mountaineer's charter school for autism october 17, 2012 school...mountaineer's charter...

MOUNTAINEER'S CHARTER SCHOOL

FOR AUTISM

Never Giving Up

CHARTER SCHOOL APPLICATION

2012-2013

Mountaineer's Charter School for Autism

TABLE OF CONTENTS

Educational Plan ............................................................................................................................................ 4

Section 1: Mission, Guiding Principles and Purpose ................................................................................ 4

Section 2: Target Population and Student Body ...................................................................................... 7

Section 3: Educational Program Design ................................................................................................... 9

Section 4: Curriculum Plan ..................................................................................................................... 12

Section 5: Student Performance, Assessment and Evaluation .............................................................. 21

Section 6: Exceptional Student .............................................................................................................. 25

Section 7: English Language Learner ...................................................................................................... 32

Section 8: School Climate and Discipline ............................................................................................... 39

ORGANIZATIONAL PLAN ............................................................................................................................. 44

Section 9: Governance ............................................................................................................................ 44

Section 10: Management ....................................................................................................................... 53

Section 11: Education Service Provider ................................................................................................. 65

Section 12: Human Resources and Employment ................................................................................... 66

Section 13: Student Recruitment and Enrollment ................................................................................. 68

BUSINESS PLAN ........................................................................................................................................... 72

Section 14: Facilities ............................................................................................................................... 72

Section 15: Transportation Service ......................................................................................................... 74

Section 16: Food Service ........................................................................................................................ 75

Section 17: Budget ................................................................................................................................. 76

Section 18: Financial Management and Oversight ................................................................................ 81

Section 19: Action Plan .......................................................................................................................... 84

STATEMENT OF ASSURANCES ..................................................................................................................... 85

Appendix 1. Five Year and First Year Monthly Budgets .............................................................................. 86


Educational Plan

Section 1: Mission, Guiding Principles and Purpose

A. Provide the mission statement for the proposed charter school.

The mission statement should, in a few concise sentences, indicate what the school intends to do, for whom and to what degree. A school’s mission statement provides the foundation for the entire application.

The mission of Mountaineer's Charter School for Autism (MCSA) is to provide a safe and therapeutic educational environment tailored to the Student with Disabilities (SWD). It focuses on the student within the Autism Spectrum Disorder and includes those with Dual Diagnosis such as Deaf/Hard of Hearing (DHH) and Visual Impairments (VI). Every student’s Individualized Educational Plan will be executed utilizing a continuous multidisciplinary approach implemented by highly trained staff and therapists. We believe that the collective efforts of school, home and the community at large can continue to celebrate the diversity of all students; promote development academically, socially and physically; and build life-long skills which will allow for optimal independence and participation within our community.

B. Describe how the school will utilize the guiding principles found in section 1002.33(2)(a), F.S

In accordance with the law, charter schools shall be guided by the following principles:

- Meet high standards of student achievement while providing parents flexibility to choose among diverse educational opportunities within the state’s public school system.

In accordance with Florida Statute 1002.33(2)(a) MCSA offers the parent/guardian of the Student With Disabilities (SWD) additional options in the public school system. Parents reserve the right to transfer students at any time. Each student’s IEP will uniquely determine the educational format, daily routine and interventions implemented so as to maximize educational goals. Recognizing, and promoting each child's strengths will build self-confidence and allow our students to flourish academically. The various principles applied in the classroom will provide each family with a wide array of choices to meet the individual needs which will be beneficial to each student.

- Promote enhanced academic success and financial efficiency by aligning responsibility and accountability.

MCSA will offer a diverse group of parents and students an innovative educational opportunity through the implementation of the IEP for improving academic achievement which will incorporate personal and social development. MCSA is committed to individual student success through ongoing daily communication between the school and the parent(s)/guardian regarding every child’s progress. This will be achieved through progress reports, quarterly report cards, portfolio night, curriculum nights,


parent conferences, and other events and other forms of written and oral communication to promote parental involvement.

Accessing data from the State’s Accountability Reports, MCSA will measure its own progress in meeting the needs of its student population and make the necessary accommodations as applicable in meeting its educational responsibilities. MCSA will gather varied data to assist in writing the annual School Improvement Plan, which is a method of accountability. This plan will detail specific goals and strategies to achieve academic success and fiscal efficiency (including budget projections and evaluations from internal audits). Financial controls - including an annual audit and regular board review of financial statements - will be employed to safeguard finances and promoted financial efficiency as detailed in Section 18 (Financial Management and Oversight). By communicating specific educational goals and financial responsibilities to its board of directors, community partners, staff, students, and parents - the School Improvement Plan will serve as a viable vehicle of promoting continuous academic success and financial efficiency.

Financial records/bookkeeping shall be performed so as to ensure current and future viability of said charter school as well as keeping in compliance with Florida Statute 1002.33(6)(a)(7)(b)(2) and 1002.33(9)(g)(1) as well as providing annual financial reports and program cost report information in the state required formats for inclusion in district reporting and will be in compliance with Florida Statute 1001.601(1).

- Provide parents with sufficient information on whether their child is reading at grade level and whether the child gains at least a year’s worth of learning for every year spent in the charter school.

Mountaineer's Charter School for Autism will provide parent/guardian with daily written and verbal reports of student’s progress as applicable to IEP goals and directives. Since the Student With Disabilities (SWD) have unique educational needs it is not applicable to evaluate “reading at grade level…gains at least a year’s worth of learning for every year spent in the charter school”. However, it is the distinct intention of such an alternative approach for Students with Disabilities (SWD) that interventions will provide an educational model and environment so as to maximize progress commensurate with student abilities.

C. Describe how the school will meet the prescribed purposes for charter schools found in section 1002.33(2)(b), F.S In accordance with the law, charter schools shall fulfill the following purposes: - Improve student learning and academic achievement. - Increase learning opportunities for all students, with a special emphasis on low performing students and reading. - Encourage the use of innovative learning methods. - Require the measurement of learning outcomes.

The primary purpose of MCSA is to recognize the unique characteristics of our students and to apply a curriculum specifically designed to meet their specific needs in order to effectuate standards of academic excellence. The small teacher to student ratio, together with educators having expertise in the field, will serve to best address each student's strengths and weaknesses. Instruction will be delivered through one-to-one instruction, small groups, and in the community.


Every student’s Individualized Educational Plan will be implemented by a trained staff with an emphasis on instruction of goals targeted by the IEP. By utilizing a continuous multidisciplinary approach comprised of research based instructional methods including but not limited to: Discrete Trial Training (DTT), Applied Behavior Analysis (ABA), Applied Verbal Behavior (VB), TEACCH, Relationship Development Intervention (RDI), Augmentative Alternative Communication (AAC), Visual Phonics, Multisensory Activities and social skill programs. Occupational Therapy, Speech/Language Therapy, Physical Therapy, Vision Therapy and Total Communication will be implemented throughout the course of the school day. “Total Communication”, or sim-com, (uses any means of communication-sign language, voice, finger spelling, lip reading, amplification, writing, gesture, visual imagery) will be used in class by staff/students and is in part a large component of the program. A designated amount of time will be set aside each day for introduction/mastery of Sign Language for the purpose of expanding the student’s options for communication. The classroom will consist of numerous “stations” with which student’s will “rotate” to for varying amounts of time which will be commensurate with ability. Individualized instruction will be complemented with group instruction throughout the school day. Flexibility in daily program, in the form of accommodations, will be provided for so as to ensure student learning and academic achievement is commensurate with student abilities. Each Student with Disabilities (SWD) is unique and requires access to a variety of learning methods. The evaluative tools intended for measurement of progress will be unique to the individual student and will be based on which method most accurately reflects the student’s abilities and progress. This will include, but is not limited to, ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP.


Section 2: Target Population and Student Body

A. Describe the anticipated target population to be served. If applicable, applicants should describe if they will target, in accordance with the law, certain populations defined in section 1002.33(10)(e), F.S

Mountaineer's Charter School for Autism (MCSA) will be open to Students with Disabilities (SWD): SI, LI, SLD, DD, ASD, VI, DHH/HOH, and Dual Sensory Impaired in grades K through 6th who would qualify to attend a public school increasing by one grade each school year up to 8th grade. MCSA will provide Exceptional Student Education to students with a primary diagnosis falling into the category of autism spectrum disorder and other related disabilities such as DHH and vision impairments.

MCSA is expected to have a racial/ethnic population as well as an Exceptional Student Education population representative of the surrounding schools and community it will serve.

An open admissions policy will be implemented wherein MCSA will be available to any student residing within Palm Beach County. Any eligible student, as described in Fla.Stat.§1002.33(10), who submits a timely application through August 1st and whose parents accept the conditions of the Parental Involvement Contract shall be considered, unless the number of applications exceeds the capacity of the program, class, grade level, or building. Acceptance of students will be determined on a first-come first-served basis. Order of acceptance will be based on the time stamp when the application was received. If the number of applications exceeds the capacity of the program, class, grade level, or building, all applicants shall have an equal chance of being admitted through a random lottery selection process. If the number of applications falls short of the established capacity, supplemental registration periods may be held for the purpose of reaching student capacity.

Florida’s charter school legislation, Fla. Stat. §1002.33(10)(e), provides that MCSA may give enrollment preference to certain student populations. Said student populations include: 1. Students who are siblings of a student enrolled in the charter school. 2. Students who are the children of a member of the Board of Directors of the charter school. 3. Students who are the children of an employee of the charter school. 4. Students who are the children of: a) An employee of a business partner of a charter school in the workplace. b) A resident of the municipality in which such charter school is located. c) A resident of a municipality that operates a charter school in a municipality. 5. Students who have successfully completed a voluntary prekindergarten education program under ss. 1002.51-1002.79 provided by the charter school or the charter school’s governing board during the previous year. 6. Students who are the children of an active duty member of any branch of the United States Armed Forces.

Additionally, in order to minimize any traffic impact caused by the school and ensure that the school is available to serve the residents of the neighborhood where the school is located, the Board of Directors of the charter school may elect to limit the enrollment process to target students residing within a reasonable distance of the school as provided under Fla. Stat. §1002.33 (10)(e).

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=1002.33&URL=1000-1099/1002/Sections/1002.51.html�



In accordance with Federal and State anti-discrimination laws and in accordance with the Florida Educational Equity Act, Section 1000.05(2)(a) the School will not discriminate on the basis of race, ethnicity, national origin, gender, disability, or marital status against a student in its school admission process.

Mountaineer's Charter School for Autism acknowledges that it will serve no more students than the enrollment capacity identified in the application without approval from the School Board.

B. Provide the following projection for each year of proposed operation: the grades that the school will serve, the projected number of students to be served in each grade, the number of students expected in each class, and the total number of students enrolled.

Year of Charter

Grades Served

Total No. Enrolled

No. Students per grade*

Number of Students in Each Class**

Year 1 2013-2014

Grades K-6 Up to 25 Students

Approx. 4 No more than 10 students per classroom.

Year 2 2014-2015



Year 3 2015-2016



Year 4 2016-2017



Year 5 2017-2018



* The numbers provided herein are estimates, and may fluctuate within each grade level depending on student enrollment and/or attrition in the respective grade levels. ** MCSA will be in compliance with the state of Florida’s class size requirements upon the opening of the school. Class size averages will not exceed a 18:1 (K-3) and 22:1 (4-8) student teacher ratio.

Due to the unique and special population that MCSA will serve, the class size requirements in accordance to Florida's Legislature "The Quality Education Act" is achievable. Our ratios have to remain small due to the individual needs of each student.

C. Provide a description of how the student population projections were developed.

Student population projections are based on grade level and children who require a multi-modal communication system to access and benefit from their education. This may include students eligible for Exceptional Student Education in the areas of: ASD, DD, DHH, SLD, IND, SI, and LI. Admission to charter school is based on above criteria and is compliant with Florida Statutes 1002.33(10). The Exceptional Student Education (ESE) department of Palm Beach County School District website was referenced with regard to the number of students who meet the above criteria. It was determined that the Palm Beach County School District currently serves 34,209 students who meet Exceptional Student Education (ESE) criteria and that there is a sufficient number of students available within the Palm Beach County School District with whom would benefit from such a charter school.


Section 3: Educational Program Design

A. Describe the school’s daily schedule and annual calendar, including the annual number of days and hours of instructional time.

Mountaineer's Charter School for Autism (MCSA) will follow the annual calendar set forth by the Sponsor, requiring at least a minimum of 180 days of instruction per calendar year. The hours of instructional time are aligned with state and district requirements for all K-8 students with a minimum of 330 minutes which is equal to 5 1/2hours a day of instructional time not including lunch. The instructional day at MCSA is expected to commence at 8:30am and end at 2:30pm.

B. Describe the proposed charter school’s educational program.

Every student’s Individualized Educational Plan will be implemented utilizing a continuous multi-modal approach comprised of Discrete Trial Training (DTT), Applied Behavior Analysis (ABA), Applied Verbal Behavior (VB), TEACCH, Relationship Development Intervention (RDI), Augmentative Alternative Communication (AAC) and social skill programs. Occupational Therapy, Speech/Language Therapy, Physical Therapy and Total Communication will be implemented throughout the course of the school day. A sign language interpreter will be available to classes for consultation. “Total Communication”, or sim-com, (which uses any means of communication—sign language, voice, finger spelling, lip reading, amplification, writing, gesture, visual imagery) will be used in class by staff/students and is in part a large component of the program. The intention behind this unique approach is that Total Communication will create the “least restrictive” learning environment for the Student with Disabilities (SWD). The classroom will consist of numerous “stations” with which student’s will “rotate” to for varying amounts of time which will be commensurate with student ability. Individualized instruction will be complemented with group instruction throughout the school day. Flexibility in daily program, in the form of accommodations, will be provided for so as to ensure student learning and academic achievement is commensurate with student abilities. Each Student with Disabilities (SWD) is unique and requires access to a variety of learning methods. The evaluative tools intended for measurement of progress will be unique to the individual student and will be based on which method most accurately reflects the student’s abilities and progress.

C. Describe the research base for the educational program.

The educational program is a multi-modal approach focusing on the unique needs of the Student with Disabilities (SWD) with an emphasis on Total Communication. We infuse our curriculum with B.F. Skinner's principles of Applied Behavior Analysis (ABA), which has been proven to be a very effective method in the treatment of ASD. We feel that the application of the Common Core State Standards, and Next Generation Sunshine State Standards combined with the methods of ABA provide students with ASD and other disabilities the most effective individualized educational programs possible. Every student’s Individualized Educational Plan will be implemented utilizing a continuous multidisciplinary approach comprised of research based instructional methods including but not limited to: Discrete Trial Training (DTT), Applied Behavior Analysis (ABA), Applied Verbal Behavior (VB), TEACCH, Relationship Development Intervention (RDI), Augmentative Alternative Communication (AAC), Visual Phonics, Multisensory Activities and social skill programs.


D. Explain how the educational program aligns with the school’s mission.

Mountaineer's Charter School for Autism's educational approach as it relates to the school's mission will be data based and data driven through our primary instructional methods which are based on the principles of applied behavior analysis. This is achieved by combining state benchmarks and guidelines with the methodologies and best practices of the ABA. The curriculum for our students is the same as what is offered in traditional public schools; however, the difference is the methodology utilized in the implementation. The primary technique in ABA is discrete trial. This is an ongoing assessment of each student's progress through discrete trails and allows students to achieve greater success at their own rate. New goals are targeted from each student’s IEP and build upon previous success in sequenced steps so that the student enjoys continuous development academically, and socially.

In keeping with our mission, MCSA will provide a safe and therapeutic educational environment tailored to the Student with Disabilities (SWD), including but not limited to: ASD, DD, DHH, DSI, IND, LI, LD, SI, SLI, SLD, VE, and VI. Every student’s IEP will be implemented utilizing a continuous multi-modal approach comprised of Discrete Trial Training (DTT), Applied Behavior Analysis (ABA), Applied Verbal Behavior (VB), TEACCH, Relationship Development Intervention (RDI), Augmentative Alternative Communication (AAC), and social skill programs. Occupational Therapy, Physical Therapy, Speech/Language Therapy, Vision Therapy and Total Communication will be implemented throughout the school day. The evaluative tools intended for measurement of progress will be unique to the individual student and will be based on which method most accurately reflects the student’s abilities and progress. This will include, but is not limited to ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP. Information derived from assessments will be used to create a portfolio of data collection specific for each student. This innovative approach and use of a variety of measurement tools is more appropriate to individuals who are Students with Disabilities (SWD). We believe this approach is successful and greater results are possible when collaboration is achieved with the parent(s)/guardian of these students. Therefore, continuous education, workshops, support services and communication is required by written agreement. The individualized instruction will be complemented with group instruction throughout the school day. Flexibility in daily program, in the form of accommodations, will be provided for so as to ensure student learning and academic achievement commensurate with student abilities. Each SWD is unique and requires access to a variety of learning methods. Therefore, the above described educational program, when implemented, will achieve the intended mission of Mountaineers Charter School of Autism.

Our school influences our students’ sense of community through strong organizational structures, policies, procedures, and values that in turn have a positive effect on the entire community.

E. Explain how the services the school will provide to the target population will help them attain the Next Generation Sunshine State Standards - Common Core State Standards, as required by section 1002.33, F.S

Since each Student with Disabilities (SWD) has unique educational needs it is not applicable to evaluate our students being able to attain the Next Generation Sunshine State Standards. Our curriculum is based on the Next Generation Sunshine State Standards for students on a modified curriculum. MCSA is committed to serving the needs of all its students, regardless of level, learning style(s), and/or special needs. Teachers will utilize differentiated instruction as well as other modes of instruction including


individual instruction, and group work. Additionally, MCSA will ensure that all SWD are effectively served in accordance with the policies and procedures of Palm Beach County School District.

All incoming students will be assessed on a variety of skills over an initial two week period. This will be considered the students baseline level of skills. Based upon the individual educational goals and the level of skills displayed over the two week period, skills will be targeted for acquisition. Each student's program is based on assessment, which is highly individual, and is continually assessed. The development of language, motor, sensory, social/emotional/physical, and self-help skills will be further assessed through teacher observation, performance (portfolio) assessment, and or curriculum based assessment. The method of assessment for the above developmental skills is determined by the educational materials used and the individual needs of the student. This will include, but is not limited to ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP.

The goal of our program is to recognize the unique characteristics of children with autism spectrum disorder, DHH, visual impairments and other related disabilities and to apply a curriculum specifically designed to meet the individual needs of our students. The small teacher to student ratio together with teaching expertise in the field of Autism will serve to best address each child's strength and weaknesses. Instruction is delivered through one-to-one teaching, small groups and through community outings. Key components of our program include high academic and behavioral expectations; dedicated and professionally competent staff; and accountability to the student's parents and the community through a continuous cycle of planning and implementation. Individual therapies including Occupational, Physical, Vision, Speech/Language, and behavioral interventions are all part of the daily classroom programming.

In order to assist students attain the Next Generation Sunshine State Standards, as required by section 1002.33 FS students will be evaluated using the Florida Alternate Assessment. Specific attention throughout the school year will be made with reference to achieving the greatest possible success with regards to Access Points. The use of the Florida Alternate Assessment will be used to 1) identify learning gains 2) assist the IEP team in developing annual goals and objectives 3) inform instructional planning and 4) monitor progress from year to year. Specific goals and objectives on each student’s Individualized Educational Plan (IEP) will be written with Florida’s Next Generation Sunshine State Standards and Access Points in mind. The intention of the educational team is to assist the student in continuing to make progress through each Access Points level of complexity. The educational team will work with each student to begin in the Participatory level, work towards the Supported and finally the Independent level of complexity.

F. Provide evidence that the existing design has been effective and successful in raising student achievement.

The applicant does not plan to replicate an existing design. However, the methodologies employed have been used in part in other school settings that have proven to be important in assisting students to achieve short and long term personal success.

G. Describe the applicant’s capacity to replicate an existing school design.

The applicant does not plan to replicate an existing school design but will use proven classroom curricula and online learning solutions that have proven effective.


Section 4: Curriculum Plan

A. Describe the school’s curriculum in the core academic areas, illustrating how it will prepare students to achieve the Next Generation Sunshine State Standards - Common Core State Standards.

Since each Student with Disabilities (SWD) has unique educational needs it is not applicable to evaluate our students being able to attain the Next Generation Sunshine State Standards. Our curriculum is based on the Next Generation Sunshine State Standards for students on a modified curriculum for Reading, Math, Writing, and Science. In order to assist students attain the Next Generation Sunshine State Standards, as required by section 1002.33 FS students will be evaluated using the Florida Alternate Assessment. Specific attention throughout the school year will be made with reference to achieving the greatest possible success with regards to Access Points. The use of the Florida Alternate Assessment will be used to 1) identify learning gains 2) assist the IEP team in developing annual goals and objectives 3) inform instructional planning and 4) monitor progress from year to year. Specific goals and objectives on each student’s Individualized Educational Plan (IEP) will be written with Florida’s Next Generation Sunshine State Standards and Access Points in mind. The intention of the educational team is to assist the student in continuing to make progress through each Access Points level of complexity. The educational team will work with each student to begin in the Participatory level, work towards the Supported and finally the Independent level of complexity.

ESE Students - A student who is enrolled in ESE must meet the School District’s performance standards, unless the IEP specifies that the student is unable to meet the grade-level performance standards, because:

• The student’s demonstrated cognitive ability and/or behavior prevent the student from completing required class work and achieving the Sunshine State Standards, even with appropriate and allowable class work modifications.

• The student is unable to apply or use academic skills at a minimal competency level in the home or community.

When an ESE-eligible student is determined to be performing below-grade-level in reading, writing, mathematics, and/or science, the IEP Team may be convened to review the IEP. The student’s IEP must address all of the student’s educational needs, including the student's below grade-level performance. The IEP Team may recommend a PMP to address the student’s educational need in reading, writing, mathematics, and/or science.

Students enrolled in an ESE program(s) may be considered to have met promotion requirements when he/she has achieved the goals that are specified on the student’s IEP. The primary responsibility for determining each student’s level of performance is that of the special program teacher and the general education teacher. The principal may (upon recommendation of the instructional staff and agreement of the IEP Team) determine that the promotion requirements have been satisfied.

English Language Learners - Promotion for an ELL student and an ELL student with disabilities is to be based on the student's performance in the dominant language while the student is in the process of becoming independent in English. Retention of an ELL student requires the review and recommendation of the ELL committee. Retention of a student with disabilities who is also ELL requires the review and


recommendation of the IEP team. Language Arts Through ESOL instructional time for ELL students must be equal to the time non-ELL students are required to participate in the regular English language arts/reading program.

Adequate progress, defined in the ELL Plan, should be used by the ELL Committee as cause for promotion. An ELL may be retained if the ELL Committee has determined that the student has not progressed satisfactorily according to his/her ELL Plan.

MCSA’s curriculum will require students to interact with each other, apply curriculum to real-life situations, and use a variety of technological tools beyond the classroom. Teachers will incorporate various teaching strategies to accommodate all learning styles. In accommodating individual learning styles and needs, MCSA’s curriculum will incorporate the following instructional practices.

Interdisciplinary Connections - Curricular decisions will be guided by the aim of thorough student mastery and achievement rather than by an effort merely to cover content. As teachers build on interdisciplinary connections, students naturally begin to link information between and among courses, increasing the relevancy of skills and content in such courses.

Differentiated and Standards-Based Instruction –MCSA’s ultimate goal is to provide a learning environment that will maximize the potential for student success. Teachers will use differentiated instructional strategies that connect with individual student's learning needs. Teachers will manage instructional time to meet the standards while providing motivating, challenging, and meaningful experiences for students to receive and process information in ways that require differentiation of experience. These instructional practices will include:

►Direct Instruction (lecturing/modeling): this methodology will be used when teachers need to explain or demonstrate specific content and skills. Explicit, systematic instruction will be based on the NGSSS. This instruction is structured and based on mastery learning. Frequent Curriculum-based assessments help place students in ability groups for further differentiated strategies and identify students who require additional intervention.

►Scaffolding: Teachers will identify the current developmental skills of individual students based on assessments and provide support structures to help students move to the next level. As the year progresses, the student becomes more adept at skills and at directing his or her learning, and becomes more autonomous.

►Cooperative Learning: Teachers will guide small-group learning, to increase communication and team-building skills. It is based on grouping small teams of students heterogeneously according to ability, interest, background, etc. Some cooperative learning activities will include Student Teams, or Group Investigation.

Behavior Management – We believe that both teachers and students need to be provided with a consistent behavior management system so that maximum time can be spent teaching and learning. Inappropriate behaviors that interfere with the learning process and the expectations set for character


development can be reduced and optimally managed through consistent, best-practice behavior management techniques.

Behavior management based on a positive reward/point system will be in place in all classrooms. All teachers will be engaged in pre-service, in-service, and on-going training. The ultimate goal is that these overt systems will eventually be diminished from the classrooms, based on the theory that appropriate behaviors will be internalized and external reward systems will eventually no longer be necessary. It is understood that the SWD often times has behavioral management difficulties and this is taken into great consideration throughout the course of the school day. The emphasis is on safety and educational goals within the classroom whereby all students can achieve success.

Accountability - Teachers at the School are required to document instruction of the Florida NGSSS (including ELL and ESE strategies) by completing daily lesson plans, as well as records of weekly and monthly thematic unit plans. Lesson plans identify specific objectives taught and benchmarks met as listed in the curriculum. The Principal will check lesson plans weekly and conduct daily classroom walk-through’s to ensure that curricular objectives are being documented in each teacher’s lesson plan book and taught accordingly.

B. Describe the research base and foundation materials that were used or will be used to develop the curriculum.

The educational program is a multi-modal approach focusing on the unique needs of the Student with Disabilities (SWD) with an emphasis on Total Communication. “Total Communication”, or sim-com, (which uses any means of communication-sign language, voice, fingerspelling, lip reading, amplification, writing, gesture, and visual imagery) will be used in class by staff/students and is in part a large component of the program. The intention behind this unique approach is that Total Communication will create the “least restrictive” learning environment for the SWD by increasing the means by which they can communicate. We infuse our curriculum with B.F. Skinner's principles of Applied Behavior Analysis (ABA), which has been proven to be a very effective method in the treatment of ASD. We feel that the application of the Next Generation Sunshine State Standards specific to the Access Points on the Florida Alternate Assessment combined with the methods of ABA provide students with ASD and other disabilities the most effective individualized educational programs possible. Every student’s Individualized Educational Plan will be implemented utilizing a continuous multidisciplinary approach comprised of research based instructional methods including but not limited to: Discrete Trial Training (DTT), Applied Behavior Analysis (ABA), Applied Verbal Behavior (VB), TEACCH, Relationship Development Intervention (RDI), Augmentative Alternative Communication (AAC), Visual Phonics, Multisensory Activities and social skill programs.


C. Describe the school’s reading curriculum. Provide evidence that reading is a primary focus of the school and that there is a curriculum and set of strategies for students who are reading at grade level or higher and a separate curriculum and strategy for students reading below grade level. The reading curriculum must be consistent with effective teaching strategies and be grounded in scientifically-based reading research.

Great Leaps Reading Great Leaps Reading is designed as a supplementary reading program to be used in conjunction with the curriculum currently being implemented. Its primary emphasis is on fluency, with the assumption that comprehension will improve if the child becomes a more fluent reader. The materials consist of an instructor’s manual and student practice pages. Included in the instructor’s manual are assessment guidelines to determine student placement in Great Leaps. Teachers, paraprofessionals, or volunteers administer the lessons in a one-to-one fashion in 5-7minute daily practice sessions. During those 5-7 minutes, the student reads three timed readings, one under each of the following three headings: phonics, sight phrases, and stories. Each reading is timed for one-minute and the goal is for the student to read each page with no more than 2 errors. Error correction is immediate and followed by modeling of the correct response. When mastery is attained on a page, the student progresses, or “leaps”, to the next page of slightly more difficult material. The curriculum extends from grades K-12, and there is material for adult use as well. Is Great Leaps Reading aligned with Reading First? Reading First specifies five critical components to be included in a comprehensive reading program: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Great Leaps is designed to be a fluency-building program, not a complete reading program. Phonics are practiced within a fluency context, but are not taught explicitly. Phonemic awareness, vocabulary, and comprehension are not addressed. However, Great Leaps stresses that increased fluency can produce broad benefits in reading ability, including improved grade-level reading scores and increased reading comprehension. Training videos and/or trainers provide the initial training for Great Leaps. Further assistance is available through direct contact with the authors via phone or electronic mail. In Florida, trainers are also provided as needed through the Florida Diagnostic and Learning Resource System (FDLRS). Research Support for Great Leaps Reading The effectiveness of the Great Leaps reading program was the subject of a formal study conducted by Mercer, Campbell, Miller, Mercer, and Lane in 2000. Participants in the study were 49 middle school students with learning disabilities. The program was implemented over a 6 to 25 month period (excluding summer months), depending on each student’s availability. In a pretest, intervention, posttest 3 group design, Great Leaps was implemented according to directions provided in the manual. Pretest and posttests were administered using curriculum-based measures (CBM). The researchers found that the Great Leaps treatment produced statistically significant gains in reading level for all three groups of students participating in the study. Group 1 in the study gained 3.14 grade levels in 19-25


months of intervention, group 2 students gained 3.08 grade levels in 10-18 months, and group 3 participants gained 1.82 grade levels in 6-9 months of intervention. It should be noted that the only reading outcome measured in this study was reading fluency, so these “grade level” gains reflect improvement in a relatively narrow range of reading skill. It is also important to note that this study did not employ a comparison or control group. Thus, although the gains in reading fluency reported in this study are impressive, it is not clear that they can be attributed to the use of the Great Leaps program. That said, it would be very unusual to achieve at this level of reading improvement in the absence of an effective intervention. In conclusion, it should be noted that Great Leaps is consistent with current research knowledge in both its instructional design and content. There is encouraging research support confirming the efficacy of Great Leaps in improving reading fluency for middle school students. At this point, the research supporting Great Leaps is targeted at the middle school level; however, because the instructional design and principles are consistent throughout every grade level for Great Leaps, it is likely that similar outcomes at the other levels could be expected. SRA's Reading for Understanding is one of the curriculums that will be used for students reading below grade level which is actually three different programs in one. Reading for Understanding A for 6 -9 year olds

More than 1000 reading exercises of increasing difficulty designed to build critical thinking and reasoning skills. Exercises range from phrases to be matched with pictures, to sentences and paragraphs to be completed. Feedback is immediate, as pupils simply turn over the Exercise Card to find the Answer Key. Reading for Understanding develops important reading comprehension skills. Students set their own pace learning to read with precision while refining problem solving skills.

Reading for Understanding B for ages 10-13 (reading ages 8-14)

This program is designed to improve thinking and examination results. This up-to-date inferential program contains 3000 systematic practice exercises in 100 levels of difficulty. Thought-provoking statements on each Exercise Card challenge students to read carefully, consider alternatives, and analyses ideas. Includes critical-thinking skills, predicting outcomes, making inferences, drawing conclusions, comparing and contrasting, using cause and effect, and distinguishing specific from general. Pupils work at their own rate moving forward as fast and as far as each is able. Use of this program helps pupils with a better understanding of material in all curriculum areas.

This comprehension program can be used to enrich any reading program. It asks pupils to read a passage, then choose the best of four alternative completions using critical thinking/reasoning skills. The


best answer is implied, not stated, hence pupils are challenged to analyze ideas and make valid inferences. Judgment and logic are exercised - not just recall.

Reading for Understanding C for ages 14-adult (reading ages 11 - 17)

Excellent mind-sharpener for Exams. This program has similar components to Level B but is used for developing and refining higher order thinking and reasoning skills. Outstanding for clarity of interpretation.

Route 66, a web based program using technology for instruction. Route 66 Literacy

An online, instructional literacy program for adolescent and adult beginning readers. Based on research-proven pedagogical methods, Route 66 pairs beginning readers side-by-side with more literate teacher-tutors who guide the interaction with the computer. Key benefits:

• Reading, writing, and word study in a flexible, dynamic, internet-based instructional program.

• Content that is appropriate to your student's age, interest, and ability.

"Adolescent and adult beginning readers require an instructional program that offers the flexibility to address their individual strengths and weaknesses,” said Karen Erickson, Ph.D., Associate Professor, Department of Allied Health Sciences, University of North Carolina, “Route 66 Literacy meets this need by combining reading, writing, and word study in a flexible, dynamic, internet-based instructional program. And importantly, Route 66 Literacy requires no special training to teach literacy other than basic web navigation skills.”

Route 66 Literacy is for use by adolescent and adult beginning readers working side-by-side with teacher-tutors who guide the students’ interaction with the computer. The program is appropriate for those who are not yet reading sentences and paragraphs, but do understand that print is used for reading and writing, that a correspondence exists between spoken and written words, that a relationship exists between letters and sounds, and that print is read from left to right, top to bottom. While many literacy programs are designed for kindergarteners and first graders, Route 66 Literacy offers age-appropriate, interest-appropriate, and ability-appropriate books to its adolescent and adult learners.

Communication is one of the defining problems in autism spectrum disorders. Many children with ASD have difficulty developing verbal language and communicating their needs is an ongoing challenge. Alternative systems of communication are frequently employed to provide support for children's communication attempts. Similarly, literacy is often slow to develop or absent in many children with an autism spectrum disorder. Literacy may include not only reading but understanding of writing as an ability to express emotions, comment or tell stories. Computer programs which utilize word prediction


and story templates are useful in increasing written output. Community outings and integration into community activities can also reinforce concepts presented in written form and facilitate greater understanding and generalization. MCSA strongly believes that for some individuals with ASD, reading, writing or typing on a computer or other augmentative technology devices may be their primary source of communication and connection with the world as they become adults. MCSAS offers various options to develop and enhance communication. The school will implement its reading curriculum with this in mind, and the program's primary objectives are to increase our students' comprehension, speed, fluency and enjoyment of reading. For students reading at grade level or higher, SRA's Reading for Understanding improves the students' overall reading comprehension and strengthens inferential skills, critical thinking skills, and reasoning skills. Students with ASD, even those reading above grade level, sometimes have difficulty understanding the different meanings a single word may have in different contexts, and SRA's Reading for Understanding helps improves those comprehension and inferential skill deficits. For students reading below grade level, SRA's REACH system consists of three highly effective, research-based, and research-validated programs integrated into a comprehensive solution for accelerating learning. In addition, MCSA will utilize Route 66, a new Internet-based educational service that provides reading and writing instruction to beginning, adolescent and adult readers with disabilities. D. Explain how students who enter the school below grade level will engaged in and benefit from the curriculum.

All students will be engaged in and benefit from the curriculum including English Language Learners (ELL) and/or students who enter the school below grade level. The results of the most recent Florida Comprehensive Assessment Test, Florida Alternative Assessment, teacher-made tests, and screenings through the reading program will be used to determine the level of mastery in reading, writing, mathematics and science for all students. This information, coupled with the results of the prior year standardized tests results and student records, will be used to determine the best educational setting for students (e.g., appropriate course selection, tutoring, referral for special services).

E. Describe proposed curriculum areas to be included other than the core academic areas.

MCSA will fulfill the requirements under Florida Statutes section 1003.453 and 1003.455 stating that students will have a “physical education policy” to promote student health and wellness and the reduction of childhood obesity. MCSA will follow State and Federal requirements for providing students physical education, as defined within Florida Statutes Section 1003.01(16) and encourage all students in K-8 to participate. MCSA will adhere to the State’s Next Generation Sunshine State Standards for Physical Education. MCSA will develop and follow a specialized program tailored to the needs and abilities of the SWD. The program will be developed and supported by a certified physical education teacher. Physical education courses will be in an environment where the student can learn, practice and are individually assessed on developmentally appropriate motor skills, social skills and knowledge, which


will support life-long benefits of physical activity. Instructional personnel will work cooperatively with parents, physicians, guidance counselors, physical education teachers, and administrators to design/adapt physical activities to meet the needs of all students. MCSA will provide a physical, social, and emotional environment that encourages safe and enjoyable activity for all students including those with Special Needs and those who are not athletically gifted. The benefits of such program will assist the student in developing appropriate, safe, supported and structured learning whereby all students can experience success and inclusion. The physical education program shall address and enhance the motor, cognitive and interpersonal skills as well as the physical fitness abilities of each student. Participation develops teamwork, cooperation, problem-solving, decision-making and communication skills. These skills can lead to improved self-confidence, physical, mental and social wellbeing. Physical Education will be a daily activity built into the classroom schedule. Physical Education will never be withheld as a punishment or used as a punishment.

The SWD has unique sensory needs. With this understanding MCSA will incorporate an arts program which uses music, body awareness/movement, and art to stimulate the senses of the special needs student. This program will activate the student’s natural curiosity using a sensory diet. A Sensory Diet is a carefully designed, personalized activity schedule that provides the sensory input a person’s nervous system needs to stay focused and organized throughout the day. The Sensory Diet will include, but is not limited to, Vestibular motion/movement, Visual Input, Smell/Olfactory Input, Tactile/Touch/Feel, Taste, Auditory, Positive Pressure, Therapy Balls, Weight Vest/Blankets, Big Floor Pillows, and Bean Bags.

The use of Movement Breaks will:

* Continue to incorporate frequent breaks and movement opportunities into the child’s day between structured or highly focused learning situations to enhance and improve their ability to process and organize sensory information from their environment. It will also help the child become calm or decrease frustration.

* Engage the child in alerting activities throughout the day, such as music with fast beats, calming rhythms, movement games such as head-shoulders-knees-and toes, or bounce up and down on a therapy ball.

* Encourage use of playground activities of climbing, swinging, and obstacle courses.

* Continue to offer heavy work activities when appropriate, throughout the school day.

* Include the opportunity for the child to move about their environment in addition to their regularly PE class

* Continue providing sensory breaks during the child’s day. A specific sensory diet will be developed for each student in need.


* Break work assignments down into smaller segments. In between written work segments, provide the child with a brief time to shake out their hands, stretch their arms, do a few push-ups, or use a sensory tool. These break activities will help the student to refresh and be ready to work.

F. Describe how the effectiveness of the curriculum will be evaluated.

Each student entering Mountaineer's Charter School for Autism will receive a baseline evaluation. The evaluative tools intended for measurement of progress will be unique to the individual student and will be based on which method most accurately reflects the student’s abilities and progress. This will include, but is not limited to ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP. The results will contribute to the design and implementation of the students Individualized Educational Plan (IEP) and will be updated at periods when evaluations are due or more frequently if necessary. This will include, but is not limited to, Annual IEP meetings for students and semester evaluations. The results of the evaluation tools will continuously be used in conjunction with IEP goals throughout the classroom by all educational professionals involved in the growth and development of the student. If, however, the ABLLS, Brigance and/or VB-MAPP method of evaluation is not suitable for a particular student other methods of evaluation may be utilized that will provide a context for interpreting the results of student assessments. Certainly, the Florida Alternate Assessment will always be used to evaluate success with regards to Access Points established. Students' gains over time, rather than a single assessment, will be emphasized when evaluating a curriculum's effectiveness. Expectations are that students will progress as well or better than they did before attending the charter school, and that the specific measurable objectives for MCSA are achieved from year to year. In years 2 and beyond, effectiveness of the curriculum will be evaluated based on achievement of stated objectives in the School Improvement Plan, wherein students will be expected to make annual, measurable gains toward achieving the Florida Alternative Assessment. Ongoing monitoring and analysis of school-wide assessment data will assist MCSA in determining staff development needs, curriculum realignments, and the objectives submitted in the School Improvement Plan. Student outcomes on standardized, school-wide assessments and portfolios will help assess the effectiveness of the curriculum throughout the school year. Ongoing internal audits of student progress, such as progress reports, report cards, beginning year, mid-year, and end-year assessments will be utilized as tools to evaluate whether the curriculum is effective and meeting the needs of all students.


Section 5: Student Performance, Assessment and Evaluation

A. State the school’s educational goals and objectives for improving student achievement. Indicate how much academic improvement students are expected to show each year, how student progress and performance will be evaluated, and the specific results to be attained.

It is the sole purpose of Mountaineer's Charter School for Autism (MCSA) to measurably improve the academic, social and functional quality of the Student with Disabilities (SWD). We are in agreement with the principles of the Individuals with Disabilities Education Act (IDEA). Our educators believe that Students with Disabilities (SWD) must be challenged to excel within the general curriculum and be prepared for success in life. The success of our students is dependent upon quality educational programs and utilization of the Common Core State Standards specifically in reference to its Application to Students with Disabilities. Mountaineers Charter School for Autism will guide and direct Students with Disabilities (SWD) in order to meet high academic standards.

The instruction will include, but is not limited to, support and related services designed to meet the unique needs of the student and to enable them access to the general curriculum (IDEA 34 CFR 300.34,2004); use of an Individualized Education Plan (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards and/or performance commensurate with abilities; and provide students with teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.

The objectives will be achieved utilizing a continuous multidisciplinary approach comprised of research based instructional methods including but not limited to: Discrete Trial Training (DTT), Applied Behavior Analysis (ABA), Applied Verbal Behavior (VB), TEACCH, Relationship Development Intervention (RDI), Augmentative Alternative Communication (AAC), Visual Phonics, Multisensory Activities and social skill programs. Occupational Therapy, Physical Therapy, Vision Therapy, Speech/Language Therapy, and Total Communication will be implemented throughout the course of the school day. “Total Communication”, or sim-com, (which uses any means of communication—sign language, voice, finger spelling, lip reading, amplification, writing, gesture, visual imagery) will be used in class by staff/students and is in part a large component of the program. The intention behind this unique approach is that Total Communication will create the “least restrictive” learning environment for the Student with Disabilities (SWD). A Sign Language Interpreter will be available to classes for consultation. A designated amount of time will be set aside each day for introduction/mastery of Sign Language for the purpose of expanding the student’s options for communication. The classroom will consist of numerous “stations” with which student’s will “rotate” to for varying amounts of time which will be commensurate with ability. Individualized instruction will be complemented with group instruction throughout the school day.

Flexibility in daily program, in the form of accommodations, will be provided for so as to ensure student learning and academic achievement commensurate with student abilities. Each Student with Disabilities (SWD) is unique and requires access to a variety of learning methods. The evaluative tools intended for


measurement of progress will be unique to the individual student and will be based on which method most accurately reflects the student’s abilities and progress. This will include, but is not limited to, ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP. MCSA will create a portfolio of data collection unique to each student. The use of the Florida Alternate Assessment will be used to 1) identify learning gains 2) assist the IEP team in developing annual goals and objectives 3) inform instructional planning and 4) monitor progress from year to year. Specific goals and objectives on each student’s IEP will be written with Florida’s Next Generation Sunshine State Standards and Access Points in mind. The intention of the educational team is to assist the student in continuing to make progress through each Access Points level of complexity. The educational team will work with each student to begin in the Participatory level, work towards the Supported and finally the Independent level of complexity. MCSA will create a portfolio of data collection unique to each student.

This innovative measurement approach is more appropriate to individuals who are Students with Disabilities (SWD). The individualized instruction will be complemented with group instruction throughout the school day. Flexibility in daily program, in the form of accommodations, will be provided for so as to ensure student learning and academic achievement commensurate with student abilities. Each ESE student is unique and requires access to a variety of learning methods.

B. Describe the school’s student placement procedures and promotion standards.

ESE Students - A student who is enrolled in ESE must meet the School District’s performance standards, unless the IEP specifies that the student is unable to meet the grade-level performance standards, because:

• The student’s demonstrated cognitive ability and/or behavior prevent the student from completing required class work and achieving the Sunshine State Standards, even with appropriate and allowable class work modifications.

• The student is unable to apply or use academic skills at a minimal competency level in the home or community.

When an ESE-eligible student is determined to be performing below-grade-level in reading, writing, mathematics, and/or science, the IEP Team may be convened to review the IEP. The student’s IEP must address all of the student’s educational needs, including the student's below grade-level performance. The IEP Team may recommend a PMP to address the student’s educational need in reading, writing, mathematics, and/or science.

Students enrolled in an ESE program(s) may be considered to have met promotion requirements when he/she has achieved the goals that are specified on the student’s IEP. The primary responsibility for determining each student’s level of performance is that of the special program teacher and the general education teacher. The principal may (upon recommendation of the instructional staff and agreement of the IEP Team) determine that the promotion requirements have been satisfied.


English Language Learners - Promotion for an ELL student and an ELL student with disabilities is to be based on the student's performance in the dominant language while the student is in the process of becoming independent in English. Retention of an ELL student requires the review and recommendation of the ELL committee. Retention of a student with disabilities who is also ELL requires the review and recommendation of the IEP team. Language Arts Through ESOL instructional time for ELL students must be equal to the time non-ELL students are required to participate in the regular English language arts/reading program.

Adequate progress, defined in the ELL Plan, should be used by the ELL Committee as cause for promotion. An ELL may be retained if the ELL Committee has determined that the student has not progressed satisfactorily according to his/her ELL Plan.

C. If the school will serve high school students; describe the methods used to determine if a student has satisfied the requirements specified in section 1003.43, F.S., and any proposed additional requirements.

Mountaineer's Charter School for Autism does not intend to serve high school students at this time.

D. Describe how baseline achievement data will be established, collected, and used. Describe the methods used to identify the educational strengths and needs of students and how these baseline rates will be compared to the academic progress of the same students attending the charter school.

Each student entering MCSA will receive a baseline evaluation. The evaluative tools intended for measurement of progress will be unique to the individual student and will be based on which method most accurately reflects the student’s abilities and progress. This will include, but is not limited to, ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP. The results will contribute to the design and implementation of the students Individualized Educational Plan (IEP) and will be updated at periods when evaluations are due or more frequently if necessary. If, however, the ABLLS, Brigance and/or VB-MAPP method of evaluation is not suitable for a particular student other methods of evaluation may be utilized that will provide a context for interpreting the results of student assessments. Certainly, the Florida Alternate Assessment will always be used to evaluate success with regards to Access Points established. Students' gains over time, rather than a single assessment, will be emphasized when evaluating a curriculum's effectiveness. Expectations are that students will progress as well or better than they did before attending the charter school, and that the specific measurable objectives for the School are achieved from year to year. In years 2 and beyond, effectiveness of the curriculum will be evaluated based on achievement of stated objectives in the School Improvement Plan, wherein students will be expected to make annual, measurable gains toward achieving the Florida Alternative Assessment.


E. Identify the types and frequency of assessments that the school will use to measure and monitor student performance.

As stated in section D, the ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP methods of evaluation, or others as deemed necessary, will be used for assessment. Though for the ESE student this is not the only form of assessment used. An ongoing, daily review of IEP goals and expected outcomes will be used to measure strengths and weaknesses. Therefore, modifications and accommodations can be made so as to ensure the most success on the part of the Student with Disabilities (SWD).

F. Describe how student assessment and performance data will be used to evaluate and inform instruction.

When results of ABLLS, Brigance, Florida Alternate Assessemnt and/or VB-MAPP , or other evaluation tools as deemed necessary, are combined with Individualized Educational Plan (IEP) evaluations it will be determined by the educational team (educators, therapists, and parents) if goals and objectives are being achieved. If so, and it is agreed upon by majority of the educational team, then the current method of instruction will continue. If goals and objectives are not agreed upon then a meeting will be arranged by the educational team at an agreed upon time and location to review the results and develop a modified educational plan. The modified educational plan will be implemented no later than 30 days after meeting whereupon revised plan is agreed upon.

G. Describe how student assessment and performance information will be shared with students and with parents.

Student assessment and performance information will be communicated with parents/guardians in a daily communication book which will follow the student both in the classroom and at home. Goals and objectives as outlined in the Individualized Educational Plan (IEP) will be addressed in the classroom and progress of such will be documented. Additionally, parents/guardians are responsible for continuing educative, social, and emotional goals in the home/community environment outside the classroom setting. These goals will be determined at the beginning of the school year during the intake process and may be revised at any time throughout the school year with a written request by the parent/guardian. Revisions must be agreed upon, by majority, by the educational team. The communication book will be completed by the parent/guardian prior to the next school day. The communication book is intended to promote communication, track progress, and create accountability between educators and parent/guardian. Therefore, there is an assurance that the ESE student can rely upon similar goals and expectations of behavior and modes of communication whether in the classroom, home or the community. The book also serves as a means to evaluate the family/home dynamics and offer suggestions/referrals for community organizations, support groups, and resources as needed.


Section 6: Exceptional Student

A. Please indicate the level of service that the school will provide to students with disabilities by selecting from the list below.

Mountaineer's Charter School for Autism (MCSA) will serve students with disabilities whose needs can be met in a separate classroom (less than 40% of instruction occurring in a class with nondisabled peers). MCSA intends to serve the Student with Disabilities (SWD). Therefore, 100% of the instruction is intended with this objective in mind. There will not be any mainstreaming at this charter school as all students are Exceptional Students.

It is the sole purpose of MCSA to measurably improve the academic, social and functional quality of the Student with Disabilities (SWD). We are in agreement with the principles of the Individuals with Disabilities Education Act (IDEA). Our educators believe that Students with Disabilities (SWD) must be challenged to excel within the general curriculum and be prepared for success in life. The success of our student’s is dependent upon quality educational programs and utilization of the Common Core State Standards specifically in reference to its Application to Students with Disabilities. MCSA will guide and direct SWD in order to meet high academic standards. The instruction will include, but is not limited to, support and related services designed to meet the unique needs of the student and to enable their access to the general curriculum (IDEA 34 CFR 300.34,2004); use of an Individualized Educational Plan (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards and/or performance commensurate with abilities; and provide students with teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, individualized instruction and support services.

B. Describe how the school will ensure that students with disabilities will have an equal opportunity of being selected for enrollment in the charter school.

MCSA is expected to have a racial/ethnic population including English Language Learner (ELL) and Exceptional Education Student (ESE) population representative of the surrounding schools and community it will serve.

An open admissions policy will be implemented wherein the School will be open to any student residing in the County. Any eligible student, as described in Fla.Stat.§1002.33(10), who submits a timely application and whose parents accept the conditions of the Parental Involvement Contract shall be considered, unless the number of applications exceeds the capacity of the program, class, grade level, or building. In such case, all applicants shall have an equal chance of being admitted through a random lottery selection process. If the number of applications falls short of the established capacity, supplemental registration periods may be held for the purpose of reaching student capacity.

Along with an open admissions policy for all students, MCSA will ensure students with disabilities will have an equal opportunity of being selected for enrollment by:


1) MCSA will not reject the application of or withdraw a student identified as disabled, based upon a finding that the student needs a service delivery model not presently in existence at the school.

2) MCSA will include non-discrimination statements and statements of inclusion in any application, handouts or brochures concerning the school and on the school website.

3) MCSA will not request a copy of a student's Individual Education Plan (IEP) or any other student information from the parent or any other source prior to the completion of the application process.

4) MCSA will not include questions concerning the student's IEP or a need for a special service in the enrollment application.

5) MCSA will ensure that students with a disability who complete the enrollment application at the charter school, will be referred for enrollment in the School District only when the IEP team finds that the student's educational needs cannot be met at the charter school.

In accordance with federal and state anti-discrimination laws and in accordance with the Florida Educational Equity Act, Section 1000.05(2)(a) the School will not discriminate on the basis of race, ethnicity, national origin, gender, disability, or marital status against a student in its school admission process.

C. Describe how the school will work with the sponsor to ensure the charter school is the appropriate placement for each student with a disability, based on the student’s needs.

MCSA will follow the School District of Palm Beach County’s ESE Policies and Procedures Manual. The school will implement the Local Education Agency’s (LEA) identification, evaluation, placement, and due process procedures as are used in other traditional schools within the district. The School will utilize a service delivery model of inclusion for students with disabilities. MCSA, in collaboration with the District, will determine the proper placement for students with disabilities within the full continuum of services which are offered by the LEA. With the support of the LEA, MCSA will assume the responsibility for determining and delivering services to exceptional students as identified in the student’s IEP.

Students with disabilities will be educated in the least restrictive environment possible. If learning cannot be achieved in a regular environment with the use of supplementary services, the student will be placed in an alternate learning environment. Likewise, gifted students will be educated in a setting that promotes an opportunity for advanced learning. In accordance with all state and federal special education guidelines and regulations as provided in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act, MCSA will provide a Free and Appropriate Public Education (FAPE) to all students with disabilities. The exceptional student education program at CHAMPS will adhere to the principals of the laws as outlined below:


• Free and Appropriate Public Education (FAPE) – a free program with no cost to parents that will be provided to every exceptional student enrolled at MCSA.

• Appropriate evaluation – per the Sponsor’s guidelines, Individual Education Plans (IEP) - and Educational Plans (EP) for gifted students will be developed and maintained and meetings will be held within the timelines specified.

• Parent/Student Participation in Decisions – inclusive of providing background information to assist the school in understanding their child, giving consent for evaluation and initial placement, and assisting with creating the IEP

• Procedural Due Process – Per the Procedural Safeguards that are provided to parent(s) in written form, eligibility, identification, location, placement and evaluation process as well as adherence to procedural guidelines for all of these and with integrity to FAPE will be implemented. Due process in regards to proposing or refusing to start or amend the identification, evaluation, or educational placement of the student or the provision of a free appropriate public education may be initiated by either the district or the parent(s).

MCSA will utilize a multi-tiered Response to Intervention (RtI) model for the implementation of research-based instruction and intervention to identify students with exceptional needs. The Response to Intervention model blends assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior issues. MCSA will identify students who are at risk for underachieving; monitor student progress; provide evidence-based interventions and amend these interventions based on a student’s progress; identify students with learning disabilities or other disabilities. The RtI model implementation will contribute to more significant detection of learning and behavioral problems. It will also improve instructional quality and provide students with the best possible options for being successful at MCSA. The RtI model will have four vital components: a school-wide, multi-level instructional and behavioral system for preventing school failure, screening, progress monitoring, data-based decision making for instruction, and movement within the multi-level system. To allow for a universal understanding of the process, each intervention that the school implements will be classified under one of the three levels of prevention. Embodied in the tiers are four steps: Step 1-Identify the problem. Step 2-Analyze the problem and determine why there is a discrepancy. Step 3-Establish a performance goal for the student, develop an intervention plan to address the goal, and monitor the student’s progress during implementation. Step 4-Use the data collected during the progress monitoring to evaluate the effectiveness of the intervention. Is it working? If not, adjust the intervention to support student progress.


RtI Three Tier Model: Within the RtI structure, resources are aligned in direct proportion to student needs and are depicted into a three-tier model that increases in instruction with each tier. Tier 3: Intensive, Individualized Interventions & Supports. The most intense instruction and intervention based upon individual student need. Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention in addition to supplemental support. Tier 1: Core, Universal Instruction & Supports: General academic instruction and support is provided to all students in all settings. What parents can expect with RtI

• Parents will be informed and involved in planning and providing interventions for their child.

• Parents will see levels of support (academic and behavioral) that increase or decrease in intensity depending on the child’s needs.

• Parents will receive frequent progress monitoring about how their child responds to the intervention provided.

RtI Includes:

1. High quality, research-based instructional and behavior supports in general education

2. School-wide screening to determine which students need closer monitoring or additional interventions

3. Multiple tiers of increasingly intense, research-based interventions matched to the needs of student(s)

4. Use of collaborative problem solving to develop, implement, and monitor interventions

5. Continuous monitoring of student progress to determine if instruction/interventions are effective in meeting the needs of student(s)

6. Follow-up to ensure that the instruction/interventions were implemented as planned

7. Active parent involvement throughout the process of pursuing solutions that lead to increased success

8. Evaluation timeline requirements are followed unless both the parents and the school team agree to a time extension to learn more about what works for the student.

D. Describe how the school will utilize the regular school facilities and adapt them to the needs of exceptional students to the maximum extent appropriate, including the use of supplementary aids and services.

Students with disabilities enrolled in the School will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.


As it is MCSA’s mission to place students in an environment where they can develop to their highest potential, those students whose needs cannot be adequately addressed at the School will be appropriately referred; and staff will work together with the Sponsor’s personnel to ensure that the needs of these students are met.

E. Describe how the school’s effectiveness in serving exceptional education students will be evaluated.

The goals for determining the school’s effectiveness in serving special education students are consistent with the goals set for all students of the school or as specified in the child’s IEP. The School will support the education of the students with special learning needs within the classroom setting with specific care in regards to placement and with a commitment to provide services necessary for full implementation of the child’s IEP.

The School’s effectiveness in serving special education students can also be evaluated in its’ ability for the student to demonstrate learning gains consistent with the annual goals specified in the child’s IEP. Similarly, the School’s ability to meet Adequate Yearly Progress (AYP), including AYP for the students with disabilities subgroup, would also serve to demonstrate effectiveness in serving the school’s special education population.

Student assessment and performance information will also be communicated with parent(s)/guardian in a daily communication book which will follow the student both in the classroom and at home. Goals and objectives as outlined in the IEP will be addressed in the classroom and progress of such will be documented. Additionally, parent(s)/guardian are responsible for continuing educative, social and emotional goals in the home/community environment outside the classroom setting. These are specifically outlined in the Parental Involvement Contract (PIC). These goals will be determined at the beginning of the school year during the intake process and may be revised at any time throughout the school year with a written request by the parent(s)/guardian. Revisions must be agreed upon, by majority, by the educational team. The Parental Involvement Communication Book (PICB) will be completed by the parent(s)/guardian prior to the next school day. The PICB is intended to promote communication, track progress, and create accountability between educators and parent(s)/guardian. Therefore, there is an assurance that the Student with Disabilities (SWD) can rely upon similar goals and expectations of behavior and modes of communication whether in the classroom, home or the community. The book also serves as a means to evaluate the family/home dynamics and offer suggestions/referrals for community organizations, support groups and resources as needed.

F. Explain how exceptional students who enter the school below grade level will be engaged in and benefit from the curriculum.

Each student entering MCSA will receive a baseline evaluation, including but not limited to, ABLLS, Brigance, Florida Alternate Assessment and VB-MAPP. The results will continuously be used in conjunction with the IEP goals throughout the classroom by all educational professionals involved with


the growth and development of the student. Therefore, all students will be engaged in and benefit from the curriculum including exceptional students (ESE) and/or students who enter the school below grade level. The results of the most recent Florida Comprehensive Assessment Test, Florida Alternative Assessment, teacher-made tests, and screenings through the reading program will be used to determine the level of mastery in reading, writing, mathematics and science for all students. This information, coupled with the results of the prior year standardized tests results and student records, will be used to determine the best educational setting for students.

Apart from providing the specific services listed in a student’s IEP, EP, and/or ELL plan as applicable, the School’s faculty will differentiate instruction as necessary to ensure all students remain successful. Student performance will be continuously assessed as described in the Section 5. Students not making adequate progress towards the Next Generation Sunshine State Standards will be identified and the following measures will be instituted:

Students needing remediation based on respective subject area assessments in specific subject areas will be assigned to and placed on a specific Progress Monitoring Plan (PMP) targeting these deficiencies. This plan requires active participation from the student, the parents and specific teachers in order to ensure continuous student improvement. This initiative allows each student to have ownership and understanding of his/her learning style and allows each student to track and monitor his/her achievement. The PMP will be comprised of specific, measurable, individualized goals for that student as well as the strategies and services to be implemented in order for the student to achieve the specified goals.

G. Provide the school’s projected population of students with disabilities and describe how the projection was made.

All of our students will be considered exceptional education students with a primary diagnosis falling into the category of autism spectrum disorder, DHH, Vision Impaired and other related disabilities. The exact number of students enrolled in Mountaineer's Charter School for Autism will be based on the size of the school facility.

Student population projections are based on grade level and children who require a multi-modal communication system to access and benefit from their education. This may include students eligible for Exceptional Student Education in the areas of: ASD, DD, DHH, DSI, IND, LI, LD, SI, SLI, SLD, VE, and VI. Admission to charter school is based above criteria and is compliant with Florida Statutes 1002.33(10). The Exceptional Student Education (ESE) department of Palm Beach County School District website was referenced with regard to the number of students who meet the above criteria. It was determined that Palm Beach County School District currently serves 34,209 students who meet Exceptional Student Education (ESE) criteria and that there is a sufficient number of students available within the Palm Beach County School District with whom would benefit from such a charter school.


H. Identify the staffing plan, based on the above projection, for the school’s special education program, including the number and qualifications of staff.

MCSA will employ teachers who meet all licensure and/or certification requirements that apply to the area in which the individuals are providing services to the special education students. The number of special education staff will be based on the number of ESE students identified upon student enrollment.

Similarly, all personnel who provide related services to students will meet all required licensure and/or certification requirements pertaining to their area of related service. Special Education teachers will be hired to service students with disabilities, in accordance with the level of support needed to implement the related services and specialized instruction detailed on the IEP. Speech-language, Occupational Therapy, Physical Therapy, and Vision Therapy will be contracted services that the School may provide for students who qualify for those services.

The number of teachers will be based on the number of students identified upon student enrollment. As represented in the detailed budget projections in Section 17, there is room in the budget to modify the amount of ESE services, should the rate of necessary services for ESE fluctuate due to the various needs of the students once enrolled.

I. Describe how the school will serve gifted and talented students.

The design of Mountaineer Charter School for Autism is not intended to serve gifted and talented students.


Section 7: English Language Learner

A. Describe how the school will comply with state and federal requirements for serving English language learners, including the procedures that will be utilized for identifying such students and providing support services.

Requirements The mission of Mountaineer's Charter School for Autism (MCSA) ESOL program is to successfully prepare all students through identification and provision of services to students whose native language is other than English. In accordance with the State Board of Education Consent Degree (1990) the Florida State Board of Education and the coalition of eight groups represented by Multicultural Education, Training, and Advocacy in servicing English Language Learners (ELL) the school will implement the state approved, English Language Learner Program in effect within the district to promote both literacy and proficiency. The ESOL program is not only tailored to each student's English proficiency level, but it will also comply with the state and federal requirements by providing English Language Learners (ELL) with English language development and instruction that is both age and grade appropriate. The plan reflects current policies and procedures adopted by the sponsor. MCSA hereby agrees to adopt and implement the Sponsor's plan for services to ELL students, as amended each Fall and Spring. Students enrolled in MCSA within the ESOL program will receive comprehensible instruction from ESOL certified/endorsed instructional staff, in accordance with the policies and procedures of the State of Florida and the district. All English Language Learner students will be in a climate that promotes listening, speaking, reading and writing skills. Identification Procedures Upon initial enrollment into MCSA, each parent(s)/guardian will be surveyed at the time of registration and asked to address the following questions in the required Home Language Survey (HLS):

a) Is a language other than English used in the home? b) Did the student have a first language other than English? c) Does the student most frequently speak a language other than English?

Each question on the HLS will appear in English, Spanish, and\or Creole. Information on the Home Language Survey will be recorded into the district’s automated student information database. The MCSA registrar will direct each Home Language Survey with any affirmative response to an ESOL or ESOL-Endorsed teacher for language assessment. The teacher will administer the School Districts Language Assessment Scales (LAS) within 20 school days to assess the English listening and speaking skills of the student per State Board of Education Rule 6A-6.0902 An ESOL Teacher will be responsible for the administration and grading of the English language assessment of potential ELL students. At MCSA, the responsibility for recording the ELL data will be


assigned to an ESOL teacher as well. A student identified as LY in SASI will be considered an English Language Learner – non-English speaking or limited English proficient.

Once students are identified as ELL, a letter of participation in the ESOL program will be sent to parents/guardians, in the appropriate home language. Once assessment information is entered into the district information system, an Individual Student ELL Plan (ES-620) will be developed. Copies of all documentation will be maintained in the student’s ESOL Audit Trail folder, which will become a part of the permanent student cumulative record folder for review and audit by appropriate personnel.

Enrollment Procedures English Language Learners (ELLs) are identified through the registration process via the Home Language Survey. Parents who respond affirmatively to any of the questions on the Survey signal, in essence, that their student is a potential ELL. The student is then referred to the English for Speakers of Other Languages (ESOL) liaison for language screening. Parents are advised that the student will need an aural/oral language assessment of English proficiency to determine eligibility and placement in the ESOL Program. The student is then referred to a trained language assessor at the school, within twenty (20) days of registration. MCSA will follow the districts ELL plan to ensure students are assessed in a timely manner. The ESOL Resource Teacher at the school will then be responsible for administering ESOL program reading/writing assessments. If the assessment is delayed beyond the twenty-day period, the following documentation must be provided for each student: 1. Reason for the delay in assessing the student. 2. Evidence that the student is being provided ELL accommodations until the assessment is complete. 3. Timetable to complete the assessment. 4. Notification of timetable to parent/guardian, preferably in their primary language. 5. Assessment to be completed no later than eight weeks (40 school days) after initial enrollment. Assessments Procedures The ESOL Resource Teacher and/or the Bilingual Education Paraprofessional will test the students, grade the assessments and record the data. Students in grades K-2 who score as fluent English speakers on the listening and speaking test do not qualify for ESOL program services, unless recommended by the ELL Committee. Those students are placed into regular mainstream classes. The initial testing documents for students who do not qualify for ESOL services are stapled to their registration form and filed in their cumulative folders. The data processor or person responsible for ELL data entry enters the oral category on the student's demographic screen to indicate that appropriate language assessment has been completed. Students in grades 3-8, who have scored limited English proficient on the listening and speaking test, will qualify for ESOL program services. Students scoring as fluent English Speaking on Levels 4 or 5 (D or E), based on the Listening and Speaking (Aural/Oral) assessment (LAS-O) results, are administered the LAS Reading/Writing assessment. The state approved LAS Reading/Writing (LRW) norm-referenced test is


used to measure English reading and writing proficiency. The results help to determine program eligibility for those students in grades 3-8 who scored as fluent English speaking on the LAS-O. Any student scoring below 142 on the LRW is eligible for ESOL services. Those scoring above 142 are considered English proficient unless otherwise recommended by the ELL Committee. The ESOL resource teacher first reviews the roster of students in grades 3-8 who have scored proficient on the listening and speaking assessment and then administers a reading and writing assessment, within a year of the listening and speaking assessment. To guarantee that the reading/writing test is administered within one year of the aural/oral test, the following procedures are implemented:

• Reading and writing subtests are administered to identified students in grades 3-8.

• The testing is completed within twenty (20) days of the identification of the student. The district ESOL program staff informs the School's ESOL contact of the results so that appropriate student placement can be made and the school staff can complete the database.

ESOL Program Placement: MCSA will implement an ESOL program of instruction in meeting the needs of the ELL population to be served. Program instruction will be designed to develop the student's mastery of the four language skills, including listening, speaking, reading, and writing, as rapidly as possible. MCSA will provide ESOL instruction as well as ESOL strategies in mathematics, science, social studies, and computer literacy following state guidelines.

A student identified as ELL will be placed in two ESOL courses as applicable to the student’s grade level and language proficiency.

Home Language Assistance Program (HLAP): If the school has 15 or more ELL students speaking another language (per language group) other than English upon registration, the School will designate a linguistically qualified teacher who can assist ELL students in understanding content instruction. Teachers and paraprofessionals assigned to this program are expected to assist ELL students using ESOL strategies in the core subject areas of mathematics, science, and social studies.

Resources: Word-to-Word dictionaries in the students’ heritage language/English language will be available in the ESOL and Content classrooms throughout the year, as well as, for all state assessments.

The Individual ELL Student Plan: All students classified as ELL will have an Individual ELL Student Plan. Such plan is part of the permanent student cumulative record folder upon entry into the ESOL program. The plan will include biographical student information (name, grade, home language), initial assessment and placement data, ESOL program and update information, program participation, amount of instructional time and/or schedule, exit information, post program review, ELL committee information,


as well as PMP, if needed. The plan will be updated on an ongoing basis to include programmatic changes, assessments, level updating, and ELL committee meeting information.

The ELL Plan will include:

• The registration form

• Programmatic Assessment and Academic Placement Review

• Oral Language Assessment

• Literacy Assessment

• Parent Notification

• Front cover of ELL folder

• Inside ELL folder

• ELL Committee Report

• Reevaluation

• Exiting the ESOL

• Post Reclassification

• Reclassification

• Reexit

MCSA will designate an ESOL coordinator to maintain all ESOL compliances and records while being responsible for developing and updating all Student ELL Plans, keeping a record of parental contact and ELL Program Records Folder. The record folder containing, at minimum, the following will be available for all ELL students:

• Home Language Survey - signed and dated by parent/guardian

• Copy of Annual Letter of Participation in ESOL program - signed by the principal

• A copy of student’s current schedule.

• Language Assessment Test (LAS-O and LRW if applicable)

• WLDI-P or WLDI-E if applicable

• School created assessments

• Parent Notification

• Transcript of prior schooling or report card

The ELL Committee: MCSA’s ELL Committee will meet on a regular basis to ensure proper identification, program placement, academic assessment, and programmatic assessment of ELL students. The ELL committee also recommends accommodations for high stakes assessments and meets to discuss the retention of ELL students. The role of the ELL committee is to make appropriate educational decisions/modifications to the ELL student's instructional program when the need arises. Any teacher, parent/guardian, administrator or any student advocate may request the ELL committee to convene on behalf of an ELL student. It is the responsibility of the ELL committee to make all decisions based on


concrete data and on what is best for that student. A decision cannot be made unless the majority of the members are in agreement with the decision.

Responsibilities of the ELL committee:

• To determine if the student should or should not be classified ELL when the student scores "fluent English speaking" on the aural/oral test of English proficiency.

• To determine the student's reclassification.

• To determine the student's extension in the ESOL program

• To determine the student's exit from the ESOL program

• To evaluate ELL students who are being considered for retention

• To evaluate ELL students who are not making adequate progress based on the ELDC (English Language Development Continuum)

• To refer an ELL student to the School Based Team or for the RtI process

Evaluation: The Student's ELL plans will be updated annually during the Spring & Fall by the ESOL coordinator. The Language Arts teacher will document former ELL student’s progress in the student’s ELL Student Plan using a Post-Program Review Report. A Post-Program Review Student Profile is generated with information regarding ELL students who have exited the ESOL program within the last two years. Documentation of the progress review for each ESOL-exited student will be conducted at the end of the student’s first grading period, first semester, first year, and second year after exiting.

The School will monitor the student’s progress:

• report cards

• test scores

• classroom performance

• Post Program Review Reports (as applicable)

• Standardized tests (as applicable)

• Student Case Management referrals (as applicable)

This information will assist schools in determining if students’ progress as well as MCSA’s effectiveness servicing the needs of its ELL population.

Parents of English Language Learners

The parents of ELL students are invited to ELL committee meetings, where they are introduced to the ESOL program offered at MCSA and informed of the provisions available to their student(s) and them. An interpreter is available at the meeting to accommodate the needs of student and their families. Parents are invited to the Parent Leadership Committee Meeting, minimally twice per year. They are encouraged to participate in all school functions.

Students in grades 3-8 eligible for exit from the ESOL program must score an achievement level of three (3) or greater or equivalent developmental scale score on the Reading portion of the Florida


Comprehensive Assessment Test. In addition, those students must score a level of proficient on the Comprehensive English Language Learning Assessment (CELLA) in listening and speaking, and writing. The CELLA will be administered each spring to all current ELL students to measure proficiency and gains in reading, writing, listening, and speaking.

Annual Measurable Achievement Objectives

AMAO 1: Percent of K-12 Ell's making progress toward English language acquisition as measured by CELLA

AMAO 2: Percent of K-12 ELL's who are English proficient in Listening/Speaking, Reading and Writing as measured by CELLA.

AMAO 3: Percent of K-12 ELLs academically proficient in Math and Reading as measured by FCAT (AYP).

B. Identify the staffing plan for the school’s English language learner program, including the number and qualifications of staff.

ESOL-certified personnel will service ELL students and implement and follow the Curriculum Guidelines and accommodations outlined by the district in the District Limited English Proficiency Plan, as well as all requirements of the LULAC et.al. v. State Board of Education Consent Decree (1990). Appropriately certified personnel will ensure that student’s needs are being met. The school will also utilize the Student Progression Plan, for identification, testing, and placement of ELL and foreign students. ELL students will have a LEP plan that complies with state and federal regulations.

The school will employ teachers who meet all licensure and/or certification requirements that apply to the area in which the individuals are providing services to the ELL students.

Mountaineer's Charter School for Autism (MCSA) is committed to ensuring that all core curriculum personnel instructing ESOL students will have the appropriate training (ESOL endorsement/required coursework including ESOL Issues and Strategies) documentation, therefore, ESOL training will be incorporated as part of the professional development plan for the school or in personal professional development plans for individual teachers who have not met the Florida State requirements for ESOL endorsement or documentation of on timeline for ESOL endorsement. All instructional members will be expected to appropriately identify any ESOL students and levels in their grade books and use ESOL strategies when instructing ELL students. The school will identify an ESOL coordinator who will have the responsibility of overseeing, training, and assisting staff in meeting the needs of the school's ELL population throughout the school year.

Every effort will be made by the school to employ bi-lingual office and administrative staff in order to facilitate communication with non-English speaking parents.


The number of teachers will be based on the number of students identified upon student enrollment (results from home language surveys and/or ESOL levels). There is room in the budget to modify the amount for ESOL services in the Budget Surplus, should the rate of contracted services for ESE/ESOL increase due to the various needs of the students once enrolled.

C. Explain how English Language Learners who enter the school below grade level will be engaged in and benefit from the curriculum.

All students will be engaged in and benefit from the curriculum including English Language Learners (ELL) and/or students who enter the school below grade level. The results of the most recent Florida Comprehensive Assessment Test, Florida Alternative Assessment, teacher-made tests, and screenings through the reading program will be used to determine the level of mastery in reading, writing, mathematics and science for all students. This information, coupled with the results of the prior year standardized tests results and student records, will be used to determine the best educational setting for students.

Apart from providing the specific services listed in a student’s IEP, EP, and/or ELL plan as applicable, the School’s faculty will differentiate instruction as necessary to ensure all students remain successful. Student performance will be continuously assessed as described in the Section 5. Students not making adequate progress towards the Next Generation Sunshine State Standards will be identified and the following measures will be instituted:

Students needing remediation based on respective subject area assessments in specific subject areas will be assigned to and placed on a specific Progress Monitoring Plan (PMP) targeting these deficiencies. This plan requires active participation from the student, the parents and specific teachers in order to ensure continuous student improvement.

This initiative allows each student to have ownership and understanding of his/her learning style and allows each student to track and monitor his/her achievement. The PMP will be comprised of specific, measurable, individualized goals for that student as well the strategies and services to be implemented in order for the student to achieve the specified goals.


Section 8: School Climate and Discipline

A. Describe the school’s planned approach to classroom management and student discipline.

Mountaineer's Charter School for Autism (MCSA) will adopt and abide by the most recent version of the District’s Code of Student Conduct, therein incorporating the district’s policies and expectations for students. The School’s philosophy regarding student behavior ensures its commitment to the School’s mission on a daily basis. Its founders are of the opinion that both teachers and students need to be provided with a consistent behavior management system so that maximum time can be spent teaching and learning. Inappropriate behaviors that interfere with the learning process and the expectations set for character development can be reduced and ultimately extinguished through consistent, best practice behavior management techniques.

MCSA will function on the belief that a safe and orderly school is of primary importance in order to create an enjoyable environment for both students and teachers. When children behave in a respectful, responsible and safe manner, they learn more and develop into children whose character counts. With the children’s best interests in mind, it is imperative that parents and staff work together to ensure a happy, safe and productive learning experience. MCSA expects parents to take an active role in supporting this plan in order for children to learn to be responsible citizens.

Thus, behavior management based on a positive reward/point system will be in place in all classrooms from the beginning of the first year of operation. Pre-service and in-service training will be required of all teachers. The ultimate goal will be to remove these systems from the classrooms, based on the theory that appropriate behaviors will be internalized and external reward systems will no longer be necessary.

MCSA and/or 504 Team will consider the need for behavior interventions or a behavior management plan that includes alternatives to suspension or expulsion. The nature of the disability will be considered when developing and implementing behavior management strategies and discipline. MCSA will remain in constant communication with parent(s)/guardian regarding disruptive behaviors. MCSA will remain in compliance with School Board Policy 5.1891, “Discipline of Students Eligible for Services under Section 504 of the Rehabilitation Act of 1973 (‘Section 504’) and Americans with Disabilities Act (‘ADA’),” refers to students with active 504 Plans and addresses suspension, expulsion and reevaluation.

As per School Board Policy: Physical restraint is defined as a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs or head freely. It does not include a physical escort such as the temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location. Restraint is only to be used in an emergency situation and there must be imminent risk of injury or death to the student or others. A restraint may never be used as a punishment. Only trained personnel are permitted to utilize restraints. MCSA will remain compliant with School Board Policy.

As per School Board Policy: Seclusion is the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming. MCSA


personnel will never close, lock or physically block a student in a room that is unlit and the student must be consistently supervised. MCSA will remain compliant with School Board Policy.

A Functional Behavior Assessment (FBA) is a process for developing a useful understanding of how a student’s behavior is influenced by or relates to the environment. An FBA attempts to discover the purposes, goals or functions of a student’s behavior and identify the conditions under which the behavior is most likely and least likely to occur. It identifies clear, predictive relationships between events in the student’s environments and occurrences of the target behavior.

The FBA team members conduct the FBA. Once a hypothesis is formulated regarding the possible function of the target behavior, interventions are developed to provide the student with pro-social behavior that will meet the student’s needs. Effective behavior intervention plans (BIPs) are hypothesis-driven and address the causes of the student’s behavior.

An FBA can be implemented as an intervention within the established Response to Intervention (RtI) framework. It can also be recommended at any time for a student presenting with behavior challenges. Teams can consider an FBA/BIP when:

* A behavior contract or behavior plan Is not successful

* Behavior results in a recommendation for In-School Suspension (ISS) or Out-Of-School Suspension (OSS)

*Behavior results in a total of ten (10) days or more of accrued OSS

*Behavior results in a pattern of removals, including removals from class

*Before considering Alternative Education for behavior

* A student has not yet been determined eligible for special education and related services under IDEA and who has engaged in behavior that violates the code of student conduct

Determining a pattern of removals depends on assessing if the student’s behavior is substantially similar to the behavior in previous incidents that resulted in the series of removals, including such factors as the length of each removal, the total amount of time the student has been removed and the proximity of the removals to one another.

Short removals for separate unrelated incidents of behavior over the course of the academic year would not constitute a pattern. Administrators are advised to keep careful records on the number and length of removals, descriptions of the misconduct that leads to the removals and the proximity to one another.

B. Describe the school’s Code of Conduct, including the school’s policies for discipline, suspension, and dismissal.

The School will adopt and abide by the most recent version of the District’s Code of Student Conduct, therein incorporating the district’s policies and expectations for students related to consistent and timely attendance, respect for persons and property, appropriate dress, technology usage, student publications, student activities, student records, and the right to appeal, including grievance procedures.


This information will be made available to parents and students upon registration. MCSA will not transfer an enrolled student to another charter school having a separate Master School Identification Number without first obtaining the written approval of the student’s parent per statute 1002.33(22)(b).

Students with Disabilities: Discipline for students with disabilities will be in accordance with Rule 6A-6.03312, FAC, and the school district's and school's codes of conduct. In the event that a student with a disability should engage in behavior that violates the Code of Student Conduct and results in dismissal or change of placement for more than ten (10) days, the charter school will immediately notify the student’s parents/guardians of the rendered decision. The student’s IEP Team will conduct a review in accordance with the requirements of IDEA to determine the relationship between the student’s disability and the behavior subject to the disciplinary action. If the result of the review is a determination that the behavior was not a manifestation of the student’s disability, the disciplinary procedures applicable to students without disabilities will be applied. Otherwise, the IEP Team will review the student’s plan and modify it, as necessary, to address the behavior. MCSA and/or 504 Team will consider the need for behavior interventions or a behavior management plan that includes alternatives to suspension or expulsion. The nature of the disability will be considered when developing and implementing behavior management strategies and discipline. MCSA will remain in constant communication with parent(s)/guardian regarding disruptive behaviors. MCSA will remain in compliance with School Board Policy 5.1891, “Discipline of Students Eligible for Services under Section 504 of the Rehabilitation Act of 1973 (‘Section 504’) and Americans with Disabilities Act (‘ADA’),” refers to students with active 504 Plans and addresses suspension, expulsion and reevaluation.

As per School Board Policy: Physical restraint is defined as a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs or head freely. It does not include a physical escort such as the temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location. Restraint is only to be used in an emergency situation and there must be imminent risk of injury or death to the student or others. A restraint may never be used as a punishment. Only trained personnel are permitted to utilize restraints. MCSA will remain compliant with School Board Policy.

As per School Board Policy: Seclusion is the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming. MCSA personnel will never close, lock or physically block a student in a room that is unlit and the student must be consistently supervised. MCSA will remain compliant with School Board Policy.

A Functional Behavior Assessment (FBA) is a process for developing a useful understanding of how a student’s behavior is influenced by or relates to the environment. An FBA attempts to discover the purposes, goals or functions of a student’s behavior and identify the conditions under which the


behavior is most likely and least likely to occur. It identifies clear, predictive relationships between events in the student’s environments and occurrences of the target behavior.

The FBA team members conduct the FBA. Once a hypothesis is formulated regarding the possible function of the target behavior, interventions are developed to provide the student with pro-social behavior that will meet the student’s needs. Effective Behavior Intervention Plans (BIPs) are hypothesis-driven and address the causes of the student’s behavior.

An FBA can be implemented as an intervention within the established Response to Intervention (RtI) framework. It can also be recommended at any time for a student presenting with behavior challenges. Teams can consider an FBA/BIP when:

* A behavior contract or behavior plan Is not successful

* Behavior results in a recommendation for In-School Suspension (ISS) or Out-Of-School Suspension (OSS)

*Behavior results in a total of ten (10) days or more of accrued OSS

*Behavior results in a pattern of removals, including removals from class

*Before considering Alternative Education for behavior

* A student has not yet been determined eligible for special education and related services under IDEA and who has engaged in behavior that violates the code of student conduct

Determining a pattern of removals depends on assessing if the student’s behavior is substantially similar to the behavior in previous incidents that resulted in the series of removals, including such factors as the length of each removal, the total amount of time the student has been removed and the proximity of the removals to one another.

Short removals for separate unrelated incidents of behavior over the course of the academic year would not constitute a pattern. Administrators are advised to keep careful records on the number and length of removals, descriptions of the misconduct that leads to the removals and the proximity to one another.

The principal and staff have the responsibility and authority for maintaining the orderly educational process. The principal is authorized to take administrative action whenever a student's misconduct away from school has a detrimental effect upon other students or on the orderly educational process. Teachers and administrators will strive to use a variety of informal disciplinary or guidance strategies, prior to, during, and after formal disciplinary action. The following describes the types of violations which disrupt the educational process and the disciplinary actions that can be taken:

Classroom Consequences (Elementary/Middle Grades):

• 1st Consequence – VERBAL WARNING


• 2nd Consequence – TIME OUT/LOSS OF PRIVILEGES (i.e.: recess detention)

• 3rd Consequence – PARENT CONTACT/REFERRAL NOTE SENT HOME

Administrative Consequences (Elementary/Middle Grades):

• 4th Consequence – ADMINISTRATIVE DETENTION/PARENT CALLED

• 5th Consequence – IN-SCHOOL SUSPENSION (ISS – FULL DAY)/REFERRAL NOTE SENT HOME

• 6th - Severe Clause – Fighting, profanity, disrespect; disruptive behavior of this sort or repeated internal suspensions (5 or more internal suspensions) will result in immediate suspension from school (OSS). Parent/guardian will be called to pick up the student.

Consequences are determined by the severity of the infraction. Students who receive three (3) Out of School Suspension (OSS) will meet with the School Board of Directors for possible withdrawal from school.

Dismissal or Recommendation for Expulsion: MCSA’s Principal may request that the Superintendent recommend to the School Board that a student be expelled. The Principal of the School may take this action when he/she has exhausted less severe administrative disciplinary action, or when he/she has considered those alternatives and rejected them as inappropriate in the given situation. The School will abide by the School District of Palm Beach County’s policies for dismissal/expulsion.


ORGANIZATIONAL PLAN

Section 9: Governance

A. Describe how the school will organize as or be operated by a non-profit organization.

Mountaineer’s Charter School of Autism, Inc. is a Florida registered Not for Profit Corporation. The corporation will seek Section 501(c)(3) status as a tax exempt organization for the sole purpose of organizing and operating a Florida charter school. The Founding Board will apply for a Certificate of Incorporation. When a charter is granted by the Sponsor, the Founding Board will appoint the first Board of Directors (hereafter referred to as “the Board”), selected from a pool of applicants consisting of interested parent and community members. Subsequent boards will be elected by the school population at the time, as well as appointed by the current Board, as outlined further on. Any action of or by the Board shall be in compliance with Florida’s “Government in The Sunshine” Law. The following documents will be provided as required to the district and they will be maintained and be available for review, upon request, at the school office:

• Articles of Incorporation

• Governing By-laws

• IRS Notification of EIN# and Determination of Exempt Status

B. Provide an organizational chart for the school and a narrative description of the chart. Clearly describe the proposed reporting structure to the governing board and the relationship of the board to the school’s leader and administration.

Organizational Plan

The Founding Board has developed a governance model that combines and adapts governance models from the Florida School Boards Association and the National School Boards Association. The governance model of the Florida School Boards Association (www.fsba.org) includes emphasis on the boards’ focus on student learning through vision, structure, accountability and advocacy. The National School Boards Association provides a publication, The Key Work of School Boards (www.nsba.org), which details a continuous improvement model that aligns vision, standards, assessment, accountability, climate and collaboration. The organization chart is shown on page 52.

Through a combination of these models and the training required by the Florida Department of Education for charter school boards, the Board will implement a governing structure that will allow the school to grow and flourish. The Board will strive to follow the “one voice” principle, speaking and governing as a full board, rather than as individuals. The Board’s deliverables will include:

http://www.fsba.org/�


* systematic linkage between the school and the community * written governing policies which facilitate academic standards and budget priorities * assurance of organizational performance.

The Board, in collaboration with the Principal, will be responsible for the organization and control of the school and is empowered, with consideration to the boundaries of federal and state statute, to determine the policies necessary for the effective operation and general improvement of the school. The Board will be a public corporate entity and may take action only during a meeting in official public session, when a quorum is present. The Board shall limit its action to establishing policy and to meeting the requirements prescribed by laws and rules of the State Board of Education. Individual members of the Board have authority to take official action only when sitting as a member of the Board in public session, except when the Board specifically authorizes the member to act. The Board shall not be bound in any way by any action on the part of an individual board member or an employee, except when such statement or action is in compliance with the public action of the Board.

The Board of Directors of Mountaineer's Charter School for Autism (MCSA) is the ultimate policy-making body that determines the academic direction, curriculum, and operation of the school. The school principal, hired by the Board, will be responsible for all aspects of school operations within the scope of operating policy and budgetary approval by the Board. The school’s faculty and staff will report directly to the principal, who reports to the Board of Directors. The school's principal will ensure that the operations of the school are in accordance with the mission and vision of MCSA. The administrative staff will make all school-based decisions, establishing and implementing procedures for the day-to-day operations of the school. The faculty and administrative staff will be responsible for carrying out these procedures in their daily activities and interactions with students, parents and the community. The SAC will serve as an advising body to assist the school in deliberation on policies and creating an environment that meets the goals of the Board. The SAC will also be important in communicating and sharing information between the School, parents, and community.

MCSA will appoint a local representative who resides in the District and whose contact information will be provided annually to parents and posted on the charter school's Web site, as required by Section 1002.33(7)(d)1., Florida Statutes.

C. Provide a description of how the governing board will fulfill its responsibilities and obligations, including but not limited to:

o Adoption of annual budget o Continuing oversight over charter school operations


Mountaineer's Charter School for Autism Board of Directors

The governing body of MCSA will be a 5 member Board of Directors. The Executive Officers of the school’s governing board will consist of a President, Vice President, Secretary, and Financial Specialist. The governing board will also include an additional member with duties to be assigned as needed. The Board will operate as one body. The roles of the Executive Board will be defined as follows:

President. Subject to Board control, the President shall preside at all Board meetings, set the agenda for all meetings (given input from other Board members, the Principal and the school community), and facilitate the SFA meetings. The President will perform such other duties as may be prescribed by law or by action of the Board.

Vice-President. The Vice-President shall preside in the absence of the President and shall perform such other duties of the President as required by circumstances. The President and Vice-President shall be bonded in the manner prescribed by the State Board of Education.

Secretary. The Secretary shall: (a) keep or cause to be kept, at the Principal’s office, or such other place as the Board may direct, a book of minutes of all meetings of the Board and Board Committees, noting the time and place of the meeting, whether it was regular or special (and if special, how authorized), the notice given, the names of those present, and the proceedings; (b) keep or cause to be kept a copy of the corporation's Articles of Incorporation and Bylaws, with amendments; (c) give or cause to be given notice of the Board and Committee meetings as required by the Bylaws; and (d) have such other powers and perform such other duties as the Board may prescribe.

Finance Specialist. The Financial Specialist shall, in collaboration with the Principal: (a) keep or cause to be kept adequate and correct accounts of the school’s properties, receipts and disbursements (b) render to the President and the Board, as requested but no less frequently than once per fiscal quarter, an account of the school’s financial transactions and financial condition (c) review any reports on financial issues and (d) have such other powers and perform such other duties as the Board may prescribe. A monthly financial statement shall be sent to the Palm Beach County School Board by the Financial Specialist.

Members at Large. The Members at Large shall fill nondescript Board positions and exercise full voting authority.

List of Governing Board Responsibilities, including, but not limited to: • Understanding, maintaining and articulating the school’s mission, purpose and vision • Approving the initial Charter (and monitoring and approving any changes) • Hiring and overseeing the Co-Administrators (including performing their annual performance

evaluations) • Overseeing the business, property and operational affairs of the school • Setting overall curricular policy with veto control over all elements of the curriculum • Approval of all fundraising plans


• Measurement of accountability goals, objectives and improvement plans (including collaboration with the management team to set improvement goals and measurement targets)

• Establishing overall policy for MCSA (including adopting an annual calendar, Parent Student Handbook and Faculty Handbook with guidelines for the management team to follow)

• Approving the annual budget of anticipated income and expenses, and the causing of the preparation of the annual financial audit report

• Conducting quarterly reviews of the budget (and monthly reviews of financial statements) • Reviewing the By-laws, tax exemption status and other applicable regulations (including

employment law and applicable charter school regulation and legislation) • Assuming legal responsibility for the fiscal and overall administration of the school • Filing of an annual report to the Palm Beach County School Board (to be made available

to all parents of students at MCSA and posted publicly as required) • Representing the school’s interests to government bodies and agencies, (which includes

reporting as necessary to the chartering authority) • Review of the annual survey, Climate Change, and related assessment data to evaluate

the effectiveness of the SIP. • Participating with the School Advisory Council and addressing concerns of teachers,

parents, students and community members concerning the affairs of MCSA. • Addressing specific member concerns in accordance with school policies as outlined in

the Parent Student Handbook and in the Faculty Handbook • Attending and publicly posting scheduled meetings • Planning and participating in general meetings • Maintaining written records of attendance and minutes of the Board’s meetings • Participating in the Initial and annual Refresher Governance Board Training as required

by Florida State Board of Education adopted Rule 6A.6.0784 • Abiding by Florida’s Sunshine Law and observing Florida’s Open Government Requirements • Nominating community replacements to fill Board vacancies (ensuring Board composition reflects

balance and the expertise necessary for the school to achieve its mission) • Maintaining an awareness of any internal, external and financial developments that may affect the

school. • Following the Financial Emergency Requirements specified in Florida Senate Bill 278 (including

filing and implementing a financial recovery plan if required) • Building community involvement in support of MCSA (including fundraising for building projects,

upgrades and expansion).

D. Describe the policies and procedures by which the governing board will operate, including board powers and duties; board member selection, removal procedures and term limits; code of ethics, conflict of interest, and frequency of meetings. If the Board has not yet developed policies, the applicant shall describe the timeline for development and approval of Board


Policies. Charter school governing boards must be guided by a set of by-laws that define how the board will operate. Applicants may include their proposed by-laws.

MCSA's Board of Directors will be guided by the following policies and procedures:

The Board shall schedule quarterly meetings as required by Section 1002.33(7)(d)2.,Florida Statutes. The Board will publish in advance an annual calendar of meetings scheduled for the academic year and all official board meetings shall be open to the public, and all informal meetings and conferences involving board members shall be conducted as public meetings unless specifically exempted by Florida Statutes. A majority shall constitute a quorum for any Board meeting. Unless a majority is present, no decisions can be made. The Board may take no official action at any time other than an official meeting. Minutes will be taken at such meetings and submitted to the Board as well as made public in the school office or wherever the Board and Principal deem appropriate to keep the parent population informed. The minutes will be available once accepted by the Board at the next official meeting. The Board may appoint a committee (or committees) to carry out the charter’s mission as the Board shall determine to be necessary or appropriate.

These committees may consist of less than the full membership of the Board, and should include members of the school community and community members at large, when appropriate. The formation of school committees should be discussed at Student Advisory Council (SAC) meetings and all interested parties should have an opportunity to participate as needed.

Special committees will be officially appointed by the Board President. The duties of any such committee shall be outlined at the time of appointment; the committee shall be automatically dissolved when the Board accepts the committee’s final report. Each Board member shall be notified of all committee meetings, but shall have no vote unless the member is serving as a committee member. Special committees or individuals who serve on special committees shall take no action that is binding; the committee chairperson will, instead, make recommendations to the Board and the Board will approve or disapprove the recommendations.

Election. Initially, the Board will be appointed by the Founding Board and will serve for a period of one to two years depending on availability. Thereafter, Board members will be elected to positions at the beginning of the school year or a meeting designated for such purpose for a period of two years. The Principal will inform all school families in writing of the upcoming election and provide a description of expectations and responsibilities for each open position. The pool of candidates will be approved by the Board prior to general election, after which, each candidate will be given the opportunity to address the school community before the election. Each family enrolled at the school will be entitled to one vote. In the event that a position becomes vacant mid-term, members shall be selected by the Board to fulfill the remainder of the term.

Appointment. The current Board reserves the right to identify skill sets required of certain members, such as the Financial Specialist, to fulfill the duties of the Board. Current Board members may invite qualified community members to join the Board and fulfill those needs. Board members must reach consensus before selecting an individual. These individuals will be appointed rather than elected. No more than three seats will be appointed with the remainder decided upon by election. An individual possessing a needed skill set may be appointed to the Board regardless of whether he/she has children in the school.


Term of Office. Each member of the Board will serve a one or two year term. Members may be re-elected or re-appointed for consecutive terms and may fill different positions within the Board during their service. The Board will endeavor to stagger terms in order to maximize continuity.

Resignation/Removal. Any Board member may resign at any time by giving written notice to the corporation. The resignation may take effect on receipt of the notice or at a later date as specified in the notice. The Board may recommend removal of a Board member for cause.

Bonding, Insurance and Background Checks

Directors of the Board and employees of MCSA who have been granted authority to receive and expend funds on behalf of the school will be bonded and insured. All bonds will run to the school, the not-for-profit corporation and the School District. Bond and insurance documentation will be maintained on file in the school’s office for inspection. In addition, all Directors will undergo criminal background clearance checks (including fingerprinting) according to the standards and procedures prescribed by the district.

Conflict of Interest

As required for the granting of 501(c)(3) Tax Exempt Status by the Internal Revenue Service the Governing Board will adopt a conflict of interest policy, which will be thoroughly reviewed and acknowledged by all Directors. Where applicable, the Conflict of Interest Policy will also govern specific actions of the school management and its employees.

Directors of the Board are prohibited from: • personally benefiting or standing to benefit from the school’s operations • acting in a self-serving manner or for any self-serving financial benefit • acting in his/her private capacity, selling services directly or indirectly to the school • employing relatives in the school as defined specifically in the Florida Senate Bill 278, section,

Restriction on the Employment of Relatives

Code of Ethics

The School shall require that its employees to abide by the guidelines set forth in Chapter 6B-1.001, Code of Ethics of the Education Profession in Florida, and Chapter 6B-1.006, Principles of Professional Conduct for the Education Profession in Florida. The School shall be responsible for informing all new employees regarding the Code of Ethics policies, and investigation and discipline of any School employee who may be in violation of these regulations. The Governing Board will adopt policies establishing standards of ethical conduct for instructional personnel and school administrators as required by Section 1002.33(12)(g)3., Florida Statutes.

By Laws

Upon approval from the Palm Beach County School Board and the Charter School District, the by-laws of MCSA will be developed by the founding board upon board formation.


E. Explain how the founding group for the school intends to transition to a governing board.

None of the founding members will transition to the Board of Directors. Initially, the Board will be appointed by the founding members and will serve for a period of one to two years depending on availability. Thereafter, Board members will be elected to positions of two year term periods at the beginning of the school year or a meeting designated for such purpose. All new Directors of the Corporation will participate in an orientation process in which they will receive training and preparation for Board duties, responsibilities and procedures. New members will meet with the school’s management team in order to be familiarized with the academic progress, curriculum, discipline, school climate and the unique mission of Mountaineer's Charter School for Autism.

F. Describe the plans for board member recruitment and development, including the orientation process for new members and ongoing professional development.

Board members will be recruited from the founding team, and the parent base and community within which the school resides. Every year, members of the governing board will be required to participate in the mandatory governance training as stipulated by Florida law on or before August 1st of each year.

• Four-Hour Initial Governance Board Training Course This training is designed for governing boards with one or more members who have had no previous board service or have served on the board for less than ninety days.

• Two-Hour “Refresher” Governance Board Training Course This two-hour course is designed for governing boards if ALL of the members have served continuously on the school’s board for ninety days or more and have completed

four hours of initial state-approved training. Members who are new to the board must still complete the four-hour course even if other members have previously completed the four-hour training.

G. List each of the proposed members of the school’s governing board, indicating any ex-officio members and vacant seats to be filled. For each proposed member, provide a brief description of the person’s background that highlights the contribution he/she intends to make through service as a governing board member and any office of the board that individual holds.

The development of an active Board of Directors remains an ongoing process. Upon approval of Mountaineer's Charter School for Autism, the founding Board will form the (5) seat Board of Directors consisting of supporters, advisors, and parents. A background and biography of each proposed member will be supplied upon the contract phase.

H. Outline the methods to be used for resolving disputes between a parent and the school.


By maintaining a positive school environment and communicating closely with the school community, which includes parents, children and teachers, Mountaineer's Charter School for Autism believes most concerns can be dealt with either through the classroom teacher or directly with the Principal. Any parent with a complaint regarding a school related issue will be encouraged to follow the chain of command by addressing the matter directly with the individual(s) involved. If unable to resolve their concern with that individual, a meeting may be scheduled with the Principal and that individual. If the matter is still not resolved, the parent may contact any Board Member and request a mediation meeting with the Governing Board representative, the Principal and the individual(s) involved. Any Governing Board action will be taken up at the next scheduled Board Meeting and the decision of the Governing Board will be final.


Mountaineer’s Charter School for Autism Organization Chart

Board of Directors

Principal

Parent Teacher Org.

Instructional Staff Admin. / Staff


Section 10: Management

A. Describe the management structure of the school. Include job descriptions for teachers and each administrative position that identify key roles, responsibilities and accountability.

• Board of Directors • Co-Administration (Principal, staff as needed) • Instructional (Staff, Support, and Contractors) • Non-Instructional (Staff, Support and Contractors) Principal The Principal will be the instructional, curriculum program leader of the school and will be specifically responsible for recruiting staff to fulfill all student instructional roles (i.e. classroom teachers, teachers’ aides, and any paraprofessional, support staff or contractors involved directly with the instruction and/or therapy of students). All such staff will report directly to the Principal. The Principal’s role will be to foster a school climate and a learning environment that promotes the school’s mission and meets targeted school and student academic achievement objectives. The Principal will participate in communications with school families particularly concerning academic issues. Additionally, he or she will address all day-today instructional and academic issues, assist instructional support staff, address disciplinary issues and parental concerns. During the start-up phase, the Principal will oversee the implementation of the instructional delivery model (including coordinating related training), curriculum resources and assigning teachers to classes and clusters. The Principal will also be responsible to submit financial statements for and audit and to the Board. Co-Administration While the Principal will be the primary administrator, co-administration duties will be assigned to staff as warranted. These activities may include but are not limited to business operations, business development, compliance and program innovation, staff recruiting and overview of non student instructional roles (i.e. technology and media, facility workers, outside service contractors and community partners). These responsibilities will be to foster a school climate and a learning environment that promotes the school’s mission and meets the school’s targeted school and student academic achievement objectives. The Principal and other staff members as needed, will coordinate student recruitment efforts, school communications and marketing activities. Additionally, he or she will address all day-to-day business and operations issues, assist non-instructional support staff and liaise with outside service contractors and vendors. Additionally, the Principal and others as designated will coordinate school-based testing, reporting and compliance requirements mandated by the state and the district. During the start-up phase, the Principal will coordinate with the site host (landlord) to oversee the facility operations and the installation of equipment, furniture and services. The Principal will work closely with the Board in setting fundraising goals and participating in public relations activities.


Other co-administration functions to be shared among the staff will be to evaluate the adherence of the school to its unique vision and make recommendations for ongoing innovation for program improvement. Jointly, with the Principal, the staff will make a recommendation to the Board concerning the implementation of the initial schedule calendar, Parent-Student Handbook, Employment Handbook and Faculty Manual and various policies and procedures necessary for school operations. Instructional Staff The instructional staff includes teachers, aides, paraprofessionals and contracted service personnel involved with students, and or therapy of students. All teachers will report directly to the Principal. ESE Coordinator An assigned teacher will be responsible for overseeing all ESE, ELL, 504 students and students receiving PMP’s. This position will supervise and coordinate all relevant exceptional student personnel and liaise with district personnel, student families, outside therapists and professionals as necessary. This person must provide technical assistance with respect to compliance with federal law, state statute and district requirements and procedures with respect to serving the needs of these students. This individual will coordinate with the Principal with respect to all academic and behavioral issues and the documentation relating to the request for and receipt of special allocated funding designated for ESE. ESE Support Personnel This includes Speech and Language, ESE, ELL service providers that will be contracted as needed. Teachers Each teacher is expected to create and maintain a classroom atmosphere that generates high expectations and enthusiasm for learning by infusing critical thinking skills, application skills, interpersonal skills, and technology into an aligned curriculum and assessment process, resulting in measurable student achievement gains for all students. Each teacher shall posses knowledge curriculum and sunshine state standards in the appropriate subject area, be able to adapt, design and implement curriculum to meet the needs of individual students. Teachers should be able to suggest educational and classroom management strategies, materials and techniques to parents and other support personnel working with students. Lastly, be able to use observation techniques for identification, ongoing re-evaluation and planning for students.

Teaching Assistants/Aides Teaching assistants and aides will report directly to the teachers to which they are assigned. This group may include non-instructional classroom support and volunteers.


Non Instructional Staff The non instructional activities include, but are not limited to office management and administration, accounting, marketing, technology and media services, facility management, custodial, food service, transportation, and safety. The small school size will necessarily require all school employees to assume the coordination of any number of these activities. Non instructional staff and service providers may be divided by department. All non-instructional service providers and staff will report to the Business Manager. Business Manager This position will handle the front office operations, including answering telephone inquiries, walk-in inquiries, mail and general school communications and administration. In addition, this individual will provide school and Board administrative support, including maintaining and posting the agenda, ensuring the minutes are maintained and signed, managing all documents for inspection purposes, various other Board, school governance and school management records as required. As the school grows, an Administrative Assistant will be required to assist. Bookkeeper This position is responsible for generating payroll, purchase orders, school deposits, petty cash, grants, capital inventory, district required reports, insurance paperwork, employment forms, staff benefits. This individual will work with the Co-Administrators to compile budget data and maintain records for the school budget and will compile financial reports for the Principal who will then present financials for audit and Board review. The Bookkeeper will work with the district and the school’s accountant to provide monthly bank reconciliations, monthly financial statements, detailed ledgers and other required financial and other reporting documentation. In addition, the Bookkeeper may be involved in data management and data entry with respect to online student records and school reporting requirements. Food Service Coordinator (filled by district through Food Service Agreement) Lunchroom monitoring and coordination will be rotated between the applicable teaching assistants/aides until such time as the school may require a dedicated staff Coordinator. Safety and Building Operations (filled by office personnel) The Safety Coordinator will be responsible for school safety, transportation, facilities management and health related issues. This position requires the management of numerous personnel and activities including security, nursing (first aid), emergency procedures, safety drills and workshops, crisis response plan, assessment of school safety and health inspections, building code inspections, workers’ compensation claims, OSHA requirements, HIPPA regulations and other similar related issues.


JOB DESCRIPTIONS

PRINCIPAL Initially the Principal position will also assume limited instructional responsibilities as a member of the instructional team. Q UALIFICATIONS: 1. Bachelor’s degree from an accredited college or university and credentialed in ESE. 2. Successful experience as a school district administrator. 3. Evidence of successful teaching experience. 4. Evidence of leadership ability, including motivating school personnel to achieve District goals and objectives. 5. Evidence of knowledge of school-related data and the ability to use such data to make decisions. 6. Evidence of ability to serve as a change agent in schools. 7. Evidence of ability to interact collaboratively with students, parents, school-based personnel and community organizations. 8. Evidence of excellent oral and written communication skills. JOB ANALYSIS DIMENSIONS: Communication Organizational Ability Decision Making Management Control/Delegation Commitment to Vision and Mission Critical Thinking Skills Facilitative Leadership Organizational Sensitivity Proactive Orientation Achievement and Developmental Orientation PERFORMANCE RESPONSIBILITIES: Essential Functions: 1. Functions collaboratively with the SAC to assess school needs, develop a meaningful School Improvement Plan, and introduce those changes in school programs and personnel assignments that will result in achievement of school performance objectives and other District goals. 2. Provides proactive, comprehensive and facilitative leadership for the school in the planning and implementation of school improvement initiatives, including implementing a challenging curriculum. 3. Oversees from an administrative point of view the daily operation of the school. 4. Observes teacher performance and provides assistance to individual teachers in an effort to improve classroom instruction and student performance. 5. Supervises and evaluates all school-based personnel, including conducting performance appraisal sessions which are extensions of a Board-approved personnel assessment system, making reappointment recommendations and providing staff development/training opportunities.


6. Manages and supervises the school’s financial resources, including the preparation of the school’s budget, the monitoring of internal accounts, and the review and approval of purchases and payments for all goods and services received. 7. Enhances the decision-making capabilities of all school-based personnel through involvement of staff and faculty. Develops new skills and approaches to implement the school improvement and accountability. 8. Encourages increased involvement by parents, businesses and other community interests through partnerships designed to achieve both management and academic improvement and accountability. 9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and hypotheses, and to consider alternatives. 10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and non-instructional school-based personnel, and property inventories and ensures the accuracy and timeliness of all school reports. 11. Supervises the school’s food, transportation, maintenance, facility and support services. 12. Provides a clean, safe and nurturing school environment. 13. Provides effective communications with and seeks input from parents, teachers, students and the community via systematic processes. 14. Coordinates community activities relevant to the school within the school area. 15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes; and complies with audit requirements, School Board policies and administrative directives. 16. Emphasizes increased literacy in reading, writing, and mathematics for all students, including students in Exceptional Student Education and English for Speakers of Other Languages. 17. Focuses on improved achievement for all students at the school center, with emphasis on quartile one students. ADDITIONAL JOB FUNCTIONS: 1. Due to the small number of students enrolled in the early years of the school the Principal will be expected to serve teaching responsibilities as needed. 2. Follows adopted policies and procedures in accordance with School Board priorities. 3. Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s Mission Statement. 4. Performs other duties as assigned. 5. Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO:

• Board of Directors


OFFICE MANAGER QUALIFICATIONS: • High school diploma or equivalent (bachelor degree preferred) • Minimum of three (3) years of experience performing routine office/clerical duties (experience in a school setting beneficial) • Demonstrated knowledge of current computing technologies and software applications appropriate to the position’s job responsibilities, including accurate keyboard speed of 55 words per minute • Demonstrated ability to deal effectively with parents, students, teachers and the public • Demonstrated knowledge of modern office practices and procedures • Ability to communicate effectively, both orally and in writing • Passion for helping children succeed in reaching their fullest potential PERFORMANCE RESPONSIBILITIES: Essential Functions: • Answers the telephone, responds to inquiries and provides information based on extensive knowledge of school programs and activities. • Establishes and maintains control procedures for processing incoming correspondence and action documents. • Composes moderately to highly complex correspondence for Co-Administrators’ signature and maintains highly complex correspondence and records in support of the Board of Directors • Maintains current information regarding policies, programs and procedures and processes routine and more complex matters within established policies • Opens and distributes mail; assembles material for use by supervisor • Prepares payroll, travel reports, etc. for school personnel as directed • Orders supplies, initiates purchase orders, authorizes payment for items received • Maintains department/division personnel records and processes personnel paperwork related to newly-hired department/division employees. • Coordinates preparations for workshops, meetings, seminars • Maintains complete filing systems and records as required • Maintains confidentiality regarding school and business matters Additional Job Functions: • Follows adopted policies and procedures in accordance with School Board priorities. • Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s Mission Statement. • Performs other duties as assigned. • Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: • Principal


BOOKKEEPER QUALIFICATIONS: • High school diploma or equivalent • Demonstrated knowledge of current computing technologies and software applications appropriate to the position’s job responsibilities, including accurate keyboard speed of 40 words per minute • Demonstrated ability to deal effectively with parents, students, teachers and the public • Demonstrated knowledge of modern office practices and procedures • Ability to communicate effectively, both orally and in writing PERFORMANCE RESPONSIBILITIES: • Assists other school personnel in checking forms and other documents for completeness and accuracy, processing forms, preparing listings, filing and responding to routine inquiries. • Greets and assists parents and provides forms to students. • Performs standardized clerical or record-keeping functions, e.g., completing and mailing forms or form letters, maintaining established records and preparing new records, assembling and posting data, and composing routine letters. • Prepares various materials or tabulations from copy or rough draft. • Sorts and files various correspondence, reports, vouchers and other materials. • Maintains confidentiality regarding school and business matters. Additional Job Functions: • Follows adopted policies and procedures in accordance with Board priorities. • Conducts him/herself in the best interest of students and the school, in accordance with the highest standards pursuant to the school’s mission and governing principles and in support of the School District of Palm Beach County’s Mission Statement. • Performs other duties as assigned. • Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: • Principal


TEACHER QUALIFICATIONS: • Bachelor's degree from an accredited college or university • Valid Florida certification in the subject area and necessary ESE credentials • Passion for helping children succeed in reaching their fullest potential PERFORMANCE RESPONSIBILITIES: Essential Functions:

• Demonstrate mastery of all state competencies

• Foster students’ achievement gains from baseline assessment levels to be evident in pre/post tests comparison results, standardized test scores, and portfolios

• Maintain student portfolios

• Demonstrate consistent attendance

• Demonstrate efficiency

• Demonstrate oral proficiency

• Demonstrate written proficiency

• Pursue further education and supplemental credentials

• Maintain and promote a safe learning environment and administer student surveys twice yearly

• Promote problem-solving skills and character education

• Promote and enforce Code of Conduct

• Continually assess students' development (psychological and academic) through clearly defined rubrics

• Establish, maintain, assess, and (if needed) modify individual student progression plans

• Identify those students who exhibit exceptional thinking styles and behaviors and implement and/or accommodate those exceptional needs

• Attend parent/teacher meetings and conferences

• Demonstrate punctuality

• Initiate opportunities for professional development

• Initiate and present innovative ideas for special projects, school functions, field trips, extracurricular activities, and clubs

• Provide supplemental instruction

• Attend workshops and conferences

• Document parent phone calls, conversations, and conferences

• Work as partners to create behavior modification plans


Additional Job Functions: • Follows adopted policies and procedures in accordance with Board priorities. • Conducts him/herself in the best interest of students and the school, in accordance with the highest

standards pursuant to the school’s mission and governing principles and in support of the School District of Palm Beach County’s Mission Statement.

• Performs other duties as assigned. • Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: • Principal

CUSTODIAN QUALIFICATIONS: • High school diploma or equivalent, preferred • Successful experience in and demonstrated knowledge of commercial/institutional custodial work methods, materials, and equipment • Ability to read labels • Ability to understand verbal instructions • Passion for helping children succeed in reaching their fullest potential PERFORMANCE RESPONSIBILITIES: Essential Functions: • Works independently to routinely complete daily work schedule for designated school locations within time frequency provided • Oversees and monitors the workload of assigned custodial support staff • Routinely follows proper cleaning procedures and uses proper chemicals and cleaners safely, productively, and according to directions given during training • Routinely uses and operates cleaning equipment and tools in accordance with the training instructions • Moves furniture, collects and disposes of trash/garbage, and performs other related tasks necessary for the cleanliness of designated schools/locations • Inspects work upon completion of assigned schedule and completes any unfinished work • Assists supervisors with custodial and sanitation inspections following established procedures • Cleans equipment and tools after use and stores in areas assigned • Provides training to individual custodian support staff • Routinely reports safety hazards, malfunctions of equipment or plant facility to immediate supervisor


Additional Job Functions: • Follows adopted policies and procedures in accordance with Board priorities. •Conducts him/herself in the best interest of students and the school, in accordance with the highest standards pursuant to the school’s mission and governing principles and in support of the School District of Palm Beach County’s Mission Statement. • Performs other duties as assigned. • Capable of lifting/carrying 100 lbs.; considerable physical activity required RESPONSIBLE TO: •Office Manager

B. Outline the criteria and process that will be used to select the school’s leader.

The school principal will be hired by the school’s Board of Directors. The Board will extensively advertise when seeking to fill the position of the Principal and a rigorous process of interviewing candidates and reviewing their credentials will take place in order to secure the best possible candidate to lead the school. Once the principal is hired, he/she will seek to hire an assistant principal and will involve the Governing Board in all aspects of that process. Selection The Board of Directors believes that the selection of the School's Principal is the most important decision the Board will make prior to the opening of the school. This individual will have the most influence on the success of the school. The ideal candidate for this position will be an experienced education leader as well as experience in the exceptional education field who has an ability to motivate students and staff to achieve. He/she will also be skilled at building and managing internal teams as well as collaborating with others in the community to build partnerships that are beneficial to the students.

The steps in the recruitment and hiring process will generally follow the steps below but may be modified as needed for particular positions and circumstances:

1. A nationwide search will be conducted, including referrals from board members, job postings in Monster.com, teacher-teacher.com, CareerBuilder.com, and other pertinent publications.

2. The Board or their designee will review all resumes.

3. Screening interviews will be conducted by phone as the first step in determining if the person interviewed is the right fit for the job with the School.

4. First round face-to-face interviews of candidates will be held with manager(s) of the position for which the search is being conducted.

5. Background and extensive reference checks will be conducted.


6. Upon the return of a successful background check, the manager(s) of the position being searched for will interview final candidates.

7. An offer of employment will be extended to the selected candidate, offering a compensation and benefits package, if applicable.

The school principal will be responsible for all aspects of school operations within the scope of operating policy and budgetary approval by the Governing Board, and will hire the instructional, support staff, and clerical staff of the school. The school’s faculty and staff will report directly to the principal, who reports to the Governing Board of the school. The school principal will be evaluated by the Board of Directors using an evaluation tool that will incorporate the Florida Principal Competencies. These standards center around commitment to vision and mission, proactive orientation, managing interaction, tactical adaptability, concept formation, conceptual flexibility, organization ability and sensitivity, delegation, self-presentation, written communication, achievement and developmental orientation, management control, budget oversight and development, information search and analysis, and interpersonal sensitivity. Other data included in the evaluation tool will be parent participation, FAA and AYP reports, professionalism and attendance statistics, and parent, student, and staff climate surveys. In addition, the Principal's strengths and weaknesses will be summarized and a corrective action plan will be developed and implemented, if necessary. The Board President and Board of Directors will review progress against the corrective action plan and assess the need for training, professional development, or other intervention. The Board will be kept apprised of the progress to complete the corrective action plan.

C. Provide a staffing plan for each year of the charter term aligned with the school’s projected enrollment as detailed on the cover page of this application.

STAFFING MATRIX Yr. 1 Yr. 2 Yr. 3 Yr. 4 Yr. 5 Paraprofessionals 3 3 4 4 5 Teachers (ESE/ESOL credentialled) 2 4 6 8 10 Other Instructional Staff 1 1 1 1 1 Principal 1 1 1 1 1 Office Manager 1 1 1 1 1 Bookkeeper/Office Assistant 1 1 1 1 1

TOTAL 9 11 14 16 19


D. Explain the school’s plan for recruitment, selection, and development.

Teachers will be certified consistent with the provisions of chapter 1012, F.S. The school’s recruitment initiatives will include: • Classified ads in select local print publications • Internet ads in select web-sites • District and university job fairs • Word of mouth

Selection of all instructional and non-instructional staff shall be at the discretion of the Board, based on recommendations from the Principal. Initial selection of teachers and staff for the School’s opening will be accomplished with a selection committee comprised of representatives of the founding group. Subsequent selection of faculty and staff will be accomplished by the Principal who will be responsible for interviewing and recommending the hire of all staff and teachers.

For the first year, evaluations and observations will follow current PBCSD evaluation system. Thereafter, the Principal will work with a committee of faculty and staff members to review current PBCSD evaluation documents and provide a system of evaluation and observation. The evaluation process in SB 736 Student Success Act signed March 24, 2011 acknowledges changes in how teacher performance is evaluated. The Principal or designee is responsible for evaluating the performance of all staff members on a timely basis, utilizing a formalized performance management process that aligns with the School's employee growth and development initiatives.

• Teachers will be evaluated using a scale of four levels for performance (highly effective, effective, needs improvement, and unsatisfactory), instead of being evaluated as either satisfactory or unsatisfactory.

• At least half of an educator's evaluation will be based on a student learning gains for classroom teachers, 30 percent for non-classroom personnel and 40 percent for school administrators, instead of 100 percent of the evaluation being based on principal or peer review.

All faculty and staff will have the certification, endorsement, or other credentials required for their positions. No teacher or staff member will be hired who would not have been eligible for hire by the School District.

The Board of Directors will continuously monitor the employee benefits levels, salaries, and other factors to ensure that all high-quality staff remain on the job.


Section 11: Education Service Provider

Mountaineer's Charter School for Autism does not intend to engage an Educational Service Provider.


Section 12: Human Resources and Employment

A. Explain the school’s compensation plan, including whether staff will be publicly or privately employed.

All school employees will be hired as private employees of Mountaineer's Charter School for Autism, Inc. As a private employer, the school staff will enjoy an energetic, flexible working environment where individual strengths may be best developed and utilized and staff contributions will have a direct relation to promotions, financial incentives and professional recognition.

We believe that quality teachers are essential to delivering a quality, challenging and highly effective educational program. Therefore, Mountaineer Charter School for Autism (MCSA) must be able to attract and retain quality teachers. We also recognize the necessity of being fiscally responsible in order to ensure the stability and longevity of the organization. Instructional personnel represent the single largest budget item and thus will be monitored very closely.

In order to ensure flexibility and provide financial incentives based on performance, MCSA will create its own salary scale and compensation plan independent of the District’s. Such a plan will comply with applicable standards set out in the Equal Pay Act, the Fair Labor Standard Act, and all other federal or state law regarding the payment of wages. Compensation details will be reviewed by the Board prior to implementation, however, as proposed in the budget attached to this application, highlights of the compensation plan include:

• Classroom instruction salary range

• Annual standard of living increase

• Health insurance program

The Board will undertake putting together an employee financial incentive program along with a non-monetary performance recognition program. The school will continually seek to find innovative ways of retaining and attracting staff through a flexible compensation plan and through non-monetary, yet appealing incentives.

MCSA will comply with the provisions of the Florida School Code concerning compensation and salary schedules, contracts with instructional employees and evaluation of instructional personnel and school administrators, as required by Section 1002.33(16)(b), Florida Statutes. MCSA understands per Florida Statute 1002.33 (12) (b) that charter school employees shall have the option to bargain collectively as required.

B. Describe the personnel policies and procedures to which staff will be required to adhere, including expectations for participation in the school’s professional development program. If personnel policies and procedures have not been developed provide a clear plan, including timeline, for the development and approval by governing board.

MCSA will have a comprehensive professional development program. This program will be built into the school week as well as the school year. It will include involvement in Palm Beach County School


District’s staff development where appropriate, job embedded feedback and coaching, as well as training and curriculum development in the integration of learning strategies into other curriculum areas.

Certification of Instructional Staff

Teachers employed by or under contract to MCSA shall at minimum be Florida certified teachers, as required by Chapter 1012 of Florida Statute and the Federal No Child Left Behind Act (NCLB). The school may contract select skilled non-certified personnel to provide instructional services in their individual fields of specialty or to assist instructional staff members as paraprofessionals in the same manner as defined in the Statute and as provided by the FLDOE’s Rule for Charter School governing boards. Substitute teachers cannot provide instructional services for longer than 30 student attendance days for a regular identified position. Per statute 1002.33 (12)(f) will disclose qualifications of teachers to parents as required via walk through, parent newsletters, and on the school website.

MCSA will not knowingly employ an individual to provide instructional services or to serve as a teacher’s aide if the individual’s certificate or license as an educator is suspended or revoked by the State of Florida or by any other state or equivalent jurisdiction. MCSA will not knowingly employ an individual who has resigned from any school district in lieu of disciplinary action with respect to child welfare, or safety or who has been dismissed for just cause by any school district.

Background Checks

MCSA will align its hiring and screening of potential employees with the same protocols established by the School District/Sponsor. This includes pre-employment FBI fingerprinting and background checks. All employees, contractors, volunteers, governing board members and any individual who will have direct contact with children at MCSA will be required to comply with the fingerprinting and criminal background checks under Florida Statute 1012.32. The school reserves the right to end the hiring process immediately in the event that an applicant misrepresents themselves on their application, particularly with respect to past felony convictions, probation, pleadings, etc.

Ethics in Education Act

MCSA will fully comply with the Ethics in Education Act, which requires charter schools to:

• Adopt policies establishing standards of ethical conduct for instructional personnel and school administrators, including the requirement of training on the standards, responsibilities and procedures for reporting misconduct affecting the health, safety, and welfare of students by instructional personnel and school administrators, and liability protections.

• Ban confidentiality agreements with terminated or dismissed instructional personnel and school administrators (or those that resign in lieu of termination) based on misconduct and require that employment recommendations for future educational settings disclose the misconduct.


Section 13: Student Recruitment and Enrollment

A. Describe the plan for recruiting students, including strategies for reaching the school’s targeted populations and those that might otherwise not have easy access to information on available educational options.

A comprehensive advertising and promotional plan will include the use of print, broadcast, and online media to disseminate information about the school’s educational program and open enrollment period. The promotional plan to be followed in publicizing the school will be designed to reach the community in close proximity to the school and, accordingly, all racial/ethnic groups within it. By publicizing the availability of the school throughout Palm Beach County, the school’s demographic composition should mirror that of the local public schools. The school will provide copies of its promotional materials and announcements to local community organizations to make sure that “harder-to-reach” families (e.g. single-parent families, low socio-economic households, etc.) are aware of the school and their eligibility to apply for enrollment.

A student population reflective of the student population of the public school environment where the school will be located within West Palm Beach shall be promoted and encouraged through the establishment and implementation of an admission process that will provide every student eligible for a public school education will have equal opportunity to become a student of Mountaineer's Charter School for Autism (MCSA).

MCSA will conduct general information meetings that will be open to the public and announced through public service announcements. MCSA will post flyers in local public facilities such as the post office, community centers, and other locations of public access, in order to reach these parents to inform them of the educational opportunity available for their children.

MCSA may also prepare a public service announcement for broadcast on local radio and a press release for dissemination to all the major print media in the county so that the general public can be made aware of the enrollment period and location of the school.

Pupils will be considered for admission without regard to ethnicity, national origin, gender, or achievement level.

B. Explain how the school will achieve a racial/ethnic balance reflective of the community it serves or with the racial/ethnic range of other local public schools.

Pupils will be considered for admission without regard to ethnicity, national origin, gender, or achievement level. Due to the diverse racial and ethnic mix of Palm Beach County, the school expects to achieve diversity reflective of the community it serves. The promotional plan to be followed in publicizing the school will be designed to reach the local community and, accordingly, all racial/ethnic groups within it.


C. Describe the school’s enrollment policies and procedures, including an explanation of the enrollment timeline, criteria and/or any preferences for enrollment, and lottery process.

Any eligible student, as described in Fla.Stat.§1002.33(10), who submits a timely application and whose parents accept the conditions of the Parental Involvement Contract (PIC) shall be considered, unless the number of applications exceeds the capacity of the program, class, grade level, or building. If the number of applications falls short of the established capacity, supplemental registration periods may be held for the purpose of reaching student capacity.

An open admissions policy will be implemented wherein MCSA will be open to any student residing in the County. If the number of applicants exceeds capacity, applicants will be admitted on a first-come, first served basis using the time stamp on the accepted application as proof of when, exactly, the application was accepted.

For those applicants who are received after capacity has been filled, students will be assigned a waiting list number and will be admitted through a lottery system when student seats become available or capacity increases. This will ensure that all applicants will have an equal opportunity for selection.

Florida’s charter school legislation, Fla. Stat. §1002.33(10)(e), provides that the School may give enrollment preference to certain student populations. Said student populations include:

1. Students who are siblings of a student enrolled in the charter school.

2. Students who are the children of a member of the Board of Directors of the charter school.

3. Students who are the children of an employee of the charter school.

4. Students who are the children of: A). An employee of the business partner of a charter school in the workplace or a resident of the municipality in which such charter school is located; or B). A resident of a municipality that operates a charter school-in-a-municipality.

5. Students who have successfully completed a voluntary prekindergarten education program under ss. 1002.51-1002.79 provided by the charter school or the charter school’s governing board during the previous year.

6. Students who are the children of an active duty member of any branch of the United States Armed Forces.

Additionally, in order to minimize any traffic impact caused by the school and ensure that the school is available to serve the residents of the neighborhood where the school is located, the Board of Directors of the charter school may elect to limit the enrollment process to target students residing within a reasonable distance of the school as provided under Fla. Stat. §1002.33 (10)(e).

MCSA will not discriminate on the basis of race, religion, or national or ethnic origin, or exceptionality in the admission of students. Staff at the School will accommodate the needs of students enrolled at the school to ensure a positive learning experience.




Tentative Enrollment Timeline:

April, 2013 - Initial student registration period begins.

May 1, 2013 - Students who have registered will be officially enrolled. If the number of applicants exceeds capacity, admission will be accepted on a first-come, first-served basis with the time stamp on the accepted application serving to issue sequence numbers for enrollment. Parents will be notified of child’s acceptance to the school.

D. Explain any student and/or family contracts that will be used as a requisite for initial and continued enrollment in the school. Describe if and how the school will enforce such contracts.

Students will initially come from the current PBCSD area. When individuals move into the school district, they will be notified of the charter school option. Children of MCSA employees will be given the next opportunity for admission to the school as class sizes permits. By May 1st of each school year, if the school still has not met its capacity goals, and a waiting list exists, capacity will be reached by admitting students on a first-come-first served basis as reflected in the time stamp on the student’s accepted application. Slots that become available throughout the school year due to transfers or withdrawals will be filled through a lottery system.

We will enroll students based on the following criteria:

1. Students who are siblings of a student enrolled in the charter school.

2. Students who are the children of a member of the Board of Directors of the charter school.

3. Students who are the children of an employee of the charter school.

4. Students who are the children of: A). An employee of the business partner of a charter school in the workplace or a resident of the municipality in which such charter school is located; or B). A resident of a municipality that operates a charter school-in-a-municipality.

5. Students who have successfully completed a voluntary prekindergarten education program under ss. 1002.51-1002.79 provided by the charter school or the charter school’s governing board during the previous year.

6. Students who are the children of an active duty member of any branch of the United States Armed Forces.

7. All children eligible that reside within the school district.

Contracts of commitment will be required of students and their families. These contracts will be a two-way agreement between the school and the family based on commitments to the school and to the child. As noted earlier, families will be required to fulfill time commitments to the school. Each family, regardless of the number of children, will be required to provide 10 service hours to the school over the course of the school year.




MCSA understands that not all parents will be able to take off time from work, so at the beginning of the school year MCSA will provide alternative ways families can contribute.

E. Explain any other efforts to encourage parental and community involvement, if applicable.

In order to ensure substantial parent and community involvement, Board members will meet with parents and/or community to explain the program and recruit representatives, including parents to serve on a Student Advisory Council (SAC). The SAC, with parent participation, will be formed during the first semester of the school's operation. The purposes of the SAC will be to:

• Provide a venue for feedback among all partners and give a voice to the community.

• Agree upon community-related goals for the school program.

• Make constructive recommendations for school improvement.

• Establish relationships with members of the broader community and recognize their value.

• Provide information to the community about the purpose, vision, and mission of the MCSA. Parents will have a number of other opportunities for involvement in their student's education. Parents will be invited to attend an orientation session with the student during which time opportunities, expectations, and requirements of the program are clearly explained. This will set the stage for expected student progress and achievement. This will be supplemented by mailings to homes, newsletters and phone calls from teaching staff, and conferences with the student and parent(s). Parents will be encouraged to visit the school and to participate in school functions and events throughout the year, including school sponsored workshops, parent nights, report card conferences, and student award ceremonies.

The Principal and Office Administrator will be responsible for establishing partnerships with community agencies that provide social and intervention services to students and families. The goal of these partnerships is to provide a broader set of services that will help the student and family handle circumstances that interfere with learning and academic success.


BUSINESS PLAN

Section 14: Facilities

If the site is not acquired:

F. Explain the school’s facility needs, including desired location, size, and layout of space.

Final desired location, design, size and layout of Mountaineer's Charter School for Autism (MCSA) has not been completed and is pending grant of a charter. MCSA does intend to have a facility capable of serving up to 85 students in West Palm Beach in grades K-6 and progressing each year by one grade until reaching 8th grade. MCSA will utilize facilities that comply with the State Uniform Building Code for Public Education Facilities and the Florida Fire Prevention Code as required by Section 1002.33(18), Florida Statutes. Due to the nature of the Student with Disabilities (SWD) that MCSA intends to serve, the desired location, size and layout of space will need to take into consideration the unique needs of these students. In addition to classroom space needed, appropriate square footage will be needed to accommodate a Sensory Room for Occupational and Physical Therpay. On average, 20-30 square foot per child is desired, in addition to the above mentioned Sensory Room and necessary offices.

G. Provide an estimate of the costs of the anticipated facility needs and describe how such estimates have been derived. * The financial plan for the proposed school should align with the facilities-related costs described.

The forecast base rent and all other facilities costs are included for all years of the charter contract in the proposed Budget (Attachment 1). Utilities and maintenance cost estimates are also shown in the proposed budget. These estimates have been derived from actual historical data from other comparable charter school facilities leased, from experienced charter school facilities developers, updated based upon widely-reported cost escalations for land and construction costs for the corporation's charter school programs.

MCSA's Governing Board will lease the facilities at a fixed annual rate so that the school does not incur construction risks, including unanticipated delay costs, cost overruns, and the like. Lease payments will commence upon the taking of possession of the facilities by the School. Long-term leasing provides to MCSA the ability for the School’s Governing Board to focus on its core mission (education and educational programming), outsourcing the design, acquisition, permitting, financing, and construction of facilities to experienced entities in those fields. In addition, long-term leasing separates the School from the vagaries of real estate and financial markets, creating long-term guaranteed access to needed


physical plant without the associated risks of ownership. The lease documents will provide that so long as the school is meeting its rent and other obligations, even the foreclosure of the property by the developer’s lender will not affect MCSA's continuing rights to possession and use of the facilities under the lease.

H. Explain the strategy and schedule that will be employed to secure an adequate facility.

Upon charter approval from the Palm Beach County School District, we will schedule a review with the Director of Facilities for PBCSD, to determine acceptability of the design and placement we are considering for the School in West Palm Beach. Final design and construction will then be completed and lease negotiations undertaken with the owner. The design process will be completed in November of 2012 and be scheduled for construction by the early summer of 2013 if not earlier.

I. Describe the back-up facilities plan. Alternative locations will include but are not limited to office/retail space, light industrial space or other facilities that can accommodate the mission and needs of the school as stated in this application, and by the standards of the School District and State regulations. Our expectation is that several potential facilities will be available should our first choice not be satisfactory.

J. Describe the plan and methods the school will employ to comply with Florida’s constitutional class size requirements.

The facility will be in compliance with all Florida laws, regulations and policies for a safe and sound learning environment. The projected student-to-teacher ratio shall be consistent with those required by Florida Law as applied to charter schools. The class size reduction will be as follows: grades K through 3 - up to 18 students; grades 4 through 8 - up to 22 students. Due to the unique and special population that MCSA will serve, the class size requirements, in accordance to Florida's Legislature, "The Quality Education Act", is achievable. Our ratios have to remain small due to the individual needs of each student.


Section 15: Transportation Service

A. Describe the school’s plan for transportation, including any plans for contracting services. Your plan should discuss, to the greatest extent possible, the issues relevant to the school’s transportation plans.

Mountaineer's Charter School for Autism's plan for transportation, including any plans for contracting services, will be pursuant to Florida's Charter School Legislation and consistent with the requirements subpart I.E. of Chapter 1006 and 1012.45, F.S. Accordingly, the school will ensure that transportation is not a barrier to equal access within a reasonable distance of the school as required by section 1002.33, F.S.. Transportation will be provided for any students who are over 2 miles from the school. Transporta-tion will be provided by either: 1) parental contract or 2) use of a state approved contracted transportation provider.

At this time, transportation to and from home and school will be provided by the parent(s)/guardian or other approved person as designated by the parent(s)/guardian. When the student application/enroll-lment process is completed the form will include person(s) who are authorized to drop off and pick up students. A sign out book with identification and signature is required if student is to be removed from class prior to the end of the day and/or if person other than parent(s)/guardian is picking up student.


Section 16: Food Service

A. Describe the school’s plan for food services, including any plans for contracting services or plans to participate in the National School Lunch Program.

An organized meal service that meets local health, state and federal regulations will be offered at the school site. Nutritious meals will be provided in accordance with the USDA Dietary Guidelines of meal component and portion size requirements. All meals will be distributed to students using a point of sale accountability procedure.

Students will have the option to 1) provide their own drinks/meals from outside the school campus and/or 2) purchase drinks/meals from Mountaineers Charter School Cafeteria. MCSA intends to become a Palm Beach County School District sponsored site. As such, all students who qualify and meet criteria for free/reduced meals under the “Universal Breakfast and Lunch Program” will be served drinks/meals. Since the number of students will be under 50, at opening of school, a school representative will pick up meals from the nearest Base Kitchen. As school attendance changes, should enrollment exceed 50 students, MCSA will coordinate with School Food Service Department (SFSD) regarding delivery of meals. MCSA will remain in compliance with the “Charter School Food Service Agreement.

Mountaineer Charter School for Autism (MCSA) has plans to contract with the Palm Beach County School District to become a District Sponsored Site for the Satellite Food Service Program. The school facility will include a lunch-room that meets state nutritional and sanitation standards, along with access to water within the lunchroom area. The School agrees to have two satisfactory health inspections conducted on a yearly basis, by the State Department of Health, County Department, as required, to maintain Permit for Food Service. MCSA's cafeteria will post in a visible location and on the charter school Web site the charter school’s semiannual sanitation certificate and a copy of its most recent sanitation inspection report as required by s.1013.12(2)b, F.S

The School will provide free and reduced priced meals for eligible children -- children from households with incomes of less than or equal to the income criteria may be eligible for either free or reduced priced meals.

The School will implement the following procedure for processing Free/Reduced Lunch Applications:

• Disseminate lunch applications to all students upon enrollment.

• Collect lunch applications and determine applications, according to Florida Income Eligibility.

• Guidelines, published in the Federal Register by Food & Nutrition Service, USDA.

• Enter determinations for each child into TERMS.

• Provide students with notice of eligibility.

• Serve/Charge student lunches in accordance with determined eligibility.


Section 17: Budget

A. Provide an operating budget covering each year of the requested charter term that contains revenue projections, expenses and anticipated fund balances. The budget should be based on the projected student enrollment indicated on the cover page of the application.

The proposed five-year budget based on the projected student enrollment indicated on the cover page is included as Appendix 1.

B. Provide a start-up budget that contains a balance sheet revenue projections, expenses and anticipated fund balance. The start-up budget must cover any period prior to the beginning of FTE payments in which the school will expend funds on activities necessary for the successful start-up of the school.

Mountaineer's Charter School (MCSA) anticipates a start-up budget as shown in the following table. The Founding Board will be moving forward once this application is approved to acquire additional start-up funds. We anticipate that these funds will carry us until June 2013. MCSA will apply for a $25,000 planning and design grant, as provided by the Charter School Implementation Grant Program. If awarded, the grant will provide the school with additional start-up funding which will be utilized prior to the period when the school will begin to receive operational funding from the sponsor. In the event that the start-up grant is not awarded, the founding team will satisfy all start-up expenditures and personnel will not be paid until the school begins operations.

Start-up Budget for Mountaineer's Charter School, April-June 2013.

Start-Up Budget Before Schools Open

Total Revenue Allocation $21,855.67

Founding team will ensure all expenses will be satisfied through access to loans.

Account Budget Notes Code Description Units Rate Total

Classroom Instruction (5000) 510 Classroom Supplies 25 $13 $333.33 One month's payment per vendor quotes 520 Instructional Materials 25 $10 $250.00 One month's payment per vendor quotes

641-642 Classroom Equipment (desks, chairs, etc.) 25 $13 $333.33 One month's payment per vendor quotes 643-644 Computer Equipment 1 $167 $166.67 One month's payment per vendor quotes

690 Software 1 $21 $20.83 One month's payment per vendor quotes Total Instruction $1,104.17

General Support Services Board (7100)

320 Insurance Liability/Errors & Omissions/Crime 25 $20.00 $500.00 First year's payment Officers and Directors $1,000.00 First quarterly payment Total Board $1,500.00


School Administration (7300) 100 Salaries

Principal (Three months before the school opens) $50,000.00 $12,500.00 3 months of annual salary Total Office Personnel 1 $12,500.00

210 Retirement $12,500.00 3.00% $375.00 Company match 401(k) 220 Social Security $12,500.00 7.65% $956.25 Percent of Total Salaries

230 Health Insurance (includes dental, life, etc.) $3,500.00 $875.00 First quarterly payment of annual flat payment

240 Workers' Compensation $12,500.00 1.22% $152.50

Total Salaries x rate. Average rate = 1.22%

250 Unemployment Compensation 1 $ 189.00 $189.00 2.7% of first $7,000 360 Lease-Copy Machine $41.67 Lease payments 370 Postage $500.00 Marketing

390 Printing (includes advertising) $500.00 Recruitment/Report Cards/Annual Reports, etc.

510 Office Supplies $200.00 Allocation for office supploies 641-642 Office Equipment $87.50 First quarterly payment 643-644 Computer Equipment $199.58 First quarterly payment

Total School Administration $16,576.50 Facilities Acquisition and Construction (7400)

350 Repairs and Maintenance Owner to assume

360 Building Lease (Three months before school opens) 25 $ 900.00 $1,875.00 70 sq ft/student @$15/sq ft x 3 months

Total Facilities Acquisition and Construction $1,875.00 Fiscal Services (7500)

310 Professional Services: Bookkeeping/Accountant 1 $150.00 Set Up financial controls Total Fiscal Services $150.00

Central Services (7700) 310 Professional Services $ -

Marketing/Staff Recruiting and Placement $ - $150.00 Marketing/recruiting Total Central Services $150.00

Operation of Plant (7900) 641-642 Offcie Equipment $41.67 643-644 Computer Equipment $250.00 Network Equipment

690 Software $208.33 Network Software Total Administrative Technology Services $500.00

Total Budgeted Expenditures $21,855.67 Balance Start Up Funds $0.00

C. Provide a detailed narrative description of the revenue and expenditure assumptions on which the operating and start-up budget are based. The budget narrative should provide sufficient information to fully understand how budgetary figures were determined.

The facilities Mountaineer's Charter School for Autism is considering will be ample classroom and ancillary space to accommodate the needs of up to 85 students.


The budget shows a projected first year population of 25 students. These students will optimally be placed in grade levels K-6.

Students will be recruited from nearby residences.

Charter schools are funded by the state the same way as all other public schools in the school district. MCSA will receive operating funds from the Florida Education Finance Program (FEFP) based on the number of full-time equivalent (FTE) students enrolled.

MCSA will provide Palm Beach County School District with the estimates of numbers of students that will be enrolled at the school and the Palm Beach County School District will calculate the equivalent FTE for budget projections.

Charter schools are entitled to their proportionate share of categorical program funds for eligible students and programs such as ESE guaranteed allocation, Supplemental Academic Instruction (SAI), reading allocation, class size reduction funds, discretionary local efforts, instructional material allocation and voting operation millage. This budget is based on a variety of resources.

Where applicable, budget numbers are taken from the Revenue Estimate Worksheet provided by the Finance Office of the Palm Beach County School District. Budget projections for the 2013-2014 school year were developed by the Palm Beach County School District, to be used as a way of forecasting budget requirements. Five-year budget projections are also included.

MCSA will apply for a variety of grants. The school will also apply for Public Education Capital Outlay (PECO) funds as outlined under s.1013.62 (1), F.S.

MCSA will receive FEFP money, ESE Guarantee Allocation, and Class Size Reduction Funds for which they are qualified. Other FEFP funds (weighted share), Discretionary Lottery, Instructional Material Allocation, and Supplemental Academic Instruction Funds are also other possible sources of funding.

We anticipate that parent support is going to be a key factor in the success of MCSA. To that end, we will have a requirement of 10 hours of community service per year per family to help make the charter school run as well as a fundraising program.

Other fundraising projects will be developed and initiated as the Board of Directors and Student Advisory Councils are formed and take on the responsibility of this effort.

Expenditure Plan

Five percent of MCSA's FEFP money will be paid to the Palm Beach County School District. For that money, the school district is expected to provide Mountaineer's Charter School for Autism with:

* Contract management services. * FTE and data reporting services. * Exceptional student education administration services.


* Test administration services, including payment of costs of state-required or district required student assessments.

* Processing of teacher certificate data services. * Information services, including equal access to student information systems that are used by the

public schools in the district.

It is MCSA’s intent to compensate teachers’ and staff’s salaries within the levels Palm Beach County School District has incorporated in the Budget Workbook, which is based on salaries for the District.

The first year plan is based on a six member full and part-time faculty and staff team as described in the Staffing Plan in Section 10.

Estimation in the budget in Appendix 1 for classroom supplies, instructional materials, computer equipment, initial software investment, and furnitire at education institution prices have been incorporated each year based on quotes that have been gathered from companies that provide supplies to ESE schools. Prorated amounts have been added each year as the school grows.

The Principal and teachers will all be credentialed for ESE students and the budget includes funding for standard benefits. Paraprofessional and other instructional staff are included in the budget with the specific paraprofessional needs filled according to the enrolled student body requirements.

MCSA will purchase a self-study training package for $500 that will provide mandatory Board training. Additionally, errors and omissions insurance will be provided to Board members.

The school intends to set aside a portion of the fund balance each year to provide staff incentives and increase salaries.

Central and internal services are based on best estimates.

Plant operations and projections for telephone, utilities, pest control, grounds maintenance, fire alarm and security system monitoring, and supplies are based on best estimates.

Janitorial costs will initially be a part-time position and combined with food service support requirements. Combining the janitorial duties and food service duties will result in a full time employee to assume both responsibilities.

Infrastructure and networking support will be under contract with a network supply company. The estimates include wireless network services and maintenance of servers, VoIP phone system, and analog phone lines. This estimate also includes costs for software usage and licensing.

D. Explain how the governing board will monitor the budget, including a strategy for addressing revenue shortfalls due to lower than expected enrollment.

Priorities in spending will focus on student support services and direct instructional funding. Teacher


salaries fit into this priority, with the Principal and office staff coming next. The leaders of this initiative will be negotiating a lease arrangement that will be sensitive to student population. The negotiation will result in lower lease costs during the first years with increase in lease charges as the student population increases. No excess materials or equipment will be purchased or leased without the student population to support its use. Only the number of teachers and assistants needed to support the opening of the school will be hired. Expenses will be structured to conform to the specific FTE and other income that will be available to enable a financially sound operation.

It is anticipated that through feedback the founding team has received from the community, meeting the first year’s student population forecast should be met. However, the Board of Directors will monitor the financial situation closely as students the registration process proceeds.

E. Provide monthly cash flow projections for the school’s start-up period (i.e. from the date on which the application is approved to the beginning of the first fiscal year of operation) through the first year of operation.

Spending will be closely regulated as the MCSA is formed. The leases for facility, equipment, and supplies will commence as the facility is occupied in April, 2013. Prior to facility occupation, no expenditures are planned. The three months prior to facility occupation will incur expenditures according to the schedule reflected in the start-up period shown in Section 17 (B) above.

The monthly schedule forecast for the first year of operation is included in Appendix 1.

F. Describe the school’s fundraising plan, if applicable. Report on the current status of any fundraising efforts, including verification of any fundraising monies reported in the school’s start-up or operating budgets.

School Fundraising Plan

Fundraising is an extremely important part of our budgeting process. Some suggestions for potential fund raising include:

Newsletter & Web Sites- The school will have two on-going communication and fundraising vehicles: a website and a weekly newsletter. Local businesses and clubs will be able to buy banner ads and, where appropriate, be offered a link to their web sites. The fees to be charged and manner in which the ads will be made available will be determined by the SAC as approved by the Board of Directors. Total revenues from these and other sources cannot be determined at this time. An important role of the SAC will be to develop additional fundraising efforts to offer field trip and other educational program funding.


Section 18: Financial Management and Oversight

A. Describe who will manage the school’s finances and how the school will ensure financial resources are properly managed.

The Governing Board has the ultimate responsibility to ensure that the School’s finances are managed properly. Mountaineer's Charter School for Autism (MCSA) Board will recruit a member, designated as a Financial Specialist, with the requisite skill sets in financial management and accounting.

The Board will review and approve a preliminary annual budget prior to the beginning of the fiscal year. The Principal of the School will prepare a school-site budget, which will include anticipated revenues and expenditures based on student enrollment. Each quarter, the Board will review the budget and make revisions, as necessary.

The Principal will manage the day-to-day-operations and site-based finances, including expenditures and receivables. The Board will adopt a policy whereby the Principal will need to seek prior approval from the Board for expenditures over a pre-approved amount. The Principal will report at least quarterly to the Board on the progress of the site-based budget and make recommendations and seek approval for large expenses. The Board will oversee the Principal and remain responsible for all financial matters delegated to the Principal.

B. Describe the financial controls, including an annual audit and regular board review of financial statements, which will be employed to safeguard finances.

MCSA has established financial procedures to further safeguard its finances. The Board shall annually adopt and maintain an operating budget, retain the services of a certified public accountant or auditor for the annual independent financial audit and review, and will approve the audit report, including audit findings and recommendations. In the event a financial recovery plan is necessary, the Board will monitor it and ensure such plan is appropriately maintained. The Board will also review and monitor the financial statements of the School on at least a quarterly basis during regularly scheduled Board Meetings.

Controls - The Board of Directors is responsible for establishing and maintaining a system of internal controls in order to provide reasonable assurance that the school’s assets are safeguarded against loss from unauthorized use or disposition, and that transactions are executed in accordance with the school's authorization and recorded properly in the financial records. Controls will be established in accordance with all applicable federal, state and local laws and in line with accepted industry standards and best practices.

Bank statements will be reconciled each month and financial statements to the Board and sponsor will be regularly provided as required by Florida Statutes 1002.33 (9)(g)2. The statements will include revenues, expenditures, account balances, and other data as requested by the Board or Sponsor on


dates and frequency that the Board and Sponsor require.

C. Describe the method by which accounting records will be maintained.

MCSA’s Principal and Bookkeeper shall maintain the school’s accounting records and shall work with the Board to ensure appropriate management of those records. The School will utilize the standard state codification of accounts as contained in the Financial and Program Cost Accounting and Reporting for Florida Schools, as a means of codifying all transactions pertaining to its operations for both internal and external reporting. Financial reporting will be subject to any directives issued by the State of Florida and Sponsor.

All permanent records of students leaving the school, whether by graduation, transfer to the public school system, or withdrawal to attend another school, must be transferred to the school system in accordance with the state law and in full compliance with District protocols and procedures. Records of student progress must be transferred to the District if the student is returning to the District. Charter schools must use the Florida Department of Education electronic data formats when submitting student information.

D. Describe how the school will store student and financial records.

MCSA will maintain both student and financial records in accordance with Chapter 119, Florida Statutes. Retention schedules established by the records and information management program of the Division of Library and Information Services of the Department of State will be followed.

MCSA will maintain both active and archival records for current and former students in accordance with federal, state, local laws and with the regulations prescribed by the Florida Department of Education. The School will ensure that all student records are kept confidential as required by applicable law.

All permanent records of students leaving MCSA, whether by graduation or transfer to another public or a private educational institution shall have a copy of their permanent record forwarded to the school in which the student is enrolled. All permanent records remain in the last school in which the student was enrolled.

All student and financial records will be kept in locked, fire-proof cabinets or in a fire-proofed locked records storage vault. Only certain school personnel will have access to student records, and computerized student records are backed up regularly and stored in a secure area.

E. Describe the insurance coverage the school will obtain, including applicable health, workers compensation, general liability, property insurance and directors and officers liability coverage.

The budget provides funding for health insurance for employees as well as state required workers’ compensation coverage. Comprehensive general liability insurance, fire, property and casualty


insurance, and vehicle liability insurance will be procured. Directors and employees in leadership positions will be bonded and errors and omissions coverage will also be funded.

The insurance provider will be authorized by subsisting certificates of authority by the Department of Financial Services or an eligible surplus lines insurer under Florida statutes. The insurer will have a Best’s rating of “A” or better and a Financial Size category of “VI” or better, according the Best’s Rating Guide.

The following schedule will be used as a minimum requirement for each classification of insurance: Automobile Liability- A minimum $1,000,000 per occurrence, and if subject to an annual aggregate, $3,000,000.

Errors and Omissions- A minimum of $1,000,000 per claim/annual aggregate, and maximum deductible of $25,000 per claim.

Fidelity Bonds (or crime)- $1,000,000 for each person performing Principal or Financial Specialist duties and $1,000,000 for each member of the Governing Board and each person authorized to make purchases or contract for services that exceed $5,000.

Comprehensive General Liability, Bodily Injury, Property Damage, and Personal Injury- A minimum $1,000,000 per occurrence and a $3,000,000 annual aggregate will be maintained. Except with respect to property damage liability, coverage shall apply on a first-dollar basis without application of any deductible or self-insured retention. Property damage liability may be subject to a maximum deductible of $1,000 per occurrence.

Workers’ Compensation and Employer Liability- The School’s insurance will cover the School (and its subcontractors, to the extent that it is not otherwise insured) for those sources of liability which would be covered by the latest edition of the standard Workers’ Compensation Policy, as filed for use in Florida by the National Council on Compensation Insurance, without restrictive endorsements.

There shall be no maximum limit on the amount of coverage for liability imposed by the Florida Workers’ Compensation Act or any other coverage customarily insured under part 1 of the standard Workers’ compensation Policy. The minimum amount of coverage for those customarily insured under part 2 of the standard Workers’ Compensation Policy shall be $500,000 for each accident; $500,000 for each disease; and $500,000 each employee. Fire, Property, and Casualty- MCSA will obtain and maintain insurance for its building(s) and contents.


Section 19: Action Plan

A. Present a timetable for the school’s start-up including but not limited to the following key activities: Identifying and securing facility, Recruiting and hiring staff, Staff training, Governing Board training, Policy Adoption by Board (if necessary), Lottery, if necessary, and Student enrollment.

The timetable below describes the timing of the major steps in the facility acquisition, permitting, and renovation process

Activity Responsible Party Date Begin site search Founding Team May 2012 Begin Charter Application Founding Team May 2012 Create School Budgets Founding Team May 2012 Submit Charter Application Founding Team August 2012 Application reviewed and approved by sponsor

School District October 2012

Begin Lease Negotiations Founding Team October 2012 Sign facility lease or purchase agreement

Board of Directors January 2013

Finalize school facility design Board of Directors January 2013 Negotiate Charter School Contract Founding Team, Board of Directors January 2013 Begin Plans and Permits Board of Directors February 2013 Begin collaboration with school district regarding process and procedures

Principal/Board of Directors February 2013

Begin community outreach, Communication, and Enrollment

Principal, Board of Directors, Founding Team

February 2013

Begin Teacher and Staff Recruiting Principal, Founding Team February 2013 Finalize School Calendar Board of Directors March 2013 Begin Construction Founding Team March 2013 Hire School Principal Board of Directors April 2013 Enrollment office opens Principal, Founding Team June 2013 Complete Teacher and Staff Recruiting Principal, Founding Team June 2013 Train staff Principal July 2013 Facility Completed Principal, Board of Directors August 2013 Set up Administrative and Classroom Space

Founding Team August 2013

Verify all appropriate inspections and clearances including Certificate of Occupancy

Principal, Founding Team August 2013

Student/Parent Orientation Principal August 2013 School Opens Principal August 2013 Mountaineer Charter School for Autism (MCSA) is prepared to handle all unanticipated events that may occur. All actions taken in response to unanticipated events will be designed to support and strengthen MCSA's commitment to educational excellence and the success of its programs and our students.


STATEMENT OF ASSURANCES

This form must be signed by a duly authorized representative of the applicant group and submitted with the application for a charter school.

As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application for a charter for ____________ is accurate and true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:

A. Will be nonsectarian in its programs, admission policies, employment practices and operations. B. Will enroll any eligible student who submits a timely application, unless the school receives a

greater number of applications than there are spaces for students, in which case students will be admitted through a random selection process.

C. Will adhere to the antidiscrimination provisions of section 1000.05, F.S. D. Will adhere to all applicable provision of state and federal law relating to the education of

students with disabilities, including the Individuals with Disabilities Education Act; section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of 1990.

E. Will adhere to all applicable provisions of federal law relating to students who are limited English proficient, including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974.

F. Will participate in the statewide assessment program created under section 1008.22, F.S. G. Will comply with Florida statutes relating to public records and public meetings, including

Chapter 119, Florida Statutes, and section 286.011, F.S., which are applicable to applicants even prior to being granted a charter.

H. Will obtain and keep current all necessary permits, licenses and certifications related to fire, health and safety within the building and on school property.

I. Will provide for an annual financial audit in accordance with section 218.39, F.S.

The governing board, at its discretion, allows _________________________________ (name),

________________________________ (title) to sign as the legal correspondent for the school.

_______________________________________ ___________________________ Signature Date

________________________________________ ___________________________ Printed Name


Attachment 1. Budgets - Five Year and First Year Monthly


Yr1

Yr2

Yr3

Yr4

Yr5

Budget Worksheet

2013-14

2014-15

2015-16

2016-17

2017-18 Mountaineer's Charter School for Autism Number of Students 25

40

54

70

85

Fiscal Year 2013 - 2017 Grade Levels K-6

K-7

K-8

K-8

K-8

Year 1

Expense Inflation

101%

101%

101%

101%

Estimated Revenue

FEFP Basic Gross - 3310 $340,372

$504,821

$649,537

$795,777

$925,791 Less amount to be restricted to capital outlay

Instructional Materials - 3336 $1,941

$3,114

$4,203

$5,342

$6,616 Discretionary Lottery Funds - 3344 $0

$400

$540

$696

$850

Class Size Reduction - 3355 $108,103

$164,989

$218,058

$286,854

$346,702 Discretionary Local Effort - 3411 $40,225

$66,150

$89,302

$115,010

$140,569

Transportation - 3354 $35,871

$2,713

$3,663

$4,655

$5,401 17.5% of students Other funds $0

$0

$0

$0

$0 Fundraising/Loans/Other Source of Funds

100 General Funds

Total Revenue: $526,512 $742,187 $965,303 $1,208,334 $1,425,929

Acct. Budget Notes Code Description Units Rate Total Units Rate Total Units Rate Total Units Rate Total Units Rate Total

Classroom Instruction (5000) 100 Salaries

Classroom Teachers 0 $35,000 $0 0 $35,350 $0 0 $35,704 $0 0 $36,061 $0 0 $36,421 $0 Paraprofessionals 3 $14,000 $42,000 3 $14,140 $42,420 4 $14,281 $57,126 4 $14,424 $57,697 5 $14,568 $72,842 Other Teachers (ESE, ESOL, Reading/Math Coaches) 2 $40,000 $80,000 4 $40,400 $161,600 6 $40,804 $244,824 8 $41,212 $329,696 10 $41,624 $416,242 Permanent Floating Substitute Teachers 0 $1,100 $0 0 $1,111 $0 0 $1,122 $0 0 $1,133 $0 0 $1,145 $0 Other Instructional Staff (sign language) 1 $25,000 $25,000 1 $25,250 $25,250 1 $25,503 $25,503 1 $25,758 $25,758 1 $26,015 $26,015 Total Salaries & Units of Full Time Personnel 6 $147,000 8 $229,270 11 $327,452 13 $413,151 16 $515,099 Hourly Instructional Personnel (Tutoring/Part-time Teachers) 0 $0 $0 0 $0 $0 0 $0 $0 0 $0 $0 0 $0 $0 Total Instructional Personnel 6 $147,000 8 $229,270 7 $327,452 13 $413,151 16 $515,099

210 Retirement $147,000 3.00% $4,410 $229,270 3.00% $6,878 $327,452 3.00% $9,824 $413,151 3.00% $12,395 $515,099 3.00% $15,453 Company match 401(k) or FRS at 7.77% 220 Social Security $147,000 7.65% $11,246 $229,270 7.65% $17,539 $327,452 7.65% $25,050 $413,151 7.65% $31,606 $515,099 7.65% $39,405 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 6 $3,500 $21,000 8 $3,535 $28,280 11 $3,570 $39,274 13 $3,606 $46,879 16 $3,642 $58,274 Company contribution of $3500 per yr. 240 Workers' Compensation $147,000 1.25% $1,838 $229,270 1.25% $2,866 $327,452 1.25% $4,093 $413,151 1.25% $5,164 $515,099 1.25% $6,439 Total Instructional Salaries x 1.25% 250 Unemployment Compensation 6 $189 $1,134 8 $189 $1,512 7 $189 $1,323 13 $189 $2,457 16 $189 $3,024 2.7% of first $7,000 = $189 310 Professional Services (contracted instructional services)

Speech Therapy 200 $50 $10,000 320 $50 $16,000 432 $50 $21,600 560 $50 $28,000 680 $50 $34,000 Hours X hourly rate Occupational/Physical Therapy 200 $60 $12,000 320 $60 $19,200 432 $60 $25,920 560 $60 $33,600 680 $60 $40,800 Physical Education, Art, Technology 0 $0 $0 1 $10,000 $10,000 0 $10,000 $0 0 $10,000 $0 0 $10,000 $0

350 Computer Repairs $50 $0 $50 $0 $50 $0 $50 $0 $50 $0 510 Classroom Supplies 25 $160 $4,000 40 $160 $6,400 54 $160 $8,640 70 $160 $11,200 85 $160 $13,600 Units = number of students. 520 Instructional Materials 25 $120 $3,000 40 $120 $4,800 54 $120 $6,480 70 $120 $8,400 85 $120 $10,200 Units = number of students.

641-642 Classroom Equipment (desks, chairs, etc.) 25 $160 $4,000 40 $160 $6,400 54 $160 $8,640 70 $160 $11,200 85 $160 $13,600 Variable, based on need

643-644 Computer Equipment $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 Estimates based on vendor quotes. 690 Software $250 $250 $250 $250 $250 $250 $250 $250 $250 $250 Estimates based on vendor quotes. 750 Substitute Teachers 0 $85 $0 0 $85 $0 0 $85 $0 0 $85 $0 0 $85 $0

Total Instruction $221,877 $351,395 $480,546 $606,301 $752,144 Instructional Support Services (6000)

Pupil Personnel Services (6100) 100 Salaries

ESE Contact 0 $38,000 $0 0 $38,380 $0 0 $38,764 $0 0 $39,151 $0 0 $39,543 $0


Yr 1

Yr2

Yr3

Yr4

Yr5 Guidance Counselors 0 $40,000 $0 0 $40,400 $0 0 $40,804 $0 0 $41,212 $0 0 $41,624 $0 School Nurse 0 $33,000 $0 0 $33,330 $0 0 $32,320 $0 0 $32,643 $0 0 $32,970 $0 Health Assistant 1 $10,000 $10,000 1 $10,100 $10,100 1 $10,201 $10,201 1 $10,303 $10,303 1 $10,406 $10,406 Parent Liason 0 $10,000 $0 0 $10,100 $0 0 $10,201 $0 0 $10,303 $0 0 $10,406 $0 Total Pupil Personnel Staff 1 $10,000 1 $10,100 1 $10,201 1 $10,303 1 $10,406

210 Retirement $10,000 3.00% $300 $10,100 3.00% $303 $10,201 3.00% $306 $10,303 3.00% $309 $10,406 3.00% $312 220 Social Security $10,000 7.65% $765 $10,100 7.65% $773 $10,201 7.65% $780 $10,303 7.65% $788 $10,406 7.65% $796 230 Health Insurance (includes dental, life, etc.) 1 $3,500 $3,500 1 $3,535 $3,535 1 $3,570 $3,570 1 $3,606 $3,606 1 $3,642 $3,642 240 Workers' Compensation $10,000 1.22% $122 $10,100 1.22% $123 $10,201 1.22% $124 $10,303 1.22% $126 $10,406 1.22% $127 250 Unemployment Compensation 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 310 Professional Services

Counseling Services $30 $0 $30 $0 $30 $0 $

30 $0 $

30 $0 Contracted Nurse (Health Department)

$0 $0 $0 $0 $0 $ - $0 $ - $0

Total Pupil Personnel Services $14,876 $15,023 $15,171 $15,321 $15,472 Media Services (6200)

100 Salaries Librarian 0 $20,000 $0 0 $20,200 $0 0 $20,402 $0 0 $20,606 $0 0 $20,812 $0 Media Specialist 0 $35,000 $0 0 $35,350 $0 0 $35,704 $0 0 $36,061 $0 0 $36,421 $0 Total Media Personnel 0 $0 0 $0 0 $0 0 $0 0 $0

210 Retirement $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 220 Social Security $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 $0 7.65% $0

230 Health Insurance (includes dental, life, etc.) 0 $ 3,500 $0 0 $

3,535 $0 0 $

3,570 $0 0 $ 3,606 $0 0 $ 3,642 $0 240 Workers' Compensation $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 $0 1.22% $0

250 Unemployment Compensation 0 $

189 $0 0 $

189 $0 0 $

189 $0 0 $

189 $0 0 $

189 $0

610 Library Books 0 $

10 $0 40 $

10 $400 54 $

10 $540 70 $

10 $700 85 $

10 $850 Range: $10 per hardbound book

620 Audio-Visual Materials 0 $ 300 $0 1 $

2,000 $2,000 1 $ 2,000 $2,000 1 $ 2,000 $2,000 1 $ 2,000 $2,000 Computer leases Total Media Services $0 $2,400 $2,540 $2,700 $2,850

Curriculum Development (6300) 100 Salaries

Curriculum Specialist 0 $50,000 $0 0 $50,500 $0 0 $51,005 $0 0 $51,515 $0 0 $52,030 $0 210 Retirement $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 220 Social Security $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 230 Health Insurance (includes dental, life, etc.) 0 $3,500 $0 0 $3,535 $0 0 $3,570 $0 0 $3,606 $0 0 $3,642 $0 240 Workers' Compensation $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 250 Unemployment Compensation 0 $189 $0 0 $189 $0 0 $189 $0 0 $189 $0 0 $189 $0 310 Professional Services (consultants, etc.)

Total Curriculum Development $0 $0 $0 $0 $0 Staff Development (6400)

100 Workshop Stipends 3 $400 $1,200 5 $404 $2,020 7 $408 $2,856 9 $412 $3,709 11 $416 $4,579 220 Social Security $1,200 7.65% $92 $2,020 7.65% $155 $2,856 7.65% $219 $3,709 7.65% $284 $ 4,579 7.65% $350 310 Professional Services (workshop, consultants, training, etc.) $0 $0 $0 $0 $0 330 Travel (workshop registration, lodging, etc.) 0 $750 $0 0 $750 $0 0 $750 $0 0 $750 $0 0 $750 $0

Total Staff Development $1,292 $2,175 $3,075 $3,993 $4,929 Instructional-Related Technology(6500)

100 Instructional Technology Support Salaries 0 $35,000 $0 0 $35,350 $0 0.0 $35,704 $0 0 $36,061 $0 0 $36,421 $0 210 Retirement $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 $0 3.00% $0 220 Social Security $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 $0 7.65% $0 230 Health Insurance (includes dental, life, etc.) 0 $3,500 $0 0 $3,535 $0 0 $3,570 $0 0 $3,606 $0 0 $3,642 $0 240 Workers' Compensation $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 $0 1.22% $0 250 Unemployment Compensation 0 $189 $0 0 $189 $0 0 $189 $0 0 $189 $0 0 $189 $0


Yr 1

Yr2

Yr3

Yr4

Yr5 310 Professional Services (workshop, consultants, training, etc.) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 330 Travel (workshop registration, lodging, etc.) $0 $0 $0 $0 $0 Variable, based on need

643-644 Computer Equipment $0 $0 $0 $0 $0

Total Staff Development $0 $0 $0 $0 $0 General Support Services

Board (7100) 310 Professional Services (Legal) 1 $2,000 1 $2,000 1 $2,000 1 $2,000 1 $2,000 Range: Hourly rate $150-$250 320 Insurance

Liability/Errors & Omissions/Crime 25 $20 $500 40 $20 $800 54 $20 $1,080 70 $20 $1,400 85 $20 $1,700 $20 per student Officers and Directors $4,000 $4,000 $4,000 $4,000 $4,000 Average: $4,000 annual

310 Audit $2,000 $4,000 $5,000 $5,000 $5,000 330 Governance Training $500 $0 $500 $0 $500 330 Travel (workshop registration, lodging, etc.)

Total Board $9,000 $10,800 $12,580 $12,400 $13,200 General Administration (7200)

310 Professional Services-Management 25 $ 200 $5,000 40 $0 54 $ - $0 70 $ - $0 85 $ - $0

730 Administrative Fee $526,512 5% $26,326 $

742,187 5% $37,109 $ 965,303 5% $48,265 $ 1,208,334 5% $60,417 $ 1,425,929 5% $71,296 Based on total revenue for first 250 students Total General Administration $31,326 $37,109 $48,265 $60,417 $71,296

School Administration (7300) 100 Salaries

Principal (ESE) 1 $50,000 $50,000 1 $50,500 $50,500 1 $51,005 $51,005 1 $51,515 $51,515 1 $52,030 $52,030 Assistant Principal 0 $60,000 $0 0 $60,600 $0 0 $61,206 $0 0 $61,818 $0 0 $62,436 $0 Office Manager 1 $20,000 $20,000 1 $20,200 $20,200 1 $20,402 $20,402 1 $20,606 $20,606 1 $20,812 $20,812 Office Assistant 0 $23,000 $0 0 $23,230 $0 0 $23,462 $0 0 $23,697 $0 0 $23,934 $0 Other Office Personnel 0 $20,000 $0 0 $20,200 $0 0 $20,402 $0 0 $20,606 $0 0 $20,812 $0 Total Office Personnel 2 $70,000 2 $70,700 2 $71,407 2 $72,121 2 $72,842

210 Retirement $70,000 3.00% $2,100 $70,700 3.00% $2,121 $71,407 3.00% $2,142 $72,121 3.00% $2,164 $72,842 3.00% $2,185 220 Social Security $70,000 7.65% $5,355 $70,700 7.65% $5,409 $71,407 7.65% $5,463 $72,121 7.65% $5,517 $72,842 7.65% $5,572 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 2 $3,500 $7,000 2 $3,535 $7,070 2 $3,570 $7,141 2 $3,606 $7,212 2 $3,642 $7,284 240 Workers' Compensation $70,000 1.22% $854 $70,700 1.22% $863 $71,407 1.22% $871 $72,121 1.22% $880 $72,842 1.22% $889 Total Salaries x rate of 1.22% 250 Unemployment Compensation 2 $189 $378 2 $189 $378 2 $189 $378 2 $189 $378 2 $189 $378 2.7% of first $7,000 = $189 360 Lease-Copy Machines 12 $500 $6,000 12 $500 $6,000 12 $500 $6,000 12 $500 $6,000 12 $500 $6,000 370 Postage 25 $6 $150 40 $6 $242 54 $6 $331 70 $6 $433 85 $6 $531 Average = $6.00 per student 390 Printing (includes advertising) $1,000 $1,000 $1,000 $1,010 $1,010 $1,020 $1,020 $1,030 $1,030 Report Cards/Annual Reports, etc. 510 Office Supplies $2,000 $5,050 $5,050 $5,101 $5,101 $5,152 $5,152 $5,203 $5,203

641-642 Office Equipment Lease 0 $350 $0 $583 $583 $589 $583 $595 $583 $601 $583

643-644 Computer Equipment Lease 0 $479 $0 2 $798 2 $798 2 $0 $798 2 $0 $798 Computer lease payments.

730 Dues and Fees 0 $4 $0 40 $ 4 $162 54

$ 4 $220 70 $4 $288 85 $4 $354 Professional association dues

330 Travel (workshop registration, lodging, etc.) 1 $0 $0 1 $ - $0 1

$ - $0 1 $0 $0 1 $1,000 $1,000 Travel allowance

Total School Administration $94,837 $100,376 $101,445 $102,546 $104,650 Facilities Acquisition and Construction (7400)

350 Repairs and Maintenance $1,000 $5,000 $5,000 $5,000 $5,000 360 Building Lease 25 $750 $18,750 40 $900 $36,000 54 $909 $49,086 70 $918 $85,819 85 $927 $105,535 630 Buildings and Fixed Equipment $10,000 $15,000 $15,000 $15,000 660 Land 670 Improvements Other than Buildings 680 Remodeling and Renovations $0 $0 $10,000 $10,000 $10,000 Upkeep and replacement allocation

Total Facilities Acquisition and Construction $19,750 $51,000 $79,086 $115,819 $135,535 Fiscal Services (7500)


100 Salaries Yr 1

Yr2

Yr3

Yr4

Yr5 Accountant 0 $50,000 $0 0 $50,500 $0 0 $51,005 $0 0 $51,515 $0 0 $52,030 $0 Bookkeeper/Office Assistant 1 $22,000 $22,000 1 $22,220 $22,220 1 $20,000 $20,000 1 $20,200 $20,200 1 $20,402 $20,402 Total Fiscal Personnel 1 $22,000 1 $22,220 1 $20,000 1 $20,200 1 $20,402

210 Retirement $ 22,000 3.00% $660 $22,220 3.00% $667 $20,000 3.00% $600 $20,200 3.00% $606 $20,402 3.00% $612 0 220 Social Security $ 22,000 7.65% $1,683 $22,220 7.65% $1,700 $20,000 7.65% $1,530 $20,200 7.65% $1,545 $20,402 7.65% $1,561 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 1 $3,500 $3,500 1 $3,535 $3,535 1 $3,570 $3,570 1 $3,606 $3,606 1 $ 3,642 $3,642 Company contribution of $3500 per yr. 240 Workers' Compensation $ 22,000 1.22% $268 $22,220 1.22% $271 $20,000 1.22% $244 $20,200 1.22% $246 $20,402 1.22% $249 Total Salaries x rate of 1.22% 250 Unemployment Compensation 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 2.7% of first $7,000 = $189 310 Professional Services:

Bookkeeping/Accountant 1 $5,000 $5,000 1.00 $5,050 $5,050 1 $5,101 $5,101 1 $5,152 $5,152 1 $5,203 $5,203 Bookkeeping Services 730 Bank Fees/Payroll Processing Fees 11.5 $30 $345 13.5 $30 $409 16 $31 $490 18 $31 $556 19.5 $31 $609 Bank fees

Total Fiscal Services $33,645 $34,041 $31,723 $32,101 $32,467 Central Services (7700)

310 Professional Services $0 $3,000 $0 $3,500 $0 $4,000 $0 $4,000 $0 $4,000 Audit expense Marketing/Staff Recruiting and Placement $5,000 $0 $5,000 $0 $5,000 $0 $5,000 $0 $5,000 Marketing allocation

730 Dues and Fees 6 $75 $450

40 $76 $3,030

41 $77 $3,137 42 $77 $3,245 43 $78 $3,356 Staff License Fees, Fingerprint Fees

Total Central Services $8,450 $0 $11,530 $0 $12,137 $0 $12,245 $0 $12,356 Pupil Transportation Services (7800)

100 Salaries- Bus Drivers 0 $5,000 $0 0 $7,500 $0 0 $7,575 $0 0 $7,651 $0 0 $7,727 $0 210 Retirement 0 3.00% $0 0 3.00% $0 - 3.00% $0 - 3.00% $0 - 3.00% $0 220 Social Security 0 7.65% $0 0 7.65% $0 - 7.65% $0 - 7.65% $0 - 7.65% $0 230 Health Insurance (includes dental, life, etc.) 0 $3,500 $0 0 $3,535 $0 0 $3,570 $0 0 $3,606 $0 0 $3,642 $0 240 Workers' Compensation 0 8.62% $0 0 8.62% $0 $ - 8.62% $0 $ - 8.62% $0 $ - 8.62% $0 250 Unemployment Compensation 0 $189 $0 0 $189 $0 0 $189 $0 0 $189 $0 0 $189 $0 310 Professional Services-Contracted Transportation 25 $1,000 $25,000 40 $1,000 $40,000 54 $1,000 $54,000 70 $1,000 $70,000 85 $1,000 $85,000 320 Insurance $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 350 Repairs and Maintenance $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 371 Phone $0 $0 $0 $0 $0 390 Other Purchased Services $235 $0 $237 $0 $240 $0 $242 $0 $245 $0 450 Gasoline $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 651 Buses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 730 Dues and Fees 0 $0 $0 0 $0 0 $0 $0 0 $0 $0 0 $0 $0 750 Substitutes 0 $0 $0 0 $0 $0 0 $0 $0 0 $0 $0 0 $0 $0

Total Pupil Transportation Services $25,000 $40,000 $54,000 $70,000 $85,000 Operation of Plant (7900)

100 Salaries Custodians 1 $10,000 $10,000 1 $10,100 $10,100 1 $10,201 $10,201 1 $10,303 $10,303 1 $10,406 $10,406 Security Officer 0 $32,000 $0 0 $32,320 $0 0 $32,643 $0 0 $32,970 $0 0 $33,299 $0 Crossing Guards 0 $12,000 $0 0 $12,120 $0 0 $12,241 $0 0 $12,364 $0 0 $12,487 $0 Total Plant Personnel 1 $10,000 1 $10,100 1 $10,201 1 $10,303 1 $10,406

210 Retirement $ 10,000 3.00% $300

10,100 3.00% $303

$ 10,201 3.00% $306 $ 10,303 3.00% $309 $ 10,406 3.00% $312

220 Social Security $ 10,000 7.65% $765

10,100 7.65% $773

$ 10,201 7.65% $780 $ 10,303 7.65% $788 $ 10,406 7.65% $796 Percent of Total Salaries

230 Health Insurance (includes dental, life, etc.) 1 $3,500 $3,500 1 $3,535 $3,535 1 $3,570 $3,570 1 $3,606 $3,606 1 $3,642 $3,642

240 Workers' Compensation $ 10,000 8.38% $838

$ 10,100 8.38% $846

$ 10,201 8.38% $855 $ 10,303 8.38% $863 $ 10,406 8.38% $872 Total Salaries x rate = 8.38%

250 Unemployment Compensation 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 2.7% of first $7,000 = $189 320 Property Insurance $2,500 $0 $3,000 12 $250 $3,000 $4,000 $4,000 371 Phone 1 $1,000 $1,000 1 $1,010 $1,010 1 $1,020 $1,020 2 $1,030 $2,061 2 $1,041 $2,081 Includes fax, internet. Average: $1000 per month 381 Water and Sewage 1 $400 $400 1 $404 $404 1 $408 $408 1 $412 $412 1 $416 $416 382 Garbage 1 $200 $200 1 $202 $202 1 $204 $204 1 $206 $206 1 $208 $208 390 Other Purchased Services $0 $0 $0 $0


Yr 1

Yr2

Yr3

Yr4

Yr5 Custodial Services (contracted) 0 $1,000 $0 0 $1,010 $0 0 $1,020 $0 0 $1,030 $0 0 $1,041 $0 Fire Alarm Monitoring 4 $200 $800 12 $202 $2,424 12 $204 $2,448 12 $206 $2,473 12 $208 $2,497 Average: $200 per month Security System Monitoring 1 $375 $375 4 $379 $1,515 4 $383 $1,530 4 $386 $1,545 4 $390 $1,561 Average: $375 per quarter Fire Inspections 1 $250 $250 1 $253 $253 1 $255 $255 2 $258 $515 1 $260 $260 Average: $250 per year Carpet Cleaning 0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Variable, based on need Grounds Maintenance 12 $200 $2,400 12 $202 $2,424 12 $204 $2,448 12 $206 $2,473 12 $208 $2,497 Pest Control 1 $400 $400 1 $404 $404 1 $408 $408 1 $412 $412 1 $416 $416

410 Natural Gas $0 $0 0 $0 $0 0 $0 $0 0 $0 $0 0 $0 $0 430 Electricity 1250 $2 $2,500 2000 $2 $4,000 2700 $2 $5,400 3500 $2 $7,000 4250 $2 $8,500 Sq. Ft. x $2per square foot 510 Supplies 25 $50 $1,250 40 $51 $2,020 54 $51 $2,754 70 $52 $3,606 85 $52 $4,423 $4000 per year

641-642 Equipment $0 $0 $0 $0 $0

Total Operation of Plant $27,667 $33,402 $35,778 $40,762 $43,078 Maintenance of Plant (8100)

350 Repairs and Maintenance $0 $0 $0 $0 $0 $0 $0 $0 $0

510 Supplies 750 $ 2 $1,500 1200

$ 2 $2,400 1620

$ 2 $3,240 2100

$ 2 $4,200 2550

$ 2 $5,100

Total Maintenance of Plant $1,500 $0 $2,400 $0 $3,240 $0 $4,200 $0 $5,100 Administrative Technology Services (8200) $0 $0 $0 $0

310 Consultants - Administrative Networks 0 $500 $0 12 $500 $6,000 12 $500 $6,000 12 $500 $6,000 12 $500 $6,000 350 Repairs and Maintenance 1 $0 1 $0 $0 1 $0 1 $0 1 $0

510 Supplies 0 $ - $0 1 $0 $0 1 $0 $0 1 $0 $0 1 $0 $0

641-642 Office Equipment

$ - $0 1 $0 $0 1 $0 $0 1 $0 $0 1 $0 $0

643-644 Computer Equipment 1 $1,212 $1,212 1 $1,212 $1,212 1 $1,224 $1,224 1 $1,236 $1,236 1 $1,249 $1,249 Network Equipment 690 Software 1 $2,525 $2,525 1 $2,525 $2,525 1 $2,550 $2,550 1 $2,576 $2,576 1 $2,602 $2,602 Network Software

Total Administrative Technology Services 1 $4,237 $3,737 1 $4,279 $9,737 1 $4,322 $9,774 1 $4,314 $9,812 1 $4,357 $9,850 Debt Service (9200)

710 Redemption of Principal $21,856 Payment of Principal 720 Interest Expense $21,856 6% $1,311 $1,311 $1,311 Long Term Debt (loans, mortgage) Interest

Total Debt Service $1,311 $1,311 $1,311 $21,856 $0

Reserve Fund $526,512 5.00% $26,326 $742,187 5.00% $37,109 $965,303 5.00% $48,265 $1,208,334 5% $60,417 $1,425,929 3% $42,778 2-5% of Revenue

Total Budgeted Expenditures $520,594 $739,807 $938,936 $1,170,890 $1,330,705

Balance $5,918 $2,380 $26,366 $37,444 $95,224


Year 1 Monthly Budget 2013-14

July August September October November December January February March April May June TOTAL

FEFP Basic Gross - 3310 $340,372 $28,364 $28,364 $28,364 $28,364 $28,364 $28,364 $28,364 $28,364 $28,364 $28,364 $28,364 $28,364 $340,372

Instructional Materials - 3336 $1,941 $162 $162 $162 $162 $162 $162 $162 $162 $162 $162 $162 $162 $1,941

Discretionary Lottery Funds - 3344 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Class Size Reduction - 3355 $108,103 $9,009 $9,009 $9,009 $9,009 $9,009 $9,009 $9,009 $9,009 $9,009 $9,009 $9,009 $9,009 $108,103

Discretionary Local Effort - 3411 $40,225 $3,352 $3,352 $3,352 $3,352 $3,352 $3,352 $3,352 $3,352 $3,352 $3,352 $3,352 $3,352 $40,225

Transportation - 3354 $35,871 $2,989 $2,989 $2,989 $2,989 $2,989 $2,989 $2,989 $2,989 $2,989 $2,989 $2,989 $2,989 $35,871

Other Source $0

$0

Total Revenue: $526,512 $43,876 $43,876 $43,876 $43,876 $43,876 $43,876 $43,876 $43,876 $43,876 $43,876 $43,876 $43,876 $526,512

100 Salaries

Classroom Teachers $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Exceptional Education Teachers $42,000

$3,818 $3,818 $3,818 $3,818 $3,818 $3,818 $3,818 $3,818 $3,818 $3,818 $3,818 $42,000

Classroom Assistants $80,000

$7,273 $7,273 $7,273 $7,273 $7,273 $7,273 $7,273 $7,273 $7,273 $7,273 $7,273 $80,000

Permanent Floating Substitute Teachers $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Other Instructional Staff $25,000

$2,273 $2,273 $2,273 $2,273 $2,273 $2,273 $2,273 $2,273 $2,273 $2,273 $2,273 $25,000

Hourly Instructional Personnel (Tutoring/Part-time Teachers) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Instructional Personnel $147,000 $0 $13,364 $13,364 $13,364 $13,364 $13,364 $13,364 $13,364 $13,364 $13,364 $13,364 $13,364 $147,000

210 Retirement $4,410

$401 $401 $401 $401 $401 $401 $401 $401 $401 $401 $401 $4,410

220 Social Security $11,246

$1,022 $1,022 $1,022 $1,022 $1,022 $1,022 $1,022 $1,022 $1,022 $1,022 $1,022 $11,246

230 Health Insurance (includes dental, life, etc.) $21,000

$1,909 $1,909 $1,909 $1,909 $1,909 $1,909 $1,909 $1,909 $1,909 $1,909 $1,909 $21,000

240 Workers' Compensation $1,838

$167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $1,838

250 Unemployment Compensation $1,134

$103 $103 $103 $103 $103 $103 $103 $103 $103 $103 $103 $1,134

310 Professional Services (contracted instructional services)

Speech Therapy $10,000

$909 $909 $909 $909 $909 $909 $909 $909 $909 $909 $909 $10,000

Occupational/Physical Therapy $12,000

$1,091 $1,091 $1,091 $1,091 $1,091 $1,091 $1,091 $1,091 $1,091 $1,091 $1,091 $12,000

Physical Education, Art, Technology $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

350 Computer Repairs $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

510 Classroom Supplies $4,000

$2,000 $2,000

$4,000

520 Instructional Materials (textbooks, workbooks, etc.) $3,000

$1,000 $1,000 $1,000

$3,000

641-642 Classroom Equipment (desks, chairs, etc.) $4,000

$4,000

$4,000

643-644 Computer Equipment $2,000

$667 $667 $667

$2,000



690 Software $250

$23 $23 $23 $23 $23 $23 $23 $23 $23 $23 $23 $250

750 Substitute Teachers $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Instruction $221,877 $0 $19,655 $26,655 $22,655 $19,989 $18,989 $18,989 $18,989 $18,989 $18,989 $18,989 $18,989 $221,877

100 Salaries

Guidance Counselors $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Guidance Counselors $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

School Nurse $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Health Assistant $10,000 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000

Parent Liason $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Pupil Personnel Staff $10,000 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000

210 Retirement $300

$27 $27 $27 $27 $27 $27 $27 $27 $27 $27 $27 $300

220 Social Security $765

$70 $70 $70 $70 $70 $70 $70 $70 $70 $70 $70 $765

230 Health Insurance (includes dental, life, etc.) $3,500

$318 $318 $318 $318 $318 $318 $318 $318 $318 $318 $318 $3,500

240 Workers' Compensation $122

$11 $11 $11 $11 $11 $11 $11 $11 $11 $11 $11 $122

250 Unemployment Compensation $189

$17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $189

310 Professional Services

$0

Counseling Services $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Contracted Nurse (Health Department) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Pupil Personnel Services $14,876 $833 $1,277 $1,277 $1,277 $1,277 $1,277 $1,277 $1,277 $1,277 $1,277 $1,277 $1,277 $14,876

100 Salaries $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Media Specialist (Librarian) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Library Aide $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Media Personnel $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

210 Retirement $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

230 Health Insurance (includes dental, life, etc.) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

610 Library Books $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

620 Audio-Visual Materials $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Media Services $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0



100 Salaries

Curriculum Specialist $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

210 Retirement $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

310 Professional Services (consultants, etc.) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Curriculum Development $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

100 Workshop Stipends $1,200

$1,200 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $1,200


$92 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $92

310 Professional Services (workshop, consultants, training, etc.) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

330 Travel (workshop registration, lodging, etc.) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Staff Development $1,292 $0 $1,292 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $1,292

100 Instructional Technology Support Salaries $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

210 Retirement $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

310 Professional Services (workshop, consultants, training, etc.) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

330 Travel (workshop registration, lodging, etc.) $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 643-644 Computer Equipment $0

$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Staff Development $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

310 Professional Services (Legal) $2,000 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $2,000

320 Insurance

Liability/Errors & Omissions/Crime $500 $125 $47 $47 $47 $47 $47 $47 $47 $47 $0 $0 $0 $500

Officers and Directors $4,000 $4,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,000

310 Audit $2,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,000 $0 $2,000

330 Governance Training $500 $500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $500



330 Travel (workshop registration, lodging, etc.) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Board $9,000 $4,792 $214 $214 $214 $214 $214 $214 $214 $214 $167 $2,167 $167 $9,000

310 Professional Services-Management $5,000 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $5,000

730 Administrative Fee $26,326 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $26,326

Total General Administration $31,326 $2,610 $2,610 $2,610 $2,610 $2,610 $2,610 $2,610 $2,610 $2,610 $2,610 $2,610 $2,610 $31,326

100 Salaries

Principal $50,000 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $50,000

Assistant Principal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Secretary / Business Manager $20,000 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $20,000

Office Assistant $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Other Office Personnel $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Office Personnel $70,000 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $70,000

210 Retirement $2,100 $175 $175 $175 $175 $175 $175 $175 $175 $175 $175 $175 $175 $2,100

220 Social Security $5,355 $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $5,355

230 Health Insurance (includes dental, life, etc.) $7,000 $583 $583 $583 $583 $583 $583 $583 $583 $583 $583 $583 $583 $7,000

240 Workers' Compensation $854 $71 $71 $71 $71 $71 $71 $71 $71 $71 $71 $71 $71 $854

250 Unemployment Compensation $378 $32 $32 $32 $32 $32 $32 $32 $32 $32 $32 $32 $32 $378

360 Lease-Copy Machine $6,000 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $6,000

370 Postage $150 $13 $13 $13 $13 $13 $13 $13 $13 $13 $13 $13 $13 $150

390 Printing (includes advertising) $1,000 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $1,000

510 Office Supplies $2,000 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $2,000 641-642 Office Equipment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

643-644 Computer Equipment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

730 Dues and Fees $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

330 Travel (workshop registration, lodging, etc.) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total School Administration $94,837 $7,903 $7,903 $7,903 $7,903 $7,903 $7,903 $7,903 $7,903 $7,903 $7,903 $7,903 $7,903 $94,837

350 Repairs and Maintenance $1,000 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $1,000

360 Building Lease $18,750 $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

630 Buildings and Fixed Equipment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

660 Land $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

670 Improvements Other than Buildings $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0



680 Remodeling and Renovations $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Facilities Acquisition and Construction $19,750 $1,646 $1,646 $1,646 $1,646 $1,646 $1,646 $1,646 $1,646 $1,646 $1,646 $1,646 $1,646 $19,750

100 Salaries

Accountant $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Bookkeeper $22,000 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $22,000

Total Fiscal Personnel $22,000 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $22,000

210 Retirement $660 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $660

220 Social Security $1,683 $140 $140 $140 $140 $140 $140 $140 $140 $140 $140 $140 $140 $1,683




310 Professional Services:

Bookkeeping/Accountant $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000 $5,000

730 Bank Fees/Payroll Processing Fees $345 $29 $29 $29 $29 $29 $29 $29 $29 $29 $29 $29 $29 $345

Total Fiscal Services $33,645 $2,387 $2,387 $2,387 $2,387 $2,387 $2,387 $2,387 $2,387 $2,387 $2,387 $2,387 $7,387 $33,645

310 Professional Services $3,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,000 $3,000

Marketing/Staff Recruiting and Placement $5,000 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $5,000

730 Dues and Fees $450 $38 $38 $38 $38 $38 $38 $38 $38 $38 $38 $38 $38 $450

Total Central Services $8,450 $454 $454 $454 $454 $454 $454 $454 $454 $454 $454 $454 $3,454 $8,450

100 Salaries- Bus Drivers $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

210 Retirement $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

220 Social Security $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

230 Health Insurance (includes dental, life, etc.) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0



310 Professional Services-Contracted Transportation $25,000 $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

320 Insurance $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

350 Repairs and Maintenance $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

371 Phone $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

390 Other Purchased Services $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

450 Gasoline $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0



651 Buses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

730 Dues and Fees $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

750 Substitutes $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Pupil Transportation Services $25,000 $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

100 Salaries

Custodians $10,000 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000

210 Retirement $300 $25 $25 $25 $25 $25 $25 $25 $25 $25 $25 $25 $25 $300

220 Social Security $765 $64 $64 $64 $64 $64 $64 $64 $64 $64 $64 $64 $64 $765




320 Property Insurance $2,500 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $2,500

371 Phone $1,000 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $1,000

381 Water and Sewage $400 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $400

382 Garbage $200 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $200

390 Other Purchased Services

Custodial Services (contracted) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Fire Alarm Monitoring $800 $67 $67 $67 $67 $67 $67 $67 $67 $67 $67 $67 $67 $800

Security System Monitoring $375 $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $375

Fire Inspections $250 $21 $21 $21 $21 $21 $21 $21 $21 $21 $21 $21 $21 $250

Carpet Cleaning $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Grounds Maintenance $2,400 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $2,400

Pest Control $400 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $400

410 Natural Gas $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

430 Electricity $2,500 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $2,500

510 Supplies $1,250 $104 $104 $104 $104 $104 $104 $104 $104 $104 $104 $104 $104 $1,250 641-642 Equipment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Operation of Plant $27,667 $2,306 $2,306 $2,306 $2,306 $2,306 $2,306 $2,306 $2,306 $2,306 $2,306 $2,306 $2,306 $27,667


510 Supplies $1,500 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $1,500

Total Maintenance of Plant $1,500 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $1,500



310 Consultants - Administrative Networks $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0


510 Supplies $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 641-642 Offcie Equipment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

643-644 Computer Equipment $1,212 $0 $0 $1,212 $0 $0 $0 $0 $0 $0 $0 $0 $0 $1,212

690 Software $2,525

$2,525 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,525

Total Administrative Technology Services $3,737 $0 $2,525 $1,212 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,737

710 Redemption of Principal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

720 Interest Expense $1,311 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $1,311

Total Debt Service $1,311 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $1,311

Reserve Fund $26,326 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $2,194 $26,326

Total Budgeted Expenditures $520,594 $27,443 $46,780 $51,175 $45,963 $43,297 $42,297 $42,297 $42,297 $42,297 $42,250 $44,250 $50,250 $520,594

Balance $5,918 $16,433 $13,529 $6,230 $4,143 $4,722 $6,301 $7,881 $9,460 $11,039 $12,666 $12,292 $5,918 $5,918

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