STAR Academy Charter School Application July 2016 Information/STAR...1 STAR Academy A Proposed...

STARAcademyAProposedPre-kindergartenthrough8thgradeSTEAMSchool

CharterSchoolApplication25July2016

SubmittedtoAlabamaPublicCharterSchoolSubmissionSubmittedby:JontaMorris,STARAcademyExecutiveDirector/Founderand

FarrahNicoleMartin,CharterSchoolConsultant(OnbehalfofSTARAcademy’sBoardofDirectors)

TABLEOFCONTENTS

EXECUTIVESUMMARY 6

EDUCATIONALPROGRAMOVERVIEW 18

CURRICULUMANDINSTRUCTIONALDESIGN 30

STUDENTPERFORMANCESTANDARDS 47

SCHOOLCALENDARANDSCHEDULE 51

SCHOOLCULTURE 54

SUPPLEMENTALPROGRAMMING 56

SPECIALPOPULATIONSANDAT-RISKSTUDENTS 61

STUDENTRECRUITMENTANDENROLLMENT 78

STUDENTDISCIPLINE 84

PARENTANDCOMMUNITYENGAGEMENT 87

EDUCATIONALPROGRAMCAPACITY 90

LEGALSTATUSANDGOVERNINGDOCUMENTS 94

ORGANIZATIONALCHART 95

GOVERNINGBOARD 96

ADVISORYBODIES 100

STAFFINGSTRUCTURE 105

STAFFPLANS,HIRING,MANAGEMENT,ANDEVALUATION 106

PROFESSIONALDEVELOPMENT 111

PERFORMANCEMANAGEMENT 115

FACILITIES 122

START-UP&ONGOINGOPERATIONS 127

OPERATIONSCAPACITY 131

FINANCIALPLAN&CAPACITY 134

LetterofIntent

NewRisingStarCommunitySupportCorporation7400LondonAve.Birmingham,AL35206June7th,2016AlabamaStateDepartmentofEducationOfficeofPublicCharterSchools50NorthRipleyStreetP.O.Box302101Montgomery,Alabama36104Re:LetterofIntentForAStart-UpCharterSchoolToWhomThisMayConcern:

IamThomasBeavers,theSeniorPastorofNewRisingStarChurchandInterimExecutiveDirectoroftheNewRisingStarCommunitySupportCorporationwhereourmissionistomakeEastlakeacommunityofchoicethrougheducationandhousinginitiatives.Thepurposeofthisletteristoshareourintenttosubmitanapplicationforastart-upcharterschooltotheAlabamaPublicCharterSchoolCommission.

Currently,theNewRisingStarCommunitySupportCorporation’seducationaleffortsalreadyinclude

anEarlyLearningCenter(6weeks-4yearsold),AfterSchoolEnrichment,SpringBreakEnrichment,andSummerCampEnrichment.OurnextsteptoimprovethequalityoflifeinourcommunityistolaunchSTARAcademyasameanstorestorehope,value,leadership,andempowermenttothepeopleandfutureofourcity.Ourcorebeliefisthatdemographydoesnotdeterminedestiny-allchildren,regardlessofzipcodeandsocioeconomicstatus,aredeservingofahighqualityeducationthatpreparesthemforthedemandsofthe21stcenturyworkforce.

STARAcademy(STAR)willservestudentsingradesPre-Kindergartenthrough8thgradeandourhopeistoopeninAugust2017toadiversepopulationofstudentsinBirmingham,AL.STARwillutilizeanintegratedScience,Technology,Engineering,Arts,andMathematics(STEAM)andproject-basedinstructionalmodelwithafocusonliteracyinstruction,personalizedlearning,andcharactereducation.Ourcurriculumwillbeanchoredbynationalandstatestandardsforlearninginallcoresubjects.

PleaseletusknowifyouneedanyadditionalinformationbeforewesubmitourapplicationbeforetheAugust1stdeadline.Warmestregards,Dr.ThomasBeaversNewRisingStarChurch,SeniorPastorNewRisingStarCommunitySupportCorporation,InterimExecutiveDirector

7400LondonAve.,Birmingham,AL35206

CoverLetterandEnrollmentProjections

NameofProposedSchool:STARAcademy

Primarycontactperson(s):JontaMorris&ThomasBeavers

Mailingaddress:1731OakParkLane

Helena,AL35080

Phone(dayandevening):Jonta:720.326.9609;Thomas:205.317.3107

Email:Jonta:jonta.l.morris@gmail.com;Thomas:pastortb@nrschurch.org

Primarycontactforfacilitiesplanning:ThomasBeavers

Phonenumber:205.317.3107 Email:pastortb@nrschurch.org

Nameofentityorinterestgroupapplying:NewRisingStarCommunitySupportCorporation

Names,roles,andcurrentemploymentofallpersonsmateriallyinvolvedinthepresentationofthisapplicationortheorganizationorgovernanceoftheproposedschool:

FullName CurrentJobTitleandEmployer PositionwithProposedSchoolFarrahMartin AmanSTEAMAcademy ConsultantThomasBeavers Pastor,NewRisingStar Votingboardmember/advisorRubenMorris ExecutiveDirector,NewRising

StarCommunitySupportCorporation

Advisor

Doesthisapplicantentityorinterestgrouphavecharterschoolapplicationsunderconsiderationbyanyotherauthorizer(s)intheUnitedStates? __Yes XNo

State Authorizer ProposedSchoolName

ApplicationDueDate

DecisionDate

Provideschoolopeninginformation.

OpeningYear *Geographicarea OpeningGrades GradeLevelatFullEnrollment2017 EastBirmingham Pre-kindergarten

through1stgradePre-kindergartenthrough8thgrade

Modelorfocusofproposedschool.

Science,Technology,Engineering,integratedArts,&Math(STEAM)

Doestheschoolintenttocontractwithathird-partyeducationserviceprovider(ESP)tomanagetheeducationalprogramandoperationsoftheschool?

__Yes XNo

Ifyes,identifytheESOorotherpartnerorganization:_________________________________________

ProposedPrincipal/HeadofSchoolInformation(IfIdentified):

Nameofproposedprincipalcandidate:JontaL.Morris

Currentemployment:PrincipalResident;GreenwoodAcademyK-8

Daytimephoneandcell:720.326.9609

Email:jonta.l.morris@gmail.com

ExecutiveSummary

STARAcademy(STAR)willservestudentsingradesPre-kindergartenthrough8thandwillopeninAugust2017toadiversepopulationofstudentsinBirmingham,Alabama.STARwillutilizeanintegratedScience,Technology,Engineering,Arts,andMathematics(STEAM)andproject-basedinstructionalmodelwithafocusonliteracyinstruction,personalizedlearning,andcharactereducation.Ourcurriculumwillbeanchoredbynationalandstatestandardsforlearninginallcoresubjects.Mission:ThemissionofSTARAcademyistoeducateandempowerourstudentstoreachtheirlimitlesspotential,byprovidingthemwithrigorousacademicpreparationwithinajoyfulandnurturingcommunityfocusedondevelopingpersonalsuccessfactors,problem-solvers,andleaderstocreateabetterworldforthemselvesandothers.Vision:AtSTARAcademy,webelieveallchildrenpossesstheinherentcapacitytoexcelandlearn.Ourstudentsareshiningstarswhohaveideasthatshouldbevaluedandcultivated.Wecreatemeaningfulandlastingexperiencesthatallowourstarstoshinethelightonwhatispossible.Starsmaketheirownenergy,producinglightandareempoweredtodiscovertheirlimitlesspotential.Weareproudofwhoweareasindividualsandasavillageandwilluseourvoicestoseekjusticeforhumanityforabettercommunityandworld.

InaccordancewiththeAlabamaSchoolChoiceandStudentOpportunityAct,thefoundersofSTARAcademybelievethat“differentstudentslearndifferentlyandpublicschoolsshouldhavetheabilitytocustomizeprogramsthatfittheneedsofindividualstudents.”Studentsofallbackgroundsshouldhaveaccesstohighqualityinstructionandschoolsshouldhavethecapacitytoimplementinnovativeideasthatcanaddressindividuallearningneeds.STARAcademy,webelievethatahigh-qualityeducationisthefoundationuponwhichchildrenbuildandrealizetheirhighestpotential.Ourcommitmentistoprepareourstudentsforachanginglocal,national,andglobalcontextbyre-envisioningoureducationalapproach,andinsodoing,fosteragenerationofchange-agents,innovators,andleadersthatnotonlythinkwiththeirmindandheart.Wealsobelievemeaningfulandlastinglearningexperiencesdonothappeninisolatedsilos,butareinterconnected,andthus,soshouldacademiclearninginschools.Webelievethatchildrenarenaturallycurious,observant,andcreativeandthatitisourgoalasaschooltonurturethesebyprovidingauthenticexplorationandinvestigativeopportunitiesbeginningwhenchildrenareyoung.Webelievethevisualandperformingartsinvitecreativityandinnovation,whilescienceandtechnology-basedinstructiondevelopsproblem-solvingandcriticalthinkingskillsthatareneededtomakepersonalandprofessionaldecisionsinanever-evolvingworld.Webelievethesciences,technology,engineering,andtheartsarecatalystsforthiscreativeexpressionandthebuildingofskillsthatareneededforfuture-readyscholars,leaders,andcitizens.Likewise,webelieve,nomatterwhatachilddoeswhenheorshe“growsup”,successandhappinessathome,inschool,andintheworkplacewillbeenhancedgreatlyifthatchildhasafoundationofstronglanguageskills;Andthatchildhasamuchbetterchanceofdevelopingstronglanguageskillswithafocusonlanguagedevelopmentandliteracyasearlyaspossible.

STARAcademywillpreparestudentsforthisfutureenvironmentbyimplementingourvision,mission,andphilosophythroughaSTEAM(integratedscience,technology,engineering,arts,andmathematics)modelthatinfusesafocusonliteracythroughoutitscurriculumandinstructionalthemes.SharedInstitutionalValues:OursharedvaluesrepresentthefoundationforeverythingwedoatSTARAcademyandarecentraltoourprogramandresults.STARisbuiltonsixsharedinstitutionalvaluesinwhichourteachers,leaders,supportstaff,andboardmemberswillexemplifyastrongcommitmenttowardsourculture,curriculum,andperformancemeasuredby:

1. Empowerment–providingtherightenvironmentandopportunitiestonurtureasetofskillsandhabitsofmindthatwillempowerstudentstomakeindependentandresponsibledecisions.

2. EqualAccess–allstudents,regardlessofethnic,socioeconomic,cultural,orgeographic

backgrounds,shouldhaveaccesstofirst-classinstructionsandenrichmentopportunities.

3. InnovativeCuriosity–childrenandadultsshouldbecomefamiliarwiththeopportunityto

considernewpossibilities,takeresponsiblerisks,andexplorecreativesolutions.

4. AuthenticExperiences–truelearningandtransferofknowledgeisfosteredwhenstudentsareprovidedauthenticlearningexperiencesthatallowformeaningfulandrelevantreal-lifeconnections,reflection,andapplication.

5. PerseveranceandFollowThrough–wedonotbelieveinblameorexcuses,buthardworkandresults;weresistcomplacencyandcontinuallypushourselvestolearnandgrowatalltimes;whenaproblemarises,wefindasolutionandimplementquickly;wearerelentlessaboutexcellenceandareresilient,refusingtobackdownandcommittedtoaccomplishourgoalsandmission.

6. CollaborationandDiversity–byembracingandcelebratingindividualityanddifferences,peoplewithdifferingperspectivesandexperiencescanidentifyopportunitiestomaterializeasharedvisionandcommoncommitments.

TheSTARAcademyschoolmodelwillbuildstudentsacademically,socially,emotionally,andincharacter.Whena“star”(student)leavesSTARAcademyweexpecttoseethefollowingexhibitedineachoftheseareas:

• Academic-Beliterateand/orbi-literate;well-roundedlearnerspossessaloveandjoyforlearning,regardlessofthecontent;Possessthecapacitytoconnectinschoollearningtooutsideschoolexperiences;Beequippedwitharichvocabularythatcanbeusedtoexpressacademicandpersonalideasandthoughtswithpeoplefromvaryinglifegroups;competitiveintheirrespectivefields;Outperformtheirpeersondistrictandstateassessmentsandrankamongthetopperformingschoolsinthecountry

• Character-Appreciateothersanddiversity,empoweredwiththelifeskillsthatwillallowthemtomakeinformeddecisionsfortheirlives;Possesstheresiliencetopushbeyondandovercomeobstacles;bewholesomeincharacter

• Social-Haveanawarenessofsocialetiquettethatwillallowthemthecapacitytothriveindiversesocialenvironments;Maintainaservicemindsetandsenseofresponsibilitytotheircommunitythatempowersthemtoleavealegacyforfuturegenerations;Befinanciallyliterate;Possesstheadvocacyskillstoadvocateforthemselvesandissuesinwhichtheyfindthemselvespassionate

• Emotional-Possessself-confidenceandasenseofself-pride,andmaintaincopingandoutreachskillsthatbuildthefoundationforemotionalconstancy

EducationalNeedandAnticipatedStudentPopulation:STARAcademyfoundersrealizetheneedandopportunitytoofferahigh-quality,STEAMandliteracyfocusededucationaloptiontothestudentsandfamiliesinEastBirmingham.BirminghamCitySchools(BCS)isthefourthlargestschooldistrictinAlabama,with42schools(18elementary,8middle,8K-8,7high,and1alternative).Accordingtothe2010-11averagedailymembership,theBirminghamCitySchoolsSystemhasapproximately25,798students.Thisisapromisingnumberconsideringthelossofover12,643studentsfromtheBCSsystemsince2003.1Thelossofstudentshasimpactedtheschoolsystem,forcingtheclosureofsevenschoolsandresultinginequalmeasuresofstatefundingcuts.TheAlabamaAccountabilityAct:FailingSchoolsclassifiesafailingschoolasthebottom6%ofAlabamaschoolsforthe2014-15schoolyearbasedonthestate’sstandardizedassessments(ACTAspire,Plan,andAlabamaAlternateAssessmentinreadingandmath.2Testing3rd-8thgradersontheACTAspireand10thgradersonACTPlan,18ofBirminghamCitySchoolsareconsideredfailingschools.In2014-15,85.24%ofBCS’sthirdgradestudentsdidnotmeetorpartiallymet(LevelsIandII)stateReadingacademiccontentstandardsproficiencyexpectationsand70.83%didnotmeetorpartiallymetstateMathematicsacademiccontentstandardsproficiencyexpectations.

Science,technology,engineering,thearts,andmathematics(STEAM)arecrucialfieldswhenitcomestodrivinginnovation.YetbusinessesarefindingitincreasinglydifficulttorecruitqualifiedSTEAMemployeesintotheirworkforce.Overallthereare3.6unemployedindividualsforeveryopenjoblisting,yetthereisadefiniteshortageofcandidateswhenitcomestoSTEM(science,technology,engineering,andmathematics)jobs.3ForeveryopenSTEMjoblistingthereisonlyonequalifiedunemployedindividual,andthatgapwillonlyincrease.

Three-quartersofthefastestgrowingoccupationsrequiresignificantmathematicsorsciencepreparation.By2018,therecouldbe2.4millionunfilledSTEMjobs.Whilejobsoverallarepredictedtogrowjustshyof10percentby2018,STEMjobsarepredictedtogrowby17percent.Morethanhalfofthisgrowthwillbemadeupofcomputercareers,andmorethanaquarterwillbeengineersandtechnicians.Life/physicalscientists,architectsandsurveyors,andmathematicalsciencesmakeuptheremainder.However,USelementaryschoolsdevoteanaverageof2.3hrs./weektoscience,adeclineof43minutessince1994.4AnalysisofBirminghamCitySchools’fifthgradescienceACTAspireassessment

1http://blog.al.com/spotnews/2014/04/student_population_stabilizing.html2http://www.bhamcityschools.org/Strategic%20Plan3http://www.adeccousa.com/engineering-and-technical/employer-services/resource-center/Pages/stem-jobs-infographic4http://www.blackenterprise.com/education/be-smart-stem-facts-that-may-shock-you/attachment/stem-facts-that-should-shock-you/

shows84.72%ofstudentswithinthedistricteitherdidnotorpartiallymetstateacademicstandardsexpectationsin2014-15.5

ManybelievetheSTEMskillsgaplieswitheducation,andtheyarepartlycorrect.Currentlythereare271,000graduatesperyearwhoearnadegreewithinSTEM,yetthereare277,000jobvacanciesatalleducationlevelsintheSTEMcategory.Thisleaves6,000STEMvacanciesunaccountedfor.U.S.collegesareonlygraduatingenoughcomputerscienceengineerstofill30percentofSTEMjobsby2020.

AfricanAmericans,Hispanics,AmericanIndians,andAlaskaNatives,historicallyunderrepresentedracialandethnicgroups,accountedfor10percentofthecountry’sworkersinscienceandengineeringin2010;upslightlyfrom7percentin1993,butstillafarsmallerproportionthantheirshareofthegeneralpopulation,whichwas26percent.6Womenwerealsounderrepresentedinthescienceandengineeringworkforce.Whiletheyrepresenthalfofallcollege-educatedworkersintheUnitedStates,theymadeupjust28percentofscienceandengineeringworkersin2010;anincreasefrom21percentin1993.

Three-fifthsofstudentsinpublic2-yearcollegesandone-quarterin4-yearcollegesanduniversitiesrequireatleast1yearofremedialcoursework.7About20percentofall4-yearcollegesanduniversitiesgraduateslessthanone-thirdoftheirfirst-time,full-time,degree-seekingfirst-yearstudentswithinsixyears.8Ofthe45percentofstudentswhostartcollegeandfailtocompletetheirdegree,lessthanone-quarteraredismissedforpooracademicperformance.Mostleaveforotherreasons.ResearchsuggeststhatthereasonsstudentsarenotenteringintoSTEMjobsisnotduetostudent’sperformanceorattitudeattributes,butinsteadarecloselylinkedtoanearlylossofinterestinscienceandfeelingoverwhelmedbytheacademicvocabularyandrigorofSTEMcurriculum.

Acriticalfactorforstudentsuccessinpost-secondaryeducationandinthe21stCenturyworkforceistheirpre-collegeexperience.Students’academicpreparationinK-12schoolshassignificantvalueintheirsuccessincollegeandcareers.ThefactorymodelapproachtoK-12education(adoptedmorethan150yearsago)findsitspremiseonteachingstudentsonlytheessentialskillsneededforthemtoworkinlow-knowledgefields(farmingandfactories).Today,however,ourworldismuchmorecomplexanddiverse,andtherefore,soisthethinking,problem-solving,andinnovativecapacitiesofthosewhocontinuetomovetheworldforward.

MillionsofAmericanchildrengettofourthgradewithoutlearningtoreadproficiently,andthatputsthemonthehighschooldropouttrack.9Theabilitytoreadiscriticaltoachild’ssuccessinschool,life-longearningpotentialandtheirabilitytocontributetothenation’seconomyanditssecurity.

InMay2010,theAnnieE.CaseyFoundationpublishedaKIDSCOUNTspecialreport,EarlyWarning:WhyReadingbytheEndofThirdGradeMatters,tolaunchthenationalCampaignforGrade-LevelReading.

5https://www03.alsde.edu/accountability/accountability.asp6http//:www.usnews.com/news/stem-solutions/articles/2014/02/06/minorities-women-still-underrepresented-in-stem-fields-study-finds7Adelman2005;HornandBerger2004;U.S.DepartmentofEducation20048Carey20049http://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/

EarlyWarningsummarizedtheresearchbasisforfocusingongrade-levelreadingproficiencyasanessentialsteptowardincreasingthenumberofchildrenwhosucceedacademically,graduatefromhighschoolontimeanddowellinlifeandtheworkforce.

Early-gradereadingproficiencyintheUnitedStatescontinuestobeunacceptablylowforstudentsfromlow-incomefamiliesandchildrenofcolor.NewresearchhashelpedquantifyandreinforcethecorrelationsthatEarlyWarningdrewbetweenpoverty,failuretoreadproficientlyandfailuretograduatefromhighschool.SociologistDonaldHernandezfoundthatchildrenwhodonotreadproficientlybytheendofthirdgradearefourtimesmorelikelytoleaveschoolwithoutadiplomathanproficientreaders.BlackandHispanicchildrenwhoarenotreadingproficientlyinthirdgradearetwiceaslikelyassimilarwhitechildrennottograduatefromhighschool(about25vs.13percent).10

Whenweaddpovertytotheanalysis,thefindingsareevenmoresobering.Hernandezfoundthatthegraduationfailurerateforchildrenwhocannotreadproficientlyandarepoorforatleastoneyearis26percent,ormorethansixtimestherateforallproficientreaders.Overall,22percentofchildrenwhohavelivedinpovertydonotgraduatefromhighschool,afigureaboutthreetimesgreaterthantherateforchildrenwithnofamilypovertyexperience.11

STARAcademyisprojectedtoopeninCenturyPlaza,aformershoppingcenterlocatedinEastBirminghamandtheBirminghamCitySchoolsdistrict.Datafromthe2013-14ACTASPIREassessmentshowsthat82.98%ofthirdgradestudentsinBirminghamCitySchoolseitherdidnotorpartiallymet(LevelsIandII)stateacademiccontentstandards.12Thisnumbergrewto85.24%in2014-15.

STAR’sproposedfacilityislocatedinzipcode35206,surroundedbyapproximatelyeightotherzipcodes(seemapbelow).Conductingademographicanalysisofallofthecommunitiessurroundingthatprojectedlocationofourschool(shownaspointAonthemapbelow),weplacedemphasisonzipcodes35206,35210,35213,35222,35234,35217,35235,35207,35212.

10http://www.aecf.org/m/resourcedoc/aecf-EarlyWarningConfirmedExecSummary-2013.pdf11http://www.aecf.org/m/resourcedoc/aecf-EarlyWarningConfirmedExecSummary-2013.pdf12https://www03.alsde.edu/accountability/accountability.asp

Withintheseboundaries,thereareapproximatelytendistrictmanagedschoolsK-5,K-8,and6-8schools.Ofthe10elementaryandmiddle-schoolprogramsinEastAlabama,aslowas67.30%ofstudents(W.J.ChristianSchool)andashighas88.37%(InglenookSchool)didnotmeetorpartiallymetthirdgradeReadingstateacademiccontentstandardsproficiencyexpectationsin2013-14.In

2014-15aslowas63.05%ofstudents(W.J.ChristianSchool)andashighas92.39%(HayesK-8School)didnotmeetorpartiallymetthirdgradeReadingstateacademiccontentstandardsproficiencyexpectationsin2014-15.13

Thecurrenteducationalapproachisnotsettingstudentsoncoursetoachievetheirpersonalbestortobeoncourseforsecondary,post-secondary,andlifesuccess.Nowisthepivotaltimetore-envisionwhateducationcanlooklikeanoffertoourstudentsandfamilies.Thecapturedimageisoneinwhichstudentsareabletoengagein21stCenturythinkingandlearningskills,workingcollaborativelyonprojects,engaginginlearningexperiencesthatconnectskills,andconceptsfromvarioussubjectsintothebiggerpictureoflifeandwork.

IntegratingtheartsintoaSTEMeducation(STEAM)isnotjustaboutartprojectsinclass,butusingartsstandardswithcorecurriculumtoconnectlearningandengagestudents.Whenstudentsareenthusiasticallyparticipatinginthelearningprocess,itmakeslearningfun…eveninscienceandmathematicsclassesthatcantypicallybeviewedasintimidating.Theengagementultimatelyboostsacademicachievementandforgesauthenticlearningexperiencesthatlaythefoundationforfuturecareers.STEAMalsoallowsteacherstomoreeffectivelyreachminorityandsecond-languagestudentsthroughhands-on,collaborativeinstructionandactivities.Thegroup-workenvironmentoftenforcesstudentswhopreviouslysatbacktoengageandaskquestionsinordertounderstandwhattheirroleinthegroupisandbettercontribute.Exposingstudentstothiseducationalframeworkandencouragingtheuseofcreativity,innovation,criticalthinking,andproblem-solvingskillsattheveryfoundationalstagesoflearningincreasestheirinterestinSTEAMfields,increasingthechancetheypursuethoseascareers.Embeddingastrongfocusonliteracy,providesstudentswiththetoolsandconceptstonotjustbegoodreaders,buttocomprehendwhattheyreadinamannerbywhichtheycanformulatetheirownideasandopinionsabouttheinformationtheyhaveread.STARAcademyfoundersrealizetheneedandopportunitytoofferahigh-qualityeducationaloptiontothestudentsandfamiliesinEastBirminghamandareposturedtoprovidethattothedeservingstudentsandfamiliesinthiscommunity.

13https://www03.alsde.edu/accountability/accountability.asp

TheSTEAMcurriculum,whichbuildsitsfoundationoninterdisciplinaryandproblem/project-basedlearning,allowsstudentstoconnecttheirlearning.Thiscreatesthecontextbywhichmoreenduringorlastinglearningcantakeplace.STEAMalsoallowsteacherstomoreeffectivelyreachminoritystudentsthroughhands-on,collaborativeinstructionsandactivities.Thegroup-workenvironmentoftenforcesstudentswhowerepreviouslysatbacktoengageandaskquestionsinordertounderstandwhattheirroleinthegroupisandbettercontribute.TheliteracyfocusofSTARalsoseekstoensurestudentscanreadandcomprehendschoollevelcomplextextsaswellastoutilizeandcomprehendacademicandcareerlanguagethatempowersthemtocompetitivethroughouttheireducationalandprofessionalpaths.

ThechildrenandfamiliesofEastBirminghamrequireaschoolwhosemodelcanaddresstheirspecificneedsandpreparethemforfutureacademicandpersonalsuccess.Theschoolintendstoserve248Pre-Kindergartenthroughfirstgradestudentsinyearone,growingto1016studentsatfullbuild-outinyeareight.Basedonthedemographicsofthelocalcommunityandothernearbyschools,weanticipatethat95%ofourstudentswillmeeteligibilityforthefreeandreducedlunch(FRL)program,3%willbeEnglishlanguagelearners,and10%willrequirespecialeducationservices.EnrollmentSummary:STARAcademywillopeninAugust2017with248studentsinPre-kindergarten-1stgrade.Theslowimplementationmodelhasbecometheacceptedbestpracticefornewstart-upschools.Wewilladdonegradeleveleachconsecutiveyear.Atfullenrollmenttheschoolwillserve1016studentsinPre-kindergarten-8thgrade.Thefollowingchartillustratesthegradesservedineachacademicyear.Ateachgradelevel,therearefourclassesofstudents.Thenumbersreflectedinyearone,andthemodelcarriedoverintosubsequentyears,is20studentsperpre-kindergartenclass(4yearoldsthathavebeenpotty-trained),and26studentsperclassingradeskindergartenandbeyond.Theseprojectednumberswillallowourschooltoservethemaximumnumberoffamilies,whilestillmaintainingaclassroomstructurethatallowsforindividualizedlearning.Grade 2017-

20182018-2019

2019-2020

2021-2022

2022-2023

2023-2024

2024-2025

2025-2026

Pre-K 40 40 40 40 40 40 40 40K 104 104 104 104 104 104 104 1041 104 104 104 104 104 104 104 1042 104 104 104 104 104 104 1043 104 104 104 104 104 1044 104 104 104 104 1045 104 104 104 1046 104 104 1047 104 1048 104

Total#ofStudents

248 352 456 560 664 768 872 976

EducationPlan/SchoolDesign:Therearesixmajortenetsofoureducationalprogram:

STEAM:STEAMisanacronymforScience,Technology,Engineering,theArts,andMathematics.Theideaemphasizingthesesubjectsindeliveringcurriculumhasbeendrivenbythebusinesscommunity,withthegoalofpreparinganagileandcompetitiveworkforce.However,thereisagrowingnationalpushtoblendscienceandthearts.ItisimportanttonotethatSTEAMisnotaprogram,butaphilosophy.Intherealworld,contentknowledgeisinterwoven,layered,andsophisticated,notexperiencedinisolationsuchasintraditionaleducationalsettings(separatemathtime,separatesciencetime,etc.).ThegoalofSTEAMistofosterthetrueinnovationthatcomeswithcombiningthemindofascientistortechnologistwiththatofanartistordesigner.STEAMskillsarevitalforsuccessinthe21stCenturyandcriticaltoourcollectivefuture.STEAMeducationteachesflexiblethinking,risk-taking,andcreativeproblem-solvingneededtosolvetoday’smostcomplexandpressingchallenges.Studentsareengagedinauthenticlearningexperiencesthatteachthemtoexploretheworldaroundthem,createinnovativesolutionstoproblems,andcommunicatetheirresultswhilelearningthefoundationalskillsofscience,technology,engineering,thearts,mathematics,andcontentliteracy.

AstudybytheNationalEndowmentfortheArtsshowsthatstudentsfromlowersocio-economicbackgroundswhoactivelyparticipatedintheartstendedtoscorebetterinscienceandwriting,andweremorelikelytoaspiretocollege.Thehands-on,engagingactivitiesatthecoreofintegratedSTEAMcurriculacreatesanaturalenvironmentforlanguagedevelopment.Inquiry-basedlearningmakesvocabularycometolife,andhelpsyoungpeoplegetexposuretotheacademicvarietyofEnglishnecessaryforsuccessinschool,college,andcareers.Thegroup-workandteam-orientedactivitiescommontointegratedSTEAMinstructionprovidelearnerswithadditionaltimetospeak

andlistentoEnglishinalow-pressuresetting.Ultimately,STEAMprovidestheunderpinningsforeverychildtobesuccessfulincollege,work,andlife.STEAMgraduatesareproblemsolvers,innovators,inventors,andcreativethinkers.Interdisciplinary,AuthenticLearningExperiences(ThematicInstruction):Thematic,orintegrated,instructionisaninterdisciplinaryteachingapproachthatpresentssubjectmatteraccordingtothemesortopics.Eachthemeortopicispresentedinextendedunitssothatstudentshaveenoughtimetodevelopunderstandingandtofindconnectionstowhattheyknowandvalue.Thisapproachintegratesbasicdisciplineslikereading,writing,math,andsciencewiththeexplorationofabroadsubjectsuchascommunities,waterconservation,ortheuseofenergy.Integratedinstructionengagesstudentsinavarietyoflearningactivities,andencouragesstudentstoexploretopicsdeeply.Webelievethatlearningbecomes“sticky”whenitdrivesstudent-driven,teacherfacilitated,complexandnuanced,andframedina“realworld”context.STAR’sinstructionalmodelwillencompasselementsofExpeditionaryLearning(guidingquestions,kickoffexperiences,andcasestudies)andDesignThinking(publicdisplaysoflearningandthedesignprocess)throughafocusonbuildingliteracyskillsandcapacityamongourstudents.

ThematicInstruction:theorganizationofacurriculumaroundageneralideaor“themes”thathavemeaningtothelearner

ThegoalofSTEAMistofosterthetrueinnovationthatcomeswithcombiningthemindofascientistortechnologistwiththatofanartistordesignersothatstudentsacquirethecreativeproblem-solving,flexiblethinking,andrisk-takingneededtosolvetoday’sandtomorrow’smostcomplexchallenges.

ThecurriculumatSTARAcademyisintegratedintoSTEAMunitswithuniquethemesthatcombineandintertwineconceptsinlanguagearts,math,science,socialstudies,emphasizingcross-curricularconnections,andtransferandgeneralizationoflearning.Studentswillhaveopportunitiestoexploretheirlocalcommunityinearlygrades,thestateofAlabamainupperelementarygrades,theUnitedStatesinearlymiddleschool,andeventuallytheworldwhenSTARreachesfullcapacity.Alllearningexperienceswillfocusonstudentexploration,evaluatingdifferingperspectives,communicatingnewideas,andcommunalaction.Studentswillparticipateinuptosixlearningexperiencesaschoolyeargroundedinanchorliteracyandmathnationalandstatestandardsinallcontentareas.Project-basedlearning(PBL):Project-basedlearningrequiresstudentstousereal-worldtopicstobeginin-depthinvestigations.Inthisapproachstudentsselectanissuethatholdsmeaningforthem—itmaybeasituationoccurringwithintheschooloroneoccurringoutsideofschoolinthebroadercommunity.Insomemodels,stakeholdersfromthecommunitygenerateprojectideasthatareparticularlyrelevant.Whendesigningtheproject,itisessentialthatstudentsareactivelyinvolvedindecisionmakingandthatcontentstandardsareembedded.Webelievelearningshouldtakeplaceinandoutoftheclassroom.Teacherswilldesignrubricstomeasurestudentmasteryofprojectsandlearningexperiencesasformativeandsummativeassessmentsofstudentlearning.TeachersatSTARwillcollectdataonstudentlearningandrespondtoitbyadjustinginstructionalplansinrealtime.Studentswhodonotmasteradailyobjectivereceivetargetedremediationthesameday.PersonalizedLearning:AtSTAR,webelievethatchildrenlearnbestwhenlearningispersonalizedsostudentscanbechallengedeveryday.Wealsobelievethatsupportshouldbepersonalized.Everystudenthasuniquegiftsandindividualneeds;learningsupportsshouldreflectthis.Eachstudentwillbeheldtothesamehighexpectationsbutwillbeallowedtoreachtheminawaythatreflectstheirindividuallearningstyle.Classroomsandinstructionwillreflectmultiplelearningmodalitiesincludingblendedlearningoptions,smallgroupinstruction,self-directedlearning,project-basedlearning,andhighlevelsofdifferentiation.STARwillhaveapersonalizedlearningplatformtoenablestudentstoaccessalloftheironlineself-directedcontent,trackprogresstowardtheirgoalsandtakeassessmentstodeterminemasteryofconcepts,skills,andstandards.Eachstudentwillreceiveapersonallearningplanthatwillremainfluidbasedonstudentdataandperformance.Planswillbedesignedcollaborativelywiththestudent,familysupportnetwork,andhis/herteacher.Goalsanda“HowILearnBest”playlistforeachcontentareawillbeestablishedinthree-weeklearningcyclestoberevisitedattheendofeachcyclewiththestudentandteam.Inaddition,eachStarwillhaveadreamteamwhowillbuildmotivationtotakechargeoftheirlearningandconnecttheirschoolworktolong-termdreams.Long-termgoalsthentranslateintomoreconcretemonthlygoalsanddailyto-dos.Toensurestudent’sgoalsanddreamsstayattheforefront,thedreamteamwillbecomprisedofthestudent,peers,agoalcoach,mentor,andfamilymembers.Thesememberswillbechargedwiththementorshipandencouragementnecessarytoensurethestarreachestheirgoalsandhelpfostertointrinsicmotivationtosucceed.AtSTAR,webelievequalityinstructionandstandards-basedteachingareequallysignificantparallels.Ourteachersaligntheirinstructiontonationalandstatelanguage,mathematics,andsciencestandardsandexpectstudentstomasterallidentifiedskillsandconcepts.TeachersatSTARwillcollectdataonstudentlearningandrespondtoitbyadjustinginstructionalplansinrealtime.Studentswhodonotmasteradailyobjectivereceivetargetedremediationthesameday.

WholeChildCharacterDevelopment:Oureducationalphilosophystartswitheducatingthewholechild.Webelieveanexcellenteducationrequiresnotonlyacademicrigorbutalsopersonalsuccessfactors(character).Aswemovedeeperintothe21stcentury,theneedfor21stcenturyskillsarebecomingmoreandmoreapparent.Ourapproachtomeetingthisneedrevolvesaroundidentifyingacoresetofresearchedcharactertraitsandprovidingdirectinstructiononthoseskills.ThisapproachbeginswithSTARcharactertraitsbeingmodeledbyalladultsinthebuildingfirst.Allstudentcultureandbehaviorsystemswillbetiedtothiscoresetofcharactertraits.Teacherdesignedlessons,modules,learningexperiences/projects,performancetasks,andassessmentswillalleitherteach,reinforce,measure,orassessstudentmasteryofSTAR’scorecharacterattributes.Studentswillreceivemasteryreportsofcharacterdevelopmentalongwithmasteryreportsofacademicstandards.Characterobjectiveswillbeplannedandtaughtdailyinconcertwithregularlearningobjectives.Studentswillhavemultipleopportunitiesinmultiplemodalitiestolearnbothpersonalcharacterdevelopmentandcommunitydevelopment.Thecharacterdevelopmentprogramisnotanadd-onorasupport.Wholechilddevelopmentwillbeengrainedinallwedoincludingthewraparoundservicesandlearningsupportsweoffer.Allresponsetointerventionsystemswillbegroundedinourcharacterdevelopmentsystemgiventhatmostchildrenofcoloraremistakenlyidentifiedasstudentsrequiringspecialeducationserviceswhenrootcausesofstudentmotivationalchallengescanbeaddressedinthegeneraleducationclassroomswiththerightsupports.LeadershipandServiceLearning:AtSTAR,webelievethateducationisacivilright.However,wealsobelievethatthosewhohaverightsalsohaveresponsibilities.WebelievethatwearenotonlyeducatingBirmingham’sfutureleadersbutalsotheworld’sfutureleaders.Wearepreparingstudentsforcareersandopportunitiesthatareyettoexist.WebelievethatstudentsshouldleaveSTARwithaglobalmindsetandlocalagenda.Ourstudentswillbeequippedwithasenseofglobalcuriosity,localunderstanding,anduniversalresponsibility.Allstudentsandstaffwillberequiredtoengageinschoolwideservicedaysandcommunityactionprojects.Weaimtocreateanequipped,organized,andmobilizedcorpsofservantleaders.Learningexperienceswillbegroundedinlocalandglobalsocialjusticeissues.Studentswillexploreopportunitiesthroughafoundationofliteracyandmathstateandnationalstandardswithalensofpersonalandcommunalresponsibilitygroundedinauthenticdesignchallengesandlearningexperiences/projectschosenbystudentstofacilitateadeepsenseofagency,empathy,andservice.Wewillseekoutlike-mindedpartnerorganizationstoprovideresources,training,opportunities,andexperiencestohelpstudentsdrivetheirservicepassions.Studentswillbecelebratedandrewardedfortheirideasandeffortsfirstandforemostbytheoverwhelmingsenseofcommunitytheseprojectsandeffortswillfoster.Secondly,leadershipandservicewillbeadirectmeansofearningprivilegesandrewardsasapartoftheschoolcharacterdevelopmentplanandstudentbehaviormanagementsystem.LeadershipandGovernance:JontaMorris,theschool’sfounderandexecutivedirector,isleadingSTARAcademy’sdevelopmentefforts.Mrs.Morris’passiontocreatelivesofchoiceofopportunityforchildrenisfueledbythemorethanonethousandstudentsthatshehashadtheprivilegetoimpact

throughoutherjourneyasaneducator,butmoreimportantlywhohavehadagreaterimpactonher.Thesechildrenhavenotcomefromaffluentzipcodesnorstatisticallyspeaking,areexpectedtoexcelinAmerica.Mrs.Morrisbelievesthatshemustbethechangeagentwhowillhelpstudentsdefytheoddsstackedagainstthembecausetheirzipcodeorskincolorwillnotlimittheirpotential.ATeachforAmericaalumnus,shetaughtfirstgradeto23shiningstarsinAtlanta,Georgia.Aftertwoyearsinatraditionalclassroom,JontajoinedKIPP(KnowledgeisPowerProgram)asakindergartenteacherinBronx,NY.ItisherewhereJontabegantohoneherinstructionalabilitiesandwitnessavillagecontributingtogrowingchildren’sdreams.Mrs.MorristhenhadthewonderfulopportunitytorelocatetoDenver,ColoradotoaidinopeningthefirstKIPPschoolintheMontbellocommunity.ItisherewhereJontataughtmiddleschoolreadingandbecametheschool’sfirstassistantprincipal.ShetransitionedtoDenverPublicSchoolstohelptransformapriorityturnaroundschoolandhercontributionsresultedinsignificantacademicandcultureachievement.JontahasalsoparticipatedintwoDenverPublicSchools’principalresidency/preparationprograms:APAscentandLearntoLead.Jontaiscurrentlycompletingayear-longfellowshipwithKIPP-thelargestchartermanagementorganizationinthecountry.TheFisherFellowshipisoneofthemostreputableandhighlysuccessfulfellowshipsinthecountryandistailoredforschoolleadersopeningschools.Mrs.MorrisholdsaMastersofEducationalSupervisionandLeadershipfromNationalLouisUniversity.STARAcademyisbuildingastronggoverningboardandfoundingteamwiththecapacitytoeffectivelyoverseepoliciesandthegovernanceoftheschool.Theboarddevelopmenteffortisbeingspearheadedbylocalpastorandplanningteammember,ThomasBeavers.

Section1:

EducationalProgramDesignandCapacity

EducationalProgramOverview

PhilosophyandResearch:STARAcademyisanewschoolmodeldesignedtohelpdevelopthebestpreparedstudentsintheworld.STARwillproviderigorous,high-qualityinstructionwithinanurturingschoolcommunityfocusedondevelopingself-motivatedlearners,problem-solversandleaders.Studentswillbenefitfrommoresmallgrouplearning,greateraccesstotechnology,deepandmeaningfulenrichmentopportunities(suchasmusic,foreignlanguage,martialarts&STEMinventions),andextendedfieldtripsthatallowstudentstogodeeperinanareaofinterestandexperiencehands-onlearninginmoreauthenticandengagingways.

AtSTARAcademyfivecoreeducationalbeliefsguideoureducationalprogram:

1. Childrenlearnbestwhenacademiclearningisconnectedtoreallifethroughauthenticlearningexperiences.Authenticlearningengagesallthesenses.Brain-basedresearchshowsthatusingallsensesmaximizesthelearningexperience.14Interacting,manipulating,exploring,collaborating,discussingopenly,andsharingformeaningfulreasonsoptimizelearning.Authenticlearningexperiencesplaceemphasisonthequalityofprocessandinnovation.Morethanjustunderstandingteacher-speakandregurgitatingcontent,authenticlearningexperiencesdevelopabodyofskillsetsandself-motivatedinquirymethodsinchildrenthatextendsbeyondthewallsofaclassroom.Content-driveneducationisalinearlearningmodelthatwillfailtoprovideourstudentswiththeskillsneededtoaddressthesteepchallengesofthe21stCentury.Contentalwayschanges,butprocessesareforever.Onaplanetthatisrapidlychanging,creatingauthenticlearningopportunitiesinschoolsiscriticaltoprovidingstudentswiththetoolstomeetthesechallenges.

2. Anintegratedlearningenvironmentandcurriculumpromotesdiscoveryandimagination,andallowschildrentopursuelearninginaholisticway.Alsocalled“thematicinstruction,”“cross-contentinstruction,”and“multi-disciplinaryinstruction,”integratedinstructionfocusesonconnectionsinlearningratherthanonisolatedskillsandknowledge.Integrationacknowledgesandbuildsontherelationshipswhichexistamongallthings.Anintegratedlearningenvironmentemphasizestheinterconnectednessbetweenacademiclearningandtherealworld,makingachild’sclassroommorerelevanttowhatisgoingonintheirlivesoutsideofschool;thus,itemphasizescriticalthinking,problemsolving,andinquiry.Thisapproachdevelopsthechild’sabilitytoacquireandusebasicskillsinallthecontentareasandtransfertheirlearningtoothersettings.

3. Studentslearnbestwhengivenmeaningfulapplicationsforlearningthatdemonstratemasteryofcontentandprocess.Studentsinvolvedinprojectsandhands-onlearningtakegreaterresponsibilityfortheirlearning.Implementingmulti-sensoryactivitiesandmeaningfultasks,andexploringavarietyofskillsthroughreal-worldapplicationprovidesstudentsthe

14http://www.authenticlearning.weebly.com/

opportunitytocreateatangible,usefulproductworthsharingwiththeirteachers,peers,andcommunity.Oncetheteacherprovidesanengagingtaskorchallenge,students’naturalskillsandtalentsareallowedtosoarastheyimagine,create,andinnovate.Engaginglearnersinthissortofauthenticproblem-solvingprocessrequiresstudents,evenkindergarteners,tolearntoanalyzeresearch,studyaproblemthroughvaryinglenses,andcreativelyidentifysolutions.

4. Thesciences,technology,engineering,arts,andmathematicsarecatalystsforacademicgrowth,creativeexpression,andtheinnovationneededforfuture-readyscholarsandleaders.Webelieveartseducationcanunleashtheacademicpotentialineverychild.Throughartandtechnology,webelieve,educationpromotesdiscoveryandimagination.Studentsaregiventheopportunitytothink,explore,learn,andexpressthemselvesthroughexperiencesthatcultivatetheirinnatecreativity.Thistypeoflearningenvironmentencourageschildrentobecomeintrinsicallymotivatedtolearnandmorefullyengagedintheirpersonallearningjourney.

5. Children’searlyliteracyskillsareafoundationforalloftheiracademiceffortsandarecloselylinkedtotheirhealthandwell-being.Educatorsneedaplanforliteracyinstructionthatwillpullourat-riskreadersalongandpushallreadersforward.Onestudyshowedthatchildrenwhodidnotreadwellbytheendofthirdgradewerefourtimesmorelikelynottograduatefromhighschoolontime,andnotgraduatingfromhighschooliscloselylinkedtopoorerhealth,unemployment,andincarceration.15AtSTAR,wefocusontheelementsofstrongliteracyinstruction,withaparticularfocusondevelopingchildren’slanguageandreadingskills.Withincreasinggradelevels,thedemandsofthetextschildrenmustreadincreaseindifficultyandyet,textistheprimarywaythatacademiccontentisdeliveredtostudentsinmiddleschoolandhighschool.Infact,tobesuccessfulinallacademicsubjectareas,childrenneedtobeproficientreaders.Youngchildren,especiallyacademicallyvulnerableyoungchildren,requireacohesivelearningexperienceastheymoveupthroughthegrades;learningexperiencesthatbuildontheirstrengthsandaddresstheirneeds,promotingknowledgeandskilldevelopmentalongtheway.

WematerializethesefivecoreeducationalbeliefsthroughAcceleratedExpectations(supportingourstudentstoachieveatanexceptionallyhighlevel),anAwesomelyPowerfulCommunity(givingstudentsadeepsenseofbelongingandpurpose),andOwnershipandPersonalization(buildingintrinsicmotivationsothatstudentsfeelagencyoverandresponsibilityfortheirownlearning).

InstructionalVision:AtSTARAcademy,wearecommittedtopreparingourstudentsforlivesofchoicethrougharigorous,personalized,andjoyfuleducationalapproachthatfostersagenerationofchange-agents,innovators,andleaderswhothinkwiththeirmindbutalsotheirheart.Wewelcomemistakesformistakesarethepathwayforlearningandpassion.Wecultivateourstars’naturalcuriosity,innovationandcreativitybyprovidingauthenticexplorationandinvestigativeopportunitiesthroughscienceandtechnologywithanartsemphasisinstruction.Ourstarswilldevelopthenecessary

15http://fcd-us.org/sites/default/files/PreK-3rd_Getting_Literacy_Instruction_Right.pdf

problem-solvingandcriticalthinkingskillsthatareneededtomakepersonalandprofessionaldecisionsinanever-evolvingworld.

Ourinstructionalprogramisgroundedonfouroutcomes:

• AcceleratedAcademics:Wesetthebarextremelyhighandpushstudentstoachieveexcellenceinacademics

• HabitsofSuccess:Studentsdevelopthehabits,mindsets,andlifeskillsthatpromoteproductiveandjoyfullivesincludinggrowthmindset,curiosity,timemanagement,empathy,andcreativity

• ExcellenceinEnrichment:Weofferstudentsachancetoexperiencethejoyofpassionatelypursuinganareaofenrichmentbeyondtraditionalacademics,suchasSTEAMinnovations,MartialArts,andMusic

• Student,Family,andStaffMotivation:Ourpowerfulcommunityofstudents,staff,andfamilieswillconsistentlyinspireandsupporteachother

STARAcademywillprovideaneducationalstructurethatcapitalizesoneachofthesebeliefsbyintegratingtheSTEAM(STEMandartsintegration)educationalframeworkandauthenticinquiry,andproject-based,literacyfocusedcurriculumandpersonalizedinstructionforourstudents.Byintegratingsubjects,andbynurturingchildren’snaturalcuriosityandcreativity,STARAcademyaimstostimulateandengagelearnersacrossthecontentareas.Furthermore,byembeddingvisualandperformingartsinSTEMlearning,andbyimplementingproject-basedlearning,notonlywillchildrenbetterunderstandabstractconceptsbuttheywillapplytheirlearninginrelevantandauthenticways.

WhileSTEAMprovidestheframeworkforinstructionandstudentperformancetasksandinformsourinstructionalphilosophy,itisnotacurriculum,butratherthebasisforinstructionaldesignandimplementation.OurSTEAMprogramisnotalab,specialprogramforhighachievingorgiftedstudents,orenrichmentorperiodicspecialactivityinscienceandmath.Itisaschool-widecurricularapproachinfusedeverydayforallstudents.EachstudentofSTARAcademyreceivesaminimumof15hoursofSTEAMrelatedinstructionweekly.

STEAMPedagogy:STEMlearning(emphasizingscience,technology,engineering,andappliedmath)hasgarneredincreasedsupportinanation-wideefforttoboostscienceliteracy.OfgrowingnationalandlocalconcernisthatcareerfieldsinvolvedandrelatedtoSTEMaremultiplyinginAmericawhilethenumberofqualifiedapplicantsarediminishing.InstructionalstaffatSTARwillusetheSTEAMeducationalframeworktostructurelearning.AccordingtotheNationalAcademyofSciences,NationalAcademyofEngineeringandInstituteofMedicinein“RisingAbovetheGatheringStormRevisited,”theprimarydriverofthefutureeconomyandconcomitantcreationofjobswillbeinnovation,largelyderivedfrom

“We’reat,really,apivotalmomentinthehistoryofAmericaneducation

andthequestioniswhetherwelearnfromthedevelopmentsthat

arehappeningallaroundtheworldasnationsarecompetingwithus

thatnevercompetedbefore.”

-U.S.RepresentativeChrisMurphy

advancesinscienceandengineering.16Americaneedstomaintaincompetitiveedgeintheglobalmarketplace;furthermore,ourowneconomyreliesonSTEMinnovation.NotonlyareU.S.studentsasawholelaggingbehindthehighestperformingnationsoninternationalassessments,butminoritiesandwomenareunder-representedinSTEMfields.NarrowingthecurriculumtoliteracyandnumeracytotheexclusionofintegratedSTEMeducationinordertomakeexpectedstudentgrowthgainsisdetrimentaltothesuccessofchildrenandtotheeconomyasawhole.

STEMeducationthatfostersstudentengagement(thatisinclusiveofgirls,minorities,andabroadrangeoflearningmodalitiesamongallchildren)hasgivenbirthtotheemergingSTEAMpedagogy.Thisapproachissupportedbyagrowingresearchbaseindicatingthatincreasedstudentengagement,creativethinking,andinnovationresultsbyaddingAfor“Art”tobridgeSTEMtoSTEAM.STEAMmodels,includingtheRhodeIslandInstituteforDesign,theChicagoArtsPartnership,PhiladelphiaArtsinEducationPartnership,ArtsIntegratedSolutions,andtheArtofScienceLearning,demonstratethatartsintegrationhelpsabstractconceptsbecomeconcrete,humanized,andrelevantforstudents.AccordingtoArtsIntegratedSolutions,thecreativeprocessofartsintegrationisrootedininquiryandreflectsthedesignprocessofidentifyingaproblem,brainstorming,designingandbuilding,testing,evaluating,redesigning,andsharingsolutions.Artseducationhasalongtraditionofcriticalanalysisthatisverysimilartoscientificpeerreview;inboththeartsandsciences,individualspresentanoutcometopeerswhothenrespondwithquestions,suggestions,andextensionsofthatwork.

TheSTEAMmovementiscontinuingtogainmomentumacrossthecountry.AsstatedbyMargaretHoney,PresidentandCEOoftheNewYorkHallofScience,“It’snotaboutaddingonartseducation,it’saboutfundamentallychangingeducationtoincorporatetheexperimentationandexplorationthatisattheheartofeffectiveeducation.”

AstudyonartsintegrationintheUnitedStatesfoundlearningintheartsislinkedwithincreasedstudentachievement.Thirtystudentsacrosstenclassesinveteran/artistpartnershipswereselectedtoexploretheprocessesandoutcomesassociatedwithartsintegratedlearningunitsversuslearningprocessesandoutcomesincomparablenon-artsunits.Thesampleevenlyrepresentedcomparativelyhigh,medium,andlowachievers.Studentsfromallachievementlevelsdisplayedsignificantincreasesintheirabilitytoanalyticallyassesstheirownlearningfollowingarts-integratedunits.Nosuchgainswereassociatedwithtraditionalinstructionalexperiences.Studentsalsodescribedtheirarts-integratedversusnon-artslearningdifferently.Arts-integratedinstructionsareasfollows:

1.Createdmoreindependentandintrinsicallymotivatedinvestmentsinlearning.2.Fosteredlearningforunderstandingasopposedtorecalloffactsfortests.3.Transformedstudents’characterizationsof“learningbarriers”into“challenges”tobesolved.4.Inspiredstudentstopursuefurtherlearningopportunitiesoutsideoftheclass.

16NationalAcademyofSciences,NationalAcademyofEngineering,andInstituteofMedicine.RisingAbovetheGatheringStorm,Revisited:RapidlyApproachingCategory5.Washington,DC:TheNationalAcademiesPress,2010.

ThekeytodevelopingagenerationofsuccessfulAmericaninnovatorsistoencouragetheconvergenceofart,business,creativity,innovation,engineering,andscience.

AMontgomeryCounty,Maryland,studywitharigorousevaluationdesignprovidedamorefine-grainedlookattheresultsofartsintegration;thestudycomparedthreeartsintegration-focusedschools(AIMS)tothreecontrolschoolsoverathree-yearperiod.DuringthattimeAIMSschoolssubstantiallyreducedtheachievementgapbetweenhigh-povertyminoritystudentsandotherstudents.TheAIMSschoolwiththehighestpercentageofminorityandlow-incomestudentsreducedthereadinggapby14percentagepointsandthemathgapby26percentagepointsoverathree-yearperiod.Inthecomparisonschools,thenumberofproficientstudentsactuallydecreasedby4.5%overthesametimeperiod.TheAIMSschoolswiththelowestnumberofproficientstudentsinreadingandmathematicsattheoutsetofthestudyexperienceda23%increaseinthenumberscoringproficientoverathree-yearperiod.

CharlesR.DrewCharterSchool,locatedinAtlanta,GA,isthecity’sfirstcharterschool.Althoughopeningin2000with240kindergartenthroughfifthgradestudents,Drewnowservesover1200Pre-kindergartenthroughninthgradestudents.Drew’seducationalprogramfocusesonSTEAMinstruction,withastrongfoundationofliteracy.Theirinterdisciplinaryprogramintegratesthefiveareasofscience,technology,engineering,artsandmathematics,inquiry-basedinstructionalprogramwithrealworldcontext,emphasisondesignandproblem-solvingleadingtoapplications,andchild-centered,community-basedschoolfocusingonscience,technology,engineering,arts,andmathematics.In2012,DrewCharterSchoolhadthefourthhighesttestscoresinthestate. LincolnAvenueAcademySTEMMagnetSchool(L-5),locatedinLakeland,FL,receivedIntelandScholastics21stcenturySchoolofDistinctionin2010,citingitashavingoneofthenation’stopthreeelementarymathematicsprograms.In2005,LincolnwasrecognizedasaBESTUSelementaryschoolinTechnologyInnovationandin2010and2011theirK-2studentswonanationalaward(3rdplaceinthenation)attheSiemensWeCanChangetheWorldChallenge.LincolnAvenueAcademywasestablishedasavoluntarydesegregationmagnetschoolservingtheneedsofLakeland’sdiversepopulation.TheyhaveimplementedtheSTEMprocessofinvestigation,allowingstudentstoapplylearnedskillsandproblemsolvethroughchallengingprojectsinallsubjectsfromkindergartenonup.TechnologyisintegratedtomakeartandmusicaliveasK-5studentsstudydigitalarts,animationandcomposemusicforpodcastandmovies.LincolnAvenueAcademyhasthesecondhighestwritingscoresinFlorida,hasmetAYPeachyearofNCLBmandate,96%ofstudentsmeetinghighstandardsinreading,98%meetinghighstandardsinmath,and100%oftheirthirdgradestudentsaremeetingthirdgradepromotionalrequirements.

TheChicagoArtsPartnershipsinEducation(CAPE)isanetworkofChicagoPublicSchools,includingclassroomteachers,artsspecialists,administrators,professionalartsorganizationsandteachingartists,university-basedresearchers,andteachereducators.The19elementaryschoolsoperatingtheCAPEArtsIntegrationmodelshowedconsistentlyhigheraveragescoresonthedistrict’sreadingandmathematicsassessmentsoverasix-yearperiodwhencomparedtoalldistrictelementaryschools.

TherearefourprogramelementsthatcomprisethefoundationforimplementingtheSTEAMframeworkatSTARAcademy.Theyinclude:

1. Integrationofcorecontentsubjects,STEMprocesses,andartseducationthroughthematicinstruction.

2. Useoftheengineeringdesignprocessastheunifyingthemeforcross-curricularunits.3. Utilizationofauthentic,project-basedlearning.4. Emphasison21stCenturyLearningSkills.

STEAMrepresentsanevolvingapproachtoeducationthatintegratesSTEM(scienceandtechnologyfocusedinstruction)withartsintegration.ItisimportanttonotethatSTEAMisnotaprogram,butratheraphilosophy.Intherealworld,contentknowledgeisinterwoven,layered,andsophisticated,notexperiencedinisolationsuchisevidentintraditionaleducationsettings(separatemathtime,separatesciencetime,etc.).STARAcademyiscommittedtotheSTEAMtenets,whichdetailthemannerinwhichstand-alonecontentsandareasoffocuscometogethertoprovidearigorous,engaging,and21stCenturylearningeducationalprogramforchildren.

• Tenet#1:S=Science:Scienceiseverywhereintoday’sworld.Itispartofourdailylives,fromcookingtogardening,fromrecyclingtounderstandingtheweatherorhowthingswork.Wesimplycannotescapethesignificanceofscienceinourworld.

• Tenet#2:T=Technology:Technologyistransforminghowwelearn,work,andplay.Todayourchildrenliveinadynamic,digitalworldandaglobaleconomy.Toembracethatfactistoembraceourchildren’sfuture...aswellasourown.

• Tenet#3:E=Engineering:Engineering,thepracticalapplicationofmath,technology,andscience,emphasizeslearninginthereal-worldcontext...andit’sFUN!Hands-onbuildinganddesigningengagesandstimulateslearnersofallages.

• Tenet#4:A=Arts:Integratingartsacrossthecurriculumboostsachievementandenhanceslearning.Morethanamere“frill,”visualandperformingartsplayanessentialroleinunlockingcreativethinkingandinnovation,whichiswhyfederalagenciessuchastheU.S.DepartmentofEducationandtheNationalScienceFoundationarecurrentlyprovidingresearchgrantsandunderwritingconferencesthathelpeducatorsusetheArtstosupportScience,Technology,Engineering,andMath(STEM)education.

• Tenet#5:M=Math:Mathematicsisthefoundationofscience,engineering,andtechnology.Mathematicalliteracyiscriticalforstudentstopossessandtoapplyinordertogrowskillsinproblemsolving,communication,analysis,andreasoning.

Integrated/ThematicInstruction:Authenticlearningisreal-lifelearning.Itisastyleoflearningthatencouragesstudentstoinvestigate,discover,andusetheirimaginationandcreativitytocreatetangiblesolutionstocontent-basedproblems.Thematic,orintegrated,instructionisaninterdisciplinaryteachingapproachthatpresentssubjectmatteraccordingtothemesortopics.Eachthemeortopicispresentedinextendedunitssothatstudentshaveenoughtimetodevelopunderstandingandtofindconnectionstowhattheyknowandvalue.Thisapproachintegratesknowledgefromdifferentdisciplines,engagestheminavarietyoflearningactivities,andencouragesstudentstoexploretopicsdeeply.

ThecurriculumatSTARAcademyisintegratedintoSTEAMunitswithuniquethemesthatcombineandintertwineconceptsinlanguagearts,math,science,andsocialstudies,emphasizingcross-curricularconnections,transfer,andgeneralizationoflearning.Ineachunitofinstruction,studentsarefacedwith

problemsforwhichtheywillusetheengineeringdesignprocesstoprovidefeasiblesolutionsbasedonanalysisofprosandconsandbybalancingtheconstraintsandevaluationofconsequences.

WithassistancefromthecurriculumandinstructionalstaffatLincolnElementaryinLakeland,FL,andnewlyapprovedpubliccharterschoolAmanSteamAcademyinAurora,CO,STARhasdesignedourownSTEAMframework,basedonresearch-basedpracticesineducation,commoncorestandardsandapproachestoteachingmathematicsandscience,andfocusedontheengineeringdesignprocess(graphicontheright)astheintegratingconcept.WithintheSTEAMframework,engineeringisanintegratingthread,awayofthinkingandproblemsolvingthattiesotherunitcomponentstogether.Theengineeringdesignprocessisaseriesofstepsthatengineersfollowtocomeupwithasolutiontoaproblem.Manytimesthesolutioninvolvesdesigningaproductthatmeetscertaincriteriaand/oraccomplishesatask.Startinginkindergarten,studentsusetheengineeringdesignprocesstoexploreandcreate,establishingastrongfoundationofbasicskills,thecapacitytothinkcritically,andenthusiasmforlearning.

AlthoughtheacademicfocusatSTARisnotgearedtowardsanyonecurriculum,everylessonwillbedesignedandimplementedusingtheRigorousCurriculumDesign;astandards-basedbackwardsplanningproess.Astheschool’steachersdevelopprojectsthatengagestudentinterests,theyaremindfulofCommonCoreStateStandards,AlabamaAcademicContentStandards,andNextGenerationScienceStandards.Forexample,amiddleschoolscienceteachermayimplementachemistry-focusedunit,havingeachstudentcreateadocumentaryabouttheharmfuleffectsofdrugsonthehumanbody.Theunitaddressesmanystatestandardsinchemistry,suchasfunctionalgroups,bonding,theperiodictable,andmolecularstructures.Atthesametime,however,suchaprojectintegrateswellwithmathandhumanities,andachievesreal-worldrelevanceasstudentsusetechnologytocreateeducationalvideosthatcanbesharedwithotherschoolsaspartofabroaderdrugandalcoholabusepreventioninitiative.BelowisanexamplesofaKindergartenCommonCoreStandardsaligned,integrated/thematicunit.

ExampleofSTEAMIntegratedThematicUnitMappedtoCommonCoreStateStandards

STEAMThematicUnitTitle

BecomingaEngineer

GradeLevel/Subject(s)

KindergartenSTEAMUnit-IntegratesLanguageArts,Mathematics,Science,andSocialStudies

Duration 9weeksDescription Thisisanintroductoryunitforkindergartenstudents.Throughthisunitstudents

willlearnimportantconceptsaswellasbehaviorsthatwillmakethemsuccessfulscientists,engineers,andartists.Thisisathematicunitanditintegratesallsubjectstohelpyoungstudentstransferknowledge.Scienceandengineeringconceptsaresupportedthroughreadingandwritingasteachersusebigbooksto

introducescientificconcepts.Duringthisunitstudentsareintroducedtotheengineeringdesignandcreativeproblemsolvingprocess.StudentswillworktogetherinsmallgroupstodevelopaprototypeofanewTwistergameusingteacher-providedmaterials.

LanguageArtsStandardsAddressed

• Withpromptingandsupport,askandanswerquestionsrelativetokeydetailsinatext.

• Withpromptingandsupport,askandanswerquestionsrelativetodetailsinatext.

• Identifyabook’sfrontcover,backcover,andtitlepage.• Nametheauthorandillustratorofatextanddefinetheroleofeachin

presentingtheideasorinformationinatext.• Withpromptingandsupport,describetherelationshipbetween

illustrationsandthetextinwhichtheyappear(e.g.,whatperson,place,thing,orideainthetextasillustrationdepicts).

• Activelyengageingroup-readingactivitieswithpurposeandunderstanding.

• Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint;Followwordsfromlefttoright,toptobottom,andpagebypage.

• Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint;Recognizethatspokenwordsarerepresentedinwrittenlanguagebyspecificsequencesofletters.

• Participateinsharedresearchandwritingprojects(e.g.,exploreanumberofbooksbyafavoriteauthorandexpressopinionsaboutthem).

• Participateincollaborativeconversationswithdiversepartnersrelativetokindergartentopicsandtextswithpeersandadultsinsmallandlargergroups;Followagreed-uponrulesfordiscussions(e.g.,listeningtoothersandtakingturnsspeakingabouttopicsandtextsunderdiscussion).

Askandanswerquestionstoseekhelp,getinformation,orclarifysomethingthatisnotunderstood.

• Adddrawingsorothervisualdisplaystodescriptions,asdesired,toprovideadditionaldetail.

MathematicsStandardsAddressed

• Knownumbernamesandcountsequence;countto100byonesandtens.• Knownumbernamesandcountsequence;writenumbersfrom0to20.• Knownumbernamesandcountsequence;representanumberofobjects

withawrittennumeral0-20(0representingacountofnoobjects).• Countthenumberofobjects;understandtherelationshipbetween

numbersandquantities.• Countthenumberofobjects;connectcountingtocardinality.• Identifyanddescribeshapes(squares,circles,triangles,rectangles,

hexagons,cubes,cones,cylinders,andspheres);describeobjectsintheenvironmentusingnamesofshapes.

• Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres);describetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.

• Drawapicturegraphandabargraphwithsingle-unitscaletorepresentadatasetuptofourcategories.

ScienceStandardsAddressed

o Askquestions,makeobservations,andgatherinformationaboutasituationpeoplewanttochangetodefineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool.

o Developasimplesketch,drawing,orphysicalmodeltoillustratehowtheshapeofanobjecthelpsitfunctionasneededtosolveagivenproblem.

o Analyzedatafromtestsoftwoobjectsdesignedtosolvethesameproblemtocomparethestrengthsandweaknessesofhoweachperforms.

SocialStudiesStandardsAddressed

• Developspatialunderstanding,perspectives,andconnectionstotheworld;identifycommonplacestoincludetohome,school,cafeteria,andgymnasium.

• Developspatialunderstanding,perspectives,andconnectionstotheworld;describesurroundings.

• Ownershipasacomponentofeconomics;recognizeandgiveexamplesofonepersonusinganother’sobjectthatrequiresaskingpermissionandsharing.

• Participateinmakingdecisionsusingdemocratictraditions:explainwhyrulesareneeded;createandfollowclassroomrules;andcontributetomakingandmaintainingclasscommunitydecisions.

• Civicparticipationtakesplaceinmultiplegroups;practicecitizenshipskillsincludingcourtesy,honesty,andfairnessinworkingwithothers.

• Individualshaveuniquetalentsandworkwithothersingroups;recognizemembershipinfamily,neighborhood,school,team,andvariousothergroupsandorganizations.

• Individualshaveuniquetalentsandworkwithothersingroups;namegroupstowhichtheybelongandidentifytheleader(s).

• Individualshaveuniquetalentsandworkwithothersingroups.Identifyexamplesoftimeswhenpeoplecanplaydifferentrolesandbringuniquetalentstoavarietyofgroups.

• Rulesandtheirpurposeinallowinggroupstoworkeffectively;explainthatgroupshaverules.

• Rulesandtheirpurposeinallowinggroupstoworkeffectively;recognizeinterpersonalboundaries.

• Rulesandtheirpurposeinallowinggroupstoworkeffectively;exertself-control.

• Rulesandtheirpurposeinallowinggroupstoworkeffectively;interactpositivelywithothers.

• Rulesandtheirpurposeinallowinggroupstoworkeffectively;giveexamplesofsomerulesthatarepermanentandsomethatchange.

Project-BasedLearning:Project-basedlearningformsthebasisofourSTEAMeducation.Ourcurricularstudiesaredrivenbystudentsaskingquestionsandfullengagementwiththeworldthroughtheactivationofheartandbrain.Thisultimatelyleadstodeeperunderstandingandconnection.Inquiry-basedlearningisfoundedonthebeliefthathumanbeingslearnabouttheworldthroughquestioningandexperience,startingatbirthandcontinuingthroughoutadulthood.Inourpre-kindergartenprogram,theseinquiriesoftenbeginwithmaterialsandthequestionstheypresent.Ourelementaryandmiddleschoolprogramsshifttopursuitsconcerningourhistoric,cultural,artistic,andglobalcommunities.

Project-basedlearningrequiresstudentstousereal-worldtopicstobeginin-depthinvestigations.Project-basedlearningengagesstudentswithanauthenticproblemrootedincontent(science,language,mathematics,socialstudies,physicaleducation,andthevisualandperformingarts),requiringstudentsbeginninginkindergartentolearntoanalyze,research,andstudyaproblemwithacultural,social,political,economic,historical,artistic,andscientificlens.Studentsareimmersedintheprocessoflearning:exploring,discussing,designing,reflecting,andrefining.Project-basedlearningtransformsteachingfromtheindustrial-factorymodelofeducationthatislecturestyletoamodelinwhichstudentstakeownershipoftheirlearning,whiletheteacherservesasaguideandfacilitatoroflearning.

Aschoolwherechildrenaskandanswerquestionsnaturallyrequirestheexpertfacilitationofmasterfulteachers.Thismeansthatourteachersguidestudentsthroughthecreationofprojectsdesignedtodeveloptheirunderstandingsoftheworldaroundthem.STARAcademyteachersbegineachyearwithingrade-levelteamswithfourthemesthatallclassroomsrespondtoindifferentway.Teachersandteachingartiststhencreateunitsthatconnectoverarchingthemesandquestionswithspecificskillsandstrategies,aswellasauthentic,andmeaningfulculminatingprojectsthatdemonstratestudentlearninginsocialandacademiccontentareas.Studentswilldevelopprojectsthataddresscommunityissuesandneedsandtheywillworkincollaborationwithparents,communitymembers,businesses,andorganizations.Projectswillbeintegrated,requiringstudentstouseskillsfromothercontentareas(e.g.,languagearts,mathematics,socialstudies,science,physicaleducation,andthevisualandperformingarts).Foragroupof4-yearoldsthisoverarchingthememayprovokethestudyofwaterinallofitsforms.Firstgradersmaystudyfood,rangingfromhowtomeasureingredientstohowcommunitiesaredefinedbywhattheyeat.Forfourthgraders,itcouldextendintoastudyofelections,thedemocraticdecision-makingprocess,andthisnation’srevolutionarybeginning.Foreighthgraders,itmightbeastudyonbankingandfinancethatpreparesthemwiththebudgetingskillsnecessarytoplanforcollegeandbeyond.

STAR’sproject-basedlearningapproach,afundamentalcomponentoftheSTEAMmodel,isthekeytoitssuccessinservingadiversepopulationofstudents.Studentsbecomeactiveparticipantsintheirlearningandarerequiredtopubliclydemonstratetheirlearningthroughpresentationsandportfolios,introducinganadditionalandarguablymoreauthenticelementofaccountabilityforqualitywork.STAR

Academyworksdiligentlytoprovideexemplarsofoutstandingproject-basedinstructiontoitsteacherssothatallteachersmayachievebasemasteryinSTAR’steachingpractices.

Thatsaid,it’simportanttoemphasizethattheSTEAM/ProjectBasedLearningmodelisnotmerelyaboutcurriculum,programs,ormaterials—it’saboutleveragingpartnerships;developingmeaningfulcross-contentconnectionsinlearning;buildingschoolstaffs’capacitiesforteaching21stCenturyskillsincludingcollaboration,problemsolving,andrisktaking;nurturingresponsibility;andfosteringcreativityinstewardshipofresources.Teachersandcommunitypartnersfacilitatelearningbyprovidingneededmaterialsandresourcesandbyassistingstudentstocreateproductsfollowinggiventasksandparameters(e.g.,onlyusingmaterialsprovidedbytheteacher).

Everysixweeks,theregularschoolschedulepauses,andstudentstaketimetohonetheiracademicandenrichmentknow-howbyengaginginlearningprojectsthatculminateinperformances,competitionsorothercelebrations.Byspendingdedicatedtimegoingdeeponreal-worldtopics,studentshaveanopportunitytoextendandapplytheirknowledgeandskills,expandtheirrepertoireofwordandworldknowledge,andgainaccesstoarobustsetoflifeopportunitiesthatwillfueltheirpassion.Theseexperiencescanextendbeyondtypicalcurricula,andalwaysdeepenacademiclearning.TheseExpeditions,oftenconductedinpartnershipwithcarefullyselectedexternalpartners,offerdeepcommunitybuildingexperiencesforstudents,staffandparents—reinforcingtheirsharedpurposeandcommitmenttooneanother.

WholeChildCharacterDevelopment:AtSTARAcademy,allchildrenandfamiliesareknownwell.Itisimportanttousthateachchildisconsistentlyseen,heard,andrespectedfortheirindividualuniqueness.Weknowfrombrainresearchthatemotionalconnectionsformtherootofalllearning.Aschoolshouldbeahomeandasupportivecommunityforchildren,aplatformfromwhichtheycantakeflightandbetheirbest,mostpowerfulselves.

Makingthisrealrequiresgreatattentiontoselfandsociallearning,throughwhichchildrendevelopthefundamentalskillsandcorecompetenciesforlife.Theseskillsincludeunderstandinghowthebrainworks,recognizingandmanagingemotions,developingempathy,establishingpositiverelationships,perseveringthroughdifficulttasks,makingresponsibledecisions,andhandlingchallengingsituationsconstructively,allwithhighethicalstandards.StudentsatSTARAcademylearnthattheirabilitiesgrowwithnewchallenges,effort,andpersistence.Weusetheseideastocontinuallyencourageawillingnesstotakechallengesandrisks,andtosupportcognitivedevelopment.Withinstruction,guidance,awareness,andpractice,allmembersofourcommunitysupportchildrentoself-regulate,solveproblemsindependently,andworkwellwithothers,thuspreparingthemtobebetterlearnersandcollaboratorsinschoolandinlife.

PersonalizedLearningExperiences:Wealllearninourownuniqueways.Fromthetimewe’rechildrenuntillongafterweleaveschool,eachpersonhastheirownwayoflearningandadvancing.Unfortunately,thetraditionalschoolsystemdoesn’tallowforthat.Ourstudents—wecallthemStars-getpersonalizedinstructiontargetedtotheirneedsandtailoredtotheiruniquelearningstyles. AtSTARAcademy,wehavebuiltaneducationmodelwherestudentsaretrulyatthecenter,learningistailoredtoindividualstudents’strengths,needs,andpersonalinterests.Learningopportunitiestakeintoaccountexistingknowledge,skills,andabilities,sethighexpectations,andpushstudentsinsupportive

waystoreachtheirpersonalgoals.Situatedwithinflexiblelearningenvironments,learningexperiencesarebuiltuponlearnerprofilesandpersonallearningpaths,andstudentsmoveonwhentheydemonstratemastery.Aboveall,ourclassroomsnurtureeachchild’sindividualstrengthsandinterests,encouragingthemtoexploretheirworld.

Personalizedlearningisespeciallyimportantindiverseschoolcommunitiesbecauseacademicpreparationcanvarydramaticallyamongstudents.InSTARAcademy’sclassesof26students,studentsaredispersedacrosstheclassroomworkingindividually,inpairs,orinsmallgroupstocompletehands-on,self-directedactivitiesthathavebeenpersonalizedbyteacherstofosterstudentindependenceandtofocusonchilddevelopmentwellbeyondacademics.Everychildprogressesthroughacustomizedlearner’splaylistofactivitiesandassignments.Studentsmightcollaborateiftheyhavecommontasks,buttheideaisthatstudentsareworkingattheirlevelineachacademicsubject.Theworkplansarepatternedoffofothercompetency-basedlearningenvironments,wherestudentshavechoiceandcontrolovertheirlearning.The“transparentclassroom”personalizedlearningplatformwillbeusedtoassessstandard-basedstudentlearningbeforeandafterinstruction,toproducedailyandweeklyprojectexitticketstoassesslearningandaligninstructionandassessmenttoindividualstudentacademicgoals.

CurriculumandInstructionalDesignSTARAcademyLearningEnvironment:Allclassrooms(withtheexceptionofPre-kindergartenthrough2ndgrade)willutilizethe“platooning”model.Alsoknownas“specializing”or“departmentalizing”,platooninginvolvesclassroomswhereteachersdroptheirtraditionalrolesasgeneralistsandserveinsteadasexpertsinoneortwocontentareas.Schoolsthathaveembracedthismodelhavefoundatripleyield:teacherswillhaveadeepinternalizationofthestandardsandwhatisrequiredforstudentstoachieve,studentswilllearnmorefromteacherssteepedinagivensubject,andteacherswillberenewedandexcitedbydivingmoredeeplyintothesubjectstheyaretrulypassionateabout.STARAcademystudentswillspendtimewithoneteacherforreadingandwriting,oneteacherformathematics,oneteacherforscience,andoneteacherforsocialstudies.

• PrimaryClassrooms:Pre-kindergartenandKindergarten(self-containedclassroomswithoneteacherperclassandateachingfellow/paraprofessional)

• LowerElementaryClassrooms:1st-2ndgrade(self-containedclassroomswithoneteacherperclassandateachingfellow/paraprofessional)

• UpperElementaryClassrooms:3rd-5thgrade(platoonedclassrooms)• MiddleSchoolClassrooms:6th–8thgrade(platoonedclassrooms)

Usingtheplatooningmodelatupperelementaryandmiddleschoolgradeswillhelptoensureinstructionwillbehighlydifferentiatedtomeettheindividualneedsofeachchildintheclassroom.Thisallowsformaximumremediationandaccelerationoflearningforallstudents.STARAcademyplanstousetheSTEAMLearningCommunityclassroommodel,whichallowsstudentthespaceandopportunitytoworkina21stCenturydrivenenvironmentthatsupportsprojects,collaboration,creativity,andinnovation.LearningStudio:Theflexiblelearningstudiosarespacesthataccommodateclassroomsof25-30students.Inthelearningstudio,direct,wholegroupandsmallgroupinstructiontakesplace.Theroomisequippedwithdisplayspaceforsharingstudentwork,digitalshareandworkspacewithawhiteboard,rugs,beanbags,desksforindependentseatworkandsharing,tablesforcollaborativework,andteacherspaceforbooks,files,andsupplies.TheCommons:Theheartofthelearningcommunity,theCommonsprovidesspaceformultiplezonesofactivity,fromlargegroup

presentationsbystudentsoreducationpartners,toproject-basedworkatthebigtables,orindividualorsmallgroupworkatthemediabar.“Incubator”SmallGroupRooms:Theseroomsareidealfor2-8students.Incubatorroomsprovidesmall,secureplacesforstudentsandstafftodevelopideas.Theyarealsoplaceswheresmallgroupbreakoutsessionsand1-on-1instructioncantakeplaceforstudentsneedingadditionalinstructionormodeling.Incubatorroomsarealsogreatforindividualorsmallgrouptesting.STEAMLab:Providesspaceforstudentstodiscuss,debate,anddevelopideasinaquietermorefocusedsetting,whileincorporatingtechnology,resources,materials,andworkstationsfordesignandengineeringprojects.Throughouttheday,teachersandstudentswillhavetheoptiontoutilizespacesthatbestfitthelearningneedsofthatmoment.ClassSize,Structure,andStaffing:TheclasssizeandstructureatSTARAcademypromotescommunity,collaboration,andauthenticlearningexperiences.Asmentionedbefore,our3rd-8thstructurewillalsoutilizea“platooning”(multi-yeargrouping)classroomstructure.Pre-kindergarten,Kindergarten,1st,and2ndgradeclassroomswillbetraditional,self-containedclassrooms.Studentswillremainwithoneteacherwhowillplanandexecutelessonsinallsubjectareas.Theseteacherswillalsohaveateachingfellow/paraprofessionalintheirclassroomstoassistwithinstruction.Thefull-timeteachingfelloworparaprofessionalallowsforatremendousamountoftargetsupportforstudents.Additionally,thehighestperformingschoolshaveastellardevelopmentpipeline.Byhiringfellows,weareableto“groomourown”whowilladvanceasfull-timeteachers;teacherswhoknowandareinvestedinourmissionandvision.Classroomsin3rdgradeandabovewillbeplatoonedwithfourteachersteachingeachcorecontent(language,mathematics,science,andsocialstudies).Withtheexceptionoftwopre-kindergartenclassrooms,wewillhavefourclassespergradelevel,withamaximumof20studentsineachPre-kindergartenclassroomand26-28studentsineachK-8thgradeclass.ThepurposeoftheSTARAcademyPrimaryprogramistoprovideyoungchildrenwithahigh-qualitypreschooleducationthatisgroundedinliteracyinstruction.Studentswilldeveloptheabilitytoappreciatediversity,interactappropriatelywithothers(includingclassmatesandteachers),andbecomeleaders.Theywillalsodevelopspecificskillsnecessarytobesuccessfulacademically.ThePre-kindergartenprogramwillonlybeopentofamilieswithpotty-trainedthreeandfouryearolds.17TheKindergartenprogramwillbeopenedtofamilieswithpotty-trained5yearoldsandabove.Curriculum:TheSTARAcademyadministrationandteachersbelievethatcurriculaaretoolsusedbyteacherstoensurestudentsreceivethekindsoflearningexperiencesthatfostercreativity,promotesacademicexcellence,andinspiresagrowingpassionforlearninginourstudents.Basedonin-depthresearchinpedagogylearning,commoncorestandardsandapproachestoteachingmathematics,science,andartsintegration,wehaveworkedinpartnershipwithotherSTEAM(STEMandartsintegration),STEM(science,technology,engineering,andmathematics),andartsintegrationschoolsacrossthecountrytodevelopaninnovativeanduniquecurriculumtochallengeeachchildandcreate

17STARAcademywillacceptstudentsintoourPrimaryprogramthatarenotyetpotty-trainedifthereisadocumentedmedicalcondition.

creative,compassionate,andjoyfullearnerswhousecourageousandinnovativethinkingtobecometrailblazersandleadersintheirlife,careers,andcommunity.StudentsofSTARAcademywillnotonlymasterourstandards-alignedSTEAMcurriculum,butalsobuildtheproblem-solvingandcriticalthinking,creativityandinnovation,communicationandcollaboration,scientificliteracy,andcross-disciplinaryknowledge,skills,andhabitsthatarenecessaryforthemtolive,work,andthriveinthe21stCentury.ItisimportanttoemphasizethattheSTARAcademymodelisnotmerelyaboutcurriculum,programs,ormaterials.OurcurriculumisalignedtotheCommonCoreStateStandards,NextGenerationScienceStandards,andtheAlabamaAcademicContentStandards,withvariousmaterialsandtextsusedtoenhanceinstructionaldeliveryandstudentmasteryofconcepts.Thefollowingcurriculawilladddepthtooureducationalprogramineachoftherespectivecontentareas.

ProvideaBalanced,Rich,andUniqueFocusonLiteracy:Oneofthefoundationaltenetsofourschool’smodelisastrongeducationinliteracy.STARAcademyprovidesabalancedliteracyapproachthatprovidesaccesstogreatliterature,acurriculumthatensuresfluency,comprehension,andwrittenexpressionthroughtheCommonCoreStateStandards,anda21stcenturyfocusoncriticalthinkingandcross-contextvocabularyforsuccessinhighschool,collegeandbeyond.BalancedLiteracy:Whenconsideringeachaspectofourcurriculum,webeginwiththeendinmind–wearedrivenbythebeliefthateverystudentatSTARAcademymustleavewithavoraciousloveofreading.Throughagrammaticalfoundation,afocusonwritingaboutandreactingtogreatliterature,andadevelopmentofcriticalthinkinganddiscussingtext,ourstudentswillhavetheopportunitytoengageauthenticallywithvibrantpiecesofliterature.Knowingthatourtargetpopulationwilllikelyarriveatschoolnotreadytoreadorreadingfarbelowgradelevel,webelievethatadditionalliteracyinstructionincriticalinKindergartenthroughGrade3,andwecontinuetoextendliteracyinstructionintheuppergradestoensurethatgainsarenotlost.Researchhasunequivocallydemonstratedthatskillinreadingimpactstheacademicsuccessofastudentineverysubjectandthroughouttheiracademicjourney.18StanovichandCunningham’sresearchdemonstratesthatthelevelofabilitytoreadintheyoungeryearsservesasapredictorforcomprehensionthroughouttheentiretyofastudent’sacademiccareer.19Giventhesamereadingassessment,studentswhoscoredinthetopfivepercentofparticipantsread144timesthatofthestudentswhoscoredinthebottomfivepercent.20Toensurestudentsarereadingandengagingdeeplyintext,webelieveinensuringaco-teachingmodelforliteracyinstruction.Classsizeis26,withrotationsduringtheliteracyblock,allowingarationogreaterthaneighttooneduringsmallgroupinstruction.Thisratiowillprovidethreemajorbenefitsforstudentsuccess.First,teacherswillbeabletoplansmallgroupinterventionsbasedonourflexiblegroupingneeds.Forexample,ifagroupisstrugglingwithvowelblends,theteachercanspendadditionaltimefocusingonthespecificblendsthatareprovingdifficultandslowdowntheinstructional

18Stanovich,KeithE.ProgressinunderstandingReading:ScientificFoundationsandNewFrontiers(1Ed.).NewYork:GuilfordPress.200019Cunningham,AnneE.andKeithE.Stanovich,“EarlyReadingAcquisitionanditsrelationtoreadingexperienceandability10yearslater.”DevelopmentalPsychology.Volume33(6).November1997.20Honig,Bill.“10ComponentsforaComprehensiveReadingStrategy.”AmericanAssociationofSchoolAdministrators.September1997.

pacetoensurestudentmastery.Second,smallgroupsizeallowsforadditionalpracticeandhighlevelsofengagement,particularlybeneficialtostudentswithELDorspecialneedswhomightbenefitfromadditionalpreviewingofvocabularyorrepletionofkeyphrases.Finally,smallgroupinstructionallowsforadditionalteachablemomentsfordevelopingaccountabilityinlearningandensure100%participationforallstudents.STAR’sbalancedliteracyframeworkisacomprehensiveprogramthatexplicitlyanddirectlyinstructsstudentsinfluency,accuracy,decoding,andreadingcomprehension,andprovidesampletimeandteachersupporttopracticeandapplyskills.211. WordStudy

• PhonemicAwareness-Theabilitytohearanddifferentiatebetweensounds,syllables,andwordswhenspokenaloud,andtheabilitytorearrangeandaltersoundstocreatenewwords

• Elementsinclude:rhyming,hearingsyllables,blending,andsegmenting• Phonics-Aninstructionalapproachconnectinglettersandtheirsoundsinprint• Spelling/Sightwords-Teachingpatterns,definitions,andrecognitionofhighfrequencywords• Fluency-Readingwithaccuracyandinflectionatanappropriaterateofwordsperminute• Vocabulary-Buildingaknowledgeofwords,contexts,andmeaning• ReadingBooks-Developinganunderstandingoftextstructure,conventionsinreading,and

conceptsofprintthroughindependentreadingandguidedreading

2. ReadingComprehension• Comprehension-Beginningwithatext’sliterallymeaningandmovingtowardsdeeper

understandingthroughretelling,connectingtoschema,predicting,summarizing,inferring,andcomparingandcontrasting

• ExposuretoLiterature-Providingopportunitiestoengagewithacanonofworkbothfictionalworksandnon-fictiontexts.

o Developunderstandingofauthor’spurpose,charactertraits,andliterarydeviceswithextendedstudiesonsignificantauthorsandgenres

• IndependentReading-Engagingwithtextontheirgradelevelandoftheirchoosingtodevelopfluencyandcomprehension,aswellasreadingstamina

3. Writing• InstructionalWriting-Focusingonthefive-stepwritingprocess,developnarrativeand

expositoryessaysincludingafocusonorganization,mechanics,andstandardEnglishconventions

• CreativeWriting-Expressingideas,emotions,andauthor’spurposethroughavarietyofgenresusingthefive-stepwritingprocess.

• Grammar-LearningrulesandconventionsofEnglishlanguage,includingpunctuation,capitalization,syntax,etc.

• Handwriting-Developingthefinemotorskillstoproducecorrectandlegiblework

21ThisconceptinsupportedbythePartnershipforReading,acollaborativeeffortoftheNationalInstituteofChildHealthandHumanDevelopment,theNationalInstituteforLiteracy,andtheUSDepartmentofEducationintheirstudy,PutReadingFirst:TheResearchBuildingBlocksforTeachingChildrentoRead.

LiteracyPrograminSTARAcademyPrimary(Pre-Kindergarten-3)BytheendofGrade3,everystudentwillbeabletoread,write,decode,andcomprehendatorabovegradelevel.Tomeetthisgoal,wedevote180minutesperdaytoourliteracyprogram,brokenintosevencomponents,whichincorporatesmallgroupstrategies,similartothestrongestprogramsinthenation,suchasNorthStarAcademy,thehighestscoringnon-selectiveschoolinNewJerseyandKIPP.Studentsaregroupedbasedontheirassessmentresultsingroupsthatarenogreaterthansix,inordertoensuretargetedintervention,frequentchecksforunderstanding,andhighlevelsofengagement.Forstudentinthelowest30%,wewillsupplementEureka(EngageNY)withresourcesfromthetablebelow.Asstudents’progressthroughbothprograms,thewordstudyblockwillbegintoincludevocabularydevelopmentinGreekandLatinrootsinordertoencourageworddecodingformeaning.KIPPWheatley,ToolsoftheMind,andChildren’sLiteracyInitiativewillalsoserveashighlyeffectiveliteracycurriculumresources.Comprehensionwillbegininpre-kindergarten,withexplicitlyteachingofcomprehensionstrategiesthroughthedailysharedreading,inwhichstudentswillhavetheopportunitytohearafluentandproficientreadermodelandnarratethethinkingskillsthatleadtostrongcomprehension.Studentswillevaluateandrespondtotextsthroughoraldiscussion,drawingpictures,andwritingabouttext.Smallguidedreadinggroupsofnomorethaneightstudentsallowforstories,lessons,anddiscussions,inwhichstudentsareexplicitlytaughtthehabitsofdiscussionandaccountabletalktoshareideasandunderstandingwiththeirpeers.OurintegratedreadingandwritingprogramutilizestheKIPPWheatleycurriculum.Inaddition,studentswillbeginwithHandwritingwithoutTearsinpre-kindergarten,aswellasdailyorallanguageinGrade1toemphasizeneatandcorrecthandwritingandproperwritingconventions. Asubstantialtimeisspentdevelopingpersonalnarrativeswithalotofchoicebuiltintomuchofthewriting.

LiteracyPrograminSTARAcademyIntermediate(4-5)ThetransitionfromGrade3toGrade4isacriticalone,inwhichstudentstransitionfrom“learningtoread”to“readingtolearn.”22Withourstructuredapproachtophonicsandphonemicawarenessinthelowergrades,weanticipatefewstudentsrequiringphonicsinstruction,thoughwewillcontinuetoutilizethevaryingtextsandresourcesforstrategicinterventionforstrugglingstudents.

ByGrade4,manyofourstudentswillbefluentreaders,andthefocusofourreadingblockwillshifttocomprehensionandanalysisoftext.StudentswillparticipateinReader’sworkshop,inwhichstudentsapplycomprehensionstrategiestotheirindependentbooksandjoininbookcirclesinwhichsmallgroupsofthreetofourstudentsread,discuss,andanalyzeasharedtext.StructuredthroughGreatHabits,GreatReaders”studentswillengageinhabitsofdiscussion,answeringtext-dependentquestions,andmore.Everystudentwillwriteanalysesoftheirtextsthroughafive-stagewritingprocessonaregularbasis.StudentswillcontinueintheKIPPWheatleycurriculumthroughaWriter’sWorkshopmodel.Amoreexplicitfocusongrammarwillbegin,withincreasinglycomplexDailyOralLanguageexercisesandexplicitgrammarlessonsappliedthroughrevisionandeditingofindependentwork.Aswritingdevelopsthroughthegrades,itbecomesmoreandmorefocusedontext-basedwriting.

22Chall,J.S.,andV.A.Jacobs.“PoorChildren’sFourth-GradeSlump.”AmericanEducator.Spring.2004

LiteracyPrograminSTARAcademyMiddle(6to8)STARAcademyMiddlebelievesthatstudentsmustbefullypreparedfortherigorsofreadinginhighschool,andinturn,theclassesbegintomorecloselymodeltheheavyreading,writing,anddiscussionelementstorigoroussecondaryliteracyprograms.Explicitvocabularyinstructionwillcontinue,butitisincorporatedmorefluidlyintothereader’sworkshops.DuringSustainedSilentReading,studentsannotatetextandidentifynewvocabularywords.VocabularylistsbuiltuponthecommonwordsseenontheACTtestaresenthomeforweeklyassignments,includingcraftingcontextbasedsentencestomemorizedefinitionandensureappropriateusageinwrittenassignments.Middleschoolstudentswillcontinuetoanalyzecomplextextsfromavarietyofgenresandapplycomprehensionstrategiestodeeperandmoreinvolvedtextsthatinvolveforeshadowing,moresophisticatedliterarydevicesandstylisticelementsnotpresentinintermediarytext.Inthemiddlegrades,studentswillbeexpectedtoengageinSocraticseminarsinwhichtheyguidetheirownhighlevelanalyticaldiscussionoftextsandwritethoroughliteraryanalysesoftheirtexts.Middleschoolstudentswillbeexpectedtoapplythewritingskillslearnedinawidevarietyofcontexts,withasignificantemphasisonwritingforresearchpurposes.Studentswillhavemoreopportunitiestoaccesstechnologytoresearchtopics,applyresearchtowritinginformativeessays,andpresentontopicsthroughoralandwrittenpresentations.PleaseseeAttachment2formoreinformationregardingplannedcurriculum.PrepareStudentsinFoundationalandAdvancedMathematicsThereisadirectcorrelationbetweenknowledgeofadvancedmathematicsandhighersalaryprofessions.23Forsomanystudents,accesstocareersinscienceandmathematicsisstymiedbeforehighschool,duetoalackofunderstandingoftheconceptualknowledgenecessarytoengageinhigherlevelmathematics.AlignedtoCommonCoreStateStandards,STARAcademyhasselectedresearch-provencurriculasuchasEureka(EngageNY)forexploratorymath,fluency,andpracticewithaCognitivelyGuidedInstructionapproachandEverydayMathforcalendarstudies.STARAcademyprovides145minutesinGradeK-4and115-145minutesingrades5to8ofmathinstructiondailythroughavarietyofformsofinstruction:calendarmath,foundationalrotationsinwhichstudentsdevelopnumbersenseandcomputationthroughsmallgroupinstruction,adaptivecomputer-basedprogramming,andindependentwork,andproblemoftheday,inwhichstudentsgrapplewithconceptualunderstandingusingdiscoveryandmanipulatives.StudentsmastermiddleschoolMathandAlgebraIbytheendofGrade8,acriticalmilestonepursuanttosuccessinadvancedmathematics(AlgebraII,Geometry,Trigonometry,andCalculus).MathematicsresearchshowsthatGrade1studentswhounderstandtherelationshipbetweennumbers,quantities,andbasicadditionandsubtractionofquantitiesarefarmorelikelytoexcelinMathematicsthroughoutelementaryschool.24Atthistime,STARAcademyhasselectedEngageNYastheprimarymathematicscurriculum,withanaccelerateduseofthemiddleschoolcurriculumtoensurethatGrade

23http://www.payscale.com/best-colleges/degrees.asp.24Geary,D.C.,Hoard,M.K.,Nugent,L.,&Bailey,D.H.(2012).“Mathematicalcognitiondeficitsinchildrenwithlearningdisabilitiesandpersistentlowachievement:Afiveyearprospectivestudy.”JournalofEducationalPsychology,104,206–223.

8studentshaveaccesstoAlgebraI.WewillsupplementourAlgebraIcurriculum,drawingfromFoerster’sandPrenticeHallAlgebraIcurricularmaterials.InGradesKto3,studentswillengageinpreviewing,reviewing,practicing,anddiscussingmathconnectsfocusedonrealapplicationofconceptualunderstandingofmoney,measurement,graphing,time,andotherMathprocessesthroughtheEverydayCountsCalendarMathprogram.ResearchfromNewHavenSchools,whichsharessimilarsocioeconomicdemographicswithSTARAcademy,showsthatuseofCalendarMathincreasedtheamountofhandson,math-basedactivitiestoalmosttwicethatoftheirpreviousprogram,anduseoftheprogramprovidedEnglishLanguageLearnerswithadditionalopportunitiestoengagedeeplyin“talkingmath.”25Aftercalendarmath,studentswillengageinablockcalled“ProblemoftheDay,”inwhichstudentssolveahighlevelwordproblembydevelopingtheirownstrategiesthroughdrawingpicturesandusingmanipulatives.ProblemoftheDayusesCognitivelyGuidedInstruction(CGI),aprofessionaldevelopmentprogramthatconnectsteachers’assessmentofstudents’innatemathematicalknowledgetotheconceptsandoperationsformallytaughtthroughmathematics.26TheterminologyofCGI,aswellasthewrittenandvisualrequirementstocommunicateaboutsolutions,arecloselyalignedtotheCommonCoreStateStandards,providingadeepconceptualknowledgeofwhymathematicaloperationswork,versusmerelyteachinganalgorithm.27ProblemoftheDayfollowsaclear,setscheduletoemphasizeroutineandbuildstudents’understandingsofutilizingproblem-solvingstrategies.Theteacherpresentstheproblemoftheday,readingitclearlythreetimes.S/hethencallsonthreestudents(generally,ahigherlevel,average,andlowerstudent)torepeattheproblem.Studentshavetheproblemonasheetattheirdeskwithspacetodrawtheirstrategies,writeanumbersentence,andwriteasentenceexplainingtheiranswer.UtilizingUnifixcubesorothermanipulatives,thestudentsolvestheproblemindependentlyandrecordstheirthinking.Theteachercirculatesthroughouttheclassroom,recordingthenumberofstudentswhogottherightanswerandwhatstrategiestheyusedtogetthere(Didtheycountby1s?Didtheycountby10s?Didtheyusetallymarks,drawpictures,orusethemanipulatives?).Utilizingthisdata,theteacherchoosesthreestudentsusingdifferentstrategiesandhasthempresenttheirstrategiestotheclass–theteacherbeginswiththeleastsophisticatedstrategy(perhapscountingby1s)andmovestothemostsophisticatedstrategy(countingby10s)toincreasewholegroupunderstandingoftheconceptsthatunderpinmathematicalalgorithms.AftercompletingProblemoftheDay,studentswilltransitiontomathrotations,participatinginthreeactivitiesfor20minuteseach.Onerotationwillprovide20minutesperdayonacomputer-based,adaptivemathematicsprogram,suchasSTMath.Studentswillalsospend20minutesworkingwiththeteachertodevelopfluencyandunderstandingofdirectinstructiononmath-skillbuilding.Finally,studentswillspend20minutesworkingthroughspiraledandmethodicalpracticeusingindependentworkfromtheEureka(EngageNY)Curriculum.Ourcomprehensivemathprogram,whichallowsforthedevelopmentofbothcriticalthinkingskillsandautomaticitywithproceduralcomputation,allowsstudentstobecomestrategicmathematicalthinkers.

25http://www.greatsource.com/GreatSource/pdf/EveryDayCountsResearch206.pdfp.16.26http://www.promisingpractices.net/program.asp?programid=114.27http://michellef.essdack.org/?q=node/139.

BuildCoreKnowledgeinthePhysicalandSocialSciencesOurrigorous,standards-basedscienceandsocialstudiescurriculaallowstudentstoimplementtheliteracyandmathematicalstrategieslearnedintheircoursesintohighinterest,research-drivensubjectmatterwithastrongemphasisonreading,comprehending,respondingto,andutilizingnon-fictiontext.Intheyoungergrades,scienceandsocialstudiesaretaughtwithastrongcorrelationbetweenthetwosubjects(i.e.inKindergarten,whenwearelearningaboutcommunityhelpersinsocialstudies,wemightalsotalkabouttheworkofadoctorandresearchthebody).Intheintermediateandmiddlegrades,aSTEAMcoursefocusedonscienceandsocialstudiesstandardsallowsstudentstoreadauthentictextandapplyresearchmethodsinsocialstudies,science,math,andliteracytocreatein-depthresearchprojectswithanemphasisonpresentationskills,technology-basedresearch,andexpositorywriting.Theycanwillthenusetheengineeringdesignprocesstosolvereal-worldproblemsanduseup-to-datetechnologiestodocumenttheirthinkingandsolutionfindingprocess.ThoughmuchofthecurriculawillbesupplementedbasedontheAlabamaframeworksforscienceandsocialstudies,wehaveselectedtwospecificcurriculafromwhichtodraw,bothduetotheiralignmenttoourfocusonSTEAMandliteracyinthesciencesandbecauseoftheirdemonstratedsuccessinimplementingastandards-basedprogramfortheneedsofurbanstudents.WhilenotexplicitlyaCoreKnowledgeschool,wewilldrawfromtheCoreKnowledgeSequence(foundinAttachment1),usingboththestatestandardsandtheCoreKnowledgesequencetoaddguidingcontentandresourcesforScienceandSocialStudiesinstruction.SocialstudiescontentandtextswillbeutilizedintheSRImagineItcurriculum.Additionally,extensionstoSocialStudiesstandardsandinstructionexistineachofourSTEAMthematicunits.TheFullOptionsScienceSystem(FOSS)willserveasthefoundationalprograminoursciencecurriculum,allowingstudentstodevelopscientificskillsandknowledgethroughavarietyofscientificdisciplines(earth,physical,biological,etc.),conductexperiments,andpresenttheirfindings.

Studentsdevelopandmaster,atadevelopmentallyappropriatepace,scientificknowledgeandskillsthroughthestudyofmultiplescientificfields(earth,physical,environmental,biological,andsocial),applythescientificmethod,conductexperimentsoftheirowndesign,andpresenttheirfindingsprofessionally.Wecontinuetodevelopadditionalcurriculaandthematicunitstosupplementthisresearch-provenmodelsothatstudentsarereceivingarigorousfoundationalsciencecurriculumandarefullypreparedtoenteramoreadvancedcourseofstudyofthesciencesatthehighschoollevelandenterintoSTEAMfields.TheFOSSprogramfullyalignswiththeAlabamascienceacademiccontentstandards.Althoughsomegainshavebeenmadesince2012,conversationswithteachersinelementaryandmiddleschoolshaverevealedthateffortstoinfusescienceintotheirinstructionhavebeenlargelyabsentduetotimeconstraintsandaprioritizationonmathandliteracyskills.AtSTARAcademy,scientificinquiryandmethodwillbeembeddedinthecurriculum,particularlyduringSTEAMThemeandPBL.STARAcademyteacherswillparticipateinSTEMprofessionaldevelopmenttrainingeachyear.

FOSS3rdEdition(FullOptionScienceSystem)isaproven,inquiry-based,active-learningscienceprogramthatfocusesondepthofunderstandingoverbreadthofcontentcoverage.Actingasavehiclefordeeperlearning,theprogramallowsstudentstoexpandtheirscienceknowledgeandstrengthentheirthinkingskillsthroughinvestigations,theuseoftechnology,science-centeredlanguagedevelopment,outdoorstudies,andengineeringproblems.TheinstructionaldevelopmentofFOSSisdrivenbycurrentresearch

relativetohowchildrenthinkandlearn,andnewinformationrelativetobestpracticesforclassroominstruction.EachFOSSinvestigationfollowsasimilardesigntoprovidemultipleexposurestoscienceconcepts.Theinstructionaldesignincludesactiveinvestigationasthecornerstoneofstudents’experiences.Withtheconceptssciencenotebooksstudentsdocumentstheirlearningexperiences,andreadinginFOSSScienceResourcesenhancestheirconceptualunderstanding,assessmenttomonitorprogressandmotivatelearningandoutdooractivities,andonlinesimulationstoextendandapplytheconceptsfromtheactiveinvestigation.NotonlyisFOSSagoodmatchforSTARasacomprehensiveandin-depthscienceprogramthatisfullyalignedwithCommonCoreStandards,butitalsoadvancestheSTEAMapproachwithinterdisciplinaryextensionsforreading,languagearts,math,andsocialstudies.

ThedatabaseofbooksandothersupplementarymaterialsextendstheFOSSinvestigationsandcanbeaccessedat:http://www.lhsfoss.org/fossweb/teachers/resources/index.html.

IntheneweditionofFOSS,ScienceStoriesweredevelopedsothateachrevisedFOSSmodulehasabookwrittenspecificallyforthatmodule.Thematerialsareincorporatedintotherevisedscienceprogram,andeverybookhaseighttotwelveindividualstoriesorarticlesthatcorrelatetoeachmodule.Thestoriesinclude:

• Historicalandbiographicalreadings.• Fictionaltales,myths,andstoriesaboutkidsdoinginterestingthingswithscienceprinciplesin

aninterestingcontext.• Expositoryreadingtoadddetailandtoextendtheknowledgegainedfromdirectexperience.• Technicalreadingsinwhichstudentsfollowinstructionsortechnicalexplanationsofscientific

principles.

AScienceStoriesfoliointheteacherguidehelpsteachersrelatethereadingtotheinvestigations.FOSSScienceStorieswillbeaddedtothelibraryofresources(includingaphysicallibrary,aneBook“library,”theInternet,andmultimedia)thatSTARnwillusetolinkreading,writing,andcommunicatingtoSTEAMthemesandPBLunits.

SocialStudiesIntegratedInstructionalModel

Similarly,STARAcademyselectedtheTCISocialStudiesAlive!AndHistoryAlive!Curriculumtosupportthedesignofoursocialstudiesprogram.StronglyalignedtotheAlabamaacademiccontentstandardsandwithstrategicuseofauthentichistoricaltext,theseprogramssupporttheliteracydevelopmentaroundnon-fictionthatwebelieveisessentialforcontentknowledge.STARwillsupplementthesecurriculawithadditionalresearchopportunitiesforstudentstoanswerresearch-basedquestionsandpresentontopicstodeveloptheirsoftskillsinpresentation,aswellastheirresearchandwritingskillsutilizingavarietyofnon-fictiontexts.STARAcademyisworkingwiththeTCIframeworksandtheAlabamaacademiccontentstandardstofindadditionalopportunitiestoalignoursocialstudiescurriculumwiththeworkwearedoinginourEnglishLanguageArtsandsciencecourses.Forexample,inGrade3,thereisanaturalalignmentduringtheEnglishunitofstudyonmythsandfolkloretoalignwiththeGrade3socialstudiesunitsonAmericanIndiansinregionsofthecountryandtheuseofmapstographweatherandtopographicalconditions.Thisalignmentstrengthensstudentsunderstandingof

history,people,andtechnology,andprovidesthemadditionalopportunitiestopracticetheskillstheyarelearningacrosscontents.MusicandMovementEducation

IntegraltothePBL/STEAMpedagogyandourmissiontodevelopandshareanintegrated,inquiryandproject-basedSTEAMapproachtoeducation,ismusicinstructionandphysicaleducation(includingbothphysicalandcomprehensivehealth).Brainresearchersdemonstrateconclusivelythatdailyphysicaleducationplaysacrucialanduniqueroleineachchild’scognitive,psychological,andphysicaldevelopment(Bencraft,1999;Jensen,1998)andthatmusicmakingcontributestothedevelopmentofessentialcognitivesystemsincludingreasoning,creativity,thinking,decisionmakingandproblemsolving(Jensen,2000).AccordingtobrainresearcherEricJensen,musicmaybethefoundationforlatermathandscienceexcellence.Asdiscussedinhisbook,MusicwiththeBraininMind(2000),Japan,HungaryandtheNetherlandsrequiremusicinstructionbeginninginelementaryschoolandthesecountriesscoretopintheworldinmathandscience.

AsshowninthedailyscheduleinAttachment6,studentsatSTARAcademywillattendmusicandmovementclassesduringteacherplanningtime;additionally,regularclassroomteacherswillteamwiththemusicandmovementeducationteachersduringathemedSTEAMblockinordertoinfusemusicandmovementeducationintothecorecurriculum.TeacherswillalsoreceiveprofessionaldevelopmenttrainingintheartsintegrationthatincludesmusicandmovementfromThink360Arts.Classroomteacherswillcollaboratewiththemusicandmovementeducationteachersandcontractedartinstructorstodeveloplessonsthatalignwithgrade-level,STEAM-thematicunits.Planningwilloccurdaily,aswellasduringearlyreleasetimeonFridayafternoons(allowingforteacherprofessionaldevelopmentandstudentdataanalysissessions).

VisualandPerformingArts

EricJensen,authorofArtswiththeBraininMind(2001),isaresearcherwhohascompiledandreviewedresearchstudiesonthearts,thebrain,andlearning.Inhisreviewofmusicalarts,visualarts,andkinestheticarts(includingdramaticartsanddance,industrialartsanddesign,andrecreationalactivitiesandphysicaleducation),Jensenconcludesthatartsarevitaltoeducatingourchildrenandshouldbetaughteverydayinourschools,justlikelanguagearts,math,science,andsocialstudies.Researchfromthestudiesdiscussedinthisbookandtheexperienceofcountlessclassroomeducatorssupporttheviewthatvisualartshavestrongpositivecognitive,emotional,social,collaborative,andneurologicaleffects.Involvementintheartsisassociatedwithgainsinmath,reading,cognitiveability,criticalthinking,andverbalskill.

Artslearningcanalsoimprovemotivation,concentration,confidence,andteamwork.Educationpoliciesalmostuniversallyrecognizethevalueofarts.Forty-sevenstateshavearts-educationmandates,forty-eighthavearts-educationstandards,andfortyhaveartsrequirementsforhighschoolgraduation,accordingtothe2007–2008AEPstatepolicydatabases.TheGoals2000EducateAmericaAct,passedin1994tosettheschool-reformagendaoftheClintonandBushadministrations,declaredarttobepartofwhatallschoolsshouldteach.NCLB,enactedin2001,includedartasoneofthetencoreacademicsubjectsofpubliceducation,adesignationthatqualifiedartsprogramsforanassortmentoffederal

grants.STARAcademywillcontractservicesforvisualartsandperformingartsinstruction.Asartists-in-residence,contractedartistswillworkcollaborativelywithteachers.Think360Artsisanorganizationthatconnectsartiststoschoolsinordertoenhanceartsinstructionandcreateauthenticarts-integration.WewillcontractwithThink360Artstoprovidedartists-in-residence.

Instruction:TheinstructionalenvironmentatSTARAcademyisalignedtotheIntegratedThematicInstruction(ITI)model,whichisanintegrationofthedisciplinesapproachthatcommonlyusesthemesandtopicstodescribeanareaofstudy.28Inthethematicmethodologyorapproachtolearning,subjectsorcoursesareconsideredsecondarytothetheme.ThisallowsthetypicalseparationbetweendisciplinesorsubjectstoovercomeandatrueSTEAMlearningenvironmenttoachieve.

TheITImodelwasdevelopedbasedonaphilosophyofhowstudentslearn.AsignificantportionofthisphilosophyhasgrownoutoftheworkofLeslieHart(1983).Hart’sProsterTheoryidentifiesfiveelementsofbrain-compatibilitywhicharethefociforITI.29Thesefiveelementsare:

• Trust:Withinaclassroom,studentsshouldbeabletocountondailyactivitiesthatincludethinkingandproblemsolvinginarespectfulandcaringenvironment

o Thisincludestheabsenceofthreatfromteachersandpeers• MeaningfulContext:Thebrainisnaturallyseekingpatternsandcanhandlevastamountsof

input.Solvingrealproblemswithinmeaningfulcontextsisakeytolearning• Choices:Choicesallowforgreatersuccessforalargernumberofstudents

o Choicesshouldbeavailableintheareasofcurriculum,assignments,learningenvironments,andresources

• AdequateTime:Theremustbeadequatetimetothoroughlymastermaterialo Movingstudentsfromclassroomtoclassroominordertocoverlargeamountsof

unrelatedmaterialresultsinlittlelearning• AnEnrichedEnvironment:Thereisaconnectionbetweenintelligenceandexperience

o Classroomsshouldcontainavarietyofresources(bothmaterialandpeople)toassiststudentsinseekingpatternsandmakingconnectionstotherealworld;experiencesshouldalsobeprovidedintherealworld(outsidetheclassroom)

AtSTARAcademy,thesefiveelementsandavarietyofteachingstrategies(e.g.,cooperativegrouplearning,physicalmovement,anddirectinstruction)willbeusedtocreatealearningenvironmentofdiscovery,innovation,andsuccessthatwillenableallstudentstomasterSTEAMconceptsandhighlevelsofachievement.

ThelearningenvironmentatSTARAcademyaregroundedinprovidingauthenticintegratedlearningthroughtheuseofthemes.Teachersdesignaunit-long(9ormoreweeksofinstruction)focusthemeandthendivideintotopicsthatsupporttheoveralltheme.Criteriaincludesthatthethemes:havesubstanceandapplicationtotherealworld,havereadilyavailablelearningmaterials,havemeaningful

28http://oregonstate.edu/instruct/ed555/zone3/iti.htm29Mateja,JohnM.HumanBrainandHumanLearningbyLeslieA.Hart.JournalofReading.Vol.27,No.4(Jan.,1984),pp.376-378;ArticleStableURL:http://www.jstor.org/stable/40029356

content,areageappropriate,areworthyoftimetocreateandimplement,titlesthatareengagingforchildren,andarealignedtoeitherCommonCoreStateStandards,NextGenerationScienceStandards,ortheAlabamaStateStandards.

Withineachthematicunit,teachersdevelopthecoresetofknowledgeandskillswhichthestudentistomasteratperiodicintervalsthroughouttheirstudy(e.g.,week,month,oryear).Thiscoreinformationispresentedinadirectinstructionformat.Project-basedlearningisapartofeverydayinstruction,butthereisatimelimitationtoensurestudentshaveampleopportunitytoengageinprojectsthatallowthemtoauthenticallyapplythecoreskillstheyhavelearned.Also,theteacheridentifiesmultipleresources(bothinsideandoutsideschool)fromwhichtheteacherandstudentswork.StructuringanauthenticSTEAMlearningenvironmentcanbechallenging;therefore,STARAcademywillconstantlyseekoutstrategiesandtechniquesthatwillhelpstudentstomastercontent.Thiscollectionofresearchandevidence-basedresources,theSTEAMInstructionalToolkit,isasetoflessons,strategies,methods,andmaterialsthathaveproventoincreaseachievementforstudentsinSTEMandarts-integratedlearningenvironments.Additionally,theseresourceswillsupportthecreationofalearningenvironmentoftrust,embracingalllearners’diversebackgrounds,interests,andabilities.ApproachtoCurriculumandLessonPlanning:STARAcademyclassroomreliesonseveralinstructionalpracticesandstrategiestoprovideeachchildwithauthenticandengaginglearningexperiencesthatarepreparingthemtobeinnovativethinkersthatcourageously,creatively,andimaginativelyapproach21stCenturyproblemsolving.TheacademicfocusatSTARisnotgearedtowardsanyonecurriculum,butiscarefullyalignedtotheCommonCoreStateStandardsandNextGenerationScienceStandards.STARAcademyteacherswillpracticeastandards-aligned,integratedapproachtoguidetheirplanningandcurriculardesign.SourcesutilizedwillincludeSTEAMCurriculum,teacher-createdSTEAMunitsoutliningthestandards,learningoutcomesandobjectives,projects,andactivitiesincorporatedintoeachtheme.TeacherswillstrategicallyweavetheseresourcestogethertobuildwholegroupandindividualizedlearningtoensurethatallSTARAcademystudentsareonthepathwaytoattainingthelearninggoalsandsuccesstargetsidentifiedintheirindividualizedworkplans.Thequarterlyworkplantargetscollaborativelysetbyteachers,students,andfamilies,allowstudentstoinventivelyandcriticallyconsidertaskstheycancarryoutattheirownpacethatwillsupportthesuccessfulcompletionofidentifiedlearninggoals.OurSTEAMfocusedinstructionalprogramisstrategicallydesignedtoensureourstudentsbecomethekindofcreativelearnersthatusethekindofcourageousandinnovativethinkingthatestablishesthemasleadersintheirpersonallives,careers,andcommunitiesandsecuresthemsuccessinSTEAMfields.RigorousCurriculumDesign:TeacherswillusetheRigorousCurriculumDesigntoplantheircross-contentthematicunits.RigorousCurriculumDesignisabackwards-designlessonplanningapproachinwhichteachersstartwithagroupofprioritystandardsthatneedtobetaughtthroughoutthecourseofanacademicyear.Afterpinpointingthosestandards,keyconceptsandskillsareidentifiedandtranslatedintostudent-friendlylearningobjectives.TheseobjectivesarethenusedtocreateSTEAMfocusedunitsofstudywithaccompanyingprojects,assessments,andinstructionalstrategiesthatwillenhancelearningforstudentsatvaryingacademiclevels.Eachunitwillculminateina“presentationoflearning.”TheintegratingthreadinSTEAMunitsistheengineeringdesignprocess.Thismaybea

project,apresentation,oranoralreport.Thesepresentationsprovideopportunitiestocelebratestudentlearninginthepresenceofparents,families,andcommunitystakeholders.DataTeamsandCollaborativePlanning:Thedatateamsprocessisdistinctiveinthatitisnotjustlookingatstudenttestscores,butthecombinationofstudentassessmentresults,teachingstrategies,andleadershipsupportineffortstoimproveschool-wideinstruction.Datateamsfocusteachers’attentiononstudentlearningbyidentifyingaspecificskillortopicwithwhichstudentsarestruggling,andcollaborativelydevelopingasetofstrategiestobringallstudentstomastery.AccordingtotheworkofDougReeves30,thefivestepsfordatateamsinvolve:(1)collectingandchartingdata;(2)analyzingstudentstrengthsandbarrierstoskillmastery;(3)setting,reviewing,andrevisinginstructionalgoalsbasedonanalysisofdata;(4)selectionofinstructionalstrategiesthatwillleadtosuccessfulattainmentofsetinstructionalgoals;and(5)determiningwhatindicatorsormeasureswillbeusedtoidentifywhetherornotinstructionalgoalsaremet.TeachersatSTARAcademywillworkintheirgradelevel/contentteamstwotothreetimesperweektoanalyzestudentdata(data-driveninstruction),examinestudentwork,internalizelessons/standards,etc.EachFriday,teacherswillhavetheopportunitytoengageinthree-hoursofschool-wideacademicandculturalprofessionaldevelopment,teachbackprotocol(lessonplanfeedback)withgradelevel,verticalcontentteams,andpassionpursuits.Formoreinformationonthisprocess,pleaseseethesectiontitledProfessionalDevelopment.SeeAcademicStrategiesPyramidattachmentforoverallacademicstructurethatwillpreparestudentsforcollegeandbeyond.AcademicSupportandIntervention:ItistheexpectationthatallSTARAcademystarsachievemasteryofidentifiedstandards,skills,concepts,andacademicallyperformathighlevels.Ratherthanwaitingforstudentstofail,ourinstructionalmodelutilizesaresearch-basedapproachtoquicklyidentifyingstudentlearninggapsandimplementingindividualizedinstructionalstrategies(earlyon)tostrugglinglearnersthatwillacceleratetheirrateoflearning.InstructionalMethodsandStrategiesThestudentsofEastBirminghamrepresentacommunityofrichhistoryandculture.Asmoreandmorestudentsfromdiversebackgroundspopulate21stCenturyclassrooms,today’sclassroomsrequireteacherstoeducatestudentsvaryinginculture,language,abilities,andmanyothercharacteristics.31Aculturallyresponsiveinstructionalenvironmentminimizesthestudents’alienationastheyattempttoadjusttothedifferent“world”ofschool.Culturallyresponsivepedagogyfacilitatesandsupportstheachievementofallstudents.Inaculturallyresponsiveclassroom,effectiveteachingandlearningoccurinaculturallysupported,learner-centeredcontext,wherebythestrengthsstudentsbringtoschoolareidentified,nurtured,andutilizedtopromotestudentachievement.

30Reeves,Doug.DataTeams:TheBigPicture:LookingatDataTeamsthroughaCollaborativeLens.201031Gollnick,D.M.,&Chinn,P.C.(202).Multiculturaleducationinapluralisticsociety(6thed.).NewYork:Merrill.

Datateamsareawayofhelpingeducatorsmovefrom“drowningindatatousinginformationtomakebetterinstructionaldecisions.

AtSTARAcademy,boththeadministrativeandteachingstaffwillreflectthediversityofthecommunityandfamiliesweserve.Extensivestafftrainingwillleadallteachers,administrativestaff,andcommunitypartnerstohonestlyexaminepersonalvaluesandbeliefsthatencompasswhotheyareandoperatethroughanequitylens.Indoingso,anatmosphereoftrustandacceptanceforstaff,students,andfamiliesofdiversebackgroundswillbecreated,fosteringanenvironmentofcompassion,joy,andsuccess.Textbooks,bulletinboards,learningopportunities,behaviormanagementsystems,andclassroomandschool-wideactivitieswillbeculturallysupportiveofallSTARAcademycommunitymembers,supportingourmissionandvisiontonurturehumanrelationshipsandbecomeacommunityofcompassionatelearners.ShelteredEnglishInstruction:TrainingandsupportingclassroomteachersintheeffectiveinstructionofEnglishlanguagelearners(ELLs)isthekeyinordertoensurethatthefast-growingELLstudentpopulationmeetsrigorousacademicstandards.Sincetheearly1980’scontentareateachershavelookedtoshelteredEnglishinstructionasawaytomakecontentcomprehensiblefortheELLsintheirclassrooms;however,therearebenefitsforELLstudentsaswellasnativeEnglishlearnerswithavarietyoflearningstyles.ThepurposeofshelteredinstructionalistodelivergradelevelsubjectmattercontentinawaythatisaccessibletoalllearnerswhileatthesametimepromotingtheirEnglishlanguagedevelopment.Usingtheshelteredinstructionapproach,teachersincontentclassroomsuseawiderangeofstrategiestomakecontentandconceptsunderstandableforallstudents.ActiveLearning:ThelessonsatSTARAcademySTEAMAcademyarebynomeansspentinsilentmemorizations.Studentswalkaround,gatherinformation,askadvicefromtheirteachersandpeers,andoccasionallyrestonasofaintheCommonsorbeanbaginthe“Incubator”roomtofurtherprocesstheirlearningandapplyitintheirprojecttask.Classroomdesign,flexiblefurniture,writingsurfaces,andtechnologyallcombinetosupportteachersinengagingwiththeirstudentsthroughcollaborativelearningactivitiesandmoreparticipatoryuseofthemediathatmakeupSTEAMworkanddesign.Providingmoresubstantiveopportunitiesforteachersandstudentstoactivelyengageintheteachingandlearningprocess,activelearning/flippedclassroomsallowfordiversegroupingsofstudentswhichcreateaflexibleenvironmentfortransitionsbetweenwholeclass,smallgroup,andindividuallearningarrangements.Researchshowsthatbothteachersandstudentsenjoyactivelearningclassroomsbetterthantraditionalclassroomsandthosestudentsachievemoreinthesekindsofsettings.Studentengagementishigherandtheyoftenoutperformtheexpectationsofhowmuchcouldbelearnedinadesignatedtimeframe.Activelearningenvironmentshelpreducesproblematicclassroombehavior.CollaborativeLearning:Encouragingstudentstoreachouttooneanothertosolveproblemsandshareknowledgenotonlybuildscollaborationskillsbutleadstodeeperlearningandunderstanding.OnanygivendayatSTARAcademyonewilllikelyseegroupsofstudentshuddlingaroundlaptopsatthemediabar,researchingculturesofassignedcountriesandhowidentifyingfoodplaysanimportantroleinthatculture.Onemighthearstudentsaskingquestionsandexplainingtheirthinkingtoeachotherorhavingadiscussionaboutabooktheyarereading.

TellmeandIwillforget.ShowmeandImayremember.Involveme

andIwillunderstand.

-ChineseProverb

Collaborativelearningnotonlyallowsstudentstoworkwithoneanother,butalsoempowersstudentstoconsidertheirpeersasaresourcetoreflectandrefinetheirownwork.Itnotonlypresentsaplatformfordeeperconceptualunderstanding,butalsodevelopsthehabitsofmindthatfosterinnovation,creativity,andinvention.Collaborativelearningbuildsasenseofcommunitywithinourschool;identifyingcommontaskswhereeachindividualwithinagroupisdependentonandaccountabletootherstoreachtheendgoal.STARAcademystaffandstudentswillworkcollaborativelytocompletegroupprojects,joininproblem-solving,debates,thecreationofartifacts,andotheractivities.STEAMExperientialLearning:Researchconfirmsthatstudentslearnmosteffectivelyfromactiveengagementwithinformationandideas.Studentslearnbetterwhentheytaketheinitiativetoapplyconceptstopractice,tosolverealproblems,tomakedecisions,andtoreflectontheconsequences.Experientiallearningistheprocessofmakingmeaningfromdirectexperienceorlearningfromexperience.Itallowsteacherstoposeproblems,observehowstudentssolvethem,facilitatelearning,observelearningasitoccurs,andhelpstudentsmakemeaningoftheirexperiences.Itisanexcellentpedagogythatasksstudentstoparticipateandtocollaborateintheirclasses,beingactiveinguideddiscussions,designingresearchprojects,solvingmathproblems,completingscienceexperiments,stagingdebates,writingtopoliticiansandauthors,andmore.STEAMexperientiallearningallowsstudentstogainhands-on,real-worldexperienceinScience,Technology,Engineering,theArts,andMathematicsearlyintheireducation.Byengagingstudentsinhands-onSTEAMprojects,teachersarefacilitatinglearningbeyondcorecontentmatter.Forexample,STARAcademystudentswillvisitalocaloutdoorenvironmenttolearnaboutthelastingeffectsweathererosioninAlabamaandhowtopreservenaturalresources.Inadditiontoinstructionalplanning,STARAcademyreliesonresearchandevidence-basedstrategiesforclassroommanagement,studentengagement,andimpactfulinstructionalstrategies.Someofthesestrategiescomefromthefollowingresources:

• CreatingInnovators:TheMakingofYoungPeopleWhoWillChangetheWorldbyTonyWagner(2012):thisbookidentifieshowadultnurturingofcreativityandimaginationwerecriticalfactorsinthelivesofcompellingyoungAmericaninnovators.Hetakesreadersintothemostforward-thinkingschools,colleges,andworkplacesinthecountry,whereteachersandemployersaredevelopingculturesofinnovationbasedoncollaboration,interdisciplinaryproblemsolving,andintrinsicmotivation.Itprovidesaroadmapforcreatingthechangemakersoftomorrow.

• FromSTEMtoSTEAM:UsingBrain-CompatibleStrategiestoIntegratetheArtsbyDavidSousaandThomasPilecki(2013):thisbookiscomprisedofteacher-testedtechniquesforfittingtheartsintoSTEMclassrooms,samplelessonplansacrossK-12,aworksheettemplatefordesigningyourownintegratedlessons,andtipsformanagingtimeandcollaborating.

• STEAMPoint:AGuidetoIntegratingScience,Technology,Engineering,theArts,andMathematicsthroughtheCommonCorebySusanM.Riley(2012):thisguideprovidescurriculummapsintegratingCommonCoreEnglishLanguageArtsandMathStandards,STEMpracticesandFineArtsStandards,aswellaslessonthemeideas.Italsoincludesassessmentstrategiestomeasurestudentgrowthwithintegrityinperformance-basedtasksandprocesses,whichisakeyto21stCenturyskillsandSTEAMpractices.

• KaganCooperativeLearningbyDr.SpencerKaganandMiguelKagan(2009):thisbookpresentstoday’smostsuccessfulcooperativegroupinglearningmethods.Italsoprovidesready-to-doteambuildingandclassbuildingactivities,hundredsofmanagementtips,andup-to-dateresearchonprovenmethods.

• KaganStructuresforEnglishLanguageLearnersbyDr.SpencerKagan(2002):thisbookprovideseasy-to-learn,easy-to-useinstructionalstrategiesforpromotingsecondlanguagelearninginclassroomsinwhichtheKaganStructuresareusedregularly.

• Win-WinDiscipline:StrategiesforAllDisciplineProblemsbyDr.SpencerKagan,SpencerKyle,andSallyScott(2007):thisbookisacomprehensiveandeffectiveclassroomdisciplineprogramthatseeksahighergoalthanotherdisciplineprograms.Thegoalisnotmerelytoenddisruptions;thegoalistoteachstudentstomeettheirunmetneedssotheynolongerneedtobedisruptive.

• ClassroomInstructionthatWorks:Research-BasedStrategiesforIncreasingStudentAchievementbyRobertJ.Marzano,DebraJ.Pickening,andJaneE.Pollack(2004):thisbookonqualityinstructionidentifiesninestrategiesproventobeeffectiveinimprovingstudentacademicoutcomes.Itprovidesinformationoneachstrategyandhowtoincorporatethemintolessonplanning.

• TeachLikeaChampion:49TechniquesthatPutStudentsonthePathtoCollege&TLAC2.0byDougLemov(2010):thisbookofferseffectiveteachingtechniquestohelpteachers,especiallythoseintheirfirstfewyears,becomechampionsintheclassroom.Thetechniquesareconcrete,specific,andareeasytoputintoactiontheverynextday.

• GettingStartedwithRigorousCurriculumDesign:HowSchoolDistrictsAreSuccessfullyRedesigningTheirCurriculafortheCommonCorebyLarryAinsworthandKristinAnderson:eachchapterinthisbookprovidesteachersandcurriculumdesignerswithinsightsandideastoenrichandexpandtheirunderstandingstoredesigntheircurriculatopreparestudentsforsuccessontheCommonCorenationalassessments.

EnrichmentClasses:

RationaleforEnrichmentClasses:Enrichmentclassesareawayforstudentstoexpressthemselvesindifferentwaysoutsideofthegeneraleducationclassroom.However,non-coreclasseshaveanaturalconnectionbetweenthecurriculumandanartform.Classessuchasphysicaleducation,technology,art,foreignlanguage,music,andhealthaffectachild’sgrowthinmultipleways:physically,mentally,socially,cognitively,andemotionally.Eachofthesenon-corecurriculumclasseshelpstudentsbecomewell-woundedindividuals.Theyincreasepeer-to-peerinteractions,increaseconflict-resolutionskills,andimproveacademicachievementinschool.Participationinspecialsclassesalsoallowsstudentstoincorporatetheircreativityandpromoteimagination.Withcreativityandimagination,studentswillbeabletowritebetterstories,completemathproblemsbyenvisioningthemindifferentways,andunderstandsocialstudiesandscienceconceptsbetter.

Integrationoftheartsallowseducatorstoprovideabalancededucationforallstudents,helpingthemdiscoverwhattheyarepassionateaboutandwhattheyareinterestedin.“Wehavelearnedoverthe

Anon-corecurriculumclass,oranenrichment,isdefinedasinstructionthatisnottaughtintheregularcorecontentclassroom.

yearsthatthis[studentsbecomingwell-roundedindividuals]isespeciallytrueforelementaryschools,wheretheintegrationofallcontentwiththebuildingofknowledgeandskillonthepartofteachersandtheirstudentsisfundamental.”32Theartsandphysicaleducationteachstudentsmuchmorethandisciplinarycontent,butenablestudentstolookattheworldwithmorecomplexlensbybuildingcriticalthinkingandsocialskills.Theyengagestudentsinlearninghowtoplaywelltogether,becometeamplayers,moreresponsible,andtotakerisks.Theuseoftechnologyisimportanttotheschoolsettingbecause,ifusedproperly,canenhancelearningforstudentsandenhanceteachingforteachers.Opportunitiestoparticipateinartandmusicallowstudentstoexpressthemselves,puttingtheirfeelingsintowords,rhythms,orpictures.

Schoolsintegratingtheartsintothecurriculumaspartofacomprehensiveeducationreformstrategyaredocumentingpositivechangesintheschoolenvironmentandimprovedstudentperformance.33ArtsparticipationandSATscoresco-vary—thatis,theytendtoincreaselinearly;themoreartsclasses,thehigherthescores.Thisrelationshipisillustratedinthe2005results.Notably,studentswhotookfouryearsofartscourseworkoutperformedtheirpeerswhohadone-halfyearorlessofartscourseworkby58pointsontheverbalportionand38pointsonthemathportionoftheSAT.34AnanalysisconductedofmultiplestudiesconfirmsthefindingthatstudentswhotakemusicclassesinhighschoolaremorelikelytoscorehigheronstandardizedmathematicstestssuchastheSAT.Oneexplanationismusicaltraininginrhythmemphasizesproportion,patterns,andratiosexpressedasmathematicalrelations.35

Participationinotherartsforms,suchasdanceorvisualarts,alsolendsitselftothedevelopmentofthinkingskills.Agroupof162children,ages9and10,weretrainedtolookcloselyatworksofartandreasonaboutwhattheysaw.Theresultsshowedthatchildren’sabilitytodrawinferencesrelativetoartworktransferredtotheirreasoningaboutimagesinscience.Inbothcases,thecriticalskillisthatoflookingcloselyandreasoningaboutwhatisseen.36

EnrichmentClassesOffered:Uponitsopening,STARAcademywilloffermusic,physicaleducation,visualart,vocalmusic,andSpanish.Asourprogramgrows,wewillofferdrama,theatre,instrumentalmusic,mediaarts,otherworldlanguages,andmore.Wehopetocontinuetoenrichourenrichmentofferingstoincreaseengagementandachievement,buttoalsoexposeourstudentstothevastarrayofSTEAMoptionsavailableforfuturecareers.

32Holzer,200933Deasy,RichardJ.(editor)(2002),CriticalLinks:LearningintheArtsandStudentAchievementandSocialDevelopment,Washington,DC:AEP.34Ruppert,SandraS(2006).CriticalEvidence:HowtheARTSBenefitStudentAchievement,Washington,DC:NationalAssemblyofStateArtsAgencies.35Vaughn,Kathryn(2002),“MusicandMathematics:ModestSupportfortheOft-ClaimedRelationship.”InR.Deasy(Ed.),CriticalLinks:LearningintheArtsandStudentAchievementandSocialDevelopment,Washington,DC:AEP.36Tishman,Shari,DorothyMacGillivray,andPatriciaPalmer(2002),“InvestigatingtheEducationalImpactandPotentialoftheMuseumofModernArt’sVisualThinkingCurriculum:FinalReport.”InR.Deasy(Ed.),CriticalLinks:LearningintheArtsandStudentAchievementandSocialDevelopment,Washington,DC:AEP.

StudentPerformanceStandardsStudentPerformanceStandards:TheacademicfocusatSTARisnotgearedtowardsanyonecurriculum,butrathercarefullyalignedtotheCommonCoreStateStandards,AlabamaAcademicContentStandards,andNextGenerationScienceStandards.EverylessonwillbedesignedandimplementedusingtheRigorousCurriculumDesign(RCD);astandards-based,backwards-planningprocess.Ourunique,innovative,research-basedcurriculumisdesignedtohelpeachchildreachtheirfullestpotential,inspiretheloveoflearning,build21stCenturyskills,andpreparestudentsforacademicchallengesinthefuture.Specifically,ourprogramisdefinedbysevencomponents:STEAMPedagogy,standards-alignedintegrated/thematicinstruction,aninquiryandproject-basedapproach,21stCenturylearning,literacy-basedinstruction,selfandsociallearning,andpersonalizedlearningexperiences.

• CommonCoreStateStandards(CCSS):TheCCSSisasetofhigh-qualityacademicstandardsinmathematicsandEnglishlanguagearts/literacythatoutlinewhatastudentshouldknowandbeabletodoattheendofeachgrade.Thestandardswerecreatedtoensurethatallstudentsgraduatefromhighschoolwiththeskillsandknowledgenecessarytosucceedincollege,career,andlife.ThestateofAlabamaadoptedtheCommonCoreStateStandardsin2011andbeganimplementinginthe2012-13academicyear.AdoptedbySTARAcademyaswell,ourcurriculumisincompliancewiththeCommonCoreStateStandards,whichreinforceouraimtobuildandstrengthenstudents’higher-orderthinkingskillsandcreatelearningexperiencesthatencouragedepthoflearningversusinformationmemorization.TheCCSSmaybeaccessedathttp://www.cde.state.co.us/standardsandinstruction.

• NextGenerationScienceStandardsforToday’sStudentsandTomorrow’sWorkforce:TheNextGenerationScienceStandards(NGSS)areK-12sciencestandardscreatedthroughacollaborative,state-ledprocess.AjointeffortbetweentheNationalResearchCouncil,theNationalScienceTeachersAssociation,theAmericanAssociationfortheAdvancementofScience,andAchievehascreatedthefoundationforallstudentstohaveasolidK-12scienceeducation.Thesestandards,similartotheCommonCoreStateStandardsforEnglishlanguageartsandmathematics,identifiesstudents’knowledgeandcapabilitiestobecomeafunctionalcitizen,whichincludesbeingscientificallyliterateandaneffectivememberoftheUnitedStatesworkforce.Thesestandardsareavailableat:http://www.nextgenscience.org/next-generation-science-standards.AdetailedscopeandsequenceoftheNextGenerationScienceStandardscanbefoundinAttachment2.

• AlabamaAcademicContentStandards:EducationpolicymakersandeducatorsinAlabamaarecommittedtoimprovingthestate’spubliceducationsystemtoensurethatstudentsgaintheknowledgeandskillstheyneedtograduatefromhighschoolreadyforreallife.Thestateisonthepathtoimplementinghigheracademicstandards—theCollegeandCareerReadyStandards—whichlayafoundationtoensurethatclassroominstructionacrossAlabamaprovidesstudentswithrealworldskillsandknowledgeinreading,mathandwriting.Duringthedevelopmentofthestandards,workgroupsdevelopedthespecificstandardsfortheendofhighschoolthatwouldindicatecollegeandcareerreadiness(definedastheabilitytosucceedinentry-levelpostsecondaryclasses).ThepurposeofAlabama’sCollegeandCareerReady

Standardsistomoveawayfromrotememorizationand“teachingtoatest.”37Instead,theCCRSgobeyondmemorizationtoincreaseacademicrigor,criticalthinkingandreallearningforreallifeinmathandlanguagearts.

• CoreKnowledgeSequenceforScienceandSocialStudies:Theresultofalengthyprocessofresearchandconsensus-buildingbytheCoreKnowledgeFoundation,theCoreKnowledgeSequenceisdistinguishedbyitsbreadthandspecificity.Whilemoststateordistrictstandardsandcurriculaprovidegeneralguidelinesconcerningskillsstudentsshouldobtainandmaster,thespecificcontentintheCoreKnowledgeSequenceprovidesasolidfoundationonwhichtobuildskillsinstruction.Thesequencealsobuildsknowledgesystematicallyyearbyyear.AcopyoftheCoreKnowledgeSequencecanbefoundinAttachment2.

PromotionandRetention:Allstudentswillbeexpectedtomeetorexceedouracademicexpectationsbytheendofeachschoolyear.Studentswillbepromotedbasedontheirproficiencyonspecificgrade-levelstandardsandlearningoutcomes.Ratherthangivingstudentsonegradeonanassessmentthataddressedmultipleskills,standards-basedgradinggivesstudentsanumberofscoresthatrepresenttheirproficiencyineachoftheskillsassessed.Thegoalisthatattheendoftheacademicyear,studentswillhavemasteredtheessentialcontentskillsandstandardsnecessaryforthenextleveloflearning.

Atthebeginningofeachunit,teacherswillbreakdownthestandardsfortheunitintosmallerlearningobjectivesandmasterycriteriausingadetailedrubric.Duringtheunitofstudy,studentsareassessedtoseeiftheyarefamiliarwiththematerialusingavarietyofassessmentssuchaspencil-and-papertests,projects,discussions,reports,orpresentationsoflearning.Thegoalofthisapproachistoprovidetheteacher,student,andfamilyanaccurateassessmentofthestudent’slearningabilitiesandtoencourageadialoguerelativetohowthestudentcanmasterclassandunitobjectives.

Inthetraditional100-pointgradingsystem,astudent’sgradesaretypicallybasedonalloftheworkassignedinclass,includinghomework,projects,quizzes,andtests.Thesescoresareoftenarrangedinthegradebasedonthetypeofassignmentratherthanontheessentialstandardsfortheclass.Thegrademayalsoincludepointsfornon-academicfactors,suchasparticipation,effort,orattitude.

Standards-basedgradingdoesnotseparateouttests,homework,orprojects.Alloftheworkastudentdoesisusedtoassessthestudent’smasteryoftheessentialstandards.Astudent’sscoresfromtheirworkaretrackedbytheessentialstandards,whichprovidetheteacher,student,andfamilyadetailedpictureofwhichstandardsastudenthasmastered.Non-academicfactorslikebehavior,attitude,andattendancearenotincludedinthisgrade,butarereportedinadifferentmanner.

RubricsutilizingSTARAcademy’sstandards-basedgradingapproachwilluseafour-pointscale,meaningthefollowing:

• 4.0:Thestudentdemonstratesanin-depthunderstandingofcomplex,targetedknowledgeandskillsbycompletingadvancedapplicationsofthematerial;nomistakesevident.

• 3.0:Thestudentdemonstratesastrongunderstandingofcomplex,targetedknowledgeandskills,butmakingmistakes.

37http://www.aplusala.org/uploadedFiles/File/Common_Core_history_brief_rev03042014.pdf

• 2.0:Thestudentdemonstratesbasicunderstandingoffoundationalmaterialthatsupportsthetargetedknowledgeandskills,butisstillworkingtomasterthecomplexmaterialandneedsmorepracticeinordertomasterconcepts.

• 1.0:Thestudentdemonstratesverylittleunderstandingofthetargetedknowledgeandskillsandcanshowbasicmasteryoffoundationalconceptswithhelpfromtheteacher,butstruggleswhenworkingalone.

• 0:Thestudentdoesnotdemonstrateunderstandingofthetargetedknowledgeandskills,evenwithhelpfromtheteacher.

Theintermediatescoresof0.5,1.5,2.5,and3.5areusedtoshowthatastudenthasshownpartialmasteryofthenextleveloflearning.Specifically,ascoreof0.5showsthatastudenthasmasteredsome,butnotallofthefoundational1.0material,ascoreof1.5showsthatastudenthasmasteredallofthefoundationalmaterialwithhelpbutonlysomeofitwithouthelp,andascoreof2.5showsthatastudenthasmasteredallofthefoundationalmaterialatthe2.0levelbuthasonlyshownpartialmasteryofthecomplex,targetedlearningatthe3.0level.Thefour-pointscalewillbeconvertedtoalettergradeusingthescaleshownbelow:

A 3.75-4.00 B- 2.75-2.99 D+ 1.50-1.74A- 3.50-3.74 C+ 2.50-2.74 D 1.25-1.49B+ 3.25-3.49 C 2.00-2.49 D- 1.00-1.24B 3.00-3.24 C- 1.75-1.99 F 0.00-0.99

Thisconversionscalesetsclearexpectationsforstudentlearning.Promotiontothenextgrademeansastudentmust(withhelp)showanunderstandingofallofthefoundationalskillstaughtinagradelevel.TheCrangeshowsthatthestudentunderstandsallofthefoundationalskillswithouthelp,andtheBrangerequiresastudenttomastertheentirecomplex,targetedknowledgeintheclass.Finally,toreceiveanA-orA,thestudentmustshowanin-depth,advancedunderstandingofthematerial.

Thisgradingscalewillbecommunicatedtoparentsinthefamilyhandbookandduringschool-sponsoredfamilynights.Itwillbereiteratedduringhomevisitsandgoalsettingsessionswithfamiliesandstudents.

SchoolCalendarandSchedule

SchoolCalendarandSchedule:STARAcademyoffersanextendeddayandextendedacademicyearforourstudents.TheschooldayatSTARAcademywillbefrom7:40am–3:30pmMonday–Thursday.OnFridays,schoolwillbefrom7:40am–12:30pm,allowingforpurposefulandproductivestaff

professionaldevelopmenttime.Theteacherworkdaywillbefrom7:30am–4:00pmdaily.AccordingtotheAlabamaCompulsorySchoolAttendanceLaw,studentsshouldattendschoolforatleastafull180daysoritshourlyequivalentofnolessthan1080hoursandnolessthansixhoursofteachingeachday.38STARwillhaveanaverageof7.8hoursofinstructionperday.Thisaddedtimeallowsforextendedworkperiods,longertimetoengageinSTEAMprojectsandtotakeshortfieldtripsinthecommunity,longeropportunitytoengagebuild21stCenturylearningskillsthroughouttheday,andlongerteacher-collaboration

periods.

AtSTARAcademywewillbuildaschoolcalendarthatprovidesaminimumof180studentscontactdays.TheSTARAcademycalendarwillalsoincludedaysforteacherstoengageinbefore-schoolprofessionaldevelopment,setupclassrooms,planbeginningoftheyearinstruction,anddaysattheendoftheschoolyeartocloseoutclassroomsforsummervacation.PleaseseeAttachments5and6forexamplesofourschoolcalendar,studentschedule,andteacherschedule.

SchoolComparison

STARAcademy TraditionalPublicSchoolsNumberofStudentInstructionalDays

185days 180days

HoursinEachSchoolDay 7.8hours 6.5hoursTotalHoursEachSchoolYear 1,443hours 1,138hours

STARAcademyvaluesteachercollaborationandprofessionaldevelopment,andasaresult,ourschedulereflectsanintentionalincorporationofcommonplanningtimeandwhole-groupprofessionaldevelopment.Embeddedwitheachteacher’sscheduleiscommonplanningtimewithothergrade-levelandcontentteachers.Teacherswill210minutesofuninterruptedplanningtimeMonday-Thursday,whichallowsforwell-plannedandintentionedinstruction.Additionally,eachFridayschoolwilldismissat12:30pmtoallowstafftimetomeetforwhole-groupprofessionaldevelopment,grade-levelplanninganddataanalysis,andtoworkinverticalteamswithothergrade-levelteachers.Devotingthisamountoftimetoteacherdevelopmentandplanning,acriticalcomponenttoauthenticSTEAMmodelswillaidinteacherretentionandavoidteacherburn-out.

38https://www.alsde.edu/sec/pss/Attendance/2015%20Alabama%20Attendance%20Manual.pdf

TheaddedtimeinSTARAcademy’sacademiccalendarandschooldaywillprovideextendedworktime,lengthiertimetoengageinSTEAMprojects,opportunitytotakeshortfieldtripsinthecommunity,longertimetoengagein21stcenturylearningskillsthroughouttheday,andextendedteachercollaborationperiods.

EarlyreleaseonFridayswillallowforstaffprofessionaldevelopment,dataanalysis,andteachercollaboration.

SchedulingearlyreleaseonFridaysismostconvenientforourparentsandfamiliesandensuresthatteachershavesufficienttimetofinishplanningforthenextweek.

EveryeffortwillbemadetofollowtheBirminghamCitySchools’calendarascloselyaspossible.However,afewchangesmayoccurtoaccommodatefamilies,teacherprofessionaldevelopment,sufficientdataanalysis,instructionalplanning,andrelationshipbuildingwithSTARfamilies.Theproposedcalendarprojectionsareforthe2017-18schoolyear(seeAttachment5).

RationaleforStartofSchoolCalendar

ThereportdateforteacherswillbeJuly10th.Thefirstyearofaschoolbeinginoperationrequiresmoretimedevotedtooperations,culture,andacademics.Thefour-weekpreparationwillsetourschoolandstudentsupforsuccess.Thesummerprofessionaldevelopmentwillinclude,butnotlimitedto:teamculturebuilding,professionalexpectations,classroomorganizationandsetup,unit/lessonplanning,homevisits,andprofessionaldevelopment(e.g.schoolculture,STEAMinstruction,curriculumandplanningpractices,behaviormanagement,school-wideinterventionsystem,andmore).Infutureyears,aSTARAcademybootcampwilltakeplacethefirstthreedaysofbefore-schoolprofessionaldevelopmenttoallnewmembersofSTAR’sstaff;bothinstructionalandnon-instructional.

Duetoourcommitmenttoprovidingasafe,compassionate,nurturing,andjoyfullearningenvironmentforourstudents,itisimportanttostaggerthefirstdayofschoolforourstudents.NewstudentswillarriveatschoolforRocketorientationadayearlierthanreturningstudentstopreparethemtoenterintoourschoolcommunity,andtobecomefamiliarwithourexpectationsandschool’scorevalues.Becauseallstudentswillbenewinourfirstyear,allstudentswillstartschoolonAugust7th.Thefollowingscheduledescribesourfirsttwoweeksofschool:

STARAcademyFirstTwoWeeksofSchoolSchedule

MondayAug.7th

TuesdayAug.8th

WednesdayAug.9th

ThursdayAug.10th

FridayAug.11th

Pre-kindergartenOrientation-½day(8:00am-12:00pm)KindergartenOrientation-½day(8:00am-12:00pm)ElementarySchoolStudentsOrientation-½day(8:00am-12:00pm)

RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)STARschool-wideandclassroomcultureexpectations(8:00am-12:00pm)DiagnosticScreening

RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(earlydismissal)STARschool-wideandclassroomcultureexpectations(8:00am-12:00pm)DiagnosticScreening

assessmentsforallstudents(12:00pm-4:00pm)

assessmentsforallstudents(12:00pm-1:30pm)

MondayAug.14th

TuesdayAug.15th

WednesdayAug.16th

ThursdayAug.17th

FridayAug.18th

RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)

RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(earlydismissal)

DailyScheduleRationale

Thedailyscheduleiscraftedwiththefollowingobjectivesinmind:

• Providelongerperiodsofinstructionaltimetopromotemorein-depthknowledgeandcomprehensionofcontent.

• Adequateplanningtimeforteachers.• Commonplanningtimeforgrade-level/loopedteacherteams.• Adequatetimeforstudentstoengageinproject-basedlearningtasks.• Interventiontimeforstudentsneedingadditionalinstructionalsupporttomasterskillsand

concepts.

SchoolCulture

CoreSchoolCultureBeliefs:

Weembracethebeautifulstruggle.Allstudentsneedgraceandspacetothriveandgrow.Wevaluemistakesbecausetheyimproveoutcomesandallowustolearnfromourfailures.Weseekchallengesandobstaclesbecausewecanovercomethemwithresilienceandhope.

Wearecriticalthinkers.Wefallinlovewithlearninganddevelopcriticalthinkersthatwillequipourcommunitywiththenecessaryknowledge,skills,andmindsetstoaffecttransformativechange.

Weco-createlivesofchoiceandopportunity.Weareradicalandinnovativeinourthoughtsandactionstodeliveronthepromiseofequalaccessandtruefreedomforallchildren.Weensureacademicexcellencethatleadstosuccessinacompetitiveworldandprovideslife-changingopportunities.

We(re)definepossible.Weequipchildrenwiththetoolstotakecommandoftheirfuturesandmaketheimpossible,possible.Allstudentshavelimitlesspotentialandwillserveasthenextgenerationofleaderswhowillpositivelyimpactourcommunitiesandtheworld.

Wewillleavealegacy.Weareinserviceofourcommunityandmustcultivateaservicemindset.Thecommunity’sidentitieswillbereflected,celebrated,anhonoredinourschool.

CultureVision:AtSTARAcademy,weareapurposefulcommunitythatsparkslove,prideandbelongingintothecoreofwhoourstarsareandwhotheyformingtobe.Wefosterconfidenceanddignityandteachourstarstoberesilientinthefaceofchallenges,celebrateandlifteachotherinmomentsofcelebrationandstruggle.Weextendgracetoourselvesandothersthroughrisk-takingsothatwecanthrive.Ourvillageusesourindividualcharacterstrengthstosocialresponsibilityandsharedaccountabilitytoleadwithourcharacterstrengths.OurStarswilldefinetheirownnarrativewhilelearningfromthepast,excellinginthepresentwhilebuildingforthefuture.

CultureStatement:STARAcademyisnotjustaschool,butavillageinwhichallmembers(directors,leaders,staff,students,families,andcommunitypartners)feelprofoundlyvalued,accepted,andrespected.Together,ourstudents,staff,andfamilieswillcreateaculturethatstronglyinfluencesstudentsocialandacademicsuccess.Itisimperativethatthelearningcommunityfeelssafeandrespectfulinorderthatchildrenaremotivatedtolearn,staffaremotivatedtofunctionattheirhighestprofessionalcapacity,andfamiliesareactivelyengagedandempowered.Ourcultureisidentifiedasimaginativeandcreative,havingfun,beingthoughtfulandembracingdiversity,assumingthebestofothers,andbeingfullycommittedtotheteam.AtSTAR,westresstheprinciple“Thereisnothem,thereisonlyus.”

Ourcultureignitespassionandbringsoutthebestperformanceofeachperson.Itwillbeanenvironmentofcollaboration,continuouslearningandimprovement,positivity,thoughtfulness,trust,andaccountability.Weconstantlyaskourselveswhatstorywillourstaff,students,families,andcommunitiestellaboutSTARAcademy?Webelievethattheirstorywillbe,“Icannotimagineworking,learning,orsendingmychildrentoanyotherplace.”Thereareseveralwaysthatwewilloperationalizeourschoolculturalvision.Afewexamplesareasfollows:

WeatSTARAcademyare:guidedbyhope;shapedbystruggle;fueledbypassion;limitedbynothing.

• CommitmenttoExcellenceagreementso Staff,students,andfamilieswilldiscussandagreetothesecommitmentsfortheschool

year• Characterreportcards

o Characterdevelopmentisequallyimportantasacademicsinthesuccessofachild.Thus,studentswillreceivecharacterreportcardsinconjunctionwithquarterlyacademicreportcards

• CultureRubrics&Auditso Therewillbedailyculturewalk-throughsconductedbytheleadershipteamaswellas

monthly“Cultureauditors”whichwillbecomprisedofateacher,parent,andstudentwhoauditsculturalitemssuchasstudentengagement,respect,cleanliness,etc.)

• EarlyStarso Inanefforttomaintainacohesiveandstrongculture,wewillfollowaprotocolwithall

newtoSTARAcademystudents.Thecomponentsareasfollows:entrymeetingwithparents/guardians,schooltour/staffmeetandgreet,commitmenttoexcellence,andbuddypeerforthefirsttwoweeks

StaffCulture:Ourstaffcultureisdefinedbyatranscendentbondwitheachotherthatcomesfromdedicationtoourstudents.Weareacommunityofeducatorswhohavejoinedtogethertore-envision21stCenturyeducationtoprepareourstudentsasthenextgenerationofinnovators,artists,thinkers,andinventors.Toaccomplishourmissionandrealizeourvisionasacommunityofcreative,compassionate,andjoyfullearnerswhousecourageousandinnovativethinking,welivebythefollowing:

• Childrencomefirst.Weputchildren’sneedsbeforeourown.Thewell-beingandachievementofchildrenisourhighestpriority,and100%ofourdecisionsarebasedonwhat’sbestforthem.

• Teachersshouldberevered.Schoolsshouldsustainableandpromotestrategiestorespect,nurture,andsupportteachersineverypossibleway.

• Weemphasizetheteambeforetheindividual.Weapproachourworkwithhumilityratherthanseekingthespotlight.Wetreatoneanotherwithkindnessandputtheinterestsofthegroupabovethoseoftheindividual.

• Weembraceandencouragecontinuouslearningandimprovement.Wetakeinitiativetocontinuallyimproveeverything,everyday.Wearerelentlessaboutexcellenceandaboutastrongworkethic.Webelievethatgreatteachersarealwayslearning-soweputinthetimeandefforttomaximizeourowndevelopment.Weplantogether,observeandanalyzeeachother’slessonsandcollaboratetorefineourteachingpractices.

• Welistenthoughtfullytooneanother.Openandhonestdialogueistothesuccessofanorganization.Bytrulyhearingoneanotherandassumingthebestofoneanother,weworkthroughdisagreementsandchallengingsituations.

• Weareoptimistic.Weenergizeeachotherwithpositivewordsandactions.Weexudejoyandloveforeachother,ourstudents,andtheincredibleprivilegeofbeinganeducator.

• Weholdourselvesaccountableforresults.Wetakeownershipofourworkandassumepersonalaccountabilityforstudentachievement.Wedonotbelieveinblameorexcuses,asindividualsandasateam,justresultsandhardwork.

• Wearepassionateanddriven.Weworkforsocialjusticewithseriousnessandasenseofurgency.Weareresilientevenintimesofstress,becauseourworkisasacredcalling.

Thereareseveralwaysthatwewilloperationalizeourstaffculturalvision.Afewexamplesareasfollows:

• Monthlyindividualcheck-inswithleadershipteamo Wevaluegenuineconversationsthatrelyonaffirmingandadjustingfeedback

• Monthlygradelevelpulsecheckswithschoolleadero Anopportunityforgradeleveltosharesuccessesandfailuresaswellassupportneededina

safeenvironment• 5thFridayso Wevaluesustainabilityandbelievethatstaffmustrenewtogetstronger.Inordertodoso,

eachstaffmemberwillhavearotating“renewal”schedule

StudentCulture:UsingthePositiveBehaviorSupportframework,weencourageastrongcommunityandpositiveenvironmentthatfeelssafeandrespectfulsothatallchildrencanbemotivatedtolearn,grow,persevere,andcelebratedfortheirefforts.AtSTARAcademy,wechosearocketasourmascotbecauserocketssymbolizeinnovation,limitlesspossibilities,andhighexpectations.Everystaffandfacultymember,student,andfamilywilltakegreatprideinbeingan“SoaringRocket”andexemplifythosecharacteristicsdaily.WefullybelievethatthiscultureissetbySTAR’sleadersandshouldbemodeledforstudentsandstaff.Wealsobelieveincelebratingsuccessesandhonoringindividualswhodisplaytheidealcharacter,attitude,andbeliefsofaSTARrockets.Thesecelebrationswillhappenoftenandfrequentlyinourclassrooms,hallways,andinourmoreformalizedgatherings(e.g.,passionpursuits,morningmeeting,communitycircles,advisory,assemblies,etc.).

Akeyelementtoourschoolcultureisourschool-wide“POWER”values.OurPOWERvaluesare:

• Perseverance:Ourworkisfun,butitisalsohard.Welookeverychallengesquareinthefaceandsay,“Icanovercome!”Wearenotafraidtofail.Whenwedo,wepickourselvesup.Whenothersdo,weextendahand.

• Ownership:Wetakeownershipoverourwordsandactions.Weareopenandhonest.Wefreelyadmitmistakesandembracedifficultconversations.Wedeeplyfeeloursharedresponsibilityforallourstars.

• Wonder:Educationdonerightbeginsandendsinwonder.Wemarvelat–andarehumbledby–oneanotherandtheworldaroundus.Weareobsessedwithquestions,exploringnewthings,andtakingavestedinterestinourlearning.

• Everythingwithexcellence:Weapproachnewsituationswithexcitement,effort,andenergyanddothemwell!Whenthingsdon’tgoasplanned,weremainmotivatedandthinkabouthowtomakeitbetternexttime.

Rocketsrepresentinnovative,limitlesspossibilities,high

expectations,etc.

• Respect:Werespectourselvesandothersthroughourwordsandactions.Werespectwhatothersdoforusandtheopportunitiesweareprivilegedtohave.Wetakepersonalresponsibilitytochallengeinjusticeandvaluediversity.

ParentandCommunityCulture:Schoolsarethenucleusofacommunity.STARAcademyexiststoservetheBirminghamcommunity.Withthisbeliefatthecoreofwhatwedoandsay,familiesandcommunitystakeholdersaredeeplyvaluedandanintegralpartofourmissionandvision.

Thereareseveralwaysthatwewilloperationalizeourparent/communityculturalvision.Afewexamplesareasfollows:

• FamilyLeadershipCouncil• Monthly“Unity”

o Thesemonthlyeventsallowforourstaff,students,andfamiliestogettoknowoneanotheronapersonallevelthroughjoyfulvariousactivitiessuchasgames,dinners,andsocialoutings

• SpecializedMeetings(Coffee&Conversations,MuffinswithMoms,DonutswithDads)o Thesemeetingswillserveasopportunitiesforfamiliestostayabreastofschoolhappenings,

providefeedback,andseekresources

SupplementalProgramming

Summerschool

Ourpersonalizedlearningmodelaswellasdailydataanalysisandreteachallowsustoaddressstudentgapsinreal-time.Asaresult,wewillnotoffersummerschool.

SupplementaryPrograms

STAR Academy will utilize supplementary programs to emphasize particular standards or to addressstudents’specificneedsorinterests.Ourcollectionoftrustedprogramswillevolveovertime.

STARAcademywillpartnerwithNewRisingStarCommunitySupportCorporationtoprovideafterschoolprogramming, and potentially before school programming. We are in current discussions regardingfinancialobligationsforfamilies.

Beginningin2019,our3rdgraderswillbeginextra-curricularactivitiessuchasGirlsontheRun,BoyScouts,andGirlScouts.Wewillrelyongrantfundingtosupportourextra-curricularactivities.Whenourstudentstransitiontomiddlewewillbeginschool-basedsportssuchasbasketball,football,andgolf.Wewillalsoprovideacademicactivitiessuchasdebateandspeech.Wewillconnectfamiliestoco-curricularresourcesshouldtheychoosetohavetheirchildrenparticipatepriortothestartofourextracurricularprogramming.Staffmemberswhochoosetocoachthesesportsandacademicactivitieswillreceiveastipendforthecoachingseasonshoulditbepastthecontractedschoolday.

SelfandSocialLearning

STARAcademybelievesindevelopingwell-roundedpeople.Itrequiresthatweknowourchildrenwell.Itisvitalthateverychildisconsistentlyseen,heard,andrespectedfortheirindividualuniqueness.Weknowfrombrainresearchthatemotionalconnectionsformtherootofalllearning.Aschoolshouldbeahomeandasupportivecommunityforchildren,aplatformfromwhichtheycansoarbeyondthesky,andbetheirbest,mostpowerfulselves.

Makingthisrealrequiresgreatattentiontoselfandsociallearning,throughwhichchildrendevelopthefundamentalskillsandcorecompetenciesforlife.Theseskillsincludeunderstandinghowthebrainworks,recognizingandmanagingemotions,developingempathy,establishingpositiverelationships,perseveringthroughdifficulttasks,makingresponsibledecisions,andhandlingchallengingsituationsconstructively,allwithhighethicalstandards.StudentsatSTARAcademylearnthattheirabilitiestogrowwithnewchallenges,effortandpersistence.Weusetheseideastocontinuallyencourageawillingnesstotakechallengesandrisks,makeandlearnfrommistakes,andtosupportcognitivedevelopment.Withinstruction,guidance,awareness,andpractice,allmembersofourcommunitysupportchildrentoself-regulate,solveproblemsindependently,andworkwellwithothers,thuspreparingthemtobebetterlearnersandcollaboratorsinschoolandinlife.

ResponsiveClassroomMorningMeeting

ResponsiveClassroomMorningMeetingisanengagingwaytostarteachday,buildastrongsenseofcommunity,andsetchildrenupforsuccesssociallyandacademically.Eachmorning,staffandstudents

gathertogetherinacircleforfifteentotwentyminutesandinteractwithoneanotherduringfourpurposefulcomponents:

• Greeting:Studentsandteachersgreetoneanotherbynameandpracticeofferinghospitality.• Sharing:Studentsshareinformationaboutimportanteventsintheirlives.Listenersoffer

empatheticcommentsoraskclarifyingquestions.• GroupActivity:Everyoneparticipatesinabrief,livelyactivitythatfostersgroupcohesionsandhelps

studentspracticesocialandacademicskills(forexamplerecitingapoem,dancing,singing,orplayingagamethatreinforcessocialandacademicskills).

• MorningMessage:Studentsreadandinteractwithashortmessagewrittenbytheirteacherandtheschoolleader.Themessageiscraftedtohelpstudentsfocusontheworktheywilldoinschoolthatday.

PeaceforKids

PeaceeducationisalsoapartofthemorningmeetingandPositiveBehaviorSupportsystematSTARAcademy.Itembracesthephysical,emotional,intellectual,andsocialgrowthofchildrenwithaframeworkdeeplyrootedintraditionalhumanvalues.Itisbasedonaphilosophythatteacheslove,compassion,trust,fairness,cooperation,andreverenceforpeople.

Peace4Kidsisanevidence-basedK-12SocialandEmotionallearningprogramthatcreatessimplesystemstoteachbehaviorandacademicskills.Theseskillspreventactingoutandinappropriatebehaviorsandwillcreateaschoolcultureofconnectedness,character,andacademicsuccess.Forstudentswithsevereneedsitissuccessfullyusedintreatmentcenters.

Peace4KidsteachesanupdatedmodelofAggressionReplacementTraining(ART)skillsthroughaK-12Peacecurriculumthatincludestrainingmodulesinemotionalintelligence,angermanagement,impulsecontrol,socialskills,charactereducation,andmoralreasoning.Italsoincludesasuccessfulparent/familycomponent.

PartnershipswithFamilies,Communities,andHigherEducation

Evidencefromoverfourdecadesofresearchaffirmsthatfamilyinvolvementinachild’slearningisoneofthestrongestindicatorsofsocial,emotional,andacademicdevelopmentandsuccess.AkeyfindingofHendersonandMapp’s(2002)synthesisof51studieswasthat“effectiveprogramstoengagefamiliesandcommunityembraceaphilosophyofpartnership,”andthat“theresponsibilityforchildren’seducationaldevelopmentisacollaborativeenterpriseamongparents,schoolstaff,andcommunitymembers.”Withthisinmind,STARAcademyaimstocreateaschoolculturethatpromotescommunityandfamilyparticipationinthelearningcommunity.Numerousindividualsfromscienceandmath-relatedfieldshavevolunteeredtoserveinanadvisorycapacityforSTARAcademy.Additionally,manylocalartistshaveofferedtheirexpertiseinbothperformingandvisualarts.

IntheSTEAMmodel,communitypartnershipsarekeycomponents;businessandindustrypartnersserveasmentorswhobringrelevancetostudent’sworkandwhoserveonpanelstoreviewstudents’accomplishments.Partnershipswillnotbelimitedtotheimmediatecommunity,butwillincludehigherinstitutionsandorganizationsoutsidethecommunitytobroadenthescopeofproject-basedlearning.

Forexample,RachelLeonardfromUnitedWayhasofferedtosupportwithasupplementalPre-KcurriculumcalledSuccessbySix.WehavealsohadnumerousconversationswithrepresentativesandEducationdepartmentprofessorsfromTheUniversityofAlabamaatBirminghamandSamfordUniversity.

SpecialPopulationsandAt-RiskStudents

ServingStudentswithSpecialNeeds

STARAcademyisapublicSTEAMcharterschoolthatservespre-kindergartenthrough8thgradestudents,includingthosewithphysical,learning,andotherdisabilities.Itisourbeliefthatourstudentsarestudentsfirstandtheirdisabilitiesaresecondary.Weseektoprovideaqualityeducationforallstudents,includingthosewhohavephysicaldisabilities,IndividualizedEducationPlans(IEPs),504plans,behavioralchallenges,anddifferentabilities.Webelieveallstudentscanlearnandachieve,evenifthatrequiresmoretimeandinstructionalsupportforthemtodoso.Wealsobelievethemostadvancedlearnersshouldalsobeprovidedactivitiesandcurriculumoptionsthatsupportthedepthandcomplexityofgiftedstudents’thinking,andtheopportunitytoexplorethepotentialofhisorherabilities.

StudentswithdisabilitieswillbefullyintegratedintotheprogramsofSTARAcademywheneverpossible,withthenecessarymaterials,mandatedservices,accommodations,modifications,andequipmenttosupporttheirlearning.STARwillcomplywiththeIndividualswithDisabilitiesEducationAct(IDEA)regulations,Section504oftheRehabilitationActof1973,andTitle11oftheAmericanswithDisabilitiesAct.

Basedonthedemographicsofthelocalcommunityandnearbyschools,weanticipate15%ofourstudentpopulationwillrequirespecialeducationservices(approximately11studentsinyear1).STARwillensurethatanystudentwithadisabilityattendingSTARAcademyisidentifiedandreceivestheappropriateservicestomeettheirindividualneeds.

STARAcademywillmeetalltherequirementsmandatedwithinastudent’sIndividualEducationPlan(IEP)forallstudentsenteringwithaspecialeducationdisabilitydeterminationundertheExceptionalChildren’sEducationAct(ECEA).Theschoolwillseektoofferaninclusionprogramforallstudentswithdisabilities;however,ifthestudent’sneedsandIEPrequireaprogramotherthaninclusion.STARAcademywillattempttomeetthoseneedswithexistingorcontractedstaffusingdesignatedfunds.Aportionofperpupilrevenuefundsforstudentsdesignatedasneedingspecialeducationservicestosupportthesalariesandbenefitsofspecialeducationstaff,willbeallocatedtopurchaseofcurricula,materials,orassessmentsneededbythespecialeducationdepartment.Asnecessary,theschoolwillcontractwithindividualprovidersorarrangeforservicestobeprovidedbyBirminghamCitySchools.Weintendtopurchasespecialeducationservicesfromthedistrictwhenastudent’sneedsassetforthintheirIEPrequireservicesfromnotonlyfromaspecialeducatorbutalsofromaspecialserviceprovider(speechlanguagepathologist,occupational/physicaltherapist,socialworker,schoolpsychologist,etc.).WelookforwardtoworkingwithBCSandcontractedstafftodefineaCareandConcernprocessforourspecialeducationteamthatwillcover:

• Aprocessforidentifyingandreferringstudentsforassessmentofspecialeducationneeds• PropermanagementofstudentIEPsincludingtheprovisionandmonitoringofallrequired

educationalandrelatedservices• Thevariousformsanddocumentswhichmustbeprepared,updatedandfiledrelatedtoa

specialneedsstudentincludinginitialreferrals,triennialevaluations,etc.,aswellasthenecessarysignaturesandrecordkeepingrequirementsforeachdocument

• Aprocedureformaintainingconfidentiality,accurate,andtimelyreporting• Theresponsibleparty(individualororganization)ateachstepintheCareandConcern

process

• ThecollectionofstatisticsrequiredbyIDEA,thestate,andthedistrict;forexample,thenumberofstudentsreceivingspecialeducationservices;thetypesandnumbersofstudentsexemptedfromstateassessments;andthebasisofexitforstudentswithdisabilitiesfromSTARAcademy.

DefiningaCareandConcernprocessthatincludestheseelementspriortotheschool’sopeningdaywillensurethatSTARAcademypersonnelunderstandtheirroleintheidentification,referral“andprovisionofservicestostudentswithdisabilitiesundertheIEP.ProfessionaldevelopmentandtrainingforSPEDstaff,classroomteachers,andclassroomassistantsonbestpracticesforworkingwithspecialeducation(includingstudentswithdisabilitiesandgiftedness),studentassessmentswilltakeplaceonanongoingbasisaswellasduringourtwo-weekSummerInstitute.Duringweeklyjob-embeddedprofessionaldevelopmentmeetings(“cluster”),specialeducationstaffwillreviewstudents’IEPand504planswithclassroomteachersandmakesuretheyunderstandandcaneffectivelyimplementmodificationsandaccommodationsforstudents.

AcademicIntervention&Acceleration

STARAcademyiscommittedtoensuringthatallstudentsachieveandmeetgrade-levelacademicstandardsinallcontentareas.Wewillimplementstrong,research-basedcorecurriculainallcontentareas.Universalscreeningofallstudentswillbecompletedwithinterventionplacementassessments:TerraNova/SUPERA,MAP,STEP,andACTAspire(3-8).Anexaminationofdataacrossassessmentswilldetermineareasofpossibleintervention.StudentsingradesK-8whoaredeterminedtobeattheTier2ortargetedlevelwillreceive40minutesoftargetedintervention(fourdaysaweek)inadditiontograde-levelinstruction.StudentsingradesK-8whoaredeterminedtobeattheTier3orintensivelevelwillreceive40minutesofintensetargetedintervention(fourdaysaweek),gradelevelinstruction,andadditionalpull-outsupporttimeduringthe90-minuteFridayProject-basedLearningExtensionStudyblock.

STARAcademy’suniquedailyschedulehasbeenstructuredtoallowstudentsmoretimeforintegrated,project-basedlearningandengagementin21stcenturyskills.WithintheMonday-Thursdayschedule,studentinterventionisimplementedbytheirgrade-level/loopedclassroomteachers.Duetointerventionhappeningatthesametimefortheentiregradelevel,nostudentwillmissoutoncoreinstruction.Anaddedsocialemotionalbenefitisthatnostudenthastofeelashamedforbeing“pulledout”forintervention,feelingisolatedorunfairlylabeledfortheiracademicorbehavioralgap.Allstudentswillreporttolocationswheretheywilleitherreceivelanguageintervention,academicintervention,orbehavioral,social,oremotionalintervention.

ResponsetoIntervention

ResponsetoIntervention(RTI)isamethodofacademicinterventionusedtoprovideearly,systematicassistancetochildrenwhoarehavingdifficultylearning.RTIseekstopreventacademicfailurethroughearlyintervention,frequentprogressmonitoring,andincreasinglyintensiveresearch-basedinstructionalinterventionsforchildrenwhocontinuetohavedifficulty.TheRTIprocessprovideshelptostruggling

learnersfaster,makinginterventionsmoresuccessfulandkeepingstudentsfrombecomingfrustrated.Theinformationcollectedalongtheway(suchasprogressmonitoringdata)becomesanimportantpartofdeterminingifastudentneedstobeformallyevaluatedforspecialeducation.TheuseofaRTIprocessaspartofaschool’sproceduresfordeterminingwhetherastudenthasalearningdisabilityandneedsspecialeducationservicescanpotentially:

• Reducethetimeastudentwaitsbeforereceivingadditionalinstructionalassistance,includingspecialeducationifneeded

• Reducetheoverallnumberofstudentsreferredforspecialeducationservicesandincreasethenumberofstudentswhosucceedwithingeneraleducation

• Providecriticalinformationabouttheinstructionalneedsofthestudent,whichcanbeusedtocreateeffectiveeducationalinterventions

• Ensurethatstudentsreceiveappropriateinstruction,particularlyinreading,priortoplacementinspecialeducation

• Increasecollaborationamongschoolstaffandparents

STARAcademyiscommittedtoprovidingallstudentsaqualityeducationalexperience,makingsurethenecessaryinterventionsandsupportsareavailableforeverystudenttoexperiencesuccess,andmaximizetheirhighestpotential.RTI’sunderlyingpremiseisthatschoolsshouldnotwaituntilstudentsfallextremelybehindtoqualifyforspecialeducationservicestoprovidethemwiththehelptheyneed.Insteadschoolsshouldprovidetargetedandsystematicinterventionstoallstudentsassoonastheydemonstrateneed.Therefore,RTIisnotaframeworkthatisspecifictostudentsthathavebeenidentifiedasrequiringspecialeducationservices,butageneraleducationframeworkthatinvolvesinstructionandinterventionandtheuseofprogressmonitoringdatatomakeeducationaldecisionsfortheentireschool.Itisourultimategoaltoassistallstudentsinsucceedingwithintheregulareducationclassroomsettingwiththestandardcurriculumasmuchaspossible.

Forthisreason,wehaveincludedaResponsetoInterventionblockintoourschoolschedule,designating45minutesofinterventionsupportfourtimesaweektoallstudentsinourschool.Duringthistime,studentswillbehorizontallyrestructured,attendinginterventionclassestaughtbyteachersthatteachthemeveryday.Astheschoolbeginstogrow,aninterventionspecialistwillbephasedintoeachschoollevellower(elementary,upperelementary,middle),toprovideadditionalsupporttoteachingstaffduringinterventiontimeandtoassistinplanningdata-driveninterventionsforstudents.Attheprimarylevel,eachpre-kindergartenandkindergartenteachershaveaclassroomassistant.Interventionsupportwillbeprovidedbyboththeteacherandclassroomassistantthroughoutthedayandduringthescheduledinterventionblock(kindergartenonly).

ResponsetoInterventionconsistsoffourcomponents:

• Universalscreeningusinganassessmenttool(TerraNova/SUPERA,STEP).• Identificationandplacementofstudentsintothreetiersofinstructionbasedontheir

respectiveneedsforintervention.AllstudentsstartatTier1andmovethroughtheTiersbasedonprogress,orlackthereof,towardsmeetinggradelevelstandards

• Interventioninstructionasappropriatebasedontheintensityofthestudentsneed(s)ateachTier.• Continualmonitoringtocheckprogress.

InterventionsupportthroughtheResponsetoInterventionframeworkoccursinthreetiers,orlevels:

Tier1:UniversalLevel/CoreInstructionalInterventions

Powerfulclassroominstructionbeginswiththeadoptionanduseofevidence-basedcurriculum,buteffectiveteachersdonot

simplyteachsuchaprogrampage-by-pageinthesamewayforallstudents.Rather,theydifferentiateinstruction,providinginstructiondesignedtomeetthespecificneedsofstudentsintheclass.TierIinterventionsarethosebestpracticesthatoccurintheregularclassroomfromdaytoday.Tier1interventionswillbesuccessfulwithapproximately80-90%ofthestudentpopulation.

Universalscreeningsincorecontentareaswillbeadministeredthreetimesperyeartohelpidentifystudentsthatmaybe“atrisk.”Theinitialscreeningwilloccurinthefall(August),followedbyamid-yearscreeninginthewinter(January),andafinalscreeninginthespring(May).Allstudentswillreceiveauniversalscreener.StrategiesusedforTier1interventionsincludestandards-basedcurriculaandstrategies,theuseofwholegroup,anddifferentiatedsmallgroupinstructiontotargettheindividualneedsofstudents.

Tier2:TargetedLevel/StrategicRTI-DrivenInterventions

AneffectiveTier2systemiscriticalwithintheResponsetoInterventionmodelbecauseitrepresentsamechanismforsystematicallyprovidingearlyinterventionforstudentswhorequireadditionalsupporttosuccessfullymeetgrade-levelperformancestandards,butwhodonotnecessarilyqualifyformoreintenseservicessuchasspecialeducation.Basedonourschool-widescreeningassessment(TerraNova/SUPERA,STEP).,studentswhoarenotmeetinggrade-levelbenchmarkswiththesupportofTier1interventionsarenotclosingthegapwillreceiveTierIIinterventions.AtTier2studentsstillreceivethesameinstructionasstudentsinTier1,butwillalsoreceivetargetedinterventions.Tier2isdesignedtoprovidesecondaryinterventionforasmallpercentage(5-10%)ofthestudentpopulationwhoareperformingbelowbenchmarksinacademicallyand/orbehaviorally.

StudentsinneedofinterventionsareassignedtotheStudentSupportTeam(SST)whichreviewsthedatatheclassroomteachercollectedatTier1.TheSSTteamincludesschooladministration,thedirectorofacademicsuccessandinnovation,lead,theschoolsocialworker,theEnglishlanguagedevelopmentcoordinator,interventionists,theclassroomteacher,parents,andamemberofthespecialeducationteam.TheSSTteammeetstoproblem-solveanddesigninterventionsbyidentifyingresearch-basedinterventionsfortheclassroomteacher.Tier2interventionsareprovidedbytheclassroomteacherinadditiontothestandards-basedinstructionthatcontinuestobetaughtintheregularclassroom.

A45-minuteintervention/smallgroupblockwillbeprovidedforallgradesK-8,fourdaysaweek.Duringthistimetheclassroomteacherswillbeconductingsmall-groupinterventioninstructionandmonitoringspecificworkstations.Classroomteachers,interventionteachers,specialeducationteachers,andclassroomassistantswillprovideadditionalsmall-groupinstructionsduringthat45minutes.Studentgroupswillparticipateindouble-dosingtargetingspecificskillneedsusingavarietyofinterventionmaterials.Possibleinterventionprogramswillincludebutnotlimitedto:ImagineItIntervention,ReadWell,KIPPWheatley,LeveledLiteracyInstruction,SixMinuteSolution,PALS,ReadNaturally,Math-in-FocusReteach,Origo,Navigator,andDotheMath.

Tier3:IntensiveLevel/IntensiveRTI-DrivenInterventions

StudentswhoarenotmakingadequateprogressatTier2willreceiveTier3interventions.Tier3interventionsincludeintensiveinstruction,specifictothestudent’shighestareasofneed,aimedatincreasinganindividualstudent’srateoflearning.Tier3servesaverysmallpercentageofstudents(1-5%),whodemonstrateaneedforanindividualizedprogramand,asaresult,longerterminterventions.Tier3interventionsareprovidedinadditiontothestandards-basedinstructioncontinuingtobetaughtintheregularclassroomthe45minutesmallgroupintervention4timesperweekandanyTier2intervention.Studentsinneedofintensivereadingormathinterventionwillreceivetheirinstructionduringthesame45-minuteblockoftimeastherestofthestudentsintheirgradelevel.Tier3willreceivepulloutorpushinservices(asneeded)duringthe90minuteFridayProjectBasedLearningExtensionStudyblock.Thiswillensurethatstudentsinneedofmoreintensiveintervention(IEPandESLstudents)willstillbeabletofullyparticipateinthecore-instructionlesson,receivingdailyinstructioningrade-levelstandards.Theonlydifferencewillbethattheywillparticipateinsmallergroupsfortheentire45-minuteperiodusingmoreintensiveinterventioncurricula.Possibleinterventionprogramswillincludebutnotlimitedto:WritingRoadtoReading,ReadWell,WilsonFoundations,WilsonJustWords,WilsonReading,Language!,MathinFocusReteach,Origo,Hands-onStandards,Navigator,andDotheMath.

RTILeadershipTeam/StudentSupportTeam(SST)

ThepurposeoftheRTILeadershipteamistoprovideoverallguidanceandsupporttotheRTIprocess.Theteammembershipwillconsistofanadministrator,interventionist,primaryteacher,elementaryteacher,andamiddleschoolteacher.Theteamwillfocusonthefollowing:

• MeetingmonthlytomonitortheRTIInstructionalPlantoensurethatthedatademonstratesthattheplanisworkingasdesigned;makinganyneededadjustments

• Ensuringeffectiveclassroominstructioninthecore• Creatingaprocessthatensuresthatteachers/interventionistsuseanddocumentresearch-

basedinterventionpriortobringingstudentstotheSST• Ensuringthatregularobservationsareconductedtoensurefidelityofimplementationat

theuniversal,targeted,andintensivelevelsofinstruction• Ensuringthatregulardatateammeetingcyclesoccurtomonitorstudentprogressandmake

timelyadjustmentstoinstruction

• Ensuringthatbudgetingandschedulingdecisionsarecloselytiedtostudentandteacherneedsbasedondata.

TheSSTProcess

IdentifyStudentandConcernThisisastudentforwhomtheregularclassroomcurriculumisnotworking

ChooseaTier2ainterventionwiththeGradeLevelTeam“mini-SST”

TrackProgressUsingCBMCBM’sarequickassessmentstohelptrackaspecificskillRemembertostartwithbaselinedata

BringtoSSTSignUpforaSSTdateontheGoogleDriveSignUpGiveSPEDteacherSSTTeamRequestformatleasttheFridaybeforeyourSSTdateInviteparentstothismeeting

SSTTeamHerewewillfigureoutnewschoolwideinterventionsforyourstudent

Trackprogress6weeks

NextSSTMeeting6WeeksAfterInitialMeeting

PlantoCollectDatatoDetermineInterventionNeedsandEvaluateInterventionEffectiveness

STEP TerraNova/SUPERA InterventionProgramPlacementAssessments

1. WhoneedstobetestedAllStudents

2.Whowillprepare/ordertestingmaterials?Designatedclassroomassistantsandinterventionistswillprepare(copy,collate,andorganize)all

Whoneedstobetested?AllStudents2.Whowillprepare/ordertestingmaterials?Designatedclassroomassistantsandinterventionistswillprepare(copy,collate,andorganize)all

Whoneedstobetested?Coresmall-groupassessmentsadministeredbasedonidentifiedstudentneedusinguniversalscreendata.2.Whowillprepare/ordertestingmaterials?

testingmaterialsduringtheweekpriortoschoolstartingWhowillgivetheassessments?ClassroomteachersWhen?FirsttwoweeksofAugustSchedulingPlan?CreatedbyschooladministratorsWhowillscoreassessments?TeacherswillscoreassessmentsasagradelevelduringFridayprofessionaldevelopmentsessionWhichdatasystemwillbeused?DIBELSandschoolcreateddatasystemWhowillenterthedataintothesystem?Classroomteachers9.How(who)willthedatabecompiledandanalyzed?Datawillbeanalyzedanddebriefedduringfirstmonthjob-embedded(cluster)PDsinordertoestablishSMARTGoalsandrefinestudentgroups10.Whenwillitbepublished/viewedbystaff?DataWallwillbecreatedasapartofclustermeetingsduringthesecondweekofschoolandmaintainedthroughouttheschoolyear.

testingmaterialsduringtheweekpriortoschoolstartingWhowillgivetheassessments?ClassroomteachersWhen?Fall–FirstweekofschoolWinter–WeekafterHolidayBreakSpring–ThirdWeekofMaySchedulingPlan?CreatedbyschooladministratorsWhowillscoreassessments?Assessmentswillbescoredasadministered.Whichdatasystemwillbeused?SchoolcreateddatasystemWhowillenterthedataintothesystem?Schooladministrators,interventionteam9.How(who)willthedatabecompiledandanalyzed?Datawillbeanalyzedanddebriefedduringfirstmonthjob-embedded(cluster)PDsinordertoestablishSMARTGoalsandrefinestudentgroups10.Whenwillitbepublished/viewedbystaff?DataWallwillbecreatedasapartofclustermeetingsduringthesecondweekofschoolandmaintainedthroughouttheschoolyear.

InterventionistsandclassroomassistantsWhowillgivetheassessments?ClassroomInterventionistsWhen?Fall–FirstweekofschoolSchedulingPlan?CreatedbyschooladministratorsWhowillscoreassessments?InterventionTeamWhichdatasystemwillbeused?ExcelWhowillenterthedataintothesystem?TeachersandInterventionist9.How(who)willthedatabecompiledandanalyzed?Datawillbecompiledbyinterventionisttoestablishanddesigntheinterventionblockgroupingsandschedule10.Whenwillitbepublished/viewedbystaff?Interventionandsmallgroupinstructionaldataandgroupingplanwillbeupdatedevery6-8weeks.Theupdatesandprogressofstudentswillbesharedwithgrade-levelteams,supportstaff,andschooladministration.DataWallwillbecreatedasapartofclustermeetingsduringthesecondweekofschoolandmaintainedthroughouttheschoolyear.

IdentificationofStudentswithSpecialEducationNeeds

IfachildcontinuestostruggleintheclassroomafterreceivingincreasingtargetedinterventionswithincreasingintensitythroughTier2andTier3,thestudent’sclassroomteachermustthennotifythe

StudentSupportTeam(SST).Itisthejobofthestudent’steachertoexplainstudentlearninggapsanddetailtheinterventionsthathavebeenusedusingdocumentationkeptduringeachtierofintervention.

Todetermineeligibilityforspecialeducationservices,specialeducationlawsrequirethechildtohaveaninitialevaluationintheareasofconcern.Anevaluationisacarefullookatachild’sabilities,strengthsandweaknesses,bytheSpecialEducationandthechild’sparentoradesignatedfamilymember.Anevaluationisbasedonaformalreviewofassessmentdatainarea(s)ofconcern,informationfromparents,observationsbySpecialEducators,schoolandclassroomlevelassessments,andstateannualassessments,andstudents(whenappropriate).ThisistodeterminewhetherachildhasadisabilityunderECEAwhichrequiresspecialeducationinstructionandrelatedservices.

TheevaluationguidestheIEPteamindeterminingthedisability,developinganIEPanddeterminingthenatureandextentofthespecialeducation,andrelatedservicesandaccommodationsrequiredtomeetthestudent’sneeds.Theidentifieddisabilitymusthaveaneducationalimpact.ForSeriousEmotionalDisability(SED)theeligibilitycanbedeterminedbyeitheraninabilitytolearn(educationalimpact)and/orinabilitytobuildandmaintaininterpersonalrelationshipswhichsignificantlyinterfereswiththechild’ssocialdevelopment.SEDistheonlydisabilitywhereastudentcanqualifywithoutshowinganeducationalimpact.

AlldecisionsaboutspecialeducationaremadethroughtheIEPteamprocess.TheIEPteamincludesparent(s),notlessthanonespecialeducationteacher,notlessthanonegeneraleducationteacher,aschooladministrator,anyspecialserviceproviderbasedonthearea(s)ofconcern,andthestudent(ifappropriate).

Thereisadifferencebetweenanevaluationandanassessment.Evaluationistheprocessofdeterminingifachildhasadisability.Assessmentsareindividualizedforeachstudent.Thesecanincludeobservations,informationfromparents,standardizedtests,andfunctionalbehavioralassessments.

IEPDevelopment

OnceitisdeterminedthatachildhasadisabilityunderECEA”,theIEPteam,includingparents,developsanIEPforthestudent.TheIEPis:

o Awritten,individualizedplanthatsupportsanddirectsachild’seducationthroughateamdrivenprocess

o Awrittendocumentthatoutlinesthe“who”“what”“when”“why”“where”and“how”ofinstructionandrelatedservicesthatisprovidedtostudentswithdisabilities.

o Adocumentandaprocess

TheIEPdefinesthetypeandamountofservicesneeded,andwheretheserviceswillbedelivered.Whenthemembersofachild’sIEPteamcometogethertoconsiderhowtocreateaplanthatinvolvesthestudentandempowersthemtoactivelyengageinschoollife,theymustincludeseveralkeyrequirements:

• Astatementofthechild’spresentlevelsofacademicachievementandfunctionalperformance,includinghowthechild’sdisabilityaffectshisorherinvolvementandprogressinthegeneraleducationcurriculum;

• Astatementofmeasurableannualgoals,includingacademicandfunctionalgoals;• Adescriptionofhowthechild’sprogresstowardmeetingtheannualgoalswillbemeasured,

andwhenperiodicprogressreportswillbeprovided;• Astatementofthespecialeducationandrelatedservicesandsupplementaryaidsandservices

tobeprovidedtothechild,oronbehalfofthechild;• Astatementoftheprogrammodificationsorsupportsthatwillbeprovidedtoenablethechild

toadvanceappropriatelytowardattainingtheannualgoals;tobeinvolvedinandmakeprogressinthegeneraleducationcurriculum;toparticipateinextracurricularandothernonacademicactivities;andtobeeducatedandparticipatewithotherchildrenwithdisabilitiesandnondisabledchildren;

• Anexplanationoftheextent,ifany,towhichthechildwillnotparticipatewithnon-disabledchildrenintheregularclassandinextra-curricularandnon-academicactivities;

• Astatementofanyindividualaccommodationsthatarenecessarytomeasuretheacademicachievementandfunctionalperformanceofthechildonclassroom,school-wide,stateassessments,classroomassignments,homework,grading,behaviorcontracting,breaks,assistivetechnology,etc.;

• Theprojecteddateforthebeginningoftheservicesandmodifications,andtheanticipatedfrequency,location,anddurationofthoseservicesandmodifications.

Thefollowingmeetingsshouldtakeplacetosupportachild’sIEP:

• AnnualReview–theIEPteammeetstodevelop,review,andrevise,asappropriate,astudent’sIEPatleastannually;

• SpecialRequestMeeting–ASpecialRequestteammeetingcanoccuratanytimewhenrequestedbyparent(s)ortheIEPteam

• ReevaluationMeeting–Atleasteverythreeyears,orearlieruponrequestoftheparent,theIEPteammustre-evaluatethechildtodeterminewhetherhe/shecontinuestobeeligibleasastudentwithadisabilityandinneedofspecialeducationandrelatedservices;

• Exit-theschoolmustconductanexitevaluationbeforedeterminingthatachildisnolongerachildwiththatrequiresspecialeducationandrelatedservices.IftheIEPteamfindsthechildisnolongerinneedofspecialeducationandrelatedservices,thenthechildwillbedismissedandnolongerhaveanIEP.

PlanforBehaviorIntervention:

Asimilartieredsystemwillbeutilizedforsocial/emotionalinstructionsofstudents.AllstudentswillparticipateinthePeace4Kidscorecurriculumandtheschool-widePositiveBehaviorSupportInterventionSystem(PBIS).StudentswhoneedadditionalsupportsforbehaviorwillparticipateinsmallgroupsusingthePeace4Kidsprogramformoreintensive,small-groupinstructionsseveraltimesaweek.Thefrequencyofgroupsessionswillbebasedonindividualstudentneed.Groupswillbesupportedbysocialworker,psychologist,and/ortheschoolcounselor.Studentsinneedofintensivesupportwillreceiveindividualizedbehaviorcontractsand/orbehaviorplanstobemonitoredbyteachers,studentadvisor,andspecialeducationstaff.

FluidSystemsforIntervention

STARAcademystaffwillemployfluidsystemsforintervention.Student’sprogresswillbemonitoredonaregularbasis.Wheneverastudentdemonstratestheneedtobemovedtoadifferentgroupforeithermoreintensiveinterventionorforlessintensity(acceleration),studentswillbemovedaccordingly.Thissystemwillensurethatstudentsspendlittleornotimeinagroupthatisworkingatalevelthatiseithertoohardortooeasy.Bydeliveringinterventionusingafloodingmodel,fluidityofstudentgroupingisbothmorefeasibleandprovidesawiderbaseofpotentialgroupinwhichtoplacestudents.

ServingStudentswithSpeech/LanguageConcerns

Speechproblems,suchasstutteringandmispronunciationscanbeveryfrustratingforstudents.Languagehastodowithmeanings,ratherthansounds.Languageisameasureofintelligenceandlanguagedelaysaremoreseriousthanspeechproblems.Languagedelayiswhenachild’slanguageisdevelopingintherightsequence,butataslowerrate.Speechandlanguagedisordersdescribeabnormallanguagedevelopmentandcanaffectthewaychildrentalk,understand,analyze,orprocessinformation.

Communicationskillsareattheheartoflife’sexperiences,particularlyforchildrenwhoaredevelopinglanguagecriticaltocognitivedevelopmentandlearning.Reading,writing,gesturing,listening,andspeakingareallformsoflanguage;acodewelearntouseinordertocommunicateideas.Assessmentandtreatmentofchildren’scommunicationproblemsinvolvecooperativeeffortsbetweenparents,classroomteachers,schooladministration,specialeducationteachers,psychologists,andotherschool-basedsupportstaff.Speech-languagepathologistsworkwithdiagnosticandeducationalevaluationteamstoprovidecomprehensivelanguageandspeechassessmentsforchildren.

Becauseacademicdelayscanbetheresultofspeechandlanguagedelays,STARAcademywillworkquicklytoidentifytheseinstudentswhileinearlygrades.Allstudentswillbepre-screenedfororallanguageproficiencywhenenteringourschool.Afteridentification,studentswillreceiveservicestoclosetheidentifiedgaps.StudentswillbeexitedfromreceivingSpeech/Languageservicesoncetheyscorewithintheage-appropriatelevelonstandardizedtestsoroncetheirskillsareatalevelthatiswithinthe“nodisability”to“mild”rangeontheSeverityRatingScalefortheaffectedarea(includingfluency,articulation,sociallanguage,receptivelanguage,expressivelanguage,andvoice).

Studentspresentingspeech/languagedeficiencieswillreceivesupportfromtheSpecialEducationteamandbeplacedonanIEP.

ServingIntellectuallyGiftedLearners

STARAcademy’sgiftedandtalentedplanisonewayitseekstosupporttheneedsofexceptionalstudents.OurSTEAMeducationalframeworkisstructuredinawaytodeliveraccelerated,rigorous,andspecializedinstructiontoallstudents,includingourgiftedstudents.AccordingtotheAlabamaDepartmentofEducationdefinitionofintellectuallygiftedchildrenandyoutharethosewhoperformathighlevelsofacademicorcreativefieldswhencomparedwithothersoftheirage,experience,or

environment.Thesechildrenandyouthrequireservicesnotordinarilyprovidedbytheregularschoolprogram.Childrenandyouthpossessingtheseabilitiescanbefoundinallpopulations,acrossalleconomicstatus,andinallareasofhumanendeavor.39

BasedonnationaldataregardingtheGiftedEducationProgramPlan,thereisadisproportionaterepresentationofHispanicandAfricanAmericanstudents(underrepresented)versusthatofCaucasianstudents(over-represented)inthegiftedandtalentedprogram.InordertoensureallSTARAcademy’sstudentsareprovidedaccessforgiftednessscreening,studentswillbeevaluatedeachyearbasedonteacherevaluation,parentrecommendation,productionofexceptionalwork,andliteracylevels.Studentswhoperformorshowpotentialforperformingatexceptionallevelswhencomparedwithothersoftheirage,experience,orenvironmentcanberecommendedfortheintellectuallygiftedprogram.English-languagelearnerswillbeevaluatedforeligibilitybasedonmodifiedcriteria.AllsecondgraderswillbeuniversallyscreenedinthefallusingNNAT2.Studentswithscoresof90%orhigherwillbeeligibletoproceedintheidentificationprocess.

Studentnominationscanbereceivedfromanyknowledgeableschoolstaffmemberorparent/guardian.Onceastudenthasbeennominatedandparentshavebeennotified,abodyofevidenceisgatheredtodeterminestudents’strengths,needs,andservices.ThisevidencewillincludestudentscoresontheCogAT7cognitivetest,ACTAspireAssessmentdata,school-basedassessmentdata,aptitudetests,studentworksamples,behavioralcharacteristics,parent/teacherquestionnaire,andstudentinterest/motivationsurveys.

Inorderforstudentstoqualifyforgiftedservices,achildmusthaveatleastthreeofthefollowingmandatoryindicatorsandoneoftheotherqualifiers:MandatoryIndicator:

• AssessmentdatafromACTAspireAssessmentdemonstrating2-yearsabovegrade-level• Scoresof90%orherontheNNT-2(2ndand4thgrades)• ScoregiftedonCreativityTest• ScoreasgiftedoraboveonanyoftheCogATevaluationareas(verbal,non-verbal,quantitative)

OtherQualifiers:• Parentquestionnaire• Teacherquestionnaire• Exceptionalstudentwork

Avarietyofresearch-based,instructionalstrategiesandprogramswillbeutilizedtosupportthegrowthofourintellectuallygiftedstudents.Theintegrated,STEAMmodel(whichutilizesinquiryandproject-basedlearning)willbeindividualizedtoprovideourintellectuallygiftedstudentswithopportunitiestoextendtheirlearningandcreativity.TheSTEAMintegratedmodelisfoundationallystructuredtoprovidethekindsofstrategiesthatsupportintellectuallygiftedlearnersandthedifferentiationrequiredtomeet39https://www.alsde.edu/sec/ses/gifted/Scope%20and%20Sequence/Alabama%20Gifted%20Education%20Programs--Standards%20and%20Student%20Outcomes%20Manual.pdf

theirindividualneeds.Additionally,ourpersonalizedlearningstructureallowsforteacherstohaveanaccuratepictureofstudentproficiencyandabilityaswellasprovidingacceleratedlearningmoments.Theproject-basedactivitieswillbehighlyindividualizedforthisgroupofstudentstoensureopportunitiestoexpandanddeveloptheirparticularareasofgiftedness.WewillalsoincorporateinstructionalbestpracticesbasedontheworkofRenzullieandTomlinsonwhendesigninginstructionalopportunitiesforourgiftedandtalentedstudents.TeacherswillreceivespecificprofessionaldevelopmentandfeedbackontheiruseofBloom‘sTaxonomyoriented,higher-orderthinkingthroughquestioning,assessment,andinstructionalactivitydesign.TheDirectorofAcademicSuccessandInnovationalongwithexternalpartnerswillprovideongoingsupportandprofessionaldevelopmentforclassroomteacherstoensurethattheneedsofthegiftedandtalentedstudentsarebeingmet.

Intellectuallygiftedstudentswillreceivedaily,smallgroupreadinginstructionattheirreadinglevel,providingopportunitiesforchallengeandextension.Classroomteacherswillutilizetheextensionresourcesthatexistwithinthecorereading,writing,andmathematiccurriculatoprovidestudentswithadditionalopportunitiesforinstruction.ThegiftedandtalentedteacherwillsupportstudentsonedayperweekduringtheFridayProject-basedLearningExtensionStudyblock.Serviceswillbeprovidedineitherapush-inorpull-outmodelbasedonwhatbestmeetstheneedsofstudents.Additionally,thisteacherwillworktodevelopandadministerstudents’AdvancedLearningPlans(ALPs).

Student’sprogresswillbecloselymonitoredusingourschool-widedatatrackingsystemanddatawalls.Allstudentsidentifiedasgiftedandtalentedwillbeexpectedtomakeadequateyearlyprogress.Thisparticularsubgroupwillbecloselymonitored.Ifnecessary,studentswillbeadministeredup-levelassessmentsthroughthecorecurriculumtoensurethattheyaremakingprogress.

ServingEnglishLanguageLearners

NationaldemographicprojectionsindicatethatEnglish-LanguageLearners(ELLs)willmakeupalargepercentoftheschool-agepopulationintheyearstocome.Currently,700ofBirminghamCitySchool’sstudentpopulationisclassifiedasEnglish-LanguageLearners.Historically,ELLacademicperformancehaslaggedbehindthatofnon-ELLs.However,STARAcademyaimstoinnovativelyandcreativelyprovideahigh-qualityeducationtoallstudents,usingvariousculturalexperiencesofourstudentstopreparethemtoworkandliveina21stCenturyeconomythatisbecomingmoreglobal.STARAcademywillhaveafull-timeEnglishLanguageDevelopment(ELD)coordinator/teacherthatwillbothconductlanguagesupporttostudentsina40-minuteELDblockandoverseetherecruitmentidentification,andprogressmonitoringofidentifiedELLstudents.TheELDblockwillensurestudentsdonotmissoutoncoresubjectclassesorproject-basedlearningexperiences.TheELDcoordinatorwillalsofacilitatehomesupportforELLsandtargetedprofessionaldevelopmentforstaff.Asthestudentpopulationgrows,anadditionalELDteacherwillbeaddedtothestaff.

Recruitment

STARAcademy’sproject-based,STEAM(STEMandartsintegration)approachisonethatwillbenefitstudentsfromallbackgrounds.Asaresult,wewillensureourrecruitmenteffortsdonothavetheunintendedeffectofexcludingELLsandtheirfamilies.Aspartofouroverallrecruitingstrategy,abroadandinclusiveoutreachstrategytoensurethatELLsandtheirfamilies,whothemselvesmaybeLimitedEnglishProficient(LEP),canunderstandourprogramandtheprocessforapplying.WewilldevelopmarketingmaterialsinbothEnglishandSpanishtoensurefamilieshaveaccesstoinformationaboutourschool.Additionally,atleastoneofoursecretarieswillbeabletocommunicatetofamiliesinSpanishandEnglish.

Identification

First,STAR’sstaffwilldeterminewhichstudentsqualifyforELLservicesbyhavingeverystudent’sparentorguardiancompleteaHomeLanguageSurvey(HLS).AHLSisthepreliminaryscreenthatwillbecompletedforallenteringstudents(eventhosewhoappeartobefluentEnglishspeakers)todecidewhetherornotfurtherassessmentwillbeneeded.TheHLSwillbetranslatedintothelanguagespokenbythefamilytohelpinsureaccurateanswers.Iftheparentsanswered“yes”toanyofthequestionsontheHLQ

form,theparentswillreceiveprograminformation.WewillensurethatparentsareinformedrelativetotheschoolELAprogramsinthelanguageormannerthattheycanunderstandwhenregisteringtheirchild.Schoolpersonnelwillgiveparentsabrochureandtheopportunitytospeaktostaffiftheyhavequestions.ProvidingparentswithmultiplesourcesofinformationwillensuretheyarewellinformedpriortomakingadecisionforhowtheirchildwillparticipateintheELAprogramsandservices.BasedontheHLQ,studentsaregivenatemporaryplacementandassessedwithintendaysofregistration.Parentswillbenotifiedofafinalplacementdecisionnolaterthan30-daysafterthestartoftheschoolyear.

AssessmentandPlacement

IftheHomeLanguageSurveyindicatesastudent’sprimary,orhome,languageisnotEnglishorthatastudent’sfirstlanguageisnotEnglish,thentheELDteacherwilladministertheW-APT(WIDAACCESSPlacementTest)asascreenertodeterminewhetherornotachildisinneedofELLservices.TheWIDAACCESSassessmentwillbegivenannuallytomonitorstudents’progressinacquiringacademicEnglishaidtoevaluatethesuccessofourprograminsupportinglinguisticdevelopmentofourstudents.TheW-APTwillbeadministeredtoK-8thgradestudentswithintendaysofthestudentstartingschool.Uponentry,wewilldetermineanassessmenttoassessstudent’sproficiencylevelswithin10daysofregistration.Aftertesting,studentswillreceiveaprovisionalplacementinELAserviceswithin30daysofarrival.

Basedontheinitialassessmentdata,theELDcoordinator,teachers,andadministratorswillmeettodetermineifchangestoprovisionalplacementarenecessary.Ifanychangesaremadetotheprovisionalplacement,aletterwillbesenthometoparentsinformingthemofthechange.Atthistime,parents

WIDA:World-classInstructionalDesignandAssessment

ACCESS:AssessingComprehensionandCommunicationinEnglishState-to-StateforEnglishLanguageLearners

havetheoptiontoagreetotheplacementrecommendationsortodeclineELAprogramservices.Parentprogramrefusalwillbedocumented.

AtSTARAcademy,parents/guardianswillbefullyinformedaboutstudent‘sidentificationandprogramplacementthroughaface-to-facemeeting.Thestudent’sinstructionalprogress,placementdata,andallothersourcesofdatawillbesharedwithparent.Theschool’srecommendationsforbestmeetingthechild‘sneedswillbeclearlyoutlinefortheparent.EveniftheparenthasdecidedtooptoutofallELAServices,theschoolwillreviewabodyofevidenceforeachstudentbymonitoringthemtwiceayear(fallandspring).Wewillinformtheparentsofthestudent’sacademiclanguagedevelopmentprogresswhenprogressreportsaresentout,andatparent-teacherconferences.STARAcademywillusetheWIDA-ACCESStoassessongoingprogressonEnglishLanguageproficiencylevelsforspeaking,listening,reading,andwriting.Parentswillreceivetheirchild‘sACCESStestscoresandareinvitedtoparticipateinameetingtosharewithparentshowtointerpretthetestresults.Thismeetingwillalsoincludestrategiesandresourcesforparentstoaccesstosupporttheirchild‘slanguagedevelopment.AllELLsatSTARwillfullyparticipateintheschool-wideassessmentplantoensurestudentsaremakingadequateyearlyprogressinallcontentareas.

Thestudent’sscoreontheassessmentsdeterminethelevelofservicesandthespecificstrategiesusedwithstudentsduringtheELDblockandincludedintheELDplan.Thestudent’sELDplanwillbedevelopmentandsharedwiththestudent’sfamilywithin30daysofthestartoftheschoolyear.

ProgramDesignandCurriculum

StudentswhoareidentifiedhavinglimitedEnglishproficiencywillreceiveaminimumof40minutesofpull-outsupportfromtheELDteacherfourdaysaweek,withadditionalpush-in(classroom)supportfromtheELDteacherforaminimumof20additionalminutesfourdaysaweekorduringtheFridayProject-basedLearningExtensionStudyblock.IdentifiedELAstudentswillbestrategicallygroupedacrossagivengradelevelbasedonstudentdataandELAdesignationdocumentation.ThisidentifiedgroupofstudentswillrotatetogetherthroughtheELD/ResponsetoInterventionblockeachday.Toensurehigh-qualityELDinstruction,theESLteacherwillplanandoccasionallyteam-teachwiththeteachers.Priortothestartofeachthematicunit,thePBLcoordinatorandtheELDcoordinator/ESLteacherwillplantheunittogetherwithanintentionaldesigntoaddressthelanguagedevelopmentneedsofeachoftheidentifiedELAstudentsatthegivengradelevel.TheirteamplanningwillutilizeateamplanningprotocoltointentionallyplanforlanguagedevelopmentforeachPBLunitofstudy.TheseplanswillbecreatedusingtheWorld-ClassInstructionalDesignandAssessment(WIDA)StandardsFrameworksandtools.EachoftheWIDAstandardswillbevisitedthroughthecontinuumoflevelsofEnglishlanguageacquisition(Level1:EnteringtoLevel6:Reaching).Theteamwillplanforhowstudentswilllisten,speak,write,andreadintheacademiclanguageofeachofthePBLunits.

Inaddition,eachexpandedstandardwillencompassDiscourseLevel,SentenceLevel,andWord/PhraseLevelconsiderations.STARAcademywillusetherecommendedWIDATemplatefordraftingstrandsofModelPerformanceIndicator‘s(MPI)toplanoutthespecificframeworksforthefocalstandardsofagivenunit.ThroughtheuseoftheWIDAtemplatetheteamisabletoidentifyhowthedomainsofspeakingandwritingwillbeleveragedandsupportedforstudentsateachlevelofthecontinuum(Level1:EnteringtoLevel6:Reaching).ThisplanningtemplatewillguidethedailyELDlessonplansfor

studentsastheyacquiretheacademicEnglishlanguageskillstheywillneedtobesuccessfulinschool.ThePBLunitswillincludeadditionalassessmentoflanguageskilldevelopmentforthisgroupofidentifiedstudentsinordertotracktheirgrowthalongtheWIDAcontinuum.

AtSTARAcademywebelievethatourstudentswillbemostsuccessfulwiththeiracquisitionofEnglishifallteachersaresupportingtheirlanguagedevelopmentthroughouttheday.Thiswillprovideourstudentswithaneffectivelanguagedevelopmentmodelthathasbeenidentifiedbyastrongbodyofresearch,teachinglanguagethroughthecontent.Iftheinstructionisfocusedonacademiccontent,thenstudentscanacquireEnglish,anddeveloptheknowledgeandskillsofthedifferentcontentareasatthesametime(Freeman&Freeman,2007).Thismodelwillensurethatstudentshaveaccesstorigorous,grade-levelcontent.StudentswillreceivetheELAsupportsandscaffoldstheyneedtoengageincognitivelydemanding,yetmeaningfullearning.WiththeintensiveandpurposefulprofessionaldevelopmentplanoutlinedintheProfessionalDevelopmentandEvaluationsectionbelow,staffwilluseateam-planningprotocoltointentionallyplanforlanguagedevelopmentwithineachoftheircontentareaunitsofstudy.TheseplanswillbecreatedusingtheWorld-ClassInstructionalDesignandAssessment(WIDA)StandardsFrameworksandtools.Tosupportthisprogramdesign,teacherswillstudyandutilizethetoolsprovidedbyWIDA.TheCanDodescriptorsforeachcontentareaandgradelevelwillsupportstaffincreatingeffective,linguistically-differentiatedlessonplansineachcontentarea,setlanguagegoalsandcloselymonitortheprogressofeachstudent‘slanguageacquisition.

AssessmentoftheprogressofourELLs,aswellasallstudents,isanintegralcomponentoftheoverallinstructionalplanforSTARAcademy.AllELLswillfullyparticipateintheschool-wideassessmentplanoutlinedinthisdocument.Studentswillbeassessedintheirlanguageofinstructions.Studentsparticipatinginnativelanguage(Spanish)instructionwillalsohavetheirliteracyskillsmonitoredinEnglishtodetermineprogresstowardstransitionandtodeterminewhenashifttoEnglishonlyinstructionisappropriate.Asapartofourschool-widedatasystems,areviewofstudentprogressdatawilloccureverysixweeks.Duringthesesix-weekreviews,theELLpopulationwillbedisaggregatedandanalyzedtodetermineifstudentsaremakingthegainsneededtobeacademicallyandlinguisticallysuccessful.WewillexploreadditionalprogressmonitoringtoolsliketheWIDAMeasureofDevelopingEnglishLanguage(MODEL)todeterminethebestmethodstoprogressmonitorstudentgrowthinlanguageacquisition.Aninitialgoalofamediangrowthpercentileof70%hasbeensetforWIDA-ACCESS.ThisgoalwillbecloselymonitoredusingourhistoricalACCESSdata,languageacquisitionprogressmonitoringdata,studentdatacollectedwithinthevariouscontentareasandannualperformancegoals.

BasedonthecurrentdemographicsinEastBirmingham,STARAcademyexpectstoprovideaprogramthatalignswiththeguidelinesandproceduresthatareoutlinedbytheBirminghamCitySchool’sELLdepartment.StudentgrowthinSpanishliteracyandmathematicsconcepts,aswellastheiracquisitionofEnglishlanguagewillbecloselymonitored.Studentswillbemonitoredtodeterminewhentheyhavereachedhighlevelsofacademicachievementinallcontentareas.

Wewilluseashelteredinstructionmodel,designedtoachieveEnglishproficiencyasquicklyaspossiblewhilepromotingdeeprespectforthenativelanguageandcultureofeverystudentattheschool.TheschoolleaderwillberesponsiblefortheoversightoftheELAprogrammingensuringthatallteachersare

appropriatelydesignatedandhavecompletedallrequireddistrictELAclassesandcertifications.TheEDLCoordinatorwillbedesignatedtomanagetheELAprograminclosecollaborationwiththeschoolleader.TheindividualhiredforthepositionofELDCoordinatormustpossess:

• Aworkingknowledgeofthehistory,culture,andcorebeliefsoftheAPSconsentdecreeandELAprogramming

• Allrequiredcertificationstobeconsideredhighly-qualifiedfortheposition• Languageproficiencyinthepredominatelanguageoftheschool‘sELLpopulation(based

oncurrentprojectionsthislanguagewillmostlikelybeSpanish)• Organizationalskillstomaintainandorganizetherequiredpaperworktoensuretotal

compliancewithourELAprogramming• Strongworkingrelationshipwithourparentcommunity• AstrongsenseofefficacyfortheELLstudentsatourschool,relentlesslymonitoring

theirprogressandadvocatingforthebestprogrammingforeachchild• SupportandmanagetheELAteacher

ShelteredInstruction(SI)

TheShelteredInstructionmodelisaresearch-basedandvalidatedmodelofshelteredinstructionthathasbeenwidelyandsuccessfulusedtohelpteachersplananddeliverlessonsthatallowEnglishlearnerstoacquiretheacademicskillsandskillstheyneedtodevelopEnglishlanguageproficiencyandsucceedintheclassroomandbeyond.

Thepurposeofshelteredinstructionistodelivergrade-levelsubjectmattercontentinamannerthatisaccessibletoalllearners.Shelteredinstructionstrategiesenableregularclassroomteacherstoincorporatestrategiesintheirinstructionsthatlowersthelinguisticdemandofthelessonwithoutcompromisingtheintegrityorrigorofthesubjectmatter.ThebenefitsareforELLstudentsaswellasEnglishspeakerswithavarietyoflearningstyles.

Teachersadjustthelanguagedemandsofthelessoninmanyways,suchasmodifyingspeechrateandtone,usingcontextcluesandmodelsextensively,relatinginstructiontostudentexperience,adaptingmethodsfamiliartoteachers(e.g.,demonstrations,visuals,graphicorganizers,orgroupwork)tomakeacademicinstructionmoreaccessibletostudentsofdifferentEnglishproficiencylevels.

Featuresofshelteredinstructioninclude:

• Useofcooperativelearningactivitieswithappropriatelydesignedheterogeneouslygroupingofstudents

• Afocusonacademiclanguageaswellascontentvocabulary• UseofELL’sfirstlanguageasatooltoprovidecomprehensibility• Useofhands-onactivitiesusingauthenticmaterials,demonstrations,andmodeling.

ShelteredInstructionisdesignedtoprovidesecondlanguagelearnerswiththesamehigh-quality,academicallychallengingcontentthatnativeEnglishspeakersreceive.

• Explicitteachingandimplementationoflearningstrategies• Incorporatingstudents’backgroundknowledgeintoclassroomlessons;and• Useofcriticalthinkingskills

TeachersatSTARwilluseshelteredinstructioninclassroomswithbothELLsandnativeEnglishspeakersandELDteacherswillincorporateShelteredInstructionstrategiesduringtheELDblock.

STEAMandShelteredInstruction

ClassessuchasmathematicsandsciencearerelativelymorecomprehensibleforEnglish-languagelearners.Coincidentally,bothmathandscienceuseteachingpracticesthatformpartoftherepertoireofshelteredinstruction.Inmanyscienceclasses,studentsworkinpairsorsmallgroupsoninteresting,motivatingtasksthatrequirestudentsto

engageinlearningbydoing.Implementationofinterestingcontent,investigations,anddemonstrationscanhelpprovidetheassistanceELLsneedtobesuccessful.

TheSTEAMModel,whichvaluescooperativelearning,discovery,andprocesslearningoverconceptmemorizationtakesintoaccounttheneedsofdiverselearnersbyemphasizingacademiclanguage,groupinteraction,andculturallyrelevantinstruction.

AcademicSupportandIntervention

ItistheexpectationthatallSTARAcademyscholarsachievemasteryofidentifiedstandards,skills,conceptsandacademicallyperformathighlevels.Ourinstructionalmodelutilizesaresearch-basedapproachtoquicklyidentifyingstudentlearninggapsandimplementingindividualizedinstructionalstrategies(earlyon)tostrugglinglearnersthatwillacceleratetheirrateoflearning.A45-minutelongremediationblockisbuiltintothedailyschedulefourdaysaweekforallstudents.AllcorecontentteacherswillteachanAcademicSupportclass.Forstudentswhoaremeetingstandardsorhavebeenidentifiedasgiftedandtalented,thistimebeusedstrategicallytoacceleratetheirlearningandmasterstandardsforthenextgradelevel.Forstudentswhoarestruggling,thisisanopportunitytoreceivesmallgrouptutoringandsupportonidentifiedskilldeficits.Forstudentswhohaveadditionalneeds(e.g.EnglishLanguageLearners,studentswithIEPs),thisperiodoftimeallowsforthespecialeducationandEnglishLanguagedevelopment(ELD)teamstoprovideappropriateinterventionsandindividualsupport.

Hiring,certification,andevaluationofSpecialPopulationTeachers

Hiringanewpersontojointhecollegial,productiveteamalreadyestablishedatSTARAcademyisacriticalresponsibility.Oursuccessinmaintainingthecurrentqualityanddedicationofourprofessionalteamwilldriveourfuturesuccess.STARAcademybelievesthatthebestwaytoensurethequalityofincomingteammembersisthroughastandards-basedhiringprocessthatscreenscandidatesnotonlyforskills,butasimportantly,formissionandculturefit.Throughadetailedhiringrubric,wearticulate

Byvirtueofitsmotivating,interactive,hands-onnature,scienceisacourseinwhichEnglishlanguagelearnersareoftensuccessful.

clearandexplicitcriteriathatguideustoobjectivelyassesseachcandidate.Ourstandards-basedprocessisdesignedtoprovideinformationabouteachcandidate’sknowledge,skillsandcommitmentsastheyrelatetothejob.Inaddition,throughthehiringprocess,STARAcademywanttoprovidealearningexperienceforeachcandidatesothatcandidatescanexperiencefullywhatitisliketoworkonaSTARAcademyteam.Inthisway,bothwe—andthecandidate—canmaketherightchoicesaboutworkingatSTARAcademy.

STAR’srigorousstandards-basedhiringprocessensuresanextensivereviewofeachcandidate’squalificationsandcertifications.Asacharterschool,STARAcademyhastocomplywiththeteacherqualityrequirementsofNoChildLeftBehind.Accordingly,allteachersmustbeabletodemonstratecompliancewith“highlyqualified”requirements,withinthemeaningoftheNoChildLeftBehindAct,priortotheiremploymentand/oragreementrenewal.Employeesareresponsibletoremain,atalltimes,incompliancewiththeserequirements.

TheAlabamaStateDepartmentofEducation,incompliancewithSection1119oftheNoChildLeftBehindAct,hasdefined“highlyqualified”teachersas:

1. Thosewhoarelicensedandendorsedineach/allcoreacademiccontentarea(s)inwhichtheyareteaching;

2. Alabamateachersteachingoutsideoftheirlicensedandendorsedcoreacademiccontentareawhoprovidedocumentedevidenceofhavingcompleted24semesterhours,oritsequivalent,inthecoreacademiccontentarea(s)beingtaught;

3. Alabamateachersteachingoutsideoftheirlicensedendorsedcoreacademiccontentareawhohavepassedtheadoptedoranationalcertificationcorecontentareatests,includingthePRAXIS,inthecontentarea(s)beingtaught.

STARAcademybelievesthatallemployeesareinaconstantstateoflearninganddeveloping.Inordertocontinuouslyimproveteachingandlearningaswellastheorganization’soverallsustainability,itisnecessarytoprovidemomentsofreflectionandevaluationthatencourageeachemployeetobuildonhis/herstrengthsandmediatehis/herareasofrefinement.Totrulyimproveteachingandlearning,employeesmustworkcollaborativelyandcontinuouslytoimprovetheirpracticethroughconsistentcoachingandfeedback,informalevaluations,andformalevaluations.

Additionally,itisimperativethat“specialpopulation”teachersreceiveexternaltrainingfromcontentexperts.STARwillpartnerwithsuchorganizations,includingBirminghamCitySchools’districtpersonnel.

StudentRecruitmentandEnrollment

CommunityOutreach:Toensurethatwerecruitthestudentpopulationweproposetoserve,wehaveengagedinexpansiveandintensiveoutreachefforts.WehaveconnectedwithresidentsandfamiliesthroughoutBirmingham,engaginginconversationsaboutwhatfamilieswantfortheirchildrenandhowthatalignswithourproposal.TheseneighborhoodsaredemandingbetterschoolsandhasbeenwelcomingtotheSTARAcademy’sapplication.Duetothegrowingnumberofinterestedfamiliesandsupporters,wehavecreatedtheSTARAcademysocialmediapagesandwebsitewww.starsteamacademy.org.

Parents,families,residents,businesses,churches,andprivateorganizationsofBirminghamhavebeenexceptionallysupportiveofalloftheoutreacheffortsSTARAcademyhasengagedinthusfar.ManycommunitymembershavesignedlettersofsupportandparentshavealreadybegunsigninglettersofinterestinSTARAcademy.Weexpectmanymorefollowingthepublicforums,events,andoutreachscheduledinAugust,September,andOctober.

Todate,wehaveconductedseveralcommunityeventsincludingmeetingswithfaith,business,andcommunityleaders,aswellas,familieswhohavedemonstratedtheirenthusiasmtoenroll,andothercommunitymembers.Aslistedbelow,thefollowingoutreacheventshavebeenconductedtoengageourfamilies:

• Attendanceatmanycommunityevents,includingreligiousservices,neighborhoodassociationmeetings,andmeetingswithartsorganizations,non-profits,andcommunitybasedorganizations,andcommunityevents.

• Presentationstoareacollegesanduniversities• Over50“FriendsofSTARAcademy”volunteeredatcommunityeventsonbehalfofSTAR

Academy,culminatingincriticalandinformativeconversationswithcommunitymembers.• Flyersandpostcards,bothinSpanishandEnglish,distributedwidelythroughoutthecommunity.• Twitter,Facebook,andInstagramupdates.• Websiteinformationatwww.starsteamacademy.org

WeareexcitedtocontinueengagingdeeplywithourcommunitytoprovideanexcellenteducationtothestudentsandfamiliesofEastBirmingham.Ourintentionistospendhundredsofhoursmore,beforeopeningourdoors,workingwithfamiliesandcommunitymemberstoprovideanexcellenteducationaloptionforstudentsandatrustedcommunityrelationshipforfamiliesandotherkeystakeholders.

WehavebeguncirculatingandtabulatingIntenttoEnrollformsandbrochuresrelayingourschoolmission,vision,andpurpose.Inaddition,wehavereceivedlettersofsupportfromindividualcommunitystakeholdersandorganizations.Wehaveincludedlettersofsupportasanadditionalattachmenttothisproposal.Wecurrentlyhaveseveralorganizationsandcommunitymembersthathavecommittedtocontinueprovidinglettersofsupportonourbehalf,evenaftertheofficialapplicationsubmissiondate.Outreachintheformoftownmeetings,powerpointpresentationstoorganizationsincludebutarenotlimitedtothefollowing:

EventDate Location DescriptionApril28,2016 SocialVenturesOffice MeetingwithGoodrich

FoundationandPurposeBuiltCommunitiestodiscussfinancialsupport

May15,2016 CommunityLocation 95.7JamzCar&BikeShowtoandfamiliesthroughourintenttoenrollform

May23,2016 NewRisingStar CommunityInterestMeetingtopromoteSTARAcademy’smission,vision,andschoolmodelforprospectivestudentsandfamilies

June23,2016 UnitedWayofBirmingham MeetingwithCarolineHarrisandRachelLeonardtodiscussfundingandSuccessbySixprograming

June23,2016 NewRisingStar CommunityInterestMeetingtopromoteSTARAcademy’smission,vision,andschoolmodelforprospectivestudentsandfamilies

July7,2016 DanielFoundationofAlabama MeetingtopromoteSTARAcademy’smission,vision,andschoolmodelforpossiblefunding

July26,2016 StateHouseinMontgomery ThepurposeofthemeetingistogiveSenatorMarshasenseofwhatvisionSTARAcademyisbringingtotheCommission

August3,2016 Communitylocation MeetingwithJasonWilliamsfromAspireMovement-alocalmentorprogramthatpartnerswithschoolsintheBirminghamcommunity

August29,2016 BetterBasics MeetwithDr.AmmieAkinfromBetterBasicsforpotentialprogrammingcollaboration

STARAcademy(STAR)isapubliccharterschoolandopenedtoallstudentsandfamilies.STARAcademydoesnotdiscriminateagainststudentsorfamiliesonthebasesofrace,ethnicity,religion,gender,nationalorigin,sexualorientation,genderidentity,maritalstatus,politicalaffiliation,oranyotherprotectedstatus.Toenrollinitsearlychildhoodeducationprogram,studentsmustbeatleast4yearsofageandpotty-trained.Allcommunicationsregardingenrollmentwillbeprovidedtofamiliesinlanguagesthatrepresentthestudentpopulation.

RecruitmentStrategy:Recruitingdriveshavetakenplaceatlocalgrocerystores,daycarecenters,city-sponsoredevents,churches,parentandyouthadvocacyevents,andthroughneighborhoodcanvassingSTARhasbeencarefultotargetneighborhoodsandeventswherediversemembersofthecommunityarerepresented.Additionally,noticeshavebeenpostedinneighborhoodnewsletters,businessesthroughoutEastBirmingham,onourwebsiteandsocialmediapages,viaelectronicnewsletters,andthroughmassmailingstoindividualsinourtargetzipcodes.FamiliesthathavecompletedIntenttoEnrollformsalsoreceivemonthlypersonalizednotesfromourschoolfounderandphonecallsofsupportfromtheChampionsofSTARAcademyvolunteerteam.

EnrollmentProcedure:EachyearSTARwillestablishanopen-enrollmentwindowinwhichtheschoolwillacceptapplicationsforthecomingschoolyear.TheapplicationdeadlineisthelastFridayinJanuary.Enrollmentpackets,however,willbeavailableattheschool’smainofficeallyearround.IfthenumberofapplicationsreceivedbythelastFridayinJanuaryexceedsthenumberofavailableseatsatanygradelevel,alotterywillbeusedtodeterminetheplacementofstudentsatthatgradelevel.Allapplicantsarerandomlyassignedanumberwhichisthendrawnrandomlyduringthelottery.Shouldtherebemorelotteryapplicantsthanavailableseats,studentsarerandomlyassignedwaitlistnumbers.STARdoesnotcarryitswaitlistfromyeartoyear.Waitlistnumbersareclearedandstudentsarebumpeduponegradelevelforthelotterythefollowingyear.Theenrollmentlotterywillbeheldinpublicattheschool,followingOpenMeetinglaws,onthefirstMondayinFebruary.OnlystudentsmeetingappropriateagerequirementsandwhosubmittheirapplicationsbeforethelastFridayinJanuarywillbeeligibleforthelottery.Offersofenrollment,scholarship,orwaitlistplacementwillbemadeviaphone,email,ormailbythelastFridayinFebruary.

Allqualifiedstudentswhoarenotadmittedwillbeplacedonthewaitinglistandmaybeofferedadmissionthroughouttheyearasvacanciesbecomeavailable.STARreservestherighttodetermineitscapacityateachgradelevel,andtoreservespaceswithinagradelevelfor,amongotherthings,studentsthatmaynotbepromotedtothenextgradelevelorforstudentswhomaybereturninginasubsequent

year.Ifduringanyopen-enrollmentwindowinsufficientenrollmentapplicationsarereceived,offersofadmissionshallbemadetoqualifiedapplicantsonafirst-come,first–servedbasis.Anotherenrollmentwindowshallbeadvertisedandestablished.

PriorityEnrollment:Selectgroupsofstudentsandfamilieswillnotparticipateintheenrollmentlotterybutwillbegrantedpriorityenrollment.Thesegroupsinclude:

• Priority1:Founder/BoardPolicy:Thosechildrenwhoseparents,guardians,orfamilymemberswereactiveintheplanningprocessbyservingasFoundingBoard,DesignTeam,orAdvisoryCommitteemembers,FoundingTeachers,orFoundingSchoolLeaderswillnotparticipateinthelottery.TheseareboardmembersanddesignteammemberswhoarelistedonthecharterapplicationsubmittedtoBirminghamCitySchoolsonAugust1,2016orwhoprovidedaminimumof40hoursofservicepriortotheopeningoftheschool.FoundingTeachersareteacherswhowerethefoundingteacherintheirrespectiveclassroomandwhotaughtatSTARforatleastthreeconsecutiveyears.FoundingSchoolLeadersincludeallmembersoftheadministrativeteaminthe2017-2018schoolyearswhoworkfortheschoolforatleasttwoyears(whichmayincludethe2016-2017planningyear).Foundingfamiliesmayalsobeexemptfromthelotteryiftheymeettherequirementstoqualifyasafoundingfamilybyvolunteeringfor40hoursbetweenJanuary2016andAugust2017.Acompletelistofeligiblefamilies(deemedasSTAR’s“FoundingFamilies”)willbeapprovedattheSTARBoardmeetinginJanuary2017andkeptonrecordattheschool.

• Priority2:SchoolEmployeePolicy—Childrenofschoolemployeeswillbeexemptedfromthe

lotteryandgivenpriorityadmissionprovidedthattheparentwhoisemployedatSTARhasfullorjointcustodyofthechildandtheapplicationwasreceivedbythedesignateddeadline.ThisincludesTeachers,Administrators,CustodialStaff,OfficeStaff,andClassroomAssistants.Employeesincludeanyonewhoworksatleasthalf-timeforSTARandwhostartedworkonorbeforethefirstdayofschooloftheyearinwhichtheyaresubmittingtheirapplication.

ThetotalnumberofchildrenenrolledundertheFounder/Board/Staffpolicieswillnotexceed20%oftheschool’spopulation.Inthecasethatmorethan20%oftheenrollmentisfounding/employeechildren,preferencewillbegiventonumberofyearsofservicetotheschool.Iftherearefewerspotsthanthenumberofpriorityapplicants,thenaseparatelotteryisheldfortheseapplicantswithprioritystatus.Founding/employeechildrennotgivenpriorityenrollmentwillbeincludedinthegeneralenrollmentlottery.

• Priority3:Sibling/HouseholdPolicy—ItistheintentofSTARtosupportwholefamiliesand

createacohesiveandinclusiveschoolcommunity.Siblingsofenrolledstudentswillreceivepriorityforadmissioniftheirapplicationsarereceivedbythedesignateddeadline.Siblingsincludeschildrenwhoseprimaryguardiansarealsotheprimaryguardiansofotherchildrenalreadyenrolledintheschool(inthecaseofjointcustody,primaryguardiansmusthavecustodyatleast50%ofthetime).Thiscouldinclude:½siblings,step-siblings,adoptedsiblings,cousins,niecesornephewsbeingcaredforbygrandparents,etc.IfachildisdrawnduringtheenrollmentlotteryforanenrollmentspotatSTARandtheyhaveeligiblesiblings,thosesiblings

willbeautomaticallygrantedenrollmentifthereisspaceattheirgrade-level.SiblingsofstudentsalreadyinattendanceatSTARwillbeexemptfromthelotteryprocessandautomaticallygrantedaspaceifthereisoneavailableattheirgradelevel.

GeneralEnrollmentLottery:Thelotteryforallage-eligiblestudentswhosubmittedacompleteapplicationpriortothelastFridayinJanuarydeadlinewilltakeplaceonthefirstMondayofFebruaryeachyearattheschoolandwillbeopenedtothepublic.Seatswillbeassignedrandomly.

Withdrawalpolicy:Studentswithdrawingfromtheschoolwillbeaskedtocompletethewithdrawalpacketwhichincludesaparentsurvey/questionnaireregardingreasonsforwithdrawalfromtheschool,thecontactinformationforthenewschool,andareleaseformsothatSTARcansendanypertinentacademicrecordsandalllegallyrequireddocumentssuchasIEPstothenewschool.Studentswithdrawingfromthetuition-basedpreschoolorKindergartenprogramafterthe15thofthemonthwillbeexpectedtopaytheentiremonth’stuition.

OutofDistrictPolicy:STARwillprioritizestudentswholivewithintheBirminghamCitySchools’boundariesduringboththeannuallotteryandtheongoingenrollmentprocess.Ifanon-BCSstudentseeks,thatstudentwillbeenrolledpendingtherearenoBCSstudentsonthewaitinglist.Itisthegoal,however,thatthemajorityoftheschool’sstudentswillresidewithindistrictboundariesorneighboringschooldistricts.

Transferpolicy:ParentsofstudentstransferringtoSTARmid-yearwillberequiredtosubmit/signtransferpaperworkandmeetwiththeirchild’snewteacheratleastonedaybeforethechildcanstartschool.Teachersmustmaketimetomeetwithtransferparentsinordertobuildrelationshipwiththenewfamily,completePersonalizedStudentAchievementPlans,conveymission,vision,school-wideandclassroomexpectations,andtoschedulediagnosticassessmentcompletion.STARwillrequestacademicrecords,includingIEPs,fromthestudent’spreviousschool.ParentsmustprovideIEPdocumentationorinformtheofficethatanIEPexistsatthetimeofsubmissionofthetransferpaperwork.AdetailedenrollmentplancanbefoundinAttachment7.

StudentDiscipline

STARAcademyiscommittedtoensuringthatourschoolprovidesasafe,structured,andnurturingenvironmentthatsafeguardsthewell-beingofourstaffandstudents,andcreatesanenvironmentthatisconducivetoteachingandlearning.Allourstudentsareguaranteedtherightandprivilegetolearn,grow,andmatureinanacademicandsocialenvironmentofmutualrespect.

GeneralPhilosophyonDiscipline

STARAcademyisaplacewherechildren,parents,andeducatorsworktogethertocreateanatmospherethatencouragesandpromoteslearning.Webelieveeffectivedisciplinescomesfrombuildingstrongrelationshipsandteachingstudentstotakeresponsibilityfortheiractionsratherthansimplyenforcingrules.Itisourgoaltoprovideapositive,engaging,andsafelearningenvironmentwith

feweropportunitiesfordistraction.Ourcommitmentaseducatorsistoensurethateverystudentispreparedacademically,butwealsotakeresponsibilityforinstillinginthemthebehaviorsthatarerequiredtosustainsocietybyidentifyingwhatisandisnotacceptablebehavior.This,however,wouldbeincompletewithoutalsospecifyinganyforthcomingconsequences.Becausewebelievestudentsriseorfalltothelevelofexpectationsthatarepresented,wehavedevelopedadisciplineprotocolthatisrootedinagrowthmindsetthatsupportsaclimateofhighexpectations,joyfulteachingandlearning,andmaximizedinstruction.

Ourdisciplinepolicyisbasedonthefollowingbeliefs:

• Themaintainingofapositiveschoolcultureisthesharedresponsibilityofstudents,parents,teachers,administrators,andthecommunityatlarge

• Theschool’sjobistoprovideacademicinstruction,whilehelpingtodeveloptheemotionalandpsychologicalaspectsofallchildren

• Schoolsmustdisciplinewithdignity,consistency,love,andwithanunderstandingofthedevelopmentlevelsandneedsofstudents

• Theoverallgoalofstudentdisciplinemeasuresistoresultinthedesiredbehavioralchangethatwillallowastudenttoremainactivelyengagedintheschoolcommunityandlearningenvironmentnotdistributingpunishment

• Adultsshouldmodelbehaviorexpectationsandschoolcorevalues• Disciplinemustbeenforcedtomaintainthestudent’sself-esteemanddignity,andenhance

theirintrinsicmotivationtodotherightthing,showpride,andbetheirverybest• Allstudents,staff,parents,andcommunitymembersshouldbeawareoftheschool’s

expectationsforstudentbehaviorandtheconsequencesiftheseexpectationsarenotmet.Theseexpectationswillbedisclosedinthestudentandfamilyhandbook.

• Studentsshouldbeencouragedtoworktowardtheirpotentialandgreaterattentionandacknowledgementshouldbegiventothosewhoupholdappropriatebehaviorsthanthosewhodonot

• Parentsarekey!Thestudentmustrealizethatthehomeandschoolarepartnersinhelpings/hetobecomeaccountableinworkhabitsandbehavior

Webelievethatdisciplinepoliciesandproceduresshouldbeprimarilyfocusedonprovidingstudentswithanopportunitytodeveloptheskillsandstrategiestomakepositivebehaviorchoices.

• Webelievethateverystudenthastherighttolearnandthateveryteacherhastherighttoteach

Webelievethatdisciplinepoliciesandproceduresshouldbeprimarilyfocusedonprovidingstudentswithanopportunitytodeveloptheskillsandstrategiestomakepositivebehaviorchoices.ThiswillbeaccomplishedthroughtheproactiveeffortsofthedirectinstructionofsocialskillsthroughthePeace4Kidscurriculum,itwillbereinforcedthroughastrongPBISsystemthatprovidesstudentswithaclearunderstandingofwhatspecificbehaviorsareexpectedofthemintheclassroomandcommonareasoftheschool.Studentswillbegivenpositiveverbalrecognition,the“schoolteacher”system,andrecognitionatSTARPOWERandTribeassemblies.

STARAcademyPositiveBehaviorSupportandInterventionProgram

ThecultureofSTARAcademyisbuiltupontheideathatstrongclassroomsareplaceswherestudentsworkhard,havefun,andarekind.Ourschoolcommunitymodelthemissionandcorebeliefsofourschool,followexpectations,anddotheirpersonalbest.ThecultureisreinforcedwithastudentdisciplinesystemexecutedthroughthePositiveBehaviorSupportFramework.SinceCongressamendedtheIndividualswithDisabilitiesAct(IDEA),PBIShasheldauniqueplaceinspecialeducationlaw.PBISistheonlyapproachtoaddressingbehaviorthatisspecificallymentionedinthelaw.Thisemphasisonusingfunctionalassessmentandpositiveapproachedtoencouragegoodbehaviorremainsinthecurrentversionofthelawasamendedin2004.

STARAcademywilluseacontinuumofpositivebehaviorsupportforallstudentsinareasincludingtheclassroomandnon-classroomsettings(suchashallways,buses,andrestrooms).Positivebehaviorsupportidanapplicationofbehaviorally-basedsystemsapproachtoenhancethecapacityofschools,families,andcommunitiestodesigneffectiveenvironmentsthatimprovethelinkbetweenresearch-validatedpracticesandenvironmentsinwhichteachingandlearningoccurs.Attentionisfocusedoncreatingandsustainingprimary(school-wide),secondary(classroom),andtertiary(individual)systemsofsupportthatimprovelifestyleresults(personal,health,social,family,work,recreation)forallyouthbymakingtargetedbehaviorslesseffective,efficient,andrelevant,anddesiredbehaviormorefunctional.Seeattachment8formoredetailsregardingthedisciplinepolicy.

Thefollowingdiagramillustratesthemulti-levelapproachofferedtoallstudentsinourschool.Thesegroupdepictionsrepresentsystemsofsupportnotchildren:

Inthepast,school-widedisciplinehasfocusedmainlyonreactingtospecificstudentmisbehaviorbyimplementingpunishment-basedstrategiesincludingreprimands,lossofprivileges,officereferrals,suspensions,andexpulsions.Researchhasshownthattheimplementationofpunishment,especiallywhenitisusedinconsistentlyandintheabsenceofotherpositivestrategies,isineffective.Introducing,modeling,andreinforcingpositivebehaviorisanimportantstepofastudent’seducationalexperience.Teachingbehavioralexpectationsandrewardingstudentsforfollowingthemisamuchbetterpositiveapproachthanwaitingformisbehaviortooccurbeforeresponding.Thepurposeofschool-widePBISistoestablishaclimateinwhichappropriatebehavioristhenorm.

Theschool-widePBISprocessemphasizesthecreationofsystemsthatsupporttheadoptionanddurableimplementationofevidence-basedpracticesandprocedures,andfitwithinongoingschoolreformefforts.Aninteractiveapproachthatincludesopportunitiestocorrectandimprovefourkeyelementsisusedinschool-widePBISfocusingon:1)Outcomes,2)Data,3)Practices,and4)Systems.Thediagrambelowillustrateshowthesekeyelementsworktogethertobuildasustainablesystem:

WiththehelpofPBISandcommunitybuy-in,wehopetobuildastrongsocialdynamicinourbuilding.Wewilladoptthemindset,“Weareavillage.”Wewillmakeapointtoensureourstudentsandfamiliesfeeltheyareanintegralpartofourschoolandoutofschoollives.Thisbeginsfromthemomentstudentsandparentsenterthedoors.Firstandforemost,westartwithapositiveconnection.STAR’sadministrators,teachers,andstaffmakeintroductoryphonecallsandhomevisitstostudentsandfamiliesthroughoutthesummer,lettingthemknowwhotheyareandhowexcitedtheyaretoteachthemintheupcomingschoolyear.Itwillalsobeanopportunityforparentstotellustheirhopesanddreamsfortheirchild.Wewantourstudentsandfamiliestoknowwecareaboutthem.

STARAcademywillinstituteaPBISleadershipteam/Culture&Equityteam,whichwillensurestudentsreceivethesupporttheyneedtobeproductivemembersofourschoolfamily.Weassurethatourteachersaretrainedyearlyinresearch-basedapproachestodiscipline,classroommanagementandculturallyresponsivepedagogy.WebegineachdaywithMorningMeeting,aschool-wideclassroommorningmeetingremindingourstudents(andstaff)oftheschoolexpectationsandbuildcommunitythroughactivitiesandconversationsintheclassroom.Thoseexpectationsexistineverythingwedoandarecelebratedthroughouteachday.OnMondays,allstaffandstudentscometogetherfor“Launch”(awholeschoolcommunitymeeting),wherecontinuedcelebrationsandmotivationalmomentstakeplace.Onceamonth,thereisaSTARPOWERcelebrationscheduledforourstudentstoshouteachotheroutforacademicandbehavioralgrowth,shareachantorsong,etc.Familymembersarealsowelcometocome.

RocketshipandClassroomDojo

TheRocketshipprogramisusedtoreinforceobservedpositivebehaviors.Rocketsaregiventostudentsanytimeduringthedayatschoolbyanyadultinthecommunity.Rocketscanberedeemedbystudentsforavarietyofdifferentrewards,usedatStarstore,andmonthlyPBISevents.

ClassDojoisaclassroomtool(downloadableasanapp)thathelpsteachersimprovebehaviorintheirclassroomquicklyandeasily.Teacherscaneasilyrewardfeedbackpointsforstudentbehaviorinreal-time.Theappprovidesbehavior-trackinganalyticsandreportsthatcanbesharedwithparentsandadministratorsasoftenasdailyorweekly.

RestorativePractices

RestorativePracticesareasetofprinciplesandpracticescenteredonpromotingrespect,takingresponsibility,andstrengtheningrelationships.Ratherthansimplypunishingstudentsforwrongdoing,RestorativePracticesencouragesthemtorepairharmandpreventthereoccurrenceofunacceptablebehaviors.ThecorebeliefofRestorativePracticesisthatchildrenwillmakepositivechangewhenpeopleinauthoritydothingswiththemratherthantothemorforthem.Therefore,asuccessfulrestorativesystem:

• Acknowledgesthatrelationshipsarecentraltobuildingcommunity• Buildssystemsthataddressmisbehaviorandharminawaythatstrengthensrelationships• Focusesontheharmdoneratherthanonlyrelyingonrulebreaking• Givesvoicetothepersonharmed• Engagesincollaborativeproblem-solving

Therestorativecirclewillbeusedtoemphasizeoursenseoffamily,belonging,purposefulrelationships,andmaintainingsafetyandtrust.Teachersandstudentsformaphysicalcircleintheirclassrooms,ensuringeveryoneinthecirclecanbeseenandheard.Acircleisusedbecauseitrepresentsnorespectivebeginning,end,orhead.Inotherwords,everyoneinthecircleisonthesamelevelofrespect.Ascirclediscussionbegins,eithertheteacheroranappointedstudentwillmakeintroductorycomments,includingadiscussionaboutthePOWERvaluesandpositiveagreementsthatwillgovernthecircle.Withinthecircle,astarwillbeusedasthetalkingpiece.Onlythepersonholdingthestarhastherighttospeak.Eachpersoninthecirclehastherightto“check-in”totalkabouthowtheyarefeelingphysically,mentally,oremotionallyand“check-out”todiscusshowtheyarefeelingasthecircleends.

Therestorativecircleisusedtoworktogetherwithstudentsandfamilieswhensettingpersonalachievementplangoalsandinstudentdisciplineconversationswithfamilies.

ThefollowingtabledetailshowtheRestorativePracticesapproachdiffersfromtraditionalschooldisciplinemethods:

TraditionalApproach RestorativeApproachSchoolrulesarebroken. PeopleandrelationshipsareharmedJusticefocusesonestablishingguilt JusticeidentifiesneedandresponsibilityAccountability=Punishment Accountability=understandingimpactand

repairingharm

Justicedirectedattheoffender;thevictimisignored

Offender,victim,andschoolcommunityallhavedirectrolesinthejusticeprocess

Rulesandintentoutweighwhetheroutcomeispositiveornegative

Offenderisresponsibleforharmfulbehavior,repairingharm,andworkingtowardspositiveoutcomes

Limitedopportunityforexpressingremorseormakingamends

Opportunitygiventomakeamendsandexpressremorse

Researchshowsthatrestorativepracticesnotonlyreducethenumberofout-of-schoolsuspensionsandexpulsions,buttheactualincidentsofharmtotheschoolcommunity,makingitasaferplaceforallstudents,teachers,andschoolcommunitymembers.

STARAcademyCommitments

BychoosingSTARAcademy,studentsmakeacommitmenttoexcellencewiththemselves,theirparents,andtheirteachers.Allthreepartiessignalearningpledgecalledthe“CommitmenttoExcellence,”whichensuresthateachwilldowhateverittakestohelpthestudentlearnandreachtheirpersonalbestwhileatschool.

ParentandCommunityEngagement

Whenschoolsandfamiliesworktogethertosupportlearning,everyonebenefits.Researchershaveevidenceforthepositiveeffectsofparentalandfamilyinvolvementonchildren,families,andschoolwhenschoolsandparentscontinuouslysupportandencouragetheirchildren’slearninganddevelopment.40AccordingtoHendersonandBerla(1994),“themostaccuratepredictorofastudent’sachievementinschoolisnotincomeorsocialstatusbuttheextenttowhichthatstudent’sfamilyisableto:(1)createahomeenvironmentthatencourageslearning;(2)expresshigh(butnotunrealistic)

40http://www.education.com/reference/article/benefits-parent-involvement-research/

expectationsfortheirchildren’sachievementandfuturecareers;and(3)becomeinvolvedintheirchildren’seducationatschoolandinthecommunity.

Establishingwelcomeiskeytosuccessfulfamilyandcommunityengagement,andisespeciallyessentialforfamiliesfromgroupsthathavetraditionallyfeltdisenfranchisedbyinstitutionsintheUnitedStates.Welcomingandnurturingmembershipmaybethecriticallinkbetweenfamilyengagementandstudentachievement.Withmembershipcomesownership;withownershipcomessharedresponsibilityandaccountability.

Inordertoestablishacultureofsharedgoalsandnetworksofsupport,STARAcademystaffwillreceiveprofessionaldevelopmenttrainingbasedonculturalcompetence,effectivetwo-waycommunication,andInvitationalTheory.InvitationalEducationprovidesaframeworkformakingschoolsmoreexciting,satisfying,andenriching,helpingdiscernwhatphysicalandbehavioraltraitsareperceivedasinvitingordisinviting.41InvitationalTheorycentersonfour

guidingprinciples:respect,trust,optimism,andintentionality.The“FiveP’s”ofthisconcept-people,places,policies,programs,andprocesses–providethemeanstoaddressesthetotalspiritinaschool.Itisnotonlyconcernedwithgrades,attendance,academicachievement,discipline,andassessment,butalsotheskillsofbecomingadecentandproductivecitizeninademocraticsociety.

Academicfamilyworkshopsandsocialschool-wideeventswillalsowelcomefamilymemberstotheSTARAcademycommunity.Sucheventsincludebutwillnotbelimitedto:

• STARAcademyParent/TeacherOrganization• ParticipationasaBoardMemberoftheschool• Membershiponboardcommitteesincludingtheschoolaccountabilitycommitteeand

theFamilyLeadershipCouncil• BeginningoftheyearBoardMember,AdvisoryCouncil,andFamilyPieSocial:“Meet

andGreet”• STARAcademyFamilySocial:Aback–to-schooleveningtoacquaintfamilieswithSTEAM

PBLlearning,studentexpectations,logistics,andgeneral“housekeeping”• CollabSaturdays:Morningssetasideasneededforstaffandfamiliestocollaborateon

classroomand/orschool-wideprojects;communityserviceprojects• STEAMGalleryNights:ShowcasingSTEMarticulatedbyvisualarts• STEAMPlaysandProductions:Theater,dance,andotherperformances;STEM

articulatedbyperformingarts• PresentationsofLearning(POLs):Presentationstocommunitypartnerpanelsand

familymembers

41Purkey,W.(1999).Creatingsafeschoolsthroughinvitationaleducation.ERICDigest.Greensboro,NC.ERICCounselingandStudentServicesClearinghouse,UniversityofNorthCarolinaatGreensboro.

InvitationalTheory:Emphasizesdeliberatedialogueandmutualrespect;Peopleworktogethertoconstructpracticesthatpromotetheideathatallpeoplematterandcanmeaningfullycontribute

• FamilyLiteracyNights:Introducingfamiliestoliteracyconceptsinaninteractive,socialsetting

• FamilyMathNights:Introducingfamiliestomathconcepts(andgames)inaninteractive,socialsetting.

• Engineeringandroboticsevents• ScienceFair• Coffee&Conversations:Informalchatswithfamilymembers• Community&FamilyLiaison(STARstaffmemberwhosesolepurposeistoengage,

empower,andsupportourfamiliesandcommunity)• FamilyloungeinSTARforfamiliestoconnectandsupport

Familyandcommunityengagementisnotalwaysvisible,butcan,infact,bebehindthescenes.STAR’sparentorganizationwillpublishalistofwaystobecomeinvolved,allowingforawiderangeofskillsetsandworkschedules.Thesewillbepostedintheentry-waytotheschool,inaschoolnewsletter,andontheschoolwebsite.

Atthestartoftheyear,familieswillbeaskedtocompleteaquestionnaireaskingwhattheywouldliketocontributetotheschool,aswellas,whatinformationtheyneedfromtheschoolstafftosupportlearninginthehome.STARAcademyhasbeguncommunityoutreachandwillcontinueitsmissiontoleveragepartnershipswithcommunityorganizationsandbusinesses,aswellas,withinstitutionsofhigherlearningandothervirtualpartners.Asimilarsurveywillbeissuedtocommunitypartners,artists,scientists,andtechnologyorganizationstogathermeaningfulwaysinwhichtheycancontributetoourschoolaswell.

Parentandcommunityvolunteersofferahugeresourceandsupportbasefortheschoolcommunity,whileshowingthestudentsofourschooltheimportanceofactivelyparticipatinginthelargercommunity.Byinteractingwithteachers,administrators,andotherparentsandcommunitymembersonaregularbasis,parentsandcommunitymemberswillgetafirst-handexperienceofourschool’smission,vision,andeducationalmodel.Thiswillassisttheschoolinspreadingthewordandbuildingsupportforourprogramthroughoutthecommunity.

CommunityEngagement:STARAcademymadesignificantefforttobuildrelationshipswithlocalleadersandfamilieswhohavedemonstratedstrongsupportfortheschool.Lettersofendorsementfromlocalorganizations,politicians,local,state,andnationaleducationreformgroups,signaturesfromBirminghamcommunitymembersandbusinessowners,andpartnershipinterestsfromSTEMandartsbasedorganizationsintheBirminghamareacanbefoundinAttachment27ofthisproposal.TherearealsoschoolleaderlettersofsupportfoundinAttachment27.Amongindividualmeetingswithcommunitypartners,thereweretwomajorcommunityinterestmeetingsthatoccurredthroughouttheapplicationprocess,specificallyforparentsandfamilies.Theseeventswereadvertisedonlocalradiostations,socialmediapages,andeventpromoters.Therewereover200attendeesateachmeeting.Theagendawasasfollows:

ITEM PRESENTERBriefoverviewofevening ThomasBeavers

ParentStory CurrentparentofBCS

LeadershipStory JontaMorris

AllAboutCharterSchools JontaMorris

AllAboutSTARWhoweareHowwe’redifferentWhatwewillaccomplishOurcommitments

Thomas&Jonta

Appeals#1:“IfIcouldgeteachofyoutotake5flyersandpassthemouttofriendsandfamily.#2:Completeanintenttoenrollformifyouhaveachild/childrenwhowillbeenteringpreschool,kindergarten,or1stgradeintheFallof2017.#3:Completeavolunteercard

Thomas&Jonta

AudienceQ&A AllSignup(intenttoenroll&volunteer) Atleast5volunteerstobeatthetables

EducationalProgramCapacity

BoardMembers:STARAcademycurrentlyhaseightboardmembersandisinterviewingforoneadditionalboardopening.

Name CurrentProfessionalTitleandOrganization

BoardRole Focus/Expertise

JontaMorris SchoolAdministrationFellow Founder(Non-memberofthe

board)

OrganizationalandInstructional

Leadership,CurriculumDesign,

Dr.Thomas Pastor;NewRisingStarChurch Votingmember CommunityOrganizing,

Beavers CommunityOutreachIrisFisher,CPA CertifiedPublicAccountant Votingmember FinanceDr.Lameka

Tolliver-FisherOwner,FisherChiropractic

WellnessCenterSecretary SmallBusinessOwner;

Non-profitboardexperience

OliverRobinson StateRepresentative Votingmember Finance;ProjectManagement;Business

ManagementAgnesJ.Chappell Judge President LegalRobertJ.Heath,Jr. DirectorofRadiationSafety;

UniversityofAlabamaatBirmingham

Votingmember HumanResources;StaffManagement

JeromeFreemanBell

Minister;Educator Votingmember CommunityAdvocacy;Education

CarmenBender Management;WellsFargo Votingmember BilingualCommunication;

BusinessManagementAnitaSmith Accountant;SouthernResearch

InstituteTreasurer FiscalManagement

RobertRecord Physician;ChristHealthCenter VotingMember Medical

STARAcademy’sfounderandboardmembershavebeenactivelyengagingthecommunityintheircharterschooldevelopment.Communitypartnersinclude:TheGoodrichFoundation(financialsupport),BetterBasics(programmingsupport),SummerAdventuresinLearning(programmingsupport),SamfordUniversity(programmingsupportandteacherfellows),UnitedWay(programmingsupport),andtheDanielFoundation(financialsupport).TheboardhasalsoengagedFarrahNicoleMartin,anationallyrecognizededucator,charterdeveloper,andeducationalconsultanttoassistinstart-upoperationsandboarddevelopment.SeveralmembersoftheboardworkandresideinthecommunityinwhichSTARAcademywillbelocated.Memberscontinuetoengagecommunitymembersandorganizationsaspartnersintheworkofbuildingacommunityschoolwithinnovativepractice.

Leadership:STARAcademy’sdevelopmenteffortsarebeingledbyFounderandproposedExecutiveDirector,JontaMorris.JontaMorris,theschool’sfuturefounderandexecutivedirector,isleadingSTARAcademy’sdevelopmentefforts.Mrs.Morris’passiontocreatelivesofchoiceofopportunityforchildrenisfueledbythemorethanonethousandstudentsthatshehashadtheprivilegetoimpactthroughoutherjourneyasaneducator,butmoreimportantlywhohavehadagreaterimpactonher.Thesechildrenhavenotcomefromaffluentzipcodesnorstatisticallyspeaking,areexpectedtoexcelinAmerica.Mrs.Morrisbelievesthatshemustbethechangeagentwhowillhelpstudentsdefytheoddsstackedagainstthembecausetheirzipcodeorskincolorwillnotlimittheirpotential.

ATeachforAmericaalumnus,shetaughtfirstgradeto23shiningstarsinAtlanta,Georgia.Aftertwoyearsinatraditionalclassroom,JontajoinedKIPP(KnowledgeisPowerProgram)asakindergarten

teacherinBronx,NY.ItisherewhereJontabegantohoneherinstructionalabilitiesandwitnessavillagecontributingtogrowingchildren’sdreams.Mrs.MorristhenhadawonderfulopportunitytorelocatetoDenver,ColoradotoaidinopeningthefirstKIPPschoolintheMontbellocommunity.ItisherewhereJontataughtmiddleschoolreadingandbecametheschool’sfirstassistantprincipal.ShetransitionedtoDenverPublicSchoolstohelptransformapriorityturnaroundschool.

JontahasalsoparticipatedintwoDenverPublicSchools’principalresidencyprograms:APAscentandLearntoLead.Mrs.MorrisholdsaMastersofEducationalSupervisionandLeadershipfromNationalLouisUniversity.Jontaiscurrentlycompletingayear-longFisherfellowshipwithKIPP(KnowledgeisPowerProgram),whichisthelargestandoneofthemostreputablechartermanagementorganizationsinthecountry.

Othermembersoftheschool’sleadershipteamincludeanOperationsManager/DirectorofDevelopment,aDirectorofAcademicSuccessandInnovation,andtheVillageDirector.TheOperationsManager/DirectorofDevelopmentwillmanagealldaytodayoperations,facilities,andvendordutiesinadditiontoactivelyidentifyingwaysinwhichSTARAcademycanexpanditsservicestostudents,EastBirmingham,andabroadercommunity,state,andnationalreach.TheDirectorofAcademicSuccessandInnovationwillfocustheireffortsontheacademicadvancementofstudents,curriculumdesignandanalysis,studentandteacherdataanalysis,coachingandfeedbacksupporttoinstructionalstaff,andtheevaluationandre-evaluationofschoolpracticestoensureSTARremainsonthecuttingedgeof21stcenturyteachingandlearning.Finally,theVillageDirectorisresponsibleforbuildingrelationshipswithstudentsandtheirfamilies,upholdingschool,student,andstaffcultureexpectations,andsupportingstaffinexhibitingallcultureexpectationsthroughouttheirwork.Eachoftheseindividualswillbehiredfollowingthestaffingmodelrepresentedinthebudgetaccompanyingthisproposal.

Section2:OperationsPlanand

Capacity

LegalStatusandGoverningDocumentsSTARAcademyhasfiledArticlesofIncorporation(foundinAttachment13)withtheAlabamaSecretaryofStateasanon-profitcorporationandhavebeguntoapplyforfederal501c3StatuswiththeInternalRevenueService.

OrganizationalChart

GoverningBoard

BoardofDirectors

ExecutiveDirector

OperationsManager

OfficeStaff

ContractedServiceProviders

FacilitiesStaff

DirectorofAcademicSuccess

InstructionalSupportStaff

ClassroomAssistants/Teaching

Fellows

VillageDirector

SocialWorker

FamilyLiaison

Counselor,Speech,GT,SPED,PsychologistDirectorofInnovation

Classroom&SpecialsTeachers

AdvisoryCouncilandCommittees

STARAcademywascreatedtoservestudentsandfamiliesandisgovernedbyaboardofdirectors,whichisthelegalgoverningboardresponsibleforenteringintothechartercontractwithBirmingham

CitySchools,andprovidingacademic,financial,andoperationaloversightoftheschool.Alldecisionsmadebytheboardofdirectorsandschooladministrationwillbemadewiththeschoolmission,vision,andstudentbestinterestsinmind.

Inbuildingahighlyfunctioningandsustainableschool,boardmembersareeffectiveincommunicatingandpromotingthe

school’smissionandvision,strategicallyplanningforthefuture,settingsoundpolicies,andoverseeingandensuringthattheschool’sprogramsandoperationcomplywiththetermsofitscharter.Strategicplanningincludesassurancethattheschoolisfinanciallysolvent,complieswithstatutoryandregulatoryrequirements,hasasuccessfulacademicprogram(asmeasuredbyinternalandexternalassessments),andbuildingsustainablerelationshipswiththecommunity.

MembersoftheSTARAcademyfoundingboardinclude:JontaMorris,Dr.ThomasBeavers,IrisFisher,CPA,Dr.LamekaTolliver-Fisher,StateRepresentativeOliverRobinson,JudgeAgnessJ.Chappell,RobertJ.Heath,Jr.,JeromeFreemanBell,RobertRecord,andCarmenBender.Weareintheprocessofdevelopingtheformalgoverningboard,whoseroleswillbegininsummer2017.

TheSTARAcademyboardemphasizesthedistinctionbetweenschoolgovernanceandmanagement.Governancedealswithmajorpolicy-makingdecisionsorsettingtheoveralldirectionoftheschool.Managementdealswiththeallocationanddeploymentoftheschool’sresourcesonadailybasistoachievetheschool’sgoals.Theboardhasestablishedproceduresthatfocusonmakingmajorgovernancedecisions(suchasbudgetapprovalandschoolleaderperformancereviews)anddelegateadministrativematterstotheschool’sstaff.Inordertokeepitsfocusonthebigpicture,theboardwillallowtheschoolleaderdecision-makingautonomyfortheschool’seducationalprogramsandsupportservicesonadailybasis.

AddressingPotentialConflicts

STARAcademyexpectsallboardmembers,facultyandstafftoscrupulouslyavoidconflictsbetweentheinterestsoftheschoolontheonehand,andthepersonal,professional,andbusinessinterestsofemployees,ontheother.Thisincludesavoidingpotentialandactualconflictsofinterest,aswellasperceptionsofconflictsofinterest.

InordertoprotecttheintegrityofSTAR’sdecision-makingprocess,toenableourconstituenciestohaveconfidenceinourintegrity,andtoprotecttheintegrityandreputationsofouremployees,STARAcademyrequiresthatallstaffdiscloseinwritinganyinterests,relationships,andholdingsthatcouldpotentiallyresultinaconflictofinterest.AnyemployeewhohasaconflictofinterestshouldseetheExecutiveDirectortoprocureandcompleteadisclosureform.Writtendisclosurewillbekeptonfile.Itistheemployee’sobligationtoupdateitasnecessary.

Productivityisneveranaccident.Itisalwaystheresultofacommitmenttoexcellence,intelligentplanning,andfocusedeffort.

~PaulMeyer

AllemployeesareresponsibleforensuringthattheydonotplacethemselvesinanypositionthatwillconflictwiththeirresponsibilitiestoSTARAcademy.NoemployeeofSTARAcademyshallserveonagoverningboardorcommitteeofanyagencycontractingwith,makinggrantsto,orreceivinggrantsfromSTARAcademy,exceptunderspecialcircumstancesandwiththeexpressapprovaloftheSTARAcademyExecutiveDirector.InnosuchcaseshallaSTARAcademyemployeevoteortakeanactivepartindiscussionofagrantoragreementbetweenSTARAcademyandanorganizationofwhichheorsheisamemberorinwhichheorshehasaninterest.

DivisionofGovernanceandAdministrativeRoles

Responsibility BoardofDirectors SchoolLeaderLegal Exercisesfiduciaryroleto

ensurethecharterschoolisproperlymanaged;Maintainslegalstatus;ensurespaperworkissubmittedtogovernmentalagencies;Reviewfinancial&businessdealings;exercisesproperjudgmenttoavoidconflictofinterest.

Providesinformationtotheboardtodemonstratethattheschooliswellmanaged;Compilesinformationforannualfilingrequirements;Alertsboardifconflictofinterestsituationislikelytooccur.

Finance&Accounting Approvesannualbudget;Reviewperiodicfinancialreports(balancesheet,incomestatement);Ensureproperinternalcontrolsareinplace.

Preparesannualbudget;Overseespreparationofperiodicfinancialstatements;Implementsproperfinancialcontrols.

Planning Establishesmissionandprogramdirection;approvesgoals/objectivestomeetthoseends;Reviewsstrategicplanandprogress;Assessescompliance/progressinachievingeducationaloutcomesagreedtoincharter;Assessesprogramevaluationplan.

Participatesinestablishingmissionandprogramdirection;Assistsboardinkeepfocusandmomentum;Developsspecificprogramgoals&objectivesbasedontheboard’sspecificmission;Develops/overseesprogressreports.

Policy Developsandadoptswrittenpolicies;Responsibleforreviewingpoliciesperiodically.

Identifiesneedfornewpolicies;Assuresimplementationofpoliciesandassistsinanalyzingpolicyoptions.

Personnel Setsandreviewspersonnelpolicies;Hiresschoolleaderandevaluatestheirperformance.

Implementspersonnelpolicies;Recommendschangestopersonnelpolicies;Hiresstaffandevaluatesperformance.

ResourceDevelopment Assureslong-rangecommitmentofresources;Establishes/implementsfunddevelopmentplan;Reviews/approvesallmajorgrantproposals.

Conductsresearchandmaintaindatabase;Assistsinfunddevelopmentefforts;Developsgrantandotherfundingapplications,plansfundraisingevents.

BoardAccountability Establishesandcommunicatesexpectationsofboardmembership;Assureseffectiveboardparticipation.

Facilitatestrainingandinfoexchangeinpreparationforboardselection;Facilitateseffectivecommunicationamongboard.

Decision-making Definesandcommunicatesboard’srole;Assuresappropriateboardinvolvementindecision-making.

Makesactiondecisionswithinparameterssetbytheboard.

CommunityRelations Promotesschooltoparentsandthepublic;Servesasemissarytobroadercommunity;Promotesactivitieswithothercharterschools,suchascoalitions,sharedprograms,etc.

Interpretsthecharterschoolmissiontothecommunityviadirectinvolvement,PR,personalcontact,workingwiththemedia,etc.;Workscloselywiththeboardforaneffectivedivisionoflabor.

Contracts Approvescontracts Managescontracts

STARAcademy’sboardconsistsofaminimumoffiveandmaximumofninemembers.Recruitinghighly-engagedboardmemberswithspecificskillsetsandprofessionalbackgroundsarevitaltothesuccessofourschool.Memberswieldawiderangeofbackgrounds,includingeducation,law,finance,organizationalmanagement,politics,informationaltechnology,STEMandartseducation,non-profitmanagement,communityorganizing,fundraising,andmarketing.Wealsoseekdiversityintermsofraceandethnicity,gender,age,andcommunity,reflectingthecompositionoftheschoolpopulationand,therefore,thecommunity.Memberswillserveathree-yeartermandmayserveuptotwoconsecutiveterms.BoardtermswillstartinAugustofeachyearwithtermsstaggeredtoensurethatnomorethanone-thirdoftheboardisneweachyear.

TheRoleoftheBoardandSchoolLeader:Itiseasyforschoolboardstoconfusegovernancewithmanagementintheoversightoftheacademicprogram.Theboardfocusshouldbeonresultsratherthanimplementation.

Eachyeartheboardwillworkwiththeschoolleadertosethighbutattainablegoalsfortheacademicprogram.Asystemmustthenbeputinplacefortheschoolleadertoreportontheprogresstowardthestatedgoals.Itistheschoolleader’sresponsibilitytokeeptheboardinformedaboutstudentachievement.Becauseboardmemberswillneedtoassisttheschoolleaderintranslatingacademicgoalsandresultstoalloftheschool’simportantstakeholders-parents,students,thecommunityatlarge,andfunders-thegoalsandreportingmechanismsshouldbeclear,straightforward,andasfreefromjargon

aspossible.Thissystemwillincludetheuseofdatadashboard,aninstrumentthatconciselycommunicatestotheboardimportantstudentachievementandfinancialinformation.Thisdashboardwillguidediscussionsbetweentheschoolleaderandtheboardduringmonthlyboardmeetings.

Ultimately,itistheinstructionalleader’sresponsibilitytodevelopandimplementtheinstructionalprogramoftheschool.However,itistheboard’sresponsibilitytounderstandwhattheacademicassessmentsandstudentoutcomesareasaresultoftheinstructionalprogram.

BoardOfficersandFunctions

BoardPosition TermofOffice ResponsibilitiesPresident Oneyear;renewableforthree

consecutiveyearswiththeapprovalofamajorityvoteoftheboard.

Presidesoveranddevelopsagendasforallboardmeetings;Exofficiomemberofallcommittees;Overseesimplementationofboardandorganizationalpolicies;Ensuresadministrativepracticesareestablishedandmaintained;Hiringandevaluationofschoolleader;Workswithcommitteechairstoensurethatcommitteeshavetheresourcesneededtodotheirjob.

VicePresident Oneyear;renewableforthreeconsecutiveyearswiththeapprovalofamajorityvoteoftheboard.

Inpresident’sabsence,presidesatboardmeetings;Workswiththepresidentindevelopingtheagendasforboardmeetings;Otherdutiesasdelegatedbythepresident.

Treasurer Oneyear;renewableforthreeconsecutiveyears.

ChairoftheFinanceCommittee;Providesdirectionfortheoversightoftheschool’srecordkeepingandaccountingpolicies;Ensuresthepresentationoftimelyandmeaningfulfinancialreportstotheboard;Ensuresthedevelopmentofanannualbudgetanditssubmissiontotheboardforitsapproval;Overseesdevelopmentandboardreviewoffinancialpoliciesandprocedures;Leadstheboardinassuringcompliancewithfederal,state,

andotherfinancialreportingrequirements.

Secretary Oneyear;renewableforthreeconsecutiveterms.

Providesdirectionforthekeepingoflegaldocumentsincludingminutesofmeetingsoftheboard;Presentforapprovalbytheboardcopiesofallminutesofboardmeetings;Servesastheprotocolofficer,ensuringthatthekeepingandpostingofmeetingminutes,meetingnotifications,adherencetoopenmeetinglaws,andotherproceduralrequirementsarefollowedlegallyandethically.

BoardCommittees/AdvisoryBodies

Ineffortstomakeboardworkmoreefficient,theboardwillassignitsmemberstoserveoncommittees.Effectivecommitteesareindispensableastheydothebulkoftheworkofthecharterschoolboard.Aneffectivecommitteestructureplaysthefollowingcrucialroles:increasestheinvolvementoftheboardmembersbyprovidinganopportunitytousetheirskillsandexperience,providesatraininggroundforfutureleadersforbothcurrentboardmembersandnon-boardmemberswhomaybeaskedtoserveontheboardinthefuture,enhancesthevisibilityandoutreachofthecharterschoolbyincludingnon-boardmembersincommitteemembership,channelsinformationfromtheparents,students,communityandschoolstafftotheboard,andprovidesaforumforboardmemberstodiscussemergingissuesin-depth.

Allcommitteeswillbechairedbyadesignatedboardmember,butmayincludeotherboardmembers,parents,communitymembers,orotherswithinterestintheworkofthecommittee.

Eachcommitteeshallhaveitsownmeetingscheduleandwillfollowtherulesoftransparencyandopenmeetings.Thechairofeachcommitteewillreportonitsworkduringboardmeetingswhenapplicable.Committeeswillincludebutnotbelimitedto:

• TheExecutiveCommittee:Theexecutivecommitteewillconsistofthepresident,vice-president,secretaryandtreasurer;planstheboardmeetingagenda,makesdecisionsonbehalfofthefullboard,andservesasacommunicationlinkwithotherboardmembers.

• TheFinanceCommittee:Thefinancecommitteewillcoordinatetheboard’sfinancialoversightresponsibilities;workwiththeschoolleaderandadministrativeteamtocreatetheupcomingfiscalyearbudget,presentsbudgetrecommendationstotheboard,monitorsimplementationofapprovedbudgetonaregularbasis.

• TheGovernanceCommittee:Thegovernancecommitteeisprimarilyresponsibleforboardrecruitment,nominations,orientation,training,andevaluationinaccordancewithschoolby-laws,polices,andpractices.

• TheAcademicAchievementCommittee(membershipwilladheretostatutoryrequirement):Theacademicachievementcommitteeworkswiththeschoolleadertodefineacademicexcellence,ensurethatallboardmembersknowthecharterpromisesthatweremadetothecommunityandtheauthorizer,andtodeviseclearandconsistentmeasurestomonitorthesegoals;alsoconductsannualsurveyofstaffandfamilysatisfactionandreportsfindingstotheboard.

Taskforcesandworkgroups,whichoperatelikeadhoccommittees,willbeusedforimportant,time-sensitiveassignmentsandissue-specifictasksthatdon’trequireastandingcommittee.Taskforcesandspecialworkgroupswillincludestaff,students,parentsandothercommunityleaders,inadditiontomembersoftheboarditself.

FamilyLeadershipCouncil(FLC):STARAcademybelievesstronglyinparentparticipationandinvolvementineverychild’seducation.Tothatend,STARwillendeavortocreateconvenientopportunitiesforparentinvolvementintheschoolandwillmakesuchinvolvementasmeaningfulaspossible.TheFLCservesastheearsandvoiceoftheparentbodytothestaff,schoolleader,andboard.Theybringthethoughts,ideas,concerns,andopinionsoftheparentstotheforefrontsothatfamilyviewpointsmaybeincludedinthedecision-makingprocess.

Additionally,theFLCservestheschoolcommunitythroughitssponsorshipofsuchactivitiesasparenteducation,outreach,festivals,all-schoolfundraising,schoolgatherings,andoversightofvariousschool-basedcommittees(adhoccommitteesforsuchactivitiesasTeacherAppreciationDay,reviewingbylawsortheparenthandbook,fundraisingactivity,organizingrefreshmentsforanevent,etc.).

TheFLCconsistsoftenmemberswhoareelectedbyandfromanySTARparent/guardianwithatleastonechildenrolledattheschool.FLCmembersactasrepresentativestotheirchild’sclassroomandgradelevelfamilies.EachFLCmemberwillkeepclassfamiliesinformedofwhatishappeningintheschool.AtleastoneboardmemberofSTARAcademywillmaintainmembershipintheFLC.Membersareelectedeachyearandfulfillaone-yearterm,runningfromMaytoJuneofthefollowingyear.FLCmembersmayservemorethanonetermifapprovedbyclassparents.

STARAdvisoryCouncil

TheSTARAdvisoryCouncilisaninformal,voluntarycouncilthatiscomposedofrepresentativesfrompublicandprivateorganizationsandcommunitymembers.Thiscouncilwillmeetatleastquarterlytoofferinsights,personalexperiences,andcommentsonorganizationalgoalsandwork.Membersmaybeaskedtoprovidesupportinextendingthereachandnetworkingpotentialoftheboardofdirectors,advisinginareasofexpertisewheretheboardislacking.Weareintheprocessofrecruitingcouncilmembers.

BoardDevelopmentStages

AsSTARAcademyevolvesintoanapproved-operatingentity,therolesandresponsibilitiesofallstakeholderswillevolve,aswell.Thefollowingstagesclarifytheevolutionoftheschool’sgoverningboardthroughthepre-andpost-authorizationprocess:

• TheFoundingBoard:Smallandhomogenousgroupofindividualscommittedtotheschool’smission.Thefoundingboardwilloverseethedevelopmentoftheschool’scharter,applicationandaccountabilityplan.Thefoundingboardwillleadtheschool’sauthorizationandstart-upefforts.

• TheGoverningBoard:Theofficialcharterschoolgoverningboardwillaccepttheresponsibilityofoverseeingthefulfillmentofthecharterschool’saccountabilityplanandforensuringtheschoolhastheresourcesitneedstooperatesuccessfullypostauthorization.Thegoverningboardwillsharemoreoftheresponsibilitywiththeschoolleader,workmorethroughcommitteesandtaskforcesthantheboardactingasawhole,andoutreachtoothergroups,includingparents,formorediversepointsofview.Membersfromthefoundingboardhavefirstpriorityinfillinggoverningboardpositionsiftheysochoosetomakethetransition.WeareintheprocessofdevelopingabodyofqualifiedBirminghamcitizenswhowillserveasthegoverningboarddevelopmentteam.

• TheSustainingBoard:Astheschoolgrows,thesustainingboardwilldevelopthesuccessandstabilityoftheschoolbyembarkinguponfundraisingbecomesamajorrolefortheboardastheysecurethefundsneededfortheschooltocontinueoperations,attractnewmemberswiththecapacityoraccesstokeyfundersanddonors,andaddingtheseindividualstoadvisorycommittees,ratherthanappointingthemasboardmembers.Althoughthefoundationofvariousadvisorycommitteeshasbeenlaid,moreintentionaleffortwillbeplacedinbuildingthesecommitteesaroundyearthreeofSTAR’soperationsandbeyond.

BoardMemberRecruitmentProcess:Thefollowingrecruitmentprocessenablestheboardtoassessitsleadershipneedsandestablishanorganizedproceduretoidentify,contactandsecurecommitmentsfromthebestqualifiedcandidatestofillthoseneeds.

Step1.Establishaboarddevelopmentcommittee.

Step2.Prepareforactiveboardmemberrecruitment:

• Reviewofthecharterschool’sbylaws,contract,strategicplanandjobdescription.• Charterschoolbylawsidentifywhoiseligibletoserveontheboardandexplainsrequirementstoincludeparents,communitymembersandothers.• Charterschoolcontractexplainsthetermsforgovernanceandthespecificrolesandresponsibilitiesofthecharterschoolboard.

• Strategicplancanimpacttheboardrecruitment;forexample,charterschoolmaywanttotheboardtobemorediverseortostrengthenitsrelationshipwithkeysegmentsoftheoutsidecommunity.• Jobdescriptionsclearlydetailtheresponsibilitiesandexpectationsofboardmemberperformance.

Step3.Developaprofileofthecurrentboardbasedonkeycriteriaincludingage,race,ethnicity,specificskills,communitycontacts,parentofchildrenenrolledintheschool,etc.;Createsasetofprioritiestoguiderecruitmenteffortsforreviewandapprovalbytheschoolboard.

Step4.Developaninitiallistofprospectiveboardmembers;Prepareandrankthelistofcandidateswhobestfittheestablishedrecruitingpriorities.

Step5.Contactthetopprospects;Prospectiveboardmembersalsocanbeaskedtovisittheschooltoobserveitinaction,talkwiththeschoolleaderandotherstaff,andattendaboardmeetingtoseehowbusinessisconducted.

Step6.Scheduleandconductorientationwithinterestedboardcandidates.

Step7.Selection/AppointmentofNewBoardMembers.

BoardMemberAccountability:Whilemotivationisakeyfactorinthesuccessofacharterschoolboard,accountabilityiswhatprovidesthebasisforcontinualperformanceassessmentandimprovement.STARAcademy’sboardPresidentwillinvestagreatdealoftimeandenergyinkeepingboardmembersengagedandwell-informed,particularlyasitrelatestoexpectationsfortheirrole.Accountabilityiswhatprovidesthebasisforcontinualperformanceassessmentandimprovement.Writtenjobdescriptionswillbegiventocandidatesduringrecruitment,providingafullpictureofwhattheyareexpectedtodowhenelectedorselectedtoserveontheboard.Theboardwillalsoengageinanannualself-evaluationprocessineffortstoleadtomeasureableimprovementsinboardperformance.Theboardwillconductaself-evaluationatthemiddleandendoftheboardyear,allowingtimetotakecorrectiveactiontowardsgoalattainment.Theboardwillalsomaintainongoingindividualaccountabilitybyassuringmembersarepresentformeetings,arenotmicromanagingtheschoolleader,carryingoutcriticalboardresponsibilities,andbehaveinaccordancetotheboard’sagreed-uponnormsforconduct.

Aneffective,future-focusedboardshouldhaveanongoing,multi-yearcommitmenttocontinuingleadershipdevelopment.Thefailuretonurtureboardleaderscanleavecharterschoolstoodependentonasmallnumberofboardmembers,whichcanleadtostagnationandboardmemberburnout.TheSTARAcademyboardwillworktohaveboardleadersready,astheneedsarise,tochairtheboard,committees,taskforcesandworkgroupsintheeventcurrentleadershipresigns,orisdismissedfromtheboard.Thegovernancecommitteewillregularlyassessthecurrentboardleadership.IncollaborationwiththeboardpresidentandtheExecutiveDirector,thegovernancecommitteewillprovideprojectassignments,committeerotationsandeducationalopportunitiestoprepareleadersforgreaterresponsibilityinthefuture.Theboardwillalsoassignmentorstoaspiringboardmembersandleaderstofurthersupporttheirdevelopment.

KeyExpectationsforBoardMembers:Boardmembersareexpectedtoadheretothefollowingexpectations:

• Commit2hoursmonthlytoattendingboardmeetings• Commit1-2hoursmonthlytocommitteemeetings• BeambassadorsforSTARAcademyinthecommunity• Assistinfundraising• Understandthedifferencebetweengovernanceandmanagement• Useskillsandexpertiseonbehalfoftheschool

Directorswillberemovedfromtheboardiftheyhavethreeormoreunexcusedabsencesfromboardmeetingsinayear.Adirectormayalsoberemovedforotherreasons,includingviolationoftheboard’scodeofconduct,orbyathree-fourthsvoteoftheremainingdirectors.Anydirectormayresignatanytimebydeliveringwrittennotice(whichmaybeelectronicmail)ofhisorherresignationtotheExecutiveDirector,boardsecretary,orboardpresident.

GovernanceBoardTraining:IncollaborationwiththeExecutiveDirector,theboardwillestablishasystematicapproachtoannualmembertraining.Thiswillincludeanorientationprocessfornewmembers.AllboardmemberswillcompletetheOnlineCharterSchoolGoverningBoardTrainingModuleswithinthefirstfewmonthsoftheirterm.Thesemodulesprovideacomprehensiverangeoftopicsandanin-depthlookatgovernanceandcharterschooloversight.

Inthefirstthreeyearsofschooloperation,boardmemberswillvisitothercharterschoolswithhigh-performingboards.Observingboardmeetings,boardmemberswilldebriefonthebestpracticestheyviewedanddetermineastrategicplanonhowtheirobservationswillinformtheirgovernanceofSTARAcademy.Annually,theboardwillworkwithacharterschoolboardgovernanceconsultant,evaluatingtheresultsoftheboardself-evaluation,creatingastrategicplanwithspecificgoalsandobjectives,makingadjustmentstotheirpracticeinalignmentwiththeschool’smissionandvision.

EstablishingPolicies:Guidedbytheschool’smissionandvision,theSTARAcademyboardsetspoliciesregardingfinances,enrollment,programevaluation,andotheroperationalaspects.Thesepoliciesprovidedirectiononimplementingtheschool’sgoalsandensuretheschoolmeetslegalrequirements.Adoptedpolicieswillincludethoserequiredbythearticlesofincorporation,charterschoolapplication,chartercontract,andAlabamalaw,aswellasthosethatfurthertheschool’smissionandvision.Designatedboardmemberswillresearchpoliciesestablishedatotherschools,craftthepolicylanguage,andbringbeforetheboardforafirstreading.Afteramendmentsandeditshavebeenmade,aseconddraftofthepolicywillbebroughtbeforetheboard.Onceapolicyhasbeenadoptedbytheboard,theboardwillnotethedateitwasadopted.AdraftoftheSTARAcademyboardby-lawscanbefoundinAttachment16.

Awrittencopyofschoolpolicieswillbekeptinthemainofficeandontheschool’swebsite.

StaffStructure

Position 2017-18

2018-19

2019-20

2020-21

2021-22

2022-23

2023-24

2024-25

AdministrationandSupportExecutiveDirector 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0Principal 0.0 0.0 0.0 0.0 0.0 1.0 1.0 2.0OperationsManager 0.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0DirectorofInnovation/AcademicSuccess

0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0

VillageDirector 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0SecretaryI 0.0 0.5 1.0 1.0 1.0 1.0 1.0 1.0Counselor/FamilyLiaison 0.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0CafeteriaManager 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0CafeteriaWorker 1.0 2.0 2.0 3.0 3.0 4.0 4.0 4.0MediaSpecialist 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0Nurse 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0K-8Speech/OT/PT/Lang 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0

TotalAdmin&Support 5.5 10.5 12.0 13.0 13.0 15.0 15.0 16.0

TeachingStaffPre-KFullDayTeacher 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0TeachingFellows 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0Pre-KSPEDTeacher 0.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0K-8ClassroomTeachers 8.0 12.0 16.0 20.0 28.0 32.0 36.0 40.0K-8SPEDTeachers 1.0 1.0 1.0 1.0 1.0 2.0 2.0 2.0K-8ELD/ESLTeacher 0.0 1.0 1.0 2.0 2.0 2.0 2.0 2.0Paraprofessionals 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0Pre-K/ElementaryInterventionist

0.0 2.0 2.0 3.0 3.0 3.0 3.0 3.0

IntermediateInterventionist 0.0 0.0 1.0 2.0 2.0 1.0 1.0 1.0MiddleSchoolInterventionist 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0ArtTeacher 0.25 0.25 1.0 1.0 2.0 2.0 2.0 2.0MusicTeacher 0.25 0.25 1.0 1.0 2.0 2.0 2.0 2.0SpanishTeacher 0.25 0.25 1.0 1.0 2.0 2.0 2.0 2.0PhysicalEducation 0.25 1.0 1.0 1.0 2.0 2.0 2.0 2.0

TotalTeachingStaff 22.0 29.75 37.0 45.0 57.0 62.0 66.0 70.0

TOTALSTAFF 27.5 40.25 49.0 58.0 70.0 77.0 81.0 86.0

StaffPlans,Hiring,Management,andEvaluationExcellentteachingandadministrationwillbecentraltothemissionofSTARAcademy.Itisthepeoplewhoarechargedwithimplementingourprogramsandwhointeractwithstudents,parentsandothercommunitymembersonadailybasisthatwilllargelydetermineourschool’ssuccess.Indeed,ourstaffisbyfarourmostimportantasset.Employeepoliciesandpracticescangoalongwaytowardfacilitatingacollegialandrespectfulenvironmentwhereideasareencouragedandstaffhasasenseofownershipforthesuccessoftheschool.Ouradministrativeteamwillworktowardencouragingthistypeofenvironmentsincethepositiveattitudesfosteredintheprocesscertainlyfilterdowntothestudents.

STARAcademyisinterestedinhiring,retaining,andrewardingteacherswhoaremasterteachers,proficientintheirsubjectareas,effectivecontributorstotheoverallsuccessandoperationoftheschool,andstronglycommittedtofullyimplementtheSTARAcademymissionandvision.Toaccomplishthisambitiousobjective,STARAcademywillhireteachersandotheremployeesunder“at-will”employmentterms,whichmeanstheschoolortheemployeecanterminatetheemployeerelationshipatanytime,withorwithoutnoticeorcause.Nooneisauthorizedtoalterormodifytheat-willrelationshipinanywrittenororal,expressorimpliedagreement.Thisinformationwillbefullydisclosedinanyoffersofemployment.

STARAcademy’spersonnelpoliciesandpracticeswillbefreelyavailableforreviewbyallteacherswhoapplytoteachatSTARandforallteacherswhoarehired.Thesepolicieswillbepublishedontheschool’swebsiteandinboththepolicyandemployeehandbook(Attachment18).

HiringofTeachers:Theliteratureoneffectiveschoolsemphasizestheimportanceofaqualityteachingforceinimprovingeducationaloutcomesforstudents.Hiringateachercaneithermaintainandimprovethecourseoftheoverallsuccessofaschoolorderailit.TeachersatSTARAcademywillnotbethetypicalteacher,needingtobewillingtotakeinnovativerisksinordertoimplementlessonsinouruniqueintegratedSTEAM,inquiryandproject-basedway.Theidealcandidatemust:

1. Possessthebeliefthatallstudentsarecapableofhighperformanceandtheabilitytoconnectthatbelieftotheirteachingpractice

2. PossessapassionforintegratedSTEAM,student-centered,collaborative,andinquiry-basededucation

3. Viewlearningasthedevelopmentofindependentthinkingskillandanactionableknowledgebaseratherthanacquisitionofalistoffactsandprocedures

4. Appreciatethebeliefthatsubjectmatteriscontinuouslyevolvingandthathigher-ordercognitiveskillsandlifelonglearningorientationshouldbemodeledtostudentsratherthanthebeliefthatsubjectmatterisfixed

5. Considerteachingasanessentialopportunitytoguidestudentsastheyacquireknowledgethroughthoughtandstruggle

6. Recognizeenergy,innovation,andpersonalenthusiasminteachingisjustascriticalascontentknowledge

7. Maintainadequateandappropriatecontentknowledgeandtheabilitytousethisknowledgetocreateinnovativeteachingandlearningopportunities

8. Believelearningisacollaborativeprocessandbeflexibleandwillingtoencounterandsolveproblemsofstudentdevelopmentincollaborationwithabroaderprofessionalcommunity

9. Continuallyreflectonclassroompracticesandtoenhanceorupdatetheirtechniques10. NCLBhighly-qualifieddesignationthroughhavingpassedtheappropriatecontentareatests,

havingamajorequivalentinthecontentarea,havinganadvanceddegreeinthecontentarea,orhavingNationalBoardCertificationinthecontentarea

Webelieveteacherswiththeabovecorerequirementswillbeabletomakethenecessaryadjustmentstoworkinginaschoolcommunitythatembraces21stcenturyteachingandlearning,aswellasinquiryandproject-basedinstruction.Throughtargetedandappropriateprofessionaldevelopmentandclassroomsupport,organizational,dataanalysis,classroommanagement,andlessonplanning/implementationskillscanbenurturedinouridealcandidate.

PublicNoticeofOpening:Toensureequalopportunityforopenpositionsandeliminateanyconcernsofdiscrimination,itisimportantthatjobopportunitiesbepostedinacentralareaandmadeavailabletothepublic(thiswillbeontheschool’swebsite).Thejobpostingandadvertisingwillincludeasummaryofthejobdescriptionincludingthekeyelementsofjobtitle,essentialfunctions,requiredexperienceand/oreducationandadescriptionofprimaryjobduties.Thejobpostingwillalsospecifywhereresumesand/orapplicationsshouldbeforwardedandindicateaclosingdateforacceptingapplicationsifaspecificdeadlinefortheinterviewingandhiringprocesshasbeenestablished.Additionally,openingswillbepostedonwebsitesoflocalandstateorganizationssuchastheTeachforAmericaandotherjobwebsites(e.g.,Indeed,collegeanduniversitywebsites,etc.).

Salaryrangeandbenefits:

STARAcademyhasdesignedacompensationpackage(salaryandbenefits)thatisconsistentwithitsphilosophyandthatisintendedtopromotelearningandexcellenceinitsemployees—fulltime,parttime,andagreementworkersalike.Thecompensationpackageprovidedtoemployeesisdependentuponthestatusoftheirworkwiththeschool.

Allfacultyandstaffreceiveanhourlyorsalariedbasecompensationdeterminedbytwofactors:1)thetypeandamountofworkdetailedinaspecificjobdescriptionorworkprofile;and2)prevailingmarketrates.

AdjustmentstobasesalarieswillbedeterminedannuallybytheExecutiveDirectorandwilltakeintoconsiderationinflation,changesinjobdescriptionsandprofessionallevels,aswellastheschool’soperatingbudget.AgreementrenewalsandchangeswillbeextendedtoemployeesaftertheBoardhasapprovedtheforthcomingyear’soperatingbudget.

Rewards,incentives,rewardstructures,andretention:Educatorlongevityandretentioniscorrelatedwithseveralpositiveoutcomes,includinginstructionalgrowthandgreaterstudentachievementgains.ThereareasetofstructuresthatmakeSTARAcademyamagicalplacetolearn,grow,andstay:

• Targeted,differentiated,andimpactfulprofessionaldevelopment

• Renewalstructures(e.g.increasedplanningtime,adjustedhours,andflexevents)• Lifelines-communitywherecolleaguescanhonor,encourage,andpushtogrow.

InterviewProcess:WewillbeusingtheBlueprintTeacherSelectionToolkit(BlueprintSchoolsNetwork,2013)astheguidingtoolforourhiringprocesses.TheselectionandhiringprocessatSTARAcademywilloccurinfivestages:

StageOne:InitialScreenofResumeandCoverLetter-Applicantswillbeaskedtosubmitaschool-specificcoverletterandresume,whichshouldincludeinformationonthecandidate‘seducationandexperiencesaswellascertificationtoensuretheyarehighly-qualifiedfortheposition.

StageTwo:PhoneInterview-ThehiringcommitteewillutilizetheBehaviorEventInterviewtechniques,interviewquestions,andscoringprotocols.TheBehaviorEventInterview(BEI)techniquerequirescandidatestodetailactionsandthinkinginpastworkevents.InterviewersusingBEIshouldaskquestionsthatencouragecandidatestoreflectonconcrete,pastactions,ratherthanhypotheticalresponses.

StageThree:ReferenceCheck-Candidateswillberequiredtoprovideatleasttworeferenceswithonereferencecomingfromanimmediatesupervisorwhohasevaluatedthecandidateinthepast.STARwilluseareferencecheckdocumentbasedonbestpracticecharterschoolhiringprocessesandtemplatestocollectanddocumentfeedbackfromreferences.

StageFour:5-partSchool-basedInterview

• LessonPlanScenario–Candidateswillbegivenalessonplanscenariowithstudentpre-testdataanddemographics(i.e.,IEPstatus,ELstatus,etc.)inordertocreateapersonalizedlessonplanbasedonthedata.Alllessonplanswillbeevaluatedusingarubric.

• LessonObservation–Candidateswillbeshownashortvideoclipofateacherprovidingalessontoagroupofdiverselearners.Candidateswillbegivenkeyteacherevaluationrubricframeworkstoobservefor(i.e.,DifferentiatedInstruction,StandardsImplementation).Theywillbeaskedtonotewhatcharacteristicstheteacherandstudentsdemonstrateandaligntheirobservationstotheidentifiedevaluationframeworks.Theirvideonoteswillbeevaluatedusingarubric.

• DataTeamScenario–Candidateswillbeplacedinsmallgroupstointeractwithoneanothertoanalyzeasetofstudentdata.Theywillbeaskedtoidentifyareasofstrengthandneed.Based

“Neverdoubtthatasmallgroupofthoughtful,committedcitizenscanchangetheworld;indeed,it'stheonlythingthateverhas.”

~MargaretMead

ontheidentifiedareasofneed,candidateswillhavetocollaborateonpossible―nextstepsinstructionallyforthehypotheticalstudentgroup.Theirdatanotesandcollaborationwithinthegroupwillbeevaluatedusingarubric.

• Multi-CulturalAwarenessEssay:CandidateswillbegivenaquoteconcerningtheneedforteacherawarenessandsensitivitytothediversestudentpopulationofSTARAcademyandaskedtorespondtothequoteinwriting.Essayswillbeevaluatedusingarubric.

• ModelLesson:Candidateswillbeaskedtoprepareandteachamodellessontobeobservedbytheschooladministrationandinterviewcommittee(wheneverpossible).Candidates’lessonswillbeevaluatedusingarubric.Studentsparticipatinginthelessonwillalsobeinterviewedusingaspecifictoolkitprotocol.

StageFive:Follow-upandFinalSelection-Leadershipteamwillworkcollaborativelytoreviewcandidateapplicationdocumentationandmakefinalselections.Theofferofemploymentwilldefinetheposition,salaryandotherbenefits,startdate,employmentstatus(exemptornon-exempt),reportingrelationships,basisforperformancereviews,evaluationschedule,andtheemployer’sat-willstatement.

Theschoolleadershipiscommittedtoensuringthatoncehired,staffwillreceiveahighlevelofsupport,professionaldevelopment,andongoingfeedbackthatwillensuretheirdesiretoremainasastaffmemberofSTARAcademy.STARAcademywillcomplywithapplicablefederallaws,rules,andregulationsregardingthequalificationsofteachersandotherinstructionalstaffinaccordancewithAct2015-3,Section9.(e)(1).STARAcademywillalsocomplywithAct2015-3,Section9(d)(1)whichstatesallpubliccharterschoolsshallbesubjecttothesamecivilrights,health,andsafetyrequirements,includingbutnotlimitedto,stateandlocalpublichealthandbuildingcodes,employeefingerprinting,andcriminalbackgroundchecksapplicabletootherpublicschoolsinthestateexceptasotherwisespecificallyprovidedinthisAct.

TeacherEvaluationProcess:TeachersatSTARAcademywillundergoanannualevaluationprocess,includingformalandinformalevaluationsandobservations,coaching,andfeedbackthroughouttheyear.

Atthebeginningofeachyear,allemployeeswillgothroughagoalsettingprocess,identifyingatleastthreeprofessionalgoalsforthemselvesoverthecourseoftheacademicyear.ThisprocessbecomesakeycomponentofthePersonalizedTeacherAchievementPlan(PTAP)andthesupport,coaching,andfeedbackthatisprovided.

TheSTARAcademyteamhasdevelopedateacherevaluationframeworkthatencompassesthemajorcomponentsofourmodel(e.g.,inquiryandproject-basedlearning,thematicinstruction,andSTEAMintegration)aswellasthefoundationsofhigh-qualityteaching.PleaseseeAttachment20.

SchoolLeaderEvaluationProcess:Similarly,toSTARAcademyteachers,theschoolleaderwillundergoanannualevaluationprocess,includingformalandinformationevaluationsandobservationsbymembersoftheboardortheirdesignee(s).TheschoolleaderwillbeevaluatedbasedonagreeduponmetricsbyFebruaryofeachyear,withaformalevaluationfromtheBoardofDirectorstakingplacenolaterthanMarch15thofeachyear.TheExecutiveDirectorshouldbenotifiednolaterthanMarch15thof

theirexpectedreturnordeparturefortheupcomingschoolyear.ApreliminaryevaluationtoolcanbefoundinAttachment19.

ProfessionalDevelopment

AccordingtotheChicagoArtsPartnershipinEducation(CAPE)program(anarts-integrationorganizationthatpartnerswith48ChicagoPublicSchoolsand4,000students),acriticalfactorinthesuccessofanarts-integrationprogramistheabilityforteachers,teachingartists,andartspartnerstocollaboratewithoneanotherinplanningsessions.42Teachingisoftenanisolatedprofessionwithlittlechancefordialoguearoundissuesofpedagogyandstudentlearning.Regularprofessionaldevelopmentmeetingsallowteachersandteachingartiststocometogetherregularlyforprofessionaldevelopmentmeetingswheretheycanexamineothers’workandideas,sharetheirownsuccessesandquestions,andexplorenewpossibilitiesforteachingandlearningusingartsintegrationandtheSTEMframework.

STARAcademytakesprideinbeingalearningcommunity.Fromstafftostudentsandadministratorstoparents,weupholdoursharedinstitutionalandcorevaluestocontinuetogrowandseekopportunitiesforimprovement.InordertofullyimplementtheSTEAMmodelandrealizeourmissionandvision,wewillinvestinbuildingthecapacityofourteachers.Throughconsistent,data-drivenprofessionaldevelopment,webelieveteacherswillbeempoweredtofacilitateinstructionsinaninnovative,efficient,andeffectiveway.Becauseourschoolbelievesenduringlearninghappenswhenitisconnectedtoreal–lifeexperiences.Ourapproachtoprofessionaldevelopmentisparalleltooureducationalapproach;authenticprofessionallearningexperiencesthatallowstafftoactivelyengageandconnecttotheirpractice.Everyprofessionallearningsessionwillendwithteacherspossessingtangibleproducttheycanusethenextday.

Professionaldevelopmentwillalsobeusedtobuildschoolculture,asitallowsustoplaceourfocusonthesharedvisionandsharedgoalsofSTARAcademy,creatingcommonlanguage,commonexpectation,andcommonpracticearoundthosegoals.Professionaldevelopmentsessionsprovideteacherstheplatformtolearn,butalsotosharebestpracticeandinstructionalstrategies.Again,thiscreatesacultureofgrowthandlearning,allowingteachersatvaryingleveltoboth“give”and“get”.Ultimately,professionaldevelopmentatourschoolisachanceforteacherstogrow,share,andlearn,returningtotheclassroombetterequippedtofacilitatelearninginsuchawaythatstudentlearningoutcomesareachieved,mastered,andsurpassed.

Areviewofliteratureidentifiesteachersastheprimary,school-baseddriversofstudentachievement.43Asaresult,STARAcademystrategicallydevotestimeandresourcesintodevelopingourinstructionalstaff.Thisincludestwoweeksofprofessionaldevelopmentbeforeschool,earlydismissalonFridaystoaccommodateprofessionaldevelopment,job-embeddedprofessionaldevelopment,andongoing,differentiatedsupportintheclassroomfollowingtheTAP:TheSystemforTeacherandStudentAchievementmodel.

42http://www.capeweb.org43http://www.tapsystem.org/what/what.taf

BeforeSchoolSummerInstitute:Eachyear,allstaffmembersarerequiredtoattendaneightdaybefore-schoolsummerinstitute(thefoundingyearwillbethreeweekslong).Threeofthesewillbehalf-daysessions,allowingteacherteamstomakehomevisitswithfamiliesandsettingstudentgoalsinthefirstiterationofthePersonalizedStudentAchievementPlan(PSAP).Theremainingfivedayswillbefull-dayprofessionaldevelopmentsessions.TheInstitutewillfocusonstaffandculturebuilding,dataanalysis,andinstructionalplanningfortheupcomingschoolyear.Professionaldevelopmentwilladdressactivitiessuchas:

• Developingeffectiveclassroomproceduresanddailyroutines.• DevelopunderstandingoftheSTEAMPhilosophy,reviewandreviseyear---long scopeand

sequence,andcompletetheirfirstquarterunitplanwiththeirvariouscontentteams.• Observe,plan,practice,receivefeedbackontheimplementationofalessonusingthe

STEAM/Project-basedlearningandthematicplanninginstructionalmodel.• Learnschooltechnology,softwaresystems,andassessments.• Reviewstaffhandbook,contract,expectations,andschoolpolicies.• AttendtrainingsinteachingEnglishlanguagelearners,SpecialEducationstudents,Responseto

Intervention,andGiftedandTalentedStudents.• Attendtrainingandpracticedataanalysisprocess.• PracticeMorningMeetingprocedures.• Completepre-reading,attendstrainingon,anddiscussesfoundationalconceptsofschool’s

culturalandlinguisticcompetency.• Completediagnosticprofessionaldevelopmentassessment,detailingareasinwhichthey

requirethegreatestandmostimmediateprofessionaldevelopmentandsupports.

FridayAfternoonProfessionalDevelopment:OnFridays,STARAcademywillhaveanearlydismissal(12:30pm)toallowteacherstimeforprofessionaldevelopmentandplanning.Fridaysessionsarefrom1:00pm–4:00pm.Fridayprofessionaldevelopmentwillbedrivenbyconversationssurroundingschool-widegoals,self-identifiedteacherneed,anddataobtainedfromclassroomevaluations.Goalssetintheschool’simprovementplanwillconsistentlybeanalyzed,determiningiftheschoolisontracktomeetingthosegoalsandwhatadjustmentsthedatasuggestsarenecessary.Additionally,theDirectorofAcademicSuccessandInnovationwillmeetwithteamsofteachers,providingcoachingandfeedbackfromclassroomobservations.Classroommanagement,lessonplanningandexecution,andstrategyimplementationareexamplesoftheseneed-basedsessions.AlsoonFridays,theStudentSupportTeam(SST)willmeettodiscussstudentperformanceconcernsandteacherdata.Interventionplanswillbedevelopedandassessedbythisteamwithinputfromclassroomteachers,studentfamilies,andotherschool-basedstaffthatcanbestinformsupportforstudents.Fridayprofessionaldevelopmentisalsoatimeinwhichteacherswillengageinbookstudies,participateinSTEMandartstrainingsconductedbypartnerorganizations.Ourgoalistodevelopthecapacityofourteacherssothatmarkedstudentachievementgainscanbeachieved.BecauseourFridaysprofessionaldevelopmentsessionsaredata-driven,itisdifficulttocreateaprofessionaldevelopmentcalendaratthistime.However,atthebeginningoftheyear,teacherswillcompleteprofessionaldevelopmentsurveyswheretheysharetopicsofinteresttheyfeelwillnotonlyenhancetheirpractice,butultimatelyleadtoschool-widesuccess.Duetoourteachershavingvaryingexperiencesandbackgrounds,wewillalsoallowthemtoidentifysubjects

theywouldliketopresentduringour“Master’sClass”professionaldevelopmentheldonceamonth.Thisempowersteachersandpromotescollaborationandcollegialityinourschool.

PeerObservations:Throughouttheday,therearechunksoftimeinwhichteachersinthegrade-levellooparenotactivelyinstructingstudents.Theseblocksoftimearelistedas“planning”ontheirschedule.Eachquarter,teacherswilluseoneoftheirplanningtimestoobserveanotherteacherinadifferentgradelevelandcontentareathanthey.Theseobservationsaremeanttoimproveteacherpractice.Duringpeervisits,teacherswillhaveopportunitytoviewbestpracticestrategiesusedbytheircolleaguesandhowtheyaremakingimpactonstudentlearning.Visitingteacherscanalsoofferformativefeedbacktoassistinthedevelopmentofreflectivepracticeswithinourteachingstaff,asspecificobservationrubricsandtoolswillbeusedtoensurecommonlanguageandpracticethroughouttheschool.Teacherswillhavescheduledfollow-updiscussionswithoneanotheraftereachvisit.NotesfromthoseconversationswillbesubmittedtotheDirectorofCurriculumandInstruction.

PersonalizedTeacherAchievementPlans(PTAPs):ItisthegoalofSTARAcademyandthedutyofboththeDirectorofAcademicSuccessandInnovationandschoolleader,toprovidealleducatorswithregular,meaningfulfeedbackontheirperformanceandalignedsupportstofostercontinuousimprovement.Everyteacherandadministratorwillbeevaluatedannually.Forteachers,halfofthisevaluationisbasedonstudentgrowthandhalfoftheevaluationisbasedonobservationsbyadministration.Wealsowantourteacherstoremaincurrentintheirinstructionalpracticeandeducationalpedagogy.Asaresult,everyteachermustdevelopandimplementanannualplanforprofessionalgrowththatoutlinesprofessionalactivitiestheteacherintendstoundertakeinthecomingyear.ThisplanisthePersonalizedTeacherAchievementPlanandissimilartothePersonalizedStudentAchievementPlanthatisatoolofreflectionandgoalsettingforteachersthatmirrorstheprocessofourstudents.

TheobjectivesforPTAPsandtheevaluationsystemare:

• Toenhancetheprofessionalskillssotheymaymoreeffectivelymeettheneedsofallstudents.• Toprovidefeedbackthatmotivatespersonalandprofessionalgrowth.• Tofacilitatecommunicationandcollaborationamongeducatorstoimproveteachingand

learning.• Toprovideassistancetoeducatorsfortheircontinuousimprovement.• Toacknowledgeandrecognizeeducators’growth,improvement,andcontributionspromoting

professionalgrowth.• Toprovidedifferentiatedprofessionalgrowthopportunitiesthatacknowledgeandare

responsivetodifferencesinskills,experience,andlearningneeds.

GoalSettingandPlanning

Step1:OrientationonProcess–Tobegintheevaluationprocess,administratorswillmeetwithteachers,inagrouporindividually,todiscusstheevaluationprocessandtheirrolesandresponsibilitieswithinit.Inthismeeting,theywilldiscussanyschoolprioritiesthatshouldbereflectedinteachergoalsandstudentlearningobjectives(SLOs),andtheywillcommittosettimeasideforthetypesofcollaboration

requiredbytheevaluationprocess.ThesemeetingswilltakeplaceduringtheBeforeSchoolSummerInstitute.

Step2:TeacherReflectionandGoal-Setting–Afterbeginningoftheyeardiagnosticassessmentshavebeengiventostudents,teacherswillexaminestudentdataandprioryearevaluation(ifapplicable)todraftaPersonalizedTeacherAchievementPlan(PTAP),includingproposedperformanceandpracticegoal(s),aparentfeedbackgoal,studentlearningobjectives,andindicatorsofacademicgrowthanddevelopment.Theteachermaycollaborateingrade-level/contentteamstosupportthegoal-settingprocess.

Step3:Goal-SettingConference–Theadministratorandteachermeettodiscusstheteacher’sproposedgoalsandactionplantoarriveatamutualagreed-uponPTAP.Theadministratormayrequestrevisionstotheproposedgoalsandactionplan.ThePTAPcompletiontargetisOctober15th.Bythistime,boththeteacherandadministratorshouldhavesignedoffonapprovedinstructionalgoals.

Mid-YearCheck-In:Timeframe:JanuaryandFebruary;mustbecompletedbyMarch1.

Step1:ReflectionandPreparation–Theteacherandadministratorcollectandreflectonevidencetodateabouttheteacher’spracticeandstudentlearninginpreparationforthecheck-in.TheteachercanmakeupdatestotheirPTAPatthistime.

Step2:Mid-YearCheck-In–Theadministratorandteachercompleteamid-yearcheck-induringwhichtheyreviewprogressonteachergoals,studentindicatorsofacademicgrowth,andperformanceoneachtodate.Administratorsmaydelivermid-yearformativefeedbackoncomponentsoftheevaluationframeworkforwhichevidencehasbeengatheredandanalyzed.Ifneeded,teachersandadministratorscanmutuallyagreetorevisionsonthePTAPandstudentgrowthmeasures.

End-of-YearSummativeReview:Timeframe:MayandJune;mustbecompletedandsignedbythelaststudentdayoftheschoolyear.

Step1:TeacherSelf-Assessment–Theteacherself-assessesusinginformationanddatacollectedduringtheyear.Theself-assessmentisdueoneweekbeforethescheduledend-of-yearconference.Theadministratormayrequestrevisionstotheteacherself-assessmentifsufficientdataand/orreflectionisnotprovided.

Step2:End-of-YearConference–Theadministratorandtheteachermeettodiscussallevidencecollectedtodateandtodiscussevaluationratings.

PerformanceManagement

STARAcademyseekstoprovideahigh-quality,rigorousintegratedscience,technology,andartseducationtoourstudentsusingtheSTEAMeducationalframework.Ourutmostpriorityistoleadstudentstohighlevelsofacademicachievement,closingexistinggapstobringstudentsuptoorbeyondgradelevelexpectations.Thisiswhy80%ofschooltime(approximately29.8hoursweekly)isdevotedtoacademicinstruction(literacy,math,STEAM,andtheinterventionblock).

AtSTAR,wesethighgoalsandexpectationsforstudentperformanceand,inmanycasesthesearehigherthandistrictaverages.ThegoalsandobjectivesofSTARAcademyarederivedfromourmission,vision,andbeliefs.ItisourbeliefthefoundationforstudentsobtainingcareersintheSTEAMfieldsbeginsthefirstdayofpre-kindergarten.Ourexpectationsarehigherbecauseweenvisionagreatercapacityfor21stCenturySTEAMprofessionalsandthereforeare-envisionedapproachtotheireducationalandperformanceneeds.

Progressmadeinmeetingourgoalswillbeanalyzedannually.Parents,students,faculty,administrators,theboardofdirectors,andAccountabilitycommitteewillre-evaluatethesegoalsregularlytoupdatetheminresponsetoemergingneeds.Suchneedswillbeidentifiedthroughcarefulexaminationofinformationincludingannualsatisfactionsurveys,performanceonvariousformativeandsummativeassessments,andbaselinedatagatheredonincomingstudentseachyear.

AcademicAchievement1. Atleast60%ofstudentswhoattendSTARAcademyfortwoormoreyearswillscoreLevelIIIorLevel

IVontheACTAspireReadingandMathassessments.Atleast70%ofstudentswillscoreLevelIIIorLevelIVinEnglishLanguageArtsandMathaftertheirthirdyearatSTAR,andatleast80%ofstudentsintheirfourthyearwillscoreLevelIIIorLevelIV.Inallyears,100%ofthestudentsidentifiedasGiftedandTalentedwillscoreeitherLevelIIIorLevelIV.

2. Atleast70%ofallstudentswhohaveattendedtheschoolfortwoormoreyearswillscoreLevelIIIandLevelIVontheACTAspireAssessment,including100%ofallstudentslabeledasGiftedandTalented.Atleast80%ofstudentswillscoreLevelIIIandLevelIVonScienceaftertheirthirdyear,andatleast90%intheirfourthyear.

3. 100%ofK-2ndand3rdgradestudentswillcompleteoneproject-basedlearningunitwithapassingscoreonbothcontentandthepresentationoflearningasmeasuredbyateacher-createdrubricbyJune2018andJune2019respectively.

4. 100%ofK-2ndand3rdgradestudentswillbeabletoarticulatescience,engineering,technology,andmathematicsconceptsusingtheengineeringdesignprocessandthevisualandperformingartsasthevehicleasmeasuredbySTEAMportfoliosandpresentationsoflearningbyJune2018andJune2019respectively.

ComparativeMeasures5. Allstudentswhohaveattendedtheschoolfortwoormoreyears,onaverage,attainproficiency

ratesinEnglishLanguageArts,Math,Science,andSocialStudies5%higherthanthesurroundingdistrictaverage,similarschoolaverage,andstateaverageasmeasuredbyACTAspireAssessment.Fortestedgradelevels,allstudentswhohaveattendedtheschoolfortwoormoreyears,on

average,attainproficiencyratesinScience5%higherthanthesurroundingdistrictaverage,similarschoolaverage,andstateaverageasmeasuredbyACTAspireAssessment.

6. Allstudentswhohaveattendedtheschoolfortwoormoreyears,onaverage,attainproficiencyratesinEnglishLanguageArts,Math,Science,andSocialStudies5%higherthanthesurroundingdistrictaverage,similarschoolaverage,andstateaverageasmeasuredbyACTAspireAssessment.

AcademicGrowth• ByJune2018,allK-2studentswilldemonstrate1.2yearsofgrowthinreadingcomprehensionand

decodingormoreasmeasuredbySTEPandTerraNova.• ByJune2018,allK-2studentswilldemonstrateaminimumof1.2yearsofgrowthinnumeracyas

measuredbyTerraNova.• ByJune2019,all3rdgradestudentswilldemonstrate1.2yearsofgrowthinreadingcomprehension

anddecodingormoreasmeasuredbySTEPandTerraNova.• ByJune2019,all3rdgradestudentswilldemonstrateaminimumof1.2yearsofgrowthinnumeracy

asmeasuredbyTerraNova.OrganizationalGoals

• STARwillprovideanexemplarySTEAMeducationfrompre-kindergartenthrougheighthgrade:a. Objective:MeetorexceedtheBirminghamCitySchoolsdistrictandStateofAlabama

contentstandards:i. Measurement:Atleast60%ofSTARAcademy’sstudentswillmeetorexceed

districtandstatestandardsinLanguageArtsandMathematicsandatleast70%ofstudentswillmeetorexceeddistrictandstatestandardsinScienceandSocialStudies.

b. Objective:Provideanexcellentandengagingintegrated,inquiryandproblem-basedlearningcurriculumwhichbuildsstudentknowledgebaseandcriticalthinkingskillsbeginningattheelementarylevel,throughaSTEAMeducation:

i. Measurement:Students,staff,andfamilieswillbeinvolvedinthedevelopmentandimplementationofacomprehensiveSTAReducationalprogramby:

1. ElectingatleastoneparentrepresentativetoparticipateontheSTARAcademyBoard

2. InstitutingaFamilyLeadershipCouncilthatmeetsatleastquarterlytodiscussprogramimplementation.TheFamilyLeadershipCouncilwillreporttheirconcerns,comments,andsuggestionstotheSTARAcademyBoardparentrepresentativeaftereachmeetingtoensureparentvoiceisevidentinschooldecision-making.

c. Objective:Provideappropriateplacementforstudentsneedingadditionalsupportorchallengebyconductingquantitativeandqualitativeassessmentsasneeded:

i. Measurement:SummativeandformativeassessmentsandstudentplacementinMTSStieredacademicandbehaviorsupport,languagedevelopmentintervention,giftedandtalentedprograms,andspecialeducationserviceswillbequantifiedandreviewedannuallybytheSAC.Initialscreeningswillbecompletedwithin30daysofthestudent’sfirstdayofschool.

ii. Measurement:STARAcademySITteamwillmeetoncequarterlytodiscussacademic,health,andsocialemotionalindicatorsofeachenrolledstudents.Studentswithidentifiedneedsofinterestwillhavesupportplanslistingthree

objectivesforsupportdevelopedandimplemented.Eachplanwillincludethree-weekassessmentcheckpointstodetermineprogresstospecifiedgoals.

2. Encouragetheenrollment,retention,andcontinuationofstudentsfromalleconomicandethnicbackgrounds:

a. Objective:MeetorexceedBCS’saveragedailyattendancerates:i. Measurement:Eachyeartheschoolwillimproveitsaveragedailyattendance

rateuntilitreaches95%+.Theaveragedailyattendancerateofthefirstyearoftheschoolwillserveasthebaselinemeasure;eachyeartheschool’saveragedailystudentattendanceratewillmeetorexceedthestate’saveragedailyattendancerateforelementaryandmiddleschools.

ii. Measurement:93%ofstudentswhobegintheschoolyearremainthroughouttheyear.

iii. Measurement:93%ofstudentscompletingtheschoolyearwillre-enrollthefollowingyear.

3. Promoteasafe,positive,andrespectfulenvironment:a. Objective:Valuestudentsandfamiliesascustomersandberesponsivetotheirconcerns

inamannerthatisconsistentwiththeschool’smission,vision,andgoals:i. Measurement:Familysatisfactionwithclear,opencommunicationbystaff,as

measuredbyannualsurveyatendofschoolyear,onaverageexceeds85%withaminimumof80%offamiliesresponding.

ii. Measurement:Familysatisfactionwithacademicprogram,asmeasuredbyannualsurveyconductedatendofschoolyear,onaverageexceeds85%withaminimumof80%offamiliesresponding.

iii. Measurement:ReferralandsuspensiondatawillbeanalyzedandreviewedannuallyduringSTAR’sendofyearboardretreat.Trendsfromthisdatawillbeanalyzedandrecommendationsmadetoschooladministrationonwaysinwhichtosupportapositiveenvironmentandsocialemotionalsupportsforstudentswithhighriskbehaviors.

b. Objective:Modelandfosterrespectandsupportamongthestudents,faculty,staff,andadministration.

i. Measurement:100%ofSTAR’sstudents,families,staff,andadministrationwilldisplaytheschool’scorevalues,upholdtheSTAREssentials,andadheretothecommunitycodeofconduct.

c. Objective:Promoterespectfulrelationshipsamongallmembersoftheschoolcommunitybymeansoftheschool’sinstitutionalandcorevalues:

i. Measurement:100%ofteacherswillbeexpectedtoparticipateinweeklyprofessionallearningcurriculum,instruction,dataanalysis,technology,andcultureandclimateactivitiesthroughouttheyear.

4. Demonstratefiscalresponsibility:a. Objective:Maintainrecordsandconductbusinessinaccordancewithcustomary

proceduresforfinancialaccountability:i. Measurement:Externalauditswillbecleanwithnosignificantfinancial

concernsandwillshowthattheschoolmeetsorexceedsprofessionalaccountingstandards.

ii. Measurement:ComplywithallrequirementsofthePublicSchoolFinancialTransparencyActbypostingbudgetaryandfinancialdocumentsontheschoolwebsite.

5. Maintainahighfunctioningcharterboard:a. Objective:Recruit,train,anddevelopcharterboarddirectorsthatwillensurethe

school’smission,vision,andgoalsareobtainedandappropriatepoliciesinplace:i. Measurement:AllboardmemberswillcompletetheBoardTrainingModules

withintheirfirstsixmonthsontheboardandprovidethecertificateofcompletion.

ii. Measurement:Boardconductsformalannualreviewofschoolleader.ThisreviewwillbecompletedbyMarchofeachyear.

iii. Measurement:Boardconductsannualself-evaluationtoassessstrengths/weaknesses.

iv. Measurement:BoardconductsformalannualreviewofBy-lawsandpolicies.v. Measurement:Boardconductsformalannualreviewofschool’s

strengths/weaknesses.Teachersarethesinglemostimportantschool-relatedfactorinstudents’learning,andimprovingstudentlearningisthesinglemostimportantgoalofSTARAcademy.Ourinstructionalandadministrativeteamswillnotonlyworktoestablishcommonunderstandingofinstructionalpracticesthroughoutourschool,butalsoensureconsistentstudentperformanceacrosstheentireschool.WewillutilizedthreetoolsfromKIPPrelatedtoinstructionalpractices:KIPPFrameworkforExcellentTeaching(KFET),HighImpactInstructionalPracticeRubric(HIIP),andAcademicStrategiesPyramid(ASP).TheseresourcescanbefoundinAttachment27.Theeffectiveuseofdatainmakinginstructionaldecisionsiskeytostudentachievementatourschool.Wewilluseavarietyoftoolsthatwillenableustogather,organize,analyze,report,andshareinformationaboutourstudents,andultimately,teachers’achievementandgrowth.Ourperformancemanagementstructurewillconsistofthefollowingstructures:

DailyExitTickets/ChecksforUnderstanding:Teacherswilluseexitticketsattheendofclassasaformativeassessmenttomeasurewhichstudentsmastertheobjectiveandwhichneedadditionalsupportandtoinformadjustmentstolessonplans,studentgroupings,andtutoringneeds.Intheyoungergrades,exitticketsmaybemoreinformalthroughchecksforunderstandingduringwholegroupinstruction,specificallyduringthephonicsblock.WeeklyAssignments/Quizzes/UnitTests:Teacherswillcollectassignmentsandassignquizzesandunittestsinconjunctionwiththecurriculumtocollectinformationtoinforminstruction,determinethestandardstoberetaught,andtoinformtutoringandinterventionneedsforstudents.InterimAssessments(MathandLiteracy):Wewillusecommon,standards-basedassessmentsandadministerthemeverysixweekstomeasurestudentlearningandstudentgrowth.Theseassessmentswillbecreatedcollaborativelyduringyears1-2bytheExecutiveDirectorandDirectorofAcademicSuccessandInnovationandinyears3andbeyondbytheDeanofAcademicAchievement.Theseexamswillbereviewedandrevisedeachyearincollaborationwithgradelevelteachers.Eachquestionandwritingpromptwillindicatethestandard(s)beingassessed.Followingeachinterimassessment,staffwill

cometoProfessionalDevelopmentdayswithtestsgradedandpreparedforanalysisandactionplanning.TheseDataDayswillequipstafftodeterminewhatstandardsneedtobere-taughtandidentifywhichstudentsneedadditionalsupport.Everystudentreceivesaprogressreportthatissenthometofamilies,signed,andreturnedtoschool.STEPAssessments:TheSTEPAssessmentSystemhasgainedsignificantsupportfromhighperformingcharterschoolsbecauseitprovidesaccessibleformativeassessmentdata,identifiesstrugglingreadersearly,offersclearinterventionstrategies,high-qualityprofessionaldevelopment,andsafeguardsagainstbias,andincludesadatamanagementsystemthatcaninformteachersaboutstudentstrengthsandweaknesses.ThetestwillbeadministeredeveryeightweeksingradesK-3togaugestudents’readingprogress.StateMandatedAssessments.Wewilladministerannualstatemandatedassessmentsbeginningingradethreetomeasurestudents’masteryofgrade-levelstandardsandtoassessannualprogress.WewillfollowAlabama’scurrentadoptionandimplementationoftheCommonCoreStateStandards.Allstateassessmentswillbeadministeredinaccordancewithdistrictandstateregulations,followingallstateanddistrictprocedurestoensureaccountabilityandfairness.Anoverviewofourassessmentprogramisexplainedbelow:

Assessment GradeLevel SubjectsTested Frequency PurposeTerraNova K-8 Reading,Writing,

Math,Science,SocialStudies

3timesayear(beginning,middle,andend)

DiagnosticandSummativeAssessment

SUPERA(SpanishversionofTerraNova)

K-8 Reading,Writing,Math,Science,SocialStudies

3timesperyear;AllELLLevel3studentswilltakeinsteadofTerraNova

DiagnosticandSummativeAssessment;CheckforGT

STEPAssessmentSystem

K-5 Reading 3timesperyear Diagnostic;ProgressMonitoring

ACTAspireAssessment

3rd-8th Reading,Writing,Math,Science(5th)

Onceperyear AnnualNormAssessment

WIDA-ACCESSPlacementTest

K-8 EnglishLanguageAcquisition/Proficiency

Onceuponentry;OnceperyearforstudentsidentifiedasELL

BenchmarkandSummativeAssessment

InterimStandards-basedAssessments

3rd-8th Reading,Writing,Math,Science,andSocialStudies

Approximately6timesperyear

Diagnostic,ProgressMonitoring

Tofacilitateeffectivedatacollectionandreporting,STARAcademyhasestablishedaclearreportingandresponsibilityframeworkthatisalignedwiththefollowingdraftDataandCollectionReportingandResponsibilitiesmatrix:

Note:TheDeanofAcademicAchievementisreflectedinSTARAcademy’sDirectorofAcademicSuccessandInnovationandtheDeanofStudentSupportsistheVillageDean.DataConcerns:Ifanystudentsarenoton-tracktomeettheaccountabilitymeasuressetoutinthischarterdocument,thefollowingstepswillbetaken:

• TheExecutiveDirector,incollaborationwiththeleadershipteam,willconsidertheneedsofindividualstudentsandexamineanytrendsoccurringinsub-sections,specificclassrooms,bygradelevel,orschool-wide.Ifaccountabilitymeasuresarenotbeingmetbyindividualstudents,wewillbegintheMTSSprocessasappropriatetoensurestudentshaveaccesstoappropriatetrainingforindividualteachersorschool-widestaff,informsmallgroupsupportsaswellasbeginaprocesstoanalyzeourcurriculumandalignmenttoassessments.

• TheExecutiveDirector,withsupportfromtheBoardofDirectors,willanalyzestudentdatatrendstoinformnextstepsfortraining,instructionalstaffsupport,orpurchasingofadditionalresources.

• TheExecutiveDirectorwillplanprofessionaldevelopment,hireadditionalstaff,and/oroverseethepurchasingandimplementationofadditionalprogramsandschool-wideinterventions.

• TheExecutiveDirectorwillre-assessstudentachievementtodetermineimprovementandimplementadditionalinterventionsasnecessary.

• TheExecutiveDirectorandBoardofDirectorswilldetermineifadditionaloutsidesupportandauditingwouldbenefitthestudentbodytoensureappropriateuseofinterventionstrategies.

Interventions:Teacherswilldevelopindividualactionplansforanystudentscoring70%orbelowonendof-unitexams,andwewillworkschool-widetodevelopinterventionplansforstudentsscoring70%orbelowonschool-wideinterimassessments.OurinterventionstrategieswillensurethatallstudentsareonorabovegradelevelbytheendofthirdgradeoraftertwoconsecutiveyearsofinstructionatSTARAcademy.InterventionsmightincludesmallgrouptutoringduringSustainedSilentReading,after-schooltutoring,smallgrouppull-outduringindependentpracticeduringclass,oradaptivecomputer-basedinterventionprogram.Moneyhasbeensetasideinthebudgetforhourlystaffifweseeamarkedincreaseintheneedforsmallgroupinterventionoradditionaldevelopmentofcurriculumtomeetdeficienciesintheacademicprogram.

Facilities

STARAcademyiscurrentlyinleasenegotiationswithNewRisingStarChurch(locatedat7400LondonAve.Birmingham,AL35206)forasharedoccupancyuseoftheirchurchfacility.AMemorandumofUnderstandingandotherfacilitydocumentshavebeenincludedinAttachment21.Therewereanumberoffactorsthatwereconsideredinoursearchforafacility.Theseinclude:

• Location.TheideallocationforourschoolisinEastBirmingham.• Accesstopublictransportation.Theschoollocationneedstobewithinsafewalkingdistanceof

asignificantlow-incomepopulationandhavedrivewayaccesstofamiliesthatwillpersonallytransporttheirchildrentoandfromschoolandadequatedrivewayspaceforthepassingofcarsandbuses.Itisalsoidealifourschoolisinthevicinityofpublictransportationbuslines,assomeofourstudentsmaybeusingthisservicetogettoandfromschool.

• Cost.Basedontheguidanceofthenationalcharterschoolfacilityresearch,STARAcademyhasallocatedfundsforitsfacilityassuming$9persquarefootinyears1and2.Inyears3andbeyond,90squarefeetperchildat$11persquarefoot.

STARboardandplanningcommitteemembersareworkingwithBillyEysterofEysterPropertiesasaprimaryfacilityrepresentationinexploringCenturyPlazaasapermanentlocationfortheschool.

FacilityNeedsAssessment:STARAcademyhasprojectedtheamountofspaceneededperyearbasedonatemporaryfacilityuseinyears1and2attheNewRisingStarChurch.Therequirementsforthefirstsevenyearsarelistedbelow.Charterschoolfacilitybestpracticestatestherecommendedsquarefootageforschoolstobe70-110squarefeetperchild(thisincludesnon-classroomspacesuchashallways,offices,bathrooms,cafeteria,etc.).

BuildingSpaces QuantityofSpaces

SquareFeetperEachSpace

ProgrammedArea(Square

InstructionalPreschoolProgram(48monthsorolder)Classroomfor20childrenmax

2 600 1,200 Pre-Kindergarten;30sf/child(min)

TeacherOffices/CollaborationSpace

1 750 750 AccommodatesPre-KandKTeacherTeam

Classroomfor26childrenmax

4 780 3,120 Kindergarten

Storage 1 150 150 ToiletRooms 4 65 195 Pre-KandKinderwill

shareTOTAL 5,865 Year1:(Grade1)GeneralClassrooms 4 750 3,000

STEAMClassroom(Lab) 1 750 750 2sinkseachTeacherOffices/CollaborationSpace

1 750 750 Accommodates1st&2ndTeacherTeam

Storage 1 150 150 TOTAL 4,650 TOTAL(Year1) 10,515 Year2Add-on:(Grade2)GeneralClassrooms 4 750 3,000 Storage 1 150 150 TOTAL 3,150 TOTAL(Years1-2) 13,665 Year3Add-on:(Grade3)GeneralClassrooms 4 750 3,000 TeacherOffices/CollaborationSpace

1 750 750 Shareswith3rdgradeTeacherTeam

Storage -- -- -- Shareswith2ndgradeTOTAL(Year3Add-on) 3,750 TOTAL(Years1-3) 14,595 Year4Add-on:IntermediateProgram(Grade5)GeneralClassrooms 2 700 1400 STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace

1 750 750 Accommodates5thgradeTeacherTeam

Storage 1 150 150 TOTAL(Year4Add-on) 3,000 TOTAL(Years1-4) 17,595 Year5Add-on:IntermediateProgram(Grade6)GeneralClassrooms 2 700 1,400 STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace

-- -- -- Shareswith5thgradeTeacherTeam

Storage -- -- -- Shareswith5thgradeTeacherTeam

TOTAL(Year5Add-on) 2,100 TOTAL(Years1-5) 19,695 Year6Add-on:MiddleSchoolProgram(Grade7)GeneralClassrooms 2 700 1,400

STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace

1 750 750 Accommodates7thgradeTeacherTeam

Storage 1 150 150 TOTAL(Year6Add-on) 3,000 TOTAL(Years1-6) 22,695 Year7Add-on:MiddleSchoolProgram(Grade8)GeneralClassrooms 2 700 1,400 STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace

-- -- -- Shareswith7thgradeTeacherTeam

Storage -- -- -- Shareswith7thgradeTeacherTeam

TOTAL(Year7Add-on) 2,100 TOTAL(Years1-7) 24,795

EnrichmentProgram(ElementaryandIntermediatePrograms)Music/DanceClass 1 800 800 Year1;Add1-800sfin

Year5ArtClass 1 800 800 1sink;Year1;Add1-

800sfinYear5TeacherOffices/CollaborationSpace

1 750 750 P.E.Coaches,WorldLanguage,Music,&Art:Year1;Add1-750sfinYear5

MediaCenter 1 900 900 Year1SpecialEducationClassroom

1 600 600 Year1

CommonSpacesMulti-PurposeCafeteria/Gym

1 2,250 2,250 Alsousedforstudentperformances

UnisexRestroom 2 65 130 Signageshouldnothaveanythingthatsaysfemaleormale

LargeStorageCloset 1 800 800 Holdscafeteriatables,chairs,etc.

Kitchen 1 1,100 1,100 FullKitchen“ThinkTanks”SmallGroupSpace

2 400 800 5-10students;Year1;Add3-400sfinYear5

Total 8,930

Non-InstructionalAdministrativeSuiteReception 1 400 400 2secretaries/Waiting

AreaPrincipal 1 350 350 OperationsManager/DirectorofAcademicsandInnovation

1 200 200

VillageDirector 1 200 200 SPEDDirector,ELDTeacher,SPEDTeachers

2 200 400

FamilyLiaison 1 200 200 ConferenceRoom 2 450 900 Years1-3:1,Add

additionalinyear4StudentRecordsRoom 1 150 150 Clinic 1 150 150 FlexSpace:DistrictSupportStaff

1 180 180

StaffToilets 2 65 130 AdministrativeLounge/Workroom

1 200 200

CommunityRoom 1 200 200 Usedforparentsandcommunitymembersthatwouldliketouseschoolsservicestosupportthecommunity(e.g.,computers,softseating)

TOTAL 3,210(Year1)/3,660(Year4) FacilityMaintenanceBuildingStorage 1 150 150 CustodialCloset 2 65 130 DataRoom/Servers 1 200 200 ElectricalRoom 1 200 200 TOTAL 680

OverallFacilityNeeds(SquareFootageRequirements)

Year1 Year2 Year3 Year4 Year5 Year6 Year7InstructionalSpace

10,515 13,665 14,595 17,595 19,695 22,695 24,795

Non-InstructionalSpace

8,930 8,930 8,930 8,930 10,880 10,880 10,880

BuildingSub-total

23,335 26,485 27,415 30,865 34,915 37,915 40,015

BuildingCirculation,PublicToiletAreas(28%oftotalS.F.)

6,534 7,416 7,676 8,642 9,776 10,616 11,204

BuildingTotal 29,869 33,901 35,091 39,507 44,691 48,531 51,519

Ouridealgoalistoobtainaspacethatprovidesapproximately90squarefeetperstudent.However,wecanworkwithinaspacethatcanaccommodate70-80squarefeetperchildinourinitialyears.Alloftheprojectionsabovearebasedona90squarefootestimateandwouldbetheexpectationinoursearchforafacilityafteryear2atthe7400LondonAve.location.Itwouldbepreferredtohaveagrassyareaforplayaswellasinstructionalpurposesinthevicinityoftheschool,however,ifthisisnotcurrentlyavailableinapre-existingbuildingwecancreativelyinfusethisspaceintoourschoolbuilding.

• ADAAccessibility

• Abuildingthatiscurrentlyzonedorcouldbezonedforaschool(zonedasatleast“ConditionalUse”foracharterschool;zoneA,OR,OC,PBC,C-5,C-6,PIP-1,PIP-2,orM-1)

• Meetsallapplicablefederal,state,andlocalbuildingcodes

• 20-30on-siteparkingspaces(minimum)

• Adequatespaceandtrafficflowfordrop-offandpick-up

Itwouldbeidealtohaveafacilitywiththefollowingamenities:

• Closetoacitybusstoptohelpfacilitatetransportationoflowerincomestudents

• Zonedas“Permitted”foracharterschool(zonestypeA,OR,OC,orTND)

Start-UpandOngoingOperations

STARAcademywillopeninAugustof2017with248studentsinPre-Kindergarten-1stgrade;atfullenrollmenttheschoolwillserve1044studentsinPre-Kindergarten-8thgrade.Thisslowimplementationmodelhasbecometheacceptedbestpracticefornewstart-upschools.44Becauseofthevaluesinourschoolcultureandrigorousacademicprogramming,itisdifficulttointegratenewstudentsintotheprogramathighergradelevels;thereforeourenrollmentstructureisdesignedtoaccommodateacertainamountofattrition.Weanticipatehigherlevelsofattritionastheschoolisestablishingitselfandanticipatethatthesenumberswillevenoutovertime.45Adetailedstart-upplanforourschoolcanbefoundinAttachment23.

AtSTARAcademy,weinsistonequityandbelievethataccesstoauthenticacademicexperiencesisamatterofequity.Equityalsoincludesaccesstoschoolfordiversepopulations.Webelievethatdailytransportationwouldgreatlyincreaseaccessforlow-incomefamiliestoourschool.Whilewedonotcurrentlyhavefundingtosupportdailytransportation,weareseekingfoundationfundingoralternatefundingthatwouldhelpussupportsuchaprogram.AcompletetransportationplancanbefoundinAttachment24.

STARAcademyiscommittedtocreatingsafe,respectful,andinclusivelearningenvironmentswhereallcommunitymembersworktogethertopromoteacademicexcellence,civilbehaviors,andsocialcompetence.Allstaff,students,andparentshelpcreatesafeschools.ThisemphasishasresultedinaComprehensiveSafeSchoolsPlanthatincludespurposefulconnectionbetweenphysicalsafety/securityandthe“psychologicalsafety”ofourstudents.Physicalsafetyincludesmeasuressuchasvisitorcheck-inandidentificationbadges,videosurveillance,preparednessplanning,andpracticedrillstoprepareforavarietyofpotentialincidents.WehavedevisedcrisisplansthatarealignedwiththeStandardResponseProtocol.

SafetyandSecurityPlan:Procedurestoadequatelyprotectstudents,faculty,staff,andschoolproperty,shallinclude,butnotbelimitedto:

• Controllingtheissuanceofbuildingkeysandmasterkeysandaccesscardsandsecuritycards

• Permittingaccesstoclassrooms,laboratories,gymnasiumsorotherschoolfacilitiesorequipmentonlytotimeswhenthereisappropriatefacultysupervision

• Procedureforsecuringteacherworkareaswhenbeingleftunattendedorattheendoftheday

1. TheSchoolLeaderwillsecureassistancefromlawenforcementofficialswhendeemednecessaryinordertomaintainorderorsecurityduringtheschooldayorduringextracurricularactivitiesatschool.TheSchoolLeadershallcalltheDenverPoliceDepartmentincasesinvolvingillegalentry,theftor

44Otherschoolsusingthisimplementationprocessinclude:RockyMountainPrep,UniversityPrep,andSimsFayolainDenverPublicSchools.45Enrollmentandattritioncalculationsarebasedonthedesignteam’sexperienceinfoundingschoolsandconversationswithMontessorischoolleadersinColorado.

vandalism.TheSchoolLeadershallalsonotifytheBoardofTrusteeswithin24hoursaftereachcaseofvandalism,theft,buildingdamageandillegalentry.TheBoardofTrusteesisauthorizedtosignacriminalcomplaintandtopresschargesagainstperpetratorsofvandalismagainstschoolproperty.

TheStandardResponseProtocol:Acriticalingredientinthesafeschoolrecipeistheuniformclassroomresponsetoanyincident.Weatherevents,fires,accidents,intrudersandotherthreatstostudentsafetyarescenariosthatareplannedandtrainedforbyschoolanddistrictadministrationandstaff.TheStandardResponseProtocol(SRP)isbasednotonindividualscenariosbutontheresponsetoanygivensituation.LiketheIncidentCommandSystem(ICS),SRPdemandsaspecificvocabularybutalsoallowsforgreatflexibility.Thepremiseissimple-therearefourspecificactionsthatcanbeperformedduringanincident.Whencommunicatingthese,theactionislabeledwitha"TermofArt"andisthenfollowedbya"Directive."Executionoftheactionisperformedbyactiveparticipants,includingstudents,staff,teachersandfirstresponders.

• LockoutisfollowedbytheDirective:"SecurethePerimeter"andistheprotocolusedtosafeguardstudentsandstaffwithinthebuilding

• Lockdownisfollowedby"Locks,Lights,OutofSight"andistheprotocolusedtosecureindividualroomsandkeepstudentsquietandinplace

• Evacuateisalwaysfollowedbyalocation,andisusedtomovestudentsandstafffromonelocationtoadifferentlocationinoroutofthebuilding

• Shelterisalwaysfollowedbyatypeandamethodandistheprotocolforgroupandself-protection

Thesespecificactionscanactasbothaverbandanoun.IftheactionisLockdown,itwouldbeannouncedonpublicaddressas"Lockdown!Locks,Lights,OutofSight."CommunicationtolocalLawEnforcementAgencywouldthenbe"WeareunderLockdown."Eachresponsehasspecificstudentandstaffaction.TheEvacuateresponseisalwaysfollowedbyalocation:"EvacuatetotheBusZone."Responsescanalsobecombined:"EvacuatetoHallway;ShelterforTornado;Drop,CoverandHold."

Benefits:ThebenefitsofSRPbecomequicklyapparent.Bystandardizingthevocabulary,allstakeholderscanunderstandtheresponseandstatusoftheevent.Forstudents,thisprovidescontinuityofexpectationsandactionsthroughouttheireducationalcareer.Forteachers,thisbecomesasimplerprocesstotrainanddrill.Forfirstresponders,thecommonvocabularyandprotocolsestablishagreaterpredictabilitythatpersiststhroughthedurationofanincident.Parentscaneasilyunderstandthepracticesandcanreinforcetheprotocol.Additionally,thisprotocolenablesrapidresponsedeterminationwhenanunforeseeneventoccurs.

Theprotocolalsoallowsforamorepredictableseriesofactionsasaneventunfolds.AnintrudereventmaystartasaLockdown,butastheintruderisisolated,firstrespondersmighttransitionpartsoftheschooltoan"EvacuatetotheGymandLockdown,"andlater"EvacuatetotheBusZone."

Lockoutvs.Lockdown:ThedifferentiationbetweenLockoutandLockdownisacriticalelementinSRP.ALockoutrecoversallstudentsfromoutsidethebuilding,securesthebuildingperimeterandlocksalloutsidedoors.Thiswouldbeimplementedwhenthereisathreatorhazardoutsideofthebuilding.Criminalactivity,dangerouseventsinthecommunity,orevenaviciousdogontheplaygroundwouldbeexamplesofaLockoutresponse.WhiletheLockoutresponseencouragesgreaterstaffsituationalawareness,itallowsforeducationalpracticestocontinuewithlittleclassroominterruptionordistraction.

Lockdownisaclassroom-basedprotocolthatrequireslockingtheclassroomdoor,turningoffthelightsandplacingstudentsoutofsightofanycorridorwindows.StudentactionduringLockdownistoremainquiet.Itdoesnotmandatelockingoutsidedoors.ThereareseveralreasonsfornotlockingperimeterdoorsduringaLockdown.Riskisincreasedtostudentsorstaffinexposedareasattemptingtolockoutsidedoors.Lockingoutsidedoorsinhibitsentryoffirstrespondersandincreasesriskasrespondersattempttobreachdoors.

TheremaybesituationswherebothLockdownandLockoutneedtobeperformed,butinthiscasetheyareidentifiedindividually."Lockout!SecurethePerimeter.Lockdown!Locks,Lights,outofSight."wouldbeannouncedonpublicaddress.Wearein"LockdownandLockout"wouldbeconveyedtoemergencyservicesor911.

TacticalResponses:SRPalsoacknowledgesthatsomeschoolincidentsinvolveatacticalresponsefromlawenforcement,andsuggestsconsultingwithlocallawenforcementforspecificsimpleactionsinthatevent.

Psychologicalsafetyprovidesforthesocial-emotionalwell-beingofstudentsandworkstocreatepositiveschoolclimatesthroughmeasuressuchasassetdevelopment,bullyingprevention,PositiveBehaviorSupports,andearlyidentificationandinterventionforat-riskstudents.

STARAcademysafetyteamwillcontinuallyupdatetheschool'splanningandresourcestoreflectcurrentneedsandworldevents.

Eachschoolhasafunctioningschoolsafetyteamthatmonitorsthebuildingplanforbothpsychologicalandphysicalsafety,andacrisisresponse&recoveryteamthatoverseesandimplementstheschool'scrisisresponseplanwhenneeded.MajorcomponentsofthedistrictComprehensiveSafeSchoolsPlanandschoolsafetyplansasrecommendedbytheUSDepartmentofEducation(2004)areconceptualizedasacontinuumofeffortsrepresentedbythedistrictsafetytriangle.

InterventionResponse:STARhasresponseprotocolsforsituationsand/orstudentswhoareat-risk,incrisisorpotentiallydangerous.Asneededteamsassessstudentsandinterventionsaredesignedforstudentswhodonotrespondtopreventionefforts.ThisalsoincludesimplementingathreatassessmentprocessandusingtheMulti-TieredSystemofSupports(alsocalledRTI)processwhenneeded.

CrisisResponseRecovery:Recoveryincludesthestepstheschoolcommunityusestorespondappropriatelyduringandafteracrisissituationforthecareandrecoveryofstudentsandstaff.Thegoalistoreturntheschooltoacaringandsupportivelearningenvironmentasefficientlyaspossible.

FoodServices:Clearly,qualityfoodchoicesforallofourstudentsarealsonecessitatedbyourdriveforequity.Wewillbeprovidinglunchandbreakfastforfull-daystudents,aswellasasnackforallstudents.Anyparent-providedsnackswillmeetallhealthandsafetyrequirementsasoutlinedinthestudenthandbook.Supportwillbeprovidedforfamiliesforwhomprovidingsuchasnackwouldbeafinancialburden.

InordertoprovidethesemealstostudentswewillexpandonacurrentfoodserviceprogramexistingatNewRisingStarChurch.Wewillseektoofferfoodwithahighernutritionalstandardthantypicallyseeninthelunchroom.ItisimportanttousthatallmealsarecompliantwithUSDAregulationsandthatsupportingdocumentsandauditsupportareavailableuponrequest.Thesenutritiousmealswillideallynotincludeartificialcolors,sweeteners(suchasHFCS),flavors,ortrans-fat.Themealswillincludefreshfruitandvegetables,wholegrains,andhormonefreemilk.Additionally,mealsmustmeetfederalguidelinesforreimbursementforFRLstudentssothatwecanprovidemealstoourlow-incomestudentsatnocosttothem.Wehavecurrentlyincludedfoodservicesfeesintoourbudgetinordertocovercostsshouldweneedtouseourownfoodprograminsteadofdistrictservices.

Insurance:STARAcademywillcarryanyauthorizerorstatemandatedinsurancecoverageatthelimitsrecommendedbytheAlabamaDepartmentofEducation.Thiswillincludebutmaynotbelimitedto:

• DirectorsandOfficersInsurance• GeneralLiabilityInsurance• PropertyInsurance(unlessthisiscoveredbyourlandlord)• BusinessPersonnelCoverage• Educator’sLegalLiabilityCoverage• AbuseandMolestationCoverage• Worker’sCompensation

AdetaileddescriptionofourinsurancecoverageplancanbefoundinAttachment25.

OperationsCapacity

ThePlanningBoardisadiverse,passionategroupofcommittedcommunitymembers,bothfromEastBirminghamandthecityatlarge,whohavededicatedtheirprofessionalexperienceandcredibilitytothisendeavor.Itiscomprisedofahighcapacitygroupofprofessionals,includingindividualswithspecificskillsandexperiencesinEducation,Business,Finance,CommunityEngagement,Governance,Fundraising,Marketing,RealEstate,HealthcareSystems,Non-ProfitandFor-ProfitManagement,andLaw.ManyboardmembersfromthePlanningBoardwilltransitiontotheGoverningBoard,whichgovernstheschoolandisresponsibleforensuringthattheschoolfulfillsitsmission,isfaithfultothetermsofitscharter,andremainsoperationallyviable.OneofthefirstactsoftheBoarduponcharteringwillbetoformallyhiretheSchoolLeadertowhomitwilldelegateallschoolmanagement.TheSchoolLeader,identifiedandevaluatedbytheBoard,willbeultimatelyresponsiblefortheimplementationofallschooloperationsatademanding,highstandard.AlladditionalschoolhireswillbedelegatedtotheSchoolLeader.TheSchoolLeaderwillsuperviseallemployeesoftheschool,andmaydelegatethesedutiestootherseniorleadershipstaff.

Therearetwocriticalelementstoestablishingandsustainingahighperformingurbancharterschool–academicperformanceandorganizationalviability.Weintendtoachieveexcellenceinbothareas.ThecollectivequalificationsandmotivationsofourBoardplaceusinatremendouspositiontoachieveourmissionofeducatingeverystudentforcollege.

SenatorOliverRobinson,VotingMember-OliverRobinsonisaretiredNBAbasketballplayerwhoplayedshootingguardfortheSanAntonioSpurs.HewasthefirstplayertosignabasketballscholarshipwiththeUniversityOfAlabamaBirmingham.OliverRobinsoncurrentlyrepresentsthe58thDistrictintheAlabamaHouseofRepresentatives.OliverRobinsonwasformerlytheVicePresidentandmanagerofCommunityAffairsforAmSouthBankCorporation.

Mr.RobertHeath,VotingMember-RobertHeath,Jr.iscurrentlytheDirectorofRadiationSafetyfortheUniversityofAlabamaatBirmingham(UAB).Hehasservedallofthetwenty-threeyearswithintheRadiationSafetyProgramoftheUABDepartmentofOccupationalHealth&Safety.Inadditiontohisloveforpeople,hehasdevelopedanincreasingappreciationforthemanyaspectsoftheHealingArts.Hehasfoundgreatsatisfactioninhelpingpeopleandtrainingdevelopment,asthishelpshimtotargetandactivelyaddresskeyareasofsafety,complianceandpersonalgrowth.

Dr.RobertRecord,VotingMember-Dr.RobertRecordisalicensedmedicaldoctorinthestateofAlabamawhodirectsChristHealthCenterintheWoodlawncommunity.Throughhisleadership,ChristHealthhasbeenabletoopena16,600squarefootmedical,dentalandpharmaceuticalfacilitytoprovidinghighqualitymedicalcaretopatientsofallages.Dr.RecordalsoservesasoneofthepastorsoftheChurchOfTheHighlandsDreamCenter.Hehelpedcoordinate,purchase,andmanagethedevelopmentoftheBirminghamDreamCenter.Dr.RecordalsoorganizestheChurchOfTheHighlandsServeDaywhichmobilizesof10,000volunteers.

Mrs.AnitaSmith,VotingMember-AnitaSmithservesasanadvancedaccountantfortheSouthernResearchInstituteinBirmingham,Alabama.Anitaworksdirectlywiththecontrollerinpreparationofthemonthlyfinancialstatements.Anitareconcilesgeneralledgeraccounts,preparesjournalentries,reviewsbankreconciliations,andworkswiththepayrolldepartmentinreconcilingaccounts. Rev.JeromeBell,VotingMember-Rev.JeromeBelliscurrentlytheMinisterofEvangelismandOutreachatthe6thAvenueBaptistChurchinBirmingham,Alabama.HedevelopsplanstoequipandmobilizepeopletoshareChrist.FormerlyRev.JeromeBellservedasanalternativeschoolteacheraswellasa10thand11thgradeinstructor.AsanAlternativeSchoolteacher,JeromeBelldirectedtheAlternativeSchoolprogramfortheMidfieldCitySchools. Mrs.IrisFisher,VotingMember-IrisFisherisaseniorlevelCPAfortheBirminghamWaterWorks.Irisisresponsiblefortheaccurateandtimelyprocessingofallfinancialtransactions.Irissupervisespayroll,customerservice,benefits,accountspayable,andaccountsreceivable.

Mrs.CarmenBender,VotingMember-CarmenBenderisthemanageroftheWellsFargoBankCallCenterinBirmingham,Alabama.Mrs.Benderalsoteaches,trains,andmanagesover100employees.PriortobeingovertheWellsFargoBankCallCenter,CarmenwasaWellsFargoBranchManageratseverallocationsinthegreaterBirminghamarea.Asbranchmanager;Carmencreatedandmanagedactivitiesfordepositvolume,interviewedcandidatesforvariouspositions,andhelpedretaincurrentemployeesforahealthyworkenvironment.

JudgeAgnesChappell,President/BoardChair-JudgeAgnesChappellisaMunicipalJudgeintheCityOfBirminghamwhopresidesoverDomesticViolenceCourt.Incourt,shepromotesandupholdsthesafetyofvictimsandholdsperpetratorsaccountable.JudgeChappellorganizedtheDomesticViolencecourtinBirminghamandworkscloselywithseveralagenciestoreducetheinstancesofdomesticviolence.BecauseofJudgeChappell'sworkwithreligiouscommunitiesthroughtheeducationofdomesticviolence,shehastheearandtheheartofthecommunity.

Dr.LamekaTolliver-Fisher,Secretary-Dr.LamekaFisherisalicensedchiropractorinthestateofAlabama.She'stheCEOandownerofFisherChiropractic;currentlyoneclinicintwolocations.Dr.Fishermanagespatients,givesconsultations,reportsfindings,givesphysicaldiagnosis,neurological,andorthopedicdiagnosis.

PastorThomasBeavers,VotingMember-Dr.ThomasBeaversservesasthepastorofNewRisingStarChurchinEastBirmingham.NewRisingStarChurchholdsthreeweekendserviceswith1200attendeesperweekend.AsPastorofNewRisingStarChurch,Dr.Beaverscaststhevisiontoempowerpeoplethroughcommunitydevelopmentviaeducation,financialliteracy,workforcedevelopment,housing,recreation,andthechurch.Dr.Beavers'outreachtothecommunityhasmadehisaudiblevoicevisible.ThevisiblevoicethatDr.Beavershas,hasgivenhimamazinginfluenceinthecommunity.

Section3:FinancialPlanandCapacity

FinancialPlan

ThefounderofSTARAcademyiscommittedtodevelopingandsharinganintegrated,inquiryandprojectbasedSTEAMapproachtoeducationthatfosterscreativity,promotesacademicexcellence,nurtureshumanrelationships,andinspiresagrowingpassionforlearning.STARAcademywillstrivetoensurethatourbudgetcloselysupportsandalignstoourmission,vision,andeducationplan.

FinancialSystemsandProcesses

InYears1,theSchoolLeader,withtheinputoftheOperationsManager,willworkwiththeTreasurertoprepareandproposetotheFinanceCommitteeadetailedbudgetthatshowsline-itemexpensesandthatincludesananalysisofthebudget’srelationtotheschool’sAccountabilityPlan.InYears2andbeyond,theSchoolLeader,withtheassistanceoftheOperationsManagerandtheinputoftheDirectorofAcademicSuccessandInnovation,willworkwiththeTreasurertoprepareandproposetotheFinanceCommitteeadetailedbudgetthatshowsline-itemexpensesthatincludesananalysisofthebudget’srelationtotheschool’sAccountabilityPlan.Thebudgetwillincludeamonthlycash-flowanalysistohelpmanagecashflowandmonitorprogresstowardsoutputssuchashiring,contractingofservices,orprocuringofequipment.TheFinanceCommitteewillpresenttheproposedbudget(s)totheBoardforreviewandvote.TheSchoolLeaderwillpresentavariancereportofspendinginquarterlymeetingswiththeFinanceCommittee.ThesereportswillbesenttotheentireBoardquarterly.

PaymentsandIncomingFunds

TheSchoolLeaderwillsignallchecksandhavetheresponsibilityforapprovedpurchases.TheoperationsmanagerwillprepareallchecksforsignatureandtheFinanceCommitteewillmonitorapprovedexpenditures.Checksinexcessof$5,000willrequirethesecondsignatureofaBoardmember.CheckswillbeissuedonlywhenwithintheapprovedbudgetandwiththeapprovaloftheSchoolLeader.Voidedcheckswillberetainedtoensurepropermaintenanceofcheckingaccountrecords.IncomingreceiptswillbefiledbytheOperationsManagerandenteredbybackofficesupport,recordingthename,datereceived,name(s)ordonor,address(ifavailable),amount,andtypeofreceipt.Allcheckswillbestamped“fordepositonly”intoSTARAcademy’saccount,preparedwithadepositslipanddepositedintotheappropriateschoolaccount.

AcopyofeachcheckwillbeattachedtoacopyofthedepositslipanddepositreceiptandwillbefiledandusedforreconciliationofthebankstatementbytheSchoolLeaderinYear1andOMinYear2andbeyond,withtheSchoolLeaderalwayshavingfinancialoversightandmanagementasacriticalroleintheirpositionofmaintainingtheorganizationalviabilityoftheschool.TheOMwillreceivethedocumentationrelatedtothecashreceiptsdepositandrecordtheactivitytotheaccountingsystem.TheBoardofTrusteeswillreviewallcashreceiptsmonthly,includingacomparisonofamountsreceivedtothebudget.

RecordKeeping

STARAcademywilluseacommercialaccountingprogramsuchaQuickBookstokeepitsfinancialrecords.InYears1theSchoolLeader,theoperationsmanager,andtheBoardTreasurerwillhavesole

accesstotheserecordsandwilluseapasswordsystemthatischangedregularly.Eachweekallfinancialrecordswillbebackedupandstoredoff-site.TheFinanceCommitteewillreviewsoftwareneedsannually.

CashFlowManagementPlan

STARAcademy'scashmanagementplanincludesprocessesandproceduresthathelpsignalapotentialcashmanagementproblemandallowforimmediateattention.TheSchoolLeaderbearsultimateresponsibilitytoensurethatallformsarecompletedandproceduresarefollowedtoensurethatallexpectedpublicandprivatedollarsflowtotheschoolwithoutsignificantgapsintime.Onaweeklybasis,duringtheOperationsMeetings,thecontractedbackofficesupportwillprovideacashflowupdatetotheSchoolLeaderindicatinganyexpectedrevenuestobereceivedandbudgetedexpensestobemade.InYear1andbeyond,thissametasktransitionstotheOMwhoengagesinweeklyOperationsMeetingswiththeSchoolLeader.Thisensuresthattheschoolmaintainsapositivecashflowandtotheextentpossible,acashreserveeachmonth.Overtime,theSchoolLeaderwiththeBoardTreasurerwillproducebudgetsthatincludecashsurpluseseachyeartohelpoffsetanypotentialshortfallsinrevenueandtohelpmeetanyshorttermcashflowchallenges.Therewillbefinancialmanagementpoliciesandproceduresinplacetohelpensurethatallpurchasesandotherexpendituresareapprovedandaccountedforwithaneyetowardsfiscalprudenceandlong-termvalue.TheseproceduresforpurchasesandaccountspayablewillallowtheSchoolLeadertoquicklycurtailtherateofspendingifnecessary.TheSchoolLeader,withtheBoard'sapproval,willseeklinesofcreditwithfinancialinstitutionstoprovideanextralayerofprotection.Intheeventthatrevenuesdonotfullycoverexpenses,theSchoolLeaderandBoardTreasurerwilltakenecessarystepstoprotectpayrollandfacility’sneeds.Optionswouldincludehowrevenuethroughprivatedonationsandfundraisingcanbeimproved,hownon-payrollandfacilitiesexpensesandpurchasescanbedelayed,orseeingifthescheduleforpaymentsofcontractsorservicescanberenegotiated.

FinancialRolesandResponsibilities

TheBoardofTrusteeswillbearresponsibilityforthefinancialoversightoftheschool.Assuch,theBoardwillselectaTreasurerwithprofessionalexperienceinfinanceoraccounting,andwillconveneastandingFinanceCommittee.TheTreasurerandtheFinanceCommitteewillensurethattheBoardmonitorstheschool’sfinances.TheFinanceCommitteewillworkwiththeSchoolLeadertodeveloptheannualbudgetandpresentittothefullBoardforreviewandapprovalduringthelastmonthofthefiscalyear.TheBoardwillalsoensurethatquarterlyfinancialreportswithanalysesofactualspendingversusbudgetedamountsaresubmittedtotheBoard,andwillworkwiththeSchoolLeadertoensurethatanannualauditiscompleted.

InternalFinancialControls

InternalControls

STARAcademywillmaintainappropriateinternalcontrolstoensureprotectionoftheschool’sfinancialresources.Thisincludesseparationofdutiesasmuchaspossible,carefulreviewofallcreditcardtransactions,secondsignatureonlargechecks,andtightprocessesforaccountspayableandreceivable.Wealsoagreetoengageandparticipateinanannualfinancialandadministrativeindependentauditconductedbyathirdpartycertifiedpublicaccountant.Theresultsoftheauditwillbeprovidedtotheauthorizerinwrittenformwithinthestatutorytimelimitsorasdefinedbytheauthorizerinthechartercontract.

WhiletheBoardwillberesponsibleforfinancialoversight,theSchoolLeaderwillberesponsiblefortheday-to-dayfinancialmanagementoftheschool.TheSchoolLeaderwillworkwithanOperationsManagerandChiefFinancialOfficertoensureproperfinancialmanagement,coordinationofpayrollservicesandbenefitspackages,cash-flowmanagementandaccountspayable,andmonitoringofthebudgetanddevelopmentofinitialbudgetsandcashflowsystems.

TheSchoolLeaderwillworkwiththeSecretarytoensureprocurementofsupplies,equipmentandservices.TheSchoolLeader,workingwiththeBoardTreasurerandFinanceCommittee,willissuemonthlyfinancialreportstotheBoard,andtheSchoolLeaderwillholdnofewerthanquarterlymeetingswiththeFinanceCommittee,chairedbytheBoard’sTreasurer.

StartinginYear2,leadershipinthedutiesoutlinedabovewilltransitionfromtheSchoolLeadertoanOperationsManager.Atthistime,theschoolwillserve392studentsandemployover20staffmembers.Atthissize,itiscriticalthatafulltimepersonisinthebuildingworkingsolelyonfinanceandoperations.WewillnolongerutilizebackofficesupportstaffuponthehiringofourOMasreflectedintheaccompanyingbudget.

AccountingandAuditing

STARAcademyagreestomaintainappropriatefinancialrecordsinaccordancewithallapplicablefederal,state,andlocallaws,rulesandregulations,andwillmakesuchrecordsavailabletotheauthorizerasrequestedfromtimetotime.STARAcademywillmaintainacomparisonofactualexpenditurestobudgetedexpenses.RevenueandexpenditureswillbeconsistentwiththeAlabamaDepartmentofEducation’sFinancialPoliciesandProceduresHandbookandChartofAccounts.

FinancialTransparency

STARAcademyintendstocomplywithallrequirementsoftheAlabamaFinancialTransparencyAct(H.R.2477) bypostingallrequireddocumentsontheschool’swebsiteinatimelymanner.Thisincludes:theannualbudget,annualauditedfinancialstatements,quarterlyfinancialstatements,salaryschedulesand/orpolicies,accountspayablecheckregister,andcredit,debit,andpurchasecardstatements(inadownloadableformat),andan“investmentperformancereport”foranyschoolinvestments.

ContractedServices

STARAcademywillcontractwithanindependentcertifiedpublicaccountant(CPA),toprovidesupporttotheschoolinanalyzing,reconcilingandadjustingaccountbalances,andtoensuretherecordsaremaintainedinaccordancewithgenerallyacceptedaccountingprinciples(GAAP).SuchaccountingfirmmayalsoassistindevelopingSTARAcademy’sChartofAccountsandimplementationofanaccountingsoftwaresystem.Werecognizethatasapubliclysupportedentity,STARAcademyhasadditionalresponsibilitiestoensurethepublic’sconfidenceandtheintegrityoftheschool’sactivities.TheBoardwilldevelopandapprovefinancialpoliciesandtheSchoolLeaderwillimplementthosepolicies,usingapprovedinternalfinancialcontrolsthatarealignedwiththerequirementsoftheAlabamaStateDepartmentofEducationandprovideSTARAcademywiththefoundationtoproperlysafeguarditsassets,implementmanagement’sinternalpolicies,providecompliancewithDistrictandfederallawsandregulations,andproducetimelyandaccuratefinancialinformation.TheSchoolLeaderwilldevelop,withtheassistanceofaCPA,aFinancialPoliciesandProceduresManual,whichwillbereviewedbytheFinanceCommitteeandapprovedbytheBoard.Thismanualwillcovertherolesandresponsibilitiesofallfinancialmanagementduties,includingcontent,frequency,andprocessofreportingandreconcilingbankaccountsandledgerbooksforallfinancialtransactionsoftheschool.Themanualwillalsoinclude:proceduresforbankingandcashmanagement;procurement;expensesandaccountspayable;payrollandrelatedliabilities;fixedassets;grants,donationsandin-kindservices;debt;investments;andsecurityoffinancialdata.

LiabilityInsurance

STARAcademywillcarryanyauthorizerorstatemandatedinsurancecoverageatthelimitsrecommendedbyBirminghamCitySchools.Wehavebeguntoworkwithalocalinsurancecompanytodeterminecostsofinsurancecoverage.

BudgetNarrative

STARAcademyhascreatedaconservativesix-yearbudget(including“year0”)basedprimarilyonstatePerPupilRevenuewithminimalrelianceonsoftmoneyraisedfromprivatesources.Schoolrevenuesourcesinclude:AlabamaStatePerPupilFunding(gradesPrekindergarten-8),Title1Funding,PublicCharterSchoolsStartupandImplementationGrant,FoundationGrants,andPartnershipswithlocalbusinessesandnon-profits.Theproposedsix-year(“yearzero”planningyearandthefirstfiveyearsofoperation)budgetandbudgetassumptionsforSTARAcademycanbefoundinAttachment26.

Wewillworktomaintainabalancedbudgetfromyeartoyear,havingourfinancialstatementsandbudgetsheetsreviewedbytheBoardofDirectorsandFinancecommitteeeachmonth.Additionally,STARAcademywillhaveanannualfinancialauditconductedbyanindependentaccountant/auditingfirmtoensuretherearenofinancialproblemsorexceptionswithourbudgetarymanagement.STARAcademywillalsostayincompliancewithallauthorizerfinancialreportingrequirementsanddeadlines.

• Theproposedsix-year(“yearzero”planningyearandthefirstfiveyearsofoperation)budgetandbudgetassumptionsforSTARAcademycanbefoundinAttachment26.Revenueandexpenditureprojectionsarebasedonthebestinformationavailabletodate.STARAcademyisinprocessofsubmittinggrantapplicationstothetothestateandprivatefoundationswhohaveapassionforsupportinghigh-qualityeducationoptionsforstudentsandtheirfamilies.

Itisourgoaltocontinuetoofferahigh-qualityeducationalprogram,regardlessoffluctuationsinperpupilfundsorotherrevenuessourcesfromyeartoyear.Asaresult,STARAcademyhasagoalofbuildingastrongcontingencybudgetbeginninginyear3.Weaimistoensurethefidelityofimplementationforouracademicprogramregardlessofeconomicvariables.

TheannualbudgetcycleisfromJuly1sttoJune30theachyear.Theschoolleaderdevelopsadraftbudgetforthecomingacademicyearbasedonactualsinthecurrentyearandidentifiedstrategicpriorities.Keyaspectsofthedraftbudget(e.g.staffingplans,curricularareasthatneedinvestment,etc.)arethensharedwiththefinancecommittee.Feedbackisgathered,adjustmentsmade,andthedraftbudgetisgivenbacktotheFinanceCommitteeforfinalreview.Thiscyclecontinuesuntilafinanciallyviablebudgetiscreated.ThefinalizedbudgetwillbesubmittedtotheboardforreviewduringtheAprilmonthlymeeting.TheschoolleaderincorporatesanyboardinputandthenafinalversionispresentedtotheboardattheMaymeetingforapproval.Theprocesstakesplacethisearlysotheschoolleaderhasaboard-approvedbudgetinhandpriortorenewingoffersofemploymentandmakinganynewhires.TheofficialbudgetwillbeapprovedinSeptemberonceactualenrollmentnumbersareknownandallhiringhasbeencompleted.

FinancialManagementCapacity

STARAcademywillimplementfinancialpoliciesandpracticestoensurelong-termviability,includingmaintainingabalancedbudgetandconductingannualfinancialaudits.Wewillcreateandmaintainacomprehensivebudgetingprocessandsystemofchecksandbalances.TheGoverningBoardwillselectandtrainindividualmembersfromtheBoardtoformaFinanceCommitteewhichwillworkwiththeSchoolLeadertodevelopandexecuteresponsiblefiscalpoliciesandpractices,andmonthlywillreporttotheBoardonthefiscalhealth.ThefollowingBoardmemberswillmakeuptheFinancialCommittee:

Mrs.AnitaSmith-AnitaSmithservesasanadvancedaccountantfortheSouthernResearchInstituteinBirmingham,Alabama.Anitaworksdirectlywiththecontrollerinpreparationofthemonthlyfinancialstatements.Anitareconcilesgeneralledgeraccounts,preparesjournalentries,reviewsbankreconciliations,andworkswiththepayrolldepartmentinreconcilingaccounts. Mrs.IrisFisher-IrisFisherisaseniorlevelCPAfortheBirminghamWaterWorks.Irisisresponsiblefortheaccurateandtimelyprocessingofallfinancialtransactions.Irissupervisespayroll,customerservice,benefits,accountspayable,andaccountsreceivable. Dr.RobertRecord-Dr.RobertRecordisalicensedmedicaldoctorinthestateofAlabamawhodirectsChristHealthCenterintheWoodlawncommunity.Throughhisleadership,ChristHealthhasbeenabletoopena16,600squarefootmedical,dentalandpharmaceuticalfacilitytoprovidinghighqualitymedicalcaretopatientsofallages.Dr.RecordalsoservesasoneofthepastorsoftheChurchOfTheHighlandsDreamCenter.Hehelpedcoordinate,purchase,andmanagethedevelopmentoftheBirminghamDreamCenter.Dr.RecordalsoorganizestheChurchOfTheHighlandsServeDaywhichmobilizesof10,000volunteers. Mrs.CarmenBender-CarmenBenderisthemanageroftheWellsFargoBankCallCenterinBirmingham,Alabama.Mrs.Benderalsoteaches,trains,andmanagesover100employees.PriortobeingovertheWellsFargoBankCallCenter,CarmenwasaWellsFargoBranchManageratseverallocationsinthegreaterBirminghamarea.Asbranchmanager;Carmencreatedandmanagedactivitiesfordepositvolume,interviewedcandidatesforvariouspositions,andhelpedretaincurrentemployeesforahealthyworkenvironment.

Dr.ThomasBeavers-Dr.ThomasBeaversservesasthepastorofNewRisingStarChurchinEastBirmingham.NewRisingStarChurchholdsthreeweekendserviceswith1200attendeesperweekend.AsPastorofNewRisingStarChurch,Dr.Beaverscaststhevisiontoempowerpeoplethroughcommunitydevelopmentviaeducation,financialliteracy,workforcedevelopment,housing,recreation,andthechurch.Dr.Beavers'outreachtothecommunityhasmadehisaudiblevoicevisible.ThevisiblevoicethatDr.Beavershas,hasgivenhimamazinginfluenceinthecommunity.

STAR Academy Charter School Application July 2016 Information/STAR...1 STAR Academy A Proposed...

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