application for approval of an open-enrollment...

Positive Solution Charter School District 3 & 5

Application

Date;;ofReceiptbyJEA: _______ ,Datecof Committee;RE!view:-,,-..... _.__;._.'--_-c~, ;. ~ ... Date. of SBOERev[ew:-~. .,,-___-'-_--'

Approved:- NotApproved- ereginning.DateofOi:ieration~ .... ; ..... .

Application for Approval of an

Open-Enrollment Charter

Instructions: The open-enrollment charter proposal must be submitted in contractual form including, in the order of the items be/ow, these same components. Attach the following after the answers to the questions below: (1) signed facilities agreement, (2) evidence ofparental/community support for the proposed charter, and (3)documentation ofnon-profit status.

Submit two copies of the completed application with attachments to the Texas Education Agency, Document Control Center, 1701 North Congress Ave., Austin, Texas 78701. For assistance, contact the Division of Charter Schools at (512) 4639575.

Chief Operating Officer

of Proposed Charter. Arturo B. Suarez TItie:_~D~l~'r~e~c~t~o~r_____

Name of Sponsoring Entity: San '\ntonio Positive Solutions. Inc.

The applicant is an "eligible entity" under the following category (check one):

__ an institution of higher education (TEe 61.003);

x a tax-exempt organization [ 501 (c)(3)];

__ a privatelindependent institution of higher education (TEe 61.003);

__ a governmental entity.

Sponsor Address: 302 South Flores City: San Antonio

Zip: 78204 Phone Number. (210)299-10 7 5 F~(210) 2 0 9-1057

Type of charter sought 2- an open-enrollment charter under

(check only one) TEe 12.1011(a)(1)

__ an open-enrollment charter under , TEe 12.1011 (a)(2) (75% rule) (applicaryts for this charter must complete additional question #10. and sign the additional assurance found on page 30.)

Name of Proposed Charter School: Positive Solutions Charter SchOOl ..

Date of proposed opening: SePtemher of 1998


Charter"Site Address: 302 South Flores city: San Antonio

Zip: 78204 Phone Number: (210) 299-1025 FAX: (210) 299-1052

Correspondence Address: _-"S~a~m~e,--"a.:=.s_a::.b~o,;..:v~e=--____________

City: San Antonio ZIP: 78204

Grade Initial Est. Maximum

Levels: --'-7.=-....1=-2___.Enrollment: 150 Enrollment: _--"3~5,,"O__

The charter will primarily serve an area that is geographically: ~urban suburban rural

The proposed charter will be located in State Board District 3 & 5 (number).

In succinct terms describe the proposed school including grade levels offered, student populations served, educational focus and any other essential characteristics. For example, "The Seventh Avenue Charter School is designed to recover students who have dropped out of high school and prepare them through vocational training to be productive contributors to society."

The Positive Solutions Charter School will serve all studen.tS r;rade levels 7-12. Recoverv of droo-out will have a high priority sevvicin~ parentin teens; 7th'through 12th and GEl' will be offered as an open .enrollment program. '."he oreparation will

"include a counseling urogram directed to preparing students for emolovrnent or postsecondary education and ore-emnlo'"l!nent training. LiMited nlacement in employment

and internship ,rill be prov; ded bv staff.

Indicate the approximate percentage of each student population in as many categories as are applicable:

0% pre-kindergarten; 10% special education; 5% migrant,

70% economically disadvantaged; 5 " limited English proficiency;

...1Lgifted 20% recovered dropouts; . 60~~ at risk of dropping out;

1y, pregnant or parent students __ other: ____________

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The following assurance must be included in all applications for an open-enrollment Charter school under TEC 12.1011 (a)(2), the "75% Rule.'

(15) The Charter School assures at least 75 percent of the prospective student population, as specified in the proposed charter, will be students who have dropped out of school or are at risk of dropping out of school as defined in TEC Section 29.081 (d), and the school will maintain, as a condition of its charter, the required percentage (75%) of students who have dropped out of school or are at risk of dropping out of school as defined in TEC Section 29.081 (d) each year as reported in the Public Education Information Management System (PEIMS), or relinquish its charter. .

~ r07/24/93 Signat~thiefOpe n the SchooV date

~~--~~~~~~~--~~/.~~--Signature of the Chair of the State Board ofEducation! date

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5

003

Positive Solutions Charter School

Districts 3 & 5

f

SECTION 2

012

,-- Positive Solutions Charter School District 3 & 5

_.OPEN ENROLLMENT CHARTER APPLICATION

Texas Education Agency


San Antonio Positive Solutions, Inc.

302 South Flores

San Antonio, Texas 78205

Background Information: San Antonio Positive Solutions, Inc. has been in operation for over fifteen years, successfully providing education and employment training to atrisk youth in the San Antonio Metropolitan Area. Currently the staff of Positive Solutions, Inc. is operating a summer youth program for approximately 1,400 economically disadvantaged youth age fourteen through twenty-one through Alamo Workforce Development Inc. in Bexar and the eleven surrounding counties. The Positive Solutions' staff has become very fleXlble and adept at providing a variety of programs for disadvantaged youth. Positive Solutions, Inc. was chosen by the Alamo Workforce Development Agency as the most competent provider for this 1998 summer youth program which includes providing academic enrichment and work activity programs.

Positive Solutions also has a drop-out recovery program to provide services in Bexar .:~

County. Also, a program providing academic training for hard-ta-place welfare recipients, is currently in progress for forty-two welfare parents. Most of these parents could also be enrolled in the Positive Solutions Charter School, since most are under the age of 21 and do not have a high school diploma. The educational program provided by the charter school will be a better program for the welfare recipients because of the acquisition ofbetter curriculum. more extensive activities and a more flexible schedule to accommodate students. The transition from these programs into the Positive Solutions Charter School can be made quite easily, and students win be better served.

Positive Solutions, Inc. is located in the inner city of San Antonio, at 302 South Flores Street and because of its location is also part of the Empowerment ZonelEnterprise Community Program (EZlEC). The (EZlEC) program was designed to empower people and communities across the nation to work together to create jobs and opportunities for youth. The location of Positive Solutions, Inc. is strategic to, and within walking distance or a short bus ride to the San Antonio Public Library, a large community college campus (San Antonio College), the University ofTexas San Antonio down town campus and many other resources that would be of advantage to the students such as the Institute of Texan Cultures. The location is central to an the public schools in the metropolitan area. Available classrooms at 302 South Flores win provide for more than adequate expansion that would accommodate the proposed maximum enrollment

San Antonio Positive Solutions, Inc. staffwork in collaboration with many organizations, city and county offices and local area school districts. Services provided by Positive Solutions range from academic education, pre-employment work maturity training, and job placement in both the private and public sectors. The partnerships that have been

14 013

Positive Solutions Charter School District 3 & 5

fonned with numerous organizations during the past fifteen years result in better services for students and clients.

San Antonio Positive Solutions, Inc. is exempt from taxation under Section 501(c)(3), Internal Revenue Code of 1986 (26 U.S.C. Section 502 (c)(3), which makes it an eligible entity for open-enrollment charter schooL It is anticipated that at least 75 percent of the students will be youth at risk of dropping out of school as defined by the State Board of Education Subchapter G, Chapter 29.081. This would include the following:

"1) each student in grade 7 through 12 who is under 21 years ofage and who: (A) was not advanced from one grade level to the next for two or more years (B) has mathematics or reading skills that are two or more years below grade

level; (C) did not maintain an average equivalent to 70 on a scale of 100 in two or more

courses in the cUrrent semester, and is not expected to graduate within four years of the date ofthe students who begin ninth grade;

(D) did not perfonn satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; or

(E) is pregnant or is a parent;"

1. VISION AND GOALS:

Vision:

The Positive Solutions Charter School (PSCS) will enable an increasing number of students to achieve their educational goals and become productive citizens by providing them with a flexible, challenging program of instruction. The school would provide students who have been alienated from mainstream education with creative learning experiences, and opportunities to develop their talents and skills for successful employment Mainstream education has too often resulted in losing experiences for students from impoverished backgrounds. These students need a learning experience that will accommodate their need to be employed and/or care for their children, and yet provide for higher expectations and rewards.

The vision for the Positive Solutions Charter School students is as follows: Learning should be an active process demanding student participation in

activities relevant to them. Students need to make choices, accept responsibility and become self-directed

Learning should be both an individual and cooperative venture where students work at their own pace and have opportunities to work with other students to solve problems.

Learning should be goal oriented and connected to the real world. Learning should be individualized to allow students with their teachers to set

learning goals that are realistic and attainable but also challenging and pertinent.

15

014


_. Learning should be diagnostic, reflective and easily documented, allowing

feedback to students and parents and available to train students in selfevaluation. Learning strategies and teaching should be based on assessment.

Learning should take place in an environment where students' life experiences are affirmed and valued and where mistakes are analyzed constructively as a natural step in the acquisition of knowledge and understanding.

The curriculum for today's learners must be broader and less antiseptic and must include recognition and knowledge of cultures. Learning should include reality, not the rhetoric of denial and should have the power to grip the learner. The focus of learning at the Positive Solutions Charter School will be to provide students with a strong sense of self and their humanness, as well as to grip them to achieve economic success in a world of wondrous and expanding technology.

A summary of the vision and goals is presented in the table on the following pages.

Student Example:

To provide a descriptive example of a student and their instructional program, we will take a typical teen parent, ;

is a sixteen year old unmarried parent of had been a good student in high school, but since the birth of the baby does not attend school regularly, and bas been referred to the Positive Solutions Charter School. continues to live with who is also a single parent living in

, a public housing project. is enrolling in the Positive Solutions Charter School (PSCS) because has to first take child to day care (a service arranged by PSCS staft), then depend on public transportation to get to school. had been unable to get to the local high school by 8:30, therefore, will attend PSCS from 10:00 AM to 2:00 PM

Upon entering, records will be requested from the district where had been enrolled. At the time of admission, and a staff member will develop an individualized educational plan for completion of high school. will also take an interest and aptitude test to be used to develop a career patlL s will need to be very involved in the student's planning and progress, since the success of the student's program will depend on the strength ofher support system.

The curriculum from the American Preparatory Institute includes the Texas Essential Knowledge and Skills that will help prepare for employment. Because the curriculum is self-paced, may be able to acquire high school diploma in two years or less. Teachers are available as coaches and tutors, and will offer encouragement and assistance as needed Teachers have completed in-service training in cultura1 and ethnic diversity and gender equity, therefore, they are able to better understand students of various ethnic backgrounds and can assist them in understanding others. They will also be able to encourage to

16 015

POSITIVE SOLUTIONS CHARTER SCHOOL OF SAN ANTONIO

Vision: The Positive Solutions Charter School (PSCS) will enable an increasing number of students to achieve their educational goals and become '. productive citizens by providing them with a nuible, challenging program of instruction, and a staff that work as a team to achieve teaching and learning tha!tr~~~ce~"~ irlllivilillal ~"'ssrCl"ms, gr~..,,-I"Yels and dellartments.

Goal I: Enable an increasing number of students to achieve educational goals and become productive dtizen.

Objective(s)

Objective I. Assist each student to set their own goals for educational achievement and career development

Objective 2. Provide varied experiences to enrich the educational process and introduce students to career possibilities and cultural enrichment

--.l Objective 3. Promote cultural and ethnic diversity and gender equity for students

Objective 4. Determine learning styles and incorporate facilitation oflearning styles in the educational process.

.-...~ "&I

Activities

Charter school staff will assist each student to

develop career goals and an individualized

educational plan (lEP) to support achievement

ofcareer goals.

Charter school staffwill help develop an enrich

ment program for each student beyond the

academic classroom activities.

Example: Students interested in art may be

placed at the San Antonio Art League as volunteers

as a part of their enrichment process.

a. Teaching staffwill attend in-service to be prepared to teach seven modules covering cultural and ethnic diversity and gender equity

b. Students will be required to attend various activities introducing them to various cultures Example: exhibits at the U.T. Institute ofTexan Cultures in San Antonio; lectures by various civic leaders, authors, athletes, etc.

c. Students will be required to attend presentations and activities covering cultural and ethnic diversity and gender equity

d. Required reading --various cultures/ethnic groups

a. Teaching staff will complete in-service to be able to determine different learning styles of students, and methods to accommodate styles

b. Students will be able to identify their own learning styles and adapt study habits.

'':''''

Evaluation

Periodic review ofstudent plans and revisions as necessary

Students and staff will review enrichment activities together to determine benefits for the student

Staff and students will review activities regarding the effects of programs to promote cultural and ethnic diversity and gender equity

School administrators will evaluate adaptation of schedules,

Timeline

Throughout school year

Throughout school year

Inservice for teachers: Oct. - Nov. Scheduled activities for students throughout the year

Periodic classroom

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Goal I: Enable students to achieve educational goals and become productive dtizens (continued)

Objective(s) Activities Evaluation Timeline

Objective 5. Provide ancillary services to a. Arrangements will be made as soon as Meals will be approved by the Breakfast served facilitate a successful learning experience feasible to provide breakfast and lunches ESC XX nutrition consultant 8:00 AM - 10:00 AM

b. Transportation will be arranged with VIA Transportation evaluated by Provision of for discounts on buses. parents, students and staff lunches will be

c. Transportation for disabled students will developed during be arranged on an individual basis second year

d. Arrangements for child care for students' Child care facilities licensed Transportation-children made through the child care referral by San Antonio Metropolitan ongoing for service ofSan Antonio Health District disabled students

Referral s for child care ongoing

Objective 6. Integrate technology in the a. Obtain donations ofcomputers that are two Monitor teacher and student Latter part of Learning experience years or less old use of technology 98-99 school

00- b. Apply for an infrastructure grant year c. Teach staff and students to use internet

for research and communication

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Goal n: Provide a Redble program of instruction, and a staff that work as a team to achieve teaching and learning that transcends individual classrooms, grade levels and departments.

Objective(s)

Objective I. Provide open enrollment for students

-'" Objective 2. Provide a flexible schedule to accommodate students' needs for employment or child care

Objective 3. Provide individualized, self paced instructional materials

C> I 00

Activities

Enrollment for new students will be scheduled

each week.

Parents, students and staffwill participate

.in the enrollment process and individual design

and planning of the instructional program.

Projected student enrollment is:

ISO peak enrollment I" year 200 peak enrollment 2nd year 250 peak enrollment 3'" year 300 peak enrollment 4th year

5th350 peak enrollment year

Alternate schedules will be available to accommodate the needs of students to work and care for children

a. Purchase competency-based, modular-formatted individualized, self-paced curriculum from the American Preparatory Institute

b. Provide in-service in the methods of use of the curriculum for teachers

c. Implement the individualized, self-paced instructional program

d. Create classroom settings for: ~Mathematics ~Social Studies and Eeonomics -Conununications -Electives -Science and Health _7tb and Slh grade courses e. Provide the opportunity for students to test out

of courses in which they are competent '~'.'""

Evaluation

Referral sources will evaluate the accessibility of the instructional program; advisory committee will evaluate program and submit Reports.

Students will evaluate the schedules and make recommendations for changes needed with the assistance ofstaff members

Teachers and administrators will evaluate and add any enrichment activities needed In-service will be conducted for teachers, evaluated by participants Students and teachers will evaluate student progress Progress will also be measured by attendance and TAAS scores

Timeline

Ongoing

Ongoing

Ongoing

4 hrs. 9/98 4 hrs 11198 October 1998

Ongoing

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Objective 4. Develop nense of a. Schedule group discussions and field trips on community for the learners a regular basis for all students

b. Solicit student input in planning eKtracurricular

Objective 5: Assist teachers, counselors a. Schedule regular meetings with staff to discuss and ancillary staff to form a cohesive, instructional barriers, individual student goals competent team and share skills

b. Schedule in-service and workshop experiences to assist staff to acquire needed skills

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Student attendance and participation Ongoing ".

Self evaluation; instructional program Ongoing evaluation and evaluation by competent consultants Evaluation of staff development conducted Ongoing by staff; staff will keep portfolios on their skills and attendance ofin-service.

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participate in activities or careers that may have thought were closed because of . During the second year, it is possible for to co-enroll in San Antonio Community college if is able to pass the required tests for the subject in which will be enrolled

On different occasions, will attend presentations and lectures or activities that are part of educational program, but will be scheduled outside of school hours of 10:00 AM to 2:00 PM Any problems of baby sitting and transportation will be discussed and solutions will be arrived at to overcome these barriers. An example of such an activity would be the Distinguished Speakers Lecture Series at Trinity University, or exhibits at the U. T. Institute of Texan Cultures. Also, teachers will make appointments for group activities with students, so that they may present various topics that warrant group discussions.

has determined best style of learning through self analysis with the assistance ofPSCS staff. Practical application ofleaming styles will be evaluated by PSCS staff as students complete self-paced lessons and homework. Capable students will participate in peer tutoring since teaching others is the best method of learning. has developed an interest in art, and requested that be placed at the San Antonio Art League for extracurricular activities. ;

. i

Upon passing the Texas Assessment of Academic Skills (TAAS) and completing all her high school credits, is eligible for a high school diploma Before leaving PSCS, will also be encouraged to take the TASP, a required test for entering post-secondary education in Texas. will have a career development plan that includes post-secondary training or education needed, and an employment goal. The goal for is to become able to support herself and her child

2. GOVERNANCE, STAFF, PARENTAL 1NVOLVEMENT

Governance:

The Positive Solutions Charter School will be governed by a board that is representative of the main stakeholders of the school community. The board will set policy and review the program activities and expenditures. The director of the Positive Solutions Charter School will be the director ofSan Antonio Positive Solutions. This will allow that person to integrate programs, and apply for any supplementary funding for the PSCS that would benefit students. A coordinator of instruction will supervise instructional staff and be responsible for the implementation and supervision of program activities and curriculum. A counselor will direct counseling activities, serve as a testing coordinator, and assist with planning for students with disabilities, including admission, review and dismissal committees. Instructional staff will be responsible for direct instruction and implementation of counseling activities. Support staff will be responsible for student accounting, fiscal accounting, arrangements for transportation and meals, referral to child care sources, and assistance with classroom activities. The following outline depicts the line ofauthority for the Positive Solutions Charter School:

020 21


Positive Solutions Charter Sdlool Board

Establish policy, review program

activities, monitor program

expansion and review program expenditures

Director

Responsible to Positive Solutions Charter School Board

and the Texas Education Agency

Responsibilities:

Supervise program coordinator

Review student progress

Review budget expenditures

Coordiuator of lustructiou

Responsible to Program Director

Responsibilities

Supervise instructional staffand support staff

Implement and supervise program activities

Budget expenditures and budget accountability procedures

Reports to the Texas Education Agency

Scheduling ofclasses and calendar for instruction

Counselor

Responsible to Program Director and Coordinator ofInstruction

Responsibilities:

Direct counseling activities including related

in-service for teachers

Serve as coordinator for testing, including T AAS testing

ReSponsible for evaluation ofdisabled students

Serve as consultant for students with disabilities

lustructional Staff

Responsible to Coordinator ofInstruction

Responsibilities

Provide individualized, quality instruction for students

Prepare students to pass the T AAS tests

Implement group counseling activities such as

Peer support groups, and Student Workshops on Equity and Human Relations

Support Staff

Responsible to Coordinator ofInstruction

Responsibilities

Student Accounting

Fiscal Accounting

Arrangements for child Care

Assistance with classroom activities

Contact persons will be: Arturo Suarez, Director Pamela Solitaire, Coordinator Positive Solutions Charter School 302 South Flores San Antonio, Texas 78204

22

021


Implementation of self-paced, modular curriculwn 4 hours (September) from the American Preparatory Institute

Learning styles of At-Risk Students: Dunn and Dunn 4 hours (November) Model: 4 hours (December)

Intake Global/analytic

Time Hemispheric preference

Mobility Impulse/reflective

Training modules in cultural differences and gender equity 4 hours (February) From the Intercultural Development Research Assoc. 4 hours (March) It's a Matter ofRace: Race Relations in the Desegregated Setting Recognizing Cultural Differences in the Classroom Sex Stereotyping and Bias Modeling EqUitable Behavior in the Classroom Avoiding Bias in Counseling Interpersonal Communications: A Human Relations Practicum Equity in Counseling and Advising Students: Keeping Options Open

Parental Involvement:

~ The instructional project coordinator will conduct monthly meetings with a parent organization. Parents will be required to emoll minor students and participate with the development of the academic plan that will be created for each student. Parents will also be encouraged to meet with teachers, and will be scheduled to meet with the counselor as necessary. While it is very difficult to involve parents of impoverished students, the staff will operate on the asswnption that students' parents are very interested in their child's education, and want to be a part ofthe process.

3. EDUCATION PROGRAM

The process for determining the student's educational plan will generally follow the outline in Teaching Philosophy: 1) rationale, 2) students objectives, 3) pre-assessment, 4) learning activities, 5) post assessment and 6) revision.

Curriculum:

The competency-based, modular-formatted, individualized, self-paced curriculwn from the American Preparatory Institute has been selected as the curriculum that best fits the needs of the learning community of students who will be attending the Positive Solutions Charter School. The curriculwn has been revised to include the Texas Essential Knowledge and Skills. The list of courses is presented on the following page. These courses will provide an adequate selection for the state-required 22 credits for graduation.

The curriculwn includes seventh and eighth grade instructional programs in the event that students are beginning at these levels. There are also basic academic skills programs for Limited English Proficient students. (j :: 2

23


According to the Charter of San Antonio Positive Solutions, the board that serves the Positive Solutions Charter School must be the same. All board members were selected because they were stakeholders in the education and employment ofdisadvantaged youth. Board members qualifications and contributions are presented on the following page. In addition to the board members, an advisory committee will be selected by students and staffwith the following representatives:

Staff representative (teacher or support staff member) Student representative Parent of student emolled Community college representative Attorney Accountant Liaison member ofSAPS, Inc. board

The advisory committee will meet with the board to review the Positive Solutions Charter School activities, the barriers encountered by students and staff, and recommendations for solutions to barriers.

All Positive Solutions Charter School board meetings will follow the Open Meeting Act. The board will participate in the training sessions for board members at the Education .. Service Center, Region XX,

The Positive Solutions Charter School/San Antonio Positive Solutions will operate under the charter that is included in the appendices.

Staff Members:

Each existing staffmember's assigned role, duties, education, and strengths are presented in the table entitled SIlljJ Members: Education, Strengths and Duties. As additional staff are added or replaced, descriptions of duties will remain the same with the assigned roles. Part-time teachers will be employed from the wealth of knowledgeable and experienced retired teachers and military personnel, from teachers who prefer to work part time, and from the pool of teachers returning to graduate school who need part time jobs. Some of the newly employed teachers will have a generic certification in secondary special education. All teachers will have a minimum of a bachelors degree and two years teaching experience.

Staff members will answer to the line of authority outlined in the governance discussion section. They will also maintain self-governance tltrough monthly meetings and will make decisions regarding school schedules, holidays (beginning with the year 19992000), educational and training information and discussions of solutions to problems and issues. All problems and issues will be submitted to the program coordinator and the program director along with a plan for action/solution.

In-service for staff will be held on a regular basis. Twenty hours of in-service for the 1998-99 school year will be scheduled as follows:

24 023

Staff Members

Education, Strengths, and Duties

Resumes in Appendix

NameIPosition Education Strengths Duties

Arturo B. Suarez Bachelor of Arts, Sociology Director Texas Lutheran College

Pamela Solitarie Coordinator for Instruction

'" v.

Masternf Arts, Adult Education and Psychology Incarnate Word College Bachelor of Arts, Psychology and Sociology Incarnate Word College

Coordinated programs for economically disadvantaged, out-of-school youth from 1984 to present (14 years). Write proposals, administer and evaluate diagnostic instruments, conduct agency promotion and public relations

Responsible for program operations Responsible to program director Supervise PSCS staff Expenditures and accountability Reports to TEA and other agencies On-going instructional program

Joan Jernigan, Ph. D. Counselor/Consultant Licensed Professional Counselor

Bachelor of Art.. Sociology University of Houston Master of Education, Rehabilil-. itation Counseling, U.T. Austin Doctor of Philosophy Vocational Education for Special Populations Texas A&M University

Managed and directed programs to educate, provide employment training and placement for disadvantaged youth from 1978 to the present time (20 years). Manage current budget of approximately $2,000,000 for San Antonio Positive Solutions.

Certified counselor (TEA) with endorsement as counselor for students with disabilities Researched training and employment of disabled studenls for San Antonio College Vocational/educational appraisal of secondary disabled students, four years at ESC XIII Extensive experience with disadvantaged youth and adults. Extensive experience with providing in-service for Secondary educators at ESC XIII, Austin

Responsible for overall program management and progress. Responsible to the PSCS board Supervise program coordinator Review student progress Review budget expenditures and revise budget as necessary

Responsible to coordinator and program director Counseling activities including related in-service for teachers Coordinate testing program Evaluate disabled students Make recommendations for program for disabled students Schedule admission, review and dismissal (ARD) meetings for disabled students.

0'" 1

NameIPosition Education Strengths Duties

Margarita Amalia Ochoa BAA in Applied Ans and Sciences Employed with San Antonio Positive Maintain personnel tiles Administrative Asst. Southwest Texas State Univ. Solutions for 15 years Process employment paperwork

Process employment paperwork Process any paperwork necessary Maintain personnel tiles, process payroll for internships for students

Maintain files Prepare monthly, quarterly and annual reports as necessary

Alice Gardiner Gomez 3 years college at Accountant Our Lady of the Lake Univ.

27 hours in accounting

~

Formerly self-employed preparing income tax and accounting for various companies and individuals Accountant and auditing for Mutual Funds Dept. USAA Payroll accollntant for three firms Extensive computer skills

Responsible to program director Maintain accounts for all incoming and outgoing funds for school Prepare payroll accounts for staff Prepare monthly, quarterly and annual reports

Monitor expenditures

Richard M. Perez B.A. Criminal Justice Counselorffeacher Sam Houston State Univ.

15 years experience in Criminal Justice Juvenile Probation Dept. Liaison and consultation with Texas Adult Probation Commission, Texas Dept. of Court Affairs, Texas Commission on Alcoholism 300 classroom hours ofdrug and alcohol counseling 200 classroom hours of family counseling OWl program instructor

Responsible to program director and program coordinator Conduct group counseling Provide individual counseling Maintain counseling records Teach Psychology, Sociology, Individual and Family Living

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~ Geraldine G. Kimsey TeacherlMath Consultant

B,A. Math, Social Studies Post Graduate: 3 hours Math Set Theory

Taught migrant students Taught math for 32 years in public school Recruit students for San Antonio Positive

Responsible to program coordinator Teach all levels of math

Itil

Solutions Taught remedial classes for students

Supervise math instruction Prepare students for TAAS t

who failed state exit leSt in math

c; r ..) CJ1

VI


American Preparatory Institute

Competency-Based Curriculum

for TEXAS 1998 - 1999

High School Diploma Program

Mathematics MATI! 102 Mathematical Models with Applications** MATH 108 MATI! I04G Geometry MATH 109 Communications COMM 206 Reading Improvement COMM 323 COMM 311 Creative Writing ('h Credit) COMM 324 COMM 312 Practical Writing (y, Credit) COMM 331 COMM 313 Technical Writing(Y,Credit) COMM 341 COMM 321 English I COMM 342 COMM 322 English II COMM 351 Science & Health & Physical Education SCIE 40 I Integrated Physics & Chemistry** SCIE 407 SCIE 402 Biology SCIE 408 SCIE 403 Health (Y, Credit) SCIE 409 SCIE 406 Physics** PHED 410 Social Studies & Economics SOCS 501 World Geography SOCS 520 SOCS 503 U.S. Gcvernment (\4 Credit) SOCS 521 SOCS 508 U.S, History ECON 702 SOCS 509 World History Electives CHDV 703 Parenting & Child Development ELEC 806 FINA' 708 Music History/Appreciation ELEC 807 FINA 709 Art History/Appreciation ELEC 808 ELEC 801 KeyboardingIWord Processing ('.I, Credit) ELEC 802 Business Computer Applications

Junior High School Program

Seventh Grade Eighth Grade MATI! 7101 Mathematics MATH 8101 COMM 7201 Reading COMM 820 I COMM 7301 English Language Arts COMM 830 I SCIE 7401 Science I SCIE 840 I SOCS 7501 Texas History & Geography SOCS 8501 ELEC 7801 Life Management Skills ('h Credit)** ELEC 880 I

Algebra I

Algebra II

English III

English IV

English as a Second Language

Spanish I

Spanish II

Communication Applications ('h Credi~

Physical Science

Environmental Science

Horticulture

Foundations ofPersonal Fitness **

Psychology ('h Credit)

Sociology ('.I, Credit)*** ~'~

Economics (Free Enterprise) ('h Credit)

Individual & Family Living ('.I, Credit)

Interior Designs ('.I, Credit)

Home Management ('h Credit)

Mathematics

Reading

English Language Arts

Science II

U.S. History & Citizenship Career Investigation ('h Credit)

General Educational Development Program (NC) MATI! \05 Developmental Mathematics (NC) COMM 30 I Fundamentals of Communication (NC) COMM 205 Developmenral Reading (NC)

Basic Academic Skills Program (ABE, Pre-GED) (NC) MATI! 110 Basic Mathematics I (NC) COMM 212 Reading Essentials I & II (NC) MATI! III Basic Mathematics II (NC)

Under revision API-tel(~urr.lst..* Under devel~ ..... To be developed--* NC Non-Credit

27

American Preparalory Iostituto, P. O. Box 1800, Kill..... T.... 76'4()-1800 1-800-792-3348 ext. 1316

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026


cl!-m7-iaan 0J7-pa7-at07-!} ilnititutE; An Operating Unit of Central Texas College District

P.O. Box 1800 Killeen, Texas 765401800

June 9,1998

Dr. Joan Jernigan

Positive Solution

302 S. Flores Street

San Antonio, TX 78204

Dear Dr. Jernigan:

American Preparatory Institute (API) is a major supplier of individualized, learner paced curriculum materials currently being used in a variety of programs providing a non-traditional approach ofteaching. Due to the number of schools using API's materials, API is in the process of developing "supplementary materials" for current edition courses to correlate with the Texas Essential Knowledge and S~ (TEKS). This will allow schools to continue using their materials and not having t'O reinvest in new editions.

API will revise its courses to incorporate the TEKS so that new editions will not require the "supplementary materials." As new courses are being developed, the TEKS are being included.

Hopefully, this should answer your inquiry regarding API curricula and the TEKS.

Sincerely,

f?~;::--.-.--- Jack. D. Evans Director of Operations

() 27 254/5261390 8001792'3348, ext. 1390

FAX: 254/5260817 28 email:[email protected]

mailto:email:[email protected]


-'

American Preparatory Institutef

Programs, Contracts, Services, and Materials February 1998

Programs: ABE BASP BSEP BSEPII CALCI CBI CSEP ESL ESP GED HSCP HSDP JHSP LRC LS NCBSP PGED PSP

CIVILIAN

Adutt Basic Education Basic Academic Skills ~ (Civilian) Basic Skills Education Program (U.S. Military) Basic Skills Education Program II (U.S. Military) Computer-Assisted Learning Center Instruction Computer Based Instruction Career SkillS/Soldiers Education Program English as Second Language Essential Skills Program General Educational Development High School Completion Program High School Diploma Program Junior High School Program L.....,ing Resouroe Center Life Skills Navy Campus Basic Skills Program Pr...Generai Educational Development Post-secondary Preparation

Site Abilene School Disbict Academy School D~trict Ace, Inc. Admini_e School District. Special Program (Bend) Adult High School, API, Central Campus (KiUeen) Alice School District Allen School Dislrict A\>ine School Dislrict Alvarado School District Alvin School District AJvord School District Arutews School District Aransas Pass School District Archer City School Dislrict Ardmore School District Arkoma Public School Arlington School District, Tuming Poinl High School Aloka-Coallntenocal C


Brown City Community Schools Michigan Brownfield School D~lricl Texas Brownsville School District Texas Buena High School, Alternalive (Sierra VISIa) Arizane Bure/son Counly C_ Texas Burkburnett School District Texas 8umet SchOO District Texas Callahan Counly Education C_ Texas

Baird, Clyde, and Eula School Dislricl Cameron School District Texas Canadian School District Oklahoma Carnegie Schoo District Oklahoma Carrizo Springs School District Texas CarroU School District Texas Cassata Learning Center (Fort Worth) Texas Center Sehoa District Texas Central Texas College, Service Area JTPA Texas Champs Academy Texas

Serger, Panhandle, Plemons-Stinnell-Phmils, and Sanford School D~1ricIs

Chapel Hill (Tyler) School D~lricl Texas Chickasha School D~lricl Oklahoma Ch~ School Dislricl Texas Childress School District Texas ChocIawlN~ma Park School D~1ricI Oklahoma Cisco School District Texas Cleburne School District Texas Clint School District Texas Coke County Juvenile Justice Center (Bronte) Texas Coleman School D~1ricI Texas College of Ihe Desert, Cower Mountain Campus (Joshua Tree) California College Station School Dislrict Texas Colorado School Dislricl Texas Comal School D~cI Texas Comanche School District Oklahoma Comanche School District Texas Commerce Schoo District Oklahoma Communities in Schools, Youth Programs, San Anlonion Texas Cooperative AIlernetive Program Texas

Bangs, baltinger, Co!eman, Novice, Panther Creek, Santa Anna, and Winters School Districts

Coppefas Cove School D~1ricI Texas Corsicana School District Texas Crook Counly School D~lricl, AIIerneIive School Oregon Crooked ~k School D~1ricI . Oldahoma Crowley School D~1ricI Texas Cryslal Cily School D~1ricI Texas Culberson Counly School D~lricl Texas Daingerliek>Lone Slar School D~lricl Texas Dalhart School School T!'X3S Dallas Counly JJAEP Texas Dallas JTPA, New Beginning Learning Cenler Texas Dardenelle School D~lricl Arl


Edna School District Elgin Scl:1ool Districl Elgin School District Elk City School District 8 Reno School District Fabens School District Florence School District Fort Bend Juvenile Detenlion Center (Rosenberg) Fort Bend School District. Progressive High School Fort Stockton School District Fort Worth. JTPA. New Beginning Learning Center Fort Worth ScIlooI District Francis Tuttle Vo-Tech Fredericksburg ScIlooI District. Gillespie Co. Learning Center Freestone-Navano BH::ounty C_

Blooming Grove, Oawson, Dew Fairfield, Frost, Kerens, Mildred. Rice, Teague, and Wortham School Districts

Frenship School District Gatesville School District Geary School District George West School District George Gervin Youth Center (San Antonio) Glen Rose School District Godey School District Gekllhwaile School District Geliad School District G


Kenville ~I Dislrict, Mentoring & Learning Center

Killeen S.hoot D~trid

Kings COunty School District, Kings Governmenl Center

Klein School District

La Feria School D~tricl

Lago VISta School D~lricl

La Joya School D~1rict

Lake County Learning Center

AIba-Golden, Hawkins, and Quilman School D~tricl Lake Hamillon School D~tricl Ouachita Job COIp Lake Worth School Districl

La Porte School District

La PIYor School D~trict

Lamar Consolidated School D~trict

Lamesa School D~trict

Lampasas School D~trict

Lansing Correctional Facility

Laredo School Dislrict

Lawton School D~tricl

Little Axe Public Schoo~

Leander School D~trict

Lockhart School Dislrict, Pride High School

los Fresnos Consolidated School District Luling School District lumberton School District Lyfold School D~1rict Mamsonville SchocA District

Manor School District

Mansfield School D~trict

Marion School Dislrict

Marlin School District Marlow School District

MalShall School Districi

Mathis School District Maue School Districl

McAllen School D~tricl

McGregor School District

McKinney School District MeLoue School Dislricl

Medea! Mgnt. Options

Merkel School D~tricl

Midwest City.QeI City School D~trict

Mission School District Monahans.WickeH.f'yote School D~tricl Marion School District Mt. Pleasant School D~trict Navasota SchOO District Needville School D~tricl New Caney School D~tricl Newton School D~tricl Norman School D~1ricI North East School D~trict (San Anlonio) NorthwestSchool D~1rict Oasis learning Center (Fort. Worth) Okemah School District Osage County Co-op OSM Charter School (Mission) PasadOoe School Districl P8Iker County Co-op Pasadena School D~trict Pauls Valley School D~1rict Pecos-Sarslow.Toyah School D~1ricI PEP High School (Pep) Perl}' School D~trict f'ic:ayunePublic Schoo~ Pittsburg School District Poinllsabel School Dislrict Polk Co. Alternative Ed. School

Big Sandy (Livingston), Corrigen-Camden, _, Leggett, Livingslon, and OnaIeska School Dislrict

American Preparatory Institute P,O. Box lIDO

Texas Texas Catifomia Texas Texas Texas Texas Texas

Arkansas Texas Texas Tex.. Texas Oklahoma Texas Kansas Texas Oklahoma Oklahoma Texas Texas Texas Texas

Texas

Texas

Texas

Texas

Texas Tex.. Texas Oklahoma Texas Texas Oklahoma Texas Texas Texas Oklahoma Louisiana Texas

Oklahoma Texas Texas Texas Texas Tex.. Tex.. Texas Texas Oklahoma Texas Texas Texas Okfahoma Oklahoma Texas Texas Texas Texas Oklahoma Texas Tex.. Oklahoma MississW Texas Texas Texas

32

High School CllIriculum High School Curriculum

High School Curriculum


JHSP &HSDP Curriculum

BASP, JHSP &HSDP Curriculum


High School Curriculwn

High School Curriculum High School Curriculum

High School Cutriculum


BASP, JHSP & HSDP Curriculum



BASP Curriculum BASP, JHSP &HSDP Curriculum


BSAP, JHSP &HSDP Curriculum


High School Cuniculum High School Cumculum

BASP &HSOP Curriculum




Hrgh School Curriculum

BASP, JHSP &HSDP Currculum ~ High School Curriculum

BASP &JHSP Curriculum

High School Curriculum BASP, JHSP & HSOP Curriculum High School Curriculum BASP, JHSP & HSDP Curriculum High School Curriculum BASP &HSDP CIlIricuIum BASP, JHSP &HSDP Curriculum High School Curriculum HSDP &JHSP Curriculum JHSP & HSDP Curriculum BASP & HSDP Curriculum HSDP JHSP Curriculum JHSP &HSDP Curriculum High School Curriculum High School Curriculum BASP Curriculum BASP, JHSP &HSDP Curriculum High School Curriculum High School Curriculum Hrgh School Curriculum BASP &HSOP Curriculum BASP, JHSP &HSDP Curriculum BASP, JHSP & HSDP Curriculum JHSP & HSDP Curriculum BASP &HSDP Curriculum High School Curric1.Jlum High School Curriculum High School Curriculum High School CllIriculum High School Curriculum JHSP & HSDP Curriculum High School Curriculum JHSP & HSOP Curriculum JHSP Cuniculum High School Curriculum High Schoot Curriculum 031 BASP, JHSP &HSDP Curriculum

Killeen, TX T65


POleel Scl)ooI D~1ricI Premont Schoo Oistrict

Princeton School District

Progreso School District

Prus School District

Pryor School District

Purcell School Dislrict

Pulnam Cily School

Queen Cily School Dislricl

RaymoncN"ille School District, Junior High

RaymonctJiIle School District. learning Center

RECOR (Sweetwaler School D~IricI) Redmond School District Rio Brazos Education Co-op (Waco)

Rio Grande Cily School Distriel

Rio Hondo School District

Robinson School District

Rockwall School District

Roft School District

Rog.,. School D~1ricI

Roma School D~1ricI

Rush Springs School D~tricl

Salado School District

San Antonio School District

San Benito School District

San Diego School D~cl San Elizario School Distriel San Fef!pO-Dei Rio C....olidaled School D~1ricI San Marcos School D~1ricI Sane Springs School Distriel SAS High School (Choice Allernative High School)

Dawson, Loop, Meaci:>w, New Home. Ropes, Seagraves, Smyer, Southland, Tahoka. Wellman, and Wilson School Districts

Schertz-Ciboio-UniversaJ Cily School Districi Schulenburg School Distriel Seminole School District Seminole School District S~ourSchoolDisIricI Shawnee School D~lricl Sherman School D~lriel Small Schoo~ Co-op Smilhville School Districl Snyder Public Schoob Sonora School District Southland School Distriel Spade School District Spring Branch School Oistrict-8urger King COIp. Academy Springlown School D~eI Slamford School Distriel Slephenville School D~triel Siubblefieid Learning Cenler

Cenlral, 00011, Hudson, Lulkin, and Zavalla School Districts .

Student Alternative Programs Carrizo Springs, Clinl, Colulla, Cryslal Cily, Dilley, Fort H.ncock, La Pryor, Lubbock, Mercedes. Poleel. San Elizario, Uvalde-Knippa, and Van Hom

Sweeny School Dislricl Tall School Oislricl Talihina School District Taylor School Distriel Tempi. School Dislricl, Temple High School South Temple School Dislricl Texas Youth Commission

Brownwood, Hamillon (Bryan), Cornicana, Crockett,

Texas Texas Texas Texas Oklahoma Oklahoma Oklahoma O~ahoma Texas Texas Texas Texas Oregon Texas Texas Texas Texas Texas Oklahoma Texas Texas Oklahoma Texas

Texas

Texas Texas

Texas

Texas Texas Oklahoma Texas

Texas Texas Oklahoma Texas Texas Okfahoma Texas

Texas

Texas

Oklahoma Texas Texas

Texas

Texas

Texas

Texas

Texas

Texas

Tex..

. Texas Texas Oklahoma Texas Texas Oklahoma Texas

Evins (Eurg) Gainesville, Giddings, Jefferson Co. (Beaumonl)

Marlin. San Saba, Viclory Field (Vernon), and West Texas (Pyote) Slale Schoo~

Three Rivers School District Texas Tiplon School Distriel Oklahoma

33

JHSP &HSDP Curriculum JHSP &HSDP Curriculum

High SchOO{ Curriculum BASP, JHSP & HSDP Currioulum High School Curriculum High School Curriculum High School Curriculum High School CwriclJlwn High School Curriculum BAS? Curriculum High School CwriclJlum High School Curriculum High School Curriculum BASP, JHSP &HSDP Curriculum High School Curriculum High School Curriculum BASP, JHSP & HSDP Curriculum High School Curriculum BASP &HSDP Curriculum

High School Curriculwn BASP &HSDP CwriclJlum High School Cutriculum High School Curriculum BASP & HSDP CurricultJm BASP &HSDP Curriculum High School Curriculum JHSP &HSDP Curriculum BASP, JHSP &HSDP Curriculum High School Curriculum High School Curriculum . High School Curriculum

BASP &HSDP Curriculum High School Curriculum BAS? &HSDP Curriculum High School Curriculwn High School CwriclJlum BASP. JHSP &HSOP Curriculum JHSP & HSOP CwriclJlum High School Currioulum BASP, JHSP &HSDP Curriculum High School Curriculum High School Curriculum BASP, ESL Cumculum High School Curriculum High School Curriculum BASP, JHSP &HSDP Curriculum BASP. JHSP &HSDP Curriculum BASP, JHSP & HSDF Curriculum BASP &HSDP Curriculum


BASP, JHSP &HSDP Curriculum BASP. JHSP &HSDF Currioulum JHSP &HSDP Curriculum High School Curriculum High School Curriculum BASP & HSDP CurricultJm BASP, JHSP & HSDP Curriculum

BASP & HSDPCwriclJlum

BASP &HSDP CwriclJlum

American Preparatory Inslltut. P.O, Box 1800 KlII...n, TX 161WO-1800 8001792-3348. uI. 1316 API-PCSM.WPO


Tishomingo School District Oklahoma Tulia Schoo District Texas Tulsa Senool District Oklahoma Tuttle School District Oklahoma Tyrone School District Oklahoma Uvalde School D~tricl Texas Van VJeck School District Texas Victoria School District Texas Vinita School District Oklahoma Wackenhul Corrections Facility - Austin Texas Wackenhul Corrections Facility - Holly Springs Mississippi Wackenhut Corrections Facility. Moore Haven Florida WacI

United States Pacific Command Site

USA,USAF,USMC,USN

United States Navy Site

Atlan~c Alloat Atlantic Ashore Naval Station Charleston Naval Station Norlolk Pacific Afloat Pacific Ashore USNB GIlatanamo Bay

State/Country Katea, Japan, Okinawa, &Diego Garcia

State/Country Atlantic Ocean Virginia South Carolina Virginia Pacific Ocean California Cuba


Program Satellite School: BASP, HSDP, PSP

Program Sateiitte Sdlool: NCBSP SateD,e School: NCBS? Satellite Sdloot: HSDP Satellite School: HSDP Satellite School: NCBSP Satellite School: NeBSP Satellite School: HSDP

,-...... " V.H

American Preparatory InstHute P.O.1IoJI1800 35 KBleen, TJ( 765401800 8001792-3348, ext. 1318 API-PCSM.WPO


The required basic comses are as follows: 9th 10thEnglish I English II

Pre-algebra I Geometry

Science I Science II

World History U.S. History

11th English III 12th English IV Math Math (choice) Sciencelll Texas History U.S. Governrnent Economics

Using competency-based, self-paced, student-directed curriculum is different from using the familiar textbook, teacher-directed materials. Upon enrollment in a charter school, the student should be tested to determine his/her educational levels. Testing should be completed for all courses the student is taking. Each module includes a self-assessment and two posttests. Instructors may use any of these three instruments to complete the pretest The student has the opportunity to "test out" ofany module as long as 80 percent mastery is achieved on the pretest The point in the course at which the student fails to achieve the required 80 percent level is the place the student is to start the course. In.';' reality, the student could begin in the middle ofhis/her math course and at the beginning ofa science course.

The student works through the comse and uses the expertise of the instructor/facilitator as needed The real challenge for the instructor using API curriculum is to refrain from using the lecture method In an API classroom, instruction is, by and large, one-on-one, thereby affording students that all-important individual attention.

The student may choose to work through one course to completion, before moving to the next course. Conversely, he/she may choose to work on two or more courses in a given time period When the student has successfully completed all of the requirements for the comse he/she is studying, credit is given.

When the student returns to school after an absence, he or she is to resume the comse( s) at the point achieved before the absence. The amount of time spent on educational requirements is determined by the student, not the routine ofa traditional classroom.

The instructor's main functions in an API classroom are to keep accurate records of the students' progress and to give one-to-one instruction. Instructors are relieved from developing lesson plans.

Each module has a competency statement that gives the learner the educational objectives of the lesson, and each enabling objective provides a specific learning task for that learning resource. In a classroom using API material, seven students working through a course may be in seven different lessons. This variety of pace allows the instructor to circulate throughout the classroom to give help as needed The only grading the instructor

36


mtist complete regularly is that of posttests, mid-tenns, and final examinations. Occasionally students are directed to ask instructors to evaluate essays or other learning activities and projects, but students grade their own worksheets and self-assessment pages. Students soon learn that they cannot pass the course if they don't complete the learning resources and worksheets as assigned. Because students are at various stages in the same course, little cheating takes place. In fact, it is all right if students help each other to complete worksheets. Some students seem to learn better through peer tutoring or collaborative learning.

To give students a break, appointments for group activities such as attending a movie that could be a part of an English assignment, will be made. Such activity could be a way for students to use writing skills by doing papers on main plot, subplots, characterization, cause and effect, sequencing, or setting, etc. Grading for these papers may be for content only. Such non-threatening activity helps student develop writing and thinking skills.

Graduation:

Graduation requirements will correspond with the Texas Education Agency state graduation requirements which includes passing the exit TAAS test. Co-enrollment will be encouraged whenever possible at the Alamo Community College District so that .,;; students might earn dual credits.

Positive Solutions staff also offer General Education Development (GED) preparation classes as an alternative for teens who have dropped out of school. The staff of Positive Solutions has over ten years of successful experience in teaching GED self-paced preparation classes.

School Population:

Students will be admitted from Bexar County from the following independent school districts:

Alamo Heights Judson Somerset Edgewood NorthEast South San Antonio East Central Northside Southside Harlandale San Antonio Southwest

Positive Solutions, Inc. has served, and will continue to serve through the Positive Solutions Charter School, the students who are at-risk of dropping out, dropouts, teen parents, underachievers, adjudicated youth, students with various disabilities and students who are Limited English Proficient. Individualized, self-paced instruction that allows a student to follow an individual educational plan is best suited for these students. Fifteen years of experience has provided the following statistics:

75% of the students will be Hispanic students who are at risk ofdropping out of school because ofvarious reasons

more than 20% of the students will be qualified for special education, particularly the learning disabled

37

036


a number of students will be Limited English Proficient, however, most staff -'

will be bilingual and have had extensive experience with LEP students.

No student will be excluded except students who are adjudicated or expelled youth who may be disruptive to the program. Administrators will consider each referral of this nature on an individual basis.

Attendance:

Attendance goals for each student is 80% (a high expectancy attendance goal for this population). Incentives for increased attendance will be determined by the advisory committee to reward both students and staff. Counselors will work with students to determine barriers that prohibit them from attending regularly, and how these barriers might be overcome. Attendance records will be carefully maintained with several builtin check-points.

1. Students will sign in at the front desk at a daily sign-in sheet 2. Teachers will maintain daily attendance records that will be compared to

daily sign-in sheets. 3. Teachers will submit weekly attendance records. 4. Staff and individual students will review weekly attendance records. ."'. 5. Monthly attendance will be compiled for calculation of the monthly statement

for student instruction. 6. Accounting staff will provide a summary of average daily attendance for the

monthly statement for the Texas Education Agency, and if applicable, to the courts from which students have been referred.

Many students will be referred by courts because of truancy, and because of the urgency to enroll these students in school, intake of new students wiJI be scheduled once a week.. Students will be scheduled for four hours of instruction per day, and may choose the schedule that best accommodates their personal needs_

Student Schedules:

Time: 8:00 9,()() IO,()() II,()() 12,()() I,()() 2,()() 3,()() 4000 S,()() G,()()

Schedu1e

A 8000 AM - 12,()() Noon (Mon.-Fri.)

B 10000 AM - 2,()() PM (Mon.-Fri.)

12,()() Noon -4000 PM (Mon.Fri.)

D. I,()() PM-6,()() PM (Mon.Thurs.)

u37 38

C


Extracurricular Activities:

Provision for extracurricular activities will follow the guidelines ofTEC Section 33.081. A number of agencies and organizations that are in the close vicinity have already agreed to provide extracurricular activities after classes. The San Antonio Art League will take students to involve them in events, tours, and the work of local artists as well as the dayto-day activities of the Art League. The San Antonio Police Department will provide internships for the students interested in police work. The staff of the YWCA will provide teen volunteer and community service programs, and win come on campus to enroll and work with students. Funding from the Community Youth Development program will provide for employment knowledge and pre-employment work maturity skills as well as funded internships for a limited number of students. The students and staff will also work together to explore opportunities for extracurricular activities that interest students.

Disciplinary Procedures:

Disciplinary procedures described in TEC Chapter 37 do not apply to charter schools. However, a committee of teachers and students will be established to adopt a student code ofconduct that will be posted and prominently displayed at the school. The committee of teachers and students will also develop a student handbook a copy ofwhich will be provided to each student. Parents and students will be provided with the student code ofconduct, as well as attendance requirements, homework requirements and requirements for passing the Exit T AAS test.

Special Education Program:

Special education students will be assured offree and appropriate education and will be mainstreamed with appropriate services. The Admissions, Review and Dismissal committee will review the student's progress and needs on a regular (at least yearly) basis. The focus for secondary special education students will be to provide them with adequate academic and pre-employment skills. Special education students will be required to take appropriate Texas Assessment of Academic Skills (TAAS) tests. Each student in the school will have an individualized educational plan Due process and services for expelled students will be determined under the guidelines of Chapter 37 in the Texas School Law Bulletin.

4. ACCOUNTABILITY MEASURES

a) Public Education Academic Goals (Chapter 4, Section 4.002, Te.:cas School Law Bulletin, TEA) Goal I: The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language. Goal 2: The students in the pUblic education system win demonstrate exemplary performance in the understanding ofmathematics.

39 038


. Goal 3: The students in the public education system will demonstrate exemplary . perfonnance in the understanding of science.

Goal 4: The students in the public education system will demonstrate exemplary

perfonnance in the understanding of social studies.

Pre-testing at the time of enrollment will be conducted with standardized tests to determine reading and math levels.

Review of prior T AAS scores will be conducted at the time of enrollment. The Texas Education Agency end-of-course assessment instruments will be used

for students who have completed Algebra L Biology I, English IL and United States history. ARD committees will detennine any allowable modifications necessary in administering tests to special education students.

Students must pass the TAAS test at the state goals to graduate. Portfolios of exemplary academic achievements will be maintained by students Pre and post tests are built into curriculum and will be utilized for evaluation

purposes by teachers; students must pass at an 80% rate of mastery. Goals for each student are recorded in their individual educational plans. Records ofprogress in the self-paced curriculum will be maintained.

5. DISTRICTS WITHIN THE GEOGRAPmCAL AREA THAT MAY BE .~

AFFECTED BY THE OPEN ENROLLMENT CHARTER

The school districts, addresses, telephone numbers, superintendents and board presidents are presented on the following page. Letters were mailed to these superindentents and board members on June 30, 1998. Receipts for registered mail are available for documentation.

6. GEOGRAPmCAL AREA SERVED BY THE PROGRAM

All schools in Bexar County, excluding the three districts that serve the military bases (Randolph l.S.D., Lackland 1.S.D. and Ft. Sam Houston l.S.D.) will be served by the Positive Solutions Charter School.

7. ENROLLMENT CRITERIA

Students in grades nine through twelve will be admitted, however, students who have dropped out of school in the seventh and eighth grades, but are sixteen years ofage will be admitted. The recovery of students who have dropped out of school will come mostly from the courts in Bexar County.

Each student who has a documented history of criminal offense, juvenile court adjudication or discipline programs under TEC, Chapter 37, Subchapter A, will be considered on an individual basis. The Positive Solutions Charter School staff does reserve the right to refuse admission to such students.

40

039


SchoolDist.! Address Phone Supt. Board President Alamo Heights 824-2483 Dr. Jerry Christian Ms. Terrie 7101 Broadway Musselman

78209

Edgewood 433-2361 Dr. Dolores Munoz Manuel Garza 5358 W. Commerce

78237

East Central 648-7861 Dr. Anthony B. Bobby Delgado 6634 New Sulphur Constanzo Springs Road

78263

Harlandale 921-4300 Mr. Jack C. Jordan Mike Pacheco Raymond Dickey Admin. Building 102 Genevieve Drive

78214

Judson 659-9600 Dr. Galen Elof Bill Ercoline 8012 Shin Oak Drive Live Oak, Texas 78233

.-~

North East 804---7000 Dr. Richard Bruce C. Bennett 8961 Tesoro Drive Middleton

78217

Northside 706-8500 Ed Rawlinson Ray Lopez 5900 Evers Rd.

78238

San Antonio 299-5500 Ms. Diana Lam Thomas C. Lopez

Administration Bldg.

141 Lavaca St.

78210

Somerset 622-3462 Dr. Ann Dixon Jimmie Casias P.O. Box 279 Somerset, Tx. 78069

South San Antonio 977-7000 Robert Zamora Jenaro Quiroz 2515 Bobcat Lane

78224

Southside 626-0600 Dr. Rubin Corkill Mr. Frank Casias 20110 Pleasanton Rd.

78221

Southwest 622-3488 Dr. Richard Clifford Mike Frazier 11914 Dragon Lane

78252

41

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Z 360 312 8~4

District 3 & 5

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Z 360 312 887 Z 360 312 888 us Post!l Se!Vice us Postai Service Receipt for Certified Mail Receipt for Certified Mail No Insurance Coverage Provided. No Insurance Coverage Provided.

Do not usa for International Mad 59'" revers8) Do nol use for Inlemationai Ma~_ (S6S fElV8tSeJ

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Special Oelivery Fee

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District 3 & 5

PS Forri13811, Oocember 1994

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1D2511iW7-8.Q179 Domestic Retum Receipt

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8. QUALIFICATIONS OF PROFESSIONAL EMPLOYEES AND TEACHING . PHILOSOPHY

Qualifications of Professional Employees

Teaching faculty must have a bachelor's degree and two years of teaching experience or a master's degree. Teachers with special education certification will be hired as necessary.

Counselors must be certified counselors, licensed professional counselors or have a minimum of two years counseling experience.

Administrators must have a minimum of two years administrative experience and a bachelor's degree.

Criminal history records will be obtained for all employees. Qualifying documents such as transcripts, certification and verification of

employment requisite to requirements will be maintained on each employee.

Teaching philosophy:

The current accountability movement in education is mandated for more productive teaching. The teaching philosophy at Positive Solutions, Inc.is that students can learn if .; they are granted sufficient time and are provided the instruction appropriate to their individual learning styles. Based on the assumption that each student is different, the basic task is to determine how individual differences in students can be related to the teaching and learning process. The instruction will be based on the following system:

I) Rationale: establishing the reasons for learning the material 2) Objectives: stated behavioral objectives with performance indicators and

resulting abilities 3) Pre-assessment: pretests that determine mastery or need for remedial work

before moving into other learning activities. 4) Learning activities: activities designed for acquisition ofskills, knowledge or

attitudes specified in the objectives (learning styles are taken into consideration here).

5) Post assessment: demonstration of mastery (or non-mastery) of objectives that results in moving to the next unit or recycling back to learning activities.

6) Revision based on student feed back: evaluation and revision (if indicated by the unit of instruction).

Staff Development Plan:

The staffdevelopment plan will include in-service and continuing education that will help the staff to understand the population served, recognize and adapt to teaching and learning styles, and assist students to achieve their academic and career goals.

The twenty hours ofin-service for the first year has been described in earlier sections of this application.

~). '7~

48


!1.. ASPE-CTS'OYSCHOOL SUPPORT

Administrators,teac!iers,counselors,supportstaff;parentsandstudents wilT have input into.the.bud:get:ing-.process: The-.budget wilt .be.approvedby.theboardof.directors:

Outside Aitdit

An outside auditor delivers reports to the boantof San Antonio Pusitive.SoiutiUIIS. A cop-y of the latest audit f{)f the period ending in June 1997 is included in this application (see-business plan} The-audit wiIT also incrude- the-charter schoof program'

Ihe-EdllCationSer0ceCentI:r,.RegiooJD{.hasagreedto.assi:st theJ'ositiveSalutions, Inc. Charter school withthe PEIMS process and senre asconsultantstu help pIa:n. for the implementation. Information has been received and wiITbe implemented at the beginning ofthe-l'oSitive-SOlutions Charter SChool year 1998-~.

Facilities

A .floor planfor theiacil:ities to-be-usedis includedin- the appendix. Cost permonthper sqwue. foothas.beenb~d at -$0.85 per square foot The agreement withthe lessor is. also included in the appendix.

T!lIIISI!U1 tatiu..

No transportation wilT be furnished to students


SAN ANTONIO POSITIVE SOLUTIONS, INC. 302 South Flores (210) 299-1025 San Antonio, TX 78204 Fax 299-1052

EXAMPLE

Dr. Jerry Christian, Supt Ms. Terrie Musselman, Board President Alamo Heights 1.S.D. 710 I Broadway San Antonio, Texs 78209

Dear Superintendent and President of the Board of Trustees:

This is to inform you that San Antonio Positive Solutions intends to submit an application to the State Board ofEducation for approval of an open-enrollment charter school. As part of the application process, entities applying for approval are required to notify any

. districts that are likely to be affected by the establishment or amendment of an openenrollment charter school.

Specifically, the guidelines approved by the State Board of Education require that the enclosed form, entitled Statement ofImpact, and a copy of the application for the proposed open-enrollment charter school be sent to each district that may be affected. Information is requested if the proposed open-enrollment charter may adversely impact a district financially, or if the proposed charter may impact the student enrollment ofa district in a manner that impairs the district's ability to comply with a court order. The enclosed form may be completed by any district that may be affected, signed by the district's board president and superintendent, and retwned to the Texas Education Agency, Document Control Center, Room 6-108,1701 North Congress Avenue, Austin, Texas 78701. It should be received no later than August 31,1998. for the information to be considered by the State Board ofEducation.

It is requested that you review the enclosed application complete the Statement ofImpact form, and submit it to the Texas Education Agency. Ifyou have questions about the process ror approval of open-enrollment schools, please contact Brooks Flemistser in the Division of Charter Schools at (512) 463-9575. Ifyou have questions about the enclosed application for approval of an open-enrollrnent charter school affecting yom school district, please contact San Antonio Positive Solutions at (210) 299-1025.

Sincerely,

Arturo Suarez Director

50 . Education and Employment Services

Equal Opportunity Employer.


Statemeat of Impact

Purpose of this form: The spouscring entity cot.c:red below is submitting 3D applic:ltioo 10 Ibe Stale Board of Educatioo for approval 10 opcraIC or amend an opcu-eoroIIment charter school. The name and locatioo of the proposed charte:r school is' provided. In ~ with the Texas Educatioo Code, Sectioo 12.IIO(d)(2), this form must be provided 10 any school district likely 10 be affected by the opcn-


Students may attend the Positive Solutions Charter School at the secondary level (grades 9 - 12) (and at grades 7 - 8 if they are sixteen or older). Students will be accepted up to a maximum enrollment each year as follows:

1998-99 150

1999-2000 200

2001-2002 250

2002-2003 300

2003-2004 350

No student will be excluded because of race, gender or disability.

Students will be admitted weekly since the curriculum and staff accommodate individualized instruction.

Students who have a documented history ofcriminal offense, juvenile court adjudication or discipline programs under TEC, Chapter 37, Subchapter A., will be considered on an individual basis. The board and administration does reserve the right to refuse admission to such students.

-~

11. NEEDS OF STUDENTS AT RISK OF DROPPING OUT OF SCHOOL

The proposed charter will address the needs of students at risk of dropping out of school as follows: Provide self-paced, individualized instructional materials Provide small classes and a low ratio of students to teachers Assist students to obtain child care Assist students to acquire pre-employment knowledge and skills and assist them to

acquire employment ifneeded Develop a staff team to serve all students and set higher expectations for students Involve parents of the students in the education oftheir children.

u51

52


Districts 3 & 5

SECTION 3

iJ52

Lessor:

Lessee:

Use:

Premises:

Rental Amount

Contingency:

Lessee:

Lessor:


FACll..ITIES LEITER OF INTENT

SAN ANTONIO POSITIVE SOLUTIONS

AND

Kallisoll Properties

KaIlison Properties 455 South Main Ave. San Antonio, Texas 78204 Phone: (210) 227 - 2429 FAX: (210) 227-2420

SanAntonio Positive Solutions

Classrooms for Positive Solutions Charter School

302 South Flores

San Antonio, Texas

2,600 sq.ft.

SO. 9.0 per sq. ft. includes utilities, janitorial services and repairs

2,600 x ~O.90 x 12 = ~28,080

The terms of this letter of intent are contingent upon

San Antonio Positive Solutions receiving an open-enrollment

Charter school from the Texas State Board ofEducation by

September 1998.

I 7

53

053


Districts 3 & 5

SECTION 4

Positive Solutions CharteT School District 3 & 5

HOUSING AUTHORITY OF THE CITY OF SAN ANTONIO LUPITA GUI1ERR.EZ 818 South Flores Street' PO Box 1300

AcIiD. ChaUpeaoa San Antonio, Texas 78295-1300

DUANE C. POZZA

(210) 220-3210' Fax (210) 227-9307 Actio, Vice ~

SARA MELYIN L. BRAZIEI.

JERRy SINGER Adin._ ..... Commissioaer CbicfEcccutiw Officer

December 19, 1997

Commissioner Mike Moses

Texas Education Agency

1701 N. Congress Avenue

Austin, Texas 78701-1494

D~ar Commissioner Moses:

The San Antonio Housing Authority is pleased to submit a letter of support and endorsement on behalf of San Antonio Positive Solutions, Inc., for their, Open Enrollment Charter Sclzool Grant.

\

The Charter School will allow Public Housing youth who have previously been less than successful with traditional learning methods, and academic structure to have a second chance. Increasing educational opportunities will allow a greater number ofyoung people to achieve their educational goals. In addition, the Charter School will aid in the successful development> of productive, and self-sufficient individuals.

Again, I support this worthwhile endeav.or,. and look forward to continuing to work together as we serve Public Housing youth.

Sincerely,

~~ V Melvin 1. Braziel ~ Acting President and CEO

tir.'ii,I1i-==:;::":I..i=~=~=-::.....;;::;:= __or N.Uonal _ol>Hen el Heu.lng .nd R,development Qnlol.l.

54 CLPHA M~mber. Council of La~e Public HousinC Authorities

http:endeav.orhttp:GUI1ERR.EZ


le"9l18 museum

June 13, 1998

Mr. Arturo Suarez, Director San Antonio Positive Solutions 302 South Flores San Antonio, Texas 78204

Dear Mr. Suarez,

The San Antonio Art League Museum (SAALM) would be interested in coordinating with your organization to provide extracurricular activities for students who are interested in art.

We could involve the students in all the activities that deal with the interaction of the public. They could assist in our 3 annual outdoor/indoor events: the An in the Park/Jamboree; the Children Fiesta as part of the King William Fair; and the King William Home Tour. They would be helpful in making our opening receptions (approximately eight per year) run smoothly and could help in coordinating our Family Dayactivities.

All these events reqnire taking an active part in running the events, help in serving foods and drinks, set up.and cleaning of premises, , or being guides through the museum or through the neighborhood in the case of ;.. the Family Day. The Art in the Park and the Children's Fiesta would add the need for ushers, and it would reqnire help in guiding students and children in creating arts and crafts e. g. making paper flowers, clay vessels, cascarones, doing face paintings and other related activities.

We would like to meet with you and your Charter School Staff in September (or possibly January 1999) when classes start. Please include a brochure, ifyou have one, for our reference.

We look forward to working with your staff and your students in a mutually beneficial manner.

Sincerely,

~'I.(&\ l~dL-~ Angelika Jansen-Brown, Ph.D. Executive Director

55

(s,E.S,C.L.S.I.:


501 School Street, SW, Suite 600 Washington, DC 200242754

202-484.(Jl03 FAX 202-4887595

EMail address WA [email protected]

Cofpoma OttIC*'S:

CHAIR Mr. Dntd FOil

President & CEO, Nestor, Inc.

PRESIDENT Mr. LAny Brown

WAVE, Inc.

VICE CHAIR

Administrative Olrector, The Frances ~ & EdWin L Cummings Memorlai Fund

SECRETARY Mr. a.n eonen. Esq.

Partner, Cotten and Sellon

TREASURER Mr. Gerard M. McNesby

Administrator, Del.aware Transportation Trust Fund

Board of Dlredorr.

Mr. Erik PQM But.... executive Director, Pine Street Inn

Ma. Maxine Colem8n Vice Presldent

Personnel and Organization M&M/MAFIS

Dr. Me,... ConstentIne executive Director, Delaware AdYtsory

Councit on Career & VoeaUona& Education

Ms. Brandy Log.en National Leadership Tum, E1yna, OH

Senior Program OHlcer The Hearst Foundation, Inc,

Mr. 0riJIdey Norlt..t NaUonal Leadership Team, Chicago, IL

Mr.o-~g"'" Dean, SchOOl of Continuing education

Eastern Connecticut State Univer$lty

Dr. J.ect AoHnIJIum executive Vice President

The Atlanta Consulting Group

ML Joellen ShUlman Consultant

National leadership Team, Kenosha, WI

Mr. ArthUr Whit. Vice Chairman, YankelO'llch Partners

Mr. Hem Wille President, Herm Wille & Associates

Mr. UNe K. Willis National Leadership Team, Paterson, NJ

Hononry Dldc:tors:

Mr. Donald L FOWIriw Nallonal Chair, Democratic National CorTwnlttee

Mr. H .., hfMur' Chairman, Republican National Committee

New York Office: 1501 Broadway. Room 1111

New York, NY 10036 212-840-1826

FAX: 212768.(J963

June 26, 1998

Mr. Arturo B. Suarez Director San Antonio Positive Solutions, Inc. 302 South Flores San Antonio, Texas 78204

Dear Arturo:

It is my exceptional pleasure to provide this letter of endorsement of the application San Antonio Positive Solutions, Inc. has made to the Texas Education Agency to become an open enrollment charter school


~.AurtuioSuarez

June 26, 1998 Page 2 .

will become one of the most effective and successful charter schools

in Texas.

56a


TEXAS HOUSE OF REPRESENTATIVES

DISTRICT ADDRESS: AUSTIN ADDRESS: 5410 FREDERICKSBURG RD.. STE. 302 P.O. BOX 2910 SAN ANTONIO. TX 78229 AUSTIN. TX 78768-2910 210-349-0320 (512) 463-D646 FAX: 210-349-0381

FRANK J. CORTE JR.

June 25, 1998

Texas Education Agency Corrunissioner Mike Moses 1701 N. Congress Austin, Texas 78701-1494

Ladies and Gentlemen:

4 Iwish to take this opportunity to announce my support for the notion ofSan Antonio Positive S

application for approval of an open-enrollment...

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