Application Coversheet HE~CL~\/E.Li fflffi Gardens of learning, Rio Grande Valley If ~~.(~~rfl~t~jbEf~r~jD!lJl, RIO Grande Valley Proposed Eighteenth Generation Charter School Name l\ W~bH~' of Sponsoring Entity Note: Ift~e sponsoring entity is a 501(c)(3) nonprofit organization, the name must '!Pl?ear exa~\~t~. it..a.Rpears in the Articles of IncorporatIOn or any amendments thereto. 2013 Fttl 28 An u, l: J The sponsoring entity is a (Check only one.): ~S01(c)(3) nonprofit organization Chairperson of Governing Body of Sponsoring Entity: Mr. Raymond Morales ----~---------------------------------------------- CEO of Sponsoring Entity: Dr. Sofia A. Valdez, EdD --------------~------------------------------------------------------ Dr. Sofia A. Valdez, EdD CEO/Superintendent of Proposed Charter School: Board Member Who Attended an Applicant Conference: Mr. Raymond Morales, President Date of Conference: 1/16/2013 Applicant Mailing Address (This address will be used for contact regarding this application.): 710 South Border Avenue, Weslaco, Texas 78596 Physical Address of Proposed Administrative Offices (if different from above): Same as Above --------------~------------------- Number of Campuses Being Requested: One (1) ------------------------------ Physical Address of Each Proposed Campus (Please include street address, city, state, zip, and county.). If the specific address is unknown at this time, please provide the county and general location of the proposed campus: The proposed charter school will be located in the McAllen, Mission, Texas area in Hidalgo County Contact Name: Dr. Sofia A. Valdez, EdD Contact E-mail Address: Contact Phone #: 956-566-2348 Contact Fax #: 956-968-3604 State maximum enrollment and check all grade levels to be served for each school year. By Year 3, at least one grade in which the state assessments are administered must be offered. Year 1: Maximum Enrollment: 100 o Pre-K4 ~K ~1 02 03 04 Os 06 07 08 09 010 011 012 Year 2: Maximum Enrollment: 225 OPre-K3 OPre-K4 ~K ~1 ~2 03 04 Os 06 07 08 09 010 011 012 Year 3: Maximum Enrollment: 300 OPre-K3 OPre-K4 ~K ~1 ~2 ~3 04 Os 06 07 08 09 010 011 012 ~2 ~3 ~4 Os 06 07 08 09 010 011 012 ~2 ~3 ~4 ~S 06 07 08 09 010 011 012 OPre-K3 Year 4: Maximum Enrollment: 375 OPre-K3 Year 5: o Pre-K4 ~K ~1 Maximum Enrollment: 450 OPre-K3 OPre-K4 ~K ~1 I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. In accordance with TEC ?12.120, I further certify that no members of the governing body of the sponsoring entity or of the proposed charter school or any office or ployees of the proposed school have been convicted of a misdemeanor involving moral turpitude or of ony. I d at in lete a lications will not be considered. 2/22/2013 Date 2/22/2013 Date Dr. Sofia A. Valdez, EdD Printed Name Dr. Sofia A. Valdez, EdD Printed Name Gel, RGV, a Non-Profit Corp. Was preparerpaid? OYes ~No SAS S39-13 RFA 701-13-101 Gardens of Learning. Rio Grande Valley Table of Contents Application Cover Sheet Table of Contents Applicant Checklist 1. Statement of Need 2. Vision of the School 3. Community Support 4. Educational Plan 5. Special Needs Students and Programs 6. Geographic Boundaries 7. Admission-Enrollment Policies 8. Governance 9. Human Resources 10. Business Plan and Financial Standards Attachment A: Attachment B: Attachment C: Attachment D: Attachment E: Attachment F: Attachment G: Attachment H: Attachment I: Attachment J: Attachment K: Attachment L: Attachment M: Attachment N: Attachment 0: Attachment P: Attachment Q: Attachment R: Attachment S: Attachment T: Attachment U: Published Notice of Public Hearing Synopsis of Public Hearing Sp. Educ. Assurances and Dev. of Policies and Proc. Notarized Biographical Affidavits 501(c)(3) Determination Letter from IRS Articles of Incorporation Bylaws Organizational Chart Supplemental Human Resource Forms Audit Report Credit Report IRS 990 Filing Documentation Verifying Sources of Funding Doc. Ver. Sources of Fnd. not requiring repayment Start-Up Budget Budget for First Five Years of Operation Combined Five Year Budget Negotiated Service Agreements Certificate of Occupancy Negotiated Lease Agreement Bilingual Education/ESUSection 5041 and Dyslexia Assurances Page 1 2 4 5 19 29 38 62 93 94 99 108 122 140 143 148 150 177 179 184 196 198 213 223 224 228 229 235 243 266 268 280 281 283 Table of Contents (Continued) Attachment V: General Application of Assurances for Fed. Prgms. Attachment W: Special Assurances Document Attachment X: Disclosure of Campaign Contributions Form 285 288 291 Applicant Checklist Gardens of Learning, Rio Grande Valley Gardens of Learning, Rio Grande Valley Proposed Eighteenth Generation Charter School Name Name of Sponsoring Entity This checklist MUST be completed and submitted as part of the application to ensure that the applicant has provided all of the information required by the RFA. Application [g] Application Coversheet [g] Table of Contents [g] Applicant Checklist (this document) [R! Attended Applicant Infonnation Session: Date: 1/16/2013 Board Member Who Attended: Raymond Morales Application Sections (All questions in each section must be answered completely.) ~ ~ ~ ~ [R! [R! [R! [R! [R! [R! 1. Statement of Need 2. Vision of the School 3. Community Support 4. Educational Plan 5. Special Needs Students and Programs 6. Geographic Boundary 7. Admissions and Emollment Policies 8. Governance 9. Human Resources Infonnation 10. Business Plan Attachments A - X [R! A. [R! B. [R! C. i[g] [R! [R! [R! [R! [R! [R! [R! [R! [R! [R! Published Notice of Public Hearing Synopsis of Public Hearing Special Education Assurances and Development of Policies and Procedures D. Notarized Biographical Affidavits E. 501(c)(3) Detennination Letter from IRS F. Articles of Incorporation and All Amendments G. Bylaws of the Sponsoring Entity and All Amendments H. Organizational Chart 1. Supplemental Human Resources Infonnation Fonns J. Audit Report K. Credit Report L. IRS 990 Filing M. Documentation Verifying All Sources of Funding N. Documentation Verifying All Sources of Funding NOT Requiring Repayment [R! O. [R! P. [R! Q. [R! R. [R! S. [R! T. [R! Start-Up Budget Budget for First Five Years of Operations Combined 5 Year Budget Negotiated Service Agreement(s) Certificate of Occupancy or Equivalent Certificate Negotiated Lease Agreement(s), Deed(s) to Property, Earnest Money Contract(s), or Purchase Agreement(s) U. Bilingual EducationlESL, Section 504, and Dyslexia Assurances [R! V. General Application of Assurances for Federal Programs [R! W. Special Assurances Document [R! X. State Board of Education Disclosure of Campaign Contributions Fonn The CEO of the sponsoring entity acknowledges the following: [R! [R! [R! 1. The application and 5 copies submitted are printed single-sided and at least one copy has been retained for the organization's records. 2. Applications must be received by Document Control at the Texas Education Agency by the stated deadline in the Request for Application in order to be considered. 3. All submissions become the property of the Texas Education Agency and will not be returned. Dr. Sofia A. Valdez, EdD Dr. Sofia A. Valdez, EdD Date Date SAS 539-13 RFA 701-13-101 GARDENS OF LEARNING, RIO GRANDE VALLEY STATEMENT OF NEED Section 1 INTRODUCTION The prophetic words of Waldorf School educator, Rudolf Steiner, written almost a hundred years ago, resonate with both relevance and trepidation as we embark in a journey of hope, to provide the best educational opportunities for the children and their families from the Rio Grande Valley. It is one of our most important challenges of today: "For the future, we expect a social structure much different from the one of the present. How will our loved ones fit into a society that must be so different from that of the present? Will they be equal to the new social challenge coming to humanity? Will they be capable of contributing to the formation of society, [and] will have, in a much different sense, a more humane existence than we have had?" (Rudolf Steiner, What is Waldorf Education? from a 1919 speech in Stuttgart, Germany.) The following case study is a poignant example of the kinds of challenges that many of our families experience, and reveals the failure of our schools to provide educational programs and services that children deserve. The Family Case of Learning Denied The Decision to Immigrate to the United States Looking back, could not keep from feeling disappointed and let down by new country and home. When agreed with to make the United States the family's permanent home, was full of hopes and aspirations, and after was sure that they had made the right decision in much soul searching and prayer, deciding not to stay in Mexico, where as well as all of their had been born. At the time, thought family was very fortunate that they had the option of living in the country of endless opportunity, and considered herself very blessed to live in a place that would offer many advantages and opportunities for success in life. Now, though, it had been five years since they had made that fateful move, and had some nagging thoughts about whether the decision had actually been the best for their Particularly, was remembering her experiences with the schools in new home. was beginning to wonder if things would have been different in Mexico schools, if perhaps back there, with family support, maybe would have been better off. A Child with Special Needs - Where is the Help? had always considered all as smart and capable of learning and was succeeding in school, but that was not how it turned out. Instead, as viewed them. had beginning to think that US schools didn't see , the and in both sides of the family. was first born as well as the first big extended family, made up of many uncles was everyone's pride and joy. and aunts doted on and thought that would grow up to be president or somebody important and successful in life. As a child, was kind, energetic, loved family as much as they loved inquisitive, wise, funny, respectful and had experienced serious complications when as was the custom for most whereas had planned to be assisted by a families with limited financial means, instead had to be rushed to the hospital otherwise might have suffered dire consequences. The doctors at the hospital had , and in the process to use to help in causing mild cerebral palsy. Consequently, speech was slightly impacted so that had a slight stutter, and sometimes speech was slurred. development was also delayed in the areas of motor development and coordination so always lagged behind in development compared to peers. The schools in the United States had convinced that their was learning disabled and that would have to could be attend separate classrooms from most of friends and classmates so that better helped. But, it was evident after a couple of years that was not fell further behind improving developmentally and/or academically; every year compared to peers. Learning English As a Second Language: Good and Bad Instruction The while not segregated from their peers, had also been treated as if they had some sort of learning problem because of their first language, Spanish, and their cultural heritage. Their first a smart, precocious had been first year in American schools solely because did not retained in second grade speak English. It was a school district practice, which the ardently disagreed with: any student coming from Mexico schools was taken back a year or retained in the year they first started American schools. There was, on the American schools' part, complete disregard for any schooling that had taken place before students were enrolled in U. S. schools. wished that their children had been academically screened in a manner that would have informed American educators that both were already reading and writing on grade level, and that their mathematics skills were even better than some of their peers in American schools. The level of knowledge and communication abilities was not taken into account; even though the English was not fluently developed, their Spanish was. Bilingual Education or Something Else? While the American schools assured the family that their would be enrolled in a Bilingual Education program, which would allow them the opportunity to maintain and learn in their first language, by the time they were in first grade their that they had been instruction was wholly in English. It seemed to misled by the American schools and now there existed very little possibility that the would be allowed to learn in the language they understood. How were the expected to do well if they didn't even understand what was being said in the classrooms? How would their be able to continue communicating with their beloved , if they were being forced to speak and were glad that the would be learn in a different language. learning English, but they were disappointed that they would soon be forgetting their native Spanish language. The Need for a School Responsive to the Needs of Children wanted to find a school where their would be appreciated and valued for what they were: individuals who deserved an education of quality that would prepare them for college and to become responsible, educated and contributing citizens in their communities. Also, the family wished for schools that could truly meet their children's particular educational needs. STATEMENT OF NEED 1a) Discuss why members of the sponsoring entity believe that the proposed school is needed and why they believe that sufficient demand exists to make the school viable. The need to provide a quality education for children learning English as a second is stipulated in a Supreme Court decision written by Justice William O. Douglas; in writing for the majority in the Lau v. Nichols, 1974 case. It stated that.. .. "There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the education program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experience wholly incomprehensible and in no way meaningful." (Supreme Court Justice William O. Douglas, writing for the majority in Lau v. Nichols, 1974). In the following paragraphs, we provide data that show the need for a quality, responsive program that is specific to the children and their families in the Rio Grande Valley. In summary, the needs are based on the following factors: a) the large number of ELLs; b) the overwhelmingly steep level of poverty; c) the persistent, proportionately high levels of academic failure amongst ELLs; d) the overrepresentation of ELLs in programs that label them as disabled; and e) the lack of access to higher education by ELLs. 1a) The data in Tables 1 - 3 below reveal a strong educational need for English Language Learners (ELLs) in schools. Data clearly shows that students who come to Rio Grande Valley (RGV) Public schools speaking a language other than English will encounter obstacles, set in place by the schools, that will actually hinder their chances for academic success instead of helping them to learn to become contributing, successful individuals in society. Table 1 2011 - 2012 School Year Comparison of Students Categorized as Limited English Proficient (LEP) (2012 AEIS Report, Texas Education Agency) State Total # Students Enrolled Total # Hispanic Students Limited English Proficient (LEP) Rio Grande Valley Region McAllen ISO Mercedes ISO 4,978,120 (100%) 411,828 (100%) 25,126 (100%) 5,695 (100%) 2,530,789 (50.8%) 401,423 (97.5%) 23,229 (92.5%) 5,626 (98.8%) 837,536 (16.8%) 144,498 (35.1%) 6,803 (27.1 %) 1,602 (28.1 %) Table 1 illustrates the number of students, predominantly Hispanic, that attend public and charter schools in the Rio Grande Valley. The Rio Grande Valley, located in the southernmost tip of Texas, is home to approximately 401,423 stUdents of Hispanic descent, comprising 97.5% of the entire student aged population in the area. All of these stUdents share one or more characteristics with the depicted in the opening case study. The reason for the large number of Hispanic student concentration identified in this area is due to the international border geographic location and history of immigration patterns. The RGV regional area is home to a much greater proportion of all Limited English Proficient (LEP) students, hereinafter interchangeably called English Language Learners, or ELLs. Whereas 16.8% of all students in Texas enroll in our public schools with a native language other than English; in the RGV, more than twice that amount, or 35.1 % (144,498) come to our schools speaking another native language, mostly Spanish. Additionally, 62.4% (257,071) of all students who reside in the RGV geographical area are considered at-risk of failing in our schools and at greater risk of dropping out of our schools before they attain a high school diploma. If a student is categorized as Limited English Proficient (LEP), he is deemed at-risk of academic failure in Texas schools. Table 2 2011 - 2012 School Year Comparison of Students Categorized as Economically Disadvantaged and At-Risk of Failing in School (2012 AEIS Report, Texas Education Agency) State Economically Disadvantaged Total # Students AtRisk of Failure Rio Grande Valley Region McAllen ISO Mercedes ISO 3,008,464 (60.4%) 352,477 (85.6%) 16,843 (67.0%) 5,307 (93.2%) 2,262,066 (45.4%) 257,071 (62.4%) 15,981 (63.6%) 3,750 (65.8%) Table 2 illustrates the overwhelming level of poverty that exists in the families of the Rio Grande Valley and as compared to other regions of the state. For example, 85.6% (352,477) of the students in the proposed charter school regional area are considered and coded in the PEIMS (Public Education Information Management System) as Economically Disadvantaged. This number is considerably greater than the percentage total of students in Texas who are considered economically disadvantaged of 60.4%. In the targeted RGV communities of McAllen, an urban setting, and Mercedes, a rural community, the numbers of economically disadvantaged and students at risk of school failure increase dramatically. Table 3 2011 - 2012 School Year Comparison of Students who were Retained in Grades Kinder - Third and Students who were Retained in Grades Kinder - Third and also participate in the Special Education Program (2012 AEIS Report, Texas Education Agency) State Total # Students Retained K-3rd Total Students In Sp. Ed. Prog. Retained K-3rd Rio Grande Valley Region McAllen Mercedes 44,954 (11.8%) 6,655 (16.3%) 344 (17.8%) 92 (6.2%) 9,682 (25.5%) 7,758 (26.4%) 911 (47.9%) 194 (64.8%) Table 3, illustrated above, begins to track the unfolding tragic academic fate that awaits students who come to our schools speaking a language other than English. Today's ELLs are experiencing the same discrimination experienced by their counterparts of was retained in a grade solely because yesteryear. Just as the did not speak English, too many students continue to endure the same mistreatment. The numbers depicted in Table 3, taken directly from the 2011-2012 AEIS Region Profile Report highlight a disproportionately greater number of RGV students being retained in grades Kinder through 3rd than the state. Whereas 11.8% (approximately 44,954) of students throughout the entire state were retained in grades K-3; in the RGV, that number is much greater: 16.3% or approximately 6,655 students in raw number terms, were retained after the 2011-2012 academic year. In other words, approximately 15% of all students retained in the entire, very big state of Texas reside in the Rio Grande Valley. Consistently, research has shown us that students who are retained in one or more grade levels, run a much higher risk of leaving schools without ever receiving the assistance needed to accommodate and accelerate their progress in school. As well, if a student is retained in one or more grades, he is considered at-risk of dropping out of school; this indicator highlights McAllen ISO's retention rate of 47.9% of students in Kinder - 3rd grades who also participate in their Special Education Program. Almost 1 in every 2 Kinder - 3rd grade students with a disability were retained in the McAllen Independent School District. Conversely, if a student is also deemed to have a disability such as learning disability or speech and language disability, the odds are stacked against his chances of ever obtaining a high school diploma very early in his academic career and he is rarely able to overcome these obstacles. Mercedes ISO retention data is even more shocking and ostensibly punitive: they retained significantly more than half (64.8%) of their special education students enrolled in grades Kinder through Third. As a matter of fact, most students that are deemed disabled in Rio Grande Valley schools, particularly in the lower grades, are found to be speech and language impaired; the percentage of LEP/ELL students also categorized as Speech and Language Impaired is grossly disproportionate in most of the schools in the Rio Grande Valley. Please see Table 4 below. In other terms, if a student enrolls in RGV schools speaking only Spanish, he is at much greater risk of being categorized as disabled, Limited English Proficient, At-Risk, etc, ..... and finally forced away from the schools' punitive practices and into a life of economic and social hardship. The research is clear on the disproportionate number of students, who participated in the Special Education Program, and drop-out of school: once a student is labeled with a disability, his chances of graduating from high school, greatly diminish. Antiquated and discriminatory practices such as retaining students from Mexico because they don't speak English, or taking them back a year from their academic level in Mexico is another tradition that is common in RGV schools. Oftentimes no questions are asked, if a student was in second grade in Mexico, for example, he will automatically be enrolled in the first grade in United States schools. This remedial perspective and approach to ELLs is, in our professional opinion, disrespectful of their language, culture and heritage. And, this reckless disregard for their academic success will continue to drag down the entire nation's standing in all areas of academic and economic comparison with other developed nations. We believe knowing how to speak and write in two languages is an asset, particularly in a global society where communication is key to promoting social relations that enhance cooperation and understanding. Table 4 below shows the reader the overrepresentation of ELLs classified as disabled in the two targeted communities, McAllen and Mercedes. In McAllen, whereas the percentage of LEP students was 34.91 %, the percentage of students who were identified as LEP and Special Education (disabled), was much higher, at 48.86%. LEP students in the Mercedes ISO area don't fare much better. In the Mercedes ISO 111 213 community, 32.35% of their students are identified as LEP, but the percentage of students also identified as having a disability, most commonly a learning disability (LO) or a speech and language disability (SLD), is much higher, at 45.59%. Table 4 2008-2009 Study of Disproportionality in Two Targeted Communities: LEP Students who were also Labeled with a Disability (Dr. Cheryl Fielding, UT-Pan American) District Name McAllen Mercedes Count 24,287 5,267 Sp. Edu. . Count 1,707 465 LEP Count 8,478 1,704 Lep/Sped Count 834 212 % LEP 34.91% 32.35% % Lep/ Sped. 48.86% 45.59% Diff. 13.95% 13.24% Table 4 clearly shows that LEP students in the McAllen and Mercedes ISDs have a higher frequency of special education placement. The research of leading scholars in the area of bilingual education such as James Cummins, Stephen Krashen and Virginia Collier confirms that the lack of quality bilingual programs in a school district increases the possibility that Hispanic students will be placed in special education programs. Studies have shown time and time again that when ELLILEP students are placed in English language immersion programs, and are not taught in a language they comprehend, their chances for success are greatly robbed from them, and their incidence of academic and social failure increases dramatically. At Gardens of Learning, Rio Grande Valley, we believe that these trends of discrimination, bias, and disproportion warn us that what we are doing in our RGV public school districts is not working for ELLs and that changes need to be made. We believe that it is critical that these trends in unfavorable ELL student outcomes not continue to be ignored, for ignoring these trends of disproportionality and poor achievement would be to accept large failure rates for students based on linguistic differences, ethnicity, and/or poverty. The acceptance of failure is not prevalent in any other area of American life and should not be acceptable in our schools either. ELLs continue to be denied a quality program, and as typified in the family case, too many ELLs are denied learning. 1b) Explain how the charter school model will enhance the academic outcomes for students. Note: Gardens of Learning, Rio Grande Valley (RGV) proposes an open enrollment charter school to service grades K and 1st in the first year. Expansion to a K-5 campus will occur over the next five years. Additional campuses are also envisioned. 1b) Several features of a charter school district or system offer the flexibility that is necessary in order to help targeted students to succeed in our schools and to finally close the achievement gap that has existed for the last forty years between the ELL student and his peers. For a myriad of reasons, the charter school model offers Gardens of Learning, RGV precisely the freedom and flexibility needed to best address the needs of these students who have long suffered in our public schools and have been kept back from fulfilling their special talents and contributions to our global society. The great author and philosopher Victor Hugo said, "He who opens school doors, closes a prison's door.... " A Quality Dual Language Charter School Both of the communities in which we propose to establish dual language charter schools have school districts that do not offer students a dual language education. In fact, only two districts in the Rio Grande Valley offer a district wide dual language program where the students are allowed to maintain and develop their native language to rigorous, academic levels. The Pharr-San Juan-Alamo (PSJA) Independent School District and the La Joya Independent School District, offer a district wide dual language model where the students are allowed to maintain and develop their native language to rigorous, academic levels throughout their academic careers. Unfortunately though, there are over forty-seven (47) districts that make up the South Texas, Region I ESC (Educational Service Center) area. We are convinced that the reason so many ELL learners fail in our schools is because they were never enrolled in a dual language program, or for that matter, a bilingual education program of quality that respected and accepted these students' attributes and never assured them a proper education of quality. The 2011-2012 AEIS reports for the two districts selected and depicted in the data, which we propose to serve in our early years, indicate that they offer an Early-Exit Transitional Bilingual Education Program, in McAllen, and a Late-Exit Transitional Bilingual Education Program in Mercedes. And, whereas the law requires that an EarlyExit Transitional Bilingual Education Program instruct students in their native language for five (5) years, or until they reach the third grade before they are required to participate in an all-English environment, our experience with RGV school districts, via observation, classroom visits, and consultation, has been that in actuality, students are transitioned into an all-English classroom as early as six weeks after they have enrolled as Pre-Kindergarten level students. The research is clear on the fact that very few, if any human being can learn a second language, at academically, rigorous levels in a mere six (6) weeks. Members of the Gardens of Learning, Rio Grande Valley governing board have met with key administrators from other RGV districts in the past, to discuss the reasons for the ELL's failure in our schools, and to promote the idea of a dual-language (one-way bilingual education) program, but these discussions have not progressed enough to help ELL students. For reasons unknown to us, districts continue to offer the same educational programs and treatment they have for the last forty years, knowing full well that their ideas and programs have not worked, are not working, and will never work.... In contrast, when we met with the communities of these neighborhoods, the question most asked was, ...... when do you open your doors to these schools, and how can I get my child there..... " A Program Uniquely Tailored to the Needs of RGV Students In addition to the above practices, we feel that the student academic outcomes for the proposed charter school are enhanced for success by addressing the unique needs of the Valley students. Besides the equality of importance given to both languages and the acceptance of the culture of the community, the strengthened self-esteem that will emerge from a positive and safe school environment will reduce the traditional array of pressures on students in and out of the classroom. Empowering our students with the selected learning strategies like self-directed ness, collaborative activities and the enrichment menu of classes for individual choices and interests will promote student motivation to gain greater success in their learning outcomes. Ultimately, by satisfying the basic human needs, that Abraham Maslow promoted, through 1) feeling that they belong and are not outsiders; 2) recognizing the gained power of successful learning; 3) discovering the joy of having fun while learning; and 4) practicing the freedom of choice in self-discovery of their interests and giftedness, the program of instruction will allow the expression of a learning environment that will connect with the students' first line of defense, their affective state of being, which will enhance their commitment to the learning outcomes of the plan. Ultimately, the self-directed model of learning will help students move towards self-actualization by activating the internal drive for learning as a human need and natural response. Involvement of the Family in Making Smart Choices for Their Children Families enroll their children in charter schools by choice. While these stUdents are not required to attend charter schools because of geographical location, nevertheless, they choose to attend the charter school instead of their community school. We believe that parents who choose to enroll their children in our schools value bilingualism and biliteracy and recognize the importance of a dual language education. We will ensure the participation of parents in their children's education. We believe that the very long waiting lists of families wishing to enroll their children in other RGV charter schools illustrate a great need for more charter schools in the area, which will better meet the students' needs. These long waiting lists also indicate strong parent and community support for the proposed charter schools. Mr. Tom Torkelson, CEO/Superintendent of IDEA Public Schools, a charter school district, announced recently that their school system has amassed a waiting list of over 13,000 students who have applied to attend IDEA charter schools! Clearly we have too many families who are searching for alternative schools, and their requests for help have gone mostly unattended. According to the Texas Charter Schools Association, an estimated 120,000 Texas students attend open-enrollment charter schools (2011-2012) with an additional 56,000 students currently on waiting lists. These numbers support the need for more educational choices for families. Excel/ent, Well-Prepared and Qualified Teaching Professionals Our border area is home to many individuals who are certified as teachers in their home country, and learning English to become certified in the United States. These particular individuals speak, read, and write Spanish at very high academic levels and can become perfect role models for the students in our dual-language charter schools. As they work on becoming certified teachers, these individuals may serve as excellent language models for our students. The fact that all educators will be given a probationary term continuing contract will free our charter system from personnel problems that plague other public school districts. We believe that at-will employees protect their employm~nt and are motivated to do a better job. We also plan to consider other personnel evaluation documents, which promote the idea of considerable teacher/staff training, which is tied to earnings and student achievement. We believe that those teachers who prove themselves as outstanding teachers should be justly compensated. We also value the opportunity to dismiss teachers and staff members who are not performing in a satisfactory manner and according to our philosophy and mission. Manageable, Organized, Stimulating. Safe Learning Environment Class size is another feature of our classrooms that will differ from other ISDs. We propose a limit of 25 students in classroom grades kinder through second to better meet the needs of our students. We believe that this ratio will facilitate the use of best practices such as collaborative learning and language acquisition at high academic levels. We believe that the flexibility afforded to charter schools to not accept students with a proven record of misconduct and crime will also help us to better and more efficiently help the students of our schools. Teachers and classrooms that are adversely impacted by the distraction caused by disorderly students cannot possibly attend to the needs of all students, we believe. The support that the Texas Education Code (TEC) lends to schools in regard to the enrollment of disorderly students is another feature that will enhance the education of our students. Students, their parents, and the staff and faculty members of Gardens of Learning, Rio Grande Valley will have made a choice to be at our schools. The only admission requirement to the school is a desire to be there. Students, parents, and teachers must be willing to sign and uphold a Commitment to Excellence, pledging attendance, parental involvement, academic diligence, and respect. Quality, Sustainable Resources That Ensure Consistency and Success Gardens of Learning, Rio Grande Valley knows that there are no shortcuts to academic success. Our school calendar will differ from common practice. Students will attend school from 7:30 a.m. to 4:00 p.m. daily, 9:00 a.m. to 1:00 p.m. on Fridays and two Saturdays per month, and three weeks during each summer. A longer school day, week, and mandatory summer school for all students mean more time for students to acquire the knowledge and skills, adapt the intellectual habits, and assume the character traits that will prepare them for competitive high schools, colleges, and careers. The mere fact that the Gardens of Learning, Rio Grande Valley governing board members were selected and not elected, is, in our opinion, one of the most empowering aspects of charter schools compared to public school districts. The five governing board members of Gardens of Learning, Rio Grande Valley have amassed an amazing, unapproachable and great power and skill to lead throughout their distinguished careers as bilingual educators and business leaders. The Gomez/Gomez Dual Language Education Program Model that will serve as the curriculum and instructional framework for our charter schools was created by one of our Governing Board Members, Dr. Leonides (Leo) Gomez, PhD. Another Governing Board Member, Dr. Irma Guadarrama, PhD, is regionally and nationally respected as a scholarly leader in the field of bilingual/dual language education. As well, our Governing Board President and Secretary-Treasurer, Mr. Raymond Morales and Ms. Carmen Munoz bring to our organization a most distinguished background in the field of bilingual education. Mr. Morales worked with secondary students and their families to help them maneuver their way through their secondary programs and into a productive life afterwards, and Ms. Munoz actually helped to start the first and most successful dual language program in the RGV while at the PSJA school district in 1995, more than seventeen years ago. The PSJA dual language program is the first to graduate a cohort of students who participated in a dual language (one-way) program throughout their academic career from PK - 12th grades. Finally, the Chief Executive Officer of the Sponsoring Entity, Gardens of Learning, Rio Grande Valley, Dr. Sofia A. Valdez, EdD, also served as the school principal of one of the first dual language campuses in the RGV region. Organized, Efficient Evaluation Evaluation for purposes of improvement are integrated throughout the model. Academic programs will be evaluated regularly and in compliance with State mandates. Teachers will be observed, monitored, and assisted accordingly. Parents will be informed of their children's progress and every action will be taken to make sure children perform at their highest potential. The Need is Critical A lack of academic success at the secondary (middle school and high school) and postsecondary (college) levels demand that we do things differently in education. The dropout rate of Hispanic students has not wavered in the last forty (40) years. All of the abovementioned practices of failure must come to a screeching halt if we are to properly educate students for success in school and in life. As for the number of students that advance to college and actually graduate with an undergraduate college degree; that is also very dismal and as far as we're concerned, shameful. The University of Texas-Pan American (UTPA) is the local college (located in Edinburg, Texas) where the great majority of students from the Rio Grande Valley attend after they obtain their high school diploma. According to their statistics, UTPA's first to second year retention rate for full-time students is 71 %; that number continues to dramatically decrease by year. UTPA's four (4) year graduation rate is only 13%; the six (6) year graduation rate is not much better at 36%. Eighty six (86%) percent of students that attend UTPA receive some sort of financial aid. The critical need for a quality bilingual program in every community, in addition to the lack of secondary and postsecondary success for area graduates, and a public demand for better and different educational options all come together as confirmation of the urgent need for the type of charter schools proposed by Gardens of Learning, Rio Grande Valley. In summary, we believe that the Gardens of Learning, Rio Grande Valley charter schools will provide our children with a world-class education that will indeed prepare them for college, career and adulthood. Gardens of Learning, RGV will instill in stUdents a sense of personal pride and passion for learning as well as for their personal, distinct and valuable characteristics. Our students will recognize that, in order to avoid the traps of the stereotypes placed upon them, they must value their time in school and invest their effort in a place where they will have their needs properly addressed. They will use their education as a vehicle to transform their knowledge and multilingualism into power and motivation in order to succeed in our society. Vision of the School Section 2 INTRODUCTION Gardens of Learning-Rio Grande Valley grounds its vision for its schools on an assets-based educational philosophy. We believe that our targeted, predominantly Hispanic students from urban, suburban and rural communities in and around McAllen, as well as from other counties in the Valley, bring to school unique assets that have served them well as learners at home, in previous school environments and in their community. Therefore, we believe that the language, cultural, and academic experiences that these students bring should be validated as entry preparation for instruction in our school. We will build on that preparation to deliver our purpose: to develop bi-literate academic learners who will be prepared for institutes of higher learning and/or careers in all areas of the economy and where individuals with language skills for national and international trade are in demand. We look forward to contributing to the end of the achievement gap between the Hispanic student population and that of the rest of the United States, as well as the global student achievement gap between the United States and other developed countries In that sense, we envision our educational plan with its approach and innovations to be a model for replication beyond the geography of the Valley.: * Refer to Figure 2, page 2a) to 2d). .21.h for a graphic representation of the information in 2a) Provide a succinct long-term vision for the proposed school. 2a) In a peaceful, nurturing, language-rich environment, where every student is valued as a unique individual, where every person is a learner and a teacher, and where teaching/learning opportunities and challenges occur in and out of the classroom, we envision every student: o becoming an effective multilingual communicator, o developing into a multi-potential, self-motivated, empowered learner through process learning, experiencing the joy of self-discovery, and satisfaction in their expressions of creativity, through dual language instruction, o strengthening his/her personal competence and power with resiliency skills with which to face the challenges in school and in the global community, o developing socially and culturally in tasks that require collaborative work with others as the modern work place demands, o enhancing spiritual understandings having to do with values, virtues, principles and beliefs that guide every individual through a meaningful life, and o increasing their physical fitness through appropriate exercise and nutrition. In the same type of environment we can also picture all instructional personnel committed to and accountable for: o modeling and constantly improving their multilingual skills, o facilitating and experiencing process learning, self-discovery, empowerment, and creativity through the use of dual language methodology. o learning, modeling and encouraging resiliency skills, practicing, supporting and facilitating effective collaborative work, o developing, modeling and promoting spiritual understandings having to do with values, virtues, principles and beliefs that guide every individual through a meaningful life, and o representing and exercising appropriate behaviors for physical fitness. We visualize all support personnel generally knowledgeable of the school's VISion, philosophy, values, beliefs and goals. We see them interacting with students as teachers and learners. We also envision them as models of those behaviors (language, academic, social and spiritual) expected of the students. We also expect that all administrators will be accountable for not only being knowledgeable and up-to date in every aspect of administration but also in all aspects of the instructional process. They will also teach and learn from the students, parents and all personnel when the opportunity presents itself. They will be models of all behaviors (language, academic, physical, social and spiritual) expected of the students and will, at every opportunity, acknowledge and praise said behaviors in students, parents, and personnel alike. We see parents as part of the Gardens of Learning, Rio Grande Valley School family, and accountable for their involvement in every function of the educational process. We see them filling in where the staff lacks time to perform. We see them adding to the functions of the school, but most of all, we see them as the strongest support for their children. As a whole, we see them expressing their satisfaction in and support for the services provided by the administration, teaching staff and the support staff. This vision which for a long time has been in our minds and hearts obligates us to move forward with a plan of instruction to bring the dream to fruition. 2b) Discuss the educational philosophy and pedagogy of the proposed school, as we" as the innovations that will distinguish this school from other schools in the area where the school or schools will be located. 2b) The educational philosophy of the proposed school is fundamentally constructivist as we believe that children create their own meaning or understanding by creating a mental picture of the experienced situation and that picture is in reality a network of related brain neurons connected by the experience and representing new learning. However, the approach that our school will take to constructivism is not just for students to learn cause and effect relationships in simple concepts, like heat transfers through direct contact of objects, as exemplified in the book, Learning and Teaching: Researched-Based Methods by D. P.P. Kauchak and P. D. Eggen. Our intent is that the learning opportunity for the students is to develop heuristic mental models that can be elaborated in different problem situations as a more mature manner of constructing new knowledge and, along the way, manifesting a self-construction process as a learner empowered by new skills and confidence in learning. We believe that authentic learning creates a deep change in the learner so that he becomes a new learner because of the maturity gained in constructing new knowledge, in reorganizing existing brain neuron structures. The picture model of this learning process, evidenced in Figure 1. , is the naturalistic developmental model of all organismic development, that is, all learning undertaken by the conscious human being, as physical, emotional, mental, social, or spiritual development is progressive maturity from a diffused state of un-differentiation, to differentiation, to integration of new with previous structures, and finally to elaboration of the whole in subsequent new experiences. This is the basic developmental process for human biological development as explained by Heinz Werner in his great book, Comparative Psychology of Mental Development. Werner's own words describes the process: "Any true leaning consists essentially in the reorganization of behavior in terms of increased differentiation and integration. The processes of maturation and learning are of the same nature." The process is essentially the actualization of a potential through development. What is important is that development cannot occur smoothly without a supportive environment The environment provides a nurturing opportunity for growth or a poisonous limit to development. In the domain of mental growth for example, the nutrients needed are cognitive challenges and supportive attitudes for the individual learner. Labeling the child for what he/she is as "limited" creates and aura or energy field that negatively affects effort for learning, especially when the practices do not build on the child's existing level of success as a person and leaner. The basis of the pedagogical approach is the inquiry process through the use of questions from the student, the peers and the teacher and the learning movement from confusion to differentiation, to integration and elaboration is the structure of the lesson and the mental model to be followed in subsequent content or environments. As an example of the mental model for concept development in Kindergarten is The Experiential Model for Science: EXPERIENCING: In a sequence of activities the child in Kindergarten experiences the characteristics of water or sand by manipulating the material in different ways as provided by the available materials. (touching the water, pouring it in different containers, carrying different containers, using other materials like paper, cloth to see how they are effected) OBSERVING: The child may be guided to observe what happens when the different activities are carried out. (questions like how does it feel? what happened? why did it happen? COMMUNICATING: sharing the experience in the group, practicing the language of description, assigning characteristics to objects. LABELING: With help from students the teacher introduces appropriate labels for the learning: observing, experience, communicating CONNECTING: The teacher leads the group through a review of the sequence (which are science processes) and how they will be used in other similar activities, and asks for the identification of the steps and for any questions they may have. If possible the teacher can prepare a visual illustrating the actions with the label for each process. The use of mental models, as well as that of personal mastery, team learning, common vision, and systems thinking require that they be integrated into the whole system as learning functions, not just for the students, to promote staff development and organization development. It is fundamental pedagogy to guide all learning as well as all people to people interaction. The fundamental differences that distinguishes our proposed schools with the existing ones in the area are: WE HAVE SELECTED THE "LEARNING ORGANIZATION" MODEL AS THE GUIDE TO THE DEVELOPMENT OF ALL LEVELS OF SCHOOL FUNCTIONS. WE SELECT AND CONNECT OUR LIVING VALUES TO ALL SUBSEQUENT FUNCTIONS OF THE ORGANIZATION. WE ASSURE THAT ALL MEMBERS OF THE ORGANIZATION ACQUIRE AND PRACTICE THE MENTAL MODELS APPLICABLE TO TEAM LEARNING AND INDIVIDUAL MASTERY. WE WILL CHALLENGE EACH OTHER TO SYSTEMS THINKING AND PRACTICE, TO ASSSURE THE EVERYONE FOLLOWS THE SAME PLAN BUT AT THEIR OWN SPEED OF IMPLEMENTATION AND LEVEL OF CAPACITY BUILDING SUPPORT. WE BELIEVE OUR PURPOSE IS INEXTRICABLY TIED TO THE PURPOSE OF OUR SOCIETY: TO DEVELOP THE BEST EDUCATED CITIZENS TO ADDRESS THE NEEDS OF OUR SOCIETY AND TO HELP TRANSFORM THE FUTURE OF OUR COUNTRY. WE BELIEVE THAT ALL LEARNING SHOULD BEGIN WITH THE PERSONAL AND CULTURAL ASSETS THAT A STUDENT BRINGS TO SCHOOL. WE BELIEVE THE RESEARCH SHOULD BE CULLED FOR WHAT WORKS FOR LEARNERS LIKE OURS. WE BELIEVE THAT LEARNING IS A NATURAL PROCESS FOR DIFFERENTIATING, INTEGRATING AND ELABORATING EXPERIENCES FROM SIMPLE TO COMPLEX. THE PROCESS OF LEARNING INCLUDES THE ACTIVATION OF NEW NEURON CONNECTIONS AND THE REORGANIZATION OF BRAIN NETWORKS. TO LEARN, THEN MEANS TO RECONSTRUCT THE SELF. ALL LIVING BEINGS HAVE THE CAPACITY TO SELF-CONSTRUCT. HUMANS HAVE THE CAPACITY TO SELF CONSTRUCT HIGHER LEVELS OF EXPERIENCE. WE ARE COMMITTED TO OUR COMMON VISION AS THE WAY TO FULFILL OUR PURPOSE. WE BELIEVE THE LEARNING ORGANIZATION IS A UNIFIED INTERCONNECTION OF STRUCTURES AND FUNCTIONS: PURPOSE VALUES PRINCIPLES BELIEFS MODELS AND PROCESSES APPROACHES METHODS PRACTICES STRATEGIES Figure 1 Organismic Development: Potential to Actualization as the Model for Learning POTENTIAL (Natural capacity to be expressed) Observation Thinking Communication Movement y PROCESS OF DEVELOPMENT (Decoding) Diffused/Embedded Differentiated Integrated Elaborated Emotions Target: Concept/Skill/Knowle dge/Mental Model Pattern Recognition: Visual/Auditory/ Physical (Nurturing or Limiting Environment) ACTUALIZED ---\ --1 Expressed Capacity (Encoding) Response/Created Product EnactivelWrittenllllu strated/ Performed Natural capacities are part of the product/response 2c) Provide three to five core values or beliefs, with succinct explanations, to guide the operation of the school. The organization, just like a person, is known for its character and its competence. The same applies to what we want to develop in our students: character and competence. Character is the expression of values. Values drive what we do, think, feel, say, and how we interact with one another, whether we are aware of it or not. For that reason, it is important to delineate some of the values or beliefs that drive our daily functions in the proposed school. The most critical value in the world of social activity is trust. Trust is the glue that holds an organization together, in unity. Trust is reputation earned. It is earned by being consistent in our actions, our language, and the way we interact with each other. Teachers, students, staff and parents will trust administrators when they see that they are concerned for others, when they see that they put children first in everything that goes on in the school, and when they see that they are willing to invest resources and of themselves to support all school functions. But we should not only cultivate trust from others; we should also demonstrate trust in others. Allowing teachers the freedom to make choices and assisting them when they need support will demonstrate our trust, especially, when our support does not diminish if mistakes are made. Trust in people results in more risk-taking, more creativity, more job satisfaction, more productivity and more trust filters throughout the organization. Trust multiplies the positive energy of the organization. Trust creates a mutual admiration society. Trust emerges from the expectation for supportive action. Consistent failure to show support reduces trust. Students also need to experience trust and understanding of the qualities that engender trust in groups that live and work together such as home and school. Good literature can be used in the classroom to illustrate trust and how trust can be regained in a social situation. Values are all interrelated because they connect the virtues of good ethics. For example trust depends on integrity in order to make it more complete. Integrity results when there is congruity between promises and delivery of the promise. Integrity demands timely delivery; extreme lateness is like no delivery.at all. Integrity is also evident when there is congruity between ethical words and ethical behavior to match. Integrity in the proposed charter school is evident when we provide with the capacity building skills to implement the models of instruction we have verbalized. Children learn about integrity when they realized that their work should represent the best effort they can produce. The value of openness in the organization also vital to the organization and is also connected to trust and integrity. Openness means that members of the school feel a strong sense of trust to express their opinions honestly and openly without fear of any retaliation. Openness is promoted when teachers become problem-solvers and decision-makers about their mutual concerns as members of a collaborative team. Openness builds upon the foundation of trust and integrity when there is authentic dialogue to solve mutual problems as a team. Openness does not just means being open to accept other people's ideas; it means being willing to accept and contribute openly to the mutual search for solutions. Trust and integrity are essential in the interaction are a must in order for the group to jell as problem-solvers. Integrity requires a participant to be willing to share knowledge and experience honestly, in order to maximize the power of the problem-solving process. In like manner, students need to sense openness in the classroom to be able to make contributions to the lesson. Part of the classroom management is to help students develop respect for other students' Ideas as well as how trust and integrity contribute to a community of equal learners in a democratic classroom. The last value we want to discuss is stewardship, the nurturing and protecting of a given environment while protecting the rights of others. We see our schools as one such environment. The earth is the main environment requiring our stewardship. The relationship of the environment and the stewards is a mutual relationship as the environment nurtures us just as we nurture the environment. Children will develop a sense of stewardship by recognizing and acting upon the need to make contributions to the welfare of natural environments as well as social environments where people have nurturing needs because of disasters or conditions of poverty. Everyone has a sense or need to contribute to things bigger than the self. Children need to develop the belief that giving to others in need leads to self-improvement and self-satisfaction. This is just one step beyond community service. Children can identify environments, including the home, and the school itself, that can use nurturing for example, planting a garden, becoming a better observer of people and their needs, even picking up a piece of paper contributes to nurturing the immediate environment. 2d lUst business and fiscal risk factors with explanations, that could jeopardize the viability of the proposed school. Also, list success factors, again with brief explanations that the sponsoring entity believes out weigh the risks. Verbalizing support for tolerance. 2d) Business and fiscal risk factors that could jeopardize the viability of the proflosed school 1. lack of parent and community support 2. lack of start-up monies 3. lack of appropriate equipment for effective implementation of the program. 4. insufficient monetary resources for staff development Success factors that the entity believes outweigh the risks 1. Preparation and organization of a plan to contact and educate the parents and the community. Explanations 1. Due to possible misunderstanding by the parents and/or the community about the purpose and methods of the school, there could be a small number of students attending the school, thus affecting the amount of money provided for the school by the state. 2. Because of the short amount of time allowed for raising the funds, we might not reach the expected monetary goals. 3. Classroom equipment is necessary for the needs of the students and very costly .. Office equipment is also costly yet extremely necessary for maintaining records and preparing all the reports required by the program and other entities ... 4. The innovations in instruction and personal development that we plan to provide for the students and all personnel require extended staff development by specialists who are knowledgeable and able to imRart it to those in need of it. Explanations 1. Every member of the team will be part of a plan to contact every parent and every member of the community personally as early and as repeatedly as possible, and to keep them involved and updated on ongoing changes and innovations. Teacher /parent small group sessions, phone calls, weekly newsletters and monthly calendars of events will also be 2.The number of years of educational experience in a variety of settings and the depth of knowledge of the initiators of the program 3. Student waiting .Iists as identified by one charter entity. 4. Fund raisers, local resources that contribute to non-profit organizations, and grants that are specifically for non-profit organizations. part of the communication. 2. The initiators (dreamers) of the program who also are the proposal writers have a years of experience in a total of variety of settings related to education 3. As of 2010 this charter school district reported a waiting list of 14,000 jinn number. 4. Contact and educate individuals, businesses, and organizations (McAllen Hispanic Chamber of Commerce, Rotary Club) in the area for the purpose of acquiring support , assistance donations, and other monies. In addition to the activities planned and listed above, we are very confident that the research based characteristics of the proposed plan for the Gardens of Learning School as listed below, do far outweigh any risks identified. 5. Originality of the educational plan which we expect wi" be duplicated by other schools in the area and throughout the country. 6. Uniqueness of the dual language program that has been implemented in only a handful of schools in the Valley and in no schools in McA"en. 7. Determination for the total administration and staff to be in accord on vision, ,philosophy, value, beliefs, and practices 8. Assets- based beliefs and practices 9. Increase in recent immigrant families seeking first language development and instruction for their children. The current and proven research that supports our educational plan is authored by world known specialists in each of the sections of the proposal. The Gomez &Gomez Dual Language Enrichment Model-PK-5 th which is now being implemented in many Texas and other states school districts and has been we" documented and proven very effective for the type of student population we want to address. A continuous plan for staff development which is part of the proposal includes every member of the school personnel in the training and evaluating for knowing and practicing the educational plan, and for providing like-minded ness throughout the school. Also as part of the educational plan is the training and assessing of every individual in the school personnel on the beliefs and p_ractice of assets-based education. This population wi" continue to increase and wi" fit into our dual language program. Although our team is small and time is short, Gardens of Learning, Rio Grande Valley Is determined and confidant that the risk factors identified and others that might later emerge, can be addressed and resolved with the help of the people and groups through-out the Rio Grande Valley that have already pledged their support. Figure 2. Vision of Asset-Based Education Plan and Systemic Organization for Teaching and Learning Asset-Based Education Building Learning on Strengths Bi-literacy: Academic High Achievement: Challenging the Expression of Capacity, Interests, & Giftedness of Each Student Through Quality Curriculum & InstructionlResearch Proficiency in 2 languages all Grade Levels (possible 3rd Language Enrichment) Meeting the Needs of Stakeholders: School Environment Safe and Supportive, Nurturing Individual and Group Growth Through Unity Connections and Positive Energy Vision Building: Val- Team: Leadership, ueslPositive Assets/Biliterate learnerslProcess Learning/Systemic Accounta bility!Higher Learning/Self Realization Learning, DecisionMaking, Planning, Problem-Solving, Accountability for Results and Improving Local/State & National Assessments/Standards Systemic Model of Schooling as a Learning Organization countability Vision Shared & Mental Models for Learning & Teaching Systems Thinking in Decisions COMMUNITY SUPPORT Section 3 Introduction The Vision for Texas Education Agency, No Child Left Behind, State Parenti Family Involvement Plan states that, "Parents, families, educators, and community members work together as full partners, hold themselves mutually accountable, and have the knowledge, skills, and confidence to succeed in improving achievement for all children." Gardens of Learning, Rio Grande Valley, a non-profit organization seeking to initiate a charter school in the McAllen area has also adopted the spirit of the above mentioned quote as a part of their philosophy. Gardens of Learning, Rio Grande Valley has selected McAllen, Texas as the community in which to establish its proposed charter school in the fall of 2014. This community although more urban, is very typical of the southern tip of Texas as far as ethnicity, culture and language. When compared to the rest of the United States many differences are evident. There are very obvious gaps in the total Hispanic population, average income, average age, average family size, yearly income, unemployment rate, and poverty levels,. When looking at the resources available for a charter school, we have found that McAllen, and the communities surrounding it, are very willing to share their resources with educational programs that will benefit their children. There are universities, colleges and technical schools, libraries, museums, newspapers, television and radio stations, and shopping centers, and malls. In the surrounding areas you will find national parks, factories, packing companies, and mills, orchards, farms, and ranches also available as excellent resources for making education real for the students. Many groups in McAllen and its surrounding communities are and will be part of our venture, Gardens of Learning, Rio Grande Valley. Student groups from institutions of higher learning such as BESO, and UTCARES, community groups such as VIDA, AVANCE, ARISE, some newly formed groups composed of interested parents, local churches, local business organizations, and retired people's groups are very enthusiastically involved and will continue to be involved in the charter school planning process .. As we continue to work on this endeavor we will contact other groups that can be involved as well. 3.a) Describe the community where the school will be located and provide reasons for choosing the location. Include the types of resources available in the community. 3.a) The table below includes the information that best describes the communities to be served. The data clearly demonstrates the need that has prevailed for many years and that will continue to exist if no changes are introduced to meet the needs and promote the success of the school population which is the future of these communities and of the world. Table 3a1 COMMUNITY DESCRIPTION AND REASONS FOR SELECTION Reasons for Locations 1.Total Population 2. Hispanic Population 3. Median Age 4. Average family size 5, Median Yearly Household Income 6. Unemployment Rate 7. People Living Below Poverty Level McAllen United States 132,228 84.6% 32.2 16.30% 37.3 3.09 2.58 $39,547 $55,970 10.3% 7.8% 37.77% 15.1% As demonstrated in Table 3.a) 1, there are a variety of reasons for the choice of location. All the Rio Grande Valley is known for its poverty and unemployment levels and McAllen, Texas is very representative of the area. Looking at the table it is clear that there is a very marked disparity between this community and the rest of the United States. The percentage of Hispanics (generally with little or no English communication skills) in these areas is about five times greater than that in the United States, as reported by The Pew Research Center. There is a difference of about six years in median age as reported by the United States Census. This can be inferred as a positive factor because there is a possibility that the younger population can increase the income per household in the near future. The average family size difference, (U.S. Census) can be interpreted in different ways. One is that the household income needs to be divided amongst more family members and the poverty level could rise, the other is that the family could have more income as the young members reach the age to work at the cost of further education. The median yearly household income is almost half as much in the local areas as that of the United States. Furthermore, as reported by the U.S. Bureau of Labor Statistics, the unemployment rate is almost 4% higher than that of the rest of the United States and the below poverty level is more than twice as much as that of the United States, according to CNN/Money. In addition, though not mentioned in the table, the adult illiteracy rate for the two counties being served is at the top of the charts, for Starr County it is 65% and for Hidalgo County it is 50% This information is part of the negative impact on the students of McAllen and the surrounding communities and widens the educational gap that exists between students who speak a language other than English and the mainstream students, and furthermore, between students in the United States and those of other countries, since the students who are speakers of other languages are part of the total national student assessment. Therefore, Gardens of Learning, Rio Grande Valley, through their proposed elementary school, commits to helping students to develop a strong base of academic, social, physical and spiritual competencies to meet the challenges of tomorrow's world. 3.a)2 ... types of resources available in the community 3.a)2 The Rio Grande Valley possesses resources for educational opportunities that reflect both urban and rural influences that are unique to South Texas .. Some are very unique to the valley, specifically addressing the history and the terrain of the area, and the influence of the border to Mexico. In table 3.a) 2 are listed a variety of resources available for educational experiences for students of all ages. (This is not an exhaustive list.) Table 3a2 TYPES OF RESOURCES AVAILABLE IN THE COMMUNITY Resources Libraries Museums McAllen A new one is available with extensive services provided for children after school and on weekends including movies, readings, parent-child activeties, demonstrations, and live shows Materials and equipment including books, videos, OVO's, CD's, computers, I Pads, and other. The International Museum of Arts and 31 ",/213 Media Professionals and Sciences is located in McAllen and the Museum of South Texas History located in Edinburg (within 10 miles) offer tours, and in- classroom presentations on different themes. Also available after school and on weekends are special classes on art, history, science and various crafts. There are other smaller, privately owned museums in the area that are available for tours and lessons on specific topics. The Monitor, the largest and leading newspaper in the area and the MidValley Town Crier have provided space for the Notice of Public Hearing at a negligible price. Further services will be provided as we continue to contact them. Some Town Crier personnel have become more involved in the promotion of Gardens of Learning, Rio Grande valley Charter Schools. There are 6 more newspapers in Spanish and English which can provide services and will be approached in the near future. In, addition there are 13 television stations and 35 radio stations in Spanish and English which will be contacted as we identify needs. ThrouQhout the area Entrepreneurs there is a great variety of professionals from the medical, legal, arts, agricultural, architectural, financial, etc. fields who are willing to provide information and presentations to school children. Just as willing are restaurant, jewelry stores, money exchange, food stores, and other private business owners. City, State, and National Within a 20 mile radius Parks are located the Santa Ana National Wildlife Refuge, Bentsen State Park, Birding and Butterfly Centers, and city parks that provide ample space and specimens for students to explore, observe, and learn Factories and Packing Found in the outlying Companies and Mills areas as well as in surrounding towns, these are available for limited tours and classroom informative talks. Orchards, Farms, and Also found in the outlying Ranches areas and available for tours, talks and even fossil digs. Malls and Shopping Available for shopping trips, informative talks Centers and question-answer sessions, these are found mostly in the McAllen area. Provide entertainment Theatres, Civic and Community Centers, such as plays, shows, Arenas, and circus and musical per-fPlanetariums ormances and sky viewings that will enhance the students' lives. The above table illustrates the variety of resources available in McAllen, Texas and the surrounding areas. Academic subjects, themes, and lessons can be reinforced by the actual experiences that these resources can provide, if the students are given the opportunity to experience their reality. 3.b) Briefly analyze the competition in the area for the same students. Describe the methods that the proposed school will use to recruit and retain students. 3.b) Gardens of Learning, Rio Grande Valley proposes to provide services in Mc Allen, Texas. McAllen has a total of 30 elementary schools (23 public and 7 private). Although this community has a good number of schools and their education programs are of good quality, none of them offer: o an assets-based framework which builds on the students' previous personal and educational experiences, o a balanced dual language program that has had excellent results in Texas and in other states, o a menu with a variety of unique enriching extracurricular activities including astronomy, architecture, creative music, botany, a choice of a third language, and other activities depending on the wishes of students and parents and on the availability of space and instructional staff, o a total school team that works in accord, with a set philosophy, vision, beliefs and values due to the staff development program agreed upon by all those involved. The excellent quality of the proposed schools' educational program is such that we believe that: o an overwhelming number of students will be anxious to become and . remain part of the school population, o parents will be eager to enroll and keep their children in our schools, o the community will experience the benefits of the program and will support it wholeheartedly, and o Other communities in the surrounding areas and throughout the country will hear about our school and will want a duplicate of the program in their own community. To recruit students, we intend to use a grass roots method via Hispanic churches and organizations in the local geographic area of the school. Outreach will be broad-based so as to not overburden any district or private school whose students chose to enroll in our school. The open enrollment policy of charter schools permits us to accept any student who wants to attend and fits within the regulations. 3.c) Provide information on the manner in which community groups have been involved and will continue to be involved in the charter school planning process. Include descriptions of the community groups and of the services they will provide. 3.c) In taking a second look at the community and the surrounding areas, many groups of different types, ages, backgrounds, experiences, and talents can be found. These groups are looking for organizations to influence in a positive manner and to assist as volunteers in a variety of ways. Table 3.c) lists some of these groups that are available in the Mc Allen area and that Gardens of Learning, Rio Grande Valley plans to fully involve in the charter school that will hopefully open in 2014. Table 3c) TYPE OF COMMUNITY GROUPS AND THEIR INVOLVEMENT IN THE PLANNING PROCESS Type of Community Groups Universities, Colleges and Technical Schools such as: University of Texas at Pan American, South Texas College, Kaplan College, South Texas Vocational Technical Institute and other privately owned schools. Student Groups such as: BESO (Bilingual Education Student Organization), U.T.CARES, and VIDA (Valley Initiative for Development and Advancement, ARISE, and AVANCE Local Church Groups Involvement Are and will be providing technical advice in the planning process, and are supporting the process with students and instructional staff who are distributing information, and will assist with teacher and parent training (specifically Drs. Gomez, of the Gomez & Gomez Dual Language Enrichment Program) student instruction, fund raising, and educating the community on the services provided by the Gardens of Learning, Rio Grande Valley Charter Schools. Are now and will be involved in the planning process as they input knowledge from previous experiences, and suggestions, and support the planning and implementation by assisting in distributing information, fund raising, recruitment of students, and other volunteer work. Are involved as they share their experiences and knowledge, share information with the community and provide meeting places. Will be Local Business Organizations Retired Citizens Groups such as: Women's Auxiliary, Veterans of Foreign Wars, Lions Club, Rotary Club, Toastmasters, and Wildlife Interest Groups Interested Parents Groups involved as their buildings are selected for housing the schools to be opened and as the planninQ process continues. Specifically, they will be involved in identifying expenditures, and identifying and locating sources that will donate materials, supplies, and/or funds for the schools These groups can improve our planning process as they share experiences they have encountered with other groups, and their on the job experiences, their advice and financial knowledge, their new knowledge, and their experiences with young children. They can also become part of the instructional staff as instructors in small group and one to one instruction in the classroom, and in our enriched extracurricular classes. Some new groups of interested parents are beginning to form and support our endeavor to establish charter schools in the communities. These groups will also add to our planning process as they share their and their children's experiences in the school setting and their ideas on how the process can be improved. They can also be helpful in the different planning committees on campus, sharing their parental experiences. In the classroom they can help with the instruction as the retired citizens groups. As the search continues, other groups will be identified that will enhance the services that will be provided for the students we plan to serve. These and other groups will enhance the actual instructional setting, extra-curricular activities, and other needs as identified in the campuses. 3.d) Submit as Attachment A, a copy of the published notice of public hearing, clearly showing the name of the newspaper and the date of publication. The notice should include the proposed school name, the sponsoring entity name, date, time, place of meeting and the names of sponsoring entity board members. 3.d) A copy of the published notice of the public hearing is attached as ATTACHMENT A. 3e) Submit, as Attachment B, a synopsis of the public hearings held to discuss the proposed charter school plan. The synopsis must identify presenters, provide a summary of their comments, and a list of questions from participants with responses provided by the presenters. Do not include slides of the presentation or a transcript of the proceedings. Additiona"y, provide the number of community members, not affiliated in any way with the sponsoring entity or the proposed charter school, who attended the meeting. 3.e) A synopsis of the public hearings held to discuss the proposed charter school plan, is attached as ATTACHMENT B. 3.e) The total number of community members, not affiliated in any way with the sponsoring entity or the charter school, who attended the public hearings is 118. EDUCATIONAL PLAN Section 4 INTRODUCTION Gardens of Learning-Rio Grande Valley proposes an educational plan that recognizes and addresses the multiple needs and characteristics of the student population of the Rio Grande Valley of Texas, while not overlooking the broader context of the state and the nation in respect to the educational status of the Hispanic population. Specifically, we intend to provide an educational program that will develop productive citizens who are literate in two languages, have a strong sense of selfconfidence as problem-solvers, and who will contribute to our society's purpose: "promote the common welfare and secure the blessings of liberty" in a changing, interconnected world. 'The Glass Half Full Instead of Half Empty' - Focus on Strengths, Not Deficiencies We fully recognize the historical and socio-cultural distinctions that have negatively impacted, and continue to impact, the academic achievement of our students at the public school and the post-secondary levels. The practices resulting in poor academic achievement have focused on, for example, a) the perception of second language learners as being "limited," and their native language as being a barrier rather than a resource or an asset to learning; b) the unwritten policy of graduating students based on course completion without looking at mastery of learning and grade point average, and c) a deficit model of learning that blames the students for their failures without considering the best indicators of success or how these and other characteristics of academic preparation correlate with subsequent college success. These and other considerations are just a few of the areas that should no longer be ignored. An Educational Model That Leads Rather Than Follows Nevertheless, we envision oui' efforts impacting a greater context beyond the geographical boundary of the Valley to accomplish the following: a) improving the educational achievement of the Hispanic population as a whole as seen in the consistent status in measures of national educational progress; b) addressing the current movement for stronger academic standards at the state and national level for college and career readiness; and c) pursuing improvement of the national status in achievement in science, mathematics reading and writing as compared to other developed countries. For all these, we commit to be driven by proven practices that work here or in other parts of the country or even, the world. The needs of our students stand in figure-ground relationship to the larger issues of the national educational panorama. In this context, we also see a need to pursue closer links to institutions of higher learning to engage with schools and communities to take a stronger leadership role in researching existing conditions and needs, efforts in innovation and practice, and results of implementation. We need a stronger connection with state universities and their education departments and their research efforts. The evaluation of programs, students, teachers, and schools merit a more equitable approach to determine educational progress than a snapshot offered by a single annual test measurement or observation. Finally, because we believe in the interconnection and interaction of effort from all conce~ned entities we are committed to promoting nationwide a common cause and expectation to end the cycle of school failure for Hispanics and other minorities. We are truly passionate about the needs of our students for personal and academic success. In fact, we believe that the educational arm of the federal and state governments have not pushed schools sufficiently to develop a sense of urgency to change what they do and how they do it to ensure success for Hispanic students, and to close the gap between what we know works and what we do. Success for One, Success for All Our vision tells us that greater success for our Valley students means success for Hispanics as a whole and for the national status of educational progress. Research and experience tell us that we are not alone in the Valley with the problem of closing the achievement gap for Hispanic students. J. T. Gatto, renown author and 'Teacher of the Year' in New York State, sums up the frustration of many dedicated educators disillusioned with the status guo in education: Look ... at the seven lessons of school teaching-confusion, class position, indifference, emotional and intellectual dependency, conditional self-esteem, surveillance-all these lessons are prime training for permanent underclasses, people deprived forever of finding the center of their genius ... (In Boykin & Noguera, Creating the opportunity, p.194.) An Educational Model Where Learning is Shared Boykin and Noguera indicate, through Gatto's words, that the real discrepancy in the classroom, i.e., the control of learning in the classroom by the teacher rather than the learner and his/her creative resources, also echoes the philosophy of Paolo Freire, that the liberation of the subordinate from the superior, of the oppressed from the oppressor, of the student from the teacher can only come when the student is part of the path to be opened for self growth and achievement. The authenticity of the master comes not from the passing of all his/her knowledge to the initiate, but rather in his/her sharing the path of learning with the initiate in his/her own cultural landscape. We need to give students a voice and then listen. In an authentic learning environment both teacher and students teach; both teacher and students learn. An Educational Model for Success and Change To create a learning environment that counteracts the deeply entrenched practices that negate student success and stifles creativity and productivity requires a major transformation in schooling, to one that is based on different values and practices rather than the traditional belief that knowledge and learning trickles down from the top. What are the changes in perceptions inherent in our model? First of all, recognizing that the bilingual learner is one who has the capacity to gain knowledge when he/she starts school. The child can think, communicate, solve problems and can learn much more than we think. We need to teach him/her from his/her strengths not from the "limits." Instead of pushing harder with more of the same to address the limits, we should put the limits aside and move forward with the virtues. Furthermore, we believe that our bilingual children, just by their initial experience in our school, will be already transforming the culture of their family and of the community. That's how important literacy education in two languages is for these students. They will be ready to transform the culture and the future of this country. What are the changes in values inherent in our model? We must recognize and value that knowledge is socially distributed in different entities and systems. We need access to the knowledge reservoirs through research, empowering the decision-makers who deliver instruction, allowing the expression of individual talents and capacities. We need to adopt successful practices from wherever they were proven, consistently removing the limits to individual and system growth. Finally, we need to value the input from all stakeholders, including students, parents, community members, teachers, clerks, administrators, board members and members of other educational institutions. Our Vision is the Same for All Society The problems we are addressing and the solutions we want belong not just to us and our efforts; they are embedded in the very fiber of our society. The vision of our school is same as the vision of our society: a peaceful society that values the best education for all, that values collaboration more than competition (after all, the resources are not limitless), that trusts in the citizens being developed by the schools regardless of their native language or ethnicity, that values unity rather than separation and that recognizes that we are all interconnected and to deny opportunity for some is to deny systemic wholeness to our society and world. Ultimately, the purpose of our school is the same as the purpose of our society, to develop a culture that prepares our citizens to transform the future by nurturing the learners' innate capacities and creativity as they also acquire strength in language and communication. We want our students to acquire a broad perspective of their world, enriching their curriculum with a deep, profound understanding of themselves and others around the world. By corresponding with students from Spanish-speaking countries, our students will forge partnerships to create learning opportunities that includes language and cultural experiences. We envision our students as capable bilingual communicators, strengthening their language skills even to the extent of learning a third language. An applicant shall meet the following operational standards, and any failure ?to maintain ongoing compliance will be considered a material violation of the charter contract, if awarded, and may be grounds for revocation. The education plan of the "Gardens of Learning-Rio Grande Valley" is organized in compliance with the guidelines and rules of Texas Administrative Code, Texas Essential Knowledge and Skills, Special Education, Bilingual Education, and state adopted Curriculum. In addition, the proposed charter school will meet the requirements for the accountability rating system as well as the requirements for the accreditation status. To be awarded a charter, a sponsoring entity must propose a program that by the fifth year of operation will serve at least as many stUdents in grades assessed for state accountability purposes as those served in grades not assessed for state accountability purposes. For accountability purposes, the proposed charter schools will, by the fifth year, serve at least as many students in grades to be assessed for state accountability purposes as those served in grades not assessed for state accountability purposes. 4a) Describe the educational programs to be offered, including special education and bilingual education. Clearly explain in succinct terms the specific curricular programs that the school, if authorized, will provide to students and the ways in which the charter staff, board members, and others will use these programs to maintain high expectations for and the continuous improvement of stUdent performance. Clearly state how the Texas Essential Knowledge and Skills (TEKS) will be incorporated into classroom instruction and assessment. 4a) In pursuing the research for evidence of programs that work to address the needs of our students and to implement our vision we find two broad approaches that fit our philosophy and intent. These approaches resonate strongly with our vision where the important concern is not who teaches or who is taught, but how the teachers agree to teach these students. One way is for teachers to agree to teach according to how the research says our Hispanic students can best learn. Boykin and Noguera propose "An evidence-based approach ... that draws on the research literature for what works, as well as for why and how it works. Beyond the research literature, though, we must also make sure that the evidence is gathered with fidelity and supported by data-driven instruction, adequate and appropriate preparation, high quality instruction, and students who are engaged. "(p.37) Research shows that high engagement in learning math has a strong impact on student success. The more students are physically, cognitively and emotionally engaged in learning the better the achievement, even better than providing more instructional time. Higher levels of persistence, eagerness and attentiveness produced higher learning than more time in instruction. Students with lowest initial scores had the greatest amount of instructional time but the lowest level of engagement. However, the greater the engagement for the low scoring students, the higher their math gains. Clearly, one of the "hows" is to find ways to engage students in learning math. In addition to content assessment of the math TEKS, teachers will develop rubrics to determine student consistent engagement at a high level of involvement. Administrator "walkthroughs" will also help document student engagement with PDAS indicators. Similar results are documented for reading. Cognitive engagement in gaining deeper meaning by struggling readers resulted in stronger benefits for these students. High achieving students, on the other hand, were more engaged in classrooms where rote learning and memorization in reading wer~. emphasized. Reading comprehension strategies like Transactional Literacy Circles, which promote explicit cognitive engagement, produced greater level of performance, particularly for the struggling readers. TEKS and walkthroughs will document success and engagement in reading. A third indicator of student success in the research, supposedly not evident with Hispanic students, is that of self-efficacy, self-regulated learning and belief about increasing self-learning. Nevertheless, it is mentioned here because it is strongly evident in dual-language classrooms, manifesting student self-report statements like, "I can do it in Spanish and in English." It is a form of self-appraisal in specific skill areas, "I am good in math" or "I like science. " Self-efficacy is a good predictor of long-term success and student belief in self-success. That is why our classrooms will facilitate self-directed, independent and collaborative learning in addition to the benefits of dual language learning. Furthermore, the proposed charter school is committed to continuous renewal of the instruction plan by consistently incorporating current research that works for Hispanic students who struggle in gaining meaning through reading. Our intent is to make use of evidence of "what works" in the research but also to produce our own results of how our practices work in our setting for academic success in two languages through anecdotal observation and rubrics from teachers, in addition to classrooms assessments and state TEKS exams like STAAR. In creating opportunities for success in learning for Valley students in the proposed charter school, equal in importance to knowing the research that works, is the incorporation of student assets that can facilitate initiation to learning or enhance the value of the lessons for students. Boykin and Noguera propose an asset-based framework. "With respect to individual classrooms, this means we must build on the personal, social, cultural, experiential, and intellectual assets that students from diverse backgrounds bring with them, provide the conditions that allow these assets to flourish, and when such assets are not readily apparent, create them for students in the course of teaching and learning activities. These assets can consist as examples of one's interests, preferences, motivations, passions, attitudes, beliefs, prior emerging experiences, knowledge, understandings, skills or competencies." (p.197) Assets are key to the adaptation of the classroom learning environment. Although not an asset, and not identified in the research for Hispanics, the individual student's basic needs for survival and safety as identified by A. Maslow, and which for some students are the main blocks to readiness for social needs and self-actualization needs should be mentioned first. For some children who come from community-based violence, home violence, or other forms of stress-causing conditions this need should be identified for intervention. Some of our communities because of the proximity to Mexico and drug and human trafficking as well as a highly visible gang-related violence, and more recently the growth of home invasions and kidnappings, and other types of violence are producing more and more children who come to school 'shell-shocked.' There is evidence that this is a growing phenomena in the country. There is a need for our staff and other support services to assist in the development of personal resiliency skills, such as conflict resolution, mediation, or stress reduction, needed by these children from the communities from which we will draw our population. Skills to deal with stress and confrontation are critical before these children can trust in" efforts that support their social needs for belonging and acceptance, gaining power through self discovery and learning, having fun while learning, and exercising freedom in making choices. Our commitment to developing social interaction skills will help students find a home in our peaceful, nurturing learning environment enhancing self-esteem. Our strong academic program will provide the paved road for their journey towards selfdirected learning in independent and interdependent settings and a life-long commitment to self-actualization. Academic success and personal and social resiliency skills will help develop self-confident life-long success. (See "Waging Peace" by Robert Blair on students learning conflict resolution skills in the elementary grades in Bogota, Colombia in Educational Leadership, Vol. 66, No.1.) Assets that our children with a language other than English, bring from home to the school setting are the rich traditions from their language and culture. Our proposed school is committed through theory and action to enhance learning through this foundation. Literacy in two languages plus a possible third language is the great benefit of this asset. Along with this amazing goal, though, is the students' realization that they are creators and transformers of the culture which they live in two languages, that the products they create are cultural products contributing to cultural change. Decoding learning environments through questioning, reading, discussion in two languages , prepares them to encode through thinking, discussing, writing and illustrating aspects of a new culture of their own, as illustrated in Figure 1 in Section 2. Research abounds on the success of academic development in two languages in a long process of academic focus rather than a quick "exit" strategy based on language factors only. Classroom created data as well as state collected assessments of the TEKS will document the success of our teachers and our students. In the research on Student-Teacher Quality of Relationships, cultural differences are very important for asset-based instruction. For example, minority students in highparticipation learning, mastery goals classrooms, when asked who they want to please when they are studying and learning successfully, generally answer, "My teacher," whereas most students in high-performance classrooms report, "My parents." ? Thus, the culture of the classroom can be supportive or detrimental to second language learners. Minority students favorably rate classroom that are mastery goal oriented and that support peer relationships and do not rate favorably performance based orientation classrooms with a focus on innate ability. When mastery oriented students do not do well in a mastery goals classroom, they attribute the failure to "I just did not work hard enough." On the other hand minority learners perceive performance based classrooms as detrimental to their self-efficacy: "I am just not smart." Performance oriented learners perceive their task to "as being better than the others, to be the best." Performance based students see their failure as due to "Not being smart enough." For these reasons Hispanic students, actually all students, should be praised for effort and not for "being smart." Nevertheless, this research supports the model for mastery learning because it promotes continuous effort for success when enhanced by a mastery goal orientation. Mastery Learning will be further discussed under student goals, item 4q. . Information processing research having to do with efficiency in thinking and memory, is another area of importance in asset-based instruction. For example, mastery goal learning reduces negative effect leading to enhanced functioning of memory. Stress from frustration with difficult reading text reduces memory efficiency and limits meaning construction. For years, it has been known that the slower the reader or the reader taught to sound out the unknown word is not very efficient in getting meaning from text. Telling a slow reader to sound out the letters in words that he has difficulty with, derails meaningful understanding. The emphasis should be in faster reading (fluency) to get more meaning, unless, of course, most of the text is way above the level of the learner. Using texts of interest to the student and closer to his/her reading level will help the student develop speed. Comprehension increases with speed, especially in silent reading. A fundamental concept here is that "smooth flow" in speaking, thinking, reading, and performing, creates non-stressful learning and development, in life and the classroom. Research shows that the brain thinks more effectively in the relaxed and alert mode of alpha waves rather than the stress of beta waves. In harmony with Gatto's conclusion of minority classrooms, our intent is to move classrooms from competition to collaboration, from variation in achievement to mastery for all students, from indifference to knowing the student as person and learner, from emotional dependency to fulfillment of personal needs, from intellectual dependency to self-directed inquiry-based learning, from conditional self-esteem to the joy of self-discovery, from confusion to clarity and enlightenment. Our philosophy of empowering all learners, including teachers and administrators, aims to change the view of bilingual learners from "limited" to multi-potential learners for the transformation of the future, to change the view of teachers as being controlled from the top, to professionals who find personal fulfillment as co-makers of a true learning organization, building something greater than themselves, and to challenge administrators to be true leaders by walking the walk of personal growth with teachers and students. We are convinced that replacing the "deficiency model" of education for Hispanic minority students with an "asset-based model" incorporating research that works will yield multiple benefits at the academic, social, and personal domains of student development that will ensure better preparation for college and career readiness. It will also promote stronger assessment results in daily TEKS-based learning, in national testing with advanced academic standards, such as the Common Core State Standards, and in TEKS-based state curriculum standards with the state mandated exams, such as the STAAR. Special Education Program Gardens of Learning, Rio Grande Valley will serve special education stUdents in compliance with the program requirements of the Individuals with Disabilities Education Act (IDEA), the Texas Education Code (TEC), the State Board of Education (SBOE) Rules, and the Commissioner's Rules. The instructional modifications will be carried out according to the individual student's IEP within the Inclusion Model. This mental model prescribes that instructional support and adaptation follows the student rather than the student traveling to various instructional settings. The stUdent's language of instruction will be followed according to language assessment data to ensure academic success. The Board of Directors and the Administration will assure that assessment and the plan of instruction are proper and properly followed to assure continuous success for the student. Modification plans will be readily made available to all teachers concerned. Special Education students will have equal access to all curriculum opportunities, including the enrichment menu, health education and technology. The TEKS, as the foundation curriculum for the state, along with state adopted texts and materials will be correlated with the appropriate Common Core Standards as appropriate and modified to address the needs of special education students. The TEKS will form the basis for assessment to determine continuous student progress. Board members will require close supervision of the instruction of special education students as prescribed by the IEP and will require appropriate assessment of student progress based on individual baseline data and pre to post instruction evaluation. The key to instructional modification is the consistent use of the practice of differentiated instruction, adapting the lesson essential to the strengths of each stUdent. Bilingual Education Program Gardens of Learning, Rio Grande Valley will serve all students through the "G6mez & G6mez Dual Language Enrichment Model-PK-5th." This program fully complies with Texas Education Agency requirements for instruction in a bilingual education program. With widely proven success, this program offers a literacy-based plan of instruction in two languages (Spanish and English)and incorporates a variety of academic innovations for a stronger literacy development, including Project Based Learning, Conceptual Refinement, Bilingual Centers, Cooperative Learning Strategies, and use of instructional technology. Serving all students, depending on the number of students who are English dominant or Spanish dominant in a specific campus, the model can be implemented as a One-way or Two-way. In fact, one of the main strengths of the model is that it is a great equalizer, transforming all students into second language learners and benefiting them with power of bi-literacy as well as engaging all students in dual language collaborative work. The TEKS will form the curriculum targets for this and all other programs and will be adapted with the appropriate Common Core Standards for increased rigor in the instructional plan. All formative and summative assessments will measure the essential knowledge and skills of the TEKS as well as the high level skills of academic performance. The Board members will require that external evaluators observe and evaluate the implementation of the Dual Language Enrichment Model. Data from monitoring of implementation will document staff development impact on delivery of instruction. Further elaboration on the benefits of the Dual Language Model will be presented in 4b. In addition, specifically address each of the following: Describe the manner in which the science curriculum will meet the laboratory and field investigation requirements as follows: o 80% for students in Kindergarten and grade one; Students in grades Kindergarten and one will develop science concepts and understandings through teacher-guided laboratory demonstrations and field investigations following, the Exploration Model in which students use the science processes of observation, communication (description), inferences, and explanations of the observed natural or lab object/phenomena. Teacher will guide the lesson through questions, providing labels during or after the students have explored the characteristics of the targeted object or situation. The student is expected to be able to name and describe or explain the concept in his/her own words by exploring its characteristics in realistic and natural settings. (See part b of the Vision for an example of this model.) o 60% for students in grades two and three; Students in grades two and three are expected to make inferences and explanations of the relationship between two concepts as generalizations of cause and effect by experiencing interactions of the phenomena through one of the two versions of the Discovery Model. One version of the model compares two variations of an experiment with one variable altered. The second version offers a sequence of situations to be decoded into a generalization statement explaining a relationship. Students are expected to observe and describe the steps of the process and the significant difference in the change or the'sequence. They are then expected to attempt an inference that explains why the observed reaction took place in terms of cause and effect, using logic statements like, "When A is acted upon by B the result is .. .x on B" or "What happened to A when we changed B?" o 50% for students in grades four and five, and Students in grades four and five are expected to consider a cluster of experiments that make up an Investigation Model emerging from questions such as "What different situations or factors influence the outcome of this particular function or action, can experiments be set up for some or all of the potential situations?" Students can then set up tentative experiments to verify their hypothesis of the impact of a variable on an outcome. Students are expected to know and apply the process of the investigation model on experiments that can be submitted to science fairs for the appropriate grade level, at least at the campus level. (Refer to Inquiry and Learning by J.W. Layman, chapter 3.) o 40% for students in grades six through twelve. Grades six through twelve are not applicable to the proposed charter school. Describe the educational program and the setting that will be used to offer courses to meet the requirements for physical education. Physical education will be offered as a daily activity for 45 minutes with a variety of movement strategies according to age. Younger children will engage in movements to rhythms and to reinforce counting. They will also practice body movement to develop concepts and letter shapes. Obstacle courses will be used for movement and balance. For older children game related activities will be used in kicking, throwing and catching a variety of balls. In addition team games will be used as well as relays for motivation. Movements related to dances will also be used. The state standards will be addressed and required assessments and screenings will be carried out to determine condition, improvements and needs. Parent information will be sought to find out any limitations that a child may have in physical development. The playground area will be used for most outdoor physical education activities and the cafeteria will be used when the weather demands it and for specialized activities like dance movements. Describe the educational program and the setting that will be used to offer courses to meet the requirements in fine arts, health education, technology applications, and, to the extent possible, languages other than English. Health education will be part of the physical education program and supported by resiliency supportive skills from the guidance activities as well as related science lessons in the regular classroom. Technology applications will be integrated as part of the instruction. For example word processing will support writing and composition. Spreadsheets will be used for math and science problem-solving. Graphic programs will be used for creating graphs and charts for all subject areas, including art. Practice programs for math and reading will also be used when appropriate to the needs of individual students. A third language, to be determined, will be offered as part of the Enrichment Menu for students to choose according to their interests and discovery of their own giftedness. The third language will be offered starting in the third grade or after students demonstrate mastery in the two languages after three years of instruction. Fine arts will also be part of the Enrichment Menu and will include, at different times, offerings in creative dance and music, original drawing and painting with different mediums. Part of the Enrichment Menu will include clubs that will enrich the academic areas, such botany (gardening), future teachers, architecture, banking (economics), and others. Enrichment Menu skills and experiences will be incorporated in classroom assignments for writing or making presentations and others as applicable to content and teacher schedule. 4b) Describe how the teaching methods to be used will provide a rigorous and relevant academic program and state the reasons for choosing them, explaining how the methods enhance student learning and promote high expectations for all students. Include information about materials, strategies, techniques, procedures, and differentiated instruction to be used to meet the needs of the student population, including students above and below grade level, with disabilities and requiring BE/ESL services, and clearly state the number of instructional hours per day that will be afforded to students. 4b) Gardens of Learning, Rio Grande Valley has selected to implement the Gomes & Gomez OLE Model, a comprehensive model of instruction in two languages, addressing all aspects of Texas elementary curriculum and for any combination of numbers of Spanish Speakers and English speakers. Drs. Leo G6mez and Richard. G6mez Jr. (G6mez, 2000) developed a model for dual language enrichment education that is especially well-suited for areas with high numbers of English Language Learners. The G6mez & G6mez OLE Model originated in 1996 in two South Texas elementary schools. The success of this model is well-documented and has since grown extensively. As of fall 2011, this G6mez & G6mez OLE Model is being successfully implemented in over 75 school districts and 575 elementary schools across six states. The G6mez & Gomez OLE Model is a unique school-wide program that supports the academic and linguistic development of first and second language learners across elementary grade levels. Although dual language programs share common characteristics, there are variations among them as to how these characteristics are incorporated into an instructional model. The unique design of this Model hinges on the following three critical attributes that together distinguish it from other dual language models: 1) This model works equally well in either one-way or two-way dual language settings, 2) There is a strong emphasis on native language literacy development through the language arts curriculum before introducing language arts in the second language, 3) The division of languages is by subject versus time, where specific content-areas (except language arts) are delivered exclusively in either the minority or majority language throughout the program to all students. Its universal applicability is possible because the design of the model places greater emphasis on content-based instruction and L1/L2 learner support, rather than relying primarily on the L 1 and L2 linguistic proficiency and/or ratio of the student population. Language of Instruction The model calls for language arts in the learners' native language throughout the elementary program, while introducing L2 language arts beginning second grade. Therefore, students receive two (2) language arts blocks 2nd-5th grade. The model recognizes strong literacy skills as being fundamental to learning. This is especially critical in the initial stages of children engaged in "learning to read" versus "reading to learn." Therefore, in order to optimize the time dedicated to this "learning to read" process, language arts instruction is provided solely in the student's native language. That is, there is an emphasis on native language literacy in the early grades in order to ensure a strong literacy base that will support knowledge and skills transfer as students move up the grade levels. By the end of first grade, students have acquired sufficient vocabulary in the L2 through additional subject area instruction and other targeted activities, to warrant introducing language arts in the second language. Mathematics is delivered in English PK-5th grade all students, while science and social studies is learned in Spanish PK-5th grade. The rationale is that by providing mathematics instruction in English only and science or social studies in Spanish only, it will facilitate developmental, conceptual and linguistic connections. As Cummins (2000) shares that content learned in one language easily transfers to the second language given sufficient development of vocabulary in the L2. Key Features of the Gomez & Gomez DLE Model The Gomez & Gomez OLE Model is a comprehensive program designed to support the academic and linguistic development of students PK-5th with the goal of attaining full bith literacy by the end of 5 grade. A number of activities take into account the academic and linguistic developmental growth of children developing their first language and adding a second language while learning academic content. Note that there is a major change in the model as students move from 2nd to 3rd grade (indicated with dark black line) symbolizing strong bilingualisms the child now moves toward bi-literacy. The model contains several key components designed to support the full development of contentarea bi-literacy. Unique to the Gomez & Gomez OLE Model are instructional components designed to increase vocabulary in both languages and support student learning across subject areas. These instructional components are: 1) Bilingual Pairs and Groups for all instructional activities in all core areas and other activities designed to develop language and support content learning. 2) Language of the Oay activities (MWF: Spanish & TIH: English) during non-core area instructional time 3) Bilingual Learning Centers (PK-2nd) designed to reinforce instruction and enhance first and second language development as students engage in bilingual pairs 4) Content Bi-literacy Strategies (weekly Specialized Vocabulary Enrichment activities, content integration, etc.) designed to develop key vocabulary in the opposite language of instruction 5) Conceptual Refinement designed to provide re-teaching opportunities immediately following lessons for students observed struggling with content understanding. Conducted in LOI. 6) Bilingual Research Centers (3rd-5th) designed to promote project-based and inquiry-based learning deepening the study and academic rigor of the curriculum Subjects Learned in One Language Unlike most 50/50 and 90/10 OLE models, this model does not call for instruction in the subjects areas in both languages daily. Instead, it requires that all learners regardless of language background learn certain subjects only in the minority language, while others are learned only in the majority language. The underlying premise for subject area instruction in only one language is the need for consistency of vocabulary and conceptual development of that subject in the same language. The rationale is that by providing mathematics instruction in English only and science or social studies in Spanish only, developmental, conceptual and linguistic connections will facilitate student schema. This supports both the L 1 and L2 learner, assuming the subject matter is made comprehensible through sheltered instruction strategies and use of bilingual pairs. Mathematics is delivered in English only for the following reasons: 1) Mathematics is less language dependent than science or social studies and therefore supports the minority child, traditionally the most disadvantaged of the two, 2) Mathematics is generally a more hands-on subject with numerous manipulative models available, 3) Mathematics is more universal and its content cuts across both languages, and 4) Generally speaking, Spanish speaking parents can usually better assist their children in mathematics than in other subject areas due to the strong math education tradition-ally found in .Latin countries. Similarly, science and social studies being more language dependent are delivered in Spanish only in order to ensure a strong minority language curriculum that would support both learners and help compensate for the strong dominance of the English language. The model is designed to increase the chance of learners achieving full literacy in both languages by the end of 5th grade. - Conceptual Refinement that Supports the L2 Learner In this model, the central goal of a subject area lesson is the learning of the concept, while the secondary goal is the development of the language that the subject or concept is taught in. For instance, a lesson in science not only seeks for the learner to acquire the concept, but to also develop language (in this case Spanish) in the process of learning that concept. Both these goals can be more readily achieved by a learner learning a concept in his/her native language. Therefore, learners learning subject matter in their L2 require additional support for at least the first three years. The activity that supports the comprehension of subject matter by L2 learners is described as conceptual refinement. During conceptual refinement, L2 learners of math, science or social studies are homogeneously grouped and provided L2 reinforcement immediately following the end of each lesson for about 15-20 minutes. Conceptual refinement is conducted in the same language of instruction, using different examples and working with the L2 learner on a closer on-one basis. For instance, first grade English dominant students learning science in a second language are homogeneously grouped for conceptual refinement immediately following the science lesson in order clarify or reinforce the lesson or concept just taught. In summary, this activity provides additional opportunities for L2 learners to understand subject area concepts learned in the L2. Specialized Content-Area Vocabulary Enrichment Activities Conceptual Refinement also supports the L2 learner learning a subject in the second language and promotes content-area bi-literacy (math, science, social studies) in all learners in both languages. Since mathematics, science and social studies is learned in only one language, the goal beginning 3rd grade is to develop content-area bi-literacy or bi-literacy in those subject areas by the end of 5th grade. As indicated with the dark line, beginning second grade, both English and Spanish dominant learners have developed sufficient fluency in both languages to understand directions and subject area instruction in either language. At this point, the emphasis is not only on linguistic biliteracy through language arts, but facilitating content-area bi-literacy through mathematics, science and social studies. To facilitate this, all learners participate in specialized vocabulary enrichment activities on a weekly basis designed to expose learners to previously learned vocabulary in mathematics, science and social studies in the language not used for instruction in that subject area. These enrichment activities are conducted once a week for approximately thirty minutes. They are contextualized activities, not simply lists of vocabulary items. Specialized Vocabulary Enrichment activities are designed to facilitate transfer of key vocabulary learned in one language, now in the other. Learning in Bilingual Pairs A central component of the model is bilingual instructional grouping. Learners are grouped in bilingual pairs or bilingual groups for all subject area instruction and for participation in bilingual learning centers, resource centers and other enrichment activities. The pairing changes regularly, usually on a weekly basis. Throughout the instructional day, learners dominant in English are paired or grouped with learners dominant in the non-English language. In majority of schools where the model is being implemented the second language is Spanish, so we will refer to Spanish in the description of the model. Freeman and Freeman (2001) describe a supportive L2 environment as one in which students are motivated and encouraged to collaborate and use different modes of learning. Bilingual grouping facilitates comprehension of subject area by the L2 learner, who receives linguistic and academic support from his or her native speaking partner. For instance, during mathematics instruction, English dominant learners supportSpanish dominant learners since mathematics is learned in English. During science and social studies, Spanish dominant learners support English dominant learners since science and social studies is taught in Spanish. Similarly, during other instructional activities, such as bilingual learning centers and enrichment activities, stUdents work together in bilingual pairs. - Bilingual Learning Centers and Bilingual Research Centers Bilingual Learning Centers and Bilingual Research Centers are interactive subjectbased learning activities that support L 1 and L2 learners. Bilingual Learning Centers are employed PK-2nd grade, while Bilingual Research Centers are used 3rd-5th grade. Both Bilingual Learning Centers and Bilingual Research Centers contain activities and materials in English and Spanish, that also supports the development of content biliteracy by stUdents. The goal of Bilingual Learning Centers is to engage learners in bilingual pairs in selfdirected learning activities for a minimum of 30 minutes per day. Bilingual Learning 5/i :L'l3 Centers at the PK-2nd grade level play an important role in the dual language model. The use of learning centers accomplish three major objectives: (1) facilitates opportunities for students two use their first and second language in natural, meaningful contexts, (2) allows for negotiation of subject area meaning between learners, and (3) provides students an opportunity to engage in self-paced independent learning with minimal guidance from the teacher. Bilingual Learning Centers are bilingual, that is, content activities and materials in the Centers are available in both languages. This does not imply that all activities should be available or translated in both languages, but simply that students working together in bilingual pairs will have opportunity to select an activity to complete together in either language. Bilingual Learning Center activities should be meaningful and task oriented giving the pair an opportunity to complete a task. Bilingual Learning Centers are established in all classrooms and clearly labeled in both languages. They are aligned to the theme the class is studying and usually serve as previews or extensions of the content objectives related to the theme. Bilingual pairs select their centers on a weekly basis and travel through them throughout the week. Bilingual Research Centers serve as "subject specific reference areas" for bilingual pairs of groups to use in cooperative learning projects-based activities engaging them in research. Bilingual Research Centers at the 3rd-5th grade playa very different role than Bilingual Learning Centers in that they are to be used exclusively with lessons during subject area instruction. Beginning in 3rd grade, the OLE model calls for a greater emphasis on project-based learning, also referred to as discovery learning, for all content-based instruction. The Bilingual Research Centers serve as content resources for students working in their bilingual groups to access for completing their group project. Bilingual Research Centers are simply a grouping of instructional resources available to the teacher in the different subject areas. Bilingual Research Centers are established in mathematics, science social studies and language arts. As the OLE teacher plans content-area lessons, she/he considers the use of Bilingual Research Centers as students begin to work in their groups. For instance, a social studies teacher planning a project-based lesson on cultural differences between groups of Native Americans would assign specific groups of Native Americans to bilingual groups and direct them to use resources from the Social Studies Research Center to complete their group project. Language of the Day - All school and classroom activities not specifically designated a specific language of instruction adhere to what is called the language of the day, which alternates daily. The central purpose of this component is to: 1) promote bilingualism across the campus and in all uses of language by all school staff, and 2) develop vocabulary in both languages, but primarily vocabulary development for the learner's L2. The language of the day applies to all language used in school by all students and staff other than mathematics, science, social studies and language arts instruction. Activities such as morning announcements, pledge of allegiance, daily news, daily calendar activities, physical education, Read-Alouds, library, O.E.A.R. time, music, lunch breaks, water breaks, and end-of-day clean-up, are conducted in the language of the day. The language of the day as explained by Gomez (2006) is used campus-wide, validates the equal importance of both languages and develops vocabulary in both English and Spanish dominant learners. The language of the day is an important part of the DLE Model. Conclusion All of these components contribute to the overall success of the model and must be implemented consistently and with fidelity. These components are inter-related and collectively lead to desired bi-literacy outcomes and long-term academic success. To assure equity the total instructional time, 270-300 minutes per day are equally divided among the two languages and equal in time by the subject areas, 90 to 120 for language arts, 90 minutes for math, and 45 minutes for science and social studies. The regular school day runs from 7:30 a.m. to 4:00 p.m. Mon. thru Th., 7:30 to 1:00 on Fri. The school will serve the needs of all students who enroll through the open enrollment requirement. We envision at least three major populations to be served, the English dominant students, the Spanish dominant student and the special needs students who may be dominant in either Spanish or English. The comprehensive Dual Language approach will address the instructional needs of all groups for high achievement in two languages. The program of instruction incorporates strategies that address the strengths of both language groups with the Dual Language Enrichment Program format. Equity in the time allotment for each language as well as in the rigor of instruction addressed in both languages guarantees equal treatment strategies for both language groups. The Program as a whole is a customization of instructional strategies for success of the two language groups in a bilingual classroom. The needs of special needs students will be addressed in full compliance of legislative mandates (FEPA and IDEA) as? well the instructional modifications directed in the individual student IEP, including language of instruction decisions. Differentiated instruction for students below level or with special disabilities will be incorporated within the instructional process after each informal assessment during the lesson and noted after each check for understanding. Consistent monitoring of students and immediate intervention with differentiated strategies will be the expectation. Teachers are expected to know their students well enough to anticipate who and where a particular student will have problems. As indicated in the discussion of the Dual Language Program, the instructional plan already has built in adaptations for potential problem areas in Conceptual Refinement, Bilingual Pairs, Specialized Content Vocabulary Enrichment and Language of the Day. 4c) Describe the academic assessment program, including the process to determine baseline achievement levels of students and the methods of measurement to be used. 4c) The academic assessment program will use a pre-post design for same year growth assessment of the same group in Kindergarten for basic concepts and language to determine significant growth. Language to language comparisons will also delineate if significant differences exist in achievement. The L-1 version of both tests will also be used at the beginning of the year to identify readiness for learning at Kindergarten entry. Likewise, the post scores will be used to compare them with end of First grade results to show continuous improvement. The end of the year results will serve as baseline for subsequent comparisons of different cohorts at the end of different years. Baseline levels for Kindergarten will be established using language development scales, both in Spanish and English. Comparisons will be made on a pre-post design from beginning to end of the grade level. Differences will be noted for significant improvement in L- 2 language growth. Additionally, post scores will be compared for growth of the same cohort at the end of the First grade. The same post results will be compared with different cohorts in subsequent years to show significant improvement over time in the grade level achievement or to establish realistic expectations. The language development scales will be used up to the end of 2nd grade in both languages for the same cohort from Kinder and first. At 2nd and 3rd grades a normreferenced test in Spanish and English will be used to compare the two language groups, in reading and math, at the end of the 2nd grade and at the end of the 3rd grade. The end of the year test results for 2nd grade will also be compared with the results of the subsequent year third grade for consistent growth of the same cohort. Grade level improvement as measured by different cohorts over several years in grades two and three will show strength gains in each grade with program experience. The 3rd grade results on the STAAR test will serve as baseline for comparison with subsequent years of the same test for the same cohort. For different cohorts, same grade level baseline data will be compared with same grade level, different years for program maturity results. At grades 4th and 5th the STAAR results in reading and math will be compared with the 3rd grade baseline to compare subsequent measures on the same test, higher grade levels, for the same cohort. The same comparison will be made with continuation of assessment with the same normed-reference test started in 2nd and 3rd grades. Each grade level results can also be compared for different year cohorts to see improvement with program maturity. Raw scores will be used for all measures and for norm referenced tests a t-test will be used as appropriate to determined significant differences. 4d) If applicable, describe strategies to ensure that the educational program will effectively prepare students to enter kindergarten on or above grade level including a successful transition plan from prekindergarten. 4d) Not applicable. Although the proposed school will not have a component for four year-olds, in order to determine readiness for learning at the entry level of Kindergarten, the program will assess with a test of basic concepts and language development scales in both languages. Students scoring below the expected level will be started on an intervention plan immediately for language development and basic concepts. 4e) Describe strategies to be used to prepare all students to meet state graduation requirements, including students with disabilities and those requiring BE/ESL services. 4e) To prepare elementary students to meet graduation requirements, especially for BE/ESL learners two major efforts have to be developed in every classroom: developing self-efficacy as a learner, which is a personal character orientation, and acquiring mastery of essential skills and concepts at high level of academic achievement. Selfefficacy or positive attitude towards ability to learn for culturally different learners will develop stronger in a mastery goal oriented classroom. In this classroom teachers have the underlying philosophy that what they are teaching is highly important for continuous success in learning and will not allow failure or low achievement for any student. This means that differentiated instruction is a consistent process in such classroom as part of the instructional process. In this environment students realize that the degree of success they achieve is due to their personal effort and not on some magical ability that some students may, or may not, have. This process creates consistency of effort until the highest level of mastery is met. To develop this attitude as learners the teacher has to modify the instructional process for mastery instruction. The teacher must be willing to know each individual student and modify the instructional process with practices that work: pre-assessing before instruction, constant monitoring, giving feedback, reteaching, re-testing, setting a high standard of mastery at 80% or higher and not accept minimum passing grades. Teachers must avoid the competitive, performance oriented classroom, that tells students they achieve according to their ability rather than their own level of effort. With the Dual Language Enrichment Program we address all the needs of the bilingual learner, or any learner. 4f) Discuss the academic and enrichment support that will be provided to engage or reengage students in school. 4f) Since we believe in prevention rather than remediation, our first-line effort is to engage the students from the beginning. Research shows (See Teaching boys Who Struggle in School by Kathleen P. Cleveland) that 87% of students at-risk find classrooms that are competitive, learning by memorizing, ability-based, teach information for its own sake, rigid seating structured, are not comfortable places for them to thrive and subsequently drop out of the classroom either silently or noisily. They prefer to learn by interacting with others, being helpful and supportive of others, using resources for practical service, making a difference in other people's lives, enjoying self-expression. Cleveland and her researchers recommend pathways for re-engaging these students by building trust and non-threatening learning environments giving effective direction, using tools of communication, increasing physical movement, more active learning, developing literacy-building activities. Engagement also increases through mastery goals. "Any time we can change performance goals into mastery goals, our chances of engaging students and increasing their understanding of our content are greater." See Overcoming Textbook Fatigue by ReLeah Cossett Lent. Combining group interaction with mastery goals will bring about student engagement big time. 4g) Discuss the instructional strategies to be used to target college and career readiness. 4g) To be ready for post-graduation college and/or career success, our students will have the fundamental qualities that come from a strong character development and the foundation of academic capacity required by a modern society. Current research in view of global comparisons of achievement levels finds that more of the same content is not the answer. Rather, university professors and business leaders are asking for skills that are the focus of our plan: the ability to create questions, skills to find resources for data, skill to construct solutions from data, ability to correlate solutions to evidence in the data sources, the integrity to reach pro or can conclusions without bias, committed to openness in collaborative work for agreed-upon projects, literacy skills in two or more languages. The personal qualities of character that we propose to develop for selfconfident learner include: self-directed learners who are readers, communicators, problem-solvers in any area of human activity (not just school content areas), knowers of scientific models for learning, writers, change-oriented observers of social and physical environments, civic-minded citizens ready to contribute to goals of our society. They will have clear knowledge of themselves as learners: their talents and gifts, abilities, how they learn, and a strong understanding of what it takes to live in a state of health and wellbeing. These are the personal, social and academic skills for the 21st century and beyond. 4h) If the sponsoring entity has not committed to serving a minimum of 100 students at all times, explain fully why such a number is not optimum and/or attainable. 4i) Gardens of Learning, Rio Grande Valley is committed to serving a minimum of 100 students at all times. 4i) State the maximum teacher-to-student ratio to be maintained by the proposed school and the rationale for maintaining this ratio. 4i) Gardens of Learning, Rio Grande Valley proposes a ratio of one to twenty-five (1 to 25) in every classroom for the proposed charter school. The demands and constraints of the budget for the first year of operation lead us to propose this ratio and the requirement of number tested versus not tested, keeps us from modifying the ratio duringsubsequentyeaffi. 4j) Describe any unique curricular experiences to be offered by the proposed school, including extracurricular activities (e.g., athletics, clubs, and organizations), that will be offered. 4j) The proposed charter school will offer a third language beginning in the third grade as part of the enrichment efforts for student who may be gifted in language learning. In addition, an Enrichment Menu will offer a variety of skills and topics, mostly requested by students, for extracurricular activities. These will include several fine arts offerings in music, dance, theatre and declamation, drawing and painting, jewelry making, and a variety of clubs like gardening, astronomy and chess. These activities will remain on the menu as long as students continue to sign up for them. Classroom teachers will make connections for these experiences with writing assignments and oral presentations. 4k) Describe plans to provide personal attention and guidance to all students. 4k) Extended guidance sessions will be provided during the Enrichment time block. Guidance support will be provided by the classroom teacher as part of instruction. Short lessons will reinforce values, resiliency skills and conflict resolution, as well as drug and violence prevention during social studies and whenever the any of the content areas permit it. Individual counseling will be done by teachers and administrators in cases of discipline situations with reference to the guidance plan. Administrators will assist parents in identifying available sources of more in-depth support for their child's needs. Parents will receive orientation to the guidance plan and are expected to reinforce them at home as well as participate in team meetings to address students who have deviated from their main purpose in school. At designated grade levels student teams will be selected from volunteers and trained to help resolve minor conflicts under adult supervision. Participating students must have a strong sense of our adopted values of trust, integrity and stewardship. We will maintain a safe and healthy environment while supporting character development in students. 41) If the proposed school will offer a gifted and talented program, describe it. 41) The proposed charter school will not offer a separate gifted and talented program because of our commitment to inclusiveness. All students possess individual giftedness that can be expressed and develop with opportunities. The school will offer challenging learning opportunities for all students to participate - according to their aptitudes, giftedness and interests. As part of lesson cycle, students will have opportunities to engage in self..,directed content-based activities leading to unique performance or product. As part of this effort, the characteristics of self-directed learners will be promoted according to maturity of the learners. Because many students are gifted in fine arts and non-classroom areas, the school will accept projects developed through activities in Enrichment Period, as described in item 4j. All student may sign up for the Enrichment Menu to discover their talents in a given skill area or club. 4m) Describe any plans to partner with other public or private agencies for the provision of student activities. 4m) The proposed charter school will partner with a variety of public and private organizations to enhance the educational experience of students. Local museums, garden centers, birding center, butterfly observation gardens, and state wildlife conservation areas are readily available for our stUdents. So also are the community 571,2j?3 public service organizations like fire departments, police departments, public parks and certain businesses and government offices. Students will receive preparation for the activity prior to the event so that the opportunity will be maximized for learning. Teachers will also debrief with students after the event so connections can be made and students will prepare letters or e-mails to thank the presenters. 4n) Describe any strategies to be used that will enhance parental or community involvement in the opportunities of the students. 4n) Special events such Earth Day, Hispanic Month activities, including those organized by school campus, offer excellent opportunities for cultural and social enrichment that can be included in the school calendar and will attract community and parent involvement. Parents will help organize some of these activities. Assemblies for special days will include presenters and entertainers that will help motivate students and bring community and parents to .. enjoy. Whenever possible the presenters or entertainers will be requested from area secondary schools so that our students can make connections to higher grade levels and to enjoy the displays of personal skills and talents. Parent involvement meetings will address issues related to health and wellbeing. Information sharing on available services for families will bring community organizations to present important information with parents. Special meetings by school personnel to provide parents and community with school changes or special reports, such the campus report card will be opened to the public and parents. School Board meetings will be posted so any community member may attend. The leadership of the school will also schedule talks to community organizations about the charter school. Part of this effort is to seek support from local organizations for ways to enhance the services for our students, including, but not limited to, donations to the school. 40) Describe plans for program evaluation and explain the ways in which results will be used to improve instructional programs for all students. Figure 4. Program Evaluation to Improve Instruction Grade Lang. Dev. Kinder LAS First LAS Second Basic Concepts and Reading Writing Math Science Rubric L 1 Woodcock-Johnson III Pruebas de Approve chamiento T ejas LeelTPRI Rubric L 1 Rubric L2 Rubric L 1 Rubric L 1 Rubric L2 Rubric L 1 NormRef L 1 Rubric CTBS/Prueba L1/L2 Tejas LeelTPRI Rubric L1 Norm Ref L2 Rubric L 1 Third NormRef L 1 STAAR L1 CTBS/Prueba Rubric L2 Tejas LeeITPRI Rubric L2 Norm Ref Rubric L2 L 1/L2 STAAR L2 Fourth STAAR L1 STAAR STAAR L2 Rubric L2 Rubric L2 Fifth STAARLPAC Rubric L2 STAAR L2 STAAR L2 40) Results on LAS from pre to post for Kinder and First Grade will show if the program needs to improve strategies for individuals or groups of students to increase progress in language acquisition. For Kinder, the Woodcock-Johnson III assessments will indicate studentls readiness to learn or what Intervention is needed. The same test will indicate need for intervention/modification at First Grade. Reading and Basic Concepts are combined because at early grades the child decodes and encodes naturally life activities, such as movement, as well as learning systems of sound, action, or symbols, all which are measured by the Woodcock-Johnson III. Rubrics for L 1 Reading, Writing, Math, Science and Social Studies indicate if students are meeting the learning expectation of the instructional process and where there is a need to improve. The rubrics are used to certify success on the skill area at key points in the sequence of instruction of both languages. The rubrics and sequence of skills provide much needed analysis of student success during the year, especially when there is no state testing in the subject. The norm reference testing is needed to gauge success at grades 2nd and 3rd to support our goal to avoid the slump in achievement that usually happens for third graders and to intervene before the state exams become set for three years. Longitudinal comparison on STAAR for Reading and Math will support the goal of the program of instruction to maintain continuous and stainable progress of each cohort over time. Intervention strategies will be organized to better prepare students for the subsequent test cycles. 4p) Other than the indicators of the state accountability rating and accreditation system, identify and discuss specific measureable indicators in each of the following areas: o Student progress over time o Student engagement (e.g., attendance, continuous enrollment in School); o and readiness for secondary success. Student Progress over Time 4p) Student progress over time will be addressed as 1) summative process annually and 2) as a formative process throughout the year. Summative data from standardized instruments will provide evidence of grade level improvement over time, growth of the same cohort over time and individual progress over time. Summative assessment will evaluate language growth, academic progress in Reading, Math, Basic Concepts in early grades. This level of evaluation is critical, especially for determining if the program is eliminating the slump that typically happens at third and fourth grade. The formative assessment of student progress is on-going throughout the year. Daily assessment and intervention as differentiated intervention will assure student progress lesson by lesson. Unit exams will indicate student mastery at 80% or higher to assure continuous success from unit to unit for every student. Teacher made rubrics and observation scales will be used according to grade level needs. Since student progress is determined by the opportunities for learning provided by the teacher, all capacity building opportunities for teachers will be documented and reported as evidence that we do what we say we will. In addition, data on teacher implementation of training as observed in the classroom through PDAS and the staff development model will also be reported to support legitimate student progress as due to teacher action. High level of implementation equals high level of success. Student engagement (e.g., attendance, continuous enrollment in school) 4p) The school will have 98% attendance on a daily average. Students reported absent by a teacher will receive a call during the assembly period to verify the absence and the reason. We will have 100% enrollment of students at all times. Readiness for secondary success 4p) Students will experience mastery goals and teachers will differentiate instruction to assure students gain mastery at 80% or higher. Teachers will promote effort as the way to achieve the 80% goal for each unit. This will promote continuous progress and success resulting in students developing a positive view of the subject matter and of their self-efficacy for learning the subject matter. Teachers will consistently infuse interactive learning opportunities to enhance student engagement. Mastery of learning through continuous effort and a positive attitude to learning in interactive activities with other students will prepare students to succeed in secondary school. 4q) Outline goals for students and describe methods used to measure success toward each goal. Figure 5 Student Goals Goal Statement Success Indicator All students will perform successfully (passing) on all state assessment of subject areas. STAAR tests for Reading, Math, Writing and Science for Third to Fifth Grades. All students will be ready for Secondary School. High Achievement certification by teachers rubrics: 80% or higher mastery of essential skills in all subject areas as required by the TEKS. Readiness for College: All Students will demonstrate strong self-confidence as self-directed learners. Rubric for self-directed leaner characteristics, such as self-concept, able to carry out investigations, strong attitude for inquiry, knows his/her strengths as learner. All students will be bilingual and bi-literate by the end of the Fifth Grade. Success on STAAR tests at 3rd to 5th tested in Spanish and/or in English. All students will be fluent in at least two languages. Rubric for communications skills demonstrated during 2nd language instruction. All students will demonstrate skills for physical health and well-being. State standards for physical fitness and TEKS for physical education and health. All students will demonstrate a strong sense of stewardship. Rubric for Affective Domain, indicating strong concern for the environment, social relationships in class, collaborative work, understanding the role of values and principles, knowledge and practice of resiliency skills including de-stressing and conflict resolution. Special Needs Students and Programs Section 5 Submit, as Attachment C the Special Education Assurances and Development Policies and Procedures document. Submitted, as Attachment C, the Special Education Assurances and Development Policies and Procedures document. Note that the SBOE's approval of an application should not be construed as a determination that the application complies with the various legal requirements concerning programs for special needs students. Described, in detail, is how Gardens of Learning, Rio Grande Valley will accommodate students with disabilities in the SPECIAL EDUCATION program according to the Individuals with Disabilities Education Act (IDEA), the Texas Education Code (TEC), the State Board of Education (SBOE) rules, and the Commissioner's rules. ,"~4(jlfR i< ,,':/, 'J!EC.**:J;j'A'C ,.** * 300.125 300.127; TEC 26.004 300.560-300.577 34 CFR Part 99 300.504 300.503; 300.345 TEC 26.0081; 19 TAC 89.1015; 19 TAC 89.1045 TEC 29.004; 300.530-300.543 19 TAC 89.1011; 19 TAC 89.1015; 19 TAC S9.l040 300.342-300.350; TEC 37.0021; 19 TAC 89.1050; 300.309 19 TAC 89.1053; :mJ!1AY~eyi(;lQm~~"'~llts . Child Find Confidentiality .:,'....:. .. Procedural safeguards Notice of admission, review & dismissal (ARD) committee meetings Evaluation of children to determine eligibility Development & implementation of the individualized educational program (lEP); Extend~d school year (ESY) services ;. 300.550-300.553 300.29 300.26; 300.136 300.121(d); 300.522 19 TAC 89.1055; 19 TAC 89.1065 19 TAC 89.63(a-c) TEC 29.011 19 TAC 89.1110 19 TAC 89.1131 SBEC requirements TEC Chapter 37; - 10 day rule 19 TAC 89.1125 Least restrictive environment (LRE) placement Transition planning Certified personnel for the provision of services to children with special needs Services to expelled students Allowable expenditures of state special education funds. * CFR=Code of Federal Regulations ** TEC=Texas Education Code *** TAC=Texas Administrative Code It is the intent of Gardens of Learning, Rio Grande Valley to fully participate in an active manner in the provision of a free, appropriate, public education (FAPE) for all children. Child Find (34 CFR 300.125) Gardens of Learning, Rio Grande Valley will establish an ongoing child find for identifying, locating, and evaluating individuals with disabilities (birth through 21 years of age) who are in need of special education and related services, including highly mobile children with disabilities (homeless, migrant) and school-age individuals with disabilities. These requirements also apply to children who are suspected of being a child with a disability under Sec. 300.7 in need of special education, even though they are progressing from grade to grade. While Gardens of Learning, Rio Grande Valley will grow to enroll students in grades Kinder through five, Gardens of Learning, Rio Grande Valley will have referral procedures for children not enrolled in school, youth under 21 years of age, and ECI referrals for children under the age of three. If the referral committee determines that an evaluation is warranted, then Gardens of Learning, Rio Grande Valley will contact the appropriate assessment personnel needed for the evaluation. The educational diagnostician will be the case manager. Gardens of Learning, Rio Grande Valley will inservice aU staff once each school year on referral processes including a review of possible indicators of special education issues arising in individual students. The Child Study Team on each campus considers students in attendance at Gardens of Learning, Rio Grande Valley for child find. Referrals may also come from doctors, nurses, parents, teachers, family members, and other interested individuals. Gardens of Learning, Rio Grande Valley will prominently display child find posters and brochures in the common area and main office of the school. These brochures will be available in English and Spanish. In addition, photocopies of these brochures will be distributed twice annually to all Gardens of learning, Rio Grande VaHey parents (1n the appropriate language for each family) in the form of a parent newsletter including school contact information if anyone in the community seeks referral services. Additional child find strategies include the following: 1. Participation in a network of public information dissemination which includes the education service center, other agencies, communities and facilities providing services to the disabled; 2. Providing information regarding availability of services; 3. Determining which individuals are currently receiving needed special education and refated services and which individuals are not currently receiving needed special education and related services; 4. Identifying and referring individuals with disabilities who mayor may not be in school and who may need special education; 5. Referring individuals ages 0-3 to a local early childhood intervention program for evaluation; 6. Reviewing the process on a yearly basis, updating staff as to on-going "child find" activities implemented in the community; and 7. Maintaining confidentiality of all personally identifiable information used and collected in this system in the same manner that special education records are maintained. Confidentiality (34 CFR 300.127; 34 CFR 300.560-300.577; 34 CFR Part 99; TEC 26.004) Gardens of Learning, Rio Grande Valley will adopt a board policy and procedures manual and special education guide containing the policies and procedures regarding confidentiality and access to school records. Gardens of Learning, Rio Grande Valley will conduct an annual in-service at the beginning of the school year regarding confidentiality as stated in the Family Educational Rights and Privacy Act of 1973 (FERPA) and Texas Education Code. AU faculty and staff wiH be required to attend the in-service. Gardens of Learning, Rio Grande Valley will maintain copies of the inservice materials and signatures of attendees. Additional in-services will be held for faculty and staff hired after the beginning of the school year. Finally, consent for release of information will be obtained from parents in their native language or other mode of communication and parent agreement will be documented in writing before the release or request for confidential records to any agency other than the student's current or previous school district. Gardens of learning, Rio Grande VaHey wit! be responsible for maintaining confidentiality of all student records pertaining to special education. The school director will be the custodian of all records for currently enrolled-students and students who have withdrawn or matriCUlated. The special education designee will be the custodian of all special education. records. A list of personnel having access to the Special Education records will be maintained in the main office. This personnel list will also be posted on a locked filing cabinet containing all confidential student information. A confidential folder access sheet will be maintained in each audit folder and accommodation/modification folder as well as in each teacher's copy of each special education student's lEP/Accommodation/Modification folder for an students taught by that teacher. Annual notice of policies regarding confidentiality and student records will be included in a family's enrollment packet. Gardens of Learning, Rio Grande Valley will permit parents to inspect and review education records collected, maintained or used for purposes of evaluating, identifying, placing, or educating their student. The following guidelines shall apply when parents request to review or inspect records relating to the education of their student with disabilities: 1. The parents of a child with a disability, in accordance with the confidentiality of information procedures shall be afforded an opportunity to inspect and review all educational records with respect to: (a) the identification, evaluation, and educational placement of the student; and (b) the provision of free appropriate public education to the student. 2. Gardens of Learning, Rio Grande Valley shall permit parents of students with disabilities (or adult students) to inspect and review, during school business hours, any education records relating to their chHd or ward (or adult student) that are collected, maintained, or used by Gardens of Learning, Rio Grande Valley. Gardens of Learning, Rio Grande Valley shall comply with a request for records promptly and in no case more than 45 calendar days after the request has been made. 3. The right to inspect and review education records includes: (a) the right to a response from Gardens of Learning, Rio Grande Valley to reasonable requests for explanations and interpretations of the records, (b) the right to request that Gardens of Learning, Rio Grande Valley provide copies of the records containing the information if failure to provide those copies would effectively prevent the parent from exercising the right to inspect and review the records, and (c) the right to have a representative of the parent (or adult student) inspect and review the records. 4. Gardens of Learning, Rio Grande Valley will presume that a parent has authority to inspect and review records relating to his or her child or ward unless Gardens of Learning. Rio Grande Valley has been advised that the parent does not have the authority under applicable federal law governing such matters as guardianship, separation and divorce. 5. Gardens of Learning, Rio Grande Valley shall keep a record of parties obtaining access to education records collected, maintained, and used including the name of the party, the date access was given, and the purpose for which the party is authorized to use the records. 6. If any education record includes information on more than one student, the parent(s) of those students (and/or adult students) shall have the right to inspect and review only the information relating to their child or ward (or themselves) or to be informed of that specific information. 7. Gardens of Learning, Rio Grande Valley shall provide parents (and adult students) on request a list of the types and locations of education records collected, maintained, or used by Gardens of Learning, Rio Grande Valley. 8. Gardens of learning, Rio Grande Valley or other pubHc agencies may charge a fee for copies of records that are made for parents (or adult students) if the fee does not effectively prevent the parents (or adult students) from exercising their right to inspect and review those records. 9. A parent of a student with a disability (or an adult student) who believes that information in education records collected, maintained or used is inaccurate or misleading or violates the privacy or other rights of the student may request that Gardens of Learning, Rio Grande Valley amend the information. Gardens of Learning, Rio Grande Valley shall decide whether to amend the information in accordance with the request within a reasonable period of time after the receipt of the request. If Gardens of Learning, Rio Grande Valley decides to refuse to amend the information in accordance with the request it shaH inform the parent (or adult student) of the right to a hearing. Gardens of Learning, Rio Grande Valley, on request, shall provide the parent (or adult student) an opportunity for a hearing to challenge information in education records to insure that it is not inaccurate, misleading, or otherwise in violation of the privacy or other rights of the student. If, as a result of the hearing, Gardens of Learning, Rio Grande Valley decides that the information is inaccurate, misleading, or otherwise in violation of the privacy or other rights of the student, it shall amend the information accordingly and so inform the parent (or adult student) in writing. If, as a result of the hearing, Gardens of Learning, Rio Grande VaHey decides that the information is not inaccurate, misleading, or otherwise in violation of the privacy or other rights of the student, it shall inform the parent(s) (or adult student) of the right to place in the records it maintains on the student a statement commenting on the information or setting forth any reasons for disagreeing with the decision of Gardens of Learning, Rio Grande Valley. Any explanation placed in the records of the student pursuant to this section shall: o Be maintained by Gardens of Learning, Rio Grande Valley as part of the records of the student as long as the record or contested portion is maintained; and o Also be disclosed to any party to whom the records of the student (or the contested portion) are disclosed. 1O.A hearing to challenge information in education records shall be conducted according to procedures which include the foUowing elements: _ o The hearing shall be held within 30 days after Gardens of Learning, Rio Grande Valley receives the request and sooner if all information is available at an earlier date; o The parent (or adult student) shall be given notice of the date, place, and time reasonably in advance of the hearing; o The hearing may be conducted by any party, including an official of Gardens of Learning, Rio Grande Valley, who does not have a direct interest in the outcome of the hearing; o The parent (or adult student) shaH be afforded a fuff and fair opportunity to present evidence relevant to the issues raised and may be assisted or represented by individuals of his or her choice at his or her own expense, including an attorney; o Gardens of Learning, Rio Grande Valley shall provide a written decision to the parent (or adult student) within a reasonable period of time after the conclusion of the hearing; and o The decisions of Gardens of Learning, Rio Grande Valley shall be based solely upon the evidence presented at the hearing and include a summary of the evidence and the reasons for the decision. 11. Consent of the parent (or adult student) shall be obtained before personally identifiable information is: o disclosed to anyone other than officials of participating agencies collecting or using the information, or o used for any purpose other than meeting a requirement imposed by this section. Gardens of Learning, Rio Grande Valley shall not release information from education records to participating agencies without the consent of a parent (or adult student) except in those cases in which a release of information without consent is permitted by the rules that implement the Family Rights and Privacy Act (FERPA). If a parent refuses to provide consent, Gardens of Learning, Rio Grande Valley will use due process hearing procedures to obtain consent. 12. Gardens of Learning, Rio Grande Valley shall protect the confidentiality of personally identifiable information at the collection, storage, disclosure, and destruction stages. The same privacy provisions provided to parents are extended to an adult student with consideration given to the type and severity of the student's disability. 13. Gardens of Learning, Rio Grande Valley will identify in writing the employees who have access to personaUy identifiable information. Gardens of Learning, Rio Grande Valley will provide training on an annual basis to those staff members collecting or using personally identifiable information regarding Gardens of Learning, Rio Grande Valley policies and procedures. 14. Gardens of Learning, Rio Grande Valley shall maintain, for public inspection, a current listing of the names and positions of those employees within Gardens of Learning, Rio Grande Valley who have access to personally identifiable information. 15. Gardens of Learning, Rio Grande Valley shall inform parents (or adult students) when personally identifiable information collected, maintained, or used is no longer needed to provide educational services to the student and is being destroyed. 16. Gardens of Learning, Rio Grande Valley will keep all records for at least 7 years after the student does not qualify, graduates or is no longer served by Gardens of Learning, Rio Grande Valley. If the Gardens of Learning, Rio Grande Valley contract with the state becomes invalid Gardens of Learning, Rio Grande Valley will make a good faith effort to provide parents/adult students and other local LEA's with needed records but because the Gardens of Learning, Rio Grande Valley will no longer exist, all unclaimed records will be destroyed to ensure confidentiality. Procedural Safeguards (34 CFR 300.504) Written notice of Procedural Safeguards shall be given by Gardens of Learning, Rio Grande Valley to the parent(s) of a student (or to an adult student) with a disability (in their primary language). Procedural safeguards will be available in writing or on cassette tapes in English, Spanish, and Braille. Gardens of Learning, Rio Grande Valley will provide information in the native language or other mode of communication of the parent upon request unless it is not feasible to do so. This document has been developed by the Texas Education Agency and includes a full explanation of all procedural safeguards that meet the requirements of 34CFR300.504(b). Gardens of Learning, Rio Grande Vaney shan be responsible for explaining the document, providing answers to any questions and insuring that the parent, guardian or adult student have an understanding of their rights under FERPA. Parents will be asked if they fully understand these rights, and additional information will be provided, if necessary. Gardens of learning, Rio Grande Valley wHl then document that the parents received and understood their rights and that they were offered further explanation. Parents will sign a Receipt of Procedural Safeguards when their child is initially referred for evaluation. Receipt of Procedural Safeguards will always be documented in each annual ARDIIEP meeting. When a student is referred to special education for the first time for a Full and Individual Evaluation (FIE), Gardens of Learning, Rio Grande Valley will provide a copy of An Explanation of Rights and Procedural Safeguards of a Parent with a Child with Disabmties to notify the student and the parent or guardian of the student's suspected disability and their educational rights. Gardens of Learning, Rio Grande Valley will manage the referral process and will be, responsible for explaining the procedural safeguards, providing answers to questions pertaining to the document, and providing parents updated copies of the document, as provided by TEA. If further explanation is needed, the parent will be referred to the diagnostician and/or Special education designee for clarification. Procedural safeguards will also be given to parents before Gardens of Learning, Rio Grande Valley proposes or refuses to initiate or change the identification, evaluation, or educational placement of the student, including the following times: upon initial referral for evaluation, each notification of an ARD committee meeting, reevaluation of a child, receipt of a request for due process, and a manifestation determination review, or if a removal is contemplated that constitutes change of placement. Notice of admission, review & dismissal (ARD) committee meetings (34 CFR 300.503; 34 CFR 300.345; TEC 26.0081; 19 TAC 89.1015; 19 TAC 89.1045) At the time that Gardens of Learning, Rio Grande Valley notifies the parents of the ARD committeee meeting, the notice informs the parent that the ARD committee will discuss, at the parents' request, the provision of any educational or related service not proposed for discussion by the school in the notice. Gardens of Learning, Rio Grande Valley will take steps to ensure that one or both of the parents of the student is present at each meeting or are afforded the opportunity to participate. Gardens of Learning, Rio Grande VaHey win notify parents at least 5 schools days in advance of the ARD to ensure that they will have an opportunity to attend. Gardens of Learning, Rio Grande Valley will schedule the meeting at a mutually agreed upon time and place, and indicates the purpose, time, and location of the meetting and who will be in attendance. A meeting may be conducted without a parent (or adult student) in attendance if the parents decline to attend. In such a case Gardens of Learning, Rio Grande Valley shall make a record of its attempts to arrange a mutually agreed upon time and place. The record may contain such information as: 1. Records of telephone calls made or attempted and the results of those calls; 2. Copies of correspondence sent to the parents and any responses received; and 3. Records of visits made to the parent's home or place of employment and the results of those visits. Gardens of Learning, Rio Grande Valley will attempt to schedule the ARD at least three times before proceeding with the ARD. If a parent cannot attend, Gardens of Learning, Rio Grande Valley may use other methods to assure participation, including individual or conference telephone calls. The special education designee will follow up to ensure that the parents have the opportunity to paricipate. The notice shall be: 1. Written in language understandable to the general public; and 2. Provided in the native language of the parent (or adult student) or other mode of communication used by the parent (or adult student), unless it is dearly not feaslbte to do so. If the native language or other mode of communication of the parent (or adult student) is not a written language, Gardens of Learning, Rio Grande Valley shall take steps to assure that: 1. The notice is translated orally or by other means to the parent (or adult student) in his or her native language or other mode of communication; 2. The parent (or adult student) understands the content of the notice; and 3. There is written evidence that the requirements in this section have been met. Notices, sent by mail or hand delivered will include the following: 1. Date, time, and place of the meeting; 2. Who will be in attendance (positions are acceptable instead of names); 3. Be in the native language or other mode of communication of the parent; 4. Be dated at least five days prior to the scheduled ARD (7 if mailed) unless the parent has signed a waiver; 5. Include a description of the action proposed include an explanation of why Gardens of Learning, Rio Grande Valley proposes to take the action; 6. State any options Gardens of learning, Rio Grande Vattey considered; 7. Provide a description of each evaluation procedure, test, record, or report Gardens of Learning, Rio Grande Valley uses as a basis for the proposal; 8. Include a statement that the parents of a child with a disability have protection under the procedural safeguards of this part and the means by which a copy of the procedural safeguards can be obtained; 9. Include sources for parents to contact to obtain assistance in understanding the notice of ARD committee meeting provisions; 10.An opportunity for the parents to reschedule the meeting; 11. A statement that ARD committee members will discuss, at the parent's request, the provision of any educational or related service not proposed for discussion by Gardens of Learning, Rio Grande Valley; and 12. Other factors relevant to the Gardens of Learning, Rio Grande Valley proposal if applicable. If the purpose is transition, the parent will be notified that the purpose of the meeting is to discuss transition and that the student is invited, and identify any other agencies that will be invited, the notice must also: 1. Indicate the purpose; 2. Indicate that Gardens of Learning, Rio Grande Valley will invite the student of any age; and 3. Identify any other agency that will be invited to send a representative. Gardens of Learning, Rio Grande Valley shall take action as necessary to assure that the parent (or adult student) understands the proceedings at a meeting, including arranging for an interpreter for parents (or adult students) who are deaf or whose native language is other than Engi1sh. Gardens of Learning, R10 Grande VaHey shaH document the parent(s) (or adult student) and other IEP participants' present at the IEP meeting. Gardens of Learning, Rio Grande Valley shall conduct meetings consistent with this section at least once a year for the purpose of reviewing and revising as necessary each student's individualized education program. Evaluation of children to determine eligibility (34 CFR 300.530-300.543; TEC 29.004; 19 TAC 89.1011; 19 TAC 89.1015; 19 TAC 89.1040 To be etigibte for special education services a student must have been determined to have one or more of the disabilities listed in federal regulations or in state law or both. A student is eligible to participate in the school's special education program if the student is between the ages of 3 and 21 (or the ages/grades allowed in the charter contract between Gardens of Learning, Rio Grande Valley and the State of Texas' Board of Education, inclusive with one or more disabilities (physical disability, mental retardation, emotional disturbance, learning disability, autism, speech and language impairment, traumatic brain injury, visual or auditory impairment, orthopedic impairments, a specific learning disability, deaf-blindness, multiple disabilities, or other health impairments) that prevent the student from being adequately or safely educated in the public schools without the provision of special education services. Graduation with a regular high school diploma terminates a student's eligibility to receive special education services. An eligible student receiving special education services who becomes 21 years of age on September 1 of a school year shall be eligible for services through the end of that school year or until graduation with a regular high school diploma whichever comes first. Gardens of Learning, Rio Grande Valley shall record in writing the decision of special education eligibility of a student brought to the Gardens of Learning, Rio Grande Valley attention. Whatever decision is made the information from the procedures for making the determination shall be filed in Gardens of Learning, Rio Grande Valley records. Within ten (10) school days of the decision that the student is not eligible for special education, the parents or legal guardian of the student shaH be informed in writing of the evaluation findings in compliance with notice requirements of this section. If the decision is that the student is disabled and eligible for special education, Gardens of Learning, Rio Grande Valley shall initiate and conduct a meeting to develop an IEP and request the parent(s) to participate in the ARD conference. The diagnostician will maintain documentation concerning referral and evolution data in the special education referral packet. Personnel responsible for referral and evaluation sign and date both referral forms and written evaluation reports. A written evaluation report that addresses the presence or absence of those symptoms or conditions is incfuded in the specific eligibility criteria for the handicapping conditions for which the student is being assessed. The report will incfude the type and severity of the impairment and the functional implications for the educational process. The Admission, Review, an Dismissal (ARD) committee shall have sufficient information to determine whether or not the student has a disability and is in need of special education services. Special consideration will be given to the evaluation of physical, mental, and emotional conditions. All referred students except those referred for consideration as?homebound, hospitalized, or speech impaired will receive a full, in-depth evaluation by the muUfdisciplinary team, which includes at least one teacher or specialist with knowledge in the area of the suspected disability. The professional responsible for assessing each area will make professional judgments regarding the degree to which the evaluation in each area is necessary. Specific eligibility criteria for the disability in question will indicate the minimum intensity of evaluation in each area, but the written report will address each of the following six areas, according to the criteria in the policy and procedures manual: language dominance, language proficiency, physical, emotional/behavioral, sociological, and intellectual. The purpose of the FIE will be as follows: 1. determine the presence or absence of a physical, mental, oremotionat disability which may be contributing to a student's educational need; 2. determine the presence or absence of a significant educational deficit requiring special education instructional services; 3. identify specific learning competencies in instructional and related service areas. This must be tied to the general education curriculum and the TEKS; 4. provide information that is linked to instruction and recommendations to support student achievement; 5. make recommendations for determining the grading criteria and procedures for participation in extracurricular activities; and 6. provide information relative to the appropriate mastery level or levels at which the student should be expected to achieve in order to receive passing grades in all content areas of instruction. Gardens of Learning, Rio Grande Valley procedures for implementing board policy on evaluation, including determination of eligibility will be as follows: 1. Referrals of students for a full and individual initial evaluation for possible special education services shall be a part of the school's overall general education referral or screening system. Prior to (eferral, students experiencing difficulty in the general classroom should be considered for all support services available to all students, such as tutorial, remedial, compensatory, and other services. If the 71 1;)'13 If 2. 3. 4. 5. 6. student continues to experience difficulty in the general classroom after the provision of interventions, school personnel must refer the student for a full and individual initial evaluation. Any referral for a Full and Individual Evaluation (FIE) may be initiated by school personnel, the student's parents, (or legal guardian), or another person involved in the education or care of the student. The referral for a full and individual initial evaluation must be completed in 60 calendar days as required by federal regulations. When the possibility of a student's need for special education and related services has been brought to the attention of the Gardens of Learning, Rio Grande Valley designee, the designee shall facilitate the completion of the initial referral within thirty calendar days by: a. Recording the circumstances by date, origin and reason for concern; b. Providing the student's parent(s) (or adult student) written notice that the student has been referred because of a suspected disabling condition and providing the parent with a copy and explanation of procedural safeguards, notice and consent for comprehensive individual assessment, and the opportunity to have input in the referra~ process through ParenUSocial History Information form; c. Collect health information to insure appropriateness of the referral; d. Collect information from educational records; e. Collect information from classroom teacher(s). Before the school proposes or refuses to initiate or change the identification, evaluation, or education placement of a student or the provision of a free appropriate education to a student, the school shall provide written notice to the student's parent or guardian: a. Give the child's parent prior written notice, which induded a full explanation of all procedural safeguards (see later section for full contents of notice) and describes any evaluation procedures the school proposes to conduct; and b. Obtain parental consent for the evaluation. Gardens of Learning, Rio Grande Valley shall request the parent to sign consent formes) for the mutual exchange of pertinent information where such information is available between the school, other agencies, and/or professionals. When the collection of the pre-evaluation data is complete the evaluation team will review the data and Gardens of Learning, Rio Grande Valley shall fully evaluate the student and arrive at a decision pursuant to this section within: a. Thirty (30) calendar days (also referred to as the formal evaluation period) after the date written consent for an evaluation has been provided by the parent(s) (or adult student); or b. Thirty (30) calendar days (also referred to as the formal evaluation period) after the date the refusal of parent(s) (or adult student) to grant consent has been overridden pursuant to a hearing (or appeal);or c. Such other time period as may be agreed to by the parent(s) (or adult student) and school authorities. Gardens of Learning, Rio Grande Valley must specify the reasons for extending the timeline. Parental consent shall not be construed as consent for placement. If the parents refuse consent for the evaluation, the school may continue to pursue an 7. 8. 9. evaluation by utilizing mediation and due process procedures. If a parent revokes consent, that revocation is not retroactive (that is, it does not negate an action that has occurred after the consent was given and before the consent was revoked). The initial evaluation shall consist of procedures to determine whether a child is a child with a disability, as defined and to determine that education needs of the child. In conducting the evaluation the school shall: a. Use a variety of assessment toofs and strategies to gather relevant functional and development information, including information provided by the parent, that may assist in determining whether the child is a child with a disability, and the content of the child's Individual Education Plan (IEP), including information. related to enabling the child to be involved in and progress in the general curriculum; b. Not use any single procedure as the sole criterion for determining whether a child is child with a disability or determining an appropriate educational program for the child; and c. Use technicaUy sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors. d. Assessment tools and strategies provide relevant information that directly assists person in determining the educational needs of the child. In assessing or reassessing a student suspected of having a specific learning disability, Gardens of Learning, Rio Grande Valley shall include on the evaluation team at least the following members: a. The student's general education teacher; or, if the student does not have a general education teacher, general education teacher qualified to teach a student of his or her age; or, for a child of less than school age, an individual qualified to teach a child at his or her age. . b. At least one person qualified to conduct or interpret individual diagnostic examinations such as a school psychologist, speech and language pathologist, special education teacher or remedial reading teacher. As part of an initial evaluation, and as part of any reevaluation, the Admission, Review, and Dismissal (ARD) committee and other qualified professionals, as appropriate, shall review existing evaluation data on the child, current c1assroombased assessments and observations and teacher and retated service providers' observations. On the basis of this review, and input from the child's parents, the ARD committee shall identify what additional data, if any are needed to determine: a~ Whether the child has particular category of disability, or in the case of a reevaluation, whether the child continues to such a disability; b. The present levels of performance and educational needs of the child; c. Whether the child needs special education and related services, or in the case of a reevaluation of a child, whether the child continues to need special education and related services; and d. Whether any additions or modifications to the special education and related services are needed to enable the child to meet the 10. 11. measurable annual goals set out in the child's individualized education program and participate, as appropriate, in the general curriculum. Evaluation materials, procedures, or instruments shall be provided and administered in a student's primary language or mode of communication, unless it is clearly not feasible to do so. Tests shall be selected and administered so as to ensure that, when a test is administered to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the student's impaired sensory, manual, or speaking skills (except where those skills are the factors the test purports to measure.) Each individual actually completing an evaluation will complete and sign an evaluation report. Information used to support the evaluation but which is not incorporated into the file (e.g., review of health records), shall be referenced as to date of record, location, and source person. The summaries shall specify the" procedures and instruments used, the results obtained, and the apparent significance of findings as related to the student's instructional program, including a description of the specific factors which are interfering with the student's educational performance and the recommendations for special education and related services, including the need for an extended school year, needed to assist the student in benefiting from his or her educational placement. The student's evaluation team shall review and analyze the reports of evaluation data and any other available data in each of the areas assessed. The conclusions, recommendations, and the facts and/or reasons resulting in the eligibility decision shall: 1. Identify the disabling condition(s), if any, which cannot be accommodated by general education, and requires the provision of special education services; 2. Reconcile any inconsistent or contradictory information and/or opinions evidenced in the evaluation data, if any, supporting conclusion(s) with appropriate data; 3. Relate the apparent significance, as appropriate, of such factors as test measurement error or cultural, environmental, economic, and behavior factors to the evaluation results. 4. Where specific test results obtained in any evaluation do not appear to the evaluation team to accurately reffect a student's expected performance, the evaluation team shall apply professional judgment to determine eligibility for special education and related services. In such event, the evaluation team shall document in a written narrative the basis for such determination, the instruments used, and the data used for a determination of eligibility. 5. Make recommendations to the individualized education program committee 6. regarding placement, special education and related services needed (including the need, if appropriate, of scheduling such services over a period of time that exceeds Gardens of Learning, Rio Grande Valley regular school program), service options, needs for specialized materials or equipment, instructional and curricular practices and materials, student management strategies (i.e., I '-.( reinforcement schedules) as determined by the evaluation team to be significant to the student's program. 7. Provide any necessary professional judgment(s) and the facts or reasons in support of the judgment(s). If a parent disagrees with all or part of the Gardens of Learning, Rio Grande Valley assessment, the parent may ask Gardens of Learning, Rio Grande Valley to provide an Independent Educational Evaluation (lEE). lEE means an evaluation conducted by a qualified examiner not employed by the school responsible for the child in question. lf a parent asks Gardens of Learning, Rio Grande Valley to provide an lEE, then the Gardens of Learning, Rio Grande Valley must do one of the following: 1. 2. pay for the lEE (the lEE must meet Gardens of Learning, Rio Grande Valley criteria specified and the evaluator must meet criteria listed under qualifications of certified special education personnel) or initiate a due process hearing to show that Gardens of Learning, Rio Grande Valley's evaluation is appropriate. If Gardens of Learning, Rio Grande Valley prevaHs with the hearing, the parent stiff has the right to an fEE but not at pubHc expense. [?300.503(b)] a. If the parent obtains an lEE at private expense, the results may be presented as evidence at a hearing regarding the student. b. c. !f a hearing officer requests an fEE as part of a hearing, the cost of the lEE must be at public expense. "Public expense" means that Gardens of Learning, Rio Grande Valley either pays for the full cost of the lEE or ensures that the evaluation is otherwise provided at no cost to the parent. The parent(s) of a student (or the adult student) referred for special education and related services and assessed, or any disabled stUdent eligible for special education and related services who is reevaluated, has the right to obtain an independent educational evaluation, subject to this section. Gardens of learning, Rio Grande Valley shall provide to the parent(s) (or adult student) on request, information about where an independent educational evaluation may be obtained. A parent (or adult student) has the right to an independent educational evaluation at public expense if the parent (or adult student) disagrees with the evaluation results obtained by Gardens of Learning, Rio Grande Valley, as follows: 1. The parent(s) (or the adult student) should provide a written or verbal notice to the Gardens of Learning, Rio Grande Valley designee which: o Indicates that the parent (or adult student) disagrees with the Gardens of learning, Rio Grande VaUeyevaluation; and o Requests an independent educational evaluation at public expense. 2. Gardens of Learning, Rio Grande Valley will not deny payment for an independent educational evaluation solely because the parent did not provide prior notification of his or her intent to seek an independent educational evaluation at public expense. Gardens of Learning, Rio Grande Valley shall have the opportunity to initiate and conduct a hearing to show that its evaluation is appropriate. In this event, Gardens of Learning, Rio Grande Valley shall provide the parent(s) (or the adult student) written notice within 15 days of the election to initiate a hearing. If the final decision of a due process hearing is that Gardens of Learning, Rio Grande Valley evaluation is appropriate, the parent (or adult student) still has the right to an independent educational evaluation, but not at public expense. If Gardens of Learning, Rio Grande VaHey eiects not to hold a due process hearing or is not uphetd by the final decision of the due process hearing, the parenfs (or adult studenfs) request for an independent evaluation shall be provided at public expense in accordance with the same criteria which Gardens of Learning, Rio Grande Valley uses when it initiates an evaluation including, but not limited to, the location of the evaluation and the qualifications of the examiner. 1f a hearing officer requests an independent educational evaluation as part of a hearing, the cost of the evaluation shall be at public expense. If the parent (or adult student) obtains an independent educational evaluation at private expense, the results of the evaluation: 1. ShaH be considered by Gardens of learning, Rio Grande VaHey and documented in any decision made with respect to the provision of special education and related services to the student; and 2. May be presented as evidence at such hearings regarding that student as may be conducted. Prior to the three-year anniversary date of an active special education student's FIE, a three-year re-evaluation must be completed. The process is as follows: 1. 2. 3. 4. 5. The diagnostician/LSSP will collect data, including updated parent (sociological) data, health information, teacher information (including current grades and levels of performance and degree of special education support required), and provided cumulative file review (standardized group achievement tests, TAAS test results, past three year's report cards, etc.). An ARO meeting is held to review information, coffeet any additional information and to determine if: o There is sufficient information available to determine if this is a student with a disability. o The student continues to require special education services (educational need). o If further assessment is needed to make the determination of either 1 or 2, and what areas require additional assessment. The parent may request a FIE to be done in the areas for which the student is currently eligible or in other specific areas of suspected disabH1ty and the school will comply with that request. Parents must be given a notice of assessment and sign a consent form for the assessment that is recommended. If further testing is recommended or requested, that testing must be completed, with an appropriate report, by the date of the three-year anniversary of the previous FIE. This assessment report will be provided to parents when completed. 6. 7. 8. If this assessment indicates a need for changes in services/IEP goals and objectives, the ARD committee will meet to address these changes Within 30 school days. If no further testing is recommended and the ARD committee establishes continued eligibility, the date of that ARD becomes the new FIE date. If further testing is done, the date of the resulting report is the new FIE date. If no changes in eligibility or services are recommended, the parents will be provided a copy of the report. An opportunity to review the report with the diagnostician/LSSP and an ARD will be held within a reasonable amount of time. Development and implementation of the individualized education program (IEP) (34 CRF 300.342-300.350; TEC 37.0021; 19 TAC 89.1050; 19 TAC 89.1053; 19 TAC 89.1055) Each student's individualized education program (IEP) , shall be a written document and will be developed on the basis of evaluation and parent input, where it is provided, and shall include: 1. A statement of the student's present levels of educational performance; 2. A statement of specific measurable annual goals including short-termed instructional objectives which are stated in terms that provide for measurement of progress, expected levels of performance, and the schedules for their accomplishments; 3. A statement of the specific special education and related services to be provided to the stUdent based upon the individual needs of the student, as determined through the evaluation process. If modifications (supplementary aids and services) to the general education program are necessary to ensure participation in that program, those modifications must be described. 4. An explanation of the extent, if any, to which the studentwiff be able to participate with non-disabled children in the regular classroom and extracurricular and nonacademic activities including physical education. If the student is unable to participate in the regular physical education program, a description of the specially designed physical education to be provided to the student shall be included; 5. A statement of how the child's progress toward the annual goals will be measured and how parents will be informed at least as often as parents of nondisabled students receive such notice of this progress; 6. A statement of any individual modifications in the administration of state or school-wide assessments; 7. The IEP developed for a student with a disability shall also include a statement of the needed transition services beginning at age 14 these goals shall updated annuaUy~ At age 16 a complete Individual Transition Plan (lTP) shaH be developed that includes goals and objectives, based on a functional vocational evaluation, when appropriate, and anticipated post school outcome(s) this ITP shall be developed annually. When appropriate, a statement of the interagency responsibilities or linkages (or both) before the student leaves the school setting should be included. The lEP win also take into account the studenfs preferences and wishes. In the case where a participating public agency fails to provide 771 r2H3 agreed upon services, Gardens of Learning, Rio Grande Valley shall reconvene the ARD Committee as soon as possible to identify alternative strategies to meet transition objectives and, if necessary, revise the IEP, as long as the student is eligible for services; 8. If the ARD Committee determines that services are not needed in one or more of the areas specified in federal regulations, the IEP must include a statement to that effect and the basis upon which the determination is made. 9. The projected dates for initiation of services and the anticipated duration of the services, including minutes/hours per week, and the need for extended services for the school year over which such services shall be provided. In the event the individualized education program is the first in Gardens of Learning, Rio Grande Valley for such student and the evaluation team has not made a determination as to the need for an extended school year for such student, the individualized education program team shall make its recommendation on the length of the school year over which such services shall be provided prior to the conclusion of the regular 180 school days; 10. Any participating public agencies, including a state vocational rehabilitation public agency, will be responsible to provide or pay for any transition service that the . public agency would otherwise provide to students with disabilities that meet the eligibility criteria of that public agency; and 11. Signatures of the committee members present and an indication of each member's agreement or disagreement with the decisions of the committee. 12. Gardens of Learning, Rio Grande Valley shall provide the parent (or adult student) a copy of the individualized education program in their native language. Gardens of Learning, Rio Grande Valley's special education designee will make copies of the accepted IEP. One copy is to be filed in the student eligibility folder with the completed ARD forms and one given to parents/guardians. Additional copies may be distributed as needed (i.e., general education teacher copy, etc.). Each student's Individual Educational Plan (IEP) will be reviewed by the ARD committee at least annually to determine the student's progress, the need for modifying the plan, and the student's continued need for special education services. The ARD committee may schedule an earlier review date if needed for review, modification, failure, etc. IEPs shall also be reviewed and documented at the beginning of the year and after breaks in the program for regressionlrecoupment information. At the annual review, the current IEP objectives shall be reviewed and documented on the IEP prior to the development and acceptance of a new IEP. 1. There should be some objectives that have been added/deletedlrevised on the new IEP. 2. If there are no changes, the ARD committee should have written justification for the lack of revision and lack of a new IEP generated. If the parent is unable to speak English one of the following will be done: ,, , I; 1. 2. Provide the parent with a written or audiotaped copy of the child's individualized educational program translated into Spanish if Spanish is the parent's native language; or if the parent's native language is a language other than Spanish, make a good faith effort to provide the parent with a written or audiotaped copy of the child's individualized education program translated into the parent's native language. Recommendations for changes in the individual educational plan (IEP), including, changes in the student's placement, must be made to the ARD/IEP committee for formal action. Parents must be sent a Notice of ARD, and every effort made to ensure their partiCipation. Gardens of Learning, Rio Grande will document all efforts. Changes in the student's IEP, which need ARD action, may include, but not be limited to: 1. any change in schedule that would change the instructional arrangement. Time changes must be documented by completing appropriate data sheets and forwarding to special education. 2. assigning a student to a classroom to receive instruction in a different curriculum area (i.e. reading comprehension, math calculation, etc.) than was designated by the last ARD committee; 3. any addition or deletion of a related service; 4. when all of the goals and objectives have been met or when the teacher needs to add new objectives; 5. when a student with disabilities has not shown adequate progress as evidence by failing grades, increased discipline referrals, etc. 6. when the teacher feels the IEP is not appropriate to the student's need; or 7. when a student with disabilities has been suspended, removed to an alternative educational program, or emergency removed for a total of 10 days in anyone school year or any time. The IEP cannot be implemented in the AEP (alternative education placement) for over ten days without a manifestation determination and ARD review. Gardens of Learning, Rio Grande Valley will develop student IEP according to the following: 1. 2. 3. 4. Special education Diagnostician using criterion referenced assessment information will complete the draft IEP selecting a minimum of one goal and two (2) objectives for each subject or developmental area anticipated. Assessment dates and current levels of performance must support all IEP goals and objectives. This may be based on Stanford-9 assessment and mastery of the previous IEP goals and objectives. Complete IEP by writing in any individualized items needed. Complete header information marking DRAFT IEP, complete proposed evaluation procedures, and criteria. During the ARD, write the date the IEP is accepted by ARD committee on the IEP. Parents, as part of the ARD committee, have input into the IEP development. However, the school is responsible for the development of appropriate Icps. Each student receiving instruction in a special education class will have an individual education program (IEP), which addresses the student's educational needs, educational goals and objectives. 1. 2. 3. 4. 5. 6. The special education teacher shall utilize a lesson plan that reflects the short term objectives as stated on the IEP. Grades should evolve from the objectives with supporting documentation of how the grade was determined. Numerical grades shall be recorded for each subject area in a grade book. Recommended minimum mastery level on an IEP objective should be 70%, as a grade of 70 is required for passing in Gardens of Learning, Rio Grande Valley. If 70% is too high for mastery, the appropriateness of the objective should be reconsidered. Care should be taken to ensure that objectives are written at a level that continues to challenge the student's abilities. This may necessitate adjustments in curriculum, methods, pacing, materials, criteria, etc. If the student with disabilities fails to meet the expectations addressed in the IEP, the responsible teacher shall review the IEP for appropriateness of objectives; instructional levels; materials; and methods. a. The teacher must document on the IEP the efforts made to try to help the $tudent achieve $ucce$$, IEP revi$ion$ and/or a behavior intervention plan should be considered. b. In the event the student refuses to complete assignments and/or attend school despite repeated attempts to support the student and modify the instructional program, the student may be given a grade below 70 by the teacher, assuming that a Student Progress Notice was issued, according to local Gardens of Learning, Rio Grande Valley procedures. If a student with disabilities should fail to demonstrate progress (by failing grades, increased discipline problems, low test scores, etc.) the ARD committee must convene to discuss the student's needs and make recommendations to help the student achieve success. a. In addition to the other required persons, the committee should include the teacher(s) of the class(es) the student failed. b. Documentation of reasons for failure(s) and specific plans for remediation must be attached to the ARDIIEP Report. Positive behavior interventions should be implemented. c. An ARD committee shall meet it the student is not attending school to discuss the appropriateness of the IEP, need for additional testing, and pursuit of compulsory attendance, if appropriate. The grading of a special education student in a regular education classroom is based upon the ARD committee recommendations for, if any, modifications of essential elements and other modifications of pacing, methods, and materials needed. When the ARD committee has recommended modifications, the special education teacher is responsible for: a. informing the general education teacher of the recommended modifications b. 7, 8. 9. 10. 11 providing information concerning the student's achievement levels, learning style, and behavioral needs; . c. offering assistance to the regular education teacher on a scheduled basis, as recommended by the ARD committee; and d. documenting contacts with the general education teacher. On occasion, the ARD committee will recommend that a specific subject be taught in a combination general education/special education instructional arrangement. The regular and special education teachers who provide the instruction, as determined by the ARD committee, may determine the special education student's grade, in this situation, proportionately. Parents of special education students must be informed of progress toward goals and objectives at least as often as parents of non-disabled students are informed of progress. Therefore, parents of special education students are to receive IEP reports on the same schedule that parents of general education students are informed of their progress through progress reports (generally in the middle of the grading period) Only in the most limited of circumstances maya teacher of a self-contained program use a different report card. All other special education students should receive a report card that follows the same format as that for general education students. Courses should not be identified as "special education." Terms that can be applied to remedial courses taken by both disabled and nondisabled student, such as "basic, "level 1" or "practical" may be used. Asterisks or other symbols or codes may be used to indicate a modification or exception to the generally applicable grading scale, provided the symbols or codes are also used for non-disabled students who are also exceptions to the scale on another basis. Unless the ARD committee designates otherwise, a. For a student who receives instruction 50% or more of the day in the special education classroom, the special education teacher is responsible for carrying the student on the attendance roll and recording the grades on the report card and permanent records. *The general education teacher is responsible for reporting the student's grades to the special education teacher for recording purposes in the subject areas in which the student receives general education instruction. b. When a student is enrolled in the homebound program, the general classroom teacher will be responsible for grading all assignments and recording grades on the report card and permanent record for all subject areas. Extended Year Services (34 CRF 300.309; 19 TAC 89.1065) The need for Extended Year Services (EYS) will be determined on an individual basis by the ARD committee. Gardens of Learning, Rio Grande Valley already has an extended year built into its calendar for all students with vacation time ranging from one day for a select holiday to no more than five weeks for summer vacation. While, this will not be considered EYS for special education students, Gardens of Learning, Rio Grande Valley will provide needed EYS services as determined by the ARD committee, including appropriate transportation. The need for EYS will be documented from formal and/or informal evaluation provided by Gardens of Learning, Rio Grande Valley or the parents. The documentation will demonstrate that one or more critical areas addressed in the current IEP objectives, the student has exhibited, or reasonably may be expected to exhibit, severe or substantial regression that cannot be recouped within a reasonable time period. The reasonable time period for recoupment of acquired critical skills shall be determined on the basis of needs identified in each student's IEP. Least restrictive environment (LRE) placement (34 CFR 300.550-300.553); 19 TAC 89.63(a-c>> Gardens of Learning, Rio Grande Valley commits to the placement and provision of services to each student with disabilities in his or her IEP as follows: 1. To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. 2. A continuum of services and placements is available to meet the needs of children with disabilities for special education and related services. 3. Supplementary services may be provided in conjunction with regular class placement. 5. The educational placement of each child is determined annually; 6. The educational placement of each child is based on his/her IEP; 7. The educational placement of each child is as close as possible to the student's home; 8. The various alternative placements are available to the extent necessary to implement the IEP for each child with a disability; 9. Unless the IEP of the child with a disability requires some other arrangement, the child is educated in the school that he or she would attend it nondisabled. 10. In selecting the LRE, consideration is given to any potential hannful effects on the child or on the quality of services that could result from the placement /services. The ARD committee will assure that students with disabilities are educated with nondisabled students to the maximum extent appropriate to meet the students' individual education plan and overall educational needs (including academic and development areas such as language and social). 1. Removal of the student from general education will occur only when the nature and severity of the disability is such that education in general classes, including 2. art, music, and PE with the use of supplementary aids and services, cannot be achieved satisfactorily. This removal will be based on a review of the student's educational status which may include but are not limited to information from Gardens of Learning, Rio 3. Grande Valley staff, parents, assessment data, grades/achievement data, psychological data, medical data, related services data, or other pertinent information. Supplementary aids and services may include but are not limited to: team teaching, content mastery, helping teacher, modifications, etc. as determined by the ARD committee. 4. 5. 6. 7. The ARD will document that there is a continuum of services and placements available and alternative placements were tried or considered such as: Chapter programs, compensatory education, school health services, bilingual classes, ESL, Dyslexia program, Tutorials, STAAR remediation, Pre-K program, adaptive equipment, or other provisions as determined by the ARD. In selecting the least restrictive environment, potentially harmful effects of any possible placement or services will be considered. The ARD committee assures that the student is provided the opportunity to participate in nonacademic and extracurricular activities on the same basis with nonhandicapped students to the maximum extent appropriate considering the needs of that student. If the student is not able to participate, the ARD will specify areas and state why the student is excluded based on his/her individual needs and abilities. The ARD committee will determine placement annually and will base the decision on the student's IEP. The ARD committee will assure that placement is in the school the student would normally attend if not handicapped unless the IEP requires otherwise. In providing programs, services, and activities for students with disabilities, Gardens of Learning, Rio Grande Valley shall first use those resources made available to all students. When appropriate, students receiving special education services shall: 1, 2. 3. 4. 5. remain in the general education program with special education support services; supplementary aids, or other special arrangements, if needed; be educated to the maximum extent appropriate with students who are not receiving special education services; be placed in a program as close as possible to the student's home; be provided opportunities to participate in school activities on the same basis as students who are not receiving special education services; and be offered an opportunity for interaction on a regular basis with students who are not receiving special education services. Based on Daniel R.R. v. State Board of Education 874 F.2d 1036(5th Cir. 1989), the following are points for discussion and documentation as an ARD committee will be used to determine the appropriateness of the Least Restrictive Environment for a student with disabilities. 1. Can education in the general classroom, with the use of supplementary aids and services, be achieved satisfactorily for the student? a. Has the campus taken steps to accommodate the student with disabilities in the general classroom? 1. Did the campus provide supplementary aids and services? 2. 2. 3. 4. 5. Did the campus provide modifications? Are the services provided sufficient? a. Gardens of Learning, Rio Grande Valley does not have to provide every conceivable supplementary aid or service. b. IDEA (Individuals with Disabilities Education Act) does not require general education teachers to devote all or most of their time to one student with a disability. c. IDEA does not require that general education teachers modify the general education program beyond recognition. d. General education teachers are not required to modify the regular education curriculum to the extent that the student With disabilities is not required to learn any of the skills normally taught in general education. Will the student receive an educational benefit from the general curriculum? a. Can the student grasp the essential elements of the general education curriculum? b. Consider and document the nature and severity of the student's disability in relation to receiving educational benefit from general education. Examine the student's overall educational experience in the mainstreamed environment balancing the benefits of general and special education for each individual student. What effect does the presence of the student with disabilities' have on the education of others in the general classroom environment? a. Discuss and document any disruptions in the classroom. b. Does the student require so much of the teacher's attention that the .teacher will have to ignore the other students' needs in order to attend to the student with disabilities. If education in a general classroom cannot be achieved satisfactorily, Gardens of Learning, Rio Grande Valley will determine whether the student has been mainstreamed to the maximum extent appropriate for that student. 1. 2. Determine if all academic and non-academic classes in general education with nondisabled peers has been considered or tried. Determine if mainstreaming for lunch, recess, or other times been considered. Transition planning (34 CFR 300.29; TEC 29.011; 19 TAe 89.1110) Gardens of learning; Rio Grande Valley will work in transition teams to include the student, parent/guardian and, to the extent appropriate, general education, special education, and vocational education personnel representatives of participating agencies. Beginning at age 14, and updated annually, the IEP will include a statement of transitional service need that focus on the student's course of study. Transition needs will be addressed at the ARD/IEP meeting and a transitional brochure will be given to the parent and/or guardian. Gardens of Learning, Rio Grande Valley special education personnel will develop an Individual Transition Plan (ITP) for qualified students and notify local agencies that may be able to assist the student with transition needs. The transition team will focus on the development and implementation of transition plans which help to guide the student towards developing skills to function as an adult upon graduation from high school, ITPs will serve as a map to help the student realize and achieve personal goals, focusing on four important areas of adult life: 1) employment and education, b) living arrangements, c) community and recreation, and d) instructional skills to help the student succeed. The ITP will be developed on or before the student's 16th birthday and will include: individual planning based upon current information regarding the individual's knowledge, skills, abilities, and preferences; use of information derived from an ITP will be used to assess local and regional transition service needs; use of local and regional needs assessment information to identify stateWide transition service needs. An ITP will include objective to meet each student's needs related to instruction, related services, community experience opportunities, development of post-secondary employment objectives, development of other post-secondary adult living objective, and acquisition of daily living skills and functional vocational education when appropriate. Implementation of the ITP is the responsibility of Gardens of Learning, Rio Grande Valley, the student, the parent, and any agencies who provide services to adults with disabilities and who are names in the plan as providers. Certified personnel for the provision of services to children with special needs (34 CFR 300.26; 34 CFR 300.136; 19 TAC 89.1131; SBEC requirements) All special education personnel shall be certified, endorsed, or licensed in the area or areas of assignment in accordance with provisions relating to teacher certification. If a staff member does not have the skills and knowledge needed for the assignment, Gardens of Learning, Rio Grande Valley shall make provisions for the person to acquire the necessary skills and knowledge. Special education personnel may be employed on a full-time or part-time basis. All Texas Teacher Certifications will be file in Gardens of Learning, Rio Grande Valley's main office. Teachers who hold a special education certificate, an academic teaching field, specialization, or endorsement may be assigned to any level of a basic special education instructional program serving students, except for the following: 1. The special educational designee performs administrative managerial duties as needed to fully implement a comprehensive special education program. The administrator assumes responsibility for coordinating all facets of the special education program, including referrals of special education students to and from other agencies, in order to allow a smooth transition from one service to another. The special education designee conducts staff in-services deemed appropriate to Gardens of Learning, Rio Grande Valley's professional development module. The special education designee monitors student academic and behavioral conduct as well as consult with general education teachers about appropriate modifications and monitoring techniques. The special education designee provides leadership in the instructional program, and may be responsible for the appraisal process. 2. 3. The educational diagnostician is responsible for the assessment of intelligence and of educational functioning, and for the collection and analysis of data pertaining to sociological variables for the student. Diagnostician responsibilities include conducting comprehensive assessments of students referred for special education placement; participating in the development of individual educational plans; and consulting with teachers; parents and GQmmunity agem;ies GQncerning prevention or intervention strategies relating to learning and behavioral problems of students. The educational diagnostician provides consultation to teachers, parents, other support personnel, and community agencies including, but not limited to, consultation concerning individual educational plan implementation and strategies for learning. The diagnostician also serves on the ARD committees and may attend referral committee meetings at each grade level. Persons assigned to provide speech therapy instructional services must hold a valid state license as a speech/language pathologist. Persons holding a Texas Education Agency certificate may be employed to render such services only if an acceptable applicant who holds a valid state license as a speech/language pathologist is not available. Teachers who hold a special education certificate, an academic teaching field, specialization, or endorsement may be assigned to any level of a basic special education instructional program serving students between the ages of three and twenty-one, except for the following: 1. 2. 3. 4. Persons assigned to provide speech therapy instructional services must hold a valid state license as a speech/language pathologist. Persons holding a Texas Education Agency certificate may be employed to render such services only if an acceptable applicant who holds a valid state license as a speech/language pathologist is not available. Teachers assigned full-time to teaching students who are orthopedically impaired or other health impaired, with the teaching station in the home or a hospital, shall not be required to hold a special education certificate or endorsement as long as the personnel file contains an official transcript indicating that the teacher has completed a three-semester-hour survey course in the education of the handicapped and three semester hours directly related to teaching physically impaired children or other health impaired children. Teachers certified in the education of students with visual impairments shall be available to students who are visually impaired through one of the school Gardens of Learning, Rio Grande Valley's instructional options or through a cooperative arrangement with other school districts or the education service center. Teachers certified in deaf or hearing impaired shall be available to students who are deaf or hearing impaired through the Regional Day School Program for the Deaf or through a cooperative arrangement with other school districts or the education service center. Services to expelled students (34 CFR 300.121(d); 34 CFR 300.522; TEC Chapter 37 -10-day rule) Gardens of Learning, Rio Grande Valley will continue to provide services as specified in the IEP for any student expelled from the school until the age of majority, until and unless that student enrolls in another school or district. School Soard Policies (FOA and FOD) include rules for disabled students. Gardens of Learning, Rio Grande Valley special education designee will be responsible for tracking the number of days of emergency removal, suspension, removal to an alternative education placement, or in school suspension for purposes of ARD action within the required number of days. When scheduling an ARD by mail or by phone, Gardens of Learning, Rio Grande Valley will complete the notice and be certain to check "placement" as well as "discipline" as the purpose of the meeting. When expelling a student, Gardens of Learning, Rio Grande Valley will send home the Notice of Change of Placement form to comply with procedural safeguards required in federal law. If the current IEP cannot be implemented while the student is in an alternative placement for more than ten (10) days or on expulsion, then the IEP will be revised during this time in such a manner that it can be implemented. Whenever possible, the IEP that was in place will be implemented. Gardens of Learning, Rio Grande Valley will document justification for any change in the IEP. Gardens of Learning, Rio Grande Valley will keep accurate, updated records on discipline reports for special education students, including (1) the infraction, (2) the consequence, and (3) the number of days out of placement. 1. 2. Short-term removals totaling less than 10 days do not result in a change of placement and an ARID is not required: Short-term removals totaling more than 10 days in a school year which do not constitute a change of placement: a. ARD meeting is convened no later than 10 school days after the student is first removed for more than 10 days in a school year (or when the 11th day is assigned). b. ARD committee conducts/plans a functional behavior assessment (FSA) and, as soon as possible after the FSA is completed, develops a behavior intervention plan (SIP) to address the necessary behavior(s), it the FSA and SIP are not already in place. c. It the student currently has a SIP, an ARD committee meets to review it and its implementation. d. If subsequent short-term removals occur (after the first 10 day removal during the school year), members of the ARID committee review the SIP and its implementation to determine if modifications are necessary. e. If one or more members of the ARD committee believe that modifications are needed, an ARD meeting is held to modify the SIP and its implementation. f. For any days of removal of a student for more than 10 days in a school year, the student is provided with necessary services to progress 3. 4. 5. 6. appropriately in the general curriculum and toward achieving his/her IEP goals. Removals constituting a change of placement: a. Not later than the date on which the decision which resulted in the change of placement was made, the parents of the student are notified of the decision and provided with notice of their procedural safeguard. b. An ARD meeting is convened no later than 10 school days after the date of the decision which resulted in a change of placement was made. c. If an FBA and BIP are not in place, the ARD committee completes the FBA and develops interventions (BIP) to address the behavior. d. If the student already has an FBA and BIP, the ARD committee meets to review the BIP and its implementation, and modifies the BIP as necessary to address the behavior. e. The ARD committee conducts a manifestation determination review (MDR). The timeline is no later than 10 school days from the date of the decision to change the student's placement. f. For any days of removal of a student for more than 10 days in a school year, the student is provided with necessary services to progress appropriately in the general curriculum and toward achieving his/her IEP goals. In the event that a special education student is removed to an alternative educational placement (AEP) for 45 calendar days or more for the possessing a weapon, using or possessing illegal drugs, or selling or soliciting the sale of a controlled substance at school or a school function: a. An ARD committee is convened to address the FBA, BIP, and MDR components as described in previous sections. b. The student can be placed in an AEP for up to 45 days regardless of the results of the ARD committee, provided a child without a disability would be subject to such discipline for a similar amount of time. If a student's parents(s) request a due process hearing, the student's placement pending the resolution of the hearing is: a. AEP if the assignment to AEP is for 45 calendar days or less b. The student's placement before the misconduct in question if the AEP assignment is for more than 45 calendar days and the 45 days has been exceeded, or if the Gardens of Learning, Rio Grande Valley proposes to change the student's placement after the end of the 45 days. In situations resulting in expUlsions the following steps are to be taken: a. Follow the preceding steps for notice to parents of decision and provision of procedural safeguards and completion of the FBA, BIP, MDR, and ARD process. b. The team leader or campus administrator must notify the special education office when a student commits an expellable offense. Allowable expenditures of state special education funds (19 TAC 89.1125) The financial records of Gardens of Learning, Rio Grande Valley will be available on request to provide documentation that all moneys received for the purpose of funding the special education program at the school were allotted and expended appropriately. All programs of the school will be annually audited. Special education funds will be expended according to state and federal guidelines, as well as those to be documented in the Gardens of Learning, Rio Grande Valley policy and procedures manual. Federal funds are only used to supplement and not supplant state and local special education funds. A maximum of 15% of state special education funds may be used by Gardens of Learning, Rio Grande Valley for general administrative costs. General administrative costs include the special education program's share of: o o o o o o special education program administration, including but not limited to clerical personnel, and cooperative aide if applicable; general school administration; plant operations; data processing costs; facilities costs; and other indirect costs. Gardens of Learning, Rio Grande Valley will expend State Special education funds in the following ways: 1. Persons paid from special education funds shall be assigned to instructional or other duties in the special education program and/or to provide support services to the general education program in order for students with disabilities to be included in the general program. Support services shall include, but not be limited to, collaborative planning, co-teaching, small group instruction with special and regular education students, direct instruction to special education students, or other support services determined necessary by the admission, review, and dismissal committee for an appropriate program for the student with disabilities. Assignments may include duties supportive to school operations equivalent to those assigned to general education personnel. Personnel assigned to provide support services to the general education program as stated above. above may be fully funded from special education funds. If personnel are assigned to special education on less than a full-time basis, except as stated above, only that portion of time in which the personnel are assigned to students with disabilities shall be paid from state special education funds. 2. State special education funds may be used for special materials, supplies, and equipment which are directly related to the development and implementation of individual educational plans of students with special needs and which are not ordinarily purchased for the regular classroom. Office and routine classroom supplies are not allowable. Special equipment may include instructional and assistive technology devices, audiovisual equipment, computers for instruction or assessment purposes, and assessment equipment only if used directly with students. The following information should assist teachers in obtaining needed materials. a. 3. Special education Budget o Special requests may be made for academic materials, (i.e., A.v. equipment, instructional kits, computer software, electronic equipment, other teaching aids) which cannot be purchased from the campus budget. o A Request for Materials form will be completed by teachers/staff for projected new materials for the fall. However, when the arrival of a new student creates an unanticipated need for additional materials, an order form should be completed and forwarded to the Special education Designee. o Teacher must complete one form per vendor/company. b. Local Campus Budget o The School Director designates an amount of money for pens, paper, tape, folders, stapler, construction paper, rulers, scissors, glue, index cards - items that can be ordered as office/classroom supplies which are furnished for all teachers. o All rooms should have desks, chairs, tables, and file cabinets. Furniture comes from the local building budget. Exception: Specialized Adaptive Equipment/Furniture c. OT/PT Equipment An OT/PT can identify the equipment need for students receiving therapy services or a classroom teacher can identify a specific type of equipment needed for the classroom and then discuss the need with the therapist serving that student. The therapist will make the final determination of need. The therapist will then check the list of equipment in SERS and other available resources to determine if that item is available. If the item is not available for use the therapist will complete a purchase order and submit it to the Special education Designee for approval. State special education funds may be used to contract for consultants to provide? staff development, program planning and program evaluation and instructional services, and assessments and related services to students with a disability. When such funds are used to contract with a consultant, Gardens of Learning, Rio Grande Valley shall: 1. document the amount paid; 2. document that the consultant had the appropriate credentials; 3. maintain a record of service performed, the purpose of the service, and to whom the service was provided; 4. maintain a written contract or agreement and evidence that a contract or agreement was signed prior to the service being offered and that the terms were carried out before payment was made; 5. document that the services could not have been provided by an employee within the Gardens of Learning, Rio Grande Valley; 6. 7. 8. pay the consultant a fee rather than a salary; document that there was no conflict of interest in hiring the consultant; document that any travel expenses paid the consultant did not exceed state rates and allowances. Special education basic support funds may be used for transportation only to and from residential placements as defined in SBOE 89.217(c)(2). Prior to using federal funds for transportation costs to and from a residential facility, Gardens of Learning, Rio Grande Valley must use state or local funds based on actual expenses up to the state transportation maximum for private transportation contracts. State special education funds may be used to pay special education staff travel to perform services. Funds may also be used to pay travel of staff to attend staff development meetings for the purpose of improving performance in assigned positions. The purpose for attending shall not include time spent in performing functions relating to the operation of professional organi~ations. 1. Special education staff shall be reimbursed in accordance with Gardens of Learning, Rio Grande Valley policies concerning travel for all staff. 2. Reimbursement paid from state or federal special education funds shall not exceed those rates established in the current regulations for travel for state employees. (if the Gardens of Learning, Rio Grande Valley's reimbursement rates exceed the state rates, the difference must be paid from local funds.) 3. Records shall be kept by Gardens of Learning, Rio Grande Valley documenting mileage, destination, and the purpose of all travel paid from funds. Describe how your school meets the needs of children who qualify for Section 504. Under Section 504 and Title II, students with disabilities enrolled in public schools, including Gardens of Learning, Rio Grande Valley, are entitled to a free appropriate public education (FAPE). The Section 504 regulation includes several substantive and procedural requirements regarding the provision of FAPE. Among these requirements is that a student with a disability must receive appropriate regular or special education and related aids and services. The requirement is designed so that the individual educational needs of the disabled student are met as adequately as the needs of nondisabled students. Gardens of Learning, Rio Grande Valley will follow these requirements. Consistent with civil rights requirements, Gardens of Learning, Rio Grande Valley students with disabilities will be provided a range of choices in programs and activities that is comparable to that offered to students without disabilities. This includes an opportunity to participate in a range of nonacademic or extracurricular programs and activities offered at the school. Any Gardens of Learning, Rio Grande Valley student with a disability will be educated with nondisabled students to the maximum extent appropriate for the disabled student. It is the policy of the Gardens of Learning, Rio Grande Valley to provide a free and appropriate public education to each qualified disabled student within its jurisdiction, regardless of the nature or severity of the disability. Consequently, it is the intent of Gardens of Learning, Rio Grande Valley to ensure that students who are disabled with in the definition of Section 504 are identified, evaluated and provided with appropriate educational services. The due process rights of disabled students and their parents under Section 504 will be enforced. Section 504 of the Rehabilitation Act of 1973 is major federal legislation that impacts entities that receive federal funding. It is civil rights legislation for persons with disabilities, which is designed to prevent any form of discrimination based on disability. Individuals with disabilities, who are otherwise qualified, are protected. Section 504 states: "No otherwise qualified person with a disability in the United States . . . shall, solely on the basis of disability, be denied access to, or the benefits of, or be subjected to discrimination under any program or activity provided by any institution receiving federal assistance." Section 504 applies to persons considered to have a disability as defined in the Act. As a result, the question of eligibility is a critical issue. When determining the eligibility of individuals for Section 504 protections and services, the following questions must be addressed: 1-ls there a physical or mental disability? 2-lf so, does it impair a major life activity? 3-lf so, is the degree of impairment substantial? Gardens of Learning, Rio Grande Valley will follow definitions under Section 504 for a person is considered "disabled" if that person has a physical or mental impairment which substantially limits one or more of such person's major life activities, has a record of such an impairment, or is regarded as having such an impairment The first part of the definition relates to the nature of the disability itself. A "physical or mental impairment" is defined as: Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory; including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or Any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The second part of the definition relates to the impact of the disability or condition on a "major life activity." The act defines a "major life activity" as: " ... functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working." Gardens of Learning, Rio Grande Valley will appoint a Section 504 coordinator(s) to cover student issues, employment issues, and facilities. This position will be a regular education function; however, Gardens of Learning, Rio Grande Valley may choose to use special education personnel if appropriate "split funding" is used. Geographic Boundaries Section G Ga) List the school districts from which the proposed charter school will accept students. If the charter school will accept students from only a portion of a school district or districts, state exactly what the boundary will be. 6a) The school districts from which the proposed charter school will accept students include: Brownsville ISO; Harlingen ISO; La Feria ISO; Los Fresnos ISO; Point Isabel ISO; Rio Hondo ISO; San Benito CISO; Santa Maria ISO; Santa Rosa ISO; South Texas ISO; Oonna ISO; Edinburg CISO; La Joya ISO; McAllen ISO; Mission CISO; Edcouch Elsa ISO; Hidalgo ISO; La Villa ISO; Mercedes ISO; Monte Alto CISO; PSJA ISO; Progreso ISO; Sharyland ISO; Valley View ISO; Weslaco ISO; Jim Hogg County ISO; Rio Grande City CISO; Roma ISO; San Isidro ISO; Laredo ISO; United ISO; Webb CISO; La Sara ISO; Lyford CISO; Raymondville ISO; San Perlita ISO; Zapata County ISO. 6b) If the proposed charter school will have a "transfer policy" in accordance with 19 TAC, $100.1207(e) (Le., it will admit students who reside outside of the geographic boundary just described), once all eligible applicants who reside within the geographic boundary have submitted a timely application and have been enrolled, list the school districts from which the proposed charter school will accept transfer students. 6b) Gardens of Learning, Rio Grande Valley, the proposed charter school will have a transfer policy whereby it may admit students residing outside of the designated geographic boundary once all eligible applicants residing within the geographic boundary have submitted a timely application and been enrolled. The transfer boundary will include the following districts: Brownsville ISO; Harlingen ISO; La Feria ISO; Los Fresnos ISO; Point ISabel ISO; Rio Hondo ISO; San Benito CISO; Santa Maria ISO; Santa Rosa ISO; South Texas ISO; Oonna ISO; Edinburg CISO; La Joya ISO; McAllen ISO; Mission CISO; Edcouch Elsa ISO; Hidalgo ISO; La Villa ISO; Mercedes ISO; Monte Alto CISO; PSJA ISO; Progreso ISO; Sharyland ISO; Valley View ISO; Weslaco ISO; Jim Hogg County ISO; Rio Grande City CISO; Roma ISO; San Isidro ISO; Laredo ISO; United ISO; Webb CISO; La Sara ISO; Lyford CISO; Raymondville ISO; San Perlita ISO; Zapata County ISO Admissions and Enrollment Policies Section 7 7a) Specify the period (both the beginning and ending dates) during which applications for admission will be accepted. 7a) Gardens of Learning, Rio Grande Valley will accept applications for new student admissions each year from January 1 to March 31. These applications will be available through the school office(s) and online. 7b) Describe the procedures to be followed in conducting a lottery when a grade or class is oversubscribed. 7b) A public random selection process or lottery will be held the 2nd Saturday in April at each campus for any grade or class where oversubscription occurs. Each applicant will be assigned a number. The principal or his/her designee will oversee the selection of numbers with an online random number generator. This will continue until all open seats are filled and to determine the order of the wait list. All applicants will be notified within 10 days of the outcome of the lottery by mail or email. When siblings in different grade levels are in the lottery and one is selected, the other sibling is automatically selected as well in the effort to keep families together. 7c) If the charter school will exempt from the lottery returning students, the siblings of returning students, and/or the children of the school's founders and staff (so long as the total number of students allowed constitutes only a small percentage of the total enrollment) as permitted by the federal non-regulatory guidance on the charter school program, state the categories of applicants that will be exempted. 7c) The first year of operation Gardens of Learning, Rio Grande Valley will exempt children of school founders and staff members from the lottery process. Beginning the second year of operation in addition to children of school founders and staff members, all returning students and their siblings will be exempted from the lottery. 7d) Specify the approximate date on which a lottery will be conducted if required. 7d) Lotteries at each school location will be held the 2nd Saturday of April. 7e) State whether a waiting list will be developed for the applicants who were not admitted through the lottery. If a waiting list will be used, describe the process. 7e) A waiting list will be developed for applicants who were not admitted through the lottery. If any selected student declines acceptance to Gardens of Learning, Rio Grande Valley after being selected during the lottery process, students on the waiting list will be admitted in the order determined by the lottery. The wait list will be maintained until December 31. Students not selected from the waiting list to fill any vacant seats, must reapply for the following school year. 7f) If the school will accept applications that are submitted outside of the designated application period, describe how the school will treat such applications. 7f) Applications will be accepted in months other than January to March if and only if there are classes or grades with seats available. Late applicants will fill these open seats in the order in which the applications are received. 7g) Provide the non-discrimination statement that will be included in the proposed school's admissions policy. 7g) Gardens of Learning, Rio Grande Valley will include in its admissions policy a statement that the school will not discriminate in admissions based on gender, national origin, ethnicity, religion, disability, academic ability, athletic ability or artistic ability or the district the child would otherwise attend. 7h) If the proposed school will specialize in performing arts, discuss whether applicants will be required to demonstrate artistic ability for admission to the school. 7h) Gardens of Learning, Rio Grande Valley is not a school for the performing arts and therefore applicants will not be required to demonstrate artistic ability for admission to the school. 7i) State whether the school will exclude from admission, students with documented histories of any of the types of misconduct listed in TEe, ?12.111(6). 7i) The proposed schools at Gardens of Learning, Rio Grande Valley will exclude students who have a documented history of certain criminal offenses including the following: o aggravated assault under Section 22.02, Penal Code, sexual assault under Section 22.011, Penal Code, or aggravated sexual assault under Section 22.021, Penal Code; o arson under Section 28.02, Penal Code; o murder under Section 19.02, Penal Code, capital murder under Section 19.03, Penal Code, or criminal attempt, under Section 15.01, Penal Code, to commit murder or capital murder; o indecency with a child under Section 21.11, Penal Code; o aggravated kidnapping under Section 20.04, Penal Code; o aggravated robbery under Section 29.03, Penal Code; o manslaughter under Section 19.04, Penal Code; o criminally negligent homicide under Section 19.05, Penal Code; o selling, giving, or delivering to another person or possessing or using or is under the influence of marijuana or a controlled substance, as defined by Chapter 481, Health and Safety Code, or by 21 U.S.C. Section 801 et seq.; or a dangerous drug, as defined by Chapter 483, Health and Safety Code if the conduct is punishable as a felony; and o selling, giving, or delivering to another person an alcoholic beverage, as defined by Section 1.04, Alcoholic Beverage Code, committing a serious act or offense while under the influence of alcohol, or possessing, using, or is under the influence of an alcoholic beverage if the conduct is punishable as a felony. o students coming from an Alternative Education Placement (AEP) setting, as assigned by their current school district, and placed in this setting for discipline, or behavioral misconduct, will be not accepted for enrollment at Gardens of Learning, Rio Grande Valley campuses. Gardens of Learning, Rio Grande Valley also reserves the right to exclude students with documented histories of other criminal offenses, juvenile court adjudication, or discipline problems under Subchapter A, Chapter 37 of the Texas Education Code if a student has the potential to pose a threat to other students and staff of the school or to interfere with other students' learning. All students will be expected to adhere to the school's code of conduct established by the Board of Directors of Gardens of Learning, Rio Grande Valley. Within the code of conduct will be clearly defined standards for behavior and consequences for exhibiting prohibited behaviors, including expulsion. 7j) Describe the manner in which the proposed school will admit students under TEC, ?25.001. Include the information that an applicant must provide in order to establish eligibility for admission. 7j) Gardens of Learning, Rio Grande Valley will initially serve students in grades Kindergarten through 1st grade. Applications for admission must be completed and received by the school by the March 31 st deadline in order to be admitted or included in the public lottery if the grade or class is oversubscribed. Required application information includes: o Student name o Date of birth o Current Address o Current Grade Level o Grade level for upcoming year o Parent/Guardian Name o Current Phone number and/or mobile phone number This information is needed to ensure students live in the geographic area served by the school and to meet the age/grade requirements. Gardens of Learning, Rio Grande Valley will only be serving K-1 st the first year and add a grade per year. Applications for students not residing in our designated demographic area or for grades not served will not be considered. 7k) Describe the manner in which the proposed school will enroll students under TEC, ?25.002 and 19 TAC, ?129.1. Include the information that an enrolling student must provide beyond what is required by TEe, ?25.002. 7k) Enrollment meetings will be held in the 3rd week of April through May 31 to ensure all parents have an opportunity to complete this process. During these meetings, school policies, calendars, and general information will be given to parents. Our Dual-Language Instructional Model will be thoroughly explained and discussed. Uniforms and behavior contract, and student code of conduct will also be presented. Parents will complete an enrollment form, which will include the following information: o o o o o o o o o o o Student Name Student gender Student Ethnicity' Current Address District and campus of residence Last grade completed Parent/Guardian Names and addresses Parent Email addresses Parent phone numbers (home, work, mobile) Emergency Contact information Parent Employer Parents will also complete a home language survey during this meeting. Parents will sign receipt of dual language plan, behavior contract, and student code of conduct. GOVERNANCE Section 8 An applicant shall meet the following governing standards and any failure to maintain ongoing compliance will be considered a material violation of the charter contract, if awarded, and may be grounds for revocation. Gardens of Learning, Rio Grande Valley will meet all governing standards. Governing Body of the Sponsoring Entity The governing body of a charter holder has the primary responsibility for implementing the public school program authorized by the open-enrollment charter and ensuring the performance of the students enrolled in its charter schools in accordance with the Texas Education Code. See 19 TAC, ?100.11 01. Members of the governing body of a charter holder will be required to undergo training as provided in 19 TAC, ? 100.1102. 8a) List the members of the governing body of the sponsoring entity. 8a) Mr. Raymond Morales Ms. Carmen Munoz Dr. Irma Guadarrama, PhD Dr. Leonides (Leo) Gomez, PhD Mr. Kevin Ryan Kennedy President SecretarylTreasurer Governing Board Member Governing Board Member Governing Board Member Submit, as part of Attachment D, a notarized biographical affidavit for each member of the governing body of the sponsoring entity. Biographical affidavits must be notarized within 90 days of the due date of the application. A notarized biographical affidavit for each member of the governing body of the sponsoring entity, is attached as ATTACHMENT D. 8b) If the sponsoring entity is an out-of-state organization, state whether or not a majority of the members of the governing body of the sponsoring entity reside within 50 miles of the proposed charter school's designated geographic boundary (as described in response to item "a" in Section 6 Geographic Boundary). 8b) Gardens of Learning, Rio Grande Valley is a Texas Non-profit corporation with its headquarters in Weslaco, Texas. All members reside within the proposed geographic boundary of the school. 8c) Submit, as Attachment E, the 501(c)(3) determination letter from the Internal Revenue Service (IRS) or a statement that this is not necessary because the sponsoring entity is an institution of higher education or a governmental entity. A potential applicant without a determination letter may have difficulty obtaining one in time for the application due date. The IRS controls this process, and it is often lengthy. 8c) The 501 (c)(3) determination letter from the IRS, is attached ATTACHMENT E. as 8d) Submit, as Attachment F, the original Articles of Incorporation filed with the Texas Secretary of State, or the state of incorporation, any Restated Articles of Incorporation, and any Articles of Amendment. If the sponsoring entity has amended its original Articles of Incorporation and does not submit both the original Articles of Incorporation and all of the documents reflecting the amendments, this will result in this item being considered incomplete and the removal of the application from the process. If incorporated after January 1, 2006, the Certificate of Formation and Certificate of Filing must be included. If the sponsoring entity does not submit both the Certificate of Formation and Certificate of Filing, this will result in this item being considered incomplete and the removal of the application from the process. Comparable documents must be submitted if the sponsoring entity is a nonprofit corporation incorporated in another state. Any changes related to the management of the corporate affairs of a non-profit entity may only occur with the approval of the commissioner in accordance with 19 TAC 100.1033 (c) or in accordance with any other power granted to the commissioner in state law or rule. If the sponsoring entity is an institution of higher education or a governmental entity, the entity should submit a statement that this requirement is inapplicable. 8d) The Certificate of ATTACHMENT F Formation and Certificate of Filing, are attached as 8e) Submit, as Attachment G, a complete copy (originals and any amendments) of the bylaws of the sponsoring entity. These bylaws must clearly state that the charter holder and charter school will comply with the Texas Open Meetings Act and will appropriately respond to Texas Public Information Act requests. If the sponsoring entity is an institution of higher education or a governmental entity, the entity should submit a statement that this requirement is inapplicable. 8e) The bylaws and any applicable amendments for Gardens of Learning, Rio Grande Valley are attached as ATTACHMENT G. 8f) State the approximate date on which the sponsoring entity was incorporated or established. 8f) Gardens of Learning, Rio Grande Valley was incorporated on October 6, 2011. 8g) Describe the purpose for which the sponsoring entity was established. 8g) Gardens of Learning, Rio Grande Valley was established to provide educational programs to historically underserved students of the Rio Grande Valley and Texas. 8h) Describe the activities in which the sponsoring entity has been engaged in the past and in which it is currently engaged. 8h) Gardens of Learning, Rio Grande Valley was established to provide educational programs to historically underserved students of the Rio Grande Valley and Texas, with the primary purpose of developing and managing the proposed charter school. Recent activities include fund raisers and we are also in the planning stages to sponsor a Dual Language Education Conference in the Rio Grande Valley. 8i) Disclose whether the sponsoring entity has operated a private daycare, private school, public daycare, or public school. 8i) Gardens of Learning, Rio Grande Valley has not operated a private or public daycare or private or public school. 8j) Discuss any litigation in which the sponsoring entity has been involved. 8D Gardens of Learning, Rio Grande Valley has not been involved in any litigation. 8k} Disclose whether the sponsoring entity has been sanctioned by any state regulatory agency. 8k) Gardens of Learning, Rio Grande Valley has not been sanctioned by any state regulatory agency. 81} Describe the initial incorporators of the sponsoring entity, including their names and professional backgrounds. 81) As listed in its Certificate of Formation, the three individuals vested with the management of the affairs of Gardens of Learning, Rio Grande Valley are members of The Board of Directors, President Raymond Morales, Carmen Munoz, SecretaryfTreasurer, and Irma Guadarrama, Board Member. President Raymond Morales is a retired bilingual educator who served the La Joya community with many years of outstanding administrative work .. He has worked throughout the state of Texas in various educational capacities as well as in other states. SecretaryfTreasurer Carmen Munoz is also a retired bilingual educator with more than 30 years of experience as a classroom bilingual teacher, administrator, and consultant. Dr. Irma Guadarrama, Governing Board Member is a retired Professor at the University of Texas-Pan American in the College of Education, Department of Curriculum and Instruction. She has held various positions throughout her tenure as an educator to include classroom teacher and department chairperson. 8m} Discuss any plans for further recruitment of organizers of the proposed school. Bm) Gardens of Learning, Rio Grande Valley has no further plans to recruit additional organizers of the proposed school. 8n) Describe the methods to be used to inform charter school parents, students, and employees about procedures for receiving and responding to complaints. Bn) As per 19 TAC, 100.1 033(c)(6)(C), Parents/guardians and students will receive The Gardens Of Learning, Rio Grande Valley Student Handbook at the beginning of the school year that includes an explanation of the procedures for receiving and responding to complaints. Parents/guardians and students will be required to sign and return a form acknowledging that they have received and read the handbook. The four-level complaint process described in the handbook will require parents/guardians and students to direct complaints or concerns initially to the teacher-either by phone call, email, or conference. If the complaint is not addressed by the teacher, the complaint or concern should be brought to the attention of the principal/school director by requesting and scheduling a meeting. Most concerns can be resolved at this level when the parent/guardian, student, and principal/school director meet to discuss and identify solutions together. In those rare instances when concerns can't be resolved by the principal, a written complaint on a form provided by the school should be referred to the superintendent with a request for a meeting. Concerns/complaints not resolved by the superintendent can be presented to the Board of Directors of Gardens of Learning, Rio Grande Valley upon written request at the Board's next scheduled meeting. All Gardens of Learning employees will receive an employee handbook when hired that outlines employee complaint and grievance procedures. The process for complaints or grievances for employees is essentially the same as for parent/guardian and student complaints and concerns. Any complaint or grievance will be brought to the principal first. If not resolved at that level, the employee can file a written complaint with the superintendent and request a meeting. Continuing complaints will be addressed by the Board of Directors of Gardens of Learning, Rio Grande Valley upon written request at their next meeting. Exceptions to this process are harassment and whistleblower complaints, which will be brought directly to the Board. 80) Describe the following elements of the governance structure of the governing body of the sponsoring entity. 801) the officer positions designated; 801) The officer positions designated at Gardens of Learning, Rio Grande Valley consist of a president and a secretary/treasurer. New offices may be created and filled during future meetings of the Board of Directors. Any two or more offices may be held by the same person, except the offices of president and secretary. A committee duly designated may perform the functions of any officer and the functions of any two or more officers may be performed by a single committee, including the functions of both president and secretary. 802} the manner in which officers are selected and removed from office; 802) As per the bylaws of Gardens of Learning, Rio Grande Valley, an officer shall be elected or appointed annually by the Gardens of Learning, Rio Grande Valley governing board members at the regular annual meeting of the Governing Board of Directors for such terms not exceeding three years. Any officer elected or appointed may be removed by the Board of Directors whenever in their judgment the best interests of the Corporation will be served thereby. The removal of an officer shall be without prejudice to the contract rights, if any, of the officer so removed. Election or appointment of an officer or . agent shall not of itself create contract rights. A vacancy in any office because of death,. resignation, removal, disqualification or otherwise, may be filled by the Board of Directors for the unexpired portion of the term. 803) the manner in which members of the governing body are selected and removed from office; 803) A governing board member may be removed from office, with or without cause, by the persons entitled to elect, designate, or appoint the board member. If the board member was elected to office, removal requires an affirmative vote equal to the vote necessary to elect the board member. The number of governing board members for Gardens of Learning, Rio Grande Valley shall be five (5) provided that the number may be increased or decreased from time to time by an amendment to these bylaws or resolution adopted by the Governing Board of Directors, provided that the number of directors may not be decreased to fewer than three (3). No decrease in the number of board members shall have the effect of shortening the term of any incumbent board member. At the first annual meeting of the Board of Directors and at each annual meeting thereafter, the board members/directors shall elect board members. A board member shall hold office until the next annual election of board members/directors and until said board member/director's successor shall have been elected, appointed, or designated and qualified. 804) the manner in which vacancies on the governing body are filled; 804) Any vacancy occurring in the Board of Directors shall be filled by the affirmative vote of a majority of the remaining directors though less than a quorum of the Board of Directors. A director elected to fill a vacancy shall be elected for the unexpired term of the previous director. Any directorship to be filled by reason of an increase in the number of directors shall be filled by election at an annual meeting or at a special meeting of the Board of Directors called for that purpose. 805) the term for which members of the governing body serve; and 805) A director shall hold office until the next annual election of directors and until said director's successor shall have been elected, appointed, or designated and qualified. 806) whether the terms are to be staggered. 806) The terms of the board members will not be staggered. Governing Body of the Charter School (if different from the governing body of the sponsoring entity) 8p - q) Gardens of Learning, Rio Grande Valley will not have a separate school governing body. (p-q) Submit, as part of Attachment D, a notarized biographical affidavit for each member of the governing body of the charter school. A notarized biographical affidavit for each member of the governing body of the charter school, is attached as ATTACHMENT D. 8r) Describe the following elements of the governance structure of the governing body of the charter school: 8r1) the officer positions designated; 8r1 - 6) As indicated in the previous response, Gardens of Learning, Rio Grande Valley does not have a separate governing body for the charter school. 8r2) the manner in which officers are selected and removed from office; 8r1 - 6) As indicated in the previous response, Gardens of Learning, Rio Grande Valley does not have a separate governing body for the charter school. 8r3) the manner in which members of the governing body are selected and removed from office; 8r1 - 6) As indicated in the previous response, Gardens of Learning, Rio Grande Valley does not have a separate governing body for the charter school. 8r4) the manner in which vacancies on the governing body are filled; 1 - 6) As indicated in the previous response, Gardens of Learnin~, Rio Grande Valley does not have a separate governing body for the charter school. 8rS) the term for which members of the governing body serve; and, 8r1 - 6) As indicated in the previous response, Gardens of Learning, Rio Grande Valley does not have a separate governing body for the. charter school. 8rS) whether the terms are to be staggered. 8r1 - 6) As indicated in the previous response, Gardens of Learning, Rio Grande Valley does not have a separate governing body for the charter school. Other Governance 8s) Describe the extent to which any private entity, including any management company, other nonprofit group, other governmental agency and/or any other educational organization will be involved in the operation of the charter school. Identify any members of the governing board or officers of the charter school who are affiliated with all such entities. 8s) No private entity, including any management company, other nonprofit group, other governmental agency and/or any other educational organization, will be involved in the operation of the charter school. Human Resources Section 9 9a) Submit, as Attachment H, the sponsoring entity's organizational chart. The chart should illustrate all current and proposed operations of the sponsoring entity including: (1) all non-charter operations in which the sponsoring entity is engaged; (2) other charter schools that the sponsoring entity operates; and (3) the operation of the proposed charter school. 9a) An Organizational Chart for the Gardens of Learning, Rio Grande Valley proposed charter school is attached as ATTACHMENT H. 9b) Describe how the charter holder board will maintain responsibility for and oversight of: The Governing Board Members/Directors of Gardens of Learning, Rio Grande Valley hold the Chief Executive Officer (CEO) accountable for overseeing all aspects of school operation. As all school employees are "at will" employees, the successful completion of these and other tasks directly affect the CEO's annual evaluation by the Board thereby affecting compensation ranges and even continued employment status of all employees of the charter school. The Governing Board reviews student and school performance annually based on TAKS (STAAR), Woodcock-Johnson Achievement Tests, and AEIS reports. Management and administrative practices are reviewed annually by the Board of Directors through direct observations and input from various school communities. The Board uses the information received from the annual audit to assess the performance of the CEO and CFO plus all other organization officers in reference to compliance with generally accepted accounting principles and generally accepted standards of fiscal management. In addition, the Governing Board of Directors reviews financial reports prepared by the CEO and other officers at monthly Finance Committee Meetings. The status of PEIMS reporting, student attendance accounting reporting, and TEA reporting requirements will be reviewed by the Board of Directors based on a review from all correspondence from TEA in reference to these matters. The Board of Directors utilizes the Commissioner-Recommended Student Performance Domain/Superintendent Appraisal Worksheets to ensure that all officers are held directly accountable for student performance. Regular presentations to the Board of Directors by the officers of the organization to include the CEO/School Principal and CFO will help clarify these tasks to the board members as well as show administrative attention to the tasks. 9b1) student and school performance; 9b1) The Gardens of Learning, Rio Grande Valley Board of Directors, as per law (TEC; TAC) will maintain primary responsibility for and oversight of student and school performance. Through an evaluation process and timeline, established by Gardens of Learning, Rio Grande Valley and as per all federal and state applicable laws, Texas Education Agency, Commissioner's Rules and Regulations, the governing board will oversee implementation of all school board policy and programs related to student and school performance. Student and school performance are two chief responsibilities of the superintendent/CEO/Principal and CFO of Gardens of Learning, RGV. These administrators: o o o o o o o o o help to create, nurture and maintain a culture of excellence and high standards of student achievement; ensure proper implementation of Texas Essential Knowledge and Skills; recruit, hire, supervise, support and evaluate all campus personnel; work collaboratively to establish and ensure financial compliance and to maintain a balanced budget; lead short and long-term strategic planning; implement strategic goals and objectives of the district; manage all safety, compliance, and administrative processes; effectively communicate the vision and goals of Gardens of Learning, Rio Grande Valley to the community; work with data personnel (PEIMS, Attendance, STAAR) to adhere to accurate, timely reporting. I 9b2) management and administrative practices; 9b2) The Gardens of Learning, Rio Grande Valley Board of Directors, as per law (TEe; TAC) will maintain primary responsibility for and oversight of all management and administrative practices of the charter school system. The Chief Executive Officer/Principal and Chief Financial Officer will ensure that the daily tasks related to all management and administrative practices are properly conducted as per pertinent laws and duty descriptions. These officers: o o o o o work collaboratively to establish a balanced budget that adheres to all requirements; lead strategic planning activities; recruit, hire, supervise and evaluate all personnel; manage all safety, compliance, and administrative processes; work with parents and community members to develop successful programs to meet the needs of students. 9b3) student attendance accounting reporting requirements; 9b3) The Gardens of Learning, Rio Grande Valley Board of Directors, as per law (TEC; TAC) will maintain primary responsibility for and oversight of all student attendance and accounting reporting requirements of the charter school system. The Chief Financial Officer is responsible for the oversight of daily tasks related to student attendance and accounting reporting requirements as per law and duty descriptions. He works closely with the CEO and school secretary for accurate and timely reporting of PEIMS and all other accounting reporting that is required. 9b4) compliance with generally accepted accounting principles and generally accepted standards of fiscal management; 9b4) The Gardens of Learning, Rio Grande Valley Board of Directors, as per law (TEC; TAC) wi" maintain primary responsibility for and oversight of all generally accepted accounting principles and generally accepted standards of fiscal management. The Chief Financial Officer is primarily responsible for the daily tasks related to compliance with generally accepted accounting principles and generally accepted standards of fiscal management as per law and duty descriptions. The CFO collaborates closely with the CEO and oversees the work of the secretary, and all other stakeholders to ensure compliance. 9b5) compliance with special education and bilingual education/English as a second language (BE/ESL) program requirements; 9b5) The Garden&;bf Learning, Rio Grande Valley Board of Directors, as per law (TEC; TAC) will maintain primary responsibility for and oversight of the compliance with special education and bilingual education/English as a second language (BE/ESL) program requirements. At Gardens of Learning, Rio Grande Valley, student success is the responsibility of all stakeholders. Our entire proposal supports the success of English Language Learners (ELLs) and their families. Students who participate in bilingual education and/or special education will have access to a state of the art educational program of high quality and unlike all others in neighboring school districts. Ultimately, every person in the Gardens of Learning, Rio Grande Valley is responsible for the success of students that participate in the Bilingual Education and Special Education programs. IDEA 2004 (the Individuals with Disabilities Education Act) is clear and precise as to the role each school employee will play in these programs. The governing board members and officers of Gardens of Learning, Rio Grande Valley have over 100 years of combined experience in these two areas: Bilingual Education and Special Education. Their expertise will ensure proper interpretation and implementation of the laws. 9b6) financial accounting reporting requirements, including grant reporting requirements; 9b6) The Gardens of Learning, Rio Grande Valley Board of Directors, as per law (TEC; TAC) will maintain primary responsibility for and oversight of all financial accounting reporting requirements, including grant reporting requirements. The Chief Financial Officer is primarily responsible for the daily tasks related to all financial accounting reporting requirements, including grant reporting requirements as per law and duty descriptions. The CFO collaborates closely with the CEO and all other stakeholders to ensure compliance. /I) 9b7) reporting requirements, including those through the Public Education Information Management System (PEIMS); 9b7) The Gardens of Learning, Rio Grande Valley Board of Directors, as per law (TEC; TAC) will maintain primary responsibility for and oversight of all reporting requirements, including those through the Public Education Information Management System (PEIMS). During the first year, the CFO, chiefly, and with the collaboration of the CEO, are primarily responsible for the daily tasks related to all reporting requirements, including those through the Public Education Management System (PEIMS). After two years of operation, at the beginning of our third year, a PEIMS clerk will be hired and PEIMS requirements will be that person's main task. At the beginning (years 1 and 2), the school secretary and office assistant will help in the PEIMS related daily tasks. 9b8) reporting annual school and student performance to students, parents, and the public; and 9b8) The Gardens of learning, Rio Grande Valley Board of Directors, as per federal and state law (NClB; TEC; TAC) will maintain primary responsibility for and oversight of all reporting of annual school and student performance to students, parents, and the public. Timely notice will be reported to all stakeholders related to school and student performance of students. The Texas Education Code and Texas Administrative Code will help Gardens of Learning, Rio Grande Valley stay within timelines to properly notify parents and the general school district community. 9b9) distributing to parents information related to the qualifications of each teacher of the program, including any professional or educational degree held by each teacher, a statement of any certification under Subchapter 8, Chapter 21, held by each teacher, and any relevant experience of each teacher. 9b9) The Gardens of learning, Rio Grande Valley Board of Directors, as per law (TEC; TAC) will maintain primary responsibility for and oversight of all distribution of If information to parents information related to the qualifications of each teacher of the program, including any professional or educational degree held by each teacher, and any relevant experience of each teacher. The No Gh'ild left Behind (NClB) Act, for example, requires that parents are notified in the event that there is a substitute (or uncertified) teacher in a classroom. Gardens of leqrning, Rio Grande Valley will adhere to all notification requirements in keeping the community informed of student achievement. Governing Board Members of Gardens of learning, Rio Grande Valley also have time requirements that they must meet in terms of staff development/continuing education. All new members of charter holder and/or charter school governing boards must complete a total of 12 hours of board training provided by a TEA registered trainer within their first year of service. Returning members who have completed the 12 hour training requirement within their first year of service need to complete only six hours of training in their second and subsequent years. The training is broken down into seven modules. School Officers Charter school officers will be required to undergo training as provided in 19 TAC, 55100.1103-100.1105. 9c) Submit, as part of Attachment 0, a notarized biographical affidavit for each school officer. Biographical affidavits must be notarized within 90 days of the due date of this application. 9c) A notarized biographical affidavit for the Chief Executive Officer of Gardens of Learning, Rio Grande Valley, Dr. Sofia A. Valdez, EdD, the sole school officer proposed, is attached as ATTACHMENT D. 9d) Submit as Attachment I, a Supplemental Human Resources Information Form for each officer position. 9d) A Supplemental Human Resources Information Form for each officer position, is attached as ATTACHMENT I. I ge) Describe professional development opportunities that will be offered to school officers. ge) All professional development opportunities that will be offered to school officers will be in accordance with law (TEC Section 12.123; TAC; Commissioner's Rules and 19 TAC, 55100.1103-100.1105), and the Bylaws of Gardens of Learning, Rio Grande Valley. As noted in the figure that follows, school officers are required, by law, to maintain their continuing education requirements. All new charter school executives and central administrative officers are required to complete a total of 30 hours of training provided by a TEA registered trainer within their first year of service. Training is broken School Law; School Finance; Health and Safety; down into seven modules: Accountability (Public Funds); Accountability (Other); Open Meetings; and Public Records. School officers will also obtain professional development opportunities that will stem from the vision, mission, and all goals and objectives of Gardens of Learning, Rio Grande Valley, in the areas of (but not limited to) administrative responsibilities; leadership for the planning, operation, supervision, or evaluation of the education programs, services, or facilities of the school, appraisal of the performance(s) of the faculty and staff; making recommendations to the appropriate supervisor or governing body related to the selection, suspension, non-renewal, or termination of those that are under their supervision. Other topics of staff development that might apply include school law (corporation law, Texas Education Code, Texas Administrative and Government Code ... ), PEIMS, Public School Accountability, Charter School Finance, Governance, and Internal Governance to name just a few possible topics for staff development. We emphasize the point that all staff development opportunities afforded to officers of the Gardens of Learning, Rib Grande Valley organization will precisely address the specific needs of the officer; we do not believe that every officer will need the exact staff development opportunities as their peer(s). In other words, all training provided in compliance with the Texas Education Code (TEC) will correspond to the role of the individual receiving training. For instance, campus administrative officers are not required to receive training in legal issues specific to members of the governing body of a charter holder. 9f) Explain the method(s) and timelines that will be used to evaluate school officers; designate the responsible party for the evaluations. 9f) The Chief Executive Officer will be evaluated annually by several entities to ensure she is effectively and efficiently leading the charter school system. First, the charter holding entity, I I Gardens of Learning, Rio Grande Valley will evaluate her. This Board will provide the CEO with a written performance evaluation, the protocol for which has yet to be developed, but which will include student academic performance, financial stewardship, management and administrative practices, ability and effectiveness of reporting to TEA. Teachers and Other Instructional Staff 9g) Submit as Attachment I, a Supplemental Human Resources Information Form for all teacher and other instructional staff positions. 9g) A Supplemental Human Resources Information Form for all teachers and other instructional staff positions, is attached as ATTACHMENT I. 9h) Describe professional development opportunities that will be offered to teachers and other instructional staff. 9h) Gardens of Learning, Rio Grande Valley will provide professional development opportunities to teachers and other instructional staff to ensure that all of these instructional staff members are prepared to carry out the vision and mission of the charter school system. Additionally, Gardens of Learning, Rio Grande Valley will strictly adhere to the requirements of 19 TAC 232; State Board for Educator Certification; Texas Education Code and any other authoritative entity dealing with continuing professional education. We believe in capacity building and enhancing student success through research validated opportunities to learn. The key to program implementation in order to assure student exposure to research validated opportunities for learning is staff development of the adopted practices. Our aim is to improve teaching to improve learning. We further believe that building the capacity for teaching will work better when teachers are responsible for their own growth. By forming leadership teams of teachers in each grade level teachers will be able to collaborate in planning, organizing, implementing and evaluating their progress in the implementation of adopted practices. All instructional staff will receive an orientation to the common vision of the proposed school, including the Asset Based Model (students are ready to learn on day one), and t i the Self-Construction Model. Additionally, we have created a Master Teacher Development Plan to incorporate staff development requirements stemming from 19 TAC, 100.1103 - 1105; 19 TEC, 12.1012; 19 TAC 100.1033; PDAS; and the Texas Teacher Self-Report (TSR I & II). An annual calendar of training will be prepared each year. Please see the following figure pertaining to our first year of operation. This calendar will allow us to provide a variety of support at different times as well as simultaneous sessions with different group needs. Our Master Teacher Development Model follows a modified Concern Based Adoption Model (CBAM), combined with elements from the Texas Teacher Self Report (TSR I & II) and the Professional Development Assessment System (PDAS). This model gives us a complete system for Self-assessment, Adoption, Training, Implementation, Support, Certification and Extension and provides the mental model for the process of capacity building. Following the three major steps of Placement, Movement and Certification, our model allows the individual to identify their concerns related to the implementation of any innovation, starting with the level of knowledge and understanding; their level of commitment to pursue implementation, teaming up for planning for implementation, supported first time implementation; subsequent implementation with mastery; specifying impact of effort in the classroom (how students and the teacher changed); and finally, how the teacher will use the level of expertise to support other staff members and becoming a resource for the organization as a whole through being a trainer, a model classroom, curriculum teach member, etc. We believe staff development is a consistent and extended process where the PDAS becomes a part of the supervision and support process for growth and development and subsequently for accountability purposes. There will be no "mystery" to our plan for capacity building, everyone in the organization will have a say in their development to become a productive valuable member of Gardens of Learning, Rio Grande Valley. Professional development, like differentiated instruction for children, is an individual process and therefore, opportunities will be provided for self-selected areas of improvement beyond the targeted required areas of staff development. From a list of concerns in the Teacher Self Report a menu of short sessions addressing some of these needs will allow individuals to sing-up and participate. These will include mini sessions like, classroom practices that work, developing evaluation rubrics, mental models of instruction as well as individually identified projects that work, developing evaluation rubrics, mental models of instruction as well as individually identified projects that may require only feedback and support. I( i v Gardens of Learning, Rio Grande Valley Required Training Summer 2014 Target Group Board of Directors School Officers School Administrators Teachers School Law School Finance Health and Safety School Law School Finance Health and Safety School Law School Finance Health and Safety 19 TAC 232 Requirements Dual Language Education School Year 2014-2015 Summer 2015 Accountability (Public Funds) Accountability (Other) Open Meetings Accountability (Public Funds) Accountability (Other) Open Meetings Accountability (Public Funds) Accountability (Other) Open Meetings Dual Language Education Public Records Additional 180 mins. training in same topics Public Records Public Records 19 TAC 232 Requirements The administrative staff will be responsible for providing the training on the systemic approach to the school and helping teachers focus on developing expertise in the Dual Language Model and the adopted modifications for our student population. These modifications include adaptations for early reading in the two languages, Self-Directed Learning, Positive Personal Competence for students, Mastery Learning strategies and the integration of standards derived from the TEKS and the Common Core/Anchor Standards for College and Career Readiness. 9i) Explain the method(s) and timelines that will be used to evaluate teachers and other instructional staff. Designate the responsible party for the evaluations. 9i) As for methods and timelines involved, extensive professional development training will take place throughout the school year, beginning with those days specifically allocated for teacher inservice days in the school calendar. In order for classroom teachers and other instructional staff to properly understand the dual language education model, which we will be using, a three (3) day training will be conducted before school starts. During these three days Gardens of Learning, Rio Grande Valley instructional staff members will receive training on such topics as (not a complete list): Dual Language Education Theory and Research; BICS and CALP; Enrichment vs. Remedial; One-Way & Two Way Dual Language; One-Way OLE as THE bilingual education program; OLE Classroom Environment; OLE Classroom Instruction; Use of Bilingual Pairs; Cooperative Learning; OLE Classroom Schedules; Challenging, Interactive and Authentic OLE Instruction; Content Bi-literacy Strategies; Planning, Developing, & Delivering OLE Lessons (Lesson Cycle); and Bilingual Learning and Research Centers. In addition to this intensive three day training at the beginning of the school year, teachers and instructional (to include instructional administrative staff as well, such as principals, counselors, and faCilitators), will be observed at least once during the school year by professional consultants to measure for model fidelity. Feedback will be provided to all instructional staff via an observation checklist related to the OLE model at Gardens of Learning, Rio Grande Valley. As mentioned before and throughout our proposal, Gardens of Learning, Rio Grande Valley recognizes that staff development is one of the most important aspects and responsibilities of any system and therefore great attention and focus is directed to this area. Additional training will be obtained at conferences, and Regional Education Service Center trainings; all training will be directly related to the vision, mission and goals of Gardens of Learning, Rio Grande Valley. The process of evaluation that will be implemented in order to ensure quality instruction includes conferring with staff members and providing honest and constructive feedback in regards to professional performance. Through informal and formal observations, each teacher and the school principal establish a plan that delineates strengths and areas for improvement. Each instructional staff member will be asked to formulate a plan of action that delineates the steps he will take to ensure progress and success for every student in his charge. This action plan becomes a part of the yearly evaluation process and will be revisited throughout the year to include a post summative evaluation conference, with the principal, to determine the level of success achieved by relevant instructional staff, in regards to this important evaluation tool. We propose to also connect a teacher's performance, tied to student success, to financial bonuses, given at the end of the school year. The school principal documents each staff member's growth and improvement toward reaching the established goals, as well as the steps taken by the school principal to address the areas of needed improvement. All staff and faculty are at-will employees, and all contracts are renewed on a yearly basis. The school principal is responsible for evaluating all teachers and support staff. School staff evaluation includes input from administration, peers, and parents/guardians. If Gardens of Learning, Rio Grande Valley establishes clearly defined criteria for performance review that include: o Commitment to Gardens of Learning, Rio Grande Valley's mission and goals; o Successful implementation of the curriculum and educational philosophy; o High level of professionalism; o High level of accomplishment; and o Effective participation in Gardens of Learning, Rio Grande Valley's staff "team". Tools to be used in the evaluation process will include: o Written evaluations based on classroom observations; o Self-evaluation completed by teacher being evaluated; o Student performance on major assessments; and o Feedback from parents. Those teachers failing to adhere to the guidelines outlined above and in the Commitment to Excellence form, and/or failing to meet the specifications of the evaluation plan, will be subject to dismissal at the request of the school principal. PEIMS Coordinator, Student Attendance Staff, and Other Staff 9j) Submit as Attachment I, a Supplemental Human Resources Information Form for the PEIMS coordinator, the student attendance staff position, and any other staff positions. 9j) For the first year, the Chief Financial Officer position will be coupled with the requirements of the management of PEIMS/Student Attendance. A Supplemental Human Resources Information Form for the PEIMS Coordinator/student attendance staff position is attached as ATTACHMENT I. 9k) Describe professional development opportunities that will be offered to the PEIMS coordinator, student attendance staff, and any other staff not already addressed. 9k) Any and all professional development opportunities that will be offered to the PEIMS coordinator, student attendance staff, and any other staff not alre~dy addressed will meet the needs and demands of the particular staff members role in the Gardens of Learning, Rio Grande Valley organization. We foresee that these staff members may receive a substantial amount of their training from the local Region I Education Service Center. 91) Explain the methodes) and timelines that will be used to evaluate the PEIMS coordinator, student attendance staff, and any other staff not already addressed. Designate the responsible party for the evaluations. 91) The PEIMS Coordinator and other staff (first and subsequent years) Learning, Rio Grande Valley are responsible for the following duties: at Gardens of a) Conducting all standard school and district office work and supporting the instructional mission of the School; b) Attending scheduled faculty meetings after school; c) Establishing all procurement and contract outsourcing for services at School, along with finding ways to combine the schools' efforts to achieve savings; d) Assisting in the preparations for IRS reporting, state financial and pupil reporting, and annual independent audits; e) Assisting with the fund-raising efforts regarding budget preparation and tracking grant money; f) Attending and reporting at a/l Board of Directors meetings; g) Maintaining accurate School records as requested by TEA; h) Covering and monitoring classes when a teacher is not present, as well as serving as a tutor or coach; i) Maintaining and updating all student records; j) Maintaining and updating a/l personnel files; k) Teaching 9:00 to 1:00 p.m. on Saturdays when necessary; I) Providing adequate supervision for the students when assigned to work with a child or children, including but not limited to instructional time in class, before and after school, Saturdays, and when on-duty as a coach or chaperone until parents/busses have arrived to pick up students; m) Visiting student homes during the spring semester to recruit the incoming class(es) and other vacancies; and n) Chaperoning local and out-of-state fieldtrips. Office staff is evaluated using a similar approach to the faculty evaluation with varying criteria that reflects effectiveness, accuracy, and timeliness in collecting and recording information, submitting reports to TEA, and the performance of the aforementioned duties. The CEO/school principal is chiefly responsible for the evaluation of these staff j l members. The CEO and CFO of the organization are responsible for the evaluation of staff members assigned to their respective positions. 6\. Y?/) o Business Plan and Financial Standards Section 10 Financial History of Sponsoring Entity 10a} Provide evidence of financial competency and sustainability by providing evidence of an appropriate business plan which includes: 10aL a brief narrative of the growth plan for the first five years of operation of the proposed school that matches all projections included in the budget and considers the potential expansion of competition in the area for the same student population; 10ai) Gardens of Learning, Rio Grande Valley will initially begin with one school site located in the McAllen metropolitan area. There will be two initial grade levels offered, kindergarten and first, with a total enrollment of 100 $tudents divided evenly among the two. After the first year of operation is completed the student enrollment target per grade would rise to 75 students per level. Each successive year another grade level will be added allowing those students who enroll in Gardens of Learning to continue their educational development with us. Eventually, our long term vision is to provide a k-12 dual language charter school system to serve area students. Within the first five years of operation we anticipate expansion of grade levels up to fifth. As no other school in the area is currently providing such an approach to learning we are confident that competition will be minimal, particularly in the beginning years This will allow Gardens of Learning the time necessary to firmly establish itself as a successful dual language school system in the region before any potential competitors arise. Once the educational and financial viability of the charter school has been established we would seek to expand our operations to a mid-valley location so as to be able to better serve the students in our area. 10aii. a list of risk factors, with brief explanations, that could jeopardize the viability of the proposed school; and 10aii) Some of the risk factors that might potentially threaten the viability of the enterprise include a lack of financial resources attributable to both a short fundraising lead-time as well as to the high costs of staff development and specialist training that will be needed to deliver the caliber of education we intend to provide. Furthermore, the fact that we are just beginning means that we will initially be somewhat limited in regard to the necessary classroom and office equipment. This might extend to an initial limitation of our software and network infrastructure necessary to keep and maintain records. Finally, seeing as we will be the only dual language school system in the area there may be some initial confusion among parents and/or community members as to what sets our school system apart. It will therefore be necessary to expend considerable effort and monies to communicate our vision and uniqueness to the public. 10aiii. a list of success factors, with brief explanations, that the proposed school founders have analyzed and determined will outweigh the risks. 10aiii) After careful analysis and consideration we are confident that there are a number of elements that will ensure our success in bringing a dual language charter school to the area. First among these is the content and approach to learning that we will be providing. Currently, no other local school system is focused upon producing biliterate learners despite the fact that so many of the students in the area come from dual language households. We intend to implement the Gomez and Gomez instructional model of dual language instruction which has been successfully employed in over 500 campuses throughout the state of Texas and has spread to 7 states nationally. The fact that the sponsoring entity will be the sole provider of such educational services will allow us to uniquely position ourselves among competing schools. Furthermore, there is a strong demand for charter education in the Rio Grande Valley. As recently as 2010 another charter school district had an estimated 14,000 students recorded on its waiting list. In order to successfully meet these demands we have the benefit of a strong and well planned organizational concept led by an experienced and talented board of directors who possess a wide and diverse array of experience in the educational field. We will also ensure that the faculty and staff that we bring to our efforts is both experienced and qualified for the task at hand. We have also seen tremendous local support, as is evidenced by the turnout to our public meetings, our successful organizational fundraisers, donations from the community, and private pledges of support from individuals. 10b) Discuss the sources of funding used by the sponsoring entity to start up its operations. 10b) The sponsoring entity, Gardens of Learning, Rio Grande Valley, was incorporated on October 6, 2011. Its primary purpose is to finance, develop, and operate a dual language charter school system in the Rio Grande Valley of Texas. The monies for the start-up of Gardens of Learning, Rio Grande Valley will be the same as those reflected in the school's start-up budget in Attachment o. The total amount of the projected startup funding is $79,500.00. The charter school start-up budget reflects both state and federal funding sources such as bilingual, special education, Title I, and state compensatory funds. Since its inception on October 6, 2011 sources of funding thus far for Gardens of Learning, Rio Grande Valley, have come from two sources: raffles held by the organization and direct monetary contributions by donors. A list of said donations follows: - $200.00 Mr. Kevin Kennedy (Board Member of sponsoring entity) - $750.00 Ms. Sofia Valdez (CEO of sponsoring entity) - $2,500.00 Mr. Rey Morales (Board Member of sponsoring entity) - $500.00 Ms. Carmen Munoz (Board Member of sponsoring entity) - $400.00 - $450 Amount accrued from raffle after promotional expenses - $2,000.00 This constitutes the whole of all sources of funding to date. 10c) Submit, as Attachment J, a copy of the most recent unqualified audit report if the sponsoring entity has been in existence at least a year. 10c) See Attachment J for a copy of the most recent unqualified audit report. 10d) Discuss any changes in current assets of the sponsoring entity since the date of the most recent audit report submitted as Attachment J. 10d) The sponsoring entity, Gardens of Learning, Rio Grande Valley, has had one audit since its formation on October 6, 2011. Prior to this audit, Gardens of Learning, Rio Grande Valley had assets consisting of a checking account with Lone Star National Bank in the amount of $300. Since then, current assets for the entity to date have increased with the checking account balance reaching approximately $4,499.00. If the application for charter for Gardens of Learning, Rio Grande Valley is approved then the expected assets for the fiscal year 2013-2014 will be the total projected amount of startup revenue of $79,500.00 in addition to other fundraising activities. 10e) Discuss any changes in. current liabilities of the sponsoring entity since the date of the most recent audit report submitted as Attachment J. 10e) The sponsoring entity, Gardens of Learning, Rio Grande Valley, has had one audit since its incorporation on October 6, 2011. Gardens of Learning, Rio Grande Valley presently has no current liabilities. 10f) Disclose any liens, litigation history, and/or any sanctions from any local, state and/or federal regulatory agency against the sponsoring entity. 10f) The sponsoring entity, Gardens of Learning, Rio Grande Valley, currently has no liens lodged against it. It also has not been the defendant in any litigation nor has it had any sanctions placed upon it from any regulatory agency be they local, state, or federal. 10g) List any open-enrollment charters already held by the sponsoring entity. 10g) There are no open-enrollment charters currently held by Gardens of Learning, Rio Grande Valley. 10h) Submit, as Attachment K, a credit report of the sponsoring entity. 10h) No documents are being provided because the sponsoring entity was incorporated after January 1, 2011. 10i) Submit, as Attachment L, a copy of the most recently filed (IRS) Form 990. 10i) A copy of the most recently filed (IRS) Form 990-N has been provided as Attachment L. Current Operations of Sponsoring Entity 10j) If non-charter programs are currently operated by the sponsoring entity, describe whether, and if so how, these non-charter programs will relate to the charter school. 10j) There are no non-charter programs currently being operated by Gardens of Learning, Rio Grande Valley. 10K) If there are plans to begin operating any non-charter programs within the next two years, describe whether these non-charter programs will relate to the charter school. Further, discuss the physical location of the programs. Describe how the charter school will maintain separate administrative, business, financial, payroll, personnel and other records. 10k) Within the next two years Gardens of Learning, Rio Grande Valley plans to offer non-charter related activities such as educational conferences, teacher training, and academic research and publishing. The physical location of these programs is not known at this time. Gardens of? Learning, Rio Grande Valley will maintain separate administrative, business, financial, payroll, personnel, and other records. Start-Up of Charter School Operations 101) Provide a statement describing the projected amounts of start-up funding. This statement must identify the amount of each source of funds and the specific source of funding (e.g., private donor, charitable foundation, local government, state/federal agency). 101) The projected amount of start-up funding for Gardens of Learning, Rio Grande Valley equals a cumulative amount of $79,500.00. The individual amounts and sources for these monies are as follows: Beginning Cash Balance for Year 0 - $4500.00 Fundraisers - $10,000.00 Gardens of Learning, Rio Grande Valley Educator Conference - $10,000.00 Donations from Private Donors - $20,000.00 Grants from Charitable Foundations - $10,000.00 Signed Pledges from Private Donors - $25,000.00 Total Projected Amount of Start-Up Funding - $79,500.00 10m) Submit, as Attachment M, documentation (e.g., letters of credit, loan agreements, documentation of other sources of funding that must be repaid) verifying all nongovernmental sources of funding. These sources of funding/credit must not be included in the start-up budget. Refer to 19 TAC ? 100.1015 (1 )(C). 10m) Gardens of Learning, Rio Grande Valley currently have no such sources of funding. 10n) Submit, as Attachment N, documentation (e.g., letters from donors that will not be repaid, notices of grant awards, documentation of any other sources of funding that will not require repayment) verifying all nongovernmental sources of funding. Refer to 19 TAC ?100.1015 (1)(C). 10n) Gardens of Learning, Rio Grande Valley has provided pledges from donors that will not be repaid as Attachment N. 100) Describe the process by which the annual budget of the charter school will be adopted. 100) Sometime in the spring semester of each year the CEO and school principal will begin meetings with school staff by grade level to identify any areas of need within the current school curriculum. They will also work to determine any areas in which the school budget may need to be adjusted to meet future needs. Once a determination has been made as to what the school priorities should be they will be communicated to the school budget manager or CFO so that a preliminary budget may be created for the following school year. Upon completion of the preliminary budget and its approval by the CEO/Superintendent and no later than four months prior to the start of the school year it will be presented to the Board of Directors of Gardens of Learning, Rio Grande Valley. The Board of Directors of Gardens of Learning, Rio Grande Valley will meet no later than two months prior to the start of the school year to adopt the budget. Prior to this meeting or at this meeting itself a public hearing will be provided for so that parents, staff, students and other interested members of the community may voice their views and opinions on the submitted budget. During this meeting the Board of Directors of Gardens of Learning, Rio Grande Valley will make any final adjustments to the proposed budget and vote for adoption. 10p) Submit, as Attachment 0, a start-up budget; the electronic version of this template can be found at http://www.tea.state.tx.uslindex.aspx?id=3475. 10p) A start-up budget for Gardens of Learning, Rio Grande Valley, is attached as Attachment o. 10q) Submit, as Attachment P, a budget for the first five years of operation; the electronic version of the budget template can be found at http://www.tea.state.tx.us/index.aspx?id=3475 . Budgets must be included for five years (19 TAC ?100.1015(1)(B)(ix)). 1Oq) A budget for the first five years of operation for Gardens of Learning, Rio Grande Valley has been submitted as Attachment P. 10r) Submit, as Attachment Q, a combined five-year budget that summarizes revenues and expenses. The combined five years also contain cumulative amounts and percentages. The electronic version of the five-year budget template can be found at http://www.tea.state.tx.us/index.aspx?id=3475. . 10r) A combined five-year budget summarizing revenues and expenses as well as containing cumulative amounts and percentages has been included as Attachment Q. Management Company and Other Contracted Services 10s) Describe the manner in which an annual audit of the financial and programmatic operations of the program is to be conducted. 10s) The annual audit of the financial and programmatic operations of the charter school program will begin in September of the following fiscal year to be audited. We have selected a firm based upon their ability to provide services in accordance with auditing standards generally accepted in the United States as well as those standards applicable to financial audits put forth in the Government Auditing Standards issued by the Comptroller General of the United States. 10t) Identify any organization(s) and/or individual(s) that will provide financial accounting, payroll, and/or tax accounting services for the proposed charter school. 10t) We have employed Reyna and Garza, PLLC to provide the first external audit of our organization. However, at least for the primary year of operations, accounting, payroll and tax accounting services will be provided in-house. 10u) Discuss the qualifications of the organization(s) and/or individual(s). Include a list of any current or former clients that were charter schools. 10u) Reyna and Garza, PPLC have extensive experience in working with both governmental and non-profit organizations. They are fully certified public accountants with a combined experience of over twenty eight years of working on A-133 non-profit and governmental audits. Furthermore, they meet the required forty hours of yearly continuing professional development ensuring that they are able to adhere to Government Auditing Standards. The principals of the firm have individually completed over 600 hours of continuing professional education provided by the Texas Society of Certified Public Accountants. 10v) Submit, as Attachment R, a copy of the negotiated service agreement(s) with any organization(s) and/or individual(s) that will provide financial accounting, payroll, and/or tax accounting services for the proposed charter school. 10v) We are currently seeking to negotiate a service agreement between Gardens of Learning, Rio Grande Valley and Reyna and Garza, PLLC. 10w) Indicate whether the charter holder will adopt the provisions of Texas Education Code (TEC), Chapter 44, Subchapter 8, as the process for awarding a contract for the construction, repair, or renovation of a structure, road, highway, or other improvement or addition to real property. If so, the provisions of TEC, Chapter 44, Subchapter 8, will control in lieu of Subchapter 8, Chapter 271, Texas Local Government Code. 10w) The sponsoring entity, Gardens of Learning, Rio Grande Valley, will adopt the provisions of Texas Education Code, Chapter 44, Subchapter B, as the process for awarding a contract for the construction, repair, or renovation of a structure, road, highway, or other improvement or addition to real property. Financial Accounting System 10x) Identify and discuss the capabilities of the financial accounting software (i.e., the complete name of the software application and the software version) that the proposed charter school will use. 10x) Gardens of Learning, Rio Grande Valley will make use of the Regional Service Center Computer Cooperative (RSCCC) for its financial accounting software. Currently over 700 school districts and charter school programs employ RSCCC for their financial accounting needs. According to the Texas Computer Cooperative (http://portal.esc20.netlportal/page/portalffCC/RSCCC/rsc bus) a list of the features available with RSCCC are as follows: Accounts Receivable Features o o o o o Credit and debit memos Customer information including customer number, name, and address Customer Listing Inquiry by invoice and customer Invoice information including invoice number, request date, customer purchase order number, quantity, and budget codes assigned o o Invoice printing Recording of full and partial payments Accounts Receivable Reports o o o o o o o o Customer Listing Customer Statement Detail Aging Detail Aging by Organization Invoice Listing by Revenue Code Payment Listing Summary Aging Template Listing Asset Management Features o o o o o o o o o o Automatic item numbering Automatic item retrieval from RSCCC Finance Depreciation of capital assets Forecasting of replacement needs Inventory check in and check out Manual entry of items Mass updates for inventory records Required audit trail Tracking of manufacturer information User-defined codes, for example, property class Asset Management Reports o o o o o o o o o o o o o o Asset Import Listing Auditor Analysis Book Audit File Listing Campus Room Inventory Listing Capital Assets/Inventory Listing Checked Out Inventory File Listing Condition Code Listing Depreciation Detail Schedule File Report - Detail Gain Code Listing Insurance Value Inventory Audit File Listing Property Class Listing Transaction Audit File Listing Budget Features o o o o o o o o o Ability to copy funds to historical file at year-end Ability to lock down funds or individual accounts District-defined cutoff dates for updating purposes Archiving of multiple years of budget accounts and amounts Automatic interface with general ledger Campus/Departmental entry of budget requests Efficient budget creation process Percentage increase capability by amended/ actual Ability to add notes to each account line item Budget Reports o o o o o o o o o o Budget by Fund, Function, Organization, and Program Intent Code Simulation Budget 85% Compliance Worksheet Budget Fund Balance Combined Statement School District Budget Budget Variable Percent Budget Variable Difference Percent Budget Variable by Major Object Budget Board by Fund, Function, Organization, Object, and Func/Obj Budget Board Summaries by Fund/Function, Organization, Org/F und/F u nc/Obj and Finance Features o o o o o o o o o o o o Ability to copy funds to historical file at year-end Ability to "inactivate" an account on the general ledger Ability to preview and reprint checks Archiving of multiple years of general ledger accounts and transactions Automatic assignment of vendor and/or cash receipt numbers Bank reconciliation that extracts cash receipts and check transactions Generation of a 1099 Work File for 1099 processing and customization of 1099 forms Inquiries for PO transactions by vendor and check transactions by vendor Option to automatically generate benefit accounts with creation of salary account System-forced balanced journal entries User-defined bank account groups, cash objects, and investment objects Validation of total debits and credits by fund on journal entry screen Finance Reports Journals/Checks/Detail Ledger Reports o o o o o o o o o o o o Accounts Payable Listing Capital Outlay Expenditure Cash Receipts Journal Check Payments List Check Register Detail Budget Status Encumbrance Journal Expenditure and Liquidation Journal General Journal General Ledger YTD Check Payments List YTD Check Register Vendor/Purchase Order Reports o o o o o o o o Aged Purchase Orders Outstanding Credit Memo Listing Outstanding Purchase Orders Purchase Order History Vendor Labels Vendor List Vendor W9 Reference Listing 1099 Report and 1099-Misc Form Summary/Miscellaneous Reports o o o o o o o o Board Budget Status Summaries by Organization and Program Intent Cash Position by Bank Account Chart of Accounts Report by Sub-Object within Organization Revenue .and Expenditure Worksheet Summary General Ledger Trial Balance and Working Trial Balance Human Resources Features o o o Ability to apply different leave dock rates for different durations Ability to handle different pay concepts within frequency: annual, mid-point, hourly, daily Adjustment of leave previously reported o o o o o o o o o o o o o o o o o o o o o o o Automatic assignment of employee 10 Automatic computation of pay rate, daily rate, absence rate, accrual rate, and overtime rate Automatic generation of grant codes in distribution records based on fund table Calculation of non-TRS payments for business expense Capability of handling multiple jobs and pay rates Creating and archiving of multiple Calendar YTD, School YTD, and W-2 records Direct deposit into multiple banks and accounts Positive Pay Exports Employee payroll simulation capability Inquiry of all types of transmittal transactions and totals Inquiry of employees' annual TRS deposits and grant data, Calendar YTD data, School YTD data, and W-2 information Installing/Updating of tables from external sources Mass addition and deletion of deduction and leave codes from employees' records Mass change of account codes Mass deletion of permit, responsibility, and employee data Mass generation of hourly transmittals for hourly employees Online inquiry of employee check stub information Option to collapse benefit accounts during interface to Finance Quick setup screen for substitutes and hourly staff Real-time computation of leave balances including unprocessed transmittals Refunding of system-generated deductions for FICA, TRS, withholding, etc. Teacher Service Records maintenance User-selected object codes for overtime Human Resources Reports Personnel Reports o o o o o o o o o o o Certification Employee Birthday List Employee Data Listing Employee Education Employee Mailing Labels Employee Verification Federal EEOC New Hire Rolodex Address Cards Roster of Personnel Teacher Service Record Payroll Reports o o o o o o o o o o Account Distribution Journal Bank Account Listing Check Register Deduction Register Employee Substitute Payroll Control Listing Payroll Earnings Register Proof List of Payroll Transactions Transmittal Wage and Earnings Statement Year to Date Reports o o o o o o o o o o o o o Annual Payroll Calendar Year to Date Combined YTD Deduction Register School Year to Date YTD Account Distribution Journal YTD Accrual Distribution Journal YTD Accrual Payroll Account Distribution YTD Check Register YTD Expenditure Payroll Account Distribution YTD Payroll Control List YTD Payroll Earnings Register YTD Wage and Earnings Statement YTD Workers' Compensation TRS Reports o Health Insurance Participation o Statutory Minimum - #373 o TEA Health Insurance Federal Fund Transfer o TRS 3 o TRS 489 o . TRS Eligible Employees List o TRS Federal Grant Report o TRS On-Behalf Payment Journal o TRS Supplemental Compensation Fund Reimbursement Leave Information Reports o o Detail Leave Sequence Audit Trail Employee Leave Dock o o o o o o o Employee Substitute Leave Activity Leave Sequence Audit Trail Leave Status Leave Transmittal Year to Date Leave Transmittal YTD Leave Sequence Audit Trail Quarterly/Annual Reports o o o o o 941 Worksheet FICA Annual Third Party Sick Pay TWC Wage List/Disk File W-2 Forms Payml/lnformation Reports o o o o o o o o Account Code Comparison Campus Information Contract Balance Variance Employee Payroll Listing Employee Permit Data Employee Responsibility Data Health Insurance Coverage Salary Verification End of Year Accrual Reports o o o o o o EOY Accrual EOY Accrual EOY Accrual EOY Accrual EOY Accrual EOY Accrual Account Code Comparison Distribution by Account Gode Distribution by Name??' Information Table - Daily Data Table - Hourly Data Next Year Interface to Budget Reports TRAQS Reports o o o o o Employment of Retired Members (ER) Member Data (MD) Payments for New Member Performance Pay (RP11) Performance Pay Adjustment (RP16) o o o o Regular Payroll (RP10) Regular Payroll Adjustment (RP15) Retiree Pension Surcharge Retiree TRS Care Surcharge Requisition Features o o o o o o o o o o o o o o o o o Ability to add/change vendor and account numbers prior to approval of requisition Ability to create requisitions without vendor Ability to inactivate a user Ability to modify order addresses on vendors Ability to select an alternate approver for requisitions Attribution of discounts and freight costs by line item Automatic assignment of requisition and/or purchase order numbers Creation of requisitions and purchase orders for next school year without affecting current year Creation of requisitions without account number Creation of user levels and options for next year District-determined, unlimited user levels Reversal of purchase orders in Requisition reverses the purchase orders in Finance Short or long description of items on purchase orders Through receiving, accounts payable transactions automatically created in Finance Uniform account distribution for requisitions Unlimited user approval paths User control of blind receiving, partial receiving, and receiving overages Requisition Reports o o o o o Requisition Log (Summary) Requisitions Pending Approval Outstanding Requisitions Requisition Status Requisitions Returned/Disapproved Purchase Order Reports o o o o o o Purchase Order Log Outstanding Purchase Orders Open Purchase Orders Print Purchase Orders Reprint Purchase Orders Purchase Order Items Received At this time Gardens of Learning, Rio Grande Valley is not aware of any need to export such data to another software application in preparation for PEIMS submission. Student Attendance Accounting 10y) Identify the student attendance accounting software (i.e., the complete name of the software application and the software version) that the proposed charter school will use, and discuss the software's ability to produce the required reports and track student-related data required in PEIMS. 10y) Gardens of Learning, Rio Grande Valley will use the RSCCC Student System software for its student accounting software needs. The system offers a comprehensive suite of services including but not limited to elements for attendance monitoring, registration, scheduling, discipline management, and grading reporting. According to the Texas Computer Cooperative (http://portal.esc20.netlportallpage/portaIITCC/RSCCC/rsc bus) a list of the features available with RSCCC are as follows: Attendance Features o o o o o o o o o o Real-time attendance posting from txGradebook Attendance audit log Multi-track attendance calendars Excessive absence tracking Period-by-period or single class period attendance posting Perfect attendance tracking Attendance printing on report cards User-defined letters to parents Yearly attendance records stored by school year Creation of a PhoneMaster file for automated attendance phone calls Attendance Reports o o o o o o o o o o Attendance Proof List Campus Attendance Summary Class Attendance Roster Daily Attendance Reports I and II Daily Attendance Summary Daily RegisterlWeekly Summary EntrylWithdrawal Summary Perfect Attendance Report Six Weeks FTE Report Teacher Membership Rosters by Control Number/Period The RSCCC software suite is fully PEIMS-compliant Facility Management 10z) Provide the physical address of the facility to be used by the proposed charter school and describe the facility. 10z) Gardens of Learning, Rio Grande Valley has not reached a final determination regarding the site for the proposed charter school. However, a potential candidate address for the site is 306 South 15th Street, McAllen, TX. 78505-0370. The facility is presently used as the Sacred Heart Catholic Church. It has a large community building to the south of the church that contains a newly remodeled kitchen area. This space could also easily serve as a cafeteria as well as an indoor gym during inclement weather. The same community building has a number of rooms within it that could be used as either administrative office space or classrooms depending on the need. Furthermore, there are also ten classrooms already built which we can use for instruction. The whole site is situated on an entire city block. The classrooms are located to the west of the church itself. This particular site also includes a two-story house with another roughly 5,000 sq. ft. of possible office space. There is abundant land available for future classroom expansion. Furthermore, the church already had plans to expand their classroom space. There also exits ample room for an outside playground area as well as sufficient parking space. 10aa) Describe how the facility is currently used or how it was used in the past. 10aa) Currently, the church building is being used for religious services while the classrooms are only being used in the evenings for Confraternity of Christian Doctrine (CCD) religious education courses. It has served this same function for the last fifty years. 10bb) Explain why the site will be a suitable facility for the proposed charter school. 10bb) The site will be a suitable facility for our charter school because not only is the church itself interested and supportive in having our school there, but the physical elements of the site, which include the classrooms, kitchen area, cafeteria, and surrounding grounds provide ample space and opportunity for future growth. Furthermore, it is centrally located in the south McAllen area. 10cc) Discuss plans to ensure that school facilities are accessible to disabled persons. 10cc) The school facilities are currently already in compliance with all areas of the 1990 Americans with Disabilities Act, or ADA. The facility is currently wheelchair accessible with functioning ramps that allow access to all areas of the building. 10dd) Discuss the necessity of renovating and/or repairing the facility to ensure compliance with applicable building and/or occupancy codes and to make the facility ready for school operations. Identify the dollar amounts of any renovations and repairs. 10dd) The facility is already in full compliance with all applicable building and occupancy codes. Furthermore, as it is already a functioning educational facility, no cosmetic renovations are necessary. 10ee) Submit as Attachment S the certificate of occupancy or equivalent certificate showing that the facility is appropriate for school use that has been issued by the appropriate governing entity (i.e. local, county, or state authority having jurisdiction for the facility.) If a certificate of occupancy is not yet available, so state and provide an assurance that a certificate of occupancy will be obtained and submitted to TEA before serving students. 10ee) A certificate of occupancy has not been provided with this application, however Gardens of Learning, Rio Grande Valley will provide one to TEA prior to any students being served at the site. 10ft) Discuss any progress, partnership developments or future steps towards the acquisition of a facility and/or land. 10ff) Currently, Gardens of Learning, Rio Grande Valley has been in discussions with Sacred Heart Church concerning leasing church property to serve as a site for our proposed charter school. Both sides are agreeable to the relationship and negotiations are currently underway. 10gg) Submit, as Attachment T, a copy of the negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s), as applicable. 10gg) The sponsoring entity, Gardens of Learning, Rio Grande Valley, has not currently finalized any lease or purchase agreement with Sacred Heart Church. However, plans to utilize this site are presently in progress and both parties, as stated previously, are agreeable to it. 10hh) Identify the individuals who negotiated the lease or purchase of the facility on behalf of the lessor or seller and the sponsoring entity. Note any relationships or business affiliations between the individuals above. 10hh) The principals involved in the ongoing discussion to utilize the site are Gardens of Learning, Rio Grande Valley CEO, Dr. Sofia Valdez, Governing Board Member Mr. Raymond Morales and Father Thomas Luczak, OFM. There are no existing business affiliations between any principals. 10ii) Identify all other organizations or individuals that will be using the facility in addition to the proposed charter school. 10ii) In addition to use of the facility by the charter school, Sacred Heart Church may still conduct operations at the site and offer evening Confraternity Christian Doctrin~ (CCD) courses in the evening. Such religious activities and services will for all intents and purposes be distinct and separate from the operations and services provided by Gardens of Learning, Rio Grande Valley at all times. Transportation and Food Service 10jj) Describe provisions for transportation for students served by the charter school. 10jj) The charter school, Gardens of Learning, Rio Grande Valley, will provide for student transportation where it is required by law. 10kk) Describe provisions for food service, if any, for students served by the charter school, including plans for free or reduced lunch and breakfast programs. 10kk) The site facility presently has a fully equipped and functioning kitchen and cafeteria area available for use. Gardens of Learning, Rio Grande Valley will make use of this to provide free and nutritional breakfasts and lunches to all students. Healthy snacks may also be provided as well in accordance with both state and federal educational nutritional guidelines. If 10% of the students qualify for free or reduced breakfast, Garden of Learning, Rio Grande Valley will adhere to Texas Education Code ?33.901 to provide a breakfast program for these students. Attachment A Published Notice of Public Hearing 140 of 293 ATTACHMENT A PUBLISHED NOTICE OF PUBLIC HEARING 011 5973 #40015975 - Gardens of Learning RGV - 95102047 PUBLISHER'S AFFIDAVIT State of Texas County of Hidalgo NOTICE OF PUBLIC HEARING ELIZABETH FLORES! being duly sworn on her oath states that she is the Account Representative of THE MONITOR and that the attached notice appeared in the following issues: Gardens of learning " Rio Grande Valley proposes to establish two charter schools in the Rio Gran?e Valley. The public and anyone with a specific interest in these charter schools is invited to attend any of these meetings which will be held at: o McAllen Public Library at 7:30 PM on January 19, and February 2,2012, 4001 N. 23rd St., McAllen, TX. o Elsa Public Library at 5:30'PM .:::' on January 26 and FebrualY 9, 2012, 711 N. Hidalgo St., Elsa, TX 78543 -'\--/' - Board members are: Mr. Raymond Morales, MEd., President Ms. Carmen Munoz, MEd., Secretary/Treasurer Dr. Leo Gomez, PhD., Member Dr. Irma Guadarrama, PhD., Member Mr. Kevin Kennedy, Member , subscblbed dnd sworn to before me this 27th of January A.D. 2012 ( " Notary Public, Hidalgo , Courlts/ Attachment Synopsis of Public Hearing 143 of 293 ATTACHMENT B Synopsis of the Public Hearings Held to Discuss the Proposed Charter 3e) The public hearings were held in the McAllen Library at 7:30 PM on January 19 and February 2, 2012 and in the Elsa Public Library at 5:30 PM, on January26, 2012. The second session was cancelled due to poor accessibility and time constraints. A new session was scheduled to be held in the Mercedes Lakeway Church auditorium on February 16, at 6:30 PM. The sessions were informal and more of a question answer time than any thing else. The presenters were Dr. Sofia Valdez, EdD, CEO of Gardens of Learning, Rio Grande Valley and Raymond Morales, M.Ed., President, and Carmen Munoz, SecretaryfTreasurer of the organization. Dr. Valdez shared with the audience information pertaining to the initiation of the project, a definition of charter schools, and a description of the dual language program. This was followed by the vision of the Gardens of Learning, Rio Grande Valley Board, its beliefs about teaching and learning, the schools' purpose, and determination to implementation involve the community and parents in the planning and of the program presented by Mr. Morales. Other information was shared and lor clarified during the question/answer session. The audience was generally very interested and commented informally to the presenters and to each other. They had a variety of things to say about the treatment of their children and of themselves by the public school districts regarding the fact that they are Spanish dominant and the need for instruction in the first language. They spoke about the quality of the Spanish used by the staff in the schools where their children were enrolled and their reluctance to teach in Spanish. They expressed the need for dual language instruction. They were very enthused by the idea of assetsbased instruction, especially by the choice of instruction in a third language. They also expressed a great interest in being involved in the education of their children, in and out of the school setting. Question and Answer Session Questions 1. In this dual language setting, will students have a good enough education to compete in the top schools and colleges? 2. Will you allow teachers to instruct students beyond the "average" level? Answers When the students master two or more languages to the academic level, their cognitive ability is enhanced. They can compete and succeed at any institute of higher learning. We believe in improving teaching, not teachers. We will empower teachers who will work in teams to plan and develop quality instruction. 3. How much "hands on" instruction will you allow? 4. How will parents be involved? 5. What about in instruction? 6. Sometimes parents are not very knowledgeable, how can you remedy that? 7. What will be the student/teacher ratio? 8. What about the students that need special help? 9. Where will you get your students? 10. When will these schools be opened? 11. Will regular meals be served? 12. Will the meals be nutritious? 13. What about elective courses? We will use "hands on" and many other kinesthetic experiences deemed appropriate for quality instruction. They will be involved in every aspect of the program. We will welcome them to assist in the education of their children. We want them to be involved in the homework assignments, in projects, in the classroom, in field trips, and after school activities that are part of their children's development. We will inform and train in all areas needed, either individually or in different size groups. We will have frequent "family nights" where the informal setting will encourage more communication. We will provide training sessions for the parents, large and small group depending on the needs identified by a survey. Every parent will be valued for their knowledge and talents and will be considered a very vital part of the students' education. Right now we are looking at a 25/1 ratio, but will adjust as necessary. We will engage teacher assistants where it is necessary, have some special programs and hopefully use parent and community volunteers to meet some of the needs. We will have open enrollment, meaning that or students can come from allover the valley as we have defined the area in the proposal. If we are funded, we plan to open in September, 2014, as stated by the program. We will serve the same type of meals as served by the public school, since we are a public school That is our intention. We want our students to eat healthy so as to stay healthy. We plan to offer a menu of electives. This might be limited at first, but the 14. Will you allow my kid to be a "kid" or will your schools be so "rigorous" that my child will not have time to have fun? 15. What grades will be included at these schools? 16. Will the students be bussed? 17. Where will the school be located? 18. Will you accept my child if he is physically challenged? 19. Where will you get your teachers from? 20. What will you do about discipline? 21. Will you provide after school tutoring? 22. What about art, music and such? selection will increase as the schools grow. Students will have fun as they learn. A rigorous curriculum is one that addresses the TEKS, the Common Core Standards for College and Careers, and the needs of the children, including having fun. We will start with the lower elementary grades and continue to add grades every year as we grow. The students will be bussed based on the locales they come from. We are looking for a building in Mercedes and another one in McAllen. We will be a public school, therefore we will have open enrollment, which means we will accept all students with few exceptions, We have an "assetsbased" philosophy, which means that we look at your child's gifts and/or talents. From those who apply, hoping that we have an excellent variety from which the committee can select. We will be selecting other staff and administrative members, all of whom will reflect our philosophy and belief system, so that we will all be communicating the same message. We prefer to look at classroom management rather than discipline, to provide a safe and positive learning environment where individual needs are met, and student's resiliency skills for a positive self esteem are continueally encouraged. We hope to provide several after school services including tutoring if necessary. Those would be part of the menu that we had previously mentioned where several electives are offered at the same time and parents and student would select that which would be most desirable to both. Some questions were repeated at the different meetings and have only been recorded once. Many comments and suggestions were made. Extended discussions were initiated and continued over coffee later in the evenings and even in other evenings where small groups met. Invitations were extended for more informative sessions. As a result, parental interest groups were formed and different persons volunteered for a variety of tasks. Many, many parents expressed their support and desire for this kind of charter schools to be established throughout the Rio Grande Valley. Attachment Special Education Assurances and Development of Policies and Procedures 148 of 293 Sponsoring Entity: Gardens of Learning, Rio Grande Valley Proposed Charter School Name: Gardens of Learning, Rio Grande Valley Eighteenth Generation Charter Application Special Education Assurances and Development of Policies and Procedures Pursuant to the Individuals with Disabilities Education Improvement Act (IDEA 2004) Section 613 (a) (1), each charter school must have on file with the Texas Education Agency (TEA) a plan that provides assurances that it has in effect policies, procedures and programs consistent with State policies and procedures governing special education. Charter schools are required to develop plans using the online Legal Framework for the Child-Centered Process following the guidance below. Posting plans on the Legal Framework is not required, but is strongly encouraged. Electronic Submission Region 18 Education Service Center (ESC) in coordination with other ESCs provides leadership to the State in the electronic development of charter policies and procedures through the online Legal Framework for the Child-Centered Process Phase IV: "Charting the Course" (Legal Framework-Phase IV) at http://framework.esc18.netl. Applicant Assurance Statement The sponsoring entity's CEO must sign the assurance statement below certifying that the proposed charter school will have in place upon opening the above-described special education policies and procedures. Once the contract is issued and a county district number is assigned, the charter holder will develop its policies and procedures through the online Legal Framework. Future Updates to Policies and Procedures Charters will use the Legal Framework for developing and submitting updated policies and procedures assurances in the future. Guidance from ESCs on updates to policies and procedures will be ongoing. Technical Assistance For questions concerning or information about the electronic submission of charter policies and procedures, please consult with your regional ESC special education contact at http://www.tea. state.tx.us/special.ed/escinfo/contact.html. Assurance Statement By signing below, the sponsoring entity assures that the proposed charter school will have in place prior to opening policies and procedures that ensure implementation oflDEA 2004 and all federal regulations, Texas laws, State Board of Education (SBOE) rules, and commissioner's rules concerning students with disabilities receiving special education services and further assures that any future amendments to the regulations, laws, and rules will be incorporated into policies and procedures and implemented by the charter school. Mr. Raymond Morales Printed Name of Sponsoring Entity Board Chair 2/22/2013 Si re of Sponsoring Entity Board Chair (must sign in blue ink) Date SAS 539-13 RFA 701-13-101 Attachment Notarized Biographical Affidavits 150 of 293 Eighteenth Generation Open-Enrollment Charter Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED) Check all that apply: [gJ Member of the governing body of the sponsoring entity [gJ Member of the governing body of the charter school o School officer: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(State position as defined in lEC, ?12.1012.) G_ar_d_e_n_s_o_fL:.....e_am_in-""g,::....Ri_?o_G_r_an_de_V_al_ley _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ....._ Full Name of Sponsoring Entity __ Full Name of Proposed Charter School Gardens ofLeaming, Rio Grande Valley In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.) IF ANSWER IS "NO" OR "NONE", SO STATE. 1. Full Name (Initials Not Acceptable) Raymond Morales 2. Have you ever had your name changed or used another name? If yes, give reason for the change: DYes [gJ No Not Applicable -----'--~~------------------------- Maiden name (iffemale):_:.....N:.....o:.....t:.....Ap.... ...... p:.....lic_a_b_le _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ Other names used at any time: Not Applicable ---~~---------~-------------------- 3. Current home address: 2421 Kerria Avenue, McAllen, Texas 78501 If you are a member of the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of the proposed charter school? DYes 0 No [gJ NIA (because I am not a member of the governing body of the sponsoring entity or the sponsoring entity is basedin Texas). 4. Current home telephone number: 903-218-1322 5. Education: Dates, Names, Locations and Degrees College: 1967-1970 Texas Tech University, Lubbock, TX BA 1970-1971 Texas Tech U. Lubbock, TX MA Graduate Studies: Others: 1972-1974 University of Massachusetts-Amherst Certificate of Advanced Graduate Studies 1994-1995 University of Texas-Pan American, Edinburg, TX, MA Ed. Admin. 6. List membership(s) in professional societies and associations: Association for Supervision and Curriculum Development Page 1 of 4 SAS 539-13 RFA 701-13-101 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past 10 years including dates employers addresses and positions held: 1985-2009 La Joya ISD; 1985-1989 Secondary TVII Project Coordinator 1989-1999 La Joya High School Assistant Principal-Dean of Instruction 1999-2003 Ann Rkhards Middle School-La Joya ISD Assistant PrincipallDean of Instruction 2003-2009 Irene Garcia Middle School-La Joya ISD Assistant PrincipallDean of Instruction 8. List all businesses or organizations of which you are a partner or in which you have a maiority interest: Not Applicable 9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters including dates, charter schools/charter holders, addresses and positions held: Not Applicable 10. List all previous experience with any charter school management company including dates, management company, address and position held: Not Applicable 11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. State date license was issued, issuer of license, date terminated reasons for termination: 1977-78 Bilingual Provisional Certificate, Life Elementary Texas Education Agency Page 2 of4 SAS 539-13 RFA 701-13-101 ! 12. During the last 10 years, have you ever been refused a professional, occupational or vocational license by any public or governrnentallicensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? (' Yes r- No 13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school? (' Yes r- No If so, please state the compensation you expect to receive. Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity. 14. Is any relative within the third degree of consanguinity (Le., your parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affmity (Le., your spouse or your spouse's parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school? (' Yes r- No 15. Will any relative(s) within the third degree of consanguinity or affmity (See defmitions in Question 14 above.) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? (' Yes r- No 16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TEC 37.007(a); or an offense listed in Article 62.01(5) Code of Criminal Procedure? (' Yes r- No /5 3 -~ .2 93 Page 3 of4 . ( SAS 539-13 RFA 701-13-101 rYes 17. Have you ever been adjudged bankrupt? r. No If so, please provide the following information. Number of times adjudged bankrupt: Date of each bankruptcy judgment: Description of the circumstances surrounding each bankruptc)': 18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship? rYes r. No IIfso, give details: 9'IA ~ . {t ' L3 Dated and signed this / day of brut} 20 I hereby certifY under pe.,;{d;Yofperjury that I am acting on my {Mn behalf and that the foregoing statements are true and co"ect to the best ofmy knowledge ond belief. h~ ~hz~~~ (Signature of Affiant) VERIFICATION State of I J?M County of m'A elf0 (j r On this day, RQ?j/1'\O\c1 flAO-,,(/A4 (name of affiant) appeared before me the undersigned notary public and deposed that he/slie executed the above instrument and that the statements and answers contained therein are true and correct to the best ofhislher knowledge and belief. Subscribed and sworn to before me this _ _-----=I_q--'-______ day of --1b- (Notary Public) CELINA SANCHEZ My Commission Expires June 29, 2016 Page 4 of 4 My commission expires jC"ll r~ hl I V ,,1 a <:3 ..L 7 (J II) I'UL ~q, 1-0 I V SAS 539-13 RFA 701-13-101 RA YMOND MORALES 2421 Kerria Ave? McAllen, Texas 78501 ?903-218-1322 OBJECTIVE: PROMOTE BnJNGUAL EDUCATIONIRESEARCH MENTAL MODELS FOR LEARNINGIPROMOTE HEALTH AND WELLBEING FOR HISPANIC STUDENTS & FAMILY EMPLOYMENT CAMPUSAD~STRATOR La JoyaISD YEARS EMPLOYED: 1985-2009 LaJoya, Texas 1. 1985-1089 Director Title vn Program @ La Joya High School Implementation of Program, Curriculum Development for Program, Staff Development for Program, Evaluation of Program, Budget of Program 2. 1989-1999 Assistant Principal, La Joya High School Dean of Instruction: Responsible for State Testing, Staff Development, Campus Plan, Teacher Evaluation, Student Discipline, Textbooks, Technology, ESL Program 3. 1999-2003 Assistant Principal, Ann Richards Middle School Dean of Instruction: Scheduling Students and Teachers, Campus Plan, Staff Development, Technology, ESL Program, Textbooks, Student Discipline, Teacher Evaluation 4. 2003-2009 Assistant Principal, Irene Garcia Middle School Scheduling Teachers and Students, ESL Program, Campus Plan, Textbooks, Teacher Evaluation, Staff Development, Student Discipline, Training new Assistant Principal BILINGUAL CONSULTANT Region tEducation Service Center YEARS EMPLOYED 1982-1985 Edinburg, Texas Provide staff development services to Region I schools for bilingual instruction: workshops, classroom visits, curriculum development projects, assist school to implement a bilingual program design PROGRAM DIRECTOR/CURRICULUM COORDINATORIEVALUATOR 1977-1982 Morton, Texas Morton IS.D. Elementary Title vn Program: As Curriculum Coordinator developed "The 4 Transfer Points of Bilingual Instruction" program design, developed the instructional materials for instruction in two languages, provided the staff development and supervised the implementation of same. As Program Director supervised the Program, communicated with funding source and external evaluators while maintaining the budget and reports as needed. As?Program Evaluator developed the evaluation design, tested students, collected data and developed needed reports MIGRANT EDUCATION CONSULTANT Region XVII Education Service Center 1974-1977 Lubbock, Texas Provided training and classroom support for Migrant Ed. Teachers in Region XVII. Organized workshops and provided workshops in language development. Introduced Mastery Learning and New Jersey Writing to South Plains teaches in Migrant Ed. UNITED STATES AIR FORCE 1959-1963 EDUCATION BACHELORS DEGREE IN SPANISH AND ENGLISH 1967-1970 TEXAS TECH UNIVERSITY LUBBOCK, TEXAS GRADUATED WITH HONORS; RECEIVED ASSISTANTSHIP FOR GRADUATE WORK PHI KAPPA PHI, ACADEMIC HONORARY AND SIGMA DELTA PI, SPANISH HONORARY MASTERS DEGREE IN SPANISH AND ENGLISH 1970-71 TEXAS TECH UNNERSITY LUBBOCK, TEXAS TEXAS TECH UNIVERSITY FELLOW GUADUATE STUDIES IN ROMANCE LANGUAGES AND LITERATURE 1971-72 BOSTON, MASS. HARVARD UNIVERSITY ATTENDED WITH A FORD FOUNDATION GRANT 1972 - 74 AMHERST, MASSACHUSETTS CERTIFICATE OF ADVANCED GRADUATE STUDIES IN BILINGUAL CURRICULUM UNlVERSIlY OF MASSACHUSETTS Acquired expertise in curriculum foundations for program development: Language . acquisition, developmental theory based on Piaget and Heinz Werner, Cultural Education based on Paulo Freire's methodology in Brazil, Assisted in developing teacher assessment instruments for the University's Bilingual Education Program ITaught a foundations course in language development Developed a language instruction based on culture for a school district in New York; Visited the Bilingual Curriculum Development Center at the University of New Mexico, Visited a Native- American Bilingual Program in Rama, New Mexico BILINGUAL PROVISIONAL CERTIFICATE, LIFE ELEMENTARY 1977-78 TEXAS TECH UNIVERSITY LUBBOCK, TEXAS MASTERS DEGREE IN EDUCATIONAL SUPERVISION TEXAS TECH UNIVERSIlY MASTERS IN EDUCATIONAL ADMINISTRATION PAN AMERICAN UNIVERSITY 1981 - 82 LUBBOCK, TEXAS 1994-95 EDINBURG, TEXAS SKILLS D D D D D D D Bilingual and literate in Spanish and English Studied two years of Latin and French in high school Studied Russian in the Air Force Studied Portuguese at Harvard U. Can work Word Processing, Data Base and Spreadsheet Have written grant proposals for schools in Texas and Oklahoma Have Program Evaluation Skills-Evaluated several school bilingual programs Eighteenth Generation Open-Enrollment Charter Applicant Biographical Mfidavit (MUST BE TYPED and NOTARIZED) Check all that apply: [g] Member of the governing body of the sponsoring entity o Member of the governing body of the charter school o School officer: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(State position as defined in TEC, ?12.1012.) Full Name of Sponsoring Entity Gardens of Learning, Rio Grande ValUey Full Name of Proposed Charter School Gardens of Learning, Rio grande Valley -------------=~~~------~------------------------------- In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.) IF ANSWER IS "NO" OR "NONE", SO STATE. 1. Full Name (Initials Not Acceptable) _C_arm_e_n_M--'-un_oz ____________________________________ 2. Have you ever had your name changed or used another name? DYes [g] No If yes, give reason for the change: Maiden name (if female): Munoz ------------------------------------------------------------ Other names used at any time: Carmen Munoz ----------------------------------------------~-------------- 3. Current home address: 2401 S. lacksson Rd. #44 Pharr, Texas 78577 If you are a member of the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of the proposed charter school? DYes 0 No [g] NIA (because I am not a member of the governing body of the sponsoring entity or the sponsoring entity is based in Texas). 4. Current home telephone number: 956-682-5393 5. Education: Dates, Names, Locations and Degrees College: Universit of Texas at Pan American Graduate Studies: Others: M.A. Professional Bilingual Elementary 1977 B.S. Provisional Bilingual 1975, B.S. Provisional Elementary 1972 6. List membershipJsl in~rofessional societies and associations: ASCD (formerly Association of Supervision and Curriculum DevelopmentO 5 /1 .2. (1.3 pageJOf4/ SAS 539-13 RFA 701-13-101 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past 10 years including dates employers addresses and positions held: August 2002-May, 2007-- Elementary teacher at Pharr, San Juan, Alamo lSD, also part time curriculum writer and campus plan developer September 2007- now -- Substitute at the same school district, elementary grades Spring 2008 --Consultant for Santa Maria ISD Literacy Program Spring 2010 - now --Volunteer Second Language Teacher (Levels 1 through English Immersion) for the Pharr Literacy Program Presently involved in writing the proposal for Gardens of Learning, Rio Grande Valley 8. List all businesses or organizations of which you are a partner or in which you have a majori!y_ interest: None 9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters including dates charter schools/charter holders addresses and positions held: ~one 10. List all previous experience with any charter school management company including dates, management company, address and position held: None 11. List any professional, occupational, or vocational licenses issued by any public or govemmentallicensing agency or regulatory authority which you presently hold or have held in the past. State date license was issued, issuer of license, date terminated, reasons for termination: Page2of4 !~!t/l SAS 539-13 RFA 701-13-101 12. During the last 10 years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? C Yes (i' No 13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school? eYes (i'. No If so, please state the compensation you expect to receive. L -______________________ ~ Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity. None 14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affmity (i.e., your spouse or your spouse's parent, grandparent, great-granparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school? eYes (f (i'. No so, give demils: 15. Will any relative(s) within the third degree of consanguinity or affmity (See defmitions in Question 14 above.) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? eYes ature of VERIFICATION State of . County of 'Te '/ as HdQIqb ~ leo .all mez.. On this day, (name of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best ofhislher knowledge and belief. '1.0?-l1 Subscribed and sworn to before me this _ _ _-"O(~__=________ day of !J1:;:;:biI~ (Notary Public) My commission expires &~~ r:Jj))It; PATRICIA P;~~JA:;,?j; My COmmioo lOti Explr.. '. August 22.o :2Q1,6;Ji" ~'; ;. Page 4 of4 /!~- ~ PvCf3 SAS 536-12 RFA 701-11-108 Eighteenth Generation Open-Enrollment Charter Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED) Check all that apply: !RI Member ofthe governing body of the sponsoring entity !RI Member of the governing body of the charter school o School officer: (State position as defined in TEC, ?12.1012.) Full Name of Sponsoring Entity Gardens of Learning, Rio Grande Valley Full Name of Proposed Charter School Gardens of Learning, Rio Grande Valley In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.) IF ANSWER IS "NO" OR "NONE", SO STATE. 1. Full Name (Initials Not Acceptable) Irma Guadarrama 2. Have you ever had your name changed or used another name? If yes, give reason for the change: Maiden name (if female): Yes o No I briefly used my married name Guadarrama ---------------------------------------------------------------------- Other names used at any time: 3. Current home address: !RI Williams ------------------------------------------------------------------ 1621 John Avenue, Edinburg, Texas 78539 If you are a member of the governing body of the sponsoring entity and the sponsoring entity is an out-of-state organization, do you reside within 50 miles of the geographic boundary of the proposed charter school? DYes 0 No [8] NtA (because I am not a member of the governing body of the sponsoring entity or the sponsoring entity is based in Texas). 4. Current home telephone number: 713-503-0711 5. Education: Dates, Names, Locations and Degrees College: Texas Christian University Graduate Studies: University of Texas at Austin; University of Texas at San Antonio Others: 6. List membership(s) in professional societies and associations: American Educational Research Association National Association for Bilingual Education Texas Association for Bilingual Education Association of Borderland Studies Pagelof4 j'?5:~ ) 9~ SAS 539-E RFA 701-13-101 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past 10 years including dates employers, addresses and positions held: 2008 - 2012 The University of Texas-Pan American; Professor in the College Education; 1201 West University Dr., Edinburg, Texas 1995 - 2008 The University of Houston; Professor in the College of Education; Houston, Texas 8. List all businesses or organizations of which you are a partner or in which you have a maiority interest: None 9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters including dates charter schools/charter holders, addresses and positions held: 2003 - 2007; Grant writer with Raul Yzaguirre School of Success in Houston, Texas 10. List all previous experience with any charter school management company including dates, management company, address and position held: None 11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. State date license was issued, issuer of license, date terminated,_ reasons for termination: Texas Teaching Certificate (Elementary School); issued by Texas Education Agency in 1971 Page20f4 It' r ;< C;.3 SAS 539-1 RFA 701-13-10 12. During the last 10 years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? (' Yes (e' No 13. Will you be employed by or contract with the sponsoring entity, the charter school, or the managment company of the school? (' Yes \e No If so, please state the compensation you expect to receive. Also explain any other compensation you expect to receive for service on the governin~ bo On this day, \. ~ a..c Fe...6~v'1. 'Z (// (name of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his /her knowledge and belief. . Subscribed and sworn to before me this _ _J..\_~=--t-I-. ____ day of_'---==-_ _-P---'~_, 20 __ ll... (SEAL) My commission expires \l (, ttl, 5 MARGARITA HINOJOSA My Commission Expires November 19. 2015 Page 4 of4 SAS 539-13 RFA 701-13-101 Attachment 501(c)(3) Determination Letter from IRS 177 of 293 DEPARTMENT OF THE TREASURY INTERNAL REVENUE SERVICE P. O. BOX 2508 CINCINNATI, OH Date: 45~Ol JAN 232012 GARDENS OF LEARNING RIO GRANDE VALLEY 710 SOUTH BORDER AVE WESLACCO, TX 78596 Employer Identification Number: 45-3955076 DLN: 17053356367041 Contact Person: ID# 95048 TERRY IZUMI Contact Telephone Number: (877) 829-5500 Accounting Period Ending: August 31 Public Charity Status: l70(b) (1) (A) (vi) Form 990 Required: Yes Effective Date of Exemption: October 6, 2011 Contribution Deductibility: Yes Addendum Applies: No Dear Applicant: We are pleased to inform you that upon review of your application for tax exempt status we have determined that you are exempt from Federal income tax under section 501 (c) (3) of the Internal Revenue Code. Contributions to you are deductible under section 170 of the Code. You are also qualified to receive tax deductible bequests, devises, transfers or gifts under section 2055, 2106 or 2522 of the Code. Because this letter could help resolve any questions regarding your exempt status, you should keep it in your permanent records. Organizations exempt under section 50l(c) (3) of the Code are further classified as either public charities or private foundations. We determined that you are a public charity under the Code section(s) listed in the heading of this letter. Please see enclosed Publication 422l-PC, Compliance Guide for 50l(c) (3) Public Charities, for some helpful information about your responsibilities as an exempt organization. Sincerely, Lois G. Lerner Director, Exempt Organizations Enclosure: Publication 422l-PC Letter 947 (DO/CG) Attachment Certificates of Formation and Filing 179 of 293 Form 202 (Revised 05/11) This space reserved for office use. Submit in duplicate to: Secretary of State P.O. Box 13697 Austin, TX 78711-3697 512 463-5555 FAX: 512/463-5709 Filin Fee: $25 Certificate of Formation Nonprofit Corporation Article 1- Entity Name and Type The filing entity being fOlmed is a nonprofit corporation. The name of the entity is: GARDENS OF LEARNING, RIO GRANDE V ALLEY Article 2 - Registered Agent and Registered Office (See instructions. Select and complete either A or B and complete C.) o A. The initial registered agent is an organization (cannot be entity named above) by the name of: OR ~ B. The initial registered agent is an individual resident of the state whose name is set fOlih below: SOFIA A. VALDEZ First Name A1.l. Last Name C. The business address of the registered agent and the registered office address is: 710 S. BORDER WESLACO TX 78596 Street Address City State Zip Code Article 3 - Management The management of the affairs of the corporation is vested in the board of directors. The number of directors constituting the initial board of directors and the names and addresses of the persons who are to serve as directors until the first annual meeting of members or until their successors are elected and qualified are as follows: A minimu/II oft/wee directors is required. Director I MUNOZ CARMEN First Name M.I. 2401 S. JACKSON RD., #44 PHARR TX 78577 USA Street or Mailing Address Ci(y State Zip Code Country FOfl11202 Sldfh Last Name -- Director 2 REY MORALES First Name M.I. 2421 Kerria Avenue McAllen TX 78501 USA Street or Mailing Address City State Zip Code C01ll7llJ' Last Name Suffix Director 3 IRMA GUADARRAMA First Name MI. 1621 John A venue Edinburg TX 78339 USA Street or Mailing Address City State Zip Code COlll1tr)' Last Name Sl!ffix OR o The management of the affairs of the corporation is to be vested in the nonprofit corporation's members. Article 4 - Membership (See instructions. Do not select statement B if the corporation is to be managed by its members.) o A. The nonprofit corporation shall have members. ~ B. The nonprofit corporation will have no members. Article 5 - Purpose (See instructions. This form does not contain language needed to obtain a tax-exempt status on the state or federal level.) The nonprofit corporation is organized for the following purpose or purposes: provide educational programs to historical1y underserved students of the Rio Grande VaHey and Texas. Gardens of Learning, Rio Grande Valley is organized for educational purposes within the meaning of section 501 (c)(3) of the Intemal Revenue Code of 1986, as amended, or any future federal tax code. The following text area may be used to inelude any additionallallgllage 01' provisions that lIlay be needed to obtain tax-exempt stalus. FOim 202 /tlR'fj Supplemental Provisions/Information (See instructions.) Text Area: [The attached addendum, iran},. is incorporated herein by reference.} Organizer The name and address of the organizer: SOFIA A. VALDEZ Name 710 S. BORDER WESLACO TX 78596 Street or Mailing Address City State Zip Code Effectiveness of Filing (Select either A, B, or C.) !ZI This document becomes effective when the document is filed by the secretary of state. B. 0 This document becomes effective at a later date, which is not more than ninety (90) days from A. the date of signing. The delayed effective date is: C. 0 This document takes effect upon the occurrence of a future event or fact, other than the passage of time. The 90 th day after the date of signing is: The following event or fact will cause the document to take effect in the manner described below: Execution The undersigned affirms that the person designated as registered agent has consented to the appointment. The undersigned signs this document subject to the penalties imposed by law for the submission of a materially false or fraudulent instrument and certifies under penalty of perjury that the undersigned is authorized to execute the filing instrument. Date: OCTOBER 5, 2011 .,1 / -'I' . t:,. J .' I / . ,i{ /. .... /.' . o 1./,' Signature of!6~ganizer i ! , / . .( i t ...- i: SOFIA A. VALDEZ Printed or typed name of organizer Form 202 8 .,>, Corporations Sectiol) Hope /.-\110raoc P.O. Box ]3697 Secretary oj'Sta1e Austin. Texas 7871 1-3697 CERTIFICATE OF FILING OF GARDENS OF LEARNING, lUO GRANDE VALLEY File Number: 801491361 Th(; undersigned, CIS Secretary of State of Texas, hereby certifies that a Ccnificatc of Formation for the above named Domestic Nonprofit Corporation has been received in this office and has been found to conform to the applicable provisions of law. J\CCORDINGL Y, the undersigned, as Secretary of State, and by virtue of the authority vested in the secretary by law, hereby issues this certificate evidencing filing effective on the date shown below. The issuance of this celiificate does not authorize the use of a name in this state in violation of the rights of another under the federal Trademark Act of 1946, the Texas trademark law, the Assumed Business or . Professional Name Act, or the com111on law. Dated: 10/06/2011 Effective: 10/06/2011 I-lope Andrade Secretary of State COllie visit liS 011 the in{el'J1et Phone: (512) 463-5555 Prep(lred by: Delores ivloore 0'2 / () c> (I{ hlfp:l/JP1\11I'.sos.s{(f{e. (x. liS! Fax: (512) 463-5709 TID: 10306,() - df I 9. ~. Dial: 7-J-1 for Relay Services Document: 391654620002 Attachment Bylaws of the Sponsoring Entity and All Amendments of 293 Gardens of Learning, Rio Grande Valley EIN 45-3955076 BYLAWS GARDENS OF LEARNING, RIO GRANDE VALLEY (Adopted 12117/2011) ARTICLE I - OFFICES I. REGISTERED OFFICE AND AGENT The registered office and registered agent of the Corporation shall be as set forth in the Corporation's Certificate ofFonnation. The registered office or the registered agent may be changed by resolution of the Board of Directors, upon making the appropriate filing with the Secretary of State. 2. PRINCIPAL OFFICE The principal office of the Corporation shall be at 710 S. Border, Weslaco, Texas 78596, provided that the Board of Directors shall have the power to change the location of the principal office. 3. OTHER OFFICES The Corporation may also have other offices at such places, within or without the State of Texas, as the Board of Directors may designate, or as the business of the Corporation may require or as may be desirable. ARTICLE II - DIRECTORS I. BOARD OF DIRECTORS To the extent not limited or prohibited by law, the Certificate of Fonnation or these Bylaws, the powers of the Corporation shall be exercised by or under the authority of, and the business and affairs of the Corporation shall be managed under the direction of the Board of Directors of the Corporation. Directors need not be residents of the State of Texas or members of the Corporation unless the Certificate ofFonnation or these Bylaws so require. 2. NUMBER AND ELECTION OF DIRECTORS The number of directors shall be five (5) provided that the number may be increased or decreased from time to time by an amendment to these Bylaws or resolution adopted by the Board of Directors, provided that the number of directors may not be decreased to fewer than three (3). No decrease in the number of Directors shall have the effect of shortening the tenn of any incumbent director. At the first annual meeting of the Board of Directors and at each annual meeting thereafter, the directors shall elect directors. A director shall hold office until the next annual election of directors and until said director's successor shall have been elected, appointed, or designated and qualified. 3. REMOVAL A director may be removed from office, with or without cause, by the persons entitled to elect, designate, or appoint the director. If the director was elected to office, removal requires an affinnative vote equal to the vote necessary to elect the director. 1 Gardens of Learning, Rio Grande Valley EIN 45-3955076 4. RESIGNA TION A director may resign by providing written notice of such resignation to the Corporation. The resignation shall be effective upon the date of receipt of the notice of resignation or the date specified in such notice. Acceptance of the resignation shall not be required to make the resignation effective. 5. VACANC]ES AND ]NCREASE IN NUMBER OF DIRECTORS Any vacancy occurring in the Board of Directors shall be filled by the affirmative vote of a majority of the remaining directors though less than a quorum of the Board of Directors. A director elected to fill a vacancy shall be elected for the unexpired term of the previous director. Any directorship to be filled by reason of an increase in the number of directors shall be filled by election at an annual meeting or at a special meeting of the Board of Directors called for that purpose. 6. ANNUAL MEETING OF DIRECTORS The annual meeting of the Board of Directors shall be held on the 15th day during the month of October, at which they shall elect officers and transact such other business as shall come before the meeting. The time and place of the annual meeting of the Board of Directors may be changed by resolution of the Board of Directors. Failure to hold the annual meeting at the designated time shall not work a dissolution of the Corporation. ]n the event the Board of Directors fails to call the annual meeting at the designated time, any Director may make demand that such meeting be held within a reasonable time, such demand to be made in writing by registered mail directed to any officer of the Corporation. ]fthe annual meeting of the Board of Directors is not called within sixty (60) days following such demand, any Director may compel the holding of such annual meeting by legal action directed against the Board of Directors, and all of the extraordinary writs of common law and of courts of equity shall be available to such Director to compel the holding of such annual meeting. 7. REGULAR MEETING OF DIRECTORS Regular meetings of the Board of Directors may be held with or without notice at such time and place as may be from time to time determined by the Board of Directors. 8. SPECIAL MEETINGS OF DIRECTORS The Secretary shall call a special meeting of the Board of Directors whenever requested to do so by the President or by two (2) or more directors. Such special meeting shall be held at the date and time specified in the notice of meeting. 9. PLACE OF DIRECTORS' MEETINGS All meetings of the Board of Directors shall be held either at the principal office of the Corporation or at such other place, either within or without the State of Texas, as shall be specified in the notice of meeting or executed waiver of notice. 10. NOTICE OF DIRECTORS' MEETINGS Notice of any special meeting of the Board of Directors shall be given at least two (2) days previously thereto by written notice delivered personally or sent by mail or telegram to each Director at that Director's address as shown by the records of the Corporation. If mailed, such notice shall be deemed to be delivered when deposited in the United States mail in a sealed envelope so addressed, the postage thereon prepaid. If notice is given by telegram, such notice shall be deemed to be delivered when the telegram is delivered to the telegraph company. Any Director may waive notice of any meeting. The attendance of a Director at any meeting shall 2 Gardens of Learning, Rio Grande Valley EIN 45-3955076 constitute a waiver of notice of such meeting, except where a Director attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. Neither the business to be transaction at, nor the purpose of, any regular or special meeting of the Board need be specified in the notice or waiver of notice of such meeting, unless specifically required by law or by these Bylaws. 11. QUORUM AND VOTING OF DIRECTORS A quorum for the transaction of business by the Board of Directors shall be a majority of the number of directors fixed by these Bylaws. Directors present by proxy may not be counted toward a quorum. The act of the majority of the directors present in person or by proxy at a meeting at which a quorum is present shall be the act of the Board of Directors, unless the act of a greater number is required by law or the Certificate of Formation. A director may vote in person or by proxy executed in writing by the director. No proxy shall be valid after three months from the date of its execution. Each proxy shall be revocable unless expressly provided therein to be irrevocable, and unless otherwise made irrevocable by law. 12. COMPENSA TION Directors, as such, shall not receive any stated salary for their services, but by resolution of the Board of Directors a fixed sum for expenses of attendance, if any, may be allowed for attendance at any meeting of the Board or Directors. A director shall not be precluded from serving the Corporation in any other capacity and receiving compensation for such services. Member of committees may be allowed similar compensation and reimbursement of expenses for attending committee meetings. 13. ACTION BY DIRECTORS WITHOUT MEETING Any action required by the Texas Business Organizations Code to be taken at a meeting of the Board of Directors, or any action which may be taken at a meeting of the Board of Directors or any committee, may be taken without a meeting if a consent in writing, setting forth the action to be taken, shall be signed by all the Board of Directors entitled to vote with respect to the subject matter thereof, or all of the members of the committee, as the case may be. Such consent shall have the same force and effect as a unanimous vote. If the Corporation's Certificate of Formation so provide, any action required by the Texas Business Organizations Code to be taken at a meeting of the Board of Directors or any action that may be taken at a meeting of the Board of Directors of any committee may be taken without a meeting if a consent in writing, setting forth the action to be taken, is signed by a sufficient number of Board of Directors or committee members as would be necessary to take that action at a meeting at which all of the Board of Directors or members of the committee were present and voted. Each written consent shall bear the date of signature of each Director or committee member who signs the consent. A written consent signed by less than all of the Board of Directors or committee members is not effective to take the action that is the subject of the consent unless, within sixty (60) days after the date of the earliest dated consent delivered to the Corporation in the manner required by this section, a consent or consents signed by the required number of Board of Directors or committee members is delivered to the Corporation at its registered office, registered agent, principal place of business, transfer agent, registrar, exchange agent, or an officer or agent of the Corporation having custody of the books in which proceedings of meetings of Board of Directors or committees are recorded. Delivery shall be by hand or certified or registered mail, return receipt requested. Delivery to the Corporation's principal place of business shall be addressed to the President or principal executive officer of the Corporation. 3 Gardens of Learning, Rio Grande Valley EIN 45-3955076 Prompt notice of the taking of any action by Board of Directors or a committee without a meeting by less than unanimous written consent shall be given to all Board of Directors or committee members who did not consent in writing to the action. If any action by Board of Directors or a committee is taken by written consent signed by less than all of the Board of Directors or committee members, any articles or documents filed with the Secretary of State as a result of the taking of the action shall state, in lieu of any statement required by this A ct concerning any vote of the Board of Directors or committee members, that written consent has been given in accordance with the provisions of section 6.202 of the Texas Business Organizations Code and that any written notice required by such section has been given. A telegram, telex, cablegram, or similar transmission by a Director or member of a committee or a photographic, photostatic, facsimile, or similar reproduction of a writing signed by a Director or member of a committee shall be regarded as signed by the Director or member of a committee for purposes of this section. 14. COMMITTEES OF THE BOARD OF DIRECTORS The Board of Directors, by resolution adopted by a majority of the Directors in office, may designate and appoint one or more committees, each of which shall consist of two or more Directors, which committees, to the extent provided in said resolution, shall have and exercise the authority of the Board of Directors in the management ofthe Corporation, except that no such committee shall have the authority of the Board of Directors in reference to amending, altering or repealing the Bylaws; electing, appointing or removing any member of any such committee or any Director or officer of the Corporation; amending or restating the Certificate of Formation; adopting a plan of merger or adopting a plan of consolidation with another Corporation; authorizing the sale, lease, exchange or mortgage of all or substantially all of the property and assets of the Corporation; authorizing the voluntary dissolution of the Corporation or revoking proceedings therefore; adopting a plan for the distribution of the assets of the Corporation; or amending, altering or repealing any resolution of the Board of Directors which by its terms provides that it shall not be amended, altered or repeated by such committee. The designation and appointment of any such committee and the delegation of authority to such committee shall not operate to relieve the Board of Directors, or any individual Director, of any responsibility imposed by law upon the Board of Directors or upon any individual Director. Other committees not having and exercising the authority of the Board of Directors in the management of the Corporation may be appointed in such manner as may be designated by a resolution adopted by a majority of the Directors present at a meeting at which a quorum is present. Except as otherwise provided in such resolution, members of each such committee shall be Directors of the Corporation, and the President of the Corporation shall appoint the members thereof. Any member thereof may be removed by the person or persons authorized to appoint such member whenever in their judgment the best interests of the Corporation shall be served by such removal. Each member ofa committee shall continue as such until the next annual meeting of the Board of Directors and until a successor is appointed, unless the committee shall be sooner terminated, or unless such member be removed from such committee, or unless such member cease to qualify as a member thereof. One member of each committee shall be appointed chairman by the person or persons authorized to appoint the members thereof. Vacancies in the membership of any committee may be filled by appointments made in the same manner as provided in the case of the original appointments. Unless otherwise provided in the resolution of the Board of Directors designating a committee, a majority of the whole committee shall constitute a quorum and the act of a majority ofthe members present at a meeting at which a quorum is present shall be the act of the committee. 4 ~9,3 Gardens of Learning, Rio Grande Valley EIN 45-3955076 Each committee may adopt rules for its own government not inconsistent with these Bylaws or with rules adopted by the Board of Directors. ARTICLE III - OFFICERS 1. NUMBER OF OFFICERS The officers of a Corporation shall consist of a president and a secretary and may also consist of one or more vice-presidents, a treasurer, and such other officers and assistant officers as may be deemed necessary. New offices may be created and filled at any meeting of the Board of Directors. Any two or more offices may be held by the same person, except the offices of president and secretary. A committee duly designated may perform the functions of any officer and the functions of any two or more officers may be performed by a single committee, including the functions of both president and secretary. The Board of Directors shall also appoint a Chief Executive Officer who sha11 be entitled to attend all meetings of the Board of Directors but shall not have the right to vote. Said Chief Executive Officer shall be entitled to compensation as fixed by the Board and sha11 manage and have other over, subject to the overview of the Board, all of the day to day affairs of the corporation. Training for Chief Executive Officer, Central Office Administrative Officers, and Governing Board Members shall be in accordance with Texas Administrative Code (TAC) Section 100.1102. 2. ELECTION OF OFFICERS AND TERM OF OFFICE All officers sha11 be eJected or appointed annually by the Board of Directors at the regular annual meeting of the Board of Directors for such terms not exceeding three (3) years. 3. REMOVAL OF OFFICERS, VACANCIES Any officer elected or appointed may be removed by the Board of Directors whenever in their judgment the best interests of the Corporation will be served thereby. The removal of an officer shall be without prejudice to the contract rights, if any, of the officer so removed. Election or appointment of an officer or agent shall not of itself create contract rights. A vacancy in any office because of death, resignation, removal, disqualification or otherwise, may be filled by the Board of Directors for the unexpired portion of the term. 4. POWERS AND DUTIES OF OFFICERS Each officer shall have, subject to these Bylaws, in addition to the duties and powers specifically set forth herein, such powers and duties as are commonly incident to that office and such duties and powers as the Board of Directors shall from time to time designate. All officers shall perform their duties subject to the directions and under the supervision ofthe Board of Directors. The President may secure the fidelity of any and all officers by bond or otherwise. All officers and agents of the Corporation, as between themselves and the Corporation, sha11 have such authority and perform such duties in the management of the Corporation as may be provided in theses Bylaws, or as may be determined by resolution of the Board of Directors not inconsistent with these Bylaws. In the discharge of a duty imposed or power conferred on an officer of a Corporation, the officer may in good faith and with ordinary care rely on information, opinions, reports, or statements, including financial statements and other financial data, concerning the Corporation or another person, that were prepared or presented by: (1) one or more other officers or employees of the Corporation, including members of the Board of Directors; or (2) legal counsel, public accountants, or other persons as to matters the officer reasonably believes are within the person's professional or expert competence. 5 Gardens of Learning, Rio Grande Valley EIN 45-3955076 An officer is not relying in good faith within the meaning of this section if the officer has knowledge concerning the matter in question that makes reliance otherwise permitted by this subsection unwarranted. 5. PRESIDENT The President shall be the chief executive officer of the Corporation and shall preside at all meetings of all directors. Such officer shall see that all orders and resolutions of the board are carried out, subject however, to the right of the directors to delegate specific powers and subject to the duties of the Chief Executive Officer hereinbefore set out, except such as may be by statute exclusively conferred on the President, to any other officers of the Corporation. The President or any Vice-President shall execute bonds, mortgages and other instruments requiring a seal, in the name of the Corporation. When authorized by the board, the President or any Vice-President may affix the seal to any instrument requiring the same, and the seal when so affixed shall be attested by the signature of either the Secretary or an Assistant Secretary. The President shall be ex-officio a member of all standing committees. The President shall submit a report of the operations of the Corporation for the year to the directors at their meeting next preceding the annual meeting of the Board of Directors. 6. VICE-PRESIDENTS The Vice-President, or Vice-Presidents in order of their rank as fixed by the Board of Directors, shall, in the absence or disability of the President, perform the duties and exercise the powers of the President, and they shall perform such other duties as the Board of Directors shall prescribe. 7. THE SECRETARY AND ASSISTANT SECRETARIES The Secretary shall attend all meetings of the Board of Directors and shall record all votes and the minutes of all proceedings and shall perform like duties for the standing committees when required. The Secretary shall give or cause to be given notice of all meetings of the Board of Directors and shall perform such other duties as may be prescribed by the Board of Directors. The Secretary shall keep in safe custody the seal of the Corporation, and when authorized by the Board of Directors, affix the same to any instrument requiring it, and when so affixed, it shall be attested by the Secretary's signature or by the signature of an Assistant Secretary. The Assistant Secretaries shall in order of their rank as fixed by the Board of Directors, in the absence or disability ofthe Secretary, perform the duties and exercise the powers of the Secretary, and they shall perform such other duties as the Board of Directors shall prescribe. In the absence of the Secretary or an Assistant Secretary, the minutes of all meetings of the board shall be recorded by such person as shall be designated by the President or by the Board of Directors. 8. THE TREASURER AND ASSISTANT TREASURERS The Treasurer shall have the custody of the corporate funds and securities and shall keep full and accurate accounts of receipts and disbursements in books belonging to the Corporation and shall deposit all moneys and other valuable effects in the name and to the credit of the Corporation in such depositories as may be designated by the Board of Directors. 6 Gardens of Learning, Rio Grande Valley EIN 45-3955076 The Treasurer shall disburse the funds of the Corporation as may be ordered by the Board of Directors, taking proper vouchers for such disbursements. The Treasurer shall keep and maintain the Corporation's books of account and shall render to the President and directors an account of all of the Treasurer's transactions and of the financial condition of the Corporation and exhibit the books, records and accounts to the President or directors at any time. The Treasurer shall disburse funds for capital expenditures as authorized by the Board of Directors and in accordance with the orders of the President, and present to the President's attention any requests for disbursing funds if in the judgment of the Treasurer any such request is not properly authorized. The Treasurer shall perform such other duties as may be directed by the Board of Directors or by the President. Ifrequired by the Board of Directors, the Treasurer shall give the Corporation a bond in such sum and with such surety or sureties as shall be satisfactory to the Board of Directors for the faithful performance of the duties of the office and for the restoration to the Corporation, in case of death, resignation, retirement or removal from office, of all books, papers, vouchers, money and other property of whatever kind in the incumbent's possession or under the incumbent's control belonging to the Corporation. The Assistant Treasurers in the order of their seniority shall, in the absence or disability of the Treasurer, perform the duties and exercise the powers of the Treasurer, and they shall perform such other duties as the Board of Directors shall prescribe. ARTICLE IV - INDEMNIFICA nON AND INSURANCE I. INDEMNIFICATION The Corporation shall have the full power to indemnify and advance or reimburse expenses pursuant to the provisions of the Texas Business Organizations Code to any person entitled to indemnification under the provisions of the Texas Business Organizations Code. 2. INSURANCE The Corporation may purchase and maintain insurance or another arrangement on behalf of any person who is or was a member, director, officer, employee, or agent ofthe Corporation or who is or was serving at the request of the Corporation as a director, officer, partner, venturer, proprietor, trustee, employee, agent, or similar functionary of another foreign or domestic corporation, employee benefit plan, other enterprise, or other entity, against any liability asserted against him or her and incurred by him or her in such a capacity or arising out of his or her status as such a person, whether or not the Corporation would have the power to indemnify him or her against that liability. Without limiting the power of the Corporation to procure or maintain any kind of insurance or other arrangement, the Corporation may, for the benefit of persons indemnified by the Corporation, (1) create a trust fund; (2) establish any form of self-insurance; (3) secure its indemnity obligation by grant ofa security interest or other lien on the assets of the Corporation; or (4) establish a letter of credit, guaranty, or surety arrangement. The insurance or other arrangement may be procured, maintained, or established within the Corporation or with any insurer or other person deemed appropriate by the Board of Directors regardless of whether all or part of the stock or other securities of the insurer or other person are owned in whole or part by the Corporation. In the absence of fraud, the judgment of the Board of Directors as to the terms and conditions of the insurance or other arrangement and the identity of the insurer or other person participating in an arrangement shall be conclusive and the insurance or arrangement shall not be voidable and shall not subject the directors approving the insurance or arrangement to liability, on any ground, regardless of whether directors participating in the approval are beneficiaries of the insurance or arrangement. ARTICLE V - EMERGENCY MANAGEMENT OF THE CORPORATION In the event of an emergency, to the extent not limited or prohibited by law, the Certificate of Formation or these Bylaws, the following provisions regarding the management of the Corporation shall take effect immediately. Pursuant to The Texas Business Organizations Code, an emergency exists if a majority of the 7 Gardens of Learning, Rio Grande Valley EIN 45-3955076 Corporation's governing persons cannot readily participate in a meeting because of the occurrence of a catastrophic event. (1) Procedures for calling a meeting of the Board of Directors are as follows: Two (2) members of the Board of Directors may call a meeting by notifying all other members in writing not less than three (3) days prior to the scheduled date of the meeting. (2) The minimum requirements for participation at the meeting of the Board of Directors are as follows: Two (2) members of the Board of Directors must be present and shall constitute a quorum. These emergency provisions take effect only in the event of an emergency as defined hereinabove, and will no longer be effective after the emergency ends. Any and all provisions of the Certificate of Formation or these Bylaws that are consistent with these emergency provisions remain in effect during an emergency. Any or all of these actions of the Corporation taken in good faith in accordance with these provisions are binding upon this Corporation and may not be used to impose liability on a managerial official, employee, or agent of the Corporation. ARTICLE VI - MISCELLANEOUS I. WAIVER OF NOTICE Whenever any notice is required to be given to any member or director of the Corporation under the provisions of the Texas Business Organizations Code, the Certificate of Formation, or these Bylaws, a waiver thereof in writing signed by the person or persons entitled to such notice, whether before or after the time stated therein, shall be equivalent to the giving of such notice. 2. MEETINGS BY TELEPHONE CONFERENCE, ELECTRONIC OR OTHER REMOTE COMMUNICA TIONS TECHNOLOGY Subject to the provisions required or permitted by the Texas Business Organizations Code and these Bylaws for notice of meetings, members of the Board of Directors, or members of any committee may participate in and hold a meeting of such board, or committee by means of: (I) conference telephone or similar communications equipment by which all persons participating in the meeting can communicate with each other; or (2) another suitable electronic communications system, including videoconferencing technology or the Internet, only if: (a) each member entitled to participate in the meeting consents to the meeting being held by means of that system; and (b) the system provides access to the meeting in a manner or using a method by which each member participating in the meeting can communicate concurrently with each other participant. Participation in a meeting pursuant to this section shall constitute presence in person at such meeting, except where a person participates in the meeting for the express purpose of objecting to the transaction of any business on the ground that the meeting is not lawfully called or convened. 3. SEAL The Corporation may adopt a corporate seal in such form as the Board of Directors may determine. The Corporation shall not be required to use the corporate seal and the lack of the corporate seal shall not affect an otherwise valid contract or other instrument executed by the Corporation. 4. CONTRACTS The Board of Directors may authorize any officer or officers, agent or agents of the Corporation, in addition to the officers so authorized by these Bylaws, to enter into any contract or execute and deliver any instrument in the name of and on behalf of the Corporation, and such authority may be general or confined to specific instances 8 Gardens of Learning, Rio Grande Valley EIN 45-3955076 5. CHECKS, DRAFTS, ETC. All checks, drafts or other instruments for payment of money or notes of the Corporation shall be signed by such officer or officers or such other person or persons as shall be determined from time to time by resolution of the Board of Directors. 6. DEPOSITS All funds of the Corporation shall be deposited from time to time to the credit of the Corporation in such banks, trust companies, or other depositories as the Board of Directors may select. 7. GIFTS The Board of Directors may accept on behalf ofth~ Corporation any contribution, gift, bequest or devise for the general purposes or for any special purpose of the Corporation. 8. BOOKS AND RECORDS The Corporation shall keep correct and complete books and records of account and shall keep minutes ofthe proceedings of the Board of Directors, and committees and shall keep at the registered office or principal office in this State a record of the names and addresses of its members entitled to vote. A Director ofthe Corporation, on written demand stating the purpose of the demand, has the right to examine and copy, in person or by agent, accountant, or attorney, at any reasonable time, for any proper purpose, the books and records of the Corporation relevant to that purpose, at the expense of the member. 9. FINANCIAL RECORDS AND ANNUAL REPORTS The Corporation shall maintain current true and accurate financial records with full and correct entries made with respect to all financial transactions of the Corporation, including all income and expenditures, in accordance with generally accepted accounting practices. All records, books, and annual reports (if required by law) of the financial activity of the Corporation shall be kept at the registered office or principal office of the Corporation in this state for at least three years after the closing of each fiscal year and shall be available to the public for inspection and copying there during normal business hours. The Corporation may charge for the reasonable expense of preparing a copy of a record or report. 10. FISCAL YEAR The fiscal year of the Corporation shall be as determined by the Board of Directors. 11. APPLICABILITY OF LAWS RELATING TO LOCAL GOVERNMENT RECORDS AND ASSETS Gardens of Learning, Rio Grande Valley, upon dissolution, will adhere to the law (TEC; TAC) in regards to the distribution of assets according to Texas Administrative Code (TAC), Chapter 100, Subchapter a. Open-Emollment Charter Schools, Section 100.1067. Possession and Control of the Public Property of a Former Charter Holder. Texas Education Code (TEC), Title 2, Public Education, Subtitle c., Local Organizations and Governance, chapter 12., Sec. 12.1052 (Applicability of Laws Relating to Local Government Records) Charters, will be adhered to as to the handling of records upon dissolution ofa charter school: /93 ~ 9 Gardens of Learning, Rio Grande Valley EIN 45-3955076 (d) The records of an open-enrollment charter school that ceases to operate shall be transferred in the manner specified by the commissioner to a custodian designated by the commissioner. The commissioner may designate any appropriate entity to serve as custodian, including the agency, a regional education service center, or a school district. In designating a custodian, the commissioner shall ensure that the transferred records, including student and personnel records, are transferred to a custodian capable of: (I) maintaining the records; (2) making the records readily accessible to students, parents, former school employees, and other persons entitled to access; and (3) complying with applicable state or federal law restricting access to the records. 12. ESTABLISHMENT OF RACIALLY NONDISCRIMINATORY POLICY (TEC, Section 12.111 (a) (6>>. Texas Education Code requires that a charter school's admissions policy include a statement that the school will not discriminate based on gender, national origin, ethnicity, religion, disability, academic ability, athletic ability or artistic ability or the district the child would otherwise attend. ARTICLE VII - CONSTRUCTION 1. PRONOUNS AND HEADINGS All personal pronouns used in these Bylaws shall include the other gender whether used in masculine or feminine or neuter gender, and the singular shall include the plural whenever and as often as may be appropriate. All headings herein are for convenience only and neither limit nor amplify the provisions of these Bylaws. 2. INVALID PROVISIONS If anyone or more of the provisions of these Bylaws, or the applicability of any such provision to a specific situation, shall be held invalid or unenforceable, such provision shall be modified to the minimum extent necessary to make it or its application valid and enforceable, and the validity and enforceability of all other provisions of these Bylaws and all other applications of any such provision shall not be affected thereby. ARTICLE VIII - AMENDMENT OF BYLAWS The Board of Directors may amend or repeal these Bylaws, or adopt new Bylaws, unless the Certificate of Formation or the Texas Business Organizations Code limits such powers. Adopted by the Board of Directors ont:2.L~ J ~ 2011. 293 10 Gardens of Learning, Rio Grande Valley EIN 45-3955076 BYLAWS GARDENS OF LEARNING, RIO GRANDE V ALLEY (Adopted 12117/2011) AMENDMENT 1 (Adopted 2/2112013) 1. TEXAS OPEN MEETINGS ACT Gardens of Learning. Rio Grande Valley will comply with the Texas Open Meetings Act (Government Code chapter 551.5) to make decision-making accessible to the public. 2. TEXAS PUBLIC INFORMATION ACT REQUESTS (OPEN RECORDS ACT) Gardens of Learning, Rio Grande Valley will comply with the Texas Public Information Act (Open Records Act) (Texas Government Code, Chapter 552), to ensure a right to access government records. All government information is presumed to be available to the public. Gardens of Learning, Rio Grande Valley will promptly release requested information that is not confidential by law, either constitutional, statutory, or by judicial decision, or information for which an exception to disclosure has not been sought. Adopted by the Board of Directors on February 21, 2013. 11 Attachment Organizational Chart 196 of 293 Attachment H Gardens of Learning, Rio Grande Valley Organizational Structure 2015 -2016 n c-... ~ _._----CEO/Principal CFO/Business Manager/PEIMS/Attendance ~ t:- -- ~ RTIlDiagnostician Nurse Secretary Secretary's Assistant Classroom Teacher Custodian Attachment I Supplemental Human Resources Information Forms 198 of 293 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Gardens of Learning, Rio Grande Valley I Reports to: ICharter Holder Board of Directors Position: ICEo/superintendent Salary Range: 160,000 - 100,000 List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc ... ) to be given to the individual in this position. In none, please state N/A. Other potential forms of remuneration given to the CEO/Superintender:lt include a car allowance, cell phone, memberships to organizations, and travel. Proposed Location (City and County): L-IM_c_A_I_le_n_,_H_id_a_lg_o _ _ _ _ _ _ _ _ _ _ _ _ _ _ _--' _ -'1 Number of Students anticipated in year one: '-11_0_0_ _ _ _ _ I In year five: L4_5_O_ _ _ _---' Minimum Qualifications Required: Education Required: Master's degree in educational administration; Doctorate level degree preferred Experience Required: Three years experience as a classroom teacher and three years experience in a central office position. Certification Required: Mid-Management Certificate; Superintendent Certificate Preferred Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at http://mansfield.tea.state.tx.us/TEA.AskTEO.Web/Forms/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). Name ofOistrict CON l~s_a_n_ls_id_ro IS_D____________________~11214902 __ L -_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~ # of Students Served 1291 Salary Range 1~11~0~4,~4~34~~--------~ ~t_a_M_a_ri_a_ _ _ _ _---,1 LI6_6_6______~1 LI8_0_,0_0_0___________---' Lls_a_n_ta_M_a_ri_a_IS_D _ _ _ _ _ _ _ _ _--'11031913 _ 1 ,-S_o_u_th_Te_x_a_s_E_d_u_c_a_ti_o_n_al_T_e_c_h_n_o_lo_g_ie_s___-' 1108802 llweslaco Page 1 of2 11812 /91 11'-1_2_8_.7_5_?____________--' 7 .:< 93 SAS 539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name ofthe sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Position: ICEo/superintendent Gardens of Learning, Rio Grande Valley Reports to: ICharter Holder Board of Directors Job Duties: List up to 10 key duties this individual will perform. I. Implement the goals and objectives ofthe governing school board and comply with all progress requests. 2. Plan, implement and evaluate instructional programs with teachers and principals including learning objectives. 3. Recruit, hire, train, evaluate, supervise and lead a high performing staff; comply with all state and federal employment laws. 4. Create and maintain school-wide culture of high standards of student achievement; ensure the teaching ofTEKS. 5. Collaborate with the CFO to establish and maintain a balanced budget that complies with state and federal requirements. 6. Lead strategic planning process and operations. 7. Effectively communicate the vision and goals of Gardens of Learning, Rio Grande Valley. 8. Participate in the district level decision making process. 9. Apply research and data to ensure the success of every student. 10. Work with parents and community to attain success for every family. If a charter is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board. Page 2 of 2 :2L:tJ 1 SAS 539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name ofthe sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name ofthe proposed charter school: Position: ICFO/PEIMS/Attendance Gardens of Learning, Rio Grande Valley IReports to: IChief Executive Officer Salary Range: 160,000 to 90,000 List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc ... ) to be given to the individual in this position. In none, please state NIA. Other potential forms of remuneration given to the CFO/PEIMS/Attendance Officer include a cell phone, memberships to organizations, and travel. '. Proposed Location (City and County): ILM_c_A_"_e_n_,H_i_d_a_Ig_o_ _ _ _ _ _ _ _ _ _ _ _ _ _ _-' Number of Students anticipated in year one: IL1_0_0_ _ _ _ _---' In year five: 1 _ _ _ _----' <-4_5_0 Minimum Qualifications Required: Education Required: Master's degree in a business-related field or educational administration; MBA Experience Required: Five years experience in school business management or public organization Certification Required: Mid-Management Certificate; Principal Certificate Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at http://mansfield.tea.state.tx.us/TEA.AskTED.Web/Forms/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). # of Students Served Salary Range 1812 1'-17-',-5-"-77--8-9-,8'"'-4-'-----, Name of District South Texas Educational Technologies ILV_a_n_g_Ua_r_d_A_c_a_d_e_m_y_ _ _ _ _ _ _ _~11108808 1 LIA_'a_m_o _ _ _ _ _ _--'IIL-,_, _ _---'11 87 ,446-95,650 _ '_62 ILlg_n_i_te_PU_b_l_ic_S_C_h_O_0_IS _ _ _ _ _ _ _--'11108801 _ 1 LIE_d_in_b_u_rg _ _ _ _ _---'111,056 _ Page 1 of2 2~/1 11 70,50,-87,446 SAS 539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Position: ICFO/PEIMS/Attendance Gardens of Learning, Rio Grande Valley Reports to: IChief Executive Officer Job Duties: List up to 10 key duties this individual will perform. 1. Maintain the superintendent infonned on all business affairs of the district. 2. Evaluate accounting procedures, systems and controls in all districts departments and recommend improvements. 3. Maintain a continuous aUditing program for all funds and assist the district's independent auditor. 4. Ensure that accounting systems comply with applicable laws and regulations including Texas Education Agency Bulletin 67 5. Develop period cash flow analysis to aid in detennining cash available for investment and payment of district expenses. 6. Maintain the district investment portfolio. 7. Oversee all payroll functions; prepare monthly bank reconciliations. 8. Review and approve all purchases; verifY availability of funds. 9. Oversee all PEIMS/Attendance functions and ensure proper adherence to related regulations and laws. 10. Assist in the preparation of the budget and development of long/short range objectives for business operations. If a charter is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board. Page 2 of2 SAS 539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Gardens of Learning, Rio Grande Valley Position: ISChOOI Principal 1 Reports to: IChief Executive Officer Salary Range: 160,000 to 80,000 List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc ...) to be given to the individual in this position. In none, please state N/A. Other potential forms of remuneration given to the School Principal include a cell phone, memberships to organizations, and travel. Proposed Location (City and County): IMcAllen, Hidalgo ~------------------------------------------~ Number of Students anticipated in year one: L.11_0_0__________-' In year five: 1'-4_5_0________--' Minimum Qualifications Required: Education Required: Master's degree in Educational Administration Experience Required: Three years as a classroom teacher and three years experience in instructional leadership Certification Required: Texas Principal or other comparable certificate; Certified evaluator in PDAS (Professional Development and Appraisal System) Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at http://mansfield.tea.state.tx.us/TEA.AskTED. Web/Forms/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). Name of District ,-S_o_u_th Te_x_a_s_E_d_u_c_at_io_n_a_I_T_e_c_h_no_l_o_g_ie_s____-''-____ __ Ivanguard Academy ~ ~__________________~ # of Students Served L.18_1_2______ 11108808 1 LIA_la_m_o ______________----'\\1,162 ~============~ ILlg_n_i_te_p_u_b_li_C_S_C_ho_o_I_S____________----'11108801 IIEdinbUrg Page 1 of2 111,056 Salary Range -'\lr5~7~,2~1~0~-7~0~,8Q1~9---------, 11 51 ,738-70,209 1144,883-70,209 SAS 539-13 RFA 701-13~l()] Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank wiD result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Position: ISChoOI Principal Gardens of Learning, Rio Grande Valley Reports to: IChief Executive Officer Job Duties: List up to 10 key duties this individual will perform. I. Monitor instructional and managerial processes to ensure that program activities are related to program goals and outcomes 2. Develop and set annual campus performance objectives for each of the Academic Excellence Indicators 3. Build common vision for school improvement with staff. Direct planning activities and implement programs with staff. 4. Help to establish effective communication with superintendent, staff, students, parents and community. 5. Provide instructional resources and materials to support teaching staff in accomplishing instructional goals. 6. Recognize excellence and achievement. Communicate and promote expectations for high-level performance to all. 7. Recruit, hire, train, supervise and evaluate and support teachers. 8. Help to ensure the effective and quick resolution of conflicts. 9. Identify, analyze and apply research to promote school improvement. 10. Foster collegiality and team building; participate in strategic planning. Encourage involvement in decision making process. If a charter is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board. Page 2 of2 SAS 539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Gardens of Learning, Rio Grande Valley Position: Response to Intervention/Ed. Diagnostician Reports to: I'-C_E_o_/_pr_in_c_i_p_al_ _ _ _ _ _ _ _ _ _ _ _ _ _ _-' Salary Range: 145,000 - 55,000 List any other potential fonn of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc ... ) to be given to the individual in this position. In none, please state N/A. Other potential forms of remuneration given to the Response to Intervention (RTI) Specialist/Educational Diagnostician include a cell phone, membership to organizations, and travel allowance. . Proposed Location (City and County): ,-IM_c_A_I_le_n_,H_i_d_a_lg_o_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~ Number of Students anticipated in year one: 1'-1_o_0_ _ _ _ _-' In year five:lL4_5_O_ _ _ _--' Minimum Qualifications Required: Education Required: 1M'stees degree in Speci,l Education. Experience Required: Three years teaching in a special education program environment. Certification Required: Educational Diagnostician certificate. Complete the following using infonnation gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at http://mansfield.tea.state.tx.us/TEA.AskTED. Web/Fonns/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). # of Students Served Name of District Salary Range ~ls=a=nt=a=M=a=r=ia=I=SD=========~ '--_ _-' '-_ _ _ _ _ _ _ _---' ~16=6=6====:11,.::4:.;;:0"",0=..0'-0::..:-;:::5=<5,"-"00-0-----, South Texas Educational Technologies '--_ _......llweslaco --III '-llg_n_i_te_p_u_b_Ii_C_S_C_h_OO_I_S_ _ _ _ _ _ _ _-' '-_ _ Edinburg Page 1 of2 II II L8_1_2_ _ _-'1140,000 - 55,000 L 1_,0_5_6_ _----'11 4 ?,?00 - 55,000 SAS 539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Gardens of Learning, Rio Grande Valley Position: Response to Intervention/Ed. Diagnostician Reports to: I'-C_E_o_/_p_rin_c_i_p_al_ _ _ _ _ _ _ _ _ _ _ _ _ _ _---' Job Duties: List up to 10 key duties this individual will perform. I. Assess all students to determine educational levels of students and to address programming needs. 2. Provide a list of instructional interventions to teachers for every student. 3. Oversee proper implementation of recommended inst. interventions. Assist teachers in implementation of interventions. 4. Assess students referred for special education testing to determine eligibility for special education program services. 5. Maintain all records relevant to the special education program. Oversee all functions of special education program. 6. Schedule and facilitate all IEPiARD meetings and maintain relevant record(s) ofthese meetings. 7. Co-teach with other teachers in classrooms of students who participate in the special education program. 8. Oversee all testing to include STAAR, CTBS, TELPAS, and all other standardized testing. 9. Provide reports of student achievement to CEOlPrincipal, School Board, Parents, and Community. 10. Foster collegiality and team building; participate in strategic planning. Encourage involvement in decision making process. If a charter is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board. Page 2 of2 SAS 539-13 RFA 701-J3-HH Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Gardens of Learning, Rio Grande Valley Position:!LT_e_a_ch_e_r_ _ _ _ _ _ _ _ _ _ _ _---' Reports to: ICEo/principal Salary Range: !36,000 - 50,000 List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc ... ) to be given to the individual in this position. In none, please state N/A. Other potential forms of remuneration given to the Teacher include membership to organizations, and travel allowance. Proposed Location (City and County): LIM_C_A_I_'e_n_,_H_id_a_lg_O _ _ _ _ _ _ _ _ _ _ _ _ _ _ _--' _ Number of Students anticipated in year one: 1L..1_O_O_ _ _ _ _-' In year five: 1'-4_5_0_ _ _ _---' Minimum Qualifications Required: Education Required: Bachelor's degree from accredited university. Master's in Bilingual Education or Special Education preferred. Experience Required: Three years teaching in a mainstream setting or special education program environment. Certification Required: IBmngual Education Certification. Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at http://mansfield.tea.state.tx.us/TEA.AskTED.Web/Forms/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). # of Students Name of District CDN Located in (City) Served ILV_a_n_9u_a_r_d_A_ca_d_e_m_y _ _ _ _ _ _ _---'" 108808 I!LA_la_m_o _ _ _ _ _ _---'111, 162 _ _ ,. :S:.. ::.a:.. .:la,;;:.ry"-"-R.::;a""ng"e'---_ _ _---. 1144,419 - 48,263 LS_o_u_th_T_e_x_a_s_E_d_u_c_at_i_o_na_I_T_e_c_h_n_o_lo_g_ie_s _--' 1108802 1 Llw--'e_s_la_c_o_ _ _ _ _ _ _--'1 '18-1-2---'1136,323 - 49,000 _ IL Ig_n_i_te_p_u_b_Ii_C_S_C_hO_O_I_S_ _ _ _ _ _ _ _--'1I1 08801 IILE_d_in_b_u_rg _ _ _ _ _----'111,056 _ Page 1 of2 11 41 ,165 - 58,427 SAS 539-'1B RFA 701-13~101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Position: ITeacher Gardens of Learning, Rio Grande Valley Reports to: ICEo/princiPal ~--------------------------------------~ Job Duties: List up to 10 key duties this individual will perform. I. Develop and implement lesson plans that fulfill the requirements of the district's curriculum program. 2. Assess/reassess students to determine educational levels of students and to address programming needs. 3. Present subject matter according to guidelines established by TEA, board policies and administrative regulation. 4. Plan and use appropriate instructional and learning strategies that reflect understanding of the needs of students. 5. Co-teach with RTI SpecialistlEducational Diagnostician to ensure the academic progress of every student, every year. 6. Work with other members of staff and administration to determine instructional goals, objectives and methods to be used. 7. Plan and supervise assignments of volunteers and helpers in the classroom. 8. Use technology to strengthen the teaching/learning process. 9. Create a classroom environment conducive to learning and appropriate for the emotional development of students. 10. Foster collegiality and team building; participate in strategic planning. Encourage involvement in decision making process. If a charter is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board. Page 2 of2 SAS 539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Human Resources Information Form (MUST be typed) ANY areas left blank will result in the application being deemed "INCOMPLETE" during the review process. Enter the name of the sponsoring entity: Gardens of Learning, Rio Grande Valley Enter the name of the proposed charter school: Position: IphYSiCal Education Coach Gardens of Learning, Rio Grande Valley 1 Reports to: ICED/principal Salary Range: 136,000 - 50,000 List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc ... ) to be given to the individual in this position. In none, please state N/A. Other potential forms of remuneration given to the Teacher include membership to organizations, and travel allowance. _ Proposed Location (City and County): L-IM_c_A_'_'e_n_,_H_id_a_'g_o _ _ _ _ _ _ _ _ _ _ _ _ _ _ _-' Number of Students anticipated in year one: 11.. .1_0_0_ _ _ _ _-' In year five: 11.. .4_5_0_ _ _ _--' Minimum Qualifications Required: Education Required: Bachelor's degree from accredited university. Master's in Bilingual Education or Special Education preferred. Experience Required: Three years teaching in a mainstream setting or special education program environment. Certification Required: Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at http://mansfield.tea.state.tx.us/TEA.AskTED.Web/Forms/Home .aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). Name of District Ivanguard Academy CDN Located in (City) # of Students ,S_e_rv_e_d_ _-, 11108808 1 LIA_'a. .,.J.,. o.n,0 _ _ _ _ _ _---111 1,162 :_ ~============~ ,S_a_'a~ry,,--R_a_n.t.. To Sun. Feb 17 2013 at 414 PM Organization GARDENS OF LEARNING RIO GRANDE VALLEY EIN 45-3955076 SubmisSion Type Form 990-N Year 2011 Submission 10 7800582013048h880299 e-File Postmark 2/17/201350425 PM Accepted Date 2/17/2013 The IRS has accepted the e-Postcard described above Please save this receipt for your records Thank you for filing e-Postcard technical support Phone 866-255-0654 (toll free) GARDENS OF LEARNING RIO GRANDE VALLEY 710 South Border Avenue Weslaco. TX 78596 hit pS:/ll1lili 19oogle .com/maij i h,lwJ2j l)2j ayohc(')& \=pl & 1h 11 cCill Xha(K:c4Xc h 2/1 7 !20 1:, Gmail - Form 990-N E-filing Receipt - IRS Status: Accepted Page I ot I G~ iI Sofia Valdez Form 990-N E-filing Receipt - IRS Status: Accepted 1 message epostcard@urban.org To: Sun, Feb 17,2013 at 4:14 PM Organization: GARDENS OF LEARNING RIO GRANDE VALLEY EIN: 45-3955076 Submission Type: Form 990-N Year: 2011 Submission ID: 7800582013048h880299 e-File Postmark: 2/17/20135:04:25 PM Accepted Date: 2/17/2013 The IRS has accepted the e-Postcard described above. Please save this receipt for your records. Thank you for filing. e-Postcard technical support Phone: 866-255-0654 (toll free) email:ePostcard@urban.org GARDENS OF LEARNING RIO GRANDE VALLEY 710 South Border Avenue Weslaco, TX 78596 ..<,2 71 ;2 93 https:/Imail.google.com/mailIhl13hikOotehk9x/?&v=pt&s=q&q=irs&th= 13cea3 8ba6ec48cb 2/25/2013 Attachment M Documentation Verifying All Sources of Funding Gardens of Learning, Rio Grande Valley currently have no such sources of funding. 228 of 293 Attachment Documentation Verifying All Sources of Funding NOT Requiring Repayment 229 of 293 February 21.2013 Dr Sofia A Valdez. EdD 710 S Border Ave Weslaco, Tx 78596 Our auditors, Reyna & Garza. PLLC. are conducting an audit of our finanCial statements. For the purpose of independent verification only, please confirm the follOWing information relating to your Promise to give to Gardens of Learning, Rio Grande Valley as of February 21 2013 Date made Amount Restrictions on period or manner of use Payments made during the period September 1. 2012 to February 21.2013 Amount due at February 21.2013 February 20.2013 $10000 1] $10.000 Please indicate in the space below whether this information IS in agreement with your records If it is not. please furnish any information you have that will help our auditors reconcile the difference After signing and dating your reply, please mail it directly to Reyna & Garza. PLLC in the enclosed return envelope. V?~o~,(?~~ Sofia A ~ez ~ EdD. CEO Gardens of Learning. Rio Grande Valley To Reyna & Garza, PLLC The above information regarding the Promise to Give made to Gardens of Learning, Rio Grande Valley agrees with my Signature Title Date recor~s,at / II1/;.'' F,ebruary 21}013 with the following exceptions (if any) p. . , /J'. L X( "CF J, <: 17" ,1 ..} . 131 W Hibiscus Ave McAllen Tx 78501 Our auditors. Reyna & Garza. PLLC. are conducting an audit of our financial statements For the purpose of independent verification only please confirm the follOWing Information relating to your Promise to give to Gardens of Learning. Rio Grande Valley as of February 21.2013 February 20. 2013 $10000 Date made Amount Restrictions on period or manner of use Payments made dUring the period September 1 2012 to February 21.2013 Amount due at February 21. 2013 ~ $10,000 Please Indicate In the space below whether this information IS in agreement with your records. If it please furnish any Information you have that will help our auditors reconcile the difference IS not After signing and dating your reply please mail it directly to Reyna & Garza, PLLC in the enclosed return envelope Very truly yours .1?-1"Vi:{Jr\ II . '/ I /- ;,/,.Ji" ?'/ /[." /.' Sofia A vck-ez E:D ~EO 5/ . Gardens of Learning. Rio Grande Valley To Reyna & Garza. PLLC The above information regarding the Promise to Give made to Gardens of Learning. Rio Grande Valley agrees with my r~c9rds at February21. 2013 with the following exceptions (if any) 1/..; u~/+r;h6h 5 Signature Title Date ;!. 31 1 IVI::;. \"'dll IIeil IVIUIIUL 2401 S Jackson Rd. #44 Pharr. Tx 78577 Our auditors. Reyna & Garza. PLLC. are conducting an audit of our financial statements. For the purpose of independent verification only. please confirm the following Information relating to your Promise to give to Gardens of Learning. Rio Grande Valley as of February 21.2013 February 20.2013 $10,000 Date made Amount. Restrictions on period or manner of use Payments made during the period September 1. 2012 to February 21.2013 Amount due at February 21. 2013 ~ $10.000 Please indicate in the space below whether thiS information is in agreement with your records. If it is not. please furnish any information you have that will help our auditors reconcile the difference After signing and dating your reply. please mail it directly to Reyna & Garza, PLLC in the enclosed return envelope. Very truly yours. //-tzLli~J . I Sofia A Vald$ EdD. CEO Gardens of Learning Rio Grande Valley To Reyna & Garza. PLLC The above information regarding the Promise to Give made to Gardens of Learning, Rio Grande Valley agrees With my records at February 21. 2013 with the following exceptions (if any) , / ( /1,.,-, ~ I ,'. 'v. \ , / __ -?' ",J 17 / I! ( ' I " ",' c' ,.', - > IVII ",evil I ",elllleuy th 501 W Loop 19 St Weslaco Tx 78596 Our auditors. Reyna & Garza. PLLC. are conducting an audit of our financial statements For the purpose of independent verification only. please confirm the following Information relating to your Promise to give to Gardens of Learning Rio Grande Valley as of February 21. 2013 Date made Amount Restrictions on period or manner of use Payments made during the period September 1. 2012 to February 21.2013 Amount due at February 21.2013 February 20.2013 $10.000 $0 $10000 Please indicate in the space below whether this information is in agreement with your records If it is not. please furnish any information you have that will help our auditors reconcile the difference After signing and dating your reply, please mail it directly to Reyna & Garza. PLLC in the enclosed return envelope. Very truly yours. -/f-;l;/~ ;l~A " _ >./ /-'?1 vat! ;' , Sofia A Valdek EdD. CEO I. / . Gardens of Learning Rio Grande Valley To Reyna & Garza. PLLC The above information regarding the Promise to Give made to Gardens of Learning. Rio Grande Valley 2013 with the following exceptions (if any) Signature Title Date 505 Pacific Avenue Edinburg. Tx 78539 Our auditors, Reyna & Garza. PLLC. are conducting an audit of our financial statements. For the purpose of independent verification only. please confirm the following information relating to your Promise to give to Gardens of Learning, Rio Grande Valley as of February 21. 2013 February 20. 2013 $10.000 Date made Amount Restrictions on period or manner of use Payments made during the period September 1,2012 to February 212013 Amount due at February 21. 2013 $0 $10,000 Please indicate in the space below whether this information isin agreement with your records If it please furnish any information you have that will help our auditors reconcile the difference IS not After signing and dating your reply. please mail it directly to Reyna & Garza, PLLC in the enclosed return envelope. Very truly yours, Sofia A Valdez EdD. CEO Gardens of Learning. Rio Grande Valley To Reyna & Garza. PLLC The above information regarding the Promise to Give made to Gardens of Learning, Rio Grande Valley agrees with my records at February 21.2013 with the following exceptions (if any) Signature Title Date _ ;2 93 Attachment 0 Start-Up Budget 235 of 293 Application for an Open-Enrollment Charter School- Eighteenth Generation WORKSHEET Name of Sponsoring Entity: Name of Proposed Charter School: \ For the Period: Gardens of Learning, Rio Grande Valley Gardens of Learning, Rio Grande Valley\ 09/01/13T T to 08/31/14 ADA Revenue ~ Enter projected enrollment numbers, Check attendance eltgibJllty requirements using the attendance accounting handbook for the applicable year~ available at the following link: http://www.tea.state.tx.us/index4 wlde.aspx?id=7739&menu id=645&menu idl=789 10 IReminder: Funding for each prekindergarten student Is based on haft-day ell8lblllty. 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 32 A. 1. 2. ~rojected 6. Projected Enrollment - 4th Grade Projected Enrollment? 5th Grade Projected Enrollment - 6th Grade Projected Enrollment - 7th Grade Projected Enrollment - 8th Grade Projected Enrollment - 9th Grade Projected Enrollment - 10th Grade 8. 9. 10. 11. 12. 13. 14. 15. 2015-2016 J Year4 ..l- 2016-2017 -------- YelirS J 2018-2019 l. Total Amounts ~----~ 50 7S 75 75 75 350 Enrollment - 1st Grade Projected Enrollment - 2nd Grade 50_ 75 75 75 75 350 75 75 75 75 300 75 75 75 225 75 75 150 75 75 ..l- Projected Enrollment - 11th Grade Projected Enrollment -12th Grode Total Projected 100% Enrollment "4 ...::.:..1?1 100 1 2251 300 5,086 la) Ib) Ie) Year Projected Enrollment (Row 28 Above, Columns D-lJ Proposed Ratio [(bJfld)) Year 2 225 Year 3 300 Year 4 375 YearS 450 450 I 1.450 #DIV/OI 25:1 25:1 25:1 25:1 25:1 ~ ~ ~ Student:Teacher Ratios Year 1 3751 7.374,700 Refer to the Educational Plan, section 4(1) of the application for the ratio Note: A number must be entered In column (d) for the ratio In column (e) to be calculated. See TEC, ?25.111. 0 100 1 5,086 Student:Teacher Ratios Startup 2017-2018 Projected Enrollment - Kindergarten Estimated Amount of Avg. Adjusted BaSIC Allotment + Special Program Funding Avg. + ASATR Average per Student Which Also Accounts for an 80% Attendance Rate Total potential Enrollment? Estimated Funding per Student = ~ 35 37 38 39 40 41 42 43 Year:! Yur2 .. Projected Enrollment - 3rd Grade 7. Year 1 2014-2015 Maximum Enrollment - Pre-K 4-Vear-Old 3. 4. 5. ~ 36 YellrO 20B-2014 ADA Revenue Worksheet Grade Maximum Enrollment - Pre-K 3-Ycar-Old Ie) If) # Teachers Budgeted Application Page 1# 0 4 4 9 12 15 18 9 12 15 18 1,198 1.198 1,198 1.198 1.198 Id) # Teachers (per Proposed Ratio) ;(3fp Worksheet1J2 ~ 'i 1.:213 SAS 539-13 RFA701 w 13-101 WORKSHEET I Name of Sponsoring Entity: Gardens of Learning, Rio Grande Valley Name of Proposed Charter School: For the Period: 45 I 09/01/13 I to 08/31/14 Total Payroll Costs (#6100) Projected Payroll Costs Based on Salary Comparison information in HR Section of Application and Budgets (Attachments 0 and i) The salary information for traditional school district schools of comparable size entered in this table should match the information provided In the application (Attachment I, HR Information Form). Note: Columns (b) through (e) and (g) through (I) must be completed in order for the average salary and total salary amounts to be calculated. ~ ~ 48 49 50 51 S2 I Gardens of Learning, Rio Grande Valley:! fcradditionalposiUons, j.e.,5 tNc.hers Salary Amount per POSition [one year] Page # 199 (a) (bl (el (dl Position Description School 1 School 2 School 3 104.434 80.000 57;210 71,577 40,000 44,419 (1) CEO/Superintendent 51,738 87,446 40,000 36,323 AVG(b):(dl 104.395 128.750 (g) Start~up 203 (2) Principal 201 (3) Business Manager 205 (4) RTf SpeclallsVEducationat Diagnostician 207 (5) Teacher 44,883 70:501 40,000 41,185 (6) Counselor (7) Parent Coordinator , (8) Security Guard 16,075 211 (9) Secretary 16,075 16;075 (10) PEIMS Coordinator (11) Intern Teacher (12) Special Ed. Assistant 64 (13) Other 65 (14) Substitute Teacher 66 -- - -- --- --- -.Iotals: _$ _ _$l~,715?00_ .. - $ - 311,582.00 L 341,374.QO -- (h) Year 1 1 $ 20.000.00 51,277 78,508 40,000 40,636 #DIV/OI #DIVIOI #DIVIOI 16,075 #CIV/OI #DIVlO! #DIVIOI #DIV/OI #DIVIOI #DIVIOI $ o " 53 54 55 56 57 58 59 60 61 62 63 Total Salary Amount for All Individuals In Each Position, by Year (I) Extensions (e) (I) Year 2 $ $ 60.000.00 U) $ 70.000.00 $ $ 55,000.00 85,000.00 50,000.00 370,000.00 50,000;00 $ 1 $ 15,000.00 $ 55,000.00 $ 1 $ $ 47,000.00 $ $ 175,000.00 '$' 5 $ o$ $ $ a $ $ $ o$ $ $ 1.5 $ 13,332.00 $ 30,000.00 $ 30,848.00 $ o$ $ o$ $ $ o$ $ $ o$ $ $ o$ $ 3,500.00 $ 7,000.00 9.50 $ 48,332.00 $ 370,500.00 $ 697,848.00 - $ ,$. $ $ $ 58,000.00 75,000.00 53,000.00 451,000.00 53,000.00 $ $ $ $ $ $ Year 4 90,000.00 $ (I) YearS 100,000.00 61,000.00 ,85,000.00 56,000.00 619,000.00 56,000.00 64,000.00 95,000.00 59,000.00 743,000.00 59,000.00 (k) Year 3 80,000.00 -' 41,094.00 20,700.00 $ 9,100.00 $ $ 840,894.00 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 42,326.82 $ 21,321.00 $ $, 43,596.62 21,960.63 - $ 42,000.00 $ 43.000.00 11,200.00 $ 13,300.00 $ 1,083,847.82 $ 1,241,857.25 Number of Students Served at Comparable Schools - Year 1 68 Prop~_!!ed C~arter Sc;ilool's 69 70 71 Total Number of Students Served at Each School 74 75 76 I I 210 1001 210 (b) #6259 Utilities: 77 (e) (dl cost (al #/per Total Annual Cost (b)' (e)= 14,400.00 4,800.00 4,800.00 3,800.00 Electricity - Total # Locations Phone(s)? Total # locations Trash - Total # locations Water - Total # locations Other - Total # locations Note: If there are more than 5 locations, then combine locations with close costs, and 84 average the costs (row 95). (al 85 (b) (e) Leasing: (91 (0 % Rate per Month [l/12J Cost per Month 14,400 4,800 4,800 3,800 $ $ $ $ $ 22:1 3001. 3751 450 ~ (e) (d) 0.08 0.08 0.08 0.08 0.08 [Cost x RateJ $ $ $ $ $ (e) Cost per Square Total Annual Cost % Rate per Month Foot (b)' (e) = [l/12J Square Feet #5270 1.00 1.00 1.00 1.00 $ $ $ $ - Enrollment Cap [per to application coversheet] (e) AVG(b):(dl 160.6666667 School 3 ~ Total Professional and Contracted Services (#6200) 78 79 80 81 86 87 88 89 90 91 92 93 94 95 96 97 (dl School 2 62 72 r- (e) (bl School 1 -I , (hi # Months 1,200.00 400.00 400.00 316.67 Total ~ 14,400 4.800 4,800 3,800 ~ 12 12 l2 12 (sl (0 Cost per Month [Cost (d) x Rate (e)) ~ Budgeted Cost (h) # Months Total Budgeted Cost location 1-' Office location /Schooi Facilities Square Ft. Cost '5,000 $ 1.00 $ 5,000 0.083 $ 416.67 12 $ 5.000 location 2 - School Facilities Square Ft. Cost $ 0.083 $ $ Square Ft. Cost $ 0.083 $ $ Square Ft. Cost $ 0.083 $ $ 0.083 0.417 $ $ location 3 - School Facilities location 4.' School Facilities locations - Consolidated XX Facilities with'Same Costs and Months Square Ft. Cost Totals: 5,000 $ 1 $ 5,000 Worksheet 2/2 .::>~~ iff. ,:,?g-X 416.67 $ $ 5,000 SAS539-13 RFA701?13-10t Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Name of Sponsoring Entity: Name of proposed Charter School: For the Period: 1 Gardens of Learning, Rio Grande Valley Gardens of Learning, Rio Grande Valley 09/01/14 to 08/31/15 Summary of Estimated Net Assets and Expenses at Beginning of Year 0 (Start-Up Budget) Estimated Revenue and Net Assets Row Acct. Code Unrestricted Net Assets Permanently Restricted Net Assets - 4,500 Net Assets at Begi n ni ng of Yea r -0- 11 Temporarily Restricted Net Assets Total Amounts 4,500 - 12 Estimated Revenues 1J Total Revenues and Net Assets: $ 14 75,000 79,500 - $ - $ - $ 75,000 79,500 JS 17 6200 19 6300 20 6400 21 6500 22 Change in Net Assets Net Assets at the End of Year 0 2J 24 & 25 (Amount should be carried over TO Year l's beginning balance.) -- ~- .. ----- - $ 2,390 $ - $ $ - $ :<3g 01 ~q3 D 1/5 Percentage 64,110 11,000 2,000 83.1% - 0.0% - - - 77,110 $ (2,110) $ Total Amounts - - Total Expenses: $ $ Permanently Restricted Net Assets Temporarily Restricted Net Assets 64,110 11,000 2,000 Payroll Costs Professional and Contracted Services Supplies and Materials Other Operating Costs Debt Expenses 6100 18 Unrestricted Net Assets Estimated Expenses Row Acct. Code 0.0%, - $ $ 77,110 (2,110) - $ 2,390 - 14.3% 2.6% -88.3% ~ ~ ~ ~ ~~-~ ~ SAS 539-13 RFA 701-13-101 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Name of Sponsoring Entity: Name of proposed Charter School: 1 Gardens of learning, Rio Grande Valley Gardens of learning, Rio Grande Valley For the Period: 09/01/14 to 08/31/15 Estimated Net Assets and Revenue Unrestricted Net Description of Net Assets Row Acct. Code Assets Temporarily Permanently Restricted Net Assets Restricted Net .!J. Total Amounts Source Notes .!J. Assets << 29 1991110 Beginning Cash Balance - Year 0 [Start-Up] 4,500 . 30 31 .' ; 32 33 34 35 - [Enter description here] [Enter description here] : [Enter.description here] 36 31 [Enter description here] 38 .. [Enter description here] Total Net Assets: $ 39 $ 10,000 1995740 Fundraisers .. ' 10,000 1995740 EducatorConference 44 1995740 Donations 20,000 45 1995740 Grants 10,000 46 1995740 Pledges 25,000 41 48 [Enter description here] 49 [Enter description here] 50 [Enter description here] 51 - [Enter description here] [Enter description here] 53 .'. 4,500 See Audit Report, Attachment J - - . - $ - ~ - '. '. $ ~ ~ ~ ~ ~ 4,500 .!J. 43 52 - - Description of Estimated Revenues Row Acct. Code 42 4,500 - Total Estimated Revenues: $ Total Estimated Net Assets and Revenues: $ 75,000 $ 79,500 $ ~c:E'!.~ 2/~.....A - - - - - 10,000 (J) DuarLanuage Educators from Texas 20,000 (J) General Public - .' 10,000 (J).Charitable Foundations '. 25,000 See Signed Pledges Attachment N - o , I - - - $ $ .!J. 10,000 (J)Local fairs, raffles, food sales - - Source Notes $ $ 75,000 79,500 I i ~ SAS539-13 ""\Q."'2> RI:A 7nLof'l._1n-t Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Name of Sponsoring Entity: Name of proposed Charter School: 09/01/141 For the Period: I I Description of Expenses Row Acct. Code 57 6100 Temporarily Assets 6112 Permanently Assets Salaries or Wages - Teachers & Other Professional Personnel 60 6121 Extra Duty Pay/Overtime - Support Personnel 61 6129 Salaries or Wages for Support Personnel 62 6139 Employee Allowances 63 6141 Social Security/Medicare 64 6142 Group Health and Life Insurance 65 6143 Workers' Compensation 242 66 6145 Unemployment Compensation 6146 Teacher Retirement/TRS Care 68 6149 Employee Benefits - 870 67 - .. 3,166 Total Payroll Costs (6100s): 69 Row 701 10,800 $ 64,110 $ - - - - ~ - ~ - ~ - - 6200 Professional and Contracted Services 6211 Legal Services 73 6212 Audit Services 2,000 74 6219 Professional Services 75 6221 Staff Tuition and Related Fees -- Higher Education 76 6222 Student Tuition -- Public Schools 77 6223 Student Tuition -- Other than Public Schools 78 6229 Tuition and Transfer Payments 79 6239 Education Service Center Services - 80 6249 Contracted Maintenance and Repair - 81 6259 Utilities 3,000 82 6269 Rentals -- Operating Leases 5,000 83 6299 Miscellaneous Contracted Services Total Professional and Contracted Services (6200s): - 1,000 870 Salaries x.018 $ 11,000 3,166 Salaries x .0655 $ 64,110 - ,....".... . , 3/5 _..-A Source Notes ,!J. 1,000 2,000 Based on actual charter expenses - - - $ ~ - - - I.... 242 Salaries x .005 - _. - $ ~ 701 Salaries x .0145 10,800 3600 x staff ,!J. 72 Source Notes ,!J. - - $ ,!J. 48,332 Based on Sup/BM/Office Assitant Description of Expenses Acct. Code 71 84 Total Amounts - - - Salaries or Wages for Substitute Teachers 6119 I Restricted Net Assets 48,332 S8 I Restricted Net Unrestricted Net Payroll Costs 59 1 08/31/151 to I I Estimated Expenses . 5S I 1 Gardens of Learning, Rio Grande Valley Gardens of Learning, Rio Grande Valley - - 3,000 Estimated charter expenses 5,000 Estimated charter expenses - - $ 11,000 -- SAS539-13 .-/"'i\ - )11.4 ~ RI=A 7n1_1~_101 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Name of Sponsoring Entity: Gardens of learning, Rio Grande Valley Name of proposed Charter School: Gardens of learning, Rio Grande Valley 09/01/14 For the Period: Row Acct. Code JJ. Description of Expenses - 87 6300 88 6311 Gasoline and Other Fuels for Vehicles (Including Buses) 89 6319 Supplies for Maintenance and/or Operations 90 6321 Textbooks 91 6329 Reading Materials 92 6339 Testing Materials - 9J 6341 Food - 94 6342 Non-Food 95 6343 Items for Sale 96 6344 USDA Donated Commodities 97 6349 Food Service Supplies - 98 6399 General Supplies 2,000 2,000 Total Supplies and Materials (63005): $ 99 - - Supplies and Materials I Row Acct. Code 1 08/31/15 to - - - $ $ - JJ. , - ~ - ~ - \ - - - I - Source Notes $ ... . ~ 2,000 Based on similar charter expenses 2,000 JJ. - - - Stipends -- Non-Employees - - 105 6419 Travel and Subsistence -- Non-Employees - 106 6429 Insurance and Bonding Costs 107 6449 Depreciation Expense 108 6494 Reclassified Transportation Expenses - ,ld9 6499 Miscellaneous Operating Costs Total Other Operating Costs (64005): $ JJ. Source Notes JJ. - 6413 - ~ - Travel and Subsistence -- Students - Source Notes JJ. Description of Expenses ~ 101 6400 Other Operating Costs 102 6411 Travel and Subsistence -- Employee Only 10J 6412 104 110 Row Acct. Code - - - - - $ $ Description of Expenses -_ .. - ------- -- - $ - - SAS539-13 ~/,t I 4/5_~ ~a~ RFA 701 c13-101 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Name of Sponsoring Entity: Name of proposed Charter School: For the Period: 112 6500 6521 09/01/14 Interest on Bonds .. 114 6522 Capital Lease Interest lIS 6523 Interest on Debt 116 6529 Interest Expenses 117 6599 Other Debt Fees 118 Total Debt Expense (65005): $ to 08/31/15 .. - - - - - ~ Debt Expense 113 i Gardens of Learning, Rio Grande Valley Gardens of Learning, Rio Grande Valley - - - - $ - $ - - $ - .. ~ ~ ~ ~ "'< ;;2. (/~ cr7;lCJ; J 5/1) SAS 539-13 RFA 701-13-101 Attachment Budget for First Five Years of Operations Application for an Open-Enrollment Charter School- Eighteenth Generation WORKSHEET Name of Sponsoring Entity: Name of Proposed Charter School: For the Period: ADA Revenue Enter projected enrollment numbers, Check attendance eligibility requlrments using the attendan~ accountlns handbook forthe applicable year, available at the followinslink: http://www.tea.state.n:.us/index4 wlde.aspx?id=7739&menu id~5&meoo Id2=789 Reminder: Fundir\8 for each prekindersarten student is based on half,day eligibility, Vea,O ADA Revenue Worksheet 1. 2. 3. 4. 5. 6. 7. .. 8. 10. 11. 12. li 14, 15, Yearl Vear2 Yt!1r3 Yur4 Amounts Ma:lI.imum Enrollment- Pre-Ie 3-Year-Old Maximum Enrollment - Pre-Ie 4-Vear-O!d ProJected Enrollment-lelndergarten Pro]ectedEnroilment. 1st Grade Projected Enrollment-2nd Grade Projected Enrollment - 3rd Grade Projected Enrollment? 4th Grade Projected Enrollment - 5th Grade Projected Enrollment - 6th Grade Projected Enrollment - 7th Grade Projected Enrollment-Sth Grade Projected Enrollment? 9th Grade Projected Enrollment -10th Grade Projected Enrollment -11th Grade Projected Enrollment ?12th Grade SO 75 75 75 SO..!. 75 75 7S Total Projected 100% Enrollment 75 75 Student: Teacher RaTIOs ~ EnrolimentC&p (Total Projected Enrollment, Row 28 Above, Columns D-II Start-Up Year 2 Year 3 Year 4 Year 5 3SO 350 300 225 150 75 . 300 375 450 1,450 5,086 508,600 5,086 225 5,086 l.144,350 5,086 1,525,800 5,086 1,907,250 5,086 2,288,700 5,086 7,374,700 Refer to Settlon 4{1) of the application for the ratio that should appear In column (c), Note: A number must be entered In column (dJ fat the ratio In column (c) to be calculated, See TEe, ?25.111. Year! 75 75 75 75 75 75 100 Student:Teacher Ratios Year 75 75 75 75 Estimated Amount of Avg. Adjusted Basic Allotment + Special Program Funding Avg, + ASATR Average.l!.@!.. Student, Which Also Accounts for an 80% Attendance Rate Total POtentiifEnrollment .. Estimated Funding perstudent = 1'1 Total YeilrS Grade A. Proposed Ratio [(bl/(d)) 1'1 1'1 /tTeachers (per Proposed Ratio) ItTeachers Budgeted #DIV/OI 100 225 300 375 450 0 25:1 25:1 25:1 25:1 25:1 4 9 12 15 18 2'11 In Appllcatlo Page It 1.198 1.198 1.198 1.198 1.198 1.198 d(J ~q3 ~ ~ ~ ..J~ A Total Payroll Costs (#6100) Projected Payroll Costs Based on Salary Comparison Information in HR Section of Application and Budgets (Appendices'" and IV) The salary information for traditional school district schools of comparable size entered in this table should match the information provided in the application (Appendix III, HR Information Form). Note: Columns (b) through (e) and (g) through (I) must be completed in order for the average salary and total salary amounts to be calculated. Sal~ryAmount per Position [one year] Total Salary Amount for All Individuals In Each Posltion bV Year (I) (e) (g) (h) (I) (0) (a) (b) (d) (e) OJ In start-up Year 1 Year 2 Year 4 YearS Position Description School 1 School 2 School 3 AVG(b):(d) ear 3 Extensions 60,000 $ 104,395 $ 20,000 $ .. 70,000 $ 60,000 $ 90,000 $ 100,000 80.000 128.750 (1) CEO/Superinterdent 104.434 55,000 $ 58,000 $ 84,000? 44,863 (2) Principal 57,210 51,736 51,277 $ $ $ 61,000 $ $ 15,000 $ 55,000 $ 65,000 $ 75,000 $ 85,000 $ 95,000 87,446 70,501 76,508 (3) Business Manager 71,577 47,000 $ 59,000 40,000 (4) RTf Specialist/Educational Diagnostician 40,000 40,000 40,000 $ $ 50,000. $ 53,000 $ 56,000 $ 44,419 36,323 $ 175,000 $ 370,000 $ 451,000 $ 619,000 $ 743,000 40,636 $ (5) Teacher 41,165 #DIVlO] $ $ $ 50,000 $ 53,000 $ 56,000 $ 59,000 (6) Counselor #DIVlO! $ $ $ (7) Parent Coordinator $ $ $ $. $ $ #DIV/O! $ $ $ (8) Security Guard 16,075 16,075 16,075 16,075 $ 13,332 $ 30,000 $ 30,646 $ 41,094 $ 42,327 $ 43,597 (9) Secretary .21,961 (10) PEIMS Coordinator #DIVJO! $ $ $ $ 20,700 $ 21,321 $ $. $ $ '$. (11) Intern Teac:her #CIVIOI $ $ .. ". #CIVlO! $ $ $ $ $ (12) Special Ed. Assistant $ 42,000 $ 43,000 $ $ (13) Other #CIVIOI $ $ $ 7,000 $ #CIVIOI $ $ 3,500 $ 9,100 $ 11,200 $ 13,300 (14) Substitute Teacher $370,500.00 $697,648.00 $640,894.00 $1,083.847.82 $1,241,857,25 Totals: $333,715.00 $311,582.00 $341,374.00 #DIVJO! $0.00 $48.332,00 l Page # ""60 'iJ... '_"I --"'... C5 .... 0( - - - (e) School 2 School 1 - (a) 116259 _____ .?21 ------- (d) School 3 ~~_ (e) (b) 210 14,400.00 $ 4,800.00 S 4,800.00 S 3,800.00 $ Pro 1.00 $ 1.00 S 1.00 S 1,00 S $ (e) (b) #6270 Square Foot (e) (~ (0) (h) % Rate per Cost per Month [Cost x Rate] # Months Total BUdgeted Cost Month [1/12] 0.08 0.08 0.08 1,200.00 400.00 $ $ $ 0.08 14,400 4,800 4,800 3,800 $ $ 0.08 14,400 12 12 12 12 400.00 316.67 Leasing: location 1? Office location I School Facilities Square Ft. Cost 5.000 $ ~.OO S 4,800 4,800 3,800 (9) Cost per Month % Rate per [Cost Cd) x Rate Month [1/12] (ell 5.000 0.083 (h) # Months Total Budgeted Cost 416.67 $ 12 S square Ft. Cost $ 0.083 S $ 0.083 S $ S 0.083 S $ 0.083 .Jl.417 ~ 5.000 $ Square Ft. Cost Square Ft. Cost Square Ft. Cost Totals: '.' S _5,000 2L/S-1, -- I 5,000_ 300 375 450 ~q3 rL \6 'vJ (~ (e) Total Annual Cost (b)? (0)= 225 ~ 160.~666~~ (d) Cost per Square Feet - sed Charter School's Enrollment Cap 100 Note: If there are more than 5 locations. then combine locations with close costs, and average the costs (row95). (a) , (e) AVG(b):(d) (d) Total Annual Cost ooo "'= Utilities: Electricity? Total # locations Phone(s) o Total 1# locations Trash? Total 1# locations Water? Total 1# locations Other? Total # locations - - Number of Students Served at Comparable Schools ~ Year 1 Total Number of Students Served at Each School (b) - $ $ _ <1,16.61 --_. __ . - S ~,OQCl A Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 1 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: l l Gardens Of Learning, Rio Grande Valley Gardens Of Learning, Rio Grande Valley 9/1/20141 to 8/31/20151 Summary of Estimated Net Assets and Expenses Year 1 11 12 IJ 14 15 16 17 Temporarily Restricted Net Assets Unrestricted Net Row Acct. Code Assets Estimated Revenue and Net Assets: Net Assets at Beginning of the Year 2,390 - Total Estimated Revenues: $ 608,600 $ Total Amounts - - 2,390 - - - 18 Assets - 20,000 508,600 80,000 Estimated Revenues: 5700 local Sources 5800 State Sources 5900 Federal Sources Other Sou rces Permanently Restricted Net 20,000 508,600 80,000 $ - - $ 608,600 19 11 6100 11 6200 1J 6300 14 6400 15 6500 16 Estimated Expenses: Payroll Costs Professional and Contracted Services Supplies and Materials Other Operating Costs Debt Expenses Other Expenses - - $ 18 Change in Net Assets 19& JO Net Assets at the End of Year 1 --------- - 439,772 94,800 40,500 31,000 - Total Amounts - Percentage 439,772 94,800 40,500 31,000 - - - 606,072 2,529 $ $ - - $ $ - $ $ 4,919 $ - -L ___ ~b91~ Total Estimated Expenses: $ 17 Permanently Restricted Net Assets Temporarily Restricted Net Assets Unrestricted Net Assets Row Acct. Code elL/it $ $ - $ 606,072 2,529 72.6% 15.6% 6.7% ~ ~ 5.1% 0.0% 0.0% 99.6% ~ ~ ------ 01 ;( Cj3 Year 1 3122 Estimated Net Assets and Revenue Row Acct. Code Description of Net Assets Acct. Code Local Support Revenues: )5 .Q. Temporarily Restricted Net Assets Unrestricted Net Assets Row Permanently Restricted Net Assets $ - - .Q. - $ - - - Other Revenues from local Sources $ - - Revenues from Co-curricular, Enterprising Services or Activities $ - - Revenues from Intermediate Sources ). Local Property Taxes Passed through from School Districts Local Revenues Realized as a Result of Services Rendered to Others 5710 5720 Source Notes Total Amounts $ 5740 )7 20,000 20,000 local Fairs, Raffles, Fundraisers 5750 )8 - 5760 )9 Total Local Revenues: $ 40 20,000 $ Acct. Code 41 5810 Per Capita & Foundation School Program Act Revenues $ 4) 5820 5830 State Program Revenues Distributed by TEA $ State Program Revenues: State Revenues from State of Texas Government Agencies (other than TEA) 5910 - - - 508,600 $ 508,600 estimated state allotment - $ $ 508,600 .Q. Source Notes .Q. Federal Program Revenues: Federal Revenues Distributed through Government Entities Other than State or Federal Agencies $ $ - - 40,000 - - 40,000 NClB,lDEA B 40,000 - - - 5920 48 5930 Federal Revenues Distributed by Other State of Texas Government Agencies (Other than TEA) 4' s? ~ ~ 0- 40,000 TDA, local FS catering estimate $ Federal Revenues Distributed by the TEA 47 - SOS,600 $ Total State Revenues: $ 45 Row Acct. Code 20,000 .Q. Source Notes .Q. Row 44 - $ ?J, 5940 50 51 51 Federal Revenues Distributed Directly from the Federal Government Total Revenue and Resources - $ Total Federal Revenues: $ c> $ ~L/1 - 80,000 $ $ 608,600 $ $ $ 80,000 608,600 1213 Year 1 4122 Estimated Expenses 54 56 6100 57 6112 - - - 34,200 Salaries or Wages for Substitute Teachers Permanently Restricted Net 3,500 Payroll Costs Temporarily Restricted Net Assets - Description of Expenses Unrestricted Net Assets 337,000 Row Ace!. Code - - Salaries or Wages - Teachers & Other Professional Personnel 58 6119 5P 6121 Extra Duty Pay/Overtime - Support Personnel 60 6129 Salaries or Wages for Support Personnel 61 6139 Employee Allowances 61 6141 Social Security/Medicare 6J 6142 Group Health and life Insurance 64 6143 Workers' Compensation 1,703 - 65 6145 Unemployment Compensation 6,129 66 6146 Teacher Retirement/TRS Care - 67 6149 Employee Benefits 30,000 4;937 22,303 Total Payroll Costs (61005): $ 68 Row Acct. Code 439,772 $ - .0- $ 337,000 Based on Year 1 staff 30,000 Based on Year 1 staff 4,937 Salaries x .0145 34,200 3600 x staff 71 6211 legal Services 2,000 - 71 6212 Audit Services 6,000 7J 6219 Professional Services 74 6221 Staff Tuition and Related Fees -- Higher Education 75 6222 Student Tuition -- Public Schools - 76 6223 Student Tuition -- Other than Public Schools 77 6229 Tuition and Transfer Payments 78 6239 Education Service Center Services 6,000 7P 6249 Contracted Maintenance and Repair 3,000 80 6259 Utilities 81 6269 Rentals -- Operating leases 81 6299 Miscellaneous Contracted Services Total Professional and Contracted Services (62005): $ - 6,129 Salaries x .018 22,303 Salaries x .0655 I $ 439,772 27,800 45,000 94,800 $ :2LjS' ,1; - I J 6,000 Based on similar Charters Fees ~ C><:::> ~ ~ , - I 3,000 Estimated building upkeep - - I 2,000 Based on similar Charters Fees - - 5,000 Source Notes .0- - - - N ~ 1,703 Salaries x .005 - - Professional and Contracted Services .0- 3,500 Based on similar Charters .0- 6200 Source Notes - Description of Expenses 70 8J Total Amounts Assets 27,800 Based on Budget Worksheet $ J : 6,000 Cooperative Fees / Training , 5,000 Based on $1 per sq. ft. 45,000 Curro Consultants / Catering Servo - $ 94,800 ;;CCfJ 512? .(). Description of Expenses Row Acct. Code 85 6300 Supplies and Materials 8& 6311 Gasoline and Other Fuels for Vehicles (including Buses) 87 6319 Supplies for Maintenance and/or Operations 88 6321 I 89 - - 10,000 S,OOO 6329 Reading Materials 7,500 ' 90 6339 Testing Materials 3,000 6341 Food 91 6342 Non-Food 9) 6343 Items for Sale 94 6344 USDA Donated Commodities 95 6349 Food Service Supplies - 9& 6399 General Supplies 15,000 Total Supplies and Materials (6300s): $ 97 40,SOO $ J 7,SOO 100studentsx $75 I 3,000 100students x $30 - $ - Contracted Food Service Contracted Food Service Contracted Food Service 15,000 100students x $150 $ 40,500 ~ - - 9,500 - - - - - 7,000 Based on similar Charters ~ 2,000 - - 2,000 Based on similar Charters - - - ~ ~ 100 6411 Travel and Subsistence -- Employee Only 101 6412 Travel and Subsistence -- Students 101 6413 Stipends -- Non-Employees 10) 6419 Travel and Subsistence -- Non-Employees 2,500 104 6429 Insurance and Bonding Costs 7,000 105 6449 Depreciation Expense 10& 6494 Reclassified Transportation Expenses 107 6499 Miscellaneous Operating Costs - 10,000 Total Other Operating Costs (6400s): $ 31,000 $ - 9,500 Based on staff x $1000 / Training - 2,500 5 board member x $500 ea - $ 10,000 100students x $100 - $ .(). 111 6521 - - 6522 Capital Lease Interest 11) 6523 Interest on Debt 114 6529 Interest Expenses 115 6599 Other Debt Fees -- Total Debt Expense (6500s): $ ~ - - - - - - Source Notes .(). - Interest on Bonds 111 - Debt Expense ~ 31,000 Description of Expenses 6500 N'\ - Other Operating Costs 110 Source Notes .(). - 6400 Row Acct. Code I Contracted Food Service .(). 99 lOB ! Contracted Food Service - - - OJ Description of Expenses Row Acct. Code 11& 5,000 100students x $50 - - 10,000 100students x $100 - - 91 ? - - I - - - Textbooks Source Notes .(). $ $ $ - 2fl y6) 2'13 6/22 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 2 Name of Sponsoring Entity: Name of proposed Charter School: For the period: l Gardens Of learning, Rio Grande Valley Gardens Of learning, Rio Grande Valley 9/1/20151 to 8/31/20161 l Summary of Estimated Net Assets and Expenses Year 1 11 12 1) 14 15 115 17 Assets 1 Permanently Restricted Net Assets Assets Estimated Revenue and Net Assets: Net Assets at Beginning of the Year I Temporarily Restricted Net Unrestricted Net Row Acct. Code I 4,919 - Total Amounts I - 4,919 I Estimated Revenues: 5700 Local Sources 5800 State Sources 5900 Federal Sources Other Sources - - Total Estimated Revenues: $ 19 - - - - - 1,144,350 140,000 - - 1,284,350 $ $ 20,000 1,144,350 140,000 I 1 $ I 1,304,350 19 i Row Acct. Code Z1 6100 1Z 6200 1) 6300 14 6400 15 6500 Z6 Permanently Restricted Net Restricted Net Assets Assets Estimated Expenses: Payroll Costs Professional and Contracted Services Supplies and Materials other Operating Costs Debt Expenses Other Expenses Assets 844,409 193,300 104,625 100,000 - - S 19 Change in Net Assets 19& Net Assets at the End of Year 1 - $ 1,242,334 $ 42,016 $ - $ 46,935 $ - Total Estimated Expenses: $ 17 )0 Temporarily Unrestricted Net Percentage Total Amounts - i - 844,409 193,300 104,625 100,000 - - 0.0'10 1 - 0.0% 95.2%, - $ - $ 1,242,334 62,016 $ - $ 66,935 $ (f) $ 68.0%1 15.6% 8.4%1 8.0% ~ ~ ~ ~ C\t ~su 1 ;CQ3 Year 1 Estimated Net Assets and Revenue Row Acct. Code Description of Net Assets Acct. Code Local Support Revenues: 35 Temporarily Restricted Net Assets Unrestricted Net Assets Row .(J. Permanently Restricted Net Assets S - - - S - - - Other Revenues from Local Sources S - - Revenues from Co-curricular, Enterprising Services or Activities 3. Local Property Taxes Passed through from School Districts Local Revenues Realized as a Result of Services Rendered to Others 5710 5720 Source Notes .(J. Total Amounts S - - 5740 37 20,000 20,000 local Fairs, Raffles, Fundraisers 5750 38 - 5760 Revenues from Intermediate Sources 39 40 Row Acct. Code S Total local Revenues: S 5810 Per Capita & Foundation School Program Act Revenues 43 5820 5830 State Program Revenues Distributed by TEA S - - - 1,144,350 estimated state allotment ~ - 1,144,350 S S S ~ C\) 1,144,350 .(J. Federal Program Revenues: Source Notes .(J. ~ Federal Revenues Distributed through Government Entities Other than State or Federal Agencies $ (Other than TEA) s Federal Revenues Distributed Directly from the Federal Government - - 60,000 - - 60,000 NClB, IDEA B 80,000 - - 80,000 TDA, local FS catering estimate - - S Federal Revenues Distributed by the TEA 47 20,000 s Total State Revenues: S 5910 - S - 1,144,350 S State Revenues from State of Texas Government Agencies (other than TEA) 45 Row Acct. Code S State Program Revenues: 41 44 20,000 S - I 5920 48 5930 49 Federal Revenues Distributed by Other State of Texas Government Agencies 5940 50 Total Federal Revenues: $ 51 51 -- -- - Total Revenue and Resources c> $ 140,000 S S 1,304,350 $ $ - ~) I 06 Year 1 $ - ;(/15 140,000 1,304,350 i ~ '\l Estimated Expenses 54 Row Acct. Code 6112 - - - - - 55,800 - - Payroll Costs 57 - 9,962 6100 Temporarily Restricted Net Assets - 56 Unrestricted Net Assets - Description of Expenses Salaries or Wages for Substitute Teachers 7,000 Salaries or Wages - Teachers & Other Professional Personnel 660,000 58 6119 59 6121 Extra Duty Pay/Overtime - Support Personnel 20,000 60 6129 Salaries or Wages for Support Personnel 30,848 61 6139 Employee Allowances 62 6141 Social Security/Medicare 6; 6142 Group Health and life Insurance M 6143 Workers' Compensation 65 6145 Unemployment Compensation 3,435 66 6146 Teacher Retirement/TRS Care 67 6149 12,366 Employee Benefits - Row Acct. Code 844,409 7,000 Based on similar Charters 660,000 Based on year 2 staff 20,000 Tutoring Programs - 30,848 Based on year 2 staff 9,962 Salaries x .0145 , - 3,435 Salaries x .005 - 12,366 Salaries x .018 $ 44,999 Salaries x .0655 71 6211 Legal Services 10,000 7Z 6212 Audit Services 9,000 7; 6219 Professional Services 74 6221 Staff Tuition and Related Fees -- Higher Education 75 6222 Student Tuition -- Public Schools 76 6223 Student Tuition -- Other than Public Schools 77 6229 Tuition and Transfer Payments 78 6239 Education Service Center Services 6,000 79 6249 Contracted Maintenance and Repair 3,000 90 6259 Utilities 9J 6269 Rentals -- Operating Leases 91 6299 Miscellaneous Contracted Services - - $ 844,409 - 193,300 $ 9,000 Based on similar Charters Fees - $ (\) lJj <\J 3,000 Estimated building upkeep - ~ 6,000 Cooperative Fees / Training - - 130,000 10,000 Based on similar Charters Fees - - 7,SOO Source Notes .ij. - - - 27,800 Total Professional and Contracted Services (62005): $ C\J - - - Professional and Contracted Services CY) Q-... - - i 55,800 3600 x staff .ij. 6200 Source Notes .ij. - Description of Expenses 70 83 .ij. - $ Total Amounts - - 44,999 Total Payroll Costs (61005): $ 68 Permanently Restricted Net Assets 27,800 Budget Worksheet 7,500 Based on $1 per sq. ft. x 1.5 130,000 Curro Consultants / Catering Servo - $ ~5~r11~93 193,300 9/22 Row Acct. Code {j. Description of Expenses - - - Source Notes {j. - 85 6300 Supplies and Materials 86 6311 Gasoline and Other Fuels for Vehicles (Including Buses) 8? 6319 Supplies for Maintenance and/or Operations 88 6321 Textbooks 8' 6329 Reading Materials 10,125 - - 10,125 225students x $45 90 6339 Testing Materials 5,625 - - 5,625 225students x $25 9J 6341 6342 6343 - Non-Food 9) 5,625 Food 9l Items for Sale 94 6344 USDA Donated Commodities 95 6349 Food Service Supplies 96 6399 General Supplies - 104,625 $ - - $ Contracted Food Service Contracted Food Service Contracted Food Service Contracted Food Service Contracted Food Service 67,500 225students x $300 ,- $ {j. - - 6400 Other Operating Costs JOO 6411 Travel and Subsistence -- Employee Only 15,500 JOJ 6412 Travel and Subsistence -- Students 16,875 J02 6413 Stipends -- Non-Employees JO) 6419 Travel and Subsistence -- Non-Employees 5,000 J04 6429 Insurance and Bonding Costs 7,000 J05 6449 Depreciation Expense 5,000 J06 6494 Reclassified Transportation Expenses J07 6499 Miscellaneous Operating Costs - - Row Acct. Code JJO 6500 Debt Expense JJJ 6521 Interest on Bonds JU 6522 Capital Lease Interest JJ) 6523 Interest on Debt J14 6529 Interest Expenses J15 6599 Other Debt Fees 100,000 $ - - 5,000 5 board member x $1,000 ea Total Debt Expense (65005): $ If) C\l 50,625 225students x $225 - $ 100,000 - - - - - - - - - $ - $ - $ .9.53 1~q3 Year 1 N\ 5,000 Based on similar Charters {j. - i 7,000 Based on similar Charters - ~ - $ \\j 16,875 225students x $75 / 2 field trips - - ~ 15,500 Based on staff x $1000 / Training Description of Expenses - Source Notes {j. - - - 50,625 Total Other Operating Costs (64005): $ J08 ro 104,625 Description of Expenses 99 J16 5,625 225students x $25 - - 0 15,750 22Sstudents x $70 - - 67,500 Total Supplies and Materials (63005): $ 9? Row Acc!. Code 15,750 0 - Source Notes {j. Application for an Open-Enrollment Charter School - Eighteenth Generation Est~f'nated Revenues ,cHid ENp8nS0S - 'y-1 ear,3 Name of Sponsoring Entity: Name of proposed Charter School: For the period: 1 1 Gardens Of Learning, ~io Grande Valley Gardens Of learning, Rio Grande Valley 9/1/20161 to 8/31/20171 Summary of Estimated Net Assets and Expenses Year 1 11 Temporarily Estimated Revenue and Net Assets: Net Assets at Beginning of the Year Restricted Net Assets Assets Permanently Restricted Net Unrestricted Net Row Acct. Code Assets 46,935 - 20,000 1,525,800 264,000 - Total Amounts - 46,935 - 20,000 1,525,800 264,000 12 JJ 14 15 16 17 Estimated Revenues: 5700 Local Sources 5800 State Sources 5900 Federal Sources Other Sources - Total Estimated Revenues: $ 1$ 1,809,800 $ - - $ ~ $ C\J 1,809,800 19 21 6100 22 6200 1J 6300 14 6400 25 6500 26 Permanently Restricted Net Assets Assets Estimated Expenses: Payroll Costs Professional and Contracted Services Supplies and Materials Other Operating Costs Debt Expenses Other Expenses Assets - 1,000,131 203,800 139,500 125,000 - $ 2$ Change in Net Assets 29& Net Assets at the End of Year 1 $ 1,468,431 341,369 _$_ _ 388,]94 $_-- _~5tj - - - $ $ $ - -------- 6] Year 1 Total Amounts - - Total Estimated Expenses: $ 27 JO Temporarily Restricted Net Unrestricted Net Row Acct. Code $ $ - $ - $ 1,000,131 203,800 139,500 125,000 68.1% 13.9%1 9.5% 8.5% - o.o%i 0.0% 1,468,431 341,369 - L_~,30'l ----- I Percentage ~ ~ C\\ 81.1% ~--- ------ ------- ~13 111?? Estimated Net Assets and Revenue R"w Acct.Code Description of Net Assets Acct. Code local Support Revenues: 15 Temporarily Restricted Net Assets Unrestricted Net Assets Row .0- Permanentlv Restricted Net Assets $ - - - $ - - - Other Revenues from local Sources $ - - Revenues from Co-curricular, Enterprising Services or Activities $ - - Revenues from Intermediate Sources J6 Local Property Taxes Passed through from School Districts Local Revenues Realized as a Result of Services Rendered to Others 5710 5720 Source Notes .0- Total Amounts $ 5740 ;;- 20,000 20,000 local Fairs, Raffles, Fundraisers I 5750 18 - 5760 )' Total Local Revenues: S 41) J{~lW Acct. Code 20,000 S 20,000 5810 Per Capita & Foundation School Program Act Revenues $ 4) 5820 5830 State Program Revenues Distributed by TEA State Revenues from State of Texas Government Agencies (other than TEA) Total State Revenues: - - - $ - s 45 now Acct. Code 5910 47 ~ State Program Revenues: 42 44 rn - S 5 1,52S,800 1,525,800 estimated state allotment C\J 5 \t) 1,525,800 $ 5 ~ 1,52S,800 - .0- Federal Program Revenues: Federal Revenues Distributed through Government Entities Other than State or Federal Agencies $ - Source Notes .0- - - lJ) \\( 5920 48 5930 4' $ 90,000 - - 5 174,000 - - Federal Revenues Distributed Directly from the Federal Government $ Total Federal Revenues: $ 264,000 5 $ ~ $ 1,809,800 $ $ Federal Revenues Distributed by the TEA Federal Revenues Distributed by Other State ofTexas Government Agencies (Other than TEA) 90,000 NClB, IDEA B 174,000 TDA, local FS catering estimate 5940 so 51 5Z Total Revenue and Resources - :2.s-SYear 1 - - 264,000 $ 1,809,800 ,AJ/ ' / ,;>(:;1 / ~ "'''--) 12/22 Estimated Expenses 54 Row Acct. Code Description of Expenses Temporarily Restricted Net Assets Assets Permanently Restricted Net Unrestricted Net Assets .u. Total Amounts Source Notes 9,100 - - 770,000 - - 770,000 Based on year 2 staff - 56 6100 Payroll Costs 57 6112 Salaries or Wages for Substitute Teachers .u. Salaries or Wages - Teachers & Other Professional Personnel 9,100 Based on similar Charters 58 6119 59 6121 Extra Duty Pay/Overtime - Support Personnel 30,000 - - 30,000 Tutoring Programs 60 6129 Salaries or Wages for Support Personnel 41,094 - - 41,094 Based on year 2 staff 61 6139 Employee Allowances 6Z 6141 Social Security/Medicare 11,732 - - 11,732 Salaries x .0145 6J 6142 Group Health and life Insurance 66,600 - - 66,600 3600 x staff 64 6143 Workers' Compensation 4,046 - 4,046 Salaries x .005 65 6145 Unemployment Compensation 14,564 - 14,564 Salaries x .018 Cf) 66 6146 Teacher Retirement/TRS Care 52,996 CJ'- 6149 Employee Benefits - 52,996 Salaries x .0655 67 - - Total Payroll Costs (61005): $ 68 Row Acct. Code 1,000,131 $ $ - ~ $ 1,000,131 .u. Description of Expenses Source Notes .u. o - 15,000 - - 15,000 Based on similar Charters Fees 12,000 - 12,000 Based on similar Charters Fees - - - - - - - Education Service Center Services 6,000 - 6249 Contracted Maintenance and Repair 3,000 - - 80 6259 Utilities 27,800 81 6269 Rentals -- Operating Leases 10,000 - 8Z 6299 Miscellaneous Contracted Services 70 6200 Professional and Contracted Services 71 6211 Legal Services 71 6212 Audit Services 7) 6219 Professional Services - 74 6221 Staff Tuition and Related Fees -- Higher Education 75 6222 Student Tuition -- Public Schools 76 6223 Student Tuition -- Other than Public Schools 77 6229 Tuition and Transfer Payments 78 6239 79 8) Total p,.ofessional and Contracte,! Services (62()()s): $ 130,000 .. 203,800 $- o - - - - - $ ~ 6,000 Cooperative Fees !Training 3,000 Estimated building upkeep 27,800 Budget Worksheet . ~ - - -- ~ 10,000 Based on $1 per sq. ft.x 2 - ~ yea~6 :;LCj3 130,000 Curro Consultants / Catering Servo - $ _~03,800 -- ----- ---- 13/22 Row Acct. Code .u. Description of Expenses BS 6300 Supplies and Materials - - - 6311 Gasoline and Other Fuels for Vehicles (Including Buses) - - - - B7 6319 Supplies for Maintenance and/or Operations 8B 6321 Textbooks 8P 6329 Reading Materials 13,500 - PO 6339 Testing Materials 7,500 - Pl 6341 Food Pl 6342 Non-Food - .u. - B. Source Notes 21,000 7,500 - 21,000 300students x $70 - ? ? 7,500 300students x $25 13,500 300students x $45 7,500 300students x $25 - Contracted Food Service - - Contracted Food Service P3 6343 Items for Sale - - - Contracted Food Service P4 6344 USDA Donated Commodities - - - - Contracted Food Service PS 6349 Food Service Supplies - - - - Contracted Food Service PO 6399 General Supplies Total Supplies and Materials (6300s): $ P7 $ 6400 - Other Operating Costs - $ 90,000 300students x $300 139,500 6411 Travel and subsistence -- Employee Only Travel and subsistence -- Students 22,500 102 6413 Stipends -- Non-Employees 103 6429 Insurance and Bonding Costs 105 6449 Depreciation Expense 10. 6494 Reclassified Transportation Expenses 107 6499 Miscellaneous Operating Costs - - 12,000 Total Other Operating Costs (64005): $ 108 - - - 5,000 Travel and subsistence -- Non-Employees - 7,000 6419 Row Acct. Code 18,500 Based on staff x $1000/ Training 22,500 300students x $75 / 2 field trips - 104 60,000 125,000 $ 5,000 5 board member x $1,000 ea 7,000 Based on similar Charters - - $ - $ 60,000 300students x $200 125,000 .u. - - 6500 Debt Expense 6521 Interest on Bonds 112 6522 Capital lease Interest - 113 6523 Interest on Debt - 114 6529 Interest Expenses 115 6599 Other Debt Fees - Total Debt Expense (65005): $ - - - $ Year 1 Source Notes .u. - - - - $ l' 12,000 Based on similar Charters Description of Expenses 111 .u. - - 18,500 6412 Source Notes ! - - 100 116 $ .u. 101 110 - - Description of Expenses Row Acct. Code pp 90,000 139,500 - $ - 14/22 Application for an Open-Enrollment Charter School- Eighteenth Generation Name of Sponsoring Entity: Name of proposed Charter School: For the period: l Gardens Of Learning, Rio Grande Valley Gardens Of Learning, Rio Grande Valley 9/1/:Wi!f - to --I l 8I31 / 20181 n- Summary of Estimated Net Assets and Expenses Year 1 11 12 13 14 15 16 17 Restricted Net Assets Assets Estimated Revenue and Net Assets: Net Assets at Beginning of the Year Permanently Restricted Net Unrestricted Net Row Acct. Code Assets 388,304 Total Estimated Revenues: $ 18 - 20,000 1,907,250 297,500 Estimated Revenues: 5700 local Sources 5800 State Sources 5900 Federal Sources Other Sources I Temporarily - 2,224,750 $ - 388,304 20,000 1,907,250 297,500 - - - Total Amounts $ $ 2,224,750 19 21 6100 II 6200 23 6300 24 6400 25 6500 26 Permanently Restricted Net Assets Assets Estimated Expenses: Payroll Costs Professional and Contracted Services Supplies and Materials Other Operating Costs Debt Expenses Other Expenses Assets - - - - - - - 28 Change in Net Assets Net Assets at the End of Year 1 - Percentage 1,237,286 226,300 155,625 151,625 - $ 29& Total Amounts - 1,237,286 226,300 155,625 151,625 - $ 1,770,836 453,914 $ $ $ - $ - $ $ 1,770,836 453,914 $ 842,217 $ - - $ 69.9% ~~ 12.8% 8.8% 8.6% 0.0% 0.0% 842,217 Total Estimated Expenses: $ 2? 30 Temporarily Restricted Net Unrestricted Net Row Acct. Code Year 1 $ 79.6% 15/22 J Estimated Net Assets and Revenue Row Acct. Code Description of Net Assets Acct. Code 35 Temporarily Local Support Revenues: Restricted Net Assets .(l. Permanently Restricted Net Unrestricted Net Assets Row Assets $ - - I - $ - - - Other Revenues from Local Sources $ - - Revenues from Co-curricular, Enterprising Services or Activities $ - - Revenues from Intermediate Sources 36 Local Property Taxes Passed through from School Districts Local Revenues Realized as a Result of Services Rendered to Others 5710 5720 Source Notes .(l. Total Amounts $ 5740 J7 20,000 20,000 Local Fairs, Raffles, Fundraisers 5750 38 - 5760 39 Total Local Revenues: $ 40 Ro\v Acct. Code 20,000 $ 5810 Per Capita & Foundation School Program Act Revenues $ 43 5820 5830 State Program Revenues Distributed by TEA - State Revenues from State ofTexas Government Agencies (other than TEA) 5910 - 1,907,250 $ $ $ l,907,2S0 .(l. Federal Program Revenues: Source Notes .(l. Federal Revenues Distributed through Government Entities Other than State or Federal Agencies $ $ - - 80,000 - - 217,500 - - $ Federal Revenues Distributed by the TEA 47 - 1,907,250 estimated state allotment $ Total State Revenues: $ 45 1,907,250 - - $ Row Acct. Code 20,000 State Program Revenues: 42 44 $ - 5920 48 5930 (Other than TEA) 49 80,000 NClB, IDEA B Federal Revenues Distributed by other State of Texas Government Agencies 217,500 TDA, local FS catering estimate 5940 50 51 52 Federal Revenues Distributed Directly from the Federal Government Total Revenue and Resources .:::> $ - - $ Total Federal Revenues: $ 297,500 $ $ 2,224,750 $ $ Year 1 $ 297,500 2,224,750 Estimated Expenses 54 Row Ace!. Code Description of Expenses Temporarily Assets Total Amounts .0- Source Notes .0- - 56 6100 57 6112 Salaries or Wages for Substitute Teachers - - 11,200 Payroll Costs - - - - - - 14,691 Salaries x .0145 - 77,400 3600 x staff Salaries or Wages - Teachers & other Professional Personnel 967,000 58 6119 59 6121 Extra Duty Pay/Overtime - Support Personnel 35,000 60 6129 Salaries or Wages for Support Personnel 42,327 61 6139 Employee Allowances 62 6141 Social Security/Medicare 14,691 6) 6142 Group Health and Life Insurance 77,400 - 64 6143 Workers' Compensation 65 6145 Unemployment Compensation 18,238 66 6146 Teacher Retirement/TRS Care 66,365 67 6149 Employee Benefits 5,066 1,237,286 11,200 Based on similar Charters - 967,000 Based on year 2 staff - 35,000 Tutoring Programs - 42,327 Based on year 2 staff - 5,066 Salaries x .005 - 18,238 Salaries x .018 - 66,365 Salaries x .0655 - - $ i - $ i I - Total Payroll Costs (6100s): $ 68 Row Acct. Code Restricted Net Assets Assets Permanently Restricted Net Unrestricted Net $ 1,237,286 .0- Description of Expenses Source Notes .0- - 70 6200 Professional and Contracted Services 71 6211 Legal Services 15,000 72 6212 Audit Services 12,000 7) 6219 Professional Services 74 6221 Staff Tuition and Related Fees -- Higher Education - 75 6222 Student Tuition -- Public Schools - - 76 6223 Student Tuition -- Other than Public Schools - - 77 6229 Tuition and Transfer Payments - - 78 6239 Education Service Center Services 6,000 - - 6,000 Cooperative Fees / Training 79 6249 Contracted Maintenance and Repair 3,000 - - 3,000 Estimated building upkeep 80 6259 Utilities 27,800 - - 27,800 Budget Worksheet 81 6269 Rentals -- Operating Leases 12,500 - 12,500 Based on $1 per sq. ft. x 2.5 82 6299 Miscellaneous Contracted Services - 8) Total Professional andContr~cted Services (6200s): $ 226,300 $ 15,000 Based on similar Charters Fees - 12,000 Based on similar Charters Fees - - - - - - 150,000 --- - - -$ -- 150,000 Curro Consultants / Catering Servo - $ 226,300 17/22 Row Acct. Code ~ Description of Expenses Source Notes ~ 8$ 6300 Supplies and Materials - - - - 0 8. 6311 Gasoline and Other Fuels for Vehicles (Including Buses) - - - - 0 87 6319 Supplies for Maintenance and/or Operations 26,250 - - 26,250 375students x $70 89 6321 Textbooks 9,375 - - 9,375 375students x $25 99 6329 Reading Materials 16,875 - - 16,875 375students x $45 90 6339 Testing Materials 9,375 - 9,375 375students x $25 91 6341 Food - 92 6342 Non-Food - - 93 6343 Items for Sale - 94 6344 USDA Donated Commodities - 9$ 6349 Food Service Supplies - 9. 6399 General Supplies Total Supplies and Materials (6300s): $ 97 Row Acct. Code 99 6400 . - Contracted Food Service - - Contracted Food Service - Contracted Food Service - - - Contracted Food Service $ - - 93,750 155,625 - - Contracted Food Service - - - $ $ 93,750 375students x $250 155,625 ~ Description of Expenses - Other Operating Costs . - - Source Notes ~ - 100 6411 Travel and Subsistence -- Employee Only 21,500 - - 21,500 Based on staff x $1000 / Training 101 6412 Travel and Subsistence -- Students 28,125 28,125 375students x $75 / 2 field trips 101 6413 Stipends -- Non-Employees 103 6419 Travel and Subsistence -- Non-Employees 104 6429 Insurance and Bonding Costs lOS 6449 Depreciation Expense 10. 6494 Reclassified Transportation Expenses 107 6499 Miscellaneous Operating Costs Row Acct. Code 110 - - - 5,000 - - 7,000 - - 7,000 Based on similar Charters 15,000 - - 15,000 Based on similar Charters - - - - 75,000 Total Other Operating Costs (6400s): $ 108 - - 151,625 $ 5,000 5 board member x $1,000 ea - - - 75,000 375students x $200 - $ $ 151,625 ~ Description of Expenses 6500 - - Debt Expense ~ - Source Notes ~ - 111 6521 Interest on Bonds - - - - 111 6522 Capital Lease Interest - - - 113 6523 Interest on Debt - - - 114 6529 Interest Expenses - - 11$ 6599 Other Debt Fees - - $ - 11. Total Debt Expense (6500s): $ - $ Year 1 - cJ_ - --_._--------- 18/22 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Name of Sponsoring Entity: Name of proposed Charter School: For the period: - Year 5 Budget Gardens Of Learning, Rio Grande Valley Gardens Of Learning, Rio Grande Valley 9/1/20181 to 8/31/20191 1 1 Summary of Estimated Net Assets and Expenses Year 1 11 Temporarily Estimated Revenue and Net Assets: Net Assets at Beginning of the Year Restricted Net Assets Assets Permanently Restricted Net Unrestricted Net Row Ace!. Code Assets - 842,217 - - 842,217 Total Amounts 20,000 2,288,700 386,000 ~ 12 13 14 15 1& 17 Estimated Revenues: 5700 local Sources 5800 State Sources 5900 Federal Sources Other Sources - 20,000 2,288,700 386,000 Total Estimated Revenues: $ 18 2,694,700 - - $ - $ ~ $ 2,694,700 19 21 6100 22 6200 23 6300 24 6400 25 6500 2. Estimated Expenses: Payroll Costs Professional and Contracted Services Supplies and Materials Other Operating Costs Debt Expenses Other Expenses $ Net Assets at the End of Year 1 29& ~~ ... - - - - ~~-~~--~--- ~~- .. ~ ------ ~~--~ c..L 2,025,627 669,073 ....h511,291 Year 1 ..L - $ - $ --------=- - - - $ $ 1,421,827 241,800 186,750 175,250 - - $ Tota I Estimated Expenses: $ - - - Percentage Total Amounts - - 1,421,827 241,800 186,750 175,250 Change in Net Assets 28 Assets ~ Permanently Restricted Net Assets Assets 27 ~- Temporarily Restricted Net Unrestricted Net Row Ace!. Code 70.2% 11.9%1 9.2% 8.7% 0.0% 0.0% - $ - $ 2,025,627 669,073 75.2% $---~- _$__ 1,511,291 19/22 Estimated Net Assets and Revenue Row Acct. Code Description of Net Assets Assets Acct. Code Local Support Revenues: . : 35 Temporarily Restricted Net Assets Unrestricted Net Row .(l. Permanently Assets Local Property Taxes Passed through from School Districts $ - - - Local Revenues Realized as a Result of Services Rendered to Others $ - - - Other Revenues from Local Sources $ - - Revenues from Co-curricular, Enterprising Services or Activities $ - - Revenues from Intermediate Sources 5710 Source Notes .(l. Total Amounts Restricted Net $ 5720 36 5740 31 20,000 20,000 local Fairs, Raffles, Fundraisers 5750 38 - 5760 39 Row Acct. Code - - Total local Revenues: $ 40 20,000 $ 20,000 $ State Program Revenues: 41 5810 Per Capita & Foundation School Program Act Revenues $ 43 5820 State Program Revenues Distributed by TEA - - - $ 2,288,700 - 2,288,700 estimated state allotment - 5830 State Revenues from State ofTexas Government Agencies (other than TEA) 44 Row Acct. Code 5910 - $ Total State Revenues: $ 45 2,288,700 $ $ 2,288,700 .(l. Federal Program Revenues: Source Notes .(l. Federal Revenues Distributed through Government Entities Other than State - or Federal Agencies $ Federal Revenues Distributed by the TEA 41 $ $ 125,000 $ 261,000 - - 5920 48 5930 (Other than TEA) 49 - 12S,000 NClB, IDEA B - 261,000 TDA, local FS catering estimate Federal Revenues Distributed by Other State ofTexas Government Agencies - 5940 50 51 52 Federal Revenues Distributed Directly from the Federal Government Total Revenue and Resources <=> $ - - $ Total Federal Revenues: $ 386,000 $ $ 2,694,700 $ $ Year 1 $ 386,000 2,694,700 - 20/22 Estimated Expenses 54 Row Acc!. Code Temporarily Permanently Restricted Net Restricted Net Assets Unrestricted Net Assets Description of Expenses Assets - S& 6100 S7 6112 Salaries or Wages for Substitute Teachers - - S8 6119 S9 6121 Extra Duty Pay/Overtime - Support Personnel 40,000 - &0 6129 Salaries or Wages for Support Personnel 43,597 - &1 6139 Employee Allowances 6Z 6141 Social Security/Medicare 16,433 63 6142 Group Health and Life Insurance &4 6143 Workers' Compensation 6s 6145 && 67 Salaries or Wages - Teachers & Other Professional Personnel 1,120,000 - .0- Source Notes .0- - - 13,300 Payroll Costs Total Amounts 13,300 Based on similar Charters - 1,120,000 Based on year 2 staff 40,000 Tutoring Programs 43,597 Based on year 2 staff - 88,200 - 5,667 - - 5,667 Salaries x .005 Unemployment Compensation 20,399 - - 20,399 Salaries x .018 6146 Teacher Retirement/TRS Care 74,231 - - 74,231 Salaries x .0655 6149 Employee Benefits - &8 Row Acct. Code Total Payroll Costs (61005): $ 1,421,827 $ - - - 16,433 Salaries x .0145 - 88,200 3600 x staff - $ - , $ 1,421,827 .0- Description of Expenses - - 15,000 - 15,000 - - - - - - - Student Tuition -- Other than Public Schools - - 6229 Tuition and Transfer Payments - - - 78 6239 Education Service Center Services 6,000 - 79 6249 Contracted Maintenance and Repair 3,000 80 6259 Utilities 81 6269 Rentals -- Operating leases 8Z 6299 Miscellaneous Contracted Services .0- - - Source Notes 70 6200 Professional and Contracted Services 71 6211 legal Services ;z 6212 Audit Services 73 6219 Professional Services - 74 6221 Staff Tuition and Related Fees -- Higher Education 75 6222 Student Tuition -- Public Schools 76 6223 77 8J 15,000 Based on similar Charters Fees 6,000 Cooperative Fees / Training - - 3,000 Estimated building upkeep - - 27,800 Budget Worksheet 15,000 $ - 27,800 Total Professional and Contracted Services (6200s): \JI 15,000 Based on similar Charters Fees - - 15,000 Based on $1 per sq. ft. x 3 160,000 241,800 $ - $ - $ 160,000 Curro Consultants / Catering Servo 241,800 21122 Row Acct. Code Description of Expenses .u- Source Notes.u- - - 0 - - 0 31,500 - - 31,500 450students x $70 Textbooks 11,250 - - 11,250 450students x $25 Reading Materials 20,250 20,250 450students x $45 6339 Testing Materials 11,250 - - - 11,250 450students x $25 91 6341 Food - - - - Contracted Food Service 91 6342 Non-Food - - - Contracted Food Service 93 6343 Items for Sale - - - Contracted Food Service 94 6344 USDA Donated Commodities - - - - 95 6349 Food Service Supplies - - - - Contracted Food Service 96 6399 General Supplies - 85 6300 Supplies and Materials 86 6311 Gasoline and Other Fuels for Vehicles (Including Buses) 87 6319 Supplies for Maintenance and/or Operations 88 6321 89 6329 90 - - 112,500 Total Supplies and Materials (6300s): $ 97 Row Acc!. Code 186,750 $ - $ - 24,500 Based on staff x $1000 / Training - 33,750 450students x $75/2 field trips - - - - Other Operating Costs 6411 Travel and Subsistence -- Employee Only 24,500 101 6412 Travel and Subsistence -- Students 33,750 101 6413 Stipends -- Non-Employees 103 6419 Travel and Subsistence -- Non-Employees 5,000 - 104 6429 Insurance and Bonding Costs 7,000 - 15,000 - 105 6449 Depreciation Expense 106 6494 Reclassified Transportation Expenses 107 6499 Miscellaneous Operating Costs Total Other Operating Costs (64005): $ 108 Row Acc!. Code - 90,000 175,250 - $ - $ I 5,000 5 board member x $1,000 ea 7,000 Based on similar Charters 15,000 Based on similar Charters - - $ 90,000 450students x $200 175,250 Description of Expenses .u- 110 6500 Debt Expense 111 6521 Interest on Bonds 111 6522 Capital lease Interest 113 6523 Interest on Debt - 114 6529 Interest Expenses - 115 6599 -- __ _ - __ __ _ __ _ - ____Total Debt Expense (6500s): $ Year - - - - - - $ - - - - Other Debt Fees --- Source Notes .u- - - 6400 -- 112,500 450students x $250 186,750 .u- 99 -- $ Description of Expenses 100 ~ - Contracted Food Service - $ - $ - Source Notes .u- C\J ~ Attachment Combined 5 Year Budget M9 (.7 2% Proposed Charter School Name:! Name of Sponsoring Entity/Charter Holder U_ Name of Proposed Charter School Sponsoring Entity (Charter Holder) Name:1 Proposed Charter Date Range:1 8/31/2019 ---- to Summary of Combined 5-Year Budgets Row - 9/1/20131 Year 0 12 Year 1 Year 2 Year 3 Year 4 Does Not Include Year 0 Year 5 Years? Total Amount 13 Estimated Total Revenues and Resources $ 79,500 $ 608,600 $ 1,284,350 $ 1,809,900 $ 2,224,750 $ 2,694,700 $ 8,622,300 Estimated Total Budgeted Expenses 14 $ 77,110 $ 606,072 $ 1,242,334 $ 1,468,431 $ 1,770,836 $ 2,025,627 $ 7,113,300 2,390 $ 2,S28 $ 42,016 $ 341,469 $ 453,914 $ 669,073 $ 15 16 17 Annual Operating Surplus (Deficit) (Estimated Revenues minus Expenses) 18 ~ , 20 Percent of Expenses $ 0.03 0.00 0.03 0.23 0.26 0.33 1,509,000 0.21 (Annual Operating Surplus [Deficit] / Total Estimated Expenses) -- -- - _ .. _ - --- - ~ ~ ~ts~fs39C13 Combined 5 Year BudQet 1/1 DL~:?~h;; . ,.':) "fl"\"1 Attachment Negotiated Service Agreement(s) 268 of 293 GARDENS OF LEARNING, RIO GRANDE VALLEY Statement of Qualifications for Professional CPA Services Reyna & Garza, P.L.L.C. Certified Public Accountants GARDENS OF LEARNING, RIO GRANDE VALLEY Statement of Qualifications for Professional CPA Services Firm Name: Reyna & Garza, P.L.L.C. Certified Public Accountants Address: 2111 Jackson Creek Ave. Edinburg, Texas 78539 956/381-0900 Contact Person: Noel Garza, CPA GARDENS OF LEARNING, RIO GRANDE V ALLEY Statement of Qualifications for Professional Auditing Services Table of Contents Page Transmittal Letter ............................................................................................................................. 1 I. EXECUTIVE SUMMARY ......................................................................................................... 3 II. FIRMS' QUALIFICATIONS AND EXPERIENCE ................................................................ .4 Firm Profile .......................................................................................................................... 4 Audit Services ...................................................................................................................... 4 Tax Services ......................................................................................................................... 5 Management Advisory Services .......................................................................................... 5 Engagement Team ............................................................................................................... 5 III. FIRMS' EXPERIENCE ......................................................................................................... 11 271 '1 ;l9') REYNA & GARZA, PoLoLoCo 2111 Jakcson Creek Ave. <> Edinburg, TX 78539 Tel. (956) 381-0900 Fax (956)381-0605 Gardens of Learning, Rio Grande Valley Dear Board of Directors: Our finn appreciates the opportunity to propose on CPA services for the Gardens of Learning, Rio Grande Valley (referred to as the Charter). This proposal is designed to demonstrate our commitment to serve the Charter. Our finn offers the Charter the highest quality services at competitive fees. We have provided auditing and business advisory services to various governmental, and not-for-profit organizations throughout the Valley and in the Houston area. We also have assisted various other governmental entities and not-for-profit organizations with accounting and grants management issues. We are also experienced in handling the accounting, reporting, and grants management requirements for Charter's similar to the Charter and believe this experience will help to ensure we will meet your audit deadlines and work within the time and budget constraints outlined in this proposal. We will work closely with Charter staff to ensure the audit progresses systematically and according to tenns. Our finn will work quickly to isolate critical audit, management, and compliance issues of the Charter and we will use this procedure as a method to provide consistency in reporting from year to year. We have substantial auditing experience and public accounting finn background. This experience includes various levels of business advisory, grants management, and cost reporting services which have been provided to various organizations throughout the Valley. Once again, we appreciate the opportunity to offer our services to the Charter and are eager to demonstrate our abilities and continued commitment to assist you. If you have any questions, require additional infonnation, or would prefer to have us answer specific questions personally regarding this proposal, please feel free to contact us at 956/381-0900. Sincerely, 4~ tbl)rM, diJ1 Reyna & Garza, P.L.L.C. Certified Public Accountants 1 GARDENS OF LEARNING, RIO GRANDE VALLEY Statement of Qualifications for Professional Auditing Services I. EXECUTIVE SUMMARY The body of this statement presents some of the following information in more detail; however, our firms would like to stress the following key points. Experience We have extensive experience working with various governmental and non-profit organizations throughout the Valley and in the Houston Area. Combined, we have over twenty - eight years of experience on A-133 not-for-profit and governmental audits. We believe this experience places us in a unique position to not only understand the business/operating aspects of your Charter's operations, but also to understand the history and development of similar entities over the last two decades. Because we have provided assistance to numerous similar entities, we can immediately assist in evaluating all aspects of your organization. Training We will stay well trained on all new and developing changes in the governmental and not-forprofit auditing and financial reporting fields. As certified professionals we are required to complete a minimum of forty hours of continuing professional education annually. In addition, the mix of professional training includes the necessary minimum hours in governmental and other nonprofit areas to ensure that we meet the requirements of Government Auditing Standards. The principals of our firms have each completed approximately 600 hours of continued professional education through Texas Society of Certified Public Accountants and other approved organizations, of which asubstantial amount of these hours have been received on Governmental and Non-Profit Accounting and Auditing. 2 GARDENS OF LEARNING, RIO GRANDE VALLEY Statement of Qualifications for Professional Auditing Services II. FIRM'S QUALIFICATIONS AND EXPERIENCE Firm Profiles Reyna & Garza, P.L.L.c. is a local public accounting firm that provides quality professional services at competitive fees. Our firm's philosophy is to provide these services in a professional and responsive manner to ensure the objectives of each engagement are met timely and within the established fee arrangements. We have been involved in the accounting, auditing and taxation of various not-for-profit and governmental entities across Valley and in the Houston area. These businesses include: Local Governments (Including School Charters, Municipalities, and Counties) Municipal Utilities For-Profit Companies Federally Subsidized Not-for-Profit, Civic and Community Organizations Following is a brief description of the range of services performed by Reyna & Garza, P.L.L.C. Audit Services Our auditing services consist of procedures which enable us to express our opmlon, as independent certified public accountants, on the fairness of the presentation of your financial statements. Our audit emphasizes the technical, as well as the practical components of each engagement to ensure efficient and quality work. Each engagement includes a review and analysis of the client's system of internal accounting controls with a report or "management letter" on our proposed recommendations. We have significant not-for-profit and governmental audit experience as detailed in this proposal. We also have experience in auditing through a variety of automated accounting systems. This experience allows us to utilize these computerized systems effectively to extrapolate information and streamline the audit process. We will also use this experience in an effort to minimize audit procedures and streamline the audit techniques employed in the audit ofthe Charter. 3 GARDENS OF LEARNING, RIO GRANDE V ALLEY Statement of Qualifications for Professional Auditing Services II. FIRM'S QUALIFICATIONS AND EXPERIENCE (CONTINUED) Tax Services Reyna and Garza, P.L.L.c. provides tax planning and tax return preparation in a wide range of tax services. We have experience in dealing with information reporting requirements, employee benefit plans, and various not-for-profit tax services. Management Advisory Services Management advisory services include advice on client business matters and the many state and federal requirements which may be required of your organization. We can assist our non -audit clients in planning the information needs of their organization and determine how to best identify, assemble, analyze and manage data in order to meet those needs. Management services may be recommended as a result of the auditing process and may be included in our annual management letter. Engagement Team As the engagement partner Noel Garza, CPA will have primary responsibility for the audit of the financial statements. We will be responsible for planning and controlling the audit, reviewing audit results and conclusions, and directing the presentation of the report to the Board of Trustees. We will always be available for discussion, consultation, and to advise you on the status of the engagement. Guillermo Reyna, CPA (PARTNER) has twenty one years of accounting experience, primarily with Reyna & Garza, P.L.L.C., and as Business Manager of Hidalgo ISD. Much of his auditing career involves working with governmental entities, not-for-profit organizations, and federallyfunded agencies. He is a member of the TSCPA. He has completed a minimum of forty hours of continuing professional education for each of the past three years and has met the minimum requirements in accordance with the Government Auditing Standards including nonprofit auditing training, and various courses relating to government and nonprofit accounting. Noel Garza, CPA (PARTNER) has twenty - five years of accounting experience, primarily with Reyna & Garza, P.L.L.C.; First City Bank; and as Director of Finance of La Joya ISD. Much of his auditing career involves working with governmental entities, not-for-profit organizations, and federally-funded agencies. He is a member of the TSCPA. He has completed a minimum of forty hours of continuing professional education for each of the past three years and has met the minimum requirements in accordance with the Government A uditing Standards including cost report training, nonprofit aUditing training, and various courses relating to government and nonprofit accounting. 4 GARDENS OF LEARNING, RIO GRANDE VALLEY Statement of Qualifications for Professional Auditing Services II. FIRM'S QUALIFICATIONS AND EXPERIENCE (CONTINUED) David Mendoza, CPA (AUDIT SUPERVISOR) has five years of public accounting and auditing experience, primarily with Reyna & Garza, P.L.L.C. He is a member of the TSCPA. He has completed a minimum of forty hours of continuing professional education for each of the past three years and has met the minimum requirements in accordance with the Government Auditing Standards including cost report training, nonprofit auditing training, and various courses relating to government and nonprofit accounting. Adrian Webb (STAFF AUDITOR) has been with the firm for two years, and is a degreed accountant and a CPA candidate. He is currently pursuing the professional license. He has been receiving continuing professional education through Texas Society of Certified Public Accountants and other approved organizations; specific to the areas of Governmental and NonProfit Accounting and Auditing. FIRM PROFILE Reyna and Garza, P.L.L.c. is licensed to practice public accounting by the Texas State Board of Public Accountancy. All professionals designated CPA's are licensed to practice public accounting by the Texas State Board of Public Accountancy. We have a "Certificate of Registration" to conduct business in the State of Texas and are not receiving nor have ever received a public or private reprimand by the Texas State Board of Public Accountancy and/or any other licensing boards of other states. We have been member of the Texas Society of Certified Public Accountants (TSCPA) for the past ten years. We are required to subject our firm to peer reviews every three years. Reyna & Garza, P.L.L.C. has undergone a peer review in January 2011, and received a clean report. A copy of this report is available for your review. Reyna & Garza, P.L.L.C. does not have any relationship, direct or by marriage, between members of our firms and any Charter official or employee. We confirm we are independent. We also meet the independence standards of the U.S. Government Accountability Office's (GAO) Government Auditing Standards and are in compliance with the GAO's requirements for continuing education for governmental auditing. 5 GARDENS OF LEARNING, RIO GRANDE VALLEY Statement of Qualifications for Professional Auditing Services III. FIRMS' EXPERIENCE Reyna & Garza, P.L.L.c.'s experience includes the following governmental and not-for-profit organizations: School Districts; Weslaco Independent School District (956)696-6585 Mr. Arnoldo Canche-Finance Director Mission Independent School District (956)696-6585 Ms. Becky Magee-Internal Auditor La Joya Independent School District (956)580-5028 Mr. Alfredo Vela - Assistant Superintendent for Budget and Finance Rio Grande Independent School District (956)716-6600 Thelma Ramey - Asst. Superintendent for Business & Finance Edcouch-Elsa Independent School District (956)262-6000 Mr. Carlos Cantu - Business Manager Sharyland Independent Schol District (956)581-5200 Mr. Jesse Muniz - Asst. Superintendent for Finance & Business IDEA Public Schools (956)377-8000 Mr. Thomas Torkelson - Superintendent of Schools (Previous Client) Hidalgo Independent School District (956)843-3107 Mr. Guillermo Ramirez - Director (previous Client) Donna Independent School District (956)464-4461 (Previous Client) Mr. Agapito Navarro(previously) - Asst. Superintendent for Finance & Business Santa Rosa Independent School District (956)686-1300 Mr. Maximo Galvan - Business Manager Cities; The City of Rio Grande City (956)487-0672 Mary Barrera, CPA - Finance Director The City of Roma (956)849-1411 Crisanto Salinas - City Manager 6 (Previous Client) GARDENS OF LEARNING, RIO GRANDE V ALLEY Statement of Qualifications for Professional Auditing Services III. FIRMS' EXPERIENCE (CONTINUED) Cities( continued); The City of Alton (956)432-0760 Jorge Arcaute - City Manager The City of San Juan (956)223-2200 Ramiro Lopez - Finance Director The City of Mercedes (956)565-3114 Roel Gutierrez - Finance Director The City of La Grulla (956)487-3341 Rene Montalvo - City Attorney The City of Escobares (956)847-1200 Noel Escobar - Mayor The City of Elsa (956)262-2127 Other Entities; Texas Treatment Centers, Inc.(713)397-9098 (Houston, Tx) Rhonda Patrick-Financial & Compliance Consultant Texas Opioid Treatment Alliance, Inc. (713)397-9098 (Houston, Tx) Rhonda Patrick-Financial & Compliance Consultant Unlimited Visions, Inc. (713)397-9098 (Houston, Tx) Rhonda Patrick-Financial & Compliance Consultant The Housing Authority of County of Hidalgo Mr. Mike Lopez - Executive Director Women Together, Inc. (956)630-4878 Josie Diaz - Finance Director Communities in Schools, Inc. (956)630-0016 Miguel Garcia, CPA, Finance Director Rio Water Supply Corporation (956)487-2085 Gloria Salinas-Plant Manager 7 GARDENS OF LEARNING, RIO GRANDE V ALLEY Statement of Qualifications for Professional Auditing Services III. FIRMS' EXPERIENCE (CONTINUED) Other Entities (continued); Union Water Supply Corporation (956)487-3744 Irma Garza-Manager Starr County Appraisal District (956)487-5613 Humberto Saenz, Chief Appraiser Starr County Housing Authority (956)487-3216 Mr. Elmo Moreno - Executive Director Boys & Girls Clubs of Weslaco (956)968-2504 Mr. David Fox - Executive Director Willacy County (956)89-3422 Ida Martinez, CPA, County Auditor The City of San Juan (956)702-6400 Ramiro Lopez - City Manager 8 Attachment S Certificate of Occupancy or Equivalent Certificate A Certificate of Occupancy has not been provided with this application, however, Gardens of Learning, Rio Grande Valley will provide one to TEA prior to any students being served at the site. 280 of 293 Attachment T Negotiated Lease Agreement(s), Deed(s) to Property, Earnest Money Contract(s), or Purchase Agreement(s) 281 of 293 A copy of the negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s), as applicable. The sponsoring entity, Gardens of Learning, Rio Grande Valley, has not currently finalized any lease or purchase agreement. However, plans to utilize this site are presently in progress and both parties are agreeable to it. Site Location: 306 South 15th Street, McAllen, Texas 78505-0370 Father Thomas Luczak, OFM (956) 686-7711 p~ I <:S~ I~ ~vc.Iv 7Y} The charter holder understands that it has an obligation to notifY the school district in which the student resides within three business days of any action expelling or withdrawing a student from the charter school. See 19 TAC ?100.1211 (c). I the undersigned hereby certify that the governing body of the charter holder has authorized me to provide these assurances as noted by my initials on this and the previous page. Raymond Morales Printed arne of Sponsoring Entity Board Chair 2/22/2013 e of Sponsoring Entity Board Chair Date Page 2 of2 ;{9tJ 1 .:2 q -.3 SAS 539-13 RFA 701-13-101 Attachment State Board of Education Disclosure of Campaign Contributions Form 291 of 293 onsoring Entity: Gardens of Learning, Rio Grande Valley oposed Charter School Name: Gardens of Learning, Rio Grande Valley Eighteenth Generation Charter Application Initial Report of Benefits or CaI{npaign Contributions Conferred on Members of or Candidates tbr the State Board of Education F or the period January 1, 2008 to the present Individual Making Report: Sofia A. Valdez, EdD Employer or company represented: Position/Title: Gardens of Learning, Rio Grande Valley Chief Executive Officer (CEO) Services rendered to SBOE or contract, grant, or charter issued by SBOE: Not Applicable Transaction 1. Date: Amount: -------------------------------------------------------------------------- Name ofperson(s) receiving benefit or contribution: Detailed description of expenditure: Not Applicable ;(93 SAS 539-13 Page] of2 RFAW~]-13-10] Eighteenth Generation Charter Application Initial Report of Benefits or Campaign Contributions Conferred on Members of or Candidates for the State Board of Education For the period January 1,2008 to the present Transaction 2. Date: Amount: -------------------------------------------------------------------------- Name ofperson(s) receiving benefit or contribution: Detailed description of expenditure: Transaction 3. Date: Amount: -------------------------------------------------------------------------- Name ofperson(s) receiving benefit or contribution: Detailed description of expenditure: Raymond Morales Name of Organization President 2/22/2013 Date SAS 539-13 RFA 701-13-101