1. A clear and accurate description of the technical requirements for the material,
product or service to be procured. In competitive procurements, such a

description shall not contain features which unduly restrict competition.

2. Requirements which the bidder/offeror must ful?ll and all other factors to be used
in evaluating bids or proposals (see the next section entitled ?Evaluation of

Alternative Vendors/Contractors? for required criteria)

3. A description, whenever practicable, of technical requirements in terms of
functions to be performed or performance required, including the range of

acceptable characteristics or minimum acceptable standards.

4. The Specific features of "brand name or equal" descriptions that bidders are

required to meet when such items are included in the solicitations.

5. The acceptance, to the extent practicable and economically feasible, of products
and services dimensioned in the metric system of measurement.

6. Preference, to the extent practicable and economically feasible, for products and
services that conserve natural resources and protect the environment and are
energy ef?cient.

7. A description of the proper format, if any, in which proposals must be submitted,

including the name of the CIFC person to whom proposals should be sent.

8. The date by which proposals are due.

9. Required delivery or performance dates/schedules.

Page 62 of 138

10. Clear indications of the quantity(ies) requested and unit(s) of measure.

it. Extensions of Due Dates and Receipt of Late ?reposals

Solicitations shall provide for suf?cient time to permit the preparation and submission of
offers or submissions before the speci?ed due date. However, in the event that a
prospective offeror requests an extension to a due date speci?ed in a solicitation, and
such an extension is both justi?ed and compatible with the requirements of CIFC, an

extension may be granted by the designated CIF purchasing representative.

Vendor/Contractor submissions are considered late if received after the due date and time
Speci?ed in the solicitation. All such late proposals shall be marked ?Late Submission?
on the outside of the envelope, and retained in the procurement folder. Proposals

submitted late may, but need not be, considered, if deemed in the best interests of CIFC.

i. Evaiuation of Atternative Vendors/Contractor?s
Alternative vendors/contractors shall be evaluated on a weighted scale that considers the

following criteria, as apprOpriate:

l. Adequacy of the proposed methodology of the vendor/contractor

2. Skill and experience of key personnel

3. Demonstrated company experience

4. Other technical speci?cations (designated by program or unit requesting
proposals)

5. Compliance with administrative requirements of the request for proposal (format,

due date, etc.)

6. Vendor/Contractor?s ?nancial stability
7. Vendor/Contractor?s demonstrated commitment to the nonpro?t sector
8. Results of communications with references supplied by vendor/contractor record

of past performance
9. Ability/commitment to meeting time deadlines

10. Cost

Page 63 ofliS

ll. Financial and technical resources or accessibility to other necessary resources

12. Minority, women?owned and labor surplus area business status of
vendor/contractor
13. Not give preference to state or local geographical areas unless such preference is

mandated by Federal statute.
?14. Other criteria (to be speci?ed by program or unit requesting proposal) included in
the solicitation [including local content requirements, if speci?cally allowed by

the applicable funding source(s) or rules].

Not all of the preceding criteria may apply in each purchasing scenario. However, in each
situation requiring consideration of alternative vendors/contractors, the Central Business
Of?ce shall establish, as approved by the CEO, the relative importance of each criterion
and shall evaluate each proposal on the basis of the criteria and weighting that have been
determined.

After a vendor/contractor has been reconunended by the Central Business Of?ce, in
consultation with the relevant Program Director, if any, the ?nal selection shall be

approved by the Chief Executive Of?cer prior to award and/0r entering into a contract.

j. Affirmative Consideration of Minority, Sinaii Business and Women?Owned
Businesses

Positive efforts shall be made by CIFC to utilize small businesses, minority-owned ?rms,
women's business enterprises and labor surplus area ?rms, whenever possible. The

following steps shall be taken in furtherance of this goal:

1. Ensure that small business, minority?owned ?rms, women?s business enterprises
and labor surplus area ?rms, are used to the fullest extent practicable.

2. Make information on forthcoming opportunities available and arrange time
frames for purchases and contracts to encourage and facilitate participation by
small business, minority?owned ?rms, women?s business enterprises and labor

surplus area ?rms.

Page 64 of 118

3. Consider in the contract process whether ?rms competing for larger contracts tend
to subcontract with small businesses, minority?owned ?rms, women?s business

enterprises and labor surplus area ?rms.

4. Encourage contracting with consortiums of small businesses, minority owned
firms, women's business enterprises and labor surplus area firms when a contract

is too large for one of these ?rms to handle individually.

6. Use the services and assistance, as appropriate, of such organizations as
the Small Business Administration and the Department of Commerce?s
Minority Business Development Agency, and the US Department of Labor
in regard to minority?owned firms, women's business enterprises and labor

surplus area firms.

in. Special Purchasing ?onditions

I . Emergencies:

Where equipment, materials, parts, and/or services are needed, quotations will not be
necessary if in the judgment of the Chief Executive Officer the urgent health, welfare,

safety, etc, of staff or clients or protection of property is involved.

2. Single Distributor/Source:

Sole source purchases will be made only when solicitation of multiple
vendors/contractors is not feasible and may be made when one or more of the following
conditions apply:

a The item or service is only available from one source;

a The situation is an emergency and will not permit a delay resulting from
competitive solicitation;

The awarding agency (grantor) approves the purchase expressly authorizing
noncompetitive proposals in response to a written request;

a After solicitation, competition is deemed inadequate (insufficient bidders); or

Page 65 of 118

9 There are exigent circumstances, funding source or other requirements that do not
reasonably allow for (as a matter of timeliness or otherwise) solicitation of
multiple vendors/contractors.

Where there is only one (1) distributor for merchandise needed and no other product in
the judgment of the Chief Executive Of?cer meets the stated needs or speci?cations,

multiple quotations will not be necessary.

3 . FederaZZy?Funded Programs:

Purchases that will be charged to programs funded with federal awards will be subject to
additional policies. Trade-in allowances are allowed without federal approval. These
policies are described in a separate sub?section, ?Policies Associated with Federal

Awards,? herein below.

is Vendor/Contractor Files and Required Boeumentat?on
The Central Business Office shall create a vendor/contractor folder for each new

vendor/contractor from whom CIFC purchases goods or services.

Upon making the initial purchase from any vendor/contractor (regardless of whether a
contract is involved), the Business Of?ce shall mail a blank Form to that
vendor/contractor, along with a request for the vendor/contractor to complete and sign the
or provide equivalent, substitute information and return it by regular mail.
Completed, signed Forms Ww9 or substitute documentation shall be filed in each
vendor/contractor?s folder. Vendors/contractors who do not return a completed, signed
Form W39 or provide equivalent documentation shall be issued a Form 1099 at the end of

each calendar year in accordance applicable law.
Vendors/contractors who conduct work on CIFC premises shall provide proof of

a licable insurance . workers? com ensation with a minimum covera of at least
PP 3

$500,000 or the minimum required by law, whichever is greater.

Page 66 ofliS

m. Ethical Cenduct in Purchasing
Ethical conduct in managing CIFC purchasing activities is an absolute essential. Staff
must always be mindful that they represent the organization and share a professional trust

with other staff and the Board of Directors.

Staff shall discourage the offer of, and shall affirmatively decline, individual gifts or
gratuities of value that might in any way in?uence the purchase of supplies, equipment,
and/or services. Staff shall notify their immediate supervisor if they are offered such
gifts. Gifts to the Institute (not individual staff members) viewed as normal business
incentives to obtain future Institute-approved business, such as for meeting sites, are
acceptable donations. See also the CIF Personal Policy and Employee Manual for
related requirements and detailed limitations. will not accept any donations that
imply endorsement of businesses, products or services. Donor businesses may not use

name for promotion of any product or service.

n. Summary Con?icts of interest Rule See Section IV of the CIFC Employee

Manual entitled, ?Con?ict of lnterest/Nepotism.?

0. Receipt and Acceptance of Geeds
A designee of the original purchase requestor shall inspect all goods received in a timely
manner. Upon receipt of any item from a vendor/contractor, the following actions shall

immediately be taken:

1. Review bill of lading for correct delivery point

2. Verify the quantity of boxes/containers with the bill of lading

3. Examine boxes/containers for exterior damage

4. Note on the bill of lading any discrepancies (missing or damaged

boxes/containers, etc.)



Sign and date the bill of lading
6. Retain a copy of the bill of lading

Page 67 of HS

7. If the bill of lading is missing, the requestor shall complete a CIFC form bill of
lading (see attached), which includes all pertinent information, including a description of

goods received, item count, date, signature and any notations of damage.

No one other than the purchase requester or his/her designee shall remove goods from a

container until the receipt of goods process is complete.

When goods are moved to another area for thorough inspection, the following inspection
procedures shall be performed:

Remove the packing slip from each box/container

2. Compare the description and quantity of goods per the purchase order to the
packing slip

Examine goods for physical damage

Count or weigh items, if appropriate

Record an indication of counts on the purchase order

991.435?

Return bill of lading back to business of?ce

It is the policy of CIF to perform the preceding inspection procedures in a timely
manner in order to facilitate prompt return of goods and/or communication with

vendors/ contractors.

All appropriate delivery documentation shall then be forwarded to the Central Business

Of?ce.
p. Soiicitations of Eids from Vendors/Contractors
All solicitations and advertising shall state is an Af?rmative Action/Equal

Opportunity Employer/Minorities/Women?

shall not utilize the or ?percentage of construction

cost" methods of contracting with vendors/contractors.

Page 68 ofll8

q. Contracting and Provisions Included in all Contracts

It is the policy of CIFC that contracts will be made only with responsible contractors who
possess the potential ability to perform successfully under the terms and conditions of the
proposed procurement. It is also the policy of CIFC to include all of the following
provisions, as applicable, in all contracts (including small purchases) with

vendors/contractors and sub?grants to grantees:

1. Provisions requiring the contractor to maintain and furnish to CIFC certain
programmatic and financial reports and records pertaining to the items/services provided

under the contract.

2. Provisions requiring the contractor to provide notice to, and obtain approval from,
CIFC prior to implementing any significant and/or material changes to the scope of work

or the budget.

3. Provisions requiring compliance with:
a. Equal Employment Opportunity: All contracts shall contain a provision
requiring compliance with 13.0. 1246, ?Equal Employment Opportunity,? as
amended by BC. 11375, ?Amending Executive Order 11246 Relating to Equal
Employment Opportunity,? and as supplemented by regulations at 41 CFR part
60, ?Office of Federal Contract Compliance Programs, Equal Employment
Opportunity, Department of Labor.?

b. Copeland ?Anti-Kickback? Act (l8 ELSE. 8?74 and 40 USE. 2760: All
contracts and sub grants in excess of $2,000 for construction or repair awarded by
CIFC and its subrecipients shall contain a provision for compliance with the
Copeland ?Anti?Kickback? Act (18 U.S.C. 874), as supplemented by Department
of Labor regulations 29 CFR part 3, ?Contractors and Subcontractors on Public
Building or Public Work Financed in Whole or in Part by Loans or Grants from
the United States.? This Act provides that each contractor or subrecipient shall be

prohibited from inducing, by any means, any person employed in the

Page 69 of HS

construction, completion, or repair of public work, to give up any part of the
compensation to which he or she is otherwise entitled. it is the policy of CIF to

report all suspected or reported violations to the Federal awarding agency.

c. Davis-Bacon Act, (40 USC 3141?3144, 3146, and 314-7) (formerly 40 USS.
276a to Where applicable and if included in the federal agency?s grant
program legislation, all construction contracts of more than $2,000 awarded by
CIFC and its subrecipients shall include a provision for compliance with the
Davis-Bacon Act (40 U.S.C. 276a to a-7) and as supplemented by Department of
Labor regulations (29 CFR part 5, ?Labor Standards Provisions Applicable to
Contracts Governing Federally Financed and Assisted Construction?). Under this
Act, contractors are required to pay wages to laborers and mechanics at a rate not
less than the minimum wages speci?ed in a wage determination made by the
Secretary of Labor. In addition, contractors shall be required to pay wages not less
than once a week. It is the policy of CIF to place a copy of the current prevailing
wage determination issued by the Department of Labor in each solicitation and
the award of a contract shall be conditioned upon the acceptance of the wage
determination. CIF shall also obtain reports from contractors on a weekly basis
in order to monitor compliance with the Davis-Bacon Act. shall report all

suspected or reported Violations to the Federal awarding agency.

d. Contract Work Hours and Safety Standards Act {40 USC, 327?333): All
contracts awarded by CIFC in excess of $2,000 for construction contracts and in
excess of $2,500 for other contracts that involve the employment of mechanics or
laborers shall include a provision for compliance with Sections 102 and 107 of the
Contract Works Hours and Safety Standards Act (40 U.S.C. 327-333), as
supplemented by Department of Labor regulations (29 CFR part 5). Under
Section 102 of the Act, each contractor is required to compute wages of every
mechanic and laborer on the basis of a standard work week of 40 hours. Work in
excess of the standard work week is permissible provided that the worker is

compensated at a rate of not less than 1? 1/2 times the basic rate of pay for all

Page 70 013118

hours worked in excess of 40 hours in the work week. Section 107 of the Act is
applicable to construction work and provides that no laborer or mechanic shall be
required to work in surroundings or under working conditions that are unsanitary,
hazardous, or dangerous. These requirements do not apply to the purchases of
supplies or materials or articles ordinarily available on the open market, or

contracts for transportation or transmission of intelligence.

e. Rights to inventions Made Under a Contract or Agreement: Contracts or
agreements for the performance of experimental, developmental, or research work
shall provide for the rights of the Federal Government and CIFC in any resulting
invention in accordance with 37 CFR part 401, ?Rights to Inventions Made by
Nonprofit Organizations and Small Business Firms Under Government Grants,
Contracts and Cooperative Agreements,? and any implementing regulations

issued by the awarding agency.

f. Ciean Air Act (ti-2 U.S.C. 7401 et seq.) and the Federai Water Foiiution
Control Act (33 U.S.C. 1251 et seq.), as amended: Contracts and subgrants of
amounts in excess of $100,000 shall contain a provision that requires the recipient
to agree to comply with all applicable standards, orders or regulations issued
pursuant to the Clean Air Act (42 U.S.C. 7401 et seq.) and the Federal Water
Pollution Control Act, as amended (33 U.S.C. 1251 et seq). Violations shall be
reported to the Federal awarding agency and the Regional Office of the

Environmental Protection Agency (EFA).

g. Mandatory standards and policies relating to energy efficiency which are
contained in the state energy conservation plan issued in compliance with the
Energy Policy and Conservation Act (42 U.S.C. 6201).

h. Anti?Lobbying Amendment (31 U.S.C. 1352): For all contracts or sub
grants of $150,000 or more, CIF shall obtain from the contractor or sub-grantee
a certification that it will not and has not used Federal appropriated funds to pay

any person or organization for in?uencing or attempting to in?uence an officer or

Page 7i of iid

employee of any agency, a member of Congress, of?cer or employee of Congress,
or an employee of a member of Congress in connection with obtaining any
Federal contract, grant or any other award covered by 31 U.S.C. 1352. Likewise,
since each tier provides such certi?cations to the tier above it, CIF shall provide
such certi?cations in all situations in which it acts as a sub?recipient of a sub-

grant of $150,000 or more.

i. Debarn?ient and Suspension (E.O.s 12549 and 12689): For all contracts in
excess of the federal small purchase threshold fixed at 41 U.S.C. 403(11)
(currently $100,000), CIFC shall obtain from the contractor a certi?cation that
neither the contractor nor any of its principal employees are listed on the General
Services Administration?s List of Parties Excluded from Federal Procurement or

Nonprocurement Programs.

j. Remedies: All contracts in excess of the small purchase threshold fixed at 41
U.S.C. 403(11) (currently $150,000) shall contain contractual provisions or
conditions that allow for administrative, contractual, or legal remedies in
instances in which a contractor violates or breaches the contract terms and provide
for such sanctions and penalties as appropriate.

k. Termination: All contracts in excess of the $10000 shall contain suitable
provisions for termination by CIFC (whether for cause or convenience), including
the manner by which termination shall be effected and the basis for settlement. In
addition, such contracts shall describe the conditions under which the contract
may be terminated for default as well as conditions where the contract may be

terminated due to circumstances beyond the control of the contractor.
1. Administrative Practices

1. All equipment purchases will be properly recorded in the general ledger under

the supervision of. the Deputy Finance Director/Comptroller.

Page 72 of 13.8

2. The Finance Director, with the approval of the Chief Executive Of?cer, may
from time
to time, establish further detailed administrative procedures and/or
practices, not inconsistent with the polices contained herein, to assist in

the administration and execution of these Policies.

3. To the extent practicable and economically feasible, solicitations for products

and services shall be dimensioned in the metric system of measurement.

3. Procurement Under Federal Awards

Procurement of goods and services whose costs are charged to federal awards
received by CIF are subject to all of the specific purchasing policies
described above. in addition, procurements associated with Federal awards are

subject to the following supplemental policies:

CIFC shall avoid purchasing items that are not necessary for the performance or

duplicative of the activities required by a Federal Grant Award.

Where appropriate, an analysis shall be made of lease and purchase alternatives to
determine Which would be the most economical and practical procurement for the
Federal Grant Award. If the total cost of leasing equipment over a three?year
period or less exceeds the proposed purchase price, the equipment should

generally be purchased.

Purchasers are encouraged to enter into state and local inter-governmental or
inter?entity agreements where appropriate for procurement of use of common

or shared goods and services.

Purchasers are encouraged to use Federal excess and surplus property in lieu of
purchasing new equipment and property whenever such use is feasible and

reduces project costs.

Page 73 ofllg

Documentation of the cost and price analysis associated with each procurement
decision shall be retained in the procurement ?les pertaining to each Federal
Grant Award. Price analysis is an examination of the price proposed by the
vendors/contractor and a determination as to whether the price is fair. Price
analysis may be accomplished in various ways, including the comparison of price
quotations submitted, catalog or established prices, market prices, prices based on
prior competition, historical prices and similar indicia, together with discounts.
Cost analysis examines the individual cost elements that comprise the total
proposed price to determine reasonableness, allocability, and allowability.
Elements of a cost analysis may include labor rates, material costs,

overhead/indirect rates, and general/administrative expenses.

or all procurements in excess of the federal small purchase acquisition threshold
(currently $150,000), procurement records and files shall be maintained that

include all of the following:

a. Rationale for the method of procurement.
b. The basis for contractor selection.
0. Justification for lack of competition when competitive bids or offers are

not obtained.
d. The basis for award. cost or price.

All pre?qualified lists of persons, ?rms or products which are used in acquiring
goods and services must be current and include enough qualified sources to

ensure maximum open and full competition.

CIFC shall make all federal funds related procurement files available for

inspection upon request by a Federal Awarding Agency.

Page '74 of 118

10.

11.

All contracts with vendors/ contractors shall require the vendor/contractor to
certify in writing that it has not been suspended or disbarred from doing business

with any federal agency.

CIFC, through the applicable Program Director or Program Manager, shall
periodically follow up with contractors to ensure conformance with the terms,
conditions and speci?cations of all purchases and evaluate contractor
performance and document, as appropriate, whether contractors have met the

terms, conditions and speci?cations of the contract.

In addition to the contract provisions laid out in Section of this policy, and
except as otherwise required by statute, a Federal Grant Award that requires the
contracting (or subcontracting) for construction or facility improvements will
provide for the recipient to follow its own requirements relating to bid guarantees,
performance bonds, and payment bonds unless the construction contract or
subcontract exceeds $150,000. For those contracts or subcontracts exceeding
$150,000, the federal awarding agency providing the funding source may accept
the bonding policy and requirements of the recipient, providing that the federal
agency has made a determination that the federal government's interest is
adequately protected. If such a determination has not been made, the minimum

requirements will be as follows:

a) A bid guarantee from each bidder equivalent to five percent of the bid
price. The "bid guarantee" will consist of a firm commitment such as a
bid bond, certified check, or other negotiable instrument accompanying a
bid as assurance that the bidder will, upon acceptance of his bid, execute
such contractual documents as may. be required within the time frame

speci?ed.

Page ?75 of 138

b) A performance bond on the part of the contractor for 100 percent of the
contract price. A ?performance bond" is one executed in connection with

a contractor's obligations under such a contract.

0) A payment bond on the part of the contractor for 100 percent of the
contractor price. A "payment bond" is one executed in connection with a
contract to assure payment as required by statute of all persons supplying

labor and material in the execution of the work provided for in the

 

contract.
X. PA IIGLL
A. HIRING
l. The Board of Directors hires the Chief Executive Of?cer.
2. The Chief Executive Officer hires all Program Directors and any and all
other

personnel as determined by the Chief Executive Officer. The Chief
Executive Of?cer may delegate the interviewing and preliminary selection
of staff, but must, nevertheless, give final approval for the hiring of all

employees.

3. The EEO Officer, as designated by the CEO, is authorized to review all
employment applications and periodically sit in on interviews in

conformity with Affirmative Action Guidelines.

4. The Human Resources Manager will set up a personnel file for new
employees. It will contain all original information as required in the hiring
packet.

5. Along with the completed originals of the employment application and all

required forms, a completed proposed Letter of Hire must be forwarded to

Page ?76 of 118

employee?s

the Chief Executive Officer by the Human Resources Manager for the

final review, approval and execution.

The Human Resources Manager will be responsible for seeing to it that all
new employees complete the following:

a. Formal Letter of Hire (counter?signed by the employee):

b. Employee Data Form;

c. Federal and State Employee Withholding Certi?cates;

(1. L9 Forms;

e. Such other forms as may be required in connection with the

specific program

The Human Resources Manager shall maintain the originals of these
properly completed forms, along with the employment application,
reference checks, letter of hire, EEO form, and Affirmative Action Hiring
Form (when applicable), in the

employee?s Personnel File.

An employee's hiring is not effective until all completed paperwork has
been submitted and approved as appropriate, by the Human Resources

Manager and the Chief Executive Officer.

For some positions, additional approval requirements may apply g.
Head Start Policy Council), and such employment shall be deemed
conditional until such additional approval is secured. In the event of an
employee approved for employment by the hiring process detailed in steps
1?7 above, who is subsequently approved by any required additional
authority, then the employee shall be discharged, or transferred to another
position not requiring such approval, as the Chief Executive Of?cer may

determine, and any related payroll expenses shall be charged only to 

Page ?77 of HS

B. DISCHARGE

8.
the

9.
Employee

favor of the

the transferee?s new assignment, as limited by any other applicable

requirements, or (2) the CIF Operating Fund

The appropriate Program Director or Chief Executive Officer completes

termination form and forwards it to the Human Resources Manager along

with the original letter of resignation, if any (with a copy to the Finance

Director).

Any con?ict between these policies and the policies set forth in the
Manual, in regard to personnel matters, shall be resolved in

Employee Manual.

C. TIME SHEETS

10.

ll.





sheets will

13.

D. PAYROLL
14.

Each employee is responsible for completing an original electronic time
sheet on a not less than basis, showing all hours and time
worked (photo?static COpies of time sheets are not acceptable).
Completed time sheets signed by the employee and supervisor will be
submitted to the Payroll Accountant by not later than 10 am. on the mm
and first day of each subsequent month (or next business day).

Incomplete time sheets will be returned to the supervisor and late time
be held until the following pay period.

The Payroll Accountant will verify the completion of the time sheets.

The Payroll Accountant will prepare the payroll time summary worksheet.

Page ?78 of 118

15.

16.

17.

18.

19.

20.

The Payroll Accountant will record with the Payroll Service the
appropriate information regarding sick time and vacation time, and shall
?le and maintain in the Central Business Office records the time sheets

and payroll reports.

The Finance Director will be responsible for the receipt of the payroll
checks, payroll register, and tax registers, and any other payroll related
correspondence from the Finance Assistant after delivery from the payroll

service.

The Finance Director will open the payroll service package and review the
payroll register and record the apprOpriate payroll journal entries. Payroll

checks and stubs will then be locked in a ?le until pay date distribution.

The Payroll Accountant or Deputy Finance Director/Comptroller is

responsible for delivering checks to the program employees.

The Human Resources/Operations Manager will distribute all payroll

checks on a surprise basis at least twice a year.

The Finance Director will record all payroll related charges in the
appropriate ledgers, including the payroll distribution, payroll taxes,

payroll cash transfers and 403b payroll contributions.

E. PAYROLL TAXES

22.

The payroll service processing center will charge payroll account
for payroll taxes each pay period, and is responsible for the quarterly
payments of payroll taxes to the government, as required by law. The
Finance Director will for each payroll ensure that the payroll taxes
charged to the bank account agree with the payroll taxes on the payroll

service?s register.

Page 79 ofliS

23. The Finance Director will review and reconcile all quarterly payroll tax

reports prepared by the Payroll Processing Center.

 

A. 
1. All out of town travel must be approved in advance by the Chief

Executive Of?cer or Chief Operating Of?cer.

2. The employee will complete the speci?ed request for authorization of

Official travel.

3. The supervisor will sign the request for authorization of out of town travel.

4-. Disapproved requests will be returned to the employee marked
"Declined".

5. Reimbursement will be based upon grantor regulations. Receipts must be

attached to the travel voucher for lodging and common carrier

transportation. Receipts for meals are required. Receipts for parking are

also required.

B. TRAVEL ADVANCES
6. Upon approval of travel, if a travel advance is approved, the designated
Staff Accountant will prepare a voucher and enter the check number on
the request for authorization. Travel advances will get usually be

approved. Rather, employees are generally expected to make

Page 80 of 118

arrangements for their own travel expenses, and then seek reimbursement

for such expenses in the usual course.

7. The Treasurer/Deputy Treasurer and/or Chief Executive Of?cer will Sign
the check (two signatures are required if over $2,500).

8. A check voucher will be ?led in a travel advance file with the request for

authorization attached.

9. After the trip, the employee will enter the appropriate information on the
travel voucher and attach original documentation of expenses and
forward the same to the Central Business Office for processing.

Only valid programmatic expenses will be reimbursed.

10. If the advance exceeds the amount on the travel voucher, then the
difference will be immediately remitted by the employee and
deposited in the appropriate bank account. The travel voucher, with
the documentation attached, will be filed chronologically with the

other vouchers for that month.

11. If the advance does not exceed the amount of the travel, then the balance
due the employee will be noted on the request for authorization of official
travel. A check authorization voucher for the balance amount will be
prepared by the designated Staff Accountant and the regular check

authorization procedures followed.
C. LOCAL TRAVEL

13. Each employee will prepare a trip report summarizing the results of any

out?of-town travel.

Page 81 of 118

14.

15.

16.

17.

18.

l9.

20.

21.

Each employee will complete a travel voucher on a daily basis as

appropriate.

Excluding Special events g. staff trainings, community meetings, etc.)
authorized by the Chief Executive Officer, the cost of meals will only be
reimbursed when an employee is in travel status out of town, which has

been approved in advance by the Program Director or Program Manager

and by the Chief Executive Of?cer.

The travel voucher will be totaled, signed by the employee, signed by

the supervisor, and submitted on a basis for payment.

Incomplete travel vouchers will be returned to the supervisors.

The Finance Assistant will verify the travel voucher, ascertain if there are
any outstanding travel advances (see above), and calculate the amount of

the total travel reimbursement.

In reference to those Programs with Program Motor Vehicle(s), such
vehicle(s) are to be used by Program personnel for local and in?state travel
to the greatest extent practicable, in preference to the reimbursed use of

personal motor vehicles.
The lnstitute?s personal automobile mileage rate is the then current U.S.
Internal Revenue Service approved rate, unless a lower rate is required by

the applicable funding source.

The Deputy Finance Director/Comptroller, the Finance Director, and

Chief Executive Officer will approve the travel voucher.

Page 82 of HS

22. Checks will be prepared in accordance with Section VII, Cash

Disbursements, procedures.

D. ALTERNATIVE PER DIEM FOR OUT OF STATE TRAVEL
22. For out-of?state travel only, an employee, as an alternative to the
documentation and
reimbursement process for out?cf-pccket expenses for meals and
miscellaneous items, as set forth above, may claim a ?xed?rate per?diern
reimbursement of $50 per day for a_ll of the employee?s expenses incurred
while traveling out?of?state, exclusive of transportation and lodging

expenses.

 

XXL CQNSELTANTS ANB 

1. Consideration will be made of in~honse capabilities to accomplish services
before contracting for them.

2. Written contracts clearly defining work to be performed will be
maintained for all consultant and contract services.

3. The quali?cations of the consultant and reasonableness of fees will be
considered in hiring consultants.

4. Consultant services will be paid for as work is performed, and only to the

maximum amount of the contract. Contract amendments must be
approved in advance of the expenditure of any amendment related

funds.

Page 83 of 118

5. The Chief Executive Of?cer's approval is required for all proposed

contracts.

6. The Board of Directors will approve audit contracts.

7. As required, all contracts will be approved by the appropriate funding
source.

PRGPERTY
A. POLICY

1. All equipment purchases must have the Chief Executive Of?cer's
approval.

2. Equipment is de?ned as all items (purchased, government excess, or
donated) with a unit cost (or value at date of receipt) of $5,000.00 or

more and a useful life

of more than one year. These assets are capitalized as ?xed assets on the

?nancial

statements. Items with unit costs below the established limit shall be

expensed in the year purchased.

The Finance Assistant will maintain the Fixed Asset Records (Property

U.)

Inventory) for all equipment, and. prOperly mark all new equipment with

the Institute name, and the identifying number.
B. PHYSICAL INVENTORY

4. The Finance Director will control the Fixed Asset Records Inventory

listing.

Page 84 of HS

5. The Finance Director or designee will observe/correct a physical inventory
of all equipment following the end of the lnstitute?s ?scal year (but in
advance of the next scheduled annual audit), indicating on the listing the
condition and the location of the equipment, and insure that all equipment

is properly marked.

6. The Finance Director or designee will reconcile the physical
inventory observation with the Fixed Asset Records.

Any discrepancies must be explained and/or documented.
C. Loss, DAMAGE, on DESTRUCTION

The Finance Director will be immediately notified of all cases of loss,
damage, or destruction of equipment by the Program Director using an
asset disposition form. The Finance Director will give the asset
disposition form to the Chief Executive Officer for approval.

D. VEHICLE LOG
8. Vehicle travel logs will be maintained for all motor vehicles owned by the
Institute. I
Vehicle repair maintenance logs will be kept by the inance Director or

designee.

E. PERSONAL USE
9. With the exception of minor, incidental use g. using a desk draw to keep
personal items), employees are not permitted to use Institute property for
personal activities, except with the prior written approval of the Chief
Executive Of?cer, which will only be granted by the CEO in the best

intentions of Institute or for compassionate humane reasons.

F. FIXED Assar CAPITALIZATION POLICY

Page 85 of 118

10. Fixed asset equipment is de?ned as all items (purchased, government
excess or donated) with a unit cost of $5,000.00 or more a useful life
of more than one year. The Federal Government?s reporting requirements
of its grant funded programs with non-profit organization generally
require reporting ?xed asset purchases as expenditures of grant funds in
the current grant year. However, Generally Accepted Accounting
Principles require the capitalization of these expenditures and their
depreciation over their useful life. In order to comply with both
requirements, the Institute will record as an expense the purchase of ?xed
assets during the grant year. This will allow the lnstitute?s ?nancial
statements to be consistent with Federal Grant requirements. At the end of
the grant year, and after all final Federal Grant reports have been ?led, the
Institute will reclassify these fixed assets, record them on the Balance
Sheet, and thereupon depreciate them according to Generally Accepted

Accounting Principles.

The policies described above will apply to only Federally funded grant
programs, and State programs with the same requirements as the Federal
program. All other fixed asset purchases will be accounted for using

Generally Accepted Accounting Principles.

v. 
A. CIFC as Lessee:

 

i. The Chief Executive Of?cer will review leases prior to execution or
submission to the Board of Directors for approval and leases shall be
executed by the Chief Executive Officer. Other employees may not enter

into lease arrangements.

Page 86 ofHS

2. All leases wherein CIFC is the lessee of cost greater than $15,000.00 on
an annual basis, will be approved by the Board of Directors, either as part

of an approved budget or as a separate item.

3. Leases will correspond to program years whenever practicable.

4. Copies of all executed leases will be immediately forwarded to the

Finance Director.

B. CIFC as Lessor:

l. The Chief Executive Of?cer or the designee will negotiate and
execute all leases entered into by CIFC as lessor.

2. The lease shall be in a standard form as approved by the Chief Executive
Of?cer

upon review by legal counsel.

3. Leases will correspond to program years whenever practicable.

4. Copies of all leases will be immediately forwarded to the Finance
Director.
XV. EN CE

 

1. Insurance policies will be maintained in insurance files by the Deputy

Finance Director/Comptroller.

2. Insurance will be carefully reviewed by the Staff Attorney before renewal,

and payments for insurance processed in the usual manner.

Page 87 of 118

3. Adequate coverage will be maintained for motor vehicle, other property,

Directors and Of?cers liability, and general liability insurance.

XVI. TELEPHGNE

1. Personal out~of~state long distance calls will not be made on Institute
telephones
by employees, except in the event of an emergency and in which case the
employee must reimburse the Institute for any phone calls made.
Employees are permitted to use Institute telephones to make calls to
family members and personal associates to coordinate schedules and the
like, but such calls shall be kept to a minimum as to both number and

duration.

 

XVEI. 

1. Each Program Director or Program Manager is responsible for securing
and documenting the contributions required for the subject

pro gram.

2. See Section Sub Sections 26 8; 27, above, for processing and

documentation requirements.

3. In?kind will be properly recorded in the ?nancial statements by the

Finance Director.

XVIEI. 8F ENTRY

l. The Institute shall utilize a double entry system for accounting for all

funds.

2. Adequate documentation shall be maintained to support all entries in the

financial accounting system.

Page 88 ofllS

At the end of the month, the Deputy Finance Director/Comptroller shall
oversee the preparation of the appropriate financial reports to distribute to
Program Director (as appropriate) the Chief Executive Of?cer, and the

Board of Directors

Financial Reports shall include and year to date revenue and
expenses compared to budget. Financial reports may include additional
supplemental schedules as prepared by the Finance Director to improve

the presentation of the lnstitute?s ?nancial status.

The Finance Director shall be responsible for the completion of all general

ledger account reconciliations by the Accounting Staff.

 

Copies of all grants and contracts, and any amendments thereto, shall be
immediately forwarded to the Chief Executive Of?cer, with a copy to the
Finance Director and the applicable Program Director or Program

Manager.

The Finance Director ensures that all grants are accounted for properly.

The Chief Executive Of?cer, Finance Director and appropriate Program
Director and/or Program Manager shall carefully review each grant or
contract award, modi?cation, and amendment, to insure that all

programmatic provisions and regulatory requirements are met.
A copy of all grants and contracts shall be maintained in the Central

Business Of?ce ?les for each funding source by the Finance Director and

the Chief Executive Of?cer.

Page 89 of 118

 

epncM?S

1.

Financial budgets, and revisions and amendments, shall be prepared in
consultation with the applicable Program Director(s) or Program

Managers.

All budgets shall be submitted to the Chief Executive Of?cer for review

and approval prior to submission to the Board of Directors.

Copies of all grant actions shall be maintained in the Central Business
Office by the Chief Executive Of?cer and the Finance Director ?les.
Copies of grant actions are also required to be maintained in the appropriate

Program ?les.

A. - Cosr CATEGORY

 

l.
2.

See Section 

Credit Card Use Reports All credit card expenses are to be documented

 

through the standard requisition, voucher and check generation process,

with the required written approvals.

The Financial Reports to the CIFC Board of Directors and the
Policy Council shall include a copy of the prior month~ending
statements for each of credit card and retail store accounts, which
statements shall be annotated to indicate the program(s) to which each

individual transaction has been charged.

B. REPORTS TO FUNDING SOURCES

l.

with due

The Finance Director shall maintain a schedule of required funding reports

dates.

Page 90 ONES

The Deputy Finance Director shall prepare all ?nancial reports, as

required by funding sources, grants, and contracts.

The Finance Director and the Chief Executive Of?cer shall review and

approve all ?nancial reports to the funding sources.

The Chief Executive Of?cer (or Finance Director as speci?cally
designated by the Chief Executive Of?cer) shall sign all reports to funding

sources.

It is the responsibility of the designated Deputy Finance Director and
Chief Executive Officer to insure that all reports are prepared and

submitted on a timely basis.

 

XXEE. ENTE 55%!51: 

l.

3.

pro gram.

lnterfund loans (limited solely from the Working Capital Account) are to
be made only as approved by the Finance Director and Chief Executive
Of?cer, and only in compliance with funding source rules and regulations.

The Board of Directors is to be periodically informed of interfund loans.

lnterfund loans shall be repaid prior to the final close out of the applicable

m. or MEETENGS

 

i.

Accurate minutes of all meetings of the Board of Directors (including
reports of any Committee meetings) shall be maintained in the official

Institute ?les in the Central Business Of?ce.

The Chief Executive Of?cer shall receive and review a copy of all Board

minutes and Committee reports.

Page 910f118

3. The Finance Director, the Deputy Finance Director and the Program
Directors and Managers shall take note all items in the minutes relating to

financial matters, and take appropriate action.

 

a. Outside third party loans (from other agencies, banks, and the like) shall
be approved by the Board of Directors and the Chief Executive Of?cer.

2. Cost Aiioca?tion
b. Each program shall pay the direct costs relating to that program, as
permitted by the

regulations governing such program.

c. Cost Allocation Plan:
Not less frequently than annually, and more often as required by
material changes to the Institute?s funding awards or other contractual or
?duciary requirements, the Chief Executive Officer, or designee, will
prepare a Cost Allocation Plan, in compliance with OMB Circular 2 CF 
Part 200, that sets forth the basis for determining the reasonableness,
allocability and allowability of all costs to be charged to all grants and.

contract funds and accounts.

That plan shall be submitted at least annually to the Institute?s

independent Auditor for review.

Page 92 of 318

 The CEO shall at least annually, but also upon any material interim
change to said Cost Allocation Plan, submit a copy thereof to the Board of

Directors for approval.

3. Program Income
a. If speci?cally required by the funding source, program related income
shall be

used to reduce the total cost of the individual program generating the

income.

b. Interest income on state funds or interest income on federal funds in
excess of $500 shall be returned to the appropriate funding source as

required by contract rules and regulations.

c. Donations of cash and non?program related income shall be separately

accounted for.

4. Financial Procedures
3.. Financial procedures shall be reviewed annually by the Chief Executive
Officer and the Finance Director (and designees), in cooperation with the
Institute?s Auditor. Changes to this financial procedures manual will be

approved by the Board of Directors.

5. Form 990
a. The Institute?s Finance Director will annually prepare a preliminary IRS

Form 990, return of Organization Exempt from Income Tax.

b. The Institute?s Auditor shall review, and revise as necessary and sign as

preparer the

Page 93 of 118

final Form 990.

c. The Chief Executive Of?cer is authorized to sign the final Form 990 on
behalf of the institute.

Record Retentien

a. CIF as a matter of policy will keep ALL records for a seven (7) year
period, but NOT generally thereafter. It is to be noted that '7 years means
the current year, plus 7 prior years retained, which is a total of up to 8
years. Example: as CIFC was organized in 2003, the Institute?s 2003
records may be disposed as of January 2011', in other words, the year the

record was created, plus eight (2003, plus 8 201 

b. Exception: some critical, original documents are NEVER disposed; for
example, original certificate of incorporation, IRS tax

exemption letter, vehicle titles for vehicles still owned, etc.

c. Stored records shall be clearly marked by the person responsible for
creating the records with the year the records were created on the outside
of the storage box (in several places: top, front, sides). The Chief
Executive Officer will establish a process for the ?nal review and

disposition of records.

Credit Card Use and Controi (Specific Rates)

a. The Institute utilizes a short?term low?credit-line ?nancing arrangement

with one or more credit card companies for day to day business expenses.

b. The Chief Executive Officer, and other employees designated by the Chief
Executive Of?cer, each have a credit card in their name and are authorized

to use the card up to a maximum total $30,000 card credit limit, subject to

Page 94 of 118

actual credit availability on the card at the time of use. Contemporaneous
with committing the Institute to any credit card expense, the credit card
user must comply with proper purchasing policies (as applicable), and

complete the appropriate purchase requisition form.

c. Payment of credit card purchases shall be made in accordance with normal
voucher payment policies, it being speci?cally required that no transaction
on any credit card statement shall be charged to any program account g.
Head Start Federal) until the appropriate requisition and expense voucher
has been fully prepared and approved. Any credit card expense not
charged as a direct expense to a program shall be a direct expense of the
CIF Operating Fund, unless properly allocated in accordance with the

then current CIFC Cost Allocation Plan.

d. Any fraudulent or other unauthorized charges shall be immediately
pointed out to the Director of Finance for further investigation with the
card provider. Personal use of corporate credit cards other than by the
Chief Executive Officer (as the guarantor of the credit cards)is strictly
prohibited. Any personal use will subject the employee to the Institute?s
disciplinary actions detailed in the Employee Manual. Cardholders shall
report the loss or theft of a corporate credit card immediately by notifying
the credit card company as well as the Director of Finance.

e. Failure to comply with any of these policies associated with the use of
lnstitute?s credit cards shall be subject to possible revocation of card
privileges. The Finance Director, with the approval of the Chief Executive
Officer, shall determine whether credit cards are to be revoked.

f. Credit Card statements shall be included as attachments to the
CIFC Financial report prepared for management and the Board of
Directors.

Housing Management and Development Activities
a. CIFC is pledged to the letter and spirit of United States policy for the

achievement of equal housing opportunity throughout the Nation. CIF 

Page 95 ofiig

encourages and supports an af?rmative advertising and marketing
program in which there are no barriers to obtaining housing because of
race, color, religion, sex or national origin. The Chief Executive Of?cer is
authorized to take all steps appropriate for the proper execution and

Operation of this provision.

9. Conflict of Rules
a. Without limitation, but in speci?c reference to Head Start, in the case of
any conflict between these procedures and the speci?c requirements or
regulations pertaining to any grant or contract program of CIFC, said

speci?c grant or contract requirements and regulations shall prevail.

it), Gther CEFC Poiicies
The policies set forth herein are to be implemented and interpreted in a manner
consistent with other policies, notably, but without limitation, the CIFC
Personnel Policies (Employee Manual) and CIFC Administrative Policies. Any
conflict between or among said policies, or ambiguities therein, may be resolved,
in writing, by the CEO, and appropriate policy revisions thereafter (but

at least annually) reviewed and approved or revised by the Board of Directors.

XXVE, PROGRAM SPECIFIC BILLENG COLLECTEGN PULICEES
may adopt Billing and Collection Policies speci?c to individual program
rules and procedures. Accordingly, CIFG has ?Billing and Collections
Policies,? which are included in Appendix A to this Manual, and the CIF Early
Learning Programs have a ?Billing/Collection Policy,? which is included as

Appendix to this Manual.

END

Page 96 of 118

APPENBEX A

SEFQ GBCEEQ SELLING PGLEQEES

Page 9?7 (?118

 

Page 98 of .118

Greater Community Health Center

POLICY: It is the policy of the Greater Danbury Community Health Center to have
systems in place to maximize collections and reimbursement for its costs in providing health
services, including written billing, credit and collection policies and procedures, as required by
Sections 330(k)(3)(F) and (G) of the Public Health Service Act.

As a general rule, bills all public insurances (Medicaid, Medicare, etc), as well as
private insurances, unless prohibited by law, to maximize reimbursement for its costs in
providing health services and in accordance with all applicable laws, including Regs,
Conn. State Agencies l7b?262?994, et. seq. Additionally, attempts to collect all
payments owed unless a payment has been waived.

The following policies/procedures provide more detail on how bills and collects
payments, as well as its credit policy, pursuant to this general policy statement.

Billing, Credit and Collections Policies
1. Daily Charge Entry and Encounter Form Reconciliation (eClinicalWorks System)
2. Cash Application Process for Insurance Payments (eClinicalWorks System)

3. Check Application Process for Patient Payments Received through Mail
(eClinicalWorks System)

4. Weekly Patient Statement Review (eClinicalWorks System)

5. Collections FollowaUp (eClinical Works System) and Collections Policy
6. Provision for Waiving Charges

7. Third Party Insurance Filing Limits

8. Third Party insurance Denials and Appeals (eClinicalWorks System)

9. Cash Box Audit

10. Medicare Credit Balance Report (eClinicalWorks System)

ll. Petty Cash

l. FOHC Baily Charge Entry And Encounter Form Reconciliation (eClinicalWerks System)

The day sheet is a summary of the previous day?s payment receipts for each practice area
and lists the patients and any payments received by the front desk staff for any balance due.
The front desk staff enters each patient name and any payments received on the day sheet
manually throughout the day.

Each morning, the reconciled day sheets are picked up from each of the front desks by the
health center Of?ce Coordinator. A Day Sheet Report is generated from eClinicalWorks
to reconcile the manual day sheet from each front desk to the Day Sheet Report
generated from The Office Coordinator prints the Day Sheet Report and compares
the daily activity and cash/check/credit card totals to the manual reports from each front
desk. She then initials and dates the report indicating her review.

To review/enter charges select Of?ce Visits (the Jelly Bean) and select the provider and
date for which you want to bill charges. Select all patients by checking the top box on the
far left above the list of patients. Highlight each patient to review the charges entered for
the visit. Select Billing Data at the bottom of the screen and you will then see a screen that
shows the assessments/diagnosis and procedure codes entered by the provider as part of
the visit. The coding is reviewed to add applicable modi?ers for billing purposes and
immunization administration fees are reviewed for accuracy. If the biller is not sure of the
completeness of the charges coded, the progress note for the visit is reviewed. When the
review is complete the claim is marked as Done on the bottom right.

After all the claims have been reviewed for the provider. select Encounters on the Billing
Band and select the provider and date of service. At the bottom of the screen, select Claims
IPE. This process converts the visit/encounter into a claim. Filter out Medicare claims in
the Claims Band. Medicare A claims then need to be converted into UB04 claims for
billing purposes.

Filter all non?Medicare A claims and then run the Claims IPE process. The Claims 
runs the claims against some preset claims edits that help to insure that a clean claim is sent
to the insurance company for processing and payment.

Once the claims edits have been fixed, process the claims and select Electronic status to
submit the claims electronically. Any claims that cannot be sent electronically are
indicated as Print HCFA. Print the HCFAS (Health Care Financing Administration) and
mail to the applicable insurance carrier.



Page 1th of 318

2. FOHC Cash Application Process for insurance Payments (eClinicalWorks System)

On a daily basis, insurance checks are received in the health center administrative office.
A batch of insurance checks is prepared on a spreadsheet indicating payer, check number
and check amount. The checks are then copied and the originals are stamped on the back
with the health center restricted endorsement. The cash is then posted to patient accounts
by the health center billing staff.

To post checks into eClinicalWorks the following process is followed.

Log in to and select the Billing Band. Once in the billing band, select ERA
(Electronic Remittance Advice) to determine if any of the payments can be posted
electronically from an electronic EOB (Explanation of Bene?ts). Review the payer, check
number and amount and if they match, post the ERA electronically and record the payment
ID number on the Batch Cover Sheet. Once all have been posted select the
PAYMENTS band and review each of the payment that were posted to review for
accuracy and to add statement messages for co?pays, co?insurance, deductibles, etc.

For checks that cannot be posted electronically, select PAYMENTS and then Enter an
Insurance Payment. Set up a payment advisory which includes the check amount, number,
check date and received date. Enter payment data claim by claim from the EOB by entering
the amount allowed, any co?payment or co-insurance and the paid amount. When the
payment is posted and balanced to zero, enter the payment ID on the Batch Cover Sheet.

if any secondary insurance needs to be billed as a result of processing primary insurance
payments, the secondary can either be billed electronically or manually on a HCF A (Health
Care Financing Administration) form. The are printed after payments are posted
and are reviewed for accuracy by the health center administrative staff. After the forms
are reviewed, a copy of the E013 is made and sent with the HCFA to the secondary
insurance carrier for processing and payment.

##tt

Page 101 ofliS

3. FOHC Check Application Process fen Patient Payments Received Through the Mail
teClinicaiWorks System)

On a daily basis, patient payments are received in the health center administrative office.
A batch of patient checks is prepared on a spreadsheet indicating payer, check number and
check amount. The checks are then copied and the originals are stamped on the back with
the health center restricted endorsement. The cash is then posted to patient accounts by the
billing staff.

To post checks into eClinicalWorks the following process is followed.

Log in to and select the Billing Band and then select Payments.

You will then apply patient payments by selecting a patient. Once the patient is selected,
press the claim button and the screen will display all outstanding claims for that patient
account. Select the balance to apply the payment to. Once the balance is selected, enter
the Date, Amount and Type of Payment (check, credit card) and then indicate the payment

amount on the applicable claim line. Select Save to post the payment.



Page 302 ofliS

4. FOE-1C Weekly Patient Statement Review (eCiinicaiWorks System)

Every other week, patient statements are printed for review and follow?up,
To print the statements, select Accounts Look?Up in the Billing Band in eClinicalWorks.

On the look-up screen, enter the service date range and select the patient statement cycle
of ?Apply?Patient Based?. Make sure the ?Include Claims Assigned to Patient only? box
is checked and check the box for ?Dunning Messages?. Then select the Lookup box. A
list of patient names will be generated. Check the boxes at the far left for statements that
you want generated or select the box at the top of the column to select all.

Once the statements have been checked, select the Patient Statements box and generate the
statements and allow the system to log the generation.

Print the statements.

The printed statements are then reviewed by the health center administrative of?ce staff

Statements are sent with a letter, as appropriate, as follows:
a) No Insurance Letter;
b) Letter;
0) Sliding Fee Letter; or
d) insurance Questions Letter.

See Letters Attached for reference.



Page 183 of HS

  

{Coririietrtictir institztite Eric. iifii?a
mi

?tTi-:reate:r if? agribury Carriinuriity liuvieaith enter

Hen. .lm?nes H. Mariette-y. ii). {331 Francis J. Masks, Phi).
a? Q?fc?er Boar's? (Emir

.a?xv'irsa Diana Tmrubieya CPA
Hi :fmz?rzisi's'umr

To: Greater Danbury Community Health Center Patients

From: The Billing Department

Enclosed is a statement of charges you owe to the health center. These charges are due
upon receipt of this statement.

We do not have your insurance information. If you have medical insurance please contact
the billing intake and eligibility worker at (203) 743?0100 so that these charges can be
billed. to your insurance company. You will then be 1*eSponsible for any co-?pays, deductible
or (so?insurance charges.

If you do not have medical insurance or have a high deductible, co-pays or co?insurance,
please call our intake and eligibility worker at (203) 743~0100. We are a Federally
Quali?ed Health Center so you may be eligible for ?nancial assistance for these services.

 

Thank you.
i3 i'fiusiness ('ti'l'itl't?i Eiat'icnr fiery-ices
:7 Old Fii'wrn'iz'ni Tarutiikc. Suite 200 Flame: {303'} 74343330 Ninth Street. Suites 3004i 3 l. Plume: {203} ?i'rliimf-i-i ?38
ifEanE?an?y. Sufi l0 ii?ax?: {203 Ti?tliai-f-i li i?zinhliry. 003 i 0 'iT-T?as: 833i

lit. at E: inst i in Earn};

 Fer tire. tt/bfa

greater it an gtry ?tl Sentet

   

Hon, James H. iv?iaim'tey, SD. Francis J. Muxlta. Phi).
Wranstalcm d2 Q?fenr Elan-:21! 

Diana 


Dear Fatient:

We have billed your Visits to your insurance company. You are now responsible for payment of these CowPays,
Co?lnsurance, or Deductibles. Please send your payment in the enclosed envelope. Thank you for your prompt
attention to this matter.

Sincerety,
Greater CHC Billing Department, (203) 743?0100 x306

Estimado Paeiente:

Hemos cobrado su Vista a su compa?ia de seguros. Usted es ahora reSponsible por este balance. Por favor envies
11 page en el sobre enviado. Gracias por su pronta atencion a este asunto.

Sineeramente9
?reater CHC Dept. de Cuentas (283) ?743-8180 307

4:
Querit?o Paeiente:

Nos enviamos a conta da sua consulta a sua compania de seguro. Voce agora responsavel pelo pagamento deste
balance. Por favor mande pagamento dentro do envelope enviado junto com esta carta. Muito obn?gada por sua
imediata atencao a este assunto.

SIl?ineeramente9
Greater Banbary CHC Bept. de Contas (203) 743-bit?) X306 x307

 

Business rrl'tlcc {3 Patient Service-:5
{fit-rt ?tter-man Suite 200 Phone: {2.03} North Street. ignites 't l"?1rnre; {303) ?Mt-136:3
Eikinbtary. CT {.363 i if} flax: 743?34'1 9:113 bury. CT 0683!} Fax: {3.03) 

anal l: in 

  

Titer Eran ei/lofa


titre a?ter aah tarp Health ?enter

Hen. James H. Maltitney, 5. D1: l. i?trluskar Phi}.
{Vite}{inventive {.thteer 5mm! Chair

1?s: Ea 23. "Ire t: e32, i} 
?rur:tft?e 

Dear Datient:

We have applied the sliding fee scale that you are eligible for to your Visit charges. You are now responsible for
payment of these discounted charges. Please send your payment in the enclosed envelope. Thank you for your
prompt attention to this matter.

Sincerely,
Greater Danbury CDC Billing Department, (203) 743?0100 X306

4:
Estimado Daciente:

Hemos aplicado el descuento que usted fue elegible para los cargos de su Visita. Ahora usted es responsible pet este
balance. Por favor envie sue pago en el sobre enviado. Gracias por su pronta atencion a este asunto.

Sineerarrltente9
Greater CDC Dept. rte Caerttas (203) 743-0100 X307



Qneride Paciente:

0 desconto que voce foi quali?cado a receber ja foi deduzido da sua conta. Este 0 balance que voee responsavel
a pagar. Por favor mande 0 pagamento dentro do envelope enviado junto com esta carta. Muito obrigada por sua
imediata atencao a este assunto.

Sineeramente,
Greater Danbary CDC Dept. de Contas (203} 743-0100 X306 x307

 

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Dentistry, 06810 (303} 137.3934- 3. .1 86810 Fax: 743339-4?3 85 

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Bear ratient:

We are trying to process your claims through your private insurance carrier or Medicaid but have questions that
need to be answered. Please contact the Billing Department as soon as possible to resolve these issues. Thank
you for your prompt attention to this matter.

Sincerely,
Greater Darrbury CBC Biltirrg Department (203) 743-9100 x306

=53

Estimade Pacierrte:

Estamos tratando de procesar sus reclamos a traves de su compania de seguro privado 0 del govierno pero
mas informaeion. Por favor llamenos tan pronto se possible. Gracias por su pronta atenoion a este
asunto.

Sineeramente,
Greater CHC ?ept. rte Cuerrtas (203) 743?0100 X307

>51

Querido Paeierrte:

Estarnos tentando enviar a sua conta ao seu seguro de saude privado ou seu seguro de saude do governo, mas
temos algumas perguntas a esclareoer. Por favor entre em contaeto com departamento de contas mais rapido
possivel para podermos resolver este problema. Muito obrigado por sua imediata atencao a este assunto.

Sirreeramerrte9
Greater Danbury CHC Dept. de Centas (203) 74310199 X306

 

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S. FOHC Collections FollownUp (eClinicaiWorks System)

As part of the weekly patient statement review. patients are identi?ed for follow?up by the health
center billing staff. Statements are reviewed to see if claims have been resubmitted to insurance
carriers and outstanding claims are reviewed to see if they have been resubmitted.

An Aging Detail is run by Insurance Carrier and aging categories (Current, 30?60, etc.) are printed
and reviewed by the billing staff. These are reviewed by the staff at least twice during the month
with a focus paid to some of the larger carriers or those with claims aging close to their electronic
filing limits.

Calls are made to insurance carriers to con?rm the receipt of submitted or resubmitted claims.

Insurance coverage is con?rmed on patient pro?les to see if the carrier needs to be updated or
changed. insurance coverage can be reviewed and veri?ed on-line.



CIFC Greater Danbury Community Health Center
Collections Policy

In accordance with applicable law, it is the policy of the CIFC Greater Danbury Community
Health Center to make ?every reasonable effort? to collect billed fees.

In accordance with this policy, shall engage Credit Center, LLC (CCI) (or an
alternate) for collections of patient account balances on a contingency fee of 30%. CCI will
send a series of four (4) letters over a sixty (60) day period, in addition to direct and
electronically generated voicernail calls from their systems, and otherwise complete the
collection process as required by their contract with CIFC.

Patient accounts to be referred for collection include, but are not limited to:

0 Bad Addresses The patient will be contacted after the statement is returned. If the
correct address cannot be obtained and/or the patient does not visit within
the 90 day window, the account will be sent for collection after 90 days.

0 Private Insurance Patient statements are mailed
if no payment has been received after 120 days, the account will be sent for
collection.

0 Uninsured/Self?Pay If a patient has provided documentation to receive a sliding fee
discount and has not paid their discounted balance, will make an attempt to
contact the patient after 90 days. Speci?cally, the account will be turned over to the
Outreach Worker for evaluation to see if the financial situation has changed.
If the Outreach Worker cannot make contact with the patient or the patient
does not respond, the account will be sent for collection.

 

in any event, after a maximum of 120 days receivable, a patient account will be sent for
further external collection efforts, and the entire amount of the internal account will be sent
for further external collection efforts, and the entire amount of the internal account receivable
written off.

If, after referral to external collection, does ultimately receive some payment, then
the account will be written back up to the extent of the ultimate receipt (not including
collection fees and charges).

reserves the right to take any legal action it feels necessary to collect receivables at
any time.

7. CIF already waives all fees and co?pays for patients with income below 50% of
the Federal Poverty Level. Accordingly, there should never be any amounts due from those
patients. If there are any amounts due, they will be written off immediately, and no such
amounts will be sent to collection.

6. Provision for Waiving Charges

POLICY: It is the policy of to make the provision for waiving charges consistently
available to all quali?ed patients. Quali?ed patients are those patients who have experienced a
sudden change that substantially impacts personal ?nances and/or living circumstances.

A sudden change in personal finances or living circumstances includes, but shall not be limited to,
job loss within the household of someone who contributes to the household income, death or
absenteeism of a household member who contributes to the family income, a natural disaster that
impacts living circumstances fire, hurricane, tornado, earthquake, or the like, that causes
displacement or loss of home), and/or sudden change in a household member?s health that impacts
household income.

Speci?ed Criteria: ?Substantially? shall mean greater than 33.3% of previous income; and as
to living circumstances, a change which would produce additional costs and expenses greater than at
least 25% of previous expenses.

PRGCEDURE: At each office visit, the Front Desk shall inquire as to whether the patient
has had a change in personal finances and or living circumstances that impacts their ability to pay
for services. If the patient answers ?yes,? the Front Desk shall refer the patient to the
Office Coordinator and explain that ?nancial assistance may be available for both past due
bills and future charges. The Office Coordinator or designee shall screen (or re?screen)
such patients for the Sliding Fee Discount Program. Any new Sliding Fee determination
shall be effective as of the termination of the waiver period, if any. In addition, the Office
Coordinator shall notify the Practice Administrator of a ?change of circumstances? patient.
The Practice Administrator shall research whether such patients have any outstanding
bills. If such bills exist, the Practice Administrator shall have the authority to waive, in full
or in part, outstanding prior charges due to as well as future charges (as limited herein
below) upon receipt of reasonable evidence, in light of all the circumstances, of the patient?s change
of circumstances. The extent of the wavier shall be proportional to the changes in circumstances
and shall not exceed a total four (4) month period (including the period of outstanding prior charges),
and no household shall be eligible for more than two (2) waivers in any thirty?six (3 6) month period.



7. Third Party insurance Filing Limits

Each third party insurance company has their own policies for electronic claims submission. Claims
submitted after the insurance companies established ?ling limits will be denied for payment due to
late submission. Ifthe claim is submitted late, the fee cannot be collected from the patient unless the
patient did not supply the insurance information for billing purposes in a timely fashion.

Electronic ?ling windows can be as short as 90 days from the date the service was rendered to as
long as 365 days.

The health center billing staff monitors unpaid claims by insurance company to insure that claims
will not become unpaid due to ?ling window limitations. The insurance claim aging report and
review of patient statements help to facilitate the process of reviewing unpaid claims for
resubmission. The review of the aging report and patient statements is done in accordance with the
FQHC Collections Follow?Up policy



8. Third Party insurance Beniais and Appeals (eClinicalWorks System)

As third party insurance payments are posted to patient accounts by the health center billing
staff, any claims that are indicated as denied on the E08 can be changed to a status of ERA
(Electronic Remittance Advice) denied in eClinicalWorks. If the denied claim is reviewed and a
determination can be made as to the nature of the problem, the denied claim can be modi?ed and
resubmitted at the time the BOB is processed. If the claim cannot be ?xed at the time of review, the
status is changed to ERA denied and it is followed up as part of the weekly collection efforts by
calling the insurance carrier for further information.

Emdeon Vision is a reporting tool used to review any claims that were not processed from
eClinicalWorks through Emdeon out to the various insurance carriers. Emdeon Vision reports
indicate claim numbers, dates of service and reason(s) for denial so that the claims can be reviewed,
modi?ed and resubmitted for processing.

if a claim continues to be denied, the FQHC has the option to appeal the denial to the insurance
company to ask that the claim be reviewed at a higher level (supervisor, manager, etc.) for payment.
The appeal process is initiated by a letter being sent from the Practice Administrator to the insurance
company giving details about the claim in question. The claim is then followed up by either the
health center administrative of?ce or the Practice Administrator as the appeal process proceeds.



9. Cash Box Audit

A cash box is maintained in the health center business of?ce to be able to make change for the front
of?ce staff of the various practices.

At each month end, the contents of the cash box is counted and an adding machine tape is made of
the total of each denomination of currency in the box.

The tape should total the established amount at all times, and the tapes are maintained by the Health
Center of?ce for documentation purposes.

10.Medicare Credit Balance Report (eCEinicalWorks System) Form CMS 838

The FQHC must submit a Medicare Credit Balance Report (MCBR) within 30 days after the end of
each calendar quarter. The quarters end as follows:

March 31, June 30, September 30 and December 31

The report of credit balances is pulled in eClinicalWorks by running a detail aging report for
Medicare. Credit balances are then identified at the claim level in the detail of the report by the
health center administrative of?ce staff.

The credit balances, which is money that is due to Medicare, result Where the provider is either paid
twice for the same DOS (Date of Service), paid for services planned but not performed, non?covered
services or overpaid because of errors made calculating bene?ciary deductible and/or cowinsurance
amounts.

The report must be completed and mailed to Medicare. The address is:

National Government Services, Inc.
Part A ORU/Credit Balance Reports
PO Box. 7071

.lndianapolis, IN 46207?707l

Any claims that must be refunded to Medicare are processed as a voided claim in with Bill
Type Code 778, and Medicare then recoups the monies owed.

NGTE: If the report is not received by the due date, the FQHC will be placed on 100% suspension
of claims payment until the report has been accepted. If a late no activity report is faxed the report

will be processed by Medicare in 48 hours.


ll. FQHC Petty Cash

A petty cash checking account has been established with a $1,000 balance. Signers on the account
are the CEO, Finance Director, Medical Director and Practice Administrator. (Only one signature
is required.)

Checks are issued out of the petty cash account for emergency expenditures and will be routinely
signed by the Medical Director or Practice Administrator.

For each check issued, a copy of the check issued and a receipt or invoice/packing slip will be
maintained for documentation.

When the checking account balance nears approx $500, a purchase requisition will be prepared to
summarize all of the checks for which the account needs to be reimbursed. The purchase requisition
will follow the normal CIFC approval process and a check will be released payable to Petty
Cash.

The Petty Cash reimbursement check will then be deposited by the CIFC Business Of?ce staff and
a copy of the deposit slip will be given to the Practice Administrator so the deposit can be noted in
the petty cash account check register.

 3

ENQ FROG 

   

MS 

Page 1.16

Billing/Collection Policy
(CLFC Board of Directors Policy Council Approved 06/25/16)

ATTACHMENT T0 LETTER OF AGREEMENT

I agree to the foilowing terms and conditions of my child?s, acceptance and
enroliment in the: (first and test name)

Piease check one:
CIFC School Readiness Program for program year 2016/2017 
E) Extended Day Program Head Start/Early Head Start for program year 2016/2017

Enroliment requirements:

1. The Fee Determination and Letter of Agreement must be completed with your Famiiy Advocate prior to your
child starting in the ciass. A copy of both documents must be sent to the CIFC Centrai Business Office.

2. Fee determinations are completed every 6 months. Employment verification is completed every 6 months,
or as needed.

3. if your family?s circumstances change (Le. job toss, injury, etc.) you are responsible to notify your child?s
Family Advocate of the change immediately. Your Family Advocate wili then work with you to update your
paperwork and notify the CIFC Centrai Business Office of the change. The prior period?s invoice will only be
adjusted for 30 days from date of notification.

4. Per Head Start performance standards, a parent must be working or enrolled in an educationai program for a
minimum of 20 hours per week.

5. Per Head Start performance standards, it a parent is no longer working or attending school, they have thirty
(30) days to find employment or become enroiled in school. A chiid wilt be transferred to a part day spot if
the parent does not compiy.

6. Ifa parent is on maternity ieave or out under FMLA (Federal Medical teave Act), the parent must provide a
fetter from his/her employer agreeing to the parent?s time off and stating the parent?s return to work date.
This letter must be provided to the child?s Family Advocate. If necessary, a new fee determination can be
compieted to reflect the change in income.

7. if the Program suspects that the parent may have falsified documents or information, the Director and Social
Services Manager will convene a meeting with the parent.

8. Parents/guardians may elect to enroll in automatic payment, which allow for a 5% monthiy discount on
invoices. Parents may elect to enroli in automatic payment at orientation or with the (2ch Central Business
Office at any time.

9. Parents will receive a 50% discount for every additionai child enrolled in the full day program.

Biiling Collection Process

8)

b)

C)

Invoices for parent/guardian payment are billed each month at the start of the month for the time period
covering the upcoming month. Payment is due within 30 days (end of the month).

Care 4 Kids certificates will be honored as of the effective date of the certificate with any past baiance within
the appiicabie period being adjusted.

If, after thirty (30) days, no payment has been made, a reminder phone call will be made to the
parent/guardian. At this time, a payment pian must be setup with if no plan is agreed upon, the Social
Services Manager wili be notified.

After an account becomes past due 30 days, a payment of good faith is required. CIFC has discretion, on a

case by case basis, to determine what is acceptable as a minimum payment

if, after sixty (60) days, no payment has been made, a collection ietter will be maiied out and placed in the

child?s classroom cubby.

i) After 60 days of no communication or payments, the child will be transferred to a Head Start part day
spot.

A second collection letter will be distributed if no payment is made after 90 days. This letter will notify the

parent that immediate payment is due (within 15 days).

i) Following the second collection letter, the account wiil be sent to a coliection agency.

(1) Coiiection Costs. if the parent/guardian does not pay their bill in a timely manner and has to
refer the matter for collection, parent/guardian agrees to pay all fees and costs associated with the
collection of the balance, including but not limited to, reasonable attorney?s fees and court costs.

(2) On the last Thursday of each month, unless notified, a CIFC Central Business Office employee wiil be
on-site at Foster Street to review outstanding balances with the Social Services Manager and to
collect payment from parents/guardians. if a chiid is in jeopardy of being transferred to part day
due to outstanding baiances, the Social Services Manager will notify the Director. The Social
Services Manager and the Director have the discretion, within applicable law, to review family
circumstances when determining placement.

RE-ADMESSION POLICY - Once the parent makes a payment and sets up a catch-up payment schedule with the 
Central Business Office, the Sociai Service Manager and Director will determine whether the child will be accepted
into the child?s prior program.

I have read, understand, and agree to the above statements.

 

 

Parent Guardian Signature Dated

Signed for Cil??C with a copy to the family

Family Advocate Signature