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High Point Academy Spartanburg

An Applied Learning School

Table of Contents

Application Cover Page..1

Table of Contents ...2

Application Narrative .....3 1. Mission Statement and Executive Summary.3

2. Evidence of Need and Support..7

3. Enrollment,.11

4. Educational Program.15

5. Goals and Objectives 27

6. Evaluating Student Performance.31

7. Serving Students with Special Needs.37

8. Student Discipline, Expulsion, or Suspension39

9. Governance and Operation.41

10. Parent and Community Involvement45

11.Budget and Finance46

12. Employees.48

13. Insurance Coverage53

14. Transportation54

15. Facilities.54

16. School Management Contracts...56

Table of Contents for Appendices60

1. Mission Statement

High Point Academy Spartanburg (HPAS) will be a community-centered school built on the principles of honor, integrity and service where academic excellence, STEM (Science Technology Engineering and Math) education, fine arts and a project-based, applied learning style of instruction produces an educational environment rich in creativity, innovation and achievement. At the heart of our educational mission is the growth and shaping of tomorrows leaders, challenging them to dream, desire and deliver success.

Executive Summary

High Point Academy will be a diverse school filled with all student populations and cultures. The proposed student enrollment for the first year is 322 students. The school will carry a total of 15 classes with approximately 22 students in each class. High Point Academy plans to open with grades K-8th grade and expand one grade level per year until all grades are serviced through 12th. The projected increase in enrollment for each year is around 100 students, allowing the school consistent and steady growth. In the fifth year, High Point Academy will have approximately 702 students with 33 classes. The K-2nd graders will have 20 children per class, while the 3-12th grade students will carry 22 students. This smaller class size allows more individualized instruction.

Through training and leadership, the teachers at High Point will foster a classroom environment rich in effective communication and team building for relevant project based learning experiences for the students. High Point Academy will begin the 2014 school year implementing the Common Core Standards with clear expectations for each student and grade level. The state standard online program, Smarter Balance, will be used to help reduce the gap in student knowledge and state expectations for the children. Helping students to retain the educational information given, our school will implement several projects through the year that are state standard tasks and have a school wide aligned curriculum that is interdisciplinary in its approach for educating the child. Some of the supporting curriculum that will help to effectively use this aligned approach will be E.D. Hirsch, Jr.s Core Knowledge curriculum. It is relevant and rigorous to the new state standards and Common Core expectations that South Carolina is using beginning in the 2012 school year.

High Point Academy intends to be a school of excellence and vitality. We recognize that to achieve this standard we must be focused on student achievement and financial viability. Innovation and stakeholder satisfaction, along with choice driven options provide parents the ability to give feedback to the High Point leadership will make High Point Spartanburg a successful school. Student Achievement is a key element in offering a rigorous academic program. Children in all grades will be studying curriculum that meets and exceeds the Common Core standards, as well as experiencing education through hands on projects and everyday real life application. State standardized testing will help to track the progress of each individual child as well as teacher performance for specific grades. High Point will use Academic Achievement Plans (AAP) for every student to target their strengths and weaknesses and help them be more successful in standardized testing.

The educational plan is anchored in an applied learning style of teaching with an emphasis in science, technology, engineering, and math (referred to as STEM), as well as character development and leadership training. This kinesthetic approach to learning (touch, move, experience) gives students the academic edge over their peers and fosters an ability to work well with others, as well as building self-confidence for future successes in life. The applied learning model will carry text book instruction and promote team building and problem-solving with hands-on experiential learning, complete with presentations beyond the classroom and in the community. At HPAS, the educational program is designed to enhance the academic environment for a variety of student populations and cultures in Spartanburg and surrounding areas.

HPAS intends to be proactive in our educational approach by designing individual academic achievement plans (AAP). Our goal will be to communicate with parents, students, and teachers each nine weeks to discuss the progress made on their AAP. Evaluations such as PASS scores, EOC tests, MAP and HSAP (high school-2014) Stanford 10, TPRI testing, benchmarking and observation made by classroom teachers and specialists will help prepare the childs Academic Achievement Plan (AAP). Within 30 days of enrollment, academic interviews will aid in the planning and establishment of their individual plan. Once the initial plan is crafted and agreed upon, a review and update of achievement by that student will occur each semester to help track their progress towards graduation and entrance into a higher level educational institution. At HPAS, we realize this type of individual attention will take extra effort by our staff, parents, and administration. However, we are also convinced that this innovative step will catapult our students to academic success.

Academic achievement and parental choice is a foundational strength of the High Point educational opportunity. Piano labs and required instrumentation for all students in grades K-8, laptops or tablets issued for every student middle school or above, and an aligned project-based curriculum contribute to the success of our hands-on applied learning approach. High Point Academy believes in building strong leaders through community involvement. An emphasis will be place on the performing arts allowing students the opportunity to receive ballet, dance, theater, choir, art, and graphic arts as part of their everyday electives. The chance for Title I students and their families to receive piano, ballet, and other fine arts opportunities at no cost to themselves is a tremendous equalizer for students of all races and backgrounds. High Point is focused on educating and encouraging the leaders of tomorrow.

Another innovative classroom approach is the use of sign language for K-5th grade. Literacy and spelling scores are drastically improved as young children are taught to finger spell through the learning of American Sign Language. According to Laura Berg, founder of My Smart Hands and certified K-12 literacy teacher, Test scores can improve from a student having 25% passing to correctly spelling 90% of their spelling words. This concept has been studied quietly for over 25 years. Robert Wilson and Gerald V Teague, both with the University of Maryland, published in the Reading Psychology Journal, Vol. 5, Issue 3, 1984, the results of a first grade class that experienced a vocabulary and spelling increase that was not discriminate to socioeconomic or racial backgrounds. The school leadership wants our students to reach greater heights in terms of literacy, vocabulary, spelling and writing skills. This places the High Point youth ahead of their peer group through comprehensive ELA standards. High Point students who are in grades 6-8 will have the choice to take either Spanish or American Sign Language (ASL) during the course of the school year.

At High Point Academy, we firmly believe that a choice in education is every parents right no matter the socioeconomic, religious, or racial background of the student. The greater Spartanburg area is currently serviced by several tuition-based private schools, as well as 7 school districts. As of this writing, there is only one brick and mortar charter school located in the Spartanburg area. It services approximately 290 students grades K-8th. Other than that, very little choice is given for parents outside of the traditional districts or homeschooling.

Most families are looking for an educational choice and are willing to sacrifice for that opportunity if they feel the mission of the school is synonymous with their family values. With the economy in a recessive period and unemployment up, many families are looking for alternatives to private education and homeschooling. We believe that the greater Spartanburg area, with over 80,000 children ages 5-18, is in need of more choices. Thus, it is the goal of High Point Academy Spartanburg to be one of the charter schools that will eventually come into the greater upstate area.

It is the full intent of High Point Academy Spartanburg to support the mission of the South Carolina Charter School Act, as well as help offer a dynamic difference in education.

High Point Academy will contract with FIAFW, Inc., a non-profit company that assists charter schools in the development of curriculum, administration, and professional development of staff.

2. Evidence of Need and Support

Charter Planning Committee

The Charter Planning Committee will be led by individuals who all vision together the success of a charter school that will impact west Spartanburg and offer a choice in education for all parents.

Lori Manning

BK Vernon

Ashleigh Asper

Aubrey Dillard

David K Wells

Martha Axmann

Mary Jane Wells

William Wynn

The committee chair is Mrs. Lori Manning. Mrs. Manning is both a certified teacher and a previous charter school principal for three years. Having revitalized a declining fine arts charter school in 2008-2011, together her team achieved Gold Star Ratings in Writing, Reading, and Science during the 08,09,10 school years. Her school also carried an average daily attendance of 96.8% during the 2009-2010 school year. Mrs. Manning was named the lead administrator for developing a new school (2010-2011) in the Farmers Branch (DFW) area that was rated by the Texas Education Agency as a state Recognized School. She attributes her success for both schools to well-trained staff. Mrs. Manning is serving on the committee to bring her practical experience and knowledge base to her home state of South Carolina.

BK Vernon is currently a real estate business woman in Spartanburg. Formally, Mrs. Vernon served on the State Board of Education for four years. Seeking to make a difference in her community, she began the 1st Evening Book Fair in Spartanburg at the Jesse Bobo Elementary School. An advocate for literacy and early childhood reading initiatives, she is actively involved with Meals on Wheels and her church. Mrs. Vernon is a valuable asset for this community and school.

Ashleigh Asper is a graduate of USC and formerly a teacher at the Southern Strutt and Gilbert Studio of Dance Arts. Currently she is a co-owner of Palmetto En Pointe Performing Arts. Her studio experience and love for dance along with fine arts is an exciting part of the High Point fine arts experience. Ashleigh also has two children that will be entering the public school system over the next few years.

Aubrey Dillard is a native of Spartanburg and a graduate from University of South Carolina. She studied political science and law. Ms. Dillard has a love for her community and a passion to work with children. Making a career change, she is currently a co-owner of Palmetto En Pointe Performing Arts and the Artistic Director for performances. Her fine arts expertise and performance organization gives her insight towards the needs of High Point and its performing arts.

David K Wells is a music minister and entrepreneur located in Spartanburg. Having been the music coordinator for the March for Jesus, a rally with 15,000 people on the Capital steps, David Wells understands organization for large events. He has been the music director for 9/11 city wide events in Spartanburg. He has produced a youth musical theatrical productions and has traveled to camps and state wide events to perform on many occasions. His expertise with choral and theater productions will propel High Point Academy to be a school of excellence in the performing arts and education.

Martha Axmann is a former educator in public schools. As a certified teacher and classroom manager, she understands the necessary dedication it takes to make a hands-on environment effective. After her retirement, she has served on the board of Anderson University and looks forward to helping High Point Academy become a school of academic excellence. As an advocate for higher education, Mrs. Axmann is valued for her balance of academic strength and post-secondary experiences.

Mary Jane Wells is a prominent figure in the Spartanburg area. Having served at First Baptist Church for many years with Ronald Wells, she has had a great influence on generations of young people and adults who are now dispersed all across South Carolina and the U.S. Serving in the capacity of Fundraising and Program Director for the India Childrens Choir, Mrs. Wells understands the need to seek businesses and individuals with deep pockets who are in favor of change in their community. Her invaluable gusto for life, financial contacts, and desire to help make a change is exciting.

Bill Wynn is a Spartanburg Real Estate lawyer. He believes firmly in educational choice and sent both of his now grown children to private schools in Spartanburg to receive what he felt was the best education they could obtain at that time. His enthusiasm for parental choice in education is notable. In that regard, he is seeking to make certain that many families have the same opportunities to choose where their children attend school, just as he and his wife did years ago. Mr. Wynn believes in excellence in education, STEM opportunities, and equal opportunity for all children.

The High Point Academy charter committee was first formed in 2012. A group of over fifty individuals were approached about starting a charter school in Spartanburg to offer families a choice in education. Many people got excited about the initial rumblings of a new school, but these select individuals devoted time and effort to researching buildings, demographics, and information concerning starting a new charter school. Experts in their fields and collectively carrying over 75 years of education experience; this leadership team is poised to effectively direct a public charter school. The planning committee is committed to developing a high quality reproducible charter school. We want to make a working model that can be duplicated in other cities in order to impact the future of education. High Point Academy students will lead the way for others through this development of solving skills, strong academic foundations and forward thinking leadership in South Carolina.

High Point Academy has had over 91 email contacts through our website: www.thehighpointdifference.org. We have offered community meetings, Q&A informational meetings, and slide show presentations. Our committee has participated in presenting The High Point Difference, as well as collected documentation showing the community support. Financial and monetary support is another large factor determining the viability of a start-up school. High Point is pursuing additional funds to give us a successful start. {We have pledge monies that are awaiting a grant award from an organization that will give a matching grant.} (NGLC-see documentation concerning this grant). Requests have come from certified teachers wanting to place applications at High Point. We have also had two certified administrators inquire about administrative and counseling positions. The newspaper article, placed on the front page of the Spartanburg Herald Journal on May 1, 2012, caused quite a stir for parents and community members alike. The greater Spartanburg community seems very excited about the prospect of another charter school in the area.

Community partnerships are vital for success at High Point. Because we want to offer performing arts in our charter school, we have approached local non-profits who have buildings sitting unused during the week to work out contracts for school use during the school year. We believe a partnership agreement with a local church for auditorium space will be reached very soon. Their facilities are state of the art and would represent the mission of High Point and the need for community performances. Another partnership being forged is the relationship with the SC School for Deaf and Blind. With our student body being taught ASL, the mentoring and program advantage that this institution can offer is invaluable for the High Point innovative way. Dual credit is another item that High Point Academy wants to offer its High school students. We are visiting with several colleges in the Spartanburg area that might work with our program to give students additional options for post-secondary work during their high school years.

Some of the prospective outreach that was initiated over the last year has been very effective. Passing out flyers, placing brochures at places of business such as Palmetto En Pointe, The Clock Restaurant, Good Housekeeping Real Estate, The Beacon, local churches and Wal-Mart, as well as giving away free t-shirts have produced a positive response. We have over 204 children interested in High Point and it is still 16 months away from launching. Our website, www.thehighpointdifference.com is generating additional interest. Ads that have run in the paper seem to generate responses as well. In the appendices, we have included over 25 correspondence emails from prospective families that were seeking information or wanting a chance to place their children on a waiting list. The outpouring of people wanting a choice in education for their children has been affirming.

3. Enrollment

High Point Academy seeks to be compliant with all state and federal laws. It is our wish that every child have the opportunity to be a part of this school if they so desire. However, we recognize that waiting lists and limited space can sometimes dictate the allowed number of children in a specific grade. Since one of our planning committee members works directly with the Boys and Girls Clubs and Head Start Programs, we will intentionally be recruiting at-risk students. We want these families to feel safe and included in the process of applying for admission into High Point. All children regardless of their race, religion, and socioeconomic background will be allowed to attend High Point Academy.

High Point Academy will give notice to the community concerning the required dates for enrollment into the school. Advertisements, flyers, community events, and local shows will help to get the word out about the open enrollment process at HPA. We will request that current students share enrollment information at their local venues of activities such as clubs, sports, churches, or events that are occurring. Our goal is to be representative of the ethnic make-up of the greater Spartanburg community. The State law requires us to be within 20% of the population mix in Spartanburg, thus our intent will be to seek students who desire choice in education and can benefit from our programs.

After school programs can often be reasons why low income families do not attend schools outside of their immediate neighborhoods. In order to alleviate that difficulty, High Point will provide a low cost or no cost after school program for all students. With plans for an extended day in academics, our after school program will offer tutoring, fun activities, clubs, sports and opportunities to participate in special interest programs that would not otherwise be available. By providing options for these families that fit within their family budget (no cost or free for quality care), the concern of after school difficulties and excuses is alleviated. It is the belief of High Point Academy Spartanburg that this additional program will help Title I families confidently choose High Point, knowing their children are well provided for and received. We are convinced that this will prove to be a valuable recruiting tool for at risk families and their children.

High Point Academy intends to recruit students and accept applications for the upcoming school year beginning on the first day of school after the New Year. We will use a lottery system at High Point with spill-over applicants being placed on a waiting list in the order their name was drawn. Below are the cut-off dates that will establish student admission into High Point Academy.

DATEADMISSION ACTIVITY

January 3 -March 1Letters of Intent for Returning Students (2015)

January 3 -March 13Prospective Student Applications

March 6Applications of Siblings and Staff Children

March 25Admissions Lottery (if necessary)

March 29Lottery Notification to Parents

All remaining applicants will be placed on the waiting list according to the order in which they were drawn. Any applications received after the lottery drawing will be placed on the waiting list in the order in which the application was received.

The following procedures are to be followed in conducting a lottery when a grade or class is oversubscribed. Under federal law, a charter school must admit students through a random selection process if the number of applications for a grade or class exceeds the number of available spaces. If the number of applications does not exceed the number of available spaces, a lottery is not required.

If High Point Academy has a grade or class that is oversubscribed, the following application process will be followed for that grade or class:

High Point Academy Lottery and Enrollment Procedure

1. A separate application must be completed for each student who wants to apply for admission to High Point Academy Spartanburg.

2. The application must be turned in to the High Point Academy office by March 13.

3. Each application will be given an application number.

4. On the day of the Lottery (March 25), each application number will be placed into a secure container.

5. Numbers will be drawn randomly out of the container by a school official, witnessed by at least one other employee and a Notary Public, who will certify the results of the lottery.

6. All applicants will be notified in writing within six days of the lottery drawing regarding the results of the selection process.

High Point Academy Spartanburg will exempt from the lottery returning students, the siblings of returning students, and/or the children of the schools founders and staff (so long as the total number of students allowed constitutes only a small percentage of the total enrollment less than 20%) as permitted by the federal non-regulatory guidance on the charter school program.

Priority of enrollment will be given to the following classes of students, prior to the lottery. The classes are listed in order of priority:

1. Children and legal dependents of founders, current faculty/staff, and board members of High Point Academy

2. Siblings of currently enrolled or previously enrolled (within 6 years) students at High Point Academy

All founders, faculty/staff/board member children, and siblings of students must fill out an application and turn it in by the appropriate deadline. These students will be given open slots prior to any lottery for oversubscribed grades, as long as they comprise only a small percentage of the enrollment. Parents will be notified in advance of the upcoming lottery date and must return their acceptance letter prior to the stated deadline.

The lottery will be held on March 25 every school year. If this day falls on a weekend, the lottery will occur on the first school day following the weekend. After the lottery has taken place on the designated date, students will receive notification by letter within six days regarding their application status. Remaining students will be placed on the waiting list, according to the order in which they were drawn. A student who turns in a late application will be placed on the waiting list in order of the date in which their application was received.

When a vacancy is created prior to or during the school year, the vacancy may or may not be filled, at the discretion of the schools Administration. If the school chooses to fill the vacancy, priority will be given as specified in the Priority for Enrollment section of this document, and then the next name from the waiting list will be used. Students will be called and given 48 hours to verbally respond to an enrollment invitation. A student who fills a vacancy shall be deemed a currently enrolled student, and that students enrollment shall continue beyond the current academic year, in accordance with the schools policies and procedures.

High Point Academy Spartanburg will accept applications outside the designated application period under two scenarios. If there are still open slots at the school after the lottery drawing has taken place, late applicants will fill these slots in the order in which their applications are received. If there are not open slots, the school will take these late applicants and add them to the end of the waiting list based on the date in which their applications are filled.

Students Outside the District

High Point Academy will include in its admissions policy, a statement that the school will not discriminate in admissions based on gender, national origin, ethnicity, religion, disability, academic ability or artistic ability or the basis of district the child would otherwise attend. Since High Point Academy Spartanburgs district is the South Carolina Public Charter School District, (SCPCSD) any student from any part of South Carolina will be allowed to attend.

Student Appeals Process

If a parent feels inclined to appeal a decision of admission based on any reason besides the lottery, they may submit a written appeal to the sponsoring district. The decision will be binding on the student and the charter school. Because HPAS will be a part of the SCPCSD, there is no written appeal on admissions to the local school board of trustees.

4. Education

For todays tech savvy students, lifelong learning is a part of their permanent set of responsibilities. Whether they are using a laptop, mp3, smart phone or other handheld device with computing capabilities, their lives are connected in every way to the attainment of new knowledge and practice. The world is literally instantaneously at their fingertips. It is our challenge to take this incredible learning opportunity and implement it in the midst of an educational setting. High Point Academy, through its use of electronic student portfolios, will harness the power of the information age in which we live and transform the corporate educational setting into a more user-friendly, individualized applied learning environment where students are excited about the way learning takes place.

The High Point Academy mission is to be a school that offers students an exceptional educational experience in an applied learning setting, where science, technology, engineering and math are taught from a hands-on perspective and students are encouraged to think beyond themselves. By using a thematic curriculum, High Point will teach students through project- based examples for learning throughout the school year. The core subject curriculum will follow the Common Core Standards and each classroom teacher will be able to use differentiated instruction (audible, visual, and kinesthetic) in such a way that students minds are captivated and successful learning takes place.

The individualized AAP will be in place to assist the students with greater need and challenge those who excel. By tracking students closely, a teacher and parent can make better prepared decisions concerning projects that best fit the students areas of needed growth. The AAP is a good example of individualized learning objectives, which will be used to make each student successful.

Educational and Curricular Program

Educational philosophy and pedagogy of the proposed charter school

The educational philosophy of High Point is founded on pioneering the path to success, influencing young minds and developing great leaders. In our charge toward accomplishing that goal, the overall mindset has been on creating a balance between exceptional academics, educational relationships, and extracurricular experiences. Every effort has been made to set up a school model that incorporates these vital characteristics. With that in mind, the High Point mission is three-fold: individualized Academic Achievement Plan, applied learning model with STEM emphasis, and student led community service projects that promote character development. These three emphases will shape a better prepared student for tomorrows world.

The curriculum that HighPoint Academy has decided to use is from E.D. Hirsch, Jr. Known for its rigorous approach for all children, the Core Knowledge series provides an opportunity for children to be exposed to more than the basics of their states educational standards. The Common Core State Standards (CCSS) do require children to touch on Shakespeare, U.S. Documents, and mythology; the Core Knowledge series delves deeper into these classical pieces to bring out the relevance through the rigor. The Core Knowledge series, has children reading texts in history/social studies, science, and other disciplines. Students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Student can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.

Economically disadvantaged students thrive under this equalizing curriculum. All students, regardless of their background, learn ideas, history and classical literature to make them more effective in gaining skills for future endeavors. Since High Point Academy expects to be 40% or more economically disadvantaged, the E.D. Hirsch curriculum fits the bill of helping students be prepared for real life experience through building skills in knowledge. Hirsch states, he is closing the shocking education gap for American children. He explains how and why broad knowledge, not reading strategies builds reading comprehension. Vocabulary building, oral language and knowledge are the real keys to reading comprehension, according to the Core Knowledge Curriculum. With that in mind, High Point seeks to improve kids lives through education and understanding. We believe this is why the Core Knowledge curriculum best suits our school and offers.

The balance in literary texts among the core knowledge curriculum aligns itself with the common core state standards in ELA requiring roughly equal time of informational verses literary texts in lower grades. Another vocabulary builder that High Point intends to use is the Signing for elementary children. Studies show that children who learn to finger spell with American Sign Language have over 50 words more than their counterparts at the same age (Psychology Journal) Finger spelling also includes a kinesthetic approach to learning, giving these children an edge over their peers. Literacy is the foundation of all education, as well as the building blocks of success for a child.

The Common Core state standards summarizes a childs growth in learning each year as they simply add a concept at each grade level. In math, the standards of operations & algebraic thinking, number & operations in base ten, number & operations-fractions, measurement & data , and data each compound in complexity until a student finally reaches the pinnacle of operations.

Social Studies and Science also have similar approaches as students build into the knowledge and communication of these subjects. Through literary texts, students are taught by experiencing or doing. Teachers will be given much freedom as they craft lesson plans that integrate technology, student interaction and classroom activities.

Exceptional Academics:

Increased Instructional Time will be a foundation upon which High Point is able to achieve the goals desired. Ninety minutes in math and reading allows teachers the time to be innovative and use hands-on learning in the classroom. True comprehension and increased retention occur when a classroom teacher has sufficient time to access each student individually. School will begin around 7:45 and finish at 4:15. A after school program will be available to all students grades K-8. Free tutoring for all students will be available daily until 5:30 p.m., Monday through Thursday.

Extended Hours Tutoring will let all students have access to extra help or completion of an assignment that needed adult interaction. Free tutoring for all students will be available daily until 5:30 p.m., Monday through Thursday. The extended hours means longer work days for teachers but greater results for students.

Thematic curriculum is a concept found in the Core Knowledge Curriculum guide. It means that students learn the same classical material at their appropriate grade level and tie it into all the different disciplines, such as art, music, math, and history. It is a powerful tool for experiential learning.

Educational Relationships:

Strong School Leadership helps an organization promote character and respect towards teachers, students, and administration. When the school atmosphere is controlled, then all children learn in an environment that offers freedom from fears of bullying or discrimination. An adult mentoring coach (for younger students their classroom teacher and secondary students their homeroom teacher) will be available daily to intervene in the case of stressful and difficult challenges these students encounter. As the first point of contact, the mentoring coach gives each student an adult figure to help them overcome their social difficulties that could impede their educational progress.

Immediate Intervention for Struggling Students allows the High Point Academy staff to quickly assess the areas of student weakness and provide individual assistance as needed. Through the use of data, the deficit area presents itself and the relationship with the student allows effective tutoring and training. In sixth grade, each student will be assigned a homeroom mentoring coach. This individual will stay with that child until graduation. Each day this faculty member will have contact with the student. This will enable them to reach out, grow a relationship, and tutor as necessary over items they struggle with during class. This teacher becomes a familiar contact at High Point Academy, thereby creating strong educational relationships.

Extracurricular Experiences:

Extracurricular Experiences offer a balance for student learning. Piano labs, double-blocked math, double-blocked reading and physical education all provide some of the required activities and classes at High Point. Through self-expressions and extracurricular activities, students have the freedom to grow and blossom into their full potential. High Point plans to offer chess clubs, academic competitions, fine arts and athletics.

Community Service:

Applied learning at High Point Academy will be evidenced in a myriad of ways. Community service projects, presenting student discoveries in the classroom, and engaging audiences outside of the school walls, all constitute learning from an applied learning model. Having students involved in serving the surrounding community, builds better citizens and strong community relationships.

High Point Academy will strive to offer a rigorous and relevant project based learning curriculum. By following the Common Core Standards, each classroom teacher will be able to use differentiated instruction (audible, visual, and kinesthetic) in such a way that students minds are captivated and successful learning takes place.

High Point Academy will promote a culture built on close personal relationships with students and their families. Through these academic relationships, a program built on honor, integrity, and service will be woven throughout all aspects of the school, PK to graduation. This school wide initiative is designed to benefit the graduates of High Point Academy.

The school will have many innovative features that set it apart from other traditional public schools. These include:

A longer school day (7:45-4:15 Monday through Friday)

Longer hours offer more interaction and time to let students experience academic learning and participate in electives throughout the day. High Point will offer tutoring after school at no cost to its families, allowing all after school students and any other student access to academic help. Tutoring will also be given to all students that show evidence of need during school time.

Extended time during the day for English language arts and math (90 minute blocks for each subject per day)

High Point Academy will have two 90 minute periods daily for its students. This time will give effective training for repetition and practical opportunities. It allows teachers the time to include creative focuses in learning and hands on training to grasp hard to understand concepts. The double blocked reading will give ample time for students to take part in projects that create learning connections, making education more exciting.

Every student will have an AAP (Academic Achievement Plan)

The Academic Achievement Plan gives beneficial data and information concerning a students academic strengths and weaknesses. By compiling data for a student and anticipating where they may struggle, teachers can be more effective and efficient when approaching new concepts from year to year. Many of the Common Core are aligned by year and build on each other, fostering a deeper understanding of the necessary knowledge.

One Saturday each semester will be devoted to community service, which is integrated into the academic curriculum

The character development program that High Point wants to promote is grounded in three key principles: honor, integrity and service. We believe that exemplary leadership is critical for the future success of our students. A major part of leadership is a willingness to serve those that follow. True leaders are servant leaders. High Point wants to offer our students opportunities to make a difference in the community around them, experiencing servant leadership.

A tutorial summer session for students needing remediation for their PASS testing

Our emphasis is truly No Child Left Behind! High Point Academy will support all students that are in must pass to promote grades and help them strengthen their areas of deficiency. We will accomplish this through individual tutoring, the use of manipulatives, test taking strategies and personal tutoring. We understand that Title I money can help to cover some of this expense. However, our goal is to be actively engaged in the tutoring process by 2015 summer of existence.

Required clubs and sports as a part of the school day to broaden students experiences

We desire that all children have access to and experience in extracurricular activities. We understand that parental obligations will sometimes interfere with a students ability to commit to after school practices or rehearsals. We want to offer as many unique opportunities as possible to experience competition during the school day. Chess, debate, academic bowls, theater, solo/ensemble choral competitions, spelling bees, STEM competitions, and engineering teams might all become elective opportunities at High Point.

A mentoring and monitoring system that allows secondary students daily access to their homeroom mentor coach, fostering educational relationships

High Point students will spend time each day in their homeroom mentoring class. This largely affects middle school and high school students (grades 6-12). All students in these grades will be assigned a mentoring coach that will remain consistent with them throughout remainder of their High Point Academy career. Our goal is to create continuity among our students and staff members. It is our hope that this relationship will prove to be life changing. It is rare that mentor teachers are encouraged to transition a class through seven years of education. We want to pioneer this philosophy and create lasting academic relationships between students and staff.

Extensive eighth grade and senior year research projects and presentations required for promotion and graduation

Each of our promoting students (8th and 12th grade) will be given a research project that will reflect their particular area of interest. Students will choose projects based on their interest, resources, and desired of outcome. Their project will be recorded in an e-portfolio to show progression from 8th grade abilities to senior year development. These portfolios will also offer a permanent record of their work. Many colleges are interested in student based projects that make a difference in the world around them. By the time a student leaves High Point Academy, they will have transitioned from being children who are full of wonder to knowledgeable, responsible citizens that desire to affect the world around them.

Consistent monitoring of student learning, including administration of the Stanford 10 test, PASS, six-week achievement tests, and other appropriate benchmark or diagnostic assessments

We want to regularly monitor our students through benchmarking and other means. However, the test results are useless to a school if filed away in a childs folder. Our goal is to create a list of Common Core Standards targeted to each individual student. This will allow the students to progress and show mastery along the way. We want immediate feedback and review from year to year. Our goal is to acquire a collective source of data that gives teachers and tutors insight into the learning habits of each child. Imagine if you are a new teacher in a school and have a classroom full of bright students eagerly awaiting your presentation. By knowing their learning styles, classroom concepts are connected more quickly. This is a much more efficient way to teach and offers faster concept mastery.

Multiple opportunities for parental involvement in all aspects of the school

The parents at High Point will have many opportunities to be involved in their childs education. We will have a parent night every six weeks. At that event, students will present large projects that demonstrate the truly unique nature of our aligned curriculum experience. It will offer parents an opportunity to observe first-hand their students accomplishments. This involvement will also increase parent awareness and understanding of their childs educational experiences.

Performance-based faculty and staff evaluations tied directly to student achievement results

Charter schools are allowed to hire teachers as at-will employees. This gives the freedom to reward a teacher, encouraging them to remain on staff. There are benefits on the flip side of this as well. If a teacher is not showing results in a classroom, they can be replaced. Proper training will make our teachers more effective and creative, allowing them to be on the cutting edge, giving High Point the advantage over more traditional schools.

The integration of technology into instruction at all grade levels

We want every student to experience technology daily in their classrooms. With such a high tech society, many of our students are well versed in the area of technological proficiency. To remain ahead of the curve, our teachers will be given regular training and classrooms will be consistently updated. All of our students will have access to in-class laptops and eventually High Point Academy wants to provide IPADS with a students e-textbook loaded on them for use during the school year. This would be given at no cost to the child. New Braunfels Texas school district has elected to provide all their 9th grade students and above a tablet for efficiency, textbook storage and classroom interaction. The funding for students 6-8th grade has been secured. This cutting edge technology will make High Point Academy a stand-alone school of progressive proportions.

A robust visual and performing arts curriculum that allow students to display individual and group talent to the community

High Point Academy wants students to have unique opportunities that otherwise might never be presented to them in regular school district. We want to offer every child exposure to piano, music, choir, art, and dance as we believe these areas help produce well-rounded, better educated students and citizens.

Implementation of multi-disciplinary programs that teach students financial literacy, financial responsibility, and entrepreneurship

Another vision that we have for our students is that our school will provide opportunity for students to learn about business and financial success. During their middle school years, High Point Academy wants to teach young people to think like business-minded individuals. We believe if children are exposed to limitless possibilities, it opens their minds to dream of something more. Teaching proper money management and savings is a key component to success in life. Classes such as: Developing business ideas, Creating business success, Building a sound business plan, and How to impact your own community and pay your way through college are all electives or clubs we want to offer. Realizing that our student population will be largely Title I, we want to enable student success through post -secondary school. It is much like the old adage, Give a man a fish and you give him a mealTeach a man to fish and you feed him for life. By offering classes that are geared toward success in life, High Point will be preparing students to be successful on a personal level.

Thematic Curriculum

An example of thematic curriculum would be as follows:

During a particular six weeks, a Common Core such as the War of 1812 would be announced. Teachers would spend the next six weeks using one class period every two weeks studying the War of 1812 and how it pertains to their subject area. Social studies would study the historical perspectives, while science might research and attempt to present models of technological pursuits during the war and year of 1812. Math might use the war statistics and create a graph or chart that shows the number of lives lost and from what part of the country they came. Or they may choose to focus on the caliber of bullets used in the war getting a feel for the actual grams of gunpowder needed to shoot a gun in that era. The literature class might read literature from that period or write letters to soldiers of that era. They might also choose to discover which poetry was popular then or what author was considered trendy and report on that person. The musical arts classes would study pieces of music from the time period and critique them. Then, they might sing a song for parent night. Finally, the art class might create a collage of items that soldiers would carry with them, or highlight an artist from that period. By bringing all these subjects together to study the War of 1812, a fullness of understanding is created that reaches beyond that which is understood if only one of their core subjects studied this historical event. Every six weeks a new unit would be studied and presented to the parents and school community.

Effective education is not meant to be teaching a child a test. It is intended to be teaching a child to think and investigate and examine the world around them, drawing conclusions about subject matter based on their own experience and research. Information comes to todays students in tiny segments. Their minds are hard at work assimilating and organizing that information. High Point Academy takes seriously the task of helping todays students digest the information gained, interpret its impact, and embrace its message in their own lives.

HPAS is a school where students are treated as individuals, education comes alive, and academics are applicable to real life. Striving to integrate science, technology, engineering, and mathematics (STEM) and offering an exposure to fine arts and instrumentation, High Point Academy seeks to create well-rounded individuals. We will be a school where todays students are tomorrows leaders, and every student is encouraged to be a person of honor, integrity, and service.

Relationships also play a key role in the learning process. In the book, Student Engagement Creating a Culture of Academic Achievement, Dr. Richard Jones states, Strong positive relationships are critical to the education process. Students are more likely to make a personal commitment to engage in rigorous learning when they know teachers, parents and other students care about how well they do. They are willing to continue making the investment when they are encouraged, supported, and assisted. Building good relationships complements rigor and relevance. For students to engage fully in challenging learning, they must have increased levels of support from the people around them.

Much of the research pertaining to characteristics of the most successful teachers contends that they should be involved in the schools decisions for heightened effectiveness. This premise is one of the driving forces for the establishment of charter schools. The major distinguishing characteristic of a charter school, as compared to a traditional school, is the lack of bureaucracy that is typical in a larger school district. In a charter school environment, teachers have more input with regard to the curriculum, projects and teaching methods that engage students and lead to excellence. Through learning teams made up of teachers who analyze data, support and monitor one another and determine best practices and decisions for curriculum implementation, classroom teachers will wield the power to make the soundest instructional decisions to meet the needs of the student population, including our students with disabilities and those requiring bilingual, ESL or other special services. With this heightened teacher involvement, we reserve the right to alter curriculum decisions and non-essential assessments based on teacher recommendations, school leadership and Board of Director agreement.

5. Goals and Objectives

High Point Academy has listed SMART goals that align with the state and federal accountability systems.

1. Achieve a 90% graduation rate among High Point seniors after the fourth graduating class.

Year 1 84% 1st graduates

Year 2 86% 2nd graduates

Year 3 88% 3rd graduates

Year 4 90% 4th graduates

Year 5 and beyond will seek to maintain a 90% graduation rate

This goal will be achieved through proper course and credit counseling, as students enter High School. Credit recovery and online courses to help young people meet their goals will be available.

2. Overall core curriculum (Common Core & PASS test results) Math and Reading

2012 Spartanburg District 5: Reading: 79.7%, Math: 80.1%



High Point Academy Overall Student Performance

Year 1 Math75%Year 2 Math77%

Year 1 Reading75%Year 2 Reading77%









High Point Academy will seek to maintain the year 10 standards for each subsequent year. Raising the standard by 2% yearly shows a steady improvement for academic progress.

3. Attendance and Continuity is vital for academic success in the classroom.

Year 1 91% Average daily attendance or greater

Year 2 93% Average daily attendance or greater

Year 3 and beyond 95% Average daily attendance or greater

Students returning to High Point Academy for the next school year (excluding graduation)

K-11th grade Returning Student Percentages

Year 185% Returning

Year 288% Returning

Year 391% Returning

Year 4 and beyond 93% Returning

4. Discipline and Character Leadership

Students who receive discipline referrals and/or infraction report including detentions

Year 1 24% or less of the student body will have infractions, including class 1

Year 2 21% or less of the student body will have infractions, including class1

Year 3 15% or less of the student body will have infractions, including class1

Year 4 and beyond 15% or less of the student body will have infractions, including class1

The number of projects students will participate in to affect the community around them during a school year.

Year 1 K-2nd 1 project, 3rd-8th 2 projects, 9-12th 3 projects

Year 2,3 K-2nd 2 projects, 3rd-8th 3 projects, 9-12th 4 projects

Year 4,5 K-2nd 2 projects, 3rd-8th 4 projects, 9-12 4 projects

At least 1 project yearly will be dedicated to renewable resources (STEM) and how to better the High Point community as well as the families involved.

5. Special Education and Assisted Students

80% or greater of students with IEPs/504 will meet or exceed performance goals as set by the deciding committee.

High Point Academy will use various strategies to meet and exceed our guidelines and goals. During the first school year of operation, we will be setting our baselines with standards higher than our established goals. We will measure the outcomes for each of these SMART goals through PowerSchool and state testing measurements. The Special Education/504 goal will have accountability through documented yearly meetings and the continuity rating can be figured based on returning student applications verses currently enrolled children. We believe an accurate accounting of each standard will allow High Point to track progress and make any necessary changes to the school. High Point Academy will adhere to state standards for high school graduation.

The schools Board of Trustees will be given all collected data as well as our sponsoring district to allow a formal review to be given for administration. High Point will strive to exceed our goals on a yearly basis. We believe these goals define a highly qualified school and indicate the vitality of our student body, teacher success rates and leadership influence.

High Points academic difference is one of extensive research, project-based learning and real life application. Our students will graduate prepared for college. Their skills will place them in top universities across America. The academic expectations at High Point Academy will help many students gain the confidence they need to pursue post-secondary education. Honors classes, dual credit courses and STEM projects will challenge every aspect of a students education. Upon leaving High Point, young people will journey into the world with confidence and pride, knowing that they are prepared for success in life.

Some of the ways that High Point will achieve these goals will be different than traditional schools. A typical school day will begin as early as 7:35 a.m. with the tardy bell ringing at 7:45 a.m. Students will meet in their mentor coachs classroom to work on their classroom community project. Each semester every homeroom class will be assigned a project, that when completed, will fit together with all of the other class projects to present a common theme at parent/community night. School days will run from 7:45-4:15. This promotes more academic rigor and gives young people an opportunity to have more exposure to academic themes.

Students will continue their day attending core subjects, spending 90 minutes in math and reading/ELA daily. Those children who are ahead of their peers will use this extra time to work on their AAP (Academic Achievement Plan) and focus on leadership and mentoring experiences within the school. Part of the uniqueness that High Point Academy can offer is the individualized AAP that custom-fits both gifted and struggling students needs. Most classroom discipline problems begin from boredom or lack of understanding that which is being taught. The desire of High Point Academy is to keep students who progress quickly through a lesson engaged and challenged, while spending the appropriate time needed to help the struggling child move forward.

Perfect Attendance awards and activities to promote school attendance will become a regular celebration at High Point Academy. Each six weeks a child will be eligible for recognition and local community sponsored gifts or coupons. By emphasizing attendance, children are more likely to want to attend school. Another factor that promotes attendance as well as returning students is creating a safe environment. A no bully zone as well as respect and for their peers and teachers gives children the feeling of belonging. High Point Academy wants to create a family atmosphere that encourages children to thrive. These strategies will help HPAS be a successful school of choice.

6. Evaluating Pupil Performance

Students at High Point Academy are going to be lead to achieve greatness. We want all children, grades K-12, to learn in an environment that is indicative of a quality charter school. Consistently evaluating pupil performance keeps accountability in the classroom both for the student and the teacher. High Point intends to have AAP (Academic Achievement Plans) for every student on campus. These plans will include data and testing results to help staff, tutors, parents, and students make informed decisions about the educational goals and progress of each student.

High Point Academy will be a data driven school. Student achievement, student goals, school test scores, and student learning all play an equal part in the educational decision making process. The Board of Directors, superintendent, principal, and teachers will all be held accountable for the decisions they make based on the statistics gained from student performance throughout the school year. These statistics will be collected through PASS benchmarking tests, Stanford 10 tests, 6 week benchmarking tests, Scholastic Reading Inventory, Accelerated Reader Program, MAP tests and any other measurable, benchmarking means necessary.

Student Achievement Goal: High Point Academy students will obtain the reading comprehension, English language arts, and writing skills necessary to master a rigorous high school curriculum that culminates in graduation and college readiness.

Another major goal and tracking of students that will occur throughout the school year will be benchmarking exams. Test results will be collected and studied to determine areas of weakness relating to the Common Core standards on an individual basis. A chart will be developed that gathers all this information in one place and tracks it. It will allow teachers to know which standards have been mastered and which ones need re-teaching. This information will be recorded in each students individual AAP.

Through effective data collection, all students should be able to learn, be prepared for tests, and confidently face state assessments feeling prepared. These benchmarks will be offered 3-4 times yearly, depending on the results of the class/student taking the assessment. The benchmark will help pin point specific children who are not progressing at the same rate as their peers. Tutors, parents, and teachers together, will set goals and work together to help every child succeed.

Describe methods used to measure success towards each goal.

Goal 1: Reading, ELA, and Writing

Students will take benchmark evaluation tests for reading and writing (grades 4, 7). Use of the Stanford 10 test will help to establish an overall baseline for student achievement. All students (K-12) will be given the Scholastic Reading Inventory to determine reading fluency and grade level and will actively participate in the Accelerated Reader program to boost proficiency and success.

Goal 2: Mathematics

Students will take a practice benchmark test for mathematics. Double blocked (90 min.) classes in math, gives students the opportunity to learn math concepts more easily and completely. Six week testing can give teachers an insight as to what concepts must be retaught to students and tutors can reinforce the math lessons. This will effectively close the gap on student math deficiencies.

Stanford 10 testing will be used to offer baselines for learning on an individual basis.

Goal 3: Science and Social Studies

Students in Social Studies and Science are often taught from different perspectives. Due to experiential learning, 40 % of class time will be devoted to lab time for science. These classes will demonstrate their understanding of the science CORE through hands-on labs and experimentation. Social studies will meet the requirement through a more creative use of curriculum bringing to life the units studied and gaining experiential knowledge and cultural awareness while mastering the state expectations. These subjects will be given a Stanford 10 test to show the progress obtained in one year study in science or social studies.

Goal 4: Identified Special Education

Special Education students will take all assessments required of other students with appropriate modifications based on their Individualized Educational Plan (IEP) or the SC alternative assessment as designated by the IEP team/committee. Assessments that cannot be modified will be determined by the team/committee.

Goal 5: Piano Lab

End of the year recital concerts and classroom demonstrations will be used to determine the progress made toward achieving this goal as a school. Combined with teacher instruction, students will progress at their own pace to gain a basic and working knowledge of piano.

Goal 6: Technical Expertise

The utilization of technology by students will be highly evident at High Point. Teachers will implement the Common Core State Standards in technology state standards through a variety of methods including iBook lesson plans and internet research. Secondary students will be given an iPad to complete their work and access digital textbooks and iBooks. Technical proficiency will be gauged through various projects as well as a digital portfolio review.

Goal 7: Character/Leadership/Service

Service projects will be conducted each semester by every student in the school, either individually or in small groups. Leadership roles will be assigned to High Point Academy students by their teachers. Students will be challenged to turn classroom ideas into innovative community projects, services and solutions. Goals will be set and progress towards those goals measured by a set of rubrics determined by the administration.

Goal 8: Attendance

Attendance of all staff, faculty, and students will be logged daily at High Point Academy through PowerSchool. Awards will be granted for perfect attendance both for students and faculty alike. Studies show that students who are at school or desire to be at school, are more effective team members and as a result, are more successful learners. Students are expected to be on campus, as this is vital for the building of community and relationships, among the High Point Academy family.

Goal 9: Continuous Enrollment and School Satisfaction

When a family chooses to leave High Point, an exit interview will be held for the student(s) wishing to withdrawal. These records will be analyzed to allow High Point Academy to more effectively meet the needs and expectations of its families. As graduating students prepare to move on, a satisfaction survey will be given to them as well. This feedback will allow High Point staff to determine how to better improve the school climate both academically and socially.

Goal 10: College Enrollment

In order for our students to gain more knowledge about college readiness programs, we will offer parent/student classes that help families understand the process of FAFSA forms, SAT and ACT tests, and college applications. At High Point Academy, it is our goal to prepare students to flourish in whatever career path they choose.

Student Assessment and Benchmarking for Grade Level

Students in K and 1st gradesScholastic Reading InventoryFall/Spring

2nd grade studentsScholastic Reading InventoryFall/Spring

Gifted and Talented January

3rd-8th gradePASS for ELA, Math, Sci, SSMay

Benchmarking for PASSSept/Nov/Feb

Scholastic Reading Inventory (as needed)

PASS WritingMarch

High SchoolAlgebra I/Tech Math 2, Eng I, EOC Exam

US History, Biology I/Applied 2

Scholastic Reading Inventory as needed

Benchmarking for EOC exams

Year 2 High SchoolHSAP-ELA and MATHSpring

Benchmarking for HSAP examsFall

RetakesFall/Spring

High Point Academy understands that the testing dates are subject to change and will comply with all updates.

Data collected from the testing and benchmarking will help to offer direction for the High Point staff. Parents, tutors, and teachers will have access to the information and twice yearly the AAP will be updated to reflect the areas of strength and weakness. Individual projects will be included in the plan to give students a direction for self-learning and fun project based activities that improve educational achievement. Accountability is vital for success in a data driven environment. Teachers that are experiencing repetitive challenges will be mentored and placed on a growth plan to develop their skills and make them more effective in the classroom. High Point Academy will offer all staff and teachers professional development that gives them teaching strategies, technology-based development and classroom management skills to refine their classroom approach and achieve excellent results.

Professionals that are unable to stay on task in the classroom, achieve positive test scores, and struggle with classroom management will be properly identified and evaluated through the ADEPT system. In some cases, a teacher will be replaced. First however, they will be given appropriate remediation and training, placed on growth plans to improve weak areas and directly mentored by more experienced teachers. Often times, teachers struggle due to lack of knowledge or acquired skill. High Point Academy wants to be proactive in developing quality teachers and giving them incentives to reward their hard work and extra efforts. Appreciation is vital for a positive team environment.

7. Serving Students with Special Needs

Effective Strategies for Identifying Student Needs

One of the first strategic steps the campus must follow for student success involves identifying the students needs. Based on the individual evaluations, all qualifying students will be offered services that are based on specific student need. For both special education and Section 504, the state requires the participation of designated students on the PASS assessment. An IEP team/committee determines what assessments are most appropriate for students in special populations.

Students with disabilities are held to the same challenging standards as all students in the general population, and school support is essential to meet the guidelines for special education students. Regular education teachers must know and utilize strategies based on the students Individualized Education Plan (IEP) so they can help students with disabilities learn in mainstream education classes as much as possible. Special education teachers need to know the academic content in which their students will be tested on PASS.

High Point Academy will hire a certified special education teacher, qualified to work with students with disabilities and provide professional development for all faculty, in order to help with implementing effective strategies for special needs students. Also during the first year of operation, High Point plans to hire a certified special education aid. We believe this will help us identify and service the school population very quickly. The special education teacher will be responsible for coordinating all Intervention meetings with staff and parents, as well as hand-out current modifications/accommodations for SPED students. The Section 504 student is similar to the special education child, also being offered modifications/accommodations.

High Point Academy understands that requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. The school is willing and capable of following the procedures outlined in this law. Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and Title III of Elementary and Secondary Education Act (ESEA) are also federal requirements that High Point Academy is able to comply with.

HPAS has prepared the opening year budget with expectations of necessary services rendered for contract labor. All qualifying students will receive necessary services. The budget reflects $12,000 and $9,000 in line items 49 and 50. This money is available for year 1. Each subsequent year, High Point has set aside monies for necessary contract work. This contracted labor will come on a regular basis (whatever is specified in their Intervention plan) to High Point and provide training or necessary services to the eligible students, as indicated in their IEP.

Students served by special education will begin transition services by age 13. These services include career and post-secondary planning, as well as assessing curricular needs for high school graduation. A full range of special education services and support will be provided to every special education student to maximize academic success. High Point Academy will encourage each special education student to participate in the IEP process during these secondary years and will also include the students graduation coach, advisor and parent in each meeting. This will assist students in making the best decisions possible when planning for future endeavors. The goal of High Point is to prepare each student to accomplish all educational and career goals. This includes setting high standards of expectation and assisting each student in whatever way necessary to accomplish their individual goals.

High Point Academy understands that outcomes for special education students cannot be predetermined, but established by an Intervention committee. We will comply with IDEA child find process. High Point Academy will offer a variety of special education services. With quality being a priority, High Point Academy will hire certified special education teachers to work with our students.

Special Education students will have the same opportunities as any other student at High Point Academy. They will be allowed to participate in chess clubs, competitive sports and academia competitions, as well as theater and fine arts presentations.

8. Student Discipline, Suspension, and Expulsion

High Point Academy will provide an explanation of policies in a new student orientation class. A student handbook will be available for each student upon registration to High Point Academy.

Guidelines for Assessing Discipline Penalties

When imposing discipline, school personnel shall adhere to the following general guidelines:

Discipline shall be administered when necessary to protect students, school employees or property and to maintain essential order and discipline.

Students shall be treated fairly and equitably. Discipline will be based on a careful assessment of the circumstances of each case. Factors to consider shall include:

1. Seriousness of the offense 2. Students age

3. Frequency of the misconduct

4. Students attitude

5. Potential effect of the misconduct on the school environment

Conduct Warranting Discipline

Conduct warranting discipline will fall into one of the following levels dependent upon the severity and the repetitive nature of the conduct. Examples are listed in each level.

All possible acts of misconduct cannot be anticipated or listed. The administration of HIGH POINT ACADEMY SPARTANBURG reserves the right to handle each incident with appropriate discipline based upon our general discipline philosophy.

Level I Disciplinary Consequences

Denial of class privileges

Detention Hall

Seating changes within the classroom

Time-outs

In-class discipline: May include, but not limited to: lower citizenship grades, and/or teacher assigned detention

Misbehavior warning (oral or written)

Temporary confiscation of items that disrupt the educational process

Parent contact, by written message, in person, or by phone

Any other disciplinary action deemed appropriate by the teacher or administrator

Special Education Student refer to Individual Education Plan (IEP)

Section 504, if applicable, review Behavior Intervention Plan

Level II Disciplinary Consequences

A zero may be given for dishonest or deceitful actions on class assignments

Confiscation of inappropriate articles

Denial of privileges i.e. field trips, recess, parties

Detention hall

Disciplinary reassignment by a building administrator

In-School Suspension (ISS) Restitution/restoration Saturday School Short-term removal from the classroom to an administrators office

Any other disciplinary action deemed appropriate by the administrator


Section 504, if applicable, review Behavior Intervention Plan (BIP)

Level III Disciplinary Consequences

Detention Hall


Emergency Removal from school

Home-Based Instruction (HBI) - no more than 3 consecutive days or 6 days per semester

In-School Suspension (ISS)

Referral to law enforcement agencies

Restitution/Restoration

Saturday School

Suspension no more than 3 consecutive days or 6 days per semester



Any other disciplinary action deemed appropriate by the administrator.

Level IV Disciplinary Consequences

Confiscation of inappropriate article


Expulsion

Withdrawal from HIGH POINT ACADEMY SPARTANBURG

In-School Suspension (ISS)

Referral to appropriate law enforcement agency

Restitution/Restoration

Home-Based Instruction



Any other disciplinary action deemed appropriate by the administrator

OFFENSES WARRANTING IMMEDIATE EXPULSION

Offenses that warrant immediate expulsion include, but are not limited to:

Engaging in conduct punishable as a felony

Engaging in conduct that contains the elements of the offense of assault or terrorist threat

Conduct that contains the element of retaliation against any school employee

Any student who brings a firearm to school will be removed according to state law.

Decisions by the Board of Directors which uphold expelling or withdrawing a student requires an immediate withdrawal from HIGH POINT ACADEMY SPARTANBURG. HIGH POINT ACADEMY SPARTANBURG shall send notice of removal of a student to the school district where the student would normally attend.

APPEAL PROCESS

A student may appeal an expulsion decision to the Board of Trustees and Administrative Representative. The Board has final decision concerning the actions of expulsion and decision imposed.

ASSURANCES

High Point Academy will comply with the S.C. Code Ann. 59-63-235, which provides for the expulsion of any student who brings a firearm to school;

High Point Academy will comply with the Family Education Rights and Privacy Act (20 U.S.C. 1232)

9. Governance and Operation

The governing board of High Point Academy is elected every even year. Both employees and parents have a vote for the school board elections. If a parent has more than one child enrolled, they receive one vote per child based on the number of their children enrolled in the school. School board elections will occur in May. This offers the new board members a transitioning time with the old board members, creating continuity for the school. The new members will be trained prior to September 1st of the new school year.

In order for a candidate to be allowed to run, they must first fill out a candidate application form and go through an interview process with the board. A position on the school board requires tireless effort, no pay, and continued service. All potential candidates must first turn in a Statement of Candidacy, a Statement of Economic Interest, and a Loyalty Oath. This allows proper screening of potential board members to ensure there are no previous felonies, as well as explaining that all service to the school board is volunteer with no expectation of remuneration.

Upon the completion of these documents and an interview, a candidate will be allowed to be placed on a ballot to run for a school board position. As specified in the bylaws, fifty percent of the individuals must have a background in K-12 education or in business and can remain on the board as assigned by the majority. At least fifty percent of the board must be elected by the parents of students enrolled in the charter school and employees on staff.

An election will occur in an evening school wide meeting with all members present who wish to cast a vote. Absentee ballots that are registered will be accepted prior to the school wide meeting. No absentee ballots received after the evening meeting will be accepted. Each family unit (parent/parents) receives the number of votes that is equal to the number of students that are enrolled and attend High Point. A registered ballot will be made for each family. Upon their arrival they may pick up their ballot to cast the allotted number of votes that have been predetermined for them on their standardized ballot. All ballots will be turned into the designated page and counted during the meeting. Results of the election will be given that night. Any ties between candidates will be decided by a ballot vote that night.

The charter planning committee will be dissolved after the election and training of the first school board. The new board will receive training by November 1 of the first school year. The charter planning committee will then officially be dissolved and the new school board will assume its inaugural leadership and duties. Currently the charter planning committee consists of BK Vernon (Former South Carolina SBE Member), Martha Axmann (Retired Public School Teacher), David Wells (Minister of Music), Bill Wynn (Lawyer), Aubrey Dillard (Business Owner), Ashleigh Asper (Business Owner), Mary Jane Wells (Retired Fundraiser) and Lori Manning (Certified Teacher and Former Charter School Administrator). Any board member that is hired to be a worker in the school will be replaced through an election in September 2014.

The High Point Academy school board will have the authority to develop policies, make decisions, and execute each of the following responsibilities:

1. employing and contracting with teachers and nonteaching employees;

1. ensuring that all certified personnel, teachers, and noncertified teachers undergo background checks and other investigations before they are employed in the school;

1. contracting for other services including, but not limited to, transportation, accounting, and legal;

1. developing pay scales, performance criteria, and discharging policies for its employees, including the schools administrator;

1. deciding all other matters related to the schools operation, including budgeting, curriculum, and operating procedures; and

1. ensuring that the school will adhere to the same health, safety, civil rights, and disability rights requirements applicable to all public schools operating in the same district.

High Point Academy and its governing body will comply with the Freedom of Information Act. All records are public information with the exception of the following:

Exemption (b)(1) - National Security Information

Exemption (b)(2) - Internal Personnel Rules and Practices

"High" (b)(2) - Substantial internal matters, disclosure would risk circumvention of a legal requirement

"Low" (b)(2) - Internal matters that are essentially trivial in nature.

Exemption (b)(3) - Information exempt under other laws

Exemption (b)(4) - Confidential Business Information

Exemption (b)(5) - Inter or intra agency communication that is subject to deliberative process, litigation, and other privileges

Exemption (b)(6) - Personal Privacy

Exemption (b)(7) - Law Enforcement Records that implicate one of 6 enumerated concerns

Exemption (b)(8) - Financial Institutions

Exemption (b)(9) - Geological Information

Student records and administrative records that involve privacy issues for students or staff will not be open to public viewing. Board meeting and minutes can be viewed by the public. However, closed session meetings, are not available for public viewing.

Board meetings will occur nine times yearly. The annual meeting to close business for the year will be in May. Every even year newly elected board members will be included in this meeting during a transitioning period and training. Additional Board meetings will be in August and January. According to the High Point Academy bylaws, Section 2 states, a special meeting can be requested by a school administrator or board member.

The lead administrator will participate in all board meetings and help to promote the mission of the school. The lead administrator will be responsible for the academic, discipline, and financial decisions in the school. The board will allow this leader the freedom to make decisions as to the everyday workings of the school. The administrator bridges the gap between the board and the staff/student body. The board is responsible for policy and the administrator is responsible for the methodology and implementation of the policy.

The Board will have the responsibility to hire/fire the lead administrator.

The sponsoring district, SCPCSD, is not held liable for any decisions made by the High Point Academy board and leadership.

10. Parent and Community Involvement

High Point Academy intends to reach a diverse population of students for the school. We have set-up booths at local festivals, events, and sporting activities. Also, we currently are having community informational meetings and running ads in the paper. High Point is using the local non-profit organizations to help spread the word of a coming charter school. Through the head start organization, we are planning on reaching many Title I families that long for a choice in educating their family, but have few options. It is our specific plan to include a flyer drive where families and supporters will wear t-shirts and walk the neighborhood of targeted communities to pass out flyers door to door. We want to create excitement and interest in the community for the opportunity that High Point brings to the greater Spartanburg area.

Giving students and parents a chance to participate in creating something from nothing allows them to take ownership in a new project that they can call their own. These families will be called Founding Families, which instills pride and excitement as the school takes form and begins to function. Strong leadership to promote a TEAM (Together Everyone Achieves More) atmosphere lets a few individuals build into a large group and then grow into a thriving community and successful educational institution.

Parents and teachers are given a voice in the representation of the school board. They are allowed one vote per employee and a vote for every student enrolled in the school. Eligible parents, community members, and founders that choose to run for board membership will represent the voices of the High Point families. By law we cannot require a parent to be a volunteer for HPA in exchange for school entrance. However, we believe that by promoting service opportunities and having our students do community projects, our parents will follow suit and begin to make a difference in the lives of those around them. We will require volunteering service hours of families that choose to participate in the free after school program. Requiring these hours (5 hours per year) to participate in the free after school program is a small payment to give and yet helps establish ownership and relationship with otherwise absent families.

High Point Academy hopes to have a PTO on site. This will enable parents and teachers alike to participate in day to day activities and fundraising for the school. Also, all parents and teachers are given an equal opportunity to cast their vote in the election of board members. Any citizen from the community can choose to run for a board position.

Partnerships within the community are important for the success of a new school. The State School for the Deaf and Blind, local community colleges, Palmetto En Pointe, Good Housekeeping Real Estate along with other businesses have agreed to support the progress of High Point Academy. The individuals established among these businesses are seeking to be change agents within their community. An additional business that has been monetarily supportive of the High Point dream is Buckman Laboratories. Mr. Buckman feels that a school that reaches to the underprivileged child and offers strategies for handling children with special needs is important for the community. His $250,000 gift has paved the way for several other donors and grant organizations, as well.

11. Budget and Finance

High Point Academy, Inc. has received a $250,000 donation in Feb 2013 (See the bank account statement in Appendix M behind the 5 year budget plan). The money has been ear marked for the High Point Academy school project. This received gift is the first of several gifts pledged to be given. On June 24, 2013, High Point receive news from Wave IV- NCLG- Next Generation Learning Grant, as to whether or not it receives a Wave IV grant in the amount of $150,000 for the planning year prior to opening. If this grant is awarded, we will be eligible to apply for the 1:1 matching grant from Wave IV- NGLC on Dec 2, 2013. All money received by the school between June 24, 2013 and December 2, 2013 will be eligible to count towards the 1:1 funding up to $300,000! High Point is working hard, diligently seeking grants