I. MISSION, KEY DESIGN ELEMENTS, ENROLLMENT, AND...

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CentralAvenueCharterSchoolforAcademicLeadership–NYSEDCharterApplicationNarrative

TABLEOFCONTENTS

I. MISSION,KEYDESIGNELEMENTS,ENROLLMENT,ANDCOMMUNITYa. MissionStatementandObjectives 1b. KeyDesignElements 1c. Enrollment,Recruitment,andRetention 2d. CommunitytobeServed 6e. PublicOutreach 7 f. ProgrammaticandFiscalImpact 9

II. II.EDUCATIONALPLANa. CurriculumandInstruction 10 b. SpecialStudentPopulationsandRelatedServices 17c. AchievementGoals 26d. AssessmentSystem 26e. Performance,Promotion,andGraduationStandards 30f. SchoolScheduleandCalendar 31g. SchoolCultureandClimate 32

III. ORGANIZATIONALANDFISCALPLANa. ApplicantGroupCapacity 33b. BoardofTrusteesandGovernance 35c. ManagementandStaffing 36d. Evaluation 45e. ProfessionalDevelopment 48f. Facilities 50g. Insurance 52h. Health,Food,andTransportationServices 52i. FamilyandCommunityInvolvement 58j. FinancialManagement 60k. BudgetandCashFlow 63l. Pre-OpeningPlan 63 m. DissolutionPlan 65

IV. TABLEOFREQUIREDATTACHMENTSa. Attachment1 AdmissionsPoliciesandProceduresb. Attachment2a InitialSamplesofPublicOutreachc. Attachment2b* EvidenceofPublicReviewProcessd. Attachment3a SampleWeeklyStudentSchedulee. Attachment3b SampleWeeklyTeacherSchedulef. Attachment3c ProposedFirstYearCalendarg. Attachment4 StudentDisciplinePolicyh. Attachment5a* NewApplicantandSchoolTrusteeBackgroundInformationSheeti. Attachment5b By-Lawsj. Attachment5c CodeofEthicsk. Attachment8a HiringandPersonnelPoliciesandProceduresl. Attachment9* BudgetandCashFlowTemplatem. Table1* ApplicantGroupInformationn. Table2* PublicOutreachInformation

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I. MISSION,KEYDESIGNELEMENTS,ENROLLMENT,ANDCOMMUNITYA.MissionStatementandObjectivesAt CASA L, educators, families and community members will provide a communal yet rigorousacademic environment to support our students’ ability to become academically proficient,intellectuallycurious,civicminded&leadershipdriven.

CASALwilldevelopaschoolprogramthatinvolvesthefollowingcoreprinciples:a) Abeliefthatallstudentscanlearnandachieveasaresultofeffectiveteaching,collaborative&

systemicinteractions;b) Acultureclimatethatclearlydefinesandmodelshighexpectationswhileprovidingsystematic

positivereinforcement;c) Universal access to rigorous, standards-based curriculum and research- based instruction

available to each and every child, coupled with targeted interventions for those who haveadditionalneedsasevidencedthroughdata;

d) Acollaborativeproblem-solvingprocessandcomprehensiveassessmentsystemthatusesdatatodetermineandallowsforevidence-based interventionsat theearlystagesofneed, informsinstruction, accelerates student progress and monitors the progress of each student towardgoals;

e) Asystemthatinvolvesfamiliesearly,consistently&meaningfullytoensurestudentsuccess;f) Strongleadershipthatvisualizes,plans,implements,andrefinessystemicpracticesthatleadto

continuousimprovementandincreasedlearning.

B.KeyDesignElementsCASALKeyDesignElementsinclude:a) RigorousAcademicswithIntensiveFocusonCoreSubjects.CASALwillfocusintensivelyona

readingprogramthatbuildsfluency,phonics,decodingandcomprehension,whichgivesstudentsopportunitiestodemonstratethoseskillsinaseparatewritingandspeakingclassfromourinternallydevelopedcurriculum.Wewillcreatemathconfidenceandcompetencethroughdirectinstructionofbasicskills,andrepeatedassessmentofthoseskills;

b) SmallerschoolsizewithinaSeamlesselementary&middleschool.CASALplanstoprovideasmallschoolsizewith300studentsattheESleveland150atthemiddleschoollevelfornineyearsofseamlesseducationinanoptimalenvironment.Wewillmaintainaclasssizeof25studentsorfeweracrosstheyearswithco-teachingmodelwithsubjectmatterandspecialneedslearningspecialistreducingthestaffingratiotoapproximately12:1;

c) Responsiveacademicprogram.CASALwilladdressacademic,social,cognitiveandphysicaldevelopmentalneedsofeachchildateachgradeleveleachyear,byintentionallyincreasingthelevelofindependence,autonomyandacademicaccountability.Wesupportthisbytrainingourstaffoninstructionalmethodsthatareresponsivetostudentacademic,socialandemotionaldevelopment;

d) 21stCenturyBlended/Hybridlearningenvironmentthatmeetsstudentsintheirdigitaleco-system.CASALwillimplementvariousstylesoflearningincludingtraditionalmethods,blended,experiential,project-basedanddigital.Studentswillusedigitalliteracystrategicallytofind&evaluateinformation,connectandcollaboratewithothers,produceoriginalcontent,andusetheInternetandtechnologytoolstoachievemanyacademic,professional,andpersonalgoals;

e) AneffectiveCoreProgramming&ResponsetoIntervention(RTI)frameworkthatincludes

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multi-tieredpreventionstrategies,universalscreening,progressmonitoring,anddatabaseddecisions.Thisframeworkinformsourcore,supplementalandinterventionprograms,isthepracticeofprovidinghighqualityinstructionandinterventionsmatchedtostudentneeds,monitoringprogressfrequentlyandapplyingdatatoimportantinstructionaldecisions.

f) FrequentAssessmentandData-DrivenInstruction.Wewilluseavarietyofassessmentmethodsandinstrumentstogeneratedatathatdetermineshowouracademicprogramcanbestmeettheneedsofstudents.

g) ComprehensiveandIntensiveStudentSupportSystem.Studentswilldevelopasupportiverelationshipwithanacademicadvisorwhoassistswithstudentacademicandsocialgrowth.

C.Enrollment,Recruitment,andRetentionEnrollment.ThemainobjectiveoftheenrollmentplanistoprovideCASALaviableK-8programthatisorganizationallyviableandservesthestudentsandourcommunityinBushwick.CASALbelievesitisimportanttosetpositiveandhighexpectationsforchildrenattheearliestofagessothatitcanmeetourgoalofproducingstudentsmeetingandexceedingproficiencystandardsinallcoresubjectareas.CASALbelievesstronglyintheimportantrolesschoolandclasssizeplayinmeetingtheindividualneedsofstudents.Charterschoolsmustultimatelybalancetheneedfromaneducationalqualityperspectiveforsmallclassroomsizewiththeeconomicrealityofeconomiesofscale—spreadingfixedcostsamongalargernumberofstudents.CASALbelievesitcanbalancebotheducationalqualityandfiscalviabilitywithitsenrollmentplan.

Recruitment&At-Risk/SpecialPopulations.Aspartoftheoutreachplan,theplanningteamwillissuePublicServiceAnnouncements(PSAs)onlocalradiostationsandSpanishlanguagechannels;organizefree,publicinformationsessions,andapproachlocalnewspapers,inbothEnglishandSpanish,toarrangeinterviewsabouttheschool.Theschoolwillbuildawebsiteandutilizesocialmedia(Facebook),aswellastraditionalmeanstoreachthepublicincludingorganizations,programs,advocacygroupsanddoortodoorcanvassinginlowincomehousing,welfareagencies,children’sservices,homelesssheltertotargetEconomicallyDisadvantagedstudents.

CASALwillshowagoodfaithefforttomeetorexceedstateSWD,ELL&FRL/EconomicallyDisadvantagedenrollmentandretentiontargetsthataresetbytheBoardofRegentsortheBoardofTrusteesoftheStateUniversityofNewYorkandanticipatesbeinginlineorexceedingstatetargets.CASALenrollmenttargetsascalculatedbyusingtheNYSEDenrollment/retentioncalculatorareasfollows:ELL:20.3%enrollment/93.1%retention;SWD:16.2%enrollment/91.7%retention;EconomicallyDisadvantaged:93.6%enrollment/90.9%retention.CASALwillconductoutreachtoencouragestudentstoapply.

Whenconductingoutreach,aschoolwillensurethatoutreachwillproactivelyreachouttoareas

Year1(2017-18) Year2(2018-19) Year3(2019-20) Year4(2020-21) Year5(2021-22)Grade Sections Students Sections Students Sections Students Sections Students Sections StudentsK 2 50 2 50 2 50 2 50 2 501 2 50 2 50 2 50 2 50 2 502 2 50 2 50 2 50 2 50 2 503 2 50 2 50 2 50 2 504 2 50 2 50 2 505 2 50 2 50 2 506 2 50 2 507 2 50

total 6 150 8 200 12 300 14 350 16 400

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morelikelytohaveSWD&ELLstudents.SchoolinformationalmeetingswillbeheldinlocationsthatareaccessiblebypublictransportationCASALwillhaveschool-relatedmaterialsavailableinthelanguagesmostcommonlyspokeninthecommunity.ThiswillensurethattheparentsofELLstudents,whothemselvesmaybeLimitedEnglishProficient(LEP),andLEPparentsofnon-ELLstudentscanunderstandtheprogramsofferedbytheschoolandtheprocessforapplying.CASALwillmeetwithandgivemarketingmaterialstopersonnelatNYCDOEFamilyWelcomeCenters,theCommitteeforSpecialEducation5,CB-4&CSD-32CBOsservingSWD,ELLstudents&thoselivingunderthepovertyline(EconomicallyDisadvantagedstudents)intheneighborhoodandvicinity,aswellaslocalorganizationsliketheCOALITIONFORLATINOFAMILYSERVICECommunityOrganization,servingnonEnglishspeakersandimmigrantsandspecialneedsorganizations,suchasUnitedWeStand(UWS)-acommunityorganizationforfamiliesofStudentw.Disabilities(SWD),providingopportunitiesforInformationnetworking,trainingandsupport,educationalanddevelopmentalneedsoftheirchildren.UWSisdirectedandstaffedbyparentswhohavechildrenwithadisability.Toreachfamilieswhoaretraditionallylessinformedabouteducationalchoiceoptions,theplanningteamwillcontactlocalchildwelfareservices,organizationsthatprovideservicesfornewimmigrants,Englishlanguageschools,homelessshelters,fostercarecenters,andorganizationsthatprovidebasiccommunity,support&educationalservicestofamilies.

CASALwilloverseetherecruitmentprocessandenlistsupportfromparentsandadvocateswhomayhaveaccesstonon-Englishspeakingcommunitiesforassistancewithoutreach.CASAL’splanalsoincludedandofferanarrayofon-sitefamilyservices,suchasawellness/nutritionprogram,ESL,specialneedsawarenessprograms,homeworkhelp,civicprogramsandotherenrichmentprogramstoconnectourfamiliesaccesstocommunityresources.Webelievethatofferingtheseservicesalsoserveasarecruitingtoolfortheschoolascommunitymembersseewhattheschoolhastooffer.TheplanningteamwillalsomeetwiththeSuperintendentofCommunityEducationCouncil32(CEC-32),andwillworkwiththeCommitteeonSpecialEducation5(CSE5)locatedat1665St.MarksplaceinBrooklyn,todiscussplansfortheschoolanddeterminehowbesttoaddvaluetotheCommunity’seducationportfolioanddevelopfeederschoolrelationshipswithpre-kprogramssuchasBushwichHeadStart,St.BarbaraHeadStart,JohnCokerDayCare,RoundTableDCC,NewLifeHeadStart,HoraceE.GrenneDCC,BethesdaDCC;

Admissions.CASALwillensurecompliancewithallapplicableanti-discriminationlawsgoverningpublicschools,includingTitleVIoftheCivilRightsActand§2854(2)oftheNewYorkEducationLaw,governingadmissiontoacharterschool.CASAL’scoreapplicationprocesswillrunfromJanuary–Aprilandthenacceptonarollingbasis.CASALwilladvertiseopenregistrationandwillencourageparents,caregiversandstudentswhoneedorwantassistancetomeetwithfacultytoreviewandcompletetherequiredenrollmentpapers.BeforeJanuary,theschoolwilladvertiseopenregistration.AllapplicationsmustbereceivedbyApril1tobeincludedinthelottery.Ifthenumberofapplicationsreceivedexceedsthenumberofavailableseats,anindividualunaffiliatedwiththeschoolwillconductarandomlotteryselectionprocess.Applicants,whoarenotselectedthroughthelottery,willhavetheirnameplacedonawaitlist.Homelessyouth,oryouthwhomaybeunaccompanied,maysubmitanenrollmentapplication.Withintwoweeksoftheadmissionlottery,admittedstudentswillreceiveanenrollmentpacket.Theschoolwillconductadditionaloutreachtoensurethatsufficientnumbersofspecialpopulationstudentsareawareofthelotteryandparticipate.CASALdefines“at-risk”studentsasthosewhoareorhaveeverbeenenrolledinthechildwelfaresystem,arehomeless,haveadisability,areELL,orareattendingaschoolwhereover

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50%ofstudentsperformbelowgradelevelonthestateELAorMathexam.Ifalotteryisnecessary,admissionpreferencewillbegrantedtoapplicantsinthefollowingorder,andwillutilizetheNYSEDweightedlotterygenerator:

• Firstpreferencewillbegiventoreturningstudents,• Secondpreferencewillbegiventosiblingsofstudentsalreadyenrolled.Fordefinition

purposes,“siblings”aretwoormorechildrenthatarerelatedeitherbybirth,thesamefatherormother,bylegaladoptionorguardianship.

• Thirdpreferencewillbegiventostudentswhofallwithintheschool’sdefinitionforriskofacademicfailure.

• FourthpreferencewillbegiventostudentswhoresideinCSD-32.• Remainingslotswillbeavailabletononat-riskapplicantsresidingoutsideofCSD-32.

CASALassuresthatitwillnotrequireparentstoattendmeetingsorotherinformationworkshop,ortosignagreementsorcontractsregardingparentalresponsibilitiesasaconditionofenrollingachildintheSchool.

Retention:CASALapproachwillimplementaclearframeworktoeducateSWD,ELL&EconomicallyDisadvantagedstudentsinastructuredwaythatsetseducationalgoalsforthem,establishespoliciesandacultureforallfacultyandstaff,andensuretherearesufficientresourcestomeetprogramneedseffectively.CASALPersonalLearningPlanswillprovidehighlycustomizedprogrammingforeachstudent.Theprogramandcurriculumstructuresallowthefacultytocustomizethepaceoflearningandaccommodatedifferentlearningstyles,providingextrasupportandthuspreventingfailure.Moreover,manystudentsstrugglingwithtraditionalacademicsoftenhaveextraordinarytalentandskills.CASALwillfocusandbuildonthosetalentsandstrengthstoachieveacademicsuccessforallstudents.TheadvisorforeachstudentwillserveastheprimarypointofcontactforretentionbycollaborativelydesigningandimplementingthePersonalLearningPlanwithandforsaidstudent,tappingsubjectmatterandlearningspecialistsasrequired.Finally,CASALwillfocusonadvisoryandmentorshipframeworkhelpsstudentsmitigatethechallengesandwillallowforgreateraccountabilityanddeeperlearning.

EnglishLanguageLearners(ELLs).CASALwillintegrateliteracyviastructuredimmersionacrossthecurriculumdrawingfromthebestpracticesandsuccessfulresearchedbasedstrategiesofNYCDOE&NYCCharterCenterSpecialELLCollaborative,whichhaseffectivelysupportedEnglishlanguagelearneracrosscontentareas.InstructionwillfollowatieredRTImodelwithCASALcurriculumbeingdeliveredtoallstudents,targetedsupplementalinterventionsbeingprovidedtostudentsexperiencingdifficulty,andintensiveinterventionsbeingextendedtostudentswithlearningdifficulties.DuringthesesInstructionalteamswillmonitorstudentprogressusingdatacollectedfromassessmentstodevelopand/orreviseindividualizedlearninggoals,adjustinstructionalgroups,andrecommendadditionalinterventionsforstudentswhoarenotexperiencingprogress.CASAL’sexperiential&project-basedapproachprovidesbothcooperativelearningandindividualizedsupporttoboostacademicachievementforELLs.Ininstanceswhentherearestudentswhospeakthesamelanguageandoneismoreproficient,theymaybepairedorgroupedsothatwecanleveragepeersupport.CASALwillemploybilingualstaffthatwillincludeSpecializedLearningCoaches/CoordinatorstoprovidetargetedsupporttogeneraleducationteacherstoimplementsuccessfulELLpractices&strategiesincludinghomelanguagesupportandshelteredcontentinstruction.

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StudentswithDisabilities.CASALpersonalizedmodelprovidesallstudentswithpersonalizedlearningplans.CASALwillusearigorousResponseToIntervention(RTI)modelandallstudentshaveaccesstodifferentiatedsupportsincludingassistivetechnology,LearningCoaches,targetedsupportandsupplementalservicesandtutoring.Inadditiontothesesupports,studentswithdisabilitieswillreceiveservicesfromcertifiedspecialeducationinstructors.Wewillrecruitcertifiedspecialeducationteachersandotherprofessionalswhobelievethatallstudentscanachieveandprovidespecializedinstructionandaccommodationstoidentifiedstudentswithinafullinclusionsetting.CASALwillalsoworkcloselywiththeCommitteeonSpecialEducationandadvocacygroupslikeUnitedWeStandandAdvocatesforChildrentoensurethestudentisreceivingallneedssupportsandservicestothrivewithinourschoolmodel.

EconomicallyDisadvantagedStudents(EligibleforFree/ReducedPriceLunch):CASALwillprovidecommunity,college,civicandworkplacelearningopportunitiesthatwilldramaticallyincreasestudents’exposuretocollegeandcareertrajectories&rigor.Thiswillsupportbothretentionandtransitionissuesbyfuelingstudents’aspirations.CASALwillfocusonworkingonschoolculturewithallofourstudentstopracticecommunity,inclusion,growthmindsetandminimizethefeelingsoffrustrationandhopelessnessthatoftenculminateinstudentsdroppingout.Asaculturallyresponsiveschool,wewillacknowledgethelivedrealitiesofourstudentsandworktocultivateacommunityofacademicstrivers.Weprovidereferralstoservicesasneededincludinghousing,etc.LearningCoaches,supervisedbyasocialworker,willdevelopcloseconnectionstostudentsandtheirfamiliestobeabletoconnectthemwithlocalservicesasneeded.Facilitatingconnectionstoafter-schoolprogramswillbeanotherwayofprovidingsupporttolow-incomestudentsandfamilies.Finally,byensuringthatteachersarewellsupportedtoworkwitharangeofstudentsthroughmeaningfulprofessionaldevelopmentanddedicatedcollaborationtime,weincreasethelikelihoodthatallofourstudentswillstayconnectedthroughrelationshipswithskilled,committed,andenthusiasticfaculty&staff.

Student transfer and/or withdrawal procedures. CASA L is a public school of choice, both forapplicationandwithdrawal.Atanytime,aparentorguardianmaywishtotransfertheirchildtoadifferentschool.Aparentorguardianwishingtowithdrawhis/herchildfromCASALwillbeaskedtocompletea request forstudentwithdrawal form.CASALpersonnelwilloffer tomeetwith thefamilyanddiscuss their reasons forwithdrawing fromCASAL,aswellas toseeksolutions toanyproblems that arise from thesediscussions. If theparentsor guardians stillwish to transfer theirchildtoanotherschool,theCASALstaffwillmakeeveryreasonableefforttohelpthestudentfindaschool that better serves the family’s desires. CASA L will ensure the timely transfer of anynecessaryschoolrecordstothestudent’snewschool.CASALwillbackfillanystudentvacanciesoffthewaitlistuptoFebruaryofeachschoolyear.

D.CommunitytobeServedBushwickisaworking-andmiddle-classneighborhoodinthenorthernpartoftheNewYorkCityboroughofBrooklyn.Theneighborhood,formerlyBrooklyn's18thWard,isnowpartofBrooklynCommunityBoard4.ItispolicedbytheNYPD's83rdPrecinctandisrepresentedintheNewYorkCityCouncilaspartofDistricts34and37.BushwicksharesaborderwithRidgewood,Queens,tothenortheast,andisboundbytheBrooklynneighborhoodsofWilliamsburgtothenorthwest;EastNewYorkandthecemeteriesofHighlandParktothesoutheast;Brownsvilletothesouth;and

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Bedford-Stuyvesanttothesouthwest.ItisservedbyZIPcodes11206,11207,11221,and11237.Theinequitiesofeducationarestillprevalenttoday.Bushwick'spopulationin2007was129,980.38.9%ofthatpopulationwasforeignbornThoughanethnicneighborhood,Bushwick'spopulationis,foraNewYorkCityneighborhood,relativelyheterogeneous,scoringa0.5ontheFurmanCenter'sracialdiversityindex,makingitthecity's35thmostdiverseneighborhoodin2007.MostresidentsareLatinosfromtheCaribbeanislandofPuertoRicoandfromtheDominicanRepublic,butmorerecentyearshaveseenanincreaseinnative-bornAmericansaswellasotherLatinogroups,particularlyimmigrantsfromMexicoandElSalvador.In2008theneighborhood'smedianhouseholdincomewas$28,802.32%ofthepopulationfallsunderthepovertyline,makingBushwickthe7thmostimpoverishedneighborhoodinNewYorkCity.Over75%ofchildrenintheneighborhoodareborninpoverty.Bushwick'sdiversehousingstockincludessix-familyapartmentbuildingsandtwo-andthree-familytownhouses.Themedianageofthehousingstockis76years.Over91%ofhousingunitsarewithinaquartermileofapark,andover97%ofhousingunitsarewithinhalfamileofasubway.Medianrentin2007was$795,the40th-highestinthecity.Aboutoneinsixrentalunitsissubsidized,andgreaterthanoneinthreeunitsisrentregulated.4%ofrentersliveinseverelyovercrowdedconditions.Vacantlandfills4.1%ofBushwick,ratingitthe21stmostvacantneighborhoodinthecity.In2007,theneighborhoodhadan18.7%homeownershiprate,thoughroughly1in20ownersof1–4unitbuildingsreceivedanoticeofforeclosure.

PerCharterSchoolLaw,CASALstudentswillreflectthecommunityofBushwickandCommunitySchoolDistrict32(CSD-32).CSD-32islocatedinNorthernBrooklyn.AccordingtothemostrecentNYSEDData,CSD-32studentpopulationispredominatelyAfrican-AmericanandLatino(19%and77%respectively);has87%ofstudentsreceivingfree/reducedlunch;20%areidentifiedasStudentw.Disabilities(SWD)and20%areEnglishLanguageLearners(ELL).

AccordingtotheNYSEDReportCard,in2015,proficiencyratesforstudentsingrade3-8whoscoredatlevel3or4wasasfollows:

NYSED2015ProficiencyData

CSD-323-8aggregate

Proficiency-Lvls3&4

SWDProficiency-Lvls3&4

ELLProficiency-Lvls3&4

EconomicallyDisadvantaged

Proficiency-Lvls3&4ELA 19% 4% 2% 18%Math 21% 7% 5% 20%

E.PublicOutreachCASALenvisionsadynamicrelationshipwiththecommunityinwhichtheschool,thedistrict,communitybasedorganizations,families,electedofficialsandothercommunitymembersworktogethertocreateacommunityoflearningwhichwillensurethatstudentsachieveacademicsuccessandthattheirfamiliesfurthertheirowneducation,inordertoimprovethequalityoflifeforall.CASALbelievestheschoolcanbeusedasanothertoolintheportfolioofcommunitysupportservices,addingvalueandcontributingtothepublicgoodforanunderservedcommunity.Theboardandschoolwillcommittomaintainingclosetieswithinthecommunity-especiallywithorganizationsthatservethechildrenofBushwick.

Parents:CASALhasengagedtheparentandfamilyconstituencyofBushwich(CSD-32)togaugeinterestinanewpublicschooloption.CASALhasconductedlocalcommunityoutreachthroughinfosessionsconductedatvariouslocationsneartheproposedschoollocation.Theeventstookplacein2015-2016andresultedinover230parentinterestsignaturesforCASAL.Giventheimportantrolefamiliescanplayincontributingtoacademicprogress,theCASALintends

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toincreasetheircommitmenttotheschoolanditsmethodsbyinvolvingtheminschoolactivitiesinseveralways.

InfoSessions:TodateCASALhasconducted4informationaleventsandhasaseriesoffutureinfosessionsscheduledforexecutioninAprilandMayof2016.InitialCASALinfosessionswereconductedonSept5,2015,Nov25,2015where113surveyswerecollected.Theinformationinthesesurveyswillinformourproposal.Pleasereferencetheseparentpetitionsin&surveyresultsinsampleoutreachattachment.Ongoingsessionsarescheduledthroughouttheapplicationprocess.

SurveyResults:The1stsetofsurveysgaveusthefollowinginsights:80%offamiliesareinterestedinCASALfortheirchild;42%offamiliessurveyedDIDNOTSPEAKEnglishathome;95%ofstudentstalkabouttheattendingapostsecondaryinstitutionafterhighschool;41%offamilieswouldtakeanactiveroleinthedevelopmentoftheschool;60%ofparentsfelttheirchild’sperformancewasaverageorbelow;48%needcoreacademicsupportincoreelaandmath;42%ofstudentsenjoyhandsonworkasopposedto“bookwork”;32%ofstudentsenjoyclassesthatutilizetechnology;41%ofstudentsneedmorechallengingwork,areboredordisengaged,frustrated,notdoingwell.Inthe2ndsetofsurveys,keytakeawaysforfamiliesincludedadesirefor:aprogressiveschoolmodel;charactereducation;aSTEMbasedcurriculum;afterschoolprogrammingandphysicalactivities.Thisinformationcoupledwithfurtherdiscussionsandplanningwithcommunitystakeholders,willdeeplyinformtheschoolprogramandancillarysupportsthatwillbedevelopedforourstudents.

Asmentionedbefore,thestudentpopulationofCB-4/CSD-32targetpopulationoftheBushwickincludesahighlevelofat-riskstudentswithaverywiderangeofspecificindividualneedsincludingahighnumberofchildrenlivinginpoverty,ahighnumberofEnglishlanguagelearnersandahighnumberofstudentswithdisabilitiesandotherspecialneeds.AccordingtoEricJensen(TeachingWithPovertyinMind),peoplelivinginpovertyareexposedtomanymoreacutestressorsthantheirmoreaffluentcounterparts.Thesestressorscanhavenegativeeffectsonchildrensuchassocialandemotionaldeficitsandalackofbasiccognitiveskills.1Childrenlivinginpovertyneedtoacquirethesocialskillsnecessaryforthemtolearnandtheintellectualskillsnecessarytoperformwellacademically.CASAL’smissionalignswiththesegeneralneedsandrecognizestheimportanceofcultivatingsocialskillsaswellastheintellectualskillsofcriticalthinkingandproblemsolvingthatareessentialtothesuccessfulpursuitoflearningandhighacademicachievement.TheintensedifferentiationandindividualizationofinstructionthatcharacterizestheCASAL’sapproachisparticularlyappropriate,sinceitisdesignedtoassimilateandadapttothespecificneedsofeachindividualinanygroupofstudents.

CASALwilldevelopseveralmeansofcommunicationwithitsparentsandguardians,whichinclude:(1)ParentmeetingsthatareheldatthebeginningandendofeachofCASAL’stwosemesters.Teachersandadministratorswillmeettodiscussprograms,overallprogress,futureplans,etc.;(2)Individualparent/guardianmeetingswithteachersat4timesperyear.Thesemeetingswillbescheduledtooccurduringeachmid-semester(approx.Nov.andApril)followingthedistributionofprogressreportstotheparentsandguardiansofCASALstudentsandwillfocusoneachstudent’sacademicandcommunalprogress;(3)Progressreportssenttotheparents/guardiansofeach

1 Jensen, E. (2009). Teaching with poverty in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

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studentbi-weekly;(4)reportcardssenttoparents/guardians4timesyearly,twiceeachsemester;(5)developmentandmaintenanceofaCASALwebsitethatisdesignedspecificallytopromotecontinuousparentalinvolvementwiththeschoolandthepromotionofemailcommunicationandtheschool’swebsiteaseffectivemeansofcommunication;(6)FacilitatethedevelopmentandcontinuedoperationofanCASALFamilySchoolAssociation(FSA);(7)Standardprocedureforstafftocontactparentsaboutstudentbehaviors(eitherpositiveornegative).Contactcanbemadebyphone,emailorfacetofacemeetings;(8)Developmentandmaintenanceofaschoolclimatethatisfriendlyandinvitingtoparents;(9)implementaprogramofworkshopsforfamiliesinordertoassistthemindiverseareassuchashelpingwithhomeworkhelp,intellectualstimulation,nutrition,financialliteracy,networking,writingworkshops,lifeskillsworkshops,parentingsupportpractices,events&festivals;(10)recruitandhirebilingualstaff;and(11)EnsurealloutreachactivitiesbeconductedinEnglish,Spanishandanyotherlanguagewarranted.

CommunityPartners&Support:Theplanningteamhasrecentlyengagedandmetmanystakeholders,including:parents,CommunityBoard4representatives,Communitybasedorganizations,feederorganizations,healthcenters,specialneedproviders,advocates,blockassociations,faith-basedinstitutionsandelectedofficials.Wearticulateourvisionandhaverequestedmeetingstodiscusspotentialareasofneed,supportandcollaboration.Keystakeholdersincludebutarenotlimitedto:NadineWhitted,DistrictManagerofCommunityBoard4(CB-4),ChairpersonJulieDent&Ms.VirgieJonesoftheCB-4Youth&EducationCommittee;NYCDOEFamilyWelcomeCenter,CommunityBasedorganizationssuchasRidgewood-BushwickYouthCenter,BushwickHomesforChildren,SalvationArmy,BrooklynJusticeCouncil,CoalitionforLatinoFamilyServices.Forafulllistoforganizationspleaseseesampleoutreachattachmentsthatincludesadraftofthelettersentout.CASALhasalsobeenindialoguewithandhasreceivedtheSupportofthefollowingElectedOfficials,CommunityBasedorganizations,institutionsandgroups.IncludedinthisLOIaresamplesofthissupport,whichincludesUSCongressmanHakeemJeffries,NYSSenatorMartinDilan,NYCCouncilmanRaphaelEspinal,BrooklynBoroughPresidentEricAdams,GoodSamaritanGatesChildDevelopmentCenter,BushwickUnitedDevelopmentFundEarlyLearn,BrooklynCommunityParentsHeadStartProgram,FriendsofCrownHeightsEducationalCenter,ConcourseHouseDayCare,ChildCareSmarts,PilgrimChurch&St.PaulCommunityBC.

F.ProgrammaticandFiscalImpactProgrammaticImpact:CASALwillopenwith150studentsandouranticipatedfullenrollmentof450in2023wouldonlyconstituteabout3%ofthedistrictenrollment.Therearecurrently8DistrictK-5schools,2DistrictK-8schools,3CharterK-8Schools(alloperatedbyCMOs).WebelieveCASALwillhavepositiveprogrammaticimpactontheschoolsinCSD-32.

• CASALaddressestherecordedpublicdemandformoreoptionsdemonstratedasbythewaitlistsofothercharterschoolscurrentlyexistinginthedistrict–32studentswaitingforeachavailableseatinCSD-32-.

• CASALprovidesrelieftothedistrictandotherschoolsbytakingit’sequitableshareofstudentswithspecialneeds.

• CASALprovidesreliefandallowsthedistrictclasssizereductionandsmallerlearningcommunitiesinitiatives-CASALcreatesadditionalseatscapacity.

• CASALexpandsonlearningcommunity’sdiversityofschoolsettings,approaches,andmodels-CASALexpandsthecommunity’sportfolioofoptionsforfamilies,aswellascharterdiversitybybeingthefirstnon-cmoschoolinCSD-32.

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• CASALhasthepotentialtopositivelyimpactlocalschoolsbymodelingprogramsandsharingeffectivepractices.Asweintendtoworkwiththesametypesofstudentsasotherschoolsinthearea,oursuccesswillhopefullydrawothereducatorstolearnfromourmethodsandexploreopportunitiestocollaborateinareassuchasprofessionaldevelopment,parentinvolvement,extra-curricularactivities,andcommunitybuilding.

Fiscal Impact: CASALwillhaveminimal fiscal impactonNYCDOEpublicschools.Forpurposesofthisanalysis,CASALexpectsthattheNYCDOEwillhavetotransfer$13,877annuallyforeachchildenrolledduringthe2017-18schoolyear.Thisfigure,alongwiththe“DistrictBudget”figure,isbasedonassumptionsprovided inguidancefromtheNYSED&NYCDOE.Basedonthisguidance,CASALexpectsa0%annualincreaseinboththeper-pupilallocationsandthedistrictbudget.Thenumberofsuchstudentsinthefirstyear(2017-18)willbe150andthefinancialimpactontheNYCDOEwillbe $2,081,550 or 0.008% of the total NYCDOE budget of $27,200,000. In subsequent years, thefinancial impact remains minimal. Over the course of its first five years of operation, CASA L'senrollmentwillreach400students.Asdocumentedinthechartbelow,CASALwillhavelittletonofinancialimpact–afractionofapercentagepoint-ontheNYCoverthecourseofthecharterterm.

FiscalImpactonNon-PublicSchoolsCASA L is not anticipated to have a great effect on these institutions as theCASA L expects thatmanyofitsstudentswillcomefromlow-incomefamiliesthatwouldnothavehadthemeanstopayforhightuitionprivateschools.Whiletheremaybeanimpactonsmall,low-tuitionparochialandprivateschools,itisexpectedtobeminimal.CASALwillmostlikelyappealtofamiliesofstudentsintheexistingpublicschools,sincesuchahighpercentageofthemarenotmeetingstatestandardsandwould benefit from the programsoffered at CASA L. For familieswhohadpreviouslymadetheir choice to send their children to low-tuition parochial or private schools, the option towithdrawtheirchildrenfromthoseschools infavorofhighperformingfreepubliccharterschoolswouldreduceenrollmentofthesenonpublicschools.

II. EducationalPlanA.CurriculumandInstructionCASALinstructionalmethodsandphilosophy:CASALintendstosethighstandardsforitsstudents,staff,andfamilies.Bycreatinganenvironmentthatpromotesacademicandcivicachievements,CASALwillmotivateitsstudentstobelifetimeleanerbygivingitsstudentsthetoolstosucceedintoday’sworld.

AsCASALwillopenasaK-2,weanticipateworkingwithalargenumberofatriskstudents,basedonsocio-economiclevelsandacademicperformance.Inorderforstudentstoachieve,CASALhasdevotedmoretimeontaskthenotherpublicschools.AlongerschooldayandlongerschoolyearwiththepossibleinclusionofmonthlySaturdayclasses(dependentonavailablefunding)willensurethatallofourstudentssucceed.CoresubjectsofEnglishLanguageArtsandMathwillbe90minutesandSciencewillbe60minuteseverydayforK-2;grades3-5willhave90minutesofScience.Coresubjectswillbebalancedby,gym,art,music,andtheatre.Inaddition,timefortutoringandremediationhasbeenset-asideintheweeklyschedule

CASALwillsethighstandardsforitsstudents,staff,andfamilies.Bycreatinganenvironmentthatpromotesacademicandcivicachievements,CASALgivesitsstudentsthetoolstosucceedintoday’sworld.Inordertoserveourstudentswell,CASALwilluseaCommonCorealignedcurriculumas

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theframeworkformostsubjects,includingcoresubjectsaswellasartandmusic.StudentswillalsobeexposedtoLatinthroughouttheirtenureatCASAL.Theschool’scurriculumwillbeenhancedbyCASAL’semphasisoncivic&communityengagement.Wehavesethighexpectationsoncivicresponsibility.Eachyearstudentswilldedicateatleast25hourstowardscommunityservicelearningprojectsthatreinforcecommunity,academic,financial,economicandsocialframeworks.Wewillcontinuetobuildpartnershipswithlocalandregionalorganizationstoexposeourstudentstothelargerworldaroundthem.

InstructionalDecisionMaking:TheExecutiveDirector,DirectorofInstruction,Curriculum&AssessmentCoordinator,classroomteachers,andmembersofthestudentsupportdivisionwillbeinvolvedintheinstructionaldecision-makingprocess.Theteacherwilladministertheclassroomassessment.Withinaweek,thedatafromtheassessmentwillbe“crunched”andadatameetingwillbeheldwiththeteacher,AccountabilityandAssessmentCoordinatorandDI.Duringthedatameeting,theresultswillbeanalyzedanddiscussedtodeterminewhichacademicstandardsneedtobere-taughtattheindividuallevel,thesmall-grouplevel,orthewholeclasslevel.Theteacher,AccountabilityandAssessmentCoordinatorandDirectorofInstructionwilldiscusstheimplicationsforinstructionandmakeare-teachingplan.Thismayincludepilotingnewmaterials,orre-allocatingtheamountoftimespentteachingaspecificstandard,orreviewingdifficultconcepts.Studentswhorepeatedlystrugglewithconcepts,asmeasuredbytheassessments,willbeprovidedwithadditionalservicesthroughtheAccountabilityandAssessmentCoordinator.S/he–inconjunctionwithinstructionalleadership–willdeterminethetypesofremedialsupportbestsuitedtothestudents’needs.Achievementdataofthestudentsreceivingtheadditionalsupportwillbecloselymonitoredtodeterminetheextenttowhichtheywillrequiretheadditionalskillstrengtheningstudytimewiththelearningsupportteam.ResponsetoIntervention:AttheheartofCASAL’smissiontomeettheneedsofalllearnersisaneffectiveResponsetoIntervention(RTI)framework.ThisframeworkinvolvesorincludesourmorningtutoringandaninterventionprogramthatsupportsthecurriculummodelthatispracticedinCASAL’sclassrooms.RTIisthepracticeofprovidinghighqualityinstructionandinterventionsmatchedtostudentneed,monitoringprogressfrequentlytomakedecisionsaboutchangesininstructionorgoals,andapplyingchildresponsedatatoimportantinstructionaldecisions.(Batscheetal.,2005).RTIisaprocessbywhichindividualclassroomLearningCoachesandcollectiveschoolsystemsmeetstudentneeds.TheRTIframeworkincludesmulti-tieredpreventionstrategies,universalscreening,progressmonitoring,anddata-baseddecision-making.ManymistakenlybelievethatRTIisaspecialeducationinitiativewheninfactitisageneraleducationinitiative.

CASALhasadoptedandisheighteningitscapacityofmodelingthecoreprinciplesofRTIwhichinvolvethefollowingelements:• Abeliefthatallstudentscanlearnandachieveasaresultofeffectiveteachingand

collaborative,systemicinteractions.• Acultureandclimatethatclearlydefines,models,andteachesbehavioralexpectationswhile

providingsystematicpositivereinforcement.• Universalaccesstorigorous,standards-basedcurriculumandresearch-basedinstruction

availabletoeachandeverychildcoupledwithtargetedandintensiveinterventionsforthosewhohaveadditionalneedsasevidencedthroughdata.

• AcomprehensiveassessmentsystemthatallowsCASALtointerveneattheearlystagesofneed,

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informinstruction,andmonitortheongoingprogressofstudentlearning.• Acollaborativeproblem-solvingprocessthatusesdatatodetermineandselectevidence-based

interventionsthatacceleratestudentprogresstowardtargetedgoals.• Asystemthatinvolvesparentsandfamiliesearly,consistently,andinmeaningfulwaysto

ensurestudentsuccess.• Strongbuildingleadershipthatvisualizes,plans,implements,andrefinessystemicpracticesthat

leadtocontinuousimprovementandincreasedstudentlearning.

CASALcontinuestobuildtheinfrastructureandsystemsbehindthepracticethatfostersaseamlessflowoftheinformation,feedback,andresourcesneededtopracticeRTIeffectivelyandtrainleadersandstafftounderstandandimplementitwithefficacy.Wearepayingparticularattentionto:• Increasingthecapacityofknowledgemanagement/assessmentsystemthatprovidesboth

universalscreeningaswellasprogressmonitoringinformation;• Developingaclearlydefinedandtieredarrayofincreasinglyintensiveinterventions;• FurtherdevelopingandarticulatingourCCstandards-basedcurriculumimplemented&

research-basedinstructionalstrategieswithfidelity;andaproblem-solvingmechanismtomonitorandmatchstudentneeds

AtRiskStudents:TheCASALapproachtomeetingtheneedsofstudentsat-riskofacademicfailureisacombinationofhighacademicexpectations,standards-basedinstruction,extendedtimetoteachmathandELA,andongoingandregularassessmentstomeasurestudentachievementofthestandards,andre-allocatingresourcesbasedonthedatayieldedbytheassessments.OurAssessmentmanagermonitorsstudentdataonstandardizedassessmentsandin-housedatacollectiontools.BecausetheNewYorkstateexamsbegininthirdgrade,theschoolhasK–2studentstaketheappropriateliteracyassessmentsanduseappropriatereadingprogramstomonitortheseyoungerstudents’readingprogress.

ThroughouttheirK-8careeratCASALstudents’readingcomprehensionandaccuracyareassessedfrequently.InmathandELA,studentsareassessedatallgradelevelsthroughmathinterimassessmentsthatarealignedtotheNewYorkStatemathstandards.Thedatafromalloftheseassessmentsprovidesteachersandadministrationwithregularwaystoidentifystudentswhoareperformingbelowgradelevel.RemedialinstructionatCASALisprovidedthrougharangeofmethodsandstrategies.CASAL’steachersworkwithstudentsinsmall,flexiblegroupstoprovidere-teachingofspecificstandards,basedonthedataontheassessments.Inaddition,studentsmaybeprovidedwithextendedmathandliteracyinstructionthrougharangeofresearch-basedremediationprograms.

UponentrytoCASALclassrooms,oneshouldseethefollowinginstructionalpracticesandculturalnorms:

InstructionalPractice1. Studentssittingincollaborativegroups,workingonlearningactivities;2. Studentsparticipatinginlearningcenters,differentiatedforspecificstudentlevels;3. LearningCoachesprovidingclearlearninggoals,postedandreferredtoduringinstruction;4. LearningCoachesacknowledgingcorrectanswersandunderstandingofconcepts;5. LearningCoacheschunkingnewinformationinto“digestiblebites”inordertoincreasestudent

understanding;

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6. LearningCoachescreatingopportunitiesforstudentstosharewhattheyhavelearnedanddemonstrateunderstanding;

7. LearningCoachesprovidingopportunitiesforstudentstopracticethenewstrategiestheyhavebeentaught;

8. Studentsreviewingerrorsandpracticingstrategiestocorrectmisinformation;9. Studentsusingresourcesandreceivingguidancesoastoexecutenewandre-taughttasks;10. LearningCoachesusingacademicgamestoencourageandtore-engagestudentsduring

lessons;11. LearningCoachesmaintainingahealthypacetomaintainstudentengagementduring

instructionalepisodes;12. LearningCoachesmaintainingenthusiasmandencouragingparticipatinginspecificsubject

matter;13. LearningCoachesprovidingopportunitiesforstudentsandencouragingthemtodiscuss

informationduringcollaborations;14. LearningCoachesbeingawareofstudentsandabletopre-emptsituationsthatmycause

disruptions;15. BothLearningCoachesandstudentsdemonstratingrespectofoneanother.

CulturalNorms1. StudentsandLearningCoachesdemonstratingrespectfultalkandstudentsworkingtogether

withminimaldisagreements;2. LearningCoachmaintainingcloseproximitytostudentswithintheclassroom;3. LearningCoachesexhibitingwarmthandcareforstudents;4. Prideinclassroomworkevidencedthroughdisplaysbothinandoutoftheclassrooms;5. AnexpectationthatallstudentswillparticipateandLearningCoachesnotallowingstudentsto

“optout”duringalessonorduringindependentworkperiods;6. Allroutinesareobviousandaresmoothfunctioning;7. Transitionsarequick,quiet,andorderly;8. Studentsarewellawareofexpectations;9. Theclassroomenvironmentoperatesinafairadequitablemanner;10. Classroomrulesareconsistentlyfollowedandconsequencesarefairlydistributed;11. Theschoolmaintainsasafeandorderlyenvironment;12. Furnitureissetupinawaytosupportcollaborationandlearningactivities;13. Technologyisusedoftenandappropriately;14. Classroomsarecleanandorderly.

DifferentiationofInstruction1. Smallgroupworkthatoccursafterwholegroupwork;2. LearningCentersthatworkonspecificskillsforpracticeorremediation;3. Useofsupplementalmaterials,suchasWaterfordLearningSystems,Achieve3000&Khan

Academywhichpersonalizelearningandspecificallymeettheinstructionalneedsofindividualstudents;

4. Lunchtimeandafter-schooltutoringwhichworkswithspecificstudentsonnecessaryskills.

InstructionalDecisionMakingTheDirectorsofInstruction(DI)leadtheinstructionaldecision-makingprocessundertheguidance

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andapprovaloftheExecutiveDirector.Typically,theteachersadministertheclassroomassessment.Regularly,thedatafromtheassessmentwillbe“crunched”andadatameetingwillbeheldwiththeteacher,AccountabilityandAssessmentCoordinatorandDIs.

Duringdatameetings,theresultsareanalyzedanddiscussedtodeterminewhichacademicstandardsneedtobere-taughtattheindividuallevel,thesmall-grouplevel,orthewholeclasslevel.Theteacher,theAssessmentCoordinatorandDirectorsofInstructionwilldiscusstheimplicationsforinstructionandmakeare-teachingplan.Thismayincludepilotingnewmaterials,orre-allocatingtheamountoftimespentteachingaspecificstandard,orreviewingdifficultconcepts.Studentswhorepeatedlystrugglewithconcepts,asmeasuredbytheassessments,willbeprovidedwithadditionalservicesthroughtheAssessmentManager.S/he,inconjunctionwithinstructionalleadership,identifiesthetypesofremedialsupportbestsuitedtothestudents’needs.Achievementdataofthestudentsreceivingtheadditionalsupportwillbecloselymonitoredtodeterminetheextenttowhichtheywillrequiretheadditionaltimewiththelearningsupportteam.

VII.1. Curriculum.CASALwillutilizeaCommonCorealignedprogramateachgradelevel.Literacywillbetaughtforapproximately90minuteseachdayintheelementarygrades.ThespecificcomponentsofCASAL’sinstructionalapproachinclude:largegroupread-aloud;small-groupguidedreading;individualindependentreading;large-groupwritinginstruction;individualindependentwriting;vocabularywork;decodingandphonemicawareness.Atthemiddleschoollevel,studentsimprovetheirabilitytowriteandcommunicateeffectivelyandengagetheworldofnon-fictionandliterature.Mathematicsistaughtforapproximately90minuteseachdayintheelementarygrades.Thespecificcomponentsoftheframeworkincludeadailymorningmathroutine,theintroductionofnewmathmaterial,problem-solving,spiralreview,andfactfluency.Atthemiddleschoollevel,studentsfocusonintegratedmathematicalconcepts,problemsolvingandapplicationtotherealworld.InSocialStudies,theNewYorkStatestandardsaretaughtateachgradelevel,undertheumbrellaofdifferentgrade-levelthemes.CASAL’sinstructionalapproachtotheteachingofSocialStudiesistocreateastrongandclearlinktoliteracy.Curriculummapsarecreatedforeachunit;vocabularywordsthatrelatetothecontentareidentifiedandtaught,andawidevarietyofprintresourcesareutilized,suchasfictionandnon-fictiontextsandarticles.Attheelementaryandintermediatelevels,studentsconductresearchusingtheinternetandwritenon-fictionreportsonSocialStudiesunitsandthemes.InScience,theNewYorkStatestandardsaretaughtateachgradelevelandbrokendownintospecificcontentstrands.Inadditiontothecontentstrands,scientificthinkingisintegratedinorderforourstudentstohaveon-goinglearningexperiencesthatemphasizetheskillsofobserving,predicting,forminghypotheses,gatheringevidence,andtestinghypotheses.Science,likeSocialStudies,isconnectedtoCASAL’sliteracygoals.Awidevarietyoffictionandnon-fictionprintresourcesareutilized.

Inordertoserveourstudents,CASALwillutilizetheCoreKnowledgeprogramastheframeworkformostsubjects,includingcoresubjectsaswellasartandmusic.CoreKnowledgeisbasedonthepremisethatagrade-by-gradecoreofcommonlearningisnecessarytoensureasoundandfairelementaryeducation.StartedbyProfessorE.D.Hirsch,Jr.,authorofCulturalLiteracyandTheSchoolsWeNeed,andbasedonalargebodyofresearchincognitivepsychology,CoreKnowledgeisfoundedonthebeliefthatforthesakeofacademicexcellence,greaterfairness,andhigherliteracy,earlyschoolingshouldprovideasolid,specific,sharedcorecurriculuminordertohelpchildrenestablishstrongfoundationsofknowledge.Currently,hundredsofschoolsandthousandsof

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dedicatededucatorsareparticipatinginthisschoolreformmovementthroughouttheUnitedStates.CoreKnowledgehasbeenshowntobeeffectivewithatriskchildrenandhasbeenadoptedbyanumberofcharterschoolsinNewYork,includingsomeofthemostsuccessful–theCarlIchanCharterSchoolsintheBronx.IntheirmostrecentELAassessmentstheschoolshadover90%ofstudentsperformingatLevel3andabove.Inaddition,HellenicClassicalCharterSchoolinBrooklyn,anotherCoreKnowledgeschool,hasalsooutperformeditsdistrictoflocation,District15.

TheCoreKnowledgewebsitecitesitsfindingsonhowthecurriculumhasbeensuccessfulwithurbanpopulations(“AnOverviewofResearchofCoreKnowledge,”January2004,http://coreknowledge.org/CK/about/research/eval12_2002.htm#I.A.%20Oklahoma)Inthesummerof2000administratorsinOklahomaCitycompletedaseriesofcarefullycontrolled,independentstudiesontheeffectsofCoreKnowledgeinpublicschoolsintheirdistrict.OklahomaCityPublicSchools(OCPS)isanurbandistrictwith67elementaryschools.Theethnicmake-upofthedistrictis39%African-American,36%European-American,18%Hispanic,5%AsianAmericanand2%NativeAmerican.Atthetimewhenthestudiesweredone,abouthalfofthedistrict’selementaryschoolswereusingtheCoreKnowledgecurriculum.Sincethetwogroupsofstudentsweresopreciselymatchedatthebeginningoftheschoolyear,onewouldexpectthemtopostvirtuallyidenticalaveragescoresattheendoftheschoolyear.Infact,however,thestudentswhohadspenttheyearinCoreKnowledgeclassroomsoutscoredthecontrolstudentsinsevenoftheeightcategoriesontheITBS.TheCoreKnowledgestudentspostedsignificantlyhigherscoresinreadingcomprehension(58.1vs.55.1),vocabulary(59.8vs.55.3),science(58.7vs.55.8),mathconcepts(61.4vs.59.2),andsocialstudies(58.3vs.53.4).Thegreatestgains—inreadingcomprehension,vocabulary,andsocialstudies—werecomputedtobestatistically“highlysignificant.”InanationalstudydoneontheCoreKnowledgeprogram,theNationaltestscoredatafrom22CoreKnowledgeschoolsacross13stateswereanalyzedtoidentifytrendsinstudentperformance.Overthesix-yearreviewperiod,theCoreKnowledgeschoolsperformedwellabovethenationalaverage,withtheircollectiveperformanceincreasinglyhigherthanthenorm.Thisperformanceadvantagewasevidentacrossthesixcontentareas.Thesametrendwasevidentacrossschoolsofdifferentsizes,differentsocio-economiccomposition,anddifferentethniccomposition.Basedonthesefindings,thereappearstobeastrongrelationshipbetweenstudentperformanceandtheCoreKnowledgecurriculum.2TheCoreKnowledgeProgramemphasizedaccumulatingknowledgeatanearlyageandbuildingonit.Thisknowledgelaysthefoundationforcriticalthinking.TheCoreKnowledgeFrameworkwillbesupplementedwithScottForemanReading(forK-5)andMath.

StudentswillalsobeexposedtoLatinstartingingrade3.LatinstrengthensbasicEnglishskillsinvocabularyandreadingcomprehension;focusesongrammarwhichleadstoimprovedEnglishwritingandcommunication;increasesculturalawarenessandmakesculturalconnections;encouragescriticalthinkingandcomparativeanalysis;andintroducesstudentstoarichsourceofmythology,literatureandhistory.

Masteryofbasicskillsinreading,writingandmathematicsisaprerequisiteforstudentstomoveforwardinmoreadvancedtreatmentsofthesesubjects.Regularly,CASALevaluatestheeffectivenessofitscurriculum,selectsappropriatecurriculumresourcesandtoolstomeetstudent2http://coreknowledge.org/CK/about/research/CK_National_Study_2004.pdf

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needs.Whenadditionalordifferentcurriculumresourcesareneededforteachers,theDirectorsofInstructionwillidentifysuitableresourcesandcurriculumtosupportthelearningofallstudents.CASALwilladapttotheevolvingneedsofstudents,whichhasbeenbroughttolightthroughtheimplementationoftheCommonCorestandardsinNewYorkStateandmakeappropriateadjustmentsandchangesasnecessarytomoreeffectivelypreparestudentstobesuccessfulingradesK-8andintheirhighschoolcareers.CASALbelievesthatamoregroundedandstructuredapproachtomathematics—whereconceptsarepresentedinalogicalfashionandcomplicatedconceptsarenotintroduceduntilchildrenhavebeengiventhefundamentaltoolstomasterthem—willallowstudentstoperformmathatanextremelyhighlevel.CASALrecognizesthatthestudyofmathinvolvesincrementalstepsthatbuilduponeachotherallowingforthedevelopmentofasolidbase.ItisCASAL’sintentionthatitsstudentswillbeabletoprogresstopre-algebrabythetimetheyreachmiddleschoolbecauseofthesolidfoundationsinarithmeticskillsandconceptsthattheydevelopedandmasteredintheelementaryschoolyears.Withtheresultingstrongfoundationsinalgebraicskillsandideas,thedoorstosubsequentmeaningfulmathematicscoursesinhighschool,collegeandbeyondalongwithpossiblecareersasengineers,scientistsandmathematicianswillbewideopen.Reading:TheschoolwillimplementaneffectivereadinginstructionprogramwhichwillbeconsistentwiththeCommonCoreandarealignedwithNYSAssessments.OneexamplecurrentlyinuseistheScottForesmanReadingStreetwhichisacomprehensivereadingprogramforK-5thatisbuiltonsolidresearchandprioritizesthefivecoreareasofreadinginstructionforeverygrade:PhonemicAwareness,Phonics,Fluency,VocabularyandTextComprehension.ReadingStreetprovidesarichvarietyofgenresthatincludeabalanceoffictionandnonfiction.Content-areaconnectionssupportscienceandsocialstudiesinstructioneveryweek.Withagreateremphasisoninformationaltext,ReadingStreetpreparesstudentsforthekindsofselectionstheywillencounteronstateassessments.ReadingStreetisdesignedtohelpteachersbuildreadersthroughmotivatingandengagingliterature,scientificallyresearch-basedinstruction,andawealthofreliableteachingtools.Theprogramhasastrongemphasisonongoingprogress-monitoringandanexplicitplantohelpwithmanagingsmallgroupsofstudents.Inaddition,ReadingStreetprioritizesskillinstructionateachgradelevel,soteacherscanbeassuredtheywillfocusontherightskill,attherighttime,andforeverystudent.

ReadingStreetinstructionissystematic,explicit,andhighlyfocusedforallabilitylevels.ThisstructureallowsforDifferentiatedInstructiontotakeplacewithintheclassroom.EachunitgivesaclearroadmaptodifferentiateinstructionforOn-Level,StrategicIntervention,andAdvancedreaderGroupTimethroughouteachlessonprovidesscaffoldedinstructionforallreaders.Built-inlessonsforStrategicInterventionandAdvancedlearnerssupplementcoreinstructioneveryday.WeeklyLeveledReadersandLeveledPracticehelpeverystudentpracticeandapplycomprehensionskillsandvocabularyinappropriatetexts..

Mathematics:Theteachingofmathematicscarriesequalweighttotheteachingofreadingandwriting.Inordertocompeteinalmosteveryaspectoflife,CASALchildrenwillhavetoexhibitconfidenceandproficiencyinmathematicalskills.Thecompetenciesthatarisefrommasteryofmathematics—aptitudeinproblem-solving;facilitywithnumbers;clearcommunication;logicandreasoning,argumentandproof;mentaldiscipline;andstrategicandanalyticalthinking—areskillsthatdeepenone’sabilityandeffectivenessinareasbeyondthemathdiscipline.CASALbelievesthatmathematicsisasubjectthathasrelevanceuntoitself.IfCASALaspirestocreatetrulywell-

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roundededucatedstudents,itmustensurethatitsstudentsbecomeadeptatalgebraandbefinanciallysavvy.CASALmustenableitsstudentstomastermath-specificknowledgeattheearlygradesinorderforthemtodevelopthehigher-levelskillsinproblemsolving.Allowingstudentstoexcelinmathematicsopensthedoorsforthemtobecomeengineers,architects,financiers,scientists,doctors,mathematicians,entrepreneursandallprofessionswhichinvolve,atthecore,mathematics.Tothisend,CASALwillimplementeffectivecurriculumtoserveitsstudentsinMathematics.OneexamplecurrentlyinuseisPearsonScottForesmanenVisionMathforGradesK-5.ThecurriculumisalignedwiththeNewYorkStateMathematicsCoreCurriculumandLearningStandardsandisbasedaroundscientificresearchonhowchildrenlearnmathematicsaswellasonclassroomevidencethatvalidatesprovenreliability.ScottForesmanteachesfordeepconceptualunderstandingusingresearch-basedbestpractices.Itengagesandinterestsallstudentswithleveledactivitiesforongoingdifferentiatedinstruction.Topic-specificconsiderationsforELL,specialeducation,at-risk,andadvancedstudentsenabletheteachertodifferentiateforthediverselearnersineveryclassroom.

B.SpecialStudentPopulationsandRelatedServicesSpecialEducationPopulation:CASALiscommittedtoeducatingourstudentswithdisabilitiesintheleastrestrictiveenvironment,withtheirnon-disabledpeerstotheextentappropriateandallowedbyeachstudent’sIndividualizedEducationPlan(IEP)preparedbytheCommitteeonSpecialEducation(CSE)ofthestudents’schooldistrictofresidenceandallapplicablefederallaws,includingtheIndividualswithDisabilitiesEducationAct(IDEA).TheSchoolshallnotdiscriminateinadmissionandenrollmentpracticesonthebasisofastudenthavingorbeingsuspectedofhavingadisability.AllspecialeducationprogramsandservicesatCASALshallbeprovidedinaccordancewithEducationLaw§2853(4)(a)andapplicablefederallawsandregulationsandinaccordancewiththeIEPrecommendedbytheCSEofthestudents’schooldistrictofresidence.

Approximately18%ofourstudentshavedisabilitiesandthisnumbergrowseveryyear,whichisgenerallyconsistentwiththatofthesurroundingschooldistricts,CASALmakeseffortsinitsstudentrecruitmentprocesstoensurethattheSchoolwillattractcomparableorgreaterenrollmentofstudentswithdisabilitiesascomparedtoCSD-32.CASAL’srecruitmenteffortstowardsthisspecialpopulationofstudentsandtheirfamiliesmayinclude:(1)printadvertisementsthatincludespecificinformationaboutCASAL’sSpecialEducationprogramandthat,whereappropriate,describethequalificationsofCASAL’sSpecialEducationteachers,(2)specialopen-houseinformationsessionsheldinthecommunitygearedtowardsparentsofSpecialEducationstudents,and(3)one-on-onemeetingsbetweenCASAL’sAcademicLeadershipand/orCASAL’sSpecialEducationstaffwithanyparentsofSpecialEducationstudentswhoexpressinterestinlearningmoreabouthowCASALcanmeettheparticularneedsoftheirchild.

CASALiscommittedtoeducatingeachstudentincludingthosestudentswithIEPsand504plans,tothemaximumextentappropriate,intheclassrooms/hewouldotherwiseattend.Thus,theSchoolwillmaintainafullinclusionmodelregardingtheeducationofspecialeducationstudents.Fullinclusioninvolvesbringingthenecessarysupportservicestothestudentregardlessofhandicappingconditionorseverity,(ratherthanmovingthestudenttotheservices)andrequiresonlythatthestudentwillbenefitfrombeingintheclass(ratherthanhavingtokeepupwiththeotherstudents).Accordingtothismodel,specialeducationstudentswillberemovedfromtheclassroomonlywhenappropriateservicescannotbeprovidedintheregularclassroomsetting.

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SpecialeducationstudentsinCASAL,whenappropriate,willreceivetheiradaptedcurriculumwork,andothertherapiessuchasspeech-languagetherapyandoccupationaltherapy,withinaregulareducationclassroom.Specialeducatorsandtherapistswillcometotheregulareducationclassroom,whenappropriate,toprovideservicestosmallgroupsofregularandspecialeducationstudents.Aspecialeducationteacher,paraprofessionaloraidemaysitwiththemtohelpimplementthegoalsoftheirIEPs."Fullinclusion"maintainsthatthesocialinteractionswithregulareducationstudentsarevitallyimportantandthatspecialservicescanbeprovidedmosteffectivelyinthecontextoftheregularclassroom.Forspecialeducationstudents,thissettingprovidestheopportunitytomodelthebehaviorsandactionsofothers.Forgeneraleducationstudents,thissettingfostersanappreciationandrespectforthefactthateveryonehasuniquecharacteristicsandabilities,andhelpsthemdevelopfeelingsofempowermentandself-control.

CASALemploysaninclusionmodel,includingCollaborativeTeamteachingandSETSSservices.Specialeducationinclusionsignifiestheparticipationofspecialeducationstudentsinregulareducationclassroomsandprovisionofsupportservicestothesestudents.ThemainobjectiveofinclusioneducationatCASAListhatallstudentsregardlessoftheirstrengthsandtheirweaknessesinanyarea,becomepartoftheCASALschoolcommunity.Asamemberoftheschoolcommunity,everystudentdevelopsafeelingofbelongingwithotherstudents,teachers,andsupportstaff.AnadvantageofspecialeducationinclusionatCASAListhatbothdisabledandnon-disabledstudentsarebroughttogetherinanenvironmentoftogetherness.Childrenlearntoacceptindividualdifferencesininclusioneducationandthiswouldleadtothedevelopmentofnewfriendlyrelationships.Inclusioneducationalsoenablesactiveparticipationofallparentsintheirchild'seducation.

CASALwillemployseveralfull-timespecialeducationteacherstostaffourspecialeducationprogram,inadditiontoaSpecialNeedsManger.Ourlowstudent/specialeducationteacherratiowillbenefitspecialeducationstudentsbyensuringthatsufficienttimeandattentionwillbeprovidedforeachstudent.Inaddition,itenablesthespecialeducationteachertospendconsiderabletimeworkingwithgeneraleducationteachersinplanning,professionaldevelopmentandensuringthatappropriateaccommodationsaremadeforspecialeducationstudents.

Thespecialeducationteachersworkcollaborativelywiththegeneralstudiesinordertoaddresstheneedsofstudentswithdisabilities.Thespecialeducationandgeneraleducationteachersworktogethertoimplementdifferentteachingstrategiesandmodifyassignmentstoaccommodateindividualspecialeducationstudents.Adaptationsandaccommodationsmadewithintheclasswillbeprovidedforindividualstudents,andinsomecircumstances,fortheentireclass.

CASALemploysSpecialEducationteachersandaSpecialNeeds/RTICoordinatortocoordinateandsupervisetheSchool’sSpecialEducationprogram.S/heensurescompliancewithallIEPrequirementsandregulations,managesthereviewandreferralprocessandensureprovisionofservicesasmandatedonstudentIEPs.CASALrecognizesthattheremightbelimitationstoprovideallrequiredservicestoallstudentswithdisabilities.CASALwillalwaysdefertotheregionalCSEtoprovidestudentswithsupportservicesthatarenotavailableatCASALortoplacestudentswherebestsupportscanbeaccessed.

AccordingtoEducationLaw§2853(4)(a),CASALhastheoptionofprovidingthespecialeducationprogramsdirectlyorbycontract,orarrangingtohavesuchservicesprovidedbytheschooldistrict

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ofresidence.IfCASALrequeststhattheschooldistrictofresidenceprovideaself-containedclassorresourceroom,CASALandtheschooldistrictofresidencewillmeetsuchobligationbyplacingthestudentinaself-containedclassorresourceroomoperatedbytheschooldistrictatalocationotherthanthecharterschool,ifthatisappropriatetotheneedsofthestudent.However,ifaself-containedclassorresourceroomonthesiteofthecharterschoolisdeterminedbytheCSEtobetheappropriateplacementforthestudentandCASALrequeststhattheschooldistrictprovidesuchservices,theself-containedclassorresourceroomwillbeprovidedbytheschooldistrictofresidence.Inthissituation,CASALandtheCSEwillworkwiththeparentstodevelopanIEPthatmeetsthestudent'sneedsanddesignaprogramthatisintegratedintotheschool'seducationalprogramsandmakesuseofschoolandschooldistrictresources.

CASALwillservicedbytheCSE5.ServicesprovidedtoCASALincludeannualreviews,processingofreferralsubmissionsfromtheSchool;observationsandevaluationsofstudentsreferredtotheCSE,assistancewithprovidersofspecializedservicesthatarenotavailableatCASAL,manifestationhearings-CASALmaintainsclosecommunicationwithitsregionalCSEandcanrequestappropriateplacementthroughtheCSEforastudentwhoseneedscannotbemetatCASAL.

Specialclasses,separateschooling,orotherremovalofstudentswithdisabilitiesfromtheregulareducationalenvironmentwilloccuronlyifthenatureorseverityofthedisabilityissuchthateducationinregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily,inaccordancewiththeIEPpreparedbytheCSEofthestudents’districtofresidence.

Studentswithdisabilitiesarealsoexpectedtoparticipatein,andreceivecreditfor,nonacademic,extracurricularandancillaryprogramsandactivitieswithallotherstudentstotheextentallowedbytheIEPpreparedbytheCSEofthestudents’districtofresidence.Studentswithdisabilitieswillreceiveallnoticesconcerningschool-sponsoredprograms,activitiesandservices.

CASALwillensurethatthespecialeducationprogramsandservicesasindicatedoneachstudent’sIEPwillbeprovideddirectlytothestudentduringschoolhours.TheCASALspecialeducationstaffwillprovideconsultationandsupporttoclassroomteachers,workinthegeneraleducationclassroomswithspecialeducationstudentsindividuallyandinsmallgroups,provideresourceroomservicesandserveasspecialeducationconsultantstotheoverallschoolcommunity.CASALclassroomteacherswillbeknowledgeableabouttheneedsofstudentswithdisabilities;informedoftheirresponsibilitiesforparticularstudents;receivethesupporttheyrequiretoimplementastudent’sprogram;andimplementanymodificationsoraccommodationsintheirclassesinaccordancewiththestudents’IEPs.Teacherswillreceiveon-goingtrainingregardingtheeducationofspecialneedsstudentsincludingduringthepre-openingprofessionaldevelopmentpriortotheopeningofschooleachyear.

IfCASALisunabletodirectlyprovideservicestotheextentnecessary,CASALwillcontractwithappropriatelycertifiedorlicensedindividualstoprovideservicesunderitsdirection.Theservicestobeprovidedmayinclude,butarenotlimitedto:speechlanguagepathologyandaudiologistservices;psychologicalservices;physicalandoccupationaltherapy;recreation,includingtherapeuticrecreation;earlyrehabilitationcounseling;orientationandmobilityservices;diagnosticand/orevaluativemedicalservicesandstudentand/orparentcounseling.

ReferraltotheCSE:ConsistentwithNYSRegulationsoftheCommissionerofEducation,itisthepolicyofCASALthatallreasonableeffortsbemadetoprovideappropriateinterventionsto

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maintainstudentsingeneraleducationthroughtheResponsetoInterventionprocess.Itisfurthermandatedthatshouldareferralbecomenecessary,thereferralmustincludeadescriptionoftheinterventionsattempted.Therefore,itisessentialthatcarefulconsiderationbegiventoallpossiblealternativesandthatopportunitiesbeprovidedforappropriateimplementation.

AstudentsuspectedofhavingadisabilitywillbecomethefocusoftheSchool’sChildStudyTeam(CST)consistingofanadministrator,teachers,supportstaffandspecialeducationteacher.TheCASALCSTprovidesaschool-basedmechanismtoenableschoolpersonneltomeettheneedsofindividualchildrenwithintheschoolwhoarehavingdifficultyintheeducationalsetting.Theteamischild-centeredandfacilitatesaprocessthatresultsintheimplementationofaccommodations,services,andinterventionsthatwillenablethechildtobesuccessfulinschool.Theoptionstobeconsideredexistalongawidecontinuumofsupport,rangingfrommildaccommodationstoextensiveinterventionandmaybeavailablewithintheschool,thedistrictofresidenceorlocatedelsewhereinthecommunity.TheCSThastheresponsibilityto:Reviewanyproblems(academic/developmental,behavioral,social/emotional)interferingwiththechild’sperformanceinschool;thinkofsolutions;Makerecommendationstomeetthechild’sneeds;andMonitor/reviewresultsoftherecommendations.

TheCSTwillreviewthestudent’sbehaviorandacademicperformance,interviewthestudent’steacher(s),andconsultwiththestudent’sparentsandofferrecommendations.AreferraltotheCSEshouldbeconsideredfollowingastructuredResponsetoInterventionprocesswhenitisclearlydemonstratedanddocumentedthatinterventions,curriculummodifications,preventionstrategies,andremedialservicesareinsufficienttoaddressthestudent'sneeds.

Considerationwillbegivento:(1)changingthephysicalenvironment(e.g.,seatnearteacher,seatnearmodelstudent,seatnearchalkboard,useofvisualbarrierstoreducedistraction,establishboundariesortravelpatternswithtape,etc.);(2)changingtheinstructionalgroup;(3)contactingtheparenttosuggesttechniquesforworkingwiththechildathome;(4)contactingtheparenttodiscusshealthconcerns(e.g.,hearing,vision,medical);(5)usingalternativecurriculummaterialsand/orteachingmethods;(6)usingcurriculumadaptations(e.g.,rephraseorrewritedirections);(7)questionstoensureunderstanding,presentationofconceptsinsmallsegmentsoftime,useofphysicalmanipulatives,useofintegratedsensoryapproachestoaddressdifferentlearningstyles,etc.);(8)providingopportunitiesforpeer/crossagetutoring;and(9)implementingbehaviormanagementtechniques(e.g.,menuofalternativetasks,limitingchoicestoreducefrustration,utilizingkinestheticreminders,providingopportunitiesforsuccess,schedulingprivate"teachertalk"times,etc.).

Considerationwillbegiventointerventions,suchas:(1)havingtheCSTreviewthestudent'sneedsandofferrecommendationsandstrategiesforinterventionsandservices;(2)providingopportunitiesforthestudenttomeetwithasocialworkerorEducationallyRelatedSupportServicesprovider;(3)consultingwithmembersoftheChildStudyTeamforrecommendedstrategies,interventions,andcommunityresources;(4)offeringopportunitiesforthestudenttoparticipateinasupplementalprogramwithintheSchool;(5)changingthestudent'sclassroom;and(6)changingtheschooltoallowthestudenttoattendanalternativeprogram.

Considerationwillbegiventocommunityinterventions,suchasconnectingthestudentandfamilywithanoutsideagencyforspecialservicesunavailableintheschool(e.g.,psychiatriccare,family

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buildingactivities,familycounseling,medicalinterventions,tutorialprograms,etc.).

Ifthereisnoimprovementinthestudent’sacademicornon-academicareasofconcernthenanofficialmeetingwillbecalledwiththefamilyandareferralmaybedeveloped.ThereferralismadeinwritingtotheChairpersonoftheCSEusingtheInitialReferralFormtotheCSEoftheNYCDOEforanindividualevaluationanddeterminationofeligibilityforspecialeducationprogramsandservices.RegulationsoftheNYSCommissionerofEducationoutlineproceduresforinitiatingareferralforastudentsuspectedofhavingadisabilityandfurtheridentifyresponsibilitiesforschoolpersonnelwithrespecttosuchareferral.InaccordancewithPart200.4oftheRegulations:Astudentsuspectedofhavingadisabilityshallbereferredinwritingtothechairpersonofthedistrict'sCSEortothebuildingadministratoroftheschoolwhichthestudentattendsoriseligibletoattendforanindividualevaluationanddeterminationofeligibilityforspecialeducationprogramsandservices...lfareferralisreceivedbythebuildingadministrator,itshallbeforwardedtothecommitteechairimmediatelyuponitsreceiptbythebuildingadministrator.

Areferralmayalsobemadeby:astudent'sparentorpersoninparentalrelationship,aprofessionalstaffmemberoftheschool,aphysician,ajudicialofficer,arepresentativeofapublicagency,orastudentover18yearsofage.TheRegulationidentifiesspecificrequirementsforreferralsinitiatedbyprofessionalstaffmembers,directingthatsuchareferralmust:(1)statethereasonsforthereferralandincludeanytestresults,records,orreportsuponwhichthereferralisbased;(2)describeattemptstoremediatethestudent'sperformancepriortoreferral,includinganysupplementaryaidsorsupportservicesorthereasonswhynosuchattemptsweremade;and(3)describetheextentofparentalcontactorinvolvementpriortothereferral.

Thevariouscomponentsdescribedaboveareintegralelementsofareferralmadebyschoolstaffmembers.InconsiderationoftheirimportanceinRegulationandpolicy,areferralthatdoesnotincludeallrequireditemswillbeconsideredincompleteandwillbereturnedtothesenderforcompletionbytheCSE.TheevaluationprocesswillnotbeginuntilthereferraliscompletedwithallrequiredcomponentsandresubmittedtotheCSE.Therefore,professionalstaffmembersareencouragedtocarefullyconsiderallcomponentsofthereferralinordertoavoidanydelayinprocessing.

Inaddition,CASALrequiresthatspecificinformationregardingvisionandhearingscreeningsmustbeattachedtoareferralmadetotheCSE,including:(1)acopyofthestudent'shealthrecord,whichshouldincludetheresultsofaprimaryvisionandhearingscreeningconductedwithinthelastyearand/or(2)acopyoftheresultsofsecondaryvisionandhearingscreeningforallstudentswhofailedaprimaryscreening.

CASALisresponsibleforarrangingannualhearingandvisionscreeningsforallstudents.Aninitialreferralforevaluationwillincludethestudent'shearingandvisionscreeningsinadditiontohisorherphysicalexaminationreport.ItistheresponsibilityofCASALtoattachacopyofthestudent'shealthrecordthatincludesprimaryvision/hearingscreenings;possiblesecondaryvision/hearingscreeningsforstudentswhofailedtheprimaryscreening;and/orphysicalexaminationsobtained.CASALwillcontacttheDepartmentofHealthtogathercurrentmedicalinformationonstudentswithintheschool.

TheInitialReferralFormToTheCommitteeOnSpecialEducationremindsprofessionalstaff

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membersoftheserequiredcomponentsandtherequirementsforareferraltobeconsideredcomplete.Thereferralalsoprovidesmoreopportunitytoconsideranddescribeinterventionsattemptedpriortoreferral.Thewidevarietyofinterventionsidentifiedonthereferralformservestwopurposes:toofferinterventionstrategiesandoptionsthatmaynothavebeenconsideredpriortoreferralandtosubstantiatethosethathavebeenattempted.Thisrevisedreferralformreinforcestheresponsibilityofschoolpersonneltoconsiderappropriatealternativesingeneraleducationbeforeproceedingwithareferral.

Initialevaluations,re-evaluations,andrevisionsofIEPs,andtheproceduresrelatingthereto,aretheresponsibilityofthelocaleducationalagency—theschooldistrictofastudent’sresidence(see34CFR§§300.22,300.312and300.340etal).CASALwillimplementtheIEPdevelopedbytheCSEofthestudent’sdistrictofresidenceforeachstudentwithadisability,andwillcooperatewiththestudent’sdistrictofresidencetoensurethatallservicesasrecommendedinthatIEPareprovidedtothestudent.

CASALwillprovidesubstitutecoverageforteachersasnecessarytoensuretheyareabletoattendCSEmeetings.AsrequiredbytheIDEA,thestudent’sregulareducationteacherwillbeinvolvedinthedevelopmentandimplementationofastudent’sIEP,providedthatthestudentis,ormaybe,participatingintheregulareducationenvironment.CASALwillensurethattheteacherisknowledgeableaboutthestudent’sneedsandwillhelpimplementanymodificationsoraccommodationasdeterminedbytheCSEofthestudent’sdistrictofresidence.WhileCASALmaysendthemandatedproceduralsafeguardsnoticetoparents,itistheresponsibilityoftheCSEofthestudent’sdistrictofresidencetodoso.EveryCASALteacherofastudentwithadisabilitywillbeprovidedacopyofthestudent’sIEP.TrainingwillbeprovidedbythespecialeducationstaffofCASALforteachers,asneeded,toensurethatteachersfullyunderstandtheIEPofeachspecialeducationstudentanditsinstructionalimplications.Withsupportfromthespecialeducationstaff,generalteacherswillbeabletoestablishmodificationsinthegeneraleducationclassroomsbasedonthestudents’IEPs.

QuarterlyprogressreportsregardingtheprogressofeachstudentandhisorherIEP,aswellascopiesofallreportcards,willbeprovidedtotheparentsofeachspecialeducationstudentandtohis/herdistrictofresidence.TheNYCDOECharterOfficeiswelcomeatanytimetomonitortheSchool’simplementationofitsspecialeducationprogram.TheCASALspecialeducationstaffwillinteractwiththestudents’district(s)ofresidenceinanumberofways,includingseeingthatreferralsaremadeforstudentssuspectedofhavingadisability;fulfillingreportingrequirementsoftheresidentdistrict;ensuringthatallappropriateschoolstaffparticipateinmeetingsoftheresidentdistrictCSE;andestablishingareportingstructureinaccordancewithapplicablelawwherebythedistrictofthestudent’sresidenceisprovidedprogressonthedegreetowhichtheservicesontheIEParebeingprovided.CASALExecutiveDirectororhis/herdesigneewillcommunicatedirectlywiththeChairpersonofthedistrict’sCSE.

NewYorkStateAlternateAssessment(NYSAA):SchoolsacrosstheUnitedStatesarerequiredtoassessallstudentsaccordingtofederalstatuteandStateregulations.Assessmentresultstelleducatorshowstudentsareprogressingandsignalwherechangesmayneedtobemadeincurriculumand/orinstructionatthedistrict,schoolandclassroomlevels.Teachersshouldassessstudentsinallareas(academic,social,etc.)onanon-goingbasisaspartoftheinstructioncycle.

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CASALutilizestheNewYorkStateAlternateAssessmentwhichisadatafolio-styleassessmentmeasuringtheachievementofstudentswithseverecognitivedisabilitiestowardmeetingtheNYSlearningstandardsatalternateachievementlevels.Allstudents,includingthosewithseverecognitivedisabilitiesarerequiredbyfederallawtohaveaccesstothegeneraleducationcurriculum.NYSEDhasalignedalternategradelevelindicators(AGLIs)withthecorecurriculuminEnglishlanguagearts(ELA),mathematics,scienceandsocialstudiesfortheadministrationofNYSAA.ThecontentareasubjectmatterassessedbyNYSAAisclearlyrelatedtothegradelevelcontent.Whilethecontentisreducedinscopeandcomplexity,studentswithseverecognitivedisabilitiesareheldtohighexpectationsinordertoachievetheNYSLearningStandards.AlternateGradeLevelIndicatorsaffordstudentstheopportunitytoexperiencearicherlearningexperience.

TheNCLBActandNYSAAareinpartdesignedtoraiseexpectationsforstudents'academicachievement.Studentswithseverecognitivedisabilities,whengiventheappropriateinstructionandaccesstothegeneraleducationcurriculum,havedemonstratedprogressintheirknowledge,skillsandunderstandinginacademiccontentareasthatwerenotinitiallyanticipatedbyschoolpersonnelorparents.Forexample,the2005-06NYSAATeacher'sSurveyindicatedthat57%ofteacherswhohadadministeredNYSAAhadincreasedtheirexpectationsforstudent'slearning.Higherexpectationsrequirethatstudentswithseverecognitivedisabilitiesmusthaveaccesstothegeneraleducationcurriculumandbeprovidedwithspecializedinstruction,andparticipateinnational,state,andlocalassessmentprograms.ThegeneralsequenceofeventsforadministeringNYSAAfollows:

SummaryofNYSAA:Eachstudent’sCSEdetermineshowastudent:(1)ParticipatesintheNewYorkStateTestingProgram.TheCSEusesSEDguidelinesregardingeligibilityandparticipationcriteriatoguidetheirdecision-making;(2)Foreachcontentareaassessed,thestudent’sinstructionalteam,headedbytheLeadSpecialEducationTeacher(LSET)providesacademicinstruction,sothatthestudentcanachieveproficiencyontwodifferentAGLIsineachcontentareaassessed.TwoAGLIsarerequiredforeachcontentareaassessed(ELA,mathematics,scienceandsocialstudies);(3)ParentsmeetwiththeLSETtodiscusshowNYSAAisadministeredandwhichspecificAGLIswillbeusedtoassesstheirchild.ParentsalsocompletetheParent/Family/GuardianSurvey;(4)ForeachAGLI,thestudentisrequiredtoperformoneassessmenttaskconnectedtotheAGLIonthreedifferentdates;(5)Membersofthestudent’sinstructionalteamconductassessmenttasksanddocumentandratestudentperformance.Thisprocessincludescollectingevidenceonthelasttwodatesofstudentperformance;(6)TheLSETassemblesadatafoliocontainingtheevidenceofstudentperformanceandtheratingsofthestudent’slevelofaccuracyandlevelofindependence;(7)Thecompletedatafolioissubmittedtothebuildingadministratorforshippingtothescoringcenter;(8)TheNYSAAdatafoliosarescoredatregionalNYSAAscoringinstitutes;and(9)Studentreportsarecreatedandaremadeavailabletoschools,teachersandparents.StudentseligibleforNYSAA,asdeterminedbytheirCSE,mustbeassessedongradeappropriatecontentconsistentwiththestudent’schronologicalagebasedonachartprovidedeachyearbytheNYSED.Contentofthestudent’sassessmentisbasedonthestudent’schronologicalage,notonthegradeinwhichthestudentisenrolled.

EnglishLanguageLearnerPopulation:CASALservesanyandallLEP/ELLstudentsbyprovidingsupportiveinstructionsothattheyachieveproficiencyintheEnglishlanguageasquicklyaspossible.CASALshallcomplywithallapplicablelawsincludingTitleVIofthefederalCivilRightsActof1964

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(asamended)andtheFederalEqualEducationalOpportunitiesActof1974.

CASAL’sprocessforidentifyingLEP/ELLstudentsandthemethodbywhichCASALwilldeterminewhichofitsstudentsmayneedassistanceisasfollows:(1)IfEnglishistheonlylanguagespokeninthehomeasindicatedontheHomeLanguageQuestionnaire(HLQ),thenthescreeningprocessneednotcontinue;(2)IfthehomelanguageisotherthanEnglishorthestudent’snativelanguageisotherthanEnglish,thenappropriateschoolstaffshouldinformallyinterviewthestudentandtheparent/guardianinEnglish,orwhennecessaryintheirnativelanguage;(3)IfthestudentspeaksalanguageotherthanEnglishandspeakslittleornoEnglish,thentheschoolshouldadministertheLanguageAssessmentBattery-Revised(LAB-R).AstudentwhoscoresbelowthedesignatedproficientlevelisLimitedEnglishProficient(LEP),thuseligibleforESLservices.TheLAB-Risadministeredonlyoncetoeachincomingstudent;(4)ClassroomteachersmayrecommendstudentsforEnglishlanguageinstructionbasedonclassroomobservationsandconsultationwiththeExecutiveDirector,orhis/herdesignee;and(5)AfterplacementintoESLservices,studentachievementorprogressintheEnglishlanguageismeasuredannually(usuallyinAprilandMay)withtheNewYorkStateEnglishasaSecondLanguageAchievementTest(NYSESLAT).ThescoresontheNYSESLATindicatetheproficiencylevelthestudenthasachievedeachyear,andwhetherornotthestudent’slevelofEnglishproficiencyishighenoughtoexitESLservices.

PlanforEducatingLEP/ELLStudents:AllstudentsthatareEnglishLanguageLearnerswillbeexpectedtobecomeproficientintheEnglishlanguageatarapidpace.CASALbelievesthatastructuredEnglishimmersionprogramwillbemosthelpfultoELLstudentsinimprovingtheirabilitiestomasterthelanguage.StudentsoflimitedEnglishproficiencywillreceivethesameacademiccontentasthosestudentswhoarenativeEnglishspeakers.AllinstructionwillbeinEnglish.However,thelevelofEnglishusedforinstruction—bothoralandwritten—willbemodifiedappropriatelyforeachELLstudent.AllteacherswillreceiveprofessionaldevelopmentoncommunicatingwithstudentsdesignatedasELLandintechniquesfordetectingwhetherastudenthasEnglishlanguagedeficiencies.WithintheCASAL’sextendeddayschedule,thereisampletimethatcanbeusedforadditionalintensiveEnglishlanguageinstruction.

CASALprovidesallnecessarystaffandspecializedcurricularmaterialstoenableELLstudentstoachieveproficiencyandattainthehighstandardsestablishedforallstudentsintheSchool.TheSchooldirectlyprovidesormakereferralstoappropriatesupportservicesthatmaybeneededbyELLstudentsinordertoachieveandmaintainasatisfactorylevelofacademicperformance.Suchservicesincludeindividualcounseling,groupcounseling,homevisits,andparentalcounseling.CASALispreparedtoaddresstheneedsofstudentswhoarestrugglingwiththestructuredEnglishimmersionprogrambyproviding,ifitisdeterminedtobethebestcourseofaction,pull-outinstructionand/orassignmenttoacertifiedaide,teacherorqualifiedconsultantundercontractwhospeaksthatchild’snon-Englishlanguage.CASALhasatleastonefull-timeteacherwhospeaksSpanish,themostcommonforeignlanguagespokenbyourparents.ParentsofELLstudentswillbekeptabreastoftheirchild’sprogressinEnglishlanguageacquisition,preferablyinthelanguagethattheparentsbestunderstand.ResearchonImmersion:ResearchhasshownthatimmersionisincreasinglyconsideredmoreeffectiveatteachingEnglishtostudents,comparedtobilingualeducation,asindicatedbythefollowing:

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• TheNewYorkCityBoardofEducationdocumentedthesuccessofitsimmersionprogramsversustraditionalbilingualeducationclasses.Itsownresearchshowsthatimmersionworksbestforyoungstudents:“...nearly44%ofKindergartenersinimmersionclassesmoveintothemainstreamafteroneyear,nearly61%dosowithintwoyearsandawhopping84%dosowithinthree.Incontrast,traditionalbilingualprogramshaveafarlowersuccessrate...”(NewYorkDailyNews,September24,2000).

• JohnHood,PresidentoftheJohnLockeFoundation,aNorthCarolinabasedthinktank,wroteintheBusinessJournalofRaleigh/DurhaminanarticleentitledImmersionv.BilingualEducation(December26,1997),“Areviewof300studiesofbilingualeducationbyfederalresearchersfoundonly72thatweremethodologicallysound.Ofthosestudies,83percentcomparingbilingualeducationtoimmersionfoundthatkidslearnedtoreadbetterthroughimmersion.Notasinglestudyfoundthereverse.”

• BillHonig,theformerCaliforniaStateSuperintendentofPublicInstructionandDirectoroftheCenterforSystemicSocialSchoolReformatSanFranciscoStateUniversityadvocatesthissystematic,explicitinstructioninanorganizedcomprehensiveEnglishreadingprograminhisbook,TeachingOurChildrentoRead(CorwinPress,Inc.,2001):“Forteachers,studentsandtheirfamilies,theresultsofmanypastbilingualprogramshavebeendisappointing.Oftenintheseprograms,theEnglishliteracycomponentwasweak,andmanystudentsfailedeventobecomeproficientreadersintheirprimarylanguage.Allstudentsneedsystematic,explicitinstructioninanorganized,comprehensiveEnglishreadingprogram.”

• CaraMorlanoftheIndependenceInstitute,anonprofit,nonpartisanColoradothink-tank,wroteinherarticleStructuredImmersion,AnAlternativetoTraditionalBilingualEducation(IndependenceInstitute,IssuesBackgrounders2000-4,July26,2000):“InCalifornia,childrenenterschoolspeakingoneof140differentlanguages,yetonlySpanish-speakingstudentsareputintotraditionalbilingualeducationprograms.Thesestudentsarethentheimmigrantgroupthatdoestheworstinschool,hasthehighestdropoutrate,thelowesttestscoresandthelowestcollegeadmissions.”Ms.Morlanfoundthatonly5%ofthesestudentswerebeingfoundtogainproficiencyinEnglisheachyear.

ExitCriteria:TheproficiencyofanidentifiedELLstudentintheEnglishlanguageismeasuredatleastannuallytodeterminewhethercontinuedspecialservicesarewarranted.CASALwillevaluateeachstudent’sperformanceinacademiccontentareastomeasurethestudent’sprogressincoresubjects.TheSchoolalsousestheNewYorkStateEnglishasaSecondLanguageAchievementTest(NYSESLAT)toassessELLstudents,asrequiredbytheStateEducationDepartmenttoimplementthefederalNoChildLeftBehindAct,inlieuofadministeringthestateEnglishLanguageArtsassessment.ThescoresontheNYSESLATindicatetheproficiencylevel—eitherBeginning,Intermediate,orAdvanced—thestudenthasachievedeachyear,andwhetherthestudent’slevelofEnglishishighenoughtoexittheprogram.IfanELLstudentfailstoshowappropriateprogressintheseacademicareas,modificationstotheinstructionalprogrammaybemade.AnystudentclassifiedandreceivingeducationalservicesasanELLstudentwhosubsequentlytestshighenoughtoexittheprogramwillbedeemedtobenolongerinneedofELLservices.NostudentwillbeexitedfromtheELLprogramunlesstheycanread,write,andcomprehendEnglishwellenoughtoparticipatemeaningfullyintheSchool’sprograms.

TomeasuretheprogressinEnglishacquisitionsofLEP/ELLstudents,CASALwillanalyzeannualNYSESLATresults.ScoresontheNYSESLATindicatetheproficiencylevelstudentshaveachieved

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eachyear,andwhetherornotastudent’slevelofEnglishproficiencyishighenoughtoexitESLservices.AnystudentclassifiedandreceivingeducationalservicesasaLEP/ELLstudentwhosubsequentlytestsabovetheestablishedcut-offpointwillbedeemedtobenolongerinneedofLEP/ELLservices.

AccountabilityandEvaluationoftheELLProgram:InordertoensurethattheELLprogramisachievingthedesiredresults(studentsaremakingprogressintheacquisitionoftheEnglishlanguageandmakingprogressacademically),anannualevaluationwilloccur.Inordertodetermineifanyprogrammaticmodificationarenecessary,theSchoolwillevaluatetheprogressofitsELLstudentsonstandardizedassessmentsandnon-standardizedassessmentsagainstthatofthenon-ELLstudents.TheSchoolalsowilltrackstudentslongitudinallythroughouttheirmatriculationtodetermineifthereissignificantvariationintheacademicachievementofstudentswhowereonceclassifiedELLandnon-ELLstudentsasmeasuredbystandardizedassessmentsandnon-standardizedassessments.TheschoolwilltrackhowmanystudentsaredeclassifiedasELLandthenumberofinstructionalyearsittakesforthisdeclassificationtooccur.

Assurances:StudentsatCASALwithlimitedproficiencyinEnglishwillachieveproficiencyintheEnglishlanguageasquicklyaspossiblethroughtheuseoftheSchool’sservicesandteachingmethods.CASALensuresthatELLstudentswillnotbeexcludedfromcurricularandextracurricularactivitiesbasedonaninabilitytospeakandunderstandthelanguageofinstruction,andalsothatELLstudentswillnotbeassignedtospecialeducationbecauseoftheirlackofEnglishproficiency.ParentswhoseEnglishproficiencyislimitedwillreceivenoticesandinformationfromtheSchoolintheirnativelanguagetoencourageparticipationintheSchoolbyallmembersofCASALcommunity.Parentaloutreachmayalsobeconductedthroughhomevisitbyaschoolofficialandaninterpreter.C.AchievementGoals

# Indicator Measure MeetsLevel1.StudentProgressOverTime(Growth)

1a.Aggregategrowth

• Eachyear,CASALwilldemonstrateprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,for3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.

• Eachyear,CASALwillshowprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,for3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.

1b.Subgroupgrowth

• Eachyear,CASALwilldemonstrateprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,foreachsubgroupof3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.

• Eachyear,CASALwillshowprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,forsubgroupof3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.

1c.PerformanceIndex: • Eachyear,CASAL’sAggregatePerformanceIndexontheNYSELA

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Aggregategrowthtoproficiency

examinationswillmeetitsAdequateYearlyProgressfortheschoolsetforthintheState’sNoChildLeftBehind(NCLB)accountabilityframework.

• Eachyear,CASAL’sAggregatePerformanceIndexontheNYSMathematicsexaminationswillmeetisAdequateYearlyProgressfortheschoolsetforthintheState’sNCLB(NCLB)accountabilityframework.

1d.PerformanceIndex:Subgroupgrowthtoproficiency

• Eachyear,CASAL’sAggregatePerformanceIndexontheNYSELAexaminationswillmeetitsAdequateYearlyProgressforsubgroupssetforthintheState’sNoChildLeftBehind(NCLB)accountabilityframework.

• Eachyear,CASAL’sAggregatePerformanceIndexontheNYSMathematicsexaminationswillmeetisAdequateYearlyProgressforsubgroupssetforthintheState’sNCLB(NCLB)accountabilityframework.

2.StudentAchievement(Attainment)

2a.AggregateProficiency

• Eachyear,eachCASALsubgroupofstudentswillreducebyone-quarter,thegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSELAexamandtheNYSAverageofstudentsatoraboveLevel3onthecurrentyear’sNYSELAexam.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.

• Eachyear,eachCASALsubgroupofstudentswillreducebyone-quarter,thegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSMathematicsexamandtheNYSAverageofstudentsatoraboveLevel3onthecurrentyear’sNYSMathematicsexam.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.

2b.SubgroupProficiency

• Eachyear,eachCASALgradelevelcohortwillreducebyone-quarterthegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSmathematicsexamand75%atoraboveLevel3onthecurrentyear’sNYSmathematicsexamforeachsubgroup.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.

• Eachyear,eachCASALgrade-levelcohortofstudentswillreducebyone-quarter,thegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSELAexamand75%atoraboveLevel3onthecurrentyear’sNYSELAexamforeachsubgroup.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.

2c.SimilarSchoolsComparison

• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSMathexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofNYCDOE’sSimilarSchools.

• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSELAexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofNYCDOE’sSimilarSchools.

2d.DistrictComparison

• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSMathexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.Themeasurewillbemadebycomparingtheperformancecapturedon

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theNYSReportCardforCSD16,ondatanysed.gov• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3on

theNYSELAexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.ThemeasurewillbemadebycomparingtheperformancecapturedontheNYSSchoolReportCardforCSD16,ondatanysed.gov

2e.SubgroupComparison

• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSMathexamforsubgroupsineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.ThemeasurewillbemadebycomparingtheperformancecapturedontheNYSReportCardforCSD16,ondatanysed.gov

• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSELAexamforsubgroupsineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.ThemeasurewillbemadebycomparingtheperformancecapturedontheNYSSchoolReportCardforCSD16,ondatanysed.gov

3.StateandFederalAccountabilitySystem

3. StateAccountabilityDesignation• Eachyear,CASALwillbedeemed“InGoodStanding”onitsNewYorkState

SchoolReportCardforAYP.5.Charter-SpecificStudentPerformanceGoalsa. • Eachyear,90%ofgrade3-8studentswhowereenrolledattheschoolonBEDSdayfortwo

consecutiveyearswilldemonstrategrowthontheSpringadministrationoftheFountasandPinnellBenchmarkAssessmentexams.

• Eachyear,75%ofgrade3-8studentswhowereenrolledattheschoolonBEDSdayfortwo

consecutiveyearswillperformatorabovegradelevelontheSpringadministrationoftheFountasandPinnellBenchmarkAssessmentexams.

b.

ResponsiveEducationalProgramandEnvironmentExpectation:Aqualityeducationalprogramenablesallstudentstoachieveacademicallyandsocially.

AdherencetoContractTerms• Perthe2010amendmenttotheCharterSchoolsAct,theschoolshalldemonstrategood

faitheffortstoattract,retain,andmeetorexceededenrollmentandretentiontargetsasprescribedbytheBoardofRegentsthroughtheStateEducationofstudentswithdisabilities,Englishlanguagelearners,andstudentswhoareeligibleapplicantsforthefreeandreducedpricelunchprogram.

• Eachyear,theschoolwillcomplywithallapplicablelaws,rules,regulationsandcontracttermsincluding,butnotlimitedto,theNewYorkCharterSchoolsAct,theNewYorkFreedomofInformationLaw,theNewYorkOpenMeetingsLaw,thefederalIndividualswithDisabilitiesEducationAct,andthefederalFamilyEducationalRightsandPrivacyAct.

StudentEngagement• Eachyear,theSchoolwillhaveanaveragedailystudentattendancerateofatleast95%,

withtheexceptionofLongTermAbsence(LTA)students.

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• Eachyear,95%ofallstudentswhowereenrolledduringtheschoolyearwillreturnthefollowingSeptember,withtheexceptionofstudentswhohavetransferredtoout-of-city,out-of-state,privateorparochialschools.

ResponsibleSchoolLeadership,GovernanceandManagementExpectation:Leadershipfurtherstheschool’smission,programandgoalsandisstrategictoensureadequacy,alignmentandcoherenceofactions.

• TheExecutiveDirectorwillpresentaDashboardofschoolperformanceinregardstostudentperformance,attendance,enrollmentandfinancialsateachmeetingoftheBoardofTrustees.

• Annually,theBoardwillmeetitsobligationsoutlinedintheBoardBylawsinregardsto

attendance,activityofsubcommitteesandfinancialoversightoftheschool.FinancialSustainabilityandInternalControlsExpectation:Theschoolisawell-runorganizationandcapableofachievinglong-termsuccess.

EnrollmentStability• Annually,studentenrollmentatCASALwillbewithin15%offullenrollment,asdefinedin

theSchool’scontract.

FinancialCompliance• Eachyear,theSchoolwillundergoanindependentfinancialauditthatwillresultinan

unqualifiedopinionandnomajorfindings.3

FinancialViability• Eachyear,CASALwilloperateonabalancedbudget4andmaintainastablecashflow.

StrongCultureandSupportiveRelationshipsExpectation:Thereishighsocialtrustamongtheschoolcommunityandcultureofexcellence.

ParentSatisfaction• Eachyear,parentswillexpresssatisfactionwiththeschool’sprogramasdeterminedbythe

parentsectionoftheNYCDOELearningEnvironmentSurveyinwhichtheschoolwillreceivescoresof7.5orhigherineachofthefoursurveydomains:AcademicExpectations,Communication,Engagement,andSafetyandRespect.Theparticipationrateofthesurveywillexceed50%

StaffSatisfaction:• Eachyear,teacherswillexpresssatisfactionwithschoolleadershipandprofessional

developmentopportunitiesasdeterminedbytheteachersectionoftheNYCDOELearningEnvironmentSurveyinwhichtheschoolwillreceivescoresof7.5orhigherineachofthefoursurveydomains:AcademicExpectations,Communication,Engagement,andSafetyand

3 The NYCDOE will determine a finding to be “major” if it indicates a deliberate act of wrongdoing, reckless conduct or causes a loss of confidence in the abilities or integrity of the school or seriously jeopardizes the continued operation of the school. 4 A budget will be considered “balanced” if revenues equal or exceed expenditures.

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Respect.Theparticipationrateofthesurveywillexceed70%.• Eachyear,80%ofteacherswhoacceptoffersofrenewedemploymentattheendofthe

previousschoolyearwillreturntoteachatCASAL.

StudentSatisfaction:• Eachyear,CASALmiddleschoolstudentswhotakethesurveywillexpresssatisfactionwith

theSchoolasdeterminedbythestudentsectionoftheNYCDOELearningEnvironmentSurveyinwhichtheschoolwillreceivescoresof7.5orhigherineachofthefoursurveydomains:AcademicExpectations,Communication,Engagement,andSafetyandRespect.

D.AssessmentSystemAssessmentAccountability:CASALusesassessmentdataoftenandregularlytoassessstudentprogressagainsttheacademicgoalsandtomakeprogrammaticadjustmentsandchanges.Eachterm,teachersmeetwithinstructionalleadershiptoreviewtheassessmentdata.Theteachers’roleinthisprocessistoidentifywhichstandardstheyneedtore-teach,andtoprovidedifferentiated,individualizedinstructionforspecificstudents,basedonthedata.TheroleoftheDirectorsofInstructioninthisprocessisto:1)ensurethatassessmentsaregivenonschedule;2)expeditiouslymanagethedata-crunchingprocesssothatteachershavetimelyresults;3)facilitateadatameetingwiththeteacherswithinaweekaftertheassessmentisgivenandprovideguidanceastowhichstandardsneedtobeprioritized;4)re-allocateresourcesintheareaofmoney,timeandpersonneltoensurethatstudentsaregivenproperlevelsofinstructionalsupport,basedontheresultsoftheassessmentsand5)monitorlessonplansandlessonexecutiontoensurethatprioritizedlearningobjectivesarebeingeffectivelyre-taught.

UseofOngoingAssessments:Ongoingassessmentisadrivingforceintheschool.Virtuallyeverymonthweimplementstandardizedassessments,includingin-schoolassessments.Appropriateassessmentsenablelessonstobetailoredtoachild'sneedsandthedevelopmentofeffectivecurriculumandinstructionalpracticesthatsupporttheneedsofalllearners.Withgradelevelgoalsandindividualclassgoals,teachersaremadeawareoftheimprovementthateachchildneedstomake.Thankstothesmallsizeofclasses,itispossibletoprovideremedialworkforchildreninneedofimprovementandalsomakesurethestudentislearningthegradelevelmaterials.Studentswilllearntoreadatgradelevel,andworktoexceedtheirgradelevelliteracygoals.Assessmentdatawillenableustodetermineiftheyhavereachedgradelevel,includingwritingexercisesineachgrade.Ingrades3andup,weplaceanemphasisonthewrittentest.Childrenmustexplaintheiranswers.Theyarerequiredtowritefrequentlyinclassandaspartoftheirhomework.Wewillalsouseassessmentdatatoknowwhichstudentsareworkingbeyondgradelevelsoastoprovideenrichmentwork.Withinagrade,theteacherscollaborativelywillcreateweeklyassessmentsforallsubjectareas.Thesewillenabletheschooltoassessprogress.Eachgradehasitsownweekly,monthlyandannualachievementgoals.Therewillalsobeachievementgoalsforeachchild.

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RationaleforAssessmentsSchoolassessmentsarevaluablebutdonotservetomeasureourstudentswithnationalnorms.Teacherassessmentsservetomeasurethestudentsagainsttheotherchildreninthegrade.IntheIowatests,forexample,thechildismeasuredagainstchildrenacrossthecountry.Asourschool'sfuturewillbedeterminedbyitsachievementonstatetests,usingpublishedassessmentsthathavereliablybeenprovedtohelpwithstatetestresultsisimportant.Aschool'sprogramneedsbothtypesofassessment–oneaugmentstheother.CASALusesallthesemeasurestoensureweareworkingwitheachstudentbasedontheirindividualneed.Byhavingvariousmeasureofcomparison,wecantargetourapproach.

Specificsofteacher-madeassessmentsincludeunittestsineachgrade.Teachersonthesamegradeteachthesameunit.Therefore,theteacherswilldevelopatestforthegradetoassesstheeffectivenessoftheirprogram.Theteacher-generatedtestistoassesstheeffectivenessoftheclassroominstructioncomparingeachchildintheclasstootherchildrenintheclass.Theteachercanthencreateaplantoaddressaparticularchild'sneeds.

Theuseofstandardizedtestsisacriticalinstrumenttoassessstudents'learningandteachereffectiveness.WeuseinternalassessmentsalignedwiththeNYAssessments.Weusethesetestsforpre-andpost-testingforstudentstodetermineanindividualstudent'sweaknessesandtodetermineiftheindividualizedprogramcreatedforhim/herhasbeeneffective.Wecanalsouseittoseeifaparticularteacher'sprogramhasbeeneffectivefortheentireclass.E.Performance,Promotion,andGraduationStandardsPromotionalCriteria:AllCASALstudentsareheldtospecificpromotioncriteriaintheareasofattendance;comprehensiveclassroomassessmentsthatincludeworksamples,anecdotals,teacherassessmentsandobservations;andbenchmarkassessments.CASALreservestherighttomakeadecisionforpromotionwhenstandardizedtestscoresdonotmatchpreviousstudentachievementasseenthroughtheseclassroomassessments,orunderspecialcircumstances.StudentsfailingtomeetanyofthegradelevelorschoolexpectationsasdefinedbythecriteriainthechartbelowarenotedasPromotioninDoubtduringthewinteratwhichtimefamiliesarenotifiedinwritingofpossibleretention.Ifstudentsdonotdemonstrateimprovementbytheendoftheschoolyeartheyareidentifiedforretentionforthefollowingschoolyear.Belowistheframeworkforstudentpromotionattheschool.

AssessmentName Grades Description

UnitAssessments Kto5 CurricularUnitAssessments,basedonthescopeandsequenceofCASALcurriculum.

SixWeekAssessments Kto5GradespecificassessmentsbasedonNYSexitstandardsforeachyear.AlsoserveaspredictorsforperformanceontheNYSELAandMathtestsfor3-5,Scifor4thandSocStudiesfor5th.

NYSELA,MathAssessments 3to5 NYSadministeredstatewideexam.Given1xperyear.NYSSciAssessments 4 NYSadministeredstatewideexam.Given1xperyear.NYSSocStudiesAssessments 5 NYSadministeredstatewideexam.Given1xperyear.

Fountas&Pinnellorsimilar Kto3 Beginningreaderskillspecificindividualtest,administeredtwotimesperyear.

Waterfordorsimilar K-2 Weeklyassessmentsofearlychildhoodliteracyskills

ITBSorsimilar Kto5 nationallynormedexamtakentwiceayear,fallFallandSpring,withnationalnorms.

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GradeLevel Attendance TeacherRecommendation BenchmarkTesting

K 95% Atgradelevelperformance Six-WeekAssessments,end-of-unittests,etc,teacherscreatedtests

1 95% Atgradelevelperformance Six-WeekAssessments,end-of-unittests,etc,teacherscreatedtestsLevel

2 95% Atgradelevelperformance Six-WeekAssessments,end-of-unittests,etc,teacherscreatedtestsLevel

3 95% Atgradelevelperformance ELAandMathlevel2andabove

4 95% Atgradelevelperformance ELA,Math&Sci.Level2andabove

5 95% Atgradelevelperformance ELAandMath;Level2andabove




StudentswithIEPs:• AstudentwithanIEPmaybepromotedbasedonattendance(80%orabove);scoreaLevel2on

NYSexams;meettheirIEPgoals.• Incaseswherethechilddoesnotmeetthetwoormoreofthecriteriaforpromotion,an

academicportfoliomaybepresentedtodeterminewhetherthechildwillbepromotedtothenextgrade.

• InsomecaseswithchildrenwhohaveIEPs,promotionalcriteriapercentagesmaybeadjustedintheIEPtoreflectthechild’sabilitiesinbothELAandMathperformance.

F.SchoolScheduleandCalendarAttachment3c:ProposedFirstYearCalendar Students’ScheduleCASAL’sCharterSchool’sextendeddayprogramforallstudentswillrundailyonascheduleappropriateforourstudent’seducationalneeds,currently8:00AM–4:30PMwithanearlydismissalsperiodicallyforstaffprofessionaldevelopment.Thedailyschedulesbelowshowcurrentschedule,whichisconsistentwithourcommitmenttoaneffectiveextendeddayprogram.CASALensuresthatstudentsmeetthestatemandatesfornumberofhoursofinstructionperweekinapplicablesubjectsthroughitsschedule.Whenappropriate,CASALoffershalf-daySaturdayclassesfortutoringandenrichment;StudentsthatmayneedadditionaltimeandattentionwillbeaskedtoattendonSaturdays.Classesmaytaketheformofremediationinsmallgroupsorindividualtutoring;stateassessmentpreparation;and/oradditionalLatininstruction,dependingontheneedsofourstudentsandavailablefunding.

Teachers’ScheduleAswiththestudentschedules,theteachers’dailyschedulesthatfollowdelineatethedailyrequired

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amountoftimeCASALteacherswillbeintheclassroomorinvolvedwithotherschooldutiesversuswhentheywillbeengagedinplanning/preptimeindividuallyorcollectively,bothwithandwithouttheCurriculumDeanandsubjectcoaches.ThespecificafternoontimeblocksmayvaryforindividualteachersdependingonschedulingoftheVisualArt,MusicandPhysicalEducationsubjectsfortheirstudents.Thereisextensiveplanningtimeincorporatedintoeachschooldayforteacherstoworkindependentlyandcollaborativelywiththeircolleagues.TheCurriculumteamandcoacheswillworkwiththeirrespectiveteachers,individuallyandingroups,onsuchactivitiesasdevelopingandupdatingpacingcalendars,mappingcurricula,developmentandcoordinationofservicelearningprojects,reviewinglessonobservationsandanalyzingstudenttestresults.Inaddition,earlystudentdismissalonselecteddaysaresetasideforprofessiondevelopmenttrainingforallstaffmembers.

Amonthlyschedulewillbesetupinadvanceforteachersinordertoshareresponsibilityforparticipatingincommunalbreakfastandlunchperiodsassupervisorsofthechildren(theyeattheirownlunchwiththechildrenduringthistime).Onthosedayswhereteachersarenotassignedcommunalbreakfastorlunchduty,theyareexpectedtousethattimeasindividualand/orcommonplanningtime.Duringlunchperiod,theyareallotted45minutesfortheirlunchbutmayelecttousesomeofthistimeforindividualandcommonplanningtimewiththeircolleagues.

SchoolCalendarCASAL’sschoolyearconsistsofatleast185-190days.CASALwillhaveanextendedyearandextendeddaymodeltomaximizeinstructionalhoursandcreateahighperformingschoolwithhighachievingstudents.CASALsetsacalendarconsistentwiththeneedsofitsstudents.WhenappropriateitmaymirrortheNYCDOEcalendarinregardstomostschoolholidayswithschooloutofsessiononLaborDay,YomKippur,ColumbusDayObserved,VeteransDay,ThanksgivingDayandthedayafterThanksgiving,WinterRecess(Thursday,December24throughandincludingFriday,January1,includingChristmasandNewYear'sDay),Dr.MartinLutherKing,Jr.Day,Mid-WinterRecess(February15throughFebruary19,includingWashington’sBirthday),SpringRecessandMemorialDay.Theschoolwillmodifyitscalendarfromyeartoyear,consistentwithstudentandstaffneedsandthefurtheringofitsmission..G.SchoolCultureandClimateAttachment4:StudentDisciplinePolicy-Provideastudentdisciplinepolicythatreflectsthemissionandcultureoftheschool

CASALCodeofConductCASALenvisionstheschoolasalearningcommunitythattreatschildrenandadultswithrespectandkindness.CASALisaplacewherechildrenvaluediversityofideas,developcompassion,andtherecognizethemselvesnotjustasindividuals,butcitizensofalargerglobalcommunity.Aschildrenmatureandparticipateincommunalclassroomwork,theybroadentheirabilitytoseethingsfromvariedperspectivesandtoworkwithpeoplewithviewpointsdifferentfromtheirown.Theycanthentaketheirplacesintheworldasempoweredadultswhocanmakegoodchoicesintheirlives,goodchangesintheworld,andworkwellwithothersintheiroccupationalandsocialcommunities.Tothisend,CASALworkstoensurethattheschoolisaplacewhereallstudentscanlearnandallstaffcanteachinasafe,secureandorderlyenvironment.CASALdefinesdisciplineashelping

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childrendevelopself-controlandself-motivationinaschoolcommunitythatissafeforallmembers.Toensurethatanenvironmentiscreatedwhereteachingandlearningcanflourish,CASALhasdevelopedaseriesofrulesthataddressproperstudentbehavior,maintenanceoforderwithintheschoolandwhilepeopleareengagedinschoolactivities(CodeofConduct),andastatementofstudentrightsandresponsibilities.TheCASALstaffensuresthatparentsandstudentsarewellinformedofthesepoliciesbothbeforeenrollmentandatthetimestudentsenrollinCASAL.TheCodeofConductmustbesignedbyfamiliestoshowthattheyhavereadandunderstandtherules,inordertoholdthemaccountablefortheiractions.Assuch,studentswillnotbesurprisedaboutwhattypeofbehaviorisexpectedofthem,andparentswillbereassuredaboutthetypeofclassroomenvironmentmaintainedatCASAL.

TheCodeofConductsetsforththepolicyofCASALregardinghowstudentsareexpectedtobehavewhenparticipatinginschoolactivities,onandoffschoolgrounds,andhowCASALwillrespondwhenstudentsfailtobehaveinaccordancewiththeserules.Inalldisciplinarymatters,studentswillbegivennoticeandwillhavetheopportunitytopresenttheirversionofthefactsandcircumstancesleadingtotheimpositionofdisciplinarysanctionstothestaffmemberimposingsuchsanctions.Dependingontheseverityoftheinfraction,disciplinaryresponsesincludesuspension(shortorlongterm),detention,exclusionfromextracurricularactivities,andexpulsion.Whereappropriate,schoolofficialsalsowillcontactlawenforcementagencies.

AtCASAL,disciplineisconsideredaprocess.TheCASALstaffdealwitheachproblemindividually,andforeachunacceptablebehaviorthereisarangeofconsequencesandactionsateacherorstaffmemberwilltake.Thisisdependentonthefrequencyofthisbehavior,progressofthechild,ageofthechildandseverityofthebehavior.Thespecificsituationdictateswhichconsequenceswillbeused,revisitedorskipped.

Thefirststeptakeninanydisciplinaryactionistorestoreasenseofsafetyandbringpeopleintoself-control.Thismaymeantimeoutorasympatheticconversation;whateverwillhelpachildtobeabletofaceaproblemrationally.Theoutcomeoftheconsequencesshouldreinforcenotonlytheessenceofwhatisunacceptabletothegroupbutalsohowone’sbehaviorimpactsonthegroupandononeself.Potentialconsequencesinclude:Speakingtothechildindividually;Holdingagroupdiscussion;Temporarilyremovingachildfromadifficultsituationwithintheclass;sendingthechildtoanotherclass(teachersmaynotsendstudentsunattendedintothehallasadisciplinarymeasure);Informingparent/guardianofbehavior;Discussionwithparent/guardianandsettingupaplanofactionwiththeparent/guardian,articulatingwhat"progress"is;SendingthechildtoconferwiththeStudentLifeCoordinator;Discussionwithotherschoolpersonnel;afterschooldetentions;FormalmeetingwiththeStudentLifeCoordinator,teacherandparent/guardian;Discussingandinitiatingothersupportsystems;Guidancehearing;Suspension(ShortandLongTerm);andReplacementofpropertyorreimbursement.ThedecisionastowhichconsequenceischosenwillbeinaccordancewithguidelinesestablishedbyStatelaw,whichwillensurebothconsistencyandequitabletreatmentforallstudentsandenablesschoolstoexercisediscretionandeducationaljudgment.

ProvisionsforStudentswithDisabilities.theStudentLifeTeamwillhavetheauthoritytosuspendorremoveastudentasadisciplinaryaction,uponconferringwiththeSpecialNeeds/RTICoordinatorandDirectorofInstruction.CASALwilladheretoallCodeofFederalRegulationsondisciplineprovisionsforstudentswithdisabilitiesthatpertaintosections300.530,300.532(a),300.532(b),

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300.533,300.534,and300.536.CASALwillensurerecordkeepingonthenumberofdaysastudentwithadisabilityhasbeensuspendedorremovedfordisciplinereasons.Thisresponsibilitywillfalltotheschoolsecretary,whowillkeepinclosecommunicationwiththeDirectorsofInstruction,theSpecialNeeds/RTICoordinatorandtheStudentLifeTeam.Alternativeinstructionwillbeprovidedforstudentsofcompulsoryschoolagewhoaresuspendedorexpelled,onsiteoroff-site,asappropriate.ThisresponsibilitywillbethatoftheSpecialNeeds/RTICoordinator,indirectcommunicationwiththeStudentLifeTeam.CASALwillalsoensurethatparentsandstudentswithdisabilitiesreceiveappropriatenotificationregardingsuspensionsorremovalsfordisciplinaryreasons.ThiswillbetheresponsibilityoftheStudentLifeTeam,workingcloselywiththeSpecialNeeds/AISCoordinator.Whenasuspensionorremovalofastudentwithadisabilityconstitutesadisciplinarychangeofplacement,theStudentLifeTeam,SpecialsNeed/RTICoordinatorwillfollowtheFederalRegulationsandensurethatthestudentisprovidedwithafreeappropriatepubliceducation(FAPE)asdefinedinthefederalregulations.CASALwillfollowalldueprocessproceduresshouldastudent’schangeofplacementexceed10days,describedbelow.

CASALwillensurethatwhenthesuspensionorremovalofastudentwithadisabilityconstitutesadisciplinarychangeofplacement,theCSEisimmediatelynotifiedsothattheCSEcanmeetitsobligationstoconveneaCSEmeetingwithin10schooldaystomakeamanifestationdetermination.TheCSEmeetingshouldoccurwithin10businessdaysofthechangeofplacementandtheywillconductappropriateactionsconsistentwithNYCDOEregulations,suchasafunctionalbehavioralassessmentandorthedevelopmentabehavioralinterventionplan,shouldthatbedeterminedanappropriatestep;providethestudent’sparentwithacopyoftheirproceduraldueprocessrights;anddetermineeducationservicesortheinterimalternativeeducationalsettingconsistentwiththeFAPErequirements.

ProvisionsforAllDisciplinaryActions:DueprocessproceduresshallbefollowedforalldisciplinaryactionsconsistentwithfederalcaselawpursuanttoGossv.Lopez(419U.S.565).TheStudentLifeTeamshallprovidenoticetoinformthestudentandparentsofthechargesagainsthimorher,intheformofletter,includingtherecommendeddisciplinaryaction,shoulditbeasuspensionorexpulsion,andthedateofthehearing,whichshalldeterminethematter.

DetentionandRestorativeJustice:Astudentmaybegivenadetentionorrestorativejustice,consistentwiththeStudentandFamilyhandbook.ClassroomteachersmustgettheapprovalfromtheStudentLifeTeaminordertogiveadetention.Staffmembers,otherthantheclassroomteacher,maysuggestdetentionforastudent’sbehavioroutsideoftheclassroom.TheclassroomteacherandStudentLifeTeamwillgatherthefactsandcircumstancesfrombothstaffmembersandthestudentinordertocometoadecision.Itistheresponsibilityoftheteachertoinformthefamilyofthechildofthereasonwhytheirchildisbeinggivendetentionorrestorativejustice.TheStudentLifeTeamwilloverseeafterschooldetentionandtherestorativejusticeprocess.

Short-TermandLongTermSuspensions:TheStudentLifeTeamdeterminesshort-termandlong-termsuspensionsonacase-by-casebasis.Anystudentthathascommittedanyoftheinfractionslistedbelowthattakesplaceoncampus,ontheschoolbus,orschoolsponsoredeventsoffcampus,shallbesubjectedminimallytoashort-termsuspensionenforcedbytheStudentLifeTeam:

• Violent,abusiveorthreateninglanguage,inwrittenorverbalform.• Bullyingorharassment.• GrossInsubordination

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• Inappropriatetouchingorcontactwithotherstudentsorschoolstaff.• AcademicDishonesty,includingcheatingonexamsorquizzes.• Vandalismofschoolpropertyorthepropertyofstafforstudents.• Trespassonschoolproperty.• Abuseofschoolpropertyorequipment.• Improperuseoftechnologyresources,includingaccessinginappropriatematerialsonthe

internetorsharingmaterialswithothers• Usedforgednotesorexcuses• Engageinactsofsexualharassment,includingbutnotlimitedtophysicalcontactor

offensivesexualcomments.• Steal,attempttosteal,orpossesspropertyknownbythestudenttobestolen.• Anyattempttointentionallycausephysicalinjurytoanotherperson.• Repeatedlycommitminorbehavioralinfractions,which,intheaggregatedisruptthe

learningenvironment• Possession,use,attempttouse,ortransferanyfirearm,knife,razorblade,explosive,mace,

teargas,orotherdangerousobject.• Commitorattempttocommitarsononschoolproperty.• Commitadisruptiveordangerousactthataffectsthelearningenvironment.• Possess,sell,distributeoruseoftobacco,anyalcoholicbeverage,controlledsubstance,

imitation,ormarijuanaonschoolpropertyorataschool-sponsoredevent.• Assaultanyotherstudent,staff,orcommunitymember• Endangerthephysicalsafetyofanotherbytheuseofforceorthreatsofforce,which

reasonablyplacesthevictiminfearofimminentbodilyinjury.• Makeafalsethreatsorpullafalseemergencyalarm.

HealthandSafetyExclusion:AtthediscretionoftheStudentLifeTeam,astudentmaybedeemedaHealthandSafetyriskandbeexcludedfromtheschoolinorderto1)completetheinvestigationofaseriousincidentor2)toensurethesafetyofthestudentsorstaffinthebuilding.HealthandSafetyexclusionsshallbemadeinwritingandaretemporary,toestablishasafetyortocompletetheinvestigationofaseriousincident.Shouldanexclusionoccur,parentsshallreceiveregularupdatesonthestatusoftheexclusionandbenotifiedoftheirrighttocompensatoryeducationduringanexclusion.

ProceduresandDueProcessforShort-TermandLong-TermSuspensions:TheStudentLifeTeammayimposeashort-termsuspension,long-termsuspensionorexpulsionandshallfollowdueprocessproceduresconsistentwithfederalcaselawpursuanttoGossv.Lopez(419U.S.565).Followingtherecommendationofashorttermorlongtermsuspension,orexpulsion,,thestudentandparentwillbeprovidedwithanopportunity,inperson,toattendaninformalhearing(suspensionsoffivedaysorless)oraformalhearing(sixdaysormore,includingexpulsions)heldbytheStudentLifeTeam,tohearthechargesraisedagainstthemandprovideexculpatoryevidence.TheStudentLifeTeamdecision’s,followingahearing,forashorttermorlong-termsuspensionmaybeappealed,bytheparentorguardian,totheExecutiveDirector,within10days,inwriting.

Followinganincident,theinvestigationbytheStudentLifeTeamandthedecisiontorecommendasuspensionorexpulsionwrittennoticeshallbeprovidedbypersonaldelivery,expressmaildelivery,

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emailorequivalentmeansreasonablycalculatedtoassurereceiptofsuchnoticewithin24hoursofsuspensionatthelastknownaddress.Wherepossible,notificationalsoshallbeprovidedbytelephoneiftheSchoolhasbeenprovidedwithacontacttelephonenumberfortheparent(s)orguardian(s).Suchnoticeshallprovideadescriptionoftheincidentorincidentswhichresultedinthesuspensionrecommendationandshallindicatethataformalhearingwillbeheldonthematterwhichmayresultinalong-termsuspension(orexpulsion).ThenotificationprovidedshallbeintheEnglish,withatranslationavailableuponrequest.Ataformalhearingtheincidentwillbereviewed.ThehearingshallincludetheStudentLifeTeammember,staffmembersinvolvedwiththeincident,andthestudentwithhis/herparent(s)orguardian(s);thestudentshallhavetherighttoberepresentedbycounsel,questionwitnesses,andpresentevidenceataformalhearing.

IfaStudentLifeTeammemberinitiatesthesuspensionproceeding,heorshemaypersonallyhearanddeterminetheproceedingormay,inhisdiscretion,designateanotherhearingofficertoconductthehearing.Followingthehearing,theStudentLifeTeammember(orExecutiveDirectorforanexpulsionproceeding)mayaccept,rejectormodifytheoriginalrecommendation’schargesanddisciplinaryaction.TheStudentLifeTeammember’sdecisiontoimposealong-termsuspensionmaybechallengedbytheparentorguardianviaawrittenappeal,within10daysofthedecisiontosuspendorexpel.Inextremecircumstances,anexpulsionrecommendationmayberequiredandbedecidedbytheExecutiveDirector.Forexpulsions,thedueprocessproceduresallowparentstoappealtheExecutiveDirectordecisiontotheBOT,within10daysofthedateofthedecision,inwriting.

Followingadecisiontosuspendorexpel,theStudentLifeTeamshallnotifytheparentsorguardianinwritingviaaSuspensionorExpulsionletterthatthestudenthasbesuspendedfromschool.Writtennoticeshallbeprovidedbypersonaldelivery,email,expressmaildeliverywithin24hoursofthedecisiontorecommendasuspensionatthelastknownaddress(es)oftheparentsorguardians.Wherepossible,notificationalsoshallbeprovidedbytelephone.Theproceduresforfilinganappealshallbeincludedinthesuspensionorexpulsionletter.

ProvisionstoImplementAlternativeInstructionOptions:• Alternativeinstructionmustbemadeavailablewithin24hoursofthebeginningofasuspension,

regardlessofthelengthofthedisciplinaryaction.• Whilehomeworkassignmentsmaybeincludedinastudent’srequirements,directinstruction

mustbeprovidedbyaCASALstaffmemberorcontractedinstructor..• Thetimeallottedtodirectinstructionmustbeenoughtoensurethatthestudentwillprogressat

thesamerateasifs/hehadattendedclass.Thisistypicallynolessthantwohoursperday.

Studentsremovedforaperiodoffivedaysorfewerwillreceiveclassroomassignmentsandaschedulebytowhichtocompletemissedassignmentsand/ortestsduringthetimeofthesuspension.Whenacharterschoolorotherpublicschoolsuspendsastudentofcompulsoryschoolage,itmusttakeimmediatestepstoprovideinstructionelsewhere.CASALwillprovideadditionalalternativeeducationinstructionforaminimumoftwohoursforeachschooldayatatimeandplacedeterminedbytheschool.Instructionforeachstudentshallbesufficienttoenablethestudenttomakeadequateacademicprogress.

Studentsremovedforaperiodofmorethanfivedayswillbeprovidedwithinstructionbyoneormoreofthefollowingindividualsinconsultationwiththestudent’steacher(s):teacheraides,

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trainedvolunteers,individualswithinacontractedfacility,acontractedinstructororatutorhiredforthispurpose.Instructionwilltakeplaceinoneofthefollowinglocations:thestudent’shome,acontractedfacility(schooldistrictinthelocationofthestudent),anappropriateoff-sitefacilityoraroomthatisusedbyCASALasasuspensionroom.Allprovisionsofservicesduringremovalwillbedeterminedonacase-by-casebasis,andwillconsidertheneedsofthesuspendedchild.AtCASAL,involuntarytransferasadisciplineoptionisnotapolicy.

StudentsRighttoAppeal:Studentshavetherighttoappealsuspensionsandexpulsionsinwriting,followingtheissuanceofaSuspensionorExpulsionletterfollowingaformalorformalhearing.Allappealsmustbemadeinwriting,within10daysofthedecision,totheExecutiveDirector(forsuspensions)ortheBoardofTrustees(forexpulsions).AppealsofthedecisionsoftheBoardofTrusteesforasuspensionorexpulsionshouldbedirectedtotheschool’sauthorizer,theNYCDOE.

Searches:Astudentand/orthestudent'sbelongingsmaybesearchedbyaschoolofficialiftheofficialhasareasonablesuspiciontobelievethatasearchofthatstudentwillresultinevidencethatthestudentviolatedthelaworaschoolrule.Itemswhichareprohibitedonschoolproperty,orwhichmaybeusedtodisruptorinterferewiththeeducationalprocess,mayberemovedfromthestudentbyschoolauthorities.

Studentlockersanddesksremainthepropertyoftheschool,thoughtheschoolisnotresponsibleforbooks,clothing,orvaluablesleftinlockersordesks.Astudentshallnotplaceorkeepinalockerordeskanyarticleormaterialwhichisofanon-schoolnatureandmaycauseortendtocausethedisruptionofthemissionoftheschool.

Thefollowingrulesshallapplytothesearchofastudent’spossessionorschoolpropertyassignedtoaspecificstudentandtheseizureofillegalitemsfoundtherein:

• Schoolauthoritieswillmakeanindividualsearchofastudent'slockerordeskonlywhenthereisreasonablesuspiciontobelievethatastudentisinthepossessionofanitemwhichisprohibitedonschoolpropertyorwhichmaybeusedtodisruptorinterferewiththeeducationalprocess.

• SearchesshallbeconductedundertheauthorizationoftheschoolExecutiveDirectororhis/herdesignee.

• Itemswhichareprohibitedonschoolproperty,orwhichmaybeusedtodisruptorinterferewiththeeducationalprocess,mayberemovedfromstudentlockersordesksbyschoolauthorities.

III.ORGANIZATIONALANDFISCALPLANA.ApplicantGroupCapacityTheorganizationanddevelopmentofCASALwillbeledbyanextremelycommittedplanningteamandBoardofTrusteesinwaiting,comprisedofeducators,parents,businesses,legal,socialservices,non-profits,andmembersof theBushwickcommunity. Currently,CSD-32hasoneof thehighestEnglish Language Learner and Special Education rates in the City, highlighting the need foradditional,supportiveeducationalopportunitiesinthecommunity. Astheideadevelopedfortheschool,teammembersbroughttogetherotherswithdiverseskills,apassionforeducationreformandthedesiretoseemoreeducationaloptionsforunderservedyouthinNYC,particularlyBushwick

39

Brooklyn. The grouphas interactedweekly either via face-to-facemeetings, conference calls andemailtodevelopthisproposal.Theplanningteamdividedtheapplicationintofunctionalsections;subcommitteesdevelopedindividualsectionsbasedontheirexpertise,alongwithaconsultantwhohasexistedinthecharterschoolspaceforoveradecade.

CASAL’sproposedboardandplanningteams’experienceandscopeofexperiencespandecadesandrunsdeep.Theseareasinclude:EarlyChildhood,Education,Administrative,Managerial,Non-Profit,,Policy,Curriculum/ProgramDesign,Organizationalsustainability,StaffDevelopment,At-RiskPopulations,heEngagement,TechnologyIntegration,HR,CommunityRelations,StakeholderDevelopment,YouthServices,Finance,Administration,Operations,Psychology,Compliance,Analytics,ProjectMgmt.,Public/SocialServices,StudentSupportServices,Engagement,Counseling,AfricanaStudies.Thetablebelowhighlightsthedepthandbreadthofexpertiseandexperience:

CASALengagedJoshuaMoralestoserveasanadvisortotheapplicationdevelopmentprocess.Mr.Morales has extensive background in the areas of education policy, administration, governance,operations, organizational management and finance. His experiences include holding seniorpositionsinthefinancialservicesindustryintheareasofmarketing,finance,productdevelopmentandanalyticswithinaten-yearspanforcompanieslikeDresdnerBankNA,IndustrialBankofJapan,Amerindo Investments & Alliance-Bernstein LLC. After finance he joined the NYC Department ofEducation.DuringhistenureheservedasRegionalOperationsDirectorforRegion10,coveringCSD3,5,6(UpperWestSide,HarlemandWashingtonHeights);RegionalNetworkSpecialist, leadingateam human resource, operational and financial specialists; Director in NYCDOE Charter SchoolOffice,supporting&providingdistrictandauthorizerservicesforover130charterschoolsaswellasservingakeypolicymakerandnewschooldevelopmentevaluator. SinceMr.Morales’departurefrom the NYCDOE, he has consulted with the NYC Charter Center, Walton Foundation, NewarkPublicSchools,aswellasprovidedadvisoryservicestoemergingcharterschoolsandorganizations.HealsoservedasExecutiveDirectorofNewBeginningCharterSchoollocatedinCSD-16from2010-2014 and currently serves on the Board for Democracy Prep Charter Schools in Harlem. Hisguidancehasassistedinthedevelopmentofthisapplication.B.BoardofTrusteesandGovernanceTheCASALfoundersarecommittedtodevelopingawell-informedboard,withtheknowledgeneededtosupportanddevelopaneffectivecharterschool.AneffectiveworkingrelationshipbetweentheBoardandtheExecutiveDirectorhasbeenbuiltuponthreeprinciples:1).Recognitionofthedistinctionbetweengovernanceworkoftheboardandmanagementworkofthestaff,2).Recognitionofends/meansdistinctionwithabiasinfavorofhighimpactdecision-making,3).Establishandmaintainclarityaboutwhatactivitiestheboardengagesinandwhatactivitiesstaffengagein.

Theschool’sBoardofTrusteeswillhaveasupervisoryoroversightrolewiththeExecutiveDirector.The Board hires, supervises, evaluates, compensates, and (if necessary) terminates the ExecutiveDirector. The Executive Director, in turn, hires, supervises, evaluates, and makes compensationdecisions within the scales and budget set by the Board as provided for by the board-approvedannual budget. The Board-Executive Director relationship reflects the distinction between “endsdecision-making”bytheBoardofTrusteesandthemeansusedbystafftoachievetheendssetbythe Board. Ends decision-making has the effect of creating boundaries with autonomy for the

40

ExecutiveDirector andhisorher staff. SuchBoardmajordecisions including setting thebudget,determiningthestrategicplan,formulatingmajorpolicy,andinterpretinglawsandregulationswithwhichtheschoolmustcomply,createtheplayingfielduponwhichtheExecutiveDirectorhastheauthoritytoact.

CASALunderstandsandvaluestheresponsibilityofgoverningapublicentity,morespecificallyapubliccharterschool.TheBoardwillhaveaperformancecontractwiththeBoardofRegentsthatprovidestheschoolwiththeautonomytodesignandoperateitsprogramsinexchangeforaccountabilityforresults,namelyacademicperformance,organizationalviabilityandfiscalsoundness.

ToserveontheCASALboardoftrustees,candidatequalificationswillinclude:abeliefinthemission,visionanddesignoftheschool;anexpectationthatallchildrencanandwillachieveacademicexcellence;demonstratedunderstandingofboardduties;theabilitytoattendboardandcommitteemeetingsandvolunteerforboardwork,relevantexperienceandexpertise,suchas:education,business,management,finance/accounting,law,government,personnel,marketing/publicrelations,fundraising,and/orcommunityrelationsororganizing;capacitytoexamineperformancedata,financialdocumentsandmanagementreportsandmakeinformeddecisionsinthebestinterestoftheschool;beatleast18yearsofage.

TheBoard’sresponsibilitieswillinclude:• Establishingtheschool’smission,vision&goals,aswellasparticipateinschooldesignprocess.• Evaluatingschoolsprogramsandprogresstowardchartergoals.• Ensuringadequateresourcesdevelopmentforimplementationoftheschoolprogram.• Recruiting,hiringandevaluatingtheExecutiveDirector.• Developing,reviewing&approvingmajorpoliciesasnecessary.• Preparingfor,attendingandparticipatinginboardandcommitteemeetings.• Monitoringprogramimplementation,fidelity&complianceinrelationtothecharteragreement,

laws&regulations.• Facilitatinglong-termstrategicplanningandresourcedevelopment.• Recruitingandorientingnewboardmembersandassessingboardperformance.• Participating,asappropriate,inthegrievanceprocess.• Enhancingtheschool’spublicstandingandcommitmenttoexcellence.

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Education

Youth&SocialServices

Organiza

tion&M

anagem

ent

Finance

Ope

ratio

ns

Legal

HR/Staffing

Family/ParentRelations

Commun

ity/Pu

blicRelations

RealEstate/F

acilitie

s

Fund

raising/De

velopm

ent

ClentineFennerDirector,McDonoughStreetCommunityCenter

X X

X

X

X

X

X

X

X

X

AndreLakeExecutiveDirector,BrooklynEmpowermentNeighborhood

X

X

X

X

X

X

X

X

JanathaMillerEarlyChildhoodEducationalConsultant,NYCDept.ofMentalHealth&Hygiene

XX

X

X

X

X

X

ToshaMillerVicePresident,CitigroupGlobalMarkets

X

X

X

X

X

X

X

ShennaBuieNYDOEProgramAdministrator,SchoolCounseling

X

X

X

X

X

X

MelissaNeal-WashingtonSpecialist,NYCDepartmentofSocialServices

X

X

X

X

X

X

X

X

MaureenJohnsonEarlyChildhoodTrainer,NYWorksforChildren

X

X

X

X

X

X

X

TheBoardofDirectorsshallconsistof7-15membersandwillmeetmonthly.AllmeetingswillbecompliantwiththeOpenMeetingslaw.TheBoardChairwillheadtheBoardofDirectorsmeetings.TheOfficersoftheBoardshallincludeaChair,ViceChair,Secretary,andTreasurer,eachofwhomwillbedulyelectedbythevotingmembersoftheBoard.Boardmemberswillservestaggeredthree-yeartermswithsomeinitialtermsunderthreeyearstospreadturnover.

TheBoardwilloperateasawholeandinworkingcommitteesincludingAcademic,Finance/Operations,Engagement&Development,andEvaluation&Accountability.Othercommitteesmaybeconstitutedasneeded.Committeeswillhaveajobdescriptionthatdescribes

42

anydelegationofauthoritybytheBoardaswellasCommitteeChairappointedbytheBoardChair.Minuteswillbetakenatallboardandcommitteemeetings.Copieswillbepostedontheschoolwebsiteandarchived.

TheBoardwilldelegateauthorityfortheday-to-dayoperationsoftheschooltotheExecutiveDirector,whoreportsdirectlytotheBoard.TheBoardwillestablishmeasurableannualperformancegoals,conductmid-yearandend-of-yearevaluationsoftheExecutiveDirector,andultimatelyholdhimorheraccountable.Atminimum,theExecutiveDirectorwillpresentadashboardateachboardmeeting,includingenrollment,attendance,financial,complianceandstudentperformancedata.

TheCASALBoardwillbuilditscapacitybyimplementingaprocessofongoingboarddevelopment.Boarddevelopmentplanconsistsofthefollowingelements:• Orientation:Eachnewboardmemberwillbeprovidedinformationabouttheschool,suchasa

copyoftheapprovedcharter;informationaboutCASAL’sfinancialstatus,suchasthelatestfinancialsandbytheendofyearone,thelatestaudit;atouroftheschoolfacilityandanintroductiontotheschool’sstaff.ItwillbetheBoard’sExecutiveCommitteethathastheresponsibilitytoorganizeandimplementtheseinitialactivities.Duringorientation,theofficersoftheBoardwilldiscusstheprimaryresponsibilitiesandexpectationsofindividualboardmemberswiththenewboardmembers,andwillparticularlydiscusshis/herspecificpersonaland/orprofessionalskillsinrelationtotheneedsoftheboard.NewBoardmemberswillbeassignedtooneormoreofthestandingcommitteesandmadeawareoftheirresponsibilities.

• Training:TrainingwilltakeintoconsiderationtheneedsofindividualBoardmembersaswellastheneedsoftheoverallBoard.ToaddressindividualandentireBoardneeds,trainingopportunitiessuchasconsultants,workshops,seminars,resourcematerials,ande-trainingwillbeidentified(e.g.,BoardNetUSA,GovernanceMatters,greatboards.org)anddisseminated.TheBoardChairwillberesponsibleformaintainingascheduleoftrainingevents.Inthiscapacity,s/heisexpectedtoacquireinformationabouttrainingopportunitiesfromvarioussourcesandwillbeexpectedtoprovideanupdatedscheduleoftrainingeventstoBoardmembersateachBoardmeeting.Inadditiontocultivatingsourcesofinformation,theChairwillacceptsuggestionsfortrainingfromthevariousboardcommittees.

• Standing-CommitteeAssignment:EachBoardmemberwillbeassignedtooneormorestandingcommitteesoftheBoardduringhis/herorientation.Inordertocarryoutcommitteeresponsibilities,Boardmemberswillberequiredtolearnnewinformation,policiesandprocedures.TheChairofeachstandingcommitteewillassistcommitteemembersinthislearningprocessbyrecommendingappropriatetrainingopportunitiesandallocatingtimeatcommitteemeetingstoprovideneededtrainingandguidance.

• Evaluation:Theannualself-assessmentoftheBoard’sperformanceshouldbeconsideredaformofongoingdevelopment.Theprocesswillincludethreeparts:(1)aself-assessmentbyeachindividualmemberofhis/herperformance,(2)anevaluationofeachindividualBoardmemberbytheBoardChairperson,throughthereviewofanannualmember“BoardReportCard”,and(3)anevaluationoftheBoard’sperformancebytheBoardasawhole.TheExecutiveCommitteewillprovideeachBoardmemberwithsurveyinstrumentsdesignedtoachieveacomprehensiveassessmentofselfandtheboard.

C.ManagementandStaffing.Proposedorganizationalstructure

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.

HiringPractices:CASAL’sphilosophyisthatthequalityoftheprofessionalstaffdeterminesthequalityofeducationofferedintheschool.ItisthereforetheresponsibilityoftheExecutiveDirectortolocateandrecruitthebestqualifiedcandidatestomeettheschool'seducationalneeds.

TeachersarethedrivingmomentumatCASAL.TheOrganizingCommitteeplanstoadvertiseteachingpositionsonwebsitesoflocalcollegesanduniversitieswithschoolsofeducation,education-relatedwebsites,andeducationjobfairs.Qualifiedcandidateswhoapplywillbeaskedtodevelopandexecuteademonstrationlessontoaclassofstudents.Thedemonstrationlessonwillbeobservedandmaybevideotapedbymembersofthehiringcommitteewhowillevaluatethelessonagainstapre-determinedrubric.Candidateswithasuccessfuldemonstrationlessonwillbeinterviewedbyahiringcommitteecomprisedofadministratorsandstaffmembers.TheEDwillmakethefinalhiringdecisionsbasedonthecandidate’sexperience,demonstrationlesson,interviews,references,andinputfromthehiringcommittee.

CASALwillseektoestablishabroadapplicantpoolforallavailableandvacantpositions.CASALwilldiligentlyseekitsemployeesthroughavarietyofmeans,whichmayincludeadvertisementsinnewspapersandeducationaljournals,relationshipswithcollegesandgraduateschoolsofeducation,teacherrecruitmentfairs,andemailandphonenetworks.CASALwillattempttopromotediversityinitsapplicantpoolbyadvertisingpositionsintargetedmedia(e.g.minoritynewspapers),networkingwithminorityorganizationsandparticipatinginminorityrecruitment

Consultants

!Board!of!Trustees

Execu0ve!Director

Curriculum/Assessment!Manager

Service!Learning!Manager

Knowledge/Systems!Manager

Finance!Manager

Talent/HR!Manager

School!Culture!Manager

Lower!School/Academy!Director!of!Instruc0on

Middle!School/Academy!Director!of!Instruc0on Director!of!

Opera0ons

Family!&!Community!Engagement!Manager

Development/Partnership!Manager

Special!Needs/RTI!Manager

Lower!School!Team!(KL4)

Lead,Learning,Coach,(4)

Learning,Coach,(8)

Instruc7onal,Associate,(8)

Specials,Learning,Coach,(3)

Middle!School!Team!(5L8)

Lead,Learning,Coach,(5)

Learning,Coach,(6)

Instruc7onal,Associate,(4)

Specials,Learning,Coach,(3)

Administra0ve!Team!(SW)

Finance,Associate,(1)

HR,Associate,(1)

Office,Manager,(1)

Ops,Associate,(1)

Program,Aide,(3)

Facili7es,Associate,(2)

Special!Needs!Team!(SW)

Special,Ed,Learning,Coach,,(6)

ELL,Learning,Coach,(1)

AIS,Learning,Coach,(2)

Student!Support!Team!(SW)

KJ3,Student,Life,Coordinator,(1)

4J7,Student,Life,Coordinator,(1)

KJ3,Guidance,Counselor,(1)

4J7,Guidance,Counselor,(1)

Behavioral,Specialist,(1)

Student Support Team manages student life,

culture, behavior, crisis management, counseling,

homelessness, character ed initiatives rooted in T.H.R.I.V.E. values.

Special Needs Team ensures RTI, SpEd, ELL compliance, Child Study Teams, provides small

group/individual instruction & supports LCs/IAs in

implementation of strategies in classroom,

Lower School Team is front line for facilitation of instruction. Lead Lead

Learning Coaches manage grade level activities of LCs. Learning Coaches focus on Literacy based Humanities Curriculum and ELA, Math, Service Learning instruction. Instructional

Associates are primarily responsible for tier 1 interventions and teaching Science

or Social Studies.

Middle School Team is front line for facilitation of middle school instruction. Lead Lead Learning Coaches manage

Content Subject Area activities of department LCs. Instructional

Associates are primarily responsible for tier 1 interventions, service learning and co-teaching. The 4th grade will be part

of this team for 1 year only, as a strategy to establish transition to middle school. 4th grade will be part of lowerschool in

subsequent years.

Administrative Team is divided into 3 divisions - Talent/HR, Operations &

Finance - and comprises front office and back office activities. Talent Mgr aligns

Talent, Development and Evaluation processes to increase staff quality and

effectiveness leading to student outcomes. Operations manages

ancillary services, safety, facilities, office services, transportation, school food,

scheduling. Finance Associate processes payroll, accounts payable/

receivable, procurement, insurance, etc.

Humani7es,Coach,(1) STEM,Coach,(1)

Advisory/Consultant

Paraprofessionals Paraprofessionals

44

events.CASALwillcomplywithallfederal,stateandlocallawsandrequirementsregardingthehiringofstaffandwillnotdiscriminateinhiring,employment,contracting,orretentionforreasonsofrace,sex,age,religion,disabilityorotherreasonsprohibitedbylocal,Stateorfederallaw.

Inparticular,teachersmayberecruitedthroughoneormoreofavarietyofmethods,includingjobpostingsinNewYorkCityandnationalmedia,participationinteacherfairsandsimilarevents,jobpostingsandcommunicationwitheducationschools/departmentsandalumniassociationsatcollegesanduniversities;jobpostingsonNewYorkTeachers.netand/orotherappropriatewebsites,andnetworkingandcommunicationwiththeNewYorkCharterSchoolCenter,TeachforAmericaandsimilarorganizations.CASAL’shiringprocesswillincludethefollowingfivephases:

1. Screening—Allprospectiveemployeeswillcompleteanemploymentapplication,whichwillrequestinformationrelatedtopriorworkexperience,specialskills,educationalbackgroundandwillalsoprovideconsenttoCASALtocheckreferences.CASALwillalsorequireallcandidatestoattacharésumétotheapplication.CASALwillretainboththeapplicationandtheresumeinitsemployeefiles.CASALwillnotaskquestionsirrelevanttothepositionorquestionsthatviolatethelawinregardstohiringpractices.

2. Interviewing—CASAL’sinterviewprocessisdesignedtohelptheExecutiveDirectorordesigneedeterminewhetheracandidate:a)possessesthenecessaryskillstobeaproductivememberoftheSchool’sstaff;andb)willfitintoCASAL’suniquecultureandenvironment.CASALwilldevelopaninterviewprotocol,aprocessforcheckingreferences,alistofinterviewquestionsandarubriccontainingobjectivecriteria.TheExecutiveDirectorordesigneemayelecttopre-screencandidateswithatelephoneinterviewtodiscoverwhetherthecandidatehastheknowledgeandexperiencerequiredandtoascertainwhetherthecandidateagreeswithandcanworkinamannerconsistentwithCASAL’sinstructionalphilosophyandculture.CASALmaytaperecordphoneinterviewsuponinformingthecandidatethatthecallwillberecorded.

3. CheckingReferences—CASALmaycheckreferencestogetafullerpictureofacandidate’squalificationsandexperience,asneeded.

4. OfferingEmployment—CASALwillofferemploymentthroughajobofferletterandaphonecall.CASAL’sjobofferletterwillincludeatleastthefollowing:a)jobtitleorpositionoffered;b)salary,benefitsandperksoffered;c)instructionstoacceptordeclinethejoboffer;andd)whereappropriate,arestatementthattheemploymentwillbeat-will.CASALwillcontactcandidatesnotselectedandinformthemviaemail,phonecalloraletter.

5. Fingerprinting—Beforeemployeescanbeginworking,theymustcleartheNYSEDfingerprintscreeningprocess.OSPRAform101,102and/or104mustbesubmittedtoNYSEDforeachnewemployee.

StaffQualifications:Staffselectionshallbebasedonstrongacademicpreparation,professionalcompetence,intellectualrigor,emotionalmaturity,enthusiasticprofessionalattitude,knowledgeofinstructionalpractices,andabilitytocontributetothefurtheranceofCASALeducationalgoals.Attentionwillbepaid,amongotherfactors,tothecandidate'sacademicrecordsandtohis/herpreviousrelevantexperience.Successfulcandidatesforstaffpositionsmustdemonstratethattheyareawarethatchildrenhavemanydifferentfamilycircumstancesandthattheyarewillingandable

45

tosupporttheeducationalanddevelopmentalneedsofadiversestudentpopulation.CASAL’steachingstaffmembersmustfulfilltheirindividualresponsibilitiesandworkinconcertwiththeothermembersoftheteachingteam.Successfulcandidateswillalsodemonstrateacommitmenttocontinuousimprovementandlearningthroughprofessionaldevelopment.CASALwillcontinuetomakeeffortstoattractkeypersonnelwhocontributetothediverseskill-setnecessarytooperateacharterschool.Weanticipatehiringadiverseteamofeducators,fromawiderangeofteachingexperiences,toserveadiversepopulationofstudents.Teacherswithatleasttwoyearsofexperiencedesigningandteachinganintegratedcurriculum,differentiatinginstructionforchildrenwhohavemultiplelearningstylesandpreferablyhaveachievedaMaster’sDegreeinEducation.SelectionofExecutiveDirector(ED):CASAL’sorganizersunderstandthattheschool’ssuccessiscontingentuponthequalityofitsleadershipandkeystaff.Thus,theyareengagedinacomprehensiveprocesstoidentifypersonswithappropriatequalificationsandexperiencetofillkeyleadershiproles.CASALwilldevelopaplantorecruitandselectqualifiedpersonstofilleachstaffpositionandtorecruitcandidatestofillvacanciesthatmayariseontheBoard.Tofillstaffpositions,theSchoolwilluseseveralrecruitmentstrategies,including:a)advertisementsinrelevantpublications;b)referralsbytheNewYorkCityCharterCenter,CEI-PEAandsimilarorganizations;c)participationineducationaljobfairsandotherrecruitmentevents;andd)networkingandcommunicationwithcharterschoolorganizations,educationalorganizations,collegesanduniversities,TeachforAmericaandsimilarorganizations.TheselectionofCASAL’sinitialExecutiveDirector(ED)iscriticaltothesuccessfulimplementationoftheSchool’sacademicprogramandoperations.ThecommitteeiscurrentlyinterviewingpotentialcandidatesfortheEDposition.CASALhasestablishedarecruitment,screeningandselectionprocessthatwouldensurethehiringofahighly-qualifiedEDwhoseexperienceandeducationalphilosophywouldbeconsistentwiththatoftheSchool.CandidatesfortheEDarebeingrecruitedthroughavarietyofmethodsincludingnetworkingwithrelevanteducationalorganizationssuchastheBelieveNetwork.CandidatesfortheEDpositionarebeingassessedandscreenedthroughaformalselectionprocessoftheOrganizationCommittee.Thescreeningincludes:(1)workingwiththeconsultantinidentifyingpotentialcandidates;(2)havingconsultantconductaninitialscreeningofallcandidates,usingtheED’sjobdescriptionasitsguideinassessingcandidates’qualificationsandexperience;and(3)establishingalistoffinalistsbasedontheinitialreviewandconductinganadditional,morerigorousscreeningofthefinalists,includinginterviewsandbackgroundchecks.ChiefamongthequalificationsthattheCommitteeissearchingforispriorsuccessfulexperienceasEDinahigh-performingNewYorkCitypublicelementaryand/ormiddleschool,alongwiththeotherqualificationslistedintheED’sjobdescription.C.1.CharterManagementOrganization/Partner-NotApplicable,CASALdoesnot intend tocontractwithachartermanagementorganization.C.2.Partner–NotApplicableD.Evaluation

46

CASALwillsubmittoNYSEDanAnnualReportbyAugust1eachyear,inaccordancewithEducationLaw2857(2),whichwillincludethestate-mandatedSchoolReportCard.TheAnnualReportwillincludeaProgressReport,whichevaluatestheschool’sprogressinmeetingitsapprovedaccountabilitygoals.TheReportwillalsoincludeinformationrequiredbytheCommissionerofEducationinregulationsadoptedforthispurpose,suchasgraduationrates,dropoutrates,standardizedtestperformance,totalspendingperpupilandadministrativespendingperpupil.Acopyoftheschool'sfinancialauditwillalsobeincludedintheAnnualReport.TheAnnualReportwillprovideinformationonprogressinachievingthegoalsdelineatedinSectionII.A.CASALfaculty,ledbytheprincipal,willconductaself-assessmentoftheirprogress.BPLwillassistCASALinconductingtheself-assessmentandgatheringinformationforinclusionintheAnnualReport.Inaddition,CASALexpectstoundergoprogrammaticauditsrelatedtoanyfederalentitlementgrantsandcompetitivepublicgrantsitreceives,includingbutnotlimitedtoConsolidatedTitleFundsandCSPgrantfunds.Furthermore,annualinternalauditsoftheefficacyofinstructionalstrategieswillbeledbythePrincipalandsubmittedtotheBoardofTrusteesforreview.

EvaluationoftheAcademicProgram:Thefollowingdatawillbecollecteddaily:attendance,studentassessment,studentdiscipline,andstudentenrollment.CASALwillcollectfeedbackonthecurriculumthroughstructuredconversationswithfacultymembers.CASALwillalsogaugethelevelofschool-widerigorthroughfeedbackfromexternalstakeholders,suchastheCSD-32Superintendentandeducatorsfromsuccessfuldistrictandcharterschools.WewillalsoassessprogressbyanalyzingstudentcreditaccumulationandRegentspassingrates.TheBoard’sEducationCommitteewillregularlymonitortheacademicprogressandadvisechangeasnecessary.TheSchool’sBoardandstaffwillanalyzesummativedataontheacademicprogramandhowCASALperformedagainstitsOrganizationalGoals(seesectionIII.A)bytheendofeachyear,drivingkeyadjustmentstocurriculumandinstruction.

EvaluationofTeachers:Theinstructionalleadershipteamwillberesponsibleforevaluatingteachersandaidesonanongoingbasis.Evaluationsarebasedon4components:

1. Studentachievement-ensuringthatallstudentsachieve1ormoreyearsofgrowtheachyearasdemonstratedbystudentgrowthonstandardizedstatetests,performanceassessments,projects,andindividualportfolios.Thesedemonstrationsofstudentmasterywillbeaddedtoateacher’sportfolioandusedtoassessateacher’sscoreintheevaluationsystem.

2. Instructionalperformance—Teacherswillbeevaluatedandcoachedbasedontheirperformanceandeffectivenessintheclassroomusingresearch-basedinstructionaltechniques.EachteacherwillbetrainedandcoachedontheBigPictureTeacher/AdvisorCompetencies&SkillsRubric.Eachteacherwillalsobeevaluatedusingthatrubricmultipletimesthroughouttheyearbyseveralevaluators.

3. Parentengagement—Teacherswillalsobeevaluatedonparentsurveysandestablishmentofmeaningfulwaysforparentstoparticipateintheirstudent’seducationalexperience.

4. Teachervaluesandbeliefs—Teacherattitudesandbeliefsimpactstudentprogress,learningandachievement.Teachersmustfosteraculturethatmakestheclassroomasafe,welcomingplaceforstudentstotakelearningrisks.ThiswillbemeasuredthroughPrincipalobservationsandstudentsurveys.

Inadditiontoformalevaluationofteachers,CASALwillhaveamulti-facetedsystemofteacherassessmentforlearning,whichincludesincorporatingschoollearningtargets,annualworkplan,

47

SMART&personalgoals,performanceportfolios,andannualPeerReview.

Teachersreceivenon-evaluativefeedbackfromperiodicinformal&formalobservationsfromtheExecutiveDirector,InstructionalDirector&peers.TheEDwillusethisformativedataeachschoolyear,attheconclusionofeachsemestertomakeadjustmentsanddevelopalternativesupports.

Individualstudent-levelandclass-levelassessmentdatafrominternalandexternalsourceswillbeutilizedtoevaluateteacherperformance.InadditiontomonitoringstudentdatathroughGlobalScholaronanongoingbasis,summativedatafrominterimbenchmarkassessmentsandmockRegentsexamswillprovideadditionaldatapointsforteacherevaluation.CASALwillalsocomplywithreportingproceduresoftheNYSED’sTeacher-StudentDataLinkageinitiative,whichwillusestudentELA&Mathexamscorestolinkstudentgrowthdatatoindividualteachers.TheEDwillusethedatatocelebratestudentperformance,encouragethesharingofbestpracticesforeffectiveteachersandtakeswiftactiontomobilizeinstructionalsupportforteacherswheredataindicateslackofsufficientstudentgrowth.

SchoolLeaderEvaluation:TheBoardwillcarryoutanannualevaluationofthePrincipalusingkeyinstructionalbenchmarks,progresstowardsachievementgoals,operationalbenchmarks,staffandparentsatisfactionsurveysandothercriteriathatmeasuretheoverallhealthoftheschool.ThePrincipalwillcreateapersonallearningplan,atargetedsetofmeasurableandattainablegoals,withtheBoardChair,toberegularlyreviewed.ShouldthegoalsoftheED’slearningplannotberealized,theBoardChairwillestablishanactionplanwiththeEDtoincludementoring,increasedmonitoring,leadershipconsultants,andatimelineforimprovement.

OperationalandFiscalHealth:TheBoardiscommittedtoensuringthatitholdsitselfandtheadministrationaccountablefortheoperationalandfiscalhealthandviabilityoftheorganization,includingsoundbudgetingpractices.TheBoard’sworktodevelopabudgetwillbegineachJanuary.TheEDandtheFinanceManager(FM)willpreparetheannualoperatingandcapitalbudgets,cashflowprojections,andprofitandlossstatementsafterworkingtogethertoidentifyandprioritizeneeds.Needswillbeidentified&prioritizedbasedonhowtheybestsupportstudentachievement,alignwithgoals,andaswellasfiscalandoperationalviability.BudgetsdraftwillbereviewedandrevisedbytheBoard’sTreasurer&FinanceCommittee.TheFinanceCommitteewillpresentthebudgettothefullBoardofTrusteesforapprovalbyMayofeachyear.TheEDandFMwilloverseetheadoptedbudgettotals.TheFMwillberesponsibleforpreparingmonthlybudgetpresentations,includingupdatedannualbudgetinformation,monthlybudgetinformation,monthlyactualvs.budget,andprojectedyear-endvs.budgetedyear-end.TheEDandFMwillreviewthesepresentationswiththeBoardTreasurerpriortoeachBoardmeeting.AllmaterialdeviationswillbedocumentedandexplainedbytheFMandED.Anyunexpecteddeviationsinabudgetcategoryofmorethan+/-15%ofthebudgetamountwillbeconsideredmaterial.TheFinanceCommitteewillholdadiscussionregardinganyparticularbudgetcategoriesormaterialitems.Ifnecessary,theFinanceCommitteewillbringthedeviationtotheBoard’sattentiontodiscussanyimpactitmayhaveontheschool’sfinancialposition.

BoardEvaluation:SuccessisdirectlycorrelatedtoaBoard’scapacityandeffectiveness,whichwillbeevaluatedannually.TheprocessinvolveseachBoardmembercompletingself,peer&organizationalevaluation.Theseevaluationswillrelatetothefunctioningoftheboard,the

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functioningoftheschool,clarityofrolesandresponsibilities,sharedmission,contributions,engagement,processes,etc.ThisinformationwillbeanalyzedannuallybytheDevelopmentCommitteetoinformBoarddevelopmentandtoensurethattheBoardhastherequisiteknowledgeandskillstoberesponsibleagentsofthecharterschool.

FamilyandStudentSatisfaction:CASALwillformallyandinformallygaugeparent,teacher,andstudentsatisfactionthroughtheuseoftheDOE’sLearningEnvironmentSurveyaswellasCASALsurvey.Allparentswillreceivethesurveysduringfall&spring.TheresultsofthesurveywillbetabulatedandmadepublicinCASALSchooldashboard&schoolreportcard,whichwillbeavailableontheschoolwebsite.Additionally,resultsofthesurveywillbepublishedinourAnnualReporttotheNYSED.SincetheDOEparentsurveydoesnotdisaggregateresultsbyindividualclassroomteachers,CASALwillconductitsownsurveysofparentsannually.SatisfactiondatawillbereviewedinapublicBoardmeeting.Thedatawillbeusedtoinformanychangestotheschoolprogram,ifnecessary.CASALwillalsogaugefamilysatisfactionthroughparentteacherconferences,parentmeeting&events.

E.ProfessionalDevelopmentProfessionalDevelopmentisthelifelineofteachereffectivenessadgrowth.TothisendCASALwillupholdthehigheststandardsandasitrelatestotrainingandsupportingitsstaff.CASALTeacherAttributes:CASALshallensurethatallpersonnelmeetanyapplicablecertificationrequirementsspecifiedundertheArticle56oftheEducationLaw,butgenerallywillnotimposeanycertificationrequirementsbeyondwhatismandatedbylaw.TheBoardhasdesignatedhiringandterminationofallschoolemployeestotheExecutiveDirector.TheExecutiveDirectoronanannualbasiswillissueofferletters.CASAL,throughitsExecutiveDirector,willhireenergetic,qualifiedteachersdedicatedtoensuringtheirstudentslearning.TheCASALteachershouldhave:

• Demonstratedexpertiseinthesubjecttheywillteach,asevidencedbypersonalskillsandknowledge,anundergraduatemajororminororgraduatedegreeinthesubjecttheywillteach,ordirectsubject-areateachingexperience;

• Demonstratedexperienceworkingwithyoungchildren(examplesinclude,butarenotlimitedto:parenting,babysitting,involvementwithcommunityyouthorganizations,supervisoryrolesintheBoyScoutsorGirlScouts,andmentorships);

• Demonstratedcommunicationskills;• Demonstratedabilitytoengagetheinterestofyoungchildren;• Flexibilityandsenseofhumor;• Demonstratedabilitytoworkwithdiversechildren,includingthosewithspecialneeds;• Teachingexperienceinapublicorprivateschool,preferablyinanurbansetting;• Demonstratedabilitytoworkwellwithparents;• Demonstratedabilitytoworkeffectivelyasateammember;• Demonstratedabilitytoevaluatetestsandmeasurementsofachievement;and• Demonstratedwillingnesstobeheldaccountableforstudentresults.

ProfessionalDevelopmentforTeachingStaff:Regularlyprogrammedstaffdevelopmentisan

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integralpartofCASAL’sstructureandculturetomaintaincontinuityandconsistency.TheExecutiveDirectorandDirectorofInstructionwillprovideprofessionaldevelopment:(1)Toprovidematerialsandresourcestosupportbestpractices;and(2)Tofacilitatemeetingstodevelopcurriculummapsandteacherplanning.Theywillprovideongoingsupportforteachersandtheirclassroominstruction.Thedailyschedulesforteacherswillprovideforcommonplanningtimenecessaryforteacherstocollaboratewitheachother.Inaddition,regularlyscheduleprofessionaldevelopmenttimeforstaffwillbeprovided.Indesigningitsprofessionaldevelopmentprogram,CASALusedtheprinciplesembeddedin“BestPracticeforTeachingandLearninginAmerica’sSchools,”secondeditionbyZemelman,DanielsandHyde(Heinemann,1998),andSharonTaberski’s“OnSolidGround,”(Heinemann,2000)asitsprofessionaldevelopmentframework.ThekeyprinciplesofbestpracticelearningoutlinedinthesebooksinformCASAL’sprofessionaldevelopmentprogram.Theseprinciplesareasfollows:

1. SchoolingshouldbeSTUDENT-CENTERED,takingcuesfromyoungpeople’sinterests,concerns,andquestions.

2. Asoftenaspossible,schoolshouldstresslearningthatisEXPERIENTIAL.3. LearninginallsubjectsneedstobeHOLISTIC.4. LearningactivitiesneedtobeAUTHENTIC.5. StudentsneedtolearnandpracticemanyformsofEXPRESSIONtodeeplyengageideas.6. EffectivelearningisbalancedwithopportunitiesforREFLECTION.7. TeachersshouldtapintotheprimalpowerofSOCIALrelationstopromotelearning.8. SomeofthemostefficientsociallearningactivitiesareCOLLABORATIVE.9. ClassroomscanbecomemoreeffectiveandproductivewhenproceduresareDEMOCRATIC.10. PowerfullearningcomesfromCOGNITIVEexperiences.11. Children’slearningmustbeapproachedDEVELOPMENTALLY.12. Children’slearningalwaysinvolvesCONSTRUCTINGideasandsystems.13. StudentslearnbestwhenfacedwithgenuineCHALLENGINGchoicesandareresponsiblein

theirownlearning.Trainingandprofessionaldevelopmentduringtheschoolyear:Duringtheschoolyear,teacherswillengageinthreekindsofprofessionaldevelopment:• ClassroomobservationandfeedbacksessionwiththeDirectorsofInstruction.Thefeedback

sessionwilltaketheformofmeetingswiththeteacher.• Teacherteammeetingsbygradeleveltoaddressissuesthatariseacrosstheclasses.These

meetingswillalsoincludetherefinementofteacherskillsandcapacitiesbasedonthepresentingneeds.

• Thelearningofnewskills,includingproactivecurriculumdevelopmentbasedonstudentneeds,oralandwrittenassessmentdesignforindividualunits,mid-yearevaluationsandendofyearevaluations.

• TeachersshallbeevaluatedusingaRubricforProfessionalismandInstructionalPractice,suchasKimMarshall’srubrics.

• Ineachsubsequentyear,newteacherswillundergoaninductionprocessthatwillincludeintensivetrainingof10-15dayspriortotheopeningofschoolandadditionalworkshopsduringtheirfirstyearattheschool.Teacherswithmorethanoneyearoftenureattheschoolwill

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workinconcertwithotherexperiencedteachersbothtoenhancetheircapacityandtoinductnewteachersintothelearningcultureoftheschool.

AmajorfocusofCASALandoftheschool’sprofessionaldevelopmentprogramisontheuseandproperinterpretationofdatainmeetingtheindividualneedsofstudents.Specifically,assessmentsareusedtoidentifyareasofstrengthandareasinneedofstrengthening,bothforstudentsandteachers.Thegoalofallstaffdevelopmentistohelpteachersimprovestudentlearning.Throughtheuseofdatacollectedthroughongoingin-houseassessmentsandstatetesting,wewillevaluatetheeffectivenessofthestaffdevelopment.

StrategiesforELLandSpecialEducationStudents:ProfessionaldevelopmenttosupportCASAL’sELLandspecialeducationstudentswillbeprovidedinavarietyofways.Duringpre-service,teacherswillbegiventheIEPsofthestudentsthatwillbeintheclass,aswellasthehomelanguagesurveysofstudentswhocomefromhomesinwhichEnglishisnotthefirstlanguage.Thepurposeofsharingthesedocumentswillbetoprovideteacherswithimportantbackgroundinformationtheywillneedtosetuptheirclassroomsforsuccess.TheywillprovidetheteacherswithanoverviewofhowtoreadtheIEPandwillalsomeetwiththeteachersindividuallytohelpthembetterunderstandthemodificationslistedonthedocument.Duringtheschoolyear,theywillprovidein-serviceworkshopsontopicssuchasdifferentiationstrategies,memory,andattention.Duringtheschoolyear,theExecutiveDirectorandtheteacherwillreviewlessonplansandlookforevidenceofdifferentiatedinstructiontosupportthedifferentneedsofthestudentsintheclassroom.TosupporttheneedsofELLstudents,CASALwillcontractserviceswithaliteracyconsultantwhohasspecializedknowledgesupportingEnglishLanguageLearners.Duringpre-service,theconsultantwillsharebestinstructionalpracticesthatsupportlanguagedevelopment.Duringtheschoolyear,theconsultantwillobserveteachersandidentifythewaystheyarescaffoldingandsupportingthedevelopmentoftheirstudents’masteryoftheEnglishlanguage.

TeacherPDPriorities:Asstatedpreviously,CASALwillsupportongoingprofessionaldevelopmentthroughaninvestmentinembeddedstaffdevelopmentwiththeExecutiveDirectorandDirectorsofInstructionalongwithcommonplanningtimeasacriticalcomponentofeachteacher’sdailyschedule.Jobembeddedprofessionaldevelopmentwillbeginatthestartoftheschoolyearandwillcontinuethroughouttheschoolyear.Thetypicaljobembeddedprofessionaldevelopmentprocesswillextendoveraperiodofseveralweeksandusuallywillinclude:(1)Howtocreateandmaintainaneffectiveenvironmentforstudentlearning.(ClassroomManagement);(2)Howtoengageandsupportallstudentsinlearning(includingspecialpopulations:EconomicallyDisadvantaged,ELLs,SpecialEducation,GiftedandTalented);(3)Understandingandorganizingsubjectmatterforstudentlearning;(4)Planninginstructionanddesigninglearningexperiencesforallstudents;(5)Usingassessmenttodriveinstruction;and(6)Effectivecollaborationintheco-teachingmodel.

F.FacilitiesThefollowingtablesummarizesthefacilitiesneedsofCASALeachyearforgrowthtofullcapacity.Year Grades #Classrooms Specials Offices/Storage2017-18

K-2Enrollment:150

6

SpecialNeedsRoomVisual&AudioArts,Gymnasium,Recreation/recessspace

MainofficeStaffWorkspaceStorageITcloset

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BathroomsNurseoffice

Conferenceroom

2018-19

K-3Enrollment:200

+2(Total:8)

MultiuseroomUrbanFarm/Greenhouse

Dean/SocialWorker/counselorofficeScienceLabKnowledge/Business/Finance

2019-20

K–5Enrollment:300

+4(Total:12)

SciencelabMusicroom

2020-21

K–6Enrollment:350

+2(Total:14)

LearningLabLibrary/PD

2021-22

K–7Enrollment:400

+2(Total:16)

Auditorium

CASALwillseeltosecureprivatespaceforitsfirstcharterterm.Baseonmarketcompsweanticipatebetween$18-21p/sqft.CASALclassroomwillbeawell-prepared,child-centricenvironmentthatreflectsinquiry,simplicity,andorder.Itconsistsofwell-chosenmaterialsandactivitiesthatarerequiredforlearning.Material&displaysaremaximizedtobestfacilitatethechild’slearning.Theclassroomwillbedesignedtominimizethingsthatmayover-stimulateanddistract.Wallswillbepaintedinneutralcolors.Shelveswilldisplayafewobjectsatatime.Thispreparedenvironmentprovidesacalm,nurturing,quietbackgroundthatencouragesandsupportslearning.Furnishingsareselectedfortheirsimplicityanddurability.Thefurnitureinallclassroomswillincludetablesandchairs,storagefurniture,classroomlibraries,rugs,lighting,reading“nooks,”andothersuppliesthatareappropriateforearlychildhood.Allofficeswillcontainarequisiteandappropriateamountofofficefurniture.Storageareaswillsecuretechnology,materials,equipmentandsupplementalschoolfurnishingsmeetings&events.

Technology:TheschoolwillhaveaserverwithacentralizeddatabaseandanetworksystemthatwillgiveeveryoneaccesstothedatamanagementsystemandwirelessaccesstotheInternet.Alladministrativeandoperationalstaffwillhaveindividualdesktopcomputersandallteacherswillhaveanindividuallaptop.Allclassroomswillcontainadesktopcomputerwithalargescreenconnectedtoaspeakersystemforteacherstousewithstudents.Fromyear2,theareasetasideforparentmeetingswillalsocontainacomputertoallowaccesstocomputersforfamilieswhomaynothavecomputeraccessathome.Allcomputerswillconnecttoaprinter/copier/scanner.

G.InsuranceCASALhasengagedArthurGallagherRiskManagementServices,acharterschoolinsuranceprovider,andhasestimatedlimits,rates,eligibilityforinsurancewiththefollowingcoverageatacostthatisalignedwithcurrentbudgetprojections.Thefollowingtableisasummaryofcoverageandestimates.

Coverage Limits

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H.Health,Food,andTransportationServices

Health–CASALwillprovideitsstudentwithhealthservicesincompliancewithstatelawbyemployingrequiredmedicalpersonneltocreateaHealthandSafetyPlanaswellasaMedicationsAdministrationPlanincompliancewithEducationLaw,Article19,Section902,totheextentthatsuchhealthservicesareavailabletochildrenattendingotherpublicschoolsinthedistrict.ThisisdonethroughacontractualarrangementwiththeregionalofficetosupplementthelevelofhealthservicesmandatedtobeprovidedtoCASALinaccordancewith§2853(4)(a)and§912oftheEducationLaw.TheSchoolNursewillcollectandmaintainstudenthealthrecordsinasecuredlocation,includingimmunizationrecordsofallstudents.Ifstudentimmunizationrecordsarenotsubmittedtotheschool’sSchoolNurse,aletterwillbesenttothefamilynotifyingthemthattheirchildwillbeexcludedfromschool14daysafternotificationasperPublicHealthLaw2164.Staff:CASALwillrequestaNursefromtheNYCDOEorNYCDOH,andifnotavailableCASALwillallocateresourcestohireaNursetosupervisethedisbursementofmedication,thetreatmentofstudentswhoareill,thetreatmentofstudentswhoareinjured,andtotrainfacultyandstaffinfirstaid,includingbutnotlimitedto,cardiopulmonaryresuscitationandemergencyresponseutilizingtheAutomatedExternalDefibrillator(AED).IntheNurse’sabsencetheseresponsibilitieswillbecomethatoftheExecutiveDirectororhis/herdesignee.AgroupofCASALteachersandadministratorswillbetrainedandcertifiedasFirstRespondersintheeventofamedicalemergencythatmayrequiretheuseofAEDsorperformCPR.TheuseofanAEDdevicewillbereportedtotheRegionalEMSoffice.AEDdeviceswillbemaintainedandcheckedonaregularbasistoensure

GeneralLiability(includecorporalpunishmentandAthleticLiability)

$1,000,000occurrenceexpresslycoversfieldtripsandathletics/$3,000,000aggregate

WorkersCompensationwithEmployersLiability

AsspecifiedbyNewYorkLaws;$1,000,000employersliabilitylimits

EmployeeBenefitsLiability $1,000,000peroccurrencededicatedlimitAutomobile/BusLiabilityincludingnon-ownedandhiredincludingunderinsured

$1,000,000peroccurrencededicatedlimit

Umbrella/ExcessLiabilityaboveprimaryprogram(Gl,Auto,Abuse,D&O,EPLI,ELL,EBL)

$10,000,000followsfromoverprimarycoverage

EmploymentPracticesLiability $1,000,000peroccurrencededicatedlimitEducatorsLegalLiabilityE&O $1,000,000peroccurrencededicatedlimitDirectors&Officers(includesbroadnamedinsuredlanguage

$1,000,000peroccurrencededicatedlimit

SexualAbuseandMisconductLiability $1,000,000separatelimitsfromtheGL$2,000,000aggregate

Crime/HonestyBond/EmployeeDishonesty/FidelityCoverage

$500,000-$1,000,000limitsasneededandbasedoncashflowoftheschool

Property/LeaseandBoilerMachineryCoverage

BlanketLimitsonanallriskofdirectphysicallossbasisincludingEQandFloodoptionsifavailable/needed

StudentAccidentCoverage(Athletics) Primary$25,000optionandCAToptionat$5,000,000

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function.Thenursewilladditionallyberesponsibleforallrecordkeepingandcorrespondencerelatedtotheseresponsibilities.

Immunization:CASAL,inaccordancewithNYSlaw,requiresthateachstudententeringCASALhaveacertificateofimmunizationatthetimeofregistrationornotlaterthanthefirstdayofschool.Stateimmunizationrequirementsinclude:Diphtheria[ToxoidContainingVaccine(DTP,DTaP)3doses];Polio[(IPV)(OPV)3OPVor4IPV];Measles/Mumps/Rubella(MMR)2dosesofmeaslescontainingvaccineand1doseeachofmumpsandrubella(preferablyasMMR);HepatitisB[3doses,7thgradersenteringschoolafter9/1/00–3dosesofRecombivazHB,EngerixBor2dosesofadulthepatititsBvaccineforchildren11to15yearsold];Varicella[1dose].BeforeachildcanbepermittedtoenterorattendCASAL,parentsorguardiansmustpresentdocumentationthattheirchildhasreceivedallrequireddosesofvaccinesorthattheirchildhasreceivedatleastonedoseofeachoftherequiredvaccinesandiswaitingtoreceivethesubsequentdosesattheappropriatetimeintervals.ParentsmaywaiveimmunizationinaccordancewithPublicHealthLawandexceptionstoimmunizationsshallbegrantedifalicensedphysicianornursepractitionercertifiessuchimmunizationmaybedetrimentaltothestudent’shealth,orifthestudent’sparentorguardianholdsgenuineandsincerebeliefs,whichmayincludereligiousbeliefs,contrarytosuchimmunization[see§2164(8)and(9)ofthePublicHealthLaw].Defibrillator:CASAL,inaccordancewith§917oftheEducationLaw,willmaintainon-siteAEDequipmenttoensurereadyandappropriateaccessforuseduringemergenciesandshallensurethatastaffmember(s)istrainedintheoperationanduseofsuchequipmentforuseinCASALandatanyCASAL-sponsoredeventsatotherlocations.

HearingandVisionTesting:AllnewstudentswillbetestedbyqualifiedindividualsoftheDepartmentofHealth(DOH).Areviewofstudentimmunizationsrequirementsandthepropersupportingdocumentsshallbecompletedforallnewstudents.SchoolstaffwillworkwiththeDOH,localschooldistricts,andotherappropriateauthoritiestoprovidetheseservices.

MedicationDeliverySystemProcedures:CASALwillestablishasecure,easytounderstand,andsafemedicationdeliverysystemprotocol.TheSchoolnurse,withsupportfromtheExecutiveDirector,willcommunicatetoparents,studentsandstafftherequirementsfortheadministrationofmedicationsintheschool.CASALwillavoidmisunderstandingsbywidelycirculatingtherequirements.Theserequirementsfortheadministrationofmedicationinschoolwillbecommunicatedinthestudent-parenthandbook;schoolpublications/calendars;insertswithreportcards;mailingstophysiciansand/orlocalmedicalsocieties;andindividualparent/studentcounseling.

• Pharmacies:(1)Onlythemedicationsnecessarytomaintainthestudentinschoolandwhichmustbegivenduringschoolhourswillbeadministeredinschool.Anystudentwhoisrequiredtotakemedicationduringtheregularschooldayorwhileparticipatinginschool-sponsoredactivities(e.g.,fieldtrips,athletics)shouldcomplywithallprocedures;(2)Anyprescribedmedicationthatrequiresadministrationthroughasubcutaneous,intramuscular,intravenousorrectalroute;orprescribedmedicationsbeingadministeredthroughpumps,tubesornebulizers;ororal,topicalorinhalantmedicationneededbynon-self-directedstudentswillbegivenbythenurseorlicensedpracticalnursesunderthedirectionofthenurse.AdministrationofsuchprescribedmedicationswillnotbeperformedbytheothermembersofCASALstaff;and(3)Designatedstaffintheschoolsetting,followingassignment

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andinconjunctionwithapprovalbythenurse,mayassistself-directedstudentswiththetakingoftheirownoral,topicalandinhalantmedication.Thenurseaswellastheschooladministrationwillassurethatthestaffpersonreceivesthetrainingandsupervisionneededtoperformthesetasksinasafeandeffectivemanner.

• PhysicianOrders:CASALrequireswrittenordersfromadulylicensedprescriberandwrittenparentalpermissiontoadministerthemedication.Allmedications,includingnonprescriptionoverthecounter(OTC)drugs,shallbeprescribedbyalicensedprescriberonanindividualbasisasdeterminedbythestudent’shealthstatus.

– WrittenordersforprescriptionandnonprescriptionOTCmedicationsshouldminimallyinclude:(1)Student’snameanddateofbirth;(2)Nameofmedication;(3)Dosageandrouteofadministration;(4)Frequencyandtimeofadministration;(5)Forprn(asnecessary)medications,conditionsunderwhichmedicationshouldbeadministered;(6)Datewritten;(7)Prescriber’sname,title,andsignature;and(8)Prescriber’sphonenumber.Theschoolnursemayrequestadditionalinformation,suchasself-administrationorders,diagnosisand/orpotentialadversereactions,however,medicationdeliveryshouldnotbedelayedpendingthisinformation,unlesssuchinformationisessentialtothesafeadministrationofthemedication.

• Specialconsiderations:Medicationordersmustberenewedannuallyorwhenthereisachangeinmedicationordosage:(1)Thepharmacylabeldoesnotconstituteawrittenorderandcannotbeusedinlieuofawrittenorderfromalicensedprescriber;(2)Whenaproperlylabeledmedicationcomestothehealthofficeaccompaniedbyawrittenrequestfromtheparentforadministrationofthemedication,butwithoutawrittenorderfromalicensedprescriber,thefollowingprocedurewillbefollowed:(a)Contactparentregardingneedforwrittenorderfromalicensedprescriber;(b)Contactlicensedprescribertoobtainverbalpermissiontoadministermedication;(c)Requestfaxorwrittenorderstobereceivedwithin48hours;(d)Contactparentanddiscontinuemedicationifwrittenordersarenotreceivedin48hours;and(d)Documentabovesteps.

• ParentalResponsibility:(1)Awrittenstatementfromtheparentorguardianrequestingadministrationofthemedicationinschoolasorderedbythelicensedprescriberisrequired;and(2)Itistheresponsibilityoftheparentorguardiantohavethemedicationdelivereddirectlytothehealthofficeinaproperlylabeledoriginalcontainer.

• Prescriptionmedications:Thepharmacylabelmustdisplay:(1)Studentname;(2)Nameandphonenumberofpharmacy;(3)Licensedprescriber'sname;(4)Dateandnumberofrefills;(5)Nameofmedication/dosage;(6)Frequencyofadministration;and(7)Routeofadministrationand/orotherdirections

• OTCMedications:(1)Mustbeintheoriginalmanufacturer'scontainer/packagewiththestudent'snameaffixedtothecontainer.Thesameappliestodrugsamples;(2)Forcertainmedications,especiallycontrolledsubstances,standardsofbestpracticeincludecountingthemedicationuponreceiptandperiodicallythereafter.Thisisnotalegalrequirementbutconstitutesasoundpracticewhenhandlingcontrolledsubstances.Discrepanciesshouldbereportedtotheparentimmediately.Theschooladministrationshouldbeinformedofanydiscrepancieswhensuchdiscoveriesoccur.Bestpracticeincludesclosesupervisionofmedicationtaking;(3)Medicationswillnotbetransporteddailytoandfromschool.Parentswillbeadvisedtoaskthepharmacistfortwocontainers,onetoremainathomeandoneatschool;(4)Instructionswillbeleftforsubstitutenursesthatareclearandconciseonthe

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handlingofallaspectsofmedicationacceptance,handling,deliveryandstorage;and(5)EducationoffamiliesregardingtheCASAL’smedicationprotocolsisanongoingresponsibilityofCASAL.

• MedicationAdministration:(1)Allmedicationswillbeadministeredasclosetotheprescribedtimeaspossible.Givenstudentschedulesandcompliancewithcomingtothenurseinatimelyfashion,medicationsacceptedforschooladministrationgenerallymaybegivenuptoonehourbeforeandnolaterthanonehouraftertheprescribedtime.However,parentsandlicensedprescriberswillbeadvised,sothattheycanadviseCASALifthereisatime-specificconcernregardingadministrationofthemedication.Parents,students,andthenursewillworktogethertoensurethestudentreceiveshis/hermedicationattheappropriatetime;(2)Ifastudentfailstocomeforadose,theadministrationwillprovidesupporttonurse,suchasasecurityguard,administrativeorclericalstafftolocatethestudent.Ifthemedicationhasnotbeengivenforanyreasonwithintheprescribedtimeframe,CASALwillmakeallreasonableeffortstonotifythefamilythatday,asthefamilymayneedtoadjustahomedoseaccordingly;(3)Ifstudentschronicallyfailtocomeformedications,theschoolnursewillcontacttheparenttoaddresstheproblem.Thelicensedprescriberwillbeinformedofthepoorcompliance,sothatthemedicationprotocolcanbereviewedandpossibleadjustmentsmade,i.e.,homeadministration,extendedreleasemedication;(4)OngoingcommunicationandcollaborationbetweenCASALandparentswilloccurtoassiststudentsinassumingpersonalresponsibilityfortheirhealthbehaviors;(5)Amedicationmaybechangedordiscontinuedbyawrittenorderofthelicensedprescriberatanytime.Ifaparentrequestsdiscontinuationofaprescribedmedicationwithouttheprescriber'sordertodothesame,CASALwillsendaconfirmationtotheparentwithacopytotheprescriberofCASAL’sintentiontodiscontinuethemedicationontheparent'srequest;and(6)Whenthedoseofamedicationischangedbyalicensedprescriber’swrittenorderandaparentrequest,andtheoldpharmacybottlelabelhasnotbeencorrected,thenursemaylabelthebottlewiththecorrectdoseuntilthenewpharmacylabeledprescriptionbottleisreceived.Theimportanceofparentcompliancewithsendinginanewbottlequicklywillbeconveyed.

• StorageofMedication:(1)NomedicationwillbebroughtintoCASALwithoutknowledgeofthenurse.Proceduresthatfacilitatethispracticesothatparentsandstudentsdonotfeeltheneedtohidemedicationortocircumventcumbersomeprocedureswillbepublicized;and(2)Allmedications,exceptasotherwisearranged,willbeproperlystoredandsecuredwithinahealthofficecabinet,drawerorrefrigeratordesignatedformedicationsonly.Thesitemustincludealockforthecabinet,drawerandrefrigerator,aswellasalocktotheoutsidehealthofficedoor.Controlledsubstanceswillalwaysbesecuredandwillneverbeleftopenoraccessibletothepublicatanytime.Evenself-directedstudentswillnotbegivenunsupervisedaccesstocontrolledsubstancesunderthecareofCASAL.Wheneverpossible,medicationstorageunitswillbesecuredtothewallorfloor,andwillnothavebreakableglassdoors.Ifpossible,allmedicationswillbestoredinahealthoffice.However,theremaybeinstanceswheneitherrequestsaremadebyaparentandphysicianforastudenttocarryandself-administermedicationsbecauseoftheemergingnatureofthehealthproblemortheseverityofthehealthcondition.

• CarryandSelf-administerMedication:IftheCASALnursereceivesarequestfromaparentandlicensedprescribertopermitastudenttocarryandself-administerher/hisown

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prescribedmedication,suchdecisionswillbemadeonanindividualbasisandinaccordancewiththefollowingcriteria:(1)Severityofhealthcareproblems,particularlyasthmaticorallergicconditions;(2)Licensedprescriber'sorderdirectingthatthestudentbeallowedtocarryher/hismedicationandself-administer;(3)Parentstatementrequestingcompliancewithlicensedprescriber'sorder;(4)Studenthasbeeninstructedintheprocedureofself-administrationandcanassumeresponsibilityforcarryingproperlylabeledmedicationinoriginalcontaineronherorhispersonorkeepinginschool;(5)Schoolnursingassessmentthatstudentisself-directedtocarryandself-administerher/hismedicationproperly;and(6)Parentcontactmadetoclarifyparentalresponsibilityregardingthemonitoringofthestudentonanongoing/dailybasistoinsurethatthestudentiscarryingandtakingthemedicationasordered.Thiscontactwillbedocumented.

• Anystudentself-administeringmedicationwithoutproperauthorizationwillbecounseledbytheschoolnurse.Inaddition,theparentswillbenotified.Inallinstances,schooladministrationwillalsobeinformed.Periodicreevaluationoftheeffectivenessoftheprocedurewillbeinstituted.

• EmergencyMedication:Therequirementsallowingregisteredprofessionalnursestoadministeragentsusedintheemergencytreatmentofanaphylaxisinclude:(1)Followingnon-patientspecificstandingordersandprotocolsauthorizedbyaphysicianoranursepractitionerand(2)Maintainingorensuringthemaintenanceofacopyofthestandingorder(s)andprotocol(s)thatauthorizesthemtoadministeranaphylactictreatmentagents.

• Non-FDASanctionedRequests/HerbalRemedies,DietarySupplementsandNaturalProducts:CASALwillnothonorrequestsforuseofherbalremedies,dietarysupplementsandnaturalproductsastheyarenotsanctionedbytheFDA.

Food-CASALwillparticipateintheFederalFreeandReducedPricedbreakfast,lunch,andsnackprogramsandintendstoreceiveitsmealservicesthroughtheNYCDOEOfficeofSchoolFoodandNutritionServices(OSNFS).AllstudentsattendingCASALareeligibleformealsprovidedatthefacility.Breakfast,lunchandafternoonsnackswillbeservedeachdaythatschoolisinsession.Mealswillbeincompliancewithrelevanthealthandsafetyregulations.Studentscanopttobringtheirownlunchandnotpartakeintheschoollunchprogram.

AlthoughCASALplanstoutilizefoodservicesprovidedbyOSNFS,thisdoesnotprecludeCASALfromexploringalternativeoptionsforfoodservicetotheschoolnordoesitprecludetheschoolfromoperatingitsownkitchenandprovidingitsownmeals,shouldsuccessfuldevelopmentbeundertaken.AshaveotherNYCcharterschools,whichhavechosentocontractforfoodoutsideoftheDOE,CASALwillinvestigateothervendorswhocanprovidehealthyandappetizingmenusforbreakfast,lunchandsnacktotheschool'sstudents.ThefactorsthatwillguideCASAL'sdecisiontocontractwithanoutsidevendorand/oroperateitsownkitchentoprovidemealswillinclude,butnotbelimitedto,cost,adherencetofederalguidelinesforfreeandreducedlunch,healthandsafetyofchildrenandworkers,andmenuchoices.

CASALanticipatedstudentspopulation,accordingtotheNYSEDenrollmenttargetcalculator,94%areeligibletoreceivefreeandreducedpricemealsbasedontheirparents’incomelevels.Inordertoreceivethesebenefits,theparentsofeligiblestudentsmustcompleteandreturntheFamilyApplicationforFreeandReducedPriceSchoolMeals(SD1041form)andCASALwillprovideparentswiththisapplicationuponenrollment.Thefollowingwebsiteprovidestheeligibility

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guidelinesforfreeandreduced-lunchhttp://www.fns.usda.gov/cnd/Governance/notices/iegs/IEG05-06.pdf.TheNYCDOEFRLapplication,whichcanbefoundonlineathttp://www.opt-osfns.orgisavailableinmanydifferentlanguages.Assoonaspossible,thisformmustbereturnedtotheOfficeManager(OM),thenwillbereviewedbytheKnowledgeManager(KM)orOperationsManager(OM)forapproval.CASALwillmaintaineachstudent’sSD1041formonfileforreviewonceithasbeencompletedandapproved.Theseformsenablestudentstoreceivefreeandreducedpricemeals,andalsoformthebasisfordetermininganddistributingadditionaleducationalfundingfromthestateandfederalgovernments.

CASALrecognizesthattheSD1041formcanbedifficulttocollectfromparentswhoareconcernedovertheconfidentialityoftheform;butCASALwillensureparentsthattheinformationispersonalandconfidentialandwillremainatCASAL.WhiletheformswillnotleaveCASAL,OSFNScanandwillrandomlyaudittheapplicationstomakesuretheyarecodedcorrectly.

Transportation-Beingacommunitybasedschool,CASALanticipatesmoststudentsresidewithincloseproximitytotheschool,howeverwillutilizetheservicesoftheNYCDOEanddelegateresponsibilitytotheNYCDOEforprovidingtransportationservicestotheCASAL’sstudents.StudentswillreceivethesametransportationservicesasotherNYCpublicschoolstudents.TransportationisprovidedbytheOfficeofPupilTransportation(OPT).AfterCASALsubmitsaTransportationRequestFormandusesATSorNIPSIStosupplytheDOEwiththenecessaryinformationaboutitsstudents,theDOEwilldeterminetheeligibilityfortransportationofCASAL’sstudents.Thiseligibilityisbasedonageanddistancefromtheschool,inaccordancewiththeChancellor’sregulations(RegulationA-801).Giventheuncertaintyofbusscheduling,CASALwillnotguaranteeparentsthatachildwillhaveyellowschoolbusserviceuntilsuchservicehasbeenconfirmedbyOPT.Totheextentweareable,intheeventthatstudentsareineligiblefortransportationservicesthroughtheNYCDOE,CASALwillfacilitatecarpooling,whereandwhenavailable.Specialeducationstudentshavedifferenteligibilityfortransportationaswell.TheirIndividualEducationProgram(IEP)dictatestheireligibility.TransportationforspecialeducationstudentswillbeprovidedinaccordancewithallapplicableStateandFederallaws.TheschoolstudentswillreceivetransportationservicesforwhichtheyareeligibleunderEducationLaw§2853(4)(b)and§3635.Ifastudentisnoteligiblefortransportation,transportationbecomestheresponsibilityofthechild/sparentsorguardian.

Safety/Security-CASALwillcontinuetoensurethatthesecurityandsafetyofstudentcomesfirst.SchoolSafetyPlanwillbeadoptedandsubmittedbyOctober1ofeachschoolyear.Inaligningwiththatmandatetheschoolfollowssetguidelinesregardingthesecurityandsafetyofstudents,theschoolwillcontractsecurityservicesfromanestablished,reputableandreliablesecurityvendor.Wehaveestablishedpositiverelationshipswiththelocalprecinct,NYCDOEschoolsafetydivision,NYPDgangawarenessunitandthelocalcommunityofficer.Intermsofthebuildingitself,CASALhasestablishedclearpoliciesandprotocolspertainingtothesafetyandsecurity.Thesepolicesandprotocolincludes:

DailySecurityProcedures• Establishthetimewhenthebuildingistobeopenedandclosed.Thehoursshouldbe

postedatalldoorways.

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• Determinewhentheadministrativedesigneewillbeattheswitchboardtoreceiveincomingcallsandtomakeemergencycalls.

• Classroomdoorsmaybeclosedwhilethechildrenareinattendancebutneverlocked.• Checkalllocksondoorsandwindows.• Checkallpathwaystodoorstoensurefreeaccess.• Checkalldoorstoensuretheyfunctionproperlyandlock.• Checksecurityalarmsystemtomakesureitisoperating.• Lockallroomsatnight.• Determinethebuildingissecureattheendoftheday.

VisitorsToTheBuildingAllvisitorstothebuildingshouldbescreenedasfollows:

• Eachvisitorshowsidentificationandtheirentranceiscapturedbythevideosurveillancesystems..

• Eachvisitor’stime-intothebuildingisrecorded.• Eachvisitorisescortedordirectedtohisorherlocation.

EmergencyEquipment• Inspectthefirstaidkitmonthlyandreplacematerialsassoonaspossible;• Maintainawalkie-talkiesystemkeystafftoutilizeintheeventoftelephoneservice

disruptions;• Maintainbatteryoperatedflashlights;• Maintainabatteryoperatedradiotolistentoemergencybroadcasts;• Checkthatallfireexits,sprinklersystems,fireextinguishers,andfireandsmokealarmsare

workingproperlyatalltimes.TheprogrammustcooperatewiththeFireDepartmentinspectionsandimplementcorrectiveactionsimmediately;

• Maintainmedicationstoragefacilitiesandrecords.Duringanevacuationthedesigneeshould,ifpossible,removethemedicationtoasafeplace;and,

• Ifpossible,ensurethatimportantfilesarestoredasdigitalbackups,availableoff-site.Thisincludescontactinformationforbothchildrenandstaff.

Drills:Participatinginemergency,fireandevacuationpreparednessdrills.Duringadrilleveryonemustleavethebuildingimmediately.Thefollowingstepsshouldbetaken:

• Atthesoundofthesignal,thestaffdirectsthechildrentostand.• Teacherassistant/aideleadsthechildrentotheexit.• Teachertakesupapositionthatwillensurecalm,orderly,andquickexit.• TheTeacherclosestheclassroomdoorstopreventthespreadoffire.• Staffandchildrenwalkasufficientdistancesothattheyareclearofthebuilding.• Whenan“allclear”signalissoundedeveryonereentersthebuilding.

Sheltering-In:Therewillbetimeswhentheappropriateresponsetoadisastermayrequirethatemergencyrespondersdirectchildrenandstafftoremainwithinthebuilding.Thistypeofresponseisoftenreferredtoas“sheltering-in.”The“sheltering-in”locationmustbe

• Ahallwayandawayfromwindowsandglass;• Anareathatisisolatedandwhereventilationcanbeturnedoff,ifneeded;

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• Anareathatislowerthanthefirstfloorandawayfromthemainentranceofthebuilding;and,

• Anareathathasaccesstoemergencyresourcessuchaswater,cups,blankets,changeofclothing,abatteryoperatedradio,andflashlights.

EvacuationPlan:Intheeventofanevacuation,two(2)alternativelocationsshouldbeidentifiedinadvanceandcommunicatedtoallprogramstaffandparents.UnlessotherwisedirectedbytheNYPD,theFDNY,orotheremergencypersonnel,suchasiteisasafewalkingdistancefromtheoriginalsite.Toprepareforanevacuation,eachprogramshouldhaveanotebookbinderineachclassroomthatcontainsanupdatedparent/caretaker/emergencycontacttelephonedirectorywithalistingforeachchildintheprogram.Thisbindermustbeeasilyaccessiblesothatduringanemergencyevacuation,theteacherscanremovethebinderstoasafelocation.Thebindershouldinclude:

a) Telephonenumbersofparents’homes,businesses,cellphones,andemailaddresses(updatedquarterlyoronanasneededbasis);

b) Contactinformationoneachchild’smedicalpractitioner.Medicalalertinformation,forexamplepenicillinallergies,isindicatedforspecificchildren;

c) Informationaboutthelocationandscheduleofalllimitedmobilitychildren.Limitedmobilitychildrenareescortedtoapreviouslydetermined“safetyzone”roomandthenremovedbydesignatedpersonnel.

Whileintheevacuationsite,attendanceshouldbeconfirmedusingtherosterforbothchildrenandstaff.TheoverallresponsibilitytoevacuateismadebythedesignatedSupervisor-In-Charge.Thefollowingstepsshouldbetaken:

a) Thelocalprecinctisnotifiedthattheschoolisbeingevacuated.b) Allclassroomsandofficesarelocked.c) Atthesoundofthesignal,staffmembersescortthechildrenfromtheirroomsandexitthe

buildingtothepreviouslyarrangedsite.d) Duringtheevacuation,schoolstaffinchargeofchildrentakesthebinderwiththemtothe

pre-determinedalternatelocation.Attendanceofchildrenandstaffistakenatthealternatelocation.Missingchildrenandstaffarereportedtoemergencypersonnelassoonaspossible.

e) Ifthesignaldoesnotwork,thenanidentifiedstaffpersonisdispatchedtoeachroomtorelaytheinformationthatanevacuationisineffect.

CASALgivesassurancethatthebuildingselectedand/ormodifiedmeetsarchitecturalaccessrequirementsforpersonswithdisabilities,asindicatedintheAmericanswithDisabilitiesAct,andlocalbuildingcodesaddressingarchitecturalaccess.

I.FamilyandCommunityInvolvementCommunicationwithParents/Parent&StaffInvolvement:CASALwilldevelopseveralmeansofcommunicationwithitsparentsandguardians,whichinclude:(1)QuarterlyparentmeetingsthatareheldatthebeginningandendofeachofCASAL’stwosemesters.Teachersandadministratorswillmeettodiscussprograms,overallprogress,futureplans,etc.;(2)Individualparent/guardianmeetingswithteachersatleasttwiceperyear.Thesemeetingswillbescheduledtooccurduringeachmid-semester(approx.Nov.andApril)followingthedistributionofprogressreportstothe

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parentsandguardiansofCASALstudentsandwillfocusoneachstudent’sprogress;(3)Progressreportssenttotheparents/guardiansofeachstudenttwiceperyear,eachmid-semester;(4)Reportcardssenttoparents/guardianstwotimesyearly,onceeachsemester;(5)DevelopmentandmaintenanceofaCASALwebsitethatisdesignedspecificallytopromotecontinuousparentalinvolvementwiththeschoolandthepromotionofemailcommunicationandtheschool’swebsiteaseffectivemeansofcommunication;(6)FacilitatethedevelopmentandcontinuedoperationofanCASALParentsAssociation(PA);(7)Standardprocedureforstafftocontactparentsaboutstudentbehaviors(eitherpositiveornegative).Contactcanbemadebyphone,emailorfacetofacemeetings;and(8)Developmentandmaintenanceofaschoolclimatethatisfriendlyandinvitingtoparents.

PromotionofParentalandStaffInvolvementinSchoolGovernance:CASALwillpromoteparentalandstaffinvolvementinschoolgovernanceinthefollowingmanner:(1)Invitingparentsandschoolstafftobecomemembersofvariousschoolcommittees,includingcommitteesoftheBoard;(2)Throughtheschool’sPA,surveys,interviews,etc.,seekingtherecommendationofparentsonissuesthatsignificantlyimpactanyaspectoftheschool,itsoperationanditsinstructionalprogrampriortofinaldecisions;(3)ReservingatrusteepositionontheBoardforaparentofaCASALstudent;(4)Reservingastandingagendaspotfortheschool’sstaffateachregularmeetingoftheBoard;(5)SharingtheSchool’sannualreportseparatelywiththeSchool’sPAandschoolstaffandprovidingthePAandschoolstafftheopportunitytomakerecommendationsforimprovement;and(6)SchedulingregularweeklyfacultymeetingsatwhichtimetopicsrelevanttotheeffectiveoperationofCASALandimplementationofitsinstructionalprogramareconsidered.

CommunityInvolvement:CASALstudentswillbeextensivelyintegratedinthecommunitythroughtheservice,civic,experiential&internshipopportunities.Studentswilllearnfromcommunity-basedmentors,entrepreneurs,artists,businesses,institutions,organizationsandothers.Studentswillalsoapprenticeunderprofessionalsinskilledtradesandfields.Thiswillallowstudentstodevelophardandsoftskillsthatwillhelpthembecomecollegeandworkforceready.

J.FinancialManagementTheCASALBoard,andmorespecificallytheTreasurer,andExecutiveDirectorwillberesponsibleforCASAL’soverallfiscaloversight.TheExecutiveDirectormaydelegateresponsibilitiestotheFinanceManager(FM)orappropriatestaffmembers,asneeded,toensurethesmoothoperationoffinancialpoliciesandactivities.CASALhasdevelopedaninternalfinancialcontrolspolicyandproceduremanualthatdictatethepoliciesandproceduresrelatedtotheSchool’sfinancialtransactionsandactivitiesandthestaffpositionsresponsiblefordischargingthesefunctions.

Payroll-Policy:CASALshallmaintainapayrollsystemapprovedbytheBoard.Procedure:Documentationofauthorizedpayratesshallbemaintainedintheemployee’spersonnelfile.Personnelfilesshallbesecuredwithaccesslimitedtoauthorizedindividuals.TheSchoolwillcontractwithapayrollservicetoprovidepayrollprocessing.Personnelwillbepaidbi-weekly,bycheck.Personnelelectingdirectdepositwillreceiveacheckstub.Procedure:Employeetimesheetswillbemaintaineddaily.Timesheets,signedbytheemployeeandapprovedbyasupervisor,shallbeforwardedtotheExecutiveDirectororDesigneeattheendofthepayperiodforpayrollprocessing.TheOperationsManagerwillreviewthetimesheetsforsignaturesandapprovals,reviewtimeworkedandverifyformathematicalaccuracy,summarizethepayrollinformationandforwardittothepayrollserviceforprocessing.TheExecutiveDirectorordesigneewillreceiveall

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completedpayrollreportsandpaychecksfromthepayrollservice.TheFinanceManagerwillreviewthepayrollreportsanddocumentapproval.TheExecutiveDirectororDesigneewilldistributethepaychecks.AllpayrollchangeswillbeauthorizedbytheExecutiveDirectorandforwardedtothepayrollservicebytheFinanceAssociate.S/hemaydelegatetotheFinanceAssociaterecordingeachpayrollintotheaccountingsystem,includinganypayrollaccruals,inaccordancewithGAAP.TheFinanceManagerwillberesponsibleforpaymentofallpayroll-relatedliabilitiesthatarenothandledbythepayrollservice.AdeferredcompensationprogrammaybeestablishedinaccordancewithIRSandpersonnelpoliciesandadministeredbyathirdparty.Allservicesperformedbyindependentcontractorswillbeprocessedasaccountspayable.Atthecloseofthefiscalyear,Forms1099willbeissuedtoindependentcontractorsinaccordancewithIRSregulations.

Purchases-Policy:GuidingthepurchaseofallCASALgoodsandserviceswillbe:(a)price;(b)quality;and(c)dependability.Particularvendorsmaybechosenforanyoneoranycombinationofthesefactors;however,atalltimestheselectionofaparticulargood,service,orvendorshallbewiththeintentionofmaintainingatop-qualityschool.TheexecutionofcontractsandgrantsshallbewithinthescopeofCASAL’smission,goals,andannualplans.Procedure:Whenaproductistobepurchasedthatcostsmorethan$15,000,theExecutiveDirector,orhis/herdesignee,shallreviewappropriatevendors,ensurethatthepurchaseisappropriateandrepresentsagoodvaluefortheschool.Professionalservicecontractsinexcessof$15,000perannumarealsotobeawardedinthesamemannerdescribedasabove.Allcontractualagreementsshallbeinwriting,andsignedanddatedbytheExecutiveDirectororhis/herdesignee.Purchasesorcontractsinexcessof$15,000willbesharedperiodicallyviaareporttotheBoardofTrusteesintheformofaspreadsheetofpurchases,withtheirlistedexpenses,oruponrequest.

Accountingandauditrequirements-Policy:IndependentauditsofthefinancialstatementsshallbeconductedannuallybyaNewYorkStateCertifiedPublicAccountantselectedbytheBoard.Annualfinancialauditswillbeconductedinaccordancewithgenerallyacceptedauditingstandardsandgovernmentauditingstandards.FinancialregulatoryformsshallbecompletedasnecessarybyCASALoranaccountingfirmselectedbytheschool.Procedure:Appropriatefinancialformsandreportsshallbefiledwiththecharterentity,federalgovernmentandappropriatestateagencies.Uponcompletion,auditsshallbereviewedbyDOandsubmittedtotheBoardforreview.Allauditsshallincludeamanagementletter.

Cashmanagementandinvesting:ThefollowingareasfromtheInternalFinancialControlsPolicyrelatetocashmanagementandinvesting:• InvestmentPolicies-Policy:TheSchool’sfundsshallbeinvestedinappropriatefinancial

instruments,suchasbankaccounts,moneymarketfundsandcertificatesofdeposits.Procedure:TheFinanceManagershallidentifyexcessfundsavailableforinvestment,forapprovalbyExecutiveDirector.MajorinvestmentsorchangesinfinancialinstrumentsshallbereviewedbytheFinanceCommitteeoftheBOT.

• BorrowingFunds-Policy:AllborrowingoffundsandtheestablishmentorincreaseofallcreditlinesmustbeapprovedbytheBoard.Procedure:Basedonannualaudits,financialstatements,andcashflowprojections,theExecutiveDirectormayestablishcreditlinesandborrowinglimitsasdirectedbytheBoard.Borrowedfundswillberepaidwithappropriate,measurableandidentifiablerevenuesinaccordancewithGAAP.TheExecutiveDirectororhisorherdesignee

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shallalerttheBoardiflinesofcreditorborrowinglimitseverarenotadequatetomeettheneedsoftheorganization.TheBoardmayamendtheborrowingpolicyandcreditlimits.

• BankCards-Policy:Asneeded,theschoolshallutilizeabankcardtopayforapprovedpurchases.

• Procedure:RequeststoutilizetheschoolbankcardsshallbemadetotheExecutiveDirectorviaaBankCardusagerequestform.AllproposedusesoftheschoolBankCardmustbedocumentedandapprovedbytheExecutiveDirector.

• PettyCash-Policy:TheSchoolshallmaintainapettycashfundtobeusedforreimbursementstoemployeesforminimalout-of-pocketbusiness-relatedexpenses,nottoexceed$100.00.Procedure:TheFinanceManagershalldelegatetotheFinanceAssociatetheresponsibilitypettycash.TheFinanceAssociatewillreimburseemployeesforout-of-pocketexpenses,nottoexceed$100.00,uponsubmissionofapettycashreimbursementvoucher,approvedbytheDO,andsubstantiatingreceiptsrelatedtoeachexpense.TheFinanceAssociateshallverifyallreceiptsasrequiredforallrequestedreimbursements,makeanyrequiredpayment,andmaintainthepettycashfund.TheFinanceAssociatewillcountandreconcilethepettycashfundtoreceiptsmonthly.ReplenishmentofthepettycashfundwillbedocumentedbythereconciliationalongwithacheckpreparedbytheFinanceManagerasneeded,andapprovedbytheExecutiveDirector.

AccountsReceivable-Policy:TheCASALwillmaintainaccountsreceivableinaccordancewithGAAPforscheduledreceiptsfromtheschooldistricts,grantsoranyotheramountsduebutnotyetreceived.Procedure:AllrevenueswillberecordedonanaccrualbasisinaccordancewithGAAP.TheFinanceAssociatewillmaintainanagedscheduleofaccountsreceivable,whichlistspayer,date,description,andaccount,basedonrevenue/grantinformationprovidedbytheFinanceManager.TheFinanceAssociatewillreconcilesuchscheduletothegeneralledgeronamonthlybasisandreviewtheledgerswiththeFinanceManager.

AccountsPayable-Policy:TheSchool,wheneverpractical,shallpaybillswithin60daysoftheirissue,unlessalternativearrangementsaremadewithvendorsorunlessadisputearises.Billsofanamountwhichprecludespaymentwithin60daysmaybeputonapaymentplan,allowingamonthlypaymentagreeabletobothCASALandthevendor,unlessanotherarrangementisreached,agreeabletobothCASALandthevendor.Procedure:AllaccountspayableshallberecordedontheaccrualbasisinaccordancewithGAAP.AccountspayableshallbemaintainedbytheFinanceAssociatewhoshallensuretimelypaymentandthedevelopmentofpaymentplans.TheFinanceAssociatealsoshallmaintainaschedulereflectinganagingofaccountspayablebalanceslistingthepayee,transactiondate,amountandpayabledescriptionandaccount.Paymentsofbillsshallbeprocessedonorabouttheendofeachweek.Purchasesorcontractsinexcessof$15,000willbesharedperiodicallyviaareporttotheBoardofTrusteesintheformofaspreadsheetofpurchases,withtheirlistedexpenses,oruponrequest.AllbillswillbeapprovedbytheExecutiveDirectorpriortopaymentbytheFinanceAssociate.Nopaymentwillbemadewithoutaproperlyapprovedbillorothersupportingdocumentation,including,butnotlimitedto,signedanddatedpackingslips.Paymentswillbemadefrombills.Iforiginalbillsarenotavailable,copieswillberequested.Paymentswillnotbemadebasedonstatements.TheBoardshallapproveallcontractsandloans.

Fundraising;BequestsandContributions.Policy:Non-restrictedbequestsandcontributionsshallbeusedforoperationsorspecialprojectsasdesignatedandapprovedbytheExecutiveDirector,

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consistentwithconditionssetforthbytheBoard.Bequestsandcontributionsthataredonorrestrictedshallbeusedforthepurposearticulatedbythedonor,exceptthatinnocaseshalltheschoolacceptanysuchbequestorcontributionforwhichthedonorrestrictionviolatesanyfederalorNewYorkstatelaw.Procedure:BequestsandcontributionswillbeproperlybudgetedandaccountedforinaccordancewithGAAPfornonprofitorganizations.TheFinanceManagerwillmaintainsupportingschedulestodocumentrevenuesandexpendituresrelatedtounrestricted,temporarilyrestrictedandpermanentlyrestrictednetassets.UnrestrictedbequestsandcontributionsshallbeusedforoperationsorspecialprojectsasdesignatedandapprovedbytheExecutiveDirectorand/orBoard.Bequestsandcontributionsthataredonorrestrictedshallbeusedforthepurposearticulatedbythedonor.TheBoardwillreviewandapproveexpendituresonamonthlybasisinaccordancewithdonorstipulations,ifany.

Student Records: CASA L fully embraces its obligations to complywith FERPA andwill follow allappropriateprocedurestocomplyfullywiththeNewYorkStateFreedomofInformationlaw(Article6 of theNew York Public Officers Law). CASA Lwill have trained staffwho are responsible formanaging the student information. The Knowledge Manager (KM), with support from ProgramCoordinators/Counselors, OfficeManager (OM) and oversight by Executive Director (ED), will beresponsible for tracking enrollment,maintaining school lunch program records, including studenteligibility and other data to ensure accurate billing, reimbursements, all data relevant toEconomicallyDisadvantaged, IIand IIIprogramsandotherservices.TheKnowledgeManagershallbe the CASA L Records Management Officer (“KM/RMO”). The KM/RMO shall coordinate thedevelopment of and oversee a program for the orderly and efficient management of records,includingthelegaldispositionordestructionofobsoleterecords.

CASALwilldevelop/selecta robust&comprehensive student informationsystemandknowledgemanagementsystemtostore,analyzeandproduceneededreportsonallrelevantstudentdata.TheKM/RMO will also be given the authority and responsibility to develop and maintain CASA L’srecords management program, student information system and any other legally bindinginformation. CASA L will use the NYCDOE ATS attendance codes when maintaining a student’sattendancerecordforthedistrictandstate.TheExecutiveDirector(ED),KnowledgeManager(KM)andProgramCoordinators/Counselors&OfficeManagerwillberesponsiblefortheprotectionofallstudentrecords.

With regard to the special education program, the Special Needs Coordinator (SNC) will beresponsibleformaintainingandsecuringallrecords,aswellassubmittingallrequiredreportingtoappropriate agencies including necessary reporting for special education reimbursement throughthe NYCDOE portal, as well as submitting the information for presentation to the board via theschooldashboard. TheEDwilldesignatedutiestotheOfficeManger (OM)whoseresponsibilitieswill include: (1) collectingwrittenexcuses for student absences; (2) determining legal and illegalabsencesofstudentsaccordingtoCASAL’Sattendancepolicy;and(3)filingexcusesforabsencesina student's file. The KM/RMOwill retain records for such a period and dispose of them in themannerdescribedinRecordsRetentionandDispositionScheduleED-1,establishedpursuanttoPart185,TitleVIIIoftheOfficialCompilationofCodes,RulesandRegulationsoftheStateofNewYorkandArticle57-AoftheArtsandCulturalAffairsLaw.

K.BudgetandCashFlowSeeattachement

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L.Pre-OpeningPlanThefollowingtableoutlinestheareas&milestonesforimplementationduringtheplanningyear.DOMAIN ACTION StartDate EndDate DutyGovernance RatifyBylawsandCodeofEthics Jul,2016 Jul,2016 BOTGovernance Appointboardofficers Jul,2016 Jul,2016 BOT

Academic NegotiateandSignMOUwithBigPictureLearning

Jul,2016 July,2016 BOT

Facilities AppointFacilitiesPartnerandEducationPlanner

Jul,2016 Aug,2016 BOT

Governance RecruitSchoolLeader Jul,2016 Sept,2016 BOTFacilities Conductfacilitiesnegotiationsandexecute

leasefortemporaryspaceAug,2016 Dec,2016 FC

Facilities Commencepre-developmentprocessforpermanentspace;approvefacilitiesdesignplan

Aug,2016 Oct,2016 BOT,FC,ED

Operations Obtain501-C3status Aug,2016 Jan,2017 BOTFinance Approvalfiscalpoliciesandprocedures Sept,2016 Oct,2017 BOT NegotiationandsignMOUswithkeyCBOsfor

programmaticandafterschoolpartnershipsOct,2016 Apr,2017 BOT

Finance ContractwithUFTtoestablishpayrollandotherfinancialsystems(orotherbidder)

Jan,2017 Jun,2017 BOT,ED

Staffing RecruitOperationsManager Jan,2017 Feb2017 EDRecruitment RecruitStudents:developanddisseminate

materials,hostopen-houses,conductdoor-to-doormarketing

Jan1,2017 Apr1,2017 ED

Staffing Recruitschoolstaff:draftjobdescriptions,postpositions,interviewcandidates,checkreferences

Feb,2017 Jun,2017 ED,OD,ID

Facilities Commenceconstructiononpermanentfacility Mar,2017 Mar,2017 FCStaffing Hirestaff:salarynegotiationsandofferletters Mar,2017 Jun,2017 ED,ODOperations NegotiateandsignMOUwithUFTforcollective

bargainingagreementMay,2017 June,2017 BOT,ED,

ODAcademic Researchandsecureonlinecontentproviders Mar,2017 Jun,2017 ED,IDAcademic Researchandsecurecurriculumresources Mar,2017 Jun,2017 ED,IDAcademic Draftmultidisciplinarylearningmodulesfor

CCSSandNYSrequirementsMar,2017 Aug,2017 ED,ID

Academic Researchandsecurestandardizedassessments Mar,2017 Jun,2017 ED,IDTechnology RFPfortechnologyinfrastructure Mar,2017 Jun,2017 ODRecruitment Holdlottery:securesystemwithpreferences,

conductlottery,informparentsApr8,2017 Apr8,2017 ED,OD

Operations Obtainstudentrecords:obtainpermissionfromparents,contactpreviousschools,etc.

Apr,2017 Jul,2017 OD,ED

Finance ApprovebudgetforFY14-15 Apr,2017 Apr,2017 BOTOperations Securefoodservices:coordinatevendor

evaluationofkitchencapacity,solicitproposals,selectvendors

Apr,2017 May,2017 OD

Operations Securetransportation:contactDOEOPT,coordinatebusroutesandstops,informparentsofoptions

Apr,2017 Jul,2017 OD

HR Finalizestaffhandbookandpersonnelpolicies Apr,2017 Jun,2017 BOT,ODOperations Developanddistributestudenthandbook May,2017 Jun,2017 ED,ODTechnology Installtechnologyinfrastructure May,2017 Jul,2017 OD

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HR Completefingerprintingandbackgroundchecks May,2017 Jul,2017 ODAcademic Prepareschoolcalendaranddistributeto

familiesMay,2017 May,2017 ED,OD

Technology InstallHybridLearningManagementSystem Jun,2017 Jul,2017 ODFacilities ObtainCertificateofOccupancy Jun,2017 Jun,2017 FCRecruitment Conductopenhousesforadmittedstudents Jun,2017 Jun,2017 ED,ODAcademic ContractwithRelatedServiceProviders Jun,2017 Aug,2017 EDAcademic Conducthomevisits Jun,2017 Aug,2017 ED,ODOperations Secureinsurancepolicies Jun,2017 Jun,2017 ODPD PrepareSummerReadinessProgram Jun,2017 Aug,2017 ED,ID,ISFinance CompleteInitialStatementofFinancialControls Jul,2017 Jul,2017 ODHR Completestafffingerprintsandbackground

checksJul,2017 Jul,2017 OD

Operations SecureIEPsandstudentrecords Jul,2017 Aug,2017 ODOperations PurchaseAEDsandtrainstaff Jul,2017 Aug,2017 OD,ED,DAcademic Begincommunityoutreachtoestablish

internshipopportunitiesforyear1.Jul,2017 Sept,2017 LTI

PD ConductSummerReadinessInstitute Aug,2017 Aug,2017 ED,ID,ISPD Developstaffgrowthplans Aug,2017 Aug,2017 ED,IS

BOT=BoardofTrustees;ED=SchoolLeader(ExecutiveDirector)ID=InstructionalDirector;FC=FacilitiesPartner,OD=OperationsDirector,PC=ProgramCoordinator,IS=InstructionalStaff

M.DissolutionPlanIntheeventofdissolutionofCASAL,theBoardofTrusteeswouldimmediatelyestablishatransitionteam,woulddevelopadissolutionplan&delegatetotheSchoolLeadershipTeamtheresponsibilitytomanage the dissolution process. CASA L will follow any additional procedures required byNYSED to ensure an orderly closure and dissolution process, including compliance with theapplicable requirements of Education Law §§2854(2)(t), 219 and 220 and any closing proceduresspecifiedbyNYSED.Theschoolwillestablishanescrowaccountofatleast$75,000,tobebuiltupoverthe3initialyears,topayforlegalandauditexpensesassociatedwiththedissolutionoftheschool.Nolaterthanthetimetable established by theNYSED, or July 1,whichever is earlier, the schoolwould transfer allstudentrecordstotheNYCDOEorthestudent'sdistrictofresidence,ifthestudentresidesoutsideof New York City. Additionally, local school districts where each student resides at the time ofdissolutionwillbenotifiedinwriting.Closingprocedurewouldincorporatethefollowingactions:• 3weekspriortofinaldecision,establishtransitionteam,developclosureplan,assignRoles&

reviewbudgettoensurethatfundsaresufficienttooperatetheschoolthroughtheendoftheschoolyear.

• Within24hoursofdecisionnotifyparentsandaffectedschooldistrictsinwritingwhentheclosuredecisionisfinal.Inthelettertoparentsaftertheclosuredecisionisfinal,includethelastdayofinstruction,end-of-the-yeartransitionactivitiesofferassistancetofamiliesinidentifyingnewschools.

• Within24hoursofdecisionSchoolLeadershipandBoardMembersmeetwithfaculty&stafftodiscussreasonsforclosure,thestatusofdecisionandlikelytimelineforafinaldecision,aswellasemphasizeimportanceofmaintainingcontinuityofinstructionthroughouttheendofschool

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year.• Within15daysafterthefinaldecisiononthecharterschoolclosureandafterallappealshave

beenexhausted,notify-banks,bondholders,benefitproviders,creditors,contractors,vendors,etc.-oftheschool’sclosure,aswellastheprojecteddateofthelastpaymentbytheschooltowarditsdebt.

• Protecttheschool’sassetsandanyassetsintheschoolthatbelongtoothersagainsttheft,misappropriationanddeterioration.

• Maintainallcorporaterecordsrelatedtocontracts,lease,assets,grants,governance(minutes,bylaws,policies),employees(backgroundchecks,personnelfiles),accounting/audit,taxstatus,employeebenefits.

• Preparationofend-of-yearreports.• Preparation&transferallassets&studentrecords,includingfinalgradesandevaluations,tothe

authorizer/districtincludingallrecordsregardingspecialeducationandsupplementalservices;studenthealth/immunizationrecords,attendancerecords,testingmaterials,studenttranscriptsandreportcards.

• Uponsunsetofthecharteragreement,dissolvecharterschool,endcorporateexistence,andnotifytheIRS.

Date post:	29-Sep-2020
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