A. Education Plan
The Education Plan should define what students will achieve, how
they will achieve it, and how the school will evaluate performance.
It should provide a clear picture of what a student who attends the
school will experience with respect to educational climate, structure,
assessment and outcomes.
A.1.
Mission, Vision and Educational Philosophy
A.2.
Geographic Boundaries
A.3.
Curriculum and Instruction
A.4.
Target Population
A.5.
School Calendar and Daily Schedule
A.6.
Special Student Populations
A.7.
School-Specific Goals and Objectives
A.8.
Assessment
A.9.
School Climate and Discipline A.10. Prior Success in Raising Student Achievement
1 A.1. Mission, Vision, and Educational Philosophy
Applicant Instructions
•
State the school’s mission and briefly present your vision for how the school will operate.
Describe the school’s educational foundation and the culture or ethos. Include an
overview of the instructional methods and any research or experience that indicates why
you have chosen to use this approach with your anticipated student population.
•
Include a description of how the proposed charter school fulfills one or more of the
purposes specified in the Charter School Law and this bulletin.
Guidance
Bulletin 126 defines the purposes of charter schools in §105. See below:
D. The purposes of charter schools include providing opportunities for educators and others
interested in educating pupils to form, operate, or be employed within a charter school, with each
such school designed to accomplish one or more of the following objectives:
1. improve pupil learning and, in general, the public school system;
2. increase learning opportunities and access to quality education for pupils;
3. increase educational opportunities for students in formerly failing schools;
4. increase learning opportunity choices for parents and students;
5. encourage the use of different and innovative teaching methods and a variety of
governance, management, and administrative structures;
6. require appropriate assessment and measurement of academic learning results;
7. account better and more thoroughly for educational results;
8. create new professional opportunities for teachers and other school employees,
including the opportunity to be responsible for the learning program at the school site;
9. provide competition within the public school system in order to stimulate continued
improvement in all public schools; and/or
10. expand the capacity of the public school system.
E. It is not a purpose of the Charter School Law or this bulletin to permit the establishment of a
charter school to be used as the means of keeping open an existing public school that otherwise
would be closed. Such a circumstance, however, shall not preclude approval of a proposed
charter that otherwise fulfills a purpose of the Charter School Law and for which the
application/proposal clearly demonstrates that the educational program proposed to be offered
will improve the achievement levels of the students enrolled in that school.
1. For the purposes of this bulletin, the term existing public school shall be defined as a
school that is open during the school year in which the charter applicant is submitting
a charter application or was open in the school year immediately preceding the school
year in which the charter applicant is submitting a charter application.
2 F. It is not a purpose of the Charter School Law or this bulletin to provide a means of funding for
nonpublic schools or any home study program.”
TYPE YOUR RESPONSE TO A.1 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) Homer A. Plessy Community School Mission
The mission of Homer A. Plessy Community School is to develop students who achieve
academically, think critically, and act responsibly as citizens. Drawing inspiration from our
school’s namesake and from the resources of this community, we will provide a stimulating and
rigorous environment that promotes academic excellence and understanding within a diverse
society. Our goal is to maximize learning potential and promote development of the whole child.
We want our students to mature into whole, healthy people who are confident about their gifts,
who have keen minds and compassionate hearts, and who contribute meaningfully to a world
that needs them. We are committed to an academic program that emphasizes a passion for lifelong learning.
Homer A. Plessy Community School Vision
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Offers children an opportunity for excellence
Rooted in the St. Roch, Bywater, St. Claude and Marigny neighborhoods
Community of students, teachers, and parents that reflect the racial and cultural diversity
of the area
Attracts dedicated educators by creating a professional environment in which teachers
can develop their full potential
Fosters creative and divergent thinking
Draws on the resources of a community eager to engage in education
Recognizes the importance of meaningful engagement with parents
Serves as a focal point for the community and has a sense of place.
Homer A. Plessy Community School Educational Philosophy
HAPCS’ educational philosophy is rooted in the four pillars listed below.
•
•
•
A school structure that supports a school-wide discipline program which
increases time on task
High-quality instruction that is delivered by certified teachers who pursue
planned ongoing personal professional development
Assessment that is rigorous and focuses on the upper levels of Bloom’s
taxonomy: analysis, synthesis, & evaluation
3 Character development that includes developmentally appropriate social skills
development, long term educational and vocational goal setting, as well as
responsible contribution to the community and environment.
HAPCS also believes the following four components contributes to an active learning
community:
•
Inquiry-Based Learning
Children are naturally inquisitive and eager to learn. They increase
knowledge through self-initiated and teacher-initiated experiences and take risks when working
in a safe, supportive environment.
Development and Application of Critical Thinking Skills All children must master basic skills
necessary for reading and math, and all children must be provided the instruction and
opportunities to develop higher order thinking skills to prepare them to be problem solvers and
leaders of the future.
Authentic Data-Driven Decision Making
Instruction must begin with a profound
understanding of the readiness level of a child, including his or her capacities, knowledge, gifts
and challenges, in order to be able to assist that child in stretching to greater expectations while
still building confidence in his or her ability to learn. Developing this understanding requires a
nuanced attainment and use of student data. Homer A Plessy Community School is committed to
having student data inform instruction, with systems that get useful information about students
into the hands of classroom teachers and assure that the intelligent and pervasive use of many
kinds of student data drives decisions about teaching and learning.
A Community of Learners Homer A Plessy Community School believes that adults model
learning for children as they commit themselves to being life-long learners. Faculty will model
learning as they participate in year-round professional development opportunities to develop
their craft as educators and inform their practice. Parents and community members will model
life-long learning as they participate in volunteer activities throughout the school and attend
school-wide workshops and training sessions. Homer A Plessy Community School students will
be supported in their learning by faculty, family, community members, and other volunteers who
are dedicated to growing as a community of learners.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 4 A.2. Geographic Boundaries
Applicant Instructions
Provide a description of the jurisdiction within which a pupil shall reside or otherwise be eligible
to attend a public school in order to be eligible for admission.
Additionally, Type 1 and Type 3 elementary and middle charter schools may give enrollment
preferences to students residing within geographic boundaries in the area directly surrounding
the charter school, consistent with any policy adopted by the charter school authorizer. Indicate
whether or not the school will give geographic preferences and if so, what those boundaries will
be, consistent with any charter authorizer policies.
Guidance
Type 1 and Type 3 charter schools may use as their geographic area the entire Parish of Orleans.
TYPE YOUR RESPONSE TO A.2 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) HAPCS will have a city-wide enrollment in New Orleans. However, the school will seek
specifically to fulfill the need for high-quality, creative and community-centered public
education in the Marigny, St. Roch, Bywater and St. Claude neighborhoods in the Eighth and
Ninth Wards of New Orleans.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 5 A.3. Curriculum and Instruction Applicant Instructions
Provide a description of the curriculum to be used by the school, including measurable objectives
and subject area content and skills for each grade level. Explain how the chosen curriculum
aligns with the Louisiana Content Standards and Grade Level Expectations (GLEs). Discuss the
specific instructional strategies that will be relevant or necessary to ensure successful
implementation of the curriculum, such as classroom-based or independent study, class size and
structure, and teaching methods. In addition, describe how the program will meet the needs of
the at-risk students to be served. Provide evidence that the proposed curriculum is research-based
and has been or will be effective with the student population you plan to serve. For core
subjects, include sample lessons from two different grade levels (Attachment A) that illustrate
strategies for implementation of the curriculum consistent with the mission and educational
philosophy of the school.
Guidance
In responding to questions about the proposed education program, applicants should craft their
responses with a goal of describing how and why the education program will be successful at the
school they are proposing to operate, rather than a general description of how program elements
might be successful in any given school. TYPE YOUR RESPONSE TO A.3 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) The instructional methods that support Homer A. Plessy Community School’s educational
philosophy include active student learning where students are given opportunities to complete
individual assignments, participate in peer collaborative projects, and gradually increase their
independence in successful completion of academic tasks. Academic assignments will challenge
students to use analysis, synthesis, and evaluation skills that involve judgment and reflective
thought. Art and music immersion will reinforce academic subject matter, help with a broader
and deeper understanding of academic material, and develop individual student talents and gifts.
Differentiated teaching will support diverse learners. A school wide character
development/social skills program will be integrated into the academic curriculum to encourage
conflict resolution skills and positive social interactions. Parents and the wider community will
have the opportunity to participate actively in various school events. These essential components
will help support academic achievement and student success.
Provide a description of the curriculum to be used by the school, including measurable
objectives and subject area content and skills for each grade level.
6 Homer A. Plessy Community School will implement the Louisiana Comprehensive Curriculum
(LCC) as the core curriculum. Core classes will follow the Louisiana GLE’s as addressed in the
core curriculum. A gradual shift toward Common Core Standards will occur as the national
standards are identified and included in the LCC updates. The following publishers and
curriculum titles were chosen to implement and enhance the LCC. Programs and texts were
purposely chosen based on appropriateness for the school’s diverse learning population.
Programs were selected based on the specific criteria that they promote intellectual curiosity,
global perspectives and responsibilities, and authentic experiences that will create lifelong
learners. A major component of the School’s curriculum includes data-driven and performance
assessments to ensure that all learners receive the instruction necessary to meet or exceed
national standards.
Subject, Source &
Curriculum Name
English Language
Arts K-5
Source:
Houghton Mifflin
Curriculum Name:
Journeys
Reason for Choosing
Journeys is a core reading program designed to meet the needs of all
learners. The program is research-based and aligns to the five
elements of reading identified by the National Reading Panel:
phonemic awareness, phonics/word study, vocabulary, and fluency.
Reading and writing components include explicit phonemic
awareness and phonics instruction, direct reading instruction, guided
reading strategies, systematic, intervention strategies, and integrated
language arts components.
Sequential, systematic reading instruction helps students activate or
build background knowledge and emphasizes the three language
cueing systems to construct meaning from English texts, which also
benefits English Language Learners.
English Language
Arts 6-8
Curriculum Name:
Daily Grammar
Practice
Students will work as a class with one sentence per week learning
each of the pertinent grammar rules, parts of speech, and
conventions. They will then use that knowledge to deconstruct and
construct similar sentences on their own.
Source:
Vocabulary Explorations A, B, and C will be used to help students
7 Amsco
Curriculum Name:
Vocabulary
Explorations
Young
adult/adolescent
novel study
Resource:
increase vocabulary skills through exploring meanings and
deconstructing word parts. This series is designed to bring students
beyond word memorization and into word deconstruction for familiar
and new words.
Four novels a year will be chosen and read quarterly with the 6th-8th
grade students.
Writing Workshop will be used to hone and refine various types of
writing skills for middle school students such as narrative, report
writing, 5 paragraph writing, descriptive, persuasive, and expository.
6 + 1 writing traits
8 Supplemental
Intervention
materials
ELA K-8
Lexia
Achieve 3000
Study Island
Lexia, Achieve 3000, and Study island are all web platform
curriculum programs with a focus on identifying and increasing
reading lexiles and student academic content achievement. All three
programs allow for independent student work and provide progress
monitoring and customized increase in achievement level per the
individual student’s performance.
9 Handwriting
Pre-K—cursive
Source:
Handwriting
Without Tears
(HWT)
HWT, which is found on the state approved textbook list, provides
carefully designed instruction for each child. Designed by an
occupational therapist, Handwriting Without Tears is a
developmentally based handwriting program that uses multi-sensory
strategies. The lessons are designed to keep the children engaged
while meeting the developmental needs of each child. All
components of this program are designed to meet the needs of each
child, including those with fine motor difficulties and learning
differences.
Curriculum Name:
HWT
10 Writing
K—5th
Source:
Heinemann
Units of Study are a carefully crafted, spiraling curriculum that is
designed to assist teachers to lead strong efficient writing workshops.
In each Unit of Study, lessons guide students through the process of
writing through a multi-genre approach. Daily mini-lessons provide
direct instruction on both the writer’s craft and conventions.
Assessment rubrics are provided for each unit.
(Both Primary Writing K-2 and Teaching Writing 3-5 will be used.)
Curriculum Name:
Units of Study: K-5
ELA Supplemental
Phonics 4-12
Source:
Sterling Pub.Co.
NYC
Curriculum Name:
Phonics Blitz teaches phonics concepts in a fast- paced, multisensory, systematic and explicit manner. This program uses
advanced language intended for use by students in 4-12 who still
require phonics instruction. The lessons focus on phonological
awareness, phonics, automaticity and fluency.
Phonics Blitz
Science
11 K-8
Source:
Delta Education
Curriculum Name:
FOSS (Full Option
Science System)
Source:
Delta Education
Curriculum Name:
Seeds of
Science/Roots of
Reading
FOSS is a research based science curriculum developed by the
Lawrence Hall of Science at the University of California in Berkley.
This hands-on, inquiry based program is founded upon the cognitive
developmental milestones of students. FOSS kits and readers are
developmentally appropriate, sequential in nature, focus on fewer
concepts, and offer students multiple, in-depth exposures to concepts
through a variety of modalities – hands-on investigations,
stimulations, models, and readings. Students attain a deeper
understanding of science and the science processes through such
exposures and experiences to conceptual development stages.
Seeds of Science/Roots of Reading is a research-based, field-tested
curriculum that integrates inquiry science with content-rich literacy
instruction. This curriculum helps students make sense of the
physical world while addressing foundational dimensions of literacy.
The program includes two series: a collection of integrated science
and literacy units, and a parallel collection of literacy units. The
integrated science literacy units allow students to learn about science
through doing, talking, reading, and writing about science. The Seeds
of Science/Roots of Reading approach capitalizes on the natural
convergences between science and literacy to create a more effective,
integrated approach to learning.
Step-by-step, annotated teacher guides feature an innovative design.
The left-hand pages detail steps to follow in presenting sessions, and
right-hand pages provide teaching support.
For students who may be at risk for academic success, Seeds of
Science/Roots of Reading is not only a substantive science program,
but also provides content-rich literacy instruction with a special focus
12 on reading and writing informational and nonfiction text genres.
Mathematics K-5
Source:
Scott ForesmanAddison Wesley
Curriculum Name:
envision MATH
Mathematics K-5
Supplemental
enVision MATH specifically meets the needs of the School’s
population by providing a diagnosis and intervention system. This
piece of the program starts with assessment and diagnosis, then
provides intervention lessons based on the diagnosis, and concludes
with monitoring charts.
The program also incorporates pacing charts and activities designed
to support success on high-stakes testing. enVisions is both based on
research that states students learn best when instruction is designed
to accommodate diverse types of learners.
Investigations is a strong, research-based, coherent K-5
mathematical curriculum designed to help all children understand the
fundamental ideas of number and operations, geometry, data,
measurement, and early algebra. The program is organized by
mathematical strand, as well as scope and sequence and pacing
information.
Source:
Pearson
Curriculum Name:
Investigations in
Number, Data, and
This program emphasizes the development and deep understanding
of mathematical ideas and computational fluency. Interesting and
engaging problem contexts help students make connections to the
real world, which supports the School’s philosophy.
Investigations gives students the opportunity to learn in an authentic
13 Space
environment that stresses making sense of math, using prior
knowledge, reasoning and thinking skills, to move forward and
tackle unfamiliar problems and new situations. Students benefit
from the way mathematical ideas are introduced, developed, and
revisited across the year. Investigations’ benchmarks are aligned with
LA state content standards, as defined by grade-level expectations
(GLEs).
The Connected Mathematics2 curriculum for grades 6–8 teaches
math concepts to students through engaging interactive problems
connected to real-life situations. The program emphasizes deductive
reasoning and teaches students how to verbalize math strategies and
talk through math solutions. The program is research based and has
been field tested, evaluated, and revised.
Mathematics 6-8
Source:
Prentice Hall
Curriculum Name:
Connected
Mathematics2
The program uses visualization techniques and visual
representations, which are critical strategies for the school’s target
population. Online support is provided for teachers who need
additional strategies and materials for servicing special needs
students. Various types of accommodations are part of the online
support.
The units are organized by strands and are aligned with state
frameworks and standards. The strands focus on number and
operation, geometry and measurement, data analysis and probability,
and algebra.
An integral part of Connected Mathematics2 is the inclusion of a
multi-dimensional assessment profile system. The profile includes
three broad categories: checkpoints, surveys of knowledge, and
observations.
14 Social Studies
Pre-K – 3
Source:
Multiple sources
aligned with LCC
pacing.
Social Studies for prekindergarten – 3 will follow themes developed
in accordance with the LCC units. Trade books and reference
materials, speakers, multi-media resources, fieldtrips, and available
community resources will be used to augment the LCC’s
transdisciplinary units and activities. The LCC’s unit approach is
particularly appropriate for the school’s population as it enables the
students to develop a deep understanding of the “big picture” through
lived experiences.
Assessment strategies will include portfolio assessment, activityspecific evaluations, and student-generated projects.
Curriculum Name:
Louisiana
Comprehensive
Curriculum (LCC)
Social Studies
This series includes Louisiana Student Edition People and
Communities, Louisiana Lagniappe: A Little Something Extra. It is
on the state adopted list and meets 100% of the GLEs for grade 4 and
5. The structure of the texts and the reading level will allow for easy
transition into the use of textbooks in Social Studies.
Grade 4 & 5
Source:
Harcourt School
Pub.
Curriculum Name:
Harcourt Horizons:
Louisiana Student
Edition Bundle
This series is on the state adopted textbook list. The 8 book series
includes titles on Africa, Asia, and Pacific; Europe and Russia;
Foundations of Geography; Latin America; Medieval Times to
Today: The Ancient World; The United States and Canada. The
series allows for flexibility in grouping and instruction and lends
itself to transdisciplinary activities. The books can be used as texts
and/or reference books, and provide both depth and breadth of
15 Social Studies
information on world geography and cultures.
Grade 6
Source:
Pearson Prentice
Hall
Curriculum Name:
World Studies 8
Book Series
This book meets 100% of the GLEs for 7th grade Social Studies. The
reading level and structure of the text make it easy for students with
learning differences to use. Additionally the structure of the book
will be helpful for students learning content area reading and
research skills. The amount and variety of ancillary materials assist
teachers in providing differentiated instruction.
The text is on the state adopted list and meets 100% of the GLEs.
The interactive student website will motivate students and aid in
teaching the use of online resources such as Mapquest.
Social Studies
Grade 7
Source:
Pearson Prentice
Hall
Curriculum Name:
America: History of
Our Nations,
Beginnings through
1877 – Louisiana
Edition
16 Homer A. Plessy Community School’s instructional philosophy is based on the belief that all
students can learn given a rigorous and challenging academic environment that supports and
develops each student’s gifts and individual learning needs. The instructional program will
provide academic rigor that emphasizes a collaborative and exploratory approach through inquiry
and hands-on, experiential learning with a focus on higher-level learning skills. Differentiated
instruction and constructive inquiry methods will be utilized to support scientifically researched
brain-based learning and teaching, which develops skills that cause greater retention and also
reaches more students with various learning styles.
All curricular programs selected promote inquiry-based learning activities designed to develop
problem-solving and critical thinking skills that can be applied to real life experiences.
Additionally, the focus on global awareness encourages students to understand the world as a
diverse, dynamic, evolving place and propels each student into taking an active role in society.
All programs chosen include options for differentiating instruction, connections to real life,
material that can be adapted to varying levels of performance, multi-sensory options, hands-on
activities and suggestions for integration across the curriculum.
The average class size of 25 students with push-in SPED and support personnel will provide
adequate time on task and give time for more individualized instruction when needed. The daily
schedule provides the flexibility necessary to engage in inquiry-based, hands-on transdisciplinary
projects. A gradual departmentalization occurs throughout the middle school years, to build the
independence needed for success in high school. As part of the push-in model, the School’s
specialists and arts teachers will collaborate with content-area teachers to develop and implement
inquiry-based transdisciplinary projects at the middle and high-school level.
A careful analysis of interim assessments, standardized test scores, and grades will provide the
school with the necessary information to plan summer academic programs. Below level learners
will have an extended school year with a four-week summer vacation. On-level learners will
have a nine-week summer vacation.
Students at Homer A. Plessy Community School will have opportunities to take field trips with
their classmates and teachers in and around the New Orleans area and beyond, in order to make
connections to the world outside of the school and internalize the relevance of their learning. Just
as important in this 21st century are the opportunities for virtual field trips and visits to people
and places all over the world. Homer A. Plessy intends to have a classroom environment that will
allow teachers and students to maximize the benefits of technology in the learning process. This
will include computers, the internet, ELMO document handlers, SMART or Promethean boards,
DVD players, iPODs, and others. As technology changes and provides new opportunities for
students to be better prepared for 21st century learning and careers, the school will incorporate
the new changing technology. The long term goals for learning always will include the
incorporation of latest technology for further opportunities for our students.
17 In addition, describe how the program will meet the needs of the at-risk students to be served
As part of the Louisiana state mandated tiers of intervention for all learners, Homer A. Plessy
Community School will follow the research-based Response to Intervention (RTI) model for
instruction, with three tiers of implementation. Teachers will be trained in PBIS and RTI during
summer in-service, professional development days, and grade-level meetings. Tier one will
include all students in the regular, heterogeneously grouped classroom. All students in tier one
will receive the same units of study and instruction, which will be inquiry- and standards-based
and focused on critical thinking skills and problem solving, in a safe learning environment where
cooperative learning and individual practice are the routine. If a student struggles to be
successful in all areas of this environment, especially in reading, math, or writing, he or she will
be assigned to an intervention teacher who will provide targeted instruction for one extra hour
(more if needed) every day until the student progresses to grade level. These students will be
considered in tier two of the RTI model. This intervention practice has proven successful, since
more time is needed for some learners to master basic grade level skills and, when that extra time
is provided, along with targeted instruction in the areas of deficiency, students are successful. In
the event a student needs more time in intervention, such as a student with learning differences or
other exceptionalities, a special education teacher will work with the student also, especially
when called for by the student’s IEP or 504 plan. This student will be considered in tier three of
the RTI model and will receive as much support for as long as needed in order to achieve the
goals of his or her IEP or 504 plan.
Based on a comprehensive student diagnostic program, all entering students will be screened for
learning readiness. For those students who lack the prerequisite academic skills, a team approach
will be used to address the student’s academic weaknesses.
Members of the Executive and Extended Leadership Team will work with classroom teachers to
identify trends and plan lessons effectively using a variety of instructional strategies to meet
student needs. Members of the Extended Leadership Team will review student grades online and
meet with teachers if students appear to be struggling with certain concepts
Additionally, teachers will be trained to implement social skills programs such as Second Step
that will enhance school culture by helping students develop skills such as self determination,
emotion management, impulse control, and internal decision making.
The essence of our school’s mission is a commitment to achievement and learning for all
students, regardless of their disability, ethnicity, or socio-economic status. Special education
students will receive quality instruction and support in the most appropriate and least restrictive
classroom setting. With the “push-in” model, learning specialists and special educators will be
available in the child’s classroom when appropriate and within the school building when
appropriate. Pull-out special education classrooms will not be utilized so all students will have
18 equal access regardless of disability or family background. Pull-out therapy or re-teaching will
be used only if all other push-in methods are not successful. Homer A. Plessy Community
School will work with our administrative team to ensure that the instructional and support needs
of these students are met creating an optimal learning environment for student achievement.
The Extended Administrative Teams at each level along with special education, general
education teachers, and related service providers collaborate to provide a range of instructional
strategies to fulfill the minutes outlined and required services in the IEPs of special education
students. Homer A. Plessy Community School’s goal is to have most IEP requirements met
within the student’s classroom. Strategies include co-teaching, classroom push-in, collaborative
teaching, and differentiated instruction. Pull-out therapy or teaching will be utilized only when
necessary. Teachers and support staff of special education will have common planning time to
make sure their efforts are effectively coordinated. The school will provide adequate resources to
meet students’ special needs through the designation of space and supplies necessary to carry out
the offered services. Where additional services are deemed necessary, the school will contract
with additional agencies or hire relevant staff members.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 19 A.4. Target Population
Applicant Instructions
Describe the anticipated population of the school and how the proposed mission, curriculum,
teaching methods and services align with the educational needs of that population. If not using
an education service provider, discuss the leadership team’s experience serving similar student
populations.
Guidance
An “At-Risk Pupil” is defined as one who meets at least one of the following conditions:
• Is eligible to participate in the federal free or reduced lunch program by demonstrating that
he meets the income requirements established for participation in the program, not
necessarily by participating in the program.
• Is under the age of twenty and has been withdrawn from school prior to graduation for not
less than one semester.
• Is under the age of twenty and has failed to achieve the required score on any portion of the
examination required for high school graduation.
• Is in the eighth grade or below and is reading two or more grade levels below grade level as
determined by one or more of the tests required pursuant to R.S. 17:24.4.
• Has been identified as an exceptional child as defined in R.S. 17:1943 not including gifted
and talented.
• Is a mother or father of a child.
TYPE YOUR RESPONSE TO A.4 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) Given our open admissions policy, Homer A. Plessy Community School expects to serve a
diverse student population that is reflective of the Marigny, St. Roch, Bywater and St. Claude
neighborhoods and the City of New Orleans as a whole. Because we anticipate serving a very
diverse population it is difficult to project the percentage of students who will qualify for the
state’s “At-Risk” designation. Nonetheless HAPCS will seek to educate all students who enroll
at the school, regardless of any labels that may or may not be attached.
Our school program has been developed with one goal consistently in mind: to offer a rigorous,
stimulating and nurturing program of study for every single student. We have placed a particular
focus on creating systems and practices that will assure that students from at-risk backgrounds
are able to succeed and meet the same performance levels and expectations of the school as a
whole. Our strategies to accomplish this goal include our targeted intervention strategy; using an
extended school-day with extra minutes spent in ELA and Math; providing a summer academic
program for below level learners in order to narrow the achievement gap, much of which
develops during summers; and cultivating across-the-board instructional expertise in
differentiated instruction, so that every child is taught from the basis of his or her current
20 knowledge and skills.
HAPCS will hold all students to high expectations and maintain those expectations throughout
each student’s enrollment at the school
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 21 A.5. School Calendar and Daily Schedule
Applicant Instructions
Provide the school’s proposed calendar (Attachment B) showing the number of days the school
will be in session and two sample daily class schedules (Attachment C) showing daily hours of
operation and allocation of time for core instruction, supplemental instruction, extra-curriculars,
and after-school activities, as applicable. Complete the table below.
Guidance
Charter schools must provide at least as much instructional time during a school year as required
of other public schools. Accordingly, the minimum school day for grades one through twelve
must consist of 360 minutes of instructional time, exclusive of all recesses. The minimum
school year must consist of no less than 177 days of instruction. The total number of
instructional minutes per day and instructional days per year may be modified, as long as the
total number of instructional minutes per year is 63,720.
TYPE YOUR ANSWER TO A.5. IN BOX BELOW (BOX WILL EXPAND AS NECESSARY) First Day of School:
August 21, 2012
School Day Start/ End Time:
8:15 am
Hours in school day:
3:30 pm
Number of Instructional Minutes
per day:
Number of Instructional School
Days per year:
Number of Before School hours
devoted to academics:
Number of After School hours
devoted to academics:
Number of days devoted to staff
development during school year:
Number of days devoted to staff
development prior to school
opening:
7.25 hours
375
174
1
2-4
10-12
22 A.6. Special Student Populations
Applicant Instructions
Charter Schools are required to serve students with exceptionalities and any students with a
special need, including but not limited to physical, mental, emotional and social disabilities.
Applicants should review state and federal laws regarding meeting the requirements of students
with Individualized Education Plans (IEP). All schools must comply with these requirements,
and thus responses to the questions below should not restate the law and compliance
requirements, but rather explain how the proposed school will comply with these requirements.
Your responses should articulate the school’s philosophy regarding educating special student
populations, including but not limited to strategies for their recruitment, retention, and support.
Describe the school’s plans for identifying and successfully serving students with disabilities,
students with Limited English Proficiency (LEP), homeless students, and gifted and talented
students in order to comply with applicable laws and regulations. Explain specifically how these
students will be identified, how the school will develop plans for their education, how their
progress will be monitored, and how the school has budgeted and staffed to meet those
responsibilities. In addition, explain how the school’s curriculum and approach to instruction
will be designed or adapted to serve those students.
TYPE YOUR RESPONSE TO A.6 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) HAPCS will ensure that all students receive a Free Appropriate Public Education (FAPE).
HAPSC will not discriminate against any student with any form of exceptionality at any time.
The school will adopt an inclusion model in a heterogeneous setting for instruction of all
students, with special attention to the Individualized Education Plans (IEP) of students who may
need an individual or small group setting. The SPED coordinator, along with classroom teachers,
will maintain and update Individual Education Plans (IEPs), serve students in an inclusion setting
and/or an individual setting as deemed appropriate. The SPED coordinator will implement a
response to intervention plan, coordinate with regular education teachers to ensure that
appropriate accommodations are being met, communicate with parents, and coordinate with
contracted staff, as needed. The SPED coordinator also will chair the Student Assistance Team
and will be responsible for initiating and following all evaluations for students in the special
education program, including but not limited to section 1508, gifted and talented, physically
challenged, section 504, etc. More specialized services, such as those provided by licensed
therapists, psycho-metricians or psych-evaluators, occupational therapy, etc. will be provided by
third-party contractors.
Staff Commitment to Special Student Populations
The SPED coordinator will be certified in special education. He or she will have experience and
23 expertise in:
a) assessment and instruction of students with disabilities,
b) communication with parents and guardians around the special needs of their children, and
c) managing a special education program.
This position also will work collaboratively with other special education teachers in the New
Orleans area and will commit to on-going professional development around students with special
needs, especially those falling under special education services.
Regular classroom teachers will provide instruction and support in an inclusive classroom
setting. A social worker will be on staff to serve the needs of any students requiring his or her
services. The entire staff of the school will be involved in assuring an inclusive, supportive
environment for all students. The Homer Plessy Community School is committed to every staff
member’s involvement in the support of all students in their uniqueness and collectively as a
student body.
Assessment, review and implementation of the IEP
HAPCS recognizes and appreciates that all students with disabilities enrolled in public schools
are entitled to a free appropriate public education (FAPE), according to LA-R.S 17:1943. Section
504 also includes requirements regarding the provision of FAPE. HAPCS understands that all
students with exceptionality must receive appropriate regular or special education and related
aids and services, and that this requirement is designed so the individual educational needs of the
disabled student are met as adequately as the needs of nondisabled students. HAPCS will follow
these requirements and will provide FAPE to each of its qualified disabled students.
HAPCS embraces the Child Find guidelines of Bulletin 1508 and will ensure on-going
identification of students with exceptionalities, including but not limited to students in need of
special education services, students who are homeless, highly mobile, migrant, gifted/talented,
etc. Upon enrollment in HAPCS, parents/guardians will be requested to inform the school of any
special need or exceptionality of their child and will provide the school with a copy of the most
recent evaluation and Individual Education Plan (IEP) or Individual Accommodation Plan (IAP)
so that instruction of all students can begin at the appropriate level on the first day of school.
Teachers and staff will carefully monitor all students’ progress during the first weeks of school
and report any student academic concerns to the HOS and Dean of Students. The HOS (and
longer term, the Division Heads) will study the student’s past school records and academic
progress if available, and determine if the student would benefit from an intervention class in
reading or math where targeted instruction is provided in a small classroom setting for an hour
each day. This intervention class is considered Tier 2 of the Response to Intervention (RTI)
process to provide services and interventions to struggling learners and/or students with
24 challenging behaviors if their area of struggle is academic. The RTI process is a scientific,
research-based system, which provides for three tiers of instruction and intervention, along with
a systematic approach to problem-solving methods and integrated data systems to inform
decisions concerning student progress at each tier. HAPCS considers Tier 1 instruction to be all
instruction that occurs within the regular classroom. Most children progress well within Tier 1 of
instruction and assessment throughout their academic careers, but if a child falls below grade
level in critical areas of reading and/or math, a Tier 2 intervention is needed in order to better
develop the skills needed to perform academically at grade level. This intervention class is in
addition to all regular classroom instruction that continues to be in place for the child. If the
interventions provided at Tier 2 are not adequate, usually a formal evaluation will be necessary,
and if the student is found to have exceptionalities that require an IEP for special education
purposes, the student is considered to be in Tier 3 of the model.
Note: If a student is having emotional, adjustment, physical, or other challenges the same process
will be followed, but under the direction of the school’s social worker. Tier 2 intervention in this
case would involve sessions with the social worker, (group or individual), outside counseling,
referral for medical care, etc.
If academic or emotional problems present themselves for a particular student, the HOS (or
Division Head) will contact the student’s parent or guardian and discuss past student
performance and any other pertinent data that will help in the decision-making for the best
academic support for the student. Together, the parent and HOS will determine whether an
intervention class would best support the child, and if so, the child will be placed in the
appropriate reading and/or math class for targeted instruction. If the time spent in the
intervention class (RTI - Tier 2) does not result in adequate student progress over a period of
time, the student will be recommended to the Student Assistance Team (SAT) for consideration
for screening and evaluation for special services. The SAT will be composed of the regular
classroom teacher, the SPED coordinator, parent/guardian, and school leader, along with any
other support personnel (nurse, social worker, etc) who may be needed. This team will look
carefully at past student history, parent anecdotal records, teacher observations, and other
pertinent data in order to make a thoughtful recommendation in the child’s best interest. Based
upon the recommendation of the SAT, the parent/guardian will decide if he/she wants evaluation
or screening to take place for his/her child. If the parent/guardian wishes to proceed with an
evaluation, the school will contact Pupil Appraisal Services of the New Orleans Public Schools
who will conduct the evaluation.
HAPCS understands the importance of a comprehensive multidisciplinary evaluation for students
identified in the child find process and will work with the Pupil Appraisal Services of New
Orleans Public Schools for screening, assessment, and writing of evaluation. Upon completion of
the evaluation, the parent/guardian will meet with the child’s evaluation team, along with his/her
appropriate regular classroom teacher and/or SPED Coordinator to write the student’s IEP. Care
will be taken to assure that the child’s IEP is thoughtful and prescriptive for assisting the student
towards success in school on a daily basis. It is often the case that accommodations on an IEP are
also best practices for all students, so any attempt to universalize these accommodations for all
students will be made in order to avoid isolating or insulating a child who is dependent upon the
25 IEP. For instance, differentiating instruction for one student based on his/her learning style (for
example, a kinesthetic learner who needs the availability of manipulatives for math) will usually
benefit other learners in the class, so it benefits the teacher to make an accommodation of this
sort available to all learners in the class and not have the student with the IEP stand out as
“different” in any way. Accommodations on the IEP also will allow the student to continue his or
her participation in the reading or math intervention class to continue receiving targeted
instruction in areas of challenge, therefore maintaining an additional layer of instruction and
support.
Implementation of the IEP will be monitored carefully by the child’s regular and/or special
education teachers, and/or gifted and talented teachers, and review and revision of the IEP will
take place annually at the meeting of the student’s IEP team, or if necessary, the Student
Assistance Team to assure careful and proper implementation and to monitor the student’s
progress. Adjustments and revisions will be made according to the student’s needs, and the
student will be re-evaluated as needed to assure continued need for special services or education
as per the IEP (every 3 years, at a minimum).
Throughout these processes, parent/guardians will be involved in meetings and decisions made
concerning their child. No evaluation will be considered without the permission of
parent/guardian.
HAPCS considers all students with special needs (except gifted/talented) and receiving services
under section 1508 to be participants in Tier 3 intervention according to the Response to
Intervention process of providing services and interventions to struggling learners and/or
students with other challenges.
Maintaining Close Contact with Families
HAPCS will hold parent report card conferences each nine weeks at which time
parents/guardians will be invited to review the progress report (as per the IEP goals) of their
child receiving special services. In the event a parent cannot attend the conference, an alternate
conference time will be set or the progress report will be mailed to the home of the student.
Progress reports (as per the IEP) also will be prepared each nine weeks for students receiving
special services.
HAPCS has an open-door policy and encourages parents and guardians to be involved in the
daily life of the school. At any time, a parent/guardian may call and schedule an appointment
with his/her child’s teacher to discuss student progress and/or concerns.
26 Students with Limited English Proficiency
HAPCS will identify LEP students through the Home Language Survey, which all parents or
guardians will complete upon enrollment of their child to the school and through initial language
assessments administered at the time of enrollment. If the student’s first language is not English,
or if the student is foreign born, he or she will be administered the language assessment to
determine English proficiency. Once a student is identified as having limited proficiency in the
English language, based on the results of the language assessment, the HOS and the SPED
Coordinator will work together to determine the most appropriate instructional plan for the
student, which will include regular classroom instruction and targeted intervention as needed.
The parent will be notified of this instructional plan and of the exit (ELDA) test that will be
administered each spring to determine a student with LEP instructional plan for the following
year.
Homeless Students
Because HAPCS is open access, no student will be denied acceptance into the school as long as
there is physical space available. If a student is homeless, HAPCS will support the student and
his or her family in any way possible, including, but not exclusive of, assistance in finding social
work services, adequate food and nutrition services at school, after-school tutoring if necessary,
offering referral information for health, housing, and other social or counseling services as
required or needed. In addition, HAPCS will communicate with the parent or guardian of any
student who is homeless regarding the student’ well-being at school, while taking great care not
to stigmatize the student or parent. It is critical to the student who is homeless that he or she feel
strongly connected and loved by the school community, that he or she feel safe while at school,
and that he or she receives the outside services necessary for physical and emotional well being.
HAPCS also will seek partnerships with agencies in the community to further assist the student
and his/her parent or guardian in helping support the family.
Meeting the Needs of gifted/talented and academically advanced students
HAPCS will provide a free appropriate public education to all its students, including those that
are identified as gifted/talented (G/T). The SPED Coordinator will ensure that all identification,
screening, parental involvement, and procedural safeguard requirements are followed in
accordance with the SBESE Pupil Appraisal Handbook. Incoming students with an IEP for
gifted/talented will receive appropriate instruction as required, unique to the HAPCS curriculum.
The HAPCS academic program is in essence a gifted curriculum for all learners, encouraging
them to excel at or beyond grade level. The needs of gifted learners will be met in the regular
classroom which will provide differentiated instruction as needed in order to meet the goals of
each gifted learner.
27 Summary
HAPCS will offer heterogeneously grouped classrooms that are inclusive of all learners at all
academic levels. The inclusive setting keeps in mind that students learn from each other and not
just from the teacher. The school will offer a curriculum that is challenging to all learners and
will provide support for struggling learners in an intervention setting. HAPCS believes that all
learners deserve a “gifted” curriculum -- one that is rich with discussion, challenging questions,
and critical-thinking and problem-solving strategies. If students know that educators and adults
believe in them, they will innately rise to the challenge at hand. If students are provided with a
safe, supportive learning environment, they will be comfortable taking risks. HAPCS seeks to
have all learners learning together in this diverse, supportive, challenging environment.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 28 A.7. School-Specific Goals and Objectives
Applicant Instructions
Like all public schools, charter schools are subject to state accountability requirements. For all
approved schools, the charter contract will include a set of core educational performance
expectations that reflect state accountability requirements established in Bulletin 126. In addition
to those standard requirements, most schools have goals that are particular to the school’s
educational philosophy and organizational priorities.
Identify one key academic goal and two non-academic goals for which the school plans to hold
itself accountable. The academic goal must speak to student academic growth on the State’s
LEAP assessment. Explain how these performance standards align with the school’s mission,
the proposed educational program, and the statewide accountability system.
Explain how the school will meet the academic performance expectation in Bulletin 126 and the
school-specific goals identified. Describe how the school-specific goals relate to the
Department’s nine critical goals for education.
Provide the school’s policy and plan for reporting, at the end of each semester, performance
goals to parents, community, local school board, and BESE, as required by law.
Provide the school’s improvement plan for developing and implementing a corrective action
plan, in the event student performance does not meet projected goals. Include in the response
specific details regarding how the school will determine the need for corrective action and
respond to the labels as assigned according to the State Accountability Program.
Guidance
The well-developed school–specific goals will have the following characteristics:
i) Specific
ii) Measurable (based on identified indicators, expected performance levels and a
reliable measurement instrument)
iii) Ambitions and attainable
iv) Relevant
v) Time bound
Following are examples of performance goals:
Example 1: Student Gains
At all grade levels, students at the Charter School will average 1.1 years of academic growth as
measured by multiple administrations of a nationally norm-referenced growth-measured exam.
Example 2: Performance Status
29 (Percentage) of students enrolled at the Charter School for three consecutive years will achieve
Proficient or Advanced status on the state’s annual LEAP assessment.
Example 3: Student Re-enrollment (Non-academic)
The Charter School will retain (percentage) of its enrolled students year-to-year during its first
three years of operation.
Example 4: Parent Satisfaction (Non-academic)
The Charter School will demonstrate a (percentage) overall satisfaction rating in an annual
survey administered to parents or designated legal guardians of students attending the school
during each academic year.
If you are applying to operate a charter school that serves unique student populations or
populations that do not participate in state mandated assessments, you may also submit
Addendum 9 indicating the performance metrics that you propose to use for accountability
purposes.
Louisiana Department of Education Statewide Critical Goals:
1. Students will enter Kindergarten ready to learn.
2. Students are literate by third grade.
3. Students will enter fourth grade on time.
4. Students perform at or above grade level in English Language Arts by eighth grade.
5. Students perform at or above grade level in math by eighth grade.
6. Students will graduate on time.
7. Students will enroll in post-secondary education or graduate workforce-ready.
8. Students will successfully complete at least one year of post-secondary education.
9. Achieve all eight Critical Goals, regardless of race or class.
TYPE YOUR RESPONSE TO A.7 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) School Specific Goals
1. Student Gains (Academic) Based on the Spring 2013 baseline, the percent of students passing
the 4th grade LEAP will increase 3 to 10 percent each year 3 through year 5.
This performance goal aligns with the school’s mission to provide a rigorous education for all
students and to have student data inform instruction. This goal aligns with the Louisiana
30 Department of Education Statewide Critical Goals by helping to ensure that students will
perform at or above grade level in English Language Arts and math by eighth grade.
2. Student Service to the Community (Non-academic) HAPCS students will engage in at least
one student-initiated service project in the immediate community each school year.
This performance goal aligns with the school’s mission to promote citizenship among its
students and to establish itself as a a center in its community, drawing on the resources of the
surrounding neighborhoods to offer students the rigorous, dynamic education every child
deserves – while also offering resources back to the community as needed. This goal aligns with
the Louisiana Department of Education Statewide Critical Goals by providing students with
exposure to and interaction with the immediate needs in their community that they can help to
meet by following a path of academic success.
3. Parent Satisfaction (non-academic) HAPCS will demonstrate a 85% overall satisfaction rating
in an annual survey administered to parents or designated legal guardians of students attending
the school during each academic year.
This performance goal aligns with the school’s mission to operate under a shared leadership
model which develops school wide ownership by all of the stakeholders in the school
community, especially parents and guardians. This goal aligns with the Louisiana Department of
Education Statewide Critical Goals by ensuring that parents’ voices are heard and responded to
in regard to students’ academic success.
School Plan to meet Academic Performance Expectations of Bulletin 126
HAPCS will begin as a pre-K -2 program and will grow one grade level per year. HAPCS will
receive a baseline School Performance Score in fall, 2014, which will include NRT and CRT
scores from grade 3 along with overall school attendance, (drop-out rates will be calculated when
7th grade has been added). HAPCS expects this baseline SPS to both meet and exceed
Louisiana’s goal of Proficiency for all students in the state. In the years beyond 2014, HAPCS
expects to continue meeting its growth targets and maintain the momentum necessary to become
at least a four star school by year 5 of this charter.
Student progress will be closely monitored by classroom teachers and administration no fewer
than every 8 - 9 weeks reporting period such that if a student is falling below grade level (or
entered the school below grade level), targeted interventions would be put in place. In addition,
every 7-9 weeks, LEAP-like, interim assessments closely aligned to state standards and grade
level expectations will be administered to students in 3rd grade and higher in order to monitor
student progress, keep students keenly aware of the expectations of the LEAP and iLEAP
assessments, and for teachers to inform their instruction in order to provide maximum
opportunities for student mastery of the content long before the spring state-wide LEAP and
iLEAP test dates.
31 Because HAPCS is a start-up school and will operate as a Orleans Parish School with a high
quality pre-K through 2nd grade school for a full year before adding grade 3, the development of
school culture that has high expectations of all students will be paramount to the overall
academic success of its students. One cannot underestimate the significance of growing a school
from 3 year olds and 4 year olds. Decades of research points to the positive effects of pre-K
education on children’s cognitive, social, physical and emotional development. When a pre-K
program has a strong leader, is child centered with a developmentally appropriate curriculum and
environment, a caring, dedicated, and high quality faculty, the achievement gap among children
from different backgrounds narrows. (Beyond the School Yard: Pre-K Collaborations with
Community-Based Partners, July 2009).
Plan for Corrective Action
Due to this high quality pre-K and kindergarten experience, exemplary teaching rooted in best
practices, high expectations of students’ hard work, close monitoring of student progress,
targeted interventions, parent and community support, HAPCS does not expect its SPS to drop
into corrective action status at any time. If, for some unforeseen reason, HAPCS does not meet
its goals for student performance, an internal evaluation will take place which will involve
careful study of the entire school educational program, including, but not limited to professional
development needs, instructional and administrative staffing, and the curriculum and its
implementation.
The school improvement planning process will be led by the HOS and will be initiated with a
collaborative examination of school goals and current performance with all members of the
school community. Recognizing that some goals are mandated by the state of Louisiana and
others are school-selected, the entire school community will then proceed to determine if the
current school goals are still broadly held by the community. Once a commitment to the goals of
the school is established (whether old goals or new goals), then current school performance on
these goals should be re-visited. Areas of weakness are identified collaboratively, and work
teams are created to conduct research on methods of improvement, gather resources, conduct
pilot testing, and return to the full school community with suggestions for inclusion in the annual
school improvement plan.
Plan for Reporting Goals to Parents and Community
At the beginning of each academic year, parents will receive a copy of his/her child’s year-long
curriculum plan, in the form of a curriculum letter or syllabus from the classroom teacher. This
document will lay out curriculum and academic objectives as well as the teacher’s contact
information for further communication. Student report cards will be generated four times each
year and parents will be required to collect them from the classroom teacher on the designated
report card conference day/evening. As required by SBESE, HAPCS will prepare a Performance
Report by January of each school year, according to the standards laid out in the Framework for
32 the Evaluation of Louisiana Charter Schools.
HAPCS will use varied reporting systems, including the school web-site, a web-based
parent/guardian communication system, a mass telephone calling system, mailings, person to
person conferences, etc. in order to keep the communication lines open especially where student
performance is concerned.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 33 A.8. Assessment
Applicant Instructions
All charter schools are required to administer state-standardized assessments (LEAP, iLEAP,
etc.) Indicate any additional assessments the proposed charter school will administer.
Describe the school’s approach to assessment. Explain how the school will evaluate progress of
individual students, cohorts over time, and the school as a whole toward meeting the statewide
requirements. In particular, describe how the school will determine proficiency (by grade,
achievement level, or grouping level) for mathematics, English language arts and one other
subject area on an interim basis. Describe how the school will use interim assessments and the
task to gauge student learning and modify instruction. Indicate the person(s), position(s) and/or
entities that will be responsible and involved in the in collection and analysis of assessment data.
What are the school’s policies and criteria for promoting students to the next level and for
graduation from the school?
How will the school use formative and summative assessment data to modify the educational
program and improve instruction, student learning, and staff development?
TYPE YOUR RESPONSE TO A.1 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) Homer A. Plessy Community School will use a variety of assessment tools aligned with our
curriculum to monitor student progress toward achieving the Louisiana State Standards. As
Common Core Standards are introduced in 2013 and 2014, Homer A. Plessy Community will
implement testing to prepare students to meet the expectations of Common Core. Interim
assessments will have an increasing alignment with Common Core from our 2nd year of
operation. The following table lists the assessment tools and explains how they will be used to
support the selected curriculum.
ASSESSMENT TOOLS
PURPOSE
DIBELS
Baseline and formative assessment of learners’ knowledge
of phoneme/grapheme relationships, word recognition
skills, and oral reading fluency
Benchmark Assessment System
1&2
Baseline and formative assessment providing detailed and
quantifiable information about learners’ decoding reading
comprehension. Aids in matching learners with reading
materials at their instructional and independent levels.
MATH
Curriculum placement tests will be used to assure
34 appropriate placement in instructional materials
LEAP, iLEAP
Summative, standards-based assessment for 4th and 8th
grades; 3rd, 5th, 6th, 7th
LA 1 or LA 2
Summative assessments given to SPED students who
qualify in place of LEAP or iLEAP
Interim Assessments
Criterion-referenced to monitor student proficiency and
provide information for re-teaching and improving
instruction. An increasing alignment with Common Core
standards will occur starting in 2013.
End of Course Test (EOC)
EOC will be given to any students taking Algebra 1 for a
Carnegie Unit.
Weekly grade level meetings will be held during planning periods for teachers with a member of
the Extended Leadership Team. Through on-going performance, formative, summative, and
interim assessments, teachers will identify specific student weaknesses and collectively problem
solve to find alternative means of instruction, compensatory strategies, or accommodations that
may increase achievement.
Teachers acting as informed decision makers will use data-driven assessment to meet the needs
of their students. “Complicated conversations” (Pinar) between teachers and administrative
support team will help serve students with various needs through data analysis, theory-driven
best practice, and reflective practice.
Grade
Level
2012-13
2013-14
2014-15
2015-16
2016-17
PK/K/1st
Diagnostic
Diagnostic
Diagnostic
Diagnostic
Diagnostic
Skills
Skills
Skills
Skills
Skills
Checklist
Checklist
Checklist
Checklist
Checklist
(2/year)
(2/year)
(2/year)
(2/year)
(2/year)
1st grade
only
Benchmark
1st grade
only
Benchmark
1st grade
only
Benchmark
1st grade
only
Benchmark
1st grade
only
Benchmark
35 2nd
3rd
Assessment
Assessment
Assessment
Assessment
Assessment
System 1
System 1
System 1
System 1
System 1
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
DIBELS
DIBELS
DIBELS
DIBELS
DIBELS
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Assessment
Assessment
Assessment
Assessment
Assessment
System 1
System 1
System 1
System 1
System 1
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
IOWA
IOWA
IOWA
IOWA
IOWA
DIBELS
DIBELS
DIBELS
DIBELS
DIBELS
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
iLEAP
iLEAP
iLEAP
iLEAP
iLEAP
LAA 1or2
LAA 1or2
LAA 1or2
LAA 1or2
LAA 1or2
36 4th
5th-7th
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Assessment
Assessment
Assessment
Assessment
Assessment
System 1
System 1
System 1
System 1
System 1
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
LEAP
LEAP
LEAP 21
LEAP 21
LEAP 21
LAA 1 or 2
LAA 1 or 2
LAA 1 or 2
LAA 1 or 2
LAA 1 or 2
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Assessment
System 2
Assessment
System 2
Assessment
System 2
Assessment
System 2
Assessment
System 2
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
iLEAP
iLEAP
iLEAP
iLEAP
iLEAP
LAA 1or 2
LAA 1or 2
LAA 1or 2
LAA 1or 2
LAA 1or 2
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Assessment
System 2
Assessment
System 2
Assessment
System 2
Assessment
System 2
Assessment
System 2
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
37 8th
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
Interim
Assessment
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
(3-4 times a
year)
LEAP
LEAP
LEAP
LEAP
LEAP
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Assessment
System 2
Assessment
System 2
Assessment
System 2
Assessment
System 2
Assessment
System 2
(3/year)
(3/year)
(3/year)
(3/year)
(3/year)
EOC for
Algebra 1
students
EOC for
Algebra 1
students
EOC for
Algebra 1
students
EOC for
Algebra 1
students
EOC for
Algebra 1
students
Annual improvement goals for the school are:
1. Provide as low a student-teacher ratio in the classroom as economically feasible.
2. Increase the percent of students passing the 4th grade LEAP 3-10% from spring 2013 baseline,
and 3-10% for each year 3 through 5.
3. Increase the percent of students passing the 8th grade LEAP 3-10% from spring 2013 baseline,
and 3-10% for each year 3 through 5.
4. Provide after school LEAP remediation at least 3 times per week for grades 4 and 8.
5. Provide summer LEAP remediation to reach or increase projected school goal.
At the end of each school year, Homer A. Plessy Community School will analyze data from a
variety of assessment tools, both qualitative and quantitative and align with the LCC, to monitor
trends in key performance areas and to plan educational programming for the following year.
Participants in the annual data analysis will be the Administrative Team, Board members, and
teachers. The final product of this annual analysis will be a published plan including goals and
strategies to adjust and improve the educational program to better meet the needs of our students.
The same assessment tools will be used during the year by teachers and administrators to
38 monitor student performance and make minor adjustments in the curriculum and instruction as
needed. Each year, Homer A. Plessy Community School will conduct an educational audit to
produce a detailed report on the progress the school has made toward its internal and external
goals. This report will be shared with all stakeholders to demonstrate the school’s progress and
planning for subsequent years.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 39 A.9. School Climate and Discipline
Applicant Instructions
Describe the strategies the school will employ to develop and sustain a safe and orderly school
climate that supports fulfillment of the educational goals, incorporates research-based discipline
practices such as positive behavior interventions, and supports restorative justice principles in
accordance with R.S. 17:252. Explain the school’s student behavior philosophy and discipline
policy or code of conduct for both the general student population and for students with special
needs. The full discipline policy should be included as Attachment D, including procedures and
policies for implementing alternative instruction. Describe any co-curricular or extracurricular
programs and how they will be funded and delivered. If fees are to be charged to students –
co/extra-curricular programs or otherwise – describe the fees (amount, use, and any
consequences for non-payment) and the process by which students may apply for a hardship
waiver.
Guidance
School climate refers to what the school embraces, the relationships, interactions, responses, as
well as the proactive and reactive triggers of the school. Effective and successful schools are
deliberate about establishing culture and climate to further the goals and achievement for the
school.
Your discipline policy must specify the following: (i) the substantive acts for which a child may
be disciplined; (ii) the consequences (or range of consequences) resulting from committing each
such act (including suspension or expulsion); (iii) the due process procedures that the school will
follow in applying its discipline policy, and (iv) the individuals responsible for carrying out the
discipline policy. The policy shall also include school’s plan for students who have been
suspended, expelled or will be out of school for more than ten days. Schools are required to
provide a plan for alternative education settings for these students. In addition, you should
indicate how the school staff will be educated about, and trained to implement, the policy. It is
the experience of many charter schools that the creation and effective implementation of the
school discipline policy is highly important to the success of the school. While you may adopt a
model, be sure to build your discipline policy to reflect the needs of your proposed school. The
freedom to shape the school‘s discipline policy to match the educational vision of the school’s
leadership team (so long as such policy provides for fundamental due process) is one of the
important advantages given to charter schools. Rather than providing a discipline policy that
contains only negative consequences for violations of the policy, some schools have integrated
into their discipline policy a system of rewards for good conduct. A charter school applicant must provide policies, programs and practices to ensure parental
involvement per LA-R.S. 17:3991(B)(11).
40 TYPE YOUR RESPONSE TO A.9 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) The climate and culture of HAPCS will be specific and well defined. HAPCS will provide a safe
and nurturing school environment that is clean, secure, and stimulating. A school-wide behavior
program which grows at each level will be strictly adhered to. The school culture will emphasize
core values and a dynamic Positive Behavior Intervention Support system. As often as possible,
consequences of offensive behavior will be related to the specific misbehavior and have a strong
program of restorative justice. Restorative justice will help provide students with knowledge to
make better decisions in the future. Faculty and students will be knowledgeable of the entire
discipline program and potential positive and negative consequences
The students will practice school routines and transitions often in the first few weeks of every
school year to ensure that they have a clear knowledge of school routines and rules. Parents and
students will sign a handbook to assure that they have read, reviewed, and agree to school policy
and procedures in regard to behavior management, grades, attendance, and community
involvement
HAPCS will operate clubs at all levels which challenge students’ thinking skills and motor skills
and help develop social skills, individual gifts and talents, and community spirit. Clubs will
include all aspects of the arts to develop creativity further beyond our arts-immersed curriculum.
Sports will begin as intramural sports at the lower school level and move into a school league for
middle school. All students will participate in some sort of club or school organization beyond
academics. HAPCS will also include advisory groups at the middle school to help address issues
related to growth into and beyond adolescence years. Students and teachers will be involved in
service to our community and the larger community outside of the school in a visible and
reportable manner. HAPCS will promote hands-on learning with manipulatives and projectbased learning to help extend academic achievement beyond typical lecture test-taking skills.
Field trips within the community and beyond that are related to academic curricula will help
support active learning and social skills within the community-at-large. Students will be given an
active voice in student government and community growth of rituals and traditions, such as
naming a school mascot, fight song, and alma mater. Organizational skills will be specific at
each of the three levels to help students in study skills and completion of long term projects. A
specific social skills program, most likely Second Step, will be implemented school wide to
develop internal decision making in regard to problem solving, emotion management, impulse
control, and empathy. In regard to parents, they will also have an active voice in developing
school rituals, routines, and traditions. A Parent Association will be formed from year one to
promote community, parenting skills, and development/fundraising. Professionals from the
community will be sought by school administration to help develop parental knowledge in areas
of psychosocial development, academic development and other pertinent child rearing concepts.
At the lower grade levels parents will be invited to participate in regular school visits to learn
41 facilitation techniques for language, motoric, and social development
Parents will be encouraged to attend student-driven parent conferences and other school events.
They will also be invited to participate in programs aimed at adolescent developmental
milestones. In the early morning and evening hours, yoga classes, a fitness room, and adult
sports leagues will be offered for parent, teacher, and neighborhood participation. Our goal is to
make HAPCS a strong, united community of student, parent, and teacher learners, which
promotes talent discovery and development, academic achievement, community connectedness,
and ultimately lifelong community service and learning
Students at HAPCS will follow a dress code to be developed and outlined in the student
handbook.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 42 A.10. Prior Success in Raising Student Achievement
Applicant Instructions
If the nonprofit will not be contracting with an outside educational service provider or has not
operated any charter schools in the state of Louisiana, please describe prior success the nonprofit
board or proposed school leadership has in improving student achievement.
If the nonprofit will contract with an educational service provider or has operated charter schools
in Louisiana, leave the box below blank and complete the appropriate addenda.
Guidance
Answers to this question may cover any previous experience in raising student achievement,
including, but not limited to, teaching, other school leadership positions, work in education
nonprofits, and previous board experience. This question provides wide latitude in what
evidence may be used, but evidence should be concrete and based on the experiences of
individuals who are already part of the leadership team.
NOTE: If parts of the answer to this question are covered in other sections of the application,
note specifically where that information can be found. Do NOT repeat information contained
elsewhere in the application.
TYPE YOUR RESPONSE TO A.10 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) The Citizens Committee for Education does not plan to contract with an outside educational
service provider to run the Homer A. Plessy Community School nor has it yet operated a charter
school in Louisiana. However, the board includes educators who have experience in improving
student achievement, and it has worked alongside several veteran educators to construct this
charter.
Stephanie Watkins, board member, holds an M.A. in Teaching Secondary Math from Xavier
University. She has taught math on the secondary level for 4 years, most recently at Lafayette
Academy, where her sixth grade students showed marked improvement on their iLeap math
exam scores. As a resident of the St. Roch neighborhood, she looks forward to contributing to
improved student achievement in her own community as a board member of the Citizens
Committee for Education.
Keith Plessy, board member, is a co-founder of the Plessy & Ferguson Foundation, which works
to create innovative ways to teach Civil Rights history through a deep understanding of the
Plessy v. Ferguson court case and its effect on the American conscience. Mr. Plessy is a longtime
bellman at The Marriott hotel. Plessy is a gifted artist and community organizer, and works
tirelessly to bring together civil rights leaders, activists, and community members in his work as
president of the Plessy & Ferguson Foundation.
43 Robert M. Brian, board member, holds an M.A. degree in English from the University of New
Orleans and a J.D. degree from the Louisiana State University Paul M. Hebert Law Center. In
addition to six years of law practice in Baton Rouge, he also served for eighteen years in various
faculty and administrative positions at two institutions of higher learning, including four years as
Associate Provost at Palm Beach Atlantic University in West Palm Beach, FL, and ten years as
chief academic officer at Crichton College in Memphis, TN. He also served as an educational
consultant and as chief operations officer for the Center for Urban Theological Studies in
Philadelphia, PA. Since 2007, after returning to his native New Orleans, he has served as
Executive Director of Baptist Crossroads Foundation, a Louisiana nonprofit organization
engaged in community redevelopment through building, mentoring, recreational, and educational
initiatives. Since 1996 Mr. Brian’s career has been centered in urban ministry and renewal in
Memphis, Philadelphia, and New Orleans.
Patty Glaser, Ph.D., a lead writer of the Homer A. Plessy Community School charter, holds a
doctorate in Curriculum and Instruction. Previous to her doctorate, she earned a Master’s of
Communication Disorders and practiced for 20 years as a speech-language pathologist. She has
been a school leader for the last 10 years. Dr. Glaser’s career has focused on literacy
development for language and learning impaired students and curriculum design for under
achieving students. She has rewritten several charters for at-risk populations for some of the
most successful students in the city and state. She plans curriculum strategies for students who
are not at grade level and leads professional development for faculty (K-12) in regard to
increasing student achievement through curriculum alignment and data analysis. Dr. Glaser has
been the writer and project director of state and federal grants aimed at increasing educational
technology and student achievement through curriculum innovations.
Leslie Garrote, a contributing writer of the Homer A. Plessy Community School charter, holds a
M.A. in Teaching Secondary Social Studies from The City College of New York. She has 7
years experience teaching children in New Orleans. Leslie served as teacher, curriculum
coordinator and, later, principal, at Desire Street Academy, a school for boys in the Ninth Ward,
for the first five years of her career in education. 100% of the graduating seniors from DSA
enrolled in institutions of higher learning under Ms. Garrote’s leadership. Ms. Garrote currently
serves as the head of the History Department at St. George’s Episcopal School, which serves an
academically diverse student population
Jackson Knowles, contributing writer of the Homer A. Plessy Community School charter, holds
a BA in English from Macalester College in St. Paul, MN, and currently serves as the Director of
Community Development at The NOCCA Institute. In addition to her extensive grant writing
and communications experience, Knowles is also a candidate for an MFA in non-fiction writing
at the University of New Orleans. In her work at The NOCCA Institute, she has been a team
member in the development of the Academic Studio, NOCCA's innovative, full-day academic
44 program. She is also a member of the board of Directors of The Plessy & Ferguson Foundation.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 45 B.Organizational Plan
The Organizational Plan should provide an understanding of how
the school will be operated, beginning with its governance and
management. It should present a clear picture of the school’s
operating priorities, delegation of responsibilities, and relationships
with key stakeholders.
B.1.
Governing Body
B.2.
Governing Board Composition
B.3.
Management and Operation
B.4.
Staffing and Human Resources
B.5
Professional Development
B.6.
Student Recruitment and Enrollment
B.7.
Community Involvement
46 B.1. Governing Body
Applicant Instructions
Describe the entity that will hold the charter and be responsible for governing the school.
To the extent that the organization exists and has functions independent of the operation of the
proposed school, provide a brief description of the organization, its history, its current operation,
and the relationship between its existing operations and the proposed school.
Describe nonprofit governing board training and development plans for the nonprofit Board of
Directors and membership. The plan for training and development should be on-going including
a timetable, specific topics to be addressed and requirements for participation.
Describe the relationship the nonprofit governing board will have with the key administrative
leaders and/or any significant partner organizations.
Attach the proposed school’s policies and procedures (Attachment E) for complying with the
Louisiana Code of Ethics. The Louisiana Code of Ethics and conflict of interest policy applies to
board members, officers, and employees of the school. Provide details regarding how the school
will handle Code of Ethics violations. A copy of the Louisiana Code of Ethics is attached as
Appendix 1.
Attach the proposed school's policies and procedures (Attachment F) for complying with the
Louisiana Public Records Law, LA-R.S. 44:1 et seq., remembering that the nonprofit corporation
must also comply when acting in their capacity as the governing board of the charter school. The
Louisiana Public Records Law is attached as Appendix 2.
Provide an acknowledgement that in the event of the dissolution of the charter school, the
Operator will cooperate fully with OPSB procedures for the transfer of students and student
records and for the disposition of school assets.
Attach an annual schedule of Board meetings; include proposed dates, times, locations and
methods of public notice for meetings. Also, include details regarding how notice for board
meetings will comply with the Louisiana Open Meetings Act (Attachment G). A copy of the
Louisiana Open Meetings Act is attached as Appendix 3.Provide a copy of the bylaws for the
organization (Attachment H). The bylaws should include, at a minimum:
• Officer positions designated and the manner in which officers are selected and
removed from office;
• The manner in which members of the governing body are recruited and selected;
• The manner in which vacancies on the governing body are filled;
• The term for which members of the governing body serve;
• The governing body’s meeting structure including frequency and location; and
• Committees that the corporation would create, e.g., audit, finance, compensation,
and delineate the functions and powers of those committees, and the proof of
47 compliance with Louisiana Open Meetings Act. Officer positions designated and the
manner in which officers are selected and removed from office.
In drafting the proposed charter school’s by-laws, please review carefully all sections of the
Louisiana Charter School Law, noting also the importance of the Louisiana Nonprofit
Corporations Law. Please remember that charter schools, pursuant to LA-R.S. 17:3996(B), are
subject to the Open Meetings Law, LA-R.S. 42:4.1 et seq. and the Code of Governmental Ethics
LA. R.S. 42:1101 et seq. In addition, members of the nonprofit corporation’s board of directors
are prohibited from receiving any compensation other than reimbursement of actual expenses
incurred while fulfilling duties as a member of such a board. LA-R.S. 17:3991(A)(1)(b).
TYPE YOUR RESPONSE TO B.1 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) The Citizens’ Committee for Education formed in response to a lack of quality education options
in downtown neighborhoods. The Citizens’ Committee committed to develop and operate the
Homer A. Plessy Community School with a focus on meeting the diverse educational needs of
children in Faubourg St. Roch, Bywater, and Faubourg Marigny, by offering a quality, arts-based
learning environment for students from across New Orleans.
As a whole, the governing board will have the following responsibilities:
1. The statement of mission and purpose: It is the board of directors' responsibility to create the
mission statement and review it periodically for accuracy and validity. Each individual board
director will fully understand and support it.
2. Select the charter Head of School. The Board will reach consensus on the charter school
qualified individual for the position.
3. Support the charter Head of School and review his or her performance. The board will ensure
that the charter Head of School has the moral and professional support he or she needs to further
the goals of the charter school. The charter Head of School, in partnership with the entire board,
will decide upon a periodic evaluation of the administrator.
4. Ensure effective organizational planning. As stewards of the charter school, the board will
actively participate with the staff in an overall planning process and assist in implementing the
resulting plan.
5. Ensure adequate resources. One of the board's foremost responsibilities is to provide adequate
resources for the charter school to fulfill its mission. The board will work in partnership with the
charter Head of School and development staff, if any, to raise funds from the community.
6. Manage resources effectively. The charter school board, in order to remain accountable to the
charter granting entity, parents and students, its donors, the public, and, to safeguard its taxexempt status, will approve the annual budget and ensure that proper financial controls are in
48 place.
8. A charter school's primary link to the community, including constituents, the public, and the
media, is the board. Clearly articulating the organization's mission, accomplishments, and goals
to the public, as well as garnering support from important members of the community, are
important elements of a comprehensive public relations strategy.
9. Assess effectiveness of the entire organization in achieving its mission and efficient in using
its resources. It will begin this annual discussion by evaluating its success as a board. By
evaluating its performance in fulfilling its responsibilities, the board can recognize its
achievements and reach consensus on which areas need to be improved.
Board Training
HAPCS has the support of a strong governing board, which is comprised of individuals with a
variety of talents and skills. To ensure the continued effectiveness of the school’s governing
body, HAPCS will locate additional board members who possess the desire, commitment, talent,
skill, and drive necessary to move the school’s mission and vision forward. Additionally, to
ensure that board members have all of the skills necessary to be effective leaders, the board has
adopted a schedule of trainings and development which each board member can take advantage
of according to their individual needs and interests. Board members will be required to attend
two of three training session per year (one per quarter in the Fall, Winter and/or Spring) plus an
annual retreat to be held during the summer. Board trainings will address a variety of topics
including but not limited to Finance, Law, Governance, Conflict Management and Resolution,
Diversity, Fund Raising and Grant Writing. In order to meet these training goals, the governance
committee will engage with a wide variety of organizations and individuals who are experienced
in and specialize in the training of non-profit boards, particularly charter school organizations
such as the Eastbank Collaborative of Charter Schools and the LA Association of Charter
Schools. The governance committee will be tasked with conducting a yearly assessment of the
current board’s skill set and then recommending appropriate training for each board member.
Board Relationship to Leadership
The Citizens’ Committee for Education Board of Directors will provide the governance function,
which encompasses legal responsibilities, general oversight, planning, policy-making and
fiduciary obligations. The Board of Directors will carry out its statutory responsibilities
associated with operating the charter school in an efficient and ethical manner and in compliance
with local and all other applicable state and federal laws and regulations. Day to day
management of the school will be the responsibility of the Head of School
The Board will delegate to the Head of School decision making responsibility for day-to-day
operations of the school, including but not limited to: hiring and firing school staff, designing the
49 school’s curriculum, and creating the school’s annual budget (subject to Board approval). The
Board shall be notified of progress in the areas of academics, finance and parental involvement
via monthly meetings with the Head of School. All information provided by the Head of School
will be verified by random spot checks by a designated member of the Board of Directors.
Dissolution of charter school
In the event of the dissolution of Homer A Plessy Community School, the following procedures
will be implemented to transfer students, student records, and dispose of the assets of Homer A
Plessy Community School:
1. All assets purchased with public funds shall become property of the chartering authority. To
the extent that these assets consist of movable property, delivery shall be arranged with the
chartering authority in a timely and efficient manner.
2. Homer A Plessy Community School will arrange efficient and timely delivery of all student
records to New Orleans Public Schools (NOPS) and/or the Recovery School District (RSD).
Transfer of the student records shall take place no more than 15 business days after the close of
the school.
3. Homer A Plessy Community School will hold a meeting for parents of all students, with at
least 10 days public notice, to inform parents of the closure and their options for reenrolling their
child in another school.
4. Parents will receive copies of their student's records which they may either pick-up in person
or receive by mail.
5. Homer A Plessy Community School will fully cooperate with LDOE and SBESE procedures
for assets disposition and transfer of student records in the event that the school is closed.
Schedule of board meetings
The Citizens’ Committee for Education Board of Directors will meet at 5:00 pm, on the first
Tuesday of each month. The meetings will be held at St. Roch Community Church, 1738 St.
Roch Ave, New Orleans, LA. Once the school is open, meetings will be held in the school’s
conference room and advertised around the school building in compliance with the Louisiana
Open Meetings Act.
Meeting Date
Location
Time
September 6, 2011
St. Roch CC
5:00
October 4, 2011
St. Roch CC
5:00
50 November 1, 2011
St. Roch CC
5:00
December 6, 2011
St. Roch CC
5:00
January 3, 2012
St. Roch CC
5:00
February 7, 2012
St. Roch CC
5:00
March 6, 2012
St. Roch CC
5:00
April 3, 2012
St. Roch CC
5:00
May 1, 2012
St. Roch CC
5:00
June 5, 2012
St. Roch CC
5:00
July 3, 2012
St. Roch CC
5:00
August 7, 2012
TBA
5:00
Bylaws, See Attachment H
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 51 B.2. Governing Board Composition
Applicant Instructions
List the members of the proposed governing board including their names, current employment,
and relevant experience or qualifications for serving on the board including, but not limited to,
their relationship to the community in which the school will be located. At the application stage,
operators shall have at least five board members recruited.
For each proposed governing board member, the application should include, as Attachment I, a
resume or Curriculum Vita, and the completed form labeled Charter School Roster of Key
Contacts.
Describe any specific plans for recruitment of additional governing board members, including,
but not limited to, plans that would involve parental, professional educator or community
involvement in the governance of the school. Provide details regarding the types of expertise that
is intended for the board, details regarding how individuals will be identified and selected, and
who is responsible for recruitment.
Guidance
The capacity of a charter school’s governing board to conduct its oversight and fiduciary duties
effectively is critical to the quality of that school. As such, the proposed governing board should
have at least five members (at the time the charter is approved, the charter board must have at
least seven members); be representative of the community in which the proposed charter school
would serve; have no fewer than 60 percent of its members reside in the community in which
the charter school is located or from which it draws students; and have a diverse set of
professional skills and practical work experience in the areas of education, public, non-profit,
and/or for-profit administration or operations, community development, financial management,
and law. Community is defined as the parish of the proposed school or an adjacent parish.
Please note that the Charter School Contract approved by OPSB provides that no more than one
member of the same immediate family can be a member of a nonprofit corporation board that
holds a charter. Members of the same immediate family are defined in R.S. 42:1102(13).
TYPE YOUR RESPONSE TO B.2 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) Board Members:
Michael Pizzolatto: Michael has worked for community based and education organizations in
New Orleans for the past ten years. He is currently part of the team at the Center for Public
Service at Tulane University where he manages AmeriCorps programs and develops university
community partnerships.
Randy Hutchison: Randy is a New Orleans native who returned to the city following Hurricane
52 Katrina to contribute to the recovery as an architect. He has worked on designing schools
recently and looks forward to assisting in developing a school program to go inside a building.
Ben McLeish: Upon completing his graduate studies in Nonprofit Management, Mr. McLeish
moved to New Orleans in 2002 to serve on staff with Desire Street Ministries (DSM) in the 9th
Ward. He served as the Assistant Director and lead DSM’s disaster response efforts. In 2007,
Mr. McLeish led a small team that planted St. Roch Community Church (a multi-racial, multisocioeconomic community based church) and St. Roch CDC. Ben now serves as the Executive
Pastor for the church and the Executive Director for the CDC. Mr. McLeish and his wife have
lived in the downtown neighborhoods of New Orleans for the past decade and are now raising
their 3 small children in the St. Roch neighborhood.
Keith Plessy: is a co-founder of the Plessy & Ferguson Foundation, which works to create
innovative ways to teach Civil Rights history through a deep understanding of the Plessy v.
Ferguson court case and its effect on the American conscience. Mr. Plessy is a longtime bellman
at The Marriott hotel. Plessy is a gifted artist and community organizer, and works tirelessly to
bring together civil rights leaders, activists, and community members in his work as president of
the Plessy & Ferguson Foundation.
Stephanie Watkins: holds an M.A. in Teaching Secondary Math from Xavier University. She
has taught math on the secondary level for 4 years, most recently at Lafayette Academy, where
her sixth grade students showed marked improvement on their iLeap math exam scores. As a
resident of the St. Roch neighborhood, she looks forward to contributing to improved student
achievement in her own community as a board member of the Citizens Committee for Education.
Robert Brian: Bob is executive director of a local non profit organization and is heavily engaged
in community development in New Orleans. He formerly practiced law and served as provost of
a university.
All members of the Citizens’ Committee for Education Board of Directors will assist in board
recruitment. The process for nominating and approving new board members is as follows:
1. A potential board member is recommended to the Governance Committee by a member of
the community.
2. The potential board member is contacted by a member of the Governance Committee. In the
initial conversation, the background and qualifications of the potential board member are
explored. In addition, the governance committee member gives the potential board member
the background of Homer A Plessy Community School as well as an overview of the current
and potential future roles of Homer A Plessy Community School in the city.
3. If the potential board member seems like he or she may be a good fit for the Board, he or she
is invited to attend the next scheduled Homer A Plessy Community School Board meeting
and visit the school. He or she is also asked to forward a copy of his/her resume to the
Governance Committee.
53 4. The potential board member’s resume is forwarded to all Board members in advance of the
meeting the potential board member is planning to attend.
5. The potential board member attends the Board of Directors meeting and is given a copy of all
pertinent board documents
6. If the potential board member continues to be interested in joining the board after he or she
attends a meeting and visits Homer A Plessy Community School, and the Governance
Committee finds that he or she shares the vision of Homer A Plessy Community School and
possesses useful capacities for the board, the Governance Committee will recommend to the
full Board of Directors that the potential board member be approved as a new member.
7. The Citizens’ Committee for Education Board of Directors will vote to accept or reject the
new board member.
8. Once a new board member is approved, he or she will be provided with the following
information by the Governance Committee: HAPCS By-Laws, HAPCS application, and a
HAPCS Board Calendar as well as a calendar for the school.
9. New Board members will be required to fill out a financial disclosure form and a conflict of
interest form within two weeks of becoming a board member. These forms, along with a
current resume, will be forwarded to the Louisiana Department of Education.
The qualifications sought in candidates for service on the Board of Directors include but are not
limited to:
•
•
•
•
•
•
•
•
•
•
A dedication to furthering the vision and mission of the school;
An expectation that all children can and will realize high academic achievement regardless of
race, income, family background, religion, sex or previous behavior;
Belief in most aspects of the Homer A Plessy Community School model;
Ability to attend every board meeting, including emergency sessions;
Willingness to volunteer for at least one Board committee;
Ability to grasp global and micro issues related to the school’s development and to
communicate those issues and related opinions to the other members of the Board, the Head
of School and all outside agents of the school;
Proficiency and/or at least two-years of experience in one of the following industries: real
estate, law, fundraising, finance, facility, accounting, education or community development;
Previous experience with non-profit governance, management, and operation;
Ability to contribute time and energy for all assigned tasks; and
Clean criminal record/history.
Board Officers
Chair
The board chair’s primary responsibility is to ensure that the school achieves its mission and
vision through effective governance. The chair ensures effective governance by creating and/or
approving the agenda of all board meetings, and presiding at all such meetings in a manner that
54 ensures that the work of the board is accomplished efficiently. The chair will also be responsible
for delegating work appropriately to individual board members or committees approved by the
board to accomplish board work. Additionally, the board chair will act as the chief liaison
between the school and the governing body through regular communication with the school
leader. The chair will also be responsible for setting the tone for the rest of the board through
positive, inspiring leadership and effective communication.
Vice Chair
The vice chair will assume all responsibilities of the chair, should s/he be unable to fulfill his/her
duties. Additionally, the vice chair will act as the chair of the governance committee, which
oversees the development of the board’s procedures and policies as well as board development.
The vice chair will also assume any other responsibilities requested by the board.
Secretary
The secretary is the keeper of the organization’s records and documents, including the minutes of
any meetings held, as well as the organization’s bylaws and any amendments made therein.
Additionally the secretary will be responsible for keeping the organization compliant with the
Louisiana Open Meetings Act by following all provisions of the law. The secretary may also
assume any other responsibilities required by the board.
Treasurer
The treasurer of the board is the keeper of the organization’s financial records. The treasurer
will also act as chair of the organization’s finance committee, and in this capacity will play a key
role in preparing the school’s budget and audits.
Committees
As per the organization’s bylaws the organization will have four standing committees comprised
of both board members and non-board members. These standing committees are the academic
excellence, governance, finance, and development committees. Additionally the board will create
other committees necessary to do the board’s work including a community engagement
committee.
Academic Excellence
The academic excellence committee will act as a support team to the school leader by working
closely with her to set ambitious but appropriate academic achievement goals, and by reviewing
the school’s academic performance with the school leader to ensure that these goals are met.
The academic excellence committee will also support the school leader by participating in
troubleshooting/brainstorming sessions with the school leader to find solutions to any issues that
55 arise as barriers to student achievement. As such, members of the academic excellence
committee will have or develop competencies related to academics, including best practices in
early childhood and elementary instruction and assessment.
Governance
The governance committee’s primary responsibilities will be to ensure that the organization is
compliant with all federal and state laws governing non-profit organizations, is compliant with
its own bylaws, and that the board and its committees are comprised of individuals who possess
the knowledge and skills necessary to carry the school’s mission and vision forward. As such,
the governance committee is responsible for developing and implementing a plan for the
recruitment and training of board members and committee members, defining and reviewing the
roles and responsibilities of the board’s members and officers, defining and reviewing the
functions and powers of the board’s committees, review and evaluation of performance as well
as the performance of individual board members, and also the periodic review of the
organization’s policies, protocol, and bylaws to ensure that they all effectively meet the needs of
the organization.
Finance
The finance committee’s primary responsibility is to ensure the financial health and viability of
the school through careful oversight of the allocation of the school’s resources. This will entail
working closely with the school’s leader and finance director in the crafting and careful review
of the school’s budget, review of all financial records of the school, and assisting with financial
audits in whatever capacity is appropriate. Members of the finance committee will have or
develop competencies related to finances in general and public school finances in particular.
Development
The development committee is charged with ensuring the long-term viability of the school by
developing all revenue sources available to the school. This includes fund raising, grants, and per
pupil revenue. As such, the development committee will develop and implement an ambitious
fund raising plan, which will include the cultivation of donors large and small, with a focus on
large donors. The committee will also work with the school’s leader in the research and writing
of grants for which the school qualifies. Additionally, the development committee will take the
lead in the development and execution of student recruitment plans to ensure that every available
seat in the school is filled. Members of the development committee will have or develop skills
related to grant research and writing, fund-raising, and finance.
Community Engagement
The community engagement committee will act as a liaison between the community and the
56 school. The committee is charged with reaching out to and engaging HAPCS’s neighbors in
conversations about the school and education with the aim of learning from the collective
experiences of the wider community, and putting these lessons into practice at the school.
Additionally, by actively engaging the school’s surrounding community, the engagement
committee will work to cultivate a deep level of support for the school that will translate into
advocacy. Advocacy may include the decision to send one’s child to the school, the donation of
funds, goods or services, volunteering, or political activism on behalf of the school.
School Leader
The school leader is responsible for ensuring the success of the school by managing its day to
day operations, and working closely with school’s governing board so that it has all the
information necessary to effectively govern the school. Day to day operations include but are
not limited to managing the school’s budget; leading, facilitating and maintaining a positive
school culture; hiring, firing, mentoring and evaluating the performance of all school personnel
(i.e. faculty and staff); facilitating the effective implementation of the school’s curriculum
model/framework, and reviewing student achievement data. The school leader is also expected
to work collaboratively with the board and its various committees in order to take full advantage
of the knowledge, skills, and other resources that they provide.
CHARTER SCHOOL ROSTER of KEY CONTACTS
Complete the following Roster for the Board of Directors and key administrative leaders and/or
partners for the proposed school. Be sure to include titles and roles.
NONPROFIT BOARD OF DIRECTORS
Position:
Chair
Name:
Michael Pizzolatto
Mailing Address: 2525 N Rampart St NOLA 70117
Phone:
504.862.3347
(day & eve.)
504.239.4749
Fax:504.862.8061
Email:[email protected]
Position:
Name:
Mailing Address:
Phone:
(day & eve.)
Fax:504.522.2253
Vice Chair
Randy Hutchison
2529 N Rampart St NOLA 70117
504.343.1955
504.756.5651
Email: [email protected]
Position:
Treasurer
57 Name:
Mailing Address:
Phone:
(day & eve.)
Fax: 504.940.5772
Ben McLeish
1326 Marigny St. NOLA 70117
504.940.5771
504.236.7045
Email:[email protected]
Position:
Name:
Mailing Address:
Phone:
(day & eve.)
Fax:504.940.5772
Board Member
Keith Plessy
8435 Pritchard Place NOLA 70118
504.862.7667
Position:
Name:
Mailing Address:
Phone:
(day & eve.)
Fax: 504.940.5772
Board Member
Stephanie Watkins
1927 St. Roch Ave. NOLA 70117
504.452.0352
Email:[email protected]
Email:[email protected]
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK
58 B.3. Management and Operation
Applicant Instructions
Describe the organizational structure of the school and its day-to-day operation. Explain the
management roles and responsibilities of key administrators with respect to instructional
leadership, curriculum development and implementation, personnel decisions, budgeting,
financial management, legal compliance, and any special staffing needs. Discuss how the school
will handle accounting, payroll, and associated back office support, and complete the table
below.
Describe the primary responsibilities for each key management position and critical skills or
experience that will be priorities for fulfillment of those responsibilities. Give particular attention
to the roles, responsibilities and actual or desired qualifications of the school leader. Provide
desired qualifications, credentials and resume (if selected) of principal candidate (Attachment
J). Discuss any plans for recruitment and selection of the school leader if not already identified.
Discuss plans for evaluation of the school leadership, the plan for handling unsatisfactory
leadership performance, and process for leadership changes and turnover.
Attach an organizational chart (Attachment K) that clearly presents the school’s organizational
structure, including lines of authority and reporting between the governing board, staff, any
related bodies (such as advisory bodies or parent and teacher councils), and any external
organizations that will play a role in managing the school;
TYPE YOUR RESPONSE TO B.3 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) Citizens’ Committee for Education Board of Directors assigns supervision of all operational
matters and the responsibility to meet strategic and operational goals set to the Head of School.
All other employees report directly to the Head of School. As a fiduciary safeguard, the Chief
Financial Officer (CFO) also reports financial data to the Board of Directors.
The CFO is responsible for all aspects of financial operations, including the supervision of all
auxiliary services. S/he manages the business office staff. S/he is also the school’s liaison to
governmental entities for financial matters
The principal will be designated as the lead that is second in command and responsible for acting
on behalf of the Head of School in his/her absence. In the absence of the administrator, s/he has
a major role to play in maintaining the daily operations of each school, facilitating community
events, and recruiting, supporting and retaining students and teachers.
The principal, to who certificated teachers and paraprofessionals report, is the frontline of
administration. S/he has broad responsibilities within the school—including tracking and
59 assuring student progress, parent relations, and student discipline
When the positions are created and school growth shows need for such, the development and
community engagement person(s) will report directly to the Head of School and work
cooperatively with the principal in completing governmental reports in a timely manner, writing
grants for each division, planning and coordinating community events, updating the school
website, and preparing written media communications and advertising for school as needed.
These positions will work collaboratively with members of the community engagement
committee but not have any direct reporting responsibilities to the committee.
The principal will have at least one weekly meeting with the Head of School, and the entire team
will meet once a week as well. The administrator will be accessible to them on an as-needed
basis beyond that so that the school’s strategic and operational goals can be met.
HAPCS plans to recruit from several sources: school job fairs, local newspaper ads, electronic
ads, and national search firms. We will recruit school leaders who are energetic, problem
solvers, creative, child-oriented, good communicators, and who know pedagogy and child
development. We will recruit teachers who are patient, have an interest in students with learning
differences, are passionate about teaching, are technically competent, and are team players. We
aim to hire teachers who are certified and highly qualified, but if we find a suitable teacher who
is not, we will hire them on the condition that he/she pursues certification on a specified timeline.
All instructional and paraprofessionals will be credentialed in accordance with applicable state
and federal laws.
School Leader Evaluation
The board will evaluate the performance of HAPCS’s Head of School. The school leader will be
evaluated according to his/her ability to achieve academic and operational goals. Input will be
received from a representative group of school leaders, faculty, parents, and students.
The Head of School will evaluate the 3 division principals, the CFO, and the Development
Director. The HOS will meet with each individually at the start of the year to discuss their PDP
and overall school goals and mission. The HOS will meet weekly with each principal about
issues concerning their divisions and the school at large. Frequent ongoing communication
working in unison toward fulfilling the school’s mission will be at the heart of these
conversations. Direction will be given as well as mentoring when needed. Additional mentoring
from outside of the school will be recommended by the HOS as needed. At the conclusion of the
year, the HOS will sit with each school leader individually and allow them to evaluate their own
performance and review their PDP. The HOS will give his/her performance feedback also.
When the HOS and/or Board determines that leadership changes are needed, the HOS will make
60 every effort to inform the school leader of those changes confidentially by April 15th of the
current school year. When the Board determines that leadership changes are needed at the HOS
position, the Board will give the HOS a year’s notice by June 30th. The Board will conduct a
HOS search and the HOS will help provide transition during his/her final year at the school.
Actions that require immediate dismissal of teachers will be handled by the HOS. The Executive
Leadership Team will review potential replacement candidates and use existing school personnel
to make a seamless transition for students.
Actions that require immediate dismissal of school leaders will be handled by the HOS and/or
New Visions Learning, Inc. Board. Remaining school leaders will collaborate to complete the
tasks of the dismissed leader until a replacement is hired.
61 COMPLETE THE TABLE BELOW
Service
Planned
School Staff
Provider or
Member
Provider Type Responsible
Timeline for
Securing
Service
Estimated
Costs
Accounting and
Bookkeeping
TBD
CFO
February 2012
TBD
Auditing
TBD
CFO
June 2012
TBD
Custodial/Maintenance TBD
CFO
July 2012
$60,00
Food Service
TBD
CFO
May 2012
$140,000
Healthcare
TBD
CFO
May 2012
TBD
Insurance
Martin
Insurance
CFO
April 2012
TBD
Payroll
TBD
CFO
June 2012
TBD
Security
TBD
CFO
June 2012
TBD
Transportation
RTA
CFO
June 2012
$61,500
Other WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION,
MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK
62 B.4. Staffing and Human Resources
Applicant Instructions
Discuss the staffing plan for the term of the charter including anticipated staffing needs and the
recruitment strategies. Include a staffing chart for the school’s first year, and a staffing plan for
the term of the charter (Attachment L).
Discuss how the plan supports sound operation and successful implementation for the school’s
educational program.
Describe the instructional skills, experience, and development that teachers will need to have in
order to be successful. How are those needs reflected in the recruitment plan?
Specify plans for staff recruitment, selection, development and evaluation for the proposed
charter school. Explain how the nonprofit governing board and school administration would
handle unsatisfactory staff performance, as well as staff changes and turnover.
Attach a copy of the proposed school personnel policy regarding teachers (Attachment M).
Include the school’s plan to ensure that teachers are state certified as provided by law and in
compliance with highly qualified personnel under NCLB. Also include:
1. the procedures for hiring and dismissing school personnel;
2. the school's policy for hiring and evaluation of teachers, key school administrators and
other employees;
3. a complete job description and responsibilities for all staff members;
4. the procedure regarding the implementation of LA-R.S. 15:587.1 and BESE Policy for
Charter Schools Relative To Criminal Offenses;
5. any employment benefits, including retirement, offered;
6. salary ranges for all employees; and
7. plans for collective bargaining, if applicable.
TYPE YOUR RESPONSE TO B.4 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) In accordance with the No Child Left Behind Act (NCLB), HAPCS will recruit and hire “highly
qualified,” state certified and/or National Board Certified teachers. Our goals is for 100% of our
teachers to hold teaching certificates from either Louisiana or a state in which there is reciprocity
with Louisiana teaching certification, or National Board for Professional Teaching. In the event
a teacher candidate is not yet state or National Board certified, but highly qualified to teach in
Louisiana, the teacher must provide evidence of being enrolled (or plans for enrolling) in a local
teacher certification program. We will recruit teachers who are patient, have an interest in
students with learning differences, are passionate about teaching, are technically competent, and
are team players. All instructional and paraprofessionals will be credentialed in accordance with
63 applicable state and federal laws.
The Head of School will evaluate the principal, the CFO, and the other administrative staff in the
future as growth dictates. The HOS will meet with each individually at the start of the year to
discuss their PDP and overall school goals and mission. The HOS will meet weekly with the
principal about issues concerning their divisions and the school at large. Frequent ongoing
communication working in unison toward fulfilling the school’s mission will be at the heart of
these conversations. Direction will be given as well as mentoring when needed. Additional
mentoring from outside of the school will be recommended by the HOS as needed. At the
conclusion of the year, the HOS will sit with each school leader individually and allow them to
evaluate their own performance and review their PDP. The HOS will give his/her performance
feedback also.
When the HOS and/or Board determines that leadership changes are needed, the HOS will make
every effort to inform the principal of those changes confidentially by April 15th of the current
school year. When the Board determines that leadership changes are needed at the HOS position,
the Board will give the HOS a year’s notice by June 30th. The Board will conduct a HOS search
and the HOS will help provide transition during his/her final year at the school.
Actions that require immediate dismissal of teachers will be handled by the HOS. The Executive
Leadership Team will review potential replacement candidates and use existing school personnel
to make a seamless transition for students. Actions that require immediate dismissal of school
leaders will be handled by the HOS and/or board members. Remaining leadership will
collaborate to complete the tasks of the dismissed leader until a replacement is hired.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 64 B.5. Professional Development Applicant Instructions
Describe the professional development standards and opportunities that will be offered to
teachers and staff.
• Indicate the lead person responsible for developing, implementing and evaluating
professional development plans.
• Provide a schedule for ongoing professional development, as well as planning that will
take place prior to school opening for both new and returning teachers. Include a
teacher’s typical weekly schedule and opportunities for teacher collaboration
(Attachment N).
• Describe how the proposed professional development will include and support both
general and special education teachers.
• Explain how the professional development program is aligned with the school’s
pedagogy and curriculum.
Articulate how the professional development program will be evaluated to assess its
effectiveness and success, and how the program will be modified to support identified teacher
needs.
TYPE YOUR RESPONSE TO B.5 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) The Head of School will be primarily responsible for developing, implementing, and evaluating
the school’s professional development plan. Ongoing professional development is designed to
meet teachers’ needs as compiled by survey, and by student needs and data analysis. S/he will
be assisted by the Executive Leadership Team for the overall school development plan.
Embedded professional development will be completed by in-house school leaders and
exemplary teachers, local university personnel, state providers, and national development
consultants recruited specifically for the faculty’s needs.
Professional Development is aligned with the school’s pedagogy in the following manner. Our
primary goal, to increase student achievement, involves school pedagogy that centers around
data driven instruction and assessment, shared leadership and frequent communication, researchbased literacy instruction, differentiated teaching for diverse learners, technology infusion,
multimedia instruction, arts integration, and social skills development. Based on faculty surveys
and these pedagogical stances, professional development will be planned for each school year
considering teacher’s professional needs, student test score results, school leadership team’s
assessment of needs, and current student performances. Successive years will be planned in the
late spring based on similar criteria.
Professional Development will be evaluated by faculty in written formats following each PD
65 session. In an on-going manner, it will be evaluated through grade level meetings with Division
Heads noting new techniques used. Professional Development will also be evaluated through
improved student achievement each year.
Faculty surveys regarding Professional Development needs will be taken twice a year, once in
the opening days of school and once late in the spring before school closes for the year.
HAPCS will hire all employees according to their belief in the mission and philosophy of the
school and their ability to work within and support those expectations. Faculty will be trained
with extensive Professional Development workshops before the school year begins and several
additional days dispersed throughout the school year. As instructors, they are expected to act as
informed decision makers who will be supported with on-going data, expert curriculum
consultants, special educators, and problem solvers who assist them in creatively meeting the
diverse needs of their students. Professional development topics will include, but are not limited
to: data-driven instruction and assessment, learning style assessment, learning differences or
disabilities diagnoses and teaching strategies, differentiated instruction, integrated technology
that supports instruction and communication, classroom management, and social skill
integration.
Teachers at all levels have at least one planning period per day. Grade level teams of teachers
meet for weekly staff meetings alternately with Head of School, school principals, learning
specialists, curriculum coordinators, and special education personnel to analyze data, plan
teaching/re-teaching, and problem solve individual student issues. Staff meetings will also help
teachers differentiate instruction, stay on pacing charts, and problem solve issues related to
underachieving students. Additionally, these staff meetings are used for mini professional
development topics that may help address grade level, division level, or school wide issues. Our
school structure is a unified design to support rigorous academic achievement from students,
closely supported teaching from school educators, and strong instructional leadership from
administration. We expect our students to achieve and they will design, problem solve as a
community, and redesign until that goal is realized.
For the opening year, in order to train and unite a new faculty, the following rigorous
professional development calendar will be followed. One week of professional development will
be completed in June, 2012 followed with two weeks in August, 2012. One professional
development day will be held in the Fall semester and one in the Spring Semester. Throughout
the first year, the school will provide over 100 hours of in house professional development. The
Head of School may allocate additional funds for the Executive Leadership Team and lead
teachers to participate in additional professional development beyond the school walls. After the
opening year, the anticipated professional development calendar includes five days before school
starts with at least three additional days during the school year. The Head of School may
establish a PD fund, for which individual teachers can apply to complete additional professional
66 development days specific to their approved annual Professional Development Plan. School
support will come in the form of providing substitutes and/or funding opportunities.
Educators at all levels at HAPCS will be trained to analyze data. Classroom instructional and
professional development decisions will be supported by trends in collected data and observed
behavior. The Head of School, Principals, Curriculum Coordinator, Learning Specialist, and
Special Ed Coordinator will take the lead in data analysis and the training of teachers throughout
the school. Teachers will be taught to use the data to help inform and drive instruction. This datadriven process will be supported by a student database management system.
Planned professional development will focus on the following topics:
1) data-driven instruction and assessment,
2) learning style assessment,
3) learning differences or disabilities diagnoses and teaching strategies
4) differentiated instruction,
5) integrated technology that supports instruction & communication,
6) classroom management, and
7) social skills integration.
Teachers will be provided with the support and professional development needed to design
lesson plans with clear expectations and goals designed to achieve student mastery of content.
Additionally, teachers will be trained to implement social skills programs such as Second Step
that will enhance school culture by helping students develop skills such as self determination,
emotion management, impulse control, and internal decision making.
Special education teachers and general education teachers will attend these planned activities
together and will have the opportunity to collaborate with each other in workshop discussion and
exercises. All presenters will be made aware of the fact that both special educators and classroom
teachers are part of their audience.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 67 B.6. Student Recruitment and Enrollment
Applicant Instructions
Louisiana charter schools are required to accept applications from all students who meet the
eligibility requirements as provided by law.
Describe the plan for recruitment and enrollment of students. Explain how the school will be
publicized and marketed throughout the community to a broad cross-section of families and
prospective students. What strategies will be utilized to reach families that are traditionally less
informed about educational opportunities?
Describe the school’s plans and timelines for the school's recruitment, enrollment, and admission
process.
Include an explanation and evidence to support the enrollment projections. Relevant evidence
may include among other things, the following:
•
Community demographic information;
•
Documentation of community or family demand for the proposed school such as letters
of intent to enroll;
•
If specific neighborhood is targeted, enrollment data from schools currently operating in
the community.
•
Any of the outside documentation listed in the above bullets may be included as
Attachment O.
Provide a detailed Enrollment Policy as Attachment P. The policy should include the
following:
• Admission requirements, if any, that are consistent with the school's role, scope, and
mission may be established. Tentative dates for application period (minimum one month;
maximum three months)
• Enrollment deadlines, lottery date(s) and procedures, waitlist and re-enrollment
procedures
• A marketing and recruitment timeline and plan
• Sample enrollment forms
Guidance
A lottery is a random selection process by which applicants are admitted to a charter school. A
charter school, under state and federal law, must use a lottery if more students apply for
admission to the charter than can be admitted. A charter with fewer applicants than space
available does not need to conduct a lottery.
Pursuant to LA-R.S. 17:3991(C)(1)(a), a charter school must accept an application from any
pupil who is eligible under the residency requirements established in the charter. Admissions
requirements do not exempt a school from meeting At-Risk population requirements.
68 TYPE YOUR RESPONSE TO B.6 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) HAPCS is committed to increasing high quality learning opportunities for students in downtown
neighborhoods and throughout the city. Its application process is open, inclusive and fair, and is
designed to ensure that no student is discriminated against on the basis of race, color, national
origin, creed, gender, and ethnicity.
There are no planned admissions preferences given to a specific geographic area, but in future
years siblings of students currently attending HAPCS and children of HAPCS faculty and staff
will have the first opportunity to enroll in open spaces.
HAPCS is a community-rooted school which has engaged in many rounds of going door to door
in these neighborhoods and will employ similar strategies for recruitment. There are currently
no schools that focus their enrollment on the St. Roch, Marigny, and Bywater neighborhoods.
Although there are schools in the general area, these schools do not place on emphasis on serving
children from the neighborhoods surrounding the school.
Neighborhoods surrounding the Colton site
Census Tract
Population
Population <18
Tract 18
1381
69
Tract 19
1586
311
Tract 26
1592
65
Tract 12
1674
124
Tract 27
1475
376
Tract 15
929
205
Total
8637
1150
The current population of the area surrounding Colton can currently support the enrollment of
HAPCS, and will continue to do so as families chose to move to an area with a high quality,
community –based school. We will augment needed student enrollment by welcoming students
from throughout Orleans Parish.
69 Before school is in session, HAPCS will hold an Orientation Session for the parents of enrolled
students to make sure that they understand the mission and focus of the school, and that they are
committed to being an involved part of the HAPCS community. The Orientation Session is also
intended to continue a dialogue between parents and the HAPCS staff. At this session, the
administrators, teachers, and staff will review the vision, mission, and educational philosophy,
expectations for the academic year, and additional materials. Administrators will also review the
Student Handbook and disciplinary code, as well as, information regarding school uniforms.
A Student Orientation Packet will be distributed to all students who are enrolled at HAPCS.
This packet includes the following documents:
-
Student Handbook
Parent Volunteer Registration Packet
Clubs and Activities Information
School Calendar
Emergency Cards
After school Information
Admission requirements, if any
Proof of residency in Orleans Parish will be required to be eligible for enrollment and lottery.
Examples of acceptable proof of residency are:
- Driver’s License of Parent/Guardian
- Water, Energy, Gas, or Phone bill
- Any form of federal, state, or local ID
If the enrollment process fails to fill all available slots, and all names on the waiting list have
been given an opportunity to enroll, HAPCS will repeat the process of accepting applications for
enrollment. As spaces become available during the school year, HAPCS may repeat the
application process to fill these openings, provided that all students on the current waiting list
have first been selected. In the second year of operation and thereafter, HAPCS’s enrollment
policy will begin to give preference to students enrolled in the school as well as their siblings.
Tentative dates for application period (minimum one month; maximum three months)
The application period in which students are eligible to enroll will begin January 14, 2012. The
deadline to submit admission applications will be February 28, 2012. HAPCS will not begin to
admit students for enrollment until the first application period has come to an end. Application
periods will run monthly until the school is full or open. HAPCS will have trained personnel and
70 staff available to facilitate the enrollment process for parents/guardians who may need
assistance. This service will be available at HAPCS on a daily basis and upon request by calling
the main office.
Enrollment deadlines, lottery date(s) and procedures, waitlist and re-enrollment
procedures
HAPCS will not begin to admit students for enrollment until the application period has come to
an end. HAPCS will have trained personnel and staff available to facilitate the enrollment
process for parents/guardians who may need assistance. This service will be available at HAPCS
on a daily basis and upon request by calling the main office. Enrollment at HAPCS requires that
families complete the full enrollment packet consisting of:
• Enrollment Application
• Immunization Record
• Permission Form to Release School Record
• Copy of Social Security card
• Copy of Birth Certificate
• Most recent report card (n/a Pre-k and K)
After all spaces in the school are filled through the lottery, remaining students who applied will
be drawn and placed on the waiting list in the order in which they were drawn.
In subsequent years (year two and thereafter), HAPCS will provide all previously enrolled
students the opportunity to continue to attend the school, and will give admissions preference to
family of current student and faculty children. Once the lottery is complete, HAPCS will send
notification to each student of the status of their application. Students chosen in the lottery will
receive explicit instructions regarding enrollment and pertinent start of the school information.
A marketing and recruitment timeline and plan
The HAPCS Marketing/Recruitment process will take place within Orleans Parish.
The school leadership team will additionally schedule regular meetings with the purpose of
ensuring that prospective students and families understand the mission and focus of the school.
During these meetings and other public events, HAPCS will distribute enrollment policies and
application packets to all potential families who express interest in HAPCS. Marketing efforts
will begin January 14, 2012 and continue until enrollment is full and/or the school opens in
August, 2012.
Tentative Timeline for Student Enrollment:
January 14 - February 28, 2012
Round 1 Application Period
March 1 – 31, 20012
Round 2 Application Period
71 April 1-30, 20012
Round 3 Application Period
May 1-31, 2012
Round 4 Application Period
June 1-30,2012
Round 5 Application Period
July 1-31, 2012
Round 6 Application Period
August 1-31, 2012
Round 7 Application Period
Lottery will be conducted as needed 15 days after the close of the application period.
Application process will be repeated as needed.
COMPLETE THE ENROLLMENT PROJECTION TABLE BELOW Grade Level
PreK
Year 1
54
Year 2
54
Year 3
54
Year 4
54
Year 5
54
K
66
66
66
66
66
First
75
75
75
75
75
Second
78
78
78
78
78
Third
0
78
78
78
78
Fourth
0
0
78
78
78
Fifth
0
0
0
78
78
Sixth
0
0
0
0
78
Seventh
0
0
0
0
0
Eighth
0
0
0
0
0
Total
273
351
429
507
585
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, 72 MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 73 B.7. Community Involvement
Applicant Instructions
Explain how the school will encourage family involvement and communication to support
student learning, and how it will gauge satisfaction with school climate. Include policies,
programs, and practices to ensure parental involvement and procedures to respond to parental
complaints.
Discuss your plans for community involvement in the governance and operation of the school.
Describe the nature of potential partnerships including examples of how community partners will
play an integral part in the life of the school and identify specific organizations with which the
school is already working, or likely to partner. This includes partnerships established as part of
the Investing in Innovation (i3) grant program.
Describe your plans for developing community partnerships and any specific steps you have
already taken. Include in your response relevant documentation such as letters of support or
commitments to provide or share resources.
Guidance
A charter school applicant must provide policies, programs and practices to ensure parental
involvement. LA-R.S. 17:3991(B)(11). Only those entities that are committed to providing a
substantial and tangible benefit to the proposed charter school should be referenced in this
section. Indeed, in the eyes of the application reviewers, an applicant's credibility may suffer
when the application provides a list of partners that add little or nothing to the proposed school.
In other words, quality, not quantity, is key. Please note the projected budget should reference
the cost for services provided by partners, unless the responses indicate otherwise. Not every
relationship that the school might have with community organizations requires that those
organizations be identified formally as partners. For instance, if you plan on frequent field trips
to local museums, those museums need not file an application in conjunction with you. It is
sufficient to simply note, for instance in your curriculum, that you will use the resources that
those entities normally supply to schools.
TYPE YOUR RESPONSE TO B.7 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) The existence of HAPCS is dependent on current and future parent and community engagement,
and is born in many respects out of a lack of engagement perceived by the Marigny, St. Roch,
and Bywater neighborhoods. From that lack of engagement by local school officials has grown a
strong, grassroots organization focused on creating a high achieving school. Since the beginning
of the HAPCS movement two years ago, it has been parents and community members who have
imagined, organized and brought HAPCS to the point of opening. Our approach to engagement
is that a caring, supporting and knowledgeable community will foster higher academic
achievement, deeper support for the school and for public education generally and the practice
civic involvement among students.
74 Governance and administration
Parents will be involved in the leadership of the school in several ways. Parents will have the
opportunity to serve on the HAPCS Board and will be engaged around decisions made by the
board, staff and principal when appropriate. A parent-teacher organization will be created, either
independently or in partnership with the Parent Teacher Association or another established
network. In addition, committees are currently in place, including committees around fundraising, governance, curriculum, community-engagement and others, which develop involvement
in specific aspects of the school.
Family-school partnerships will be created through several means:
a) A major focus, from before the school even opens its doors, on building relationships of trust
between teachers and parents.
b) Frequent informal communications between the teacher and the student’s family, including
home visits and neighborhood walks that parents and teachers participate in together.
c) A home-school compact, which will outline the expectations of the school, the child and the
parent or caregiver;
d) Formal quarterly progress reports outlining students growth, strengths, weaknesses, and
behavior, with regular conferences and conversations to discuss ongoing student performance.
e) The publication of a weekly newsletter for all families and interested community members.
The newsletter will be posted online and paper copies will be available in the office and/or sent
home with students.
f) The creation of a volunteer committee made up of parents and community members.
Volunteer activities
Parents will participate in the creation and implementation of supplemental and extra-curricular
activities such as gardening, field-trips, art workshops, adult learning opportunities and tutoring.
HAPCS will act as a hub for the surrounding community by offering an array of programs,
services, and activities for parents and community members alike. The goal of these efforts is to
foster a learning community among the parents as well as the students. Parents will be
encouraged to assist in the classroom where appropriate. Due to the community-based structure
of the school, HAPCS has already developed strong ties to neighborhood community leaders,
and will continue to cultivate those relationships in order to provide pro bono services for
students, families and community members on an ongoing basis.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK
75 C. Business Plan
The Business Plan should provide an understanding of how the
applicants intend to develop and manage the school’s infrastructure
and finances. It should present a clear picture of the school’s
revenue projections, expenditure requirements, transportation and
food service plans, and pre-opening plan.
C.1.
Budget
C.2.
Financial Management
C.3.
Facility
C.4.
Transportation/Food Service/Other Partnerships
C.5.
Insurance
C.6.
Pre-Opening Plan
76 C.1. Budget
Applicant Instructions
Complete items 1 thru 4 listed below for the proposed school. Budget forms are included in
Microsoft Excel format at the OPSB website. Detailed assumptions of the calculations used to
estimate revenues and expenditures must be included for each line item. A budget without a full
set of stated assumptions is not meaningful. Personnel, equipment, and construction costs that
are identified in other sections of this application should be included in the budget forms. Per
earlier instruction, the budgets should be submitted at the time of application submission as
a single separate Excel document and the file naming convention will be
“Budget.NameofSchool.xls.”
Provide documentation for any resources in the school budget that are provided by an outside
source; indicate the amount and source of the funds, property, or other resources expected to be
available through banks, lending institutions, corporations, foundations, grants, etc. Note which
are secured and which are anticipated. Include a letter of commitment detailing the amount and
uses for the funding if possible. Due to the inherent delay in receiving initial grant payments, a
line of credit may be necessary to resolve cash flow issues during the first months of the fiscal
year. (Attachment Q)
1)
2)
3)
4)
Budget Form 1:
Budget Form 2:
Budget Form 3:
changes
Budget Form 4:
Start-up Budget with Assumptions
First Year Budget with Assumptions
First Year Monthly Cash Flow Projection with Assumptions for monthly
Five Year Budget Plan with Assumptions for yearly changes
Guidance
To assist the applicants in preparing these budgets, the Department of Education has created
sample budgets (Appendix 4). These budget formats are not all-inclusive and may need to be
tailored to meet the needs of the school. The sample budgets are provided as a guide to ensure
the required level of detail is provided. It may be helpful to refer to the definitions for revenues
and expenditures detailed in Bulletin 1929 (Appendix 5), Louisiana Accounting and Uniform
Governmental Handbook. This document may be found at the OPSB website.
Applicants are discouraged from relying on grant funds that have not already been approved in
preparing budget documents.
TYPE YOUR RESPONSE TO C.1 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) See attachments
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 77 C.2. Financial Management
Applicant Instructions
Describe the systems and procedures for managing the school’s finances and identify the staff
position(s) that will be responsible for financial oversight and management, as well as their
relevant qualifications to manage this work. Describe how the school’s finances will be
managed and describe any services that will be obtained from an independent Certified Public
Accountant.
Your response should include, among other things, the school’s plan in the following areas:
• Provisions for an annual fiscal audit;
• How the financial and accounting plan will be sufficient to:
o provide an accurate accounting of all finances including property;
o provide sufficient information/records for audit purposes;
o be in accordance with generally accepted standards, and
o be in a format such that financial data may be reported accurately in the Annual
Financial Report required to be submitted to the District annually.
• Development and dissemination of an annual financial report; and
• Recommended liability insurance to indemnify the school, its board, staff and teachers
against tort claims;
Guidance
Charter School Law requires an applicant to develop and implement a fiscal plan for the school
that is sound. Applicants are required to use accurate revenue projections in preparing
application budget forms. Some applicants choose to have their financial plan reviewed by an
independent certified public accountant, certified financial advisor, or other qualified
professional in order to assert the soundness of the fiscal plan.
Applicants should provide details regarding the steps taken to ensure the fiscal plan is sound and
to provide evidence of the financial viability of the entity. For instance, provide evidence that
conservative amounts were estimated for revenues and expenditures, that the budgets contain an
adequate fund balance through the years, that all revenues are non-contingent or if contingent,
discounted, etc. Discuss ways in which the budget accounts for contingencies in staffing, cost
overruns, etc.
TYPE YOUR RESPONSE TO C.2 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) 78 Homer A. Plessy Community School recognizes that in order to sustain our school, we must
have a sound budget. The Chief Financial Officer (CFO), Board’s Finance Committee and the
Head of School will work with the Board of Directors to ensure that all decisions made regarding
finances are focused on moving the mission and vision forward.
In order to comply with the required fiscal audits, HAPCS will meet all deadlines, prepare all
documents necessary for audit and cooperate fully with the CPA firm and its representatives. The
required fiscal audits are as follows:
1. Regular audit which includes review of all financial statements and internal
governance processes
2. Single audit (if necessary) which is a second audit required if receiving more
than $500,000 in federal money
3. Performance statistical data (agreed upon procedures reports)
4. 990 tax return (information return to the IRS and state)
HAPCS will employ a CFO, who will report directly to the Head of School. An administrative
assistant will perform general bookkeeping duties and bookkeeping duties will be overseen by
the CFO.
The Finance Committee (2-3 persons) appointed by the Board of Directors will promote efficient
and transparent fiscal operations. The committee will do this by:
1) Reviewing the school’s financial statements, including the Balance Sheet, Statement of
Operations and Cash Flow and Income Statements with the Head of School and CFO
2) Conducting periodic reviews of the efficacy and efficiency of operation, and the reliability of
financial reporting.
3) Promoting proper financial and accounting practices.
4) Conducting thorough investigations of any financial discrepancies or irregularities.
5) Overseeing the inventory of all assets
6) Ensuring compliance with all applicable laws and regulations
7) Managing all risks for HAPCS, including:
a) A review of the insurance policies purchased to protect the school’s assets and
liability risks;
79 b) A safety inspection of the school grounds including the building, playground
equipment and furniture
c) An internal review of all school policies and procedures including admissions
procedures and all labor contracts
The accounting software currently used by HAPCS is Quickbooks, however, HAPCS will
upgrade to a more advanced software program to run its accounting system, if deemed
appropriate. Any change in software will include a common accounting system compliant with
the Government Accounting, Auditing, and Financial Reporting (GAAFR) and Generally
Accepted Accounting Principles (GAAP).
The accounting system utilized for day-to-day bookkeeping will be set-up from the beginning of
operations to seamlessly report all financial statements that are necessary to coincide with the
Louisiana Accounting Uniform Governmental Hanbook (LAUGH) system.
A CPA firm chosen by the Board of Directors will review financial statements annually. The
CPA firm may also advise on internal corporate governance policies as well as general financial
accounting and financial analysis practices.
HAPCS will hire an independent Certified Public Accountant to conduct a year-end fiscal audit
of all financial records including the balance sheet, cash flow statement and income statement.
The CPA will audit the school’s journal entries, payroll system, tax filings, and record/receipt
filing systems. All transactions and documents will adhere to generally accepted accounting
procedures (GAAP). Furthermore, the CPA will ensure that restricted grant funds have been
properly appropriated according to the terms associated with the awarding of those grants.
The CFO will work closely with the Head of School and an external Certified Public Accountant
to ensure that all finances are accurately accounted for in the school’s financials. Material items
(non-consumables) with value in excess of $5,000 will be capitalized and depreciated over an
appropriate period and reflected on the balance sheet. The CFO will be responsible for ensuring
that HAPCS’s financial accounting plan adheres to generally accepted accounting procedures
(GAAP).
All entries into financial information systems will be spot checked by both the HAPCS CFO and
the Finance Committee chairperson, as needed. Paper files will be maintained to document
transactions including purchases, grants, government payments, and contracts. These files will be
maintained by the CFO in order to provide accurate and complete information for audit purposes.
All financial files will be backed up on a regular basis. Accounting system software security
features will be utilized to maintain data security.
80 HAPCS will contract with a third-party CPA firm to conduct an annual audit of all financial
records. All audits will match the scope of audits required of other public schools. To ensure that
financial information is accurately reported to the Department of Education, the school chart of
accounts shall be modeled on the account structure found in the Annual Financial Report. This
setup will allow an easy transfer of data from the accounting system to the state reports. All
accounting guidelines proscribed in the Louisiana Accounting Uniform Governmental Handbook
(LAUGH Guide) shall be implemented.
Budgets created for HAPCS have been developed by the applicants in consultation with other
leaders of Type 1 and Type 5 charter schools in New Orleans. This budgeting process capitalizes
on available information from individuals who have already been through the process of
chartering and opening a school as well as the expertise of individuals outside of education that
have experience with budgeting.
Numbers in the budget have been estimated based on actual costs of operating and/or opening
charter schools to every extent possible. In all budget items, the figures reflect financial
providence and good stewardship in order to ensure that the school is viable and financially
stable. In the case of revenues, all numbers are based on current information and are held
constant across start-up and the first five years of operation even though there has historically
been at least a small annual increase in funding such as Title I and per pupil aid. All expenses
have been adjusted to reflect school growth over the first five years of operation and also include
a 3% annual increase for inflation, or cost of living in the case of salaries.
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 81 C.3. Facility
Applicant Instructions
Discuss the school’s facility needs based on the educational program and anticipated enrollment.
If a facility has been identified, indicate the location (street address, city, and zip code) and
provide either floor plans or a description including, at a minimum, the number and size of the
classrooms, common areas, administrative areas, recreational space, any community facilities,
and any residential facilities. Explain how the facility will meet the needs of students and provide
an assurance that it will be accessible to students with physical disabilities.
To the extent that the school has discussed or established specific lease or purchase terms,
include discussion of the proposed terms and any draft agreements.
To the extent that the facility will require renovation or ‘build out,’ describe those plans
including anticipated timing and cost.
If the school anticipates incurring debt as part of its facilities acquisition plan, the budget must
include a repayment plan.
If a facility has not been selected, specify potential locations that are under consideration and
discuss the process and time line for selecting, acquiring, renovating (if appropriate), and taking
occupancy of a suitable facility.
Guidance
The Facility section should address your plans to secure a school building. To be considered for
OPSB approval, applicants must provide evidence to demonstrate that a site is or could be
secured in a reasonable timeframe.
The Orleans Parish School Board does not anticipate having surplus facilities or otherwise being
able to make facilities available to new Type 1 or Type 3 charter schools. As a result, all charter
applicants are required to identify or have a viable plan and budget for securing an independent
facility that is properly zoned, maintained, and accessible for the proposed education program.
Charter schools have the option of leasing, purchasing and/or financing their own school
facilities.
The Homer A. Plessy Community School is designed to operate in the former Charles Colton
82 School building at 2300 St. Claude Avenue, New Orleans, LA 70117. The site and school are
inseparable because the location and school plan are dependent upon each other for success. The
Colton site is located at a confluence of neighborhoods and has the opportunity to bring together
multiple layers of diversity in a community school not seen in other locations in New Orleans.
The Colton building is currently under renovation and anticipated to be ready for occupancy at
the beginning of the 2012-13 school year. HAPCS will fully utilize the renovated facility to its
nearly 800 student capacity.
Beginning in late 2008 neighbors from St. Roch, Marigny, and Bywater began planning for a
school at the Colton site following the completion of the school facilities master plan.
Community members envisioned a school that could adequately serve all students in the area, not
a narrow segment of the population. We implemented a strategy that engaged as many members
of the community as possible in designing a school of and for this community. The Colton site
allows us to accomplish this goal as it sits in a unique location between many diverse
neighborhoods and offers an opportunity to create a diverse school- an unfortunate anomaly in
the New Orleans landscape.
83 C.4. Transportation/Food Service/Other Partnerships
Applicant Instructions
State whether the school intends to provide transportation for students. If so, describe the
transportation plan for all students, including those with special needs, and explain budget
revenue and expenditure assumptions.
Describe the school’s plans for providing food service.
Indicate the accessibility and types of health services that will be provided.
Explain any other partnerships or contractual relationships central to the school’s operations or
mission.
Guidance
Only those entities that are committed to providing a substantial and tangible benefit to the
proposed charter school should be referenced in this section. Indeed, in the eyes of the
application reviewers, an applicant's credibility may suffer when the application provides a list of
partners that add little or nothing to the proposed school. In other words, quality, not quantity, is
key. Please note the projected budget should reference the cost for services provided by
partners, unless the responses indicate otherwise. Not every relationship that the school might
have with community organizations requires that those organizations be identified formally as
partners. For instance, if you plan on frequent field trips to local museums, those museums need
not file an application in conjunction with you. It is sufficient to simply note for instance in your
curriculum, that you will use the resources that those entities normally supply to schools.
TYPE YOUR RESPONSE TO C.3 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) HAPCS will provide transportation services for enrolled students in accordance with all
applicable laws and regulations. As we expect to operate in the Colton building on St. Claude
Avenue and nearby major transit routes, our students will be provided bus tokens to use RTA
transportation. The Colton building is located within one of the most densely populated areas of
the city and Faubourg Marigny was recently named one of the most walkable neighborhoods in
the United States by the American Institute of Architects. We will utilize the inherent
walkability of the site to promote an environment where parents and caregivers choose to
accompany the students on foot or bicycle to school each morning and afternoon. There are
multiple, high quality RTA options near Colton. For those that need to access RTA, the St.
Claude bus, which passes directly in front of Colton, is the most heavily used public transit line
in New Orleans. Additionally, the Franklin and Elysian Fields lines, both within two blocks of
Colton, are also some of the most heavily used public transit options in the city. HAPCS plans to
leverage these neighborhood resources, including a very pedestrian and bicycle friendly area and
heavily used public transit lines within blocks of Colton, to encourage more environmentally
84 friendly and fiscally sustainable modes of transportation for our students.
Beyond the existing infrastructure in the area around Colton, we expect many of our students
will use the St. Claude Avenue Streetcar Line when construction is completed in 2014.
Combined with the previously mentioned transit options, we expect HAPCS at Colton to have
one of the most environmentally and fiscally sustainable transit plans in New Orleans. Public
transit is handicapped accessible.
The daily cost of RTA services per student is $2.50. HAPCS anticipates that no more than 50%
of our students will need or chose to use these services for travel to and from school as many of
our students will reside in neighborhoods adjacent to the Colton building.
Food Service
Coordination of the food service plan will fall under the CFO. The school will provide food
nutrition programs as mandated in the Department of Education Office of Food Service
regulations. It is anticipated that the meal production for breakfast and lunch service will be
provided primarily through third party vendor engagements.
With HAPCS’s focus on both the health of our students and the resources of our neighborhood, a
preference will be given to vendors who utilize locally-sourced ingredients to create truly
nutritious options. Meals will comply with the state nutritional guidelines for school meals as set
forth by the Louisiana Department of Education and are expected to be provided at a reasonable
cost. For enrolled students who do not qualify for free and reduced-priced lunch, there will be a
charge for breakfast and lunch. HAPCS will file timely reports for state and federal
reimbursement. Regarding budget planning, HAPCS estimates an expenditure of $4.25 per
student per day. In its first year of operation as a charter school, HACPS will have 219 students
and estimates that on average 85% of students will eat school breakfast and lunch.
Other Partnerships
As a community-based school HAPCS looks to the adjacent neighborhoods to draw additional
resources into the academic and social environment. Near the Colton site are two large
institutional partners, New Orleans Center for Creative Arts (NOCCA) and an expected new
community center operated by Young Audiences and the Creative Alliance of New Orleans.
HAPCS engaged in discussions with both institutions and eagerly anticipates creating strong
reciprocal partnerships that benefit the students at HAPCS, NOCCA, and the artists and teachers
from Young Audiences. We expect to develop after school creative programming with both
groups that benefit HAPCS students as well as the wider community by utilizing the Colton
building as a gathering space.
85 WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 86 C.5. Insurance
Applicant Instructions
Provide an insurance quote/letter of intent that describes the level of insurance coverage that will
be obtained Attachment R.
Guidance
See Appendix 6 for Insurance Requirements
MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 87 C.6. Pre-Opening Plan
Applicant Instructions
Provide a Pre-Opening Plan that documents key tasks to be completed between approval of the
application and opening of the school, being sure to address the process for securing strong
school leadership and for effectively engaging the school’s stakeholders (parents, the
community, and teachers) and garnering their meaningful support for 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 (Timelines and
schedules for Pre-Opening may be included under Attachment S).
TYPE YOUR RESPONSE TO C.5 IN THE BOX BELOW (BOX WILL EXPAND AS NECESSARY) HAPCS School Start-up and Timeline
January, 2011 - August, 2012
Jan – May, 2011
Organize Community Goals for School
Steering Committee
June-August, 2011
Compose Charter Application
Charter Writing Team
June-August, 2011
Review & select various instructional
materials
Charter Writing Team
June -August, 2011 Articulate school vision, mission, &
educational philosophy
HACPS Steering
Committee & Charter
Writing Team
June, 2011 – Feb,
2012
Develop instructional program
Charter Writers
August, 2011
Create start-up budget & 1st yr. budget
HAPCS Board
August 29, 2011
Submit Charter
HAPCS Board
September, 2011
Begin School Leader Search
HAPCS Board
Sept – Opening
Research & secure funding
HAPCS Board
November, 2008
Charter Interview
HAPCS Board &
88 Charter Writing Team
January, 2012
Advertise for CFO
HOS
January, 2012
Determine Advertising Strategies for
Faculty
HAPCS Board &
HOS
January, 2012
Develop media plan
HAPCS Bd & HOS
Jan-Feb, 2012
Fill School Board Vacancies (if needed)
HAPCS Bd
February, 2012
Hire CFO
HOS & HAPCS Bd
February, 2012
Determine Marketing/Advertising
Strategies
HOS, CFO, HAPCS
Bd
February, 2012
Advertise for Teachers & Staff
HOS
Jan-Feb., 2012
Community outreach student recruitment
HOS, HAPCS, CFO
February, 2012
Finalize start-up, Y1, & projected 5 yr.
budget
CFO
February, 2012
Organize recruiting events
HOS
February, 2012
Finalize Faculty/Staff Handbook
CFO
February, 2012
Review resumes
HOS & PS
February, 2012
Develop system for tracking receipts
HOS, CFO, & PS
February, 2012
Purchase office supplies
HOS & PS
February, 2012
Apply for DUNS number
CFO
February, 2012
Establish system of gift recognition
HOS
Feb- March, 2012
Develop plan to train teachers
Charter Writers
Feb- March, 2012
Conduct faculty interviews
HOS
Feb-April, 2012
Advertise Charter
HOS & CFO
March, 2012
Establish salary scale
HOS & CFO
March, 2012
Establish payroll schedule
HOS & CFO
89 March – May,
2012
Conduct reference/background checks
CFO
March-May, 2012
Hire Teachers
HOS & CFO
April, 2012
D & O Insurance in place
CFO & HAPCS Bd.
April, 2012
Develop assessment schedule
HOS
April, 2012
Confirm school schedule
HOS & Charter
Writers
April, 2012
Confirm monthly & yearly calendar
HOS
April, 2012
Apply for School Credit Card
HAPCS Bd., HOS, &
CFO
April, 2012
Credit Card Use Policy
HAPCS Bd. & HOS
April, 2012
Purchase Textbooks
HOS
April-June, 2012
Collect employee documentation
CFO
May, 2012
Family Commitment Forms
HOS
May, 2012
Set teacher reimbursement policy
HOS & CFO
May, 2012
Establish system to track needs:
educ./facility
CFO
May, 2012
Develop bonus criteria & stipends for extra HOS
completion of additional responsibilities
May, 2012
Purchase office equipment & furniture
CFO
May, 2012
Obtain food service provider contract
CFO
May, 2012
Obtain Health Service provider contract
CFO & HOS
May, 2012
Purchase hardware & software for school
CFO & HOS
May, 2012
Obtain student information system
CFO
May 30, 2012
All other ins. in place before occ. Bldg.
CFO
90 June, 2012
Develop plan to handle SPED students
Admin Team
June, 2012
Develop process for teacher observation
Admin Team
June, 2012
Develop process for teacher feedback
Admin Team
June, 2012
Develop process for teacher mentoring
Admin Team
June, 2012
Develop process for teacher evaluation
Admin Team
June, 2012
Develop school wide discipline program
Admin Team
June, 2012
Conduct a Parent Orientation
Admin Team
June, 2012
Purchase classroom supplies & furniture
Business Office
June, 2012
Identify legal services provider
HAPCS Bd. & HOS
June, 2012
Retain audit services
CFO
June, 2012
Traffic flow, storage, & shared space
Admin Team
June, 2012
Obtain telecommunication & technology
services
CFO & HOS
June 25-29, 2012
PD for Faculty
Admin Team
June 29, 2012
Develop plan for parent meetings
Admin Team
June 29, 2012
Finalize Student/Parent Handbook
Admin Team
June 29, 2012
Payroll & Benefits
CFO
June 29, 2012
Certificate of Occupancy
CFO
July, 2012
Purchase common area furniture
HOS
July, 2012
Develop emergency preparedness plan
Admin Team
July, 2012
Clean & prepare facility
CFO & Facility
Person
July, 2012
Telecommunication & technology are
connected and working together
CFO & IT Person
July 25-31, 2012
Facility open to teachers for classroom
Admin Team
91 prep
August 6-17, 2012
PD for Faculty
Admin Team
August 20, 2012
School opens to students
ALL
WHEN YOU HAVE COMPLETED YOUR RESPONSE TO THIS QUESTION, MAKE SURE THE REMAINDER OF THIS PAGE IS BLANK 92 Homer A. Plessy Community School Charter Revisions
Table of Contents
Curriculum and Instruction:
Overview
page 2
Reggio-Inspired Approach
page 2
Core Knowledge
page 4
Arts Integration
page 5
Methods
page 6
Serving All Children
page 7
Student Evaluation and Assessment
page 20
School Specific Goals and Objectives
page 22
Classroom Management and Discipline
page 24
Attachment A:
Sample PreK Activity Plan
page 27
Sample Grade 2 Unit Plan
page 32
Sample Grade 8 Unit Plan
page 39
Attachment B:
Core Knowledge Grades 1-8 Summary
page 44
Core Knowledge Research
page 48
Attachment C:
Sample Preschool “Day In The Life”
page 51
Daily Schedule
page 52
Attachment D:
Louisiana A+ Explanation and Data
page 53
Included in hard copy: Letters of partnership from NOCCA, Young Audiences, and
Louisiana A+
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A3: Curriculum and Instruction
Applicant Instructions
Provide a description of the curriculum to be used by the school, including measurable
objectives and subject area content and skills for each grade level. Explain how the chosen
curriculum aligns with the Louisiana Content Standards and Grade Level Expectations
(GLEs). Discuss the specific instructional strategies that will be relevant or necessary to ensure
successful implementation of the curriculum, such as classroom-based or independent study,
class size and structure, and teaching methods. In addition, describe how the program will
meet the needs of the at-risk students to be served. Provide evidence that the proposed
curriculum is research-based and has been or will be effective with the student population you
plan to serve. For core subjects, include sample lessons from two different grade levels
(Attachment A) that illustrate strategies for implementation of the curriculum consistent with
the mission and educational philosophy of the school.
Homer A. Plessy Community School sees every child as a whole person who is capable,
intelligent, resourceful, experienced, and a learner. We use an intentionally designed curriculum
drawn from the research-based ideas and practices embedded in:
Core Knowledge PreK and K-8 Sequence (Hirsch 2010)
Learning Together With Young Children (Curtis and Carter 2008)
Emergent Curriculum in the Primary Classroom (Wien 2008)
And the arts-integrated approach of both:
Arts for Learning (Young Audiences), and
Oklahoma A+ Schools Essentials (facilitated in Louisiana by the George Rodrigue Foundation)
Curriculum at Homer A. Plessy Community School encompasses experiences and an
environment (physical space, social interactions, and daily routines and rituals) designed and
arranged to foster learning and development.
A Reggio-Inspired Approach
The Core Knowledge curriculum sequence is our guiding curriculum for grades
1-8. We believe that a Reggio-inspired approach in our lower grades supports the
Core Knowledge sequence and provides a developmentally appropriate, actionbased model for our children in grades PreK- Kindergarten and matches our
vision for the school as a whole.
The approach originates from Reggio Emilia, Italy, is highly developed and
researched and a resource for schools around the world. It is not a specific
program, but rather a philosophy that centers around the rights and abilities of
young children and their teachers. The key components are:
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The image of the child: All children, regardless of socioeconomic or other
demographics, comes to us with potential, curiosity, and interests. They are
capable and resourceful protagonists of their own experience. They have the right
to a high quality education that fosters their development and individual talents.
At Plessy, this means that we embrace all children and the background knowledge
they bring to school.
The role of the teacher: Teachers are also regarded as capable and resourceful.
They are responsible for being deeply aware of their children's potential and
constructing the environment accordingly. And, they must be supported fully in
this work with time to plan and collaborate. Teachers observe and listen to
children carefully as they plan. They act as a resource and as a partner in the
child's learning. It is a role of continuous research, learning and documentation
with the children and with colleagues. It provides for ongoing individual and
group professional development. At Plessy, our staff will have ample time for
planning and be provided the resources to successfully plan and implement an
emergent curriculum.
The role of families: Children are in a relationship with their families. These
connections are seen as vitally important and therefore families are included in
the decision making process regarding their child's educational and emotional
needs. The participation of families occurs in a variety of ways and is expected and
supported. At Plessy, families of all backgrounds will be welcomed every day and
from the beginning of their child’s enrollment. Teachers will meet with families on
a regular basis and families will be invited frequently to attend school events and
individual student conferences. Every effort will be made to meet families at times
and places that are most convenient to them, if they are unable to come to the
school.
The role of documentation: Vital to the success of this approach is the teacher's
priority of transcribing children's thoughts and discussions, photographing
children engaged in play and projects and using varied media to display
representations of thinking and learning. This documentation provides reflection
for teachers and students. It facilitates communication and the exchange of ideas
among teachers and with families. It is also used as a means of evaluating and
assessing student growth and achievement. It is a visual and verbal record of the
teaching and learning that is occurring in our school. At Plessy, every visitor to our
school will be able to see, visually, not only our story as a school, but the progress
and achievement of our students. Documentation also will serve the very
important purpose of driving unit planning and providing assurance that teachers
are meeting the Common Core State Standards.
Emergent Curriculum: Generally speaking, the curriculum is not established in
advance. However, there is a great deal of planning by teachers and administration
in advance to ensure that standards and goals are met throughout the school year.
Thus, teachers must make hypotheses about what learning may occur in activities
and projects, observe children in action and discuss and interpret their
observations. This information is used to inform decision making around what to
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offer children and how to expand their learning and sustain the children in their
exploration. The curriculum emerges through this work and is flexibly adjusted
through continuous dialogues among the teaching team and the students.
The Reggio approach is an active learning model, rather than one of direction
instruction. At Plessy, this is demonstrated through extended, multidisciplinary
play-based learning time and an assessment model that focuses on process and the
individual development of each child.
One of our goals is that all students will be prepared not only for acceptance to high-performing,
selective high schools such as Benjamin Franklin, but also to successfully complete their high
school experience and be accepted to the college or post-secondary option of their choice.
Therefore, we will maintain close relationships with local, high performing high schools and
partner with them in a variety of ways, including, but not limited to, joint staff development
opportunities, shared staff members, partnering in the creation of community events, and
opportunities for students and teachers at our school and theirs to visit and work with each
other during and beyond the school day.
See letter from Brian Dassler, Chief Academic Officer for NOCCA
Our success of providing students access to exemplary high school experiences will
be measured by students' performance on Iowa Test of Basic Skills scores (taken
in the 7th grade), percentage of students passing the LEAP in 8th grade,
percentage of students accepted to selective admissions schools (compared to the
number of students who apply) and their tracked success in high school and
beyond. Our intention is not to push students toward one school or another, but
rather to ensure that students are equipped to be successful at the high school of
their choice. Student advisory will not end when students leave our building, but
will continue throughout their high school and post-secondary careers reinforcing
our belief in the power of student-teacher relationships and importance of
advocating for all our students.
Core Knowledge
In our mission statement, we talk about how we expect our students to become
“critical thinkers” and we know that this one skill is at the basis of success in
education and life. As we looked at curricula that would meet our needs and our
desire for an action-based model of learning, the Core Knowledge curriculum was
deemed the most relevant. The curriculum provides a broad base of knowledge
with a focus on vocabulary and literacy in all grades so that students can effectively
access content while still learning and mastering essential skills. Because it is a
whole school curriculum, it provides for coherent, sequenced learning from grade
to grade and is aligned with state and Common Core State Standards.
The Core Knowledge curriculum is grounded in the belief that access to content,
not just skills, is the great equalizer. The founder of the Core Knowledge
Foundation, E.D. Hirsch says, “Our society cannot afford a two-tiered system in
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which the affluent have access to a superior education, while everyone else is
subjected to a dull and incoherent classroom experience. Academic excellence,
educational equity and fairness demand a strong foundation of knowledge for all
learners.” We could not agree more. The Core Knowledge Sequence has
PreKindergarten and Kindergarten sequences that will be used to guide teachers
planning and mapping, although the curriculum will be an emergent one as
outlined above. The Core Knowledge Sequence will be the guiding curriculum in
grades 1-8.
Attachment A encompasses sample lessons from PreK, Grade 2 and Grade 8 with
corresponding Common Core State Standards. The PreK activity plan is also
referenced in Attachment C.
Attachment B is a summary of the 1-8 Core Knowledge curriculum sequence.
Included with the sequence is a longitudinal study of the success of this approach
in schools with a comparable population to the one we envision for Plessy.
Attachment C is a sample “Day In the Life” for our Preschool population, which
demonstrates the flow of a Reggio-inspired approach and the environment that
provides for all children, preparing our students for academic and social/
emotional success by meeting several developmentally appropriate benchmarks
and the drafted PreKindergarten Common Core State Standards (See Attachment
A). Following the “Day In the Life” is our daily schedule for all grades.
Arts Integration
Arts integration is the inclusion of the arts into core subject areas, and at Homer A. Plessy, the
arts will be a vibrant part of every child’s day, in every grade, PreK-8. The National Urban
Alliance for Effective Education reports that, “Arts education enables those children from a
financially challenged background to have a more level playing field with children who have had
those enrichment experiences.” (Edutopia, 2009) As a means of defining “arts integration”, and
aligning ourselves with partner arts organizations, we will use the Kennedy Center definition,
which says, “Arts Integration is an approach to teaching in which students construct
and demonstrate understanding through an art form. Students engage in a
creative process which connects an art form and another subject area and meets
evolving objectives in both.”
We believe that to reach every child, we need to understand and embrace all the ways that a
child learns. For many children, the arts allow them to make connections, link prior knowledge
and observe the world in a way that is meaningful to them. It is not that we expect all of our
students to become famous actors one day, but we do recognize the confidence that comes from
performing in front of peers and family. We may not have a future Picasso among our students,
but we know that motor skills and visual representations lend themselves to literacy
achievement. Reading music and playing an instrument have been shown to improve math
scores. So while we may find ourselves fostering great talent, we recognize that our purpose is to
celebrate creativity, involve the arts community that is so vibrant in New Orleans and help our
children not only be successful in academics and future careers, but to also be creative,
passionate human beings.
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To integrate the arts in a purposeful manner, we currently plan to partner with
Young Audiences and Louisiana A+ to ensure that our school is home to Resident
Artists who work alongside our content area teachers. Young Audiences has a
successful track record of working in tandem with schools and will be bringing not
only their educators, but the also an early childhood model from their affiliated
work with Wolf Trap Institute for Early Learning Through the Arts. Louisiana A+
is a new program that will officially launch in the Winter of 2012/2013 that is
based on the highly successful Oklahoma A+ program that provides professional
development and resources for partnering schools. In Louisiana, this program is
being sponsored by the George Rodrigue Foundation of the Arts. A+ Schools with
comparable populations to Plessy have shown continuous growth and
outperformed their districts and state averages on standardized tests. (See
attached documentation.) Teachers and artists will have time to plan and collaborate and
will teach together in the classroom providing our students with a rich and lively academic
environment. Because of the nature of the Reggio approach in our lower grades and
the content driven curriculum of Core Knowledge, the arts are seamlessly woven
into our daily instruction. The attached lesson plans and curriculum demonstrate
how the arts are used to provide context and content knowledge to students of all
ages.
See letters of support from Young Audiences and Louisiana A+
Attachment D includes research and information from Louisiana A+
Methods
Because our philosophy espouses a need for all students to be successful in post-secondary
pursuits, as well as responsible citizens, students will be exposed to a variety of instructional
methods. Teachers will tailor methods not only to the unit of study, but also to the needs of
students. For example, a 5th grade teacher may start with brainstorming to introduce a topic, use
lecture with discussion for acquisition purposes, scaffold to small group discussions or case
studies to apply knowledge, and use “panel of experts” or problem-based inquiry so students can
assimilate and extend their knowledge. By scaffolding the instructional model, teachers facilitate
critical thinking and encourage students to make connections to prior knowledge and extend
their thinking to find relevance in all subject areas.
The Homer A. Plessy teacher’s role is to guide, providing access to information rather than
acting as the sole source of information, and the students’ search for knowledge is met as they
learn to find answers to their questions and solutions to their problems. For students to
construct knowledge, they need the opportunity to discover for themselves and practice skills in
authentic situations. Providing students with access to problem-based learning (and a Reggioinspired approach with our younger students) and allowing adequate time and space to use
materials that reinforce the lesson being studied creates an opportunity for individual discovery
and construction of knowledge to occur. The Plessy learning environment will be rigorous and
challenging, allowing students to make valid connections that ensure learning.
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Teachers will participate in grade level and subject area groups developing a cross-curricular
methodology. For example, students might read the book, “Hungry Planet: What the World
Eats”. In social studies, students chart agricultural production and discuss how hunger affects
families around the world. In a science class, students will calculate caloric intake for the various
families in the book and use the data to learn how calories become energy, and circling back to
social studies, how it potentially affects a nation’s productivity. Working with a Resident Artist,
students might create a class play around the issue of hunger to present to their classmates and
families or multi-media interpretations of cultures represented in the book.
Equally important to self-discovery is having the opportunity to study things that are
meaningful and relevant to one’s life. Developing a curriculum around student and community
interests fosters intrinsic motivation and stimulates the passion to learn. At Plessy, this begins
with even our youngest learners through a curriculum that is inspired by the Reggio Emilia
philosophy of believing that young children (and their teachers) are capable, resourceful,
powerful protagonists of their own experiences.
At Plessy, not only do our lessons strive for relevancy and the instilling of the Notch 8 (explained
in detail under “Classroom Management and Discipline”), but every day you will find our school
community gathered for a Morning Meeting. This is a time for all students and staff to welcome
each other and the new day. Each morning will have a student-led component focused on a
different Notch. It is a time for us as a school to reconfirm our commitment to our students,
celebrate achievements and set the tone for a positive, purposeful and engaging school day. We
believe in the power of all our students and we want them start every day read to achieve at full
power.
Serving All Children
We are committed to serving the needs of an at-risk student population. It is important that the
community recognizes that we welcome students from all backgrounds and academic
preparation. Strategies for attracting at-risk students include meeting with families several time
during the years, and especially during “One App” registration periods. We will also present at
monthly meetings of neighborhood associations and host several Open Houses throughout the
year to educate the community on our various academic offerings, available interventions and
academic philosophy.
Our Summer Session is another strategy for meeting the needs of our at-risk population. The
six-week session will focus on building skills and remediation and also enrichment and
extending of skills in a small group environment providing support for both incoming and
current students.
We have, and will continue to have, faculty on staff who have worked intimately with at-risk
populations. Attracting these students will require faculty and staff to have an acute
understanding of issues facing potential students and to have specific, individualized plans in
place for each student. To retain students, these plans must be made transparent with the
students’ families and consistently and constantly monitored and updated to ensure that
students are receiving the most appropriate and challenging course of study. As our at-risk
students become successful Plessy students, they and their families will become ambassadors to
the community, telling potential students about their own backgrounds and how they have been
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able to overcome academic and personal challenges and are on the road to secondary and
collegiate success.
We have chosen our curriculum methods because the research (demonstrated in
Attachments B and D) shows that these are appropriate and replicable means for
teaching all children, including those coming from disadvantaged backgrounds or
who arrive at our school with academic deficits.
The Board, faculty and staff of Homer A. Plessy Community School strongly believe that all
students, regardless of family background, income, race, religion, sex, or disability can and will,
learn. The needs of special education students will be met in accordance with federal and state
laws and regulations, including the IDEA, Section 504 of the Rehabilitation Act of 1973, Title II
of the Americans with Disabilities Act of 1990, Bulletin 1706, and other relevant regulations/
legislation. Believing strongly in the “least restrictive environment”, special classes, separate
schooling, or other removal of students with disabilities from the regular educational
environment will occur only if the nature or severity of the disability is such that education in
regular classes with the use of supplementary aids and services cannot be achieved in a way that
is most beneficial to the student.
As outlined in LA-R.S. 17:1943, students with disabilities enrolled in public schools, including
Homer A. Plessy Community School, are entitled to a free appropriate public education (FAPE).
The Section 504 regulation includes several substantive and procedural requirements regarding
the provision of FAPE. This includes the requirement that a student with a disability must
receive appropriate regular or special education and related aids and services. The requirement
is designed so that the individual educational needs of the disabled student are met as
adequately as the needs of non-disabled students. Homer A. Plessy Community School will
abide by these requirements.
We will ensure, in a timely fashion that students who are disabled within the definition of
Section 504 are identified, evaluated, and provided with appropriate educational services. The
due process rights of disabled students and their parents under Section 504 will be enforced.
We commit to the placement and provision of services to students with disabilities in his or her
individualized education program (IEP) as follows:
To the maximum extent appropriate, children with disabilities, including children in
public or private institutions or other care facilities, are educated with children who
are non-disabled; and
Special classes, separate schooling or other removal of children with disabilities from
the regular educational environment occurs only when the nature or severity of the
disability is such that education in regular classes with the use of supplementary aids
and services cannot be achieved satisfactorily.
A continuum of services and placements is available to meet the needs of children with
disabilities for special education and related services.
Supplementary services may be provided in conjunction with regular class placement.
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The educational placement of each child is determined annually.
The educational placement of each child is based on his/her IEP.
The various alternative placements are available to the extent necessary to implement the IEP
for each child with a disability.
Unless the IEP of the child with a disability requires some other arrangement, the child is
educated in the school that he or she would attend if non-disabled.
In selecting the LRE (least restrictive environment), consideration is given to any potential
harmful effects on the child or on the quality of services that could result from the placement /
services.
Students with IEPs will be included in school as well as general state and district-wide
assessment programs, with all necessary accommodations where appropriate.
Personnel responsibilities associated with special education
The IEP committee (consisting of Special Education faculty, the administration and subject area
teachers) will assure that students with disabilities are educated with non-disabled students to
the maximum extent appropriate to meet the students' individual education plan and overall
educational needs. At least one person qualified to conduct or interpret individual diagnostic
examinations such as a school psychologist, speech and language pathologist, special education
teacher or remedial reading teacher will also be included. Administrative responsibilities
include:
Removal of the student from general education will occur only when the nature and
severity of the disability is such that education in general classes, including art, music,
and PE with the use of supplementary aids and services, cannot be achieved
satisfactorily.
This removal will be based on a review of the student's educational status which may
include but is not limited to information from Plessy staff, parents, assessment data,
grades/achievement data, psychological data, medical data, related services data, or
other pertinent information.
Supplementary aids and services may include but are not limited to: team teaching,
content mastery, helping teacher, modifications, etc. as determined by the IEP
committee.
The IEP team will document that there is a continuum of services and placements
available and alternative placements were tried or considered such as: Chapter
programs, tutorials, compensatory education, school health services, bilingual classes,
ESL, Dyslexia program, or adaptive equipment.
In selecting the least restrictive environment, potentially harmful effects of any possible
placement or services will be considered.
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The IEP committee assures that the student is provided the opportunity to participate
in nonacademic and extracurricular activities on the same basis with non-disabled
students to the maximum extent appropriate considering the needs of that student. If
the student is not able to participate, the IEP team will specify areas and state why the
student is excluded based on his/her individual needs and abilities.
Assessing, reviewing and revising the IEP:
Once students are registered for Plessy, staff from the school will conduct a home visit or meet
at the school with each student and his/her family. During this visit, the staff will talk with
parents about their student’s IEP history. Parents will be informed that all students with IEPs
will be re-evaluated upon entering Plessy and the staff will offer all parents the right to have
their student evaluated for special needs. Plessy will document, in writing, the eligibility of
students with special needs. All evaluations and re-evaluations will be undertaken by a special
education certified and licensed staff member working with the school.
If, upon evaluation, it is determined that the student is not eligible for services for special needs,
the parents or legal guardians shall be informed in writing of the evaluation findings in
compliance with notice requirements within 10 school days. If the decision is that the student is
disabled and eligible for special education, the Special Education Chairperson and the IEP
committee shall initiate and conduct a meeting to develop an IEP.
A special education certified diagnostician (on staff or retained) licensed to conduct evaluations
will maintain documentation concerning referral and evaluation data in the special education
referral packet. Personnel responsible for the referral and evaluation of the student sign and
date both referral forms and written evaluation reports. A written evaluation report that
addresses the presence or absence of those symptoms or conditions is included in the specific
eligibility criteria for the handicapping conditions for which the student is being assessed. The
report will include the type and severity of the impairment and the functional implications for
the educational process. The review committee shall have sufficient information to determine
whether or not the student has a disability and is in need of special education services. The
diagnostician will make recommendations for modifications and implantation strategies to
ensure the academic and behavioral success of the students.
Special consideration will be given to the evaluation of physical, mental, and emotional
conditions. All referred students except those referred for consideration as homebound,
hospitalized, or speech impairment will receive a full, individual evaluation by the
multidisciplinary team, which includes at least one teacher or specialist with knowledge in the
area of the suspected disability. Specific eligibility criteria for the disability in question will
indicate the minimum intensity of evaluation in each area, but the written report will address
each of the following six areas according to the criteria in the policy and procedures manual:
language dominance, language proficiency, physical, emotional/behavioral, sociological, and
intellectual. The purpose of the full individual evaluation will be to determine as follows:
The presence or absence of a physical, mental, or emotional disability which may be
contributing to a student's educational need;
The presence or absence of a significant educational deficit requiring special education
instructional services;
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Identify specific learning competencies in instructional and related service areas;
Provide information that is linked to instruction and recommendations to support
student achievement;
Make recommendations for determining the grading criteria and procedures for
participation in extracurricular activities; and
Provide information relative to the appropriate mastery level or levels at which the
student should be expected to achieve in order to receive passing grades in all content
areas of instruction.
Homer A. Plessy will use the following procedures for implementing evaluation, including
determination of eligibility:
Referrals of students for a full and individual initial evaluation for possible special education
services shall be a part of the school’s overall general education referral or screening system.
Prior to referral, students experiencing difficulty in the general classroom should be considered
for all support services available to all students, such as tutorial, remedial, compensatory, and
other services. If the student continues to experience difficulty in the general classroom after the
provision of interventions, school personnel must refer the student for a full and individual
initial evaluation. Any referral for a Full and Individual Evaluation (FIE) may be initiated by
school personnel, the student’s parents, (or legal guardian), or another person involved in the
education or care of the student. The referral for a full and individual initial evaluation must be
completed in 60 calendar days as required by federal regulations.
When the possibility of a student's need for special education and related services has been
brought to the attention of the school’s designee, the designee shall facilitate the completion of
the initial referral within thirty calendar days by:
Documenting the circumstances by date, origin and reason for concern;
Providing the student's parent(s) (or adult student) written notice that the student has
been referred because of a suspected disabling condition and providing the parent(s)
with a copy and explanation of procedural safeguards, notice and consent for
comprehensive individual assessment, and the opportunity to have input in the referral
process through Parent/Social History Information form;
Collect health information to insure appropriateness of the referral;
Collect information from educational records;
Collect information from classroom teacher(s).
Before the school proposes or refuses to initiate or change the identification, evaluation, or
education placement of a student or the provision of a free appropriate education to a student,
the school shall provide written notice to the student’s parent or guardian:
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Give the child’s parent written notice, which includes a full explanation of all
procedural safeguards and describes any evaluation procedures the school proposes to
conduct; and
Obtain parental consent for the evaluation.
Homer A. Plessy staff shall request the parent to sign consent form(s) for the mutual exchange
of pertinent information where such information is available between the school, other agencies,
and/or professionals.
When the collection of the pre-evaluation data is complete the evaluation team will review the
data and Plessy shall fully evaluate the student and arrive at a decision pursuant to this section
within:
a. Thirty (30) calendar days (also referred to as the formal evaluation period) after the
date written consent for an evaluation has been provided by the parent(s) (or adult
student); or
b. Thirty (30) calendar days (also referred to as the formal evaluation period) after the
date the refusal of parent(s) (or adult student) to grant consent has been overridden
pursuant to a hearing (or appeal);or
c. Any other time period must be agreed upon by the parent(s) (or adult student) and
school authorities. Plessy will specify the reasons for extending the timeline.
Parental consent shall not be construed as consent for placement. If the parents refuse consent
for the evaluation, the school may continue to pursue an evaluation by utilizing mediation and
due process procedures. If a parent revokes consent, that revocation is not retroactive.
The initial evaluation shall consist of procedures to determine whether a child is a child with a
disability and to determine the education needs of the child. In conducting the evaluation the
school shall:
Use a variety of assessment tools and strategies to gather relevant functional and
development information, including information provided by the parent that may
assist in determining whether the child is a child with a disability, and the content of
the child’s IEP;
Not use any single procedure as the sole criterion for determining whether a child is
child with a disability or determining an appropriate educational program for the
child; and
Use technically sound instruments that may assess the relative contribution of
cognitive and behavioral factors, in addition to physical or developmental factors.
As part of an initial evaluation, and as part of any reevaluation, a group of qualified
professionals, as appropriate, shall review existing evaluation data on the child, current
classroom-based assessments and observations and teacher and related service providers’
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observations. On the basis of this review, and input from the child’s parents, the committee shall
identify what additional data, if any are needed to determine:
Whether the child has a particular category of disability, or whether the child continues
to have such a disability;
The present levels of performance and educational needs of the child;
Whether the child needs special education and related services, or whether the child
continues to need special education and related services; and
Whether any additions or modifications to the special education and related services
are needed to enable the child to meet the measurable annual goals set out in the child’s
individualized education program and participate, as appropriate, in the general
curriculum.
Evaluation materials, procedures, or instruments shall be provided and administered in a
student's primary language or mode of communication, unless it is clearly not feasible to do so.
Tests shall be selected and administered so as to ensure that, when a test is administered to a
student with impaired sensory, manual, or speaking skills, the test results accurately reflect the
student's aptitude or achievement level or whatever other factors the test purports to measure,
rather than reflecting the student's impaired sensory, manual, or speaking skills (except where
those skills are the factors the test purports to measure).
Each individual actually completing an evaluation will complete and sign an evaluation report.
Information used to support the evaluation but which is not incorporated into the file (e.g.,
review of health records), shall be referenced as to date of record, location, and source person.
The student's evaluation team shall review and analyze the reports of evaluation data and any
other available data in each of the areas assessed. The conclusions, recommendations, and the
facts and/or reasons resulting in the eligibility decision shall:
Identify the disabling condition(s), if any, which cannot be accommodated by general
education, and requires the provision of special education services;
Reconcile any inconsistent or contradictory information and/or opinions evidenced in
the evaluation data, if any, supporting conclusion(s) with appropriate data;
Relate the apparent significance, as appropriate, of such factors as test measurement
error or cultural, environmental, economic, and behavior factors to the evaluation
results.
Where specific test results obtained in any evaluation do not appear to the evaluation team to
accurately reflect a student's expected performance, the evaluation team shall apply professional
judgment to determine eligibility for special education and related services. In such event, the
evaluation team shall document in a written narrative the basis for such determination, the
instruments used, and the data used for a determination of eligibility.
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Make recommendations to the individualized education program committee.
Regarding placement, special education and related services needed, service options, needs for
specialized materials or equipment, instructional and curricular practices and materials, student
management strategies (i.e., reinforcement schedules) as determined by the evaluation team to
be significant to the student's program.
Provide any necessary professional judgment(s) and the facts or reasons in support of the
judgment(s).
Implementing the IEP
Each student receiving instruction in a special education class has an IEP which addresses the
student's educational needs, educational goals and objectives.
The special education teacher or chairperson shall utilize a lesson plan that reflects the short
term objectives as stated on the IEP. Grades should evolve from the objectives with supporting
documentation of how the grade was determined.
Numerical grades shall be recorded for each subject area in a grade book. Recommended
minimum mastery level on an IEP objective should be 70%. If 70% is too high (or too low) for
mastery, the appropriateness of the objective will be reconsidered by the IEP committee.
All objectives are written at a level that continues to challenge the student's abilities. This may
necessitate adjustments in curriculum, methods, pacing, materials, criteria, etc.
If the student with a disability fails to meet the expectations addressed in the IEP, the
responsible teacher(s) shall review the IEP for appropriateness of objectives, instructional
levels, materials, and methods.
The teacher must document on the IEP the efforts made to try to help the student achieve
success.
In the event the student refuses to complete assignments and/or attend school despite repeated
attempts to support the student and modify the instructional program, the student may be given
a grade below 70 by the teacher, assuming that all efforts were documented per school
procedure.
If a student with disabilities should fail to demonstrate progress (by failing grades, increased or
unchanged behavior problems, low test scores, etc.) the IEP committee must convene to discuss
the student's needs and make recommendations to help the student achieve success.
In addition to the other required persons, the committee should include the teacher(s) of the
class(es) the student failed.
Documentation of reasons for failure(s) and specific plans for remediation must be attached to
the IEP Report.
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An IEP committee shall meet if the student is not attending school to discuss the
appropriateness of the IEP, need for additional testing, and pursuit of compulsory attendance, if
appropriate.
The grading of a special education student in a regular education classroom is based upon the
IEP committee recommendations for, if any, modifications of essential elements and other
modifications of pacing, methods, and materials needed. When the IEP committee has
recommended modifications, the special education teacher is responsible for:
Informing the general education teacher of the recommended modifications;
Providing information concerning the student's achievement levels, learning style, and
behavioral needs;
Offering assistance to the regular education teacher on a scheduled basis; and
Documenting contacts with the general education teacher.
Parents of special education students will be informed of progress toward goals and objectives as
often as parents of nondisabled students are informed of progress. Therefore, parents of special
education students are to receive IEP reports on the same schedule that parents of general
education students are informed of their progress through progress reports every four to six
weeks.
Only in the most limited of circumstances may a teacher of a selfcontained program use a
different report card. All other special education students should receive a report card that
follows the same format as that for general education students.
Courses will not be identified as "special education," nor will Homer A. Plessy Community
School have such courses. If Homer A. Plessy Community School determines that leveled classes
are appropriate, leveling will be based on holistic assessments of all students in combination
with IEP based assessments.
Informing families of children with exceptionalities of progress
If a parent or guardian disagrees with all or part of the assessment, the parent may ask the
school to provide an Independent Educational Evaluation (IEE). If a parent asks Homer A.
Plessy to provide an IEE, then the school must do one of the following:
Pay for the IEE (the IEE must meet the school’s criteria specified and the evaluator
must meet criteria listed under qualifications of certified special education personnel)
or
Initiate a due process hearing to show that Plessy’s evaluation is appropriate. If the
school prevails with the hearing, the parent still has the right to an IEE but not at
public expense. [§300.503(b)]
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If the parent obtains an IEE at private expense, the results may be presented as evidence at a
hearing regarding the student.
If a hearing officer requests an IEE as part of a hearing, the cost of the IEE must be at public
expense.
"Public expense" means that Homer A. Plessy Community School either pays for the full cost of
the IEE or ensures that the evaluation is otherwise provided at no cost to the parent.
The parent(s) of a student referred for special education and related services and assessed, or
any disabled student eligible for special education and related services who is reevaluated, has
the right to obtain an independent educational evaluation. Homer A. Plessy will provide to the
parent(s), on request, information about where an independent educational evaluation may be
obtained. A parent has the right to an independent educational evaluation at public expense if
the parent disagrees with the evaluation results obtained by Homer A. Plessy Community School
as follows:
The parent(s) (or the adult student) should provide a written or verbal notice to the Homer A.
Plessy Community School designee which:
Indicates that the parent disagrees with the school’s evaluation; and
Requests an independent educational evaluation at public expense.
Homer A. Plessy Community School will not deny payment for an independent educational
evaluation solely because the parent did not provide prior notification of his or her intent to seek
an independent educational evaluation at public expense.
Homer A. Plessy Community School shall have the opportunity to initiate and conduct a hearing
to show that its evaluation is appropriate with appropriate state authorities.
Parents will be advised that prior to the three-year anniversary date of an active special
education student's FIE, a three-year reevaluation must be completed. The process is as follows:
The diagnostician/LSSP will collect data, including updated parent (sociological) data, health
information, and teacher information and provide a cumulative file review (standardized group
achievement tests, state test results, past three year's report cards, etc.).
A review meeting is held to review information, collect any additional information and to
determine if:
There is sufficient information available to determine if this is a student with a disability.
The student continues to require special education services.
If further assessment is needed to make the determination of either 1 or 2, and what areas
require additional assessment.
The parent may request a FIE to be done in the areas for which the student is currently eligible
or in other specific areas of suspected disability and the school will comply with that request.
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Parents must be given a notice of assessment and sign a consent form for the assessment that is
recommended.
If further testing is recommended or requested, that testing must be completed, with an
appropriate report, by the date of the three-year anniversary of the previous FIE.
This assessment report will be provided to parents when completed.
If this assessment indicates a need for changes in services/IEP goals and objectives, the
student’s IEP committee will meet to address these changes within 30 school days.
If no further testing is recommended and the committee establishes continued eligibility, the
date of that decision becomes the new FIE date. If further testing is done, the date of the
resulting report is the new FIE date.
If no changes in eligibility or services are recommended, the parents will be provided a copy of
the report. An opportunity to review the report with the diagnostician/LSSP and another review
meeting will be held within a reasonable amount of time.
Homer A. Plessy Community School will notify parents at least 5 schools days in advance of any
meeting to ensure that they will have an opportunity to attend. Homer A. Plessy Community
School will schedule the meeting at a mutually agreed upon time and place, indicate the
purpose, time, and location of the meeting and who will be in attendance. A meeting may be
conducted without a parent (or adult student) in attendance if the parents decline to attend. In
such a case the school shall make a record of its attempts to arrange a mutually agreed upon
time and place. The record may contain such information as:
Records of telephone calls made or attempted and the results of those calls;
Copies of correspondence sent to the parents and any responses received; and
Records of visits made to the parent's home or place of employment and the
Results of those visits.
In most cases, all efforts will be made to communicate with the parent (or adult student) in their
native language. If this is not possible, all efforts will be made to ensure:
The notice is translated orally or by other means to the parent (or adult student) in his
or her native language or other mode of communication;
The parent (or adult student) understands the content of the notice; and
There is written evidence that the requirements in this section have been met.
Accommodations for students with disabilities who require extended school year
services
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Should a student’s IEP dictates additional services above and beyond the standard school model,
the individualized education program team shall make its recommendation on the length of the
school year over which such services shall be provided prior to the conclusion of the regular
school year.
Students with disabilities who require extended services will also be accommodated during the
Summer Session.
Attracting and retaining students with disabilities
Homer A. Plessy Community School is committed to the education of all Louisiana students.
Homer A. Plessy will recruit students in our immediate neighborhoods and throughout New
Orleans. We will hold Open Houses throughout the year at both the school site and in sites
around the Greater New Orleans area. New Orleans, in particular, has a great deal of students
with needs, both physical and mental, and we welcome them all with resources and caring to
provide them an appropriate and excellent education.
Our curriculum, unique in its integration of arts and Reggio-inspired approach, provides several
pathways to success for students with different talents and ways of learning. We believe that
when we articulate this to the local community and to parents of students with disabilities, in
particular, we’ll be received as a school that is open and welcoming to all students. In our
conversations with families and community resource providers, we will be explicit in mentioning
the resources that we dedicate to students with disabilities and specifically ask for those
students to visit the school and to participate in events held at the school. We will also invite
special needs students to tour the school and meet with our faculty and staff before registering.
As our special needs students progress through their years at Homer A. Plessy, they will be
consistently supported by our entire community. Working with teachers who assure them of
success through hard work and the services made available to them, students will enjoy an
appropriately challenging academic environment in which they are a full participant.
Serving students with Limited English Proficiency (LEP)
In light of the continued growth of the Hispanic population in the New Orleans area, we are
excited about our ability to recruit and retain Spanish and other Heritage speakers. LEP
students will be identified at the point of registration and assessed for services through
diagnostic assessments.
Because we value and appreciate the varied languages of our student body, LEP students will be
enrolled in the most appropriate and challenging course of study, while being supported
through least restrictive services. Teachers and staff will also work with families to find
applicable, community resources.
Like all of our students, LEP students will be assessed frequently through interim assessments
and diagnostic testing. Homer A. Plessy believes firmly that all students can be successful, and
language will not be considered a barrier to that success. The student’s teachers will work closely
with the ESOL provider to monitor progress and assist in such areas as vocabulary acquisition
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and presentation skills. For those students who enter Homer A. Plessy with extremely limited
English knowledge, the first semester of instruction will include increased time spent with the
ESOL provider, English tutoring either on a volunteer basis or through computer software (such
as Rosetta Stone) and constant and consistent monitoring of targeted goals.
In order to remove the LEP label, a student must pass the oral and written portions of the
Language Assessment Scale. In addition, the student must demonstrate fluency through the
ability to perform at academically acceptable levels (70% or above) in core classes including
English/Language Arts, Math, Science and Social Studies. For students in grades PreK-2,
fluency may also be demonstrated through DIBELS benchmark proficiency. Once these
standards have been met, the student will no longer be considered LEP, but will be monitored by
his/her teachers. This process of monitoring will include assessment of the student’s written and
oral contributions to class, as well as performance on tests both school-designed and
standardized. Should it appear that the student is struggling due to a lack of language mastery, a
meeting will be called, to include parents if possible, teachers and the student (if appropriate) to
re-visit the LEP status. Students who struggle may attend the Summer Session specifically for
assistance in language skills.
Homer A. Plessy Community School plans to provide all necessary staff with specialized
curricular materials to enable ESL students to achieve proficiency. Faculty will be provided or
made referrals to appropriate support services that may be needed by ESL students in order to
achieve and maintain a satisfactory level of academic performance. Such services may include
individual counseling, group counseling, home visits, and parental counseling.
Serving homeless students
All students deserve access to a world-class education regardless of economic and/or familial
hardships.
Our plan for supporting homeless students includes:
Immediate registration: Any student is able to enroll and begin school immediately while the
counselor begins exploring the specific needs of each student; it is our express desire that
students are better off in a school environment where they can establish a routine and sense of
normalcy.
Access and Assistance: In a discrete manner, any student requiring assistance with fees
associated with extracurricular activities, field trips, athletics or any other events will receive
support from the Homer A. Plessy Community School community. Whether subsidized through
a fund established by the Board or through the Principal’s student activity fund, no student will
be excluded from participating due to financial need. Transportation may also be provided, if
needed.
Ensuring success: With the help of the counselor, nurse, Advisor, and administration students
will also be provided assistance with nutritional needs, housing, time and space for homework
and any mental health needs that may be needed. Financial assistance may also be available for
students to visit post-secondary institutions and all students will receive assistance in filling out
financial aid forms and exploring options for funding further education.
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Identifying and meeting the needs of gifted/talented and academically advanced
students
The curriculum of Homer A. Plessy Community School is at its heart a rigorous and creative
curriculum. As we identify those students in need of academic assistance through diagnostic and
interim assessments, we will also identify those students who are academically advanced and
requiring additional enrichment and opportunities to be challenged. Our arts-integrated and
Reggio-inspired curriculum is ideally suited to these students as there are ample opportunities
for individualized, independent and small group instruction. As we build relationships with high
performing high schools, it is expected that our 7th and 8th grade students may be allowed to take
certain courses at the high school level for credit. Specific advanced courses and enrichment
opportunities, either during or outside of school hours, will be created as the needs of students
arise.
Students with a specific IEP will have their schedules monitored closely by their teachers and
the counselor. All teachers will be acutely aware of the individual needs of all students, including
those with gifted/talented needs.
Student Evaluation
Every year, in every subject area, students will participate in benchmark testing every four
weeks. All teachers will be trained in the developing, administering, scoring, and analyzing of
these assessments. The purpose of our benchmarks is to ensure that all students are achieving
and that academic progress is being made across the curriculum. Every summer, teachers will
create benchmarks for the year based on the Common Core State Standards and other standards
as outlined in the Louisiana Comprehensive Curriculum. These benchmarks will be created in
conjunction with the course syllabi and scheduled so that they can drive the instructional
framework of the class. Targeted goals will be created at the beginning of the year and use the
same language as the iLEAP, LEAP and other high-stakes state and national assessments.
Benchmarks will be given by all teachers on the same day, followed by a professional
development day or half day, so that teachers have time to score, analyze, and create action
plans based on the data. Before each assessment, teachers will make specific predictions
regarding student performance on each standard and question in the benchmark. After students
have taken the benchmark, scoring will include not only straight scores but will also include
item analysis and standard-based percentages.
Teachers will follow a very specific procedure for analyzing the data of these benchmarks. In the
spirit of Paul Bambrick-Santoyo and Uncommon Schools, teachers will score the assessments,
compare results to their predictions and then prepare for a conversation with the Head of School
and Instructional Leadership Team. This conversation serves as the catalyst for re-teaching,
creating student-specific action plans, and goal-setting for the next benchmark. There is also a
reflection piece which inevitably assists teachers in analyzing their own skills and helping
teachers to better understand their strengths and areas of growth.
The importance of this process cannot be overstated. Homer A. Plessy faculty and staff must
have a laser-like focus on student achievement and that includes knowing intimately the growth
of each student and their unique needs.
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In addition to benchmark assessments and the state mandated assessments, including iLEAP
and LEAP, Homer A. Plessy Community School will also administer the following summative
and nationally normed assessments:
PreKindergarten:
Core Knowledge Preschool Assessment Tool
Portfolio Assessment Guide (NAEYC/LADOE)
Kindergarten:
DIBELS 6th Edition
easyCBM (math)
1st Grade:
DIBELS 6th Edition
easyCBM (math)
2nd Grade:
DIBELS 6th Edition
easyCBM (math)
3rd Grade:
DIBELS 6th Edition
TerraNova
4th Grade:
DIBELS 6TH Edition
TerraNova
5th Grade:
DIBELS 6TH Edition
TerraNova
6th Grade:
DIBELS 6TH Edition
TerraNova
ACT Engage
7th Grade:
TerraNova
Iowa Test of Basic Skills
ACT Engage
8th Grade:
Iowa Test of Basic Skills
ACT Explore
Using assessment data
Literacy assessments and evaluation will provide teachers with a student’s lexile score and
provide a basis for targeting literacy instruction. With a diverse student body, it will be
necessary for teachers to become expert data analysts. Professional development in the early
part of the school year will target the teacher’s ability to analyze data from a variety of
assessments proficiently. Like all years, teachers will be constantly using data from initial
diagnostics and assessments throughout the year to critically examine the curriculum and
individual student achievement.
The use of TerraNova, Iowa Test of Basic Skills and the ACT assessments will be used to
longitudinally monitor student progress and ensure that students are adequately prepared for
not only state mandated exams, such as the LEAP and iLEAP, but also to prepare students for
acceptance into highly selective high schools. As with all assessments, the key lies with what we
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do with the results. Teachers and administrators will meet regularly to discuss, analyze and
disseminate data related to all assessments.
Assessment accommodations and modifications for students with exceptionalities
All students will be provided with appropriate and, if necessary, modified assessments.
Whenever possible, LEP students will be given assessments (other than assessments which
measure knowledge of the English language) in their native language until they are deemed to
have a strong enough knowledge of the English language as determined by the ESOL teacher
and committee. On state-standardized tests, accommodations that have been used in the
classroom may be used on the iLEAP and GEE according to state policy. Accommodations may
include:
Extended time
Small group administration
Word-to-word dictionaries (no definitions)
Tests read aloud
Test administered by the ESOL teacher or individual providing language services
The following accommodations may be used for special education and 504 students, as
necessary:
Braille
Large Print
Answers recorded
Assistive technology
Extended time
Transferred answers
Communication assistance
Small group or individual administration
Tests read aloud
Other modifications may be made as long as they are documented on the student’s IEP or 504
Plan and do not breach the security of the test or the meaning of the test score.
A7: School Specific Goals and Objectives Addendum
Performance Outcome
Homer A. Plessy Internal Goals
Daily Attendance
93% or higher of our student body will be present
every day. Students who are consistently tardy or
absent will be referred to the counselor for immediate
intervention.
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State Tests
In the first year of administration, 65% or higher of
3rd grade students will score Basic or Above on
the iLEAP, 70% or higher of 4th grade students will
score Basic or Above on the LEAP and 80% or
higher of 8th grade students will score Basic or
Above on the LEAP.
In each following year, the percentage of students
scoring Basic of Above will increase by 10% until
100% of all students taking the iLEAP and LEAP
will score Basic or Above.
Diagnostic and Benchmark
Tests
Matriculation
Promotion
Teacher Retention
Family Satisfaction
At least 20% or higher of students will score
Mastery on the ELA and Math sections of the LEAP
by the end of 8th grade.
Diagnostic tests in literacy and math will be given the
first day of school in grades K-8, followed by regular
benchmark assessments in all subjects every 4 weeks,
and finally a post-test at the end of each subject. At
least 75% of students should improve by at least one
grade level between the diagnostic and post-test.
All students entering Homer A. Plessy Community
School will be enrolled into academically and
developmentally appropriate classes. All incoming
students, especially those considered at-risk, will
partake in diagnostic tests to ensure that every
student is receiving necessary services.
95% or higher of our student body will be
promoted into the next grade level by the end of
the school year. However, because students should
be more focused on achievement, there will be no
stigma attached to those students who need to attend
a summer session or repeat classes the following
academic year.
85% or higher of teachers should be retained each
year to support the continuity of student learning.
Homer A. Plessy will provide individualized
development and goal setting for faculty members
and encourage the taking on of leadership roles
within the school. Teachers who are struggling in the
classroom with either academics or management will
be provided training, individualized plans and
mentorship before any discussion regarding their
dismissal.
Homer A. Plessy will demonstrate an 85% overall
satisfaction rating in an annual survey administered
to families of Homer A. Plessy students.
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A9: Classroom Management and Discipline Revision
Helping students and teachers to develop a deep love and respect for themselves, others, and
their environment occurs through an open sharing of ideas and a judicious approach to
discipline. Students have greater respect for their teachers, their peers, and the lessons
presented when they feel safe and sure of what is expected of them. In setting fair and consistent
rules initially and stating the importance of every activity, students are shown respect for their
presence and time. The more involvement teachers have in this process, the great their sense of
ownership in the school. At Plessy, teachers meet during the summer and throughout the year to
revisit classroom management procedures. Discipline at Plessy revolves around three major
pieces: our adherence to the Orleans Parish Public School Board’s Discipline Policy, and
supporting materials that include the Taxonomy of Teaching created by Doug Lemov of
Uncommon Schools, and our “On The Right Track” program.
As a charter school under the jurisdiction of the Orleans Parish School Board, it is logical and in
the best interest of our students and community that we abide by their Discipline Policy (J942
and J943). Knowing that there is transiency among many families in Orleans Parish and that we
will likely have students who transfer in from (and out to) other OPSB schools, students and
families will benefit from a consistent discipline system. It is our belief that the OPSB policy is
not only fair, but is constant with our vision and mission for the students at Plessy. Our family
and student handbook will include the OPSB Discipline Policy, verbatim, from
pages 11-17 of the 2012-2013 OPSB Elementary and Secondary Handbook and will
be updated as necessary.
It is of particular note that the OPSB Discipline Policy states that appropriate discipline, in order
to maintain a school that provides for the “welfare and safety of all students” and maintaining an
atmosphere conducive to learning, rests first and foremost with the classroom teacher. The
administration at Plessy will provide school-wide policies, professional development,
opportunities for school-level discussion and materials to teachers in order to support them in
upholding the Discipline Policy. These include the use of Taxonomy of Teaching and the “On
The Right Track” Positive Behavior Intervention Support program.
The Taxonomy of Teaching is a series of simple, yet classroom changing initiatives culled from
hundreds of hours observing excellent teachers in urban classrooms. Our teachers have the
opportunity to attend workshops led by Mr. Lemov as well as to see the techniques in practice at
a local school and through videos. The ability for our teachers to calmly diffuse a variety of
situations and keep students on task and in class is invaluable. It also holds up our belief that
discipline is what you do for the student before he or she gets into trouble. The techniques
illustrated in Taxonomy of Teaching support the OPSB Discipline Policy and
provide classroom management tools that are proven to decrease Level 1
infractions and provide a common language for teachers, students, and families
when discussing corrective strategies like those listed in the Discipline policy.
During the first days of schools, students learn how to “track the speaker”. Teachers only settle
for 100% participation. As students begin to realize the importance of active listening and how
it’s represented in the classroom students are more comfortable with sharing their ideas with
their classmates and the level of respect for one another increases.
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The Plessy “On The Right Track” Program is our PBIS system for rewarding and
acknowledging exemplary student behavior and academic growth. We know that a safe,
learning-centric environment actively promotes the creativity and excellence of which we know
our students are capable. Therefore, teachers and students adhere to the OPSB Discipline
Policy and promote the Notch 8, the values we strive to exhibit every day. We “sweat
the small stuff” because we know the importance of structure and routine for our students. If we
truly want them to internalize our values, then repetition and consistent, school-wide standards
must be non-negotiable. Just as we believe that every adult in the building is a teacher, so is
every student every teacher’s responsibility.
The Notch 8 is a railroad term that refers to the 8th notch on a train’s throttle, signifying “Full
Power”. In order to be at full power as students and as citizens, there are eight “notches”, or
values, that we wish to instill and foster in our students:
Collaboration
Communication
Creativity
Critical Thinking
Rigor
Responsibility
Relationships
Respect
Discipline at Plessy is never a “gotcha”. It is rooted in true care and concern for students. By
building RELATIONSHIPS, students and their families should know explicitly that we are
holding students (and ourselves) to the highest of standards to ensure “purposeful pursuit and
optimal achievement”. Ultimately, discipline is not just about consequences, but about
providing opportunities for students to know exactly what is expected of them and helping them
to internalize strong values and grow into thoughtful adults with a strong moral and work ethic.
Students will be rewarded for doing the right thing and for modeling our Notch 8. Each week,
students will be able to earn points based on their modeling of the Notch 8. Each day, students
are given 10 points and it is up to them to either add to their total with exceptional deeds, or
subtract from it when they choose not to adhere to our school rules. Students see their point
totals daily, and for every 50 points they will be able to visit the Plessy Depot for prizes and
other incentives. Highest point totals for the week will be announced during the following
Monday morning meeting. What a great way to start off the week!
This recognition is very special. It means that students are working hard, treating each other
well and achieving great things in the classroom.
Example of Discipline Process
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Student A has been struggling in several of her classes. She has difficulty following
directions and is occasionally disrespectful to her teachers. When the behavior
began, her teachers used positive reinforcement techniques they learned through
professional development. This included appropriate methods to redirect her
actions and ways to praise and reward improvement. When her behavior did not
change, teachers contacted her parents and met with them and the student to
create a Personal Behavior Contract. All of her actions were considered Level 1
offenses, but the Principal was included in this process due to the frequent
repetition of behaviors. The contract included expectations of the student, teacher
and family and specific consequences. At this meeting, the family was also
provided with another copy of OPSB Discipline policy and it was reviewed with
them. Included in the contract was the stipulation that, should the behavior
continue, a referral would be made to the Response to Intervention team and she
would continue to lose privileges such as attendance at class and school-wide
celebrations.
Student A’s behavior was documented by all of her teachers during the contract
period and data and documentation (assessments, work samples, anecdotes) were
collected. At weekly meetings, the staff discussed her behavior and academic
performance. By the second week, she had earned enough points to make a
purchase from the Depot and was even recognized at a school-wide Monday
Morning Meeting. Although her behavior was improving, it was determined that
she would be referred to the RtI team due to continued low academic performance
and an intensive academic plan would be created with her family.
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Attachment A
Sample PreK Activity Plan
Project Title: Rocket Ships
Activity Title: A Map for Our Space Voyage
Rationale: After building a rocket ship in the block area the children have been immersed in
pretend play. They blast off and voyage to different planets. I have observed that in their pretend
rocket ship play the children have made maps to show them how to navigate through space. In
this activity the children will create a large mural that will be the class’ map of space. In creating
this map the children will be able to reflect on and express what they have learned thus far about
space and continue to build their knowledge about space exploration, space travel and rocket
ships.
Learning Goal: The children will learn about outer space.
Objectives:
1
The children will develop pro-social behavior and communication skills as they work
together to create a map.
2
The children will use and develop fine motor skills to draw and paint their map of space.
3
The children will learn about and gain understanding about space related vocabulary
such as planets, starts and other space related terms
4
The children will think abstractly and use their imagination to depict space and their
planets.
Subject Areas: Language Arts/Literacy, Mathematics, Visual and Performance Arts, SocialEmotional Development
Language Arts/Literacy (Common Core State Standards)
Reading Literature and Informational Text:
1. Ask and answer simple questions about a story or text read aloud.
3. With prompting and support, discuss connection between characters, individual and events.
4. Ask and answer questions about unknown words in a text.
10. Demonstrate understanding of text read aloud by participating in a group discussion to
predict what a book will be about.
Foundational Reading Skills:
11. Recognize that print is read left to right and top to bottom.
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14. Identify that printed text is made up of sentences that begin with a capital letter and end
with some type of punctuation.
Writing:
21. With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, oral narration, and/or illustrations.
22. Use a variety of writing tools in an appropriate manner showing increasing muscular
control.
23. Use a combination of writing letters and numbers, dictations, and drawing in response to a
text read aloud, or to tell a story about a life experience or event.
Speaking and Listening:
24. Listen and orally respond to questions about text read aloud or information presented orally
or through other media, including music and videos.
25. Carry on a conversation about a topic, thought, or idea from the classroom, home, or
community.
26. Actively participate in role-playing, creative dramatics, finger play, nursery rhymes and
choral speaking.
27. Use words, phrases, and/or sentences to express a complete thought
Language:
29. Use new vocabulary acquired through conversations, activities, stories, or books.
Rationale: The children will engage in conversations during planning, while executing the
activity while negotiating ideas about it, and at the end in discussion of the outcome. They will
therefore develop skills in exchanging information as they talk with each other throughout the
process of creating the mural. Work on the mural and play in the dramatic-play areas reinforce
new vocabulary and the children’s response to and comprehension of text and informational
provided orally by the teacher.
Mathematics (Common Core State Standards):
Counting and Cardinality:
2. Count forward from a given number between 1 and 10, and count backward from 5
4. Identify numerals 0-10
5. Count a set of objects from 1-10 and match the correct numeral to the set
7. Identify an object’s or person’s position as first or last
Operations and Algebraic Thinking:
8. Recognize, copy, and extend patterns
29
9. Use concrete objects to demonstrate simple addition and subtraction
Measurement and Data:
12. Sort concrete objects by more than one attribute
Geometry:
13. Identify and name at least the four basic shapes (rectangles, squares, circles, and triangles)
using different sizes and in different orientations
14. Create or draw shapes using a variety of materials and components
Rational: Throughout the activity children will demonstrate a variety of math skills through the
counting of planets and other objects on the mural, as well as the use of shapes to create the
mural, and recognizing the patterns of the planets and other elements the students create on the
mural.
Visual and Performing Arts (Louisiana Content Standards Developmental Profile
Indicators):
PK-VA-VA1: Observe various forms of art expression (paintings, drawings, sculpture, prints,
collages, and other art forms)
PK-VA-VA2: Share various forms of art (sculpture, pencils watercolors, clay, collage, pen and
ink, etc.) found in their environment
PK-VA-CE1: Participate in individual and group art activities
Rationale: Within this activity the children will be given the opportunity to express their
knowledge about rocket ships and space exploration though an artistic media. The children will
create a mural using paint and varying tools for painting. They will discuss their ideas, plan, and
problem-solve to create a representation of outer space in a map mural. In painting and drawing
their map they will also use and develop fine-motor skills.
Social Emotional Development (Louisiana Content Standards Developmental
Profile Indicators:
PK-SE-SE2: Stand up for own rights in an appropriate manner
PK-SE-SE3: Recognize and express own feelings and respond appropriately (all emotions,
happiness, surprise, anger, etc.)
PK-SE-SE4: Demonstrate appropriate behaviors when completing or solving a problem
PK-SE-A2: Play well with other children
Rationale: Throughout this activity children will work together to create a large mural. The
steps they take in the creative process, such as planning, sharing ideas and executing ideas will
require that they interact in positive social behaviors. The children will need to cooperate with
each other, take turns, build on each other’s ideas and respect each other’s space and thoughts
as they work towards a common goal.
30
Group size: All 19 children will be given an opportunity to collaborate in creating, drawing
and/or painting the map over a few days. However, I will work with a small initial group of 3-4
children to develop the map and then continue with other children to add on to the map.
Location for activity: The art area, including a hanging piece of large white paper, and the art
table.
Approximate duration of activity: 60 minutes. The activity will take several days to
complete. The initial planning and painting will occur during free play which is approximately
an hour long. The follow-up time for the activity will also take place during this time and will be
open for the same amount of time every day until the map is completed.
Materials needed:
Plain paper
Large mural paper
Paint
Smocks
Pencils
Scissors
Glue Stick
Informational books or pictures of Outer Space and Rocket Ships
Activity Plan:
Anticipatory set: To prepare for the activity I will gather informational books and
picture about space and rocket ships to have for the children to use as references. Before circle
time I will hang the large mural paper on the bulletin board located in the art center. I will set
out paper and pencils. The paint is located in this center, where it will be accessible at the time it
will be needed, however I will set out paint brushes, smocks, and paint containers to be ready.
Introduction: I will introduce the activity to the children during circle time. I will ask if any
rocket ship experts might be able to help me think about outer space. I will ask: “When
astronauts go into space, what do they see?” “Why do astronauts go to space?” “How do they
know where they are going?” After discussing this I will tell the children that I remember Shaan
had made a map when he was driving the rocket ship. We will the discuss making a map of outer
space for the class to use.
Procedure:
1
The children will meet with me at the art table. I will initiate the discussion by
asking “If this were a map of outer space what would we see?”
31
2
I will suggest that we brain storm and document responses on paper that the
children can reference later. This will create a list of the elements they believe are
needed to be located on our map.
3
We will discuss the colors we will need. I will ask “what color should we make all
of space?”
4
Together the children and I will mix the color they would like to paint the
background.
5
Next they will paint the mural this color.
6
The mural will need to dry before we can continue.
7
The next day the children will begin to draw the different planets, galaxies, stars
or
other space elements they believe need to be part of the map.
8
After drawing the picture they will cut it out, attach it to the mural and paint it.
Summarize/Closure: This activity will continue over several days. After the map is created
the children will meet to have a group discussion to share about the painting they accomplished
and the drawings they are thinking of adding to the mural.
Assessment/Documentation Plan:
Pre-assessment: The observations I have documented throughout the past few weeks of
rocket ship play will serve as my pre-assessment of the children’s knowledge. They have made
several maps to use while driving the rocket ship and have made references to different planets,
galaxies and stars.
Formative assessment: The activity will be documented by photography of the children’s
work. A voice recorder will also document the children’s conversations and ideas.
Post-assessment: After the children have completed the map, we will meet to conference and
talk about the final product. We will discuss what they have painted and why they painted
particular elements in the map, and how they will use the map for play. The final outcome of the
activity, the mural will serve as a form of post-assessment. The map will be displayed in the
classroom as a proud exhibition of the children’s knowledge and hard work.
Adaptations/Modifications:
Need: As the teacher my role will be to help the children communicate effectively.
Whileworking together some children may experience issues expressing themselves and
communicating ideas with other. I will model pro-social behavior and assist the children as they
communicate.
Strength: If a child is experienced in drawing and painting I will suggest that he/she label the
different elements on the map. This will expand the activity to promote language arts literacy
and further engage the child and foster his/her strengths.
Possible Follow-up Activities:
1
The children can write a story about the map or that can be feature the map.
2
The teacher can read the children a story about outer space.
32
3
The children can participate in an activity where they explore other types of maps.
2nd Grade Core Knowledge Language Arts/Social Studies Unit Plan (with Lesson 3
and Culminating Activity)
(Adopted from a unit created by Kim Young, Platte River Academy, Highlands Ranch, Colorado)
I. ABSTRACT
Throughout the year, second graders will continue to develop their own social studies textbook
from a blank theme book. In Part VI (of six parts to this Social Studies book-Part I-Constitution,
Part II-War of 1812, Part III-Westward Expansion, IV-Civil War, V-Immigration), students will
learn about the struggle for civil rights in America, who did not have equal rights, who fought for
them, when, how and why. Learning will be enhanced through activities in role-playing, writing,
photography, inquiry, reading aloud, art, and music.
II. OVERVIEW
A.
B.
Concept Objectives
1.
Students understand the chronological organization of history and know how to
organize events and people into major eras to identify and explain historical
relationships.
2.
Students understand that societies are diverse and have changed over time.
3.
Students understand political institutions and theories that have developed and
changed over time.
Content from the Core Knowledge Sequence
1. Second Grade Language Arts:
a.
b.
Reading Comprehension and Response
i.
Recall incidents, character, facts and details of stories and other texts.
ii.
Discuss similarities in characters and events across stories.
iii.
Pose plausible answers to how, why, and what if questions in
interpreting text, both fiction and non-fiction.
iv.
Explain and describe new concepts and information in his or her
own words.
Writing
33
i. Produce a variety of types of writing—such as stories, reports, letters, poems, descriptions
2. Second Grade History and Geography:
i.
Susan B. Anthony and the right to vote
ii.
Eleanor Roosevelt and civil rights and human rights
iii.
Mary McLeod Bethune and educational opportunity
iv.
Jackie Robinson and integration of major league baseball
v.
Rosa Parks and the bus boycott in Montgomery, Alabama
vi.
Martin Luther King, Jr. and the dream for equal rights for all
vii. Cesar Chavez and the rights of migrant workers
C. Skill Objectives
1.
Students will continue creating their textbook.
2.
Students will understand the rights of citizens.
3.
Students will understand the concept of civil rights.
4.
Students will listen respectfully to a presentation by a civil rights hero and
understand how he or she helped change our society.
5.
Students will learn to ask good questions after a presentation.
6.
Students will define and understand historical vocabulary about civil rights.
7.
Students will create a map of the states where civil rights heroes lived and
worked.
8.
Students will create guided drawings and drawings from a picture.
9.
Students will create and copy shared writings.
10. Students will demonstrate their knowledge of what a symbol is.
11.
Students will learn about voting by voting for their favorite symbol.
12.
Students will understand the meaning of a quote by a civil rights hero.
13.
Students will demonstrate knowledge of sequencing events on a time line by
adding to a time line.
XIV. BACKGROUND KNOWLEDGE
34
A.
For Teachers
1.
2.
B.
nd
Hirsch, E.D., Jr. What Your 2 Grader Needs to Know
Young, Kim. Second Grade Students Create Their Own Social Studies
Book
(Part I the 5 Ws of the Constitution). [hereafter referred to as Part I]
www.ckcolorado.org.
For Students
1.
Grades One and Two-Slavery
2.
Grade Two-Constitution
3.
Grade Two-Citizenship
XV. RESOURCES
A.
http://womenshistory.about.com/library/etext/bl_anthony_obit.htm [Susan B.
Anthony, photo] (Lesson Two)
B.
“Suffering Through Suffrage”, Schoolhouse Rock DVD (Lesson Two)
C.
http://raider.muc.edu/~horninme/G4%20mary_mcleod_bethune.htm [Mary
McLeod
Bethune, photo] (Lesson Three)
D.
The Ugly Duckling (Lesson Four)
E.
http://www.pbs.org/wgbh/amex/eleanor/timeline/ [Eleanor Roosevelt, photos]
(Lesson
Four)
F.
http://www.npr.org/programs/morning/features/2002/oct/robinson/ [Jackie
Robinson,
photo] (Lesson Five)
G.
http://www.achievement.org/autodoc/page/par0int-1 [Rosa Parks interview,
photo]
(Lesson Six)
H.
http://www.factmonster.com/spot/mlkhistory1.html [Martin Luther King, Jr.,
photo]
(Lesson Seven)
I.
http://www.congressionalgoldmedal.com/CesarChavez.htm [Cesar Chavez,
photo]
(Lesson Eight)
35
Lesson Three: Mary McLeod Bethune
A. Daily Objectives
1.
2.
Concept Objective(s)
a.
Students understand the chronological organization of history and know how to
organize events and people into major eras to identify and explain historical
relationships.
b.
Students understand that societies are diverse and have changed over time.
c.
Students understand political institutions and theories that have developed and
changed over time.
Lesson Content
a. Reading and Writing
Reading Comprehension and Response
a) !Recall incidents, character, facts and details of stories
and other texts.
b) !Discuss similarities in characters and events across
stories.
c) !Pose plausible answers to how, why, and what if
questions in interpreting text, both fiction and nonfiction.
d) !Explain and describe new concepts and information in
his or her own words.
Writing
a) Produce a variety of types of writing—such as stories, reports, letters, poems,
descriptions
b. Civil Rights
a) Mary McLeod Bethune and educational opportunity
3. Skill Objective(s)
a.
Students will continue creating their textbook. (CCSS.ELA-W.2.2, CCSS.ELA-L.2.1)
b.
Students will demonstrate an understanding of the rights of citizens. (GLE.Citizenship
2.4.1, 2.4.2)
36
c.
Students will demonstrate an understanding of the concept of civil rights.
(GLE.Citizenship 2.4.2, 2.4.3)
d.
Students will listen respectfully to a presentation by a civil rights hero and understand
how he or she helped change our society. (CCSS.ELA-SL.2.1; GLE Historical Thinking
Skills 2.1.5)
e.
Students will learn to ask good questions after a presentation. (CCSS.ELA-SL.2.1, 2.3)
f.
Students will define and understand historical vocabulary about civil
rights. (CCSS.ELA-L.2.4)
g.
Students will create a map of the states where civil rights heroes worked. (GLE Maps,
Globes and Environment 2.2.2, 2.2.3)
h.
Students will create guided drawings and drawings from a picture. (National Standards
for Art Education: Visual Arts, Standard 6)
i.
Students will create and copy shared writings. (CCSS.ELA-W.2.7)
j.
Students will demonstrate their knowledge of what a symbol is. (National Standards for
Art Education: Visual Arts, Standard 3)
k.
Students will learn about voting by voting for their favorite symbol. (GLE Citizenship
2.4.2)
l.
Students will understand the meaning of a quote by a civil rights hero. (CCSS.ELA-L.2.5)
m.
Students will demonstrate knowledge of sequencing events on a time line
by adding to a time line. (GLE Historical Thinking Skills 2.1.1)
B. Materials
1.
Copy of Appendix K for teacher
2.
Simple costume for teacher
3.
Social Studies books for each student
4.
Pencils for each student
5.
Overhead projector, film and pens
6.
Overhead of Appendix E
7.
Overhead of Appendix FF or a theme book page
8.
Appendices F, G, L and M for teacher
9.
Part I
37
10. Photographs and pictures of Mary McLeod Bethune
11.
Green colored pencils for each student
12.
Copies of Appendices A (from Lesson 1) and EE for each student
13.
Scissors for each student
14.
Glue sticks for each student
C. Key Vocabulary
1. Segregation-to separate because of race
D. Procedures/Activities
1.
Note to teacher: Memorize the main points of the monologue in Appendix K,
but deliver it in your own words and style (or you could ask a parent to prepare the
presentation). It is very effective to pretend you are Mary McLeod Bethune use a
different voice, gestures, etc. Prepare a simple costume to represent her such as a straw
hat, a shawl, and carry a book and change into the costume before students arrive for
social studies class.
2.
Instruct students to sit on the floor in the read aloud or large group area. Introduce
yourself as Mary McLeod Bethune and tell students about your life. Stay in character and
explain to students that you will answer any questions at the end of your presentation.
3.
At the end of the presentation, answer questions. Feign forgetfulness because of age,
difficult trip back, etc. if you do not know an answer. Explain that you have come back to
visit them because it is so important that they understand about civil rights and the
importance of protecting them and using them.
4.
After questions, excuse yourself to change while students return to their desks and
prepare quietly for class. (Get pencils, books, etc.)
5.
Return to class and discuss with students how they enjoyed the visitor. Discuss her visit.
Discuss what Mary McLeod Bethune said about the behavior of the class during her
presentation.
6.
Students will write the numeral 5. in the margin on the vocabulary page and put a period
after it. Students will write the word “Segregation”, underline it, put a dash after it and
write the definition (see example on Appendix E).
7.
Students will write the title, Mary McLeod Bethune on the top line of page 123 and
underline it.
8.
Students will count up eight lines from the bottom of the page and draw a horizontal line
on the eighth line.
9.
Students will create shared writing about Mary McLeod Bethune as the teacher writes
the sentences on the overhead (Appendix G).
38
10. Students will copy the shared writing onto page 123 under the horizontal line they drew.
11.
Show photos and pictures of Mary McLeod Bethune to the students (see Bibliography for
websites).
12.
Students will draw a portrait of Mary McLeod Bethune using guided drawing (see Part I,
Appendix Z) on page 123 above the horizontal line. (Appendix L)
13.
Ask students what a good symbol for Mary McLeod Bethune would be. Draw simple
pictures of their ideas on the overhead. Use symbol ideas from Appendix M.
14.
Students will vote for the best symbol for Mary McLeod Bethune.
15.
Students will draw the symbol chosen by the class on the top half of page 122.
16.
Students will discuss a memorable saying of Mary McLeod Bethune and write the saying
on the bottom half of page 122 (Appendix M).
17.
Students will add Mary McLeod Bethune to the legend and put a green dot before her
name.
18. Ask students where Mary McLeod Bethune lived and worked.
19.
Students will put a green dot on map in the states of South Carolina and
Florida.
20. Students will cut out time line word strip for Mary McLeod Bethune (Appendix
EE) and glue it on the time line.
21.
Students will write the date for Mary McLeod Bethune on time line as 1904.
22. Students will fold and store Appendix EE in front of their books.
23. Students will highlight items #13-14 and #33-40 that are completed on the
checklist (Appendix A).
24. Collect student checklists.
25. Send any unfinished work home with the students.
E. Assessment/Evaluation
Completion of pages 117, 122-123 Checklist #12-13 and #33-40 (Appendix A)
Students will present their timeline word strip before adding it to the timeline.
39
8th Grade Core Knowledge Language Arts Unit Plan (with Lesson 1 and
Culminating Activity)
(Adopted from a unit created by Donna Seekamp, Aurora Academy Charter School, Aurora,
Colorado)
I. ABSTRACT
This unit introduces students to the richness and depth of essays and speeches as literary
threads adorning the intricate tapestry of American culture. The first person voice of the essay
contributes an intimate aspect to the author/audience relationship, while it maintains a formal
perspective on contemporary society. Similarly, the speeches of Martin Luther King, Jr., and
John F. Kennedy seem to speak directly to the reader today even as they reflect the hopes and
dreams of previous generations. One can almost hear the cheers and applause as these
masterpieces worked their way into the fabric of American history!
II. OVERVIEW
A.
B.
Concept Objectives
1.
Understand the power of language to persuade, or give a charge to, a whole
group or society.
2.
Understand how primary sources of nonfiction literature reflect the historic
period in which they were written.
3.
Appreciate the ability of written or spoken words to create visual images and
convey themes.
Content from the Core Knowledge Sequence
1.
C.
Essays and Speeches, p. 184
a.
“Letter from a Birmingham Jail,” Dr. Martin Luther King, Jr.
b.
“The Marginal World,” Rachel Carson
c.
“Death of a Pig,” E.B. White
d.
“I Have a Dream,” Dr. Martin Luther King, Jr.
e.
“Ask not what your country can do for you,” President John F. Kennedy
2.
Expository writing: Write essays that describe, narrate, persuade, p. 181
3.
Speaking and Listening, p. 181
Skill Objectives and Standards Achieved
1.
Define vocabulary connotatively in contemporary context. (CCSS.ELA-L.8.4)
40
2.
Participate civilly and productively in group discussions. (CCSS.ELA-SL.8.1)
3.
Write letters to second grade students explaining key concepts of the Civil Rights
Movement. (CCSS.ELA-W.8.2)
4.
Review and identify literary terms and figures of speech. (CSS 8.4.A)
5.
Write a response paper to the Martin Luther King, Jr. essay. (CCSS.ELA-W.8.1)
6.
Fill out sensory data sheet on a nature walk. (CCSS.ELA-W.8.8)
7.
Gather relevant data for a descriptive paragraph. (CCSS.ELA-W.8.8) CK
Sequence, p. 181
8.
Write a descriptive paragraph emulating Rachel Carson’s style. (CCSS.ELA.W.
8.3) CK Sequence, p. 181
9.
Analyze the setting, tone, and mood of the essay, “Death of a Pig,” to determine
the author’s purpose. (CCSS.ELA-RL.8.2, 8.3,8.4)
10. Investigate the style and verbiage of the “I Have a Dream” speech to determine
the source of eloquence and strength. (CCSS.ELA-RI.8.1, 8.3, 8.4, 8.6))
11.
List reasons why the speech is so powerful. (CCSS.ELA-RI.8.5, 8.8)
12.
Record one quote and four pertinent references to the political and social
atmosphere in the USA in the early 1960’s. (CCSS.ELA-L.8.4, 8.5).
13.
Enumerate symbols of liberty from the speeches and showcase them on class size
banners. (CCSS.ELA-L.8.5)
14.
Distill and display, within a collage format, quotes from speeches. (CCSS.ELA-L.
8.5; National Standards for Art Education: Visual Arts, Standard 3)
15.
Compose an essay evaluating the impact of one of the essays or speeches studied,
not only on contemporary society, but on American culture today. (CCSS.ELA-W.
8.1, CCSS.ELA-W.8.4, 8.5, 8.6)
IV. BACKGROUND KNOWLEDGE
A.
For Teachers
1.
The Civil Rights Movement, Levy
2.
The Edge of the Sea, Carson
3.
Emergence of the Essayist, Root
4.
Dictionary of Cultural Literacy, Hirsch, Kett, & Trefil
41
5.
B.
V.
Step Up To Writing, Auman
For Students
1.
The Civil Rights Movement- Core Knowledge Sequence, Grade 8, p. 188
and
Grade 2, p. 50
2.
The Kennedy Years- Core Knowledge Sequence, Grade 8
3.
The Emergence of Environmentalism- Core Knowledge Sequence, Grade
8
4.
Greek/Latin root words- Core Knowledge Sequence, Grade 8
5.
Expository Writing- Core Knowledge Sequence, Grade 8
6.
Paragraph writing expertise as taught in Step Up To Writing, Auman
RESOURCES
A.
Marshall, Michael J., Ed. Realms of Gold, volume 3, for all students (All Lessons)
B.
Auman, Maureen. Step Up To Writing, lesson two (Lesson Three)
C.
Video of “I Have a Dream” speech (Lesson Five)
D.
Musical recording of “My Country ‘Tis of Thee” (Lesson Five)
Lesson One: “Letter from a Birmingham Jail”- Historic Interpretation
(approximately two class periods)
A. Daily Objectives
1. Concept Objective(s)
a. Understand how primary sources of nonfiction literature reflect the historic period in
which they were written.
1.
2.
Lesson Content
a.
“Letter from a Birmingham Jail,” Dr. Martin Luther King, Jr.
b.
Speaking and Listening
Skill Objective(s)
a.
Define vocabulary connotatively in contemporary context.
42
b.
Participate civilly and productively in group discussion.
c.
Write explanatory letters to second grade.
B. Materials
1.
Teacher copy of Key Vocabulary from Lesson 1.C
2.
Realms of Gold, vol. 3, copies for all students
3.
Notebook paper and pens for all students
4.
Teacher copy of Appendix A: background information on Dr. King
5.
Teacher copy of Appendix B: discussion questions
6.
Teacher copy of Appendix E: figures of speech and literary terms
C. Key Vocabulary
1.
“Outside agitator”- derogatory term given to someone coming in to participate in
peaceful demonstrations
2.
Segregated - to be separated from other groups (racial)
3.
Civil disobedience- refusal to obey civil laws, as a way of bringing about reform
4.
“White moderate”- whites who wished to have equality for blacks, but wanted
“order” more - King called this a negative peace
5.
“Black nationalists” - blacks who favored extreme action to gain civil rights
6.
Racial discrimination - single out certain races for unfair treatment
7.
“Sit-ins”- a form of nonviolent protest, demonstrators occupy a place and refuse
to leave – sit-ins were designed to provoke arrest and thereby gain attention for
demonstrators’ cause (adapted from Dictionary of Cultural Literacy, p. 295)
8.
“Freedom rides”- advocates challenging racial segregation rode buses to the
South and were often attacked by angry mobs (adapted from Dictionary of
Cultural Literacy, p. 278)
9.
“Social revolution”- an overthrow of society’s current policies, standards, or
values
D. Procedures/Activities
1.
Write Key Vocabulary words, from Lesson One, section C., on the board without
definitions. Have students copy these and write down what they think each term
means. Conduct a Socratic Seminar based on student responses.
43
J.
2.
Introduce the essay with the information in Appendix A. Discuss Dr. Martin
Luther King, Jr.’s background, briefly.
3.
Invite discussion on what students know about the Civil Rights Movement of the
1960’s. (See Core Knowledge Sequence, p. 188: Civil Rights Act of 1964,
Montgomery Bus Boycott, Malcolm X, Black Power, Black Panthers, Dr. King’s
assassination in 1968)
4.
Have students read aloud, “Letter from a Birmingham Jail,” in Realms of Gold,
vol. 3, p. 232. Stop them along the way for purposes of discussion. (Point out
figures of speech listed on Appendix E.)
5.
Question students’ understanding of sophisticated passages and historic
references. See questions in Appendix B to encourage discussion.
6.
Have students write 3 paragraph letters to 2nd graders, using new vocabulary, to
illustrate key concepts of the Civil Rights Movement.
Assessment/Evaluation
1.
Collect Key Vocabulary papers from #1 in Procedures/Activities above. This preassessment is for the purpose of determining prior knowledge and guiding
instruction.
2.
Check letters for content, vocabulary and grammatical accuracy with
predetermined rubric.
CULMINATING ACTIVITIES (at the end of the final lesson)
Unit Test: Pass out Appendix Q, for all students. They should follow directions and turn the test
in upon completion. Use Appendix R to grade the tests.
Share the Knowledge! Invite second graders, who will study the Civil Rights Movement, Core
Knowledge Sequence, p. 50, to visit the classroom and view the liberty banners. Eighth graders
answer questions from second graders about the banners and the importance of the speeches.
44
Attachment B
Core Knowledge Grades 1-8 Summary
At A Glance:
First Grade
2nd Grade
3rd Grade
4th Grade
Language Arts/
English*
I. Listening and
Speaking
II.Reading
III.Writing
IV.Language
Conventions
V.Poetry
VI.Fiction
VII.Sayings and
Phrases
I. Listening and
Speaking
II.Reading
III.Writing
IV.Language
Conventions
V.Poetry
VI.Fiction
VII.Sayings and
Phrases
I. Reading and
Writing
II.Poetry
III.Fiction
IV.Sayings and
Phrases
I. Writing,
Grammar, and
Usage
II.Poetry
III.Fiction
IV.Speeches
V.Sayings and
Phrases
History and
Geography
World:
I. Geography
II.Early World
Civilizations
III.Modern
Civilization and
Culture: Mexico
American:
I. Early People and
Civilizations
II.Early Exploration
and Settlement
III.From Colonies
to Independence:
The American
Revolution
IV.Early
Exploration of
American West
V.Symbols and
Figures
World:
I. Geography
II.Early Asian
Civilizations
III.Modern Japanese
Civilizations
IV.The Ancient
Greek
Civilization
American:
I. American
Government: The
Constitution
II.The War of 1812
III.Westward
Expansion
IV.The Civil War
V.Immigration and
Citizenship
VI.Fighting for a
Cause
VII.Geography of
the Americas
VIII.Symbols and
Figures
World:
I. World Geography
II.The Ancient
Roman
Civilization
III.The Vikings
American
I. The Earliest
Americans
II.Early Exploration
of North America
III.The Thirteen
Colonies: Life
and Times Before
the Revolution
World:
I. World Geography
(Spatial Sense;
Mountains)
II.Europe in Middle
Ages
III.The Spread of
Islam and the
“Holy Wars”
IV.Early and
Medieval African
Kingdoms
V.China: Dynasties
and Conquerors
American
I. The American
Revolution
II.Making a
Constitutional
Government
III.Early Presidents
and Politics
IV.Reformers
V.Symbols and
Figures
Visual Arts
I. Art from Long
Ago
II.Elements of Art
III.Kinds of
Pictures: Portrait
and Still Life
I. Elements of Art
II.Sculpture
III.Kinds of
Pictures:
Landscapes
IV.Abstract Art
V.Architecture
I. Elements of Art
II.American Indian
Art
III.Art of Ancient
Rome and
Byzantine
Civilizations
I. Art of the Middle
Ages in Europe
II.Islamic art and
Architecture
III.Art of Africa
IV.Art of China
V.Art of a New
Nation: The
United States
45
First Grade
2nd Grade
3rd Grade
4th Grade
Music
I. Elements of
Music
II.Listening and
Understanding
(Composers;
Orchestra; Opera;
Ballet; Jazz)
III.Songs
I. Elements of
Music
II.Listening and
Understanding
(Orchestras;
Keyboards;
Composers)
III.Songs
I. Elements of
Music
II.Listening and
Understanding
(Orchestra;
Composers)
III.Songs
I. Elements of
Music
II.Listening and
Understanding
(Orchestra;
Vocal)
III.Songs
Mathematics*
I. Patterns and
Classification
II.Numbers and
Number Sense
III.Money
IV.Computation
V.Measurement
VI.Geometry
I. Numbers and
Number Sense
II.Fractions
III.Money
IV.Computation
V.Measurement
VI.Geometry
I. Numbers and
Number Sense
II.Fractions and
Decimals
III.Money
IV.Computation
V.Measurement
VI.Geometry
I. Numbers and
Number Sense
II.Fractions and
Decimals
III.Money
IV.Computation
V.Measurement
VI.Geometry
Science
I. Living Things
and Their
Environments
II.Human Body
(Body Systems)
III.Matter
IV.Properties of
Matter:
Measurement
V.Introduction to
Electricity
VI.Astronomy
VII.The Earth
VIII.Science
Biographies
I. Cycles in Nature
(Seasonal Cycles;
Life Cycles;
Water Cycle)
II.Insects
III.Human body
(Cells; Digestive
and Excretory
Systems)
IV.Magnetism
V.Simple Machines
VI.Science
Biographies
I. Introduction to
Classification of
Animals
II.Human Body
(Muscular,
Skeletal and
Nervous
Systems; Vision
and Hearing)
III.Light and Optics
IV.Sound
V.Ecology
VI.Astronomy
VII.Science
Biographies
I. Human Body
(Circulatory and
Respiratory
Systems)
II.Chemistry: Basic
Terms and
Concepts
III.Electricty
IV.Geology: The
Earth and Its
Changes
V.Meteorology
VI.Science
Biographies
46
5th Grade
6th Grade
7th Grade
8th Grade
Language Arts/
English*
I. Writing,
Grammar, and
Usage
II.Poetry
III.Fiction and
Drama
IV.Speeches
V.Sayings and
Phrases
I. Writing, Grammar,
and Usage
II.Poetry
III.Fiction and Drama
IV.Sayings and
Phrases
I. Writing,
Grammar, and
Usage
II.Poetry
III.Fiction,
Nonfiction, and
Drama
IV.Foreign Phrases
Commonly Used
in English
I. Writing,
Grammar, and
Usage
II.Poetry
III.Fiction,
Nonfiction, and
Drama
IV.Foreign Phrases
Commonly Used
in English
History and
Geography
World:
I. World
Geography
(Spatial Sense;
Lakes)
II.Early American
Civilizations
III.European
Exploration,
Trade, and the
Clash of
Cultures
IV.The
Renaissance and
the Reformation
V.England from
the Golden Age
to the Glorious
Revolution
VI.Russia: Early
Growth and
Expansion
VII.Feudal Japan
American
I. Westward
Expansion
II.The Civil War:
Causes,
Conflicts,
Consequences
III.Native
Americans:
Cultures and
Conflicts
IV.U.S. Geography
World:
I. World Geography
(Spatial Sense;
Deserts)
II.Lasting Ideas from
Ancient
Civilizations
III.The Enlightenment
IV.The French
Revolution
V.Romanticism
VI.Industrialism,
Capitalism, and
Socialism
VII.Latin American
Independence
Movements
American
I. Immigration,
Industrialization,
and Urbanization
II.Reform
I. America
Becomes a
World Power
II.World War I:
“The Great
War”,
1914-1918
III.Russian
Revolution
IV.America from
the Twenties to
the New Deal
V.World War II
VI.Geography of
United States
I. The Decline of
European
Colonialism
II.The Cold war
III.The Civil
Rights
Movement
IV.The Vietnam
War and the
Rise of Social
Activism
V.The Middle East
and Oil Politics
VI.The End of the
Cold War: The
Expansion of
Democracy and
Continuing
Challenges
VII.Civics: The
ConstitutionPrinciples and
Structure of
American
Democracy
VIII.Geography of
Canada and
Mexico
47
5th Grade
6th Grade
7th Grade
8th Grade
Visual Arts
I. Art of the
Renaissance
II.American Art:
NineteenthCentury United
States
III.Art of Japan
I. Art History: Periods
and Schools
(Classical; Gothic;
Renaissance;
Baroque; Rococo;
Neoclassical;
Romantic; Realistic)
I. Art History:
Period and
Schools
(Impressionism;
PostImpressionism;
Expressionism
and Abstraction;
Modern
American
Painting)
I. Art History:
Periods and
Schools
(Painting Since
World war II;
Photography;
20th-Century
Sculpture)
II.Architecture
Since the
Industrial
Revolution
Music
I. Elements of
Music
II.Listening and
Understanding
(Composers;
Connections)
III.American
Musical
Traditions
(Spirituals)
IV.Songs
I. Elements of Music
II.Classical Music:
From Baroque to
Romantic (Bach,
Handel, Haydn,
Mozart, Beethoven,
Schubert, Chopin,
Schumann)
I. Elements of
Music
II.Classical Music:
Romantics and
Nationalists
(Brahms,
Berlioz, Liszt,
Wagner, Dvorak,
Grieg,
Tchaikovsky)
III.American
Musical
Traditions
(Blues and Jazz)
I. Elements of
Music
II.Non-Western
Music
III.Classical
Music:
Nationalists and
Moderns
IV.Vocal Music
(Opera;
American
Musical
Theater)
Mathematics*
I. Numbers and
Number Sense
II.Ratio and
Percent
III.Fractions and
Decimals
IV.Computation
V.Measurement
VI.Geometry
VII.Probability and
Statistics
VIII.Pre-Algebra
I. Numbers and
Number Sense
II.Ratio, Percent, and
Proportion
III.Computation
IV.Measurement
V.Geometry
VI.Probability and
Statistics
VII.Pre-Algebra
I. Pre-Algebra
(Properties of
the Real
Numbers;
Polynomial
Arithmetic;
Equivalent
Equations and
Inequalities;
Integer
Exponents)
II.Geometry
(ThreeDimensional
Objects; Angle
Pairs; Triangles;
Measurement)
III.Probability and
Statistics
I. Algebra
(Properties of
the Real
Numbers;
Relations,
Functions, and
Graphs; Linear
Equations and
Functions;
Arithmetic of
Rational
Expression;
Quadratic
Equations and
Functions)
II.Geometry
(Analytic
Geometry;
Introduction to
Trigonometry;
Triangles and
proofs)
48
5th Grade
Science
I. Classifying
Living Things
II.Cells: Structures
and Processes
III.Plant Structures
and Processes
IV.Life Cycles and
Reproduction
V.Human Body
(Endocrine and
Reproductive
Systems)
VI.Chemistry:
Matter and
Change
VII.Science
Biographies
6th Grade
I. Plate Tectonics
II.Oceans
III.Astronomy:
Gravity, Stars, and
Galaxies
IV.Energy, Heat, and
Energy Transfer
V.The Human Body:
Lymphatic and
Immune Systems
VI.Science
Biographies
7th Grade
8th Grade
I. Atomic
Structure
II.Chemical Bonds
and Reactions
III.Cell Division
and Genetics
IV.History of the
Earth and Life
Forms
V.Evolution
VI.Science
Biographies
I. Physics
II.Electricity and
Magnetism
III.Electromagnetic
Radiation and
Light
IV.Sound Waves
V.Chemistry of
Food and
Respiration
VI.Science
Biographies
* Language Arts and Mathematics in grades 1-8 will demonstrate the skills and meet the
standards dictated in the Common Core State Standards, as adopted by Louisiana. From the
Core Knowledge Foundation: “The terms “standards” and “curriculum” are often- and
erroneously- used as synonyms for one another. Standards define what children should know
and be able to do at the end of each grade. A curriculum specifically describes what children
need to learn to meet those standards... Successful implementation of the new standards
depends on a coherent, specific, and content-rich curriculum.”
Research
The Core Knowledge Foundation has been conducting it’s own and third-party facilitated
research on the success of their program since 1996. The information below represents the most
recent studies, concluded in 2004 and 2011. The studies were conducted in schools that are
similar to Homer A. Plessy in one or more of the following factors: urban location, student
demographic and socio-economic conditions.
Hawthorne Elementary (San Antonio, Texas), has led its mostly Hispanic student body to
increased cultural literacy and improved reading skills. Hawthorne is an urban school where
28% of the students have limited English proficiency and 96% receive free or reduced-price
lunches. A study published in the Journal of Education for Students Placed at Risk examined
how students at Hawthorne compared to students in the other 65 elementary schools in the
San Antonio Independent School District on the Reading Performance section of the Texas
Assessment of Academic Skills (TAAS). The JESPAR study includes the following graph, which
illustrates that, while district reading performance is generally consistent across grade levels,
with a student pass rate of about 55%, Hawthorne’s results show a steep increase in the
reading pass rate at consecutive grade levels. At grade 3, Hawthorne’s pass rate of 34% is well
below that of the district. By grade 5, however, Hawthorne’s 67% pass rate far exceeds the
district’s 56% pass rate.
49
The authors of the JESPAR study concluded that the carefully sequenced Core Knowledge
curriculum does appear to increase achievement at successive grade levels, and also has the
potential to help disadvantaged students overcome their disadvantages and achieve academic
proficiency.
The Core Knowledge Language Arts program is currently piloting in ten New York City
public schools. These schools have approximately 78% of students who qualify for Free/
Reduced Lunch and 82% of students are Black or Hispanic. Below are excerpts from the
research conducted by the NYC Department of Education.
The Executive summary stated that “Core Knowledge Language Arts students had
significantly greater gains in Year 3 than comparison school students on nearly all
measures.”
The entire body of research can be found at:
http://www.coreknowledge.org/mimik/mimik_live_data/view.php?
id=1833&record_id=324
50
51
Attachment C
Sample Preschool “Day in the Life”
Children arrive and are greeted warmly by their teachers and the Principal as they have
breakfast. Their classroom has been carefully arranged to meet the needs of the children: areas
for dramatic play, sensory tables, technology and art are clean and well-stocked. Throughout the
room there is evidence of the children’s work: photographs of children working on projects,
transcripts of conversations, stories, paintings, drawings, and sculptures. Each day is a new
chance for exploration! The current projects began with the children’s interest in rocket ships. A
group of children had been immersed in building rocket ships our of blocks. After several
conversations with the children and with each other, and webbing of ideas, the teachers decided
that this was worth exploring. To plan for the many possible paths the children might take,
teachers create theme-specific webs and decide how they will ensure that students are meeting
age and grade-appropriate standards.
Over the weeks, the rocket ship project has brought an former astronaut to class, they have
visited an exhibit at the World War II Museum, and they have gone to the library, where the
class has checked out many books on rockets and space. In the classroom, the project has
splintered into several groups- one group of children is very interested in painting the planets,
another is building a rocket ship out of cardboard boxes and a third group has veered off and
become interested in creatures that could live on other planets.
The classroom is ever-changing, to meet the needs and interests of the class. A work table is set
up in the room where a small group of children are modeling planets out of clay. An outer space
dramatic play center has been established, and two girls are acting out a spacewalk complete
with clear plastic salad bowls as helmets. In the center of the room, a group of five children are
painting a massive cardboard structure- soon to be the rocket ship.
Mid-morning, a snack table is set up in the classroom. At their own pace, children head over to
the snack table to fix themselves something to eat. Today, snack includes slices of cheese, apples,
water, low-fat milk and no sugar added fruit juice. When they are done, they clean up their
dishes and get back to work at their various stations. The group of children working on the
rocket ship are practicing writing by creating signs for the control panel.
At the heart of teacher planning are the observations they make during the day. The teacher
sitting at dramatic play center is writing down the questions the children have about space- she
does not give them all the answers to their questions, but approaches them with an attitude that
says “we’ll find out together”. Another teacher in the room is photographing the work on the
rocket ship, and recording snippets of conversation going on around the building of the ship.
The room is a happy buzz of conversation. The varied forms of documentation will be used to
inform the teachers’ plans for lessons, provide materials for students’ portfolios and family
meetings and ensure that standards are being met. (See the attached activity plan.)
At lunch time, the children wash their hands and sit down together to eat. The tables are set with
flowers and real plates. Meals are served family style, with teachers and lunch staff assisting.
After cleaning up their dishes, the children head outside to enjoy the play areas and gardens.
52
That afternoon, one of the children painting suggests that they paint outside. Because the
weather is nice, the teacher agrees and helps the children carry their materials outside. This
little group spends much of the afternoon painting outside. In the late afternoon, a teacher
begins to read a story aloud and pretty soon most of the children have gathered around, tired
from a very busy day.
Homer A. Plessy Community Schools Daily Schedules
PreKindergarten and Kindergarten
Recognizing the diversity of the children we serve, and in accordance with the Reggio
approach, the daily routine is subject to change based on the needs of individual students
8:15-8:30: Arrival and Morning Circle
8:30-9:00: Breakfast
9:00-9:30: Free Choice (among centers)
9:30-10:30: Work Time/Investigation Time/Project Time (Small group activities)
10:30: Snack
10:45-11:30: Outside/Gross Motor Time
11:45: Lunch
12:15: Mid-Day Pick-Up for " day Preschoolers
12:15-1:00: Nap time/Quiet Time
1:00-2:15: Afternoon Work Time
2:15-3:00: Outdoor Play
3:00: Afternoon snack
3:15: Afternoon Pick-Up/Dismissal of Preschoolers
Elementary School (1-5) Schedule
8:15-8:30: Arrival and Morning Circle
8:30-9:00: Breakfast (in Homeroom for grades 1-5)
9:00: Morning classes start
11:00: Lunch (1-2 grades)
11:30: Lunch (3-5 grades); Recess (1-2 grades)
12:00: Afternoon classes start for grades 1-2; Recess (3-5 grades)
12:30: Afternoon classes start for grades 3-5
3:00: Snack (in Homeroom for grades 1-5)
3:30: Dismissal
Middle School (6-8) Schedule
(Odd day= periods 1, 3, 5, 7; Even days= periods 2, 4, 6, 8)
8:15-8:30: Arrival and Morning Circle
8:30-9:55: Period 1 or 2 (includes Breakfast)
10:00-11:15: Period 3 or 4
11:15: Morning snack
11:20-12:35: Period 5 or 6
12:35: Lunch
12:55 Recess
1:25-2:40; Period 7 or 8
2:45-3:25: Advisory (including afternoon snack)
3:30: Dismissal
53
Attachment D
Louisiana A+
Oklahoma A+ Schools® (OKA+) is a research-based whole school network with a mission of
nurturing creativity in every learner through an arts-integrated school network. OKA+ has a
replicable model that the George Rodrigue Foundation of the Arts wants in Louisiana. A+
schools also currently operate in North Carolina and Arkansas.
From the George Rodrigue website (http://www.georgerodriguefoundation.org/site408.php):
“The Oklahoma A+ Schools® network delivers whole school transformation through ongoing
professional development by A+ Fellows that focuses on collaborative, research-based practices.
A+ schools adhere to a set of commitments that include daily arts instruction, experiential
learning and enriched assessment.”
When a school joins the A+ Network, they commit to focusing on each of the following
Essentials:
Art
Curriculum
Experiential Learning
Multiple Intelligences
Enriched Assessment
Collaboration
Infrastructure
Climate
“OKA+ Schools sees significant achievement differences. Every year since it was founded in
2002, OKA+ Schools have outperformed their districts and state averages on standardized tests.
Regardless of the year, whether urban or rural, in low-income or affluent areas, with majority of
English as a second language or gifted, OKA+ schools perform better:
54
On the website, there is also a link to a 6-part, 5-year study conducted by the University of
Central Oklahoma, University of Oklahoma and Auburn University that also concludes that A+
schools have higher student achievement, better attendance rates, decreased discipline referrals,
stronger family involvement and a more creative and “joyful” school environment.
In Louisiana, A+ Schools will be a program facilitated by the George Rodrigue Foundation of the
Arts, and with Louisiana State University as a higher education partner.
The state-wide Director is Bethany France (see the attached letter) and the process of the Homer
A. Plessy Community School becoming a member school will begin when LAA+ will begin when
the application process becomes public in December of 2012.
55