Application CoverSheei Beta Academy lne Beta Foundation Nante of Sponsoring Entity Proposed Eighteenth GeneratiliD Charter ~ehool,Na:me Note: Ifthe SpOilSOiing entily is a 501 (c)(3) nonprofit organization, the Ilal'ne'must appear exactly as'it appears in the Articles of Incorporation Or any amendments thereto. The spOnsOring entity is a (Check: only one.): ~501{c)(3)nonp:roflto'tganization DGovernmental Entity DCOllege or University CJ t:.:J CEO ofSp, U;; g ~ :s: Chairperson of Governing Body of SpOnsOringEntiw.Teresa Sones c....J '" "c ":"g En";,h," .,latisha Andrews ,,-,,,0';' 1 111 )< :::Cl r"r"' /"\"'.." . .u OD.SO, Number ofCampuses Being Requ,ested: _1_ _ _ _ _ _ _ _ _ _ __ Physicai Address of Each ,Proposed CampllS (please include street address, I;ity,?state, zip.andcoum;y.). Ifthe specific address is unla:IOW1:l at this Pm~ please provjd,e th~ counf,y ~d generallocalion &fthe PrOpose4 catilp.u5: 9701 Almeda Genoa Road; Houst(itt, Texas 77075. !iLi"n'5 (Ci.ll'l ty Contact Name: Latisha AndreWs ContactB-mail Address: ContactF~#: 713-337-0188 Contact Phone #: 832-656-5841 State rnaximunt enrollment and Check ail W,'ade levels to be served :fur eatb schoolyear. -:.By Year 3, at least one grade in which the state assessments are administeredmilst be offered Yearl: ~wn Enrolbnerit:396 DPre-IG DJ:li-&.K4 ~:k IgIl IRh ~3 Qg4 f&Is 06 07 Os D9 Yearl~ OlO 011 012 Maximmn Enrollinent:600 DPre-K3 0fte..K4 ~K ~1 Year 3: I\.Wimum EnrolII:ru;nt8(lO OPre-K3 OPre-K4 I&fK [8]1 12:96 1&17 Qgg 09 010 On [8]2 jgJ3 1&14 18]5 [812 [813 Qg4 [8]5 [8]6 jgb !&l& 1&19 012 ~10 011 012 Maximum Eru.-Qllment:l 050 DPre-IQ 0Pfe-.K4 !&II< ~l 1812 1813 ,r&l4 1&15 Q96. Qg7 [&i8, 1B19 IRho [8]n 012 YearS: NIaXitnum E:nrblIment;1250 DPre-K3 OPre-K4 ~K IB.ll !&Ii 1R!3, i&l4 1&15 [8]6 [gJ7 IRJs (R)9 1&110 'I2gn Ye;u4: 1&112 I certifY that I have the authority. to stIbinit this:application and that all information, eontainedherem is complete and accuntte, , realizing that any iIlistepreseJrtatiou could result in. dlsquaiificationftom the application process ot rev.ocatibil afte)- award. In accordatice with TEe ?12.120. r fin1her certify that no members Qfthe governing'body ofthe sponsoring entity or Qfthe proposed charter school orany o:ffic~ prernployees offue~pos?d sChool have ~convictC!i of a~eaoor invoMng moral turpitu4e e;rations l&l Q.Combined 5 Ye?ar BUd",</:;~2~t~~:1:1L.'il~D~ mobile computer-training lab to our 41of441 students. families and community. The Mobile Express not only will bring the above noted children's library resources, in addition, it brings technology and computer access to our high-need neighborhood; providing literacy programs, workforce development training workshops and many other needed media type resources for all such as: o o o WeCAN (Wireless Empowered Community Access Network: igitalinclusion@cityo!houston.net A digital literacy program which focuses on drop-out preventioniGED recovery and job/workforce readiness. WeCan provides high-need neighborhoods with affordable Internet access, local content, and opportunities to receive training and equipment to ensure those at risk families benefit from the use of technology. College Education Assistance and The C.O.R.E: (Careers, Opportunities, Resources and Education) EducationalOpportunities: Workshops and educational opportunities for students and their families in resume writing, applications and interview techniques. HOUSTON POLICE DEPARTMENT (servicing 77075 zip codes) LT Beaty, Administrative Lieutenant and Community Liaison, 281.218.3800 Sgt. Thomas Simmons, Juvenile Sex Crimes Unit, 713.731.5832, Thornas.Simmons@cityothouston.net Beta Academy's partnership with HPD will bring safety and educational events to our students, parents and community. Proposed educational events: Sexual Assault, drug abuse, bullying and other juvenile related programs such as "Stranger Danger". Beta Academy will offer education to parents on ID theft and Cyber Safety, Robbery and Crime Prevention and informational events on many issues that can jeopardize the overall safety and well-being of our students and community. HOUSTON FIRE DEPT., STATION 18 (servicing 77075 zip codes) Brad Hawthorne, Senior Captain (713.928.2805), 619 Telephone Rd., Houston, TX 77023 Capt. Hawthorne's letter of support states, "Their commitment to building strong relationships between students, parents, and school faculty ensures an environment ofexcellence." The Beta Foundation is thrilled to have the support of our local Fire department and will work with Captain Hawthorne and other area Fire Stations to bring [lIe safety awareness to our students and their families through educational fairs and events. HOUSTON CHILD PROTECTIVE SERVICES (CPS) Ledra Johnson, Resource External Relation Specialist (713.394.4573) ledra.johnson@dfps.state.tx.us 42 of 441 Ms. Johnson offered her expertise to Beta Academy and stated her services can be "utilized by provision ofwritten educational materials as well asfacilitating awareness programs for students, families, andfaculty. " b) Briefly analyze the competition in the area/or the same students. Describe the methods that the proposed school will use to recruit and retain students Competition in the area for the same students: Public Schools: Pasadena Independent School District PISD has an enrollment of51,000 students, 77.2% of whom are Hispanic and as an economic indicator, 75% of these Hispanic students qualify for free or reduced price meals (International Center for Leadership in Education 2010). An exhaustive body of data exists to show the correlation between minority enrollment and low income status with being at risk for failure to complete high school and poor academic perfonnance at all grade levels. The statistics of the 77075 zip code are alarming: City-Data.com reported the Average Adjusted Gross Income (AGI) for 77075 was 30,975 but statewide the (AGI) was 47,881. That is a difference of $16,906. This area has high crime and violence, high drug usage, high single parent families, and substandard living quarters. Beta Academy represents a community response to these alarming statistic trends. Private Schools: Although there are many private, tuition supported, schools in the area many families cannot afford the fmanciaI burden of private schooling. Beta Academy will offer students and families an educational choice without the fmancial cost. Equal opportunity to all families regardless of income, ethnicity, or family background will be given. Starting at Kindergarten all students will begin the journey of reaching a goal; high school/college graduation and beyond. Charter Schools: There is no charter school within the PISD that services Kindergarten through 5th grade children. This creates an immediate need for a school of choice for these children and parents within the PISD and 77075 zip codes. Methods to recruit students: Upon charter award, The Beta Foundation will contact our community resources, partners and support groups (listed in questions a. and c. of this section) to coordinate and plan recruitment events. Specific methods of recruitment are: o o o Join the chamber of commerce and provide community awareness, networking, and establish an awareness of Beta Academy within the business community. Seek attention in local media for free advertising: Call and send information on Beta Academy to local newspapers. radio and TV stations. A new charter school is newsworthy! Announce school events through public service listings. Promote Beta Academy through local newspapers and TV stations school year opening day event calendars so prospective students/parents are aware of Beta Academy open enrollment dates and events. 43 of 441 o o o o o o o Large canvas signs have been designed to place in front of the school to get the attention of passing traffic. Paid advertising options in local media will be explored. Door-to-door informational advertisement material/fiyers will be mass distributed throughout targeted low-income neighborhoods by an eager staff of volunteers; keeping advertising cost at a minimum. Daycare centers, community recreation centers, barber/beauty shops, libraries, stores, and other local businesses will be canvassed and Beta Academy information given. Real estate agencies will be supplied with Beta Academy information for potential homebuyers and renters in the PISD area. Obtain a non-profit bulk-mailing permit for mass mailing of information into targeted/specific geographical areas and homes with applicable family characteristics (i.e. families with children in a specific age range). Utilize all appropriate social media avenues (Le. Facebook, Twitter) by linking the Beta Academy school website so media visitors can view events/announcements. Methods to retain students: Beta Academy's core values of Academic Excellence, Teacher Responsibility, Character Development, and Parental Partnerships set the foundation for a student's retention and success. Our goal is to ensure each student will graduate college ready and be self-directed lifelong learners equipped for leadership in their local community and industry. To this end, we strongly believe that children thrive in an environment where they clearly understand what is expected of them and after putting forth their best effort they take pride in seeing results. Our teachers and staffwill provide caring and nurturing environments which will model, instruct, challenge and lead students. Through developing parental partnerships, the students' educational experience will be reinforced in both academic and social behaviors. These core Beta Academy values directly support Tinto's five primary conditions that contribute to school retention (Tinto V, 1997), which are expectation, advice, support, involvement, and learning. o o o o o Students are more likely to persist and graduate in settings that expect them to succeed. High expectations are a condition for student success, or as is sometimes noted, "no one rises to low expectations." Students are more likely to persist and graduate in settings that provide clear and consistent requirements. Students are more likely to persist in settings that provide academic, social, and personal support. Students are more likely to persist and graduate in settings that involve them as valued members ofthe institution. The frequency and quality of contact with facility, staff, and other students is an important independent predictor. Students are more likely to persist in settings that foster learning. Learning has always been the key to student retention. Students who learn are students who stay. 44 of 441 Beta Academy's focus on reading will be the bedrock designed to make the student successful and will improve retention. Our Raising Reading Expectations, Enhanced Program Development, and the Accelerated Reading program drive to the heart of ensuring successful student performance and self-confidence. Understanding reading comprehension is vital to one's ability to obtain an education and makes this the number one opportunity to retain a student in schooL 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 o/the community groups and the services they will provide. Beta Academy's educational goal has been readily embraced by the community with an on-going collaboration and synergizing of efforts. Each community member we have reached out to has been extremely supportive and eager to develop a partnership andlor a networking service. ST. AGNES ACADEMY All girl Catholic College Prep High School 9000 Bellaire Blvd, Houston, TX 77036 Jason Hyams (713.219.5400) St Agnes has committed to donating inventory items to support Beta Academy's startup year upon charter award. Donations will include 30 computers, monitors and software and a generous donation of 10 classroom Smart Boards and projectors for each board. In addition, they will give wireless tech, laptops, headphones, keyboards, encyclopedia's and numerous other educational and reading material for our teachers and students. St Agnes is committed to the continual support of Beta Academy's success and champions our goal of providing an educational choice for the students ofPISD. WIDE AWAKE MINISTRIES CORPORATION 9701 Almeda Genoa Rd, Houston, TX 77075 Mark Andrews (972.838.7162) Wide Awake Ministries donated $10,000 cash to The Beta Foundation. This youth focused organization has over $60,000 in educational curriculum, desks, computers, chairs, books, whiteboards, class decor, file cabinets, and office/school supplies for Beta Academy's start-up inventory needs upon charter award. In addition, they have pledged an anny of volunteers to help Beta Academy blanket the PISD area with flyers and brochures in targeted, low-income neighborhoods. They also pledge to support our classrooms and teachers through volunteer programs designed to mentor students and assist teachers and staff with anything Beta Academy may need. LIFE CHURCH 9900 Almeda Genoa Rd Houston, TX 77075 Jeanne Hyrhorchuk (713.910.1911) 45 of 441 Located directly across from the proposed location of Beta Academy, this congregation has pledged, upon charter award, approximately $30,000.00 in inventory donations such as classroom curriculum, desks, computers, chairs, books, whiteboards, class decor, file cabinets, and office and school supplies for our start-up year. ctlchurch V{e ~3vcd ;:, se:n;t for t1DU V. CHRISTIAN TEMPLE, AOG 9701 Almeda Genoa Rd, Houston, TX 77075 Don Nordin (713.944.4815) CT has pledged $50,000 in start-up funding upon charter award. In addition, CT committed to the use of shared desks, chairs, whiteboards, copier, and other class materials at no cost to the school. In addition, The Beta Foundation has established a lease agreement with Christian Temple which mitigates uncertainty in start-up planning. REACH OUT AMERICA 4407 Walnut, Pearland, Texas 77581 Larry Williamson (713.423.4888) Larry William's, CEO and founder, of Reach out America has partnered with The Beta Foundation board of directors so Beta Academy, upon charter award, can attain resources not only during its startup year but in subsequent years as needs arise. Reach Out America partners and networks with for-profit companies, government agencies, 501(c)3 non-profit's, and religious organizations in the U.S., North America, Africa, Russia, and the Philippines to provide emergency foods, supplies and other resources to organizations which provide a service to those in need or to areas where mass assistance and supplies are needed during and after a natural catastrophe/disaster. In anticipation of a charter school award, Reach Out America has pledged equipment/inventory donations to Beta Academy such as gym mats, cafeteria tables and misc. cafeteria and school supplies. CARING FOR CHILDREN FOUNDATION OF TEXAS Barbara Adamson, Care Van Manager (972.766.8382) Barbara_ adamson@bcbstx.com www.carevan.org Caringfor Children Foundation of Texas letter of support to Beta Academy states, "Their commitment to building strong relationships between students, parents, and community and school faculty ensures an environment of healthy, educated students. " In email correspondence.Ms. Adamson stated, "1 hope our letter ofsupport helps you to move forward with your wonderful plan to open new charter schools. Good luck and my blessings to you. Let me know when you are ready for our Care Van services. " 46 of 441 By partnering with this great organization, Beta Academy can bring free childhood immunization services to our students and the underserved areas ofPISD and Hanis County communities. NINOS CON DESABILIDADES! - KIDS WITH DISABILITIES FIRST! PO Box 750245, Houston, TX 77275 Isabel Perez, President (832.428.2782); Ms. Perez has submitted to the Beta Foundation board of directors her letter of support. In conversations with her, she stated, "We lookforward to assisting you in educating parents in understanding their student's disability. " Ms. Perez has committed to host two educational seminars a year for our Beta Academy parents and teachers. BAY AREA TUTORING & FAMILY COUNSELING 16815 Royal Crests, Suite 110, Houston, TX, 77058 Norma Callender, Ph.D., LPC, owner/director (281.488.4431) http://www.bataclinics.com/4901/4925.html info@bayareatutoringandfamilycounseling.com The Beta Foundation is thrilled to have the backing of Dr. Callender. She will be Beta Academy's resource for students with learning disabilities and needs across all academic SUbjects. Dr. Callender designs programs to meet the individual child's unique learning needs. On her website, Dr. Callender states, "'Turning Students Around' is a psychoeducationmotivation program, developed as a positive treatment approach aimed at improving attitude, bUilding self-esteem and increasing motivation in academics and behavior. " Her programs assist students with improved comprehension, structural analysis, phonetics, writing, and mathematics. In munerous conversations with Dr. Callender she has continually reiterated the need for higher education standards and school of choice options for the Houston Metropolitan area. She has enthusiastically embraced Beta Academy's vision and states, "she will assist us in any way she can to bring a charter school to PISD." Her expertise in the following areas will greatly benefit the students, families, and faculty of Beta Academy. Areas of expertise: o o o o o Dyslexia: Testing, Alpha Phonics, Multimodality Teaching, Orton/Gillingham techniques & materials Vision Perception Therapy: Training to remediate visual perception weaknesses in: Body image, concept, and schema, visual-motor coordination, figure ground perception, perceptual constancy and position in space Auditory Perception Therapy: Listening skills, sustaining attention, learning to concentrate, improving memory Diagnostic Testing: Professional diagnosis of visual/auditory wealrnesses with professionally designed programs for the individual student 47 of 441 o o SAT Test Preparation Professional Testing-Other: Comprehensive Educational Assessment, Intellectual Testing, WAlS, WISC IV, Slosson, WIPPSI, Gifted/Talented Testing, ADHD Testing LEAGUE OF UNITED LATIN AMERICAN CITIZENS (LULAC) 6200 Gulf Freeway, Suite 410, Houston, TX 77023 Agustin Pinedo, President Greater Houston LULAC Council 4967, (832.883.2510) LULAC Council 4967 Mission Statement: "To advance the economic condition, educational attainment, political influence, housing, health and civil rights of the Hispanic population ofthe Greater Houston Area. " The vision and mission of Beta Academy is shared by LULAC through our common educational goal; higher standards of education for the PISD community across all ethnicities and backgrounds. By partnering with organizations like LULAC, "at risk" students who receive a Beta Academy education will have better economic conditions and better health and housing doors with equal opportunities opened to them. In a telephone conversation with Mr. Pinedo, he expressed LULAC's deep concern for the high number of dropouts among Hispanic youth. He stated, "We have to do more to reach this at risk population." The Beta Foundation board of directors and supporters strongly agree! Something MUST be done! After sharing with Mr. Pinedo The Beta Foundation commitment to establish Beta Academy and offer an educational choice to a high risk demographic area, which currently experiences above average dropout rates, he agreed that together we can reach a higher number of "at risk" students/families. LULAC's educational committee and The Beta Foundation board of directors will work together toward our common goal to bring a higher educational choice to PISD. WELLS FARGO 1102 Scarsdale Blvd.; Houston, TX 77089 Judy Miller (281.922.4905), judy.Lmiller@wellsfargo.com Wells Fargo shares our vision to teach students to be financially savvy. They support our goal to establish a charter school in the PISD community. Their letter of support states, "They have the right vision, the right heart, and the right team to be successful. " Beta Academy through this mutual partnership will offer students: o o Financial Banking Curriculum: http://handsonbanking.org/enl Hands on Banking: A program designed to teach the essentials of financial education, real~wor1d skills, and a knowledge every student can use, including how to: o Identify "needs" vs. "wants" o Plan early for the future o Earn more money by learning more skills 48 of 441 o o Build their own budget to control their money o Become an entrepreneur by starting their own business venture o Control spending with a spending plan o Build credit wisely and avoid debt o Invest in higher education and find the money to pay for it Kids Savings Day: Program will be specifically designed for Beta Academy students through the Wells Fargo Marketing Dept. Scouting: Boy Scouts of America and the Girl Scout programs are premier leadership organizations for ail boys and girls in K-12 grades. Scouting programs give participants exposure to science and technology, business and economic literacy, visual arts, and outdoor and environmental awareness. Scouting teaches self-reliance, strength of purpose and conviction of character. The scouting environment encourages youth to connect with others and take action to make the world a better place. Beta Academy has received enthusiastic support from both organizations and will partner with them to bring a vibrant scouting experience to our students and community. SAM HOUSTON AREA BOY SCOUTS OF AMERICA COUNCIL Douglas Moore (832.646.063) Chartered Organization Representative, Pack 1900, Sam Houston Council In letter of support, Mr. Moore states, "I believe Beta Academy directors and staffwill create an academic environment of excellence, leadership, and character development. " GIRL SCOUTS OF SAN JACINTO COUNCIL 3110 Southwest Freeway, Houston, TX, 77098-4508 Mariam Hudson (713. 292.0287), Membership Manager - Area 8 mhudson@sjgs.org Ms. Hudson states, "There is great needfor charter schools within the Houston and PISD area and especially the 77075 zip code" and further stated, "She will be thrilled to assist Beta Academy in establishing a strong Girl Scout program for the students and community. Ms. Hudson states, "When you are ready we are ready. " H SCRABBLE CLUB #511 Margaret Bee (281.488.2923), Ms. Bee, a retired PISD Special Education teacher, is eager to establish a junior league scrabble club for Beta Academy students. Her own unique way oflearning the phonetics of words for proper spelling will be an added benefit to our students' vocabulary and language arts learning. Ms. Bee will motivate our students to love words through the fun of playing scrabble. She has provided us with the information to purchase the necessary equipment for the National Scrabble Association program and stated, "I look forward to working with you and the students in establishing a successful scrabble club for Beta Academy. " HOUSTON HOBBY AIRPORT LIONS CLUB (BHALC) 49 of 441 Monica Montoya (281.794.5531) With the support ofHHALC scholarships, Beta Academy students with physical disabilities andlor diabetes will be afforded the opportunity to attend Texas Lions Summer Camp programs. As well, HHALC has pledged other fmancial assistance for students needing glasses or educational learning equipment. Ms. Montoya stated, "We lookforward to working with you in providing scholarships to your students with disabilities and diabetes for the summer camp programs. " At a recent luncheon, Mrs. Andrews, The Beta Foundation CEO, presented our vision and mission to establish a charter school of choice in the PISD area. She was enthusiastically welcomed and received many business cards from members asking her to stay in contact and to inform them upon a charter award so that they may help and provide support in various areas. SAN JACINTO COMMUNITY COLLEGE Central Campus: Billy Smith, Administrator (281.476.1501); Billy.smith@sjcd.edu 8060 Spencer Hwy., Pasadena, TX 77505 South Campus: Quiana Brown, Director - Dual Emollment (281.484.1900 x4653) Quiana.brown@sjcd.edu; 13735 Beamer Rd., Houston, TX 77089 A Menwrandum of Understanding with SJCC South Campus and Beta Academy initiated. As a dual credit campus, Beta Academy will offer our 11 th and 12th grade students the option to earn college credits in many of their courses. Ms. Smith, she stated, " .. .you will provide a wonderful education opportunity for the students and we are excited to work with you to bring dual credit courses to your campus and students". ELLEN M. GARDNER, LEAD DIAGNOSTICIAN 8880 Southbluff, Houston, TX 77089 Moore Elementary, Pasadena Independent School District, (713.740.0656) In her letter of support for Beta Academy, Ms. Gardner states, "The needfor improvement in our public schools is compelling and the Beta Academy model will make a difference for all ofour public school students. " Ms. Gardner has offered free student diagnostic testing services to Beta Academy. INDIVIDUAL FINANCIAL SUPPORT In a show of grass roots support, The Beta Foundation has received individual cash donations th totaling $6,850.00 since Jan. 17,2013 in support of our plans to submit an 18 Generation Charter application. Individual pledges totaling $153,900 have been received pending charter award. POLITICAL LEADERSHIP 50 of441 A telephone call was made and follow-up email sent, sharing the vision and making a Beta Academy representative available for a conference call and/or office visit to the following individuals: Congressman Pete Olson, Congressional District 22 Senator Larry Taylor, Senate District 11 Representative Mary Ann Perez, House District 144 LETTERS OF SUPPORT Tom Reid, Mayor, City of Pearland, TX (281.652.1654) City Hall, 3519 Liberty Drive, Pearland, TX 77581 council@ci.pearland.tx.us Tom Reid said in his letter, "I enthusiastically support establishing Beta Academy as a charter school". In addition to the above contacts and commitments, Beta Academy has received an overwhelming show of community support from a myriad of businesses, civic groups and community leaders as shown below. BUSINESS/COMMUNITYORG Air Liguide Alert Logic AI1is-Chalmers Ene[9:l Annand Bayou Nature center Bay Area Houston Economic Partnershil;! DAYCAR8AFTER SCHOOL ORG Agape Christian PreschOOl Beamer Road KinderCare BeliforllHobby KinderCare Caring Circle Children's Enchanted Learning Children's World Leaming Center Clear Lake KinderCare Deer Park KinderCare DiwlSityDayPclMtyofHouston, Inc. FairmontKinderCare Friendswood KinderCare HappyWorld Academy LLC Irs A~mall WoMd DayGare KlazzyKidzPreschool Child Cr Koala Cubs Da)Uare &Prase hool l\J'9aUw I\IOS vvona - alpna omega program Pinebrook KinderCare Richey Street BaptistAfterschool Care Sea Lark Road KinderCare Silvarlake KinderCare South Shore KinderCare 3535 Westl21h Street Houston, TX77008-6098 1776 Yorktown St# 700, Houston, TX 77056-4155 11125 EquityDriw, Suite 200, H. TX77041 8500 Bay Area Blvd .. Pasadena, Texas 77507 18045 Saturn Lane, Houston, TX 77058 713-438-6560 713-484..$383 713-856-4222 281-474-2551 832.536.3255 Yes Yes Yes Yes 1502 Cheny Brook Ln. Pasadena. 1)( 713-946-1212 12002 8eamerRoad, Houston, TX77089 281-481-9309 7828 Bellfor!, Houston, TX77061 713-644-2763 669 Dullas AlIenue 281-499-9922 3501 Red BluffRd, Pasadena, TX 713-473-5782 3715 Preston Aw, Pasadena, TX 281-487-4190 14777 EI Camino Real, Houston. TX77062 281-461-1822 602 S Pasadena Boulevard, Deer Park, TX 77536 281-479-6121 945 Eldridge Road 281-494-1881 3602 FainnontParkway, Pasadena, TX77504 281-487-5335 2550 W. BayJlrea Blvd., Friendswood, TX77546 281-482-4589 10851 Scarsdale BI\'IJ. Ste #700, Housbn, TX 77089 281-464-3344 ,4oZf VIS1a Kd, pasadena, I x { fbU4 If1iHl44-bUI:5U 3501 Red BluffRd Pasadena, TX77503 713-473-5782 1033 Fainnon! Parkway, Pasadena, Tx 77504-2903 713-943-7:193 'Lb~U JlJJen Genoa Koad,l-'asadena, I " II OUl I713-\l44-UtlLt> 4422 Clear Lake CilyBlvd, Houston, TX77059 281-461-1822 1010 RicheySt Pasadena, TX77506 16610 Sea Lark Rd., Houston, TX 77062 281-488-5391 281-485..$667 2325 CounlyRoad 90. Pearland. TX77584 106 Meadow Parkway, League City, TX77573 281-334-5795 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes 51of441 Yes Connie Peter Louise Heather Elaioe Mandy Ywnne San1re!le Rena Ms. Arneddia Maribel! Bev ,Andriana Fredrick Gwenn Caroline Mlnssa MsChapa Patricia IVIS ::'JarKS Stacy Carolyn (Cordinator) Stacy Jessie Shalene CHAMBER OF COMMERCE Pasadena Chamber of Commerce Houston Hispanic Chamber of Commerce MEDICAL Dr. Corey Anderson Dr. David flmlbruster Dr. Julio ftrnuz Dr. Ruben Almaguer Pasadena CommunityHeallh Group 4334 FainmontParkway, Pasadena, TX77504 1801 Main St Ste890, Houston, TX 281-487?7871 713-644-7070 .,. - -- - Yes Yes Kimberly Jorge Mancilla 713-359-2000 713-359-2100 Yes Yes Kalhy Kalhy 713) 359-2200 713-943-3582 Yes Yes Yes Kathy Kathy Anna 4405 Crenshaw, Houston, lX77059 Yes Tammy 13233 Cullen Blvd Houston 1)(77047 7500 FainmontParkway; Pasadena, TX77505 1062 FajnmontPa~ay, Pasadena, TX77504 10800 ScottSt Houston, TX77047 Yes Bettv Yes Yes Yes Yes Yes Yes Yes Yes Yes Pam Randall MsHawkins RueDen Veranda Rev Kilgore Donna Ross Sherry Flanagan Deana ""." .- -. Ba~hore Med Ctr, 4000 Spencer Hwy, Pasadena, TX77504 3556 Spencer Hwy, Pasadena, TX77504 908 E Soulhmore A\e., Suite 240, Pasadena, TX 77502 3351 Plainview St SuiteA7, Pasadena, TX77504 4002 Burke Rd., Pasadena, TX 77504 281~09-7809 CHURCHES Central Assembly of God CuHen Baptist Church First BaptistChurch Pasadena FirstUnited Methodist Church Greater Grace Outreach Church Gulr Gate J.lssem bly Jones Memorial United Methodist Church Life Tabernacle New Life Tabernacle SunsetUnifed Methodist Richey Street Baptist Chu rch 2504 Almeda Genoa Rd, Houston, TX77047 9901 Windmill Lakes SflA:l, Houston, TX 77075 3021 De Soto St. Houston, TX77091 709 Allendale Rd, Pasadena, TX 77502 1010 RicheySt. Pasadena, TX77506 In our endeavor to bring a higher education choice to the community, The Beta Foundation will continue to reach out to all community groups and organizations, Organizations Contacted -Awaiting response -FirstChristian Academy 4205 W. Broadway, Peanand, TX 77581 Houston Mentor: U.S. Dream Peademy Houston Minority Business Council 6671 SouthwestFrwy, Houston, TX77074 Kids RKids 11120 South HWY6 4627 Visla Road, Pasadena, TX77504-2123 Lone Slar Kids P. O. Box 671624, Houston, Texas 77267-1624 National Crime Pre-..ention Council 1007 Burke Road, Pasadena, TX77506-5243 Pals Pcti'vityCenter 3715 PrestonA..e, Pasadena, TX77505-2012 Parkgafe Children's Center Republican Hispanic Citizens In Petion Club 8060 S~encer H~., Pasadena,1)( 77505 San jacinto Coll?ge Small Bus Dev ctr 2210 Wichila Pasadena Texas 77502 Sarah's House 2210 Wichila Pasadena Texas 77502 Sarah's House 4334 FairmontParkway, Pasadena, TX South BeltEllington Chamber of Commerce 914 West HartA\enue, Pasadena Sunset Park Recreation Center The 100 Black Men of Melropolian Houston Chp PO Box 604 Bellaire, TX 77402 Twin Oaks Community Center 3222 Pasadena Boulevard, Pasadena --, 281-412-5182 415-241-6868 713-271-7805 281-568-1861 713-944-5080 261-242-7463 713-472-6040 261-487-4190 713-683-0825 281-476-1501 713-475-1480 713-475-1480 281-487-7871 713-589-1897 877-429~614 713-472-0706 LM LM LM LM LM LM LM LM LM Bernadette McLeroy LM LM LM LM ShenyTrainer, Pres LM LMiEmailed LM The applicant must hold a public hearing in the proposed charter school's geographic area to publicly discuss the application for the charter school. This hearing must take place no earlier than 18 m01lths before the charler application due date. Any person may be present at and pal,ticipate in the meeting. The applicant shall publish a notice of the meeting in a newspaper ofgeneral distribution in the geographic area proposedfor the school. Publication in electronic media may not take the place a/publication in a newspaper ofgeneral distribution, but may be done in addition to publication in a traditional newspaper. 52of441 d) Submit, as Attachment A, a copy o/the published notice o/public hearing, clearly showing the name 0/the newspaper and date 0/publication. The notice should include the proposed school name, the sponsoring entity name, date, time, place o/meeting, and the names 0/ sponsoring entity board members. Any application that provides only evidence o/publication in electronic media will result in this item being considered incomplete and the removal 0/ the application/rom the process. Attachment A: South Belt Leader newspaper posting from January 27,2013 announcing The Beta Foundation public hearing for Beta Academy, with board members names listed. Posting was for the public hearing date: January 31, 2013: 9701 Almeda Genoa Road, Houston, TX e) Submit, as Attachment B. a synopsis 0/ the public hearing held to discuss the proposed charter school pian. The synopsis must identify presenters, provide a summary oftheir comments, and a list of questions from participants with responses provided by the presenters. Do not include slides ofthe presentation or a transcript o/the proceedings. Additionally, provide the number 0/ community members, not affiliated in any way with the sponsoring entity or the proposed charter school, who attended the public hearing. The Beta Foundation board of directors held a public hearing where interested community members, not affiliated in any way with the sponsoring entity or the proposed charter school, was in attendance. Attachment B: Synopsis of the public hearing, questions and other information: Date: January 31, 2013 Place: 9701 Almeda GenoaRd, Houston, TX 77075 Time: 7:00 PM Attendance: Over 662 interested members of the community Signatures: 662 signatures obtained. Attendee's feedback was extremely affIrming and all were enthusiastic about Beta Academy's vision and the opportunity for their children and conununity to have a higher standard of educational choice made available to them. 530f441 Section 4: Educational Plan 4. Educational Plan An applicant shall meet the following operational standards, and any failure to maintain ongoing compliance will be considered a material violation ofthe charter contract, if awarded, and may be grounds for revocation. TEA's website contains information that may assist in the development ofan educational plan. Links that an applicant may want to review: Texas Administrative Code http://ritter.tea.state.tx.us/rules/tac!index. html; Texas Essential Knowledge and Skills http://www.tea.state.tx.us/index2.aspx?id=6148; Special Education http://www.tea.state.tx.us/special.ed/; Bilingual Education http://www.tea.state.tx.us/index2. aspx?id=4098&menu_id=720; and Curriculum http://www.tea.state.tx.us/index.aspx?id=2147484904&menu id= 720&menu id2= 785& cid=2147483654. Charter schools are subject to the state accountability rating system to the same extent as other public schools. More information on the accountability rating system may be viewed online at http://ritter.tea.state.tx.us/perfreport/accountl. Charters are also assigned accreditation statuses. For information on accreditation see the following: http://www.tea.state.tx.us/index2.aspx?id=2147494532&menu_id=2147483702. To be awarded a charter, a sponsoring entity must propose a program that by the fifdt year of operation will serve at least as many students in grades assessedfor state accountability purposes as those served in grades not assessed for state accountability purposes. a) Describe the educational programs to be offered, including special education and bilingual educationlEnglish as a second language (BEIESL). Clearly explain in succinct tenus the specific curricular programs that the school, if authorized, will provide to 55 of 441 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. In addition, specifically address each of the following: o Describe the manner in which the science curriculum will meet the laboratory and field investigation requirement as follows: o 80% for student in Kindergarten and grade one; o 60% for students in grades two and three; o 50% for students in grades four and five; and o 40% for students in grades six through twelve. o Describe the educational program and the setting that will be used to offer courses to meet the requirements for physical education. o 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. a) Describe the educational programs to be offered, including special education and bilingual education/English as a second language (BEIESL). Clearly explain in succinct terms the specific curricular programs that the school, ifauthorized, will provide to students and the ways in which the charter staff, board members, and others will use these programs to maintain high expectations/01' and the continuous improvement 0/student peiformallce. Beta Academy will be a kindergarten through twelfth grade, starting with students in kindergarten through fifth grade in its first year of operation and adding additional grade levels each year. In the school's first year, Beta Academy will offer instruction to at least thirty (30) students who will be assessed in third through fifth grade. TEKS compliance will remain the focus at every grade level to ensure Beta Academy develops college 56 of 441 ready individuals that are enabled to participate in the social, economic, and continuing educational opportunities of our state and nation. Educational program to be offered Beta Academy's educational program will ensure students are proficient on each grade level by diligently aligning curriculum with the Texas Essential Knowledge and Skills (TEKS) as listed in Chapter 74 for required curriculum., which include the following: ?74.1. Essential Knowledge and Skills. (a) A school district that offers kindergarten through Grade 12 must offer the following as a required curriculum: (1) a foundation curriculum that includes: (A) English language arts; (B) mathematics; (C) science; and (D) social studies, consisting of Texas, United States and world history, government, geography, and economics, with emphasis on the free enterprise system and its benefits; and (2) an enrichment curriculum that includes: (A) to the extent possible, languages other than English; (B) health, with emphasis on the importance of proper nutrition and exercise; (C) physical education; CD) fine arts; (E) career and technical education; (F) technology applications; and (G) religious literature, including the Hebrew Scriptures (Old Testament) and New Testament, and its impact on history and literature. In addition to these core areas of learning, character development will be an integrated part of the curriculum emphasizing traits such as honesty, generosity, and determination. Beta Academy is committed to not only equip students for academic success, but to raise 57of441 responsible leaders who will have a positive effect on their community. With intentional instruction, sound curricular tools, and systematic assessment, the curriculum will provide students their best chance for personal development and success. Core Curriculum Beta Academy will follow all Texas Essential Knowledge and Skills guidelines for all grades kindergarten through twelfth grade. English Language Arts Success in school and in life is determined in large part by competence in language. Fredrick Douglas stated, "Once you learn to read, you will be forever free". As a significant means for developing students' abilities to tUllock their minds, language is a central factor in learning for all students and in all disciplines. Beta Academy is committed to providing a firm foundation ofliteracy that our students will build on through college and beyond. In kindergarten through third grade, literacy, both reading and writing, is steadily developed through the English Language Arts (ELA) curriculum. Primary grade students will achieve proficiency in phonics, vocabulary, fluency and master comprehension of complex word forms, grade-level texts and literature, and writing compositions. The ELA curriculum will ensure students clearly demonstrate the five essential components of reading as stated by the National Reading Panel: phonemic awareness, knowledge of phonics, reading fluency, vocabulary and comprehension (National Reading Panel, 2012). Through the reading of diverse texts, both fiction and nonfiction, students will gain a broad insight into the expression of powerful ideas. Students will develop strong critical and creative thinking skills through writing and learn to express themselves individually as well as collaboratively. In fourth through fifth grade, students transition from the literacy building blocks of 'how' and move toward a more advanced understanding of 'why'. Intermediate grades 58of441 will further develop critical thinking skills by delving into informational texts, wTiting thoughtful responses to literary passages, and increasing their oral competencies. Students found to be reading below grade level will receive special help in the form of smail group intervention. Creating a team of support is critical for these yOl.mg students as they develop their language arts skills. To make sure these students are proficient in literacy, a cross-disciplinary reading project will be completed each year. In sixth through eighth grade, the curriculum emphasizes expanding reading comprehension skills, furthering analytical and critical thinking skills, and focuses on subject-matter reading. At this stage, students are taking these language arts skills across subjects into history, social studies, and other sciences. The goal in these grades is to create lifelong readers and learners. In ninth through twelfth grade, students will build and expand upon the foundation of the earlier grades. Informational reading and critical thinking will be emphasized along with public speaking and oral presentations, both individual and collaborative. It is essential in this stage to truly connect students to reading and writing through interactive means such as research papers, collaborative writing assignments, developing scripts, writing plays, blogging, and utilizing available technology to emphasize literacy. The goal of this stage is to develop skills that will prepare students for college and future careers. Mathematics Beta Academy's mathematics curriculum is designed to prepare students for success in college and beyond by aligning with TEKS standards for kindergarten through twelfth grade. A strong foundation of mathematics is essential in each student's learning process as the skills learned will translate across disciplines. Mathematic proficiency will empower students to not only thrive in tomorrow's world but actively participate in creating it. 59 of 441 In kindergarten through second grade, students will focus on nmnber sense, counting, and basic computational skills. Students will develop proficiency in fundamental skills necessary to progress to higher level mathematics. At this stage, introduction to openended problem solving will occur in order to increase critical thinking skills. Third through fifth grade students will move from basic computation to more advance concepts including part-to-whole relationships, algebraic formulation, and equations. Students will build upon pattern recognition and development learned in earlier grades by exploring fundamental algebraic and higher-level thinking skills such as variables, percentages, decimals, and multi-step computations. Moving to sixth through eighth grade, students will deepen algebraic understanding through the exploration of functions and advanced equations. Integers, irrational nmnbers, and exponents are just a few of the concepts focused on. It is essential that students develop the necessary skills to complete Algebra I by the eighth grade in order to enter high school with the means to succeed and be on track for college and future careers. Beta Academy students who enter high school with this strong algebraic foundation will be more than twice as likely to graduate college (Rosenbaum, U.S. Department of Education, 2001). In ninth through twelfth grade, students will engage in higher-level mathematics and complete subjects such as Algebra II, geometry, trigonometry, and calculus. The curriculum ensures college readiness by increasing fluency in critical thinking, mathematical expression and communication, and connections between theory and reality. The goal in this stage is to graduate strong students who will excel on the collegiate and professional levels. Throughout all grades, mathematical concepts will be realized through hands-on instruction, manipulatives, interactive labs, and real-world applications in an effort to make conceptual ideas more concrete. Technology will be utilized on a regular basis through mathematical computer software. Also, making mathematics practical through 60 of 441 real-world applications such as budgeting, buying, saving, spending, and starting a business will help dispel the common adage of 'I'll never use this' and help engage students in this powerful discipline. Science "I hear and I forget. I see and I remember. I do and I understand." This ancient proverb reveals the truth and power behind interactive, student-constructive learning in comparison to traditional teacher-transmitted learning. Hands-on learning generates curiosity and sparks student interest. "Teachers who conduct hands-on learning activities on a weekly basis outperform their peers by more than 70% of a grade level in math and 40% of a grade level in science." (RAFT, 2012). This is why Beta Academy will utilize inquiry-based instructions for science. Students will experience scientific observation, exploration, investigation, and informational analysis through the curriculum and laboratory/field experiments. The curriculum will meet TEKS standards for science and empower students to pursue high-level college sciences and careers. Kindergarten through second grade will explore science curriculum that focuses on the nature of science, asking and addressing questions, concepts of evidence, observation utilizing the senses, and the study of the natural world. Simple investigations will allow students to actively participate in the scientific process. Third through fifth grades will build upon the foundation of mathematics and ELA skills as they leam about measurements, cause and effect, and the fundamentals of chemistry. Concepts will be explored through more complex investigations and real-world scenarios such as air pollution, crystallization, buoyancy, electricity, erosion, and organic growth. Students will have both individual and collective hands-on projects where they will experiment with scientific equipment like microscopes, scales, and beakers. They will use creative and analytical skills to create charts, graphs, oral presentations, and science projects. 61 of 441 In sixth through eighth grades, student-constructive instruction takes the forefront as the sc~entific method is explored through open-ended questions, which inspire scientific thinking, to the analysis and structured reporting of facts and evidence. Walking in the footsteps of scientists, students will COlUlect theory with the observable world around them through investigation, collective projects, and visual presentations. These students will be encouraged to ask questions and work collaboratively to develop creative solutions to real-world problems. Ninth through twelfth grade curriculum "'Will explore a range of sciences including astronomy, biology, chemistry, earth systems, and physics. Continued investigations will require collaboration and increased skills in communication, writing, critical thinking, and problem solving. Laboratory and field experiments will be critical in these grades in understanding complex ideas, as will utilizing available scientific equipment. The goal in the science curriculum is to not only graduate college-ready students, but to inspire a passionate interest in career fields such as zoology, oceanography, environmental engineering, forensics, and epidemiology. Beta Academy is committed to producing incredible individuals willing and able to bring positive change to their world. Through a steady curriculum and an interactive approach, students will discover the connection between the power of science and their everyday lives. Social Studies Social studies are a kindergarten through twelfth grade curriculum in which students learn about, discuss and analyze society. "Society" in this case includes the international, national and local community. Social studies are an interdisciplinary subject, incorporating geography, literacy, history, government and current affairs, among other disciplines. It is a crucial part of education in that it teaches students how to be wellinformed, critically thinking citizens of their world. Social studies prepares students for college and increases critical thinking, problem solving and collaborative skills needed for the workplace. (CCSSO, 2012). 62 of 441 During the elementary years, students will focus on basic historical events of Texas and American history. The curriculum will help students develop an understanding of their own culture and also explore cultures around the world. In middle school, attention will be given to the specific mechanics of government and the political process. Students will begin connecting historical and current events in the world as well as the impact of individual historical and current figures that helped shape our country. In high school, indepth analysis and critical thinking will be utilized in exploring various political, social, and economic issues facing our nation. Students will work collaboratively to assess and address these issues. Being an active citizen is more than just being infonned about the issues. It includes understanding the many ways to affect change. Through projects, speeches, role playing, campaigns, letters, petitions, media, and volunteerism, students \ will get hands-on experience that will reinforce concepts. The goal of Beta Academy social studies program is to prepare students to live as responsible, global citizens. Beyond TEKS proficiency and collegiate success, the desire is to raise individuals that will get involved in their world through careers and innovations; taking on global issues such as resources, poverty, health, and economics. Social studies should strive to bring understanding to the past, solutions for the present, and hope for the future. Special Education Beta Academy is committed to providing special education programs and services for all students with disabilities. These students will have access to the curriculum through individualized programs or other special education services in accordance to all applicable federal and state laws. Special education policies, procedures, and operating guidelines will be established in compliance with these laws and the rules of the state Board of Education. In the classroom, inclusion teachers will ensure that students will receive support and meet the goals of their individual educational plans for academic success. Additionally, students identified as having special education needs will receive the same legal rights 63 of 441 and protections as those in other schools. All teachers working with special education students will be required to be certified by the state for special education. Practices will be implemented with the goal of moving students forward in the general education curriculum. Every student is unique. This is why Beta Academy strives to present individualized instruction for all students, regardless of learning disabilities or special needs. We want to offer every student, including those in special education, their best chance at success. We will diligently follow all federal and state procedural and legal requirements for the optimum educational experience in the least restrictive environment for each special education student. BilingnallEnglish Language Learners (ELL) For Bilingual and English Language Learners, Beta Academy is committed to having a Structured English Immersion (SEI) program with two basic components. The teachers will maximize instruction in English and will use and teach English at a level appropriate to the abilities of ELLs in the class. Grouping students for English-language instruction according to their English language ability is an important component of SEI because it enables teachers to effectively design language lessons. True beginners, for example, can benefit greatly from a direct lesson on common nouns, whereas intermediate students need to understand how subordinating conjunctions are used in academic writing. The English language is the main component ofSEI instruction. Academic content plays a supporting, but subordinate, role. The dominant focus is language itself: its rules, uses, forms, and application to daily school and non-school situations and topics. The operant principle is that students must have a strong understanding of the English language before they can be expected to learn gradelevel content. Martin Ramirez, principal of a Yuba City, California, high school that has gained national attention for its SEI program, puts the language-content issue this way: 64 of 441 We are charged with giving our ELLs a rigorous core content curriculum that is comparable to their English-speaking peers. But just putting them in a science course does not make it a rigorous curriculum. They will get access when they possess the language skills to be able to understand the content, and that is the role of our SEI program. English is the language of instruction; students and teachers are expected to speak, read, and write in English. We cannot expect students to advance their language competence mainly through oral comprehension; instead, students get more proficient in English when they actually try to produce increasingly complex English language sentences. All materials and instruction in SEI programs are in English. Students will learn discrete English grammar skills. In SEI classrooms, teachers try to accelerate students' natural tendency to acquire language by providing grammatically focused lessons that raise students' conscious awareness of how English works while engaging them in relevant, age-appropriate learning tasks. Students are overtly taught English pronunciation and listening skills; word building; word-order rules; a wide range of vocabulary (synonyms, antonyms, survival vocabulary, academic word groups); and formulaic expressions not easily explained by grammar analysis. Source: Educational Leadership Journal, Volume 66 "Supporting English Language Learners" The SEI program will be rigorous to increase proficiency in the comprehension, speaking, reading and composition in the English language. a) Clearly state how the Texas Essential Knowledge and Skills (TEKS) will be incorporated into classroom instruction and assessment A specific example of how the TEKS will be incorporated into classroom instruction and assessment comes from the first grade Reading TEKS. The objective throughout the Reading TEKS is the mastery of grade level words and sounds. TEKS (?110.12) has set a goal for first grade readers to identify and read at least 100 high frequency words from 65 of 441 a commonly used list and monitor accuracy of decoding. Beta Academy will incorporate this goal into everyday classroom learning, by having a Velcro word wall with high frequency words from the Dolch Sight Word List These words will be reviewed daily as part of the class routine. In addition, the wall will serve as a spelling resource for all students. The words may be removed at any time during the day to help students in writing or spelling. The Dolch Sight Word list will be stapled inside each student's take home folder with 10 words highlighted the first week for flashcard memorization. At the end of the first week students will be given a test by flashcards to assess their knowledge of the new words. In week two, 10 additional words will be highlighted from the list in their folder for memorization. At the end of week two the students will be tested cumulatively on all 20 words. This ensures students will not learn. and then dump the information later. This will continue until week five. At the end of week 5 the students will be tested by flashcard on the first fifty words from the Dolch Sight Word list. After week five, the first five words from the list will be removed and five new words will be added. Each week, first grade students will be assessed on 50 words by flashcard from the Dolch Sight Word List. These words will be located on the word wall in a visible and easily accessible area. The teacher will assess progress weekly and send assessments home for parental review. This approach will guide student mastery of over 100 high frequency words. Another example of how the TEKS will be incorporated into classroom instruction and assessed is from the frfth grade Social Studies TEKS. The objective throughout the Social Studies TEKS is the mastery of the states, their capitals, landforms, maps and use of map keys. TEKS (? 113.162) has set a goal for fifth graders to translate this data into a variety of formats such as raw data to graphs and maps. Beta Academy will accomplish this by assigning each student a 3-D Map Project. The students will work on these projects as part of their classroom instructional time. Completing this project within the instructional time will ensure students are learning the necessary skills for the TEKS mastery of the subject. 66 of 441 Students will be instructed to choose a state for their 3-D map. They will be required to look at several maps of their state to learn where their states' landforms are located. The students will identify rivers, mountain ranges, bays, coastlines, valleys, lakes, deltas, volcanoes, and peninsulas on their 3-D map. They will be required to have main products, animals, crops, natural resources, and manufactured goods identified on their maps. The maps will further include their state bird, flag and capital. Each map will be required to have a compass rose and map key. In addition to creating the 3-D map, the students will submit a report with the full name of the state, date admitted to the union (and rank), population, land area, capital, flag, postal abbreviation, state nickname, motto, state symbols such as: flower, tree, bird, stone, animal, colors, wildflower, fish, song, or other symbols. Students will include information about the agriculture industry of their state and at least two historic events associated with their state. The students will not only be assessed by the completion of their project but will be required to give an oral presentation to their class peers. The students will be required to take notes during each presentation for a written.assessment on their peer's states from the information reviewed in class. Another specific example of how TEKS will be incorporated in classroom instruction is from the High School Physics TEKS (? 112.32, ? 112.38,. and ?112.39). This covers the science concepts of buoyancy and displacement. A project based approach will be utilized to teach these concepts by incorporating a cardboard boat building project While there are a variety of approaches, one would be to make the boats entirely out of corrugated cardboard. It may be no longer than 8 feet and no wider than 4 feet. Joints and seams may be taped, caulked, andlor glued. The student would then be required to successfully row the boat across the shallow end of a swimming pool. The project would be assessed by requiring each student to show all calculations relating to the application of Archimedes' principle of buoyancy (the buoyant force on an object is going to be equal to the weight of the fluid displaced by the object). Their body weight, the weight of the 67 of 441 boat, the weight and volume of the water displaced would all need to be shown in the formulas and discussed during the course the project. a) Describe the manner in which the science curriculum will meet the laboratory and field investigation requirement as follows: o 80% for student in Kindergarten and grade one; o 60% for students in grades two and three; o 50% for students in grades four andfive; and o 40% for students in grades six through twelve. Beta Academy believes to fully understand science you must engage in the learning process, which is why laboratory hands-on learning will remain important. Traditionally, science has been taught as teacher-directed reading assignments leading students to believe that science is BORING (Newport, 1990). Many educators believe that fifty percent of the students are being 'turned off' to science by age 9. This is why students at Beta Academy will enjoy simple hands-on experiments in everyday life. For example, the life cycle of a frog will be best studied by observing a frog living in the backyard. Plants will be studied by growing a garden. Seven colors of light will be seen by using a glass prism in the sun light. Lahoratorytime is vital for children's learning. Teachers will create a structured environment for learning, making extensive use of didactic materials that provide a hands-on approach to learning. In kindergarten through fIfth grade, fIfty to eighty percent of the science curriculum will be taught through lab experiences. Beta Academy will use science integration, projectbased learning, and technology integration in the classroom setting. In sixth through twelfth grade Beta Academy science credits will reflect those of college credits. We will assign credits to laboratory time and classroom instruction time to 68 of 441 ensure our students meet the required forty percent laboratory hands-on instructional requirements. a) Describe the educational program and the setting that will be used to offer courses to meet the requirements for physical education. Regular physical activity is associated with a healthier, longer life and with a lower risk of heart disease, high blood pressure, diabetes, obesity, and some cancers. Current recommendations are for children to engage in at least 60 minutes of physical activity each day. Children spend over half their day in school, so it is reasonable to require that they should get at least 30 minutes of that time in school (American Diabetes Association, 2001). At Beta Academy, physical education will be an important part of that requirement. We will further teach students to integrate exercise into their lives in order to establish a lifetime of healthy living. This is an area which our community partners such as Lt. Beaty, Administrative Lieutenant Community Liason from Clearlake Substation Houston Police Department, Ledra Johnson, Resource External Relation Specialist from Houston Child Protective Services and Dr. Jane Noojin, D.C. wish to collaborate to ensure that the content of healthy choices becomes part of the lifestyle of the children and families we serve. Beta Academy will use the physical education requirement laid out in the state's kindergarten through twelfth grade TEKS in physical education for all physical education programs. Kindergarten-Fifth Grade Daily activities will be planned to provide a variety of meaningful and enjoyable experiences for children to develop physically, emotionally, cognitively, socially, and creatively, Some of the student goals that will be set are as follows: o Recognize the need for regular physical activity 69 of 441 o Participate in daily activities to develop muscle strength, including stretching exercises o Identify basic body parts used in movement o Participate in physical activities safely and efficiently within a given space o Demonstrate an awareness of space and direction while moving o Demonstrate balance in various positions using different body parts o ManipUlate body andlor props creatively to action songs, dances, and activities o Perform basic locomotor skills o Demonstrate rhythmically the concepts offast, slow, loud, and soft o Move on straight and curved lines o Demonstrate dexterity (hands and feet) o Understand the importance of exercise as a means of achieving physical fitness o Participate in physical fitness activities o Explore ways of rolling, tossing, and throwing objects of different sizes and shapes o Explore ways of catching and stopping objects of different sizes and shapes o Explore ways to kick various types of balls o Explore ways to dribble various types of balls o Explore ways to strike objects with the hands or implements o Explore ways to roll, balance, jump, and transfer weight from feet to hands o Explore different types of rhythmic movements o Develop a positive attitude toward physical activity and exercise o Demonstrate ways to roll, balance, jump, and transfer weight from feet to hands in short sequences o Throw, catch, dribble, volley, and strike objects in activities which require students to be both stationary and moving o Perform short sequences of roll, balance, jump, and transfer of weight from feet to hands o Demonstrate the ability to work independently as well as with other children 70of441 Sixth-Eighth Grade Physical Education in middle school will focus on the development of basic skills for use in individual and team sports as well as the improvement of physical fitness levels. These include cooperative learning, individual and dual activities, team activities, dance and fitness, and maintaining a healthy level of wellness. A fitness test will be administered each semester to determine a student's healthy wellness zone. Components tested are the pacer, curl-ups, trunk lift, push-ups, and back saver sit and reach skills. All parents will receive a student report at the end of each semester. Ninth-Twelfth Grade Physical fitness will focus on the development of complex movement skills, cognitive understanding of movement principles, and the development of personal fitness plans. Students will demonstrate the ability to use basic skills, strategies, and tactics. They will demonstrate more specialized knowledge in identifying and applying key movement concepts and principles. They will assess and develop a personal physical activity program aimed at improving their skill performance. They will apply their understanding of personal fitness to lifelong participation in physical activity. Students will demonstrate independence of others by making choices, respect all others, avoid conflict but are able to resolve it appropriately, and use the elements of fair play and ethical behavior in physical activity settings. Students will demonstrate the ability to plan for and improve components of fitness and achieve and maintain a health-enhancing level of personal fitness. a) 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 otlter than English. Fine Arts Beta Academy recognizes the arts can open the minds of students in ways mere reading and writing will never be able to accomplish. Yet, the point of teaching these subjects is not to teach about the arts, but to teach through the arts. Teaching though the arts 71 of 441 requires students to engage in the act of creative art. For example they might draw a picture, write a poem, act in a drama, or compose music to further their understanding of concepts in content areas other than the arts. Teaching through the arts helps students experience concepts rather than simply discussing or reading them (Cluff, 2005). Beta Academy will offer music, art, and dance. Although these classes may not all be available in the first year or two, we are committed to adding additional fine arts each year. Other fme arts programs Beta Academy would like to offer as we grow are drawing, painting, airbrush, ceramics, photography, and technology arts such as 3D modeling. Beta Academy's community supporters are enthusiastic about displaying students work throughout the year. Art projects will have an opportunity to be exhibited in the Houston and Pasadena area, such as the William P. Hobby Airport, one of Beta Academy's many community partners. Musical performances will be a huge part of the Beta Academy arts program with at least two to three musical programs offered each year. These performances will not only be open to the families of Beta Academy, but to community members as well. On occasion, we will have musical performances ~t other community spots such as Barnes and Noble, Christian Temple and other community locations. Students in theatre, drama and dance will perform theatrical plays and performances at our Beta Academy campus. In addition, Beta Academy students will have the opportunity to perform at the different theaters around the Pasadena and Houston area, such as The Crash, Christian Temple, San Jacinto College and others. Health Education More than ever, health education is needed as physical and mentallemotional disorders continue to rise in young individuals. Health educators are needed for all levels of schooling from grade school all the way up to the high school level. The administered curriculum is dedicated to touching upon subjects that are the most prevalent among the age group the health educator is teaching to. Below is an example of some of the health education topics that will be focused on at Beta Academy. 72 of 441 Kindergarten-Fifth Grade It is imperative that good habits are taught correctly as this can set up the foundation for good habits for the long term, even a lifetime. Some of the main topics that will be focused on at Beta Academy: o Eating right and making healthy eating choices o Staying active through extracurricular activities o Spotting symptoms of sickness What to do if one witnesses or are being bullied as well as violence mediation o Positive emotion expression o Methods that prevent sickness from spreading o The stop drop and roll method Middle School and High School Health education in middle school and high school will cover a variety of age-appropriate issues which can include: 1. A healthy body image, which includes eating right and the right amount for each individuaL The main goal of teaching this subject is to teach the pupils to embrace individuality and stray away from trying to look like a model or celebrity. 2. Emotional health such as coping with certain mental disorders as well as the identification of them will be taught. This topic also focuses heavily upon suicidal topics and what to do if one is in this state of emotional health. 3. Teaching of different STDs as well as methods of prevention. This topic also focuses upon avoiding adolescent pregnancy. 4. Students will learn about alcohol and tobacco effects and prevention. 5. Preventing bulling and violence are also a topic touched upon in health education. 6. Becoming aware of the symptoms of asthma 7. Working out and topics that mesh with it like eating healthy and staying active. Many of these are examples that the North Carolina Alliance for Athletics, Health, Physical Education, Recreation, and Dance (NCAAHPERD) use in their programs. They 730f441 state the importance of covering a wide variety of health topics as essential for equipping students with health knowledge. NCAAHPERD claims many schools only focus on one or two health concepts and suggest a more well-rounded approach to impact students (Health Education in Public Schools, 2012). Technology Applications Given the technology driven nature of our global, information based society, lack of technology integration among teachers in American classrooms is a major concern in education today. On a large scale, nationwide surveys of teachers, students, and administrators conducted by the Gates Foundation found that over 53% of the teachers they surveyed do not routinely use technology in the classroom and over half the students responding to questionnaires reported they use technology no more than once a week (Abbott, 2013). Little improvement is noted in the more recent 2010 national teacher survey commissioned by CDW-G, a national Information Technology Service company. This survey found that 80% ofK-12 teachers are using computers mainly for administrative functions and only slightly more than half are integrating computers into their routine instruction (National Teacher Survey, 2010). The survey revealed teacher technology training has focused on administrative applications, rather than instructional applications. Even more concerning is approximately one third of teachers have received little or no training with integrating computers into lessons or training on instructional software. Beta Academy will not ignore the fact that students currently enjoy powerful, entertainment technology that assesses skills and interests and even customizes the methods for delivering the content. The time spent by students on technology-driven products is astounding, yet the educational community has not embraced this exciting learning methodology that accentuates the learning process. Beta Academy will maximize this type of technology innovation by recruiting and hiring teachers who are highly skilled in technology innovation, plus provide on-going professional development in technology advances. All teachers will require students' maximized time utilizing technology in projects across the disciplines. 74 of 441 Due to the overwhehning impact of a quality teacher in the classroom and the teacher quality skills that effective teachers employ as described above, Beta Academy will focus on hiring, training and retaining teachers meeting these dynamic skill sets. A thorough interview process with the superintendent/principal, as well as representatives from the Board of Directors and Community Parent Council will be incorporated with requirements such as a technological demonstration lesson and portfolio review to select the best teacher candidates to promote high expectations for all students. Non-English Language The first non-English language Beta Academy will offer is Spanish. As the school grows, and interest in other languages grows, we can add other language classes to our program. Although we plan to do Structured English Emersion over Bilingual education we believe it is important to offer alternative language classes (other than English) to all Beta Academy students. Many residents of the United States are studying Spanish in record numbers. Spanish, too, is becoming of greater importance in Europe, where it often is the foreign language of choice after English. And it's no wonder that Spanish is a popular second or third language: with some 400 million ~peakers, it's the fourth most commonly spoken language in the world and according to some counts it has more native speakers than English does. It is an official language on four continents and is of historical importance elsewhere. b) 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 ofthe student population, including students above and below grade level, with disabilities, and requiring BEIESL services, and clearly state the number of instructional hours per day that will be afforded to students. 75 of 441 Educator Quality Beta Academy will meet the needs of our student population, particularly those with disabilities, requiring bilinguaJ/ESL services andlor other significant deficiencies in academic performance by prioritizing educator quality and utilizing the best strategies and materials available that enhance student learning. The negative consequences of an ineffective teacher Calmot be underestimated. James Stronge, professor of education policy at the College of William and Mary, a national authority in teacher quality, said it is important to remember an ineffective teacher can harm a student for many years. "The quality of the teacher in the classroom is the most important factor that a school district can control." Strong continues, "Children aren't born into the bottom of their class. There are reasons they are there. Let's say, a child has an ineffective first grade teacher for a full year, he'll enter the second grade unprepared and the cumulative effect is that he'll be behind five or six years later" (Small News Paper Group Springfield Bureau, 2005). Richard Manatt, a former professor of education at Iowa State University and a widely regarded expert in teacher evaluation, goes one step further. "Some teachers actually suck knowledge right out of kids," he said. "At first blush, it doesn't make sense. But we've found that about 6 percent of students of ineffective teachers actually see their abilities drop. They get so turned off by a particular teacher and begin hating a subject so much that they actually will score lower on tests than at the beginning of the year." The hiring process for Beta Academy teachers will be rigorous, ensuring only the most qualified, certified, and energized teachers are placed in our classrooms. Methods, Strategies and Techniques Beta Academy will use the best teaching methods recognized by the Center for Teaching and Learning. The Best Practices chosen here focus on those aspects of classroom teaching competence that are visible and therefore become useful for formative evaluation. Even though classrooms vary in content and goals, this core set of Best Practices does apply to Beta Academy's educational environments, in both vocational and academic areas. 76 of 441 Lecture Practices: effective ways to present new infonnation orally to fit differences in learning styles. At times infonnation must be transmitted orally to a passive listening audience. But research has shown that after 10 to 20 minutes of continuous lecture, assimilation falls off rapidly. If the teacher must rely on the oral presentation of material, these techniques enhance learner retention. o Lecture/Rhetorical Questioning: Talk in 7 to 10 minute segments, pause, ask preplanned rhetorical questions; learners record their answers in their notes. o Surveys with Exemplifier: Pause, ask directly for a show of hands: 'Raise your hand if you agree ... disagree... etc.' or 'Raise your hand if you have encountered an example of that.' Ask for a volunteer to speak for the response group whose hands are raised. o Turn to Your Partner and Pause: Ask each students to turn to the person next to them and share examples of the point just made or complete a given phrase or sentence. o Halting Time: Present complex material or directions and then stop so learners have time to think or carry out directions. Visually check to see whether the class appears to understand. If they do, continue. o Explication de Texte: By reading and analyzing passages from the text aloud, learners can see higher-order thinking skills and that 'criticism' is a participatory intellectual exercise. o Guided Lecture: Students listen to 15-20 minutes oflecture without taking notes. At the end, they spend five minutes recording all they can recall. The next step involves learners in small discussion groups reconstructing the lecture conceptually with supporting data, preparing complete lecture notes, using the instructor to resolve questions that arise. o Immediate Mastery Quiz: When a regular immediate mastery test is included in the last few minutes of the period, learners retain almost twice as much material, both factual and conceptual. o Story Telling: Stories, metaphor, and myth catch people deeply within, so no longer are listeners functioning as tape recorders subject to the above infonnation 77 of441 overload limits. What human beings have in common is revealed in myth; stories allow the listener to seek an experience of being alive in them and find clues to answers within themselves. The 10 to 20 minute limit no longer applies. Group Discussion Triggers: effective ways to present a common experience to engage a group in a discussion. Awareness of complexity and enhanced understanding result when learners discuss the meaning of events with each other. But to be successful, groups need a common experience to draw them into participation, establish a personal connection with the content, and provide a shared referent from which to exemplify their ideas. There are many kinds of triggers, but all are designed to precede group discussion. Participants, therefore, become connected with both a concrete example of the content and each other. o Short Readings: Blief assignments to read in class (especially effective are contrasting viewpoints). o First Person Experience: Works written in a personal voice, autobiographies, biographies, oral histories, diaries, and memoirs, when used as counterpoints to abstract texts, bridge the gap between their own lives and the content under study. Students more readily take part in discussions when they can personally relate to the material. o Individual Task with Review: Problems to solve that apply the concepts presented. Students complete a worksheet or other task and compare the results with their neighbors before the whole class discusses the answers. o Self-assessment Questionnaires: Short surveys of learner attitudes and values. o Total Group Response: Human Graph: Learners literally take a stand on an imaginary graph or continuum. The first few volunteers justify their choice of position, and then the remainder of the class joins them without comment. o Case Studies: A case study is the factual account of human experience centered in a problem or issue faced by a person, group or organization. It can raise a variety of complex issues and stimulate discussions of alternative viewpoints. Typically, case studies are written objectively and include a brief overview of the situation, its context, and the major decisions that must be made. Rather than expecting 78 of 441 learners to have a right answer, learners develop their ability to articulate their thoughts, frame problems, generate solutions, and evolve principles that may apply to other situations. o Visual Studies: Seeing first hand creates a common ground. Photographic essays, video programs, and personally made video recordings are examples of ways to bring into the classroom direct depictions of the concepts being discussed. o Role Play: Learners explore human relations problems by enacting problem situations and then discussing the enactments. Together learners can explore feelings, attitudes, values, and problem solving strategies. It attempts to help individuals find personal meaning within their social world and resolve personal dilemmas with the assistance of the social group. Thoughtful Questions: effective ways to formulate questions that foster engagement and confidence. What does it mean to think? Some people would like to be able to think better, or, more usually, want other people's thinking to improve. But research shows that everyone is capable of thinking. The problem is to stop teachers from precluding the chance for it to happen. The right kind of question opens the door to student's participation. The right questions focus the learner's attention upon applying their current understanding to the content or problem. The right questions are discoverable, that is, have follow-up avenues that a teacher can follow to lead a student to find an adequate answer using resources available (Socratic). Each success on one of these problems is a lesson to the learner that he or she knows how to think; and each failure, a lesson in the opposite. Note that none of these tutorial questions asks for recall offacts or information (didactic questions). o Discoverable Tutorial Questions: These eleven question formulations meet the criteria of being both perceptually based and discoverable. The responses to these questions lie shared experience, so all learners, who may not at first answer acceptably, can be led back to available evidence to find adequate answers. o Description: What did you see? What happened? What is the difference between ... ? o Reflection: What was interesting? What was surprising? 790f441 o Analogy: What else does it remind you of? What else does it look like? o Common Purpose: What is the purpose of...? What is the usual function of...? o Procedures: How does one normally do... ? How was this done? What is the normal (non-creative) next step? o Possibilities: What else could... ? How could we... ? If we didn't have, or couldn't use, ..., what could ... ? o Prediction: What will happen next? What will you see? What will be the effect? o Justification: How can you tell? What evidence led you to ... ? o Theorizing: Why is it that way? What is the reason for it? o Generalization: What is the same about ........ and ...... ? What could you generalize from these events? What principle is operating? o Definition: What does ...... mean? Defme the word .......... . o Wait Time: After posing one of these tutorials, learners need at least 5 seconds in order to process it and begin the formulation of an answer. Reflective Responses to Leamer Contributions: effective ways to establish mutually beneficial communication by reflective listening. When a learner contributes to the discussion or asks a question, taking the initiative to learn, what is the best way to respond? To facilitate self-discovery and self-appropriated learning, effective teachers respond without changing the topic to share their own information or perspective from a posture of mutual respect, without domination. These three reflective responses, when used in sequence, constitute a responding convention, a standard way to develop habits of talking that release the potentialities of the learner and promote mutually significant sharing by both the teacher and the learner. Used in this order they sequence the amount of teacher control, starting with the lightest level. o Paraphrase: While remaining alert to both the intellectual and emotional aspects oflearner contributions, rephrase the underlying message the learner is sending in one's own words, not the learner's words. This especially applies when the learner says something new, something more than the commonplace. Avoid 'parroting' the leamer's words or routinely beginning, 'I hear you saying ..... ' Both are 80 of 441 irritating and condescending. Example: Student says, 'I am confused. I still don't know what you want from me.' Paraphrase: 'You see no way to start, huh?' o Parallel Personal Comment: Without changing the topic or bending it in the slightest, talk about one's own current feelings or a past experience that matches exactly what the learner has said. The intention is to convey parallel aspects of yourself that validate the other's perspective or confrrm your understanding of what the other is talking about. Usually statements start with 'I ... .' 'I was confused about that myself when I fIrst read it.' 'I want to hear more about thaL' o Leading Query on Learner's Topic: Ask for clarification of aspects of the comment. Dig deeper into the student without bending or shifting it away to one's own agenda. Such r~sponses include, ''Where does it break down?', 'Could you elaborate or give an example?' and references to others, 'Who can build on what she is saying?' Rewarding Learner Participation All teaching moves learners into areas of risk and incompetence. So often the job of a teacher is to find nascent deftness when it is easier to notice the ineptness. The methods chosen to administer those positives, however, send messages about what is important to achieve. Are learners supposed to work toward external approval or their own intrinsic betterment? Are grades the true reward or are learners supposed to learn to enjoy the quest itself? Teachers answer these questions through the manner in which they support improvement. The best rewards are not contrived, foster personal reflection and independence, and actually work, that is, learners maintain new abilities or do better. Effective teachers support emerging initiative, cooperation and perseverance with welltimed positives in these forms: o Avoid Praise: Praise, the expression ofjudgment, is less successful in rewarding learner performance than the techniques listed below. It tends to foster approval seeking rather than independence. o 'I like how complete this is.' (Implies pleasing me is important) o 'Good question.' (Implies some other learner's questions are not good) 81of441 o 'That's a great welding job.' (Implies a learner should seek the teacher's approval versus 'a correct weld,' which is feedback, not praise) o Description: Describe objectively those aspects oflearner performance needing support. To avoid making a personal evaluation, state a culturally accepted conclusion a group of dispassionate observers would concede: o o 'That question is probably shared by many here today.' o o 'You have addressed each item.' 'That weld is just like the book.' Narration: Detail the action a learner takes immediately as it occurs. Narrations usually begin with 'You': o o 'You're obviously trying to fit the pieces together.' o o 'You're raising an issue that needs discussion.' 'You remembered the first step.' Self-Talk: Talk about your own thoughts or prior personal experience. o 'I have wondered that, too.' 'Questions like that have always intrigued me.' o o 'It took me four months to achieve a weld like that one.' Nonverbal: Communicate your recognition through body language and facial expressions. o o Thumbs up. o o Smile broadly. Move to convey excitement and enjoyment. Personal Feelings: Describe your emotional reactions as a participant learner, a member of the group, expressing deep, genuine, personal feeling. o o 'I am amazed by what you have done.' o o ''What ajoy for me to listen to this discussion!' 'I wish I could wave a magic wand to make everyone do that well.' IntrinSically-Phrased Reward Statements: Positive expressions about emerging learner performance and achievement highlight internal feelings of self-worth and self-satisfaction. (praise is an extrinsic judgment.) 82 of 441 o Enjoyment-That was fun!' 'What a pleasure it must have been to do.' o Competence-'You did it!', 'An accomplishment.' o Clevemess-'That was tricky.' 'Intelligent.' 'Unique.' Growth -'You've taken a step forward.' 'What changes have occurred?' Active Learning Strategies: effective ways to foster active, constructive participation. All research on people, and on their brains, shows we learn by doing. Learning is a constructing process. The problem lies in selecting the type of activity to match the purpose the teacher has in mind. o Construction Spiral: Pose problem questions in a three-step learning cycle-(l) each individual writes down their thoughts, (2) all share in a small groups of three, and (3) compile the answer on the board in front of the whole class avoiding any evaluation or changes to what the class offers. Let the group correct itself. Ifweaknesses appear or more sophisticated understanding is needed, pose a second problem in the same manner. First questions usually begin at a reflex level to engage the students. These can be used to construct understandings and concepts. o Round: Each person has a 2 or 3 minute opportunity to express his or her point of view on a given topic, or passes, while others listen. Used to elicit a range of viewpoints and build a sense of safe participation. o Brainstorm: Solicit, and compile for all to see, alternative possibilities without judgments. Used to generate ideas, encourage creativity, involve the whole group, and demonstrate that people working together can create more than the individual alone. o Writing in Class: Focus questions, in-class journals, lecture or reading summaries and in-class essays can improve the learning of the subject matter and, with clear objectives and feedback, improve writing skills, too. 83 of 441 o Concept Models: Given handouts that ask a series ofleading questions, students work in small groups to figure out how something works or build a conceptual model. They make their own diagrams and record their own observations. o Simulations and Games: By creating circumstances that are momentarily real, learners can practice coping "With stressful, unfamiliar or complex situations. Simulations and games, "With specific guiding principles, rules, and structured relationships, can last several hours or even days. o Peer Teaching: By explairring conceptual relationships to others, tutors defme their own understanding. o Question Pairs-learners prepare for class by reading an assignment and generating questions focused on the major points or issues raised. At the next class meeting pairs are randomly assigned. Partners alternately ask questions of each other and provide . corrective feedback as necessary. o Learning Cells: Each learner reads different selections and then teaches the essence of the material to his or her randomly assigned partner. o Examinations (18): Scheduling an exam stimulates learners to study. Completion, true-false, and multiple choice force memorization of facts and statements. Essay examinations force an overall general concept of the material. It is a rather obvious way to involve learners in doing something and getting them to think about what they are doing. Cooperative Group Assignments: ways to assign formal cooperative tasks. One form of active learning deserves special attention because it overtly places the learners as workers, demands that each process beliefs and construct expression with co-workers, and forces the achievement of a group goal. That interdependence affects three broad and interrelated outcomes: effort exerted to achieve, quality of relationships among 84 of 441 participants, and psycho-social adjustment. Ninety years of research and 600 studies show cooperative learning tasks that have clear goals and performance measures result in more high-level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned within one situation to another. Cooperative learning groups embrace five key elements: o positive interdependence o individual accountability o group processing o social skills o face-to-face interaction Typically three to five learners work in heterogeneous groups. All cooperative designs have specific objectives, performance criteria and reward systems. In order for them to be successful, teachers must expect to spend time building cooperative skills and enforcing group self-assessment of them. o Team Member Teaching: Knowledge Outcomes: Like a jigsaw puzzle, each member of the team is assigned a portion of the whole. Ultimately responsible for knowing all, each group member teaches the others about his/her piece. Learners need explicit preparation in how to effectively communicate information to others. o Team Effectiveness Design: Cooperative Skills and Knowledge Outcomes: Whatever material is to be learned is presented to teams in the form of a manuscript or text followed by a multiple choice test requiring conclusions or inferences, not locating information in the readings. After completing the test, learners join teams of five to discuss the questions and arrive at consensus as to the most valid answer to each question, without consulting the reading. Then a key is distributed and learners score individual answers as well as the teams. o Student Teams-Achievement Divisions: Knowledge Outcomes: Learners study the material in groups as above, but instead of taking a test, learners play academic games to show their individual mastery of the subject matter. At a weekly tournament, learners are matched with comparably performing learners from other 850f441 teams. Assignments to the tournament tables change weekly according to a system that maintains the equality of the competition. o Peiformance Judging Design: Skill Outcomes: Here learners first study how to develop and apply appropriate criteria for judging performance on a skill, such as writing an essay, giving a speech, or constructing a tool chest. They test their cooperatively developed criteria on a product produced anonymously by someone else. Then the learners are assigned the task of creating their own product for other members of the team to review. o Clarifying Attitudes Design: Attitude Outcomes: The teacher prepares an attitude questionnaire, usually a multiple ch?ice inventory. Each learner selects from the range of alternatives those that most accurately represent his or her views. Next, teams meet to reach agreement on which of the alternatives represents the soundest action in a particular circumstance. They examine the differences between previous attitudes and discuss together how each may want to be consistent with the agreed-on description of the soundest attitude. o Poster Sessions: Groups of three to five students each complete a poster or standalone display that conveys the groups work in (a) identifying and clarifYing a controversial issue, (b) locating appropriate information and resources concerning their issue, and (c) critically evaluating the evidence they find. The posters are displayed in a public area of the college, so that not only can the students in the course learn from each other's' work, students from other classes and other faculty can see it, too. Goals to Grades Connections: establish a logical agreement of goals and objectives, flowing to measures of performance, criteria, and grading. A formidable obstacle every teacher faces is how to analyze the content of a course, predetermine the outcomes desired, and communicate the necessary performance expectations to the learners in a detailed, congruous syllabus that logically connects goals to the measures for grades. That is, the objectives follow from the goals, the requirements are demonstrations of performance of those objectives, and the evaluation methods reflect attainment of the objectives to measurable criteria. This is rarely simple. At times teachers need their own 86 of 441 cooperative learning groups in order to solve the myriad problems in coordinating course goals, uncovering the traditional discontinuities between goals and grading, and achieving assessment clarity. These are the basic criteria for the task: o Goals Stated as Outcomes, Not Processes: Goals for the course are agreed to by the other faculty in the instructional unit to achieve outcomes desired from an integrated program of study. Process statements, such as 'students will participate in... ' or 'students will undertake .. .' are avoided. Outcomes say that, at the end, students will be capable of doing 'x.' o Objectives are Performances: Performances are actual behaviors or classes of behaviors that indicate the presence of the alleged ability that generally are agreed upon by the faculty of the instructional unit. These are the abilities that constitute each goal. Each is formulated using active, measurable verbs from Bloom's Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) and placed at the level of the taxonomy that reflects the amount of time allocated. o Requirements are Detailed in Writing: All desired learner outputs, including the criteria for success and relative weights, are clearly specified to learners in advance. o Grades are Referenced to Criteria: Learner achievement is measured with respect to a specified standard of quality, on a continuUID from zero to perfection, not a percentage comparison to other learner's achievements. Modeling: represent openness, continuous learning, and trust. As a paragon of personal development, a teacher faces interpersonal challenges in every action he or she takes to engage, facilitate, catalyze, and give life to the opportunity to learn. Great teachers teach by example. It is the authentic life that instructs. These attitudinal qualities of being connected to learning in delight, illumination, and even rapture have been described in many ways, but none clearer perhaps than by Carl Rogers. o Openness to Experience in the Here and Now: Being truthful, personally in touch with one's own feelings and current experience. 87 of 441 o Incorporation into Oneself of the Process of Change: Openness to learning opportunities, belief in oneself as an effective leamer, and modeling learning, and its accompanying mistakes, visibly to learners. o Unconditional Positive Regard for Others: Deep trust in the underlying goodness of each perso~ despite how they appear, and the explicitly expressed belief in each leamer's ability to learn and grow. Double Loop Feedback: facilitating mutual awareness of how one learns to learn. The times when the teacher should correct performance are often the most difficult as well as the most significant. It is easier to identifY errors and deficiencies in the actions of others than to communicate them in a way that continues their willing engagement in correcting them. Because people rarely produce actions that do not make sense to them (they act intentionally), they naturally tend to become defensive, confused, or ashamed when criticized or given advice. Yet individualized correction is often the key to improved performance. An effective feedback procedure should enable reflection and self-correction without fostering hostility or defensiveness. Double loop feedback is a method of providing correctives in a way that maintains the learner's continued engagement in the process of acquiring competence and self-confidence. It sequences the statements teachers make by starting with the least inferential and examining both the learner's performance and the evaluator's assumptions at each stage. In double loop learning an open-ended cycle is created where the teacher and the learner cooperatively examine both the learner's performance and the underlying perspectives the teacher brings to regard that performance. Optimal correction is possible when both parties responsibly work for error detection at each level of inference before proceeding to the next. In other words, get the facts right first; then work to agree upon what 'most people' would agree those facts to mean. As opposed to the natural tendency to think of judgments and opinions first, this procedure suspends them. o Step 1. Objective Description ofPhysical Reality: State the facts as you see them: o 'There are 14 misspelled words here.' 88 of 441 .. 'Since I assigned the class the task, you have asked me four questions.' o 'You pointed your fmger at the person you addressed.' Get agreement before proceeding any further, for correcting errors may not be possible unless both parties agree to a common set of facts. o Step 2. Culturally Accepted Meaning: Describe what a jury or group of informed spectators observing the event would conclude and check that generalization: o 'It hasn't been spell-checked. That true?' .. 'You are using me as the first resource not the handouts or your friends, huh?' .. 'Wouldn't most people conclude that your non-verbal gesture implies an adversarial rather than cooperative stance?' Again, get agreement. Usually the learner will either justifY or correct when the behavior is recognized as holding an accepted meaning. This level of inference is the same used by journalists and anthropologists to describe events and actions as viewed from a culturally specific viewpoint. That viewpoint, too, is also suspect and, to be fair, should be examined simultaneously---thus the term double loop. o Step 3. Judgments and Personal Reality: After the above have been discussed and agreed upon, the judgments of both parties can be stated without inducing animosity or defensiveness. People naturally attach meaning to events in accord with their own life experiences. Nothing is wrong with this, but these opinions are unreliable. By keeping them out of the feedback discussion, both parties can attach meaning to events with greater reliability, often without judgments ever entering into the discussion. At times it may be wise to check fIrst with the recipient before moving into this stage: 'Would you like my opinion?' .. 'That many mistakes imply you don't care if it is ever read.' .. 'I would like to see you fmd more answers independently.' .. 'Your message is more likely to be heard if you speak about yourself instead of attacking others.' 89 of 441 Climate Setting: regulate the physical and mental climate. A large portion of teaching effectiveness involves setting the stage. The task of getting everyone comfortable enough to learn comes with the territory. Solve comfort issues fJISt and the learning path is smoother. Research shows that successful teachers spend 10% of classroom time optimizing the arrangement of the physical setting as well as the psychological setting-a climate of collaboration, support, openness, pleasure, and humanity. o Meet the Learner's Needs for Physical Comfort and Accessibility: Insure a comfortable environment where basic needs for all learners are met: lighting, heat, seating. quiet. o Define Negotiable and Non-negotiable Areas: Clearly specify those aspects of class performance that are the instructor's responsibility, such as essential procedures, external constraints, perfonnance requirements (such as attendance, assignments), and summative evaluation - and those parts of the course that have mutual and negotiable responsibility such as seating arrangements, breaks, groupings. o Clarify the Instructor's Role: Impart the explicit assumption that the teacher is here to facilitate learning by providing resources, tasks, and support. The teacher is not the fount of all knowledge. The teacher trusts the learners to want to learn and therefore will take responsibility for their own learning. Students answer the question, "In order to make this learning opportunity the best for me, what would I like to see the instructor do?" The task is to achieve consensus on what role the instructor will take. o Clarify the Learner's Role as Members ofa Learning Community: Clarify expectations the learners have for the instructor and expectations they have for establishing constructive relationships with each other. Students answer the question. "In order to make this learning opportunity best for me, what would I like to see my classmates do?" The class arrives at consensus on what obligations and responsibilities are expected by others. 90 of 441 Fostering Learner Self-Responsibility: allow learners to plan and evaluate much of their learning. Effective teachers offer ways for the learners to take an active role, for at least a portion of the course, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate strategies, and evaluating the outcomes. o Involve Learners in Mutual Planning: People tend to feel committed to any decision in proportion to the extent to which they have participated in making it. o Involve Learners in Diagnosing Their Own Needs for Learning: A problem to solve is meshing the needs the learners are aware of (felt needs) with the needs their organizations, vocatio~ or society has for them (ascribed needs). One method is to present a model of competencies, which reflects both personal and organizational needs, so that the learners can identify the gaps between their current performance and where the model specifies they need to be. Another method is to compile the totality of learner understandings (and misunderstandings) about the current topic, have them represent their experience in some tangible form, and then develop questions that come to mind. These questions then can guide further inquiry. o Involve Learners in Formulating Their Learning Objectives: Promote attainment of at least a portion of the course requirements through flexible contracts by which the learner: o translates a diagnosed learning need into a learning objective, o identifies, with help, the most effective resources and strategies for accomplishing each objective, o o o specifies the evidence that will indicate accomplishment specifies how this evidence will be judged or evaluated. Involve Learners in Evaluating Their Learning: Teachers and learners together work to find out what learning occurs within the unique context every course presents. Classroom Assessment Techniques gather information to guide the adjustments both teachers and learners need to make to improve learning. In the 91 of 441 end, if people are to become independent, lifelong learners, they must learn to take full responsibility for their learning. Curriculum Design High standards of education at Beta Academy will be achieved through intentional classroom and curriculum design that does not leave the learning processes to chance. We will establish a culture of excellence and require a demonstration of student mastery in all subject matter; facilitated through an ILP to ensure success through opportunity and support. A strong emphasis will be placed on a mastery of reading skills to ensure this essential building block is developed in early education. Beta Academy will equip future leaders academically to succeed in college, vocational school, and the work place by providing the best teachers, environment, and curriculum to accomplish this purpose. Compliance to the Texas Essential Knowledge and Skills (TEKS) and Texas College and Career Readiness Standards (CCRS) will be rigorously and intentionally woven into the fabric of the everyday curriculum and the performance standards will be a vital part of every teacher's lesson planning. The lessons will focus on taking students beyond knowledge and comprehension into applying the content into real-world or relevant experiences as well as projecting how those TEKS can be implemented in new and unique environments. In addition, the students of Beta Academy will be held to higher standards of expectation and will be exposed to more instructional hours in each school week. Emphasis will be placed on character, leadership, and our academic culture will emulate the qualities of responsibility, respect, and trust. Beta Academy will provide an environment that fosters moral character development and love and respect for self, peers, and teachers. Beta Academy faculty and staff will model, instruct, challenge, and lead students in the development of a lifestyle consistent with these purposes. Engaging Instructional Practices 92 of 441 A meta-analysis of 15 years of research on the advantages of hands-on learning, including 57 studies of 13,000 students in 1,000 classrooms, demonstrated that students in activity-based programs performed up to 20% higher than groups using traditional or textbook approaches. The greatest gains occurred in creativity, attitude, perception, and logic (Bredderman, 1982). Beta Academy firmly holds to the principal that students will understand the relevance of the instructional material when they are actively engaged in the process and take personal responsibility for learning through performing the work themselves which ultimately fosters a sense of pride and confidence to succeed in their own abilities, aspirations and work. The National Assessment of Educational Progress (NAEP), also known as "The Nations' Report Card," revealed that teachers who consistently conduct hands-on learning activities develop students that excel beyond their peers in traditional, teacherdirected settings (U.S. Department of Education, 1999). Effective Strategies for Identifying Student Needs Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences. For both advanced students and students below grade level, not being challenged or being overly challenge can prove difficult for students. For these students, Beta Academy will implement early intervention strategies as soon as learning advances or challenges are noted. Early intervention means that "supplementary instructional services are provided early in studentsr schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction" (Madden, Slavin, Karweit, Dolan, & Wasik, 1991, p. 594). Students Above Grade Level Beta Academy will make choices available to teachers and parents in this area. Distance learning opportunities have dramatically increased options for meeting the needs of gifted students. Programs such as Education Program for Gifted Youth (EPGY) math and the lolms Hopkins Writing Tutorials as well as online high school and college courses, 93 of 441 including online AP classes, are a great way to substitute more challenging cuniculum for students who demonstrate proficiency with grade level material (Davidson Institute, 2003). Students scheduling will be a priority for dual credit classes and advanced placement Students Below Grade Level Beta Academy's intent of early intervention is to create a general education support system for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals. Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education (Ortiz, 2001). Clinical Teaching Clinical teaching is carefully sequenced. First, teachers will teach skills, subjects, or concepts; then they will reteach using different strategies or approaches for the benefit of students who fail to meet expected performance levels after initial instruction; finally, they will use informal assessment strategies to identifY the possible causes of failure. Teachers will conduct cumculum-based assessment to monitor student progress and use the data from these assessments to plan and modifY instruction. Peer or Expert Consultation Peers or experts will work collaboratively with general education teachers to address students' learning problems and to implement recommendations for intervention (Fuchs, Fuchs, Bahr, Fernstrom, & Stecker, 1990). For example, teachers can share instructional resources, observe each other's classrooms, and offer suggestions for improving instruction or managing behavior. ESL teachers will help general education teachers by demonstrating strategies to integrate English learners in mainstream classrooms. In schools with positive climates, faculty function as a community and share the goal of helping students and each other, regardless ofthe labels students have been given or the programs or classrooms to which teachers and students are assigned (Ortiz, 2001). 94 of 441 Teacher Assistance Teams (TATs) TATs can help teachers resolve problems they routinely encounter in their classrooms (Chalfant & Pysh, 1981). These teams, comprised of four to six general education teachers and the teacher who requests assistance, design interventions to help struggling learners. Team members work to reach a consensus about the nature of a student's problem; determine priorities for intervention; help the classroom teacher to select strategies or approaches to solve the problem; assign responsibility for carrying out the recommendations; and establish a follow-up plan to monitor progress. The classroom teacher will then implement the plan, and follow-up meetings are held to review progress toward resolution of the problem. Alternative Programs and Services Beta Academy's general education, not special education, will be primarily responsible for the education of students with special learning needs that cannot be attributed to disabilities, such as migrant students who may miss critical instruction over the course of the year or immigrant children who may arrive in U. S. schools with limited prior education. General education alternatives will include one-an-one tutoring, family and support groups, family counseling, and the range of services supported by federal Title I funds. Such support should be supplemental to and not a replacement for general education instruction. Limited English Proficient Students: Beta Academy is committed to having a Structured English Immersion (SEI) program for all BEIESL students. The SEI program will be rigorous to increase proficiency in the comprehension, speaking, reading and composition in the English language. The teachers will maximize instruction in English and will use and teach English at a level appropriate to the abilities of ELLs in the class. Students wil11earn discrete English grammar skills. In SEI classrooms, teachers try to accelerate students' natural tendencies to acquire language by providing grammatically focused lessons that raise students' conscious awareness of how English works while 950f441 engaging them in relevant, age-appropriate learning tasks. Students are overtly taught English pronunciation and listening skills; word building; word-order rules; a wide range of vocabulary and formulaic expressions not easily explained by grammar analysis. Beta Academy understands that a district with an enrollment of20 or more students of limited English proficiency in any language classification in the same grade level shall offer a bilingual or specia11anguage program. According to TAC, Chapter 89, Subchapter BB, ?89.121O, all limited English proficient students for whom a district is required to offer a bilingual program shall be provided an English as a second language program regardless of the students' grade levels and home language, and regardless of the number of such students. Newcomer or sheltered English instruction will be provided for newly arrived immigrants or students with limited English proficiency and will also be considered for students needing more intensive language support. Beta Academy will assign the appropriate, certified personnel to serve LEP students and ensure the alignment of services, instruction, resources and support for the ELL student's needs. The campus will establish and maintain high expectations for all students, including the ELL population. Faculty and peers will develop caring and nurturing relationships with mentors to assist in the students' success in language acquisition. These relationships will enhance relevance and rigor into the students' academic life. With the magnetic draw of our caring culture for students and their families, we will reach out to the families of ELL students with information on schooling, career pathways and resources to transition to secondary school and college readiness. Beta Academy will have 6 and ~ hours of instructional hours provided each day for our students. c) Describe the planned academic assessment program, including the process to be used to determine baseline achievement levels ofstudents and the methods of measurement to be used. Baseline Levels 96 of 441 To establish a baseline academic level for students enrolled at Beta Academy, the Stanford 10 will be given if funding is available. This will also apply to any new students who enroll later in the school year. This will provide important information to the teachers and staff to help monitor student performance and academic achievement. Beta Academy will use each of the student's results within their Individual Learning Plan OLP), to track and guide students, parents and teachers toward meeting personal student achievement goals. We will further adnllnistrate the Stanford 10 each spring to help determine the annual growth of our students. After the results of the STAAR are available, Beta Academy will make it a priority to examine and utilize the results. Teachers, students and parents will have the opportunity to measure academic improvement based on the student's individual scaled scores. Although Beta Academy will focus on the overall school or grade level scores, the school's main focus will be on each student's personal score. This will help students and teachers to set individual attainable goals and then maintain commended level performance. Assessments Throughout the school year Beta Academy will have a formative benchmark assessment program that will provide a fOlmdation on which to base decisions regarding curriculum design. delivery and professional development. It will serve as a vehicle for examining how well programs are achieving desired results. The STAAR will be the main focus area for annual data analysis. The results of the STAAR will help Beta Academy teachers make adjustments to student ILPs, guide them in offering interventions or advanced placement depending on student needs. Beyond benchmark testing, the Stanford 10 and the STAAR results, we believe in assessment that will help students connect what they learn in class to the real world. Performance assessments will be emphasized throughout each grade level at Beta Academy. This creates an immediate and tangible way for others to view our students' 97 of 441 work as well as monitoring the progress of student achievement. Perfonnance assessments will include products, perfonnances, quality responses and electronic portfolios. d) If applicable, describe strategies to ensure that the educational program will effectively prepare students to enter kindergarten on or above grade level and ensure a successful transition from pre-kindergarten into grade school Not Applicable Beta Academy will not be enrolling pre-kindergarten e) Describe strategies to be used to prepare all students to meet state graduation requirements, including students with disabilities and those requirillg BEIESL services. Beta Academy will focus efforts on both the teacher's effectiveness as well as student indicators to ensure students graduate with the necessary tools for success. Research points to the quality of a teacher as the most important predictor of student success (Darling-Hammond, L. (1998). Investing in quality teaching: State-level strategies, 1999. Denver: Education Commission of the States). In addition, it is also noted that lowachieving students increased their achievement level by as much as 53% when taught by abighly effective teacher (Haycock, K. (1998). Good teaching matters. Washington, DC: Education Trust). Among the factors that provide an early indicator is the student's ability to master reading in the early years. When the State of Arizona projects how many prison beds it will need, it factors in the number of kids who read well in the fourth grade (Arizona Republic (915-2004) www.sheahomes.com).This reinforces Beta Academy's fervent desire to be a reading mastery center of excellence and provide a foundational strategy that enables students to meet graduation requirements. 98 of 441 In addition, Beta Academy will also include specific strategies from the following report on "15 Effective Strategies for Dropout Prevention" developed by the National Dropout Prevention Center in association with Franklin P. Schargel. They have been recognized by the U.S, Department of Education and the National Education Goals Panel as ''the most effective strategies to help prevent school dropouts." These strategies, although appearing to be independent, frequently overlap and are synergistic and can be implemented as stand-alone programs (i.e. mentoring or family involvement projects.) These strategies have been successful in all school levels from kindergarten through twelfth grade and in rural, suburban, or urban centers. They are as follows: The 15 Effective Strategies 1. Mentoring/Tutoring Beta Academy will provide mentoring as a one-to-one caring, supportive relationship between a mentor and a mentee that is based on trust. Tutoring, also a one-to-one activity, focuses on academics and is an effective way to address specific needs such as reading, writing, or math competencies. 2. Service Learning Service learning connects meaningful community service experiences with academic learning. Beta Academy will utilize this teachingllearning method to promote personal and social growth, career development, and civic responsibility. 3. Alternative Schooling Beta Academy will be an alternative schooling option that provides potential dropouts a variety of options that can lead to graduation, with programs paying special attention to the students' individual social needs and the academic requirements for a high school diploma. 4. After-School Opportunities 99 of 441 Beta Academy will provide after-school and (if ftmding permits) summer enhancement programs that eliminate information loss and inspire interest in a variety of areas. Such experiences are especially important for students at risk of school failure. 5. Early Childhood Education Birth-to-tbree interventions demonstrate that providing a child educational enrichment can modify IQ. The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction from the beginning of their school experience which Beta Academy will provide. 6. Family Engagement Research consistently fmds that family involvement has a direct, positive effect on children's achievement and is the most accurate predictor ofa student's success in school. This is why Beta Academy will offer effective Parent Teacher Organizations (PTO) and parent oriented opportunities to ensure family engagement. 7. Early Literacy Development Beta Academy will provide early interventions to help low-achieving students recognize that focusing on reading and writing skills is the foundation for effective learning in all subjects. 8. Professional Development Teachers at Beta Academy will be provided support and an avenue by which they can continue to develop skills, techniques, and learn about innovative strategies. 9. Active Learning Beta Academy educators will show students that there are different ways to learn, which enables students to find new and creative ways to solve problems, achieve success, and become lifelong learners. 10. Educational Technology 1000f441 Technology offers some of the best opportunities for delivering instruction that engages students in authentic learning, addresses multiple intelligences, and adapts to student's learning styles. Beta Academy is committed to the use oftechnology in the full educational environment. 11. Individualized Instruction Beta Academy will be providing a customized individua11eaming program for each student to allow teacher flexibility with the instructional program and extracurricular activities. 12. Systemic Renewal Systemic renewal calls for a continuing process of evaluating goals and objectives related to school policies, practices, and organizational structures as they nnpact a diverse group oflearners. Beta Academy will establish a culture of evaluation and reassessment. 13. School-Community Collaboration When all groups in a community provide collective support to the school, a strong infrastructure sustains a caring environment where youth can thrive and achieve. This is seen in Beta Academy's pre-charter interface with community resources and groups. 14. Career and Technical Education Beta Academy will provide a quality guidance program which is essential for all students. School-to-work programs recognize that youth need specific skills to prepare them for the larger demands of today' s workplace. 15. Safe Schools Beta Academy will provide and nurture a safe, loving environment for students. We will establish a comprehensive violence prevention plan, including conflict resolution, which will deal with potential violence as well as crisis management. Violence prevention means providing daily experiences at all grade levels that enhance positive social attitudes and effective interpersonal skills in all students. 101 of 441 Special Education By age fourteen, special education students will begin transition services including career and post-secondary planning. Curricular need assessment for high school graduation will also be provided, along with a wide range of services designed to maximize every special education student's success. As has been stated previously, all teachers working with these students 'Will be certified as special education teachers, as declared by law. It is in this transition stage that students begin to actively participate in the Admission Review and Dismissal (ARD) decision making process. We will encourage each student to take part in this process, along with the student's advisors and parents, so that the student can discover their best possible options for the future. Beta Academy is committed to equip each student fmd success and accomplish both educational and career goals. BiIinguallEnglish Language Learners As stated earlier, Beta Academy is dedicated to providing quality education to all students. This includes bilingual and English Language Learner (ELLs) who will have access to an excellent education through compliance 'With Texas Education Code, Chapter 29. It is understood that a district with twenty or more students oflimited English proficiency in any language classification in the same grade level will have access to bilingual and ELL programs. In order to ensure each student's success, regardless of language, an expertly trained staff member will participate in Language Proficiency Assessment Committee (LPAC) meetings. The committee will follow all regulations for aLPAC and, among other things, determine the student's proficiency, help in modification assessment, and monitor academic progress. ELL students will have a graduation coach that will monitor the progress of the student in every academic area and will provide support to offer the best chance of success. As 102 of441 with all Beta Academy pupils, bilingual and ELL students will receive an incredible educational experience through rigorous standards and individual assistance in order to help each one reach their full potential. j) Discuss the academic and enrichment support that will he provided to engage or reengage students in schooL Engagement in the Classroom The center for excellence and innovation in teaching lists many practices for teachers to use to keep students engaged in school and school activities. Beta Academy's teachers will foIIow these guidelines by o Showing interest in the material and the students. o Demonstrating enthusiasm, preparedness, thoughtfulness, organization, and flexibility in their presentation. o Learning students' names early in the semester. o Using humor. o ChaIlenging students ("J bet none of you can figure out the answer to this question in three minutes!"). Using analogies and examples that relate to their lives. o Engaging Students o Think-pair-share: asking questions and giving students a minute or two to think quietly about it, then having them "buddy up" with another student or in a small group to discuss their ideas. This "warms up their vocal cords" and makes them more ready for a class-wide discussion. o Three-minute summary: having a student provide a three minute summary of the key points of the day's class. o Debates: asking a question and having students choose sides and defend their positions. Another twist will be having them organize according to the side they want to argue - then have them argue the opposite position. This helps students to be more thoughtful 1030f441 about others' points of view and also helps them to be more thorough about defending their own. o Class votes: having students vote (by raising hands or using clickers) to see what different positions others' in the class may have. o The Teaser: Asking a question such as, "What profession would a historical character have today? VJhere would we be today if we did not know the structure of DNA? Current events?" o Using student response systems ("clickers"). o Calling on students randomly using dice, spinning wheel, shuffled index cards with their names, etc. This removes the perception that you're "picking on" a particular student - and adds a bit of a game show feel to a discussion. o Distributing props that the students can handle and manipulate. o Using active exercises/simulations and role-plays. o Using case studies that require students to analyze, make a recommendation and defend it o Using quiz-show like ways to introduce or review material. Engagement through Mentor Relationships Research further shows that young people who have a mentor are 46% less likely than their peers to start using illegal drugs, 27% less likely to start drinking, 53% less likely to skip school, and 33% less likely to hit someone (partners in Prevention, 2012). Jean Rhodes, author of the book "Stand by Me", and prominent researcher on mentoring relationships, states mentors can influence their mentees in three important ways: (1) by enhancing social skills and emotional well-being; (2) by improving cognitive skills through dialogue and listening; (3) by serving as a role model and an advocate. At Beta Academy, mentoring is a key factor in engaging and reengaging students in the learning process. In addition to high quality instruction and innovative learning 104 of 441 experiences, mentoring is a great avenue in which to develop even stronger academic and enrichment support. Beta Academy will offer several mentoring programs/opportunities for students: Pairing at-risk students with trained mentors who engage in a supportive relationship based on academic tutoring or enrichment. While the focus is primarily academic, mentors will also work with students to develop better selfesteem and achievement motivation. Academic mentoring is very effective and is one of the easiest programs to establish. o We are actively collaborating with our community partners to enlist mentors for our 6th-12th grade students. We will also utilize mentors within our walls. Bince one of our goals at Beta Academy is to develop leaders that give back to the community. expecting our students to be mentors on campus is a great starting point for developing skills that have a compound effect. o Students at higher grades will be paired with younger students. This is beneficial socially and academically. g) Discuss the instructional strategies to he used to target college andlor career readiness. To ensure Beta Academy students meet college and career readiness goals, students will be given a content-rich curriculum from kindergarten through twelfth grade; not only in English language arts and mathematics, but also in science, history, geography, civics, and the arts. Such a system of effective practices is provided in the Core Practice Framework, derived from research by ACT's National Center for Educational Achievement (NCEA). The Framework practices are organized around five primary themes related to improving teaching and learrling (NCEA, 2012): 1. Curriculum and Academic Goals: What do we expect all students to know and be able to do in each course, grade and subject? 1050f441 2. Staff Selection, Leadership, and Capacity Building: How do we select and develop the leaders and teachers needed to ensure every student in the system meets these expectations? 3. Instructional Tools: Programs and Strategies: What progranls, strategies, materials, and time allocation do we use to teach the necessary content and skills? 4. Monitoring Perfonnance and Progress: How do we lmow if students learned what they should? 5. Intervention and Adjustment: If students are not learning what they should, what do we do about it? By using the five practices to improve teaching and learning, Beta Academy will be successful in producing college and career ready students. Curriculum and Academic Goals Beta Academy will first focus on what is to be taught and learned and how to develop a clear path for students to achieve those goals. The goal is to ensure students in each grade and course are taught the Texas Essential Knowledge and Skills that will prepare them for the next grade and course and that the entire learning sequence from kindergarten through twelfth grade prepares them for college, other postsecondaty learning opportunities leading to skilled careers, and infOlmed citizenship. (nc4ea.org,2012) Beta Academy will adopt a clear, specific, content-rich curriculum to complement state standards. For example, the Common Core State Standards specify that they must be "complemented by a well-developed, content~rich curriculum," which should include grade-by-grade curriculum in content areas such as science, history, geography, civics, and the arts, as well as English language arts and mathematics (Common Core State Standards Initiative, 2010b). Rich content in the early grades is particularly important to ensure students develop the vocabulary and background lmowledge necessary for reading and writing in Grade 4 and beyond (Chalr, Jacobs, & Baldwin, 1990; Hirsch, 2003; Marzano, 2004; Neuman, 2010). The curriculum will be carefully aligned across grades and courses in kindergarten through twelfth grade and show clearly 106 of 441 how its components prepare students well for college, career, and informed citizenship. Such a curriculum is most beneficial for disadvantaged students who are less likely to be exposed to rich content outside of school (nc4ea.org, 2012). Teachers 'Will further communicate -with parents and students about the content being taught and how it prepares students for later learning. Teachers vvi11 know what content is measured on state assessments and be able to explain why it is important to teach curricular content not tested by the state. Staff Selection, Leadership, and Capacity Building A content-rich curriculum -will be taught by skilled, knowledgeable teachers in every classroom. Beta Academy will have school leaders who are strong in curriculum, instruction, and assessment. School leaders will select, devel~p, and support effective teachers. As part of the selection process, they can work with current teachers to develop a profile of the specific instructional skills needed for the school's open positions-for example, the first-grade team may need someone with strong mathematics and science teaching skills. Once teachers are hired, they will be carefully mentored.to develop their lmowledge of the curriculum, effective instructional strategies, diagnosis of student learning, and interventions for students who need additional attention. Classroom teachers vvill work together in collaborative teams focused on improving their instructional practices. As part of their routine responsibilities as team members, teachers will freely share materials and instructional strategies; develop, review, and refine lessons; and study student work samples and common assessment results. They-will observe instruction in each other's classrooms and reflect -with their colleagues about how well a particular lesson did or did not work (nc4ea.org, 2012). Tools: Programs and Strategies 107 of 441 Beta Academy will ensure instructional leaders and highly skilled teachers have the tools, resources, and instructional strategies needed to be successful. All instructional material purchased for Beta Academy will be of the highest quality and aligned with the states written curriculum requirements. Beta Academy will further provide the necessary support and resources for educators to use the materials effectively. Leaders will be required to develop a system for identifying and sharing effective instructional strategies, guided by feedback from teachers and a careful review of prior research. School leaders will develop a thorough understanding of effective instructional strategies in each subject area and assist teachers with those strategies. Classroom teachers should study and use effective instructional strategies to help every student master the written curriculum (R.osenshine, 2012;Clark, Kirschner, & Sweller, 2012). Beta Academy will use some of the following strategies listed by Texas Education Agency & Texas Higher Education Coordinating Board such as rigorous questioning techniques; mastery learning; scaffolding tasks for beginning learners; regrouping students; and regular reviews and reinforcement oflearned objectives. By using these strategies, teachers can make the best use of scarce instructional time and keep students challenged and focused on learning content at an appropriate degree of difficulty (nc4ea.org, 2012). Monitoring Performance and Progress Beta Academy will implement student assessment and data monitoring systems to track student learning. These systems will be organized to provide infonnation on students' mastery of clearly defined objectives from the TEKS. In addition, the information on individual students will be longitudinal, showing infonnation on the same students over time. Longitudinal data can provide information on whether a weakness in a student's performance is temporary or longstanding and whether the student has had trouble in the past with skills that are prerequisites to what is being taught (nc4ea.org, 2012). The information will also be presented in readily available, user-friendly reports tied to 108of441 classroom rosters, so teachers do not have to laboriously pull together information from multiple sources in order to create a data picture of their students' learning. Beta Academy school leaders will be required to match their knowledge of curriculum with an equally strong knowledge of assessment. They will work with teachers to develop cornman assessments that provide a more detailed picture than that provided by benchmark exams and state tests. In addition to pencil-and-paper tests, these common assessments will include hands-on science assessments; collection of writing samples; recording of oral reading; unit pretests; checklists and rubrics; and students' self-ratings. In addition, Beta Academy teachers will use a variety of informal assessments to guide their daily work with students. They will monitor student behavior, engagement, seatwork, group participation, and homework They will use questioning at critical points throughout the lesson to monitor student understanding and keep students on task. Teachers will also be required to communicate regularly to students and their parents the information gained from assessments. Parents will be informed as to whether their children are on target, what "on target" looks like, what the goals for their children are, and what can be done to help their children reach those goals (nc4ea.org, 2012). Intervention and Adjustment When assessments show that students need extra help or are ready for advanced work, Beta Academy will be ready to meet these needs. School leaders will implement intervention systems that target assistance to students who are falling behind in any grade and subject, including subjects not covered by state tests. A strong curriculum and timely assessments make it easier for students in need to be identified early when extra assistance can have the greatest impact. Maintaining data on the extra help each student received can make it possible to analyze which interventions have proven necessary and sufficient to set students on target (Dougherty, 2010). 1090f441 Rising to the Challenge Helping students master the content-rich curriculum that is essential to college and career readiness will be the focus of Beta Academy leaders and teachers. How can they assess and prioritize current practices? The following are some initial steps listed by the National Center of Educational Achievement that Beta Academy will incorporate to ensure college and career readiness. 1. Examining the evidence of how many students in each grade level are on target to be ready for college and career by the time they graduate from high school. Researchers at NCEA and ACT can assist with the identification of suitable perfonnance targets in each grade and subject. 2. Using the Critical Actions and rubrics in the Core Practice Framework to do a systematic comparison of current school and classroom practices with those of higher perfonning schools. This process can be used to identify "leverage points"-the Critical Actions where improvement is most needed. 3. Categorizing current initiatives based on the Critical Actions in the Framework to determine where each one fits. Detennine which initiatives, ifany, address the Critical Actions that the state has identified as leverage points. This analysis can be used to prioritize which initiatives to expand, maintain, or discontinue. 4. Prioritizing long-term improvement over quick fIXes, focusing on the sustained improvement of practices identified. Seek support from external constituencies so that these efforts are not derailed by the latest education or policy fad, or by changes in leadership. By taking these steps, Beta Academy can make the best use of the Core Practice Framework and other resources to increase the odds that school efforts towards college and career readiness will succeed. 110of441 h) lfthe sponsoring entity has not committed to serving a minimum of100 students at all times, explain fully why such a number is not optimum and/or attainable. Not Applicable Beta Academy is committed to serving over 100 students at all times i) State the maximum teacher-to-student ratio to be maintained by tlte proposed school and the rationale for maintaining this ratio. Beta Academy will provide students the most effective classroom arrangement fiscally possible. Beta Academy will have no greater than a 1-to-25 teacher to student ratio in kindergarten through fourth grade. All other grade levels will follow no greater than 1-to30 ratio. The research behind the importance of the early childhood grades is such that early intense reading instruction in smaller classrooms equals academic success in ninth grade. Another way of emphasizing the importance of reading: future prison-space is based on current passing rate on the fourth grade reading TAKS. When reviewing the research over class size effect, many studies found that small class size impact was insignificant while others contended that there were benefits. Some researchers suggest smaller class sizes have a high impact on student achievement while others suggest the effect is minimal. Two Harvard researchers looked at the factors that actually improve student achievement and found that traditional emphasized factors such as small class size made little difference when compared to frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations (Khimm, Washington Post, 2012). j) 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. 111 of 441 Unique curricular experiences will be offered by Beta Academy such as innovative use of technology, Structured English Immersion (SEI), College Readiness standards woven into the everyday curriculum, and project based learning. College Readiness standards will ensure that students in all grades are getting the type of rigorous instruction that will prepare ninth graders to begin their dual credit experience. Project based learning will expose students to learning opportunities that readies them through critical thinking activities, oral presentation experience, teamwork, and other needed skills valued by our business community. In addition, Beta Academy will offer a number of choices of extracurricular activities to students. Technology Integration One unique innovation is Beta Academy's use of technology throughout the school and classroom. Beta Academy will be on the cutting edge of student-driven and student centered technology. The following are goals of Beta Academy; o Integrating technology into everyday classroom experiences o Technology classes will be a vital part of our high school curriculum choice as well as utilizing the newest technology tools into the students' every day learning practices and experiences as early as kindergarten o Teachers will further incorporate technology practices into daily activities by: o Using Dropbox as a way of posting classroom homework, study guide and assignments o Utilizing interactive white boards in every classroom o Checking the weather online as part of a morning routine o Publishing a classroom website with students about information the class has researched or personally created o Using online dictionaries to improve vocabulmy while integrating technology 112of441 o Discovery Education Streaming -an online service that brings lessons into the classroom o o Providing online SAT practice Secondary students at Beta Academy will have the chance to take dual enrollment technology courses at San Jacinto College. In addition, students may be eligible for online courses offered. o Secondary students will also have career focused technological training, (as budget pennits). in computer programming, web developmen1fdesign, print media, motion graphics, 3-D modeling, digital art, and audio engineering. Project Based Learning (PBL) Project based learning will engage the student in relevant learning through contextualization and creativeness resulting in higher educational outcomes compared to other schools. Students will graduate with above average college readiness skills resulting from their work and collaboration on projects that require a high level of critical thinking and communication skills. Through PBL, Beta Academy students will develop relationships with municipalities, local elected officials, and business entities which will enhance the student-teams learning experience with relevant and real-time solutions for their PBL assignments. Through PBL, Beta Academy students will learn relevant utilization and smart use of web-based technology. Students will develop skills for self-directed learning within a global network of teachers, parents, and peers. Beta Academy students will be technologically literate through PBLs and an enhanced Texas Technology Application (TEKS) curriculum. As project based learners, all students, teachers, and faculty alike will have ownership in the learning experience and school environment. Dual Credit Program Beta Academy will be distinguished from other schools by focusing the student's attention toward becoming college ready; accomplished thm dual credit opportunities 113 of441 starting with ninth grade coursework. Not only will students benefit from taking courses that apply toward both their high school and college graduations, they will benefit from the exposure to a collegiate learning environment. Junior High and High School Athletics Participation in sport and physical activity programs outside of the regular curricular physical education program provides many positive benefits for middle school and high school students. It is the position of the National Association for Sport and Physical Education that all middle school and high school students should have the opportunity to participate in a wide variety of organized sports and physical activities through intramurals, clubs, and school-sponsored co-curricular programs (AMLE, 2013). Beta Academy will offer a variety of sporting opportunities based upon student interests. Possible sports to be offered may include volleyball, basketball, football, soccer, cheerleading, baseball, softball, and track, depending on available facilities and coaches. Beta Academy will look for talented adults who can serve as coaches and sponsors in the above-mentioned areas. As research clearly shows, students who are involved in extracurricular activities have higher interest in staying in school. Many times these classes/activities become the "anchor" for children to continue coming to school, even when they are struggling in core academic areas. Aviation John Red, a Private Pilot License (PPL) pilot from Hobby Airport, is committed to starting and rumring the Beta Academy Aviation Club. We will start The National Association of High School Aviation Clubs dedicated to: 1. Helping high-school students, their parents, their teachers and school administrators to establish aviation clubs in their high schools. 2. Establishing and maintaining a national network of high-school-aviation clubs. 3. Providing an aviation-information hub for high-school students. 4. Opening a portal to the aviation community for high school students. 5. Educating high-school students about opportunities in aviation-and-aerospace 1140f441 education and employment. Future Business Leaders of America (FBLA) Another club that Beta Academy students will have access to is the FBLA. The FBLA is the largest business career student organization in the world. Their mission is to bring business and education together in a positive working relationship. FBLA GOALS: Develop competent, aggressive business leadership. Strengthen the confidence of students in themselves and their work. Create more interest in and understanding of American business enterprise. Encourage members in the development of individual projects that contribute to the improvement of home, business, and community. Develop character, prepare for useful citizenship, and foster patriotism. Encourage and practice efficient money management. Encourage scholarship and promote school loyalty. Assist students in the establishment of occupational goals. Facilitate the transition from school to work. Invisible Children This club is dedicated to raising awareness of and money for the children affected by the violence between the Lordls Resistance Army (LRA) and Ugandan government in Northern Uganda. The money raised will support the Invisible Children Scbpols for Schools program, a branch of the overall organization which is dedicated to raising money for the re-building of 11 secondary schools in Northern Uganda. Invisible Children itself is a non-profit organization, and one of its primary goals is to provide quality education to the children of Northern Uganda through the re-building of secondary schools in that region. Student Government Student government serves to engage students in learning about democracy and leadership. The student government will help share studentsl ideas, interests, and concerns with teachers, administrators and the community. They can help raise funds for school-wide activities, including social events, participate in community projects; and 1150f441 promote school reform. They will also be a voice in school decisions when appropriate, building leadership capacity in themselves as they help tackle and solve campus issues. Honor Society The Honor Society chapter establishes rules for membership that are based upon a student's outstanding performance in the areas of scholarship, service, leadership, and character (Plus citizenship for NJHS). These criteria for selection form. the foundation upon which the organization and its activities are built. Students must have a 92 overall grade point average with no grade below a 90. Students must exhibit the following qualities: service, leadership, character, and scholarship. A student's character will be at the Faculty Council's discretion. In addition, the prospective member must complete a detailed selection form and have his/her teachers complete an evaluation form. The qualities listed above must be evident in the membership selection form. k) Describe plans to provide personal attention and guidance to aU students. Beta Academy will always strive to discover and utilize new, effective, and innovative approaches in teaching to provide our students with the highest quality of education possible. We want to make sure each student is receiving attention and guidance to ensure no child slips through the cracks. This will be achieved in many ways; a few are listed below. Individual Learning Plans Beta Academy will create an Individual Learning Plan (ILP) for each student These plans will use assessments and faculty/parental input to design a clear path for academic and personal success. An advising committee will help monitor the ILP each year. ILP goals will give students the ability to measure growth in academic, participation, and performance. 116of441 Graduation Coaches In sixth through eighth grades, a graduation coach will be assigned to each student to provide personal attention. This faculty member will develop relationships with the student and their parent and offer valuable guidance on the path to high school and college. The graduation coach will help with course credits, dual credits, and successful high schooIfcoIlege integration. They act as student advocates and will be a part ofILP, ARD, and LPAC meetings. TEC ? 33.005 Developmental Guidance and Counseling Programs Beta Academy is committed to helping each student's personal and academic growth. With this is mind, we are prepared to hire a counselor that will help ensure a personal connection with students, fmances permitting. The counselor will help establish a system of support, guidance curriculum, and provide responsive services based on the student's needs. LPAC and ARD Committees Special education students and Limited English Proficient students will have annual ARD and LPAC meetings, respectively. These meetings will be a collaborative effort between students, parents, graduation coaches, and ILP members. Together, these teams will help each student stay on track. l) lfthe proposed school will offer a gifted and talented program, describe it. Beta Academy will not initially offer a gifted and talented program. However, students will be academically challenged through their unique Individual Learning Plan (ILP). They will also be exposed to College Readiness Standards found in the curriculum throughout their academic careers. Also, clubs and athletics will be offered to students. Academically, Advanced Placement classes, dual credit, and online courses will be developed. We will always search for new strategies and programs to meet the needs of students and help grow each child's giftedness. 117of441 m) Describe any plan~ to partner with other public or private agencies/or tlte provision ofstudent activities. Beta academy recognizes the power of collaboration. Helen Keller said it well, "Alone we can do so little: together we can do so much." In striving for collaboration, we have already made connections in our community and are actively building our network to enhance each student's experience. Southwest Airlines Adopt-a-Pilot Program We have already initiated approval for the partnership with Southwest Airlines' Adopt-aPilot Program. Cecilia Vega, Southwest Airlines Hobby Airport, will be assisting our partnership as each February through May, fifth-grade students in more than 1,200 classes across the country will "adopt" Southwest Airlines Pilots in this award-winning educational program that leads students through science, geography, math, writing, and other core subjects, all based in aviation-related activities which works in concert with the aforementioned Aviation Club. Students will also research careers, develop life values, and realize the importance of staying in school. Southwest employees empower the participants to learn and understand they can "be all they want to be in life through education, II said Linda Rutherford, Southwest Airlines Vice President of Communication and Strategic Outreach. During the four-week long curriculum, Pilots volunteer their time in participating classrooms and correspond from the "road" via e-mail and postcards. Classrooms chart their adopted Pilot's course on an official United States route map and complete lessons related to the Pilot's monthly flying schedule. Wells Fargo Partnership Program The Wells Fargo located five minutes from the school location is excited about partnering with Beta Academy in the future. Judy Miller, a manager at Wells Fargo, is committed to 118 of 441 being a visible part of Beta Academy starting as early as elementary. This partnership program is designed to provide a multidisciplinary method to reinforce, augment, and support the objectives of the Standards of Learning for Mathematics, English, History and Social Sciences, and Computer Technology, and the Career and Technical Education competencies through practical educational experiences that o Allow students to apply mathematical concepts, communication and computer technology skills, and knowledge of economic principles; o Allow students to develop proficiency in basic life skills pertaining to money management, personal finance, banking, commerce and trade, and investments; o Facilitate financial literacy and an understanding of the American economic system, Texas' economy, the global economic system, and the effect of personal finance decisions on the national and state economic systems; and o Permit students to explore entrepreneurships and career options in banking and finance. In such programs, a financial institution shall establish, maintain, and support a bank or credit union in a public school, which will be operated by students for students, faculty, and others agreed upon by the school and financial institution. These financial institutions may include banks, savings and loan associations, savings banks, or credit unions. The programs should be funded solely by gifts, grants, donations, in-kind services, and bequests received by a public school from its authorized partner financial institution(s). Other partnerships are being pursued with area colleges and fine art schools. Additionally, we seek to partner with individual leaders in the community; successful business, medical, and educational personnel that are willing to lend their influence and expertise to guide and inspire students. We will also utilize coooections at the Hispanic/African American Chambers of Commerce to promote leadership development. n) Describe any strategies to be used that will enhance parental or community involvement in the educational opportunities of the students. 119 of 441 Parental Involvement At Beta Academy, we will engage parents at all levels of school life, through general support of the schooPs educational programs, active participation in daily activities, and in school planning and management. We will provide numerous opportunities for parents to work together with teachers to establish academic and social goals and to participate in their child's ILP development. While parents provide perspectives on matters that serve the best interest of children, their participation does not supersede or challenge the authority of principals and their staffs. Beta Academy will implement Joyce Epstein's six major types of parent and community involvement outlined in her book, School, Family and Community Partnerships, Your Handbook/or Action. 1) Parenting- Assisting families with parenting and child..rearing skills while assisting schools in understanding their families. Beta Academy will provide: o Suggestions for home conditions that support learning at each grade level o Workshops, videotapes, andlor computerized phone messages on parenting and child-rearing at each grade level o Parent education and other COUl'ses or training for parents (e.g., GED, college credit; family literacy) o Family support programs to assist families with health, nutrition, and maintain a data-base for other resource services for the overall health and well-being of the family o Home visits at transition points to preschool, elementary, middle and high school and neighborhood meetings to help families understand schools and to help schools understand families 2) CommunicatingDeveloping effective communication from home-to-school and school-to-home. Beta Academy will provide: o Conferences with every parent at minimum one time per year with follow-up as needed 120 of 441 o Language translators o Weekly or monthly folders of student work sent home for parent review, comment(s) and review/follow-up by teacher upon return o Parent and student pick-up of report card with conferences on improving grades. o Regular schedule of useful notices, memos, phone calls, newsletters, and other communications o Clear infOlmation on choosing courses, programs, and activities o Clear information on all school policies, programs reforms, and transitions 3) VolunteeringCreating ways that families can be involved in the school or school programs and effective methods of recruitment. Beta Academy will: o Distribute Project Appleseed's learning compact known as the Parental Involvement Pledge to recruit and organize parent volunteers o Distribute Project Appleseed's Parental Involvement Report Card to help parents evaluate their contributions to their child's success at school o Use the Parental Involvement PledgeNolunteer Information Survey to identify all available talents, times, and locations of volunteers o Have an active school and classroom volunteer program to assist teachers, administrators, students and other parents/family members be involved and identify needs o Parent room or center for volunteer work, meetings, resources for families Class parent, telephone tree or other structures to provide needed information quickly to parents, students, and volunteers o Parent patrols or other activities to aid safety and operation of school programs. 4) Learning at homeLinking families with their children's curriculum through learning activities that can be done at home, as well as homework. Beta Academy will provide: 121of441 o Information for families on skills required for students in all subjects at each grade o Information on homework policies and how to monitor and discuss schoolwork at home o Information on how to assist students to improve skills on various class and school assignment o Regular schedule of homework that requires students to discuss and interact with families on what they are learning in class (e.g., TIPS) o Calendars with activities for parents and students at home o Family math, science, and reading activities o Goal setting for students with families each year and for future plans for college or work. 5) Decision making- Including families as decision makers, advocates, members of school councils, and committees. Beta Academy will have: o Active PTAlPTO or other parent organizations, school advisory councils, or committees (e.g., curriculum, safety, personnel, and other committees) for parent leadership and participation o Independent advocacy groups to lobby and work for school reform and improvements o Councils and committees for family and community involvement o Information on school or local elections for school representatives o Networks to link all families with parent representatives 6) Collaborating with the communityCoordinating services in the community with family needs, and providing services to the community. Beta Academy will provide: o Information for students and families on community health, cultural, recreational, social support, and other programs or services 122 of441 o Information on community activities that link to learning skills and talents. including SlU11Iller programs for students o Planned. service integration of school in partnership with businesses, civic, counseling, cultural, health, recreation, and other agencies and organizations o Service to the conununity by students, families, and schools (e.g., recycling, art, music, drama, and other activities for seniors or others, etc.) Alumni to link to school programs for students. Beta Academy understands the critical nature of collaboration with a student's family, mentors, and teachers in creating a system of support for each child. We are committed to developing deep ties within the school, the family, and the community to ensure each student has a solid foundation for success. 0) Describe plans for program evaluation and explain the ways in whiclz results will be used to improve instructional programs for all students. Beta Academy's kindergarten through twelfth grade curriculum is designed to be in accordance with TEKS and is kept aligned through on-going assessments that monitor student progress. The STAAR and Stanford 10 will help staff identify areas needing additional support. Utilizing a coherent systems approach, Beta Academy will make decisions and evaluations on programs to constantly improve student achievement. We also want students to take owners~p of their education so we will teach them to analyze their own results through various testing programs. This way, students can chart and celebrate success while also pinpointing areas in their ILP that need more attention. Beta Academy values collaboration and seeks input from those involved in our programs, both directly and indirectly. Students, parents, staff, cOWlselors, community members, and governing bodies will help in the assessment process to ensure the effectiveness and impact of programs on student achievement. This process will empower faculty to make data-driven decisions and make dispassionate judgments on the efficacy of each program. 1230f441 When exploring new, potential programs in the future, Beta Academy will use this same, steady process to determine which innovative programs to implement. Program Evaluation After each school year, instructional programs will be evaluated by the principal/superintendent. This evaluation will be based on two variables: 1) how successfully the program has been implemented and 2) what impact the program has had on student performance. Beta Academy will rigorously examine programs to ensure academic success based on both quantitative and qualitative indicators such as: o Attendance and Tardiness o Awards Received o CollegeNocational Enrollment, Attrition, Completion and Placement o Extracurricular Participation Data o Documentation/observation of program implementation o Graduate Follow-up Data, including 1 and 5 Year Graduate Survey Data o Graduation Rates o Rates of Completion of Homework o Rates ofVolunteerism o Structured observation o Student Discipline Data o Student Achievement Data/Grades (including longitudinal data) o Survey results - numerical ratings and rankings o STAAR proficiency level percentage of students o STAAR commended level percentage of students o Percentage of ILP goals attained by students o Standardized test and assessment performance o ACT/SAT scores o Views of the staff involved with the program. o Comparison of actual program results with expected results. o Reviews of currently available student achievement data 124of441 o Evaluation of the current instructional materials or proposed new materials for the program. The staff and governing body will utilize info11llation attained through these evaluations in making curriculum and programming changes for the next school year. This evaluation process and analysis will include both parent and community input. Character Development At Beta Academy, positive character development is not just a nice add-on, it is a fundamental part of the quality education students receive. We create a successful learning environment and community when character is cultivated. "People don't send their kids to school just for the accumulation of isolated bits of knowledge," says Maurice Elias, psychology professor at Rutgers University. "If you look at the history of education, it really is about character development -implicitly or explicitly." (The George Lucas Educational Foundation, 2013). From kindergarten through twelfth grade, students will learn aspects of behavior, politeness, citizenship, service leadership, and positive character traits through curriculum and programs that will serve them in school and in life. As with all programs at Beta Academy, we will be evaluating the effectiveness and impact of our character development efforts each year through a variety of ways. We will examine student participation in the classroom, analyze disciplinary issues and infractions, and work closely with students, parents, and facu1ty in evaluating the lemning environment. Other observable areas will be student participation in service projects, organizations, and clubs within the school and the community. Surveys and assessments will be used to track the growth of personal character skills development. These evaluations will help the facu1ty and governing body to design and refine the most effective program for developing young leaders for the next school year. Structured English Immersion 1250f441 Beta Academy will use the following academic indicators for the evaluation of the Structured English Immersion Program (SEI): o Scores on end of year oral and written English exams Percentage of students meeting goals set in the Individual Learning Plans OLP) o Achievement levels on standardized tests based on performance o Percentage ofBEIESL and special education students who meet standards o Percentage of performance-based assessments as evidenced in portfoliodeveloped projects o Percentage of students meeting proficiency level AP and pre-AP exams The results of the evaluation will drive the preparations for professional and campus development and will allow the staff and governing board to make decisions on implementation of curriculum and programs for the coming school year. Faculty Development At Beta Academy, we expect excellence from students and teachers alike. We want to equip our faculty with every available tool to increase effectiveness and teaching success. We will use Professional Learning Communities (PLCs) to instill a school-wide culture of excellence in our faculty and programs. Our dynamic teachers will enhance their leadership skills through collaboration with PLC teams. Investing in teachers, through PLes and additional training, ultimately benefits the school and improves instructional programs for all students. Teacher development will be evaluated on increases in student performance, observable changes in teacher/student behavior, performance increases across disciplines, and implementation of specific methods learned in professional training. Evaluating teacher effectiveness and recommending areas of improvement will aid in creating strong programs for maximum student impact. Receiving teacher input on specific programs and analyzing evaluations will enable the faculty and governing body to make strategic decisions concerning curriculum and programs for the next school year. 126 of 441 p) Other than the indicators o/t/te state accountability rating and accreditation systems, identify and discuss specific measurable indicators in each ofthefollowing aJ'eas: o Student progress over time; o Student engagement (e.g., attend<<1ICe, continuous enrollment in school); and o Readiness for postsecondary success. Student progress over time Beta Acadeiny will use the Individual Learning Plans (ILP) of each student to establish a set of learning goals and objectives for individual students. Those who have experimented with this tool have found that it helps students value and actively engage in the learning process. For many students, it can make the difference between failure and success (PDS, 2012). In addition to the ILP, Beta Academy teachers will create a portfolio of student work. At the beginning ofthe school year, teachers will create a file for each student. Beta Academy teachers will keep sample assignments in the folder throughout the year. As the year progresses, teachers can monitor the differences in the level of work of each student and quickly see if improvement is taking place. Another tool Beta Academy will use to monitor student progress over time is class rubrics. Rubrics are a set of criteria that students should meet, such as "uses proper spelling" or r1 can add numbers." Within each goal, there is a range of proficiencies, usually starting with unsatisfactory and moving up to advanced (McCormick, 2013). Teachers will map each student on a rubric at the beginning of the year and then again as the year progresses. They will also share rubrics with students and parents so they can have goals to strive for. Furthermore, Beta Academy teachers will keep anecdotal records. Anecdotal records show a brief snippet of their observations about a student. Teachers make notes throughout the year about things of significance, both academically and developmentally. This aids in the analysis of the students overall development. 127 of 441 Student Engagement Beta Academy knows consistently showing up for school has a huge impact on a student's academic success starting in kindergarten and continuing through high school. If students are to fully benefit from the many opportunities offered by Beta Academy, regular attendance is vital. Research shows that students with consistent school attendance learn more and are better equipped for success (LEe, 2012). Students who feel engaged in school view schooling as essential to their long-tenn wellbeing, and this attitude is reflected in their participation in academic and non-academic pursuits. These students tend to have good relations with school staff and with other students. Being punctual will also be stressed at Beta Academy. A student who is ten minutes late every day will miss thirty hours of instruction over the course of the year. Students who are late or absent can copy notes or make up an assignment, but they can never recover what is most important: the discussion, the questions, the explanations of the classroom that makes learning come alive. Listed below, we have several strategies to make this an area of strength. Monitoring Absences Absences can be a sign that a student is losing interest in school, struggling with school work, dealing with a bully or facing some other potentially serious difficulty. Beta Academy will monitor and stay in communication with students and parents if absences fall below three. Educate Parents Even as children grow older and more independent, families playa key role in making sure students get to school safely every day and understand why attendance is so important for success in school and on the job. Beta Academy is committed to partnering with parents and educating them on the importance of: o Knowing the school's attendance policy - incentives and penalties o Daily school attendance -legal obligations(truancy) 128 of441 o Maintaining daily routines, such as finishing homework and getting a good night's sleep o Scheduling dental and medical appointments during the school day o Not allowing students to stay home unless truly sick. Complaints of headaches or stomach aches may be signs of anxiety o Talk!ng to teachers if they notice sudden changes in behavior. These could be tied to somethlng going on at school o Checking on their student's attendance to be sure absences are not piling up o Asking for help from school officials, afterschool programs, other parents or community agencies if you're having trouble getting your child to school Building Relationships Positive, encouraging, honest teacher-student communication and teacher-student interaction, showing mutual respect between teacher and students in the classroom and all students in school is vital in keeping students engaged. Beta Academy teachers will show interest and care for their students which will create a trusting and genuine bond. Beta Academy recognizes establishing this trust and bond with students is crucial in keeping them engaged in school. This bond can further affect the strength of the parent-teacher communication. Beta Academy teachers will be empowered to strengthen their relationships with students in several key areas outlined below from H. Richard Milner IV, an associate professor of education in the Department of Teaching and Learning at Peabody College, Vanderbilt University and his study on connecting with students. 1. Interviewing Students. Teachers sometimes spend infmite amounts of time talking about students to their colleagues or to students' parents but minimal time actually talking to students themselves. Beta Academy teachers will engage in conversations with students to learn from and about them. Teachers will then incorporate this learning into the class curriculum and teaching. 1290f441 2. Giving assignments that allow students to share their experiences and interests. In language arts, assignments might include journal writing or essay writing. In social studies, assignments might include family history projects or local community-studies projects. In mathematics or science, assignments might include student-constructed word problems or community-based inquiry projects where students investigate the effects of environmental realities on health, crime, and/or poverty in their community. 3. Encouraging classroom discussions that allow students be the center of attention. Beta Academy teachers will not always be at the center of discussions but will allow students to share events and experiences from home and their community. Students will be allowed to share whatever information they feel comfortable discussing. 4. Attending extracurricular activities featuring students. It means something to students when teachers take time out of their schedules to visit an activity they are involved in. Teachers from elementary through high school will be responsible to be present at events that help complete students' educational experiences such as those connected to extracurricular activities. 5. Visiting a site in your students' community. When teachers immerse themselves in a student's community, they get a first-hand view of the student's life outside the learning environment. These activities are not complicated but take time and planning. Yet they have great potential to help teachers deepen their lmowledge about students, build important relationships with them, and develop curriculum and instructional practices that are meaningful to students. Readiness for postsecondary success Beta Academy is aware that at every level of education we are preparing students for a life outside of school. Schools are offering students and families programs that are the stepping stones of their future. For this reason, Beta Academy will be intentional in structuring a program that will offer a variety of multicultural experiences while , promoting career awareness, fostering appreciation of the arts, and helping students to 130 of441 understand the importance of demonstrating good character traits. Beta Academy will be intentional about students' heightened civic involvement through service, promoting technological literacy and developing strategies in kindergarten through twelfth grade. This will work to reinforce student performance in all core subjects to ensure readiness and success for life beyond the Beta Academy walls. Specific measurable indicators: Benchmark Testing Beta Academy will have a formative benchmark assessment program that will provide a foundation on which to base decisions regarding curriculum design, delivery and professional development. It will serve as a vehicle for examining how well programs are achieving desired results. The assessment program will evaluate student progress toward identified objectives and provide diagnostic information to help teachers adjust the delivery of curriculmn to address learning gaps for all student groups identified through The No Child Left Behind Act of2001. The assessment program will be designed to determine and monitor student progress on each learning objective for the content areas of math, language arts, science and social studies prior to the expected time of mastery each spring. Grades/Subjects Assessed Math and Language Arts (reading) benchmark assessments will be administered in grades K through 12. Science assesses student progress in grades 4 through 12. Social Studies benchmark exams will assess students in grades 6 through 12. Grading Grades will be required to be assigned for each math, language arts, science and social studies benchmark exam throughout the school year. Development and Reporting All questions will be aligned with Texas Department of Education and local objectives. Each test will model the content, context and cognitive level of Texas. 131of441 Reports will be available to provide parent/guardians with important data outlining how their child is progressing on individual learning objectives contained in the written curriculum. These reports will be provided to the teachers, placed in each student's Individual Learning Plan (ILP) and can be available upon request. LATTesting Linguistically Accommodated Testing (LAT) will involve providing linguistic accommodations during testing so that qualifying English Language Learners (ELLs) can better understand the language of the test and have a more meaningful and valid assessment of academic knowledge and skills. LAT math will be given to all LEP-exempt students in third through eighth grade and tenth who meet all exemption criteria in their 1st, 2nd, or 3rd school year in the U.S. LAT science will be given to all LEP-exempt students in grades five through eight and ten who meet all exemption criteria in their 1sr, 2 nd , rd or 3 school year in the U.S. LAT reading andELA may be given to 2nd and 3rd year LEP-exempt immigrants in grades three through eight and ten who meet all exemption criteria. LAT will NOT be given to 1st year LEP-exempt immigrants who meet all exemption criteria. q) Outline goals for students and describe methods used to measure success toward each goaL Beta Academy believes that succinct, clearly defmed goals are more easily assimilated into the lives of students. While our goals and vision have been expressed in detail throughout the Education Plan, they are stated below in simplified statements. Our desire is for students to understand the goals, memorize the simple statements, take ownership of them, and work toward their achievement. Pursue Academic Excellence All Beta Academy students will be literate, able to obtain, analyze, understand, integrate, communicate, and apply knowledge and skills to achieve success in school and in life. 132of441 Academic progress in the core disciplines will be measured to ensure that all students, regardless of race, poverty, language or disability, will graduate with the knowledge and skills necessary for college and future careers. Measurement Beta Academy's curriculum and instruction is designed to be in accordance with TEKS and is kept aligned through on-going assessments that monitor student progress. We will comply with all state-mandated testing and assessments and strive to exceed state-set academic benchmarks. The STAAR and Stanford 10 will help staff identifY areas needing additional support. Through systematic evaluations, Beta Academy will make decisions to constantly improve student achievement. Academic excellence will be measured through indicators such as: o Attendance and Tardiness o Awards Received o CollegeNocational Emollment, Attrition, Completion and Placement o Extracurricular Participation Data o Documentation/observation of program implementation o Graduate Follow-up Data, including 1 and 5 Year Graduate Survey Data o Graduation Rates o Rates of Completion of Homework o Rates ofVolunteerism o Structured observation o Student Discipline Data o Student Achievement Data/Grades (including longitudinal data) o Survey results - numerical ratings and rankings o STAAR proficiency level percentage of students o STAAR commended level percentage of students o Percentage ofILP goals attained by students o Standardized test and assessment performance o ACT/SAT scores 133 of 441 o Views of the staff involved with the program. o Comparison of actual results with expected results. o Reviews of currently available student achievement data Develop Essential Life Skills All students will demonstrate the aptitude, attitude, and skills to lead responsible, fulfilling, and respectful lives. Measurement Beta Academy develops college/career-ready students through fostering essential skills throughout a student's academic career. Key cognitive skills are focused on and developed from kindergarten through twelfth grade. Student fluency in reading, writing, critical thinking, research, problem solving, and collaboration is expected and measured. TEKS, STAAR, Stanford 10 and other tests/assessments ensure these skills are being mastered. In addition, analysis of a wide range of other factors will be utilized to ensure students are on their way to future success. A few of those measurable factors are: o Ability to complete assignments/projects o Ability to collaborate and work well in a group o ACT/SAT scores o CollegeNocational Enrollment o Graduate F ollow-up Data o Graduation Rates o Pre-SATlPre-ACT testing o STAAR mastery (scoring in upper percentile) o Student Grades o Standardized test and assessment performance o Student readiness for college entrance exams o Student proficiency in dual-credit!AP courses Demonstrate Responsibility to the Community and the World 134 of 441 All students will understand and model the important character traits that contribute to the common good. Measurement From kindergarten through twelfth grade, Beta Academy students willieam aspects of behavior, politeness, citizenship, service leadership, and positive character traits through curriculum and programs that will prepare them for life in a global community. We will be utilizing the Character First curriculum, the world's largest character-based leadership program, which emphasizes traits such as honor, responsibility, and perseverance. Beta Academy is committed to not only equip students for academic success, but to raise responsible leaders who will have a positive effect on their community. We will measure the effectiveness and impact of our character development efforts each year by analyzing the following data: o Alumni participationiGive-Back programs o Classroom participation o Club/group participation o Disciplinary issues o Examining areas of reoccurring violations/infractions o Mentor/coaching collaboration o Observable student attitude evaluations o Participation in student government/committees o Participation in service projects o Participation in collaborative efforts with community partners o Student surveys and assessments In addition to these simply stated goals, students wilileam the Beta Academy creed to reinforce these core concepts. A creed is a promise to all who hear it spoken. Every morning Beta Academy students will pledge to the American and Texas flags and recite the Beta Academy Creed. The student body creed is stated below. 1350f441 4'1 am a student of excellence. I am dedicated to a life oflearning, integrity, high academics, physical fitness, and a life of quality without compromise. I will not lie, cheat, slander or steal, or tolerate those who do. I will serve as an example to my friends and community, fulfilling excellence in all areas of my life, in word and deed." 136of441 Section 5: Special Needs Students and Programs Section 5: Special Needs Students and Programs Submit, as Attachment C the Special Education Assurances and Development of Policies and Procedures document See Attachment C 138of441 Section 6: Geographic Boundary 6. Geographic Boundary a) 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. ALVINISD CHANNELVIEW ISD ANGLETON ISD CROSBYISD DANBURYISD CYPRESS-FAIRBANKS ISD PEARLAND ISD DEER PARK ISD TEXAS A & M UNIVERSITY AT GALVESTON NORTH FOREST ISD DICKINSON ISD GALENA PARK ISD LA MARQUE ISD GOOSE CREEK CISD TEXAS CITY ISD HOUSTONISD HITCHCOCK ISD HUMBLEISD SANTAFEISD KATYISD CLEAR CREEK ISD KLEINISD FRIENDSWOOD ISD LAPORTEISD LAMARCISD PASADENA ISD NEEDVILLE ISD SPRINGISD FORT BEND ISD SPRING BRANCH ISD STAFFORD MSD TOMBALLISD ANAHUACISD SHELDONISD BARBERS IDLL ISD HUFFMANISD EAST CHAMBERS ISD KARNACKISD HARRIS COUNTY DEPT OF ED MARSHALL ISD HOUSTON HEIGHTS HIGH SCHOOL WASKOMISD HOUSTON HEIGHTS LEARNING ACADEMY INC HALLSVILLE ISD NORTH HOUSTON H S FOR BUSINESS HARLETON ISD ALDINE ISD ELYSIAN FIELDS ISD ALIEFISD 140of441 b) If the proposed charter sch?ol will have a "transfer policy" in accordance with 19 TAC, ?100.1207(f) (e.g., it will admit students who reside outside of the primary geographic boundary just described), once all eligible applicants who reside within the primary geographic boundary have submitted a timely application and have been enrolled, the school may accept transfer students if it hereby adopts a transfer policy. If the charter elects to have a transfer policy, list the school districts from which the proposed charter school will accept transfer students. Do not list the charter schools located within the designated geographic boundary. The School Board will not accept transfer students at this time. Therefore, The Beta Foundation, will not have a "transfer policy" at this time. 141 of 441 Section 7: Admissions and Enrollment Policies 7. Admissions and Enrollment Policies a.) Specify the period (both the beginning and ending dates) during which applications for admission will be accepted. TEC, ?12.117, requires that a charter school establish a reasonable application deadline for the submission ofapplications for admission. The application period should not he "year-round" or extendfor most of the year. The application for admission to the school will be available in January, and the deadline will be in February of that same year; b.) Describe the procedures to be followed in conducting a lottery when a grade or class is oversubscribed. Under federal law, a charter school must admit students through a random selection process if the number of applicationsfor a grade or class exceeds the number ofavailable spaces. if the number of applications does not exceed the number ofavailable spaces, a lottery is not required. Beta Academy will hold a lottery in the event that a grade or class is oversubscribed. Beta Academy acknowledges that we are subject to all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, gender, national origin, religion, ancestry, marital status, or need for special education services. All students with qualifYing residency will be given equal consideration regardless of sex, national origin, race, color, ethnicity, religion, disability, academic, artistic, or athletic ability, pregnancy, marital status, or sexual orientation. Beta Academy will be an open-enrollment school with no tests or academic requirements for admission as well as no tuition charges. A student is eligible for admission at Beta Academy ifhe or she resides within the boundaries of the school districts referenced in this application and will be entering the grade for which he or she is applying. Lottery procedures In the event that a grade or class is oversubscribed Beta Academy will employ a CPA firm to oversee holding a public lottery. o Application deadline will be in February. If Beta Academy receives more applications during the open-enrollment than available spaces we will conduct a 1430f441 1 lottery. o After the school's fIrst year of operation, fIrst preference will be given to returning students, who will automatically be assigned a space within the school. Priority placement will be given to siblings of students already enrolled in the school. o Beta Academy will follow federal guidelines and exempt students of the founders and any students of the school teachers. o Beta Academy will print out labels of all students eligible for the lottery. o Beta Academy will use a representative from a CPA firm to pull labels in a public setting at a date, time and location that is provided to all applicants and announced and published publicly. All applicants will receive a number beginning at 1, 2, 3, and continuing until all applicant labels have been pulled and read aloud. Once the number of applications selected in the lottery equals the number of available spaces for a grade, a waiting list will be generated by continuing to assign numbers to the remaining applicants. o For further clarifIcation~ all applicants will receive a letter from Beta Academy indicating whether they were selected in the lottery for an available opening or whether they are on the waiting list. Students selected for a current opening will receive a certified letter. Students selected for the waiting list will receive a standard letter. o Students receiving the certified letter for an available spot will have 30 days to submit a signed letter of intent to enroll. Failure to submit a signed letter of intent to enroll within the 30 days will result in forfeiture of opportunity to enroll. o If space comes available, Beta Academy will contact the parents whose students are on the waiting list by phone. Applicant will have 24 hours to respond before the next student on the list is contacted. Waiting list students who fail to submit a 144of441 2 signed letter of intent to enroll by the selected date will result in a forfeiture of opportunity to enroll. c) 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. Note that students who attended a private school before it became a public charter school are not to be considered "returning students" and may not be given priority in admission to the charter school Also note that the federal guidance allows only the siblings of currently enrolled students and children of the founders and staff as long as it comprises only a small percentage ofthe enrollment. As permitted by federal law, reenrollment of returning students will be given priority. In the conclusion of Beta Academy's fITst year of operation, these students will automatically be given a spot in the upcoming school year. The next priority will be given to siblings of students already enrolled in the school. Additionally, Beta Academy will follow federal guidelines and exempt students of the founders and any students of the school teachers. d.) Specify the approximate date on which a lottery will be conducted if required. If a lottery is required, Beta Academy will conduct the lottery approximately one week after open-enrollment. e.) 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. Beta Academy will have a waiting list for the applicants who were not admitted through the lottery. After each available space has been filled Beta Academy will have the representative from a local CPA firm continue to pull numbers until all applicants have been placed on a waiting list in the order their number was called. This waiting list will be the only official, legal document identifying the names of eligible students who have applied to the school. 145 of 441 3 Parents will be notified by phone and given 24 hours to accept. Tills process will repeat until all the slots have been fllied. The waiting list will carry over lhrough the entire school year. Failure to submit a signed letter of intent to enroll by the date given will result in forfeiting an available spot. f.) If the school will accept applications that are submitted outside of the designated application period, describe how the school will treat such applications. Applications that are submitted outside ofthe designated application period will not be processed until after the lottery is held. If there are no spaces available these students will be placed at the bottom of the waiting list in the order the applications are received. g.) Provide the non-discrimination statement that will be included in the proposed school's admissions policy. TEC, ?12.J 11 (a)(6) requires that a charter school's admissions policy include 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. Beta Academy will include in its admission policy a statement that the school will not discriminate in admissions based on gender, national origin, ethnicity, religion, disability, academic ability, athletic ability, artistic ability or the district the child would normally attend. h) If the proposed school will specialize in performing arts, discuss whether applicants will be required to demonstrate artistic ability for admission to the school. TEC~ ?12.111(a)(6) permits a charter school specializing in peiforming arts to have an admissions policy that requires a student to demonstrate artistic ability. In addition, TEC, ?12.1171 permits a charter school specializing in one or more perJomzing arts to require an applicant to audition for admission to the school. 19 TAC.. ?100.1207 has the administrative rules clarifying the statutory changes that allow a school specializing in performing arts to hold auditions. Beta Academy will not be specializing in performing arts; therefore, this question does not apply. i) State whether the school will exclude from admission students with documented histories of any ofthe types of misconduct listed in TEe, ?12.111(6). TEC, ?12.1l1 (a){6) authorizes a charter school to exclude a student who has a documented history of a criminal offense, a juvenile court adjudication, or discipline problems under TEe Subchapter A, Chapter 37. Note that TEC, ?12.131 requires thai the 146 of 441 4 governing body of an open-enrollment charter school adopt a code of conductfor its district or for each campus. Beta Academy reserves the right to exclude a student from admission if the student has a documented history of a criminal offense, juvenile court adjudication, or discipline problems under TEA Subchapter A, Chapter 37. j) Describe the manner in which the proposed school will admit students under TEe, ?25.001. Include the information that an applicant must provide in order to establish eligibility for admission. Note that applicants may not he required to provide transcripts or other academic records until after they are offered admission and are enrolling. A student application fonn must be filled out and submitted by an application due date in order to be admitted to Beta Academy or included in the lottery process if the school is oversubscribed. The information required on the application will include: Student Information: o Name o Date of Birth o Grade for upcorrring year o Home Address o Telephone Number o District of Residence Parent or Guardian Information: o Name o Relationship to student o Telephone Number o Email Address o Home Address k) Describe the manner in which the proposed school will enroll students under 5 147 of 441 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. Note that a student may not be precludedfrom enrolling due to the charter school'sfailure to receive information required by TEe, ?2S.002. Note that if a charter is granted, the sponsoring entity will be required to submit a copy of its admissions policy, admissions application, and enrollment forme s) for review during the contingency process. An enrolling student is not required to provide information in addition to the items enumerated in TEe, ?25.002. As such, the enrolling student must provide: o A birth certificate or another document suitable as proof of the child's identity o A copy of the child's records from the school the child most recently attended or information regarding where this information may be obtained by the school o A record showing that the child has immunizations as required by state law 148 of 441 6 Section 8: Governance 8. Governance 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. TEe, ?12.120 states, f'A person may not serve as a member ofthe governing body of a charter holder, as a member of the governing body 01 an open-enrollment charter school, or as an officer or employee 01 an open-enrollment charter school if the person has been convicted 01 alelony or a misdemeanor involving moral turpitude. ... " Charter schools must check the criminal history (through the Texas Department ofPublic Safety or a national history records check, which ever is applicable) ofeach person who intends to serve as an employee in any capacity, including persons employed by a subcontractor to provide services, a member ofthe governing body ofthe charter holder, a member ofthe governing body ofthe charter school, and any person who files, in writing, an intention to serve as a volunteer. See 19 TAC, ?100.1151. Please note that the Application Coversheet requires the CEO of the sponsoring entity and the application preparer to certify that no members of the governing body of the sponsoring entity or of the proposed charter school nor any officers or employees ofthe proposed school have been convicted of a misdemeanor involving moral turpitude or of anyfelony. A history ofbankruptcy ofa member ofthe governing body ofthe sponsoring entity or the proposed charter school or ofan officer ofthe proposed school may be relevant to the SBOE's evaluation ofthe application. The Biographical Affidavit Form that must be completed by each member ofthe governing body ofthe sponsoring .entity or the proposed school and each identified officer ofthe proposed school contains questions regarding bankruptcy history. Governing Body ofthe Sponsoring Entity The governing body ofa charter holder has the primary responsibility for implementing the public school program authorized by the open-enrollment charter and ensuring the 150 of441 performance ofthe students enrolled in its charter schools in accordance with the Texas Education Code. See 19 TAC,?lOO.110J. Note: Family members who are related within the third degree of consanguinity or third degree of affinity are prohibited from serving together on a charter holder or charter school board. In addition, no family member within the third degree of consanguinity or third degree of affmity of any charter holder board member, charter school board member, or school officer shall receive compensation in any fonn from the charter school, the charter holder, or any management company that operates the charter school unless exempted by TEC ?12.1054 (a)(2) orTEC ?12.1055(b). Members ofthe governing body ofa charter holder will be required to undergo training as provided in 19 TAC, ?lOO.1102. Records ofan open-enrollment charter school and records ofa charter holder that relate to an open-enrollment charter school are government records for all purposes under state law. See TEC, ?12.1052. Governing Body ofthe Sponsoring Entity a) List the members of the governing body ofthe sponsoring entity. 1. Teresa Sones, President 2. Timothy King, Vice-PresidentITreasurer 3. Susan Nordin, Secretary 4. Jan SaWlders, Director Submit, as part of Attachment D, a notarized biographical affidavit for each member of the governing body ofthe sponsoring entity. Biographical affidavits must be notarized within 90 days of the due date oftlte application. See Attachment D: Biographical Affidavits of governing body b) 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 1510f441 within 50 miles ofthe proposed charter school's designated geographic boundary (as described in response to item "a" in Section 6 Geographic Boundary). Note that if a majority of the members do not reside within 50 miles of the proposed school's designated geographic boundary, the SBOE's approval of the charter will be contingent upon the sponsoring entity's establishing a secondary governing body (a governing body of the charter school) that is made up entirely ofmembers who reside within 50 miles ofthe proposed Sc!IOO['S designated geographic boundary. Also note that even if a secondary governing body is established as required, Texas law requires the governing body ofthe sponsoring entity to meet in a location accessible to the public when deliberating charter related matters. See Tex. Atty Gen. Op. No. JC-0487 (2002); Tex. Atty Gen. Op. No. JC-0053 (1999) at pp. 5-6. The applicant should consult its own legal counsel ahout these requirements. The sponsoring entity is not an out-of-state organization. Therefore. this question is inapplicable. c) 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. Potential applicants should plan in advance to secure the required determination letter. See Attachment E: Determination Letter d) 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 ofFiIing, this will 152 of 441 result in this item being considered incomplete and the removal of the application from the process. See Attachments F e) Submit, as Attachment G, a complete copy (originals and any amendments) ofthe 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. See Attachments G: f) State the approximate date on which t4e sponsoring entity was incorporated or established. Incorporated: August 15,2011 g) Describe the purpose for which the sponsoring entity was established. The sponsoring entity is organized to educate, train and prepare individuals to function with-in and to positively impact/contribute to the overall health and wellbeing of their community, environment, and society as a whole. The sponsoring entity will provide educational opportunities and experiences to equip students with the necessary tools to accomplish this. The corporation shall also seek to open and operate an Open-Enrollment Charter School for the benefit of students in Texas, providing such students with education opportunities and programs. h) Describe the activities in which the sponsoring entity has been engaged in the past and in which it is currently engaged. Agency staff will review the franchise tax status on the website of the State of Texas Comptroller's Office. See http://www.window.state.tx.us/taxinfo/franchiseJ. 153 of441 The Beta Foundation was created to establish Beta Academy Charter School so students in the Pasadena Independent School District are afforded an educational choice. Members of this entity have been active in the community over thirteen years in providing private school (tuition based) K-12 education. i) Disclose whether the sponsoring entity has operated a private daycare, private school, public daycare, or public school. Although members of the governing body have been active in providing private education to the community through Beta Academy, The Beta Foundation entity was created for the future formation of a charter school. j) Discuss any litigation in which the sponsoring entity has been involved. The sponsoring entity has not been involved in any litigation. k) Disclose whether the sponsoring entity has been sanctioned by any state regulatory agency. The sponsoring entity has not been sanctioned by any state regulatory agency. I) Describe the initial incorporators of the sponsoring entity, including their names and professional backgrounds. 1. Latisha Andrews: o BS in Psychology, Minor in Women's Studies, University of Maryland College, Asian Division (Dec. 2003) o MBA, Concentration in Marketing; Highest Honors (4.0 GPA), Capella University (May 2006) o Diploma of Theology, Highest Honors (4.0 GPA), Texas Bible College, Houston, Tx. (May 200 1) o Who's Who Among Professional Women in Education (2009) o Honors Society: San Jacinto College (2002) 154 of441 o Who's Who in American Colleges and Universities (2001) o Founder/ChiefExecutive Officer: Wide Awake Ministries Corp. dba Beta Academy, Houston, Tx. (June 20lO-Present) With a heart and passion for educating students and to offer an educational choice to families within the Pasadena Independent School District (PISD), Latisha pursued and recruited community members and led the cause to establish Wide Awake Ministries Corp., dba as Beta Academy, a private, tuition paid school. As Latisha has recruited top-notch professionals and educators to the cause, she has built a name and reputation among the community for providing an excellent education to students where the students excel beyond public school students in all academic areas with reading skills continually above average. In order to offer reduced/free tuition to low income families, Latisha has continually raised funds to assist these families while demonstrating exemplary sound financial management. Her passion to give every child a better education led her to assemble business leaders of the community to establish The Beta Foundation for the purpose of establishing a Charter School within PISD. Latisha has continually driven the heart and passion while working tirelessly to reach the community and bringing enthusiasm of the vision to educate all children (K-12) through innovation and educational choice. o Elementary Principal; Life Christian Academy, Houston, Tx. (Aug. 2006June 2010) o Substitute Teacher(K-12): Department of Defense School System, Misawa, Japan (Oct. 2003-Sep. 2004) o USN Military Dependent (1981-2002): Latisha has lived in Japan and traveled extensively within the U.S. and overseas. During the many travels and duty stations she gained a great appreciation for cultural diversities 155 of441 and customs and brings extensive knowledge to the organization in reaching, relating, and understanding all nationalities within the PISD community . 2. Teresa Sones: o BS in Biology, Univ. of Houston-Clear Lake, Houston, Tx. (May 1981) o BA in Chemistry, Univ. of Houston-Clear Lake, Houston, Ix. (May 1981) o MA in Behavioral Science-School Psychology, Univ. of Houston-Clear Lake, Houston, Tx. (May 1993) o Graduate Studies Certification: Associate School Psychologist, Grades PK-12, Texas State Board of Education, Dickinson ISD (1992-1993) o Certification: Day Care Director, Texas Department of Protective and Regulatory Services, Houston, Tx. (Sept 1996) o Vice-President, Gateway Supply Inc., Houston, Tx. (March 200S-Present) o Freelance WriterlEditor (1982-Present) o School Principal, Life Christian Academy, Houston, Tx. (Aug. 1990-July 2008) o School Teacher: Biological & Physical Sciences, Chemistry, General Psychology, Life Christian Academy, Houston, Tx. (Aug. 1998-May 2008) o Director and Tutor, Bay Area Tutoring and Reading Clinic, Houston, Tx. (1993-July 2008) 3. Timothy King: o BS in Chemistry and Biology, St. Mary's University, San Antonio, Tx., Magna Cum Laude (1975) o Project Coordinator: University ofTexas Medical School, San Antonio, Tx., Federally Funded Research Program - Department of Oncology o Research theses: Androgen Receptor in the Rat Brain- Assays and Properties, accepted and published in the Journal of the American Medical Association 156 of 441 o Vice President of International Materials and Service Company, Inc., Houston, Tx. (Oct. 1977) Tim was responsible for the design and implementation of the first major threading and fabricating facility in the state of Texas licensed by the American Petroleum Institute. The fust international import company of Oil Country Tubular Goods from Asia, Europe and South America to provide tubing and casing to the Oil and Gas Industry. o Entrepreneur: Established Tubular Resource, Inc. (1981), Sugar Land, Tx. An industry leader in new technologies for the oil and gas drilling and completion industry, Tubular Resource, Inc. incorporated with two .equal owners., has annual sales ofthlrty million dollars and is a stocking distributor of Oil Country Tubular Goods. o Board Director: Reach Out America - Non-Profit o Director: lma's Home for Children - Non-Profit o Director: Life Church Houston 4. Susan Nordin: o BA in Ministry, Central Christian University (Nov. 2011) o Associate Pastor: Susan and her husband currently pastor Christian Temple Church in Houston, Texas, where she serves as the Associate Pastor. (2001-Present) o Active in Women's Ministry and community outreach, Susan orchestrates events such as: o Annual Back-to School Health Fairs o Backpacks (full of school supplies) for Children o Free Immunization Clinics for the community o Haircuts for Children 157 of441 o Feeding the Community: Serving Food to over 4,000 where over 35,000 pounds of food has been distributed and/or served o Secretary, First Assembly of God, Malvern, Az. 5. Jan Saunders: o Crowder College, Neosho, MO. o San Jacinto College, Houston, Tx. o Licensed: Texas Real Estate Commission (May 1995 to current) o RE/lMAX Southwest in Sugar Land, Tx. for over 14 years and has been part of the 100% club for several years o Inducted REIMAX Hall of Fame o Member of: Houston Association of Realtors, Certified Residential Specialist, Accredited Buyer's Representative, Texas Association of Realtors o Jan lived in Saudi Arabia for three years and has traveled extensively throughout the world. m) Discuss any plans for further recruitment of organizers of the proposed school. A guiding principal of Beta Academy is developing strong parental and community relationships. These relationships will be fostered to help organize parent involvement in all facets of the school. Additionally, we will continually seek out community business leaders and professionals to bring the best talent, a depth of experience and leadership to the school and governoring to lead the school into a bright future of developing young minds to be the best they can be. n) Describe the methods used to inform parents, students, and employees about Procedures for receiving and responding to complaints. Note that under 19 TAC, ?100.1033(c) (6) (C), the governing body of a charter holder shall not delegate final authority to hear or decide employee grievances, citizen complaints, or parental concerns. 158 of 441 o Parent and Student Handbook: At the beginning of each calendar school year, an updated Parent and Student Handbook, which outlines rules and procedures for the school, will be given to all families.Additionally, this document explains in detail how parents and students can report complaints to the administration and governing board. o Employee Handbook: All employees will be given an updated Employee Handbook at the beginning of each school year. This document will explain the procedures to file complaints to the administration and the governing board. 0) Describe the following elements of the governance structure of the governing body of the sponsoring entity. 1) the officer positions designated; Article 4.01 of By Laws: Officers of the Corporation will consist of the ChaiIman of the Board, a Vice-Chainnan ofthe Board, and a Secretaryrrreasurer and any other officers that the Board may establish and designate by resolution adopted by a majority of vote of the whole Board. 2) the manner in which officers are selected and removed from office; Article 4.02 of By Laws: The Officers of the Corporation will be appointed each year by the Chainnan of the Board at its annual meeting. Article 3.06 of By Laws: Any director or officer may resign from the Corporation by delivering a written letter of resignation to the Chairman of the Board 3) the manner in which members ofthe governing body are selected and removed from office; Article 3.03 of By Laws: Any Director who fails to attend three (3) consecutive meetings may be asked to resign from office by resolution of 159 of 441 the Board of Directors. The Secretary will notifY Directors when they have missed three (3) regular consecutive meetings. Absences may be formally excused by vote of the Board. The Secretary will certify a Director's excessive absence to the Chairman. Any Director may also be removed with or without cause upon a two-thirds (2/3) majority vote of all the remaining directors for removal. However, the Chairman of the Board may only be removed upon a two-thirds (2/3) majority vote of all the remaining directors for good cause. Article 3.06 of By Laws: Any director or officer may resign from the Corporation by delivering a written letter of resignation to the Chairman of the Board 4) the manner in which vacancies on the governing body are filled; Article 3.05 of By Laws: The Chairman of the Board will appoint Directors to fill vacancies. Each Director appointed or designated to fill a vacancy on the Board of Directors will hold office for the remainder of the term of the Board of Directors. A vacancy occurring on any committee may be filled by the Board of Directors for the remainder of the term of the position. 5) the term for which members of the governing body serve; and Article 3.05 of By Laws: The Directors shall serve fortbree-yearterms, which may be renewed indefinitely by each respective Director, subject to 3.03 and 3.06 of the governing By- Laws and the state law governing qualifications and restrictions on service as a member of a governing body of a charter holder or charter school. 6) whether the terms are to be staggered. The officers do not serve in staggered terms. 1600f441 Governing Body of the Charter School (if different from the governing body of the sponsoring entity) Note: Family members who are related within the third degree of consanguinity or third degree of affInity are prohibited from serving together on a charter holder or charter school board. In addition, no family member within the third degree of consanguinity or third degree of affmity of any charter holder board member, charter school board member, or school officer shall receive compensation in any fonn from the charter school, the charter holder, or any management company that operates the charter school unless exempted by TEC ?12.l054 (a)(2) or TEC ?12.1055(b). Some charter holders choose to delegate some powers or duties of the governing body of the cltarter holder to a governing body of the charter school Non-delegable duties are listed in 19 TAe, ?1 00.1 033(c)(6)(C). Members ofthe governing body ofa charter school will be required to undergo training as defined by 19 TAC, ?100.1102. p) If a governing body of the charter school exists, list the members. 1. Teresa Sones, President 2. Timothy King, Vice-PresidentlTreasurer 3. Susan Nordin, Secretary 4. Jan Saunders, Director q) If a governing body of the charter school exists, describe the powers or duties delegated to it by the governing body of the charter holder. Non-delegable duties are listed in 19 TAe, ?100.1033(c)(6)(C). Submit, as part of Attachment D, a notarized biographical affidavit for each member of the governing body of the charter school. Biographical affidavits must be notarized within 90 days of the due date of this application. The powers or duties of a board that are non-delegable duties found in 19 TAC, ?JOO.l033(c)(6)(C) are listed below. The sponsoring entity and pending charter holder board understands that these duties are non-delegable. (c)(6)(C) The following powers and duties must generally be exercised by the governing 161 of 441 body of the charter holder itself, acting as a body corporate in meetings posted in compliance with Texas Government Code, Chapter 551. Absent a specific -written exception of tbis subparagraph, setting forth good cause why a specific function listed in clauses (i) - (vi) of this subparagraph cannot reasonably be carried out by the charter holder governing body, the commissioner may not grant an amendment delegating such functions to any person or entity through a contract for management services or otherwise. An amendment that is not authorized by such a specific written exception is not effective for any purpose. Absent such exception, the governing body of the charter holder shall not delegate: (i) final authority to hear or decide employee grievances, citizen complaints, or parental concerns; (ii) final authority to adopt or amend the budget of the charter holder or the charter school, or to authorize the expenditure or obligation of state funds or the use of public property; (iii) final authority to direct the disposition or safekeeping of public records, except that the governing body may delegate this function to any person, subject to the governing body's superior right of immediate access to, control over, and possession of such records; (iv) final authority to adopt policies governing charter school operations; (v) final authority to approve audit reports under TEC, ?44.008(d); or (vi) initial or [mal authority to select, employ, direct, evaluate, renew, nonrenew, terminate, or set compensation for a chief executive officer. (D) The following powers and duties must generally be exercised by the chief executive officer of the charter holder. Absent a specific -written exception of this subparagraph, setting forth good cause why a specific function listed in clauses (i) - (iii) oftbis subparagraph cannot reasonably be carried out by the chief executive officer of the charter holder, the commissioner may not grant an amendment pennitting the chief executive officer to delegate such function through a contract for management services or otherwise. An amendment that is not authorized by such a specific written exception is not effective for any purpose. Absent such exception, the chief executive officer of the charter holder shall not delegate [IDa! authority: (i) to organize the charter school's central administration; (ii) to approve reports or data submissions required by law; or (iii) to select charter school employees or officers. 162 of 441 Attachment D: Biographical Affidavits of the entity governing body r) Describe the following elements of the governance structure of the governing body of the charier school: I) the officer positions designated; See 0 (1) above: The governing body of the charter school is the same as the governing body of the sponsoring entity. 2) the manner in which officers are selected and removed from office; See 0 (2) above: The governing body of the charter school is the same as the governing body of the sponsoring entity. 3) the manner in which members of the governing body are selected and removed from office; See 0 (3) above: The governing body of the charter school is the same as the governing body of the sponsoring entity. 4) the manner in which vacancies on the governing body are filled; See 0 (4) above: The governing body of the charter school is the same as the governing body of the sponsoring entity. 5) the term for which members of the governing body serve; and See 0 (5) above: The governing body of the charter school is the same as the governing body of the sponsoring entity. 6) whether the terms are to be staggered; See 0 (6) above: The governing body of the charter school is the same as the governing body of the sponsoring entity. Other Governance 163 of 441 Ifat some point, the charter holder plans to enter into an agreement with a management company, the contract/or services must be approved by the commissioner 0/ education at least 30 calendar days prior to any performance or payments under the contract. See 19 TAC, ?100.1155. s) 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. List any members of the governing board or officers ofthe charter school who are affiliated with all such entities. The sponsoring entity governing board does not plan for any management company or any other entity or agency to be involved in the operations of the school. 164 of 441 Secti0n9: Human Resources Information 9. Human Resources Information a) 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 The sponsoring entity's organizational chart is submitted as Attachment H. b) Describe how the charter holder board will maintain responsibility for and oversight of: 1) student and school performance; The Beta Foundation vision is providing a school with a high level of reading proficiency as well as academic excellence. To that end. organizations seldom achieve the behaviors they simply '"expect". However, high performance organizations most always achieve the behaviors that they model and "inspect". Beta Academy will utilize the proven quality performance model of 1. Establishing performance standards 2. Measuring performance 3. Comparing measured performance to established standards; and 4. Taking corrective action through continual process improvement. This provides a culture of inspecting performance to ensure the expectations of reading proficiency and academic excellence are both clearly understood and met. A classroom assessment will be instituted where teaching performance, techniques, and proficiency will be reviewed on an ongoing basis to ensure Beta staff maintains aligned to our core principles and immediate performance feedback can be sl1ared. Beta Academy will: 166 of 441 o Ensure the implementation of the academic programs outlined within the charter application. o Perfonn annual assessment of Beta Academy's alignment to the vision and guiding principles o Perfonn annual assessment of schools policies and procedures to ensure applicability and verify TEA compliance o Recruit high performance individuals that share our guiding principles and embrace our vision of raising reading proficiency and providing a high level of academic excellence o Review student performance and trends on STAAR assessments o Review teacher perfonnance compared to student proficiency o Communicate and champion the guiding principles of the Beta vision: Academic Excellence, Teacher Responsibility, Character Development, and Parental Partnerships. o Develop strategic goals, performance requirements, and annual milestones to measure student and school perionnance to ensure success can be monitored and tracked throughout the school year. o Ensure compliance of administrative policies and procedures o Provide ongoing assessment of academic programs o Ensure school activities and schedules with administrative and PEIMs efforts to resolve data reporting conflicts 2) management and administrative practices,- Human Resourcing is key to all performance assessment and oversight. Beta Academy will pursue a Human Resource Plan that balances financial resources while acknowledging that our strength is built upon the quality of the teachers and staff. Beta Academy's strategy of opening grades K-5 during the first year is intrinsically connected to maintaining a culture of academic excellence and raising reading expectations. Our staffing and growth approach enables us focus on recruiting the right person for the right 167of441 job, manage a gfO'wth rate that penmts us to maintain our culture, and ensure continual oversight of performance and practices. The members of The Beta Foundation board have a wide range of administrative, management, and business oversight experience. These collective skills provide a strong experience base to ensure the appropriate oversight of Beta Academy. Beta Academy will: o . Set general policies for school operations in keeping with Texas State law and TEA requirements o Establish operational budget and planning to ensure efficient and effective school operations o Employ a culture of student achievement and teaching of TEKs o Ensure vigilant oversight and judicious negotiation of any subcontracting agreements o o Establish emergency procedures compliant to federal and local laws o Manage school and student information in accordance with TEe law o 3) Ensure legal and equitable implementation discipline policies Ensure employee policies are administered student attendance accounting reporting requirements; The Beta Academy CEO / Superintendent will have oversight of the student attendance reporting and will establish a Public Education Information System (PEIMS) coordinator to ensure that the program is administered in accordance with the Students Attendance Accounting Handbook published by the TEA The CEO / Superintendent will ensure the PEIMS data coordinator will provide reporting requirement to TEA. Beta Academy will utilize a school attendance software program such as SchoolReach. School policy will be to record attendance immediately every morning and afternoon. SchoolReach automatically notifies the office staff of teachers who have not completed - 168 of 441 the required attendance. When attendance is complete, the results are analyzed by the office staff The parents (or guardians) of those children who are absent will atomically receive a phone call. The school office is responsible for ensuring all absences are resolved by the end of the day. The attendance data will be provided to the TEA in a timely manner to ensure compliance and weekly attendance reports will be sent to the school CEO / Superintendent and administrative staff to ensure accountability for attendance records. 4) compliallce with Generally Accepted Accounting Principles (GAAP), the standard framework ofguidelines for financial accounting and generally accepted standards of fIScal management; The Beta Foundation board will approve an official operating budget and have full fiscal responsibility. The board accepts the responsibility of ensuring compliance with GAAP. The board also accepts the responsibility of an independent audit completed by an external audit finn. The audit is to assess the school's compliance with GAAP and fiscal oversight. We understand the audit results are submitted to TEA and used to detennine financial rating. The board is confident in our experience with business, audits, and fiscal management that we will be able to meet the strict charter school standards. We will ensure sound fiscal management and reporting. 5) compliance with special education and hilingual education/English as a second language (BElESL) program requirements; Oversight will be managed through Beta Academy policies which will ensure compliance with special education and BEIESL program requirements. Beta Academy will develop an IEP for all the students serviced through these programs. We will also ensure that certified educational specialists are administering these programs in compliance with TEC 29B and 19TAC5 89.1201~1265. Details concerning the execution of these programs are outlined in Section 4. 1690f441 6) financial accounting reporting requirements, including grant reporting requirements; The Beta Foundation will establish operational budget and planning to ensure efficient and effective school operations. The CEO / Superintendent will be responsible for executing the budget and establishing a Finance Officer that will be responsible for the detailed reporting, which includes meeting the reporting requirements of the TEA and the reporting requirements of any awarded Grants. We will also provide oversight to ensure fiscal reporting, accountability, and compliance. A fiscal calendar shall be established to ensure reporting deadlines are met. o Financial reporting requirements will include (but not be limited to)": o Weekly expenditure reports o Monthly budget and expenditure comparison report o Quarterly financial statements o Specific grant reporting requirements Beta Academy will ensure compliant financial information is submitted on time for the TEA annual submission requirements. The board also accepts the responsibility of an independent audit completed by an external audit firm. 7) reporting requirements, including those through the Public Education Information Management System (PEIMS); Beta Academy will have a PEIMS Coordinator to provide accountability and ensure TEA compliance. The CEO I Superintendent will provide oversight to ensure the PEIMs Coordinator provides all reports in an accurate and timely fashion. The CEO I 170 of441 Superintendent will submit the board approved budgets to the PEIMS Coordinator and fmancial reporting will be coordinated with TEA requirements to ensure judicious fmancial submissions. 8) reporting annual school and student peljormallce to students~ parents, and the public; and One of the guiding principles of The Beta Foundation is Parental Partnerships. Therefore, student performance feedback is vital to both the culture and success of Beta Academy's academic program. Reporting student performance will be on ongoing dialog throughout the school year. o Every nine weeks a comprehensive student grade report will be sent to parents to provide feedback on the student's academic progress. o '1'he school will also provide parents (or guardians) access to online software like AtSchool, so student's progress can be monitored on line throughout the year. o Under our guiding principle of strong parental partnerships, teachers will be encouraged to communicate frequently with parents, either in person or by phone, to share information with them personally about the progress of their student. o The public will be informed of school and student performance through school open house, school website, annual reports required by TEA, and the TEA website. 9) distributing to parents information related to the qualifications of each teacher of the program, including any professional or educational degree held, a statement of any certifICation under Subchapter B~ Chapter 21, and any relevant experience. We embrace requirement that parents need to know the qualifications of teachers and professional employees overseeing the academic success of students. The Beta 171 of 441 Foundation will ensure teacher qualifications are communicated to parents as required by TEA. Beta academy will maintain a teacher biography handbook which will be made available during student enrollment, open house, or anytime upon request The infonnation provided will be the qualifications of individual, any professional or educational degree held, a statement of any certification held, and relevant experience of each employee. TEe, ?12.120 states, ~~ person may not serve as a member of the governing body of a charter holder, as a member of the governing body of an open-enrollment charter school, or as an offICer or employee of an open-enrollment charter school ifthe person has been convicted of afelony or a misdemeanor involving moral turpitude ooo " An employee ofan open-enrollment charter school who qualifies for membership in the Teacher Retirement System of Texas shall be covered under the system to the same extent a qualified employee ofa school district is covered. For each employee ofthe school covered under the system, the school is responsible for making any contribution that otherwise would be the legal responsibility ofa school district. See TEC, ?12.1057. TEe, ?12.1059 states, '~person may not be employed by or serve as a teacher, librarian, educational aide, administrator, or counselor for an open-enrollment charter school unless the person has been appI'oved by the agency following a review ofthe person's national criminal history record information as provided by Section 22.0832." Charter schools must check the criminal history (through the Texas Department ofPublic Safety) ofeach person who intends to serve as an employee in any capacity, a member of the governing body ofthe charter holder, a member ofthe governing body ofthe charter school, and any person who files, in writing, an intention to serve as a volunteer. See 19 TAG, ?100.1151. 172 of441 School Officers "School officer" is defined in TEe, ?12.1012, as aprincipaZ, director, other chief operating officer, assistant principal, assistant director, or a person charged with managing the finances ofan open-enrollment charter school. Some charter holders choose to delegate some powers or duties ofthe governing body ofthe charter holder to various school officers. Non-delegable duties are listed in 19 TAC, ?JOO.1033(C)(6)(C). Charter school officers will be required to undergo training as prOVided in 19 TAC, ??JOO.I103-100.1105. c) Submit, as part ofAttachment D, a notarized biographical affulavitfor each school o..frlCer. Biographical affidavits must be notarized within 90 days ofthe due date of this application. See Attachment D for Notarized Biographical Affidavits. d) Submit as Attachment I. a Supplemental Human Resources Information Formfor each officer position. Note that some duties cannot be delegated by the governing body of the charter holder to a school officer. Non-delegable duties are listed in 19 TAe, ?100.1033(c)(6)(C). A Supplemental Human Resources Infonnation Fonn must be completed for the CEO/superintendent, fmancial officer, principal, assistant principal, director, assistant director, and any other administrative position that the proposed charter anticipates filling. 1730f441 See Attachment I for Supplemental Human Resource Infonnation. e) Describe professional development opportunities that will be offered to school officers. All Beta Academy school officers will be required to complete the professional training outlined in 19 TAC Chapter 100. Additional professional development opportunities will include: o Initial Beta Academy indoctrination training on guiding principles, vision, and expectations. o STAAR training o Business office PEIMS training o Training offered by the Charter Resource Center. o American Red Cross training in Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillation (AED) o Leadership development training o Professional development workshops and conferences in the area o Beta Academy will strive to partner with University of Houston or other local institutions of higher learning for reduced tuition on educational training courses. j) Explain the method(s) and timelines that will he used to evaluate School officers; designate the responsible party for the evaluations. Beta Academy will utilize perfonnance appraisals as a vital tool in the administration of the school and personnel evaluations. Evaluations will be used to: o Give employees the opportunity to discuss perfonnance standards, school expectations, and requirements 1740f441 o Provide a means of identifying strengths and weaknesses of performance o Provide a format to recommend specific training programs designed to help an employee's performance. The evaluations will be structured to meet meet the following legal guidelines: o Performance rating will be j ob related with peIformance standards developed through job analysis o Employee's job standards will be located on their job descriptions and will be discussed during the appraisal o The individual conducting the appraisal will be able to observe the behavior they are rating. This will be a measurable standard that can be compared to behavior o Appraisals will be discussed openly with employees and guidance will be provided to help poor peIformance traits o An appeal procedure will be established to enable employees to express disagreement with the appraisal. CEO I Superintendent: Will be evaluated by a written peIfonnance assessment and will include (but not be limited to) School and Staff management, Financial Accountability, and Student Academic PeIformance. This evaluation will occur annually by The Beta Foundation board. Principal: Will be evaluated by a written performance assessment and will include (but not be limited to) Teacher and Staff management and Student Academic Perfonnance. This evaluation will occur annually by the CEO I Superintendent. Assistant Principal: Will be evaluated by a written performance assessment and will include (but not be limited to) Teacher and Staff management and Student Academic PeIfonnance. This evaluation will occur annually by the Principal. 1750f441 Financial Officer / CFO: Will be evaluated by a written performance assessment and will include (but not be limited to) Financial Accountability, Accuracy. and reporting timeliness. This evaluation will occur annually by the CEO / Superintendent. PErMS Coordinator: Will be evaluated by a written performance assessment and will include (but not be limited to) Financial Accountability timeliness of required reporting. This evaluation will occur annually by the CEO I Superintendent. Director of Special Education: Will be evaluated by a written performance assessment and will include (but not be limited to) administering special education programs and curricula for compliance, facilitation of Special Education Parent Advisory Council, meeting needs of children with special needs, and compliance with District, State, and Federal rules and regulations. This evaluation will occur annually by the CEO / Superintendent. Assistant Director of Facilities: Will be evaluated by a written performance assessment and will include (but not be limited to) maintaining an effective relationships with building administrators, evaluating assigned buildings and facilities for code compliance and structural integrity, and ensuring that buildings and grounds are clean, orderly and well-maintained. This evaluation will occur annually by the Financial Officer I CFO Teachers and Other Instructional Staff Federal law requires that charter school teachers in core academic subjects (English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts [theater arts, dance, music, and artj, history, and geography) have a bachelor's degree and demonstrate competency in the core academic subject area(s) assigned See the No Child Left Behind (NCLB) bulletins for fUrther 176 of441 information regarding required teacher qualifications at http://www.tea.state.tx.us/index4.aspx?id=4261andmenu id=798. Charter schoolteachers assigned to teach subjects that are not considered core academic subjects under the NCLB must meet the state law minimum requirement ofa high school diploma. Furthermore, state law and rule require charter school teachers assigned to teach special education, bilingual education, and English as a second language to be appropriately certified Paraprofessionals must be certified as required to meet state andftderallaw. g) Submit as Attachment I. a Supplemental Human Resources Information Form for all teacher and otlter instructional staffpositions. A Supplemental Human Resources Infonnation Form must be completed for the positions of teacher, educational aide, counselor, librarian, and any other staff position that the proposed school anticipates filling during the staffing process. See in Attachment I for Supplemental Human Resources Information Forms It) DescI'ibe professional development opportunities that will he offered to teachers and other instructional sttiff. A top priority for the Beta Foundation is the retention of talented teachers and staff. Beta Academy understands the importance of having highly qualified staff in order to raise the bar in educational excellence, Oversight will include ensuring employees are receiving the appropriate training to support their ongoing development, providing opportunities for growth within Beta Academy based on performance, ensuring employees understand how their work directly contributes to Beta's goals, and giving ongoing qualitative and 177 of 441 quantitative feedback to ensure their performance meets our high level academic excellence. Professional development opportunities are the vital to achieving professional growth. Training topics will include (but not be limited to) the following: o Initial Beta Academy indoctrination training on guiding principles, visio~ and expectations o Instruction on Classroom Management including student discipline o Special Education and Gifted and Talented as required o STAAR training o Understanding students with special needs o Training offered by the Charter Resource Center. o American Red Cross training in Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillation (AED) o Leadership deVelopment training o Teacher oriented workshops and conferences in the area o Beta Academy will strive to partner with University of Houston or other local institutions of higher learning for reduced tuition on educational training courses o Teachers will also have scheduled planning days on the school calendar i) Explain the method(s) and timelines that will be used to evaluate teachers and other instructional staff. Designate the responsible party for the evaluations. Beta Academy will utilize performance appraisals as a vital tool in the administration of the school and personnel evaluations. Evaluations will be used to: o Give employees the opportunity to discuss performance standards, school expectations, and requirements o Provide a means of identifying strengths and weaknesses of performance 178 of 441 o Provide a format to recommend specific training programs designed to help an employee's performance. The evaluations will be structured to meet the following legal guidelines: o Performance rating will be job related with performance standards developed throughjob analysis o Employee's job standards will be located on their job descriptions and will be discussed during the appraisal o The individual conducting the appraisal will be able to observe the behavior they are rating. This will be a measurable standard that can be compared to behavior o Appraisals will be discussed openly with employees and guidance will be provided to help poor performance traits o An appeal procedure will be established to enable employees to express disagreement with the appraisal. Teachers and other instructional staff: Evaluation will be performed annually by the CEO I Superintendent and will include in-class observation, classroom walk through, teacher assessments, student performance, and feedback from parents. Teachers will be evaluated in the five domains: 1. Planning and Preparation 2. Instruction and Student Achievement 3. Classroom Environment 4. Professional Responsibilities 5. Professional Development Each teacher shall be evaluated on Domains 1 through 5 using the following subsets: o Exceeds Expectations; o Proficient 1790f441 o Basic o Below expectations o Unsatisfactory PEIMS Coordinator, Student Attendance Staff, and Other Staff j) Submit as Attachment J. a Supplemental Human Resources Information Form for the PEIMS coordinator, the student attendance staffposition, and any other staff positions. A Supplemental Human Resources Information Form must be completed for the PEIMS coordinator, student attendance staff, and any other staff positions that the proposed school anticipates filling during the staff process. Supplemental Human Resources Information Forms are included in Attachment I. k) Describe profe!!sional development opportunities that will be offered to the PEIMS coordinator, student attendance staft and any other staffnot already addressed. Beta Academy will utilize the professional development training for the PEIMS coordinator and school attendance staff from the Region 4 Education Service Center. The PErMS Coordinator will be required to attend professional workshops, training, and seminars for attendance tracking, grade reporting, transcripts, and admissions procedures. We will also ensure that PEIMS coordinator is able to attend any state sponsored development training. Office assistants, Clerks, Administration, Counselor, Nurse, Library Media Specialist, Educational Aides Registrar, Student Attendance, and all other staff win be given opportunities to pursue additional professional development by participating in approved courses and conferences. 1800f441 l) Explain the method(s) 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. Beta Academy will utilize performance appraisals as a vital tool in the administration of the school and personnel evaluations. Evaluations will be used to: o Give employees the opportunity to discuss performance standards, school expectations, and requirements o Provide a means of identifying strengths and weaknesses of performance o Provide a format to recommend specific training programs designed to help an employee's performance. The evaluations will be structured to meet the following legal guidelines: o Performance rating will be job related with performance standards developed throughjob analysis o Employee's job standards will be located on their job descriptions and will be discussed during the appraisal o The individual conducting the appraisal will be able to observe the behavior they are rating. This will be a measurable standard that can be compared to behavior o Appraisals will be discussed openly with employees and guidance will be provided to help poor performance traits o An appeal procedure will be established to enable employees to express disagreement with the appraisal. PEIMS Coordinator: Will be evaluated by a written performance assessment and will include (but not be limited to) Financial Accountability timeliness of required reporting. This evaluation will occur annually by the CEO I Superintendent. 1810f441 Office assistants, clerks, administration, and counselor: Will be performed annually by the CEO I Superintendent and will include written performance against goals and objectives. Substitute Teachers, Nurse, and Library Media Specialist: Will be performed annually by the Principal and will include written perfonnance against goals and objectives Educational Aides: Will be perfonned annually by the Teacher and will include written performance against goals and objectives Special Educational Teacher: Will be performed annually by the CEO I Superintendent and will include written perfonnance against goals and objectives Registrar, Clerk, and Student Attendance Admin: Will be performed annually by the PEIMS Coordinator and will include written performance against goals and objectives 182 of 441 Section10: Business Plan 10. Business Plan and Financial Standards Failure to maintain ongoing compliance with these financial standards and requirements as listed below will be considered a material violation of the charter contract, if awarded, and may be grounds for revocation. The sponsoring entity must be in good standing with the Internal Revenue Service (IRS), the Texas Secretary ofState, the Texas Comptroller ofPublic Accounts, and all state regulatory agencies. Financial History ofSponsoring Entity a) Provide evidence offinancial competency and sustainability by providing evidence of an appropriate business plan which includes: L a briefnarrative of the growth plan jor 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; ii. a list ofrisk factors, with briefexplanations, that couldjeopardize the viability ofthe proposed school; and iii. a list ofsuccess factors, with brief explanations, that the proposed schoolfounders have analyzed and determined will outweigh the risks. Growth Plan: Beta Academy's plan to offer an educational choice for the families of Pasadena and South Houston is supported by need. There is no charter school within the PISD that services Kindergarten through 5th grade and this creates an immediate need that Beta Academy is poised to fill. In addition, PISD has an enrolhnent of 51,000 students with city growth projected to growth ofjust over 5% across the next 5 years (http://www.clrsearch.comIPasadena- Demographics ITXlPopulation-Growth-and-Population-Statistics). This projection equates to a student population growth of well over 2,600 additional students. Beta Academy's proposed growth of 1,250 students over the same 5 year period is less than 50% of the new student population and provides a conservative growth plan. Our vision and core competency is developing future leaders with a high level of reading 184of441 proficiency and academic excellence through teacher responsibility, character development, and parental partnerships. Beta Academy vvill remain highly competitive for the student population by graduating students that are college ready, self-directed lifelong learners equipped for leadership in local community and industry. We will accomplish this by maintaining a student! teacher ratio no greater than 22 students per teacher, aggressively capitalizing on the success factors discussed later in this section, and pursuing the growth strategy is as follows: Year one target em-ollment is 396 students. The enrollment plan is: 3 classes grades K - 5 Year two target enrollment is 600 students. The enrollment plan is: 4 classes grades K - 2 3 classes grades 3 - 7 Year tlrree target enrollment is 800 students. The enrollment plan is: 4 classes grades K - 5 3 classes grades 6 - 9 Year four target enrollment is 1,050 students. The enrollment plan is: 4 classes grades K - 11 Year five target enrollment is 1,250 students. The enrollment plan is: 4 classes grades K - 5 5 classes grades 6 - 12 While the academic accountability is performance based, the charter school model creates a new business landscape of risk and opportunity for fISCal and business accountability. The sponsoring entity of Beta Academy not only believe that the opportunities outweigh the risks, but have also developed mitigation plans to handle the risks should they occur. 185 of 441 Schedule Risks and Mitigation: Risks are inherent in all aspects of a startup program and the schedule is not exempt. While uncertainty exists in evelY schedule, having an overly optimistic schedule and not tracking interdependencies are often the primary causes of schedule slips. These in turn, drive additional expediting cost to recover. From the time the applications are awarded the charter (tentatively Sept 2013) to the time school begins in August 2014, there are eleven months of activity which include securing facilities, stafflng, marketing, outfitting classrooms, training, and being ready for opening day. The sponsoring entity has years of experience with project management schedules, establishing milestones and to mitigate schedule risk, have developed a detailed schedule using Gantt Chart dependencies. We are confident that our experience and hands on involvement with business startups create an opportunity for us to apply our proven scheduling management ability in such a way that it outweighs the schedule risk to the Beta Academy startup. Cost Risks and Mitigation; The charter school model gives charter schools more fiscal autonomy, greater ability to manage their operations, establish the budget, and develop the growth strategy. Charter school leadership gets to decide where to best spend their money, from . hiring the right people, to renovating current facilities, to investing in the newest education technology for the classroom. However, this also comes with the responsibility of judicial fiscal management and the associated fiscal and business risk. Most cost overruns share the common denominator of errors in the cost estimation. In addition to straining the budget, many times, cost overruns cascade into subsequent steps and derail, or place at risk, the entire project. Basic expense risks are categorized below. All costs associated with the following expense will be accounted for to ensure these fiscal risks are mitigated. o Administrative staff: Ensuring the proper number of qualified staff is identified and competitive salaries are planned. o Facilities: Ensuring a suitable facility with classroom space, common space, lunchroom, playground etc. is budgeted and lease agreement secured. In addition, any site preparation, improvements, interior decorating, network wiring, and power and ventilation for the computer infrastructure will need to be included in the budget or agreement 186 of 441 o Initial staff development: Training and orientation is accounted for in the salary plan. o Furniture, fixtures and equipment: Student and staff work stations, desks, tables and chairs, book shelves, file cabinets, storage cabinets, fire proof storage for student records, bulletin boards and dry erase boards need to be planned and estimated. o Supplies and materials: Establishing accurate cost for textbooks, computers, printers, classroom software licenses. curricular materials, educational programs, televisions, DVD players, overhead projectors, projection screens, video projectors, fax machines, and public address systems o Office equipment and supplies: Ensuring cost is established for leasing or purchasing a copier, the correct number of computers, printers, software licenses, fax machines, and type oftelephone system requirements for the administrative staff. In addition, flIst aid stations, tool kits, fire extinguishers, and cleaning equipment/supplies will need to be identified. o Professional servicesl consultants: Supplier agreements for business services, fmanciaI reporting, special education, student testing, andlor technology will need to be established. o Pre-school year startup costs: Marketing, stafffor student enrolment, office space and equipment To mitigate the cost risk, the sponsoring entity will base these operational budget costs on actual historic expenses where obtainable (rent, utilities, etc), supplier agreements, lease agreements and actual quotes. This will provide the basis of our estimated expenses and will be budgeted against our projected cash flow. The startup cost risk has been mitigated due to startup funds on hand and the $50,000 in fi.rrniture and equipment ah'eady in inventory. The mitigation plan for the cost risk associated with the school operations budget will include 5% of the income being set aside in '"management reserve" to be used as a rainy day fund in the event of a fiscal emergency. The operational plan and budget has also been vetted through independent, professional project and risk managers to ensur~ soundness, business prudence, and to ensure the opportunities outweigh the risks. 187of441 Staffing Risks and Mitigation: There is always a risk when assimilating a new team, casting a vision for a new organization, and establishing new employees into a new culture. In Jim Collins' book, "Good to Great" there are several points that resonate with this process and one is "to get the right people on the bus." Our culture will be established as one that requires a highly educated and caring staff to distinguish Beta Academy from other schools. We will mitigate the risk of integrating new teachers and staff by ensuring the full knowledge and commitment to the culture of Beta Academy. Teachers will have necessary support and training to be developmental and educational leaders in the created culture. Teachers must meet and/or comply with our expectations and standards for continued employment with Beta Academy. It is critical for students to receive the best possible instruction from highly qualified teachers that are focused on education and innovation, but sometimes students need a caring heart to help them unlock their academic potential as well. We propose to create such an environment and to seek out teachers whose classroom management style includes a professionally compassionate response to student needs. Respecting individuality, valuing the opportunity to facilitate growth in eaeh student's life and demonstrating compassionate concern for the needs of our students will affirm and encourage those wc arc corrunissioned to educate. Our teachers will in turn be supported by a caring and respectful administration, facilitating once again, a culture of academic and professional growth. We believe in the human desire to inspire, the calling to be a great teacher, and believe there is much more opportunity than risk in this endeavor. Beta Academy will ensure that we have "the right people on the bus"! Facilities and Personal Injury Risks and Mitigation: There is one main risk that charter schools face that is not shared by traditional public schools. Because charter schools are privately held, they face much greater risks of closure if they fall victim to a natural disaster. There are no state funds available to rebuild facilities of a charter school. Other major event such as building or equipment failures, or lawsuits related to the injury or death of a student or faculty member place a charter school at higher risk. To mitigate this risk as much as possible, Beta Academy will be obtaining the appropriate insurance coverage with the risk management services to provide coverage for these unique needs. 188of441 Success Factors: The student involvement in the school and community greatly contribute to the success factors outweighing the risks. This will be achieved by providing engaging curriculum. in a caring school community which encourages students to participate. Recognition of skills developed and demonstrated will further motivate students. In order to realize these success factors, Beta Academy will have: o Active PTAJPTO or other parent organizations, school advisory councils, or committees (e.g., curriculum, safety, persolIDel, and other committees) for parent leadership and participation Independent advocacy groups to lobby and work for school reform and improvements o Councils and committees for family and community involvement o Infonnation on school or local elections for school representatives o Networks to link all families with parent representatives Beta Academy will collaborate with the community by coordinating services in the community with family needs, and providing services to the community. Beta Academy will additionally provide: o Information for students and families on community health, cultural, recreational, social support, and other programs or services o Information on community activities that link to leatning skills and talents, including summer programs for students Planned service integration of school in partnership with businesses, civic, counseling, cultural, health, recreation, and other agencies and organizations o Service to the community by students, families, and schools (e.g., recycling, art, music, drama, and other activities for seniors or others, etc.) Alumni to link to school programs for students. The partnerships with Hobby Airport, Wells Fargo, NASA, the Hispanic and African American Chambers of Commerce, and faculty from local community colleges will inspire the Beta Academy teachers to view their programs through the lenses of community partners, business leaders, and best practices educational research. These rich partnerships provide opportunities for school and community to work together to ensure continuous academic, health and social growth 1890f441 for all students. Students will also develop service leadership, as well as the personal strength and decision-making power, through the guidance of the community partners. Shadowships, internships, and mentorships will be formed with these business and community partners to help students begin to acquire a feel for the protocols and formalities of the business world. Beta Academy will help students navigate new courses that will not only be a success factor for Beta Academy, but also transform students, their families, and their communities! Additional Success Factors: o Parent partnerships as part of our Core Values are described previously question 2. C o Community partnerships described in Section 3 "Community Support" b) Discuss the sources offunding used by the sponsoring entity to start up its operations. Start up funds are to be provided by the following sources: $17,280 Current account balance $153,900 Current pledges of support $50,000 Pledge from CT Church $400,000 Line of Credit from CT Church c) 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. If the sponsoring entity has not been in existence for at least a year and an audit report is not available, provide one of the following: 1) an unauditedfinancial statement consisting of o an unaudited statement offinancial position. o an unaudited statement ofactivitie~~ and o an unaudited statement of cash flows (The unauditedfinanCial statements must include a notarized acknowledgement signed by the board chair and chieffinancial officer ofthe 190of441 sponsoring entity attesting to the accuracy and completeness ofthe information provided) Notes: o The structure ofthe requiredfinancial statements must be in the format provided in the most recent version ofthe Financial Accountability System Resource Guide, Special Supplement-Charter Schools (Module 10) found at http://www.tea.state.tx.us/index4.aspx?id=1222. o The chair ofthe sponsoring entity is the highest ranking official ofthe entity, regardless ofthe term used by the entity to designate this official. The chieffinancial officer (CFO) is the person who oversees the finances a/the sponsoring entity, regardless ofthe term used by the entity to designate this official. o The unauditedfiltancial statement must contain all three statements and both required signatures and must be notarized, or this attachment will be considered incomplete, resulting in the removal ofthe application from the process. Unaudited financial statement is submitted as Attachment J. d) Discuss any changes in current assets ofthe sponsoring entity since tlte date of the most recent audit report submitted as Attachment J. (Current Assets - Those assets which are reasonably expected to be realized in cash or sold/consumed within a year or within tlte normal operating cycle of the entity) Subsequent to the audit period, the Beta Foundation has received cash donations in the amount of $17,280 which will be applied to the Beta Academy start up costs. See Attachment J. e) Discuss any changes in current liabilities of the sponsoring entity since the date ofthe most recent audit report submitted as Attachment J. (Current Liabilities - Obligations whose liquidation is reasonably expected to require the use of existing resources properly classified as current assets or obligations that are due on demand or will he due on demand within one year) 1910f441 See Attachment J. J) Disclose any liens, litigation history, andlor any sanctions from any local, state and/or federal regulatory agency against the sponsoring entity. For the purpose ofthis application "litigation " includes civil suits, bankruptcy proceedings, and any administrative process in which an agency of the federal, state or local government has taken adverse licensing or disciplinary action. tWponsoring entity" includes any organization, whether incorporated or not, to which the sponsoring entity is successor in interest; any organization, whether incorporated or not, which the sponsoring entity has purchased; and, any organization, whether incorporated or not,for which the sponsoring entity has taken possession of substantially all assets previously possessed by that organization. There are no liens, litigation history, or any sanctions from any local, state, or federal regulatory agency against the sponsoring entity. g) List any open-enrollment charters already held by the sponsoring entity. There are no open-enrollment charters held by the sponsoring entity. h) Submit, as Attachment 1(, a credit report of tIte sponsoring entity. If the sponsoring entity was incorporated after January 1,2011, it is not required to provide a credit report and may instead provide a statement that, t'No documents are being provided because the sponsoring entity was incorporated after January 1,2011". A statement o/not applicable will result in this item being considered incomplete and the removal o/the application/rom the process. If the entity was incorporated prior to January 1, 2011, and there is no credit history, a response from one ofthe C1'edit rating agencies must be attached indicating the entity has no credit history. No documents are being provided as Attachment K because the sponsoring entity was incorporated after January 1,2011 192 of 441 i) Submit, as Attachment L? a copy of the most recentlyflled (IRS) Form 990. Note: Small tuxw exempt organizations whose annual gross receipts are normally $25,000 or less may be required to electronically submit Form 990-N, also known as the e-Postcard? unless they c1lOose to file a complete Form 990 or Form 990-EZ. q the applicant submits the e-Postcard to the IRS, provide, in Attachment L, a copy of the information that was provided to the IRS. A copy of the submitted information can be located on the IRS website at ''Annual Electronic Filing Requirments for Small Exempt Organizations - Form 990-N (e-Postcard)" or www.irs.govlapplePostcard/.Jj" a Form 990 is not available, provide a statement that explains why a Form 990 (990-N) is not available. A statement ofnot applicable will result in this item being considered incomplete and the removal ofthe application from the process. See Attacbment L Current Operations ofSponsoring Entity j) If non-charter programs are currently operated by the sponsoring entity, describe whether, and ifso how, these non-charter programs will relate to the charter school. There are no non-charter programs being operated by the sponsoring entity. k) 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 ofthe programs. Describe how the charter school will maintain separate administrative, business,jinancial, payroll, personnel and other records The sponsoring entity does not plan to begin operating any non-charter programs, within the next tvvo years. Start-Up of Charter School Operations l) Provide a statement describing the projected amounts ofstart-up funding. The statement must identify the amount of each source offunds and the specifIC source offUltding (e.g., 193 of 441 private donor, charitable foundation, local government, state!federal agency). Charter school applicants should be aware that the fIScal year of the charter school should end on August 31. Through a grant application process, federal funds may be available for up to 18 months of post-award planning and up to two years of implementation. However, start-up funds are .available for no more than three years. Actualfunding depends on the number of eligible charters, the completion of a successful competitive charter grant application, and the continuation offundsfrom the United States Department ofEducation. Start-up funding is not to be usedfor budget purposes and, if awarded, will not be available to the sponsoring entity until the contractfor charter has been executed, a county-district number has been assigned, and a grant application has been completed and negotiated. The federal funds may then only be accessed after a requestfor reimbursement has been submitted. Generally, the federal funds may not be received until after the charter holder has demonstrated that it has incurred an expenditure that represents an allowable cost pursuant to the requirements ofthe federal award. Start up funds are to be provided by the following sources (See Attachment N): $17,280 Current accOllllt balance (Private Donors) $153,900 Current pledges of support (Private Donors) $50,000 Pledge from CT Church (private Entity) $400,000 Line of Credit from CT Church (Private Entity) m) Submit, as Attachment M, documentation (e.g., letters of credit, loan agreements, documentation of other sources offunding that must be repaid) verifying all nongovernmental sources offunding. These sources offunding/credit must not he included in the start-up budget. Refer to 19 TAC ?100.1015 (I)(C)./fthere are no such sources offunds (creditors), state this in the attachment. A statement of not applicable will result in this item being 1940f441 c011Sidered incomplete and the removal o/the application from the process. Also, letters of support/or the proposed school should not be included in Attachment M. See Attachment M n) 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 (l)(C). See Attachment N 0) Describe the process by which the annual budget ofthe charter school will be adopted. The budget for each coming year will be prepared by the superintendent in conjunction with the principal of each campus detailing all sources of revenue and expenses. The Beta Foundation board will approve the operating budget and have full fiscal responsibility. The board accepts the responsibility of ensuring compliance with GAM. The board also accepts the responsibility of an independent audit completed by an external audit firm. The budget discussion and approval will be recorded in the minutes. p) Submit, as http://www.tea.state.tx.usiindex.aspx?id=3475. Attachment O. a start-up budget; the electronic version ofthe start-up budget template can befound at Note that only this start-up budget template will be acceptedfor the purposes ofthis application. To complete the start-up budget template, refer to the Special Supplement to Finaltciai Accounting and Reporting, Nonprofit Charter School Chart ofAccounts, which can be/ound at http://www.tea.state.tx.uslindex4.aspx?id=1222. and the instructions provided in the budget worksheets. 195 of441 The start-up budget must include the period between the date that the charter is awarded by the State Board 0/Education and the date that the proposed charter school will begin operations. The start-up budget must identify all sources offunding (no loans or creditors) and anticipated expenses. The private or local sources o/funding must be supported by the documentation included in Attachment N. The revenues and expenses for each entry in the budget template must be supported with written calculations indicating how the amounts were derived. (For example, 3 teachers @ $30,000 annual salary = $90,000 salaries or wages entered to line 6119. These written calculations should he attachedfollowing the printout ofthe completed start-up budget template.) See Attachment 0 and Attachment N if needed. q) Submit, as http://www.tea.state.tx.us/index.aspx?id=3475. Budgets must be includedfor five years (19 TAC ?1 00.1 015(1)(B) (tx)). Attacltment P. a budgetfor the first five years of operation; the electronic version o/the budget template can befound at Note that only this budget template will be accepted/or purposes o/this application. For additional information to use when completing the budget template, see the Special Supplement to Financial Accounting and Reporting, Nonprofit Charter School Chart 0/ Accounts, which can befound at http://www.tea.state.tx.uslindex4.aspx?id=1222. and the instructions provided in the budget worksheets. Be advised that funding is only earnedfor a maximum of 180 days per school year. The budget for the first five years ofoperation must include the period after the date that the proposed charter school will begin operations. The budget must identify all sources o/funding and anticipated expenses. Open-enrollment charter schools may offer either a half-day or fullday prekindergarten program; however,foundationfundingfor each prekindergarten student is based on half-day eligibility (the student must be sclteduledfor at least 120 minutes daily to be eligible for half-day prekindergarten). Please see the Student Attendance Accounting 196 of 441 Handbookfor additional information. The handhook is available at http://www.tea.state.tx.uslindex2.aspxUd=7739&menu id=645&menu itl2=789. Charters may offer either a half-day or full-day (120 minutes of instruction per day for halfdayeligihility or 240 minutes of instruction per day for full-day eligihility) kindergarten program. If students are enrolled in a full-day program (240 minutes of instruction per day), the charter is entitled to full-day funding. Charters offering half-day programs may not count students who attend both the morning and afternoon half-day sessions for eligible full-day attendance. The private or local sources offunding must be supported by the documentation included in Attachment N. State andfederal sources offunding must be supported with a written statement or schedule indicating how the amounts were derived. The expenses for each entry in the template must be supported with written calculations indicating how the amounts were derived. (For example, 3 teachers @ $30,000 annual salary =$90,000 salaries or wages entered to line 6119.) It is important to budget conservatively and to consider that charter schools often have lower than anticipated attendance rates in the first five years of operation. http://www.tea.state.tx.us/index2.aspx?id=7721&menu id=645. Therefore, a reasonable planning estimate is $5,086 per student, which accounts (or a daily attendance rate of 80%. However, a higher daily ADA and/or attendance estimate percentage may be used in the hudget if an explanation for the additionalfunding, with written calculations, is included. A useful sourcefor calculating additionalfunding can befound under State Funding Worksheets located at the following TEA website: See Attachment P and Attachment N if needed. r) Submit, as http://www.tea.state.tx.us/index.aspx?id=3475. All written calculations should be included in the application following the completed budget template for the corresponding year. Attachment Q., a combinedfrve-year budget that summarizes revenues and expenses. The 1970f441 combinedfive years also contain cumulative amounts and percentages. The electronic version of the five-year budget template can be found at Note: Consistency between staffing proposed in Section 9 (Human Resources) and the proposed budgets will be reviewed. See Attachment Q Management Company and Other Contracted Services s) Describe the manner in which an annual audit ofthefinancial and programmatic operations of the program is to be conducted. The governing charter board will engage an independent auditor licensed in the State of Texas to perform a complete audit of the operations of the Charter School within 120 days after the close of the fiscal year. The audit report will meet the state requirements and be submitted to the Texas Education Agency as required. Furthermore, the report will be in the format required by the Texas State Board of Education. The Board will review the audit with the auditor and make changes that are recommended. t) Identify any organization(s) and/or individua/(s) that will provide financial accounting, payrol~ and/or tax accounting services for the proposed charter school The Business Manager/PEIMS Coordinator will be responsible to oversee and set up the intemal accounting programs, payroll, provide financial reporting, budgeting, cost controls, PEIMS data collection and recording. Beta Academy is considering on The Back Office Company for support although a contract has not been requested at this time. The Business ManagerlPEIMS Coordinator will also work with the accounting, audit, and finance professionals to prepare required reports, report to the Board and administration, and concerning year-end frnancials. In hiring/selecting accounting, audit and finance professionals, the Board will comply with applicable state laws concerning professional services procurement. The Board will procure an annual audit and ensure its audit and reporting complies with Texas Education Agency rrues and law. 198 of 441 u) Discuss the qualifications o/the organization(s) and/or ilzdividual(s). Include a list of any current or former clients that were charter schools. The Back Office Company provides charter school back office support. WebSmart provides Texas compliant services that include: Administration, School Model Support, Training, Inquiry Based Coaching, Policy Creation and Implementation, Human Resourcing, Board Consulting, etc. WebSmart allows charter school administration to focus on what is most important - the students and their success in academics and life preparation. WebSmart directors and advisors have provide over 200 years in accumulative school administration and include fonner Superintendents of Bruceville-Eddy lSD, Waxahachie lSD, County Superintendent of McLennan County Dept. Ed., and Bruceville ISDs. In addition, there are four individuals on staff that are TASBO certified business managers. The staff also includes PErMS and technology specialists. The company has served the following charter schools in Texas: . AUstin Discovery School Cedars International Academy The Education Center Little Elm Equity Center Evolution Academy Groveton-HTC Coop Liberty Gulf Coast Consortium New Frontiers Charter Paradigm Charter Por Vida Charter Rapoport Charter Schools Sturdisteel-Waco Temple Education Center Hannony Charter School Texas Can Academy Uplift Education 199 of 441 v) 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 If the charter school intends to enter into such an agreement, and if the agreement is not available on the date that the application is submitted, include a letter of agreement or understanding outlining the terms negotiated to date. If the charter holder does ltot illtelld to enter into such all agreement, state this in the attachment. A statement of not applicable will result in this item being considered incomplete and the removal ofthe application/rom the process. The charter school will put out bids for work to be commissioned for service agreements. For budgetary purposes, estimates were obtained from several sources. Once the charter is obtained the services will be put out on a bid process. A qualified business will be chosen based on cost and experience. See Attachment R w) Indicate whether the charter holder will adopt the provisions o/Texas Education Code (TEe), Chapter 44, Subchapter B, as the process for awarding a contract/or 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 B, will control in lieu of Subchapter B, Chapter 271, Texas Local Government Code. Charter holder will adopt the provisions of the TEC, 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. Charter holder will also look for opportunities to consummate contracts with a sizeable portion to minority companies. Financial Accounting System The imanciaI accounting software must enable the proposed charter school to comply with the requirements discussed in the Special Supplement to Financial Acconnting and 2000f441 Reporting, Nonprofit Charter School Chart of Accounts. (An electronic copy ofthe supplement is located at http://www.tea.state.tx.us/index4.aspx?id=1222.) x) 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. Include information about the following aspects of the software: the ability to track asset, liability, net asset, revenue and expense data; the ability to record and maintain the budget, including amendments, approved by the governing body of the sponsoring entity; the ability to record and maintain information regarding outstanding liabilities; and the ability to submit financial accounting data to be included in the Public Education Information Management System (PEIMS).lfthe applicant is aware that data will need to be exportel;l to another software application (e.g., Lotus, MS Excel, MS Access) to be prepared for PEIMS submission, discuss the process that will be used to export the data. The charter school will use WebSmart by JR3 to satisfy all TEA compliance expectations. The software is: WebSmart by JR3 Texas Compliant PEIM:S compliant integrates Texas PEIMS code o Complies with all F ASRG standards o TRS TRAQS compliant o Texas audit friendly o Complies with all required state and federal reports including new required web based financial reports o Electronic submissions o NACHA compliant for electronic payroll Integrated o Automatic Student Services and Business Applications integration Meets PEIMS requirements with no duplicated data 201of441 o PErMS submissions does not require merging of data Business software Includes: Human Resources o Payroll o Accounts Receivable o Accounts Payable o PurchasinglRequisition o Inventory & Fixed Asset Management Budget Management Student software includes: o Teacher Grade Book o Student Demographics o Student Attendance o Grade Reporting o Student Pennanent Record Transcripts Individual Student Discipline Reports Student Health Records o Special Education Scheduling o PEIMS o Parent Portal Student Attendance Accounting The student attendance accounting software must enable the proposed charter school to comply with the requirements discussed in the Student Attendance Accounting Handbook. For fUlther information, refer to http://www.tea.state.tx.uslindex2.aspx?id=7739&menu id=645&menu id2=789. y) 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 202 of 441 software's ability to produce the required reports and track student-related data required in PEIMS. WebSmart by JR: Currently WebSmart is in use by over 50 charters and 125 campuses in the state of Texas. The application is a fully featured and integrated application which covers all aspects of SIS and Financial data management and reporting. WebSmart uses the full 28-digit account code mandated by F AS RAG. The assets, liabilities, expenses and revenues, are tracked by Fund and Fiscal year to assure balanced entries and to allow the charter to manage multi-year grants successfully within the same fiscal year ledger. All general ledger entries are recorded and tracked at the detail level, but there are multiple reporting levels that would allow the user to see reports on the Fund, Fund & Function, or Fund and Major Object. Roll-up provisions are provided that would allow the user to easily manage locally defined funds, but will report at the state level. Balance sheet entries, including liabilities are also tracked at the detail account level, but have many reporting options for the user to be able to use in the day-to-day management of their data. In addition reports over outstanding liabilities by vendor are also available. A fully integrated budget module is included that will allow the user to track not only the initial budget adopted by the board of trustees, but also track all other amendments required by the charter to manage their budget throughout the fiscal year. Financial PEIMS reporting is also a fully integrated feature of WebSmart. WebSmart uses the "As of Date" in order to control the budget and staff data loaded for Fall PEIMS reporting. All state requirements are considered in the fall financial submission and the file is generated over live data, the submission does not require a second set of tables to report over. The mid-year reporting is equally east to report. Once any [mal audit adjustments are entered into the system. the mid-year submission will create at the state required levels. Again, this data is created over live data and not a separate set of tables. Any PEIMS issues found at the time of reporting are easily corrected and the PEIMS file re-Ioaded. WebSmart is fully compliant with TRAQS and PEIMS Reporting. Not third party software will be required for reporting. However data is easily exported to Excel from WebSmart for the clients use. 203 of 441 Facility Management z) Provide the physical address of the facility to be used by the proposed charter school and describe the facility. The Beta Foundation is proposing one campus with three sites. The first site is proposed at 9701 Almeda Genoa and the other two "sites" are TBD. aa) Describe how the facility is currently used or how it was used in the past. The current location is a church classroom space for over 396 students with a full kitchen and gym. bb) Explain why the site will be a suitable facility for the proposed charter school. The location is spacious with large classrooms to accommodate 396 students with a cafeteria and full kitchen. cc) Discuss plans to ensure that school facilities are accessible to disabled persons. Facility already has access ramps, handicap parking, wide halls and doorways and accommodating restrooms. All students with disabilities will be accommodated and will have access to all areas of the building dd) Discuss the necessity ofrenovating 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. The location will not require any renovation except what the city code would require for changes if there are any. The location is a four year-old building. ee) 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. A statement ofnot applicable will result in this item being considered incomplete and the removal o/the application from the process. A certificate of occupancy or equivalent certificate showing that the facility is appropriate for school use is not yet available. Certificate is pending approval of the Beta FOlmdation Chater approval. Once awarded, The Beta Foundation understands a Certificate of Occupancy, Rated Education or Equivalent is required. This will be obtained before serving students at any locations. See Attachment S JJ) Discuss any progress, partnership developments or future steps towards the acquisition of a facility and/or land. The sponsoring entity will lease from CT Church and does not plan to acquire at this time. gg) 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. Ifnone of these documents is available on the date that the application is submitted, include a letter of agreement or understanding outlining the terms negotiated to date or a statement that no lease, deed to property, or purchase agreement has been negotiated. Any agreements or statements submitted must be signed by all parties involved in the transaction. If a location has not been identified, a statement noting this should be included. A statement of not applicable will result in this item beillg considered incomplete and the removal of the application from the process. See Attachment T 205 of 441 hh) 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 identified above. The governing board authorized Latisha Andre~'S (CEO/Superintendent) to work with CT Church to establish a relationship to impact the students of who reside within the listed geographical bound. ii) Identify aU other organizations or individuals that will be using the facility in addition to the proposed charter school. There are no plans for any other organizations to utilize the building at this time. Transportation and Food Service jj) Describe provisions for transportation for students served by the charter school. Pursuant to federal law, the school must provide transportation to students eligible for special education and related services as required by their Individualized Education Program (IEP). The charter school will not provide transportation services with the exception of students eligible for special education services and related services as required by their Individualized Education Plan (lEP). Transportation for these students will be arranged by contracting with an appropriate provider. kk) Describe provisions for food service, if any, for students served hy the charter school, including plans for free or reduced luncl, and hreakfast progI'anlS.lf10% of the students qualifY for free or reduced breakfast, the school is required by Texas Education Code ?33.901 to provide a breakfast program for those students. For additional information, refer to http://www.squaremeals.org. 2060f441 The charter school plans to offer food service in the future. At a future date, food service for students will be provided by the school and will be in compliance with all regulations of the National School Lunch Program and the School Breakfast Program as administered by the Child Nutrition Program of the Texas Education Agency. If 10% of the students qualifY for free or reduced breakfast, the school will provide a breakfast program for those students as mandated by TEe Section 33.901. A food service contractor has not yet been identified. . ,.~.,... 207of441 ., AttachmentA Published Notice of Public Hearing j>age4, Section B, Soot.b Eelt-EIlington Leada; ~,JlIllIIlII'Y 24; 2013 Continued ,CALENDAR . :- front ~e;m ". , ,/", 'HE ,,-" ':j.; .: '" ' ~=;=====:;: aaeh Wermesd>rj at 210 S, '''Yelnl!t' off"NAsA Parkwa)r, cali; , 281~76W fOr,info!mallon. ParflCipants may jtlll:! at anytime" '- 6 p.m., a la lIa.. Alai'1on Gn>up (Sj)ani$h .peak!~ - ast!1i$isanoper"groop. , ,, , -M - -:;' th' J f" S"d,ane.s r Un om : ,," ,: ':' 't".r' ,",I. PmYidess..waitforJamUyandfriendsofalooh9flb$o(addicls.? " " " '7p.m, ',' " .' ", , -' ,,' e,!fwfUre l\riI '!'uesday. Wed~ Snd Friday at 1;1 p.rn. at F_ Unlte~ Dlvorc.eCa.... Gl'Iloup.eT.Ci1u",*~DivD'reeCafeG",up meet-. : ".:',. . ~. Methodist ClrUM. Pasadena. 1-1)62 ~itmoflt ~ Room Ingsam held at CT Church, S7Ul Almada Gstlrla Rood; eVflry , . '. "" 232. OaIl261?487-l>767,arjUlltdr<:>p'jn, .. : Wedl1eSda)lellenlng1J:qm 1,tD s:ab p.m. In Roo;n'll12lJ'i:The ' ', , 6:30 p.m. .. - ' ,: support grt>up is fur sepamlBd and dill6l!>sd,incfnriduals. Ci>~d,. , \:!ear Lake Toastmasters .Club - Meeis at 1I1e OIaar La!le care is proWded, For roote informal!on, caD: 713-g44-4815,:' , ' Ciwmh Qf Christ" 936 51 Dorado Blvd. Call JenyTat... .af2B1~ email d[~~[ooc;u-.. @c!chl1rc....tv. Ws!f. hllp!/JctcDl1rch-'tvm.i.... , ;!;Il,?Hughe,s ,-'115 'l81'-5417 fiJr inlbmr.il1on. ." istries.hlmlllI7. o . ' .' :2IU-484 ; , a p.m. Bay .4._ tum;ng' 'Porn! Crl..!s Iriter.?. rOt inibm1Ellion, call 281?33IH-aOO Oi' ~ " stephen ~Ylerian CflliIth, www,bay.,l'\)IliLlrningpQintcOm.-B.I(fp is ~ at 211} S. !!2t7TItelasua..tFor,lmormatldn,. \:aI17:I~. Walnut off .NASA Parkway be1Ween /r.IerSIaIe 45 SOll!lI a/Id fmm &OS!) ill< 9:30 p.m. atst W?DilESDAY,,/ANUARY io 7 ~.m. o ; Highway a. The 24-lioijr orisis hotlioe Is 281~ . THURSDAY, .JANUARY 31 o . . AA 'Meeting - 'BreaId'aGt WiI!l Bill' ea<;h 11Aeooay thraogll Frldayat7a.(D.atthaFir~l)nikldMaillodistC~urcIlPasadena'. ?7 aJn.. ' AA Meeting - 'B~Wilh 2i11' each iJJesday through ~D62.Faitmont ParkWay. l]llpe Ocim;!li ~~ne" .Room. Call . Frfdayat7 a.m, atlba filStUnfted Me1bodlsI C1iUroh l'aaaderra. 2e14f!T4Ilf>l foTjnfontuilion. o,justlfrop irl. ' ,1062 Fairmont ~kw..y; .1theComell~ Room. Call ; , ?10 a:m. 2S1-arkinson Society - Ree Waier exercise from Wednesoay ~ til 9..!11; at First Unilad Methodist Ohurch, noon tr; 1 p.m. al Cleat I.ak$ RehabilitaliOli Hospllaf, S55 E. , f'SSadena, 1002 Rllrmollt PatkwaJr. Room:a32. Cl,lS - Sunday; Thursday and Friday -! to 5 p.m.. at First Bapiis! Ohuroh of Pear[and. 3OfJ5 Pearland .PartwfaY, Peal1aOt!.. \Ils\t 'IIIWW,llaPS $jlEl6ln ,Canter -: TU9S1iB?Sfrom-8 to 9 p.rn, al SI, Stllpnen Pres!)yISrlan Clrurdl, ' ~ Wllenee suppDrl ,group'for mala SI!!1Iivcxs'rnesl$ 2217Tba!aIl713.21J4-Z4B1. , .... . 2:"year-old ":82Si~~le.U " '. ' 281.464 .~'. .,.."P;re'~[( .tea~fler . , . ':@3,Le'ii!1~!,!?.eity -'3( . '.;:' '28l-538 Toddler Teachel 2-ye~~d Teacfi, ~'Please App( LAW GAR] '7 ""RD t .I..l"1 Wesson San ( .' ,DeHveredIP " : DiSpatch: 281 : Yard Sand i Locations in HOllSto .Texas Pearland, ti~ , ''Missouri City. & Riclmio~-RosenIiurg, Two ?Pearland " Estate of Sus ~25 W8samillifiler 81_ I ,-Thor. fri &Sat: , _,..: '. __ .II am-l Sun. Feb 3oo "Pick up im otherlEsre , atHarve.~ For More Ilifo &: Visit www.Arbm 'CaU~281-3 Email: Sales@Arl ,:289 of 441 Attachment Synopsis of Public Hearing Beta Academy Public Hearing Minutes January 31, 2013 On January 31, 2013 Beta Academy held its public hearing at 9701 Almeda Genoa Rd. (the proposed location of the charter). There were over 600 people in attendance. Ms. Latisha Andrews shared the schools Philosophy and informed the community that Beta Academy will recognize and respect the uniqueness of each child and develop personal relations that value hislher individuality. We expressed that our primary mission is to foster a love of learning while providing a secure, caring, and stimulating atmosphere in which the student will grow and mature emotionally. intellectually, physically, and socially. We further discussed our guidelines for educators, that while providing a high standard oflearning through an environment that is fair, supports risk-taking, and invites the sharing of ideas, they will also instill the practice of excellence in: personal character, responsibility, attitude, academics, service to others, social development, and phYSIcal fitness. There were many positive comments made. a financial advisor from said, "This is such an exciting opportunity for my students and the rest of the community". , a flight attendant and an individual living approximately 1 minute from the proposed sight said, "There are so many people in my apartment complex looking for an alternative school option for their students as well, this will be a great alternative for them". We concluded the hearing by opening the floor up to questions from the public. o When you say you want to be a charter school, is it a government funded school? If SQ, does the government choose the cuniculum? Yes, it is a government-fimded school so it is free to the community. The government offers each school great curriculum resources, but we may also add teaching supplements in areas we want to strengthen. o Will the school cost anything? No, it is a school of choice open to the public. Is it a certain area, such as certain zip code, that qualifies a child or is it open to any child in any zip code? 2110f441 The school will be located in Pasadena lSD, however, we will open our school to surrounding districts. o How will going to a charter school affect the student to teacher ratio? Is it going to be 40 kids to a teacher? No, we will not have 40 students in a class. Our student teacher ratio is I to 22. o Will there be uniforms at the new charter school? Yes. Will you take older kids with the charter? Our plan is to open K-S in our frrst year and increase a grade every year until we reach 12th grade. o Does that area include children from Pearland? We plan on opening enrollment to Pearland students as well. o If it will be like a public school, will you get access to the resources for special needs students? Yes, we will have resources for special needs students. o Will you be hiring degreed teachers? Yes. o Does the government pay for only tuition or does it include facilities as well? The government funding is for everything. o Since you are based in Pasadena will you physically still have the school here, how does that work? Yes, even though the city on the mailing address is Houston this building is zoned for Pasadena ISD. o WIll you have any sports for the children? We will always have PE and sport activities. As for organized sports, we will work toward that. However, the main focus of Beta Academy will be on academics. 212 of441 o Are you able to have a program for gifted and talented students? This is a strong possibility. These areas will be created out of need and as the school grows so will our programs. o Is the standard that you set for the academic achievements going to be higher than the standard across the nation? We will always strive to be the best and the brightest, not only in Pasadena ISD & Texas. we will continue to weigh ourselves against other students in the nation to strive for excellence in every area, 213 of 441 Public Hearing January 31, 2013 Beta Academy 214 of 441 215 of 441 216 of441- 217 of 441 218 of 441 219 of 441 220 of 441 221 of 441 222 of 441 223 of 441 224 of 441 225 of 441 226 of 441 227 of 441 228 of 441 229 of 441 230 of 441 231 of 441 232 of 441 233 of 441 Attachment Special Education Assurances and Development of Policies and Procedures Sponsoring Entity: Ib e ProposedCba.rtcr Sclwol Name: Oeia. f ORn cla:n D (\ \?2eJCL ACQ-d e.1'Y1 j Eighteenth Generation Chaner Application Special Education Assurances and Development of Policies and Procedures .Pursuant to the Individuals withDisabilities Education ImprovementAct (IDEA 2004) Section 613 (a) (1). each charter school must have on file with the Texas Education Agency (TEA) a plan that provides assutances that it has in effect policies, procedures and programs consiStent with State policies and proGedures govetnj~ .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 Reglon 18 Education Service Center (ESC) in coordination with other ESCs provides leadership to the State in the electronic development of charter wlicie~ and procedilres throtigh the ;,O't.,:.'e_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ name (iffemale);?~Snu'__?fu_'____________________________________ Other names used at any tim~.;;cL~atisc:;;;?;.;.;h;.;..a.:...D...;..awn.;.;.;;;_S;::mith::;;?;;.::....._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 3. Current home agdress: 9701 Kirkville Drive~ Houston. TX 770&9 If you are a member ofllie goV'erning body of the sponsoring entity and the sponsoring entity is an out-of,.smte organizati~ do ~ou reside within SO miles ofthe geographic boundaty ofthe proposed. charter school? DYes 0 No 1&1 NIA (because I am not a member ofthe govet.trlng body. of the sponsoring entity or the sponsoring entity is based in Texas). 4. Current hometelephonennmber: 832--656-5841 ~~~~~~------------------------------------ 5. Education: Dates, Nameso. LOcatiO'nSarul Degrees College: 100 2002-Dec20(l3: Univ ofMaryland College, ASia Div. BS: PsyChology, Minor: Women's Studies Oraduate Studies: Oct 2004-May W06: Capella Univ, Mi~olis. MN, MBA: Maiketing Concentration (4.0 GPA) Others: Sept 1998-May 2001: Texas Bible College. Houston. Tx. DiPloma of Theology (Highest Honors 4.0 GPA) 6. List membership(s) in professionaIsocieties and a.ssocia1i()!ls: Whots Who Among ProfeSsional Women in Edu.eation" 2009 Honors Society: San Jacinto College 2002 Who's Who in American Colleges and Universities, WO 1 Distributive Educational Clubs ofAmerica 1997 Page 1 of4 237of441 SAS539-13 RFA 701-13-101 7. List complete employment record" including seI?..emp1O:YDlent (up to and including present jobs. positions, directorates or officerships) for the~ast 10.3'eat'S includina- dates eroJ)1oyers. addresses and POSitions held: June2010-Present CEO. -w"rdeAwak:elMinistriesQ:Jrp. dPaBciaAcadelliY 9701 Alnieda: GenoaRd, Housron. Tx77075 Aug. 2006-June 2010: Elementary Principal. Life Christian Academy Oct. 20M-Aug. 2006: Elementary teacher (First gmde). Life ChristIan Academy 9901 W"mdmill LakeS Blvd.. HoustoI'4 Tx. 77075 . Oct 2003-Sept 2004: SUbstitute Teacher, Department ofDefense School Sysrem MisawaAit ForQe Base, Misawa,. Japan May 200 I-May 2002: Quality Assun.mre. Representa,th.fe, Asurion Houston, .'fx 8.. List an businesses or organizations of:which you are a partner or in which you have a majority interest: [None . 9. List all previous experieuce with charLet schools. Include open-enrollment Schoo1!;?and/or campus or program charters incIud.i.M dates charter schoolslcnarter holders. addtessesand positions held: ~one 10. List all previous experience with any charter school management companyinc1udhig dates. management company> address and position held: None 11. List any professional. occupational" or vocational licenses issued by any public or gpvemmentallicensing agency or regulatory authority which you ~ntIy hold or have held in the past. St,iW date license ~ i~ed. issuer ollicense, date tetminated reasonsforterminaffon: . Licensed Minister, ~CI: 2001-current P~2of4 238of441 SAS539-13 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 SUS'pellded or revoked? C Yes 13. .~) No wm you be employed by or cont?l.cl with the sponsQring ?l:!tity~ the chi?er school, or the managntent company ofthe school? @:; Yes 0 No If SO; please state the oompensation you expect to receive. 181,517 ~----------------------~ . lain anY other compensation OU' ect to receive for SerVice on the govemi ". bci s~ will be lower if student enroUro:em is lower. No other compensation. expected beyond salary s~ by the governing body of the sponsoring entity. Also 14. Is any relative ,vithin the third, degree ofcopj!anguinity (i.e.o yow parent grandparent. greaf-granpareut, chllcl. grandchild. great-grandchild, sibling.:a:wit.l.JIlC1e. mere, nephew) or: ~ the thlrd degree o.faffihlty (i.e..., your sp.ouse or yC!~ 8pOl,Ise's. parent, grandparent, gteat-granpareot.. child. g$dChilq. gi'eiit-~dchild. .sibling. aunt, ?uncle.. p.ieee, nephew) a member of the goveming body of file sp.onSoring ~ or of'!he gOveniing bodyo,fthe charter soh6ql? c? Yes ~ No 15. Will any relative(s) withjn the thirddegre? ofcOnsanguinity or affuilty' (See definitions in. Qllesl:i.o:p.14 above.) be employed by or recei\>'e any c6n1pensation or.remuneration from tt\e spo!1S9ring entity, chatter sChool, ortbe tnanagci:ileilt compai:ry of the charter schOOl? C Yes (R) No 16. Have you ever been cohvicted of a misdemeanor involving mo:ta1 turpitude; a felony; an oftense listed in TEe 37.007(a); or an offense listed in Article 6201(5) Code:ofCriminai Pro~di.Ire? o Yes ~. No Page 3 of4 2aq of 441 SAS539-13 RFA 101-13-101 17. Have you ever been adjudged balikrupt? N!illlber oftime.s adjudged.bankrupt: Date of~ch barikruptcy jq,dgment: 0 Yes EURI No_ If ~o.please prQvide the folIqwing lnfolmation. JNone ~========================~ ?'--Q....:.n~_?_________________________ --l J 8. Have YOil ever been an. officer, director. ~tee. investment Committee?member. key employee. or Controlling stockholder of any business, whien,. while?you oCcupied any 'such position or capaCity with respect to it., became insolvent. declared bankruPtcy, or was placed under supervision 01' inreceivetship. rehabiiit:ation, liquidation or conserVatorship? o Yes (R) No S!d ,Ia.f\uo.'( ~ .2013 DatedandsignedtIiis 2Lj dayof 1 hereby c.ertify under p -- ty ofjJe1j1iry that [ am acting on my own bel: lfand that the foregoing statemeflts are true and corre-et to the be,~t .ojmy kndlille.dge and b.elirif. VERIFICATION S~teof ____\~e~~~Ol~S~___________ County of -b\ r., ..... vi,s L. cdj 6a... If d On this day, S Y) rGWS (l=.I1e of f!.ffiant) appeared before me the undersigned notary public and deposed that he/she. e)recuted the above instrument and that the statements and answefl> contained therein are true and correct to the best Qfhj~/her knowledge and belief: Subscribed and sworn to befure me"6tis _ _ _ _..... 1"":...--==---4->-.____ i;Ia:y of_-=-~~,,-=-=-=-+~----,-...JI -?t:~.~~;:~... RUTH ELIZABETH HERNANDEZ i",~\';~% NC)tery Pubti~. State of Texas %ob...~/;:oi My Commission Expires O.AT) -..;~~....~ September 25. 20'-5 ( ~ Page4of'4 2400f441 SAS539-I3 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Applicant Biograpbical Affidavit (MUST llE TYPED and NOTARIZED) Check aU that apply: (gl Member Qfthe governing body of :the sponsoring entity I:&l Member ofthe governing body Cai;ionS and, D?grees College: ,May 1981, Univ ofH01istbJ1~lear Lake, Houston. TX., BA: Chemistry and Biological Sciences Graduate Studies: May 1993, U ofH-ClearLake, Houston, 'rX." MA: Behavioral Science-School Psychology Others: None ~~---------------------------------------~----------------------- 6. List membersbip(s) in pi:Ofessional societieS Md associations: None Page16f4 241of441 SAS539-I3 RFA 701-13-101 7. List complete employment recor4, including self:.employment (up to and inciud1ng pres.~ntjobs. positions. directorates or officerships) for the past 10 years incl.udlltl!. dates elllDloyers, addresses and pOsitions held: *Vice President: March 200S-Present; Gateway Supply Inc.; 1044 Hercules Avenue. Houston" TX 77058 *Freelance WriterlEditor. 1982-Present,:Self,.Emp!Qyed, 2823 Timber BrlarCircle, Houston, TX 77Q59 *SchooI PrinciPal, August 1990-July 2008, Life Christian Academy. 9901 Windmill Lakes Blvcl., Houston, TX 77075 *School Teacher (Biological & Physical Sciences, Chemistry. General Psychology) (Full-tiine:August 198 I-May 1989; Part-Time: May 198.9-May 2008) *Life Christian Academy~ 9.9.01 Windmill Lakes. Blvd, HouSton, TX 77075 "'Director & Tutor. JUne 1993-July 200S-Part-time, Bay Area T~g~Reading Clinic. 1234 Bay Area Blvd,. Suire R. HOuSton, TX 7105& g. List all businesses ororganizlltions ofwhlch you are a nartner'orin which YOU have a m!!iorltv interest: Self-employed writer/editorwi.th. no qorporate or business affiliation 9. List ali previous experience with charter schools:. Include open-enrollment schools and/or campus or program charters includiill! dates. charter schooIslcharter holders.. addresses and oosftlons held: None 10. List aU previous experience with any charter school management company including da~; m~ageme;nt Ql)mpany, address and Dosition held: None 1L List anY profe~sionaI. o.ccUpatioilal. OJ.' vocational liCenses issued bY any pu'blic or g6vernm.entlll licensing agency or regulatory authority ....vhlch you presently hold or have held in the paSt. State date liceilSe was issued. issuer of license. date terminated. reasons for termination: Temporary Certification: Associate SchoolP;;y~ologist (Grades PK-12)o. T~ StateBoa,rd ofBducanon October 18, 1982 - October18. 19&:3,TempQrary certification issued for internship purposes in Dickinson ISD for. Masters degree in Scho?l Psychology, valid for. duration ofintemshlp only, Certification: Day Care Director. Texas Department'ofProtecUve and Regulatory Services. ~iIsto.n, TX September 25,1996 (nO expiration date), Page2of4 242 of 441 SAS539-13 RFA 701-13-101 12. During the last 10 years~ have you ever heen 1:efu~ a p!'COOo11 aunt, C Yes ~. No 15. Will any relative(s} within the third degree ofCQIl$anguinif;y or affinity (See definitions in Question 14 above.) be employed by or receive any compensation or remuneration :Q:om the sponsoring entity, charter school, or the management company of the charter school? G Yes fiI: No If so, give details: 16. Have you eve[ been convicted of a mist;lerneanor involving'moral turpitude; a felony; an offense listed itt TEe 37.007(a); or an offense listed.in Article? 62.01(5) Code?ofCrlminal Procedure? C Yes @: No Page 3 of4 251of441 SAS539-13 RFA 701-13-lOl C 17. Have you ever been adju<1oaed bankrupt? YeS ~; No If so, please provide the following infonnation. Number oftimes adjudged ba,nkrupt: IN/A Date of each bankruptcy judgment: L -_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~ iN/A ~========================~ 18. Have you ever been an officer, director. ttiIsfee" inv~ent committee member, key employee. or controlling stockholder of any business. whiCh. while you occupied any such position or capacity with respect to it,.becam.e insolvent, declared 'bankrUptcy. or was placed under supervision or in receiverShip. rehabilitation. liquidation or conservatoIShip? C ~, Yes No d....if Dated and signed this day '()f-r__ I hereby certify under penalty qfperjtJry that am correct to the bestofmy knowledge and, belief. +------M--+-----~. 2o~3 .. ~that oregoing stat.ements are true and .l-. ....... (Signature QfAfflant) State of - County of \ VERIFICAnON . ejSOt. .5 \:-\ Ig,:.r., i ) On this day. \~ '{'\o\.O ~"4 W. \:.. i: 'I\.~ (name of affiant) appeared before me tb.e und...<>fSigned notary public and deposed that helshe exe!uted the above~ent and that the statements lID4 ~ers contained therein are true and oorrect to the best of hlsIher knowle.dge ~d belief. Q-'O.-~_'__ _ _ _ OayOf~e Subscrlbedand swomto befOremethi.s _ _ _ tQ!'_ P L- 7J (NOtDYPUblro)~V tf.. Myoommission~xpires r~vu.~ I~ :-.~, J5ANNE~.AAYHORCHUK f ~) MYCo~~brhxPfR~ aOlt.( FEBRUARY 15,2014 Page 4 of4 2520f441 SA$S39-13 RFA 701-13-101 Eighteenth Generation Open~Enrollment Charter Applicant Biographical Affidavit (MUST BE TYPED and NOTARIZED) Cbeck all that apply: !gj Member of the governing body of me sponsoring entity f.8l Member ox the governfug body ofthe charter school o School officer: NIA (State position as defined in lEC. ?12.1 OJ 2.) --------------------------~------' Full Narne of Sponsoring Entity The Beta FOtindation, ----------------------------~--------------------------- Full Name ofPro{>,osed Charter School _B_eta~A!"-cad_"', :"'-Y________________________________ _em:;;. ' In connection with the: Clbo,ve-named orgaruZ?pu and charter school application..I herewith make represen~tions and supply information about myself ~ hereinafter ~et forth. (AttaCh addendum or separate sheet if space hereon is iiJs\lfficient to ansWer any questions fully.) IF ANSWER~S "NO" OR ftNONE", SO STATE. , 1. Full Name (Initials Not Acceptable) -'S_au_il_d_ers-'-_____-'--____~_____________________ _Jatl_' 2. H!\ve you ever had your name changed o:r used another name? I&l Yes DNo Ifyes, give reason for the change: Go by the shortened version ofmy Jegal name ofJanice Maiden name (iffemale):=.;R:::;ob:.:ertso=:..::n:.-.-__________________________________________ Other names used at any tiine:Janice RobertsOn. Janice Saunders 3. Current home address: 3306 N. Brlarpatk. SugarLand, TX77479 r1you are a member ofthe gO'9'er1ling body of the sponsoring entity and the sponsoring entit,r is an out-of-state organizatlon. do you reside within 50 miles ofthe geographic bQundary of1;he proposed charter school? o Yes 0 No Qg N/A (because I am. not a member of the governing bady ofthe sponsoring entity ortfle sponsoring entity is based in Texas). 4. Cw:renthome,telephone nijll1b(:1. =2;:.;81::..;-2::,:6:.::5.. .;-6:.:,5. :;1:3=--___________________________ 5. Education: Daie$" Names, Locations and .:Degrees ColI~: Crowder College, Neosho. MO (1974-76); San Jancinto College, Houston., TIC (1988-89): Non..<:Jegree studieS Graduate Studies: None ~=----------------------------------------------------- Others: Real Estate School, Licensed Realtor (May. 1995) 6. List membersbip(s) in professional societies and associationS: Accredited Buyer Representative Certified Residential Specialist RElMAX'Hall ofFame Pagel,of4 253 of 441 SAS539-13 RFA 701-13-101 7. List complete employment record. including self-employment (up to and lncluding present jobs, positions, directorates or officershios) for the past 10 years including dates employers, addresses and positions held; 1995 to Present: Jan Saunders, IndepeiJ.dent Real Estate Contractor 3306 N. Briarpark, Sugar Land,.1X 77479 8. List all businesses or organizations of which you: are a partner or in which YOU have a maiority interest: Independent Real Estate Co)l1rator 9. List all previous experience with charler schools. IncIude open..:enroUnierit schools andlor campus or program charters including dates. charter schooIslcharter holders. addresses and positions held: iNone 10. List all previous experience with any charter scbool management company including dates. management company. address and position held; iNone 11. List any professional,. occupational, or voeationallicenses issued by ?any public 01' govertunentallicensing agency or regulatory- authority which you presently hold or have held in the p~ Stare date license was issued. issuer of license, date term.inat~ reasons for termination: Licensed with Texas Real Estate CoDllilission - License Number: 441890 Active since May 1995 Page2of4 254 of 441 SAS539-13 RFA 701-13~IOl 12. During tM last 10 years.,haveyou ever been refused a profe$siona1~ occupational or vnCationallicense by any public or governmental licensing agency orreguIatory authority;. or lias such license held by you ever been suspended or revoked? C Yes @'i No 1f yes, give details: 13. Will you be employed by or contract with the sponsoring entity, the charier senool, or the managment company oftbe school? C Yes (!. No lfso, please state the compeilS!rtionyou expect to receive. I L - - - - - - - -_ _ _ _-1 14. Is any relative wi1:b.in the third degree qf consanguinity (i.e", yourPSr?nt, grandparent, great-gr.mpatent, chile!. grandchil<4 great"gnindchllll,. $ibling. aunt., uncle, niece. nephew) pr within the third degree of affinitY (i.e., YQur spQuse or your s.pouse's parent, grandparent, great-grallparent. child, gra.ndchi1d; great-granqchiId, sibling, ~t, Uncle. niece, nephew) a member of the governing bOdy ofthe sponsOring enti1;y or of the goveining 0041 ofthe chtfter scho<>I? C Yes (e':. No 15. Will any relative(s) within tIle third degree QfconSanguinity or affinity (See definitions ill QueStion.14 above.) be employed by or receive any compensation 01: ~~tion from the sponsoring ~~ charter sc'/IDol, or the management company of the Charter school? C Yes @.': No 16. Have you ever been convicted of a misdemeanor involving moral turpitude; a feiony; an offense :liSted in an offense listed in_l\rticle 62.01(5) Code ofCriminal Procedure? o Yes ~i ruG 37.007(a); or No If so. give details: Page30f4 2550f441 S.AS 539--13 RFA 701-13-101 C 17. Have you ever been acyudged ~pt? Yes . Al5."1 complete C.) (} 1\, The registered agent is ~ orgMizafim1lc:1RIlOt "" Oljll;ty fllmll6 lllIu'lI:11'C. affinns that the PCf$QIT. designated as the nI:w.registored agent ~ cottSCltted to scrvt: liS registered apt. . '. G. rhe buslnes~ addres:! of the registered agent and fhc ttgistered -on'k:e ;u:idres$ is: .:t. Otller Added. AIt~ or.Dek:faf Pf'tJY&ion1l . ~ ~gc$ar =1dioolls Iio Ih: tce6fu:8le lIfi'otmatlun 1I1ay be ~ [Ii the Sl'ICC provickd~.. Iftft? jljIlR:c pRl'I'itkd is irtsum:~ ~~lbe m.ldltionelle!d ~y providing M e.ItfQ!II"1lII110 lbls form. Please m4 the innructton~ra (bis fo.m fw\\t' ~llIt"/l.itmllt. ' . o m- . ,.ext AM. {The Rif,dClleoi uddlmdlll\l,.lr.." Is mO:lfPO~hefefil by ~ Adel c:ad:I of the following provisions 10 tlu: eertificatc-offor~1011. ThI: idcntffic.tkon ~lr . refcrcnJ;elOftheadded provisfcn and the full leXl ~ as foUow!l~ 4 Alter eac:b. of1iT? following prOYision5 ofthe cedlficwe offgm'ii\li(llt. The idenliflc;aUan or refureru:c of the altere(i p[I)visiop and lhe full tCld Qfthet pl'oYislon .as ~nded are 85 fQllows! III J)e:let~ each ur~C' ~ Ukl1titled bcTuw ?:om the c.Mi~ offorntAUon.. AR.TfCl.E m - Plellse delete the fOlIcwillg lxI.d of diraetora ~r. . 1..ATISHA SMITrt?ANl>REWS, 9701 A1MEliA aD/oj\. RD, ROU.'il'~N. TX TlC1S Statement or Approval The 2m6!l'l~ to th\! certiti~ offormlluctl have been app.nwed in the mannet.reql.d~ by the . T~as Busi~ Or~a'tit.atiQW.iCQde and by the gl)\/emtli.g dOWml!nts Qftbe entity:. 7 267of441 \ Lf~l/ZU~~ 3:54:55 PM PAGE 4/005 Fax server' ~-.'.~: ~tTedWenas of Fmag ($oI_coo...... A. a.,ore.) A.lll This ~ment ~ effective. wbeon t~ ubfic, State of Te= My Commlssion E)Cpires NotaIy September 25. 201} 270 of 441 =--~~......, ........... BYLAWS OF THE BETA FOUNDATION \ii.'BBREAS, the initial Board of Directors of The Beta Foundation (the <.:e_ _ _ _-, 1I"""~~3,_72_8~._~~_----' Il""b-s-o---" 113,409 '-\4_S_1_88 _ _ _ _ _----' _ II'-5_78_36 _ _ _ _--' _ 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: IT_H_E_B_E_TA_F_O_U_N_D_A_T_IO_N _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _....l .... _ Enter the name of the proposed charter school: IBETA ACADEMY ~-------------------------~ Position: ILIBRARY MEDIA SPECIALIST I Reports to: /PRINCIPAL ~--------------------------~ Job Duties: List up to 10 key duties this individual will perform. I. Maintain a friendly and inviting learning environment 2. Manage the library facility to provide flexible access to the resources at the point of need 3. Provide instruction for students and teachers on search strategies 4.lpromote the enjoyment of reading 5. Coordinate and plan the development of long range/strategic library goals and applications 6. Maintain, assist, and implement instruction as a resource person to teachers and students 7. Collaborate with staff regarding the curriculum development and support 8. Coordinate a collection of materials which support the methodologies, philosophies and innovations which suit the needs 9. Provide for video distribution through closed circuit and satellite programming 1O.I0ther duties as assigned. 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. 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: ITHE BETA FOUNDATION ~----------------------------------------~ Enter the name of the proposed charter school: IBETA ACADEMY ~------------------------------------------~ Position: /PEIMS COORDINATOR 1 Reports to: ICEO/SUPERINTENDENT 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. Proposed Location (City and County): Ipasadena, Harris County ~--------------------------------------~ Number of Students anticipated in year one: .... ________---<1 In year five: 13_9_6 1 ______----' ....1_,2_5_0 Minimum Qualifications Required: Education Required: High school diploma or GED, Bachelors degree in computer science or related field preferred Experience Required: Three years experience in school district administrative support position requiring collecting and entering data; experience using coding systems 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://mansfieId.tea.state.tx.us/TEA.AskTED. W eblFonns/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). Name of District CDN Located in (Ci!X) # of Students Served Sala!2': Range Ipasadena ISD 11101917 Ilpasadena 1152,942 1136/904 jHouston ISD 11101912 IIHouston 11203J066 11 67,364 IComallSD 11046902 Ilcoma, !1 1140,000 ~,*eoU4p 17,817 SAS539-13 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: L-IT_H_E_B_ET_A_FO_UN_D_AT_I_O_N_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _....J Enter the name of the proposed charter school: LIB_ET_A_A_CA_D_EM_Y_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _--1 Position: IPErMS COORDINATOR I Reports to: lCEO/SUPERINTENDENT Job Duties: List up to 10 key duties this individual will perform. 1. Coordinate the collection, integration, and fonnatting of all data required for PEIMS submission 2. according to PEIMS Data Standards and Student Attendance Accounting Handbook. 3. Work cooperatively with campus, business office, and personnel office staff to collect, organize, 4. and fonnat data required to submit district PErMS data in a timely manner. 5. Establish reporting time lines between campuses and the Technology Department, and between the I 6. Technoiogy Department and other departments. 7. Coordinate auditing of District PErMS data against campus records and generate reports on findings. 8. Run reports, and verification checks on data to ensure accuracy of infonnation. 9. Distribute edits and reports to appropriate staff for analysis, verification, and correction. lo.land all other duties assigned. 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. SAS 539-i3 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: L -_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ITHE BETA FOUNDATION Enter the name of the proposed. charter school: ~ I BETA ACADEMY ~------------------------------------------~ Position: IREGISTRAR/CLERK/STUDENT ATIENDANCE I Reports to: IPEIMS COORDINATOR ~----------------------------------~ Salruy Range: 120,000-31,207 List any other potential fonn of remuneration (Le., car allowance, cell phone, memberships, travel or housing allowance, etc...) to be given to the individual in this position. In none, please state NIA. Proposed Location (City and County): Llp_a_sa_d_e_n_a_,H_a_r_ri_s_____________________----' Number of Students anticipated in year one: 1 _____----'1 In year five: 11_,2_5_0_____--' .... 3_9_6 .... Minimum Qualifications Required: Education Required: rgh School Diploma o,GED Experience Required: One to two years secretarial or related experience, preferably in a public education environment Certification Required: 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 htt;p:I/mansfield.tea.state.tx.usITEA.AskTED.Web/FOIIDs/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). # of Students CDN Name of District Located in (Ci I Petersb~rg Ipeterburg 1133904 Isanquett 11 Iceleste 11116902 Ilceleste 178913 Ilsanquett !i'~Sf~~2 Served 285 1 Salary Ran~e 11~5523 11795 11 20,000-30,000 11484 1131207 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: LIT_H_E_B_ET_A_FO_U_N_DA_T_I_O_N_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _-1 Enter the name of the proposed charter school: I'--B_ET_A_A_CA_D_EM_y _ _ _ _ _ _ _ _ _ _ _ _ _ _ _----l _ Position: !REGrSTRARlCLERKlSTUDENT ATTENDANCE 1 Reports to: IpErMS COORDINATOR '-----------------------~ Job Duties: List up to 10 key duties this individual will perform. 1. Perfonn general clerical duties to include but not limited to: photocopying, faxing, mailing, attendance, and filing 2.lsupport staff in assigned project based work 3. Answer telephones and transfer to appropriate staff member 4.IMaintain and distribute staff weekly schedules. 5. Setup and coordinate meetings and conferences 6. Coordinate and maintain records for staff office space, phones, parking, company credit cards and office keys 7. Sign for and distribute UPSlFed Ex/Airborne packages 8.IMeet and greet clients and visitors 9. Research, price, and purchase office furniture and supplies lo.lother duties as assigned. 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. 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 II during the review process. Enter the name of the sponsoring entity: ITHE BETA FOUNDATION ~----------------------------------------------------------~ Enter the name of the proposed charter school: I BETA ACADEMY ~--------------------------------------~ I Position: IOFFICE ASSISTANT/CLERK/ADMIN I Reports to: ICEO/SUPERINTENDENT Salary Range: 11-1_3,_0_00-_3_0,_0_0_0_ _ _ _ _ _ _ _ _ _ _ _-' List any other potential fonn of remuneration (Le., 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. --.II Proposed Location (City and County): l...IP_AS_A_D_E_N_A_,_H_A_RR_I_S_ _ _ _ _ _ _ _ _ _ _ _ --'1 Number of Students anticipated in year one: 1-13_9_6_ _ _ _ In year five: 1-11_,2_5_0_ _ _---' Minimum Qualifications Required: Education Required: IHi9h school diploma or GED Experience Required: Computer including Excel, Word l Access, Adobe Professional Phone Etiquette Organizational and Problem Solving Certification Required: rgh school diploma or GED 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/Forms/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). Name of District CDN # of Students Served Located in (Ci~) IGRANGER ISD 11246905 IIGRANGER ICELESTE ISD 11116902 I (CELESTE IBANQUETE ISO 11 178913 IIBANQUETE ~~5f~Rf2 SaI~Range 410 ! 464 1127,034 795 11 18,064 11 11 11 124/802 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; L -_ BETA _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ITHE _ _ _ FOUNDATION Enter the name of the proposed charter school: IBETA _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ L -_ _ ACADEMY Position: IOFFICE ASSISTANT/CLERK/ADMIN ~ ~ 1 Reports to: iCED/SUPERINTENDENT Job Duties: List up to 10 key duties this individual will perform. 1. Clerical duties to include but not limited to: photocopying, faxing, mailing, and filing 2./SUPport staffin assigned 3. Answer telephones and transfer to appropriate staff member I 4. Maintain calendar 5. Setup and coordinate meetings and conferences 6. Coordinate and maintain records for staff office space, phones, parking, company credit cards and office keys 7.IPrepare and execute mailings 8. Provide tours to the school to visitors as needed 9.IProcurement ofsuppIies 1O.lother duties as assigned. 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. SAS539-l3 RFA 701-13-101 Eighteenth Generation Open-EnrQllment 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: ITHE BETA FOUNDATION ~------------------------------------------------~ Enter the name of the proposed charter school; I BETA ACADEMY ~------------------------------------------~ -----'1 Position: f...IN_U_R_S_E_ _ _ _ _ _ _ _ _ _ _ Reports to: Llp_R_IN_C_IP_A_L _ _ _ _ _ _ _ _ _ _ _ _ _----l _ Salary Range: LI3_0,_OO_0_-4_S_,0_0_0_ _ _ _ _ _ _ _ _ _ _--' 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 NtA. Proposed Location (City and County): Llp_a_sa_d_e_n_a_,H_a_r_ri_s_C_ou_n_ty ___________ --l1 In year five: N umber of Smdents anticipated in year one: LI3_9_6_ _ _ _ ~__________~ LI1_,2_5_0_____--..I Minimum Qualifications Required: Education Required: B.5.N. or Registered Nurse with a bachelor's degree in a related discipline. Experience Required: Minimum of one (1) year experience in public health nursing, community health nursing, school health nursing or pediatric: nursing preferred. Certification Required: Qualified to practice as a Registered Nurse in the State of Texas and holds an unrestricted license. Certified in CPR or BLS (or obtain in the first 6 months). Complete the following using information gathered from three different traditional districts comparable in size, smdent make-up, and location. A traditional district is identified by the abbreviation ISD or CISO. County district numbers may be accessed on line through the Texas Education Directory found at htt;p:/lmansfield.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 (CON). Name of District CON ":'IQ":':u:::in~la"';n;':'I":;S;'::D=:'=------------'1 ~ '--_ _ _ _ _ _~_...... !Melissa ISO 11043908 # of Students Served 12AS9 Sal-11_/2_5_0_ _ _-----' Minimum Qualifications Required: Education Required: Bachelor's degree from an accredited university. Experience Required: Knowledge of special needs of students in assigned area. Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (lEP) goal setting process and implementation. Certification Required: Valid Texas teaching certificate with required special education endorsements for assignments. Teaching certification held in multiple areas is 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 ISO or CISD. County district numbers may be accessed on line through the Texas Education Directory found at http://mansfield.tea.state.tx.usITEA.AskTED. WeblForms/Home.aspx. Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CON). Name of District CDN Located in (City) # of Students Served Salary Range rIA~u=st~in~I~S~D~~------------------~11227901 1~IA=u=st:in==============~1 ~IB_~_5_2B____~lLI5_6~13~02_________~~ . :=!Az=le=ISD================:11220915 I:='Az=le===========:115/947 l. -ITa_ft_IS________---'11205907 (ITaft D 111/101 I>..-160_A_58_ _ _-----' 50 1'--1_,7_00 _ _ _ _--' SAS539-13 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: LIT_H_E_B_ET_A_F_O_U_N_D_A_T_IO_N _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _...l _ Enter the name of the proposed charter school: IBETA ACADEMY ~-------------------------~ Position: Ispecial Education Teacher I Reports to: Dir of Special Education or Principal pending hire time Job Duties: List up to 10 key duties this individual will perform. 1. Knowledge of Admission, Review, and Dismissal CARD) Committee process and Individual Education Plan (IEP) goal settin 2. Collaborate with students, parents, and other members of staff to develop IEP through the 3. ARD Committee process for each student assigned. 4. Implement an instructional, therapeutic, or skill development program for assigned 5. students and show written evidence of preparation as required. 6. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understandin 7. of the learning styles and needs of students assigned. 8. Work cooperatively with classroom teachers to modify regular curricula as needed and 9. assist special education students in regular classes with assignments. IO.land other duties assigned If a charter is awarded, this document becomes part ofthe original application. Changes to this information must be documented in the minutes of an open meeting ofthe charter holder board. 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 /lINCOMPLETE" during the review process. Enter the name of the sponsoring entity: ITHE BETA FOUNDATION ~----------------------------------------~ Enter the name of the proposed charter school: IBETA ACADEMY ~------------------------------------~ IReports to: jPRINCIPAL Position: ISUBSTITUTE TEACHER ~----------------------------------~ Salary Range: 100 per day as needed, no guarantee of work 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. Proposed Location (City and County): Ipasadena,_Harris County_ _ _ _ _ __ _ _________ ~ ~ ~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _- - J Number of Students anticipated in year one: LI3_9_6_____---l1 In year five: 1,_,2_5_0_ _ _----' .... Minimum Qualifications Required: Education Required: Experience Required: A minimum of 60 college credit hours is required Bachelor's Degree is preferred 1. Knowledge of core academic subject assigned. 2. General Knowledge of curriculum and instruction. 3. Ability to instruct students and manage their behavior. Certification Required: Texas Teaching Certificate is preferred. Complete the foHowing 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 htl;p:/lmansfield.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 Name of District ICOMALISD IPASADENA ISD IGALENA PARK ISD CDN 11046902 11101917 11101910 Located in (Ci!l:) Served Jlcoma' 11 17,817 Ilpasadena !1 ,708 IIGalena Park 112U80 ~~~~44P 52 Salary Range 1160-85 Per Day 1190-120 Per day 1160 -110 Per day SAS539-13 RFA 701-13-101 Eighteenth Generation Open-Enrollment Charter Application Supplemental Huma~ 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: L -_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ jTHE BETA FOUNDATION ~ Enter the name of the proposed charter school: IBErA ACADEMY ~----------------------------------------~ Position: ISUBSTITUTE TEACHER 1 Reports to: IPRINCIPAL ~--------------------------------~ Job Duties: List up to 10 key duties this individual will perform. 1. Prepare lessons that reflect accommodations for differences in student learning styles. 2. Present subject matter according to guidelines established by the Texas Education Agency, 3. board policies, and administrative regulations. 4. Plan and use appropriate instructional and learning strategies, activities, materials, and 5. equipment that reflect understanding of the learning styles and needs of students assigned. 6. Conduct assessment of student learning styles and sue results to plan instructional activities. 7. Plan and supervise assignments of teacher aide(s) and volunteer(s). 8. Use technology to strengthen the teachinglIearning process. 9. Help students analyze and improve study methods and habits. 10. land other duties as assigned If a charter is awarded, this document becomes part of the original application. Changes to this infonnation must be documented in the minutes of an open meeting of the charter holder board. SAS 539-13 RFA 701-13-101 Attachment Audit Report THE BETA FOUNDATION Financial Statements as of August 31. 2012 and 2011 Together With Independent Auditors' Repo-rt 327of441 GUINN, SMITH & CO. A PROFESSIONAL CORPORATION CERTIFIED PUBLIC ACCOUNTANTS 2408 TEXAS DRIVE IRVING, TEXAS 75062 Phone: (972) 255-7120 Fa,,: (972) 570-3750 I!-mai!: cmail@guinnsmith.com To the Board of Directors THE BETA FOUNDATION Houston, Texas Independent Auditors' Report We have audited the accompanying statements of financial position of THE BETA FOUNDATION (a Texas not-for-profit corporation), as of August 31,2012 and 201 1, and the related statements of activities and cash flows for the years then ended. These financial statements are the responsibility of the Organization's management. Our responsibility is to express an opinion on these financial statements based on our audits. We conducted our audits in accordance with auditing standards generally accepted in the United States of America. Those standards require that we plan and perform the audits to obtain reasonable assurance about whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audits provide a reasonable basis for our opinion. In our opinion, the financial statements referred to above present fairly, in all material respects, the financial position of THE BETA FOUNDA nON as of August 31. 2012 and 201 I, and the changes in its net assets and its cash flows for the years then ended in conformity with accounting principles generally accepted in the United States of America. J?v.-...}~~_ ~, Irving, Texas February 20, 2013 328 of 441 The Beta Foundation Statements of Financial Position August 31.2012 and 2011 Assets: 2012 Current assets:............................................................................................................. 2011 $,_ _ __ $,---- $,==~= $,=== Other assets:................................................................................................................ Total assets............................................................................................... Liabilities and net assets: Total liabilities ................................................................................................ $,_ _ __ $_--- Total net assets. .............................................................................................. . Total1iabiIities and net assets .................................................................. $.==::::::=:= $=== The accompanying notes are an integral part of these financial statements. 329 of 441 Page 2 of6 .~. The Beta Foundation Statements of Activities For the Years Ended August 31,2012 and 2011 Change in net assets: 2012 4,500 $_ _5::;.:;.5"",0"",0 4,500 5.500 Supporting activities: General and administrative.................................................................. . 4,500 5,500 Total operating expenses .............................................................. . 4,500 5,500 $==== $=== Contributions and activity fees. .......................................................................... . $ 2011 Total revenue ................................................................................ . Operating expenses: Excess of operating revenue over expenses................................. .. Change in net assets .......................................................................................... .. Net assets, beginning of year.............................................................................. . Net assets, end of year....................................................................................... .. The accompanying notes are an integral part of these financial statements. 330 of 441 Page 3 of6 The Beta Foundation Statements of Casll Flows For the Years Ended August 31~ 2012 and 2011 Change in cash and cash equivalents: 2012 Cash flows from operating activities: ................................................ ......................... 2011 $ $' Cash flows from investing activities: ......................................................................... . Cash flows from financing activities:......................................................................... . Change in cash and cash equivalents............................................................................. Cash and cash equivalents, beginning ofyear.. ........................................................... .. Cash and cash equivalents, end of year ......................................................................... $.==== $==== Reconciliation of change in net assets to net cash provided by operating activities: 2012 Change in net assets. ...................................................................................................... $_ _ __ Adjustments to reconcile change in net assets to net cash provided by operating activities: Noncash contributions.......................................................................................... .. Noncash expenses................................................................................................... (4,500) 4,500 2011 $_--- (5,500) 5,500 Total adjustments. ...................................................................................... . Net cash provided by operating activities...................................................................... $==== The accompanying notes are an integral part of these financial statements. 331 of 441 Page 4of6 $;:,::::;:=:;:== The Beta Foundation Notes to Financial Statements 1. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES Organization The Beta Foundation (the Organization) is incorporated under the laws of the State of Texas as a nonprofit corporation. The Organization is exempt from federal income taxes under Internal Revenue Code Section 501(c)(3), as welJ as state income taxes. The Organization is organized to educate, train, and prepare individuals to function we]] in society and to provide education opportunities and experiences. The Organization shall seek to own and operate an Open-Enrollment Charter School as provided under the Texas Education Code for the benefit of students in Texas, providing such students with education opportunity and programs as it deems appropriate in furtherance of its tax exempt pUIpose. The Organization plans to submit its application for an Open-Enrollment Charter School to the Texas Education Agency in February 2013, As of ~ugust 31,2012 and 2011, and for the years then ended, the Organization had no assets or liabilities. The activities of the Organization were restricted to those necessary for the fonnation of the Organization and the preparation of the Organization to pursue an Open Enrollment Charter pursuant to the Texas Education Code. Accordingly, the revenue and expenses of the Organization were comprised of noncash donations and expenses incurred during the formation of the Organization. Support for the Organization was provided by other nonprofit organizations in the fonn of non-cash contributions and contributed services. Basis of Accounting The financial statements have been prepared on the accrual basis of accounting and follow the reporting guidan~e of Accounting Standards Codification (ASC) 958, Not-for-Profit Entities. Under ASC 958, the Organization is required to report information regarding its financial position and activities according to the foilowing three classes of net assets: . . Unrestricted Net Assets - Nerassets?that are not subject'to donor-imposed restrictions. " . Tem'porarily Restricted Net Assets -- Net assets whose use by the Organization is subject to donor-imposed restrictions that either expire by passage of time or can be fulfilled and removed by actions of the Organization. The Organization did not have any temporarily restricted net assets at August 31, 2012 or .20 II., o - I. ." Permanently Restricted !'let Assets ~ Net ~~ts whose use by the Organization is subject to 'don6r-iinposed restrictions that cannot be removed by the passage of time or actions' of the Organization. ,The Otgariiz~tidn did not have any permanently restricted net assets at August 31, 2012 or 20 11 ~ ' , ' . ; . ,; .. , ' " Contributions The Organization reports gifts of cash and other assets as restricted support if they are received with donor stipulations limiting the use of the donated assets. A donor restriction expires when a stipulated time restriction ends or a purpose restriction is accomplished. At that time temporarily restricted net assets are reclaSsified to unrestricted net assets and reported in the statement of activities as net assets released from restrictions. 332 of 441 Page 5 of6 The Beta Foundation . Notes to Financial Statements Noncash Donations Donated property and equipment and certain services are reflected as contributions at their estimated fair values on the date of receipt and are recorded in the appropriate asset or expense account. Services are recorded if they create or enbance nonfinancial assets or require specialized skiHs, are provided by individuals possessing those skills and would typically need to be purchased ifnot provided by donation. . Subsequent Events The Organization has evaluated subsequent events through February 20, 20 l3, the date the financial statements were available to be issued. Advertising Costs The Organization charges advertising costs to operations in the year the expense was incurred. 2. CONTINGENCY 'Should the Organization's application for an open-enrollment charter from the Texas Department of Education be denied, the Organization's ability to acheive its tax exempt purpose and continue operations would be severely impaired. 3. SUBSEQUENT EVENT Subsequent to August 3 I, 2012, the Organization received cash donations in the amount of $17,280 and pledges of $203,900. In January 20 13 the Organization opened a checking account at a local bank. 3330f441 Page 60f6 Attachment Credit Report Attachment K: Credit Report Submit, as Attachment K, a credit report of the sponsoring entity. If the sponsoring entity vvas incorporated after January 1, 2011, it is not required to provide a credit report and may instead provide a statement that, 'No documents are being provided because the sponsoring entity was incorporated after January 1, 2011'. The Beta Foundation, the sponsoring entity was formulated on August 15, 201l. Refer to Attachment F: Articles of Incorporation No credit report is required because the sponsoring entity was incorporated after January 1,2011. 335 of 441 Attachment IRS 990 Filing Form 990-N (e-Postcard) Online - View and Print Rerum 1/22/13 12:0.! PM Information copy. Do not send to IRS. Form 990-N Department of the Treasury Internal Revenue Service Electronic Notice (e-Postcard) for Tax-Exempt Organizations not Required To File Form 990 or 990-EZ OMB No. 1545-2085 2011 Open to Public Inspection -_ A For the 2011 calendar year, or tax year beginning 91 lI20 11, and ending 8/3112012 . '. .... ..__..__._......"'_....-._----_._---------------------_._........_._---... .. . B Check if applicable Terminated, Out of Business g Gross recei pts are normally $50,000 or less ........ _...... _---_._-_._-- E Website: C Name of organization: BETA FOUNDATION d/b/a: Beta Academy .._.-_...- ...- - - - - -----------% Latisha Andrews 9701 Almeda Genoa Road Houston, TX, US, 77075 .--------. _ ..... D Employer Identification Number 45-3019142 --------------_._----F Name of Principal Officer: Teresa Sones 2823 Timber Briar Circle Houston, TX, US, 77079 Privacy Act and Paperwork Reduction Act Notice. We ask for the information on this form to carry out the Internal Revenue laws of the United States. You are required to give us the information. We need it to ensure that you are complying with these laws. The organization is not required to provide the information requested on a form that is subject to the Paperwork Reduction Act unless the form displays a valid OMB control number. Books or records relating to a form or its instructions must be retained as long as their contents may become material in the administration of any Internal Revenue law. The rules governing the confidentiality of the Form 990-N is covered in Code section 6 I 04. The time needed to complete and file this form and related schedules will vary depending on individual circumstances. The estimated average times is 15 minutes. Note: This image is provided for your records only. Do NOT mail this page to the IRS. The IRS will not accept this filing via paper. You must file your Form 990-N (e-Postcard) electronically. This Form 990-N (e-Postcard) was accepted by the IRS on 1122/2013. 337 of 441 Attachment Documentation Verifying All Sources of Funding Ichurch 970 I almeda genoa houston, tx 77075 0: 713.944.4815 f: 7 i 3.944.4986 ctcourch.tv February 18,2013 Regarding: Startup Funding for The Beta Foundation charter school To Whom It May Concern: Please allow this letter to serve as a written confinnation that CT Church will provide all necessary startup funds as needed for The Beta Foundations charter school, Beta Academy which includes but is not limited to the startup fund amount of $400,000.00. The entity school will repay these funds at a future date under mutually agreed upon terms by and between CT Church and The Beta Foundation Board ofDitectors. Sincerely, Senior Pastor - we saved '2t<5'eat fo~1'0<<----- Attachment Documentation Verifying All Sources of Funding NOT Requiring Repayment THE BETA FOUNDATION 9701 Almeda Genoa Rd Houston, 1)( n075 713-337-1049 Attachment N: Sources of Fnnding NOT Requiring Repayment To date, The Beta Foundation ~ obt~ed $221,180.22 in financial pledges and donations. We will continue to solicit funding and pledges as we move forward in the application process for an 18th Generation Charter School award. To protect the privacy of those who have given or pledged to give, we have redacted personal infonnatiQn from the attached letters of commi:lment. Their information can be provided upon lfeed/request. Attached are: 1. To date the Beta Foundation Chase Bank account "screen prine showing available funds of: $ 17,280.22 (received from donors) 2. CT letter pledging 50,000,00 in start-up futtds upOn award of charter. 3. Letters of Support (22) with pledges totaling $153,900.00 upon charter award. (personal infonnation redacted) 07 - 18-1.3 Date 341of441 COPYRIGHT MATERIAL 1 page has been withheld PLEASE NOTE: The responsive information contains copyrighted information that can only be made available to you for viewing in person. Because the information indicates that it is protected by copyright, you may review this information in person during normal business hours at TEA. If you are interested in reviewing the copyrighted information, please send an email to accred@tea.state.tx.us to schedule an appointment. Ichurch 970 I almeda genoa houston, tx 77075 0; 7f 3.944.4815 f: 71 3.944.4986 ctchurch.tv January 29,2013 To Whom It May Concern: CT Church pledg~s $50,000.00 to TIle Beta Foundation for startup :funds to support their endeavor to establish Beta Academy, a Charter School, within the Pasadena Independent School District (PISD)~ CT Church applauds The Beta Fmmdation for recognizing the need for fatnilies of PISD to have a School of Choice as there currently is no? charter school for students K-5 within this school district. Sincerely, Senior Pastor -------we saved- ~eSSat fot;. tfCJtJ--------- -- -- The Beta Foundation 9701 Almeda Genoa Rd HoustoI4 TX 17075 Pledges of Support Names Pledges $6,000 $12,000 $9,000 $600 $300 $3,000 $6,000 $3,000 $30,000 $6,000 - $5,000 $3,000 $6~000 $1,000 $1~500 $6,000 $4,500 $3,000 $4,500 $9,000 $30,000 $4,50Q Total: $153,900 344of441 ~~-.~:.. Attachment 0 Start--up Budget Application for an Open-Enrollment Charter School- Eighteenth Generation WORKSHEET Name of Sponsoring Entity:ITHE BETA FOUNDATION Name of Proposed Charter School:IBETA ACADEMY .,-::::~;;;:-'.;:;:- --~ ,'.;::;-,' 11 '" ':?' ADA' Re~enue Workshee.t:iS.-??"'", "o;~Gr;dQ " ~,-,'-::2Dl4-1015:' '" J;~"; ;"20u.::.z016~-;~r~c~;';'.'':'2016-2.017 c_'."',-: I'~ ;'::;"2017-2018";;'"" 'I~' -'C/"201!-Z019~"<~ '-"I~"' 2019-2020'~-EI'::'> Amounts Maximum EnroUmenf-"Pre*K 3-Year-old ,.'", Maklmum Enrollment- Pre-K 4-Year-Old ProJected Enrollment..; Kindergarten 7. 66 66 66 66 ProjectedEnrollment~'3rdGrade?' 19 20 211 22 I 66 ProJected EnroUment?lstGrade-"-"'" ; IProJeliedEnroliment--2ndGrade':';? 66 66 66 66 >66 ??'IProJetted EnroUment?4thGrade: ' 8. IProjectedEnroliment-5thGrade-' .' g, '-~:'IProJettedEnrnllmQnt:6thGrade 10: --IProjected Enrollment -7th Grade ,,;". 23 C>I "J: EUR' o 1"7 24 2S I -"13, 261 271 'C"'" ~- ?14-.'::'~ c. 66 66 Projetted Enrollment ~ 8th Grade Projected Enrollment? 9th Grade"-IProJectedEnroliment'-lOthGrade- ,I ProJected Enrollment-11th Grade " 15. -- ,.- IProJected Enrollme~t -'12th Grade --; - 28 ~.~,,-- 'Total Projected 100% Enrollment 396 ~stJ,r:n~~~~ A:m,?yr;t of:~vg.:A~Just~~ ~ t;}a~!C"AI_lot~ent {_~P~Ci~I"p(ogra~ FU~'~~~g ~~g":':'::ASAW;"~' 29 30 ,' an Average o'er Student.;Which AlsQ'Accounts"for 80% Attenda~'ce Rate ~:' . -Total Potential Enrollment'" Estimated Funding per Student = 5,086 A "' ~-2,014,056 .,J:. - ,,$. 37 38 39 40 41 42 43 :Year:F Year2~ Year 3 '-Year.-4-'~' Year'S-? '0 0' ""0 " 'O~' 'e'" SAS539-13 Wotksheel1f2 RFA701-13-101 WORKSHEET Name of Sponsoring Entity:ITHE BETA FOUNDATION Name of Proposed Charter School: I BETA ACADEMY Forthe Period: I).) .L ...... 0 -1"') .~ ~ 68 69 70 71 72 WorksheelZl2 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 NameofSponsoringEn~w: Name of proposed Charter School: For the Period: ~T_H_E~B_E_T_A~F_O_U~N~D_A~T~I_O_N~~~~~~~~~~~~~~~~~~~~~~~~~~ BETA ACADEMY ~~~~~~~~~~.-~~~~.---~~~~~~~~~~~~~~~--~ 09/01/13 to W ...c. C?) ~ J: .J: 1/5 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: For the Period: J THE BETA FOUNDATION BETA ACADEMY 09/01/131 1 to 1 08/31/141 Z9 ~ Finanical Statements J1 JZ JJ W ..r. .JJ 0 ~ J5 J6 1"> ..& .L SAS 539-13 2/5 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: For the Period: I THE BETA FOUNDATION J BETA ACADEMY 09/01/131 to 1 08/31/141 ~ o 0- -h ,J:. .J;. - 3/5 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 THE BETA FOUNDATION BETA ACADEMY Name of Sponsoring Entity: Name of proposed Charter School: For the Period: 94 I 95 6343 l 08/31/141 Iitems for Sale 6344 to INon-Food 96 w 6342 09/01/131 1 J IUSDA Donated Commodities Vl o -t'> ....t: ..&. 102 I 6411 10) 5,000 Travel and Subsistence -- Employee Only 6412 104 6413 105 6419 106 6429 107 6449 108 Iinsurance and Bonding Costs I. I I 4,500 I I I I - I I 4,500 IGeneral and Professional Liabilitv. Propert I 6494 4/5 M8539-13 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: For the Period: BETA ACADEMY 09/01/131 6521 Interest on Bonds IN 6522 Capital Lease Interest 115 6523 Interest on Debt 8,750 116 6529 Interest Expenses 117 6599 Other Debt Fees rc?i:, 1 to 1 - - IJJ (;,'1111.'1 J THE BETA FOUNDATION - -. in .. 08/31/141 - 8,750 $250,000 StartUp Financing requiring Deb ScJ;~[(,":>':?. .o. .oo.o... > .......... . . ??.???L r.) " .,) ) h L J: 5/5 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 Instructions to Complete Budget Worksheet and Template Please print instructions. (A) Introduction 1. Begin the budget process by reading these instructions in their entirety. Read and follow the instructions in (B) and (C) for completing the year 0 budget worksheet and the year 0 budget template. Once you have completed the budget worksheet, use the applicable amounts from that sheet's tables to complete the budget template. *The worksheet does not include tables for determining every item in the budget template. It includes tables for only those items that have proved particularly difficult to estimate in the past. 2. * * * Please refer to 19 Texas Administrative Code (TAe) ?100.1015. 3. Enter data in only the yellow-highlighted areas. The file's other cells are locked. Theterms "rows" and "columns" will be used as reference points. 4. As a reminder, for those new to the application process, Year 0 is the plan year with no students. 5. If your budget template estimates do not come from the budget worksheet, you must provide a detailed explanation of how you derived the estimates, per 19 TAC ?100.1015 (1)-(3). 6. Consider the following requirements and guidance in preparing the budget. The following list is not all inclusive. (a) The budget must adhere to Texas Education Code (TEC), ?44.004. (b) The effectiveness ofthe budget, as a financial control tool, depends on adherence to the following basic principles: > Ensure that revenues are closely linked to expenses for consistent assumptions, and explain the assumptions used, as applicable . .... . " . . , , ?- .The applicant has reviewed revenue estimates with current Charter School financial professionals to test forconsistent assumptions used within this document. ' In addition, where applicable, the expenses are linked to the ~aine con,sistent assumptions as they are used throughout the creation of the budgeting estimates~ > Avoid overly optimistic revenue and expense projections (use conservative projections). > The applicant has used a conservative projection mindset for revenues andexpenses. Realistic estimates and projections were used based on professional judgment. _1;IILlI Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Instructions to Complete Budget Worksheet and Template Please print instructions. > Use a budget process that provides periodic (monthly or quarterly) comparisons of budget to actual results so that differences can be acted on in a timely manner when necessary. Include in the periodic review processes to adjust for changes such as those related to inventories, bad debt expense, etc. > The applicant unde.rstands that the budgeting process is a "living" communication tool, and it provides a financial internal control. structure for all of the financia.1 transactions ofthe Charter School. As outlined within the Texas Education Agency (TEA) Fillaricial Accountability System Resource Guide (FASRG) under lVIodule #2 on Budget; the applicant accepts the responsibility to update the budget as estimates prove to need adjustments~ JlVhUe the applicant does not intend tQ accumulate inventories or engage infinaricial transactions tlla1: might risk a bad debt eipense~ tile applicarit will. seek proper professional gJidan~~from TEA docurnelltati~nand outsid~expertiseshould thelleedarise.As a routine course ofbusin~ss! comparative 6udgetto actual reporting will. bereviewed by the Superintendent and staff on a monthly basis and such re~iew will be shared with and reported to the Charter School Board of Director~. Management deci~.i()~sandactions will be. taken as necessary when budget to actual comparisons result in differences . inconsistent with the plans an~goals of the Charter School. > Put in place a reasonable process to allow the charter school to modify its budget. > The applicant believes that the monthly monitoring of comparative r~portingof budget to actualrevenue~ and expenses as compared to the plans and goals of the. Charter School by the Superintendent and/or his/her designee will provide a~easoriable process to make m~difications ~o the budget in an orderly fashi~n. The data; along with organizational knowledge from the leadership of the Ch~rter School, will provide a reasonable basis forthe professional judgments related to blJdg~t modifications. (c) Capital assets and investment projections should be considered using the accrual basis of accounting. For further information, visit the following web page, and select Financial Accountability System Resource Guide (FASRG) Module 2, Budgeting. http://www.tea.state.tx.us/index4.aspx?id=l222 > The applicant believes after reviewing documentation found within the FASRG Module 2, Budgeting and past financial audit report that the budgetary requirements associated with capital assets involve. the budgeting.for depreciation which is not a cash transaction but is required under the accrual accounting method. The applicant will adhere to the $5,OOOunit value definition for capital assets and willbudget for depreciation expense as appropriate; As the applicant wisely uses conservative estimates for budgeting purposes, any accumulated actual net asset value in liquid assets will be analyzed for legal and prudent investments and the proper accrual accounting for recognizing any interest revenue not received will be recorded as interest revenue and a corresponding budget for interest revenue will. be budgeted. 7. Refer to FASRG Module lO, Special Supplement to Financial Accounting and Reporting, Nonprofit Charter School Chart of Accounts, to ensure that the appropriate account codes are used. Module 10 is available on the following web page. http://www.tea.state.tx.us/index4.aspx?id=1222 (" .\1" Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Instructions to Complete Budget Worksheet and Template Please print instructions. (B) Budget Worksheet Instructions :lick the "Year_O_Budget_Worksheet" tab to open the worksheet. rhe purpose of the worksheet tables is to provide help with calculating those budget template items that have proved the most difficult :0 calculate in the past. Therefore, tables are provided for calculating several, but not all, budget template items. 1. Name of Sponsoring Entity. Proposed Charter School and School Period Enter the name of the sponsoring entity/charter holder in the following cell. Once you have entered the name here, it row4 will automaticall a THE BETA FOUN[)ATION Enter the name of the proposed charter school in the following cell. Once you have entered the name here, it will rowS row 6 Enter the date range for the proposed charter school's start-up budget in cells 06 and F6 of the worksheet. (For example, enter 08/01/14 to 08/01/15.) 2. ADA Revenue Table rows As stated in item (A)4, year 0 is the plan year with no students. Therefore, for this year 0 budget worksheet, no ADA 8-30 (students in average daily attendance) revenue table entries are needed or required. However, if you choose to, you can use the ADA revenue table to estimate ADA revenue for year 1-5 budget projections. (The table is also included in the worksheet for years 1-5, available in a separate Excel file.) 3. Student:Teacher Ratios Table rows 32-43 rows 38-43 rows 38-43 rows 38-43 The purpose of the student:teacher ratios table is to assist potential charter schools in determining appropriate student:teacher ratios given their circumstances, in accordance with TEC, ?25.111, Student/Teacher Ratios, and ?25.112, Class Size. Because there are no students for year 0, it is not necessary to complete this table. The following instructions apply to years 1-5 and also appear in the instructions for completing those years' budget worksheet. > For each year, enter in column (d) the total number of teachers that are required according to the student:teacher ratio specified in Section 4(i) of the application (Educational Plan). > For each year, enter in column (e) the total number of teachers that have been budgeted for. > For each year, enter in column (f) the number of the application page that corresponds to the information in that row. *** The student teacher ratios should?correspond to those in Section 4(i) of the application (Educational Plan). Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Instructions to Complete Budget Worksheet and Template Please print instructions. 4. Payroll Costs Table (see the application's Attachment D and I) rows 45-66 The purpose ofthis table is to assist potential charter schools in determining reasonable salaries given those of other schools with similar enrollment and circumstances and in determining payroll costs based on those salaries. > Enter the page number from the application associated with each position. > Enter each comparable school's salary for each position (columns [b]-[d], rows 52-65). Column (e) will automatically rows 52-65 calculate the average salary for each position. > For budget year 0 (column [g]), enter the average salary amount from column (e) for each position (or an amount reasonably close to that amount), multiplied by the number of individuals to be employed in that position [column fl. Row 66, column (g), will automatically calculate the total salary amount. > Use the salary amounts from column (g) in determining the amounts to enter in the object code 6100 series cells (starting with row 57) in the year a budget template. 5. Number of Students Served at Comparable Schools (Year 1) Table row 72 Enter each comparable school's number of students served (columns [b]-[d]). Column (e) will automatically calculate the average enrollment. 6. Proposed Charter School's Enrollment Cap Table row 69 Enter the proposed charter school's enrollment cap for each year. 7. Professional and Contracted Services Tables rows 74-97 The purpose of the professional and contracted services (code 6200 series) table is to assist potential charter schools with calculations related to utilities and rentals/leasing. Enter the information asked for. . Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Instructions to Complete Budget Worksheet and Template Please print instructions. (C) Year 0 Budget Template Instructions :lick the "Year_O_Budget_Template" tab to open the template, and follow these instructions. 1. Name of Sponsoring Entity and Charter School. Period row 4 row 5 row 6 Note that the name of the sponsoring entity/charter holder that you entered in the worksheet instructions in (B) automatically appears in cell (D4) ofthe template. Note that the name of the proposed charter school that you entered in the worksheet instructions in (B) automatically appears in cell (DS) of the template. Enter the date range for the proposed charter school's start-up budget in cells D6 and F6 of the year 0 budget template. (For example, enter OS/Ol/14 to OS/Ol/lS.) 2. Summary of Estimated Net Assets and Expenses Report The Summary of Estimated Net Assets and Expenses report provides a brief summary of the data entered in the Estimated Net Assets and Revenue and Estimated Expenses tables. The information in the Summary of Estimated Net Assets and rows Expenses report will be calculated automatically once you complete the Estimated Net Assets and Revenue and 8-25 Estimated Expenses tables. No data entry is required, with the exception of the information in row 11 (Net Assets at the Beginning of the Year). Once you have completed the year 0 budget template, enter the amounts that appear in row 25 (Net Asset Amounts at row 25 the End of Year 0) of this template in row 11 of the year 1 budget template (Net Assets at the Beginning of the Year [Year lll, provided in a separate Excel file. 3. Estimated Net Assets and Revenue * Enter data in the yellow-highlighted areas only. Totals and subtotals will be calculated automatically. * Enter net assets and revenue amounts according to the account codes specified in Module 10 of the FASRG rows 29-53 (link provided in [A]7 of these instructions). '" In each row, enter the applicable account code classification, a description of the net asset or revenue, the dollar amounts, and information on the source of funds, such as cross-references to or explanations or descriptions of verifiable documentation. * Refer to the information in the year 0 budget worksheet in completing this part of the budget template. rows 29-38 rows 42-51 > Enter the beginning cash balance and any start-up capital. > tnter any VerlTIable revenue, sucn as Tunaralsmg revenue. InCluae In me source notes source ana banK statement attachments that can be used to verify revenue. If there are any inconsistencies between the body of the application and the budget, neither the application nor the budget will be accepted, per 19 TAC ?100.10IS (4)(A). 4YI Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget Instructions to Complete Budget Worksheet and Template Please print instructions. 4. Estimated Expenses * Enter data in the yellow-highlighted areas only. Totals and subtotals will be calculated automatically. * Enter expense amounts according to the account codes specified in Module 10 ofthe FASRG rows 55-118 (link provided in [A17 of these instructions). * In the "Source Notes" column, enter information on documentation that can support the expense amounts entered. * Refer to the information in the year 0 budget worksheet in'completing this part of the budget template. rows 57--08 rows 71-83 rows 87-98 rows 101-109 > Enter payroll costs (refer to the information you entered in the budget worksheet). > Enter professional and contracted services expenses (refer to the information you entered in the budget worksheet). > Enter supplies and materials expenses (refer to the information you entered in the budget worksheet). > Enter other operating costs (refer to the information you entered in the budget worksheet). rows 112-117 > Enter debt expenses (refer to the information you entered in the budget worksheet). If there are any inconsistencies between the body of the application and the budget, neither the application nor the budget will be accepted, per 19 TAe ?100.1O15 (4)(A). s. Report and Application rows 8-25 > After you have completed entering information, note that the amounts in the Summary of Net Assets and Expenses report at the beginning of the template have been automatically calculated. Double-check the amounts to ensure that they correspond to those in the application and the rest of the budget template. > Print out the Summary of Net Assets and Expenses report to include with the application submission . .., c-1 _ C LI u I Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: ITHE BETA FOUNDATION Name of Proposed Charter School: IBETA ACADEMY For the Period: I 09/01/13 W \J\ (j) o -h .J: L Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: THE BETA FOUNDATION Name of Proposed Charter School: BETA ACADEMY For the Period: to . 09/01/131 w <}\ Ji o -h .L ..L 1 08/31/ 14 1 Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: THE BETA FOUNDATION Name of Proposed Charter School: BETA ACADEMY For the Period: 09/01/~~J_ to I 08/31j~?1 OJ 0' o ~ ..J: .,L.. 68 69 70 71 72 'W2f!JB$~~qbp"g.!1;1;;f.$.f4J{lfltf4):~~.chQ,9~1~%1%{WI ~1@~~.?,pb~R~gH~1"1$41$t~x1~~QX(~/.,~ 3761 4501 4101i@1~'1:~'ft~i~~4f I I Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: THE BETA FOUNDATION Name of Proposed Charter School: BETA ACADEMY For the Period: to 09/01/131 74 75 (fl ei' o -n ;:. ..c. - Total Professional and Contracted Services (#62 1 1 ???08/31/141 J 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: Vl 15"" to o -I) ..L .J:. .- THE BETA FOUNDATION BETA ACADEMY 09/01/131 to 1 L J 08/31/141 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: (;J () ol o -t; ..t: - ..c THE BETA FOUNDATION BETA ACADEMY 09/01/13f -to - I 08/31/14T J J 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: THEBETAFOUNDATION . BETA ACADEMY 09/01/131- Ii) .I:0 +-> ...s: - ...c. I 59 I 6119 -r 08/31/141 From "Year 0 Budget Wo "Total Payroll Costs (#6100)" Section for Postion #'s Salaries or Wages - Teachers & Other Professional Personnel (j.l to 1 -I 115/798 1/2a/2b/3,4,5,6/7/10/13a/13b, and 115/798 113c) From "Year 0 Budget Wo "Total Payroll Costs (#6100)" Section for Postion #'5 12,636 18/9/11,12/13d,13e, and Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 0 Start-Up Budget NameofSponwringEntl~: Name of proposed Charter School: For the Period: ~T~H=E~B=E~T~A~F~n~U~N~D~A~T~IO~N~~~~~~~~~~~~~~~~~~~~~~ BETA ACADEMY ~~~~~~~~~~~~~~~~~--~--~--~--~--~----~ 09/01/13 to 000 ~ "" V) o -n ;;. ..c - From "Year 0 Budget Worksheet" "#6259 Utilities" Section for "Total 81 6259 I Utilities 82 6269 I Rentals -- Operating Leases 83 I 6299 4,500 51,322 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: tN b El ~ .J:. .J:. I THE BETA FOUNDATION BETA ACADEMY 09/01/131 to 08/31/141 J 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: 11071 6449 IDepreciation Expense J THE BETA FOUNDATION I BETA ACADEMY 09/01/131 to 08/31/141 500 (JJ ~ ..J 0 -I) ~ - .;:. 750 $250,000 StartUp requiring Debt Se 8.750 7.0% for 6 months Attachment Budget for First 5 Years of Operation Application for an Open-Enrollment Charter School- Eighteenth Generation WORKSHEET y ~"r-S ~ (} J) o -lj ...c .L ..- start u? '$"'100 I ~t.fi, l ':lo t- fA. (\J... p~, f,S ~"SCI > ~~ J 7 c.. 'f 't f!.a. r ~,o , "3 "13, 3),N(~Yfi!f!!I(#!;!f!;.propDaatl,Cfiii1:erTc~EnrDifi118i1fca~' 3961, ~ o o -\-") ..r:. .J:.. 6001- 8001 1,05011,250 Application for an Open-Enrollment Charter School- Eighteenth Generation Estimated Revenues and Expenses - Year 1 Budget Name of Sponsoring Entity: r::1~::-:~:=:-=_B-=~T~_A:-_:=:~:::-:~-:-:_~-:-:.O=-A:-:T::-'O:::-N:-:--------------------------, lJl -l :) -n ..t:. ;: Year 1 1/20 Local Revenues Realized as a Result of Services Rendered to Others Other Revenues from Local Sources Revenues from Co-curricular, ng Services or Activities N .J .,) "J n r:.. }:. Federal Revenues Distributed from the Federal Government Year 1 2120 p oJ P J n .c .t. Services IC:;t::.ff Tllitinn and Related Fees -- Education Tuition -. Public Schools Leases Miscellaneous Contracted Services Year 1 3/20 ml-a ju l-1L'z. Su and Materials and Other Fuels for Vehicles for Maintenance or extbooks Read Materials Materials Food Non-Food Items for Sale USDA Donated Commodities Food Service Su Costs ravel and Subsistence -- Em ravel and Subsistence Students Sti -- ravel and Subsistence and Costs Reclassified Trans Miscellaneous Debt Interest on Bonds Lease lnterest Interest on Debt Interest Other Debt Fees On Year readi materials used eral of-fice su es and materials ravel-and subsistence for the Su Funds for lia insurance, I Includes fees and TCSA dues $5,000' I: Debt Service lnterest 7.0% tandardized testi materials for her - 4/20 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 2 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: THE BETA FOUNDATION BETA ACADEMY 9/1/20151 to 1 J 8/31/20161 .) 1 ~ , II c:. Year 1 5/20 3" Local Taxes Passed from School Districts Local Revenues Realized as a Result of Services Rendered to Others Other Revenues from Local Sources Revenues from Co-curricular, Enterprising Services or Activities Revenues from intermediate Sources Foundation School Act Revenues Revenues Distributed TEA Revenues from State of Texas Government other than Federal Revenues Distributed through Government Entities Other Federal Agencies Federal Revenues Distributed the TEA Federal Revenues Distributed by Other State of Texas Government Agencies (Other than Federal Revenues Distributed from the Federal Government Year 1 From Worksheet 6/20 (? t: Education Maintenance and Utilities Rentals -- Leases Miscellaneous Contracted Services "'~i::Vjmi!ifJi{j;Vf:;;)10$:hm~!! ;;n4} Year 1 7/20 and Materials Gasoline and Other Fuels for Vehicles Buses] for Maintenance and/or extbooks Read Materials Su I reading materials used esti Materials tandardized materials for ber Food Non-Food Items for Sale USDA Donated Commodities Food Service Su General office and materials 0 Costs ravel and Subsistence -- ravel and subsistence for the Su ravel and Students ravel and Subsistence -- ll--h 50 gm, Insurance and Costs Funds for insurance, I Reclassified lncludesfees and TCSA dues 1: Debt Interest on Bonds Lease interest Interest on Debt interest Debt Fees Year 1 3/20 Application for an Open-Enrollment Charter School- Eighteenth Generation Estimated Revenues and Expenses - Year 3 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: J J THE BETA FOUNDATION BETA ACADEMY 9/1/20161 to 1 8/31/20171 \JIl -l ..!) o ~~ ~;~~ ~~~f;~~i~-;~i and Contracted Services -'f") ZJ 6300 24 6400 ...t. Supplies and Materials Other Operating Costs - -- -,.- - -';;~:;;~ 60,000 58,500 - -';;~:;;~ ;~:~;, 60,000 58,500 1.7% 1.6% .J: Year 1 9120 Taxes Passed through from School Districts Revenues Realized as a Result of Services Rendered to Others Revenues from local Sources Services or Activities from ()l c:P o ~ .c. ~~'i';!~!l~1;;:ii~i~~it:;'i::~:;ii1;i;~~:~ili;;;;~it~s:m)~~~i;Yr~f~~i::;iii;;,iif,ill;u;(i;;r;fu;~ta;~~i;~1~~0~~~~:s': -,-,," , ... J:. Year 1 10/20 ll-el-n jo Costs Salaries or Substitute Teachers From "Year 0 worksheet" "To1 Salaries or Wages -- Teachers Other Professional Personnel 7 From "Year 0 Worksheet" T01 Extra - 51: Personnel Salaries or for Personnel From "Year 0 worksheet" "Toi Allowances Social Secu otal Salaries times 0.0145 Health and Life Insurance otal Salaries times 0.0735 orl ..t. ~~:~f 1~ff~:{~;:!!'~ :&!~;K?H1~lk~iiii;@f!:~~li;Wfm~M3i1;f0:{~t{i~1li.J~~!l~E)i:1~~~~~1;:~i':;:~~~1~~i~~j;i;iiil!mHjili~ijj!t;;!lmiffifi;~lliimlh~mlt~ili~g~!illml I :iffjil;aUit~Dmt~n'qijfm~~1~::~jT~~~~;!!t~ign~1tmITmij;Lill;01 Professional and Contracted Services ..t:. Year 1 15/20 General Supplies oJ W?ZiII4J1ft~lJl!115;q50~ :;~";;,!imiii!~iili!]@B~i!ill!;I~!iiii1'(;i)1;p::n~;U!iil'ljiBiimiiiiiiiilITi;'ili;::if:Total[Supplies!andiMate'rials;( 63005): General office supplies and material d3 6"" 0- -t> I I JOO ....t: ..t. 6411 II ravel ana ~uoslstence -- tmployee unlY b,~UU I I=:::~ Travel and Subsistence -- Students Stipends -- Non-Employees Year 1 16/20 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 5 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: THE BETA FOUNDATION BETA ACADEMY 9/1/20181 to J J 8/31/20191 utner ~ources Total Estimated Revenues: $ Ensure that revenues are closely linked to expenses for consistent assumptions, and explain the assumptions used, as applicable. > The applicant has reviewed revenue estimates with current Charter School financial professionals to test for consistent assumptions used within this document~ In ",ddition, where applicable, the expenses are linked to the same consil>tent assumptions as they are used throughout the creation of the budgeting estimates. Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Years 1-5 Budget Projections Instructions to Complete Budget Worksheet and Templates Please print instructions. > Avoid overly optimistic revenue and expense projections (use conservative projections). > The applicant has used a conservative projectionmindset for revenues and expenses. Realistic estimates and ro'ections were used based on rofessional 'ud ment. > Use a budget process that provides periodic (monthly or quarterly) comparisons of budget to actual results so that differences can be acted on in a timely manner when necessary. Include in the periodic review processes to adjust for changes such as those related to inventories, bad debt expense, etc. > e app Icant un erstan. stat t e .u getmg process IS a Iymg communrcatlon too, an It provides a financial internal control structure for all of the financial trclnsactions of the Charter SchooL As outlined within the Texas Education Agenc:y nEA) Financial Accountability System Resc:lUrce Guide (FASRG) under Module #2 on Budget, the applicant accepts the responsibility to update the budget as estimates prove to need adjustments. While the applicant does not intend to accumulate invE!ntories or engag~ in financial transactions that might risk a bad debt expense, the applicant will seek proper pr~fessional gLJidance from TEA docum~ntation and ()utside expertise should the need arise. Asa routine:! course of business, comparative budget to actual reporting will be reviE!\Aied by the Superintendent and staff on a monthly basis and such review will be shared with and reported to the Charter Schoo! Board of DirectOrs .. Management decisions and actions will be taken as necessary when budget toadualcomllarisol1~ result in differences inconsistent with the plans and goals of tile Charter > Put in place a reasonable process to allow the charter school to modify its budget. '....... :. : . . '>' .. , ..... .... . . o > The applicant believes that the monthly monitoring of comparative reporting of budget to actual re"enue~ancl expenses as.compared to the plans and goals ofthe Charter School by the Superintendent and/or his/her designee will provide a reasonable process to make. modifications to the budget in an orderlYfashion. The data, along with organizational knowledge from the leadership of the. Charter' School, will provic:le a reasonable basis for the professional judgments related to budget modifications. '. . . (c) Capital assets and investment projections should be considered using the accrual basis of accounting. For further information, visit the following web page, and select Financial Accountability System Resource Guide (FASRG) Module 2, Budgeting. http:Uwww.tea.state.tx.us/index4.aspx?id=1222 > The applicant believe.s after reviewing documentation found within the FASRG Module 2, Budgeting and past financial audit reporuhat the budgetary requirements associated with capital assets involve the budgeting for depreciation which is not a cash transaction but is required under the accrual accounting method. the applicant will adhere to the $5,000 unit value definition for capital assets and will budget for depreciation expensE! as appropriate. As the applicant wisely uses conservative estimates for budgeting purposes, any accumulated actual net asset value in liquid assets will be analyzed for legal and prudent investments and the proper accrual accounting for recognizing any interest revenue not received will be recorded as interest revenue and a corresponding budget for interest revenue will be Ibu _. 7. Refer to FASRG Module 10, Special Supplement to Financial Accounting and Reporting, Nonprofit Charter School Chart of Accounts, to ensure that the appropriate account codes are used. Module 10 is available on the following web page. http:Uwww.tea.state.tx.us/index4.aspx?id=1222 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Years 1-5 Budget Projections Instructions to Complete Budget Worksheet and Templates Please print instructions. (B) Budget Worksheet Instructions Click the "Budget_Worksheet" tab to open the worksheet. The purpose of the worksheet tables is to provide help with calculating those budget template items that have proved the most difficult to calculate in the past. Therefore, tables are provided for calculating several, but not all, budget template items. 1. Name of Sponsoring Entity. Proposed Charter School. and School Period row 4 Enter the name of the sponsoring entity/charter holder in the following cell. Once you have entered the name here, it will automaticall a ears in the cell in row 4 of the worksheet and all Bud et tem lates. THE BETA FOUNDATION rowS Enter the name of the proposed charter school in the following cell. Once you have entered the name here, it will automaticall a ears in the cell in row 5 of the worksheet and all Bud et tem lates. row 6 Enter the date range for the proposed charter school's years 1, 2, 3, 4, and 5 budgets in cells D6 and F6 of the worksheet. (For example, for year 1, enter 09/01/15 to 08/31/16.) 2. ADA Revenue Table The purpose of the ADA (students in average daily attendance) revenue table is to determine the potential funding for student enrollment per budget year. The per-ADA funding amount provided in row 29 has oeen calculated rows 8-30 conservatively using state averages. As stated in item (A)3, year 0 is the plan year with no students. Therefore, for the year 0 column of the table, no entries are needed or required. For years 1-5, the enrollment numbers should correspond to those on the application coversheet. rows 13-30 Enter the maximum (prekindergarten) or projected (all other grades) enrollment numbers according to grade and year in the applicable table cells (table rows 1-15, worksheet columns E, F, G, H, and I). The amounts for row 30's cells will be calculated automatically. No entries are required. Note the automatically calculated amounts shown for row 30 for years 1, 2, 3, 4, and 5. Enter each of these amounts in the state revenues row (row 42) of the applicable year's budget template. 3. Student:Teacher Ratios Table The purpose of the student:teacher ratios table is to assist potential charter schools in determining appropriate rows student:teacher ratios given their circumstances, in accordance with TEe, ?25.111, Student/Teacher Ratios, and 32-43 ?25.112, Class Size. > For each year, enter in column (d) the total number of teachers that are required according to the student:teacher rows 38-43 ratio specified in Section 4(i) of the application (Educational Plan). rows 38-43 rows 38-43 > For each year,?enter in column (e) the total number of teachers that have been budgeted for. > For each year, enter in column (f) the number of the application page that corresponds to the information in that row. *** The student teacher ratios should correspond to those in Section 4(i) of the application (Educational Plan). 39 \ b 0-9 '-\ '-\ \ Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Years 1-5 Budget Projections Instructions to Complete Budget Worksheet and Templates Please print instructions. 4. Payroll Costs Table (see the application's Attachment D and I) rows 45-66 rows 52-65 The purpose of this table is to assist potential charter schools in determining reasonable salaries given those of other schools with similar enrollment and circumstances and in determining payroll costs based on those salaries. > Enter the page number from the application associated with each position. > Enter each comparable school's salary for each position (columns [b]-[dJ, rows 52-65). Column (e) will automatically calculate the average salary for each position. > For each budget year (columns [g]-[l]), enter the average salary amount from column (e) for each position (or an amount reasonably close to that amount), mUltiplied by the number of individuals to be employed in that position [column fl. If the budget for years 1-5 will include cost-of-living or other percentage increases in salary amounts, factor those increases into the amounts entered in columns (h)-(l). Row 66, columns (g)-(l), will automatically calculate the total salary amounts. > Use the salary amounts from columns (h)-(l) in determining the amounts to enter in the objec.t code 6100 series cells (starting with row 56) in each year's budget template. 5. Number of Students Served at Comparable Schools (Year 1) Table Enter each comparable school's number of students served (columns [b]-[dll. Column (e) will automatically calculate row 72 the average enrollment. 6. Proposed Charter School's Enrollment Cap Table row 69 Enter the proposed charter school's enrollment cap for each year. 7. Professional and Contracted Services Table rows The purpose of the professional and contracted services (code 6200 series) table is to assist potential charter schools 74-97 with calculations related to utilities and rentals/leasing. Enter the information asked for. (C) Year 1-5 Budget Template Instructions , ' , . . , Click the "Yrl_Budget_Template" tab to open the budget template for year 1, and follow these instructions. Follow the same procedures to complete the budget templates for years 2-5. (The budget template instructions are the same for years 1-5.) 1. Name of Sponsoring Entity and Charter School, Period Note that the name ofthe sponsoring entity/charter holder that you entered in the worksheet instructions in (B) row 4 automatically appears in cell (D4) of the template. Note that the name of the proposed charter school that you entered in the worksheet instructions in (B) row5 automatically appears in cell (D5) of the template. Enter the date range for the proposed charter school's year 1 budget in cells 06 and F6 of the year 1 budget row 6 template. (For example, for year 1, enter 09/01/15 to 08/31/16.) Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Years 1-5 Budget Projections Instructions to Complete Budget Worksheet and Templates Please print instructions. 2. Summary of Estimated Net Assets and Expenses Report rows 8-30 row 30 The Summary of Estimated Net Assets and Expenses report provides a brief summary of the data entered in the Estimated Net Assets and Revenue and Estimated Expenses tables. The information in the Summary of Estimated Net Assets and Expenses report will be calculated automatically once you complete the Estimated Net Assets and Revenue and Estimated Expenses tables. No data entry is required, with the exception of the information in row 11 (Net Assets at the Beginning of the Year). Locate the amounts that appears in row 25 of the completed year 0 budget template (Net Assets at the End of Year 0), and enter those amounts in row 11 of this template. Once you have completed the year 1 budget template, enter the amounts that appear in row 30 (Net Asset Amounts at the End of Year 1) of this template in row 11 of the year 2 budget template (Net Assets at the Beginning of the Year [Year 2]). 3. Estimated Net Assets and Revenue * Enter data in the yellow-highlighted areas only. Totals and subtotals will be calculated automatically. * Enter revenue amounts according to the account codes specified in Module 10 of the FASRG (link provided in [A]7 of these instructions). rows 29-53 * Enter in the "Source Notes" column information on the source of funds, such as cross-references to or explanations or descriptions of verifiable documentation. * Refer to the information in the budget worksheet in completing this part of the budget template. rows 35-39 > Enter local support revenues. rows 42-44 > Enter state program revenues. rows 47-50 > Enter federal program revenues. If there are any inconsistencies between the body of the application and the budget, neither the application nor the budget will be accepted, per 19 TAC ?100.1015 (4)(A). 4. Estimated Expenses * Enter data in the yellow-highlighted areas only. Totals and subtotals will be calculated automatically. * Enter expense amounts according to the account codes specified in Module 10 of the FASRG (link provided in [A]7 rows of these instructions). 54-116 * In the "Source Notes" column, enter information on documentation that can support the expense amounts entered. * Refer to the information in the budget worksheet in completing this part of the budget template. rows 56-67 rows > Enter payroll costs (refer to the information you entered in the budget worksheet). 70-82 > Enter professional and contracted services expenses (refer to the information you entered in the budget worksheet). rows 85-96 > Enter supplies and materials expenses (refer to the information you entered in the budget worksheet). rows > Enter other operating costs (refer to the information you entered in the budget worksheet). rows > Enter debt expenses (refer to the information you entered in the budget worksheet). 99-107 110-115 If there are any inconsistencies between the body of the application and the budget, neither the application nor the budget will be accepted, per 19 TAC ?100.1015 (4)(A). Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Years 1-5 Budget Projections Instructions to Complete Budget Worksheet and Templates Please print instructions. 5. rows 8-30 > After you have completed entering information, note that the amounts in the Summary of Net Assets and Expenses report at the beginning of the template have been automatically calculated. Double-check the amounts to ensure that they correspond to those in the application and the rest of the budget template. > Print out the Summary of Net Assets and Expenses report to include with the application submission. (D) Combined 5-Year Budget Template Instr.Llctions Click the IComb_5-Yr_Budget_Template" tab to open the Summary of Combined 5-Year Budget Projections template. 1. Name of Sponsoring Entity and Charter School, Period Note that the name of the sponsoring entity/charter holder that you entered in the worksheet instructions in (B) row 4 automatically appears in cell (04) of the template. Note that the name of the proposed charter school that you entered in the worksheet instructions in (B) rowS automatically appears in cell (05) of the template. Enter the date range for the proposed charter school's years '1-5 budget in cells 06 and F6 of the template. (For row 6 example, enter 09/01/15 to 08/31/20.) 2. Summary of Combined 5-Year Budgets > Enter the estimated total revenues and resources from each of the year 0-5 budget templates in the applicable row 14 column. The total amount for all years will be calculated automatically in the last column. row 16 3. row 18 row 19 row 22 row 25 > Enter the estimated total budgeted expenses from each of the year 0-5 budget templates in the applicable column. The total amount for all years will be calculated automatically in the last column. The annual operating surplus (deficit) amounts will be calculated automatically. The percentage of expenses amounts will be calculated automatically. The cumulative operating surplus (deficit) amounts will be calculated automatically. The percentage of cumulative expenses amounts will be calculated automatically. Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: Name of Proposed Charter School: For the Period: ().) ..D r--> o -n .J; - ...t. THE BETA FOUNDATION BETA ACADEMY to 09/01/131 108/31/191 Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: Name of Proposed Charter School: For the Period: THE BETA FOUNDATION BETA ACADEMY 09/01/131 to 1 08/31/191 32lStudent:Teacher Ratios ~ w o -\J J;. - ..c;. ~c.u-~ Q,.~J PaS"s. S.J.c......t u...r 3'-l-r I l scO, 3~C, >~ 'f I l~-t- 370 C 2. f\.J) 371:) I jr~ 5 73, '3 c:z '-f: I '3 L ~ '57 71 '3., 'f I 'f 0 ~ ~7o I "3~', ($ i 'f I cfoK Lf +i'\ ,710 I ~ g S"I "> I '-f I L{ I :J ~ 37V I 38/I 5ii'/ ~I ~ '} "7D Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: Name of Proposed Charter School: Forthe Period: THE BETA FOUNDATION BETA ACADEMY 09/01/131 to 1 08/31/191 I 1 Vl ,.SJ ..:.r: 0 -\'J ...c ..r;. - r157.r!-:l~~W@J,.wy,:t;,:;z;t1r?tProposed CI1~rter?School's? Enrollment'CBp 68 69 396 I 70 71 72 3761 450 600 I 800 I 1,050 I 1.250 Application for an Open-Enrollment Charter School - Eighteenth Generation WORKSHEET Name of Sponsoring Entity: Name of Proposed Charter School: For the Period: ------- THE BETA FOUNDATION 09/01/13T BETA ACADEMY to -108/31/191 Total Professional and Contracted Services (#6200) o -D o~ ~ ~ L ~85~ ~ '~ ~"~ A~ .~ V~ ,~,~ o~V!'~ 4~ _'~ ~4.~i?'"'i~ i?~-~!e~!- i~ w~ '~ -~ i"'~ '~ ~ ~?'<~ ~ i-~ ~ -~ $~7~ t~ ~i~Y<~ v~ ~?~ ~ ~-~i~i~ ~ \~ t~ "?~ ?!~i'~ ie!~!_/~-~!~i~!~~w~~~~!~~~~~~~~~~~i'mi~~~~~~i~~~~~~-~~~~~~~~~~!i~~~~~~!!!i~~~~~iii!~~~~~~~~~~~~jtI:~~~iS~~==~~~~~ -~ ..t 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: THE BETA FOUNDATION BETA ACADEMY 09/01/14T to I -r 1 08/31/151 ~ (5' o -\} ..t. .J:. raYIUIi \".V.:lL.:J Prnf~u::c;;inn::" ;\nn rnntrArtpn c;,PM/irpc:: .J./~...J,J..,L.....J..L .J-,J...J.J.,L.....J..L ~Lln ~nn ~LLn c:nn 17 QOL 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: v.> ...0 -J o -h ..t. -C.. THE BETA FOUNDATION BETA ACADEMY 09/01/141 to -I J 1 08/31/151 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: CN -0 -tlO o 11 ...t. ....c. THE BETA FOUNDATION BETA ACADEMY 09/01/141 to I 1 L 08/31/1sj 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: THE BETA FOUNDATION BETA ACADEMY 09/01/141 to oJ ...0 ...0 o -\j ..r:. ...c. - 19,800 1 1 08/31/151 -' 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: THE BETA FOUNDATION BETA ACADEMY 09/01/141 to -r J I 08/31/151 required meetings, recruiting staff, and rs. building liability insurance, D&O and fire and hazard building L- a o o -h ,...t. - ...t. Debt Service Interest 7.0% funds amount Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses- Year 2 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: .J: o - o "h ....r. - ..c THE BETA FOUNDATION BETA ACADEMY 09/01/151 to 1 I I 08/31/16 1 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 2 Budget - Name of Sponsoring Entity: Name of proposed Charter School: For the period: ..t:. ~ o 17 J: ..c THE BETA FOUNDATION BETA ACADEMY 09/01/151 to 1 -I J - 08/31/16 1 Application for an Open-Enrollment Charter School- Eighteenth Generation Estimated Revenues and Expenses - Year 2 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: J:. () lJ.) o -t? ..r: ..J:. THE BETA FOUNDATION BETA ACADEMY 09/01/151 to 1 1 I 08/31/161 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 2 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: J THE BETA FOUNDATION BETA ACADEMY 09/01/151 to 1 1 08/31/161 0.75 per square foot * 1.15 for a ir 25,875 J: o ,..J:. o -h .L ..t:. 30,000 96 I 6399 I General Su 9,000 increase in costs from Year 1 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 2 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: ...t o 0\ o tJ ..J:. .J:. - THE BETA FOUNDATION BETA ACADEMY 09/01/151 to I 1 L 08/31/16j Application for an Open-Enrollment Charter School- Eighteenth Generation Estimated Revenues and Expenses - Year 3 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: .r: C1 ~ ~ .r. ;:. - THE BETA FOUNDATION BETA ACADEMY 09/01/161 to 1 I 1 08/31/171 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 3 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: ..t. o .....J o -n -I: -I: from the Federal Government THE BETA FOUNDATION BETA ACADEMY 09/01/161 to I J 1 08/31/171 Application for an Open-Enrollment Charter School- Eighteenth Generation Estimated Revenues and Expenses - Year 3 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: ...r:. o OJ ~ ..r:. - .J:. THE BETA FOUNDATION BETA ACADEMY 09/01/161 to 1 T 1 08/31/171 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 3 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: THE BETA FOUNDATION BETA ACADEMY 09/01/161 to 1 J 1 08/31/171 ,;:. o ....0 o -tJ ..t: ..r:. 40,000 ng and monitoring progress of all students. * 800 students) 000 96 i;I;;;;liS!mHjj;~!~iQ~\ fif@;j\jJj~1~!!i,I;_. Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 3 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: THE BETA FOUNDATION BETA ACADEMY 09/01/161 to 1 J 1 08/31/171 ent and Board Members needed for travel related to required meetings, recruiting staff, and ..c o o 4) .J: ..t:. Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 4 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: ...r: o -1") .L - J::. THE BETA FOUNDATION BETA ACADEMY 09/01/171 to 1 J 1 08/31/181 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 4 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: ...t r.J o -tI .J: ..r:. - THE BETA FOUNDATION BETA ACADEMY 09/01/171 to I I L 08/31/181 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 4 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: - -F 0> o ...;-;:. ..t: ;:. THE BETA FOUNDATION BETA ACADEMY 09/01/171 to I I I 08/31/18 1 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 4 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: .L ..c. ~ ..r: ..L THE BETA FOUNDATION BETA ACADEMY 09/01/171 to ] -I 1 08/31/181 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 4 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: .J: - 01 o -r) ...r: L THE BETA FOUNDATION BETA ACADEMY 09/01/171 to 1 l 08/31/181 1 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 5 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: ..r: E) o 47 ..r. ;::. - THE BETA FOUNDATION BETA ACADEMY 09/01/181 to J 1 1 08/31/191 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 5 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: .J,: J o -b .J:. -t. - THE BETA FOUNDATION BETA ACADEMY 09/01/181 to I J 1 08/31/191 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 5 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: .r. - OJ ~ ..L ..r:. THE BETA FOUNDATION BETA ACADEMY 09/01/181 to -'1 L 08/31/191 Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 5 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: THE BETA FOUNDATION BETA ACADEMY 09/01/181 to J 1 1 08/31/191 .r:. - ~ o 11 ....c. ..r. - 12,500 and monitoring progress of all students. ostudents) * Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 5 Budget Name of Sponsoring Entity: Name of proposed Charter School: For the period: ...t. t--> o o h ..r: ....c. THE BETA FOUNDATION BETA ACADEMY 09/01/181 to I I L 08/31/19J Attachment Combined 5 Year Budget Proposed Charter School Name:1 THE BETA FOUNDATION Sponsoring Entity (Charter Holder) Name:1 Proposed Charter Date Range:1 BETA ACADEMY to 9/1/2013 8/31/2019 J: rV r-J Enter the estimated total revenues and resources from each of the year 0-5 budget templates in the applicable row 14 column. The total amount for all years will be calculated automatically in the last column. row 16 3. row18 row 19 row 22 row2S > Enter the estimated total budgeted expenses from each of the year 0-5 budget templates in the applicable column. The total amount for all years will be calculated automatically in the last column. The annual operating surplus (deficit) amounts will be calculated automatically. The percentage of expenses amounts will be calculated automatically. The cumulative operating surplus (deficit) amounts will be calculated automatically. The percentage of cumulative expenses amounts will be calculated automatically. Instructions -Charter School Applications ..., 2. Y. of L-\ \ \ 212 Application for an Open-Enrollment Charter School - Eighteenth Generation Summary of Combined 5-year Budget Projections Proposed Charter School Name:1 THE BETA F O U N D A T I O N - I Sponsoring Entity (Charter Holder) Name:1 Proposed Charter Date Range:l? ~ f'--J ..L P o -I-J S - J: BETA ACADEMY 9/1/2013 - J to 8/31/2019 1 Attachment Negotiated Service Agreement(s) Attachment R. Negotiated Service Agreement(s) v) Submit, as Attachment R, a copy of the negotiated service agreement(s) with any organization(s) and/or individual(s) that will provide fmancial accounting, payroll, and/or tax accounting services for the proposed charter school. If the charter school intends to enter into such an agreement, and if the agreement is not available on the date that the application is submitted, include a letter of agreement or understanding outlining the terms negotiated to date. Ifthe charter holder does not intend to enter into such an agreement, state this in the attachment. A statement of not applicable will result in this item being considered incomplete and the renwval of the application from the process. The Beta Foundation does not have any negotiated service agreement(s) with any organization(s) andJor individua1(s) that will provide financial accounting, payroll, andlor tax accounting services for the proposed charter school. 426 of 441 Attachment Certificate of Occupancy or Equivalent Certificate THE BETA FOUNDATION 9701 Almeda Genoa Rd Houston, TX 77075 713-337-1049 Attachment S: Certificate of Occupancy Rated Education or Equivalent Certificate A Certificate of Occupancy - Rated Education or Equivalent Certificate has not been acquired. Certificate is pending approval of The Beta Foundation charter application. Once charter is awarded, The BetaFQunClation understands a Certificate of Occupancy - Rated Education or Equivalent Certificate is required. A required certificate will be obtained before serving students at any location.. Respectfully~ 428 of 441 Attachment T . Negotiated Lease Agreement(s), Deed(s) to Property, Earnest Money Contract(s), or Purchase Agreement( s) 429 of 441 Facility Use Agreement Name of School: \~e..to.. Location:9JO\ A\lY\edo.. Phone: Il3 33,- \049 Aco..demJj Ge..OOCL e...J, u This agreement to lease is made and entered into ,Jo...(1 '2 L\ . 2013. between the ChoshnQ \ert'\pie, herein referred to as Leaser, and Beta Academy herein referred to a Lessee. The lease contract is contingent upon the authorization of the charter school by the State Board of Education. The intended lease is to commence on August 1) 2014, and to end July 31,2017. ( by \s-hao teMpi e. agrees to lease to Beta Academy the education facility with an approximate square footage of :; ()! 000 located at Q101 A\ m.eda Getmfor the purpose of operating a pUblic charter school i-tC\..,-SIDf'l. -r)( "'1101S This agreement does not constitute a formal leas contract. Lease contract will be initiated upon approv;;U. of the The Beta Foundation applIcation by the SBOE. Lease Amount $TBD/month 430of441 Attachment Bilingual Education/ESL, Section 504, and Dyslexia Assurances Sponsoring Entity: Proposed Cb-artet School Name: Eighteenth Generation Charter Application Bilingual EducationJESL, Section 504, and Dyslexia Assurances TEC, Chapter 29, Subchapter B, TEG ?12.104(b)(2)(G), and 19 TAe ??89. 1201-.1265 ~equire charter schools to identifY limited EngUsh proficient st\ldents base4 on state criteria and to provide an appropriate bilingual education or English as a second language program cotiducted by teachers certified for such coutse-s. A. The charter h.older certiliestha:t prior to serv.ing students the charter will have policies and procedures in place ensuring that it complieswifu the legal and regulatory requirements concerning idei:ltify'ing -and providing appropriate educational servioes to limited English proficient students. Cheek.one: !EJYes DNo Section 504 ofthe Rehabiiitation Actof1973, 2.9 u.s.c. ?794, prohibits discr.im,ination on the.basis of disability in any program receiving federaj financial assistance. A recipient that opera:t~ a public education pro~ or. aci:ivity ~baIl provide !l- free, appropriate public education to qualiued incliv:iduals. B. The charter holder certifies that priW to serving $tudents the charter will have policies and procedures in place ertsuringthat it contplies with the leg~ and regiIlato:ry requirements concerning identifying and providing appropriate educational services 10 students protected by Section: 504. Cheek (me: . g]Yes DNo TEe ?38.003, TEG ?12.104(b) (2)(K), 19 TAO?74.28 and Section 504 of the Rehabilitation Act of 1973, 29 u.s. C. ?794, require charter schools to identify students 'with dysle....aa ortelated disotders and to provide appropriate educational servIces. C. The charter holder certifies that prior to serving students the charter will have policies and procedures in place ensuring thatit complies with the legal and regulatory requirements concerning idehtifying? and providing appropriate eduC&tional services to. stude.nts with dyslexia_or related disorders, Cbeckone: [gJYes DNo I theun AlUlllal Training Requirements: - - The ?charter holder assures that all ammal training requirements for board membeJ:s and school administrators will be completed in accordance with law a,nd commissioner mles. t Residential Facilities Monitoring mFM) System: - - The charter holder ussur?S that it under,stands that, purSuant to 19 T~.Ad1!dnistrative Code (TAC) ?97.1072, there is a specijicsystemjQ; monitoring sellool districts fll'f.d charter scllOol$ tltat serve students with disabilities who reside in RFs. The charlet lwlderfurther assures ihat it understands that it will he required to repott data related ftj students witli azsabilities re'Sidilzg in REs in TEA's tlata collection system known as RF Tracker and that itm~y be s.ubject to lUIM iI).terventionactivi1;i<;lS and on-site visits based uppn a review of the data it reports or on random or other means ofselection. '1ir- Special RF Tfaifiing: The charter 110lder assures th~ all personnel involve.d with serving students with disabilities residing in an RF and personnel invoivedwith reporting data in RF Tracker will receive training on the RFM system. Page 1 of? 437 of 441 SAS 539-13 RFA 701-13-101 sponsoring Entity: Proposed Charter School Name: ~()\ l-fl do.... of) -\-", Academ~ Admission anti Enrollment i.A The charter holder assures that parents orptospective stud.entswill not be required to f!.ttend an interview or --meeting of any kind prior to admitting andlor enrolling a student, or during the fune in which the student is enrolled. ~The charter holder,assures that volunteer hours~ or payment in lieu of volunteer hours, wiIi not be required of the parent or guardian as a requitement for student admission or enrollment. ~The charter holder assures that there will" be no. specified days designated for eilrollment and/or admission. 1? space is available, a student win he enrolled and admitted on any day at any time of day and must be COlJIlted as. and considered a charterstudentimmediateIy. State law does not allow for a trial enrdl]ment period at a public school. .tl The charter holder assures that no student auditions will be required ptiO"r to enrollment and admission at the --charter school unless the charter.iS origjnally approved by theSti:tre Bo~d ofEducatio;o. (SBOE) as a performing arts school with anaudition component or the warter was amended by the commissioner ofeducation to designate the school a performing arts school with an audition component. ~" {J\ The charter holder understands that a student may be ineligi1?le for enrollment a.t a charter school based on a --history of a criminal offense, ajuvenlle court adjudication, or discipline problemS under Texas Education Code (TEC).Chapter 37, Subchapter A, only ifthe enrollment prohibition. was specifically approved by the SBOE when the charter w