South Shore Classical Academy, Inc. SOUTH SHORE
CLASSICAL
ACADEMY
Charter School Application August 2016 SOUTH SHORE CLASSICAL ACADEMY Table of Contents EXECUTIVE SUMMARY……...…………………………...………………………....2 FOUNDING GROUP AND SCHOOL LEADERSHIP………………...……………....4 EDUCATION PLAN……………………………..………………………………….….7 PERFORMANCE MANAGEMENT……….…………….…………………….............25 STAFFING…………………….….……………………..…..…………………….........27 GOVERNANCE……………… ……….……..…….….…..……………………..…..30 PARENT AND COMMUNITY INVOLVEMENT…………………………..…...........36 START-UP AND OPERATIONS……............................................................................38 FACILITIES……………..……...…………………………………………...…...…......39 BUDGET AND FINANCE…………………….………………………………….…....39 ATTACHMENTS……………………………………………………………….…....…41 SOUTH SHORE CLASSICAL ACADEMY 1​ | 45 SOUTH SHORE CLASSICAL ACADEMY EXECUTIVE SUMMARY Mission and Vision the community the
school.
The mission of South Shore Classical Academy (SSCA) is to teach young people how to discern the good,
the true and the beautiful in order to lead a life well lived, through a classical, content-rich education,
focused on the study of the great works of literature, history and philosophy, on immersion in the arts, and
on intensive experience in mathematics and the sciences. We believe that a classical education can lead all learners to reach their highest potential, and as a
tuition-free public charter school we are open to all students in the state of Indiana. Our curriculum will
feature Socratic instruction (dialogue- and discussion-based pedagogy), the study of Latin as a foundation
for further learning, and an emphasis on the development of character and virtue. These methods have
proved immensely effective for all types of learners from every background. Bringing to Northwest
Indiana a model of education with a rich lineage and profound heritage, South Shore Classical Academy
will contribute to the civic life of our vibrant community by providing an option for families interested in
classical education. Educational Need and Target Population w the
eet
mply with
South Shore Classical Academy seeks to provide the opportunity for a classical liberal arts education for
the students of Northwest Indiana. This option is currently not available in the region, either through
public or private institutions. Northwest Indiana is a densely populated, diverse area, comprised of
residents from across the socio-economic spectrum and from many different backgrounds. Offering the
students of Northwest Indiana a content-rich, rigorous and time-tested learning curriculum, focused on
character development, will enhance the prospects for the future success of young people from this
region. Moreover, given the focus on civic responsibility, the graduates of SSCA will contribute to
strengthening the public life of the communities in this area. SSCA has chosen to adopt the charter school
model specifically to ensure that all members of our diverse community have equal access to the
high-quality education offered through the classical model. Our collaboration with the Barney Charter
School Initiative at Hillsdale College, whose affiliated classical schools across the nation have achieved
strikingly impressive results, as evidenced by test scores, exits exams and other markers of success, is
intended to provide for us a template for success. The demand for classical education is evident in the
response from local communities. In nearly every community that has seen the opening of a
Hillsdale-affiliated classical school, enrollments have reached maximum capacity within a few years of
opening, and most retain a waiting list even larger than their total enrollment. Moreover, classical schools
across the United States are currently achieving astounding results: as of 2013, Walnut Hills Classical was
the #1 school in Ohio, #86 in the nation: Brooklyn Latin, #1 in New York, #21 in the nation; Ridgeview
Classical, #2 school in Colorado, top 1% in the nation; Decatur Classical, #2 in Illinois; Washington Latin, #1
charter in D.C.; and the Great Hearts Academies, educating nearly 13,000 students in Arizona and Texas
was in the top 20 on tests scores of 14,000 school districts in the nation. Our extensive conversations
within our own communities in Northwest Indiana have indicated an extremely strong desire for such
educational options. SOUTH SHORE CLASSICAL ACADEMY 2​ | 45 SOUTH SHORE CLASSICAL ACADEMY Community Engagement . To ensure that our classical school is seen as complementary to, and not in competition with, the public
and private schools in the area, we have reached out to leaders in the educational community, including
the superintendent of the Valparaiso School District. We have also met with political leaders, including
the mayor of Portage and several Indiana state representatives. Additionally, we have met with leaders in
the Valparaiso University community, including the provost of the university and the chair of the School of
Education. As the arts will be a critical component of our school experience, we also plan to meet with
local arts organizations, such as the Chicago Street Theater, to discuss avenues for collaboration. Our
purpose in all these encounters has been to educate various constituencies about the opportunities
provided by a classical liberal arts education and to demonstrate the value of having such an educational
option within the region. The response from families that we have had conversations with has been
overwhelmingly positive and supportive. A sign of the enthusiasm for classical education is evident in the
classical co-op that directors on our board have formed, involving families in a weekly after-school
parent-led educational experience, based upon a classical curriculum. Our intention is to grow the
classical co-op into a large scale network in the year leading up to the opening of SSCA, familiarizing
students and families with the classical model through direct participation, while creating a robust base of
support and a means to promote the school more broadly. Education Plan/School Design South Shore Classical Academy will provide a rigorous educational program, grounded in the humanities,
the sciences and the arts. We will employ research-based curricula and programs that have achieved great
success, including the Core Knowledge Sequence (a grade-by-grade core curriculum of common
learning); Riggs Institute’s The Writing & Spelling Road to Reading & Thinking, for instruction in phonics,
reading and the language arts with enhancement provided by Access Literacy LLC; and Singapore Math (a
conceptual approach to mathematical skill and problem solving). Instruction will emphasize the Socratic
method, which fosters communication skills, independent thinking, and critical analysis. Where these
approaches have been employed, as is the case with most Barney Initiative schools, they have proven
demonstrably effective for all students, including English Language Learners (ELL) and those with special
needs, which accords with the desire of SSCA to provide excellence in education for all learners. In addition to our vibrant curriculum and innovative pedagogy, there are several features which will
distinguish SSCA from other schools in the area. Students will study Latin starting in the 6th grade into
high school, which improves reading comprehension and vocabulary. Our classes will focus on primary
texts, literary, historical and philosophical, which teach students how to read closely and analyze deeply,
while familiarizing them with important cultural achievements. We will also focus on the classical virtues
as a way of ordering and evaluating one’s life. These virtues, integrated throughout the curriculum and at
all levels, will form a code of conduct and a set of expectations that will emanate throughout the school.
The ongoing study of subjects within the classical tradition will engender in our students a desire for
achievement, respect for others, commitment to ethical principles, and a love of learning that will serve
them throughout their life. It will also produce citizens who are attentive to their responsibilities to the
community and active participants in civic life. SOUTH SHORE CLASSICAL ACADEMY 3​ | 45 SOUTH SHORE CLASSICAL ACADEMY Vision for Growth South Shore Classical Academy will open with grades K-10, with up to 54 students at each grade level. We
believe that it will strengthen our prospects for success by opening at least one grade at the high school
level; there is an acute need in our area for a high school that will purposefully prepare students for
success in college, a need that has been strongly voiced by members of our community. We believe that
beginning with 10th grade and adding a grade level each year will give the community the confidence that
our project is taking the desires of the community seriously, and that seeing the high school in operation
from the start, many families will be eager to enroll their students in the lower grades to place them in the
stream for the high school years. Thus in year 2 we will offer K-11 and in year 3 we will offer K-12. Our
current evidence suggests strong demand at every grade level, so we are building into our financial models
not only extending the offerings by a grade level each year, but also providing two classes in the early
grades. As a point of reference for potential growth, it should be noted that Hillsdale-affiliated schools
have expanded at such a dramatic rate that there are over 4700 (4779) students on the waitlists of the
thirteen schools currently running, and that all thirteen schools are at their enrollment targets and have
waiting lists. Leadership and Governance South Shore Classical Academy will consult with Hillsdale College’s Barney Charter School Initiative while
creating and implementing the school’s academic program. It will also work with Indiana Charters, which
will provide contract services for office and administrative needs. There are currently (thirteen) classical
schools affiliated with the rapidly expanding Barney Charter network serving 6300 students across seven
states. In accord with the mission of the Barney Charter School Initiative, Hillsdale College works with
founding boards of local parents and citizens to provide access to classical liberal arts education. Each
school, however, is independently governed and operated. The founding board directors of South Shore Classical Academy are a committed, diverse assembly of
professionals, parents and citizens, with a variety of skills and talents. This group includes the dean of an
honors college, an attorney and political lobbyist, a professor of history (whose family founded a classical
school in Kansas), an educator with experience in classical education, a health professional, and a
character-education publisher and nonprofit executive and consultant. The board is devoted to the
mission of South Shore Classical Academy, believing intensely in the value of classical education for the
benefit of each individual student and for society as a whole. The governance structure of SSCA will be composed of a board of directors and other standing
committees that will have set duties and responsibilities as outlined by the by-laws. The standing
committees may include, but not be limited to, a finance committee, a building committee, and an
education committee. Other responsibilities of the board will include the hiring of the Headmaster, final
approval of the budget, the development of school policies, and dismissals and election of board directors
and corporate officers. FOUNDING GROUP & SCHOOL LEADERSHIP Founding Group Membership SOUTH SHORE CLASSICAL ACADEMY 4​ | 45 SOUTH SHORE CLASSICAL ACADEMY The following individuals are on the South Shore Classical Academy’s Founding Board of Directors: Dr. Peter Kanelos, Dean, Christ College—The Honors College of Valparaiso University Dr. Robert Elder, Professor of History, Valparaiso University Dan Granquist, Esq., Corporate Legal Management Professional Kristal Chenault, Classical Educator and Family and Community School Specialist Elias Crim, Civic Entrepreneur, Publisher and Character Education Specialist Diana Gonzalez, Educator, Healthcare Professional The following individuals will play an important role in South Shore Classical Academy: Phil Kilgore, Director of the Barney Charter School Initiative, Hillsdale College Rebecca Fleming, Associate Director of the Barney Charter School Initiative Kevin L. Davis, CEO, Indiana Charters See​ Attachment 1 ​for Founding Board Director Résumés. South Shore Classical Academy has specifically partnered with Hillsdale College and the Barney Charter
School Initiative. The Barney Charter School Initiative is a project of Hillsdale College devoted to the
education of young Americans. Through this initiative, the college supports the launch of classical charter
schools. These schools will train the minds and improve the hearts of young people through a rigorous,
classical education in the liberal arts and sciences, with instruction in the principles of moral character
and civic virtue. To advance the founding of classical charter schools, Hillsdale College works with school
founding groups of parents and local citizens who care deeply about education, who plan to apply for a
charter, and who are interested in an association with Hillsdale. A charter school fortunate to receive assistance from Hillsdale College is not charged a fee. Instead, in
fulfilling its own mission, at no cost to the charter, the Barney Charter School Initiative offers guidance
from professors and resources and guidance on the development and operation of a school’s academic
program, policies, curriculum and teaching practices, consistent with the terms and conditions of the
school’s approved charter application. Hillsdale also assists with the search and appointment of a
Headmaster. In all instances, the terms and conditions of the school’s approved charter application shall
control all decisions. Hillsdale College may offer advice with respect to strategies for the operation of the
school, such as improving the performance of students. However, the decision whether to implement any
particular strategy will be made solely by the school. There is no partnership, employer-employee
relationship, agency relationship or any relationship implying control over the school, the governance of
the school, or the operations of the school. All decisions with respect to the curriculum and teaching
materials of the school are made by the school and consistent with applicable laws and regulations, and
the approved charter application. Hillsdale provides teacher education seminars, a Principal Boot Camp
and other professional development. Hillsdale provides a model and does not replicate schools. Hillsdale
is currently assisting thirteen classical charter schools in the United States (2 in Georgia, 2 in Florida,
Arkansas, Nevada, 5 in Texas, New Mexico, Colorado) that have finished their first, second, third or fourth
year of operation. Five of the schools opened K-10, while the others opened K-5 (due to facility constraint),
K-6 or K-8. All are at full capacity with waiting lists, and are fiscally sound. Hillsdale is working with several
additional groups in various stages of seeking a charter, including the board of South Shore Classical
Academy. South Shore Classical Academy has also chosen to partner with a unique service provider, Indiana
Charters LLC, to provide back-office and support services as well as operational knowledge, experience,
SOUTH SHORE CLASSICAL ACADEMY 5​ | 45 SOUTH SHORE CLASSICAL ACADEMY and expertise. The Indiana Charters/SSCA team will provide extensive services and support through the
first year of operation. These services transition gradually through a teaching and mentoring phase that
will prepare the SSCA staff to operate independently after the third year of operation. Background ​
The founding group of South Shore Classical Academy originally convened with an avid and mutual
interest in establishing a classical liberal arts charter school to serve the communities of Northwest
Indiana. This area has tremendous socio-economic and cultural diversity, and the founders agree that
classical liberal arts charter school will provide a tremendous opportunity for young people to expand
their educational horizons and increase their opportunities for success. Given the proven track record of
classical liberal arts schools in other areas, we are convinced that South Shore Classical Academy will
prepare students for college and beyond; moreover, our commitment to public access has led us to
conclude that the charter school model will allow open and full participation from families of all
backgrounds. Our confidence in the classical liberal arts model comes from direct experience: one of our
founders comes from a family that started a classical school, another served as a teacher in a classical
school, a third is a dean of a liberal arts honors college, and a fourth is publisher and community activist
focused on character education. We have added to our group an attorney with extensive experience in
corporate management and an educator with deep experience in our community schools. As a whole, the
founding group is deeply connected to local communities, working in areas of civic engagement,
education, community development, and political advocacy. Sharing an affinity for the efficacy of classical
liberal arts education and a commitment to open access for diverse students and families, the founding
group of South Shore Classical Academy began meeting regularly in the fall of 2015. School Leader and Leadership Team The South Shore Classical Academy founding board will begin its search for a Headmaster candidate upon
approval of our charter application. Additional information regarding a potential candidate is provided in
Attachment 2. Our goal is to have a Headmaster in place by February, 2017. We will be assisted in this
process by Hillsdale College and the Barney Charter School Initiative. This initiative assists classical charter
schools in finding suitable leaders. This initiative was specifically chosen for multiple reasons, one of
which is to ensure that candidates have a solid understanding of classical education and a dedication to
the liberal arts and the teaching of civics. Preferred candidates will have at least a master’s degree, teaching experience at the K-12 or college level, a
record of leadership, and demonstrated abilities in speaking and writing. Our Headmaster, accountable to
the governing board, will coordinate the hiring of teachers and staff, the implementation of classical liberal
arts and civic-minded curriculum, the establishment of a studious and decorous school culture, the
maintenance of a healthy enrollment, and the pursuit of financial integrity. In addition, he/she will work to
foster an understanding of liberal arts education and the virtues of school choice among parents and the
SOUTH SHORE CLASSICAL ACADEMY 6​ | 45 SOUTH SHORE CLASSICAL ACADEMY larger community. In all of his/her work, the Headmaster will draw upon the advice and experience of
Hillsdale College faculty involved in the charter school initiative. See ​Attachment 2​ for a complete job description and timeline for hiring the Headmaster. Until a Headmaster is hired, the founding board will lead the development of the school. Once a
Headmaster has been selected, the Headmaster will take a leading role in school development, with the
board serving in its normal governance capacity. The board will work on a volunteer basis, while the
Headmaster will be compensated out of the school budget. The Assistant Headmaster and all other faculty and staff will be hired by the Headmaster. Candidates will
be drawn from graduates of liberal arts colleges, from teachers at existing schools, and from those
transitioning into the teaching profession from other careers. The Headmaster will begin hiring the
remaining staff by spring 2017. Like the Headmaster, teachers, and other staff will be drawn from those
supportive of and knowledgeable about the classical liberal arts tradition. See ​Attachment 3​ for a complete job description for Assistant Headmaster. EDUCATION PLAN Curriculum and Instructional Design South Shore Classical Academy (SSCA) will offer an innovative curriculum that employs time-tested
educational techniques and classic texts to train students’ minds and cultivate their characters. SSCA’s
curriculum will be delivered in a classroom-based, teacher-directed learning environment, and will align
with and exceed both Common Core and Indiana standards. In its first year, South Shore will offer grades
K-10 with a target enrollment of approximately 54 students per grade in kindergarten through fifth grades,
and 27 students per grade in sixth through tenth grades. Classical education today represents a distinctive approach to learning, but its roots reach back more than
two thousand years to the thought and ideas of ancient Greece about how to govern both society and
oneself, and how to live a good life. For most of the history of western civilization from ancient Rome until
the Enlightenment, a classical education of some kind was considered essential for rulers and governing
elites who would need to exercise authority with wisdom and virtue. Many of the American founders
were classically educated, and in the new United States the classical model was applied more broadly than
ever before in the belief that a democratic republic required not only virtuous leaders, but also virtuous
citizens. Classical education has fueled some of the most remarkable periods of human flourishing in
western history, including the Renaissance, while classically educated individuals such as Galileo, Isaac
SOUTH SHORE CLASSICAL ACADEMY 7​ | 45 SOUTH SHORE CLASSICAL ACADEMY Newton, Shakespeare, Thomas Jefferson, and John Adams have made lasting contributions that continue
1
to shape our country and world today. Classical education diverges from most contemporary educational models in both its content and its
understanding of the educational process. The classical model focuses on foundational texts and ideas
from both the ancient and modern eras with the goal of instilling cultural literacy and promoting
excellence and virtue by exposing students to examples of human achievement from other eras. Students
encounter authors such as Dante, William Shakespeare, Leo Tolstoy, and Jane Austen. They read
philosophers like Plato, Aristotle, and St. Augustine; and they grapple with political thinkers like
Machiavelli, John Locke, and Thomas Jefferson. Classical education uses history as its organizing principle,
moving in four-year cycles through ancient, medieval, early modern, and modern history. Students study
complementary topics across subject areas. For example, when students study ancient Greece, they
concurrently study ancient Greek art, music, and literature. Whenever possible, students read primary
sources, rather than textbooks. As students progress through the curriculum, they are able to build from a
broader to a deeper understanding of history, work with more sophisticated texts, and develop a clearer
concept of how ideas have unfolded over time. The study of Latin is also a cornerstone of classical education, as it once was of education throughout the
United States. In addition to having been the international language of scholarship, science, and commerce
in the ancient, medieval, and early modern worlds, Latin is also predecessor and thus a valuable
foundation for studying many modern languages such as Spanish, French, and Italian. Latin also remains in
wide use in many modern technical lexicons, including the medical and scientific fields. For these reasons,
Latin is currently enjoying a newfound popularity across the educational landscape, but it has always been
2
a central part of classical education. Classical education is built around the insight that knowledge builds on knowledge, and that students must
master a body of knowledge before they can use it. To this end, classical education employs a three-part
process of training the mind that corresponds to the stages of a child’s development. The first years of
school are spent absorbing, memorizing, and mastering facts, laying a foundation that can be built upon as
students progress. In the middle grades, students learn to connect these facts and place them into systems
of knowledge. In the upper grades, students learn to express themselves and utilize this knowledge in
practice. This three-part process is usually known within classical education as the “trivium,”
encompassing the grammar, logic, and rhetoric stages of learning. The “grammar stage” is spent absorbing the foundation of a subject or the collection of its parts and the
mechanics of how they work. Grammar, as the term is used in classical education, has a more expansive
meaning than we usually associate with it today. In the past, elementary schools were referred to as
“grammar” schools because they provided students a foundation in the “basics.” During the grammar stage,
specific literacy skills such as explicit phonics, the elements of grammar, and rules of spelling are
intensively taught. Science is based on an understanding of key concepts, as well as learning to use the
scientific method as a grammar for scientific thinking. Latin is introduced and taught alongside English so
that students learn the structural underpinnings of the language, which expands the student’s vocabulary
and aids reading comprehension. The “logic stage” involves understanding the relationship of facts to each other, and the organization of the
parts into a whole. Students revisit what they have learned in the grammar stage and begin to develop
analytical skills by connecting themes, ideas, and causes into systems of knowledge (for instance,
diagramming a sentence or analyzing an argument). The primary pedagogical style in this stage is logic or
dialectic. In this method of instruction, answers emerge from the exchange of logical arguments. There is a
For one view of the influence of classical thought on the American founding generation, see J.G.A. Pocock, ​The Machiavellian Moment: Florentine Political Thought and the Atlantic Republican Tradition (Princeton University Press, 2003). 2
See ​“A Dead Language That’s Very Much Alive,” New York Times, October 6, 2008​. 1
SOUTH SHORE CLASSICAL ACADEMY 8​ | 45 SOUTH SHORE CLASSICAL ACADEMY focus on higher-level thinking and communication skills. This method takes students to the highest level
of thinking through examination of pertinent primary-source documents. The final phase of a classical education, the “rhetoric stage,” builds on the first two. At this point, students
put what they’ve learned into practice, beginning to create, perform, solve problems, carry out
experiments, and write and speak with force and originality. Students of rhetoric apply the rules of logic
learned in middle school to the foundational information learned in the early grades and express their
conclusions in clear, forceful, and elegant language with the goal of persuasive, effective communication. Classical education’s three-stage approach to education is strongly echoed by modern cognitivist learning
theories. These theories suggest that children generate knowledge and meaning through sequential
development of their cognitive abilities, such as the mental processes of recognition, recall, analysis,
reflection, application, creativity, understanding, and evaluation. The cognitivists (e.g., Piaget, Bruner,
Vygotsky) argued that the learner requires scaffolding to develop schema and integrate knowledge from
both people and the environment. This theoretical school describes early phases of learning where the
learner solves well-defined problems through a series of stages. One of the most famous cognitivists, Jean
Piaget, described childhood development in stages (preoperational, concrete operational, and formal
operational) which closely correspond to classical education’s grammar, logic, and rhetoric stages,
described above. Since classical education has been successful in the past, it is not surprising that it continues to be
successful today in both private and public school environments. Examples of its success can be found
both across the United States and nearby Northwest Indiana. Ridgeview Classical School in Fort Collins,
Colorado, is a K-12 charter school that uses the same model and curriculum that SSCA will employ. In
2013, the school was ranked 103​rd​ in the nation by U.S. News and World Report​.​Decatur Classical School in
Chicago is a K-6 school that is part of the Chicago Public School system (i.e. not a charter school). In 2014,
99% of its students met or exceeded the requirements of the Illinois Standard Achievement Test, a feat
3
matched by only eight other schools in the state. ​ Students at classical schools regularly outperform
national averages on standardized tests such as the SAT. In 2012, according to one association’s survey,
students enrolled in classical schools nationwide averaged 621 in reading, 606 in writing and 597 in math
4
on the SAT. South Shore Classical Academy will employ a variety of instructional strategies embedded in its
curriculum in order to reach a broad array of learning styles. These strategies include: Multisensory​. The Riggs program (see below in “Curriculum” section) is based upon visual, auditory, and
kinesthetic approaches. For example, when students are learning letters and sounds, they will see the
symbols and hear the teacher say the sounds; they repeat or say the sounds and write the symbols from
dictated, oral instructions. Students also learn syllabification, oral vocabulary, and comprehension. The
written language component aligns with the reading component as students learn spelling, cursive writing,
creative writing, spacing, margins, orthography rules, vocabulary grammar, syntax, punctuation, and
capitalization. Riggs is a comprehensive program where reading and written language are taught in ways
that reinforce each other. This program emphasizes strategies that are very effective with all students,
including students experiencing learning difficulties. Riggs is based upon a model developed by Samuel
3
4
​http://schools.chicagotribune.com/school/decatur­classical­elementary­school_chicago ​“Classical Schools Put Plato Over iPad,” CNN Schools of Thought Blog, June 21, 2013​. SOUTH SHORE CLASSICAL ACADEMY 9​ | 45 SOUTH SHORE CLASSICAL ACADEMY Orton (Orton-Gillingham) to teach students with dyslexia and other reading disabilities, and teaches both
skills in a comprehensive and integrated manner so that reading and written language skills are being
reinforced. Sequential​. The Core Knowledge Sequence (see below in “Curriculum” section) presents a grade-by-grade
specification of topics and texts that are built upon prior knowledge, or what students already know.
According to the Core Knowledge Foundation, Core Knowledge “provides a carefully sequenced set of
skills and content with an emphasis on the knowledge that is most useful and productive for children
living in American society today.” While a typical state standard might offer the following as a unit
objective: ​
It
does not identify which events, which people, or which symbols. By contrast, the Core Knowledge
Sequence specifies all the important components that address “What do our children need to know?” at
each grade level, connecting and building on prior skills and knowledge as students progress. This
sequential method provides coherence and consistency in what students are learning from grade to grade.
5
Teacher-Centered​. A teacher-centered approach consists of structured, guided, and independent
practices. Ideas and practices are introduced in an order carefully developed to avoid confusion and to
facilitate generalization. All skills are taught so that nothing is “left to chance.” A teacher-driven approach is
used to help students gain the basic reading, writing, and math skills they will need before proceeding to
the more advanced curriculum. Students remain focused and on task. With a teacher-centered,
knowledge-driven approach, we will expect to see results similar to those where direct instruction is used.
In recent studies done in urban schools that had high percentages of minority and low socioeconomic
students, the percentage of students reading below grade level declined, while that of students reading
above grade level increased. Similar results occurred in math. The largest gains, however, were with the
limited–English proficient learners (Source: ​
, Snowman/Biehler, 11th
Edition, 2006). Socratic Method/Seminar​. Still widely employed throughout higher education, the Socratic Method
assumes that knowledge emerges in community through reasoned dialogue with others. In this method, a
teacher directs questions to students about a particular problem, argument, or text, with the goal of
deepening their understandings, solidifying their knowledge, and developing critical thinking skills. A
teacher might give the students a primary source document to read and then, through questioning, help
them reach, articulate, and defend an understanding of the text and its meaning. Learning to argue and
communicate respectfully and effectively will serve students well in college and in life. Scaffolded Learning​. The purpose of scaffolded instruction is to provide teacher support to students who
are having difficulty learning a new concept or skill. For example, a teacher may demonstrate or model a
concept or skill to a student in addition to giving verbal or visual instructions. Core Knowledge, Riggs
(explicit phonics), and Singapore Math (see below in “Curriculum” section) were selected because these
programs are designed to build foundations of knowledge in the elementary years. Because children learn
by building on what they already know, this curriculum will benefit students with varying learning
abilities. Emphasizing foundational skills and rich content, teachers can not only effectively bring students
with academic problems up to grade level but also strengthen the knowledge base and challenge the
academic potential of every student at grade level. English Language Learners (ELL) will benefit from
Singapore Math’s clear and simple explanations of math concepts as well as the program’s detailed
instruction, questions, problem solving, and visual and hands-on aids (blocks, cards, and bar charts). The
Riggs Method is a time-tested, multisensory, brain-based approach that addresses virtually every student’s
learning style. Riggs is appropriate for teaching all students the explicit phonics, reading, and language arts
they must learn in order to succeed. Riggs provides a strong foundation for students who exhibit academic
5
​http://www.coreknowledge.org/parents SOUTH SHORE CLASSICAL ACADEMY 10​ | 45 SOUTH SHORE CLASSICAL ACADEMY progress and will be an effective remedial program for students with academic challenges. We believe one
of the best forms of remediation is through a solid phonics program. See ​Attachment 4​ for an overview of planned curriculum, including course scope and sequence by
subject for each grade level and alignment with Common Core standards. South Shore Classical Academy has adopted the ​Core Knowledge Sequence​ for its K-8 curriculum. The
Core Knowledge Sequence was developed by E.D. Hirsch, Jr, and is used today in a wide variety of public,
6
public charter, and private schools across the United States. ​ According to Hirsch, people must not only
use the same language to communicate effectively and to understand complex ideas, they must possess a
reservoir of common facts, ideas, and references known to all in the culture. Hirsch stresses that “cultural
literacy” is vital to comprehend the vast areas of human knowledge necessary for our political, economic,
social, and moral well-being. Core Knowledge is based on the premise that a grade-by-grade core curriculum of common learning
builds a strong and sound education. This coherent sequence is based on the theory that what children
can learn is dependent upon what they already know. Identification of the content and skills provides a
coherent approach to building knowledge across all grade levels. By following the sequence, every child
will learn the fundamentals of science, the basic principles of government, the important events of world
and American history, the essential elements of mathematics, the masterpieces of art and music from
around the world, and stories and poems passed down from generation to generation. Knowledge,
language, and skills build cumulatively from year to year through Core Knowledge’s sequential, clear, and
specific grade-by-grade outline. Literacy is the goal, and students are provided a strong foundation in
reading through the teaching of “explicit” phonics. Beginning in kindergarten, teachers read to their
students from the best sources — classical literature. When students are able to read independently, their
books are the classics. With this approach, teaching of the virtues is intentional and intertwined with
discussions of the classics. Riggs Institutes’ reading program​, ​
, is a brain-based
approach with multisensory instruction that addresses all learning styles. Riggs began with Dr. Samuel
Orton, a neuroscientist who researched the functioning of the human brain in learning language skills. In
collaboration with teachers, he combined his multisensory techniques with classical and Socratic
instructional approaches to teaching. Riggs is an “explicit” phonics approach as defined and recommended
in a Federal Compilation of Reading Research: ​
, 1985. Beyond phonics and
for reading, students also learn syllabification, oral vocabulary, and comprehension. For composition,
students learn spelling, cursive writing, creative writing, spacing, margins, listening skills, orthography
rules, vocabulary, grammar, syntax, punctuation, and capitalization. Riggs uses a complete and
comprehensive method to teach language arts skills—roots, prefixes, suffixes, homophones and
homographs, antonyms, synonyms, and graphic organizers. They recommend vocabulary-rich literature,
such as the classics, and are proponents of high expectations. (Source: The Riggs Institute) For grades K-7, math will be taught using the Standards edition of ​Singapore Math​. Singapore is the world
leader in mathematics achievement, according to a study conducted by the American Institutes for
Research and funded by the U.S. Department of Education (“What the United States Can Learn from
Singapore’s World-Class Mathematics System”). Singapore students ranked first, while U.S. students
ranked 16th in mathematical achievement (Source: April 24, 2011, American Institutes for Research). 6
​http://www.coreknowledge.org/mimik/mimik_live_data/view.php?id=1833&record_id=101 SOUTH SHORE CLASSICAL ACADEMY 11​ | 45 SOUTH SHORE CLASSICAL ACADEMY Singapore Math was developed in 1981 by the Curriculum Planning and Development Institute of
Singapore. Educators in the United States began implementing Singapore Math in 2000. Topics are taught
to a mastery level with detail and consistency, and the textbooks are designed to build a deeper
understanding of mathematical concepts as opposed to just definitions and formulas. Professional
development accompanies Singapore programs so teachers are better prepared to facilitate lessons.
Singapore Math has a consistent emphasis on problem solving and model drawing, with a focus on
in-depth understanding of the essential math skills recommended in the National Council of Teachers of
Mathematics Curriculum Focal Points, the National Mathematics Advisory Panel. (Source:
http://www.singaporemath.com- Singapore Math Method). Students using Singapore Math learn math
concepts thoroughly, but they also master essential math skills more quickly, and it has been reported that
by the end of sixth grade, students have mastered multiplication and division of fractions and are able to
complete difficult multistep word problems comfortably, ensuring they are well prepared to complete
Algebra 1 in middle school. (Source: John Hoven and Barry Garelick, “Singapore Math: Simple or Complex?”
65:3, November 2007) The Singapore Primary Mathematics series is time-tested and has a documented history of success.
Studies were conducted in 1995, 1999, and 2003 by the International Association for Evaluation of
Educational Achievement (Trends in International Mathematics and Science Study), which conducts
studies to measure math and science achievement in four-year cycles. Results of these studies showed
that Singapore’s 4th and 8th grade students scored the higher than other students in all three years the
study was administered. By the end of middle school, students at SSCA will begin to move into the more specialized curriculum
that will occupy their high school years. In 9th​
​ grade, students will return to an in-depth study of
Greco-Roman literature and history alongside their third year of Latin, while also studying Biology and
Geometry (see ​Attachment 4​). Pupil Performance Standards Students at South Shore Classical Academy will be encouraged, enabled, and expected to maintain high
academic standards. The goal of classical education is to help students master the subjects they study
through a rigorous and systematic approach that assures they have the foundational knowledge they need
to succeed at the next grade level and beyond. Because of this, students at every level of the school will
have to achieve proficiency at their appropriate curricular level before they proceed. The school will also
meet or exceed all Indiana and Common Core standards. See​ Attachments 4 and 6. Not applicable. SOUTH SHORE CLASSICAL ACADEMY 12​ | 45 SOUTH SHORE CLASSICAL ACADEMY A student may be promoted on the basis of academic achievement and/or demonstrated proficiency in
the subject matter of each grade level. To earn credit in a course, a student must receive a grade of at least
70 percent and must successfully complete all assigned coursework. In addition, at certain grade levels, a
student—with limited exceptions—will be required to pass the state-mandated assessment tests. Promotion criteria will be explained to parents at the orientation meeting as well as in the student/parent
handbook distributed to all families at the beginning of the school year. Academic achievement and
promotion will be reported to parents via report cards, which will be disseminated every six weeks. The
final report card of the academic year will notify parents that their students have been promoted to the
next grade level. See ​Attachment 6​ for the school’s exit standards for graduating students in each division of the school. High School Graduation Requirements Grade-level advancement for students in grades 9-12 shall be earned by course credits. In order to
advance from grade 9 to grade 10, a student must have earned a minimum of twelve (12) credits. A
minimum of twenty-four (24) credits is required to reach grade 11, and at least thirty-six (36) credits must
be earned for a student to be assigned to grade 12. To graduate, students must complete forty-eight (48)
credits in accordance with specific course requirements. See A
​ ttachment 6​ for a complete table of
required credits for graduation and specific course requirements. The education students receive at South Shore Classical Academy will enable them to succeed in college.
Even more importantly, it will also prepare them to live a good life. One 2011 survey of students graduating
7
from classical schools across the nation showed that 98.3% went on to attend college. ​ Students that
proceed through the entire curriculum at SSCA will have not only the requisite knowledge base to succeed
in college, but also the crucial habits of study and self-discipline that help to predict and ensure success in
an independent environment. Subjects like Latin prepare students to analyze other languages and to think
analytically, while the use of the Socratic Method provides a model for thinking through difficult problems
or issues in discussion with others. Furthermore, classical education’s emphasis on rhetoric, or being able
to speak and write persuasively, will serve students well in college, where they will be expected to
contribute to class discussions and write argumentative essays and research papers that are part of many
college courses. Clear communication and an environment in which students, parents, and school staff share a common
set of expectations (see School Culture section) will form the foundation of South Shore Classical
Academy’s approach to students who are at risk of dropping out of high school or not meeting graduation
requirements. Parents will be notified at the first sign of a problem with their student’s academic work. By
addressing the problem early, parents, teachers, and the student can work together to address a student’s
7
​“Classical Schools Put Plato Over iPad,” CNN Schools of Thought Blog, June 21, 2013​. SOUTH SHORE CLASSICAL ACADEMY 13​ | 45 SOUTH SHORE CLASSICAL ACADEMY problems and return them to a successful learning environment. Teachers who have concerns about a
student will contact parents by phone or email to set up a meeting. In addition, parents will have online
access to student assignment completion records and grades.
School Calendar and Schedule See ​Attachment 7 ​for the proposed school calendar and schedule of classes. For grades K-6, each school day will consist of 3.83 hours or 230 minutes of instruction in ​core subjects​.
50 minutes each for mathematics, science, and history. 85 minutes for Language Arts. The extra 35
minutes will allow necessary extra time for explicit grammar instruction. For grades 7-9, each school day will consist of 3.3 hours or 200 minutes of instruction in core subjects.
Mathematics, science, history and literature each will be given a 50-minute block. The school day starts at 8:00 a.m. and ends at 3:30 for all students, K-9. The extended day will allow for
SSCA to offer distinctives such as Latin as well as allow time for meaningful virtue and character
development. For grades K-6, each school day will consist of a minimum of 6.1 hours or 370 minutes of instruction. The
amount of instructional time will be 30.5 hours or 1,850 minutes per week. For grades 7-9, each school day
will consist of a minimum of 6 hours or 365 minutes of instruction. The amount of instructional time will
be 30 hours or 1,825 minutes per week. See ​Attachment 7​ for a sample daily and weekly schedule. School Culture . The culture of South Shore Classical Academy will cultivate and nurture an environment in which
students are encouraged to be intellectually curious and challenged to be academically excellent and
morally virtuous. Igniting intellectual curiosity will enable students to learn for joy and mastery. South
Shore Classical Academy will foster an environment in which students are encouraged to form well
considered opinions, thoughtful arguments, exchange ideas and confidently articulate their understanding
of any subject matter. Students will be immersed in habit formation by practicing, modeling and being
conscious of the four traditional character virtues: prudence, temperance, justice, and fortitude, as they
are expressed in daily life. Prudence is having sound judgment and making sound choices; being
thoughtful. Temperance is moderation in action, thought, or feeling; acting the right way at the right time.
Justice means treating others with respect and taking responsibility for their well-being; fairness. Fortitude
is having the courage to face challenges and obstacles; persevering when things get tough. These virtues
will be woven in all aspects of school life, from classroom instruction to procedures to behavior
expectations and even traditions yet to be. SOUTH SHORE CLASSICAL ACADEMY 14​ | 45 SOUTH SHORE CLASSICAL ACADEMY All aspects of South Shore Classical Academy will be carefully considered through intentional planning
and implementation of our content rich-curriculum and character and intellectual virtue education.
Intellectual curiosity will be built upon daily by students being exposed to great books, great ideas, great
art, great composers, and all that a classical education environment encompasses. Such exposure lends
itself to thoughtful discussions and synthesizing of ideas. From the first day of school, it will be evident that
the ethos of South Shore Classical Academy will be different. From the physical décor of something useful
and something beautiful displayed in the hallways and classrooms, to the interaction between students
and all who enter the doors of South Shore Classical Academy. We will intentionally implement positive
schoolwide rules/habits that will compliment and further emphasize our core virtues. For example, our
schoolwide rules which will be referred to as Habits of Good Students are: Be Ready, Be Attentive, Be
Cooperative, Be Courteous and, and Be Obedient. Be Ready and Be Attentive reinforce the virtue of
prudence. Students will be taught and shown that to be ready and attentive they will focus on: effort,
neatness, organization, follow through on assignments, and listening carefully. Be cooperative, be
courteous and be obedient reinforce the virtue of temperance. Students will be taught and shown that
being cooperative, courteous and obedient will focus on: respect for authority, following directions,
self-control, class participation, and diligence. Teachers will attend the teacher training conferences
provided by Barney Charter School Initiative. Teachers will also receive ongoing professional development
to generate meaningful ways to infuse habit formation into daily life at South Shore Classical Academy. From administration to teachers to support staff, we, as educational and transformational leaders, will
strive to model intellectual and principled living for our school community through our daily activities and
interactions with one another. South Shore Classical Academy will adopt a community covenant in which
staff and students, along with their parents/caregiver, will sign. This covenant will succinctly convey what
it means to model virtuous behavior. It will include expectations of staff, students, and parents. SSCA is committed to providing content rich classical instruction and will thoughtfully provide
appropriate supplemental services to students with special needs, students receiving special education
services, English Language Learners, and any students at risk of academic failure. Our staff will work
closely with parents to ensure these needs are addressed. In keeping with our culture of virtue, we will
employ best methods within the framework of our classical curriculum to ensure that all students learn
with mastery being the goal. SOUTH SHORE CLASSICAL ACADEMY 15​ | 45 SOUTH SHORE CLASSICAL ACADEMY SOUTH SHORE CLASSICAL ACADEMY 16​ | 45 SOUTH SHORE CLASSICAL ACADEMY Supplemental Programming At this time, South Shore Classical Academy will not offer a summer school program. Given there is interest, South Shore Classical Academy will consider offering soccer, cross country, and
basketball as the local sports season dictates. Coaching will be provided by volunteers. South Shore
Classical Academy will also consider offering band or orchestra if a qualified volunteer is secured. South Shore Classical Academy advocates the teaching of the classical virtues using traditional methods.
Only through teaching and practicing the virtues of prudence, temperance, justice and fortitude do we
prepare our children for a life well lived. We agree with Aristotle’s dictum that one becomes virtuous by
practicing the virtues. To this end, teaching and modeling the four traditional character virtues will
address student mental, emotional, and social development and health. Should the need arise outside of
the virtue education, the Headmaster and/or Assistant Headmaster will assist families to seek services for
troubled students. In the tradition of many classical schools, South Shore Classical Academy will implement a House system.
This House system will form the basis for fostering school loyalty, identity, camaraderie and healthy
competition within the school community across all ages and grades. Houses function as a nexus that
connects the various elements of South Shore Classical Academy’s social school life and scholarship.
Within the House system, South Shore Classical Academy’s integral virtue education will provide the basis
for who we are and what we do. A house system serves to provide a motivating school climate that
promotes student achievement and builds bonds across age group as students strive to succeed both
SOUTH SHORE CLASSICAL ACADEMY 17​ | 45 SOUTH SHORE CLASSICAL ACADEMY individually and as a team. “Historically, house systems were developed as a program where students earn
merit points in competition with other “house” groups within the school. House systems originated in
early British boarding schools and the tradition continues at many Ivy League Colleges in America. These
systems continue to exist today in boarding schools both locally and abroad. More classical schools are
beginning to develop these house systems due to the innumerable benefits they provide to the students
socially and academically. “Houses” are inter-school teams that work together and compete against one
another in academics, athletics, service projects, arts, and other activities that all strive together towards
one title, House of the Year. Houses provided opportunities for student growth through leadership,
mentoring, competition, and social interaction. They also strengthen camaraderie among students,
providing a platform for a more fun and enriching school environment. Although competitive in nature,
the house system builds team spirit and common bonds between the students. There are many
opportunities for students to build one another up with encouragement as they achieve merits together.
Students learn to support one another and to lend help when someone on their team is struggling, no
matter their age or ability level. They also learn to cheer on fellow teammates in order to encourage
success.” (paratusclassicalacademy.org) Special Populations and At-Risk Students SSCA is committed to providing high-quality instruction and appropriate supplemental services to
students with Individualized Education Programs, students with Section 504 plans, English Language
Learners, and students at risk of academic failure or dropping out. Accordingly, SSCA will implement a
comprehensive assessment to identify any students with these needs and serve them appropriately. SSCA’s commitment to students with special needs will accordingly be addressed by the implementation
of a comprehensive assessment to identify any students with disabilities. For those identified for
additional intervention, an Individualized Education Program (IEP) will be developed to oversee services.
The IEP (34 CFR §300.320-300-324) will include the following: i.
​A statement of the child’s present levels of educational performance and how the child’s
disability affects the child’s involvement and progress in the general curriculum; ii.​
​A
statement of measurable annual goals, including benchmarks or short-term objectives; iii.
​A statement of the special education and related services and supplementary aids and
services to be provided to the child; iv.
​An explanation of the extent, if any, to which the child will not participate with
non-disabled children in the regular class and in other activities; v.
​A statement of any individual modifications in the administrations of State or district-wide
assessments of student achievement that are needed in order for the child to participate in the
assessment; SOUTH SHORE CLASSICAL ACADEMY 18​ | 45 SOUTH SHORE CLASSICAL ACADEMY vi.
​The projected date for the beginning of the services and modifications identified and the
anticipated frequency, location, and duration of those services and modifications; and ​vii.
​A statement of how progress toward annual goals will be measured and how the parents
will be regularly informed, at least as often as parents of the non-disabled students, of their child’s
progress toward the annual goals and the extent to which that progress is sufficient to enable the child to
achieve the goals by the end of the year. SSCA will provide special education and related services to any child with a disability in accordance with
the child’s IEP and will make a good-faith effort to assist the child to achieve the goals and objectives or
benchmarks listed in the IEP. Review of the IEP will occur annually or more frequently if the student is not
succeeding. In addition, Extended School Year services (ESY) (34 CFR §300.106) will be provided to the
child with a disability beyond the regular school year, as necessary in order to provide Free Appropriate
Public Education (FAPE) as determined by a child’s IEP. In accordance with 34 CFR §300.301-300.311, the referral of students for a full and individual initial
evaluation for possible special education services will be a component of South Shore Classical Academy’s
overall general education Response to Intervention (RTI) system. Prior to referral, students experiencing
difficulty in the general classroom will be given interventions such as tutorial, remedial, and other
applicable interventions. If the student continues to experience difficulty in the general classroom after
the provision of interventions, school personnel will document the provision of interventions and refer
the student for a full and individual initial evaluation. SSCA will ensure that a full and individual evaluation is conducted for each student being considered for
special education and related services. The evaluation will be completed before the initial provision of
special education and related services will be provided and will address whether the student is a “student
with a disability” in accordance with federal and state requirements and the educational needs of the
student. Based on the requirements of 34 CFR §300.232, SSCA will have an IEP in effect for each identified student
with a disability. SSCA will ensure that the IEP is in effect before special education and related services are
provided to an eligible child and that the IEP will be implemented as soon as possible following the IEP
committee meeting. For a student who is new to SSCA, a Transfer IEP committee will meet prior to or upon the student’s
enrollment. In this case, the parents must verify that the student was receiving special education services
in the previous school district or the previous school district must verify in writing or by telephone that
the student was receiving special education services. A second IEP committee meeting must be held
within 30 school days from the date of the first IEP committee meeting to finalize or develop an IEP based
on current information. Inclusion, differentiated instruction, and interactive technology strategies will be implemented as
appropriate for students identified with disabilities. Differentiated instruction applies an approach to
teaching and learning that gives students multiple options for taking in information and making sense of
ideas. This can be done for the special needs learner with or without technology. Differentiated instruction
SOUTH SHORE CLASSICAL ACADEMY 19​ | 45 SOUTH SHORE CLASSICAL ACADEMY lends itself to the inclusion of all students into the general education classroom, allowing teachers to meet
students where they are in order to help them achieve the highest possible standards. SSCA will assure that students with disabilities are educated with non-disabled students to the maximum
extent appropriate to meet the student’s IEP and overall educational needs (34 CFR §300.114- 330.116). In
providing programs, services, and activities for students with disabilities, SSCA shall first consider the least
restrictive environment of the general education program. Special classes, separate schooling, or other
removal of students with disabilities from the general education environment will occur only when the
nature and severity of the disability is such that education in general classes, with the use of
supplementary aids and services, cannot be achieved satisfactorily. SSCA will provide a FAPE for students
with disabilities in order to meet the need for special education and related services (34 CFR §300.115). This
includes a variety of placements and will make provision for supplementary services to be provided in
conjunction with general education classroom placement. Students with disabilities will have available to them the variety of educational programs and services
available to students without disabilities, accessible facilities, and the same instructional regular school day
as is provided to all other students. In addition, SSCA will ensure that each child with a disability
participates with non-disabled students in non-academic and extracurricular services and activities,
including meals, recess periods, and the services and activities set forth in 34 CFR §300.320. In both the development and review (and revision as appropriate) of a child’s IEP, the IEP team will
consider the strengths of the student and the concerns of the parents for enhancing the education of their
child, the results of the initial or most recent evaluation of the child, and, if appropriate, the results of the
student’s performance on any state or district-wide assessment that has been administered. In addition,
the IEP team will also consider special factors such as: •
•
•
whether a child’s behavior impedes his or her learning or the learning of others,
whether a student is limited English proficient and the language needs of the child as those needs
relate to the child’s IEP, and
what the communication needs of the student are and whether the child needs assistive
technology devices/services.
Review of the IEP will occur annually or more frequently if the student is not performing successfully. Not applicable. All special education personnel shall be certified, endorsed, or licensed in the area or areas of assignment
in accordance with 34 CFR §300.156 or appropriate state agency credentials. South Shore Classical
Academy will employ, minimally, one certified special education teacher. Additional special education
personnel will either be employed or contracted with depending on students’ needs at the school. Using a
multi-certified and multi-strength staff will provide students at SSCA with tailor-made support services to
meet each individual need. SOUTH SHORE CLASSICAL ACADEMY 20​ | 45 SOUTH SHORE CLASSICAL ACADEMY The school will administer a home language survey to identify the first/native language(s) of all students
enrolled in the school. This home language survey will be administered to ALL students enrolled in the
school, and the survey will be used during the enrollment process to identify the native language of each
new student at the time of enrollment in the school. Documentation of a student’s native language will be
recorded in the permanent record. South Shore Classical Academy will implement an identification
procedure to survey all students in the school with the following questions. 1.
2.
3.
What is the native language of the student?
What language(s) is (are) spoken most often by the student?
What language(s) is (are) spoken by the student at home?
SSCA will provide equal educational opportunity to language minority students with the appropriate level
of English language development to allow for meaningful participation of language minority students in
the school’s educational programs. Such instruction will take place during the regular school day. A
minimum of one (1) hour daily will be appropriate for LEP students at English proficiency levels 1-4. After a determination of needs based on the student population, one or more of the following approaches
to instruction may be used: i.
​Transitional Bilingual Education (TBE): TBE is an instructional program in which subjects are
taught through two languages—English and the native language of the English language learners—and
English is taught as a second language. English language skills, grade promotion, and graduation
requirements will be emphasized, and the student’s native language will be used as a tool to learn content.
The primary purpose of these programs is to facilitate the LEP student’s transition to an all-English
instructional environment while receiving academic subject instruction in the native language to the
extent necessary. As proficiency in English increases, instruction through the student’s native language
decreases. Transitional bilingual education programs vary in the amount of native language instruction
provided and in the duration of the program. TBE programs may be early-exit or late-exit, depending on
the amount of time a child may spend in the program. ii.
​English as a Second Language (ESL): ESL is an educational approach in which English
language learners are instructed in the use of the English language. Their instruction is based on a special
curriculum that typically involves little or no use of the native language, focuses on language (as opposed
to content), and is usually taught during specific school periods. For the rest of the school day, students
may be placed in mainstream classrooms, an immersion program, or a bilingual education program. Every
bilingual education program has an ESL component. Pull-Out ESL: A program in which LEP students are
“pulled out” of the regular, mainstream classrooms for special instruction in English as a second language. iii.
​Content-Based ESL: This approach to teaching ESL makes use of instructional materials,
learning tasks, and classroom techniques from academic content areas as the vehicle for developing
language, content, cognitive, and study skills. English will be used as the medium of instruction. iv.
​English for Speakers of Other Languages (ESOL): English language development (ELD)
means instruction designed specifically for English language learners to develop their listening, speaking,
reading, and writing skills in English. This type of instruction is also known as ESL, “teaching English to
speakers of other languages” (TESOL), ESOL. ELD, ESL, TESOL, or ESOL standards are a version of English
language arts standards that have been crafted to address the specific developmental stages of students
SOUTH SHORE CLASSICAL ACADEMY 21​ | 45 SOUTH SHORE CLASSICAL ACADEMY learning English. v.
​Sheltered English: An instructional approach used to make academic instruction in
English understandable to English language learners to help them acquire proficiency in English while at
the same time achieving in content areas. Sheltered English instruction differs from ESL in that English is
not taught as a language with a focus on learning the language. Rather, content knowledge and skills are
the goals. In the sheltered classroom, teachers use simplified language, physical activities, visual aids, and
the environment to teach vocabulary for concept development in mathematics, science, social studies,
and other subjects. vi.
​Structured Immersion: In this program, language minority students receive all of their
subject matter instruction in their second language. The teacher uses a simplified form of the second
language. Students may use their native language in class; however, the teacher uses only the second
language. The goal is to help minority language students acquire proficiency in English while at the same
time achieving in content areas. As required by the “No Child Left Behind Act,” SSCA will assess all students whose first language is other
than English to determine whether a student is Fluent English Proficient (FEP, see level 5) or
Limited-English Proficient (LEP, see levels 1-4). Each spring, all LEP students must participate in the WIDA
proficiency assessment. Newly enrolling students must be assessed for identification as LEP using the
WIDA within thirty calendar days of enrollment at the beginning of the school year or within two weeks
during the school year. Assessment shall, to the extent possible, include listening, speaking, reading, and writing abilities, as well as
academic achievement. Language proficiency levels are described below: ​i.
​Beginner (Level 1): Students performing at this level of English language proficiency begin to
demonstrate receptive or productive English skills. They are able to respond to some simple
communication tasks. ​ii.
​Early Intermediate (Level 2): Students performing at this level of English language proficiency
respond with increasing ease to more varied communication tasks. ​iii.
​Intermediate (Level 3): Students performing at this level of English language proficiency tailor the
English language skills they have been taught to meet their immediate communication and learning needs.
They are able to understand and be understood in many basic social situations (while exhibiting many
errors of convention) and need support in academic language. ​iv.
​Advanced (Level 4): Students performing at this level of English language proficiency combine the
elements of the English language in complex, cognitively demanding situations and are able to use English
as a means for learning in other academic areas, although some minor errors of convention are still
evident. ​v.
​Fluent English Proficient (Level 5): Students performing at this level of English language
proficiency communicate effectively with various audiences on a wide range of familiar and new topics to
meet social and academic demands. Students speak, understand, read, write, and comprehend in English
without difficulty and display academic achievement comparable to native English-speaking peers. In
order to attain the English proficiency level of their native English-speaking peers, further linguistic
enhancement and refinement are necessary. SOUTH SHORE CLASSICAL ACADEMY 22​ | 45 SOUTH SHORE CLASSICAL ACADEMY Oral language skills will not be the sole criterion for determining language proficiency. Academic
achievement and writing and reading abilities in English must also be considered as assessed with the
WIDA proficiency assessment. SSCA will have specific criteria established to ensure appropriate placement and subsequent delivery of
services to exceptional language-minority students. The Pre-Referral process to Special Education should
include an assessment in the native language and in English to provide evidence that difficulty exists in
both languages. A referral should be made only after all other avenues have been explored and it has been
determined that the child’s needs cannot be met by the regular education program. Retention of language minority students will not be based solely upon English language proficiency.
Appropriate classroom modifications should be made for each language-minority student to ensure
meaningful participation in the educational program. SSCA will continue to provide English language development services to LEP students until they attain an
Overall/Composite score of Level 5 on the summative WIDA proficiency assessment. Services for Level 4
students may be modified based on the students’ needs. Upon the first Overall/Composite score of Level 5, students are exited from daily English language
development services and reclassified as FEP for reporting purposes and they begin informal monitoring.
At this point students no longer generate funding. The following Spring, upon the attainment of the second
Overall/Composite score of Level 5 on WIDA, students enter the formal two-year monitoring period
required by Title III to ensure continued academic success. After the second score of Level 5, students will
no longer participate in WIDA. SSCA will provide evidence that communication between the school and the home, whether about
language-minority student progress or school activities, is conducted, to the extent possible, in the
native/preferred language of the home. SSCA will maintain records that indicate the following: ​i.​
​The
native language of the student, ​ii.​
​The
English language proficiency level of the student, iii.​
​The
type and frequency of English language development services offered, iv.​
​The
instructional and assessment adaptations made based on level of English proficiency, and ​v.​
​Other
intervention strategies employed. The method of maintaining this information for each language-minority student is the Individual Learning
Plan (ILP). ILPs are developed for each student and updated annually based on their Overall/Composite of
English proficiency on WIDA. ILPs are developed by the ESL teacher in collaboration with the classroom
teacher. Accommodations used on ISTEP+ must be those already in place for regular classroom
instruction that are outlined on each ILP. All English Language Learners (ELL) personnel will be certified, endorsed, or licensed in the area of
assignment. Additional ELL personnel will either be employed or contracted with depending on the
students’ needs at the school. SSCA will participate in training programs designed to help the development
and implementation of these guidelines offered; these will be facilitated by the Office of English Language
Learning & Migrant Education, including in-service and technical assistance. Other resources for staff
development may include courses available through the Regional Educational Service Centers, various
university-level courses, annual conferences held by the Office of English Language Learning & Migrant
Education, Indiana Teachers of English to Speakers of Other Languages (INTESOL) and the national
SOUTH SHORE CLASSICAL ACADEMY 23​ | 45 SOUTH SHORE CLASSICAL ACADEMY Teachers of English to Speakers of Other Languages (TESOL) and National Association of Bilingual
Education (NABE) conferences. SSCA believes that there will be interventions embedded into the daily life of the school to address
students who are functioning below grade level. School academic operations will include an established
strategy of increasingly intensive steps when a student is not learning or progressing at an effective pace.
The following measures will be implemented to monitor and ensure that students are making adequate
academic progress as part of the Response to Intervention (RTI) process: 1. ​Team Meetings: A collaborative team composed of educators and administration will be established to
address the following tasks: ​i.​
​Identify
ii.​
​Create
and map objectives. schedules for learning. ​iii.​
​Develop
​iv.​
​Establish
formative assessments. criteria for success. ​v.​
​Assess
student progress. vi.​
​Assign
interventions. 2. ​Formative Assessments: SSCA will conduct periodic assessments to gather data. Educators will utilize
the results to monitor student progress. Intervention strategies will be assigned for students not making
adequate growth. 3.
​Intervention Strategies: Under RTI, students identified as needing additional assistance to ensure
adequate academic performance will be engaged in intervention strategies that will focus on the
individual needs of the student. Intervention strategies will include, but not be limited to: i.
​Student Centered: Two co-curricular activities, peer tutoring, student council monitoring,
privilege system ii.​
​Faculty
Centered: Faculty advisors, team attendance meetings, guided study, tutoring iii. ​Parent Centered: Parent monitoring, parent communications, mid-marking period progress
reports, daily progress reports SSCA will provide students with a rigorous educational program. For those students who are academically
advanced, additional opportunities will be provided to enhance their education, e.g., additional electives.
SSCA understands that students can be gifted in one area or another and these gifts are not necessarily
tied to their cognitive scores. Additionally Project based education lends itself well to meeting the needs of intellectually gifted students.
PBL is based on student empowerment. Gifted students can pace themselves, spending less time on easier
tasks, but more time on complex and intellectually stimulating ones. Gifted students often excel in projects
using authentic assessment. Demonstrations of learning can take many shapes and forms, and students
SOUTH SHORE CLASSICAL ACADEMY 24​ | 45 SOUTH SHORE CLASSICAL ACADEMY will always be encouraged to show their very best work. As mentioned earlier, the key to many
educational challenges is differentiated instruction. SSCA will prioritize this in an effort to help all students
reach their potential. All personnel will be certified, endorsed, or licensed in the area or areas of assignment in accordance with
34 CFR §300.156 or appropriate state agency credentials. Additionally, SSCA will seek professional
development opportunities for better preparing staff to meet the needs of these students. Any student with an ILP, this would include students in the gifted program, shall have his or her program
reviewed annually or more frequently should the student not be making adequate progress towards his or
her goals stated within the ILP. Student Recruitment and Enrollment SSCA is planning for an enrollment of 450 students with 54 students per grade level, with 27 students per
class in grades 1-10 and 18 students per class in K. The student recruitment and marketing plan consists of, but not limited to: brochures, flyers, website
(www. southshoreclassical.org), social media, newspaper advertisements, community gatherings, and
word of mouth. See ​Attachment 8 ​for Enrollment Policy Student Discipline In keeping with cultivating a virtuous culture, South Shore Classical Academy’s discipline policy and
procedures will be an extension of the school culture. Whatever the infraction may be, students will be
held accountable for their actions and the consequences will require personal responsibility.
Consequences will be purposeful so that students learn from their mistakes and will curb or prevent
repeat infractions. Consequences will be designed to build character and teach restitution. Parents will be
informed of the discipline policy and procedures in the school handbook. Parents will also receive this
information at the beginning of each school year from the individual class teacher. The discipline procedures will be developed in conjunction with the Headmaster. It will be a priority to
ensure the policy is consistent the philosophy of the school. SOUTH SHORE CLASSICAL ACADEMY 25​ | 45 SOUTH SHORE CLASSICAL ACADEMY PERFORMANCE MANAGEMENT Student academic performance is the number one priority of South Shore Classical Academy. Student
performance expectations will be aligned with the mission and the educational plan. Educational goals and objectives: ●
●
●
●
At the completion of Year 3, 90% of students in the 3rd grade will demonstrate proficient or
​
advanced scores on the IREAD and ISTEP.
At the completion of Year 4, 90% of students in grade 10 will pass the End of Course Assessments in
English and Algebra.
At the completion of Year 5, 85% of our students who apply to post-secondary institutions will be
accepted.
A graduation rate of 95% or higher beginning in Year 6.
Formative and summative assessments are used to monitor progress. Formative assessments, sometimes
administered prior to content delivery, will establish a baseline of knowledge that students already possess
and will inform educators of content needs that students have in subjects and disciplines. Summative
assessments, such as state-mandated end-of course assessments, will provide a summary profile of
learned content. If students have not progressed or grown to meet benchmarks, it is vital that educators
know this in order to provide additional instruction to ensure that the material is retained and understood. Interim assessments used to monitor student progress will include: ●
●
●
●
●
●
●
Acuity, which is administered three times per year
DRA (Diagnostic Reading Assessments) for students grades K-2
Teacher-developed pre- and post-assessments
Teacher-developed rubrics
The Core Knowledge Sequence Assessments
The Riggs Assessments
Singapore Math Assessments
As an ongoing practice, data from both summative and formative assessments (formal and informal) will
be collected and analyzed weekly to determine if students are making the expected progress. The data
collected will be used to determine appropriate placement in skill groups for math in addition to
evaluating student strengths, challenges, and weaknesses in the core content areas. The data from all
assessments will be disaggregated to show a trend analysis for not only each student, but for all students.
Statistical methods will be used, when applicable, to streamline the data collection and analysis processes.
South Shore will use the results of the data to drive instruction. Adjustments will be made to the
curriculum, instructional delivery and any other areas necessary to improve student achievement. In addition, South Shore will establish a school leadership committee which will consist of the
Headmaster and/or Assistant Headmaster, three (3) teachers from the grammar school, one (1) teacher
SOUTH SHORE CLASSICAL ACADEMY 26​ | 45 SOUTH SHORE CLASSICAL ACADEMY from the middle school and two (2) teachers from the high school. This committee will generate an annual
report to document school data and supplemental information that helps to provide a comprehensive
picture of South Shore’s overall school performance. The School Leadership Committee will identify goals,
strategies and action steps to address student achievement. South Shore Classical Academy believes in the importance of assessments but understands student
learning and how teachers instruct is central, rather than merely focusing on raising test scores and school
grades. Assessment should not always happen at the end of a lesson or unit but rather in the middle. This
ensures teachers have an opportunity to evaluate and inform instruction. Students also play a role in
assessment, as they assess themselves through reflection on their own individual work and how they can
improve and build on prior knowledge. ​
With the advice of Indiana Charters, South Shore Classical Academy will research and choose the most
appropriate information system to manage student performance data. The administration team of SSCA,
the School Leadership Committee, and the Education Committee will receive both annual data analysis
training and consistent performance data analysis review through both an annual performance data
analysis update and regional training sessions. Individual student and group data will be produced,
updated, and analyzed at the school by the teachers and reported to the Headmaster. The School
Leadership Committee and the Education Committee will review school data and assist with interventions
to improve student learning. Quarterly Report Cards: Teachers will be responsible for keeping data on each student in their class in a
threefold way. Instead of giving a single letter grade, the teacher will analyze students’ academic
achievements through three kinds of data: level of achievement, quality of work, and progress towards
academic standards. Achievement levels refer to achievement towards exit-level standards of
performance sophistication (basic, proficient, and advanced can be used). Work quality refers to the
caliber of the products produced at any level. Progress refers to absolute gains towards exit standards (not
to be confused with growth, which is measured as change in the individual). These reports will be used
during parent-teacher-student conferences, held no less than twice per school year. Training and support will come from the software vendor South Shore Classical Academy chooses.
Teachers and administration will receive additional training from groups like Indiana Charters and the
Indiana Department of Education, through curriculum seminars from Hillsdale College, and through
professional development analysts which interpret and use performance data to improve student
learning. If a student illustrates significant deficiencies because of a weak education background or some other
reason, the classroom teacher(s) will, in conjunction with the support staff, work on remediation
strategies, which may include some pull-out tutoring and some modification of assignments. The purpose
is to bring the student up to grade level. In the case of 7-12 students, remedial classes or extra tutoring may
be assigned in place of electives. Parents will be informed about the strategies in place. Supplemental
instruction will be provided through Riggs material and is line with Response to Intervention. South Shore Classical Academy will strive to meet all requirements related to student academic
achievement expectations or goals established by Grace College and the Indiana Department of Education.
SOUTH SHORE CLASSICAL ACADEMY 27​ | 45 SOUTH SHORE CLASSICAL ACADEMY The administration team of SSCA will conduct an ongoing review of all campus-related activities,
including a stringent review to ensure expectations are being met in areas related to academics. If an
academic issue must be resolved, the administration team will take the corrective actions necessary to
address it quickly and accurately. STAFFING Staff Structure ● Year 1 positions, as well as positions to be added in future years
● Administrative, instructional and non-instructional personnel
● The number of classroom teachers, paraprofessionals, and any specialty teachers
● Operational and support staff.
See ​Attachment 10​. Staffing Plans, Management and Evaluation The SSCA governing board will develop an employee handbook that will include all human resources
policies and other information needed for its staff. The handbook will contain policies and procedures
regarding employment, employment status and records, employee benefit programs, timekeeping/payroll,
work conditions and hours, leaves of absence, and employee conduct and disciplinary action. At the end
of each school year, the Headmaster and the SSCA board will review and revise the staff handbook as
appropriate. Evaluation outcomes will be tied to compensation increases. Currently, SSCA has budgeted
average salary increases of 2% per year based on these evaluations. Since compensation is based on the
results of these evaluations, some teachers may see a more significant increase in their salaries. The
performance evaluation rubric and corresponding compensation rubric will be further developed by the
Headmaster and governing board. SSCA has an additional 20% on top of existing salaries budgeted for
benefits. The Headmaster of SSCA, in consultation with the governing board, which is responsible for setting the
salary schedule and approving the annual budget for staffing needs, will recruit and interview qualified
applicants, and will hire all teachers and other employees for the academy. As a classical school, SSCA will
preferentially hire teachers who are familiar with, and supportive of, the classical model of education.
SSCA will be aided in recruiting by Hillsdale College, which hosts an annual job fair for classical schools. In
addition, SSCA will recruit graduates from other classical and liberal arts colleges around the country.
Recruiting will begin as soon as the Headmaster is employed in early 2017, with hiring of teachers to start
in March 2017. Indiana teachers have a starting salary of $33,574, and an average salary of $50,801. Indiana teachers get
about 15 weeks of vacation each year, including summer time. SOUTH SHORE CLASSICAL ACADEMY 28​ | 45 SOUTH SHORE CLASSICAL ACADEMY SSCA will require all teachers to meet or exceed the expectations for certification as required by state and
federal law, including applicable teacher/paraprofessional certification requirements of the Federal No
Child Left Behind Act. Lower school teachers will be competent in all of their subjects. All upper school teachers will be masters
of their fields. Because of their strong knowledge and expertise, teachers will be best equipped to help
students to develop their own knowledge and solid skills to allow them continuous growth and
development. Teachers will provide an enriching environment where students will learn in a variety of
ways; they will establish rapport with students and their parents. Individualized attention and a variety of
learning styles will be highlighted, thereby ensuring that every student, no matter his or her background or
style of learning, will have access to an excellent education. . SSCA will follow all federal and state employment laws. SSCA will conduct the necessary expanded
criminal history checks (definition found at IC 20-26-2-1.5) according to Indiana Code 20-26-5-10 which
requires all school corporations, charter schools, and accredited nonpublic schools to adopt and
administer a policy for all applicants of both noncertified or certificated employment to obtain an
expanded criminal history check as of July 1, 2009. All potential employees will need to submit and pass
both the criminal background check and results of the fingerprinting in order to be considered for
employment at SSCA. The academy Headmaster will be evaluated by the Board of Directors on an annual basis. While the
Headmaster will formally evaluate the teachers once per semester, informal evaluations will occur via
frequent “drop in” visits throughout the year. The governing board will perform ongoing assessments of
the academy and its programs and operations. The governing board will also routinely assess its own
performance. Governing board directors will participate in and develop short and long-range plans for the
academy. They will monitor the effectiveness of the academy’s programs and implementation to
determine if the academy has met its stated goals. SSCA will comply within the parameters of rule and law
for said evaluations. Among other vital roles, the Headmaster will manage SSCA as well as its overall instructional leadership.
He/she will have complete responsibility for all personnel matters including the authority to hire
(including teachers, support staff, administrators), assign, promote, discipline, and terminate academy
employees who do not adhere to Indiana law and SSCA’s policy. In addition, he/she will ensure that each
student will be able to access excellent teaching by keeping up to date on all current curricular and
educational thoughts, trends, and practices. He/she will make professional development opportunities
available to the academy staff and systematic performance evaluation of academy personnel. The teachers
and staff will be held to a high level of accountability and the Headmaster will be in charge of making
certain that occurs. All academy personnel will report to the Headmaster and have regularly scheduled
meetings with him/her. The Headmaster will ensure that teacher inputs are regularly communicated to
the governing board. The Headmaster and the governing board will determine how to best address
teacher input regarding academy governance. SOUTH SHORE CLASSICAL ACADEMY 29​ | 45 SOUTH SHORE CLASSICAL ACADEMY All faculty and staff will be evaluated at least yearly according to Indiana teacher evaluation, Public Law 90.
These evaluations will be based on formal observations, informal observations, and measures of student
growth and development. An evaluation program, such as RISE, will be determined by the Headmaster
and subject to board approval. Identified performance gaps will be addressed through improvement
options that include but are not limited to professional development, mentor/peer assistance, teacher
action, and/or administrative action. Improvement goals will be identified and a timeframe will be
determined to achieve set goals. The Headmaster may initiate disciplinary action which may range from
verbal, written or final warnings to suspensions or immediate termination, depending on the facts of the
particular case and the employment history of the teacher. The Headmaster will use board support
throughout the process if deemed necessary. If the employee fails to meet the necessary improvement
goals within the agreed upon time-line, employment renewal or non-renewal recommendations will be
submitted to the board. The Headmaster will receive an annual performance review with criteria including commitment to
mission, objectives, and goals; school and program development; organization, planning, and preparation;
instructional practices and student achievement; communication, accessibility, professionalism, and
collegiality; sound business practices and a safe and orderly school environment; secure maintenance of
school records; and community outreach. Unsatisfactory leadership performance will bring a Corrective
Action Plan by the board. The board will outline a plan of action to help the Headmaster reach desired
goals. The board will consult with the Headmaster regularly to monitor progress of goals. If the
Headmaster fails to meet the necessary improvement goals within the agreed upon time-line, the board
will consider termination. Professional Development For a school like South Shore Classical Academy, professional development for all staff members focusing
on fulfilling the academy’s curriculum and instructional goals is mission critical. It is vitally important to
students’ academic performance that the staff be optimally effective in teaching in a classical school
environment while addressing the Indiana Academic Standards in their daily instructional practice.
Essential skills and knowledge training, along with professional development, will address the following as
a baseline: ●
●
●
●
●
●
●
●
Pedagogy, strategies, and best practices for teaching in a classical school environment
A working knowledge of the SSCA curriculum and enhancements as well as state and district
graduation requirements
How to utilize and navigate the tools of the education management system chosen
How to develop Personalized Learning Plans
Forms of assessment and how to utilize results to guide instruction
Knowledge of academy processes and policies
Collaborating on continuous improvement of curriculum
How to foster a classical school community
Professional development activities will be provided before school begins and throughout the year. South
SOUTH SHORE CLASSICAL ACADEMY 30​ | 45 SOUTH SHORE CLASSICAL ACADEMY Shore Classical Academy teachers will participate in the following professional development activities
designed to enhance their understanding of the curriculum and accountability measures: ●
●
●
●
●
Initial Teacher Orientation: All teachers will attend teacher-training developed specifically for SSCA.
This training is to prepare teachers for the first few weeks of school, will cover “the basics,” including
curriculum, assessment, personalizing instruction, school year events, grading and report cards,
communication, and essential educational management system tools. Upon successful completion of
this training, teachers will be ready to begin instruction.
SSCA Teacher Handbook: The teacher handbook will contain policies, procedures, and “how to”
components that will aid the teachers on a day-to-day basis.
Face-to-Face Training with Hillsdale College: Before school begins the first year, SSCA staff will engage
in up to two weeks of face-to-face training and orientation for classical education. Programming will
be provided by Hillsdale College as well as local resources whenever possible.
Supplemental Teacher Training Course Segments: Once the school is up and running, the Curriculum
and Culture Committee will provide teachers with ongoing training appropriate to the needs of a
classical school. These trainings sessions could include, but would certainly not be limited to,
instructional strategies to help struggling learners, new assessments and curriculum elements, and
processes that teachers need to implement once the school is successfully underway. There will also
be a differentiated course designed specifically for returning staff members that would target new
concepts and would serve as a refresher on basic skills.
SSCA Professional Development Sessions: With support from third party providers, SSCA will offer
teachers ongoing professional development activities throughout the year. Presenters with various
backgrounds and areas of content expertise will conduct live sessions on a rotating basis throughout
the school year. Teachers would be required to attend these sessions throughout the year on
designated professional development days. Topics might include the following: implementing specific
instructional strategies, current curriculum-specific topics and trends, effective teaching strategies
and communication skills for a classical school environment, utilizing the state standards to guide
instruction, educational technology, and using data to guide instruction. These sessions would result
in professional development certificates needed for certification upkeep.
In addition to training at the beginning of the school year and ongoing professional development
throughout the school year, each SSCA teacher will have daily opportunities for classroom and course
planning. The Headmaster will determine when the regularly scheduled faculty meeting will take place.
This faculty meeting will address needs related to professional development, technology, and general
school needs planning. SSCA teachers will be surveyed regularly regarding their satisfaction with professional development
experiences to help guide continuous improvement in this area. In addition, specific teacher
accountability metrics will help academy administrators evaluate the impact of professional development
activities and areas in need of additional work. The education committee will conduct ongoing evaluations
of professional development activities to ensure that all areas of curriculum and instruction and school
support areas are being met through appropriate professional development opportunities that are in line
with classical school needs. See ​Attachment 10 SOUTH SHORE CLASSICAL ACADEMY 31​ | 45 SOUTH SHORE CLASSICAL ACADEMY Attachments 11 & 12 N/A GOVERNANCE & MANAGEMENT Legal Status and Governing Documents South Shore Classical Academy is organized as an Indiana nonprofit corporation. SSCA will file its
Application for Recognition of Tax Exemption within thirty days after charter approval. See​ Attachment 13 ​for the Articles of Incorporation, Certificate of Incorporation and Bylaws. See​ Attachment 14 ​for signed Statements of Assurances. Organizational Chart Various roles and responsibilities and lines of authority are explained within the Governing Board section.
There are no plans to contract with a CMO or EMO to manage the academy. See ​Attachment 15​ for
Organizational Charts. GOVERNING BOARD Governance Philosophy ​ ​
South Shore Classical Academy shall be governed by the corporate Board of Directors pursuant to a
philosophy of delegation with passive control and responsibility with active observation. The Board will
not micro-manage the Headmaster, but expects loyal implementation of the mission of the academy.
However, the Board is willingly available to the Headmaster for advice and authority. The Headmaster shall
be benevolently decisive, willing to receive information and ideas from teachers, staff and Advisory
Councils, with confident leadership. Structure, Roles, Composition The Board of Directors will consist of not fewer than five (5) and not more than eleven (11) directors, with
six (6) directors initially. The Board is primarily responsible for maintaining the philosophy of the academy
and overseeing the Headmaster. The Board will be led by a chairman and a vice-chairman. SOUTH SHORE CLASSICAL ACADEMY 32​ | 45 SOUTH SHORE CLASSICAL ACADEMY The Board of Directors may invite selected individuals to serve on an Advisor Board. The Board of
Directors may contact members of the Advisor Board directly, or request the Advisor Board to meet
periodically as needed, to provide observations that may be useful to inform the Board of Directors in its
normal governance capacity. The Board will be responsible for adopting policy, overseeing the Headmaster, and ensuring financial
compliance and responsibility. In addition, the Board will ensure that the mission and goals of the charter
are carried out. The Board will not be involved in the daily operations and management of the academy, but will hire and
oversee the Headmaster, who will be evaluated at least annually. The Headmaster, in partnership with the
Board, will decide upon a periodic evaluation of the Headmaster’s performance. The Board will make sure
the Headmaster manages SSCA in compliance with the charter and with all state and federal laws and
regulations. The Board will perform ongoing assessments of the academy and its programs and operations.
The Board will also routinely assess its own performance. Directors will participate in and develop short- and long-range plans for the academy. The Board will
monitor the effectiveness of the academy’s programs and implementation to determine if the academy
has met its stated goals. The Headmaster will report to the Board at regular meetings about the academy’s
operations. The Headmaster will serve as liaison between the Board of Directors and the academy’s
authorizer. The Headmaster shall present recommendations to the Board on any subject under
consideration prior to action taken on the subject, if requested. The Headmaster will be required to attend
all Board general meetings. The Headmaster will manage the academy and implement the philosophy and policies of the academy
consistent with the charter and the Bylaws and be responsible for overall instructional leadership for the
academy and the planning, implementation and supervision of the educational program of the academy.
The Headmaster will have the responsibility for all personnel matters, including having the authority to
hire, discipline, and terminate all employees. The Headmaster will periodically evaluate SSCA employees
as provided by Indiana law and SSCA policy. The Headmaster will establish and maintain an appropriate community relations program. Personnel
under the supervision of the Headmaster, as identified in the organization chart, include the Assistant
Headmaster, business manager, teachers and assistants. Personnel under the supervision of the Assistant
Headmaster, as identified in the organization chart, include the facilities manager, secretary/receptionist,
nurse and ancillary staff. If there is no Assistant Headmaster, the Headmaster will supervise and be
responsible for all Assistant Headmaster roles. The work of governing and overseeing the academy is
divided among the Board Directors as indicated by the committee structure. Each Board committee will
meet periodically and report to the Board as a whole. The structure ensures that the Board is always
informed about the status of the various aspects of academy governance. See​ Attachment ​1 for résumés of initial Directors. See ​Attachment 16 ​for signed Board Director Information Sheets and background authorization forms. Board Creation/Transition SOUTH SHORE CLASSICAL ACADEMY 33​ | 45 SOUTH SHORE CLASSICAL ACADEMY The Founding Group is the initial governing board. This application is not being submitted by a
pre-existing nonprofit organization. Procedures The Founding Board will continue as the corporate Board of Directors. The Board of Directors will meet
regularly on the second Tuesday of each month. Meetings of standing committees will meet periodically as
appropriate and determined by the committees. At the Board meetings, Directors will establish an agenda
to discuss new and unfinished business, as well as hear reports from the committees and the Headmaster.
The meetings of the committees will focus on business related to the particular functions of the
committees. Expected standing committees comprised of Directors include: Curriculum and Culture Committee;
Finance and Governance Committee; Parent and Community Committee. SSCA will fully comply with Indiana’s public access laws and other laws required by the State of Indiana.
The board of directors will maintain a schedule of planned board meetings on the academy website and
will meet in a location that is accessible to the community. Times and dates of regular Board meetings will
be posted at the academy and on the academy website at least two days prior to the meeting being held.
Special meetings will be posted at the academy and on the academy website at least 48 hours prior to the
meeting. The agenda and minutes of every board meeting will be published on the academy’s website and
will be available in the academy office. All academy policies approved by the Board of Directors will be
available for viewing on the academy’s website and in the academy office. Ethics and Conflicts of Interest SSCA bylaws shall address the conduct of its Board Directors. Directors will be required to sign
conflict-of-interest disclosure statements, be familiar with their responsibilities as Directors in the context
of open meetings, and understand their ethical and fiduciary obligations to the academy. Directors will
participate in governance training as developed through the Department of Education and other training
providers. Directors will also participate in additional education to ensure the success of the academy and
the responsibility of the Board of Directors to the academy. The Bylaws will address how and when
Directors may be removed for unacceptable or inappropriate conduct. The Board will meet at least once
each month (except during the summer and/or school holidays if deemed appropriate) to hear reports, to
consider and adopt policies, to act on committee recommendations, and to consider requests and
concerns from parents, students, teachers, and the community. See ​Attachment 17 ​for the proposed Code of Ethics and Conflict of Interest Policy. Board Expansion The Board of Directors is self-perpetuating, subject to resignation of current Directors and approval and
appointment of new Directors, within the authorized range. There is no fixed timeline for resignation or
recruitment, but such will occur at appropriate times or upon applicable needs. The Board shall encourage
SOUTH SHORE CLASSICAL ACADEMY 34​ | 45 SOUTH SHORE CLASSICAL ACADEMY and assist the Directors to become well-informed concerning the duties of a Director and the proper
function of a public school. The Board may provide director orientation and training. Advisory Bodies The Board of Directors may invite selected individuals to serve on an Advisor Board. The Board of
Directors may contact members of the Advisor Board directly, or request the Advisor Board to meet
periodically as needed, to provide observations that may be useful to inform the Board of Directors in its
normal governance capacity. Advisory Councils may be established pursuant to a written charter as desired and requested by, and at
the will of, the Headmaster, with the approval of the Board of Directors. Advisory Councils shall be
comprised of volunteer parents and other interested individuals from the community, and shall report to
the Headmaster on a monthly or quarterly or other periodic basis as provided in the respective council
charters as approved by the Headmaster. The Advisory Councils, by their chairs, will inform and make
recommendations to the Headmaster, but decisions will be made by the Headmaster, subject to overall
governance by the Board of Directors. The Advisory Councils may include: Chef’s Council; Fundraising Council; Marketing Council; Volunteer
Council; and Education Council. Each Advisory Council that is established will be comprised of one (1) chair and at least one (1) additional
volunteer member. Grievance Process SSCA firmly believes that adults must be models of good character, even in the difficult situations. Should
a parent have a grievance concerning a particular class or the administration of the academy, that
grievance should be resolved using the appropriate chain of command. Issues that arise in a particular
classroom should always be addressed to the teacher first, since the teacher always has more direct
knowledge of the student than anyone else. The chain of command refers to parents’ communication of any kind that seeks or requires an action on
the part of the academy regarding their students. SSCA understands that parents will have questions,
opinions, and comments that need to be expressed concerning their children’s education. Such
communications can be very helpful to the successful operation of the academy. Such communications
should be expressed initially to the teacher or teachers of the child. If further communication is
warranted, the parent should consult the Assistant Headmaster or Headmaster, depending on whether the
matter concerns discipline or academics. If further communications are warranted after seeing the
Assistant Headmaster or Headmaster, the parent should contact the Grievance Committee of the Board as
needed. The Board’s Grievance Committee is not the first point of contact and, therefore, the Board will
refer all communications that seek response or action to the appropriate individual(s). Teacher: Parents should schedule a meeting with the teacher through the office. Under no circumstances
is it ever acceptable for a parent to confront a teacher about an issue with students present, including
his/her own child. SOUTH SHORE CLASSICAL ACADEMY 35​ | 45 SOUTH SHORE CLASSICAL ACADEMY Assistant Headmaster: If the grievance cannot be resolved with the teacher, the parent should schedule a
meeting with the Assistant Headmaster. If there is no Assistant Headmaster, the Headmaster will supervise
and be responsible for all Assistant Headmaster roles. Headmaster: If the grievance cannot be resolved with the Assistant Headmaster, two other options are
available: 1. The grievance may be submitted to the Headmaster in writing. The Headmaster may choose to meet
with the parties and resolve the matter or the Headmaster may present it to the Board of Directors for
review and then make one or more of the following determinations: ●
●
●
●
The Board may decide to support the previous decision;
The Board may appoint up to two Directors to address the issue;
The Board may address the issue in an open board format;
The Board may address the issue in an executive session, in accordance with the Indiana Open Door
Policy I.C. 5-15-1.5.
2. Parental concerns and grievances may also be raised during the community comments portion of the
Board of Directors meeting. The concern or grievance must be submitted in writing, and no more than
three minutes will be granted. Grievances or discussions involving specific personnel or students will not
be entertained during an open board meeting. Concerns or grievances should be addressed in one of the
afore-mentioned steps before using this option. Grievances regarding policy should be directed to a Director. Grievances regarding an administrator
should be directed to the individual first, then in writing to the Board. The Board and Grievance
Committee will not entertain anonymous complaints, nor can they hold information in confidence when
it is not in the best interest of the academy, its staff, or students. If the constituent does not receive
satisfaction from the Board and/or Grievance Committee, then the complainant must present the case or
evidence to the Authorizer. If satisfaction is not received from the Authorizer, then the complainant must
present the case or evidence to the Indiana Department of Education (511 IAC 7-45-1 of Article 7). School Management Contracts Not Applicable. SSCA will not be contracting with an EMO, CMO or ESP that will operate the academy or
provide substantial educational services or management services. SSCA will partner with Indiana Charters LLC, to provide selected back office and support services as well
as operational knowledge, experience and expertise. The Indiana Charters-SSCA team will provide
services and support during the first year of operation. Those services will transition gradually through a
teaching and mentoring phase preparing SSCA to operate independently after several years of operation.
SSCA is pleased to be working with Indiana Charters and their transitional service team. Indiana Charters
personnel will not be direct employees and will not control the academy. SSCA retains full
decision-making, hiring, oversight and operational duties and responsibilities. Indiana Charters provides
targeted services and consultation to schools throughout the state of Indiana, but is not an operator of any
of these schools. However, the collective experience and expertise of these individuals will help ensure
effective and efficient operational practices. Indiana Charters has provided similar services to Mays
Community Academy (2015-present) and Seven Oaks Classical School (2016-present). The Charter Friends National Network, in their Guide for Developing a Business Plan for Charter Schools,
observes that “charter school developers quickly realize that achieving their dreams for changing and
improving education requires more than innovative strategies for teaching and learning. Charter schools
have many of the same characteristics of start-up small businesses and face many of the same challenges.
The greatest strategies for teaching and learning won’t have a chance to succeed if they aren’t supported
by fiscally and administratively sound organizations.” SOUTH SHORE CLASSICAL ACADEMY 36​ | 45 SOUTH SHORE CLASSICAL ACADEMY As a founder of two Indiana Charter Schools in good standing (Options Charter School – Carmel,
2002-present) and Options Charter School – Noblesville (2006-present) and as COO and CEO of the
Indiana Public Charter Schools Association (2012-2014), Kevin Davis, as an individual, is one of this state’s
valuable charter school resources. In addition to his personal experience, Kevin has approached other
experienced and successful charter school leaders to contract with his company, Indiana Charters LLC,
and provide a very strong, experienced and trustworthy team to ensure a rapid and successful start-up. As
a homegrown local education service provider, Indiana Charters seeks to assist independent Indiana
charter schools with start-up support, back-office services and mentoring. Though this decision will be made further down the road, Indiana Charters has developed a unique
transitional management option for charter schools. This program seeks to offer the highest level of
business and support services at the beginning of the contract and purposely taper those services, through
building SSCA organizational capacity over time. Unlike other ESPs, CMOs or EMOs, Indiana Charters uses
a simple contract that can be terminated for any reason with short term notice. The Indiana Charters transitional management plan is flexible. As an example, if our position listed as
“clerical” is filled by a person who has had experience as a registrar and/or with IDOE compliance
reporting, the model will move aggressively to bringing those services in-house, and the contract will be
adjusted accordingly with Indiana Charters doing more “mentoring” and less “servicing.” Though SSCA has not yet entered into an operational contract with Indiana Charters, the Board will
finalize terms after charter approval. Indiana Charters is a vendor, providing services at the request and under the scrutiny of the Board of
Directors. However, unlike many CMO, EMO or ESP agreements, Indiana Charters offers flexibility through
mutually monitoring and evaluating the relationship. Among the many goals of the relationship is
capacity-building so we can operate at the most efficient level – allowing more funds to flow to the
classroom and less to operational support. SSCA will evaluate Indiana Charters annually and report the evaluation in a public meeting by August of
each year. We have the right to terminate the agreement, without financial penalty. We understand that the Board and the education service provider must be especially prudent with
financial controls. All processes will require at least two different individuals to be involved from the
beginning to the end of each business transaction. Indiana Charters will provide qualified individuals to
carry out accounting functions and provide training and oversight to academy staff. All transactions will
require the approval of the Indiana Charters bookkeeper and business manager and of the Board’s
designee. Finally, the Board of Directors will approve all transactions through public meetings on a
monthly basis. If the Board elects to use credit accounts for travel and emergency situations, statements will be examined
and verified monthly by both Indiana Charters and the Board’s designee. Credit card transactions expected
to be above $500 must be pre-approved by the business manager, and the Board’s designee must review
the log monthly. An independent accounting firm will be engaged to conduct an annual review of our financial procedures,
reporting and record keeping. All academic and financial records will be maintained in electronic and
paper files. Authorizer personnel will also be invited to review the monthly or annual financial reports as
required by their governance policies. Attachment 18​ is not applicable. SOUTH SHORE CLASSICAL ACADEMY 37​ | 45 SOUTH SHORE CLASSICAL ACADEMY PARENT & COMMUNITY INVOLVEMENT The SSCA board contains both prospective school parents and active community members. Board
Directors Peter Kanelos [Chairman], Kristal Chenault [Director], Diana Gonzalez [Director] and Robert Elder
[Director] all have school-age children who will be enrolled at SSCA. Board Director Daniel Granquist is an
active member of the Chesterton IN community, where he serves as Secretary of the Board of Directors,
Indiana State Chapter of USA Cares, a national charitable organization that provides assistance to veterans.
He has been a Candidate for State Representative of the 118th Indiana General Assembly and he is a
member of the Porter County chapter of the American Inns of Court, a national organization of lawyers
and judges dedicated to promoting professionalism in the practice of law. Board Director Elias Crim
served on the ValparaisoNEXT steering committee for the City of Valparaiso, and is the executive director
of the C-Lab, a civic incubator. Initially the SSCA will convene interested parents in small meetings to communicate the school’s plans
and vision. A group of prospective school families are currently participating in a classical coop program
in Valparaiso. The SSCA will use social media platforms as appropriate and a SSCA school website to
communicate with parents as well as circulating information via an email list. Eventually the school will
want to use its website to post official school announcements and updates. As we approach the school’s launch date, several SSCA board directors may choose to attend a Valparaiso
Community Schools board meeting to present the school’s plans. Moreover, board directors may choose
to speak at area civic or church groups which might have an interest. The SSCA will create a school covenant, a document which describes the mutual commitment being made
between school and family. The covenant will be a tool in the school’s overall character education
commitment, one which extends beyond students to teachers and parents. It will also indicate a
willingness on the part of parents to support the school’s mission and vision. To make sure parents have the opportunity to be fully involved in their children’s lives, teachers will
communicate with parents on regular basis, informing them of any behavioral, social and/or academic
problems that might arise. In order to ensure parent satisfaction, the SSCA will offer several measures. First, parents will have an
opportunity to communicate with staff members, including teachers and the Headmaster, on a regular
basis. Parents will be involved in conversations regarding any disciplinary actions for their children and
will be encouraged to provide appropriate guidance at home. Parents will also be encouraged to visit the school to observe classroom activities. The SSCA will consider
creating a Parents Association in order to promote friendly relationships among parents, to acquaint them
with the character ethos of the SSCA, to obtain their cooperation with the objectives for the development
of their children, and to initiate the parents’ involvement in and support of the projects and events that
support the SSCA academically, socially and financially. Our mission for the SSCA Parents’ Association will include: ●
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To help the SSCA communicate with parents
To help school parents understand the SSCA’s guiding vision
To help schedule, promote, and host student and parent activities
To welcome new parents into the Association and to inspire in them a commitment to the SSCA’s
success
SOUTH SHORE CLASSICAL ACADEMY 38​ | 45 SOUTH SHORE CLASSICAL ACADEMY ●
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To encourage pride and respect in SSCA students.
Areas of parental commitments will be:
lunch program
sports
tutoring
clubs
enrichment programs
The SSCA aims to grow into a reputable educational institution which will work with the area
communities to ensure the development of the academic potential and personal character of each of its
students, regardless of background, socio-economic status and levels of ability. The SSCA will strive to
graduate students who are well-informed and responsible members of their community. In line with the practices of both public and private schools in our area, the SSCA will explore participation
in community-wide shared resources such as the VSC band program, which is open to all area schools. Other area organizations with whom we are exploring partnerships: •
•
•
•
•
•
•
•
•
•
Boys and Girls Club of Porter County
Valparaiso YMCA
Parks and Recreation Department, City of Valparaiso
Boy Scouts of Porter County
Girl Scouts of Porter County
Chicago Street Theater
Porter County Library
Memorial Opera House
Valparaiso Chamber of Commerce
Other local businesses, banks, etc.
START-UP & OPERATIONS Start-Up Plan Transportation 42 USC 11431,​
South Shore Classical Academy anticipates that parents and legal guardians of enrolled students will
provide transportation for their own children or make carpool arrangements with other parents of
children at the school. South Shore Classical Academy will assist parents in making carpool arrangements
should this be necessary. Safety and Security SOUTH SHORE CLASSICAL ACADEMY 39​ | 45 SOUTH SHORE CLASSICAL ACADEMY South Shore Classical Academy places the highest priority on the safety and security of the school’s
students, faculty, staff, and property. The school will be equipped with restricted access doors throughout
the building. All faculty and staff will be properly trained on security policies and procedures, warning
signals, and the school’s emergency plan. All school visitors will be required to sign in at the front office
and wear an identification badge during their time and the school. Technology Specifications and Requirements (for Blended Learning and Virtual Operators Only) 4. This does not apply to South Shore Classical Academy. Insurance Coverage. SSCA will indemnify the Authorizer, its Board of Directors, officers, employees, and staff. SSCA will obtain
liability insurance. See Attachment 21 for a list of insurance coverages and a description of the levels of
coverage. FACILITIES Not applicable. In order to create the most accurate financial model, SSCA has identified property at 700 N 50 W in
Valparaiso, Indiana, owned by St. Iakovos Greek Orthodox Church, as a prospective site. We are also
looking at similarly constituted sites across Porter County and plan to make our final determination based
upon best access for our students and their families. If we come to an agreement with the parish, we
would lease land from the church for two years and to lease modular classroom buildings in accord with
our classroom and facilities needs that will be established on the property. We would lease twelve
modular buildings, eleven of which will each house two separate classrooms, with capacity of up to 30
SOUTH SHORE CLASSICAL ACADEMY 40​ | 45 SOUTH SHORE CLASSICAL ACADEMY students in each classroom and with in-building restrooms. We would also lease a twelfth modular
building that will house administrative offices and a common gathering room. As part of our property
lease agreement, SSCA would have use of kitchen facilities and a large common room within the church
community center which will serve as a cafeteria. The property also has sufficient ingress/egress, parking
and utilities for the needs of SSCA and all our plans include the accommodations necessary for access for
physically challenged students. The start-up costs for our facilities will total approximately $60,000 to prepare the site for the modular
buildings, for transportation and set-up of each unit (built within this cost is also the price of removal from
the site of all modular units and return transportation at the end of the period for which we will use them).
We are budgeting another $60,000 for other site preparation incidentals (utilities set-up, playground,
pathways, etc.). We anticipate approximately $30,000 for initial equipment and furniture expenditures. As is evident from Attachment 22, which details the SSCA budget, the cost of the property lease and the
modular unit lease will be limited to approximately 13% of our budget. This would allow us to create a
building endowment fund of approximately $150,000 per year, which will permit us to assess our facility
needs after the initial two-year period. In accord with our projected growth numbers, we anticipate
purchasing a parcel of property at that point and continuing with modular units until we have acquired
sufficient funds to build permanent structures. BUDGET & FINANCE See ​Attachment 22 ​for the Proposed Budget. See ​Attachment 23​. See ​Attachment 23​. SOUTH SHORE CLASSICAL ACADEMY 41​ | 45 SOUTH SHORE CLASSICAL ACADEMY See ​Attachment 23​. SSCA will engage external auditors to audit the financial and administrative operations of the school. The
Board and the Headmaster will ensure that all recommendations of the auditors are complied with and
that all state requirements are met. An annual review meeting focusing on audit results will be held. ATTACHMENTS 1. Founding Group Resumes and Bios 2. Head of School/Principal Candidate Information 3. School Administrator Information 4. Course Scope and Sequence 5. Curriculum Development Timeline (not applicable) 6. Academic and Exit Standards 7. School Calendar and Schedule 8. Enrollment Policy 9. Student Discipline Policy 10.Staffing Chart 11.Personnel Policy (not applicable) 12.Head of School/Principal and Faculty Evaluation Tools (not applicable) 13.Articles of Incorporation, Board Bylaws and Policies 14.Statement of Assurances 15.Organization Charts 16.Board Member Information SOUTH SHORE CLASSICAL ACADEMY 42​ | 45 SOUTH SHORE CLASSICAL ACADEMY 17.Code of Ethics and Conflict of Interest 18.Education Service Provider (ESP) Documentation (not applicable) 19.Evidence of Support from Community Partners 20.Start-Up Plan 21.Insurance Coverage 22.Detailed Budget Forms 23.Budget Narrative
SOUTH SHORE CLASSICAL ACADEMY 43​ | 45 SOUTH SHORE CLASSICAL ACADEMY South Shore Classical Academy, Inc. SOUTH SHORE
CLASSICAL
ACADEMY
Charter School Application August 2016 ATTACHMENTS SOUTH SHORE CLASSICAL ACADEMY 44​ | 45