mentorship academy proposal updated

TABLE OF CONTENTSEXECUTIVE SUMMARY...........................................................................................................3Mission, Academic Philosophy, and Values.............................................................................................3Structure, Leadership, and Governance..................................................................................................4Short- and Long-term Goals....................................................................................................................5Research-Base......................................................................................................................................11Model Appropriateness..........................................................................................................................11Core Values about Teaching and Learning............................................................................................12MISSION AND VISION................................................................................................................................................13Mission and Academic Philosophy........................................................................................................13Target Population...................................................................................................................................16Enrollment Projection Chart...................................................................................................................19EDUCATION PROGRAM........................................................................................................20Educational Philosophy, Curriculum, and Instruction.............................................................................20Students with Exceptionalities...............................................................................................................29Student Evaluation.................................................................................................................................36Professional Development.....................................................................................................................41Student Recruitment, Enrollment, and Admissions...............................................................................43School Climate and Culture...................................................................................................................45Parent and Community Engagement.....................................................................................................48GOVERNANCE, LEADERSHIP AND MANAGEMENT..........................................................51Governance...........................................................................................................................................51School Leadership and Personnel Management...................................................................................57Employment...........................................................................................................................................58Operational Management......................................................................................................................60FACILITIES AND FINANCE...................................................................................................62Facilities ................................................................................................................................................62Finance..................................................................................................................................................63APPENDICES.........................................................................................................................67Appendix 1 Facilities Floorplan............................................................................................................67Appendix 2 Roster of Key Contacts.....................................................................................................68Appendix 3 Board of Directors Résumés.............................................................................................70Appendix 4 Helix By-laws....................................................................................................................88Appendix 5 Public Records Policy.....................................................................................................101Appendix 6 Compliance with Code of Ethics ....................................................................................102Appendix 7 Enrollment Projection Chart ...........................................................................................111Appendix 8 Student Enrollment Policy ..............................................................................................112Appendix 9 Staffing Chart .................................................................................................................119Appendix 10 Personnel Policy.............................................................................................................120Appendix 11 Student Discipline Policy ................................................................................................126Appendix 12 Job Descriptions.............................................................................................................135Appendix 13 Facilities Information.......................................................................................................145Appendix 14 Insurance Policy Quote...................................................................................................147Appendix 15 Emergency Response Plan ...........................................................................................149Appendix 16 Homeless Student Policy................................................................................................190Appendix 17 Strategic Achievement Plan............................................................................................192Appendix 18 Start-up Plan...................................................................................................................193Appendix 19 Parent Complaint Policy.................................................................................................194Appendix 20 Budget ...........................................................................................................................196

Helix High School: ADM – Charter Proposal Page 2 of 195

EXECUTIVE SUMMARYMission, Academic Philosophy, and Values

The mission of Helix High School: ADM (Arts and Digital Media) is to provide the greaterBaton Rouge region with a student-centered learning place that is a pathway to successfulpostsecondary placement, and ultimately, to success in the ADM industries. The goal of thehigh school is to develop students who will learn continuously as our economies andcommunities change; in essence, to prepare students for cutting edge careers in the Arts andDigital Media fields. The following beliefs have guided the design of the high school and willguide its operation once approved: (1) all students can learn; (2) students rise to theexpectations that adults have of them; (3) students must have a voice in determining howthey learn; (4) students have a right to expect and receive high-quality, engaging educationalopportunities.

The philosophy behind the design of Helix High School: ADM has emerged largely as aresponse to changing economic indicators in the region. Agricultural, manufacturing, andtraditional service sectors are being replaced with a knowledge sector that requiresindependent, responsible decision-makers who can rise to the challenge of new andunexpected situations. To successfully prepare adolescents to become such individuals inthe 21st century requires a school environment that is built upon a platform centered onInformation and Communication Technologies (ICT). The basic components of ICT are: (1)finding out information; (2) developing and implementing ideas; (3) exchanging and sharinginformation; and (4) reviewing, modifying, and evaluating work in process.1

While a strong mastery of ICT and content-specific goals are critical to placing digitally-literatestudents in successful organizations, so is the mastery of “soft skills”2 that will allow them tocompete in todayʼs global economy. Examples include decision-making, independentthinking, critical thinking, motivated life-long learning, and problem solving. These skills willbe the core expertise with which students will graduate from Helix High School: ADM; just asimportant is their understanding of the use of technology as a tool for 21st learning andteaching. Technology is essential to the success of our communities—locally, regionally,nationally, and globally. The collection of 21st century skills developed in the high school,along with Helix High School: ADMʼs collaboration with Louisiana State University, will givestudents a strong advantage in post-secondary coursework, as well as post-secondary careerplacements.

From the mission and the philosophy came the schoolʼs design principles, which willpermeate every aspect of academic life at the school for students, teachers, staff, and schoolleadership. These principles are as follows: personalization, technology integration, collegereadiness, and adult-world connections. Additionally, Helix High School: ADM will adopt theearly college school model to provide a supporting learning environment that incorporateseffective instructional and structural practices3. The four core principals of early college highschools are as follows: (1) a commitment to serving students underrepresented in higher1 "Sun ICT Solutions for Schools: 21st Centure Learning on World-Class ICT Solutions." 2007. Sun MicroSystems.<http://uk.sun.com/servicessolutions/industries/education/schools/pdf/schools_ICT_Solution_DSv3.pdf>.

2 Marquit, Miranda. "Increase the Chances of Finding a Job in This Recession by Focusing on Soft Skills." 29 July 2009.AllBusiness.com. 29 July 2009 <http://www.allbusiness.com/labor-employment/human-resources-personnel/12512301-1.html>.

3 Early College High School Initiative Core Principals (2008) [on-line]. Available at: http://www.earlycolleges.org/Downloads/ECHSICorePrin.pdf


education; (2) early college high schools are created and sustained by a local educationagency, a higher education institution, and the community; all of whom are jointly accountablefor student success; (3) early college high schools and their higher education partners andcommunity jointly develop an integrated academic program so all students earn one to twoyears of transferable college credit leading to college completion; (4) early college schoolsengage all students in a comprehensive support System that develops academic and socialskills as well as the behaviors and conditions necessary for college completion; and (5) earlycollege schools and their higher education and community partners work with intermediariesto create conditions and advocate for supportive policies that advance the early collegemovement.

Following the early college high school model, Helix High School: ADM will be a small school.If approved, the first class of 125 freshmen will begin in July 2010. In July 2011, they willprogress to sophomores, and a new freshman class will enter. The enrollment at the schoolwill proceed in this manner until it reaches full enrollment, with the first cohort graduating inspring 2014.

Alignment to East Baton Rouge Parish School's Mission and Vision

Successful charter schools pride themselves on a mutually beneficial relationship with theirauthorizing district. With this in mind, the proposed school is well aligned to East Baton RougeParish School's Mission and Vision.

Helix High School: ADM is dedicated to preparing students for engagement in highereducation and success in local industries. This commitment compliments East Baton RougeParish School System's Vision to ensure students will graduate with the knowledge, skills andvalues necessary to become active and successful members of a dynamic learningcommunity. The proposed school also seeks to serve students through personalization,technology-infusion, project-based learning, and adult-world connections. This matchesEBR's Mission to educate all students to their maximum potential in a caring, rigorous andsafe environment.

Structure, Leadership, and GovernanceThe Helix Board is well-positioned to serve as the governing board for the proposed school.Members include representatives from industry and content specialties, the non-profitcommunity, education reform organizations, and community-based organizations. Diversity isalso reflected along the lines of gender, race, ethnicity, and socio-economic background. TheHelix Board will include parental representation from Helix High School: ADM upon opening ofthe proposed school.

Helix High School: ADM will be led by the Executive Director, Dr. Brian J. Dixon, who reportsdirectly to the Helix Board. The Executive Director will oversee the principal, who willsupervise faculty and staff at the school.

Helix High School: ADM will benefit from a number of organizational partnerships to ensurethe successful design, launch, and management of the school. From the start of the designprocess, the school was supported by BP America (BP), bringing expertise in current andfuture industry to the design of the school. A team of educational experts from across thenation were invited by a local educational organization to participate in the design of theschool. Efforts have also been made to partner with regional institutions of higher learning,including Louisiana State University, Southern University, and Baton Rouge Regional High


School. Partnerships with these institutions are essential in preparing students for the rigorsof academic success moving forward.

The Helix Board has recognized the need to consult with experts in diverse fields toproactively support students. These fields include financial management, curriculumdevelopment, teacher support and training, and pursuing philanthropic partnerships. At thisearly stage, several organizations have been of tremendous assistance in preparing theapplication for the proposed schools. Upon approval, the Helix Board will review theserelationships, and seek to formalize agreements that are in the best interest of the students.Examples of organizations who have provided support in their specific area of expertiseinclude Revolution Learning, an educational incubator for innovative learning tools andschools; Advance Innovative Education, who spearheaded the design of the school; and 4th

Sector Solutions, a charter school focused business management organization.

Moving forward, the Executive Director in collaboration with the Helix Board will continue toreach out to organizations to support the design, implementation, and daily operations of theschool. Examples of these burgeoning partnerships include technology (Apple, Microsoft, andQualcomm), facilities (Downtown Development District), and food services (RevolutionFoods).

Short- and Long-term GoalsMeeting the academic and operational goals of Helix High School: ADM will ensure the schoolpositive standing in public education. The following goals have been set with modesty inmind, building upon success year after year. These realistic goals will help ensure an effectivepartnership with the district, parents, and other stakeholders as Helix Schools seeks to meetthese goals and criteria for measuring academic viability.

The Helix Board of Directors has established quality goals for academic and operationalviability. The goals and criteria for assessment appear in the Tables below:

Criterion: AttendanceStudents regularly come to school on time:

! Year 1: Tardiness < 15%, ADA = 90%! Year 2: Tardiness < 12%, ADA = 91%! Year 3: Tardiness < 10%, ADA = 92%! Year 4: Tardiness < 8%, ADA = 93%! Year 5: Tardiness < 5%, ADA = 95%

Criterion: State Assessments

Students show comprehension of Louisiana State Standards:

! Year 1: Freshmen: > 50% score “Basic” or above on iLeap



Sophomores:

> 70% score “Basic” or above on GEE (Math, English)


Sophomores:


Juniors: > 70% score “Basic” or above on GEE (Science,Social Studies)


Sophomores:



Seniors: > 90% score on Capstone Project

> 90 % on-time graduation


Sophomores:




> 90% on-time graduation

Criterion: BenchmarkingStudents indicate growth among the following assessments: Northwest EvaluationAssociation (NWEA), End-of-Course Assessments, and Presentations of Learning(POLs).

Year NWEA End-of-Course Exam POLs1 Set Benchmark Passage: > 80% Score: > 80%2 10 point gain Passage: > 80% Score: > 80%3 8 point gain Passage: > 80% Score: > 80%4 5 point gain Passage: > 80% Score: > 80%5 3 point gain Passage: > 80% Score: > 80%

Criterion: PromotionThere is steady growth in percentage of students who enter a grade in year one and arepromoted to the next grade in year two.

! Year 1: Freshmen: 75+% ! Year 2: Freshmen: 78+%


Sophomores: 75+%! Year 3: Freshmen: 80+%

Sophomores: 80+%Juniors: 80+%

! Year 4: Freshmen: 82+%Sophomores: 80+%Juniors: 85+%

! Year 5 Freshmen: 85+%Sophomores: 85+%Juniors: 90+%

Criterion: Teacher RetentionThe school retains teachers so there is little attrition, and little disruption inadvisor/advisee process.

! Year 1: Retention = 70+ %! Year 2: Retention = 75+ %! Year 3: Retention = 80+ %! Year 4: Retention = 85+ %! Year 5 Retention = 90+ %

Criterion: Parent InvolvementThe school regularly engages parents/families as evidenced by the following data: (a)parent attendance at quarterly benchmarking conferences; (b) completion of twovolunteer hours monthly; (c) attendance of parents at sub-committee meetings (led by aparent who serves on Helix Board); and (d) completion of two home visits a year..Year 1 (a) = > 50% (b) = > 25% (c) = > 10% (d) = > 50%Year 2 (a) = > 60% (b) = > 35% (c) = > 20% (d) = > 60%Year 3 (a) = > 70% (b) = > 40% (c) = > 30% (d) = > 65%Year 4 (a) = > 80% (b) = > 45% (c) = > 40% (d) = > 70%Year 5 (a) = > 80% (b) = > 50% (c) = > 50% (d) = > 75%

Criterion: Stakeholder SatisfactionThe school provides a voice to its students, parents, families, teachers, staff, volunteers,and industry and community partners to receive guidance about the quality of theschoolʼs services through surveys that are administered in the 2nd and 4th quarters.Surveys have a scale of 0 – 3, where 0 represents “extremely dissatisfied,” and 3represents “extremely satisfied.”

! Q2 survey averages will equal 1.5 or higher each year! Q4 survey averages will equal 2.5 or higher each year

Criterion: Financial ReportingThe school submits all financial reporting in a timely and accurate manner:

! Preliminary annual budget, due on or before July 1


! First interim financial report for July through October, due December 15

! Second interim financial report for July through January 21, due March 15

! Unaudited actual financial report for July through June 30, due September 15

! Audited report for prior fiscal year, due December 15

Criterion: Financial StabilityThe school demonstrates financial stability and sustainability:

!Positive Cash Flow: Cash received exceeds cash expended

!Net Operating Surplus: Operating revenues are greater than operating expensesin the current fiscal year

!Positive Ending Fund Balance: Assets are greater than liabilities

!Adequate Reserve for Economic Uncertainty: Ending fund balance is at least 3%of the current yearʼs expense budget or $50,000, whichever is greater

!Audit Results: Any audit findings are appropriately addressed in a timely manner

!Solvency: Available cash is sufficient to satisfy current liabilities

!Enrollment and ADA: Student enrollment is stable and the Average DailyAttendance factor is maximized to increase apportionment funding

Criterion: Financial ManagementThe school demonstrates effective financial management:

!Restricted Funding: Revenues from restricted resources are accounted forseparately, and appropriate expenses are being charged according to fundingrestrictions from the granting agency

!Accounting Software: Accounting Systems adequately report financial informationby function and source to charter school management, Board of Directors, andreporting agencies in required forms

!Safeguarding of Assets: Internal control procedures are implemented to protectassets of the charter school and comply with accounting procedures adequate toprevent misuse of charter school funds

!Attendance Accounting: Student attendance is accurately tracked and reported inconformity with state laws and reporting requirements

!Required Funding Documentation: Supplemental funding applications, plans,claims, and required documentation are filed with the funding agency by thespecified deadline

! Liabilities: Loans, debts, and outstanding obligations are properly accounted forand paid in a timely manner, as required by legal agreements


!Enrollment and ADA: Projections are based on the average or adjusted actualenrollment and ADA. Any growth projections are based on historical experienceor planned operational changes

!Budget Development: The staff, management and Board of Directors are involvedin the budget development

!Board Oversight: The management and Board of Directors regularly review thebudget in comparison to actual revenue and expenditures and, as new informationbecomes available, make necessary adjustments to the budget

!Adjusted Budgets: Current fiscal yearʼs operating budget is updated for newrevenue received and new expenses incurred

Criterion: GovernanceThe school demonstrates effective governance and organizational leadership:

! The governance board bylaws reflect the governance processes described in thecharter. They have reasonable terms regarding financial management, personneldecisions, and oversight of educational program and school safety

!Board meetings occur on a regular basis, comply with all aspects of the BrownAct, provide an opportunity for public comment, and are recorded in writtenminutes

! The Board adheres to reasonable written conflict of interest policies and makesdecisions free from conflict of interest by disqualifying any Board member fromvoting on a particular matter that would materially affect him or her

! The Board adopts reasonable written policies to resolve internal and externalconflicts and complaints

! The Board maintains clearly written minutes that indicate attendance and ageneral description of all matters proposed, discussed, and/or decided. Minutesindicate that the board regularly achieves a quorum and is able to progressthrough issues from one meeting to the next

! The board implements an accountability process for the school leader

! The board establishes regular opportunities for stakeholders to addressadministration and board (measured by parent meetings, surveys, etc.)

!Board or school administration provides regular public reports on schoolʼsprogress towards achieving its goals to school community

!Board and school administration foster a school culture conducive to studentlearning and staff professional growth (as measured by perception data)


Criterion: OperationsThe school demonstrates effective management of operations:

!Operational Management

!Employment Policies: Employee policies are written and consistent with thecharter and applicable law

!Employee Records: Employee records are complete and kept in a mannerconsistent with the law and employee policies

!Risk Management: Adequate insurance is obtained to provide appropriatelevels of risk management

!Health and Safety!Safety Plan: The school has an up-to-date school safety plan!Certificate of Occupancy: The school has a current Certificate of Occupancy,

if it is located on non-district facilities

!Admissions Policy and Practices!Policy: The school has a written admissions policy consistent with the law and

its charter!Practices: The admissions policy is implemented with fidelity to charter

petition

!Student Discipline!Policy: The school adheres to written discipline policy that is consistent with

the law and the charter!Records: The school maintains appropriate student discipline records

!Parent Access! The school adopts policies that address parent access in a manner that is

consistent with the law and the charter


Research-BaseFor decades, scholars have asserted that experience and how it is critically reflected upon isthe core of all learning.4 This assertion refutes the primary reliance upon lecture-basedinstructional methods in the traditional education System and confirms the need for alternativeschool models to successfully prepare students for life in the 21st century.

Helix High School: ADM will use an interdisciplinary curriculum to link content and modes ofinquiry normally associated with more than one scholarly discipline.5 In contrast to thetraditional, subject-centered structure of traditional secondary schools in the United States, aninterdisciplinary approach posits a group of teachers with content or discipline specialtiesworking together to integrate content standards and objectives around themes or projects toachieve more relevant, student-centered learning than would occur with traditional subject–specific curriculum and instruction.6

A fundamental component of an interdisciplinary approach is project-based inquiry learning.Studies show that this method boosts student performance and attitude toward learning,particularly in science and math, and in subjects that demand verbal and writtencommunication.7 Moreover, inquiry enables a confluence of skills, knowledge, anddispositions in a way that demands a connection to real life. Seeking solutions to authenticand personally meaningful questions, students engage in inquiry through extendedinvestigation, questioning, collaboration, and the use of technology.

Todayʼs students face technology opportunities that previous generations could only imagine.The acceleration of technology has allowed for rapid dissemination of new ideas andapplications. Meaningful integration in the classroom of technology enhances learningexperiences and provides a tool for exploring virtual solutions to problems beforeimplementing methods of solutions in real life.8 When individuals understand how to usetechnology this way, it becomes a tool that is safer and more cost-effective means to solvingproblems.

Model AppropriatenessServing at-risk students is central to our mandate and mission. Helix High School: ADM willbe a personalized learning environment that is engaging to students through project-baseddelivery of the curriculum. Research of the interdisciplinary approach to education in high at-risk student populations has led to positive academic achievement.9 These outcomes include:

! Improved student academic achievement ! Accelerated student academic achievement of low-income, ethnic and minority

students4 Newsome, Linda Ann, George W. Wardlow and Donald M. Johnson. "Effects Of Lecture Versus Experiential Teaching Method On

Cognitive Achievement, Retention, And Attitude Among High School Agriscience Students." 2005. National AAAE ResearchConference. <http://aaae.okstate.edu/proceedings/2005/Articles/146.pdf>.

5 Vars, G. F. Interdisciplinary Teaching: Why and How. Columbus, OH: National Middle School Association, 1993.6 Jackson, A. and G. A. Davis. Turning Points 2000: Educating Adolescents in the 21st Century. New York: Teachers College Press,

2000.7 Jarrett, D. Inquiry Strategies for Science and Mathematics Learning. 1997. Portland, OR: Northwest Regional Educational

Laboratory.8 Newby, T., Stepich, D. Lehman, J. & Russell, J. Educational technology for teaching and learning. (3rd ed). 2006. Upper Saddle

River, NJ: Pearson, Merril, Prentice Hall.9 Ogle, Donna M. (1997). Critical Issue: Rethinking Learning for Students at Risk. North Central Regional Educational Laboratory

[On-line]. Available: http://ncrel.org/sdrs/areas/issues/students/atrisk/at700.htm


! Student academic engagement ! Improved student self-esteem and self-concept! Reduced student behavior issues

In schools with similar demographics, where teams of teachers cooperatively implementedinterdisciplinary curriculum and instructional practices, such as thematic project-basedlearning and inquiry learning, studies have found higher student academic achievement ascompared to schools with traditional subject-centered curriculum and instructional practices.10

Other research has revealed that equity issues were improved when teams of teachers usedpractices from multiple disciplines in schools.11 Students from low- income backgroundsachieved higher academic gains in schools where teachers were experienced in collectivelyusing such practices.

Beyond student academic achievement, researchers note other positive student outcomesrelated to teaching teams engaged in interdisciplinary approaches, including increasedengagement, improved self-esteem and self-concept, and decreased negative behavior.12

Student motivation increases as rote learning and content coverage is de-emphasized andstudents are provided choice. Student learning in classrooms with an interdisciplinaryapproach emulates learning in natural situations such as apprenticeships.

Research shows that technology integration offers at-risk students a differentiated andinnovative learning experience that will improve their motivation and attitude towardeducation.13 Particularly one-to-one laptop to student ratio is shown to enhance learningprograms in preparing students of all socioeconomic status to succeed in the 21st centuryworkplace. Providing low-income students who normally would not have access to computersat home with laptops helps to minimize or close the “digital divide” and increase studentachievement.14

Core Values about Teaching and LearningOur core teaching and learning values, that is, what we believe and how it has influenced thedesign of Helix High School: ADM – have arisen from Louisianaʼs collaboration with thePartnership for 21st Century Skills. Our values are: (1) authentic assessment; i.e., utilizingmultiple measures of mastery; (2) building understanding across and among core subjects aswell as 21st century interdisciplinary themes, such as transliteracy (see section on “integratedtechnology”); (3) engaging students with real world data, tools, and experts; (4) knowing thatstudents learn best when they are actively engaged in solving meaningful problems; and (5)integrating what students learn with what communities need.

10 Flowers, N., Mertens, S., & Mulhull, P. "The Impact of Teaming: Five Research-Based Outcomes." Middle School Journal (1999):57-60.

11 Mertens, S, & Flowers, N. “Middle School Practices Improves Student Achievement in High Poverty Schools.” Middle SchoolJournal (2003): 33-43

12 Felner, R., Jackson, A., & Kasak, D. “The Impact of School Reform for the Middle Years: Longitudinal Study of a Network Engagedin Turning Points-Based Comprehensive School Transformation.” Phi Delta Kappan (1997): 78, 528-532.

13 La, P. "One-to-one Laptop Programs." 2009. B. Hoffman (Ed.), Encyclopedia of Educational Technology.<http://edweb.sdsu.edu/eet/articles/lptpprgrms/index.htm>.

14 Hug, Sarah T. and Andrew A. Zucker. "A Study of the 1:1 Laptop Program at the Denver School of Science & Technology."December 2007. Education Resources Information Center (ERIC).<http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/10/8c.pdf>.


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MISSION AND VISIONMission and Academic Philosophy

The mission of the proposed Helix High School: ADM (Helix High School: ADM) is to providethe greater Baton Rouge region with a tuition-free, student-centered learning place that is apathway to successful postsecondary placement and ultimately, to success in the ADMindustries. In fulfilling this mission, it is our goal is to develop citizens who will learncontinuously as our economies and communities change; in essence, to prepare traditionallyunderserved students for ADM careers. Our target population will not be those students whoare necessarily high achievers, but rather at-risk students of our region who deserve theopportunity for a free, rigorous education that is personalized to meet individualsʼ needs andthat provides adequate support along the way to academic success. The underpinning beliefsof the proposed high school includes the following: (1) all students can learn; (2) students riseto the expectations that adults have of them; (3) students must have a voice in determininghow they learn; and 4) students have a right to expect and receive high-quality, engagingeducational opportunities. These beliefs will be shared among all staff, faculty, students andstakeholders who interact with the school regularly, creating a culture that ingrained in theschool, contributing to academic success of all students.

The philosophy behind the design of Helix High School: ADM has emerged largely as aresponse to changing economic indicators in the region. Agricultural, manufacturing, andtraditional service sectors are being replaced with a knowledge sector that requiresindependent, responsible decision makers who can rise to the challenges of new andunexpected situations. Preparing adolescents to become such individuals requires a schoolenvironment that is built upon a platform centered on Information and CommunicationTechnologies (ICT). The basic components of ICT are: (1) finding out information; (2)developing ideas and making things happen; (3) exchanging and sharing information; and (4)reviewing, modifying, and evaluating work in process.15

While a strong mastery of ICT and content-specific goals are critical to preparing a digitally-literate citizen for a successful career in ADM fields, so is the mastery of “soft skills”16 that willallow them to develop into self-sufficient individuals and to compete in the global economy oftomorrow. Examples include decision-making, independent thinking, critical thinking,motivated life-long learning, and problem solving. Examples of soft skills include decision-making, independent thinking, critical thinking, motivated life-long learning, and problemsolving. These soft skills will be the core expertise with which students will graduate fromHelix High School: ADM.

From the mission and the philosophy came the schoolʼs design principles, which willpermeate every aspect of academic life at the school for students, teachers, staff, and schoolleadership. These principles are as follows: personalization, technology integration, collegereadiness, and adult-world connections.

Personalization A personalized learning plan, overseen by an advisor who serves the student throughout hisor her career at Helix High School: ADM, will guide each student's learning experiences.15 "Sun ICT Solutions for Schools: 21st Centure Learning on World-Class ICT Solutions." 2007. Sun MicroSystems.<http://uk.sun.com/servicessolutions/industries/education/schools/pdf/schools_ICT_Solution_DSv3.pdf>.

16 Marquit, Miranda. "Increase the Chances of Finding a Job in This Recession by Focusing on Soft Skills." 29 July 2009.AllBusiness.com. 29 July 2009 <http://www.allbusiness.com/labor-employment/human-resources-personnel/12512301-1.html>.


Students of all proficiencies and abilities will follow an individual learning plan to reach gradelevel equivalencies necessary for course and grade promotion. Advisors will discuss thelearning plan with students and parents, as well as teachers who will team-teach to managestudent projects. Advisors will help students plan for appropriate enrichment or remedialactivities offered during quarterly breaks, guiding students toward resources and opportunitiesthat will be most beneficial for students to improve understanding, building skills, and acquireknowledge.

This daily contact with a core group of student will enable advisors to monitor the studentʼspersonal and academic development throughout their high school tenure. The advisor willmodel best practices in decision-making, prioritizing, and time management for students.Advisors will also serve as the point of contact for families and will be able to liaise withcommunity support services if necessary. We believe that this level of personalization willresult in student retention and academic achievement.

Integrated TechnologyTechnology-rich curriculum produces better results for all students by creating engaging,personalized, and productive learning.17 Although technology has been a part of educationfor over thirty years, it has not been used to its full potential, especially in public schoolslocated in low-income communities. Many schools are considered technology-rich, but thetechnology has been relegated to an expensive tool for presentations or remedial instruction,and a “course” for teaching computer literacy skills (e.g., typing, Microsoft Office). At HelixHigh School: ADM technology will be used in all academic activities as a tool to enhanceexploration, investigation, and intellectual discourse. As an example, technology has beenused heretofore to address literacy through such approaches as Read 180. Integratedtechnology will transform those approaches, resulting in “transliteracy.” Transliteracy iseffective communication that requires reading, writing, and interacting across multiple mediaand social platforms.18

Technology will also serve as a means of supporting students and measuring studentperformance. Helix High School: ADM is designed to include a one-to-one laptop program forstudents and teachers so that visual, hands-on learning opportunities will be available acrossthe curriculum. The proposed school will use Netbook devices, rather than laptops, which aremuch more affordable, lightweight, and provide similar features to laptops that benefit studentlearning. Another tool that will further integrate technology for a student is the use of AppleʼsiPod Touch. With the rapid creation of applications, students will be able to follow and/orcreate blogs, listen to podcasts (or create his or her own!), search the dictionary, use ascientific calculator, or freely listen to iTunes University options—to name just a few. Thetechnology-focused curriculum will enable mass distribution of educational models andresults, ensure a high probability of student engagement and regular school attendance, andallow students to learn at their own pace, thus fostering a deep understanding of the corecurriculum.

As a result, the learning becomes a personalized experience for each student. Technologyprovides more readily the means for teachers to give focused, strategic attention to problemareas for each student. Industry and community experts will be available to the students viavideo conferencing and/or interactive on-line courses, harnessing the power of technology foradvanced educational opportunities. (For instance, the Louisiana Virtual School offerscourses to students all over Louisiana.) Integrated technology is a fundamental piece ofamplifying the organization of pedagogy; it is able to handle the multiple means by whichinformation is transferred and learning transformed.17 “Overview of Technology and Education Reform.” U.S. Department of Education. July 2009.

<http://www.ed.gov/pubs/EdReformStudies/EdTech/overview.html#goals2000>.18 KnowledgeWorks Foundation. “2020 Forecast: Creating the Future of Learning.” 2009. <www.futureofed.org>.


Helix High School: ADM will offer a technology-rich environment at the high school level totraditionally underserved students, providing the region with the human capital it needs tomeet the workforce needs of the 21st century. This is a positive step in developing digitally-literate who would have statistically fallen victim to the digital divide and would therefore beless competitive than their peers in securing valuable jobs in the ADM fields. Technology isessential to the success of our communities—locally, regionally, nationally, and globally. Thecollection of 21st century skills developed in the high school, along with Helix High School:ADMʼs collaboration with Louisiana State University, will give students a strong advantage inpost-secondary coursework, as well as post-secondary career placements.

College ReadinessHelix High School: ADM is an early college high school; that is, a small autonomous schoolthat blends high school and college into a coherent educational program. The school isdesigned for a student demographic who may very well be underrepresented or even absentat the university; it is designed for students who may have been or are being underserved inprevious/current educational experiences. The high school program aims to prepareall students to undertake a four-year college or university career pathway. The curriculum isthe Louisiana Core Curriculum. It is rigorous, demands high expectations, and provides thefoundation for entry and success at the post-secondary level.

A challenge that we will face, but we are confident we can overcome, is providing this intensecurriculum to students who are struggling academically. Many students will be in need ofremediation and support. To assist us in meeting the needs of our target population, we willpartner with Career Compass, a successful non-profit organization in the region, which hasdramatically increased the number of at-risk students accepted by colleges and universities.We have also planned our school calendar to have one week between each quarterly breakdedicated to remediation and enrichment courses. We will create individual learning plans forstudents, continuously assess academic progress, and support to students to in achievingtheir success in high school, college, and beyond.

In our effort to remove either real or perceived barriers to entering a university, Helix HighSchool: ADM will familiarize students with the university campus. A common barrier toentering a university is the unfamiliarity with the university for many students from rural or low-income urban communities. The size alone of Louisianaʼs flagship university can beintimidating for students; early exposure to the campus and its students, teachers, and staffcan create a smoother transition from high school to university for many students who mightotherwise have perceived the university as out of reach, intimidating, and unfamiliar. Bygaining frequent access to LSUʼs campus, students will have a much stronger connection tothe environment for which Helix High School: ADM is preparing them.

Helix High School: ADM will also adopt the early college school model to provide a supportinglearning environment that incorporates effective instructional and structural practices19. Thefour core principals of early college high schools are as follows: (1) a commitment to servingstudents underrepresented in higher education; (2) early college high schools are created andsustained by a local education agency, a higher education institution, and the community; allof whom are jointly accountable for student success; (3) early college high schools and theirhigher education partners and community jointly develop an integrated academic program soall students earn one to two years of transferable college credit leading to college completion;(4) early college schools engage all students in a comprehensive support System thatdevelops academic and social skills as well as the behaviors and conditions necessary for

19 Early College High School Initiative Core Principals (2008) [on-line]. Available at: http://www.earlycolleges.org/Downloads/ECHSICorePrin.pdf


college completion; and (5) early college schools and their higher education and communitypartners work with intermediaries to create conditions and advocate for supportive policiesthat advance the early college movement. As an early college high school, Helix High School:ADM expects to experience the success of other such schools in preparing their students forpostsecondary education.20 Students experience an orientation for development of personalresponsibility. This orientation contributes to the self-management that is critical to successacross all phases of learning.

Adult-World Connection At Helix High School: ADM, the curriculum delivery and daily schedule will be similar to thosethat students would experience at the university level and will be delivered through integrated,project-based approaches. Like traditional schools, full-time teaching staff will teach students,but these teachers will receive support from industry and university representatives both inand outside of the classroom. Students will arrive at school at 9:30am each weekday andwork until 5:30pm. For the most part, school will be in session year-round. Classroomsacross grades will have small-group learning and project areas, ubiquitous wireless laptopaccess, and displayed prototypes and final projects.

Students will experience some of their most valuable learning outside the school walls. Forinstance, field-trips to design studios and partnerships with media companies will providestudents with hands on experiences that extend classroom learning into the real world.

Additional outside of the classroom experiences will be offered in the 9th and 10th gradestudents. They will have opportunities to "shadow" an adult through a workday, performcommunity service in a group project, and engage in “power lunches” with outside adults onissues of interest. Juniors will complete a semester-long academic service learning project ina local business, industry, or non-profit. Seniors will develop substantial projects that willenable them to complete their academic requirements while working to address problems ofcommunity interest and concern. These projects will contribute to our regionʼs collectivelearning, such as the importance of “green” construction.

Target PopulationIn year one, the school will open enrollment to all students who are eligible for the 9th grade(according to Louisiana public education policy). We anticipate many applicants having asocio-economic background that might typically prevent them from enrolling in a rigorous,challenging high school curriculum if they were not selected to attend an academicallychallenging public high school. Helix High School: ADM will not preclude students who are nothigh academic achievers; we will work with all students to ensure academic success throughremedial and enrichment programs. The middle schools targeted for recruitment will includethose with high percentages of students eligible for free and reduced lunch. Once approved,Helix will work closely with East Baton Rouge Parish Schools to establish partnerships withneighboring school districts. The student enrollment goal for the first year is to serve a total of125 freshmen students from East Baton Rouge and the larger Baton Rouge region includingAscension, City of Baker, Central, Iberville, Pointe Coupee, West Baton Rouge, and ZacharyCommunity Schools.

Student admissions will be based on a lottery System. Each year Helix High School: ADM willuse the sum total number of students served by each target district to calculate a percentage

20 Lieberman, Janet. “The Early College High School Concept: Requisites for Success.” Jobs for the Future. June 2004.<http://www.earlycolleges.org/Downloads/ECHSConcept.pdf>.


of spots available to students from each district21. The schools are anticipated to reflect astudent body similar in demographics to the districts from which the students will be drawn. Alldistricts, with the exception of Ascension and Zachary Community Schools, serve above 50%at-risk students and minorities in public schools. Spaces remaining after the lottery will befilled by students from all areas in the larger waiting pool. Helix High School: ADM intends togive these students an opportunity for a rigorous, relevant, and engaging high schooleducation, with the expectation that they will continue to a four-year university and complete aADM curriculum.

Evidence of Effectiveness on Target PopulationServing at-risk students is central to our mandate and mission. Engaging students in apersonalized way and providing relevance of academic coursework are two ways tosignificantly increase student cognitive retention in high school. Research has indicated thatan interdisciplinary approach to education in at-risk student populations leads to positiveacademic achievement and improved student outcomes.22 These outcomes include:

! Improved student academic achievement! Accelerated student academic achievement of low-income, ethnic and minority

students! Student academic engagement! Improved student self-esteem and self-concept! Reduced student behavior issues

In schools with similar demographics to the proposed school, where teams of teacherscooperatively implemented interdisciplinary curriculum and instructional practices, such asthematic project-based learning and inquiry learning, studies have found higher studentacademic achievement compared to schools with traditional subject-centered curriculum andinstructional practices.23 Other research has revealed that equity issues were improved whenteams of teachers used practices from multiple disciplines in schools.24 Students achievedhigher academic gains in schools where teachers were experienced in collectively using suchpractices.

Beyond student academic achievement, researchers note other positive student outcomesrelated to teaching teams engaged in interdisciplinary approaches, including increasedengagement, improved self-esteem and self-concept, and decreased negative behavior.25

Student motivation increases as rote learning and content coverage is de-emphasized andstudents are provided choice. Student learning in classrooms with an interdisciplinaryapproach emulates learning in natural situations such as apprenticeships.

Research shows that technology integration offers at-risk students a differentiated andinnovative learning experience that will improve their motivation and attitude towardeducation.26 In particular, one-to-one laptop ratio is shown to enhance learning programs in21 In Year One, seats per district will be: Ascension 22.88% (29),Central 4.33% (5),East Baton Rouge 52.36% (65),Iberville 5.08% (6),

Pointe Coupee 3.14% (4), West Baton Rouge 4.52% (6), Zachary Community Schools 5.51% (7), City of Baker 2.18%, (3).22 Martin L. Maehr; Carol Midgley “Enhancing Student Motivation: A Schoolwide Approach,” Educational Psychologist (1991): V26.3 399-427.23 Flowers, N., Mertens, S., & Mulhull, P. "The Impact of Teaming: Five Research-Based Outcomes." Middle School Journal (1999):

57-60.24 Mertens, S, & Flowers, N. “Middle School Practices Improves Student Achievement in High Poverty Schools.” Middle School

Journal (2003): 33-4325 Felner, R., Jackson, A., & Kasak, D. “The Impact of School Reform for the Middle Years: Longitudinal Study of a Network Engaged

in Turning Points-Based Comprehensive School Transformation.” Phi Delta Kappan (1997): 78, 528-532.26 La, P. "One-to-one Laptop Programs." 2009. B. Hoffman (Ed.), Encyclopedia of Educational Technology.

<http://edweb.sdsu.edu/eet/articles/lptpprgrms/index.htm>.


preparing students of all socioeconomic statuses to succeed in the 21st century workplace.Providing low-income students who normally would not have access to computers at homewith laptops helps to minimize or close the “digital divide” and increase studentachievement.27 Helix High School: ADM will participate in the one-to-one laptop program,with Netbook computers for all students and teachers in the school. This technology blendsthe affordability of portable devices with the power of desktop computers. Clear technologyacceptable use agreements will ensure students are well trained and supported in their daily use of these devices.

Meeting the Requirement to Serve At-Risk StudentsHelix High School: ADM will take every reasonable measure to ensure that all student needsare met. The school will team students with a staff advisor, who will monitor the studentʼspersonal and academic development and serve as the point of contact for the family. Additionally Helix High School: ADM will put into place a counseling System to assist allstudents in preparing high quality applications for college, taking required exams, andensuring they are aware of TOPS criteria to qualify for the scholarship completion of highschool. Students with special needs will also receive individual attention in a full inclusionmodel. The high school will monitor student academic progress and create an individualizedplan for each student to succeed in course passage, grade promotion, high schoolgraduation, and university admission. To best serve all students, including the at-risk targetpopulation who may need remedial help in coursework to close the achievement gap, HelixHigh School: ADM teachers will create an individualized educational plan for each student,schedule weekly team planning time to discuss how to overcome learning challenges withstudents who need extra attention, and monitor progress toward academic achievement, asoutlined in the TOPS curriculum. Helix High School: ADM will offer a variety of opportunitiesfor remediation on an as-needed basis to students who require further support.

Meeting the needs of at-risk students, in an effort toward retention, is central to our mandateand mission of providing a tuition-free, student-centered learning place that is a pathway tosuccess for all students. Our recruitment efforts will not preclude any students of not applyingto enroll in the school. We intend to undertake the following activities to reach prospectivestudents:

! Brochures, pamphlets, and flyers (materials will be translated into relevant languages)! Recruitment events ! Radio announcements and television commercials ! Phone banks ! Engaging community leaders! Strategic participation in community events ! Partner with local community organizations, recreation centers, churches ! Post information in middle schools

For those students who are recruited and successfully enroll in the school through the lotterySystem, we bring relevance to learning. Helix High School: ADM will familiarize students withlocal industries, showing the students how to apply classroom learning to real world, engagingprojects. Students will have the opportunity to interact with successful adults who are industryrepresentatives and content specialists in the fields of study that students are learning about.Students will be encouraged to ask these adults questions and learn more about careers ofinterest in the industry. The students will be able to apply knowledge obtained fromcoursework to co- and extra-curricular activities, which will reinforce the relevance of their27 Hug, Sarah T. and Andrew A. Zucker. "A Study of the 1:1 Laptop Program at the Denver School of Science & Technology."

December 2007. Education Resources Information Center (ERIC).<http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/10/8c.pdf>.


curriculum to real world applications.

Enrollment Projection ChartGrade Level Year 1 Year 2 Year 3 Year 4 Year 5Freshmen 125 125 125 125 125Sophomores 0 125 125 125 125Juniors 0 0 125 125 125Seniors 0 0 0 125 125TOTAL 125 250 375 500 500


EDUCATION PROGRAMEducational Philosophy, Curriculum, and Instruction

OVERVIEWThe success of tomorrow demands schools to transition from traditional methods of teachingto innovative approaches that help students understand how to process complex informationand making sound decisions quickly. As schools work to prepare students for success inrapidly changing industries, and for jobs that may not exist today, conventional boundariesamong subjects are neither sufficient, nor appropriate to prepare students for the challengesthey will face as adults. To meet these needs, project-based inquiry approaches to teachingwill drive the curriculum for Helix High School: ADM. Arbitrary separations between subjectareas will dissolve as students work toward developing solutions to authentic, community andindustry problems within an interdisciplinary, solution-based learning environment.

Helix High School: ADM will work with freshmen and sophomores to build a foundation ofknowledge and a deep understanding of coursework needed for high school students. Duringthese years, students will work on becoming masters in core curriculum competencies.Accelerated opportunities will be available for students who advance through the corecurriculum at a faster rate; they will have the option of dual- or concurrentenrollment at theuniversity in their last two years of high school. Recognizing the variance in student learningstyles, motivations, and backgrounds, faculty will use technology as a tool to enhanceinstruction and will closely monitor and frequently assess studentsʼ progress to ensurecomprehension of the taught material.

Students will enter Helix High School: ADM at varying levels of proficiency. The inclusivelearning environment will require teamwork from students, made up of students with varyingdegrees of talents in different subject areas, collaborating on projects. The school calendarallows for two-week break periods between each ten-week quarter. One of the two-weeks willbe dedicated to remediation and enrichment for students.

The junior and senior years will continue to offer courses in the core curriculum, whileallowing students to begin to specialize in the areas in which they have the most interest andskills. Student service learning projects will be available for students in their junior year. Thosewho have chosen an accelerated path will have the option to matriculate in dual or concurrentenrollment courses. We anticipate that dual and concurrent enrollment options will include,but are not limited to, College Algebra, Calculus, College Biology, College Chemistry,Computer Science, and Environmental Systems.

To fulfill the mission of preparing students for LSU ADM majors, Helix High School: ADM iscreating a collegiate learning environment within the school. There will be no bells in theschool; students will be dismissed from class verbally at the appointed time and expected toarrive promptly at the next class. Similarly, students will have an open lunch hour, and will bepermitted to use downtown food vendors. Students are responsible for arriving back at thecampus in time for class after leaving the building for lunch. This sense of personalresponsibility and culture of high expectations will prepare students to be responsible in theuniversity, in their daily lives, and in their careers.

Helix High School: ADM is also partnering with LSU to provide outreach to enhance the


learning experience for students at the school. The LSU/Helix partnership is two-fold, firstLSU will offer services such as providing expertise from the university to help align universitycoursework with high school classes and to provide consultation to teachers on complexstudent projects. Secondly, our students will have access to LSUʼs campus. During their juniorand senior years, students who have reached a specified level of academic proficiency willhave the option to participate in certain dual- or concurrent-enrollment courses at LSU. Theearly access to university coursework will put high school students on a fast track tograduating from the university, thereby encouraging them to apply for enrollment in theuniversity and promoting retention following acceptance.

Instructional MethodsThroughout studentsʼ tenure at Helix High School: ADM, their teachers will deliver methods ofinstruction that support the need for developing 21st century skills. Such skills includecomponents of Information and Communication Technologies (ICT), using technology ininstruction as a tool for learning and developing digital literacy, and developing soft skills. Asmentioned before, the basic components of ICT are: (1) finding out information; (2)developing ideas and making things happen; (3) exchanging and sharing information; and (4)reviewing, modifying, and evaluating work in process.

Since the mission of the school is to prepare students for the university and careers in theADM fields, teachers will use methods of instruction that encourage students to develop skillsthat are built upon the ICT components, as well as digital literacy and soft skill proficiencies.To do this, teachers will instruct students in a way that is more like coaching than dictating.Students will be encouraged to research and experiment independently in order to completethe projects necessary for promotion. Teachers will design projects that promote studentownership and responsibility for learning, while allowing students to meet grade levelequivalencies defined by the Louisiana Core Curriculum Content Standards. An example of aproject that a teacher may design would be for students to test soil samples at the levee nearthe Mississippi to understand the impact that pollution is having on the environment. Studentswould learn about the river, which may be part of geography, social studies, or a historycourse. At the same time, they may be building an understanding of biology and/or chemistryconcepts with their science teacher. As part of the project, students may also be required towrite a report on their findings. This part of the project might be led by the English LanguageArts teacher and/or an elective teacher, depending on the electives offered that year.

Instruction will be delivered in inquiry- and problem-based methods that require students tothink critically and engage in knowledge seeking activities. Since technology is an integralpiece of the curriculum and instruction, students will employ the internetʼs vast resources,while learning more about the tool that they are using to foster critical, innovative ideas to takefull advantage of technology. Students must then demonstrate learning through presentationsand other means of voicing what they have learned.

Students will have a certain level of creative freedom to develop their own ideas within theparameters set by the curriculum and grade level equivalencies. Students will graduate withthe tools to find information that may inspire ideas and the technical skills and knowledge tobring their ideas to fruition. This is the second component of ICT learning, which requiresstudents to develop ideas and make things happen. An example of this would involve a groupof students working together to compete against their classmates to develop the mosteffective pulley System. They are given a variety of items that could be fashioned into a pulleySystem. Rather than create a number of different pulley Systems, and test their effectiveness,they decide to use computer visualization techniques to simulate the pulley System. Theydonʼt know how to use the visualization software or what product to use, so they research thevarious types of software and teach themselves to use it. Students will be encouraged todevelop the soft skills of self-motivated learning and knowledge-seeking to find out how to use


technology to complete their project. The knowledge that they acquire, coupled with staffsupport and creative ideas that students develop on their own, will result in the studentsʼmaking this happen.

Instructional methods in the classroom will also encourage students to exchange and shareinformation, which is the third ICT component. The use of technology in the classroom willassist students in sharing and exchanging information. Teachers will be encouraged to usesocial networking tools, publish personal websites, and create digital portfolios to serve asmodels for sharing information. Teachers will also coach students on exchanging and sharinginformation. Students will develop strong communication skills as they exchange and shareinformation to work on their projects effectively and efficiently, with the help of their teacher.Students will be required to share information learned by creating presentations. Not only willthese presentations serve as a learning opportunity for the other students, they will also allowthe presenting students to augment their professionalism and public communication skills.

Before projects are complete and students present what they have learned, they willundertake a process of reviewing, modifying, and evaluating their work. This review processrequires critical thinking, discipline, and consciousness of deadlines. Instruction by teacherswill encourage this process; for example, teachers may require students to report on a projectin four phases. Teachers would provide students with guidance in performing a critical reviewand modifications to their projects. This process will help students gain skills that will beuseful in college studies, and in the workplace.

Evidence of EffectivenessInterdisciplinary ApproachInterdisciplinary curriculum is "any curriculum that deliberately links content and modes ofinquiry normally associated with more than one of the scholarly disciplines”.28 It is acurriculum approach that is key to project-based learning, and it is effective because itpromotes a deeper understanding of all subject content areas. Projects that are taught inHelix High School: ADM will be cross-curricular and will require students to employ the fourbasic components of ICT, just as projects in the university, workplace, and adult world arecompleted. Technology enhances the studentʼs ability to complete a high quality final product,and to understand how as a tool technology can help students find solutions.

Research has indicated that an interdisciplinary approach to education leads to positivestudent outcomes including the following:

! Improved student academic achievement! Accelerated student academic achievement of low income, ethnic and minority

students! Student academic engagement! Improved student self-esteem and self-concept! Reduced student behavior issues

Students achieved higher academic gains in schools where teachers were experienced inusing such practices. Critical caveats to these findings are the importance of commonplanning time for teachers when engaging in interdisciplinary work, as well as structuringstudent schedules to allow teams of teachers to work with a common set of students. Whenschool organize curriculum, instruction and structural components around a multidisciplinaryresearch there are positive outcomes for teachers and overall school effectiveness. Theinterdisciplinary approach has a strong theoretical foundation and a growing research basefor positive student and school outcomes.28 Vars, G. F. (1993). Interdisciplinary teaching: Why and how. Columbus, OH: National Middle School Association.


Project-based Inquiry LearningA fundamental component of an interdisciplinary approach is project-based inquiry learning.Such learning requires students to think deeply about what they learn and build knowledgerelevant to their lives. Good questions open our minds, allow us to consider a wide range ofpossible responses, options and solutions, and foster receptivity to alternate possibilities,thereby offering a space for generating even further options.

Both interdisciplinary teaching approaches and inquiry-based teaching are heavily dependenton administrative leadership and teachers skilled in providing the necessary opportunities andconditions. Helix High School: ADM will target recruitment of teachers to hire teachers whohave experience working in project-based learning environments. Prior to the schoolʼsopening, teachers will participate in professional development activities that help themdevelop and build on skills for teaching approaches that will be expected throughout the year.Once the school opens, teachers will receive ongoing professional development to furtherdevelop these skills. Helix High School: ADM is designed for team teaching, which will alsohelp teachers develop projects and deliver teaching approaches that are expected to teachstudents within the school. Inquiry learning boosts student performance and attitude towardlearning, particularly in science and math, and subjects that demand verbal and writtencommunication.29 Moreover, inquiry develops a confluence of skills, knowledge, anddispositions in a way that demands a connection to real life. Seeking solutions to authenticand personally meaningful questions, students engage in inquiry through extendedinvestigation, questioning, collaboration, and the use of technology. Inquiry learning isadvocated by the National Council of Teachers of Mathematics, the National ScienceTeachers Association, the National Council of Teachers of English, the National ResearchCouncil, and the International Society for Technology in Education.

Integrated TechnologyTechnology-rich curriculum produces better results for all students by creating engaging,personalized, and productive learning.30 Technology will be used in all academic activities asa tool to enhance exploration, investigation, and intellectual discourse. Integrated technologywill transform those approaches, resulting in “transliteracy.” Transliteracy is effectivecommunication that requires reading, writing, and interacting across multiple media and socialplatforms.31

Technology will also serve as a means of supporting students and measuring studentperformance. Helix High School: ADM is designed to include a one-to-one laptop program forstudents and teachers so that visual, hands-on learning opportunities will be available acrossthe curriculum. The proposed school is expected to use Netbook devices, rather than laptops,which are much more affordable, lightweight, and provide many features that will benefitstudent learning. Another tool that will further integrate technology for a student is the use ofAppleʼs iPod Touch. With the rapid creation of applications, students will be able to followand/or create blogs, listen to podcasts (or create his/her own!), search the dictionary, use ascientific calculator, or freely listen to iTunes University options—to name just a few. Thetechnology-focused curriculum will enable mass distribution of educational models andresults, ensure a high probability of student engagement and regular school attendance, andallow students to learn at their own pace, thus fostering a deep understanding of the corecurriculum.

Todayʼs students face technology opportunities previous generations could only imagine. The29 Borasi, R. (1992). Learning mathematics through inquiry. Portsmouth, NH: Heinemann.30 “Overview of Technology and Education Reform.” U.S. Department of Education. July 2009.

<http://www.ed.gov/pubs/EdReformStudies/EdTech/overview.html#goals2000>.31 KnowledgeWorks Foundation. “2020 Forecast: Creating the Future of Learning.” 2009. <www.futureofed.org>.


acceleration of technology has allowed for rapid dissemination and application of information,especially within the fields of science and mathematics. Meaningful integration of technologyenhances learning experiences.32

LOUISIANA CORE CURRICULUMThe Louisiana Grade Level Expectations and Louisiana Core Curriculum underpin the overallstructure of the curriculum and provide the basic foundation for the core subject areas that willbe taught.

The Louisiana Core Curriculum (LCC) is aligned with national standards, which effectivelyalign the aforementioned components. In many respects, the expectations of the State Boardof Elementary and Secondary Education are equal to, if not greater than, the expectations ofmost states in regard to accountability. For these reasons, Helix High School: ADM will usethe Louisiana Core Curriculum to teach the state content standards in English Language Arts,Mathematics, Science, and Social Studies.

Scope and SequenceFreshman Year: Students will have multiple real-world opportunities to study and integrateAlgebra I, Physical Science, Technology, and Engineering concepts that incorporate causalresearch strategies (e.g., Cothernʼs Four Question Research Strategy33). During the course ofthe year, students will learn how to collect, display, and analyze data and report their researchfindings. Some of these investigations will occur outside of the classroom at a local field site.For example, students may investigate the scientific and mathematical dynamics at a waterpark. They will be expected to choose a Capstone Scientific Research (CSR) project thatinterests them and capitalizes on the phenomena identified at the water park. Ninth gradetechnology, science, and mathematics proficiencies will be integrated into these field-basedprojects and research experiences. Ideas that span these three areas may include digitaloperations and concepts, investigations in energy, force and motion, solving basic equations,identifying independent/dependent variables from scientific and algebraic perspectives, andmodeling real life relationships in linear functions. Since students will most likely beunaccustomed to project-based inquiry methods, it is anticipated that the 9th grade year will bean adjustment period as students learn to meet the expectations of rigorous self-directedprojects.

Sophomore Year: While the content areas will address Biology I, Geometry, Technology, andEngineering, the inquiry-based methodology will emphasize descriptive research strategies.The LSU lakes, the Baton Rouge Recreation and Parks Commission BlackwaterConservation Area, or a water purification plant will serve as possible field study sites.Deductive and inductive reasoning premises, along with dimensional structures in geometry,will complement the biological investigations. Technology and engineering applications willuse models and simulations to explore these complex Systems and issues. The researchmethods will build on causal strategies introduced in the previous year and will highlight morequalitative approaches to research. The research methods will include collecting data to yieldnew information, generating better questions, and learning to synthesize emerging patternsthat lead to new questions and further investigations.

Junior Year: Recognizing that students may be enrolled in a variety of science andmathematics courses to meet their own needs and interests, the junior year content courseswill target correlation research strategies that complement the content area and explorerelationships among variables at field study sites. For example, chemistry students might

32 Newby, T., Stepich, D. Lehman, J. & Russell, J.(2006). Educational technology for teaching and learning. (3rd ed). Upper SaddleRiver, NJ: Pearson, Merril, Prentice Hall.

33 Cothron, Giese, and Rezba, Students and Research, 2000


engage in studies related to a chemical plant, while physics students might engage inresearch related to the Livingston Interferometer Gravitational Wave Observatory (LIGO).Engineering concepts and technology standards that emphasize communication andteamwork will be embedded in projects and assessments throughout the year. Examples willinclude collaborating and publishing with peers and experts and employing a variety of digitalmedia to communicate information effectively to multiple audiences.

Senior Year: In their senior years, students will continue to diverge and specialize in areasbased on their interests. The content courses will provide opportunities for students to designand carry out creative, complex field investigations that draw upon previously masteredcontent and research methodologies. Junior and senior level students will use increasinglysophisticated technology and tools to collect, analyze, and synthesize data and share theirresults. It is anticipated that seniors will rely more heavily on mentors as they progressthrough high school, with the senior year showing the most growth and maturity. They willhave the experience and knowledge to use critical thinking skills, plan and conduct research,manage projects, solve problems, and make informed decisions using appropriate digital toolsand resources. Graduating seniors will exhibit model leadership qualities and have thecommunication, content, and research backgrounds to enter the next phase of their lives wellprepared for the postsecondary and career paths they have chosen.

Helix High School: ADM will take every reasonable measure to ensure that all student needsare met. The school will team students with a staff advisor, who will monitor the studentʼspersonal and academic development and serve as the point of contact for the family. Additionally Helix High School: ADM will put into place a counseling System to assist allstudents in preparing high quality applications for college, taking required exams, andensuring they are aware of TOPS criteria to qualify for the scholarship completion of highschool. Students with special needs will also receive individual attention in a full inclusionmodel. The high school will monitor student academic progress and create an individualizedplan for each student to succeed in course passage, grade promotion, high schoolgraduation, and university admission. To best serve all students, including the at-risk targetpopulation who may need remedial help in coursework to close the achievement gap, HelixHigh School: ADM teachers will create an individualized educational plan for each student,schedule weekly team planning time to discuss how to overcome learning challenges withstudents who need extra attention, and monitor progress toward academic achievement, asoutlined in the TOPS curriculum. Helix High School: ADM will offer a variety of opportunitiesfor remediation on an as-needed basis to students who require further support.

MEASURABLE ACADEMIC GOALS OF HELIX HIGH SCHOOL: ADMGoals and Criteria for Measuring Academic Viability

Criterion: AttendanceStudents regularly come to school on time:

! Year 1: Tardiness < 15%, ADA = 90%! Year 2: Tardiness < 12%, ADA = 91%! Year 3: Tardiness < 10%, ADA = 92%! Year 4: Tardiness < 8%, ADA = 93%! Year 5: Tardiness < 5%, ADA = 95%

Criterion: State Assessments


Students show comprehension of Louisiana State Standards:



Sophomores:



Sophomores:




Sophomores:




> 90 % on-time graduation


Sophomores:




> 90% on-time graduation.

Criterion: Benchmarking


Students indicate growth among the following assessments: Northwest EvaluationAssociation (NWEA), End-of-Course Assessments, and Presentations of Learning(POLs).

Year NWEA End-of-Course Exam POLs1 Set Benchmark Passage: > 80% Score: > 80%2 10 point gain Passage: > 80% Score: > 80%3 8 point gain Passage: > 80% Score: > 80%4 5 point gain Passage: > 80% Score: > 80%5 3 point gain Passage: > 80% Score: > 80%

Criterion: PromotionThere is steady growth in percentage of students who enter a grade in year one and arepromoted to the next grade in year two.

! Year 1: Freshmen: 75+% ! Year 2: Freshmen: 78+%

Sophomores:

75+%

! Year 3: Freshmen: 80+%Sophomores:

80+%

Juniors: 80+%! Year 4: Freshmen: 82+%

Sophomores:

80+%

Juniors: 85+%! Year 5 Freshmen: 85+%

Sophomores:

85+%

Juniors: 90+%

Criterion: Teacher RetentionThe school retains teachers so there is little attrition, and little disruption inadvisor/advisee process.

! Year 1: Retention = 70+ %! Year 2: Retention = 75+ %! Year 3: Retention = 80+ %! Year 4: Retention = 85+ %! Year 5 Retention = 90+ %

Criterion: Parent Involvement


The school regularly engages parents/families as evidenced by the following data: (a)parent attendance at quarterly benchmarking conferences; (b) completion of twovolunteer hours monthly; (c) attendance of parents at sub-committee meetings (led by aparent who serves on Helix Board); (d) completion of two home visits a year..Year 1 (a) = > 50% (b) = > 25% (c) = > 10% (d) = > 50%Year 2 (a) = > 60% (b) = > 35% (c) = > 20% (d) = > 60%Year 3 (a) = > 70% (b) = > 40% (c) = > 30% (d) = > 65%Year 4 (a) = > 80% (b) = > 45% (c) = > 40% (d) = > 70%Year 5 (a) = > 80% (b) = > 50% (c) = > 50% (d) = > 75%

Criterion: Stakeholder SatisfactionThe school provides a voice to its students, parents/families, teachers, staff, volunteers,and industry and community partners to receive guidance about the quality of theschoolʼs services through surveys that are administered in the 2nd and 4th quarters.Surveys have a scale of 0 – 3, where 0 represents “extremely dissatisfied,” and 3represents “extremely satisfied.”

! Q2 survey averages will equal 1.5 or higher each year! Q4 survey averages will equal 2.5 or higher each year

Monitoring and Reporting We believe that instructional methods and practices and effective delivery of the LouisianaCore Curriculum are vital to academic success. We will hold our school leaders accountablefor instructional methods and practices and effective delivery of the Louisiana CoreCurriculum by regular interim monitoring of the progress of the school toward its establishedannual goals as outlined in the charter.

The Executive Director and the Director of Achievement will report monthly to the Helix Boardon observations and student academic progress to determine improvement needs. Theschool's instructional methods and practices focus on students working in collaborative teamson authentic projects with real-world connections. This is a shift from high-stakes testingpreparation, and therefore requires authentic measures appropriate to this pedagogical focus.Progress, then, is measured in a multimodal fashion including, but not limited to, feedbackfrom teachers, students, and parents; presentations of learning; exhibitions of projects; anddemonstration of learning in class. School performance will be evaluated through national andstate comparison of standardized testing, student attrition rates, teacher satisfaction, familysatisfaction, and community satisfaction as measured through surveys. Additionally, the highschool will use monthly monitoring reports (third party consulting company) and annualexternal educational audits (measurements produced by an external evaluator).

In the event that monthly and/or quarterly monitoring shows that progress toward the goals isnot being made, the Director of Achievement will conduct a review to determine if the SchoolImprovement Plan should be revised. If so, an effective implementation will begin immediately(see Appendix Strategic Achievement Plan.) If the school finds itself in any year in AUS1(Academically Unacceptable School First Year), it will adhere to all the requirements of theLouisiana Accountability System.

We believe that the school leader drives the success of the school, and we are committed tosourcing the best possible instructional leadership for the proposed school. We supportschool leaders in line with the ISLLC (Interstate School Leaders Licensure Consortium)standards for educational leaders, coupled with ongoing coaching and professional


development opportunities each month led by local and national experts in the areas ofinstructional leadership and school reform. While understanding the need for consistency, wewill make changes in the leadership if evidence shows that the individual at the helm is notperforming to the standards and expectations set forth by the Executive Director and the HelixBoard of Directors.

Students with ExceptionalitiesCOMPLIANCE WITH FEDERAL LAWS AND REGULATIONS

Helix High School: ADM will comply with the laws governing the education of children withdisabilities; i.e., the Federal Individuals with Disabilities Education Act (IDEA), 20 U.S.C.§§1400-1485, and Louisianaʼs Education of Children with Exceptionalities Act, LA R.S.17:1941 et seq. The school and its educational partners understand the mandate of theselaws, which stipulate that charter schools, like traditional schools, must provide children withdisabilities a free, appropriate public education that includes them in regular classrooms to thegreatest extent possible. We also understand that charter schools, as the local educationalagencies or LEAs, are legally responsible for putting all of the necessary Systems in place toensure that children with disabilities enjoy this right to a free, appropriate public education.

The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973reinforce the central idea of IDEA: to the maximum extent possible, a school must includechildren with disabilities in its regular activities and curriculum. The ADA requires schools tomodify its physical facilities to provide students with disabilities the greatest possible access.Section 504 requires schools to actively seek out and identify children with disabilities so thatit may provide them with the free and appropriate public education required by IDEA.

ServicesHelix High School: ADM intends to respond to the needs of students with disabilities in waysthat will enable them to achieve to the best of their abilities. Services will generally includespecially designed instruction, program modifications, classroom accommodation, andsupplementary learning aids and services.

If students need additional services in line with special education, Helix High School: ADM willdirectly provide them or coordinate to find a provider. Special education services will include,but will not be limited to:

! Speech, occupational or physical therapy! Interpreters! Medical services! Orientation and mobility services! Adaptive physical education! Parent counseling and training in support of the IEP! Psychological or counseling services! Recreation services! Rehabilitation! Social work services! Transportation

Helix High School: ADM will directly provide all services to the maximum extent of ourresources and capabilities, and as they relate to the fair and equitable provision of our studentacademic achievement program. Third-party contracts will be enacted in some cases.


Personnel Devoted to Students with DisabilitiesThe school design and staffing will provide Special Education staff. Professional developmentwill be provided to both the Special Education staff and regular teaching staff who areassigned to instruct students identified as having a disability. To accomplish this objective, theschool will:

! Contract a third party IEP Site Facilitator! Develop a school-wide strategic plan that covers:

! Identification and evaluation of students with disabilities! Development and implementation of IEPs! Integration of students with disabilities into regular classrooms! Communication with parents of students with disabilities! Provision of appropriate training for each regular education teacher who serves

a student with special needs in his/her regular classroom! Provide each teacher with Special Education training no later than 10 days after a

student with a disability is placed in his or her classroom! Ensure that each teacher receives a signed copy of the studentʼs IEP no later than 5

days before the student is placed in his or her class! Inform teachers that they have the right to participate on the IEP team of any student in

their classrooms! Inform teachers that they have the right to call an IEP team meeting about any student

in their classrooms when they have good reason to do so! Respect the law that makes it illegal for a school to require any regular education

teacher to perform any health or medical procedures for a student with disabilities(although a teacher may, if s/he wishes, perform such services after proper training)

IEP Assessment, Review, Revision, and ImplementationIdentification ProcessIdentification, goal setting, and implementation of the Individualized Education Plan are thekeys to providing children with disabilities an academic program that will improve theirlikelihood of success. Helix High School: ADM and its educational partners understand that achild with a disability is any child who meets both of the following criteria:

! S/he has a specific and identifiable learning disability, severe developmental delay,mental or physical impairment, or serious emotional disturbance

! This disability affects his or her ability to participate in the schoolʼs normal curriculum

As a result the school will:! Establish an in-school committee to handle all special education referrals. This

committee will include the principal or his/her designee, at least one general educationteacher, and at least one special education teacher

! Develop an internal referral policy:! Train teachers to recognize signs of common disabilities! Encourage teachers to report suspected cases of students with disabilities! Provide a standard internal referral form! For each referral, call a meeting of the in-school committee that must also

include the referring teacher

Within 10 days of a referral, the committee will meet and decide whether to evaluate thestudent. If a parent requests an evaluation, the school will initiate the internal referral processand conduct an evaluation as indicated by the referral process.

To ensure that there is a consistent and effective method for evaluating students suspected ofhaving a disability, the school will collaborate on the development of an evaluation policy:


! The policy will require the school to obtain parental consent to perform the specificevaluation procedures proposed

! Once a parent gives consent, the school will evaluate the student within 60 days. If thestudent is found to have a disability, an IEP will be developed within 30 days of thedate of the finding

! If a parent does not consent, the school will conduct a hearing to determine whetherevaluation is necessary

! If the outcome is in the schoolʼs favor, the school will conduct the evaluation! If the outcome is not in the schoolʼs favor, and the school believes that the child

will benefit from evaluation, the school will appeal! If the appeal is denied, the school will take no further steps to evaluate the

student or to provide him or her with services

The team of evaluators that the school utilizes to perform evaluations will consist ofindividuals who are:

! Certified as examiners by the LA Department of Education! Qualified in two or more disciplines

The evaluations will consist of a variety of assessments to determine a childʼs strengths andweaknesses. They will also include observation of the child in his or her regular classroom bya teacher other than the referring teacher.

The evaluation team will issue a written evaluation report. Parents will receive a copy of thisreport within three days of completion, and the report must otherwise be kept confidential.The report will contain:

! A determination of whether the child has a disability! The basis for this determination! Notes on the childʼs behavior from observations! Educationally relevant medical findings or test results (if any)! The teamʼs conclusion about the effect of the childʼs disability on his or her academic

achievement! The teamʼs conclusion about whether the gap between the childʼs ability and

achievement is correctable without special education! The teamʼs determination about the effects of the childʼs environment, culture, or

economic disadvantage, if any

The school will also develop a re-evaluation policy to ensure that individualized educationplans for children with identified disabilities are reviewed and updated if necessary on aperiodic basis, but no less frequently than once a year. The re-evaluation policy will be asfollows:

! Parents, teachers, or administrators may request re-evaluation no more than once perschool year, unless all parties agree to more

! Children receiving special education services must be re-evaluated at least once everythree years

! A student must receive a new evaluation prior to the initiation or cessation of specialeducation services

! No child can be qualified as needing special education if the discrepancy betweenhis/her ability and achievement is due to a lack of proper instruction in any subject orskill evaluated, including a lack of fluency in English

! No child who is currently using illegal drugs may be qualified as needing specialeducation, even if that child would otherwise qualify


Once a child is evaluated and determined to have a disability, the schoolʼs IndividualizedEducation Plan (IEP) Team will convene to develop an individual education plan for thestudent. The individualized education plans developed by the IEP Team will, as the namesuggests, be individualized based on the studentʼs needs. Consistent with the spirit of IDEA, itwill outline a plan that places the student in the “least restrictive environment” that willfacilitate learning and include him or her in the regular classroom to the maximum extentfeasible. It will be structured to encourage collaboration and cooperation among teachers andthe Special Education team.

The IEP team will meet no later than 30 days from the date that the child is determined tohave a disability and will consist of the following individuals:

! The childʼs parents! One of the childʼs regular education teachers! At least one special education teacher! A school administrator qualified to make decisions about special education! An instructional expert (if none of the other members qualify)! A bilingual staff member or translator, if appropriate! The child, if appropriate

The IEP team will develop an Individualized Education Plan that states in writing:! The studentʼs present levels of academic achievement and performance! A description of how the studentʼs disability affects his/her involvement and progress! Measurable annual goals for the student, including a description of any alternative

benchmarks or objectives that differ from the normal curriculum! A description of the special education and related services to be provided! A description of the extent, if any, to which the child will not participate in regular

classroom activities! Explanations of modifications for district or state standardized tests, if any! The date on which services will start and the projected duration! Additionally, for any student who reaches the age of 14 and has an IEP, the IEP will

state in writing:! Appropriate, measurable post-secondary goals for the child! A description of any necessary transition services! A statement that the child has been informed of his or her rights

Once the parent consents to a childʼs placement as determined in his/her IEP, the student willbe placed within 10 days.

Informing Parents of Student Progress on Annual IEP Goals and CurriculumAn initial IEP must be authorized and signed by parents before the school can begin anyindicated services or activities. These caregivers will then receive a copy of the studentʼs IEPat no cost. Thirty days will be given to review and carefully consider the plan. Onceaccepted, the IEP can also be modified. Any team member can initiate a meeting at any pointin the school year to propose changes to the IEP. Further, the IEP will be reviewed by theteam – which includes parents – on an annual basis. Individual teachers will review academicprogress on a more regular basis. This information will be shared with parents duringquarterly parent-teacher meetings or as often as requested.

In addition, the school will identify all special needs students on state assessments asrequired by the state of Louisiana. The results of the academic progress and status of allidentified students will also be reported as required. Any mandates, or changes therein, totrack and report the progress of special education students will be honored at all times. State


examination outcomes will also be made readily available to parents.

Further, the school will provide parents with a Procedural Safeguards Notice. This documentwill outline all procedural safeguards built into the Individuals with Disabilities Education Act.This information will be written in understandable language and will be translated into thenative language of non-English speakers.

Finally, the school will create a communication policy specifically for the parents of studentswith disabilities, which will be consistent with the Louisiana state education requirements for aspecial education parent communication policy.

Students with Extended Year Service NeedsHelix High School: ADM will ensure that the achievement needs of disabled students are metwith the proper accommodations. The IEP Team will not only develop individualized plans,but will also hold regular meetings to proactively plan for the most engaging and effectiveachievement experiences for disabled students. These special meetings will be held byschool-based staff members, but will also be open to parents. The calendar of the school isyear-round, with two-week breaks between each 10-week quarter. Any additionalaccommodations that are needed for disabled students, including student needs while theschool is not in session, will be assessed and recommended to school administrators, whowill act accordingly.

Recruitment and Retention of Students with DisabilitiesThe school will work with local stakeholders to recruit students. Special emphasis will beplaced on welcoming new students with disabilities. We intend to implement the followingstrategy to reach prospective students:

! Brochures, pamphlets, and fliers will be readily available for interested families(materials will be translated into relevant languages)

! Recruitment events will be held at the school to provide information to parents! We will participate in strategic community events as a way of broadening exposure! Enrollment recruiters will target local community organizations, recreation centers,

churches, and middle schools, and may go door-to-door to share information

STUDENTS WITH LIMITED ENGLISH PROFICIENCYIdentificationThe families of all new students to the school will complete a student registration form. Onthe form will be three questions that serve as the first step of the screening process todetermine whether a child is in need of ESL services. These questions are:

! What is the first language learned by the student?! Is there a language other than English used at home, and if so, what is it?! What is the language the student uses most often?

Where a student's registration form shows the use of a language other than English, thestudent will be identified as a language minority student and must be screened for Englishlanguage proficiency. Students whose first language was a language other than English, orwho speak another language most of the time, must also be screened for English languageproficiency. Students identified as language minority will be administered the Language AssessmentScales (LAS) Test. This test is an objective screening instrument used to assess Englishproficiency in order to determine whether the student is "Limited English Proficient" (LEP) andtherefore eligible for services in the school's ESL program.


The school will provide a comprehensive achievement program designed to provideeducation that leads to the attainment of English proficiency and academic achievement. Inaddition to the above sources, the schoolʼs strong and inclusive community will provide addedsupports. Children with LEP will be equally celebrated, encouraged, and inspired to developand demonstrate accomplishments.

Tracking LEP Students AppropriatelyEach teacher of LEP students will be required to develop a year-round achievement plan toaddress the English language learning needs of specific students. The purpose of this planwill be to reflect regularly on individual progress with the goal of achieving proficiency duringannual English Language Arts (ELA) assessments. A major component of this plan will be forstudents to be included in group projects and other activities along with non-LEP students tothe greatest extent possible. Parents will be required to review and authorize their childrenʼsplans, with the opportunity to make recommendations for change at any point during designor implementation of the plans. Teachers will also be able to recommend adjustments to theLEP plan (with caregiver approval) for students to make effective progress.

In addition to teachersʼ weekly progress notes on the LEP plan, studentsʼ scores on StateELA exams will be used to aid in ongoing monitoring. These data will serve as the mostimportant marker of English language improvement, as scores are generated againstscientifically accepted and standardized benchmarks. After achieving ELA proficiency, theacademic progress of former LEP students will be monitored for two years. This will includefuture ELA scores as well as state content standards-based assessment, with primacy givento math scores. If a student fails to make academic progress during a monitoring year,students may be retested and reassessed, and their achievement plans revised.

Strategies for Academic SuccessHelix High School: ADM will implement a range of strategies to respond flexibly to the needsof LEP students and ensure academic success. At each grade level, research-basedlanguage learning programs will be implemented. Due to the small school environment of theproposed school, students will have many opportunities to engage in these programs fordeepened instruction during individualized and small group study.

Teachers and staff will not only adjust achievement content but will allow students to receiveinformation and to demonstrate what they have learned in ways that are appropriate to theirlevel of English language acquisition. Classroom strategies to be used will include, but not belimited to, the following:

FOR TEACHERS

MATH! Problem Solving

! Teach five simple steps to assist the student in solving a math problem! Locate key words! Guess and check! Make a table! Draw a picture! Use logic

! Teacher Think Aloud ! Talking about the thinking process when modeling for students

! Student Developed Glossary


! Students keep track of key content and concept words and define them in a log

READING! Chunking and Questioning

! Grouping information so it is more easily understood

! Graphic Organizers ! Visual aids that help students organize information

! Reciprocal Teaching! After training students in specific reading strategies and modeling these strategies,

divide classes into small groups and assign individual students to take turns "teaching"and "modeling" the strategies in their small groups

FOR STUDENTS! Oral rather than written quizzes! Alternative or modified assignments! Extended time for tests and assignments! Taking tests in a quiet room! Assistive technology

To the extent practical, LEP students will also be provided reasonable accommodations onstate and standardized academic assessments.

Homeless StudentsAppendix Helix Homeless Student Policy ensures the registration and continuity of educationfor homeless students, in accordance with the mandates of Federal Public Law 100-7, theStewart B. McKinney Homeless Assistance Act, as amended by the No Child Left Behind Actof 2001. The Appendix Helix Homeless Student Policy provides a definition of a “homelessstudent” and details the registration procedures for homeless students.

Gifted and Talented StudentsThe proposed high school will differentiate instruction and curriculum to meet the needs of allstudents, including G/T students. The coordination of gifted and regular education curriculumwill be differentiated to meet the individualized benchmarks in place for all students. This canbe accomplished through careful identification of G/T students, adequate professionaldevelopment for teachers, and allocation of necessary resources.

To meet the needs of G/T students, the school will assess student ability through tests andpersonalized assessments to devise an IEP for each student. Rural students, in particular,have cultural and economic implications that potentially impact student referrals for G/Tprograms prior to admission of the proposed high school. The school will work to overcomethese challenges and ensure that all students are adequately evaluated for G/T classification.

As students are identified as G/T, the teaching team will develop individualized standards foreach child that will complement state and national standards and will monitor progress andissues. In addition to including annual academic growth, the IEP of each student in theproposed high school will include support for individual emotional needs.

The school will emphasize enrichment, acceleration, higher-level thinking skills, multi-disciplinary content, abstract thinking skills, and a higher degree of complexity for all students,increasing expectations with the intention of raising student achievement. Resources will beallocated to meet the needs of G/T students, including but not limited to opportunities foracademic competitions, consultations, independent study, interest-based workshops,


mentorships, advanced placement classes, co-/extra-curricular activities emphasizingacademics, enrichment class options, emotional support, and concurrent and dual enrollmentoptions at LSU.

The proposed high school will adhere to mandates by the state of Louisiana for staffdevelopment and teacher certification requirements for meeting the needs of G/T students.The G/T staff, along with the leadership of the school and external evaluators will provide areview of the G/T program as it is integrated in the regular education curriculum.

Student EvaluationAssessments Helix High School: ADM will implement all assessments required by the LouisianaAccountability and Testing System. To qualitatively and quantitatively track studentsʼacademic progress, faculty and staff will use authentic assessments based on a studentʼslearning style and needs. Including the studentʼs voice is an important aspect of thisassessment process. Students will take on the responsibility of providing formative andsummative assessment evidence of their own learning. Performance will be measured daily,weekly, quarterly, and at the end of each year. Assessment tools will include observation andconversation, teacher-made tests, group projects that are “Presentations of Learning” (POLs),end-of course assessments, and standardized and/or high-stakes tests such as the “IntervalLouisiana Evaluation and Assessment Program” (iLEAP) and “Graduation Exit Examination”(GEE). Students with special needs will learn in a full inclusion model and in accordance withtheir Individual Education Plans (IEPs).

Using Data to Improve InstructionAuthentic assessments will include peer and community-juried projects presented anddisplayed in school and community settings. An annual Capstone Scientific Research (CSR)project will provide students (individually in 9th and 10th grades and collaboratively in 11th and12th grades) opportunities to demonstrate competencies and illustrate their understandings ofboth content and process. The content teachers will guide students through the inquiryprocess, which starts with framing the studentsʼ questions through the development of theresearch plans, continues with the collection and analysis of the data, and concludes withcommunication of the studentsʼ understandings to their mentors and peers. A late JanuaryCSR Symposium will provide a public forum in which the students will communicate theirproject findings to a larger audience. Outstanding capstone projects will be selected forcompetition at the annual regional and state science and engineering fairs.

Assessment data from all sources will be collected and conveyed to the instructional staff ona monthly basis. Instructional staff, with the support of the school data collection personnel,will disaggregate the data so that they may continuously improve their instructional methods.

Students with ExceptionalitiesAccommodations and modifications will be made for exceptional students in accordance withtheir IEPs and state and federal regulations. In addition to reviewing the IEP with the specialeducation IEP facilitator (third party contract) and the parent(s) when appropriate, teacherswill receive professional development on how to provide some of the more commonaccommodation strategies, such as:

! Administering oral rather than written quizzes! Alternative or modified assignments! Extended time for tests and assignments! Administering tests in a quiet room


! Assistive technology

EvaluationFrequent monitoring of progress, calls for the monitoring of progress at the school level, aswell as the student level. Analysis of data can occur only if there exist methods of ongoingassessment which determine whether what is getting done in the school is getting doneeffectively, and ultimately positively affecting the academic progress of students.

In line with Louisianaʼs collaboration with The Partnership for 21st Century Skills, Helix HighSchool: ADM supports a balance of assessments. High-quality standardized testing alongwith effective classroom formative and summative assessments are what define authenticassessment which:

! Emphasizes useful feedback on student performance that is embedded into everydaylearning

! Requires a balance of technology-enhanced, formative and summative assessments thatmeasure student mastery of 21st century skills

! Enables development of portfolios of student work that demonstrate mastery of 21stcentury skills to educators and prospective employers

! Enables a balanced portfolio of measures to assess the educational Systemʼseffectiveness at reaching high levels of student competency in 21st century skills

Authentic 21st century assessments are the essential foundation of a 21st century education.Assessments must measure all five results that matter — core subjects; 21st century content;learning skills; ICT literacy; and life skills. To be effective, sustainable and affordable,assessments must use modern technologies to increase efficiency and timeliness.Standardized tests alone can measure only a few of the important skills and knowledgestudents should learn. A balance of assessments, including high-quality standardized testingalong with effective classroom assessments, offers students a powerful way to master thecontent and skills central to success

Lead AnalystThrough its collaboration with Louisiana State University, Helix High School: ADM faculty willbe guided through the collection and analysis of student assessment data. LSUʼs Departmentof Educational Research is a forerunner in educational measurement. Dr. Eugene Kennedy,Associate Professor in the department will be the expert who will be involved in training thestaff about the triangulation of data that will provide an authentic projection of schoolperformance.

The principal will be the school leader who is responsible for guidance and facilitation of theassessments—and their alignment with Louisianaʼs goals in the Partnership for 21st CenturySkills. Ultimately each advisor is the person that brings together all the data regarding astudentʼs performance to evaluate the accuracy of the studentʼs Individual Learning Plan.

STRATEGIC ACHIEVEMENT PLANThe Executive Director and the Principal (once hired) will revise the Strategic AchievementPlan. In collaboration with the Director of Achievement, a detailed School Improvement Planwill be created once data is collected from the school. Helix High School: ADM plans to usethe following data to make instructional and curriculum refinements as necessary:

! Daily individualized assessments of student progress (computerized)


! Weekly teacher sessions sharing student work

! End-of-term comprehensive exams review (review of questions)

! Mid-year "preliminary" exams in all core subjects,

! Yearly analysis of progress of curriculum and student performance

! Rigorous faculty self-reflection on their own learning, with each faculty membersubmitting a professional portfolio to the school's board of directors annually

Under the direction of the school leader, classroom teachers will be responsible for monitoringthe academic progress of each student in their team by interpreting data, working in teachingteams to plan and adjust the instructional program based on analysis of results, implementinterventions, and monitor effectiveness. When the progress of the students is determined tobe unsatisfactory, the leadership team will determine a plan of action that will include theallocation of additional resources to ensure the success of the students, as necessary.

Students will be expected to take ownership of their own academic progress, understandingthat it contributes to the overall success of the school. They will be involved in evaluating theirown learning through participating in computerized assessments that provide individualizedfeedback, which will be accessible for students and teachers to review at any time. Thisinformation, coupled with standardized test results, and all other assessment data used in theschool, will help students, teachers, and parents to a mutual understanding of studentprogress and will drive decisions for remediation or other support needed to improve studentlearning and the schoolʼs improvement overall. Students will also work on group andindividual portfolios to demonstrate proficiency in core subjects. Students select all the work intheir portfolios, choosing the work that best demonstrates their progress towards academicgoals and mastery of the appropriate Louisiana Core Curriculum Standards, as well as thework of which they are most proud.

In the event that the review findings show that the academic goals of the school are not beingachieved, the leadership team will facilitate development of an extensive educational andoperational review, which will determine what obstacles are inhibiting the success of studentsindividually and collectively. Based on this review, teachers will shift the focus of their normalprofessional development, both the scheduled daily professional development time and theadditional professional development and planning time throughout the year, to focus onimprovement planning.

REPORTING STUDENT PERFORMANCEHelix will provide reports each semester to the local school board and the community onprogress toward the established annual goals as defined in the charter. A data report will beprovided to these organizations and will describe where the school is in regard to thefollowing:

! Student Academic Achievement! Average Daily Attendance! Promotion (course and grade)! Teacher Retention! Graduation Rate (year four and beyond)! Parental Involvement! Stakeholder Satisfaction


Reporting to families will be conducted formally each quarter through student-ledachievement conferences attended by family members and core teachers. Theseconferences will explore the academic and social progress of the student in terms of goalsthat will move the student toward proficiency on the state assessments and the progressmade toward achieving these goals.

PROMOTION AND GRADUATION POLICY

HELIX WILL ADHERE TO THE LOUISIANA REQUIREMENTS FOR HIGH SCHOOLGRADUATION:

English 4 creditsMathematics 4 creditsScience 4 creditsSocial Studies (Civics, Free Enterprise, World History, American History) 4 creditsPhysical Education and Health 2 creditsForeign Language 2 creditsArts 1 creditElectives 3 creditsStudents must pass the Louisiana State Graduation Exit Exam with a score of Basic or above.All students must complete grade-level portfolios and present portfolios at the end of each year

In addition to the courses required for graduation, Helix High School: ADM will offer courses,such as fine arts, computer science, American history, civics, foreign language, and otherhistory courses (world, western civilization, etc) that are required for students to qualify forTOPS.

Students will have an opportunity to enroll in a sequence of courses that will prepare them forsuccess in post-secondary education and careers. The core curriculum and electives for allstudents offer instruction based on the state standards. A prescribed sequence of courseshelps students develop skills for the workplace and discover which career is best for them.Interdisciplinary English and Social Studies classes at each grade level will provide studentswith a sequential skills base through core literature and key turning points in history, guidedby the state standards. The technology program offers students courses in networkmaintenance and multimedia production. Core courses include computer skills, web design,and multimedia production.

Teachers will work diligently to meet the state academic standards in all required areas. Dailystaff meetings will serve as a conduit for discussion of curriculum standards, interdisciplinarycoordination, curriculum alignment, and examination of student work. All disciplines work tocreate course level assignments and assessments to meet the standards. Administration andteachers will look at data for standardized test scores and break down results by contentclusters, quintile numbers, and state subgroup components.

Supplemental courses during the breaks and small classes during the regular school yearassist students with their daily work and with external exams such as the SAT and ACT. Lessons incorporate research skills, project development, and multimedia presentation skills. Science coursework is enhanced through the use of research projects, formal lab reports,mentors, and real-world investigation and projects.

Students will be able to investigate career paths through the service learning project program,which will include site visits, interviews, and resume building.


The school will create a website where parents and students will be able to check teacherweb pages for assignments and course goals. The site will encourage communication, informstakeholders of graduation and course requirements, and provide information and resourcesincluding: Powerschool, a Pearson product that is used as a tool for parents to access dailygrades, links to research engines, and links to the counselor. In addition to the tool forparents, Powerschool has custom report development tool design to meet the needs ofeducational data reporting, a web-based classroom management System designed forteachers, assessment analytics that reflects high-stakes exam scores and other measuresspecified by the school, a web-based, automated schedule builder that includes prerequisitechecking and teacher recommendations, and other features that will be beneficial to theschool operations.


Professional DevelopmentOVERVIEW

Teachers and school leaders will participate in professional development focused ontechnology, project-based learning, 21st-century learning methods, and other topics asneeded. Additionally, industry and university partners will work in teams with teachers at theschools to design student assignments that are aligned with university coursework and real-world industry practices, both of which will engage students in relevant lessons as theteachers monitor student progress toward meeting Grade Level Expectations.

Professional Development LeadThe Director of Achievement will oversee professional development and report directly to theExecutive Director. S/he will be responsible for and involved in the collection and analysis ofassessment data for student evaluations. The other primary responsibility of the Director ofAchievement will be to develop, implement and evaluate professional development plans.

Pre-Opening Professional DevelopmentThe Appendix Helix Professional Development Schedule Prior to School Opening elaborateson the professional development teachers will undergo prior to the opening of the school(early July 2010, if approved). Four days of scheduled professional development will prepareteachers for what students will experience through project-based learning, digital portfolios,presentations of learning, and much more. This portion of the professional developmentschedule is designed to prepare teachers for team teaching, integrated delivery ofcoursework, and technology integration in the classroom, all of which are necessary forsuccessful teaching in Helix High School: ADM. We envision that teachers will walk awayfrom the training with a clear idea of what the students will experience, as well as the toolsand techniques with which to execute the pedagogical strategies they have learned.

In addition to the aforementioned professional development, teachers will participate in threedays of project planning at the school site to work on team building, meet with specialeducation teachers to discuss a plan for inclusion of students, and perform specific projectplanning.

Ongoing Professional DevelopmentA proposed draft of a professional development schedule has been developed; see AppendixProfessional Development Schedule to ensure that teachers have daily professionaldevelopment sessions throughout the school year. These meetings can be found on thesample school schedule as the first item of the day. A sample weekly schedule for dailyprofessional development is provided below:

! Monday: Collaborate with interdisciplinary team on project planning, scheduling, andstudent issues

! Tuesday: Teachers collaborate on solving issues at the school level! Wednesday: The entire faculty meets to discuss school issues, plan, and collaborate! Thursday: Teacher mentors meet with their mentees! Friday: Teachers focus on Parent Communication, which can take place via emails and

phone calls, notes, face-to-face meetings, and/or the teacherʼs digital portfolio

As an all-inclusive school, students of mixed abilities will be an integrated part of the learningenvironment. With this approach, special education teachers and social workers willparticipate in all professional development activities in partnership with core subject andelective teachers.


During the staff professional development days at the beginning of the school year, thespecial education teacher will lead a day-long workshop, sharing specific strategies aimed atincluding all students in project teams throughout the school year. These workshops willinclude consultants, learning specialists, parents, and students with learning differences. Webelieve that the perspective these experts provide teachers will prove invaluable throughoutthe year.

The professional development program provides training, support, and the opportunity forhands-on learning, so that teachers can understand project-based delivery, technologyintegration, creation of digital portfolios, presentations of learning, and other activities that willbe required of their students. All teachers will be required to experience the challenges theschool offers their students, so they have a better perspective of the difficulty and challengesthat the students might face. The professional development prior to the schoolʼs openingprovides an opportunity for teachers to work in interdisciplinary groups and design projectsbased on grade-level expectations that the students must reach. Teachers will have time tounderstand the most effective uses of the technology that will be used in the classroom as atool for students to complete projects. This is necessary to experience prior to the schoolopening, giving teachers a solid grounding in the use of the tools, resources, and plansneeded to implement the unique curriculum. The three additional days of professionaldevelopment will allow teachers to reflect on what they learned and design lessons for thestudents.

Ongoing assessment, reflection, and retooling are essential in providing a relevantprofessional development program. Multiple assessment methods will be utilized to helpimprove the program throughout the year. These methods include informal feedback fromteachers, formal surveys, self-assessments, teacher learning journals, and a school-wide self-study. The school data manager will be responsible for collecting assessment information andcompiling a report for the benefit of the Director of Achievement, the Executive Director andthe Helix Board of Directors.


Student Recruitment, Enrollment, and AdmissionsThe school seeks to enroll students who reflect the diversity of the surrounding community.The proposed school will not require entrance exams or charge a fee, and there will be nodiscrimination against any student on the basis of ethnicity, national origin, gender, disability,or any other ground that would be unlawful. Admission of students will not be limited on thebasis of intellectual ability, measures of achievement or aptitude, status as a handicappedperson, gender, creed, national origin, religion, ancestry or any other basis that would not bepermitted, as with any public school or school district. Student selection will be an open andcarefully monitored process.

A detailed recruitment plan can be found in Appendix Student Enrollment, along withadmission requirements for the school, tentative dates for the application period, enrollmentdeadlines, lottery dates and procedures, waiting list and re-enrollment procedures, marketingand recruitment information, and a sample enrollment form and recruitment flyer. Helix isaware of state and federal regulations applicable to schools concerning church-state issuesand will comply with these laws.

School Climate and CultureProposed School Calendar 2009-2010

April - May Teacher Preparation & Training onSaturdaysMonday, June 21 – Friday, July 2 Student Orientation

Monday, July 5 4th of July Holiday – School Closed

Tuesday, July 6 – Wednesday, July 7 Faculty: Individual Student Learning PlansStudents: No School

Thursday, July 8 – Friday, July 9Faculty Advisor/Student/Parent

Conferences andStudent Individual Learning Plan

PresentationsMonday, July 12 Quarter 1 Begins

Monday, August 9Mid-Quarter 1 Reports – Faculty

Advisor/Student/Parent Conferences toUpdate Student Individual Learning Plans

Monday, September 6 Labor Day Holiday – School ClosedWednesday, September 15 End of Quarter 1 Review

Thursday, September 16 – Wednesday,September 29

Fall BreakThursday, September 30 Quarter 2 Begins

Friday, November 5Mid-Quarter 2 Reports – Faculty


Wednesday, November 24 - Friday, November26

Thanksgiving Holiday – No SchoolMonday, December 20 - Wednesday, December

22Student Presentations of Learning

(Based on Coursework from Qtrs. 1 & 2)Thursday, December 23 - Wednesday, January 5 Winter Break

Thursday, January 6 Quarter 3 BeginsMonday, January 17 Martin Luther King Holiday – No School


Friday, February 11Mid-Quarter 3 Reports – Faculty


Monday, March 7 - Wednesday, March 9 Mardi Gras Holiday – No SchoolWednesday, March 23 End of Quarter 3 Reviews

Thursday, March 24 - Wednesday, April 6 Spring BreakThursday, April 7 Quarter 4 BeginsFriday, April 22 Spring Holiday – No School

Friday, May 13Mid-Quarter 4 Reports – Faculty


Monday, May 30 Memorial Day Observance – No School

Wednesday, June 15 - Friday, June 17 Student Presentations of Learning (Based on Coursework from Qtrs. 3 & 4)

Monday, June 20 – Friday, July 15 Summer Break

BREAKDOWN OF DETAILS OF THE SCHOOL YEAR

FIRST DAY OF SCHOOL: JULY 6, 2010

SCHOOL DAY END TIME: 5:30PM

HOURS IN SCHOOL DAY: 9 HOURSNUMBER OF

INSTRUCTIONAL MINUTESPER DAY:

360 MINUTES

NUMBER OFINSTRUCTIONAL SCHOOL

DAYS PER YEAR:190 DAYS PER YEAR

NUMBER OF BEFORESCHOOL HOURS DEVOTED

TO ACADEMICS:ZERO

NUMBER OF AFTERSCHOOL HOURS DEVOTED

TO ACADEMICS:AN AVERAGE OF FIFTY HOURS PER

QUARTERNUMBER OF DAYS

DEVOTED TO STAFFDEVELOPMENT DURING

SCHOOL YEAR:20 DAYS, MINIMUM

NUMBER OF DAYSDEVOTED TO STAFF

DEVELOPMENT PRIOR TOSCHOOL OPENING:

7 DAYS, MINIMUM


Sample Daily ScheduleThe school day will be extended to support a project and inquiry-based learning curriculumtied to community and corporate partner participation. Classes will satisfy the Carnegie unitrequirements and will be team-taught and integrated across content areas. Daily facultymeeting time will ensure that the professional staff has sufficient opportunity to coordinateactivities and organize integrated learning opportunities. A typical schedule for the 9th and 10th

grades is presented below. The highlighted sections for math and science, as well as forEnglish and social studies, indicate an integrated approach to learning these subjects. Thesecourses will be taught as a block, and students will reach Grade Level Expectations throughintegrated, project-based methods of learning. The example below shows a five-day cycle.

Monday Tuesday Wednesday Thursday Friday8:30am – 9:15am Faculty

MeetingFacultyMeeting

FacultyMeeting

FacultyMeeting Faculty Meeting

9:30 am- 10:30am Mathematics Mathematics Mathematics Mathematics Mathematics

10:35am – 11:35am Science Science Science Science Science

11:40am – 12:40pm Elective Elective Elective Elective Elective

12:40pm – 1:20pm LUNCH LUNCH LUNCH LUNCH LUNCH

1:20pm – 2:20pm English English English English English

2:25pm – 3:25pm SocialStudies

SocialStudies

SocialStudies

SocialStudies Social Studies

3:30pm – 4:30pm Humanities Humanities Humanities Humanities Humanities

4:30pm – 5:30pm Health/PE SIG Health/PE SIG Advising

CULTURE AND CLIMATE DEVELOPMENTIn order to develop a culture of collaboration, rigor, and authentic projects, all parties –students, teachers, parents, and leadership – must take ownership of the school community.The school culture is built over time through various points of contact, as outlined below.

Information Sessions: Each year, as new students are recruited, the school will host at leastthree information sessions. The meetings will inform potential students about the visionbehind the school, answer any questions, and invite the community to participate in theprocess.

Welcome Session for New Students: Once students have been accepted into the program,the school will host a welcome reception at which new students have an opportunity to meettheir teachers, view example projects, and ask questions about the schoolʼs culture,curriculum, expectations, etc.

Home Visit: Each faculty member (administration, support staff, and teachers) will beassigned to an advisory group. To reach out to families and build personal relationships withthem, advisors will visit studentsʼ homes during the summer.

Summer Bridge: A month before the school year begins, new students will participate in atwo-week introduction to the school. During Summer Bridge, students will create their digitalportfolios, work on introductory projects, and make connections with their classmates.

School Retreat: A month after the school year begins, the entire school community will spendtwo or three days off-site at a retreat facility, having fun, working in teams, and makingconnections across grades.


Community Meetings: Every two or three weeks, the entire school community will gather toparticipate in a community meeting. These experiences will include guest speakers, talentshows, presentations of key projects, and more.

Frequent Staff Collaboration: Teachers will participate in daily professional developmentmeetings, collaborating on important issues such as projects, school culture, and studentissues. This frequent collaboration will help to build an authentic participatory culture.

Teacher Websites and Newsletters: Every teacher be strongly encouraged to create their ownwebsite with class news and important dates, to encourage communication between theclassroom and the home. This information will also be dispersed through regular newsletters,which will be sent to studentsʼ homes.

Weekly Advisory Sessions: To ensure that all students have a personal connection to theschool and receive individualized attention, they will have advisors with whom they will meeton a weekly basis. During their meetings, students will discuss academic and personal issueswith their advisors.

Community Participation: Whenever possible members of the community are invited toparticipate in the learning experience. These opportunities to collaborate will include, but arenot limited to:

! Partnering in projects! Serving on panels for presentations of learning! Attending exhibitions of student work! Arranging job shadowing experiences! Engaging in service learning opportunities! Serving on the parental advisory committee

Extra- and Co-Curricular ActivitiesThe climate and culture of the high school is modeled from successful schools, primarily theHigh Tech High (HTH) network of charter schools in California. HTH was created to combatstudent disengagement and low academic achievement. They have been successful inaccomplishing both of these goals by creating a culture of valued relationships betweenstudents and adults, fostering the creative talents of students, and delivering curriculum insuch a way that students can learn through hands-on, engaging classroom projects. Todevelop a similar climate and culture to HTH, Helix has worked and will continue to workclosely with HTH staff and leadership to gain insight on building and maintaining the culturaland climatic aspects of a successful school.

Helix will continue to build partnerships with local institutions of higher learning includingLouisiana State University, Southern University, and Baton Rouge Community College toassist in reaching the goal for all students to be accepted into the university upon graduationand be prepared for non-remedial college courses. In order to build a culture of highexpectations for college readiness, the school will partner with these institutions to provideopportunities for its students to have meaningful interactions with faculty and students andexperiences on university campuses. These universities may offer opportunities such ascollaborative projects and use of resources and facilities.

In order to prepare students early on for the challenges of the workplace, Helix High School:ADM will make every effort for the high school climate to reflect that of a real, adult-worldwork environment. To do this, Helix will seek partnerships with various industries to design


projects that require students to solve community issues. Companies can then sendvolunteers to provide expertise to teachers and students on the issues that they are facingand consult students on proposed solutions.

Modeling the culture of HTH, the high school will have many opportunities for extra- and co-curricular activities. An example of an extra-curricular activity for students at BRRH: ADMwould be the Red Stick International Animation Festival. The festival is an exciting opportunityfor individuals of all ages to interact with the brightest minds in the digital media industrytoday. Guest speakers, lecturers and workshop providers arrive in Baton Rouge from all overthe globe, representing companies such as Disney, Pixar, Rhythm and Hues, Dreamworks,and Sony to name a few. Students have the opportunity to participate in enrichment and skillbuilding workshops, that range from basic hand drawing to digital renderings that helpstudents better understand how to use Maya character rigging techniques. All extra-curricularactivities will be voluntary. An example of co-curricular activities in the high school will beSpecial Interest Groups, or SIGs. SIGs will be scheduled in one-hour blocks, two days aweek. Teachers will design the SIGs according to their interests, and students will schedulethe SIGs that they are most interested in taking. SIGs will reinforce learning in the classroomand will be relevant to industry practices in relevant fields.

Dress CodeThe dress code section is provided below.

Students will not be required to purchase a uniform for the high school. However, there is adress code policy; see Appendix Helix Student Discipline Policy. The following informationhas been prepared to help acquaint students and parents with the rules and guidelines thatare necessary for the high school to operate and function smoothly. It is the studentʼsresponsibility to become familiar with the contents and to follow the rules as stated.

All students must wear the school ID Card. The card must be worn on the front of the torso,either on a lanyard no longer than three inches above the waist or clipped or pinned to thegarmentʼs collar, pocket or lapel. If a sweater or jacket is worn, the ID still must be visible onthe front of the outer garment. Failure to adhere to these requirements will result indisciplinary actions at the discretion of the school principal.

The dress of the students will be clean and modest, as detailed below. The followingregulations will apply to both male and female students, unless otherwise specified, duringschool time, school dances, school-sponsored trips, when participating in service learningopportunities, and to and from school on school buses. Formal dances are the only exceptionto these rules. 1. Skirts, dresses, pants, jeans and walking shorts are acceptable, provided they have afinished hem or cuff. This eliminates any garment with visible ragged edges and bottoms thatare not hemmed. All walking shorts, skorts, skirts, dresses, and culottes must be not morethan four (4) inches above the knee. Holes in clothing above the knee are not allowed.

2. The following garments are not acceptable: biking type shorts, spandex , tights (includingtight fitting caprice pants), leggings, leotards, gym shorts, boxer shorts, sleep wear, soccershorts, and sweat pants.

3. Clothing and/or jewelry advocating or advertising drugs, sex, alcohol, tobacco, profanity,illegal substances or activities, or questionable subject matter or imagery may not be worn. 4. Shirts and blouses for both male and female students must cover the top of the shoulder. Tank tops, muscle shirts, bare back dresses or tops, strapless dresses, camisoles, spaghetti


strap dresses, off-the-shoulder apparel, and other similar types are prohibited.

5. Necklines must be modest. See-through shirts, blouses, and pants are not permitted. Midriffs, halter tops, cropped shirts, and other similar types are prohibited. Tops or bottoms allowing any mid-section skin to be seen are prohibited. 6. Underwear of any kind may not be worn as outerwear. These items include but are notlimited to undershirts, long underwear, boxer shorts, etc. 7. All footwear must have soles and be well secured on the foot. Flip-flops, slippers, beachtype thongs, etc. are prohibited.

8. Clothes must be worn as designed. Clothes may not be worn inside out, backwards, orloosely fitted about the waist. If necessary, a belt should be worn to prevent shorts and pantsfalling below the waistline. 9. Headwear such as caps, hats, sweat bands, visors, and bandannas must not be worn inany building on campus. Exception: Religious headwear may be worn when approved by theadministration. 10. Sunglasses may not be worn in any building on campus. 11. Large chains may not be worn in any building on campus.

DISCIPLINE RULES AND PROCEDURESHelix High School: ADM has a standard discipline policy that seeks to protect the health andsafety of students and staff. The policy is in compliance with federal and state laws and hassanctions that escalate from stern warnings to expulsion, depending on the nature of theviolation. Accommodations are made for students with learning disabilities. To review thecomplete discipline policy, please refer to Appendix Helix Student Discipline Policy.

Parent and Community EngagementParental InvolvementIf approved, Helix will seek parental representation on the governing board of Helix HighSchool: ADM. Just as Helix High School: ADM sees the importance in giving students a voicein demonstrating learning, we believe that giving parents and the community a voice in theschool will result in a successful school with the firm support of stakeholders. Parents will beencouraged to attend all available town meetings, information sessions, and studentdemonstrations of learning.

Parents will be involved in quarterly student-led conferences. The purpose of this student-ledconference is to understand their studentʼs academic and social progress each quarter. Theachievement conferences will provide parents with information on goals that will move theirstudent toward proficiency on the state assessments and the progress made towardachieving these goals.

Parent ComplaintsIf a parent, student, staff member, or other individual or group is not satisfied with a schooldecision or policy, that person will be referred to Appendix Helix Parent Complaint Policy.This policy provides a list of procedures to address the complaint satisfactorily in a timely andrespectful manner.


Parental EvaluationParental involvement in the school will be encouraged and expected for student academicevaluation and planning. Parents will be invited to observe student classes and attend studentpresentations of learning and will be invited to student exhibitions. They will be encouraged toassist in the planning of these events as a volunteer of the school. Examples of othervolunteer opportunities for parents include attending field-trips, volunteering on the premisesof the school, or for co-curricular activities to provide hands-on help to students on projects,such as the Shell Eco-marathon Americas competition. Helix High School: ADM realizes andthat parents will vary in levels of involvement in the schools based on their personal andprofessional situations. There will be no limit on volunteer time for parents, or will the schoolplace restrictions on the type of volunteering in which parents may participate. Parents will beencouraged to recommend ideas on how they might best volunteer in the school; approval ofsuch recommendations will be decided by the school leadership and in some cases by thegoverning board.

Part of the role of teachers at Helix High School: ADM is to build a strong relationship withstudents and their family. Prior to school opening, advisors will be asked to meet with familiesof the students they are mentoring. This adds to the design principal of personalization that isfound throughout the culture of the school. Parents may inspect teacher lesson plans for eachquarter. All teachers will be expected to have parent contact information available at all timesand to contact parents on a regular basis to build a strong relationship and a culture ofrespect and understanding.

Community InvolvementThe Helix Board of Directors strongly believes that the public needs to reengage with publiceducation. School leadership and the Helix Board will seek meaningful partnerships withcommunity-based organizations, businesses, and post-secondary institutions.

Community-based organizations in the region are active in a variety of public schoolimprovement activities. For example, the school will seek to partner with Forum 35ʼs PublicEducation Project to provide mentors and tutors in the high school, and to bring communitymembers on school tours of the high school to benefit student learning, improve academicachievement, and provide another adult connection in studentsʼ lives.

Helix has been in conversation with businesses such as Red Stick Studios, which uponopening in November will be the largest studio for digitally enhancing film outside New Yorkand California, and others located in our community that are interested in becoming involvedin the schools in a variety of ways. These ways include, but are not limited to: sites for schoolfield-trips, providing volunteer experts to work in the classroom as content specialists onstudent projects, and hosting students on job shadowing days and service learning projects.Helix has received a tremendous response from companies around the Baton Rouge regionand, if the proposed schools are approved, Helix High School: ADM will begin to formalizepartnerships and plan for a strong industry presence within the schools.

Helix High School: ADM is building partnerships with local institutions of higher learning,including Louisiana State University, Southern University, and Baton Rouge CommunityCollege. These partnerships will help to create a collegiate learning environment within theschool. For example, Helix High School: ADM is partnering with LSU to provide expertise inthe classroom, align university coursework with high school classes, and provide high schoolstudents access to the university campus. Colleges and centers at LSU, such as the Collegeof Engineering, Basic Sciences and the Cain Center for Scientific, Technological, Engineeringand Mathematical Literacy will partner with Helix High School: ADM to align academic contentat the high school with expectations of student learning upon entering the university in thefreshman year. This is an authentic outreach effort by the university to the high school, as it


will result in students entering the university prepared for the “next step” in subject areas.Upon approval of Helix High School: ADM, LSU faculty will also provide academic expertiseto high school teachers, especially in relation to the complex projects that students will workon during their senior year. These types of partnerships will help students make personalconnections to university life, familiarizing students with the academic environment they willexperience after high school.

During their junior and senior years, students who have reached a specified level of academicproficiency will be offered the option to participate in certain dual- or concurrent-enrollmentcourses. The early access to university coursework will put high school students on a fasttrack to graduating from the university, thereby encouraging them to apply for enrollment inthe university and promoting retention once accepted. Universities have a plethora ofresources for students, such as library resources, the student recreational center, the studentunion and bookstore, and laboratories for learning. Helix High School: ADM will work tocollaborate with these institutions to share resources and provide opportunities foruniversity/high school collaborative projects, presentations, and events.


GOVERNANCE, LEADERSHIP AND MANAGEMENTGovernance

Composition of Governing BoardThe Helix Board will serve as the governing body for the proposed school. Members includerepresentatives from industry and content specialties, the non-profit community, government,education reform organization, donors, and the private sector. Diversity is also reflected aswell along the lines of regional representation, gender, race, ethnicity, and socio-economicbackground. The Helix Board will continue to recruit additional board members and willinclude parent representation from Helix High School: ADM upon opening.

The governing board currently has seven members of the board. Positions that are currentlysecured on the board are board President, Treasurer and Secretary. Additionally, the boardmay elect a Vice President at any point in the future. The board is comprised of the followingmembers:

Board Member Skills and ExperiencesArthur R. CooperArthur currently serves as CEO of the LSU System Research and Technology Foundation,which focuses on helping Louisiana universities commercialize their technology. He is alsothe Executive Director of the Louisiana Emerging Technology Center and is responsible forthe operation of the Baton Rouge Life Science incubator. He previously served as director ofBusiness, Retention, and Assistance Services for the Louisiana Department of EconomicDevelopment; as such he worked closely with the Small Business Development Centers, localchambers of commerce, micro enterprise development centers, and local economicdevelopers. Arthur is a Baton Rouge native with 16 years experience in the practice of law,including extensive work in intellectual property issues. He has worked as a design engineer,CEO of a startup biotech food company and a managing partner of a law firm. He has a B.S.in Electrical Engineering from Louisiana State University and a J.D. (Juris Doctor) fromLouisiana State University Law Center.

Chadler CornettMr. Cornett serves as the Director of Business Development for the Baton Rouge AreaChamber, where he drives economic development initiatives and new business attractionefforts. He works with state and local officials, specifically East Baton Rouge Parishgovernment, utilities, and community foundations, to communicate strengths and resources tocompanies and consultants seeking locations for new facilities. He also works closely with theState of Louisiana and existing business leaders to support quality job growth, new capitalinvestment, and positive economic development policy for East Baton Rouge Parish. Hisrecruitment accomplishments this year include a 300-job Quality Assurance Center for EASports, a 1500-job headquarters expansion for The Shaw Group, and a new corporateheadquarters for Albemarle Corporation.

Previously, Mr. Cornett served as the Director of Business Development on the regionalbusiness development staff of the Baton Rouge Area Chamber, leading a national recruitmentprogram. He has also served as the Assistant Vice President of Economic Development for a


regional organization in Hattiesburg, Mississippi, where he was responsible for projectmanagement and marketing business development services. He has worked as a ResearchAssociate with the Center for Community and Economic Development at the University ofSouthern Mississippi.

Mr. Cornett received a Bachelor of Science degree in Business Administration, with aspecialty in Finance, and a Masterʼs of Science degree in Economic Development, both fromthe University of Southern Mississippi in Hattiesburg, Mississippi. He received his EconomicDevelopment Finance Professional designation in 2007 and is currently attending LouisianaState University, pursuing a Masterʼs degree in Business Administration.

James Gilmore, Jr.Dr. Gilmore holds a Bachelor of Arts degree with a concentration in Political Science fromSouthern University, a Master of Public Administration degree from Louisiana State University,and a Doctorate of Philosophy in Human Resource Development with a concentration inLeadership Development from Louisiana State University. Dr. Gilmore is a certifiedProfessional in Human Resources (PHR) from the Society of Human Resource Managers, aswell as certified as an Executive in State and Local Government (Fannie Mae Fellow) fromthe Harvard University, John F. Kennedy School of Government.

Currently, Dr. Gilmore is the Director of Volunteer Louisiana in the Office of the LieutenantGovernor. In this role, he is responsible for promoting an ethic of service throughout the stateby creating and implementing strategic volunteer initiatives and supporting efforts amongnonprofits, faith-based organizations, and public entities. Prior to joining the Office of theLieutenant Governor, Dr. Gilmore was the Vice President of Louisiana Housing FinanceAgency where he was responsible for the coordination of joint ventures and special programsrelated to housing with federal, state, and local governmental agencies. In that position, hewas also responsible for the design of programs to satisfy the housing and support serviceneeds of Louisianaʼs low- and moderate-income residents with use of CommunityDevelopment Block Grant Dollars. He was responsible for designing and implementing alleducational training and workforce development programs.

Throughout the years, Dr. Gilmore has held positions such as Policy Advisor of the Office ofthe Governor, Human Resources Manager for USG Corporation, President of the LouisianaState University Public Administration Student Association and President of the SouthernUniversity Sophomore Class. He is a skilled public speaker, speechwriter, and grant writer. Hehas worked on such projects as the Madison Parish Redevelopment Planning; SouthernUniversity and A&M College Strategic Planning; Southern University Recruitment andRetention Planning; Southern University Office of Research and Strategic Initiatives Planning;Southern University Alumni Center Finance Planning & Implementation; Louisiana Board ofRegents Educational/Community Assessment of the Delta Parishes; and Governorʼs Office ofWomenʼs Policy Strategic Alignment Project.

Pastor Raymond Jetson, Treasurer of the BoardPastor Jetson has been the Pastor at Star Hill Church in Baton Rouge since 1994. As pastor,he provides leadership that has transformed a congregation of 300 people into a dynamicbody of more than 1,500 spiritual entrepreneurs. From 2006 – 2008, Pastor Jetson was theChief Executive Officer of the Louisiana Family Recovery Corps where he led thedevelopment and implementation of an innovative model of humanitarian service for assistingindividuals impacted by Hurricanes Katrina and Rita. He has also served as the DeputySecretary for the Louisiana Department of Health and Hospitals, the Chief Operating Officerof the largest state agency with 12,000 employees and a $7B budget. As the AssistantSecretary for the Office of Citizens with Developmental Disabilities at the Louisiana


Department of Health and Hospitals, Pastor Jetson developed innovative programming toprovide comprehensive individualized supports and services for people with developmentaldisabilities to allow them to live in their own homes or with their families in their owncommunity.

From 1984 through 1999 Pastor Jetson served as the State Representative for District 61 inthe Louisiana House of Representatives, where he was a member of the AppropriationsCommittee, the Chairman of Transportation and Public Works Committee, the Vice Chairmanof Health and Welfare Committee, the Chairman of the Legislative Black Caucus, the authorof Performance-Based Budget Legislation, the Co-author of Education Trust Fund Legislation,and the author of legislation creating access to services for more than 1,000 individuals withdevelopmental disabilities.

Bryan Jones, President of the BoardMr. Jones manages public relations and governmental affairs for HNTB Corporation, anational engineering, architecture and planning firm based in Louisiana and Mississippi.Currently, he oversees public outreach campaigns on numerous civil infrastructure projects,including two proposed toll interstate highways in Louisiana, the $4B Baton Rouge Loopproject and the $2B Lafayette Regional Expressway. He is also responsible for communityoutreach for the South Louisiana Submerged Roads Program in New Orleans, a program torepair more than 75 streets in metropolitan New Orleans damaged by Hurricane Katrina. Prior to joining HNTB Corporation, Mr. Jones managed public outreach for the $5 billionLouisiana TIMED Program, the stateʼs largest infrastructure program. Following HurricaneKatrina, he served then-Governor Kathleen Blanco as a member of her communicationsteam. Bryan also interned for former U.S. Senator John Breaux in his Baton Rouge andWashington offices. Mr. Jones is a 2005 graduate of Louisiana State University where he majored in PoliticalCommunication. A native of Pointe Coupee Parish, he and a small group founded PublicAction for Change in Education (PACE) to raise awareness of the plight of the publiceducation System in Pointe Coupee. The organization was successful in supporting andelecting a new majority of the parish school board. In 2008, Bryan joined the board ofADVANCE Baton Rouge (ABR) and in 2009 became a founding board member of ADVANCEInnovative Education.

Jane Metcalf, Secretary of the BoardMs. Metcalf holds a Masterʼs degree in Education from New York University, a Bachelorʼsdegree in Computer Science from Louisiana State University, and a Bachelorʼs degree inEnglish from Arizona State University. In addition to her education, she has a ProjectManagement Certificate from the Management Services Institute at Louisiana StateUniversity.

Ms. Metcalf is a national consultant for schools to assist with technology planning,implementation and remediation. Prior to working as a consultant, Ms. Metcalf worked as theDirector of Technology at St. Josephʼs Academy in Baton Rouge to undergird the technologyflash with stable, reliable services. She has extensive knowledge of technology needs ineducation and has created strategic plans for organizations. She has worked as an AdjunctInstructor and System Manager at LSU and has acted as a consultant to numerous schooldistricts wishing to enhance their technology services.

Ms. Metcalf began her career as a teacher in the Los Angeles City School District where shewas chosen for district wide curriculum redesign committee and for district wide textbook


selection committee. While in Los Angeles, Ms. Metcalf was also the creator of innovative,future-looking class offerings.

Roster of Key ContactsThe Appendix Helix High School: ADM Roster of Key Contacts specifies information for allgoverning board members and key administrative leaders for the school.

Board ResumesThe Appendix Board Member Resumes provides resumes for each of the Helix boardmembers.

Involvement in Application DesignApplication & Design: In collaboration with the board, a committee of experts from around thenation was formed to provide insight on the most innovative practices in public educationtoday. This committee consisted of national funders, organizations that have been successfulwith the design of innovative schools, and successful school leaders. Additionally, severalLouisiana certified teachers participated in the discussion of the design with the nationaldesign committee.

Development and Implementation of the School: In the development of the school, JaneMetcalf and Arthur Cooper are going to play an integral role in advising the school oninformation Systems and technology infrastructure needed to maintain the one-to-one laptopprogram, as well as other technology consulting. Mr. Cooper will also keep the board andschool personnel abreast of technology resource opportunities for the high school.

Throughout the development stages of Helix High School: ADM, Chad Cornett is assisting inidentifying business partnerships for the school and providing initial conversations to businessrepresentatives to garner interest. Mr. Cornettʼs responsibilities at the Baton Rouge AreaChamber include business outreach in all parishes that encompass the greater Baton Rougeregion. Additionally, Mr, Cornett is the Director of the Baton Rouge Area Digital IndustriesConsortium whose mission is to attract digital media and high-tech companies to the area.

During implementation of the school, Bryan Jones and Pastor Jetson will strategically planand assist in the implementation of recruiting the targeted student population to the school.Mr. Jones has access to the rural parish of Pointe Coupee and he is extremely active inexpanding educational opportunities for students who live there. Pastor Jetson is the Pastorat Star Hill Church, located in north Baton Rouge. Like Mr. Jones, Pastor Jetson is passionateabout communicating high quality educational options to students who are located in hiscommunity. They both will play a major role in recruitment and advocacy for the first years ofoperation.

Pastor Jetson and James Gilmore will provide opportunities during the implementation forvolunteers in the community to participate, and become stakeholders in the school. BothPastor Jetson and Mr. Gilmore are active in the community and their collective network ofvolunteers will be a beneficial resource during the implementation stage of the school.

POLICIES AND PROCEDURES OF THE GOVERNING BOARDBylawsSee Appendix Helix Network of Educational Choices Bylaws for a description of the intendedpolicies and procedures that will be used by the nonprofit governing board to govern theproposed school. The bylaws include officer positions designated and the manner in whichmembers of the governing body are recruited and selected, the manner in which vacancies onthe governing body will be filled, the term for which members of the governing body will serveand the committees of the corporation, and proof of compliance with Louisiana Open


Meetings Act.

Code of EthicsThe bylaws also describe the policy and procedures for complying with the Louisiana Code ofEthics.

Public RecordsThe bylaws also describe the policy and procedures for complying with the Louisiana PublicRecords law (LA-R.S. 44:1 et seq.).

DissolutionThis statement acknowledges that in the event of dissolution of the charter school, the boardof Helix will cooperate fully with LDE and SBESE procedures for the transfer of students andstudent records and for the disposition of school assets.

Board MeetingsAppendix 2009-2010 Helix Meeting Schedule includes proposed dates, times, and location ofannual and monthly meetings. Board meetings are to be scheduled on the second Monday ofeach month, from 4:00pm – 5:00pm, and will be held in the Shaw Center for the Arts. Theboard is scheduled to meet a minimum of 10 months per year, with the annual meetingoccurring each September. Appendix - Helix Network for Educational Choices Bylawsincludes details regarding the manner in which board meeting proceedings will comply withthe Louisiana Open Meeting Act. Appendix 2009-2010 Helix Meeting Schedule provides adetailed schedule of board meetings from the present until the beginning of the second schoolyear. The method of public notice can be found in Appendix Helix Network for EducationalChoices Bylaws and is in accordance with the Louisiana Open Meetings Act.

Board TrainingAppendix Adams & Reese Board Training Syllabus 2009-2010 provides a syllabus for theHelix Board of Directors training conducted by Adams and Reese, LLP, a premier legal firmthat advises and provides training to charter school boards throughout the Southern Region ofthe United States. Practicing lawyers will deliver board training at each monthly boardmeeting on topics in line with Louisiana legislation and SBESE Policy. In this manner, theBoard of Directors will gain the knowledge necessary to hold efficient, active, and high-functioning meetings that will enable the leaders of the proposed school to focus more timeon students and school performance. Board members are expected to attend 75% of thetrainings.

Recruitment and Succession of Nonprofit Governing BoardThe Helix board includes a diverse set of individuals with experience and practical workexperience in the areas of education, operations and executive management in public, for-profit and non-profit environments, community development and law. See Appendix BoardMember Resumes for additional detail on individual board membersʼ areas of expertise. Theboard seeks to retain this broad level of experience over the duration of its existence.

Every board member is responsible for the recruitment of new board members, as they rotateoff of the board. In the event of a vacancy, board members will use their extensive personaland professional networks within the region to identify individuals who would be willing toserve the public good and to commit the time required to support the board in maintaining itsdiverse range of professional expertise and experience.

Final selection of new members of the board will be a result of a majority vote by the existingboard members.


Effective Governance and Organizational Leadership Criteria:

Criterion: GovernanceThe school demonstrates effective governance and organizational leadership:

! The governance board bylaws reflect the governance processes described inthe charter. They have reasonable terms regarding financial management,personnel decisions, and oversight of educational program and school safety

!Board meetings occur on a regular basis, comply with all aspects of the BrownAct, provide an opportunity for public comment, and are recorded in writtenminutes

! The Board adheres to reasonable written conflict of interest policies andmakes decisions free from conflict of interest by disqualifying any Boardmember from voting on a particular matter that would materially affect him orher

! The Board adopts reasonable written policies to resolve internal and externalconflicts and complaints

! The Board maintains clearly written minutes that indicate attendance and ageneral description of all matters proposed, discussed, and/or decided.Minutes indicate that the board regularly achieves a quorum and is able toprogress through issues from one meeting to the next

! The board implements an accountability process for the school leader

! The board establishes regular opportunities for stakeholders to addressadministration and board (measured by parent meetings, surveys, etc)

!Board or school administration provides regular public reports on schoolʼsprogress towards achieving its goals to school community

!Board and school administration foster a school culture conducive to studentlearning and staff professional growth (as measured by perception data)

RELATIONSHIP OF GOVERNING BOARD WITH SCHOOL ADMINISTRATIVE LEADERSAND PARTNERSHIP ORGANIZATIONS

Governing and policy-making authority and fiduciary responsibility for the school will rest withthe Helix board.

The Helix board will provide oversight to the Executive Director, who in turn will oversee thePrincipal and Director of Achievement. The Executive Director will provide reports andupdates to the board on the operations of the school, while the school leader monitors theday-to-day operations of school. The Board will conduct its business at regular, monthlymeetings and at committee meetings, as necessary.

Relationships with partnership organizations will be managed by the Executive Director.Services provided by these organizations will be on a contract basis, periodically reviewed bythe Executive Director under the oversight of the Helix Board.


School Leadership and Personnel ManagementORGANIZATIONAL CHART

The Helix Board of Directors will act as the governing body of the school. For day-to-daymanagement of the school, the school principal is the lead authority in the school. TheExecutive Directorʼs role will be devoted to community involvement, management ofcontractual agreements with external organizations, and reporting to the board, as necessary.The Principal will be, foremost, the instructional leader of the school, supervising allinstructional staff. S/he will be charged with the operation of the school, personnelmanagement, and school site management. All social workers and ancillary staff will reportdirectly to the principal. The Director of Achievement, reporting to the Executive Director, willmonitor instruction to determine professional development needs, and to provide input onstudent evaluation and assessment plans to ensure student academic success in the school.The Director of Achievement will work directly with the Principal to assess teaching andprofessional development needs, but teachers and staff will not report directly to the Directorof Achievement. The Director of Achievement will work collaboratively with the Principal todesign, develop and implement student improvement and professional development plans.


EmploymentSTAFFING CHART

Below is a chart demonstrating Instructional and Non-Instructional personnel, identifying thenumber of classroom teachers, teaching aides or assistants, specialty teachers, and supportand operational staff.

Instructional Staff FTE Salary Range

Master Teacher 2 $51,000 - $56,000

Subject Area and Electives Teacher 5 $45,000 - $50,000

School Social Worker 0.5 $21,500 - $24,000

Special Education Teacher 1 $48,000 – $53,000

Non-Instructional Staff FTE

Executive Director 0.5 $55,000 - $60,000

School Leader 1 $85,000 - $90,000

School Secretary 0.5 $14,000 - $16,500

Data Manager 0.5 $14,000 - $16,500

Technology/Data 0.5 $26,500 - $29,000

JOB DESCRIPTIONSDescriptions of key positions are included in the appendices.

RECRUITMENTUpon approval of the charter application, the Executive Director will begin the recruitment andselection process for the school principal. See Appendix Job Descriptions for Helix HighSchool ADM for details about the qualifications and experience level sought for the schoolprincipal. The Executive Director will work in collaboration with East Baton Rouge ParishSchools and other organizations to identify a pool of qualified candidates for the principalposition.

Once the leadership of the school is hired, the Executive Director and Principal will work toimplement the recruitment plan for the staff, according to the recruitment schedule (seeAppendix Start-up plan). These recruitment efforts include collaboration with the authorizingdistrict, community presentations, information sessions, flyers, and advertisements in local,regional, and national publications. Helix will also work with the Transitions to Teachingprogram and Teach for America to ensure a diverse applicant pool.


Selection Helix will engage applicants in a multi-phase interview process that will require applicants todemonstrate desired competencies through:

! Completion of Habermanʼs Star Urban Administrator Questionnaire! Helix interviews with Executive Director, Principal, and others as determined by the

Executive Director of Helix! Performance Task (demonstration of project-based and team approach to teaching for

integrated delivery of curriculum)

Upon completion of interviews, due diligence will be completed through reference checks anda background check.

DevelopmentHelix will ensure leadership and teaching faculty are well supported through rigorous, ongoingprofessional development opportunities. This includes pre-opening, ongoing, and reflectiveprofessional development as articulated in the previous section in this application labelled“Professional Development”. Teachers and school leaders will participate in professionaldevelopment focused on technology, project-based learning, 21st-century learning methods,and other topics as needed. Additionally, industry and university partners will work in teamswith teachers at the schools to design student assignments that are aligned with universitycoursework and real-world industry practices, both of which will engage students in relevantlessons as the teachers monitor student progress toward meeting Grade Level Expectations.Teachers will work with the Director of Achievement to develop, implement and evaluateprofessional development plans.

EvaluationClassroom teachers will be evaluated frequently by school leadership in an effort to bestserve students. Personalized professional development plans will help guide theassessments, with a focus on continual improvement to encourage student achievement.

PERSONNEL POLICYAppendix Helix Personnel Policy specifies details for Helixʼs Personnel Policy. This includesrequirements for certification, as provided by Louisiana Charter School Law, and is incompliance with No Child Left Behind. The policy also includes procedures for hiring anddismissing school personnel, the schoolʼs policy for evaluating employees, terms ofemployment, employee schedule and leave requests, salary, grievance procedures, andemployee health and welfare benefits or services. Appendix Job Descriptions for Helix HighSchool: ADM provides details of job descriptions and the responsibilities for all staff members.

SBESE Policy for Charter SchoolsHelix High School: ADM will comply with the SBESE Policy for Charter Schools. Section II E.of the Appendix School Personnel Policy reads as follows:“No person who has been convicted of or has pleaded nolo contendere to a crime listed inR.S. 15:587.1(c) shall be hired by a public charter school or public school System for aposition of supervisory or disciplinary authority over school children unless approved in writingby a district judge of the parish and the district attorney.

No person employed or otherwise associated with the charter school, including any contactperson listed on the charter school application or any member of the management board, whohas been convicted of or has pleaded nolo contendere to a crime related to misappropriationof funds or theft, shall be engaged in direct processing of charter school funds.


In order to comply with this section of the personnel policy, all applicants will be required tocomplete a written application form asking if they have been convicted of or have pleadednolo contendere to any of the crimes listed in R.S. 15:587.1(c). A list will be provided forreference. Applicants who provide false answers are subject to termination.”

Employment Benefits and Retirement Helix employees will participate in a 403(b) tax-sheltered annuity (TSA) plan instead of thedistrict's teacher retirement plan. A 403(b) plan is a tax-advantaged retirement savings planavailable for public education organizations.

There are significant tax advantages for participants in a 403(b) tax-sheltered annuity:

! Contributions to a 403(b) annuity are tax deferred! Earnings on the retirement money are facilitator tax deferred! The annuity can be carried with the participant when he/she changes employers or

retires

Collective BargainingHelix will not participate in collective bargaining at the school.

Operational ManagementSTART UP PLAN

A detailed start-up plan is provided in Appendix Start-Up Plan, including timelines andresponsible parties for activities that will be required to implement the school plan effectively.

EXTERNAL VENDORSTransportationHelix is committed to providing appropriate transportation options to its students. Helix willcontract with a third-party vendor, such as First Student, to manage its daily transportation forstudents. Helix also looks forward to conversations with East Baton Rouge and other schooldistricts to negotiate transportation options. Partnerships with the school district is essential inproviding appropriate transportation options for all students. Beyond these services, andinspired by models of successful community-based schools nationwide, Helix will encouragestudents to carpool as much as possible, helping to extend the culture of the schoolcommunity beyond the traditional school day.

Food Service Helix plans to use a partner program for food services for the school. Downtown DevelopmentDistrict is encouraging and willing to assist us in identifying food service businessesdowntown that will serve our students, faculty and staff. The partner program will bedesigned so that students who participate in the Free and Reduced Lunch program will beable to participate in this program at no cost for Free students or no additional cost forReduced Lunch students. Helix is also open to discussions with East Baton Rouge ParishSchools to consider contracting out food services to best serve students.

Health ServicesHelix High School: ADM will be in compliance with the Americans with Disabilities Act asrequired by state and federal law. Helix will seek to work with the East Baton Rouge ParishSchools to partner with the local service providers to meet this need.


InsuranceAppendix Helix Insurance Policy Quote describes the level of insurance coverage that isproposed for the school.

Safety and SecurityThe Appendix Emergency Response Template provides information on type of personnel,technology and/or equipment and policies that will be utilized to ensure a safe environment forstudents, facility, and staff.

Criteria for Operational Viability

Criterion: OperationsThe school demonstrates effective management of operations:

!Operational Management!Employment Policies: Employee policies are written and consistent with the

charter and applicable law!Employee Records: Employee records are complete and kept in a manner

consistent with the law and employee policies!Risk Management: Adequate insurance is obtained to provide appropriate

levels of risk management

!Health and Safety!Safety Plan: The school has an up-to-date school safety plan!Certificate of Occupancy: The school has a current Certificate of Occupancy,

if it is located on non-district facilities

!Admissions Policy and Practices! Policy: The school has a written admissions policy consistent with the law

and its charter! Practices: The admissions policy is implemented with fidelity to charter

petition

!Student Discipline! Policy: The school adheres to written discipline policy that is consistent with

the law and the charter! Records: The school maintains appropriate student discipline records

!Parent Access! The school adopts policies that address parent access in a manner that is

consistent with the law and the charter


FACILITIES AND FINANCEFacilities

Physical AddressThe identified site of Helix High School: ADM is the Shaw Center for the Arts, located indowntown Baton Rouge at 100 Lafayette Street.

LayoutThe Shaw Center for the Arts will have over 30,000 square feet available for school space,and the remaining space will be provided to existing businesses located within the facility.Excluding the LSU Museum of Art, where the students are planned to participate incoursework, the Shaw Center has nine classrooms available. Information on layout andsquare footage can be found in Appendix Helix High School: ADM Facilities Floor Plan.

Space UtilizationSince the Shaw Center for the Arts has current wiring and infrastructure, and is a historicalsite, no renovations to the building will be necessary. Each floor of the Shaw Center offers tworestrooms with three stalls each. The Shaw Center has generously provided the 4th floorterrace to the school two days a week for utilization at the schoolʼs discretion. The school mayuse the space for recreation (yoga, Thai Chi, etc.), town meetings, common spaces, or inother ways as determined by the Executive Director and Principal of the high school.

Evidence of AvailabilityMemorandums referencing the use of the space by the lessee are provided in AppendixFacilities Information.

Future/ Contingency PlansThe Executive Director has obtained a commitment from the Downtown Development Districtto ensure adequate space for the school as student enrollment grows in following years.


FinanceBUDGET FORMSThe state required budget forms can be found in the Appendix labeled Budgets.

FINANCIAL SYSTEMSThe school plans to use both onsite personnel and third party vendors to perform the financialand accounting functions of the school. One business manager, based onsite, will handle anumber of financial functions, including new hire paperwork, time sheet collection andapproval, purchasing, invoice approval, and certain aspects of data management. The schoolplans to use a third party payroll processor to manage payroll tax calculations and filings,benefit deductions, garnishments, and paycheck/direct deposit generation. The school willutilize a third party bookkeeper to process invoices, generate vendor checks and coordinatewith the third party payroll processor. The school will utilize a third party controller to managethe business manager and bookkeeper and perform month-end and year-end accountingprocedures. The controller will also be responsible for developing reports to school budgetmanagers and the board of directors.

The board of directors will exercise its oversight responsibilities by reviewing the periodicfinancial reports, requesting additional information as needed to understand the schoolʼsfinancial position fully and question any procedures or items on the financial statements. Theboard of directors will approve the annual budget and any large, non-standard purchases, aswell as review the schoolʼs annual financial audit. The school plans to use an off the shelfaccounting System and a chart of accounts consistent with the Louisiana Accounting andUniform Governmental Handbook. The school intends to use an Excel based budgeting andbudget management tool that has already been developed and customized to the school.The tool will be used for day-to-day budget management and approval, scenario analysis,financial reporting, and grant management. Several individuals will be involved in the budgetmanagement process to ensure that the school is financially sound.

CPA ServicesHelix will retain a Certified Public Accountant on an annual basis to conduct an audit of theschool finances in compliance with state law.

Accurate Accounting 4th Sector Solutions (4SS), a charter school focused business management organization, willmeet Helixʼs accounting and finance needs. The team at 4th Sector Solutions has experiencein the business operations of over 100 charter schools in budget, finance, accounting, andfiscal compliance reporting. The 4SS team will enable Helix to ensure the schoolʼs fiscal well-being.

The school will perform a series of reconciliations (including bank account reconciliation)throughout the year to ensure that employees are being paid their contractual amounts, thatamounts paid to its third party processor are consistent with expenditures recorded in itsfinancial accounting System, that all payments to vendors are fully recorded in the schoolʼsaccounting System and that all cash receipts are both recorded and consistent with amountsowed to it by state, federal, and local sources. The school will keep track of expenditures thatmeet its capitalization thresholds, and will perform periodic inventories to ensure that theschool has proper control over these valuable assets.

The controller will also compile regular financial reports for the school personnel involved inday-to-day financial management and the board of directors involved in overseeing theschoolʼs financial well-being. These reports will provide enough information to answer typical


questions and allow for school financial management. The board of directors will have theauthority to challenge any financial information, in order to ensure proper accounting oftransactions and completion of statements. Sufficient for Audits The financial personnel working with Helix will have extensive experience in independentauditing firms that experienced in auditing the financial statements and controls of a school.These financial personnel are accustomed to aggregating all necessary pre-audit information,including detailed financial statements, backup for all revenues, reconciliations of accountsreceivable, details behind all accruals, reconciled bank statements, grant spending detail,inventory information, and other information. The financial personnel have also been througha number of OMB-133 audits related to federal programs at schools.

GAAP and Annual Financial Report Format Helix will use a chart of accounts that is consistent with the Louisiana Accounting and UniformGovernmental Handbook. By using similar account codes, Helix will be able to comply withgenerally accepted accounting standards and to export its financial data from its accountingSystem and report it accurately and in the proper format in the Annual Financial Report. Inadditional, the proposed schoolʼs financial staff has significant experience in complying withgenerally accepted accounting principles and providing financial information to theappropriate governing bodies in the proper format.

SOUNDNESS OF FINANCIAL PLANSHelix takes budgeting and budget management very seriously. Through a partnership with 4th

Sector Solutions, a charter school focused business management organization, Helix hasdeveloped a a detailed budget with well-thought-out staffing. The process included runningnumerous scenarios with Achievement and financial leaders, allowing a collaborative effort toensure an appropriate balance between the achievement program and the ensuring offinancial stability.

The budget for the proposed school was built with an eye towards conservatism. Therevenues are based on information provided with enrollment figures significantly below thecapacity of the buildings. Helix has assumed attrition to account for the program being new tostudents in the area. Helix has also only assumed grants that it is reasonably comfortable ofreceiving. Helix has not assumed any additional philanthropy, although expectations are highthat the school will receive extra money to supplement the program. Salaries are based ondistrict averages with staffing tied to reasonable enrollment estimations. In addition, Helix hasincluded a contingency of 5% of revenues to enable it to deal with any unexpected costs orrevenue shortages during the year without adversely affecting the achievement program. Theschool medium-term budget generates a surplus for the school even with the contingencyfunds. Over the long term, Helix plans to save unused contingencies to help the schoolnavigate any unexpected financial problems and deal with capital needs in the future.


Criteria for Financial Viability

Criterion: Financial ReportingThe school submits all financial reporting in a timely and accurate manner:

! Preliminary annual budget, due on or before July 1

! First interim financial report for July through October, due December 15

! Second interim financial report for July through January 21, due March 15

! Unaudited actual financial report for July through June 30, due September 15

! Audited report for prior fiscal year, due December 15

Criterion: Financial StabilityThe school demonstrates financial stability and sustainability:

!Positive Cash Flow: Cash received exceeds cash expended

!Net Operating Surplus: Operating revenues are greater than operatingexpenses in the current fiscal year

!Positive Ending Fund Balance: Assets are greater than liabilities

!Adequate Reserve for Economic Uncertainty: Ending fund balance is at least 3%of the current yearʼs expense budget or $50,000, whichever is greater

!Audit Results: Any audit findings are appropriately addressed in a timely manner

!Solvency: Available cash is sufficient to satisfy current liabilities

!Enrollment and ADA: Student enrollment is stable and the Average DailyAttendance factor is maximized to increase apportionment funding

Criterion: Financial ManagementThe school demonstrates effective financial management:

!Restricted Funding: Revenues from restricted resources are accounted forseparately, and appropriate expenses are being charged according to fundingrestrictions from the granting agency.

!Accounting Software: Accounting Systems adequately report financial informationby function and source to charter school management, Board of Directors, andreporting agencies in required forms.

!Safeguarding of Assets: Internal control procedures are implemented to protectassets of the charter school and comply with accounting procedures adequate toprevent misuse of charter school funds.

!Attendance Accounting: Student attendance is accurately tracked and reported inconformity with state laws and reporting requirements.


!Required Funding Documentation: Supplemental funding applications, plans,claims, and required documentation are filed with the appropriate funding agencyby the specified deadline.

! Liabilities: Loans, debts, and outstanding obligations are properly accounted forand paid in a timely manner, as required by legal agreements.

!Enrollment and ADA: Projections are based on the average or adjusted actualenrollment and ADA. Any growth projections are based on historical experienceor planned operational changes.

!Budget Development: The staff, management and Board of Directors are involvedin the budget development.

!Board Oversight: The management and Board of Directors regularly review thebudget in comparison to actual revenue and expenditures and, as new informationbecomes available, make necessary adjustments to the budget.

!Adjusted Budgets: Current fiscal yearʼs operating budget is updated for newrevenue received and new expenses incurred.


APPENDICESAppendix 1 Executive SummaryAppendix 2 Roster of Key ContactsAppendix 3 Board of Directors RésumésAppendix 4 Helix By-lawsAppendix 5 Public Records PolicyAppendix 6 Compliance with Code of Ethics Appendix 7 Enrollment Projection Chart Appendix 8 Student Enrollment Policy Appendix 9 Staffing Chart Appendix 10 Personnel PolicyAppendix 11 Student Discipline PolicyAppendix 12 Job DescriptionsAppendix 13 Facilities InformationAppendix 14 Insurance Policy QuoteAppendix 15 Emergency Response Plan Appendix 16 Homeless Student PolicyAppendix 17 Strategic Achievement PlanAppendix 18 Start-up PlanAppendix 19 Parent Complaint PolicyAppendix 20 Eligibility Review UpdateAppendix 21 Budget


CHARTER SCHOOL ROSTER of KEY CONTACTSComplete the following Roster for the Board of Directors and key administrative leadersand/or partners for the proposed school. Be sure to include titles and roles.

Name ofSchool(s): Helix High School: ADMName ofNonprofitCorporation: Helix Network of Educational ChoicesPrimaryContactPerson: Dr. Brian J. DixonMailingAddress: 100 Lafayette Street, Baton Rouge, LA 70801Phone: (day & eve.) (225) 505-5013Fax: (225) 389-7245 Email: [email protected]

NONPROFIT BOARD OF DIRECTORSPosition: Member of the boardName: Bryan JonesMailingAddress:

607 Hebert StreetBaton Rouge, LA 70806

Phone: (day & eve.) (225) 368-2803 & (225) 218-3648Fax: (225) 368-2801 Email: [email protected]

Position: Member of boardName: Jane Stadem MetcalfMailingAddress:

510 Castle Kirk DriveBaton Rouge, LA 70808

Phone: (day & eve.) (225) 388-2251 & (225) 769-1861Fax: None Email: [email protected]

Position: Member of boardName: Dr. James A. Gilmore, Jr.MailingAddress:

1925 North 3rd StreetBaton Rouge, LA 70801

Phone: (day &eve.) (225) 342-6289 & (225) 236-7692Fax: None Email: [email protected]

Position: Member of boardName: Pastor Raymond A. JetsonMailingAddress:

838 Woodstone DriveBaton Rouge, LA 70808

Phone: (day & eve.) (225) 925-3133 & (225) 766-0157Fax: Email: [email protected]


BusinessManager:

Joseph Keeney

Phone(day/eve):

(225) 387-5297 & (203) 940-2708

Fax: None Email: [email protected]

CertifiedPublicAccountant:

Michael A. Tham, CPA

Phone(day/eve):

(225) 925-1120

Fax: (225) 927-8124 Email: [email protected]


Appendix: Helix Board Member Résumés

Arthur Cooper, Member

Chadler Cornett, Member

James Gilmore, Jr., Member

Raymond Jetson, Pastor, Treasurer

Bryan Jones, Founder and President

Jane Metcalf, Secretary

Dr. Brian J. Dixon, Executive Director

CHADLER BRENT CORNETT 6021 Glenwood Drive ! Baton Rouge, LA 70806 Telephone: 225-936-5996 ! [email protected]

Directed the administrative, management, and business development initiatives of a Nine Parish (county) Regional Economic Development Partnership; delivering a nationally –recognized regional program of best-practices marketing and service delivery within 24 months. Currently lead a staff of three with a $1.1 million budget for the

lead business development entity in East Baton Rouge Parish.

PROFESSIONAL EXPERIENCE:

BATON ROUGE AREA CHAMBER, BATON ROUGE, LA.

(A public/private Nine Parish Economic Development Authority & Chamber of Commerce)

DIRECTOR OF BUSINESS DEVELOPMENT 1/2009– Present

Advanced the organization’s mission by managing a professional service contract with the City of Baton Rouge and Parish

of East Baton Rouge to create or retain 800 direct jobs through the recruitment, retention and expansion of economic

driver industries with in the parish. Also serve as the Executive Director of the Baton Rouge Area Digital Industries

Consortium (BRADIC), a public/private partnership designed to recruit digital media companies to the Baton Rouge Area.

• Received unanimous support of the Metro-Council, securing the third consecutive $500,000 contract to serve as

the designated business development office for the city/parish government in 2009.

• Facilitated a national marketing effort for BRADIC, which led to the successful location of Electronic Art’s North

American Quality Assurance center.

• Continually recognized by the Louisiana Department of Economic Development as the state’s flagship Economic

Development Organization (EDO), and is frequently tapped to function as the ‘designated project lead’ for

significant state projects in the Capitol Region.

• All original business development staff hires (departmental directors) remain in their roles, each now mentoring

new staff acquired through the LSU internship program.

DIRECTOR OF REGIONAL RECRUITMENT & DEVELOPMENT 4/2006– 12/2008

Developed new primary sector business opportunities through direct company recruitment, consultative relations and

national marketing. Led internal team of project managers and research staff to create a vertically integrated project

management system inclusive of GIS, workforce analysis, web based project tracking, and third party qualification.

Developed and maintained an economic development national recruitment initiative targeted at creating 1200 direct jobs

each year with wages above the regional average.

• Directed the recruitment and business development initiatives covering the Baton Rouge MSA including

Ascension, Livingston, Iberville, East Baton Rouge, West Baton Rouge, East Feliciana, West Feliciana, Saint

Helena, and Point Coupee parishes.

• Marketed a regional economy to basic sector industries: R&D, Distribution & Logistics, Corporate Headquarters,

Engineering Services, Business Services, Advanced Manufacturing, and Biomedical.

• Served as the region’s single point of contact for over 200 national site selection consultants. • Managed five direct reports : project managers, research associates, and administrative coordinators

• Completed 31 economic development projects since 2007, exceeding the job recruitment, retention and expansion

goal of 2,500 jobs by 1,993 (+91%) at 4,493 and exceeded the wage goal of $38,357 per job with an average wage

estimated at $45,823 (+19%). Total annual payroll exceeded the $99 million goal by $93 million (+94%) at $192

million.

THE AREA DEVELOPMENT PARTNERSHIP, HATTIESBURG, MS.

(A Tri County Economic Development & Chamber of Commerce Authority)

ASSISTANT VICE PRESIDENT FOR ECONOMIC DEVELOPMENT 7/2005 – 4/2006

Advanced the organization’s mission by developing new business opportunities through implementing newly developed

programs targeted at business retention and expansion. Led external affairs initiatives for federal earmarks, public policy

directives, and site selection consultant relations.

• Led overall recruitment and retention initiatives and programs; leading to over 200 net new jobs from recruitment

with an annual starting salary 42% above area’s annual average salary, and 170 new jobs due to expansion of

existing industry.

• Developed economic development recruiting platform by identifying cluster possibilities; highlighting industries

including polymer manufacturers and plastics R&D, Distribution & Logistics, Back Office, Call Centers, and Retail.

• Implemented new strategies for project identification and community compatibility, resulting in a new

methodology called ROED “Return On Economic Development.”

• Created rural community economic development strategies, applying and conducting strategic planning, economic

base analysis, retail leakage and analysis, trend analysis, and trade area analysis.

CENTER FOR COMMUNITY AND ECONOMIC DEVELOPMENT, UNIV. OF SOUTHERN MISSISSIPPI, HATTIESBURG

(A university center program of the Economic Development Administration, U.S. Dept. of Commerce)

RESEARCH ASSOCIATE 7/2004 – 7/2005

Spearheaded development projects for a demographic base of 105,000, notable for managing the largest project ever

directed by a Research Associate at this center. Delivered under-deadline and under-budget. Responsible to upper-

management for four other macro and micro studies requiring data interpretation and a development plan designed to

cultivate regional growth.

• Developed and managed deadlines and budget parameters; typical project results: 20% under-deadline, 26%

under-budget.

• Managed the efforts of four direct reports for one of the most extensive projects of the year, a Housing Study for

the City of Hattiesburg, MS.

• Managed high visibility in the community, speaking at dozens of public events, city council, and concerned citizen

group meetings on projects findings and recommendations.

• Responsible for an economic leakage study in a trade area of 6,000 people; designing a plan to help the community build wealth and sustain it.

PROFESSIONAL LICENSURES,CERTIFICATIONS:

Certified Economic Developer (coursework complete, awaiting examination)

-International Economic Development Council, Strategic Planning

Georgia Tech University, October 2006

-International Economic Development Council, Business Credit Analysis

Baltimore, MD February 2006 -International Economic Development Council, Business Retention & Expansion

Saint Petersburg, FL January 2006

-International Economic Development Council, Real Estate & Reuse

Georgia Tech University, November 2005

Economic Development Finance Professional, designation granted January 2008

Real Estate Agent. Mississippi License S-29909

Insurance Agent. Accident, Life, & Health, MS License 0309758

Notary Public, October 2003

Mississippi REALTOR! Institute, Broker July 2004

Mississippi REALTOR! Institute, Salesperson June 2002

EDUCATION:

LOUISIANA STATE UNIVERSITY, BATON ROUGE, LA PRESENT

Masters of Business Administration

Degree to be conferred 2010

THE UNIVERSITY OF SOUTHERN MISSISSIPPI, HATTIESBURG, MS. 8/2005

Masters of Science in Economic Development Capstone Project: Community Tax Impact Model

Cumulative GPA: 3.9/4.0

THE UNIVERSITY OF SOUTHERN MISSISSIPPI, HATTIESBURG, MS. 8/2004

Bachelor of Science in Business Administration, Banking & Finance Cumulative GPA: 3.10/4.00, Major GPA: 3.36/4.00

CONSULTING & BUSINESS INVOLVEMENT:

THE ARBOR COMPANY, LLC. Partner,

Real Estate, & Economic Development Consulting Firm

TIE-DOWN SOLUTIONS, INC. Chairman,

Family owned company providing patented hurricane tie down systems

PUBLICATIONS:

COMPTON, KIM. CORNETT, CHADLER, ET AL. “STATE OF THE COAST ECONOMY” PRINCIPAL: HARRISON COUNTY

DEVELOPMENT COMMISSION. THE ECONOMIC DEVELOPMENT RESOURCE CENTER, THE UNIVERSITY OF SOUTHERN

MISSISSIPPI, HATTIESBURG, MS. MARCH 15, 2005.

CORNETT, CHADLER & GOODMAN, MARK. “HATTIESBURG HOUSING STUDY” PRINCIPAL: CITY OF

HATTIESBURG. THE CENTER FOR COMMUNITY & ECONOMIC DEVELOPMENT, THE UNIVERSITY OF SOUTHERN

MISSISSIPPI, HATTIESBURG, MS. DECEMBER 4, 2004.

AWARDS:

MUNROE-PETROLEUM AWARD FOR EXCELLENCE IN ECONOMIC DEVELOPMENT, UNIVERSITY OF SOUTHERN

MISSISSIPPI

PROFESSIONAL ORGANIZATIONS:

• University of Southern Mississippi Alumni Association

• USM Economic Development Alumni Society, President

• International Economic Development Council

• Baton Rouge Area Association of Realtors, CID

• Louisiana Industrial Development Executives Association

• Southern Economic Development Council

• National Association of REALTORS!

• Pi Kappa Phi Alumni Society

REFERENCES AVAILABLE UPON REQUEST

1ARTHUR R. COOPER38197 Summerwood Ave

Prairieville, Louisiana 70769Home :(225) 744-3937 Office: (225) 615-8904Cell: (225) 241-0303

SUMMARY

! Executive with broad experience in management in public and private sectors.! Experience in Economic Development! Experience in biotechnology and nutraceutical technologies. ! Extensive knowledge of computers and internet.! Strong legal skills.! Experience as an engineer, attorney and CEO.

EMPLOYMENT

CHIEF EXECUTIVE OFFICER 2005-PRESENT

Louisiana State University System Research & Technology Foundation Baton Rouge, LA

Provide day to day Management of the research foundation and oversight of $ 30 millionventure capital fund. Provide assistance to the Louisiana university technology transferoffices in evaluating and marketing their technology. Manage eight regional economicdevelopment directors for the Louisiana Department of Economic Development.

EXECUTIVE DIRECTOR, LOUISIANA EMERGING TECHNOLOGY CENTER 2004-PRESENT

Louisiana State University Baton Rouge, LA

Mange the wet-lab incubator located on the LSU Campus. Work with the LSU researchcampuses in assisting in the startup of companies around university technology. Provideassistance to the LSU technology transfer offices in evaluating and marketing theirtechnology. Work with the LSU Systems governmental relations committee regardingEconomic Development issues.

DIRECTOR OF BUSINESS RETENTION & ASSISTANCE 2001-2004Department of Economic Development Baton Rouge, LA

Reorganized members of various groups within the Department into the Business Retention &Assistance, and as a result, greatly improving the efficiency of the section. Assisted ClusterProfessionals with structuring and analysis of projects for existing companies to help retain orexpand the existing companies or attract their suppliers. Worked with legislators to provideincentives to help retain, modernize companies and provide seed capital to technologycompanies. Acted as a liaison with the small business development community to strengththe assistance to small business, including the Small Business Development Centers andestablishing the TANF microenterprise program. Directly assisted small businesses withtheir business plans and obtaining investment capital. Assisted the Department in achievingits informational systems goals, by acting as project manager for its Customer RelationshipManagement team, LACES database, Site Selection project and Economic Evaluation project.Acted as Departments liaison with local economic developers. Retained and supervised theregional representatives of the Department.

AREA ATTORNEY 2001Small Business Administration Baton Rouge, LA

Provide legal advise to the Administration regarding Louisiana law. Prepare and assist inexecution of loan documents. Assist disaster victims in applying for assistance.

CEO 1999-2001SuperNatural Foods, LLC (and its predecessor Food Science) Baton Rouge, LA

Organized and managed startup technology company. Negotiated and drafted companyoperating, licensing and production agreements. Supervised employees in four states andsales across the country. Responsible for the accounting records and tax reporting. Supervisedthe research and development of the company. Developed extensive contacts in the biotech,food and venture communities. Created the business goals and mission. Successful placed anew product in major retail chains across the country.

MANAGING PARTNER 1998-2001Arthur R. Cooper, APLC Baton Rouge, LA

Assisted Startup Business in obtaining capital in the private equity market. Managed the lawoffices business affairs. Supervised all employees and handled the accounting, billing andtaxes. Handled intellectual property matters, including licensing, litigation and technologytransfer. Provided assistance in the formation of startup companies.

MANAGING PARTNER 1983-1998Bell, Cooper & Hyman (and predecessor firms) Baton Rouge, LA

Extensive trial experience in state and federal court. Admitted to practice before all state andfederal courts in Louisiana. Managed the law partnership business affairs. Supervised allemployees and handled the accounting, billing and taxes. Handled intellectual propertymatters, including licensing, litigation and technology transfer. Provided assistance in theformation of over 50 startup companies. Lead attorney in over 20 jury trials.

MANAGING PARTNER 1983-1998Bell, Cooper & Hyman Investment Company (and predecessor firms) Baton Rouge, LA

Managed the real estate investments of Company. Conducted lease negotiations and propertymanagement of office complex. Responsible for the acquisition and sale of property.

DESIGN ENGINEER 1980-1982Barbay Engineers Baton Rouge, LA

Designed REA transmission and distribution power lines. Prepared accident investigation formajor utilities companies.

EDUCATIONACCOUNTING COURSES 2001-Louisiana State University Baton Rouge, LA

JURIS DOCTOR 1980 - 1983Louisiana State University Baton Rouge, LA

B.S. IN ELECTRICAL ENGINEERING 1976-1980Louisiana State University Baton Rouge, LA

ASSOCIATIONS AND BOARDS

Member of the Louisiana State Bar Association

Board member of the Louisiana Industrial Development Executives Association

Member of the International Economic Development Council

Member of the National Business Incubator Association

Board member of NO Bioinnovation Center

Board member of the Louisiana Small Business Development Centers

REFERENCES

WILL BE PROVIDE UPON REQUEST

JAMES A. GILMORE, JR.

1925 North 3rd Street 225-236-7692Baton Rouge, LA 70801 [email protected]

EDUCATION: SOUTHERN UNIVERSITY A&M COLLEGE, Baton Rouge, LA December, 1999 GPA: 3.3Degree: Bachelor of Arts Major: Political Science

LOUISIANA STATE UNIVERSITY, Baton Rouge, LAMay, 2001 GPA: 3.75Degree: Master’s Major: Public Administration

LOUISIANA STATE UNIVERSITY, Baton Rouge, LAJune 2003 – Present GPA: 3.78Degree: Ph.D., Human Resource Development Major: Leadership Development

CERTIFIED PROFESSIONAL IN HUMAN RESOURCES (PHR) Society of Human Resource Managers

CERTIFICATE Executives in State and Local Government (Fannie Mae Fellow) 2006

Harvard University, John F. Kennedy School of Government

WORKEXPERIENCE

DIRECTOR, Volunteer LouisianaOffice of the Lieutenant Governor

! Promoting an ethic of service throughout the state by creating andimplementing strategic volunteer initiatives and supporting efforts amongnonprofits, faith-based organizations and public entities.

! Oversight of www.volunteerlouisiana.gov, a statewide resource for thoseseeking volunteers and individuals seeking volunteer opportunities

! Assist in coordinating disaster response efforts for spontaneous volunteers! Oversight of Voluntourism, a statewide effort to encourage Louisiana tourists

to volunteer during their visit! Oversight of the Louisiana Volunteer Service Awards, an effort established by

the Lieutenant Governor to recognize citizens and organizations foroutstanding volunteer service.

VICE PRESIDENT, Louisiana Housing Finance Agency (August 2006 – August 2007)! Coordination of joint ventures and special programs related to Housing with

federal, state, and local governmental agencies! Coordinator of Agency’s legislative and congressional agenda! Development and management of Agency’s budget and staffing plans! Design of programs to satisfy the housing and support service needs of

Louisiana’s low- and moderate income residents with use of CommunityDevelopment Block Grant Dollars.

! Responsible for designing and implementing all educational training andworkforce development programs

! Streamlined the Louisiana’s Energy Assistance and WeatherizationProgram by allocating 20 million dollars to Community Action Agencies inan effort to expedite federal energy assistance funding to needy families.

! Administered over 200 Million in Disaster Relief Low-Income Housing TaxCredits

! Administered over 8 Million in Federal HOME dollars! Administered over 179 Million in Mortgage Revenue Bonds in 2006.! Helped administer 15 Million in Social Service Block grant to provide holistic

services to homeless! Helped secure the Agency’s first State General Fund Allocation of 25

Million dollars to the Louisiana Housing Trust Fund.

POLICY ADVISOR, OFFICE OF THE GOVERNOR(January 2004 – August 2006)! Researched best practices and policies in social services, housing, and

community development. ! Assisted in drafting legislation related to the housing trust fund, the

elimination of blighted housing, the creation of housing recovery centers,and the creation of Louisiana’s first land trust.

! Assisted in policy research which led to a minimum wage increase for allLouisiana Civil Service employees.

! Spokesperson for Governor’s Office on issues related to Social Services,Housing and Community Development.

! Assisted in designing and coordinating programs in the areas ofTemporary Assistance to Needy Families, Childcare, Foster care,Refugee Care, Affordable Housing, Predatory Lending, CommunityDevelopment, and Workforce Development.

! Coordinator of the Governor’s Summit on Solutions to Poverty. Advisedon the Governor on Policy Strategies to Reduce Poverty.

! Served as a Policy Liaison to the Louisiana Housing Finance Agency andthe Department of Social Services.

! Assisted in the organizational development of the Louisiana RecoveryAuthority and served as Deputy Director of Long Term RecoveryPlanning.

! Managed and Allocated over 150 Million in Private Activity Bonds.

HUMAN RESOURCES MANAGER, USG Corporation(June 2001 – December 2003)

! Managed recruitment, interviewing, and hiring of hourly and professionalemployees.

! Responsible for designing and implementing all educational training andworkforce development programs

! Managed Safety and Training Programs. ! Monitored and tracked employee incentive and disciplinary policies, leave

policies, affirmative action and EEO Compliance policies. ! Assisted in Payroll and Benefits Administration. ! Designed and managed employee pay for performance policies and

programs.

ACTIVITIES: President, Louisiana State University Public Administration Student AssociationPresident, Southern University Sophomore ClassMember, National Forum of Public AdministratorsMember, Gamma Sigma Delta

Alpha Sigma Chapter of Kappa Alpha PsiMember, American Society of Human Resource ManagersMember, American Society of Training and Development

SKILLS: Public Speaking; Speech Writing; Grant Research/Writing, Windows VistaMicrosoft Excel; PowerPoint; Access; Internet Research; Lexis -Nexis; Eviews(Economic Forecasting); SPSS (Social Science Statistical ManagementSystem); Healthcare Management System (HMS); Survey Research andDesign;

WRITING &RESEARCH: Leadership Ethics in Organizations; Transformational, Transactional, and

Charismatic Leadership Behaviors in Organizations; Ethics in HealthcareOrganizations; Program Evaluation of the Plantation Mental Health Program;Workplace Diversity; Data Collection on Healthcare Needs of HeadStartChildren and Families; Succession Planning in Public and PrivateOrganizations; Employee Motivations; An Analysis of Louisiana’s CooperativeExtension Services; Best Practices in Adult, Career, and Technical Education;Role Analysis of Instructional Supervisors; Strategies to Human CapitalDevelopment; Civic Engagement Among African Americans; Political Trust;Ethics in Government;

PROJECTS: Madison Parish Redevelopment Planning; Southern University and A & M College Strategic Planning; Southern University Recruitment and Retention Planning; Southern University Office of Research and Strategic Initiatives Planning; Southern University Alumni Center Finance Planning & Implementation; Louisiana Board of Regents Educational/Community Assessment of the DeltaParishes; Governor’s Office of Women’s Policy Strategic Alignment Project;

References

Dr. Kim-Hunter Reed, Louisiana Board of Regents (225) 342-4253

Dr. Jim Richardson, Dean, Louisiana State University School of Public Administration(225) 578-6743

Dr. James Llorens, Dean, Assistant Chief Administrative Officer, City of Baton Rouge(225) 358-3000

Dr. Michael Stubblefield, Southern University, Vice Chancellor of Research andStrategic Initiatives(225) 205-7107

Raymond A. [email protected]

838 Woodstone Drive Baton Rouge, LA 70808225-766-0157 (h) 225-925-3133 (o) 225-324-6256 (c)

CAREER PROFILEAward-winning executive with a breadth of experience and accomplishments in the pubicsector and human services arenas. Strategic vision coupled with overall business acumen toleverage background as state representative, senior-level positions within state agencies, andin pastoral leadership. Astute decision-maker adept at establishing and directing initiatives,developing innovative models, and creating viable courses of action to achieve optimumresults.Presented or participated in national panels—Harvard Think Tank on Poverty, Justice andJobs; Invited panelist, Kravis-deRoulet Leadership Conference, “Leading Social Change;”New York Regional Association of Grant Makers; Congressional Delegation led by HouseSpeaker Nancy Pelosi; Congressional Black Caucus Foundation; U.S. Senate Subcommitteeon Disaster Recovery; the Brookings Institution; and the Wealth and Giving Forum. Extensiverecord of providing key ingredients to create informative and newsworthy stories for majormedia outlets—USA TODAY, The New York Times, The Atlanta Journal-Constitution, and theChronicle of Philanthropy.

PROFESSIONAL EXPERIENCE

PASTOR – Star Hill Church (Baton Rouge) – December 1994 to PresentProvides the leadership that has transformed a congregation of 300 people into a dynamicbody of more than 1,500 spiritual entrepreneurs. Many of these individuals are embedded in adiversity of community and governmental agencies focused on an identified list of priorityareas. ! Orchestrating the completion of a building project which will transition the church from a

17,000 square foot structure to one of 26,000 square feet. This will broaden the capacityto serve as a community gathering place as well as the nucleus for a number oftransformative initiatives.

! Recipient of 2009 Mary E. Moody Lifetime Achievement award.

CEO – Louisiana Family Recovery Corps (Baton Rouge) – 2006-2008Led the development and implementation of an innovative model of humanitarian service forassisting individuals impacted by Hurricanes Katrina and Rita. ! Provided recovery services to more than 30,000 individuals.! Facilitated the transition for 5,000+ households from FEMA-sponsored trailer camps to

permanent homes.! Spearheaded the presentation of research on housing policy, out-of-state hurricane

survivors, attitudes of returning residents, and gaps in services.! Conducted presentations to Brookings Institution, New York Area Grant Makers, United

States Senate Ad-Hoc Committee on Disaster, Louisiana Legislature, and Press Club.! Developed partnerships with over 150 national, state, and local organizations.


Raymond A. Jetson -- Page Two

PROFESSIONAL EXPERIENCE (cont.)

DEPUTY SECRETARY – LA Department of Health and Hospitals (Baton Rouge) 2004-2006

Chief Operating Officer of the largest state agency with 12,000 employees and $7billion budget. Accountable for major program offices, Mental Health, DevelopmentalDisabilities, and Addictive Disorders. ! Created the Office of Aging charged with coordinating statewide home and community-

based waiver services, as well as Long-Term Personal Care Services for eligibleelderly and disabled adults who require specialized supports and services to remain intheir homes and communities.

! Led the development of integrated service delivery for individuals with co-occurring disorders.

! Chaired Governorʼs Task Force on Long-Term Care Reform.

ASSISTANT SECRETARY, Office for Citizens with Developmental DisabilitiesLA Department of Health and Hospitals (Baton Rouge) – 2000-2004

Developed innovative programming to provide comprehensive individualized supports andservices for people with developmental disabilities to allow them to live in their own homes orwith their families in their own community.

! Increased access to home and community-based services for over 10,000 individualswith disabilities.

! Reduced number of individuals in state-run institutions by 30%.! Increased participation of persons with disabilities serving in an advisory role to provide

input to office decision-making.

STATE REPRESENTATIVE, District 61 – Louisiana House of Representatives 1984-1999

Over 15 years of progressive responsibility and achievement providing service to the citizensof the State of Louisiana.! Member, Appropriations Committee! Chairman, Transportation and Public Works Committee! Vice Chairman, Health and Welfare Committee! Chairman, Legislative Black Caucus! Author, Performance-Based Budget Legislation! Co-Author, Education Trust Fund Legislation! Author, Legislation creating access to services for more than 1,000 individuals with

developmental disabilities


Raymond A. Jetson -- Page Three

ORGANIZATIONS & AFFILIATIONS

Board Member, Gulf Coast Housing PartnershipPost-Katrina regional organization with a national board of directors

focused on re-creating housing along the Gulf Coast$22 million in assets

Advisory Board Member, Full-time Fatherʼs PartnershipSchool of Social Work, Southern University

Other InvolvementAlzheimerʼs ServicesHabitat for Humanity

Commission on the Social Status of Black Men and BoysJuvenile Justice Implementation Commission

Life Member, Kappa Alpha Psi Fraternity

EDUCATION & PROFESSIONAL DEVELOPMENT

New Orleans Baptist Theological SeminaryMaster of Arts

Bachelor of Arts in Christian Ministry

Other Universities AttendedSouthern University – Baton Rouge, LouisianaGrambling University – Grambling, Louisiana

Professional DevelopmentCenter for Creative Leadership – Greensboro, North Carolina

Leadership Development Program (LDP)Crisis Leadership

Leadership LouisianaLeadership Baton Rouge


BRYAN J. JONES 607 Hebert Street, Baton Rouge LA 70806

[email protected] 225.202.0141

EDUCATION: Louisiana State University, Bachelor of Arts Degree in Mass Communication with a concentration in Political Communication; obtained May 2005 Avoyelles High School (Moreauville, Louisiana), College Prep High School Diploma, graduated with honors; obtained May 2001 EXPERIENCE: Sr. Public Involvement Representative HNTB Corporation, Baton Rouge LA December 2007-Present Public affairs consultant to numerous government clients for infrastructure environmental

clearance, design, construction and/or maintenance Responsible for the development and implementation of all public involvement programs on

major HNTB project initiatives in Louisiana and Mississippi Charged with managing governmental affairs activities in Louisiana and Mississippi and

responsible for project pursuits as a member of the office sales team Support HNTB’s national governmental relations director, crafting federal and state

governmental relations plans Project experience includes:

o Louisiana Department of Transportation and Development’s Submerged Roads Program ($160 million), New Orleans, LA

o Baton Rouge Loop ($4 billion), Baton Rouge, LA o Lafayette Regional Expressway ($2 billion), Lafayette, LA o Biloxi Infrastructure Repair Program ($360 million), Biloxi, MS o Louisiana Department of Transportation and Development’s LA 1 Toll Publicity

Plan ($575,000), Golden Meadow, LA Public Affairs Coordinator Parsons Brinckerhoff (PB), Baton Rouge LA November 2005-December 2007 Public affairs consultant to the Louisiana Department of Transportation and Development on

a Joint Venture contract, Louisiana TIMED Managers (LTM) One of five professionals, including the Communications Director, that made up the Public

Outreach Division for the Transportation Infrastructure Model for Economic Development (TIMED) Program

Bryan J. Jones

2

Responsible for assisting in the development and implementation of a statewide campaign for the TIMED Program

Managed governmental affairs activities for the TIMED Program, notably relationships with the Governor’s office, the State Bond Commission, legislators including the legislative transportation committees and local officials statewide

o The TIMED Program is a $4.9 billion taxpayer-approved legislative act that created a program funded by a four cent per gallon gas tax to increase economic development throughout the state of Louisiana by investing in various transportation upgrades, highway widening projects, and new infrastructure corridors

Duties for PB Communications included:

o Evaluation of public outreach, communication and public affairs program all PB Program Management projects nationwide; assigned to manage evaluation and communication support on Katy Freeway Reconstruction Project in Houston, TX and the California High-Speed Rail Program; assisted evaluation on Miami-Dade County’s People Transportation Plan in Miami, FL

State Emergency Communications Media Assistant State of Louisiana, Baton Rouge LA September-November 2005 As one component of the state government’s response to Hurricanes Katrina and Rita, an

emergency media relations team was created to serve as a liaison to local, national, and international media

The media relations team worked on-site at the Louisiana State Office of Homeland Security and Emergency Preparedness and later was stationed at the FEMA Joint Field Office

Responsibilities included: o Assisting in the scheduling of daily press briefings o Working with cabinet-level and statewide-elected officials and their

communications staffs to coordinate participation in briefing schedule o Distributing daily speaking points and updated figures report to media and

government staffs; includes Task Force Pelican and By the Numbers o Arranging interviews with state officials and others closely related to the relief

effort o Assisting in the coordination of media tours to the devastated regions of both

hurricanes through Louisiana State Police, Louisiana National Guard and Louisiana Wildlife and Fisheries

o Serving as moderator for press briefings o Attending all press briefings (including those not associated with state

government) and providing a detailed report upon request of senior staff o Monitoring print, television, and Internet news for all coverage related to

Louisiana and the hurricane relief effort o Working with communications staffs to develop a detailed itinerary for the

Louisiana Recovery Authority’s initial air and ground tour of both Southeast and Southwest Louisiana

Bryan J. Jones

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Executive Assistant Bryan D. Fisher, Tomeny & Fisher, Baton Rouge LA November 2001-May 2005 Began working during first semester at LSU as a courier and later was promoted to executive

assistant to one of the law firm’s two partners Responsibilities included:

o Executing all courthouse and office filings o Drafting particular client, business-financial, and attorney’s personal

correspondence o Implementing specific client relations campaigns; most successful being the

Christmas and birthday card mail-outs o Maintaining personal schedule for attorney o Various other office and clerical duties

Intern Office of U.S. Senator John Breaux, Baton Rouge LA & Washington DC May 2002-June 2003 Interned in the Baton Rouge office through May 2003 and for the month of June 2003 in the

Projects Division of the Washington DC office Responsibilities included:

o Interacting with constituents in office visits, phone conversations, and mail correspondence; constituents in Washington tended to be state leaders, business and industry leaders from Louisiana, and others lobbying the Senator

o Attending various private meetings and committee hearings both representing the Senator and taking notes for staff members on pertinent issues

o Representing the Senator at various private business gatherings, social functions, and other receptions that he was unable to attend

o Responding to constituent mail through a complex online congressional mail system, Capital Correspondence

o Assisting in the planning and logistics of Washington fundraising events that the Senator cosponsored for congressional colleagues

ACTIVITIES: Founding Board Member & President Advance Innovative Education (AIE) Govern non-profit organization formed in 2009 to address critical needs in Louisiana’s public

education system Organization utilizes fee-for-service model to provide educators and administrators

necessary professional development to maintain licensure Key organization initiatives include accredited alternative teacher and principal certification

programs and the design and planning of two new charter high schools for the Capital Region (one with a curriculum focused on digital media and the arts and the other focused on science, technology, engineering and math)

Bryan J. Jones

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Founding Member Progress Is… Community movement dedicated to advancing initiatives that enhance quality of life, spur

economic and cultural development and build a stronger Capital Region Founded to promote Baton Rouge’s infrastructure bond initiative that will appear on

November 2009 ballot Founding Board Member Capital Area Region Leadership Initiative (CARLI) Leadership program modeled after Leadership Baton Rouge and Leadership Louisiana

focused on the nine parishes of the Capital Region First class to begin Fall 2009

Board Member Advance Baton Rouge (ABR) Govern non-profit organization formed in 2005 to address the Baton Rouge area’s

educational inequities and low achievement rates Serve on advisory panel responsible for creation of two new alternative high schools with

digital media and science/technology curriculum focuses to capitalize on growing industries in Louisiana, notably the Capital Region

Participant Leadership Baton Rouge, Class of 2009 Attend monthly lectures, discussions, field trips and exercises pertinent to issues facing the

Baton Rouge community Founding Member & Vice-President Public Action for Change in Education (PACE) Community organization in Pointe Coupee Parish developed to raise awareness of the plight

of the public education system Recruited, through community awareness campaign, new candidates to run for parish-wide

school board Of eight-member board, five new members were elected; turnout was over 40 percent of

registered voters (nearly double statewide average) Developed long-term agenda for organization that included obtaining 501(c)(3) status,

funding of board member training, “meet your school board member” community roundtables, publishing board member voting records and implementing other accountability measures

Board Member Republican State Central Committee Elected in March 2004 to a four-year term; did not seek reelection in 2008 Represented Pointe Coupee, West Baton Rouge, and parts of West Feliciana parishes Served on Outreach and Endorsement sub-committees Youngest of the 200+ member body

Bryan J. Jones

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Member Governor-Elect Bobby Jindal Transition Team Served on Education Committee Traveled the state to collect testimony relevant to K-12 education policy Made policy recommendations to the Governor-Elect

Campaign Manager Bud Torres for Sheriff (Pointe Coupee) Developed and managed media strategy and outreach for the campaign Served as a top adviser to the candidate and the sheriff-elect during the transition

Member Pointe Coupee Community Foundation Served on Advisory Committee Non-profit community foundation created to provide funding to organizations whose purpose

is to affect long term benefits for social, educational, and cultural needs of the Pointe Coupee Parish community

Assisted Director in the development of foundation’s marketing and communications plan and long-term strategies

Member Baton Rouge Mayor-President Kip Holden Transition Team Served on the Transportation Committee Worked with other members to prioritize traffic problems in Baton Rouge and collectively

prepared initial transportation briefing on Green Light Program for Mayor Holden Only university student to serve on the transition team

Campaign Manager Gieg-Downs 2005 LSU Student Government campaign Developed a comprehensive media strategy for the campaign complete with a kickoff press

conference and materials such as push cards, banners, a campaign website, buttons, stickers, and yard signs

Made transportation a key component of the campaign; ensured that a GPS tracking system would be added to all campus buses and that a carpool parking lot system would be created; both were implemented

Managed a senior campaign staff of 15 people and oversaw a total campaign of over 400 people

The campaign won with 65 percent of the vote; 8500 total votes cast VOLUNTEER EXPERIENCE: Boys Hope Girls Hope (BHGH) of Baton Rouge Serve on the organization’s Advisory Board Participate in social events with participating youth Organize fundraisers and promote BHGH mission

Bryan J. Jones

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Apprentice Mentoring Program for Students (AMPS) Serve as a mentor to two Pointe Coupee Parish high school juniors Participate in educational and social events with students Expose students to various cultural and recreational opportunities AMPS Program is funded by NRG Energy, parent company of Louisiana Generating

American Red Cross Hurricane Katrina special needs shelter August 2005 Assisted Louisiana Department of Social Services employees in the creation of a missing

evacuee database Coordinated volunteer registration with members of the LSU Student Government

Pointe Coupee Parish Historical Society 2004 Assisted in the planning and marketing of the opening of the Julian Poydras Museum in

historical downtown New Roads

JANE STADEM METCALF

510 Castle Kirk Drive 225-769-1861 (Home) Baton Rouge, LA 70808 225-388-2251 (Work) [email protected] 225-933-4004 (Cell) [email protected]____________________________________________________________________________________

EXPERIENCE

Currently offering consulting services to schools to assist with techology planning, implementation and/or remediation.

July 2004 – July 2008: Director of Technology at St. Joseph’s Academy, Baton Rouge, LA

St. Joseph’s Academy, a college preparatory school for girls, provides laptop computers to all faculty and students. It provides state of the art multimedia equipment and educational software. It seeks to stay on the leading edge of technology use in high school education. I was hired to use my business expertise to undergird the technology flash with stable reliable services.

Major accomplishments:

• Replace a 25 year old PBX with a fully VoIP system using PRI connection and unified messaging.

• Negotiated a 300% increase in Internet bandwidth while reducing the price by $1,000.00 a month.

• Manage an onsite warranty repair shop staffed by student technicians who provide a three day turn-around on help tickets.

• Instituted acquisition and management standards and procedures to move from break-fix to always available technology access for critical applications. Significantly reduced annual technology budget.

• Significantly reduced annual technology budget.• Redesigned staffing model and job descriptions to significantly improve customer satisfaction

rating while reducing staff by 1.5 FTE.• Recipient of a Cisco Systems Growing with Technology award in the public sector category.• Recipient of the Catholic Schools of Excellence award in the Technology Innovation category.• Recipient of the WindowsPro innovation in Education Award• Recipient of CoSN’s Team Leadership Award

Duties:• Participate in strategic planning for all aspects of the organization.• Head of the school board technology committee, member of the faculty curriculum

committee, and member of the school board internal programs committee. • Lead teams in both strategic and tactical planning for technology services. • Identify emerging technologies that have potential for enhancing classroom and

administrative functions.• Manage technology projects from initiation to completion.• Direct quality assurance process to insure technical tools will perform without incident.• Facilitate research efforts by graduate students from Louisiana State University.• Member of the Louisiana Technical College Advisory Board

• Presenter at educational conferences on effective technology services in schools.• Manage vendor relations and contract negotiations.• Advise Schools from across the nation on the management of school technology.• Manage a staff of 4.5 professionals who perform all I.T. functions.

January 2008 – Present: Adjunct Instructor, Louisiana State University. Instructor for ELRC 2507: Integrating Technology in the Curriculum.

January 2008 – Present: Consultant to school districts wishing to enhance their technology services. Participate in Collaboration with Educollaborators, AALF and my own consulting firm. I am currently working with Jefferson Parish Public School System in the New Olreans area.

August 1992 – July 2004: Systems and Operations Manager, Louisiana Workers' Compensation Corporation, Baton Rouge 70808.

Planning and Implementation Duties:

• Prepare and manage a $2,500,000.00 budget.• Represent corporate interest in acquisition of new services. Duties include gathering end

user requirements, estimating ROI, authoring RFP, response evaluation and, in conjunction with General Counsel, negotiation of contracts. A recent renegotiation for long distance and private network services resulted in a 42% saving over the previous contract.

• Team with end user departments and technical vendors in major technology initiatives. • Prepare strategic planning documents and manage multiple projects to insure I.S. resources

and infrastructure are in place to meet projected needs. • Author I.S. standards, policies and procedures documents.• Liaison with external and internal audit efforts.• Create project plans including scope documents, time lines, resource allocation, milestones,

and evaluation criteria.• Plan and directs major infrastructure modifications.

Management of a staff of 12 professionals who provide these functions and services:• Provides full Internet security including administration of the firewall, VPN, intrusion detection

system, and virus software.• Manage 21 file and database servers, 500 desktops, 100 laptops housed in three offices

networked via T1 and VPN.• Manage ancillary systems including medical bill review, FAXserver, CD-ROM server, Intranet,

Internet, Freedom Financials, PAM Investment services, Premium Audit Server, and HR management systems.

• Operate computer room functions including night batch processing, bulk printing, server and network monitoring, and systems backups.

• Help desk providing both hardware and software services.• Provide voice communication including management of a PBX, voice mail and ACD services. • Purchase all technical equipment, software, and services.• Act as liaison with facilities to ensure adequate infrastructure, including data wiring and clean

electricity. • Act as liaison with user departments to provide technical assistance in task specific system

procurement. • Undertake R & D to leverage technical advances to enhance corporate productivity.

1988 -- 1992: System Manager, Louisiana State University, Baton Rouge, LA 70803

Managed a 35 Node VMS Cluster for the System Network Computer Center (May 89-July 92). Duties included:

• Providing long and short range planning for VMS services

• Performing all software installations, maintenance upgrades and trouble-shooting software problems. Maintaining a variety of network protocols including TCP/IP, DECnet and security utilities.

• Surveying hardware and software needs, developing purchasing plans, writing bid specification, and interfacing with end users, accounting staff and vendors.

• Providing Internet gateway services to all platforms.

Designed and implemented the Macromolecular Computer Facility for the College of Basic Sciences, LSU (January 88 until May 89).

• Designed, wrote bid specifications, purchased, and installed a six node computer facility. This facility provides real time graphics to 30 principal investigators and over 70 users. This included the installation of network in two buildings that provided access to user offices and labs.

• Prepared documentation, conducted training sessions, and served as technical resource person to facility and staff users.

• Performed all system operations, maintenance and upgrade functions.• Performed all non-technical managerial duties including budgeting, purchasing, and grant

maintenance.

1987 - 1988: Programmer/Analyst at KEK Laboratory in Tscuba-Chi, Japan for the Department of Physics and Astronomy, University of Rochester, New York.

1975 – 1979: Outreach Coordinator, Suffolk County, New York Department of Social Services.• Liaison to the County Legislators• Member of the Suffolk County Committee on Hunger• Liaison to Social Security, Office for the Aging and Community Services

1968 – 1974: Teacher, Los Angeles City School District. • Chosen for district wide curriculum redesign committee• Chosen for district wide text book selection committee• Speaker at district wide teacher conference• Creator of innovated, future looking class offerings

EDUCATION

Management Services Institute at LSU Professional credits receivedProject Management Certification LSUBS: Louisiana State University (Computer Science) 3.6 GPA MA: New York University (Education) 4.0 GPA BA: Arizona State University (English) 2.9 GPA

References available upon request:

Brian J. Dixon, Ed.D.

phone: 858-205-2418 [email protected]

Teaching Experience

High Tech High North County, San Marcos, California Director- High Tech High Flex, 2008-present

! Led organization in planning for a hybrid/ online school! Investigated current technologies to evaluate feasibility! Taught classes in HTH Graduate School of Education! Secured grant funding for equipment purchases and faculty development! Worked with a range of stakeholders, implementing their feedback! Facilitated a project-based learning environment supportive of students'

individual educational goals ! Led school-wide adoption of digital portfolio system

University of Wisconsin, Green Bay, Wisconsin Instructional Technology Consultant, 2008 (term)

! Developed “Introduction to Instructional Technology” online course. ! Helped launch an online professional development program to support

teachers' utilization of educational technology tools in their classrooms

Point Loma Nazarene University, San Diego, California Instructional Technology Consultant/ Adjunct Professor, 2006-2008

! Trained K-12 classroom teachers to effectively integrate technology into their curriculum

! Assisted School of Education Dean in planning online course delivery

Santa Fe Christian High School, Solana Beach, California

Instructional Technology Specialist/ Media Arts Teacher, 2003-2007

! Designed and delivered in-person, video, and web-based technology training to K-12 classroom teachers and school administrators

! Assisted teachers in implementation of learner-centered, technology-based teaching materials including multimedia presentations

! Created and taught a comprehensive media arts curriculum to middle and high school students focusing on innovative uses of cutting edge technologies

! Led school-wide technology planning committee for accreditation

! Produced two student yearbooks utilizing online publishing technology

E. L. Wright Middle School, Columbia, South Carolina

Technology Teacher/ Language Arts Teacher, 2001-2003

! Implemented technology pilot program integrating computers into the language arts curriculum for at risk students

! Designed and facilitated school district wide technology classes, training teachers to effectively integrate technology into their curriculum

Education University of San Diego and San Diego State University, San Diego, California

Doctorate in Educational Technology! Dissertation Title: Reflective video journals as a tool to increase high school

students’ metacognition

! Maintained a grade point average of 3.9

! Presented a paper on Podcasting at the DSAG annual symposium

! Presented at the Computer Using Educators regional conference

Columbia International University, Columbia, South Carolina

Masters of Arts in Teaching, August 2001

Providence College, Otterburne, Manitoba Canada

Bachelors of Arts in Theatre and Music, May 1999

Technology Experience

Internet Safety Foundation, Carlsbad, California

Founder, 2006-present ! Conducted Internet Safety Workshops at schools, churches, and community

groups throughout San Diego county

! Produced The Internet and Your Kids DVD, teaching parents healthy habits to protect their children online

! Wrote Internet Safety articles to educate parents and teachers

Various Organizations

Freelance Graphic Designer/ Creative Consultant, 2000-present ! Produced promotional videos for several busineses and organizations

! Designed marketing materials for Lifestreams, NCCC, and AMM

! Designed corporate identity logo for USD/SDSU joint doctoral program

Technology

Proficiencies

Registered iPhone application developer. Avid user of both Windows and Macintosh operating systems. Experience training teachers and students on Microsoft Office, Apple iLife, InDesign, Final Cut Pro, Blackboard CMS, Moodle, Joomla, Druple, Wordpress, Dreamweaver, Photoshop, Personal Response Systems, and Interactive Whiteboards.

Presentations Dixon, B. (2009). The Future of Education is Flexible. Michigan Association for Computer Users in Learning, Lansing, MI.

Dixon, B. (2009). Reflective Video Journals and Adolescent Students. Society for Information Technology & Teacher Education, Charleston, SC.

Dixon, B. (2006). Podcasting: A Viable Outlet for your Research? Doctoral Students in Education Colloquium, San Diego.

Dixon, B. (2006). Myspace is not your space, it’s everybody’s space. Computer Using Educators Regional Conference, Riverside.

Publications Dixon, B. (2009). A formative experiment investigating the use of reflective video journals to increase high school students' metacognition. Montezuma Press, San Diego State University, San Diego.

Dixon, B. (in process). The Technophobic Teacher: A step by step guide to using innovative technology to increase student engagement, collaboration, and learning.

Memberships American Society for Training and Development Association for Educational Communications and Technology

International Technology Education Association

Society for Information Technology & Teacher Education

References available upon request.

BYLAWS

of

Helix Network of Educational Choices

1. PRINCIPAL AND REGISTERED OFFICES

1.1 Principal Office. The principal office of HELIX NETWORK OF EDUCATIONAL CHOICES (hereinafterreferred to as the "Helix"), shall be located at 607 Hebert Street, Baton Rouge, Louisiana70806, or at such place in the City of Baton Rouge, Louisiana, as the Board of Directors shallfrom time to time designate.

1.2 Registered Office. The registered office of the Corporation shall be located at 607 HebertStreet, Baton Rouge, Louisiana 70806, or at such other place in Baton Rouge, Louisiana, asthe Board of Directors may from time to time designate. The Corporation shall have and shallcontinuously maintain in Baton Rouge, Louisiana, a registered office at such place as may bedesignated by the Board of Directors.

! COMPOSITION OF THE BOARD OF DIRECTORS

2.1 The Board of Directors should consist of members with a diverse set of professionalskills and practical work experience in the areas of education, public/nonprofit and/or for-profitadministration or operations, community development, finance, and law.

o The Board of Directors should be representative of the community(ies) in whichthe charter school(s) is located.

o The Board of Directors shall consist of no more than one person from the sameimmediate family, as defined by the Louisiana Code of Governmental Ethics.

o No member of the Board of Elementary and Secondary Education is eligible tobe a member of the Board of Directors.

2.5 No elected official, as defined by the Louisiana Code of Governmental Ethics, iseligible to serve as a member of the Board of Directors as long as the Corporation operatesany charter school under the Louisiana Charter School Demonstration Programs Law. Noindividual formerly classified as an elected official is eligible to serve as a member of theBoard of Directors for a period of one year following his or her termination from electedservices, provided that the Corporation operates any charter school under the LouisianaCharter Schools Demonstration Programs Law.


3. BOARD OF DIRECTORS

3.1 Powers of Board. The affairs of the Corporation shall be managed by the Board ofDirectors.

3.2 Number of Directors. The number of directors of the Corporation shall be a minimum ofthree (3) and a maximum of fifteen (15). The number of directors shall be the number electedfrom time to time by the Board of Directors; provided, however, such number shall never befewer than three (3). No decrease in the number of directors shall have the effect ofshortening the term of any incumbent director.

3.3 Election and Term of Directors. The first Board of Directors of the Corporation shallconsist of those three (3) persons named as initial directors in the Articles of Incorporation.Such persons shall hold office until the expiration of their respective terms provided in theArticles of Incorporation, or until their successors are elected and have qualified. Thereafter,at the initial annual meeting of the Corporation, the Board of Directors shall elect successordirectors, such that there are equal numbers of directors elected to serve a term of two (2)years and one (1) year, beginning at the adjournment of that annual meeting and continuingthrough the expiration of their respective terms, or until their successors have been electedand qualified. At each subsequent annual meeting of the Corporation, the Board of Directorsshall elect directors to serve a term of three years beginning at the adjournment of that annualmeeting and continuing through the expiration of their respective terms or until theirsuccessions have been elected and qualified.

3.4 Director Selection. The Board of Directors shall authorize a nominating committee torecruit, evaluate, and submit a slate of qualified potential directors for approval to the Board atthe annual meeting of the Directors. The Board of Directors shall select the nominatingcommittee, which may be comprised of directors and non-directors. The nominatingcommittee shall be comprised of a majority of Directors. In its selection process, thenominating committee will endeavor to fulfill the tax exempt purpose of the Corporation,Louisiana law, and the respective charter, by making sure that the composition of the Board ofDirectors is consistent with Section 2 above. The nominating committee shall establishselection rules, which include methods of obtaining input from community members in orderto fulfill this goal.

3.5 Board Vacancies. Any and all vacancies occurring on the Board of Directors (includingany vacancy resulting from an increase in the authorized number of directors or from thefailure to elect the full number of authorized directors) shall be filled by the affirmative vote ofa majority of the remaining directors, though not constituting a quorum. A director elected tofill a vacancy shall be elected for the unexpired term of his predecessor in office, or until hissuccessor is elected and qualified.

3.6 Resignations of Directors. Except as otherwise required by law, any director of theCorporation may resign at any time by giving written notice to the Board or to the President orto the Secretary of the Corporation. Such resignation shall take effect at the time not morethan thirty (30) days after such receipt as specified in such notice, or on receipt of the notice ifno time is specified. Unless otherwise specified in the notice of resignation, no acceptance ofsuch resignation shall be necessary to make it effective.

3.7 Quorum of Directors and Manner of Acting. Unless a greater proportion is required by lawor these Bylaws, a majority of the Board of Directors shall be necessary to constitute aquorum for the transaction of business, and the acts of a majority of the directors present at ameeting at which a quorum is present shall be the acts of the Board of Directors. If a quorumis present when a meeting of the Board of Directors is convened, the directors present may


continue to do business, taking action by a vote of a majority of a quorum as fixed above, untiladjournment, notwithstanding the withdrawal of enough directors who leave less than aquorum as fixed above, or the refusal of any director present to vote. Except as otherwiseprovided by law or by the Articles of Incorporation or these Bylaws, the acts of a majority ofthe directors present at a meeting at which a quorum is present shall be the acts of the Board.

3.8 Annual and Monthly Meetings of Directors. The annual meeting of the Board of Directorsshall be held, in each year immediately after and at the same place as the annual meeting ofthe Corporation. Such annual meeting may be held on another date or at another place,pursuant to a resolution of the Board, provided that at least five (5) days notice of the newdate or place for the annual meeting is given to each director.

Monthly meetings of the Board of Directors shall be scheduled at the annual meeting of theBoard of Directors. The Board of Directors shall hold no fewer than ten monthly meetingsduring a calendar year.

In accordance with Louisiana Constitution and Open Meetings Law, R.S. 42:4.1 et seq.,notice of any meeting shall be posted in the central office of the managed school or schools atleast one day prior to the meeting. All such notices shall include an agenda and anexplanation of the public comment process and will be announced prior to the start of eachmeeting.

Written public notice of the regular monthly meetings of the Board of Directors shall be givenat the beginning of each calendar year. Such notice shall include the dates, times, and placesof such meetings.

3.9 Special Meetings of Directors. Special meetings of the directors may be called at any timeby the President, the Board of Directors, or the Executive Committee, if one be constituted, bywritten notice signed by the President or by a majority of the directors or of the Board ofDirectors of the Executive Committee. Special meetings may be held at such place or placeswithin or outside the State of Louisiana as may be designated by the Board of Directors. Inthe absence of such designation, any such meeting shall be held at such place as may bedesignated in the notice thereof.

3.10 Notice of Directors' Meetings. Whenever notice is required to be given under anyprovision of these Bylaws, it shall be in writing and it may be delivered personally or sent byU.S. mail, electronic mail, by telegram, by express delivery service, or by electronic facsimiletransmission to each director at his address as shown by the records of the Corporation. Ifnotice is given by U.S. mail, such notice shall be deemed to be delivered three (3) days afterbeing deposited in the United States Mail in a sealed envelope so addressed, with postagethereon prepaid. If notice is given by telegram or other commercial message delivery service,such notice shall be deemed to be given on the date delivered. If notice is given electronically,such notice shall be deemed delivered when transmitted by electronic mail or facsimileequipment to the intended recipient's electronic mail address or electronic facsimile numberas shown in the records of the Corporation.

3.11 Directors' Waiver of Notice. Any director may waive notice of any meeting in writing atany time, either before or after the time notice would have been required and the waiver neednot specify the purpose of the business to be transacted at the meeting. Directors present at ameeting shall be deemed to have received due, or to have waived, notice thereof, exceptwhere a director participates in the meeting for the express purpose of objecting to thetransaction of any business at the meeting on the ground that the meeting is not lawfullycalled or convened. Except as specifically required by the Articles of Incorporation or theseBylaws, neither the business to be transacted at, nor the purpose of, any regular or special


meeting of the Board of Directors need be specified in the notice, or waiver of notice, of suchmeeting.

3.12 Compensation and Expenses of Directors. The Corporation shall not pay anycompensation to directors for their services rendered to the Corporation. The Corporationmay reimburse directors for reasonable expenses actually incurred in the performance of theirduties to the Corporation.

3.13 Honorary Boards and Advisory Committees. The Board may elect or appoint any personto act in an advisory capacity to the Corporation or in an honorary capacity with respect to theCorporation, and may create such honorary Boards or advisory committees and appoint tothem such persons as the Board deems appropriate in its sole discretion. Persons serving insuch advisory and honorary capacities shall not exercise any of the powers granted to theBoard of Directors by law or in these Bylaws or in the Articles of Incorporation of theCorporation.

3.14 Fiduciary Relationship of Directors. Directors and officers of the Corporation shall bedeemed to stand in a fiduciary relationship to the Corporation and its Board of Directors, andshall discharge the duties of their respective positions in good faith, and with that diligence,care, judgment, and skill which ordinarily prudent men would exercise under similarcircumstances in like positions.

3.15 General Requirements and Prohibitions.

The Board of Directors shall comply with all laws applicable to public bodies including, but notlimited to, the Louisiana Open Meetings Law, the Louisiana Public Records Law, and theCode of Governmental Ethics.

4. COMMITTEES OF THE BOARD OF DIRECTORS

4.1 Executive Committee. The Board of Directors may, by resolution adopted by a majority ofthe directors in office, designate and appoint an Executive Committee to consist of not fewerthan two (2) directors. The Executive Committee shall, to the extent provided in the Boardresolution, have and may exercise all of the powers of the Board of Directors in themanagement of the business and affairs of the Corporation during the intervals between themeetings of the Board, and shall fix its own rules of procedure. Such Executive Committeeshall keep a record of its proceedings, which shall from time to time be reported to the fullBoard of Directors. The designation and appointment of any such Executive Committee andthe delegation of authority to the Committee shall not relieve the Board of Directors, or anyindividual member of the Board of Directors, of any responsibility imposed upon it or him bylaw. Any vacancy occurring on the Executive Committee shall be filled by the Board ofDirectors, but the President of the Corporation may designate another director to serve on theExecutive Committee pending action by the Board of Directors. The Executive Committeeshall hold office during the term of the Board of Directors constituting it, unless otherwiseordered by the Board of Directors.

4.2 Committees Other Than Executive Committee. The Board of Directors may, by resolutionadopted by a majority of the directors in office, designate and appoint one or morecommittees, in addition to the Executive Committee, each of which shall include at least two(2) directors. Such committees shall have the duties assigned to them by the Board ofDirectors in a resolution. Such committee or committees shall have such name or names asmay be set in the Articles of Incorporation or these Bylaws, or as may be determined, fromtime to time, by the Board of Directors. The designation and appointment of any such


committee and the delegation of authority to the committees shall not relieve the Board ofDirectors, or any individual member of the Board of Directors, of any responsibility imposedupon it or him by law. Any vacancy occurring in any such committee shall be filled by theBoard of Directors, but the President of the Corporation may designate another director toserve on the committee pending action by the Board.

In the event the Board of Directors undertakes the management of one or more charterschools, the committees to be created are as follows:

! Finance – reviews finance reports for accuracy and consistency, and manages theaudit process

! Compensation – establishes base compensations levels for school staff and aligns expense with budget availability

! Personnel – ensures personnel polices are in compliance with the various federal andstate personnel requirements, and arbitrates any personnel situation that can not beresolved between the teacher and the principal/parent/co-worker

! Board Training – establishes annual training programs and training schedules formembers of the Board of Directors to attain knowledge with respect to the operation ofa nonprofit organization and the management of a charter school in compliance withthe requirements set forth by the Department of Education Charter School Office

4.3 Minutes of Meetings of Committees. Any committee designated by the Board of Directorsshall keep regular minutes of their proceedings, and shall report the same to the Board ofDirectors, when required; but no approval by the Board, of any action properly taken by acommittee, shall be required.

4.4 Procedure. If the Board of Directors fails to designate the chairman of a committee, thePresident, if a member of such committee, shall be the chairman. Each committee shall meetat such times as it shall determine and at any time on call of the chairman. A majority of acommittee shall constitute a quorum, and the committee may take action either by vote of amajority of the members present at any meeting at which there is a quorum or by writtenconcurrence of a majority of the members. In case of absence or disqualification of a memberof a committee at any meeting thereof, the qualified members present, whether or not theyconstitute a quorum, may unanimously appoint a director to act in place of the absent ordisqualified member. The Board of Directors shall have the power to change the members ofany committee at any time, to fill vacancies, and to discharge any committees at any time.

5. OFFICERS, AGENTS AND EMPLOYEES

5.1 Officers. The Board of Directors shall elect a President, a Secretary, and a Treasurer, andmay elect one or more Vice Presidents and such other officers and agents as may benecessary for the business of the Corporation. Any two of these offices may be combined inone person; provided that no person holding more than one office may sign, in more than onecapacity, any certificate or other instrument required by law to be signed by two (2) officers.Unless otherwise provided in the Articles of Incorporation, none of the officers of theCorporation need be directors.

5.2 Election and Term of Office. The first officers of the Corporation shall consist of thosepersons named as initial officers, and such persons shall hold office until the first annualelection of officers. Thereafter, a nominating committee, which may be comprised of directors


and non-directors, shall present a slate of officers for Board approval. The Board shall electofficers at each annual meeting of the Board. If the election of officers shall not be held atsuch meeting, such election shall be held as soon thereafter as conveniently may be held.Each person so elected shall hold office for the term for which he is elected, not to exceedtwo (2) years.

5.3 Resignation of Officers. Any officer or agent may resign at any time by giving writtennotice to the Board of Directors or to the President or to the Secretary of the Corporation. Anysuch resignation shall take effect at the time of receipt or at such later time as thereinspecified, not to exceed thirty (30) days. Unless otherwise specified in the notice ofresignation, no acceptance of such resignation shall be necessary to make it effective.

5.4 Removal of Officers. Any officer or agent may be removed by the Board of Directors withor without cause at any time, without prejudice, however, to the contract rights, if any, of theperson so removed. Election or appointment of an officer or agent shall not of itself create anycontract rights.

5.5 Vacancies in Offices. A vacancy in any office may be filled for the unexpired portion of theterm by the Board of Directors at any meeting of the Board.

5.6 Powers and Duties of Officers. Subject to the authority and control of the Board ofDirectors, all officers as between themselves and the Corporation shall have such authorityand shall perform such duties in the management of the property and affairs of theCorporation as may be provided in these Bylaws or by resolution of the Board of Directors,not inconsistent with these Bylaws, and, to the extent not so provided, as generally pertain totheir respective offices.

a. President. The President shall, when present, preside at all meetings of the Board ofDirectors. The President shall be the chief executive officer of the Corporation with generalmanagement of the Corporation's business and power to make contracts in the ordinarycourse of business; shall see that all orders and resolutions of the Board of Directors arecarried into effect and direct the other officers in the performance of their duties; shall havethe power to execute all authorized instruments; and shall generally perform all acts incidentto the office of the President or which are incumbent upon the President under the provisionsof the Articles of Incorporation and these Bylaws. The President may delegate authority andresponsibility, but such delegation of authority shall not relieve the President of anyresponsibility imposed upon the President by law, the Articles of Incorporation, or theseBylaws, and the President shall remain fully accountable to the Board of Directors.

b. Secretary. The Secretary, when such is required, shall give, or cause to be given,notice of all meetings of the Board of Directors, and committees, and all other noticesrequired by law or by these Bylaws, and in case of the Secretary's absence or refusal orneglect so to do, any such notice may be given by the Board of Directors upon whose requestthe meeting is called as provided in these Bylaws. The Secretary shall record all theproceedings of the meetings of the Board of Directors and of committees in a book to be keptfor that purpose. Except as otherwise determined by the Board of Directors, the Secretaryshall have charge of the original accounts, Board of Directors, certificate books and transferbooks. If a corporate seal is adopted, the Secretary shall have custody of the seal of theCorporation, and shall affix it to all instruments requiring it. The Secretary shall perform suchother duties as may be assigned to him by the Board of Directors or by the President.

c. Treasurer. The Treasurer shall supervise and oversee all funds, securities,evidences of indebtedness, and other valuable documents of the Corporation. The Treasurershall receive and give, or cause to be given, receipts and quittances for monies paid in on


account of the Corporation and shall payout of the funds on hand all just debts of theCorporation of whatever nature when due. The Treasurer shall enter, or cause to be entered,in books of the Corporation to be kept for that purpose, full and accurate accounts of allmonies received and paid out on account of the Corporation, and whenever required by thePresident or the Board of Directors, the Treasurer shall render a statement of accounts. TheTreasurer shall keep or cause to be kept such books as will show a true record of theexpenses, gains, losses, assets, and liabilities of the Corporation, and shall perform all theother duties incident to the office of Treasurer. If required by the Board of Directors, theTreasurer shall give the Corporation a bond for the faithful discharge of his duties and forrestoration to the Corporation, upon termination of his tenure, of all property of theCorporation under the Treasurer's control.

d. Vice President. The Board of Directors may select and appoint one or more VicePresidents. If the Board of Directors appoints more than one Vice President, each VicePresident shall have such powers and shall perform such duties, as shall be assigned to himby the Board of Directors or by the President (subject to the powers and supervision of theBoard), and in the order determined by the Board, shall in the absence, inability, or refusal toact by the President, perform the President's duties and exercise the President's powers, andwhen so acting shall have all of the powers of and be subject to all of the restrictions upon thePresident.

e. Executive Director. The Board of Directors may select and appoint an ExecutiveDirector. The Executive Director shall perform such duties as are provided by these Bylawsand as are delegated to the Executive Director by the President, the Board of Directors or theExecutive Committee of the Board of Directors. Without prejudice to the complete authority ofthe Board of Directors to manage the affairs and properties of the Corporation, the ExecutiveDirector shall hire, direct, and discharge all agents and employees and fix their salariessubject to the budget authorized by the Board of Directors. The Executive Director may, underthe direction of the President or other officer of the Corporation, act for them as they deemappropriate and shall perform such other duties as shall be required by the Board ofDirectors. In the event the office of Executive Director is not filled, the President shall performthe duties outlined above.

5.7 Agents and Employees. The Board of Directors may from time to time, in its solediscretion, appoint agents and employees who shall have such authority and shall performsuch duties as may be prescribed by the Board. The Board may remove any agent oremployee at any time with or without cause. Removal shall be without prejudice to suchperson's contract rights, if any. The appointment of a person as an agent or employee shallnot itself create contract rights.

5.8 Compensation of Agents and Employees. The Corporation may pay reasonablecompensation to its agents and employees for services rendered and as authorized and fixedby the Board of Directors, or if the Board delegates such power, then as authorized and fixedby the Board's delegate. The Corporation may reimburse all officers, agents, and employeesfor their reasonable expenses actually incurred in the performance of their duties to theCorporation. The Board may require officers, agents and employees to give security for thefaithful performance of their duties, for which they shall be reimbursed.

5.9 Fiduciary Relationship of Officers. Officers of the Corporation shall be deemed to stand ina fiduciary relationship to the Corporation and its Board of Directors, and shall discharge theduties of their respective positions in good faith, and with that diligence, care, judgment andskill which ordinarily prudent men would exercise under similar circumstances in likepositions.


6. ADMINISTRATIVE

6.1 Fiscal Year. The fiscal year of the Corporation shall be from July 1 to June 30 of thefollowing year, unless otherwise determined by the Board of Directors.

6.2 Corporate Seal. The corporate seal, if any, shall be in such form as may be approved fromtime to time by the Board of Directors.

6.3 Contracts and Other Documents. The Board may, except as otherwise required by law,the Articles of Incorporation, or these Bylaws, authorize the President of the Corporation toenter into any contract or to execute and deliver any instrument or document on behalf of theCorporation. Such authority may be general or may be confined to specific instances.

6.4 Checks, Drafts, Loans, etc. All checks, drafts, loans or other orders for the payment ofmoney, notes, or other evidence of indebtedness issued in the name of the Corporation shallbe signed by such officer or agent of the Corporation and in such manner as shall be fromtime to time determined by the Board of Directors. The Board may delegate its power underthis Section 6.4 only to the President and only on such terms as the Board shall prescribe byresolution.

6.5 Books and Records. The Corporation shall keep at its registered office in the City of BatonRouge: (1) correct and complete books and records of account; and (2) minutes of theproceedings of the Board of Directors and any committee having any of the authority of theBoard.

6.6 Loans to Directors, Officers, Employees and Agents. No loans shall be made by theCorporation to any of its directors, officers, employees or agents.

6.7 Regulations. These Bylaws shall operate merely as regulations among the directors,officers, and Board of Directors of the Corporation, and shall not affect contracts or otherdealings with other persons, unless such persons have actual knowledge of these Bylaws.

6.8 Notice. Unless otherwise provided in the Articles of Incorporation or these Bylaws,whenever any notice is required by these Bylaws to be given, personal notice is not requiredunless expressly so stated; any notice is sufficient if given by depositing the same in anUnited States mail receptacle in a sealed postage paid envelope addressed to the personentitled thereto at his last known address as it appears on the records of the Corporation; andsuch notice is deemed to have been given on the day of such mailing.

6.9 Waiver of Notice. Whenever any notice of the time, place or purpose of any meeting of theBoard of Directors, directors, or committees is required by law, the Articles of Incorporation, orthese Bylaws, a waiver thereof in writing signed at any time by the person or persons entitledto such notice, or actual attendance at such meeting in person (except where participation atsuch meeting is for the express purpose of objecting to the transaction of business at themeeting), is equivalent to the giving of such notice to such person, except as otherwiseprovided by law, the Articles of Incorporation or these Bylaws.

7. INDEMNIFICATION AND INSURANCE

7.1 The Corporation may, to the extent permitted by law, indemnify any person who was or isa party or is threatened to be made a party to any action, suit, or proceeding, whether civil,criminal, administrative or investigative (including any action by or in the right of theCorporation) by reason of the fact that he is or was a director, officer, employee, or agent ofthe Corporation, or is or was serving at the request of the Corporation as a director, officer,


employee, or agent of another nonprofit, business or foreign corporation, partnership, jointventure, or other enterprise, against expenses (including attorneys' fees), judgments, fines,and amounts paid in settlement actually and reasonably incurred by him in connection withsuch action, suit, or proceeding if he acted in good faith and in a manner he reasonablybelieved to be in or not opposed to the best interests of the Corporation, and, with respect toany criminal action or proceeding, had no reasonable cause to believe his conduct wasunlawful; provided that in case of actions by or in right of the Corporation, the indemnity shallbe limited to expenses (including attorneys' fees and amounts paid in settlement notexceeding, in the judgment of the Board of Directors, the estimated expense of litigating theaction to conclusion) actually and reasonably incurred in connection with the defense orsettlement of such action and no indemnification shall be made in respect to any claim, issueor matter as to which such person shall have been adjudged to be liable for negligence ormisconduct in the performance of his duty to the Corporation unless and only to the extentthat the court shall determine upon application that, despite the adjudication of liability but inthe view of all the circumstances of the case, he is fairly and reasonably entitled to indemnityfor such expenses which the court shall deem proper. The termination of any action, suit, orproceeding by judgment, order, settlement, conviction, or upon a plea of nolo contendere orits equivalent, shall not, of itself, create a presumption that the person did not act in good faithand in a manner which he reasonably believed to be in or not opposed to the best interests ofthe Corporation, and, with respect to any criminal action or proceeding, that the person hadreasonable cause to believe that his conduct was unlawful.

7.2 To the extent that a director, officer, employee, or agent of the Corporation has beensuccessful on the merits or otherwise in defense of any such action, suit, or proceeding, or indefense of any claim, issue or matter therein, he shall be indemnified against expenses(including attorneys' fees) actually and reasonably incurred by him in connection therewith.

7.3 Any indemnification under Section 7.1 (unless ordered by the court) shall be made by theCorporation only as authorized in a specific case upon a determination that the applicablestandard of conduct has been met. Such determination shall be made: (i) by the Board ofDirectors by a majority vote of a quorum consisting of directors who were not parties to suchaction, suit or proceeding, or (ii) if such quorum is not obtainable or a quorum of disinteresteddirectors is accompanied by an independent legal counsel, or (iii) by the Board of Directors.

7.4 Expenses incurred in defending such an action, suit, or proceeding may be paid by theCorporation in advance of the final disposition thereof if authorized by the Board of Directorsin the manner provided in Section 7.3 above, upon receipt of an undertaking by or on behalfof the director, officer, employee, or agent to repay such amount unless it shall ultimately bedetermined that he is entitled to be indemnified by the Corporation as authorized in this ArticleVII.

7.5 The indemnification provided by this Article VII shall not be deemed exclusive of any otherrights to which the person indemnified may be entitled under any bylaw, agreement, orauthorization of Board of Directors or disinterested directors or otherwise, both as to action inhis official capacity and as to action in another capacity while holding such office, and shallcontinue as to a person who has ceased to be a director, officer, employee, or agent and shallinure to the benefit of his heirs and legal representative.

7.6 The Corporation may procure insurance on behalf of any person who is or was a director,officer, employee, or agent of the Corporation, or is or was serving at the request of theCorporation as a director, officer, employee, or agent of another nonprofit, business or foreigncorporation, partnership, joint venture, or other enterprise against any liability assertedagainst or incurred by him in any such capacity, or arising out of his status as such, whetheror not the Corporation would have the power to indemnify him against such liability under the


law.

7.7 The Corporation shall not, under any circumstances, indemnify any employee, officer,director, or any other person for any expenses, including attorney's fees, incurred inconnection with any suit or proceeding brought against the Corporation by such persons.

7.8 No director or officer of the Corporation shall be personally liable either to the Corporationor its Board of Directors, if any, for monetary damages for breach of fiduciary duty as adirector or officer, provided that such breach does not consist of any of the following:

(a) breach of the director's or officer's duty of loyalty to the corporation or its Board ofDirectors;

(b) acts or omissions not in good faith or which involve intentional misconduct or aknowing violation of law; or

(c) any transaction from which the director or officer derived an improper personalbenefit.

This provision shall be effective to eliminate the personal liability of a director or officer for anyact or omission occurring prior to the effective date of this provision.

7.8 If any part of this Article VII shall be found in any action, suit, or proceeding to be invalidor ineffective, the validity and the effectiveness of the remaining parts shall not be affected.

8. AMENDMENT OF BYLAWS

8.1 The Bylaws of the Corporation may be adopted, amended, or repealed by a majority voteof the Board of Directors, present or represented at any regular or special meeting. The noticeof any regular or special meeting to consider such amendment shall be distributed to each ofthe Board of Directors at least ten (10) days prior to such meeting and shall set forth theproposed amendment or a summary of the changes to be made. By a vote of two-thirds (2/3)of the members of the Board of Directors, this ten (10) day notice requirement may bewaived.

9. CONFLICT OF INTEREST POLICY

9.1 The purpose of the conflict of interest policy is to protect this tax-exempt Corporationʼsinterest when it is contemplating entering into a transaction or arrangement that might benefitthe private interest of an officer or director of the Corporation or might result in a possibleexcess benefit transaction. This policy is intended to supplement but not replace anyapplicable state and federal laws governing conflict of interest applicable to nonprofit andcharitable organizations.

The Corporationʼs directors, officers, agents, committee members, and other representativesof the Corporation shall comply with the Louisiana Code of Governmental Ethics in theirentirety where applicable.

9.2 Definitions for the purpose of this Section 9. are set forth as follows.

a. Interested Person shall mean any director, principal officer, or member of acommittee with governing Board delegated powers, who has a direct or indirect financialinterest, as defined below, is an interested person.


b. Financial Interest shall mean a person who has, directly or indirectly, throughbusiness, investment, or family:

i. An ownership or investment interest in any entity with which the Corporationhas a transaction or arrangement,

ii. A compensation arrangement with the Corporation or with any entity orindividual with which the Corporation has a transaction or arrangement, or

iii. A potential ownership or investment interest in, or compensation arrangementwith, any entity or individual with which the Corporation is negotiating a transaction orarrangement.

Compensation includes direct and indirect remuneration as well as gifts or favors thatare not insubstantial. A financial interest is not necessarily a conflict of interest. UnderSection 9.3, a person who has a financial interest may have a conflict of interest only if theappropriate governing Board or committee decides that a conflict of interest exists.

9.3 Procedures

a. Duty to Disclose - In connection with any actual or possible conflict of interest, aninterested person must disclose the existence of the financial interest and be given theopportunity to disclose all material facts to the directors and members of committees withgoverning Board delegated powers considering the proposed transaction or arrangement.

b. Determining Whether a Conflict of Interest Exists - After disclosure of the financialinterest and all material facts, and after any discussion with the interested person, he/sheshall leave the governing Board or committee meeting while the determination of a conflict ofinterest is discussed and voted upon. The remaining Board or committee members shalldecide if a conflict of interest exists.

c. Procedures for Addressing the Conflict of Interest

i. An interested person may make a presentation at the governing Board orcommittee meeting, but after the presentation, he/she shall leave the meeting duringthe discussion of, and the vote on, the transaction or arrangement involving thepossible conflict of interest.

ii. The chairperson of the governing Board or committee shall, if appropriate,appoint a disinterested person or committee to investigate alternatives to the proposedtransaction or arrangement.

iii. After exercising due diligence, the governing Board or committee shalldetermine whether the Corporation can obtain with reasonable efforts a moreadvantageous transaction or arrangement from a person or entity that would not giverise to a conflict of interest.

iv. If a more advantageous transaction or arrangement is not reasonablypossible under circumstances not producing a conflict of interest, the governing Boardor committee shall determine by a majority vote of the disinterested directors whetherthe transaction or arrangement is in the Corporationʼs best interest, for its own benefit,and whether it is fair and reasonable. In conformity with the above determination itshall make its decision as to whether to enter into the transaction or arrangement.


9.4 Violations of the Conflicts of Interest Policy

a. If the governing Board or committee has reasonable cause to believe a member hasfailed to disclose actual or possible conflicts of interest, it shall inform the member of the basisfor such belief and afford the member an opportunity to explain the alleged failure to disclose.

b. If, after hearing the memberʼs response and after making further investigation aswarranted by the circumstances, the governing Board or committee determines themember has failed to disclose an actual or possible conflict of interest, it shall takeappropriate disciplinary and corrective action.

9.5 Records of Proceedings - The minutes of the governing Board and all committees withBoard delegated powers shall contain:

a. The names of the persons who disclosed or otherwise were found to have afinancial interest in connection with an actual or possible conflict of interest, the natureof the financial interest, any action taken to determine whether a conflict of interest waspresent, and the governing Boardʼs or committeeʼs decision as to whether a conflict ofinterest in fact existed.

b. The names of the persons who were present for discussions and votes relating tothe transaction or arrangement, the content of the discussion, including anyalternatives to the proposed transaction or arrangement, and a record of any votestaken in connection with the proceedings.

9.6 Annual Statements - Each director, principal officer and member of a committee withgoverning Board delegated powers shall annually sign a statement which affirms suchperson:

a. has received a copy of the conflicts of interest policy;

b. has read and understands the policy;

c. has agreed to comply with the policy; and

d. understands the Corporation is educational and in order to maintain its federal taxexemption it must engage primarily in activities which accomplish one or more of itstax-exempt purposes.

9.7 Periodic Reviews - To ensure the Corporation operates in a manner consistent with itseducational and charitable purposes and does not engage in activities that could jeopardizeits tax-exempt status, periodic reviews shall be conducted. The periodic reviews shall, at aminimum, include the following subjects:

a. whether compensation arrangements and benefits are reasonable, based oncompetent survey information, and the result of armʼs length bargaining; and

b. whether partnerships, joint ventures, and arrangements with managementorganizations conform to the Corporationʼs written policies, are properly recorded,reflect reasonable investment or payments for goods and services, further charitablepurposes and do not result in inurement, impermissible private benefit, or in an excessbenefit transaction.


9. Use of Outside Experts - When conducting the periodic reviews as provided for in Section9.7, the Corporation may, but need not, use outside advisors. If outside experts are used,their use shall not relieve the governing Board of its responsibility for ensuring periodicreviews are conducted.


Helix School Records PolicyThe board of Helix establishes this public records policy in compliance with Louisiana PublicRecords Law, LA-R.S. 44:1 et seq.It is the policy of Helix to make records available to parents and students (over the age of 18)in accordance with state and federal regulations.Requesting RecordsParents, legal guardians, and students over the age of 18 have a right to request any of theschoolʼs public records.

! All requests must be made in writing to the main office of the school that has therequested records.

! Within five (5) business days, all requests will receive one of the following responses inwriting:

o The records are immediately available.o The records will be made available at a later date and time that will be specified

in the documentation.o The request is denied. The records will not be made available. The requestor

will receive a written explanation for the denial.Reasons for DenialRecords may be denied by the school for any of the reasons listed below as defined byLouisiana statute.

! Disclosure would violate state or federal law.! Disclosure would violate personal privacy.! Disclosure would harm bargaining negotiations.! The records are trade secrets that would cause substantial harm if disclosed.! The records are law enforcement records (per LA R.S. §44:3).! Disclosure would endanger the life or safety of any person.! The records are computer access codes.! The records are purely internal materials (i.e., not statistical or factual collections of

data, employee policies or instructions, or external audits).

Appeal of a DenialRequestors have the opportunity to appeal a denied request for records. In order to appeal,the following steps must be taken:

! Appellants shall submit a written letter of appeal to the Helix Board of Directors. ! The letter must include the following information:

o The records requestedo The date of the original requesto The reason for denial

Board members must respond to the request in writing within ten (10) days of receiving theoriginal request.


Adams and Reese Board Training Syllabus 2009 - 2010

Helix Charter Schools

TOPIC 1 Open Meetings LawTOPIC 2 Public Records LawTOPIC 3 Duties of Board of Directors of a Non-Profit CorporationTOPIC 4 Code of Governmental EthicsTOPIC 5 Charter School Reporting, Part 1TOPIC 6 Charter School Reporting, Part 2TOPIC 7 Charter School Law, Part 1TOPIC 8 Charter School Law, Part 2

Examples of training materials are included on the following pages.


SUMMARY OF OPEN MEETINGS LAW

INTRODUCTION

Louisianaʼs Constitution provides in Art. XII, Section 3, that“no person shall be denied theright to observe the deliberations of public bodies and examine public documents, except incases established by law.” The laws relating to this provision are known as the “openmeetings law”.

Definition of a “meeting”

Section 4.2 defines a “meeting” as a convening of a “quorum” of a “public body” to deliberate,or to act, on a matter over which the body has supervision, control, jurisdiction, or advisorypower. Convening of a quorum of a public body solely to receive information regarding anymatter over which the body has supervision, control, jurisdiction or advisory power is also a“meeting”.

According to the Attorney General, chance meetings or planned social gatherings of themembers of a public body, at which no action, vote, or polling is taken, do not constitute publicmeetings.

1. Right to Observe

Section 5 provides that every “meeting” of a “public body” shall be open to the public, exceptwhen closed according to law. Proxy voting and secret balloting are prohibited.

2. Public Comment

Section 5.1 requires all public bodies to provide for public comment prior to the board takingany action. The public body may, however, adopt “reasonable rules” to restrict publiccomment. Many public bodies have adopted rules that place a time limit on comments andrequire that comments must relate to items on the agenda. Public comment is generallyallowed prior to any board action on each separate agenda item.

3. Notice Requirements

The public body gives written public notice of the dates, times and places of scheduledmeetings. Notices of each meeting must also be given by posting a copy of the notice of themeeting, including the date, time, place and agenda, at the principal office of the public bodynot less than 24 hours before the meeting.


SUMMARY OF OPEN MEETINGS LAW (conʼt)

4. Agenda

A public body may not consider items not noticed on its agenda; however, the agenda of ameeting may be amended during the meeting by a 2/3 vote of the members present at ameeting, in order to discuss an item not on the agenda. The procedure to amend the agendais to have a board member make a motion to add an item to the agenda and then take a roll-call vote on the motion. If a 2/3 vote of the board approves the addition, the board may thendiscuss and vote on the additional item.

If a public body plans to discuss a matter in executive session (excluding the public) thatpertains to prospective litigation, or actual pending litigation, the notice of the agenda of themeeting must reflect this.

5. Conduct of Meetings

All votes by the board must be by voice with the number of votes “for”, “against”, or not votingrecorded in the minutes of the meeting.

6. Executive Sessions

Before an executive or closed session may be held, there must be a formal motion madewhich is approved by 2/3 of the members present. Executive sessions are permitted fordiscussion only. The topics which may be discussed in Executive Session are:

! Discussion of the character, competence, physical health, or mental health of a person.

! Strategy on collective bargaining, prospective litigation, and pending litigation.

! Security personnel, plans, or devices.

! Investigation of misconduct.

! Natural disasters and epidemic or civil disturbances.

! State Mineral Board meetings where records or matters entitled to confidential statusare to be considered or discussed.

! Discussion between the school board and a student or the studentʼs parent; however,the student or parent may demand an open meeting.

! Civil service board meetings where there is discussion of test questions, answers, andpapers produced and exhibited by the office of the state examiner, municipal fire, andpolice civil service.

! Second Injury Board meetings where records or matters regarding the settlement of aworkersʼ compensation claim are required to be considered/discussed.


SUMMARY OF OPEN MEETINGS LAW (conʼt)

7. Minutes of Meeting

All public bodies must keep written minutes consisting of:

! Date, time and place of meeting

! Members present or absent.

! Substance of all matters decided; and record or roll-call of the individual votes ofmembersʼ vote if a member requests such. This request would have to be made beforethe vote is taken to have an individual roll-call vote recorded in the minutes. A publicbody could also adopt a standing rule to provide for an entry in the minutes how eachmember votes.

! The individual roll-call vote on a motion to go into executive session always must bereported in the minutes, even without a memberʼs request.

! The minutes and audio or video tapes are public records and must be made availablewithin a reasonable time after a meeting.

! Citizensʼ Advisory Committees do not have to keep minutes. 8. Enforcement

Enforcement procedures by the Attorney General, or a District Attorney or a citizen may file acivil suit to challenge an illegal meeting or to prevent future illegal meetings. Remedies mayinclude one or more of the following:

! Mandamus to perform certain duties.

! Injunction against future violations.

! To declare action taken at an illegal meeting void.

! Impose civil penalties, up to $100/person/violation, which would be the violatorʼspersonal liability and may not be reimbursed.

! Punishment for contempt of court for violation of a prior court order or injunction.

! Obtain court costs and attorney fees.


Summary of Public Records Law*

Electors and taxpayers have a constitutional right to have access to public records anddocuments. LSA Const. Art. XII, Section 3.

1. What is public record?

Louisiana law states that “All books, records, writings, accounts, letters and letter books,maps, drawings, photographs, cards, tapes, recordings, memoranda, and papers, and allcopies, duplicates, photographs, including microfilm, or other reproductions thereof, or anyother documentary materials, regardless of physical form or characteristics, includinginformation contained in electronic data processing equipment, having been used, being inuse, or prepared, possessed, or retained for use in the conduct, transaction, or performanceof any business, transaction, work, duty, or function which was conducted, transacted, orperformed by or under the authority of the constitution or laws of this state, or by or under theauthority of any ordinance, regulation, mandate, or order of any public body or concerning thereceipt or payment of any money received or paid by or under the authority of the constitutionor the laws of this state, are ʻpublic recordsʼ, except as otherwise provided in this Chapter orthe Constitution of Louisiana.” LSA R.S. 44:1 A.(2)(a).

This definition from the statutes is very broad. The Attorney General summarizes thisdefinition to “any documentary materials without regard to their physical form orcharacteristics, which were used, are being used or which were retained for use by a ʻPublicBodyʼ are public records.. .” Public records include e-mails.

2. What is a “public body”?

The phrase “public body” means any branch, department, office, agency, board, commission,district, governing authority, political subdivision, or any committee, subcommittee, advisoryboard, or task force thereof, or any other instrumentality of state, parish, or municipalgovernment, including a public or quasi-public nonprofit corporation,designated as an entity toperform a governmental or proprietary function. LSA R.S. 44:1 A.(1). This includes a CharterSchool Board.

3. Who is responsible for making those records available to the public?

A “custodian” is the person that heads the “public body” and is responsible for the productionof any public record. For a Board of Directors this would usually be the Chairperson orExecutive Director.


Summary of Public Records Law (Conʼt)

4. Are there any exceptions to this law?

Yes, though these exceptions are limited in number and are very specific in scope. They areoutlined in Title 44 of the Revised Statutes.

Exceptions are very specific. Exceptions may include, for example, any writings, records, orother accounts that reflect the mental impressions, conclusions, opinions, or theories of anattorney or an expert, obtained or prepared in anticipation of litigation or in preparation fortrial.

5. What about privacy?

Article I, Section 5 of the Louisiana Constitution allows that persons are protected from“unreasonable invasions of privacy.” There are no legislative provisions that define this indetail. Therefore, it is left up to the Courts to decide if someone is protected under thisprivacy clause.

6. Who may obtain these records? And what information can the custodian obtainfrom them?

Anyone over the age of 18 may inspect, copy, or reproduce anypublic record. But as anaside, the custodian has the burden of proving that a record is not subject to inspection,copying or reproduction.

The only information the custodian can request from the requesting person is his age andidentification, and the requesting person can be required to sign a register.

7. Are there any rules for inspecting, copying, or reproduction of public records?

The custodian must give all reasonable aid and comfort to the person requesting. If therecord contains both public and private information, the custodian may separate the two toallow access only to the non-restricted information, in accordance with laws governingconfidentiality, exemptions, or privacy. The custodian shall provide copies at a reasonablecharge, unless person is indigent, in which case, the information is provided at no charge.

If a situation arises that questions whether the document is subject to inspection, thecustodian has three (3) days to make a determination and notify the requesting party.

If the record requested is not immediately available, the custodian must make it availablewithin three (3) days.

In the case of absence of a record, the custodian must give a certificate stating:! The reason for absence! Current location! Who has the record! When it was taken from the custodian

In this certificate, the custodian must also answer any questions posed by requesting person.


8. Are there any consequences in denying someone the right to inspect a record?

Yes. If the custodian denies him the right to inspect a document OR five (5) days havepassed since the request, the requesting party may file a civil suit for mandamus, injunction,or declaratory relief, and may receive attorneyʼs fees, court costs, and damages if provensuccessful.


Duties of Board of Director Members

Three Duties to the Organization 1. Duty of Care - Louisiana Civil Law Treatise § 22.02

Generally: the degree of diligence, skill and care that a prudent man, in a similar position andunder similar circumstances, would exercise. Specifically, a director should:

! Act in good faith.! Use the degree of care a reasonable person in similar situations would.! Act in the best interest of the organization.

Every director and officer shares the same duty of care. If a member raises an issue, whichhe is knowledgeable about, the board should then call attention to this issue, and thendiscuss how to handle it. 2. Duty of Loyalty - Louisiana Civil Law Treatise § 22.03

Loyalty to the organizationʼs mission.

Board Members should act in good faith and in a manner that they reasonably believe is inthe best interest of the organization.

3. Duty of Obedience

Obeying the objectives

Directors must ensure that the organization is obeying its own objectives and bylaws.


Duties of Board of Director Members (conʼt)

Liability of Directors and Officers

Louisiana Law offers protection to board members and directors:

RS 9:2792.1 - A person who serves as a director, officer, or trustee of a nonprofit organizationqualified as a tax-exempt organization under Section 501(c) of the Internal Revenue Code of1954, as amended, and who is not compensated for such services on a salary basis shall notbe individually liable for any act or omission resulting in damage or injury, arising out of theexercise of his judgment in the formation and implementation of policy or arising out of themanagement of the affairs of the organization while acting as a director, officer, or trustee ofthat organization, provided he was acting in good faith and within the scope of his officialfunctions and duties, unless such damage or injury was caused by the willful or wantonmisconduct of such person.

Corporations may also indemnify its directors, officers, employees and agents:

LA R.S. 12:227 If the party:! Acted in good faith,! Acted in a manner he believed to be in the best interests of the organization! Had no reason to believe the conduct of the party was unlawful.

Such Indemnification shall include any actual and reasonable expenses incurred (includingattorneyʼs fees). Indemnification (unless ordered by the court),shall be made only upondetermination that the applicable standard of conduct has been met. Such determinationshall be made by:

! A quorum of directors, from the board of directors who were not parties to theaction, suit or proceeding, by a majority vote;

! Independent legal counsel; or! The members of the board.


Helix Network of Charter SchoolsHelix High School: ADM

Enrollment Projection ChartGrade Level Year 1 Year 2 Year 3 Year 4 Year 5Freshmen 125 125 125 125 125Sophomores 0 125 125 125 125Juniors 0 0 125 125 125Seniors 0 0 0 125 125TOTAL 125 250 375 500 500


Appendix: Helix Enrollment Policy and Procedures

Admissions CriteriaCharter schools are public schools and are therefore open to all Louisiana students on aspace-available basis. The school may not discriminate on the basis of race, color, nationalorigin, creed, sex, ethnicity, sexual orientation, mental or physical disability, ancestry, athleticperformance, special need, proficiency in the English language or in a foreign language, orprior academic achievement when recruiting or admitting students. Moreover, the school maynot set admissions criteria that are intended to discriminate or that have the effect ofdiscriminating based on any of these characteristics.

The school has an interest in making sure that all prospective students and their familiesunderstand the mission and focus of the school and are interested in being a part of theschool community.

The school requires:

! Candidates for admission to apply for the grade immediately following their currentgrade, and to successfully complete their current grade to be admitted.

! Students to be residents of Louisiana at the time that they submit a LotteryEnrollment Form (attached) and at the time that they are offered admission.34

and strongly advises and requests:

! Parents/ guardians and students to attend an informational session and orientationsession prior to enrollment.

! Parents/guardians and students to sign compacts that demonstrate their agreementwith and understanding of the school's mission.

The school will not:

! Give preference to children of staff members or Board members;! Give preference to siblings of students accepted to the school but not yet attending; or! Make statements in meetings intended to discourage, or that have the effect of

discouraging, parents/guardians of students with disabilities, students with limitedEnglish proficiency, or any other protected group of students from submitting an lotteryenrollment form to the school

OutreachThe school provides information about the school to those who are interested throughout theyear. The school provides lottery enrollment forms at its Information Sessions, which are tobe held in January prior to the schoolʼs first academic year, and in December, January, and

34 Students are offered admission if their names are drawn in the lottery or if another student declines an offer ofadmission/transfers out of the school and their name comes up on the waiting list.


February of each successive year for interested applicants. The school provides lotteryenrollment forms in the languages of the community. If a family is unable to attend aninformation session, the school will mail an enrollment form.

The recruitment and enrollment process is an extensive outreach effort that includesadvertisement in local newspapers and at local libraries, community centers, churches, andschools. The school does not discriminate on the basis of race, color, national origin, sex,creed, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athleticperformance, special needs, proficiency in English language or foreign language, or prioracademic achievement. Attendance at Information Sessions is strongly encouraged forstudents and their families. The school will strive to make accommodations for families withindividual hardships.

Enrollment Process! For a given school year beginning, the school will publicize its three information

sessions and invite families to attend and to complete a lottery enrollment form.Families who are unable to attend any of these sessions, for whatever reason, will besent a lottery enrollment form by mail. Returning students or those students currentlyon a waiting list do not have to reapply. The school will contact all families on this list.

! The school will accept Lottery Enrollment Forms until February 26th of the year in whichthe lottery will take place.

! After this initial lottery enrollment period, the school will conduct a lottery prior to March1st, publicizing the date, time, and location with reasonable notice of at least one weekbefore the lottery date.

! The school will set a final date for students to accept offers of enrollment and theactual date of enrollment.

! If a second lottery is necessary, forms submitted after February 26th will enter a secondlottery on June 1st. If there is a waiting list, these students will go to the bottom of thewaiting list in the order that they are chosen from the lottery.

! The school will publicize all lottery enrollment deadlines and the fact that there will be alottery if there are more eligible applicants than there are available spaces within agiven lottery enrollment process, with reasonable public notice of at least one week.

After the lottery enrollment deadline passes, The school will divide all lottery enrollment formsinto three categories, as follows.

! Siblings – Students who share a common parent, either biologically or legally throughadoption. Whether the children reside in the same household has no bearing ondetermining if the children are siblings for purposes of a sibling preference. Childrenwho live in separate households may be siblings, and those that live in the samehousehold may not be. If siblings are placed in foster homes and one of them enrollsin the charter school, then the siblings of that student are entitled to admissionpreference. Foster children are not considered siblings of other children in the fosterhome unless they share a common parent.

! Residents - Students who live in the city or town in which the charter school is located(Baton Rouge). Residents enrolled in district, charter, private, or parochial schools orenrolling in schools in the district get equal preference. The percentage of students


admitted from East Baton Rouge parish is defined based on a percentage scale toallow other students from surrounding districts to enroll in the regional school.

! Non-residents - Students who live outside the city or town in which the charter schoolis located (Baton Rouge). Non-residents enrolled in district, charter, private, orparochial schools or enrolling in schools in the district will be weighted by percentageof students to allow a certain percentage from each district to enroll in the school.

Preference for admission is given first to applicants in the "Siblings" category, followed byapplicants in the “Residents” category and then by applicants in the “Non-Residents” categorywithout regard to when their lottery enrollment form was submitted, as long as it was prior tothe lottery enrollment deadline. The school will either extend an offer of admission to allapplicants within a group (Siblings, Residents or Non-residents) that meet the lotteryenrollment deadline or select applicants randomly using a lottery. The school will not offeradmission to applicants on a first come first served basis.

LotteryIf there are more eligible applicants in any of the categories (“Siblings”, "Residents" or “Non-Residents”) than there are spaces available, the school must hold a lottery to determine whichapplicants will receive an offer of admission. As previously mentioned, the school must givereasonable public notice of the lottery at least one week before the lottery date. The schoolmust have an individual without any connection to the school randomly draw the names of allstudents who submitted lottery enrollment forms before the deadline. After the available slotsare filled, the individual shall keep drawing the names of the remaining applicants in eachcategory and place them on a waiting list in the order they are drawn.

If the school does not reach capacity after admitting eligible “Siblings” and "Residents," then itmay admit non-resident applicants. In this case, the school must hold a lottery, under thesame rules as outlined above, to select non-resident students for the remaining spaces, ifthere are more non-resident applicants than spaces available.

Waiting ListThe school will maintain a waiting list for applicants who were not selected through the lottery.The waiting list will be maintained by district from which the applicant resides. The school willtarget a specific percentage of students in each district from which the school will draw in theregion.

Enrollment ConfirmationFamilies will be notified at the lottery and by mail of their admission status (acceptance orplacement on waiting list). If a student declines an offer of admission, the school willimmediately contact the family of the student on the top of the waiting list. All families ofstudents admitted to the school will receive an enrollment packet with all of the formsnecessary to enroll (such as Proof of Residency, Student Information, and Records ReleaseForm). If a student is accepted in the lottery, that family must confirm by March 15th that thestudent will attend the school. To ensure that the student is able to enroll, the family must fillout and submit all required documents by April 15th. The school will hold an OrientationSession before the start of school to prepare new families and students for the transition tothe school and to assist families with any remaining paperwork. If a student is selected fromthe waiting list and the family is notified before June 1st, the family will have 5 days to confirmenrollment. If the family is notified after June 1st, the family will have 3 days to confirmenrollment.


Helix Network of Educational ChoicesLottery Enrollment Form – Academic Year 2010-2011

We ask that you fill out this lottery enrollment form completely. This information will be keptconfidential. The only parts of the lottery enrollment form that affect the lottery are:RESIDENCE and SIBLING STATUS.

The lottery is held at the school on March 1, 2010. We will mail students accepted by meansof the lottery results on March 15th.

The school does not discriminate on the basis of race, creed, national origin, ethnicity,religion, gender, sexual orientation, mental or physical disability, special needs, Englishlanguage proficiency, athletic ability, or academic achievement.

StudentFirst Name: _____________ Middle Name: ____________ Last Name: __________

Social Security Number: __ __ __ - __ __ - __ __ __ __

Address: __________________________________________________________________

Date of Birth: __/ __ /__ Age: _____ City of Birth: __________ Gender: (circle one) M F

Current Grade (2008-2009): ______ Name of Current School:____________________

Applying for Grade (for 2010-2011): 9

Parent / Guardian

Relationship to Student:________________

Relationship to Student:__________________

Name:_______________________________

Name:________________________________

Address:______________________________

Address:______________________________

City, State, Zip:_______________________

City, State, Zip:________________________

Home Phone:_________________________

Home Phone:__________________________

Work Phone:__________________________

Work Phone:__________________________

Emailaddress:_________________________

Email address:_________________________

Optional Information – NOT used in lottery enrollment process


Primary Languages spoken in the home:__________________________________________

Primary Language spoken by student:____________________________________________

Is the student currently receiving special education services? (circle one) YES NO

If so, what type of service does she/he receive?________________________________________________________________________

________________________________________________________________________

Race / EthnicityThe state has redefined these categories to allow individuals the opportunity to select one ormore race when reporting. In addition, race and Hispanic origin are considered two separateconcepts. Please select one Ethnicity and one Race box for your student:

Ethnicity: Hispanic or Latino Not Hispanic or Latino

Race: American Indian or AlaskanNative

Native Hawaiian or OtherPacific Islander

Asian WhiteBlack or African American

Understanding of ExpectationsStudent Understanding. I understand that, if admitted to the school, I will be expected tosign a contract in which I agree to attend school regularly, on time, and be prepared to workhard; to follow the schoolʼs code of conduct; and to help build an academically focused andsafe community. In addition, I will attend the Orientation session and begin school onMonday, July 5th.____________________________________ _____________Student Applicant Signature Date

Parent/Guardian Understanding. I wish to enroll my child in the school and understand thatthe school will provide an academically rigorous education. I am prepared to be an activepartner in my childʼs education by signing a contract in which I agree to ensure that my childattends school regularly, arrives on time and prepared to work, and follows the schoolʼs codeof conduct; volunteering at the school and participating in school activities; signing weeklyprogress reports and attending family conferences; and maintaining regular communicationwith my childʼs teachers regarding academic and behavioral performance. In addition, I willattend the Orientation session and the Family Focus Sessions.____________________________________ _____________Parent/Guardian Signature Date


Enrollment Timeline

25 October – 1 November Establish start-up officeIdentify office support staffInstall equipment for application data SystemProvide training to office support staff, as needed

8 November – 15 November Prepare and mail announcements about enrollment processto parentsIdentify community liaisonsSolicit and organize parent support

24 November – 1 December Customize student intent forms (English and Spanish; otherlanguages as needed

8 December – 15 December Review and approve student intent forms

25 December – 1 January Duplicate and distribute intent form to communityPrepare materials for community presentations

1 January – 8 January Conduct community presentations

19 February – 26 February Monitor completed student intent forms for number andcompliance with diversity goals

22 February – 1 March Conduct student lottery, if necessary

23 February – 2 March Establish list of accepted studentsEstablish waiting list, if necessary

8 March – 15 March Send letters inviting selected students to enrollBegin enrollment process

27 April – 4 May Send letters informing other applicants of waiting list status

8 June – 15 June Review IEP, bilingual, and ESOL requirements for specialneeds students35

24 September – 1 October Continue monitoring of student enrollment count day.

35 Earliest opportunity to review student needs; ongoing as needed (for details, see Special Education Appendix)


Helix Network of

Educational Choices

presents

CHARTER SCHOOLS INFORMATION NIGHT

SaturdayJanuary 16, 2010

5:00 PMat the Shaw Center for the Arts

100 Lafayette Street

East Baton Rouge

Learn about this new education opportunity in East Baton Rouge

! Find out what charter schools are ! Find out how your child can attend for free

! Find out the benefits of this school for you and your family

There are plans to open a new school for the fall of 2010 that will serve students in 9th

grade. At this meeting, we will explain what we are trying to do and how it can helpyou, your family, and our community.

Your participation is very important to us.

FOOD WILL BE SERVED. NO COST TO ATTEND.


Appendix: School Staffing Chart

Proposed School Staffing Chart for Year One:

Staffing Chart

Instructional Staff FTE

Master Teacher 2

Subject Area and Electives Teacher 5

School Social Worker .5

Special Education Teacher 1

Non-Instructional Staff FTE

Executive Director .5

School Leader 1

School Secretary .5

Data Manager .5

Technology/Data .5


HELIX PERSONNEL POLICYI. Certification and LicensureA. Regular Teaching Staff

Full time, regular teaching staff, further defined by the terms of the charter as "core"teachers, shall be certified by the Louisiana Board of Elementary and SecondaryEducation with either a permanent or preliminary credential and shall be required to passany required state credentialing exam. However, teachers-in-training who are workingtoward a credential and others with specialized and appropriate experience may also beretained if their skills and abilities will further the educational mission of the Charter Schooland if they obtain the emergency credential.

B. Non-Core Teaching StaffNon-core teachers are not required to hold credentials but must demonstrate subjectknowledge and the ability to work well with students.

C. Other Staff, Substitutes, and ConsultantsAll other staff must demonstrate the abilities necessary to effectively carry out theirresponsibilities.

D. Continuing EducationAll teachers are expected to keep their professional training and knowledge currentthrough ongoing courses and workshops in education. The principal will work with staff todevelop professional growth plans consistent with section III.B. This may be accomplishedat local colleges and universities, or by whatever means such advanced training isavailable.

II. Requirements for Employment! Employees are expected to adhere to the requirements for employment described in the

Charter and personnel policies.! All first-year employees without credentials must submit fingerprints to the Department of

Justice and Federal Bureau of Investigation for the purpose of obtaining a criminal recordsummary as required by LA-R.S. 15:587.1 and SBESE Policy for Charter Schools Relativeto Criminal Offenses. Such fingerprints must be submitted prior to employment and are acondition of employment. A criminal history review, conducted through the LouisianaDepartment of Public Safety and Corrections, Office of State Police, Bureau of CriminalIdentification, shall also be administered. Criminal record summaries will be maintained by the principal in a secure file, which willbe kept separate from personnel files.

! All employees of the proposed school shall comply with criminal background checks andwith Board policies relative to the employment of persons with a criminal history as perstate and federal law.

! No person who has been convicted of or has pleaded nolo contendere to a crime listed inR.S. 15:587.1(c) shall be hired by a public charter school or public school System for aposition of supervisory or disciplinary authority over school children unless approved inwriting by a district judge of the parish and the district attorney.

No person employed or otherwise associated with the charter school, including anycontact person listed on the charter school application or any member of the managementboard, who has been convicted of or has pleaded nolo contendere to a crime related tomisappropriation of funds or theft, shall be engaged in direct processing of charter schoolfunds.

In order to comply with this section of the personnel policy, all applicants will be required tocomplete a written application form asking if they have been convicted of or have pleadednolo contendere to any of the crimes listed in R.S. 15:587.1(c). (A list will be provided forreference.) Applicants who provide false answers are subject to termination.


! Employees are expected to conduct themselves at all times in a manner consistent withthe highest standards of personal character and professionalism, with students, parents,prospective parents, co-workers, and the community.

III. Dismissal, Discipline, and TerminationA. The principal may terminate or suspend the employment of any employee if s/he

determines that the employee has failed to fulfill the duties and responsibilities and/ordemonstrate the qualities outlined in the job description, or if other good cause exists. Allemployees will be hired on the basis of annual contracts, and their terms will expire at theend of their annual contract. In the event that the school finds it necessary or desirable toterminate an employee's employment before the end of the school year, the school willattempt to give the employee written notice at least 10 calendar days before termination,unless the principal determines that the employee poses a threat to the health, safety, orwelfare of the school or students.

B. In the event that an employee finds it necessary to resign during the school year, theemployee shall give written notice to the principal/principal as soon as possible and atleast 10 calendar days before the effective date of resignation.

C. In the event of termination of employment prior to the end of an employment contract, theemployee shall be entitled only to the prorated salary and benefits earned through the lastdate of employment.

D. Any employee may submit a grievance regarding dismissal, discipline, and termination,pursuant to the grievance process outlined in Section IX, below.

IV. Personnel EvaluationA. Confidential Personnel File

The school shall maintain a confidential personnel file for each employee. The personnelfile will contain the evaluation documents discussed in this section, as well as any otheremployment-related documents or correspondence. All documents placed in thepersonnel file will have been signed by all concerned parties.

B. Professional Development PortfolioAll instructional and professional staff will create and maintain a Personal DevelopmentPortfolio containing the goals and outcomes of the school and the employee's personalplan for meeting those goals and outcomes and for continuous improvement. After aninitial meeting between the principal, director of achievement, and employee, at which timemutual goals will be reviewed and a professional growth program developed, theemployee will create the Portfolio, and include samples of classroom or school work,personal reflections, and any other material deemed appropriate as evidence ofcontinuous improvement.

C. Employee ObservationsAll employees will be observed on an ongoing basis by the director of achievement, usingboth formal and informal observations. Formal observations will include a pre-observationconference as well as a post-observation conference. First-year employees shall have atleast two formal observations prior to the three-month review outlined in Section D below.Prior to the six-month review, described in Section D, at least two additional formalobservations will be conducted for first-year employees. Returning staff will have threeformal observations prior to the six-month review, described in Section E below. Results offormal observations, consisting of the employee's and the director of achievement'sobservations and recommendations, will be put in writing and included within theemployee's own Personal Development Portfolio and the school's personnel file. Nothingin this section limits the principal or director of achievement from conducting otherobservations of an informal or unannounced nature.

D. Formal Reviews - First Year EmployeesFor all first year employees, there shall be a formal review three months after the start ofthe school year. The purpose of the three-month review shall be to review the employee'sself-assessment, the job description, areas of responsibility, and progress toward goals


and outcomes, noting particularly good work, areas for improvement and skilldevelopment, and deficient work, and developing a clear plan for improvement. Inaddition, at the three-month review, the employee will provide feedback to the principal onthe principal's job performance, and the principal will share with the employee his/her ownself-assessment. Any written feedback or self-assessment materials may be placed intothe principal's personnel file. After six months from the start of the school year, a secondreview will be held to determine progress made toward the improvement plan. At that time,the principal will inform the employee and report to the Executive Director and Board ofDirectors whether the school intends to continue employment for the subsequent schoolyear. Results of these reviews will be put in writing and placed within the employee's ownPersonal Development Portfolio and the school's personnel file.

E. Formal Reviews - Returning EmployeesFor returning staff, after the first year of operation, there shall be a formal review sixmonths after the start of the school year. The purpose of the review will be to reviewprogress toward the employee's personal plan and professional growth program describedabove in Section B. In addition, the employee will provide feedback to the principal on theprincipal's job performance, and the principal will share with the employee his/her ownself-assessment. Any written feedback and the principal's self-assessment may be placedinto the principal's personnel file. At that time, the principal will inform the employee andreport to the Executive Director whether the school intends to continue employment for thesubsequent school year. Results of these reviews will be put in writing and placed withinthe employee's own Personal Development Portfolio and the school's personnel file.

F. Principal EvaluationThe principal shall be evaluated by the Executive Director prior to the end of each year'scontract based on criteria set forth by job responsibilities. Results shall be in writing andincluded in the employee's Personal Development Portfolio and personnel file.

G. Response to Observation and Review FindingsAll employees will have the right to make written objections to the observations or reviewfindings within one week of receipt by stating areas of disagreement. These objections willbe attached to the observation and/or evaluation and kept in the employee's personnelfile.

V. Schedule! All employees are required to work according to the schedule and dates stated in their

employment agreements. Full-time staff members are expected to be present at theschool from 15 minutes prior to the beginning of the normal school day to 15 minutesafter the end of the normal school day, unless other arrangements are approved by theprincipal.

! In addition, teachers are required to participate in programs related to theirprofessional duties that may be held outside school hours. These days include teacherin-service sessions conducted within the regular work hours, staff meetings, parent-teacher-student conferences, and two informational nights. Teachers may also berequired to participate in 30 hours of additional duties per year.

! All other employees are encouraged to attend school functions and events.! All full-time employees shall have a minimum lunch break of 30 minutes per day.! Employees are required to perform yard duty as directed, before, after, and during the

school day.VI. LeavesA. Sick Leave

Sick leave is available to employees to provide for full salary and benefits for absencesdue to personal illness or injury that prevent the employee from working or for thefollowing reasons:! Appearance in court as an interested party or under subpoena.! Death of an immediate family member.


! An emergency caused by an accident or illness that requires the employee to beabsent from work.

Full-time staff shall accrue sick leave at the rate of 10 days per school year. If specified inthe employee's contract, part-time staff, or staff working part of the school year, shallaccrue sick leave on a prorated basis to reflect the proportion of time or working monthsthat the employee's schedule represents in relation to a full time schedule. Employeesmay accrue up to 10 unused days of sick leave to be carried over across school years iftheir annual contract is renewed, for a total maximum accrual of 20 days of sick leave.Sick leave is granted for only the reasons listed above and will not be paid out if notutilized, if the employee is terminated, or if the employee's contract is not renewed. Allemployees shall inform the principal of an anticipated absence as soon as possible, andsuch leave (other than for unexpected circumstances) must be preapproved by theprincipal. The principal may require an employee to verify the claimed reason for anyabsence.

B. Personal LeaveThe principal may grant up to two days of leave per employee per year for urgent personalbusiness or other emergencies. Such leave shall be at full pay and benefits but with costof substitute deducted. Such leave may not be accrued and will not be paid out for anyreason if not used.

C. Long Term LeaveLong term leave shall be defined as unpaid leave for pregnancy, post-childbirth maternityor paternity, adoption, employee long-term illness, and any other reasons required by law.The school may require certification from a qualified medical professional to document thereason for the leave and/or to verify the employee's ability to return to work. Such leaveshall be given for a maximum of up to 12 consecutive weeks, or longer if required by law.In no event shall such leave extend beyond the end of the employee's annual contractunless the contract is renewed. Such leave is available to full-time staff only who havebeen employed for at least one full school year. Any health benefits provided to theemployee by the school will continue to be provided during this leave. Whenever possible,such leave must be pre-approved by the principal and at least 30 days advance noticeshall be given by the employee.

D. Jury DutyUpon notification by a court to report for jury duty, the employee shall immediately requestjury duty during non-school months. In the event this request is not granted, time off withno loss of salary limited to two (2) weeks will be provided for jury duty required to beserved during the school year. Any employee, when advised of his/her notification of juryduty, must immediately inform the principal. Salary will be paid as usual, and the check forjuror fees is to be signed over to the school.

E. Professional Development LeaveFull-time employees are entitled to the equivalent of one paid day during the school yearfor training purposes. Such training must be approved by the principal in advance. SeeSection I (D) above.

VII. Punctuality and AttendanceAny employee who is unable to report for work on any particular day must call the principal atleast one hour before the start of the scheduled work day. If an employee fails to report towork without notification to the principal, the school may consider that employee hasabandoned his/her employment and has voluntarily terminated the employment. In suchcases, the school must provide notice to the employee of the decision, and the employee mayfile a grievance pursuant to the process outlined in Section IX below if the employee disputesthe decision.Upon returning to work after an absence for any reason, the employee must complete anabsence form and turn it in to the principal by the end of the work day on which the employeereturns. If an employee is absent for medical reasons for more than 10 working days, theemployee must, immediately upon his or her intended day of return to work, provide the


principal with a physician's statement certifying that the employee is able to return.VIII. SalariesThe principal will propose salary rates in accordance with the terms of the Charter and willpresent them for approval to the Board of Directors.IX. Employee Grievance ProcedureA. In the event of a dispute involving employment or the implementation of the personnelpolicies, and after a good faith effort with the supervisor to thoroughly resolve the dispute, allemployees may submit their complaints following the procedures outlined below. The goodfaith effort will include problem identification, possible solutions, selection of resolution,timeline for implementation, and follow-up. A written summary of the good faith effort will beincluded in the personnel file. Failure to follow the procedures and timelines below constitutesa waiver of the employee's right to grieve.

! The employee may submit his/her grievance in writing to the Executive Directorwithin five days of a failed good faith effort to resolve the dispute.

! Within ten working days of receipt of the written complaint, the Executive Directorshall schedule a hearing at a mutually convenient time and place for discussion ofthe complaint with all parties involved. In no event will the hearing take place laterthan 20 days after receipt of the written complaint and after notification to theemployee.

! A decision as established by the Executive Director about the grievance shall berendered within five working days of the completion of the hearing. Any suchproceedings shall be conducted in closed session, unless requested otherwise by theemployee. In the event that additional information, investigation, or hearings arenecessary after the initial hearing, the hearing may be continued and the finaldecision shall be made within five working days of the last committee hearing, or assoon thereafter as is practicable. Any additional proceedings shall be completed assoon as is practical.

! The decision of the Executive Director shall be final unless appealed by theemployee to the Board of Directors, which may review and modify the decision of theExecutive Director if it finds that the Committee failed to properly follow the grievanceprocess described above. A request for an appeal may be submitted to the Founderof the Board within five days of the decision of the Executive Director. After receivingan appeal request, the Founder shall schedule a meeting to consider such an appealat soon as practical. Board members who are interested parties, as defined in theBylaws, shall excuse themselves from reviews of the Executive Directorʼs decision tothe extent permitted under law. Any such proceedings shall be conducted in closedsession, unless requested otherwise by the employee.

X. Health and Welfare BenefitsA. Health Benefits

The school will attempt to provide its staff with health, dental, and vision insurancecoverage that is reasonably comparable with coverage provided by the sponsor district toits employees, provided such coverage is commercially or otherwise available atreasonable cost. The school will pay the cost of such coverage for full-time employees.Part-time employees may also request such coverage, and the cost of such coverage willbe prorated between the School and the Employee. The school contribution shallrepresent the proportion the hours worked by the employee bears to a full-time equivalentposition. No staff member will receive paid health benefits beyond his/her term ofemployment.

B. Welfare BenefitsThe school will attempt to secure State Teachers Retirement System eligibility for alleligible core teachers and will pay the required employer contribution for such benefits ifavailable and to the extent requested by the employee. The school will also attempt tosecure Public Employees Retirement System eligibility for all eligible staff and make the


required employer contribution for such benefits, if available and to the extent requestedby the employee. The school will make the required employer contribution toward federalSocial Security for those employees not covered by STRS.

XI. NondiscriminationThe school does not discriminate in any personnel matters or in the provision of programsand services on any basis prohibited by law. Any employee who has been the subject ofdiscrimination or harassment may bring questions, concerns, and/or complaints to either theprincipal or the Executive Director.XII. Health ServicesTo the extent that it may be necessary for employees to come in contact with bodily fluids,employees are required to use Universal Precautions as per the policy. Failure to do so willresult in a formal sanction may result in other disciplinary action.


Helix Student Discipline PolicyA school cannot function smoothly unless students are willing to cooperate with teachers andobey the rules of the school. School discipline procedures are no more or less thancooperative responsibilities between all students and teachers (a framework from which astudent progresses to good citizenship). Our school exists in order to provide students with the best possible educationalopportunities; it is essential, therefore, that the conduct of all students at all times is conduciveto facilitating mutual learning and cooperation between students, faculty, and administration.

Teachers are responsible for correcting student misbehavior, not only in the classroom but inany school-related environment. If the student refuses to accept teacher correction, s/he willbe taken immediately to the academy leader.

CLASSROOM BEHAVIOR PLANAll Helix School students are expected to follow the Code of Conduct at all times. If a choiceis made to breach the Code of Conduct, the following plan will be implemented. This BehaviorPlan is the general procedure a teacher uses to manage the classroom. At times, a studentʼsbehavior may warrant immediate action under the Discipline Plan or other measures to betaken. Thus, the Behavior Plan serves as a set of guidelines for common classroomprocedures to address minor infractions.

DISCIPLINE POLICYHelix Schools place a strong emphasis on establishing a safe and orderly learningenvironment. Through the collective work of teachers, parents, and administrators, studentswill learn that problems are solved through open discussion, acceptance of the opinions ofothers, and personal responsibility. Values such as wisdom, justice, courage, compassion,hope, respect, responsibility, and integrity are reflected in the schoolʼs code of conduct,modeled in all interactions among members of the school community, and taught directly tostudents. Building strong character is fundamental to creating a positive learning environmentand will be at the core of our Student Advisories.

Discipline at a Helix School is understood as positive efforts to teach and reinforce theexpected behaviors and help young people accept responsibility for their actions. While it maybe necessary on occasion to impose appropriate consequences should a student choose tobehave in a manner that violates school policies, discipline consistently emphasizesprevention and is based on a System of behavior supports designed to minimize anti-socialbehaviors.

A Helix Schoolʼs discipline model provides:! Direct teaching of the code of conduct, so that all students can know and demonstrate

expected student behavior, as well as show respect for all persons in authority! Consistent use of incentives to reinforce positive student behaviors! A school-wide effort to prevent student discipline problems! A means for students acquire skills in conflict resolution and problem solving, and

increasingly to develop a positive attitude, self-discipline, and socially acceptablebehaviors

! Early identification and resolution of discipline problems! Communication to students, teachers, parents, and the community that disruptive and

disrespectful behaviors will not be tolerated


In order to establish a safe and orderly learning environment, all members of the schoolcommunity - teachers, support staff, students, and parents – must model behaviors that showrespect for each other and persons in authority. Helix believes all members of the schoolcommunity are responsible for modeling the behaviors listed below.

Student Responsibilities:Students are expected to:! Act in a responsible manner, exhibiting respect towards others! Participate actively in the process of their education! Accept responsibility for their behavior! Cooperate with the school staff in maintaining safety, order, and a disciplined environment! Follow established school and classroom codes of conduct and rules, including safety and

school bus rules! Attend all classes regularly and on time! Maintain appropriate dress! Respect the rights and property of others

Parent and Guardian Responsibilities:Parents and guardians of students are expected to participate in their studentʼs education inthe following ways:

! Communicate routinely with their studentʼs teacher.! Keep informed about school policies and their studentʼs academic expectations,

including homework.! Ensure that their student attends school regularly, arrives on time, and prepares for

classes.! Alert the school to specific problems or difficulties that may impede the studentʼs

learning or well-being.

Teacher and Staff Responsibilities:Teachers and staff are expected to model behaviors consistent with Helix Schoolʼs corevalues, staff code of conduct and with policies and school performance standards. All staff areexpected to support a successful learning environment in the following ways:

! Promote mutual respect between adults and students.! Meet professional responsibilities associated with their positions.! Develop and use cooperative discipline strategies and positive incentives for

reinforcing positive behaviors.! Promote a sense of pride and community by contributing to an open and friendly

environment, by supporting celebrations, clubs and activities, by maintaining spiritbuilding routines and traditions, and by promoting service in the school community.

! Establish and maintain strong home-to-school communication, including but not limitedto prompt communication of any serious infraction of the code of conduct.

DISCIPLINARY ACTION

Level I Infractions:Level I Infractions to school rules are those infractions addressed by the teacher or staffmember responsible for the student when the infraction occurs. The intent of correctiveactions for Level I Infractions should be to help lead the student to making better choices.

Level I Infractions include, but are not limited to:! Uncooperative behavior! Littering


! Abusive language! Disrupting the learning environment! Failure to follow the dress code! Disruptions, talking and/ or running in the facility! Put-downs and teasing! Unexcused tardiness or absence! Dishonesty

Examples of consequences for Level I Infractions might include, but are not limited to:!Required interaction with other school personnel!Confiscation of property!Restitution!Detention

Level II Infractions:Level II Infractions are those disciplinary infractions that are to be addressed by the principal,academy director, or principal designee, and which suspension or further disciplinary actionby the principal is required or an option. Helix Schools adhere to local, state, and federal lawsand requirements for breaches of conduct.

Level II disciplinary infractions include, but are not limited to:! Repeated, multiple or severe Level I infractions! Refusal from a student to give his/her name to a teacher or other staff member! Inappropriate sexual behavior! Fighting or acts of violence! Racial, religious, or ethnic slurs! Failure to report to class! Insubordination! Verbal and/ or physical threats! Vandalism! Reckless endangerment of self and/ or others! Possession, use, or sale of drugs, alcohol, or tobacco! Leaving school grounds without permission! Possession of stolen goods! Possession of fireworks! Failure to comply with a disciplinary assignment! Arson, false alarms, and/ or bomb threats! Extortion! Gambling! Forgery, plagiarism, and/ or cheating! Sexual harassment, or other forms of harassment and/ or intimidation! Any unlawful conduct! Possession of weapons or ANY object intended to cause bodily harm! Terrorist threats

Consequences for Level II infractions may include but are not limited to the following:! Out of school suspension! Long term suspension! Expulsion! Contacting Police/ filing charges! Board Hearing


Any Level II infraction requires parental notification. Any incident that involves a breach of lawrequires police notification by the school.

Some Level II Infractions are behaviors for which state or federal law mandates a specificconsequence. Examples of such laws are the Safe and Drug Free Schools Act. HelixSchools, in accordance with these laws and its policy, mandates a minimum one-yearexpulsion and referral to the police for these infractions.

Positive Reward SystemHelix strongly believes that the key to a successful school environment is praising andrewarding students for their hard work, effort, and success both behaviorally andacademically. Each teacher and staff member is trained, encouraged, and reminded toconstantly catch students behaving according to the Code of Conduct and working towardtheir potential. The following are some of the ways in which teachers and staff may rewardstudents.

! Verbal Praise! Positive notes on their assignments! Phone calls home! ʻCaught Being Goodʼ tickets! Special class assignments or parties! School-wide socials! Free time! Dinners, or one-on-one time with teachers or staff! Extra privileges! Lunch with the Academy Leader

In addition, every classroom at the school uses the 100% Club as a pro-active disciplinarySystem. Students are rewarded for maintaining positive behavior choices throughout theschool year with trips, celebrations, and other special activities determined by the houseteam.

DRESS CODEThe following information has been prepared to help acquaint students and parents with therules and guidelines which are necessary for the high school to operate and functionsmoothly. It is the studentʼs responsibility to become familiar with the contents and to followthe rules as stated.

All students must wear the school ID Card. The card must be worn on the front of the torso,either on a lanyard no longer than three inches above the waist or clipped or pinned to thegarmentʼs collar, pocket or lapel. If a sweater or jacket is worn, the ID still must be visible onthe front of the outer garment. Failure to adhere to these requirements will result indisciplinary actions at the discretion of the school principal.

The dress of the students will be clean and modest, as detailed below. The followingregulations will apply for both male and female students, unless otherwise specified, duringschool time, school dances, school-sponsored trips, and to and from school on school buses. Formal dances are the only exception to these rules. 1. Skirts, dresses, pants, jeans and walking shorts are acceptable, provided they have afinished hem or cuff. This eliminates any garment with visible ragged edges and bottoms thatare not hemmed. All walking shorts, skorts, skirts, dresses, and culottes must be not morethan four (4) inches above the knee. Holes in clothing above the knee are not allowed.


2. The following garments are not acceptable: biking type shorts, spandex , tights (includingtight fitting caprice pants), leggings, leotards, gym shorts, boxer shorts, sleep wear, soccershorts, and sweat pants. 3. Clothing and/or jewelry advocating or advertising drugs, sex, alcohol, tobacco, profanity,illegal substances or activities, or questionable subject matter or imagery may not be worn. 4. Shirts and blouses for both male and female students must cover the top of the shoulder. Tank tops, muscle shirts, bare back dresses or tops, strapless dresses, camisoles, spaghettistrap dresses, off-the-shoulder apparel and other similar types are prohibited. 5. Necklines must be modest. See-through shirts, blouses, and pants are not permitted. Midriffs, halter tops, cropped shirts and other similar types are prohibited. Tops or bottomsallowing any mid-section skin to be seen are prohibited. 6. Underwear of any kind may not be worn as outerwear. These items include but are notlimited to undershirts, long underwear, boxer shorts, etc. 7. All footwear must have soles and be well secured on the foot. Flip-flops, slippers, beachtype thongs, etc. are prohibited. 8. Clothes are to be worn as designed. Clothes are not to be worn inside out or backwards. Ifnecessary, a belt should be worn to prevent this from happening. 9. Headwear such as caps, hats, sweat bands, visors, and bandannas, etc. must not be wornin any building on campus. Exception: Religious headwear may be worn when approved bythe administration. 10. Sunglasses may not be worn in any building on campus. 11. Large chains may not be worn in any building on campus. LANGUAGEAppropriate language from all members of the school community is mandatory to maintain apositive and professional learning environment. In order to foster respect and dignity of allpersons at the school, obscene and profane language will not be tolerated.

Students who use inappropriate language, as determined by any teacher, staff member, oradministrator, will be referred to the academy leader. A call will be made to theparent/guardian and the student will report his/her action to the parent/guardian. Repeatviolations by the student will lead to other disciplinary action. Any derogatory languagedirected at a staff member or student will result in the student being suspended.

FOOD AND DRINKSStudents are expected to keep their building clean by eating in the cafeteria area. Studentsare expected to take unopened food and drinks directly to their lockers until lunch period.

FIGHTINGStudents who choose to fight at school or at school activities are an unnecessary andunwanted disruption. In cases involving student fights, the students will be suspended andcharges may be filed with the East Baton Rouge Sheriffʼs Office. A student involved infighting at school for a second time in the course of the school year will be suspended,charges will be filed, and expulsion may be recommended.


WEAPONSPossession and/or use of a weapon by a student is detrimental to the welfare and safety ofstudents and school personnel. Possessing any weapon or facsimile in any school building,or on school grounds, is expressly forbidden and will result in immediate referral to the HelixʼsExecutive Director and Board of Directors for expulsion. Such weapons include but are notlimited to any knife, razor, ice pick, explosive smoke bomb, incendiary device, gun (includingpellet gun), slingshot, bludgeon, brass knuckles or artificial knuckles of any kind, or any objectthat can reasonably be considered a weapon or dangerous instrument.

USE AND/OR POSSESSION OF DRUGS AND/OR ALCOHOL AND DRUGPARAPHERNALIAPossession or distribution of alcohol or drugs or facsimile is in violation of state law andHelixʼs policy and will be dealt with in the following manner:

Use or possession of alcohol or other drugs/drug paraphernalia! First offense: Suspension of ten (10) days! Second offense: Suspension and recommendation for expulsion

Distribution of alcohol or drugs! Immediate referral to the East Baton Rouge Parish Sheriffʼs office for appropriate

action.! Suspension from school pending recommendation for expulsion

SMOKING AND TOBACCOSmoking is prohibited on school property, including buildings, grounds (outdoors and offcampus school activities), and buses. Possession or use of tobacco products on schoolgrounds is in violation of the Louisiana Smoke-Free Air Act. Students violating this policy willreceive a disciplinary referral and be disciplined appropriately as determined by the academyleader. Any further offense will result in more severe consequences.

GANG POLICYHelix has a ZERO TOLERANCE policy for gang-like or intimidating behavior. Helix specificallyfinds that any gang-related activity, including use of graffiti, disrupts and interferes with schoolprograms and obstructs the lawful mission, processes, procedures, and functions of theschool. Students suspected of gang related activity will be referred to the East Baton RougeSheriffʼs office for investigation and appropriate action.

HABITUALLY DISRUPTIVE BEHAVIORA habitually disruptive student means a student who has been suspended three times duringthe course of a school year for causing a material and substantial disruption in the classroom,on school grounds, on school vehicles, or at school activities or events, because of behaviorthat was initiated, willful, and overt on the part of the student. No student will be declaredhabitually disruptive prior to the development of a Remedial Discipline Plan.

Remedial Discipline Plan: This plan shall address the studentʼs disruptive behavior,educational needs and goals, and strategies for keeping the student in school. The RemedialDiscipline Plan shall be developed after the second suspension for a material and substantialdisruption. A conference will be held to notify the student and the parent(s) or guardian(s) ofthe status of the student. For the purpose of this section the following offenses will beconsidered major infractions of the school disciplinary code: possession of/use of, or


distribution of alcohol or other illegal substances/paraphernalia, smoking, fighting, obscenelanguage directed at teachers or school employees, insubordination, truancy, fighting, assault,gang related activity, use of improper language, theft, vandalism, intimidation and businfractions.

SEXUAL HARASSMENTIt is a violation of policy for any student or member of the staff to harass another student orstaff member through conduct or communications of a sexual nature. Sexual harassmentmay include, but is not limited to, unwelcome sexual advances, requests for sexual favors,sex-oriented verbal “kidding,” repeated remarks with sexual or demeaning implications,unwelcome touching, patting, pinching, or deliberate brushing against anotherʼs body.

Sexual harassment is a form of sex discrimination, which violates Section 703 of Title VII ofthe Civil Rights Act of 1964. It is the policy of the school to maintain a learning and workingenvironment free from sexual harassment. Helix prohibits any form of sexual harassment.

It shall be a violation of this policy for any student or employee of a Helix school to harass astudent or employee through conduct or communication of a sexual nature as defined by thispolicy. Helix will act to investigate all complaints and to discipline any student or employee ofthe school.

HARASSMENT POLICYHarassment of any type has no place in the school setting. Helix will endeavor to maintain alearning and working environment free from harassment. Helix expects administrators andsupervisors to make it clear to students and staff that harassment in the school building, onschool grounds, or at school-sponsored functions will not be tolerated and will be grounds fordisciplinary action up to and including suspension or expulsion for students and termination ofemployment for employees.

Harassment may include but is not limited to sexual harassment, racial harassment, orharassment because of a physical condition or disability. It may also include but is not limitedto hostile, demeaning, or intimidating behavior or conversation.

FACILITIES BEHAVIORStudents are expected to conduct themselves in a respectful and civilized manner whilemoving between classes and at any other time they are in the facilities. Students will walkand be appropriately courteous if they inadvertently bump into another student. Publicdisplays of affection are unacceptable and may result in disciplinary action. Obscene andprofane language will not be tolerated.

BUS DISCIPLINE POLICYStudents are expected to follow all safety rules while riding the bus, at the risk of suspensionfrom bus transportation. It is important to remember that any time the driver must removehis/her eyes from the road to address those students who are breaking the rules; the entirebus is placed in jeopardy. Therefore we expect the students to:

! Remain in their seats, feet and body facing forward,! Talk in quiet voices,! Obey the bus driver,! Speak with respectful voices and language,! Keep feet out of the aisles,


! Refrain from eating or drinking on the bus, and ! Keep hands to themselves and inside the bus.

If any student should choose not to follow the rules, s/he risks being referred for disciplinaryaction by the bus driver. The first write-up will result in a warning. Subsequent referrals forbus infractions will result in the following:

! 2ndreferral – 1 day bus suspension! 3rd referral – 3 day bus suspension! 4th referral – 5 day bus suspension! 5th referral – 10 day bus suspension and referral to the Executive Director and Board

of Directors for removal of bus privileges for the remainder of the year.

Suspension from School Transportation: As the result of misconduct occurring on a bus or other student transportation, andafter notice to the student and his or her parent(s) or guardian(s), a student may besuspended from school transportation. When such action amounts to a suspensionfrom attending school because of the distance between home and school and theunavailability of alternative public or private transportation, the school will makeappropriate arrangements for the studentʼs education.

VANDALISMVandalism is not tolerated, and appropriate disciplinary action will be assigned for anyviolation of this rule. Vandalism includes, but is not limited to graffiti, destruction of schoolequipment or property, and damage to books. Parents/guardians of student vandals will befinancially responsible for all damages.

SUSPENSIONSSuspension is a serious consequence for a serious offense, such as drug/alcohol relatedoffenses, or possession of weapons and incendiary devices. Students may be suspended fora period of one to ten days, depending on the severity of the offense. Parents will be notifiedin writing or by phone when a suspension occurs. Students under suspension will not bepermitted to come on school grounds, to attend school activities (including weekend events),or to use any district transportation for the duration of the suspension.

EXPULSIONExpulsion is reserved for the most serious offenses and can exclude the student from schooland school activities for any period up to one calendar year.

PROVISION OF SERVICES DURING REMOVALThe school will ensure that alternative educational services are provided to a student who hasbeen suspended or removed, to help that student progress in the schoolʼs general curriculum.For a student who has been suspended, alternative instruction will be provided to the extentprovided by law and as consistent with the practice of the surrounding school districts duringthe period of suspension; for a student who has been expelled, alternative instruction will beprovided in like manner as a suspended student until the student enrolls in another school oruntil the end of the school year, whichever comes first.

Alternative instruction will be provided to students suspended or expelled in a way that bestsuits the needs of the student and the school on a case-by-case basis. Instruction for suchstudents shall be sufficient to enable the student to make adequate academic progress, andshall provide them the opportunity to complete the assignments, learn the curriculum andparticipate in assessments. Instruction will take place in one of the following locations: the


studentʼs home, a contracted facility (e.g., in the school district of location), or a suspensionroom at the school. Instruction will be provided by one or more of the following individuals inconsultation with the studentʼs teacher(s): teacher aides or trained volunteers, individualswithin a contracted facility, a tutor hired for this purpose.


Helix Schools Job DescriptionsExecutive Director

Purpose:

! To improve communication and student achievement by promoting parent and communityinvolvement in the education process

! To serve as a liaison to engage relevant industry involvement with schools! To provide support to schools leadership to ensure an efficient and effective work

environment ! To serve as a spokesperson for the school in the community and elsewhere

Essential Functions:

! Communicate and reach out to parents/community/industry leaders on behalf of the schoolto develop ongoing partnerships with the school and overcome any language, social, orcultural barriers

! Coordinate with parent/community/industry leaders and organizations to build resources,expand programs, and develop new opportunities for the school

! Articulate the schoolʼs mission to the community and solicit support in accomplishing themission

! Participate on a variety of local committees/boards (e.g. Baton Rouge Area Chamber,Rotary Club of Baton Rouge, etc.) for the purpose of receiving and/or conveying informationto promote parent, industry, and community involvement in the educational process

! Maintain a database of community/industry contacts and volunteers for the purpose ofdocumenting and/or providing reliable information

! Organize various activities (e.g. presentations to partners, community forums, volunteeropportunities, etc.) to promote school support, showcasing studentsʼ talents and abilitiesand celebrating the diversity of the community.

! Recruit parent and community volunteers to assist with school activities! Oversee contracting entities and business operations! Report directly to the Board of Directors! Directly supervise principal

Requirements:

! Masterʼs degree is required; Ph.D. is preferred! Five years of leadership experience in both industry and traditional education settings! Personal initiative and desire for responsibility! Strong communication skills ability to work collaboratively with teachers/staff! Leadership capacity

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. The Executive Director is employed under a year-to-year employment contract that describes the terms and conditions of their employment.


PrincipalPurpose:

! To provide the instructional, operational, and administrative leadership necessary to ensurethe academic and operational success of the school

! To manage policies, regulations, and procedures to ensure that all students are supervisedin a safe learning environment that reflects the approved curriculum and mission of theschool


! Demonstrate professional, ethical, and responsible behavior, and serve as a role model forall school staff

! Articulate the schoolʼs mission and solicit parent, student, and faculty support to ensure thatthe school culture reflects this mission

! Collaborate with the Executive Director in planning and implementing programs, includingonsite community engagement programs

! Ensure a safe and orderly environment! Recruit, select, and hire school staff, including teachers and school-based support staff! Define expectations for staff performance with regard to instructional strategies, classroom

management, and communication with families! Continually monitor and record progress of school and staff performance! Create, supervise, and evaluate an effective team of people jointly responsible for the

attainment of school goals and committed to achieving excellence! Provide instructional leadership in advancing proven teaching and learning practices! Ensure that continuous academic achievement is guided by academic standards and

concrete data from state and local assessments! Ensure that continuous improvement processes address the achievement of all students! Ensure compliance with all laws, board policies, and civil regulations! Directly supervise the Director of Achievement, faculty, and school support staff

Requirements:

! Masterʼs degree required; Ph.D. preferred! Five years of Leadership experience in industry or education! Certified (or certifiable) as a school principal is preferred! Personal initiative and desire for responsibility! Strong communication skills ability to work collaboratively with teachers/staff! Leadership capacity

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. Principals are employed under a year-to-yearemployment contract that describes the terms and conditions of their employment.


Director of AchievementPurpose:

! To provide the instructional and curricular leadership necessary to ensure the success of theschool, under the supervision of the Principal.

! To establish an instructional vision and a focused plan for improving student achievement,monitoring, supervising, and evaluating faculty, supporting faculty and staff in professionaldevelopment to improve student achievement, creating a community of continuous learningfor all faculty/staff and students, and fostering a culture of high expectations for all students.


! Manage implementation of the Louisiana Core Curriculum and Grade Level Expectations! Ensure accurate implementation of the Louisiana Statewide Assessment Standards and

Practices! Develop a year-long professional development plan to ensure effective instructional

practices! Mentor and coach teachers, with significant emphasis on new and novice teachers by

demonstrating effective instructional and classroom management techniques! Provide training and guidance to teachers to develop individual student learning goals

aligned with the established student performance targets for the school! Facilitate analysis of all student achievement data to inform instructional planning and

delivery! Provide ongoing professional development for teachers based on analysis of student

achievement data and teacher observation! Manage the development of all academic support services, including tutoring and

enrichment programs! Assist with special education and English as a Second Language programs to ensure the

schoolʼs compliance with all state and federal regulations! Ensure a safe and orderly environment! Provide instructional leadership in advancing proven teaching and learning practices! Ensure that continuous improvement processes address the achievement of all students! Manage teaching teams and establish a culture of professionalism among team members! Lead, coordinate, and support the implementation of peer coaching ! Lead and support the development of professional growth plans

Requirements:

! Masterʼs degree required; Ph.D. or Ed.D preferred! Educational leadership experience! Personal initiative and desire for responsibility! Strong communication skills ability to work collaboratively with teachers/staff! Leadership capacity

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. The Director of Achievement is employed under ayear-to-year employment contract that describes the terms and conditions of theiremployment.


TeacherPurpose:

! To communicate knowledge and facilitate student learning in an engaging, stimulating, andeffective manner

! To utilize a variety of instructional methods and curriculum resources to present material tostudents

! To share common planning, professional development, curriculum design, and teachingresponsibilities with other members of the core teaching team

! To administer various forms of student assessments, communicate with parents and teammembers about student progress, and plan for further instruction

! To integrate data-driven decision making into teaching and professional activities


! Model professional and ethical behavior when dealing with students, parents, peers, andcommunity

! Develop and maintain a safe and orderly learning environment! Possess and demonstrate expertise in subject area while participating in team teaching to

integrate coursework through project-based learning! Demonstrate gains in student performance! Develop positive and meaningful relationships with students! Adhere to all school record-keeping expectations! Facilitate high quality instruction to students! Implement school policies and procedures! Maintain ongoing communication with families, faculty/staff, and community! Collaborate with core team on curriculum in order to meet the needs of all students! Integrate technology as a learning tool for students! Take a leadership role in at least one school-level committee or activity! Demonstrate professional, ethical, and responsible behavior, and serve as a role model for

all students

Requirements:

! Bachelorʼs degree minimum, preferably in subject area! Experience in an industry related to subject area preferred! Louisiana teacher certification preferred; noncertified applicants should be willing to seek

certification! Personal initiative and desire for responsibility! Strong communication skills ability to work collaboratively with teachers/staff! Leadership capacity

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. Teachers are at-will 11 month employees; benefitsassociated with this position are described in the employee handbook.


Special Education TeacherPurpose:

! To exhibit the same skills, knowledge, and qualities required of the general classroomteachers in the areas of curriculum, instruction, assessment, classroom management,professional responsibilities, professional relationships, family involvement, and schoolcommunity

Essential Functions (in addition to those of general classroom teachers):

! Perform educational assessment of special education students, including an observation ofeach student requiring special education, review of the studentʼs educational history,conferences with the studentʼs teachers, and an evaluation and analysis of the studentʼsacademic performance and learning characteristics

! Report educational assessment findings as appropriate! Actively participate in the deliberations and classification of educationally disabled students

and assist in the planning of Individual Educational Programs (IEP)! Act as a liaison with the classroom teacher(s) for the purpose of ensuring the

implementation of the established IEP of an assigned student! Assist in coordinating, developing, monitoring, and evaluating the effectiveness of the IEP! Assist in the identification of all types of exceptional students within the school ! Maintain confidential records on all referred students and student/parent contacts in

accordance with federal and state law, Board policy, and the procedure of the Districtʼsspecial education program

! Assess student readiness for entry in the school program in accordance with policiesestablished by the Board of Education

! Provide thorough and timely reports, data, and information as requested! Serve as a resource and/or consultant to school personnel on the nature, causes, and

topics relating to student learning

Requirements:

! Masterʼs degree in Education! Louisiana certification in Special Education preferred; noncertified applicants should be

willing to seek certification Experience working with students with disabilities! Personal initiative and desire for responsibility! Strong communication skills ability to work collaboratively with teachers/staff! Leadership capacity

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. Special Education Teachers are at-will 11-monthemployees; benefits associated with this position are described in the employee handbook.


Social WorkerPurpose:

! To promote and enhance the overall academic mission by providing services that strengthenhome, school, and community partnerships and alleviate barriers to learning

! To determine the needs and interests of students and present options for development bothoutside of school and within the school program to maximize the likelihood that students willachieve long-term goals and reach their maximum potential


! Effectively and appropriately assess and address the needs, characteristics, andinteractions of students, families, and community

! Use knowledge and understanding of the reciprocal influences of home, school, andcommunity to intervene for student success via such practices as assessment, crisisintervention, home visits, conflict resolution, individual and group counseling, consultation,program development, dropout prevention, and coordination of school and communityservices

! Advocate for appropriate services for students and their families! Consult and collaborate with stakeholders on behalf of students and their families! Effectively plan, implement, and evaluate programs that promote student and family

success! Use assessment and evaluation results to develop appropriate interventions for students,

families, schools and communities! Develop long-term and short-term intervention plans consistent with curriculum, with

studentsʼ needs, strengths, diversity and life experiences, and with other social andemotional factors

! Provide services to students in ways that build upon individual strengths and offer studentsmaximum opportunities to participate in the planning and direction of their own learningexperience.

! Provide appropriate follow-up to ensure that studentsʼ needs are being met! Act as a point of contact for outside organizations working with students and their families

Requirements:

! Master Level Licensed Social Worker! 5 years clinical experience ! Personal initiative and desire for responsibility! Strong communication skills ability to work collaboratively with teachers/staff! Leadership capacity! Familiarity with the local community

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. Social Workers are at-will 11-month employees;benefits associated with this position are described in the employee handbook.


Data ManagerPurpose:

! To oversee student, strategic, and operational data collection Systems ! To produce clear, concise, and accurate information reports to support the leadership team

in improving school performanceEssential Functions:

! Manage and establish all aspects of student information tracking for the school! Maintain school operations records, including school schedule, student waitlist attendance

records, and school calendar! Responsible for recording, tracking and following up on student tardiness, excused

absences, and unexcused absences, and for providing this information to school leadershipas requested

! Write reports (word processing and spreadsheets using FileMaker Pro and MS Excel) ! Advise and assist school leaders in target setting and detailed analysis of school

performance! Train faculty/staff and school leaders on procedures for data collection, interpreting results

and findings, and using/ understanding data and target setting! Create and prepare complex student, strategic, and operational data analysis for school

leaders, ensuring that "non data specialists" can translate data results in the classroom toimpact student achievement

Requirements:

! Associateʼs degree is required; Bachelorʼs degree preferred! At least three years experience in an office environment! Master skills in Microsoft Office and other data collection software

Keen attention to detail and strong organizational, clerical and computational skills! Proficient in student management software (such as JPAMMS or eSchools Plus), business

correspondence, and procedures manualsTerms of Employment:

Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. Data Managers are at-will 12-month employees;benefits associated with this position are described in the employee handbook.


Administrative SupportPurpose:

! To serve as an information manager, arrange and schedule meetings or appointments forschool leaders, organize and preserve paper and computer files, coordinate school leadersʼprojects, handle travel arrangements, perform research, and distribute information viatelephone, mail, and e-mail


! Create and maintain a welcoming and efficient front office that emphasizes organization,professionalism, courtesy, flexibility, and teamwork

! Greet and announce all school visitors appropriately! Use proper telephone etiquette and direct calls to appropriate school staff! Provide needed assistance and communicate effectively with principal and all school staff! Be attentive, patient and fair with students! Treat parents as valued and respected customers! Responsible for recording, tracking and following up on student tardiness, excused

absences, and unexcused absences, and for providing this information to school leadershipas required

! Provide and/or manage standard school operations, including, but not limited to studententrance/exit procedures and correspondence and schedule for the principal

!

Requirements:! High school diploma or equivalent is required; Associateʼs degree preferred! Familiarity with office equipment such as computers, fax machines, calculators, and

photocopiers! Microsoft Office and Adobe Acrobat software proficiency! At least three years of experience in office management or in a secretarial position

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. The School Secretary is an at-will 12-monthemployee; benefits associated with this position are outlined in the employee handbook.


Technical SupportPurpose:

! To assist students, faculty/staff, or school leaders with troubleshooting, diagnosis, setup,installation of electronic hardware and software, maintenance and repair of technologicalequipment including computers, networking components and related peripherals

! To record and order school electronic hardware or software inventory


! Manage all technological inventory regularly by recording existing and damaged/losttechnological equipment, creating purchase orders for new hardware/software equipment,and maintaining proper inventory documentation for each fiscal year

! Coordinate, monitor, and maintain electronic and physical work order System to ensure thetimely completion of maintenance and operations work with minimal disruption to the school

! Identify repair needs for the purpose of prioritizing work assignments to minimize damageand/or disruption of services

! Inform the Principal of the status of work orders as requested! Maintain manual and electronic documents, files, and records (e.g. work orders, equipment

repair orders, inventory data, etc.) for the purpose of providing an up-to-date reference andaudit trail for compliance

! Perform record-keeping and program-specific clerical functions (e.g. copying, faxing, filing,etc.) for the purpose of documenting activities, providing written reference, and/or conveyinginformation

! Research discrepancies in financial information for the purpose of reconciling purchaseorders with invoices

! Respond to inquiries from staff, vendors, etc. for the purpose of resolving maintenanceissues and minimizing the disruption of services

Requirements:

! Bachelorʼs Degree is required, preferably in one of the following areas: business informationtechnology, business Systems engineering, computer networking and hardware, computerscience, computer software development, information technology, or software engineering

! Knowledge of hardware, software, and operating Systems ! Listening and questioning skills combined with the ability to interact confidently with clients

to determine the problem and explain the solution! Ability to prioritize the workload

Terms of Employment:Employment of this position is conditioned upon satisfactory completion of criminalbackground and criminal history check. The School Secretary is an at will 12 monthemployee; benefits associated with this position are outlined in the employee handbook.


Appendix: Facilities Information The memos in this appendix serve as letters of intent to provide evidence that the proposedfacility can be secured.

Two pages:


Helix Network of Educational Choices

EMERGENCY RESPONSE PLANTEMPLATE

NOTE: The relevant contact information and site plans will be inserted whenthe school has been approved, staff has been hired, and Helix has full accessto the facility.

I.TABLE OF CONTENTS

TABLE OF CONTENTS…………………………….2

II.INTRODUCTION

INTRODUCTION…………………………….. 4APPROVAL STATEMENT………………….. 6

III. BASIC PLANSITUATION AND ASSUMPTIONS……………….. 7COMMUNICATIONS……………………………….. 7

! EMERGENCY COMMUNICATIONS……….. 7! MEDIA RELATIONS…………………………. 7! EMERGENCY CONTACT NUMBERS…….. 8SITE ASSIGNMENTS AND STAGING AREAS…. 9

A.ICS ASSIGNMENTS…………………………. 10EVACUATION CHECKLIST……………………….. 11

LOCKDOWN/SHELTER IN PLACE………………. 12REVERSE EVACUATION…………………………. 13

SCHOOL MAPS…………………………………….. 14! RESOURCE INVENTORY…………………... 15


IV. PROCEDURES! ANIMALS………………………………………. 16

! ASSAULT/FIGHTS…………………………… 17! BOMB THREAT………………………………. 18! BUS INCIDENT……………………………….. 19! FIRE……………………………………………. 20! GAS LEAK…………………………………….. 21! GENERAL EMERGENCY…………………… 22! HAZARDOUS MATERIALS EVENT………... 23! INTRUDER/HOSTAGE………………………. 24! MEDIA………………………………………….. 25! RADIOLOGICAL EVENTS…………………... 26! SERIOUS INJURY/DEATH………………….. 27! SHELTERING PROCEDURES……………... 28! STAFF RESPONSIBILITIES………………… 29! STUDENT UNREST…………………………. 30! SUICIDE………………………………………. 31! TERRORIST EVENT………………………… 32! WEAPONS……………………………………. 33! WEATHER…………………………………….. 34

V. APPENDICESA.BOMB THREAT CHECKLIST………………. 35

B.FIRST AID…………………………………….. 36C.MINIMUM REQUIREMENTS CHECKLIST... 37D.PANDEMIC PREPAREDNESS……..………. 40E.PUBLIC INFORMATION RELEASE………... 44F.SCHOOL-PARENT LETTER………………... 45G.SEARCH AND RESCUE TEAMS…………... 47H.SITE STATUS REPORT…………………….. 48I.STAFF SKILLS SURVEY……………………. 49J.STUDENT ACCOUNTING FORM………….. 50K.STUDENT RELEASE FORM……………….. 51

L.UPDATE REPORT…………………………… 52


M.STUDENT ROSTER…………………………. 53N.MASTER SCHEDULE……………………….. 54O.FACULTY AND STAFF ROSTER………….. 55P.INCIDENT RESPONSE JOB DESCRIPTIONS 56Q.EMERGENCY RESPONSE DRILL LOG….. 78

R.ANNUAL SITE PLAN REVIEW 79


! INTRODUCTION

What is an Emergency?! A duly proclaimed existence of conditions of disaster or extreme peril to the safety of

persons or property caused by air pollution, fire, flood or floodwater, storm, epidemic,

riot, earthquake, intruder, or other causes. This may be beyond the control of the

services, personnel, equipment, and facilities of the site and/or may require the

combined efforts of the State or other political subdivisions. School facilities must be

prepared to respond to an emergency or traumatic event in an organized and timely

manner so that students and staff can continue to function effectively without additional

trauma or the development of additional emergencies.

! School emergencies can be small and easily managed, or they can be large and

difficult to manage. Every school emergency must be managed in a way that ensures

the safety of everyone involved. In order to provide a safe and secure teaching and

learning environment, personnel must plan for the management of emergency events

that cannot be predicted or prevented. This plan is designed to help you do that.

Purpose:! To effectively handle an emergency, a comprehensive Emergency Operations Site Plan

must be developed and an Emergency Response Team must be organized before an

emergency occurs. Our schoolʼs Emergency Operations Plan must be organized and all

staff members trained in order to prepare effectively for maximum safety, efficiency and

communication in the event of an emergency.

! The Incident Command System (ICS) will be used to manage all emergencies that occur

within the school. We encourage the use of ICS to perform non-emergency tasks to

promote familiarity with the System. All school and site personnel will complete


mandatory training.

! Students and parents must also understand that contingency preparation and proceduresare necessary and are conducted for their safety and well-being. An overview of the planwill be explained and distributed to parents.

! Planning, preparation, and training will help staff personnel learn the proper course ofaction in an emergency. This manual will provide step-by-step guidelines to help deal withemergencies that may occur. This manual cannot foresee all possible circumstances ofan emergency. Staff must be prepared to evaluate all the circumstances and make soundjudgments based on the situation. Staff will receive annual training in the emergencyresponse plan.

! A committee will be established consisting of local law enforcement, fire/EMS, emergencymanagement, county health department, and site personnel to develop the EmergencyOperations Plan. The committee should consist of site staff from the following disciplinesat a minimum:

Administrator (Principal or Assistant) Food Service staffOffice staff Monitor/Safety personnelMaintenance Teacher

! Procedures will be developed to provide for disabled and non-English speaking studentsand staff.

! This plan shall be reviewed annually by the above committee and updated to maintaincurrent procedures.

! Drills will be conducted periodically to test the effectiveness of the plan. A debriefing shallbe conducted after each drill to receive feedback from all participants on the effectivenessof the plan. Identified weaknesses will be addressed to strengthen the plan.

! Each classroom will be supplied with a Classroom Emergency Response Guide thatprovides instructions on how to respond to specific events as determined by siteemergency planning committee.

! An NOAA capable radio with battery power back-up will be placed in the office where itcan be monitored for emergency messages during school hours.

! Provisions for off-campus emergencies will also be addressed in this plan (e.g. busaccidents, field trips, off campus school activities, etc.).

! A copy of this plan will be filed with the school office.

During a Disaster: Step by Step is Right Here

The greatest mistakes principals, teachers, and staff make in crisis situations come from not

knowing what steps to take and in what order to take them in a given situation. Planning,

training, and drills will help prevent those mistakes. In a crisis it helps to know where to turn


for help. This manual provides specific, sequential steps to take. These steps are guidelines

to inform you of the most likely steps to take. It is critical to evaluate the circumstances of the

actual event and determine the most appropriate course of action. Some common incidents

have been addressed to help you in an emergency. Each site must conduct a hazard

assessment to identify all hazards that pose a risk to the school.


Approval Statement

The School Safety Plan for the Baton Rouge Regional ADM Academy has beenreviewed and found to comply with the Emergency Response Plan, minimum and/orrecommended requirements.

Site Administrator (required) Date Helix Board of DirectorsRepresentative (required)

Date

Law Enforcement(recommended)

Date Fire/EMS (recommended)

Date

Local Emergency Management(recommended)

Date Parish Health Department(recommended)

Date


! BASIC PLAN

!SITUATION AND ASSUMPTIONS

1. Situation! The school sits on (insert acreage) at (insert address). The site consists of (insert # of

buildings) buildings. There is an Average Daily Membership of (insert ADM) studentsand (insert # of staff members) staff members. (address scheduled daily differences inpopulation)

! The principal has the primary responsibility for developing and implementing the siteEmergency Operations Plan. The principal has the responsibility of executing thepolicies developed by Helix.

! Site personnel and/or local fire and law enforcement agencies handle mostemergencies on site.

2. Assumptionsa. During an emergency, centralized direction and control (i.e., activation of the

Command Post) is the most effective approach to management of emergencyoperations.

b. In case of an emergency that is beyond the capabilities of the site to handle, sitepersonnel will coordinate with local emergency response agencies. This may includehaving a member or members act as liaison with responding agencies.

!COMMUNICATIONS

!Emergency CommunicationsWhen an emergency condition exists, the Incident Commander will notify the necessary

personnel to respond to their area of assignment. The methods of communication, listed

below in descending order, will be used (a being the primary mode of communication,

followed by alternative modes). Notifications will be given in plain language. Code

words shall not be used.

! Intercom! Two-way radios! Telephone! Runners

!Media Relations

The site Information Officer will be prepared to deal with the media. A separate staginglocation will be pre-identified for media briefings.


!Emergency Contact Numbers

Public Safety Agencies NumberGeneral Emergency 9-911*Police/Sheriff/Fire 9-911*Poison Control 1-800-362-0101Local Hospital

Helix Contacts NumberFounder, Board of DirectorsSchool SafetyTransportation OperationsFood ServicesHealth Services

* Determine the appropriate sequence required to dial 911 from yoursites phone System.


!SITE ASSIGNMENTS AND STAGING AREAS

On Site Locations and Staging Areas

Primary Alternate AlternateOn Site Command PostStudent CareFirst AidStudent RequestStudent ReleaseMedia StagingLaw Enforcement StagingFire StagingPublic Works StagingUtilities StagingStudent Relocation CenterHelix Staging

Primary Alternate AlternateOff Site Command PostStudent CareFirst AidStudent RequestStudent ReleaseMedia StagingLaw Enforcement StagingFire StagingPublic Works StagingUtilities StagingStudent Relocation CenterHelix Staging


! ICS ASSIGNMENTS

POSITION1ST (Primary) 2ND(Alt) 3rd (Alt)

Incident Commander

Safety

Liaison

Information Officer

Operations

Communications

Recorder

Security

Search & Rescue

Safety/Damage

Medical/First Aid

Student Supervision

Student Request

Student Release

Runners

Notes:


!EVACUATION CHECKLIST

!Evacuation

! Incident Commander (IC) initiates evacuation procedures. ! IC determines if students and staff should be evacuated outside of building or to

________________________ relocation center. IC contacts (TransportationCoordinator) and informs him/her that the evacuation is taking place.

! IC notifies relocation center.

! IC directs students and staff to follow evacuation drill procedures and route. Follow alternate route if normal route is too dangerous.

! IC closes all windows.

! IC turns off lights, electrical equipment, gas, water faucets, air conditioning and heatingSystem.

! IC describes how disabled and non-English speaking students and staff will be provided for.

! IC locks doors.

! Teachers:


Direct students to follow normal evacuation drill procedures unless IC alters route.

! Take classroom roster and emergency kit.

! Close classroom doors and turn out lights.

! When outside building, account for all students. Inform principal or Incident Commander immediately of missing student(s).

! If students are evacuated, stay with class unless relieved by buddy teacher. Take roll again when you arrive at the relocation center.

!Relocation Centers

List primary and secondary student relocation centers:

Primary Relocation Center Secondary Relocation Center

_________________________________ ___________________________________

Address/Phone No.: Address/Phone No.:

_________________________________ ___________________________________


! LOCKDOWN/SHELTER-IN-PLACE

Lock-down procedures may be issued in situations involving dangerous intruders or otherincidents that may result in harm to persons inside school building.

! Incident Commander (IC) will issue lock-down order by announcing a warning over PASystem, sending a messenger to each classroom, or other alternate method.

! IC directs all students, staff, and visitors into classrooms or secure rooms.

! IC locks classroom doors.

! IC covers windows of classrooms.

! IC moves all persons away from windows and doors.

! IC directs all persons to get down on the floor.

! IC allows no one outside of classrooms until the Incident Commander gives the all-clear signal.

*Consider using a duress code to authenticate any all-clear signal * (This is a specific word or phrase that is used prior to giving the all-clear signal that indicatesto all staff that the person signaling the all-clear is not being forced to do so by an intruder)


Lock-Down Procedures

!REVERSE EVACUATION

Reverse Evacuation/Shelter-in-place provides refuge for students, staff, and public withinschool buildings during an emergency. Shelters are located in areas that maximize the safetyof inhabitants. Safe areas may change depending on the emergency. Be prepared to go intolockdown/shelter-in-place once inside.

! Identify safe areas in each school building.

! Incident Commander warns students and staff to assemble in safe areas. Bring allpersons inside building(s).

! Teachers take class roster.

! Close all exterior doors and windows.

! Turn off any ventilation leading outdoors.

! Cover up food not in containers or put it in the refrigerator.

! If advised, cover mouth and nose with handkerchief, cloth, paper towels, or tissues.

! Teachers should account for all students after arriving in the safe area.

! Office personnel must contact each teacher/classroom for a headcount.

! All persons must remain in safe areas until notified by Incident Commander oremergency responders.


Sheltering Procedures

!SCHOOL MAPS

-INSERT MAPS OF SCHOOL AND SURROUNDING AREA-

AT MINIMUM INCLUDE THE FOLLOWING INFORMATION ON THE MAP:(Primary and Alternate evacuation route maps shall be placed in each room)

NOTE:It is recommended that you develop a diagram of the entire school site and surrounding areaand identify the locations and staging areas from page 9 on the diagram. In an emergency adiagram may be easier to read than blueprints. Consult with local first responder agencies onwhat type of maps or diagrams they prefer. Blueprints of the site should be available inaddition to the map or diagram. Blueprints may be necessary in certain fire or lawenforcement situations.


! Primary evacuation routes! Alternate evacuation routes! Handicap evacuation areas! Utility access/shut-off for

! Gas! Water! Electricity! HVAC System! Telephone System

! Site assignments and Staging Areas identified on page 9

! Haz Mat storage areas

! Heat plants/boilers

! Room numbers

! Door/window locations

! Any other information deemed appropriate by your planning committee

!RESOURCE INVENTORY

-INSERT RESOURCE INVENTORY OF EMERGENCY EQUIPMENT-

INCLUDE:

IDENTIFY ANY AND ALL AVAILABLE RESOURCES THAT MAY BE USED OR MAY BENEEDED IN THE EVENT OF AN EMERGENCY


! Communications equipment

! First aid supplies

! Fire fighting equipment

! Lighting

! Classroom emergency kits

! Food

! Water

! Blankets

! Maintenance supplies

! Tools

ANIMALS

! Ensure the safety of students and staff first.

! Call 9-911, if necessary. (Insert the actual sequence to dial 911 from your phone System)

! Notify CPR/first aid certified persons in school building of medical emergencies (names ofCPR/first aid certified persons are listed in Disaster Team Members section).

! Notify Incident Commander. Incident Commander assembles Disaster Team Members.

! Seal off area if animal(s) still present.

! Incident Commander notifies Board of Directors Founder, Executive Director, and parents ofstudents involved.

! Assess counseling needs of victim(s) or witness(s). Implement post-crisis procedures.


ASSAULT/FIGHTS



! Notify CPR/first aid certified persons in school building of medical emergencies (names ofCPR/first aid certified persons are listed in Crisis Team Members section).

! Notify Incident Commander. Incident Commander assembles Crisis Team Members.

! Seal off area where assault took place.

! Defuse situation, if possible.

! Incident Commander notifies police if weapon was used, victim has physical injury causingsubstantial pain or impairment of physical condition, or assault involved sexual contact(intentional touching of anus, breast, buttocks or genitalia of another person in a sexualmanner without consent. This includes touching of those areas covered by clothing).

! Incident Commander notifies Board of Directors Founder, Executive Director, and parents ofstudents involved in assault.

! Document all activities. Ask victim(s)/witness(es) for their accounts of incident.

! Assess counseling needs of victim(s) or witness(es). Implement post-crisis procedures.


BOMB THREATUpon receiving a message that a bomb has been planted in school:

!Use bomb threat checklist. (Page 35 of Emergency Response Plan)

!Ask where the bomb is located, when the bomb will go off, what materials are in the bomb,who is calling, why is caller doing this.

! Listen closely to callerʼs voice and speech patterns, and to noises in background.

!After hanging up phone, immediately dial *57 to trace call. (May be different on your phoneSystem)

!Notify Incident Commander or designee.

! Incident Commander orders evacuation of all persons inside school building(s).

! Incident Commander notifies police (call 911), Executive Director, and Board of DirectorsFounder. Incident Commander, Executive Director, or Board of Directors Founder mustreport incident to police. (Insert the actual sequence to dial 911 from your phone System)

Evacuation procedures:

! Incident Commander warns students and staff. Do not mention “Bomb Threat”. Use standardfire drill procedures.

! Direct students to take their belongings.

! Students and staff must be evacuated to a safe distance outside of school building(s). Afterconsulting with Board of Directors Founder, Incident Commander may move students to_______________________ if weather is inclement or building is damaged.

Primary relocation center(500 feet is general rule. Consult with local bomb disposal unit)

! Teachers take roll after being evacuated.

! No one may re-enter the building(s) until fire or police personnel declare them safe.

! Incident Commander notifies students and staff of termination of emergency. Resume normaloperations.


BUS INCIDENT

Bus Driver/Monitor



! Notify the school transportation office.

! Notify Incident Commander. Incident Commander assembles Crisis Team Members.

Site Personnel

! Notify CPR/first aid certified persons in school building of medical emergencies (names ofCPR/first aid certified persons are listed in Crisis Team Members section).

! Assess counseling needs of victim(s) or witness(s). Implement post-crisis procedures.

! Incident Commander notifies Board of Directors Founder, Executive Director, and parents ofstudents involved.

! Identify location(s) where injured are taken.


FIREIn the event a fire or smoke from a fire has been detected:

! Activate fire alarm.

! Evacuate students and staff to a safe distance outside of building.

! Follow normal fire drill route. Follow alternate route if normal route is too dangerous.


! Incident Commander notifies police (call 9-911), Executive Director, and Board of DirectorsFounder. Incident Commander, Executive Director, or Board of Directors Founder must reportincident to Fire Marshal. (Insert the actual sequence to dial 911 from your phone System)


! After consulting with Board of Directors Founder, Incident Commander may move students to____________________ if weather is inclement or building is damaged.

Primary relocation center

! No one may re-enter building(s) until entire building(s) is declared safe by fire or policepersonnel.



GAS LEAKIf gas odor has been detected in the building:

! Evacuate students and staff to a safe distance outside of building.

! Follow normal fire drill route. Follow alternate route if normal route is too dangerous.


! Incident Commander notifies police and fire (call 9-911) and Board of Directors Founder.(Insert the actual sequence to dial 911 from your phone System)


! After consulting with Board of Directors Founder, Incident Commander may move students to____________________, if weather is inclement or building is damaged.Primary relocation center

! No one may re-enter building(s) until fire or police personnel declare entire building(s) safe.


If gas odor has been detected outside the building:

! Incident Commander notifies police and fire department (call 9-911) and Board of DirectorsFounder. Incident Commander or Board of Directors Founder must report incident to FireMarshal.

! Incident Commander determines whether to shelter in place or evacuate. Fire personnel willassist with decision.

! After consulting with Board of Directors Founder, Incident Commander may move students to____________________, if weather is inclement or building is damaged.Primary relocation center

! No one may re-enter building(s) until fire or police personnel declare entire building(s) safe.



GENERAL EMERGENCY! Notify 9-911 (if necessary) and the Incident Commander. Incident Commander notifies

Board of Directors Founder. (Insert the actual sequence to dial 911 from yourphone System)

! Notify CPR/first aid certified persons in school building of medical emergencies, ifnecessary. Names of CPR/first aid certified persons are listed in Crisis Team Memberssection.

! Seal off high-risk area.

! Take charge of area until incident is contained or relieved.

! Assemble Crisis Team.

! Preserve evidence. Keep detailed notes of incident.

! Refer media to ____________________________________________________________.

Spokesperson Telephone Numbers (home, work, mobile)


HAZARDOUS MATERIALS EVENTIncident occurred in school:

! Call 9-911. (Insert the actual sequence to dial 911 from your phone System)

! Notify Incident Commander.

! Incident Commander notifies Board of Directors Founder.

! Seal off area of leak/spill.

! Take charge of area until fire personnel contain incident.

! Fire officer in charge will recommend shelter or evacuation actions.

! Follow procedures for sheltering or evacuation.

! Notify parents if students are evacuated.

! Resume normal operations after consulting with fire officials.

Incident occurred near school property:

! Fire or police will notify Board of Directors Founder.

! Fire officer in charge of scene will recommend shelter or evacuation actions.

! Follow procedures for sheltering or evacuation.

! Notify parents if students are evacuated.

! Resume normal operations after consulting with fire officials.


INTRUDER/HOSTAGEIntruder- An unauthorized person whoenters school property:


! Ask another staff person to accompanyyou before approaching guest/intruder.

! Politely greet guest/intruder and identifyyourself.

! Ask guest/intruder the purpose of his/hervisit.

! Inform guest/intruder that all visitorsmust register at the main office.

! If intruderʼs purpose is not legitimate, askhim/her to leave. Accompany intruder toexit.

If intruder refuses to leave:

! Warn intruder of consequences forstaying on school property.

! Notify security or police and IncidentCommander if intruder still refuses toleave. Give police full description ofintruder. (Keep intruder unaware ofcall for help if possible)

! Walk away from intruder if he/sheindicates a potential for violence. Beaware of intruderʼs actions at this time(where s/he is located in school, whethers/he is carrying a weapon or package,etc).

! Maintain visual contact with intruder froma safe distance.

! Incident Commander notifies ExecutiveDirector and Board of Directors Founderand may issue lock-down procedures(see Lock-Down Procedures section).

Hostage:

! If hostage taker is unaware of yourpresence, do not intervene.

! Call 9-911 immediately. Give dispatcherdetails of situation; ask for assistance fromhostage negotiation team. (Insert theactual sequence to dial 911 from yourphone System)

! Seal off area near hostage scene.


! Incident Commander notifies ExecutiveDirector and Board of Directors Founder.

! Give control of scene to police and hostagenegotiation team.

! Keep detailed notes of events.

If taken hostage:

! Follow instructions of hostage taker.

! Try not to panic. Calm students if they arepresent.

! Treat the hostage taker as normally aspossible.

! Be respectful to hostage taker.

! Ask permission to speak and do not argueor make suggestions.


MEDIAAll staff must refer media to site or Helix spokesperson.Helix Network of Educational Choices, Law Enforcement and Fire assume responsibility for issuing publicstatements during an emergency. (This responsibility shall be pre-determined during the planning process)

! Executive Director serves as the school spokesperson unless he/she designates a spokesperson. Ifspokesperson is unavailable, an alternate assumes responsibilities.

Spokesperson _________________________ _____________________________________

Name Telephone Numbers (home, work, mobile) Alternate Spokesperson ___________________ ___________________________________

Name Telephone Numbers (home, work, mobile)

! School Public Information person acts as contact for emergency responders and assists spokesperson withcoordinating media communications. If Public Information person is unavailable, an alternate assumesresponsibilities.

School Public Information person _____________________________ ________________Name Room #

Alternate Public Information person _____________________________ ________________Name Room #

During an emergency, adhere to the following procedures:! Incident Commander or designee relays all factual information to Board of Directors Founder.

! Board of Directors Founder notifies other Helix schools and may ask School Public Information designee toprepare a written statement to media.

! Establish a media information center away from school.

! Update media regularly. Do not say “No comment”.

! Do not argue with media.

! Maintain log of all telephone inquiries. Use scripted response to respond to inquiries.

Media statement! Create a general statement before an incident occurs. Adapt statement during crisis.

! Emphasize safety of students and staff first.

! Briefly describe schoolʼs plan for responding to emergency.

! Issue brief statement consisting only of the facts.

! Respect privacy of victim(s) and family of victim(s). Do not release names to media.

! Refrain from exaggerating or sensationalizing crisis.


RADIOLOGICAL EVENTSchools within 10-mile radius of (Insert facility name(s)) Nuclear Station: Listen for 3 to 5minute steady siren blast. This signals public to tune their radios to an Emergency AlertStation (EAS). Schools will be notified if radiological release requires protective actions.There are two basic protective actions: sheltering and evacuation.

Sheltering Notification:

! Bring all persons inside building(s).! Close all exterior doors and windows.! Turn off any ventilation leading outdoors.! Cover up food not in containers or put it in the refrigerator.! If advised, cover mouth and nose with handkerchief, cloth, paper towels, or tissues.

Evacuation Notification:

! Incident Commander contacts ___________________________ and informs him/her thatevacuation is taking place. transportation coordinator! Incident Commander notifies students, staff and relocation center.!Close all windows.! Turn off lights, electrical equipment, gas, water faucets, air conditioning and heating System.!Place evacuation sign in window.! Lock doors.

Teacher responsibilities during evacuation:

! Return to homeroom or keep classes intact. ! Take roll.! Explain procedures to students. Instruct students to take belongings.! Wait in classroom until Incident Commander or designee informs teachers that buses

have arrived.! Take class roster.! Take roll again after arriving at the relocation center.


SERIOUS INJURY/DEATHIf incident occurred in school:

! Call 9-911. (Insert the actual sequence to dial 911 from your phone System)! Notify CPR/first aid certified persons in school building of medical emergencies (names

of CPR/first aid certified persons are listed in Crisis Team Members section).! If possible, isolate affected student/staff member.! Notify Incident Commander.! Incident Commander notifies Board of Directors Founder.! Activate school crisis team. Designate staff person to accompany injured/ill person to

hospital.! Incident Commander notifies parent(s) or guardian(s) of affected student.! Direct witness(es) to school psychologist/counselor. Contact parents if students are

sent to psychologist/counselor.! Determine method of notifying students, staff and parents.

!Refer media to _____________________________________________________________.

Spokesperson Telephone Numbers (home, work, mobile)

If incident occurred outside of school:! Activate school crisis team. ! Notify staff before normal operating hours.! Determine method of notifying students and parents. Announce availability of

counseling services for those who need assistance.! Refer media to ________________________________

_____________________________. Spokesperson Telephone Numbers (home, work, mobile)

Post-crisis intervention:

! Meet with school counseling staff and __________________________________________ todetermine level of intervention for staff and students.! Designate rooms as private counseling areas.! Escort affected students, siblings, close friends, and other “highly stressed” students to

counselors.! Debrief all students and staff. ! Assess stress level of all students and staff. ! Recommend counseling to overly stressed students and staff.! Follow up with students and staff who received counseling.! Designate staff person(s) to attend funeral.! Allow for changes in normal routines or test schedules to address injury or death.


Child Mental Health or other mental health workers

SHELTERING PROCEDURESSheltering provides refuge for students, staff, and public within school building during anemergency. Shelters are located in areas that maximize the safety of inhabitants. Safeareas may change depending on the emergency.

! Identify safe areas in each school building.

! Incident Commander warns students and staff to assemble in safe areas. Bring allpersons inside building(s).


! Close all exterior doors and windows.

! Turn off any ventilation leading outdoors.

! Seal doors, windows, and vents with plastic sheets and duct tape.

! Cover up food not in containers or put it in the refrigerator.

! If advised, cover mouth and nose with handkerchief, cloth, paper towels, or tissues.

! Teachers should account for all students after arriving in safe area.

! All persons must remain in safe areas until notified by Incident Commander or emergencyresponders.


STAFF RESPONSIBILITIESIncident Commander or designee:

! Verify information.! Identify Command Post.! Call 9-911 (if necessary). (Insert the actual sequence to dial 911 from your phone

System)! Seal off high-risk area.! Convene crisis team and implement crisis response procedures.! Notify Executive Director and Board of Directors Founder.! Notify students and staff (depending on emergency; students may be notified by teachers).! Evacuate students and staff if necessary.! Refer media to spokesperson (or designee).! Notify community agencies (if necessary).! Implement post-crisis procedures.! Keep detailed notes of crisis event.

Teachers:

! Verify information.! Lock classroom doors, unless evacuation orders are issued.! Warn students, if advised.! Account for all students. ! Stay with students during an evacuation. Take class roster.! Refer media to spokesperson (or designee).

! Keep detailed notes of crisis event.


STUDENT UNREST

!Notify police, if necessary. (Insert the actual sequence to dial 911 from your phoneSystem)

!Ensure the safety of students and staff first.

!Contain unrest. Seal off area of disturbance.

!Notify Incident Commander.

! Incident Commander notifies Executive Director and Board of Directors Founder.

!Warn staff. Incident Commander may issue lock-down (see Lock-Down Procedures section).

!Move students involved in disturbance to an isolated area.

!Meet with student representatives to address issues.

!Document incidents with cassette recorder or take detailed notes.

TEACHERS:

! KEEP STUDENTS CALM.

! LOCK CLASSROOM DOORS.

!DO NOT ALLOW STUDENTS TO LEAVE THE CLASSROOM UNTIL YOU RECEIVE ANALL-CLEAR SIGNAL FROM INCIDENT COMMANDER.

! Make a list of students that are absent from classroom. Document all incidents.


SUICIDESuicide Attempt in School:! Verify information.! Call 9-911. (Insert the actual sequence to dial 911 from your phone System)

! Notify school psychologist/counselor/social worker, Incident Commander and______________________________________Child Mental Health Services (students under 18)

or __________________________. Other suicide intervention service

! Incident Commander notifies Board of Directors Founder and parent(s) or guardian(s) if suicidal person isstudent. Incident Commander may schedule meeting with parents and school psychologist/counselor todetermine course of action.

! Calm suicidal person.! Try to isolate suicidal person from other students.! Ask suicidal person to sign a “no suicide contract”.! Stay with person until counselor/suicide intervention arrives. Do not leave suicidal person alone.! Determine method of notifying staff, students and parents. Hold daily staff debriefings before and after

normal operating hours as needed. ! Activate school crisis team to implement post-crisis intervention. Determine level of intervention.

Suicidal Death/Serious Injury:! Verify information.

! Activate school crisis team.

! Incident Commander notifies Executive Director and Board of Directors Founder.

! Notify staff in advance of next school day following suicide or attempted suicide.

! Determine method of notifying students and parents. Do not mention “suicide” or details about death innotification. Do not hold memorials or make death appear heroic. Protect privacy of family.

! Implement post-crisis intervention.

Post-crisis Intervention:! Meet with school counseling staff and ______________________________________________

DIV. CHILD MENTAL HEALTH OR OTHER MENTAL HEALTH WORKERS TO DETERMINE LEVEL OF INTERVENTION FOR STAFF AND STUDENTS.

! Designate rooms as private counseling areas.

! Escort siblings, close friends, and other “highly stressed” students to counselors.

! Assess stress level of staff. Recommend counseling to overly stressed staff.

! Refer media to _________________________. Do not let media question students or staff.! Follow up with students and staff who received counseling. Resume normal routines as soon as possible.


TERRORIST EVENTWeapons of mass destruction likely to be employed by terrorists fall into four basic categories: Nuclear, Biological,Chemical, and Conventional. The below outlined procedures will protect students and staff should such attacksoccur.

Nuclear:Defense against nuclear weapons depends primarily on distance from the point of detonation. If time permits:

! Move students and staff to specifically identified basement or lower level rooms. Interior hallways may be used asan alternate.

! Close all doors leading into hallways to minimize flying glass.! All people assume the duck, cover and hold position on the ground.! Shut down all utility Systems to the building. (Gas and electricity are the priorities)! Shelter in place to protect from fall out if attack is far enough away.! Keep students and staff inside buildings. Allow parents to pick up their children at their own discretion once

cleared to do so by public safety, emergency management, or military authorities

Biological:Defense against biological attacks is difficult. Awareness of an attack is usually not possible for days or weeks. Thefirst signs may emerge as personnel notice a higher than usual incidence of various symptoms. Should an attack bediscovered while in progress, the school should:

! Reverse-evacuate all people into school buildings.! Shelter in place. (Do not use basements or low lying areas)! Close all doors and windows.! Shut down the HVAC System. (Limit airflow from outside)

! Seal doors, windows, and vents with plastic and duct tape.! Keep students and staff inside buildings. Allow parents to pick up their children at their own discretion once

cleared to do so by public safety, emergency management, or military authorities.

Chemical:! Reverse-evacuate all people into school buildings.! Shelter in place. (Do not use basements or low lying areas)! Close all doors and windows.! Shut down the HVAC System. (Limit airflow from outside)! Seal doors, windows, and vents with plastic and duct tape.! Be prepared to treat students and staff who experience a reaction to the chemical agent.! The decision to evacuate should be made after consulting with public safety, emergency management, or

military authorities.

Conventional:The danger from the blast effect of conventional explosive devices is similar to nuclear devices with a higher rate ofsurvivability. If responding to the threat of a imminent blast nearby:! Move students and staff to specifically identified basement or lower level rooms. Interior hallways may be used as

an alternate.! Close all doors leading into hallways to minimize flying glass.! All people assume the duck, cover, and hold position on the ground.! Shut down all utility Systems to the building. (Gas and electricity are the priorities)! Shelter in place to protect from fall out if attack is far enough away.! Keep students and staff inside buildings. Allow parents to pick up their children at their own discretion once

cleared to do so by public safety, emergency management or military authoritiesIf the school is the target:! Evacuate to pre-designated off site location(s)


WEAPONS

! Call police if a weapon is suspected to be in school. (Insert the actual sequence to dial911 from your phone System)

! Ask another administrator or SRO to join you in questioning suspected student or staffmember.

! Accompany suspect to private office to wait for police.

! Conduct search with police or SRO.

! Inform suspect of his/her rights and why you are conducting search.

! Keep detailed notes of all events and why search was conducted.

! Notify parent(s) or guardian(s) if suspect is a student. Explain why search was conductedand results of the search.

! If suspect threatens you with a weapon, do not try to disarm them. Back away with yourarms up. Remain calm.


WEATHERSevere Weather Watch has been issued in an area near school

! Monitor Emergency Alert Stations (see EAS section) or NOAA Weather Stations (NationalWeather Service, Weather Channel).

! Bring all persons inside building(s).! Close windows and blinds.! Review severe weather drill procedures and location of safe areas. Severe weather safe

areas are under desks and in hallways away from windows and large rooms.! Review drop, cover and hold procedures with students.

Severe Weather Warning has been issued in an area near school or severe weather hasbeen spotted near school! Shut off gas.! Move students and staff to safe areas.! Remind teachers to take class rosters.! Ensure that students are in drop, cover and hold positions.! Account for all students.! Remain in safe area until warning expires or until emergency personnel have issued an all-

clear signal.

BOMB THREAT CHECKLIST


Description Detail Report Callers Voice - Circle as applicable:Questions to ask: • Calm • Nasal

• Angry • Stutter1) When is the bomb going to explode? • Excited • Lisp

• Slow • Raspy2) Where is it right now? • Rapid • Deep

• Soft • Ragged3) What does it look like? • Loud • Clearing Throat

• Laughter • Deep Breathing4) What kind of bomb is it? • Crying • Cracked Voice

• Normal • Disguised5) What will cause it to explode? • Distinct • Accent

• Slurred • Familiar6) Did you place the bomb?

If voice is familiar, whom did it sound like?7) Why?

8) What is your address?Background Sounds:

9) What is your name?• Street Noises • Factory Machinery

Exact wording of thethreat:

• Animal Noises • Voices

• Clear • PA System• Static • Local Call• Music • Long Distance• House Noises • Phone Booth• Motor • Office Machinery

Sex ofCaller:

Race:

• Other

Length ofcall:

Age:

Date: Time: Threat Language:Number at which call was received: • Well Spoken (educated)

• Incoherent • Taped Notes: • Foul • Message read

• Irrational by threat maker

Remarks:


Notice of First Aid Care

DATE: _______________________

SCHOOL: ____________________

Dear Parent:

______________________________________ was injured at school and has been given firstaid. If you feel further care is necessary, please consult your family physician.

Destination: (If not presently on site)______________________________________________________

Transporting Agency: (if not presently on site)_______________________________________________

Time: ____________________

Remarks:

Please sign and return one copy to school. Retain a copy for your records.

_________________________________ _____________________________________ PARENTʼS SIGNATURE SCHOOL REPRESENTATIVEʼS SIGNATURE

Note: 1 copy goes home with student 1 copy stays with teacher or medical treatment team records


Sample School-Parent Letter[Date]

Dear Parents:

Should an emergency or disaster situation ever arise in our area while school is in session, wewant you to be aware that the schools have made preparations to respond effectively to suchsituations. In fact, public schools in [State] are built to meet stringent construction standards,and they may be safer than your own home in the event of a disaster.

Should we have a major disaster during school hours, your student(s) will be cared for at thisschool. Our school has a detailed disaster plan which has been formulated to respond to amajor catastrophe.

Your cooperation is necessary in any emergency.

!Do not telephone the school. Telephone lines may be needed for emergencycommunication.

! In the event of a serious emergency, students will be kept at their schools until theyare picked up by an identified, responsible adult who has been identified as such on agreen school emergency card. These cards are required to be filled out by parents atthe beginning of every school year. Please be sure you consider the following criteriawhen you authorize another person to pick up your child at school:

! S/he is 18 years of age or older.! S/he is usually home during the day.! S/he could walk to school, if necessary.! S/he is known to your child.! S/he is both aware of and able to assume this responsibility.

! Turn your radio to [radio stations] for emergency announcements. If students are to bekept at school, radio stations will be notified. If electrical service is not affected,information will be relayed via the school cable on Channel ____. In addition,information regarding day-to-day school operations will be available by calling theSchool Office.

! Impress upon your children the need for them to follow the directions of any schoolpersonnel in the event of an emergency.

Students will be released only to parents and persons identified on the school emergency card.During an extreme emergency, students will be released at designated reunion gates located onschool campuses. Parents should become familiar with the School Emergency Disaster Planand be patient and understanding with the student release process. Please instruct yourstudent to remain at school until you or a designee arrives. Because local telephone servicemay be disrupted, also list an out-of-state contact on the emergency card, as calls may still bemade out of the area while incoming calls are affected.


Sample School-Parent Letter (Continued)

The decision to keep students at school will be based upon whether or not streets in thearea are open. If streets in the area are not open, radio stations will be notified. In theevent that a natural disaster takes place during the time that students are beingtransported, students will be kept on the bus and the driver will ask for assistancethrough radio contact with the school and Helix personnel. Any child who is homewaiting for the bus will not be picked up (if roads are impassable) and will remain theresponsibility of the parent or guardian. In the event that a natural disaster occurs in theafternoon, the driver will make every attempt to continue delivering the students to theirhomes. Should road conditions prevent the driver from delivering students to their homeor to school in the morning, the students will be delivered to the nearest school site, andthat school will communicate with the home school to inform them of the studentsʼwhereabouts.

In case of a hazardous release event (chemical spill) near the school area, Shelter-in-Place procedures will be implemented to provide in-place protection. All students andstaff will clear the fields and report to their rooms, and all efforts will be made to preventoutside air from entering classrooms during the emergency. “Shelter-in-Place” signs willbe placed in classroom windows or hung outside classroom doors during a drill oremergency. Students arriving at school during a Shelter-in-Place drill or event shouldreport to the school office or to a previously designated area at the school, asclassrooms will be inaccessible. When the dangerous incident has subsided, an all-clear signal will be given.

Please discuss these matters with your immediate family. Planning ahead will helpalleviate concern during emergencies.

Sincerely,

PrincipalSchool


Annual Site Plan Review

Each school site emergency response plan must be reviewed at least once each year. It isrecommended that this review be conducted prior to the start of each school year. Additionally,the plan must be reviewed any time weaknesses in the plan are identified during a drill, exercise,or an actual emergency event. Schools should include their local emergency response,emergency management, and public health agencies in the review process.

Review plan for compliance with the Helix minimum requirements. Minimum RequirementsChecklist, Appendix C.Review ICS assignments and responsibilities, update as needed.

Ensure NIMS compliance for all personnel assigned responsibilities in the ICS structure.Review on- and off-site assignments and staging areas. Make contact with any identifiedoff-site locations to ensure permission to use those locations is still in affect.Review existing emergency procedures. Are the procedures adequate to address identifiedhazards/threats? Have new hazards/threats developed that you must plan for?

Notes:

Date of Review: Reviewer: Reviewer:

Reviewer: Reviewer:


Helix Homeless Student PolicyTo expedite the school registration process while ensuring continuity of education forhomeless children, the proposed school will follow the mandates of Federal Public Law 100-7,the Stewart B. McKinney Homeless Assistance Act as amended by the No Child Left BehindAct of 2001.It is the policy of Helix to immediately enroll homeless students even if the students areunable to produce the records normally required by non-homeless students for enrollment.Homeless students are defined as individuals who lack a fixed, regular, and adequate night-time residence and include the following:

1. Children and youth who are sharing the housing of other persons due to lossof housing, economic hardship, or a similar reason; are living in motels,hotels, trailer parks, or camping grounds due to the lack of alternativeadequate accommodations; are living in emergency or transitional shelters;are abandoned in hospitals; or are awaiting foster care placement.

2. Children and youth who have a primary nighttime residence that is a publicor private place not designated for, or ordinarily used as, a regular sleepingaccommodation for human beings.

3. Children and youth who are living in cars, parks, public spaces, abandonedbuildings, substandard housing, bus or train stations, or similar settings.

4. Migratory children who meet one of the above described circumstances.For entry into the proposed school and as proof of legal domicile, a letter from area homelessor spouse abuse shelter facilities stating that a specific individual or family is currently residingat that facility shall suffice.Families known to be homeless or recently homeless, but not currently residing in a shelterfacility, may claim a need for waiver of legal domicile. Such families should be directed to theschool social worker or principal for determination on a case-by-case basis.The following can be used as admissible evidence for date of birth for homeless children inthe school registration process:

1. A duly attested transcript of the child's birth record filed according to lawwith a public officer charged with the duty of recording births;

2. A duly attested transcript of a certificate of baptism showing the date ofbirth and place of baptism of the child, accompanied by an affidavit swornto by the parent;

3. An insurance policy on the child's life that has been in force for at leasttwo years;

4. A bona fide contemporary Bible record of the child's birth, accompaniedby an affidavit sworn to by the parent; or

5. A passport or certificate of arrival in the United States showing the age ofthe child.

6. If none of these evidences can be produced, an affidavit of age sworn toby the parent, accompanied by a certificate of age signed by a publichealth officer or by a public school physician, or if neither of these shallbe available in the county, by a licensed practicing physician designatedby the Board of Directors, which certificate shall state that the healthofficer or physician has examined the child and believes that the age asstated in the affidavit is substantially correct.

Homeless children shall have a 30 school day grace period from the time of enrollment toproduce proof of age, physical exam, or immunization records.In accordance with Louisiana Charter School statute, a student considered to be homelesswill be permitted, if expelled, to attend an alternative Helix school, unless the student isexpelled from all schools.


In accordance with Louisiana Charter School Statute, students who become homeless whileenrolled in the proposed school will be provided transportation--at the request of parents orguardians--to and from the school they attended prior to becoming homeless.At the beginning of each academic year, the principal of the proposed school will designate alocal liaison for homeless children and youths.The liaison will serve as the primary contact between homeless families and school staff,parish personnel, shelter workers and other service providers, and will keep parents informedabout available resources and services to help ensure the academic success of the student.


Appendix: Strategic Achievement Plan

Helix schools will be required to develop a comprehensive Plan for School Success to meetthe expectations of the Criteria for Academic Success, Criteria for Operational Success, andthe goals of the charter. Goals and strategies will be determined by the school leadershipteam under the direction of the Principal and the Helix Director of Achievement. The work ofthe school leadership team will be driven by the Plan for School Success, which will serve asa roadmap for achieving the goals. Classroom teachers and Teacher Leaders, under the direction of the school leader, will beresponsible for monitoring the academic progress of each student within their team by loggingall assessment data, adjustments to the instructional program as a result of the analysis, anyinterventions implemented, and their effectiveness. When the progress of the students isdetermined to be unsatisfactory, the School Leaders and the studentsʼ faculty advisor willcollectively determine a plan of action that will include, if necessary, the allocation ofadditional resources to ensure the success of the students.In the event that the quarterly evaluation of student progress shows that the educationalprogramming in place is ineffective, and the established annual goals of the charter are at riskof not being achieved, the Director of Achievement will support school leadership in anextensive educational and operational review to determine what obstacles are inhibiting thesuccess of students individually and collectively. This review will determine if the Plan for School Success is driving the work of the school andwill answer the question, “Are the key components of the plan below being fullyimplemented?”Example key components of the Plan for School Success include:

! School Leadership Literacy Program Action Plan ! Student Evaluation Plan! Professional Development Plan

In the event that the review findings show that any of the above has not been fullyimplemented, the Executive Director, in collaboration with the Principal and Director ofAchievement, will facilitate development and assist in oversight of a strategic plan to ensureacademic and operational success as defined in the charter application.


Appendix: Start Up PlanThe Helix Start Up Plan is provided in the following pages.


Appendix: Helix Start-Up Plan

The Helix Start-Up plan provides school start-up tasks and target dates in the following areas:1. Staffing2. Recruitment, Selection, and Enrollment of Students3. Special Education and Student Scheduling4. Facilities Services5. Order and Deliver Curriculum Materials6. Professional Development

StaffingRecruit/Select/Hire School LeaderTask Earliest: Latest:Draft advertisement for school leader 25-Aug 1-SepApprove advertisement 26-Aug 2-SepRun advertisement in local newspaper and area career placement newsletters 27-Aug 3-SepMake “networking” contacts to recruit a diverse field of candidates for school leader 28-Aug 4-SepReceive and organize letters of interest and resumes 10-Sep 17-SepOrganize selection committee 3-Sep 10-SepReview applications and select candidates for interview based on weighted evaluation 10-Sep 17-SepEvaluate applicant pool for diversity 10-Sep 17-SepComplete interview schedule 11-Sep 18-SepConduct interviews with candidates and selection committee 18-Sep 25-SepIdentify finalist(s) 24-Sep 1-OctCheck references 30-Sep 7-OctAlign compensation with budget 2-Oct 9-OctRecommend school leader 5-Oct 12-OctHire school leader 1-Oct 15-Oct

Recruit/Select/Hire StaffTask Earliest: Latest:Draft advertisement(s) for staff 25-Jan 1-FebApprove advertisement(s) 29-Jan 5-FebRun advertisement(s) in local and national newspaper and area career placement newsletters 1-Feb 8-FebMake “networking” contacts to recruit candidates to create diverse field 3-Feb 10-FebReceive and organize letters of interest and resumes 19-Feb 26-FebReview applicant pool for diversity 22-Feb 1-MarReview letters of interest, applications, and resumes and select candidates for all interviews 26-Feb 5-MarComplete candidate interviews schedule 5-Mar 12-MarConduct interviews wth candidates and selection committee 8-May 19-MarAlign compensation with budget 15-Mar 22-MarCheck references, conduct finalist interviews 17-Mar 24-MarGet school leader approval, if possible 19-Mar 26-MarHire staff 25-Mar 1-Apr

Recruitment, Selection, and Enrollment of StudentsTask Earliest: Latest:Establish startup office 25-Oct 1-NovIdentify office support staff 25-Oct 1-NovInstall equipment for application data system 25-Oct 1-NovProvide training to office support staff, as needed 25-Oct 1-NovPrepare and mail announcement about enrollment process to parents 8-Nov 15-NovIdentify community liaisons 8-Nov 15-NovSolicit and organize parent support 8-Nov 15-NovCustomize student intent forms (English and Spanish, other languages as needed) 24-Nov 1-DecReview and approve intent forms 8-Dec 15-DecDuplicate and distribute intent form in the community 25-Dec 1-JanProvide materials for community presentations 25-Dec 1-JanConduct community presentations 1-Jan 8-JanMonitor completed student intent forms for number and compliance with diversity goals 19-Feb 26-FebConduct student lottery (if necessary) 22-Feb 1-MarEstablish list of selected students; establish waiting list 23-Feb 2-MarSend letters inviting selected students to enroll 8-Mar 15-MarSend letters informing other applicants of waiting list status 12-Mar 19-MarContinue monitoring of student enrollment until count day 24-Sep 1-OctBegin enrollment process 8-Mar 15-MarReview IEP, bilingual, and ESOL requirements for special needs students* 8-Jun 15-Jun

*Earliest opportunity to review student needs, ongoing as needed (details: Special Education Appendix (CF3)

Special Education and Student SchedulingPlanning for Special NeedsTask Earliest: Latest:Identify students whose applications indicated IEPs 8-Jun 15-JunIdentify students whose applications indicated bilingual or ESOL services 8-Jun 15-JunGather and review IEPs on special education students 12-Jun 19-JunGather and review language skill level on bilingual or ESOL students 12-Jun 19-JunDevise plans for serving special education students 3-Jul 10-JulDevise plans for serving bilingual and ESOL students 3-Jul 10-JulConfer with principal regarding staffing, scheduling, and budgeting implications for special education 8-Jul 15-JulConfer with principal regarding staffing, scheduling, and budgeting implications for bilingual and ESOL programs8-Jul 15-JulAdvise special education staff of special education plan 10-Jul 17-JulAdvise bilingual and ESOL staff of bilingual and ESOL program plans 10-Jul 17-JulConvey special education plans to special education and regular education staff 13-Jul 20-JulConvey bilingual and ESOL program plans to bilingual, ESOL, and regular education staff 13-Jul 20-JulCoordinate schedule for special education students 17-Jul 24-JulCoordinate schedule for bilingual and ESOL students 17-Jul 24-JulWork with parents to develop or revise IEPs as needed 22-Jul 29-JulWork with parents to develop or revise bilingual and ESOL programs as needed 22-Jul 29-Jul

SchedulingDevelop Model Student SchedulesTask Earliest: Latest:Feasibility Analysis of school (coordinate with facilities) 8-Apr 15-AprProduce draft school schedule 26-Apr 3-MaySchool leadership team reviews schedule (Principal/Leadership) 30-Apr 7-MayReview implications of schedule (Facility, Budget, Staffing Materials, Training) 3-May 10-MayAlign schedule implications to budget 7-May 14-MayAdd Leadership Team Training to school schedule 10-May 17-MayAdd Staff Training to school schedule 14-May 21-MaySchool schedule approval 17-May 24-May

Facilities ServicesTask Earliest: Latest:

25-Jan 1-FebEstablish operations strategy (i.e., self-perform, district buyback, subcontract) 27-Jan 3-FebEstablish bus contract for SPED 29-Jan 5-FebEstablish bus routes 1-Feb 8-FebEstablish bus loading/unloading plan 3-Feb 10-FebNotify parents of bus routes/times 5-Feb 12-FebEstablish Food Service Contract 8-Feb 15-FebEstablish utility accounts - Electric, Fuel, Telephone 10-Feb 17-FebHire Operational Staff 12-Feb 19-FebEstablish maintenance contract 15-Feb 22-FebEstablish furniture plan/requirements 17-Feb 24-FebIdentify furniture requirements 19-Feb 26-Feb

Define operations requirements: custodial, maintenance, security, transportation, food service, groundskeeping, pest controle, trash removal

Order and Deliver Curriculum MaterialsTask Earliest: Latest:

22-Feb 1-Mar

24-Feb 3-Mar

26-Feb 5-Mar

Arrange for placement of orders for technology and materials 1-Mar 8-MarDetermine projected delivery dates for technology and materials 3-Mar 10-Mar

5-Mar 12-Mar

8-Mar 15-Mar

10-Mar 17-Mar

12-Mar 19-MarConfirm delivery of technology and materials on site 15-Mar 22-Mar

Determine what curriculum and instructional materials will be provided, based on projected enrollment

Devise written inventory showing what materials will be used from site inventory

Consult with education partners to determine what materials should be ordered

Identify technology and materials that are on back-order. Make alternate arrangements, if possibleApprise School Leader of materials delivery plans, including inventory and schedulePlan for delivery of materials to the school site -- determine where/when space will be available to stage delivery

Establish system for tracking delivery of technology and materials to site and for distributing materials to classrooms

Professional DevelopmentProvide Opening Year TrainingTask Earliest: Latest:

22-Mar 29-MarIdentify site for local start-up professional development 22-Mar 29-MarIdentify materials and equipment needed for professional development 22-Mar 29-Mar

26-Mar 2-AprArrange for materials and equipment for professional development 2-Apr 9-AprCommunicate schedule and plan for professional development to staff 8-Apr 15-AprConduct professional development seminars 12-Apr 19-AprArrange for ongoing professional development 19-Apr 26-Apr

23-Apr 30-Apr

OrientationConduct Welcoming/Orientation for Families/StudentsTask Earliest: Latest:Begin enrolling students 22-Apr 29-Apr

28-Apr 5-MayRecruit parent volunteers 5-May 12-May

12-May 19-May

19-May 26-MayExplain special programs and school's approach to special needs students 19-May 26-MayConduct welcoming/orientation events 25-May 1-JunPlan opening day activities, including locations and dates 27-May 3-JunInform parents/students of orientation and welcoming events by mail 31-May 7-Jun

Determine topics to be covered, experts for start-up professional development, and on-going relationships

Develop schedule for pre-opening professional development using regional training cohort

Develop Master Calendar to determine dates for ongoing professional development

Identify parent and community volunteers to plan orientation and welcoming events

Organize meetings to introduce parents to house teachers and teacher assignmentsConduct meetings to introduce parents to house teachers and teacher assignments

HelixParent Complaint Policy

Helix places high value on grace, courtesy, respect and responsibility. As such, weencourage parents/guardians and staff to develop open lines of communication with eachother for the benefit of the children attending the school.

However, we acknowledge that from time to time, situations may arise that are upsetting. If a parent/guardian, student, staff member, or other individuals or groups are not satisfiedwith a school decision or policy, we encourage the aggrieved party to take the following stepsin accordance with the Helix parent complaint policy.

! Discuss the complaint with the staff member that has direct responsibility for theproblem.

! Within a week, take the complaint directly to the staff member involved (in the caseof violation of laws or issues with school-wide policies, the school leader would bethe appropriate staff member) to resolve the problem through discussion.

! The proposed school is committed to using communication to work out problems;therefore, if needed, the two parties involved may request mediation from the staffmemberʼs immediate supervisor.

! If the aggrieved party is not satisfied, within a week s/he must move to step 2.

! Discuss the complaint with the staff memberʼs immediate supervisor.

! If a solution is not found between the two parties involved, then it should be taken tothe staff memberʼs immediate supervisor for discussion, including use of mediation asnecessary. If the original complaint was with the school leader and discussion (asmentioned in step 1) has not worked, move directly to step 3.

! This should continue through the ranks until the complaint has been resolved, or untilthe aggrieved party discusses the problem with the school leader.

! If the complaint has not been satisfactorily addressed after talking with the schoolleader, move to step 3. This should occur no later than a month from the originalcomplaint.

! Submit the complaint in writing to the school leader.

! The school leader may speak to all parties involved and will try to resolve the issuethrough discussions with those people. Otherwise, within two weeks, the school leaderwill give a written decision concerning the complaint, which will give the reasons for thedecision.

! If the school leaderʼs written decision is unsatisfactory, move to step 4 within 1 week.


! Submit the complaint in writing to the Founder of the Board of Directors.

! Upon receiving the written complaint, the Founder shall request copies of all writtencommunications from Step 3.

! The Founder shall convene a committee of the Helix Board (with no fewer than 3members present) that shall meet within 10 working days to discuss the issues. Thoseinvolved in the complaint shall have a right to attend the meeting.

! The compliance committee of the Helix Board will conduct reviews to ensurecompliance with the law. The proposed school and the specific individuals involved willcooperate to the fullest extent with the review.

! The compliance committee of the board shall decide on the matter by majority vote andshall respond in writing to the person issuing the complaint and the school leader nolater than 30 days from the receipt of the complaint.


Appendix: BudgetThe Helix Budget is provided in the following pages.


Appendix: ADM Start-Up Budget with Assumptions

Appendix: ADM Start-Up Budget with Assumptions Page 1 of 1

REVENUES1 Start-Up Grants $200,000.00 Startup grant available to new schools2 Other Revenue $137,500.00 Philanthropy from current supporter

3 TOTAL REVENUES $337,500.00

EXPENDITURESAdministrative Expenses

4 Principal $70,875.00 6 months of principal and director5 Administrative Staff $7,250.00 3 months of 1 admin support staff6 Payroll Taxes $6,930.03 Taxes on above7 Benefits $9,582.63 Benefits on above8 Staff Development $15,000.00 Trainings, speakers, other PD9 Recruiting/Marketing $10,000.00 Staff recruiting10 Advertising $20,000.00 Student recruiting

11 Total Administrative $139,637.66

Supplies and Equipment12 Instructional Materials $10,000.00 Initial beginning supplies for classrooms13 Office Supplies $3,000.0014 Postage/Printing/Copying15 Phone System

16 Total Supplies & Equipment $13,000.00

Facility17 Capital Expenditures18 Building Fit-Out19 Renovations & Repairs $18,362.34 Minor improvements to facility to match design20 Rent/Lease $29,000.00 Startup office for 6 months and facility for 321 Fixtures & Furnishings22 Utilities23 Insurance24 Security

25 Total Facility $47,362.34

Contractual26 Consultants $125,000.00 Educational and backoffice consultants27 Legal and Accounting $12,500.00 For negotiating contracts and setting up acct

28 Total Contractual $137,500.00

29 TOTAL EXPENDITURES $337,500.00

Description Amount Assumption

Appendix: ADM First Year Budget with Assumptions

Appendix: ADM First Year Budget with Assumptions Page 1 of 7

REVENUES:

REVENUES FROM LOCAL SOURCES1 Local Per Pupil Aid 1XXX 703,729$ 125 paid students at $9,768/student ($5,630 local & $4,138 state)

2 Earnings on Investments 15XX3 Food Service 16XX4 Community Service Activities 1800

Other Revenue From Local Sources5 Contributions and Donations 1920 75,000$ Philanthropy from current donor

6 Books and Supplies Sold 19407 Other Miscellaneous Revenues 199X8 (additional function codes may need to be added)

9

10 TOTAL REVENUES FROM LOCAL SOURCES 778,729$

REVENUE FROM STATE SOURCESUnrestricted Grants-In-Aid

11 State Per Pupil Aid 311X 517,267$ 125 paid students at $9,768/student ($5,630 local & $4,138 state)

12 Other Unrestricted Revenues 3190 -$ Restricted Grants-In-Aid

13 Education Support Fund (8g) 3220 -$ 14 PIP 323015 Other Restricted Revenues 3290 -$ 16 (additional function codes may need to be added)

18 TOTAL REVENUE FROM STATE SOURCES 517,267$

REVENUE FROM FEDERAL SOURCESUnrestricted Grants-In-Aid Direct From the Federal Gov't

19 Impact Aid Fund 4110Restricted Grants-In-Aid Direct From the Federal Gov't

20 Other Restricted Grants - Direct 4390Restricted Grants-In-Aid From Federal Gov't Thru State

21 School Food Service 4515 Assumes third party provider would get all food service revenues

Special Education22 IDEA - Part B 4531 33,475$ $268/pupil - based on historical information of other schools23 IDEA - Preschool 453224 Other Special Education Programs 4535

No Child Left Behind (NCLB)25 Title I 4541 56,006$ $448/pupil - based on historical information of other schools26 Title I, Part C - Migrant 454227 Title V - Innovative Education Programs 454328 Title IV - Safe and Drug Free Schools / Comm. 4544 554$ $4/pupil - based on historical information of other schools29 Title II - Teacher & Principal Training/Recuiting 4545 13,351$ $107/pupil - based on historical information of other schools30 Other IASA Programs 4546 200,000$ PCSP - Startup Funds31 Other Restricted Grants through State 4590 -$

Revenue For/On Behalf of the LEA32 Value of USDA Commodities 4920

33 (additional function codes may need to be added)

36 TOTAL REVENUE FROM FEDERAL SOURCES 303,386$

Other Sources of Funds (Provide Detail)

37 5XXX38

39 TOTAL REVENUES AND OTHER SOURCES OF FUNDS 1,599,382$

Louisiana laws contain requirements for school district accounting. By law, the Louisiana Accounting and Uniform Governmental Handbook (LAUGH) (Bulletin 1929) is the required accounting manual for local

DescriptionObject

Code

Function

CodeAssumption Amount



DescriptionObject

Code

Function


EXPENDITURES:

I. INSTRUCTION

A. Regular Programs - Elementary/Secondary

Salaries40 Teachers 112 1100 363,161$ Regular salaries: 7 teachers/other instructional positions at an average salary of $52K41 Aides 115 1100 -$ 42 Substitute Teachers and Aides 123 1100 -$ 43 Purchased Professional and Technical Services 300 1100 67,500$ Education management, trainings and other educational advisers based on estimates44 Repairs and Maintenance Services 430 1100 8,000$ Copier including usage charges based on projected need45 Travel Expense Reimbursement 582 1100 2,700$ Based on projected usage

Instructional Supplies 46 Materials and Supplies (e.g., printed report cards) 610 1100 47,125$ $377/pupil for software, classroom supplies, field trips, copy paper, and food47 Textbooks/Workbooks 642 1100 2,344$ $19/student for textbooks and workbooks (mostly electronic)48 Equipment 730 1100 2,500$ $20/student for minor replacement/miscellaneous computers, furniture and other equipment49 Miscellaneous Expenditures 890 110050 Group Health Insurance 210 1100 32,555$ Eligible employees at @ $4,651/employee51 Social Security 220 1100 22,516$ 6.2% of salaries52 Medicare 225 1100 5,266$ 1.45% of salaries53 Employer's Contribution to Retirement 23X 1100 10,895$ 403B match54 Unemployment Compensation 250 1100 3,998$ Approximately $500/employee55 Workmen's Compensation 260 1100 3,632$ 1% of salaries56 Contingency 8XX 1100 47,981$ Cushion in case problems occur57

58

59

60 TOTAL A. Regular Program Expenditures 620,173$

B. Special Education Programs (Including Summer & Preschool)

& Gifted/Talented Programs

Salaries61 Teachers 112 1210 51,712$ 1 special education salaries @ average salary of $52K62 Therapists (OT,PT,Speech,etc.) 113 121063 Aides 115 1210 -$ 64 Substitute Teachers and Aides 123 121065 Purchased Professional and Technical Services 300 1210 -$ 66 Repairs and Maintenance Services 430 121067 Travel Expense Reimbursement 582 1210

Instructional Supplies68 Materials and Supplies 610 121069 Textbooks/Workbooks 642 1210 -$ 70 Equipment 730 121071 Miscellaneous Expenditures 890 121072 Group Health Insurance 210 1200 4,651$ Eligible employees at @ $4,651/employee73 Social Security 220 1200 3,206$ 6.2% of salaries74 Medicare 225 1200 750$ 1.45% of salaries75 Employer's Contribution to Retirement 23X 1200 1,551$ 403B match76 Unemployment Compensation 250 1200 500$ Approximately $500/employee77 Workmen's Compensation 260 1200 517$ 1% of salaries78 (additional object codes may need to be added)

79

80

81

82 TOTAL B. Special Education Programs 62,887$



DescriptionObject

Code

Function


C. Other Instructional Programs (Vocational Ed., Special

Programs, Adult Ed., and Other Programs)

Salaries83 Teachers 112 Varies 11,200$ Saturday & summer school teachers84 Aides 115 Varies -$ 85 Substitute Teachers and Aides 123 Varies86 Purchased Professional and Technical Services 300 Varies -$ 87 Repairs and Maintenance Services 430 Varies88 Travel Expense Reimbursement 582 Varies

Instructional Supplies89 Materials and Supplies 610 Varies 153$ Extracurricular activities90 Textbooks/Workbooks 642 Varies91 Furniture and Equipment 73X Varies92 Miscellaneous Expenditures 890 Varies93 Group Health Insurance 210 Varies -$ Eligible employees at @ $4,651/employee94 Social Security 220 Varies 694$ 6.2% of salaries95 Medicare 225 Varies 162$ 1.45% of salaries96 Employer's Contribution to Retirement 23X Varies 336$ 403B match97 Unemployment Compensation 250 Varies 400$ Approximately $500/employee98 Workmen's Compensation 260 Varies 112$ 1% of salaries99 (additional object codes may need to be added)

100

101

102

103 C. TOTAL Other Instructional Programs 13,058$

104 TOTAL I. INSTRUCTION 696,118$

II. SUPPORT SERVICES PROGRAMS

A. Pupil Support Services

105 Child Welfare and Attendance Svcs. (Supervisor/Secretarial) 1XX 21XX 37,000$ 0.5 FTE shared social worker @ $45K & 0.5 attendance person @ $29K106 Guidance Services (Guidance Counselor) 1XX 21XX -$ 107 Health Services (Nurse) 1XX 21XX -$ 108 Pupil Assessment and Appraisal Services 1XX 21XX -$ 109 Group Health Insurance 210 21XX 4,651$ Eligible employees at @ $4,651/employee110 Social Security 220 21XX 2,294$ 6.2% of salaries111 Medicare 225 21XX 537$ 1.45% of salaries112 Employer's Contribution to Retirement 23X 21XX 1,110$ 403B match113 Unemployment Compensation 250 21XX 1,000$ Approximately $500/employee114 Workmen's Compensation 260 21XX 370$ 1% of salaries115 Purchased Professional and Technical Services 3XX 21XX 11,250$ $90/pupil for services for special education students such as psychologists to write IEPs116 (additional object codes may need to be added)

117

118 TOTAL A. Pupil Support Services 58,211$

B. Instructional Staff Services

119 Salaries of Directors, Supervisors, Coordinators, ect. 111 22XX -$ 120 Instruction and Curriculum Development Services Varies 22XX -$ 121 Travel & Mileage Expense Reimbursement 58X 22XX 12,500$ $100/student for travel for staff professional development (incl consultant travel)122 Instructional Staff Training Services Varies 2230 31,250$ Professional development and trainings123 School Library Services Varies 22XX -$ 124 Group Health Insurance 210 22XX -$ Eligible employees at @ $4,651/employee125 Social Security 220 22XX -$ 6.2% of salaries126 Medicare 225 22XX -$ 1.45% of salaries127 Employer's Contribution to Retirement 23X 22XX -$ 403B match128 Unemployment Compensation 250 22XX -$ Approximately $500/employee



DescriptionObject

Code

Function


129 Workmen's Compensation 260 22XX -$ 1% of salaries130 Purchased Professional and Technical Services 3XX 22XX -$ Professional development and trainings131 Books & Materials 6XX 22XX -$ $6/student for replacement library books132

133 TOTAL B. Instructional Staff Services 43,750$

C. General Administration

Board of Directors134 Legal Services 332 23XX 18,750$ Estimate for startup and ongoing legal needs135 Purchased Professional and Technical Services 300 2311136 Audit Services 333 2311 12,500$ Annual audit fee estimate137 Insurance (Other than Emp. Benefits) 52X 23XX 12,500$ $100/student for all required insurance coverages138 Advertising 540 2311139 Travel/Mileage (Board of Directors) 730 23XX140 Dues and Fees 810 2311141 Judgements 820 2311142 Salaries 111 23XX 52,500$ 0.5 FTE shared executive director @ $105K143 Benefits 220 23XX 8,941$ Benefits for executive director144 Books & Materials 6XX 23XX -$ 145 TOTAL C. General Administration 105,191$

D. School Administration

Salaries146 Principals 111 2410 89,250$ 1 salary @ $83K plus startup support147 Assistant Principals 111 2420 -$ 148 Clerical/Secretarial 114 2400 14,500$ 0.5 FTE shared admin asst @ $29K149 Purchased Professional and Technical Services 300 2400 25,000$ Temporary support workers plus student recruiting for both the 1st and 2nd years150 Repairs and Maintenance Services 430 2400151 Rental of Equipment and Vehicles 442 2400152 Telephone and Postage 530 2400 17,500$ Telephone, Internet, & postage153 Travel Expense Reimbursement 582 2400 -$ 154 Materials and Supplies 610 2400 5,000$ $40/student for office supplies155 Furniture and Equipment 73X 2400 -$ 156 Dues and Fees (Southern Association, etc.) 810 2400157 Miscellaneous Expenditures 890 2400158 Group Health Insurance 210 24XX 6,976$ Eligible employees at @ $4,651/employee159 Social Security 220 24XX 6,433$ 6.2% of salaries160 Medicare 225 24XX 1,504$ 1.45% of salaries161 Employer's Contribution to Retirement 23X 24XX 3,113$ 403B match162 Unemployment Compensation 250 24XX 1,000$ Approximately $500/employee163 Workmen's Compensation 260 24XX 1,038$ 1% of salaries164 (additional object codes may need to be added)

165

166

167 TOTAL D. School Administration 171,313$

E. Business Services

90 Fiscal Services (Internal Auditing, Budgeting, Payroll, Financial and Property Accounting, etc.)

168 Salaries 11X 25XX -$ 169 Purchased Professional and Technical Services 300 2510 140,340$ Using a third party provider. This is the cost given by the provider.170 Technical Services (Bank Charges) 340 2510171 Repairs and Maintenance Services 430 2510172 Rental of Equipment and Vehicles 442 2510173 Postage 530 2510174 Advertising 540 2510175 Travel Expense Reimbursement 582 2510



DescriptionObject

Code

Function


176 Materials and Supplies 610 2510 3,900$ Payroll processing177 Equipment 730 2510178 Interest (short-term loans) 830 2513179 Miscellaneous Expenditures 890 2510180 Group Health Insurance 210 25XX -$ 181 Social Security 220 25XX -$ 182 Medicare 225 25XX -$ 183 Employer's Contribution to Retirement 23X 25XX -$ 184 Unemployment Compensation 250 25XX -$ 185 Workmen's Compensation 260 25XX -$ 186

187

188 TOTAL E. Business Services 144,240$

F. Operation and Maintenance of Plant Services

189 Salaries (Custodians, Security, Crossing Patrol) 11X 26XX -$ 190 Purchased Professional and Technical Services 300 2600 -$ 191 Rental of Equipment and Vehicles 442 2640192 Rental of Land 441 2600193 Materials and Supplies 610 2600194 Gasoline 626 2600195 Equipment 730 2600 25,000$ Furniture and fixture usage196 Miscellaneous Expenditures 890 2600

Operating Buildings197 Building Rental/Lease 441 2620 68,000$ Based on latest negotiations - includes utilities & custodial198 Water/Sewage 411 2620199 Disposal Services 421 2620200 Custodial Services 423 2620 -$ 201 Repairs and Maintenance Services 430 2620 6,250$ Maintenance estimate based on space202 Property Insurance 522 2620203 Telephone 530 2620204 Natural Gas and Electricity 62X 2620 -$ 205 Care and Upkeep of Grounds 4XX 2630206 Care and Upkeep of Equipment 4XX 2640207 Vehicle Operation and Maintenance Varies 26XX208 Group Health Insurance 210 26XX -$ 209 Social Security 220 26XX -$ 210 Medicare 225 26XX -$ 211 Employer's Contribution to Retirement 23X 26XX -$ 212 Unemployment Compensation 250 26XX -$ 213 Workmen's Compensation 260 26XX -$ 214 (additional object codes may need to be added)

215

216

217 TOTAL F. Operation & Maintenance of Plant Services 99,250$

G. Student Transportation Services

218 Purchased Professional and Technical Services 3XX 27XX 86,996$ Based on experience with other schools in the area adjusted for grade level differencesRegular Transportation Services

219 Salaries (Bus Driver & Substitutes) 11X 27XX -$ 220 Repairs and Maintenance Services 430 2721221 Payments in Lieu of Transportation 519 2721222 Fleet Insurance 523 2721223 Materials and Supplies 610 2721224 Gasoline/Diesel 626 2721225 Equipment 730 2721



DescriptionObject

Code

Function


226 Miscellaneous Expenditures 890 2721227 Group Health Insurance 210 27XX -$ 228 Social Security 220 27XX -$ 229 Medicare 225 27XX -$ 230 Employer's Contribution to Retirement 23X 27XX -$ 231 Unemployment Compensation 250 27XX -$ 232 Workmen's Compensation 260 27XX -$ 233 (additional object codes may need to be added)

234

235

236 TOTAL G. Student Transportation Services 86,996$

H. Central Services

Planning, Research, Development, and Evaluation Svcs.237 Purchased Professional and Technical Services 300 28XX -$ 238 Fingerprinting and Background Check 339 2830239 Advertising 540 2830 31,250$ Staff recruiting for both the first and second school years240 Data Processing Services Varies 28XX 27,723$ 0.5 FTE shared technology support person @ $55K241 Group Health Insurance 210 28XX 2,325$ Eligible employees at @ $4,651/employee242 Social Security 220 28XX 1,719$ 6.2% of salaries243 Medicare 225 28XX 402$ 1.45% of salaries244 Employer's Contribution to Retirement 23X 28XX 832$ 403B match245 Unemployment Compensation 250 28XX 500$ Approximately $500/employee246 Workmen's Compensation 260 28XX 277$ 1% of salaries247 Technology maintenance & upkeep 4XX 28XX -$ 248 Books & Materials & Other Varies 28XX 97,208$ Use of technology equipment such as student and teacher computers249 TOTAL H. Central Services 162,237$

250 TOTAL II. SUPPORT SERVICE EXPENDITURES 871,188$

III. OPERATION OF NON-INSTRUCTIONAL SERVICES

A. Food Service Operations

251 Salaries 11X 3100 -$ 252 Purchased Property Services 4XX 3100253 Food Service Management 570 3100 32,076$ Assumes a net loss of $257/student on the food service program254 Travel Reimbursement & Mileage 58X 3100255 Materials and Supplies 610 3100256 Energy (Gas, Electricity, etc.) 620 3100257 Technical Services 340 3100258 Food (Purchased & Commodities) 63X 3100 -$ 259 Telephone and Postage 530 3100260 Equipment 730 3100261 Group Health Insurance 210 31XX -$ 262 Social Security 220 31XX -$ 263 Medicare 225 31XX -$ 264 Employer's Contribution to Retirement 23X 31XX -$ 265 Unemployment Compensation 250 31XX -$ 266 Workmen's Compensation 260 31XX -$ 267 (additional object codes may need to be added)

268

269

270 TOTAL A. Food Service Operations 32,076$

B. Community Service Operations (e.g. 4-H programs)

271 Salaries 11X 33XX



DescriptionObject

Code

Function


272 Materials and Supplies 610 3300273 Group Health Insurance 210 33XX274 Social Security 220 33XX275 Medicare 225 33XX276 Employer's Contribution to Retirement 23X 33XX277 Unemployment Compensation 250 33XX278 Workmen's Compensation 260 33XX279 (additional object codes may need to be added)

280

281 TOTAL B. Community Service Operations -$

TOTAL III. OPERATION OF NON-INSTRUCTIONAL

282 SERVICE EXPENDITURES 32,076$

IV. FACILITY ACQUISITION AND CONSTRUCTION SVCS.

283 Architect/Engineering Services 334 4300284 Construction Services 450 4500285 Building Improvements - Renovate/Remodel 450 4600286 Equipment 730 4500287 Repairs and Maintenance Services 430 4000288 (additional object codes may need to be added)

289

290

TOTAL IV. FACILITY ACQUISITION AND CONSTRUCTION

291 SERVICE EXPENDITURES -$

V. DEBT SERVICE

Debt Service292 Banking Services 340 5100293 Interest (long-term) 830 5100 -$ 294 Redemption of Principal 910 5100 -$ 295 Miscellaneous Expenditures 890 5100296 (additional object codes may need to be added)

297

298

299 TOTAL V. DEBT SERVICE -$

300 TOTAL I - V. ALL EXPENDITURES 1,599,382$

VI. OTHER FINANCING USES

301 Other Uses of Funds (provide detail) Varies 52XX302

303 TOTAL VI. OTHER FINANCING SOURCES (USES) -$

FUND BALANCES

EXCESS (DEFICIENCY) OF REVENUE AND OTHER SOURCES

304 OVER EXPENDITURES AND OTHER USES 0$

Appendix: ADM First Year Monthly Cash Flow Projection Budget with Assumptions

Appendix: ADM First Year Monthly Cash Flow Projection Budget with Assumptions Page 1 of 7

REVENUES:

REVENUES FROM LOCAL SOURCES1 Local Per Pupil Aid 1XXX 58,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 703,729

2 Earnings on Investments 15XX - - - - - - - - - - - - -

3 Food Service 16XX - - - - - - - - - - - - -

4 Community Service Activities 1800 - - - - - - - - - - - - -

Other Revenue From Local Sources5 Contributions and Donations 1920 75,000 75,000

6 Books and Supplies Sold 1940 - - - - - - - - - - - - -

7 Other Miscellaneous Revenues 199X - - - - - - - - - - - - -

8 (additional function codes may need to be added) -

9 -

10 TOTAL REVENUES FROM LOCAL SOURCES 58,644 58,644 133,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 58,644 778,729


11 State Per Pupil Aid 311X 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 517,267

12 Other Unrestricted Revenues 3190 - - - - - - - - - - - - -

Restricted Grants-In-Aid13 Education Support Fund (8g) 3220 - - - - - - - - - - - - -

14 PIP 3230 - - - - - - - - - - - - -

15 Other Restricted Revenues 3290 - - - - - - - - - - - - -

16 (additional function codes may need to be added) - - - - - - - - - - - - -

17 -

18 TOTAL REVENUE FROM STATE SOURCES 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 43,106 517,267


19 Impact Aid Fund 4110 - - - - - - - - - - - - -

Restricted Grants-In-Aid Direct From the Federal Gov't20 Other Restricted Grants - Direct 4390 - - - - - - - - - - - - -

Restricted Grants-In-Aid From Federal Gov't Thru State21 School Food Service 4515 - - - - - - - - - - - - -

Special Education22 IDEA - Part B 4531 6,695 16,738 6,695 30,128

23 IDEA - Preschool 4532 -

24 Other Special Education Programs 4535 -

No Child Left Behind (NCLB)25 Title I 4541 11,201 28,003 11,201 50,406

26 Title I, Part C - Migrant 4542 - - -

27 Title V - Innovative Education Programs 4543 - - -

28 Title IV - Safe and Drug Free Schools / Comm. 4544 111 111 111 332

29 Title II - Teacher & Principal Training/Recuiting 4545 2,670 2,670 2,670 8,011

30 Other IASA Programs 4546 100,000 100,000 200,000

31 Other Restricted Grants through State 4590 - - - - - - - - - - - - -

Revenue For/On Behalf of the LEA32 Value of USDA Commodities 4920 -

33 (additional function codes may need to be added) -

34 -

35 -

36 TOTAL REVENUE FROM FEDERAL SOURCES - 100,000 - - 20,677 - 100,000 47,522 - - - 20,677 288,876


April May June Total December January February March

Louisiana laws contain requirements for school district accounting. By law, the Louisiana Accounting and Uniform Governmental Handbook (LAUGH) (Bulletin 1929) is the required accounting manual for local educational agencies. This document can be accessed on the Department of Education's website at www.louisianaschools.net.

November Description August September October Object

Code

Function

Code July



April May June Total December January February March November Description August September October Object

Code

Function

Code July

37 5XXX -

38 -

39 TOTAL REVENUES AND OTHER SOURCES OF FUNDS 101,750 201,750 176,750 101,750 122,427 101,750 201,750 149,271 101,750 101,750 101,750 122,427 1,584,872

EXPENDITURES:

I. INSTRUCTION A. Regular Programs - Elementary/Secondary

Salaries40 Teachers 112 1100 30,263 30,263 30,263 30,263 30,263 30,263 30,263 30,263 30,263 30,263 30,263 332,898

41 Aides 115 1100 - - - - - - - - - - - -

42 Substitute Teachers and Aides 123 1100 - - - - - - - - - - - -

43 Purchased Professional and Technical Services 300 1100 5,625 5,625 5,625 5,625 5,625 5,625 5,625 5,625 5,625 5,625 5,625 5,625 67,500

44 Repairs and Maintenance Services 430 1100 667 667 667 667 667 667 667 667 667 667 667 667 8,000

45 Travel Expense Reimbursement 582 1100 540 1,350 810 2,700

Instructional Supplies 46 Materials and Supplies (e.g., printed report cards) 610 1100 - 9,425 23,563 14,138 47,125

47 Textbooks/Workbooks 642 1100 469 1,172 703 2,344

48 Equipment 730 1100 198 198 198 198 198 198 198 198 198 198 198 2,177

49 Miscellaneous Expenditures 890 1100 - - - - - - - - - - - -

50 Group Health Insurance 210 1100 2,713 2,713 2,713 2,713 2,713 2,713 2,713 2,713 2,713 2,713 2,713 29,842

51 Social Security 220 1100 1,876 1,876 1,876 1,876 1,876 1,876 1,876 1,876 1,876 1,876 1,876 20,640

52 Medicare 225 1100 439 439 439 439 439 439 439 439 439 439 439 4,827

53 Employer's Contribution to Retirement 23X 1100 908 908 908 908 908 908 908 908 908 908 908 9,987

54 Unemployment Compensation 250 1100 800 800 800 800 800 3,998

55 Workmen's Compensation 260 1100 3,632 3,632

56 Contingency 8XX 1100 3,998 3,998 3,998 3,998 3,998 3,998 3,998 3,998 3,998 3,998 3,998 3,998 47,981

57 -

58 -

59 -

60 TOTAL A. Regular Program Expenditures 13,922 57,921 73,571 46,687 46,687 46,687 63,138 47,487 47,487 46,687 46,687 46,687 583,651



Salaries61 Teachers 112 1210 4,309 4,309 4,309 4,309 4,309 4,309 4,309 4,309 4,309 4,309 4,309 47,403

62 Therapists (OT,PT,Speech,etc.) 113 1210 - - - - - - - - - - - -

63 Aides 115 1210 - - - - - - - - - - - -

64 Substitute Teachers and Aides 123 1210 - - - - - - - - - - - -

65 Purchased Professional and Technical Services 300 1210 - - - - - - - - - - - -

66 Repairs and Maintenance Services 430 1210 - - - - - - - - - - - -

67 Travel Expense Reimbursement 582 1210 - - - -

Instructional Supplies68 Materials and Supplies 610 1210 - - - -

69 Textbooks/Workbooks 642 1210 - - - -

70 Equipment 730 1210 - - - - - - - - - - - -


72 Group Health Insurance 210 1200 388 388 388 388 388 388 388 388 388 388 388 4,263

73 Social Security 220 1200 267 267 267 267 267 267 267 267 267 267 267 2,939

74 Medicare 225 1200 62 62 62 62 62 62 62 62 62 62 62 687

75 Employer's Contribution to Retirement 23X 1200 129 129 129 129 129 129 129 129 129 129 129 1,422

76 Unemployment Compensation 250 1200 100 100 100 100 100 500

77 Workmen's Compensation 260 1200 517 517

78 (additional object codes may need to be added) -




Code

Function

Code July

79 -

80 -

81 -

82 TOTAL B. Special Education Programs 517 5,256 5,256 5,156 5,156 5,156 5,256 5,256 5,256 5,156 5,156 5,156 57,731



Salaries83 Teachers 112 Varies 933 933 933 933 933 933 933 933 933 933 933 10,267

84 Aides 115 Varies - - - - - - - - - - - -

85 Substitute Teachers and Aides 123 Varies - - - - - - - - - - - -

86 Purchased Professional and Technical Services 300 Varies - - - - - - - - - - - -

87 Repairs and Maintenance Services 430 Varies - - - - - - - - - - - -

88 Travel Expense Reimbursement 582 Varies - - - -

Instructional Supplies89 Materials and Supplies 610 Varies 31 77 46 153

90 Textbooks/Workbooks 642 Varies - - - -

91 Furniture and Equipment 73X Varies - - - - - - - - - - - -

92 Miscellaneous Expenditures 890 Varies - - - - - - - - - - - -

93 Group Health Insurance 210 Varies - - - - - - - - - - - -

94 Social Security 220 Varies 58 58 58 58 58 58 58 58 58 58 58 637

95 Medicare 225 Varies 14 14 14 14 14 14 14 14 14 14 14 149

96 Employer's Contribution to Retirement 23X Varies 28 28 28 28 28 28 28 28 28 28 28 308

97 Unemployment Compensation 250 Varies 80 80 80 80 80 400

98 Workmen's Compensation 260 Varies 112 112


100 -

101 -

102 -

103 C. TOTAL Other Instructional Programs 112 1,143 1,189 1,033 1,033 1,033 1,159 1,113 1,113 1,033 1,033 1,033 12,025

104 TOTAL I. INSTRUCTION 14,551 64,320 80,017 52,876 52,876 52,876 69,552 53,856 53,856 52,876 52,876 52,876 653,407

II. SUPPORT SERVICES PROGRAMSA. Pupil Support Services

105 Child Welfare and Attendance Svcs. (Supervisor/Secretarial) Varies 21XX 3,083 3,083 3,083 3,083 3,083 3,083 3,083 3,083 3,083 3,083 3,083 33,917

106 Guidance Services (Guidance Counselor) Varies 21XX - - - - - - - - - - - -

107 Health Services (Nurse) Varies 21XX - - - - - - - - - - - -

108 Pupil Assessment and Appraisal Services Varies 21XX - - - - - - - - - - - -

109 Group Health Insurance 210 21XX 388 388 388 388 388 388 388 388 388 388 388 4,263

110 Social Security 220 21XX 191 191 191 191 191 191 191 191 191 191 191 2,103

111 Medicare 225 21XX 45 45 45 45 45 45 45 45 45 45 45 492

112 Employer's Contribution to Retirement 23X 21XX 93 93 93 93 93 93 93 93 93 93 93 1,018

113 Unemployment Compensation 250 21XX 200 200 200 200 200 1,000

114 Workmen's Compensation 260 21XX 370 370

115 Purchased Professional and Technical Services 3XX 21XX 938 938 938 938 938 938 938 938 938 938 938 10,313


117 -

118 TOTAL A. Pupil Support Services 370 4,937 4,937 4,737 4,737 4,737 4,937 4,937 4,937 4,737 4,737 4,737 53,474


119 Salaries of Directors, Supervisors, Coordinators, ect. 111 22XX - - - - - - - - - - - - -

120 Instruction and Curriculum Development Services Varies 22XX - - - - - - - - - - - - -

121 Travel & Mileage Expense Reimbursement 58X 22XX 1,042 1,042 1,042 1,042 1,042 1,042 1,042 1,042 1,042 1,042 1,042 1,042 12,500

122 Instructional Staff Training Services Varies 2230 2,604 2,604 2,604 2,604 2,604 2,604 2,604 2,604 2,604 2,604 2,604 2,604 31,250

123 School Library Services Varies 22XX - - - - - - - - - - - -

124 Group Health Insurance 210 22XX - - - - - - - - - - - - -

125 Social Security 220 22XX - - - - - - - - - - - - -




Code

Function

Code July

126 Medicare 225 22XX - - - - - - - - - - - - -

127 Employer's Contribution to Retirement 23X 22XX - - - - - - - - - - - - -

128 Unemployment Compensation 250 22XX - - - - - -

129 Workmen's Compensation 260 22XX - -

130 Purchased Professional and Technical Services 3XX 22XX - - - - - - - - - - - - -

131 Books & Materials 6XX 22XX - - - - - - - - - - - - -

132 -

133 TOTAL B. Instructional Staff Services 3,646 3,646 3,646 3,646 3,646 3,646 3,646 3,646 3,646 3,646 3,646 3,646 43,750


Board of Directors134 Legal Services 332 23XX 1,563 1,563 1,563 1,563 1,563 1,563 1,563 1,563 1,563 1,563 1,563 1,563 18,750

135 Purchased Professional and Technical Services 300 2311 - - - - - - - - - - - - -

136 Audit Services 333 2311 -

137 Insurance (Other than Emp. Benefits) 52X 23XX 12,500 12,500

138 Advertising 540 2311 - - - - -

139 Travel/Mileage (Board of Directors) 730 23XX - - - - - - - - - - - - -

140 Dues and Fees 810 2311 - - - - - - - - - - - - -

141 Judgements 820 2311 - - - - - - - - - - - - -

142 Salaries 111 23XX 4,375 4,375 4,375 4,375 4,375 4,375 4,375 4,375 4,375 4,375 4,375 4,375 52,500

143 Benefits 220 23XX 745 745 745 745 745 745 745 745 745 745 745 745 8,941

144 Books & Materials 6XX 23XX - - - - - - - - - - - - -

145 TOTAL C. General Administration 19,183 6,683 6,683 6,683 6,683 6,683 6,683 6,683 6,683 6,683 6,683 6,683 92,691


Salaries146 Principals 111 2410 7,438 7,438 7,438 7,438 7,438 7,438 7,438 7,438 7,438 7,438 7,438 7,438 89,250

147 Assistant Principals 111 2420 - - - - - - - - - - - - -

148 Clerical/Secretarial 114 2400 1,208 1,208 1,208 1,208 1,208 1,208 1,208 1,208 1,208 1,208 1,208 1,208 14,500


150 Repairs and Maintenance Services 430 2400 - - - - - - - - - - - - -

151 Rental of Equipment and Vehicles 442 2400 - - - - - - - - - - - - -

152 Telephone and Postage 530 2400 1,458 1,458 1,458 1,458 1,458 1,458 1,458 1,458 1,458 1,458 1,458 1,458 17,500

153 Travel Expense Reimbursement 582 2400 - - - - - - - - - - - - -

154 Materials and Supplies 610 2400 417 417 417 417 417 417 417 417 417 417 417 417 5,000

155 Furniture and Equipment 73X 2400 - - - - - - - - - - - - -

156 Dues and Fees (Southern Association, etc.) 810 2400 - - - - - - - - - - - - -

157 Miscellaneous Expenditures 890 2400 - - - - - - - - - - - - -

158 Group Health Insurance 210 24XX 581 581 581 581 581 581 581 581 581 581 581 581 6,976

159 Social Security 220 24XX 536 536 536 536 536 536 536 536 536 536 536 536 6,433

160 Medicare 225 24XX 125 125 125 125 125 125 125 125 125 125 125 125 1,504

161 Employer's Contribution to Retirement 23X 24XX 259 259 259 259 259 259 259 259 259 259 259 259 3,113

162 Unemployment Compensation 250 24XX 200 200 200 200 200 1,000

163 Workmen's Compensation 260 24XX 1,038 1,038


165 -

166 -

167 TOTAL D. School Administration 15,344 14,306 14,106 14,106 14,106 14,106 14,306 14,306 14,306 14,106 14,106 14,106 171,313



168 Salaries 11X 25XX - - - - - - - - - - - - -


170 Technical Services (Bank Charges) 340 2510 - - - - - - - - - - - - -






Code

Function

Code July

173 Postage 530 2510 - - - - - - - - - - - - -

174 Advertising 540 2510 - - - - - - - - - - - - -

175 Travel Expense Reimbursement 582 2510 - - - - - - - - - - - - -

176 Materials and Supplies 610 2510 325 325 325 325 325 325 325 325 325 325 325 325 3,900

177 Equipment 730 2510 - - - - - - - - - - - - -

178 Interest (short-term loans) 830 2513 - - - - - - - - - - - - -




182 Medicare 225 25XX - - - - - - - - - - - - -




186 -

187 -

188 TOTAL E. Business Services 12,020 12,020 12,020 12,020 12,020 12,020 12,020 12,020 12,020 12,020 12,020 12,020 144,240


189 Salaries (Custodians, Security, Crossing Patrol) 11X 26XX - - - - - - - - - - - - -

190 Purchased Professional and Technical Services 300 2600 - - - - - - - - - - - - -


192 Rental of Land 441 2600 - - - - - - - - - - - - -

193 Materials and Supplies 610 2600 - - - - - - - - - - - - -

194 Gasoline 626 2600 - - - - - - - - - - - - -

195 Equipment 730 2600 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 25,000


Operating Buildings - - - - - - - - - - - -

197 Building Rental/Lease 441 2620 5,667 5,667 5,667 5,667 5,667 5,667 5,667 5,667 5,667 5,667 5,667 5,667 68,000

198 Water/Sewage 411 2620 - - - - - - - - - - - - -

199 Disposal Services 421 2620 - - - - - - - - - - - - -

200 Custodial Services 423 2620 - - - - - - - - - - - - -

201 Repairs and Maintenance Services 430 2620 521 521 521 521 521 521 521 521 521 521 521 521 6,250

202 Property Insurance 522 2620 - - - - - - - - - - - - -

203 Telephone 530 2620 - - - - - - - - - - - - -

204 Natural Gas and Electricity 62X 2620 - - - - - - - - - - - - -

205 Care and Upkeep of Grounds 4XX 2630 - - - - - - - - - - - - -

206 Care and Upkeep of Equipment 4XX 2640 - - - - - - - - - - - - -

207 Vehicle Operation and Maintenance Varies 26XX - - - - - - - - - - - - -



210 Medicare 225 26XX - - - - - - - - - - - - -





215 -

216 -

217 TOTAL F. Operation & Maintenance of Plant Services 8,271 8,271 8,271 8,271 8,271 8,271 8,271 8,271 8,271 8,271 8,271 8,271 99,250


218 Purchased Professional and Technical Services 3XX 27XX -

Regular Transportation Services219 Salaries (Bus Driver & Substitutes) 11X 27XX - - - - - - - - - - - -

220 Repairs and Maintenance Services 430 2721 - - - - - - - - - - - -

221 Payments in Lieu of Transportation 519 2721 - - - - - - - - - - - -

222 Fleet Insurance 523 2721 - - - - - - - - - - - -




Code

Function

Code July

223 Materials and Supplies 610 2721 - - - - - - - - - - - -

224 Gasoline/Diesel 626 2721 - - - - - - - - - - - -

225 Equipment 730 2721 - - - - - - - - - - - -


227 Group Health Insurance 210 27XX - - - - - - - - - - - -

228 Social Security 220 27XX - - - - - - - - - - - -

229 Medicare 225 27XX - - - - - - - - - - - -

230 Employer's Contribution to Retirement 23X 27XX - - - - - - - - - - - -




234 -

235 -

236 TOTAL G. Student Transportation Services - - - - - - - - - - - - -

H. Central Services

Planning, Research, Development, and Evaluation Svcs.

237 Purchased Professional and Technical Services 300 28XX - - - - - - - - - - - - -

238 Fingerprinting and Background Check 339 2830 - - - - - - - - - - - - -

239 Advertising 540 2830 5,208 5,208 5,208 5,208 5,208 5,208 31,250

240 Data Processing Services Varies 28XX 2,310 2,310 2,310 2,310 2,310 2,310 2,310 2,310 2,310 2,310 2,310 2,310 27,723

241 Group Health Insurance 210 28XX 194 194 194 194 194 194 194 194 194 194 194 194 2,325

242 Social Security 220 28XX 143 143 143 143 143 143 143 143 143 143 143 143 1,719

243 Medicare 225 28XX 33 33 33 33 33 33 33 33 33 33 33 33 402

244 Employer's Contribution to Retirement 23X 28XX 69 69 69 69 69 69 69 69 69 69 69 69 832

245 Unemployment Compensation 250 28XX 100 100 100 100 100 500

246 Workmen's Compensation 260 28XX 277 277

247 Technology maintenance & upkeep 4XX 28XX - - - - - - - - - - - - -

248 Books & Materials 6XX 28XX 8,101 8,101 8,101 8,101 8,101 8,101 8,101 8,101 8,101 8,101 8,101 8,101 97,208

249 TOTAL H. Central Services 16,436 16,159 10,851 10,851 10,851 10,851 10,951 10,951 16,159 16,059 16,059 16,059 162,237

250 TOTAL II. SUPPORT SERVICE EXPENDITURES 75,269 66,021 60,513 60,313 60,313 60,313 60,813 60,813 66,021 65,521 65,521 65,521 766,955



251 Salaries 11X 3100 - - - - - - - - - - - -

252 Purchased Property Services 4XX 3100 - - - - - - - - - - - -

253 Food Service Management 570 3100 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 29,403

254 Travel Reimbursement & Mileage 58X 3100 - - - - - - - - - - - -

255 Materials and Supplies 610 3100 - - - - - - - - - - - -

256 Energy (Gas, Electricity, etc.) 620 3100 - - - - - - - - - - - -

257 Technical Services 340 3100 - - - - - - - - - - - -

258 Food (Purchased & Commodities) 63X 3100 - - - - - - - - - - - -

259 Telephone and Postage 530 3100 - - - - - - - - - - - -

260 Equipment 730 3100 - - - - - - - - - - - -

261 Group Health Insurance 210 31XX - - - - - - - - - - - -

262 Social Security 220 31XX - - - - - - - - - - - -

263 Medicare 225 31XX - - - - - - - - - - - -

264 Employer's Contribution to Retirement 23X 31XX - - - - - - - - - - - -




268 -

269 -

270 TOTAL A. Food Service Operations - 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 29,403




Code

Function

Code July


271 Salaries 11X 33XX - - - - - - - - - - - - -

272 Materials and Supplies 610 3300 - - - - - - - - - - - - -



275 Medicare 225 33XX - - - - - - - - - - - - -





280 -

-

281 TOTAL B. Community Service Operations - - - - - - - - - - - - -


282 SERVICE EXPENDITURES - 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 2,673 29,403

IV. FACILITY ACQUISITION AND CONSTRUCTION SVCS.283 Architect/Engineering Services 334 4300 - - - - - - - - - - - - -

284 Construction Services 450 4500 - - - - - - - - - - - - -

285 Building Improvements - Renovate/Remodel 450 4600 - - - - - - - - - - - - -

286 Equipment 730 4500 - - - - - - - - - - - - -



289 -

290 -


291 SERVICE EXPENDITURES - - - - - - - - - - - - -

V. DEBT SERVICEDebt Service

292 Banking Services 340 5100 - - - - - - - - - - - - -

293 Interest (long-term) 830 5100 - - - - - - - - - - - - -

294 Redemption of Principal 910 5100 - - - - - - - - - - - - -



297 -

298 -

299 TOTAL V. DEBT SERVICE - - - - - - - - - - - - -

300 TOTAL I - V. ALL EXPENDITURES 89,820 133,014 143,203 115,862 115,862 115,862 133,038 117,342 122,550 121,071 121,071 121,071 1,449,765

VI. OTHER FINANCING USES301 Other Uses of Funds (provide detail) Varies 52XX - - - - - - - - - - - - -

302 -

303 TOTAL VI. OTHER FINANCING SOURCES (USES) - - - - - - - - - - - - -

FUND BALANCES


304 OVER EXPENDITURES AND OTHER USES 11,929 68,735 33,547 (14,113) 6,565 (14,113) 68,712 31,930 (20,800) (19,321) (19,321) 1,356 135,107

Appendix: ADM Five Year Budget with Assumptions

Appendix: ADM Five Year Budget with Assumptions Page 1 of 9

REVENUES:

REVENUES FROM LOCAL SOURCES1 Local Per Pupil Aid 1XXX 708,177$ 1,458,845$ 2,253,916$ 3,095,378$ 3,188,240$ 2 Earnings on Investments 15XX3 Food Service 16XX4 Community Service Activities 1800

Other Revenue From Local Sources5 Contributions and Donations 1920 75,000$ 75,000$ -$ -$ -$ 6 Books and Supplies Sold 19407 Other Miscellaneous Revenues 199X8 (additional function codes may need to be added)

9

10 TOTAL REVENUES FROM LOCAL SOURCES 783,177$ 1,533,845$ 2,253,916$ 3,095,378$ 3,188,240$


11 State Per Pupil Aid 311X 512,818$ 1,056,405$ 1,632,146$ 2,241,481$ 2,308,725$ 12 Other Unrestricted Revenues 3190 -$ -$ -$ -$ -$

Restricted Grants-In-Aid13 Education Support Fund (8g) 3220 -$ -$ -$ -$ -$ 14 PIP 323015 Other Restricted Revenues 3290 -$ -$ -$ -$ -$ 16 (additional function codes may need to be added)

17

18 TOTAL REVENUE FROM STATE SOURCES 512,818$ 1,056,405$ 1,632,146$ 2,241,481$ 2,308,725$


19 Impact Aid Fund 4110Restricted Grants-In-Aid Direct From the Federal Gov't

20 Other Restricted Grants - Direct 4390Restricted Grants-In-Aid From Federal Gov't Thru State

21 School Food Service 4515Special Education

22 IDEA - Part B 4531 33,475$ 68,959$ 106,541$ 146,316$ 150,706$ 23 IDEA - Preschool 453224 Other Special Education Programs 4535

No Child Left Behind (NCLB)

Louisiana laws contain requirements for school district accounting. By law, the Louisiana Accounting and Uniform Governmental Handbook (LAUGH) (Bulletin 1929) is the required accounting manual for local educational agencies. This document can be accessed on the Department of Education's website at www.louisianaschools.net.

Year 5Description Year 2 Year 3 Year 4Object

Code

Function

CodeYear 1




Code

Function

CodeYear 1

25 Title I 4541 56,006$ 115,373$ 178,251$ 244,798$ 252,142$ 26 Title I, Part C - Migrant 454227 Title V - Innovative Education Programs 4543 -$ -$ -$ -$ 28 Title IV - Safe and Drug Free Schools / Comm. 4544 554$ 1,140$ 1,762$ 2,420$ 2,492$ 29 Title II - Teacher & Principal Training/Recuiting 4545 13,351$ 27,504$ 42,493$ 58,358$ 60,108$ 30 Other IASA Programs 4546 200,000$ 200,000$ -$ -$ -$ 31 Other Restricted Grants through State 4590 -$

Revenue For/On Behalf of the LEA32 Value of USDA Commodities 4920

33 (additional function codes may need to be added)

34

35

36 TOTAL REVENUE FROM FEDERAL SOURCES 303,386$ 412,976$ 329,047$ 451,892$ 465,449$


37 5XXX38

39 TOTAL REVENUES AND OTHER SOURCES OF FUNDS 1,599,382$ 3,003,226$ 4,215,110$ 5,788,751$ 5,962,413$

EXPENDITURES:

I. INSTRUCTION

A. Regular Programs - Elementary/Secondary

Salaries40 Teachers 112 1100 363,161$ 748,112$ 990,714$ 1,360,580$ 1,401,398$ 41 Aides 115 1100 -$ -$ -$ -$ -$ 42 Substitute Teachers and Aides 123 1100 -$ -$ -$ -$ -$ 43 Purchased Professional and Technical Services 300 1100 67,500$ 135,300$ 203,414$ 271,855$ 272,510$ 44 Repairs and Maintenance Services 430 1100 8,000$ 12,240$ 18,911$ 18,911$ 18,911$ 45 Travel Expense Reimbursement 582 1100 2,700$ 5,562$ 5,562$ 5,562$ 5,562$

Instructional Supplies 46 Materials and Supplies (e.g., printed report cards) 610 1100 47,125$ 79,588$ 109,204$ 137,981$ 142,120$ 47 Textbooks/Workbooks 642 1100 2,344$ 4,828$ 7,459$ 10,244$ 10,552$ 48 Equipment 730 1100 2,500$ 186,087$ 287,504$ 394,839$ 406,684$ 49 Miscellaneous Expenditures 890 110050 Group Health Insurance 210 1100 32,555$ 67,063$ 88,811$ 121,967$ 125,626$ 51 Social Security 220 1100 22,516$ 46,383$ 61,424$ 84,356$ 86,887$ 52 Medicare 225 1100 5,266$ 10,848$ 14,365$ 19,728$ 20,320$ 53 Employer's Contribution to Retirement 23X 1100 10,895$ 22,443$ 29,721$ 40,817$ 42,042$ 54 Unemployment Compensation 250 1100 3,998$ 8,237$ 10,908$ 14,980$ 15,429$ 55 Workmen's Compensation 260 1100 3,632$ 7,481$ 9,907$ 13,606$ 14,014$ 56 Contingency 8XX 1100 47,981$ 90,097$ 126,453$ 173,663$ 178,872$ 57

58




Code

Function

CodeYear 1

59

60 TOTAL A. Regular Program Expenditures 620,173$ 1,424,268$ 1,964,358$ 2,669,089$ 2,740,927$



Salaries61 Teachers 112 1210 51,712$ 106,527$ 164,585$ 226,030$ 232,811$ 62 Therapists (OT,PT,Speech,etc.) 113 1210 -$ -$ -$ -$ 63 Aides 115 1210 -$ 25,462$ 26,225$ 54,024$ 55,645$ 64 Substitute Teachers and Aides 123 121065 Purchased Professional and Technical Services 300 1210 -$ -$ -$ -$ -$ 66 Repairs and Maintenance Services 430 121067 Travel Expense Reimbursement 582 1210

Instructional Supplies68 Materials and Supplies 610 121069 Textbooks/Workbooks 642 1210 -$ -$ -$ -$ -$ 70 Equipment 730 121071 Miscellaneous Expenditures 890 121072 Group Health Insurance 210 1200 4,651$ 11,870$ 17,160$ 25,187$ 25,942$ 73 Social Security 220 1200 3,206$ 8,183$ 11,830$ 17,363$ 17,884$ 74 Medicare 225 1200 750$ 1,914$ 2,767$ 4,061$ 4,183$ 75 Employer's Contribution to Retirement 23X 1200 1,551$ 3,960$ 5,724$ 8,402$ 8,654$ 76 Unemployment Compensation 250 1200 500$ 1,276$ 1,844$ 2,707$ 2,788$ 77 Workmen's Compensation 260 1200 517$ 1,320$ 1,908$ 2,801$ 2,885$ 78 (additional object codes may need to be added)

79

80

81

82 TOTAL B. Special Education Programs 62,887$ 160,512$ 232,044$ 340,574$ 350,791$



Salaries83 Teachers 112 Varies -$ -$ -$ -$ -$ 84 Aides 115 Varies -$ 4,944$ 5,092$ 5,245$ 5,402$ 85 Substitute Teachers and Aides 123 Varies 11,200$ 6,592$ 6,790$ 6,993$ 7,203$ 86 Purchased Professional and Technical Services 300 Varies -$ -$ -$ -$ -$ 87 Repairs and Maintenance Services 430 Varies88 Travel Expense Reimbursement 582 Varies

Instructional Supplies89 Materials and Supplies 610 Varies 153$ 315$ 487$ 669$ 689$ 90 Textbooks/Workbooks 642 Varies91 Furniture and Equipment 73X Varies92 Miscellaneous Expenditures 890 Varies93 Group Health Insurance 210 Varies -$ -$ -$ -$ -$ 94 Social Security 220 Varies 694$ 715$ 737$ 759$ 782$ 95 Medicare 225 Varies 162$ 167$ 172$ 177$ 183$




Code

Function

CodeYear 1

96 Employer's Contribution to Retirement 23X Varies 336$ 346$ 356$ 367$ 378$ 97 Unemployment Compensation 250 Varies 400$ 412$ 424$ 437$ 450$ 98 Workmen's Compensation 260 Varies 112$ 115$ 119$ 122$ 126$ 99 (additional object codes may need to be added)

100

101

102

103 C. TOTAL Other Instructional Programs 13,058$ 13,607$ 14,177$ 14,770$ 15,213$

104 TOTAL I. INSTRUCTION 696,118$ 1,598,387$ 2,210,580$ 3,024,432$ 3,106,931$

II. SUPPORT SERVICES PROGRAMS

A. Pupil Support Services

105 Child Welfare and Attendance Svcs. (Supervisor/Secretarial) Varies 21XX 37,000$ 38,110$ 54,636$ 80,862$ 83,288$ 106 Guidance Services (Guidance Counselor) Varies 21XX -$ -$ 30,900$ 63,654$ 65,564$ 107 Health Services (Nurse) Varies 21XX -$ -$ -$ -$ -$ 108 Pupil Assessment and Appraisal Services Varies 21XX -$ -$ -$ -$ -$ 109 Group Health Insurance 210 21XX 4,651$ 4,790$ 10,752$ 18,165$ 18,710$ 110 Social Security 220 21XX 2,294$ 2,363$ 5,303$ 8,960$ 9,229$ 111 Medicare 225 21XX 537$ 553$ 1,240$ 2,095$ 2,158$ 112 Employer's Contribution to Retirement 23X 21XX 1,110$ 1,143$ 2,566$ 4,335$ 4,466$ 113 Unemployment Compensation 250 21XX 1,000$ 1,030$ 2,311$ 3,904$ 4,021$ 114 Workmen's Compensation 260 21XX 370$ 381$ 855$ 1,445$ 1,489$ 115 Purchased Professional and Technical Services 3XX 21XX 11,250$ 23,175$ 35,805$ 49,173$ 50,648$ 116 (additional object codes may need to be added)

117

118 TOTAL A. Pupil Support Services 58,211$ 71,545$ 144,369$ 232,594$ 239,572$


119 Salaries of Directors, Supervisors, Coordinators, ect. 111 22XX -$ -$ -$ 63,654$ 65,564$ 120 Instruction and Curriculum Development Services Varies 22XX121 Travel & Mileage Expense Reimbursement 58X 22XX 12,500$ 12,875$ 13,261$ 13,659$ 14,069$ 122 Instructional Staff Training Services Varies 2230 -$ -$ -$ -$ -$ 123 School Library Services Varies 22XX -$ -$ -$ 49,173$ 50,648$ 124 Group Health Insurance 210 22XX -$ -$ -$ 9,479$ 9,764$ 125 Social Security 220 22XX -$ -$ -$ 7,137$ 7,351$ 126 Medicare 225 22XX -$ -$ -$ 1,636$ 1,685$ 127 Employer's Contribution to Retirement 23X 22XX -$ -$ -$ 3,440$ 3,544$ 128 Unemployment Compensation 250 22XX -$ -$ -$ 1,400$ 1,442$ 129 Workmen's Compensation 260 22XX -$ -$ -$ 1,147$ 1,181$ 130 Purchased Professional and Technical Services 3XX 22XX 31,250$ 32,188$ 33,153$ 34,148$ 35,172$ 131 Books & Materials 6XX 22XX -$ -$ -$ -$ -$ 132

133 TOTAL B. Instructional Staff Services 43,750$ 45,063$ 46,414$ 184,873$ 190,419$


Board of Directors134 Legal Services 332 23XX 18,750$ 12,875$ 19,892$ 27,318$ 28,138$ 135 Purchased Professional and Technical Services 300 2311




Code

Function

CodeYear 1

136 Audit Services 333 2311 12,500$ 15,000$ 15,450$ 15,914$ 16,391$ 137 Insurance (Other than Emp. Benefits) 52X 23XX 12,500$ 25,750$ 32,767$ 38,883$ 40,050$ 138 Advertising 540 2311 25,000$ 15,000$ 15,450$ 15,914$ 16,391$ 139 Travel/Mileage (Board of Directors) 730 23XX140 Dues and Fees 810 2311141 Judgements 820 2311142 Salaries 111 23XX 52,500$ 54,075$ 55,697$ 57,368$ 59,089$ 143 Benefits 220 23XX 8,941$ 9,210$ 9,486$ 9,771$ 10,064$ 144 Books & Materials 6XX 23XX -$ -$ -$ -$ -$ 145 TOTAL C. General Administration 130,191$ 131,910$ 148,742$ 165,167$ 170,122$


Salaries146 Principals 111 2410 89,250$ 91,928$ 94,685$ 97,526$ 100,452$ 147 Assistant Principals 111 2420 -$ -$ 69,010$ 71,080$ 73,213$ 148 Clerical/Secretarial 114 2400 14,500$ 29,870$ 30,766$ 63,378$ 65,280$ 149 Purchased Professional and Technical Services 300 2400 -$ -$ -$ -$ -$ 150 Repairs and Maintenance Services 430 2400151 Rental of Equipment and Vehicles 442 2400152 Telephone and Postage 530 2400 17,500$ 36,050$ 37,132$ 38,245$ 39,393$ 153 Travel Expense Reimbursement 582 2400 -$ -$ -$ -$ -$ 154 Materials and Supplies 610 2400 5,000$ 10,300$ 15,914$ 21,855$ 22,510$ 155 Furniture and Equipment 73X 2400 -$ -$ -$ -$ -$ 156 Dues and Fees (Southern Association, etc.) 810 2400157 Miscellaneous Expenditures 890 2400158 Group Health Insurance 210 24XX 6,976$ 8,190$ 13,075$ 15,598$ 16,066$ 159 Social Security 220 24XX 6,433$ 7,551$ 12,057$ 14,383$ 14,815$ 160 Medicare 225 24XX 1,504$ 1,766$ 2,820$ 3,364$ 3,465$ 161 Employer's Contribution to Retirement 23X 24XX 3,113$ 3,654$ 5,834$ 6,960$ 7,168$ 162 Unemployment Compensation 250 24XX 1,000$ 1,173$ 1,874$ 2,235$ 2,302$ 163 Workmen's Compensation 260 24XX 1,038$ 1,218$ 1,945$ 2,320$ 2,389$ 164 (additional object codes may need to be added)

165

166

167 TOTAL D. School Administration 146,313$ 191,700$ 285,110$ 336,944$ 347,052$



168 Salaries 11X 25XX -$ -$ -$ -$ -$ 169 Purchased Professional and Technical Services 300 2510 140,340$ 262,593$ 343,477$ 471,709$ 485,860$ 170 Technical Services (Bank Charges) 340 2510171 Repairs and Maintenance Services 430 2510172 Rental of Equipment and Vehicles 442 2510173 Postage 530 2510174 Advertising 540 2510175 Travel Expense Reimbursement 582 2510176 Materials and Supplies 610 2510 3,900$ 8,034$ 12,413$ 17,047$ 17,558$




Code

Function

CodeYear 1

177 Equipment 730 2510178 Interest (short-term loans) 830 2513179 Miscellaneous Expenditures 890 2510180 Group Health Insurance 210 25XX -$ -$ -$ -$ -$ 181 Social Security 220 25XX -$ -$ -$ -$ -$ 182 Medicare 225 25XX -$ -$ -$ -$ -$ 183 Employer's Contribution to Retirement 23X 25XX -$ -$ -$ -$ -$ 184 Unemployment Compensation 250 25XX -$ -$ -$ -$ -$ 185 Workmen's Compensation 260 25XX -$ -$ -$ -$ -$ 186

187

188 TOTAL E. Business Services 144,240$ 270,627$ 355,890$ 488,755$ 503,418$


189 Salaries (Custodians, Security, Crossing Patrol) 11X 26XX -$ -$ -$ -$ -$ 190 Purchased Professional and Technical Services 300 2600 -$ 7,961$ 31,540$ 43,315$ 44,614$ 191 Rental of Equipment and Vehicles 442 2640192 Rental of Land 441 2600193 Materials and Supplies 610 2600194 Gasoline 626 2600195 Equipment 730 2600196 Miscellaneous Expenditures 890 2600

Operating Buildings197 Building Rental/Lease 441 2620 68,000$ 140,080$ 216,424$ 297,222$ 306,138$ 198 Water/Sewage 411 2620199 Disposal Services 421 2620200 Custodial Services 423 2620 -$ 75,000$ 95,438$ 113,253$ 116,650$ 201 Repairs and Maintenance Services 430 2620 6,250$ 12,875$ 16,383$ 19,442$ 20,025$ 202 Property Insurance 522 2620203 Telephone 530 2620204 Natural Gas and Electricity 62X 2620 -$ 75,000$ 95,438$ 113,253$ 116,650$ 205 Care and Upkeep of Grounds 4XX 2630206 Care and Upkeep of Equipment 4XX 2640207 Vehicle Operation and Maintenance Varies 26XX208 Group Health Insurance 210 26XX -$ -$ -$ -$ -$ 209 Social Security 220 26XX -$ -$ -$ -$ -$ 210 Medicare 225 26XX -$ -$ -$ -$ -$ 211 Employer's Contribution to Retirement 23X 26XX -$ -$ -$ -$ -$ 212 Unemployment Compensation 250 26XX -$ -$ -$ -$ -$ 213 Workmen's Compensation 260 26XX -$ -$ -$ -$ -$ 214 (additional object codes may need to be added)

215

216

217 TOTAL F. Operation & Maintenance of Plant Services 74,250$ 310,916$ 455,222$ 586,483$ 604,078$


218 Purchased Professional and Technical Services 3XX 27XX 86,996$ 179,212$ 252,465$ 323,155$ 332,850$




Code

Function

CodeYear 1

Regular Transportation Services219 Salaries (Bus Driver & Substitutes) 11X 27XX -$ -$ -$ -$ -$ 220 Repairs and Maintenance Services 430 2721221 Payments in Lieu of Transportation 519 2721222 Fleet Insurance 523 2721223 Materials and Supplies 610 2721224 Gasoline/Diesel 626 2721225 Equipment 730 2721226 Miscellaneous Expenditures 890 2721227 Group Health Insurance 210 27XX -$ -$ -$ -$ -$ 228 Social Security 220 27XX -$ -$ -$ -$ -$ 229 Medicare 225 27XX -$ -$ -$ -$ -$ 230 Employer's Contribution to Retirement 23X 27XX -$ -$ -$ -$ -$ 231 Unemployment Compensation 250 27XX -$ -$ -$ -$ -$ 232 Workmen's Compensation 260 27XX -$ -$ -$ -$ -$ 233 (additional object codes may need to be added)

234

235

236 TOTAL G. Student Transportation Services 86,996$ 179,212$ 252,465$ 323,155$ 332,850$

H. Central Services

Planning, Research, Development, and Evaluation Svcs.237 Purchased Professional and Technical Services 300 28XX -$ -$ -$ -$ -$ 238 Fingerprinting and Background Check 339 2830239 Advertising 540 2830 31,250$ 32,188$ 33,153$ 34,148$ 35,172$ 240 Data Processing Services Varies 28XX 27,723$ 28,555$ 58,824$ 60,588$ 62,406$ 241 Group Health Insurance 210 28XX 2,325$ 2,395$ 4,934$ 5,082$ 5,234$ 242 Social Security 220 28XX 1,719$ 1,770$ 3,647$ 3,756$ 3,869$ 243 Medicare 225 28XX 402$ 414$ 853$ 879$ 905$ 244 Employer's Contribution to Retirement 23X 28XX 832$ 857$ 1,765$ 1,818$ 1,872$ 245 Unemployment Compensation 250 28XX 500$ 515$ 1,060$ 1,092$ 1,125$ 246 Workmen's Compensation 260 28XX 277$ 286$ 588$ 606$ 624$ 247 Technology maintenance & upkeep 4XX 28XX -$ -$ -$ -$ -$ 248 Books & Materials 6XX 28XX 97,208$ 19,313$ 29,838$ 40,977$ 42,207$ 249 TOTAL H. Central Services 162,237$ 86,292$ 134,662$ 148,946$ 153,415$

250 TOTAL II. SUPPORT SERVICE EXPENDITURES 846,188$ 1,287,263$ 1,822,874$ 2,466,918$ 2,540,925$



251 Salaries 11X 3100 -$ -$ 252 Purchased Property Services 4XX 3100253 Food Service Management 570 3100 32,076$ 66,077$ 102,088$ 140,201$ 144,407$ 254 Travel Reimbursement & Mileage 58X 3100255 Materials and Supplies 610 3100256 Energy (Gas, Electricity, etc.) 620 3100




Code

Function

CodeYear 1

257 Technical Services 340 3100258 Food (Purchased & Commodities) 63X 3100 -$ -$ -$ -$ -$ 259 Telephone and Postage 530 3100260 Equipment 730 3100 25,000$ 51,500$ 79,568$ 109,273$ 112,551$ 261 Group Health Insurance 210 31XX -$ -$ 262 Social Security 220 31XX -$ -$ 263 Medicare 225 31XX -$ -$ 264 Employer's Contribution to Retirement 23X 31XX -$ -$ 265 Unemployment Compensation 250 31XX -$ -$ 266 Workmen's Compensation 260 31XX -$ -$ 267 (additional object codes may need to be added)

268

269

270 TOTAL A. Food Service Operations 57,076$ 117,577$ 181,656$ 249,474$ 256,958$


271 Salaries 11X 33XX272 Materials and Supplies 610 3300273 Group Health Insurance 210 33XX274 Social Security 220 33XX275 Medicare 225 33XX276 Employer's Contribution to Retirement 23X 33XX277 Unemployment Compensation 250 33XX278 Workmen's Compensation 260 33XX279 (additional object codes may need to be added)

280

281 TOTAL B. Community Service Operations -$ -$ -$ -$ -$


282 SERVICE EXPENDITURES 57,076$ 117,577$ 181,656$ 249,474$ 256,958$

IV. FACILITY ACQUISITION AND CONSTRUCTION SVCS.

283 Architect/Engineering Services 334 4300284 Construction Services 450 4500285 Building Improvements - Renovate/Remodel 450 4600 -$ -$ -$ -$ 286 Equipment 730 4500287 Repairs and Maintenance Services 430 4000288 (additional object codes may need to be added)

289

290


291 SERVICE EXPENDITURES -$ -$ -$ -$ -$

V. DEBT SERVICE

292 Debt Service293 Banking Services 340 5100294 Interest (long-term) 830 5100 -$ -$ -$ -$ -$




Code

Function

CodeYear 1

295 Redemption of Principal 910 5100 -$ -$ -$ -$ -$ 296 Miscellaneous Expenditures 890 5100297 (additional object codes may need to be added)

298

299

300 TOTAL V. DEBT SERVICE -$ -$ -$ -$ -$

TOTAL I - V. ALL EXPENDITURES 1,599,382$ 3,003,226$ 4,215,110$ 5,740,824$ 5,904,815$

VI. OTHER FINANCING USES

301 Other Uses of Funds (provide detail) Varies 52XX302

303 TOTAL VI. OTHER FINANCING SOURCES (USES) -$ -$ -$ -$ -$

FUND BALANCES


304 OVER EXPENDITURES AND OTHER USES 0$ (0)$ -$ 47,927$ 57,599$