January 31, 2013: 9701 Almeda Genoa Road, Houston, TX ...... AA 'Meeting - '
BreaId'aGt WiI!l Bill' ea
Application CoverSheei Beta Academy
lne Beta Foundation Nante ofSponsoring 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
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Chairperson ofGoverning Body ofSpOnsOringEntiw.Teresa Sones
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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
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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. CoreyAnderson 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
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Ba~hore Med Ctr, 4000 Spencer Hwy, Pasadena, TX77504 3556 Spencer Hwy, Pasadena, TX77504 908 ESoulhmore A\e., Suite 240, Pasadena, TX 77502 3351 Plainview St SuiteA7, Pasadena, TX77504 4002 Burke Rd., Pasadena, TX 77504
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CHURCHES
Central Assembly of God CuHen Baptist Church First BaptistChurch Pasadena FirstUnited MethodistChurch Greater Grace Outreach Church Gulr Gate J.lssembly 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 MinorityBusiness 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 ofCommerce 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 CommunityCenter 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
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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. Anyperson may be present at and pal,ticipate in the meeting. The applicant shallpublish a notice ofthe 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.
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d) Submit, as AttachmentA, 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 schoolpian. The synopsis must identify presenters, provide a summary oftheir comments, and a list ofquestionsfrom 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 ofthe 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 ofthe 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.
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Section 4:
Educational Plan
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4. Educational Plan An applicant shall meet thefollowing operational standards, and anyfailure to maintain ongoing compliance will be considered a material violation ofthe charter contract,
if awarded, and may be groundsfor 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 mustpropose a program that by the fifdt
year ofoperation will serve at least as many students in grades assessedfor state
accountability purposes as those served in grades not assessedfor 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, ifauthorized, will provide to
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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 ofthe following: • 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. • Describe the educational program and the setting that will be used to offer courses to meet the requirements for physical education. • 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
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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 ofproper 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 ofthe curriculum emphasizing traits such as honesty, generosity, and determination. Beta Academy is committed to not only equip students for academic success, but to raise
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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 ofpowerful 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
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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 ofthe 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 ofmathematics 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.
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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 open ended 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
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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 ofmathematics 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.
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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 well informed, critically thinking citizens oftheir world. Social studies prepares students for college and increases critical thinking, problem solving and collaborative skills needed for the workplace. (CCSSO, 2012).
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During the elementary years, students will focus on basic historical events of Texas and American history. The curriculum will help students develop an understanding oftheir 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, in depth 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 ofBeta 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 ofthe state Board ofEducation.
In the classroom, inclusion teachers will ensure that students will receive support and meet the goals oftheir individual educational plans for academic success. Additionally, students identified as having special education needs will receive the same legal rights
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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 ofmoving 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 ofELLs 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 grade level 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:
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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 ofhow 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
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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 ofthe 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 ofthe new words. In week two, 10 additional words will be highlighted from the list in their folder for memorization. At the end ofweek 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 ofhow 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 ofthe 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 ofthe subject.
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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 ofthe 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 oftheir state and at least two historic events associated with their state.
The students will not only be assessed by the completion oftheir 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 ofthe fluid displaced by the object). Their body weight, the weight ofthe
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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 ofthe 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, project based 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
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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 ofheart disease, high blood pressure, diabetes, obesity, and some cancers. Current recommendations are for children to engage in at least 60 minutes ofphysical 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 ofthat 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 ofhealthy 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 ofthe 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 ofmeaningful and enjoyable experiences for children to develop physically, emotionally, cognitively, socially, and creatively, Some ofthe student goals that will be set are as follows: • Recognize the need for regular physical activity
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• Participate in daily activities to develop muscle strength, including stretching exercises • Identify basic body parts used in movement • Participate in physical activities safely and efficiently within a given space • Demonstrate an awareness of space and direction while moving • Demonstrate balance in various positions using different body parts • ManipUlate body andlor props creatively to action songs, dances, and activities • Perform basic locomotor skills • Demonstrate rhythmically the concepts offast, slow, loud, and soft • Move on straight and curved lines • Demonstrate dexterity (hands and feet) • Understand the importance of exercise as a means of achieving physical fitness • Participate in physical fitness activities • Explore ways ofrolling, tossing, and throwing objects of different sizes and shapes • Explore ways of catching and stopping objects of different sizes and shapes • Explore ways to kick various types of balls • Explore ways to dribble various types ofballs • Explore ways to strike objects with the hands or implements • Explore ways to roll, balance, jump, and transfer weight from feet to hands • Explore different types ofrhythmic movements • Develop a positive attitude toward physical activity and exercise • Demonstrate ways to roll, balance, jump, and transfer weight from feet to hands in short sequences • Throw, catch, dribble, volley, and strike objects in activities which require students to be both stationary and moving • Perform short sequences of roll, balance, jump, and transfer ofweight from feet to hands • Demonstrate the ability to work independently as well as with other children
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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 ofphysical 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 ofmovement 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 ofothers 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 ofpersonal 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 extentpossible, 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
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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 ofthe 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 ofsome ofthe health education topics that will be focused on at Beta Academy.
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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 ofthe main topics that will be focused on at Beta Academy: • Eating right and making healthy eating choices • Staying active through extracurricular activities • Spotting symptoms of sickness What to do if one witnesses or are being bullied as well as violence mediation • Positive emotion expression • Methods that prevent sickness from spreading • 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 ofteaching 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 ofthem will be taught. This topic also focuses heavily upon suicidal topics and what to do ifone 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 ofthe 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
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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 ofteachers, students, and administrators conducted by the Gates Foundation found that over 53% ofthe teachers they surveyed do not routinely use technology in the classroom and over halfthe 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 ofteachers 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 oftechnology 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.
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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 ofDirectors 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 ofthe United States are studying Spanish in record numbers. Spanish, too, is becoming ofgreater 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 andpromote 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 ofinstructional hours per day that will be afforded to students.
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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 ofthe teacher in the classroom is the most important factor that a school district can control." Strong continues, "Children aren't born into the bottom oftheir 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 ofkids," 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 ofthe 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.
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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 offrapidly. Ifthe teacher must rely on the oral presentation of material, these techniques enhance learner retention.
• Lecture/Rhetorical Questioning: Talk in 7 to 10 minute segments, pause, ask pre planned rhetorical questions; learners record their answers in their notes.
• Surveys with Exemplifier: Pause, ask directly for a show of hands: 'Raise your hand ifyou agree ... disagree... etc.' or 'Raise your hand ifyou have encountered an example ofthat.' Ask for a volunteer to speak for the response group whose hands are raised.
• Turn to Your Partner and Pause: Ask each students to turn to the person next to them and share examples ofthe point just made or complete a given phrase or sentence.
• 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.
• 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.
• 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.
• Immediate Mastery Quiz: When a regular immediate mastery test is included in the last few minutes ofthe period, learners retain almost twice as much material, both factual and conceptual.
• Story Telling: Stories, metaphor, and myth catch people deeply within, so no longer are listeners functioning as tape recorders subject to the above infonnation
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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. • Short Readings: Blief assignments to read in class (especially effective are contrasting viewpoints). • 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. • 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. • Self-assessment Questionnaires: Short surveys of learner attitudes and values. • 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 ofthe class joins them without comment. • Case Studies: A case study is the factual account ofhuman 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 ofthe situation, its context, and the major decisions that must be made. Rather than expecting
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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.
• 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 ofthe concepts being discussed. • 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 ofthe 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 ofthinking. 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 ofthese 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 ofthese tutorial questions asks for recall offacts or information (didactic questions). • Discoverable Tutorial Questions: These eleven question formulations meet the criteria ofbeing 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. • Description: What did you see? What happened? What is the difference
between ... ?
• Reflection: What was interesting? What was surprising?
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• Analogy: What else does it remind you of? What else does it look like?
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Common Purpose: What is the purpose of...? What is the usual function of...?
• Procedures: How does one normally do... ? How was this done? What is the normal (non-creative) next step?
• Possibilities: What else could... ? How could we... ? If we didn't have, or couldn't use, ..., what could ... ? • Prediction: What will happen next? What will you see? What will be the effect? • Justification: How can you tell? What evidence led you to ... ? • Theorizing: Why is it that way? What is the reason for it?
• Generalization: What is the same about ........ and ...... ? What could you generalize
from these events? What principle is operating? • Definition: What does ...... mean? Defme the word .......... .
• Wait Time: After posing one ofthese 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 ofthe 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. • 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
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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?' • 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 myselfwhen I fIrst read it.' 'I want to hear more about thaL' • Leading Query on Learner's Topic: Ask for clarification of aspects ofthe 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 ofrisk 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 well timed positives in these forms: • 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.
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'I like how complete this is.' (Implies pleasing me is important)
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'Good question.' (Implies some other learner's questions are not good)
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'That's a great welding job.' (Implies a learner should seek the teacher's approval versus 'a correct weld,' which is feedback, not praise)
• 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: • 'You have addressed each item.' • 'That question is probably shared by many here today.' • 'That weld is just like the book.' • Narration: Detail the action a learner takes immediately as it occurs. Narrations usually begin with 'You': • 'You're raising an issue that needs discussion.' • 'You're obviously trying to fit the pieces together.' • 'You remembered the first step.' • Self-Talk: Talk about your own thoughts or prior personal experience.
• 'I have wondered that, too.' 'Questions like that have always intrigued me.' • 'It took me four months to achieve a weld like that one.' • Nonverbal: Communicate your recognition through body language and facial expressions. • Smile broadly. • Thumbs up. • Move to convey excitement and enjoyment. • Personal Feelings: Describe your emotional reactions as a participant learner, a member ofthe group, expressing deep, genuine, personal feeling. • ''What ajoy for me to listen to this discussion!' • 'I am amazed by what you have done.' • '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.)
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• Enjoyment-That was fun!' 'What a pleasure it must have been to do.' • Competence-'You did it!', 'An accomplishment.' • 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.
• 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.
• Round: Each person has a 2 or 3 minute opportunity to express his or her point ofview on a given topic, or passes, while others listen. Used to elicit a range ofviewpoints and build a sense of safe participation.
• 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.
• 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.
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•
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.
• 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.
• Peer Teaching: By explairring conceptual relationships to others, tutors defme their own understanding.
• 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.
• Learning Cells: Each learner reads different selections and then teaches the essence ofthe material to his or her randomly assigned partner.
• 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 ofrelationships among
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participants, and psycho-social adjustment. Ninety years ofresearch and 600 studies show cooperative learning tasks that have clear goals and performance measures result in more high-level reasoning, more frequent generation ofnew ideas and solutions, and greater transfer of what is learned within one situation to another. Cooperative learning groups embrace five key elements: • positive interdependence • individual accountability
• group processing
•
social skills
• 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. • Team Member Teaching: Knowledge Outcomes: Like a jigsaw puzzle, each member ofthe team is assigned a portion ofthe 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. • 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. • Student Teams-Achievement Divisions: Knowledge Outcomes: Learners study the material in groups as above, but instead oftaking a test, learners play academic games to show their individual mastery ofthe subject matter. At a weekly tournament, learners are matched with comparably performing learners from other
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teams. Assignments to the tournament tables change weekly according to a system that maintains the equality of the competition. • 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 ofthe team to review. • 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 ofthe 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 ofthe soundest attitude. • Poster Sessions: Groups ofthree to five students each complete a poster or stand alone 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 ofthe 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 ofperformance, 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
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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:
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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.'
• Objectives are Performances: Performances are actual behaviors or classes of behaviors that indicate the presence ofthe alleged ability that generally are agreed upon by the faculty ofthe 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 ofthe taxonomy that reflects the amount of time allocated. • Requirements are Detailed in Writing: All desired learner outputs, including the criteria for success and relative weights, are clearly specified to learners in advance. • 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 ofbeing connected to learning in delight, illumination, and even rapture have been described in many ways, but none clearer perhaps than by Carl Rogers.
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Openness to Experience in the Here and Now: Being truthful, personally in touch with one's own feelings and current experience.
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• Incorporation into Oneself ofthe Process of Change: Openness to learning opportunities, belief in oneself as an effective leamer, and modeling learning, and its accompanying mistakes, visibly to learners. • 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.
• Step 1. Objective Description ofPhysical Reality: State the facts as you see them: • 'There are 14 misspelled words here.'
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.. 'Since I assigned the class the task, you have asked me four questions.' •
'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 offacts.
• Step 2. Culturally AcceptedMeaning: Describe what a jury or group of informed spectators observing the event would conclude and check that generalization: •
'It hasn't been spell-checked. That true?'
..
'You are using me as the first resource not the handouts or your friends, huh?'
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'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.
• Step 3. Judgments and Personal Reality: After the above have been discussed and agreed upon, the judgments ofboth 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 ofthe 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.'
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Climate Setting: regulate the physical and mental climate. A large portion ofteaching 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% ofclassroom time optimizing the arrangement ofthe physical setting as well as the psychological setting-a climate of collaboration, support, openness, pleasure, and humanity. • Meet the Learner's Needs for Physical Comfort andAccessibility: Insure a comfortable environment where basic needs for all learners are met: lighting, heat, seating. quiet. • 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 ofthe course that have mutual and negotiable responsibility such as seating arrangements, breaks, groupings. • 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 ofall 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. • 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.
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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.
• 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.
• 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.
• Involve Learners in Formulating Their Learning Objectives: Promote attainment of at least a portion ofthe course requirements through flexible contracts by which the learner: • translates a diagnosed learning need into a learning objective, • identifies, with help, the most effective resources and strategies for accomplishing each objective, • 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
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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 ofthe 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
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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 ofpride 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, teacher directed settings (U.S. Department ofEducation, 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,
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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).
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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 ofhow English works while
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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 ofour 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
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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 staffto help monitor student performance and academic achievement. Beta Academy will use each ofthe 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 ofthe 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 ofthe 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'
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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 educationalprogram 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 ofthe States). In addition, it is also noted that low achieving 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 (9 15-2004) 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.
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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 ofEducation 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
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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 oftheir 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
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Technology offers some ofthe 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.
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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
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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 • Showing interest in the material and the students. • Demonstrating enthusiasm, preparedness, thoughtfulness, organization, and flexibility in their presentation. • Learning students' names early in the semester. • Using humor. • 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. • Engaging Students • 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. • Three-minute summary: having a student provide a three minute summary ofthe key points ofthe day's class. • 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
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about others' points ofview and also helps them to be more thorough about defending their own.
•
Class votes: having students vote (by raising hands or using clickers) to see what different positions others' in the class may have.
• The Teaser: Asking a question such as, "What profession would a historical character have today? VJhere would we be today ifwe did not know the structure ofDNA? Current events?" • Using student response systems ("clickers"). • 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. • Distributing props that the students can handle and manipulate. • Using active exercises/simulations and role-plays. • Using case studies that require students to analyze, make a recommendation and defend it • 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 ofthe 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
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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 self esteem and achievement motivation. Academic mentoring is very effective and is one ofthe easiest programs to establish. • 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. • 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?
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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 ifstudents 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
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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 ofthe selection process, they can work with current teachers to develop a profile ofthe 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 ofthe 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 oftheir 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
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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 ofprior 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 ofthe 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
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classroom rosters, so teachers do not have to laboriously pull together information from multiple sources in order to create a data picture oftheir 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).
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Rising to the Challenge Helping students master the content-rich curriculum that is essential to college and career readiness will be the focus ofBeta 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 ofpractices 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.
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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 rationalefor 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-to 30 ratio.
The research behind the importance ofthe 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 ofreading: 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.
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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 ofrigorous 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 oftechnology 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; • Integrating technology into everyday classroom experiences • 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 •
Teachers will further incorporate technology practices into daily activities by: • Using Dropbox as a way ofposting classroom homework, study guide and assignments • Utilizing interactive white boards in every classroom • Checking the weather online as part of a morning routine • Publishing a classroom website with students about information the class has researched or personally created • Using online dictionaries to improve vocabulmy while integrating technology
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• Discovery Education Streaming -an online service that brings lessons into the classroom • 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.
•
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 ofteachers, 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
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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 ofthe regular curricular physical education program provides many positive benefits for middle school and high school students. It is the position ofthe 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 extra curricular 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 ofhigh-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
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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 ofAmerican business enterprise. Encourage members in the development of individual projects that contribute to the improvement ofhome, 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 ofand 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 ofthe 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 ofits primary goals is to provide quality education to the children ofNorthern 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
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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.
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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.
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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-a Pilot 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
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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 ofthe 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
• Allow students to apply mathematical concepts, communication and computer technology skills, and knowledge of economic principles; • Allow students to develop proficiency in basic life skills pertaining to money management, personal finance, banking, commerce and trade, and investments; • Facilitate financial literacy and an understanding ofthe American economic system, Texas' economy, the global economic system, and the effect ofpersonal finance decisions on the national and state economic systems; and • 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 ofthe students.
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Parental Involvement At Beta Academy, we will engage parents at all levels of school life, through general support ofthe 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 onmatters 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: • Suggestions for home conditions that support learning at each grade level • Workshops, videotapes, andlor computerized phone messages on parenting and child-rearing at each grade level • Parent education and other COUl'ses or training for parents (e.g., GED, college credit; family literacy) • 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 • 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: • Conferences with every parent at minimum one time per year with follow-up as needed
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• Language translators • Weekly or monthly folders of student work sent home for parent review, comment(s) and review/follow-up by teacher upon return
• Parent and student pick-up ofreport card with conferences on improving grades.
• Regular schedule of useful notices, memos, phone calls, newsletters, and other communications
• Clear infOlmation on choosing courses, programs, and activities • 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 ofrecruitment. Beta Academy will: • Distribute Project Appleseed's learning compact known as the Parental Involvement Pledge to recruit and organize parent volunteers • Distribute Project Appleseed's Parental Involvement Report Card to help parents evaluate their contributions to their child's success at school • Use the Parental Involvement PledgeNolunteer Information Survey to
identify all available talents, times, and locations ofvolunteers
• Have an active school and classroom volunteer program to assist teachers, administrators, students and other parents/family members be involved and identify needs • 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 • 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:
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• Information for families on skills required for students in all subjects at each grade • Information on homework policies and how to monitor and discuss
schoolwork at home
• Information on how to assist students to improve skills on various class and school assignment • Regular schedule of homework that requires students to discuss and interact with families on what they are learning in class (e.g., TIPS) • Calendars with activities for parents and students at home • Family math, science, and reading activities • 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: • Active PTAlPTO or other parent organizations, school advisory councils, or committees (e.g., curriculum, safety, personnel, and other committees) for parent leadership and participation • Independent advocacy groups to lobby and work for school reform and improvements • Councils and committees for family and community involvement • Information on school or local elections for school representatives • 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: • Information for students and families on community health, cultural,
recreational, social support, and other programs or services
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• Information on community activities that link to learning skills and talents. including SlU11Iller programs for students • Planned. service integration of school in partnership with businesses, civic, counseling, cultural, health, recreation, and other agencies and organizations
• 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 plansfor 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 oftheir 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 ofprograms on student achievement. This process will empower faculty to make data-driven decisions and make dispassionate judgments on the efficacy of each program.
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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: •
Attendance and Tardiness
•
Awards Received
•
CollegeNocational Enrollment, Attrition, Completion and Placement
•
Extracurricular Participation Data
•
Documentation/observation ofprogram implementation
•
Graduate Follow-up Data, including 1 and 5 Year Graduate Survey Data
•
Graduation Rates
•
Rates of Completion of Homework
•
Rates ofVolunteerism
•
Structured observation
•
Student Discipline Data
•
Student Achievement Data/Grades (including longitudinal data)
•
Survey results - numerical ratings and rankings
•
STAAR proficiency level percentage of students
•
STAAR commended level percentage of students
•
Percentage of ILP goals attained by students
•
Standardized test and assessment performance
•
ACT/SAT scores
•
Views ofthe staff involved with the program.
•
Comparison of actual program results with expected results.
•
Reviews of currently available student achievement data
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• Evaluation ofthe 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 ofisolated bits of knowledge," says Maurice Elias, psychology professor at Rutgers University. "Ifyou 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 ofbehavior, 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 ofways. 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
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Beta Academy will use the following academic indicators for the evaluation of the Structured English Immersion Program (SEI): • Scores on end ofyear oral and written English exams Percentage of students meeting goals set in the Individual Learning Plans OLP) • Achievement levels on standardized tests based on performance • Percentage ofBEIESL and special education students who meet standards • Percentage of performance-based assessments as evidenced in portfolio
developed projects
• Percentage of students meeting proficiency level AP and pre-AP exams
The results ofthe 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.
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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: • Student progress over time; • Student engagement (e.g., attend«1ICe, continuous enrollment in school); and • 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 ofproficiencies, usually starting with unsatisfactory and moving up to advanced (McCormick, 2013). Teachers will map each student on a rubric at the beginning ofthe 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 ofthe students overall development.
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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 ofthe 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 ofthe classroom that makes learning come alive. Listed below, we have several strategies to make this an area ofstrength.
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:
•
Knowing the school's attendance policy - incentives and penalties
•
Daily school attendance -legal obligations(truancy)
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• Maintaining daily routines, such as finishing homework and getting a good night's sleep
• Scheduling dental and medical appointments during the school day • Not allowing students to stay home unless truly sick. Complaints ofheadaches or stomach aches may be signs of anxiety • Talk!ng to teachers if they notice sudden changes in behavior. These could be tied to somethlng going on at school
• Checking on their student's attendance to be sure absences are not piling up • Asking for help from school officials, afterschool programs, other parents or community agencies ifyou'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 ofthe 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 oftime 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.
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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 oftheir 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 ofthe 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 oftheir future. For this reason, Beta Academy will be intentional in structuring a program that will offer a variety ofmulticultural experiences while ,
promoting career awareness, fostering appreciation ofthe arts, and helping students to
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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 ofmath, language arts, science and social studies prior to the expected time ofmastery 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.
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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
ofthem, 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.
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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: •
Attendance and Tardiness
•
Awards Received
•
CollegeNocational Emollment, Attrition, Completion and Placement
•
Extracurricular Participation Data
•
Documentation/observation ofprogram implementation
•
Graduate Follow-up Data, including 1 and 5 Year Graduate Survey Data
•
Graduation Rates
•
Rates of Completion of Homework
•
Rates ofVolunteerism
•
Structured observation
•
Student Discipline Data
•
Student Achievement Data/Grades (including longitudinal data)
•
Survey results - numerical ratings and rankings
•
STAAR proficiency level percentage of students
•
STAAR commended level percentage of students
•
Percentage ofILP goals attained by students
•
Standardized test and assessment performance
•
ACT/SAT scores
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•
Views ofthe staff involved with the program.
•
Comparison of actual results with expected results.
•
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 ofthose measurable factors are: •
Ability to complete assignments/projects
•
Ability to collaborate and work well in a group
•
ACT/SAT scores
•
CollegeNocational Enrollment
•
Graduate F ollow-up Data
•
Graduation Rates
•
Pre-SATlPre-ACT testing
•
STAAR mastery (scoring in upper percentile)
•
Student Grades
•
Standardized test and assessment performance
•
Student readiness for college entrance exams
•
Student proficiency in dual-credit!AP courses
Demonstrate Responsibility to the Community and the World
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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: •
Alumni participationiGive-Back programs
•
Classroom participation
•
Club/group participation
•
Disciplinary issues
•
Examining areas ofreoccurring violations/infractions
•
Mentor/coaching collaboration
•
Observable student attitude evaluations
•
Participation in student government/committees
•
Participation in service projects
•
Participation in collaborative efforts with community partners
•
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.
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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 ofmy life, in word and deed."
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Section 5:
Special Needs
Students and·
Programs
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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
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Section 6:
Geographic
Boundary
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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 ofa 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
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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.
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Section 7:
Admissions and
Enrollment
Policies
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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 ofthe year. The application for admission to the school will be available in January, and the deadline will be in February ofthat 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 ofapplicationsfor a grade or class exceeds the number ofavailable spaces. if the number ofapplications 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.
• Application deadline will be in February. IfBeta Academy receives more applications during the open-enrollment than available spaces we will conduct a
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1
lottery.
• 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. • Beta Academy will follow federal guidelines and exempt students of the founders and any students ofthe school teachers. • Beta Academy will print out labels of all students eligible for the lottery. • 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. • 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. • 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. • 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
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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 ofcurrently enrolled students and children ofthe founders and staffas 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 ofthe founders and any students ofthe 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.
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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 ofintent to enroll by the date given will result in forfeiting an available spot.
f.) Ifthe 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. Ifthere are no spaces available these students will be placed at the bottom ofthe 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 ofa criminal offense, a juvenile court adjudication, or discipline problems under TEe Subchapter A, Chapter 37. Note that TEC, §12.131 requires thai the
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4
governing body ofan open-enrollment charter school adopt a code ofconductfor its district orfor each campus.
Beta Academy reserves the right to exclude a student from admission ifthe 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: •
Name
•
Date of Birth
•
Grade for upcorrring year
•
Home Address
•
Telephone Number
•
District of Residence
Parent or Guardian Information: •
Name
•
Relationship to student
•
Telephone Number
•
Email Address
•
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:
•
A birth certificate or another document suitable as proof of the child's identity
•
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
•
A record showing that the child has immunizations as required by state law
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6
Section 8:
Governance
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8. Governance An applicant shall meet the following governing 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.
TEe, §12.120 states, f'A person may not serve as a member ofthe governing body ofa charter holder, as a member ofthe 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 ofthe sponsoring entity and the application preparer to certify that no members ofthe governing body ofthe sponsoring entity or ofthe proposed charter school nor any officers or employees ofthe proposed school have been convicted ofa 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
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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 ofthe 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
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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 ofthe members do not reside within 50 miles ofthe proposed school's designated geographic boundary, the SBOE's approval ofthe charter will be contingent upon the sponsoring entity's establishing a secondary governing body (a governing body ofthe 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) atpp. 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
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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 ofthe 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 oftheir 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.
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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 ofthe 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: • BS in Psychology, Minor in Women's Studies, University of Maryland College, Asian Division (Dec. 2003) • MBA, Concentration in Marketing; Highest Honors (4.0 GPA), Capella University (May 2006) • Diploma of Theology, Highest Honors (4.0 GPA), Texas Bible College, Houston, Tx. (May 200 1) • Who's Who Among Professional Women in Education (2009) • Honors Society: San Jacinto College (2002)
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•
Who's Who in American Colleges and Universities (2001)
• 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 ofthe 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 ofthe vision to educate all children (K-12) through innovation and educational choice.
• Elementary Principal; Life Christian Academy, Houston, Tx. (Aug. 2006 June 2010) • Substitute Teacher(K-12): Department ofDefense School System, Misawa, Japan (Oct. 2003-Sep. 2004) • 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
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and customs and brings extensive knowledge to the organization in reaching, relating, and understanding all nationalities within the PISD community . 2. Teresa Sones:
• BS in Biology, Univ. of Houston-Clear Lake, Houston, Tx. (May 1981) • BA in Chemistry, Univ. of Houston-Clear Lake, Houston, Ix. (May 1981) • MA in Behavioral Science-School Psychology, Univ. of Houston-Clear Lake, Houston, Tx. (May 1993) • Graduate Studies Certification: Associate School Psychologist, Grades PK-12, Texas State Board of Education, Dickinson ISD (1992-1993) • Certification: Day Care Director, Texas Department of Protective and Regulatory Services, Houston, Tx. (Sept 1996) • Vice-President, Gateway Supply Inc., Houston, Tx. (March 200S-Present) • Freelance WriterlEditor (1982-Present) • School Principal, Life Christian Academy, Houston, Tx. (Aug. 1990-July 2008) • School Teacher: Biological & Physical Sciences, Chemistry, General Psychology, Life Christian Academy, Houston, Tx. (Aug. 1998-May 2008) • Director and Tutor, Bay Area Tutoring and Reading Clinic, Houston, Tx. (1993-July 2008)
3. Timothy King: • BS in Chemistry and Biology, St. Mary's University, San Antonio, Tx., Magna Cum Laude (1975) • Project Coordinator: University ofTexas Medical School, San Antonio, Tx., Federally Funded Research Program - Department of Oncology • Research theses: Androgen Receptor in the Rat Brain- Assays and
Properties, accepted and published in the Journal ofthe American
Medical Association
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•
Vice President of International Materials and Service Company, Inc., Houston, Tx. (Oct. 1977)
Tim was responsible for the design and implementation ofthe 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.
• 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. • Board Director: Reach Out America - Non-Profit • Director: lma's Home for Children - Non-Profit • Director: Life Church Houston 4. Susan Nordin: • BA in Ministry, Central Christian University (Nov. 2011) • Associate Pastor: Susan and her husband currently pastor Christian Temple Church in Houston, Texas, where she serves as the Associate Pastor. (2001-Present) • 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
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o Feeding the Community: Serving Food to over 4,000 where over 35,000 pounds of food has been distributed and/or served • Secretary, First Assembly of God, Malvern, Az. 5. Jan Saunders:
• Crowder College, Neosho, MO. • San Jacinto College, Houston, Tx. • Licensed: Texas Real Estate Commission (May 1995 to current)
• RE/lMAX Southwest in Sugar Land, Tx. for over 14 years and has been part ofthe 100% club for several years • Inducted REIMAX Hall of Fame • Member of: Houston Association ofRealtors, Certified Residential Specialist, Accredited Buyer's Representative, Texas Association of Realtors • Jan lived in Saudi Arabia for three years and has traveled extensively throughout the world.
m) Discuss any plans for further recruitment of organizers ofthe 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 ofthe 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.
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• 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.
• 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 ofthe Corporation will consist ofthe 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 ofvote ofthe whole Board. 2) the manner in which officers are selected and removed from office; Article 4.02 ofBy Laws: The Officers of the Corporation will be appointed each year by the Chainnan ofthe 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 ofresignation to the Chairman ofthe 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
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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 ofthe 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 ofthe Board may only be removed upon a two-thirds (2/3) majority vote of all the remaining directors for good cause. Article 3.06 ofBy Laws: Any director or officer may resign from the Corporation by delivering a written letter ofresignation to the Chairman ofthe Board 4) the manner in which vacancies on the governing body are filled; Article 3.05 of By Laws: The Chairman ofthe 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 ofthe term ofthe Board of Directors. A vacancy occurring on any committee may be filled by the Board of Directors for the remainder ofthe 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.
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Governing Body ofthe Charter School (if differentfrom the governing body ofthe sponsoring entity)
Note: Family members who are related within the third degree ofconsanguinity 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 ofthe governing body ofthe cltarter holder to a governing body ofthe 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 ofAttachment D, a notarized biographical affidavit for each member of the governing body of the charter school. Biographical affidavits must be notarized within 90 days ofthe due date ofthis 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
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body ofthe charter holder itself, acting as a body corporate in meetings posted in compliance with Texas Government Code, Chapter 551. Absent a specific -written exception oftbis subparagraph, setting forth good cause why a specific function listed in clauses (i) - (vi) ofthis 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 ofthe 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 ofthe 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 ofpublic 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 ofthe 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 ofthe 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 ofthe 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.
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Attachment D: Biographical Affidavits ofthe 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 ofthe charter school is the same as the governing body ofthe 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 ofthe sponsoring entity. 3) the manner in which members ofthe 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 ofthe sponsoring entity. 4) the manner in which vacancies on the governing body are filled; See 0 (4) above: The governing body ofthe charter school is the same as the governing body ofthe sponsoring entity. 5) the term for which members of the governing body serve; and See 0 (5) above: The governing body ofthe charter school is the same as the governing body ofthe sponsoring entity. 6) whether the terms are to be staggered; See 0 (6) above: The governing body ofthe charter school is the same as the governing body ofthe sponsoring entity.
Other Governance
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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 ofthe school.
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Section9: Human
Resources
Information
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9.
Human Resources Information
a) Submit, as Attachment H, the sponsoring entity's organizational chart The chart should illustrate all current andproposed operations ofthe 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 ofthe 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 ofreading 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:
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• Ensure the implementation of the academic programs outlined within the charter application.
• Perfonn annual assessment ofBeta Academy's alignment to the vision and guiding principles
• Perfonn annual assessment of schools policies and procedures to ensure applicability and verify TEA compliance
• Recruit high performance individuals that share our guiding principles and embrace our vision ofraising reading proficiency and providing a high level of academic excellence • Review student performance and trends on STAAR assessments • Review teacher perfonnance compared to student proficiency • Communicate and champion the guiding principles ofthe Beta vision: Academic Excellence, Teacher Responsibility, Character Development, and Parental Partnerships. • 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. • Ensure compliance ofadministrative policies and procedures • Provide ongoing assessment of academic programs • 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 ofacademic excellence and raising reading expectations. Our staffing and growth approach enables us focus on recruiting the right person for the right
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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 ofBeta Academy.
Beta Academy will: • . Set general policies for school operations in keeping with Texas State law and TEA requirements • Establish operational budget and planning to ensure efficient and effective school operations • Employ a culture of student achievement and teaching of TEKs • Ensure vigilant oversight and judicious negotiation of any subcontracting agreements • Ensure legal and equitable implementation discipline policies • Establish emergency procedures compliant to federal and local laws • Manage school and student information in accordance with TEe law • Ensure employee policies are administered
3)
student attendance accounting reporting requirements;
The Beta Academy CEO / Superintendent will have oversight ofthe 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 ofteachers who have not completed
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the required attendance. When attendance is complete, the results are analyzed by the office staff The parents (or guardians) ofthose 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 ofguidelinesforfinancial 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 ofthese programs are outlined in Section 4.
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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 ofthe 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. • Financial reporting requirements will include (but not be limited to)": • Weekly expenditure reports • Monthly budget and expenditure comparison report • Quarterly financial statements • 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
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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 ofthe guiding principles ofThe 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.
• Every nine weeks a comprehensive student grade report will be sent to parents to provide feedback on the student's academic progress.
• '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. • 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. • 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 ofeach 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 ofteachers and professional employees overseeing the academic success of students. The Beta
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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 ofthe governing body ofa
charter holder, as a member ofthe governing body ofan open-enrollment charter school, or as an offICer or employee ofan open-enrollment charter school ifthe person has been convicted ofafelony or a misdemeanor involving moral turpitude••• " An employee ofan open-enrollment charter school who qualifies for membership in the Teacher Retirement System ofTexas 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 counselorfor an open-enrollment charter school unless the person has been appI'oved by the agencyfollowing 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.
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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©(6)©.
Charter school officers will be required to undergo training as prOVided in 19 TAC, §§JOO.I103-100.1105.
c) Submit, as part ofAttachmentD, 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 ofthe 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.
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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: • Initial Beta Academy indoctrination training on guiding principles, vision, and expectations. • STAAR training • Business office PEIMS training • Training offered by the Charter Resource Center. • American Red Cross training in Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillation (AED) • Leadership development training • Professional development workshops and conferences in the area • 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: • Give employees the opportunity to discuss perfonnance standards, school
expectations, and requirements
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• Provide a means of identifying strengths and weaknesses ofperformance • 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: • Performance rating will be j ob related with peIformance standards developed through job analysis • Employee's job standards will be located on their job descriptions and will be discussed during the appraisal • 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 • Appraisals will be discussed openly with employees and guidance will be provided to help poor peIformance traits
• 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 Staffmanagement 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.
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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 ofchildren 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
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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 ofteacher, 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 oftalented teachers and staff. Beta Academy understands the importance ofhaving 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
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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: • Initial Beta Academy indoctrination training on guiding principles, visio~ and expectations • Instruction on Classroom Management including student discipline • Special Education and Gifted and Talented as required • STAAR training • Understanding students with special needs • Training offered by the Charter Resource Center. • American Red Cross training in Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillation (AED) • Leadership deVelopment training • Teacher oriented workshops and conferences in the area • Beta Academy will strive to partner with University ofHouston or other local institutions ofhigher learning for reduced tuition on educational training courses • 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: • Give employees the opportunity to discuss performance standards, school expectations, and requirements • Provide a means of identifying strengths and weaknesses ofperformance
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• 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: • Performance rating will be job related with performance standards developed throughjob analysis • Employee's job standards will be located on their job descriptions and will be discussed during the appraisal • 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 • Appraisals will be discussed openly with employees and guidance will be provided to help poor performance traits • 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: •
Exceeds Expectations;
•
Proficient
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•
Basic
•
Below expectations
•
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 staffpositions 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 stafffrom 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.
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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: • Give employees the opportunity to discuss performance standards, school expectations, and requirements • Provide a means ofidentifying strengths and weaknesses ofperformance • 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: • Performance rating will be job related with performance standards developed throughjob analysis • Employee's job standards will be located on their job descriptions and will be discussed during the appraisal • 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 • Appraisals will be discussed openly with employees and guidance will be provided to help poor performance traits
• 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 ofrequired reporting. This evaluation will occur annually by the CEO I Superintendent.
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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
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SectionlO:
Business Plan
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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 ofthe charter contract,
if awarded, and
may be groundsfor 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 ofan appropriate business plan which includes: L a briefnarrative ofthe growth planjor the firstfive years ofoperation ofthe proposed school that matches all projections included in the budget and considers the potential expansion ofcompetition in the areafor the same studentpopulation; ii. a list ofrisk factors, with briefexplanations, that couldjeopardize the viability ofthe proposed school; and iii. a list ofsuccessfactors, with briefexplanations, 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% ofthe new student population and provides a conservative growth plan.
Our vision and core competency is developing future leaders with a high level ofreading
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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 ofrisk and opportunity for fISCal and business accountability. The sponsoring entity ofBeta Academy not only believe that the opportunities outweigh the risks, but have also developed mitigation plans to handle the risks should they occur.
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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 ofjudicial 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. • Administrative staff: Ensuring the proper number of qualified staff is identified and competitive salaries are planned. • 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
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• Initial staff development: Training and orientation is accounted for in the salary plan. • 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.
• 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
• 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. • Professional servicesl consultants: Supplier agreements for business services, fmanciaI reporting, special education, student testing, andlor technology will need to be established. • 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% ofthe 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.
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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 staffto 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 ifthey 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.
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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: • 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 • Councils and committees for family and community involvement • Infonnation on school or local elections for school representatives • 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: • Information for students and families on community health, cultural, recreational, social support, and other programs or services • 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 • 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
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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: •
Parent partnerships as part of our Core Values are described previously question 2. C
•
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 ofthe 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 existencefor at least a year and an audit report is not available, provide one ofthefollowing:
1) an unauditedfinancial statement consisting of • an unaudited statement offinancial position. • an unaudited statement ofactivitie~~ and • an unaudited statement ofcash flows (The unauditedfinanCial statements must include a notarized acknowledgement signed by the board chair and chieffinancial officer ofthe
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sponsoring entity attesting to the accuracy and completeness ofthe information provided)
Notes: • 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. • 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. • 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 applicationfrom the process.
Unaudited financial statement is submitted as Attachment J.
d) Discuss any changes in current assets ofthe sponsoring entity since tlte date ofthe 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 ofthe 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 ofthe 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 ofexisting resources properly classified as current assets or obligations that are due on demand or will he due on demand within one year)
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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 ofthe 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 oftIte 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
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i) Submit, as Attachment L? a copy ofthe 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 tofile a complete Form 990 or Form 990-EZ. q the applicant submits the e-Postcard to the IRS, provide, in Attachment L, a copy ofthe information that was provided to the IRS. A copy ofthe 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 ofCharter School Operations l) Provide a statement describing the projected amounts ofstart-up funding. The statement
must identify the amount ofeach source offunds and the specifIC source offUltding (e.g.,
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private donor, charitable foundation, local government, state!federal agency). Charter school applicants should be aware that thefIScal year ofthe charter school should end on August 31. Through a grant application process, federal funds may be availablefor up to 18 months of post-award planning and up to two years ofimplementation. However, start-up funds are .available for no more than three years.
Actualfunding depends on the number ofeligible charters, the completion ofa 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, thefederalfunds 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 ofthefederal 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 ofcredit, loan agreements, documentation ofother 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 ofnot applicable will result in this item being
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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 ofrevenue 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.
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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 expensesfor 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 includedforfive
years (19 TAC §1 00.1 015(1)(B) (tx)). Attacltment P. a budgetfor thefirstfive 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 of180 days per school year.
The budget for thefirstfive 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 orfull day 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
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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 orfull-day (120 minutes ofinstruction per dayfor half dayeligihility or 240 minutes ofinstruction per dayfor full-day eligihility) kindergarten program. If students are enrolled in a full-day program (240 minutes ofinstruction 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 firstfive years ofoperation. 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 of80%. 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
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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 andprogrammatic operations ofthe 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 ofthe operations ofthe Charter School within 120 days after the close ofthe 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 ofEducation. 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.
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u) Discuss the qualifications o/the organization(s) and/or ilzdividual(s). Include a list ofany current orformer 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
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v) Submit, as Attachment R, a copy ofthe 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 ofagreement 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 ofnot 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 processfor awarding a contract/or the construction,
repair, or renovation ofa structure, road, highway, or other improvement or addition to real property. If so, the provisions ofTEC, Chapter 44, Subchapter B, will control in lieu of Subchapter B, Chapter 271, Texas Local Government Code.
Charter holder will adopt the provisions ofthe 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
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Reporting, Nonprofit Charter School Chart ofAccounts. (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 •
Complies with all F ASRG standards
•
TRS TRAQS compliant
•
Texas audit friendly
•
Complies with all required state and federal reports including new
required web based financial reports •
Electronic submissions
•
NACHA compliant for electronic payroll
Integrated
•
Automatic Student Services and Business Applications integration Meets PEIMS requirements with no duplicated data
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•
PErMS submissions does not require merging of data
Business software Includes:
Human Resources
•
Payroll
•
Accounts Receivable
•
Accounts Payable
•
PurchasinglRequisition
•
Inventory & Fixed Asset Management Budget Management
Student software includes:
•
Teacher Grade Book
•
Student Demographics
•
Student Attendance
•
Grade Reporting
•
Student Pennanent Record Transcripts
Individual Student Discipline Reports
Student Health Records
•
Special Education
Scheduling
•
PEIMS
•
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 ofthe software
application and the software version) that the proposed charter school will use, and discuss the
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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 ASRAG. 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 oftheir 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 oftrustees, 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 oftables. 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.
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Facility Management z) Provide the physical address ofthe 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 ofthe 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 readyfor school operations. Identify the dollar amounts ofany renovations and repairs. The location will not require any renovation except what the city code would require for changes ifthere are any. The location is a four year-old building.
ee) Submit as Attachment S the certificate ofoccupancy 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.) Ifa certificate ofoccupancy is notyet available, so state andprovide 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 ofthe 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 ofa
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 ofthe negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s), as applicable. Ifnone ofthese documents is available on the date that the application is submitted, include a letter ofagreement 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 ofnot applicable will result in this item beillg considered incomplete and the removal ofthe application from the process.
See Attachment T
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hh) Identify the individuals who negotiated the lease or purchase ofthe facility on behalfof 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 plansfor free or reduced luncl, and hreakfast progI'anlS.lf10% ofthe students qualifYfor 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.
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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 ofthe National School Lunch Program and the School Breakfast Program as administered by the Child Nutrition Program ofthe Texas Education Agency. If 10% ofthe 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.
.
,.~.,...
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.,
Attachment A
Published Notice
of Public Hearing
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j>age4, Section B, Soot.b Eelt-EIlington Leada; ~,JlIllIIlII'Y 24; 2013
Continued
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Email: Sales@Arl ,:289 of 441
Attachment B
Synopsis of
Public Hearing
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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 ofthe 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 ofthe 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. • 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. • 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.
• 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. • 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. • Does that area include children from Pearland? We plan on opening enrollment to Pearland students as well. • 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. • Will you be hiring degreed teachers? Yes. • Does the government pay for only tuition or does it include facilities as well? The government funding is for everything. • 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. • 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 ofBeta Academy will be on academics.
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•
Are you able to have a program for gifted and talented students? This is a strong possibility. These areas will be created out ofneed and as the school grows so will our programs.
•
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,
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Public Hearing January 31J 2013
I Support Beta Academy
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C ~~f\.(Ijct:1~
.s Gttou L.
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Attachment C
Special
Education
Assurances and
Development of
Policies and
Procedures
2340f441
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 ofPolicies 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 ofcharter 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 Ifyou are a member ofllie goV'erning body ofthe 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. ofthe sponsoring entity or the
sponsoring entity is based in Texas).
4. Current hometelephonennmber:
832--656-5841
~~~~~~------------------------------------
5. Education: Dates, Names•. LOcatiO'nSarul Degrees College:
100 2002-Dec20(l3: Univ ofMaryland College, ASiaDiv. 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 ofTheology (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, WO1 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 200I-May 2002: Quality Assun.mre. Representa,th.fe, Asurion
Houston, .'fx
8.. List
an businesses ororganizations 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
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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 oompensationyou 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 ofthe sponsoring entity.
Also
14. Is any relative ,vithin the third, degree ofcopj!anguinity (i.e.• yow parent grandparent. greaf-granpareut, chllcl. grandchild. great-grandchild, sibling.:a:wit.l.JIlC1e. mere, nephew) or: ~ the thlrddegree 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 offile 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 ® No
16. Have you ever been cohvicted ofa 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
I€
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
®
No
S!d
,Ia.f\uo.'( ~
.2013
DatedandsignedtIiis 2Lj dayof 1 hereby c.ertify underp -- ty ofjJe1j1iry that [ am acting on my own bel: lfand that theforegoing 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..c dj
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) CheckaU 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
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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.; 1044Hercules 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 198I-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 thepaSt. State date liceilSe was issued. issuer oflicense. date terminated. reasons for termination: Temporary Certification: Associate SchoolP;;y~ologist (Grades PK-12)•. 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),
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SAS539-13 RFA 701-13-101
12. During the last 10 years~ have you ever heen 1:efu~ a p!'
(i" No
If yes, give details:
13. WiUyou be employed by or contract with the sponsoring entity, the charter sChool, or the Jllal1aW!lent company ofthe school?
('; Yes
@:' No
Ifso, please state the cOmpensation you expect to receive_\L -_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
~
14. Is any relative within the third degree ofoonsanguinity (i.e.., yOt!r parent, grandparent, great-gTanparent, child, grandchild, great-grandchild, sibling, aunt uncle, niece, nephew) or within the :ihird Qegree of affinity (i.e.. your spouse or your spouse's parent, grandparent,. great..granparent,. 'child" grandchild, great-grandchild, ;dbting, aunt,. tmcle, niece, nephew) a member of the governing body ofthe sponsoring enti/;y or of~ ~rning body ofth~ charter school?
C' Yes
~l
No
Ifsor give details:
15. Will any rel~ive(s) within the third 4egree ofco.nsan"auinity Of affinity (See deilnitionsin Question 14 above.) be employed by 91" receive any comp~tion or remun~tion from the sponsoring entity~ charter schoo!, Ql:the management company of the charter school?
o
Yes
(i, No
Ifro, give details:
16. Have you ever been convicted ofa :misdemeanor involving Ill,oraI turpitude; a felo;ny; an offense listed in TEe 37.007(a); or an offense listed in Article 62.01(5) CodeofCrlmiIiiil PrOcedure?
C Yes {4i': No 1f80. give dethlIs:
Page30f'4 243 of 441
SAS539-13
RFA 101-13-101
C
17. Have you ever been adjudged bankrupt?
®
Yes
'No
If50, pleaSe provide the following information.
Number of times adjudged bankrupt:
INone.
Date of each bankruptcy judgment:
'-tN_·O_tA_pp_li_·ca_b_le_ _ _ _ _ _ _ _ _ _ _ _
~========================~
~~_ _ _ _ _ _ _
...J
Desen tion ofthe circumstances sulToundin" each bankru tc : Not·Applicable
18. Have you ever been an officer, ~irector. trustee, investment committee member, key employee, or controlling .stockholder of
l;Uly business,.which. while you oc.cupied any such position or capacity With respect to it, be(:ame insolvent,. declared bankruptcy. or Wl;l,S placed un4er supervision or in receivership. rehabilitation, Iiqilldation or conservatorship?
eYes
~ No
rf SO,. give de'..ails:
,
Dated and signed this .;!. S*'th.y of 9~ 20~. I hereby.certify under penalty ofpeJjitry that 1 (1J'!l qctmg 011 my own behalfand that thldo7t:;gomg statements. are true and correct to the best ofmy knowledge and belief
(Signature ofAffiant)
VERIFICATION
...,.......
State of (8xQ 5 County of
Un tN. s
On this day. R.,Qt:?. .tb~ (name ofWfjant) appeated before .me the undersigned notary public and deposed that he/she exeCuted the above instrument and that the statements ahd answetS Contained tlierein are true and Correct to the best of his/her knowledg¢ and belief.
"k,
Subscribed and s\vorn to before me lhi& ___...3f ...·)·--,,"5~-r--
____ (Notary Public) My commission expires
JEAN;',!e E. HRYHORGHUK
6::t~ (~~ 01 ~
MV ·';t:""~lSSlON EXPIRES
FeBRUARY 15,.2014
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SAS539-13 RFA 701-13-101
Eighteenth Generation Open-EnroDment Charter Applicant Biographical Affidavit (MUST BE TYPED and NOTARlZED) Check all that apply:
[gj Member ofthe governing body ofthe sponsoring entity
[gJ Member of the governing body ofthe charter school
o S chool officer:
:;..N_/A-'--_ _ _ _ _ _ _ _ _ _---'-_--......;(State pol!ition as defined in tEe. §12.1012.)
_ _____________________________________~______
__
FWINmneofSpo~ringEntitr~Th=_e~B_em F_oun~&_ti_o_n
Full Na,me ofProposed Charter School ;:; :B.,;:.eta;:;:.·
=e::.:m:::.!y_ _ _ _~_______________________
. :,:.Acad.;;:'
In coililection with the above-named organization and charter st:hool ~p'plicati~ rherewith make representations and supply
information abOUt myself as hereinafter set forth. (Attach addendum or sepa:tate sheetif Spa~ bert:oll is insufficient to answer any questions fully.) IF ANSWER IS "NO" OR "NONEi'. SO STATE. 1. Full Name (Initials Not Acceptable)
Susan Lorraine Nordin
------~--------------------------------------
2. Have yon ever had your nattle changed, orused another name? Ifyes, give reason for thec~ge:
rm Yes
DNa
"",Marr'i=' :..:.;·a~g~e___________________________________
Maiden name (iffemaIe):.:.:..;A.shcJi=;;;.;oi't=-·_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Other names used at anytime:..:::Sns=an=L..;:.omun='::;·e::..;As=h=:Cto==ft:....·_____________.,...----------------- 3. Current home address: 5809 Wilton Street,. Pearland, Texas 77584 Ifyou are a member oft1!e governing body oftbe spons.oting entity and the sponsoring entity is an Qut-of-state organization. do you reside within 50 miles ofthe geographic hOlIildmy of1P.Q proposed charter school?
DYes
0
No
jgJ .NfA(becanse lam not ~member of :the governing body of'1he sponsoring entity ct:the
sponsoring entity is based in, Texas),
4. Cutrerit home telephonen1ilIlber:
.
. :. 7; .:;13:. . -2;;.:;5: .,.;4. ;:. . ;3:.:1:.: 3.,;:.1_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
5. Edncati9n: Dates. Names, Loca'tioils and Degrees College:
Cei:rtral Christian Universitr. MCPherson, 'Ks; BA: Ministry (2otn)
G.raduate Studies: None
~~--------------------~-~~--------------------------
Othem:
·~N~on=e~
_____________________--_____________~____________________
Page 1 of4 245 of 441
SAS539-13
RFA 701-13-101
7. List complete employment record, including seJf~loyment (Up to an.d including present jobs. positions,. directorates or offie . s farthe ast 10 ears inc]· a dates e 10 addresses and ositions held: CT Church: Associate Pastor, 2001 - Present 9701 Almeda. Genoa Rd" Houston. TX 77075
8. List all businesses or organizations ofwbich you are a partner or in wIrlch you have a maiority interest: lNone
9. List all previous experience with charter schools. Include open..enroliment schools and/or campus'or program charters incli:l(ling dates. charter schools/charter holdetsaddresses and positions held:
Notte
10. List ~ previous el'perienc¢wi'th anY charter scOOol manageme.nt company hwiuding dates, management company, address and position held:
None
11. List any prof~sioru;U, occupational" or vocationallicensl$ issued by any public or govermnentl1Jicensing agency or regulatory authority which you preSently hold Or have fu:ld in the P~t. State: date license. was issued, issuer oflicense. date temiinated, reasons 'foriennination: lNone
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SAS539-13
RFA 701-13-101
12. Duriilg the last 10 years, have you ever been re~ed a prof~siomU. occap,ati~ ot vo~tional1icense by any public or govemmentallicensmg agency or regnlatory authority, or haS such license held by you ever been SUSpended or revoked? (\ Yes
@' No
Ifyes, give details:
13. Will you be employed by or contract with the sponsor.ing entity, the charter school, or the managment company ofthe school?
Co Yes
(i;.. No
IfliO, please state the coinpensmon you expect to reCeive..... 1_ _ _ _ _ _ _ _ _ _ _ _--1
ct to receive for service on the U'ovemm bod· of the.
•
No
If so. please stirte thecompensatiort you expect to receive. t
----1
1-1_ _ _ _ _ _ _ _ _ _ _ _
to receive for service on fue
14. Is anyrela.tive v.ithin the third degree ofeonsanguiDity (i.e., your parent grandparent, great-granparent, child. grandchild, great-grandchild, sibling. uncle, niece. nephew) or within the lhird degree ofaffinity (i.e.. your spouse or your spouse's parent, grandparent, great.:.granparent.. child, grandchild, great-grandchild, $loling, aunt, uncle, niece, nephew) a member of the governing body ofthe sponsoring entity or ofthe governing body pfthe.chart.er I>COOo11
aunt,
C Yes
~.
No
15. Will any relative(s} within the third degree ofCQIl$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 ofa 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
bj the JlBmc~f:
OB
o B. The registered a~ent is an. individual reN;delltofth~ slalewftose ~-
~
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~~
.
The pe:son ~~ins lIti& in!>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. ' . •
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
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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:
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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
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I
THE BETA FOUNDATION
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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:
w
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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
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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 ofAccounts,
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
(link provided in [A]7 of these instructions). rows '" In each row, enter the applicable account code classification, a description of the net asset or revenue, the dollar 29-53 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
> 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
42-51 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 .
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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
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WORKSHEET Name of Sponsoring Entity: THE BETA FOUNDATION Name of Proposed Charter School: BETA ACADEMY For the Period: to . 09/01/131
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Application for an Open-Enrollment Charter School - Eighteenth Generation Estimated Revenues and Expenses - Year 2 Budget Name of Sponsoring Entity: THE BETA FOUNDATION Name of proposed Charter School: BETA ACADEMY For the period:
9/1/20151 to
1
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Application for an Open-Enrollment Charter School- Eighteenth Generation Estimated Revenues and Expenses - Year 3 Budget Name of Sponsoring Entity: THE BETA FOUNDATION Name of proposed Charter School: BETA ACADEMY For the period:
9/1/20161 to
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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:
THE BETA FOUNDATION BETA ACADEMY 9/1/20171
to
Year 1
L
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Local Property Taxes Passed through from School Districts Local Revenues Realized as a Result of Services Rendered to Others Other Revenues from Local Sources Enterprising Services or Activities
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Application for an Open-Enrollment Charter School - Eighteenth Generation
Estimated Revenues and Expenses - Year 5 Budget
Name of Sponsoring Entity: THE BETA FOUNDATION Name of proposed Charter School: BETA ACADEMY For the period:
9/1/20181 to
J J 8/31/20191
utner ~ources
Total Estimated Revenues: $
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. '.......:. : . . '>' .., .....
.... .
. •
> 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 ofEstimated 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:
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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
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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 108/31/191
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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)
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