SECTION 2: CHARTER SCHOOL APPLICATION SUMMARY

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

representation of the application and must correspond to the information provided In the body of
the application.

bouburu Sill. 

Propdsed Charter School Name

abort burr?

School Locatioln (city, town)

Sapiomloaa ?2018

Pmpolsed Opening (month, year)

ContactPerson: boui?l 

 

 

 

Organization: Pimp) gcT? I. lam. ls
SHEEP q; 0 L01 [louollnloq Shh-aft? .
City: . - Slate: NEW. \{chkL ZIP: 

 

 

erg?mg; Fax: ?licin? 


Returning Applicant: Yes i No (please circle)

 

 

TYPE OF SCHOOL
Local charter school
State charter school

 

 

 

 

 

 

 

 

 

 

 

 

FACILITY YES NO

Do you presently have access to a facility suitable for a school? 

if yes, when will you be able to take occupancy? Date
Auc?u 0 I 95

 

PROJECTED STUDENT ENROLLMENT
PK 1 2 3 4

Year 
Year 2
Year 3
Year 4
Year 5

 


81 re (Charter Applicant Representative) Date 

 

15

 

APPENDIX H: STATEMENT or ASSURANCES

STATEMENT OF ASSURANCES

CONN STATE OF EDUCATION
STANDARD STATEMENT OF ASSURANCE-S
GRANT PROGRAMS

Application Package 1? Development of State and Local Charter Schools

   

THE APPLICANT:

HEREBY ASSURES THAT:

0 
i??cspecr 
(insert Name)

 



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

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

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

I). 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 final project report (within 60 days ofthe 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 find necessary;

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

If the project achieves the speci?ed objectives, every reasonable effort will be made to continue the
project andfor implement the results after the termination of stateffederal funding;
70

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 hereh),r incorporated by
reference.

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

Authorized Signature:

 

 

 

 

 

 

N31116: (ll-?P??dl b?nlth?l Rui?imlSi'it?nl
Title: (typedCi'ofi
Date: 0% i lei1 ace}

 

74

Danbury Prospect Charter School

Table of Contents

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title Page a
Section 1. School Vision and Design
1. Mission and ision Statements 3
2. Educational philosophy 9
3. Curriculum l4
4. Instruction 26
5. Student Assessment 35
Section 2. Strength of Organizational Effort
I. Experience and Expertise ot?Founders 43
2. School Governance and Management 50
3. School Leader 61
4. Evidence of Support 63
Section 3. Student Composition, Services and Policies
I. School Demographics 65
2. Special Education 70
3. English Language Learners 7T
4. Admissions Policy and Criteria 83
5. Student Discipline Policies 83
6. Human Resources Policies 95
7. Child Day Care Services 101
3. Student Health and Welfare 101
Section 4. School Viability
1. Building Options 104

 

 

 

 



Financial Plan

IDS

 

 

 

 

 

 

 

3. Self-Evaluation and Accountability IDS

4. Timetable HO

5. Transportation 1 12
Preferences 113
Waiver 1 l4
Appendices

 

Appendix A: Assessment Calendar. Sample Advisory Curriculum. Pie-teaching. 

 

Appendix B: Resumes oiFounding Team

 

Appendix Bylaws

 

Appendix D: Evidence of Community Support

 

Appendix E: International Baccalaureate Language Policy

 

Appendix F: Policy and Family Handbooks

 

Appendix G: Sample Job Descriptions. Principal Evaluation. Employee Handbooks

 

Appendix Financial Plan

 

Appendix Building Speci?cations

 

Appendix J: Financial Management Handbook

 

Appendix K: Looking at Student Work Protocol

 

 

Appendix Performance Management Handbook

 

 

is.)

SECTION 1:
SCHOOL VISION
AND DESIGN

 

Section I. School Vision and Design
l.l Mission and Vision Statement

A. Describe the mission ofthe school. De?ne the core purpose and key values ofthe school, including
the school model and the students served. The mission should he consistent with high academic
standards. succin at and meaningful, and re?ected through out all sections of the application.

Mission:
Danbury Prospect Charter School will be a 6-12 college preparatory community where excellent teachers prepare
a diverse student body to have a positive impact on society and a lifelong passion for learning.

Key Values of Danbury Prospect:
Danbury Prospect programs are designed to grow and foster in each student the following key values:
- Curiosity-Develop sound judgment and intellect by asking questions confidently and thinking critically
- Respect-?Va1ue others by taking a local and global perspective and appreciating differences
- Persistence-46 row and learn by solving problems with determination, creativity and tenacity
- Passion--Succeed by approaching challenges with excitement, enthusiasm and self-assurance

Danbury Prospect Charter School will bring a world-class, rigorous middle and high school program to a
community desperately in need of additional options. The Danbury community leadership and families have been
integral in the formation ofthe school as the student population in Danbury is growing and the current options do
not meet the community needs. Danbury Prospect Charter School will leverage the experience ofthe Prospect
Schools network?s management of four highly successful Brooklyn Prospect Charter Schools.

Core Purpose: To support our key values, our school model relies upon:
World-class Curricular program

Danbury Prospect will be an International Baccalaureate {lB} World School. offering the Middle Years
Program in grades 6-10 and the Diploma Program in grades ?8:12. The [8 program is considered the
gold standard for rigor and college preparation around the world. Our curriculum= designed around the
pillars ofthe [3 program, will communicate high academic standards by not only meeting
Connecticut?s Common Core State Standards. but exceeding these standards by inspiring the creative
inquiry and problem solving. innovative critical thinking. personal reflection and collaborative learning
necessary for student success.

Danbury Prospect?s decision to utilize the program is based on the enormous benefits the 18
program demonstrated for middle and high school students. From a University of Chicago study'.
?What they found is striking: the Chicago Public Schools students who completed all four years of the
program were more likely to attend a four-year college. 50% more likely to attend a selective
four-year college. and signi?cantly more likely to persist in college than their matched peers outside the
program. The program influenced not only their academic success but also their self-regard and
con?dence; in-depth interviews showed a strong academic orientation and high sense of 
in Prospect School?s first two years of graduating students from Brooklyn Prospect High School.
students who earned their IB diploma placed out of as many as IS college credit hours, essentially
starting college with a full semester complete.

2. L'niguc diversig
When entering Danbury Prospect Charter School. visitors will observe the power of diversity in action.
As supported by current educational research?, diverse schools provide greater opportunities for students
to learn from one another. We are intentional in supporting diversity, and as such we will serve the

 

I
Coca. D. Johnson. and T, Kellevaemple {201 ll?orhi'ng to .llt' Potential; The Postseeondarjir Experiences Students in the
international Baccalaureate Diploma Programme. University ol'C?hIcago Consortium on Chicago School Research. ChicagoPage. 5. (2007i The Difference.- How the Power oth'versitt' Creates Better Groups. inns, Schools. and Societies rs etl' Editr'onl. PRINCETON
OXFORD: Princeton University Press. Retrieved from ctt'lsp?lc

Le)

 

socioeconomically and ethnically diverse families that make up the city of Danburya. in our inclusive
environment, students and families feel connected. empowered and engaged in the school community.
Because ofour small student to teacher ratios and uniquely designed advisory program with a focus on
social emotional support. each Danbury Prospect student will know that he or she is supported in his or
her development by a strong relationship with an adult who is especially connected to the student?s
experience. Danbury Prospect families will recognize that their role does not end when they drop their
students off at our doors. and the school understands that a strong partnership between student. family
and the school best carves a clear pathway for the students academic success.

3. Excellent teaching.
Founded on the principle that the single most important factor that leads to a successful school is great.
professional teachers, Danbury Prospect is committed to hiring. training and retaining excellent
teachers. Our teachers are:

0 Skilled in content area

Enthusiastic professional collaborators. who recognize that teaching is a team sport

Constantly improving their cratt

Engaged Danbury Prospect community members

Committed to the Danbury Prospect .?viission

High Academic Standards for Student Success

Danbury Prospect?s goal is to ensure 100% of its students are well prepared for the academic rigors of the
international Baccalaureate (iBi diploma program by the end of 10th grade: ?30% of our students will be
college ready by high school graduation. The advantage of our 6-12 school is contiguous academic back
planning from our ii) to goal that ensures aligned curriculum, and the time needed to prepare Danbury students
to succeed in that goal. Prospect Schoois' college readiness definition is based on Professor David Conley's 4
Keys to College and Career Readiness."1

A Prospect student is ready for the [3 DP if at the conclusion ofthe 10th grade year the student has
demonstrated above grade level academic skills. scholarly habits. and readiness mindsets. A Prospect student is
college ready if he or she demonstrates lB Diploma readiness and progresses with additional milestones during
the i and i2th grade years. The speci?c Academic Performance and Scholarly habits indicators that de?ne
college ready for Prospect students are below.

i. Academic Performance indicators

1. Reads at or above a 10th grade  evel--measured by any standardized assessment: NWEA
MAP 22i {spring assessment) or PSAT 480
Basic mathematics ?uency--measured by any standardized assessment: NWEA MAP 
232. or PSAT 430
Be able to read andfor write with sustained focus for at least 45 minutes
Be able to write a well-structured essay independently [without a scaffolded checklist}
Be able to solve a 10th grade level. multi-step mathematics or science problem. independently
Pass all classes in and [2th grade and performance tasks on the ?rst attempt
Effort Grades in 8; 12th grade reflect accuracy and high-quality work

Is.)

3):be

rash

Key Values as Scholarly Habits and Readiness Mindsets
l. Curiosity: Develop sound judgment and intellect by asking questions confidently and
thinking critically

a. independently complete inquiry-based tasks that stretch them
b. Regularly question ideas and the opinions ofothers
c. Develop a mindset of continuous-"lifetime intellectual improvement

2. Respect: ?v'alue others by taking a local and global perspective and appreciating differences
a. Come to class prepared to participate
b. Learn to balance many competing academic, extracurricular and social interests

 

JBernardo. R. (201?: "Etii'i?s Most Diverse tries in America" Retrieved 2690!

.t
Conley. D. T. {2014-}. Getting Ready for College. Careers. and the Common Core San Jossey-Bass.

3. Persistence; Crow and learn by solving problems with determination, creativity andtenacity
a. Set and achieve academic and behavioral goals that are challenging and realistic
h. Complete coursework, assignments and long?term projects independently
c. Identify and sustain involvement in an extracurricular activity for 2 years and
complete a signi?cant extracurricular project or internship
4. Passion: Succeed by approaching challenges with excitement, enthusiasm and self-assurance
a. identify and demonstrate academic interest or interests
b. Demonstrate agency and excitement for his or her own goals. grades and course ofstudy
c. Have clear post-secondary goals and use of school andlor community resources
to achieve post-secondary goals

B. Present tire vision oftlte scltool. The vision sltoulti align with the mission and provide an image of
the school once it is operating. it should articulate wit at tire school will achieve for students. parents.
teachers and tire communitr.

Vision: a college preparatory sclrool. Danbury Prospect is a small international Baccalaureate n'orlcl school
where ofits students are well preporea?for tire academic rigors oftne international Baccalaureate ill?)
diploma program by tire enal grade; ofour students will ire college ready lav high sclraol
graduation.

The Danbury Prospect curriculum will challenge students to routinely engage their curiosity thereby developing
their sound judgement and critical thinking skills. Interdisciplinary work will coordinate theories and concepts
in a manner that grows in students both a local and global perspective. and respect for others. while at the same
time focusing them on examining real life problems in classroom teams where their collaboration. persistence
and creativity will lead to rewarding solutions. Cross-disciplinary projects will provide the autonomy and
student choice necessary to help grow a love oflearning in our students.

Achieving the Vision:
Danbury Prospect Charter School is built around 7 programmatic commitments that drive results:

I. Commitment to Diversity--Prospect schools are national leaders in utilizing intentionally diverse
communities to support all students' learning. By utilizing positive peer culture, a diverse faculty.
and a globally focused program that supports the social identity ofthe students at their most
formative years, Danbury Prospect puts students on track for college.

2. Commitment to Academic Prospect utilizes the International Baccalaureate
program, recognized worldwide as one ofthe most challenging academic programs- the ?gold
standard" in pre- university preparation. Danbury Prospect will become a fully authorized World
School. Providing the IB Middle Years Program will ensure that students receive appropriate. aligned
academic support beginning in 6th grade to ensure lB Diploma Program readiness by the end of 10th
grade.

3. Commitment to Excellent Teachers--Danbury Prospect is committed to recruiting experienced.
expert teachers [with an average ofd years experience} and demonstrated ability to propel students
to high levels ot'academic achievement by immersing them in a highly collaborative and supportive
environment where they will receive constant observation. feedback and coaching.

4. Commitment to Strong School Culture--Danbury Prospect will have a highly structured

school environment that is warm andjoyful.

Commitment to Continuous Improvement through Data and Assessment-Danbury Prospect

will utilize data-driven instruction and frequent assessment to ensure that all students are

achieving.

6. Commitment to Community-- Danbury Prospect has grown out ofthe initiative from community
leaders and families. Danbury Prospect will continue to represent the Danbury community?s needs
and engage with families and community leaders, including an active parentorganization.

Lin

Commitment to the Whole Child Approach" Danbury Prospect will nourish the potential of

Ur

 

all students through enrichment activities. social emotional support systemsi. and extended
school-year supports.

Two additional factors that will strongly influence the success of our students, family engagement and ensuring
our teachers remain primarily focused on teaching and learning are:

l, Small School [mpaet--Danbury Prospect will be an intimate environment with a student teacher ratio
of 13: l. where all students are known. develop strong peer to peer relationships, and no student will
choose to opt out oflearning. The comprehensive district high school in Danbury is currently the largest
high school in Connecticut and all ofthe existing middle schools in Danbury are signi?cantly larger
than Danbury Prospect. By having a grade size of approximately 100 students. no student will be "lost"
at Danbury Prospect. and a collective identity and bond will form between each student and their grade
levelclass.

2. Proven School Model and Experienced Leadership-While driven and governed by the local
community, Danbury Prospect will be part ofthe successful Prospect Schools network and will bene?t
from network leadership and practices in place for and improved over a decade. The school will be held
accountable by its Danbury Prospect Governing Council. composed of local citizens- some of whom led
the initiative to bring a charter school to Danhury and who themselves grew up. raised or are raising
children in the Greater Danbury community. and all who are committed to and understand the needs of
the city. Danbury Prospect will bene?t from curriculum and systems perfected over the past eight years
ofoperation. The Danbury Prospect Charter School Principal, Kim Raccio. herself from Connecticut, is
an experienced principal who has already founded two highly successful schools in the Prospect
Schools network. In addition, Danbury Prospect will continue Prospect Schools? long collaboration with
Achievement First, the most successful charter management organization in Connecticut. As a member
of Achievement First?s Charter Network Accelerator Cohort Two. Danbury Prospect will receive
ongoing operational support as well as curriculum support in mathematics and literacy from
Achievement First. In order to support a network growing into two states. NY and CT. Prospect Schools
is a not?for-pro?t Charter Management Organization Danbury Prospect will have a
management agreement with the Prospect Schools CMD.

?_?hat Da?urv Prospect will Achieve for the Community:

Danbury Prospect will provide Danbury with a continuous 6-12 program that offers an outstanding academic
program. excellent faculty. and leadership with a proven ability to serve a student population similar to Danbury?s.

The Danbury community began conversations about opening Danbury Prospect in 2014 when a group of
community leaders. elected of?cials and parents came together in a joint task force to consider how to best meet
the need and desire of community families for additional school options in complement to the existing district
schools. Guided by work with the Danbury mayor and religious and community leaders, the planning team
recognized Danbury's increasing student population, extreme need for additional middle school options and
desire for a school that truly serves all students. especially Danbury?s large intmigrant population. Danbury
Prospect Charter School will be the embodiment ofthe community vision.

Current State of Danbury Schools

Danbury is a growing city and Danbury public schools are struggling to accommodate the influx of new students.
The district is the state's 7'th largest school district enrolling over ll,000 students, pre-K through [2 grade.
including: 12 elementary schools, 3 middle schools. one public high school and one public career and technical
school. in Danbury?, 38% ofpublic school students speak a language other than English at home and 28% of
students are English language learners (ELL). Student poverty in Danbury has doubled to l6% over the past It}

 

Kendziora. d: Yoder. N. (zulol. When Districts Support and Integrate Social and Emotional Learning Findings from an Ongoing
Evaluation ofDistriclwide Implementation of SEL, Education Porter (Tenier or Artiert'cnn i'nsrr'rnres?ii- Research

(.onteitt provided by the LS lLeiisus bureau tor the years ECHO. 20l I. 2012. ZUIS. 2014 and 205.2016

years and Danbury?s low-income student population has increased more than 25% [to now 56% of students) since
2005.

As mentioned above, Danbury currently has the largest high school in Connecticut at nearly 3000 students.
Danbury Prospect High School with 400 students will provide a much needed alternative college preparatory
school for the community.

in response to numerous conversations with current Danbury families and community leaders. combined
with student achievement and enrollment data. the founding team is proposing a grade 6-l2 school for the
city of Danbury. Our analysis of Danbury student data (discussed below and in greater detail in section 3.ll
found a significant enrollment and achievement need in grades 6-12.

A look at the 2015-16 Smarter Balanced Assessment
Consortium administered to 3rd-8th graders statewide. shows that. overall. 66% of Danbury students
are not meeting pro?ciency levels in math and 53% are not meeting the standard in 

A closer look reveals that 3rd graders in Danbury are keeping pace with 3rd graders across the state in math and
ELA. The same can be said for students in 4th and 5th grade. However, the pro?ciency gap widens when
examining the middle schools. In Danbury. 6th and 7th graders underperform their statewide peers by [0 and I4
percentage points. respectively. in math.

 

Student?s ferfarming ai? Levels 3 or 4 by LEA an Smarter Balanced Mark. 

 

 

 

 

 

 

 

 

 

 

20i5- I6
District Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 
Grades
Combined
Danbury School District 47.1% 41.4% 38.3% 214% 24.5% 24.4% 34.2%

 

 

Figure l. SBAC Math. SY 2015-20l6

ln ELA. 6th and 7th graders in Danbury score 10 percentage points lower than their statewide peers. Combine
proficiency levels with the issue of overcrowding from a rapidly growing city and it becomes increasingly clear3
that there is a need for more high quality middle school options in Danbury.

 

Student?s Performing Levels 3 or 4 by LEA on Smarter Britanced? ELA, SY 2015-
is?

 

AllGrades
District Grade3 Grade4 Grades Graded Grade?? Grade-8 Combined

 

 

 

 

 

 

 

 

 

 

Danbury School District 413% 54.6% ?.394: 42. I?ll"; 44.5% 47.0%

 

Figure 2. SBAC ELA, SY 201512016

 

Conn. State Dept. of Educ. Smarter Balanced in Connecticut: A New Starting Point for Future Growth. 2014-2015 Smarter Balanced Assessment
Statewide, District. and School Scores. Aug. 28. 2015. Conn. State Dept of Educ. State Department Of Education Releases New Test Scores Scores
Present a New Starting Point for Growth. Statewide Scores "1 English Language Arts Exceed Expectations. Match Expectations for Math. A ug. 23.
20 5. .stic c1 releases non test scores 3H 5-041

Comprehensive Enrollment Analysm and Projections Prepared for Danbury Public SchoolsMalone MacBi'oom

 

t} .
Conn. State Board of Educ . Connecticut Smarter Balanced Assessments for English language Artsi'Literacy and Mathematics Interpretive
Guide. 20 5

Looking further at the data, Danbury?s three middle schools? Broadview, Rogers Park, and Westside Academy-
are all overcrowded- see Figures 3 8t 4.

Dunburv Public Schools 6-3 total 

The combination of comparatively lower
proficiency test data, overcrowding and long
waiting lists for choice schools compelled the
Danbury founding team to build their task force to
find additional, strong academic options for their

ts- .r 3.communityDanbury Prospect will immediately provide a
positive impact on the greater community by
providing reliefto the overcrowding in
community schools at the middle school level, and
will bring to Danbury a continuous 6-12 program
with an outstanding academic program.

 

tr 6-8 enrollment has increased 15% in the last ?ve years,
and 21% in the last ten years

98:121-11- chums [or Dmbun' Public Schools

Impact for students and families

Danbury Prospect?s small grade and class size will
ensure students are supported in engaging with the
world around them and understanding their own
place within the world. Students in grades 6-12 will benefit from taking part in an Advisory program that coaches
students to self-re?ect through daily discussions regarding both academic and social interactions. A variety of
teaching models from co-teaching to class pull outs will ensure all students receive the academic support needed.
The curriculum is designed to meet the changing needs of students across the middle and high school grade
levels.

Figure 3. Danbury Public Schools Grade 6?8 Enrollment

Donb bun: it til g-lZToi?ll' them . . . . .. 1 .
u" Parents Will be engaged in their child's educat1on 

.s. frequent updates from teachers, opportunities the classroom. and optional times to learn together. In
addition, Danbury Prospect anticipates building an
active Parent Teacher Organization, reserving a seat on
?ts-3,93% ?hgge'g the Danbury Prospect Board for a parent and offering

workshops for parents on supporting their child?s
educational growth. Danbury Prospect will recruit a set
of families who meet with the principal to

ii High School enrollment has increased 5% in the last ?ve years.
and only 6% over the last ten years

'r However, as larger grade cohorts have begun entering, rate of

grow?'l has surged over the last two years discuss and solve issues from both the family and
school's perspective. They will design a 
oil-53333 meeting and include a student presentation each month,

with topics relevant to speci?c grade levels. such as
Figure 4- Danbury PUbliC 9-12 Enrollment ?Dealing with Transition" by school counselor for Em
and eventually 9th grade families.

Impact for teachers

Teachers will be drawn to and benefit from Danbury Prospect because ot'the extensive professional
development, intentional collaboration time woven throughout the day and knit community. Weekly
professional development and observations support teachers in constantly improving practice. Each teacher?s
schedule includes meaningful time for thoughtful preparation and opportunities to collaborate with grade teams
and department chairs on a weekly basis. Teachers will collaborate across subject areas so that a theme such as
?propaganda" might be woven into ELA, Art and the Humanities subjects with each focusing on a different
way of addressing the same topic. By modeling collaboration, topics and themes will be integrated seamlessly
across subjects and students will identify the links around them.

Overall community of Danbury
Danbury Prospect will positively impact the city of Danbury as a whole through the intentional collaboration

and sharing with Danbury Public Schools discussed further in section 1.5. The longest serving mayor in
Danbury history, Mark D. Boughton, offers his ?full support" for Danbury Prospect and is "impressed with the
Prospect team. as they have invested in the Danbury community to build a strong foundation for this school."
Mayor Boughton is so committed to Danbury Prospect that he is willing to provide a ?facility for the school?
{full letter of support in Appendix Mayor Boughton?s support for Danbury Prospect stems from his interest
in bringing the rigorous lB program and the focus on world languages to the city of Danbury to bene?t all its
residents.

1.2 EducationalPhilosophy

The educational philosophy should address the diverse needs of the student population and should be founded
on an understanding of effective. research-based educational practices and high standards for student
learning. The edu cationul philosophy should serve as the basis of the school 's pedagogical approach.
curriculum, assessment, culture and other elements that create a comprehensive educational program.

A. Describe the foundingr group 's core beliefs and values abouteducatlon.

The mission of Danbury Prospect Charter School college preparatory community where excellent
teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning.
This mission will prepare our students to develop the love of learning that provides the foundation for lifelong
personal and academic success. Each of our commitments stated in the mission and vision comes from strongly
held educational beliefs.

The Danbury Prospect Team Core Beliefs and Values:

I All students can succeed and a great school can achieve 100% college readiness. At Danbury
Prospect ?all? means "all.? College readiness is the benchmark for academic success, and Prospect
Schools experience has demonstrated that a high performing school with a purposeful seven year
program can ensure all students succeed.

I All students bene?t from a diverse student body. its a leader in intentionally diverse charter
schools, Prospect Schools has demonstrated through the achievement of its student subgroups, that
all students benefit from sitting side-by-side in a classroom with students who come from
significantly different backgrounds. Multiple studies from both Connecticut and beyond speak to the
improvement of students? academic performance in intentionally diverse classroomsm,' At
Danbury Prospect. students will not only learn from their teachers but also from the incredible

diversity of student in their inclusive classrooms.

A rigorous and globally focused program-~education should be forward thinking and give
students the opportunity to think globally. Danbury Prospect believes that education should provide
students the skills they need to succeed in the next 20 years. not a regurgitation ofthe past 20 years.
Danbury Prospect, therefore, uses the highly regarded international Baccalaureate [113) program. a
rigorous, innovative, internationally recognized college preparatory program. Danbury Prospect will
follow the Middle Years Program (MYP) grades 6-10 and the Diploma Program grades 11-12. The
rigor ofthe will ensure that all instruction meets college readiness standards. Both the MVP and
DP align with the Common Core State Standards. Next Generation Science Standards and Connecticut
state frameworks, thus providing students with a unifying, rigorous, global framework to enhances
their overall academic performance.

0 Excellent teaching is the most important student achievement lever of the variables that we can
control. Danbury Prospect is deeply committed to recruiting, training and retaining excellent teachers.
and continuing Prospect Schools long practice of hiring experienced expert teachers. Danbury

 

Ayscuc. Jennifer; Levy. Rachel: Sicgel-l?Iawley. Genevieve; 8; Woodward. Brian Choices Worth Making Creating. Sustaining and
Expanding Diverse Magnet Schools. K?ii integration and Divers-tau UCLA. The ivil Rights Project Pro}. ecto Derechos Civiles Rerrievcd from:
item :?35 thusr

Kamenetz. A. 201 ?The Evidence that White Children Bene?t from Integrated Schools. Retrieved from;
intp ."l'it'wlt'v 5! Hill 

 

 

110?.

I [1 

Figure 5. Prospect School Student Retention Rates

Figure 6. Danbury Prospect Retention Rates by subgroup

Prospect's hiring practices and strong network-led teacher training will ensure that every student has an
excellent teacher to lead his or her classroom.

Students learn best when expectations are made clear in a highly structured orderly environment.

Danbury Prospect will be a well structured, intimate community where excellent teachers strike an
appropriate warmttirm balance with students. Students learn best in ajoyful warm environment that has
clear boundaries and expectations that are set and followed school-wide.

Great schools continuously improve and the constantly examine data. Effective, responsive and
frequent data cycles are a key lever for driving student results. Danbury Prospect will use daily exit
tickets, weekly quizzes, network driven interim assessments and annual standardized testing data to
constantly improve instruction. Heavily in?uenced by the data practices of RELAY Graduate School of
Education, and Achievement First, Danbury Prospect will use data to ensure that every student is
learning and on track for college readiness.

Students and families need a sense of belonging to the school community and the school must
represent the best of the larger community?s ideals and values. Danbury Prospect believes that
public schools are critical community organizations that bring together families from all walks of life.
Students are best served in school communities that foster a sense of belonging to the student and his or
her family. Danbury Prospect will ensure family involvement through a robust parent organization.
frequent family events and engaging student led teacher-family-student conferences.

B. Demonstrate that the phitosophy witt serve the
Prospect School?. blutlt?rii Rates diverse "990's ?fi?df?duafsmdenm-

93
El ['35



Danbury Prospect is fully committed to serving the
diverse needs of all students including students with
special needs, English language learners, students with
free and reduced lunch status. and across racial and ethnic

       

backgrounds.
Danbury Prospect Charter School?s philosophy is grounded
in research-tested methods ofinstructional practice coupled
Mr-M'r with social-emotional support structures which foster a

warm, yet- demanding inclusive school culture. Below are
four programmatic aspects of our school design that show
the practical application in serving the diverse needs of all
students: Commitment to Strong School Cm?turc.
Commitment to Excettent Teachers, Commitment to
Continuous improvement through Doro ono?Assessment, and

MS Rt?tt'ntlun lit-film by Commitment (0 Rigor

100% i003

euiture fosters learning for all students. Students will wear
uniforms, behavioral expectations will be aligned across
classrooms and in our hallways, and teachers will have
signi?cant training in maintaining highly structured
classrooms. The Advisory program will serve as a
cornerstone to the academic curriculum where small
groups of students will experience targeted social-
emotional instruction designed to prepare them to meet the
academic rigors of each grade level as well as explore
issues ofidentity.

Iv 90% 9m 931s 
Commitment to Strong School Culture. Danbury
. Prospect Charter School operates through a lens of
inclusion, where heterogeneous student groups learn from
one another throughout their educational experience. Our
philosophical belief is that an orderly purposeful school

Inclusive multicultural school models have empirically been found to increase student achievement, decrease
student attrition, and build in students? resiliency factors that lead to success to and through college comparative
to schools that do not have these supports?. Additionally, the past eight years ofexperience translating the
Prospect Schools model to practice demonstrates how attention to school culture as a lever to support diverse
populations leads to strong student retention rates, year over year {see Figure 5, above): across all racelethnicities
[See Figure 6, above}. The average attrition in a year for NYC district schools is considerably higher than
those of students who attend Prospect Schools. The majority of students leaving district schools are enrolling in a
different NYC public school. Prospect?s higher retention rate shows that students [and families) recognize that
they are best served by our program, and for some, willing to travel to ensure their children can continue going to
Prospect Schools.

Commitment to Excellent Teachers.

ul ?lliili?rttn wilt- N'f?v pm- i-rihlt I'I'itrri

,mt, in 2111:. Successfully serving the needs of individual

so?. students in a diverse population begins with a
2" lived commitment to ensuring that teaching is
M, supported through recruitment, training, and

W, resource allocation. Because of our commitment
so". to an inclusion model, Danbury Prospect designs
9'1 its recruitment practices to secure driven, diverse
1? faculty that is representative ofthe student

Ll' "t population. Research has shown that a diverse

. i. . - -. faculty representative ofthe community served, is
one ofthe largest levers in developing a stable
and inclusive school culture which supports the

Figure ?In of Students who Increased their Percentile {Growth Year over Year} worth. dignity. potential. and uniqueness of the

people within a learning context?. Additionally. excellent.

Protlucncv cm NYE lest ELL and inclusive teaching is emphasized through the collaborative
Stride? team-teaching emphasis across classrooms. The Prospect
32" Schools instructional design model recognizes that in order to
mm .c 25; authentically push student achievement for diverse learners,
to. educators must not work in sales. Collaborative Team
Teaching is re-conceptualized in the Prospect teaching model,
,t-w My?. W- as general education, special education teachers. and
. 352?. specialists consistently working together to reduce the student
teacher ratio, to provide social-emotional support to students,
LLA and to work with students in small groups. All students
3'3" receive a high level of care and support, which is connected
?1 back to the belief in inclusive practice, specifically as part of
[l or. the process to de? stigmatize additional instructional supports
as only going to students who are struggling. Figure 
-- demonstrates how excellent teaching at Prospect Schools has

. . . 1overall performance increase for diverse students,

specifically Special Education and English Language Learner

subgroups. to be comparable to that of general education

students at Prospect schools on the NYS ELA and

Mathematics End of Year Exams from 2015-20l6i2017

Figure 3' Special Education and ELL Populations pro?ciency data was not available at the time ofthe writing of
the charter).

Commitment to Continuous Improvement thrOugh Data and Assessment. A data driven culture is an

internalized practice by Danbury Prospect leaders and educators to consistently inform social-emotional and

academic interventions. Danbury Prospect Charter School has developed a data cycle where academic and

 

2
Banks. J. A. [2015} Educating citizens for diversity in global times In {6th ed__ pp 23-41). Boston. MA: PearsonNew York City independent Budget Office "Staying or Going'?? Comparing Student Attrition Rates at Lharter Schools Nearby Traditional
Public Schools? Jan 2014. Retrerieved from: tho mu Imnl

l4 .
Pedersen. Paul. (2000}. The rules ofrnulticulturalism. In A handb??kfol' developing multicultural awareness {3rd ed. pp. 23-42} Alexandria. VA
American 

ll

 

school climate data is used to inform a robust Response to Intervention (Rtl) framework allowing resources to be
strategically deployed to support all students. Recent studies have articulated the importance of shifting the
paradigm of practices, as the potential to support the individual needs of a diverse student population must
be at the core ofthe intervention practice. Danbury Prospect Charter School has approached this shift in research
in two distinct ways: by understanding that Rt] is nested within larger system of practices (eg. ELL, Special
Education, socio-economics, etc}; and 2} through the investment of strategies that are multi-pronged. including
but not limited to the use of collaborative team teaching, small group instructional blocks, tutoring, and
advisory. Results over the history of the Prospect Schools have demonstrated the connection between a data
driven culture and positive results for students across all subgroups. Over the past two years, Prospect Schools
has demonstrated that, through this philosophical approach, the needs of individual students in their diverse
student populations are being met, as Prospect Schools consistently outperforms the district as evidenced by
results of end ofyear New York State ELA and mathematics assessments {Figure 8, above].

Ow,? 0,1951% Numbm Commitment to Rigor. Rigor in academic preparation is only
351 possible when there is equal parts attention in the areas of
developing school culture. excellent teaching, and engaging in
curricular design which provides multiple entry points for
diverse learning populations. Danbury Prospect Charter School
believes that all students can and will learn at high levels when
accompanied by high expectations, an innovative curriculum,
and Substantial student support services to help all students
achieve to the best of their ability. Danbury Prospect has
Figure 9. 'I?aken increases sous 1:201? developed a comprehensive slate of rigorous programming,
which incorporates our Commitment to a Whole-Child
Approach to Learning. This programming ensures that the potential of all students can be nourished through
enrichment activities tart, language, dancetmovement, theater, after school programming, etc}. social emotional
support systems[5 leg. the advisory program, counseling. etc.) and extended school-year supports (Summer
Academy and break academies}. Aligned to the relentless pursuit to ensure readiness through the middle
school years. Danbury Prospect Charter School has developed a two pronged approach to support academic
recuperation for our struggling students to meet the rigors of an lB program: ll structured model and 2) social
emotional support systems. Evidence ofthis approach to rigorous programming coupled with multi-tiered support
systems for diverse students in an inclusive context is evidenced by the increases seen in tests taken in the HS
Diploma Program from 2016-20]? across Prospect Schools demonstrated in Figure 9.

26).

 

C. Explain how the philosophy will tear! to student academic och ievemem

Prospect Schools has demonstrated student academic achievement in the past eight years by focusing on three
levers related to key aspects of our school design philosophy: ll Commitment to Excellent Teachers; 2}
Commitment to Rigor and 3) Commitment to the ltlr'hole Child Approach. We will improve all students? academic
performance, including the highest-need students and. those students with diverse learning styles. by leveraging
social emotional learning and research tested learning practices.

Commitment to Excellent Teachers

Ample research studies?6 show that academic excellence begins with high-quality teachers. At Danbury Prospect,
teachers are required to collaboratively participate in approximately ten hours of professional development per
month. focused largely on methods to differentiate instruction based on assessment data so that classroom time
can be used effectively for every student and increase academic achievement. Prospect Schools has shown that
interaction with skilled educational professionals in a school culture that values intellectual achievement
supported students in making significant academic gains in its four current Brooklyn schools by outperforming
the district schools in both math and English Language Arts in 2016?. Danbury Prospect is committed to the
recruitment. hiring and training of high quality local educators, and our supportive school culture will empower

 

Kendziota, K. d: Yoder. N. When Districts Support and integrate Social and Emotional Learning Findings trom an Ongoing
Evaluation of Districtwide Implementation of SEL. Education Policy Center or American tnsn'tntesfor Research

Fong-Yee. D. 8.: Nomiore, A. t20tl4lThe inipnct onuolin- Teachers on Student Achievement Florida International Universin

. . . .
New York State Department or hducatmn. a Retrieved from 

 

teachers to achieve their highest performance through ongoing professional development and collaborative
decision-making. We are generating a deeper pool of diverse candidates by providing a strong and graduated set
of supports for both early- career and lifetime educators. Developing educators over time requires ensuring there
are multiple pathways for growth. including but not limited to. teacher residency models. mentor teacher
opportunities. and instructional leadership across the school.

With the support of Prospect Schools? talent recruitment team, and in conjunction with the organization?s
innovative partnership with New York University?s Embedded Masters in Teaching program Prospect
Schools is working to develop consistent. high-quality systems for sourcing and selecting teachers. Identifying
and selecting mission-focused. high performing teachers who are relentless in their pursuit of student achievement
is the key building block of pushing student academic achievement. Danbury Prospect will purposefully and
strategically recruit and select candidates who have the foundation for great teaching. Our commitment to teacher
quality, including our selection criteria. will grow from our school model and priorities. Danbury Prospectors need
intelligence. content-knowledge. strong classroom management skills. and drive. This includes: a commitment to
continuous growth [for themselves. their students. and the school}; an understanding ofthe importance of
?exibility and adaptability; a strong locus of control; a track record of founding andtor building organizations; a
commitment to eradicating the achievement gap; an ability to collaborate; and a re?ectiveness about their own
practice.

Commitment to Rigor

Over the past eight years. Prospect Schools has developed its blend of research-tested curricular approaches
aligned to the CCSS. N035. and 113 that have been rolled out in four separate schools in New York City, Each
year. the curriculum is refined and improved to reflect new learning on most effective practices while meeting
the and the Common Core State Standards. Danbury Prospect?s curriculum is designed to accelerate at risk
students. and support students with a diversity of educational experiences. including academically exceptional
students. to career and college readiness. We will do so by offering a multitude ofspecifically tailored learning
experiences. including but not limited to: project-based learning. small group instruction. and ?eld experiences
to provide multiple access points for students. utilizing technology to both develop student understanding and
track student progress. Our unique embedded honors program will provide students with the opportunity to take
healthy academic risks as they learn to stretch their own academic abilities. Our curriculum will be mastery
based. ensuring that students understand concepts sequentially and make progress through common core state
standards and 13 standards from Day I to graduation. Literacy and critically grounded writing will be woven
throughout the curriculum. Students will read non?ction regularly and construct and Support arguments
throughout their classes addressing important and pressing socialjustice issues. The math curriculum will favor
an integrated approach to the common core standards and will uphold the common core?s key shifts to focus.
coherence and rigor while balancing the conceptual understanding embedded with the inquiry-driven aspects of
the IB standards. Prospect Schools? success with curriculum and academic rigor is evidenced in student
achievement results: by the time Brooklyn Prospect?s students are in eighth grade. those students are outscoring
both their district schools and New York City schools overall?.

Commitment to Whole-Child Approach

As mentioned in section 1.1 integrated classrooms encourage critical thinking. problem solving. and creativity.
Prospect Schools has spent the last eight years developing the curriculum and instructional program to support the
individual needs of students in a truly diverse school, The four Brooklyn Prospect Schools have earned numerous
accolades in the press and from families for its inclusive environment and the way in which the school successfully
tackles the challenge of educating its wide range of students?. Danbury Prospect will build relationships and
learning communities where students feel recognized and cared for. and where they can broaden their horizons.
Prospect Schools? Advisory Program provides explicit instruction in the ?soft? skills necessary for success in a
rigorous. diverse school by directly addressing topics including. but not limited to, organizational skills, growth
mindset. mindfulness, values systems. perspective. social and restorative justice. MYP Learner Profile. etc.

 

13
Grades 3 -- 8 New York City Results. New York State Common Core English Language Arts and Mathematics Tests. Retrieved from
s.nycgow?Accountabtl itytdatafTestResultstE 

201? [aft Champions of Change Award from the Mayor's [)tTice of Disabilities: 201 7 National Coalition of D1 verse Charter Schools
Recognition; NYC Inside Schools Sen-es the City Award

 

Advisory lessons are delivered in small groups of approximately 13 students to teacher. Advisory classes meet
daily in the early grades to multiple times per week in the later grades as a form of gradual release {See
AssessmentA.U for Sample Curriculum].

As supported by research?, Danbury Prospect believes that explicit instruction in soft skills. as well as
cultivating a safe and positive environment where students are af?rmed and can explore their similarities and
differences, is critical for overall student success particularly in reducing stereotype threat for students in a
highly diverse population. The success of the advisory program is evident in the high annual student retention
levels across Prospect Schools {see Figure 5 8c 6 in section 1.2) and directly speaks to a feeling of belonging and
success that students will find at Danbury Prospect.

Danbury Prospect is anchored in the pedagogy that all students can learn and achieve at the highest levels within
an environment designed to maximize differentiation with academically rigorous content. Preparing all students
to thrive in the global economy will require schools to ensure access to life-trajectory changing pathways.
Danbury Prospect will offer students a wide array of enrichment opportunities in order to develop positive self-
images and to create additional channels for students to develop their identity through their talents and interests
via clubs and leadership opportunities. and Danbury Prospect?s robust after school program. including with our
established partners- Grassroots Tennis Academy and the Regional YMCA of Western CT. Just as the
disadvantages that hold students back are interconnected. so too must solutions embrace a holistic approach that
integrates best practices in youth development, prioritizes rigor and mastery. and differentiates learning in a
manner that gets students on track toward college readiness and postsecondary success.

I.3 Curriculum

Charter schools have the freedom to choose and/or develop curriculum models that best re?ect the mission and
educational philosophy of the cal, and that best serve the needs of the anticipated student population. The
curriculum must align with the Common ("are State Standards ((633) for English language arts and
mathematics and the Connecticut State Frameworks for all other areas of study.

.4. Explain the process utilizedl to identity or develop the curriculum and provide the criteria for selecting
the curriculum.

Danbury Prospect will spend its planning year developing the strongest possible curriculum for Danbury by
examining three outstanding curricular resources: Prospect Schools. the International Baccalaureate program
and Achievement First Network. Since 2009. Prospect Schools has developed a successful Isl-12 curriculum that
is Common Core aligned and achieves the global standards necessary to be an 13 world school. Prospect
Schools curriculum is aligned across the network with department heads and the principal supporting changes
for school- level implementation. In anticipation of applying for a charter in Connecticut. Prospect Schools
became a member of Achievement First?s Charter Network Accelerator. recently completing the 18 month
program. in addition to adopting many of Achievement First?s curricular resources. Danbury Prospect has
ongoing support from Achievement First?s curriculum development personnel. Combining the curriculum
resources of Connecticut?s highest achieving charter network with the world class International Baccalaureate
program as used by Prospect Schools will ensure that Danbury Prospect?s curriculum drives student
achievement for all students.

The processfor developing curriculum:

All curriculum development starts with a deep look at the standards. The curricular team [department head.
teacher and network curriculum specialist} creates a scope and sequence map for each grade level by looking at
the CCSS standards progressions and cross referencing with released state assessments. The curriculum team
identifies power standards. limited number of standards that are foundational for learning. The curriculum team
also ?unpacks? the standards so that teachers have a clear understanding of what students need to know and do at
each grade level.

From the unpacked standards. a limited number (fewer than 5} of enduring understandings are written for each

 

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Ngoma EDI 6

 

grade level. Enduring understandings are clearly worded statements summarizing important ideas and core
processes that are central to a discipline and have lasting value beyond the classroom and what students
should understand as a result of studying a particular content area.
From the scope and sequence maps and the enduring
understandings. the curriculum team breaks the year
into 7 approximately 6 week long units and places the

standards that will be covered in those units. Each "Unit
Plan? contains at least one enduring understanding (no
Std'w'da Md' more than two}. has identi?ed the standards to be
covered and the power standards that are emphasized in

 

CESS Standards

 

 

 

     

 

 

 

 

 

 

 

Grade Level Enrlur-rlq Understandings the unit. In addition. a completed unit plan contains
i essential questions, unit assessments and core tasks.
A culminating unit assessment is developed from state
?New "9 assessments and IB aligned performance tasks. From the
end ofthe unit culminating assessment, the unit?s
resources are identified and core tasks and daily lesson
Pious n?tuotmiur; Questions

 

 

 

 

 

 

 

 

 

are backward planned. Core Tasks are the substantive
open-ended tasks that students will engage with to
Figure ICL The Process for Developing Curriculum develop deep understanding of the unit's aims and
standards. Effective core tasks ensure students? time
is spent reading. writing. analyzing speaking. listening is: problem solving.

Unit assessments and core tasks are checked for alignment by the curriculum team against the Prospect Schools?
academic discipline vision and college rigor bar. For curricula outside of mathematics and ELA. where the
standards maps are not as developed and there are no annual state assessment, Danbury Prospect uses the
national standards and the IB framework to ensure a high rigor bar. The MYP framework is designed to support
and align with state and national standards in countries around the world. and other Connecticut public 
schools have demonstrated that the MYP approach can be closely aligned with Connecticut learning standards.
The Connecticut 113 Academy {an inter-district magnet school in East Hartford}, achieved a National Blue
Ribbon and is ranked as the #1 high school in Connecticut and the #40th in the nation in 2016 by US News (ii:
World Report. The Rogers international School in Stamford has shown excellent results with the middle years
program as well. Furthermore. research studies have demonstrated. enrollment significantly increased the
likelihood of achieving at least one "college-ready" score on a college preparatory exam (by 

Criteria for identifying curriculum resources

Danbury Prospect selects curricular resources that have demonstrated success in boosting student achievement.
are aligned with the International Baccalaureate program and instill a lifelong passion for learning. Academic
departments have an academic discipline vision statement that informs curriculum choices and a culminating
college-ready assessment that aligns the rigor ofthe curriculum. For example. 6th grade mathematics
curriculum draws from 8 years of stockpiled Prospect Schools resources. Achievement First?s .l-fany 
curricular resources. College Preparatory Mathematics and resources aligned to the 12th grade ?3 exam.

During the planning year. the Danbury Prospect founding team will rigorously assess curricular resources to
ensure Danbury Prospect curriculum will support engaged learning and differentiated instruction for varying
levels. To reach this end. the Curriculum that Danbury Prospect uses will be carefully chosen based upon
materials developed by Prospect Schools. as well as thoughtful research to ensure that the curriculum
comprehensively prepares students for the SBAC.

The founding group has established the following criteria for selecting and creating curricula:
Aligned to the CCLS and SBAC.
- incorporates the [3 Middle Years Program and relevant to Danbury Prospect?smission
I College and 13 Diploma Program preparatory

 

2  . . . . .
Wade. .l and Wolanin. N. 21313. Global mindedness and perceptions of middle school experiences among students enrolled in the International

Baccalaureate Middle Years program in Montgomery County Public Schools. January Elli 3 Rockvillc. MD

Research based

Flexible enough to provide differentiated instruction including English Language Learners
Includes assessments and encourages self-re?ection

Engaging and relevant to students

To reach our goal of installing a love oflearning in all our students, our curriculum will combine proprietary
curriculum and assessments along with commercially purchased materials to ensure a robust academic program
that serves all students.

3. Demonstrate that the curriculum is aiigned to the English tungunge urtsanri
mathematics and the Science. in addition, pieuse provide research on the curricuium, inciudiug
citations. that demonstrates the potentiui of the curricuium to remit in high stu dent achievement.

The content areas below discuss the signi?cant bene?ts of each of Danbury Prospect?s chosen curricula and
links the curricula to various assessments that the school will use, as well as the Common Core Learning
Standards and the Connecticut State Standards. where applicable. Finally, each ofthe core content areas
concludes with detailed subject-speci?c frameworks for the core subject curricula. which links the Common
Core Learning Standards to individual lessons in the anchor curricula and the resources that Danbury
Prospect will use in each course.

M5 Pro?cient? 0? ??315 NYST Danbury Prospect Curriculum uses the CCSS standards
54?: progressions as the backbone of its mathematics and ELA
43v. curricular development and unit planning. Each unit is
are 39"? - -
32a, closely aligned to the core curriculum for both content and
it] - rigor. Daily exit tickets, weekly quizzes and unit
2U 1 assessments all contain released questions and the units are
backward planned from assessments that are composed of
I released state assessment questions. In addition, interim
assessments, created at the network level and designed to
aim-r a air ,w .msrm m: {so 4m. - mimic the state assessments, ensure that Curriculum is
Iran-Hw- ?rs-sum aligned to the CCSS content and rigor.

 

Figure 1. Comparative proficiency for Brooklyn Prospect

Danbury Prospect curriculum will be largely derived
from Prospect Schools where eight years of successful
student achievement demonstrates the curriculum to be
effective [See Figure 1 I for evidence of success].

Danbury Prospect?s ELA and Mathematics curriculum
is heavily supported by the most successful network of
charter schools in the state of Connecticut.
Achievement First [See Figure 12 for evidence of
success).

stress


   

?as .Cfir?m .crm

English Language Arts:

In order to develop students? 13 Diploma Program

and college-readiness literacy habits and skills, and in
line with the that expertise and mastery in a domain only develops over thousands of hours of practice,
Danbury Prospect students have abundant daily time to read, write. and discuss across the disciplines. LiteraCy
practice will happen to different degrees depending on the content area, but all teachers will shoulder the
responsibility ofbuffing students? literacy habits.

Figure IE. Comparative Pro?ciency for Achievement First

The Danbury Prospect literacy program relies on five program components: Independent Reading, Shared
Reading, Word Study, Independent Writing, and Text- Based Discussion. The instructional minutes allotted to
each program component are derived from a variety of research points that all underscore the necessity for

 

22
Alliance for Excellent Education. 2004. p. 20

l6

 

students to have signi?cant daily practices}.

Independent reading provides a chance
for students to process text at their own

pace, to escape into worlds and topics
Daily Literacy Program Components unknown, to carve out their own learning
instructional Minutes path, and to imagine alternate experiences
and personas. Students are silent while

i I I ll reading a text with focus and stamina by
.., I, themselves. lfreading for class, students
., . may complete comprehension tasks or take
. I. .. notes while reading, but we do not impose

annotations or intensive reading responses
ifthe purpose is for personal enjoyment
and growth.

instead, we support students9 burgeoning

skills development and metacognitive

habits as readers through reading

conferences. It is crucial for the

development of students? reader identities

that they have opportunities to read in both
modes?. choice and assigned, with
regularity.

 

Figure Literacy Program by minutes

Shared reading most typically looks like a teacher modeling fluent, expressive reading ofa common text
which all students can see or have their own copy. Thus, they are sharing the reading experience in the same
way, at the same time. Sometimes. shared reading is connected, meaning that it is uninterrupted by teacher
questioning, and sometimes it is strategic, modeling and working through comprehension processes. Alternate
forms of shared reading include partner reading, choral reading, listening along to an audiobook, or taking turns
reading aloud as a class.

Word Study at Danbury Prospect encompasses spelling and vocabulary instruction. These facets should be
taught with an inquiry-based approach to finesse students? word recognition skills. When we teach words and
spelling strategies through word sorts, concept maps, and webs, to name a few strategies, we endorse a
generative mindset so that students notice the intertwined relationships between spelling patterns, morphemes,
and word families.

Independent Writing activities can be structured in a variety of ways: miniature brainstorm bursts. less
directed journaling and free writing, reading responses, on-demand extended responses or document-based
questions, exit tickets, and process-oriented projects and essays that span longer amounts oftime. Writing should
nearly always be coupled with speaking opportunities, either before drafting to aid in thought development,
after drafting to clarify and adjust thinking. or as a form of celebration of ingenuity and work ethic. Across the
content areas, students write to process new ideas within the context of previous learning.

Text-Based Discussion involves student development ot?both verbal and nonverbal skills and habits to convey
ideas, ask questions, consider new ideas, and adjust thinking. Students are able to create meaning from text by
putting their own experiences and background in conversation with the actual language, issues, and themes of a
text studied in any discipline. Formal, text-based discussions can be conducted in large or small groups, so long
as students have ongoing opportunities to interact with different peers and hear and share their voices.

Across a school day, students experience literacy instruction within relevant program component structures in each

 

23 . . . . .

:Rcadlne Next: A Vision ior Action and Rescarch in Middle and High School Literacy; Alliance for Excellent Education. 2004. p. 20
24

Reading Reasons, Gallagher. 2003, p. Hi

 

content area. The literacy breakdown for atypical Danbury Prospect student across a day is divided within the
following research-based areas:

 

Reading Hall provides sacred.

5: M'd in ID: :nL'tI a atlakdown . . 
mole St on I daily timeJ for students to read

 

 

 

 

 

 

 

texts of their own choice within a

1 game 10mm Smartesws community ofpeers and teachers.
Two teachers are present in each

3 5mm Reading Hall room. and they take

3 [to 15 turns conferring with students

about their reading interests and
t. skills growth, conducting Fountas
a Main SMMIR 5m?, 5mm? and Pinnell running record

 

. assessments, and modeling
6 Humanities tomnutaia.w.10mu reading.

9 World -arigoage 5m W,
3 amen-,3 .43., 35mm At Danbury Prospect, we know
that teachers ot'all backgrounds
must be seen reading so that
Figure 14. Literacy in Typical Danbury Prospect Day students see that we value reading

and that reading is for all people.

 

 

 

 

 

 

Professional Development emphasizes transdisciplinary instructional approaches for literacy, such as annotation
habits, direct vocabulary instruction, robust discussion structures, and informal writing opportunitiesl??. Given that
the curriculum at Danbury Prospect is teacher-generated, professional development is also offered around core
instructional practices that fall under the umbrella of our literacy program components. Namely, mentor text
study, close reading, and embedded grammar instruction follow organic processes to allow students to write in
varied genres for authentic audiences, to grapple with complex text. and to understand the relationship with
writing conventions and meaning.

Danbut?y Prospect English Language Arts teachers design literacy routines and weekly learning structures with
an awareness ofthe Teachers College Workshop Model?, Bard College's Institute for Writing and Thinking,
Doug Lemov?s Reading Reconsider-ed, and curricula and learning protocols from Expeditionary Learning. They
select their anchor texts for each unit with a consideration of cultural relevance, literary merit and rigor, and
genre exposure. Danbury Prospect recognizes that reading rigorous texts doesn*t always mean reading the
hardest texts possible, not to mention the fact that texts are hard for a variety of reasons. Danbury Prospect
teachers receive training on text complexityr18 within the context oftheir unit planning and data analysis cycles
surrounding interim assessments to make informed text selections.

Internally-created literacy skills progressions also inform teachers' unit planning endeavors. Skills progressions
exist for Reading, Writing, Discussion, and Research to provide codi?ed instructional expectations for the ?what"
of literacy instruction; professional development and curricular feedback provide the ?how". Each progression
includes a more speci?c translation ofthe CCSS and is an amalgam of those standards with other researched

 

25 . . .
Allington {2001 i advises that students should spend ninety minutes each day in school reading -- not hearing about reading. not responding to

reading. not talking about reading. but actually reading." -- Confer-ring with Renders: Supporting Each Student '5 Crown ti: independence. Serravallo
3: Goldberg, 200?. p. 13
Reference Bard?s institute for Writing and Thinking as a model

Reading Workshop research reading workshops are structured to allow for students to read {eyes on print) [choice texts] every day For

35-45 minutes in the reading They found that the amount of time reading was the best predictor of reading achievement, including a
child?s growth as a reader from the second to the fifth grade. with reading, the TC RWP advocates for long stretches of time where students are
engaged in the act oi?writing at least four days a week for 45 minutes or longer each day." -- "Rise-arch Boise College
Beading dc Writing to Literacy instrucuoiti', 2014

23 In an snail with a sample size larger than 500.000. what was found is that. regardless of gender. race. or socioeconomic status. the 
distinguishing factor for student performance was text complexity in their words. trim: appears to those who are more intent-- to he
rattan-?an: those who are less liken: is their pro?crencv in understanding compfex texts and "degree oftext complexity dg?'Ei'enttotes student
performance better than either the comprehension twat or the kind oftexrnni element tested

 

 

literacy materiallq.

Students who demonstrate a 1.5-2 year reading level gap. as ascertained by beginning of year Renaissance
Star Reading and NWEA MAP diagnostics, or who need support in their ELL status. are enrolled in
Reading support classes that are capped at if) students and target the literacy needs, whether accuracy,
fluency, and-"or comprehension, of that small group. Students in these classes are assessed more often via
assessments and Star Reading tests to track their growth, and decisions are made at the end of each
semester as to whether students should continue in the Reading program or shift into World Language.

Mathematics

In order to maintain alignment with the CCSS for mathematics, the Danbury Prospect mathematics program
draws from three common core aligned programs: ll Prospect Schools which is based on EurekatEngage
NY mathematics, 2) Achievement First mathematics. which has among the highest math results in the state
ofConnecticut, and 3] College Preparatory Mathematics 

Eureka Math. formerly Engage NY, is the backbone ofthe Prospect School?s Mathematics program. Eureka
Math was developed speci?cally to meet the new standards and is the only comprehensive curriculum fully
aligned with the standards for grades K-3. According to EdReports.org. Eureka Math combines "real-world"
applications with a modern conceptual approach to building understanding. The latest reviews from
EdReports.org, an independent nonpro?t specifically established to vet 2 curricula. found that Eureka
Math remains the clear leader among 20 reviewed math curricula for its focusr'coherence. rigor. and
usability. EdReports.org released its initial reviews of widely used math curricula in March 
In order to meet the rigors ofthe common core aligned mathematics curriculum. Prospect Schools designed
the following mathematics program standards:
a Weekly Math instruction ?rule of thumb chart"
Fluency 10%
.7. Math 20%
Problem solving and conceptual mathematics 70%

 

 

Program Problem-solving concept Procedures algorithms: Fluency practice
Components development introduction 8: practice

Weekly time 150-160 min. 40-50 min. 20-25 min.
allocation

 

 

 

 

 

 

 

Figure 15. Math by the Minutes

Danbury Prospect further draws on Achievement First curricular resources from their Many Minds
curriculum hub. Achievement First. the largest and highest performing charter network in Connecticut. has
created an open source curriculum resource that shares their unit plans. daily lesson plans and assessments.
Prospect Schools has a collaboration agreement through Achievement First?s Accelerator Program?s math
expert Stephanie Lyon to adopt Achievement First?s math lessons and is receiving ongoing professional
development in utilizing AF mathematics directly from the AF math team. The Danbury Prospect math
team will attend AF math training, receive the latest updates on curriculum. observe best practices at AF
schools. have access to AF interim assessments and attend AF math professional development.

In order to ensure the mathematics program has a strong base in inquiry driven college ready problems.
Danbury Prospects utilizes College Preparatory Mathematics (CPM) as an additional resource. Cval is a
grant funded. California based that has been developing inquiry driven mathematics since

 

Resources; the time Uncommon School st onimon Lore Bottom Lines. The Fountas (3.1 Pmnell Literacy Continuum {Bill 1
edition]. and ll?rin'ng Podium-s: Performance Assessments and Learning Progressions. Grades K-S by Lust), Calkins

30
Eureka Math Still Top-Rated Curriculum?By Far" sigreatminds org

 

1939. Danhury Prospect utilizes CPM for long-form discovery based lessons that is closeiy aligned to

CCSS.
{in a daiiy basis. students in ore Connections. Course i '3 6th grade program)I use probi?em-
sol?ving strategies. questioning. investigating. doubting criticoiiy. gathering and constructing evidence.
and communicating rigorous their thinking. Students ieorn in coiiot?iordtion u-?ith
others tritiie shoring information. expertise. and ideas. The course heips students to dereiop tnuitipt'e
strategies to wire probietns and to recognize the connections benreen concepts. The t'essons in the
course tnect rd! oftite content standards and embed the ".ltntitenioticoi Practices ofthe Common (?ore

State Standards?

Danbury Prospect will use CPM to ensure that the mathematics program is rich with in-depth problem solving and
CCSS aligned conceptual development.

Next Generation Science Standards

Danbury Prospect will base its curriculum on Prospect School?s curriculum and further re?ne the curriculum to
align with the Connecticut State Standards as it currently aligns to the Next Generation Science Standards. which
like the Common Core State Standards. focuses on deeper understanding of?content and application of content
and integrate science, engineering, and technology. The movement to a STEM based curricular platform aligned

to NGSS is at the cusp oil!St Century school design. The MVP approach to inquiry via its explicit teaching
ofthe Design Cycle (Figure 1-5} augments the understanding that science forms an inquiry-based discipline,
where inquiry is integrated into the use of scienti?c claims through a complex process of pattern discovery in
evidence and data. and the revision ofthose arguments upon the new discovery of evidence?.

 

Desrgn unlit Middle Years
Cycle In?. mm Programme
.Idea
?maid f? 7 
"?lm 3, mun-on
ix 
m?
?In
. 
. net: 

Figure 16. The Design Cycle Adapted from the MVP Design Guide by Stephen 'l'aylor

Meaningful content is driven by the application of scienti?c principles through an NGSS and aligned.
sequential process from middle school to high school. Additionally: the students develop interdisciplinary
connections between science and core content areas in reading, writing, mathematics and social studies. At
Danbui?y Prospect all students. including special education and ELL students have multiple entry points into
the science program.

Focus Areas of the Danhury Prospect Science Program:
1. Stem Literacy: Science, engineering. mathematics, and the technologies are an essential component in

 

1
1 Source L?I?Mprg
2 . .
Adapted trom the JB MYP Design Guide by Steplten'l'aylor

20

cultivating engaged citizenship into civil society. Drawing on established science curricular approaches from
Achievement First and Danbury Prospect's science program integrates multiple aspects of STEM. through
an approach drawing on literacy and language arts to develop proficiency with science?related issues relevant to
students. The inclusion of engineering design principles from the N683 is an exciting opportunity as engineering
refers to the application of science to design solutions to problems in an effort to make our lives better. Applied
sciences, such as engineering, is a fastest growing career path in the world today so developing literacy in
engineering is an extremely important aspect ofour program.

2. Inquiry and Rigor: Children are natural scientists?. Therefore, the Danbury Prospect curricular selection
process embraces the responsibility to cultivate the natural curiosity and wonder of young people during their
formative school years. This approach directly draws upon the beliefthat a whole-child. inclusive educational
program must foster deep intellectual engagement in the study of science, driving the design oftheir own
investigations and to engage in active discourse about their learning as it applies to the broader world.

3. Depth, coherence and integration: A framework for Science Education argues that ?to develop a
thorough understanding of scienti?c explanations of the world. students need sustained opportunities to work
with and develop the underlying ideas and to appreciate those ideas? interconnections over a period of years
rather than weeks or months?. The Next Generation Science Standards form the core ofthe Danbury Prospect
science program. as the curricular design focuses on multiple methods ofthe practices of science and engineers
rather than a singular focus. The curricular model integrates Disciplinary Core Ideas content, science and
engineering practices (SEPs). crosscutting concepts (CCsl and CCSS literacy and mathematics to build this depth
of coherence. For example, instead of simply learning about thermal energy. under the N055. students are
expected to test, design, and modify a device to release and or absorb thermal energy using their understanding
of chemistry. Conducting such an investigation requires engagement with the C055 in both literacy and
mathematics as students conduct research in non-?ction text, follow multistep procedures. and reason abstractly
and quantitatively.

Science Course of Study Guiding Principles

Danbury Prospect has chosen an integrated approach for 6-8 science. in an integrated model. a student will
typically experience all ofthe domains of science and engineering each year. For example, sixth grade will
contain content from the life sciences, from the physical sciences. from Earth and space science, and from
engineering. This allows for a curriculum that is organized in a way where students can progressively build
understanding of concepts throughout the course of study at the appropriate time. ROSS refers to this as the
conceptual understanding model and it is based upon the premise that there is a logical sequence to the content.
When the science domains are isolated into separate courses. content may be introduced out of conceptual or
developmental order. Since the standards were only recently released, the scope and sequences based upon this
model are currently in progress, but they will be shared when available.

Disciplinarv Core Ideas

Disciplinary Core Ideas (DCls} are one ofthe three dimensions and the NRC Framework- have
been what many have traditionally thought ot?as content. In N053 and the NRC Framework, the are
grouped into four domains: the Physical Sciences (physics and chemistry), the Life Sciences, the Earth and Space
Sciences, and Engineering, Technology, and the Application of Science

Danbury Prospects? 6-3 science curriculum includes each ofthese via the integrated courses ofd-S and then
moves to more discrete courses of9-l 2. Within these domains. the number of has been limited based on the
rationale explained in the course of study section. Currently, Danbury Prospect also limits the science curriculum
to these four domains.

Science and Engineering Practices

Science practices are what scientists use as they explain the natural world, and engineering practices are what
engineers utilize as they design and build. This is another one ofthe three dimensions ofthe NRC Framework.
Science practices have been explicitly described in the NRC Framework and N053.

 

33 . . . .
Gopnik, Meltzo?, A. N. 35': KuhL K. (200] i The sctem?tsr the crib: ii?hrtt early fearm'ng tet?t?s' its about the mind. New York.
Harperlr'erenniaL

The science and engineering practices are designed to integrate with the Disciplinary Core Ideas. Our students
engage in these practices ?rsthand as they learn the Disciplinary Core ldeas. These practices are for all grade
levels. Engagement with them may look different in middle school than it does in high school, but they are still
the same practices.

 

Science Practices from NRC Framework (2012) and N685 (IBIS)

 

l. Asking questions [for science} and de?ning problems (for engineering]

 

I-J

Developing and using models

 

3. Planning and carrying out investigations

 

4. Analyzing and interpreting data

 

5. Using mathematics and computational thinking

 

6. Constructing explanations (for science) and designing solutions {for engineering)

 

Engaging in argument from evidence

 

8. Obtaining. evaluating and communicating information

 

 

 

Crosscutting Concepts
There are key concepts that connect the various domains of science. For example, conservation comes up
various times in different grades and courses when learning about very different content. Conservation of
matter and energy connects ideas in life science, physical science. and Earth and space science. Through the
curriculum, students will be able to make these connections as they progress through the course ofstudy,
Instruction will embed crosscutting concepts with the DCis. integration of crosscutting concepts, and
science practices together, while not always possible, is the goal of instruction. Crosscutting concepts are
also one ofthe three dimensions from the NRC Framework. which describes seven ofthese. These are:

1.) Patterns

2.) Cause and effect: Mechanism and explanation

3.) Scale, proportion, and quantity

4.) Systems and system models

5.) Energy and matter: Flows, cycles, and conversation

6.) Structure and function

Stability and change

Utilizing over 8 years of experience in research-based science

curriculum development at the middle school level through a
scientific approach that draws upon an interdisciplinary process
- connecting the importance of scienti?c literacy {non-fiction analysis),
analytical writing, inquiry, and experimentation as articulated through
the CCSS writing and ELLA progression, the Prospect School?s science
- curriculum has demonstrated impressed results. Figure 1? highlights
that Prospect Schools' students have outperformed State and District
- measures by statistically significant ranges. in EMS-2016 the results
- - - demonstrated how the Prospect schools approach to science has had
impact over time, with students scoring over 20% greater than District

Figure 17". Brooklyn Prospect .NYS Selence Tesrs and State scores across New York State.

C. Explain wlty the ca rrlcalam is appropriate for the students the sclroal intends to serve as well as sra dents
will: disabilities. English language learners, student?s below or above grade level, antiIr other students.

As Danbury Prospect anticipates the enrollment ofa student population with a diverse set of needs, students will
enter the school community was a wide-range of skills and knowledge. including students with special
educational needs, English Language Learners, students at risk, lacking motivation, and students needing
acceleration. Danbury Prospect has the bene?t ofcurating, developing, and implementing curriculum that has
already been ?eld-tested and proven effective for similar demographics within the Prospect Schools network.
Additionally, it is important to note that the instructional methodologies for the execution ofthe curriculum will
be aligned to the speci?c needs of the school composition.

According to the 2015-16 CSDE District Pro?le, Danbury CT has a English Language Learner 
population. To ensure the School?s student population is best supported. Danbury Prospect will follow best
practices for implementing programmatic supports for ELL learners such as those highlighted by the
International Center for Leadership in Education?. These programmatic supports and modi?cations augment
the foundational curricular platforms utilized by Prospect Schools seamlessly, thus ensuring that ELL learners
are able to fully access the curriculum. Danbury Prospecl?s Response to Intervention process ensures that
adequate data on the performance of ELL students is maintained in order to effectively address student
academic needs.

Danbury Prospect?s model specifically recognizes the power ofpersonalizing the instructional approach to the
needs ofthe students served. including ELL learners. students with disabilities, students below or above grade
level, and other at-risk students. Dedicated special education teachers, under the supervision of the special
education coordinator and the principal will review the curriculum and lesson plans to ensure accessibility and
appropriateness for students requiring differentiation. Planning time is embedded into the weekly schedule for
co-teaching teams to review lesson materials and research-?gather resources for upcoming units of study. The use
oftested and proven curricular materials, coupled with a thoughtfully constructed teacher-designed resources.
will allow ?exibility and synergy between curricular platforms and styles. These resources include open-source
materials developed for ELA, mathematics and science programs tEngageNY-?Eureka, Teachers College
Reading and Writing Workshop, Achievement First Many Minds Math and Science resources, Words Their
Way, and NRC Science investigations), which were selected based on meeting the criteria outlined in Section
1.3a, as well as internally developed units and resources to enhance learning outcomes.

Aligned to the school educational philosophies and commitments, teachers personalize instructional
practices utilizing a whole child approach that is developmentally appropriate and meets the standards of
high rigor and accountability. The curriculum at Danbury Prospect is driven by data-based instructional
practices, which allow teachers to adjust curricular approaches based on real-time data and coaching. to
ensure that conceptual understanding and foundational practices are reinforced.

For example, the Math program focuses on developing the three components of rigor, including procedural
fluency. conceptual understanding, and application. Components ofthe curriculum include number sense
activities and fluency exercises which allow students to transfer mathematical practices from short-term
memory to long-term memory, building automaticity?. Additionally, components ofthe math curriculum also
allow for inquiry and discussion-based practices which emphasize the mathematical practices standards ofthe
CCSS, which support the development of argument development around mathematical conceptual
understanding. Also, students with special needs who struggle with the application of mathematical concepts to
practice have the opportunity to build foundational understanding through the use ofmanipulatives. projects.
and hands-on problem solving.

In ELA, the curricular program components are scaffolded to build a love ot?literacy, through the cultivation of

 

?Supporting EllJCultutallj,? and Linguistically Diverse Students for Academic Achievement. International Center for Leadership in Education
2 lungs-w edu
Kornell. N. Eich. T. . Castel. A D. d: Bjorlt, R. A. [20m]. Spacang as the friend ofboth memory and induction in young and older adults.
and Aging. 35, 493603. Retrieved from 

L.)
La)

critical thinking and discussion-based activities which allow students to create, test. and challenge one another's
ideas. When appropriate or required, Danbury Prospect offers Integrated Co~Teaching with a third special
education teacher or specialist te.g. Speech Language Therapist} to provide targeted instructional practices to
meet the needs of students with lEPs. For English Language Learners. teachers use research tested practices that
are adaptive to the students? needs, which may involve sheltered instructional practices. where students might
receive second-language instruction that is ?sheltered" from input beyond their comprehension, or when
possible bilingualtransitional approaches to help support comprehension and broader language acquisitionif?nll
curricular programs provide extension. support, and specialized approaches to support specialized needs.
including but not limited to word study. ?uency, and conceptual understanding.

Additionally, Danbury Prospect believes in the importance of focusing on academic needs across the
educational spectrum, with multiple opportunities for accelerating students. As a student progresses through the
mastery of standards, the curriculum opens up additional extension activities, such as more complex math
projects which are aligned to enrich cross-disciplinary approaches with science or other content areas. MYP
requirements, such as the MYP Personal Project in 10th grade. provide students with an opportunity for
extended research in an area of individual interest, thus providing the time and space for all students. including
those above grade level, to develop academic skills and a personalized passion for learning. An Embedded
Honors program provides will provide students with opportunities to extend their studies beyond the classroom
via subject speci?c seminars and additional research opportunities. Finally, technology is also utilized to
integrate and personalize instructional mastery across the core content areas.

.D. Describe pitta that ongoing deveiopment. improvement. and re?nement of tire
curricuiu or. House oiso expioirt the process that be used to evoiuote whether the curricuium is effective
and successfuiiy implemented.

Dereiopment. improvement and refinement 

The improvement and refinement of curriculum starts with a deep analysis ofthe data to indicate where the
gaps in curriculum. Speci?cally, data is collected in two speci?c domains for evaluation: summative and
formative data. First, summative data includes a variety of different assessments. including but not limited to
unit assessments, interim assessments, and end of year state assessments. An instructional analysis is conducted
to determine the alignment between curriculum coverage and its ef?cacy in translating to student achievement
outcomes. Second, formative data is gathered from exit tickets, projects, discussion rubrics, etc. to inform how
mastery ofthe curriculum has occurred. As all curricular plans are aligned across the Prospect Schools network.

Faculty and the Principal will regularly reassess the curricula based on assessment results and other factors to
ensure progression along Connecticut State and Common Core Standards. Teaching teams will meet with
Principal and analyze the class data to identify curricular changes, grade level or even schoolwide initiatives. At
the end of each unit, grade level teams will do a debrief and take notes on what worked and what needs
improvement for next year. During the annual program review which takes place each May, qualitative notes
along with any assessment data will be presented. Grade level teams will assign responsibility to team members
for making curriculum updates, and which units will be planned over the summer and which units will be
planned during the year.

On a weekly basis, Danbury Prospect generally has one educator take the lead with planning a curricular unit
in a subject with each member ofthe team ti.e., co-teachers, grade level team members, academic leadership},
editing and commenting on draft curriculum plans. Plans are presented in weekly co-planning sessions and
grade level team meetings.

The Danbury Prospect curriculum will be refined on an ongoing basis. The following table {Figure 13} provides a
snapshot ofthe process and timeline by which the curriculum will be reviewed annually:

 

so
Carlo. M. S..August. D, McLaughlin, 8.. Snow, Dressler. Li. Lipprnan, at: White. C. E. {2004]. Closing the gap Addressing the
vocabulary needs of English?long

24

Curricular

Figure 18. Danbury Prospect Curriculum

Review Time-line

Reviewed by

 

Central Elements Measured by Review 'l'imeline
Element
Curriculum Uverarehing State tests Annually a Principal
Map themes Final exams . Depar?ngni
Mapping of State IB ?nal grades Heads
Standards a Network
Curriculum

Specialists

 

ilnit Planners

Essential Question
Big ideas
State Standards

iinit projects
Unit exams
Interim exams

Formal re?ections are
required at the
completion ofcach unit

1? Department
Heads
Network

and archived in network
curriculum storage

Curriculum
Specialists

 

 

platform. a Principals
Unit planner revisions
deadlines are set by
Prospect Schools.
Lesson Mastery Aims Observation informal reflections at Department
Learning Student work archived on a daily lie-ads
Experiences Quizzes basis. - Gov-teachers
Formative
assessments

1weekly collaborative
planning time provides
greater reflection on
individual lessons.

such as exit lickets

 

 

 

 

 

Faculty are provided with signi?cant work time for curriculum development. This begins with a dedicated
retreat in the summer when the faculty evaluates the Common Core standards and the framework to
develop or review units for the year. Faculty are given deadlines to submit unit maps as well as their lesson
plans to their department head and network content specialist for review and feedback. This happens both at
the beginning ofthe year at a high level and then on a weekly basis through the submitting of lesson plans.
This curricular review process is aligned to a review ofthe data front different assessments to make
determinations if any revisions are directed towards curricular changes or a need to focus on specifically
instructional strategies.

Faculty are also given weekly planning time to meet and discuss the curriculum with their grade level lead and
their co-teachers. Additionally, there is a re?ection section built into each ofthe units to allow further
re?nement for future use ofthe unit.

Assessment effectiveness

Danbury prospect will take a mold-faceted approach to assessing the effectiveness ofthe curriculum. As
outlined in the above table. the effectiveness ofthe curriculum will be measured using both formative and
sumtnative assessments. allowing teachings and administrators to gauge the degree to which students are
learning the taught academic content.

Looking at student work protocol will occur minimally once per unit so that teachers, under the
supervision of an administrator. can take an in-depth look at student academic outputs against very speci?c

 

learning targets. Re?teaching and reassessment plans will be developed in response to areas where the delivery
ofthe curriculum was not effective.

Finally, student surveys, administered twicetyear, will provide qualitative feedback of how students perceive the
effectiveness ofthe curriculum.

Assessment ofcurricut?or implementation

Assessment of curricular implementation begins during the curricular planning and review phase. Annual
curriculum maps and unit plans must be submitted, minimally one month, in advance of delivery to students for
feedback from school administrators. Targeted professional development occurs weekly when staff are working
on speci?c items within the curriculum and receive feedback department heads and the Principal to ensure that
the curriculum is appropriately ?nalized before delivery.

The next step in the assessment of implementation occurs with regular classroom observations for all teachers
that are conducted by the department heads and principal, minimally, every other week to monitor the delivery
ofthe curriculum. Administrators will be provided with lesson plans for all observations so that observers can
determine the degree to which the curriculum is successfully being implemented on a lesson by lesson basis.
Dedicated lesson observation debriefs provide a regular opportunity (minimally twice per month) for teachers
and administrators to discuss the effectiveness of the curriculum as it unfolds in the classroom.

Finally, teachers bring in examples of student work and review the alignment of student outputs with the unit
goals. This process is conducted under the supervision ofa department head or the principal.

1.4. instruction

A. Describe the instructionai methods or techniques that witt be used in the proposed schoot. inciuding
any speci?c requirements for imptementing a porticuior pedugogicui approach co-tenciting or
aides. technoiogy, pitysicui space. etc. 

Danbury Prospect?s instructional methods utilize a variety of different modes of instruction, built around a
highly collaborative approach between educators, specialists, and students that is designed to ensure that all
students have the appropriate opportunities for acceleration, enhancement. and remediation. Student learning is
augmented by an instructional approach informed by real-time data generated in the classroom and is responsive
to students needs within this context. The Prospect instructional approach understands that personalized
instruction is an essential component for ensuring all students are learning in the best way that meets their needs.
There are three primary instructional processes which exist across Prospect Schools: it?iiot'e Group
Heterogenotrs instruction, C?o-Teuciting tiff), and smot?t group instruction These instructional processes
align to our collaborative approach to teaching and are fundamental in our service of students with special
needs, at-risk students, and English Language Learners.

Whole Group Heterogenons Instruction

Danbury Prospect's classroom are warm, well-structured, organized learning environments with consistent
routines and expectations for teachers and students. Further, aligned to Prospect Schools commitment to
inclusion, heterogenous classes in core content areas are critical in building a rich community of learners where
discourse and difference are celebrated. Structure and consistency are reinforced by rituals and routines in the
classroom space, to maximize learning time and to foster safety and belongingness that is critical for the middle
school ages?.The following elements will be observed in the execution and planning of whole group lessons,
regardless oftype:

I Double planning: Lesson plans include detailed outlines ofthe learning objectives, connections to the
standards, and the relevant student activities. This setup ensures teachers de?ne and plan students= on-
task behavior during the lesson, avoids teacher talk and idle students, and ensures students are
maximizing every instructional minute to achieve more time on task.

it Do Now: Students enter class each day and begin a "Do Now? assignment at their desks. This helps

 

Attvell. N. (2015] ln the middle: New understandings about wr1t1ng. reading. and learning {3rd ed}. Portsmouth. NH: Heinemann.

26

 

students transition into class and quickly refocus their attention. This will help students build or
solidify understanding of material. and reflect on class goals.

at Accountable talk: ?Talking with others about ideas and work is fundamental to learningRS."Students are
trained, supported, and required to ask and answer questions and address teachers in complete
sentences using proper grammar with strong. articulate voices. Students are corrected ifan answer or
question is given using incomplete sentences or improper grammar. High standards are held for all
written work, and high?quality work is celebrated and displayed. Students have many opportunities to
engage in meaningful and highly structured conversation, which builds ?uency for ELLs and promotes
mastery ofthe CCSS for speaking and listening.

Recognize success: We consistently give positive reinforcement to students doing good work
and consistent feedback for those inef?cient or offtask.

Focus on literacy and writing across the curriculum: Danbury Prospect will maintain a relentless
focus on literacy. Students are taught to read and produce high?quality and substantive writing in all
content areas. Teachers expect everyone to write and require all students to prepare for discussion
through writing?. To support ELL students and struggling writers. teachers provide response
exemplars that meet and exceed expectations.

at Closing: Most classes end with an ?Exit Ticket" or other checks for understanding (plickers, turn-and-
taiks, show calls. etc.) that emphasize comprehension ofthe class?s specific and measurable aims with
questions that evaluate student mastery. Exit Ticket data is gathered regularly and evaluated by
teachers to identify individual and group de?ciencies. The closing helps solidify student understanding
through review, summary, and provides daily formative assessment data. which allows teachers to
con?rm the degree to which students have met the learning goals. to edit the next lesson plan and
small group instructors to adjust their plans based on data.

Danbury Prospect encourages teachers to utilize a wide variety of strategies to reach all levels of learning styles
ofthe student population. Further, in an effort to meet the CT Standards, CCSS. and NGSS standards. Prospect
Schools engages in yearlong professional development activities to ensure teaching and learning is re?exive to
the needs ofthe students served. Included in this list are a number of different instructional strategies utilized in
a whole group setting.

at Workshop Modei. As outlined in the 1.3 curriculum section. Danbury Prospect utilizes a workshop
model aligned to the research?based practices ofthe Teacher?s College Reading and Writing model.
Workshop lesson provide an opportunity for strategic grouping of students within the classroom. to
help facilitate project-based learning. peer-driven feedback, conferencing, and sustained independent
work time. A workshop lesson is grounded in a mastery-driven lesson, but can provide more targeted
and objectives for a class. The workshop model also pairs nicely with specialist or related
service provide support to ensure struggling students, students with special needs, and English
Language Learners have consistent touch-points.

Seminars. Seminars in English, writing, and social students provide a forum for students to tackle and
authentically engage in textual analysis, historical document and primary source investigation. Seminar
lessons are typically part ofa cycle of lessons, where teachers prepare for in-depth examination oftexts
and carefully design lines ofinquiry and discussion questions that may frame a larger writing prompt.
Seminars differ from the traditional lecture, as they are more discourse centric. which may include
group work and speci?c products completed within the scope ofthe seminar.

0 Socratic Investigation. Asking deep questions aligned to enduring understandings are a key
component of learning. Socratic investigations may occur at the beginning and end of a unit. where the
goal is to prove or disprove hypotheses developed over the course of a sequence of study. Socratic
investigations provide an opportunity to strengthen analytical and critical thinking skills, while also
providing reflective moments of whole group assessment aligned to the speaking and listening
standards ofthe CCSS. Teacher preparation of Socratic investigations involves developing clear lines
ofinquiry for students to engage and the scripting of scaffolded questions which anticipate student
misconceptions and potential positions. The Socratic investigation provide coherence to the writing and

 

38 .
Michaels. 5.. O?Connor. Hall. M. W.. Resnick. L. B. (2010}. Arcotmrobie Thing-sonreebook: Forcinssroom conversation that works
[v3.1 1' University of Pittsburgh Institute for Learning.

9"
Lemov. Doug. Teach Like a C'hotnpt?oo. San Franmsco, Josevaass p. lJT-l 4t)

27








Figure

'u
it}
If}:
.9.

Parallel teacmng

argumentation emphasis ofthe CCSS in ELA.

Direct Modeling. Often referred as ?l-We-?t?ou?i, the lesson structure provides an opportunity for the
teacher to deliver clear, modeled direct instruction. This type of instruction is often most appropriate for
the introduction ofa new skill or practice within the class. Danbury Prospect uses a gradual release
model within this teaching design, so that mastery ofthe skill can be assessed through the student?s
ability to engage in the skill through authentic independentpractice.

Explore (Guided Discovery). Guided discovery switches the focus of learning from a passive role (the
teacher delivering content and students listening) to an active role [teachers leading students to the
overall discovery ofthe lesson?s objective]. The major difference between a guided discovery lesson
and a traditional ?I-We-You? lesson type is the introduction to new material portion is replaced with a
"guided discovery? introduction. Throughout the introduction. the teacher guides the scholars through
an activity or active questioning that connects the scholars? prior learning to the new material oftoday
and ultimately making the overall connections ofthe topics them selves. The overall purpose ofthis
lesson type is to reinforce the application of conceptual thinking within the lesson and to actively
engage scholars in their learning.

Tammi] (Jo-Teaching
.- a . (?o-teaching is a critical driver of student achievement in the Danhury Prospect
framework. Aligned to the commitment to serve all learners in an inclusive
in} environmentaco-teaching forms the bedrock of this practice. Co- teaching can
I Involve a variety of different staffing configurations, such as a general education
Ll'} teachers, special education teacher, specialist (speech, physical therapy. bilingual.
i) occupational therapist. etc), or a classroom paraprofessional. Co-teaching models are
chosen based on the content taught, the needs of the students as evidenced by any
. legally mandated services, and formative andlor summattve assessment data. The
Team Teaching primary models of co- teaching at Danhury Prospect will include:

Team Teaching: In Figure 19, two or more educators instruct a class through a

5 tag-team approach. Teachers explicitly delineate roles. which may involve
. breaking up components ofa lesson. This type ofteaching method may appropriate. but not limited to a seminar style class or Direct Modeling lesson.
'ul 
an" [(51 Parallel Teaching: The model in Figure 20, will be used in cases where the
objectives require more frequent studentlteacher interaction, such as the


extensive use of manipulatives or other hands on materials or a seminar in

I I I which a smaller group is called for, or in cases where mandated by

Hyman pmnenmhing Individualized Education Plans. Teachers split the class into two similarly-
sized groups and teach to the same objectives, preferably in different locations
to minimize distraction.
.. .
?i ,5 Station Teaching: This model. Figure 21, is best utilized when there is a
Ut?i" component ofthe lesson activity, such as online coursework, that can be done
d. (a completely independently. or by a group of students, without teacher support but
it 4 with the support other specialistslaides. When that is the case, it enables to run
r: Jul I two other activities. Stations can either be rotating so that all students have the
at. 3? . chance to complete all activities, or they can be static and chosen based on the
.U individualized needs, as evidenced by formative data, ofthe three groups of
FigureZL Station students.

 

23

Small Group Instruction

Small Group Instruction {861) is a critical component ofthe instructional model at Danbury Prospect.
Considering that students are heterogeneously grouped throughout the day, 361 provides an opportunity for
targeted instructional approaches aligned to the needs of students within an environment ofa reduced student
teacher ratio. Destigmatizing the role small groups provides opportunities for personalization which allow
students to receive remediation?, on-level skill extension?, and acceleration. The bene?ts of small group
instruction are well-documented. Student data collected from growth assessments, such as the STAR
assessment and NWEA MA P, and formative assessment data [exit tickets, etc.,) will inform small group
instruction in daily. weekly and cycles. Individual teachers. supported by department heads. will
maintain daily data necessary to inform ?exible groupings. Uri-going formative data, as well as larger
assessments, will inform student progress as resulting from small group instruction. A number of different
broad scale studies have found that the improvement of academic outcomes for students across the academic
spectrum, including struggling students, students with special needs and English Language Learnersl'. The
U.S. Department of Education published a research briefthat finds that "when tutors work closely with
teachers and are provided with intensive, ongoing training, they can make a difference." A small group setting
allows for a more accurate diagnosis of individuals needs to be addressed. the development of strong
relationships, and an opportunity for acceleration and enhancement oflearning.

3. Describe how these insiructtonat methods support high standards ofacnievement and are
accessibie and appropriate for all sin dents or att tenets, including ngiisit language iearners, speciai
education students, students who enter oeiow grade ievei, and oth er at-risk students.

Our instructional methods will be used to support high standards of achievement for all our students. We
expect that a population of our students will come front families and communities with inherent academic risk
factors: poverty, single-parent families, teen mothers, parents with limited education, non-English-speaking
homes, etc. The free and reduced lunch ?gures from the neighboring schools indicate that we should expect
similar percentages of low- income children to attend our school. Since charter schools are now designated as
Local Educational Authorities for the purposes of federal funding. we know that the Danbury Prospect
Charter School will be able to receive Title and other Title funds. These funds are specifically for academic
programs and strategies to address the educational needs of our children who are at risk of academic failure.

Whole Gmup Heterogenous Instruction

Danbury Prospect believes that inclusion is one ofthe largest levers in promoting community and in
providing opportunities for English Language learners and students with special needs to engage in discourse.
observation of other students, and to learn from students that bring multiple to the instructional
environment. Research has indicated that including students with specialized learning needs in a mainstream
class does not have a negative effect on the learning ofthe classroom as a whole. but rather is found to
increase learning and motivation ofthe classroom community for all students?. For example. students in
whole group classes have opportunities for seminar?based discussion and exposure to higher level content
where students at risk, ELL students, and students with special needs can observe modeling from their peers.
with additional supports in the classroom.

(Io-Teaching and Small Group Instruction

("o-teaching is a primary driver of academic success for students with special needs. English Language
Learners, and students at-risk as co-teaching provides an instructional vehicle for differentiation. Providing
targeted academic experiences with high-quality ecsteachers is our primary mode for making progress with all
students. The interaction between co-teaching and small group instruction allows instructional practices Lolien. Peter A, James A. Kultk. and Chen?Lin C. Kuhk ILJSZ. Educational outcomes oi tutoring: A ot findings American
Educational Research Jaurnal. 

Rirter. Gary W.. Joshua l-l. Barnett. George S. Denny, and Ginger R. Albin. 2009. The effectiveness of volunteer tutoring programs for
elementary and middle school students: A meta-analysis. Review of Educational Research, T9l 3-38.

42 .
Cohen, Potent. James tl Kulik. and Cheantn C. Kuhk. 1932. Educational outcomes ot?tutortng: A meta-analysui American
Educational Research Journal. lgl?l. 233L248Sermicr Dessemonlet. R.. tic Bless. G. [2013]. The impact of including children with intellectual in general education classrooms on the
academic achievement of their low-, averager, and high-achieving peers. Jonrnotoj'tnreitecmal and Developmental Disabiitn-z ?t 1 23-30

29

draw from classroom content to utilize data to determine their support structure. This effort begins with hiring
highly quali?ed teachers and continues with professional development opportunities that emphasize professional
excellence and collaboratively designed programs ofdil'ferentiated instruction based on assessment data.

As mentioned in the previous section. differentiated instruction will be used to serve the needs ofall students.
with special attention paid to students at risk for academic failure. Classes will be differentiated using three
basics structures:

1. Differentiating content

2. Differentiating activities and teaching styles

3. Differentiating assessment

Biweekly, the core teachers. academic leadership and special education instructors will convene to review the
progress of at risk students. Should a data review of the academic progress of any student fall short of
expectations, the academic teachers. academic leadership and special education teacher will meet with the
parents and student in order to chart a new course of action.

The following individualized actions will be implemented as additional supports:
0 Students will be encouraged, directly and through their families. to attend our afterschool office
hours for targeted academic support.
a Additional one-on-one or small group meeting with the Special Education instructor.

Small group instruction during academic courses.
0 When appropriate, ability based grouping ofstudents.

C. Describe how the proposed scitoot' wt?! create a dam-driven cuhu re It? meant a wide range of
student needs using differentiated instruction.
At Danbury Prospect, structured data collection and analysis will drive our continual focus on instructional and
academic improvement. This process will be overseen by the Academic Director of Prospect Schools, however

all members ofthe community are tasked with promoting a data-driven culture.

Key Mayer's Res'ponsibn?efor Devei?opmem oj?o Dora-Driven of Prospect

 

 

Role Location Responsibilities include, but are not limited to:
Academic Director Network 0 Establish a culture across the organization that is driven by
collecting. reviewing. and responding to student achievement
data

I Supports principal in implementation of best practices to
ensure meeting and exceed accountability goals

it Provide regular academic data achievement updates to the
school leadership teams. the Board of Trustees, and directors

I Supervise the network data team

 

Principal Danbury I Sets annual assessment calendar

Prospect Collaborates with Data Specialist and Academic
Director on aggregate analysis of data

a Participates in PD data analysis protocols (network and
externally- led, such as the RELAY Graduate School of
education)

Designs PD programming to ensure appropriate delivery and
analysis ofassessments, including facilitation of Looking at
Student Work Protocol

 

 

 

 

 

 

Data Specialist Network i Disaggregate diagnostic, interim, state test data, and grade-
data, draw conclusions, and make recommendations for
interventions
Maintain data tracking systems

0 Lead data meetings with Danbury Prospect principal and
senior central of?ce leadership

 

 

 

- Support state testing coordination
- Maintain academic compliance reports
0 Understand and manage online data systems to track data
0 Support and develop staff in data analysis and data driven
planning
Department Heads Danbury I Participates in data analysis meetings with Principals

Prospect - Leads LASW meetings with department members
Leads re-teaching plans with department members based on
item and error analysis

4- Ensuresioversees entry of data into appropriate data
analysis platforms (ex. 

 

 

 

 

 

Professionai Deveiopmcni for Data Driven Cnitnre
Prospect Schools has engaged in leadership and educator training on best practices of data-based
instructional practices from Relay Graduate School ofEducation. Johns Hopkins University. and the
Achievement First Charter Accelerator. Danbury Prospect will build a data driven culture with an emphasis
on connecting effective instruction, school culture improvements, and professional development practices?.
Drawing from these resources, annual preservice and in-year professional development time will be allocated
for teachers to:

a Review assessment calendar
Develop pro?ciency in data collection platforms (such as 
Receive PDifeedbacl-t on designing unit assessments
Learning the LASW protocol from the RELAY Graduate School ofEducation
Understand how to design re-teach plans based off of standards-based error analysis

[Editing data to differentiate instruction

Data Gathering

Consistent assessments inform school instructional leaders. teachers, parents and students about student and
any need for remediation. Data from these assessments ensures that lessons are tailored to the needs of all
students, especially students in needs of additional supports. Further. formative and summative assessment
cycles create a culture of goal setting among faculty, students and families. to help bridge the home-school
efforts to improve academic and social excellence. Aligned to the instructional practices detailed throughout
prior sections, Danbury Prospects? instructional strategies, such as small group instruction and the
appropriate co-teaching model. are driven by data-based decisions. Teaching schedules are also developed to
build in collaborative planning time with co- teaching teams and content teams to strategically analyze data
to assess progress towards class and school-wide goals.

Comrnon Pianning Time (CPU for Data .~lnaiysi.r
Common planning time is one key lever is ensuring data-driven practices are built into a routine of

excellent teaching45 . The leadership team facilitates ongoing weekly data meetings with content teams to
model and demonstrate how to build data driven teaching plans. Correspondingly, these data driven plans

will be utilized through an active coaching process to assess the intervention strategies and adjustments

 

Halverson- (3mg. 1.. R. a; Iltomas. C. The new instructional resting data-driven instructional systems 111

school. Journal Leadership~ 17(2). 159.

45
Bambrick?Santoyo (20! 0). "Driven by Data r??t Practical Guide to Improve Instruction}

needs to ensure individualization of learning supports including differentiated instruction and that lessons
have the appropriate scaffolds andlor extensions to appropriately meet the needs of students. For example.
if 5-6 students are consistently not performing on a exit ticket in a math class discussion ratios and
proportions in word problems; the next week a co-teaching model involving alternate instruction may be
chosen. where a math specialist works with the small group of students to reteach the lesson with
manipulatives or a tape diagram to give them a more hands on approach to engage in the pieces ofthe
problem.

Doro?driven Interventions to Meet Student Needs

Additionally, Danbury Prospect understand the importance of using data to drive cultural interventions across
the school. particularly as aligned to ensuring practices utilized in the Danbury Prospect advisory programs
are aligned to issues that are occurring in the school. such as issues of identity or peer communication.
Research has shown that schools utilizing data to drive their explicit social emotional learning practices have
seen achievement that is up to ll percentile points higher than schools that do not implement with fidelity
such programs?.

Dolo Review

As Danbury Prospect continues to grow and more data is received, including state testing data. curricular
and program evaluations will be consistently built into the culture of review and revision to align to the needs
ofthe Danbury community. The Danbury Prospect Governing Council will maintain short-term, intermediate.
and long- term planning that includes cycles of review of curricular and instructional decisions. Assessments
are vital to the health of our organization as they provide the data necessary to improve student learning and
overall school performance beyond academics. They provide information about the effectiveness ofour
instructional program, areas of curricular strength and weakness, resource and staff development needs. and
guide priorities and improvement goals.

Understanding that any one assessment is a limited source of information, we seek to establish a
streamlined yet balanced system of assessments that paint a clear picture oftlte quality of student learning
in our program. Data from these assessments are centrally stored and reported. Reports then serve as the
basis for analysis by school teams as well as by data teams within the Prospect Schools network.

Doro Teams

Data teams serve as the vehicle by which student achievement data are collaboratively analyzed. Teams are
composed ofa combination of directors. principals, academic leads, counselors and teachers. These teams
work together to make sense ofthe student learning outcomes. identify root causes, generate solutions. and
monitor their effects. Each data team hosts a data results meeting after every network assessment.

D. Explain ltow the proposed school will ensure ti: or tetra-it ers are pro?cient in
delivering the chosen instructional methods to their students.

I. Introduction to Danbury Prospect Professional Development

Professional development is aligned to Danbury Prospect?s commitment to maintain and develop the
capacity ofteachers to implement a rigorous, data-driven culture of learning for a diverse student population.
The primary levers ofthe development sequences across Prospect Schools align to two key goals: llto
cultivate and nurture an environment where all students have the capacity and skills to achieve at the highest
levels of mastery; and 2) to develop a school community committed to collaboration and reflection over
teaching and learning practices.

Developing excellence within these domains is the responsibility ofthe instructional leaders of Danbury
Prospect, and is led by the Principal and the leadership team. These leaders are the in-house drivers ofthis
development and are supported by network leadership team to develop the programmatic sequences that make
13, CCSS. N633, and CT standards accessible to all students.

 

4s
Durlak. Weissberg. Taylor. S: 203 

 

Danbury Prospect?s professional development sequences occur in two distinct phases throughout the year to
advance excellence and continuous improvement. Faculty members receive professional development that
occurs over l5 summer days, 39 early release days for students, and through outside programming supported
by partnership with Relay Graduate School, Education Pioneers, New York University, and the Achievement
First Charter Accelerator. All teachers have daily preparation time and collaboration time with co-teachers.
Moreover, each week there is an alternating cycle of content, grade level, and student support services
meetings. Further, at least once a month there is an opportunity whole staff professional development
supplemented by community time as aschool.

ll. Summer Professional Development

The 15 days during the summer are used to build the capacity of multiple strands ofeducators, including ll
principals, instructional leaders, coaches, and operations heads across the Prospect Schools; and 2} core
teachers, specialist, enrichment teachers, and support faculty. Areas of focus for the summer professional
development are:

l. Fostering a Collaborative School Culture: Discussed in the commitments of Danbury Prospect to build
a strong school culture centered around strengthening relationships between staff and faculty
members, it is critical that all faculty members clearly understand the common mission and vision,
develop the mindsets necessary to engage in deep collaboration. and to align their work to a cycle of
feedback and teaming. Unpacking the Prospect and Danbury Prospect Schools? mission, building the
narratives of self which drive the work to close the achievement gap, and establishing the professional
norms ofthe culture are critical in bridging the intersection between Danbury Prospect as a fixture to
the community of Danbury Connecticut.

2. Establishing a Shared 'v'ision Guiding School Practices: There are a number of key areas that define
and shape the Prospect Schools method of instructional excellence, including a clear vision set by the
school leader on how the school works operationally and functionally to support learning at the
school. These practices include family community, advisory systems, coaching and feedback systems,
and teacher taxonomy moves {based on Doug Lemov?s Teach Like a Champion Summer
professional development builds the skill ofteachers through practice. Teachers watch high-quality
examples of each of these moves, articulate the criteria for success for each of them. and then will
have drill (single skill isolated} and scrimmage (several skills practiced at once) opportunities to try
these methods out. Danbury Prospect will also hire an international Baccalaureate coordinator who
will be responsible for ensuring all new teachers will receive training provided by the international
Baccalaureate Organization either directly or indirectly. Ongoing [3 support for curriculum
development, particularly oversight ofthe inquiry process, will be provided by the Principal anchor [13
Coordinator. The 13 coordinator will attend regular IB trainings and manage a professional
development budget that determines how many teachers annually can attend.

Curriculum Development for Unit One: Teachers must feel prepared to execute the instructional
vision for the year, through preparation, collaboration, and work with their department teams,
network leadership, grade levels, and co-teachers. Summer PD provides an opportunity for teachers
to engage in development around what initiatives aligned to instructional excellent are the priorities
for the year, and to examine and unpack the related CCSS, IB, and CT frameworks for their subject.
Teachers learn the process for coaching and actionable feedback and learn to re?ne their daily lesson
resources and lesson plans that will culminate in their ?rst Unit ofthe year.

LI)

Diversity and Differentiation to Serve All Students: Teachers must also understand deeply the
community of students they are preparing to serve. This process and development may include
training around how whole group heterogenous, co-teaching, and small group instruction will utilize
the data driven process to address students at risk of academic failure, students with disabilities, ELL
populations. PD prepares teachers through strategic and targeted sessions to ensure specialized
instruction and differentiation is planned for and tailored to the unique of every student,
Teachers gain understanding ofthe supports and interventions necessary to succeed in a differentiated
learning system through the use ofa multi-tiered system of supports. For example, for co-teaching

Li.)




practices, teachers will learn how to work collaboratively with one another. to assess the
appropriateness ofthe instructional choice. and how to use differentiation strategies aligned to the
instructional methodology. Understanding clear co-teaching processes and the coaching and
development cycle is essential for developing co-teachers to push student achievement. The PD cycle
for the year. through instructional PDs once a once, and bi-weekly coaching sessions with the
leadership team to ensure a year-long trajectory of continuous improvement.

Professional Development Throughout the School ?r'ear

A key feature of Danbury Prospect is that everyone?students. teachers. leaders?are continuously focused on
growing and getting better. However, in order to ensure that these processes are consistently supported
throughout the school year. teachers and staff receive opportunities for coaching and development through the
school year.

Coaching Meetings: These weekly meetings between a teacher and hist'her coach are protocol-focused and
depending on the time ofyear or identified area of need. the topics include:

i.

is.)

Looking at Student Worklother Data Analysis: in these meetings, led by the Principal and other
coaches. faculty will discuss assessment results and will collaboratively modify teaching strategies.
As data from Interim. unit. standardized growth assessment and state assessments become available.
core teachers. with support from the special education instructor. will adjust the academic program to
maximize student performance. Sample lessons from CTB McGraw-Hill. 13. Prospect Schools
resources and individual teachers will be incorporated to address student learning needs. in addition.
video clips of classes will be observed by grade level and departmental teams to demonstrate model
strategies. Grade level teams will frequently engage in practice and reteaches aligned to the
collaborative ?ndings ofthe team.

Intellectual Prepro-Planning: These meetings involve opportunities to examine student data and
lesson plans to ensure they are appropriately differentiated for the diverse student populations. in
these weekly meetings. co-teachers may examine formative andfor summative data, decide on
speci?c co-teaching strategies. or plan for other changes in curriculum. Additionally. addressing
student misconceptions and adjusting instructional practice is consistent with the desire for
continuous improvement.

Observation, Feedback 6r. Practice: Observation. feedback. and practice are key aspects of ensuring
that instruction is at the highest level of excellence. Teachers receiving feedback and observation
from their coaches on a bi-weekly basis. During these 03s [one-on-ones} coaches and teachers
engage in goal setting. discuss feedback, and assess progress of their practice aligned to students
development in their classes. Principals and Department Heads are able to differentiate feedback so
that it is targeted to the needs of the speci?c teachers.

Real Time Coaching School leaders support teachers improve rapidly by giving ?real
time" feedback, especially in an area of focus. RTC aims to set up the teacher with the tools to
employ the technique before the coach leaves.

Advisory Planning (Advisory): This meeting is dedicated to developing strategies for using advisory
time effectively. The Principal will distribute the lesson plans for the upcoming unit and discuss
Advisory goals for the week. Advisory model lessons will come from the materials developed by
Prospect Schools and other resources local to Danbury.

in the first and second years ofoperation. grade level faculty meetings will be led by the Principal. As the
school grows, department heads and grade level leaders will be recruited and trained. Eventually the model
will be for teachers to run grade level faculty meetings with oversight from Principal.

 Student Assessment

A. Describe the proposed set: not is comprehensive assessment system. in eluding formative,
benchmark. and an mmat?ive assessments. Please ensure that the assessment system is aligned to the
curriculum and 

Danbury Prospect understands the intrinsic value of frequent, well designed assessments to support student
learning and to coach teachers? instruction. As discussed in section 1.1, the educational philosophy driving the
school culture ofthe organization is a re?ective attention to data and the use ofthat data to make informed
decision about curriculum, instructional strategy, and to focus educator development. Each components
are critical in ensuring students across a diverse range of learning needs have appropriate opportunities to
access the curriculum and to engage in both remediation and acceleration. Moreover, a key aspect ofthe lEt
programming is an assessment of the understanding and skills that go beyond memorizing facts and ?gures. and
to deeper levels of Bloomis taxonomy, which ask students to think critically and to engage in global problem
solving.

In an era of rapid change and an ever-increasing flow of information. students need to demonstrate their ability
to organize knowledge and analyze and direct knowledge creatively. Danbury Prospect?s assessment focuses
on information, evaluating ?ndings and applying them to real-world situations, which are key
aspects ofthe 0355. particularly the speaking and listening standards and the mathematical practice standards.
Assessments also enable lessons to be tailored to a student?s needs. Grade level and individual class goals will
make teachers aware ofthe improvement that each student needs to make. Many of our students will come

from fragmented educational backgrounds, so catch-up will be needed along with grade level work. Small
group instruction makes it feasible for us to provide remedial work for students at risk of academic failure and
to make sure all students are learning at grade level. Danbury Prospect will coordinate the implementation of
state and city assessments including those mandated by the CT testing program. benchmark, and internal
assessments.

The following table summarizes examples of assessments that will be utilized at Danbury Prospect. Additional
details regarding how these assessments will inform instructional practice, including the breadth of data that

may be gleaned from various assessments, follow in the narrative below:

Figure 22. Assessment Chart

 

 

 

 

 

 

 

 

Type of Curriculum Predominate Assessment Frequency of Delivery
Assessment or and CCSS Purpose: Formativel
Evaluation Alignment Sum mativet?iagnostic

SBAC For ELA and Summative Annually

Math

Mock Assessments Summative Annually

Interim Summative 4x per year

Assessments

MAP BenchmarkiDiagnoslic 2s per year {min} More frequently for students

with disabilities and limited English

pro?ciency. etc.

Founlas 8c Pinnell BenchmarkiDiagnostic 3k per year

Exit Tickets Formative Daily

Quizzes Formative Every 2 weeks

 

 

 

 

 

 

bJ


 

Linit Testst'Unit Summativc Every 4-6 weeks
Projects

 

Informal Teacher Formative Daily
Assessments:
Checks for
Understanding

 

Language Benchmarkaiagnostic Annually
Assessment Scales
for ELLs

 

 

 

IB Assessments Formalized [13 assessments are not administered by the 13 until lt'lth grade. and
12th Grade 113 assessments are administered annually at the completion courses.

 

 

 

 

Formative Assessments

The following bullets summarize how DPCS teachers will utilize formative assessments to adjust ongoing
teaching and learning in ways that will improve students' achievement of intended instructional outcomes
during individual lessons and across instructional units.

0 Exit Tickets: Teachers will use ?exit tickets" at the end ofthe class to measure which students
mastered the objective and which students may need more practice or a reteach, coupled with
additional support. Exit tickets are a key benchmark in deeply examining student work and its impact
on the instructional strategy chosen for a lesson. For example, if a majority ofthe students in the class
did not demonstrate the mastery of a CCSS aligned skill around writing claims that characterize
particularly pieces of evidence in a writing class. the co-teachers may decide the best method to
ensure mastery ofthe skill is a reteach ofthe lesson in smaller groups, such as the use ofa parallel co-
teaching model, where heth educators are splitting the class to reduce the student-teacher ratio. Exit
Tickets inform refinement to lesson plans, student groupings, and tutoring.

I Homework. Quizzes and Conferencing: Students receive homework assignments aligned to their core
content classes. These assignments are used to evaluate both students ability to engage in habits of
success and are key in developing executive functioning skills which are critical to develop in middle
school, before moving to high school. Additionally, homework is an opportunity to assess effort and
how skills and concepts introduced and practiced in class have translated to their independent work at
home. This lens of homework as a piece of assessing effort is important in translating skills from
working and short-term memory into long-term memory (promoting automaticity)?. Likewise,
quizzes and conferencing serve a similar function in assessing the quality and depth of understanding
of concepts taught in class, connected to homework, with opportunities to gauge understanding of
students through multiple entry points. For students and families, these assessments will provide
routine feedback about student progress in each course.

i Informal Assessment: Teachers will be expected to continually engage in informal assessment of
students to ensure that students have mastered content. to prepare them for more formalized exams,
and to foster consistently high student performance. For example. teachers will use informal tools
such as Do Nows. verbal testing techniques, case studies, and problem?posing challenges that allow
teachers to make adjustments to the lesson and ensure that the lesson is concluded with a check on
student understanding ofthe material. Since teachers will design lessons focused on mastery ofa
speci?c skill or area of content, they will be expected to develop and use informal formative
assessments to drive re-teaching plans to target student mastery of core standards and content areas.

 

Summative Assessments

The following bullets summarize how DPCS teachers will utilize summative assessments to evaluate
student academic achievement at the conclusion of a defined instructional period oftime (ex. a unit}.
Please note that the assessments listed here also serve a formative role insofar as teachers utilize formative

 


Hardiman, M. {2012}. Brain-targetedreochr?ngfor 2m schools. Thousand Oaks. CA. Cousin Press.

 

assessment data to drive reteach plans in advance of state end-of-year exams.

Interim Assessments: Danbury Prospect uses an interim assessment cycle that is backwards planned
and reverse engineered from two sources, the unit assessment structure for the year and End of Year
CT State Tests. in addition, Prospect Schools network team utilizes Achievement First resources to
develop mathematics and ELA interim assessments. Prospect Schools Director of Academics and
Data Specialist will work with Danbury Prospect?s principal to create a comprehensive breakdown of
the major results from state exams, including the power standards assessed and targeted analysis of
areas for improvement. Interim assessments occur after the completion oftwo units. These
assessments allow for Danbury Prospect to assess mastery of content and skills over multiple
instructional touch points, and, as mentioned above. allow the school leader and instructional teams to
develop data driven plans to guide the reteach cycles. Danbury Prospect teachers will also administer
Connecticut-prescribed interim assessments in mathematics and English literacy. The Smarter
Balanced Assessment Consortium System offers interim Assessments Blocks (iABs} to measure
smaller sets of related concepts which will be used to ensure that the Danbury Prospect students are on
track with Connecticut State standards in mathematics and literacy.

lvlock Assessments: The assessment cycle will periodically administer tests modeled on the state tests.
The periodic tests will be designed by the Prospect Schools network team and will be based on the
style and structure ofthe annual state tests. Mock exams will be administered in advance the state
tests and will give students the opportunity to become comfortable with the style and format ofthe
state tests. Additionally, these tests will provide information allowing teachers to gauge the
effectiveness oftheir instructional strategies and inform the structure and content of re-
teachingireview lesson plans in advance ofthe state tests. When the periodic tests reveal de?ciencies
in student achievement, professional development time will be directed to explicating research and
examining educational practices that will help teachers prepare their students more effectively and
may drive holistic curricular revisions.

BenchmarkiDiagnostic Assessments

STAR: Minimally twice per year, Danbury Prospect will administer diagnostic tests using the STAR
.Itssessment from Renaissance Place. These tests will be used to determine the student's skill and
knowledge levels prior to enrollment and to check progress in the middle and at the conclusion ofthe
school year. The use ofa standardized, adaptive growth and diagnostic test is critical in ensuring that
we are meeting the needs ofthe diverse range of students at Danbury Prospect Schools. These
assessments are instrumental in informing how students with special needs are progressing towards
their IEP goals and if we need to dramatically change intervention strategies such as small group
instructional placements. Further, the STAR assessment will be critical in our Response to
Intervention (Rtl) framework, to make sure we are really moving students towards mastery ofgrade
level standards or if we need to move students through a more succinct referral process. Speci?c
guidelines for performance triggers can be found in appendix A2.

NWEA MAP: The Northwest Evaluation AssociationTM interim assessment, Measures of
Academic Progress? will be issued minimally twice per year to Danbury prospect students.
MAP data will be utilized quantify student academic growth has occurred between testing sessions. set
target proficiency goals and allow teachers to differentiate instruction and pinpoint individual student
needs based on the testing results. MAP data will help to determine if a middle school student is on-
track for readiness by the end of l?th grade. Students who are on track must obtain an ELA
MAP RIT score 220 (at spring assessment). and a .?vlath MAP RIT 23] {at spring assessment).

Fountas and Pinnell Danbury Prospect will use the Fountas and Pinnell Benchmark
Assessment Systems. The Benchmark Assessment Systems are nationally normed and standardized,
providing Danbury Prospect with dependable and highly accurate measurements of success in reading
and language learning. Fountas and Pinnell measures decoding. fluency, vocabulary. and
comprehension skills from grade K-S. They are also aligned to the state standards for reading and
language. Fountas and Pinnell Assessments will be given early in the school year, with regular
additional assessments. in order to determine how students are progressing in the English Language
Ans. As a result, Fountas and Pinnell Assessments give teachers the ability to track individual and

class progress throughout the year in a wide range of ELA skills. Danbury Prospect will administer
Fountas and Pinnell Benchmark Assessments fOur times per year. in addition, teachers at Danbury
Prospect will receive professional development training for the administration and interpretation of
Fountas and Pinnell Benchmark Assessments.

B. Expiain how tire assessment system ensures the participation of ait students, including tit ose
students identified as requiring special education, in the appropriate Smarter Baianced Assessments,
Connecticut Mastery Test (CM T) and Connecticut Academic Performance Test (CA Science and
SA andfor otit er atternate assessments for students through the Pianning and Piacernent Team
(PPT) process.

Danbury Prospect will follow all guidelines for administering Connecticut examinations, supporting the
appropriate assessments and accommodations for students with disabilities as outlined by Smarter Balanced
Assessment guidelines and student?s lEPs and our Student Support Services team.

As the guidelines state, all students are held to the same standard of participation and performance for the state
test and we extend this to all forms of summative and formative assessments that we will administer at
Danbury Prospect. Supports will be provided in accordance to students lEPs or 504 plans, or when indicated
by a teacher or other classroom support person. Danbury Prospect will bene?t from 3 years ofexperience at
sister schools planning accommodations for students as needed. Currently, at our Brooklyn Prospect Windsor
Terrace Middle School, our students with disabilities outscored students with disabilities in the local district in
both alh {31% proficient vs l9% pro?cient} and in ELA {21% pro?cient vs pro?cient}.

Exceptions may be made for English Language Learners who are enrolled in their ?rst year of school in the
United States. Under those circumstances. Danbury Prospect will adhere to the state?s guidelines for alternate
assessments based on modi?ed achievement standards (AA-MAS). Students with the most critical cognitive
disabilities who meet speci?ed criteria, may also be permitted to take alternative assessments. For students
such as these, the Planning and Placement team will make these decisions.

As Danbury Prospect will open with a 6th grade class in its inaugural year, we will be using the knowledge
gained from our two Brooklyn sister middle schools to ensure our assessment program is fully accessible in
accordance with Connecticut's guidelines and that all students are prepared for success on both computer
adaptive and standard assessments. This preparation will include training teachers and staff. as well as
preparing students.

While the SBAC assessment will provide important performance data at the end ofthe year, Danbury Prospect
will rely on the formative and summativc assessments outlined above to provide remediation and to monitor
progress on an ongoing basis throughout the year. This model supports identifying student?s instructional
needs in real-time, so educators can plan reteach and classroom differentiation or establish interventions as
needed. This data provides critical indicators of student progress towards goals and English Language
proficiency, empowering our teachers to be responsive to student needs.

C. Expiain now assessments be used to determine. monitor. and report individu at stu dent.
cohort, and school progress over time. in particuior, piease describe a purposefui approach for
measuring stu dent progress toward achieving academic and non-academic goats tied to the school ?s
mission and educationaipriorities.

Core to its mission, Danbury Prospect is committed to using real-time assessment data {both formative and
benchmark assessments] to help identify and provide support for all students, including struggling students,
students with special needs, and English language learners. Understanding how students are performing is
essential for the design of our instructional methodologies as articulated in section L4, speci?cally on how co-
teachers are choosing the appropriate instructional model based on assessment data. Further. aligned to section
1.3 Danbury Prospect has designed a curricular revision cycle that emphasizes the monitoring of how students
and cohorts are responding to curricular approaches. linked to our commitment to developing excellent
teachers. this review process is key in designing the appropriate professional development focus areas.
Students whose coursework grades and other assessments indicate they are not on track to meet annual

learning objectives will be recommended for additional support via after-school tutoring. Aligned to our
educational philosophy of ensuring our parents as partners in the educational process, parent-student-advisor
conferences will be held to inform parents ofthe support available and the possibility their student may need
much more intervention and supports to meet their potential for grade level mastery. lf student achievement
data at the conclusion of the school year indicates that students have not met annual learning objectives for
their grade level, students will attend Summer School. Data garnered from the assessments in section l.4a. will
be used to inform instruction, monitor individual student and teacher performance. allocate resources and
personnel, and ensure that any special services and supports are informing curricular, professional developing,
and coaching sessions across the school-

Weekly and 

Danbury Prospect teachers ensure that signi?cant attention to developing and implementing quality lessons is
aligned to the results ofthe assessment data.

Co-teachina meetings: During weekly co-teaching meetings, teachers have an opportunity to review lesson
plans, student formative assessment data. and to make the appropriate adjustments to the instructional
methodologies chosen. Moreover, teachers will he coached during these sessions through deeply examining
student work, to ensure that lessons clearly align to standards and are representative ot?the teaching focus areas
that develop the level of critical thinking and inquiry present in the CCSS, N055 and CT State Standards.
Grade Level Meetingr?Student Support Meetings: Teachers will also look at data from student grade as a whole
and data from student support nteetings and combine this data to create tutorial groups. These tutorial groups
run during the study hall time. They are small group pull outs that provide targeted intensive support in
speci?c subject areas. Student needs meetings are times when teachers and grade level leaders talk about
which is the highest leverage subject area and discuss the student personalities to ensure a healthy balance of
the working groups. These groups are created for each subject area and within each classroom to ensure
Danbury Prospect students are getting targeted support. Depending on the subject area and objective of the
day, the groups change between being heterogenous or homogenous.

Periodically

Data Day Professional Development: Data collected from interim and mock assessments will be analyzed by
the Principal, school instructional team, and the Prospects School's Academic team to help design periodic
Data Day Professional Development sessions, three times per year. These data "step-back" sessions allow the
school to examine their progress towards collective academic and non-academic goals. Additionally, these
professional development sessions will allow the school to strategically plan what the appropriate instructional
direction moving forward is, and how this data will inform grade level, department team, and co-teaching
shifts across the school.

Data will be analyzed by item and standard, in the aggregate to gauge school wide performance, and subgroup
analysis by student, class, cohort, teacher, subject, etc., will be conducted.

 

Coaching and Instructional Leader Team Meetings: These meetings occur on a periodic basis with the
Principal and department leads. During these sessions, action plans will identify skills-"concepts to be retaught
to the class, small groups, and individual students with tutoring support; students in need ofintense
remediation; adjustments to existing student groupings; weaknesses in curriculum to revise for future years;
and support-?PD for teachers to strengthen areas of instructional weakness. Action plans will be revisited
frequently to ensure students are making adequate progress-toward mastery ofstandards. Signi?cant planning
and PD time throughout the year will focus on analysis of student achievement data.

Families: Danbury Prospect recognizes that we maximize our impact on students when families and school
professionals are aligned in our support of students. Therefore, parents and students will be made aware of
student achievement data through a variety of mechanisms. .?vlost frequently. an academic data report will be
available through the school?s online performance tracking system. Parents will also be sent out reminders of
when and where to access the reports. The report will include absolute and comparative data on homework
completion and assignment grades for the weeks in addition to information about future homework
assignments. Advisers will monitor the progress of advisees across all subjects, and maintain close

communication with advisee families regarding trends in overall emotional, social and academic performance.
Teachers will also call home regularly to inform parents ofboth positive and negative academic and behavioral
developments. At the middle and end of each semester, students will receive a report card with grades for each
class. All parents will be required to attend a parent-teacher conference after the ?rst report card.

Governing Council: Prior to each ofthe meetings ofthe Danhury Prospect Charter School?s Governing
Council. the Principal will compile a school-wide data analysis to share with the council?s Academic
Oversight Committee and the Governing Council at large. These data reports are critical in ensuring there is
an adequate monitoring ofthe school?s progress towards academic and non-academic goals. Based on student
performance on interims. growth assessments. and state assessments the Governing Council will make
decisions about resource allocation. curriculum, and instructional strategies that might be implemented school-
wide.

Additionally. Danbury Prospect will collect and monitor non-academic data and progress towards those goals.
Statistics for this area will include daily attendance records. enrollment ?gures. attrition and retention rates.
financial statements. disciplinary referrals. family and student surveys. parent engagement rates. community
partnerships. etc. These metrics will be essential in accountability around progress towards meeting academic
and non-academic benchmarks.

1). Describe how the sci-root will use student assessment o'ero to improve curriculum and
instruction.

Front the start of the year. the Principal consistently emphasizes collaboration among faculty when designing
the interdisciplinary curriculum. developing assessments and implementing common instructional practices.
Danbury Prospect has common weekly meeting times for teachers to collectively plan grade-level work. and
every core faculty member will have daily planning time allocated to their schedule. Teachers will have 2-4
hours of professional planning per week with the following schedule:

Figure 23. Weekly Professional Planning Calendar

 

Monday: Teaching Strategies, Assessment Creating and Planning (Assessments)
Tuesday: (lo-Teaching meetings, data review

Wednesday: Data-Analysis and Implementation (Leadership Meeting)
Thursday: Discipline. special education and at?risk students (Student Needs)

 

 

 

Test results will reveal student and weaknesses. and co-teaching planning meetings will give teachers
the opportunity to addre'Ss student needs and coordinate differentiated instruction. Supported by the Principal
and special education teacher. teaching teams will adjust instruction and curriculum to address speci?c student
weaknesses. As required on an individual student basis. teachers will provide additional academic support in
after school tutoring.

At the end of each unit. a unit test is given. The results ofthe unit tests are utilized to determine the
effectiveness ofthe curricular unit on student learning. The curricular teams. consisting ofthe classroom
content teacher. classroom co-teachcr. school-based instructional leader (principal or department head} and the
network content area specialist. will evaluate the unit curriculum and plan changes for the following year. The
results ofthe unit tests also provide an additional data resource to triangulate results from the exit tickets. bi-
weekly quizzes and interim assessments.

Grade level common assessments will be graded by teachers as a team. Teachers will use the results in multiple
ways. Teachers will advise individual students based on individual performance. Teachers will use the data to
determine what content and skills were mastered by the class and which were not. This data will in?uence the
design ofthe subsequent curriculum by providing teachers with a goal to dedicate further study and practice to
areas of student weakness. The grade level team ofteachers will collaboratively address student weaknesses by
working to focus curricular and pedagogical attention on these weaknesses. Over time. these collaborations will
hone a set of best practices instructional strategies for Danbury Prospect teachers.

40

Reteach plans, developed by teachers and reviewed by Danbury Prospect administrators will be developed to
address de?ciencies in student performance against the CCSS standards. Adapted from protocol designed by
the Relay Graduate School ofEducation. the following steps will be taken to develop effective reteach plans:

I. Teachers, supported by the Pro5pect Schools Data specialist, will identify the the de?cient skill,
content. or strategy based objective that aligns to standards

2. Teachers, supported by the Prospect Schools Data specialist, will identify speci?c questions
from the assessment that are aligned to identified standard.

3. Teachers will review the questions and create a teacher answer exemplar. Next a review student
responses to the question (select from low, medium and high performing students) will occur in
order to name the misconceptions that are revealed by the scrutiny of student work.

4. Teachers will design a reteach plan to addressmisconceptions.

5. Reteaeh plans will be implemented and students will be reassessed.

The data will also be used as a component in determining a teacher's overall performance. lfthe data suggests
that the teacher needs to improve, the Principal will work with the teacher to provide the support necessary for
sufficient professional development. As mentioned previously, the data teams that will work within and across
the Prospect Schools network will examine student assessment trends throughout the year to alter and adjust
instruction as needed. The trends identi?ed will be the focal point for summer professional development led by
Prospect Schools across the schools in New York and Connecticut.

 

 

 

 

 

E. Provide an assessment crdendnr and exptoin now the cotendar provides opportunities for
remediation. Please in etude a pt?nn to address the needs ofstu dent?s who do not meet established
ochievementtargets
Assessment Calendar
Type of Curriculum Frequency Accessibility 3: Evaluating In?uencing
Assessment or and CCSS Communication Reporting Program
Evaluation Alignment to Stakeholders Program Design and
(Staff. students. Effectiveness Instructional
parents, and Decisions
Board}
SBAC for ELA Annually 
and Math
Mock Annually 
Assessments
Interim per year 
Assessments
STAR Periodically 

{minimally Exr'year}

 

 

 

 

NWEA MAP Periodically

2xi?year
Fountas at per year 
Pinnell
Exit Tickets Daily 
Quizzes Every 2 weeks 

 

 

 

 

 

 

 

Unit Tests Every 4-6 weeks 

 

 

 

lnl?ormal Teacher Daily 
Assessments:
Checks for
Understanding

 

Language Annually 
Assessment
Scales for
ELLs

 

 

 

 

 

 

 

 

Following all assessments, school based academic leadership (Department Heads and Principal} and teachers
review the results collaboratively and plan speci?c content re-teach for the students. Teachers review informally
gathered assessments each week with an academic leader as they lesson plan. ?v'aried assessments. which take
place at set intervals. allow instructional adjustments for the students who are not meeting achievement targets.
An example calendar highlighting atypical math re-teaching plan is provided in the appendix.

Students not meeting targets will be given additional support front the Student Support Services team. Danbury
Prospect also offers additional ways for students to receive additional support. whether that is on a more
informal basis during study hall or advisory or through supplemental course support during winter or spring
breaks. All teachers maintain of?ce hours which are accessible to all students. Students may be recommended
and encouraged to attend of?ce hours by teachers or family members, A staffed ?Homework Club" will be
available to students in the afterschool program.

F. Describe the proposed schooi ?5 pint: to shore strident practices and
experiences with the iocoi or region oi board of edu cation of the town in which the
proposed cit drier schcoi is to be faceted.

Danbury Prospect Charter School seeks a positive. collaborative relationship with Danbury Public Schools
We appreciate the challenges that the district faces as it seeks to educate Danbury?s large, diverse
population of students and we look forward to working with them in that regard. Danbury Prospect has reached
out to the DPS Superintendent of Schools. Dr. Sal V. Pascarella. and has met with the Deputy Superintendent.
Dr. William R. Glass to learn more about DPS and discuss ways to collaborate in adding to the community?s
educational offerings.

Danbury Prospect professional development training sessions are open for other non-network professional to
attend and we plan to focus on topics such as ?Creating an inclusive environment" which may be of interest to
the Danbury Public Schools as well. DPCS looks forward to partnering with the Danbury district in more
targeted ways that could be developed during our planning year and are happy to present data at any Danbury
Board of Education meetings as well as reserving a seat for a representative from the Danbury Board of
Education on our Governing Council.

Each month Danbury Prospect Charter School will host public Parent Teacher Student Organization meetings
which all members ofthe Danbury community are welcome to attend.

Prospect Schools is a founding member ofthe Diverse Charter Schools Coalition and strongly believes in
sharing best practices to improve the educational system for students as a whole. We will continue to be a model
ofinclusivity by bringing students from radically different backgrounds together intentionally and designing our
school environment to further productive relationships.

42

SECTION 2:
STRENGTH OF
ORGANIZATIONAL
EFFORT

Section 11 Strength of Organizational Effort
2.1 Experience and Expertise of Founders

A. Provide fist of in founding group members that deveioped and designed the uppiicoiion for
the proposed schooi, as wet! as resumes the background, reievonr experience,
knowledge and expertise, and/or qualifications of each founding member.

The Founding Team

The Founding Team is comprised oftwo groups- Community Founders and Educational Founders. The
Community Founders, have deep ties to the local Danbury community and a signi?cant understanding of both
the current public K-12 educational landscape in Danbury, and the needs of Danbury children. The Educational
Founders have helped build, nurture. and run 40 successful charter schools in 16 cities across five states and
two countries for over 25 years. Combined, the Team has more than i 10 years of accumulated experience and
institutional knowledge pertaining to the essential components necessary to successfully establish and run
highly effective charter schools in communities with student populations similar to Danbury's.

Our Storv

 

The Community Founders are a group of Danbury-connected individuals who live, work, worship. or are
otherwise connected to the Greater Danbury community. The roots of Danbury Prospect originated with this
group, who came together to problem-solve around a variety of issues pertaining to the quality ofteaching and
learning in Danbury public schools. Issues ranging from middle school overcrowding, academic achievement
levels. sibling preference at the magnet schools, limited school choice options, disparities in resource allocation
at the schools to statewide budget cuts and equitable school funding across Connecticut were discussed. As a
result, the group began to formally assemble in 2015, and of?cially came together in early 2016 to support the
development ofa charter school developed in and for the residents of Danbury

Once they had identi?ed the needs oftheir community, the Community Founders did some research to ?nd a
successful charter school network whose values and vision were aligned to the needs of Danbury and who had a
strong track record of success with a student population whose racial, ethnic, and socioeconomic composition is
similar to Danbury?s. That research lead the team to the founders of Prospect Schools, who founded the
Brooklyn Prospect Charter School network of schools, located in Brooklyn. New York. A partnership was
forged, bringing a group of community leaders who desired more and better public school options together with
a highly regarded and experienced charter school operator. The resultant group of educators, advocates, parents,
community members, and leaders came together united under a common mission and vision of Danbury
Prospect Charter School.

The Community Founders

The below Community Founders, in addition to their deep roots in the Danbury community and educational
landscape, have an array of local and state level expertise, especially in the areas of education, organizational
leadership, educational policy. mixed media, child development, operations, ?nance, real estate,
communications, and development- all areas crucial to the building, start up. and running a successful school.

lrene Aspras: Former Board Member Danbury Children's First; Citywide PTO Liaison; Bilingual Tutor
in Modern Greek and French; Conversant in Italian and German; Danbury Parent. Ms. Aspras grew up
in a bilingual home and received her education overseas which has provided her a unique, global perspective on
issues pertaining to children and families. in addition to working full time, lrene teaches Modern Greek to
students, preparing them for the NYS Regents-equivalent examination, and tutors children of all ages in
mathematics. English, French and the sciences. Since moving to the United States, lrene has been an advocate
for high quality education for all, regardless of socioeconomic status and irrespective of where one lives. lrene
is a class of 2009 graduate ofthe Parent Leadership Training institute, a Danbury Children First board member,
and an active participant in Danbury educational landscape? public and private. She serves on the Danbury
Citywide PTO, volunteers as a Parent Ambassador, grade-level parent, and facilitator for Junior Achievement.
lrene is the mother oftwo and has lived in Danbury for over twenty years.

John Balis: Communications, Multimedia, Marketing Entrepreneur; Graphic and Design Consultant:
Character Education Curriculum Developer for Middle and High School. Mr. Balis grew up in Danbury.
CT, attended Broadview Middle School and graduated from Danbury High School. After graduating from
SUSY Purchase New York. he started working for an international management consulting company and later
went on to develop his own business where he has served several Fortune 500 companies over the years. John is
an Executive Producer for Our?s Productions, developing movies and original content for television and the
web. John has a passion for education and educators. Recently he and his team formed a production company
creating character education curriculums and content to help schools teach empathy, compassion, and guide
school staf?fto create safe school climates. Their principal project includes a feature film ?Put It into Words"
which is being produced by Hollywood producer Jeffrey Wetze]. The film includes a detailed curriculum to
help administrators and educators promote safe school climates. John and his son Indiana, co-manage his
business, The World?s Greatest Search and Discover, a company centered around teaching kids world history in
a fun and engaging way.

Rachel Chaleski: Danbury CityWide PTO, Secretary; Declared Candidate for Danbury Board of
Education (2017}; Statewide Advocate with CT School Finance Project; Danbury Parent. Ms. Chaleski
has been an active community member in the Danbury community for over 17 years. She is a mother oftwo.
who attend the Western CT Academy for international Studies Elementary Magnet School, where she has been
deeply involved as a volunteer, serving on the PTO Executive Board in several capacities, as a Junior
Achievement facilitator, a garden and media assistant and as a Parent Ambassador, giving tours to prospective
families. As Secretary for the Danbury City-Wide PTO, she created and maintains its website and social media
presence. Her involvement with the Board of Education successfully escalated when members voted to modify
an admissions procedure at AIS admitting Danbury residents only. not students from outer districts. She is a
graduate ofthe Parent Leadership Training institute, and currently serves as a member ofthe design team.
Through the Connecticut School Finance Project. Rachel has been involved in the state budget proceSs as an
advocate for a fair and equitable school funding system and testi?ed in front ofthe Connecticut General
Assembly on behalfof all CT students. More recently. she is a member ofthe Danbury international Children?s
Museum Planning Committee and will run as a candidate for the Danbury Board of Education in the fall of
2017.

Irving Fox: Danbury City Councilman - Education Budget Committee; Former Chairperson Danbury
Board of Education; Danbury Parent. Mr. Fox currently serves on the Danbury City Council, sitting on the
Education Budget Committee where he oversees education spending for the city of Danbury. As former Chair
ofthe Danbury Board of Education and founding Board member and Treasurer ofthe Danbury Youth Track
and Field Association, lrving has served on the boards ofseveral educational and youth-related community
organizations, including Danbury High School Governance Council. Vice President ofDanbury Children First,
Co-President ofthe King St. School PTO. Treasurer of Broadview Middle School PTO, and Treasurer ofthe
Danbury High School PTO. Irving has four children, two ofwhom currently attend Danbury High School. He is
currently Manager oflT Financial Operations at Pitney Bowes in Shelton.

Maura Nowell Juan: Principal Architect; Member of City Center Architectural Review Board; Danbury
Parent. Ms. Juan has been practicing architecture throughout New York and Connecticut since [996 and is a
member ofDanbury"s City Center?s Architectural Review Board. Having worked and lived in Danbury for
more than ?fteen years. she has built solid working relationships with local planning directors, zoning and
building of?cials, and fire marshals. As Managing Principal Architect, Maura, and her husband Emmanuel,
Design Principal Architect operate. Seventyzarchitects, a technology-driven architectural design ?rm
specializing in commercial and residential architecture throughout Greater Danbury, Fair?eld County and
Connecticut. Maura is a past president ofthe Kiwanis Club ofGreater Danbury, past board member of Danbury
Youth Services, director ofthe ?Bringing Up Grades" program at the South Street School, parent volunteer for
Junior Achievement, and Girl Scout troop leader. She is additionally a member ofthe City Center Danbury
Architectural Advisory Committee, and works with students to encourage interest in architecture and
engineering professions. She and her husband live and work downtown. with their two children, and are
committed to the development of a strong and vibrant downtown Danbury.

44

Tracy Kelley. J.D.: Danbury Resident; Charter School Development and Education Reform Consultant.
Ms. Kelley currently heads her own consulting ?rm where she partners with state and local educational agencies
to offer charter school evaluation and expertise for new school developers and authorizers. She also conducts
site visits and compliance audits to monitor. evaluate, document and support the operational and legal
compliance of authorized charter schools in accordance with state and federal mandates and partners with
district andlor charter schools to conduct school quality review. Prior to consulting, Tracy worked as the
founding Portfolio Director ofPuinc Square Partnership a placed-based funder committed to improving public
education opportunities for children in Connecticut?s highest need districts. Tracy was also Project Manager
with Schoolworks, an educational support organization and worked in the Of?ce of New initiatives at Baltimore
City Public Schools where she created the district?s ?rst turnaround pipeline of pre-approved turnaround service
providers and school leaders. Tracy began her education career in Chicago Public Schools as a classroom
teacher and later as a Library Media Specialist, Working under the leadership ofthen CEO Arne Duncan. Tracy
served in the Of?ce of New Schools as a Coordinator for Charter School Selection and Evaluation and was part
ofthe Renaissance 20 It} team. which oversaw the recruitment, authorization and development of all new and
emerging charter and contract schools in Chicago. Tracy is a 20] graduate ofthe Parent Leadership Training
Institute.

Stephen Nocera: Director of Project Excellence. The Of?ce of Project Excellence (OPE) acts as an umbrella
for all City of Danbury projects. Stephen is responsible for unifying all departmental projects ensuring they
align with the vision and long?term strategy ofthe city. Stephen?s primary goal in OPE is to provide cost
containment, prioritization. and to ensure the completion of all approved projects. Prior to OPE. Stephen was
Chief Administrative Of?cer for the Town of Stratford where he managed and oversaw all management
personnel including Finance. Public Works. Human Resources. lT, Town Clerk, Economic Development. and
Health and Human Services. Currently. Stephen serves as Chairman ofthe Simsbury Board of Assessment
Appeals. an elected board that oversees and adjudicates property tax appeals on behalf of Simsbury residents.
Stephen is a London School ofEconomics and Political Science - Hansard Scholar and a Cum Laude graduate
of Marist College with a BA in Public Affairs.

Emanuela Palmares: Editor-in-Chief La Tribuna Newspaper; Commissioner ofCT General Assembly's
Latino .3: Puerto Rican Affairs Commission, Member of Commission on Equity and Opportunity. and
Language Acquisition and Educational Equity Workgrou p; Identi?ed as one of the 50 Most In?uential
Latinos in Connecticut; Danbu ry High School Governance Council; Danbury Parent. Ms. Palmares. a
Brazilian-American immigrant raised in Danbury. began her service to the city she loves at the age of 15, when
she helped the Danbury Public Library provide language services to non-English speaking residents. She is
currently the

Editor-in-Chief of The Tribune a free biweekly newspaper. published in English. Portuguese. and
Spanish simultaneously providing news coverage at the local, state and national levels. Ms. Palmares was
appointed Commissioner on the Latino and Puerto Rican Affairs Commission, the ?rst Brazilian to serve on this
advisory commission to the Governor and the Legislature. Emanuela?s service as a Commissioner and member
ofthe Executive Board is dedicated to promoting health. safety, educational success, economic self-sufficiency.
and ending discrimination. Emanuela?s service on the Danbury High School Governance Board reflects her
commitment to helping schools and students achieve optimal performance. She served on the Language
Acquisition and Educational Equity Workgroup which studied educational outcomes of English Language
Learners in CT and made recommendations to the General Assembly. She is the author ofnumerous articles on
immigration and the Latino community and has been an invited speaker at the Portuguese Spanish
Department of Yale University. She was recognized by Latinos United for Professional Advancement as one of
the ?50 silos! in?uential Latinos in Connecticut. 

Leroy G. Parker: Pastor, New Hope Baptist Church in Danbury; Former Educator. Reverend Parker was
elected in 2013 as the 8th pastor in the l8 year distinguished history ofThe New Hope Baptist Church in
Danbury. Connecticut. Having accepted Christ into his life and getting baptized at the age of l6. Reverend
Parker went on to graduate from Alabama State University in Montgomery. Alabama. receiving a Bachelor of
Science Degree in Elementary Education. He later received his Master of Divinity from Virginia Union
University in Richmond, Virginia. Reverend Parker currently lives in Fairfield where he and his wife, an
elementary school teacher. are raising twin boys. Reverend Parker is a former ?rst grade teacher.

Tricia Robinson: President, Parent Teacher Organization - Academy of International Studies Magnet
School; Entrepreneur; PLTI Graduate; Danbury Parent. After working for General Electric for 17' years.
Ms. Robinson left in 2013 to focus on her two young daughters. Having come from an ethnically diverse
background-Mexican, Serbian, and German, Tricia travelled extensively across the globe falling in love with
different cultures. While completing her MBA at Carnegie .?vlelloo's Tepper School of Business, Tricia met her
husband. who was born and raised in India. It is because she is so internationally-minded that she wanted to
become actively involved in the educational life of her children. When changes were proposed by District
leaders that would adversely impact the quality of student life at Tricia spoke out, she attended school
board meetings. and advocated for what she thought was right. After successfully having the decision reversed.
she was encouraged to take on more leadership roles including her current role as PTO President at the
Academy oflnternational Studies Elementary Magnet School (AIS). Tricia is a proud member ofthe PLTI class
of2016, a wife, mother, volunteer, and entrepreneur. who is inspired to find a better way to get things done.

Stephen Tracy, Former Superintendent of New Milford Public Schools and Derby Public Schools.
Dr. Tracy, a lifelong educator and an advocate for parent choice in public education. has over 30 years of
district-level leadership experience in Connecticut-New .?vlilford, Derby. Farmington. and Connecticut
Department of Children and Families. He is currently the Managing Partner of Connecticut ?r?outh Forward, a
consulting group that works with schools and other youth serving organizations to promote student engagement
and success through the principles of Choice Theory. Dr. Tracy received his undergraduate degree from
Princeton University, his master?s degree from Columbia University and his doctorate from Harvard University.
He and his wife, Mary reside in Goslien, Connecticut. They have three adult sons.

The Educational Founders

The below educational founders ofthe proposed Danbury Prospect are all founders of Brooklyn Prospect
Charter School and have overseen all aspects ofthe organization?s successful growth from its 2003 inception to
present day, approximately 240 employees. 1000 plus students, and an operational budget that has grown from
approximately $200,000 in their ?rst year to over 523,000,000 today.

Daniel Kikuji Rubenstein, Executive Director Mr. Rubenstein is a co-founder and Executive Director of
Brooklyn Prospect Charter School. Since opening in 2009, Brooklyn Prospect has been dedicated to excellent
teaching, curriculum designed around the pillars ofthe International Baccalaureate Program. and succeeding
with a student body who sit side by side in classrooms with students from radically different backgrounds. In
addition to his work at Brooklyn Prospect. Dan has been instrumental in forming the National Coalition of
Diverse Charter Schools, a coalition of over 30 charter organizations and advisors dedicated to creating
successful integrated public choice schools.

An educator since 1992, Dan served in various teaching and administrative roles at Collegiate School. NYC.
SEED Public Charter School, DC, Sidwell Friends School, DC, and School Year Abroad, Beijing. In 2002. Dan
received the Presidential Award for Excellence in Mathematics Teaching for his work at SEED. His work in
charter schools has been documented in Today, Education Next. Nightline and Life 360. He
holds master?s degrees from both Columbia University?s Teachers College and St. John?s College and a BA in
mathematics from Hamilton College.

Penny Marzulli, Deputy Executive Director, Mrs. Marzulli, the Deputy Executive Director ofBrooklyn
Prospect Charter School, was a member ofthe school planning and founding teams. Penny?s current primary
focus is external affairs where she has lead the development of Brooklyn Prospect?s reputation as a leader in the
charter school movement, nationally recognized for its work in building and succeeding with an intentionally
diverse student body. Additionally, she has raised approximately for the organization. and grown outreach
to an active audience of almost 10.000. Ms. Marzulli has spent a significant amount oftime in Danbury getting to
know the town, and its educational needs. A veteran of both nonprofit and for-pro?t organizations, and following
a career in law firm recruitment, she brings a wealth of communications, deveIOpment, policy and program
administration experience to her organization. Mrs. Marzulli earned her Collegiate Professional Certi?cation in
secondary education and her B.A. degree from the University of Richmond.

Kim Raccio, Principal New School Development. Ms. Racciojoined Brooklyn Prospect Charter School in

46

2012 as the Founding Principal ofthe high school. During her ?rst years at Brooklyn Prospect. while
concurrently leading the development ofthis new high school program. Kim also led the high school. on an
unprecedented timeline. to become one ofthe few non-select New York City public schools authorized as an
International Baccalaureate World School to offer the prestigious Diploma Program She currently
serves as the Principal for New School Development where she has lead the launch ofthe second BPCS
middle school.

Prior tojoining Brooklyn Prospect. Kim was Assistant Head of Academics at Kingham Hill School in
Oxfordshire. England where she was recruited in conjunction with the United States State Department to serve
as Founding Director ofthe American Studies Program. In that capacity. Kim worked with the school?s staffto
develop a groundbreaking. integrated educational program that brought together two national teaching systems
in one learning community. Under her leadership, Kingham Hill became the first traditional British school to
gain US educational accreditation with the New England Association of Schools and Colleges. in addition to
her experience as a school administrator. Kim has extensive teaching experience in Connecticut. the United
Kingdom and New York. She holds a BS. and CT teaching certi?cation from Southern Connecticut State
University. and M.A. in Educational Leadership from Columbia University. She is currently pursuing an 
in International Education from the University of Bath (UK).

Hillary Prince- Director of Finance. Ms. Prince is also a founding member ofthe Brooklyn Prospect team.
Originally from Connecticut?s Farmington 1v'alley area. she worked in operations at the Hartford Civic Center
{now XL Center) before embarking on a career path in K-12 education. While in graduate school. she
completed a yearlong internship at globally focused lB magnet school, The Metropolitan Learning Center. in
Bloomfield. before moving to Brooklyn in 2006. Hoping to combine her aptitude for operations with her
interest in education. she went on to spend the next three years as Director of Operations with The Princeton
Review. where she was responsible primarily for the implementation. oversight and expansion of federally
funded a?erschool tutoring programs on a national scale. Hillary earned a B.A. in English-Literature from
Skidmore College. and an M.S. in Language Arts Education from the University ofNew Haven.

Jessica Ochoa Hendrix- Development Associate Ms. Ochoa Hendrix has worked as an educational consultant
whose previous clients include Relay Graduate School of Education and the Charter Accelerator Network for
Achievement First. Previously. .?vls. Ochoa Hendrix worked for Uncommon Schools as the Director of
Organizational Learning for four years as the network grew from sixteen to thirty-two schools. In this role. she
led the school leadership fellowships for both principals and directors of operations. as well as all network wide
professional development. and annual school visits for each school. Ms. Ochoa Hendrix received her MBA with
a concentration in Social Enterprise from Columbia Business School and was the recipient of the prestigious
Board of Overseers Fellowship and the Nathan Gantcher Prize for Social Enterprise. Additionally. she served as
an Education Pioneer at the New York City Department ofEducation and worked with Brooklyn Prospect
Charter School to launch the first Brooklyn Prospect in 2008. Prior to business school. Ms. Ochoa Hendrix
worked in marketing for the Harvard Business Review and The Economist. She holds a BA from the University
of Texas at Austin.

Together. this is the Founding Team representing Danbury Prospect Charter School. The team is guided by a
common vision. a set ofcore beliefs. and an unwavering commitment to the children and families of Danbury.

B. idenrm? which members intend to serve on the governing councii ofrite proposed
sci: not. in addition, please describe whether members of the founding group anticipate
moving into another role or reiarionsnip (empioyee. consultant. era.) with HIE proposed
senooi and. now many.

All of the founding team will continue to serve Danbury Prospect:
Stephen Tracy, Maura Newell Juan. and Stephen Nocera willjoin the Danbury Prospect Governing
Council.

0 Kim Raccio. will transition to the role of Principal. Danbury Prospect Charter School.

0 Daniel Rubenstein. Penny Marzulli. and Hillary Prince. as employees of Prospect Schools. the Charter
Management Organization will take over formal management responsibilities for Danbury

4r

Prospect via a management agreement to be activated before July 2013. Between the time the school is
chartered and July 1. 2018 when the CMO takes a formal role in Danbury Prospect. Mr. Rubenstein,
Mrs. lviarzulli, and Ms. Prince. will continue to work with the governing council as advisers supporting
Danbury Prospect in its planning year. This team will provide stable experienced leadership and has
been in place with Prospect Schools since 2009.

The remaining founding team members will continue to serve as volunteer ambassadors and advisers to
Danbury Prospect during the planning and startup phases.

C. ldenti?? any organizations. agencies or consultants tit at are partners in designing or
establishing tbe proposed sci: ool. Please include a brief description oftlteir role and

an resources they have contributerir or plan to contribute to school development. if the
founding team is partnering or planning to partner with an organization. please include
evidence demonstrating the organization 's record ofstu dent achievement and ability to
operate a bigb-anality aal.

Danbury Prospect Charter School has partnered with three organizations in designing and establishing the
proposed school:

Brooklyn Prospect Charter School

Brooklyn Prospect Charter School?s Executive Director Daniel K. Rubenstein, has acted as the lead
contributor to the design and charter application of Danbury Prospect Charter School. While Danbury Prospect
will be an independent organization run by its own governing council, the school mode] Danbury Prospect is
proposing is a replication ofthe model developed by Mr. Rubenstein in collaboration with the Brooklyn
Prospect team and Prospect Schools Brooklyn Prospect has generously shared information, systems.
documents. and experience, and will accordingly continue to collaborate in the same manner with Danbury
Prospect during Danbury Prospect?s development. Once the CMD, to which Mr. Rubenstein will transition to
Executive Director, takes over management ofDanbury Prospect on July 1, 2018, the Danbury Prospect and
Brooklyn Prospect will be informally linked through collaboration, and ?uidly able to continue to share best
practices by a future shared and formalized relationship with Prospect Schools {see below, Section 2.2 for
more details).

That BPCS school model was ?rst successfully launched in 2009 under the leadership of Daniel Rubenstein,
Penny Marzulli, and Hillary Prince {all Danbury Prospect Founding Team members). Brooklyn Prospect
Charter School. in collaboration with Prospect Schools. has since designed, launched, and lead a total of' four
highly successful schools in Brooklyn, New York: Brooklyn Prospect Windsor Terrace Middle School in
2009. Brooklyn Prospect High School in 2012, Brooklyn Prospect Downtown Elementary School in 2013, and
Brooklyn Prospect Clinton Hill Middle School in 2016. Danbury Prospect, once chartered, and Brooklyn
Prospect. while technically independent organizations, will continue to work together as sister schools, sharing
best practices in all areas of operations and academics. Danbury Prospect plans to base its International
Baccalaureate curriculum upon the curriculum developed internally and honed over the past eight years by the
Brooklyn Prospect team. Brooklyn Prospect has contributed both vision and time working with Danbury
community members in the design ofthe Danbury Prospect Program writing ofthis charter application.

Demand for Seats: For the 2018 school year. Brooklyn Prospect schools received over 2850 applications for
approximately 175 available seats. Demonstrating strong community interest and demand for the program.
Brooklyn Prospect currently has 2'702 students on their wait list for admission. Brooklyn Prospect has received
acclaim for its intentionally diverse schools that focus on meeting learners where they are'13 and focusing on the
whole child developmentAlbrecht. L. latentmnalh-?Dn?erse tbarter School Opening in Goiranns April 13. 201?. 
yorkl201 1'04] 3lgo wan uslnew-m iddlc-school-district-l 5

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The table below shows the 2016-16]? student population at the two middle schools and high school in
Brooklyn. The populations of each school are re?ective ofthe district in which the school exists and show the
diversity ofstudent that Brooklyn Prospects programs serve. Danbury Prospect, in modeling after these
Brooklyn schools, is designed to serve the diverse Danbury population.

Figure 24. 2016-2017 Student Population at the Two Middle Schools and the High School in Brooklyn.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Clown Hill Middle Mueller Tm Write ?draw Ton-m Huh

5mm: 91 3212) 400

American Indian or Alaska Native on 0% 1%

Asian 1% 9% Sit.

Black or African American Eta-it 10% 12%

Hispanic 13% 353i #056

M?mnh?v Multiracial Ni 6% 6%
Native Hawaiian or Other Paci?c Isiander 096 1% 156

Other 0% 0% 2%

White 119:. 39% 35%

FRL 65% 43% 46%

FBI. Non- FRL 35% 53% 54%
IEP 13% 17% 13%
Non- IEP B756 83% 8296

 

 

 

 

 

 

 

Academic Results: In 20l6, Brooklyn Prospect .?vtiddle School outscored New York state schools in both math
{56% versus 40%] and English Language Arts {42% to In 2017 Brooklyn Prospect High School
graduated its second 12th grade, boasting a graduation rate of93%. 25% higher than the NYC-wide 2016 rate
of 13%. The ?rst graduating high school class earned 15 International Baccalaureate diplomas and this
year, 37 seniors sat for the full diploma and are anticipating the results to arrive presently. The interest in the
Diploma Program grew significantly from 2016 to 2017'. At this point, 67 juniors and seniors are pursuing the
International Baccalaureate Diploma and an additional 39 juniors and seniors have elected to take an IB exam.

Prospect Schools

During the design and planning of Danbury Prospect, the founding team partnered with Prospect Schools
which has provided the resources needed to build the program?nce authorized, and effective on July l, 20 8,
Danbury Prospect Charter School will sign a management agreement with Prospect Schools. a charter
management organization, providing for the management of Danbury Prospect by Prospect Schools. At the
same time, the central of?ce team ofBrooklyn Prospect Charter School. under the leadership of 
Prospect founding team members Daniel Rubenstein, Penny arzulli and Hillary Prince, will transition to
become employees of Prospect Schools allowing the same successful leadership team to continue management
ofthe Brooklyn Prospect schools and add Danbury Prospect school to their management portfolio.

More speci?cally, Prospect Schools as a CMO under the supervision ofthe Danbury Prospect Governing
Council. will support Danhury Prospect in the areas of recruiting, human resources, operations. ?nance,
development. curriculum and professional development. By entering into a management agreement with
Prospect Schools, Danhury Prospect will enable their school leaders to focus on academics and school
culture while bene?ting from the experience that Prospect Schools has developed from managing
outstanding schools since 2009.

Danhury Prospect?s Governing Council will oversee the management agreement [term sheet attachedl and
the metrics associated with it. Additionally, the Governing Council will oversee the evaluation ofthe school
principal with Prospect Schools advice and counsel. The management agreement will be evaluated on a
regular basis to ensure that the students of Danbury Prospect are best being served.

 

4v . .
School Brooklyn Prospect Charter School- retrieved July 20 7


as

The Peter and Carmen Lucia Buck Foundation

The Peter and Carmen Lucia Buck Foundation (PCLB) is directed by its purpose statement, "giving motivated
people the tools they need to help themselves.? These tools are about more than grants and include guidance.
connections. convening. sharing information, and other forms of assistance that the Foundation and its
grantees can provide. The PCLB Foundation looks to support the highest-quality organizations that show
initiative. leadership. and innovation.

The PCLB Foundation has chosen Education Opportunity. speci?cally K-12 education. as its primary area
ofinterest. The Foundation believes all children deserve access to and the opportunities ofa great public
education, one that prepares them to succeed in college and in life. Prospect Schools is a key grantee in
Education portfolio.

Over the last four years. the PCLB Foundation has awarded Prospect Schools a total of$2.75 million in
support ofits growth in Brookiyn and expansion to Connecticut. including speci?c activities such as:
Growth ofa CMO. including centralization ofcurriculum, assessments. and talent pipelines.
Strengthening of data systems. which have created a data-driven culture that allows for more
rapid improvements in instruction.
0 Strengthening of Prospect?s teacher pipeline. including support of Prospect?s participation
in recently launched EM AT {Embedded Masters ofArts in Teaching) Program. a
one-year teacher preparation residency. (Over the last two years, PCLB has awarded over
$200.000 to NYU for costs associated with Prospect?s participation in EMAT.)
Developing an understanding ot?and presence in the Danbury community.

The PCLB Foundation has a strong and long-standing commitment to Danbury. home of its founder and some
Board members. in Danhury. the Foundation has supported services for the homeless and for the aging.
working with Danbury organizations as varied as the Catholic Charities of Fairfield County. City of Danbury.
Friends ofDanbury Public Library. Regional YMCA ofWestern CT. United Way of Western CT and Western
Connecticut Health Network. Prospect Schools? expansion to Danbury has created an opportunity for the
Foundation to bring together its commitments to both education opportunity and to the Danbury community.

Having worked. through its education grant-making. with a number ofhigh-performing charter schools and
networks, PCLB has developed a clear understanding ofthe impact a high-quality charter school can have.
The founding team of Danbury Prospect is honored to have held confidence for the last four years.
The Foundation expects to continue supporting Danbury Prospect both financially and with guidance and
connections upon the awarding ofa charter.

2.2 Schooi Governance and Management

Pursuant to (3.6.3. i til-66M, charter scirooi is organized as a nonpro?t entity operated independentiv of any
iocoi or regionoi board of education, in accordance with tits terms of its charter. The responsibilities oftne
citorter schooi ?s governing councii inciutie. but are not timing-ti to: dcveioping ono' impicmenting poiicies;
hiring quain?ied personnei to manage tire senooi ?s operations unit training them occountooiefor
meeting established goats; and estabiisning tong-rouge pion titot ensure the schooi ?s continued 
und?noncioi 

A. indicate the structure of the governing count-ii, inciu ding of?cers. members

{distinguish bemoan voting and non- voting ex-o?icio members). and of terms

and committees. (denote tire of?cers or members on cocir committee). Pieose inciuttc on

organizations! chart in at encompasses tits governing councii, councii committees, and

empioyees of the proposed scitooi.

Governing Council Structure

Danbury Prospect will have a dedicated. well-rounded and diverse Governing Council selected for their deep
connection to Danbury and commitment to improving 6-12 educational options for the community. The
Governing Council will consist ofapproximately nine members who will jointly establish organizational

50

 

policy and provide oversight on all aspects ofDanbury Prospect. Further the Governing Council will oversee
commitments made to the community vis a vis the charter once granted, and will help ensure a positive,
collaborative relationship develops between Danbury Prospect and Danburv Public Schools.

The Governing Council will set and approve the budgets for the School? he reSponsible for the oversight of all
aspects ofthe School?s use of public and private funds. and authorize the appointment and termination ofthe
School Principal. To ensure Danburv Prospect parents are well-represented in organization decision making,
the President ofthe Parent Teacher Organization will be an ex-officio voting member ofthe Governing
Council; all other members will be voting members.

Included below is the organizational chart that encompasses the governing council. council committees, and
employees of Danburv Prospect. The structure and committees are based upon the successful structure of
Brooklyn Prospect Charter Schools.

 

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Figure 25. Organizational Structure

Term limits

Each member ofthe Governing Council will be elected for a three year term; consideration will be given to
staggering ofterms to ensure smooth transition during trustee turnover. The Governing Council will support
the school through the implementation of six committees- each designed with a speci?c purpose to ensure the
school has all the support and oversight needed to ensure success. More detail is provided below with regard
to each committee and the committee structure is based upon the success ofthe Brooklyn Prospect Charter
School Board which has been functioning ef?ciently for nine years. Council committees will assemble in the
planning year prior to the launch of school. Council members may serve on more than one committee
provided they have the expertise. capacity and desire to do so. Included in appendix are the full by-Laws
governing Brooklyn Prospect Charter School. a single education corporation similar to Danburv Prospect;
these by-laws will be adapted for Danburv Prospect, pending the granting ofthe charter.

Governing Council Standing Committees

Executive Committee Consists ofCouncil Chair and Chairs of each standing committee. This committee

5i

will execute the full powers ofthe Governing Council between Council meetings, and assist the management
group and Council Chair with the agenda for Council meetings.

Academic Oversight Committee Consists of no fewer than three members.

Reaponsible for assisting the Council in reviewing the overall mission and program direction, academic
standards. and assessments of student progress and faculty performance. These three members will meet with
the Executive Director and the Director of Academies of Prospect Schools to prepare the appropriate

in formation. Committee members will work with both the School Principal and the management team to
develop and closely monitor academic dashboards that are constructed to reflect and gauge student progress
and state accountability metrics.

Finance Committee - Consists ofno fewer than ?ve members.

Responsible for monitoring, reviewing. and reporting on the school?s ?nances on a regular basis to the
Governing Council; recommending the annual budget; and overseeing the annual audit ofthe school?s
?nances. These three members will meet with the Executive Director and the Director ofFinance of Prospect
Schools to prepare the appropriate information based upon carefully constructed ?nancial dashboards that
provide for regular assessment of ?nances including benchmarking against other similar organizations with the
goal of driving incremental, continuous improvements in ?scal management.

Development Committee Consists of no fewer than three members.

Responsible for participation in and oversight offundraising and fund development initiatives; reviewing and
approving major grant proposals; ensuring Council participation in annual campaign. These three members
will meet with the Deputy Executive Director of Prospect Schools to prepare the appropriate information and
work with the School Principal to evaluate the current and long-term funding needs of the school.

Facility Committee - Consists of no fewer than three members.

Responsible for oversight offacility acquisition and building initiatives; reviewing and recommending to full
governing council all facility purchase or leases and ensuring that facilities are appropriately cared for and
resourced. The three members will meet with the management team to consider both short and long-term needs
ofthe School and that all buildings are designed and equipped to fully resource the academic needs of our
program and students.

Governance and Nominating Committee Consists of no fewer than three members. Responsible for
recruiting and nominating members to be elected to the Governing Council; conducting programs of
orientation for new members ofthe Council; and assuring compliance ofthe Council with the bylaws and all
applicable laws. The three members ofthe committee will meet regularly with the management team to ensure
the Council has a strategic view and plan for its growth, to adopt criteria for candidates? nomination in areas of
expertise as outlined in this application are fully met, to make recommendations to the Council with respect to
corporate governance policies, procedures and basic governance documents, such as the Bylaws and
Committee charters.

B. Describe the criteria for selecting o??icers and members of the governing council.

The selection and development of Council members is a critical element ofthe success of any school. Service
on the Danbury Prospect Council will require a signi?cant commitment of personal and professional
resources to the school?s mission. Therefore, every Danbury Prospect Charter Governing Council member
must share a passion for educating the diverse students of Danbury.

As the Governing Council moves forward and builds itself, the founding governing council member of
Danbury Prospect are aware that C.G.S. Section l?-ddmm-3 ofthe charter school law prohibits the sharing
of boardigoverning council members with other charter schools: therefore, no memberts) ofthe Danbury
Prospect Charter School Governing Council {?Counci1?} will serve on the board of Brooklyn Prospect
Charter School, Prospect Schools. or any other charter school.

The Danbury Prospect Governing Council will take very seriously their role as the group held accountable for
ensuring the school is operating responsibly and in accordance with its charter, and will be fully trained in

areas of academic accountability and ?scal responsibility.

Danbury Prospect Governing Council, similar to the board of its sister school in Brooklyn, will institute a
formal process for recommendation, selection. and election of all Council members. That process will be lead
by the governance committee which will continually re?ect upon and evaluate the needs ofthe Council to
ensure strategic composition, including needed expertise and a diverse body, and that sound governance
practices are in place to ensure the Council remains focused on student achievement. strategic actions, ensuring
an exceptional school leader, the raising and prudent use of resources, and ful?lling of all compliance
expectations.

As the steward ofpublic trust and the formal holders of the charter, Council members are expected to have
high levels ofengagement in and oversight ofthe school. We expect 90% attendance at Council meetings,
participation in committee meetings, a school visit at least once per year during school hours, and a
willingness to tap personal and professional networks for the bene?t ofthe school.

Quali?cations for Council membership include but are not limited to:

I An interest in improving access to quality education for all students regardless of race or economic
status;

I The ability to be a good judge of information regarding the School Principal?s educational and
?scal management ofthe school and a willingness to replace the School Principal if results are
less than satisfactory:

Belief in the mission and values ofthe school;

Ability and willingness to give time and energy to the school;

A willingness to focus on the academic achievement of students in the school and not to
divert the Council?s attention to matters that are peripheral to the Mission;

I An ability to fairly and accurately represent the community and its needs and views, and to
represent the school to the community;

Members must be over 2] years ofage;

The Council members jointly will have ?nancial, legal, business, real estate and fundraising
background;

A willingness to accept and support decisions democratically made;

An ability to represent the school both in general and to the community; and

I A willingness and ability to provide access to resources, both ?nancial and other, in order to
support and strengthen the school.

Selection of council members will be a carefully orchestrated process- see ten of?cial steps below in 2.213.
Generally speaking, the Council?s governance committee will take recommendations from Council members,
school leaders or other constituents ofthe organization based on the identified needs ofthe Council. All
prospective Council members that are recommended and interested in joining the Council will go through a
vetting process that will begin with a meeting with leadership in which the mission and vision ofthe school
and roles and responsibilities ofa Council member are shared. If at that point the school leadership believes
the prospective member is a good the candidate moves forward in the process and meets with the Council
Governance Committee. During that meeting, the trustee is evaluated based upon a rubric established by the
Council as a tool that helps guide the selection ofa balanced and diverse council with appropriate expertise
and dedication.The governance committee jointly considers the prospective member and decides whether to
recommend himt?her to the full council. The full council votes on all recommendations.

C. List the individuals who would serve as of?cers and members of the governing council; include
in air names. relevant experience. andfor au ali?cat?ions for serving on the council, as well as their
relationship to the community in which the school would be located. Please note that the council
should include the involvement of teach ars, parents, and the chairperson of the local or regional
Council of education of the town in which the proposed school would be located. or the dcsignce of
such chairperson. provided such designce is a member of the Council of edu cation or the
superintendent of schools for the district.

The founding team is currently recruiting for the Danbury Prospect Charter Governing Council and plan to

have a total of approximately nine council members in place after receiving the charter. Each ofthe
members identi?ed [see below list) have deep ties to the greater Danbury community and bring experience in
the areas of public and charter school development. ?nance, law, education, and real estate. The four
community members who have to date agreed to serve on the Governing Council are passionate members of
the greater Danbury community with deep experience and expertise that includes a former Superintendent, a
representative ofthe Mayor?s of?ce, an architect experienced in real estate development and technology. and a
community philanthropist who was raised in Danbury public schools. Please see Appendix for council
members resumes that will outline their relevant experience and quali?cations. In addition to the members
below, Danbury Prospect Governing Council will include a parent {once students have been admittedl and a
teacher representative, and reserve a spot for a member or designee ofthe Danbury School Board. Of?cer
elections will be held once the Council is fully formed:

Dr. Stephen Tracy: Dr. Tracy is a lifelong educator and an advocate for parent choice in public education. He
is currently the Managing Partner of Connecticut Youth Forward. a group that works with schools and other
youth serving organizations to promote student engagement and success through the principles ofChoice
Theory. Dr. Tracy formerly taught American History with the Lakeland, New York public schools and served
as assistant superintendent in Farmington, Connecticut. He served as superintendent of schools for the town of
New Milford, the city of Derby, and the Connecticut Department of Children and Families. and as a senior vice
president for Edison Schools. Incorporated. Dr, Tracy received his undergraduate degree from Princeton
University, his master?s degree from Columbia University and his doctorate from Harvard University. He and
his wife manage a small dairy farm in Goshen, Connecticut. where they have resided since 2004. They have
three adult sons.

Maura Nowell Juan: Maura has been practicing architecture throughout New York and Connecticut since
1996 attd is a member of Danbury?s City Center?s Architectural Review Board. Having worked and lived in
Danbury for more than ?fteen years, she has built solid working relationships with local planning directors,
zoning and building of?cials. and ?re marshals. As Managing Principal Architect, Maura, and her husband
Emmanuel, Design Principal Architect, operate SeventyEarchitects, a technology-driven architectural design
?rm specializing in commercial and residential architecture throughout Greater Danbury, Fair?eld County and
Connecticut. Maura was the project architect for the St. Mary School in Ridge?eld. In Danbury, Ms. Juan?s
?rm designed the Pathways Academy for at- risk middle school boys. and Say YES. after-school tutoring
center for struggling high school students. Her ?rm also successfully completed the addition of a new science
lab at St. Luke?s School in New Canaan, and multiple projects at Greenwich Academy, Greenwich. She and
her husband, who are raising two children. live and work downtown and are committed to the development of
a strong and vibrant downtown Danbury.

William Buck: William serves as Board Treasurer at the Peter and Carmen Lucia Buck Foundation. He is also
chairperson ofthe Foundation?s Investment Committee. In his free time, 1iWilliam owns and manages a
championship winning rally car racing team. He grew up in Danbury public schools, and resides in
Connecticut with his wife and young daughter.

Stephen Nocera: Stephen serves as the Director, Of?ce of Project Excellence for the city of Danbury. The
Of?ce of Project Excellence (OPE) is an innovative startup department that acts as an umbrella for all City
projects. The mission ofthe OPE is to unite all projects and initiatives and align them with the vision and long-
term strategy ofthe city. The most important goal is to provide cost containment, prioritization, and to ensure
the completion of all approved projects.

if). Describe the pine to appoint subsequent officers and members to the governing
councit'. Piease derail the recruitment. selection, and remove! procedures.

The recruitment process for council members began with the founding group?s personal and professional
networks, professional af?liations and recommendations from local and community based networks such as

the Northeast Charter School Network and Danbury Mayor?s of?ce.

As Danbury Prospect builds its governing council, the founders will continually consider the balance of skills

needed to ensure a well-rounded board. Once council members are in place, recruitment will be a carefully
guided process, as described above in section 2.23 and below, by the following eight stages based upon the
process used by Brooklyn Prospect for the past nine years.

Stage 1: Any Council member {or other constituent} who identi?es an individual who sihe feels would be a
good addition to the Danbury Prospect Governing Council (hereinafter ?Council?: will ?rst share a bio of
the potential trustee with network leadership and Council governance committee chair.

Stage 2: Ifcandidate is of interest, a conversation between potential member and Chair of the governance
committee and a school visit will follow. This conversation will entail discussion ofthe School's mission and
vision. roles and responsibilities ofa Council member, what capabilities and this individual would
add to the current Council membership, and how she might enhance the work that is currently being done by
the Council. Assessment ofthe Council needs will be done on a regular basis through meetings ofthe
governance committee and conversations with the full Council.

Stage 3: If both parties remain interested, the Chair ofthe governance committee presents the biofresume and
the recommendation to the Council chair and members ofthe governance committee. A conference call ofthe
governance committee is held to determine agreement on whether to proceed with the candidate ifthere is
interest and the candidate seems to be a good fit, then:

Stage 4: A call is made to the candidate by the chair of the governance committee. A date is

agreed upon for discussion of Danbury Prospect and the responsibilities and expectations ofCouncil
membership. Governance committee members are noti?ed by the governance chair ofthe date and time ofthe
initial meeting and are invited to attend if available.

Stage 5: Following the initial meeting with the governance chair and available committee
members, the candidate will meet with as many ofthe other members of governance as possible. These
meetings will take place, when possible, within a month ofthe initial meeting.

Stage ti: After the approval of the Council chair, governance chair and School and network leadership, the
nomination is presented to the full governance committee, which decides on whether to recommend the
candidate for election to the Council. This is not a final decision, as the nomination must be voted on at the
next full Council meeting. Should the decision be to not proceed with the nomination, the chair ofthe
governance committee would follow up with the Council member who identified the potential member and
explain why the decision had been to go no further.

Stage 7: A formal vote is taken at the next meeting ofthe Governing Council.

Stage 8: All paperwork is completed and sent to Connecticut State Department of Education. Council
membership is not of?cial until approval from CSDE. New Council member meets with Council chair andior
chair of governance committee andior legal representative to the Council to discuss committee work and by-
laws ofthe Council. New Council member is asked to meet with staff at the Northeast Charter School Center
to have the opportunity to receive training and education about charter Governing Council work.

Any Council member may be removed or suspended by the vote of a majority ofthe entire Board of Trustees on
examination and due proofofthe truth ofa written complaint by any Council member of misconduct, incapacity
or neglect of duty, provided that at least one week?s previous notice ofthe proposed action shall have been given
to the member whose removal or suspension is under consideration and to each other member. Additionally, the
Commissioner may remove any member for misconduct. incapacity. neglect ofduty or where it appears to the
satisfaction of the Commissioner that the School has failed or refuses to carry into effect its educational purposes. A
hearing in the proceeding for the removal for such trusteet?s) shall be had before the Commissioner or a
committee thereof and the Council membertsl shall be given notice oftime and place ofproceeding.

E. Describe now the governing cooncii exercise oversight and for the
overoii operation of tire scirooi, inciu ding. on! not iimited to, ca'ncoiionoi programs,
governance ond?scoi management, personnel, maintenance. and community

outreach. In addition, please explain how the governing conner?t wit! note the proposed
scnoot accountable to both parents and other stakeholders.

The Governing Council of Danbury Prospect Charter School is comprised of community leaders, educational
professionals, concerned citizens and local professionals committed to improving educational opportunities for
the diverse students in Danbury. The Council will have all the powers and duties permitted by law to manage
the business, property and affairs ofthe organization. As required by Connecticut state law. each member of
the Governing Council shall complete training related to charter school governing council responsibilities and
best practices at least once during the term ofthe charter.

The Governing Council shall have the following obligations and responsibilities:

0
I
I

As needed, contract with the CMC) for school management;

Complete an annual review performance;

Hire the School Principal, based upon candidates nominated by Prospect Schools, and ensure that he or
she is performing his or her duties in a responsible and effective manner {Note: founding principal, Ms.
Raccio, has been identified and hired);

Contribute ?nancially to the support ofthe school and assist the School Principal andtor Prospect
Schools with fundraising activities;

Create a strategic plan. Draft school policies to ensure long-term excellent schoolperformance;
Review all schooi-based dashboards. including finance, academics, student admissions and HR,
give feedback and create policy for strategic issues;

Hire an independent auditor to conduct an annual ?nancial audit ofthe school;

Review and monitor budgets; make strategic decisions to ensure the ?scal health ofthe school;
Review and approve reports by an independent programmatic and ?scal auditor. who will
conduct an annual ?nancial audit of the school:

Ensure that the school operates in compliance with all applicable federal and statelaws;

Ensure the auditing ofthe admissions lottery to be held in the event the school receives more
applications than available spaces;

Establish and monitor key indicators of school performance: ?nance, fundraising. academic
performance, attendance. student behavior, school climate and culture, staff recruitment and
retention;

Review dashboard that monitor and annually assess school facilities to ensure the needs of
students are being met and that facilities are properly maintained;

Serve as Danbury Prospect ambassador, by sharing the progress ofthe school with the greater
community;

Review parent and stakeholder survey feedback to monitor satisfaction with the school;
Appoint and recruit of?cers and members to the Council;

Promote positive community relations:

Establish and amend by-laws;

With input from the School Principal andtor Prospect Schools. participate with others in any
corporation, partnership, limited partnership, joint venture or other association of any kind, or in
any transaction on behalf ofthe school;

Conduct its business, carry on its operations and exercise its powers as acorporation;

Hold a minimum of eight Council meetings per year with consistently high attendance. and
participate in standing and ad hoc committees to accomplish strategic tasks;

In compliance with Connecticut?s Freedom oflnformation Act and Open Meetings Law, the
Danbury Prospect Council will ensure appropriate access to information and notice of public
meetings.

Designate a discipline committee to run hearings regarding staff recommendations for a
student?s suspension of more than ?ve days or for a student?s expulsion;

Provide School Principal with critical feedback on key performance measures; and

Take action, including potentially removal ofthe School Principal, or CMO should Danbury
Prospect not meet expectations in its critical performance areas.

The Governing Council shall have the sole authority to retain and terminate independent advisors as it
determines necessary to carry out its duties. The Council shall have sole authority to determine the extent of

funding necessary for payment of compensation to such advisors and other retention terms.

The governing council will be assessed on its ability to meet its annual and multiyear goals. Annually, by
September I, the Council will establish its annual goals, revise its multi-year goals, and determine its mid-year
benchmarks.The goals will be informed by the Council?s responsibility to oversee the school?s ?nancial,
academic, and regulatory performance. During its December and June meetings (and more frequently if
necessary), the Council will formally self? assess its progress toward achieving these goals. Council members
will also partake in an individual self? assessment process. Individual council members will set goals by
September I and will review their progress in December and June and will meet with the Council chairperson
to discuss their progress. Should a situation arise where a governance council member is not meeting his or her
individual goals, the Chairperson will provide feedback and ensure that the appropriate steps for corrective
action are taken.

F. Describe the oath ority the governing conneii delegate to the schooi?s
administrator. Explain the process by which the conneii and[ administration make
decisions ?andr provide evidence of the distinct rates and of councii of?cers,
members. committees and administration.

The Governing Council is responsible for Danbury Prospect?s charter and therefore ultimately responsible for
the academic, programmatic and fiscal aspects ofthe school. The Council will review and amend or approve
the proposed policies and structures that shape Danbury ProSpect: the school leadership team will be
responsible for implementing and executing on these policies. The Governing Council recognizes the
distinction between governance and daily management, and all school management responsibilities will belong
to the Principal with the support of Prospect Schools in its capacity as a Charter Management Organization.
These responsibilities include developing and implementing the academic program, creating and measuring
short and long-term objectives, hiring and evaluating all school staff. and preparing and executing on the
school budget.

The School Principal will work on a daily basis with Prospect Schools which is accountable to the Governing
Council. The Principal will work closely with Prospect Schools on all aspects of day-to-day management,
curriculum support and implementation, recruitment, professional development and fiscal support. However,
the Principal will be an employee of Danbury Prospect, meaning that the Governing Council has final
authority over the Principal?s actions.

The School Principal (already identi?ed and currently employed by Brooklyn Prospect Charter School), Ms,
Raccio, is the leader of Danbury Prospect and will be responsible for the day to day management ofthe school.
She will be responsible to implement the vision of the school set by the Governing Council in conjunction with
the Civic}, manage the budget in service oftbat vision, and to hire or remove all school personnel with CMCJ
support. The Principal will be responsible for ensuring the mission and vision for the school are implemented
in every aspect ofthe academic and operational procedures.

G. Describe the criteria and process by which the governing conneii hire and evaluate the
schooi ?s 

As Prospect Schools, prepares to launch Danbury Prospect, a highly qualified, proven and passionate principal
founder has been identi?ed: Kim Raccio, who was born and raised in Connecticut. Ms. Raccio has already
successfully opened two charter schools with the support of Prospect Schools- Brooklyn Prospect Charter
High School in 2012 and Brooklyn Prospect Charter School- Clinton Hill Middle in 2016.

In the future, were the role of Danbury Prospect Principal to open, the search will be driven by the Prospect
Schools Human Resources and Recruitment team who will recruit highly quali?ed candidates. review resumes
and score candidates against thejob description criteria. Prospect Schools will schedule and manage a full day
of interviews, that will include sessions with faculty, staff, and parents as interviewers. Prospect Schools will
then nominate the top candidatets) for the consideration of Governing Council. The governing council will
interview and vote on whether or not to accept the candidate and a majority will be required to offer the

57

position. Ifthe majority ofthe board does not accept the candidate, Prospect Schools will continue
interviewing until an acceptable candidate is found.

The Governing Council will work with Prospect Schools to create a rubric for annually evaluating the
principal. This rubric will include a number ofmetrics addressing academic program, student achievement.
school culture, school operations, strategic planning, and social goals andior deliverables for Danbury
Prospect to attain. Annual goals will be created by the Principal in conjunction with the CMO, and assessed,
including interim milestones. The formal evaluation will take place at the end of each school year but regular
observation, evaluation and feedback will be provided along with support throughout the year as self-

re?ection, professional development and continuous improvement are core commitments within Prospect
Schools and Danbury Prospect.

If. during the continual support, and feedback provided to the Danbury Prospect School Principal, Prospect
Schools does not feel that the Principal is meeting the school?s high standards, it will issue a mid-year plan of
improvement and will support the Principal as sihe works to improve. Prospect Schools will recommend to the
Governing Council that the principal be replaced if?histher actions adversely affect the ability of Danbury
Prospect School to reach its agreed upon goals and metrics. lf Prospect Schools determines that the Principal
should be replaced, they will notify the Council by written notice, including the reason for the decision. along
with a proposed interim plan, and a recruitment strategy for a new Principal.

Once the Governing Council receives this recommendation, the Council will meet to determine the merits of
Prospect Schoolls rationale. It?the Council agrees to remove the Principal, Prospect Schools will be
responsible for implementing the interim plan and actively recruiting a new principal.

H. For appiicants pianningI to partner witit an organization: Detaii any pians to contract
witit an organization and expiain wiry tire organization was chosen to assist with the
proposed ooi. {fine governing coancii of the proposed citartcr scnooi intends to
contract with a charter management organization for witote senooi management
services, inciude a description oftitefoiiowing:

A. Evidence of the charter management organization '5 to serve student
popaiations that are simitar to the student popaiation titat be served by the proposed
charter sci: aoi, (ii) create strong academic outcomes for students, and saccessfuiiy
manage nonacademic schooi functions.

As mentioned earlier in this Section 2, the Danbury Prospect Governing Council plans to enter into a Charter
Management Agreement with Prospect Schools for the management of Danbury Prospect Charter School on
July 1. 2018. By that date, the Brooklyn Prospect central of?ce team, who has to date opened and
successfully operated four highly successful and sought-after charter schools in Brooklyn, will be in place as
the leadership team of Prospect Schools, prepared to support the opening and management of Danbury
Prospect.

Under the management of Prospect Schools, Brooklyn Prospect Charter School has become well known5U for
serving a racially and socio-economically diverse student population. Prospect Schools was speci?cally
selected by the Danbury founding team because of Prospect?s history of working successfully with student
populations that are similar in its breadth of diversity to the student population in Danbury.

Prospect Schools manages an elementary school, two middle schools, and a high school in Brooklyn, with
waiting lists51 in the thousands due to the high demand for these schools. As stated earlier, Brooklyn Prospect
Schools have consistently outscored the district and the city in standardized examsszAlbrecht. L. ?intentionally Diverse lLharter Middle School opening to Gowanus. April. 201 7 
york-tic] 7041 iddle-school-districtorgiadln 

52 .
New York State Department of Education Grade 3?3 ELA and Math Results 20 6 School year

58

in addition to its strong record of academic performance, Prospect Schools has operated its Brooklyn schools
with a strong focus on building operational systems that can scale and leverage for greater success and impact
on student learning across a larger organization. Prospect Schools also has a very prudent ?nancial model in
place with ?nancial dashboards providing excellent monitors of school ?nancial progress. In each ofthe past
eight years of operation Prospect Schools has operated with a surplus at year?s end. And ?nally, Prospect
Schools has lead the way to ?ve successful facility negotiations one for each ofits schools, and a separate
property for its network of?ce.

Each facility is a long term lease and has required signi?cant capital investment. an capital facility

projects have been funded from savings or fundraising campaigns.

B. A term sheet that sets forth the tength of the contract for whoie oot management
services. (ii) the rates anti responsibilities of the governing coancii of the proposed charter
schooi, the staff of the proposed charter schoot and the charter management organization,
the scope of services and resources to he provided hy the charter management
organization. (iv) the performance evaiaation measures and timeiines. the
compensation structure, inciatting a ctear identification of at! fees to he paid to the charter
management organization, (vi) the methods of contract oversight and enforcement. and
(vii) the conditions for renewai and termination of the contract.

Please see Appendix for the term sheet that includes the length of the contract for whole school
management services (ii) general responsibilities of each party, the scope ofservices and resources to be
provided by CMO, iv) the compensation structure, {vi} methods of contract oversight, and {vii} conditions for
renewal and termination. Below is a chart that details the roles and responsibilities ofthe Danhury Prospect
Governing lCouncil and School and Prospect Schools as CMO. Annexed to the Term Sheet for Educational
Services Agreement, is (iv) a draft ofthe performance evaluation measures and timelines. Once Danbury
Prospect is chartered, the term sheet will be the basis for a ?nalized contract for whole school management
services ofDanbury Prospect by Prospect Schools which will, pursuant to Section 10-6611 ofthe Connecticut
General Statutes, be submitted in its ?nal version to the State Board of Education. for approval.

C. Evidence of compiiance with the provisions of C. GS. tit-661?

in accordance with the provisions of lU-66tt, the Danbury Prospect Governing Council will submit
the contract for whole school management services between the Danbury Prospect Governing Council and the
Prospect Schools charter management organization to the State Board of Education for approval. The
Danhury Prospect Governing Council shall directly select, retain and compensate the attorney, accountant or
audit ?rm rapresenting the governing council.

To comply with the provisions lO-tititt, the Danbury Prospect Governing Council plans to retain
the services ofan attorney who has developed previous whole school management contracts on behalf of
Governing Councils with Charter Management Organizations. The contract for whole school management
services will include, but need not be limited to: The roles and responsibilities ofthe governing council of
the charter school and the charter management organization, including all services to be provided under the
contract, the performance measures. mechanisms and consequences by which the governing council will
hold the charter management organization accountable for performance. the compensation to be paid to the
charter management organization, including all fees, bonuses and what such compensation includes or
requires, (4) ?nancial reporting requirements and provisions for the governing council?s ?nancial oversight,
a choice of law provision that states that Connecticut state law shall be the controlling law for the contract.
a statement that the governing council ofthe charter school and the charter management organization shall
ensure compliance with the provisions ofsection 10- 66uu, and (7) any such information required by the
Commissioner of Education to ensure compliance with the provisions ofthis chapter.

59

Below is a summary ofthe responsibility divisions between Prospect School and Danbury Prospect. The term
sheet is included in Appendix and includes more details and the full contract will be developed upon the

Danbury Prospect Governing Council receiving initial Charter approval.

 

Prospect Schools Responsibility

Danbury Prospect {School 8:
Council} Responsibility

 

 

Educational Program and
Curriculum

Develop educational programs
consistent charter application and
oversee the implementation of such
programs and curriculum

Implement educational programs with
direction and oversight

 

Educational Progress

Report on educational progress of
students: analyze results ofinterim
assessments and diagnostic tests

Administer interim assessments and
diagnostic tests

 

College and Career
Readiness

Develop and oversee implementation
program design

implement program design

 

Materials, Equipm ent. Etc.

Acquire materials. equipment and
supplies

Pay for materials. equipment and supplies

 

School Evaluation

Conduct school evaluation developed by
CMOand School

Participate in school evaluation

 

Business Administration

Direct the business administration of the
School develop policies and
procedures for running School)

Adopt policies and procedures after
considering CMO's recommendations

 

Service Providers

Leadfarrange the identi?cation. selection
and contracting with service providers
transportation, auditing, payroll.
cuStodial)

Enter contracts. as needed

 

Market and advocate for School to
promote School (enrollment,

Support by taking actions requested
CMU

 

Marketing fundraising, recruiting staff and public
relations}
Device fundraising strategy in Support (IMO by taking actions requested
. . cooperation with Board and conduct by CMO
Fundralsmg

fundraising activities on behalf of
School

 

Student Recruitment and
Enrollment

Design and implement with assistance
of School student recruitment and
enrollment procedures and applications

recruitment and enrollment
procedures and applications

 

School Reports

Assist School in preparing reports
required to be submitted to the
Amherizer

Submit reports required by Authorizer

 

Compliance

With cooperation of School Board and
SchoOI Leadership direct and oversee
the School?s legal and regulatory
compliance

Work with CMO to mature legal and
regulatory compliance

 

Information Technology

Facilitate School?s purchase and
procurement ofiT equipment and
services (at School?s expense); arrange
for IT help; complete E?Rate application

Complete purchase and procurement of lT
equipment and services

 

Facility

Identify a facility and negotiate lease,
license or purchase transaction to secure
a facility for the School and assist
School in securing facility ?nancing

Arrange and supervise any minor
improvements or repairs to the School?s
facility

 

 

After-School Programs

 

Work with School to oversee
appropriate after school programs are

 

implement and manage after-school
programs (external third party or internal)

 

 

60

 

implemented

 

School Communications:
Grievances

Provide School stakeholders with
periodic written information or materials
regarding School; eatablish procedure
with School for receipt and review of
complaints or grievances

Establish procedure with CMCI for receipt
and review of complaints or grievances

 

Reports to School?s Board

Provide to Schools Board reports on
education, operational and ?nancial
performance of School

Support development of school reports

 

Parent Organization

Encourage establishment of parents?
association or parentdeacher association

Partner with parent~teachcr association to
ensure strong communications and aligned
work

 

Principal and Head of
Operations

Lead recruitment of Principal and
Director of Operations. Responsible for
the supervision, evaluation. discipline.
retention, transfer and termination of
the Principal

interview and hire principal. head of
operations [with approval}

 

Hiring and Supervision of
Leadership Team

Assist the Principal and Head of
Operations in hiring. Approval rights
over supervision. discipline, retention.
transfer and termination of the
leadership learn

Principal of School responsible for
supervision. discipline. retention. transfer
and termination of leadership team. subject
to CMO approval

 

Teachers, Administrators
and Other Personnel

Lead recruitment and screening of
teachers, administrators and other
personnel

Interview and hire teachers. administrators
and other personnel approval
required]

 

Professional Development

Support School?s Efforts

Design. implement and monitor professional
development for instructional personnel.

 

Teacher and Support Staff
Training

Support School?s Efforts

Develop and deliver support staft?training

 

Human Resources

Provide general human resources
services to School

 

Em ployee Bene?t Plans

Upon requesr by School?s Board, initiate
employee bene?t plans and administer
such plans.

Cooperate with CMD in performing any
necessary administrative tasks

 

Budget

Prepare draft of School budget

Approve budget

 

Financial Management
Services

Provide financial management services
in accordance with School?s Financial
Policies and Procedures

Provide access to School bank accounts as
l?lfCl?JSS?l?Y

 

Personnel Records

Maintain personnel records

 

Audit

Approval of auditor used for annual
audit

Arrange and pay for annual audit

 

 

Legal Services

 

Assist School arrange legal services

 

Arrange and pay for legal services

 

The full text ofthe proposed Management Agreement and term sheet is included in the Appendix C.

2.3 School Leader

.4. For applicants with an identified school lender: List the name ofllre individual who
would serve as ?If lend administrator of the proposed sen ool as well as his or lter
qualifications, experience, certi?cations and education. in addition, please provide
evidence tlrol demonstrates whether the individual has a record of lending nigh-qnolitv

school.

Kim Raccio, currently Principal ofNew School Development at Brooklyn Prospect Charter School. has been
identi?ed as the Founding Principal of Danburv Prospect Charter School. A native of Connecticut and an

6 

 

educator with 20 years of experience in schools serving as a founder, administrator, and teacher combined
with her record of leadership. collaboration with other leaders in education. and lifelong commitment to her
students and faculty, demonstrate how highly quali?ed Ms. Raccio is to lead this new initiative.

Kim Racciojoined Brooklyn Prospect Charter in 2012 as the Founding Principal of Brooklyn Prospect Charter
High School. In the ?ve years she has been working with Brooklyn Prospect and the leadership of Prospect
Schools, Kim has overseen the opening ofa high school, an elementary school and a middle school. Her
expertise opening successful new schools for every grade span will be an invaluable asset for opening Danbury
Prospect as a grades 6- 12 school.

During her ?rst years at Brooklyn Prospect, while concurrently leading the development ofthis new high
school program, Kim also led the high school, on an unprecedented timeline, to become the only non-select
New York City public grade 6-12 school authorized as an international Baccalaureate (1B) World School to
offer the prestigious Diploma Program {"lB As a result ofthe thoughtful programming designed into the
school, Brooklyn Prospect students have continued to score above their district counterparts on their Regents
Exam.

Kim has an outstanding track record of retaining and developing her staff. Under her tenure at BPCS High
School, 100% ofthe founding leadership team renewed their annual contracts. Her team exhibited enormous
professional growth during her time at the high school with several staff members commenting on her
coaching during staff surveys, including comments such as, ?She understands systems of development and
gives her staffthe encouragement to meaningfully reflect. ?Through a core commitment to continuous growth,
Kim builds strong teams in which individuals seek leadership and drive positive change and success. One of
Kim?s founding department heads left in 2015 in order to become the founding leader ofa new charter school
in Albany, NY.

During the 2015-16 academic year as the Danbury plan and team were being developed, Kim accepted a role
with the BPCS Central Of?ce (the team that will transition to the Prospect Schools Clv?lOl that leveraged her
founding, teaching, and leaderships skills to support program development at the Brooklyn Prospect
Elementary School.

During this year, Kim directly coached five department members on a regular basis. Additionally, with the
population of Danbury in mind, Kim took on oversight for the developing elementary ELL program with the
intention ofgrowing and building her understanding of how to best serve ELL students. Kim also helped
design and support admissions initiatives to increase BPCS familiarity within the local freei?reduced lunch
population, while at the same time leading international Baccalaureate academic initiatives.

During the 2016-2017 academic year, Kim took on the role of Principal ofNew School Development across
the growing BPCS and Prospect Schools organization. Having launched a high school, and supported the
growth ofour elementary program, she is now leading the launch ofa second BPCS middle school. In this
role, she serves as a mentor to the school principal and is a member ofthe network wide strategic planning
committee. Again, under her leadership, 100% ofthe founding academic team renewed contracts for the 2017-
18 academic year.

Prior tojoining Brooklyn Prospect, Kim was Assistant Head of Academics at Kingham Hill School in
Oxfordshire, England where she was recruited in conjunction with the United States State Department to serve
as Founding Director ofthe American Studies Program. in that capacity, Kim worked with the schooi?s staff
to develop a groundbreaking, integrated educational program that brought together two national teaching
systems in one learning community. Under her leadership, Kingham Hill became the ?rst traditional British
school to gain US educational accreditation with the New England Association of Schools and Colleges.

In addition to her experience as a school administrator. Kim has extensive teaching experience. A Connecticut
native, she received her BS {Biology} and Grades 7-12 Connecticut Science Certi?cation from Southern
Connecticut State University, Her teaching career began in New Haven as a K-8 field educator and Director of
Summer Programs with Schooner, lnc., and later as the Manager of Educational Outreach for the Connecticut
SeaGrant Program at The Maritime Aquarium at Norwalk. After helping to launch the program in 1996. Kim

62

 

volunteered for six years with the highly successful Heartfelt-Bermuda li?orilshop at Hamden High School
allowing hundreds of public school students the unique opportunity to engage in authentic marine research.
culminating in an intensive visit to the Bermuda Biological Station. In 2000, Kim transitioned to "life ashore?
by joining Hamden Hall Country Day School where, for the next seven years, she taught a wide range of
science classes, including Intro, AP, and marine biology.

A globally minded educator who is passionate about innovative educational programs. Kim earned a Masters
of Arts in educational leadership from Columbia University and is currently pursuing her in International
Education at the University ofBath (UK). She serves on accreditation teams for the New England Association
of Schools and Colleges and has privately consulted for the creation of specialized hybridized
educational programs.

2.4 Evidence of Support

A. Illustrate the scope of community supporljer llte proposed school. Please provide evidence
ill rough letters of support, Surveys. petitions or oil: er means. the endorsement of teachers. parent?s,
student?s, business, community members earlier institutional leaders: such evidence ofsupporl
must be current or recent.

The founding team embarked on a community engagement and listening tour in the spring of2015 and has
continued to engage parents, community organizations, faith-based leaders, non-pro?t agencies, Danbury
Public Schools, teachers, principals, state legislators, the City Council, and Mayor Mark Boughton to gain an
understanding ofthe current educational landscape, evolving student demographics. and educational
needs ofDanbury.

Further, over the course of a two year data collection process, the Danbury Prospect founding team has held
some 20 information sessions and met with community families to share the mission, vision and values ofthe
proposed Danbury Prospect Charter School.

As a run up to the 2016 release ofthe charter school Request for Proposals Danbury parents partnered
with Northeast Charter Schools Network?s Call to Action campaign. Between March and October of 2016 the
Danbury Prospect team hosted tables at a number of community events {New Hope Community Fair, Danbury
Family Fun Festival, and The Taste ofGreater Danbury), staffed an information kiosk at Danhury Fair Mall,
and secured over 248 supporters who sent text messages urging Governor Malloy to release a charter school
RFP. Additionally. 306 people have signed up for our mailing list two years prior to the launch ofthis school.
Further evidence of support is found in the many letters received expressing a desire for more public school
options, especially Danbury Prospect?s program. These letters come from stakeholders and organizations such
as:

Jericho Partnership

1.

2. The Danbury Museum Historical Society

3. New Hope Baptist Church

4. The Hord Foundation

5. Grassroots Tennis Academy

a. The Regional YMCA of Western CT

The Danbury Chamber of Commerce

8. Danbury Hackerspace

9. Joint letter from Representative Ferguson {138th District]; Representative Smith (108th

District}; Representative Harding {lUTth District}; Representative Dufft2nd District}
It}, Representative Duff{2nd District)
Mayor Mark Boughton

The Danbury Prospect team has also received dozens of letters of support from Danbury parents and children

expressing support for Danbury Prospect Charter School. Parents and residents gave compelling and
informative reasons why they believe the instructional program is a good fit for Danbury, below are a few
samples from the many letters received from parents, teachers, and families. Many ofour active supporters.
themselves now ambassadors Danbury Prospect. themselves have children of an age that they are eligible for
our ?rst sixth grade:

0 Parent, Stella Aslanyan, mother to 8 year old Danbury student,

I Bernarda Sari, Danbury resident and mother to 10 and 15 year old, believes Danbury Prospecr will
have a positive impact on Danbury Public Schools.

I Student. Benjamin Chaleski. 5th grade. hopes to be a member of Danbury Prospect Charter School
class of 2024 and is concerned that Danhury only has one high school.

I Parent, Ana Guevara. mother to two students, wants her children to be guided by the IB principles
so they become risk takers. communicators, open-minded, inquirers. and balanced.

Fabiana Neupman, mother to a 10 year old, believes Danhury Prospect is well suited to provide
young people with the economic opportunities they need to succeed.

I Maura, an AIS parent to two students, is thrilled to have school choice in Danbury

Over the last several months the Danbury Prospect team has received over a hundred signatures on the
online petition supporting its program on Changeorg. The comments received have been overwhelmingly
positive and supportive and include:

I Options are good.? Let's help ease overcrowding in Danhiiry
schools ahaI encourage creative new teaching techniques to best
prepare our students for the ii'orld. - Maura .lnan
I ill-lore educational resources and opportunities would only
bene?t our community. Tim Welter-s
I We need a one more middle school in Danhary.
hope gets a charter school because we need another High School option. -Sonia Holmes
I With the great successes oj'charter schools seen throughout the
country it?s short sightear to thinlt that Danhiiry should not have
this offering for our parents anor children. Everyone ass ociatecl
with our school system sees gross overcrowding. This is an
extremely
common sense approach anaF can ?it happen fast enough. - Jock Knapp
I l?m signing because u-?ant school systems throughout
America designed with diverse. numerous ways to achieve
highest levels oferlncation possible. - Doris li-?atlrins

The Danbury Prospect FaceBool-z page has attracted over 191 likes and amassed over 500 signatures on its paper
petition from a cross section of Greater Danhury;

Please see Appendix for:
Letters of Support
I Petitions
I Contact Lists
I Evidence of Community Engagement

64

SECTION 3:
STUDENT
COMPOSITION,
SERVICES AND
POLICIES

 

Section Student Composition, Services and Policies
School Demographics

A. Describe the community and the student population to be served by the proposed on! and the
needs of the population.

Community Needs. Demographics and Student Population

Danbury is a very racially and ethnically diverse city (5W3 White, 25% Hispanic or Latino, Ila/E. other races.
and 7% Black} and as mentioned in section I. in 2017 was named among the nation 5 most diverse cities? .As
a national leader In using the charter model to integrate public schools, Prospect Schools 15 the ideal network to
serve the population of Danbury, and Danbury Prospect?s school model is an exceptional fit for the greater
Danbury community.

There are approximately 83,000? residents living in Danbury, making it Connecticut?s 7th largest city with a
projected annual growth of By 2020. Danbury?s population will top almost 87,500 residents. Danbury
is located in Fair?eld County. comprising 14.8% [42} ofthc counties 625 square miles. The median
household income is estimated to be over $70,000 and the median age is 37 years old. Coming in at number
13. Danbury wasjust behind Stamford, at number I 1. when compared across 5 major diversity categories
including economic, religious, cultural. and socioeconomic diversity.

Educational attainment in Danbury resembles statewide levels with 30% ofresidents holding a high school
diploma, 6% have an Associates Degree. and 31% hold a Bachelor?s Degree or higher. The poverty rate in
Danbury is 11%, above both county and state levels. Major Danbury employers include, Danbury Hospital,
Pitney Bowes, and Western Connecticut State University.

Danburv Public Schools

In Danbury 38% ofpublic school students speak a language other than English at home55 and according to the
Dominant Languages by School and English Learner (EL) Status, in 2014415, of'the 12,873 students evaluated,
lti'i/a5b ofthem [227? students} were English Language Learners. Student poverty in Danbury has doubled to
16% over the past 10 years and Danbury?s low-income student population has increased more than 25% {to now
56% of students) since 2005.

Danbury is a growing city and Danbury public schools are struggling to accommodate the in?ux of new
students. The district is the state's 7th largest school district enrolling over i 1,006 students pre-K through [2
grade, including 12 elementary schools; 3 middle schools; and 1 public high school. Danbury Prospect students
will come from across the city?s 12 elementary schools bringing varied academic background

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Figure 26. ELA and Math Proficiency for 12 Danbury Elementary Schools

 

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Content provided by the LS Census bureau tot me years El'JlfL 20H EDI- Ill-13 and 1015. EDIE:
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ct gov. 'Educatiom Dominant?Languages by School- and? 

65

According to the district, K-5 enrollment will decrease over the next 5 years by approximately 90 students 
ultimately increasing by 165 students in ID years. But 6-8 grade enrollment will increase by 190
students over the next 5 years and 66 students over the next it] years. Danbury High School is the
largest high school in the state, and the district projects enrollment to increase by 439 students l4%} over the
next 5 years; over the next 10 years the district anticipates an increase of 563 students {l it is clear that as
larger grade cohorts begin entering the district, the rate of growth has surged over the last 2 years. The district
projects signi?cant increases in grades 6-3 due to larger cohorts currently matriculating in the elementary
schools [See Figure 27). The result will likely be a 3.6% middle school increase over the next 4 years. The high
school will also be impacted by larger cohorts, with a 14% increase over the next 5 years {see Figure 28).

Dunno-y Pubic Schools i-l Tonal 

6-8 enrollment has increased 15% in the last five years,
and 21% in the last ten years

until I l'rnlorHl i'ml'u trips-ti. J.

Figure 27. DPS 6-8 Enrollment

D?nburv Fubl?: Sela-coll Idl?l. 

High School enrollment has increased 5?35 in the last ?ve years.
and only 696 over the last ten years

as larger grade cohorts have begun entering. rate of
groWIh has surged over the last two years

mud-

Figure 23 DPS Q-IZ Enrollment

In addition to facing capacity issues, Danbury Public Schools are working to improve academic achievement
levels. as well. On the 2015-16 Smarter Balanced Assessment Consortium administered to 3-8 grade
students statewide, showed that overall, 66% of Danbury students are not meeting pro?ciency levels in math

and 53% are not meeting the standard in ELA.

 

Danhury State Comparison by Grade in ELA
2015-2 16






   

i


 

 

 

A closer look reveals that students in 3-5
are keeping pace with their grade peers
across the state, in math and ELA. But a
large pro?ciency gap exists when
comparing Danbury middle school (6-3
grade} students to their statewide peers. In
Danbury, 6-7 grade students under-perform
their statewide peers by It} and 14
percentage points respectively in math. In
ELA 6th and 7th graders in Danbury score

 

 

Figure 29. ELA Comparison

within 10 percentage points oftheir
statewide peers-41% and 42% respectively.

Danbury High School is the largest high school In the state of Connecticut, with approximately 3,300 students
enrolled. in 20i6 the average SAT combined score was 1.477 {critical reading 494; math 466; and writing



The SAT revealed achievement gaps among some minority groups as described in the chart below:

 

. . . .
Mitchell. W. "2016 CT High School SAT Scores- How did Danbury do?" August. 2016.

66

0/0 of Danhury EthnierRacial Subgroups Meeting or Exceeding Connecticut SAT Standards in 2016

 

 

 

 

 

 

EthnicityiRacc?s Math i%met or exceeded standard) Reading i'i'ramet or exceeded
standard}

African American 12.4% 36.4%

llispanicr?lalino of any race 15.5% 39%

White 49.9% 77%

 

 

 

Danbury State Comparison by Grade in Math
2015-urn-

 

Combine pro?ciency levels with the
issue of overcrowding it becomes
increasingly clear? that there is a need
for more high quality middle school
options in Danbury.

Danbury Parents Understand School

 

 

 


Figure 30. State Comparison in Math

Choice: Overview ofcitv schools
Danbury?s three middle schools-
Broadview, Rogers Park. and Westside
Academy are all overcrowded. Parents
have expressed concern over the large
class sizes and academic outcomes are
poor. Currently, there are three public

school choice options in Danbury ?Academy oflnternational Studies and Westside Academy are
magnet schools. Abbott Technical HS is a selective enrollment school. Westside Academy is the highest
performing middle school in Danbury and AIS is the highest performing elementary school. Both schools
have long waiting lists. further evidence that Danbury parents are clamoring for more public school options.

The combination of comparatively lower pro?ciency test data. overcrowding and long waiting lists for choice
schools promoted the understanding that what the community of Danbury truly needs is a high quality middle
and high school that will address the achievement gap while supporting the growth and development of all

students.

3. Describe how the edu coi?r'onai? program provided by the proposed school:l wit!

address (he needs offhe strident! popm'di?i'on.

The combination of rigorous academics. robust social-emotional programs and highly quali?ed teachers form
the core of Danbury Prospect?s program to support the needs of all our student population. Prospect Schools
Specializes in the design of intentionally inclusive schools and is well positioned to support the growth and

demographic diversity of Danbury Prospect.

The leaders of Danbury Prospect understand that when students" intellectual activity transcends the boundaries
of the classroom and extends into the culture oftheir daily lives. students are given a greater opportunity to
shape who they will become in the future. Student growth. however. depends on more than a rigorous academic
devotion; students? social emotional developmental health needs also need to be supported. Danbury Prospect?s
Commitment to the Whole Child Approach led to a robust advisory program designed to support social
emotional learning and development as well as provide a direct point of contact with all families. For middle
school students, the advisory program draws from a variety of sources such as the "Know your Classmates"

 

58 . . . .
Mitchell. W. "20 If: CT High School SAI Scores- Ho? did Daiibury do?" August. Zi'll? Retrieved from
htips -'paicli coin high-

sc hool-sat-scores-how-did-danb ury-c?e?do

Comprehensne Enrollment AnalySis and Protections Prepared for Danbun Public Schools. Feb I. 201 by Malone MacBroom

 

67'

 

project of Beyond Upfferencesm and it is responsive to what happens in each year to support all aspects of
students? development. including less tangible considerations such as self-esteem and multicultural awareness.

Danbury Prospect's faculty is Committed to a Strong School Culture and understand that signi?cant work is
required to bring together students from varying backgrounds into a cohesive. academically successful class
where students feel empowered to take academic risks and are supportive of each other. Summer orientation
sessions, off- campus team building events (such as overnight camping trips) and ongoing teacher support
meetings will allow the School to build a community of learners that respects the differences of all members and
supports their academic growth.

Additional targeted supports for speci?c subgroups ofthe student population will include. but are not limited to:
English Language Learners

ELL programming, drawn from the expertise found within the Brooklyn Prospect and Prospect Schools
network will be provided to support ELL students within the community. Research- based supports 'will
include classroom visual clues [nonlinguistic representation] provision of multiple pathways tor acquiring
grade-level content knowledge and skills through classroom work. push- ini?pull- -out tutoring. additional study
periods etc targeted academic vocabulary support through use of academic sentence starters vocabulary lists
etc. Additional supports for ELL students are outlined in section 3 3. below. Additionally opportunities to
promote retention of mother- tongue languages will be built into the academic day through areas such as
independent Reading to ensure students continue developing In and reaping the bene?ts?s' of ?uency in both
languages.

-4r-Rr'sit: Reading Below Grade Love!
For students entering Danbury Prospect signi?cantly behind grade level in reading. dedicated Literacy classes
taught by reading intervention specialists will help to bring students up to grade level by the start of high school.

Danbury Prospect?s daily academic calendar will be designed to support students with varying academic
background and provide dedicated time for remediation and extension work. as necessary. Dedicated, sacred
Independent Reading periods will be provided to students daily so that they may build both passion and skill in
reading. Danbury Prospect teachers will be trained to conduct reading conferences and dedicated classroom
libraries will be designed with a student-friendly "bookstore" feeling to promote interest in browsing the book
collection. Similar independent Reading programs. already in place in Brooklyn Prospect Schools in NYC,
have yielded meaningful reading growth year} for students as measured by the Fountas and Pinnell reading
33535511161112.

.4t?Risk: Below Grade Levei, sitar}: Finenc?y

Mathematical Intervention and Enrichment periods will also be built into the day to help address the
mathematical gaps that are indicated in the above stateicity data. Students will be provided with structured
time to build mathematical ?uency through a variety of approaches. including the utilization of research-based
Number Talksw??qfs. As students? progress, they shift their studies to explore more advanced mathematical
concepts, such as coding, pending the individual needs ofthe students. Flexible groupings will be reviewed
regularly so that students can move between different types of support in response to demonstrated growth
over time.

At Risk: Truancy
As is the case for most public schools where larger numbers of students are eligible for free and reduced

 

so .

"'?August, ct. al 2012 Pocket Guide] updt'

- Goldenberg Coleman. 2010 Promoting Academic Achievement Among English Learners: A Guide to the Rescarchisl Edition

3 Humphreys. Parker. 2015. Making Number Talks Matter: Developing Mathematical Pracrices and Deepening Understanding- Grades 4- U.
Stenhousc Publishers. Portland ME
SParrish. S. 2010. Number Talks. Children Build Mental Math and Computation Strategies. Math Solutions. Sausalito. CA
Parrish 8. Edit. Number Talks BuildingNumcrical Reasoning. Teaching Children Mathematics. l8 l93- 207

68

lunchb", it is anticipated that a subgroup of students at Danbury Prospect will exhibit issues regarding truanCy.
Given the potential for truancy to impact student performance, supporting truant students will be of great
concern to administrators at Danbury Prospect. While, existing research? indicates that no single strategy
proves to be the most effective in supporting truant students, the Danbury Prospect Rt] will directly address
the needs oftruant students. Research-based supports may include. but are not limited to: individual behavior
intervention plans. peer support. home visits, counseling, etc.

Students with Learning Differences;

Extensive, research based supports will be provided to students with learning differences and administered
predominantly in inclusive classroom settings. An overview of speci?c academic supports for students with
learning differences can be found in section 3.2.

C. Describe the grade range and ages the proposed schoot serve. inctading grade tevets upon
opening and the growth pton for each year covered by the desired orter. Piease provide a
rationale for the enrottrnent pion, inciading reasons for choosing to serve the speci?ed grades.

Grade range and ages

Danbury Prospect will initially serve 10 6th grade students, age 1 It?ll, and will add a new cohort of students,
approximately 1 IO student per grade, each year as the founding cohort progresses towards 12th grade. At scale,
Danbuny Prospect will serve grades 6?12, ages 1 1-18 years.

Rationoiefor enrottmeni pion

Beyond providing a much needed addition to the school offerings for Danbury mig le school families, the
academic rationale for starting the program in 6th grade is rooted in the research"3 that the middle school
years are critically formative in developing sound skills and habits of mind necessary for success for advanced
students in high school, coilege and beyond.

With nearly 3000 students. Danbury High School is the largest high schoo} in Connecticut. Danbury Prospect
Charter School will be a desperately needed alternative option. helping students who might be overlooked in a
large comprehensive public school. In particular, Danbury Prospect Charter School?s small size= advisory
program. differentiated learning and extracurricular opportunities wiil be especially bene?cial to such
students.

Rationrtfelfor grotl'tn

Experience and feedback from students and parents ofthe Brooklyn Prospect Windsor Terrace High School
indicate that limiting the number of academic transitions (ex. not transitioning between different academic
organizations from middle to high school] provides students with a more stable academic experience where
students can focus on the development of academic skills necessary for success in university. An aligned 6?12
curriculum provides students with a greater depth of study in all subject areas and provides students with the
best preparation for the rigorous International Baccalaureate Diploma program in 1 1th and 12th grade.

Finally, extensive research?i9 has highlighted the bene?ts for smaller schools. To reap these benefits. Danbury
Prospect has designed a program which will maintain small grade cohorts (<110 students per grade). As a 6-12
at scale serving nearly 800 students, Danbury Prospect will alleviate the overcrowding facing Danbury
Prospect Schools and offer an additional high quality school for families who are interested in the global
aspect ofthe International Baccalaureate Program with its success in preparing students for readiness for
university as well as the emphasis on the importance of social-emotional development. Danbury Prospect is
excited to work in partnership with the district and hope to play a small part in alleviating the pressure caused
by overcrowding.

 



Maynard. et al.. 2012

stateunwersm htnil. College Readiness Begins In Middle School, published by the American
COHBSE Testing Organization in 2005, lutpsitereatntiddleschools 
neaorgthomet 1 3-339, hon

69

D. Describe procedures for encouraging in voivement by parents and guardians of
cnroiicd students in student ieurning, senooi activities and senooidecision-muking.

Danbury Prospect believes that maximization ofthe school's impact on students happens when families and
school professionals are aligned in their support of students. Prospect Schools has a history of engaging
deeply with families of all students in a variety of ways throughout the year.

At the start ofthe year, families meet with their advisor through the advisory program intake meeting and
develop a rapport for communication. Each month. Parent Student Teacher Organization meetings are
hosted at the school that showcase student presentations. include topics to engage parents and provide an
opportunity for deepening relationships. Annual potluck dinners help to build community and 
?Principal Coffees"1 provide all parents with an opportunity to talk directly with school leadership regarding
ideas, questions and concerns. Translation is provided by volunteer parent ambassadors and professionals, a
needed. to help ensure all families fee] welcomed and can engage in the life of Danbury Prospect.

The PTSO will hold leadership meetings with the Principal to collaboratively identify a calendar for
school activities. fundraising initiatives. topics for general PTSO meetings, etc. The leadership will
have a grade- level representatives to provide a direct line of contact between families and the Principal. A
member ofthe PTSO board will serve as a voting member ofthe Danbury Prospect Governing Council and
have access to the highest level of decision making within the Danbury Prospect organizational structure.

Finally. parents provide feedback as a valuable input in school decision-making to Danbury Prospect through
annual online and printed surveys which ask questions about all aspects of the school. The Brooklyn Prospect
Student Family Handbook {Appendix F) outlines in more detail the multitude of ways in which families will
partner with the school to support the students. The Handbook language will be adapted to Danbury during the
planning year.

3.2 Special Education and Seetitm 504 of the Rehabilitation Act of19'i3

charter school's in Connecticut ore pnbiic schoois that ent'oii students through ofree and open iottery
process. Therefore. the proposed scitooi must he prepared to ent'oii students tritit diverse ieorning needs
inciuding students with This section oftite oppiicotion snottid describe itotr the scnooi meet
the needs ofspecioi education students and those students quoii?e?d under Section 5&4 oftne 
Act ofi?'i'l

A. Describe tire proposed senooi?s pion to meet the needs of students witit who require 
range of specie! education supports and tainted services. as required, pursuant to tire individuuis
with Education A ct (ii) EA) and Section 594.

Danbury Prospect will ensure that all special education services will. at a minimum, comply with federal laws
and regulations, yet the ultimate goal is to strengthen differentiated instruction for all students. This will be
achieved through a robust integrated co-teaching program that harnesses the expertise ofteachers holding
special education certi?cation as well as those who have subject-speci?c certi?cation which is modeled after
the ICT program in existence at Brooklyn Prospect Charter Schools. All students with an ICT mandate on their
IEP are placed in these integrated co-teaching classes. with additionally supports available from specialists
across the organization. The curriculum and instruction program at Danbury Prospect has been designed with
suf?cient flexibility to provide for the needs of all students, including special education students. ELL, and at-
risk students.

Danbury Prospect teachers will receive special education training in Marilyn Friend?s inclusion and
Collaborative Team Teaching model. Danbury Prospect will bring in a Marilyn Friend trainer as a speaker and
sending core teachers to special education training. Teachers will implement six strategies for CTT:

I. one teach, one observe

2. one teach, one assist

70

3. teaming

4. parallelteaching
5. station teaching

6. alternative teaching

Danbury Prospect will also leverage the Prospect School?s network to provide policy and practice expertise
that has been developed over the past decade.

Danbury Prospect will follow an individualized Education Program {lEPl recommended by the Regional
Special Education Center serving the student?s school district of residence. To ensure that students receive
appropriate services. Danbury Prospect will hire a full-time Special Education teacher who will provide both
direct and indirect services to meet the needs of all Danbury Prospect students. Danbury Prospect will
therefore have the ability to serve students on-site with staff. consistent with a student?s in certain
instances, however. Such as where Danbury Prospect does not have the necessary human resources or
professional staff and expertise to provide those services required by the Danbury Prospect will request
that the student?s school district of residence provide such services.

Danbury Prospect facilities will be designed in complianCe with the ADA code allowing the students to take
full advantage ofthe curriculum.

Direct Services

Danbury Prospect Charter School is dedicated to ensuring that the individual needs ot?all the students are met
in accordance with the highest standards and the mission ofthe school. The goals of academic achievement
and constant collaboration described in this application are equally the goals for children who have special
needs. In accordance with the Federal Individuals with Disabilities Education Act and with the
Danbury Prospect commitment to preparing a diverse student body for success in 3 2 51 century global world.
Danbury Prospect will provide the kind of instruction and support that is likely to maximize each student?s
academic success while integrating each student. to the maximum extent appropriate. in an inclusive and
collaborative learning comm unity.

Though all teachers at Danbury Prospect play roles in supporting all students, we maintain a team of learning
specialists who are dedicated to the task of coordinating and implementing instruction and supports for students
with special learning needs. Learning specialists are certi?ed, or working towards certi?cation. in teaching
students with disabilities in grades 5?9 or grades 7-12. They will have. or are pursuing, master?s degrees in the
?eld of special education. and will strive to meet any and all international requirements in these areas.

Danbury Prospect students will also have an added layer of support from the network of?ce. Prospect Schools
has in place a Student Support Services Specialist who works across all network schools ensuring all children
who have special needs are supported in a manner not only compliant with the law, but with individualized
programs that meet their learning needs. Additionally. certi?cation status will be reviewed by Prospect
School?s HR team and appropriate courses of action will be implemented should a candidate not currently
possess correct CT special education certi?cation

Danbury Prospect high school learning specialists have or are pursuing dual certi?cations in the subject areas
in which they teach. The learning specialists are divided between two programs: Integrated (To-Teaching {lC?Tl
and Special Education Teacher Support Services learning specialists also function as subject-
area experts across grade levels in English Language Arts (ELLA). Humanities, Math. and Science. They share
planning. teaching. and evaluation responsibilities with their subject-area counterparts. Dedicated planning
time between and subject area teachers will be scheduled into the academic day. The SETSS team
provides both push-in and pull-out support to students. primarily in ELA and Math.

Prospect Schools historically has maintained a strong partnership with the local district. which has provided
various mandated services such as speech therapy and or counseling support. Danbury Prospect is excited to
partner with Kelly Truchsess, Director of Special Education at Danbury Public Schools Department of Special
Education. and her team in securing appropriate services to meet the needs ofthe diverse student body.

As a network. Prospect Schools has developed an Academic Response to Intervention (Rtl) model to support

7 

all students. The SRBI model [described below] outlines interventions for all students in the school depending
on the levels of services that they need to thrive academically and socially. Students who need a fairly typical
range of supports receive them in a general education setting. while students who need more individualized
supports receive them in ICT classrooms or in pullout sessions with learning specialists. related service
providers. the Dean of Students, or other appropriate school personnel. Students in or SETSS receive the
majority of their instruction in a general education setting. students are further supported by learning
specialists in each of their core subject classes. instruction and assessment in these classes may be
differentiated or modified depending on student needs. SETSS students are further supported by learning
specialists in their ELArMath classes. and by daily pullout to bolster learning.

Prospect Schools provides many accommodations and modi?cations to supports its students with special
needs, including but not limited to:
Extended time
Modi?cation of materialslinformation in the classroom
One-to-one or small group instruction
Visual support of written materials
Audio support of written materials
Multi-formatted directions
Assistive technology
Preferential seating
Counseling services
BehaviorfAcademic support plans

As an organization, Danbury Prospect strives continually to ensure that the students with special needs are
receiving all ofthe accommodations and modi?cations listed in their learning plans. The student support
services department. including all ICT and SETSS teachers and related service providers. will work to
ensure that subject- area teachers are aware of which students require additional accommodations or
modifications. Student support services team members will. at a minimum. meet weekly with subject-area
teachers so that they may successfully implement differentiated instruction to support their learners.

Personnel
As indicated above. Danbury Prospect will have on staffer properly certi?ed. full-time special education
coordinator who will serve under the direction ofthe Principal. The Special education coordinator?s
responsibilities will include providing ICT and SETSS programs in accordance with student?s IEP and
observed needs. providing professional development and collaboration with general education teachers. and. in
collaboration with the Principal. managing the administrative responsibilities associated with special
education. Additionally. the Principal and Special Education Coordinator will ensure that school programming
includes. but is not limited to:

the coordination of service provision to all students with an 

I oversight of the process of identifying students who may need referral to the district?s
Planning and Placement Team 
meeting all reporting requirements for Special education activities ofthe school;
representing the school at Regional Special Education Center meetings;
assuring compliance with all appropriate federal special education requirements;
ensuring that instruction is suf?ciently and appropriately differentiated in all classrooms.

Danbury Prospect Charter School will also provide supplementary professional training and development for
all teaching staff to ensure consistent support for all special education students. The training and development
will encompass the referral process to the developing, understanding and implementing a student?s 
evaluating a student?s progress toward meeting goals and objectives; utilizing differentiated instruction:
reporting requirements to parents and the and disciplining students with disabilities.

Assessment of Students with Disabilities

Danbury Prospect will provide appropriate formative and summative assessment for students with disabilities
that will inform teachers. including the special education coordinator. on each student?s academic progress
over time. This data will allow teachers to adjust supports and differentiation in a responsive way to

 

72

appropriately support academic growth.

For some students with disabilities, the developed by the PPT may determine that such students cannot
participate in regular state assessments. In these instances. the state alternative assessment will be administered
as required by law. Danhury Prospect will also present to and discuss with members ofthe PPT each
component ofthe school?s assessment program, and will ask the PPT to make a determination about which, if
any. ofthese various assessment measures would be appropriate to include in each student's IEP.

B. Clearlt' indicate tltat the proposed school understands its responsibility to meet the
requirements of individualized education programs and Section 504 plans, and has a
detailed plan for the provision of certified personnel, receipt and retention of appropriate
documentation, student assessments, classroom adaptations, and sufficiem professional
development for staff.

Danbury Prospect will leverage ProSpect Schools? eight years of experience in supporting students with
disabilities in an inclusive setting as it adheres to all provisions of federal law relating to students with
disabilities, including the IDEA, section 504 ofthe Rehabilitation Act of 19373, and Title ll ofthe Americans
with Disabilities Act of1990 (ADA).

Danbury ProSpect Charter School will, consistent with applicable law. work with the local school district to
ensure that all students with disabilities that qualify under the lDEt??t:

Ir have available a free appropriate public educationiFAPE}:
are appropriately evaluated;
are provided with an IEP:
receive an appropriate education in the least restrictive environment;
are involved in the development ofand decisions regarding the IEP, along with their parents;and
have access, along with their parents, to appropriate procedures and mechanisms to resolve any
disputes or disagreements related to the school?s or school district?s provision oiFA PE

Danbury Fresnect Charter School will employ. at a minimum. a properly certi?ed individual as the school?s
special education coordinator, whose responsibilities will include coordinating with the Planning and
Placement Team; providing information to and obtaining information from the PPT as needed throughout the
year; determining ifentering students have lEPs', and working with the PPT and school districts to ensure that
all required special education and related services are being provided and that all lEPs are appropriate in the
context ofthe Danbury Prospect setting. The school may permit the special education coordinator to take on
additional administrative duties to the extent that they do not interfere with the coordinator?s responsibilities to
ensure the school?s compliance with the IDEA, section 504 ofthe Rehabilitation Actot?1974 and Title ll ofthe
ADA.

Danbury Prospect will be supported by the Prospect School?s network human resources department to recruit
excellent special education teachers. For national and international candidates who may not have resided in
Connecticut, the HR department will support teachers in their pursuit of reciprocity for Connecticut
certi?cation.

Prior to the opening ofthe academic year, the Principal, working with the Special Education Coordinator, will
schedule an appropriate number of ICT sections for all core classes (Math, Science, English and Humanities]
to support all students who have as a provision on their IEP. The ?nal number of special education
teachers hired will be somewhat dependent on the number of students requiring special ICT settings. It is
important to note that consistent with Danbury Prospect?s philosophy and vision for diverse classrooms, ICT
classes will not be homogeneous, pull out classes for students, but rather embedded within heterogeneous
classroom settings where some students may not have lEPs. Final hiring decisions will be made in response to
student enrollment following the annual lottery.

Danbury Prospect Charter School will make available, as required by law, a student?s regular and special
education teachers {and other required school personnel} for meetings convened by such student?s RESC. and
provide such teachers and personnel with copies ofthe student?s 

Danbury Prospect Charter School will ensure that parents of children with special needs are informed ofhow
their children are progressing on annual IEP goals and in the general curriculum at least as frequently as
parents of regular education children. Advisers will be aware ofa student's IEP requirements and will have
regular conversations regarding academic progress throughout the year. Advisors will serve as a primary point
ofcontact between the family of students with lEPs and the school so that families will always have a
minimum of one trusted adult they can connect with for questions regarding their student?s progress.

Danbury Prospect Charter School will abide by the applicable provisions ofthe IDEA and the Family
Educational Rights Privacy Act of 1974 (FERPA) as they relate to students with disabilities, including, but not
limited to. having procedures for maintaining student ?les in a secure and locked location with limited access.

Danbury Prospect Charter School?s special education coordinator will retain such data and prepare such
reports as are needed by each disabled child?s school district of residence or the State Education Department in
order to permit such entities to comply with federal law and regulations.

Danbury Prospect Charter School will comply with its obligations under the Child Find requirements oleEA.
including 34 LE. 300. ll l. and will provide appropriate notification to parents in connection therewith,
including notifying them prior to providing a child?s name to a PPT for potential evaluation.

Appropriate personnel from Danbury Prospect Charter School will attend such training and technical
assistance seminars regarding the education and servicing of special education students as is required by the
Connecticut Department of Education. A comprehensive professional development plan will support both
special education and general education teachers. starting with training during the summer professional
development sessions. The Principal. in collaboration with the Special Education Coordinator. will run regular
?student needs? meetings. minimally lie-"month. where all teachers will analyze assessment data for students
with and discuss the impact of differentiated learning plans for students with learning differences. As
appropriate. the grade level (or individual teachers} will adjust learning plans to best support individual
students. Research-based supports will be drawn from the Pre-Ret?erral intervention Manual by
Stephen l'vlcCarney and professional development on these supports will he delivered by the Principal. Special
Education Coordinator or outside professional development providers.

in order to be in compliance with Section 504 ofthe Rehabilitation Act of 1973. Danbury Prospect will
designate a Section 504 Of?cer and form a Section 504 Committee. The school?s 504 Of?cer will also serve
as the school's special education coordinator. The 504 Of?cer will be responsible for addressing any 504
issues. i.e. regarding accommodations for students [or their parents] to receive an appropriate education.
Danbury Prospect Charter School will also make reasonable accommodations for physically disabled students
and will follow the applicable provisions ofthe federal ADA.

C. Describe the poiicies and procedures to ensure that students who may be eiigibie to
receive specie! education and related services. under either or Section 594. are
referred to their district of residence or to the staff of the proposed school for
evoiuatiort.

Danbury Prospect?s Principal and Special Education look forward to collaborating with the school district to
ensure that appropriate services are provided for all Danbury Prospect students. Danbury Prospect will adhere
to all state and federal guidelines related to identifying. referring and providing services to any student who
may be eligible for either or Section 504 services. Danbury Prospect fully understands Child Find
procedures for student referrals and will follow the SRBI process as an indicator for identifying such students.

.ttonitoring Student Etigioitiryfor Section .id-t

Prospect Schools has developed a robust academic process which will be applied at Danbury PIOSpect
and supported by the central network. including support from the Central Of?ce-based Student Support
Services Specialist. Prospect School?s SRBI process is documented below:

In order to make sure that all ofthe people and entities [who may have competing viewpoints} are focused and

74

student-centered; there must be a signi?cant amount of varied (quantitative, qualitative, absolute.
comparative} data available for decision making. Documentation from across the school year, across
disciplines and SRBI levels will be the responsibility ofthe special education coordinator with support from
classroom teachers. This includes assessments, student plans and student work samples.

A teacher may refer a student for SRBI via a Student Study form. This document serves to alert the CST and
teams that a student is struggling and the teacher is looking for ways in which to support him-?her. When
the form is ?lled out and submitted the teacher shouid already have documented and exhausted the relevant
and suitable Tier 1 actions that are designed to support the general student population. Such supports will be
discussed in student needs meetings in order to share the expertise of all ofthe student?s teachers.
Possible Tier I actions are listed in the SRBI ?owchart and are available in the P.R.l.lvl. lt?a teacher submits a
student study form and has not exhausted suitable Tier 1 interventions, the CST may recommend that the
teacher institute more Tier 1 levelsupport.

The heart of Danbury Prospect?s Response?to-lntervention mode] lies in the use of tiered instructional
processes which move students into a more supportive instructional model in a responsible, comprehensive
and effective way. At each level the cycle of: ?Assessment-data interpretation- plan building-plan
implementation- Assessment? will be followed.

Tier I

All students in Tier i receive high-quality, scientifically based instruction. differentiated to meet their needs,
and are screened on a periodic basis to identify struggling learners who need additional support. This is the
standard set-up ofthe school and for us this includes ICT classrooms, targeted literacy and math blocks, in
class small group instruction, RRE and etc. Students with are entitled to all services and
recommendations in their lEPs at Tier 1.

Tier 1 assessments should include curricular formativetsummative, STAR Assessment in ELA and
mathematics, and student work comparison-?rubric assessments.

Tier 2

[n Tier 2. students not making adequate progress in the core curriculum are provided with increasingly
intensive instruction matched to their needs on the basis of levels ofpert?ormance and rates of progress. This
includes intervention programs, class pull-outs, more intensive in class supports than Tier 1. At the entrance to
this tier that the school?s CST becomes more intimately involved. A student in Tier 2 will also have l-2 CST
members assigned to their case.

Tier 2 assessments should include the same as Tier 1. with the possible inclusion of'more sophisticated
assessments as dictated by the Tier 2 student plan.

Tier 3

At this level, students receive individualized, intensive interventions that target the students? skill deficits for
the remediation of existing problems and the prevention of more severe problems. An to demonstrate
adequate progress in Tier 3 leads to an request for evaluation being sent to the PPT, or a reevaluation in a
case where a student already has an IEP.

Tier 3 assessments should include the same as Tier 2, with the possible inclusion of more sophisticated
assessments as dictated by the Tier 3 student plan.

Monitoring Student Data

A well-executed Scienti?c Research Based Interventions system is vital to an inclusive school like
Danbury Prospect. allows the school to systematically but flexibly address the needs of all learners,
including those who may require special education programming or services in order to be successful.
Danbury Prospect students get the support they need for the duration they need it, until such time as their
have been appropriately leveraged and their deficits remediated.

Teacher Process

1. Student is struggling on a number of quantitativeiqualitative measures
2. Teacher creates a SRBI Tier 1 Plan in conjunction with her co-teacher and grade level team.
3. Student continues to struggle; teacher should document results from initial plan and then evaluate
and tweak plan accordingly.
4. Student continues to struggle; teacher will complete a SRBI Tier 2 Recommendation Form
Upon receipt ofthe form the CST will review data and may set a date for teacher to attend CST meeting.

6. lfa teacher presents to the CST and the recommendation is for the student to begin Tier 2
interventions, an SRBI Tier 2 Plan will be created by the teacher and the CST team.
7. The rest ofthe process is outlined on the SRBI ?owchart below.

Figure 31. Flowchart

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rm


 

 

 

 

 

 

 

 

 

 

Revising Siadeni iEPs

In some instances when a student enters Danbury Prospect Charter School with an IEP, the school may feel
that the prevailing is overly restrictive and does not maximize the child?s ability to receive a free and
appropriate public education in the least restrictive environment. This is a particularly important consideration,
as Danbury Prospect?s educational philosophy is built on tenets ofinclusion. However. ifthis is the case,
Danbury Prospect, upon notice and consent ofa student?s parents, may seek to have a childis IEP reviewed,
and possibly revised, by the PPT of the student?s district of residence, or to have the child?s status as a special
education student re?evaluated by the PPT.

in addition to the school day supports provided in the programs above, Danbury Prospect also offers all

secondary students with documented learning differences the chance to meet with highly quali?ed learning
specialists before or after school nearly every day ofthe week.

D. Provide a pirm in engage the parents of students with 

Danbury Prospect has a multifaceted communication plan to inform families ofthe services provided, and
engage families of students with disabilities.

76

 

Step 1(initial Meeting}:

For students with disabilities. the special education coordinator will meet with the family at the beginning of
the year to discuss and review the IEP. Throughout the year. the special education coordinator will maintain
regular contact with families to ensure that the timeline for student documentation is being proactively
maintained and that all documentation is in order.

Step 2 (On-going support and communication):

As mentioned in the school vision, Danbury Prospect will work hard to engage all parents in their child?s
education with frequent updates from the advisor, who serves as the primary point of contact between home
and school. The advisor and special education coordinator will meet to discuss the educational needs for an
advisee with an IEP. During the academic year, the advisor will regularly communicate with parents by
providing updates on academic progress, receiving feedback from parents on progress observed at home, etc.
Communication plans between the parents and the advisor= including frequency (weekly. etc.). style
(email. phone. etc.) will be established at the initial welcome interview in August.

Step 3 (Review and oversight}:

The special education coordinator and advisor will regularly review academic progress for students with IEPs
and conferences with parents will be organized as necessary. The special education coordinator will
communicate any additional requirements {state-mandated reviews of IEP. etc.) with parents. and coordinate
appropriate meeting times.

More holistically. Danbury Prospect will build an active Parent Teacher Student Organization 
reserving a seat on the Danbury Prospect Governing Council for a parent and offering workshops to all
families on supporting educational growth oftheir students. Speci?c workshops or conferences tailored to
parents of students with IEPs will also be offered as appropriate. Previous workshops ofthis nature have
included: Understanding an and Supporting Your Student at Home.

3.3 English Language Learners

Ail charter school?s in Connecticut are puhiic schools that ??l?lt'Uii students through a free and open fatter}?
process. There?ire. the proposed schooi must be prepared to eoroii students with diverse teaming needs.
including Engiish t'earhers (PILLS). at! ofu'hom must he provided u'ith?tii and titeahingfoi access to
the generai education curricuium. This section ofthe opphcation should describe the schooi ?5 EM. programs
and services. and how they will be implemented.

A. Describe the proposed school's plan to support a responsive genera! education ctossroom
that wilt provide ELL students access to the generai education program.

In the spirit of Danbury Prospect Charter School?s commitment to building a collaborative, and inclusive
learning community designed to prepare students for a globally connected world. students with limited
proficiency in English will achieve pro?ciency in the English language as quickly as possible, through the use of
the school?s services and teaching methods. while celebrating the cultural heritage that is associated with their
mother-tongue languages.

English Language Learners (ELLE) will not be excluded from curricular and extracurricular activities based on
their limited ability to speak and understand the language ofinstruction. and ELL students will not be assigned
to special education because oftheir lack of English proficiency. An ELL coordinator will collaborate with the
Principal at the start ofthe year to ensure that all ELL students have the appropriate supports em bedded in their
schedules to ensure access to the Danbury Prospect general education program.

Following the construction of appropriate scheduling supports. the ELL coordinator will work with advisers to
discuss holistic supports that will be overseen by the advisor on a day-to-day basis. This will include regular.
daily advisortELL student check ins to gain feedback on academic progress and emotional-social wellbeing.
Similar to the plan outlined for students. the advisor will regularly communicate with parents by providing

77

updates on academic progress, receiving feedback from parents on progress observed at home, etc.
Communication plans between the parents and the advisor, including frequency (weekly, etc}, style
(email, phone, etc.) will be established at the initial welcome interview in August.

In addition, Danbury Prospect Charter School affirms that all students, regardless of language pro?ciency, will
be provided the necessary curriculum and instruction to allow them to achieve to the high standards set for all
students in the school. A pillar ofthe curriculum. the International Baccalaureate program, purposefully
celebrates the linguistic diversity of students and promotes multilingualism as Critical skill necessary for
success in college and an increasingly global workforce.

As mentioned in section 3.1, there are more than 42 languages?? spoken in schools within Danbury so a
strong program to support the students who are learning English is a priority. According to the Dominant
Languages by School and English Learner Status, in 201445. ofthe 12,8?3 students evaluated. ?Eu/ta?l
ofthem [2277 students} were English Language Learners.

in order to build diverse and inclusive school community. Danbury Prospect will make every effort to
welcome families whose home language is not English. A comprehensive plan to support the recruitment
families will include. but not be limited to. the following:
Making applications for admission to Danbury Prospect available in Spanish and Portuguese as
well as English;
Providing staff support for parents completing the application and throughout the application process;
Making the application simple, requiring only the minimum necessary information from families;
Recruiting applicants to the school through local religious organizations andchurches;
Recruiting applicants to the school through local community centers and non-profit organizations;
Actively following up with families to ensure that all Home Language Questionnaires are
completed and submitted;
or Providing notices and information from the school in a variety of languages so all parents. regardless
oftheir home language, will be able to participate in the community life of Danbury Prospect Charter
School; and
Hosting parent panels with full translation services available



Danbury Prospect embraces its responsibility to serve ELL students. The curriculum and instruction program
at Danbury Prospect have been speci?cally designed with enough flexibility to provide for the needs of all
students, ELL, including ELL student with special educational needs and at risk students. The 13 celebrates
the diversity of all students, particularly that of ELLs. However. Danbury Prospect acknowledges that a
transparent lottery system may generate a larger than anticipated ELL population. After Danbury Prospect has
assessed the needs and progress ofthe ELL students, if necessary, Danbury Prospect Charter School will
further modify its program to include the other programs or services. including the necessary staffing of state-
certi?ed teachers and concomitant budget modi?cations.

3. Present comprehensive pion that addresses the proposed schooi?s methods and
strategies for identi?ting and serving ELL students. administering the mandated 
Language Assessment Scaie Links assessment and new students exit from the
program. in addition, present how data wiit? be used to inform instruction and now the
senoot monitor the eontinu ed progress of exited ELL students.

i. Processfor the identification of ELL Students

Overseen by the Principal and the Coordinator, Danbury Prospect Charter School will follow
Connecticut?s three stage process?" for identifying students with limited English pro?ciency The first

 

?ill
Danbury Publlc Schools Retrieved .luly EDI 6 from 

Connecticut Open Data, Dominant Languages by School and English Learner. Retrieved July 2016 from

.- Connecticut State Department of Education. PROCESS. GUIDELINES

78

stage will be noting the results ofthe Home Language Survey to determine ifthe dominant language spoken at
home is a language other than English. The school will therefore attempt to identify ELL students through the
Home Language Survey. The Home Language Survey. designed to help identify Students who may have
limited English pro?ciency, will be sent to every student?s household before the start of each school year.

Danbury Prospect staff will examine the general information recorded on the school admission and enrollment
application pertaining to language and previous education programs such as bilingual and ELL. For all students
for whom a Home Language Survey is not in the ?le, Danbury Prospect will administer this assessment and
enter the results on the form. The preliminary data may indicate that the home language is English, yet it may be
apparent that the student has great dif?culty speaking English in the mainstream classrooms. ifthe home
language is other than English or the student?s native language is other than English, then appropriate school
staff will conduct an informal interview in both English and. if possible. the student?s native language.

Next, for students who appear to be English Language Learners. Danbury Prospect will administer the LAB
Links [Language Assessment Scales} that allows for testing in English andr?or the students native language.
The LAS Links is administered initially so it can provide a good baseline when compared with the LAB Links
annual mandatory assessment. The final determination process may include an observation ofthe student in a
non- structured environment if it appears that the student cannot tolerate a more formal language pro?ciency
assessment.

Finally, Danbury Prospect staffwill determine whether they are ELL students based on the combination ofthe
following three indicators: i. Home Language Survey 2. Pro?ciency interview 3. The LAS Links assessment.
A LAS Links overall combined score within the Level 4 or 5 range is considered pro?cient so students scoring
below that will be considered ELL. All students who qualify as ELL will receive the support and any additional
instruction needed to ensure that they are making academic progress and English language acquisition.

Danbury Prospect will administer annual tests for ELL students to determine English language proficiency and
for academic progress. The standardized tests used will be the Smarter Balanced Assessments or the
Connecticut Alternate Assessment for English language arts and math. Additionally, the Connecticut
Mastery Test (EMT) Science and Connecticut Academic Performance Test Science or the
Skills Checklist Science will be administered to meet federally mandated assessment
requirements.

Facilitated by the Principal and the ELL Coordinator, Danbury Prospect Charter School teachers will
receive training on identifying and educating ELL students and will be responsible for observing students
throughout the class day with an toward detecting limited English proficiency. Any student suspected
of having limited English pro?ciency will be tested to determine if and what level of services, if any, are
necessary. In addition, before it is recommended that any student undergo an evaluation for learning
disabilities, the possibility that the student has limited English proficiency will be considered.

2. Servicesfor ELL Students
in keeping with Danbury Prospect Charter School?s commitment to building and supporting a diverse and
inclusive learning community, the school will follow a model of structured English language immersion.
supplemented by a pull-out instructional model as appropriate. ELL students will receive the same academic
centth as those students who are non-ELL students. All instruction will be in English. but the level of
English used for instruction?both verbal and written?will be modified for any ELL student if necessary.
Students will not be forced to stop using their primary language while learning English.

if necessary, Danbury Prospect will provide intensive English language instruction in pull- out sessions with a
certi?ed ELL teacher or will place another student who knows the child?s language in the ELL student?s
classroom.

in addition, ELL students who have demonstrated a need for more intensive English language instruction may
be placed in tutoring program. Additional after-school programming may also be made available. After school
tutoring will allow the ELL teacher and the classroom teacher to target ELL students? individual learning
needs.

79

Danbury Prospect Charter School will provide all necessary staff and specialized curricular materials to enable
ELL students to achieve proficiency. Danbury Prospect will also directly provide or make referrals to
appropriate support services which may be needed by EL-L students in order to achieve and maintain a
satisfactory level of academic performance. Such services may include individual counseling, group counseling,
home visits. andior parental counseling.

Emphasizing classroom inclusion, structured English language immersion, and differentiated instruction in all
regular education classes, as well as offering intensive English language instruction with a certified ELL
teacher. Danbury Prospect will have the capacity and ?exibility to meet the needs of ELL students within the
course ofthe normal school day, while supporting the school's mission to build a diverse, inclusive, and
collaborative learning community.

Finally, services for all ELL learners will also be guided by the International Baccalaureate Program, which has
a formalized language policy that include supports for ELL learners. This policy can be found in the Appendix
D.

3. Exit ("rirerin

Danbury Prospect Charter School will follow Connecticut?s exit criteria for students with limited English
pro?ciency. Student achievement or progress in the English language will be measured annually with the
Smarter Balanced Assessments or the Connecticut Alternate Assessment (CTAA), Connecticut Mastery Test
sec-res or the Connecticut Academic Performance Test (CAPT) standardized tests. However, the
Linguistic Standard selected for Connecticut is measured by the LAB Links Assessment and ELL students
must score an overall Level 4 or 5 Reading Score 4 or higherm Writing Score 4 or higher to exit ELL
status. Students will not be exited from the ELL program unless they can read, write and comprehend English
well enough to participate meaningfully in the school?s program.

In alignment with federal guidelines, Danbury Prospect will monitor the academic progress students
who have exited the program for at least two years. Assessments listed in section 1.5 ofthis application will
serve as a base for data on academic progress. Additional monitoring, in the form of classroom observations,
will be conducted by the ELL coordinator as appropriate. If an exited ELL student is not progressing
academically as expected and monitoring suggests a persistent language need, Danbury Prospect will follow
the appropriate steps to retest the student with a valid, reliable. and grade-appropriate test to see ifrhe student
must be offered additional language

assistance services.73

C. Describe the manner in wit ieir the proposed school? ensure til at it provides parents
and guardians of LL students report cards and progress reports in! the same manner
and with the same frequency as gen erai education reporting.

Parents of ELL students will be kept abreast oftheit' child's progress in English language acquisition. Based on
the Home Language Questionnaire, Danbury Prospect Charter School will know which students come from
homes in which languages other than English are primarily spoken. In such instances, any school
communication with the parents shall be in the language that parents best understand or otherwise authorize.
Communication of grades, including progress reports and report cards will follow the same timeline for all
students, regardless of ELL status.

As is offered at Prospect Schools Brooklyn campuses, translation services will be made available during the
calendared FamilyiStudentiAdvisory interviews. thus ensuring that a strong relationship between the Advisory
and Family will not be hindered by language barriers.

 

"i3 . . .
AND RESOURCES FOR MONITORING AND EXITING ENGLISH LEARNERS FROM EL PROGRAMS AND SERVICES
retrieved from .ed. pd t?

80

 

All families will be able to access live-time grades via a web-based grading database, Tcacherease. Danbury
Prospect will provide translation for how to set up online accounts, including push noti?cations for grades
{should a family wish to have this service).

D. Present a detailed plan that addresses now the achievement needs students will
be monitored and now that process will be used to evaluate the effectiveness of tire
program and ensure an at the needs of LL students are met.

Danbury Prospect Charter School will evaluate the effectiveness ofits ELL program in a variety of ways. By
using data from the LAB-Links and standardized tests taken by all students, the school will determine ifit is
successful in achieving the goal ofthe program in helping ELL students develop language proficiency
suf?ciently well and suf?ciently to ensure that ELL students can participate meaningfully in the
school's program. If Danbury Prospect finds that its ELL program is not meeting this goal. the program will be
modi?ed accordingly. Modifications may include appropriate adjustments to the curriculum, additional ELL
state-certi?ed faculty, additional professional development of faculty and reallocation of ?nancial resources.

The Principal. ELL Coordinator and Department Heads will regularly conduct a review of student work
utilizing the Looking at Student Work protocol as adapted by the Relay Graduate School ofEducation. This
will provide both teachers and administrators a summary of progress, identify misconceptions that ELL
students may have and will drive re-teaching plans to help individual students gain mastery ofthe material.

Prospect School?s Network Data Specialist will regularly analyze assessment data {from interims, unit tests,
etc.) and provide the Principal and the ELL coordinator with a summary of student performance by
subgroup. The Principal will be able to monitor the progress of ELL learners and can hold targeted follow
up meetings with speci?c subject area teachers if adequate progress is not observed.

If an ELL student fails to show appropriate progress in academic areas measured by these assessments and
teacher assessment ofclassroom work. modi?cations to the instructional program may be made for individual
students. In addition, students may be required to attend after school tutoring.

In addition. Danbury Prospect Charter School will look at disaggregated data on city and state proficiency
tests for ELL students as a group. in order to evaluate whether these students are making progress in the
acquisition ofthe English language as well as in core subjects. Danbury Prospect will track that progress
against that of non-ELL students. Danbury Prospect will also track how many students are declassified as
ELL and the number of instructional years it takes for declassi?cation to occur. Finally. students will be
tracked longitudinally throughout their years at Danbury Prospect to determine if there is significant
variation in the academic achievement of students who were once classified ELL and non-ELL students as
measured by standardized assessments and non- standardized assessments.

E. Detail how the proposed out will meet the state bilingual education requirements and
federal requirements of Ll. students in! including a plan for the provision of certi?ed
personnel, receipt and retention of appropriate documentation, classroom adaptations, and
suf?cient professional development for staff:

The table below outlines the timeline and action items Danbury Prospect plans for meeting
requirements to support ELL students:

 

 

it": Finnegan-hove to. . Task ?-reakdoviar-?Eow-ta tie-the cask .

 

 

Con?rm LAS Links test materials 0 Meet with Head of Ups and con?rm testing
End or ?f2 Prevrous have been ordered materials have been ordered.

Academ? Ye" . HR will coordinate with Principal to identify
Ensure Pfce?l?s?d ELL and hire appropriately certified ELL

 

 

 

 

 

81

 

staff

personnel.

Principal. in collaboration with the Director of
Finance. will review annual budget to ensure
that adequate numbers of ELL staff are
maintained to meet the enrollment needs for
students at Danburv Prospect.

 

Before students
arrive

as potential ELL

Compile list of students flagged

Ops team will identify students with HLS
indicating anything other than English. update 1C
and set a copy aside for SSLs.

Review the HLS provided by Ops team and
con?rm with TeacherEase information.

 

Read LAS Links administration
and scoring guidelines

Read and internalize LAS Links administration
and scoring guidelines.

Create a timeline for administering and scoring
and possible support front your school team.

 

Create schedule for testing
students

Meet with Senior Leadership Team to review list
of scholars to be tested and con?rm testing
schedule for ELL students

 

 

 

 

 

 

 

 

 

 

By October Administer LAS Links Administer the LAS Links placement assessment

Placement Assessment to all NEW students who have indicated a
language other than English on their Home
Language Survey

Score LAS Links Score all LAS Links assessments.

Placement Assessment Update the excel tracker of students and
determine ELL placements or Not LEP).

Notify parents of ELL Status Draft letters to parents notifying them of student
ELL classification along with a parent friendly
FAQ.
Parents are able to accept or reject an
program.

Update ELL information Once parents have returned paperwork for ELL

in TeacherEase status, update student ELL status in TE for
program status, identification date, parent
noti?cation date and parents accept or decline
program.

Winter Administer the LAS Links Administer the LAS Links to ALL identi?ed
ELL students {these tests are submitted to a
testing company for scoring)

Spring Receive scores from CT and Update TeacherEase with exit dates for any

update ELLs status students who pass the LAB Links

Throughout year Provide services Provide necessary

accommodationslmodifications for students to
successfully access core content

 

Professional Development for Staff and Classroom Adaptations:

Danburv Prospect Charter School teachers will receive professional development training in
techniques for detecting whether a student has English language limitations and training regarding
communicating with and educating students designated as ELL students. This professional
development will come multiple ways:

82

 

1. Summer Professional Development: Professional development on best practices for
differentiating classrooms in support of ELL students will be provided by the Prospect
School?s ELL Coordinator. Data will be collected by the Principal and Department Heads
during classroom observations throughout the year to ensure that appropriate levels of
differentiation are built into lesson plans.

IHJ

Off-Campus Professional Development: The Principal will provide release time for
faculty to attend professional development sessions related ELL learners as offered by
SERC. the international Baccalaureate and other service providers. Teachers will turn-
key this knowledge to the full faculty during calendared in-house
professional development times.

IJJ

On-going Student Needs Meetings {min Balmonth]: Danbury Prospect faculty will meet
minimally twicelmonth for a ?Student Needs" meeting. In these meetings data will
presented regarding the performance of ELL students. Teachers will also share anecdotal
evidence based on classroom observations for both academic and social-emotional
progress for ELL students. Guided by the ELL teacher, general education teachers will
share best practices that they employ in their classroom for supporting their ELL learners.
Should the Principal and the faculty determine that the ELL program needs additional
support and attention, this dedicated time has sufficient flexibility that it may be used to
provide the faculty withthe necessary training to support ELL students. As required. these
meetings may focus on successful techniques for in serving ELL students. Teachers will
bring these techniques back to their individual classrooms to ensure that appropriate
adaptations are provided for students. This may include, but is not limited to: multilingual
signage, pictorial supports, provision of mother-tongue dictionaries, preferred seating,
study aids (flashcards, etc), extended time, etc.

4. Weekly Specialist Department Meeting: As appropriate, weekly specialist department members will
utilize meeting time to review progress learners. including identification and evaluation of
ELL students. ELL students will be evaluated in various ways, including but not limited to:

a testing using the LAB-R, standardized tests taken by all students, and the 
teacher evaluation of each student?s performance in academic content areas to measure
the student?s progress in core subjects via the Looking at Student Work protocol and
analysis of performance on quizzes, tests, etc; and

0 Classroom observational data by the Principal. Department Heads and ELL teacher to
determine English comprehension and speaking.

3.4 Admissions Policy and Criteria

A. Describe the student admissions policy and criteria. Please in de a plan for the admission
lottery, explaining how the proposed school would enroll students during tire year if spaces become
available. if necessary. please indicate wired: er the proposed sci: ool is applying to tire SBEfor a
waiver oftlte requirements aftlre enrollment lottery in accordance with (16.3. uneasy).

Admissions Criteria

As stated in (7.6.5. l?-o?bb, any child who is quali?ed under the laws of Connecticut State for admission to a
Danbury public school is quali?ed for admission to Danbury Prospect Charter School. The school shall enroll
each eligible student who submits a timely application by the first day of April each year. unless the number
of applications exceeds the capacity ofthe grade level or building. In such cases. students shall be accepted
from among applicants by a random selection process, allowing that enrollment preference will be given to
pupils returning to the charter school in the second or any subsequent year of operation, and pupils residing in
Danbury, and siblings of pupils already enrolled in the charter school.

in accordance with Danbury Prospect Charter School?s commitment to diversity and as delineated by federal.

state and local law, Danbury Prospect Charter School is nonsectarian and does not discriminate in admissions,
educational programs, or employment against any individual on account ofthat individual?s sex, race, color,
religion, age, sexual orientation, handicap or national or ethnic origin. Additionally, admission to Danbury
Prospect Charter School shall not be limited on the basis ofa student's intellectual ability, measures of
achievement or aptitude, athletic ability. or disability.

.-lpplir'otlon and Enrollment Procedures and Schedule;

In the interest of reaching families of diverse backgrounds and minimizing the barriers to entry, the
application procedure for Danbury Prospect Charter School will be made as simple and accessible as possible.
The application itself will require only information that is absolutely necessary, and it will be available in
Spanish and Portuguese, as well as English. Danbury Prospect staff will be available and will actively seek to
assist all students or families in the application process. Additionally, the charter school staff will work with
admitted and matriculated families to prepare them for and help them meet the social and academic
expectations ofthe school community and offer counseling and support to those students and families that
struggle to meet expectations.

Summary Schedule for admissions and enrollment will generally follow that of all Prospect Schools:

 

 

 

 

 

 

 

 

 

DATE ACTION
January I - April 1 Online and paper enrollment forms will be provided as necessary. Direct

support for the completion ofthe application will be made available by
Danbury Prospect staffto families requiring assistance.
Information Nights. advertised and open to the public. will be hosted until
April

April I Lottery applications due by 5pm

April 6 Public admissions lottery hosted for available seats

April 15 Offers made to students -l at round lottery results emailed andlor sent by text

April 23 Decisions due from families (lst round)?al  grades

.Vlay 5 Registration deadline due for all grades

 

 

.llid- l'eor Enrollments and Bock-Filling Seats:

if a student does not recoive an offer at Danbury Prospect Charter School during the lottery, then the student will
automaticallyjoin the Danbury Prospect waitlist in the order in which helshe was placed by the lottery.

Danbury Prospect will back-fill all available seats. Students will be offered available seats in the order ofthe
waitlist. Generally Danbury Prospect avoids ?lling seats after November ofa school year due to the challenges
such transitions create for both new and enrolled students and families once a signi?cant portion ofthe school
year has passed. Therefore, ifa seat becomes available after November, back- ?lling of such seats is generally
delayed until the next academic year.

3. Discuss the student recruitment process and timetable to ensure effective public
information to attract a diverse student body. in particular. please detail the proposed
school ?3 plan to attract, enroll, and retain students from among following

84

papu latians: students with a history of law academic performance: students who receive
free or reduced-price lunch es pursuant to federal law and regulations; students with a
history of behavioral and social dif?culties; stu dents identi?ed as requiring special
education: and students who are English language learners.

In accordance with the Connecticut State Department of Education guidelines and in order to ensure an open
and fair enrollment process and a diverse student body. Danbury Prospect will adhere to the Student
Recruitment. Application and Admissions Processes and Reporting Requirements published by CSDE. The
charter school will therefore submit, by the stipulated deadlines, a copy of the Admissions Application. the
Student Recruitment and School Marketing Efforts tin the first year), and the Application and Admission
Summary.

Figure 32. Student Recruitment Process and Timetable

 

TIMELINE ACTION

 

January Applications for admission to Danbury Prospect Charter School will be made available
via the school web site. mailings to current parents and community members. and
through various community outreach efforts. Translations will he provided as necessary
in order to attract and support ELL students. in addition, the following year letters of
intent to renew enrollment will be distributed to current students

 

January Outreach efforts will continue With active recruitment of applicants from diverse
through March neighborhoods, public elementary schools, and community groups. Parent ambassador
teams support outreach efforts and help ensure families hear from school parents directly
about their children?s experiences. Charter school staff will be available to offer assistance
to any families requiring it. and will make concerted efforts to follow up with interested
families. Information will be available in multiple languages including Spanish and
Portuguese to support ELL applicants. Applications will be monitored by the Prospect
School?s network Admissions Department, the Danbury Prospect Principal, and
Community Relations Manager with an for applications representing all area
elementary schools. Ifgaps in area representation are identified the Admissions
Department and Principal will reach out to individual elementary schools. Public
information sessions will be advertised and conducted by the Principal to explain the
academic program, as well as overviews of how the Danbury Prospect program supports
all students, including those with a history of behavioral and social difficulties.
information regarding the Student Support Services program will be available

and families with speci?c questions regarding lEPs will be connected with the

network special education coordinator.

 

 

April 1 Final deadline for submission of applications from new applicants and signed letters of
intent to re-enroll due from current students.

 

 

 

85

 

First week Applications will be collated and, if necessary, a random lottery for each grade level will
of April be scheduled for the ?rst available date. The lottery will be open to the public and
attended andtor audited by a representative of the Connecticut State Department of
Education. After the first year, it will be conducted to ensure preference for siblings of
currently enrolled students, and residents of Danbury, in that order. After all seats have
been ?lled, a waiting list will be created for each grade level, placing students in
preferential order. The lottery will be executed according to the requirements and
standards outlined in state law. Danbury Prospecti tends

to comply with the common lottery date of April 3r but reserves the right to pick an
alternative

lottery date during the first two weeks of April. Starting from April, services will be
provided for families who may have additional questions regarding educational needs
related to improving academic performance. freetreduced lunch, students with behavioral
difficulties, special education and ELL. information on school policies supporting students
in all ofthese areas (FAQs) will be available on-Iine and in hard copy at the Danbury
Prospect of?ce. The principal and other relevant education coordinator. ELL
coordinator. etc.) will be available for consultation by email. phone or in person for
families requiring additional information.

 

Mid-April Accepted students will be noti?ed. and necessary enrollment materials will be mailed to
accepted students and their families. Students who have been placed on the waiting list or
who have not been accepted will also be notified.

 

Mid-May Letters ofintent to matriculate will be due from accepted students. A concerted effort will
be made by the School to contact and consult,in the appropriate language, with any
family who has not submitted a letter of intent by the deadline before offering those seats
to the waiting lists.

 

Mid-lune lftas seats become available, Danbury Prospect will contact students admitted off the
through waiting lists. A concerted effort will be made by the School to contact and consult with
September any family admitted offthe waiting list. Follow up contact will be made with families

who have enrolled in DPCS during the Spring and early summer to provide additional
supports to ensure retention ofenrolled families into the fall. Such supports may include,
but are not limited to, welcome meetings with the principal, new family picnic, summer
homework sessions for students, etc. Formal Welcome Interviews with
advisors will occur in late August.

 

 

 

 

Enrollment Preference:

Enrollment is open to all students residing in Danbury and entering grades 6 according to the Danbury
Prospect growth model. After the ?rst year, the school will give priority to students enrolled and admitted in
the prior year, and siblings of students already enrolled,

Lottery Process:

lfthe number of applicants for a classroom exceeds the number of positions available, the school will hold a
random selection lottery during or prior to the second week following the close of open enrollment.
Speci?cally, the lottery shall include all completed applications from Danbury residents and each shall be
given a number. The lottery will be conducted using a secure software program that draws the numbers at
random until all the seats are ?lled, then continues to draw to create a waitlist if needed. The random selection
drawing shall be open to the public, videotaped, and the school will notify all applicants ofthe time and place.
Names will be drawn until all available classroom positions have been ?lled. Any remaining names will be
drawn to establish waiting list priority to be used to ?ll openings during the school year for which the student
applied. After all eligible names have been drawn, the school will add the names of applicants who ?led
applications after the close of open enrollment. All post- deadline applicants will be added in the order in
which they are received.

86

Once students are admitted they will remain eligible to be admitted at the school for successive years without
having to re-cnter the selection process. They must, however, enroll for the subsequentyear.

t1 otte ry Procedures:
Step One: Current students who complete a re-enrollment form are automatically re-enrolled to the next grade.

Step Two: Siblings of currently enrolled students are automatically enrolled if seats are available. lfa grade
has more sibling applicants than openings, sibling applicants are randomly drawn.

Step Three: New applicants are drawn completely for each grade in the order determined in Step Two, until
all applicants are placed in a grade or the waiting list. As applicants are drawn and enrolled, siblings are also
enrolled.

Step Four: After all seats are ?lled, the drawing continues to determine the order ofthe waiting list.

Outreach Programs to Attract Students and Famiites:
In accordance with the mission statement and the Connecticut State Education Law, Danbury Prospect Charter
School is pursuing a rigorous plan of community outreach. These efforts include, but are not limited to:
An interactive website inviting community input. questions, and feedback;
Focus groups conducted with the parents or guardians of 5th and 6th grade students in Danbury:
Outreach to city elementary schools, providing opportunities for school principals and
guidance counselors;

Outreach through neighborhood religious groups, including but not limited to the Catholic Church:
Collaboration with the community board, particularly with members ofthe education committee;
Collaboration with community leaders, such as the mayor?s of?ce, city council, and members of
various grassroots community organizations;

Collaboration with a variety of educational non-profit organizations and businesses serving the
community in and around Danbury;

Involvement with the Downtown Danbury Partnership;

Active recruitment at various pre-schools and community based organizations in Danbury. at
local community centers, residential communities, and after school programs, and through
local religious organizations;

a Open house and community forum events at which parents and community members can visit, learn
about, or ask questions about the charter school; and

a Direct communication with the community through postings and mailings.

Orr?going efforts to during the? Sc?itoofyem?:

Danbury Prospect Charter School is a school of choice and it is critical that all students and their parents
examine the school closely before deciding to enroll. The process involved in applying to the school?s lottery
for admission will provide parents and guardians with the information they need to make a good choice.
However, there may be circumstances in which a parent or guardian wishes to transfer histher child to a
different school. In these instances, Danbury Prospect personnel will offer to meet with the family and discuss
the reasons for the desired withdrawal from the charter school. and seek solutions to any problems within the
Danbury Prospect Charter School community. This initial meeting will serve both to help staff remedy any
problem and to receive direct feedback from families who are opting for alternatives other than Danbury
Prospect. Such feedback could form the basis for an alteration in school practices. [fthe parent or guardian
still wishes to transfer their child to another school. staff at Danbury Prospect will make every reasonable
effort to help the student ?nd a school that better serves the family's desires. The charter school will ensure
the timely transfer of any necessary school records to the student's new school. The School will admit each
eligible student who submits a timely application, unless the number of applications exceeds the capacity of
the student?s requested grade level or the school building.

C. Describe the e?orts the proposed schoot woutti make to reduce rociot, ethnic
ondx?or economic isoiotion. Pieose discuss reievoot programs (tags, and

87'

extracurricuior and/or student teacher recruitment). ifony. the reboot plans to
impiement.

programs to reduce racial. ethnic and or" economic isolation

As mentioned in the Educational Philosophy section ofthis application, the Danbury Prospect Advisory
consists of individual adult members ofthe Danbury Prospect Community paired with small groups of
students. The purpose ofthe Advisory program is to help each student reach his or her potential. There are
two main objectives that support this mission. The first objective is to provide opportunities to develop
socially and emotionally as part ofa supportive small group. The second objective is to provide opportunities
to develop and strengthen cognitive skills and advance the pursuit of knowledge. To achieve these objectives,
Advisory combines activities. discussions. and re?ections to help students develop open minds. persistence in
learning, caring attitudes towards the world and people around themt and the ability? to re?ect and think
critically about themselves and their wortd. Thus. the advisory curriculum is geared to develop students?
interpersonal and intrapersonal skills. organizational skills. provide students the opportunity for career
exploration. and help students succeed as individual members ofthe global community.

All students are provided With an individualized academic schedule. Before the start ofthe year. the Principal
will review the class rosters to ensure that appropriate diversity is maintained in each class.

Extracrtri'icninr programs to reduce rociai, ethnic nnd'oi' economic isoiation

A robust after-school program. modeled after existing Brooklyn Prospect Schools? After School Programs.
will provide students with extracurricular opportunities for students of all backgrounds to connect outside the
classroom and explore individual passions. Partnerships have already been set up with the Danbury Grassroots
Academy. Families Network of Western Connecticut. and the Regional YMCA of Western Connecticut to
offer programming at Danbury Prospect and more will be developed during the planning year. The founders of
Danbury Prospect began considering extracurricular activities early in the planning to meet all student and
family needs for engaging after school options. The three partners mentioned above enable Danbury Prospect
to provide a robust program to support students in their various interests whether that is playing tennis with
Danbury Grassroots Academy or learning leadership and government skills with the Regional YMCA of
Western Connecticut.

To ensure multiple relationship building opportunities for students and teachers. and that no student feels

isolated due to inability to attend. where costs may be associated with activities such as field trips or after-
school programs. fees Will be. waived (or sliding-scale payment options will be available) to students who
qualify for free or reduced lunch.

Teacher recruitment pians to reduce racial?. ethnic and-or economic isointion

The Prospect School?s HR Department will support Danbury Prospect in recruiting a diverse staffthat will
reflect the diversity ofthe student population. Such diversity is a critical element in reducing the racial. ethnic
andr?or economic isolation ofall members ofthe school community. Also. Brooklyn Prospect School?s
graduates have successfully served as tutors. mentors. teaching assistants and after-school instructors across
the network of schools and have provided a great support to many ofthe younger students. Where appropriate.
student teachers and interns from area organizations (Danbury High School. etc) will be recruited to
support Danbury Prospect programs.

3.5 Student Discipline Policies

A. Discuss how the proposed set: not wouid create and maintain a safe and strong teaming

en vironmeni.
Prospect Schools has a long history of providing a safe and strong learning environment by encouraging
positive behaviors. ln annual surveys conducted by Prospect Schools and the NYC Department of
education. BPCS consistently receives high ratings in this area. In the 2016 Family Survey. 92% of

83

respondents stated they were satis?ed with safety and respect at the Brooklyn Prospect Charter School.

Philosophically. Danbury Prospect will cultivate a safe and supportive environment that holds the following
values:

1. Differences are valued and celebrated. We celebrate it at school wide circles and through other
events and do not tolerate actions or words that disrespect any of these differences.

2. Members take pride in the physical environment, social community, and academic
achievement. We recognize student success, make students accountable for the upkeep oftheir
physical space, and foster teamwork through sports, advisories, and team building activities.

3. Students are held accountable and have a voice in their thinking, learning, and development of
character, creativity, and passion. We encourage student voice and leadership and see discipline
not as punishment but as education.

4. We value the holistic development of students. We educate the students in and out ofthe
classroom, so they not only gain academic skills and knowledge. but develop into principled
students and people.

5. Students and staff feel comfortable in a structured environment. We want all members ofthe
community to look forward to coming to Brooklyn Prospect each morning, be known for their
uniqueness, and feel supported to do their best. We promote positive interactions between students
and staff and provide opportunities for all to get to know each other better.

Danbury Prospect will adapt the Prospect Schools Student and Family Handbooks which have been used and
refined by Prospect Schools over the past eight years. These handbooks offer an overview ofthe policies and
provide clear guidance for students. families and staff on the operation ofthe schools, including statements of
student rights and responsibilities. Handbooks are differentiated towards the appropriate audience (student,
family. etc.) as well as grade level v. HS, etc]. Handbooks include:

1. Middle Student and Family Handbook

2. High Student and Family Handbook

3. Prospect Schools Policy Handbook

4. School Wellness Policy

The full handbooks can be found in Appendix and will be adapted for Danbury Prospect.

School staff will ensure that parents and students are well informed ofthese policies both before enrollment
and at the time that students sign up for entry into Danbury Prosnect. As such, students will not be surprised
about what type ofbehavior is expected from them, and parents will be reassured about the type of classroom
environment that will be maintained in the Danbury Prospect Charter School.

At the core of supporting a safe and strong learning environment is the Youth Development and School
Culture team. This team is comprised ofa YDSC Head, social worker-"school counselor, guidance
counselor, dean and school aides. This team works closely with the Principal, the Student Support Services
coordinator and all faculty to ensure that students are supported in their academic and social emotional growth.

Danbury Prospect faculty and staff will he coached on recognizing situations in which students behavior is in
proper accordance with the policy and when the code has been violated, and versed in the various procedures
and policies surrounding varying degrees of infractions of the policy. All staff will be provided with
professional development on school policies, in particular implementing the discipline policy as well as
implementing overall consistent and effective behavior management and discipline strategies in the classroom
and in the greater school community. Led by the Principal and the YDSC Head, staffwill be provided with
training during summer professional development. Follow-up training throughout the year will be provided if
deemed necessary.

I. Student Disciplinary Code
At Danbury Prospect Charter School, expected behaviors are used to give students guidance as they strive to

exhibit appropriate behavior. School personnel use these expected behaviors to guide students in what is
considered to be safe and responsible behavior. The school has the responsibility to hold all students

39

accountable for exhibiting the expected behaviors and adhering to the code of conduct. Underpinning the
discipline system are these l??ittes that guide the policies:
1. Building respectful relationships is foundational to our mission. vision and positive school
learning environment.
2. Consistent proactive discipline supports a positive learning environment. Faculty, administrators,
staff, students and parents have a responsibility to help prevent problems before they arise.
3. Students perform best in a warm, orderly. and consistent classroom.
4. Positive and negative consequences teach students to self-correct inapprtipriate behaviors and
assume responsibility for their actions.
5. Bribery and predetermined rewards undermine the development of an internal sense ofresponsibility.
6. All students can demonstrate appropriate behavior; therefore, the code of conduct is applied
universally.
No matter where students go on or around cam pus, the behavioral expectations are the same.

These guidelines set forth the Danbury Prospect Charter School's policy regarding how students are expected
to behave when participating in school activities, on and off school grounds. and how the school will respond
when students fail to behave in accordance with these rules.

in all disciplinary matters, students will be given notice and will have the opportunity to present their version
ofthe facts and circumstances leading to the imposition of disciplinary sanctions to the staff member imposing
such sanctions. Depending on the severity ofthe infraction, disciplinary responses include community service.
mediation meetings. suspension [short- or long-term}, detention. exclusion from extracurricular activities, and
expulsion.

When appropriate, school of?cials also will contact law enforcement agencies.

3. Describe the acts for which it student may be disciplined, include tire consequences or
range of consequences rewiring from committing such acts.

The discipline system at Danbury Prospect is designed to be educational in nature and values relationships
and restoration. Rules and consequences exist to protect a rigorous learning environment where students are
able to maximize class time. take risks and demonstrate mutual respect, engagement, and professionalism.
As such, students, families and faculty will be aware that the following disciplinary actions may be
implemented when student?s actions or inactions violate the School?s Discipline Policy or interfere with the
delivery of educational services, jeopardize the health, safety, and well-being of any member ofthe school
community, or threaten the integrity and stability ofthe school itself.

Range of consequences for actions that interfere with the delivery of educational services.jeopardize the
health, safety, and well?being of any member ofthe school community, or threaten the integrity and stability
ofthe school itself include:

1. Parent noti?cation
Dean?s of?ce referral
Meeting with Principal
Honor Probation (for repeated academic honesty violations)
Service in Action (community service)

6. [rt-school disciplinary action te.g., detention, exclusion from extracurricular activities. or Service in
Action)

7. ln-Schoo] Suspension or Out-of-Schoo] Suspension



Speci?c details for some ofthe above listed consequences include:
Short Term Suspension

A student who is determined to have committed any ofthe infractions listed below may be subject to a short
term suspension, unless the principal determines that an exception should be made based on the circumstances
ofthe incident and the student's disciplinary record. Such a student also may be subject to any ofthe additional

90

disciplinary measures set forth in this policy, and referrals to law enforcement authorities may be made, as
appropriate.

Disciplinary Infractions
- Attempt to assault any student or staffrnember.
Vandalize school property causing minor damage.
I Endanger the physical safety of another by the use of force or threats of force that reasonably
places the victim in fear of imminent bodily injury.
a Engage in conduct that disrupts school or classroom activity or endangers or threatens to
endanger the health, safety, welfare, or morals ofothers.

Engage in insubordination.

Fail to complete assignments, carry out directions. or comply with disciplinary sanctions.

Steal, attempt to steal, or possess property known by the student to be stolen.

Commit extortion.

Engage in gambling.

Drive recklessly on school property.

0 Trespass on school property.

Ir Abuse school property or equipment.

I Use obscene or abusive language or gestures.

a Engage in acts of sexual harassment, including but not limited to sexually related physical
contact or offensive sexual comments.

I Possess tobacco or alcohol.

Wear inappropriate. insuf?cient, or disruptive clothing or attire, andr?or violate the student dress policy.

I Refuse to identify himself or herselfto school personnel.

0 Repeatedly commit minor behavioral infractions that, in the aggregate, may be considered an

infraction subject to formal disciplinary action.

Fail to adhere to a previously created behavior plan

Commit any other act which school of?cials reasonably conclude warrants a short-term
suspension, including any ofthe level 1 or level 2 infractions as listed in the Prospect Schools
Policy Guide. or an aggregate of level 3 infractions

Procedures and Due Processibr- Short Term Suspensions

The school principal may impose a short-term suspension and shall follow due process procedures consistent
with Grass Lope; 4l9 US. 565 (1975). Before imposing a short-term suspension or other, less serious
discipline, the school principal or histher designee {including the head of school culture or a dean) shall
inform the student ofthe charges against him or her and, ifthe student denies the charges, an explanation of
the evidence against the student. A chance to present the student?s version of events shall also be provided.

In the event of the imposition of a short-term suspension, the student will be notified if it is to be served in
school or out of school. The principal also shall immediately notify the parentts} or guardianisl in writing that
the student has been suspended from school. Written notice shall be provided by personal delivery, express
mail delivery, e-mail, or equivalent means reasonably calculated to assure receipt of such notice within 24
hours of suspension at the last known address. Where possible, noti?cation also shall be provided by
telephone ifthe school has been provided with a contact telephone number for the parent[5l or guardianis}.
Such notice shall provide a description ofthe incident or incidents that resulted in the suspension and shall
offer the opportunity for an immediate informal conference with whomever has imposed the suspension. The
notification and informal conference shall be in the dominant language used by the parentis} or guardiants}.

Long Term Suspension

In addition to the Level Offenses that may result in a short-term suspension as detailed above, a student who is
determined to have committed any ofthe infractions listed below shall be subject minimally to a long term
suspension, unless the principal determines that an exception should be made based on the circumstances of
the incident and the student's disciplinary record. Such student also may be subject to any ofthe additional

9 

 

disciplinary measures set forth in this policy, and referrals to law enforcement authorities may be made. as
appropriate.

Disciplinary infractions

Possess, use, attempt to use. or transfer any ?rearm, knife, razor blade. explosive, mace, tear gas, or
other dangerous object ofno reasonable use to the student atschool.

Commit or attempt to commit arson on school property.

Possess. sell, distribute or use any alcoholic beverage, controlled substance. imitation controlled
substance, or marijuana on school property or at school-sponsored events.

Assault any other student or staffmember.

Intentionally cause physical injury to another person, except when the student?s actions are
reasonably necessary to protect himiher from injury,

Vandalize school property causing major damage.

Commit any act that school of?cials reasonably conclude warrants a long-term suspension.
Make false bomb threat or pull a false emergency alarm.

in addition, a student who commits any ofthe acts which would ordinarily result in a short-term suspension.
may instead be subject to a long-term suspension at the discretion ofthe principal.

C. Describe the proposed school ?s policies regarding student expulsion and suspension (in-
and our-of-scli ool) for both gen erai education and students identified as special edu cation.
and the edu cational alternatives available lo students who are expelled or suspended. ln
addition. please include the due process procedures the school would follow in applying
the discipline policy for all student?s, including students identified as eligible for special
education.

Procedures and Due Process for l. orig Term Suspensions or Expalsions

A long-term suspension refers to the removal of a student from Danbury Prospect for disciplinary reasons for a
period ofrnore than five (5) days. Expulsion refers to the permanent removal ofa student from School for
disciplinary reasons. This is the final level ofcorrection.

Upon determining that a student's action warrants a possible long-term suspension or expulsion, the following
procedure, in compliance with applicable case law, will be followed:

The student shall immediately be removed from the class or the school, as needed.
The student shall be informed ofthe charges and the evidence for those charges; where applicable.
the student will have the opportunity to explain his or her side ofthe events.
The Principal shall immediately notify a parent or guardian ofthe student, in person or on the phone.
The Principal Shall provide written notica to the student and his or her parcnt(s] or guardiants} that
the school is going to commence a disciplinary hearing. Notice to the student and hislher
shall provide a description ofthe incident or incidents which resulted in the
suSpension and shall indicate that a formal hearing will be held en the matter which may result in a
long-term suspension [or expulsion). The noti?cation provided shall be in the dominant language
used by the parentls} or guardianls} if it is known to be other than English. The notice will state that
at the formal hearing, the student shall have the right to be represented by counsel. present and
question witnesses, and presentevidence.
The School will set a date for the Hearing. The student and his or her will be
noti?ed in writing ofthe:
Charges and a description ofthe circumstances that gave rise to the hearing
Date, time and place ofa hearing
Notice ofthe right at the hearing to:

- Be represented by legal counsel (at the own expense}

- Present evidence and question witnesses

- Notice that an electronic or written record ofthe proceedings will be created and made

available to all parties.

92

The School will attempt to reach the Family by phone call to discuss the hearing.
- in advance of?the hearing, statements and a witness list will be provided to the Student?s familyr?counsel.
a In advance ofthe hearing, any documents on which the school intends to rely and a witness list
will be provided to the Student's familytcounsel. If necessary, records will be redacted in
accordancewith FERPA.

The Governing Council Discipline Committee or their designee, shall serve as Hearing Of?cer and preside
over the hearing. The Hearing Of?cer shall, within four school days ofthe hearing. issue a written decision to
the student. the parentlguardian, and the school's Governing Council. lfthe student and parentls) or
guardian(s) fail to appear at the scheduled hearing, despite appropriate notice the hearing shall take place
regardless, and the Hearing Of?cer shall make a decision based on information at hand.

Appeals andror Complaints

The student?s family may request for an appeal. Such appeal must be received by the School?s Governing
Council Chair within two weeks of the Hearing Officer?s written decision. Upon receipt of such a request, a
committee comprised of no less than three trustees who were not involved in the initial hearing will hear the
appeal within 30 business days. Each party will have twenty minutes in which to make a statement. The
scope ofthe appeal will be limited to positions and the record established during the ?rst disciplinary hearing.
In rendering its decision. the committee may consult the transcript ofthe disciplinary hearing and any
evidence submitted in connection with it. The committee will provide a written ruling within ?ve school
days. For matters alleging a violation of law or ofthe School?s charter agreement, submissions of complaints
may be made to the school?s authorizer andr'or the State Department of Education.

Additional Suspension Periodsr?Expulsion

In the event ofthe imposition of a long-term suspension, the principal may also recommend the imposition of
an additional suspension period or expulsion of the suspended student. based on the circumstances ofthe
incident and the student's disciplinary record.

Ifthe student and parentls} or guardianls) fail to appear at the scheduled hearing, the hearing shall take place
regardless, and the discipline committee shall make a decision based on information at hand.

Provision ofAlternative Educational Services During Suspension Period

In accordance with applicable law, the Danbury Prospect will ensure that alternative educational services are
provided to a student who has been suspended to help that student progress in the school?s general curriculum.

Alternative instruction shall be suf?cient to enable the student to make adequate academic progress, and shall
provide them the opportunity to complete the assignments. learn the curriculum and participate in
assessments. Instruction will take place in one of the following locations: the student?s home, a contracted
facility in the school district oflocation), or a suspension room at the school. Instruction will be provided
by one or more of the following individuals in consultation with the student?s teacherls}: teacher aides or
trained volunteers, individuals within a contracted facility, a tutor hired for this purpose.

Students receiving counseling or other related services will be permitted to attend these services during
periods of suspension. Special schedules may be developed by the Principal or YDCS head to ensure
continued provision of services.

In the event that a student is recommended for expulsion, Danbury Prospect will work with families to identify
appropriate academic placements, including, but not limited to, school visits, provision of letters of support,
identification of external service providers (therapists, etc.,) to support the family. etc.

Suspension Policy for Students in Special Education

Students with disabilities have the same rights and responsibilities as other students, and may be disciplined
for the same behavioral offenses. Discipline ofa student identified as having a disability. however, will be in

accordance with the following:

Students for whom the Individualized Educational Plan includes speci?c disciplinary guidelines will
be disciplined in accordance with those guidelines. lfthe disciplinary guidelines appear not to be effective or if
there is concern for the health and safety of the student or others ifthose guidelines are followed with respect
to a speci?c infraction, the matter will be immediately referred to the Regional Education Service Center
ofthe student's district ofresidence for consideration ofa change in the guidelines. Students with an
accommodation plan under Section SCI-1 ofthe Rehabilitation Act of 1973 will be disciplined in accordance
with that plan (29 U.S.C. 794 and 705t20l).

Students for whom the does not include speci?c disciplinary guidelines may be disciplined in accordance
with standard school policy relating to each infraction. The Planning and Placement Team ofthe
student?s district of residence shall be noti?ed immediately of any Suspension from classes, and the school
shall work with the PPT to arrange appropriate alternate instruction,

lfthere is any reason to believe that the infraction is a result ofthe student?s disability, the student will
immediately be referred to the PPT ofthe student?s district of residence. if a connection is found, no penalty
may be imposed, and the school will work with the PPT to consider a possible program modi?cation.

lfa student identi?ed as having a disability is suspended during the course ofthe school year for a total of
eight days, such a student will immediately be referred to the PPT ofthe student?s district of residence for
reconsideration ofthe student?s educational placement. Such a student shall not be suspended for a total of
more than ten days during the school year without the speci?c involvement ofthe PPT ofthe student?s district
of residence prior to the eleventh day of suspension. because such suspensions are considered to be a change
in placement.

In considering the placement of students referred because ofdisciplinary problems, the PPT ofthe student?s
district of residence is expected to follow its ordinary policies with respect to parental noti?cation and
involvement.
The school shall work with the district to ensure that the PPT ofthe student?s district of residence meets within
seven school days ofnotification of any of the following, for the purpose of considering a change in placement
for the student involved:
1. The commission of an infraction by a student with a disability who has previously been
suspended for the maximum allowable number ofdays.
The commission of any act resulting from the student's disability.
3. The commission of any infraction by a disabled student, regardless of whether the student has
previously been snapended during the school year if, had such infraction been committed by a
non-disabled student. the principal would seek to impose a suspension in excess of five days.

In)

Disciplinary Procedures for Students Not Yet Formally Identi?ed as Disabled

A student not speci?cally identi?ed as having a disability but whose school district of residence or charter
school has a basis ofknowledge (in accordance with 34 CFR that a disability exists prior to the
behavior which is the subject ofthe disciplinary action shall be disciplined in accordance with these
provisions.

Provision of Services During Removal

For those students removed for a period less than ten days, Danbury Prospect shall ensure that each affected
student receives all classroom assignments and a schedule to complete such assignments during the time ofhis
or her suspension. Provisions will be made to permit a suspended student to make up assignments or tests
missed as a result of such suspension. Danbury Prospect also shall provide additional alternative instruction
with the reasonable promptness and by appropriate means to assist the student, so that the student is given full
opportunity to complete assignments and master the curriculum, including additional instructions, phone
assistance, computer instruction andtor home visits and one-on-one tutoring.

94

During any removal for drug or weapon offenses. services will be provided to the extent necessary to enable
the student to appropriately progress in the general curriculum and in achieving the goals of his or her 
These service determinations will be made by the PPT ofthe student's district of residence. The school will
place students in interim alternative educational settings as appropriate and mandated by 34 CFR


During any subsequent removal that does constitute a change in placement but where the behavior has been
found manifestation ofthe disability, the services must be provided to the extent
necessary to enable the student to appropriately progress in the general curriculum and in achieving the goals of
his or her lElPr The PPT ofthe student?s district of residence will make the service determination.

Planning and PIaCeLnent Team Meetings

Meetings ofthe PPT ofthe student?s district of residence to either develop a behavioral intervention plan or, if
the student has one. to review such plan. are required when: the student is ?rst removed from his or her
current placement for more than ten school days in a school year; and when commencing a removal which
constitutes a change in placement.

Subsequently. if other removals occur which do not constitute a change in placement. the school will work
with the PPT ofthe student's district of residence to review the student?s assessment plan and its
implementation to determine ifmodi?cations are necessary. lfone or more members ofthe PPT ofthe
student?s district of residence believe that modi?cations are needed, then the PPT is expected to meet to
modify the plan andior its implementation.

Due Process

if discipline which would constitute a change in placement is contemplated for any student. the following steps
shall be taken: (ll not later than the date on which the decision to take such action is made, the parents ofthe
student with a disability shall be noti?ed ofthat decision and provided the procedural safeguards notice described
in 34 CFR and immediately if possible. but in no case later than ten school days after the date on
which such decision is made. the PPT of the student?s district of residence and other quali?ed personnel shall
meet and review the connection between the student?s disability and the behavior subject to the disciplinary
action.

If. upon review by the PPT, it is determined that the student?s behavior was not a manifestation ofhis or her
disability then the student may be disciplined in the same manner as a student without a disability= except as
provided in 34 CFR ?300.121(di, which relates to the provision of services to students with disabilities during
periods of removal.

Parents may request a hearing to challenge the manifestation determination. Except as provided below. the
student will remain in his or her current educational placement pending the determination of the hearing.

lfa parent requests a hearing or an appeal regarding a disciplinary action relating to weapons or drugs to
challenge the interim alternative educational setting or the manifestation determination, the student shall
remain in the interim alternative educational setting pending the decision ofthe hearing of?cer or until the
expiration ofthe time period provided for in the disciplinary action, whichever occurs first, unless the parent
and charter school agree otherwise.

Section 3.6 Human Resources Policies

A. Describe the criteria and standards to be fottowed in tire hiring and dismissot process of
teachers, administrators and ate er schooi staff in addition pieose provide a somptejob
description for a teacher and principoi.

Job descriptions are included in Appendix G)

Danbury Prospect Charter School identi?ed a high-performing educator from within the Prospect School?s
community to carry out the school?s ambitious mission. Kim Raccio. the School Principal of Danbury
Prospect, was born and raised in Connecticut and she will have the opportunity to embed the seeds for
innovation and success in the school?s culture and create an educational legacy for future students and teachers.

Criteria. competencies and professionoi stondordsfor Administrators

Highly skilled educators are essential to creating a Century learning community. In keeping with the
school?s core values. Danbury Prospect will endeavor to hire true professionals who model lifelong learning
and collaboration. Danbury Prospect believes that its School Principal is a "principal teacher;? that is. a model
teacher, committed to continuous improvement, who can translate successful classroom teaching into
academic leadership.

To this end, Danbury Prospect Charter School will empower its academic leaders to achieve their highest
performance through ongoing professional development. and collaborative decision making. For this reason,
demonstrated excellence in teaching, school leadership. and a commitment to continual reflection, learning,
and professional growth are the fundamental quali?cations for a leadership appointment at Danbury Prospect.

Additionally, highly quali?ed candidates for employment will have all or most ofthe following credentials:

Most important
a A degree or degrees in the subject matter

9 An advanced degree in education leadership andior subject matter
a Certi?cation in the subject matter
I Demonstrated previous success in the classroom
I Demonstrated previous success in school level leadership
Very Important
I Demonstrated engagement in continuous professional development
I Engaged in contributing to professionai organizations
Demonstrated commitment to and ability to succeed in the responsibilities ofDanbury
PrOSpect Charter School leadership as outlined here and other sections of this document
Experience with international Baccalaureate
Program Desirable
a National Board Certi?cation
I Fluency with technology

Criteria. competencies and professionai standards for Teachers

in addition to administrators, teachers must be highly skilled professionals who model lifelong learning and
collaboration. To this end, Danbury Prospect Charter School will empower teachers to achieve their highest
performance through ongoing professional development. collaborative decision making and opportunities for
advancement. For this reason, demonstrated excellence in teaching and a commitment to continual reflection,
learning, and professional growth are the fundamental quali?cations for employment at Danbury Prospect.

Additionally. highly quali?ed candidates for employment will have all or most ofthe following credentials:
A degree or degrees in the subject matter
I An advanced degree in education andior subject matter
I Certi?cation in the subject matter
1: Demonstrated previous success in the classroom

96

Demonstrated engagement in continuous professional development
Engaged in contributing to professional organizations
Demonstrated commitment to and ability to succeed in the responsibilities of Danbury
Prospect Charter School faculty as outlined here and other sections ofthis document
Familiarity with International Baccalaureate Program

0 National Board Certi?cation {preferred}

Danbury Prospect will employ faculty members who have demonstrated a high level of individual
competency, commitment to the profession and alignment with the mission of the the school, Faculty aspiring
to teach at Danbury Prospect can demonstrate individual competence through documentation ofsigni?cant
improvement in student test scores, unedited video tapes of full length classes, evaluations from supervisors.
and responses to video scenarios of class demonstration classes. Commitment to the profession can be
indicated by continued professional development, participation in professional organizations. participation in
academic or school life above and beyond contractual requirements. For example, teachers can take advantage
of opportunities to coach, run clubs, participate in network-level initiatives. lead international trips, etc.
Danbury Prospect is interested in hiring individuals who are committed to student achievement regardless of
their circumstances. The following outlines the primary responsibilities of all faculty members and the Criteria
for which they will be evaluated:
4- Work collaboratively with colleagues including special education instructoris) and English as a
Second Language instructor(s)
Re?ect upon one?s teaching and work conscientiously to improve one?s own and one?s
colleagues? performance
I Enhance student performance and learning in subject matter
0 Serve as an advisor, offering individual student support and aiming to improve secondary
literacy and study skills for all students
Form supportive, nurturing and appropriate relationships with students
Pursue and model the core values oftbe school
Ful?ll the appropriate professional role based on one?s specific teaching assignment and the
stage of one?s career
II Fully engage in continuous reflective professional development.

Procedures for Hiring and Dismissing School Personnel

Using the job quali?cations and duties outlined here as guidelines, Danbury Prospect Charter School shall
recruit and hire faculty and staff in accordance with equal opportunity employment guidelines. in the interest
of ful?lling Danbury Prospect Charter School?s goal of building a diverse and professional learning
community, recruiting and hiring will be ofparamount importance. Leveraging Prospect School?s established
Human Resources Department, Danbury Prospect Charter School will recruit, hire and develop talented
educators who demonstrate a commitment to professionalism and collaboration and who model lifelong
learning.

Applications from all quali?ed candidates will be considered. Applicant screening, interviewing, and selection
will comply with all employment non-discrimination laws and policies. For each candidate considered for
employment. the HR Department will conduct a criminal background check. solicit a professional conduct
report from the candidate?s previous employer, and obtain a minimum oftbree professional references.
certi?ed teachers will be hired in compliance with the Connecticut State Department of
Education (CSDE).

Faculty and staff offered positions at Danbury Prospect Charter School will be given a letter of appointment,
con?rming the employee?s start date and hire rate. The letter will also outline in-service training dates, and
explain the terms and details of bene?ts provided. The purpose ofthe letter of appointment is to de?ne and
clarify circumstances under which employment will occur.

Once hired, a comprehensive, annual performance management process will support the continued growth of

Danbury Prospect faculty and staff- for a full outline please see the Employee Handbook in Appendix G.
Direct supervision and evaluation ofthe Danbury Prospect Principal will be conducted by the Prospect



Schools Academic Director in collaboration with the Governing Council. An example ofthe 2016-]?
Principal Evaluation Form is included in the appendix {Appendix G). When necessary. this performance
management process will directly address performance issues through articulated support andior action plans.
The performance management process will drive the setting of annual performance goals and provide a
transparent process for dismissing staff due to conduct or performance issues. if required. Details ofthe
performance management process are found in the Appendix (3.

Employment at Danbury Prospect Charter School is "at-will? which means that Danbury Prospect or the
employee may terminate the employment relationship with or without cause. Within ?ve working days of an
employee?s termination. Danbury Prospect will give the terminated employee a written notice ofthe exact date
oftermination and the exact date ofthe cancellation of employee benefits connected with the termination. The
termination employee may be eligible for compensation for unused vacation time and may be eligible for
unemployment compensation; however. employees will not receive any additional benefits. rights or privileges
beyond the last day worked. This notice applies to all employees regardless of date of hire.

3. Describe the targeted stay'jf size and reach er-to?stuttent ratio aiigneti to the scirooi
mission. educational pitiiosopny, students served, and budget.

Collaboration is an integral component of Danbury Prospect?s mission. Teachers will collaborate frequently
with each other to continually improve their teaching. Danbury Prospect expects to have a teacher to student
ratio of 1:13 to reach its goal of engaging students in the international and community-based curriculum.

To support Danbury Prospect?s educational philosophy of providing students with a rigorous academic
program supported by the foundation ofthe Connecticut State Standards and the International Baccalaureate,
will hire sufficient staffto cover the core instructional areas: ELA, Math, Science, Humanities; Specialist
subjects ofArt. Physical Education and World Languages (Mandarin and Spanish}. Additional specialist
subjects in music. theater. dance. etc.. will be added on as the school grows from year one. In the ?rst year.
Danbury Prospect anticipates hiring approximately 19 full time employees in its founding year and increasing
staff as the school grows.

Danbury Prospect will ensure the commitment to diversity and provision of differentiated learning
opportunities through the recruitment ofsuf?cient ELL and Education teachers. Suf?cient
Deans and Counselors will also be hired in order to serve the needs of the students.

The Danbury Prospect budget prioritizes the best interests of its students above all which drives the budget
allocations in terms of staf?ng. professional development. and specialist subjects. Similar to the Prospect
Schools in Brooklyn. the Danbury Prospect budget is designed to ensure a student to teacher ratio of 1:13. This
tenet is core to Prospect Schools" work which has a long history of budgeting to successfully to meet this
commitment.

C. Discuss how tire proposed scitooi attract, retain, and deveiop teachers
and schooi fenders and compiy with state requirements regarding teacher certi?cation.

Recruitment of excellent. mission-aligned faculty and staffwill be supported by Prospect School?s Human
Resource and Talent team. The HR team will collaborate closely with the Principal in order to identify highly
quali?ed candidates who represent the diversity of Danbury Prospect?s student population. The HR team will
actively recruit teachers and administrators through advertisements on our website, in local newspapers and
community newsletters. and at local educational organizations, colleges, and universities. Additionally.
Danbury Prospect will make use ofjoh fairs. national and international internet resources and informal
community networks. including ?3 networks. Every effort will be made to choose the most quali?ed
candidates who demonstrate commitment to working collaboratively and engaging in continuous reflection and
professional growth.

93

Retention of excellent faculty and staffis supported by the annual performance management process which
emphasis individual professional growth and identi?es ways to best support all adults in the Danbury Prospect
team. Details ofthe full year-long performance management process are found in the Appendix G.

Administrators maintain an ?open door" policy and are responsive to the needs oftheit? team. Danbury
Prospect administrators. particularly designated Principal Kim Raccio, have a proven track record of retention.
For example, under her leadership in the 2016-17 academic year, 100% ofthe founding core academic team
and 100% ofthe founding operational team at the Prospect School?s Clinton Hill Middle School signed on for
the following year. This success is Credited, in part, to the culture of collaboration and support that Principal
Raccio strives to inculcate in her schools. For example. in her most recent end of year 360 evaluation. faculty
reported that, "i have so appreciated getting to work with Kim and havefcl?r decpfy supported by her in terms
ofsmdem needs and issues This level of retention is echoed amongst leadership as well. Following Principal
Raccio?s opening ofthe Brooklyn Prospect High School. 100% ofthe leadership team returned for the second
year of operation.

As mentioned in greater detail in Section 3 {Instruction}, Danbury Prospect will retain and develop its
employees by offering a truly collaborative working experience. Danbury Prospect teachers will receive;
a 1 or 3 weeks of professional development during the summer {returning and new, respectively}
It Weekly grade level meetings focused upon assessment, special education and differentiated
instruction. data analysis, curriculum planning. etc.
0 school-wide professional development

0 Within the discipline and within the grade level, Looking at Student Work Protocol will be
used as collaborative professional development, as will videotaping and videojournaling.

The Principal is responsible for establishing a culture of reflection, collaboration and professional growth. All
faculty. especially experienced faculty, must demonstrate leadership in maintaining a collaborative. growth
oriented school culture.

In terms of teacher certi?cation, Danbury Prospect will hire primarily experienced teachers for the founding
team as well as a cohort ofresident teachers. As required by State Law C.G.S. least 50 percent
of the teachers employed will hold a valid CSDE educator certi?cate obtained through a traditional route. The
remaining 50 percent will hold a CSDE authbrization allowing them to serve in the position for which they are
employed. This may include an interim initial or interim provisional educator certi?cate, substitute
authorization, Durational Area Shortage Permit. Nonrenewable Charter School Interim Educator Certificate.
Resident Educator Permit,etc.

Prospect Schools has also partnered with programs such at the New York University Steinhardt School of
Education?s Embedded Master of Arts in Teaching (EMAT) to hire these residents who shall complete Interim
Certificates or [nltial Educator Certi?cates upon earning their master's degrees.

D. Describe procedures to document efforts :0 increasa the racist! and ethnic diversity of

Stef?

Danbury Prospect recognizes the extent ofthe com petition for the most coveted educators and is committed to
recruiting and training the best and brightest teacher representing a wide range of racial and ethnic diversity.
Recruitment of a diverse staff is central to the mission and remains a priority at the highest levels ofthe
Prospect Schools organization. Over 60% of all new hires made during the 2016-17 school year identify as
People of Color, which highlights the commitment that Prospect Schools has to building a diverse workforce.

Danbury Prospect will continue to track and measure the racial and ethnic diversity of staff over the years
through the maintenance ofa Human Resources (HR) Staf?ng Database. As part ofon-boarding new faculty
following the acceptance of an offer to work at Danhury Prospect, faculty will complete a survey of
demographic data which will be maintained by the Prospect SchooPs central of?ce. HR staffwill utilize this
information to review endeavors to recruit and retain a racially and ethnically diverse staff.

99

Using creative and aggressive recruiting strategies, Danbury Prospect will employ faculty members who have
demonstrated a high level ofindividual competency and a commitment to the profession. Danbury Prospect
will target recruitment efforts on those teachers who have demonstrated measurable success in raising student
achievement, those who combine scholarly mastery of their subject matter with knowledge of how children
learn. and those who have been recognized by their peers as professionals in their ?eld, as some examples of
traits used to identify potential faculty members. Successful recruitment of diverse candidates will depend on
a commitment to year-round recruiting efforts, the use of both traditional and internet resources, and the
cultivation of relationships with the nation?s top universities and local and national graduate programs in
education. Historically, Prospect Schools has partnered with programs such as the New York University
Steinhardt School of Education?s Embedded Master ofArts in Teaching This program specifically
works with MA students from diverse backgrounds and partners them with schools nationally for a year-long
residency. The majority of EMAT students who participated in the 2016- 7' school year as Prospect Schools?
residents have successfully transitioned to full time teaching within the network and ofthe ProSpect
EM AT residents identify as people of color.

E. Describe human resource policies governing salaries and fringe bene?ts, personnel
contracts. and af?rmative action and bene?t packages.

Danbury Prospect plans to pay salaries comparable to the Danbury School Districtjust as it currently pays
salaries comparable to the New York lCity Department of Education. In addition to a competitive salary.
employees will receive: pre-tax commuter bene?ts. full medical, dental. vision bene?ts, and a 401(k) with
employer match.

All job advertisements, including those on Danbury Prospect?s website, will contain the following language:

?Danbury Prospect Charter School is an equal opportunity employer and does not discriminate on the
basis ofrace, religion, color, age, sex, sexual orientation, marital or familial status, national origin,
alienage or citizenship or disability."

Where space is at a premium, the charter school will instead use the initials which stands for Equal
Opportunity Employer. All hiring at Danbury Prospect Charter School will be in compliance all anti-
discrimination regulations and with Title IX of the Education Amendments of l972 [20 U.S.C. l64l} in
compliance with 34 CPR. 106.9. 

F. Discuss how the proposed school will evaluate teachers and administrators. in
particular, explain how the school will implement the Connecticut Guidelines for Educator
Evaluation by:

indicating that the governing council intends to adopt SEED for teach er ariar
administrator evaluation and development; or (2) describing an alternative methodfar
teacher and administrator evaluation and development that meets the ?Core Requirements 
outlined in the Connecticut Guidelines for Educator Evaluation.

The Danbury Prospect evaluation system for both teachers and administrators based is aligned with the
SEED model. While the language may differ The SEED core values are the same as those held by the
performance management process at Prospect Schools:

SEED Core Values:
0 Consider multiple standards-based measures ofperformance;
Emphasize growth over time;
Promote both professional judgment and consistency:
Foster dialogue about student learning;
Encourage aligned professional learning, coaching and feedback to support growth; and
Ensure feasibility ofimplementation.



Evoiuarion System

For Danbury Prospect teachers, this evaluation process begins at the start of the year by setting annual goals
around student achievement, professional growth, and identifying performance thresholds for standards based
assessments utilized during the year. For non-instructional staff, this goal setting will revolve around
operational aspects critical to the function ofthe schooi and the individual?sjob. Faculty and staff meet
regularly {minimally every other week, more often if necessary] for sessions that explicitly discuss
performance against the set goals as well as other criteria set out in the performance management template.
Coaching and feedback are provided during these meetings by sharing of lesson observations, video and
review of assessment data also inform faculty and staff on progress against goals. Supervisors identify ways
to support the growth ofindividuals against these specific goals by identifying relevant professional
development [in house, in network and with external providers, such as the SERC and IB) for faculty and
staff. Release time is provided for faculty and staffto participate in Professional Development.

A comprehensive midwyear evaluation, including a full period lesson observation and debrief and a 360 peer
review process provides a more robust check in against progress at the mid year point. This process is repeated
at the end ofthe year. All faculty and staff receive a written end of year evaluation from their supervisors and is
archived in the central of?ce HR files. A sample ofthe calendar is included below in Figure 36.

Danbury Prospect Administrators will also be evaluated based upon the SEED model similarly to the teachers.
The Principal will be evaluated by the Danbury Prospect Governing Council and the Prospect Schools
Academic Director throughout the year and receive feedback in an ongoing manner on the same criteria. As
mentioned earlier in this section, the full evaluation form for the Principal and the performance management

system for teachers are both included in Appendix G.
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Figure 33. Sample Performance Management Calendar

Child Day Care Services

Pioose note: This section is required. but not subject to scoring.
A. indicate if eniio' day care services be provided preschool and/or before and
after sci: services to children). ifyes, pieose indicate tire age range of the cit iidren tire
proposed senooi wonio' serve in tire progremis).

Child day care services will not be provided at Danbury Prospect Charter School.

3.3 Student Health and Welfare

Picase note inis section is required. but not subject to scoring.
A. Describe the proposed senooi?s pion for the provision ofrire foiiowing services to students: scitooi
nurse, (26.3. iti-2i2: vision and hearing screening. (ICES. i?a2i4; immunization requirements,

(.623. 10-20?; and mandatory iteoiih assessments, (10.3. and 



 

The Danbury Prospect Charter School shall com ply with all health services requirements applicable to other
public schools including, but not limited to. all immunization requirements and diagnostic testing
requirements. The school shall provide similar on-site health care services to the extent that such health
services are available to children attending other public schools in the district where the charter school will be
located. Danbury Prospect Charter School will explore options for the delivery of these health services. In
particular, Danbury Prospect Charter School will provide the health services mandated by ?2353l4llal and
?912 ofthe Education Law.

The Danbury Prospect Charter School may seek to employ a nurse either on staffor through contract to
supervise the disbursement of medication, the treatment of students who are ill, the treatment of students who
are injured, and to train faculty and staff in ?rst aid, including but not limited to, cardiopulmonary
resuscitation (CPR). The nurse will additionally be responsible for all record keeping and correspondence
related to these responsibilities.

Connecticut State law requires that each student entering kindergarten or a new school district in grades 1-12
have a certi?cate of immunization at the time of registration or not later than the Fourteenth day ofschool.
Danbury Prosgaect Charter School will require all immunizations to be completed that are required by State
law.

Parents may waive immunization by complying with ?2164 ofthe Public Health Law. Exemptions to
immunizations will be granted as per subdivision 3 and 9 of?2l64 ofthe Public Health Law ifa licensed
physician or nurse practitioner certifies such immunization may be detrimental to the student?s health or ifthe
student's parent or guardian holds genuine and sincere beliefs, which may include religious beliefs, contrary
to such immunization. Danbury Prospect Charter School will maintain on-site automated external
de?brillators (AED) as required by ?917 ofthe Education Law. As required, Danbury Prospect Charter
School will ensure ready and appropriate access for use of AED during emergencies and shall ensure that a
staffmember is trained in the operation and use of AED.

Forms and materials will be available in various languages.

 

CONNECTICUT STATE. IMMUNIZATION REQUIREMENTS FOR SCHOOL
ENTRANCEIATTENDANCE

 

 

 

Diphtheria 3 doses Not applicable until student born on or after [?19005 enrolls in
Toxoid Containing school

vaccine (DTP, 1

Polio 3 OPV

or

(OPV) 4 IPV

Measles Born before 1935 

Mumps 1 dose of measles. mumps, rubellatMMR) Born on or

Rubella after [935 

(MMRE 2 doses ofmeasles containing vaccine and 1 dose each

of mumps and rubella (preferably as 

 

Hepatitis 3 3 doses ofhepatitis vaccine
Grades (as Ufthc 2005-2006] 

 

. 
Varrcella? Born on or after

or born on or after and enrolling in 6th grade 1 dose4

 

 

 

 

102

 

 

l. is the currently recommended vaccine.

The Connecticut State Department of Health immunization program concurs with the ACIP
which recommends that vaccine does administered up to 4 days before the minimum interval
or age for measles, mumps. rubella and varicella be counted as valid.



3. Hep 7th -12th Graders 3 doses of RecombivaxHB or Engerix is required. except for
those students who have received 2 doses of adult hepatitis vaccine (Recombivaxiwhich
is recommended for children i] to 15 years old.

4. Students enrolling in the 6th grade includes students who are entering. repeating or
transferring into the 6th grade and students who are enrolling gradeless classes and are the
age equivalent of 6th grade. Two dose ofvaricella vaccine is recommended for students

who receive the ?rst dose on or after 13th birthday.

 

 

 

Administration of Medication

Non-sel?directed student: The school nurse may administer medication to a non-self-directed student when a
parent or guardian submits a written request from a physician indicating the frequency and dosage of
prescribed medication.

Self-directed student: Any self-directed student may take medication during school hours it?hetshe keeps
the medication in the nurse?s office and whose parent or guardian submits a written veri?cation from a
physician indicating the frequency and dosage of the prescribed medication.

The parent or guardian must assume responsibility to have the medication delivered directly to the nurse?s of?ce
in a properly labeled original container.

Procedures will be developed for students taking medications off school grounds or after school hours while
participating in a school-sponsored activity in accordance with State Education Department Guidelines.

Before any medication may be administered to or by any student during school hours. the School requires:
1. the written request ofthe parent(s) or guardiants}, which shall give permission for such

administration and relieve the Governing Council and its employees ofliability for administration of
medication;and

2. the written order ofthe prescribing physician. which will include the purpose ot?the medication. the
dosage, the time at which or the Special circumstances under which medication shall be administered. the
period for which medication is prescribed. and the possible side effects of the medication.

Both documents shall be kept on ?le in the of?ce ofthe school nurse. Standardized request forms will be
available from the school nurse.

SECTION 4:
SCHOOL VIABILITY

Section IV. School Viability
4.1 Building Options

A. Describe present options for a school building. including location. capacity and timeline for
and acquiring tit facility.

Danbury's .?vlayor Mark Boughton has committed to provide facilities to accommodate the Danbury Prospect
Charter School (Danbury Prospect] program [please see his letter ofsupport in Appendix D). Danbury
Prospect plans to open in the fall ofl?lit. so in the short term (first two years ofoperation}. the school will
operate in a temporary space. Founding Governing Council member Steve Nocera also holds the position of
Director ofthe Mayor?s Of?ce of Project Excellence (OPE). a department whose goal is to provide cost
containment. prioritization. and to ensure the completion of all approved projects. Mr. Nocera and Governing
Council member and Architect Maura Neweli Juan will lead this initiative and will work with the Prospect
Schools team thereby ensuring expertise for facility preparation pro-opening.

Currently there are three temporary facilities being considered: 39 Old Ridgebury Road. 60 Backus Avenue. and
43 Old Ridgebury Road. All three sites would meet the near term needs of Danbury Prospect. and concept plans
for the ?rst two years for each can be found in Appendix I. The facility that is ultimately selected will
accommodate the student population as Danbury Prospect doubles from 100 to 200 students and will include at
minimum: eight (8) general classrooms; two (2) specialized rooms for Science instruction: one l} Art room; one
Reading room; and space suitable for Physical Education activities. Space will be provided for administrative
activities. as well as small rooms for individual instruction and counseling. The facility will be in compliance
with all building codes and regulations governing school space. including the Americans with Disabilities Act
(ADA).

Danbury Prospect will work with The Of?ce ofthe Mayor to acquire the short term. interim facility deemed
most suitable by January 2018. and will conduct the necessary renovations over the subsequent months in
preparation to welcome students in September 20 8.

By year three of operation. Danbury Prospect will transition to a permanent facility provided by the Mayor?s
team designed and equipped to support a combined (grades 6-12] of approximately T25 students. This
facility will consist ofa minimum total oft30} general classrooms; four (4) Science Rooms. including a
minimum oftwo equipped as Labs. with gas. plumbing, etc; one (I) Art Room; one l) Music Room; one
Library; a Gymnasium and Cafeteria, at least one of which must be suitable for auditoriuntlassembly use;
and administrative. small group instruction and counseling spaces. Comprehensive specifications for the
permanent facility can be found in Appendix I.

3. Explain why this facility wouinl lie suitoblefor the proposed school. including any plans and
associated timelines to renovate and tiring tire fociliiv into compliance with all applicable school
building codes.

Each of the potential short-term sites described above (39 Old Ridgebury Road. 60 Backus Avenue. and 43
Old Ridgebury Road] would be suitable for Danbury Prospect Middle School. Governing Council member and
Architect Maura Newell Juan has conducted initial feasibility studies and prepared concept plans for each.
While each have been determined viable. Maura together with the Prospect Schools facility team and The
Office ofthe Mayor will ensure that building ultimately chosen can and will be renovated and brought into
compliance with all applicable school building codes according to our timeline for opening Fall 2018 as
described above.

As shown in Appendix 1.2. the site at 39  Old Ridgebury Road would consist oftwo floors ofa large pod. with
entrance and 6th grade on one floor. and 71h grade and cafeteria on the second. 1While this site would not
include a dedicated kitchen or gym. it would include a separate cafeteria and an option to contract with the
building?s commercial catering kitchen for lunches. The second presented option. 60 Backus Ave. is currently
a vacant warehouse behind the Waterworks offices. it would lay out well for a middle school. and with only
modest renovation could accommodate all required classrooms for 61h and 7th grades. including spaces for



cafeteria, kitchen and gym. The third site option, 43 Old Ridgebury Road, is another large warehouse space,
which would be similar in scope and layout to the Backus Ave project, but may afford more space for the
possibility oftransitioning to a permanent home for Danbury Prospect.

During the first two years of operation in the temporary facility, the Danhury Prospect team will work with
The Of?ce ofthe Mayor to secure and renovate a permanent facility, and has already engaged with realtors in
the Danbury market to search for a suitable long term site. The expert team will also explore the potential
incorporation ofthe temporary site into longer term plans for a campus to house grades 6-12, and will
prioritize selection of a ?nal temporary site based on this potential. Attached in Appendix are the full
speci?cations ofthe permanent building as prepared by the Prospect Schools facility team for the Mayor?s
office.

Danbury Prospect Council Members Stephen Noccra and Maura Newell Juan on the ground in Danbury bring
a wealth of development and facilities expertise to the team. Combined with the experience and skill of
Prospect Schools? facility team, led by Director of Finance Hillary Prince. who has successfully negotiated
leases for all Prospect Schools to date, and managed school construction projects ranging from simple
renovations to ground?up new construction, the Danbury Prospect team is well equipped to expertly handle the
timely execution of both the temporary and permanent building solutions for the Danbury Prospect Charter
School program.

4.2 Financial Plan

To assist appiicants in responding to the betow questions, the CSDE has deveioped temptatesfor a
pre- opening budget statement, a projected?ve-year budget statement. and a projected cash ?ow
for year one of operation. The temptates are avaiiabie in Appendix as wet! as here:
The temptates are designed
to keep financiot reporting requirements at a minimum, white enabiing compiionce with
monitoring standards and to pubiic schooi?nanciai data. They are mereiy sampte
formats; they may be amended, as necessary. The CSDE encourages appiicants to seek assistance
from their ?nancioi adviser and/or Certi?ed Pubiic Accountant in preparing budget stoternen is and
in designing a financiai ptan and controi system for a proposed oat. The?nanciut pian must
re?ect the expenses reioted to and commitments proposed in this uppiicotion through the proposed
ooi?s year of operation, including the scttoot?s mission, education program, expected
student popuiation, human resources, professionai deveiopment, and growth pian.
Financiai projections must inciude totai documented sources of revenue inciuding the state per-
pupit grant and other grants (federai, state, and private) and fundraising. if reiying upon
ph iiunthropic support, pieose indicate the source and amount of such support, and attach a ietter of
commitment as documentation. When projecting sotaries and bene?ts, ptease provide supporting
evidence, inciuding the tide and satary of each position by tine item and year.

A detailed enrollment chart along with student populations breakdowns can be found within the Financial
Plan template (found in Appendix H) on the "Enrollment? tab. in addition, a complete list of positions,
salaries and bene?ts can also be found within the Financial Plan template on the ?Staf?ng 8: Compensation"
tab.

A. Presant a pro-opening budget statement estimated start-up activities that are
not re?ected in the projected ?ve-year budget statement. To provide a fuii
understandingr of the
statement, pieose inciude a budget narrative expiaining the projected amounts reported in the
budget by tine item and by year.

The pre~opening budget statement detailing start up activities with regard to revenues and expenditures can be
found within the Financial Plan template on the ?PrewOpening Budget Statement? tab.

105

B. Present a projected jive-year budget statement the estimated financial activitv of the
proposed school for th first five years of operation. The statement should contain all
commitments proposed in the application. To provide a full understanding of the statement,
please include a budget narrative explaining the projected amounts reported in the budget by
line item and byyear.

The projected ?ve year budget statement detailing the estimated ?nancial activity ofthe proposed school for
the ?rst ?ve years ofoperation in regards to revenues and expenditures can be found within the Financial Plan
template on the "Projected 5 Yr Budget Statement? tab.

C. Present a projected cash ?ow statement for year one of operation to show the estimated
movement of funds in and out of the proposed school for year one of operation. The statement must
include a plan for funding cash ?ow shortfalls. The statement should indicate an understanding of
when grant funds will be available.

The projected cash ?ow statement for year one of operations detailing the estimated movement of funds in
and out of the proposed school for year one of operations in regards to revenues and expenditures can be seen
within the Financial Plan template on the ?Cash Flow Schedule" tab.

D. Present a schedule of borrowings and repayments. Please identify any estimated fun ds
borrowed (loans, notes, mortgages, etc), including the source of the funds, repayment
schedule, and purpose of the borrowing. The schedule of borrowings and repayments
should be aligned to the pre-opening budget, projected ?ve-year budget, and cash ?ow
statement.

Danbury Prospect does not intend to borrow any funds.

E. Explain the structure for managing the proposed school ?5 finances; please include an ?scal
staff positions, required qualifications, and job duties.

The Danbury Prospect Head ofOperations manages the ?nances for Danbury Prospect with oversight from the
Danbury Prospect Governing Council and the Director of Finance for Prospect Schools. Slhe must have strong
budget management experience and experience with ?nancial reporting as a minimum quali?cation for this
role. In addition to the Head of Operations, a Finance Coordinator will track and maintain business expenses
Using the Ouicchooks system, Fund E-Z and following GAAP. This role requires 2-5 years of experience
working in operations, accounting, business. finance or another relevant ?eld. Both roles will be overseen by
both the Danbury Prospect Governing Council Chair of the Finance Committee and the Director of Finance for
Prospect Schools.

In addition to the positions and quali?cations listed above, the Danbury Prospect Head of Operations is
responsible for school purchasing and adheres to the following approval thresholds: the Principal may approve
purchases up to $1,000. the must additionally approve purchases above 81,000, the Prospect Schools
Executive Director must approve purchases greater than $10,000. and the Danbury Prospect Governing
Council Chair ofthe Finance Committee must approve purchases greater than $20,000. Once Danbury
Prospect adds a fourth class of students. a Purchasing Coordinator will be recruited, hired and based at
Danbury Prospect.

Capital investments, including technology purchases, will be coordinated centrally through the Prospect
Schools CMO network IT manager. The CMO finance team is composed of: Accounting Manager. Accounts
Receivable and Accounts Payable Specialists, and a Capital Projects Manager. The job descriptions for each of
these roles is included in Appendix as each has precise job quali?cation including a minimum ofa
Bachelor?s in a related ?eld and experience working with accounting software.

106

 

F. Describe ibe?scai controls and ?nancial management policies tbe governing council
employ to provide oversight of the proposed school ?5 ?nancial position. Please be
sure to describe a sound ?n anciai management system GAAP with adequate
systems of internal! controls. Aisa. please describe how (be scnoai track ?nances in
its daily business operations.

Financial Management

Danbury Prospect maintains Generally Accepted Auditing Practices in all its ?nancial management
systems. In June of each year, the Danbury Prospect Governing Council?s Finance Committee will review and
recommend for approval to the full Governing Council an annual fiscal budget for the coming year, and a 5-
year plan.

In February of each year. prior to the above recommendation and approval, the Clle Director of Finance
will develop a target budget that is based on the prior year?s approved ?ve year plan. will share a
draft target budget with Danbury Prospect. Between March and May. the works closely with the Danbury
Prospect school leadership team to ?netune the budget draft ensuring the school is resourced in a prudent
manner.

Danbury Prospect Charter School has a clearly defined ?ve year ?nancial plan. Midyear of each school year,
the and the Danbury School Leadership team will conduct a series ofmeetings to analyze the upcoming
school year?s budget as outlined in the five year plan. Adjustments to the upcoming school year?s budget will
be made based on staffing and programmatic needs to achieve the proper balance between ?nancial
responsibility and providing the best possible education for the students. in the spring of each school year. a
revised budget will be presented to the Governing Council for approval.

On an ongoing basis throughout the year. ?nances are closely monitored against budget. both by the Prospect
Schools finance team and Danbury ProSpect school leadership team. On a basis, a Budget vs Actual
report is run by the EMU from the accounting system [Fund E2), which is then uploaded into Danbury
Prospect? Budget Tool (a Google workbook) for visibility. On a quarterly basis. the Danbury Prospect
leadership team will be required to provide updated year end budget projections based on this data. as well as
provide commentary on any material variances. The will subsequently present these updated projections
to the Board.

Fiscal Controls

The Governing Council ofDanbury Prospect will use the GAAP aligned Fiscal Policies and Procedures
handbook that was developed and has been used by Brooklyn Prospect Schools for the past eight years. The
handbook is revised annually and has helped ensure the Brooklyn schools= fiscal viability and clean audits
year after year.

Tracking Finances
The budget is monitored for accuracy on a basis by both the and the Governing Council Finance

committee. This is done by comparing actual expenses to the pro-rated budgeted amounts. and each expense
line item is scrutinized for large variances. This process not only provides the and school leadership with
frequent feedback on current year performance. but it will also allow the school to budget with greater
accuracy in future years. If material mid-year modifications to a budget are deemed necessary, the will
work to prepare the modi?ed budget and receive Council approval for it.

Please refer to the handbook (Appendix J) for complete details. Finally. the handbook will be updated once

the Danbury Prospect Charter School is chartered and the Clle agreement takes effect to ensure it applies
to all the laws and standards in the State of Connecticut.

107

4.3 Self-Evaluation and Accountability

A. Describe the proposed scene! ?5 self-assessment or evaluation system to ensure that it is: 
demonstrating educationrti progress ofstn dents; meeting its stated mission and goats; 
making suf?cient efforts to attract, en roii and retain stu dents from among the popuiotions
described in (3.6.5. to and (4) making efforts to reduce racioi. ethnic.
and/or economic isotetion

Operational ?nals at All Levels
During the planning year, Danbury Prospect will work with Prospect Schools and the Governing Council to
develop a robust acc0untability plan that will include academic, operational, ?nancial metrics [dashboard] by
which to measure the program. The dashboard will be presented to the Governing Council at meetings with
updated information to inform discussion on any needed revisions that need to be made to the program. These
key performance indicators will include:

a Leadership ti; Organizational Systems

lnspirationalleadership

.. Academic leadership

0- Organizational leadership

Communications and Relationship Management

Leader Self-Awareness

4: Distributed Leadership
Human Capital
Culture 8: Climate
Teaching Learning
Operational (including student enrollment} Financial Benchmarks

 

l. Demonstrating Educational Progress ofStudents

Each year, clear goals are set for achievement measures which are recorded in conjunction with the principal.
department heads and teachers in relation to externally benchmarked goals. These goals include school-wide.
grade- level. classroom, staff and student goals which are measured throughout the year including the
collection and analyzing data from benchmark, formative and summative assessments. Finaliy, students set
individual growth goals following the completion oftheir diagnostic tests at the start ot?the academic year. Bi-
annual studenttfamilyiadvisor conferences are held. in preparation for these conferences, students will prepare
a portfolio of work where they can highlight what they are most proud ofand identify what their SMART
goals will be for the upcoming months.

In order to support the achievement of annual performance goals for all students, additional professional
development goals, speci?c to the grade level, to classrooms and to individual teachers are also drafted at the
start ofthe year. Teachers will work in collaboration with the Principal to identify the highest leverage areas
for growth (ex. classroom management, data analysis, differentiation, etc.) and comprehensive action steps are
taken to achieve growth against this goal. A summary ofthis process can be found in the Performance
Management Handbook in the Appendix L. Accountability for progression against these goals is embedded in
the standing 1:1 conversations between teachers and supervisors (held minimally 2xtmonthi. A more
comprehensive check in against professional development goals is conducted during the mid-year evaluation
process and course corrections to ensure completion ofthe goals by the end ofthe year may be added at this
time. While specific administrators, such as the principal, department heads or grade level leaders may be
responsible for grade-level or school-level goals (ex. Cross- disciplinary literacy initiatives, embedding
internationalism, etc}, the same process is maintained to ensure accountability in the successful completion of
these goals.

2. Meeting Stated Missions and Goals
Evaluation data will be used by the Governing Council and the Danbury Prospect leadership to
meet Danbury Prospect?s stated mission and goals. This data will be used to develop improvement
plans and to identify and amplify effective practices by:

103

A. Evaluation of School
Danbury Prospect will undergo a Quality Review twice a year. The purpose ofthis review is to evaluate the
school?s effectiveness and its progress in meeting its achievement goals as well as its operational and ?scal
ef?ciency.

Quality Reviews will focus on the efficacy ofthe instructional core across classrooms, school culture, and
structures for improvement. Both reviews will last two days. and areas in need ofimprovement (as identi?ed
in the fall Quality Review} will anchor the Spring review. Both reviews will be administered by five to six
experienced educators acting as critical friends. For the operational and fiscal review Danbury Prospect will
utilize external critical friends and consultants to review the operational processes as well as ?scal policies.
practices. and position.

B. Evaluation of Programs and initiatives
The school and its staff. under the guidance ofthe Principal and Prospect Schools will assess each program
and initiative in terms of how it will impact Danbury Prospectis school-wide goals. Evaluative methods will
take a number of forms ranging from qualitative evaluations such as pre- and post? program focus groups,
interviews, and questionnaires to program evaluations involving quantitative methods that estimate the impact
of various school programs on academic and non-academic measures such as attendance. retention= student
learning outcomes. and student and family satisfaction survey results.

3. Attract. Enroll and Retain Students
Danbury Prospect is excited to recruit a student body that re?ects the full diversity of the City of Danbury.
During the planning year. the Danbury Prospect team will continue the extensive outreach with the community
that began two years ago.

According to the District Pro?le and Performance Report for school year 2015-16?4 for the Danbury School
District. 19% of Danbury Public School students are English language learners (ELL) 50% of students are
economically disadvantaged and ofthe student population are classi?ed as students with disabilities.
Danbury Prospect anticipates seeing approximately the same at Danbury Prospect. in addition to actively
recruiting and enrolling this diverse population, Danbury Prospect is committed to retaining these students
year after year to provide a continuous education that inspires a lifelong love oflearning.

The ELL, students with disabilities, and economically disadvantaged populations will be monitored and
retention tracked similarly to the way they are tracked at the NYC Prospect Schools. The goal will be to
remain on par with the district public schools in terms of students returning to Danbury Prospect each year
just as Prospect?s NYC school retain students at a higher rate than the district schools because ofthe rigor and
expectations ofthe program.

4. Reduce Racial. Ethnic, Economic isolation
A number of speci?c action steps will be in place to ensure that Danbury Prospect meets the goal of having
students who look different, and think differently sitting side-by-side and learning from each other in our
classrooms, including. but not limited to:
- Heterogeneousgrouping
- Robust integrated Co-Teaching model
Individualized schedules for all students [no tracking)
Opt-in opportunities for academic advancement (ex. Embedded honors program}
Explicit diversity education delivered via the Advisory Program
student and family support offered by the Advisor and Advisory Program
0 Extensive, on-going professional development ofteachers focused on student needs iex..
culturally responsive classrooms. restorativejustice, etc.)
Free academic supports (tutorials, after-school office hours, drop-in summer assignment
help. break academies, summer school}

 

4 . .
District Profile and Perfonnance Report for School Year 20 - Danbury School District.
htip :?r?nwu danhury kiln 20]} so]; pdt'



 

I Free uniforms provided through the recycled uniform program

0 Fee-waivers for whole-school or required ?eld trips for qualifying students
a Recruitment and retention of diverse teaching staff

- Translation services are made available as needed for families

In Danbury 812% of Danbury educators are White with just 6.3% identi?ed as Hispanic or Latino and 3.9 xii

identified as African American. While the district has a variety of initiatives {Minority Recruitment and
Retention Committee; Minority Pipeline Grant with Western Connecticut State University and CT State
Department of Education) to improve the percentage of minority employees. there is more that can be done. At
ProSpect Schools in Brooklyn. 62% of 20] 't-l 3 school year hires identify as people of color. Prospect Schools

will continue to use innovative and targeted recruitment strategies to ensure teachers at Danbury Prospect

reflect the rich diversity ofthe Danbury community.

School leadership and faculty, under the guidance ofthe Principal, will review results from the annual student

survey and implement support plans or revisions to the academic program as necessary to ensure a reduction

ofracial. ethnic and economic isolation. Data Systems and processes to track this information include:
I. Danbury Prospect will track academic, programmatic. financial and operational data on a
daily and basis using systems developed and improved over eight years at Prospect

Schools

2. The lCouncil will receive quarterly updates on academic. financial and operational key
performance indicators as well as analyses on how Danbury Prospect is continually seeking to

improve.

3. Danbury Prospect will assess all parent. students, and partners. bi-annually to gauge their satisfaction
in the life ofthe school using surveys and focus group discussions. The data gathered from these surveys
will lead to programmatic and academic adjustments and changes as needed.

4. Danbury Prospect will receive two Quality Reviews from ?critical friends" to analyze and provide

data that will inform immediate changes and longer term issues to address

4.4 Timetable

A. Provide a detaitea' timetabte afprajected activities and dates leading to the opening of the
proposed school. The timetubie sit auta' include, at least, activities reintea' ta community
outreach. student enratimeut. eurrirutum devetapment, recruiting and hiring trigtr-quuiity
teachers and leaders. and buittiing acquisition.

'Danbury Freepect has created the timeline below showing approximate dates and timeframes for key activities. The
Governing Council of the School, along with Prospect Schools will track and manage the timetable and all pertinent
issues will be discussed at the meetings of the Council Further, ProSpect School has effectively opened four schools 
iin New York and has an intimate understanding of the start up and opening phase.

 

ACTION

TIMEFRAME

NOTES

 

General

 

Danbury community
engagement and outreach

10:"2015- ongoing

The Danbury Prospect founding team began
community outreach in 2014 and has
remained engaged adding a physical office
space and local project manager since 2016

 

Charter submission and approval

 

 

3i?l 7?

 

Submitting in August, Decision expected in
90 clays

 

 

 

Ill}

 

 

 

 

File for Connecticut 501(cJt3) Paperwork is ?led with the CT Secretary ot?State
status for school and state tax
exempt status

Governance

 

Governing Council Recruitment

 

~10i'2017

Council member recruitment began in early
2017. all members selected by 

 

 

 

Proposed Founding 7:201? During meeting will establish outline

Governing Council assemble orientation and training, and institute
governance committee

Full Governing Council meet Ill-"20] 7 Ratify bylaws, strategic planning. orientation
and training for new members

Agree on and sign term sheet 1.32018 Upon receipt of the charter. the Governing

with Prospect Schools

 

 

Council will review and ratify term sheet

 

Academics

 

instructional Staff recruitment



Principal is already identi?ed, focus on hiring
Operation head, teachers and building
relationships with local teacher training
programs

 

Hire Instructional Staff

6.0018

All hires made by this date

 

Professional Development
for instructional staff

Ti20l 

All Danbury Prospect teachers will receive
training in International Baccalaureate
programs. student centered learning,
managing advisory. social-emotional
development

 

Adapt Prospect Schools
Curriculum for Dan bury

llt20 7- ongoing

Danbury Prospect will bene?t from an in-house
developed curriculum and will focus on
tailoring it to meet all Connecticut standards as
well

 

Curriculum units and cross
planning

 

llf20l7- ongoing

 

Selecting, re?ning and planning collaborative
units across subject areas

 

Operations

 

 

 

 

 

 

Recruit Head ofOperations 10r20l7 Head of Operations recruited through
networking online media posting

Hire Head of Operations Prospect Schools works with Principal to
screen. Principal makes ?nal decision.

Sign lease for facility 11-201 Danbury Prospect will be housed in a short
term facility for the first 3 years

Facility renovations lr'2013-5f2013 Prospect Schools will oversee the design
and renovations to ensure on time opening

School website launched 1020]? Detailst?timeline to opening released on site.

 

 

 

 



 

Student recruitment

lit-?2017- ongoing

Families have expressed interest since
2615- Formal Info sessions announced

 

Service provider re search

i 1.92017

Food provider, health services.
transportation provider [tbd after lottery}

 

Student applications

 

lt?2018-4t2018

Families submit applications

 

 

 

 

 

Lottery air-?2018 Admissions lottery cenducted and families
noti?ed
Service providers selected 42018 Head of Operations will work with

Prospect Schools to sign contracts

 

 

4.5 Transportation

Piease note: This section is t'eqnired, bot not snbjet't to scoring.

A. Describe the ptan for transportingr dents from with in tire tor-oi scirooi district to and from the

proposed seit ooi. Ptease detoii any arrangements that have been made with tire tocai set: not
boardt?s). {f the sen ptans to impiement an extended-day or extended-year program that requires

transportation beyond what the district provides. pieose detaii any arrangements that have been
made to transport tn ese students. if necessary, piease indicate what transportation options, if any,

are avaitabte for 

State law requires school districts to provide transportation for all school-age children whenever it is
?reasonable and desirable? 10-22mm]. Upon Danburgt Prospect receiving its charter, Danbury
Prospect anticipates working with the Danbury School District contracted school bus company to determine a

feasible plan for providing transportation for students who reside in the district. Darlourgtr Prospect does not

anticipate serving students who live outside the Danbury district.

 

Preferences

in determining whether to grant an initial certi?cate for approval. the SBE shall consider

the effect ofthe proposed charter school on the reduction of racial. ethnic and economic isolation in the
region in which it is to be located. ill) the regional distribution of charter schools in the state.

(ill) the potential of over concentration of charter schoois within a school district or in

contiguous school districts, and (IV) the states efforts to close achievement gaps, as de?ned in C.G.S. 10-
16oo. and (ii) the comments made at a public hearing conducted as part ofthe charter application process.

i. Serving High-Need Student Popuiations
Nth.

2. improving the A endemic Performance of an Existing out with Substandard Performance
Mint

3. Opening in a Priority District or District with at Least ?5 Percent Racioi

or Ethnic Minority Enroiiment a.Pursuant to C63. and (D), an oppiicant be
awarded this preference if the proposed schooi wouid open in a Prioritr oat District or a district with at
ieast seventy- ?ve percent raciai or ethnic minority enroiiment. Piease indicate the district where the 
wouid operate.

Danbury Prospect is applying to locate in Danbury, Connecticut which is both a Priority School District and
an Alliance District. Danbury is the largest city (population: 83.000?) in Connecticut with no Charter School
option and is currently an overcrowded school district. according to data provided for the school districtm.
The Danbury district projects signi?cant increases in grades 6-8 due to larger cohorts currently matriculating
in the elementary schools. The result will likely be a 3.6% middle school increase over the next 4 years. The
high School will also be impacted by larger cohorts, with 3 l4% increase over the next 5 years.

Prospect Schools specializes in the design of intentionally diverse schools and is well positioned to support the
growth of Danbury Prospect. The combination of rigorous academics. robust social-emotional programs and
highly quali?ed teachers form the core of Danbury Prospect?s program to support the needs of a diverse
student pepulation.

The leaders of Danbury Prospect understand that when students? intellectual activity transcends the
boundaries ofthe classroom and extends into the culture oftheir daily lives. students are given a greater
opportunity to shape who they will become in the future. Student growth. however, depends on more than a
rigorous academic devotion. students social emotional developmental health needs also need to be supported.

4. Being a Higher dacation institution
a. Pursuant oppiicant be awarded this preference if the appticant

is an institution of higher education.
Nth.

5. Locating at a Work Site

a. Pursuant to C.G.S. ?ih?66bb(cj (3) (F), on appiicant be awarded this preference if the
appiicant pians to iocate its proposed schooi at a worhsite. A work site is shared by another
not or business. Piease describe the Work site where the schooi wouid be iocated

foA

 

TS . . 

t. ontent provided by the LS Lensus bureau For the years 2010. 20k l, 2012. 2013. 20H and 20 I s. 2016


Comprehensive Enrollment Analysis and Protections Prepared for Danbury Public Schools. Feb 1.20]? by Malone MacBrooin

 

CHARTER SCHOOL REQUEST

Description of Waivers Permitted or Tiot Permitted: Charter school applicants may request waivers ofcertain
provisions ofthe general statutes and regulations over which the SBE has-iurisdiction. Waivers mayr be
granted for any such provisions with the exception ofthose relating to collective bargaining Sis?l0-
I53g, 10~153i, 10~ 153j. teacher certi?cation?; Chapter 163c ofthe Connecticut General Statutes
10-l4n lO-l4xl; school health and sanitation 10-203 through l0-Zl7g. inclusive}; discrimination in
public schools t? 10-15c); and children with disabilities. To request a waiver. you must specify the particular
section ofthe law you seek to have waived. {*Teachcr certi?cation may be waived on an individual basis
under certain conditions. Please contact the Bureau of Educator Standards and Certi?cation for further
information).

Name of Applicant: Daniel K. Rubenstein. Trustec- Prospect Schools, Inc
Address: 30 Main St

City and Zip lCode: Danbu?. CT

Phone and Fax: Tel. (713) 643-1086 ext. 4000; 

 

1. Section of the general statutes or regulations you seek to have waived:

Danbury Prospect Charter School seeks an enrollment cap waiver. Connecticut law includes a cap of 250
Students per state board of education-authorized charter or 25 percent ofthe enrollment ofthe district in which
the charter is located. whichever is less, and 300 students per state board of education-authorized K-S charter
or 25 percent of the enrollment ofthe district in which the charter is located, whichever is less. Danbury
Prospect seeks to waive this enrollment cap and serve a total of Tilt} students in grades 6-12.

2. Describe why you feel that this waiver is necessary to achieve yourmission:

Danbury Prospect Charter School plans to be a 6-12 school in order to offer both the Middle Years Program
and the Diploma Program within the International Baccalaureate Program. Given the extremely long waiting
list at the sister schools in Brooklyn (currently 7302 students on their wait list}. the founders anticipate a
similar demand for the school in Danbury. which is already a crowded school district according to Danbury
Independent School District?s own research. In order to stay below the 250 cap required by law See. 10-66bb,
Danbury Prospect would be required to limit enrollment to 35 students per grade which would be ?nancially
and operationally unfeasible for the school model at all size.

3. Describe the desired outcometrationale (how you expect this waiver to assist in achieving
educational learning objectives described in your plan):

By serving 1 l0 students per grade. Danbury Prospect will be operationally viable while still maintaining a
small cohort of students and a teacher to student ratio of 13:1. Danbury Prospect?s four sister schools in
Brooklyn (Brooklyn Prospect Charter School) who all share the same founders have each started with 10
students per grade. so the founders are familiar with how to ensure a strong community with classes that size.

As noted in the application. Danbury Prospect Charter School will be a 6-12 college preparatory community
where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong

passion for learning. To thoroughly prepare Danbury Prospect students for college and an international world.
the 6-12 grade span is required for the full international Baccalaureate program.

Date of Application: August ID, 201'?

114

 

APPENDIX A

0 OVERVIEW OF DPCS ADVISORY CURRICULUM SAMPLE
UNIT

ASSESSMENT CALENDAR

SAMPLE RETEACHING MATH 6 STATE TEST

BROOKLYN PROSPECT ACADEMIC

 

 

 

 

Overview of DPCS Advisory Curriculum: Sample Units
Grade Frequency Dai Iy 3xiWeel-t Sio?Week 3x;?Weel< ExfWeek 2xfWeek
Example Managing Community Looking Managing Teambuildin Personal College
Units Transitions building. toward the Transitions Values application
group Futures high Exploration support
Organization cohesion. school. Building MVP
(Backpacks, and group college, or Traditions Personal College Academic
Binders. maintenance career ProjcettExpl Prep: The remediation
etc.) Community oring Big Picture
Goal-setting, Real-world Service Personal Community
Becoming re?ection, connections Passions and Post service
Principled and and service Habits of Developing Secondary
Responsible self-assessm learning Mind for Research preparation: Celebrations
cot Academic Skills Resumes, and
Brainology: Personal Success Personal Traditions
The Growth Tools for passions. Academic Statements.
Mindset school and hobbies. and Know your Guidance etc. Internships
learning interests Classmates and
Know your Counseling internships
Classmates Life skills. Presentation
healthy Skills: Understandi
development Preparation ng the
Sc self-care ofthe 8th Diploma
grade Program
portfolio

 

 

 

 

 

PSAT prep

 

 

 

 

 Autumn: cm

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 Quiz with N81
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18

 

19

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24-A

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25

 

 

26

 

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equivalent Expressions with mini?

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3-3

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Substituting in
Expressions

 

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week

    

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plan last weeks

 

Saturday

 

12

Spring Break - No School

13

14

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16

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13



ZD-A

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BPCS Academic Resnonsc To lgtervention [RtIl

Brooklyn Prospect Charter School?s Academic Rt] is an essential counterpart to the Behavioral
Rt]. Like the Behavioral Rtl, the Academic is divided into three tiers and provides a
framework for identifying students? academic needs, and for increasingly intensive interventions
to ensure that all BPCS students achieve academic success.

A mic Su Tiers:

Tier 1: Universal core curriculum instruction and practices for all BPCS students

At any given time, most students demonstrate sufficient progress through core academic
instruction and services provided by faculty as part of the Tier 1 universal supports. Tier I
practices are monitored for effectiveness by measuring students? learning progress on an ongoing
basis through classroom-based measures such as student work samples, common assessments
and benchmarks. At times, a teacher or adviser may identify a student who is either struggling to
learn the core curriculum or having difficulty maintaining appropriate behavior. In addition,
universal assessments may identify students who exhibit gaps in critical skills andfor content
knowledge and are in need of additional supports. The classroom teacher (with the guidance and
support of the their department head and grade-level team) will implement appropriate
accommodations to address these learning and behavioral concerns.

Universal Tier 1 supports include, but are not limited to:
I Classroom Based Interventions such as differentiated instruction, utilization of
research-based coded interventions (PRIM), small group support, positive praise, etc.
I School-wide Interventions such as recognition at Circle and other means of public
acknowledgement, Utilization of research-based coded interventions (PRIM), grade data
collection and analysis by both students, advisers, and guidance counselors, etc.

Procedures for Identifying Targeted Interventions [Tier 

i. In order to ensure that students remain successful with this level of support, teachers
should participate in a pre-intervention conversation with their department head to
discuss targeted interventions for any student who meets the following criteria:

An overall grade that falls below 65% at any point during the semester

I An effort grade that shows a pattern of incomplete or missed assignments
andfor and effort grade that falls below a 65%
I 5 or more missed days/classes within a grading period [intervention led by the

adviser in consultation with the guidance counselor]
I Behavior lnte rventions (Note: details of behavior interventions are further

outlined in the Discrpiine Implementation (RID Guide. 
0 Middle school student receives 2 or more conduct cuts within a week in
a given class andi?or receives 5 conduct cuts in a grading period within a
given class.
Middle school student is removed from class two or more times within
a grading period within a given class.
0 High school student receives 2 dean?s detentions in a grading period
within a given class
0 High school student receives 5 demerits in a grading period within a
given class
2. During the 1:1 pre-intervention conversation, open the Student Needs Collaboration Log
for your grade to ensure that no Tier I targeted interventions exists for the same students
AND same problem. lfthe students already has a pro-intervention for another class, feel
free to add to the existing intervention. Interventions should be logged into the Student
Needs Collaboration Log Google Form which will be monitored by the Grade-Level
Advisory Coordinator.
3. Caregivers should be informed ofthc intervention plan by phone or email.

?it Note that a summary of progress report data will be sent from the Guidance Counselor
to all advisers at the end of each grading period 

Tier 2: Targeted interventions with ongoing progress monitoring for students in need of
additional support

Tier 2 academic interventions are provided in addition to universal supports. These interventions
are typically provided by classroom teachers and advisers and, where necessary, by the school
guidance counselor and learning specialists. Tier 2 interventions are necessary for any student
who meets the following criteria:

I Tier I interventions were minimally successful or unsuccessful

I Student receives 8 conducts (MS) or 8 demerits (HS) across multiple classes

I High school student receives 4 dean?s detentions in a grading period across multiple
classes

I Student receives tier interventions in 3 or more classes.

Targeted Tier 2 supports include, but are not limited to:

I Mandatory of?ce hours, tutorial, reading courses, or after-school support
I Academic tracking sheet(s)
I Daily check-in check-out with advisor

I Progress monitoring by the adviser after mid-grading period

1 :1 or group sessions with guidance counselor (skills. organizational issues etc.)

0 Brief functional assessment by learning specialist

 

Procedures forldentifying Targeted Interventions (Tier 111

Teachers are encouraged to utilize bi-weekly Student Needs Meetings as a
source of support and planning for students who are not successful after at least
Mtcacher-led interventions. The Student Needs Meeting is the primary
place to address concerns about speci?c students who are receiving only
universal supports. Interventions should be tracked in meeting notes.

Students will automatically be escalated to Tier ll supports if they are receiving
targeted intervention in 3 or more classes.

The student's advisor (or designee} will schedule a meeting, either in person or
by phone, with the parent to communicate the intervention plan as well as agree
on at-home supports [behavior interventions MUST be discussed face to face
with a parent]. Advisers (or dcsignce) are responsible for tracking and
monitoring progress with interventions, and communicating with the grade-level
team.

If learning and behavior do not meet expectations. the grade-level team will
EITHER design an alternate intervention OR refer the concern to the Child
Study Team (CST) for a tier 3 intervention.

Tier 3: interventions target students with signi?cant skill de?cits in specific academic areas

Tier 3 interventions target a small number of students with signi?cant skill de?cits in specific

academic areas. Tier 3 interventions are necessary for any student who meets the following

criteria:

I Student was unsuccessful in previous interventions.

Tier 3 academic supports may include, but are not limited to:

IUII

Individual and longer duration interventions through tutorial and of?ce hours

Mandatory participation in mid-winter anda?or spring academy

Mandatory of?ce hours and participation in the after-school Skills For School Success
course or HS Academic Resources course

Intense instructional accommodations and modi?cations in the classroom

Counseling with guidance counselor to discuss credit recovery options

Ability to make?up assignments for 100% credit

Additional supports as identi?ed by the adviser, guidance counselor, and student

In order to ensure that students receiving Tier 3 interventions receive all necessary supports, all

students requiring Tier 3 interventions will be referred to the BPCS Child Study Team. The
team will consist of a learning specialist, a member ofthe School Culture team, a member ofthe
Youth Development Counseling Team, an Advisory Coordinator and, where indicated, the
school principal. The student's advisor and caregivc?s) will also be responsible for attending
the team meeting when his/her advisee is being discussed. A timeline and benchmarks will be
set, and a plan of action memorialized in an updated B_rigm 
Meeting Estes and the possibility of retention andlor mandated Summer Academy will be
discussed.

In Support Of Academic 

The Student Needs Meetings and Child Study Team serve as the foundation for supporting the

Academic process. See flow chart for detail.

 

 

Teachen?Advisorr?Guidance Counselor actions in support of the academic Rt]

 

 

 

 

 

 

 

 

 

 

 

 

 

I. Logging the detention on the Of?ce Hours Matrix 8; Detention
List 2013- I 4

2. Informing the advisee?s family ofthe detention via email or
phone call. A con?rmation should be obtained [although that may
not always be possible).

3. Sending the advisee home with a copy ofthe grade report for it
to be signed (for grades only. Signatures required only for


 

 

 

Actions 5W4 
Of?ee Hours
Faculty complete the Office Hour Planning document during the Advisory Before school
?rst grade?level meeting. Coordinators begins
Establish an Of?ce Hours Matrix for each grade level. Advisory Before school
Coordinators begins
Communicate individual teacher of?ce hours and the Of?ce Hours Faculty Second week of
Matrix to students and parents via the course syllabus. teacher school
pages, and advisory.
Faculty determine which students need weekly scheduled support. Faculty Oct. 1
Schedule students in of?ce hours and add their names to the
Scheduled Of?ce Hour Roster. Advisers speak with parents and
students to create "buy in" for participating in of?ce hours.
Advisers use 1:1 conversations to discuss use ofof?ce hours with Advisor Oct. 1
each student. starting with our highest-need kids. Students
complete the Student Of?ce Hour Planning document.
Mandatory Of?ce Hours Advisory After MP1
Draft letter to parents (advisory coordinator) Coordinator
Deliver letter to parents via student backpack and email (adviser)
Homework Detention
Yearly review the NW Detention Policy. Faculty Before school
begins
.4 dvr?sors wr'i'l be responsibi?efor thefo?owr?ng: Advisor Weekly

 

 

 

 

Subject Teachers wit! be Faculty Weekly
l. Running one HW detention per week (in lieu ofoffice hours}

2. Recording student attendance on the HW detention spreadsheet

The program coordinator will be responsible for: Program Weekly

1. Printing and distributing to advisers grade summaries for
students who received a in any class.

2. Reviewing the weekly detention attendance. A list of all
students who did NOT attend the departmental HW detention will
be forwarded to the School Culture Team by end of day on Friday.

Coordinator

 

Grade Data Collection 8.: Analysis

 

 

 

 

 

 

Advisers will print out a multi-student section report at the Adviser Midpoint of each
midpoint of each grading period to determine whether interventions grading 
need to be put into place for their advisee before the end ofthe
grading period. Contact parents if needed.
Adviser will collect and review student goal-setting forms when Adviser Beginning efeach
submitted at the beginning of each grading period. Schedule grading period-
cenversatiens as necessary. mm? Pl
Guidance counselor will print out achievement and effort grade Guidance Beginning of each
reports, analyze the data, and present ?ndings to grade-level Counselor grading period-
coordinators and principals. minus P1
Chronic Absenteeism
Guidance counselor, with the support of school coordinators, will Guidance Beginning ofeach
collect and track attendance data and communicate to advisers re: COUNSEIOF grading PBind-

which students have been absent more than 5 days.

 

 

minus Pl

 

 

 

Important Additional NotesfPoints of Clari?cations for Advisors

Understanding Executive Functions: Our intervention-building system is based upon the
idea that behavioral and academic challenges can be understood in terms of underlying
skill de?cits. Rather than focus on getting behavior under control, orjust giving more
generalized academic support, we strive to craft interventions that will help students to
strengthen relevant executive functioning skills. There will be opportunities to learn
more about this approach throughout the year. but advisors (especially those without
much training in this approach) should feel free to consult with any member of our
Executive Functioning Support Team at any time.

Child Study Team Participation: Child Study Teams are in the process of being formed.

If you have expertise in crafting comprehensive interventions for students and are
interested in participating, please contact Elissa Gelber by next Wednesday. October
16th.

Communication with Guidance: Danielle White, Guidance Counselor, is responsible for
the collection and communication of data relevant to the Academic Rt]. She will let you
know when one of your advisees meets the criteria For pre-intervention. or more intensive
intervention. Please make sure to send her copies of all completed Bright Star Tools.
Questions? Danielle will be overseeing the Academic process at BPCS this year.
Please contact her (or your Advisory Coordinator) with any questions 


APPENDIX 



Daniel Kikuji Rubenstein
334 Second Street Apt. 2D, Brooklyn, NY I IE I 5
(917) 270 4t 17, 

 

PROFESSIONAI . EX PERIENC [1'2

Brooklyn Prospect Charter School, Brooklyn, NY

Executive Director September 2009-present

Execute and oversee day?to-day school operations. Report directly to the board of
trustees. Manage senior leadership team, including three division heads, Director of
Operations and Finance, and Director of Institutional Advancement. Primary liaison to
the parent leadership. Manage an annual audit and $10 million budget. Collaborate
with the board of trustees to construct a strategic plan. Represent the school at
employee and public events. Direct admissions strategy, leading to over 1500
applications in 2013.

Expanding the program to elementary and high school. Growing enrollment to over
600 students in grades k, 6-10. Oversaw International Baccalaureate Middle
Years Program accreditation. Led 5-year State University of New York (SUNY)
Charter Schools Institute authorization, receiving full 5-year renewal. Negotiate 3
facility leases valued at more than $50 million for 30 years. Oversee $3 million in
capital renovations. Foster Brooklyn Prospect?s national reputation for providing high
quality teaching and an innovative educational experience to an extraordinarily diverse
student population.

lClo-Founder July 2007 to September 2009

Founded a new type ofpublic school, combining the focus on families and excellence
in teaching found in independent schools with the access and accountability of public
education. Led a planning team to develop a comprehensive {Sm?12m grade program.
Recruited a not-for-profit board of trustees with complimentary skills in education,
?nance, law and real estate. Wrote a chartering document and led the organization to
be authorized by SUNY.

Negotiated a facility, hired faculty and staff, raised $1 million in public grant and
private start-up funding, oversaw the financial and business operations, managed media
inquiries, led the founding faculty in program development, and launched the school in
2009 with 10 sixth grade students.

Collegiate School, New York, NY

Mathematics Department Head September 2002 to June 2007

Led Middle and Upper School mathematics departments with 9 teachers. Reformed a
traditional mathematics program by incorporating technology, innovative pedagogy,
reflective professional development and a skills based curriculum. Initiated lesson
study, an intensive collaborative professional deveIOpment program. Administered
school-wide academic policies as a member of the Academic Council. Participated in
the creation of a 10-year strategic plan. Honor committee chairman.

 

The SEED Public Charter School of Washington DC

Mathematics Department Head September 2000 to June 2002

Desi gned mathematics curriculum grades 7? 2 for a new public charter school. Raised
student mathematics achievement on average of two years within a single year.
Created a tutorial program between local professionals and students with additional
needs. Supported fundraising and media relations.

Sidwell Friends School, Washington DC

Assistant Dean of Students August 1999 to June 2000

Administered student discipline policies. Upper School faculty liaison for facilities
projects. Worked with the Principal to set Upper School capital budgets and oversaw
expenditures. Planned new student orientation.

Mathematics Teacher September 1992 to June 2000

Instructed mathematics courses ranging from remedial Geometry to AP Calculus.
Served on numerous committees, including honor committee and diversity. Faculty
mentor to new mathematics teachers.

School Year Abroad, Beijing, China

Assistant Director and Mathematics Teacher August 1996 to January 1997
Taught mathematics to students from 21 different public and independent upper
schools. Examined the student?s home school curriculum and made all placement

decisions. Designed mathematics program to ful?ll the needs of the diverse student
body.

Eco-carton:

COLUMBIA TEACHERS COLLEGE, KLINGENSTEIN CENTER
Master of Education in Education Leadership, May 2007

ST. COLLEGE, GRADUATE or LIBERAL STUDIES, Santa Fe, NM
Master of Arts in Liberal Studies, August 2000

HAMILTON COLLEGE, Clinton, NY
Bachelor of Arts in Mathematics, May I99I

QUALIFICATIONS:

Schoolth.com Viewpoints 2007-2011
Featured Blog, School 2.0, School creation and innovation

National Academy of Science

Associate member of the Teacher Advisory Council 2004 to 2007

K- I 2 Group Participant, Rising Above the Gathering Storm, Energizing and
Employing America for a Brighter Economic Future, 2006

Corwin Press
Reviewer Academic Manuscripts 2005 to present

Presidential Award for Excellence in Mathematics and Science Teaching
2002 award winner

National Board for Professional Teaching Standards
Certi?cation in Adolescence and Young Adulthood Mathematics Awarded 1999 to
2009

School Evaluation Teams
Little Red School House Elizabeth Irwin, Roxhury Latin (math department only),
Harlem Village Academy Charter School

Education Workshop Leader

Leader of professional development works on teaching with technology, re?ective
professional development including Friends Seminary, Trevor Day School, City
University of New York and National Board Certification 1998 to 2010

CONFERENCE PRESENTATIONS:
Illinois Statewide Charter Schools Conference, 20l3, ?Integrated Charter Schools:
The Next Wave in Education Reform"

Featured Speaker at Baruch College public affairs week, 2010, "What should
Schools be Doing??

Panel Presenter at Teacher?s College Academic Festival 2010, ?Schools from
Scratch: A Panel of School Founders Heads ofSchools"

Hathaway Brown InnovatiOn Summit, 2010, ?Shaping the Teachers of the Future,?
with Pearl Rock Kane and Luyen Chou

Kim M. Raccio

EDUCATION:

Southern Connecticut State University, New Haven, CT, USA
Bachelor of Science, Biology Cam tirade; Minor, Marine Science 1997

Southern Connecticut State University, New Haven, CT, USA
Connecticut Department of Education Educator Certificate in Biology ?i-12 2006

Columbia University Teachers College, New York, NY, USA
Master of Arts, Education Leadership, concentration Independent School Leadership 200??

University of Bath, Bath, United Kingdom
Doctor of Education, International Education In progress

TEACHINGIWORK EXPERIENCE:

Founding High School Principal. (2012?2015)
Elementary Leadership Resident. (1015-2016}
Principal. New School Development. Brooklyn Prospect Charter School. Brooklyn, NY, USA (Into-present)

as Founding Principal? of Brookt'yn Prospect Charter Scirooi High Schooi: Hiring, oversight, training and
evaluation of teachers, teaching apprentices, department heads and staff; Fostering a collaborative professional school culture
where facultyr and staff are empowered in school-wide decision making in the areas of their professional expertise; Short and
long-term academic planning in alignment with the NY Regents, State University of New York (SUNY), International
Baccalaureate (IB) Middle Years (MYP) and Diploma Programmes (DP) requirements; Curricular scope and sequencing and
curriculum development; Oversight of IBDP application process (awarded April 2014}; Development and implementation of
comprehensive professional development program, school culturer'diSciplinary process, academic and co-currieular programs;
Primary point of contact for parents and families; Management of HS budget; Marketing and pubic relations; Member of senior
management team; Academic adviser.

Responsibilities as Elementary Leadership Resident: Principal Appointee for Danburv Prospect Charter School (anticipated
opening Fall 2018}; Oversight of CT charter vvriting process, academic planning, and any necessary elements of school planning;
Training and evaluation of teachers of teachers within the Elementary School (ES) ?Specials" department (Art, Dance, Physical
liducation, Science, Spanish); Specials Department Head; K-2 Music Instructor; Oversight of ES Free Reduced Lunch
program, development of the ES English Language Learner program; curricular support for implementation of the 13 Primary
Years Program.

Responsibilities as Principoi, New Schooi Deveiopment: Ctr-principal for opening of Brooklyn Prospect Charter School - Clinton
Hill Middle School Campus (see above for responsibilities as founding HS Principal): Principal mentor; Member of network?
tvide strategic planning committee.

Consultant. USilntel-national Studies Program (USISP). Ashville College. Harrogale, United Kingdom (2015-2?1?)
Training and oversight of on-the?ground staff for the USilnternational Studies Program at Ashville College;

Academic advising to incoming US students; Oversight of US university application process; Curriculum development; On-
going program support - including oversight of budgets, US school records, academicicultural initiatives including the
development of transitional counseling program, stafftraining and marketing; Liaising with the US State Department, Military
and relevant US governmental organizations USISP development; Advisorifacilitator for Initial School Accreditation with the
New England Association of Schools and CollegesiCouneil of American Independent Schools Abroad 

Kim M, Roccio
Page 2 of4

Assistant [lead of School, Academic. (2009?2012}
Director, American Studies Program. Kingham Hill School. Kingham, Osfordshirc, United Kingdom (2007-2010)

Responsibilities as Assistant Head ofSc-troot, Academic: Staff hiring and appraisals; Curriculum development; Director of Sixth
Form including training of all Sixth Form Tutors and oversight of the UCAStUniversity application process; day-to-day
academic and social operations of Sixth Form; Coordinator and Lecturer for Sixth Form Seminar Program; Line-manager for
Speci?c Learning Differences, Talented and Gifted, Careers, American Studies and Library departments; Management of the
Scholarship Program; Development and Management of whole?school academic tutorial system; budgetary oversight of relevant
departments; Head of Educational Committee to the Governors; Development and delivery of whole-school 
programming with emphasis on independent Learning and 21"t Century Skills; Preparation for and Ofsted inspections;
Deputy lChild Protection Officer; Marketing and Public Relations.

as Director ofdmertcon Studies: Founder ofthe American Studies Program the first integrated academic
program in the United Kingdom supported by the US Department of State-?Df?ce of Overseas Schools allowing US students the
educational opportunity to study at a traditional British boarding school while continuing to meet US educational requirements
during their time abroad; liaising with the US State Department and US Military on ASP program development; Steering
Committee Chair for initial School Accreditation with the New England Association of Schools and CollegestCouncii of
American independent Schools Abroad successfully resulting in Kingham Hill as the ?rst British Independent
school to be accredited by academic advising to all incoming US students; US university counseling and oversight of
the US university application process; curriculum development; day-to-day program support - including management of staff,
budgets, transportation, school records, academictcultural initiatives including the development of transitional counseling
program, stafftraining and marketing.

Responsibilities as Teacher of?cience: A-icvcl Biology, Genetics, GCSE Environmental and Land Based Science; Middle
School General Science; annually obtained outstanding value-added results, particularly in GCSE science.

Additionot lt?trote-Sctroot Responsibitities: Site coordinator for K12 International Academy {amine}; Academic Tutor and
Boarding House Support Staff; SMT Emergency Orr-Cali; Yearbook Adviser; Musical Theater Sound Engineer, Ambassador
Prograthlobal issues Network, Debate, Swimming.

Science Faculty. l-lamden Hall Country Day School. Hamden, CT, USA (2000?2007)

Taught Advanced Placement (AP) Biology. General Biology, General Chemistry, and Senior Human Sexuality; Developed and
taught Marine Biology and Zoology courses; Director of a comprehensive 3-year professional
development program required for new faculty members; Educational issues Committee member; Faculty Liaison
CommitteetUpper School Faculty Representative; Multicultural Diversity Committee member; Coached Academic Decathlon
and Outdoors Club; Gay-Straight Alliance Adviser.

Manager of Educational Resources and Outreach Programs. The Maritime Aquarium, Norwalk, CT, USA (1998 2000)

IWorked with teachers, science coordinators and district supervisors to develop school speci?c multidisciplinary programs
integrating marine science, biology. and technology into existing curriculum; Collaborated with Aquarium staff to develop in?
housc programs compliant with the National Science Standards for speci?c grade levels; Developed and presented workshops
for K-IZ cducamrs; Managed CT Sea Grant?funded ?Summer internship for Teachers"; Developed Making ii?uves, a bi-annual
professional development newsletter for formal and informal educators; Coilaborated with scientists, researchers and
commercial industries to develop accurate and current educational materials for classroom use; Implemented scienti?cally
acceptable data collection methods for programs and research projects; Maintained library collection of educational materials for
CT Sea Grant-funded Resource Center; Trained aquarium staff and interns; Taught in-housc, ?eld and shipboard educational
programs for grades K-univcrsity.

Program Coordinator. Schooner Harvey Gamcge Foundation, Inc., Cornwall, NY, USA (1997 - 1993)

Of?ce manager for international sea education institution; Developed curricula integrating marine science, literature, history and
New England culture for grades 6-12 for delivery aboard l3 l-foot traditional gaff-rigged schooner, Harvey Gamage, on voyages
ranging from Nova Scotia to Grenada; Shipboard educator; Provided support for ?eld educators; Marketing and public relations.

Kim M. itaccio

Page 3 of-i
Director of Summer Programs. Schooner Inc., New Haven, CT, USA (Summer 1995, 1996)
Senior Counselori Per Diem Educator. Schooner Inc., New Haven CT, USA {Summer 1990 - I994)

Developed curriculum for marine science summer program for grades Supervised and trained program educators and
volunteers; Developed integrated programs for grades 5-3 aboard 91-foot schooner erinnipiach; Educator for ship, shore and
classroom programs.

VOLUNTEER EXPERIENCE:
EASCICAISA: Member of Visiting Teamfor iti? i?ear Accreditation (Spring 2016) American School of Guatemala.
NEASCICAISA: Member of Visiting Teamfor iti- FearAccretiitation (Spring 2014) St Andrew?s School, Nassau, Bahamas.

Member of Visiting Teamfor Year Accreditation {Autumn 201 1) ACS Hillingdon International School,
Hillingdon, United Kingdom.

Member of Visiting Team for initiai Accreditation (Spring 20] Hope Academy, Bishkek, 

NEASCICAISA: Member of Visiting Teamfor initiai Accreditation (Spring 2009} American College ARCUS. Veliko
Tumovo. Bulgaria.

Marine Science Instructor. Hamden High School, Hamden, CT, USA (1996 2000, 2006-200?)

Assisted in the development ofa pilot program for high school students culminating in a week-long intensive study at the
Bermuda Bioiogical Station for Research; Taught topics in biology, ecology, geology and research techniques in Connecticut
and Bermuda; Implemented program at Ilamden Hall Country Day School in partnership with Hamden High School in 2006.



Good Schools Guide: I) Award for the best point score at an English Independent School for Girls taking
Environntenta] Science at GCSE.
Columbia University Teachers College: Kiingenstein Summer institute Fciiow (Summer 2003} Lawreoceville, NJ, USA

CONFERENCE PRESENTATIONS:

Fall 20] 1. European Council oflnternational Schools, Lisbon, Portugal. Disrupting Ciass Via Oniine Learning: Bienrieo'
Learningfor the international Schooi. Exploration ofonline blended learning programs at Kingham Hill School offered in
conjunction with K12 International Academy.

- April 2000. National Science Teachers Association, Orlando, FL. Focus on Phoca. Harbor seal biology and research
techniques for monitoring seal populations.

- March 2000. Long Island Sound Educators Conference, Norwalk, CT. Summer internships for Teachers.

- February 2000. Maritime Aquarium at Norwalk, CT. Marine 

February 2000. Maritime Aquarium at Norwalk, CT. Dinosaurs and Sea Creatures. Exhibit workshop presented in
collaboration with the American Museum ofNatural History.

September December 1999. Maritime Aquarium at Norwaik, CT. JASONXI: Going to Extremes. Comparative studies
of deep sea and outer space habitats.

August I999. National Marine Educators Association, Charleston, SC. Focus on Phoca.

- June I999. Maritime Aquarium at Norwalk. CT. Great Big Bags: A Robotic Exhibit. Introduction to terrestrial and
aquatic entomology.

March 1999. National Science Teachers Association, Boston, MA. Aquariums andr Teachers: A Symbiotic Reiationship.
Investigating professional development opportunities for teachers.

0 February I999. Maritime Aquarium at Norwalk, CT. Seats in the Sound.

September? December I993. Maritime Aquarium at Norwalk, CT. JASON X: A Wet and WiidAdventare. Comparative
studies ol?Rainforest ecology.

Kim M. Roccio
Page -i of?l

INSERVICE EDUCATION:

May 2017. New England Association of Schools and CollegesiCouncil of American International Schools Abroad
Accreditation training for ACE protocol, Burlington, MA.

June 2016. New England Association of Schools and Collegestouncil of American International Schools Abroad
Accreditation training for ACE protocol, Lowell, MA.

November 200?? 201 1, 2015-16. European Council of International Schools Annual Conferences, 1Various Locations.

August 201]. New England Association of Schools and Collegesr?Council of American International Schools Abroad
Accreditation rte-training for 8th Edition, Kingham Hill School, Kingham, UK.

June 2003. New England Association of Schools and CollegesiCounciI of American International Schools Abroad
Annual Conference, Beverly, MA.

- March 2006. National Association of Independent Schools Annual Conference, Boston, MA.

Summer 2004. AP Biology: Classroom and Lab [2-Week Workshop) Ta? Educational Center, Watertown, CT.

Spring 2004. Geneticsi?Genetics Laboratory [Audited Course} University of Hartford, Hartford, CT.

December 2003. ?Sexuality The Hidden Curriculum? (Workshop) Mental Health in independent School Communities.

March 2003-2006. True Colors (Conference) Sponsored by the Sexual Minority Youth and Family Services of
Connecticut.

October December 2002. ?Teaching the Tough Topics" (4 Workshop Series) Planned Parenthood ofConnecticut.

April 2001. Puberty Education (Workshop) Planned Parenthood of Connecticut.

October 2000. ?Beginning Teacher institute" Connecticut Association ofindependent Schools.

April 2000. National Science Teachers Association Annual Conference, Orlando, FL.

August 1999. National Marine Educators Association Annual Conference, Cbarieston, SC.

March 1999. National Science Teachers Association Annual Conference, Boston, MA.

0 August 1993. National Marine Educators Association Annual Conference, Humacao, Puerto Rico.

PROFESSIONAL AFFILIATIONS:

Southeastern New England Marine Educators (Past Board Member)

New England Association of Schools and Colleges, Commission on American international Schools Abroad
American Association of School Administrators

National Science Teachers Association

CERTIFICATIONS:

NEASCICIS Accreditation tr'? Edition, ace i

Safer Recruitment Training (September 2010. Department ofChild and Family Services, UK)
Connecticut Permanent Educator Certi?cate, Biology T-l2

Basic First Aid, Professional CPR, Fire Awareness

 

Penelope B. Marzulli
Brooklyn Prospect Charter School
3002 Ft. Hamilton Parkway
Brooklyn, NY 11215
(7'13) 643-1036; 

PROFESSIONAL EXPERIENCE:
Brooklyn Prospect Charter School, Brooklyn, NY
Deputy Executive Director. Director Advancement July 2013-present
I Report directly to and partner with the Executive Director to manage and oversee growing, annual $20
million plus budget and 230+ employees
I Created strategy for gathering data on all academic outcomes and managing team efforts to address and
improve student outcomes based on analyzing the data, creating dashboards, monitoring metrics and
ensuring that student achievement is at the forefront of all decision making
I Oversee External Affairs, including student admissions, annual and capital fundraising, marketing and
communications, and and media

Founding Director of Communications Development September 200'?- July 2013

I Founding member of school leadership team

I Led capacity building strategic initiatives across the organization
0 Recruitment and continued development and training of not-for-pro?t board
0 Conceptualize and lead initiatives to institute annual board self-assessment
0 Develop strategy short and long term organizational structures

I Responsible for creation and implementation of fundraising and communication strategies for new,

hi gh- rrowth organization

Parker, Chapin, Flattau.J and Klimpl, New York, NY

Director of Legal Recruitment September 1986- February 1990
0 Recruitment and hiring of all legal personnel for 100 plus, mid-sized NYC law firm
I Planning and implementation oisummer associate program

Shearman Sterling LLP August 1984- August 1986
Legal Recruitment, Summer Program Coordinator
I Supportng the recruitment and hiring of all attorneys at large international law ?rm
a Planning and implementation ofthree month long summer events and activities and coordinating
orientations, stewardship and assignments and for over 100 associates

New York Legal Associates October 1983rJuly 1934
I Legal recruiter specializing in identifying and interviewing high quality corporate lawyers

White Case, New York, Jakarta, Indonesia June 1982- September 1983
I Paralegal- responsible for assisting legal team with research, administration and general support.

EDUCATION:

The Philadelphia Institute of Paralegal Training, Philadelphia, PA
Graduate Certi?cate - Corporate Law, May 1932

University of Richmond, Richmond, VA

Bachelor ofArts in French and Secondary Education, May 1981

 

HILLARY PRINCE

 

2305 84'? Street, Apt. 2F Brooklyn. NY 11214
Cell: (860) 818?3829 E-Mail: hillaryb80@gmail.com

PROFESSIONAL EXPERIENCE

Brookfyn Prospect Charter School Brooklyn, NY

Director of Operations and Finance Sept 2010 Present

a: Responsible for day-to-day management of school operations and admissions. technology, data systems

it Serve as the school's Human Resources representative, including oversight of administration,
recruiting and on-boarding, and performance management

Responsible for the fiscal health and viability of the organization, including budgeting and forecasting, oversight of
annual ?nancial audit and regular reporting to the Board

a: Responsible for the management of multiple grants, and the requisite reporting

Participate in the planning and execution of a long-term facility construction project

a? Maintain compliance with reporting requirements of all governing entities at the local, state and federal levels

it Serve as core member of school's Administrative Team, and contribute toward the strategic planning of the
organization, including growth management and long-term programmatic planning

Assistant Director, Operations and Finance July 2009 ?August 2010

As part of founding team, established school procedures and developed a culture of operational excellence

as Represented the school at campus-wide council meetings, served as key liaison with custodialrfacilities
management, school safety, health and food services, PTSO representatives

4: Managed initial and ongoing purchasing and procurement for school opening and annually

Managed relationships with vendors and served as point person for tech, ?nance and accountability consultants

it Maintained compliance with established ?nancial policies of the school

ac Responsible for day-to-day bookkeeping for the school and its af?liated ?friends of' organization, including
management of accounting system, bank reconciliations. and regular banking and accounting activities

Created annual budgets for both organizations, and reported on performance against projections

=k Monitored cash ?ow. processed payroll, oversaw annual audit and tax ?lings

Prepared Board ?nancial statements, reporting to the Finance Committee

The Princeton Review, inc. New York, NY

Regional Director, Supplemental Educational Services Operations July 2008 ?July 2009

a Contributed to the growth of the division by establishing operations in new markets across the country, including
contracting, hiring, training and facilities set-up

Trained directors in new markets for successful program implementation through effective management of
registration tracking, attendance and assessment administration, billing and payroll processing

Ensured existing and new markets remained compliant with all district, state and federal regulations

at Provided ongoing operational support to new markets and served as liaison between district and corporate office

Director, New York City Operations August 200? ?June 2008

- Ensured the smooth operation of free after-school tutoring programs in NYC

Streamlined internal processes to create a strong foundation for support of tutoring programs

a: Managed the distribution of materials to the ?eld, the tracking of student assessment and attendance data, and
the maintenance of student records

a Managed operational functions including bi?weekly payroll, district invoicing. routine course expenses,
and the accurate reporting of each

a: Worked with school district to ensure compliance with all state and federal regulations surrounding registration
and enrollment, assessment and progress reporting, and personnel eligibility

Oversaw daily of?ce operations, including the management of an Asst. Director and full support staff of 20-25,
monitoring workflow and quickly resolving issues as they arose

References available upon request 1

 

HILLARY PRINCE

 

 

 

 

 

2305 34m Street. Apt. 2F Brooklyn. NY 11214
Call: (sec) 818-3829 E-Mail: hillaryb80@gmail.com

Site Manager August 2006 ?July 200?

- Marketed. launched and executed successful federally-funded after-school tutoring programs at multiple New
York City DOE elementary and intermediate school sites

Built and maintained communityischool partnerships and outlets for parent outreach

Hired. trained and managed a staff of part-time teachers and program aides at each school of responsibility

Learning Center Bloomfield. CT

English Teacher (internship) September 2005 June 2008

Provided general assistance to the English department of a 6-12 magnet school

0 Served as substitute teacher across all content areas as needed

- Served one semester as interim teacher in a high school English classroom where responsibilities included
lesson planning and execution. classroom management and grading of student work

- Worked closely with teachers. students. parents and administrators to maximize student achievement

- Assisted in the proctoring and administration of state standardized testing

- Supervised and facilitated student-led after-school activities

Madison Square Garden, LLC Hartford, CT

Manager, Executive Suites and Event Hospitality October 2003 ~July 2005

- Oversaw day-to-day operations of the luxury level of a sportsientertainment arena

- Managed a staff of 50 part-time hospitality employees and trained all new hires

. Planned and executed events for major clients throughout the facility including local companies, Earge
corporations. private parties. NCAA-affiliated groups. radio stations and concert tour management

- Organized media and backstage hospitality for NCAA basketball. AHL hockey and frequent concerts

- Maintained ciose relationships with clients and vendors and responded to all customer service inquiries

Supervise r, Executive Suites December 2002 October 2003
- Supervised a staff of 25 part-time hospitality employees
- Supported in the planning and execution of events for clients in the Executive Suites

EDUCATION

University of New Haven. West Haven, CT

Master of Science. Secondary Language Arts Education June 2006
Skidmore Cottage. Saratoga Springs, NY

Bachelor of Arts. English Literary Studies. Business l'vtinor May 2002

VOLUNTEER EXPERIENCE
Behind the Book. NYC-based literacy non-profit January 2011 Present
2012-13 Young Executive Board {Io-Chair

SKILLS

Pro?ciency in Microsoft Of?ce. QuickBooks, Adobe lnDesign Creative Suite
Strong written communication skills. organization and attention to detail

References available upon request 2

JESSICA OCHOA HENDRIX

3203 Beverley Road 343-8036
Brooklyn NY 11226 jcssica.o.hendrix@gmail.com
EXPERIENCE

ZOE-Present HUMAN CAPITAL CONSULTANT NEW YORK. NY

Clients include: Achievement First Charter Network Accelerator, Brooklyn Prospect Charter School

I Led the writing of the charter expansion proposal for Brooklyn Prospect that was approved by the
State University ochw York and the writing ofthe Danbury Prospect Charter School application

I Designed, developed and implemented a two day ?Critical Friends Visit? protocol for a cohort of
CEOs from various charter networks to strategically learn, provide feedback, and share best practices

I Produced and facilitated customized trainings on building and implementing organizational culture

I Created a comprehensive onboarding for new employees that incorporates immediate application and
feedback, and all context necessary to be set up for success in the organization and team

2015- present KILLER SNAILS LLC NEW YORK, NY
CEO CoFounder

I (Jo-founded an educational games company that creates award winning analog, digital and virtual
reality science games aligned to Next Generation Science Standards with built in assessments to
provide formative feedback and raised $950,000 in grants from the National Science Foundation

I Developed a partnership with the American Museum ofNatural History to create an educational card
game, managed a successful Kickstarter campaign (250% funded} and led distribution launch in ?ve
states and on Amazon.com reaching $60,000 in sales in ?rst 10 months

I Obtained agreements with four school districts nationwide, including District l3 in Brooklyn, NYC,
to pilot digital game and teacher assessment dashboard in 8 schools starting Fall 20]?

2009-20? UNCOMMON SCHOOLS NEW YORK, NY
Director oI'OrganizationaI Learning

I Identi?ed, deveioped and directed all Uncommon-wide professional development workshops, retreats
and fellowships from inception through post evaluations by working closely with regional managing
directors and chief operating of?cers

I Led the People Development System including annual staff survey for 2500+ people, home of?ce
3603, and home office staffperformance growth plans for staffof 90+ peopic

I Managed 32 annual school inspections in New York, New Jersey and Massachusetts to drive
continual improvement, facilitate best practice sharing and identify professionai learning needs in
order to set learning priorities for the following year

2003 NEW YORK CITY DEPARTMENT OF EDUCATION NEW YORK, NY
Education Pioneer, Internal Consultant I Project Manager, District 79
I Created a toolkit to aggregate available resources and de?ne best practices enabling schools to take an
innovative approach in their efforts to raise the graduation rate ofteerl mothers and fathers
I Led meetings with key stakeholders and built consensus across 3 city government agencies
Conducted primary research with 2 principals, 20+ staff and 15+ parenting students and
interviewed multiple experts from community based organizations to identify best practices

2007 HARVARD BUSINESS REVIEW NEW YORK, NY
Marketing and Research Manager
I Performed marketplace analyses to inform advertising marketing efforts
I Oversaw, analyzed and interpreted 8 syndicated and 7' proprietary research studies for worldwide
advertising sales team

2003?2006 THE ECONOMIST NEW YORK, NY
Market Research and Promotions Analyst
- Designed targeted sales marketing materials and direct mail campaigns that contributed to a 12%
increase in advertising sales during 2005 and a 17% increase in 2006
I Created, budgeted and led event marketing activities targeting potential advertisers

EDUCATION:
2007-2009 COLUMBIA BUSINESS SCHOOL MBA, Management, May 2009
1999-2003 UNIVERSITY OF TEXAS AT AUSTIN BA, Plan It Liberal Arts Honors, 3,6 GPA

IRENE ASPRAS

Danoury, CTUESII - TeifFax: (203) 493?383? . Email: irene.m.aspras@gmail.com

 

PROFESSIONAL EXPERIENCE

DIRECTOR OF FINANCE 8: HUMAN RESOURCES REPORTs To THE OperationstEo {2016 
DIRECTOR OF Rooms To THE Operations/CEO (2008 -2015l
Standing Stone, ttC. is a disease state management company dedicated to enhancing the quality of care provided to patients
who require long-term therapy for chronic disease management in both a ciinicai setting or at home using patient self?
testing. Standing Stone?s e-suite of appiications, Coag Clinic, ChoiesteroiCiinic, DiehetesCiinic, VADWatch and HFCiinic
provide heaithcare professionals the feats the it need to effectiveiy administer chronic disease therapyI whiie improving

outcomes, reducing overhead costs and Optimizing provider remuneration. include:
I All day-to-clay treasury fu nctionsr Accounts Payables, Accounts Receivables, bank account administration;
I Financial Reporting to parent entity on a quarterly and annual basis with strict adherence to deadlines and
following all applicable GAAP and 50X guidelines;
I Budgeting for annual revenue and expenses with ongoing analysis throughout the year (budget vs actual) with
reforecasting done as/if needed;

I Annual tax reporting: completion of annual templates to provide all relevant information for use in filing corporate
tax returns to both federal and {several} state authorities;

I Extensive business administrative functions including R, Benefits Administration and facilities management;

I HR duties including participation and contribution to hiring process, maintaining HR records and ensuring compliance;

I Paralegal duties proofreading legal contracts and agreements;

I Event Planning? assisting in the organization of several company-wide events throughoutthe

I Facilities Management? review and negotiation of contracts, liaise with vendors and landlord, procure all supplies.
BUSINESS MANAGER, BODKKEEPER 8t REPORTED To THE CEO [2001 -2003}
EXECUTIVE ASSISTANT TO THE CEO [1999-2001)

Mesco {Connecticut} is an internationoi advisory firm, specializing in private corporate transactions and capitai formation
in the areas of Finance, Real Estate, Heaithcare, Marketing Services, Media and Technoiagy. included:
I All day-to-day business administrative functionsincluding HR, Benefits Administration, IT and Business Development;

I Correspondence? Created, proofread and edited all written correspondence, handled all telephonecalls and emails;

I Calendar Management? coordinated an and offsite meetings with cantidentialitya top priority;

I Travel planning? handled complicated itineraries mostly involving international travel;

I All in?house accounting, treasury and payroll functions handling the accounting of approximately 13 corporate
entities, generating all financial reports necessary for tar: return preparation;

I Research Analysis and Writing researching and processing due diligence upon the commencement of interest in a

new project or investment, researching and writing a investor report aimed at institutional investors in the
healthcareibiotechnology sectors;

I Paralegal duties generating and proofreading legal contracts and agreements, filing entity paperwork with the
appropriate authorities, filing annual reports and overseeing registered agent activities;

I Information Technology maintaining and troubleshooting the office network, updating all software, hardware and
security procedures; implementing the current business continuity plan and actively backing up all data;

I Business Marketing? initializing content and overseeingthe design of the Company's website;

I Event Planning the organization of several international conferences with attendance of around 1500 both
domestic and overseas, organization of trips to New York for overseas investors involving corporate meetings,
cultural events, transportation and accOmmodations,

0 Facilities Management? review and negotiation of lease renewals, liaise with vendors and landlord as needed.

Cont?d

irene Aspros - Page 2

OFFICE MANAGER - REPORTED To THE PRESIDENT AND PRESIDENT {1989 - 1999)
Dale?Way Auto Body Center {New York City,I is a premium quality repair facility with annual revenues of approximately $2
million. Responsibilitiesincluded:

I Handling all administrative functions of the office;

I Front office dealt with the public, all delivery and insurance personnel in handling customers' claims;

I Back office - designed and implemented system to facilitate efficient work flow and organization. Revenues tripled

and customer satisfaction targets were surpassed;

I drafted the Company Employee Handbook; maintained employee ?les; processed timecards;
Accounts Receivable and Accounts Payable as well as financial analysis on a per-job basis to track profitability;
0 Marketing composed the "on?hold" recording which describes the Company and its services, and drafted all

content for the Company'swebsite, brochurrss and print advertisement materials;
I Travelfevent planning coordinated all aspects of the owners' annual participation and attendance in several trade

shows including all travel and accommodations arrangements.

DIRECTOR OF SPARES REPORTED TO THE PROCUREMENT MANAG ER AND HEAD OF OPERATIONS (1936 - 1988]
Emblricos Shipping Agency (London, UK) is a privately?held international shipping which, at the time, held
approximately 35 vessels worldwide. Responsibilities included:
I Coordination and supervision of the procurement, delivery and ongoing requisition of spare parts to the
contin uously-deployed fleet of 35 vessels;
I Maintaining direct contact with multiple vendors, manufacturers and shippers in an ongoing effort to manage cost
efficiency;
I Prioritizing all activities to ensure the timely and cost-effective service at all times;
I General office procedures, correspondence, communications and information management.

JOB-RELATED SKILLS:

Proficient in all Microsoft Office Applications [strongest in MS Word, MS Excel, MS Outlook, MS PowerPoint; Publisher};
WordPerfect, Corel Quattro Pro, OpenOffice, heavy Internet research, BLOOMBERG terminal, email (MS Outlook, MS Outlook
Express, Mozilla Thunderbird} and browsing Internet Explorer, Mozilla Firefox, Netscape Navigator.)

Experience with Oracle applications: Hyperion Financial Management Financial Data Quality Management and
SmartView;

Proficient in QuickBOOks [Pro 2015 and previous], Commence CRM software and other industry-Specific software Such as
Mitchell Automotive Estimating, ADP claims processing program, and Fleet Management Software.
Experience with Partner phone system [including programming functions}, multi-line switchboard and Telex.

Articulate? excellent command of the English language with superior drafting and editing skills;
Bilingual in English and Greek with knowledge of French, Italian and German;
Highly numerate with superior analytical skills.

EDUCATION [United Kingdom):

King?s College, University ofthe City Of London - Double Major Mathematics and Management

4 Levels (Mathematics, Further Mathematics, Physics and Chemistry}

15 Levels (Mathematics, English Language, French, Modern Greek, English Literature, Chemistry, Geography, German,
History, Physics, French AID, Italian, Pure Mathematics 

Cont?d

lrene Aspros Page 3
QUA LITI ES AN ATTRIB UTES:

I am extremely hard-working, loyal. organized and reliable. I have been quick to learn new skills and became proficient in the
specialized 'lzern'iinologi,r pertaining to each of the industries have worked in. adapt well to changing situations and can work
well in a team environment or unsupervised under pressure to meet deadlines. I am comfortable in both front office and
back office environments and can effectivelv supervise others. Extremelv detail-oriented, I take great pride in my work and
have consistentlvundertaken challenging tasks and heavy responsibilities with great success.

PROFESSIONAL AFFILIATIUNS:

National Association of Female Executives
international Association of Administrative Professionals
American Institute of Professional Bookkeepers

COMMUNITY ACTIVITI ES:

Modern Greek Teacher [afterschool academic program preparing students for Regents-equivalent LOTE
examination);

Mentor and tutor, working with young girls to empower and inspire;

Founding Team Member of Danburv Prospect Charter School {proposed};

Governance Council Chair, Secretary 8: Board Member of Danburv Children First, Inc. a local non?
profit organization {2011?2015};

Citywide PTO liaison for local elementaryr school with direct access to district administration 8; Superintendent
(2011?2016}

Grade Representative, Treasurer, independent school Parents? Association 

dessev ofthe Mind team coach (2010-2012);

JuniorAchievement volunteer [2012?2015];

Graduate of PLTI [Parent Leadership Training Institute), Class of 2009.

John Balis
PO Box 2190 0 New Preston, CT 06777
Tel: 203.526.0200 Email: iohn@phvlumdesiqns.com

President/Owner The Tannin Group 1992 - Present
- The Tannin Group is a startup business communications company serving Fortune
500 companies, small businesses, and entrepreneurial business efforts.
- The Tannin Group Services include:
0 Advertising, Branding and Identity
0 BrochureiCollateral Development
Exhibiti'Tradeshow and Environmental Graphics
0 Marketing Campaigns
0 Multimedia Presentations
0 Project Management
0 Video Production
0 Web Design, Information Design, and Content Development
Accomplishments
- Profitable startup business
- Global business clients
- Strategic business alliances with large and small business clients

Executive ProducerlCo?Owner of Ourss Productions, 2011 - Present
An Independent Film and Televisioni'Web Production operation

Notable TViFilm Proiects

Casting By? Movie for HBO

Cool Jobs Linked-In Web Series

Gideon ?3 Dream Documentary

The Estate Lady? PBS

Deer Avenue TLC

Over indulgence Web series

The History Renegade (Pilot for History)

Owner: Worlds Greatest LLC, 2011 Present
is an education toy and game company that is focused on teaching
kids about world history in a fun and innovative way. WGSAD is distributed
Internationally with FAB, 8&8 Worldwide and Fat Brain Toys.
Products include:

- The Worlds Greatest Search and Discover

USA Search and Discover

- Farfetchers Series

Founder - JT Maverick, 2013 - Present

Education Company developing curriculum and content for Middle Schools and High
Schools
- Sponsored by PepsiCO

 

Presidentho-Owner of GreenDot Productions, 1999 2007

- GreenDot Productions is an Independent Film and Televisioaneb Production
Company

- Semi-virtual organization, staffing two part-time employees

Notable Films

The Wake Valentine Pictures: Valentines Day Valentine Pictures

The Finger Lakes Sugargrove Films 

The Entrepreneurs Sugargrove Films 

TelevisionIWeb Productions

The Traveling Fisherman (Pilot) Outdoor Channel Broadway Living (Interview Series)

- BroadwayLiving.com Mark McVey (Interview Series) Model

Search America Commercial Series

President/Owner Phylum Records 1990 1999
- Phylum Records: a startup music publishing company and recording studio,
specializing in Independent Singer Songwriters.
- A staff of seven providing:
0 artist development
0 artist and repertoire
0 marketing and promotions
0 performance booking and management of product distribution, product
placement and sales
0 radio airplay support and recording studio services
Accomplishments
- Established Distribution Pipeline of 200+ independent record stores
- New Independent Artist Award at the Kerrville Folk Festival 1996 Radio airplay on
over 100 stations nationally
Planned sale and closing in 1998, prior to industry downturn

Design Consultant - Gemini Consulting Group 1992-1993
Project Manager/Consultant DeveloplProduce - Collateral, Client Presentations,
Business Reports, Environmental Graphics

Graphic Designer - UCC - Linde Division

1991-1992 Traditional Graphic Design Role DeveloplProduce 
Exhibitlenvironmental Graphics, Collateral, Senior Management Board of Directors
Presentations

Computer Skills

Photoshop, Quark Express, In-design, Illustrator, Freehand, Final Cut Pro,
Dreamweaver, PowerPoint, Word, Excel, Publisher, Adobe Premiere, ProTools, Acrobat
Pro

Relevant Skills
Art direction, brand development, campaign management, catalogue and publication
designfdevelopment, conceptual development, copywriting, event management.

extensive project management experience. leadership and coaching expertise, effective
communicator, music composition, nurturing client relationships, one-to-one direct
marketing, photography, proposal development, recording music, set design, self
motivator, team player, web development

Teaching Experience

200?-2015 ?Adjunct Faculty, University of Phoenix: taughtWeb Design, Instructional
Design, Image Editing, and Electronic Publishing

1992 Vancortlandt Elementary School, NY - K-6 Music

1992 Cortlandt High School, NY - 9?12 Music 198??1992 Private Music Lessons
Degrees

2004 Master of Business Administration from University of Phoenix

1992 Bachelor of Fine Arts from the State University of New York, College at
Purchase

1992 Teaching Certificate Manhattanville College, New York

Limited Client List

Active-Endpoints, Ascencia Healthcare, Black and Decker, BroadwayLiving.com,
Cendant Mobility, Chemical Systems, Connecticut Light and Power, Cornerstone
Staffing, Corning, DOW, Elevation Video, Every Womens Spirit, GE, Gemini Consulting,
Harris Direct, IBM, Kitchen Elegance, Lakeview Properties, Lorad, Maple Row Growers,
Mylen Stairs, Model Search America, Mckenzie Consulting, Mahopac Sports
Association, Mediantic, Mercedes, Mitsubishi, MR Farms, NUCOZ, National Truck
Council Association, Newport, Oriel, Pepsi, Praxair, Price Waterhouse, Putnam Storage,
Readers Digest, Renaissance Consulting, Ritz Camera, Sony Music, Safewell, SICA
Builders, Sire Records, Spectra Physics, Sugar Coffee Cocoa Exchange, Sugargrove
Films, Taunton Press, Temp-Time, The Institute for American Indian Studies, Thermo
Electron, Waterworks, Wireless First, Wentworth Laboratories, Williams Sonoma, Xerox,
CMI, Frontier Communications, Dyna-Nobel, Women?s Center of Danbury, Wooster
School, St Joseph's School.

 

Rachel Chaleski

15 Centennial Drive, Danbury, CT 06811
(203) reg-0874
rechaleski@comcast.net



As a ?Stay at Home Mom," doing anything but staying at home, I am always looking to broaden the scope of my
volunteer work to better serve my community, while raising my children to be globally responsible citizens.

ti 1 7M .?er-k 

Deeply involved in my children's school, and our community, donating my time as a ?Professional Volunteer," serving on
the school and cityawide PTO Executive Board in several capacities, as a Junior Achievement facilitator, garden and
media assistant, and as a Parent Ambassador for prospective families. I am a graduate of the Parent Leadership
Training Institute, and serve as a member of the design team. I am an advocate for school choice, working to bring
Danbury its first charter school, and for fair and equitable school funding for all schools through work of the Connecticut
School Finance Project, and I am a member of the Danbury International Children's Museum Planning Committee.

ll HR it?.

Financial Operations, Pepsi Bottling Group HQ

Held several roles within the Finance Organization with varying levels of increasing responsibility
- managed PEG Accounts Payable mainframe and payment systems (APS. SAP)
. maintained database of individual accounts nationwide of Corporate American Express Travel 8:
Entertainment spending
lead technical support for HQ Full Service Vending application
performed required 80X and administrative security audits
acted as liaison between Finance Department and IT Department
team lead in an initiative to remediate system tax error. working with LegaltFood Service successfully
resolving over in commission short payments

Assistant Retail Manager, PepsiCo, Inc. World Headquarters

Manage opening closing, gross sales of $500,000lyr, train employees. generate period end reports, gift basket
arrangements shipping, procuring of merchandise, data entry, inventory control, store displays, customer service.



Concordia Collegeiliachelor of Arts, Biology

Inorganic 8: Organic Chemistry, Genetics, Probability 3. Statistics, Calculus, Microbiology, Cellular Biology

Held various campus roles: Security, Operations 8- Maintenance, Library Assistant, Admissions

SKILLS

Efficiency and Time Management: well organized, multi-task and self-motivated.
Communication: Excellent written, verbal and interpersonal skills, good listener.
Collaboration: Flexible, reliable, focused, ability to think objectively,

Leader: willing to take risks and work as a change agent far the greater good.

IRVING MATTHEW FOX

 

58 Wed gewood Dr [203) 948-9804
Danbury, CT 06811 
SYNOPSIS

Senior Financial Leader with over twenty two Years of experience in managing the ?nances of large, complex, multi-
national organizations. Experienced in providing executive level management with timely and relevant ?nancial
information and analysis to base tactical and strategic business decisions. Broad range of experience includes preparing
and. presenting budgets. forecasts, and operating results to executive management, evaluating large scale ?nancial
transactions, and performing due diligence and integration activities related to mergers and acquisitions. Proven track
record in leading and developing managers and staff. Experience with managing periodic accounting closes.

EMPLOYMENT HISTORY

Pitnev Bowes, Inc, Shelton, CT 08il4-Present
Manager In?irntation Technology inanciai Operations

Responsible for Financial Management ofthe corporate Information Technology organization

I Developed and implemented a detailed savings plan resulting in the reduction of in annual expenses

I Led efforts to source our telecommunications billing and inventory management processes

Managed a global team of 5 professionals in North America and Europe

Maintained relationships with key vendors by resolving outstanding billing and payment issues

Developed IT activity-based costing dashboard to capture key operational and ?nancial metrics

Performed extensive ?nancial analysis of dedicated infrastructure vs. cloud based hosting environments

Ala Brooklyn, NY 09i13-08i14
Director Financiall Lines Operations Reporting

Responsible for internal reporting related to Financial Lines insurance business; lead team of 4 professionals in multiple
locations.

I Developed and implemented Reporting Center of Excellence utilizing US. and Philippines based resources

I Optimized management and delivery of over 100 recurring and ad-hoc reports for the Financial Lines business

I Revamped Sharepoint information repository to encourage greater utilization among the Operations teams

I Developed and generated operational reporting for Financial Lines policies

MetLife, Inc, Long Island City, NY 12i08-08il3

Assistant Vice President Corporate Services Financiai Reporting d? Anaiysis

Responsible for internal ?nancial reporting for $2.38 annual operating expenses related to corporate center functions; lead

team of 10 prolessionals in multiple locations. Responsible for Financial Planning Analysis and financial operations

functions.

I Developed and implemented consolidated ?nancial reporting and analysis package for all corporate service functions.
Presentation of results to Executive Management on a basis.

I Developed and implemented full cost recovery model for all corporate services expenses, including IT, Call Center,
RFC), and other corporate functions.

I Revamped accounting and control procedures related to budget transfers, accruals, software capitalisation, asset
management. Call center, and BPO Operations

Page 1 of3

IRVING MATTHEW FOX (203} 948-9304 

Starwood Hotels and Resorts Worldwide, Inc, While Plains, NY DEM-06108

Senior Diraci?our?Finoneintr Analysis and IT Financialr Of?cer

Responsible for annual operating budget related to expenses; led team of 5 professionals in multiple locations.

Responsible for Financial Planning 8: Analysis functions, as well as accounting close.

- Re-engineered ?nancial reporting and close processes to maximize ef?ciency and accuracy of financial
support to operating managers. Created IT ?nancial dashboard to capture critical spend, resource, and project data,
analysis. and recommendations. which enabled more effective and timely decision making by executive management.

Developed zero-based budgeting methodology to develop reliable unit cost estimates for industry benchmark analysis

I Performed due diligence and provided recommendations to executive management on major outsourcing initiatives
resulting in significant cost savings

CIGNA Cornorartjon, Bloom?eld, CT ?3i06?01i07

Senior Director-Financial Anaiysis and IT Financial Cy?cer

Responsible for annual operating budget related to IT expenses, leading a staff of 32 professionals in multiple

locations. Responsible for Financial Planning Analysis functions. as well as accounting close.

I Led ?nancial team responsible for analyzing STOUM multi-year outsourcing deal and making recommendations to
executive management resulting in signi?cant cost savings and cost avoidance

Ir Developed and executed group realignment plan for improved support to IT. This resulted in improved team
ef?ciency and improved timeliness of ?nancial reporting package.

. Liaison with Internal Audit group on initial rollout of BOX 404 testing of controls

AKA-Equitable Life Insurance Company, New York, NY, 03i02-03i06

Vice President, {2004-2006)

Assistant Vice President, {2002?2004)

Responsible for annual operating budget related to IT expenses, leading a team ofeight ?nancial professionals.

Responsible for Financial Planning Analysis functions, as well as accounting close.

- Developed and implemented zero-based budgeting methodology. This enabled senior management to fully
understand the ?xed and variable cost drivers related to IT. This also enabled customers of IT to fully understand
their billings, as well as what actions were within their control to optimize their IT expense charge.

0 Led due diligence and post~integration efforts related to acquisition of target company?s IT organization. Developed,
presented, and implemented recommendations to executive management on savings targets resulting from
redundancies resulting from the business combination. All savings targets relative to IT were met or exceeded.

. Led efforts to benchmark IT expense structure with internal and external organizations. Recommendations were
developed and implemented to improve cost competitiveness.

Prudential Seen rities, Inc., New York, NY, 03f93-03i02

First Vice President-Group Controiier, (I 998?2002)

Responsible for annual operating budget related to 1T expenses, leading a staff of 19 professionals in multiple

locations world-wide. Responsible for Financial Planning Analysis functions, as well as the accounting close.

0 Re-engineered expense allocation process to provide customers with more transparent accounting ofinformation
technology expenses. Enabled customers to make informed decisions resulting in enhanced cost ef?ciency.

0 Re-engineercd resource and project accounting processes from highly manual to automated environment resulting in
improved accuracy and ef?ciency of resource expense processing.

EDUCATION

Pace University, New York, NY, l995-1997 GPA 3.7f4.0

Completed 43 Graduate Credits towards Master of Business Administration degree with concentration in Managerial
Accounting

State Universitv of New York at Buffalo, Buffalo, NY, GPA 3.3f4.0

Bachelor of Science in Business Administration, 1992, CUM LAUDE, concentrations in Public Accounting, Finance, and
Bachelor of Arts in Political Science, 1992. CUM LAUDE

Page 2 of3

IRVING MATTHEW FOX (203) 948-9304 

 

 

CERTIFICATIONS
Passed all four parts of the Uniform CPA Examination (NY) on ?rst attempt, 1993
Information Technology Pinanciai Controller Certi?cation- IT Financial Management Association - 2004

COMMUNITY SERVICE

Danhurv City Council, Councilman, 2013?Present

Danburv Board of Education. Chairman, 2009-201 1, Member, October mild-December 20] 1
Danburv Children First. Board Member, 20] l-Present

SOFTWARE SKILLS

Pro?cient in COGNOS, Hyperion, SAP, Sharepoint, Ariba, PeopleSoft General Ledger, MS Of?ce (Excel, Word,
PowerPoint}, Oracle, Lotus Notes, MS Outlook, WordPerfect, Mainframe General Ledger and Accounts Payable Systems

Page 3 of 3

 

 EV TY2 Maura Newell Juan, AIA

A I 5 Principal Architect, Partner

Maura has been practicing architecture throughout New York and
Connecticut since I996. She has been working and living in Danburv for more
than titteen vears and has built solid working relationships with local Planning
Directors, Zoning Officers, Building Officials, and Fire Marshals.

Seventvzarchitects is located on Main Street and is committed to the
development of a strong and vibrant downtown Danburv, Maura is a member
of City Center?s Architectural Review Board. She and her husband and partner,
Emmanuel Juan, live and work downtown with their two children.

 

Partial Client as Project List

Danbury Museum and Historical Society: Charles Ives House

City of Danbury: Castle and Octagon House, Fire Training School, Hotter Monument
Jericho Partnership: Samaritan Center, Sav YES Tutoring Center, Pathways Academv, Young Life
Greenwich Academy: Athletic Facility, Upper Grades School Entrance, Faculty Housing
Caratuzzi?s Market: Donburv Location, Bethel Renovation Expansion

Churches: Trinity Christian Tabernacle, Walnut Hill Community Church, St. Catherine of Siena
Corporate: Starbucks, Little Caesar Pizza. Peachwave, Frutti Tutti, Burger King, ASP Best Cellars
Restaurants: Pour tvte Consume 8. Conquer, Nouveau Monde

Fairchild Nichols Memorial Library: Interior Design Improvements, Furnishings

New Canaan Nature Center: Early Education Center Renovations

Town of Warren: Communitv Center and Senior Center

Education
Rensselaer Polytechnic Institute, Master of Architecture
State University of New York at Buffalo, Bachelor of Professional Studies in Architecture

Registration

Architect: New York, Connecticut, New Jersev
Interior Designer: Connecticut

Licensed Building Official: Connecticut

Attitiations 8; Pro?Bone Wark

Women's Center of Greater Danbury, Consulting Architect

Kiwanis Club of Danbury, Board Member 3. Past President

Bringing Up Grades, Program Coordinator, South Street School

Jericho Merchants Group, Founding Member

Jericho Partnership, Spring Street Playground Design

Housatonic Habitat for Humanity, Past Site Selection Committee, Architect
Junior Achievement, Sponsor and Classroom Volunteer

Girl Scouts of Connecticut, Assistant Troop Leader

Danbury Youth Services, Post Board Member, Governance is Facilities Committees Member
American Institute of Architects National 3. Connecticut Chapter Member
National Council of Architectural Registration Boards Certified

seventv2architectscom 248 Main Street, Studio 33 Danburv CT 06810 [203) 79i?8175t [203) 791-0808t

TRACY KELLEY, JD

Danbury, CT {443) 474~1022 tracyckelley@gmail.com 

 

EDUCATION CONSULTANT EVALUATOR

Highly recognized Educational Consultant and Leader with experience working with education leaders and clients at the
federal and local levels, serving as a credible voice and thought ieader. Embodies great passion for 
communities. utilizing programs and education initiatives to create systematic change and better the lives of youth.
Specializes in collaborating with charter and school board to drive execution of district and state strategic plans.

Strong Leader and External Consultant. Reco nized for dramatically developing and implementing high school
turnaround that increased pro?ciency level of II1 grade students on state pro?ciency test. Managed budget
curricuium adoption initiative on behalf of 7.500 students, and exceeded project scheduled goals resulting in $35k saved
through cost-reduction serve level agreement over 45-day period.



Expert in Relationship Building and Community Services. Coached District and State leaders. Principals, Teachers, and
Instructional Coaches on analyzing and using data to maximize instruction, build leadership capacity, and facilitate
professional learning. Supported Principals and District Leadership teams in a state-wide Race to Top initiative in
Delaware.

Ii? Specializcs in Peer Reviews. Peer Reviewer for US Department of Education Charter School Program (CSP) Grant for State
Educational Agencies (SEA). Collaborated to determine capacity of SEAs to implement and monitor competitive multi-tiered
sub-grantee award process. Addressed quality of SEAs award process and determined if process was likely to increase access
to high-quality charter schools and improve academic outcomes for economically disadvantaged students. Enables SEAs to
conduct charter school programs and disperse CSP grants in their States, averaging between in awards.

PROFESSIONAL EXPERIENCE

TCK EDUCATION CONSULTANTS

CONSULTANT 201] PRESENT

As an independent consultant. partners with state and local educational agencies to offer charter school evaluation and
recommendation expertise to assess organizational, operational, and educational rigor of charter school apptications.

v? Director of Charter School Governance, Compliance Policy GEMS Education America. Designed an educator evaluation
system for one ofthe largest Charter School in Washington DC. Incorporated student growth measures. individualized
professional development, monitoring, and performance differentiation.

Data Coach Wireless Generation. Directed and coached District and State Leaders, Principals. Teachers, and Instructional
Coaches in analyzing and using data to differentiate instructions. build leadership capacity. and facilitate professional learning.
Provides constructive criticism and feedback to districts, administrators, and teachers to encourage positive change.

Project Manager, Prospect Schools. Manages all aspects cfthe charter application and community outreach process. Builds and
maintains key stakeholder group relationships. Mobilizes and generates demand for charter school by building parent capacity to
advocate and lobby State and Local legislatures. Serves as a primary liaison between the greater Danbury community and
Prospect Schools. Organizes on the ground support for Danbury Prospect. Creates and maintains all Danbury Prospect marketing
and outreach materials. Creates and maintains social media presence for Danbury ProSpect. Coordinates ?friend-raising" events,
calendaring, organizing, and invitation distribution.

Evaluated and consulted State and Local authorizcrs on Charter School submissions including:
New York State Education Department (NYSED), State University of New York (CUNY), Massachusetts Department of
Elementary and Secondary Education
South Carolina Department of Education
Michigan Department of Education {Education Achievement Authority EAA)
Denver Public Schools
0 North Carolina Department of Public Instruction

00-3

v? Charter School Program Grants and Evaluation
Charter Schools Program State Educational Agency (SEA) Grants
Ft (?barter Prnornm ?rantc for Renlir?arinnc and Fvnaneinn nt'HioI't??nalitv Charter

TRACY KELLEY, JD (443) 4744022 tracyckelley@gmail.eom Page 2

PUBLIC SQUARE PARTNERSHIP BRIDGEPDRT, CT

PORTFOLIO DIRECTOR 2014 2015

Cultivated portfolio of providers across three main categories: human capital, school development, and community demand building.

I Key contributor of full implementation of? performance management system by ensuring partner organizations had an articulated
theory of action and clear outcomes for their work and contributions within schools.

v? Managed outcome achievement for increasing number ofhigh-quality seats in schools by ensuring partners were on track. .

v? Managed vetting process and took the lead on application reviews, application interviews, approval process, executing 
and action plans.

w/ Reviewed success ol?portfolio and formal intervals and built the case for decisions regarding renewal, extension, or non-renewal.

Managed ongoing communication with partners which included school visits to gain insight and share qualitative feedback.

if? Actively built local education ecosystem by leveraging outcomes between providers, serving as a liaison between partners and
schools, and aligning them around shared goals and a common purpose ofincreasing educational equity.

SCHOOL WORRs, LLC1COLDMRIA, MD
PROJECT MANAGER 2013 2014

Managed and coordinated work of consulting teams in multiple school and district settings. Led teams of46 educators to review
schooli?district quality, self-aSsess needs, and create school improvement plans.
v? Ensured the identi?cation and development of key priorities and strategies for School r?district improvement.
Con?rmed allocation of school/district resources were in support of plan and ensured plan was realistic and sustainable: and
provided leadership coaching for turnaround principals and district leaders.
Facilitated the engagement of schoolr?district establishment ofeffective communication
and high levels of staff participation and reported status ol'implementation to client.

BALTIMORE PUBLIC SCHOOLS BALTIMORE, MD
COORDINATOR, OFFICE OF 2009 2011

Developed and implemented District?s ?rst Turnaround RFP resulting in ?Turnaround Operator Pipeline? comprised of pro-approved

regional and national Lead Turnaround Partners, operators, and 

Led multi-million dollar turnaround of historic Fredrick Douglas High School in collaborations with Lead Turnaround Partner,
EdWorks, resulting in the development of creditebearing early college cohort that leveraged resources ofCoppin State University
High-quality evidence-based instruction and system for monitoring instructiOnal practices.

v? Designed and coached turnaround School Leaders on systems and processes that anticipated instructional and operational needs
including structures for regular, frequent teacher collaboratiOn, balanced system of formative and benchmark assessments, and a
data-focused Instructional Leadership Team for all grades.

1/ Served as a neutral third party in disputes between Charter School Governing Boards and Governing Boards and parents;
and Charter School staff and CMC).

CHICAGO PUBLIC SCHOOLS CHICAGO, IL
SELECTION EVALUATION COORDINATOR, OFFICE OF NEW SCHOOLS 2001 2009
Managed recruitment oflocal and national charter school and turnaround operators, supported design teams through community
engagement, planning, startup, lottery, and replication.
1/ Coordinated and participated in public hearings and in-depth analysis to assess impact of school closing decisions and
implemented turnaround strategy in over [2 low-performing schools.
1/ Established productive working relationships with education reform Organizations to help further understand the individual and
collective needs of charter school operators, turnaround partners, and authorizers.
1/ Served as 3'd Grade Teacher and Library Media Specialist.
0 Taught 3."1 grade curriculum, designed programs to meet academic, intellectual, and social needs ofstudents.

INDEPENDENT CONSULTANT
LAW CLERK, LEGAL TRAINER 1997 - 2001

Assisted attorneys and self-represented litigants in dispute resolutioo of civil, family,juvenilc, and probate cases.

EDUCATION
.luris Doctorate ""?Enriiansrt?, 
Chicago Kent Colleae of Law Marouette Universitv

Stephen Nocera

37 Evans Drive
Simsbury, CT 06070
Telephone: (360) 638?9484
Email: Stephen.Nocera@gmail.com

 

EDUCATION

Marist College, Poughkecpsie, New York London School of Economics and Political Science
Bachelor of Arts in Political Science; May 2005 Hansard Scholar; London, England
Concentration in Public Affairs, Cum Laude January 2004 April 2004

Marist College, Poughkeepsie. New York
Master of Public Administration; Expected 2018
Concentration in Ethical Leadership

 

EXPERIENCE

Director of Project Excellence, City July 2015 present

I Brought all City projects under one umbrella from a previously siloed system, simultaneously
streamlining the approval and monitoring process

I Manage an active pipeline of30 to 40 projects with an average total budget of $2.5 million

I Completed 50 city projects since the office?s inception; all on time and on or under budget

I Oversaw implemented a full redesign of the City of Danbury website. The redesign focused on user
experience as well as mobile experience. This project has seen a 34% increase in mobile traf?c to the
City?s website

I Implemented a program that paired homeless people in Danbury with civic volunteers to create paying
jobs that rid the City of litter. In its ?rst year 3 tons oftrash were removed from Danbury and 4 people
found full time employment

Chief Administrative Of?cer, Town ofSrr'ogford. November 20] 1? July 2015

I Manage and oversee all management personnel including Finance, Public Works, Human Resources, IT,
Tovvn Clerk, Economic Development and Health and Human Services

0 Responsible for the creation and implementation ofa $200 million budget

I Led the Town out ofyears of de?cits into operating budget surpluses

I Negotiated the acquisition and merger of the Town?s Water Pollution Control Facility to a regional
entity; a $53 million deal that will stabilize sewer rates and hold all affected employees harmless

I Designed and implemented a new management reporting structure to improve decision making
processes and increase accountability

I Collaborated and negotiated with Federal, State and Local of?cials to resolve a 40 year old problem
involving Sikorsky Municipal Airport, environmental hazards and Stratford?s Main Street.

Mayoral Aide, City ofi?orrington, Torrington, December 2005 November 20] 

0 Top aide and advisor to a full-time three?term Mayor

I Authored the Mayor?s speeches and statements to the public and press

I Publicize the Mayor?s office to promote all initiatives and programs through television, radio and print
media

I Compose grants on a Federal and State level; coauthored and received a $1 million Brown?eld grant
Investigate 8; respond to constituent concerns on behalfofthe Mayor and the City of Torrington

I Oversaw and managed a departmental budget of over $218,000

Campaign Adviser, Binghomfor Mayor 2005, 2007, 2009, Torrington, May November 05, 07, 09

I Directed and advised Mayoral campaign victories ofover 70% ofthe vote

in Swept entire party ticket into of?ce in 200? and 2009

I Handled all press inquiries including the development of press releases, editorials, newsletters,
and direct mail pieces

I Developed messages and dra?ed all content displayed on campaign websites and advertisements

Coordinated fundraising efforts including dialing for dollars, fundraisers, and ad books

I Recruited and managed volunteers to go door to door, make phone calls and hand out literature

 

 

ACTIVITIES

Chairman, Simsbary Board ofAssessm-em Appeals, March 2012 present

I Serve on an elected board that oversees and adjudicates property tax appeals on behalf of local residents

I Elected Chairman of'thc Board in 20l2

I Work closely with the Town Assessor to amicably resolve assessment disputes

I Implemented a streamlined hearing process enabling more residents to be heard in a shorter period of
time

Boa rd Member, Connecticut innovations, December 2007 December 2013

I Served on a ?fteen-member board that oversees operations of a quasi-public venture capital company
whose mission is to bring and retain high-end technology jobs that contribute to Connecticut?s economy,
technology base, intellectual capital, urban infrastructure, and tax revenues

I Member of the Finance, Operations and Compensation committee; oversaw operating budget and
personnel matters

I Served as a member of the Loan Subcommittee providing debt ?nancing and investment capital to help
businesses create jobs in the State of Connecticut

Emanuela Palmares

32 Fawiew Ave. Danbury, CT 06810 Cell: 203.297.3263 Email:
manu.number33@gmail.com

 

Emanuele Palmares is a bilingual editor in English and Portuguese, who has
experience with public relations, marketing, design, social media and web content.
Leveraging her background as editor of a bilingual publication, she helps companies
effectively engage their customers through various media tools powered by her in
depth cultural insight.

EXPERIENCE

Editor, Partner, Tribune Newspaper, Danbury, CT
March 2006 - present

- Edit stories for factual information and grammatical correctness from on-staffand
freelance writers in English and Portuguese

. Edit and paginate Features, News, Business and Local content in Adobe lnclesign

Create headlines, subheads and photo captions for stories in English and
Portuguese

Sign offon completed pages prior to going to print

. Write feature stories on personalities, events, sports and the arts in English and
Portuguese

Interview local, state, and national subjects for stories and profiles in English and
Portuguese

Marketing Director, Tribune Newspaper, Danbury, CT
January 2003 - March 2006

- Created the publication brand messages in English and Portuguese

. Identified and manages the publication?s key external business partner?s
relationships in Brazil and in the US.

. Maintains publication?s web site

 

- Responsible for design of all marketing collateral

- Manages and utilizes social network marketing tools including Orkut and
Facebook to promote the publication.

Marketing Consultant, Connecticut Kitchen 8: Bath, Danbury, CT
June 2010 - January 2011

- Developed the media plan and over saw creative copy and production ofa TV ad
campaign.

Created company web site

. Managed and utilized social network marketing tools including Twitter, Orkut and
Facebook to promote the brand

Led all public relations efforts

EDUCATION

Bachelor of Theology May 2004 - Universidade Metodista de S?o Paulo
Major: Theology, Minor: 

Child Development Associate June 2010 University of Kentucky
Attended Western Connecticut Ancell School of Business 2012

SKILLS

a Social Media Services Twitter, Facebook, Linkedln, YouTube.

I: Platforms Microsoft Windows XP, Microsoft Windows Vista, Mac 0X
Panther

a: Web Design/Content Management Dreamweaver, Flash

0 Photo Editing/Layout Tools - Photoshop, Photoshop Elements, lndesign

AWARDS
a 2010 Fairfield County Business Journal 40 under 40

2015 Latinos United for Professional Advancement (LUPA) 50 Most Influential
Latinos in Connecticut.

I 2016 Commission on Children?s Robert Haller Memorial Award for Outstanding
Community Service

COMMUNITY INVOLVEMENT

Her extensive history of service includes working with public and non-governmental
organizations; helping Portuguese?speaking victims as a Domestic Violence Victim?s
Advocate at the Women?s Center of Greater Danbury; making home visits working with
children and families in the Danbury Head Start Program; serving on the Regional
YMCA Board, the United Way of Northern Fairfield County Emerging Leaders Council,
the United Way of Northern Fairfield County Community Impact Grant Selection
Program, and the Danbury Housing Partnership. She also served as Chairwoman of the
Association of Religious Communities' Blue Ribbon Commission on Immigrants; a
Volunteer Translator at AmeriCares Free Clinic; and volunteer English as a Second
Language (ELL) Instructor at the Center for Brazilian Assistance.

Currently she serves on the following boards.-
0 Danbury Age Well Council
a Danbury Hospital Board of Directors

in Connecticut General Assembly's Commission on Equity and Opportunity (CEO)
and serves as Secretary in its Executive Board.

75 DRIVE
BRIDGEPORT. CT 06604
203.870.8655 (HOME)

LEROY . PARKER 334.322.2695 (CELL)

LCUM

ECCLESIASICAL OBJECTIVE

 

Seeking full time pastorate of a biblically grounded fellowship of believers. To lead and serve that
congregation in a spirit of love, cooperation and a vision of excellence, and use the gifts and calling
placed upon my life to effectively ful?ll the pastoral needs of a growing congregation. While
challenging them to pursue God by utilizing servant leadership, innovative worship, relevant
preaching and a compelling vision to keep them on the cutting edge of ministry.

PERSONAL 

Date of Birth: October l3, 1975

Platte of Birth: Marion, Alabama

Marital Status: Married to the former Mistee Love (Master of Education)
Children: Ryan Evan

FORMAL EDUCATION

 

Virginia Union University

Samuel DeWitt Proctor School of Theology
Richmond, VA

Master of Divinity, 2008

Alabama State University
Montgomery, Alabama
Bachelor of Science
Elementary Education 2002

ECCLESIASTJCAL EXPERIENCE

Union Baptist Church Stamford, CT.

Dr. Robert W. Perry, Senior Pastor

Assistant Pastor, July 2006 Present

The membership of Union Baptist Church is 1500 and my duties include, but are
not limited to the following:

Conceptualize and develop the vision and direction ofthe church along

side the Senior Pastor

- Provide leadership and direction to the Diaconate and Trustee ministries

- Started L.E.A.D (Leadership, EmpOWerment, and Development) for 35 ministry leaders, providing
training and vision.

- Preacher at Sunday worship services as scheduled, in addition to preaching at mid-week services.

Oversee the scholarship and committee activities

2?5 HEPPENSTALL Dtuvr;
BRIDGEPORT. crease-4

203.870.8635 (HOME)

RBI PARKE Ell-Ii HOT MM 1.50M

 

.LEROY G. PARKER 334.322.2695 (CELL)

In addition to general pastoral care; sick visitation, wedding, funerals, baptisms, infant dodications, and
administration ofthe Lord?s Supper.

- Develop written material for Bible study guide lines

- Actively involved in pre-marital and family counseling

- Established Church-On-Wheels for Convalescence Homes

- Actively involved in the Visitation Ministry

- Started and instruct a Senior Fitness Program

Initiated a successful Children?s Church and Worship Ministry

- Restructured the Department of Christian Education Ministry

- Developed and implemented policies (Finance, Deacon, Employee Manual, Baptism)

Responsible for-joint management, with the church financial of?cers, entrusted oversight of the church
budget, which in excess of$1,] 00,000.

First Baptist Church - South Richmond, VA

Dr. Dwight C. Jones, Senior Pastor

Intern - Youth Pastor January 2005 February 2006

-Delivered weekly Bible Study to Youth group

-Provided family and pastoral counseling

- Organized and led weekly volunteers for Ministry Expansion Project (iron
Bridge Location)

- Recruited, trained, and oversaw youth leadership team

Hutchinson Missionary Baptist Church Montgomery, AL

Dr. G. W. C. Richardson, Senior Pastor

Youth Pastor February 1999 July 2005

. Reorganized youth ministry to have purpose, potential and a kingdom
focus

- Preached relevant sermons and taught life transforming bible studies to
entire congregation in the absence ofthe Pastor but to the youth on a
weekly basis.

Youth ministry grew numerically, Spiritually, and ?nancially

. Developed a youth and young adult

- Administration of church ordinances, hospital and sick visitation

- Established youth drama teams called the Psalm Praise Dancers and the
HMBC Stoppers

- Developed, implemented and oversaw all the youth Activities of the church
- Instituted the model of Junior Deacons

Implemented a Mentoring program for youth and young adult

Provided vision, direction, and oversight to Youth Advisory Board

This was a salaried position

75 Drove
BRIDGEPORT. CT 06604

203.870.8655 (HOME)

. . LE ROYGPARKER 334.322.2695 (Cm)



EXPERIENCE

 

Montgomery Public School System

Peterson Classical Grammar Magnet School
Fourth Grade Language Arts

2002-2003

PROFESSIONALAFFI LIATIONS 45L APPOINTMENTS

- National Baptist Convention USA, Inc.

- The American Baptist Convention

- Connecticut Baptist Missionary Convention

- Interfaith Council of Southwestern Connecticut

- NAACP Stamerd, CT Chapter

- Kappa Alpha Psi Fraternity, inc.

- Vice-Chair of Trustees 2009 to Present of Christian Leadership Schooi of
the ConnectiCLIt Missionary Baptist Convention

- Vice-Chair of Union Sociai Service Corporation Board 2609 Present

- Camera Review Board of Stamford, CT 2010 Present

PROFESSIONAL REFERENCES

Dr. Robert W. Perry

Senior Pastor, Union Baptist Church
SIJS New?etd Avenue Stamford, CT 06905
Phone: 203-981-8363

Arlene H. Churn, 

Author

6100 City Avenue, Philadelphia, PA 1913]
Phone: 215?87?3-5706

Dr. Boise Kimber

Senior Pastor, First Calvary Baptist Church
President, CT State Missionary Baptist Convention
609 Dixwell Avenue, New Haven, CT 065] 1
Phone: 203-996-8347

Waiter E. Ellis

Senior Pastor, Pilgrim Rest Baptist Church

1436 East Washington Street, Montgomery, AL 36107
Phone: 334-538-0997

73 HEPPENSTALL DRIVE
BRIDGEPORT. CT 0cm;
203.870.8655 (HOME)
334.322.2695 (CELL)

REFHOTMM LCOM

 

LE ROY G-PW 

Dr. John Kenn}r
Dean, Samuel Dewitt Proctor School of Theology of Virginia Union
1500 North Lombardy Street, Richmond, VA 23220

Phone: 804-307-6159

 

Reverend Leroy Gerome Parker is a native of Marion,
Alabama. He is the fourth child of Ms. Delois Parker
and Mr. Roy Morgan. He accepted Christ into his life
and was baptized at the age of sixteen at the Berean
Baptist Church in Marion, Alabama.

He graduated from Francis Marion High School and
then went on to graduate from Alabama State
University in Montgomery, Alabama, receiving a
Bachelor of Science Degree in Elementary Education.
Reverend Parker received his Master of Divinity from Virginia Union University,
Samuel Dewitt Proctor School of Theology in Richmond, Virginia, in May of
2008.

 

Reverend Parker received his license to preach in 1997 under the leadership of
Reverend Lonnie Earl Anderson, at Berean Baptist Church in Marion, Alabama.
Reverend Parker was ordained to the gospel ministry in 1999 at the Pilgrim Rest
Missionary Baptist Church in Montgomery, Alabama under the leadership of Pastor
Walter E. Ellis. Rev. Parker served as the Youth Pastor at the Hutchinson Street
Missionary Baptist Church in Montgomery, Alabama, where the Rev. Dr. G.W.C.
Richardson serves as the senior pastor.

He also served under some our nation?s prestigious clergy including Mayor Dwight
Jones of the First Baptist Church of South Richmond and Reverend Dr. Geoffrey
Guns of the Second Calvary Baptist Church of Norfolk, Virginia. Reverend Parker
served for six years as the Assistant Pastor at Union Baptist Church in Stamford,
Connecticut where Dr. Robert W. Perry is the Senior Pastor.

On November 29, 2013, Reverend Parker was overwhelmingly elected as the eighth
pastor in the 1 18 year distinguished history of New Hope Baptist Church in Danbury,
Connecticut. Rev. Parker serves on the Advisory Board and Joint Leadership
Council of Jericho Partnership in Danbury.

Reverend Parker is married to the former Mistee J. Love and they are the proud
parents of twin boys, Ryan and Evan.

He is a member of Kappa Alpha Psi Fratemity, Incorporated.

 

Tricia Robinson

39 Saddle Rock Road, Danbury, CT 06811
(612) 231 ?5064; 

 

GOAL

My goal as an entrepreneur and a stay at home mom is to expose my daughters to as many life
enriching experiences as possible. I left corporate America to be present with my girls to help
them grow to be socially responsible global citizens. Through my business and my volunteering
efforts, they're able to directly see my desire to help others and improve the world around me.

SUMMARY

As a ?Professional Volunteer,? I serve as the PTO President at my daughter?s school, a Junior
Achievement facilitator, garden and media assistant, and a Parent Ambassador for prospective
families. I am a 2016 graduate of the Parent Leadership Training Institute. As an advocate for
school choice, am working towards bring Danbury its ?rst charter school that will deliver an
outstanding International Baccalaureate? K?l 2 education to a much deserving population.

EXPERIENCE

Entrepreneur (2015 - current)

As a home business owner, I leverage my previous 17 years work experience and extensive
social media and network marketing training to grow my business and develop leaders by
assisting them in reaching their personal and ?nancial goals.

GE Healthcare (200] - 2013)

After ?nishing my Six Sigma Black Belt certi?cation, I became a leader to 20+ ?eld
engineers that installed and maintained diagnostic medical imaging equipment. I received
numerous management awards for customer service and for exceeding business targets.

GE Plastics (1994 - 200])

I worked as a co?op engineer in the GE Plastics Lexan Chain to improve and support production.
I also spent 5 months learning Patent Law. Upon graduation from Purdue, Ijoined the Technical
Leadership Program with roles in Sourcing, Human Resources Design Engineering. My ?nal
role at GE Plastics was as a Six Sigma Black Belt in a start?up company - Global VMI.

EDUCATION

Purdue University. Bachelors of Science Chemical Engineering
West Lafayette, (l992- 997)

University College London Chemical Engineering Summer Lab (1996)
London, England 0996)

Carnegie Mellon, MBA Tepper School of Business
Pittsburgh, PA (2004?2006)

Stephen C. Tracy

203 Ivy Mountain Road
Goshen, CT 06756
Stephentracy7@gmail.com
914-525-1883

Professional Experience
Managing Partner

Connecticut Youth Forward

Superintendent of Schools
Connecticut Department of Children Families

Superintendent of Schools
Derby, Connecticut

Senior Vice President
Edison Schools inc.

Superintendent of Schools
New Milford, Connecticut

Assistant Superintendent of Schools
Farmington, Connecticut

Acting Chief, Bureau of Community Adult Education
Connecticut State Department of Education

Assistant to the Commissioner
Connecticut State Department of Education

Social Studies Teacher
Lakeland Public Schools, Shrub Oak, NY

Assistant to the Director of Vocational Education
School District of Philadelphia



Princeton University: AB. (Public International Affairs)

Columbia University, Teachers College: MAT. (Social Studies)

20l S-present

2012-2015

2008-2012

993-2007

l985?l 993

1980-1985

1979-1980

197'8-1979



1969-4971

1969
1972

Harvard Graduate School of Education: (Educational Leadership) I984

 

APPENDIX 

- BPCS BYLAWS

I EDUCATIONAL SERVICES AGREEMENT TERM SHEET
(PROSPECT SCHOOLS INC. DANBURY PROSPECT)

 

Brooklyn Prospect Charter School

BY-LAWS
OF
BROOKLYN PROSPECT CHARTER SCHOOL
PREAMBLE

Brooklyn Prospect Charter School (the ?Corporation? or the "School?) is a
not-for-protit education corporation chartered by the Regents ofthe University of the
State of New York (the ?Charter") effective as of July 28, 2003 (the ?Effective Date?).

ARTICLE I
OFFICES

The principal of?ce of the Corporation shall be located at such place in the City
of New York, State of New York as the Board of Trustees may from time to time
determine. The Corporation may also have other of?ces at such other places both within
and without the State of New York as the Board of Trustees may from time to time
determine or the business ofthe Corporation may require.

ARTICLE II
MEMBERS

In accordance with the provisions of Section 601(a) ofthe Not-for-Profit
Corporation Law of the State of New York, the Corporation shall have no members.

ARTICLE 
BOARD OF TRUSTEES
Section 1. 

The Board of Trustees shall have general power to control and
manage the affairs and property of the Corporation in accordance with the purposes and
limitations set forth in the Charter of the Corporation.

It will be the function ofthe Board of Trustees to review and
approve all basic policies for the Corporation to see that they are consonant with the
purposes of the Corporation in conducting the School, to approve the budgets for the
School, to be responsible for the oversight ofall aspects of the School?s use of public
and private funds, and (iv) to authorize the appointment and termination of the Executive
Director.

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Section 2. Number and Composition.

 

The total number oftrustces shall be ?xed from time to time by
resolution of the Board of Trustees. The President of the Parent Teacher Organization
shall be an ex of?cio member of the Board of Trustees. The number of Founding
Trustees of the Board of Trustees shall be nine (9). The Board ofTrustees shall consist
of the Founding Trustees and such other members as are appointed or elected and
approved pursuant to the Charter (such other members, the ?Non?Founding Trustees").

 

The number of trustees may be increased or decreased (by abolishing
the of?ce of any trustee which is vacant) by resolution of the Board ofTrustees;
provided, however, that the number of trustees shall at all times be not less than ?ve
(5) nor more than twenty (ii) any action ofthe trustees to effect any decrease in the
number oftrustees shall require the vote oftwo-thirds of all the members of the Board of
Trustees at a meeting of the Board ofTrustces called for such purpose after notice
thereof; no decrease shall shorten the term of any incumbent trustee; and (135) a
certi?ed copy of such action shall have been filed in the of?ce of the Regents of the
University ofthe State of New York (the ??Regents?).

The trustees should represent a diverse set of skills, both technical
and experiential, which can assist in the development and subsequent oversight of the
operations of the School. In addition, the Board of'I?rustees should provide, through its
members, opportunity for input from the community served.

Section 3. Election and Term.

Subject to the Charter and Section 3(b) of this Article 111, each
trustee, including the Founding Trustees and the Non-Founding Trustees, shall be elected
for a term of two (2) years and until his or her successor shall have been elected or
appointed and qualified, subject to his or her death, resignation or removal. At the end of
each trustee?s two-year term, he or she may be reappointed for another two-year term by
a vote of a majority of the trustees present at any meeting at which there is a quorum, per
Section 10 ofthis Article 111. There are no term limits for trustees.

The President ofthe Parent Teacher Organization shall serve, ex
o?icr?o, as a voting member ofthe Board of Trustees. The President of the Parent Teacher
Organization, appointed to the Board of Trustees through his or her election by the
students? parents at the annual meeting of the Parent Teacher Organization, shall serve as
a trustee as part of his or her presidency ofthe Parent Teacher Organization and will
serve only so long as he or she holds such office.

Newly created trustee positions resulting from an increase in the
authorized number of trustees, and vacancies occurring on the Board of Trustees for any
reason (including any such vacancy occurring by reason of the removal of any trustee
from of?ce with cause), may be ?lled, subject to the charter, by the vote of a majority of
the trustees then in office, although less than a quorum, or by a sole remaining trustee.
Each trustee so elected shall serve for a term/s as set forth in Section 3(a) ofthis Article

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and until the earliest of such trustee's successor being elected or appointed and
quali?ed or such trustee?s death, resignation, retirement or removal. The of?ce of any
trustee shall become vacant on his or her death, resignation, retirement, refusal to act,
removal from of?ce, expiration of his or her term or any other cause speci?ed in the
Charter. If any trustee shall fail to attend three consecutive meetings, such trustee, upon
request by the Executive Committee (which shall be made after consultation with the
Governance and Nominating Committee) shall resign from the Board of Trustees, and the
vacancy shall be ?lled in accordance with this Section 

Section 4. Honorary. Non-Voting Board of Trustees Members.

 

Upon recommendation ofthe Chairperson of the Board of Trustees
and the Governance and Nominating Committee, the Board ofTrustees may designate
honorary, non-voting members of the Board of Trustees. The former Chairpersons of the
Board of Trustees ofthe Corporation may serve as honorary, non-voting members of the
Board of'l'rustecs during their lifetimes.

Honorary, non-voting members may attend all regularly scheduled
meetings ofthe Board of Trustees. Honorary, non-voting members shall not be entitled
to notice of meetings, whether regular or special. Upon written request, all honorary,
non?voting members may receive minutes ofthe meetings of the Board of Trustees. Such
honorary, non-voting members of the Board of Trustees shall not be counted in
determining the presence of a quorum and the number of trustees as set forth in this
Article ofthese By-Laws.

Section 5. Remoya_l.

Any trustee of the Corporation may be removed or suspended from
of?ce by the vote ofa majority ofthe entire Board of Trustees on examination and due
proof of the truth of a written complaint by any trustee of misconduct, incapacity or
neglect of duty; provided. however, that at least one week?s previous notice of the
proposed action shall have been given to the trustee whose removal or suspension is
under consideration and to each other trustee.

In accordance with Section 226 ofthe New York Education Law,
the Regents may remove any trustee of the Corporation for misconduct, incapacity,
neglect of duty or where it appears to the satisfaction of the Regents that the Corporation
has failed or refuses to carry into effect its educational purposes. A hearing in the
proceeding for the removal for such trustees shall be had before the Board of Regents er a
committee thereof and the trustees shall be given at least ten days? notice of the time and
place of such hearing.

Section 6. Of?ces.

The Board of Trustees shall designate one of its members to be the
Chairperson of the Board of Trustees. The Chairperson will serve, ex q?fcio, as a voting
member of all standing and special committees of the Board of Trustees and all
committees of the Corporation; provided, that the Chairperson shall be disregarded for

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purposes of determining the presence ofa quorum at all meetings of such commitees.
The Chairperson will preside at all meetings of the Board of Trustees. The Chairperson
will keep the members ofthe Board ofTrustees informed on School matters and will
submit all policy changes to the Board ofTrustees for approval.

The Chairperson may, in consultation with the Executive Director
and with the approval of a majority of the Board of Trustees in office, designate one of
the members ofthe Board of Trustees to be the Vice Chairperson ofthe Board of
Trustees. The Vice Chairperson will preside at meetings of the Board of Trustees, in the
absence ofthe Chairperson. In such areas as the Chairperson shall designate, with the
approval of the Board of Trustees, the Vice Chairperson will have full authority and
responsibility to represent and act for the Chairperson.

The Chairperson may in consultation with the Executive Director
and with the approval of a majority of the Board of Trustees, designate one of the
members of the Board of Trustees to he the Secretary of the Board of Trustees and one of
the members of the Board of Trustees to be the Treasurer of the Board of Trustees.

Any two or more of?ces may be held by the same person, except the
of?ces of president and secretary, or the of?ces corresponding thereto.

Section 7. Meetings. Regular meetings of the Board of Trustees shall be held
at least at such times and places as may from time to time be fixed by the Board
of Trustees or as may be specified in a notice ofmeeting. Special meetings of the Board
of Trustees shall be held at any time upon the call ofthe Chairperson or upon written
demand of not less than three trustees.

Section 3. Notice of Meetings. Unless otherwise provided for in these
By-Laws, notice ofthe time and place of each meeting of the Board of Trustees must be
given to each trustee not less than five (5) nor more than ten (10) days before such
meeting and in accordance with the New York Education Law and New York Public
Of?cers Law. Notice shall be in writing and sent by mail, addressed to such trustee at his
or her address as it appears on the records of the Corporation. Such notice shall be
deemed to have been given when it is deposited in the United States mail. To the extent
permitted by law, notice may also be by telephone or sent by electronic mail, facsimile
transmission, telegraph, courier service or hand delivery. Notice ofa meeting need
not be given to a trustee who submits a signed waiver of notice before or after the
meeting, or who attends the meeting without protesting, prior thereto or at its
commencement, the lack of notice.

Section 9. Place and Time of Meetings. Meetings of the Board of Trustees
shall be held at the location, within or without the State of New York, which is fixed by
the Board of Trustees or, in the case ofa special meeting, by the person or persons calling
the special meeting.

 

Section 10. Quorum: Manner ofActing. At each meeting ofthe Board of
Trustees, a majority of the total number oftrustees entitled to vote which the Corporation

 

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would have if there were no vacancies shall constitute a quorum for the transaction of
business. Ifa quorum is not present at any meeting ofthe Board of Trustees, a majority of
the trustees present may adjourn the meeting, from time to time, without notice other than
announcement at the meeting, until such a quorum is present. Except as otherwise
provided in the Charter of the Corporation or in these By-Laws, the vote of a majority of
the trustees present at any meeting at which there is a quorum shall he the act of the
Board of Trustees.

Section 1 1. Conflicts PM. In connection with all actions taken by the Board
of Trustees or any committee of the Board of Trustees or the Corporation with respect to
any contract or transaction between the Corporation and one or more of its trustees or
of?cers or the committee members ofthe Board of Trustees or the Corporation or
between the Corporation and any other corporation, ?rm, association or other entity in
which one or more of the trustees or of?cers of the Corporation or the committee
members of the Board of Trustees or the Corporation are trustees, directors or of?cers or
have a substantial ?nancial interest, af?liation or other signi?cant relationship, each such
interested trustee or of?cer of the Corporation or committee member of the Board of
Trustees or the Corporation shall:

disclose in writing to the Board of Trustees or, in the case ofa
committee, to the committee the material facts as to such trustee?s, of?cer?s or committee
member?s interest in such contract or transaction and as to any such common
directorships, of?ces or substantial ?nancial interest, affiliation or other signi?cant
relationship, which disclosure shall be duly recorded in the minutes or resolutions
relating to such actions,

abstain from voting on any such contract or transaction, and

if requested by the Board of Trustees or, in the case ofa committee, by
the committee, leave the room during the discussion of and vote on such contract or
transaction. Interested trustees may be counted in determining the presence of a quorum
at a meeting ofthe Board of Trustees that authorizes such contract or transaction.

For purposes of the foregoing, the President of the Parent Teacher Organization shail be
an ?interested trustee? obligated to abide by the provisions of this Section ifthe action
being considered by the Board of Trustees would be reasonably likely to impact the child
of the President of the Parent Teacher Organization in a manner different from the
students ofthe School, or in such child?s grade, as a whole.

Section 12. Organization. At each meeting of the Board of Trustees, the
Chairperson or, in the Chairperson?s absence, the Vice Chairperson or a person
designated by the Chairperson shall act as chairperson.

Section 13. Committees of the Board of Trustees and of the COrporation.
General. The Board of Trustees may, by resolution adopted by a

majority ofthe entire Board of Trustees, designate one or more standing or special

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committees or committees other than standing or special committees (which shall be
committees of the Corporation) to have and to exercise such power and authority as the
Board of Trustees shall specify and as permitted by law.

Standing Committees. The Board of Trustees, by resolution adopted
by a majority of the entire Board of Trustees, may designate from among its members the
following standing committees (and such other standing committees as the Board of
Trustees shall so designate), each ofwhich standing committees, to the extent provided in
such resolution, shall have the authority to make recommendations to the Board of
Trustees to be voted upon in accordance with the requirements set forth in Article 3,
Section 10 ofthese By-Laws. In addition, the Executive Committee shall have the
authority of the Board of Trustees. However, no committee shall have authority as to the
following matters: (1 the ?lling of vacancies in the Board of'Trustees or in any
committee of the Board of Trustees or the Corporation, (2) the ?xing of compensation of
the trustees for serving on the Board of Trustees or on any committee of the Board of
Trustees or the Corporation, the amendment or repeal of these By-Laws or the
adoption of new By-Laws, (31) the amendment or repeal of any resolution of the Board of
Trustees which by its terms shall not be so amendable or repealable, and the granting
of degrees or the removal of an individual from of?ce:

 

Education Oversight Committee. The Education Oversight
Committee will consist of at least three (3) but no more than five (5) members of
the Board of Trustees.

(ii) Executive Committee. The Executive Committee will consist of
five (5) members of the Board of Trustees and will exercise the full powers ofthe
Board of Trustees between Board of Trustees meetings, except to the extent that
such power and authority cannot by law or these By-Laws be delegated to a
committee or are otherwise reserved by the Board ofTrustees to itself.

 

 

Discipline Committee. The Discipline Committee will consist of
at least three (3) but no more than ?ve (5) members ofthe Board ofTrustees.

(iv) Finance and Audit Committee. The Finance and Audit Committee
will consist of not less than three (3) but no more than five (5) members ofthe
Board of Trustees.

Planning Committee. The Planning Committee will consist of not
less than three (3) but no more than ?ve (5) members of the Board of Trustees.

 

(vi) Strategy and Development Committee. The Strategy and
Development Committee shall assist the Board of Trustees in overseeing
fundraising activities of the School and ensuring that the School?s leadership
maintains a strategic plan. It will consist of not less than three (3) members ofthe
Board of Trustees.

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(vii) Governance and Nominating Committee. The Governance and
Nominating Committee will consist of at least three (3) and no more than ?ve (5)
members of the Board of Trustees.

 

All voting members of all standing committees must be members ofthe Board of
Trustees.

Special Committ?. The Board of Trustees may, by resolution, create
such special committees as may be deemed desirable. Special committees shall have
only the powers specifically delegated to them by the Board of Trustees. All voting
members of all special committees must be Board of Trustees members.

Operationof Committees. Besides the Executive Committee and The
Discipline Committee. no committee may make decisions on behalf ofthe Board of
'l?rustees, nor may they make decisions that will bind Brooklyn Prospect Charter School.
For all binding decisions, Committees other than the Executive Committee and The
Disciplinary Committee may make recommendations to the Board of Trustees for a full
Board vote in accordance with the requirements set Forth in Article 3, Section 10 of these
By-Laws.

Operation ofthe Executive and The Discipline
Commitee. At each meeting of the Executive and Discipline Committees of the Board of
Trustees or the Corporation, a majority of the voting members of the committee shall be
present to constitute a quorum. The vote ofa majority ofthc voting members of The
Executive and Discipline Committee present at any meeting at which there is a quorum
shall be an act oFthe committee and may constitute an act of the Board of Trustees,
except to the extent that such power and authority cannot by law or these By-Laws be
delegated to a committee or are otherwise reserved by the Board of Trustees to itself.
Minutes must be kept of any such vote ofthe Executive and Discipline Committees that
binds the Board of Trustees. In the absence or disquali?cation ofa member ofthe
Executive or Discipline Committees, the member or members thereof present at any
meeting and not disquali?ed from voting, whether or not such person or persons
constitute a quorum, may unanimously appoint another trustee to act at the meeting in
place of any such absent or disqualified member.

Section 14. Meeting bv Conference Telephone. To the extent permitted by
applicable law, any one or more members ofthe Board of Trustees or of any committee
ofthe Board of Trustees or the Corporation may participate in a meeting ofthe Board of
Trustees or such committee by means ofa conference telephone or similar
communications equipment allowing all persons participating in the meeting to hear each
other at the same time. Any such member participating by telephone does not count
towards quorum. However Members may participate by videoconference and be counted
toward quorum

Section 15. Action Without a Meeting. To the extent permitted by applicable
law, any action required or permitted to be taken by the Board of Trustees or any
committee of the Board of Trustees or the Corporation may be taken without a meeting if

 

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all members of the Board of Trustees or such committee consent in writing to the
adoption ofa resolution authorizing the action. The resolution and the written consents
thereto by the members ofthe Board of Trustees or such committee shall be ?led with the
minutes ofthe proceedings of the Board of Trustees or such committee.

Section 16. Compensation of Trustees. The Corporation shall not pay any
compensation to trustees for services rendered to the Corporation in their capacity as
trustees, except that trustees may be reimbursed for reasonable expenses incurred in the
performance oftheir duties to the Corporation.

 

ARTICLE IV
OFFICERS

Section 1. Officers. The officers of the Corporation may consist of an
Executive Director, a Director of Finance Operations, a Principal and such other
of?cers with such titles as the Board of Trustees shall determine.

Section 2. Executive Director. The Executive Director shall be elected by the
Board of Trustees as a professional in not-for-pro?t and educational management. The
Executive Director is responsible for the effective functioning of the Corporation as a
whole and is to stimulate and elicit cooperation by his or her professional and democratic
leadership. The Executive Director?s more specific duties are:

to design and develop policies and procedures with the cooperation of
the Faculty of the School;

to report to the Board of Trustees and to submit to it for consideration
proposals which involve policy;

to present to the Executive Committee ofthe Board of Trustees the
candidates for appointment to senior administrative positions and to report with his or her
recommendations the conclusions reached for their consultation regarding hiring and
termination;

to represent the Corporation in the community; and

to present an annual budget to the Board of Trustees.

Section 3. School Principals. The School Principals are appointed by the
Executive Director in consultation with the Chairperson of the Executive Committee of
the Board of Trustees and Chairperson of the Board of Trustees. The School Principals
have the charge of the administration of the instructional program.

Section 4. Compensation. A majority of the Executive Committee of the
Board of Trustees may from time to time establish the basis for the rate ofcompensation
and bene?ts for the officers ofthe Corporation.

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ARTICLE 
STAFF

Section 1. Additional Personn_el. From time to time, the Executive Director
may employ such other staff personnel with such titles as the Board of Trustees shall
determine according to available administrative funds and needs of the Corporation.

Section 2. Compensation. The Board of Trustees or the Executive Committee
thereof may from time to time review the basis for the rate of compensation and benefits
for the staff personnel of the Corporation.

ARTICLE 

EXECUTION OF INSTRUMENTS

Section 1. Contracts and The Board of Trustees, subject to the
provisions of Section 1 of Article may authorize one or more officers or agents ofthe
Corporation to enter into any contract or to execute and deliver any instrument in the
name of and on behalf of the Corporation. Such authority may be general or speci?c.

 

Section 2. Deposi?. Funds ofthe Corporation may be deposited from time to
time to the Credit of the Corporation with depositories that are selected by the Board of
Trustees.

Section 3. Orders for the Payment of Money and Endorsements for Deposit.

All checks, drafts or other orders for the payment of money, notes
or acceptances issued in the name of the Corporation shall be signed by the otlicer(s) or
agent(s) of the Corporation authorized, and in the manner determined, from time to time
by resolution of the Board of Trustees.

Endorsements for deposit to the credit of the Corporation in any of
its authorized depositories may be made, without countersignature, by any officer of the
Corporation or may be made by hand-stamped impression in the name of the
Corporation, unless otherwise provided by resolution of the Board of Trustees.

Section 4. Sale or Transfer of Securities. Stock certi?cates, notes, bonds or
other securities held or owned by the Corporation may be sold, transferred or otherwise
disposed of when endorsed for transfer by the of?cer(s) or agent(s} of the Corporation
authorized, and in the manner determined from time to time by resolution of the Board of
Trustees.

 

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Brooklyn Prospect Charter School

ARTICLE VII
INDEMNIFICATION

The Corporation shall indemnify to the fullest extent permitted by law, including
the advancement of costs and expenses, all current or former of?cers, trustees, and, by
af?rmative vote of the Board of Trustees, other persons permitted by law to be
indemni?ed.

ARTICLE 
AFFILIATED ASSOCIATION

Section I. merit Teacher Organization. The Parent Teacher Organization is
an integral part of the School existing for the primary purpose of providing opportunities
for parents to gain a better understanding oftheir child?s life and to deal effectively with
school-related problems of parenthood. Its purpose is to unify the life ofthe child by
coordinating the in?uence ofthe home with that of the School, and to stimulate by study
and discussion a fuller understanding ofthe ideals and purposes of the School and the
educational trends of the times and movements in the community (intellectual, political
and social) which may affect the well-being of children.

 

ARTICLE IX
GENERAL PROVISIONS

Section Fiscal Year. The ?scal year of the Corporation shall be fixed by
the Board of Trustees.

Section 2. Seal. The corporate seal shall have inscribed thereon the name of
the Corporation, the year of its organization and the words ?Education Corporation, New
York.? The seal may be used by causing it or a facsimile thereof to be impressed or

af?xed or in any manner reproduced.

Section 3. Books and Records. The Corporation shall keep correct and
complete books and records of account of the activities and transactions of the
Corporation, including a minute book, which shall contain a copy ofthe Charter ofthe
Corporation, a copy ofthese By-Laws, and all minutes of meetings ofthe Board of
Trustees and committees thereof.

ARTICLE 

AMENDMENTS

Section 1. Charter. The Board of Trustees may amend the Charter at a
meeting of the Board of Trustees, at which a quorum is present, by a vote of three-fourths
of the entire Board of Trustees; provided, however, that written notice be given to each

 

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Brooklyn Prospect Charter School

Trustee at least thirty days prior to such meeting; and however, that no
such amendment shall be effective until approved by the Regents.

Section 2. By-Laws. The Board of Trustees may amend or repeal these
By-Laws at any meeting of the Board of Trustees, at which a quorum is present, by a vote
ol?two?thirds of the trustees present or by unanimous written consent of the Board of
Trustees; provided, however, that written notice of the proposed amendment or repeal
shall be given to each director not less than seven days before the date of such meeting.
In connection with any such amendment or repeal ofthese By-Laws, the Board of
Trustees will, to the extent required by applicable law, submit proposed revisions to the
Charter or ?le certi?ed copies of such actions in the of?ce ofthe Regents.

ARTICLE XI

NONDISCRIMINATORY POLICY

Section I. The School shall undertake and carry on its educational activities
without regard to race, age, creed, color, national origin, gender, disability, marital status,
sexual orientation or lineage or citizenship status or any other protected class. The School
shall not discriminate on any ofthese bases in administering its educational policies,
admission policies and other school-administered programs.

Section 2. The School will make its nondiscriminatory policy known, as
required by law, to all segments ofthe general community served by the School by
publishing a notice ofits nondiscriminatory policy in a newspaper of general circulation
or a broadcast medium that serves all segments of the community at least once annually.

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TERM SHEET FOR EDUCATIONAL SERVICES AGREEMENT 

between

PROSPECT SCHOOLS, mc. 

and

DANBURY PROSPECT CHARTER SCHOOL (the "School?)

The following is a summary of proposed terms to ultimately be incorporated into a
comprehensive Educational Services Agreement that will memorialize the terms and conditions related
to the educational and management services to be provided by PSI to the [proposed] School.

 

Term

July 1, 2018 to June 30, 2023. Renewable by mutual
agreernent with six months advance notice. Term not to
extend beyond term of the School?s Charter.

 

Delegation of Duties

Through the ESA, the School?s Governing Council will authorize
PSI to undertake certain management duties on its behalf,
along with senior leadership team members employed by the
School. Governing Council to maintain ultimate oversight duty
for the School.

 

PSI Services- Education

PSI to support develOpment of curriculum and instruction
programming according to PSl?s model and will propose for
the Board?s adoption and PSI and Senior Leadership?s
implementation certain policies and procedures related to the
management and administration of the School?s day?to-day
Operations. PSI will assist with professional development. PSI
will assist with the assessment of student progress and
provide reports to the Governing Council. PSI will assist the
School with selecting and purchasing instructional materials
and supplies (at the School's expense)

 

 

PSI Services- Business Operations

 

PSI will support the business Operations Of the School by
helping to prepare and maintain Operation procedures,
identify and contract with service providers and suppliers
{including without limitation transportation, audit, legal,
payroll service, custodial, food service, utilities, supplies, food
service, etc), with such costs in accordance with the School's
budget and at the School's expense. PSI will assist with
marketing the School's availability [student recruitment} and
the application and enrollment of students. PSI will prepare
and assist with the preparation of reports required by the

 

{0003 

Page 1 of 4

 

 

Department of Education. PSI will help identify and secure
[through lease or purchase at the School?s sole cost and
expense} a facility. PSI shall assist the School with its
communication to parents and other stakeholders.

 

PSI Services- Human Resources

PSI will lead recruitment of Head of School/Principal who will
report directly to the Governing Council. PSI will assist Head
of School/Principal with recruitment, hiring, training and
supervision ofthe School?s instructional, leadership and
operations team [with Head of School/Principal having direct
supervisory authority over his or her senior leadership team}.
All School staff shall be employees of the School. PSI will assist
the Governing Council in identifying benefits packages
[medical insurance, retirement plan, etc.) that the School will
offer to School employees.

 

PSI Services- Financial Management
El Reporting

PSI to assist with the development of financial policies and
procedures and selection and implementation of financial
management software (at the School?s expense). PSI will
assist with the preparation of an annual budget forthe
Governing Council's approval each year. will prepare
financial statements and reports for the Governing Council on
a basis]. PSI will assist the School and its accounting
professionals with preparation for the School?s annual audit.
Every two years during the Term, conduct a School?wide
quality evaluation and report results to the Board.

 

School Responsibilities- Education

Implement education program (including working with District
on special education matters); administer assessments and
diagnostics; School Leadership to handle (along with support
from the day-to?day educational Operations of the School.

 

School Responsibilities- Business
Operations 3: Governance

School Leadership: Contract with vendors; maintain school
facility; maintain records; implement policies and procedures.

Governing Council: along with assistance from PSI, develop
strategy; approve policies and procedures; establish a
fundraising strategy; conduct meetings of the Governing
Council and take appropriate actions; address complaints;
evaluate Head of School/Principal; communicate with
Department of Education

 

 

School Responsibilities- Human
Resources

 

Along with assistance from PSI, hire the School staff; conduct
professional development; supervise, discipline and evaluate
the School?s staff; implement benefit plans; maintain
personnel records

 

{0003004D;l}

 

Page 2 of 4

 

 

 

School Responsibilities- Finance 8;
Legal

Obtain and maintain tax?exempt status; arrange and pay for
annual audit; arrange and pay for legal services; arrange and
pay for compensation and benefits for School employees

 

Fees

The School shall pay to PSI on a quarterly basis a management
fee equal to ten percent of the School?s Gross Revenues
[all revenue except such revenue that is specifically earmarked
as required by law for expenditure on certain programming]

 

Intellectual Property

PSI shall permit the inclusion of "Prospect" in the School?s
name for so long as PSI manages the Schools. Manuals,
materials, know?how, methods, etc. shall be licensed to the
School for the School?s use during the Term.

 

Insurance Indemni?cation

Both the PSI and the School shall carry commercially standard
insurance and name each other as additional insureds on their
respective policies. Each party shall indemnify the other, too.

 

Background Checks

PSI shall ensure that all employees are background checked
and to the extent required by law or the Department of
Education, employees who routinely work in the School facility
will be fingerprinted. School shall ensure all

School-em ployees, volunteers, etc. are fingerprinted,
credentialed and background checked as required by
lawlDepartment of Education policy.

 

Termination

By the School. School may terminate this Agreement if PSI
materially breaches the Agreement and has not cured the
breach within a reasonable period of time Oh if the law
changes in such a manner that would prohibit the School from
entering into an agreement such as this Agreement for the
provision of services contemplated by this Agreement.

By PSI. PSI may terminate this Agreement is School fails to
pay Fees on terms set forth in the Agreement, if School
materially breaches the Agreement and has not cured the
breach within a reasonable period of time orthe law changes
as per the above.

Agreement may also be?terminated by mutual agreement.

 

 

Dispute Resolution

 

PSI and the School will first work to resolve concerns together.
If concerns are incapable of being resolved, except where
injunctive relief may be required, PSI and the School agree to
submit any unresolved issues to binding arbitration before the

 

{000300403}

 

Page 3 of 4

 

 

 

American Arbitration Association (with a single arbitrator),
utilizing the expedited commercial rules when possible.

 

Annual Evaluation on an annual basis, the Governing Council shall evaluate 
services based upon an agreed-upon evaluation tool and
format.

 

 

 

[00030040;1} Page 4 of 4

 

 

PRELIMINARY DRAFT EVALUATION TERMS FOR PROSPECT SCHOOLS, INC.

 

riterion

Rating

Frequency of Evaluation

Cemments

 

Curriculum

Supports implementation of curriculum
Provides information and systems for
implementation of curriculum

Provides initial staff training with respect to
implementation of curriculum

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

Student Evaluations

Implements student performance

evaluation systems

Assists in ensuring students take required
standardized tests

Assists in maintaining detailed statistical
information on performance of(i} School as a
whole, (ii) each individual student and 
each grade.

Assists in identifying and measuring other
measures of and goals for student and
School performance

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

Audit

Cooperates with and provides School with
information needed to complete School?s annual
audit

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

 

rite rion

Rating

 

Frequency of Evaluation

 

 

Comments

 

 

 

 

Budget and Financial Systems

Provides annual projected budget that accounts
for School's operating expenses for next ?scal
year

Assists School's Director of Operations with
preparation of ?nancial statements
Provides initial training to School's Director of
Operations in the use of ?nancial management
so?ware

Provides support as to payment ofinvoices,
payroll, reconciliation of bank
statements, debt and credit entries and
procurement.

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

 

Principals

Assists with recruitment ofnew Principals when
necessary

Assists with evaluation ofPrincipals

Provides leadership training for Principals
Provides ongoing coaching and training for
Principals

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

 

Teachers and Other School Personnel

Supports effort to recruit teachers, administrators
and other School personnel

Conducts preliminary screens of candidates
forwards resumes of promising candidates to
Principals

Determines stafflevels and responsibilities in
conjunction with Principals

Provides counsel, in conjunction with Principals,
as to the evaluation and discipline ofpersonnel
Provides initial teacher training in methods,
curriculum, program and technology

Provides training to administrative staff in
consultation with Principals

Assists School to develop the internal capacity to
deliver ongoing teacher training

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

 

Annual

 

 

 

 

 

Sponsors professional development days for
teachers

 

Audit

Cooperates with and provides School with
information needed to complete School's annual
audit

Satisfactory
Needs improvement
Unsatisfactory

 

Exceeds expectations

Annual

 

 

 

Equipment and Information Technology

Facilitates School's purchase ofdesks,
?Jrniture, equipment, library and media
materials and other materials and furnishings
integral to operation of School

Facilitates School's purchase and
procurement of information technology
equipment and services

Maintains and provides training in use ofa
Maintains and provides training in use ofa
central ?le server containing electronic
curricular and school administration resources
Provides training in use of student
information system

Recommends and ensures effective
implementation of data back-up

protocol

Creates and maintains a link from 
website to a page speci?c to School

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

 

Fundraising

Conducts fundraising activities on hehalfof
School

 

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

 

 

 

 

 

 

 

Marketing and Publicizing

- Markets and publicizes for School

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

Leadership Development

. Identi?es and Cleve-bps future School
leaders from existing School staff

 

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

 

Annual

 

 

 

Human Capital Management

Provides oversight and support to School in
execution of human capital functions to
ensure best?practice in talent development
and managing potential liability exposure

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

Professional Development

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

Annual

 

 

Principal Support

- Conducts School visits to observe
and coach Principals

Exceeds expectations
Satisfactory

Needs improvement
Unsatisfactory

 

 

Annual

 

 

 

 

 

 

Facilities

- Assists in identi?cation of new facilities __Satisfactory Annual
as needed

_Exceeds expectations

Needs improvement
Unsatisfactory

 

 

School Policies

- Makes recommendations concerning School Satisfactory Annual
calendar, policies, rules, regulations, Needs improvement
procedures, personnel and budget Unsatisfactory

Shares best practices across all ofthe schools in
Prospect Schools

Exceeds expectations

 

 

 

 

 

Funding Eligibility

- Assists upon request with the preparation Satisfactory
andfor review of State aid applications and Needs improvement
reports

Exceeds expectations Annual

_Unsatisfactory

 

 

 

 

 

 

Rating

Rating Description

 

Exceeds
Expectations

PS exceeds the expectations of School by providing an excellent level of service, producing reports
ahead of schedule, anticipating problem and responding immediately to urgent requests, working
extraordinarily ?exible hours to meet the School's needs, or providing supplementary detail or support
"beyond the call of duty"; PS consistently advances the School's mission.

 

Satisfactory

PS consistently meets all performance expectations in timeliness, accuracy, responsiveness, ef?ciency, and
integrity. In the rare event of failing to meet expectations, PS acknowledges the de?ciency and takes clear
and decisive action to address it.

 

Needs
Improvement

 

 

PS has occasionally failed to meet the School?s expectations, or has made a material error but otherwise has
performed satisfactorily. In response to such failure, PS is slow to respond or challenges the facts rather than
focusing on solving the problem proactively.

 

 

 

 

 

Unsatisfactory PS consistently fails to meet the School's expectations, is in?exible when urgent or ad hoc requests are
made. does not respond quickly to calls or emails, Subverts the School's mission by its actions and
behaviors, and does not embodyI the values ofthe School.

 

 

 

 

General Comments and Feedback

APPENDIX