northwest academy of aerospace and aviation - ball state university
TRANSCRIPT
I. Application to Establish a BSU Charter School
Office of Charter Schools Ball State University Teachers College 910
Muncie, IN 47306 http://www.bsu.edu/teachers/charter
A. Information Sheet 1. School Information
Proposed Name of Charter School Northwest Academy of Aerospace / Aviation Proposed Location (School District) School City of Hammond, IN
Planned Enrollment and Grades Grades Served Proposed Enrollment Year 1 K-5 278 Year 2 K-5 300 Year 3 K-5 302 Year 4 K-5 305 Year 5 K-5 310
Desired School Opening Date
2012
2. Proposed Affiliations
Educational Management Organization (if any) N/A
Public Contact Info (Name & Phone #)
3. Lead Applicant Contact Information
Lead Applicant Name Shelley M. Fisher, Ph.D.
Mailing Address 1700 Taft Street
City Gary ZipCode46404
E-Mail Address [email protected]
Primary Phone # 219 949-8036
Secondary Phone # 219 951-7472
Lead Applicant Media Contact Phone # 1-888-284-2616
Signature Shelley M. Fisher, Ph.D.
Submit Print Copy of Completed Proposal to: Office of Charter Schools • Ball State University • Teachers College 910 • Muncie, IN 47306
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B. Application Summary 1. Charter School Name
Northwest Academy of Aerospace and Aviation 2. Charter School Location
Hammond, IN 3. Anticipated Opening Date
August 2012 4. Management Organization Name (if applicable)
non profit or for profit
5. Other Partner Organization(s) (if applicable) Indiana University Northwest
6. Student Population and Grades Served School Year Grades Served Total Enrollment
Year 1 2012-2013 K-5 278 Year 5 2017-2018 K-5 310
7. Applicant(s) Name Bio
Shelley Fisher, Ph.D. Principal, Teacher, Consultant, Writer April Dungy Profitability Analyst, Management Consultant,
Community Consultant Margaret Fisher Management; Policy Procedure; Personnel Jeanette Pike Teacher, Educational consultant
8. Proposed Board of Trustees Name Bio
Rochelle Moody Attorney, Past Gary Schools Counsel George Tucker Technology, Consultant, Writer Parent Community Advocate
9. Overview of the Proposed Program Overview of Proposed School: The Northwest Academy of Aerospace and Aviation, a K-5 Charter School, was formed by a small group of Lake County residents (Hammond, Gary, Merrillville) interested in the education of youth. Our mission is to help students achieve by integrating aerospace and aviation throughout the core curriculum to motivate, engage, and challenge students to reach their full potential, and to become responsible citizens. The vehicle by which we propose to accomplish this is by using the Schoolwide Enrichment Model, emphasizing Science and Mathematics. Space science and objects that fly through the air arouse curiosity in children, and provide innovative ways to enhance a core curriculum. Staff and parents will work
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collaboratively with students to enhance their self-efficacy and to develop their self-regulation skills. The SEM has been used with gifted, average, below average students and special needs students. All groups have demonstrated success in an aerospace / aviation curriculum. Science engages students in making observations, reporting and relating results of experiments. Students will be required to use problem solving strategies to manipulate variables. Many students (and adults) are not adept at answering such questions as what happened (what did the rocket…?); or, what caused the results (the rocket to stumble)? Because science requires practitioners to report accurately what occurred and to understand that there has to be a cause for the results, developing these skills is a primary responsibility in teaching science. We envision a transfer of skills and problem-solving techniques to reading comprehension and mathematics. Students can literally become “rocket scientists” in lieu of focusing on minimal standards in a “dumb down” curriculum. Enrollment is open to all Indiana residents and a lottery will be held if more students enroll than the number of slots that are available. All students will be offered tutoring and support to improve their skills. Students and their families will attend informational meetings before enrolling in Northwest Academy; and both students and their families will be required to sign a Student Commitment form and Family as Partner Commitment Forms, committing to the aerospace/aviation/core curriculum and parent/guardian volunteerism (15 hours per year). Prior to the opening of school, parents will be given an overview of the curriculum. A train the trainer workshop for parents will be held so that parents will know how to assist their children at home. The Northwest Academy of Aerospace and Aviation models its program after several successful charter models (Wings of Eagles Academy in New York, Durrance Elementary in Florida (Magnet) and August Martin School in California.
Mission: The mission of the Northwest Academy of Aerospace and Aviation is to enable students to develop skills in math, science, and language arts in order to apply concepts to solve problems representing real life situations, and to have them reach their full potential. Students will understand the many vocational and career opportunities related to the aviation and space industry. Vision: Youth are equipped academically to enter the fields of math and science; and can participate fully in a world increasingly shaped by science and technology. The core philosophy of the Northwest Academy is grounded in the belief that a highly challenging curriculum in a safe, orderly environment creates the setting for accelerated learning. We realize that reading is the core of curriculum. Our program is aligned to a Reading Plan that has rigor and relevance and incorporates the state standards and Common Core Standards thoughout. Dr. Renzulli of the University of Connecticut and originator of the Enrichment Model said the aerospace / aviation theme is an advantage for providing a framework for enrichment activities to be developed (Phone Conversation October 2009). Consultation with Purdue Lafayette on the Enrichment Model will be on-going. Marcia Gentry of Purdue West Lafayette recommended readings for the SEM Model (2009-2011). She and her consultants are available to consult in the implementation of the model when the school opens. Northwest Academy will use
the services of the NASA regional office in Fort Wayne, Museum of Science and Industry in Chicago, and the Challenger Center at Purdue Calumet in Hammond, IN. The core subjects to be taught are English, Language Arts, mathematics, science, and social studies. There are 181 days in our school year; the school day is from 8:00- 3:00PM. Reading will be in a 90 minute block; math will be interdisciplinary and in a 60 minute block. Two afternoons a week students will participate in SEM activities. On Wednesdays students will be dismissed at 2:00 for professional development of staff (2:00-4:00). Confrute, training at University of Connecticut, for the implementation of the SEM will be attended in August by a representation of the teachers. Onsite professional development in researched best practices, the SEM, alignment of standards and CCSS standards to curriculum, interdisciplinary teaching, and assessment will be ongoing. The curriculum has some unique features: The Schoolwide Enrichment Model is inclusive of all students – special needs and English Language Learners; and develops the talents of students according to their interests as indicated by the Profiler. The parent collaborates with staff and child to select area of focus. An inquiry approach is used with hands-on science and readings in Informational Text. Interdisciplinary teaching connects literature and science. Self-efficacy scales will be used so that students can gauge their mind-set toward certain subjects, and begin to change. A balanced literacy environment with an influence of the aerospace / aviation theme will challenge and improve academics. We will use ongoing monitoring and use the RTI process with students needing interventions. A principal adept in researched best practices in various subject areas and in supervision of staff and curriculum will lead the school and report to the Board of Directors. An Enrichment leader will assist teachers with reading and the SEM. We are partnering with the Challenger Center in Hammond, and are waiting to hear if Indiana Northwest will partner with us. The Founder / Organizer (Shelley Fisher) did a majority of the writing. For the last submissions, however, Board members in committees in their areas of expertise wrote parts of the proposal.
Address of Proposed School: Lake County, Indiana Local School Corporation: School City of Hammond
Planned Operation Beginning Date: Preoperational tasks begun by Board members on June 2009; opening August 2013 Beginning Student Attendance; (2012 Planning Year) (Project Director will be hired by January - March 2012
Attach as PDF"S (Portable Document File - Adobe® Form) named, Attachment B – Expanded Criminal History Checks
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Preliminary Information
1. Community Support and Demand
a. District Support: (a) Several attempts were made to talk with Superintendent Watkins. His secretary was very
cordial, but he was always busy, and she stated she would have him return the call. However, there was never a conversation or meeting with the superintendent. I spoke with the supervisor of Special Education and she said when the school was established she would talk with me about some services.
A challenge is that the school district may not want to associate with the charter school. .
b. Community Support: “What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely.”
Dewey (1915) Community involvement in schools refers to connections between schools and individuals, businesses, and formal and informal organizations and institutions in a community. Within the theoretical literature, there are a number of rationales for community involvement in schools. Proponents of such involvement emphasize its importance for effective school functioning, economic competitiveness, student well-being, and community health and development. Community involvement is one way to help schools produce a more capable workforce. To this end the Board of Directors has permeated the community by going door to door telling residents of the need and our intent to establish a charter school. At grocery stores and shopping areas we have handed out brochures about the school. We have attended community events – Little League games, Walks for the Heart Society and community meetings. From these meetings we have garnered a list of persons that we call “Advocates” who volunteer to help us – mailings, talking with others in the community, etc. We met twice with Mayor McDermott’s chief assistant officer, Rick Calinski. After the first meeting in 2010, although we did not solicit funds, we were told that the City of Hammond did not have money to support the school. In a subsequent visit in 2011, Mr. Calinski had members of the Board of Directors from the HAST (middle/high school) who shared some of their struggles, and offered their assistance if we needed advice. They contend that the residents of Hammond are pleased with their elementary schools. This stance is in opposition to the view of the parents that we interacted with about an elementary charter school coming to Hammond. The Planning Department of the City of Hammond showed us buildings for sale in the downtown area. However, the building had seven floors which is not appropriate for elementary children. The Interfaith Clergy Council gave us $500 to construct our website. We have the support of this group, The Boys and Girls Clubs of Northwest Indiana, Gary Literacy Coalition, Marcia Gentry
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(Associate Professor, Purdue West Lafayette, Amanda Maynard of the Challenger Learning Center in Hammond, The Urban League of Northwest Indiana, The Baptist Ministerial Alliance of Northwest Indiana, Dr. Ella Bush and Bonnie Price, Consultants. (See Attachment for a list of meetings attended and a list of advocates)
c. Student Demand: (c) Test scores indicate a need for improvement. Parents at the community meetings are in favor of the school. They indicate they would send their children and tell their friends. Test data indicate that subgroups—free lunch, special education, English as a New Language Learners, Blacks and Hispanics are in need of an intervention for improvement. (See Attachment…).
d. Proposal Opposition: Known opposition is the School City of Hammond, the superintendent’s refusal to speak or meet with us. The school’s system opposition to our program will not impede the ability to successfully implement the program. At our informational meetings held at the Hammond Downtown Library and the John Will Anderson’s boys and Girls Clubs we related the city’s view that parents were pleased with the elementary program. We had parents to address their concerns about that statement, saying they were not pleased; and would be happy to enroll their hildren in the charter school. c
2. Feedback from Constituents Feedback from Constituents
• We have a petition with signatures in support of the proposed school. • We received a $500 grant from the Interfaith Clergy of Northwest Indiana to establish a
website. • At various community meetings parents expressed that they were not pleased with the
elementary schools in Hammond.
We elicited parents (at meetings, shopping centers, door-to-door, organizational meeting, Crime Watch Meetings, political events) to complete our survey regarding an enrichment activity and a curriculum for diverse learners. Attachment 2 follows.
3. Applicant Founding Group
a. Founding Group Members: Table 3a: Founding Group Members
Name Relevant Experience/Skills and Role in Founding Group
Proposed Role(s) in School (if any)
Shelley Fisher, Ph.D. Founder/OrganTeacher, Principal,
r),
izer
Consultant (Ted SizeCurriculum‐Writer
Board Member
April Dungy Profitability Analyst Management Consultant Project Manager
tant Community ConsulAdjunct Professor Human Capital Consultant
Board Member
Margaret Fisher Management Policy/Procedure development Personnel Development Customer Relations
Board Member
Latasha Jones Asst. Vice-President Ban
s
k Branch Manager
Facilitates WorkshopCommunity Liaison
Board Member
R.J. Mamula Teacher / Procedure Development
Board Member
Rochelle Moody Attorney-Currently with the Lake County Prosecutor. Employed as In House Counsel for the Gary Community School Corporation for 19 years
Board Member
Jeanette Pike Teacher, Educational Consultant/Sales Rep (McGraw-Hill and
Board Member
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Attach Table 2 as a PDF (Portable Document Form) named, Attachment 2 – Attitudes Toward the Charter
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Houghton Mifflin Pub.) George Tucker Technical Consultant/Writer Board Member Community Advocate Board Member Parent Board Member University Personnel Board Member
b. Founding Group Origin: The founder assembled a group of persons in the community who are interested in the education of our youth, and who have a desire to change the status quo. The members are from the Hammond, Gary and Merrillville areas. The members work in committees, have a shared interest of wanting to improve education and the community.
c. Proposal Development: Dr. Renzulli (University of Connecticut, phone call) served as sources for “validating” the use of the Schoolwide Enrichment Model and the use of the Aerospace / Aviation theme with the school population. He connected us to Marcia Gentry (Purdue Lafayette) who recommended readings, sent information via emails and gave us a letter of support.) Carolyn Keith, Accountant, revised the budget and wrote the financial narrative. Board members worked on various parts of the proposal in their specialty areas.
d. Previous Submissions List the number of previous submissions for request to authorize this charter school. Include: • each submission date for the last five years Jan. 2010, Jan. 2011, May 2012 • where it was submitted-- Ball State University, Office of Charter Schools • reasons the proposal was rejected or withdrawn (2010-budget; We were told to expound more
on workings of State Formula, Special Education details; give more details about Confrute, and Desegregation Orders. Clarification of assessments were needed; Governance;
List town of Board Members, Why Hammond? 2011 – Redundant assessments, Baseline data—growth model needed; quantifiable goals, handbook completion; application and lottery process needed; lesson plan discrepancy; RTI
as a process.
4. Fiscal Impact Students coming to this school from communities other than Hammond would bring their tuition allocation from their city’s school district.
Tuition Support per ADM $6,357.76 (Details in Budget)
5. Education Management Organization
If Applicable, submit your narrative response to request for Education Management Organization - as a PDF (Portable Document Form) named, Attachment 5e – Draft Management Contract
If Applicable, submit the due diligence questionnaire completed by the EMO - as a PDF (Portable Document Form) named, Attachment 05f – Due Diligence Questionnaire
Education
6. Education Mission Goals
a. Mission statement: • The Mission: To enable students to develop skills in math, science, and language
arts in order to apply concepts to solve problems representing real life situations, and to have them reach their full potential. Students will understand the many vocational and career opportunities related to the aviation and space industry.
• Core philosophy or underlying purpose of the proposed school
The core philosophy of the Northwest Academy of Aerospace and Aviation is grounded in the belief that a highly challenging curriculum in a safe, orderly environment where teachers have high expectations for all youth creates the setting for accelerating learning and success. Our view is that school is a place to learn, to grow socially and emotionally, to develop talent, and a place to prepare to live in a global society. In the urban community a vast number of students need to experience success. The population of Northwest Indiana is inclusive of inner-city youth in grades kindergarten through fifth who are in need of academic intervention. We believe an innovative curriculum with an inquiry base can help students experience success. The community and parents are an integral part of the school working collaboratively with staff to prepare students for success and to explore a career path at an early age.
• Define/ describe a concise plan for an innovative public school that will lead to improved educational performance
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Our curriculum uses an inquiry approach with an emphasis on math, science, language arts and social studies. Informational text linking science and language arts against a backdrop of aerospace and aviation is motivational and challenging. We purposely place a premium on higher order thinking skills where students can form concepts and link school activities to real life. The Schoolwide Enrichment Model allows students to develop their talents while heightening their enthusiasm for learning. Involvement in academics across age and grade levels in an interdisciplinary thematic aerospace / aviation format is an innovative approach to learning. An integrated coherent curriculum that addresses core knowledge and beyond is both engaging and relevant. Interdisciplinary education becomes compelling in light of the fact that only 24% of fourth graders and 50% of eighth graders read once a month or less for their interests.
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Talent development and career exploration with technology to enhance learning and instruction are keys to innovation and student success.
b. Statement of Need: Provide evidence there is a need for this type of school.
Data shows that in the School City of Hammond during the 2009-2010 school year students scored overall 47.2% in both Math and English assessments in contrast to the overall Indiana State score of 66.2% of the students passing both Math and English assessments on the ISTEP+. Aggregating the scores by ethnicity reveals that Blacks score lower at every grade level – grades 3, 4, and 5 than their Pacific Islanders, Hispanic, Multi-cultural and White counterparts; generally scoring 20 points below Pacific Islanders, Whites, Multi-cultural group and 10 points below Hispanic groups. Not shown in the graph below, are the Pacific Islanders (11 students) passing both English and Math at 68.75%, and 5 students not passing (31.25%). The pattern of scoring lowest of all ethnic groups continues for Math and Science. The challenge to identify and educate diverse learners is pervasive.
• Create a Table (6b) to summarize achievement data for each grade level and subgroups you intend to serve. Link the achievement data to the needs assessment.
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• Starting with kindergarten and through grade five a content rich literary environment with an aerospace/aviation influence covering State and CCSS can enhance science literacy, enrich students and begin to lay the foundation for a more diverse pool of students who are able to pursue further education in scientific fields. The fact that only three of sixteen elementary schools in Hammond passed the science portion of the ISTEP+ is an indication that essential knowledge and skills of science literacy need to be acquired by students. Focusing on the aerospace/aviation theme reduces the amount of material in todays over crowded curriculum, and captures the fascination in students of objects that fly through the air. Yet it provides a nucleus for other disciplines to be covered within this scope and literacy acquisition across those disciplines. Students are able to pursue an area of interest and work collaboratively with staff, parents, and community to develop their particular interests. They can begin to explore career choices at an early age while developing their talents. A curriculum aligned with core standards and having researched best practices to develop reading in the content areas of science, math, social studies and language will prepare students for the rigorous academics in higher grades and college. English language learners and special needs students will be given the same access to curriculum for talent development, career choices, and a rich literacy environment. Problem solving and relating curriculum to real life situations have the potential of improving services for students and parents.
Attach Table 6b as a PDF (Portable Document Form) named, Attachment 6b – Achievement
c. School Demographics: Describe your intended student population.
• Complete Table (6c) showing the demographics of your school that includes: enrollment projections and teacher to student ratio.
Table 6c: Demographics of School
Year One Year Two Year Three Year Four Year FiveGrades Served K-5 K-5 K-5 K-5 K-5 Total Number Of Students
278 304 322 344 406
Student to Teacher Ratio
12:278 13:304 15:322 17:344 18:406
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7Instructional Design
a. Alignment Describe how the instructional design aligns with the needs assessment
Our instructional design has a strong research based Reading Plan that aligns with Learning Targets to meet the needs of our students. The Reading Plan is the backdrop of a balanced literacy curriculum with an aerospace/aviation influence emphasizing core knowledge and beyond in language arts, mathematics, science and social studies. The academic needs of students in grades kindergarten through grade 5 are addressed by the integration of five key elements: (1) sufficient and effectively used time for reading, (2) scientifically-based methods and strategies that target essential reading skills and content, (3) programs and materials that are based on scientifically-based reading research that target content, skills, need, and (4) differentiated instructional based on student need, and (5) effective teacher instructional delivery.
We will use an uninterrupted 90 minute Reading Block and for those needing more intervention more time will be allocated. Table xx shows this by grade level and intervention levels.
Time Allocation Grade Level Core (Tier 1) Intervention (Tier 2 Intensive
Intervention (Tier 3) K-3 90-minute
uninterrupted daily block (5 scientifically based competencies)
30-45 additional minutes daily
Students not meeting formative or
summative goals
Up to 60 additional min. daily or replacement of 90 min core with complete intensive intervention block
4-6 90- Min. Instruction alongside Content Area Instruction May occur in chunks of 90 min.
30-45 min daily Students below gr
level
Up to 60 additional minutes daily or replacement of 90-minute core with a complete intensive intervention block
While barriers are real and integration of subjects is difficult, time is a compelling reason to integrate. Integrating the skills of reading and writing with the knowledge-oriented subjects, such as science and social studies, is one way to make better use of time that we have (Walp and Walmsley, 1995). In the intermediate grades reading instruction is taught to continue to lay foundational skills, including multisyllabic word attack strategies, skills and strategies to read informational text, and important vocabulary concepts. Students are taught strategies for reading within content-area subjects and how to respond to text by reasoning logically and analyzing test. It is our belief that an aerospace / aviation theme with engagement of individual and group problem solving and projects will encourage independent reading as well as lay foundational skills and allow for opportunities to use strategies within other content subject areas.
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Additionally incentives will be offered with the Accelerated Reader to encourage students to spend more time reading independently. Our instructional design incorporates the four practices that increase engagement and motivated identified by Guthrie and colleagues are: (1) Setting a purpose for reading, (2) Giving students opportunities to self-select text that they are able to read independently or with some instructional support, (3) Ensuring the texts students read are interesting to them, and (4) Schools should select programs and materials that are aligned to best research available on instruction. During the 90-minute reading block, language arts will be linked to science. The National Reading research Center purports that linking science and language arts provides student engagement. This engagement perspective was partially motivated by the NRRC because data shows large numbers of students are alliterate—opting not to read despite the fact that they may have good reading skills. Data indicates that 25% of fourth graders and 50% of eight graders report reading once a month or less for their interests. The literacy problems in schools go beyond whether or not a person can read, but readers are people who select books that appeal to them and set aside time to read for their own pleasure and information. The data in Appendix 7 for elementary science shows that only two of fifteen of the elementary schools in Hammond scored above 50%. The two passing scores were 52% and 64%. Looking at fourth grade students in language arts, seven of the fifteen schools scored below the 50th percentile. The fourth grade scores in language arts range from 36% to 49%. Primary Science and Reading Primary science will be observational and qualitative (ScienceLink and AAAS). The teacher brings literary selections alongside the teaching to enhance these activities in a balanced literacy environment. (See Appendix, p. 127). Reading in Transitional Grades In third and fourth grades when the transition is made from reading stories to informational text, students experience difficulty. We will focus on this by providing informational text in science and other areas. We will use two models for integrating science and language arts. The classroom research approach that integrates science and language is Concept Oriented Reading Instruction (CORI.) The first will be a two-hour block with hands-on science which can be incorporated in the intermediate Enrichment schedule. Text books will be used as resources. The language arts will focus on both fictional and informational texts and in writing in personal logs to record what the students are thinking and learning about various products which may include posters, books, letters to parents, or a business entity. Communication of what they are learning will take many forms.
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Another model that we will use with students who require more guidance and support will be the continuation of the science / literature classrooms dividing the language arts by basal reader instruction if applicable or needed and literature. Science will be divided between textbook reading and literature. Students will be given time to read science informational books and encouraged to write about what they are reading. Morrow, Pressley, Smith & Smith (1997) found that teachers who integrated reading texts, literature and science while also dividing the science with literature during science time, had students who accomplished more reading of science informational texts, scored higher on literacy measures and their students expressed liking science when given attitude measures. An antithesis to this is seen in teachers separating the disciplines of language arts and science had students to score lower on reading measures and to express that science was boring. Research has shown that the case for integrating science and literature has its merits; however, two days a week (the two-hour block) will be devoted to skills or subjects that do not fit well into the science content. Science investigations rely on literacy skills—accessing scientific terminology, interpret arrays of data, comprehend scientific text. Both science and social studies allow students to set purposes for reading, ask questions, draw inferences and clarify ambiguities. The Schoolwide Enrichment Model (Renzulli & Reis, 1985, 1977) is used because of its propensity for innovation and creativity in the school program. The (SEM), once used primarily with gifted and talented youth, has evolved to be used as a School Improvement Model as well as with students of all abilities—general population, gifted and talented, and special needs students. The model focuses on developing the talents of students. SEM has the propensity to motivate, and to provide myriad programs and reading resources to students. Further instructional alignment to our needs assessment is shown is shown in our intervention program. English a New Language Learners will have a rich literacy environments and a variety of language experiences instruction that develops foundational skills, opportunities for classroom discussion and interaction well designed to enable ELs to develop communicative strengths in language arts. There will be ongoing assessment and feedback to guide learning. Professional development is provided for staff in the use of researched best practices, interdisciplinary teaching. We require that our school level leadership promotes a vision of high achievement for all students, create an orderly environment, share leadership, and clearly articulate goals and expectations. The principal and school leadership work collaboratively to ensure that the needs of students are met, identify areas of growth that may require additional focus, and recommend specific intervention. High achieving students must be monitored also so that they will continue to achieve and grow.
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(b) Measurable Goals
Complete (Table 7b below): clear measurable goals and objectives that are rigorous but attainable and are aligned with State and Common Core State Standards (CCSS).
Table 7b: Goals and Alignment with State and Common Core Standards Goals Objectives
1.By grade three students at the Northwest Academy of Aerospace and Aviation will read at or above grade level
-- Close the achievement gap for subgroups—low income, ethnicity, special needs, and English As New Language learners. This goal also addresses providing talent development for all students, challenge for high performing students, and raising the proficient percentage on the ISTEP+ of all students in accordance with the graph and tables that follow. --Provide professional development To improve the delivery models – self-efficacy interdisciplinary teaching, Best Practices; challenge and support the needs of students, Inductive method; SEM. --Focus K-5 PD on Response to Intervention (RTI) techniques, a general education intervention to support struggling students and to avert referral to Special Education. --Train the principal and teachers in the use of school data including student growth data. Training teachers in the use of data will be a priority. --Create a learning community. Teachers will have collaboration meetings twice monthly focusing on improving student achievement.
2. We will provide a safe, orderly, nurturing environment. Addressing the social and emotional needs will allow students to do their best work. We will measure progress toward this goal through school climate surveys that are collected annually.
--We will create a learning environment that honors ethnicity, gender, and cultural diversity while promoting mutual respect, and democratic principles. -- Give students opportunities to read and solve conflicting views, to exercise judgment, and to engage in critical thinking. -- Use content knowledge of self-efficacy, and the way in which young children appraise their capabilities. -- Use modeling, verbal persuasion and enactive mastery experiences to help students improve their efficacy in content specific areas. --Use the Renzulli Profiler, to develop the talent potentials of students by systemically assessing their interests, and strengths;
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provide enrichment activities, resources and services to develop their strengths; work collaboratively with families in providing an extensive array of exploratory topics for their children.
3.The NAAA will be a high performing school.
--Rigor and relevance of curriculum is aligned to grade-level Indiana Standards, and CCSS. --We will ensure implementation of a common core, content-rich curriculum with good lessons, and meaningful literacy activities – purposeful reading, writing, and discussions. MEASURES: --Teachers teach an agreed upon curriculum aligned with learning targets. --Students are prepared for the next grade level. -- Students remain motivated through increased demand and less repetition in the curriculum. --There will be inherent alignment to ISTEP+ eliminating the misguided belief that educators must “teach to the test.” --The Schoolwide Enrichment Model will focus on talent development and high-end learning across academic levels and cultural differences. --Improvement of academic performance of students in grades 3-5 with 80% mastery in all content areas of the regular CCSS curriculum. The standard curricular activities will blend with meaningful enrichment learning. --Students have access to an innovative curriculum which results in heightened
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motivation as seen in improvement in Reading/Language Arts, behavior (PBIS), and 80% mastery o ISTEP+ ;NWEA; and Accelerator Reader Tests --Students perform hands-on activities that lead to hypothesizing and problem solving.
4. We will foster a collaborative school culture that includes appropriate decision making opportunities for students, parents, teachers, and administrators.
--Students participate in student government and express their views (discussions, debates, Socratic Seminars). -- Students are given the autonomy to develop their talent base in collaboration with their parents and teachers. --Parents will participate in school planning committees/activities and influence decisions. --Parents, teachers and administrators will collaborate for the best interest of the child.
5. Students will be proficient readers within each discipline and attain 80% mastery on class room tests and standardized tests (ISTEP+ Language Arts, Mathematics and Science).
–For Language Arts, Mathematics, Science and Social Studies, students acquire domain specific vocabulary. --Analyze, evaluate and differentiate primary and secondary sources. --Students synthesize quantitative and technical information including facts presented in maps, timelines, charts, flowcharts or diagrams. --Staff provides intentional and explicit instruction as students interact with domain specific disciplines. --Students perform writing tasks specific to each discipline: Write arguments on specific and informative explanatory tasks; Make arguments and claims and support those with use of data, evidence, and reason; These literacy standards will be integrated into current content standards. --Students read Information Text to gain content knowledge and enhance their ability to think and reason. --Students are given opportunities to read and resolve conflicting views, to exercise judgment, and to engage in critical thinking. --Students develop flexible thinking to embrace new ideas and to reason well when
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faced with complex new ideas. --Students benefit from opportunities to connect literature to their lives, to “create meaning from related readings,” and to do their own research.
6.Formative Reading Goals for Informational Texts in Grades K-5: Students comprehend what they read.
--Students identify the main idea and retell key details of a text. --Students detect and verbalize connections between individuals, events, ideas, or pieces of information in a text -- students read and comprehend literature, including stories and poetry with scaffolding as needed at the high end of the range (grades 2-3). --Age appropriate progressions to identifying the main ideas of multi paragraph text and connections to a series of historical events, scientific ideas or concepts, or steps in a technical procedure will be achieved (Grades 4-5) -- Students achieve 80% mastery of age appropriate sub-skills in reading –initial sound fluency, phoneme segmentation, letter naming, decoding, and oral reading fluency. -- Writing, speaking, and listening skills are developed through students engaging in self-initiated inquiry, demonstrations of problem solving in classroom activities, and projects. --Monitoring of curriculum to meet grade level goals is ongoing and formative assessments will indicate 80% mastery (teacher tests, end of unit tests, Accelerated Reader, quarterly benchmarks). --Students meet or exceed DIEBLES and TRC Targets at K-2 grade levels.
7.Summative Goals: By year’s end students will in grades 3-5 will read and comprehend literature, including stories, drama and poetry by the high-end of grades 4 and 5 text complexity.
--Summative assessments (ISTEP+ and NWEA) indicate by the end of grade three students will be reading on grade level.
In grades 4-6, students indicate mastery in acquiring:
a) acquisition of foundational reading skills (Reading mechanics will not interfere with the students focus of making meaning of complex texts)
b) acquisition of skills to read
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competently with understanding of specific subject content.
c) sufficient background knowledge in history, social studies and science/technical subjects and literature so that comprehension is facilitated.
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Projected Targets for ISTEP+ Passing Both Eng/Language Group 2013 2014 2015 Black 57% 64% 80%
Pacific Islander 76% 83% 90% Hispanic 58% 65% 80%
Multi-cultural 68% 75% 87% White 68% 75% 82%
Sp. Ed (from) 34.85 to 42% 49% 75% Free Lunch (from) 56.77 to 64% 71% 80% Eng New Lang 57.79 to 65% 72% 80%
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Support Table 7b with a brief narrative explaining how the educational program reflects a commitment to academic excellence for all students. c.. The educational program at the NAAA reflects a commitment to academic excellence for all students because the curriculum has rigor and relevance that is aligned to Indiana State Standards and Common Core State Standards. The Reading Plan is steeped in researched best practices to meet a diverse student body. The curriculum is interdisciplinary promoting reading in the content areas – language arts, science, mathematics and social studies – and students learn domain specific vocabulary. There will be on-going monitoring and professional development will focus on RTI techniques as well as the various facets of the curriculum—problem solving, alignment of teaching to the Indiana Standards and Common Core State Standards, informational text, the SEM and interdisciplinary teaching. Curriculum mapping and ongoing monitoring will ensure the fidelity of the program. Reading, speaking, thinking and writing activities will give students opportunities to develop their academic potential and to develop their talent (Renzulli Profiler). Formative and summative assessments will inform instruction. Students will participate in a learning community blending a core curriculum with
eaningful enrichment learning. Parents are an integral part of the school program olunteering, serving on committees and participating in decision making.
mv
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d. Explain the instructional design and how it supports the goals and objectives. If your instructional design requires a contract and/or major expenditure, list the amount here along with the line item in the budget.
The instructional design has the core curriculum of English/language, mathematics, science and social studies. A ninety‐minute reading block across age and grade levels will be used for modalities of reading informational texts in the content areas. Teachers will use directed instruction of various genre to give students the opportunity to read, speak, write, problem solve and debate. During the 90-minute reading block, language arts will be linked to science. The National Reading research Center purports that linking science and language arts provides student engagement. This engagement perspective was partially motivated by the NRRC because data shows large numbers of students are alliterate—opting not to read despite the fact that they may have good reading skills. Data indicates that 25% of fourth graders and 50% of eight graders report reading once a month or less for their interests. The literacy problems in schools go beyond whether or not a person can read, but readers are people who select books that appeal to them and set aside time to read for their own pleasure and information. This program provides the support needed to improve not only in science, but in all curricular areas.
e. Describe how students have learning opportunities and experiences based on best practice. Since the curriculum is based upon best practices, aligned to State and CCSS, content-rich, coherent with effective lessons and abundant amounts of purposeful reading, writing, and talking, students will have learning opportunities based upon best practices. Students will participate in a rich engaging curriculum with content from the best providers in STEM education NASA and Lego Education. The thrust of our curricula is a math, science and technology literacy curricula with emphasis on real world inquiry based open-ended projects. We will use two models for integrating science and language arts. The classroom research approach that integrates science and language is Concept Oriented Reading Instruction (CORI.) The first will be a two-hour block with hands-on science which can be incorporated in the intermediate Enrichment schedule. Text books will be used as resources. The language arts will focus on both fictional and informational texts, and writing. Students will keep personal logs to record their thinking and learning. Exhibitions of learning may include posters, books, letters to parents, or a business entity. Communicating what they are learning will take many forms. Another model that we will use with students who require more guidance and support will be the continuation of the science / literature classrooms dividing the language arts by basal reader instruction if applicable or needed and literature. Science will be divided between textbook reading and literature. Students will be given time to read science informational books and encouraged to write about what they are reading. Morrow, Pressley, Smith & Smith (1997) found that teachers who integrated reading texts, literature and science while also dividing the science
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with literature during science time, had students who accomplished more reading of science informational texts, scored higher on literacy measures and their students expressed liking science when given attitude measures. Research has shown that the case for integrating science and literature has its merits; however, two days a week (the two-hour block) will be devoted to skills or subjects that do not fit well into the science content. Mathematics is taught both as a 60-minute block and as an integral component in the Stem process. Measurements, timelines, categories of inventions and their originations, when people lived and what events happened in their lives can all be related to mathematics. The computer can be used as a calendar, a calculator and to access mathematical information. CORI and the Schoolwide Enrichment Model Once the students have been tested on Renzulli, the CORI method of study can be used to institute the activities. The CORI is divided into four stages: (1) Observe and Personalize. They collect things and carry our experiments. They activate prior knowledge and general questions. (2) The second stage is called Search and Retrieve. Students use a variety of books, computer data bases, other resources, etc. They locate information using various sources, take notes and outline information. (3) Comprehend and Integrate. They use information from a variety of sources to synthesize information. They analyze, summarize, make inferences and draw conclusions. (4) Communicate to Others. Students complete exhibitions, draw, produce video, draw maps, and create a product that allows them to show what they have learned. Students will work in teams from three to five persons. Teachers do whole class strategy instruction as needed; then supervise the teams as they work though various stages.
We will increase motivation, reading and writing skills, and enhance science knowledge. Research supports the idea that achievement and motivation are increased when science and language arts are linked (Cunningham and Allington, 1998). We will use cross curricular connections with an engineering emphasis which blend, science, math, and technology. . Students will be monitored and given support—individual, small group instruction, tutoring and an RTI if it becomes necessary.
f. Explain how implementation of instructional strategies and methodology central to the design will be monitored for consistency, fidelity and impact
To ensure that instructional strategies and methodology central to the design will be monitored for consistency, fidelity and impact, leaders (principal, enrichment leader and teachers) will collect and share data on how many classrooms consistently exhibit common curriculum, sound lessons, and authentic literacy. Collaboration meetings will be held weekly with sharing strategies and other data. Teachers who have demonstrated that their teaching aligns to the standards, teaching content to strategies and goals will conduct the workshops allowing for time for other staff to ask questions, realign where needed and demonstrate various modalities of teaching. Summative assessments that reflect gains in scores are a reflection of consistency and
fidelity to the curriculum. Gains made in both implementation and achievement should be celebrated (Pferrer & Sutton, 2000, p. 14).
g. Explain how formative and summative assessment will be used to inform instruction and refine youinstructional design. We will use assessment to inform the instruction before, during, and after teaching has taken place. With the use of Acuity as a pre assessment we will determine students’ skill evel. Circle thinking Maps (Hyerle, 2000) and KWL Charts give
r
l
Plan instruction
Deliver instruction with
embedded assessment
Assess student learning outcomes
Plan next time in
instructional sequence
Assess students to determine what and
how to teach
information about prior knowledge. Circle Maps in particular give a deeper understanding about the learner’s knowledge and skills. Anticipation guides are a strategy to use with students to allow them to preview what will be taught and to make predictions about the text. The advantage here is that student’s interest is piqued, and they can make predictions about the text allowing them to become active participants in the learning process. Mind mapping and other cluster maps, such as, fishbones, series –of-events chains, assess what students already know about a topic. Summative assessments will be used to find out to what extent students possess the skills and abilities that are needed to begin instruction and to what extent have the students already achieved the intended learning outcomes of the planned instruction (Gronlund (2003, p. 5). On-going monitoring of instruction will take place. Multiple choice, fill in the blank, Socratic seminars and short answer questions will be used. Journaling, group exhibitions and oral assessments will be used. The assessments will allow for adjustments to be made in the curricular design where needed. Self assessments are a self-regulatory process (check lists where students meet with teacher) that allows students the ability to see their progress, to plan and set goals. Additionally we will use content-specific self-efficacy scales to allow students to gauge their attitudes and thinking about a particular subject areas. Finally, summative assignments will reflect how well content was taught and how well students learned the information. --------------------------------------------------------------------
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This program was chosen in lieu of the usual curriculum that is divided into the various content areas of reading, math, science, social studies because an interdisciplinary method of study provides connectedness by making learning relevant to real life situations, and makes effective use of time. The researched best practices base for teaching language arts can be applied in a setting with emphasis on math and science. Aviation has been shown to be a motivating factor making for students fun and excitement (Ray & Ray1992). The thematic units will teach students problem solving, reading, speaking and writing in an engaging highly motivating setting.
There will be ongoing professional development and support services for staff, parents, and students.
8Calendar and Daily Schedule
Attach Table 8 as a PDF (Portable Document Form) named, Attachment 08 – Calendar and Daily Schedule
Create a table, Table 8, to show how you will maximize academic learning time.
9.Curriculum and Instructional Methods
a. Provide an overview of the school curriculum and how it provides access to a common academic core for all students.
The core curriculum of the NAAA consists of content areas – language arts, mathematics, science and social studies – aligned to the Indiana State Standards and Common core State Standards. Students in grades kindergarten through five will have a curriculum with a Reading Foundation. Synchronizing the core curriculum with what is taught ensures alignment to standards and access to a common academic core for all students. All students will be provided a content-rich curriculum that includes opportunities for them to read, write, and talk – laying the foundation for them to continue their education without having to take remedial courses. Curriculum maps for the content areas already in existence on the IDOE website will be used as the base for creating and aligning the aerospace / aviation theme throughout learning and teaching. To better understand the content and to create access for all to this common academic core, Targets with explicit skills, Essential Questions, Big Ideas, vocabulary, instructional resources, strategies and assessments will be in place in lessons taught. School leaders will have professional development to assure their understanding and proper implementation of the curriculum.
We will use a wide range of instructional resources: NASA materials and websites, LEGO education, McGraw-Hill Reading Series, the SEM Profiler, Biographies, Informational Texts on various scientists, pilots, Challenger Center, museums, speakers,
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Describe how the curriculum links to the school’s mission and instructional design. Everyday Math (University of Chicago) and state adopted science, social studies, and language arts texts.
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b. The curriculum design will build content knowledge and give students the opportunity to develop thinking and reasoning schools. Techniques used in the various Marzano texts and higher order thinking instruction in questioning techniques, such as, Bloom’s Taxonomy will be stressed. These modalities link to our mission of enabling students to succeed in the content subjects and to form concepts and apply them to everyday living. Interdisciplinary reading instruction in social studies, mathematics and science will give students the opportunities they need to make and evaluate logical arguments, solve problems, and offer potential solutions to problems. In the hands-on approach to science and the SEM talent development students will benefit from opportunities to connect meaning from related readings and to do their own research (Berliner & Biddle, 1995, p. 300). In career exploration students will access a vast array of literature enhancing their knowledge and connecting to the world around them. The staff will decide what other skills the students may need beyond the common core.
c
We will decide the sequence of the standards informed by the curriculum maps, which are aligned with ISTEP+ and Curriculum-Map Aligned Acuity assessments, and Common Core assessments. With the use of Acuity the pre-test and post-test assessments for each quarter can be aligned. With the aerospace / aviation emphasis we will decide if the Acuity Predictive is a better fit for us. Writing assessments will be included in our assessments. We will monitor curriculum using both formative and summative ssessments. This information will inform our curriculum and professional development. a Teachers need to know that in order to ensure that students are prepared for college and careers and various assessments they will need to become familiar with Conley’s four intellectual standards:
1. usions. Read to infer/interpret/draw concl 2. Support arguments with evidence. 3. Resolve conflicting views encountered in source documents.
4. olve complex problems with no obvious answer. (Rodman, 2011). S
Conley ‘s stance is that these four simple habits of mind can powerfully inform student reading, writing, and talking in every discipline when matched with disciplinary content. Curriculum design is the determinant of whether or not tudents ever have the opportunity to experience this type of learning. s Conley further maintains that in order for students to be prepared well, a different approa tch o curriculum design must include the following:
1. The precise amount of text and number of books, including title to be a given course’ taught in common by all teachers for
2. The number and length of writings’
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3. Common rubrics by which students will e graded; and (Conley, 2005, pp.82‐83)
4. he type and frequency of research and current events to included. T
Teachers need to select content, determine the texts and other resources to be used’ then develop text‐based questions that serve as the heart of the inquiry as students complete close, annotated reading, discussion, and writing. Central to all that a teacher must know is that literacy is integral to both what and how we teach; it’s the spine (asserts Conley) that holds everything together. Although much of our curriculum is science and math related we must know that the core of all that we do as to do with literacy. h To teach the NAAA curriculum teachers need to know the aforementioned as well as best researched practices in reading, interdisciplinary teaching, implementation of the SEM; pacing and curriculum mapping, Newton’s Three Laws of Motion and how they impact all movement, self‐efficacy and how students learn, test data aggregation, and how to use data to inform practice. Conley’s Four Intellectual Standards and how to prepare students well are at the core of the curriculum. Quality instruction is the development of lessons and units listing the texts and textbook pages with good questions and prompts identifying the standards, content, skills, and/or learning targets which can be taught through those texts; develop common assessments stating with end‐of‐unit and end‐of‐grading‐period assessments. Students should have ample time for reading, writing and discussion Schmoker, p. 48). ( Collaboration is important among teachers and administrations. Grade level meetings and other collaboration meetings should be used to discuss curriculum. Discussion must center around the work – teaching and learning, use of time and examining and using data to monitor implementation of curriculum and promote improvement. Discussion and demonstrations are invaluable.
Technology
e Describe how effective use of media and technology supports learning goals.
The use of Media and Technology will result in educational gains for all students regardless of age, race, parental income, or other characteristics. Students provided with technology‐rich learning environments will continue to perform well on standardized tests but also develop a variety of competencies not usually measured. Tour goal is for our student to
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become socially aware and more confident; communicate effectively about complex processes; become independent learners and self‐starters; know their areas of expertise and share that expertise spontaneously. Since so many students are spending countless hours immersed in popular technologies, such as Facebook or MySpace, World of Warcraft, or Sim City, which at first glance may seem like a waste of time, and brain cells we will use creative ways to enhance students’ language skills. But this genre of technologies, Social Networking, Digital Media/Gaming, and Simulations, deserve a second, deeper, look at what’s actually going on. You don’t need to be a teenager to use or understand these technologies, or to use them in your classroom. The fact is, no matter what their age is, when you begin to engage with them and observe what’s really going on, you can begin to see that these technologies are more than just entertainment. These technologies are already demonstrating how they impact the way we think, learn, and interact and they are also demonstrating the tremendous potential they have in these areas as well. The mergence of media and technology and the evolution of digital media have helped shape he new ways in which people are communicating, collaborating, and learning. et Describe how technology will be used to provide access to the curriculum and to deliver instruction using the internet or other electronic means. We will use technology to support much of the effort toward curriculum access, participation and progress. Our use of technology will increase independence, personal productivity and empowerment. It will facilitate the kinds of interactions that impact instruction and transform static curriculum resources into flexible digital media and tools. The Web will be searched for free digital content, some of which may be in the public domain. Subscription services exist for Web delivery of accessible content or mail delivery of fixed media such as CD/ROMs. Under certain provisions, publishers are making digital versions of textbooks available for use by all students. We will use Microsoft Office to publish our work. PowerPoint will be used to create a visual, electronic vocabulary journal, as well as to create presentations. The worldwide web offers countless possibilities to enhance learning. NASA Science, engineering, Mathemathics and Aerospace Academy ‐ SEMAA) LEGO have websites that enhance math and science. http://www.nasa.gov/offices/education/about/index.html, http://www.nasa.gov/offices/education/programs/national/semaa/about/index.html, kids.msfc.nasa.gov/, kids.earth.nasa.gov/, www.sciencepioneers.org/students/resource/nasa’s-kids-page, www.ala.org/gwstemplate.cfm?section=greatwebsites...cfapps/... w
ww.all-science-fair-projects.com/.../Lego, The Science of LEGO Serious Play
Explain how technology will enhance communication and technical support to students and parents. Technology will play a vital role in our school. We will experiment with various technologies to communicate with parents in an innovative and time‐efficient way. Through integration, technology we will communicate quickly to students and a broad parent community. Email, Telephony, Web‐based Technology, and Video Technology, are some examples that will enhanced communications in both quality and quantity for all students. Further research suggests these examples, schools creating online video links on
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the schools website, to welcome new families to the school as a welcome package that parents could access once they enroll their child, a virtual tour of the school, perhaps a segment of class being taught and even an invitation to parents to become involved. Also he use of video technology has proven an effective communication tool for parents of tstudents who have severe disabilities. Another technology that is currently being used is Web‐base technologies which schools are using to communicate to their parent. More and more, school websites are being used to convey a broad range of school information to the student body and their parents. Students often become involved with both the technology and the content of the Web site and may work together with teachers to create and maintain the site. Another use of web‐based technologies could be to provide technical support to end users. Teachers trained to use the school Website can provide updates easily accessed by parents regarding homework assignments, test schedules, resource links, and so on. In fact, use of web‐base technology can serve as an interactive tool for individualizing homework and supporting the involvement of families in the homework process. Technology also holds promise to allow teachers communication opportunities, not limited by school hours or location. Students may create digital portfolios that can be shared with parents on an ongoing basis. Ultimately, student reports may be accessed online, enabling goals and progress to be shared with parents. Indeed, the capacity to link homes and schools with new technologies provides many novel opportunities to enhance communication with parents beyond the traditional format. We will explore webs to use our website effectively. Budget for technology $60,000 Total Supplies and materials, G Capital Outlay, over a five year period. We plan to apply for grants. We have already applied for A Partners for Developing Futures Grant for $100,000.
10 Evaluation of Student Performance
c. Describe how student performance will be used to improve student achievement and attain the stated learning goals and objectives from (7b).
NAAA will provide appropriate opportunities for students to demonstrate learning, using a variety of formative and summative assessments. Teachers provide students with feedback for future learning.
Rubrics, exemplars, anecdotal records, checklists, continuums, and portfolios will be used to record student responses and performances as a means of authentic assessment.
b. Organization Framework. Create a Table or Chart (10 b.) to detail the assessment system that includes:
• Applicable State Assessments (ISTEP+, I-READ, IMAST, ISTAR, ECA) and timelines for administration.
In-house testing for placement and to measure progress will be given. Formative assessments will be ongoing in many forms, discussions, Author’s Chair, demonstrations, projects, pre-tests all to help the child achieve success.
Self-Efficacy Scales is an informational instrument that asks questions about content-specific areas to gauge one’s efficacy level. It is a survey instrument (Albert Bandura) and will be given quarterly to students in grades K-5.
Accelerator Reader – A formative assessment of books read (ongoing, grades 2-5). Profiler – (Sem Talent Survey) will be given in September and June to grades K-5.
• Explain how analysis of assessment results will be used to improve student achievement.
The Response to instruction (RTI), will be the process used as the teachers perform ongoing monitoring throughout the school year. Formative assessments will be used to target students needing intervention. The following three tiers are used: Tier 1 Instruction is designed for all learners and meets the needs of 80% of the students while Tier 2 and Tier 3 are designed to provide strategic targeted extensions to the core curriculum and to provide intense intervention and
extensions to meet individual needs.
Attach Table 10b as a PDF (Portable Document Form) named, Attachment 10b – Assessment System
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11. Special Populations – Anticipated Needs
d
. Describe how you will determine the school's potential special needs students (disabilities, ELL, advanced, struggling).
LEP
ELL
ENN
(English as
a New
Lang.)
Limited English Proficient
• English Language Learner (ELL) or Language Minority (LM) – a student whose first acquired language is not English
• Limited English Proficient (LEP) – a student whose social and academic level of English proficiency is below that of age/grade level native English speaking peers
• Fluent English Proficient (FEP) – a student who has attained the ability to speak, understand, read, and write in English without difficulty and displays academic achievement comparable to native English speaking peers
• Immigrant – a student between ages 3 and 21 who was not born in any U.S. State (or Puerto Rico or other U.S. territory) and has been enrolled in U.S. schools for less than 3 academic years
(IDEIA employs the ESEA definition for “limited English proficient from 20 U.S.C. § 7801(25)): when used with respect to an individual, means an individual — (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C) (I) who was not born in the United States or whose native language is a language other than English; (ii) (I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
• (II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual — (I) the ability to meet the State's proficient level of achievement on State assessments described in §1111(b) (3); (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society.”
. § 1401(18). • The Indiana compulsory school attendance law is applicable to any
student age 7 to age 18 who resides in Indiana, without regard to legal domicile. See IC 20‐33‐2.
20 U.S.C
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Special
Education
Plan for Providing Comprehensive Special Education
• The Special Education Team ensures that all eligible students with disabilities are provided a free appropriate public education (FAPE) in the least restrictive environment (LRE). The following exceptionalities are included: autism spectrum disorder, communication disorder, deaf-blindness, developmental delay, emotional disability, hearing impairment, learning disability, mental disability, multiple disabilities, orthopedic impairment, other health impairment, traumatic brain injury, and visual impairment. The team ensures that Indiana is in compliance with the federal Individuals With Disabilities Education Act, through monitoring of special education programs, oversight of community and residential programs, provision of mediation and due process rights, and sound fiscal management
b. Include a review of demographics, including incidence rate, of the districts surrounding the proposed school.
Projected Targets for ISTEP+ Passing Both Eng/Language Group 2013 2014 2015 Black 57% 64% 80%
Pacific Islander 76% 83% 90% Hispanic 58% 65% 80%
Multi-cultural 68% 75% 87% White 68% 75% 82%
Sp. Ed (from) 34.85 to 42% 49% 75% Free Lunch (from) 56.77 to 64% 71% 80% Eng New Lang 57.79 to 65% 72% 80%
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c. Summarize performance data for district’s populations and subgroups on applicable State assessments (ISTEP+, I-READ, IMAST, ISTAR, ECA). d. Summarize the survey data that includes the perception of the community you will serve.
12. Serving Special Populations
Identifying and Serving Special Needs
e. Explain the specialized resources the school will devote to serving students with special needs (planning time, instructional materials, technology, professional development, staff and consultants, etc.).
Special
Education Plan for Providing Comprehensive Special Education
• The Northwest Academy of Aerospace and Aviation will provide children with exceptionalities the same educational opportunities available to children with non-exceptionalities. The staff will have high expectations for students with special needs and provide support and reasonable accommodations. By providing a nurturing environment of support and tutoring, students with exceptionalities will be able to thrive in an atmosphere that provides personalized focus of the education and high expectations for all students. The NAAA will provide educational services within the least restrictive environment as determined by each student’s Individualized Education Plan (IEP).
• Provision will be made for a special education program that adheres to the guidelines of the Disabilities Education Improvement Act of 2004. Needed personnel, special education teachers, a social worker, and paraprofessionals will be hired. The Board and school personnel are knowledgeable about laws pertaining to special education and know what it looks like in practice. The aerospace / aviation curriculum and the School wide Enrichment Model are inclusive for all students. Tutoring and support will be provided. The program will be evaluated by how well the students meet the goals in the IEP.
• The activities during the start-up period will provide the foundation for the day-to-day operation of the NAAA. As we prepare for the opening, we will keep children with disabilities in mind. Every time the principal, board and staff get ready to make a decision, we will consider the feasibility of the decision to help every potential student. We will cultivate community resources—other charter schools, traditional schools, state department of education and charter school resource centers and/or associations—to draw on their expertise and
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experiences.
• At the opening of school, the first task is to meet with parent and child to discuss last program child was a participant in , and to get information that parent possesses about IEP, report card, etc.The students will be grouped by exceptionalities in classes. An ideal would be to find faculty with dual licensure (in special and general education). However, the budget will provide funds for one special education teacher, one paraprofessional, a nurse, and a social worker. The educational specialist, psychologist, and speech therapist (if necessary) will be outsourced.
• The IEP of students with exceptionalities will be followed. The term individualized education program (IEP) is used for both the team that meets to develop the child’s program and the written program. The IEP team composed of professionals and parents will arrange for the child's evaluation, determines eligibility, decides on the individualized special education and related services for the child and prepares an IEP that contains specific content that must be reviewed at least annually.
The Northwest Academy of Aerospace and Aviation will provide FAPE AND IDEA, special education and related services that are:
• FREE – provided at public expense;
• APPROPRIATE – provided in conformity with a properly developed IEP
• PUBLIC – provided under public supervision and direction;
EDUCATION – includes preschool, elementary, and secondary education that meets the education standards, regulations, and administrative policies and procedures issued by the State Department of Education.
ENL
• ENL, course # 1012, provides LEP students with instruction in English that would improve their proficiency in listening, speaking, reading, and writing. Emphasis is placed on helping students to function within the regular school setting and within an English speaking society.
• Under Certification Type Rules 46/47, any licensed teacher may teach the course although the K-12 ESL endorsement is strongly recommended.
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Under Certification Type Rules 2002, teachers must have the content area certification (ENL) and the high school setting licensure to teach the course.
Include the amount here along with the line item in the budget. Schedule 18C, II. Expenditures – Teachers $600,000 (year one); $652,000 (year 2); $754,040 ( Year 3); $839,936 (year 4); and $898, 335 (year 5).
b. Describe how the supplemental instructional design will meet the educational needs and goals of these students including:
• How instruction will be tailored to meet the range of learning needs represented in the school’s student population through flexible student grouping and differentiated materials, techniques, and/or assessments.
Classroom grading should be based on LEP students’ demonstration of their knowledge of the content, not their level of English proficiency.
Content area teachers should focus on the LEP student’s meaning, not on the language or grammar in which the meaning is communicated.
Grades should be based on LEP student’ improvement, effort and meaningful participation in classroom assignments to the degree that student’s English language proficiency allows.
NAAA will provide structured, daily schedule of quality English language
development through ENL (recommended minimum of 1hour/day) Provide content area instruction that is sheltered with appropriate modifications
and accommodations to assignments, homework, quizzes, test/assessments based on each student’s English proficiency level
How general and special needs teachers will collaborate to plan instruction and review
• individual data and progress toward individualized educational program goals. • The general education teacher and the special needs teacher will meet regularly to plan
instruction that will allow for the child’s success. Learning styles and adaptation for the special needs child will be noted and a part of the child’s instruction.
Children will be placed in the least restrictive environment and receive the same treatment as the general population. Students with exceptionalities will access the computer tools for identification of interests for involvement in the enrichment learning activities along with all other students in the school. Assistance will be given when and as needed. During enrichment, where feasible, children will be included in groups that transcend grade and age levels.
The enrichment specialist, the classroom teacher, paraprofessional, parents, and principal will confer to create a program that aligns with the IEP, core knowledge and students’ interests for the enrichment activities.
The IEP of students with exceptionalities will be followed. The term individualized education program (IEP) is used for both the team that meets to develop the child’s program and the written program.
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The IEP team composed of professionals and parents will arrange for the child's evaluation, determines eligibility, decides on the individualized special education and related services for the child and prepares an IEP that contains specific content that must be reviewed at least annually.
All issues about the appropriateness of the child's placement will be taken up with the child's IEP team.
An IEP includes measurable annual goals, ways that the child will be included in state and district assessments and how the child will access the general education curriculum in order to meet state standards.
The educational specialist will work in conjunction with the classroom teacher to define strategies and techniques for the classroom and for parents to work with children.
c. Summarize any research or evidence that supports the appropriateness of the school’s approach to serving students with special needs.
Classroom grading should be based on LEP students’ demonstration of their knowledge of the content, not their level of English proficiency.
Content area teachers should focus on the LEP student’s meaning, not on the language or grammar in which the meaning is communicated.
Grades should be based on LEP student’ improvement, effort and meaningful participation in classroom assignments to the degree that student’s English language proficiency allows. Lauren Harvey, Assistant Director Office of English Language Learning & Migrant Education Indiana Department of Education
•Insist on rigorous academic expectations for all. •Dispel myths about who can (and cannot) achieve. •Invest in early learning and school readiness. •Involve families as partners. •Provide additional assistance to schools. •Improve teacher quality and school leadership. •Ensure additional learning time and early interventions. •Provide incentives to reduce dropouts. •Provide additional resources to schools with high numbers of limited English students.
NAAA will incorporate many of the guidelines suggested in “Eliminating P-16 Achievement Gaps,” presented by Jeff Zaring, [email protected], NCLB Update, ISBA and IAPSS Fall Conference, 2007
d. Explain the process that will be used to monitor the achievement and progress of studentwith special needs.
Case conferences, teacher parent conferences, formative (classroom tests, surveys, checklists)and summative assessments (NWEA and ISTEP+) will be used to monitor progress of students with special needs.
s
Attach Table 12f as a PDF (Portable Document Form) named, Attachment 12f – Personnel for Special Populations
13 Student Discipline Program
Describe the school’s proposed student discipline program including f. School-wide discipline methods (positive behavior supports, etc.). If your school wide
discipline requires a contract and/or major expenditure, list the amount here along with the line item in the budget.
Indiana has a long commitment to maintaining a safe learning environment in our state's schools. The Indiana Safe School fund was established as part of Indiana's commitment to making local schools safer. The Indiana Criminal Justice Institute was charged with administering and overseeing the implementation of the fund. Pursuant to Indiana Code 5-2-10.1,
NAAA will apply for the Safe Schools Fund to promote school safety through the:
Purchase of equipment for the detection of illegal substances, firearms and other weapons; and materials used to enhance the safety of schools.
• Purchase of surveillance equipment, video recorders, monitors and entry alarm systems; communication equipment (2 way radios).
• Purchase of identification equipment—digital cameras, laminating equipment for safety badges for staff and students.
• Provision of educational outreach and training to school personnel concerning identification, prevention and intervention strategies associated with bullying.
The goals of the Safe Haven Grant are:
• To afford students and staff professional development opportunities to develop the skills and strategies necessary to prevent violent and potential violent situations.
• To enable schools to identify and acquire the programs and resources necessary to implement research-based models and proven practices for curriculum, policies, procedures and instruction.
• To assist schools in creating a physical environment that fosters the safety and well-being of students and staff within the school campus.
Funding Cycle: Safe Haven grants are awarded every year with applications due on June 17, 2011. Safe Haven is a ten (10) month grant with the running period of July 15th through May 21st.
• Discipline program
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In addition, NAAA will develop its plan for improved behavior and discipline on the model provided within the school (IC 20-26-5-32) on HEA 1419
In 2009, the Indiana Legislature passed HEA 1419, which requires the Indiana Department of Education to develop a model evidence-based plan for improving discipline and behavior within schools. HEA 1419 requires the state model plan to include guidelines for accomplishing the following results:
1. Improving safe school planning and classroom management using positive behavior supports, parental involvement, and other effective disciplinary tools. 2. Providing improved mental health services in or through schools. 3. Reviewing zero tolerance policies to ensure: (A) compliance with applicable laws; and (B) that students are not inappropriately referred to juvenile justice agencies. 4. Providing assistance to parents concerning access to family strengthening programs. 5. Improving communication, coordination and collaboration among schools, including special education programs, parents, and juvenile justice agencies. 6. Improving methods and procedures for school suspensions, and referrals to alternative programs. 7. Providing for the collection, review, and reporting on an annual basis of school behavior and disciplinary problems, arrests, and referrals to the juvenile justice system disaggregated on the basis of race and ethnicity, under guidelines for determining the existence of disproportionality in discipline or inappropriately high rates of suspension or expulsion.
*IC 4-23-30.2-3 defines disproportionality as a situation in which members of a particular race or ethnic group in the United States are represented at a percentage higher or lower than the percentage of the general public that the particular race or ethnic group comprises.
• Procedures for all students
1. Students are expected to act in an appropriate manner with respect to the rights of others in both words and actions.
2. All adults who work in the school are responsible for student behavior. Students are required to obey the directions of their teachers and other school personnel. Students may not be disrespectful or abusive to teachers or school personnel and are absolutely prohibited from using obscene or abusive language or any form of physical violence or threat toward teachers or other school personnel. Threats or physical violence are considered serious and a police report may be filed.
3. A student may not harass, in any abusive manner, any student, staff member, or adult.
4. Harassment may include unwanted sexual comments, continuous discouraging and/or demeaning comments, threats, or abusive language.
5. Selling of anything by students is permitted ONLY with prior approval by the principal. Non-approved merchandise will be confiscated and may not be returned.
6. No object which could create a safety hazard or interfere with school procedure should be brought to school. These undesirable objects will be confiscated by the
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teacher and will have to be collected by the parent/guardian. (I.e. fireworks, pepper spray, mace) 7. Never bring weapons, look-a-like weapons, or items intended to be used as weapons to school or have possession of them at school. Anyone doing so faces immediate suspension and possible expulsion. The law requires that any student who brings a firearm to school or is in possession of a firearm on school property be expelled. 8. Students may not intentionally cause or attempt to cause damage to the school or private property, nor steal or attempt to steal school or private property. Any act of misconduct or theft is considered serious, and a police report may be filed. 9. Money sent to school with your child should be kept to a minimum. The school is not responsible for any money that is sent to school with your child. 10. Corporal punishment is not permitted in Northwest Academy of Aerospace and Aviation.
Bullying/Aggressive Behavior Policy IC 20-33-8-0.2
Students, identified as having demonstrated behaviors that put them at risk for aggressive behavior, including bullying, shall be referred to the school principal. “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to place a student in reasonable fear or harm to the student’s person or property, cause substantially detrimental effect on the student’s physical or mental health, educational performance or interfering with the student’s ability to participate or benefit from activities provided by the school. Bullying includes but is not limited to harassment, threats, intimidation, stalking, physical violence, theft and destruction of property. The principal shall promptly notify the student’s parents/guardians of the referral and shall attempt to schedule a parent-teacher conference to discuss the referral and to recommend such available intervention procedures as are deemed reasonably appropriate, based upon available community-based resources. By taking advantage of the tools of both the Safe Haven grant to provide a safe learning environment and the methodology of HEA 1419, in working with students to develop positive behavior choices; NAAA will work to maintain high standards of discipline and reduce the use of suspension and expulsion of our students as evidenced in (APA Zero Tolerance Task Force Report, 2008, pp. 859-860)
b. Research that it is appropriate and effective for the school’s intended population
HEA 1419 passed as a result of the growing concern that the education of Indiana students was being negatively impacted by punitive, exclusionary and disproportionately administered discipline practices in schools. Data at both the national and state levels indicate that, while needed as a tool in some situations, suspension and expulsion are not effective methods for teaching the necessary self-discipline skills required for students to be successful in school and in the community.
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The American Psychological Association Zero Tolerance Task Force studied zero tolerance policies and the use of suspension and expulsion as disciplinary tools, and concluded that:
The duty of schools to preserve the safety and integrity of the learning environment is incontrovertible: to preserve a safe climate, to encourage a positive and productive learning climate, to teach students the personal and interpersonal skills they will need to be successful in school and society, and to reduce the likelihood of future disruption. It is the means to these ends that have created controversy around zero tolerance policies.
The accumulated evidence points to a clear need for change in how zero tolerance policies are applied and toward the need for a set of alternative practices. These alternatives rely upon a more flexible and commonsense application of school discipline and on a set of prevention practices that have been validated in over 10 years of school violence research… current evidence clearly suggests that research-based prevention practices hold a great deal more promise than zero tolerance for reaching our shared goals of safe schools and productive learning environments.
(APA Zero Tolerance Task Force Report, 2008, pp. 859-860) In Indiana, the Children Left Behind Project documented the efforts of Indiana principals working to maintain high standards of discipline while reducing their use of suspension and expulsion (http://www.iub.edu/~safeschl/ChildrenLeftBehind/pdf/Discipline.pdf ). Those principals reported that a combination of high expectations and support for students can be effective even for the toughest kids:
c. Link to the school’s mission and instructional design • The Mission: To enable students to develop skills in math, science, and language
arts in order to apply concepts to solve problems representing real life situations, and to have them reach their full potential. Students will understand the many vocational and career opportunities related to the aviation and space industry.
• The core philosophy of the Northwest Academy of Aerospace and Aviation is grounded in the belief that a highly challenging curriculum in a safe, orderly environment where teachers have high expectations for all youth creates the setting for accelerating learning and success. Our view is that school is a place to learn, to grow socially and emotionally, to develop talent, and a place to prepare to live in a global society.
14Professional Development Plan (BeginnersPDf)
Staff Experience and Expertise:
Describe the potential staffs’ experience in teaching and how their expertise will support instructional design and improve student learning opportunities.
a. Describe staff development priorities and how priorities align w/ goals for student performance, program design and staff needs (i.e., experience, curriculum, instructional strategies and assessment).
Professional Development The potential staff’s experience in teaching is a minimum of three years. We will seek teachers who have had proven success in teaching researched best practices and a curriculum that is aligned to Indiana standards. These attributes will support our goal of improving academic achievement in core subjects –reading, math, science and social studies. The principal’s
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background knowledge of the academics and leading a school team toward the goals and vision of the school will support instructional design and improve student learning opportunities. Our professional development will focus on learning opportunities for teachers that increase student achievement in reading, math, social studies and science. In addition to this we will strategize for transitioning the essential skills to the common core curriculum. With our goal of concept formation for everyday situations we will focus on student reasoning and problem solving. Our professional development will ensure that the needs of students, formation of goals, and learning targets align. We will align our PD with research that says student achievement improves significantly when the focus is on: (1) how students learn particular subject matter; (2) instructional practices that are specifically related to subject matter and how students understand it; and (3) strengthening teachers’ knowledge of specific content (American Educational Research Association (2005). The structure of our curriculum, experience of staff, and instructional strategies and assessment will be the thrust of our professional development. Our multi-year PD Plan will encompass the following topics:
• Confrute (SEM) at University of Connecticut (two teachers and principal in August) • Teacher Leaders in-service the rest of staff in implementation of the SEM – Aug./ and
Ongoing • Explore IDOE Website and become familiar with resources to improve instruction
Indiana Standards and CCSS).Aug/Ongoing • McGraw-Hill In-Service (August; Teacher presenters ongoing: McGraw-Hill as needed • Researched Best Practices in Reading (Teachers model a directed reading lesson in 90
minute block / and informational text reading in content areas in 90 minute block) Sept. and Ongoing.
• Using Schoolwide Enrichment Model Profiler (Sept. and Ongoing) • Linking Science and Literature (October and Ongoing) • RTI – October and Ongoing • Primary Science and Reading – October and Ongoing • CORI – Intermediate Science and Reading – October and Ongoing • Math in the 60 minute Block – October and Ongoing • Self-Efficacy – Orientation and Ongoing • Cooperative Grouping – Orientation and Ongoing • Using Technology to Support Instruction – Orientation and Ongoing • Other workshops will be scheduled as needed
The released time once a week will allow for job embedded opportunities for staff to discuss, demonstrate, question, and revamp strategies and implementation if and when necessary. Learning to find information to solve real problems must gain ascendancy to memorization and narrowing the band of issues for students. Commensurate with this, is the need for teachers to
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become leaders and inventors (Schlechty, 1997). If the school is to revolve around the work of students, the role of the teacher must change. The teacher must become skilled in knowing how the child learns, gaining the child’s attention and commitment. Intellectually engaging work and leading students to do it, must be part of the teacher as inventor repertoire. Staff will meet weekly from 2:00-4:00 on each Wednesday to visit delivery models that allow students to achieve 80% mastery in content areas; and promote continuous, reflective, growth-oriented professionalism of school personnel to such an extent that many faculty members emerge as leaders in curriculum and staff development. Goal: Professional development will influence teachers’ practices and lead to improved student achievement.
(a) Training will emphasize how students learn particular subject matter. (b) Teachers will focus on the curriculum they are teaching. (c) The focus of PD will be on strengthening teachers’ knowledge of specific
subject-matter content. (d) Training will focus on better instruction and improved student learning. (e) Teachers will integrate CCSS throughout the curriculum. (f) Teachers will integrate information and communication technologies
throughout the content areas.
Measure: Teachers will examine new curriculum material and solve problems they would give to students.
(1) Teacher will implement the curriculum and adopt the practices in their professional development as evidenced in observations of teaching practices in classrooms, lesson plans, curriculum mapping.
(2) Students of teachers participating in curriculum focused professional development will do well on assessments (minimal 80% mastery).
(3) Students are observed using Conley’s four Intellectual Standards in the classroom.
(4) Students are prepared for next grade level having gained knowledge and skills next year’s teacher expects.
(5) Students remain motivated through increased demand and less repetition in the curriculum.
(6) Teachers will incorporate new ideas and new ways of doing things into classroom activities.
(7) Teachers will be adept at using the cascade scaled delivery model (train the trainer) with parents to help their children at home.
(8) Teachers will participate in collaboration meetings bi-weekly, discussing, demonstrating, using data to inform practices.
In addition to the aforementioned, high quality professional development will emphasize realignment of curriculum, instructional resources and assessments to align with CCSS. Analyzing data and readjusting enactive curriculum based on students’ needs are paramount to improve instruction. A range of content and complexity will be issues addressed by staff. A main
task will be to explore the IDOE website and its many resources to transition to the CCSS in the content areas. To further ensure that goals are met, professional development of staff (University of Connecticut for the Enrichment Model) and aggregation of test scores with solutions for remediation will be provided. Teacher leaders adept in the Scientifically Based Reading Research, knowledgeable of alignment of curriculum with standards, The Enrichment Model, and socio-emotional development will set the tone for learning, modeling instruction and monitoring of progress. The Accessing of the Challenger Center in Hammond, the NASA Regional Office in Fort Wayne and the Museum of Science and Industry in Chicago will help us to meet our goals. Teachers needing further assistance will be paired with mentors. The principal’s ongoing monitoring of staff and evaluations along with peer coaching and mentoring among staff will ensure PD content is put into practice in the classroom. The professional development model that we will use is the Site-based Teacher Professional Development model coupled with Self-directed Teacher Professional Development. These models will bring staff together to address local issues and needs over a period of time, and allow for enhanced collaboration among teachers. The self-directed TPD will complement and extend the site-based TPD. _______________________________________________________________________ Aspects of Teacher Professional Development and Their Relationship to Better Instruction Goals Adapted from Garrett, M.S. et al. (2001)
Adapted from Garrett, M.S.et al. (2001)
Time Span
Contact Hours
Active Learnin
Coherence
Enhanced Knowledge and Skills
Changes in Instructional Practice Focus on
Content Knowled
Influence Large Medium Small
Collective Participati
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Research suggests that a core set of features is common to effective professional development. These core features provide a starting point from which researchers and school administrators
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can assess its effectiveness. These core features are: a focus on content, active learning, coherence, duration, and collective participation.
15Co-Curricular and Extracurricular
We plan to have after school clubs in interest areas drawn from the SEM pool of activities. For example, the Chicago Chapter of the Tuskegee Airmen has said they would like to work with the student body and their parents. Our community involvement has a component for people in the community to share their area of expertise with students which would be Tier I of the Schoolwide Enrichment Model.
16 Transition Plan
a. Describe the strategies and activities that will support students’ transition from one grade span to the next (i.e. elementary to middle grades; middle grades to high school; high school to post-secondary).
Our coherent, content‐rich curriculum that aligns to standards and CCSS will ensure that grade level goals are met so that students will go from grade to grade with a sense of what is expected at the next level. Students and teachers will monitor student progress toward established reading goals. Meaningful interventions and extensions are implemented as necessary. Students who are not meeting formative and summative reading goals will receive targeted reading intervention to increase their progress in meeting these goals. They will have opportunities to read, write, and talk thoughtfully to be prepared with the foundation to continue their education without doing remedial work.
b.Identify additional “transition” issues that will affect your school and describe how you will address them. A possible transition issue could be the extension of the curriculum beyond the fifth grade and finding a school with a similar curriculum. We would like to become a feeder school to the Urban STEM Academy in downtown Hammond. This would allow a smooth transition to a middle school that has an equally challenging curriculum.
Organization
17.Parental Involvement Parental Involvement
a. We will create a questionnaire that asks parents their concerns and how they would like to become involved in the school.
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We plan to engage the parents in helping their children to improve in the content areas by building a strong collaborative relationship that:
1. Includes them in school planning and decisions. 2. Provides a train the trainer (cascade) workshop to give them a description of the
curriculum and train them in ways to help their child at home; and to demonstrate this to other parents.
3. Provides workshops of academic assessment used to measure student progress along with standards, goal setting and expectations.
4. Gives an explanation of levels that students are expected to meet 5. Provides Opportunities for decision-making related to the education of their
children. Parents will be involved in helping children select an enrichment area using the Profiler (SEM).
6. Educating school staff on how to build ties between home and school 7. Ensuring, to the extent possible, that information sent home is in a
language and from parents can understand and other reasonable support for parental involvement activities as parents may request
8. Promoting volunteerism (See Appendix K-I) 9. Establishing a Family Café (modeled after NASA’s SEMMA project (an interactive
forum) that provides educational and parenting information to adult caregivers. The Family Café puts families in touch with resources and programs that are available for their children. They meet for three hours for seven Saturdays or an after school or in school model can be used.
10. Parents may assist in obtaining services or supplies for students by setting their goals and engaging in fundraising activities.
18.Partnerships / Contracts We presented our charter school proposal to Indiana University Northwest and requested that they consider partnering with us. The partnership would involve site visitations, curricular monitoring and suggestions as well as professional development to help us reach our academic targets.
a. Identify any partnerships or contractual relationships central to the school’s operations or mission. Include the amount in the budget for partnerships or contractual relationships and the line item in the budget here.
14 Explain the purpose of the partnerships or contractual relationships.
19. Organizational Structure
a. Create an organization chart (19a) for the school that clearly outlines the school’s organizational structure. Support the chart with a narrative description outlining the school’s organizational structure. If the charter school intends to contract or partner w/ an entity for management or educational services, the organizational chart should also reflect that relationship.
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Attach Table 19a as a PDF (Portable Document Format- Acrobat®) named, Attachment 19a – Organizational Chart
Provide your rationale for choosing this structure, and the roles of any management or partner organizations. I chose this model because it shows the structure of the school, The Board of Directors being at the helm and the principal responsive to them; and the staff responsible to the principal. The Advisory committee may be made up of parents, teachers and community persons who bring concerns to the Board. All of the stakeholders have a voice in the school.
20.Governing Board The officers of the Corporation shall consist of a Chair, a Secretary, a Treasurer, and such other officers as the Board of Directors may otherwise elect. An officer may not simultaneously hold more than one (1) office. Each officer shall be elected by the Board of Directors and shall serve for one (1) year, or such other period as prescribed by the directors at the time of such election, and until the officer’s successor is elected and qualified. Two Board members may compose the Executive committee who are under the authority and subject to the Board of Directors.
The Board of Directors set policies for the school that align with State laws and BSU as the chartering entity .In addition to the aforementioned, the Board chair is an excellent communicator, understands key results expected, policies, plans, and gives oversight to ensure fidelity of policies. He /She is a results oriented manager, able to achieve consensus, and to manage participation. This person is proactive, plays defense, and is able to move members in one direction. In open meetings, the Board speaks in one voice solving roblems and dealing with grievances. p Committees engage in projects to move the school forward and identify issues and present solutions. The work of the board is done in the following committees:
• Fundraising • Personnel • Finance • Facility • Technology • Community Relations • Product/Program Development / Curriculum committee
The Northwest Academy of aerospace and Aviation is governed pursuant to its Bylaws and Articles of Incorporation filed with the Indiana Secretary of State, Corporation Division. There is verification in the Articles of Corporation concerning distribution of local or state funds should the organization be dissolved the funds are to be distributed to the Department
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of Education not more than thirty (30) days after dissolution; and all other remaining assets of the NAAA shall be used for non-profit educational purposes.
A director may be removed for cause by a majority of the directors then in office. Cause shall include, but shall not be limited to:
(a) Violations of applicable law, including (but not limited to):
(1) Violations of the Indiana Charter School Law; and (II) Actions that would jeopardize the tax-exempt status of the Corporation or
would subject it to intermediate sanctions under the Internal Revenue Code of 1986, as amended, or corresponding provisions of any subsequent federal tax laws (the “Code”).
(b) Breach of fiduciary duty, including (but not limited to) a violation of the
applicable standard of care under the Articles, these Bylaws, or applicable law.
(c) Breach of any governing document relating to the Corporation, including (but not limited to) the Articles, these Bylaws, and the Charter Agreement.
(d) Inadequate attendance at meetings of the Board of Directors, defined as absence
from four (4) consecutive meetings or from at least 60% percent of such meetings within one (1) calendar year.
Any vacancy on the Board of Directors created by the resignation or removal of a
irector shall be filled by a majority of the directors then in office. d
Attach Table 20b as a PDF (Portable Document Format- Acrobat®) named, Attachment 20b – Flow of Information
c.Attach Articles of Incorporation
Attach Articles of Incorporation as a PDF (Portable Document Format- Acrobat®) named, Attachment 20c – Articles of Incorporation
Attachment 20c-Articles of Incorporation
21Principal Leadership
Educational Role
a. Describe the school leader’s role in educational leadership. b. Describe the qualifications required for the school leader. c. Explain the process that will be used to recruit this person and the criteria used to select him or her. In addition, attach a resume or biography for this person, if known.
d. Explain the process and criteria that will be used to select this person, including who will be involved and the role of the board and management organization, if any.
The principal plays a vital role in the school as he is the visionary and leads the charge to accomplish goals of improving student behavior. He/She should be a team builder sharing decision making and encouraging teachers to lead with creativity and innovation. He should have a leadership style, communication and change theory that challenges the status quo (Kouzes & Posner, 2002).
The school leader must have taught at least five years, have an advanced degree in educational . The leadership or organizational leadership. He/She must supervise the staff and curriculum
leader must be able to implement effective research-based programs that have coherence, provide experience in authentic contexts, use cohort groupings and mentors, and structure to enable collaborative activity between the program school and community. He ust create a learning environment that promotes learning.
m Communication determines the quality of the principal. How do the principal, staff, students and parents communicate to acquire their goals of talent development in youth and acquisition of skills to pursue careers in math and science? Communication involves speaking, listening and moving others to actions. Clear, concise language free of jargon is effective. However, nonverbal language contributes to thirty-eight percent of what people perceive. Listening and respecting others views requires that we suspend judgment, and have a desire to understand. It requires a desire to understand another human being, an attitude of respect and acceptance, and a willingness to open one’s mind to try to see things from another’s point of view.
Media Richness Model
Explanatory diagram.
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The Media Richness Model (Daft, 1984) implies that a sender can and should use the richest possible medium to communicate the desired message. In reality, senders are often forced to use less-rich methods of communications. Text messaging is an example of not knowing whether the message is serious or sarcastic. Good communication with internal and external publics is a qualification for leadership. The principal monitors school program and evaluates staff. At the onset of the school year, the personnel policy and the Board of Directors will create a plan to evaluate staff. The principal in his /her day to day operations and staff will have agreed upon areas that the principal will monitor and evaluate. The Board in collaboration with the principal will have an evaluation policy. The IDOE website will have information about evaluation. The principal will have a check list or rubric to identify such items as classroom management, coherence and fidelity to the teaching model, the use of researched best practices in reading, etc. All parties will know the evaluation procedure. The process used to recruit this leader: the Board chair and persons on Board with human resource backgrounds (April Dungy and Margret Fisher) will enlarge the search committee with a university staff person, parent, and community person (Challenger Center, Maynard). After deciding who will serve on the committee, roles and responsibility of search committee member will be delineated—search process, budget for search, time and dedication to the process will be decided. The candidate will have a teaching and administrative degree with a minimum of five years of experience. The committee will access and review national and state level standards for professional practice tests of new school principal competency, and established criteria for principal career portfolio assessment when considering candidates. These data should be supplemented with data from job applications, interviews, or on-site performance tasks that the committee systematically collects during the interview process.
Establish a Consistent and Reliable Search Committee. A search committee of five to seven members (including the chair) will convene and consistently engage in the hiring process. The committee chair is responsible for ensuring that members understand selection criteria and consistently review applications. One way to ensure reliability in the committee is to have embers rate a mock application and discuss their decisions. m
Part of our interview will be exhibition where the candidate will plan or teach a lesson in a particular area or interpret test data and tell us how he/she would allow the data to inform instruction. The candidate’s value system must align with the school and community.
If, applicable, attach the resume or biography as a PDF (Portable Document Format- Acrobat®) named, Attachment 21d – Principal Resume
(We do not have a principal) School Management e. Explain the management structure of the school that includes:
The principal has a dual role. Perhaps there was a time when the calling of the manager and that of the leader could be separated. The principal will oversee the overall operations of the school (physical plant, cafeteria, transportation, finances, academics, safety, personnel and community
relations). The leader will lead, engage and asses the curriculum working alongside staff. He will oversee the secretary treasurer and have a check and balance and regulations for handling finances. Payroll will be outsourced as well as other accounting practices. The principal will be on the hiring committee and have input into hiring. Specific duties are set forth in the principal’s job description and Board policy. Safety is a management priority. His/Her responsibility is to ensure that the facility and the equipment are safe and in good working order. The management duties include carrying out school policies – personnel, conflict of interest, discipline, dress code, financial and building policies. The school’s priority is to improve the achievement of its students. This will be done by monitoring a content-rich standards aligned curriculum. Decision making will be shared. Parent and community organization will be involve in the school and share in decisions impacting their children. Students will be given priority. Decisions will be made the impact positive opportunities for children.
22Staffing
Create a first-year-staffing chart (Chart 22a) and a chart (Chart 22b) of staffing projections for the
term of the charter. Support the information with a narrative explanation.
Attach Tables 22a and 22b as PDF’s (Portable Document Form) named, Attachment 22a – First Year Staffing and Attachment 22b – Staffing Projections
23 NAAA Teacher Qualification guidelines will be followed. Among them are that the candidate must have a degree in elementary education and administration from an accredited university and must have passed the designated teacher licensing tests required for her/his field. Preferably, the candidate will have three years of teaching experience; good communication skills, knowledge of subject content area, Indiana standards and CCSS. She /He will have an awareness of cultural diversity and able to work in a community of learners.
We will recruit staff via educational institutions – universities and organizations, such as ASCD. We will advertise on our website as well as LinkedIn, Monster.com, CareerBuilder.com, Craig’s List and Indeed.com. Newspaper and educational magazines will be used for advertising for candidates. Community organizations and professional organizations will be other venues for seeking candidates. During the interview process we will ensure that the candidate’s educational views and values align with that of NAAA. We will have the candidate demonstrate activities that reveal core knowledge and teaching modalities.
We will retain staff by giving them autonomy, creative freedom, benefits, and freedom to use professional judgment. Professional development will provide support for teachers. Inexperienced teachers will be mentored. We will maintain an atmosphere conducive to teaching and learning. We will provide time for collaboration and grade level meetings in addition to the once a week released timed for PD. We will have a content rich, coherent curriculum that aligns with state standards and
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stakeholders may participate in shared decision making, and attend Board meetings to express concerns.
24 School Financial Plan School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 1
FINANCE AND FACILITIES 1. SCHOOL FINANCIAL PLAN
A. Fiscal Procedures
In the pre-operational year, among a number of things that need to happen is the establishment of fiscal procedures to ensure the safeguard of the school’s monies and property and to become familiar with the necessary state statutes that govern the operations of the school. Key fiscal procedures to be established:
BUDGET PROCEDURES Annual Budget To ensure that the annual budget meetings and filings are as follows: The meeting for the adoption of the budget and tax levies shall be held no later than September 30 of each year. School Budget Forms No. 1 to 5 (including No. 1-S) have been prescribed by the Department of Local Government Finance for preparation of the budget. At least four copies of each form should be prepared, two copies to be submitted to the county auditor, one copy for the governing board and one copy to be retained in the school business office. Two additional copies of Form No. 3 should be prepared for publication. A meeting for public hearing of the budget shall be held at least ten (10) days prior to the meeting for adoption. Budget Calendar To adhere to the following budget timeline as set forth by Indiana Code: a. Last date for the first publication of budgets is ten (10) days prior to the public hearing. (IC 6-1.1-17-3) b. Last date for second publication of budgets is three (3) days before the public hearing. (IC 5-3-1-2) c. Last date for completing public hearing of budget is ten (10) days prior to the adoption of the budget. (IC 6-1.1-17-5) d. Date of meeting of governing body for adoption of budget no later than September 30. (IC 6-1.1-17-5) e. Ten (10) or more taxpayers may object to a budget, tax rate, or tax levy by filing an objection petition with the proper officers of the political subdivision not more than seven (7) days after the hearing. (IC 6-1.1-17-5) f. Meetings of County Board of Tax Adjustment - begin on September 22nd or the first business day thereafter if September 22nd is not a business day. (IC 6-1.1-29-4)
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School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 2
g. Ten (10) or more taxpayers may initiate an appeal of the action of the County Board of Tax Adjustment on the school corporation budget by filing a statement of their objections with the county auditor within ten (10) days after publication of the notice to taxpayers of the tax rates to be charged. Taxpayers may not appeal if less than 75% of the taxpayers filing the appeal objected to the budget within 7 days of the unit's public hearing. (IC 6-1.1-17-13) h. Last date on or before which all duties of most County Boards of Tax Adjustment must be completed in October 1. (IC 6-1.1-17-9) i. Last date for school corporation to appeal to the Department of Local Government Finance from action of the County Board of Tax Adjustment is within ten (10) days after publication of notice of tax rates by the county auditor. (IC 6-1.1-17-13) Budget Development Process This is discussed in Section 1B. Budget Reports The school will use the prescribed chart of accounts as designated by the State Board of Accounts in all reports. However, in addition to producing the annual budget on state forms, the budget will be prepared in a user friendly manner to assist the budget users in being able to effectively look up and identify accounts from which they can make purchases. This document will use descriptions which will guide the user to the appropriate accounts for the appropriate programs. The school will work with Ball State and agree to periodic financial reports needed. Financial reports containing appropriations, expenditures, encumbrances and remaining balances for each account and each fund will be provided to the Principal/Director as well as board members on a monthly basis. A Statement of Revenue Projections compared to actual will also be provided on a monthly basis to the Principal/Director and Board. Transfers of Appropriations Within a Fund If it is necessary to transfer money from one major budget classification to another and the transfer does not require the expenditure of more money than the total amount set out in the budget as finally determined, the transfer of funds will be made by resolution of the governing body of the school at a regular public meeting, it is not necessary to publish notice of transfer. Approval by the Department of Local Government Finance is not necessary.
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 3 Procedure For Additional Appropriations If the school determines the need for expenditure of more money in the current year than was provided for in the approved annual budget, the following is required:
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In all cases of additional appropriations the governing body must meet and determine that they desire to appropriate for the expenditure of more money than was appropriated in the annual budget. When this condition has been determined, notice must be given to taxpayers by publication and posting as required by IC 5-3-1-2(b). Said notice to taxpayers should be made as required by the Department of Local Government Finance.
Temporary Transfers To Depleted Funds The board of school trustees is authorized to transfer, by resolution, from a fund having sufficient balance to any fund in need of money for cash flow purposes. The resolution must specify the fund from which money is to be temporarily advanced or transferred, the fund to which said amount is to be advanced, the amount to be transferred and the time of such temporary borrowing. The time fixed by the resolution for repayment of a temporary transfer shall not extend beyond December 31, except as authorized by IC 36-1-8-4(b), of the year in which the temporary transfer is made. Any such transfer shall be made only from funds derived from the collection of property taxes, collection of special taxes and from other revenue derived from any operation of the school corporation, IC 36-1-8-4. No temporary transfers may be made from federal funds or from funds obtained by the sale of general obligation bonds.
Management of Appropriations The corporation will acquire software which will prohibit appropriations from being overexpended. When an approved user is attempting to input a purchase order and it exceeds the current amount in the account, either appropriate transfers within a fund must be made or if appropriate, an inter-fund transfer. Budget Contingencies The following measures will be taken to protect against revenue shortfalls (Please note that some of these contingencies are sensitive to when the notification of the shortfall is received and may not be invoked due to timing issues.)
a. If notification is received prior to processing/negotiating salary increases they
can be deferred until the end of the fiscal period. They may be retroactive or given in a one – time bonus; whereby the salary base is not increased or not granted at all.
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 4
b. For the five year projections, none of the budgets are fully budgeted to the budget ceiling. These amounts are first line accommodations for shortfalls to the extent possible.
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c. All benefits may not be implemented in year one if it appears that funding will not support the costs. If benefits are implemented, then cost sharing methods will be implemented between employer and employee.
d. Line items for software, hardware, equipment rental, etc will be reviewed to determine if the purchases can be deferred.
e. The school will also look at purchase vs lease options to determine which is most cost effective.
f. Budget line items will be reviewed when notification is received to determine which ones can be cut or eliminated and picked up in the next fiscal year if possible.
CASH MANAGEMENT PROCEDURES
Financial Institutions With Which the Political Subdivision May Deposit Funds Pursuant to IC 5-13-8-1(a), a political subdivision may deposit public funds in a financial institution only if the financial institution: 1. Is a depository eligible to receive state funds; and 2. Has a principal office or branch that is located within the territorial limits of the political subdivision (with noted exceptions that have not been included in this discussion) Depositing Receipts All school money must be deposited in the duly designated depository not later than the business day following the receipt of funds on business days of the depository designated in the same form in which the funds were received in accordance with IC 5-13-6-1. Check Signers There shall be three individuals designated to sign checks. The checks will require two of the three signees.
Retention of Cancelled & Voided Checks
These records will be retained by the school in accordance to Indiana Retention Guidelines.
Cancellation of Old Checks
All warrants or checks, outstanding and unpaid for a period of two or more years as of December 31 of each year, shall be declared void, IC 5-11-
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 5 10.5-2. Not later than March 1 each year, the treasurer shall prepare or cause to be prepared a list in duplicate of all checks outstanding for two or more years as of December 31 last preceding, IC 5-11-10.5-3. The original is to be filed with the board of finance of the school corporation and the duplicate shall remain with the school corporation treasurer. Contents of the list shall be as required by IC 5-11-10.5-4.
Bank Reconciliations Bank reconciliations for all bank accounts will be performed monthly.
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Certificates of Deposit Depositories are designated by the Local Board of Finance. The following procedures will be used when purchasing certificates of deposit from depositories designated by the local board of finance: Obtain Quotes. The investing officer making a deposit in a certificate of deposit shall obtain quotes of the specific rates of interest for the term of that certificate of deposit that each designated depository will pay on the certificate of deposit. Quotes may be solicited and taken by telephone. A memorandum of all quotes solicited and taken shall be retained by the investing officer as a public record of the political subdivision under IC 5-14-3. Highest Rate of Interest. If the deposit is not placed in the designated depository quoting the highest rate of interest the investing officer shall: (1) place the deposit in the depository quoting the second or third highest rate of interest; and (2) note the reason for placing the deposit on the memorandum of quotes. Authority for Investments Each investing officer may invest or reinvest any funds that are held by the officer and available for investment in any investment authorized in IC 5-13-9.
Authorized Investments United States Government Securities Securities backed by the full faith and credit of the United States Treasury or fully guaranteed by the United States and issued by any of the following: a. The United States Treasury. b. A federal agency. c. A federal instrumentality. d. A federal government sponsored enterprise. [IC 5-13-9-2(a)(1)]
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 6
PAYMENT PROCEDURES
Payments in Advance
Salaries and wages of public officers may not be paid in advance. [IC 5-7-3-1] Compensation All compensation and benefits paid to officials and employees must be included in the labor contract, salary ordinance, resolution or salary schedule adopted by the governing body unless otherwise authorized by statute. Compensation should be made in a manner that will facilitate compliance with state and federal reporting requirements. Purchases & Contracts Invoices for the payment of all goods and services must be presented prior to payment and approved by appropriate school personnel that the items were delivered as specified
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in good working order. The approval on services indicate that services were rendered in accordance to a contract which was previously approved by the board of trustees Travel Policy Each governmental unit should adopt a written travel policy in conformity with applicable statutes. Reimbursement for lodging and meals should be based upon actual receipts for amounts paid unless otherwise authorized by statute. Board Approved Check Register The Treasurer will present to the board monthly a list of all checks, showing payee, amount and brief description. This register must be board approved prior to the issuance of the checks.
PURCHASING PROCEDURES
Competitive Bidding A purchasing agent shall follow competitive bidding procedures in awarding a contract for supplies, unless another purchasing method is required or authorized by IC 5-22. [IC 5-22-7-1] Invitation for Bids A purchasing agent shall issue an invitation for bids, as defined in IC 5-22-2-14. Pursuant to IC5-22-7-2, an invitation for bids must include the following: The purchasing agency shall give notice of the invitation for bids in a manner required by IC 5-3-1 [IC 5-22-7-5(a)]
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 7 1. The purchasing agency shall open bids publicly in the presence of one or more
witnesses at the 2. Time and place designated in the invitation for bids. [IC 5-22-7-6]
Small Purchases. IC 5-22-8, applies only to a purchase expected by the purchasing agent to be less than $150,000. [IC 5-22-8-1]Purchase requirements may not be artificially divided so as to constitute a small purchase under IC 5-22-8. [IC 5-22-8-1]
Solicitation of Quotes. If the purchasing agent expects the purchase to be at least $50,000 and not more than $150,000, the purchasing agent may purchase supplies by inviting quotes from at least three persons known to deal in the lines or classes of supplies to be purchased. [IC 5-22-8-3] Emergency Conditions A purchasing agent may make a special purchase when there exists, under emergency conditions, a threat to public health, welfare, or safety. [IC 5-22-10-4]
CONTRACT MANAGEMENT PROCEDURES
Listing of Contracts.
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A governmental body shall maintain a record listing all contracts made under IC 5-22-10 for a minimum of five years. The record must contain the following information: 1. Each contractor's name. 2. The amount and type of each contract. 3. A description of the supplies purchased under each contract. [IC 5-22-10-3] Contract Approval Procedures All contracts must be approved by the Board of School Trustees before final execution.
FACILITY LEASE PROCEDURES A political subdivision which determines to acquire a building, parking facility, transportation project, or system by lease or lease purchase must follow the procedures of IC 36-1-10 unless specifically exempted in IC 36-1-10.
SALE OR TRANSFER OF REAL PROPERTY
All political subdivisions must follow IC 36-1-11 in disposing of property. However, certain transactions are exempted from the requirements of IC 36-1-11. These exemptions are listed in IC 36-1-11-1(b). [IC 36-1-11-1] For purposes of IC 36-1-11,
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 8 "Property" is defined as all fixtures and real property to be included in a disposal. [IC 36-1-11-2]
EQUIPMENT INVENTORY PROCEDURES
Procedures will establish the minimum dollar values of furniture and equipment that will be tagged. Assets will be tagged and entered into the school’s Fixed Asset Inventory records. All assets purchased with Federal dollars will have separate inventory records and tags distinctive from equipment purchased with state dollars. Fixed asset inventories will be taken every other year. B. Budget Development Procedures Budget Timeline: Budget development will begin annually in April. A budget timeline will be developed which will include surveys, revenue and expenditure projections, board meetings, legal advertisements, public hearing and state approvals. The purpose of the timeline is to inform administrators, staff and Board members of commitments that are needed from them in the development of the budget for the next fiscal year. This timeline would also encompass the timeline presented in section A above.
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Survey: Board members, school administrators, and teachers will be asked to submit budget requests for the upcoming budget year. All requests must be accompanied by rationale. The requests will be forwarded to the Principal/Director and the Business Manager. The Business Manager would be responsible for costing out the requests. The Superintendent would be responsible for approving/disapproving the requests and placing all of the approved requests in priority order as they support the school mission, goals and objectives. All requests which did not become part of the budget would be forwarded back to the sender with an explanation as to why the request could not be accommodated. Revenue and Expenditure Projections: Revenue projections would be prepared by the Business Manager. All overhead costs, continuing staffing and programs and all new requests stemming from the survey would be added to determine whether the projected revenues can support such requests. This information would then be summarized and forwarded to the Principal/Director and all survey participants. The summary will show priority items such as all contractual agreements for the upcoming year and all fixed and uncontrollable costs (i.e. debt
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 9 service payments, teacher’s salaries, utilities and insurance) If fixed and uncontrollable costs, current programs and staffing plus the new requests exceed projected revenues, the Principal/Director would be given a dollar amount by which the expenditures must be reduced. Board Involvement: Once the budget has been balanced, (i.e. expenditures match projected revenues) it would be forwarded to the board for preliminary approval and final comments or suggestions they may have concerning the budget. At this time concerned parents or citizens in attendance may also raise questions and concerns. After this meeting, a determination would be made as to what adjustments may be needed. The state forms would be prepared and presented/explained to the public in laymen’s terms at a subsequent board meeting.
C. Audit Requirements Charter school audits are conducted by the State Board of Accounts and Ball State. Audits are performed to conform to the federal single audit act. Audits are conducted on a two-year cycle and include all school corporation funds and extra-curricular funds. Audits are conducted on a fiscal, July 1 through June 30, basis and as such may involve more than two calendar years. A portion of the audit is charged to the local school corporation. Audit reports are kept on file by the State Board of Accounts and by the local unit. In addition, Ball State University will retain independent auditors to audit the financial statements of charter schools with no cost to the district.
In preparation for the audits, the following documents must be available for inspection: a. Monthly Bank Reconciliations
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b. Bid documents and purchase orders c. Budget Documents (Budget Orders, Budget Ads,) d. Board Meeting Minutes e. Cancelled checks, voided checks and accounts payable vouchers f. Bank statements g. Extracurricular records (including receipts, bank statements, cancelled checks,
deposit slips, general ledger, bank reconciliations) h. Annual Financial Report (State Board of Accounts requirement) i. Equipment and furniture inventory records
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 10
j. General Ledger which aligns with the state’s chart of accounts for school corporations k. Proof of Insurance (particularly Treasurer’s Bond, School Board Liability, General
Liability) l. Board policy and procedure manuals m. Employee contracts n. Petty Cash (receipts and disbursements) o. ADM records used to support State Aid Calculations during the two year audit period p. Records supporting grant transactions (purchases, employee salaries and stipends,
grant applications and award letters, purchase orders and invoices related to federal purposes)
q. Payroll records (Employee contracts authorizing salaries, cancel payroll checks – particularly for superintendent, treasurer, and any other key individual who can access payroll record, records related to payroll tax payments and salary schedules.)
r. Check registers s. Record of donations/gifts received by the school t. All loan documents u. Investment documents (Used to determine if investments have been made in
accordance to Indiana State Statutes for school corporations) v. Contracts w. Fixed Asset Inventory Records
2. CASH FLOW PROJECTIONS FOR PRE-OPERATIONAL (START-UP) AND FIRST YEAR
In keeping with the mission of the school which is to excel in the instruction of math and science to children with an emphasis on the aviation and aerospace fields. The budget has been designed to: a) Provide competitive salaries to attract highly qualified teachers b) To provide the professional staffing dollars to not only expose staff to the latest teaching techniques, but also to identify instructional opportunities in the aviation and aerospace arena, whether it is after school clubs, or a special Saturday program, etc c)
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Equipment funds have been provided for not only traditional items that are needed but also any aerospace or aviation simulations that the staff would use to enhance the instruction of the students. d) Monies have been set aside for consultants, who may come in and train teachers on the lastest teaching techniques, etc. but they may also be aviation or aerospace professionals who can provide assistance in enriching the school’s
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 11 program by providing information on how the school can take its aviation and aerospace programs to the next level. Revenue Projections: School Fundraising Parents will be asked to be responsible to participate in fundraising activities that will yield a profit of at least $35 per student per year. These funds will be used to defray the cost of field trips and other student activities. Such activities may include, but not be limited to: Cookie Dough, Affy Tapple, Candy, Entertainment Books, etc. Food Service The projected reimbursement rates for paid, free and reduced meals were based on three components. 1. Historical rates were reviewed to determine percentage increases in the reimbursement rates. (Refer to Section 3 – Projected Five Year Budget Plans) 2. It is assumed that the poverty rates for the Northwest Academy will mirror the poverty rates of the students in the Hammond School District. For the 2010-2011 school year, Hammond’s rates for students on free, reduced and paid are 68.5%, 9.8% and 21.7%, respectively. 3) It is common practice, that not all students participate in the National School Lunch Program. To accommodate this fact, the projections are based on the assumption that only 70% of students present on any given day will participate in the Breakfast and Lunch Programs. Investment Earnings Based on the cash flow projections in Year 1 (2013-14), $150,000 in funds can be invested in a CD. The investment would be made in November, 2013 and mature in October, 2014. The projected interest rate is 2%. Loan From Common School In Year One of the projections, a cash flow need of approximately $950,000 was identified. Therefore in the spring of (2012-13, which is the preoperational year), application must be made to the Department of Education for a Common School Loan Advancement. It is estimated that the funds would be received in the month of October,
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2013. To reflect the impact of the repayment of the loan the following assumptions were made: The interest rate to repay the loan is 4% with repayment beginning in January, 2014 for a period of 20 years.
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 12
Title One On or before July 1, 2013, application will be made for Title One Funding. It is anticipated that the application will be approved and funding will begin in September, 2013. Cash flow requests are spread evenly over nine months from September, 2013 to May, 2014. To estimate Title I funding for the Northwest Academy of Aerospace and Aviation, Inc. , Charter School. The following assumptions were made: 1) The poverty statistics for the student population will on average mirror that of the Hammond Public School System. 2) Hammond’s student enrollment was 14,679 3) Title I funding for Hammond schools for the 2010- 2011 school year was $6,568,615.17 4) The percentage relationship of Northwest Academy’s enrollment to Hammond’s will be used to determine the level of funding for Northwest Academy. 5) Hammond’s enrollment projections for the five years are being adjusted by the enrollment at Northwest Academy. 6) Finally, it is estimated that overall funding will increase 1.5% each year. Textbook Reimbursement During the first year of operation (2013 – 14), application for the first year’s textbook reimbursement will be October, 2013. Anticipated receipt of funds is January, 2014 at an estimated rate of 82% of costs. (The 82% rate is based on distributions made in January, 2011. It is understood that the Department of Education is in the process of changing how reimbursements are done and reimbursements will be based on student counts. Since this conversion is underway, for budget purposes the 82% rate will be used for all five years with the understanding that the budget may require adjustments based on the new allocations.) State Tuition Support Hammond School District’s per pupil’s rate for 2011 is $7,004. It is this rate used to estimate state aid for the Northwest Academy of Aerospace and Aviation, Inc. Charter School. Temporary Loan
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IFF Loan: In March, 2013 of the pre-operational year, Northwest Academy will start the application process with IFF for a $375,000 loan for furniture, fixtures and equipment.
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 13 Anticipated terms are 5 years @ 5%. Repayments are made monthly over a five year period. About IFF: IFF is a nonprofit lender and real estate consultant dedicated to strengthening nonprofits and the communities they serve. With total assets of $200 million, IFF is able to help nonprofits finance, plan, and build facilities that are critical to their mission and success.
Since 1988, they have been a trusted partner to nonprofits in every sector, including health care, education, child care, and housing. They help nonprofits grow and successfully complete their capital projects.
IFF serves nonprofits in Illinois, Indiana, Iowa, Missouri, and Wisconsin, with a focus on those that serve low-income communities and special needs populations. Through their loans and real estate consulting, nonprofits have renovated and constructed millions of square feet to house their programs and services, and saved millions of dollars in fees and interest that instead contributed to their long-term financial health. IFF also strengthens the nonprofit sector and promotes community development finance through public policy and research.
IFF’s revolving loan fund is supported by grants and low-interest debt from investors and funders, allowing IFF to use interest income to provide nonprofits with below-market rate loans while covering operating costs. The anticipated timeline for application is as follows:
November, 2012 – Finalized equipment, furniture and fixture needs analysis March, 2013 – Application Process March, 2013 – Issue bid for furniture, fixture and equipment May, 2013 – Approval and Receipt of Funds May, 2013 – Award bid May, 2013 – Immediately place order for furniture and equipment after bid award June, 2013 – Receive furniture, fixtures and equipment
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 14
July, 2013 – Begin Repayment of Loan Other: Student Fees Student fees are estimated at $75 per student. This assists the school in offsetting some of the textbook costs. This estimate is used for all five years. Expenditure Projections:
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Staffing Staffing is based on the staffing matrix included in Attachment 6. Due to the amount of available resources, services provided by the following will be contractual and utilized as needed: Psychologist, Speech Therapist, Educational Specialist and Maintenance. Treasurer/Business Manager will initially be outsourced and fees for this service is included in the Accounting/Payroll Services line item of the budget. The number of hours per week for the Psychologist and Speech Therapist will be driven by the number of special needs students enrolled. The number of hours per week an Educational Specialist is needed is to be determined. Any maintenance repairs that are needed will also be contracted with a local firm. Benefits Benefits were estimated based on a percentage of salaries as follows (The overall goal was to estimate benefits at approximately one-third of salaries. There are many variables that impact the cost of benefits, such as population covered, current events in the industry, the amount of the cost shared by the employee, etc. We looked at budgets of other school systems and estimated that about 1/3 of total salaries was a reasonable starting point): a. Group Dental Insurance
Total Employee Salaries (excl Consultants & Substitutes) @ .5% of Salaries b. Group Health Insurance
Total Employee Salaries (excl Consultants & Substitutes) @ 7% of Salaries c. Group Life Insurance
Total Employee Salaries (excl Consultants & Substitutes) @ .25% of Salaries d. Long-Term Disability Insurance
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 15 Total Employee Salaries (excl Consultants & Substitutes) @ .25% of Salaries
e. Public Employee Retirement (includes Classroom Assistants, Clerical, Custodian, and
Security) @ 5.25% of Salaries
f. Social Security & Medicare (excl Consultants) @ 7.65% of Salaries
g. Teacher Retirement (includes Principal, Asst Principal, Librarian, Nurse, Social Worker
and Teachers)
h. Unemployment Compensation (excl Consultants & Substitutes) @ 2.7% of Salaries
i. Worker’s Compensation (excl Consultants) @ 4.58% of Salaries
Budget Contingencies for Benefits: If contracts for the benefits are higher than anticipated, consideration will be given to:
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1. Eliminating some of the benefits and phasing them in later when possible. Two such benefits would be Group Life Insurance and Long-Term Disability. 2. Increasing the employee’s contribution 3. Joining a consortium in an attempt to lower costs by becoming a member of a larger membership base Rental of Facilities and Utilities The organizer has considered the following four buildings for Northwest Academy: 1. ISM Building - 3534 165th Street, Hammond, IN 17,000Sq. ft; Rental rate $5.50/sf/Year (Lot Size 70,000 sq ft) 2. Old NIPSCO building Annex in downtown Hammond on Homan Avenue owned by Jim Nagle (renovations needed--$30,000 monthly) Hammond) $120,000+ yearly. 4. Engineering Building on 173rd and Indianapolis for sale at $700,000. While no commitments have been made at this point, it was very beneficial gathering the above information in that it provided a base line for establishing what the school could
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 16
anticipate in rental fees. The first year’s projected rent is $200,400, with an additional $66,624 set aside for utilities and repairs. It is the goal of the organizing body to obtain a rental property whereby little to no renovations are needed or the landlord will make the necessary renovations upfront. Insurance Included in the First Year Budget are estimates for the following: Board Errors and Omissions, General Liability, Property Insurance, Treasurer Bonds and Umbrella. Note regarding Treasurer’s Bond: In the pre-operational year, the school will apply for a Common School Loan. The receipt of these funds in the first year of operations, along with other funds will take the receipt of funds to almost $1 million. According to IC 20-41-1-6: Sec. 6. (a) The treasurer shall give a bond in an amount fixed by the superintendent and principal of the school approximating the total amount of the anticipated funds that will come into the possession of the treasurer at any one (1) time during the regular school year. Note: The projections for the Treasurer’s Bond was based on $1 million. However, there is no other time in the five year projections that receipts in one month will be that high. Therefore, it is anticipated that the cost of the Treasurer’s Bond would decrease in years 2 – 5.
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Estimates were obtained from an insurance broker (refer to Appendix A). The projections for Year 1 and all subsequent years are based on these estimates. For more information on projected insurance cost refer to Section 3 on the Projected Five Year Budget Plans. Service Contracts Accounting & Payroll Services These are the fees for contracting for the services of the Treasurer/Business Manager. Food Service Contract The organization is looking at outsourcing its Food Services Program. Pre-plated meals will be served and the monthly fee paid the food service vendor would include equipment, food and the necessary staff to prepare and serve the meals. Other Service Contracts Allowances were made in the budget for consulting services, equipment rental, legal services, professional and technical services and staff development. While there are no
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 17
specifics for any of these services, these are typical expenses incurred by school organizations. The starting point was an educated guess and as the pre-operational year gets underway, adjustments can be made within the perimeters of the projected revenues, to adjust appropriations as needed to more appropriately align with the goals and objectives for Year 1.
Supplies and Materials Supplies and Materials projections were developed much the same as Other Service Contracts, with the exception of Textbooks. In Year One 2013-2014, textbooks will be needed for the following subject matter: Reading, Math, Science, Social Studies, Language Arts, and Spelling. The cost of textbooks is being estimated at $600 per student. Enrollment is anticipated at 278 students. 278 @ $600 per student is $166,800. Capital Outlay Allowances were made for computer hardware and software and office and instructional furniture. The Office furniture is budgeted somewhat high to provide a cushion for instructional furniture. The pre-operational budget includes an office furniture budget. The budget may not allow for all the things needed in the computer hardware and software areas. The first priority is to get the offices up and running electronically so that the school may be effectively managed. When completed, the focus will then reflect on student’s equipment. The goal is to provide each student with a computer. This goal may not be reached in year
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one, but by year five the school should be able to accomplish this task. Therefore, the computer hardware, software will meet the outlined objectives to the extent possible. However, priority in this section of the budget is to ensure that student and teacher has a desk and chair. Other Expenditures The other expenditures address loan repayments in Year One for IFF as discussed under the Revenue section. Also field trips are included in this section at an estimated cost of $40 per student. BSU’s administrative fee of 3% of the state tuition is included in Year One beginning in January, 2014.
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 18 3. Projected Five Year Budget Plans
Revenue Projections: School Fundraising Refer to Section 2. Food Service The following assumptions are being used to calculate monthly food service reimbursements for the five year budget plan. A. Reimbursable Days
School Days used to calculate the amounts to be received each month will remain the same for each year in the projection and are follows (This will of course change, once an official school calendar has been developed.) August 4; September 21; October 21; November 19; December 13(Christmas Break); January 20; February 20; March 21; April 16 (Spring Break); May 20; June 4 = 179 serving days For purposes of the cash flow, funds are received on a two month lag. (i.e. reimbursements for August will be received in October, etc.) B. Historical Reimbursement rates were reviewed to project annual increases in
reimbursement rates.
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School Name: Northwe Page 19 st Academy of Aerospace and Aviation, Inc.
Historical Reimbursement Rates for Breakfast Reduced Fiscal
Year Paid %
ncrease IFree %
ncrease I% ncrease I
1990‐1991
.1825 .8975 .5975
1991‐1992
.1850 1.37% .9275 3.34% .6275 5.02%
1992‐1993
.1875 1.35% .9450 1.89% .6450 2.79%
1993‐1994
.1900 1.33% .9600 1.59% .6600 2.33%
1994‐1995
.1925 1.32% .9750 1.56% .6750 2.27%
1995‐1996
.1950 1.29% .9975 2.31% .6975 3.33%
1996‐1997
.1975 1.28% 1.0175 2.01% .7175 2.87%
1997‐1998
.2000 1.27% 1.0450 2.70% .7450 3.83%
1998‐1999
.2000 0.00% 1.0725 2.63% .7725 3.69%
1999‐2000
.2100 5.00% 1.0900 1.63% .7900 2.26%
2000‐2001
.2100 0.00% 1.1200 2.75% .8200 3.80%
2001‐2002
.2100 0.00% 1.1500 2.77% .8500 3.66%
2002‐2003
.2200 4.76% 1.1700 1.74% .8700 2.35%
2003‐2004
.2200 0.00% 1.2000 2.56% .9000 3.45%
2004‐2005
.2300 4.55% 1.2300 2.50% .9300 3.33%
2005‐2006
.2300 0.00% 1.2700 3.25% .9700 4.30%
2006‐2007
.2400 4.35% 1.3100 3.15% 1.0100 4.12%
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2007‐2008
.2400 0.00% 1.3500 3.05% 1.0500 3.96%
2008‐2009
.2500 4.17% 1.4000 3.70% 1.1000 4.76%
2009‐2010
.2600 4.00% 1.4600 4.29% 1.1600 5.45%
2010‐2011
.2600 0.00% 1.4800 1.37% 1.1800 1.72%
2011‐2012
.2700 3.85% 1.5100 2.03% 1.2100 2.54%
Average % Increase
1.90% 2.51% 3.42%
(The historical reimbursement rates were provided by the Depart ent of Education. Paid Breakfast: Since 2002‐2003, the percentage increase in reimbursement rates range from 3.85% to 4.76%. Also it appears that the rates are changed every other year. For purposes of the five year projection, paid breakfast reimbursement rates will
m
be increased 4.3% every other year. Free Breakfast: The increase in reimbursement rates are not showing any particular trend and appear to be somewhat unpredictable; however the rates have increased each year from 1990 to 2012; therefore the average rate increase of 2.51% will be used
e rfor each year of the fiv yea projection. Reduced Breakfast: The increase in reimbursement rates are not showing any particular trend and appear to be somewhat unpredictable; however the rates have increased each year from 1990 to 2012; therefore the average rate increase of 3.42% will be used for each year of the five year projection.
School Name: Northwest Academ tion, Inc. Page 20 y of Aerospace and Avia
ected Breakfast RProj ates Fiscal Year Paid Free Reduced
2011‐2012 .2700 1.51 1.21 2012‐2013 .2700 1.5479
(1.51 @ 2.51%) 1.2514
(1.21 @ 3.42%) 2013‐2014 .2816
(.27 @ 4.3%) 1.5867
(1.547 1%) 9 @ 2.51.2942
(1.251 2%) 4 @ 3.42014‐2015 .2816 1.6265
(1.586 1%) 7 @ 2.51.3384
(1.294 2%) 2 @ 3.42015‐2016 .2937
(.2816 @ 4.3%) 1.6673
(1.6265 @ 2.51%) 1.3842
(1.3384 @ 3.42%)
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2016‐2017 .2937 1.7091 (1.667 1%) 3 @ 2.5
1.4315 (1.384 2%) 2 @ 3.4
2017‐2018 .3063 (.2937 @ 4.3%)
1.7520 (1.7091 @ 2.51%)
1.4804 (1.4315 @ 3.42%)
School Name: Northwest . Page 21 Academy of Aerospace and Aviation, Inc
Historical Reimbur nt R s for LunchsemeFree
ate% ncrease
Reduced Fiscal
Year Paid %
ncrease I I% ncrease I
1990‐1991
.1550 1.6075 1.2075
1991‐1992
.1600 3.22% 1.6625 3.42% 1.2625 4.55%
1992‐1993
.1625 1.56% 1.6950 1.95% 1.2950 2.57%
1993‐1994
.1650 1.53% 1.7250 1.77% 1.3250 2.32%
1994‐1995
.1700 3.03% 1.7575 1.88% 1.3575 2.45%
1995‐1996
.1725 1.47% 1.7950 2.13% 1.3950 2.76%
1996‐1997
.1775 2.90% 1.8375 2.37% 1.4375 3.05%
1997‐1998
.1800 1.41% 1.8900 2.86% 1.4900 3.65%
1998‐1999
.1800 0.00% 1.9425 2.78% 1.5425 3.52%
1999‐2000
.1900 5.56% 1.9800 1.93% 1.5800 2.43%
2000‐2001
.1900 0.00% 2.0200 2.02% 1.6200 2.53%
2001‐2002
.2000 5.26% 2.0900 3.47% 1.6900 4.32%
2002‐2003
.2000 0.00% 2.1400 2.39% 1.7400 2.96%
2003‐2004
.2100 5.00% 2.1900 2.37% 1.7900 2.87%
68
2004‐2005
.2100 0.00% 2.2400 2.28% 1.8400 2.79%
2005‐2006
.2200 4.76% 2.3200 3.57% 1.9200 4.35%
2006‐2007
.2300 4.55% 2.4000 3.45% 2.0000 4.17%
2007‐2008
.2300 0.00% 2.4700 2.92% 2.0700 3.50%
2008‐2009
.2400 4.35% 2.5700 4.05% 2.1700 4.83%
2009‐2010
.2500 4.17% 2.6800 4.28% 2.2800 5.07%
2010‐2011
.2600 4.00% 2.7200 1.49% 2.3200 1.75%
2011‐2012
.2600 0.00% 2.7700 1.84% 2.3700 2.16%
Average %
Increase
2.52% 2.63% 3.27%
(The historical reimbursement rates were provided by the Indiana Department of Education) Paid Lunch: Since 2002‐2003, the percentage increase in reimbursement rates range from 4.00% to 5.00%. Also it appears that the rates are not changed every year. For purposes of the five year projection paid lunch reimbursement rates will be increased by 4.5% every other year. Free Lunch: The increase in reimbursement rates are not showing any particular trend and appear to be somewhat unpredictable; however the rates have increased each year from 1990 to 2012; therefore the average rate increase of 2.63% will be used for each year of the five year projection. Reduced Lunch: The increase in reimbursement rates are not showing any particular trend and appear to be somewhat unpredictable; however the rates have increased each year from 1990 to 2012; therefore the average rate of increase of 3.27% will be sed for each year of the five year projection. u
69
School Name: Northwest Academy iation, Inc. Page 22 of Aerospace and Av
jected Lunch RatPro es Fiscal Year Paid Free Reduced
2011‐2012 .2600 2.77
2.37
2012‐2013 .2717 (.26 @ 4.5%)
2.8428 (2.77 @ 2.63%)
2.4474 (2.37 @ 3.27%)
2013‐2014 .2717 2.9176 (2.842 3%) 8 @ 2.6
2.5274 (2.447 7%) 4 @ 3.2
2014‐2015 .2839 (.271 5%) 7 @ 4.
2.9943 (2.917 3%) 6 @ 2.6
2.6100 (2.527 7%) 4 @ 3.2
2015‐2016 .2839 3.0730 (2.994 3%) 3 @ 2.6
2.6953 (2.610 7%) 0 @ 3.2
2016‐2017 .2967 (.283 5%) 9 @ 4.
3.1538 (3.073 3%) 0 @ 2.6
2.7834 (2.695 7%) 3 @ 3.2
2017‐2018 .2967 3.2367 (3.1538 @ 2.63%)
2.8744 (2.7834 @ 3.27%)
C. Poverty Rates Used are based on Hammond’s Data: 68.5% free, 9.8% reduced and
21.7% paid. The estimated number of students who do not participate on a daily basis is 30% of the total enrollment.
Sch iation, Inc. Page 23 ool Name: Northwest Academy of Aerospace and Av
Reimbursement Calculation for Five Year Budget Plan : Fiscal Year: 2013 – 2014
1. Participation: Enrollment 278 @ 70% = 195 meals per day 2. Daily Number of Free Meals: 195 @ 68.5% = 133 3. Daily Number of Reduced Meals: 195 @ 9.8% = 19 4. Daily Number of Paid Meals: 195 @ 21.7% = 42 5. Daily Reimbursement for Free Breakfast Meals: 133 @ 1.5867 = $211.03 6. Daily Reimbursement for Reduced Breakfast Meals: 19 @ 1.2942 = $24.59 7. Daily Reimbursement for Paid Breakfast Meals: 42 @ .2816 = $11.83 8. Total Amount Reimbursed Daily for Breakfast (5 + 6 + 7) = $247.45 9. Daily Reimbursement for Free Lunch Meals: 133 @ 2.9176 = $388.04 10. Daily Reimbursement for Reduced Lunch Meals: 133 @ 2.5274 = $48.02 11. Daily Reimbursement for Paid Lunch Meals: 133 @ .2717 = $11.83 12.
l
Total Amoun mbur ily for (9 + 1) = 9 t Rei sed Da Lunch
Total Breakfast
10 + 1 $447.8
FiscaPeriod
Cash Rec’d
# of Days
Daily Breakfast For
Daily LunchRate
Total Lunch For
Total Food Service
Reimbursement
70
(Col 1)
Rate
(Col 2)
Month (Col 1 X Col 2)
) (Col 3
(Col 4)
Month (Col 1 X Col 4) (Col 5)
s Col 5) (Col 3 +
08/13
10/13 4 247.45 989.80 447.89
1,791.56 2,781.36
09/13
11/13 21 247.45 5,196.45 447.89
9,405.69 14,602.14
10/13
12/13 21 247.45 5,196.45 447.89
9,405.69 14,602.14
11/13
01/14 19 247.45 4,701.55 447.89
8,509.91 13,211.46
12/13
02/14 13 247.45 3,216.85 447.89
5,822.57 9,039.42
01/14
03/14 20 247.45 4,949.00 447.89
8,957.80 13,906.80
02/14
04/14 20 247.45 4,949.00 447.89
8,957.80 13,906.80
03/14
05/14 21 247.45 5,196.45 447.89
9,405.69 14,602.14
04/14
06/14 16 247.45 3,959.20 447.8 9
7,166.24 11,125.44
Totals
38,354.75 69,422.95 107,777.70
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 24
Fiscal Year: 2014 – 2015
1. Participation: Enrollment 304 @ 70% = 213 meals per day 2. Daily Number of Free Meals: 213 @ 68.5% = 146 3. Daily Number of Reduced Meals: 213 @ 9.8% = 21 4. Daily Number of Paid Meals: 212 @ 21.7% = 46 5. Daily Reimbursement for Free Breakfast Meals: 146 @ 1.6265 = $237.47 6. Daily Reimbursement for Reduced Breakfast Meals: 21 @ 1.3384 = $28.10 7. Daily Reimbursement for Paid Breakfast Meals: 46 @ .2816 = $12.95 8. Total Amount Reimbursed Daily for Breakfast (5 + 6 + 7) = $278.52 9. Daily Reimbursement for Free Lunch Meals: 146 @ 2.9943 = $437.17 10. Daily Reimbursement for Reduced Lunch Meals: 21 @ 2.6100 = $54.81 11. Daily Reimbursement for Paid Lunch Meals: 46 @ .2839 = $13.05
71
12.
l
Total Amoun mbur ily for (9 + 1) = 3 t Rei sed Da Lunch
Total Breakfast
10 + 1 $505.0
FiscaPeriod
Cash Rec’d
# of Days (Col 1)
Daily Breakfast Rate
(Col 2)
For Month (Col 1 X Col 2) (Col 3)
Daily LunchRate
(Col 4)
Total Lunch For
Month (Col 1 X Col 4) (Col 5)
Total Food Service
Reimbursements ol 5) (Col 3 + C
05/14
07/14 20 278.52 5,570.40 505.03
10,100.60 15,671.00
06/14
08/14 4 278.52 1,114.08 505.03
2,020.12 3,134.20
08/14
10/14 4 278.52 1,114.08 505.03
2,020.12 3,134.20
09/14
11/14 21 278.52 5,848.92 505.03
10,605.63 16,454.55
10/14
12/14 21 278.52 5,848.92 505.03
10,605.63 16,454.55
11/14
01/15 19 278.52 5,291.88 505.03
9,595.57 14,887.45
12/14
02/15 13 278.52 3,620.76 505.03
6,565.39 10,186.15
01/15
03/15 20 278.52 5,570.40 505.03
10,100.60 15,671.00
02/15
04/15 20 278.52 5,570.40 505.03
10,100.60 15,671.00
03/15
05/15 21 278.52 5,848.92 505.03
10,605.63 16,454.55
04/15
06/15 16 278.52 4,456.32 505.0 3
8,080.48 12,536.80
Total s
49,855.08 90,400.37 140,255.45
72
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 25
Fiscal Year: 2015 – 2016
1. Participation: Enrollment 322 @ 70% = 225 meals per day 2. Daily Number of Free Meals: 225 @ 68.5% = 154 3. Daily Number of Reduced Meals: 225 @ 9.8% = 22 4. Daily Number of Paid Meals: 225 @ 21.7% = 49 5. Daily Reimbursement for Free Breakfast Meals: 154 @ 1.6673 = $256.76 6. Daily Reimbursement for Reduced Breakfast Meals: 22 @ 1.3842 = $30.45 7. Daily Reimbursement for Paid Breakfast Meals: 49 @ .2937 = $14.39 8. Total Amount Reimbursed Daily for Breakfast (5 + 6 + 7) = $301.60 9. Daily Reimbursement for Free Lunch Meals: 154 @ 3.0730 = $473.24 10. Daily Reimbursement for Reduced Lunch Meals: 22 @ 2.6953 = $59.30 11. Daily Reimbursement for Paid Lunch Meals: 49 @ .2839 = $13.91 12. Total Amount Reimbursed Daily for Lunch (9 + 10 + 11) = $546.45
FiscaPeriod
l Cash Rec’d
# of Days (Col 1)
Daily Breakfast Rate
(Col 2)
Total Breakfast
For Month (Col 1 X Col 2) (Col 3)
Daily LunchRate
(Col 4)
Total Lunch For
Month (Col 1 X Col 4) (Col 5)
Total Food Service
Reimbursements ol 5) (Col 3 + C
05/15
07/15 20 301.60 6,032.00 546.45
10,929.00 16,961.00
06/15
08/15 4 301.60 1,206.40 546.45
2,185.80 3,392.20
08/15
10/15 4 301.60 1,206.40 546.45
2,185.80 3,392.20
09/15
11/15 21 301.60 6,333.60 546.45
11,475.45 17,809.05
10/15
12/15 21 301.60 6,333.60 546.45
11,475.45 17,809.05
11/15
01/16 19 301.60 5,730.40 546.45
10,382.55 16,112.95
12/15
02/16 13 301.60 3,920.80 546.45
7,103.85 11,024.65
01/16
03/16 20 301.60 6,032.00 546.45
10,929.00 16,961.00
02/1 04/16 20 301.60 6,032.00 546.4 10,929.00 16,961.00
73
6 5 03/16
05/16 21 301.60 6,333.60 546.45
11,475.45 17,809.05
04/16
06/16 16 301.60 4,825.60 546.4 5
8,743.20 13,568.80
Total s
53,986.40 97,814.55 151,800.95
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 26
Fiscal Year: 2016 – 2017 1. Participation: Enrollment 344 @ 70% = 241 meals per day 2. Daily Number of Free Meals: 241 @ 68.5% = 165 3. Daily Number of Reduced Meals: 241 @ 9.8% = 24 4. Daily Number of Paid Meals: 241 @ 21.7% = 52 5. Daily Reimbursement for Free Breakfast Meals: 165 @ 1.7091 = $282.00 6. Daily Reimbursement for Reduced Breakfast Meals: 24 @ 1.4315 = $34.36 7. Daily Reimbursement for Paid Breakfast Meals: 52 @ .2937 = $15.27 8. Total Amount Reimbursed Daily for Breakfast (5 + 6 + 7) = $331.63 9. Daily Reimbursement for Free Lunch Meals: 165 @ 3.1538 = $520.38 10. Daily Reimbursement for Reduced Lunch Meals: 24 @ 2.7834 = $66.80 11. Daily Reimbursement for Paid Lunch Meals: 52 @ .2967 = $15.43 12. Total Amount Reimbursed Daily for Lunch (9 + 10 + 11) = $602.61
FiscaPeriod
l Cash Rec’d
# of Days (Col 1)
Daily Breakfast Rate
(Col 2)
Total Breakfast
For Month (Col 1 X Col 2) (Col 3)
Daily LunchRate
(Col 4)
Total Lunch For
Month (Col 1 X Col 4) (Col 5)
Total Food Service
Reimbursements ol 5) (Col 3 + C
05/16
07/16 20 331.63 6,632.60 602.61
12,052.20 18,684.80
06/16
08/16 4 331.63 1,326.52 602.61
2,410.44 3,736.96
08/16
10/16 4 331.63 1,326.52 602.61
2,410.44 3,736.96
74
09/16
11/16 21 331.63 6,964.23 602.61
12,654.81 19,619.04
10/16
12/16 21 331.63 6,964.23 602.61
12,654.81 19,619.04
11/16
01/17 19 331.63 6,300.97 602.61
11,449.59 17,750.56
12/16
02/17 13 331.63 4,311.19 602.61
7,833.93 12,145.12
01/17
03/17 20 331.63 6,632.60 602.61
12,052.20 18,684.80
02/17
04/17 20 331.63 6,632.60 602.61
12,052.20 18,684.80
03/17
05/17 21 331.63 6,964.23 602.61
12,654.81 19,619.04
04/17
06/17 16 331.63 5,306.08 602.6 1
9,641.76 14,947.84
Totals
59,361.77 107867.19
167,228.96
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 27
Fiscal Year: 2017 – 2018 1. Participation: Enrollment 406 @ 70% = 284 meals per day 2. Daily Number of Free Meals: 284 @ 68.5% = 195 3. Daily Number of Reduced Meals: 284 @ 9.8% = 28 4. Daily Number of Paid Meals: 284 @ 21.7% = 62 5. Daily Reimbursement for Free Breakfast Meals: 195 @ 1.7520 = $341.64 6. Daily Reimbursement for Reduced Breakfast Meals: 28 @ $1.4804 = $41.45 7. Daily Reimbursement for Paid Breakfast Meals: 62 @ .3063 = $18.99 8. Total Amount Reimbursed Daily for Breakfast (5 + 6 + 7) = $402.08 9. Daily Reimbursement for Free Lunch Meals: 195 @ 3.2367 = $631.57 10. Daily Reimbursement for Reduced Lunch Meals: 28 @ 2.8744 = $80.48 11. Daily Reimbursement for Paid Lunch Meals: 62 @ .2967 = $18.39 12. Total Amount Reimbursed Daily for Lunch (9 + 10 + 11) = $730.44
75
FiscaPeriod
l Cash Rec’d
# of Days (Col 1)
Daily Breakfast Rate
(Col 2)
Total Breakfast
For Month (Col 1 X Col 2) (Col 3)
Daily LunchRate
(Col 4)
Total Lunch For
Month (Col 1 X Col 4) (Col 5)
Total Food Service
Reimbursements ol 5) (Col 3 + C
05/17
07/17 20 402.08 8,041.60 730.44
14,608.80 22,650.40
06/17
08/17 4 402.08 1,608.32 730.44
2,921.76 4,530.08
08/17
10/17 4 402.08 1,608.32 730.44
2,921.76 4,530.08
09/17
11/17 21 402.08 8,443.68 730.44
15,339.24 23,782.92
10/17
12/17 21 402.08 8,443.68 730.44
15,339.24 23,782.92
11/17
01/18 19 402.08 7,639.52 730.44
13,878.36 21,517.88
12/17
02/18 13 402.08 5,227.04 730.44
9,495.72 14,722.76
01/18
03/18 20 402.08 8,041.60 730.44
14,608.80 22,650.40
02/18
04/18 20 402.08 8,041.60 730.44
14,608.80 22,650.40
03/18
05/18 21 402.08 8,443.68 730.44
15,339.24 23,782.92
04/18
06/18 16 402.08 6,433.28 730.4 4
11,687.04 18,120.32
Total s
71,972.32 130748.76
202,721.08
76
Sch st Academy of Aerospace and Aviation, Inc. Page 28 ool Name: Northwe
gsInvestment Earnin Refer to Section 2.
n School LoanLoan From Commo Refer tT
o Section 2. itle I The increases reflected in funding each year are based on the percentage relationship between Hammond and Northwest Academy’s enrollment and a 1.5% overall increase in funding. Hammond’s enrollment assumed to be static until the opening of NW Academy. Hammond’s enrollment is being decreased each year by the enrollment of Northwest Academy. An inherent assumption is the students are being drawn from Hammond Public Schools, private and or charter schools in the area. (Also refer to the
n R ue Projec e On ctiondiscussion oFiscal Year
even tions – TitlProjected Student
e under SeProjected Student
llment
2.) Total
Projectedunding F (Col 1)
Enrollmentnd Hammo
Col 2) (
EnroNW
y AcademCol 3) (
Col 3 d by Divide
ol 2 C (Col 4)
Projected NW
AcademyFunding (Col 1 X Col ) 4
2010‐2011 $6,568,615 14,679 2011‐2012 $6,667,144 14,679 2012‐2013 $6,767,151 14,679 2013‐2014 $6,868,658 14,401 278 1.93% $132,565 2014‐2015 $6,971,688 14,375 304 2.11% $147,103 2015‐2016 $7,076,263 14,357 322 2.24% $158,508 2016‐2017 $7,182,407 14,335 344 2.40% $172,378 2017‐2018 $7,290,143 14,273 406 2.84% $207,040 State Grants: Textbook Reimbursements Since textbook reimbursements are based on the amount expended, the projected textbook expenditures are needed first. In Year One 2013‐2014, textbooks will be needed for the following subject matter: Reading, Math, Science, Social Studies, Language Arts, and Spelling. The cost of extbooks is being t
77
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 29
estimated at $600 per student. Enrollment is anticipated at 278 students. 278 @ $600 per student is $166,800. Reimbursement then is projected at $166,800 @ 82% or $136,776. In Years Two to Five, textbooks are only needed for new enrollees and replacement for lost, stolen or damaged books. Anticipated enrollment for Year Two, 2014 – 2015, is expected to increase from 278 to 304 or 26 students. The inflation rate used to calculate the increase in the cost of textbooks is 2%. To purchase books for the 26 students is $612 per student or $15,912. In addition, it is estimated that 10% of all books are lost, stolen or damaged. Therefore, 10% of the books purchased in Year One need replacement (278 @ 10% or 27) The cost to replace the 27 books is $16,524. Total costs for textbooks for Year Two is $32,436. The reimbursement rate is 82% or $26,597 ($32,436 @ 82%) In Year Three, 2015 ‐2016, anticipated enrollment is 322 or 18 additional students from the previous year. The inflation rate used to calculate the increase in the cost of textbooks is 2%. To purchase books for the 18 students is (18 @ $624) or $11,232. 10% or 30 of the 304 students from year two, require textbook replacement. The cost for replacement textbooks is 30 @ $624 or $18,720. The total cost for textbooks in year three is $29,952. The projected reimbursement is $24,561 or (29,952 @ 82%) In Year Four, 2016‐2017, anticipated enrollment is 344 or 22 additional students from the previous year. The inflation rate used to calculate the increase in the cost of textbooks is 2%. To purchase books for the 22 students is (22 @ $636) or $13,992. 10% of 32 of the 322 students from year three, require textbook replacement. The cost for replacement textbooks is 32 @ $636 or $20,352. The total cost for textbooks in year four is $34,344. The projected reimbursement is $28,162 or ($34,344 @ 82%) In Year Five, 2017‐2018, anticipated enrollment is 406 or 62 additional students from the previous year. The inflation rate used to calculate the increase in the cost of textbooks is 2%. To purchase books for the 62 students is (62 @ $649) or $40,238. 10% or 34 of the 344 students from year four, require textbook replacement. The cost for replacement textbooks is 34 @ $649 or $22,066. The total cost for textbooks in year ive is $62,304. The projected reimbursement is $51,089 or ($62,304 @ 82%) f
Sch t Academy of Aerospace and Aviation, Inc. Page 30 ool Name: Northwes
State Tuition Support The 2011 per pupil rate for Hammond of $7,004 is used as a basis for the per pupil rate for the Northwest Academy of Aerospace and Aviation, Inc. This amount was increased y 2.5% for each of the five years. b
78
Fiscal Year
Projected Per Rate Pupil
2011 $7,004 2012 $7,179 2013 $7,358 2014 $7,542 2015 $7,730 2016 $7,923 2017 $8,121 2018 $8,324
FFTemporary Loan: I
Refer to Section 2. s
Other: Student Fee R efer to Section 2.
Expenditures:
Staffing: Each of the five year salary projections include a 2% increase for all staff. Also refer to Section 2. Benefits: efer to Section 2. R
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 31
Rental of Utilities and Facilities Utilities and Rent are being increased at 5% for each of the five years in the budget. The repair and maintenance account in year one was budgeted relatively low based on the assumption that the building was newly renovated, to the extent needed. However, as time goes on added repairs may be needed and the account is being increased to handle
may not be covered under the lease agreement. things thatInsurance Five year projections for insurance are based on the following assumptions:
Using the quotes obtained by Haywood & Fleming, the increase in rates are projected at 2%. The rates quoted are for the 2011‐2012 school year; therefore the quotes will be increased by 2% for 2012‐2013 as follows:
79
s Current Estimated Rate13 Rates 2012‐20
Property $ 3,500 $ 3,570 General Liability $ 7,500 $ 7,650
20,40Treasurer’s Bond $20,000 $ 0 Commercial Umbrella $ 3,750 $ 3,825
School Leaders E & O $ 5,000 $ 5,100 After Year 1 (2013‐14), the Treasurer’s Bond will not be increased, since the levels of unds managed in period one is higher than the subsequent years. f Policy 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Property $3,641 $3,714 $3,788 $3,864 $3,941 Gen Liability $7,803 $7,959 $8,118 $8,280 $8,445 Treas Bond $ 20,400 $ 20,400 $ 20,400 $ 20,400 $ 20,400Umbrella $3,901 $3,979 $4,059 $4,140 $4,223 Sch Lead E &
O $5,202 $5,306 $5,412 $5,520 $5,630
Sch west Academy of Aerospace and Aviation, Inc. Page 32 ool Name: North
Service Contracts Refer to Section 2. Increases to this budget item line items were made to the extent
percentage increase was used. possible. No particularFood Service Contract The expenditures paid to satisfy the Food Service Contract are estimated at 5% over the amounts received from the grant. The goal is to negotiate a contract with a food service provider whereby the costs per meals do not exceed the reimbursements for free meals. However, a contingency in this budget is to plan for a contract that may cost more than the reimbursement rate. Provisions must be made on the cost side to cover expenditures for meals that are partially reimbursed or non‐ reimbursable meals. Under the projections for Food Service income, the cash flow was aligned with the receipt of the reimbursement. The payments under the Food Service Contract is aligned the same.
rialsSupplies and Mate Refer to Section 2 Capital Outlay Refer to Section 2. Please note that the loan from IFF is to support the purpose of furniture, fixtures and equipment. The plan is to expend all of the funds in three years. Part of the money is being held to purchase furniture and equipment for children as
80
enrollment increases. The expenditures earmarked for IFF funds are: Computer Software (under Supplies and Materials), Computer Hardware and Software (under
and Instructional Furniture (Under Capital Outlay). Capital Outlay), Office:Other Expenditures
Refer To Section 2. 4. FUNDRAISING CONTRIBUTIONS
The NAAA plans to solicit contributions upon receipt of the charter. A form letter has been composed. A theatre group in Hammond is considering allowing the group to have a fund raiser on their site. Additionally, the group is planning a silent auction.
School Name: Northwest Academy of Aerospace and Aviation, Inc. Page 33
5. INSURANCE
The budget provides for the following insurance coverages: Property, Liability, Treasurer’s Bond (required under IC 20‐41‐1‐6), Umbrella and School Leaders Errors & Omission. A description for each, coverage levels and cost information was prepared by Haywood & Fleming and is included in Appendix A.
81
APPENDIX A INSURANCE
82
83
84
25Cash Flow Projections for Pre-Operational (Start-up) and First Year
26Projected Five Year Budget Plans See Budget and Narrative
Attach Budget Worksheets A-B - as a PDF (Portable Document Format - Adobe® named, Attachment 25 - Budget Worksheets A-B
Attach Budget Worksheet C as a PDF (Portable Document Format - Adobe® - named, Attachment 26 - Budget Worksheet C
27Fund-raising Contributions Present evidence of anticipated fundraising contributions, or in-kind contributions if claimed in the application.
This item is not reflected in our budget.
The NAAA plans to solicit contributions upon receipt of the charter. A form letter has been composed. A theatre group in Hammond is considering allowing the group to have a fund raiser on their site. Additionally, the group is planning a silent auction.
28Insurance See Budget and Narrative.
29Facilities Plan See Narrative. We have not secured a facility. We have had good prospects; however, the process is not conducive to securing a building. The budget gives projections and other information.
Attach Facility Form 29d as a PDF (Portable Document Form) named, Attachment 29d – Facility Form
85
86
30Accountability Plan Aligned We will demonstrate:
• student academic growth; • financial performance and stability; and • governing board performance and stewardship, including compliance with
applicable laws, rules and regulations, and charter terms. • Evidence of progress toward reaching the educational goals set by the organizer.
a We will show evidence of improvement in assessment measures, including ISTEP+ and end of course assessments; If we do not make AYP for two consecutive years we will not get a designation higher than Adequate Yearly Progress.;
a. If the school does not make AYP for three consecutive years we will be in program improvement as outlined in PL221.
b. c. We will reach target for Proficiency rate for Students with Disabilities. d. Our attendance rate at NAAA will be at least 95%
Academic Goals include: During the 2013-2014 school year we will focus on the following key areas: The academic goals in grades K-5 are aligned with the CCSS. In English / Language Arts instruction will be aligned in grades k-5 encompassing the following areas: Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; and Range of Reading and Level of Text Complexity. Goal 1: By grade three students at the Northwest Academy of Aerospace and Aviation will read at or above grade level with emphasis on closing the achievement gap for subgroups—low income, ethnicity, special needs, and English As a New Language learners. This goal also addresses providing talent development for all students and challenge for high performing students. We plan to raise the proficient percentage on the ISTEP+ of all students in accordance with the graph and tables that follow. To achieve this goal we will:
(a) Provide professional development interdisciplinary teaching, particularly integration of the aerospace / aviation theme throughout the core curriculum to challenge and support the needs of students.
(b) Staff will meet weekly from 2:00-4:00 on each Wednesday review Best Practices and to revisit delivery models in various content areas; and promote continuous, reflective, growth-oriented professionalism of school personnel to such an extent that many faculty members emerge as leaders in curriculum and staff development.
87
(c) A representation of the staff will attend Confrute at the University of Connecticut to implement the Schoolwide Enrichment and learn how to use the Renzulli Profile for talent development.
(d) Focus K-5 PD on Response to Intervention (RTI) techniques, a general education intervention to support struggling students and to avert referral to Special Education.
(e) Train the principal and teachers in the use of school data including student growth data. Training teachers in the use of data will be a priority.
(f) Create a learning community. Teachers will have collaboration meetings twice monthly focusing on improving student achievement.
Projected Targets for ISTEP+ Passing Both Eng/Language Group 2013 2014 2015 Black 57% 64% 80%
Pacific Islander 76% 83% 90% Hispanic 58% 65% 80%
Multi-cultural 68% 75% 87% White 68% 75% 82%
Sp. Ed (from) 34.85 to 42% 49% 75% Free Lunch (from) 56.77 to 64% 71% 80% Eng New Lang 57.79 to 65% 72% 80%
Reading / Language Arts Targets:
(a) Students will read Informational Text to gain content knowledge and enhance their ability to think and reason.
(b) Students will develop flexible thinking to embrace new ideas and reason well when faced with complex new ideas.
(c) Students will read experience a myriad of activities to allow them to read, talk, and write – to make and evaluate logical arguments, solve problems, and offer potential solutions to problems.
(d) Students will benefit from opportunities to connect literature to their lives, to create meaning from related readings, and to do their own research.
(e) The NAAA staff will provide students with various interdisciplinary reading genre in English/Language, Science, Social Studies, Mathematics, Health and Safety, Art and Physical Education.
(f) Non-graded groups of students who share common interests will come together during designated blocks of time during the school day to engage in exploratory projects.
88
(g) Career explorations themes lead to interests in non-traditional fields.
(h) Parents participate and exchange ideas about their children’s reading projects and explorations during “Parent Café” functions.
Measures Students read a variety of genre (informational text, non-fiction, biography, literature, history, mystery, science fiction, etc.) with understanding and demonstrate 80% mastery on in-class test, ISTEP+ and NWEA tests. Students make logical arguments to solve problems and participate in debates Socratic seminars, and researched writings. Students use an inquiry approach – define problem question, gather data, analyze, compare, organize and synthesize data; create a proposition that can be argued, support proposition with facts, statistics,, expert authority, logic and reasoning; propose solutions and action ideas. Goal 2: We will provide a safe, orderly, nurturing environment. Addressing the social and emotional needs will allow students to do their best work. We will measure progress toward this goal through school climate surveys that are collected annually.
To achieve this goal we will: (a) Use the Renzulli Profiler, to develop the talent potentials of students by systemically
assessing their interests, and strengths; provide enrichment activities, resources and services to develop their strengths; work collaboratively with families in providing an extensive array of exploratory topics for their children.
(b) We will create a learning environment that honors ethnicity, gender, and cultural diversity while promoting mutual respect, and democratic principles.
(c) Give students opportunities to read and solve conflicting views, to exercise judgment, and to engage in critical thinking.
(d) Use content knowledge of self-efficacy, and the way in which young children appraise their capabilities.
(e) Use modeling, verbal persuasion and enactive mastery experiences to help students improve their efficacy in content specific areas.
(f) Use modeling, verbal persuasion and enactive mastery experiences to help students improve their efficacy in content specific areas.
Other Targets and Measures An interdisciplinary aerospace / aviation theme will be integrated throughout the core curriculum as evidenced in lesson plans, curriculum maps, professional development, teaching practices that incorporate CCSS, and student activities.
(a) Students will access an innovative curriculum which results in heightened motivation, improvement in Reading/Language
89
Arts, behavior (PBIS), and 80% mastery on ISTEP+, NWEA and Accelerated Reader test scores.
(b) Students will generalize the laws of motion and relate this to the world around them.
(c) Students will perform hands-on activities that lead to hypothesizing and problem solving (See Appendix.
(d) The Renzulli Profile The aerospace / aviation theme will address the essential skills and CCSS as evidenced in teacher collaborations, transitioning to the CCSS; as seen in the scope and range of the curriculum, and students increase in reading with the evidence of ‘80% mastery on classroom tests, Accelerator Reader, and standardized tests.
(a) The aerospace /aviation teaching will align with CCSS; what is taught will align with what is tested, and can be seen in curricular maps, lessons plans, observation of teaching (See K-2 and Grades 3-5 Language Arts, Mathematics and Science Scope and Sequence).
(b) The profiler will expose students and their families to an extensive array of topics for exploration.
The School Enrichment Model will focus on talent development and high-end learning across academic levels and cultural differences.
(a) Develop the talent potentials of students by systematically assessing their strengths; providing enrichment activities, resources, and services to develop their strengths; and using a flexible approach to curricular differentiation and the use of school time.
(b) Improve academic performance of all students by 80% mastery in all content areas of the regular CCSS curriculum and blend standard curricular activities with meaningful enrichment learning.
The NWAAA will be a high performing school: (a) Components of the curriculum consist of rigor, grade-level
CCSS and content-level-aligned lessons. (b) The NAAA will improve student improvement while
significantly reducing the achievement gaps among ethnic groups and between low-and high income students.
(c) We will ensure implementation of a common, content-rich curriculum with good lessons, and meaningful literacy activities –purposeful reading, writing and discussions.
All students will be provided with a coherent, content-rich curriculum that allows opportunities for them to read, write, and talk thoughtfully laying the foundation for continued course work after graduation without having to take remedial coursework.
90
Measure: (a) Teachers teach an agreed upon curriculum aligned with learning
targets. (b) Students are prepared for the next grade level. (c) Students remain motivated through increased demand and less
repetition in the curriculum.
Mathematics Science / Social Studies Students will read within each discipline:
a) Students acquire knowledge of domain specific vocabulary.
b) Analyze, evaluate and differentiate primary and secondary sources.
c) Students synthesize quantitative and technical information including facts presented in maps, timelines, charts, flowcharts or diagrams.
d) Staff will provide intentional and explicit instruction as students interact with domain specific disciplines.
e) Students will perform writing tasks specific to each discipline 1. Write arguments on specific and informative
explanatory tasks. 2. Make arguments and claims and support those with
use of data, evidence, and reason. 3. These literacy standards will be integrated into
current content standards.
Self-Efficacy Staff will have content knowledge of self-efficacy, and the way in which young children appraise their capabilities. Children will be provided cognitive development through exploratory experiences, modeling, and instruction. Staff will use modeling, verbal persuasion and enactive mastery experiences to help students improve their efficacy in content specific areas.
Measure: Children improve their self-appraisal skills evidenced in verbalization and scoring 4 out of 5 points on a content specific self-efficacy scale. Children learn to judge their efficacy on their own as guides for their actions. Students’ achievement is increased as evidenced in their attempts and engagements conveyed by the nature of the tasks. Students will keep portfolios and records of their personal academic and social goals. Teacher-parent collaborations will be a vital entity for the success of achieving academic and socio-emotional goals. T
eachers will meet with students weekly and parents often to assess progress.
91
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31Accountability to Sponsor
a. Demonstrate financial viability by including how annual audits and timely reports will be accomplished.
b. Demonstrate organizational viability by planning for regularly scheduled board meetings and adherence to board policy.
a We will have the timeline for reports that are due. We contract with an outside source to audit our accounts and submit information in a timely manner.
b We will have monthly board meetings, and call meetings as needed. We will meet the second Tuesday of each month in Executive Session and the first Thursday of each for the public meeting. We will adhere to Board policies and remain compliant with the governance of BSU.
32Accountability to Constituents
a. Describe the system for gathering data from constituents regarding their concerns and suggestions and responding effectively.
We will have sessions where parents can voice their concerns. On our website we will have a way for parents to respond about their concerns. A Newsletter will be distributed to parents twice monthly via school visitations and our website. We will distribute surveys twice yearly for parental input and concerns. The Board will collaborate with the principal to have coffee klatches to respond to parental concerns. We will have a relationship with the Parent Teacher Organization, and get on their agenda to address concerns.
b. Explain the process and criteria that will be used to monitor and evaluate the extent to which the school is achieving its mission throughout the charter term (including a timeline). The NAAA will have ongoing monitoring: Eight Week In-House Assessments; Accelerator Reader quizzes, and formative assessments that monitor our curriculum.
c. Describe the extent to which the school plans to communicate its progress towards meeting its Accountability Plan goals and how that information will be shared with and used by stakeholders, including parents, teachers, board members and school leaders.
We plan to have ongoing communication about reaching our goals. The information will be on display throughout the school. We will have parent meetings monthly and quarterly to disseminate information about our work and what we are doing to improve. We plan to have partnerships with businesses where we can display children’s work (not confidential test reports), but as a proactive way to interact with the community. We will publicize our information in local newspapers and get on the agenda of community meetings. Our website will be used to enhance the awareness of the progress we are making.
School Policies and Procedures .
33Policy Regarding Organizer Governance Please attach a statement of assurance that the organizing group is in compliance with the BSU Policy Regarding Organizer Governance.
http://www.bsu.edu/teachers/media/pdf/bsugovernpolicy.pdf
The organizing group is in compliance with the BSU Policy Regarding Organizer Governance.
34Proposed Governing Bylaws
35 School Admissions Policy and Criteria
Include plans and timelines for student recruitment and enrollment, including lottery procedures.
State Code - Admission Policy Sample Admission Policy
Attach your Policy Regarding Organizer Governance – as a PDF (Portable Document Form) named, Attachment 33 – Policy Regarding Organizer Governance
Attach Your Proposed Governing By-laws - as a PDF (Portable Document Form) named, Attachment 34– Proposed Governing By-laws
Attach your School Admission Policy as a PDF (Portable Document Form) named, Attachment 35– School Admissions Policy
36 Discipline Policy Attach the charter school discipline rules and procedures including: student due process and judicial review; firearms and deadly weapons; and reporting of student violations of law.
IC 20-33- 8- 16, 19, 21, 22, and IC 20-33-9
http://www.in.gov/legislative/ic/code/title20/ar33/ch8.html http://www.in.gov/legislative/ic/code/title20/ar33/ch9.html http://www.doe.in.gov/sservices/discipline/docs/HEA_1419_Model_Plan_for_Improving_Behavior_and_Discipline_Guidance_Document.pdf
93
Attach Discipline Policy - as a PDF (Portable Document Form) named, Attachment 36 – Discipline Policy
37Health and Safety Measures Describe how the school will meet health requirements and identify the persons responsible for ensuring health and safety requirements are met.
http://www.in.gov/legislative/ic/code/title20/ar34/ch3.html
Northwest Academy of Aerospace and Aviation will promote a healthful lifestyle for each student, regardless of any special needs. Teachings and discussions on basic calorie counting, fat grams and cholesterol in foods that they eat will be encouraged. We will encourage reading the side labels on food packages. These list the nutritional information. Along with nutritional teaching, basic physical education classes will be given with accommodations for special needs students or students with acute disabilities. A balance between physical activity and diet will be taught in interdisciplinary settings. We plan to initiate health prevention techniques such as annual health fairs for our student, staff, and the surrounding community. We will encourage a more healthful lifestyle. We plan to bring in community workers to assist the students in relating to services available to them, such as EMS, a physician, dentist, social service workers/clinics, health department, etc. We may receive donations from local companies to sponsor this community event. The ISDH has guide lines specifying vaccination requirements for each grade level. We will enforce these rules and encourage any recommended immunizations suggested by the state of Indiana. During the summer months we will correspond with parents and guardians via e-mail, telephone, or letters, to update them on any changes in the immunization regulations for the coming school year. The nurse will be on duty thirty days before the opening of the school year to register students and assist with any IEP specifications to prepare for accommodations and locate needed supplies, for the upcoming school year. A nurse will be hired to assure compliance with health requirements:
1. Immunizations, health care plan and additional healthcare plans for students with specific health problems, acute or chronic.
2. Confidential handling of medical records. 3. First aid, diabetic testing, and emergencies. 4. Medication administration to students 5. State mandated health screening for students 6. Present in team meetings and participates in all others by screening needed students and documenting results. 7. Other health requirements (www.in.gov/isdh/programs/immunization.htm)
94
The nurse will work in concert with the social worker and teachers to assist in providing a
safe nurturing environment. Health and safety go hand in hand with education. Universal precautions will be implemented and taught to all staff and students on an annual basis. There will be a yearly review on any additions to the health education component and resources available. Northwest Academy will have a service provider to bring in breakfast and lunches; and will benefit from the Federal Child Nutrition Program. Children’s learning is affected by the adequacy of the proper nutrition provided.
38School’s Leadership and Teacher Employment Policies
Attach a copy of the proposed school’s personnel policies, including at least the following information:
39Policy Regarding Criminal Histories Please attach the charter school's policy regarding criminal history.
http://www.in.gov/legislative/ic/code/title20/ar26/ch5.html Guidance - Criminal History
40Policy Regarding Conflict of Interest Attach the conflict of interest policy. The conflict of interest policy must be written to apply not only
to board members, but to administrators and employees of the school as well.
Attach Your Health and Safety Measures - as a PDF (Portable Document Form) named, Attachment 37– Health and Safety Measures
Attach your School’s Leadership and Teacher Employment Policies- as a PDF (Portable Document Form) named, Attachment 38 – School’s Leadership and Teacher Employment Policies
Attach your Policy Regarding Criminal Histories - as a PDF (Portable Document Form) named, Attachment 39– Policy Regarding Criminal Histories
Attach your Policy Regarding Conflict of Interest - as a PDF (Portable Document Form) named, Attachment 40 – Policy Regarding Conflict of Interest
41Complaint Policy
95
Attach the policies of the charter school's board for handling complaints from individuals or groups.
http://www.newyorkcharters.org/documents/ComplaintFormBOT.pdf
42Special Education Provide a policy and procedures manual specifying the charter school's plan for compliance with state and federal regulations (IC 20-35)
State Special Education Laws
43Parental Access to Education Records Provide the charter school's policy concerning parental access to a child's education records in compliance with IC 20-33-7
http://www.in.gov/legislative/ic/2010/title20/ar33/ch7.html http://www.in.gov/legislative/ic/code/title20/ar33/ch7.html http://www.newyorkcharters.org/documents/7confidentialityStudentRecords.pdf
Sample Policy Statement
44Dissolution Procedures Attach the procedures that the school would follow in the event of the closure and dissolution of the charter school, including for the transfer of students and student records, execution of a closure plan, and for the disposition of school assets. Be sure the policy conforms with IC 20-24-3-3 http://www.in.gov/legislative/ic/code/title20/ar24/ch3.html http://72.32.194.107/LinkClick.aspx?fileticket=hRGKMEYnInc%3d&tabid=8602 (pg. 81)
Attach your Complaint Policy - as a PDF (Portable Document Form) named, Attachment 41 – Complaint Policy
Attach your Policy Regarding Special Education- as a PDF (Portable Document Form) named, Attachment 42 – Policy Regarding Special Education
Attach your Parental Access to Education Records policy as a PDF (Portable Document Form) named, Attachment 43– Parental Access to Education Records
Attach your Dissolution Procedures- as a PDF (Portable Document Form) named, Attachment 44– Dissolution Procedures
45Patriotic Commemorative Observances Submit your policy regarding the observance of holidays.
http://www.in.gov/legislative/ic/code/title20/ar30/ch3html
96
46Personal Financial Responsibility Instruction Submit your policy regarding personal financial responsibility instruction.
http://www.doe.in.gov/octe/facs/docs/_09_92_StBrd_Guidelines_PersFinResp_Approved.pdf
47School Safety Plan Submit your school safety plan.
http://www.doe.in.gov/sservices/disaster/welcome.html
48Dress Code Policy (if applicable) If the charter school would implement a dress code policy, provide such policy including a description of how the cost of any uniform would be subsidized for parents unable to afford them.
http://www.ouhsd.k12.ca.us/sites/ohs/student_handbook/discipline.htm http://www.bfacademy.org/uniforms
49Student and Parent Handbook Submit a copy of your student and parent handbook.
http://www.ouhsd.k12.ca.us/sites/ohs/student_handbook/discipline.htm
Attach your Policy Regarding Patriotic Commemorative Observances - as a PDF (Portable Document Form) named, Attachment 45– Policy Patriotic Commemorative Observances
Attach your Policy Regarding Personal Financial Responsibility Instruction - as a PDF (Portable Document Form) named, Attachment 46– Policy Personal Financial Responsibility Instruction
Attach your Policy Regarding School Safety Plan as a PDF (Portable Document Form) named, Attachment 47– Policy School Safety Plan
Attach your Dress Code Policy as a PDF (Portable Document Form) named, Attachment 48 – Dress Code Policy
Attach your Student and Parent Handbook as a PDF (Portable Document Form) named, Attachment 49 – Student and Parent Handbook
97
50Transportation Plan and Policy Describe the transportation policy for students, including arrangements made for students whose IEP's specify transportation as a related service. Include the Board's transportation policy.
http://www.in.gov/legislative/2549.htm?cx=005966028202432817588%3Avkjbci26wqa&cof=FORID%3A10&ie=UTF-8&num=10&q=indiana+code+20-27
Attach your Transportation Plan and Policy as a PDF (Portable Document Form) named, Attachment 50 – Transportation Plan and Policy
98
51Food Services Plan and Policy Describe the plans for food services to be provided by the charter school. Include the Board's food services policy.
http://www.in.gov/legislative/ic/code/title20/ar26/ch9.html
52School Promotion Policy Explain the policy and criteria your school will use for promoting students from grade to grade.
IDOE recommends retaining third graders who are having reading difficulties. Serious difficulties need to be addressed before the child enters third grade. .http://www.doe.in.gov/opd/languagearts/docs/3rd_grade_reading_plan_faq.pdf
53
Detailed School Start-up Plan: (Identify tasks, time lines, and responsible individuals)
Provide a Pre-Opening Plan that documents key tasks to be completed between approval of the application and opening of the school. Include a schedule for initiation, development and completion of those tasks, identify primary responsibility by individual or position, and document anticipated resource needs.
Sample Pre-opening Checklist
Attach your Food Services Plan and Policy as a PDF (Portable Document Form) named, Attachment 51– Food Services Plan and Policy
Attach your School Promotion Policy as a PDF (Portable Document Form) named, Attachment 52 – School Promotion Policy
Attach your Detailed School Start-up Plan as a PDF (Portable Document Form) named, Attachment 53 – Detailed School Start-up Plan
99
100
Table of Contents
I. Ball State University as a Charter School Sponsor ... Error! Bookmark not defined.
II. The Process to Establish BSU Authorized Charter SchoolsError! Bookmark not defined.
III. Timeline for Submission of an Application ............. Error! Bookmark not defined.
IV. Guidance ..................................................................... Error! Bookmark not defined.
V. Application to Establish a BSU Charter School ........ Error! Bookmark not defined. A. Information Sheet ................................................................... Error! Bookmark not defined. B. Application Summary ............................................................ Error! Bookmark not defined. Preliminary Information ................................................................. Error! Bookmark not defined.
1. Community Support and Demand ......................................... Error! Bookmark not defined. 2. Feedback from Constituents .................................................................................................. 6 3. Applicant Founding Group ................................................................................................... 7 4. Fiscal Impact ......................................................................................................................... 8 5. Education Management Organization .................................................................................. 9
Education ......................................................................................................................................... 9 6. Education Mission Goals ...................................................................................................... 9 7. Instructional Design ............................................................................................................ 12 8. Calendar and Daily Schedule ............................................................................................. 23 9. Curriculum and Instructional Methods ................................. Error! Bookmark not defined. 10. Evaluation of Student Performance .................................................................................. 28 11. Special Populations – Anticipated Needs ......................................................................... 29 12. Serving Special Populations ............................................................................................. 31 13. Student Discipline Program .............................................................................................. 35 14. Professional Development ................................................................................................ 38 15. Co-Curricular and Extracurricular .................................................................................. 42 16. Transition Plan ................................................................................................................. 42
Organization ................................................................................................................................... 43 17. Parental Involvement ........................................................................................................ 42 18. Partnerships / Contracts ................................................................................................... 43 19. Organizational Structure .................................................................................................. 43 20. Governing Board .............................................................................................................. 44 21. Principal Leadership ........................................................................................................ 46 22. Staffing .............................................................................................................................. 48 23. Staff Recruitment and Retention ....................................................................................... 48
Finance and Facilities .................................................................................................................... 49 24. School Financial Plan ....................................................................................................... 49 25. Cash Flow Projections for Pre-Operational (Start-up) and First Year ............................ 49
26. Projected Five Year Budget Plans ...................................... Error! Bookmark not defined. 27. Fund-raising Contributions .............................................................................................. 85 28. Insurance........................................................................................................................... 81 29. Facilities Plan ................................................................................................................... 55 30. Accountability Plan Aligned ............................................................................................. 86 31. Accountability to Sponsor ................................................................................................. 92 32. Accountability to Constituents .......................................................................................... 92
School Policies and Procedures ..................................................................................................... 93 33. Policy Regarding Organizer Governance ......................................................................... 93 34. Proposed Governing Bylaws ............................................................................................. 93 35. School Admissions Policy and Criteria ............................................................................ 93 36. Discipline Policy ............................................................................................................... 93 37. Health and Safety Measures ............................................................................................. 94 38. School’s Leadership and Teacher Employment Policies .................................................. 95 39. Policy Regarding Criminal Histories ............................................................................... 95 40. Policy Regarding Conflict of Interest ............................................................................... 95 41. Complaint Policy .............................................................................................................. 95 42. Special Education ............................................................................................................. 96 43. Parental Access to Education Records ............................................................................. 96 44. Dissolution Procedures ..................................................................................................... 96 45. Patriotic Commemorative Observances ........................................................................... 96 46. Personal Financial Responsibility Instruction.................................................................. 97 47. School Safety Plan ............................................................................................................ 97 48. Dress Code Policy (if applicable) ..................................................................................... 97 49. Student and Parent Handbook .......................................................................................... 97 50. Transportation Plan and Policy ........................................................................................ 98 51. Food Services Plan and Policy ......................................................................................... 99 52. School Promotion Policy .................................................................................................. 99 53. Detailed School Start-up Plan: ......................................................................................... 99
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Applicable State Assessments (ISTEP+, I-READ, IMAST, ISTAR, ECA) and
timelines for administration.
All tests are based on the Indiana Academic Standards, developed
in accordance with Public Law 109, given to students in spring of
year.
ISTEP The Indiana Statewide Testing for Educational Progress Plus
(ISTEP+) program measures student achievement in the subject
areas of English/Language Arts, Mathematics, Science* and Social
Studies**. An Applied Skills Assessment and a Multiple-Choice
Assessment are used to measure these standards; required
components of the ISTEP+ program.
2011
ISTEP+
Includes the following grade levels and content areas:
English/language arts in grades 3-8
Mathematics in grades 3-8
Science in grades 4 and 6
Social studies in grades 5 and 7
IREAD The purpose of the Indiana Reading Evaluation and Determination
(IREAD-3) assessment is to measure foundational reading standards
through grade three. It is a summative assessment which “requires
the evaluation of reading skills for students who are in grade three
beginning in the spring of 2012 to ensure that all students can read
proficiently before moving on to grade four.”
ISTAR The purpose of the Indiana Reading Evaluation and Determination
(IREAD-3) assessment is to measure foundational reading standards
through grade three. IREAD requires the evaluation of reading
skills for students who are in grade three beginning in the spring of
2012 to ensure that all students can read proficiently before moving
on to grade four.
ISTAR-KR The purpose of ISTAR-KR (Indiana Standards Tool for Alternate
Reporting of Kindergarten Readiness) is to measure skills in children
from infancy to kindergarten. A derivative of Indiana's Early Learning
Standards (which are part of the Foundations to Indiana Academic
Standards); ISTAR is aligned to the Indiana Standards for Kindergarten in
the areas of English/language arts and mathematics and includes three
functional areas: physical, personal care and social-emotional skills. Data
from ISTAR-KR assessments are used for state reporting for PK students
receiving special education, the assessment can be used for local purposes
for grades PK through 1.
This web-based instrument is rated by teachers based using their ongoing
observations of children engaged in their typical daily routines and
activities. It is available to all public schools in Indiana and to private
early childhood education programs at no cost. Assessment results from
ISTAR-KR can be used to determine what skills a child has mastered and
what skills a student needs to learn next.
NWEA Computerized tests offered I Reading, language usage and Mathematics.
MAPS (Measure of Academic Progress tests achievement levels of early
learners. The test includes screening (diagnostic) tests; (checklists) tests
and surveys with goals in (adaptive) tests in Reading and Mathematics.
MAPS will be administered in September and in May.
Describe additional summative and formative assessments and timelines for
administration.
Grades
K, 1, and 2
In 2011-12, kindergarten teachers will be the first to teach only the
Common Core. Those kindergarteners will be the first class of 3rd graders
to participate in the Common Core assessment. First-grade and second-
grade students will learn Indiana Academic Standards and identified
elements of Common Core in 2011-12. First-grade students will learn
only Common Core in 2012-13. Second-grade students will learn only
Common Core in 2013-14
Grades 3-12
Students in grades 3-12 will receive an intentional introduction to the
Common Core beginning with the 2011-12 school year to ensure they
have the foundation for future learning with no instructional gaps. In
2014-15, all ELA and math teachers will only teach Common Core.
mClass
The purpose of the mCLASS assessments is to provide diagnostic
measures for K-2 students in literacy and numeracy. mCLASS:Reading
3D and mCLASS:Math help identify students' foundational skills and
provide teachers with instructional suggestions based on student
performance on benchmark assessments and regular progress monitoring.
In-house testing for placement and to measure progress will be given. Formative
assessments will be ongoing in many forms, discussions, Author’s Chair,
demonstrations, projects, pre-tests all to help the child achieve success.
Self-Efficacy Scales is an informational instrument that asks questions about
content-specific areas to gauge one’s efficacy level. It is a survey instrument
(Albert Bandura) and will be given quarterly to students in grades K-5.
Accelerator Reader – A formative assessment of books read (ongoing, grades 2-5).
Profiler – (Sem Talent Survey) will be given in September and June to grades K-5.
Table 12 – Personnel for Special Needs Students
In-house School Personnel Outsourced Personnel
Licensed Teacher in area of exceptionality
Educational Specialist
General Education Teacher Psychologist
Nurse Speech Therapist
Social worker English as a New Language Teacher
School Governance
The Board members will be volunteers from Lake County who guide the policies and operations
of the school. Board responsibilities include setting policies, determining curriculum, overseeing
the budget, evaluating the administrator, and determining how staff will be evaluated. Board
members understand the mission of the Northwest Academy of Aerospace and Aviation. The
directors understand the larger setting within which the school exists (the Hammond community
and the School City of Hammond), and have a good knowledge of State and Federal education
laws, regulations, and rules as they apply the charter school.
Advisory Committee
Board of Directors
Adm Secretary
Registrar
Clerk
Teachers
Dean/Lead Teacher
Principal
Enrichment Leader
Paras
Charter School Board
Executive comm
Decision made by Board or delegated to other levels
Charter School Governance
Board
The Charter
School
Issues can originate
from:
Board Members
Charter School
Administrator
Staff
Parents and
Families
Broader
Community
Committees,
Workgroups within
the Charter School
Issues
sorted here
by
Executive
comm.
And/.or
determined
By Board
Action can
take place
here
Action can
take place
here Action can
take place
here
Committee or work
group (can take
action if so directed
by Board
Decisions
made
here by
Board or
delegated
to other
levels
Action by committee
of the Whole The
.Board can make a
decision without
delegating
Charter School GovernanceBoard May take action
on a
recommendation
or delegate issue
back to
committee
before it make a
decision
Flowchart of How Board Decisions are Made
Start Finish
1-1 Attachment 20c- Articles of Incorporation
ARTICLES OF INCORPORATION
OF
NORTHWEST ACADEMY OF AEROSPACE AND AVIATION, INC.
AUGUST 23, 2009
Northwest Academy of Aerospace and Aviation, Inc. (the “Corporation”) organized pursuant to
the provisions of the Indiana Nonprofit Corporation Act of 1991, as amended (the “Act”), hereby
establishes its Articles of Incorporation as follows.
ARTICLE 1
Name
The name of the Corporation is Northwest Academy of Aerospace and Aviation, Inc.
(Kindergarten –Grade 5 Charter School)
ARTICLE 11
Classification of Corporation
The Corporation is a public benefit corporation.
ARTICLE 111
Purposes and Powers
Section 3.1. Purposes. The purposes for which the Corporation is formed include,
but are not limited to:
(a) To expand the number of high quality educational opportunities available to parents
and their school age children by:
1. Assisting in the development, formation, and operation of high quality
schools that emphasize parental and community involvement as well as
academic accountability, provided that such schools exist pursuant to Section
501 (c)(3) of the Internal Revenue Code of 1986, as amended.
2. Serving as the parent for one or more affiliated schools that are exempt under
Section 501 (c)(3) of the Internal Revenue Code of 1986, as amended, and to
exercise common supervision and control over such schools by integrating,
coordinating, and managing the delivery, intellectual property, curriculum,
physical and human resources, and various other school related services. In
furtherance of its role as the parent, this corporation will be responsible for
carrying out a number of strategic functions on behalf of the school including
the adaptation and improvement of school curricula for targeting student
populations, assessment of school performance, procurement of philanthropic
resources such as foundation grants to help said school achieve their
charitable missions, and providing other related services.
3. providing other services related to the corporation’s exempt function to
schools and other related organizations, at rates that are at or below the fair
market rates, in order to enable such organizations to be more efficient and
effective in the conduct of their educational and charitable activities.
4. to engage in other charitable and/or educational activities as determined by the
Board of Directors, and
5. to engage in all lawful activities incidental to the foregoing purposes except as
restricted herein.
(b) In furtherance of the aforementioned purposes, to transact any and all lawful
business for which corporations may be incorporated under the Act, provided such business is
not inconsistent with the Corporation being organized and operated exclusively for charitable
educational purposes.
Section 3.2. Non-profit Purposes
(a) The Corporation is organized and operated exclusively for charitable and educational
purposes and its activities shall be conducted in such a manner that no part of its net
earnings shall inure to the benefit of any member, director, officer or other private
person, except that the Corporation shall be authorized and empowered to pay
reasonable compensation for services rendered and to make payments and
distributions in furtherance of the purposes set forth.
1-2
(b) No substantial part of the activities of the Corporation shall be the carrying on of
propaganda, or otherwise attempting to influence legislation, and the Corporation
shall not participate in, or, intervene in (including the publishing or distribution of
statements), any political campaign on behalf of any candidate for public office.
(c) Notwithstanding any other provision of these Articles of Incorporation, the
Corporation shall not carry on any other activities not permitted to be carried on:
(i) By a corporation exempt from Federal income tax under Section 501
(c)(3) of the Internal Revenue Code of 1986, a amended , or corresponding provisions of any
subsequent Federal tax laws, or
(ii) By a corporation, contributions to which are deductible under Section 170
(c)(2), Section 2055 (a)(2) of the Internal Revenue Code of 1986, as amended, or corresponding
provisions of any subsequent Federal tax laws.
Section 3.3. Powers. Subject to any limitations or restriction imposed by the
Act, any other law, or any other provision of these Articles of Incorporation, the Corporation
shall have the power:
(a) To do everything necessary, advisable or convenient for the accomplishment of
any of the purposes hereinbefore set forth, or which shall at any time appear conducive to or
expedient for the protection or benefit of the Corporation, and to do all of the things incidental
thereto or connected therewith which are not forbidden by law.
(b) In any event, the foregoing power or powers shall not be exercised or exercisable
in a manner inconsistent with the Corporation’s status under Section 501 (c)(3) of the Internal
Revenue Code of 1986, as amended, or corresponding provisions of any subsequent Federal tax
laws, and
(c) To have, exercise and enjoy in furtherance of the purposes hereinbefore set forth
all the general rights, privileges and powers granted to corporations by the Act, as now existing
or hereafter amended, and by the common law.
ARTICLE IV
Distribution of Assets on Dissolution
In the event of the complete liquidation or dissolution of the Corporation, or the winding
up of its affairs, the Incorporators and the Board of Directors shall, after paying or making
provision for the payment of all the liabilities of the Corporation, distribute all the assets of the
Corporation exclusively for the purpose of the Corporation as follows:
1-3
First, all remaining assets shall be distributed to each organization or organizations
organized and operated exclusively for educational or charitable purposes as shall at the time
qualify as an exempt organization or organizations under Section 501 (c)(3) of the Internal
Revenue Code of 1986, as amended, or corresponding provisions of any subsequent Federal tax
laws, as the Board of Directors shall determine; and
Second, any such assets not so disposed of shall be disposed of by the Judge of the
Circuit Court of lake County, Indiana, exclusively for such purposes or to such organization or
organizations, as said Court shall determine, which are organized and operated exclusively for
such purposes.
Grade Range of Pupils to Be Enrolled A22a-First Year
Year One
2013
No. No. No.
Pupils Pupils Classes
Miu Max
K-full
time 36 40 2
K-half
time
1
40 42 2
2
46 50 2
3
48 _52 2
4
48 52 2
5
50 52 2
6
7
8
9
10
11
12
Total
Enrollment
278
#
Year School will reach total capacity: 2018
Total Enrollment Capacity: 414
Calculate # Total Enrollment by averaging minimum and maximum for each grade.
Grade Range of Pupils to Be Enrolled A22b – Staffing Projections
Year School will reach total capacity: 2018
Total Enrollment Capacity: 414
Calculate # Total Enrollment by averaging minimum and maximum for each grade.
Year One Year Two Year Three
2015
Year Four
2016
Year Five
2017 2013 2014
No. No. No. No. No. No. No. No No No No No No No No
Pupils Pupils Classes Pupils Pupils Classes Pupils Pupils Classes Pupils Pupils Classes Pupils Pupils Classes
Miu Max Miu Max Min Max Min Max Min Max
K-full
time 36 40 2 52 54 3 52 54 3 52 54 3 52 54 3
K-half
time
1
40 42 2 47 48 2 48 68 3 48 68 3 48 68 3 2
50
46 50 2 48 50 2 50 70 3 50 70 3 50 70 3 3 3
48 _52 2 48 50 2 48 50 2 50 70 50 70 3
4
3 3
48 52 2 48 52 2 48 52 2 52 70 52 70 5 3
50 52 2 50 54 2 50 54 2 50 54 2 54 74
6
7
8
9
10
11
12
Total
322
344
406
Enrollment 278
304
#
The rednumber 3 indicates the addition of 1 new teacher (from 2 to 3)
Table 25 – Budget Worksheet A
Preoperational Year
SCHOOL NAME: Northwest Academy of
Aerospace and Aviation, Inc.
DATES COVERED: July 1, 2012 – June 30, 2013
INCOME
Cash In -- Funding Source Budget Amount Description: Specific Source
State Grants (Please Describe)
Other Grants (Please Describe) 200,000 PCSP Planning Grant
Investment Earnings
Donations/Gifts (Please Describe) 5,000 Organizer
Other (Please Describe)
Other (Please Describe) 325,000 IFF Loan for FFE @ 5% for 5 years
TOTAL CASH IN (INCOME) 530,000
EXPENSES
Expenditure Budget Amount Description: Assumptions
Legal 5,500
Accounting and Consulting 4,500
Filing 1,500
Fundraising 3,850
Marketing: Including Printing and Postage 13,000 Brochures, mailings to families
Rent: Office Space and Utilities 20,000 $12,000 Rent: $8,000 Utilities
Supplies 6,000 Internet fees, paper, pens, toner
Equipment 12,000 Computers, furniture, copier
Labor 90,000 Project Manager, Secretary, Custodian & Payroll Taxes
Other (Please Describe) 8,000 Professional Development
TOTAL EXPENSES 164,350
Table 25– Budget Worksheet B
Budget Schedule B
Projected Enrollment
278
School Name:
NW Academy of
Aerospace &
Aviation, Inc.
Dates
Covered:
July 1,
2013 –
June 30,
2014
Minimum Revenue for Financial
Viability: 2,051,109
Description (where
requested in Column A)
July August September October November December January February March April May June Total
CARRY OVER 365,650 311,169 212,803 9,807 718,826 410,559 218,204 322,519 293,267 264,671 236,075 207,448 365,650
I. CASH IN (INCOME):
Donations/Gifts (Please
Describe)
School Fundraising @
35 per pupil
2,850 2,245 1,485 450 450 450 450 450 450 450 9730
Food Service 2,781 14,602 14,602 13,211 9,039 13,907 13,907 14,602 11,127 107778
Investment Earnings 250 250 250 250 250 250 250 250 2000
Loan From Common School
Loan
20 years @ 4% repay
Jan 2014
950,000 950000
Other Grants (Please Describe) Federal Title I 14,729 14,729 14,729 14,729 14,729 14,729 14,729 14,729 14,733 132565
State Grants (Please Describe) Textbook
Reimbursement
136,776 136776
State Tuition Support $7,542 per pupil 174,723 174,723 174,723 174,723 174,723 174,723 1048338
Transportation
Other – Temporary Loan
Other (Please Describe) Student Fees @ $75 per
pupil
5,525 7,662 7,663 20850
TOTAL CASH IN
(INCOME):
5,525 7,662 25,242 969,755 31,066 30,031 340,139 199,191 204,059 204,059 204,758 186,550 2408037
II. EXPENDITURES:
A. Employee Salaries
Director/Principal 1@ 80,000 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,674 80000
Assistant Principal 1 @ 55,000 4,583 4,583 4,583 4,583 4,583 4,583 4,583 4,583 4,583 4,583 4,583 4,587 55000
Other Administration -
Business Manager
Classroom Assistants 4 @ 15,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 60000
Table 25– Budget Worksheet B
Clerical 1@ 23,000 1,916 1,916 1,916 1,916 1,916 1,916 1,916 1,916 1,916 1,916 1,916 1,924 23000
Consultants (Please Describe) Psych, Ed Spec, Spch
Ther
5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 50000
Custodians 1 @ $25,000 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,087 25000
Librarians 1 @ $40,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 40000
Nurse 1 @ $40,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 40000
Overtime Expense
Security 1 @ $28,000 2,800 2,800 2,800 2,800 2,800 2,800 2,800 2,800 2,800 2,800 28000
Social Workers 1 @ $40,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 4,000 40000
Substitute Teachers 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 20000
Teachers(12 reg, 1 fac/enrich,
1 spec ed, 1 pe/music)
15 @ $40,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 600000
Technicians
Temporary Salaries
Other Human Resource
Expense (Please Describe)
Total Employee Salaries 15,248 15,248 103,048 103,048 103,048 103,048 103,048 103,048 103,048 103,048 103,048 103,072 1061000
B. Employee Benefits
Group Dental Insurance .5% of Salaries 76 76 481 481 481 481 481 481 481 481 481 481 4962
Group Health Insurance 7% of Salaries 1,067 1,067 6,724 6,724 6,724 6,724 6,724 6,724 6,724 6,724 6,724 6,725 69375
Group Life Insurance .25% of Salaries 38 38 241 241 241 241 241 241 241 241 241 241 2486
Long-Term Disability
Insurance
.25% of Salaries 38 38 241 241 241 241 241 241 241 241 241 241 2486
Public Employee Retirement 5.25% of Salaries 210 210 672 672 672 672 672 672 672 672 672 672 7140
Social Security & Medicare 7.65% of Salaries 1,166 1,166 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,502 77334
Teacher Retirement 7.25% of Salaries 816 816 6,035 6,035 6,035 6,035 6,035 6,035 6,035 6,035 6,035 6,035 61982
Unemployment Compensation 2.7% of Salaries 412 412 2,593 2,593 2,593 2,593 2,593 2,593 2,593 2,593 2,593 2,593 26754
Workers Compensation 4.58% of Salaries 698 698 4,491 4,491 4,491 4,491 4,491 4,491 4,491 4,491 4,491 4,491 46306
Other Employee Benefits
Total Employee Benefits 4,521 4,521 28,978 28,978 28,978 28,978 28,978 28,978 28,978 28,978 28,978 28,981 298825
C. Rental of Facilities &
Utilities
Electricity 2,510 2,510 2,510 2,510 2,510 2,510 2,510 2,510 2,510 2,510 2,510 2,510 30120
Gas, Oil, or Steam Heat 1,352 1,352 1,352 1,352 1,352 1,352 1,352 1,352 1,352 1,352 1,352 1,352 16224
Grass and Tree Services
Table 25– Budget Worksheet B
Internet Access 440 440 440 440 440 440 440 440 440 440 440 440 5280
Mortgage
Rent 16,700 16,700 16,700 16,700 16,700 16,700 16,700 16,700 16,700 16,700 16,700 16,700 200400
Repair & Maintenance
Services
500 500 500 500 500 500 500 500 500 500 500 500 6000
Telephone Long Distance 200 200 200 200 200 200 200 200 200 200 200 200 2400
Trash Removal 200 200 200 200 200 200 200 200 200 200 200 200 2400
Utilities See Elec, Gas & Water
Water & Sewer 350 350 350 350 350 350 350 350 350 350 350 350 4200
Total Rent and Utilities 22,252 22,252 22,252 22,252 22,252 22,252 22,252 22,252 22,252 22,252 22,252 22,252 267024
D. Insurance
Board Errors and Omissions 5,202 5202
General Liability Insurance 7,803 7803
Health Insurance See Employee Benefits
Property & Casualty Insurance 3,641 3641
Property & Inland Marine
Theft Insurance Incl Prop Insurance
Treasurer Bonds 20,400 20400
Umbrella/excess Liability 3,901 3901
Vehicle Insurance
Worker's Compensation
Insurance
See Employee Benefits
Total Insurance 40,947 40947
E. Service Contracts
Accounting & Payroll Services 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,837 70000
Consulting Services 5,840 1,168 1,168 1,168 1,168 1,168 1,168 1,152 14000
Equipment Rental & Lease 4,470 4,470 4,470 4,470 4,470 4,470 4,470 4,470 4,470 40,230
Food Service Contract 2,920 15,332 15,332 13,871 9,490 14,602 14,602 15,332 11,681 113162
Legal Services 4,165 833 833 833 833 833 833 837 10000
Professional & Technical
Services
7,000 7,000 6,775 6,775 6,775 6,775 6,775 6,775 6,775 61425
Security Services
Staff Development 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 45000
Total Service Contracts 5,833 5,833 5,833 25,223 47,640 39,411 37,950 33,569 38,681 38.681 39,411 35,752 353817
F. Supplies & Materials
Table 25– Budget Worksheet B
Advertising 6,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 15000
Computer Software 18,525 3,705 3,705 3,705 3,705 3,705 3,705 3,745 44500
Custodial Supplies 420 420 420 420 420 420 420 420 420 420 420 420 5040
Instructional Supplies 2,000 350 350 350 350 350 350 350 350 350 5150
Library Books 5,000 5000
Office Supplies & Expense 3,500 450 3,950 450 450 450 450 450 450 450 450 11500
Postage 500 75 75 75 75 75 75 75 75 75 75 75 1325
Printing 1,800 75 75 75 75 75 75 75 2325
Subscriptions 800 75 75 75 75 75 75 75 1325
Testing & Evaluation Supplies 2,900 300 300 300 1,200 300 300 300 300 6200
Textbooks 55,600 55,600 55,600 166,800
Total Supplies & Materials 920 5,995 56,895 68,295 84,570 6,700 6,700 7,600 6,700 6,700 6,700 6,390 264165
G. Capital Outlay
Computer Hardware 23,000 4,600 10,000 4,600 4,600 4,600 4,600 4,600 60600
Computer Software 14,785 2,957 2,957 2,957 2,957 2,957 2,957 2,957 35484
Office Furniture & Equipment 1,708 1,708 1,708 1,708 1,708 1,708 1,708 1,708 1,708 15372
Instructional Furniture &
Equipment
3,538 3,538 3,538 3,538 3,538 3,538 3,538 3,538 3,538 3,538 3,538 3,538 42456
Other Capital Outlay
Total Capital Outlay 3,538 3,538 3,538 5,246 43,031 12,803 18,203 12,803 12,803 12,803 12,803 12,803 153,912
H. Other Expenditures
Audit Expense
Dues & Fees 417 417 417 417 417 417 417 417 417 417 417 413 5000
Judgments
Debt Services IFF Loan Repayment 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 84924
Debt Services Common School Loan 5,757 5,757 5,757 5,757 5,757 5,757 34542
Travel Expense/Mileage 200 200 200 200 200 200 200 200 200 200 200 200 2400
Reimbursement
Field Trips Est @ $40 per student 2,120 1,500 1,500 1,500 1,500 1,500 1,500 11120
BSU Administrative Fee 5,242 5,242 5,242 5,242 5,242 5,242 31452
Total Other Expenditures 7,694 7,694 7,694 7,694 9,814 9,194 18,693 20,193 20,193 20,193 20,193 20,189 169438
TOTAL EXPENDITURES 60,006 106,028 228,238 260,736 339,333 222,386 235,824 228,443 232,655 232,655 233,385 229,439 2609128
REMAINING CASH
BALANCE (DEFICIT)
311,169 212,803 9,807 718,826 410,559 218,204 322,519 293,267 264,671 236,075 207,448 164,559 164,559
Table 25– Budget Worksheet B
Budget Schedule B
Projected Enrollment
304 School Name : Northwest
Academy of Aerospace
and Aviation
Dates
Covered:
July 1,
2014 –
June 30,
2015
Minimum Revenue for Financial
Viability: 2,289,820
Description (where
requested in Column A)
July August September October November December January February March April May June Total
CARRY OVER 164,559 257,861 235,283 191,866 162,349 135,737 108,580 130,197 123,953 117,435 110,917 104,367 164,559
I. CASH IN (INCOME):
Donations/Gifts (Please
Describe)
School Fundraising @
$35 per student
2,850 2.245 1.485 1.360 450 450 450 450 450 450 10640
Food Service 15,671 3,134 3,134 16,455 16,455 14,887 10,186 15,671 15,671 16,455 12.536 140255
Investment Earnings 250 250 250 250 1000
Loan From Common School
Loan
Other Grants (Please Describe) Federal Title I 16,344 16,344 16,344 16,344 16,344 16,344 16,344 16,344 16,351 147103
State Grants (Please Describe) Textbook Reimburse 26,597 26597
State Tuition Support (2015:@$7,730 per
pupil)
174,723 174,723 174,723 174,723 174,723 174,723 195,826 195,826 195,826 195,826 195,826 195,826 2223294
Transportation
Other (Please Describe) Student Fees $75 per
student
5,522 8,640 8,638 22800
TOTAL CASH IN
(INCOME):
196,166 186,747 202,805 196,696 209,007 208,882 254,104 222,806 228,291 228,291 229,082 208,812 2571689
II. EXPENDITURES:
A. Employee Salaries 2% Salary Increases
Director/Principal 1 @ 81,600 6,800 6,800 6,800 6,800 6,800 6,800 6,800 6,800 6,800 6,800 6,800 6,800 81600
Assistant Principal 1 @ 56,100 4,675 4,675 4,675 4,675 4,675 4,675 4,675 4,675 4,675 4,675 4,675 4,675 56100
Other Administration -
Business Manager
Classroom Assistants 4 @ $15,300 6,120 6,120 6,120 6,120 6,120 6,120 6,120 6,120 6,120 6,120 61200
Clerical 1 @ 23,460 1,955 1,955 1,955 1,955 1,955 1,955 1,955 1,955 1,955 1,955 1,955 1,995 23,460
Consultants (Please Describe) Psych, Ed Spec, Spec Th 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 50,000
Custodian 1 @ 25,500 2,125 2,125 2,125 2,125 2,125 2,125 2,125 2,125 2,125 2,125 2,125 2,125 25500
Librarians 1 @ 40,800 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 40800
Table 25– Budget Worksheet B
Nurse 1 @ 40,800 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 40800
Overtime Expense
Security 1 @ 28,560 2,856 2,856 2,856 2,856 2,856 2,856 2,856 2,856 2,856 2,856 28560
Social Workers 1 @ 40,800 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 4,080 40,800
Substitute Teachers 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 25000
Teachers(13 Reg, 1 fac, 1
enrich, 1 Spec Ed)
15 @ 40,800 & 1 @
40,000
65,200 65,200 65,200 65,200 65,200 65,200 65,200 65,200 65,200 65,200 652000
Technicians
Temporary Salaries
Other Human Resource
Expense (Please Describe)
Total Employee Salaries 15,555 15,555 109,471 109,471 109,471 109,471 109,471 109,471 109,471 109,471 109,471 109,471 1125820
B. Employee Benefits
Group Dental Insurance .5% of Salaries 78 78 510 510 510 510 510 510 510 510 510 510 5256
Group Health Insurance 7% of Salaries 1,089 1,089 7,138 7,138 7,138 7,138 7,138 7,138 7,138 7,138 7,138 7,138 73558
Group Life Insurance .25% of Salaries 39 39 255 255 255 255 255 255 255 255 255 255 2628
Long-Term Disability
Insurance
.25% of Salaries 39 39 255 255 255 255 255 255 255 255 255 255 2628
Public Employee Retirement 5.25% of Salaries 214 214` 685 685 685 685 685 685 685 685 685 685 7278
Social Security & Medicare 7.65 % of Salaries 1,190 1,190 7,992 7,992 7,992 7,992 7,992 7,992 7,992 7,992 7,992 7,992 82300
Teacher Retirement 7.25% of Salaries 832 832 6,446 6,446 6,446 6,446 6,446 6,446 6,446 6,446 6,446 6,446 66124
Unemployment Compensation 2.7% of Salaries 420 420 2,753 2,753 2,753 2,753 2,753 2,753 2,753 2,753 2,753 2,753 28370
Workers Compensation 4.58% of Salaries 712 712 4,785 4,785 4,785 4,785 4,785 4,785 4,785 4,785 4,785 4,785 49274
Other Employee Benefits
Total Employee Benefits 4,613 4,613 30,819 30,819 30,819 30,819 30,819 30,819 30,819 30,819 30,819 30,819 317416
C. Rental of Facilities &
Utilities
Electricity 5% Increase 2,635 2,635 2,635 2,635 2,635 2,635 2,635 2,635 2,635 2,635 2,635 2,635 31620
Gas, Oil, or Steam Heat 5% Increase 1,422 1,422 1,422 1,422 1,422 1,422 1,422 1,422 1,422 1,422 1,422 1,422 17064
Grass and Tree Services
Internet Access 5% Increase 462 462 462 462 462 462 462 462 462 462 462 462 5544
Mortgage
Rent 5% Increase 17,535 17,535 17,535 17,535 17,535 17,535 17,535 17,535 17,535 17,535 17,535 17,535 210420
Repair & Maintenance
Services
5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 60000
Table 25– Budget Worksheet B
Telephone Long Distance 5% Increase 210 210 210 210 210 210 210 210 210 210 210 210 2520
Trash Removal 5% Increase 210 210 210 210 210 210 210 210 210 210 210 210 2520
Utilities See Elec, Gas & Water
Water & Sewer 5% Increase 368 368 368 368 368 368 368 368 368 368 368 368 4416
Other Facilities & Utilities
Expense
Total Rent and Utilities 27,842 27,842 27,842 27,842 27,842 27,842 27,842 27,842 27,842 27,842 27,842 27,842 334104
D. Insurance
Board Errors and Omissions 5,306 5306
General Liability Insurance 7,959 7959
Health Insurance See Employee Benefits
Property & Casualty Insurance 3,714 3714
Property & Inland Marine
Theft Insurance Incl in Property Ins
Treasurer Bonds 20,400 20400
Umbrella/excess Liability 3,979 3979
Vehicle Insurance
Worker's Compensation
Insurance
See Employee Benefits
Total Insurance 41,358 41358
E. Service Contracts
Accounting & Payroll Services 5,950 5,950 5,950 5,950 5,950 5,950 5,950 5,950 5,950 5,950 5,950 5,950 71400
Consulting Services 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 10000
Data Processing Services
Equipment Rental & Lease 4,559 4,559 4,559 4,559 4,559 4,559 4,559 4,559 4,559 4,559 4,559 4,564 54713
Food Service Contract 16,454 3,291 3,291 17,277 17,277 15,632 10,695 16,454 16,454 17,277 13,164 147266
Legal Services 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 24000
Professional & Technical
Services
7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 75000
Pupil Transportation Contract
Security Services
Staff Development 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 50000
Total Service Contracts 28,963 15,800 26,009 29,300 43.286 43,286 41,641 36,704 42,463 42,463 43,286 39,178 432379
F. Supplies & Materials
Advertising 1,300 1,300 1,300 1,300 1,300 1,300 1,300 1,300 1,300 1,300 1,300 1,300 15600
Table 25– Budget Worksheet B
Computer Software 30000 30000
Custodial Supplies 445 445 445 445 445 445 445 445 445 445 445 445 5340
Instructional Supplies 2,400 420 420 420 420 420 420 420 420 420 420 6600
Library Books 2,500 2500
Office Supplies & Expense 4,200 540 4,740 540 540 540 540 540 540 540 540 13800
Postage 600 90 90 90 90 90 90 90 90 90 90 90 1590
Printing 1,800 90 9 0 90 90 90 90 90 90 90 90 90 2790
Subscriptions 600 90 90 90 90 90 90 90 90 90 90 90 1590
Testing & Evaluation Supplies 2,400 360 360 360 360 360 360 360 360 360 360 360 6360
Textbooks 32,436 32436
Total Supplies & Materials 7,145 41,411 33,335 10,035 3,335 3,335 3,335 3,335 3,335 3,335 3,335 3,335 118606
G. Capital Outlay
Computer Hardware 20,000 20000
Computer Software
Office Furniture & Equipment
Instructional Furniture &
Equipment
24,000 24000
Total Capital Outlay 44,000 44000
H. Other Expenditures
Audit Expense 30 days @ $50 per day 1,500 1500
Dues & Fees 420 420 420 420
420 420 420 420 420 420 420 420 5040
Judgments
Debt Services IFF Loan Repayment 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 84924
Debt Services Common School Loan 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 69084
Travel Expense/Mileage 250 250 250 250 250 250 250 250 250 250 250 250 3000
Reimbursement
Field Trips Est @ $40 per student 2,120 2,540 1,500 1,500 1,500 1,500 1,500 12160
Payments to an EMO
BSU Administrative Fee 5,242 5,242 5,242 5,242 5,242 5,242 5,875 5,875 5,875 5,875 5,875 5,875 66702
Total Other Expenditures 18,746 18,746 18,746 18,746 20,866 21,286 19,379 20,879 20,879 20,879 20,879 22,379 242410
TOTAL EXPENDITURES 102,864 209,325 246,222 226,213 235,619 236,039 232,487 229,050 234,809 234,809 235,632 233,024 2656093
REMAINING CASH
BALANCE (DEFICIT)
257,861 235,283 191,866 162,349 135,737 108,580 130,197 123,953 117,435 110,917 104,367 80,155 80,155
Table 25– Budget Worksheet B
Budget Schedule B
Projected Enrollment 322 School Name: Northwest
Academy of Aerospace
and Aviation
Dates
Covered:
July 1,
2015 –
June 30,
2016
Minimum Revenue for Financial
Viability: 2,559,479
Description (where
requested in Column A)
July August September October November December January February March April May June Total
CARRY OVER 80,155 187,967 178,924 143,316 122,685 93,355 73,405 91,073 82,838 74,306 65,774 57,200 80,155
I. CASH IN (INCOME):
Donations/Gifts (Please
Describe)
School Fundraising @
$35 per student
3,043 2,367 1,578 1,465 470 470 470 470 470 467 11270
Food Service 16,961 3.392 3,392 17,809 17,809 16,113 11,025 16,961 16,961 17,809 13,569 151801
Investment Earnings
Loan From Common School
Loan
Other Grants (Please Describe) Federal Title I 17,612 17,612 17,612 17,612 17,612 17,612 17,612 17,612 17,612 158508
State Grants (Please Describe) Textbook Reimburse 24,561 24561
State Tuition Support (2016: @ $7,923 per
pupil)
195,826 195,826 195,826 195,826 195,826 195,834 212,600 212,600 212,600 212,600 212,600 212,600 2450564
Transportation
Other (Please Describe) Student Fees $75 per
student
6,279 8,694 9,177 24150
TOTAL CASH IN
(INCOME):
219,066 207,912 225,658 219,197 232,825 232,720 271,356 241,707 247,643 247,643 248,491 226,636 2820854
II. EXPENDITURES:
A. Employee Salaries 2% Salary Increase
Director/Principal 1 @ $83,232 6,936 6,936 6,936 6,936 6,936 6,936 6,936 6,936 6,936 6,936 6,936 6,936 83232
Assistant Principal 1 @ $57,222 4,768 4,768 4,768 4,768 4,768 4,768 4,768 4,768 4,768 4,768 4,768 4,774 57222
Other Administration -
Business Manager
Classroom Assistants 4 @ $15,606; 2 @
$15,000
9,242 9,242 9,242 9,242 9,242 9,242 9,242 9,242 9,242 9,246 92424
Clerical 1 @ $23,929 1,994 1,994 1,994 1,994 1,994 1,994 1,994 1,994 1,994 1,994 1,994 1,995 23929
Consultants (Please Describe) Psych, Ed Spec, Spch 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 55000
Table 25– Budget Worksheet B
Ther
Custodian 1 @ $26,010 2,167 2,167 2,167 2,167 2,167 2,167 2,167 2,167 2,167 2,167 2,167 2,173 26010
Librarians 1 @ $41,616 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,158 41616
Nurse 1 @ $41,616 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,158 41616
Overtime Expense
Security 1 @ $29,131 2,913 2,913 2,913 2,913 2,913 2,913 2,913 2,913 2,913 2,914 29131
Social Workers 1 @ $41,616 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,162 4,158 41616
Substitute Teachers 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 30000
Teachers(15 Reg, 1 fac, 1
enrich, 1 Spec Ed)
15 @ $41,616
1 @ $40,800, & 2 @
40,000
74,504 74,504 74,504 74,504 74,504 74,504 74,504 74,504 74,504 74,504 745040
Technicians
Temporary Salaries
Other Human Resource
Expense (Please Describe)
Total Employee Salaries 15,865 15,865 123,510 123,510 123,510 123,510 123,510 123,510 123,510 123,510 123,510 123,516 1266836
B. Employee Benefits
Group Dental Insurance .5% of Salaries 79 79 575 575 575 575 575 575 575 575 575 575 5908
Group Health Insurance 7% of Salaries 1,110 1,110 8,050 8,050 8,050 8,050 8,050 8,050 8,050 8,050 8,050 8,050 82720
Group Life Insurance .25% of Salaries 40 40 288 288 288 288 288 288 288 288 288 288 2960
Long-Term Disability
Insurance
.25% of Salaries 40 40 288 288 288 288 288 288 288 288 288 288 2960
Public Employee Retirement 5.25% of Salaries 218 218 857 857 857 857 857 857 857 857 857 857 9006
Social Security & Medicare 7.65% of Salaries 1,214 1,214 9,028 9,028 9,028 9,028 9,028 9,028 9,028 9,028 9,028 9,028 92708
Teacher Retirement 7.25% of Salaries 849 849 7,155 7,155 7,155 7,155 7,155 7,155 7,155 7,155 7,155 7,155 73248
Unemployment Compensation 2.7% of Salaries 428 428 3,105 3,105 3,105 3,105 3,105 3,105 3,105 3,105 3,105 3,105 31906
Workers Compensation 4.58% of Salaries 727 727 5,405 5,405 5,405 5,405 5,405 5,405 5,405 5,405 5,405 5,405 55504
Other Employee Benefits
Total Employee Benefits 4,705 4,705 34,751 34,751 34,751 34,751 34,751 34,751 34,751 34,751 34,751 34,751 356920
C. Rental of Facilities &
Utilities
Electricity 5% Increase 2,766 2,766 2,766 2,766 2,766 2,766 2,766 2,766 2,766 2,766 2,766 2,775 33201
Gas, Oil, or Steam Heat 5% Increase 1,493 1,493 1,493 1,493 1,493 1,493 1,493 1,493 1,493 1,493 1,493` 1,494 17917
Grass and Tree Services
Internet Access 5% Increase 485 485 485 485 485 485 485 485 485 485 485 486 5821
Table 25– Budget Worksheet B
Mortgage
Rent 5% Increase 18,412 18,412 18,412 18,412 18,412 18,412 18,412 18,412 18,412 18,412 18,412 18,409 220941
Repair & Maintenance
Services
5,166 5,166 5,166 5,166 5,166 5,166 5,166 5,166 5,166 5,166 5,166 5,174 62000
Telephone Long Distance 5% Increase 220 220 220 220 220 220 220 220 220 220 220 226 2646
Trash Removal 5% Increase 220 220 220 220 220 220 220 220 220 220 220 226 2646
Utilities See Elec, Gas, Water
Water & Sewer 5% Increase 386 386 386 386 386 386 386 386 386 386 386 390 4636
Total Rent and Utilities 29,148 29,148 29,148 29,148 29,148 29,148 29,148 29,148 29,148 29,148 29,148 29,180 349808
D. Insurance
Board Errors and Omissions 5,412 5412
General Liability Insurance 8,118 8118
Health Insurance
Property & Casualty Insurance 3,788 3788
Property & Inland Marine
Theft Insurance
Treasurer Bonds 20,400 20400
Umbrella/excess Liability 4,059 4059
Vehicle Insurance
Worker's Compensation
Insurance
Total Insurance 41,777 41,777
E. Service Contracts
Accounting & Payroll Services 6,069 6,069 6,069 6,069 6,069 6,069 6,069 6,069 6,069 6,069 6,069 6,069 72828
Consulting Services 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 10000
Data Processing Services
Equipment Rental & Lease 4,650 4,650 4,650 4,650 4,650 4,650 4,650 4,650 4,650 4,650 4,650 4,657 55807
Food Service Contract 17,809 3,562 3,562 18,699 18,699 16,919 11,576 17,809 17,809 18,699 14,246 159389
Legal Services 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,087 25000
Professional & Technical
Services
7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 75000
Security Services
Staff Development 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 50000
Total Service Contracts 30,611 16,364 26,302 29,864 45,001 45,001 43,221 37,878 44,111 44,111 45,001 40,559 448024
F. Supplies & Materials
Table 25– Budget Worksheet B
Advertising 5,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 16000
Computer Software 30,000 30000
Custodial Supplies 458 458 458 458 458 458 458 458 458 458 458 462 5500
Instructional Supplies 2,000 2,000 280 280 280 280 280 280 280 280 280 280 6800
Library Books 2,500 2500
Office Supplies & Expense 3,800 2,000 800 800 800 800 800 800 800 800 800 800 13800
Postage 150 150 150 150 150 150 150 150 150 150 150 1650
Printing 250 250 250 250 250 250 250 250 250 250 250 250 3000
Subscriptions 133 133 133 133 133 133 133 133 133 133 133 137 1600
Testing & Evaluation Supplies 6,519 6519
Textbooks 29,952 29952
Total Supplies & Materials 11,791 74,962 3,071 3,071 3,071 3,071 3,071 3,071 3,071 3,071 3,071 2,929 117,321
G. Capital Outlay
Computer Hardware 25,000 25000
Computer Software
Office Furniture & Equipment
Instructional Furniture &
Equipment
15,000 15000
Total Capital Outlay 15,000 25,000 40000
H. Other Expenditures
Audit Expense
Dues & Fees 425 425 425 425 425 425 425 425 425 425 425 425 5100
Debt Services Common School Loan 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 69084
Debt Services IFF Loan Repayment 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 84924
Travel Expense/Mileage 350 350 350 350 350 350 350 350 350 350 3500
Reimbursement
Field Trips Est @ $40 per student 2,190 2,705 1,597 1,597 1,597 1,597 1,597 12880
Payments to an EMO
BSU Administrative Fee 5,875 5,875 5,875 5,875 5,875 5,875 6,378 6,378 6,378 6,378 6,378 6,378 73518
Total Other Expenditures 19,134 19,134 19,484 19,484 21,674 22,189 19,987 21,584 21,584 21,584 21,584 21,584 249006
TOTAL EXPENDITURES 111,254 216,955 261,266 239,828 257,155 257,670 253,688 249,942 256,175 256,175 257,065 252.519 2869692
REMAINING CASH
BALANCE (DEFICIT)
187,967 178,924 143,316 122,685 98,355 73,405 91,073 82,838 74,306 65,774 57,200 31,317 31,317
Table 25– Budget Worksheet B
Budget Schedule B
Projected Enrollment
344
School Name: Northwest
Academy of Aerospace
and Aviation
Dates
Covered: July
1, 2016- June
30, 2017
Minimum Revenue for Financial
Viability: 2,765,814
Description (where
requested in Column A)
July August September October November December January February March April May June Total
CARRY OVER 31,317 114,176 135,553 127,428 108,590 85,777 62,298 88,492 85.098 81,377 77,656 73,889 31,317
I. CASH IN (INCOME):
Donations/Gifts (Please
Describe)
School Fundraising @
$35 per Student
3,250 2,528 1,686 1,565 502 502 502 502 502 501 12040
Food Service 18,685 3,737 3,737 19,619 19,619 17,751 12,145 18,685 18,685 19,619 14,947 167229
Investment Earnings
Loan From Common School
Loan
Other Grants (Please Describe) Federal Title I 19,153 19,153 19,153 19,153 19,153 19,153 19,153 19,153 19,154 172378
State Grants (Please Describe) Textbook Reimburse 28,162 28162
State Tuition Support (2017: @$8,121 per
pupil)
212,600 212,600 212,600 212,600 212,600 212,606 232,802 232,802 232,802 232,802 232,802 232,802 2672418
Transportation
Other (Please Describe) Student Fees @ $75 per
student
6,708 9,288 9,804 25800
TOTAL CASH IN
(INCOME):
237,993 225,625 244,807 238,018 253,058 252,943 298,370 264,602 271,142 271,142 272,077 248,250 3078027
II. EXPENDITURES:
A. Employee Salaries 2% Salary Increases
Director/Principal 1 @ $84,897 7,074 7,074 7,074 7,074 7,074 7,074 7,074 7,074 7,074 7,074 7,074 7,083 84897
Assistant Principal 1 @ $58,366 4,863 4,863 4,863 4,863 4,863 4,863 4,863 4,863 4,863 4,863 4,863 4,873 58366
Other Administration -
Business Manager
Classroom Assistants 4 @ $15,918; 2 @
$15,300
9,427 9,427 9,427 9,427 9,427 9,427 9,427 9,427 9,427 9,429 94272
Clerical 1 @ $24,408 2,034 2,034 2,034 2,034 2,034 2,034 2,034 2,034 2,034 2,034 2,034 2,034 24408
Consultants (Please Describe) Psych, Ed Spec, Spch
Ther
5,800 5,800 5,800 5,800 5,800 5,800 5,800 5,800 5,800 5,800 58000
Custodian 1 @ $26,530 2,210 2,210 2,210 2,210 2,210 2,210 2,210 2,210 2,210 2,210 2,210 2,220 26530
Table 25– Budget Worksheet B
Librarians 1 @ $42,448 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,252 42448
Overtime Expense
Nurse 1 @ $42,448 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,252 42448
Security 1 @ $29,714 2,971 2,971 2,971 2,971 2,971 2,971 2,971 2,971 2,971 2,975 29714
Social Workers 1 @ $42,448 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,244 4,252 42448
Substitute Teachers 3,300 3,300 3,300 3,300 3,300 3,300 3,300 3,300 3,300 3,300 33000
Teachers(17 Reg, 1 fac, 1
enrich, 1 Spec Ed)
15 @ $42,448; 1 @
$41,616; 2 @ $40,800
and 2 @ $40,000
83,993 83,993 83,993 83,993 83,993 83,993 83,993 83,993 83,993 83,999 839936
Technicians
Temporary Salaries
Other Human Resource
Expense (Please Describe)
Total Employee Salaries
16,181
16,181 134,404 134,404 134.404 134,404 134,404 134,404 134,404 134,404 134,404 134.469 1376467
B. Employee Benefits
Group Dental Insurance .5% of Salaries 81 81 627 627 627 627 627 627 627 627 627 627 6432
Group Health Insurance 7% of Salaries 1,133 1,133 8,771 8,771 8,771 8,771 8,771 8,771 8,771 8,771 8,771 8,776 89981
Group Life Insurance .25 % of Salaries 40 40 313 313 313 313 313 313 313 313 313 313 3210
Long-Term Disability
Insurance
.25% of Salaries 40 40 313 313 313 313 313 313 313 313 313 313 3210
Public Employee Retirement 5.25% of Salaries 223 223 874 874 874 874 874 874 874 874 874 874 9186
Social Security & Medicare 7.65% of Salaries 1,238 1,238 9,838 9,838 9,838 9,838 9,838 9,838 9,838 9,838 9,838 9,843 100861
Teacher Retirement 7.25% of Salaries 865 865 7,878 7,878 7,878 7,878 7,878 7,878 7,878 7,878 7,878 7.882 80514
Unemployment Compensation 2.7% of Salaries 437 437 3,383 3,383 3,383 3,383 3,383 3,383 3,383 3,383 3,383 3,385 34706
Workers Compensation 4.58% of Salaries 741 741 5,890 5,890 5,890 5,890 5,890 5,890 5,890 5,890 5,890 5,893 60385
Other Employee Benefits
Total Employee Benefits 4,798 4,798 37,887 37,887 37,887 37,887 37,887 37,887 37,887 37,887 37,887 37,906 388485
C. Rental of Facilities &
Utilities
Electricity 5% Increase 2,905 2,905 2,905 2,905 2,905 2,905 2,905 2,905 2,905 2,905 2,905 2,906 34861
Gas, Oil, or Steam Heat 5% Increase 1,568 1,568 1,568 1,568 1,568 1,568 1,568 1,568 1,568 1,568 1,568 1,565 18813
Grass and Tree Services
Internet Access 5% Increase 509 509 509 509 509 509 509 509 509 509 509 513 6112
Mortgage
Table 25– Budget Worksheet B
Rent 5% Increase 19,332 19,332 19,332 19,332 19,332 19,332 19,332 19,332 19,332 19,332 19,332 19,336 231988
Repair & Maintenance
Services
5,250 5,250 5,250 5,250 5,250 5,250 5,250 5,250 5,250 5,250 5,250 5,250 63000
Telephone Long Distance 5% Increase 232 232 232 232 232 232 232 232 232 232 232 236 2788
Trash Removal 5% Increase 232 232 232 232 232 232 232 232 232 232 232 236 2788
Utilities See Elec, Gas, Water
Water & Sewer 5 % Increase 405 405 405 405 405 405 405 405 405 405 405 413 4868
Other Facilities & Utilities
Expense
Total Rent and Utilities 30,433 30,433 30,433 30,433 30,433 30,433 30,433 30,433 30,433 30,433 30,433 30,455 365218
D. Insurance
Board Errors and Omissions 5,520 5,520
General Liability Insurance 8,280 8,280
Health Insurance
Property & Casualty Insurance 3,864 3864
Property & Inland Marine
Theft Insurance
Treasurer Bonds 20,400 20400
Umbrella/excess Liability 4,140 4140
Vehicle Insurance
Worker's Compensation
Insurance
Total Insurance 42,204 42,204
E. Service Contracts
Accounting & Payroll Services 6,190 6,190 6,190 6,190 6,190 6,190 6,190 6,190 6,190 6,190 6,190 6,194 74284
Consulting Services 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 10000
Data Processing Services
Equipment Rental & Lease 4,743 4,743 4,743 4,743 4,743 4,743 4,743 4,743 4,743 4,743 4,743 4,750 56923
Food Service Contract 19,619 3,924 3,924 20,600 20,600 18,638 12,752 19,619 19,619 20,600 15,695 175590
Legal Services 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,087 25000
Professional & Technical
Services
7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 75000
Pupil Transportation Contract
Security Services
Staff Development 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 50000
Table 25– Budget Worksheet B
Total Service Contracts 32,635 16,940 26,516 30,440 47,116 47,116 45,154 39,268 46,135 46,135 47,116 42,226 466,797
F. Supplies & Materials
Advertising 1,375 1,375 1,375 1,375 1,375 1,375 1,375 1,375 1,375 1,375 1,375 1,375 16500
Computer Software 30,000 30000
Custodial Supplies 458 458 458 458 458 458 458 458 458 458 458 462 5500
Instructional Supplies 2.500 409 409 409 409 409 409 409 409 409 409 410 7000
Library Books 2,500 2500
Office Supplies & Expense 2,500 1,027 1,027 1,027 1,027 1,027 1,027 1,027 1,027 1,027 1,027 1,030 13800
Postage 500 113 113 113 113 113 113 113 113 113 113 120 1750
Printing 250 250 250 250 250 250 250 250 250 250 250 250 3000
Subscriptions 133 133 133 133 133 133 133 133 133 133 133 137 1600
Testing & Evaluation Supplies 6,600 6600
Textbooks 34,344 34344
Total Supplies & Materials 51,160 33,765 3,765 3,765 3,765 3,765 3,765 3,765 3,765 3,765 3,765 3,784 122,594
G. Capital Outlay
Computer Hardware 25,000 25000
Computer Software
Office Furniture & Equipment
Instructional Furniture &
Equipment
15,000 15000
Total Capital Outlay 40,000 40,000
H. Other Expenditures
Audit Expense 35 days @ $50 per day 1,750 1,750
Dues & Fees 425 425 425 425 425 425 425 425 425 425 425 425 5100
Debt Services Common School Loan 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 69084
Debt Services IFF Loan Repayment 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 84924
Travel Expense/Mileage 290 290 290 290 290 290 290 290 290 290 290 310 3500
Reimbursement
Field Trips Est @ $40 per student 2,339 2,890 1,706 1,706 1,706 1,706 1,707 13760
BSU Administrative Fee 6,378 6,378 6,378 6,378 6,378 6,378 6,984 6,984 6,984 6,984 6,984 6,984 80172
Total Other Expenditures 19,927 19,927 19,927 19,927 22,266 22,817 20,533 22,239 22,239 22,239 22,239 24,010 258290
TOTAL EXPENDITURES 155,134 204,248 252,932 256,856 275,871 276,422 272,176 267,996 274,863 274,863 275,844 272,850 3060055
REMAINING CASH
BALANCE (DEFICIT)
114,176 135,553 127,428 108,590 85,777 62,298 88,492 85,098 81,377 77,656 73,889 49,289 49,289
Table 25– Budget Worksheet B
Budget Schedule B
Projected Enrollment
406 School Name: Northwest
Academy of Aerospace
and Aviation
Dates
Covered: July
1, 2017 –
June 30,
2018
Minimum Revenue for Financial
Viability: 2,942,613
Description (where
requested in Column A)
July August September October November December January February March April May June Total
CARRY OVER 49,289 191,839 160,674 167,840 162,355 152,152 141,158 230,883 267,846 304,412 340,978 377,492 49,289
I. CASH IN (INCOME):
Donations/Gifts (Please
Describe)
School Fundraising @
$35 per student
3,837 2,984 1,989 1,847 592 592 592 592 592 593 14210
Food Service 22,650 4,530 4,530 23,783 23,783 21,518 14,723 22,650 22,650 23,783 18,121 202721
Investment Earnings
Loan From Common School
Loan
Other Grants (Please Describe) Federal Title I 23,004 23,004 23,004 23,004 23,004 23,004 23,004 23,004 23,008 207040
State Grants (Please Describe) Textbook Reimburse 51,089 51089
State Tuition Support (2018: $8,324 per
pupil)
232,802 232,802 232,802 232,802 232,802 232,802 281,629 281,629 281,629 281,629 281,629 281,629 3086586
Transportation
Other (Please Describe) Student Fees @ $75 7,917 10,962 11,571 30,450
TOTAL CASH IN
(INCOME):
263,369 248,294 271,214 263,320 281,578 281,436 377,832 319,948 327,875 327,875 329,012 300,343 3592096
II. EXPENDITURES:
A. Employee Salaries 2% Salary Increases
Director/Principal 1 @ $86,595 7,216 7,216 7,216 7,216 7,216 7,216 7,216 7,216 7,216 7,216 7,216 7,219 86595
Assistant Principal 1 @ $59,533 4,961 4,961 4,961 4,961 4,961 4,961 4,961 4,961 4,961 4,961 4,961 4,962 59533
Other Administration -
Business Manager
Classroom Assistants 4 @ $16,236; 2 @
$15,606
9,615 9,615 9,615 9,615 9,615 9,615 9,615 9,615 9,615 9,621 96156
Clerical 1 @ $24,896 2,075 2,075 2,075 2,075 2,075 2,075 2,075 2,075 2,075 2,075 2,075 2,071 24896
Consultants (Please Describe) Psych, Ed Spec, Spch 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 60000
Table 25– Budget Worksheet B
Ther
Custodian 1 @ $27,060 2,255 2,255 2,255 2,255 2,255 2,255 2,255 2,255 2,255 2,255 2,255 2,255 27060
Librarians 1 @ $43,297 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,336 43297
Nurse 1@ $43,297 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,336 43297
Overtime Expense
Security 1 @ $30,308 3,030 3,030 3,030 3,030 3,030 3,030 3,030 3,030 3,030 3,038 30308
Social Workers 1 @ $43,297 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,329 4,336 43297
Substitute Teachers 3,500 3,500 3,500 3,500 3,500 3,500 3,500 3,500 3,500 3,500 35000
Teachers(18 reg, 1 fac, 1
enrich, 1 Spec Ed)
15 @ $43,297; 1 @
$42,448; 2 @ $41,616; 2
@ 41,600 & 1 @
$40,000
89,833 89,833 89,833 89,833 89,833 89,833 89,833 89,833 89,833 89,838 898335
Technicians
Temporary Salaries
Other Human Resource
Expense (Please Describe)
Total Employee Salaries 16,507 16,507 141,472 141,472 141,472 141,472 141,472 141,472 141,472 141,472 141,472 141,512 1447774
B. Employee Benefits
Group Dental Insurance .5% of Salaries 82 82 660 660 660 660 660 660 660 660 660 660 6764
Group Health Insurance 7% of Salaries 1,155 1,155 9,238 9,238 9,238 9,238 9,238 9,238 9,238 9,238 9,238 9,241 94693
Group Life Insurance .25% of Salaries 41 41 330 330 330 330 330 330 330 330 330 330 3382
Long-Term Disability
Insurance
.25% of Salaries 41 41 330 330 330 330 330 330 330 330 330 330 3382
Public Employee Retirement 5.25% of Salaries 227 227 891 891 891 891 891 891 891 891 891 892 9365
Social Security & Medicare 7.65% of Salaries 1,263 1,263 10,364 10,364 10,364 10,364 10,364 10,364 10,364 10,364 10,364 10,367 106169
Teacher Retirement 7.25% of Salaries 883 883 8,337 8,337 8,337 8,337 8,337 8,337 8,337 8,337 8,337 8,339 85138
Unemployment Compensation 2.7% of Salaries 446 446 3,563 3,563 3,563 3,563 3,563 3,563 3,563 3,563 3,563 3,564 36523
Workers Compensation 4.58% of Salaries 756 756 6,205 6,205 6,205 6,205 6,205 6,205 6,205 6,205 6,205 6,206 63563
Other Employee Benefits
Total Employee Benefits 4,894 4,894 39,918 39,918 39,918 39,918 39,918 39,918 39,918 39,918 39,918 39,929 408979
C. Rental of Facilities &
Utilities
Electricity 5% Increase 3,050 3,050 3,050 3,050 3,050 3,050 3,050 3,050 3,050 3,050 3,050 3,054 36604
Table 25– Budget Worksheet B
Gas, Oil, or Steam Heat 5% Increase 1,646 1,646 1,646 1,646 1,646 1,646 1,646 1,646 1,646 1,646 1,646 1,648 19754
Grass and Tree Services
Internet Access 5% Increase 534 534 534 534 534 534 534 534 534 534 534 544 6418
Mortgage
Rent 5% Increase 20,298 20,298 20,298 20,298 20,298 20,298 20,298 20,298 20,298 20,298 20,298 20,309 243587
Repair & Maintenance
Services
5,333 5,333 5,333 5,333 5,333 5,333 5,333 5,333 5,333 5,333 5,333 5,337 64000
Telephone Long Distance 5% Increase 244 244 244 244 244 244 244 244 244 244 244 243 2927
Trash Removal 5% Increase 244 244 244 244 244 244 244 244 244 244 244 243 2927
Utilities See Elec, Gas, Water
Water & Sewer 5% Increase 425 425 425 425 425 425 425 425 425 425 425 436 5111
Total Rent and Utilities 31,774 31,774 31,774 31,774 31,774 31,774 31,774 31,774 31,774 31,774 31,774 31,814 381328
D. Insurance
Board Errors and Omissions 5,630 5630
General Liability Insurance 8,445 8445
Health Insurance
Property & Casualty Insurance 3,941 3941
Property & Inland Marine
Theft Insurance
Treasurer Bonds 20,400 20400
Umbrella/excess Liability 4,223 4223
Vehicle Insurance
Worker's Compensation
Insurance
Total Insurance 42,639 42639
E. Service Contracts
Accounting & Payroll Services 6,314 6,314 6,314 6,314 6,314 6,314 6,314 6,314 6,314 6,314 6,314 6,316 75770
Consulting Services 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 10000
Equipment Rental & Lease 4,838 4,838 4,838 4,838 4,838 4,838 4,838 4,838 4,838 4,838 4,838 4,843 58061
Food Service Contract 23,783 4,757 4,757 24,972 24,972 22,594 15,459 23,783 23,783 24,972 19,026 212858
Legal Services 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,087 25000
Professional & Technical
Services
7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 75000
Staff Development 5.000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 50000
Total Service Contracts 37,018 17,992 26,735 31,492 51,707 51,707 49,329 42,194 50,518 50,518 51,707 45,772 506689
Table 25– Budget Worksheet B
F. Supplies & Materials
Advertising 3.000 1,273 1,273 1,273 1,273 1,273 1,273 1,273 1,273 1,273 1,273 1,270 17000
Computer Software 30,000 30000
Custodial Supplies 458 458 458 458 458 458 458 458 458 458 458 462 5500
Instructional Supplies 2,000 473 473 473 473 473 473 473 473 473 473 470 7200
Library Books 2,500 2500
Office Supplies & Expense 3,000 982 982 982 982 982 982 982 982 982 982 980 13800
Postage 500 113 113 113 113 113 113 113 113 113 113 120 1750
Printing 1,000 182 182 182 182 182 182 182 182 182 182 180 3000
Subscriptions 133 133 133 133 133 133 133 133 133 133 133 137 1600
Testing & Evaluation Supplies 6,700 6700
Textbooks 62,304 62304
Total Supplies & Materials 10,091 105,118 3,614 3,614 3,614 3,614 3,614 3,614 3,614 3,614 3,614 3,619 151.354
G. Capital Outlay
Computer Hardware 25.000 25000
Computer Software
Office Furniture & Equipment
Instructional Furniture &
Equipment
15,000 15000
Vehicles
Total Capital Outlay 40,000 40000
H. Other Expenditures
Audit Expense
Dues & Fees 425 425 425 425 425 425 425 425 425 425 425 425 5100
Debt Services Common School Loan 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 5,757 69084
Debt Services IFF Loan Repayment 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 7,077 84924
Travel Expense/Mileage 292 292 292 292 292 292 292 292 292 292 292 288 3500
Reimbursement
Field Trips Est @ $40 per student 2,761 3,410 2,013 2,013 2,013 2,013 2,017 16240
BSU Administrative Fee 6,984 6,984 6,984 6,984 6,984 6,984 8,449 8,449 8,449 8,449 8,449 8,449 92598
Total Other Expenditures 20,535 20,535 20,535 20,535 23,296 23,945 22,000 24,013 24,013 24,013 24,013 24,013 271,446
TOTAL EXPENDITURES 120,819 279,459 264,048 268,805 291,781 292,430 288,107 282,985 291,309 291.309 292,498 286,659 3250209
REMAINING CASH
BALANCE (DEFICIT)
191,839 160,674 167,840 162,355 152,152 141,158 230,883 267,846 304,412 340,978 377,492 391,176 391,176
Table 25– Budget Worksheet B
Budget Schedule 18 C
Projected Five Year Cash Flow
School Name: Northwest Academy of Aerospace and Aviation, Inc. Pre-operational
(From Schedule A)
First Fiscal Year
(From Schedule B)
Second Fiscal Year Third Fiscal Year: Fourth Fiscal Year: Fifth Fiscal Year:
Dates Covered Approval - June 30,
2012 July 1, 2013-June
30, 2014
July 1,2014 – June
30, 2015
July 1, 2015-June
30, 2016
July 1, 2016 – June
30, 2017
July 1, 2017 – June
30, 2018
Projected Enrollment 278 304 322 344 406
Minimum enrollment for financial
viability
231 268 289 306 332
CARRY OVER 365,650 164,559 80,155 31,317 49,289
I. CASH IN (INCOME): Donations/Gifts 5,000 9,730 10,640 11,270 12,040 14,210
Food Service 107,778 140,255 151,801 167,229 202,721 Investment Earnings 2,000 1,000
Loan From Common School Loan 950,000
Other Grants PCSP Planning Grant 200,000 Other Grants Title I 132,565 147,103 158,508 172,378 207,040
State Grants (Textbook Reimbursemen) 136,776 26,597 24,561 28,162 51,089
State Tuition Support 1,048,338 2,223,294 2,450,564 2,672,418 3,086,586
Transportation Other (Please Describe) IFF Loan 325,000
Other – Student Fees 20,850 22,800 24,150 25,800 30,450
TOTAL CASH IN (INCOME): 530,000 2,408,037 2,571,689 2,820,854 3,078,027 3,592,096
Pre-operational
(From Schedule A)
First Fiscal Year
(From Schedule B)
Second Fiscal Year Third Fiscal Year: Fourth Fiscal Year: Fifth Fiscal Year:
II. EXPENDITURES:
A. Employee Salaries Director/Principal 49,500 80,000 81,600 83,232 84,897 86,595
Assistant Principal 55,000 56,100 57,222 58,366 59,533 Other Administration - Business Manager
Classroom Assistants 60,000 61,200 92,424 94,272 96,156
Clerical 17,100 23,000 23,460 23,929 24,408 24,896 Consultants (Psch, Ed Spec, Spec Th) 50,000 50,000 55,000 58,000 60,000
Custodian 17,100 25,000 25,500 26,010 26,530 27,060 Librarian 40,000 40,800 41,616 42,448 43,297
Nurse 40,000 40,800 41,616 42,448 43,297
Security 28,000 28,560 29131 29,714 30,308 Social Workers 40,000 40,800 41,616 42,448 43,297
Substitute Teachers 20,000 25,000 30,000 33,000 35,000
Teachers 600,000 652,000 745,040 839,936 898,335 Technicians
Temporary Salaries Other Human Resource Expense
Total Employee Salaries 83,700 1,061,000 1,125,820 1,266,836 1,376.467 1,447,774
B. Employee Benefits Group Dental Insurance 4,962 5,256 5,908 6,432 6,764
Group Health Insurance 69,375 73,558 82,720 89,981 94,693 Group Life Insurance 2,486 2,628 2,960 3,210 3,382
Long-Term Disability Insurance 2,486 2,628 2,960 3,210 3,382
Public Employee Retirement 7,140 7,278 9,006 9,186 9,365 Social Security & Medicare 6,300 77,334 82,300 92,708 100,861 106,169
Teacher Retirement 61,982 66,124 73,248 80,514 85,138 Unemployment Compensation 26,754 28,370 31,906 34,706 36,523
Workers Compensation 46,306 49,274 55,504 60,385 63,563
Other Employee Benefits
Total Employee Benefits 6,300 298,825 317,416 356,920 388,485 408,979
Pre-operational
(From Schedule A)
First Fiscal Year
(From Schedule B)
Second Fiscal Year Third Fiscal Year: Fourth Fiscal Year: Fifth Fiscal Year:
C. Rental of Facilities & Utilities
Electricity 8,000 30,120 31,620 33,201 34,861 36,604 Gas, Oil, or Steam Heat 16,224 17,064 17,917 18,813 19,754
Grass and Tree Services
Internet Access 5,280 5,544 5,821 6,112 6,418 Mortgage
Rent 12,000 200,400 210,420 220,941 231,988 243,587 Repair & Maintenance Services 6,000 60,000 62,000 63,000 64,000
Telephone Long Distance 2,400 2.520 2,646 2,788 2,927
Trash Removal 2,400 2,520 2,646 2,788 2,927 Utilities
Water & Sewer 4,200 4,416 4,636 4,868 5,111
Total Rent and Utilities 20,000 267,024 334,104 349,808 365,218 381,328
D. Insurance
Board Errors and Omissions 5,202 5,306 5,412 5,520 5,630 General Liability Insurance 7,803 7,959 8,118 8,280 8,445
Health Insurance Property & Casualty Insurance 3,641 3,714 3,788 3,864 3,941
Property & Inland Marine
Theft Insurance Treasurer Bonds 20,400 20,400 20,400 20,400 20,400
Umbrella/excess Liability 3,901 3,979 4,059 4,140 4,223 Vehicle Insurance
Worker's Compensation Insurance
Total Insurance 40,947 41,358 41,777 42,204 42,639 E. Service Contracts
Accounting & Payroll Services 4,500 70,000 71,400 72,828 74,284 75,770
Consulting Services 14,000 10,000 10,000 10,000 10,000 Data Processing Services
Equipment Rental & Lease 40,230 54,713 55,807 56,923 58,061 Food Service Contract 113,162 147,266 159,389 175,590 212,858
Legal Services 5,500 10,000 24,000 25,000 25,000 25,000
Professional & Technical Services 8,000 61,425 75,000 75,000 75,000 75,000 Pupil Transportation Contract
Security Services Staff Development 45,000 50,000 50,000 50,000 50,000
Other Service Contracts 5,350
Total Service Contracts 23,350 353,817 432,379 448,024 466,797 506,689
Pre-operational
(From Schedule A)
First Fiscal Year
(From Schedule B)
Second Fiscal Year Third Fiscal Year: Fourth Fiscal
Year:
Fifth Fiscal Year:
F. Supplies & Materials
Advertising 15,000 15,600 16,000 16,500 17,000
Computer Software 44,500 30,000 30,000 30,000 30,000 Custodial Supplies 5,040 5,340 5,500 5,500 5,500
Instructional Supplies 5,150 6,600 6,800 7,000 7,200 Library Books 5,000 2,500 2,500 2,500 2,500
Office Supplies & Expense 6,000 11,500 13,800 13,800 13,800 13,800
Postage 1,325 1,590 1,650 1,750 1,750 Printing 13,000 2,325 2,790 3,000 3,000 3,000
Subscriptions 1,325 1,590 1,600 1,600 1,600
Testing & Evaluation Supplies 6,200 6,360 6,519 6,600 6,700 Textbooks 166,800 32,436 29,952 34,344 62,304
Other Supplies & Materials
Total Supplies & Materials 19,000 264,165 118,606 117,321 122,594 151.354
G. Capital Outlay
Computer Hardware 60,600 20,000 25,000 25,000 25,000 Computer Software 35,484
Office Furniture & Equipment 12,000 15,372 Instructional Furniture & Equipment 42,456 24,000 15,000 15,000 15,000
Vehicles
Land Purchases Improvements $ Alterations
Other Capital Outlay
Total Capital Outlay 12,000 153,912 44,000 40,000 40,000 40,000
H. Other Expenditures
Audit Expense 1,500 1,750 Dues & Fees 5,000 5,040 5,100 5,100 5,100
Debt Services (IFF) 84,924 84,924 69,084 69,084 69,084 Debt Services (Common School) 34,542 69,084 84,924 84,924 84,924
Travel Expense/Mileage 2,400 3,000 3,500 3,500 3,500
Reimbursement Field Trips 11,120 12,160 12,880 13,760 16,240
Payment to an EMO
BSU Administrative Fee 31,452 66,702 73,518 80,172 92,598
Total Other Expenditures 169,438 242,410 249,006 258,290 271,446
TOTAL EXPENDITURES 164,350 2,609,128 2,656,093 2,869,692 3,060,055 3,250,209
REMAINING CASH BALANCE
(DEFICIT)
365,650 164,559 80,155 31,317 49,289 391,176
2,6
______________________________________________________________
Northwest Academy of Aerospace and Aviation
POLICY REGARDING ORGANIZER GOVERNANCE
The Northwest Academy of Aerospace and Aviation pursuant to I.C. 20-24 has complied
with the OCS Policy Regarding Organizer Governance.
B. ORGANIZER GOVERNANCE
1. Corporate Structure and Bylaws
Pursuant to I.C. 20-24-1-7 and this Policy, The Organizer of The Northwest Academy of
Aerospace and Aviation is properly incorporated as an Indiana Nonprofit Corporation pursuant
to I.C. 23-17 et seq. In addition to our Articles of Incorporation and evidence of incorporation
from the Indiana Secretary of State, the organization has also included proposed corporate
bylaws with its Proposal. The Model Bylaws attached hereto and incorporated herein as Exhibit
A represent corporate bylaws which contain provisions generally acceptable to OCS in most
situations.
Internal Revenue Service Determination
Pursuant to I.C. 20-24-1-7(1), the Organizer has been determined by the United States
Internal Revenue Service (“IRS”) to be operating under Section 501(c)(3) status. The Organizer
has included with its Proposal the following: (a) the formal IRS determination of Section
501(c)(3) status; (b) a complete copy of its Form 1023 application submitted to the IRS.
2. Education Management Organizations
The Organizer has not contracted with an education management organization.
3. Compliance
The prospective charter schools seeking to be sponsored by Ball State University has
complied with all provisions of this Policy.
____________________________________________________________________
1
BYLAWS
OF
NORTHWEST ACADEMY OF AEROSPACE AND AVIATION, INC.
Article I
General
Section 1. The name of the corporation is Northwest Academy of Aerospace and
Aviation, Inc.
Section 2. Initial Registered Office and Initial Registered Agent. The post office
address of the Corporation’s initial registered office is, 1700 Taft Street, Gary, IN
46404. The initial registered agent in charge of the initial registered office is Shelley M.
Fisher, Ph.D.
Section 3. The fiscal year of the Corporation shall begin on the first day of July 1, and
end on the last day of June 30, next succeeding.
ARTICLE II
Board of Directors
Section 2.1 Directors. The affairs of the Corporation shall be managed,
controlled, and conducted by, and under the supervision of, the Board of Directors,
subject to the provisions of the Articles of Incorporation (the “Articles”) and these
Bylaws. The Board of Directors shall have the number of members, not less than five
(5), as designated by resolution of the Board of Directors from time to time. All
members of the Board of Directors are residents of the State of Indiana, and at least one-
half of the members of the Board of Directors are residents of the Indiana counties where
current students at the charter school reside.
The Board of directors shall consist of a minimum of five (5) directors and a
maximum of 11 directors. Each director shall serve for a term of three (3) years. The
founding Board of Directors shall serve for three years. Subsequent terms thereafter of
directors will be a two (2) year term. The maximum number of terms a director may
serve without a minimum of one (1) year interruption in service is two (2) terms, meaning
six (6) years.
At the regular meeting of the Board of Directors immediately preceding the
expiration of the term of any director, or at a special meeting, the Board of Directors may
elect a new director to replace a director whose term will expire, or has expired, and each
such new director shall serve until a successor is elected and qualifies, or until there is a
decrease in the number of directors. Following the expiration of a director’s term, at least 1
year must elapse before he or she again may be elected to the Board of Directors.
2
Section 2 Quorum and Approval of Actions. A majority of the directors in office
immediately before a meeting begins shall constitute a quorum for the transaction of any
business at a meeting of the Board of Directors .If a quorum is present when a vote is taken,
the affirmative vote of a majority of the directors present when the action is taken shall be the
act of the Board of Directors
Section 3 Regular meetings. At the onset of the fiscal year, the Board of Directors
will establish meeting dates, no less than ten (10) per year for the purpose of conducting
business as fixed by these By-Laws. Notice shall be provided for the holding of a regular
meeting in accordance with the provisions of IC-5-14-1.5.
In order to ensure continuity among the directors of the Corporation, the terms of the
members of the Board of Directors may be staggered as deemed necessary.
Section 4 Special Meetings. Call meetings to address matters of importance may be
held as necessary with a 48 hour written note to directors, upon call by the Chair or two or
more Board members.
Section 5. Compliance with Indiana Open Door Law. Notwithstanding any other
provision of these Bylaws, the Corporation shall comply in all respects with the Indiana Open
Door Law (“IC”) section 5-14-1.5-1), and any other corresponding provision of subsequent
Indiana law, in connection with all regular or special meetings of the Board of Directors.
Section 6. Notice of Special Meetings. Oral or written notice of the date, time, and
place of each special meeting of the Board of Directors shall be communicated, delivered, or
mailed by the Secretary of the Corporation, or by the person or persons calling the meeting,
to each member of the Board of Directors so that such notice is effective at least two (2) days
before the date of the meeting and complies with the Indiana Open Door Law. The notice
need not describe the purpose of the special meeting.
Oral notice shall be effective when communicated. Written, electronic, or telefaxed
notice, where applicable, shall be effective at the earliest of the following:
(a) When received;
(b) Five (5) days after the notice is mailed, as evidenced by the postmark or private
carrier receipt, if mailed correctly addressed to the address listed in the most
current records of the Corporation;
(c) On the date shown on the return receipt, if sent by registered or certified United
States mail, return receipt requested, and the receipt is signed by or on behalf of
the addressee; or
(d) Thirty (30) days after the notice is deposited with another method of the United
States Postal Service other than first class, registered, or certified mail, as
evidenced by the postmark, if mailed correctly addressed to the address listed in
the most current records of the Corporation.
3
Section 7. Waiver of Notice. Notice of a meeting may be waived in a writing signed
by the director entitled to notice and filed with the minutes or the corporate records.
Attendance at or participation in any meeting of the Board of Directors shall constitute a
waiver of lack of notice or defective notice of such meeting unless the director shall, at the
beginning of the meeting or promptly upon the director’s arrival, object to holding the
meeting and not vote for or assent to any action taken at the meeting.
Section 8. Action by Written Consent. Any action required or permitted to be taken at
any meeting of the Board of Directors, or any committee thereof, may be taken without a
meeting if a written consent describing such action is signed by each director or committee
member and if such written consent is included in the minutes or filed with the Corporation’s
records reflecting the action taken. Action taken by written consent shall be effective when
the last director or committee member signs the consent and the Board of Directors ratifies
the action taken in a subsequent meeting held pursuant to the Indiana Open Door Law, unless
the consent specifies a prior or subsequent effective date. A consent signed as described in
this Section 8 shall have the effect of approval at a meeting and may be described as such in
any document.
Section 9. Resignation, Removal, and Vacancies. Any director may resign at any time
by giving written notice of such resignation to the Board of Directors, the Chair, or the
Secretary of the Corporation. Such resignation shall take effect at the time specified therein,
or if no time is specified, at the time of its receipt by the Board of Directors, the Chair, or the
Secretary. The acceptance of a resignation shall not be necessary to make it effective.
A director may be removed for cause by a majority of the directors then in office.
Cause shall include, but shall not be limited to:
(a) Violations of applicable law, including (but not limited to):
(1) Violations of the Indiana Charter School Law; and
(II) Actions that would jeopardize the tax-exempt status of the
Corporation or would subject it to intermediate sanctions under the Internal Revenue
Code of 1986, as amended, or corresponding provisions of any subsequent federal tax
laws (the “Code”).
(b) Breach of fiduciary duty, including (but not limited to) a violation of the
applicable standard of care under the Articles, these Bylaws, or applicable law.
(c) Breach of any governing document relating to the Corporation, including (but
not limited to) the Articles, these Bylaws, and the Charter Agreement.
(d) Inadequate attendance at meetings of the Board of Directors, defined as
absence from four (4) consecutive meetings or from at least 60% percent of such
meetings within one (1) calendar year.
4
Any vacancy on the Board of Directors created by the resignation or removal of a
director shall be filled by a majority of the directors then in office.
Section 10. Educational Management Organizations. Should the Board of Directors
elect to engage an educational management organization (“EMO”) to manage the operations
of the charter school for which the Corporation is responsible (the “School”), no member of
the Corporation’s Board of Directors may have any pecuniary interest in such EMO.
ARTICLE III
Officers
Section 1. In General. The officers of the Corporation shall consist of a Chair, a
Secretary, a Treasurer, and such other officers as the Board of Directors may otherwise elect.
An officer may not simultaneously hold more than one (1) office. Each officer shall be
elected by the Board of Directors and shall serve for one (1) year, or such other period as
prescribed by the directors at the time of such election, and until the officer’s successor is
elected and qualified.
An officer shall be a member of the Board of Directors. Any officer may be removed
by the Board of Directors at any time for cause as that term is defined herein in Article -II, Section 9. Any vacancy in any office shall be filled by the Board of Directors, and any person
elected to fill such vacancy shall serve until the expiration of the term vacated and until his or
her successor is elected and qualified.
Section 2. Chair. The Chair shall preside at all meetings of the Board of Directors of
the Corporation and shall be responsible for implementing policies established by the Board
of Directors. The Chair shall perform such other duties as the Board of Directors may
prescribe.
Section 3. Secretary. The Secretary shall be the custodian of all papers, books, and
records of the Corporation other than books of account and financial records. The Secretary
shall prepare and enter in the minute book the minutes of all meetings of the Board of
Directors. The Secretary shall authenticate records of the Corporation as necessary. The
Secretary shall perform the duties usual to such position and such other duties as the Board of
Directors or the Chair may prescribe.
Section 4. Treasurer. The Treasurer shall prepare and maintain correct and complete
records of account showing accurately the financial condition of the Corporation. All notes,
securities, and other assets coming into the possession of the Corporation shall be received,
accounted for, and placed in safekeeping as the Treasurer may from time to time prescribe.
The Treasurer shall furnish, whenever requested by the Board of Directors or the Chair, a
statement of the financial condition of the Corporation and shall perform the duties usual to
such position and such other duties as the Board of Directors or the Chair may prescribe.
Section 5. Other Officers. Each other officer of the Corporation shall perform such
duties as the Board of Directors or the Chair may prescribe.
5
ARTICLE IV
Committees
Section 1. Executive Committee. The Board of Directors may, by resolution adopted
by a majority of the directors then in office, designate two (2) or more directors of the
Corporation to constitute an Executive Committee which, to the extent provided in such
resolution and consistent with applicable law, shall have and exercise all of the authority of
the Board of Directors in the management of the Corporation’s affairs during intervals
between the meetings of the Board of Directors. The Executive Committee shall be subject to
the authority and supervision of the Board of Directors.
Section 2. Other Committees. The Board of Directors may establish other
committees, in addition to the Executive Committee, to accomplish the goals and execute the
programs of the Corporation. Such committees shall have such responsibilities and powers as
the Board of Directors shall specify. Members of such committees may, but need not, be
members of the Board of Directors. A committee member appointed by the Board of
Directors may be removed by the Board of Directors with or without cause.
ARTICLE V
Conflicts of Interest
Section 1. General Policy. It is the policy of the Corporation and its Board of
Directors that the Corporation’s directors, officers, and employees carry out their respective
duties in a fashion that avoids actual, potential, or perceived conflicts of interest. The
Corporation’s directors, officers, and employees shall have the continuing, affirmative duty
to report any personal ownership, interest, or other relationship that might affect their ability
to exercise impartial, ethical, and business-based judgments in fulfilling their responsibilities
to the Corporation. This policy shall be further subject to the following principles:
(a) Directors, officers, and employees of the Corporation shall conduct their duties with
respect to potential and actual grantees, contractors, suppliers, agencies, and other persons
transacting or seeking to transact business with the Corporation in a completely impartial
manner, without favor or preference based upon any consideration other than the best
interests of the Corporation.
(b) Directors, officers, and employees of the Corporation shall not seek or accept for
themselves or any of their relatives (including spouses, ancestors, and descendants, whether
by whole or half blood), from any person or business entity that transacts or seeks to transact
business with the Corporation, any gifts, entertainment, or other favors relating to their
positions with the Corporation that exceed common courtesies consistent with ethical and
accepted business practices.
6
(c) If a director, or a director’s relative, directly or indirectly owns a significant
financial interest in, or is employed by, any business entity that transacts or seeks to transact
business with the Corporation, the director shall disclose that interest or position and shall
refrain from voting on any issue pertaining to the transaction.
(d) Officers and employees of the Corporation shall not conduct business on behalf of the
Corporation with a relative or a business entity in which the officer, employee, or his or her
relative owns a significant financial interest or by which such officer, employee, or relative is
employed, except where such dealings have been disclosed to, and specifically approved and
authorized by, the Board of Directors of the Corporation.
(e) The Board of Directors may require the Corporation’s directors, officers, or
employees to complete annually (or as otherwise scheduled by the Board) a disclosure
statement regarding any actual or potential conflict of interest described in these Bylaws. The
disclosure statement shall be in such form as may be prescribed by the Board and may
include information regarding a person’s participation as a director, trustee, officer, or
employee of any other nonprofit organization. The Board of Directors shall be responsible for
oversight of all disclosures or failures to disclose and for taking appropriate action in the case
of any actual or potential conflict of interest transaction.
Section 2. Effect of Conflict Provisions. The failure of the Corporation, its Board of
Directors, or any or all of its directors, officers, or employees to comply with the conflict of
interest provisions of these Bylaws shall not invalidate, cancel, void, or make voidable any
contract, relationship, action, transaction, debt, commitment, or obligation of the Corporation
that otherwise is valid and enforceable under applicable law.
ARTICLE VI
Indemnification
Section 1. Indemnification by the Corporation. To the extent not inconsistent with
applicable law, every person (and the heirs and personal representatives of such person) who
is or was a director, officer, employee, or agent of the Corporation shall be indemnified by
the Corporation against all liability and reasonable expense that may be incurred by him or
her in connection with or resulting from any claim, action, suit, or proceeding (a) if such
person is wholly successful with respect thereto or (b) if not wholly successful, then if such
person is determined (as provided in Section 3 of this Article VI) to have acted in good faith,
in what he or she reasonably believed to be the best interests of the Corporation (or, in any
case not involving the person’s official capacity with the Corporation, in what he or she
reasonably believed to be not opposed to the best interests of the Corporation), and, with
respect to any criminal action or proceeding, is determined to have had reasonable cause to
believe that his or her conduct was lawful (or no reasonable cause to believe that the conduct
was unlawful). The termination of any claim, action, suit, or proceeding by judgment,
settlement (whether with or without court approval), or conviction, or upon a plea of guilty or
of nolo contendere or its equivalent, shall not create a presumption that a person did not meet
the standards of conduct set forth in this Article VI.
Section 2. Definitions.
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(a) As used in this Article VI, the phrase “claim, action, suit, or proceeding”
shall include any threatened, pending, or completed claim; civil, criminal, administrative, or
investigative action, suit, or proceeding and all appeals thereof (whether brought by or on
behalf of the Corporation, any other corporation, or otherwise), whether formal or informal,
in which a person (or his or her heirs or personal representatives) may become involved, as a
party or otherwise:
(i) By reason of his or her being or having been a director, officer,
employee, or agent of the Corporation or of any corporation where he
or she served as such at the request of the Corporation, or
(ii) By reason of his or her acting or having acted in any capacity in a
corporation, partnership, joint venture, association, trust, or other
organization or entity where he or she served as such at the request of
the Corporation, or
(iii) By reason of any action taken or not taken by him or her in any such
capacity, whether or not he or she continues in such capacity at the
time such liability or expense shall have been incurred.
(b) As used in this Article VI, the terms “liability” and “expense” shall include,
but shall not be limited to, counsel fees and disbursements and amounts of judgments, fines,
or penalties against, and amounts paid in settlement by or on behalf of, a person.
( c) As used in this Article VI, the term “wholly successful” shall mean (i)
termination of any action, suit, or proceeding against the person in question without any
finding of liability or guile against him or her, (ii) approval by a court, with knowledge
of the indemnity provided in this Article VI, of a settlement of any action, suit, or
proceeding, or (iii) the expiration of a reasonable period of time after the making of any
claim or threat of any action, suit, or proceeding without the institution of the same, without
any payment or promise made to induce a settlement.
Section 3. Entitlement to Indemnification. Every person claiming indemnification
under this Article VI (other than one who has been wholly successful with respect to any
claim, action, suit, or proceeding) shall be entitled to indemnification if (a) special
independent legal counsel, which may be regular counsel of the Corporation or any other
disinterested person or persons, in either case selected by the Board of Directors, whether or
not a disinterested quorum exists (such counsel or person or persons being hereinafter called
the “referee”), shall deliver to the Corporation a written finding that such person has met the
standards of conduct set forth in Section 1 of this Article VI and (b) the Board of Directors,
acting upon such written finding, so determines. The person claiming indemnification shall,
if requested, appear before the referee and answer questions that the referee deems relevant
and shall be given ample opportunity to present to the referee evidence upon which he or she
relies for indemnification. The Corporation shall, at the request of the referee, make available
facts, opinions, or other evidence in any way relevant to the referee’s findings that are within
the possession or control of the Corporation.
8
Section 4. Relationship to Other Rights. The right of indemnification provided in this
Article VI shall be in addition to any rights to which any person may otherwise be entitled.
Section 5. Extent of Indemnification. Irrespective of the provisions of this Article VI,
the Board of Directors may, at any time and from time to time, approve indemnification of
directors, officers, employees, agents, or other persons to the fullest extent permitted by
applicable law, or, if not permitted, then to any extent not prohibited by such law, whether on
account of past or future transactions.
Section 6. Advancement of Expenses. Expenses incurred with respect to any claim,
action, suit, or proceeding may be advanced by the Corporation (by action of the Board of
Directors, whether or not a disinterested quorum exists) prior to the final disposition thereof
upon receipt of an undertaking by or on behalf of the recipient to repay such amount unless
he or she is entitled to indemnification.
Section 7. Purchase of Insurance. The Board of Directors is authorized and
empowered to purchase insurance covering the Corporation’s liabilities and obligations under
this Article VI and insurance protecting the Corporation’s directors, officers, employees,
agents, or other persons.
ARTICLE VII
Contracts, Checks, Loans, Deposits and Gifts
Section 1. Contracts. The Board of Directors may authorize one (1) or more officers,
agents, or employees of the Corporation to enter into any contract or execute any instrument
on its behalf. Such authorization may be general or confined to specific instances. Unless so
authorized by the Board of Directors, no officer, agent, or employee shall have any power to
bind the Corporation or to render it liable for any purpose or amount.
Section 2. Checks. All checks, drafts, or other orders for payment of money by the
Corporation shall be signed by such person or persons as the Board of Directors may from
time to time designate by resolution. Such designation may be general or confined to specific
instances.
Section 3. Loans. Unless authorized by the Board of Directors, no loan shall be made
by or contracted for on behalf of the Corporation and no evidence of indebtedness shall be
issued in its name. Such authorization may be general or confined to specific instances.
Section 4. Deposits. All funds of the Corporation shall be deposited to its credit in such bank,
banks, or depositaries as the Board of Directors may designate. Such designation may be
general or confined to specific instances.
Section 5. Gifts. The Board of Directors may accept on behalf of the Corporation any
gift, grant, bequest, devise, or other contribution for the purposes of the Corporation on such
terms and conditions as the Board of Directors shall determine.
ARTICLE VIII
Amendments
9
The power to make, alter, amend, or repeal the Bylaws is vested in the Board of
Directors of the Corporation; provided, however, that any proposed substantive alteration,
amendment, or repeal of these Bylaws must be approved in writing by the sponsor of the
School (as the term “sponsor” is defined in IC 20-24-1-9) prior to the Board of Directors of
the Corporation taking any action thereon.
Attachment 35 – School Admissions Policy
THE NORTHWEST ACADEMY OF AEROSPACE AND AVIATION A tuition-free public charter school open to all Indiana students
Hammond, Indiana
Admissions Process
MISSION: is to enable students to develop skills in math, science, and language arts in
order to apply concepts to solve problems representing real life situations. Students will
reach their full potential while engaging in a challenging aerospace / aviation curriculum
and understand the many vocational and career opportunities related to the aviation and
space industry.
VISION: to become Four Star School.
NORTHWEST ACADEMY OF AEROSPACE AND AVIATION ENROLLMENT PLAN:
A small tuition-free public charter elementary school, enrolling a maximum of 75 students per
grade, offering an aerospace / aviation curriculum that inspires, engages, and challenges students.
______________________________________________________________________________
Admission Process:
Thank you for your interest in joining the Northwest Academy of Aerospace and Aviation
family! We value and celebrate a diverse student population and welcome all students of
different abilities, cultures, and socioeconomic backgrounds. Note that students from the entire
state of Indiana are eligible to attend tuition-free, as charter schools are tax-payer supported
public schools. All new applicants have equal opportunity to attend the Northwest Academy of
Aerospace and Aviation charter school for enrollment in 2012. Sibling relationships are
processed using two criteria:
If a lottery is necessary because more students request to be considered for enrollment than we
have spaces, siblings of a student selected in the lottery will become eligible for a preference
regarding enrollment for the grade for which he/she is seeking enrollment, which would mean, if
all requirements are met, the sibling is enrolled at NWAAA with/her brother or sister, or placed
on a waiting list with other siblings given preference for the grade for which he/she is seeking
enrollment. The Northwest Academy of Aerospace and Aviation makes every effort to keep
interested students from the same family together.
Secondly, For the 2013-14 year, siblings of currently enrolled students are given preference after
the first year the school is open.
There are NO admission requirements. Any student and his or her family who want to be a part
of the Northwest Academy of Aerospace and Aviation may do so. We believe the curriculum is
highly motivational and engaging and will inspire your child to reach his/her full potential.
Application Process:
1. Contact ______________________________, Head of School, to obtain an application
by calling _______________________or email: _______________________________.
2. Receive an application and fill it out in its entirety. Application must be complete to be
considered. An application is not considered complete until NWAAA receives a copy of
the student’s birth certificate and immunization record, and parents/guardians and
students have signed the Family Commitment Form and Student Commitment Form.
3. Return your completed application by March 1, 2012. (A lottery number will be assigned
to each application in the case of a lottery admission).
4. Student and Family attend an informational meeting being offered on multiple dates in
January, February and March, to make sure our program is consistent with your family’s
beliefs and philosophy concerning education.
5. Complete the Student Commitment Form and Family Commitment form prior to March
1st to be considered for the lottery, or by April Enrollment meeting, if no lottery.
6. Complete applications received after March 1sr will be enrolled if spaces are available, or
will be added to the waiting list after the lottery (when applicable) has taken place. The
waiting list is first on the list, first enrolled, for the spaces available in each grade.
7. Your child is identified for enrollment, either if spaces are available or through the lottery
process, you will receive an Enrollment Packet by mail prior to enrollment.
8. Attend enrollment meetings(s) in April.
Charter School Lottery Process (when necessary)
1. The lottery will be conducted around March 21wt if applicable, at the Downtown Branch
of the Hammond Library, or another designated location.
2. The lottery will be conducted by an independent accountant.
3. The lottery is a public meeting, and all are welcome to attend.
4. If there are more applicants than spaces available in a given classroom, a lottery will be
held for that classroom.
5. After the first year NWAAA is open, ay child who currently attends NWAAA, as a
charter school student, will not be subject to the lottery.
6. Children with a sibling already enrolled at NWAAA will be automatically enrolled,
unless there are more siblings than spaces available. In that event, siblings will be lottery
as a separate group first, on the day of the lottery, and the resulting waiting list of siblings
will be given preference.
7. If a sibling is chosen in the regular lottery, all other siblings will be given preference if
spaces are available, and any siblings of lottery winners not enrolled will join the sibling
waiting list according to the ranking of the lottery winner/siblings, below the siblings of
already enrolled NWAAA students. The sibling waiting list of lottery winners is
considered preferentially, from the waiting list created by the regular lottery.
8. 8 The lottery drawing will rotate in choosing applicants for applicable classrooms. We
will rotate drawing names from the oldest to the youngest classrooms, when applicable.
THE NORTHWEST ACADEMY OF AEROSPACE AND AVIATION
A tuition-free public charter school with a bold new direction; open to all Indiana students
HAMMOND, INDIANA
APPLICATION FOR ENROLLMENT
The Northwest Academy of Aerospace and Aviation, a tuition-free public charter school will have enrollment
available for grades kindergarten through fifth for the 2012-2013 school year. All completed applications are
considered equally—there are NO admissions requirements. AN APPLICATION IS NOT CONSIDERED
COMPLETE UNTIL AN IMMUNIZATION RECORD, BIRTH CERTIFICATE, AND SIGNED STUDENT AND
FAMILY COMMITMENT FORMS ARE TURNED IN. ALL DOCUMENTS MUST BE TURNED BY
BYMARCH 9, 2012, AT 4:00 pm to be considered in the open lottery to held on March 21, 2012. Please print or
type.
STUDENT INFORMATION
Applicant’s Name (Last) __________________(First)______________(Middle)_____________
Date of Birth___________ Age_______ Male _____________ Female ___________
Applicant’s Home Address _________________________ Telephone _____________________
City ________________________________ State __________________Zip Code ___________
Grade Level 2012-2013 School Year _________
Current School Attending ________________________________________________________
School District of Residence ______________________________________________________
Current School is Public_________ Private_________ Home School _______ Other__________
FAMILY INFORMATION
Parent/Guardian’s Full Name _____________________________________________________
Relationship to Applicant ________________________________________________________
Home Address City State Zip Code
Home Telephone________________________Work Telephone_____________Cell Phone
Address_____________________________________________________________________
Parent / Guardian’s Full Name
_________________________________________________________
Relationship to Applicant
______________________________________________________________
______________________________________________________________________________
Home Address City State Zip Code
______________________________________________________________________________
Home Telephone Work Phone Cell Phone
Address______________________________________________________________________
_
Sibling’s Full Name_____________________________________________________________
Age________Grade Level 2012-2013 School Year ____________________________________
Home Address City State Zip Code
Home Telephone Work Phone Ell Phone
BACKGROUND INFORMATION
Have you ever been suspended or expelled from any school? Yes_____ No_____
Are you currently under a suspension or expelled from any school? Yes _____ No_____
SIGNATURE OF STUDENT _________________________________DATE_____________
SIGNATURE OF PARENT/GUARDIAN____________________________________________
DATE ________________________________________________________________________
NON-DISCRIMINATION STATEMENT:
The Northwest Academy of Aerospace and Aviation does not discriminate against any person
on the basis of race, color, national origin, disability, sex or age in admission, treatment, or
participation in its programs, services and activities, or in employment. No person shall be
excluded from participation in, or be denied the benefits of any service, or be subjected to
discrimination because of race, color, nationality, religion, sex, age, or disability, whether carried
out by Northwest Academy of Aerospace and Aviation directly or through a contractor or any
other entity with whom the Northwest Academy of Aerospace and Aviation arranges to carry out
its programs and activities.
______________________________________________________________________________
DISCIPLINE
IC 20-33-8-21
Scope of judicial review
Sec. 21. Judicial review of a governing body's action under this chapter by the circuit or
superior court of the county in which a student who is the subject of the governing body's action
resides is limited to the issue of whether the governing body acted without following the
procedure required under this chapter.
As added by P.L.1-2005, SEC.17.
IC 20-33-8-22
Effectiveness of statute during judicial review
Sec. 22. An expulsion that has been upheld by a governing body continues in effect during
judicial review under section 21 of this chapter unless:
(1) the court grants a temporary restraining order under the Indiana Rules of Civil
Procedure; and
(2) the school corporation was given the opportunity to appear at the hearing regarding the
temporary restraining order.
As added by P.L.1-2005, SEC.17.
IC20-33-8-16
Possession of firearms, deadly weapons, or destructive devices
Sec. 16. (a) As used in this section, "firearm" has the meaning set forth in IC 35-47-1-5.
(b) As used in this section, "deadly weapon" has the meaning set forth in IC 35-41-1-8. The
term does not include a firearm or destructive device.
(c) As used in this section, "destructive device" has the meaning set forth in IC 35-47.5-2-4.
(d) Notwithstanding section 20 of this chapter, a student who is:
(1) identified as bringing a firearm or destructive device to school or on school property; or
(2) in possession of a firearm or destructive device on school property;
must be expelled for at least one (1) calendar year, with the return of the student to be at the
beginning of the first school semester after the end of the one (1) year period.
(e) The superintendent may, on a case by case basis, modify the period of expulsion under
subsection (d) for a student who is expelled under this section.
(f) Notwithstanding section 20 of this chapter, a student who is:
(1) identified as bringing a deadly weapon to school or on school property; or
(2) in possession of a deadly weapon on school property;
may be expelled for not more than one (1) calendar year.
(g) A superintendent or the superintendent's designee shall immediately notify the appropriate
law enforcement agency having jurisdiction over the property where the school is located if a
student engages in a behavior described in subsection (d). The superintendent may give similar
notice if the student engages in a behavior described in subsection (f). Upon receiving
notification under this subsection, the law enforcement agency shall begin an investigation and
take appropriate action.
(h) A student with disabilities (as defined in IC 20-35-7-7) who possesses a firearm on school
property is subject to procedural safeguards under 20 U.S.C. 1415.
As added by P.L.1-2005, SEC.17.
IC20-33-8-19
Expulsion procedure; appeals
Sec. 19. (a) A superintendent of a school corporation may conduct an expulsion meeting or
appoint one (1) of the following to conduct an expulsion meeting:
(1) Legal counsel.
(2) A member of the administrative staff if the member:
(A) has not expelled the student during the current school year; and
(B) was not involved in the events giving rise to the expulsion.
The superintendent or a person designated under this subsection may issue subpoenas, compel
the attendance of witnesses, and administer oaths to persons giving testimony at an expulsion
meeting.
(b) An expulsion may take place only after the student and the student's parent are given
notice of their right to appear at an expulsion meeting with the superintendent or a person
designated under subsection (a). Notice of the right to appear at an expulsion meeting must:
(1) be made by certified mail or by personal delivery;
(2) contain the reasons for the expulsion; and
(3) contain the procedure for requesting an expulsion meeting.
(c) The individual conducting an expulsion meeting:
IC20-33-8-9
Disciplinary powers of teachers and school staff members
Sec. 9. (a) This section applies to an individual who:
(1) is a teacher or other school staff member; and
(2) has students under the individual's charge.
(b) An individual may take any action that is reasonably necessary to carry out or to prevent
an interference with an educational function that the individual supervises.
(c) Subject to rules of the governing body and the administrative staff, an individual may
remove a student for a period that does not exceed five (5) school days from an educational
function supervised by the individual or another individual who is a teacher or other school staff
member.
(d) If an individual removes a student from a class under subsection (c), the principal may
place the student in another appropriate class or placement or into inschool suspension. The
principal may not return the student to the class from which the student was removed until the
principal has met with the student, the student's teacher, and the student's parents to determine an
appropriate behavior plan for the student. If the student's parents do not meet with the principal
and the student's teacher within a reasonable amount of time, the student may be moved to
another class at the principal's discretion.
As added by P.L.1-2005, SEC.17. Amended by P.L.121-2009, SEC.13.
Attachment 38 – School’s Leadership and Teacher Employment Policies
NORTHWEST ACADEMY OF AEROSPACE AND AVIATION G-1
PERSONNEL POLICY
The NORTHWEST ACADEMY OF AEROSPACE AND AVIATION is committed to fair,
clearly stated and supportive relationships between the organization and its staff. The personnel
policies of the NAAA have been established in order to provide a guide to the personnel
practices of the NAAA and to ensure consistency of personnel decisions. It is the intention of the
NAAA to administer the personnel programs in a manner which complies with the letter and
spirit of all applicable federal, state and local regulations. This document is designed to provide
guidance to staff at the NAAA. It is not a part of any contract between the NAAA and its
employees. It is only a set of informal guidelines for personnel practices.
Employee Classification
All employees are classified as either regular or temporary. Regular employees are employees
hired without a specific termination date. Temporary employees are employees whose position at
the time of hire is for a short term period. Terms of employment will depend on agency needs,
and in no case will a temporary position be construed as being a contract for a definite time and
terminate for cause.
Employees also are classified as either exempt or non-exempt according to provisions of the Fair
Labor Standards Act.
Full-time Salaried Employees are those employees working a minimum of 40 hours per week.
Eligible for all fringe benefits.
Part-time Salaried Employees are those employees working at least 20 hours but less than 40
hours per week. Part-time salaried employees are eligible for all fringe benefits and earn sick
leave and vacation at a rate proportionate to the hours they work. Part-time employees that work
less than 20 hours per week are not eligible for fringe benefits.
Special Project Employees are those employees who are paid hourly and work less than 40 hours
per week under Letter of Agreement.
AFFIRMATIVE ACTION
The policy and intent of the NAAA is to provide equal employment opportunity for all persons
regardless of race, color, religion, national origin, marital status, political affiliation, affectional
orientation or gender identity, status with regard to public assistance, disability, sex, or age.
RECRUITMENT PROCEDURES
NAAA intends to recruit, hire, and place applicants on the basis of the applicant's relative
knowledge, skills, and abilities. The decision to employ an applicant will be based solely on the
G-2
individual's qualification for the particular position along with other requisite job skills.
Minimum qualifications shall be specified in the job description.
When a new position is established, the Executive Director or Board Search Committee will
prepare a job announcement clearly identifying the position's responsibilities and overall
relationship to the ORGANIZATION for posting or circulation within the ORGANIZATION
and for public notification. Posted positions will be open for a minimum application period of 15
days.
COMPENSATION
Persons employed by the ORGANIZATION in a part-time or full-time capacity except those
persons in non-exempt positions will receive a salary negotiated at the time of recruitment that
will not be based upon an hourly wage. Persons employed at the ORGANIZATION at the time
of hire will receive a letter of hire, a job description, salary and benefits detail and a copy of the
personnel policies. The magnitude of the work assignments and the full scope of responsibility
for the position will be fully discussed at time of recruitment. In setting compensation, the
ORGANIZATION may consider, among other things, external labor market rates, equitable
relationship with other jobs within the organization and the organization's ability to pay. Each
employee may be eligible for a salary review at the beginning of each fiscal year.
Recommendations by the Executive Director for pay adjustments are reviewed by the Personnel
Committee which makes the recommendation to the Finance Committee. The Finance
Committee has the authority to approve or disapprove increases based on the budget's ability to
sustain such raises. The Board of Directors will determine the Executive Director's salary
annually.
WORK SCHEDULE
The ORGANIZATION will attempt whenever possible to establish a 40 hour weekly work
schedule which is cognizant of each individual's personal commitments and the needs of the
organization.
The normal working hours for employees are 8:00am to 3:15 pm. One half hour will be provided
for lunch with no regularly scheduled breaks during the course of the business day. A typical
work week will be Monday through Friday.
HOLIDAY SCHEDULE
Official holidays are as follows:
Winter Break Dec. _ to Jan. _
Martin Luther King Holiday - January
Spring Break – April G-3
Memorial Day – May
Labor Day - First Monday in September
Thanksgiving Day - Fourth Thursday in November
Day after Thanksgiving Day - Fourth Friday in November
When New Year's Day, Independence Day, or Christmas Day falls on a Sunday, the following
day shall be considered the official holiday. When these holidays fall on a Saturday, the
preceding Friday shall be considered the official holiday.
If Christmas Day falls outside of an employee's religion, a substitute holiday may be taken, e.g.
Yom Kippur, Rosh Hashanna, etc.
Part-time Staff
For staff who are employed at least 20 hours per week but less than 40 hours per week, holiday
time will be compensated in proportion to the usual hours worked. Interns and consultants are
not compensated for holidays.
PARENTING LEAVE
The NAAA desires to assist new parents in balancing the demands of working and children. The
NORTHWEST ACADEMY OF AEROSPACE AND AVIATION will provide up to 8 weeks of
unpaid family leave to any employee for the birth or adoption of a child. Leave must be initiated
within six weeks of the birth or adoption of the child, unless otherwise approved by the
Executive Director. The use of the 8 weeks shall be at the discretion of the employee and shall be
discussed with the Executive Director as to its impact on ongoing work responsibilities and other
employees. Although a maximum of 8 weeks is available, an employee may utilize accumulated
sick leave as well as annual leave to enable either partial payment for or extension of the basic 8
week period. Special circumstances shall be reviewed by the Executive Director. Insurance
benefits will continue to be in force during this leave period but all premiums and expenses for
benefits will be paid by the employee. Accrual of leave benefits and seniority cease during an
approved leave. Upon completion of leave, the employee will be allowed to return to the same or
a substantially similar position at the same salary as the employee earned prior to the leave.
ANNUAL LEAVE (Vacation Time)
The NAAA will provide to each full-time staff employee 10 working days paid annually based
upon one year's full time employment with the NAAA. Accrual of annual leave will commence
upon the date of employment for each employee and will be based, on an annual basis, upon
each individual's anniversary date with the NAAA.
G-4
It is the policy of the ORGANIZATION to encourage each employee to utilize allotted annual
leave during each individual's employment year. A maximum of three days, or 40 hours, will be
allowed to be carried over from one year to the next. All other accrued annual leave will be
forfeited on the employee's anniversary date. The interchange or exchange of annual leave and
sick leave is not allowed.
Part-time employees
For staff who are employed at least 20 hours per week but less than 40 hours per week, the
policy will be identical to that of full-time employees with the exception that the
ORGANIZATION will provide annual leave based upon the following schedule:
Annual leave for part-time employees will increase after three years at the same rate as full-time
employees. One additional pro-rated day per year for years 4 through 8 will be added to the total
annual leave earned.
Interns and consultants are not eligible for annual leave.
Special Leave
Special leaves of absence without pay may be granted an employee at the discretion of the
Executive Director or in the case of the Executive Director, the Board of Directors.
School Conference and Activities Leave
An employee is entitled up to sixteen hours non-paid leave during the school year to attend a
child's school conferences or classroom activities, if these activities cannot be scheduled during
non-working hours. This time should be scheduled in advance with the employee's supervisor.
The employee must provide notice when possible to the supervisor to minimize any disruption
resulting from the employee's absence. Vacation or other paid leave may be used for this
absence.
Bone Marrow Donor Leave
An employee will be granted paid leave of up to 40 hours per year to undergo a medical
procedure to donate bone marrow. All sick leave must be used first. This time will be charged to
accrued sick leave except in cases where the employee has no accrued sick leave, in that case, it
would simply be paid time off.
SICK LEAVE
G-5
The NAAA will provide up to ten working days each employment year to each staff person to be
utilized for purposes of addressing health needs. Compensation will be based upon the
employee's salary rate at the time sick leave is taken. Sick leave may be utilized at the discretion
of the employee and is granted for sickness of the individual employee, his or her spouse,
children, or other immediate family members living in the household. Sick leave can also be
used for health needs, e.g. dental or medical appointments.
Each staff person of NAAA should notify the office each day they will be absent from work due
to illness, if at all possible.
Sick leave may be accumulated up to a maximum of 90 days and may be carried over from one
employment year to the next. At no time will compensation for any unused sick leave be made to
an employee who is leaving employment.
Sick leave will be pro-rated for persons employed by the NAAA at least 20 hours per week but
less than 40 hours per week. If requested by the Executive Director, the employee will provide
documentation from their treating physician explaining their absence.
COMPASSIONATE LEAVE
Employees of the ORGANIZATION shall be granted up to three working days with pay due to a
death in their immediate family (mother, father, sister, brother, spouse/partner, children, in-laws,
grandparent, grandchildren). Special cases will be considered on an individual basis by the
Executive Director.
JURY DUTY
Employees who serve on jury duty receive the normal pay they would have earned if they were
working during the period of time they are on jury duty up to two weeks.
VOTING LEAVE
The ORGANIZATION will grant to all employees one-hour during the working day to vote in
governmental elections when it is not possible to vote outside the regularly scheduled work time.
MILITARY LEAVE
Employees absent on their annual two week reserve or National Guard duty shall be considered
on an excused leave of absence and may elect one of the following options related to their pay:
The employee may take their vacation and retain their military pay.
G-6
The employee may surrender their military pay to the NAAA, receive their regular salary and
take their vacation at a later date.
The employee may take unpaid leave and retain their military pay.
An employee called up to active duty is allowed an unpaid leave of absence to meet her/his
military responsibilities.
Upon honorable discharge from active duty, the employee will be allowed ninety days to apply
for reinstatement to her/his former job. The employee will be reinstated to the same job formerly
held, with the same duties, same level of pay, benefits and seniority had s/he not been on active
military duty. Employee benefits will not accumulate during the leave. The employee will be
given a Consolidated Omnibus Budget Reconciliation Act notice for election to continue
insurances during the leave.
SEXUAL HARASSMENT POLICY
It is the NAAA's belief that the employees of the NAAA are the primary means by which the
goals and objectives of the NAAA will be met. To that end, the rights of all employees must be
respected. All employees of the NAAA must understand its position on sexual harassment. By
definition, sexual harassment is any unwanted attention or action of a sexual nature by someone
in the work place that creates an intimidating, hostile, or offensive work environment. It will also
be considered sexual harassment to harass an employee because of that employee's gender, even
if the harassment is nonsexual. The procedure for reporting and dealing with this very sensitive
issue is as follows:
- If a person's behavior makes an employee uncomfortable, the employee should feel free to
immediately advise the person that, in the employee's opinion, the behavior is inappropriate and
that the employee would like it stopped.
- If the employee is not comfortable discussing the issue with the person, or if the person fails to
respect an employee's request, the employee should report the incident to his or her supervisor.
If, for whatever reason, the employee does not feel that the supervisor is a suitable person to
whom to report the incident, the employee should contact the Executive Director or, if
appropriate, a member of the Personnel Committee.
In all instances, a prompt, thorough, fair investigation will take place, giving careful
consideration to protect the rights and dignity of all people involved. The ORGANIZATION will
take those steps it feels necessary to resolve the problem which may include verbal or written
reprimand, suspension or termination.
No retaliation or any kind will occur because an employee has in good faith reported an incident
of suspected sexual harassment. The supervisor, or other person to whom the complaint was
G-7
made, will work to establish mutually agreed upon safeguards against retaliation while
attempting to mediate any sexual harassment complaint.
SUBSTANCE ABUSE
Employees needing help with a substance abuse problem are encouraged to contact their
supervisor or a treatment facility.
Early recognition and treatment are critical to any program to curb abuse and to enhance the
employee's ability to perform satisfactorily. The ORGANIZATION finds that both the employee
and the ORGANIZATION will benefit greatly from early substance abuse recognition and
treatment.
No person will be penalized for seeking or accepting counseling or treatment for a substance
abuse problem. If, however, the employee is unable to perform the requirements of his or her job
assignment, appropriate steps, which may include the ORGANIZATION requiring that treatment
be sought, will be taken to address performance issues.
STAFF TRAINING
The ORGANIZATION recognizes that the effectiveness of its professional staff is largely
dependent upon sound staff training. As part of this staff training, the ORGANIZATION
encourages staff to participate in classes, seminars, and trainings that will enhance the
knowledge and performance of its staff. Staff will be reimbursed for such training when funds
are available with prior approval by the Executive Director and in conjunction with an
individual's work plan. Trainings that are required by the ORGANIZATION will be paid by
ORGANIZATION. Paid time off for training purposes must have prior approval by the
employee's supervisor.
BENEFITS
The ORGANIZATION is committed to providing a flexible and cost-effective medical care,
disability income, life insurance and retirement program for all its employees. The Personnel
Committee of the ORGANIZATION will review the overall percentage allowed for benefits
annually.
Medical Care
The ORGANIZATION will provide a group health insurance plan for all its full-time and part-
time employees on a pro-rated basis based on the number of hours worked. Interns and
consultants are not eligible for health insurance coverage. In addition, the ORGANIZATION
will cover 90% of individual coverage and 70% of family coverage for its employees.
Life Insurance G-8
Each salaried employee of the ORGANIZATION will have a life insurance policy with a face
value equal to one times their annual salary.
Retirement - The ORGANIZATION will contribute 4% of each employee's annual salary to their
retirement fund. Each individual may also contribute to the fund at their discretion according to
the rules of the plan.
Worker's Compensation
Worker's compensation insurance premiums will be paid for each employee as required by law.
Unemployment Compensation
Unemployment compensation insurance premiums will be paid for each employee as required by
law.
TRAVEL AND EMPLOYEE EXPENSES
Travel and related expenses: The cost for transportation, lodging, meals, conference registration
fees, and other reasonable expenses will be covered by the ORGANIZATION for its employees
when traveling in the course of ORGANIZATION related business. The ORGANIZATION may
be billed directly for certain items or the staff person incurring the expense may be reimbursed.
Wherever possible, the request for reimbursement will be accompanied by an appropriate receipt
indicating payment against which reimbursement is being requested.
All expenses incurred by staff in the course of doing business on behalf of the
ORGANIZATION will be submitted to the secretary /treasurer each month. When preparing the
monthly submittal for expense reimbursement, staff is requested to prepare an employee expense
report listing the expense and the relationship to the project for which it was incurred.
Means of Travel: When using their own automobile for business activities related to the
ORGANIZATION, staff will be paid a mileage allowance as set annually by the Board of
Directors.
It is assumed that employees will exercise discretion when traveling and use accommodations
which are economical.
PERFORMANCE REVIEWS
Each performance review should be a positive and interactive process whereby both the
ORGANIZATION as a whole and the individual being reviewed can learn more about their
strengths and weaknesses.
G-9
Each staff member shall have a performance review six months after commencing employment
at the ORGANIZATION and at least annually thereafter. Performance reviews shall generally be
based on an assessment of the individuals' performance that is identified in the job description.
The supervisor, in collaboration with staff, will develop performance expectations for each staff
member. The employee's signature on their performance review will indicate that it was
presented to them. Each employee may make comments about their appraisal and such
comments will be included in their personnel file.
TERMINATION
Resignation
Any employee of the ORGANIZATION may resign by submitting a letter of resignation to the
Executive Director or in the case of the Executive Director, the Board of Directors at least ten
working days prior to the effective date of the resignation.
At the time of the effective date of the resignation, the employee shall be able to use any accrued
annual leave or the employee shall be paid for all unused accrued annual. If the employee has
used all annual leave due prior to resignation, all hours used in excess of those earned shall be
deducted from the employee's final paycheck at the rate of salary paid at the time of resignation.
No employee shall be compensated for any unused sick leave at the time of resignation.
Other Discharges
Discipline and/or discharge may result for many reasons including, but not limited to,
inappropriate behavior and/or unsatisfactory performance.
Inappropriate behavior is defined as including, but not limited to, misbehavior on the job, refusal
to do work reasonably expected, wrongful use of or taking of agency property, conviction of a
felony, and violation of any policies or practices of the ORGANIZATION. Termination for
misconduct requires no prior notice.
Unsatisfactory performance means failure of an employee to meet performance standards, to
complete tasks in a timely, competent way, or to maintain an adequate attendance record.
Uncooperative behavior or negative attitudes that affect the work or morale of others may result
in termination. Individuals who are terminated will be notified in writing.
At the discretion of the Executive Director, any staff member facing termination for
unsatisfactory performance may be given the option to resign as described in the above section.
Layoffs
G-10
The ORGANIZATION attempts to hire highly qualified staff with broad capabilities. There may
be occasions, however (due to program changes, loss of contract support, etc), when it may be
necessary to initiate lay-offs. In such cases, it is our intent to attempt to avoid abrupt, arbitrary,
and unfair actions whenever possible.
EMPLOYEE APPEALS (Grievance Procedures)
The purpose of the employee appeal procedure is to provide a means for employees to resolve
their work place concerns with management. All regular and temporary employees of the
ORGANIZATION may file a grievance under this section.
Definition of an Appeal
A grievance shall be determined as an alleged misapplication of ORGANIZATION employment
policies. This procedure represents an intent to offer a dispute resolution mechanism to the
employees of the ORGANIZATION. Failure by the ORGANIZATION to exactly follow this
procedure shall not subject the ORGANIZATION to a breach of contract claim.
Timing for Appeals
In order to qualify for processing under this section, an appeal must be filed no later than thirty
(30) calendar days after the date on which the aggrieved condition commenced.
Step One:
Any employee who is eligible may present an appeal to his/her immediate supervisor for
discussion. The supervisor shall have five (5) regular working days in which to respond to the
relief requested. Should the supervisor fail to respond within this time limit or if the employee
finds the response unsatisfactory, the appeal may be reduced to writing, clearly specifying the
policy allegedly misapplied, and the relief requested. The appeal should be submitted to the
Executive Director within five (5) regular working days from the time the first step answer was
due or was given. The Executive Director should respond in writing within five (5) days of
receipt and if the Executive Director fails to respond within this time, or if the employee finds
the response unsatisfactory, or in cases where the Executive Director is the immediate
supervisor, the employee may proceed to Step Two.
Step Two:
The employee may submit an appeal to the Personnel Committee if Step One has not resolved
the issue. Upon receipt of a written appeal, the Personnel Committee will inform the Executive
Committee and the Board Chair of the appeal. The Personnel Committee shall also convene a
meeting wherein statements shall be taken from the appealing employee and the employee's
immediate supervisor, as applicable, either separately or jointly at the discretion of the Personnel
G-11
Committee Chair. The Personnel Committee may also request statements from other employees.
The Committee may refuse to grant the employee's request for appeal when the issues involved
are minor in nature, or involve evaluations or judgments by management unless they appear to be
contrary to policy, malicious or vindictive. The Personnel Committee shall have ten (10) regular
working days in which to respond to the employee in writing concerning the relief requested. If
the Personnel Committee fails to respond within this time limit, the employee may petition the
Chair of the Board of Directors. Failure on the part of the employee to petition the Chair of the
Board of Directors within thirty (30) days of the result of Step Two shall result in the appeal
being waived.
Step Three:
The Chair of the Board shall convene a meeting with the aggrieved employee, the Personnel
Committee Chair, the Executive Director / Immediate Supervisor, as applicable, either separately
or jointly at the discretion of the Chair. The Chair may convene an executive committee meeting
and within ten (10) working days shall respond to the grievant in writing with the final decision.
In all instances, a thorough and fair investigation will take place, giving careful consideration to
the rights and dignity of the people involved. The Chair will report the grievance and the result at
the next regularly scheduled Board meeting.
WORK PRODUCTS AND FILES
All supplies, materials, and work products of an employee if purchased by ORGANIZATION
shall remain the property of the ORGANIZATION after resignation, discharge, or layoff of that
employee. The employee may retain any personal files, but work files and other papers shall
remain with the ORGANIZATION.
CONSULTANT FEES, HONORARIA, GIFTS
All employees are encouraged to participate in a variety of community and professional
activities. In those instances where an employee's activities are part of their regular duties and
responsibilities, any payment will be turned over to the ORGANIZATION. All fees derived from
ORGANIZATION reports, activities, events, or speaking engagements while employed by the
ORGANIZATION shall also be turned over to the ORGANIZATION.
In some instances, an individual may do work that is based on activities or experiences prior to
or separate from their regular duties and responsibilities at the ORGANIZATION. To avoid
actual or appearance of conflict of interest, any employee who engages in any remuneration
activity in any field directly related to ORGANIZATION programs must have prior approval by
the Executive Director. The Board of Directors will review these issues for the Executive
Director. No employee may formally represent himself/herself as a spokesperson for
ORGANIZATION without prior approval of his/her supervisor.
QUALIFICATIONS FOR PRINCIPAL G12
General Summary:
The principal is the instructional leader who manages programs, personnel, and facilities in
order to provide the best possible learning environment for students of the local school.
Job Responsibilities:
1) Vision
a) Works collaboratively with entire school community to articulate the vision
of the school.
b) Provides for the annual review and revision, if needed, of the vision
statement.
c) Values diversity and supports the inclusion of all students.
d) Establishes and maintains a positive school climate.
2) Teaching and Learning
a) Serves as the instructional leader of the school.
b) Is knowledgeable about and promotes the use of effective, research based
teaching strategies.
c) Conducts frequent classroom visits and periodic observations and provides
constructive feedback to faculty and staff.
3) School Management
a) Maintains a safe, orderly school campus, including the use of positive
behavior support for students.
b) Supervises spending and maintains accurate records for all fiscal affairs in
accordance with accepted financial practices.
c) Maintains an accurate inventory of all property and equipment assigned to
the school.
d) Provides an environment that promotes positive student behavior.
e) Uses appropriate technology to manage the affairs of the school.
f) Assigns and evaluates all staff effectively.
g) Provides a comprehensive program of student services and well balanced
student activity program.
h) Completes reports and assignments in a timely manner, meeting all
deadlines.
i) Ensures that all actions taken regarding students with disabilities comply
with applicable state and federal laws.
4) School Improvement
a) Provides opportunity for staff to participate in the development of the
School Improvement Plan.
b) Facilitates
c) Focuses the work of the staff in promoting the progress of all students
toward attaining high standards.
5) Professional Development
a) Directs the work of the school community in providing systematic, research
based, embedded professional development opportunities for all staff
members.
b) Assesses the effectiveness of professional development activities and their
impact on student achievement.
c) Fosters the climate of true learning community where all stakeholders strive
to enhance their effectiveness.
6) School/Community Relations
a) Effectively communicates to the public the vision and achievements of the
school.
b) Uses community resources to enhance the quality of school programs.
c) Treats members of the school community equitably.
d) Works effectively with parents.
7) Professional Ethics
a) Models ethical behavior in all aspects of school administration.
b) Communicates to stakeholders expectations for ethical behavior.
c) Models non-discriminatory behavior towards all members of the school
community.
d) Applies all laws, policies, and procedures fairly and consistently.
8) Performs all other duties assigned by those who supervise principals.
Other Requirements
1. Must be able to give and receive information electronically.
2. Must be able to communicate successfully and pleasantly with school and district
personnel, and the public.
3. Must be able to work cooperatively with others.
4. Must be able to respond positively to supervision and accept suggestions for
improvement.
5. Must be able to understand and interpret written and verbal instructions.
6. Must keep accurate and up to date records.
7. Must comply with state and district regulations, policies and procedures.
8. Must be able to plan and implement appropriate education program.
Secretary/Treasurer Job Description G13
The school secretary is under the direction and supervision of the principal.
Personal Qualifications:
1. Well-versed in the use of the English language
2. Has the ability to compose routine letters, spell correctly, and use proper
punctuation and grammar.
3. Pleasant and courteous telephone manner.
4. Adept at using computers.
5. Familiar with school policies
6. Familiar with educational structure
7. Punctual, dependable, and trustworthy
8. Displays a cheerful, relaxed, respectful, and pleasing personality.
9. Has good judgment, emotional stability, and the ability to take care of
emergencies.
10. Shows pride in the school, in the students, and in the teaching staff.
11. Relates well with internal and external publics.
12. Supervises the clerk and registrar.
Financial Duties
1 Compiles with the principal and the outsourcing agency the monthly, quarterly, and
annual treasurer's reports of school.
2. Counts and records monies
3. Receives book rental, registration, other fees; and to keep accurate records of such
4. Orders materials and supplies as needed from the assigned budget
5. Keeps the school's financial books in order
6. Makes a regular bank deposit of monies received
7. Writes checks for the disbursement of school funds
Certification from a business School / Associate degree in Office Management
Teacher Job Description G15
The Teacher is responsible for providing an educational atmosphere where students have the opportunity
to fulfill their potential for intellectual, emotional, physical, and psychological growth. This person is
responsible for organizing and implementing an instructional program that will result in students
achieving academic success in accordance with the Northwest Academy of Aerospace and Aviation’s
curriculum as it aligns with Indiana State Standards and beyond.
Implements instructional activities that contribute to a climate where students are actively
engaged in meaningful learning experiences.
Identifies, selects, and modifies instructional resources to meet the needs of the students with
varying backgrounds, learning styles, and special needs.
Assists in assessing changing curricular needs and offers plans for improvement.
Maintains effective and efficient record keeping procedures.
Provides a positive environment in which students are encouraged to be actively engaged in the
learning process.
Communicates effectively, both orally and in writing, with students, parents, and other
professionals on a regular basis.
Collaborates with peers to enhance the instructional environment.
Models professional and ethical standards when dealing with students, parents, peers, and
community.
Ensures that student growth and achievement is continuous and appropriate for age group, subject
area, and/or program classification.
Establishes and maintains cooperative working relationships with students, parents, and schools.
Assumes responsibility for meeting his/her course and school-wide student performance goals.
Demonstrates gains in student performance.
Participates in training and presentations about the school curriculum and assessments.
Meets professional obligations through efficient work habits such as: meeting deadlines, honoring
schedules, coordinating.
Performs other duties and responsibilities as assigned by their supervisor.
All work responsibilities are subject to having performance goals and/or targets established as
part of the annual performance planning process or as the result of organizational planning.
Certification and Technical Competencies and Skills
Bachelor’s Degree or higher (Masters Degree preferred)
Certified in relevant subject area
Operational knowledge of the Internet and web-related technologies
Possesses strong oral and written communication skills
Works as part of a team
Accepts responsibility and is self-motivated
Demonstrates strong work ethic to achieve academy goals
Displays effective multi-tasking and time management skills
G16
Teacher Assistant
Tutor and assist children individually or in small groups in order to help those master assignments
and to reinforce learning concepts presented by teachers.
Supervise students in classrooms, halls, cafeteria, and school grounds.
Enforce administration policies and rules governing students.
Possess computer skills to assist students.
Instruct and monitor students in the use and care of equipment and materials
Observe students’ performance, and record relevant data to assess progress.
Observe students’ performance, and record relevant data to assess progress.
Organize and label materials and display students’ work in a manner appropriate for their eye
levels and perceptual skills.
Attend staff meetings, and serve on committees as required.
Carry out therapeutic regimes such as behavior modification and personal development programs,
under the supervision of special education instructors, psychologists, or speech-language
pathologists.
Certification
At least two years of college
Prior work as classroom assistant (at least two years)
Demonstrate use of computer skills
Attachment 39 –Policy Regarding Criminal Histories
NORTHWEST ACADEMY OF AEROSPACE AND AVIATION
CRIMINAL HISTORIES POLICY
A. This policy references criminal history checks for members of the Northwest Academy of
Aerospace and Aviation’s Board of Directors, administrators, teachers, other staff, volunteers,
contractors and employees of contractors providing services to Northwest Academy.
B. Board of Directors of Northwest Academy
1. No member of the Board of Directors shall have been convicted of any offenses set forth in
I.C. 20-26-5-11 (b), any successive statute, or of any offense substantially equivalent to any
of the offenses listed in I.C. 20-26-5-11 (b) in which the judgment of conviction was entered
under the law of any other federal or state jurisdiction, unless the NAAA’s Director of the
Office of Charter Schools expressly waives such prohibition in writing.
2. NAAA will obtain, within (60) days of the effective date of the execution of the Charter, a
criminal history check on each current member of the NAAA’s Board of Directors, after
obtaining any necessary consents from the individual member. Any individual that has been
convicted of any of the following acts shall be prohibited from serving on the NAAA Board
of Directors, unless the Director of the Office of Charter Schools expressly waives such
prohibition in writing:
a. Any offense set forth in I.C. 20-26-5-11 (b), any successor statute, or of any offense
substantially equivalent to any of the offenses listed in I.C. 20-26-5-11 (b) in which
the judgment of conviction was entered under the law of any other federal or state
jurisdiction; or
b. The offense of theft, misappropriation of funds, embezzlement, misrepresentation, or
fraud in any jurisdiction.
3. Northwest Academy will obtain, at least fourteen (14) days prior to the approval of any
prospective new member of the NAAA Board of Directors, a criminal history check on the
prospective new member, after obtaining any necessary consents from the prospective
member. Any individual that has been convicted of any of the following acts shall be
prohibited from serving on the NAAA Board of Directors, unless the Director of the Office of
Charter Schools expressly waives such prohibition in writing:
a. Any offense set forth in I.C. 20-26-5-11 (b), any successor statute, or of any
offense substantially equivalent to any of the offenses listed in I.C. 20-26-5-
11 (b) in which the judgment of conviction was entered under the law of any
other federal or state jurisdiction; or
b. The offense of theft, misappropriation of funds. Embezzlement,
misrepresentation, or fraud in any jurisdiction.
C. PROVISION REGARDING NAAA ADMINSTRATORS, TEACHERS, OTHER STAFF,
VOLUNTEERS, CONTRACTORS AND EMPLOYEES OF CONTRACTORS
1. This NAAA policy will apply to each of the following individuals and entities:
a. Any person employed or seeking employment with Northwest Academy.
B-2
b. Any person employed or seeking employment by an entity with which the NAAA contracts
for services if the individual is likely to have direct, ongoing contact with children within the
scope of the individual’s employment;
c. Any individual that is contracted, or who seeks to enter a contract, to provide services to the
NAAA, if the individual is likely to have direct, ongoing contact with children within the
scope of performing under a contract providing services to NAAA.
2. This policy shall be interpreted in a manner consistent with I.C.20-26-5-10 which is made
applicable to charter schools by I.C. 20-24-8-5, and shall provide for the obtaining of criminal
history checks of the individuals identified in Section C.I. of this Policy in the manner and to the
full extent provided for by I.C. 20-26-5-10. In this regard, consistent with I.C. 20-26-5-10,
NAAA will obtain the criminal history checks on individuals identified in Section C.1 of this
Policy before or not later than three (3) months after the individual’s association with the NAAA
as either an employee, an employee of a contractor, an individual contractor, or a volunteer who
is likely to have direct, ongoing contact with children within the scope of the individual’s
employment, or within the scope of performing under a contract providing services to the
Northwest Academy.
3. Any individual subject to this policy that has been convicted of any of the following acts shall be
prohibited from employment with the NAAA or with an entity contracting with NAAA to provide
services, or from contracting individually with NAAA to provide services, unless the Director of
the Office of Charter Schools expressly waives such prohibition in writing: Any offense set forth
in I.C. 20-26-5-11 (b), any successor statute, or of any offense substantially equivalent to any of
the offenses listed in I.C. 20-26-5-11 (b) in which the judgment of conviction was entered under
the law of any other federal or state jurisdiction.
4. Any individual subject to this policy may be required at the time the individual applies for
employment or seeks to contract with NAAA to answer questions concerning the individual’s
criminal history. The failure to answer honestly questions asked about the individual’s criminal
history will constitute grounds for the termination of the individual’s employment or contract.
5. Any individual subject to this policy shall notify the Head-of –School at NAAA in the event the
individual is, during the course of the individual’s employment or performance of a contract,
convicted of any offense set forth in I.C. 20-26-5-11 (b) any successor statute, or of any offense
substantially equivalent to any of the offenses listed in I.C. 20-26-5-11 (b) in which the judgment
of conviction was entered under the law of any other federal or state jurisdiction.
D. PROVISION REGARDING RESULTS OF CRIMINAL HISTORY CHECKS
1. The results of criminal history checks must be submitted to NAAA upon written request of the
Director of the Office of Charter Schools. In this regard, the NAAA Office of Charter Schools
shall be identified in the consent provided by the individual subject to this policy as an authorized
party to receive a copy of the results of the criminal history check.
2. The results of the criminal history checks will be used in accordance with I.C. 10-13-3-
Attachment 40 –Policy Regarding Conflict of Interest
Northwest Academy of Aerospace and Aviation
Conflict of Interest Policy
PURPOSE: The educational mission of the Northwest Academy of Aerospace and Aviation requires the
highest standards of professionalism and ethical conduct. Adherence by board members, faculty,
staff, committee chair and committee member, and others acting on behalf of the NAAA to the
standards of ethical conduct set forth in this policy is an integral part of the school’s long-range
goals of attracting quality board and committee members, students, faculty and staff; ensuring
proper stewardship of its resources; and attracting gifts, grants, and other forms of support. The
highest standards of honorable and ethical conduct must be observed at all times in dealings with
or on behalf of the NAAA
.
The term “conflict of interest” cannot be defined in a manner that fits every situation. As a
general rule, in determining whether certain action should be taken, an individual must consider
not only whether a conflict of interest actually exists, but he/she should also consider the
impression a situation or issue may make on other individuals who, for good reason, judge and
interpret the situation or issue. Therefore, individuals must refrain from engaging in any activity
that has the appearance of impropriety.
The NAAA is a not-for-profit educational institution organized under the laws of the State of
Indiana. As such, it is prohibited from engaging in any activity which primarily benefits any
individual financially, directly or indirectly. Moreover, because of the school’s tax-exempt
status, the NAAA prohibits institutional income from being used for the personal benefit of any
individual or group of individuals. In connection with the above, this policy has been adopted in
order to offer broad guidance to the NAAA’s faculty and staff.
POLICY STATEMENT: The Northwest Academy of Aerospace and Aviation expects all
faculty and staff, when acting on behalf of the school, to maintain the highest standard of ethical
conduct. Individuals employed by the NAAA are expected to remain free of interests or
relationships which are, or appear to be, detrimental to the best interests and reputation of the
School. They must avoid circumstances that cast doubt on their ability to act objectively and
fairly regarding the School’s business and interests. They must not support the commission of
such acts by others.
A practice will not be condoned on the grounds that it is customary, easy, or expedient if it does
not meet the standards of ethical conduct. Condoning such practices compromises the integrity
and reputation of the NAAA. If an individual is asked to engage in any action that he/she
reasonably believes may be in violation of this policy, it is acceptable (and, in fact, encouraged)
to respond by making any of the following (or similar) statements: 1) “NAAA policy does not
allow me to do this”; or 2) “Please discuss this matter further with my supervisor because I have
concerns about whether I can do this without violating NAAA policy”; or 3) “I am
uncomfortable with what you have asked me to do, and I would first like to discuss the matter
with my supervisor (or Board of Directors”). Page 1of 3 POLICY NAME: Conflict of Interest
DEFINITIONS: C-2
“Conflict of interest” is a term that relates to matters that may inappropriately influence an
individual within his/her area of responsibility. The following are examples of conflicts of
interest that are prohibited by this policy:
1. When an individual or a member of his/her family has an existing or potential financial or
other material interest that could or does impair the individual’s independence or
objectivity of judgment in the discharge of responsibilities to the NAAA.
2. When an individual’s interests outside his/her employment with the School, including but
not limited to, his/her outside business, philanthropic, community, political or other
interests, could or do adversely impact the NAAA in any manner, including, without
limitation, relative to the individual’s time or use of School’s resources.
3. When an individual (or a member of his/her family) is an owner, principal, consultant or
employee of an enterprise which does business with the NAAA, and the faculty or staff
member by virtue of NAAA employment:
- Is in any position to control, impact or influence the School’s business relationship
with that enterprise; or
- May gain any personal benefit (financial or otherwise) if the School engages in a
business relationship with that enterprise.
4. When, without prior approval of the NAAA, an individual is associated (as an owner,
principal, consultant or employee) with an organization whose business interests are in
conflict with the interests of the School.
5. When an individual has a relationship with another organization or activity that reflects
adversely on his/her integrity or the reputation of the NAAA.
6. When an individual uses or threatens to use confidential or privileged information,
equipment or other School resources for personal benefit, benefit of friends or relatives,
or for other purposes unrelated to the School or not in its best interests.
7. When an individual receives gifts or entertainment of more than nominal value (more than
$250) annually from suppliers of goods or services, or from individuals or entities
associated or seeking association with the NAAA.
8. When an individual evaluates the work or performance of an individual who is a member
of his/her family or when an individual is directly or indirectly under the authority of a
family member.
9. When an individual evaluates or has control (directly or indirectly) over the work or
performance of a person with whom he/she is engaged in a romantic or sexual
relationship. This is true whether the parties involved in the relationship are faculty, staff,
directors, or students.
The above examples are not inclusive of all situations that may give rise to a conflict of interest
in violation of this policy. No list of examples could possibly be exhaustive.
Page 2 of 3 POLICY NAME: Conflict of Interest
PROCEDURE: C-3
Seeking Clarification If, after reading this policy and other applicable NAAA policies, you
believe additional clarification is needed about the propriety of any action or situation, contact
your immediate supervisor.
Disclosure of a Suspected or Potential Conflict of Interest If a suspected or potential conflict
of interest is created or becomes unavoidable, it is the responsibility of the faculty or staff
member to notify his/her supervisor, department head of the (potential) conflict of interest. For
example, conflicts can arise due to business arrangements made by other NAAA parties or
relationships of NAAA faculty and staff to personnel in other companies who do business with
the NAAA. The appropriate School administrator will determine what arrangements or changes,
if any, are needed.
Reporting a Violation
Every faculty and staff person should immediately report a suspected, potential or actual
violation of this policy. To report such matter:
1. Discuss the matter with your immediate supervisor. However, if the matter involves
the conduct of your supervisor, the matter should be discussed with the person at the
next supervisory level.
2. If you reasonably believe that the situation cannot be properly addressed as described
in #1 above, you may contact the Charter Office with your area of concern
Failure of a supervisor to report a suspected, potential or actual violation of this policy may
result in disciplinary action, up to and including termination of employment.
ABUSE OF THIS POLICY:
The NAAA is committed to the protection of both the accused and the accuser in connection
with any report made pursuant to this policy. Therefore, any effort of an individual to discredit
others through the inappropriate or bad faith use of this policy is prohibited and may result in
disciplinary action, up to and including termination of employment.
EDUCATION AND DISTRIBUTION OF POLICY:
A copy of this policy is provided to all board members, committee members, faculty and staff
new hires during orientation.
Page 3 of 3
Attachment 42 – Policy Regarding Special Education
Special Education Program
The special education program at the Northwest Academy of Aerospace and Aviation will be set up
according to the Special Education Rules TITLE 511 ARTICLE 7, RULES 32-47.
511 IAC 7-33-2 Public schools’ special education programs; organization and administrative structures
Section 2. (a) Public school corporations, charter schools, and other public agencies shall provide a free
appropriate public education to students who:
(1) are at least three (3) years of age through the school year in which students become twenty-
two (22) years of age, unless a CCC determines that a student will leave school earlier;
(2) are identified as disabled under this article, including students who:
(A) are advancing from grade to grade; or
(B) have been suspended or expelled from school to the extent to the extent required by
511 1AC 7-44-1 and 511 1AC 7-44-1 and 511 1AC 7-44-2;
(3) have not completed high school graduation requirements and received a high school diplomas
as defined in 511 1AC 6-7. 1-1 (e); and
(4) are not parentally-placed in a non-public school.
(b) Unless a student graduates with a high school diploma, the right to a free appropriated public
education ends at the conclusion of the school year in which the student becomes twenty-two (22) years
of age. However, the CCC may determine that the student will leave school earlier.
(c) Special education programs shall include the following:
(1) Elementary school programs.
(2) Secondary school programs.
(3) Early childhood programs for students who are at least three (3) years of age,
but who are not enrolled in kindergarten.
(d) Public school corporations and charter schools may provide special education programs through a variety of arrangements, including, but not limited to, the following: (A) The Joint Service and Supply Act, IC 20-26-10/
(B) The Special Education Cooperatives, Act IC 20-35-5.
(C) The inter local Cooperation Act, IC 36-1-7.
(D) Any other cooperative arrangement permitted by law.
(3) A transfer tuition agreement
(4) A contract for certain:
(A) related service; or
(B) educational services or related services, or both, for early childhood programs.
Attachment 43 – Parental Access to Education Records
IC 20-33-7
Chapter 7. Parental Access to Student Records
IC 20-33-7-1
"Education records"
Sec. 1. As used in this chapter, "education records" means
information that:
(1) is recorded by a nonpublic or public school; and
(2) concerns a student who is or was enrolled in the school.
As added by P.L.1-2005, SEC.17.
IC 20-33-7-2
Custodial and noncustodial parents; equal access; exceptions
Sec. 2. (a) Except as provided in subsection (b), a nonpublic or
public school must allow a custodial parent and a noncustodial parent
of a child the same access to their child's education records.
(b) A nonpublic or public school may not allow a noncustodial
parent access to the child's education records if:
(1) a court has issued an order that limits the noncustodial
parent's access to the child's education records; and
(2) the school has received a copy of the court order or has
actual knowledge of the court order.
As added by P.L.1-2005, SEC.17.
IC 20-33-7-3
Report of educational records without parental consent
Sec. 3. (a) As used in this section, "juvenile justice agency" has
the meaning set forth in IC 10-13-4-5.
(b) A school corporation or other entity to which the education
records privacy provisions of the federal Family Educational Rights
and Privacy Act (20 U.S.C. 1232g) apply may disclose or report on
the education records of a child, including personally identifiable
information contained in the education records, without the consent
of the child's parent under the following conditions:
(1) The disclosure or reporting of education records is to a state
or local juvenile justice agency.
(2) The disclosure or reporting relates to the ability of the
juvenile justice system to serve, before adjudication, the student
whose records are being released.
(3) The juvenile justice agency receiving the information
certifies, in writing, to the entity providing the information that
the agency or individual receiving the information has agreed
not to disclose it to a third party, other than another juvenile
justice agency, without the consent of the child's parent.
(c) For purposes of subsection (b)(2), a disclosure or reporting of
education records concerning a child who has been adjudicated as a
delinquent child shall be treated as related to the ability of the
juvenile justice system to serve the child before adjudication if the
juvenile justice agency seeking the information provides sufficient
information to enable the keeper of the education records to
determine that the juvenile justice agency seeks the information in
order to identify and intervene with the child as a juvenile at risk of
delinquency rather than to obtain information solely related to
supervision of the child as an adjudicated delinquent child.
(d) A school corporation to which the education records privacy
provisions of the federal Family Educational Rights and Privacy Act
(20 U.S.C. 1232g) apply may disclose or report on the education
records of a child, including personally identifiable information
contained in the education records, without the consent of the child's
parent, if the child has been suspended or expelled and referred to a
court in accordance with an agreement for court assisted resolution
of suspension and expulsion cases under IC 20-33-8.5. The request
for the education records of a child by a court must be for the
purpose of assisting the child before adjudication.
(e) A school corporation or other entity to which the education
records privacy provisions of the federal Family Educational Rights
and Privacy Act (20 U.S.C. 1232g) apply that:
(1) discloses or reports on the education records of a child,
including personally identifiable information contained in the
education records, in violation of this section; and
(2) makes a good faith effort to comply with this section;
is immune from civil liability.
As added by P.L.1-2005, SEC.17. Amended by P.L.242-2005,
SEC.21.
Attachment 44 – Dissolution Procedures
Northwest Academy of Aerospace and Aviation
IC 20-24-3-3
Organizer's dissolution; disposition of remaining assets and funds
Sec. 3. The organizer's constitution, charter, articles, or bylaws
must contain a clause providing that upon dissolution:
(1) all remaining assets, except funds specified in subdivision
(2), shall be used for nonprofit educational purposes; and
(2) remaining funds received from the department shall be
returned to the department not more than thirty (30) days after
dissolution.
As added by P.L.1-2005, SEC.8.
Attachment 45
Patriotic Commemorative Observances
Legal Holidays
IC1-1-9-1
List;observance
Sec. 1. (a) The following are legal holidays within the state of Indiana for all purposes:
New Year's Day, January 1.
Martin Luther King, Jr.'s Birthday, the third Monday in January.
Abraham Lincoln's Birthday, February 12.
George Washington's Birthday, the third Monday in February.
Good Friday, a movable feast day.
Memorial Day, the last Monday in May.
Independence Day, July 4.
Labor Day, the first Monday in September.
Columbus Day, the second Monday in October.
Election Day, the day of any general, municipal, or primary election.
Veterans Day, November 11.
Thanksgiving Day, the fourth Thursday in November.
Christmas Day, December 25.
Sunday, the first day of the week.
(b) When any of these holidays, other than Sunday, comes on Sunday, the following Monday
shall be the legal holiday. When any of these holidays comes on Saturday, the preceding Friday
shall be the legal holiday.
(c) This section does not affect any action taken by the state, the general assembly while in
session, or a political subdivision (as defined in IC 36-1-2-13). Any action taken by the state, the
general assembly, or a political subdivision on any such holiday shall be valid for all purposes.
(Formerly: Acts 1947, c.236, s.1; Acts 1949, c.2, s.1; Acts 1955, c.6, s.1; Acts 1969, c.59, s.1;
Acts 1972, P.L.12, SEC.1.) As amended by Acts 1982, P.L.2, SEC.2; P.L.4-1989, SEC.1; P.L.4-
1995, SEC.2; P.L.26-2000, SEC.1.
IC 1-1-9-2
Paid holidays for state employees; governor shifting observance; exception
Sec. 2. All legal holidays, except Sundays, shall be paid holidays for state employees.
However, the governor may shift to another day the observance of a legal holiday, except that
Martin Luther King, Jr.'s birthday shall be observed as a holiday on the third Monday in January.
As added by P.L.2-1986, SEC.1. Amended by P.L.4-1989, SEC.2.
NORTHWEST ACADEMY OF AEROSPACE AND AVIATION
Financial Policies and Procedures
Administering an organization’s finances and budget is about complying and conforming. If not
performed in a forthright and thorough fashion the enterprise is on its way to its demise. In a
small organization, administration of finances and budget falls on the leader manager with the
Board’s approval. The effective leader manager uses the finances and budget to drive the
enterprise toward its mission.
1. Internal Controls
1.1 The Board of Directors of the Northwest Academy of Aerospace and Aviation is
responsible for the financial operations of the organization. The Board of
Directors approve an annual budget, and strive to maintain a fund balance that is
considered prudent. The Board of Directors monitors actual revenue and expenses
against budget allocations throughout the year, through reports by the Treasurer and
Principal of the School.
1.1.1. All financial policies shall be in writing and included in this document.
1.1.2. Financial duties specified in this document shall be included in related job
descriptions.
1.2 Separation of Duties: The Board recognizes the need for separation of duties to the
extent possible in order to safeguard and exercise control over revenue and
expenditures. Board officers, Principal of the School, finance staff (employee or contract)
and payroll service share the fiscal responsibilities outlined below.
1.3 Auditor: Board is responsible for ensuring that the financial records of NAAA are
audited according to Generally Accepted Accounting Principles (GAAP) which will take
place biannually by the IN State Board of Accounts. Northwest Academy shall employ an
independent accounting firm on alternate years to file annual tax returns and conduct an
annual independent financial report, or alternatively, an audit, consistent with GAAP.
The Business Committee will biannually recommend an independent audit or financial
audit firm to conduct the financial report or audit. The selection shall be made by the end
of December (during the years that the State Board of Accounts does not conduct their
audit. The committee and auditor will meet to examine findings, and will report such
findings to the Board. The financial report will be used by the Finance committee to
make recommendations for changing subject to the Board’s approval.
1.4 The NAAA shall employ a Bookkeeper and/or Payroll Service to assume resident
agent and executive manager of the school’s income and cash flow management and
projections.
1.4.1 Preparation of monthly financial statements, monthly balances as compared
against budget.
14.2 Prepare payroll, tax and other withholding.
14.3 Preparation of accounts payable for disbursement required for each month.
14.4 Maintain accounts; reconcile monthly revenue and expenditure reports
The Finance Committee and the Principal shall review reports monthly of year to date
revenues, expenses, and balance sheet. The secretary/treasurer of NAAA will meet
monthly with this committee and the Board will meet quarterly or more often.
Those preparing the financial statements will note any discrepancies regarding estimates,
judgment, or controversy between Board and members and auditors, any items of public
interest or involving unusual application of rules.
1.5 Bank and Investment Accounts:
1.5.1 NAAA will maintain a checking account for operational expenses and a savings
account for restricted use and capital funds. The Treasurer, Bookkeeping
Service with the approval of the principal shall make transfers from the accounts
as needed.
1.5.2 The secretary/treasurer of NAAA will oversee, review and initial all bank
statements prior to giving them to the bookkeeper for reconciliation. The
secretary/treasurer shall reconcile the bank statement within 10 days of receiving
the statement. The reconciliation shall be reviewed and approved by the principal.
1.5.3 Checks, checkbooks, and bank statements shall be kept in a locked cabinet in the
treasurer’s office. Checks are to be pre-numbered and used in sequence. There
shall be no signing of blank checks. Outstanding checks are to be investigated and
after three months voided if they are not expected to be cashed.
1.6 Income and Deposits
1.6.1 The secretary/treasurer of NAAA shall receive the bank statement, cash or
checks which will be stored and a locked filed cabinet in his/her office to be
examined later with the bookkeeping service. The secretary treasurer shall
photocopy all checks and prepare deposit slips for each account as necessary.
1.6.2 The secretary/treasurer shall make bank deposits, and make copies of the deposit
forms and bank deposit receipts to be kept in the locked file cabinet to be given to
the bookkeeper for the preparation of the monthly report. The bookkeeper shall
also reconcile the credit card receipts for NAAA credit card account. The
original form along with the copies of the checks, shall be placed in the deposit
file in the Principal’s office. Any cash, or checks received shall be kept in the
locked, fireproof file cabinet in the secretary/treasurer’s office until time of
deposit.
1.6.3 All contributions to NAAA shall be acknowledged in writing within 10
business days following IRS guidelines, which currently require written
acknowledgement for contributions of $25 or more. NAAA will provide the
organization’s tax identification number and verification of tax-exempt status to
donors as needed. Names of donors shall be published unless a donor requests
anonymity. The Finance Committee should investigate any omission of names.
1.6.4 Northwest Academy’s cash shall not be used to cash checks of employees.
1.6.5 If in-kind donations are made, a reasonably full written description shall be made
of the items donated. NAAAA representatives are prohibited from providing
estimates of the value of in-kind donations to donors.
1.7 Expenses and Accounts Payable
1.7.1 The bookkeeping representative shall collect invoices each month and shall
complete an Accounts Payable form for each invoice indicating the appropriate
expense account number. The bookkeeper will prepare and mail checks as
necessary.
1.7.2 The bookkeeping representative will reconcile the credit card statements. The
Principal and Secretary/Treasurer will verify all credit card purchases. Monthly
credit card statements will be given directly to cardholder for reconciliation. Upon
receipt or statement, cardholder has 5 business days to reconcile statement, obtain
approval from the Principal or his designee, and submit to bookkeeping
representative for card payment.
1.7.3 The payroll checks will be distributed by the secretary/treasurer or principal to
maintain confidentiality of salary information. Other checks shall be made to
vendors by the bookkeeping firm. The original Accounts Payable forms shall be
kept in a locked file cabinet in the bookkeeper’s office for one year, after which
they may be stored as long as is required by the IRS.
1.8 Reimbursements
Staff and volunteers shall submit requests for reimbursements on Accounts
Payable forms to the appropriate supervisor. Incidental expenses may also be
claimed through petty cash, which is maintained by the secretary/treasurer. Petty
cash shall be limited to $300, and shall be reconciled on a regular basis.
1.9 Assets and Depreciation
NAAA shall maintain a list of all assets—furniture and equipment—valued at
$500 or more. The list shall contain serial numbers or other identifying
information. Depreciation of assets will align with the generally accepted
accounting principles (GAAP). The assets lists will be filed with the insurance
carrier to assure proper insurance coverage.
1.10 Special Events Procedure
A designated member of NAAA shall compile a list of attendees prior to the
event showing who is attending, who has paid, who is to pay at the door, and who
is attending on a complimentary basis.
Donations of non attendees should be tracked on a separate list.
Cash may be taken for change.
Checks or cash at the door should be recorded on the attendee list.
After the event two persons (one member of NAAA) will total cash and
checks to be turned in to the secretary treasurer to be deposited with the list
showing source of deposit and total.
Uncollected funds should be identified and collected.
The secretary/treasurer shall reconcile the attendee sheet showing tickets order,
number paid for prior to event, number complementary or at reduced price, total
amount deposited, total uncollected, and total written off.
1.11 Organizations conducting fundraising on behalf of NAAA
In the event of fundraisers the following information should be available from the
NAAA: copies of bank statements and reconciliations, a summary of money
collected that balances to bank book deposits made, a summary of all
expenditures on the event, and a copy of procedures related to the receipt of
funds.
1.12 Financial policies Distribution and Communication
These policies shall be distributed to all employees and the Board, with the
understanding that they agree to abide by the written list of financial policies.
Attachment 48 NAAA Dress Code
Girls K-3
Knit polo shirt
Jumper
Sweater/vest
Black shoes
Tights or socks
Girls 4, 5
Knit polo shirt
Pants
Sweater/vest
Black shoes
Solid color socks
Items not allowed to be worn in school
Telephone Use
Students are not to use the office telephone
Boys K-3
Knit polo shirt
Pants
Sweater/vest
Black shoes
Solid color socks
4, 5 Dress Code
Boys 4, 5
Knit polo shirt
Pants
Sweater/vest
Black shoes
Solid color socks
No sunglasses are worn in school.
No sandals, shoes must cover the entire
foot at all times.
No tank tops or tight fitting tops.
No sleeveless shirts.
No jeans.
No large hoop or dangling earrings.
No hooded sweatshirts.
No visible body piercing.
No rollers/curlers.
No sagging pants, pants should be worn
around the waist and have a belt.
No hanging belts.
No visible tattoos.
No jackets.
No hair glitter/body glitter.
No key cords.
No hanging suspenders.
No hats or other head coverings, including
sweatbands and handkerchiefs are
permitted.
No designs of any kind are permitted in the
hair or eyebrows. (e.g. Mohawk, twisties
and /or braids for boys.)
No combs.
No shorts (non-uniform).
Stud earrings (in ears) are
acceptable for girls only.
Boys may not wear earrings.
No pants may be worn under skirts (for
girls). Pants may be worn under skirts in
winter only, but must be
Removed once in school.
No boots – hiking, work boots, etc.
may be worn during the school day.
boots may be worn to school during
the winter, but must be removed
once in school and regular shoes
put on.
Hair cannot be colored or highlighted
any color that is not a natural hair color.
Necklaces must be tucked inside shirts
or blouses and must be of a reasonable
size.
No chain belts, studded belts, or
unusually large chain necklaces that are
not normal attire are permitted.
Attachment 50 – Transportation Plan and Policy
The Board of School Directors of the Northwest Academy of Aerospace and Aviation will
provide transportation to-and-from school at NAAA’s expense, to special education students
legally residing within District boundaries while attending State mandated school programs.
STUDENT BEHAVIOR WHILE RIDING ON SCHOOL BUS
It is the desire of the Northwest Academy of Aerospace and Aviation to have all children who
are assigned to ride on a school bus act in a responsible manner. It will be the policy of the Board
to set forth guidelines to be followed by students, parents, bus drivers, and the principal. The
following administrative procedure will be the Board's guideline and must be followed by all
patrons using the school bus.
The driver is in full charge of the bus and its passengers. He/she is charged with the
responsibility of safely conveying the students to their respective destinations. It is necessary,
therefore, to have rules and regulations governing the students riding the bus.
The rules of conduct for the school bus riders are listed but not limited to those below.
Each student will:
Obey promptly and respectfully the directions of the bus driver or supervisor.
Sit properly in their seats.
Not throw objects out of the windows or within the bus.
Keep their hands and feet to themselves.
Not shove, push, or fight.
Not eat or drink on the bus without the driver's permission.
Not smoke, use, or exhibit any flame producing objects on the bus.
Not open windows or emergency doors without driver's permission.
Not place any part of their bodies outside the bus windows.
Not litter or clutter the aisles.
Not tamper with the bus or any of its equipment.
Not be loud, boisterous, vulgar or profane in words or actions.
Not leave the bus except at their regular stop without written permission from parent/guardian.
Pay for damage to the bus through acts of vandalism or other incidents resulting in damage.
NAAA Board Food Services Plan and Policy
We plan to outsource our food services.
IC20-26-9
Chapter 9. School Breakfast and Lunch Programs
IC20-26-9-1
"Participating school corporation"
Sec. 1. As used in this chapter, "participating school corporation" refers to a school
corporation that includes at least one (1) qualifying school building.
As added by P.L.1-2005, SEC.10.
IC20-26-9-2
"Qualifying school building"
Sec. 2. (a) This subsection applies before July 1, 2007. As used in this chapter, "qualifying
school building" refers to a public school building in which:
(1) at least twenty-five percent (25%) of the students who were enrolled at that school
building during the prior school year qualified for free or reduced price lunches under guidelines
established under 42 U.S.C. 1758(b); and
(2) lunches are served to students.
(b) This subsection applies after June 30, 2007. As used in this chapter, "qualifying school
building" refers to a public school building in which:
(1) at least fifteen percent (15%) of the students who were enrolled at that school building
during the prior school year qualified for free or reduced price lunches under guidelines
established under 42 U.S.C. 1758(b); and
(2) lunches are served to students.
As added by P.L.1-2005, SEC.10. Amended by P.L.54-2006, SEC.1.
IC20-26-9-3
"School"
Sec. 3. As used in this chapter, "school" means the following:
(1) An Indiana public school in which any grade from kindergarten through grade 12 is
taught.
(2) A nonpublic school in which any grade from kindergarten through grade 12 is taught
that is not operated for profit in whole or in part.
As added by P.L.1-2005, SEC.10.
IC20-26-9-4
"School board"
Sec. 4. As used in this chapter, "school board" means:
(1) when applicable to a public school of Indiana, the board of school trustees, board of
school commissioners, school board of incorporated towns and cities, and township school
trustees; or
(2) when applicable to a school other than a public school, a person or agency in active
charge and management of the school.
As added by P.L.1-2005, SEC.10.
IC20-26-9-5
"School breakfast program"
Sec. 5. As used in this chapter, "school breakfast program" refers to a program under which
breakfast is served at a qualifying school building on a nonprofit basis to students enrolled at the
qualifying school building.
As added by P.L.1-2005, SEC.10.
IC20-26-9-6
"School lunch program"
Sec. 6. As used in this chapter, "school lunch program" means a program under which
lunches are served by a school in Indiana on a nonprofit basis to children in attendance,
including any program under which a school receives assistance out of funds appropriated by the
Congress of the United States.
As added by P.L.1-2005, SEC.10.
IC20-26-9-7
Authority of state superintendent to accept and disburse federal aid for school lunch
programs
Sec. 7. (a) The state superintendent may accept and direct the disbursement of funds
appropriated by any act of the United States Congress and apportioned to the state for use in
connection with school lunch programs.
(b) The state superintendent shall deposit all funds received from the federal government with
the treasurer of state in a special account or accounts to facilitate the administration of the
program. The treasurer of state shall make disbursements from the account or accounts upon
direction of the state superintendent.
As added by P.L.1-2005, SEC.10.
IC20-26-9-8
Establishment and operation of school lunch programs
Sec. 8. (a) The state superintendent may enter into agreements with a school board or with
any other agency or person, prescribe regulations, employ personnel, and take any action that the
state superintendent may consider necessary to provide for the establishment, maintenance,
operation, and expansion of a school lunch program and to direct the disbursement of federal and
state funds under any federal or state law.
(b) The state superintendent may give technical advice and assistance to a school corporation
in connection with the establishment and operation of a school lunch program and may assist in
training personnel engaged in the operation of the program. The state superintendent and any
school corporation or sponsoring agency may accept any gift for use in connection with a school
lunch program.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-9
Sponsoring agencies for school lunch program; appointment
Sec. 9. A governing body may:
(1) operate or, by the appointment of a sponsoring agency, provide for the operation of
school lunch programs in schools under the governing body's jurisdiction;
(2) contract with respect to food, services, supplies, equipment, and facilities for the
operation of the programs; and
(3) use funds disbursed under this chapter and gifts and other funds received from the sale
of school lunches under the programs.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-10
Accounts and records; inspection
Sec. 10. (a) The state superintendent shall prescribe rules for keeping accounts and records
and making reports by or under the supervision of a governing body.
(b) The accounts and records shall:
(1) be available for inspection and audit at all times by authorized officials; and
(2) be preserved for at least five (5) years, as the state superintendent may prescribe.
(c) The state superintendent shall conduct or cause to be conducted any audits, inspections,
and administrative reviews of acts, records, and operations of a school lunch program necessary
to do the following:
(1) Determine whether agreements with the governing body and rules under this chapter are
being complied with.
(2) Ensure that a school lunch program is effectively administered.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-11
Studies to improve school lunch programs and promote nutritional education
Sec. 11. The state superintendent may, to the extent that funds are available and in
cooperation with other appropriate agencies and organizations, do the following:
(1) Conduct studies of methods of improving and expending school lunch programs and
promoting nutritional education in the schools.
(2) Conduct appraisals of the nutritive benefits of school lunch programs.
(3) Report the findings and recommendations periodically to the governor.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-12
Authority to operate school kitchens and lunchrooms; appropriations; state aid contingent
on federal aid
Sec. 12. (a) School cities, school townships, school towns, and joint districts may:
(1) establish, equip, operate, and maintain school kitchens and school lunchrooms for the
improvement of the health of students and for the advancement of the educational work of their
respective schools;
(2) employ all necessary directors, assistants, and agents; and
(3) appropriate funds for the school lunch program.
Participation in a school lunch program under this chapter is discretionary with the governing
board of a school corporation.
(b) If federal funds are not available to operate a school lunch program:
(1) the state may not participate in a school lunch program; and
(2) money appropriated by the state for that purpose and not expended shall immediately
revert to the state general fund.
(c) Failure on the part of the state to participate in the school lunch program does not
invalidate any appropriation made or school lunch program carried on by a school corporation by
means of gifts or money appropriated from state tuition support distributions received by the
school corporation.
As added by P.L.1-2005, SEC.10. Amended by P.L.146-2008, SEC.468.
IC 20-26-9-13
Implementation of school breakfast program
Sec. 13. The governing body of a participating school corporation shall implement or contract
for the implementation of a school breakfast program at each qualifying school building within
the school corporation's boundaries.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-14
Compliance with national school breakfast program participation requirements
Sec. 14. A governing body shall implement the governing body's breakfast program in
compliance with the requirements for participation in the national school breakfast program
under 42 U.S.C. 1773 et seq.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-15
Assistance of department
Sec. 15. The department shall assist each participating school corporation in implementing the
school's breakfast program and in making all appropriate applications to the federal government
for available financial assistance on behalf of the participating school corporation.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-16
Department to monitor programs and maintain records
Sec. 16. The department shall monitor the school breakfast programs required under this
chapter and maintain complete and accurate records of the programs.
As added by P.L.1-2005, SEC.10.
IC 20-26-9-17
Department to establish guidelines
Sec. 17. (a) The department shall establish guidelines to implement this chapter.
(b) The state board may adopt rules under IC 4-22-2 to implement this chapter.
As added by P.L.1-2005, SEC.10.IC 20-26-9-18
School health advisory councils
Sec. 18. (a) Before July 1, 2007, each school board shall establish a coordinated school health
advisory council (referred to as the "advisory council" in this section). The advisory council may
review the corporation's wellness policies on a yearly basis and suggest to the school board for
approval changes to the policies that comply with the requirements of federal Public Law 108-
265 and IC 5-22-15-24(c) before July 1 of each year. The advisory council must hold at least one
(1) hearing at which public testimony about the local wellness policy being developed is
allowed.
(b) The school board shall appoint the members of the advisory council, which must include
the following:
(1) Parents.
(2) Food service directors and staff.
(3) Students.
(4) Nutritionists or certified dietitians.
(5) Health care professionals.
(6) School board members.
(7) A school administrator.
(8) Representatives of interested community organizations.
(c) The school board shall adopt a school district policy on child nutrition and physical activity
that takes into consideration recommendations made by the advisory council.
(d) The department shall, in consultation with the state department of health, provide technical
assistance to the advisory councils, including providing information on health, nutrition, and
physical activity, through educational materials and professional development opportunities. The
department shall provide the information given to an advisory council under this subsection to a
school or parent upon request.
As added by P.L.54-2006, SEC.2.
IC 20-26-9-19
Food and beverage items sold to students; nutritional values
Sec. 19. (a) This section does not apply to a food or beverage item
that is:
(1) part of a school lunch program or school breakfast program;
(2) sold in an area that is not accessible to students;
(3) sold after normal school hours; or
(4) sold or distributed as part of a fundraiser conducted by students, teachers, school groups,
or parent groups, if the food or beverage is not intended for student consumption during the
school day.
However, this section applies to a food or beverage item that is sold in the a la carte line of a
school cafeteria and is not part of the federal school lunch program or federal school breakfast
program.
(b) A vending machine at an elementary school that dispenses food or beverage items may not
be accessible to students.
(c) At least fifty percent (50%) of the food items available for sale at a school or on school
grounds must qualify as better choice foods and at least fifty percent (50%) of the beverage items
available for sale at a school or on school grounds must qualify as better choice beverages. Food
and beverage items are subject to the following for purposes of this subsection:
(1) The following do not qualify as better choice beverages:
(A) Soft drinks, punch, iced tea, and coffee.
(B) Fruit or vegetable based drinks that contain less than fifty percent (50%) real fruit or
vegetable juice or that contain additional caloric sweeteners.
(C) Except for low fat and fat free chocolate milk, drinks that contain caffeine.
(2) The following qualify as better choice beverages:
(A) Fruit or vegetable based drinks that:
(i) contain at least fifty percent (50%) real fruit or vegetable juice; and
(ii) do not contain additional caloric sweeteners.
(B) Water and seltzer water that do not contain additional caloric sweeteners.
(C) Low fat and fat free milk, including chocolate milk, soy milk, rice milk, and other
similar dairy and nondairy calcium fortified milks.
(D) Isotonic beverages.
(3) Food items that meet all the following standards are considered better choice foods:
(A) Not more than thirty percent (30%) of their total calories are from fat.
(B) Not more than ten percent (10%) of their total calories are from saturated and trans
fat.
(C) Not more than thirty-five percent (35%) of their weight is from sugars that do not
occur naturally in fruits, vegetables, or dairy products.
(d) A food item available for sale at a school or on school grounds may not exceed the
following portion limits if the food item contains more than two hundred ten (210) calories:
(1) In the case of potato chips, crackers, popcorn, cereal, trail
mixes, nuts, seeds, dried fruit, and jerky, one and seventy-five hundredths (1.75) ounces.
(2) In the case of cookies and cereal bars, two (2) ounces.
(3) In the case of bakery items, including pastries, muffins, and donuts, three (3) ounces.
(4) In the case of frozen desserts, including ice cream, three (3) fluid ounces.
(5) In the case of nonfrozen yogurt, eight (8) ounces.
(6) In the case of entree items and side dish items, including french fries and onion rings,
the food item available for sale may not exceed the portion of the same entree item or side dish
item that is served as part of the school lunch program or school breakfast program.
(e) A beverage item available for sale at a school or on school grounds may not exceed twenty
(20) ounces.
As added by P.L.54-2006, SEC.3.
Northwest Academy of Aerospace and Aviation
Promotion Policy
Students having difficulties in reading will receive interventions – individualized tutoring,
special instructional groups, and other support. The RTI process will be put into operation with
close monitoring of the child’s work and proactive consultation with the parents. If the child
continues to do poorly, he/she will be retained.
The IDOE recommends retaining struggling third grades because fourth grade will be too
difficult for them. Progress reports and parent conferences will be a constant. Retention in the
third grade is a mandate if the child continues to struggle with the interventions in place. A child
may be retained a total of two times. If the difficulty persists as a last resort he will be tested for
special education. Each case will be individual with unique circumstances and the merits of
retention will be weighed. Those children failing the ISTEP+ must attend summer school.
Exemptions
English Language Learners and special needs students may be exempt from being retained if
they fail the ISTEP+ . The special needs case conference committee may determine he should
not be retained.
Summer School Children who fail the ISTEP+ test may attend summer school, and be promoted to the next
grade. If a parent refuses to allow his child to attend summer school, that child will be retained.
Pre-operational Plan
Northwest Academy of Aerospace and Aviation
A Kindergarten – Grade 5 School with a Bold New Direction
December Secure Facility and Office space
2012 Apply for Partners for Developing Futures Grant
Start Renovation of Facility
Start Advertising for Employees
2013
January Apply for Planning Grant (PCSP)
Apply for School Ventures Grant
Apply for funding for Chief Administrator officer
Schedule Informational Sessions with the Community
Institute Marketing Plan
Interview for Secretary-Treasurer / Hire
February Head of School Hired and Begins Employment
2013 Participate in Community Meetings
Acquire Community Partnerships
Start Advertising for Employees 2012-2013
Continue Marketing and Community Meetings
Start Accepting Applications for School Year
Continue Renovation of Facility
March
Interview Potential Teachers and Other Staff
2013 Begin Meetings for Student Applicants and Their Families
Commitment Forms Explained, Share Mission and Philosophy of NAAA
Student and Family Responsibilities for Student Achievement is
Explained.
Students and Parents Receive Enrollment Packets
April Hire Staff
2013 Finalize Student Handbook
Order Equipment and Schedule Delivery Dates
May/June Continue Publicity
July
Professional Development – Challenger Center , Aerospace
2013 Put Comprehensive Special Education in Place
Administration Plans for Staff to Attend University of Connecticut
(Enrichment Model)
Interdisciplinary Teaching; Core Knowledge
Continue Marketing and Community Meetings
August Staff, Project Director and Chief Administrator Officer Attend University
2013 of Connecticut (Confrutu)
Staff Orientation Meetings and Open house
School open
______________________________________________________________________________
Northwest Academy of Aerospace and Aviation
Handbook
______________________________________________________________________________
TABLE OF CONTENTS
Definitions 1
Mission Statement 2
Program Objectives 2
Civil Rights Nondiscrimination Policy 3
Board of Directors 3
Health Services 3
Medications 4
Attendance 4
Student absences 4
Absence due to travel/vacations 5
Accidents and Illness 5
School closing/Inclement weather 6
Tardiness 6
Withdrawal Policy 7
Parents/Guardians visiting school 7
Discipline Ladder 7
Discipline, Rules and Procedures 7
Bullying/Aggressive Behavior Policy 8
Locker Policy 8
Cell Phones and Other Electronic Devices 9
Repeated School Violations 9
Tips for Success in School 9
Suggestions for parents and guardians 9
Student Dress and Grooming 9
Dress codes 10
Items not allowed to be worn in school 10
Telephone Use 11
Academic Information 11
Report Cards 11
Promotion/Retention 11
Special Education Programs 12
Parental Involvement 12
Field Trips 12
Chaperones 12
Field Trip Refunds 12
Parent Agreement 13
School Calendar 14
Definitions
Aerodynamics – Aerodynamics is the study of forces and the resulting motion of objects through the air.
The word comes from two Greek words: aerios, concerning the air and dynamis, which means force.
Aerospace – The earth’s atmosphere and outer space; relating to the design, manufacture and flight of
vehicles or missiles that fly in and beyond the earth’s atmosphere.
Aviation – The design, manufacture, use or operation of aircraft.
Rocket -- A vehicle, typically cylindrical, containing liquid or solid propellants which produce hot gases
or ions that are ejected rearward through a nozzle and in doing so, creates an action force accompanied by
an opposite and equal reaction force thrusting the vehicle forward. Rockets are self-contained and are
able to operate in outer space.
Airplane – A vehicle that is able to fly; has wings and a jet engine; or propellers that are heavier than air.
The School wide Enrichment Model (SEM) – (SEM) (Renzulli, 1977; Renzulli & Reis, 1985, 1997) is
widely implemented as an enrichment program used with academically gifted and talented students and a
magnet theme/enrichment approach for all schools interested in high-end learning and developing the
strengths and talents of all students. The adaptation of the SEM used with students of varied academic
levels in the Northwest Academy of Aerospace and Aviation is based upon the following data: Separate
studies on the SEM have demonstrated its effectiveness in schools with widely differing socioeconomic
levels and patterns of program organization. The SEM has been implemented in over 2,500 schools
across the country and programs using this approach have been widely implemented internationally. The
model addresses total school improvement targeting student’s learning needs at every level. It infuses
high-end learning reserved for the gifted into the regular curriculum. The needs of low achievers are met
by replacing remediation with an enrichment approach.
Benefits
Attendance improves
Increased participation
Reading and math ability increases
Suspensions decline
Self-efficacy increases
Social behavior improves
Self-efficacy – The control an individual exerts over his/her life that is influenced by his/her thoughts of
whether or not he/she can perform a task in a specific area successfully.
Self-regulation – Planning and monitoring of cognitive and affective processes involved in successful
completion of tasks.
Mission Statement
The mission of the Northwest Academy of Aerospace and Aviation is to enable students to
develop skills in math, science and language arts in order to apply concepts to solve problems
representing real life situations, and to have them reach their full potential. Students will
understand the many vocational and career opportunities related to the aviation and space
industry.
The Northwest Academy of Aerospace and Aviation is a K-5 school that provides a safe and
orderly environment for students to master core knowledge aligned with the Indiana Standards.
An accelerated approach, the School wide Enrichment Model (an adaptation for students at
varied ability levels), emphasizing Science and Mathematics, is used in an interdisciplinary
curriculum to enhance the academic skills of students while mastering core curriculum and
beyond. Our view is that school is a place to learn and to develop talent. Socio-emotional
development of students is stressed with a curriculum that addresses the development of self-
efficacy and self-regulation skills. Parents are an integral part of the school working
collaboratively with staff to prepare students for success in a global society.
We purpose to challenge all students – general population, gifted, English as a Second Language
Learners and special needs students.
Program Objectives
1. Students will become proficient readers, writers and problem solvers.
2. Students will learn to work in small groups to find efficient and effective
solutions to given problems.
3. Students will engage in self-initiated inquiry and successfully complete tasks.
4. Students will demonstrate improvement in science, problem solving, and critical
thinking across the curriculum.
5. Parents will become involved in their child’s talent development; and actively
engaged in the school setting. This will be measured by alignment of parent pact
agreement with demonstrated volunteer hours as seen in sign-in sheets in the
classroom. Parents will be visible in the school building, actively serving and
working on various committees.
The Focus: The science of flight and rocketry, flight simulation, careers, nutrition, ecology and
introduction to robotics.
Civil Rights Nondiscrimination Policy
The Northwest Academy of Aerospace and Aviation believes in developing the gifts and talents in
children. Children of all ability levels are welcome. At the Northwest Academy of Aerospace and
Aviation, we influence the core knowledge curriculum with STEM and develop the interests and talents
of youth. (Science, Technology, Engineering and Math)
Board of Directors
Shelley M. Fisher, Ph.D. Founder / CEO
Todd Deloney Elana Harris
Attorney Noah Lewis Holcomb, Jr. Attorney Rochelle D. Moody
Jeanette B. Pike Rudolph Manula
Irma Torres-Cantu Joann H. Williamson
Health Services
Referrals to the Health Office are made by the classroom teacher whenever symptoms indicate the
possibility of illness, injury and/or pain. Minor injuries are treated at school. *Each child is required to
have an emergency Health and Accident form on file. This form requires names and phone numbers of 3
responsible persons 18 years or older that can be contacted in case the parent/guardian cannot be reached.
Parents/guardians must keep their child home if the child has any of the following illnesses:
Fever of 99.6 degrees or higher
Listlessness, weakness, drowsiness and/or flushed skin
Vomiting
Acute cold
Sore throat
Earache
Swollen glands
Severe cough
Head lice
Inflamed or red eyes
Headache
A rash or skin eruptions of unknown origin
Children who become ill during the school day will be required to go home – as soon as possible. It
is the parent’s/guardian’s responsibility, in a timely manner, to either pick up their child or make
arrangements for a person listed on their student’s emergency list to pick up their child.
Children sick at home or sent home from school for an illness must be free of fever and/or symptoms for a
FULL 24 hour period before they return to school.
Parents/guardians are asked to contact the school regarding any problems concerning their child’s health,
medications or communicable diseases.
A statement from a physician is required to limit activities after a serious illness or accident. The length
of time of the limitation must be clearly indicated on the statement.
Children will not be left in the classroom without the presence of a teacher during recess. All students
attending school are expected to participate in recess. Children too sick to go outdoors for fresh air and
exercise, should be kept at home. Any exception must come from a physician’s written request.
Medications
Before medications can be given out at school, parents/guardians and the child’s physician must complete
the required form giving authorization. Forms can be obtained from the school nurse’s office.
No medications will be given at school except for those which have been prescribed by a physician and
are needed to maintain the child in school. Only those medications that must be given during school
hours will be administered. All medications with the child’s name must be brought to the nurse’s office
in the original, labeled container listing the physician, the medication and directions, (dosage and
frequency), and the pharmacy phone number. Senate Bill 376 – Any student with chronic disease or
medical condition may self-administer medication at school if the school receives in writing two
statements-one from the parent and one from the doctor.
The parent/guardian should bring to school any medication the student needs to take at school and not
send it with their child. Once the medication is discontinued the parent/guardian is responsible for
picking up the medication from school. Any medication not picked up in a timely manner will be
discarded. All medications not picked up at the end of the school year will be discarded.
Attendance
Student Absences
The Indiana Compulsory Attendance Law IC 20-33-2-27 states that it is unlawful for a parent to fail to
ensure that their child attends school. This is considered Educational Neglect. This ruling requires
schools to report to the Department of Child Protection Services, who will refer the case to Juvenile
Courts. These agencies may be called as a LAST EFFORT to meet with parents to eliminate truancies
and excessive absenteeism when school’s efforts are not successful.
The policies will be applied to students (K-5) exhibiting Habitual Truancy. A student is habitually truant
when the student is chronically absent, by having unexcused absences from school for more than (10)
days in (1) school year. Continued absences may result in the student being retained in that grade. A
parent conference will be required after (6) or more absences in a quarter/marking period.
Parents/ guardians are urged not to request that a child be excused from class for a portion of the day
unless an emergency exists. Parents/ guardians are encouraged to make every effort to promote daily
attendance. The home and school must work in a cooperative manner to help children be responsible for
arriving at school on time.
When students are to be absent for any reason. It is the responsibility of the parent/guardian to call
the school between the hours of 7:00 a.m. and 8:30 a.m. Messages are to be left on the school’s
voicemail. Parents/guardians of absent students will be contacted if no call has been received. The
phone number of the Northwest Academy of Aerospace and Aviation is listed on the cover page of this
handbook. An absence without reason is considered truant.
A note signed by the parent/guardian stating the reason for any absence must be submitted on the day the
student returns to school or for tardiness. A note must accompany consecutive absences for illness in
excess of three days from a physician. This physician’s note should state the illness, the recommendation
to stay home and the date the student is allowed to return to school.
If a child is dismissed during the school day at the parent’s/guardian’s request, the parent/guardian must
meet the child at the school office and sign a release.
Excused Absences are recorded for students who miss school because of the following reasons: (Parents
are asked to send a note to school with their child to confirm nature of absence)
Personal illness or quarantine
Serious family illness or emergency
Bereavement
Observance of a major religious holiday
Other exceptional reasons approved by the Director
Absence Due to Travel/Vacation
Parents/guardians of students who are going to be absent due to travel should receive prior approval from
the school administrator at least two weeks before the absence, notify the principal and teacher of the
duration of the absence, and request the student’s work that may be completed during the time he/she is
away from school. Students who are absent over a period of 2 weeks because of extended vacations
should not expect to receive homework assignments ahead of time and are at risk of being retained.
Accidents and Illness
When a student becomes ill at school, an attempt will be made to contact the parent/guardian or the adult
listed on the emergency information form. No student will be permitted to leave during school hours
without adult supervision.
Any student accident occurring on the way to school or in school is reported immediately to the school
office. Minor first aid, when needed, may be provided at the school. If the student’s accident appears to
be serious, school personnel will attempt to contact the parent/guardian. Annually, parents/guardians
are asked to sign an emergency treatment release form. This release permits emergency treatment
to be administered in the event parents/guardians or the adult listed on the emergency form cannot
be reached.
In a case where immediate medical attention is necessary and the parent/guardian cannot be reached,
paramedics will be called. When possible, the physician listed on the student’s emergency information
form will be contacted. The cost of medical care is the obligation of the parent/guardian even though
school officials may call for assistance.
If parents/guardians because of religious beliefs deny medical attention, this must be noted on the
emergency treatment release form.
Parents/guardians are required to keep their child home for 24 hours following an elevated temperature
and inform the school if a physician has verified a diagnosis of a communicable disease. Any student
with an undiagnosed rash or unhealing sore will be excluded from school until the rash or sore has
disappeared unless a physician’s note verifies that the condition is non-communicable. Following a strep
infection, a physician’s note must be submitted for re-entrance into school.
School closing/Inclement weather
On days when it appears school may be canceled or dismissed early, parents are advised to listen to the
following radio station: __________________________. There will also be an attempt to notify the
Parents/guardians using the phone information on the student’s emergency form. Please make
arrangements ahead of time for a place for your child to go if you are working or are gone for the day.
Tardiness
Every child must be ready to begin the day’s activities on time. Habits instilled in children at a young
age can become ―life-long.‖ We encourage parents and students to ensure that students will be on time
for the start of the day in order that teachers can begin the day with students ready to learn. When a child
enters the room late, for any reason, there is a loss of instructional time for every child, and can be
disruptive to the class. We encourage students to be punctual.
Tardies, along with absences, are recorded on the attendance record. In cases of habitual tardiness,
parents will be notified. The student’s parent may be requested to meet with the principal to discuss the
problem and seek a solution. If there are extenuating circumstances that the school needs awareness,
please notify the principal and the teacher.
When a student arrives after the 8:15 bell he/she must report to the main office to get an ―Admit to Class
Pass.‖ An excused tardy for a documented medical appointment in the morning is not counted against the
student’s perfect attendance record. Unexcused tardies count against perfect attendance.
Withdrawal Policy
Legal Policies and Guidelines Given to Schools Under Indiana Law
Indiana Law I.C. 20-8.1-5.1-5 Delegation of Authority
Indiana Law I.C. 20-8.1-3-34 Compulsory Attendance Duty of Parents
Indiana Law I.C. 20-8.1-3-31.1 Reporting Absent Students
Indiana Law I.C. 20-8.1-3-37 Penalties
Parents/Guardians visiting the school
Parents should notify their child’s teacher the day before the visit. All visitors should check in at the
Main Office to receive a Visitor’s Pass. A Parent/-Teacher conference is scheduled at the end of
The first Nine-Weeks to better help inform parents of their child’s progress. Report Cards will be given
to parents at this conference. Additional conferences may be scheduled by the parent or teacher.
To maintain security, all visitors must enter the building through the front office area.
Discipline Ladder
Good conduct is good citizenship based on the principles of respect and responsibility
Section J – School Climate and Student Discipline
Indiana has a long commitment to maintaining a safe learning environment in our state's
schools. The Indiana Safe School fund was established as part of Indiana's commitment to
making local schools safer. The Indiana Criminal Justice Institute was charged with
administering and overseeing the implementation of the fund. Pursuant to Indiana Code 5-2-10.1,
The goals of the Safe Haven Grant are:
To afford students and staff professional development opportunities to develop the skills
and strategies necessary to prevent violent and potential violent situations.
To enable schools to identify and acquire the programs and resources necessary to
implement research-based models and proven practices for curriculum, policies,
procedures and instruction.
To assist schools in creating a physical environment that fosters the safety and well-being
of students and staff within the school campus.
Funding Cycle: Safe Haven grants are awarded every year with applications due on June
17, 2011. Safe Haven is a ten (10) month grant with the running period of July 15th
through May 21st.
NAAA will apply for the Safe Schools Fund to promote school safety through the:
Purchase of equipment for the detection of illegal substances, firearms and other
weapons; and materials used to enhance the safety of schools.
Purchase of surveillance equipment, video recorders, monitors and entry alarm systems;
communication equipment (2 way radios).
Purchase of identification equipment—digital cameras, laminating equipment for safety
badges for staff and students.
Provision of educational outreach and training to school personnel concerning
identification, prevention and intervention strategies associated with bullying.
Discipline, Rules and Procedures
1. Students are expected to act in an appropriate manner with respect for the rights of others in both
words and actions.
2. All adults who work in the school are responsible for student behavior. Students are required to
obey the directions of their teachers and other school personnel. Students may not be
disrespectful or abusive to teachers or school personnel and are absolutely prohibited from using
obscene or abusive language or any form of physical violence or threat toward teachers or other
school personnel. Threats or physical violence are considered serious and a police report
may be filed.
3. A student may not harass, in any abusive manner, any student, staff member, or adult.
4. Harassment may include unwanted sexual comments, continuous discouraging and/or
demeaning comments, threats, or abusive language.
5. Selling of anything by students is permitted ONLY with prior approval by the principal.
Non-approved merchandise will be confiscated and may not be returned.
6. No object which could create a safety hazard or interfere with school procedure should be
brought to school. These undesirable objects will be confiscated by the teacher and will have to
be collected by the parent/guardian. (I.e. fireworks, pepper spray, mace)
7. Never bring weapons, look-a-like weapons, or items intended to be used as weapons to school
or have possession of them at school. Anyone doing so faces immediate suspension and possible
expulsion. The law requires that any student who brings a firearm to school or is in
possession of a firearm on school property be expelled.
8. Students may not intentionally cause or attempt to cause damage to the school or private
property, nor steal or attempt to steal school or private property. Any act of misconduct or
theft is considered serious, and a police report may be filed.
9. Money sent to school with your child should be kept to a minimum. The school is not
responsible for any money that is sent to school with your child.
10. Corporal punishment is not permitted in Northwest Academy of Aerospace and Aviation.
Bullying/Aggressive Behavior Policy
IC 20-33-8-0.2
Students, identified as having demonstrated behaviors that put them at risk for aggressive behavior,
including bullying, shall be referred to the school principal. ―Bullying‖ means any severe or pervasive
physical or verbal act or conduct, including communications made in writing or electronically, directed
toward a student or students that has or can be reasonably predicted to place a student in reasonable fear
or harm to the student’s person or property, cause substantially detrimental effect on the student’s
physical or mental health, educational performance or interfering with the student’s ability to participate
or benefit from activities provided by the school. Bullying includes but is not limited to harassment,
threats, intimidation, stalking, physical violence, theft and destruction of property. The principal shall
promptly notify the student’s parents/guardians of the referral and shall attempt to schedule a parent-
teacher conference to discuss the referral and to recommend such available intervention procedures as are
deemed reasonably appropriate, based upon available community-based resources.
Locker Policy
Lockers assigned to students are the property of the school at all times. Combinations for all lockers or
locks shall be in the custody of the school principal or their designee. No lock not purchased from the
school shall be placed on any locker.
Lockers are to store only school-related materials, and authorized personal items, i.e., shoes, grooming
aids, lunches or outer garments. The lockers shall not be used by pupils for any other purpose, unless
specifically authorized by the school board, the school principal or designee with authorization prior to
items being brought to the school.
The administration reserves the right to search a student’s locker at any time as permitted under the
Indiana stature – Indiana Code 20-8.1-5.1-25. The principal or their designee may request the assistance
of a law enforcement officer in conducting a locker search. The privacy rights of the pupil will be
respected regarding any items discovered that are not illegal or in violation of school policies and rules.
Any unauthorized or illegal items or items determined by the principal or their designee to be a potential
threat to the safety or security of others may be seized during the locker search. Such items may include
but are not limited to: intoxicants, dangerous weapons, explosives, firearms, flammable materials, illegal
controlled substances, poisons and stolen property. Law enforcement officials shall be notified
immediately after seizure of the dangerous items or items that schools are required to report. Any items
seized may be held by school officials for evidence in disciplinary proceedings and/or turned over to law
enforcement officials. $250.00 is the fine for destruction of a locker.
Cell Phones and Other Electronic Devices
Place cell phones brought to school in the off position during school hours, and put them away so they are
not seen by any school personnel. If these rules are broken and the cell phone is not put away or seen by
any school personnel, the cell phone will be taken away and returned to the student at the end of the
school day. The school has no liability for any lost or stolen cell phones. No other electronic devices
are to be brought to the school. Any electronic devices brought to school will be taken away and returned
to the student at the end of the school day. Any repeated violations of the cell phone policy will result in
the parent/guardian having to come to school to retrieve the item.
Repeated School Violations
A student who, despite prior discipline for misbehavior, persistently violates school rules may be deemed
a chronic disciplinary problem. A student identified as a chronic disciplinary problem may be suspended
and/or recommended to the NAAA Executive Board for expulsion IC 20-33-8-3 Sec. 3 (1) –(3) on the
basis that, despite prior remediation measures, said student has persistently violated the rules of the school
even though each prior violation may not alone have warranted suspension or expulsion.
Tips for Success in School Suggestions for parents and guardians
1. Label your child’s clothing.
2. When your child is absent, notify the office by 8:15 a.m. to explain their absence or tardiness.
3. When moving out of the school district, let the school know several days in advance so all
materials can be assembled and taken to the new school district.
4. Keep emergency and student information up-to-date in the main office.
5. Keep toys, games, balls, at home without prior approval from the classroom teacher.
6. Students must bring a note to school when instructions for going home change in any way.
Student dress and grooming
All students are expected to be dressed and groomed in a manner that will not be disruptive to the
educational process, interfere with the maintenance of a positive teaching/learning climate, or
compromise reasonable standards of health, safety, and decency. Sunglasses and caps will not be worn
or carried into classrooms. The requirement is that students comply with the dress code established by
NAAA. Students who are noncompliant to the dress code will face school disciplinary consequences.
Girls K-3
Knit polo shirt
Jumper
Sweater/vest
Black shoes
Tights or socks
Girls 4, 5
Knit polo shirt
Pants
Sweater/vest
Black shoes
Solid color socks
Items not allowed to be worn in school
Telephone Use
Students are not to use the office telephone
administrator at school rather than at home.
K-3 Dress Code
Boys K-3
Knit polo shirt
Pants
Sweater/vest
Black shoes
Solid color socks
4, 5 Dress Code
Boys 4, 5
Knit polo shirt
Pants
Sweater/vest
Black shoes
Solid color socks
No sunglasses are worn in school.
No sandals, shoes must cover the entire
foot at all times.
No tank tops or tight fitting tops.
No sleeveless shirts.
No jeans.
No large hoop or dangling earrings.
No hooded sweatshirts.
No visible body piercing.
No rollers/curlers.
No sagging pants, pants should be worn
around the waist and have a belt.
No hanging belts.
No visible tattoos.
No jackets.
No hair glitter/body glitter.
No key cords.
No hanging suspenders.
No hats or other head coverings, including
sweatbands and handkerchiefs are
permitted.
No designs of any kind are permitted in the
hair or eyebrows. (e.g. Mohawk, twisties
and /or braids for boys.)
No combs.
No shorts (non-uniform).
Stud earrings (in ears) are
acceptable for girls only.
Boys may not wear earrings.
No pants may be worn under skirts (for
girls). Pants may be worn under skirts in
winter only, but must be
Removed once in school.
No boots – hiking, work boots, etc.
may be worn during the school day.
boots may be worn to school during
the winter, but must be removed
once in school and regular shoes
put on.
Hair cannot be colored or highlighted
any color that is not a natural hair color.
Necklaces must be tucked inside shirts
or blouses and must be of a reasonable
size.
No chain belts, studded belts, or
unusually large chain necklaces that are
not normal attire are permitted.
Academic Information
Report Cards
Report cards are distributed four times during the school year. Parents are responsible for picking up their
child’s report card. If a report card is not picked up by a parent/guardian the school will call by phone
and/or send a letter to the parent/guardian by mail. The principal will meet with any parent/guardian who
does not pick up their child’s card before the child can return to school.
Promotion/Retention
Students are required to perform at their expected grade level prior to promotion to the next grade level.
For all students in kindergarten through fifth grade, promotion shall be based upon academic
achievement. Notice shall be given to those parents/guardians whose child/children are not achieving at
a satisfactory rate as recommended by the classroom teacher or at least maintaining a grade point average
of 1.5 (grades 3-5). All recommendations shall be reviewed by the building principal.
A passing grade in the core subjects of Mathematics, Language Arts, Science and Social
Studies. End-of-the year grades in each subject are determined by averaging each of the
4-quarter grades
Students consistently failing most subject areas in quarters 1, 2 and 3, are more than
likely to not be able to pass to the next grade.
Any child not prepared to exit a grade level is not permitted to continue on to the next
grade until they have attained adequate achievement in their present grade.
The final decision for student classification is the responsibility of the school
Principal
Section G—Serving Students with Special Needs
Provision will be made for a special education program that adheres to the guidelines of the
Disabilities Education Improvement Act of 2004. Needed personnel, special education teachers,
a social worker, and paraprofessionals will be hired. The Board and school personnel are
knowledgeable about laws pertaining to special education and know what it looks like in
practice. The aerospace / aviation curriculum and the School wide Enrichment Model are
inclusive for all students. Tutoring and support will be provided. The program will be evaluated
by how well the students meet the goals in the IEP.
Plan for Providing Comprehensive Special Education
The Northwest Academy of Aerospace and Aviation will provide children with exceptionalities
the same educational opportunities available to children with non-exceptionalities. The staff will
have high expectations for students with special needs and provide support and reasonable
accommodations. The Special Education Team ensures that all eligible students with disabilities
are provided a free appropriate public education (FAPE) in the least restrictive environment
(LRE). The following exceptionalities are included: autism spectrum disorder, communication
disorder, deaf-blindness, developmental delay, emotional disability, hearing impairment,
learning disability, mental disability, multiple disabilities, orthopedic impairment, other health
impairment, traumatic brain injury, and visual impairment.
Northwest Academy of Aviation and Aerospace will through Indiana’s guidelines be in
compliance with the federal Individuals with Disabilities Education Act, through the monitoring
of their special education program.
Northwest Academy of Aviation and Aerospace will provide educational programs and supports for
children with disabilities in kindergarten through fifth grade. Specialized education related services are
provided by specialized teachers, social workers, school psychologists, school nurse and consultants.
By providing a nurturing environment of support and tutoring, students with exceptionalities will
be able to thrive in an atmosphere that provides personalized focus of the education and high
expectations for all students. The NAAA will provide educational services within the least
restrictive environment as determined by each student’s Individualized Education Plan (IEP).
The activities during the start-up period will provide the foundation for the day-to-day operation
of the NAAA. As we prepare for the opening, we will keep children with disabilities in mind.
Every time the project manager, board and staff get ready to make a decision, we will consider
the feasibility of the decision to help every potential student. We will cultivate community
resources—other charter schools, traditional schools, state department of education and charter
school resource centers and/or associations—to draw on their expertise and experiences.
At the opening of school, the first task is to locate the records of the students; then determine if
the records are current. The last school where the children were enrolled will be contacted for
records. The students will be grouped by exceptionalities in classes. An ideal would be to find
faculty with dual licensure (in special and general education). However, the budget will provide
funds for two special education teachers, two paraprofessionals, an educational specialist, a
psychologist, a nurse and a social worker. The application for admission will have an item that
asks for the participant’s program from his prior school—regular, gifted or special needs—to be
used as an indicator to help plan for special education.
The IEP of students with exceptionalities will be followed. The term individualized education
program (IEP) is used for both the team that meets to develop the child’s program and the
written program. The IEP team composed of professionals and parents will arrange for the child's
evaluation, determines eligibility, decides on the individualized special education and related
services for the child and prepares an IEP that contains specific content that must be reviewed at
least annually. All issues about the appropriateness of the child's placement will be taken up with
the child's IEP team. An IEP includes measurable annual goals, ways that the child will be
included in state and district assessments and how the child will access the general education
curriculum in order to meet state standards. The educational specialist will work in conjunction
with the classroom teacher to define strategies and techniques for the classroom and for parents
to work with children.
Special Education Teachers
• Must have full state certification as a special education teacher and hold a special ed. license
• Certification and licensure requirements cannot be waived on emergency, temporary, or provisional
basis
• Must have at least a bachelor’s degree
Education Evaluations: In General [511 IAC 7-25-3]: • NEW: The screening of a student by a teacher or specialist to determine appropriate instructional
strategies for curriculum implementation shall not be considered an evaluation for eligibility for special
education. 20 U.S.C. § 1414(a) (1) (E).
In the event of a parental complaint or disagreement with placement the IDEA procedural
safeguards and due process rights for parents in the identification, evaluation and placement of
their child will be followed. The law put various procedures in place for resolving conflicts
between parents and schools. Parents will be provided with prior written notice of these rights at
least once a year and at the time they request a due process hearing.
Parental Involvement
Parents may be required to work with their child on special projects and provide materials that
can be found in the home.
Parent/student reading, particularly in the primary grades, is strongly recommended.
Parents have the responsibility to discuss and check homework assignments on a daily basis with
their child.
Parents have the responsibility to review and sign their child’s homework each week to keep the
parent/guardian informed about current units of study and their child’s progress.
Field Trips
Educational and cultural field trips are scheduled during the school year. These field trips are designed to
strengthen your child’s educational process and will be relevant to what is being studied at the time the
field trip is planned. Field trips are scheduled on school days and are not optional.
Signed permission slips from parents/guardians must be signed and returned to the classroom teacher
before student participation in a field trip.
Chaperones – The ratio of chaperone to student is:
Kindergarten – 2nd
grade: 1 parent/guardian for every 6 students
3rd
– 5th grade: 1 parent/guardian for every 10 students
The class as a whole should stay together at all times during a field trip. No chaperone should separate
from the rest of the class at any time for any reason. Guidelines will be provided to chaperones before the
trip regarding rules and responsibilities and how to report to the field trip Team Leader.
Field Trip Refunds
Full refunds will be returned to students unable to attend a field trip due to illness and/or injury.
Students not attending a field trip because of disciplinary action in the school will not receive a refund.
Family Agreement
As a family of a Northwest Academy of Aerospace and Aviation (NAAA) student,
we commit to work in partnership with the NAAA, support its mission and to
challenge and inspire not only our child, but all children of this educational entity.
We will encourage excellence and perseverance to reach academic, personal and
social goals in this collaborative learning environment. As a family of NAAA, we
will look to the potential of all of the students at NAAA and become a viable part
of believing in their capabilities.
We support the enrichment concept and the curriculum that will challenge and
inspire children to achieve in school and beyond. We will be aware that the studies
at NAAA are challenging and require time and in-depth study.
We will become familiar with the rules and regulations regarding attendance,
discipline and responsibility.
As parents we will attend the parent meetings, participate in the workshops that
will provide in-depth understanding of the curriculum and become allies with staff
and other parents in remaining proactive about academic requirements and
assessment practices at NAAA.
We will communicate regularly with teachers about requirements, homework and
extended projects. We will understand that although the aerospace theme is highly
motivational in depth work and focus is required to meet target goals.
__________________________________________ ___________________
Signature Date
__________________________________________ ___________________
Signature Date
511 IAC 6.1-2-2.5 Safe schools and emergency preparedness planning Authority: IC 20-19-2-8; IC 20-31-4-17 Affected: IC 20-31-4-1 Sec. 2.5. (a) Each school corporation shall, in consultation with local public safety agencies, develop a written emergency preparedness plan for the school corporation and each school in the corporation. An emergency preparedness plan shall, at a minimum, contain the following: (1) Appropriate warning systems. (2) Procedures for notifying other agencies and organizations. (3) Posting of evacuation routes. (4) Emergency preparedness instruction for staff and students. (5) Public information procedures. (6) Steps that will be taken prior to a decision to evacuate buildings or dismiss classes. (7) Provisions to protect the safety and well-being of staff, students, and the public in case of: (A) fire; (B) natural disaster, such as tornado, flood, or earthquake; (C) adverse weather conditions, such as winter storms or extreme heat; (D) nuclear contamination, such as power plant or transport vehicle spills; (E) exposure to chemicals, such as pesticides, industrial spills and contaminants, laboratory chemicals, and cleaning agents; and (F) manmade occurrences, such as student disturbance, weapon, weapon of mass destruction, contamination of water supply or air supply, hostage, and kidnaping incidents. (b) Within sixty (60) days after the beginning date of each school year, the superintendent shall certify to the department that the emergency preparedness plans for the school corporation and each school in the school corporation have been reviewed and revised, if necessary. Within sixty (60) days of opening a new or significantly remodeled school, the superintendent shall certify to the department that a new plan has been developed or that the existing plan has been reviewed and revised, if necessary. (c) Emergency preparedness plans shall be available for inspection by the department. (Indiana State Board of Education; 511 IAC 6.1-2-2.5; filed Aug 28, 1998, 4:58 p.m.: 22 IR 91; readopted filed Sep 7, 2004, 5:10 p.m.: 28 IR 323)