AAFR FACT SHEET EXHIBIT "B" CAMPUS-INITIATED IN-DISTRICT CHARTER AT TRAVIS HEIGHTS ELEMENTARY SCHOOL D IS TRI CT NE EDS The Travis Heights community desires to ensure that 85% or more of the students at Travis Heights Elementary School (THES) will: ? ? ? Read on a "college ready" scale as measured annually by DRA/Flynt Cooter assessments; Achieve "developed" level by the end of year TPRI assessment (K - 2nd grade); Pass the STAAR in Reading, Math, Writing, and Science within two years; In addition, the Travis Heights community will: ? Reduce the gap between Economically Disadvantaged students and nonEconomically Disadvantaged students to less than 5 percentage points within two years; ? Maintain at least 30% of students scoring commended on STAAR assessments; ? Increase current campus performance by 5 percentage points for every student receiving specialized services taking and passing a minimum of one grade level STAAR assessment with approved accommodations by fifth grade; and ? Increase Average Daily Attendance (ADA) to 97% within the first year of implementation and 98% by the second year of implementation. The Travis Heights Elementary Innovative School program will meet the desires and direction articulated by the Travis Heights community in the school's vision to ensure that all students are successful. S TRA TE GI C P LAN A LIGNMENT Value(s): Focus on Children Goal: All students will graduate ready for college, career, and life in a globally competitive economy. Strategy 1: Provide a high-quality, well-rounded educational experience to all students that is rigorous, culturally relevant, healthful, and engaging. ? Key Action 1.1: Adopt policy that articulates the district's theory of action for teaching and learning, reflecting high expectations and ensuring alignments with all educational plans and initiatives. ? Key Action 1.2: Examine the district's curriculum to ensure college-ready rigor at each grade level, clear expectations for teaching and learning, instructional supports to meet the needs of all students, and implementation with fidelity. ? Key Action 1.11: Provide more opportunities for students to participate in enrichment programs such as career interest, technology, athletics, and languages other than English. ? Key Action 1.14: Seek innovative public-private partnerships to develop signature programs in neighborhood schools within each vertical team to enhance rigorous academic opportunities. 1|Fact Sheet AAFR FACT SHEET ? EXHIBIT "B" Key Action 1.19: Support campuses in developing culturally relevant training and learning experiences to address achievement gaps and over-representation of any student groups in discipline and Special Education programs. Strategy 2: Build strong relationships with students, families, and the community to increase trust and shared responsibility. ? Key Action 2.1: Use multiple and appropriate methods of communication and engagement to reach all stakeholders and every part of the community to gain meaningful input, participation, partnerships, and shared responsibilities for student success. ? Key Action 2.2: Increase collaboration with other entities to support such areas as affordable housing, health and human services, and community planning. SY12-13 District Priorities: Exploration and establishment of new delivery models to provide an enhanced portfolio of academic options to promote graduation rates and higher achievement for all students. D E LIV ERY MODE L - DRA F T R ECOMMENDA TION To achieve the school's purpose and goals, Travis Heights Elementary School will transition to become an in-district charter school (autonomous school model) with certain flexibility in various areas (program design, innovation, budget allocation, scheduling, professional development, and curriculum). The school will be a student-centered learning community with a standards-based, rigorous core instructional program applying three interwoven, research-based models: 1. Dual Language Enrichment (bi-literacy for all) 2. Service Learning Model (authentic, relevant learning) 3. Blended Learning (digital learning/technology integration methods) PR OGRA M D ES CRIP TION I. Dual Language Model (Gomez and Gomez) DLE Rationale: As a full-implementation Dual Language Enrichment (DLE) school, THES will achieve the three goals of the Dual Language program, which include: 1. High linguistic proficiency in two languages; 2. High academic proficiency in two languages; 3. Positive cross-cultural attitudes and biculturalism. DLE Program Description: THES will adhere with fidelity to the key principles of the DLE model, including: ? Bi-literacy as an additive academic asset to students; ? Challenging interactive and authentic instruction; ? Children learn to read in their native language first; ? Maintain 50% of the daily instruction in the minority language; ? Program implemented PK-5, with the goal of a 6-8 feeder school partner; ? Clear separation of languages for instruction; 2|Fact Sheet AAFR FACT SHEET ? ? ? ? ? ? ? ? ? EXHIBIT "B" Students learn and develop language through academic subjects; Integration of vocabulary across the curriculum; School climate reflective of a bilingual/bicultural atmosphere; Instruction that empowers and challenges students; All teachers bilingual or ESL certified; DLE two-year reading and writing benchmarks; Challenging activities in bilingual pairs with Academic Content Talk; Cognitive development using bilingual pairs; Balanced literacy: writing across the curriculum in bilingual pairs, language of the day, journal writing, writing in Spanish and English. Dual Language Impact on Student Achievement: In a longitudinal study on the impact of various second language acquisition program models, Thomas and Collier (2002) found that students in a K-5 two-way dual language program outperformed students in other second language acquisition models and outperformed English-only students. II. Service Learning Model Rationale: Service learning is based on the theory that students learn most effectively, and are more likely to take ownership of their own learning, when learning is grounded in relevant and authentic tasks. Service Learning trained teachers provide a learning environment that strongly promotes "horizontal connectedness" across areas of knowledge and subjects, as well as, to the community and the wider world. Service learning supports the "framework of principles" established in The Nature of Learning. Service Learning Program Description: Service learning opportunities are designed to provide students with opportunities for authentic, real-world problem solving with an emphasis on youth voice in deciding areas to address. Service learning projects are grounded on "access" points in the curriculum and provide opportunities for students to apply their knowledge and skills in real situations. Service learning is supported by the National Youth Leadership Council and is based on the LEADERS principle: ? Look and listen for meaningful community needs, listen to youth voice, and seek diverse perspectives; ? Examine issues using research and collaboration with partners to determine greatest need; ? Agree to take action using decision-making skills to decide on actions with sufficient duration and intensity to meet needs; ? Develop a plan with defined goals, links to curriculum and ways to measure progress; outline action steps and timeline; ? Execute the plan that will provide meaningful service to meet community needs; monitor progress and modify activities; ? Review outcomes to measure progress, evaluate impacts, and analyze effectiveness; and 3|Fact Sheet AAFR FACT SHEET EXHIBIT "B" ? Showcase results to showcase learning, share results and celebrate accomplishments. At THES, students will engage in at least one long-term service learning project per year. Service learning projects will be determined through a collaborative process ensuring curricular alignment, relevance, and rigor. Service Learning Impact on Student Achievement: Bridgeland, et al. (2006) conducted focus group research to determine what factors led to student dropout. They found that 81% of the dropouts indicated they would have been more apt to stay in school had their school offered real-world learning opportunities. Scales, et al. (2006) found that low socio-economic status students who participated in service scored higher in areas of achievement, motivation, grades, bonding to school, and attendance than those who did not participate in service. The Learn and Serve study conducted by Melchior (1998) found that after one year of implementation, students engaged in service learning projects significantly outperformed comparison students in all grades. Minority and disadvantaged students showed greater longterm benefits than others. III. Blended Learning Model Blended Learning Rationale: Blended learning combines the effectiveness and socialization of the classroom with technology-enhanced online materials. This combination leverages the use of digital technologies and content to enhance and accelerate student learning. Blended learning, as defined by Michael Horn of the InnoSight Institute, is a formal educational program in which students learn through engagement with digital content and technologies in an online delivery method. The program has some element of control by students regarding, time, pacing, or place within a brick and mortar facility. Program Description: "Blended learning is any time a student learns at least in part at a supervised brick- and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace." (Innosight Institute, 2011) The Innosight Institute identified six different blended models in reflecting how students experience blended learning. These six models are: Face-to-Face Driver; Rotation; Flex; Online Lab; Self-Blend; and Online Driver. Travis Heights Innovation School Program will target the Rotation Model and begin blended learning with PK, kinder, and first grade within the first year of implementation. We anticipate adding two grade levels per year so that by 2015-2016 the entire school will be utilizing blended learning for every student. Blended Learning Impact on Student Achievement: Blended learning, whether it is in the form of online programs or bringing other technologies into a physical setting, can serve a variety of purposes for students in K-12 settings. Although 4|Fact Sheet AAFR FACT SHEET EXHIBIT "B" research and information about blended learning in colleges and universities is widely available, the same is not true for K-12 settings. Recently this has begun to change, as groups including, Innosight Institute and the Charter School Growth Fund, have done work to chronicle the existence of different blended learning models and capture their results. One example of the effects of blended learning on student achievement can be found in the Rocketship project in Santa Clara, California. The two Rocketship schools achieved 93 % proficiency in math and 75% proficiency in English/language arts, outperforming their state averages by 29 and 17 percentage points, respectively, and besting district averages by 26 and 14 percentage points, respectively. Rocketship's first school, Mateo Sheedy, had an Academic Performance Index (API) score of 925 after its third year, resulting in a ranking of 1st in Santa Clara County and 5th in California when compared to similar schools with at least 70% low-income students. EXA MP LE S OF I MP LEMEN A TI ON Dual ? ? ? Language Implementation Examples: Perez Elementary, AISD; Blanco Vista Elementary, Hays CISD; Cedar Brook Elementary, Spring Branch ISD Service Learning Implementation Examples: ? Barack and Michelle Obama Service Learning Elementary- St. Paul, MN; ? San Diego Unified School District; ? Round Rock ISD Elementary Schools Blended Learning Implementation Examples: ? Carpe Diem Collegiate High School; ? San Francisco Flex Public Schools; ? Kipp Education Academy; ? Rocketship Education (San Jose) S UPPORTING R ESEA RCH Dual Language Supporting Research: ? ? ? ? Center for Applied Linguistics. (2004). Two-way bilingual immersion tables: Number of districts and schools by state. Retrieved January 5, 2005, from http://www.cal.org/twi/directory/ tables.html#table1 G?mez, L. (2000). Two-way bilingual education: Promoting educational and social change. The Journal of the Texas Association for Bilingual Education, 5(1), 43-54. Howard, E. R., & Christian, D. (2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. Santa Cruz: Center for Research on Education, Diversity & Excellence, University of California, Santa Cruz. Ru?z, R. (1984). Orientations in language planning. Journal of the National Association of Bilingual Education, 8, 15-34. 5|Fact Sheet AAFR FACT SHEET ? ? EXHIBIT "B" Texas Two-Way/Dual Language Consortium. (n.d.) Texas two-way dual language education. Retrieved July 13, 2012 from http:// texastwoway.org/ Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Retrieved July 13, 2012 from http://www.crede.org/research/llaa/ 1.1_final.html Service Learning Supporting Research: ? Brewster, C. & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Portland, OR: Northwest Regional Educational Laboratory. Available online educationnorthwest.org/webfm_send/452. ? Bridgeland, J.; Dilulio, J.; & Morison, K. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises. ? Follman, J. & Muldoon, K. (1997). Florida Learn & Serve 1995-96: What were the outcomes? NASSP Bulletin, 81, 29. ? Jensen, S. & Burr, K. (2006). Participation and learning relationships: A service-learning case study. Journal of Industrial Teacher Education, 43, 3. ? Laird, M. & Black, S. (1999). Service-learning evaluation project: Program effects for at risk students. Oakbrook, IL: Lions Quest. ? Melchior, A. (1998). National Evaluation of Learn and Serve America School and ? Community-Based Programs: Final Report. Prepared for the Corporation for National Service. Waltham, MA: Center for Human Resources, Brandeis University. ? Scales, P.; Roehlkpartain, E., Neal, M.; Kielsmeier, J.; & Bensen, P. (2006). Reducing academic achievement gaps: the role of community service and service learning. Journal of Experiential Education, 29, 38-60. Blended Learning Supporting Research: ? ? ? ? ? ? Graham, C. R. (2005). "Blended learning systems: Definition, current trends, and future directions". Bonk, C. J.; Graham, C. R. Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer. pp. 3-21. ISBN 0-7879-7758-6. Fischer, Michael. [mf032.k12.sd.us/Porftolio/files/FischerMichaelPositionPaper.pdf "The Use of Online Learning Methods in the Traditional Classroom"]. Retrieved 13 July 2012. Horn, Michael B., and Heather C. Staker. The Rise of K-12 Blended Learning. Chapel Hill, NC: Innosight Institute, Jan. 2011. PDF. Kennedy, K. & Archambault, L.. "The Current State of Field Experiences in K-12 Online Learning Programs in the US". New England Comprehensive Center. Retrieved 13 July 2012. Martyn, Margie (2003). "The hybrid online model: Good practice." Educause Quarterly: 18-23. Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. North American Council for Online Learning. FINANC IA L IMP LICA TIONS See attached budget for operations and capital. 6|Fact Sheet EXHIBIT AAFR FACT SHEET FACILITY IMPLICATIONS None 7|FocTSheeT EXHIBIT "B" A 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 B Campus-Initiated In-District Charter at Travis Heights Elementary School Amount Estimated Annual Operating Costs: Projected Operating Costs 2013-2014 (using current allocation) Projected ISP Development Costs Less Offsets: Education Austin/AFT Grant Sub-total Estimated Net Operating Costs Estimated One-time Costs: Start-up (for School Year 2013-14) Facilities Improvements $0 $35,000 -$35,000 $0 $50,000 $10,000 Less Offsets: Using current allocation (new campus autonomy) -$60,000 Sub-total Estimated One-time Costs $0 Estimated Total Costs $0 Possible Funding Sources to Offset One-time/Facilities Costs: N/A Potential Funding Gap after Possible Funding Sources (above) 0 $0 EXHIBIT "B" INTERNAL AND EXTERNAL ENGAGEMENT TOUCH POINTS Campus-Initiated In-District Charter at Travis Heights Elementary School Campus-Initiated In-District Charter at Travis Heights Elementary School Internal/External FMP Work Group Meetings with administrators and representatives from selected board-approved and district-established advisory bodies to review and analyze community input and develop FMP framework and draft AAFRs. Engagement with Principals (Impacted Areas) ? ? ? Formal presentation (general session) Small group meetings with impacted principals (breakout) Focus group meetings Dates (All dates will be submitted before the December 12 board meeting.) April 26, 2012 - FMP workgroup May 17, 2012 - FMP workgroup June 14, 2012 - FMP workgroup July 19, 2012 - FMP workgroup August 16, 2012 - FMP workgroup September 27, 2012 - FMP workgroup October 25, 2012 - FMP workgroup November 14, 2012 - FMP workgroup December 12, 2012 - FMP workgroup August 12, 2011 - Principal-led staff collaboration on campus-based in-district charter. November 7, 2011 - Principal-led ISP planning team meeting with Education Austin, Austin Interfaith, parents and teachers. November 14, 2011 - Follow-up memo to staff with ISP update. November 19, 2011 - Principal-led community walk, parents, teachers, community, principal and inviting community to attend the ISP community meeting on campus-based in-district charter. November 21, 2011 - Principal-led ISP planning team meeting with Education Austin, Austin Interfaith, parents and teachers. January 9, 2012 - Principal-led team leadership meeting (Principal, teachers, parents, Education Austin and Austin Interfaith). January 30, 2012 - Principal-led team leadership meeting (Principal, teachers, parents, Education Austin and Austin Interfaith). February 2, 2012 - Principal-led site visit with team to Discovery School in Austin, TX. Meeting to discuss San Antonio site visits. April 12, 2012 - Principal-led extended day session with staff to identify current program strengths and target areas for improvement. May 8, 2012 - Extended day session with Dr. Collier, staff and principals. 1|Page EXHIBIT "B" Cabinet/Expanded Cabinet Engagement Formal presentations and updates Presentations and Discussions with Board ? ? ? ? Work Sessions Board Dialogue Regular Board Meetings Board Retreat Engagement with Trustee(s) of Impacted District ? ? Initial Board guidance on draft AAFRs Individual or group planning meetings June 22, 2012 - Presentation to Dr. Carstarphen with teachers, principals, parents, Education Austin and Austin Interfaith. June 26, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. July 12, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. July 13, 2012 - Principal, Dr. Collier and consultant met to prepare for July 19th FMP workgroup presentation. July 14, 2012 - Principal, Dr. Collier and consultant met to prepare for the July 19th FMP workgroup presentation. July 19, 2012 - FMP workgroup presentation. January 9, 2012 - Implementation discussion with cabinet and central administrators. March 19, 2012 - Board dialogue on initial planning for school year 2013-14 AAFRs. April 2, 2012 - Board presentation on FMP. September 10, 2012 - Board presentation on all AAFRs. November 12, 2012 - Board presentation. December 3, 2012 - Board presentation. April 3, 2012 - Community meeting on budget and AAFRs at Reagan HS April 17, 2012 - Community meeting on budget and AAFRs at Bowie HS BWU March 8, 2012 March 22, 2012 March 29, 2012 April 5, 2012 April 12, 2012 April 16, 2012 June 7, 2012 June 14, 2012 July 26, 2012 August 2, 2012 August 16, 2012 August 30, 2012 September 6, 2012 September 13, 2012 September 20, 2012 September 27, 2012 October 4, 2012 October 11, 2012 2|Page EXHIBIT "B" Public Information ? ? Website announcements and updates Media relations - media advisories October 18, 2012 October 25, 2012 November 1, 2012 November 8, 2012 November 15, 2012 November 29, 2012 December 6, 2012 December 13, 2012 March 28, 2012 - Email flyer April 2, 2012 - Press release October 1, 2012 - Web banner for community meeting on October 11 October 1, 2012 - AISD calendar submission for community meeting on October 11. Media Briefings August 17, 2012 - Media brown bag luncheon September 7, 2012 - Media briefing on all AAFRs Hosting Community Meetings ? ? ? Formal presentation to parents in English and Spanish Breakout sessions by topic or school Other (tours, school visits, etc) FMP Website Content Updates April 2, 2012 May 31, 2012 June 30, 2012 July 31, 2012 August 31, 2012 September 30, 2012 November 15, 2012 November 30, 2012 December 18, 2012 October 17, 2011 - Team of teachers, parents and Education Austin visit in-district charters in San Antonio; Site visit with principal. December 7, 2011 - Community meeting led by parents, teachers, Education Austin and Austin Interfaith. January 12, 2012 - Learning walk with ISP parents and team leaders about THES project. January 17, 2012 - Visit to Rhodes Middle School and Highland Park Elementary in San Antonio, TX (ISP Leadership and Education Austin). January 31, 2012 - Site visit to Magellan International in Austin, TX (Assistant principal, parents, teachers and Education Austin). February 21, 2012 - Site visit with team to Monarch School in Houston, TX (Assistant principal, parents, teachers and Education Austin). March 21, 2012 - Meeting with parents and community to share the results of visits to high performance public and charter schools and a preliminary action plan for 3|Page EXHIBIT "B" Materials/Handouts for Community Meetings ? ? ? ? PowerPoint presentation FAQs Surveys Other handouts Notification of Community Meetings ? ? ? ? Formal meeting notices Flyers in backpacks Community Distributed Bookmarks SchoolMessenger in English and Spanish (voice and e-mail) Principal-led School Specific Meetings and Outreach ? CAC April-July. April 3, 2012 - Community meeting on budget and AAFRs. April 17, 2012 - Community meeting on budget and AAFRs. August 24, 2012 -Community meeting with parents and community. August 30, 2012 - Community meeting with parents and community. September 13, 2012 - ISP community meeting. September 19, 2012 - Community meeting with parents and community. September 28, 2012 - Coffee chat with parents. September 29, 2012 -Neighborhood outreach walk. October 4, 2012 - ISP community meeting with parents and community. October 11, 2012 - School-led meeting with parents and community. October 15-24, 2012 - School-led meeting with parents and community; Campus sign-on to approve. October 26, 2012 - School-led meeting with parents and community; Announcement of results at campus meeting. November 8, 2012 - PTA ISP discussion. November 19, 2012 - School-led meeting with parents and community. February 24, 2012 - Campus Survey April 3, 2012 - PowerPoint, Handouts April 17, 2012 - PowerPoint, Handouts May 1, 2012 - Campus Survey May 1-14, 2012 - Community Survey August 24, 2012 - PowerPoint, Handouts August 30, 2012 - PowerPoint, Handouts September 19, 2012 - PowerPoint, Handouts October 11, 2012 - PowerPoint, Handouts October 15, 2012 - Handouts, Campus sign-on for approval November 19, 2012 - Handouts January 3, 2012 - Memo to staff on ISP update. January 13, 2012 - Memo to staff on ISP update. Learning walk with ISP parents and team leaders about THES project. January 27, 2012 - Memo to staff on ISP update. February 17, 2012 - Meeting with faculty February 13, 2012 - Meeting with ISP Team Leadership February 21, 2012 - Letter of intent to Superintendent. February 15, 2012 - Memo to parents and community 4|Page EXHIBIT "B" ? ? ? ? PTA Parent coffees Staff Students (if appropriate) with an update for ISP. February 13, 2012 - Site visit to Spicewood ES in Round Rock, TX (Parents, teachers, Education Austin and assistant principal). March 1, 2012 - Site visit to Alicia Chicon in El Paso, TX (parents, Education Austin, principal and Dual Language faculty). March 5, 2012 - ISP Team Leader meeting. March 8, 2012 - Faculty meeting. March 21, 2012 - Meeting with parents and community to share the results of visits to high performance public and charter schools and a preliminary action plan for April-July. April 4, 2012 - Memo to parents and community regarding ISP update. April 12, 2012 - Principal-led extended day session with staff to identify current program strengths and target areas for improvement. April 19, 2012 - Meeting with faculty. April 24, 2012 - Meeting staff and Dr. Collier. April 16, 2012 - Memo to teacher regarding ISP update. April 30, 2012 - ISP leaders meeting. May 2, 2012 - Newsletter to parents with ISP update. May 8, 2012 - Extended day session with Dr. Collier, staff and principals. May 1, 2012 - Parent survey distributed. May 30, 2012 - Survey results sent to parents. May 31, 2012 - Meeting with iTeam subcommittee. June 5, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. June 12, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. June 19, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. June 20, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. June 22, 2012 - Presentation to Dr. Carstarphen with teachers, principals, parents, Education Austin and Austin Interfaith. June 26, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a 5|Page EXHIBIT "B" District-led School Specific Meetings and Outreach ? ? ? ? Parents Staff Parent Support Specialists Students (if appropriate) Board Approved Advisory Group Engagement ? Presentation to DAC executive committee and representative of Education Austin to identify the autonomy and flexibility needs of their proposal. July 12, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. July 13, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. July 14, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. July 19, 2012 - FMP Workgroup Presentation July 23, 2012 - Biweekly writing meeting with Principal, three to five teachers, a consultant, and a representative of Education Austin to identify the autonomy and flexibility needs of their proposal. July 24, 2012 - Meeting with CAC Operations staff to finalize timeline. August 20, 2012 - Faculty meeting to discuss ISP August 24, 2012 - Ice cream social with parents/community to inform them on AAFR August 30, 2012 - Meeting with parents and community. September 13, 2012 - ISP community meeting. September 28, 2012 - Coffee chat with parents. September 29, 2012 -Neighborhood outreach walk. October 11, 2012 - ISP Community meeting with parents and community. October 15-24, 2012 - School-led meeting with parents and community; Campus sign-on to approve. October 26, 2012 - School-led meeting with parents and community; Announcement of results at campus meeting. November 8, 2012 - PTA ISP discussion. November 19, 2012 - School-led meeting with parents and community. March 21, 2012 - Meeting with parents/community to share the results of visits to high performance public and charter schools and a preliminary action plan for April-July October 11, 2012 - ISP Community meeting with parents and community. November 2012 - On hold December 2012 - On hold 6|Page EXHIBIT "B" ? ? members Outreach to ACPTA Other Stakeholder Engagement ? ? ? ? ? Meetings with key elected officials (i.e. Mayor, city council members, etc.) Meetings with key civic leaders (i.e. thoughtleaders) E-mail communication to neighborhood associations E-mail communication to funders, partners and stakeholders Other Public Hearings and Citizens' Communication ? ? ? Public hearings Citizens' Communication Other January 3, 2012 - Memo to staff on ISP update January 13, 2012 - Memo to staff on ISP update. Learning walk with ISP parents and team leaders about THES project. January 27, 2012 - Memo to staff on ISP update September 13, 2011 - First conversation with parents/community at PTA meeting (Principal, PTA officers and Education Austin Leaders). September 27, 2011 - Dual Language parent meeting and discuss of in-district charter (principal) November 14, 2011 - Follow up memo to staff with ISP update. October 20, 2011 - Staff meeting with Education Austin (Dr. C present). February 1, 2012 - Community newsletter gets released March 21, 2012 - Meeting with parents/community to share the results of visits to high performance public and charter schools and a preliminary action plan for April-July April 3, 2012 - Community meeting on budget and AAFRs. April 4, 2012 - Memo to parents and community regarding ISP update. April 16, 2012 - Memo to teachers regarding ISP update. April 17, 2012 - Community meeting on budget and AAFRs. May 2, 2012 - Newsletter to parents with ISP update. May 1, 2012 - Parent survey distributed. May 30, 2012 - Survey results sent to parents. August 15, 2012 - THES website launch for community: www.thesinnovationschoolproject.com September 24, 2012 - Citizens' Communication for all AAFRs October 22, 2012 - Citizens' Communication for all AAFRs October 30, 2012 - Public Hearing for all AAFRs November 19, 2012 - Citizens' Communication for all AAFRs November 26, 2012 - Public Hearing for all AAFRs December 17, 2012 - Citizens' Communication for all AAFRs 7|Page