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SCHOOL DISTRICT OF PALM BEACH COUNTY, FLORIDA _APPJ?ICATION COVER SHEET

Provide the name of the person that will serve as the primary contact for this Application. One person should serve as the contact for follow-up, interviews and notices regarding this Application.

NAME OF CHARTER SCHOOL: Belle Glades Excel Charter School

NAME OF NONPROFIT CORPORATION THAT WILL HOLD THE CHARTER; Lutheran Services Florida, Inc.

Has the Corporation applied for non-profit status? Yes ~X"'--__ No _____

NAME OF CONTACT PERSON: David Yarborough

TITLE/RELATIONSHIP TO NONPROFIT: ___V!..!i""c,,-e....P...,re""s"'id"'e"-'.n!.!.t.."O!.,lI"")e"'ra"'t"'ioL'.n"'s... ____

MAILING ADDRESS:__---"3"'6""'27L..2A'-W!!.."-e"s~t'-W!!.."-at'-'e'""rs'-'A~v"'e"'n..u"'e~T'_'a!!.m!!,pl!.la,.,.,...,F-"L"'-_-"'3"'36"'1"'4'---_____

TELEPHONE (day): (813) 676-9505 CELL PHONE: (813) _210-3675___

EMAIL ADDRESS: dyarborough@lsfnet.org

NAME OF MANAGEMENT COMPANY (if any): ~,-,/A,",---__________

NAME OF PARTNER ORGANIZATION (if any): _ N'-'/A"--__________

The proposed school will open in the fall of school year:~2"'OL!1..!..1___________

Term of Charter Requested __1..,0'--_____________

Grade LevelsSchool Year Total Student Enrollment K-3First Year 300 -_ .. K-4Second Year 400 K-S~irdYear 500 (maximum capacity) r-:::.---

Fourth Year K-S 500 (maximum ca~aci~) K-SFifth Year 500 (maxiJ:r!um capacity)

I certify that I have the authonty to subnut dus application and that allmforrn.atlon contatned herem is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocations after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the organization.

..--

Signature Title

David Yarbo!O!!gh Printed Name Date

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Exhibit A

mailto:dyarborough@lsfnet.orghttp:u"'e~T'_'a!!.m!!,pl!.la

1. EDUCATIONAL PLAN

1. Mission, Guiding Principles and Purpose The mission of the Belle Glade Excel Charter School is to extend early childhood gains in early educational intervention and parental support/involvement that have been accomplished through the operation of a Gold Seal Head Start program into a primary school education. The School will incotporate active parental involvement and community resources in the education of their children, and utilize the best curriculum to prepare students to be successful in their continuing education. The vision is to lead the public school system in the Glades in the standard for educational quality. Students ,,-ill hold themselves to the highest standards of achievement and academic excellence. Regardless of the disadvantages of poverty and shortages of community resources the students will have an equal opportunity to receive a quality education and to gain an educational foundation on which they can grow and learn,

The School will be organized and operated in accordance with the Guiding Principles found in s. 1002.33(2) (a). The School's Board of Directors will review the guiding Principles to assure that the School will:

Meet high standards of student achievement and provide parents a diverse educational opportunity within the State's public school system by the creation of the charter,

Promote academic success by the utilization of quality educational staff, research-based curriculum, and enhanced parental involvement;

Promote financial efficiency by aligning responsibility with accountability as demonstrated by the operation of the Head Start program over the past 28 years;

Provide parents widl sufficient infoffi13tion on their child's reading level and whether the child gains at least a year's worth of learning for every year spent in the charter school through active communication and teporting systems.

The Board of Directors of the School accepts these guiding Principles and will establish a school of inclusion both in instructional programs for all students coupled with student and school accountability to foster such standards_ The Guiding Principles above will be woven into the School's program as follows:

Maintain dle inclusive nature of the public school system by enrolling all eligible students who submit an application;

Provide an innovative and rigorous research, standards-based curriculum to fully develop each student's learning potential;

Ensure appropriate placement of students as documented through the child study team process and as designated on the Individual Education Plan (LEP);

Offer a curriculum that affords students the opportunity to be successful as they progress throughout middle and high school as well as life experiences;

Cultivate the benefits of a compatible, cohesive, diverse community by aligning the School with multiple community resources;

Develop a financial manual to assure fiscal accountability;

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Conduct parent meetings and workshops and provide the necessary documents and information to track achievement levels and the progress of each child;

Insure parental involvement by education as well as training on the significance of theit contribution to each child's success.

Prescribed Purpose for Charter Schools found in s. l002.33(2)(b):

The Board of Directors accepts these Prescribed Purposes and will establish instructional programs for aD srudents, and professional development for teachers and staff. The Prescribed Purposes above will be interwoven into the School's programs as follows:

Implement a Srudent Information System (SIS) to track srudent achievement: PowerSchool is a cross-platform management system with web based access to student information supporting srudent achievement. The basic premise for utilizing PowerSchool is the ability to provide a single integrated solution with a consistent interface and common database. Because all components share a single data repository, you only need to enter information once and it becomes immediately available to everyone with appropriate permissions and security access. PowerSchool's integrated solution enables you to access current and historical data without leaving the system or impacting other users. PowerSchool can easily customize fields, screens and reports to support office and school functions.

Design a program to enhance learning for srudents who have not

previously, or not currently making learning gains;

Increase learning opportunities for all srudents, with a special emphasis on low-perfonning srudents and reading;

Insure the School's and staff's commitment to reading as a requisite skill for student success in all subject matters by establishing effective communication networks regarding to all stakeholders (e.g., students, parents, teachers, administrators, etc.)

Design an academic-based program for srudents before and after school; Provide staff development for teachers and staff that focuses on srudent

achievement; Develop an incentive program for teachers encouraging them to research

innovative learning methods and model effective strategies for other teachers; Use the "Power Standard" report card system to measure learning

outcomes.

Optional Purposes of Charter Schools

The Board of Directors accepts these Optional Purposes and will establish programs to fulfill them as found in s.1002.33(2)(c). The Optional Purposes will be incorporated into the School's programs as follows:

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Provide an option for more individualized instruction targeted to varying learning styles;

Use the innovative "Power Standard" report card system to measure

student achievement;

Develop an effective educational program for other schools to model;

Expand the capacity of the school system in Belle Glade by the creation of a bridge between the existing Head Start program and primary education.

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2. Target Population and Student Body

The Belle Glade Excel Charter School shall be open to any student covered in an interagency agreement or residing in the school district in Belle Glade FL. The School will target students in geographic proximity to the charter. The School will target students eligible to attend K-3 the first year, subsequently adding a grade level each year until after the third year the School will serve student in grade levels K-5 each year. The School will recruit from the graduates of the current Head Start Program, The operation of the PEPPI Head Start program in Belle Glade over the past twenty eight years has created significant community awareness and serves to provide opportunities for recruitment of students.

The Belle Glade Excel Charter School expects to enroll students from low-income /minority households and accepts the challenge of implementing a program designed to meet the needs of all students. Targeted students will be those who have participated in the Head Start program in the recent past. As the PEPPI Head Start program (preschool Enrichment Program with Parental Involvement) currently enrolls approximately 172 children each year, initial outreach will be made to those students and families. Additionally, the School's educational program will make provisions for cutriculum designed to meet the needs of students including, but not limited to English Speakers of Other Languages (ESOL), students with disabilities and those who are one or more grade levels behind on average. The school is expected to be a Title 1 campus and serve more than 45% free/reduced lunch

. category.

The Belle Glade Excel Charter School will comply with class size amendments. Core Curricula courses for class size reduction will adhere to the requirements set forth for Mathematics, Language Arts/Reading, Science, Social Studies, Foreign Language, English for Speakers of Other Languages (ESOL), and Exceptional Student Education (ESE) as set forth by the Florida Deparunent of Education. Moreover, courses taught in traditional selfcontained elementary classrooms will have class sizes of no more than 18 students in grades K-3 and 22 students in grades 4 and 5. In addition to traditional classroom model, the School will design Academic Academies for students identified as "at-risk". This select group of students will be placed in appropriate classroom settings for instruction in reading and math. Academic Academies are designed for students in grades K-3 who are performing below grade level in reading or math. Class size in the Academy will comply with class size amendments.

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The School will be able to accorrunodate up to 500 students each year contingent upon the facility capacity.

Grades Year 1 Year 2 Year 3 Year 4 Year 5 Kindergarten 54 54 68 68 68

1st Grade 54 72 72 72 72 2nd Grade 54 72 72 72 72 3rd Grade 54 54 72 72 72 4th Grade 0 64 72 72 72 5th grade 0 0 54 72 72

K1 Academic Academy 18 18 18 18 18 K1 Academic Academy 16 16 18 18 18 K-1 Academic Academy 0 0 0 0 0 2-3 Academic Academy 18 18 18 18 18 2-3 Academic Academy 18 18 18 18 18 2-3 Academic Academy 14 14 18 0 0

Tolal Students 300 400 500 500 500

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3. Educational Philosophy

The Belle Glade Excel Charter School will provide an innovative educational program that includes a variety of instructional methods and strategies designed to encourage student achievement, improve behavior and encourage attendance.

The program will combine parental support and active involvement in children's education with the implementation of a comprehensive instructional design plan. This instructional design plan will include an effective, innovative curriculum that promotes academic achievement, creative problem-solving skills, and positive character values. The school will encourage academic success by engaging superior instructional staff and maintaining small class sizes and low student-teacher ratios llfld personal success by encouraging good citizens and well-rounded children

Parental involvement will be a key element of the program, which will build a bridge between Lutheran Services Florida's PEPPI Head Start Child Development Center (preschool Enrichment Program with Parental Involvement) in Belle Glade and a primary school education. Parents at PEPPI are required to play an active role in their children's education: they participate in school activities, volunteer in the classroom, participate in reading to their children at home with school proVided materials/stories, and serve as chaperones on school field trips. This philosophy will be replicated at the Charter School; ensuring parents take responsibility for their children's academic success.

The School will have a well suppOrted PTO, fostering parent participation and advocacy. This will facilitate consistent, communication channels between parents, teachers and administrators using a variety of proven teduuques and methods. All parents and guardians will be encouraged to participate to make sure that the needs of the student and their families are evident and prioritized. In addition to monthly PTO meetings, there will be monthLy principal breakfasts, open School Advisory cow1cil meetings and ESOL breakfasts three times each year.

Parents will be encouraged to become involved in the School through volunteer hours, a School Improvement Team/School Advisory Council (SIT/SAC), and participation in governance. Parents will also be expected to support the teachers and the administration, and will follow through at home with school commitments and obligations. A Parent Contract will require 20 volunteer hours per year (appendix C). Diversity will be welcomed and respected, and the School culture will be one of tolerance and understanding.

Academic standards and goals will be set high and tracked. Each student's IEP as well as academic support will guide them and provide opportunities for academic excellence. Students scoring on levels one and two on FCATreading and/or math, or scoring below the 30th percentile on SAT in reading and/or 9math (or district guidelines on Standards Based Assessments), will be eligible to participate in Academic Academies. Academic Academies group students by grade and subject area needs. Students are taught by highly qualified teachers using the core reading and math program at a slower pace. In addition, after school tutoring is provided in reading and math to students in grades 3-5 who scored below level three on FCAT. Curriculum used for tutoring is supplemental to teaching and materials

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during the school day. All students will graduate on or above grade level, and be prepared for future success.

The faculty and staff will be comprised of competent and caring professionals who will work together to teach, coach and motivate students. Staff will be required to participate in ongoing professional development to increase their knowledge and proficiency in the most current educational practices as well as maintain their state certification.

The educational philosophy and curriculum plan are designed to serve students of all ability levels. As detailed in the Curriculum Plan; Core Knowledge (E.D. Hirsch), A Legacy of Literacy (Houghton Mifflin) and Differentiated Instruction are all elements of the researchbased curriculum that have proven to be effective.

Teachers will develop lesson plans using a research-based curriculum that is directly aligned to the Florida Sunshine State Standards. Based on the lesson plans, differentiated instruction and an awareness of learning styles will be incorporated into the curriculum respecting the fact that all children learn through different modalities.

To support effective lesson planning, teachers will follow a set of "Power Standards" (excerpts from the Sunshine State Standards). In 1998, a group of charter schools met through an Annenberg Grant to create Power Standards based on the Florida Sunshine State Standards. Power Standards refer to an effective system that schools can use to focus teacher instruction and student learning on the essential Florida Sunshine State Standards. 1bis system involves identifying the essential and "critical-to-know" state standards that are connected from grade level to grade level. Power Standards will be presented on a chart as an educational tool. The visual will provide teachers and students with an aligned level of objectives and a plan for progression through the Sunshine State Standards.

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4. Curriculum Plan

The curriculum wiU be based upon and comply with the Florida Department of Education's Sunshine State Standards and the Pupil Progression Plan as supported by the District The Florida Sunshine State Standards will be the driving force behind the curriculum taught at the Belle Glade Excel Charter School. Additional professional resources to support instruction will include: the Charter School Power Standards, Core Knowledge Curriculum, Saxon Math and Scott Foresman Science. Supplemental curricula will consist of hands on experience through manipularives, and such products as Discovery Education stn:aming Plus, Reading A-Z, and Starfal!. All curriculums have been aligned to Florida Sunshine State Standards.

R~search Based Curriculum:

The Belle Glade Excel Charter School will utilize the Core KllOJl'/ildge Cum',u/unI, developed by E.D. Hirsch. This Curriculum is a framework that incorporates the fonnal performancebased Florida Sunshine Stllte Standards and encourages stelldy academic progress as students build their knowledge and skills from one year to the next. This curriculum uses II spiral, interdisciptinary and conceptual approach to instruction, where concepts and skills continue to be introduced and e..'Cpanded upon at each grade level. The Core K/lOw/edge CurriCli/llm series specifIes detailed grllde-by-grade topics of knowledge in each subject area and answers th!! question "what do children need to know?" In this way, socio-economically disadvantaged children have the foundation in "cultural literacy" to succeed in a "middle class world."

The school will provide a bllianced aClldemic program, emphasizing theme-based and interdisciplinary study, with science integrated throughout the curriculum, as well as critical thinking skills and cooperative learning projects. Each student will have a Personal Education Plan (PEP) as well as their IEP to assess his/her skill level when he/she enrolls in the School, in order that each student's strengths are identified at the outset. The Con: Know/edge Cummium framework identifies competencies to be mastered at each grade level, and ensures, as students enter each new phase of their academic career, they are prepared to master the set of objectives. The curriculum framework places emphasis on reading, writing, science, and mathematics as well as modem language physical education, and the arts. The overarch.i.ng goal of this curriculum is to establish a "flexible" open framework that supports creativity, high standards, and a solid academic foundation for students. As a student moves through the lower school grades, there is an added emphasis on organizational skills and individual oral and written reports.

The School will embrace No Child Left Behind's premise of what it takes to ensure the reading success of every child. Improving the reading skills of children will be a top priority of the School. At the national level, No Child Left B.hind reflects this priority in conjunction with the new program called Reading First. This is an ambitious national initilltive designed to help every young child in every state become a successful reader. It is based on the expectation that instructional decisions for all students will be guided by insight into exactly how children learn to read and the essential components for effective reading instruction. The Belle Glade Excel Charter School will seek to identify and implement educational practices supported by rigorous evidence.

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http:overarch.i.ng

Reading First builds on this solid foundation of research. The School will adopt the Readillg First philosophy. In such programs, students are systematically and explicitly taught the following five skills identified by research as critical to early reading success:

PhIlmmit: awot71llesr. the ability to hear and identify sounds in spoken words; Phonics: the relationship between the letters of written language and the sounds of

spoken language;

F/lImry: the capacity to read text accurately and quickly; Vocab1llary: the words students must know to communicate effectively; Comprehension: the ability to understand and gain meaning from what has been read.

The School will also utilize READ180 for additional curricula for grades 3-5. READ180 is one of the most thoroughly researched reading intervention programs in the world. Thirtyseven studies have proven that this curriculum has a positive impact on student achievement

The School staff will be trained and have the technical knowledge to ensure every child gets the help he or she needs to excel in reading. Staff will be provided training to implement high quality, scientifically-based reading programs through attending state conferences, district workshops, and school-base staff development All teachers will be certified as highly qualified teachers in the subject they are assigned to teach and all teacher associates will have no less than 60 college credit hours.

CurricuLum Alignment:

To detetmine students' instructional levels, and to ensure the curriculum is aligned to teaching critical State Standards, students will be assessed annually using a variety of tests such as the Benchmark Assessment Test (BA1), Florida Comprehensive Assessment Test (FCA1), Standards Based Assessment, Florida Kindergarten Readiness Screener (FLKRS/FAIR), and other diagnostic reading tools. Test data drives decisions and will therefore be used to direct and support the School's curriculum plan to implement strategies and programs that will be used to increase student achievement.

Teachers will develop lesson plans using a research-based curriculum that is directly aligned to the Florida Sunshine State Standards. Based on the lesson plans, differentiated instruction and an awareness of learning styles will be incorporated into the curriculum respecting the fact that all children learn through different modalities.

To support effective lesson planning, teachers will follow a set of "Power Standards" (excerpts from the Sunshine State Standards). In 1998, a group of charter schools met through an Annenberg Grant to create Power Standards based on the Florida Sunshine State Standards. Power Standards refer to an effective system that schools can use to focus teacher instruction and student learning on the essential Florida Sunshine State Standards. This system involves identifying the essential and "crirical-to-know" state standards that are connected from grade level to grade level. Power Standards will be presented on a chart as an educational tool. The visual will provide teachers and students with an aligned level of objectives and a plan for progression through the Sunshine State Standards.

The following is a brief description and overview of research-based curriculum for each subject area that will be used for the Belle Glade Excel Charter School:

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-:- Reading and Language Arts: the literature program that ....-ilI be used is "A Legacy of Literacy," by Houghton-Mifflin. This research-based, comprehensive reading program contains a wide selection of both fiction and non-fiction (Including science, biographies, autobiographies, and informational stories). Poetry and creative writing will be an integral part of the series. Supplemental materials will also be available such as transparencies, leveled reading material, workbooks for grammar and spelling, and lessons to incorporate visual arts, science, social studies and music. "A Legacy of Literacy" is unique in targeting all reading levels. The program consists of lesson plans for English Language Leamers, high and low achievers, allowing teachers to customize instruction. In addition to the researchbased reading basal,s taff will become knowledgeable in the function of prosody, the study of rhythm, intonation, and related attributes in speech, to intrigue and motivate lifelong readers .

:. Writing: The curriculum will be based upon and comply with the Florida Department of Education's SW1shine State Standards in Reading/Language Arts. The 6+ 1 Writing curriculun1., by the Northwest Regional Educational Laboratory; Carson-Dellosa Publishing Co. will be used as a supplemental curriculum designed to increase communication skills and ultimately increase gains in writing. For grades K5, a minimUfl1 of thirty minutes each day will be dedicated to writing, in addition to writing that is a component of the daily 90 minutes of Reading/Language Arts. This program pinpoints strengthens and weaknesses as students focus on improved writing. The 6+1 model addresses various needs in writing instruction as well as creates a vision of what "good" writing looks like. Traits addressed through the program are: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Monday through Thursday students work on rough drafts applying all the above traits. Friday students publish their writing and monthly teachers choose the best writing sample for the Golden Pencil Award. Each class receives an award. Through the Sunshine State Standards and a correlation with the Core Knowledge sequence, students will be exposed to lis tening, reading, and wri ting of different genres. Students will write to entertain, inform, communicate, and persuade. Students wilileam phrases of the day such as; "Take the bull by the horns", and be able to write to explain the meaning. Zaner BIaJerwill be used as the Handwriting curriculum, and is an extensive, age appropriate progran1 that has proven to be effective. The publisher provides a full spectrum of quality instructional materials that are easy to teach and implement. Their instructional materials are developed in accord with leading handwriting and educational researchers to best support beginning reading and writing instruction .

:. Mathematics: Saxon Math will be used as the advanced math curriculun1. It is a highly structured progran1 that uses hands-on approaches necessary to increase student achievement. There are tangi.l:>le and measurable results that are produced allov.wg teachers and parents to see strengths and weaknesses before progressing to the next concept. In grades Kindergarten through four, there is a scripted program guiding teachers to know exactly what to say and how to say it. This allows for all students to receive the San1e leaming experience. Saxon Math covers all Sunshine State Standards. Math homework is derived directly from the lesson ensuring any missed concepts wilJ be identified immediately.

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Additional classroom resources will be used for test preparation and for students performing below the 30"' percentile in grades one and two (or district policy for the new Standards Based Assessment), and for students performing below level three on FCAT during after school tutoring and enrichment.

.:. Social Studies/Geography: The School will follow the Core Knowledge Curriculum. All domains are linked to one another. Social Studies and Geography tie into the reading material, whether it is poetry, music, or art. There will be a different focus every month. For example, in third grade the geography of Greece is taught fIrst, then ancient Greece, followed by Italy and the Roman Empire. In science, students mal' be leaning how the climate in those areas can affect animals and vegetation. Grades three through fIve will use the series History and Geography by E.D. Hirsch, the author to the Core Knowledge Curriculum .

:. Special Areas: The special areas at Belle Glade E.xcel Charter School will include Music, Drama, Physical Education, and Art. Each of these enrichment areas will adhere to the Core Knowledge curriculum, aligned to the Florida Sunshine State Standards in PE, music and art. The students will receive 30 minutes of enrichment instruction daily. Mondays and Fridays are designated as health instruction inside the classroom, and Tuesdays-Thursdays are designated for outside physical activity. The music/art program is aligned to the Core Knowledge Sequence, and incorporates music and art history. After students have learned about the history of music or art, they will create projects relating to the lesson learn~d during the week. All special area instructors must be highly qualifIed in PE, mtlSlC or art, meeting all District and State requirements .

:. Computer Curriculum: Technology will be an important part of the curriculum at the School. A computer program called SuccessMakerwill be used to provide testtaking skills for all grade levels. S1Ic(CSsMaker is an accelerated program that targets the level of each student. Each student will be required to have Ii minimum of thirty minutes on SUCfe.uMakerdaily; 15 minutes in reading and 15 minutes in math. The benchmarks for SuccessMakerare aligned with the Florida Sunshine State Standards. Leveled reading and math programs will be made accessible to the student. Should a student not complete a concept, the program will automatically provide remedial assistance by repeating the skill until it is rnastere& Teachers will be able to access the level of the child by requesting reports from the compute program, and the program has the ability to provide feedback for parents by quickly printing a report .

:. Science: The Belle Glade Excel Charter School will use the S."(}iJ F()resmall Simce GI1Tim/u!Jl. This series provides inquiry-rich content with Scaffolded Inquiry activities that are correlated to standards; cross-curricular connections that link reading and science skills in every chapter, hundreds of Leveled Readers for differentiated instruction; and time saving strategies. Within the series, there are several hands-on teaching methods, instructional CD's overhead transparencies, and audio-visuals. For the upper grades, it will help to prepare students for science section of the FCAT. Included in the series there are FCAT prep materials, FCAT cards with important facts, and formulas. At the end of the year, a summative test is administered designed to give educators and parents objective indicators ofwhat

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student know and are able to do. Supplemental curricula will consist of such products as Discovery Education streaming Plus.

:. Exceptional Students and Students below Grade Level: The Belle Glade Excel Charter School will designate a professional Student Support Team (SST) led by the Exceptional Student Education (ESE) teacher to implement a problem solving plan and Response to Intervention when there is an academic or behavioral concern for a student. The school will have a comprehensive plan aligned with Palm Beach's Specific Learning Disabilities plan to identify, document, service and evaluate students to identify exceptional students and those entering below grade level and their respective needs .

:. Interventions: The Belle Glade Excel Charter Schoo I will implement a variety of research. based intelVentions to meet all students' academic needs and increase student achievement. The School recognizes that not all students are alike, and thus apply differentiated instruction to teaching and learning so that students have multiple options for learning and processing information. These programs will include, but are not limited to, dedicated instructional time, use of technology, Academic Academies, small group pull-out, and an after-school Tutoring and Academic Enrichment Program. Teachers will be flexible in their approach, adjusting the curriculum and presentation of information to all learning types, rather than expecting students to modify themselves for the curriculum. In addition, the School will use Robert J. Marzano's "Classroom Instruction that Works," supporting nine categories of instructional strategies that max:imize student learning and explain the vital details about each including studies in percentile gains, guiding principles for using the strategies, classroom examples of model instructional practices and charts, frames, rubrics, organizers, and other tools to help teachers use the strategies the right way.

The School will create Academic Academies for students who scored below the 30'h percentile on the SATin grades 1 or 2, were retained in grade three, or demonstrate a need in one of the five reading skills. All Academic Academy students will be assessed using the Diagnostic Assessment of Reading (DAR) to determine reading ability and identify deficiency. Students in an Academic Academy will be grouped as K-1 or 2-3. These identified students will be instructed during the uninterrupted ninety minutes of reading by a highly qualified teacher. Students will be taught the same cutriculum as those students not identified as candidates for an Academic Academy; however, the students in the Academic Academy will be taught at a modified pace and monitored closely to make certain the students understand the content and will be able to apply the principles to other learning opportunities. This strategy is not a pull-out. It is designed as the core 90 minute reading block. These students may also take part in a pull-out group taking place at Po different time of the day.

The School will employ Teacher Associates for puU-out il1st.roction. The role of the Teacher Associate is to pullout students (at a time other than the 90 minute reading block), individually or in small groups, in order to provide either remediation or enrichment instruction. All Teacher Associates must be Substitute Certified by the School District.

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Students who will be sta}~ng on campus after dismissal will be participating in the Academic Enrichment Program. This will be a structured program providing rime for homework help, snack, a daily enrichment activity directed by a Teacher Associate, and recess. As a complement to the Academic Enrichment Program, there will be a Tutoring Program for students who are working below grade level. The Tutoring Program wiU be unique in that it provides four, one-hour sessions of structured tutoring for students in grades 3-5 identified at levels one or two on the FCA T Reading or Math, or who perfonn below grade level on a district or school administered assessment used to detennme growth in an identified area. Students will be taught by highly qualified teachers using a wide variety of test preparation curriculum programs, not used during the regular school day .

:. Evaluation: The school will look at different research-based models to meet the needs of each individual student. It will integrate effective research-based tools. Additional staff will be utilized to reduce class sizes for reading instruction and to provide tutoring for students who are not making learf'..ing gains. Changes will be utilized in school organization for more appropriate class grouping and effective use of special education, Title 1, and other supplementary resources. District, State, and National policies will be adhered to in order to set high standards of performance and support effective classroom instruction whiled improving teacher training programs. Academic Academies will be used to meet the needs of "at risk" students and testing wi!! measure progress. The School will also use parents and other community members to support intensified efforts to improve the reading ability of all students.

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5. Student Performance, Assessment and Evaluation

The Belle Glade Excel Charter School will administer all county and state standardized tests;

Comprehensive English Language Learning Assessment (CELLA). Florida Comprehensive

l\ssessment Test (FCA1). and Standards Based End-of-Year Assessments. Students will be

assessed in a variety of ways as they progress through the School. Additional Testing will

occur twice each year: in the fall, to determine a baseline score and in the spring. to assess

the child's growth and progress over the course of the school year.

Formal Methods of Measurement/Post-test:

The School will use a variety of assessments to analyze data, track academic performance,

and drive instructional decisions. The curriculum will integrate benchmarks derived from the

sunshine State Standards. The following fonnal measures,,-outlined in the Assessment Plan,

will be used to track and compare school-wide and individual student achievement.

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ASSESSMENT PLAN

Preparatory assessment for the F (Grades 3-5) to measure how well students will (

the FCAT test and to guide instructi math and science.

Assessment Test (FCAT) (Grades 3-5) the achievement levels in Readil Math, Science, and Writing of 0

students.

Year Assessment (Grades 3-5) determines achievement in read

and math. Nagliere test

Reasoning (Grade 2)

test

quizzes, projects, writing

Language Learning

Assessment

Primary

as a screenir instrument to assist in identifyin

students.

Achievement

classified as ELL in mastering s~

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p reading and early literacy skill~

Measures

Diagnostic/ Pretest: All students will be diagnosed within the first three weeks of school to provide data regarding grade/instructional levels in reading and math. This pretest data will determine students' strengths and weaknesses, and used by teachers to drive instruction to meet student academic needs. Ongoing pre- and post- testing will take place throughout the year to determine mastery of critical content

Data Driven School Improvement Plan:

During the inaugural year of the School, the instructional staff and governing board, assisted by

consultants and sponsors (where applicable) will set achievable and measurable goals to be

incotporated in the School Improvement Plan. Expected goals will be:

Charter School students will perform equivalent to or better than Palm Beach County District students of similar demographics as measured by Florida Indicators.

The school will receive a school grade of a "C" or better on the Florida State Report Card and make 100% Adequate Yearly Progress.

65% of students in grade 3 meeting DOE criteria will score level 3 or above on FCA T Reading and FCAT Math.

100% of teachers and teacher associates will meet the highly qualified status as deftned in the No Child Left Behind Act of 200L

75% of parents will participate, through volunteer hours, in meetings, conferences, and workshops as defined in a parent contract and evidenced by sign-in logs.

School-wide attendance will be at least 93%.

Adequate Yearly Progress (AYP): Adequate yearly progress (AYP) is a term defined by the No Child Left Behind Act. Schools and districts that receive Title I funding must make A YP, as determined by the state, by raising the achievement levels of predefined subgroups. The Belle Glade Excel Charter School plans to meet AyP for all subgroups served, as well as be in compliance with all laws and statues as they pertain to AYP.

Expectations of Student Progress: Expectations for student progress will be defined in school-wi.de and individual goals. The extent to which individual outcomes are achieved will be a reflection of several indicators including: grade level expectations, pre- and post- test data, effective instruction, and individual student effort The following are anticipated outcomes expected of students:

Demonstrate progressive mastery of content and performance standards across the curriculum in Reading/Language Arts, Science, Mathematics, and Creative Expression through the Arts;

Demonstrate progressive mastery of computer and information technology including research skills through computer software and internet applications;

Demonstrate progressive mastery of critical thinking and problem solving skills; Demonstrate the ability to work collaboratively and effectively in cooperative

groups; Demonstrate a commitment to a peaceful community, citizenship, and service to

society.

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Pupil Progression Plan:

The Belle Glade Excel Charter School will adhere to Section 1008.25 Fla. Statutes that states each

student's progression from one grade to another must be based, in part, upon proficiency in reading,

writing, science, and mathematics. The School will follow the District's comprehensive plan for

pupil progression, which will include evaluating how well students master the Sunshine State

Standards. The evaluation of each student's progress will be based upon the student's classroom

work, observations, test, district and state assessments, and other relevant infonnation. A student

who does not meet these levels will receive remediation or be retained as per the District's Pupil

Progression Plan.

Progress Monitoring Plan (PMP):

In accordance with Florida Law, a child who is not meeting requirements for proficiency in reading

and mathematics shall be covered by a Progress Monitoring Plan (PMP) fonnedy known as the

Academic Improvement Plan (AlP). The PMP is a curriculum intervention document designed to

assist the child or the school in meeting state and district expectations for proficiency in

mathematics and reading. TIUs plan will be developed in conjunction with teachers, parents,

students, and administrative staff, for implementation. Interventions will include, but are not limited

to, pull-out instruction, additional time scheduled on the Succes.rMakerprogram, assignment to an

Academic Academy, or participation in the Academic Enrichment/Tutoring Program.

Documentation of Student Outcomes:

Along with state mandated testing, the School will use the "Power Standards" grading system and a

school report card that is aligned to.the Florida Sunshine State Standards. Assessments will be

viewed as the process of measuring a student's progress toward a goal.

Outcomes will be aligned to the Sunshine State Standards, which identify what Florida public school

students should know and be able to do by the end of their fonnal schooling. Students are expected

to meet grade level objectives at the end of the year as outlined in the benchmarks of the Sunshine

State Standards and as specified in each learner's PEP.

All skills will be considered mastered when the student demonstrates an 80% proficiency level.

Assessment reporting will be maintained through comprehensive quarterly cumulative report cards

every nine weeks and anecdotal progress reports compiled throughout the school year.

All students will maintain representational reading, writing, and math portfolios containing selected

teacher generated assessments, performance evaluations, projects, reports, erc., that will be utilized

for both grading and conference purposes.

At the end of each quarted), evaluation period, students and parents will receive a written report

detailing specific information regarding the student's progress on their assigned grade level in

reading, mathematics, writing, and science. The report will be based upon the student's class work

portfolio, documented observations, formal testing, student's self-e".a]uations, and fonnal

assessments.

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The chart belo\v indicates a list of formal reports parents will receive throughout the year:

.dt~ _Qf..D.j)gJJjJ"~i!lll.1i9.!l.i~i~; :~M9i\l!V~_OjtI;YRepon Parent communication 100!; Mon~ors all students' proficiency with state standards and grade tevet equivalents as set forth by \he State_

Report Card Quarterly; AR Grades Report fro parents documenting the levet of performance during a nine-week period as well as indicates pessibiroty of promotion or retention,

Progress Report Quarte~y; All grades, mid- Reperl for parents documenting way through each report period, card period

FeAT Spring; Grades 3-5 To demonstrate school-wide as well as individual achievements in reading, writing, math, and science, I

Standards Based End-of-Year Spring; Grades 1-2 To demonstrate school-wide as well Assessment as individual achievements in

comprehension and math,

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6. Exceptional Students

Students with Disabilities: Families are critical to the development of any child, and they are especially important for a child with a disability. The Belle Glade Excel Charter School is committed to providing support to parents and families of children with learning challenges. It is our goal to help families obtain information and skills to help their children reach their fullest potential.

The School will have a comprehensive plan aligned with Palm Beach County School District SID rule including the Collaborative Problem Solving Plan (CPS) and Response to Intervention (RTI) to identify, document, service and evaluate students v..-ith disabilities. The School will not discriminate on the basis of race, religion, national/ethnic origin, or disability in the admission of students, The School and governance board will not violate the anti-discrimination provisions of the Florida Statutes. The School will meet all applicable state and federal requirements including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

Early Identification ofAt-Risk Students: The School will designate a professional Student Support Team (SST) led by the Exceptional Student Education (ESE) Specialist to implement the Collaborative Problem Solving Plan and the Response to Intervention when there is an academic or behavioral concern for a student. Staff will understand that a referral alone does not qualify a child for additional services through an Individual Education Plan (IEP). The School recognizes that children encountering "at-risk" academic or behavioral situations require swift and effective documented interventions,

The following collaboration with support staff will focus on the development of interventions for identified students:

Teachers will be expected to monitor students for early identification of children who may experience continued low academic performance and/or behavior problems. In compliance with state regulations, the School will develop an SST to identify and plan alternative instructional strategies for snldents prior to, or in lieu of, referral to special education, The SST will be comprised of teachers, pupil services personnel, administration, and other persons with expertise in school reform.

Teachers will be required to document all parent meetings and interventions for the

identified child prior to referral to the SST.

Upon identification of a child, the SST committee will meet to provide support to the teacher, student and parent/guardian. Support suggests inlmediate interventions that will include, but are not limited to, teaching strategies tailored to the student's needs.

The Collaborative Problem-Solving and Comprehensive Evaluation process will be followed prior to determining if a comprehet1sive evaluation and assessment will be performed.

If the student does not qualify for services under federal regulations, the teacher and support team may continue to provide strategies as needed.

If the student is identified in accordance with federal regulations to be eligible for special services under the IDEA, the School will comply with all applicable requiremet1ts of Part B of the Act. In accordance with Federal regulations, childret1 with disabilities who attend the School and their parents/guardians retain all rights under Part B of the IDEA.

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Students Identified With Disabilities: All children identified with disabilities attending the School \,l-il.! receive services in accordance with a properly developed IEP. All procedural safeguards ~ be met in terms of provisions such as parental consent and written notice of meetings. Special education services ~ be provided by qualified personnd or contracted to a licensed outside agency, as deemed necessary.

The collaborative Problem Solving Team will be responsible to devdop and review IEPs for students with disabilities. A Technical Support person from the district may be solicited when ques tions arise.

In meeting the needs of students with disabilities, the School will implement the following: The Collaborative Problem Solving Process for identification of students with disabilities. !EPs to include regularly scheduled IEP meetings with the student's legal guardian/parent,

the Local Education Agency (LEA) representative, ESE Specialist, ESE teacher, regular education teacher, evaluation specialist, and other rdated service personnd.

Students with disabilities will receive instruction as determined through the IEP process. Students with disabilities will be educated in the least restrictive environment (LRE). The

LRE is defined as the educational setting where a child with disabilities can receive a free appropriate public education (FAPE) designed to meet his or her education needs while being educated with peers without disabilities in the regular educational environment to the maximum extent appropriate.

'!eachers providing direct education services to ESE students will be certified. ESE support personnd will be provided the necessary resources and support.

Staffing Plan for ESE Program:

The School projects enrollment at approximately ten percent of the student body, or 30 students,

will be ESE students the first year. This will include newly identified and transfer students, who

enroll with an !EP. The school will employ a full-time ESE Specialist to manage the ESE Program,

docwnentation, instruction, and training for students, staff and families of students with disabilities.

The ESE Specialist will be responsible for: Orienting ESE parents and students during pre-planning. Consulting with teachers of ESE students to ensure modifications and accommodation are

being met, at least weekly. Instructing (direct services) as detenl1.ined by the IEP.

Administering screenings and preparing district paperwork. Monitoring and scheduling annual and re-evaluation meetings. Facilitating Child Study and Staffmg meetings.

Assisting with scheduling ESE students for required services as per the IEP. Reporting accommodations, as per the IEP, to the testing coordinator, regular

education, and teacher.

"Determining, with support of the IEP conurittee, if related services such as OT/PT, Home

Health, Family Counseling, or Transportation are being considered.

Transitioning eligible students. Training staff to identify learning difficulties as well as gifted characteristics. Ensuring proper maintenance of records (IEP, student folder, and data reporting system) for

audit and funding accountability.

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Performing progress monitoring audits to ensure accountability with student folders, student schedules, ESE teacher logs and all related compliance issues.

Accommodations (or ESE Students: Test modifications will be provided as directed by state laws.

Exemption of an ESE student from statewide assessments is possible only if documented in the rEP.

Upon recommending exemption from statewide assessments, the rEP documents the appropriate alternative assessment to be administered.

Promotion/retention of ESE students will follow the guidelines set forth in the District Pupil Progression Policy.

Extended School Year (ESt) \11111 be determined annually by the rEP committee using a variety of formal and informal assessments.

Criteria used to determine ESYare the likelihood of significant or substantial regression of previously leamed critical life skills from the current IEP during the break of service, and limited or delayed recoupment of these skills after services resume.

If determined, delivery of ESY services will be determined by the IEP committee and 11lJl}' include home packets, periodic student contact, school based programs that the student attends for a specific number of hours each week.

Discipline Procedures for ESE Students:

In compliance with rules and regulations of the State of Florida and the Palm Beach School

District, the Belle Glade Excel Charter School will follow procedures as stated in district policy

and legislated by the Individuals With Disabilities Education Act (IDEA);

The School will follow the "Behavioral Support Guidelines For Addressing Severe Crisis Behaviors of Students With Disabilities;

Suspensions and/or e>.:pulsions of students with disabilities who commit acts defined in the Code of Student conduct as suspendable or expellable acts shall be governed by this policy;

Federal law does not permit school districts to cease all education services to students with disabilities as detined in IDEA;

Suspension from a student's current educational placement that cumulatively totals more than 10 school days in a school year constitutes a change in placement and requires an IEP meeting;

Implementation of the 1-10 day suspension requires that written Notice of Suspension be sent within twenty-four hours by certified or registered mail;

The school \vill input the required suspension data on the appropriate TERMS panel.

Gifted and Talented Programs: In compliance with rules and regulations of the State of Florida and the Palm Beach County School District, the School will provide a quality gifted program model senjced by a gifted endorsed teacher to all eligible students. The gifted and talented program will focus on problem solving, critical thinking, and creative thinking activities.

Assessment and Placement: Teachers can make recommendations based on classroom perfotl1lJlnce, diagnostic tests

and/or identification of gifted characteristics as detailed in the modified Gifted Procedural Guidelines for "High Achievers".

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Consultation with a gifted teacher, Teacher will complete a nomination form. Student will be administered a K-BIT 2 screening by the gifted teacher or guidance

counselor if applicable.

If a student scores 107 or below, the testing process ends - Teacher still receives support through the gifted teacher on classroom strategies for high achievers.

If a srudent scores 115 or above, he or she will be referred to psychological services for a formal evaluation.

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7. English Language Learners (ELL)

The goal of the ESOL Program is to ensure that all students entering the Belle Glade Excel Charter School with varying levels of Limited English proficiency will receive comparable and comprehensible instruction. This instruction will help our students to develop communicative and academic skills necessary to meet national, state, and clistrict educational standards.

All students who classify as ELL will be provided an appropriate ESOL program to meet the specific students' needs in language learning, academic achievement, and in cultural integration.

Students in the ESOL program will be required to meet the same curriculum standards as other students in English/Language Arts and content area instruction. The content of the curriculum will be established by the Sunshine State Standards. ESOL strategies, supplementary materials, and native language assistance will be used to ensure that comprehensible instruction is being provided to every ELL.

The School will provide ESOL services in accordance with Florida Department of Education guidelines to meet the needs of qualifying students. The School will establish guidelines for identification, placement, screening, and classification for ELL students. These procedures will be aligned to the Florida Department of Education ESOL's agreements and flowcharts under the terms of the "META Consent Decree".

Assessment and Placement: Upon registration, parents will complete a Home Language SUl'Vey. If the sUl'Vey indicates a need, the child will be administered the Idea Oral Language

Proficiency Test (IPTI Oral) within the first twenty days of school to determine ESOL eligibility.

Students scoring language level classifications Al, A2, Bl, B2, and Cl are placed in the ESOL program.

Students scoring language level classifications C2 are noted as having oral language

proficiency and will then take a reading/writing assessment.

Students scoring under 51% on the reading/writing assessment win be placed in the ESOL program.

A copy of the Home Language Survey will be place in the student's permanent record file cumulative (cum) folder.

An ELL committee will be formed to make program decisions for students who qualify for services.

Classroom teachers will be required to receive training in the unique slcills needed for the preparation to teach language minority students. ESOL endorsement training will be required, as it is state mandated due to the 1990 META Consent Decree that all teachers in the State of Florida must start thf'.ir ESOL endorsement training once they are first responsible for the instruction of an ELL student.

Parents/guardian will be notified in their home language regarding all committee meetings and all school to home communications. A translator will be provided when necessary.

Eligible Students will be exited following procedures outlined in the ESOL Handbook using defined criteria.

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Exited student's academic performance will be monitored for two years from the exit date as documented in the ESOL Handbook.

ELL Student Plan: Each student will have an ELL Plan maintained in a folder in; his/her school's permanent record file the plan will include:

Part A: Student assessment data relative to program entry and exit

Part B: ESOL Instructional Program Schedule, including summer school and any schedule changes

Part C: Post-Reclassification Monitoring Part D: Documentation of Programmatic Assessment All required supporting documentation will be maintained in the folder

Accommodations for ELL Students: Test modifications will be provided as directed by state laws. Exemption of an ESOL student from statewide assessments is possible only upon ELL

committee recommendation on an individual basis for students in the ESOL program two years or less.

Upon recommending exemption from statewide assessments, the ELL committee

determines the appropriate alternative assessment to be administered.

Promotion/retention of ESOL students will follow the guidelines set forth in the district Pupil Progression Policy.

General Assurances: The School is committed to assure the ESOL Programs and Services will help ELL Students achieve the Sunshine State Standards. The School ESOL curricula and instruction will be aligned with the Sunshine State Standards.

The School will make sure that: Comprehensive instruction is provided for ELL students through bilingual assistance, the

use of ESOL strategies, and the use of supplementary materials. ESOL strategies listed on the MATRIX are documented in the teacher's plan book. Students will be offered many opportunities to listen, speak, read and write. Lessons will be aligned with Sunshine State Standards and documented as required by the

state.

Any ELL student who does not meet specific levels of performance in reading, writing, science and mathematics will be provided with an Academic Improvement Plan to assist the student in meeting state and district expectations for proficiency.

A LEPSEP folder will be generated for each ELL student enrolled in the ESOL program. ELL students will be assessed both in language proficiency and academic achievement and

participate in district and state assessments to comply with LUCAC and NCLB- Title lIl.

An Ell committee will be fooned and meet to resolve any issue that affects the

instructional program of an ELL student. Parents will be invited to attend the ELL

meetings.

All efforts will be made to infoon and orient parents through the use of materials translated into the three predominant languages: Haitian-Creole; Portuguese, and Spanish.

The School will not deny English Language Learner students access to any curriculum being offered to non-Ell students.

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8. School Climate and Discipline

School Climate: The Belle Glade Excel Charter School will look very closely at the climate of the School, specifically in the areas of curriculum, atmosphere, safety, and school perceptions. Administrative staff will ensure that lines of communication are open between parents, teachers, and students. Weekly newsletters will be distributed on Fridays as a means of parent communication. A needs assessment will be administered annually to stakeholders for the purpose of measuring the satisfaction of the quality of the SchooL The surveys will target areas such as; quality of instruction, suppott of student learning, resources, school program awareness, school environment, and responsiveness to the community. Upon analysis of the results, the administration/leadership team will determine schoolwide strengths and areas of dissatisfaction. The survey results will be used as a tool for school improvement.

School Calendar: State and District policy requires that all compulsory age students are required to attend school ev-ery day of the 180-day school year. Parents of children of compulsory school gge are responsible for their child's daily school attendance. Research has shown that there is a strong correlation between attendance and achievement in school. Therefore, the attendance policy of the School will be strictly enforced in accordance with Palm Beach County Truancy Regulations. The School will follow the District's annual calendar as it relates to days in attendance and testing schedules.

Daily Hours and Schedule: The Belle Glade Excel Charter School will begin its instructional day promptly at 8:30 a.m. Students arriving after 8:30 a.m. will be considered tardy. The instructional day will end at 2:30 p.m. Morning care and after care will be available for working parents to drop children off to school in a safe and supervised environment. Morning care will begin at 7:30 a.m. and after care will extend to 6:00 p.m.

The table below represents a snapshot of the daily school hours:

I I

Teachers 8.00a.1ll 4:30p.m SpecialleachelS 3:45 a.m 4:45 p.m.

I Studooll a:30 am. 2:45 p.m Teadler A;soeiate~ 8:45 a.m 5:15 Porn. Enridllnenl 2:45p.m 5:15p.m Office Hour. 8:00 a.m 4:30 p.m MomiflgCare 7:30 a.m &:15 a.m

I AfterCare 5:15 p.m 6:00 p.rn I

The table below represents a snapshot of the daily schedule:

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Student Discipline:

The School will follow all of the procedures of Palm Beach County Public Schools as specified in

the Student Conduct Code regarding suspension and expulsion. The School's mission has been

developed with the focal point being student learning and educational quality.

Thc School will have the authority and responsibility to establish policies, rules and regulations in

order to create an educational and safe environment. However, the School recognizes that students

are afforded certain rights including equal access to educational programs, equal trcatment, and duc

process. Recognition of these rights by students does not diminish thc responsibilities of students

including the recognition of others' rights, obedience to school rules and proper response to school

authorities.

Students will be held to the highest standards of conduct in order to maintain a safe and orderly

learning environment. Students will follow this basic principle: "No one has the right to interfere

with the education or safety of others. Students will take responsibility for their actions, and will be

held accountable."

The rules of the School will be founded upon a program providing a simple and concrete listing of

expected behaviors and consequences when certain behaviors are exhibited by students. This system

encourages students to take responsibility for their own actions, including attendance and academic

perfonnance. Emphasis is placed on the importance of each student working towards his/her

potencial. The program allows all students to make mistakes without cumulative, punitive action. It

provides time for thought and direction. Effort is expected, rewarded and there will be frequent

positive feedback. The foundation of the program is that all students are capable of success and that

making appropriate choices in school will generate student success.

Expected Student Behaviors: Students will exhibit positive bchaviors at all times by respecting the rights of others to leam in a

safe environment. Students will foster a safe environment by respecting school property and using it

responsibly.

Students are e..'l:pected to choose positive behavior alternatives to conflict, such as tcacher

assistance and/or avoidance of confrontations. Students are expected to be in class on time and to make proper use of the instructional

setting by assuming the responsibility of being on task and successfully completing all assigrunents.

Inappropriate Student Behaviors: Being disrespectful to an adult, using sarcasm or profanity, talking back, disregarding

directions or instruction.

Use of inappropriate language, profanity, vulgarity. Harassing, teasing, name calling, threatening a";,other student (bullying). Disrupting classroom instruction. Use of aggressive behavior, pushing, shoving, tripping, spitting, or kicking. Misuse of playground equipment and/or disrupting another's play at recess. Excessive tardiness or unexcused absences.

Unprepared for class. Use or possession of drugs, alcohol, tobacco, or weapons.

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The following school-wide procedures regarding inappropriate behaviors (not including weapon or drug possession) will be followed:

First-time offenses will result in a warning and parent conference. Second-time offenses will result in in-school suspension and parent conference. Third-time offenses will result in being sent home immediately, with at least one full day of

suspension. Students may return to school following a successful parent conference.

Fourth-time offenses will result in prolonged suspension; and possible withdrawal from the school.

** Weapon and drug/alcohol infractions will follow the suspension/expulsion policy and procedures outlined in the Palm Beach County Student Conduct Code and Palm Beach County Schools Operational Procedures for Incidents and Actions for Elementary Students Mattix incorporated herein by reference.

Suspension: \'XIhen suspension is decided as a consequence, a parent will be notified by phone and in writing. If the school is unable to make contact with a parent or guardian, the student may be isolated from other students until dismissal time, and a written notice provided to the parent/guardian. The notification will include the rule violated, previous interventions, the punishment, and the date the child may return to school.

Suspension may be from 1 to 10 days depending on the discipline infraction. A student will be permitted back in school after a successful administrative meeting is held regarding the incident. Parents have the right to communicate discipline policy or safety concerns with the Board.

The Belle Glade Excel Charter School will first and foremost implement the school-wide discipline plan for classroom management and student expectations of behavior as outlined in the Parent Handbook; however, when there is an incident of a more serious violation, the School will follow the steps of the Palm Beach County Schools Operational Procedures for Incidents and iktions for Elementary Students. While continuous disregard for classroom rules will almost always be referred to an administrator, certain violations of the rules, e.g. weapon possession, assault require initial administrative action. The Matrix (board policy 5.181'1 and 5.1812) and the operational procedures are tools for administrators to respond appropriately and to assign conseguences for serious violations.

The Belle Glade Excel Charter School will adhere to school board policy 5.1817 following rules and procedures regarding expulsion. Additional procedures for IDE.A-eligible and Section 504- eligible students are included in policy 5.189 respectively.

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Belle Glade Excel Charter School

2011-2012

VOLUNTEER SECTION

Thank you for your commitment to your child's education at The Belle Glade Excel Charter School this section is designed to help you complete your volunteer hours with us.

The best way to ensure that you complete your hours is to start right away. The fIrst step to completion ofyour hours is to write a note to your child's teacher as soon as possible to fInd out what he/she needs done in hislher room. We do realize that many of you work; therefore you might also want to ask your child's teacher what you can do at home to help the class.

You way also contact the Principal to discuss creative options for volunteering. Please let us know if you have a particular talent or skill that you would like to utilize. Be sure to check your child's backpack and read the newsletter on a regular basis. Once an event is announced, there may be a limited number of volunteers required. Please be sure to sign up ahead of time in the front offIce to volunteer for an event. Please do not show up to volunteer for an event if you have not previously signed up and confIrmed. We are always willing to work with you to make your volunteer hours as enjoyable and beneficial as possible. Please remember that in order for your child to be re-enrolled in the Belle Glade Excel Charter School for the following school year, you must have all of your volunteer hours completed before the last day of schooL

The entire Belle Glade Excel Charter School Staff looks forward to working with each and every one of you as we continue the journey through our student's education.

Guidelines for Volunteers

1. The safety and education of students must be the main concern of volunteers while engaged in school activities.

2. Individual student's grades, records and abilities are personal and confidential information. Students have a right to confidentiality under Florida Statute 228.093 that covers:

academic work completed family background information

standardized test scores attendance records health data grades interest inventory reports teacher or counselor ratings

and reports of serious or recurrent observations behavior patterns

3. Volunteers will not provide students with medication.

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4. Volunteers will not contact parents regarding student performance or behavior.

5. Classroom supervision and student discipline are the responsibilities of the teacher and school.

6. Permission for a student to leave the classroom must always be given by the teacher.

7. Volunteers are required to sign in and out.

8. For identification, volunteers are required to wear a name badge when helping with school activities.

9. Volunteers will be assigned only to staff members requesting assistance.

10. Punctuality and reliability are expected since teachers plan for volunteer assistance.

11. Comparing and criticizing teachers and students is not acceptable volunteer behavior.

12. Volunteers should be in good physical and mental health.

13. Volunteers are expected to be well-groomed and dressed appropriately.

14. Volunteers should set a good example for students by their manner, appearance, and behavior.

15. Volunteers should receive a receipt reflecting the amount of hours as well as a description of the work performed prior to leaving the office.

What School Volunteers Do

School volunteers work with teachers who request them to:

EXTEND the teacher's teaching time-

read stories assist in labs answer questions check student work create learning centers tutor in math and reading use audio-visual equipment find materials for classroom use help older children with research reinforce skills by providing extra drill work with non-English-speaking children play spelling, phonics language, math games assist child with make up work and missed tests

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ENRICH the learning envirorunent

dramatize stories assist with art projects make educational games help children choose books assist with creative writing tape record children f s stories help children use video cameras type and reproduce class newspapers record books for students who have reading difficulties

EXPAND the resources of the school-

display special collections explore career opportunities add expert resources in special classes give performances or demonstrations in the arts show slides and corrunent on experiences in other cultures

ENLIST the corrununity as partner with the school-

provide a two-way bridge between school and corrununity enable taxpayers to know school problems and successes stimulate understanding and support of all school programs

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ANSWERS TO QUESTIONS REGARDING [Charter School Name] VOLUNTEER

HOURS

1. Do I have to do all of my hours? Yes, you do. If all of your hours are not complete, your child will not be allowed to enroll for the following school year.

2. By when must my hours be complete? Your hours must be completed by the last day of schooL Half of your volunteer hours should be completed by winter break. Volunteer hours completed over the summer will count for the next school year.

3. Who can complete my volunteer hours for me? Anyone with the following relation to a Belle Glade Excel Charter School student may complete the 20 hours of service for that child: Mother, Father, Sister, Brother, Aunt, Uncle, or Grandparent. Please Note: Siblings volunteering must be 18 years or older and not currently attending a public school. Whoever is volunteering must make sure that the appropriate paperwork is milled out and signed in order to get credit.

4. Do I have to take time off of work to come in during school hours and volunteer? No, you do not. There are many activities that count as volunteer time that can be done at horne or after school hours. Please contact your child t s teacher or the principal for suggestions.

5. What does count for volunteer time? If you ever have a question, please call the campus office. The following activities have been approved for volunteer hours:

* Working at a Festival * Making phone calls for teachers * Helping out with before and/or after care * Chaperoning field trips * Attending PTRG, or SIT/SAC meetings * Helping out in classrooms * Helping out in the front office * Cafeteria duty (Always Needed!!) * Recording TV shows from Public Television that can be shown in School * Setting up for special events (i.e. Fall Festival, Kindergarten Graduation, Field Day,

International Festival, etc.) * Classroom preparation (i.e. cutting things out, organizing materials) * Reading to a large or small group of children * Speaking to a group of children (i.e. on Career Day) * Helping out with the Academic Enrichment Program * Helping out with the Morning Care Program * Helping out with the After Care Program * Copying materials for teachers Please read newsletters and notes sent home throughout the year for announcements of

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special volunteer times, such as festivals, field day and graduation.

6. Is there any time that I spend at school that does not count as volunteer hours? Yes, the following activities do not count as volunteer time:

* Having a birthday party for your child * Eating lunch with your child * ParentJTeacher conference * Attending a PTRG function or Belle Glade Excel Charter School festival, but not

working * Observing your child in class

7. If I am an employee of the Belle Glade Excel Charter School, do I still have to complete my volunteer hours? Yes, you do! Although your child knows that you are at

. hislher school on a daily basis, he/she does not interact with you daily as you have a specific job to do.

8. Can I do something that was not requested (i.e. create material for class) and then get volunteer time for it? No, you must get approval before doing volunteer hours. If there is something that you would like to do for a class and feel that it is worthy of volunteer time, simply ask your child's teacher if it will count. Remember, let us know if you have a particular skill or capability to help out (Example: If you have a truck you may be able to help us transport items).

9. If I have already volunteered for my 20 or 30 hours, can I still volunteer? By all means, please do! We encourage volunteerism throughout the year and hope that all of our families spend countless hours with their children in the classroom. The hours, however, do not carry over to the following year.

10. May I bring my other children with me when I do my volunteer hours? For safety and practical reasons, we request that you not bring any other children with you while you are doing your volunteer hours. Please make your child care arrangements accordingly before your scheduled volunteer time.

11. How do I prove that I have completed my volunteer hours? Upon completion of a volunteer activity, make sure you receive the yellow copy of the volunteer hour receipt signed by an employee. If you are working on campus during school hours, you must sign in and out in the office and have hours approved and signed offby the teacher whom you assisted.

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WHAT TO DO IF.....

A Child is Injured:

If a child should receive an injury while under your care, do not attempt to administer any type of aid. No matter how minor the injury is, you should immediately notify a teacher or staff member.

A Child Becomes Ill:

If a child complains of not feeling well, notify the teacher immediately. You should never administer any form of medicine to the child.

You Are Injured:

Should you become injured while performing volunteer duties, notify the school office immediately. The office staff will assist you and ask you to fill out the proper accident forms.

You AreAsked to Take lite Class Alone:

You are not legally permitted to supervise a class because you are not a paid Belle Glade Excel ChaIier School employee. .If the teacher must leave the room; an-angements should be made by the teacher to have a paid staff member present.

Someone Asks to See a Child:

If a person who is not a member of the school staff should ask to speak to or take a child, you must direct that individual to the teacher. Under no circumstances should you grant such a request.

Someone Asks You How a Child is Doing:

As it becomes known that you are working in the school, you will likely be asked questions concerning specific children. If a parent or friend inquires about the child I s progress, you should by no means share any information about any children with whom you work. Please direct them to speak with the teacher.

Working Parents Can Help Too!

These suggestions are only a beginning. More volunteer roles for working parents will develop as teachers and volunteers work together.

* Serve on a weekend beautification project; painting, landscaping, etc.

* Help build a green house for science projects in the evenings or on weekends.

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* Write thank you notes to teachers and administrators during American Education Week.

* Research and write articles for the school newsletter.

* Assemble articles for school newsletter using desktop publishing on a home computer.

* Cut out items for bulletin board, or class activities.

* Help prepare school grounds for special events.

* Develop learning centers which teachers can use in the classrooms.

* Make flash cards for individualized leaming.

* Sew costumes for a school play.

* Make sets for a school play.

* Take responsibility for one of our bulletin boards.

* Copy materials for our teachers.

* Transfer items with your truck.

* Storage of Scenery, etc.

Please remember to get approval in advance for. any undertakingfor which you would like volunteer hours.

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Volunteer Roles at the Elementary Level

Below is a list ofpossible roles for volunteers. This list is not meant to be exhaustive. As you think of other ways in which you want to volunteer, please make sure that you get approval in advance. 1. Listen to children read! read to children.

2. Conduct flash card drills.

3. Reproduce materials.

4. Play games at recess.

5. Assist with vision test.

6. Correct student worksheets.

7. Prepare bulletin boards.

8. Help with book fairs.

9. Demonstrate gardening skills.

10. Tell stories with puppets or drawings.

11. Assist with field trips.

12. Assist with lessons in photography, dramatics, knitting or square dancing.

13. Set up a "pretend" grocery store to practice math skills.

14. Practice vocabulary with non-English speaking students.

15. Discuss careers or hobbies.

16. Assist with sing-alongs.

17. Make puppets.

18. Discuss care and training of pets.

19. Help children select library books.

20. Help with handwriting practice.

21. Drill spelling words.

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22. Help with cooking projects.

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23. Gather resource materials.

24. Help children with arts and crafts.

25. Help children learn to type.

26. Help arrange assembly programs.

27. Help children practice walking on a balance beam, jumping rope or skipping.

28. Share information about local history.

29. Help children learn a foreign language.

30. Listen to a child - be a friend.

31. Attend school-related meetings.

32. Proctor students taking tests.

33. Make and play instructional games.

36. Reinforce sight/vocabulary words.

37. Set up science experiments.

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MORMNGCAREPROGRAM

The Morning Care Program will be located in a designated area ateach campus. Hot breakfast is available to students during this hour. Staff Teacher Assistants will be supervising this program. Parents are to use the designated gate drop offarea to enter this program and sign their child in with the security guard. There is a $95.00 per month charge or a $15.00 daily charge. Please complete the Morning Care Registration Form in the office if your child will be participating on a weekly basis.

DROP OFF PROCEDURES

Parents are to drop off their child at the designated gate entrance. Please do not drop your child offbefore 8:15 or leave them unattended. For the safety of your child, unattended children will be placed in our before-care program and parents will be billed. The designated gate will remain open until 8:30 a.m. Students who arrive after 8:30 a.m. will be considered tardy by the teacher, and the parent must sign their student in at the office! If arriving late, please do not drop off your child in the front parking lot and allow them to enter the building unattended--they must be escorted in and signed in by an adult!

PICK UP PROCEDURES

Dismissal is at 2:30 p.m. for Kindergarten and 2:45 p.m. for grades 1-5.

1. Please use the designated entrance to pick up your kindergarten child and any siblings. 2. Please use the designated entrance to pick up 1st - 5th grade students.

*Note: Each campus has specific gates for drop off and pick up. Please refer to Attachment A for drop off and pick up procedures.

These gates will remain opeu until 3:00 p.m. If your child will not be participating in the Academic Enrichment Program we request that they be picked up no later than 3:00 p.m. All children not picked up by 3:00 p.m. who are not enrolled in the Enrichment Program will go into one class together and you will be charged $25.00.

A late fee of $25 plus an additional $1.00 per minute will be charged for students picked up after 6:00 p.m. Children not picked up by 6:30 p.m. must be reported to the Police in accordance with state law.

Please Note: Rainy day procedures will be determined by campus. Please see Attachment A.

On early release days,

day your child is out. You will receive a letter once your child receives 3 unexcused absences. Please note four 'tardies' will equal one unexcused absence. A child will be considered tardy if he comes to school after 8:30 am. Research has shown that there is a strong correlation between attendance and achievement in school. Therefore, our attendance policy will be strictly enforced in accordance with Palm Beach County Truancy Regulations. Please do your best to get your child to school on time every day!

ACADEMIC ENRICHMENT PROGRAM

Students who will be staying on campus after dismissal at 2:45 p.m. will be participating in the Academic Enrichment Program. The fee for this program is $165.00 per month or $25.00 per day. This is a structured program therefore, in order to minimize disruption in the classrooms; we request that children participating in this progranl be picked up between 5:00 p.m. and 5:15 p.m.

EARLY DISMISSAL

If you need to pick up your child during school hours, you must do so through the office. You will be required to sign an Early Dismissal Log at which time we will call your child to come to the office. We encourage parents to schedule doctor appointments after school hours in order to minimize disruption to classroom learning. You may not sign your child out after 2:00 p.m.

COMMITTEES

The Belle Glade Excel Charter School encourages parents to participate in tlle different committees that are available to them. In order to participate, parents have to apply to be on the committee and then attend the meetings. There are two committees on which parents may sit:

* School Improvement Team (SIT)/School Advisory Council (SAC) - This committee meets once a month and is responsible for assisting the Principal in making various decisions regarding different aspects of the schoo}' s functioning. It is also in charge of long-range academic and capital planning.

ASSESSMENT

Your child is assessed in a variety of ways as he/she progresses through the Belle Glade Excel

Charter School. In addition to administering all county and state required tests (MRT, FCAT &

SA T), we administer standardized tests twice a year to all students. In the fall, the test results

provide baseline score; in the spring, the test results measure growth and progress for the school

year.

Another fOlm of assessment is reading inventories. We give each child in our school a reading

inventory to determine their reading This level helps us assign them to the correct level of

reading group as well as to tailor the curriculum to meet their needs.

Portfolios are also used to a