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ApplicationFormCreated:11/01/2018•Lastupdated:11/29/2018

Pleasefilloutallrequiredbeforesubmittingyourapplication.

Important:Allattchmentsmustbesavedas1singlefileanduploadedas1singlefile.

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CoverSheet&EnrollmentProjection

ApplicantInformation

Nameofproposedschool: I3Academy

Primarycontactperson: Dr.MartinNalls

Mailingaddress: 3800ColonnadeParkway

POBox: (Noresponse)

City: Birmingham

State: Alabama

Zip: 35242

Phone(day): 205-443-7809

Phone(evening): (Noresponse)

Email: martin.nalls@gmail.com

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Doanyofthefollowingdescribeyourorganization,ortheschool/campusesproposedhere?

N/A

Doesthisapplicantteamhavecharterschoolapplicationsunderconsiderationbyanyotherauthorizer(s)intheUnitedStates?

No

Names,roles,andcurrentemploymentofallpersonsmateriallyinvolvedinthepreparationofthisapplicationortheorganizationorgovernanceoftheproposedschool

FullName CurrentTitleandEmployer PositionwithProposedSchool

1 Dr.MartinNalls HeadofSchool,I3Academy HeadofSchools

2 Dr.DylanFerniany DirectorofStudentandAdultLearning,I3Academy

DirectorofStudentandAdultLearning

3 Dr.ThomasBice EducationDirector,MikeandGillianGoodrichFoundation BoardPresident

4 LaShuntaBoler Attorney,PrivatePractice BoardMember

5 BobbyHumphrey VicePresidentofBusinessDevelopment,BryantBank BoardMember

6 DeidreClark Founder,KuumbaCommunityArts BoardMember

7 PurposeBuiltSchoolsTeam

8

9

10

NOTE:Iftheapplicantintendstocontractwithathird-partyeducationserviceprovider(ESP),theapplicantmustcompleteAddendum1forEducationServiceProviders.AnESPisanythird-partyentitythatprovidescomprehensiveeducationmanagementservicestoaschoolviacontractwiththeschool’sgoverningboard.

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DoesthisapplicantteamhavenewschoolsorcampusesscheduledtoopenintheUnitedStatesinthenexttwoschoolyears?

No

Doesthisapplicantteamhavenewschoolsorcampusesapproved,butscheduledtoopeninadditionalyears?

No

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SchoolInformation

ProposedSchool/CampusName I3Academy

GradesServed(YearOne): K-5

GradesServed(Capacity): K-5

ProposedLocation

GeographicCommunity

IdentificationofGeographicCommunitymaybeasspecificasaneighborhoodorasgeneralasthetargetedcityorschooldistrict

TheschoolisproposedfortheWoodlawncommunityofBirmingham.

Addressofidentifiedfacility(ifapplicable)

Mailingaddress: 23548thStreetNorth

POBox: (Noresponse)

City: Birmingham

State: Alabama

Zip: 35212

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Model/Specialty

(checkallthatapply)

Arts

CollegePrep

STEM

Other,(list):Project-basedlearning

ProjectedDemographicInformation

%FRL: 65.27

%SpEd: 12

%ELL: 3

ProposedPrincipal/HeadofSchoolInformation(ifidentified)

Nameofproposedcandidate: Dr.MartinNalls

Currentemployment HeadofSchool

Phone(day): 205-443-7809

Phone(evening): (Noresponse)

Email: martin.nalls@gmail.com

CampusEnrollmentProjection

AcademicYear Planned#ofStudents

Maximum#ofStudents

GradeLevelsServed

YearOne 2020-2021 420 420 K-5

YearTwo 2021-2022 420 420 K-5

YearThree 2022-2023 420 420 K-5

YearFour 2023-2024 420 420 K-5

YearFive 2024-2025 420 420 K-5

AtCapacity 2024-2025 420 420 K-5

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ExecutiveSummary

Theexecutivesummaryshouldprovideaconcisestatement/synopsisofthefollowing:

-Theproposedplanfortheschool.-Thegeographicandpopulationconsiderationsoftheschoolenvironment.-Thechallengesparticulartothoseconsiderations.-Theapplicantteam’scapacitytosuccessfullyopenandoperateahigh-qualityschoolgiventheaboveconsiderations.

1.MissionandVision.

Statethemissionandvisionoftheproposedschool.Themissionstatementdescribesthefundamentalpurposeoftheschool,relatingwhyitwillexist.Thevisionstatementoutlineshowtheschoolwilloperateandwhatitaimstoachieveinthelongterm.Themissionandvisionstatementsprovidethefoundationfortheentireproposal.

Themissionandvisionstatements,whencombined,should:-Identifythestudentsandcommunitytobeserved.-Illustratewhatsuccesswilllooklike.-AlignwiththepurposesoftheAlabamaSchoolChoiceandStudentOpportunityAct(Act2015-3)andtheauthorizer’sstatedprioritiesforschools.I3AcademystandsforImagine.Investigate.Innovate.ThesethreewordsrepresenttheskillsthatteachersandleaderswillfosteranddevelopwithinlearnerswhoattendI3Academy.ThesewordswillguidetheteachingandlearningatI3andprovideaframeworktocommunicatetheauthenticlearningthatstudentscanexperienceatI3.

Ourmissionistoempowerlearnerstobecomeagentsofchangewhosolvetheproblemstheyseeintheirworld.

Weenvisionaworldinwhichalllearnersareequippedtoexcelinaglobalsociety.

Webelievethatallchildrenshouldhaveaccesstoenrichingandappropriatelychallenginglearningexperiencesthatpreparethemfortheirchosenpathincollegeorcareer.I3AcademyseekstoservetheWoodlawncommunitywheretheschoolwillbelocated,byprovidinganothereducationalopportunityforparentsaspartofaholisticneighborhoodrevitalizationeffort.Theeducationalmodelpromotesastrongacademicfoundation,social-emotionallearning,andproject-basedlearningandSTEAMintegrationasourapproachestothecurricula.Throughthesefoundationalskillsandexperienceslearnerswillbeproblem-solverswhoarepreparedforacomplexandever-changingglobalworkforce.

2.EducationalNeedandAnticipatedStudentPopulation.

Describetheanticipatedstudentpopulation,thestudents’anticipatededucationalneeds,andnon-

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academicchallengestheschoolislikelytoencounter.Describetherationaleforselectingthelocationandstudentbody.Identifyanyenrollmentprioritiesonwhichtheprogramisbased,consistentwithstudentenrollmenteligibilityandselectioncriteria.AnticipatedStudentPopulationTheI3AcademyanticipatedstudentpopulationwillconsistofstudentsingradesK-5(Fall2020)zonedforBirminghamCitySchoolswithintheWoodlawncommunityanditssurroundingneighborhoods.StudentsenrolledwillbereflectiveoftheWoodlawncommunityinrace,ethnicity,andsocioeconomicstatus.WithinthefourneighborhoodsofWoodlawnthereareatotalof5,935residents.Oftheseresidents,18.6%havenohighschooldegreeorequivalency.InWoodlawn,30.9%ofhouseholdsearnlessthan$15,000comparedto22.7%intheCityofBirmingham.TheunemploymentrateinWoodlawnis11%,comparedto7.4%intheCityofBirmingham.(U.S.CensusBureau,2018).

AnticipatedAcademicNeedsEducationaloutcomesofstudentsinpovertyareimpactedbyarangeoffactorsincludingpresenceoftoxicstress,lackofenrichmentopportunities,poorschoolattendance,limitedaccesstoprofessionalrolemodels,limitedparentaleducationalattainment,andpoorearlyaccesstoliteracy.(Rothstein,2008).Otheracademicfactorsthataremoreprevalentinstudentsfrompovertyincludedevelopmentaldelaysandlearningdisabilities.Studentsfrompovertyaremorelikelytorepeatagrade,beexpelledorsuspendedfromschool,anddropoutofhighschool.(Brooks-Gunn&Duncan,1997).BirminghamCitySchoolsacademicdatafromtheACTAspire2017illustratestheprojectedacademicneedofstudentswhowillattendI3Academy.

Table1.ACTAspire2017,BirminghamCitySchoolsProficiencyExceedingReadyCloseInNeedofSupport3rdGradeReading6%12%20%62%5thGradeReading6%11%25%58%3rdGradeMath8%27%32%33%5thGradeMath3%15%59%23%

I3AcademyseekstoaddressanticipatedacademicneedsofBirminghamCitySchools.The2018-2023BirminghamCitySchoolsStrategicPlansetsgoalsforincreasingstudentachievementbytheyear2023.Thefirstpillar,StudentExcellence,providesprioritiesfortheacademicneedsofstudentsinBirminghamCitySchools.

BirminghamCitySchoolsStrategicPlanStudentExcellenceLongTermGoals(p.8)●Allchildrenarepreparedforproductivecitizenship,college,career,andlife.Ourgraduationrateincreasesasstudentsinallschoolsmeetorexceedproficiencyingradelevelreading,math,andother

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subjectsrequiredforgraduation.OurSuccessMetricsby2023(p.9)●Establishbaselineforearlyliteracyandnumeracy(K-2)andimproveovertime.●IncreasepercentageofstudentsmeetingannualgrowthtargetsinMath(Stateassessment)○Grade3from42%to60%(preliminarybaselinedata)○Grade8from48%to70%(preliminarybaselinedata)●IncreasepercentageofstudentsmeetingannualgrowthtargetsinReading(Stateassessment)○Grade3from42%to60%(preliminarybaselinedata)○Grade8from52%to70%(preliminarybaselinedata)

Bycreatingarobustacademicprogramthatcentersonmathandliteracyfoundationswithindividualizedandtargetedsupport,I3Academywillshareintheefforttoincreasethepercentageofannualgrowthtargets.

AnticipatedNon-AcademicNeedsPovertyhasbothacademicandnon-academicimpactsonchildren.Thefollowingoutcomeshavebeenidentifiedasaneffectofpoverty(Brooks-Gunn&Duncan,1997)

Intheareaofphysicalhealth,childreninpovertyaremorelikelyto:●Bebornwithalowbirthweight.●Haveleadpoisoning.●Spendmoredayssickinbed.●Havemoreshort-stayhospitalepisodes.●Experiencehunger.

Inemotionalorbehavioraloutcomes,childreninpovertyaremorelikelyto:●Haveemotionalorbehavioralproblemthatlasted3monthsormore.●Experienceviolentcrime.

Thesehealthandwellnessindicatorscanhavesignificantimpactonstudents’social-emotionalwell-being,schoolattendance,andattentionandfocusintheclassroom.AtI3Academyadedicatedcounselor,socialworker,andcommunitypartnerliaisonwillprovideresourcesandsupporttolearnersinneedofadditionalresourcestomeettheirnon-academicneeds.

RationaleforSelectingtheLocationandStudentBodyTheidentifiedacademicandnon-academicneedsillustratethenecessityforaneducationalopportunitypreparedtoaddressalltheneedsinWoodlawninanewandexcitingway.TheWoodlawncommunityispartofanationalnetworkcalledPurposeBuiltCommunities,anorganizationthathelpscommunitiesacrossthecountryimplementprovenandeffectiverevitalizationstrategies,includingacradle-to-college

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andcareer-educationpipeline,high-qualitymixedincomehousing,andcommunitywellnessprograms.I3Academywillbeoneofseveraleducationalopportunitiesavailabletomeettheneedforhigh-qualityK-5educationwithinthecradle-to-collegeandcareerpipeline.

EnrollmentPrioritiesAsaresultoftheidentifiedneedintheneighborhood,studentsintheWoodlawncommunityarethepopulationpreferenceforstudentrecruitment.A2016analysisbyPurposeBuiltCommunitiesofthestudentswhoarelivinginWoodlawnbutwhodonotattendneighborhoodschoolsprovidesarationaleforanadditionaleducationoptioninthecommunity.ThenumberofstudentslivingintheWoodlawnfeederpatterncomparedtothestudentswhoareenrolledinschoolillustratesthattherearefamiliesintheneighborhoodwhosechildrendonotcurrentlyattendaBirminghamCitySchool.In2016therewere3,124studentswhowereenrolledinthefollowingschools:AvondaleElementary,OliverElementary,HayesK8,PutnamMiddleSchool,andWoodlawnHighSchool.(ALSDEEnrollmentReport,2016)AttendancezonedatawasgeneratedusingESRIgeographicinformationsystemreportingtools.DatawasextractedfromESRIusingcensusprojectionsandcomparedwithBirminghamCitySchoolsattendanceboundaries.While3,124studentswereenrolledintheWoodlawnfeederpatternin2015-16,therewere5,872children,ages4-17,livingintheareathatwerezonedfortheseschools.Thisanalysisrevealedagapof2,748school-ageyouthwhowerenotattendingthezonedschoolsin2015-16.

IncreasingstudentenrollmentisastrategicgoalofBirminghamCitySchools.ThefollowingstrategicplangoalsindicateanidentifiedareaofneedforBirminghamCitySchools.

BirminghamCitySchoolsStrategicPlanEffectiveSystemsandPlanning:MetricsLongTermGoals(p.20)●Wemaintainorincreasestudentenrollment.OurSuccessMetricsby2023(p.21)●Increaseouraveragedailymembership(#ofstudents)from24,290to25,000.

I3AcademywillaidBirminghamCitySchoolsinreachingthatgoal.ThroughatargetedandcomprehensiveplanforWoodlawnstudents’anticipatedacademicandnon-academicchallenges,I3Academyispoisedtomeettheseneedsforalllearners.

ReferencesRothstein,Richard.“WhoseProblemIsPoverty?.”EducationalLeadership,vol.67,no.7,Apr.2008,pp.8–13.

Brooks-Gunn,Jeanne,andGregJ.Duncan.“TheEffectsofPovertyonChildren.”ChildrenandPoverty,vol.7,no.

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2,1997,pp.55–71.

3.EducationPlan/SchoolDesign.

Provideanoverviewoftheacademicprogramoftheproposedschool,includingmajorinstructionalmethods,assessmentstrategies,andnon-negotiablesoftheschoolmodel.Describeevidencethatdemonstratestheschoolmodelwillbesuccessfulinimprovingacademicachievementforthetargetedstudentpopulation,andat-riskstudentsinparticular.Summarizewhattheproposedschoolisprojectedtodomoreeffectivelythantheschoolsthatarenowservingthetargetedpopulation,andhowtheschoolplanstoachieveitsgoals.OverviewoftheAcademicModel

TheI3academicmodelinformstheeducationalplanandschooldesignthataddressestheacademic,physical,socialandemotionalneedsofeachchild.Thisholisticapproachsupportsbothinandout-of-schoolfactorsthatcontributetostudentlearning.I3Academyleveragestheseresourcesallatoncetoprovideresourcesdirectlytoindividualstudentneeds.TheacademicframeworkismodeledafterCharlesR.DrewCharterSchoolinAtlanta,GA.DrewCharterSchoolisahigh-performingpre-Kthrough12thgradeschoollocatedwithintheEastLakearea,acommunitythathasundergoneasuccessfulrevitalizationoverthepasttwodecades.ThefollowingareelementsoftheholisticDrewModel:

1.AcademicCore2.RecruitStrongTeachersandLeaders3.CreateaCollaborativeFacultyCulture4.Birthto12thgradecontinuum5.EarlyLanguageDevelopment6.StrongLiteracyandMathFoundation7.ResponsetoInterventionsupporttoalllearners8.TieredSocial-emotionalprogramming9.StrongEnrichmentProgram10.Project-basedlearningframeworksupportedbySTEAMfocus11.CommunityEngagement12.WraparoundServices13.AfterSchoolPrograms14.ParentEngagementinSchool

StrongTeachersandLeaders,CollaborativeFacultyCulture

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Themodelreliesoncreatingacollaborativeculturewithintheschool,whichrecognizesthatwhenteacherscollaboratetheycanimpacthowstudentslearninpowerfulways(Killion,LearningForward,2015).Theorganizationalstructureoftheschoolprovidesteacherswiththetimeandresourcestocollaborateandcreate.Thiscultureisfueledbytheabilitytorecruitanddevelopstrongteachersandleaders.Teachersmattermoretostudentachievementthananyotheraspectofschooling(TeachersMatter,RANDCorporation).Finding,recruiting,andfosteringtopeducationtalenttoteachatI3willbesupportedbyanintentionalandcomprehensiveprocess.

EarlyLanguageDevelopment,Birthto12thGradeContinuum,StrongLiteracyandMathFoundationI3educatorsaretaskedwithprovidingastrongfoundationinearlylanguagedevelopmentbuildingfromtheearlylearningopportunitieswithinthebirthto12thgradecontinuum.Throughlocalandregionalpartnershipsandintensiveprofessionaldevelopment,I3Academyensuresanalignedverticalapproachtolanguagedevelopmentthatisdevelopmentallyappropriateandenriching.ThroughsolidTier1instruction,astrongliteracyandmathfoundationislaidwhichisstrengthenedthroughintentionalliteracyandmathinterventionprograms.

ResponsetoInterventionModelinLiteracyandMathEarlylanguagedevelopmentisthefoundationoftheResponsetoInterventionmodelinliteracyandmath,akeycomponentofthemulti-tieredsystemsofsupportofferedatI3Academy.WhilemanyAlabamaschoolshaveRTIprograms,thismodelleveragestheextendedacademicscheduleandadditionalresourcestoensurethateachpartoftheRTImodelisimplementedwithfidelity.Useofadditionaltrainedparaprofessionals,interns,andvolunteersintheclassroomhelpteachersdelivertargetedTier2instructionwithintheclassroomenvironment.Tier3instructionoccursinengagingandinvitingMathandLiteracyLabswherelearnersworkinsmallgroupswithwell-resourcededucators.TheactivitiespresentedinTier3arehands-onandengaging.Thisapproachtomulti-tieredinstructionprovidesadditionalsupportandsmallgroupinstructionthatisfacilitatedbytheorganizationalstructureofI3Academy.Ameta-analysisofRTIresearchfoundlargeeffectsforbothsystemic(e.g.,reductionsinspecialeducationreferrals)andstudentoutcomes(e.g.,increasedincreasereadingscores)(Burns,Appleton,&Stehouwer,2005).

StrongEnrichmentProgram,Project-basedLearningFramework,STEAMFocusClassroomcurriculaandenrichmentprogramsaredesignedforinquiry-basedlearning.Thisisdeliveredthroughaproject-basedlearninginstructionalframework,STEAM(ScienceTechnologyEngineeringArtsMathematics)providesalensthroughwhichintegratedcurricularprojectsaredesignedandimplemented.Inaddition,collaborationsbetweenclassroomteachersandenrichmentteachersprovideuniqueopportunitiesforrelevantandexcitingprojects.Projectsarebothschoolandcommunity-basedallowinglearnerstosolvetheproblemstheyseeintheirworld.Aprofessionaldevelopmentandcollaborationstructurewillfacilitatethedesignoftheseexcitingprojectsandcross-disciplinarycollaborations.Beyondthewallsoftheschool,partnershipswithout-of-schooleducationproviderswill

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deliveropportunitiestoextendthelearningexperienceintothecommunity.Throughthiscommunity-centeredapproachlearnerswillseethatlearningtakesplaceallthetime,everywhere.

WraparoundServices,After-schoolPrograms,CommunityEngagementI3AcademyisoneeducationproviderwithinmanythroughouttheWoodlawncommunity.Abirth-to-12continuumforlearningbeginswellbeforeKindergartenandbeyondgrade12.PartnershipswithearlylearningprovidersintheareaassistinaligninglearninginthecriticalearlyyearstotheKindergartenprogramatI3Academy.Acomprehensiveselectionofwraparoundservicesthataddressearlylearning,after-school&extracurriculars,andcollege&careerreadinessensurethatbothinandout-of-schoolprogramsprovidelearnerswithopportunitiesforthecourseoftheiracademiccareer.

EffectivenessofModelI3Academyhasstructuresandschedulesthathelptolowertheratioofstafftostudents.Byprovidingaparaprofessionalineachclassroom,I3Academyassuresthatlearningenvironmentscanbemoreresponsivetostudents’academicandsocial-emotionalneedswithtwotrainedadultsineachclassroom.ThismodelaffordstheopportunitytomoreeffectivelydesignandimplementdifferentiatedlearningexperiencesforTiers1and2ateachgradelevel.TheenrichingliteracyandmathlabsprovideamethodtoprovidemorestudentswithsmallgroupTier3instruction.Theschool’sscheduleplaysanimportantroleinfacilitatinglearning.Mostimportantly,anextendedschooldayallowsformoreplanningandjob-embeddedprofessionaldevelopmenttimeforteachers.Inaddition,thiscalendarandschedulefacilitatearobustofferingofenrichmentcoursesforstudentsandtimeforintensiveinterventionsaroundmathandliteracy.ThismodelhasbeenhighlyeffectiveatDrewCharterSchoolinAtlantaasevidencedbytheiroutstandingacademicperformance.DrewCharterSchool,withalargepopulationoffree-and-reducedlunchstudents,outperformstheirnon-freeandreducedlunchpeerschoolsinAtlantaPublicSchoolsandacrossthestateofGeorgia.PurposeBuiltSchoolshasutilizedtheDrewinstructionalmodeltoimproveeducationaloutcomesforstudents.TheapplicantteamwillworkcloselywithPurposeBuiltSchoolstobuildaneffectiveschoolmodelforI3Academy.

TherearecurrentlysevenschoolsinthePurposeBuiltCommunitiesnetworkthathaveselectedtheDrewinstructionalmodelastheireducationalstrategy.TosupporteducationinthesecommunitiesPurposeBuiltSchoolscurrentlyhasschoolsreplicatingthemodelintheAtlantaPublicSchools(4),Charlotte-MecklenburgSchools(1),KansasCityPublicSchools(1)andOmahaPublicSchools(1).Whileatdifferentlevelsofmodelimplementationduetovariedopeningdates,allschoolshavedemonstratedstudentachievementgrowthandoverallimprovementfromtheirbaselinelaunchyear.AfteroneyearofmodelimplementationschoolssuchasHowardKennedyElementarySchoolearnedtheOmahaPublicSchoolsgoldawardforexcellenceinimprovementfortheirfivepercentorgreatergrowthinthreeNebraskastatewideassessments.PurposeBuiltSchoolsiscurrentlyintheplanningprocesswithreplicationschoolsiteswiththeClevelandMetropolitanSchoolDistrict(2)andDallasIndependentSchoolDistrict(1).

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ReferencesKillion,Joellen.“HighQualityCollaborationBenefitsTeachersandStudents.”LearningForward,vol.36,no.5,Oct.2015,pp.62–64.,www.learningforward.org.

“UnderstandingTeachers'ImpactonStudentAchievement.”RANDCorporation,www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html.

Burns,M.K.,Appleton,J.J.,&Stehouwer,J.D.(2005).Meta-analysisofresponse-to-interventionresearch:Examiningfield-basedandresearch-implementedmodels.JournalofPsychoeducationalAssessment,23,381–394.

4.CommunityEngagement.

Describetherelationshipsthathavebeenestablishedtogeneratecommunityengagementin,andsupportfor,theproposedschoolandhowneedsand/orsolicitedsupportfortheschoolhavebeenassessed.Brieflydescribetheseactivitiesandsummarizetheresults.Inthefallof2018,I3Academylaunchedacomprehensivecommunityengagementplan.Thisapplicationreflectsworkthathasbeenconducteduptothepointofapplicationsubmissionandplansforcontinuedeffortsthroughtheopeningofschool.Thefollowingactivitieshavebeenconductedtogeneratecommunitysupportfortheschool.

ParentandEducatorSurveysandFocusGroupsInordertodeterminethecurrentperspectivesofeducationinthecommunity,surveysandfocusgroupswereconductedamongparents,teachers,communitymembers,partners,businessowners,andotherconstituentswhosevoiceisvaluableforthedevelopmentofacommunityschool.

Focusgroupsmeasuredideassuchas:●Beliefsaboutthepurposeofschool●Perceptionofcharterschools●Feelingsaboutschooloperations●Prioritiesconcerningacademicrigorandpedagogicalapplication

Surveysmeasuredideassuchas:●Whatshouldthepurposeofthischarterbe?●Whatsurnamefortheschoolwillthecommunitytakepridein?●Whatschoolvaluesshouldbeemphasized,andappliedtoitsname?

FindingsThefollowingfindingsoftheseengagementactivitieswithover250participantsinformsfuture

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communityengagementopportunitiesandassiststheapplicantteaminmultiplelevelsofbuildingI3Academywiththecommunityitserves.

1)Moreinformationisneededaboutcharterschools.Forty-onepercentofrespondentsansweredthattheydidnotknowwhatacharterschoolwas.Qualitativelyparentsrepeatedlysaidthattheyneededmoreinformationtogainabetterunderstandingofcharterschools.ThisvaluableinformationshowsaneedinBirminghamtoeducatefamiliesaboutcharterschoolssothattheycanmakeinformeddecisionsfortheirchildren.Thiswillbeincorporatedintofutureengagementplans.2)Parentswantoptionsfortheirchildren’seducation.Eighty-sevenpercentofrespondentsansweredyestothequestion“Doyouwantachoiceofwhereyourstudent(s)getsaneducation?”Aclearthemeofeducationalopportunityreflectsareadinessforeducationaloptionsbothwithinandoutofschool.3)Parentswanttheirchildrentobepreparedforaglobalsociety.Whenprovidedalistofoptionsthattheyareseekinginaschool,threeelementsstoodout.Overonehundredrespondentsmarkeddiversityinschoolsandforeignlanguagesasapriority.Ninety-ninerespondentswouldlikemoreopportunitiesforexposuretotechnologyandrobotics.

PartnerFocusGroups/Surveys&SchoolLeaderIntroductionsInNovember2018aseriesoffocusgroupswereconductedtogatherinsightsfrompotentialcommunitypartnersandlocalbusinesses.ThiswasalsoanopportunitytomeetDr.MartinNalls,schoolleaderandothermembersoftheI3Academyteam.

SchoolLeaderNetworkingInfall2018Dr.Nallshasmetwithmembersofthecommunityandbegundevelopingrelationshipswithkeystakeholders.Dr.Nallsisutilizingcommunityeventsandorganizationstointroducehimselftoresidentsandshareplansfortheschool.Heandhisstaffwillcontinuetoidentifyopportunitiesforcommunityengagementandbuilduponthisnetwork.

ThroughtheongoingcommitmenttoauthenticcommunityengagementDr.NallsandhisleadershipteamwilldeveloprelationshipsinordertogainunderstandingofthecommunityI3Academywillserve.Thelistedactivitieshavebeenconducteduptothepointoftheapplication.Communityengagementwillbealifetimeandever-changingactivityofI3Academy.Acommunityliaisonwillbehiredtoassistinmanagingcommunityengagementactivitiesandtoidentifyexternalpartnersthatwillsupportthestrategiesoftheschool.Parentsoftheschoolwillalsobeengagedtoassistinthiseffortoncetheschoolhasopened.

I3AcademygreatlyvaluesWoodlawncommunityinputandwillcontinuetovalueitsvoice.Thesesurveysprovideasmallsnapshotofcommunityengagementinfallof2018.Theapplicantteamacknowledgesthatthesesurveysdonotprovideacompletepictureandthatfurtherresearchandengagementmustbedoneleadinguptotheopeningofschool.

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5.LeadershipandGovernance.Inthetablebelow,listthecurrentmembersoftheschool’sproposedleadershipteamandgoverningboard,includingtheirroleswiththeschoolandtheircurrentprofessionalaffiliation.Donotlistmembersoftheapplicantteamwhowillnothaveanofficialleadershiprolewiththeschoolgoingforward,suchasconsultants.

FullName CurrentJobTitle PositionwithProposed

1 Dr.MartinNalls HeadofSchool,I3Academy HeadofSchool

2 Dr.DylanFernianyDirectorofStudentandAdultLearning,I3Academy

DirectorofStudentandAdultLearning

3 Dr.ThomasBiceEducationDirector,MikeandGillianGoodrichFoundation

BoardPresident

4 LaShuntaBoler Attorney,PrivatePractice BoardMember

5 BobbyHumphreyVicePresidentofBusinessDevelopment,BryantBank

BoardMember

6 DeidreClark Founder,KuumbaCommunityArts BoardMember

7

8

9

10

11

12

13

14

15

16

17

18

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EnrollmentSummary(Part1)

PleasecompleteanduploadtheEnrollmentSummaryTemplateillustratingthegrowthplanfortheschool.

Clickhereforthetemplatehttps://BCSCSA.fluidreview.com/resp/20289624/7wrgH49c8d/

EnrollmentSummary(Part2)

Describetherationaleforthenumberofstudentsandgradelevelsservedinyearoneandthebasisforthegrowthplanincludedabove.

WehavechosenaK-5schoolmodelinordertoprovidefoundationalskillsinreadingandmathbeginninginKindergarten.Asacomponentofthecradle-to-collegepipelineastrongKindergartenprogramwillprovideasolidfoundationforlearning.TheK-2earlylearningprogramatI3Academycontinuestheworkoftheearlylearningpipelineestablishedthroughstrategicpartnershipswithneighboringearlylearningfacilities.TheJamesRushtonEarlyLearningCenterprovidesanaturalpipelineforstudentsattendingI3Academy.I3willcollaboratewiththeRushtonCenterandotherneighborhoodearlychildhoodproviders.AtI3,research-basedcurriculaandstronginstructionservestoeliminatethestudentachievementgapsseenacrossAmerica(i.e.,the30millionwordgap)byfocusingonbuildingastrongfoundationforI3’syoungeststudents.

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Section1.EducationalProgramDesign&Capacity

EducationProgramOverview

Summarizetheeducationprogram,includingprimaryinstructionalmethodsandassessmentstrategies,andanynon-negotiableelementsoftheschoolmodel.Brieflydescribetheresearch-basedevidencethathasdemonstratedsuccessforthiseducationprogramwiththeanticipatedstudentpopulation.OverviewofEducationProgramTheeducationprogrammodelwasdevelopedtoillustratetherelationshipbetweenthecorecomponentsoftheacademicmodel.Theacademicmodelincludesthefollowingelements:

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A.HighQualityTeachersB.CollaborativeCultureC.StrongMathProgramD.StrongLiteracyProgramE.StrongSocial-EmotionalLearningProgramF.ComprehensiveResponsetoInterventionSystemG.IntegratedCurricula/STEAMH.Project-BasedLearning

ThefoundationoftheI3academicmodelisbuiltonattractinghigh-qualityteachers.Afocusonrecruiting,hiring,andretaininghigh-qualityteachersiskeytoensuringeverystudent’sacademicandsocial-emotionalgrowth.Acriticalpieceofthemodelwillbetoprovideprofessionaldevelopmentforteacherstocontinuetheirlearning.TeacherswillengageinProfessionalLearningCommunities(PLC)andtheschoolcultureandclimatewillbeintentionallycreatedtofosteracollaborativecultureofadultlearning.ProfessionalLearningCommunitiescenteraroundfourpillars:mission,vision,valuesandgoals.Throughthislensteacherteamsstaygroundedinbothshort-termandlong-termcontinuousimprovement.IntheirProfessionalLearningCommunities,teacherteamswillworktogetheronimplementingfourfoundationalcomponentsoftheI3academicprogram(StrongLiteracy,StrongMath,StrongSocial-EmotionalLearning,andaComprehensiveRtIsystem).

Withthissolidfoundation,alllearnerswillbeengagedwhilelearningwithincurriculathatareintegratedandhaveaSTEAM(Science,Technology,Engineering,Art,andMath)focus.Finally,allstudentswillbeimmersedinproject-basedlearning:“ateachingmethodinwhichstudentsgainknowledgeandskillsbyworkingforaperiodoftimetoinvestigateandrespondtoanauthenticandengagingquestion,problem,orchallenge.”(BuckInstituteforEducation).

A.HighQualityTeachersTheeducationalmodelplacesemphasisonongoingprofessionaldevelopmenttohelpeffectiveteachersandleadersbuildontheirexpertise.Professionaldevelopmentbeginswiththeon-boardingprocess,wherethefocusisonthedistinctiveeducationalmodel,itsresearchsupport,andhowtousethisresearchtoinformdailypractice.

Onceon-boarded,facultyhavethesupportofrobustprofessionaldevelopmentbolsteredbyinternalstaffexpertise,externalpartnershipswithselectededucationalproviders,andinstructionalresources.Timeforprofessionallearningisembeddedintotheschool’sdailyschedule.Facultymemberswillhaveaccesstoanumberofbest-in-classprograms,includinglocalandstateconferencesandprogrammingofferedbyoureducationalpartners.

Withinthestaffingmodeltherearekeypositionswhoserolesaredesignedtosupportfacultyprofessional

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development.TheseteacherleaderswillfacilitatecollaborationtoevaluatestudentworkanddatausingaPLCprocess.Inaddition,theywillsupportplanningcurricula,designingassessmentsandsharingbestteachingpracticesacrosstheschool.

B.CollaborativeCultureEssentialtosuccessfuloutcomesisacultureofprofessionalempowerment,mutualaccountability,andcollaborativedecision-making.TheinstructionalprogramwillincludePLCsthatareembeddedintheschool’sdailyschedule.Duringtheenrichmentperiods,homeroomteachers,teacherleaders,andinstructionalcoachesmeetregularlytosupportteachingandlearningthrough:(1)datameetingstoreviewstudentprogressandadjustinstructionincoreacademicsubjects(e.g.,language/literacyandmathdevelopment,science,socialstudies)toaddressstudentlearningproblems;(2)lessondesignconversationsthatstrivetointegrateresearch-basedinstructionalstrategies;and(3)createcommonformativeassessmentstoensurestudentmasteryofessentialstandards.Thesecommunitiesofpracticeencourageteacher-driveninnovationattheschoolacrossinstruction,operationsandpolicy(EtienneC.WengnerandWilliamM.Snyder,HarvardBusinessReview,2000)).

AteacherleadershipstructureineachgradelevelthroughAcademicIntegrationSpecialists(AIS)willexpandthecapacityforPLCstothrive.TheseteacherswillbesupportedtoleadtheirownteamsinPLC’s.Thisinitiativeexpandsthecapacityforprofessionallearninganddevelopsleadershipcapacityinteachers.TheseteacherleaderswillbeprovidedwithadditionalintensivetrainingoncoachingandfacilitatingPLC’s.Theenrichmentprogramprovidescollaborativetimedailyforteacherstoworkoninstructionalgoalsthataredata-driven.

C.StrongLiteracyProgramTheK-2earlylearningprogramatI3Academycontinuestheworkoftheearlylearningpipelineestablishedthroughstrategicpartnershipswithneighboringearlylearningfacilities.TheJamesRushtonEarlyLearningCenterprovidesanaturalpipelineforstudentsattendingI3Academy.I3willcollaboratewiththeRushtonCenterandotherneighborhoodearlychildhoodproviders.AtI3,research-basedcurriculaandstronginstructionservestoeliminatethestudentachievementgapsseenacrossAmerica(i.e.,the30millionwordgap)byfocusingonbuildingastrongfoundationoflanguageandliteracyforI3’syoungeststudents.Researchshowsthatlanguagedevelopmentisthekeytolearningsuccess(AERA,2009;Dickinson&Porche,2011;Hart&Risley,1995).TeachersingradesK-2willreceiveprofessionaltrainingthatenablesthemtobecomehighlyskilledindevelopingstudents’language,thusensuringstudentsmeetexpectationsinlearningtouselanguagewithprecisionandcreativitywhentheyspeak,listen,writeorread.ThisearlylanguagedevelopmentprovidesthefoundationthatstrengthenstheTier1Literacyprogram.StudentswhoneedadditionalTier3supportwillworkintheliteracylabonspecificskillswheretheyneedadditionalsupport.

IngradesK-5studentswillhave120minutesofreadingandlanguagearts.Literacyisalsoembedded

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withinallothersubjectsandparticularlyinterdisciplinaryprojects.Theliteracyprogramwillbeselectedwiththefiveessentialcomponentsofreadinginmind.Acorecurriculumwillbeselectedthatfocusesonallfivecomponentsofreading.Ataskforceofliteracyadvisorswillbeselectedtoassistindecidingthebestcurriculummaterialstosupporttheinstructionalmodel.Iftherearegapsintheliteracyprogramidentifiedbythetaskforce,additionalmaterialsmaybeadoptedtoensurethateachelementofliteracyisaddressed.

Auniversalscreenerwillbegiventoallstudentsaspartoftheliteracyplan.Differentiatedinstructionaswellasplacementintheliteracylabwillbedeterminedbythisdata.WithinPLC’s,teacherswillanalyzeformativeassessmentdataonliteracyinordertoidentifystudentlearningproblems,makinguseofinstructionalpractices,sharedresources,problemsolvingtechniques,andtargetedinterventionstoaddressstudentlearningproblems.PLCswillalsodeterminehowtoeffectivelyusetheinterventionblocktosupportstudentlearning.Duringtheseblocksstudentsreceiveinstructionthatistargetedtoaddressaliteracyskillwithwhichtheyarestruggling.

D.StrongMathProgramI3AcademywillselectacoremathcurriculumalignedwithSingaporeMathStrategies(seeAttachment1).Studentshave90-120minutesofmathinstruction.Similartotheliteracyprogram,allstudentswillreceivehigh-qualitymathinstructionintheclassroom.Wheremathstandardscanbeappliedtoreal-worldapplicationorstudentscaninteractwithmanipulativesoravarietyofmodalities,learnersaremoreengaged.Inmathclassteacherswilldifferentiatelessons,havingstudentsrotatethroughavarietyofstructuredactivitiesthatteachstandards.Throughmathcenters,learnersaretaughtandexpectedtoworkindependentlyorinsmallgroupswhichallowstheteachertoprovidemoretargetedinstructionforstudentswhoneedadditionalsupport.Differentiatedlessonplanningalsoallowsteacherstotargettheirassessmentoflearningforstudentswhoneedfurthersupportorextendthelearningandassessmentwhohavereadilymasteredstandards.StudentswhoneedadditionalTier3supportwillworkintheMathLabonspecificskillswheretheyneedadditionalsupport.Teacherswillmeetregularlytodiscussstudentprogresstowardsmasteryofmathematicalstandardsandwilldeterminehowbesttomeeteachstudent’sneeds.BysharingresourcesandcollaborativelyproblemsolvinginPLC’s,teachersareabletotargetinstructionanddeveloparobustTier1mathprogram.

WewillincorporateSingaporeMathstrategiesintoourmathinstructionbecausethissupplementaryframeworkenhancesastudent’sunderstandingofmathwhilealigningtothecoremathstandardsastudentmustmaster.TheSingaporeMathapproachfocusesonfewertopicsbutingreaterdepth.Studentsdon’tjustlearnequationstoreachananswer;theylearnhowtheequationworks.WiththeSingaporemath,oneskillsetisafoundationforfuturelessons.Thisdiffersfromthetypicalapproachwhichfollowsa“spiral”—wherematerialisrevisitedinthecourseofmonthsoryears.SingaporeMathfocusesonproblem-baseddevelopmentofmathconcepts,usingmoreconcreteillustrationstohelpstudentslearnhowtoworkthroughmultistepproblems.Thisframeworkcoverstopicsinincreasingly

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advanceddetailinsuccessivegrades.I3AcademyteacherswillutilizeSingaporeMathstrategiestosupplementtheirTier1instruction.

E.StrongSocial-EmotionalProgramAtI3Academythesocial-emotionallearning(SEL)willbedesignedtosupportallstudents.Dedicatedtimeduringtheschooldaywillbesetasideforstudentstoreceiveinstructioninsocial-emotionallearning.Morningmeeting,20minuteseachmorning,willbescheduledforstudentstoreceiveinstructioninSecondStep,oursocial-emotionallearningcurriculum.ThisprovidesTier1instructionforallstudentsinsocial-emotionallearningcreatingacommonlanguageandfoundationfromwhichadditionalsupportcanbedelivered.Inmanyschools,itisleftuptoeachteachertodevelopthiscurriculumandcultureinhisorherclassroom,butatI3AcademySecondStepcurriculumwillprovideasharedlanguagearoundstudentbehaviorandnormsthatsupportbehavior.Thismeansthatateacherinthehallway,anadministrator,oranenrichmentteachercanreinforcethoseskillsthroughouttheday.Inmanyschoolstheworkofsocial-emotionallearningisleftuptothecounselor,butbyembeddingSELinstructionintoourdailyscheduleweguaranteethatallfacultyandstudentspartnerinbuildingtheclassroomandschoolculturethatiscriticaltostudents’overallsuccess.IfastudentisinneedofadditionalSELsupport,thereisamulti-tieredsysteminplacetoensurethatinterventionsaretargetedandresponsivetoeachstudent’sneeds.

SecondStepprovidesinstructiononskillsforlearningempathy,emotionalmanagement,friendshipskills,andproblemsolving.ThecurriculumisalignedwithCASEL(CollaborativeforAcademic,Social,andEmotionalLearning)SELcompetenciesofself-management,self-awareness,responsibledecision-making,relationshipskills,andsocialawareness.SecondStephasbeenevaluatedinmultiplerandomizedandquasi-experimentalstudies(threerandomizedcontroltrialsandtwoquasi-experimental).Studentshavebeenfollowedoverthecourseofuptotwoyears.InthesestudiesofgradesPreK-6,inurbanandsuburbanenvironmentstherewasincreasedpositivebehavior,reducedstudentconductproblems,reducedemotionaldistress,andimprovedsocialandemotionalskillperformance.(www.casel.org)

F.ComprehensiveResponsetoIntervention

I3Academyhasamulti-tieredsystemofsupportforbothacademicsandsocial-emotionalneeds.TheResponsetoInterventionprogramprovidestheacademicsupportstructureforbothmathandreading.

TheResponsetoInterventionprocessisbestcapturedinthreecoreprinciples:●Stronglanguage/literacy,math,andsocialemotionalskillsarethecriticalfoundationforalllearning●High-qualityinstructiontomeetthelearningneedsofallstudentsisbestimplementedthroughatiered-modelofinstruction(e.g.,Burns,Appleton,&Stehouwer,2005)●Universalscreenergiventoallstudentshelpingtoinformdifferentiationandintervention.

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TheinstructionalprogramfollowsanintensivedailyprograminthesecoredisciplinesateverygradelevelwithinatieredResponsetoIntervention(RTI)structure.Auniversalscreeneranddiagnostictools(e.g.,NWEA’sMAPorAimsWeb)willbeadministeredtoallstudentstodeterminetheirinstructionalneedswithinAlabama’sResponsetoInterventiontieredinstructionalmodel(ALSDE)(See“PerformanceManagement”sectionformoreinformationonI3Academyassessmentplan).AllstudentswillexperiencequalityTier1instructionfacilitatedbyclassroomteachersforthefollowingamountsoftime:120minutesofreading/languagearts,90-120minutesofmath,20minutesofsocialemotionallearning.

Tier1instructionalpracticesandresourceswillincludethefollowinginreading/languagearts,math,andsocialemotionallearning:●Standards-basedcurricula●Research-basedstrategies●Differentiation●Small-groupinstruction

Studentswhodonotmeetgrade-levelstandardsthroughTier1instructionalonereceivetargetedTier2and3interventions(e.g.,Gerstenetal.,2009).Thefrequencyandintensityoftheseinterventionsdependonindividualstudents’needsandaredeterminedbytheProblemSolvingTeam(inaccordancewithstateguidelines).TheProblemSolvingTeam(PST)isamulti-disciplinarygroupofeducatorsassembledtoanalyzedataonstudentsandmakedecisionsaboutappropriateinterventionsforstudentswithintheRTIprocess.Tier2interventionsaredesigned,administered,andtracked(monthly)bycoreclassroomteachersduringsmall-groupinstruction.Grade-levelteamsmaydecidetoflexiblygroupstudentsforinterventionacrossclassroomsinagrade-wideinterventionblock.WhenTier3interventionsareneeded,studentswillworkwithcertifiedteachersandtrainedparaprofessionalstosupplement,notreplace,thegrade-levelinstructionreceivedinthegeneraleducationclassroom.

ForgradesK-5,mathandliteracyinterventionsoccurwithintheon-campusLiteracyLabandMathLabfor35minute-blocks.Forstudentsneedingbehavioralorsocialemotionalsupport,individualizedTier3interventionswillbeplannedanddeliveredbytheschoolcounselor.Systematic,multimodalinterventioncurricularprogramsareusedtosupportTier3interventionsforgradesK-8(e.g.,ReallyGreatReadingPhonicsSuitePrograms(K-5),DotheMath(K-5),(SeeAttachment1formoreinformationaboutTier3resources).Weeklyprogressmonitoringdataandbenchmarkdatafromauniversalscreener(administered3timesperschoolyear)determineif/whenTier3interventionsarenolongernecessary.Learnerswillbeengagedinsettingtheirowngoalsandtrackingprogressintheliteracyandmathlabs.

StudentsareevaluatedtodeterminewhethertheywouldbenefitfromSpecialEducationservicesintheeventthatTier3interventionshavenotclosedtheirperformancegaps.Thisproposedprogramwillcomplywithallapplicableregulatoryspecialeducationrequirementsincluding,butnotlimitedto,theAlabamaAdministrativeCode(AAC),IndividualswithDisabilitiesEducationAct(IDEA),Section504ofthe

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RehabilitationActof1973,andTitleIIoftheAmericanswithDisabilitiesAct.

G.Integrated/STEAMThematicCurriculaTheproposedprogramincorporatesanemphasisoncreativityandinnovationthroughathematiccurricularfocusonSTEAM.TheSTEAMfocuswillallowstudentstoexcelthrougharigorousacademiccurriculumthatintentionallyintegratescoredisciplines–Science,Technology,Engineering,ArtsandMathematics–withotheracademicdisciplines(e.g.,socialsciencesandEnglish/languagearts)(MathisonandFreeman,1997).Thisapproachbalancescoreclassroominstructionwithenrichmentopportunitiesthatsupportclassroomlearning(e.g.,art,music,makerspace,Spanish)

I.Project-basedLearningAccordingtotheBuckInstituteforEducation,theleadingorganizationworkingonProject-basedlearning(PBL),“PBLisateachingmethodinwhichstudentsgainknowledgeandskillsbyworkingforanextendedperiodoftimetoinvestigateandrespondtoanauthentic,engaging,andcomplexquestion,problem,orchallenge.”TheimpetusbehindPBListhatitmoreaccuratelyreflectstheworldofworkthatstudentsenterwhentheygraduate.Byprovidingarelevantandinterestingproblemorprojectthatstudentscanworkoncollaborativelyandpresenttoanauthenticaudience,studentslearnandapply21stCenturyskillsinengagingways.I3AcademymodelsitsPBLpracticesaftertheBuckInstituteforEducation’s(BIE)GoldStandardPBL(seethefigure).Themodelresultsinstudentlearningexperienceswiththefollowingcharacteristics:●challengingproblemorquestion●sustainedinquiry●authenticity●studentvoiceandchoice●reflection●critiqueandrevision●publicproduct

Thefoundationalcomponentsoftheacademicmodelsupportproject-basedlearning,aninstructionalstrategythatallowsI3educatorstoequiplearnerswiththeskillsneededtoexcelinaglobalsociety.

ReferencesBurns,M.K.,Appleton,J.J.,&Stehouwer,J.D.(2005).Meta-analysisofresponse-to-interventionresearch:Examiningfield-basedandresearch-implementedmodels.JournalofPsychoeducationalAssessment,23,381–394.

Dickinson,DK,andMVPorche.“RelationbetweenLanguageExperiencesinPreschoolClassroomsandChildren'sKindergartenandFourth-GradeLanguageandReadingAbilities.”ChildDevelopment,May2011,pp.870–

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886.,www.ncbi.nlm.nih.gov/.

Gersten,Russell,SybillaBeckmann,BenjaminClarke,AnneFoegen,LaurelMarsh,JonR.Star,andBradleyWitzel.2009.Assistingstudentsstrugglingwithmathematics:Responsetointervention(RtI)forelementaryandmiddleschools(NCEE2009-4060).Washington,DC:NationalCenterforEducationEvaluationandRegionalServices,InstituteofEducationSciences,U.S.DepartmentofEducation

Hart,Betty,andToddR.Risley.MeaningfulDifferencesintheEverydayExperienceofYoungAmericanChildren.P.H.Brookes,2011.

Mathison,Sandra,andMelissaFreeman.TheLogicofInterdisciplinaryStudies.1998.OfficeofEducationalResearchandImprovement.

Snyder,EtienneC.Wenger,WilliamM.“CommunitiesofPractice:TheOrganizationalFrontier.”HarvardBusinessReview,1Aug.2014

CurriculumandInstructionalDesign

Proposeaframeworkforinstructionaldesignthatbothreflectstheneedsoftheanticipatedpopulationandensuresallstudentswillmeetorexceedapplicablestandardsofacademicproficiency.

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1.Describethebasiclearningenvironment(e.g.,classroom-based,independentstudy),includingclasssizeandstructure.

I3Academywillprovideaclassroom-basedlearningenvironmentforstudents.Theclasssizesandstaffingmodelarestrategicallydesignedtoallowforthefollowing:●Flexiblegroupingofstudents●Small-groupinterventions●Studentcollaborationanddiscourse●Hands-on,inquiry-drivenlearningexperiences

Inordertoprovideadditionalsupport,paraprofessionalswillbeusedinearlyelementaryclassroomstoreducethestudent-to-adultratiointheclassroom.EachclassroomingradesK-2willbestaffedwithaparaprofessionalinadditiontothefullycertifiedgeneraleducationteacher.Thisparaprofessionalwillreceivethesamecurriculumtrainingandparticipateinthesameprofessionaldevelopmentastheregulareducationteachertoequipthemwiththeskillstosupportcurriculumimplementationandsmall-groupinstruction.Wherepossible,internsandvolunteerscanprovideevenfurthersupportincreasingthenumberofadultsineachclassroomtoprovidesmallgroupsupportandindividualizedinstruction.

Inadditiontothecorecontentclassrooms,asupplementalliteracylabandmathlabwillbestaffedwithcertifiedteachersandparaprofessionalstoallowforthedeliveryoftargetedTier3interventions.Thesespacesleveragesmallinstructionalgroupsandmulti-modalinstructionalpracticestomeettheneedsofstrugglinglearners.Theenvironmentisengagingandcollaborative,mirroringtheengagementofthecorecontentandenrichmentclasses.

AtI3Academythelearningenvironmentextendsbeyondthatofthestudentsandincludesacultureofcontinuousprofessionallearningforfacultyandstaff.Commongrade-levelplanningtimeandprofessionallearningcommunitiesallowforrichcollaborationamongpractitionersandopportunitiestoimprovetheirskillsintheclassroom.Theextendedschooldayandyearandtheleadershipstructureoftheschool(whichincludescontentexpertsinliteracyandmath)provideopportunitiesforteacherstolearnandapplyresearch-basedstrategiesinordertobetterservetheirstudents.

2.Provideanoverviewoftheacademicmodelthatwillbeimplemented(DualLanguage,STEAM,etc.).

Describetherationaleforselectingthatmodelandhowthemodel’sresourcesandstructureswillsupportitssuccessfulimplementation.Theacademicmodelrestsonastrongfoundationofliteracy,math,andsocial-emotionallearningwhilebeingsupportedandenhancedthroughadesignprocessthatintegratesdisciplineusingaproject-basedlearninginstructionalframework.Throughamulti-tieredsystemofsupportstudentsareabletogetwhat

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theyneed--whentheyneedit.Withafocusonstrongearlylearninginreadingandmathematicsandtheuseofresearch-basedteachingpractices,alllearnerswillhavetheabilitytoaccessmorechallengingandrigorousprojects.Throughavarietyofenrichmentofferingsandproject-basedlearning,learnersareexposedtointegratedcurriculaandSTEAMwheretheyareabletomakeconnectionsbetweenalloftheirclasses.

Therationaleforselectingthismodelistwo-fold.First,astrongfoundationincoredisciplinesisnecessaryforengagingininnovativeapproachessuchasSTEAMorproject-basedlearning.ResponsetoInterventionandmulti-tieredsystemsofsupporthelptoidentifystudents’needsandprovideresponsive,targetedinstructionandsupport.Thesocial-emotionalprogram,SecondStep,allowsforatargetedsocial-emotionalprogramthatpreparesstudentsforthecollaborativelearningtheywillencounterinPBLandotherenrichmentopportunities.Thesefoundationalelementsofthemodelarealldesignedaroundresearch-basedcurriculainwhichteachersaretrained.FortheTier1readingandmathprograms,aswellasTier2andTier3curriculaandtools,wewillusestrongresearch-basedprogramsthatwillbeselectedwiththeinputofexpertsinthosesubjectareas.SeeAttachment1.

Second,project-basedlearningandintegratedcurriculacanbeaccomplishedthroughtheacademicfoundation.Studentsareabletoaccomplishperformthehigher-ordertasksthatrequiresynthesis,creativity,analysis,andapplication.Inordertotacklecomplexquestionsandproblems,learnersmusthavethefoundationalskillstobesuccessful.AtI3Academythisalsoincludessocial-emotionallearning.Throughsocial-emotionallearningstudentsareabletolearnimportantskillssuchascollaborativework,executivefunctioning,communicatingwithadults,andothersoftskillsthatareessentialforsuccessinlife.

Project-basedlearning,basedontheBuckInstituteforEducation’s(BIE)goldstandardprinciples,willrelyonstrongknowledgeandintegrationofAlabamaCourseofStudystandards.TeacherswillcreateanddesignprojectsusingtheBIEframeworkandcanselectprojectideasfromBIE’sextensivelibrary.Inordertoprovidesupportforteachers,particularlyintheearlyyearsofPBL,wewillprovidetrainingontheprocessandampletimeforteacherstobuildoutprojectideasincollaborativesettings.Ultimately,projectswillbedevelopedutilizingproblemsorchallengeswithinthecommunityorwillbedevelopedbasedonrelevanteventsortrendsthatareengagingtostudents.

ResourcesandStructuresforImplementation

Severalstructuresandresourcessupporttheimplementationofthismodel.First,arobustenrichmentprogram,whichprovidesthecollaborativetimeforProfessionalLearningCommunities(PLC),isacriticalcomponentoftheinstructionalmodel.Withrespecttotheschedule,eachgradelevelhasampletimetolearnininterestingenrichmentclasses.Whenstudentsareintheirenrichmentclasses,homeroomteacherswillhavecollaborativetimetoworkintheirPLC.Theextendeddayallowsforschedulingdaily

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enrichmenttimesomethingthatismorechallengingintraditionalschoolschedules.Inaddition,enrichmentopportunitiesgivelearnersexposuretoavarietyofactivitiesi.e.thearts,robotics,makerspace,foreignlanguage,andmusicthatcanhelpstudentsdiscoveruniquetalentsandabilities.

TheleadershipandcoachingstructuresupportsthemodelbecauseitprovidesalayerofteacherleadershipthroughtheteacherleaderAIS(AcademicIntegrationSpecialist)role,alayerofcoachingthroughliteracyandmathleadteachers,andaninstructionalleaderdedicatedtosupportingstaffdevelopment,coaching,andacademicdecisionsandmanagement.

Thestaffingmodelisanimportantpieceofthestructurethatsupportsimplementation.TheschoolisstaffedinordertoimplementResponsetoInterventionwithfidelity.TheadditionalparaprofessionalsintheclassroomhelpwithTier2instructionandsmallgrouplearning,whiletheliteracylabteachersandparaprofessionalsprovideanenrichingandrobustlearningenvironmentforTier3instruction.

Astrongfocusandinvestmentinprofessionaldevelopmentallowsforteacherstobesuccessfulinthematerialsandresourcestheyareimplementing.Teacherswillreceiveprofessionaldevelopmentincoreliteracyandmath,social-emotionallearning,professionallearningcommunities,andproject-basedlearningalongwithparticularareasofinterestorexpertise.

CurriculumSummary

ThecorecurriculumforTier1,2,and3resourcesinmath,literacy,andsocial-emotionallearningwillbeselectedutilizingaprocessofcurriculumadoptionthatwillincludeacurriculumadvisorycommitteeandschoolleadership.AprocessforthisisoutlinedintheCurriculumMap,Attachment3.Thisplanillustrateshowcurriculumwillbeadoptedpriortotheopeningoftheschool.Oncetheschoolisopen,thefacultywillplayalargepartinanycurriculumadoptiondecisions.Attachment1providesaCurriculumSummarythatoutlinessamplecurriculathatarerepresentativeofthetypesofresourcesthatwillbeevaluatedbytheadvisorycommittee.

Project-basedlearningwillbedevelopedbeginningwiththeAlabamaCourseofStudystandardsandwillbedeliveredthroughsocialstudiesandscienceinitiallywhileworkingintoamoreembeddedandintegratedPBLmodelthatoccursinallsubjects.Inordertocreateprojectsteachersorganizethestandardsunderaproject’sdrivingquestion.Aftertheyhavecreatedtheprojectswithembeddedstandards,otherstandardsnotincludedwillbetaughtthroughsmallerunitsoractivities.Attachment2providesaSummaryScopeandSequencethatshowshowateacherwouldlookatallofthestandardsandorganizethemunderquarterlyorsemester-longprojects.AprocesswhereteachersusethisScopeandSequencetoidentifypowerstandards,andthenturnthestandardsintostudent-friendlylanguagecanprovideadocumentthatclearlycommunicatestoparentsandstudentswhatisexpectedandwhattheyarelearningthroughtheproject.

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2.1Attachment1:CurriculumSummaryTemplate

Provideacurriculumsummarytemplate;itscorrelationtotheAlabamastandards;thespecificinstructionalmaterialstobeusedtoimplementthecurriculum;andtheprocessyourschoolwillfollowtoevaluate,review,andreviseitscurriculumonanannualbasis.

Clickhereforthetemplate.https://BCSCSA.fluidreview.com/resp/20289624/fK1W2grnw5/

2.2Attachment2:SummaryCourseScopeandSequence

Provideasummarycoursescopeandsequenceforonesubjectforeachdivision(elementary,middle,highschool)theschoolwouldserve.

https://BCSCSA.fluidreview.com/resp/20289624/6KnIoaAUXM/

3.Describetheprimaryinstructionalstrategiesthattheschoolwillexpecteducatorstouseandwhytheyarewellsuitedfortheanticipatedstudentpopulation.

Describethemethodsandsystemsthateducatorswillutilizetoprovidedifferentiatedinstructiontomeettheneedsofallstudents.Educatorswillbeexpectedtobuildalearningenvironmentthatisresponsiveandevidence-based.ThefollowinggoalsoftheinstructionalprogramprovideanoverviewofthemethodsandsystemsthatteachersatI3Academywillusetodeliverengaging,differentiatedinstruction.

A.Elevate21stCenturySuccessskillstothesameimportanceascontentskillswithintheAlabamaCourseofStudy.B.Designinstructiontomeettheneedsofalllearners.C.Eliminate“silos”withinwhichcontentistraditionallypresentedtoencourageinterdisciplinaryapplicationofskills

A.Elevate21stCenturysuccessskillstothesameimportanceascontentskillswithintheAlabamaCoursesofStudy:WithintheBuckInstituteforEducation’sGoldStandardPBLmodel,projectsarebuiltaround“keyknowledge,understanding,andsuccessskills.”(BuckInstituteforEducation)TeachersbeginthecurriculumplanningprocessbyidentifyingthekeyknowledgeandunderstandingfortheircontentareawithintheAlabamaCoursesofStudy.Theycollaborateasagrade-levelorcontent-specificprofessionallearningcommunitytodesigninstructionandassessmentthatwillresultinmasteryofthosestandards.Inadditiontoevaluatingcontentproficiency,teachersassesstheirstudentsonthe21stCenturysuccessskillsthestudentsemploywhilecompletingtheirPBLproject.Teachersmustexplicitlyteachandsupport

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thedevelopmentoftheseskills(collaboration,communication,creativity,andcriticalthinking)muchliketheywouldthecontentdefinedbytheirgrade-levelstandards.

ThePartnershipfor21stCenturyLearningpromotesthese“4Cs”alongwithotherlifeskillsaspartoftheirframeworkfor21stCenturyStudentOutcomeswhichtheydefineas“skills,knowledgeandexpertisestudentsshouldmastertosucceedinworkandlifeinthe21stcentury.”(www.p21.org)UsingPBLasacurriculumplanninganddeliverystrategy,I3Academyteacherswillelevatethese21stCenturyskillsandensuretheirstudentsarepreparedtocompetewithinthisincreasinglycomplexglobaleconomy.IncorporatingdesignthinkingstrategiesintotheirPBLprojectshelpsI3Academyteacherspromote21stCenturyskilldevelopmentfurther.Thedesignthinkingprocess,unboundedbyspecificcontentoracademicdiscipline,unlocksstudents’creativityastheyworktodefineproblemsorchallengesandcollaboratewithpeerstosolvethem.

Whilecollaboration,communication,creativity,andcriticalthinkingareimportantskillsthatorganizationshavepromoted,atI3Academywewillexpandoutthinkingtoincludeother“survivalskills”thatstudentswillneedinoureverincreasinglycomplexworld.TonyWagner(2015)promotesasetofskillshereferstoas“survivalskills:”criticalthinkingandproblem-solving;collaborationacrossnetworks;agilityandadaptability;initiativeandentrepreneurship;effectiveoralandwrittencommunication;accessingandanalyzinginformation;andcuriosityandimagination.Webelievethislist,alongwiththe4Csisamorecomprehensivelistof“softskills”thatwewilladoptasourframeworkforskilldevelopment.(SeeAttachment5forafulllist21stCenturySkillsExitStandards)

B.Designinstructiontomeettheneedsofalllearners:ArobustResponsetoInterventionprogram(RTI)underpinsallinstructionatI3Academy.Acomprehensiveassessmentplanallowsforthefrequentcollectionandanalysisofstudentperformancedatatoinformcurriculumimplementationanditeration.ThroughProfessionalLearningCommunities(DuFourandEaker,1998),teachersandleaderswithintheschoolcollaboratearoundtheirstudentdataweeklytoensuretheirstrategiesintheclassroomevolvetomeettheirstudents’needs.AdditionalleadershippositionswithinthestaffingmodelprovideprofessionaldevelopmentandsupportforteacherstohelpthemleveragedatamosteffectivelywithintheRTImodel.On-siteinterventioncenterswithhighlytrainedstaffprovidetargetedTier3interventionsinmath,literacy,andSELforthosestudentslackingthefoundationalskillstobesuccessfulwithgrade-levelstandards.ThisstructuredRTImodelcreatesadata-richenvironmentinwhichteachersandleaderscanbesuccessfulinmovingthesestudentstograde-levelproficiency.

Thissystemallowsforhighlydifferentiatedclassrooms,whereteachersareabletofacilitatesmall-groupinstructionandclassroomcenters.Theadditionalmathandliteracylabsallowstudentstoreceiveindividualizedandtargetedsupport.Forstudentswhohavemasteredcontent,teachersmakedecisionsonhowtocontinuechallengingthemorgroupingstudentstolearnadvancedmaterial.

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C.Eliminate“silos”withinwhichcontentistraditionallypresentedtoencourageinterdisciplinaryapplicationofskills:Project-basedlearningprovidestheopportunitytocreativelygroupstandardsacrossdisciplineswithinoneproject.ByintegratingthecoreSTEAMdisciplinesinthisway,teachersunlocknewwaysforstudentstoaccess,learn,andusetheircontentknowledge.Suchcreativecurriculumplanningisadeparturefromtraditionalmethodsofpresentingcontentin“silos”andsupportsI3Academystudentsindevelopinginterdisciplinarythinkingandproblem-solvingskills(Boaler,2002).Planningforinterdisciplinaryinstructionrequiresahighlevelofcollaborationamongteachersbeyondthosepeerswithintheirspecificgrade-levelteams.I3AcademyclassroomteachersandenrichmentteacherscollaboratewhenplanningandimplementingPBLprojects.(SeeAttachment1forsampleofPBLprojectoverviewdocument)

Theenrichmentprogramallowsforadditionalextensionandapplicationofacademicskillsalongwithexposuretonewareasofexploration.Thefollowingenrichmentprogramswillbehighlightsoftheacademicprogrambuttheenrichmentprogramisanticipatedtogrowanddevelopfromyearone.

VisualArt:Artsintegratedintotheclassroomandinthevisualartclassareanimportantcomponentoftheproject-basedlearningandSTEAMcurricula.Artseducationhasbeenlinkedtogeneralacademicsuccessandpro-socialoutcomes,particularlyforurbaninner-cityandELLstudents(Catterall,2009).ThecityofBirminghamisrichwithopportunitiestolearnfromthearts-frommuralstomuseumstherearelocalassetsthatcanbeleveragedtomakeartseducationrelevantforI3students.

Music:TheNationalAssociationforMusicEducationliststhefollowingbenefitsoflearningmusicinschools:developinglanguageandreasoning,masteryofmemorization,increasedcoordination,studentengagement,patternrecognition,auditoryskills,imaginationandintellectualcuriosity,discipline,creativethinking,visual-spatialintelligence,risk-taking,andself-confidence.Severallarge-scalestudiesofschoolachievementhavefoundastrongcorrelationbetweenlearningtoplayaninstrumentandacademicsuccess(TheRoyalConservatory).

Makerspace:Adedicatedmakerspacewillprovideacreativespaceforlearnerstodesign,develop,andbuildideas.Makereducationisalearner-centeredapproachtoeducationthat“positionsagencyandstudentinterestatthecenter-askingstudentstobecomemoreawareofthedesignoftheworldaroundthem,andbegintoseethemselvesaspeoplewhocantinker,hackandimprovethatdesign.”(www.makered.org).MakereducationalignswiththemissionofI3.ThroughmakereducationeducatorsatI3willguidelearnerstoidentifyingproblemstheyseeintheirworldandequipthemwiththetoolstodesignsolutionstothoseproblems.

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ForeignLanguage:Languageimpactsthelivesofpeopleofanyrace,creed,andregionintheworld.Weuselanguagetoshareourfeelings,exploreourunderstanding,andaskquestionsabouttheworldaroundus.Humanbeingshavemanyuniqueanddiversewaystocommunicatethroughwrittenandspokenlanguage.Itisclearlyanimportantpartofhumandevelopmentthatallowsustomakeuseofourinnateabilitytoformrelationshipswithoneanother.Additionally,theabilitytocommunicateinanotherlanguageisbecomingmoreandmoreimportantintheincreasinglyintegratedglobalcommunity.AtI3Academywevaluetheimportanceofstudentslearninganotherlanguageastheymovethroughtheirschooling.Asaresult,wewillintegratethestudyofSpanishintoourdailyscheduleandprovideteachersandstudentswiththeresourcestolearnandcommunicateinasecondlanguage.Wewilltakeadevelopmentalapproachtoteachingasecondlanguage.Asweprepareourcurricula,priortoopening,andhireourlanguageinstructor(s)wewillresearchthebestapproachtoteachingSpanishinourK-5program.Inaddition,wewillberesearchingthemosteffectivecurriculumtouseindifferentgradelevels.Inordertomakethebestdecisions,wewillengagelocalexpertsandourPBSpartnerstoformulateourplan.

I3’sacademicprogramisdesignedtosetthestudentswithinitsanticipatedenrollmentpopulationonapathtosuccessinthe21stCentury.ThroughtheacquisitionandtransferofimportantknowledgealignedtostandardsI3Academygraduateswillbepreparedwith21stcenturycompetenciestobecompetitiveandsuccessfulintheglobaleconomy.AcollaborativestudyconductedbyTheConferenceBoard,CorporateVoicesforWorkingFamilies,Partnershipfor21stCenturySkills,andtheSocietyforHumanResourceManagementdeterminedthatAmericanstudentsareoftenillequippedforprofessionallifebecausetheylackthenon-cognitiveskillsthatemployersvaluemost.(“AreTheyReallyReadytoWork?”)Byelevatingthese21stCenturyskillsthroughaproject-basedlearningframework,I3Academyensuresthatthestudentswithinitsanticipatedenrollmentpopulationwillbepreparedforsuccessbeyondgraduation.SeeAttachment5ExitStandardsforalistof21stCenturySkills.

ReferencesBoaler,Jo.“LearningfromTeaching:ExploringtheRelationshipbetweenReformCurriculumandEquity.”JournalforResearchinMathematicsEducation,vol.33,no.4,July2002,pp.239–258.

Catterall,JamesS.DoingWellandDoingGoodbyDoingArt:TheEffectofEducationintheVisualandPerformingArtsontheAchievementsandValuesofYoungAdults.ImagineGroup,2009.

DuFour,Richard,andRobertE.Eaker.ProfessionalLearningCommunitiesatWork:BestPracticesforEnhancing

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StudentAchievement.HawkerBrownlowEducation,2009.

TonyWagnerandTedDintersmith,MostLikelytoSucceed:PreparingOurKidsfortheInnovationEra,2015,Scribner.“AreTheyReallyReadyToWork?Employers’PerspectivesontheBasicKnowledgeandAppliedSkillsofNewEntrantstothe21stCenturyU.S.Workforce.”TheConferenceBoard,Inc.;thePartnershipfor21stCenturySkills;CorporateVoicesforWorkingFamilies;andtheSocietyforHumanResourceManagement,2006.

TheBenefitsofMusicEducation.TheRoyalConservatory,2014,pp.1–9,www.rcmusic.com/sites/default/files/files/RCM_MusicEducationBenefits.pdf.

4.Attachment3:CurriculumMap

Ifthecurriculumisnotalreadydeveloped,provideacurriculummapforhowthecurriculumwillbedevelopedbetweenapprovaloftheapplicationandtheopeningoftheschool,includingwhowillberesponsibleandwhenkeystageswillbecompleted.https://BCSCSA.fluidreview.com/resp/20289624/giTpGIMZZ1/

CurriculumandInstructionalDesignSupplement

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract)

1.Explainanydifferencesinthebasiclearningenvironmentamongtheschoolsbeingproposed.

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2.Explaintheorganization’sapproachtoreplicatingandimplementingtheschoolmodel,includingcurriculumandinstructionaldesignamongmultipleschools.

N/A

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3.Describeanykeyeducationalfeaturesthatwilldifferfromtheoperator’sormanagementprovider’sexistingschoolsorschoolsproposedforreplication,notpreviouslymentionedabove.Explaintherationaleforthevariationinapproachandanynewresourcesthevariationwouldrequire.

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StudentPerformanceStandards

Responsestothefollowingitemsregardingtheproposedschool’sstudentperformancestandardsmustbeconsistentwithapplicablestateandauthorizerstandards.

1.Describethestudentperformancestandardsfortheschoolasawhole.

WhilestatestandardsareuniformthroughoutAlabamafromtheAlabamaStateDepartmentofEducationCourseofStudy,thewaysinwhicheducatorsusethemtodesigninstructionanddeterminewhatstudentsknowandneedtoknowvariesgreatly.WiththeI3AcademymodelthesestandardsarecriticalforthedesignandmanagementoftheRTIprogramandintegratedstudiesintheclassroom.Thesetwokeyaspectsoftheschool’scurriculumrequirestheuseofstandardsinanintentionalandsystematicwaythatallowseducatorstoleveragethestatestandardsfortargetedstudentinstructionandastrongfeedbacksystemforstudentsandparents.

TheRTIsystemandflexible,personalizedinstructionthatlearnersreceivebasedontheexactskillstheyneedtoworkonisapracticethatisimprovedgreatlybystrongformativeassessmentpractices.Werecognizethatallstudentswillnotbeatthesamepointdevelopmentallywhentheyenterschool.Thissystemmeetsthemwheretheyareandcontinuestomovethemforwardalongtheirgoals.AcommunicationsystembetweenclassroomteachersandliteracylabteachersthatallowsforseamlesssupportbetweenTier1,2,and3instruction,aswellasalignedstandards-basedinstructionandassessmentpractices,helpsstudentslearnwhattheyneedwhentheyneedit.

Integratedstudiesthataredeliveredthroughaproject-basedlearningframeworkwarrantadifferentwayofworkingwiththestandardsthatnotallteachersareaccustomedto.Byfollowingstudentinterestsandcreatingapplied,hands-onlearningexperiencesthereareopportunitiestoteachthelanguagearts,math,science,andsocialstudiesstandardsinanintegratedwaywherelearnersdonotknowwhethertheyareinmathorlanguagearts.Thisenhancesstudentlearningfromonesubjecttothenextcreatingpowerfulconnectionsthatfacilitatethetransferofwhatislearnedtonewsituations

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Attachment2providesasamplescopeandsequenceforKindergarten.Thisresourceisaguidelineandonethatteachers,withinPLC’swouldworktodeterminewhenthesestandardswouldbecovered.Thisisajumping-offpointtoprovideaframeworkfordailyplanningandprojectdevelopment.Notallstandardswillnecessarilyfitneatlyintoaproject,sothosestandardsmayneedtobeaddressedthroughmorningmeetingtime,centers,andinTier2orTier3instructionforthosestudentsneedingadditionalsupport.Onceteachershavedeterminedthestandardsbeingtaughtforthesemester,theywillcommunicatewithparentsandstudentswhatthelearninggoalsare.Thesestandardswillbethefoundationfordesigninginstruction.

Studentknowledgeofstandardsisimportantsothattheyknowwhatlearningtargetstheyneedtomaster.Asaresult,thestatestandardswillbedeconstructedintostudent-friendlylanguagetoprovidestudentsmoreagencyinunderstandingwhattheyneedtoworkon.Italsoprovidesauser-friendlytoolforcommunicatingwithfamiliesandprovidingthemwithcriticalinformationabouthowtohelptheirchildathome.

Inadditiontocorestandards,I3Academytakesa“wholechild”approachtochilddevelopmentandwillsupportstudentsindevelopingsocialemotionalcompetenciesinadditiontothecorestandards.Instructionaddressingstudents’socialemotionalgrowthwillbuildtheirproficiencywiththefivecorecompetenciesforSocialEmotionalLearning(self-awareness,self-management,socialawareness,relationshipskills,responsibledecision-making)fromtheCollaborativeforAcademic,Social,andEmotionalLearning(CASEL).SocialemotionalinstructionandsupportwillalsoalignwithguidelinesdefinedintheComprehensiveGuidanceandCounselingStateModelforAlabamaPublicSchools.

Throughafocusonintegratingstandardsinallsubjectareasandfindingavenuestocombinethemthroughprojectsandinterdisciplinarylearning,I3Academywillbedesigninglearningexperiencesthatpromotetheacquisitionandapplicationofknowledge,understandingandskills,relyingonstudentagencyinthelearningprocess.

2.Attachment4:ProposedLearningStandards

Provideacompletesetoftheschool’sproposedlearningstandardsforeachgradetheschoolwillserve.Addresstheskillsandknowledgeeachstudentwillbeexpectedtoattainbytheendofeachgrade.Approvedschoolswillberequiredtosubmitafullsetoflearningstandardsforallgradesintheschoolbeforeopening.https://BCSCSA.fluidreview.com/resp/20289624/NSxs17Ub2g/

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3.Ifyouplantoadoptordevelopadditionalacademicstandardsbeyondtheapplicablestateandauthorizerstandards,explainthetypesofstandards(e.g.,contentareas,gradelevels,and/orothers).

Describetheadoptionordevelopmentprocessthathastakenplaceorwilltakeplace.Selectonegradelevelandsubjectareaasanexampleandexplainhowtheseadditionalstandardsexceedapplicablestateandauthorizerstandards.Social-emotionallearningisacriticalareaatI3Academyandisequallyimportanttothesuccessofstudents.AcademicstandardsandscopeandsequencefromSecondStepprovidesguidanceforstudents’social-emotionaldevelopmentateachgradelevel.CASELprovidesaprocessforintegratingstandardsinsocial-emotionallearning(SeeAttachment5forSocial-EmotionalLearningExitStandards)Technologyisanotherareaoftheschoolthatrequiresknowledgeandskilldevelopmentyearafteryear.ISTE(InternationalSocietyforTechnologyinEducation)providesasetoftechnologystandardsthatwillinformhowclassroomteachersutilizetechnologyanddevelopstudents’digitalcitizenship.The21stCenturySkillsframeworkwillprovidestandardsthatwillinformadditionalskilldevelopmentintheareasofcollaboration,communication,criticalthinking,creativity,andadditionallifeskills.ThesecanbefoundinAttachment5exitstandards.

AdoptionanddevelopmentofallstandardswillfollowthecontinuumaddressedinAttachment3CurriculumDevelopmentMap.InordertopursuethemissionandvisionofI3Academythecorecontentareaswillnotbeenoughtopreparelearnersforaglobalsociety.Social-emotional,technology,and21stcenturyskillsstandardsandoutcomesprovideadditionalsoftskillsthatarenecessaryintoday’sworkforce.

Forexample,inaKindergartenclassoneofthesocial-emotionallearningstandardsaddressedis“generatemultiplesolutionstoproblemspresentedinscenarios”.A21stcenturyskillforproblem-solvingis“solvedifferentkindsofnon-familiarproblemsinbothconventionalandinnovativeways”,andanISTEstandardis“Studentsbuildknowledgebyactivelyexploringreal-worldissuesandproblems,developingideasandtheoriesandpursuinganswersandsolutions”.BypresentingproblemsandscenariostolearnersasyoungasKindergarten,theywillbeginbuildingskillsbeyondthoseinthecorecontentareas.TheseadditionalstandardswillassisteducatorsindesigninginstructionthatdriveslearningtowardthemissionandvisionofI3Academy.

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4.Explainthepoliciesandstandardsforpromotingstudentsfromonegradetothenext.Discusshowandwhenpromotionandgraduationcriteriawillbecommunicatedtoparentsandstudents.

StudentswhoarebeingconsideredforretentionwillbereferredtoTier3throughtheProblem-SolvingTeam.Ameetinginthespringofeachyearwillbeheldwithparentstoinformthemoftheteam‘sdecisionregardingpromotion,placement,orretention.StudentretentionandplacementdecisionsmustbeevaluatedbytheProblem-SolvingTeamandstudentsmustbesupportedthroughTier3interventionpriortoadecisiontoretain.Decisionsaboutstudentplacementwilltakeintoaccountbothacademicandsocial-emotionalneedsofachildaswellastheirchronologicalage.EachcasewillbeateamdecisionbasedonevidenceofprogressmonitoringandsuccessintheTier3program.

5.Attachment5:ExitStandards

Provide,theschool’sexitstandardsforgraduatingstudents.Theseshouldclearlysetforthwhatstudentsinthelastgradeservedwillknowandbeabletodo.https://BCSCSA.fluidreview.com/resp/20289624/WVUaUzISos/

HighSchoolGraduationRequirements(ifapplicable)

Highschoolswillbeexpectedtomeettheapplicablestateandauthorizergraduationrequirements.

1.Describehowtheschoolwillmeettheserequirements.

Explainhowstudentswillearncredithours,howgradepointaverageswillbecalculated,whatinformationwillbeontranscripts,andwhatelectivecourseswillbeoffered.Ifgraduationrequirementsfortheschoolwillexceedapplicablestateandauthorizerstandards,explaintheadditionalrequirements.

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2.Explainhowthegraduationrequirementswillensurestudents’collegeorcareerreadiness,and/orboth,orotherpostsecondaryopportunities(e.g.,postsecondaryeducation,career/technicaltraining,militaryservice,orworkplacereadiness).

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3.Explainwhatsystemsandstructurestheschoolwillimplementforstudentsat-riskofdroppingoutand/ornotmeetingtheproposedgraduationrequirements.

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SchoolCalendarandSchedule

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1.Discusstheannualacademicschedulefortheschool.Explainhowthecalendarreflectstheneedsoftheeducationalprogram.

TheschoolyearatI3Academyincludesaminimumof180daysandallowsthefollowing:●Maximizinglearningtime:Theextended-daymodel,from8:00amto4:00pm,whichcreatesanadditional22daysworthofinstructionaltime,ensuresthatstudentswithinthismodelspendmoretimelearningthantheirpeersinatraditionalschoolmodel.Theextendeddayallowsformorecollaborativetimeamongteachersandmoreenrichmentandremedialopportunitiesforstudents.Itprovidesaccesstoenrichmentopportunitieswithintheschooldaythatoftenoccurafterschoolthatcouldbeabarrierforsomestudents.●Opportunitiesforremediation:Whenpossible,afterschoolandduringthesummerI3Academywillallowforanintersessionofextensiveacademicsforthosestudentswhoneedremedialinstruction.Summerprogrammingandpartnershipswillensurethatlearnerscontinuetothriveduringsummer.

I3Academywilladoptitsowncalendareachyear.TheI3AcademyBoardwilladoptitscalendarattheAprilboardmeetingpriortothestartofthenewschoolyearandwillprovideacopyoftheapprovedcalendartoBirminghamCitySchools.TheBoardreservestherighttomodifythescheduleinthebestinterestofstudentlearning,familiesandfacultyinaccordancewiththestateanddistrictguidelines.Attachment6showsasamplecalendarfortheschool’sfirstyearofoperation.

Thiscalendarreflects180instructionaldaysforstudents.Asaresultofthelongerschoolday,anadditional22daysofinstructionareabletooccurthroughouttheschoolyear.Recognizingthattheselongerdayswillrequiremoretimeandenergyofthefaculty,therearemorefrequentandlongerbreaksthroughouttheschoolyear.Thereare7dedicateddaysforstaffdevelopmentincluding6daysbeforeschoolbeginsforon-boardingnewfacultyandfacultyorientation.Aninclementweatherdayisbuiltintothecalendarintheeventthatweatherclosesschool.

2.Describethestructureoftheschooldayandweek.

Includethenumberofinstructionalhours/minutesinadayforsubjectssuchasEnglishlanguagearts,mathematics,science,andsocialstudies.Notethelengthoftheschoolday,includingstartanddismissaltimes.Explainwhytheschool’sdailyandweeklyschedulewillbeoptimalforstudentlearning.Providetheminimumnumberofhours/minutesperdayandweekthattheschoolwilldevotetoacademicinstructionineachgrade.●Multipleenrichmentclasses.Thedailyschedulewillincludetwoenrichmentclassperiodseachday.Theseenrichmentclassesarethebuildingblocksforstrongart,music,Spanish,physicaleducation,engineeringortinkering,andtechnologyexperiences.Theyprovideextendedperiodsofplanningprojects,andlongerblocksforstudentstoworkonprojects.Theyallowstudentstheopportunitytoexploretheirinterestsoutsideofcorecontentareasandexperiencetherealworldapplicationsofsubjectmattercoursework.Theenrichmentperiodsareacombined70minutesperday.StudentsingradesK-3

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areexposedtoallenrichmentofferingsthroughaquarterlyrotation.Studentsingrades4-5aregiventheopportunitytoselecttheirownenrichmentcoursesbasedontheirpersonalinterests.Enrichmentofferingsmayinclude,butarenotlimitedto,art,dance,drama,chorus,band,orchestra,robotics,engineering,Spanishlanguage,andmakerspace.●Commonandcollaborativeprofessionaldevelopmenttimeforteachers.Whiletheirstudentsareattendingenrichmentcourses,teachershavethetimeandopportunityforfocusedprofessionaldevelopment.Teachersmeetthroughgrade-levelteamsforcollaborativeplanningtime.Theseblocksoftimeensureacollaborativeprofessionalenvironmentopportunityforfacultytomentortheirpeers,meetinadvisorygroupswithcontentspecialists,andworkasateamplanninginstructionusingtheProfessionalLearningCommunitiesmodel(DuFourandEaker,1998).●Tier3readingandmathinterventions.Finally,theseenrichmentperiodsareusedtoprovideTier3readingandmathinterventionswithindesignatedinterventioncentersforstudentsperformingbelowstandardswhoneedadditionalsupport.Theaddedtimeandextended-dayscheduleensuresthatthesestudentsarenotpulledfromcoregrade-levelinstructionintheirclassroomstoreceivesupport.Theseinterventionssupplementthecoreinstructionalprogramtogivestudentsadditionaltimetomasterfoundationalskills.Tier3studentswillhavemorelimitedopportunitiestotakeenrichmentclassesbutwillbeengagedingamesandactivitiesintheliteracylab.

I3Academyiscommittedtocreatinginterdisciplinarylearningexperiencesforstudents.Thusthedailyschedule’sdesignmustprovideopportunitiesforteacherstointegratecontentacrosssubjectsthroughproject-basedlearningexperiences.Toallowforthisintegration,grade-levelteamswillbegivenflexibilitytodesignhowtheirinstructionalminuteswillbeallocatedacrossthesecontentareas.ThesedecisionswilltakeintoaccountthetimerequiredtoimplementcorecurricularresourcesforEnglishLanguageArts,Math,andSocialEmotionalLearning(listedbelow):●EnglishLanguageArts:120minutesdaily●Math:90-120minutesdaily●SocialEmotionalLearning:20minutesdaily

SeeAttachment6forasampleschoolcalendar,dailyschedule,andasampleoftheKindergartenweeklyschedule.

ReferencesDuFour,Richard,andRobertE.Eaker.ProfessionalLearningCommunitiesatWork:BestPracticesforEnhancingStudentAchievement.HawkerBrownlowEducation,2009.

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3.Attachment6:Calendar,DailyandWeeklySchedule

Providetheschool’sproposedcalendarforthefirstyearofoperation,includingtotalnumberofdays/hoursofinstruction.Provideasampledailyandweeklyschedule.https://BCSCSA.fluidreview.com/resp/20289624/lH9365Teq8/

SchoolCulture

1.Describethecultureoftheproposedschool.

Explainhowitwillpromoteapositiveacademicenvironmentandreinforcestudentintellectualandsocialdevelopment.

Schoolcultureandclimateiscriticalforcreatingasafe,warm,andinvitinglearningenvironmentthatfostersimagination,creativity,andinnovation.Datawouldsuggestthatapositiveschoolandclassroomclimate,aswellasastudent’sstrongidentificationwithschoolasasupportiveplacetolearn,impactastudent’sperformance(Maxwellet.al.2017).AtI3Academy,studentsandstaffwillfeelsafetoshareideas,trynewthings,andtakeonnewchallengesandprojects.Thisinclusiveandsupportiveculturewillbecreatedintentionallystartingontheopeningdayofschool.Theculturewillbebuiltaroundasetofsharedvalues,beliefs,andexpectations..Fromourcorevalueswewillcreatetheschool’snorms-powerfulandeasilyrememberedwordsthatwillbecomepartofthefabricoftheschoolcommunity.Eachclassroomcommunitywillco-createthenormsfortheirclassroom,buildingoffoftheschool’snorms.Thisprocesswillcreateaschoolculturethathonorsstudents’voices.

Studentbehaviorthatdoesnotaligntothenormsisoftenrootedinunderlyingissues.Basicneeds,physicalhealth,academicneeds,ormentalhealthneedsoftenimpactstudentbehavior.I3Academyanticipatesneedingtomeetthesestudentneedsandwillhavebothacounselorandsocialworkertodirectlyworkwithstudentsandtheirfamilies.Theuseofparaprofessionalsineach(K-2)classroomwillhelptoprovidestudentswithadditionaladultcontacttofacilitatelearninginthemidstofthechallengestheymightface.Throughamulti-tieredsystemofsupportandalowstudenttoadultratio,theI3modeliswellpositionedtoidentifyandsupportstudents’social-emotionalneedsandwellnessneeds.SecondStep’sTier1social-emotionalcurriculumisthefoundationforhowtheschoolwilluseacommonlanguageandapproachtosupportallstudents.Ourfocuswillbetocelebratestudents’positivebehaviorsasawaytobuildtrustandrespectfortheirhumanpotential.

Thiscomprehensivemulti-tieredsupportsystembeginswithanexplicitsocial-emotionalcurriculumthatoccursdailyintheclassroom.(SecondStep-SeeAttachment1formoreinformationaboutthiscurriculum).Literatureaboutthiscurriculumandtheschool-wideproceduresthatresultfromitsimplementationwillbesharedwithparentsviathestudenthandbookandthroughSecondStep’stake-homeHomeLinkactivities.Aswithanycurriculumadoption,theI3AcademyleadershipteamwillmonitorSecondStepimplementationclosely.AllteacherswillbetrainedintheuseofSecondStep,aswellasbeexpectedtorolemodelthevaluesandbehaviorsembeddedinthecurriculum.Classroom

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observationswillallowforcoachingteachersanddatacollectionwillallowustoevaluatetheprogram’sefficacy.Teacherswilldiscussthisdataandcurriculumwithinprofessionallearningcommunitiestostrengthentheirinstructionaroundsocialemotionallearning.TheResponsetoInterventionprogramwillsupportthosestudentsforwhomtheTier1curriculumisnotsufficientinhelpingthemmasterthesocial-emotionalcompetenciesnecessarytosucceedintheclassroom.Teacherswillcollaboratewiththeschool’scounselorand/orsocialworkertodesignanddeliverTier2and3interventionsforstudentswiththemostsignificantbehavioralandsocial-emotionalneeds.

Beyondthe20minutesdailythatteachersareimplementingSecondStep’slessonswiththeirclasses,studentswillexercisethecurriculum’sstrategieswithinproject-basedlearningexperiences.Theseprojectsarepresentedthroughactivitiesthatchallengestudentstosuccessfullycollaborate,communicate,thinkcritically,andthinkcreatively.Studentswillhavetoleveragetheirsocial-emotionalcompetenciestosuccessfullynavigatetheseinterpersonalexperiences.Engagingproject-basedlearningexperienceswillthushelpsupporttheschoolasitbuildsapositiveschoolculture.

Social-emotionallearningbuildsstudents’interpersonalawarenessandskills,whichplayaroleinhowstudentshandleclassroomexpectations.TheCollaborativeforAcademic,Social,andEmotionalLearningarguesthatexplicitsocial-emotionalskillsinstructionresultsinaculturewithpositivesocialbehavior,fewerconductproblems,lessemotionaldistress,andhigheracademicsuccess(CASEL,2015).AtI3Academy,social-emotionalcurriculum(SecondStep)supportsthedevelopmentofthesecompetencies.Project-basedlearningsupportssocial-emotionallearningandviceversaasworkingcollaborativelywithpeersprovideslearnerswithmanymoreopportunitiestoconverse.AcommonlanguagethroughSecondStepandearlylanguagedevelopmenthelptofuelengagementandlearningandsupportapositiveschoolculturewhereallchildrencanflourish.

ReferencesMaxwell,Sophie,etal.“TheImpactofSchoolClimateandSchoolIdentificationonAcademicAchievement:MultilevelModelingwithStudentandTeacherData.”FrontiersinPsychology,2017.

2.Explainplansforcreatingandimplementingthiscultureforstudents,educators,instructionalleaders,andparentsstartingwiththefirstdayofschool.

Describetheplanfortransitioningstudentswhoenterschoolmid-yearintotheschool’sculture.Thedevelopmentofschool-widenormsguidebehaviorintheschool.ThesenormswillalignwiththecommonlanguageoftheSecondStepcurriculum.Astheschoolevolves,sotoomightthesharednormsofthecommunity.Teacherswillworkwithstudentsonthefirstdaysofschooltodeveloptheirclassroomnormsbasedontheschool’svalues.Byparticipatinginthedevelopmentofthesenormsstudents’voicescountasco-creators,whichwillencouragethemtothinkabouthowtheywanttobehaveintheir

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community.Thisapproachdevelopsparticipatorycitizenshipandshareddecision-makingatanearlyage.

Buildingaculturestartswithschoolleadership.Theschool’sleadershipwillembraceaservantleadershipmodelandembedthenormsintotheirhabitsandbehaviors.Forinstance,thevalueofownershipmaymeanthatschoolleadersownandrecognizetheirmistakes.Fromthismodeloflearningandgrowingteachersshouldalsofeelsafetoadmitwhentheydonotknowsomethingorwhentheyhavemadeamistake.Fromthere,studentscanengageinprojectsortrythingswithouttheriskoffeelingthattheirideaswillnotbeheardorthattheyaredoingsomethingwrong.Bycreatingasafeenvironmentwhereplay,learning,andexperimentingarecelebrated,studentsandteachersareempoweredtocreateandaffectchange.ThemissionofI3Academyistoempowerlearnerstobeagentsofchangefortheproblemstheyseeintheirworld.Inordertodothiseffectivelytheymustdeveloptheagencytoactfromtheirvalues.TeachersandleadersatI3Academywillbecommittedtolisteningandlearningfromstudentsandfamiliestoensurethattheyhavewhattheyneedtothrive.

Culture-buildingbeginswellbeforethestartofschool,andwillbeembeddedwithinthehiringprocess,recruitingevents,retentionprograms,andcommunityengagementefforts.Throughouttheperiodofschool-buildingwewillengagethecommunityinwhattheywanttoseefortheirchildren.Ournormswillbebuiltontheseideasandvaluessothatthereisastronghome-schoolconnectionregardingexpectations.BeforethestartofschooltheI3Academyleadershipteamwilldesignarobustonboardingprogramthatincludesteam-buildingactivities,exercisestoarticulateandunderstandtheschool’smissionandvision,andprofessionaldevelopmentsessionsaroundthecorecurricularprogramsthatimpactthisculture.

ForastudentjoiningtheI3Academycommunitylateintotheyear,thefacultyandstaffwillhelphim/heracclimatetothisnewenvironmentinthesamewaystheywouldsupportnewcomersinadjustingtothenewpaceandrigoroftheircorecontentclasses(ELA,Math,etc.)Thisprocessbeginswithlearningasmuchaboutthechild’ssocial-emotionalandbehavioralhistoryaspossiblefromtheirpreviousschool.TeacherswilldeliverTier1social-emotionallearninglessonstothenewstudentthroughtheSecondStepcurriculum.Aswithalltheotherstudentsintheclass,datawillbecollectedattheTier1leveltodetermineifthislevelofinstructionissufficientinhelpingthechildtounderstand,acclimate,andthrive.Teacherswillcollaborativelyreviewthisnewstudent’sTier1datatodetermineifadditionalinterventionsareneeded.Intheeventthattheyare,teacherswillcollaboratewiththeschool’scounselorandsocialworkertodesignanddeliverTier2andTier3interventions.Tier2interventionscouldbeadditionalsupportintheclassroom,workingwithacounselorormentor,orsmallgroupsupportwithacommunitypartner.Tier3supportsinsocial-emotionallearningwillbedeliveredbythecounselororsocialworkerandwillprovideadditionalsupportsforspecificandimmediateneedsofstudents.Tier2andTier3supportsforsocial-emotionallearningfocusonindividualsupportplansandstudent-identifiedgoals.

AvisitortoI3Academywillfeeltheschoolcultureimmediatelythroughexceptionalcustomer

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experience.Thiscustomerexperiencewillbedesignedinmuchthewayindustrydevelopscustomerexperiences.Throughtrainingstaffonhowtoanswerthetelephone,howtogreetvisitors,andembracingtheideathatparentsandstudentsarecustomers,I3providesawelcomingexperienceforparentswhentheyvisittheirchildrenatschool.Inadditiontocustomerexperiencefromtheadults,studentswillbetaughthowtogreetvisitors,makeeyecontact,andengagewitheachotherandadultsatExhibitionNightswhereprojectsareshowcased.EvidenceofawelcomingcultureandcustomerexperiencewillbecollectedthroughafamilyengagementsurveythatwillgiveI3Academy’sleadershipandstaffinvaluabledataregardingtheirsupportofschoolfamilies.

3.Explainhowtheschoolculturewilltakeaccountofandservestudentswithdisabilities,studentswhoareEnglishlearners(EL),andanystudentswhoareacademicallybelowgradelevel.

Themulti-tieredsystemofsupportforsocial-emotionallearningandPBISprotocolswillassistinadditionallymeetingtheneedsofEnglishlanguagelearners,studentswithdisabilities,andotherstudentswhoareacademicallybelowgradelevel.I3AcademyhasastrongRTIsystemwherelearnerswhoneedadditionalsupportgotolearninglabs.Theselearninglabsarehighlysocialandengaging.Thismakesgoingtointerventionfunandexciting,anenvironmentinwhichstudentswillwanttolearn.ForEnglishLanguageLearnerscommunicationwithfamilieswillbeintheirhomelanguage.Inaddition,wewillprovidelanguagesupportinparentmeetingstofacilitatestrongparent-schoolcommunication.Wherelearnershaveindividualeducationplans,schoolnormsandbehaviorswillbereinforcedandthecommonlanguagewillhelptoreinforceschoolculturefromclass-to-classandamongclassroomeducators,paraprofessionals,enrichmentclasses,andspecialeducationorELprofessionals.

Studentswithdisabilities,studentswhoareEnglishLearners,andstudentsperformingbelowgradelevelacademicallymaybeamongthosestudentsneedinganadditionallevelofsupport.Teacherswillcollaboratewiththeirgrade-levelpeersandwiththeschool’scounselorandsocialworkertodesignscaffoldsandinterventionsforthesestudents.TheywilldrawfromSecondStep’scurricularresourcestoensurealignmentbetweensupplementarysupportandTier1instruction.Inparticular,thecurriculum’sresourcesforEnglishLearners,itsmultimodalinstructionaltools(games,puppets,songs,brainbuilderactivities)willhelpteachersdesigninterventionstoreinforceTier1strategiesthroughTier2andTier3interventions.Allfacultyandstaffsupportingthissupplementaryinstructionwillbehighlytrainedontheseresourcesandwillconsistentlyleveragethelanguageandbehaviormanagementnormsadoptedasapartoftheschool-wideculture.

4.Describeatypicalschooldayfromtheperspectiveofastudentinagradethatwillbeservedinyourfirstyearofoperation.

KennyisasecondgradestudentatI3Academyinitsfoundingyear.Hismompullsupinthecarpoollinetoseevolunteersandstaffgreetingstudentsastheyarrivewithhighfives.ThePrincipalDr.NallsgreetsKennywithasmileandahandshake-“It’sgoingtobeagreatdayatI3Academy.Kennyandhislittle

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sisterstopbytogetamorningsnackfromthepantrybecausehismomwasbusythismorning.Onhiswaytoclass,severalteachersandstudentsgreetKennywithhighfivesandsmiles.ThehallwaysKennypassesthrougharefulloflivelystudentconversation.I3Academyvalueslanguagedevelopment,childrenareencouragedtoengagewiththeirpeersinpassing.Onceathisclassroom,Kenny’steachergreetshimwithahug.Afewweeksintotheschoolyear,Kennyandhispeershaveestablishedasmoothroutineputtingbackpacksaway,identifyingclassroomjobs,andgettingsettledonthecarpetformorningmeetings.Thiscalmentryintoclasshelpssetthetoneforagreatday.

Onthemorningannouncements,Dr.Nallsgetseveryoneexcitedaboutlearningandgrowingwhenheremindstheschooloftheschoolnorms,aninspirationalsongorquote,orahighlightfromaroundtheschool.OnthisdayDr.Nallscongratulatesthe2ndgradeforraising$500tocontributetoalocalanimalshelter,alearner-ledprojecttheyhadbeenworkingonoverthepastfewweeks.Kenny’sclasscheersandpatsthemselvesonthebackforajobwelldone.Theysaidthepledge,hadamomentofsilence,andsettledinformorningmeeting.

Themorningmeetingisacriticaltimeofrelationshipbuilding.TeachersatI3Academyseethisasvaluabletimetogettoknowstudents,tocheckinwithhowtheyarefeeling,andtoremindstudentsdailyabouttheirclassroomnorms.Thisisalsoatimewhenstudentssharewithoneanother.Aspartofmorningmeeting,studentsengageinSecondStepactivitiestobuildsocial-emotionalcompetencies.

Followingtheirclassmeeting,studentsinKenny’sclasstransitiontoEnglishLanguageArts.Thistimeischaracterizedbybothwhole-groupandsmall-groupinstruction,engagementwithauthenticnarrativeandinformationaltexts,robustvocabularydevelopment,opportunitiesfordifferentiatedlearning,richstudentdiscourse,andinterdisciplinarylearningexperiences(integratingELAwithscienceandsocialstudiescontent).Asastrugglingreader,KennyreceivesTier2interventionsindecodingandphonicstogivehimadditionaltimetomastergrade-levelreadingskills.AvisitortotheclassroomwouldnotknowthatKennyisgettingadditionalassistance,becausealllearnersarefluidlymovingthroughacademiccentersinaDaily5format.ThisformatallowsteacherstoconductTier2interventionswithstudentsthrougharotationthatseemstobejustoneoftheotherpurposefullearningactivities.TheparaprofessionalhelpsKennyreceiveadditionalsupportandtimewithanotheradult.Ifneedbe,histeacherprovidesscaffoldstohelphimaccessthegrade-leveltextsincludedinthecorereadingcurriculum.ThestrongrelationshipsKennyhasbuiltwithhispeersandthefrequentstudentcollaborationthathappensinhisclassroomhelpKennyfeelcomfortableaskingforhelpwhenheneedsit.

CoreinstructioninKenny’sclassroomisbrokenupbylunch,recess,anda70-minuteenrichmentblock.SinceKenny’sdeficitsinreadingaresignificant,hehasqualifiedtoreceiveTier3interventionsintheliteracylab.Kennyvisitsthelabfor35minutesoftheenrichmentblockinlieuofattendingoneofhisenrichmentclasseswiththerestofhishomeroom.Theteachersinthelabusemulti-sensoryactivitiesandgamestomakeKenny’stimethereengagingandenjoyable.Thetargetedinterventionshereceives

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inthelabhavehelpedKennygrownearlyayearinoralreadingfluencyskillsinthefewmonthshehasbeenatI3Academy.Withhelpfromtheteachersintheliteracylab,Kennytrackshisowngrowthandhastheopportunitytocelebratethisprogressoften.Thishashelpedhimdevelopagrowthmindsetandenjoyasubjectareathatchallengedhiminthepast.

AftertheLiteracyLab,Kennyrejoinshishomeroomclassfortheirsecondenrichmentperiod.HeenjoysthisMakerspacespecialbecausehegetstodohands-onprojectsandbuildthings.Athome,Kennyhasalwayslovedbuildingwithblocksandlegos.Kennylovesthatheisabletodothisatschool.KennyandhisclassmatesareworkingonacodingprojectthatallowsthemtoprogramLegoWeDorobots.Theprojectisdesignedaroundadrivingquestionandtheirdesignmustsolveaproblem.Thisrobotisbeingdesignedtocollecttrashonthecitystreets.Kennyishighlymotivatedinthisclassroombecausetheinstructionisrelevantandengaging.(Note:ThisisanexampleofapotentialenrichmentclassofferingatI3Academyinyear1.Courseofferingsaresubjecttochangeandmayincludepoetry,gardening,art,Spanish,robotics,makerspace,engineering,dance,music-wherepossibletheseenrichmentofferingswillbeinpartnershipwithlocalresourcesandeducationalprograms)

Intheafternoon,Kenny’sclasshastheirmathblock.MuchliketheELAblock,thistimeischaracterizedbybothwhole-groupandsmall-groupinstruction,multiplerepresentationsofmathconcepts(concrete,pictorial,abstract),opportunitiesfordifferentiatedlearning,richstudentdiscourse,productivestruggle,andinterdisciplinarylearningexperiences.Kennyespeciallyenjoysthehands-onmanipulativeshisteacherusestomakemathconceptsconcrete.Recently,Kenny’sclasshasbeenapplyingtheiradditionandsubtractionskillstoaproject-basedlearningprojectthatintegratessomeoftheirmathandsciencestandards.Inthisparticularmathblock,anarchitectwillbevisitingtheirclassroomtoworkwiththestudents.ThisarchitectspenttimewiththemweeksagoforthelaunchoftheirPBLunit.Today,Kennyandhisclassmateswillsharedraftsofarchitecturalstructurestheyaredesigningtoimprovetheirplayground.Studentsuseaneasytounderstanddesignthinkingtooltodesigntheirproject.Fromtheseplans,thechildrenwilldraftandprototypetheirmodelsapplyingtheirmathcomputationalskillsandtheirnewunderstandingofpropertiesofmaterialstodesignthemostsuccessfulstructures.Kennyisworkinginateamoffourstudentstocollaboratearoundthedesign.Heappreciatestheopportunitytoapplyhislearningtoreal-worldproblemsthatimpacthiscommunity.Theplaygroundprototypesanddesignswillbeshowcasedattheexhibitionnight,andthefinalplaygroundstructureswillbecomepermanentfixturesatI3Academy.

Kennyendshisdaywithinquiry-drivenscienceinstruction.HisteachersusethistimetoreinforcethesciencecontentstandardsthatherstudentswillneedtoleveragewhencompletingtheirPBLunit.Usingthescientificmethod,theclassisinvestigatingconceptsofstrengthandflexibilityasitrelatestothebuildingmaterialstheymightusefortheirprojectdesigns.

Asschoolwrapsupfortheday,Kennywalkstopickuphislittlesisterandheadstothecar.Onhisway

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out,heisgreetedbythesamehappyandencouragingeducatorswhowelcomedhimtoschoolthismorning.Ateacherhelpshimgetinthecarandseeshimoffwithawave.Kenny’smomaskedhimwhathedidtodayatschoolandKennyexcitedlytellsherallthathelearnedonthewayhome.

5.Describeatypicaldayforateacherinagradethatwillbeservedinyourfirstyearofoperation.

Kenny’steacher,Ms.Wallace,isafifth-yeareducatorwhoteaches2ndgrade.ShewasdrawntoworkingatI3Academywhensheheardaboutthecollaborativerelationshipsamongfacultyandtheprofessionaldevelopmentopportunitiesbothinandoutofschool.Sheattendedseveraloftherecruitmenteventsheldbyschoolleadersandwasattractedtothecollaborativeculturewhereshefeltshecouldworkside-by-sidewithcolleagues,sharehercreativity,anddevelopherleadershipskills.Shearrivesatschoolearlyexcitedtotakeonthedayandgrabscoffeeandasnackfromthestafflounge,happytoseeherfriendsandcolleagueseverymorning.

Shebeginsatypicalschooldaypreppingherclassroomforthedifferentiatedinstruction,small-grouplearning,andstudentcollaborationthatwilloccuracrossthedifferentcontentareasthroughouttheday.Sheispresentinthehallwaytorolemodelschoolwidenormsassheseesstudentsheadingtotheirclasses.Whenherstudentsarrive,Ms.Wallacegreetsthematthedoorandwelcomesthemintotheclassroom.Shedoesn’thavetoprovideinstructionsforherstudentstoknowwhatisexpectedofthematthispointoftheday.Thisteacherworkedwithher2ndgradeteamtodevelop“startoftheday”normstohelpstudentscomfortably,efficiently,andindependentlypreparetolearn.Thismorning,herstudentsreadindependentlyorwithpartnerswhileMs.Wallaceworkswithtwoofherstudents,whohaveindividualizedlearningplanstoaddresstheirspecialneeds.SheusesthetimebeforeannouncementseachmorningtopreviewcontenttheywillexperiencelaterinthedaypertheaccommodationswithintheirIEPs.

Followingannouncements,Ms.Wallacefacilitatesthedailyclassmeeting.Duringthistimeshechecksinwithstudentstosetthetonefortheday.Thisisanimportantactivitythatbuildsthecultureandreinforcestheclassroomnormsthatshedevelopedwiththestudents.Aspartofthemorningmeeting,sheusestheSecondStepcurriculum.TheDirectorofLearningisjoiningthemforthemeetingthismorning.SheistheretoobservethelessonandwillmeetwithMs.Wallaceforacoachingsessiontoreflectonherpracticesandsupportherdevelopmentasasocial-emotionalteacher.Ms.Wallaceanticipatesthatthecommunicationstrategiesfromtoday’sSecondSteplessonwillberelevanttothecollaborationherstudentswillbedoinglaterinthedayaroundtheirproject-basedlearningproject.Toreinforcethesesocialskills,Ms.Wallacewillusethesamelanguagefromthismorning’slessonwhensupportingstudents.

TheEnglishLanguageArtsblockfollowsthedailymeetinginMs.Wallace’sclass.Ms.WallacebeginstheblockbyfacilitatingaclosereadaninformationalbookHowaHouseisBuiltbyGailGibbonswithher

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wholeclass.Studentslookatbookswiththeirbuddiesanduseitcitespecificexamplesduringthediscussion.ThestudentsMs.Wallaceworkedwithbeforetheannouncementswereabletopre-readthebookwhichhelpedthemduringwholegroup.Thisbookispartofalargerunitonarchitecture.Ms.WallacechosethisprojectfromtheprojectlibrarysinceherstudentshadbeenaskinglotsofquestionsaboutconstructionandshenoticedhowmuchtheylovetobuildwiththetoolsfromtheMakerCart.

Afterwrappingupthecloseread,Ms.Wallacetransitionsherstudentstotheirdifferentiatedinstructiontime.Sheusesthistimetoreinforce,extend,andremediategrade-levelskills.Kennycomestoheratthistimeforinterventionswithdecodingandphonics.Ms.Wallacetrackshisgrowthandshareshisprogresswithhergrade-levelpeersweekly.TheteamofteachersworkstogetherandwithI3Academy’sReadingCoachtodesigneffectiveinterventionsforKennyandtheirotherstudentsneedingTier2interventions.

AfterEnglishLanguageArts,Ms.Wallacewalksherstudentstotheirenrichmentclasses.Shewillspendthe70-minuteenrichmentperiodmeetingwithher2ndgradeteamengagingintheworkofaprofessionallearningcommunity(PLC).Today,theteamexaminesstudentperformanceonacommonmathformativeassessment.Universalscreenerdatafromthebeginningoftheschoolyearrevealedadeficitinfoundationalnumbersenseacrossthe2ndgradestudentpopulation.WiththehelpoftheI3AcademyMathCoach,Ms.Wallaceandherteamhavedesignedinstructiontotargetthisskillsgap.Theassessmenttheyreviewtodaywillilluminatetheefficacyoftheirinstructionandinformtheplanningoffuturemathandproject-basedlearningunits.

Intheafternoon,Ms.Wallace’sclassworksonmath.Theassessmentdatashereviewedinhergrade-levelteammeetingrevealedthatahandfulofherstudentsarestillstrugglingtounderstandthepart-wholerelationshipbetweennumbers.Giventhatthisconceptisfoundationaltothemathinstructionshehasplannedfortodayandthatitwillimpactstudents’successwiththeproject-basedlearningdesignactivitiesleadbyavisitingarchitectlaterintheafternoon,Ms.Wallaceplanstoreorganizehersmallmathgroupstoallowhertointervenewithstudentswhohavenotyetmasteredtheconceptandextendthelearningforthosewhohave.

Whenthevisitingarchitectarrives,Ms.Wallacemovesstudentsintotheircollaborativeprojectgroups.SheusedresourcesfromtheBuckInstituteforEducation’sgoldstandardsproject-basedlearningmodeltohelpthesegroupssetbehavioralnormsandassignrolesfortheircollaborativetimetogether.Onegroupisstrugglingtoworkthroughdisagreementsabouttheirprojectdesign.Ms.Wallacehasplannedtositwiththemduringtheactivitieswiththearchitecttohelpscaffoldthiscollaboration.

Ms.Wallaceendsherdayteachingscience.Hergrade-levelteamhasidentifiedexperimentsandinquiry-drivenactivitiesfortheirinstructionthatwillsupportthekeysciencestandardsintegratedintotheircurrentPBLproject.Theseactivitiesalongwithassessmentshavebeencarefullymappedandcapturedinaprojectcalendarthatwillguideeach2ndgradeclassroomthroughthePBLunit.Sheisencouragedto

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hearstudentschattingexcitedlyabouthowtheyplantousewhattheylearnedtodaytoimprovetheirdesignfortheirgroupprojecttomorrowastheyleavefordismissal.

SupplementalProgramming

1.Ifsummerschoolwillbeoffered,describetheprogram(s).

Explainthescheduleandlengthoftheprogram,includingthenumberofhoursandweeks.Discusstheanticipatedparticipants,includingnumberofstudentsandthemethodsusedtoidentifythem.Describetheanticipatedresourceandstaffingneedsforsummerprograms.I3Academyseekstoofferanenrichingsummerprogramtoprovidelearnerswithopportunitiesthroughoutthesummertokeepthemlearning.Summerlearninglosscanbeanadditionalchallengetostudentsfrompovertywhomaynothaveaccesstoothersummerlearningprograms.AccordingtotheNationalSummerLearningAssociationmoststudentslosetwomonthsofmathematicalskills,andlowincomechildrentypicallyloseanothertwotothreemonthsinreadingskills(SummerbytheNumbers,NSLA).IntheinitialyearsI3Academywillseeklocalenrichmentprovidersandopportunitiesforstudents.InsubsequentyearsI3planstodevelopitsownsummerenrichmentprogram.

2.Describetheextra-and/orco-curricularactivitiesorprogrammingtheschoolwilloffer,howoftentheywilloccur,andhowtheywillbefundedanddelivered.

Inordertominimizetransportationbarriers,theadditionalenrichmentperiodallowsforincreasedtimetoconductextra-andco-curricularactivitieswithintheschoolday.Intraditionalschoolstherearelimitedenrichmentopportunitiesthatarereservedforsmallgroups,clubs,orgiftedprograms.AtI3Academywestrivetomakethoseenrichingopportunitiespartoftheschoolday.Forinstancemanyschoolshaveroboticsclubsthatmeetafterschool.Roboticsandcodingwillbeintegratedintotheclassroomandasstandaloneenrichmentclasses,whichwillallowalllearnerstobeexposedtoandparticipateinengagingenrichmentclasses.Asteachersidentifyspecificintereststheymaydiscoverandbuildthoseprograms.Forinstanceaneducatormightcometoschoolwithaparticularinterestandexperienceintheaterarts.Theymaychoosetobeginaschoolclubfortheaterorproduceaplay.Webelievethatthetalentofeducatorsisthedrivingforcebehindexcellentschools.

Inadditiontoeducatorsthereareawealthoflocalassetsandpotentialpartnersthatcouldprovideinterestinglearningopportunities.I3Academyiscurrentlyworkingtodeveloprelationshipswiththesepartnersinordertodesignenrichmentopportunitiesandprojectswithpartnersinmind.Focusgroupshavebeenconductedwithpotentialenrichmentpartnerstohelpdetermineopportunitiesforstudentsbothinandoutofschool.

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3.Describetheprogramsorstrategiesthatwillbeusedtoaddressstudents’mental,emotional,andsocialdevelopmentandhealth.

TheI3Academyinstructionalmodelrecognizestheimpactofhealth,social,andemotionalfactorsonstudents’readinesstolearnintheclassroom.Thestaffingmodelreflectsacommitmenttoaddressingtheseneeds.Inadditiontotheschoolcounselorafull-timesocialworkerandacommunityliaisonwillbehired.Asaresult,multi-tieredsystemsofsupportareinplacetoensurethatthemental,emotional,socialdevelopmentandhealtharealladdressedimmediatelywhenneedsarise.AtTier1,alllearnersaregiveninstructiononsocial-emotionallearningskills.Eachdaylearnerspracticeacommonlanguageonhowtomanageemotions,solveconflictswithothers,andunderstandthepointofviewoftheirpeers.AtTier2,theteacher,counselor,orprincipalmayworkone-on-onewithstudentsorinsmallgroupstoresolveaconflict.AtTier3,aspecificandintensiveplanwillbeputinplaceinconjunctionwithparentsandsupportstafftoensurethatallresourcesavailablearebeingutilizedtomeetthesocialandemotionalneedsofthelearner.

I3AcademywillhaveaCommunityLiaisonhiredtomanagepartnershipswithinthecommunity.TheCommunityLiaisonwillworkwithcommunitypartnerstodelivertheneededservicestobettersupportfamilieswithintheschoolcommunityandenablehigh-qualityinstructionforK-5students.Arobustofferingofschool-basedresourceswillalsobeimplementedandwillincludesupportforstudentsduringtheschooldayandbeyond.

AlongwiththeCommunityLiaison,theI3Academystaffingmodelincludesafull-timecounselorandafull-timesocialworkerequippedwiththeresourcesandexperiencetosupportstudents’mentalhealthneeds.Theseservicesareavailabletoqualifyingstudentsduringtheschoolday.Forthosestudentswhoneedsupplementalsupporttomasteracademiccontent,additionalinstructionandinterventionmaytakeplaceinthesummermonthsand/oronSaturdaysduringtheschoolyear.TheseprogramswillbestaffedbyI3Academyteacherswhoarefamiliarwithstudents’academicneedsandwhocanintervenemosteffectivelytoimprovestudents’deficits.

4.Ifapplicable,describeanyotherstudent-focusedactivitiesandprogramsthatareintegraltotheeducationalandstudent-developmentplans.

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SpecialPopulationsandAt-RiskStudents

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1.Describetheoverallplantoservestudentswithspecialneeds,including,butnotlimitedto,studentswithIndividualizedEducationPrograms(IEPs)orSection504plans;EnglishLearners(EL);studentsidentifiedasintellectuallygifted;andstudentsatriskofacademicfailureordroppingout.

Identifythespecialpopulationsandat-riskgroupsthattheschoolexpectstoserve,whetherthroughdatarelatedtoaspecificallytargetedschoolorneighborhood,ormoregeneralizedanalysisofthepopulationtobeserved.Discusshowthecoursescopeandsequence,dailyschedule,staffingplans,andsupportstrategiesandresourceswillmeetorbeadjustedforthediverseneedsofstudents.I3Academyrecognizesthatsomestudentsmayneedadditionalsupporttomeetacademicstandardsandthatsomestudentsmayneedsupplementalinstructiontoenrichtheirlearningbeyondthosestandards.I3AcademywillprovideSupplementalEducationalServicesinaccordancewithfederallawandAlabamaAdministrativeCode(AAC)chapter290-8-9.

ThroughimplementationofAlabama’sResponsetoInterventiontieredinstructionalmodel,I3Academyiscommittedtoidentifyingstudentneedsearlyanddesigninginstructiontohelpalllearnersmakesignificantacademicgains.I3Academy’sremediationandsupplementaleducationservicesassiststudentsingradesK-5inallacademicareas,withafocusonliteracy,math,andsocialemotionallearning.Thefollowingstrategiesareusedtoensurethattheneedsofallstudentsaremet:

1.Differentiatedinstructioninallsubjectareasaspartofthegeneraleducationclassroom,includingdifferentiatingbycontent,processandproduct.Inaddition,individualstudentneedsaremetthroughflexiblegroupinganddifferentiatedliteracyandmathcenters.2.Flexiblegroupingofstudentswithinandpossiblyacrossclassrooms(e.g.,grade-wideinterventionblock)toremediatefoundationalskillsforstrugglingstudentsandtoextendlearningforhigh-performingandgiftedstudents.3.Tutoringprovidedbyteachers,paraprofessionals,andpossiblyvolunteersduringtheschooldaytoassistunderperformingstudents.4.AliteracylabandmathlabtocoordinateallsupplementaleffortsinTiers1through3oftheResponsetoInterventionmodel,aswellasprovidetutoringforthosestudentsstrugglingthemostandprofessionallearningtosupportteachers’effortstodifferentiateandmeettheneedsofallstudents(Seethesectionthatfollowsformoreinformation).5.Continuoususeofprogressmonitoringtoinforminstructionandtutoring.6.SpecialEducation,EnglishLanguageLearner,andgifted-certifiedteacherstoprovideinstructionalignedtostudents’documentedneeds(e.g.,IEPs,Section504plans)

Inadditiontotheeffortsdescribedabove,I3Academystudentsspendmoretimelearning,thankstoanextendedschooldayandextendedschoolyear.

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CurrentenrollmentandperformancedatafromtheBirminghamCitySchoolspredicttheneedsoffuturestudentpopulationsatI3Academy.ThisdatanecessitatestherobustResponsetoInterventionprogramplannedforI3Academy.Theschool’scomprehensiveassessmentplanwillilluminatespecificdeficitsforthispopulationofunder-performingstudents.TeacherandleadercollaborationthroughaProfessionalLearningCommunitiesmodelwillresultintieredinstructionthatisresponsivetothisdataandtailoredtoaddressthesegaps.Research-basedcurricularresourcesateachtierofinstructionwillsupportteachersinleveragingresearch-basedpracticeswithintheirinstruction.Specificleadershippositionswithintheschool(DirectorofStudentandAdultLearning,LiteracyLead,MathLead,andSpecialEducationLead)developandcoachteachersonthemostcurrentbestpracticesfordeliveringinstructionateachtierofsupport.TheschoolmodelthathasinspiredI3Academy’approachprovidesevidencethatthisResponsetoInterventionprogramcanbesuccessfulforstudentswithsignificantdeficits.

SpecialeducationisacentralandintegralpartofthelearningenvironmentatI3Academy.OneofthehallmarksofI3Academyisdifferentiatedinstructiontomeettheneedsofadiverseschoolpopulation.Havinganeffectivemodelforthedeliveryofspecialeducationservicesiscriticalinthispedagogicalmodusoperandi.I3Academy’snon-discriminatoryadmissionproceduresareconsistentwithitsmissionandwithstateandfederallaw.

CurrentenrollmentdatafromBirminghamCitySchoolsrevealthatI3AcademycanexpecttoservestudentswithspecialneedsdocumentedwithinIEPsandSection504plans,studentswhoidentifyasEnglishLanguageLearners(ELLs),andstudentsqualifyingforgiftededucationservices.

GiventhespecialpopulationswithinBirminghamCitySchools,theI3Academyschoolmodelisstaffedtosuccessfullyservethesestudents.Certifiedspecialeducation,EnglishLanguageLearners,andgifted-certifiedteachersareincludedwithinI3Academy’sstaffingmodel.Whenpossible,I3Academyseekstoofferspecialeducationservicesinaninclusionsettingwithstaffpushingintogeneraleducationclassroomstoscaffoldorextendgrade-levelcontentforthestudentstheyserve.Thesespecializedteacherswillalsocollaboratewithgeneral-educationhomeroomandenrichmentteachersduringgrade-levelmeetingsandProfessionalLearningCommunitiestomakesuretheuniqueneedsofthestudentstheyservearerepresentedindailyinstructionalpractices.

2.Explainhowtheschoolwillidentifyandmeetthelearningneedsofstudentswhoareperformingbelowgradelevelandmonitortheirprogress.

Specifytheprograms,strategies,andsupportstheschoolwillprovideforthesestudents.ArobustResponsetoInterventionprogram(RTI)underpinsallinstructionatI3Academy.Thisapproachtoinstructionisbestcapturedintwocoreprinciples:1.Stronglanguage/literacy,math,andsocialemotionalskillsarethecriticalfoundationforalllearning

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2.High-qualityinstructiontomeetthelearningneedsofallstudentsisbestimplementedthroughatieredmodelofinstruction(i.e.,aresponsetointerventionmodel)(e.g.,Burns,Appleton,&Stehouwer,2005)

Literacy,math,andsocialemotionalknowledgeandskillsareprerequisitestolearninginalloftheotherdisciplines.TheinstructionalprogramfollowsanintensivedailyprograminthesecoredisciplinesateverygradelevelwithinatieredResponsetoIntervention(RTI)structure.ThefollowinguniversalscreenersanddiagnostictoolswillbeadministeredtoallstudentstodeterminetheirinstructionalneedswithinAlabama’sResponsetoInterventiontieredinstructionalmodel(ALSDE):●Universalscreener/benchmarkassessment●Diagnosticassessments

AllstudentswillexperiencequalityTier1instructionfacilitatedbyclassroomteachersforthefollowingamountsoftime:120minutesofreading/languagearts,90-120minutesofmath,20minutesofsocialemotionallearning.Tier1instructionalpracticesandresourceswillincludethefollowinginreading/languagearts,math,andsocialemotionallearning:●Standards-basedcurricula(SeeAttachment1)●Research-basedstrategies●Differentiation●Small-groupinstruction

Studentswhodonotmeetgrade-levelstandardsthroughTier1instructionalonereceivetargetedTier2and3interventions(e.g.,Gerstenetal.,2009).Thefrequencyandintensityoftheseinterventionsdependonstudents’individualneedsandaredeterminedbytheProblemSolvingTeam(inaccordancewithstateguidelines).Tier2interventionsaredesigned,administered,andtracked(monthly)bycoreclassroomteachersduringsmall-groupinstruction.Grade-levelteamsmaydecidetoflexiblygroupstudentsforinterventionacrossclassroomsinagrade-wideinterventionblock.WhenTier3interventionsareneeded,studentswillworkwithcertifiedteachersandinterventioniststosupplement,notreplace,thegrade-levelinstructionreceivedinthegeneraleducationclassroom.

ForgradesK-5,mathandliteracyinterventionsoccurwithintheon-campusLiteracyCenterandMathLabfor35minute-blocks.ForstudentsneedingbehavioralorsocialemotionalsupportingradesK-5,individualizedTier3interventionswillbeplannedanddeliveredbytheschoolcounselor.Systematic,multi-modalinterventioncurricularprogramsareusedtosupportTier3interventionsforgradesK-5(SeeAttachment1formoreinformationaboutTier3resources).Weeklyprogressmonitoringdataandbenchmarkdatafromauniversalscreener(administered3timesperschoolyear)determineif/whenTier3interventionsarenolongernecessary.StudentsareevaluatedtodeterminewhethertheywouldbenefitfromSpecialEducationservicesintheeventthatTier3interventionshavenotclosedtheirperformancegaps.Thisproposedprogramwill

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complywithallapplicableregulatoryspecialeducationrequirementsincluding,butnotlimitedto,theAlabamaAdministrativeCode(AAC)chapter290-8-9,IndividualswithDisabilitiesEducationAct(IDEA),Section504oftheRehabilitationActof1973,andTitleIIoftheAmericanswithDisabilitiesAct.

ThefollowingstructuresatI3AcademysupportandmaintainthisResponsetoInterventionmodel:●Acomprehensiveassessmentplanallowsforthefrequentcollectionandanalysisofstudentperformancedatatoinformcurriculumimplementationanditeration.●ProfessionalLearningCommunities(DuFourandEaker,1998)ofteachersandleadersallowsforstructuredcollaborationaroundstudentdataweeklytoensurethatstrategiesintheclassroomevolvetomeetstudents’needs.●Additionalleadershippositionswithinthestaffingmodel(DirectorofStudentandAdultLearning,LiteracyLead,MathLead)provideprofessionaldevelopmentandsupportforteacherstohelpthemleveragedatamost-effectivelywithintheRTImodel.

SucharobustandstructuredRTImodelcreatesadata-richenvironmentatI3Academyinwhichteachersandleaderscanbesuccessfulinmovingstudentstograde-levelproficiency.

ReferencesBurns,M.K.,Appleton,J.J.,&Stehouwer,J.D.(2005).Meta-analysisofresponse-to-interventionresearch:Examiningfield-basedandresearch-implementedmodels.JournalofPsychoeducationalAssessment,23,381–394.

DuFour,Richard,andRobertE.Eaker.ProfessionalLearningCommunitiesatWork:BestPracticesforEnhancingStudentAchievement.HawkerBrownlowEducation,2009.

Gersten,Russellet.al.2009.Assistingstudentsstrugglingwithmathematics:Responsetointervention(RtI)forelementaryandmiddleschools(NCEE2009-4060).Washington,DC:NationalCenterforEducationEvaluationandRegionalServices,InstituteofEducationSciences,U.S.DepartmentofEducation

3.Explainmorespecificallyhowtheschoolwillidentifyandmeetthelearningneedsofstudentswithmild,moderate,andseveredisabilities.

Specifytheprograms,strategies,andsupportstheschoolwillprovide,includingthefollowing:

a.Methodsfor“identifying,locating,andevaluating”studentswithdisabilitieswhoareinneedofspecialeducationandrelatedservices(andavoidingmisidentification).b.Plansforhiringandevaluatingcertifiedspecialeducationteachersandlicensedrelatedserviceproviders,includingprojectingadequatestaffingfortheanticipatedpopulationofstudents.

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c.Specificinstructionalprograms,practices,andstrategiestheschoolwillemploytoensurestudentswithdisabilitiesareprovidedafree,appropriatepubliceducationintheleastrestrictiveenvironment.d.Plansregardingcontinuumofplacements,accesstothegeneraleducationcurriculum,andtheopportunityforstudentswithdisabilitiestobeeducatedwithnon-disabledpeerstothegreatestextentappropriate.e.Plansformonitoringandevaluatingtheprogressandsuccessofstudentswithdisabilities.f.Plansforpromotingcollege-andcareer-readinessforstudentswithdisabilities,includinghighschoolgraduationandpost-schoolindicators.Plansregardingself-monitoringofdisproportionalityintheareasofidentification,leastrestrictiveenvironment,anddisciplinaryactions,includingsuspension/expulsionofstudentswithdisabilities.g.Self-monitoringofdisproportionalityshouldincludeanunderstandingofthecoordinatedearlyinterveningservices(CEIS)requirementswhensignificantdisproportionalityhasbeendeterminedbytheAlabamaStateDepartmentofEducation/SpecialEducationServices.h.Self-monitoringmethodstoevaluateproceduralandsubstantivecompliancewithspecialeducationrulesandregulations.a.Methodsfor“identifying,locating,andevaluating”studentswithdisabilitieswhoareinneedofspecialeducationandrelatedservices(andavoidingmisidentification).

I3Academycomplieswithallapplicableregulatoryspecialeducationrequirementsincluding,butnotlimitedto,theIndividualswithDisabilitiesEducationAct(IDEA),Section504oftheRehabilitationActof1973,andTitleIIoftheAmericanswithDisabilitiesAct,theAlabamaAdministrativeCode(AAC)chapter290-8-9,alongwithanyapplicableprovisionsoftheAlabamaSchoolChoiceandStudentOpportunityAct(Act2015-3)concerningtheprovisionofspecialeducationservices.

ShouldBirminghamCitySchoolscurrentlyholdanIndividualizedEducationPlan(IEP)foranystudentwhowillattendI3Academy,BCSwilltransfersuchdocumenttoI3Academyinatimelymanner.I3Academy’sleadspecialeducationteacherwillpartnerwithschooladministratorstomonitorcasemanagementofallspecialeducationstudentsandarrangetheprovisionofservicesrequiredbyeachIEP.Thisleadteachermaintainsafiledemonstratingtheschool’scompliancewithprovidingspecialeducation.Whenpossible,I3Academyseekstoofferspecialeducationservicesinaninclusionsetting.Theleadteacherwillpartnerwithschooladministratorstoensurecompliancewithallstateandfederalregulationsinthedesignanddeliveryofinstructioninaccordancewitheachstudent’sIEP.

StudentperformancedatamayilluminatetheneedforgeneraleducationstudentstobeevaluatedforspecialeducationservicesduringtheirtimeatI3Academy.Theschool’srobustResponsetoIntervention

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modelensuresthatstudentsareonlyconsideredforevaluationaftersufficientinterventionhasbeenimplementedandampledatahasbeencollectedtosupportthisdecision.StudentsconsideredfortheseserviceswillhaveadocumentedhistoryoflittleacademicprogressresultingfromTier1,Tier2,andTier3instruction.Theschool’sProblemSolvingTeamwillhavebeenconvenedmultipletimestocollaborativelyreviewthestudent’slackofprogress,designmoreintensiveinterventionwhenapplicable,andcommunicateareasofconcerntoparents.Whenthemost-intensiveTier3interventionsproveunsuccessfulatmeetingastudent’sneeds,theProblemSolvingTeamwillreferthestudenttoI3Academy’smulti-disciplinaryteamforevaluationconsideration.I3Academy’sprocessforconsideringachildforevaluationwillcomplywithallstateregulationsandtimelinesdescribedwithintheAlabamaAdministrativeCode(AAC)chapter290-8-9.

TheschoolthatinspiresI3Academymethodsforidentifyingandevaluatingspecialeducationstudentshashadtremendoussuccessusingthisapproachtoavoidmisidentificationofstudentsforspecialeducationandrelatedservices.

b.Plansforhiringandevaluatingcertifiedspecialeducationteachersandlicensedrelatedserviceproviders,includingprojectingadequatestaffingfortheanticipatedpopulationofstudents.

AheadofreceivingdefinitivedataabouttheneedsofitsstudentpopulationsinYear1ofoperation,I3Academyisalreadyheavilystaffedtoservestudentswithspecialneeds.Specializedteachers(acombinationofspecialeducation,ELL,andgiftedteachers),aqualifiedsocialworker,andaqualifiedcounselorwillserve420studentsintheschool’sfoundingyear.Thatstaffingmodelwillgrowasgradelevelsareaddedeachyearoftheschool’scharter.Allteachersworkingwithstudentswithspecialneedswillbehiredbasedontheircredentialsanddemonstratedsuccessworkingwithspecialpopulations.ThisstaffwillbehiredthroughaprocessthatincludesarobustfacultyrecruitmentstrategytoensurethateducatorsofthehighestqualityteachatI3Academy(Seethe“StaffingPlans,Hiring,Management,andEvaluation”sectionformoredetailsaboutthehiringprocess).

AmongthisstaffisaSpecialEducationLeadTeacher.ThisindividualwillpartnerwithI3Academyadministrationtosupportthespecialeducationprogramthroughprofessionaldevelopmentfacilitationandsupervisionofspecialeducationstaff.Schooladministratorswillformallyevaluatetheleadspecialeducationteacherandotherspecialeducationstaffinaccordancewithtimelines,resources,andregulationsfromtheStateofAlabamaandBirminghamCitySchools.

c.Specificinstructionalprograms,practices,andstrategiestheschoolwillemploytoensurestudentswithdisabilitiesareprovidedafree,appropriatepubliceducationintheleastrestrictiveenvironment.

I3Academyseekstoofferspecialeducationservicesinaninclusionsettingtoensurespecialeducationstudentsarelearningwithintheleastrestrictiveenvironmentappropriatetotheirneeds.Special

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educationservicesandaccommodationsprovidedwillberesearch-basedandwillbedesignedtomeetthefollowingobjectives(alignedtotheAlabamaAdministrativeCode(AAC)chapter290-8-9):●enablethechildtoadvanceappropriatelytowardannualgoalswithinhis/herIEP●facilitatethechild’sparticipationandprogresswithinthegeneraleducationcurriculum●allowthechildtoparticipateinextracurricularandnonacademicactivitiesofferedatI3Academy●ensurethechildparticipatesinlearningwithotherchildrenwithdisabilitiesandnondisabledchildren

Theprogramwillmakethefollowingconsiderationstosupportspecialeducationstudentswithinthisinclusionmodel:●considerationofbehavioralneeds●considerationoflanguageneeds●considerationofvisualimpairment●considerationofcommunicationneeds●considerationofneedforassistivetechnology

Instructionforspecialeducationstudentswilloccurwithinthegeneraleducationsettingunless“thenatureorseverityofthedisabilityissuchthateducationinregulareducationclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily.”(AlabamaAdministrativeCode).Thismeansthatspecialeducationstudentswilllearnalongsidetheirnondisabledpeersforallcorecontentsubjects(e.g.,EnglishLanguageArts,Math,Science,SocialStudies,SocialEmotionalLearning)andallenrichmentcourses(e.g.,physicaleducation,music,art,robotics,engineering)Thegeneraleducationteachers(homeroomteacherandenrichmentteachers)responsibleforimplementingachild’sIEPwillhaveaccesstotheIEPdocumentandwillhavesupportfromI3Academyleadspecialeducationteachertounderstandtheirroleinprovidingaccommodationswhenthestudentiswithinthegeneraleducationsetting(homeroomclassandenrichmentclasses).Theobjectives,considerations,andteachersupportdescribedabovearedesignedtoensurethatspecialeducationsstudentsarenotsimply“placed”withintheleastrestrictiveenvironment.Whenstudents’needsnecessitateplacementinasettingotherthanthegeneraleducationclassroomtheIEPteamwilldeterminetheappropriatetimeandsupportthatwillbeneededtomeetannualIEPgoals.

d.Plansregardingcontinuumofplacements,accesstothegeneraleducationcurriculum,andtheopportunityforstudentswithdisabilitiestobeeducatedwithnon-disabledpeerstothegreatestextentappropriate.

PerAlabamaStateBoardofEducationguidelines,instructionforspecialeducationstudentswilloccurwithinthegeneraleducationsettingunless“thenatureorseverityofthedisabilityissuchthateducationinregulareducationclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily.(AlabamaAdministrativeCode(AAC)chapter290-8-9)AtI3Academy,thismeansthatspecialeducationstudentswilllearnalongsidetheirnondisabledpeersforallcorecontentsubjects(e.g.,

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EnglishLanguageArts,Math,Science,SocialStudies,SocialEmotionalLearning)andallenrichmentcourses(e.g.,physicaleducation,music,art,robotics,engineering).Thegeneraleducationteachers(homeroomteacherandenrichmentteachers)responsibleforimplementingachild’sIEPwillhaveaccesstotheIEPdocumentandwillhavesupportfromI3Academy’sleadspecialeducationteachertounderstandtheirroleinprovidingaccommodationswhenthestudentiswithinthegeneraleducationsetting(homeroomclassandenrichmentclasses).

AcultureofteacherprofessionaldevelopmentandcollaborationatI3Academyfurthersupportsopportunitiesforspecialeducationstudentstolearnalongsidetheirnon-disabledpeers.Specialeducationteachersreceivethesameprofessionaldevelopment(e.g.,curriculumtraining,research-basedstrategiesforinstructionandassessment)asgeneraleducationteacherstoensuretheyhaveadeepunderstandingofthegeneraleducationprogram.Theyparticipateincurriculumdevelopmentmeetingswithgrade-levelteamstoinforminstructionalplanningthatwillbeaccessibletoallstudents(generaleducationandspecialeducation).Thiscollaborationalsoallowsthespecialeducationteacherstoanticipateandplanforanyservicesorsupplementaryaidstheirspecialeducationstudentsmayneedtosucceedwithinthisgeneraleducationcurriculum.

Thiscontinuumofservicesforspecialeducationstudentsthatresultsleveragesavarietyofsettings(whole-groupsettings,small-groupsettings,one-on-onesettings),instructionaldeliverystrategies(e.g.,co-teaching)andresources(aidsandtechnologytosupplementgeneraleducationstrategies)dependingonthestudents’needs.Thesespecialeducationserviceswillbebasedonpeer-reviewedresearchtotheextentpracticableanddesignedforeachspecialeducationstudentwiththefollowingconsiderationstoensureeveryopportunityfortheirsuccesswithinthegeneraleducationsetting:●considerationofbehavioralneeds●considerationoflanguageneeds●considerationofvisualimpairment●considerationofcommunicationneeds●considerationofneedforassistivetechnology

e.Plansformonitoringandevaluatingtheprogressandsuccessofstudentswithdisabilities.

I3AcademyadministratorsandtheSpecialEducationLeadwillcollaboratetomanageimplementationofspecialeducationservicesatI3Academy.Responsibilitieswithinthisleadershipstructureincludethefollowingduringtheidentification,evaluation,andimplementationprocesses:●Conductsactivitiesrelatedtotheidentification,evaluation,placementandprovisionofa“fairandappropriatepubliceducation”inthe“leastrestrictiveenvironment”forstudentswithdisabilities●ReceivesandreviewsreferralsfromtheProblemSolvingTeamforstudentssuspectedof/identifiedashavingadisability●Securespertinentandcomprehensivedatanecessaryfordecision-making

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●Facilitatestheeligibilitydeterminationprocessandthecompletionofrelatedreports●FacilitatestheestablishmentandmaintenanceofSpecialEducationconfidentialrecords/foldersandIEPOnlinerecords,includinglockingrecordsandensuringtheiraccuracyatappropriatetimesduringtheschoolyear●SchedulesandfacilitatesIEPTeammeetings●Ensuresthatappropriateandcomprehensiveevaluationsarescheduledandconductedatrequiredintervals●EnsuresthatallaspectsoftheIEParefollowed●CollectsstudentdataandmaintainstheInfiniteCampusreportinginformation●MaintainsIn-SchoolSuspensionandOut-of-SchoolSuspensionrecordsforstudentswithdisabilities●CommunicateswithBirminghamCitySchoolsasneededandattendsrequiredsystemSpecialEducationmeetings●Providesareportofstudentprogressonthesamescheduleasstudentsingeneraleducation●Evaluatesspecialeducationteachersandpertinentstaffusingthedistrict-mandatedevaluationtools●Providesongoingsupportandsupervisiontothespecialeducationstaff●Providesongoingprofessionaldevelopmentforteachersintheareasofco-teaching,differentiation,andotherareaspertinenttoTier3andspecialeducationstudents

TheIEPTeamstructureallowsforregularsharingandreviewingofstudentprogresswiththeschool’sadministration,thestudent’sspecialeducationandgeneraleducationteachers,andthestudent’sparent(s).I3AcademywillfollowallrequirementsincludedwithintheAlabamaAdministrativeCode(AAC)chapter290-8-9fortheIEPTeammembership,teammeetingfrequency,teammeetingstructure,andteammeetingattendance.

f.Plansforpromotingcollege-andcareer-readinessforstudentswithdisabilities,includinghighschoolgraduationandpost-schoolindicators.Plansregardingself-monitoringofdisproportionalityintheareasofidentification,leastrestrictiveenvironment,anddisciplinaryactions,includingsuspension/expulsionofstudentswithdisabilities.

Liketheirgeneraleducationpeers,specialeducationstudentswillbuildcollegeandcareerreadinessthrough21stCenturyskillsdevelopment.Intheelementarygrades,specialeducationstudentswillparticipateinthegeneraleducationcurriculumwhichisdesignedtobuild21stcenturycompetenciesinstudents.Theseskills(communication,collaboration,creativity,andcriticalthinking)willequipallstudentsforfuturesuccessinpost-secondaryeducationopportunitiesandtheworkforce.ThiscurriculumwillaligntotheComprehensiveCounselingandGuidanceStateModelforAlabamaPublicSchoolsandwillincludespecificactivitiesdesignedtohelpstudentsestablishpersonalgoalsanddevelopfuturecollegeandcareerplans.Assessmenttools(e.g.Kuderassessment)willbeusedtohelpstudentsaligntheirpost-highschoolcareerpathswiththeirpersonalinterests.Contentforthiscurriculumincludescareerawareness,careerexplorationandcareermanagement.Instructionaround21stCenturyskill

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developmentandcollegeandcareercounselingwillbedeliveredincompliancewiththerequirementsofspecialeducationstudents’IEPs.

I3Academywillcomplywithanyfederallawregardingstudentdisciplineforchildrenwithdisabilities,andwillstayapprisedofanychangesinthelaw.Studentswithdisabilitieshavethesamerightsandresponsibilitiesasotherstudentsandmaybedisciplinedforthesamebehavioraloffenses.IfastudentwithdisabilitieshasanIEPthatincludesdisciplinaryguidelines,thatstudentwillbedisciplinedaccordingtothoseguidelinesasrequiredbyIDEA.StudentsforwhomtheIEPdoesnotincludespecificdisciplinaryguidelinesmaybedisciplinedinaccordancewiththestandardschoolpoliciesdiscussedwithinthe“StudentDiscipline”sectionofthisapplication.

AnystudentwhoisreceivingspecialeducationservicesorhasbeenidentifiedasastudentwithadisabilityundertheIndividualswithDisabilitiesAct(IDEA)andwhoseactsaredeterminedbythePrincipaltohaveviolatedanyrules,regulationsorlawsasalleged,shallbereferredtotheIEPTeam.TheIEPTeamwillberesponsiblefordeterminingifthestudent'sconductisamanifestationofhis/herdisabilityandwhethersuchconductwarrantsachangeinplacement,amendmentstotheindividualeducationalplan(IEP)and/ordisciplinaryactions.IftheIEPTeamdeterminesthatthestudent'sconductisnotamanifestationofthestudent'sdisability,thedisciplineprocessasdescribedinthe“StudentDiscipline”sectionofthisapplicationwillbeapplicableforthestudent.However,inaccordancewithIDEA,servicesmustbeprovidedtostudentswithdisabilitiesonthe11thdayofexclusion;cessationofservicesisprohibited.TheIEPTeamshallalsohavetheauthoritytoconsider,recommendandimplementanychangesinastudent'sIEPoreducationalplacement.Nothingintheserulesshallalteroradverselyaffecttherightsofstudentswithdisabilitiesunderapplicablefederalandstatelaws.

g.Self-monitoringofdisproportionalityshouldincludeanunderstandingofthecoordinatedearlyinterveningservices(CEIS)requirementswhensignificantdisproportionalityhasbeendeterminedbytheAlabamaStateDepartmentofEducation/SpecialEducationServices.

AsrequiredbyIDEA,I3Academywillcollectandmaintainthefollowinginformationonstudentswithdisabilities:●Thecountofallschool-agestudentswithdisabilitiesbeingprovidedspecialeducationservicesbyage,grade,categoryofdisabilityandthenumberofstudentswithdisabilitieswhoareLimitedEnglishProficient●Thenumberofstudentsprovidedwithtestmodification,thetypes,andthenumberofstudentsassessedonstate-mandatedalternativeassessments●Thesettinginwhichstudentswithdisabilitiesreceivetheirservices,specificallytheportionofthedaytheyreceiveserviceswithnon-disabledpeers,includingtimeawayfromtheregularclassroom●Thenumberofstudentswithdisabilitiessuspendedin-schoolandout-of-school,organizedbydisabilityandlengthofsuspensions

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Intheeventthatthesedatarevealdisproportionalityintheareasofidentification,leastrestrictiveenvironment,anddisciplinaryactionsforstudentswithdisabilities,I3Academywill:●launchanofficialreviewofitspolicies,procedures,andpracticesforidentificationorplacementandreviseifnecessarytobetteralignwithIDEArequirements●Fundandprovidecoordinatedearlyinterveningservicesparticularly,butnotexclusively,forstudentsatI3Academyinthosegroupsthatweresignificantlyover-identified(incompliancewithAlabamaStateBoardofEducationCEISrequirements)

h.Self-monitoringmethodstoevaluateproceduralandsubstantivecompliancewithspecialeducationrulesandregulations.

I3AcademyadministratorsandtheSpecialEducationLeadTeacherwillcollaboratetomanageimplementationofspecialeducationservicesatI3Academy.Self-monitoringdocumentspreparedforstatemonitoringwillinformeachareaofcompliancethatwillcontinuallybemonitoredatI3Academy.Thisprogramoversightwillensurecompliancewithspecialeducationrulesandregulationsthroughspecificleadershipresponsibilities:●Conductsactivitiesrelatedtotheidentification,evaluation,placementandprovisionofa“freeandappropriatepubliceducation”inthe“leastrestrictiveenvironment”forstudentswithdisabilities●ReceivesandreviewsreferralsfromtheProblemSolvingTeamforstudentssuspectedof/identifiedashavingadisability●Securespertinentandcomprehensivedatanecessaryfordecision-making●Facilitatestheeligibilitydeterminationprocessandthecompletionofrelatedreports●FacilitatestheestablishmentandmaintenanceofSpecialEducationconfidentialrecords/foldersandIEPrecords,includinglockingrecordsandensuringtheiraccuracyatappropriatetimesduringtheschoolyear●SchedulesandfacilitatesIEPTeammeetings●Ensuresthatappropriateandcomprehensiveevaluationsarescheduledandconductedatrequiredintervals●Ensurestheprovisionofspecialeducationandrelatedservicesarebasedonpeer-reviewedresearch●EnsuresthatallservicesoutlinedinIEPsareimplementedaswritten●CollectsstudentdataandmaintainstheInfiniteCampusreportinginformation●MaintainsIn-SchoolSuspensionandOut-of-SchoolSuspensionrecordsforstudentswithdisabilities●CommunicateswithBirminghamCitySchoolsasneededandattendsrequiredsystemSpecialEducationmeetings●Providesareportofstudentprogressonthesamescheduleasstudentsingeneraleducation●Evaluatesspecialeducationteachersandpertinentstaffusingthedistrict-mandatedevaluationtools●Providesongoingsupportandsupervisiontothespecialeducationstaff●Providesongoingprofessionaldevelopmentforteachersintheareasofco-teaching,differentiation,

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andotherareaspertinenttoTier3andspecialeducationstudents

4.Explainhowtheschoolwillidentifyandmeettheneedsofintellectuallygiftedlearners,includingthefollowing:

a.Approachtodefininggifted,methodsforensuringequityandcomparabilityinidentificationofstudentsinneedofgiftedservices,andmethodsformonitoringandensuringracialequityinthegiftedprogram.b.Certificationrequirements(ifapplicable)forgiftedspecialistsandprofessionaldevelopmenttargetsforgeneraleducationteacherswhoteachgiftedlearners.c.Methodsforensuringtheneedsofgiftedlearnersaremetandcontinuumofservicedeliveryoptionsthatwillbeoffered(e.g.,pull-outclasses,advancedclasses,interestclusters,clustergroupingwithdifferentiatedcurriculumforgiftedlearner,accelerationprocedures,fieldstudies,mentors,alloftheabove).d.Methodsfordeterminingcognitiveandaffectivegrowthamonggiftedlearners.e.Proceduresrelatedtothemonitoringofachievementdataforgiftedlearners,includingplansfordisaggregationanddistributionofresultstoparents.f.Self-monitoringmethodsforthegiftedprogram,includingwhat,when,andbywhom.a.Approachtodefininggifted,methodsforensuringequityandcomparabilityinidentificationofstudentsinneedofgiftedservices,andmethodsformonitoringandensuringracialequityinthegiftedprogram.

ThedefinitionofgiftedintheAlabamaAdministrativeCodeis:

“Intellectuallygiftedchildrenandyoutharethosewhoperformorwhohavedemonstratedthepotentialtoperformathighlevelsinacademicorcreativefieldswhencomparedwithothersoftheirage,experience,orenvironment.Thesechildrenandyouthrequireservicesnotordinarilyprovidedbytheregularschoolprogram.Childrenandyouthpossessingtheseabilitiescanbefoundinallpopulations,acrossalleconomicstrata,andinallareasofhumanendeavor.”

Inordertomeettheneedsofadiverseschoolpopulation,I3Academy’sGiftedEducationProgramidentifiesstudentsconsistentwithAlabamaAdministrativeCode(AAC)chapter290-8-9.Theprogramforgiftedstudents:●TeachestheAlabamaCoursesofStudywithappropriateenrichment,accelerationandin-depthstudy.●Cultivatesandencouragesintellectualandcreativeabilitiesinastimulatingandchallenginglearning

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environment.●Fostersself-awareness,socialawareness,andrespectforall.●Emphasizesproblem-solving,criticalthinking,creativity,conceptdevelopment,andprocessskills.MethodsforidentifyingstudentsinneedofgiftedservicesatI3AcademywillcomplywithAlabamaAdministrativeCode(AAC)chapter290-8-9toensureequitywithintheidentificationprocessandtheresultingstudentpopulationidentifiedtoreceivegiftedservices.Thesemethodsinclude:●Opportunitiesforparentstolearnaboutthegiftedprogramandthereferralprocess(e.g.,informationsessions,printedmaterials)●SecondGradeChildFindprocesstoreviewall2ndgradestudentsforfitwithinthegiftededucationprogram(usingstandardizedgiftedbehaviorchecklistfromtheAlabamaStateDepartmentofEducation)○RequiredactivitiesforChildFind○Collaborationandtrainingfor2ndgradeteachersinchildfindactivities○Schoolwidetrainingonthenatureandneedsofgiftedlearners●ProfessionaldevelopmentforI3Academyteachers,counselors,andadministratorsabouttheprofileofagiftedlearnerandtheidentificationprocesstobetterequipthemtomakeprogramreferrals●GiftedReferralsScreeningTeamscomprisedofindividualsknowledgeableaboutgiftededucationand/orknowledgeableaboutthestudentbeingreferred●Structuredevaluationprocessthatincludesreviewofastudent’saptitude,performance,andbehavioralcharacteristicsandusesmeasuresthataresensitivetocultural,economic,andlinguisticdifferencesordisablingconditionsthatmightaffectstudentperformanceintheareasevaluated●EligibilityDeterminationTeamtofacilitategiftedeligibilityprocessincompliancewithtimelinesandcriteriaapprovedbytheAlabamaStateDepartmentofEducation

b.Certificationrequirements(ifapplicable)forgiftedspecialistsandprofessionaldevelopmenttargetsforgeneraleducationteacherswhoteachgiftedlearners.

AllgiftedspecialistshiredwillhaveearnedagiftedendorsementorcertificationrecognizedbytheStateofAlabama.I3Academygiftededucationteacherswillsupportgeneraleducationteachersinimplementingbestpracticesforgiftedlearners.IngradesK-2,generaleducationteacherswilldeliverallgiftededucationservicestotheirgiftedlearners.I3Academy’sgiftededucationteacherswillconsultwiththeseK-2teacherstodevelopdifferentiatedlessons,activities,andcenters.Giftedlearnersingrades3-5willreceiveservicesdirectlyfromthegiftededucationteachersthroughapull-outmodel.Giftededucationteacherswillalsoconsultwithgeneraleducationteachersinthesegradestoinformthedesignofdifferentiatedlearningopportunitiesforgiftedlearnerswithinthegeneraleducationsetting.GiftedspecialistswillattendongoingprofessionaldevelopmentthatwillhelpthemstayuptodatewiththelandscapeofgiftedandtalentededucationinAlabamaandaroundthecountry.Aspartoftheirresponsibilityasagiftededucator,theywillhelptoequipteacherswithtoolstheyneedtobesuccessfulwithgiftedandtalentedlearners.

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I3Academyadministratorsandgiftededucationteacherswillfacilitateprofessionaldevelopmentforallfacultytosupportteachersinunderstandingtheprofileofthegiftedlearnerandthatlearner’sneeds(withinandacrossdifferentsubgroups-e.g.,under-achieving,lowsocioeconomic,under-represented).

ThefollowingprofessionaldevelopmentopportunitieswillexpandthecapacityofI3Academytoworkwithgiftedlearners:●Differentiatinginstructionforgiftedlearners●Toolsfordevelopingcreativityandcriticalthinking●Twiceexceptionallearners●Underachievement●Perfectionism●Social-EmotionalLearningforgiftedstudents●Acceleration●Compacting

c.Methodsforensuringtheneedsofgiftedlearnersaremetandcontinuumofservicedeliveryoptionsthatwillbeoffered(e.g.,pull-outclasses,advancedclasses,interestclusters,clustergroupingwithdifferentiatedcurriculumforgiftedlearner,accelerationprocedures,fieldstudies,mentors,alloftheabove).

TheI3Academymodellendsitselftogiftedandtalentededucation.Theadditionalenrichmentofferingsprovideenrichmentopportunitiesforallstudentsthatextendbeyondthetraditionalofferings.Heregiftedlearnerscanexcelbutotherlearnershavetheaccesstoopportunity.Theseenrichmentperiodsaredailyratherthanthetraditionalonedayperweekgiftedprogram.Theyarealsoofferedtolearnersbeforegrade3whengiftedprogrammingtypicallybegins.

Theothercomponentofthemodelthatsupportsgiftedlearnersisthemulti-tieredsystemofsupport.Becausethemodelissetupfordifferentiatedinstructiongiftedlearnersalsobenefitfromworkingincenters,insmallgroupswiththeiracademicpeers,andpull-outclasswiththeirgiftedteachertohelpwithindependentprojects,academiccompetitions,etc.

Giftededucationstudentshaveuniquesocial-emotionalneeds.Perfectionism,anxiety,sensitivitycanbechallengesforintellectuallygiftedlearners.(NationalAssociationforGiftedChildren)Asocial-emotionallearningcurriculumforallstudentsthatisdelivereddailythroughtheSecondStepprogramaddressestheaffectiveneedsofgiftedlearners.Additionalsocial-emotionalsupportprovidedbythegiftedteacherprovidesatieredsystemofsocial-emotionalsupportforgiftedlearnersthatisnotofferedintraditionalschools.

IngradesK-2atI3Academy,generaleducationteacherswilldeliverallgiftededucationservicestotheir

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giftedlearners.I3AcademygiftededucationteacherswillconsultwiththeseK-2teacherstodevelopdifferentiatedlessons,activities,andcenterstosupportthesestudents.Giftedlearnersingrades3-5willreceiveservicesdirectlyfromthegiftededucationteachersthroughapull-outmodel.Giftededucationteacherswillalsoconsultwithgeneraleducationteachersinthesegradestoinformthedesignofdifferentiatedlearningopportunitiesforgiftedlearnerswithinthegeneraleducationsetting.Thepull-outmodelforgrades3-5willcomplywithstateregulationsaroundtime/frequencyandwillleverageacurriculumthatmayinclude(butwillnotbelimitedto)thefollowingcomponents:●concept-basedlearningexperiences●opportunitiesforproblem-solving●opportunitiesforservicelearning●regularfieldexperiencesStudentsreceivinggiftedserviceswithinthispull-outmodelwillhavethoseservicesdocumentedwithinanindividualizedGiftedEducationPlan(GEP).Regularmeetingstoreviewandreviseastudent’sGEPwillbeheldandwillcomplywithregulationsoutlinedwithinAlabamaAdministrativeCode(AAC)chapter290-8-9.

d.Methodsfordeterminingcognitiveandaffectivegrowthamonggiftedlearners.

I3Academywillmonitorthecognitiveandaffectivegrowthamonggiftedlearners.Whengiftedstudentshavereachedagoalorareperformingathighlevelsacademicallyonassessments,educatorswillfindotherassessmentsinordertodeterminewhatgiftedstudentsneedtolearntomoveforwardtowardsmastery.Forexampleifastudenthasreachedthehighestlevelonareadingassessmentfortheirgradelevel,theteachermayprovideamorechallengingassessmentinordertodetermineareasofgrowthforthestudent.Thiscanhelpinforminstructionforthegiftedstudentinordertoprovideadditionalenrichmentinthecontentareaoradifferentiatedinstructionalexperiencethatischallengingsothatthestudentcancontinuelearning.

ForaffectivegrowthI3Academyhasafocusonsocial-emotionallearningandassessesallstudents’growthinthatarea.Thisishelpfulforgiftedstudentsastheyoftenexperiencematurityinsomedomainsoverothersandmaybeatgreaterriskforspecificsocial-emotionaldifficultiesiftheirneedsarenotmet.Throughatieredapproachtosocial-emotionalneedsallstudentswillhaveTier1instructionintheclassroomforsocial-emotionallearning.Students’social-emotionalneedswillbeassesseddailythroughtheSecondStepprogram.Wheresupportisneededstudentswillreceiveadditionalassistanceintheiraffectiveneeds.

e.Proceduresrelatedtothemonitoringofachievementdataforgiftedlearners,includingplansfordisaggregationanddistributionofresultstoparents.

StudentachievementdataforgiftedlearnersatI3Academywillbeusedtoinforminstructionwithinboth

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generaleducation(gradesK-5)andgiftededucationsettings(grades3-5).Generaleducationteacherswillcollaboratearoundthisperformancedatawithintheirgrade-levelProfessionalLearningCommunities.Intheeventthatdatafromgiftedlearnerssuggeststheyareinneedofadditionalsupporttomastergrade-levelskills,I3Academy’sResponsetoInterventionmodelwillbeapplied.

Inadditiontotheperformancedatareportsthatparentsofgeneraleducationstudentsreceivethroughouttheschoolyear(e.g.,progressreports,summativeassessmentperformance),parentsofgiftedlearnerswillreceiveinformationabouttheirchild’sperformanceduringregularGiftedEducationPlan(GEP)meetings.I3AcademygiftededucationteacherswillmaintainperformancedocumentationforgiftedlearnerswithintheirindividualGEP.

I3Academywilldisaggregatestudentperformancedatainordertoevaluatetheefficacyofitsspecificinstructionalprograms(generaleducation,specialeducation,giftededucation,LimitedEnglishProficiency).Thisprocesswillinformrevisionstotheseprograms(e.g.,staffing,curricula,deliverymethods)andwillfulfillstudentdatareportingrequirementsfromtheAlabamaStateBoardofEducation.

f.Self-monitoringmethodsforthegiftedprogram,includingwhat,when,andbywhom.Performanceandplacementforeachgiftededucationstudentwillbereviewedannuallyataformalconveningofhis/herGEPcommittee.OversightofthegiftedprogramatI3AcademyingeneralwillbethesharedresponsibilityofI3Academyadministrationandtheleadgiftededucationteacher.Componentsoftheprogramthatwillbemonitoredthroughclassroomevaluationsandstudentperformancedatainclude,butarenotlimitedto:●Giftededucationteacherperformance●Implementationofgiftededucationcurriculumandstandardswithinpull-outsettings●Generaleducationteacherperformancewithdifferentiatingforgiftedlearners●Giftededucationservicecomparabilityacrossclassroomsandgrade-levels●Equitywithinpopulationofstudentsreferredforgiftedservices●Equitywithinpopulationofstudentsqualifyingforgiftedservices

Allareasofstatemonitoringwillbeself-monitoredinadvanceutilizingthestate-providedchecklist.

5.ExplainhowtheschoolwillmeettheneedsofEnglishLearner(EL)students,includingthefollowing:

a.Methodsfornotifyingparents/caregiversinalanguagetheyunderstandabouttheproceduresthattheschoolwillusetoidentifyELstudentsforpossiblelanguageacquisitionsupport.b.MethodsforidentifyingandevaluatingELstudentswithdisabilitiesinatimelymannerby

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administeringspecialeducationevaluationsinthechild’snativelanguage,unlessitisclearlynotfeasibletodoso(ensuringthatastudent’slanguageneedscanbedistinguishedfromastudent’sdisabilityrelatedneeds).c.Specificinstructionalprograms,practices,andstrategiestheschoolwillemploytoensureacademicsuccessandequitableaccesstothecoreacademicprogramforthesestudents.d.PlansformonitoringandperiodicevaluationoftheprogressandsuccessofELstudents,includingusingareliableEnglishlanguageproficiency(ELP)assessmentthattestsinthefourlanguagedomains,identifyingbenchmarksforexitingstudentsfromELservices,anddefiningplansforprovidingfollow-upsupportforatleasttwoyearsafterstudentsexittheprogram;e.MeansforprovidingqualifiedstaffingforELstudents.PleaserefertotheAlabamaDepartmentofEducationforguidanceregardinghowteachercertificationandotherteacherqualificationrequirementsinthestate’saccountabilityplanapplytocharterschools.a.Methodsfornotifyingparents/caregiversinalanguagetheyunderstandabouttheproceduresthattheschoolwillusetoidentifyELstudentsforpossiblelanguageacquisitionsupport.

I3Academywillcontractwithtranslatorstosupportanycommunication(writtenorverbal)abouttheprogramforEnglishLanguageLearners(ELLs)totheirfamilies.Methods/forumsforcommunicationthattranslatorsmaysupportincludein-personparentconferences(pertainingtoornotpertainingtoELLservices),printedmaterialswithinformationabouttheschool(e.g.,events,policies,announcements),andschoolevents(e.g.,openhouse,curriculumnights).

b.MethodsforidentifyingandevaluatingELstudentswithdisabilitiesinatimelymannerbyadministeringspecialeducationevaluationsinthechild’snativelanguage,unlessitisclearlynotfeasibletodoso(ensuringthatastudent’slanguageneedscanbedistinguishedfromastudent’sdisabilityrelatedneeds).

IdentificationofstudentsinneedofELLservicesbeginsattheenrollmentprocessatI3Academy.Allincomingstudentswillcompletethestate-mandatedHomeLanguageSurveywhichwillhelpI3Academyidentify“language-minority”studentswhoseprimaryhomelanguageisalanguageotherthanEnglish.ToqualifyforEnglishLanguageservices,language-minoritystudentswillbescreenedusingthestateadoptedWIDAACCESSPlacementTest(W-APT)todeterminetheirEnglishproficiencylevel.StudentswhoseEnglishproficiencyisbelowlevel5onthestateadoptedWIDAACCESSPlacementTest(W-APT)willbeeligibleforlanguageassistanceservices.

Astudent’sEnglishproficiencylevelnotonlyinformstheirplacementwithintheELLprogramatI3Academybutitisalsocriticalknowledgetothespecialeducationidentificationprocessiftheneedforsuchscreeningarises.Theschool’srobustResponsetoInterventionmodelensuresthatstudentsareonly

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consideredforevaluationaftersufficientinterventionhasbeenimplementedandampledatahasbeencollectedtosupportthisdecision.Studentsconsideredfortheseservices(whethertheybeEnglishproficientoridentifiedELLs)willhaveadocumentedhistoryoflittleacademicprogressresultingfromTier1,Tier2,andTier3instruction.PerformancedataforELLsatthispointwillshowminimalprogressevenwithappropriateaccommodationsandaidsprovidedinthegeneraleducationclassroom.Theschool’sProblemSolvingTeamwillhavebeenconvenedmultipletimestocollaborativelyreviewthestudent’slackofprogress,designmoreintensiveinterventionwhenapplicable,andcommunicateareasofconcerntoparents(Note:ELLscannotbereferredtotheProblemSolvingTeamiflanguageistheironlybarriertosuccess).Wheneventhemost-intensiveTier3interventionsproveunsuccessfulatmeetingastudent’sneeds,theProblemSolvingTeam(withconsentfromaparent)willreferthestudenttoI3Academy’sIEPTeamforevaluationconsideration.

Astudent’sEnglishproficiencylevelandhomelanguageareconsideredduringtheSpecialEducationevaluationprocess.I3Academywillusemeasuresthataresensitivetocultural,economic,andlinguisticdifferencesthatmightaffectstudentperformanceintheareasevaluated.ForELLs,thismeanstheassessmentswillbeadministeredintheirnativelanguagetoensurethattheymeasuretheextenttowhichthestudenthasadisabilityandneedsspecialeducation,ratherthanmeasuringthestudent'sEnglishlanguageskills.

c.Specificinstructionalprograms,practices,andstrategiestheschoolwillemploytoensureacademicsuccessandequitableaccesstothecoreacademicprogramforthesestudents.

TheELLprogramofferssupportthroughacombinationofself-containedservices,push-inservicesandpull-outservicesbasedonindividualstudents’Englishproficiencylevels.ThisindividualizedinstructionwillbedesignedanddeliveredbyESLcertifiedteachers.ThepurposeofthisprogramistoassistsuchstudentstodevelopproficiencyintheEnglishlanguage,includinglistening,speaking,readingandwriting,sufficienttoperformeffectivelyattheircurrentlyassignedgradelevel.Allstudentswillbeinstructedusingastaterecommendedprogram(e.g.,SDAIE,ShelteredInstruction)aswellasthroughuseofmodifiedmaterialsfromcontentareaclasseswithanemphasisonlanguagelearning.Programselectionwillfollowacomprehensiveneedsassessmenttodeterminethelanguageproficiencyprofilesofthestudentsitwillserve.Usingtheprogram,GradesK-3willreceivenolessthan225minutesinstructionaltimewithanESLendorsedteacherperweek;grades4-5willreceivenolessthan250minutesinstructionaltimeperweekwithanESLendorsedteacher.

Wheneverpossible,ELLswilllearnalongsidetheirEnglish-proficientpeersforallcorecontentsubjects(e.g.,EnglishLanguageArts,Math,Science,SocialStudies,SocialEmotionalLearning)andallenrichmentcourses(e.g.,physicaleducation,music,art,robotics,engineering)Thegeneraleducationteachers(homeroomteacherandenrichmentteachers)whodeliverinstructiontoELLswillhaveaccesstotheI-

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ELPdocumentandwillhavesupportfromI3Academy’ESLteacherstounderstandtheirroleinprovidingaccommodationswhenthestudentiswithinthegeneraleducationsetting(homeroomclassandenrichmentclasses).

AcultureofteacherprofessionaldevelopmentandcollaborationatI3AcademyfurthersupportsopportunitiesforELLstolearnalongsidetheirEnglish-proficientpeers.ESLteachersreceivethesameprofessionaldevelopment(e.g.,curriculumtraining,research-basedstrategiesforinstructionandassessment)asgeneraleducationteacherstoensuretheyhaveadeepunderstandingofthegeneraleducationprogram.Theyparticipateincurriculumdevelopmentmeetingswithgrade-levelteamstoinforminstructionalplanningthatwillbeaccessibletoallstudents(English-proficientstudentsandELLs).ThiscollaborationalsoallowstheESLteacherstoanticipateandplanforanyservicesorsupplementaryaidstheirstudentsmayneedtosucceedwithinthisgeneraleducationcurriculum.Instructionalstrategiesmayincludethefollowing:●Pre-activitiestopreviewcontent/languagedemandsbeforeinstruction●Explicitteachermodeling●Accesstoreadingmaterialinastudent’snativelanguageforclassroomandhomeworkassignments●Availabilityofbilingualbooks●Meaningfulhands-onactivitiesthatcontextualizeabstractconcepts●Useofstudent’snativelanguageinwritingandspeakingactivities(eveniftheteacherdoesnotknowthislanguage).TrainingwillbeprovidedforgeneraleducationimplementingtheseELLstrategies.(2015-2016ELPolicyandProceduresManualInstructionalServicesDivision)

d.PlansformonitoringandperiodicevaluationoftheprogressandsuccessofELstudents,includingusingareliableEnglishlanguageproficiency(ELP)assessmentthattestsinthefourlanguagedomains,identifyingbenchmarksforexitingstudentsfromELservices,anddefiningplansforprovidingfollow-upsupportforatleasttwoyearsafterstudentsexittheprogram;

TheELLprogramimplementationandevaluationwillbethesharedresponsibilityofI3AcademyadministrationandESLteachers.Datawillbecollectedandanalyzedyearlytodeterminetheprogram’ssuccessatmeetinggoalssetbythisleadershipteam.Goal-settingandprogramevaluationwillalignwithstate-adoptedWIDAEnglishLanguageProficiency(ELP)StandardsdesignedtoassesstheprogressofchildreninattainingEnglishproficiency,includingachild’slevelofcomprehensioninthefourrecognizeddomainsofspeaking,listening,reading,andwriting.TheWIDAEnglishLanguageProficiencyStandardsarebasedontheacademiclanguagecontentofPreK-12students.

StudentsreceivingELLserviceswillbeassessedannuallybythestateadoptedtestACCESSforELLswhichassessessocialandinstructionalEnglishaswellasthelanguageassociatedwithlanguagearts,mathematics,science,andsocialstudieswithintheschoolcontextacrossthefourlanguagedomainsof

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speaking,listening,reading,andwriting.AllELLstudentsatI3AcademywillparticipateinthisassessmentexcepttotheextentthatELLstudentsmayreceivedefermentfromtestsadministeredduringthe12-monthperiodfollowingtheirinitialentryintoU.S.schoolsiftestingisnotintheirbestinterest.ELLswhoscoreatoraboveproficiencylevel5onACCESS(TierC)andatoraboveproficiencyonstateassessmentofreadingcomprehensionwillbeconsideredEnglishproficientandnolongerinneedoflanguageassistanceservice.However,studentswhohaveexitedtheESLprogramwillbemonitoredfortwoyearstoensuretheyaresuccessfulintheircorecurriculumclassrooms.RegulardatacollectedthroughtheResponsetoInterventionprogramwillfacilitatethisprogressmonitoring.ESLteachersandadministrationwillcontinuetosupportprofessionaldevelopmentforgeneraleducationteachersinbestpracticesandstrategiesforELLssothattheymaycontinuesupportingtheirELLsevenaftertheyachieveEnglishproficiency.

e.MeansforprovidingqualifiedstaffingforELstudents.

AheadofreceivingdefinitivedataabouttheneedsofitsstudentpopulationsinYear1ofoperation,I3Academyisalreadyheavilystaffedtoservestudentswithspecialneeds.Fourspecializedteachers(acombinationofspecialeducation,ELL,andgiftedteachers),aqualifiedsocialworker,andaqualifiedcounselorwillservestudentsintheschool’sfoundingyear.Allteachersworkingwithstudentswithspecialneedswillbehiredbasedontheircredentialsanddemonstratedsuccessworkingwithspecialpopulations.AllESLteachershiredwillhaveearnedanESLendorsementorcertificationrecognizedbytheStateofAlabama.ThisstaffwillbehiredthroughaprocessthatincludesarobustfacultyrecruitmentstrategytoensurethateducatorsofthehighestqualityteachatI3Academy(Seethe“StaffingPlans,Hiring,Management,andEvaluation”sectionformoredetailsaboutthehiringprocess).

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StudentRecruitmentandEnrollment

1.Explaintheplanandtimelineforstudentrecruitmentandmarketingthatwillprovideequalaccesstointerestedstudentsandparents.

Explainhowrecruitmenteffortsalignwithenrollingtheidealcompositionofstudentstheprogramrequires.Specificallydescribetheplanforoutreachtostudentsandfamilieswhohaveaneconomicoracademicdisadvantagethatrequiresspecialservicesandassistancetosucceedineducationalprograms.Thosestudentsinclude,butarenotlimitedto,studentswhoaremembersofeconomicallydisadvantagedfamilies,studentswhoareidentifiedashavingspecialneeds,studentswhoarelimitedinEnglishproficiency,studentswhoareatriskofdroppingoutofhighschool,andstudentswhodonot

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meetminimumstandardsofacademicproficiency.I3Academyseekstoserveasaneducationalsolutionforthecradle-to-collegepipelinewithintheholisticWoodlawnneighborhoodrevitalization.I3Academywillrecruitstudentsintherevitalizationfootprint.Theprofileofthesestudentsandfamilieswouldbecharacterizedaseconomicallyandacademicallydisadvantaged.I3AcademyseekstorecruitALLstudents,including,butnotlimitedto,studentswhoareeconomicallyoracademicallydisadvantaged,studentswhoareidentifiedashavingspecialneeds,studentswhoarelimitedinEnglishproficiency,andstudentswhodonotmeetminimumstandardsofacademicproficiency.Astaffingstructurethatsupportsthesestudentswillsupportrecruitingandretainingthesefamilies.

TimelineforStudentRecruitmentandMarketingInordertoservetheanticipatedacademicandnon-academicneedsofchildreninWoodlawn,effortsforrecruitmentandmarketingwillbefocusedintheWoodlawncommunity.Aspartofanoverallcommunicationsplan,communityengagementactivitieswillbegininFall2018andcontinueannuallytorecruitnewfamiliestoI3Academy.Leadinguptothelaunchoftheschool,recruitmentandmarketingeventshavetwoprimarygoals:a)Introduceandgettoknowtheschool’sleadershipteam,andallowleaderstohearfromthecommunitywhattheydesirefortheirchildren.b)Helpfamiliesvisualizeandexperienceaspectsoftheschoolmodel.Thesegoalsshapetherecruitmenteventsandeffortsleadinguptotheschoollaunch.Familyrecruitmentisacriticalcomponentwithinthelargercommunityengagementtimeline.Familyrecruitmenteventsarehighlighted.

CommunityEngagementTimelineSummer2018·Identificationandconversationswithcommunityleaders.·Collaborationwithcommunitypartnerstocreatecommunityengagementplans.

Fall2018·Focusgroupsandsurveysconductedthroughcommunityorganizations·Refiningcommunityengagementplansandorganizingevents·Developingcommunicationplatformsandmaterialassetstocommunicatetoresidents.·Solicitingfeedbackonschoolname,mission,vision,values,beliefs.·PlanningWinterandSpringfamilyengagementopportunities·Schoolleaderstableatcommunityevents,meetresidents,sharematerialsandinformationaboutI3Academy·Door-to-doornetworkingintheneighborhood.·Schoolleadersattendneighborhoodassociationmeetings

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·Communityleaderlunchandlearns·Identifypotentialcommunitypartnersanddeveloprelationships

Winter2019·Continuedfeedbackforumsandeducationalevents.·Pop-upweekendandafter-schoolactivitiesforfamiliestoexperienceandprovidefeedbackonvariouscomponentsoftheschoolmodel(Makerspace,Robotics,Arts)·PlansandcommunicationsforSpringBreakandSummerexperiencesforprospectiveparents.

Spring2019·SpringBreakexperiencesforprospectiveparentsandlearnerstomeettheteamandexperiencetheI3Academyprogram.PlanningcontinuedengagementeventsforSummerandFall.

Summer2019·SummerexperiencesforprospectiveparentsandlearnerstomeettheteamandexperiencetheI3Academyprogram.

Fall2019·Targetedstudentrecruitmentcommunicationsandevents·Targetedteacherrecruitmentcommunicationsandevents·Weekendworkshopsandpop-upeventsforstudents·Communitymeet-the-leadersevents

Winter2020·Targetedstudentrecruitmentcommunicationsandevents·Targetedteacherrecruitmentcommunicationsandevents·Studentapplicationavailable·Targetedpromotionofstudentapplicationthroughmultipleoutlets

Spring2020·Continuedstudentrecruitmenteventsandfamilyevents·Springbreakcampforprospectivestudents·Enrollmentlottery

Summer2020·Registrationevents·Familyorientationevents·Meettheteacherevents·FormationofI3AcademyPTA

Recruitingstudentswhorequirespecialservices

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I3Academyiscommittedtoidentifyingandmeetingthelearningneedsofallstudents,includingstudentswithIndividualizedEducationPrograms(IEPs),Section504plans,EnglishLanguageLearners,studentidentifiedasgifted,andstudentsatriskofacademicfailure.Nostudentswillbedeniedadmissionduetospecialneedsorabilities.Marketingeffortswillhighlighttheprogramsavailabletoservetheneedsofstudentswhorequirespecialservices.

2.Explaintheplanandtimelineforadmittingstudentsbasedonarandomselectionprocessifmorestudentsapplyforadmissionthancanbeaccommodated.

PleaserefertotheAlabamaDepartmentofEducationforguidanceregardingwhetherandhownativelanguagemightbeweightedintherandomselectionprocess.ApplicationProcedureTheapplicationperiodfornewstudentsseekingtoenrollinthe2020-2021schoolyearshallbeginintheFebruary/March2020timeframeandendinApril2020.Ifthenumberofapplicationsexceedtheprojectedenrollmentatthattimealotterywillbeputinplaceforanygradelevelwhereapplicationsexceedavailablespots.Ifenrollmentisnotmetatthatpoint,theapplicationperiodwillremainopen.Parentsorguardiansseekingtoenrollchildrenwillsubmitanapplicationduringthisperiod.Duringtheenrollmentperiod,applicationswillbemadewidelyavailableandtherewillbesitesandsupportavailableforparentswhoneedassistancewithapplyingfortheschool.

LotteryProceduresIfthenumberofapplicationsexceedcapacitystudentenrollmentwillbeselectedbyarandomlottery.Thelotteryapplicationisasimpleonlineformdesignedtodecreasebarrierstoentryforfamilies.Parentswhodonothaveinternetaccessorrequirehelptofillouttheformmaydosoattheschool.

ThelotterywillbeperformedinthemiddleofMay2020andwillbeconductedelectronically.Everychildwillbeassignedanumber.Thelotteryusesarandomnumbergeneratortochoosestudents.Acceptanceandwaitlistlettersaresentfollowingthelottery.Withinoneweekofbeingaccepted,parentsmustsubmitacompletedenrollmentpacket,whichincludesproofofresidency.Onceallacceptancesareconfirmed,studentsfromthewaitlistarecontactedtofillanyopenspots.I3Academywillcontractwithanexperiencedprovidertoconductthelottery.

RegistrationandWaitlistProcedureAftercompletionofthelottery,parentsorguardiansofstudentsofferedadmissionwillbemailedanadmissionletterinmidtolateMay.Parentsorguardianswillthenhaveoneweektosubmitanenrollmentpacket.Theenrollmentpacketwillcontain:(1)proofofresidence;(2)birthcertificate;(3)immunizationcertificate(orreligiousexemption);(4)certificatesofvision,hearing,anddentalexam;(5)socialsecuritycard;(6)transcripts/reportcardsfrompreviousschool;(7)disciplinereport;and(8)proofoflegalguardianshiporcustody(ifapplicable).Alloftheaboveinformationwillonlybesoughtandacceptedafterastudentreceivesaregistrationletter.

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Theschoolwillmaintainawrittenwaitlistofstudentswhoappliedbutwerenotenrolledduetolackofspace.Openingscreatedduringtheschoolyearmaybefilledfromthewaitlist.Theorderofthewaitlistwillbedeterminedbythelottery.Theschoolmayalsoacceptapplicationsforthewaitlistaftertheenrollmentperiod.Studentsseekingtojointhewaitlistaftertheenrollmentperiodwillbeaddedtotheendofthelist.Thewait-listexpiresattheendofeachschoolyear.

3.Explaintheschool’spolicyregardingenrollmentpreferenceswithrespecttostudentswhoresideswithintheformerattendancearea;studentswithinthelocalschoolsystem;studentsoutsideofthelocalschoolsystem;previouslyenrolledstudents;siblingsofstudents;andchildrenoffounders,governingboardmembers,andfull-timeemployees.

I3AcademyisacommunityschoolinWoodlawn.I3AcademywillopeninFall2020asaK-5school.InaccordancewithAct2015-3Section5(a)(3),I3Academywillnotlimitadmissionbasedonethnicity,nationalorigin,religion,gender,income,disability,Englishlanguageproficiency,oracademicorathleticability.Thoughtheschoolwillultimatelybeopentoallstudents,I3AcademywillfirstenrollstudentswithintheBirminghamCitySchoolszoningarea,asperAla.Code§16-6F-1.AsacommunityschoolservingWoodlawn,theI3Academyenrollmentplanisbuiltupontheanticipatedacademicandnon-academicneedsofstudentsintheWoodlawnarea.Marketingeffortsandrecruitmentintheareawillassistingaugingtheanticipatedenrollmentinthecommunity.Theschoolwillbeopentoallstudentswhosegradelevelisservedandwillenrollallstudentswhowishtoattendaslongasenrollmentdoesnotexceedcapacity.

4.Attachment7:EnrollmentPolicy

Providetheschool’senrollmentpolicywhichshouldinclude:

a.Theschool’splanformaintainingrecordsonallenrolledstudentsutilizingthestate-adoptedAlabamaStudentInformationSystem(ASIM);b.Tentativedatesfortheapplicationperiod;c.Enrollmentdeadlinesandprocedures,includingexplanationofhowtheschoolwillreceiveandprocessIntenttoEnrollforms;d.Atimelineandplanforstudentrecruitment/engagementandenrollment;e.Policiesandproceduresforstudentwaitinglists,withdrawals,re-enrollment,andtransfers;andf.Explanationofthepurposeofanypre-admissionactivitiesforstudentsorparents.https://BCSCSA.fluidreview.com/resp/20289624/ZeiWOQTSXr/

StudentDiscipline

1.Describeindetailtheschool’sapproachtostudentdiscipline.

Thedescriptionoftheschool’sapproachandtheproposedpolicyshouldaddresseachofthefollowing:

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a.Practicestheschoolwillusetopromotegoodchoices,includingbothpenaltiesforinfractionsandincentivesforpositivebehavior.b.Alistanddefinitionsoftheoffensesforwhichstudentsintheschoolmust(wherenon-discretionary)andmay(wherediscretionary)besuspendedorexpelled,respectively.c.Anexplanationofhowtheschoolwilltakeintoaccounttherightsofstudentswithdisabilitiesindisciplinaryactionsandproceedings.d.Proceduresfordueprocesswhenastudentissuspendedorexpelledasaresultofacodeofconductviolationordisciplinaryrulesorregulations,includingadescriptionoftheappealprocessthattheschoolwillemployforstudentsfacingexpulsion,andaplanforprovidingservicestostudentswithdisabilitieswhoareexpelledoroutofschoolformorethantendays.d.Describehowstudentsandparentswillbeinformedoftheschool’sdisciplinepolicy.Attheheartofstudentdisciplineistherelationshipstudentshavewithadultsinschool.PositiverelationshipsamongallstaffandstudentsandastrongschoolcultureprovidethebasefromwhichdisciplineandbehaviorareaddressedatI3Academy.Webelievethatdisciplineandbehaviorproceduresareanopportunitytolearnandgrowandareanintegralpartofbuildingapositiveschoolculture,providingasafeandnurturingexperienceforalllearners.TheSchool’sCodeofConductaddressesconsequencesforinappropriatebehavior;however,italsoexplainsthesupportstudentswillreceiveasweseektounderstandthecausesoftheinappropriatebehavior.Throughamulti-tieredsystemofsupportthatstartsintheclassroomwiththeSecondStepsocial-emotionalcurriculum,learnersdevelophighexpectationsfortheirbehavior,whichpromotespositiveattitudesandgoodchoices.Byutilizingprogramsandproceduresthatprovidechildrenwithcoaching,reflection,andtheopportunitytorecoverfrommistakestheI3Academy’sdisciplinepoliciesandprogramsareintegraltoschoolcultureandoutcomesforstudents.

Thesystemsandprocessesputinplacewillallowteachersandadministratorstorespondquicklytoanydisciplinaryincidents.Familiesareanintegralpartofstudentdisciplineandcanbeexpectedtopartnerwithstafftoensurethathighexpectationsarecontinuedfromschooltohome.Aclearsystemofcommunicationbetweenstaff,administrators,counselors,andfamiliesensuresconsistentandclearexpectationsfromallstakeholders.Attachment8outlinestheDisciplinePolicyandCodeofConduct.

a.Practicestheschoolwillusetopromotegoodchoices,includingbothpenaltiesforinfractionsandincentivesforpositivebehavior.

Theschoolandclassroomwillhaveasetofnormsthatareagreeduponbythestudentsandthecommunity.Eachclasswilldevelopthesenorms,inalignmentwiththeSchool’svalues,asexpectationsforbehavior.Basedonthesenormsteachersandstudentsreinforcegroupbehavior.Whenweseechildrenfollowingthenorms,orexemplifyingthemtheywillbecomplimented.Positivereinforcementforpositivebehaviorwilloccurfrequentlyfromalladultsinthebuilding.Morningannouncements,screensinthehallways,thankyounotesorpositivephonecallshomeareallwaysinwhichgoodchoicesand

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followingschoolandclassnormswillbecelebrated.

Conflictsamongstudentswillutilizerestorativepracticesinordertohelprepairrelationshipsandprovidestudentswiththeopportunitytomoveforwardfromanincident.I3Academywillbeintentionalinthesepracticesandutilizerecognizedtoolstoimplementthesepractices.Thecounselorandteacherswillhavespecializedtraininginthesepractices.

b.Alistanddefinitionsoftheoffensesforwhichstudentsintheschoolmust(wherenon-discretionary)andmay(wherediscretionary)besuspendedorexpelled,respectively.

OffensesarecategorizedintoClassI,II,andIII.EachisdefinedwithintheCodeofConductandthereisalsoalistofpossibleinterventionsorsanctions.Eachincidentwillbeconsideredonacase-by-casebasisandwiththechild’ssocial-emotionalneedsinmind.TheCodeofConductwillbecommunicatedtostudentsandfamiliesinadvancesothatparentsandstudentshaveclearexpectationsaboutwhatcanbeexpectedfromteachersandleaders.Webelievethatstudentswillrisetohighexpectationswhentheyknowwhatthoseexpectationsareandaresupportedinreachingthem.Attachment8outlinesallareasofoffenses.

c.Anexplanationofhowtheschoolwilltakeintoaccounttherightsofstudentswithdisabilitiesindisciplinaryactionsandproceedings.

I3Academywillcomplywithanyfederallawregardingstudentdisciplineforchildrenwithdisabilities,andwillstayapprisedofanychangesinthelaw.Studentswithdisabilitieshavethesamerightsandresponsibilitiesasotherstudentsandmaybedisciplinedforthesamebehavioraloffenses.IfastudentwithdisabilitieshasanIEPthatincludesdisciplinaryguidelines,thatstudentwillbedisciplinedaccordingtothoseguidelinesasrequiredbyIDEA.StudentsforwhomtheIEPdoesnotincludespecificdisciplinaryguidelinesmaybedisciplinedinaccordancewiththestandardschoolpolicies.Inallsituations,theSchoolwillfollowstateandfederallaws.

AnystudentwhoisreceivingspecialeducationservicesorhasbeenidentifiedasastudentwithadisabilityundertheIndividualswithDisabilitiesAct(IDEA)andwhoseactsaredeterminedbytheHeadofSchooltohaveviolatedanyrules,regulationsorlawsasalleged,shallbereferredtoanIEPcommittee.TheIEPcommitteewillberesponsiblefordeterminingifthestudent'sconductisamanifestationofhis/herdisabilityandwhethersuchconductwarrantsachangeinplacement,amendmentstotheindividualeducationalplan(IEP)and/ordisciplinaryactions.IftheIEPcommitteedeterminesthatthestudent'sconductisnotamanifestationofthestudent'sdisability,thedisciplineprocessasdescribedabovewillbeapplicableforthestudent.TheIEPcommitteeshallalsohavetheauthoritytoconsider,recommendandimplementanychangesinastudent'sIEPoreducationalplacement.Nothingintheserulesshallalteroradverselyaffecttherightsofstudentswithdisabilitiesunderapplicablefederaland

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statelaws.

d.Proceduresfordueprocesswhenastudentissuspendedorexpelledasaresultofacodeofconductviolationordisciplinaryrulesorregulations,includingadescriptionoftheappealprocessthattheschoolwillemployforstudentsfacingexpulsion,andaplanforprovidingservicestostudentswithdisabilitieswhoareexpelledoroutofschoolformorethantendays.

I3Academy’sproceduresfordueprocessalignwithlocalandstateregulations,federallaw,andtheSchool’svalues.Carewillbegiventoafforddueprocesstostudentswhohavebeensuspendedorexpelledasaresultofacodeofconductviolationordisciplinaryrulesandregulations.I3Academyparents/guardianshavearighttobenotifiedwhentheirchildfacesdisciplinaryaction.Studentshavearighttoafairhearingbeforebeingsuspended,expelled,orreferredtoanalternateschoolsetting,andtoappealsuspensions,expulsions,andreferralstoalternativeschools.TheSpecialEducationLeadwillhelpdevelopaplantoensurethatstudentswithdisabilitiescontinuetohaveaccesstoqualityeducationthatworkstowardIEPgoals.

e.Describehowstudentsandparentswillbeinformedoftheschool’sdisciplinepolicy.

Atthebeginningofeachyear,familieswillbeprovidedwiththeCodeofConductandStudentHandbook.InadditionallteacherswillreviewtheCodeofConductwithstudentsinanage-appropriatewayinordertomakesurethattheyknowwhatisexpectedofthemandwhattheconsequencesareforviolationsoftheCodeofConduct.

1.1Attachment8:School’sProposedDisciplinePolicy

Providetheschool’sproposeddisciplinepolicy.Theproposedpolicymustcomplywithanyapplicablestateandfederallawsandauthorizerpolicies.https://BCSCSA.fluidreview.com/resp/20289624/4iLXsDn4Qf/

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ParentandCommunityInvolvement

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1.Describetheroleofanyparentsandcommunitymembersinvolvedtodateindevelopingtheproposedschool.

Multipleorganizationsandindividualshavecontributedinformation,insightsandaspirationsthathaveguidedthedesignprocessforI3.InadditiontoworkingwithPurposeBuiltSchools,theI3boardmembershavecontributedandprovidedalineofcommunicationtothebroadercommunity.Throughthecommunityengagementprocess,focusgroupsandsurveyswereadministeredtoparentsinWoodlawnandsurroundingcommunitiestohelpgatherinsightsintoparent’swishesfortheirchild’seducation.Theseinsightswereusedindevelopingplansfortheschool.

Leadinguptotheapplication,severalvisitstocharterandpublicschoolsinAtlanta,includingDrewCharterSchoolwereconductedwithparentsinthecommunity.ThesevisitsareongoingasparentscontinuetovisitschoolsinAtlanta,Nashville,andnearbycities.Effortstobringparentandcommunityvoiceintothedevelopmentoftheschoolareongoing.

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2.Describewhatyouhavedonetoassessandbuildparentandcommunitysupportforyourschoolandhowyouwillengageparentsandcommunitymembersfromthetimethattheschoolisapprovedthroughopening.

Infallof2018amulti-prongedengagementcampaignwaslaunchedinordertodetermineinterestintheproposedschool.Inadditiontosmallgroupmeetingandengagementswithpotentialpartnersandcommunitymembers,therehavebeenandwillcontinuetobeaseriesofstructuredactivitiesdesignedtogatherdatafromthecommunityinasystematicway.ThefollowingactivitieshavebeenconductedandarecurrentlybeingconductedinordertoengageparentsandcommunitymembersinthefoundingofI3Academy.

ParentSurveysandFocusGroupsFocusgroupsandsurveysamongparentshaverevealedkeyinsightsintotheelementsofaneducationalexperiencethatparentsarehopingtoprovidetheirchildren.

TeacherSurveysandFocusGroupsCurrentandretirededucatorshaveprovidedpowerfulcommentaryontheteachingprofessionandtheculturetheywereseekinginaschool.TheseinsightswillbeinvaluableindevelopingandimplementingthehiringandrecruitingprocessaswellastheorganizationalcultureofI3Academy.

EducationProviderSurveysandFocusGroupsAseriesoffocusgroupswithrepresentativesfromlocalorganizationsrangingfromacademicenrichmentprograms,museums,parks,camps,andculturalinstitutionsgatheredtodiscussthepotentialoftheproposedschool.ThesedynamicconversationsledtoideasabouthowI3Academycouldbeenrichedbylocalorganizations.Overthirty-threeindividualsattendedrepresentingtwenty-fourlocalorganizations.

SmallBusinessandCommunityLeaderFocusGroupsAfocusgroupforsmallbusinesses,faith-basedorganizations,andwraparoundserviceorganizationsinWoodlawnhelpedtoilluminatelocalresourcesthatcouldhelptosupportthenon-academicneedsofchildrenorprovidepotentialpartnersforprogramming.Fifteenindividualsattendedthismeeting.

NeighborhoodMeetingsSchoolleadershipisattendingneighborhoodmeetingstointroducetheconceptoftheproposedschoolinordertoinformresidentsofthecurrentplansfortheschoolandtodeveloprelationshipsamongneighborhoodleaders.

Atthepointofapplicationsubmissiontheseactivitieshavebeenconductedandwillcontinuetobeconductedintotheupcomingyear.Attachment9providescommunitysupportfortheschoolinlettersofinterestandsupport.

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2.1Attachment9:EvidenceofCommunityDemand

Provideexistingevidenceofcommunitydemandfortheschoolincludingbutnotlimitedtointenttoapplyformsfromfamiliesandstudents,andsupportfromintendedcommunitypartners(e.g.lettersofintent/commitment,memorandaofunderstanding,and/orcontracts).https://BCSCSA.fluidreview.com/resp/20289624/Ph0Bdd8bBt/

3.Describehowyouwillengageparentsinthelifeoftheschool(includinganyproposedgovernancerolesdescribedinAct2015-3).

Explaintheplanforbuildingfamily-schoolpartnershipsthatstrengthensupportforlearningandencourageparentalinvolvement.Describeanycommitmentsorvolunteeractivitiestheschoolwillseekfrom,offerto,orrequireofparents.

Communityengagementdoesnotendonceschoolhasstarted.I3Academywillworkespeciallyhardtoensureallcommunitymembershavethechancetoconnecttoandparticipateinthelifeoftheschool.Anewengagementplanwillbedevelopedandwillincludethefollowingactionitems:

●Createawelcomingenvironmentattheschoolsothateveryparentfeelscomfortableinthebuildingandismorelikelytovisitwithleadership,teachersandstaff.Withinthiscontext,itwillalsobecommunicatedtoparentstherearesomeboundariestheymustobservesothatteacherscanworkintheabsenceofdistractions.

●Establishnumerous,moreformalvehiclesforparentengagementsothatanyonecanfindawaytoconnecttotheschool.Methodsinclude:○Quarterlymeetingsbetweenteachersandparentstoprovideanaccurateandvividassessmentofachild’saccomplishmentsandneeds.○AstrongParentTeachersAssociation(PTA)○ApartnershipwiththePTAdesignedtobridgethegapbetweenparentandteachercommunication.○AParentVolunteerProgramtomaximizeparentalparticipationthroughvolunteerhours.TheParentVolunteerProgramalsoensuresthatallfamiliesfeelrespectedandwelcomedintheschoolandbecomeactivesupportersoftheirchild’seducation.○AProblemSolvingTeam(inaccordancewithAlabama’sResponsetoInterventionmodel)comprisedofteachersandparentstoensurethatallstudents(especiallythosewhosefamiliescannotbesignificantlyinvolvedintheeducationalprocess)haveaneducationaladvocatetopaycloseattentiontotheirschoolworkandphysicalandemotionaldevelopment.TheProblemSolvingTeamwillalsointervenetohelpsolvestudents’problems,includingpoorattendance,behaviorissues,poorhealthornutrition.○ADads’volunteergroupthatengagesdadsandothermeninthecommunitytoworkwithstudentsandvolunteerintheschool.

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○Frequentparentcommunicationonmultipleplatformstoensurethatparentsarewellinformedofalleventsandprograms.○Parenteducationoncurriculum,assessment,andtechnologytools.

●Ensurethatthegovernancemodelmeaningfullyengagescommunityleadersandstakeholders(See“Governance”sectionformoreinformationaboutI3Academygovernancestructure)

●Useaninstructionalprogramthatintentionallyinvitesthelargercommunitytobecomeinvolvedintheschoolonaregularbasis.Project-basedlearningprovidesaframeworktoinvitecommunitystakeholdersandexpertstoplayaroleinstudentlearning.Teacherscanbringexpertsintotheprojectdesignprocesstohelpsortthroughhowtheprojecthandlesthecontentandskills.Appropriateexpertscanbeinvitedintoaprojecttogivestudentsfeedbackontheirwork.Finally,apublicaudience,whichcouldincludeparentsandexperts,canbeinvitedtothefinalprojectpresentationandprojectevaluation.Withthesedifferentexamplesofhowthecommunitymightbeinvolved,itisimportanttorememberthattheteachersarethedesignersoftheprojectandareresponsibleforbeingsurestudentsmasterthestandardscovered.

4.Discussthecommunityresourcesthatwillbeavailabletostudentsandparents.

Describeanypartnershipstheschoolwillhavewithcommunityorganizations,businesses,orothereducationalinstitutions.Specifythenature,purposes,terms,andscopeofservicesofanysuchpartnerships,includinganyfee-basedorin-kindcommitments.TheI3AcademyLeadershipTeamandI3AcademyBoardofDirectorsaredevelopingrelationshipswithpotentialpartnersintheWoodlawnfootprint.InitialconversationsandfocusgroupshavehelpedtounderstandtheavailableofferingsinWoodlawnandsurroundingareas.Theseconversationshavehelpedtheapplicantteamtodeterminewhereorganizationsmaybealignedwithvariouselementsoftheschoolmodelandmission.Representativesfromlocalorganizationsrangingfromacademicenrichmentprograms,museums,parks,camps,andculturalinstitutionsgatheredtodiscussthepotentialoftheproposedschool.ThesedynamicconversationsledtoideasabouthowI3Academycouldbeenrichedbylocalorganizations.Overthirty-threeindividualsattendedrepresentingtwenty-fourlocalorganizations.Afocusgroupforsmallbusinesses,faith-basedorganizations,andwraparoundserviceorganizationsinWoodlawnhelpedtoilluminatelocalresourcesthatcouldhelptosupportthenon-academicneedsofchildrenorprovidepotentialpartnersforprogramming.Fifteenindividualsattendedthismeeting.Uponapproval,I3Academywillcontinuetheseconversationsanddeveloppartnershipswithorganizationsthatarealignedwiththemissionoftheschool.Attachment9illustratesinitialcommunityorganizationsandbusinessesthathaveshownsupportforI3Academy.

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EducationalProgramCapacity

1.Identifythekeymembersoftheschool’sleadershipteam.

Identifyonlyindividualswhowillplayasubstantialandongoingroleinschooldevelopment,governance,and/ormanagement,andwillthusshareresponsibilityfortheschool’seducationalsuccess.Thesemayincludecurrentorproposedgoverningboardmembers,schoolinstructionalleadership/management,andanyessentialpartnerswhowillplayanimportantongoingroleintheschool’sdevelopmentandoperation.AteamofeducationleadershasbeenassembledtodevelopI3Academy.Theseindividualshavebeenselectedfortheirknowledge,expertiseanduniquecontributionstoeachareaofworkessentialforbuildingaschool.Collectively,thisteamhasacombined100+yearsservinginAlabamapublicschools.Eachemployeeoftheschoolandboardmemberhavebeencarefullyselectedforparticularareasofexpertiseandthediversityofknowledgethatittakestofoundandopenanewschool.Areasofexpertiseinbusiness,law,operations,leadership,education,anddevelopmentarerepresentedamongtheschoolboard.

KeymembersoftheschoolleadershipteamincludeDr.TommyBice,Dr.MartinNalls,andDr.DylanFerniany.Dr.BeckyLeeisservinginthestart-upphasetodevelopthebudgetandfinancialplansforI3AcademyandcreatinganeffectivetransitiontoaChiefSchoolFinanceOfficer.

Dr.TommyBicewillserveasthePresidentoftheBoardofDirectors.TommyBiceistheEducationDirectorfortheMikeandGillianGoodrichFoundationinBirmingham.PriortojoiningtheGoodrichFoundationin2016,Dr.BiceservedastheAlabamaStateSuperintendentculminatinga39-yearcareerinpubliceducationthatincludedservingasaspecialeducationteacherattheAlabamaInstitutefortheDeafandBlind,DirectoroftheAllanCottSchool,AlternativeSchoolDirector,CareerandTechnicalSchoolDirector,HighSchoolPrincipal,SuperintendentoftheAlexanderCitySchoolSystem,andDeputyStateSuperintendentforInstruction.Dr.BicehasservedasanadjunctprofessorineducationleadershipatUniversityofAlabamaatBirmingham,SamfordUniversity,andAuburnUniversity.Heisinvolvedinmultiplecivicandprofessionalorganizations.

Dr.MartinNallswillserveastheHeadofSchoolandactingPrincipaloftheschool.Dr.Nallshasovertwentyyearsofpublicschooleducationexperience;seventeenofthoseyearshavebeendevotedtoleadership.Hisexperienceinschooloperations,finance,andinstructionalleadershipmakeshimpoisedtoleadthefoundingfacultyofI3Academy.Dr.Nallsfoundedanddirectedthenon-profitCollegeAdmissionsMadePossible(CAMP).Dr.NallsparticipatedintheNewSchoolVentureFundDesignCampin2017.

Dr.DylanFernianywillserveastheDirectorofStudentandAdultLearning.Dr.Fernianyhaselevenyearsexperienceinpubliceducationasagiftededucationspecialist,acentralofficecoordinatorforgifted

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education,andanassistantprincipal.Inadditiontotheseroles,Dr.FernianyhasbeeninvolvedinleadershipinmultiplecivicorganizationsincludingYoungEducationProfessionals-National,AlabamaAssociationforGiftedChildren,andTEDxBirmingham.DylanhasbeenrecognizedasaTED-EdInnovativeEducator.

Dr.BeckyLeeissupportingtheI3Academyteamindevelopingasustainableschoolfinancialplan.Dr.Leebringstotheteamdeepexpertiseinschoolfinanceandoperations.ShehasservedasDeputySuperintendentforSchoolandCommunitySupport,ChiefofStaff,DeputyChancellorforFiscalAffairsandOperation,ChiefFinancialOfficer,andSuperintendentofSchools.Dr.Leeisworkingalongsidetheschoolleadershipteamthroughoutthedevelopmentoftheproposalandstart-upphase.

2.Describetheteam’sindividualandcollectivequalificationsforsuccessfullyimplementingtheschooldesign,includingcapacityinareassuchas:

-Schoolleadership,administration,andgovernance.-Curriculum,instruction,andassessment.-Performancemanagement.-Parentandcommunityengagement.SchoolLeadership,Administration,andGovernanceDr.Bicehasawealthofexperienceinschool,district,andstatelevelleadership.AsPresidentofthegoverningboardDr.Bicewillbeleadingthedevelopmentofgovernancestructureandwillworktoleadthegoverningboard.Hewillworkinanadvisingrolefortheschoolleadershipteamastheybuildallaspectsoftheschool.AsStateSuperintendentDr.BicewasresponsiblefortheadministrationoftheAlabamaStateDepartmentofEducation,anorganizationof400+employees.Hisexperienceinschoolleadership,administration,andgovernancespansover30yearsofexperienceinpubliceducation.

Dr.Nallsisanexperiencedadministratorwith6yearsofexperienceasaschoolprincipal.AsaprincipalDr.NallswasresponsiblefordevelopingthecareeracademiesatHooverHighSchool,providingfundingforsmallerlearningcommunitiesthroughfederalandlocalgrants,andleadingfacultytowardsinstructionalgoals.HeservedontheCLAS(CouncilofLeadershipinAlabamaSchools)BoardofDirectorsandservedontheAlabamaCouncilofLeadershipDevelopment.

Dr.Leehasover20yearsexperienceindistrictleadershipandgovernanceinAlabamaandbeyond.AsDeputySuperintendentforSchoolandCommunitySupportinJeffersonCountyDr.Leewasresponsiblefortheinstructionaloperationaloversightin33schools.InBirminghamCitySchoolssheservedasChiefofStaffoverseeingoperationof44schools.Dr.LeehasexperienceoutsideofAlabamainschooldistrictswithcharterschools.

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Curriculum,Instruction,andAssessmentDr.Bicehasledalllevelsofcurriculum,instruction,andassessmentfromtheschoolsystemleveltothestatelevel.Dr.BicewasaspecialeducationteacheratAlabamaSchoolfortheBlind,RegionalDirectorfortheAlabamaInstitutefortheDeafandBlind,DirectoroftheAllanCottSchoolandDirectoroftheFairfieldAlternativeSchool.HeservedasPrincipalofBenjaminRussellHighSchoolinAlexanderCityandSuperintendentofAlexanderCitySchools.FromtheSuperintendencyhemovedtotheAlabamaStateDepartmentofEducationwhereheservedastheChiefInstructionalOfficerforallstateprogramsandinitiatives.

Dr.NallsservedontheAlabamaStateDepartmentofEducationAssessmentandAccountabilityCommittee,whichwasresponsibleforidentifyingstateassessmentsaswellasdevelopingthestateaccountabilitymeasures.Dr.NallsfoundedandledCollegeAdmissionsMadePossible(CAMP)-anorganizationthatpreparesstudentsonACTtestpreparation,collegetours,andscholarshipsearches.Dr.Nallshasledprofessionallearningcommunitiesintheschoolshehasled,whichisahallmarkoftheI3Academyacademicmodel.

Dr.Fernianywillprovideleadershipforcurriculum,instruction,andassessment.WithabackgroundingiftedandtalentededucationDr.Fernianyhaselevenyearsofexperienceinproject-basedlearningandintegratedstudiesthroughgiftedandtalentededucation,keycomponentsoftheI3Academyacademicmodel.Dr.FernianyhasexperienceleadingteamsofeducatorsinBirminghamCitySchoolsandPikeRoadSchools.

PerformanceManagementAsinstructionalleaderstheteamhasexpertiseinperformancemanagement.AsStateSuperintendentDr.BiceprovidedleadershipforthedevelopmentandimplementationofAlabama’sK-12publiceducationsystemandtheimplementationofamulti-yearstrategicplanforK-12education.

AsprincipalDr.Nallsledperformancemanagementoffacultythroughschool-widecontinuousimprovementandaccreditationinitiatives.Asaprincipal,Dr.Nallssetschool-widegoalsthatteachersworkedtowardinprofessionallearningcommunities.

Dr.Leehasexperienceinaccreditation,district-widecontinuousimprovement,andmanagingperformanceinmultipledistrictoperations.AsSuperintendentoftheRussellCountyBoardofEducation,Dr.LeeledtheschoolsystemtobethefirsttoachieveAdvanc-ED(SACS)DistrictAccreditation.

ParentandCommunityEngagementAseducationleadersDr.NallsandDr.Fernianyhavebothhadexperiencedevelopingplansforparentandcommunityengagement.AsPrincipalDr.NallshasworkedwithParentTeacherAssociationsanddevelopedandexecutedplansforcommunityengagementwithinschools.Hehascoordinatedandled

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parentinvolvementeventsandworkedwithparentvolunteerstosupportteachers.Dr.Fernianyhasconductedandcoordinatedparentengagementeventswhilecoordinatingadistrict-widegiftedandtalentededucationprogramandasanAssistantPrincipal.

3.Describetheteam’stiestoand/orknowledgeofthetargetcommunity.

Inordertobetterunderstandthetargetcommunity,comprehensivemarketresearchwasconductedthroughoutthecommunityinOctoberandNovember2018.Focusgroupsandsurveysofparents,communitymembers,andeducatorshelpedtodetermineoverallperceptionsaboutwhatparentsareseekingineducationalopportunities.Theapplicantteamisworkingcloselywithindividualsandorganizationsthathaveknowledgeofthetargetcommunityinordertodesignandimplementcommunityengagementopportunities.

Dr.NallshasworkedinandamongtheBirminghamcommunitythroughCollegeAdmissionsMadePossible-anorganizationcommittedtopreparingstudentsforcollegethroughACTtestpreparation.ThroughthisworkhehasworkedinseveralcityschoolsystemsincludingBirminghamCity.

AstheProgramSpecialistforGiftedandTalentedEducation(GATE)Dr.FernianywasresponsiblefortheoversightoftheGATEprogramwithinBirminghamCitySchools.Throughthisworkshecoordinated12giftedteacherswhoworkedinallelementaryandmiddleschoolstoprovidegiftedservicestostudents.ShealsocoordinatedtheSuperintendent’sAcademy,asummerlearningprogramforhighachievingstudents.

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4.Identifyanyorganizations,agencies,orconsultantsthatarepartnersinplanningandestablishingtheschool,alongwithabriefdescriptionoftheircurrentandplannedroles,andanyresourcestheyhavecontributedorplantocontributetotheschool’sdevelopment.

PurposeBuiltSchoolsisservingastheleadadvisorfortheapplicantteamindevelopingtheplansforthelaunchofI3Academy.PurposeBuiltSchools,apartofPurposeBuiltCommunities,isanAtlanta-basednon-profitcommittedtobreakingthecycleofpovertythroughhigh-performingschools.Theyworkwitharangeofpublic,partnership,andcharterschoolmodelsinordertodevelophigh-performingneighborhoodschoolsbasedonDrewCharterSchool’sacademicmodel.Thestaffiscomprisedofprofessionaleducatorsandcommunitydeveloperswithdecadesofexperienceachievingextraordinaryresultsinneighborhoodpublicschoolsinlow-incomecommunities.ThroughPurposeBuiltSchoolsDr.NallsandDr.Fernianyareparticipatinginayear-longprincipalresidencylearningeveryaspectoflaunchingaschool.PurposeBuiltSchoolsisworkingwiththeteamtodevelopamodelandprogramthatisuniquetoBirmingham.

InadditiontotheintensiveandongoingpartnershipwithPurposeBuiltSchools,theleadershipteamandboardhavebeenworkingtheNationalAllianceforCharterSchoolsbyattendingtheirconferencesandforums,meetingwiththeirRegionalStaffwhohasprovidedsupportthroughouttheapplicationprocess.TheyhavealsoparticipatedinAlabamaStateDepartmentofEducationandBirminghamCitySchoolsmeetingsregardingtheapplicationprocessandexpectationsforcharterschoolapplicants.BoardmembersandleadershiphavevisitedtheUniversityCharterSchoolinSumterCountyandnumeroushighperformingcharterschoolsinNewOrleans,NashvilleandMemphisandhavedevelopedpartnershipswiththoseschoolleaderswhowillserveasinformantconsultantsastheschoolplanscontinuetobedeveloped.TheboardchairalsoparticipatedintheKIPPFellowshipprogramthispastyearfocusedonthecomponentsrequiredtooperateahigh-performingcharterschoolwithamajoremphasisonthehumanresourcecomponentasthekeytolong-termsuccess.

5.Identifytheprincipal/headofschoolcandidateandexplainwhythisindividualiswellqualifiedtoleadtheproposedschoolinachievingitsmission.

Summarizetheproposedleader’sacademicandorganizationalleadershiprecord.Providespecificevidencethatdemonstratescapacitytodesign,launch,andmanageahigh-performingpubliccharterschool.Iftheproposedleaderhasnevermanagedaschool,describeanypreviousleadershiprolesorleadershiptrainingprogramsthat(s)heiscurrentlyparticipatinginorhascompleted.Dr.MartinNalls,hiredtoserveastheHeadofSchoolandFoundingPrincipalforI3Academy,bringsoverseventeenyearsofpubliceducationleadershipexperiencetotheteachers,students,andfamiliesofI3Academy.Dr.Nallshasexperienceinschoolleadership,districtleadership,andfoundingandleadinganeducationnon-profit.AcommonthreadinDr.Nalls’careerisanunwaveringcommitmenttostudents.Hisyearsofexperienceinschoolleadershipandincentralofficeadministration,combinedwithfoundinga

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non-profit,makehimexactlythetypeofinnovativeandentrepreneurialfounderwithdeepeducationleadershipexpertisethatisnecessarytofoundanewschool.

Dr.NallsservedasanAssistantPrincipalinbothFairfieldCitySchoolsandinHooverCitySchools.AtHooverHighSchoolDr.NallscoordinatedanddevelopedseveralprogramsincludingfoundingaFreshmanAcademy.HethenmovedintotheroleofPrincipalfortheFreshmanAcademyatHooverHighSchool.AftersevenyearsinHooverCitySchoolshetransitionedtoHomewoodCitySchoolstoserveasPrincipalforHomewoodMiddleSchoolforthreeyears.FromhisprincipalshipatHomewoodMiddleSchoolDr.NallsmovedintoacentralofficeroleastheDirectorofStudentSupportServiceswherehecoordinatedseveralinitiativesrelatedtoresearchandprogramevaluationwithastrongemphasisoncollegereadiness.Dr.NallswasinHomewoodCitySchoolsforeightyears.MostrecentlyDr.Nallsfoundedanon-profit-CollegeAdmissionsMadePossibleorCAMP.Inthisrolehemanagedallaspectsoftheorganizationfromhumanresourcestoprogrammingtodevelopment.FeweducationalleadershavethebreadthofexperienceininstructionalleadershipandschooladministrationthatDr,Nallshas.Hedemonstratesthecapacitytodesign,launch,andmanageahigh-performingpubliccharterschool.

Dr.Nallshasdevelopedstrongnetworksthroughoutthestate.Heisacivicleaderandhasservedonseveralstateboardsandtaskforces:●AlabamaAssociationofSecondarySchoolPrincipals●CouncilforLeadersinAlabamaSchools●AlabamaAssociationofMiddleSchoolPrincipals●SpinaBifidaAssociationorAlabamaBoardofDirectors●AlabamaACTCouncil●AlabamaAccountabilityTaskForce

Withrespecttohiseducationbackground,Dr.NallsreceivedhisMastersinEducationinSecondaryEducationatUniversityofMontevallo,hisEd.S.inEducationalLeadership,andEd.D.inEducationalLeadershipfromUniversityofAlabamaatBirmingham.

5.1Attachment10:Principal/HeadofSchool

Providethequalifications,resume,andprofessionalbiographyforthisindividual.Discusstheevidenceoftheleader’sabilitytoeffectivelyservetheanticipatedpopulation.Ifnocandidatehasbeenidentified,providethejobdescriptionorqualifications,anddiscussthetimeline,criteria,andrecruitingandselectionprocessforhiringtheschoolinstructionalleader/administrator.https://BCSCSA.fluidreview.com/resp/20289624/2GMrMaPaLz/

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6.Describetheresponsibilitiesandqualificationsoftheschool’sleadership/managementteambeyondtheprincipal/headofschool.

Ifknown,identifytheindividualswhowillfillthesepositionsandprovide,asAttachment11,thequalifications,resumes,andprofessionalbiographiesfortheseindividuals.Ifthesepositionsarenotyetfilled,explainthetimeline,criteria,andprocessforrecruitmentandhiring.Dr.DylanFernianyhasbeenhiredtoserveastheschool’sDirectorofStudentandAdultLearning.Dr.Fernianyhaselevenyearsofexperienceinpubliceducationwithfouryearsofexperienceinschoolanddistrictleadership.Dr.FernianyspentherteachingcareerinGiftedandTalentededucationattheelementaryandmiddleschoollevelinHomewoodCitySchools.In2013,Dr.FernianymovedintoaleadershiproleinBirminghamCitySchoolswhereshecoordinatedtheGiftedandTalentedEducation(GATE)Program.Afterthreeyears,Dr.FernianytransitionedtoschoolleadershipasanAssistantPrincipalatPikeRoadElementarySchool,anewpublicschoolsysteminitsthirdyearofoperation.Dr.FernianyreceivedherEd.D.fromVanderbiltUniversity’sPeabodyCollegeofEducationinLeadership,Policy,andOrganizationsin2013.ShehashercertificateinInstructionalLeadershipfromSamfordUniversityandcertificateinGiftedEducationfromSamfordUniversity.Dr.Fernianyhasbeeninvolvedlocallyandnationallyinmultipleeducationinitiatives.In2012Dr.FernianyfoundedYoungEducationProfessionals-Birmingham,anationalorganizationthatconnectstomorrow’seducationleaders.SheservedasPresident-ElectfortheAlabamaAssociationforGiftedChildren.DylanwasselectedasoneoftheBirminghamBusinessJournal’sTop40under40in2016.Dr.FernianyservedontheorganizingteamofTEDxBirmingham,alocalindependentlyorganizedTED-styleevent.ThroughTEDxBirminghamDr.FernianylearnedaboutTED-EdClubsandsponsoredoneofthefirstclubsinthenation.TheseclubspreparestudentstodelivertheirownTED-styletalk.In2016Dylanwasselectedtobeoneof25TED-EdInnovativeEducatorsglobally.Shehasalsoparticipatedinfellowshipsthrough4.0Schools,anationallyrecognizedorganizationthatassistseducationentrepreneursindevelopingtheirvisionforthefutureofschools.DylanparticipatedintheEssentialsfellowshipandwasinthefirstcohortoftheTinyFellowshipprogram.Dr.FernianyhasatrackrecordofinnovationinschoolsthatwillhelpidentifyinnovativeteacherleaderstoworkatI3Academyandfosteranenvironmentofcollaborationamongthem.

6.1Attachment11

Pleasesavetherequireddocumentationas1singlefileanduploadas1singlefile.

https://BCSCSA.fluidreview.com/resp/20289624/STEXs1pPkI/

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7.Explainwhowillworkonafull-timeornearlyfull-timebasisfollowingassignmentofalocationtoleaddevelopmentoftheschoolandtheplantocompensatetheseindividuals.

Dr.NallsandDr.Fernianyareworkingfull-timeasemployeesofI3Academy.Theywillworkonafull-timebasistoleadthedevelopmentoftheschool.TheyarecurrentlyapplyingtobepartoftheNewSchoolsVentureFundInnovativeSchoolsgrant,whichwillprovide$200,000instartupfunding.ThePurposeBuiltSchoolsresidencyalsoprovidescomprehensivesupportfortheworkoffoundingaschool.

PerformanceTrackRecord

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract)

NOTE:BCSwillusetheinformationprovidedinthissectiontoassesstheacademic,organizational,andfinancialperformancerecordoftheorganization,andtheorganization’sschoolsortheschoolmodelthattheorganizationproposestoreplicate.Theapplicantmustprovidealloftherequestedinformationforallofitsorganization’sschools.BCSmaysubsequentlyselectasubsetofschoolsforwhichtheapplicantwillberequiredtoprovideadditionalperformanceinformation.

1.Attachment12:ExistingSchoolsInformation

Provideasummaryoftheapplicant’scompletecurrentandhistoricalportfolioofschools.PrepareyoursubmissionusingtheExistingSchoolsInformationTemplateprovidedbyBCS.

Clickherefortemplate.(Noresponse)

2.Selectaconsistentlyhigh-performingschoolfromtheorganization’sportfolio,anddiscussitsperformance.

Bespecificabouttheresultswhichprovidethebasisforjudgmentthattheschoolishigh-performing.Includestudentachievementstatus,growth,absolute,andcomparativeacademicresults,asavailable.

a.Discusstheprimarycausesoftheschool’sdistinctiveperformance.b.Discussanynotablechallengesthattheschoolhasovercometoachievetheseresults.c.Identifyanywaysinwhichthisschool’ssuccesshasinformedoraffectedhowotherschoolsintheportfoliohaveperformed.d.Explainhoweffectivepractices,structures,orstrategieswereidentifiedandhowtheywereimplementedinotherschools.

N/A

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3.Discussaschoolwithrelativelyloworunsatisfactoryperformance.

Bespecificabouttheresultswhichprovidethebasisforjudgmentthatperformanceisunsatisfactory.Includestudentstatus,growth,absolute,andcomparativeacademicresults,asavailable.a.Describetheprimarycausesoftheschool’sproblems.b.Explainthespecificstrategiesthatarebeingemployedtoimproveperformance.

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Section2.OperationsPlan&Capacity

Governance

LegalStatusandGoverningDocuments

1.Describetheproposedschool’slegalstatus,including501(c)3non-profitstatusandfederaltax-exemptstatus.

TheI3Academy501(c)3hasbeensubmitted,andthefederalIDnumberassigned.I3AcademyiswaitingonfinalIRSapprovalslatedforDecember10.SeeAttachment13fortheArticlesofIncorporation.

1.1Attachment13:Proofof501(c)3Non-ProfitStatusandFederalTax-ExemptStatus

Provideproofof501(c)3non-profitstatusandfederaltax-exemptstatus(orcopiesoffilingsfortheprecedingitems).Also,includeanygoverningdocumentsalreadyadopted,suchasboardpolicies.

Pleasesavetherequireddocumentationas1singlefileanduploadas1singlefile.https://BCSCSA.fluidreview.com/resp/20289624/Ur2FDFKWXt/

OrganizationalCharts

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1.Attachment14:OrganizationalCharts

Submitorganizationalchartsthatshowtheschoolgovernance,management,andstaffingstructurein:

a.Thefirstyearofschooloperation;b.Attheendofthecharterterm;andc.Whentheschoolreachesfullcapacity,ifinayearbeyondthefirstcharterterm.Theorganizationalchartsshouldclearlydelineatetherolesandresponsibilitiesof–andlinesofauthorityandreportingamong–thegoverningboard,staff,anyrelatedbodies(suchasadvisorybodiesorparent/educatorcouncils),andanyexternalorganizationsthatwillplayaroleinmanagingtheschool.Theorganizationalchartshouldalsodocumentclearlinesofauthorityandreportingwithintheschool.

Pleasesavetherequireddocumentationas1singlefileanduploadas1singlefile.https://BCSCSA.fluidreview.com/resp/20289624/e9TE1q9PDL/

GoverningBoard

1.Explainthegovernancebylawsthatwillguidetheboard,includingthenatureandextentofinvolvementbykeystakeholdergroups.

ThegovernancebylawswerebasedonareviewofthecurrentbestpracticesforcharterschoolsfromtheNationalCharterSchoolAssociationinconsiderationoftheAlabamaAssociationofSchoolBoardsrecommendedbylawsandgovernancepolicies.Thebylawswillberegularlyreviewedbytheboardandsharedwithparentsandconstituentsforinputastheschoolandschoolboardmaturetoinsurequalityschoolgovernancefocusedonincreasedstudentoutcomesandfiduciarystability.SeeAttachment15forBoardbylaws.

1.1Attchment15:Board'sBylaws

Providethegoverningboard’sbylaws.

https://BCSCSA.fluidreview.com/resp/20289624/we0KPXCUyh/

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2.Describethegovernancestructureoftheproposedschool,includingtheprimaryrolesofthegoverningboardandhowitwillinteractwiththeprincipal/headofschoolandanyadvisorybodies.

I3Academy’sgovernancestructureisstrategicallydesignedtoensuretheschoolupholdsitmission,visionandpurposewhileachievingexcellentoutcomesforstudents.ThecompositionoftheI3Academyboardreflectsthediverseareasofexpertiseincludingfinance,humanresources,education,communitydevelopmentandlaw.Underthisstructure,I3Academyhasassembledtheresources,humancapitalandmanagerialskillsnecessarytooperateanexcellentpubliccharterschool.Thegoverningboardsetspolicy(SeeAttachment15forthegoverningboard’sbylaws),providesfinancialoversight,andevaluatestheschool’sprincipal.TheBoardleadsthestrategicplanningprocess,whichisreviewedannually,revisedeveryfiveyearsalongwiththeschool’scharter,andincludesallstakeholders.

3.Describethegoverningboard’ssize,currentcomposition,anddesiredcomposition;powers;andduties.Identifykeyskills,areasofexpertise,andconstituenciesthatwillberepresentedonthegoverningboard.

TheI3AcademyBoardofDirectorswillbemadeupofelevenindividualsrepresentativeofWoodlawnandthegreaterBirminghamarea.Thecompositionwillhaverepresentationfromparents,localcommunityleaders,communityorganizationsandeducationalleaders.Theinformationregardingindividualboardmembersandtheirbackgroundandexpertisecanbefoundintheattachedresumesandboardmemberbios.

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4.Explainhowthisgovernancestructureandcompositionwillhelpensurethat:

a.Theschoolwillbeaneducationalandoperationalsuccess;b.Theboardwillevaluatethesuccessoftheschoolandschoolleader(s);andc.Therewillbeactiveandeffectiverepresentationofkeystakeholders,includingparents.a.Theschoolwillbeaneducationalandoperationalsuccess;Theboardwillensurethatthevisionandmissionoftheschoolremaintheguidingstatementsofpurposeandwillalignfinancial,programmaticandhumanresourcesaroundfulfillingthoseaspirations.Inaddition,theBoardwillagreetocertainoutcomesaspartofthecontractwiththeauthorizerandwillreceiveregularupdatesregardingattainmentofthosegoalsfromtheschoolleadership.TheBoardwillalsoensurethattheschoolisoperatedasapublic,nonsectarian,nonreligiousnonprofitschoolorganizedandoperatedunderthelawsofAlabama.

b.Theboardwillevaluatethesuccessoftheschoolandschoolleader(s);andTheBoardwillcontractforaHeadofSchool,ChiefFinancialOfficerandDirectorofTeachingandLearningwhowillcollectivelyandindividuallyberesponsiblefortheimplementationofthecontractwiththeauthorizerandthestudentandprogrammaticoutcomescontainedwithinthecontract.TheBoardwillregularlyreceiveupdatesfromtheschoolleadershipteamwhichinturnwillbeused,inpart,toguidetheirevaluationofthemindividuallyandcollectively.

c.Therewillbeactiveandeffectiverepresentationofkeystakeholders,includingparents.Parentandcommunitymemberswillberepresentedontheboard.Inputfromthebroadercommunitywillbesoughtastheprogressandsuccessoftheschoolismeasured.

5.Listallcurrentandidentifiedboardmembersandtheirintendedroles.

Summarizemembers’interestsinandqualificationsforservingontheschool’sgoverningboard.

Dr.TommyBiceiscurrentlytheEducationDirectorfortheMikeandGillianGoodrichFoundationandtheformerStateSuperintendentofEducationforAlabama.Dr.Bicebringsacareerofexperienceworkinginschoolsandwithschoolboards.AsStateSuperintendentofEducationDr.Biceprovidedleadershipforthedevelopment,implementation,andstrategicplanningforAlabama’sK-12publiceducationsystem.AttheAlabamaStateDepartmentofEducationDr.Biceledastaffof400+employeeswhowereresponsibleforsupporting136schooldistricts,1500schools,and744,000students.PriortothisroleDr.BicewastheSuperintendentofAlexanderCitySchools,andtheDirectoroftheFairfieldAlternativeSchool,DirectoroftheAllanCottSchool,andtheRegionalDirectorfortheAlabamaInstitutefortheDeafandBlind.

ShunBoler,foundingboardmember,isalifelongcommunityresidentofWoodlawn.Shunhasservedandworkedintheneighborhoodforthepasttwenty-fiveyearsbuilding,mentoring,creatingandpromotingeducationalopportunitiesforyouthandadults.Shunisaneighborhoodcommunityactivist,committedto

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enhancingopportunitieswithinthecommunity.Shunhascollaboratedwithlocalagenciesandservedasaliaisonbetweencommunityorganizationsandresidents.ShehasvolunteeredhertimeinBirminghamCitySchools.Mrs.Bolerhasprovidedinsightsintoallareasofschoolplanningfromseekingschoolleadershiptofeedbackonfacilities.Shehasfrequentconversationswithparentsinthecommunityabouttheproposedschoolandwhatparentswishfortheirchildren’seducation.Shunhaslong-standingrelationshipswithcommunityleadersandstakeholders.Sheiscurrentlyworkingcloselyalongsidetheschoolleaderstoensurethatcommunityvoiceisreflectedinschooldecision-makinganddesign.

BobbyHumphreywasbornandraisedinBirmingham,Alabama.HeattendedGlennHighSchoolandin1985signedaCollegefootballscholarshiptoattendtheUniversityofAlabama.Heplayedrunningbacktherefrom1985-1988.AfterhiscareeratAlabamahewentontotheNFLtoplayfortheDenverBroncosandtheMiamiDolphins.Afterspending5yearsintheNFL,BobbymovedbackhomeandcurrentlylivesinBirminghamwithhiswifeandfivechildren.Bobby’slifeafterfootballhasbeenjustasstellar,afterretirementhewentbacktotheUniversityofAlabamaandfinishedhisBachelor’sDegreeinSocialScience.In2000,hewashiredasthefirstHeadCoachoftheBirminghamSteeldogsArenaFootball2team.In2004,hewasinductedintotheAlabamaSportsHallofFame.Bobbyisveryengagedandinvolvedwithhiscommunity.Heservesonmanyboards,andspeakstoyouththrough-outtheSoutheastRegion.Hebelieveshismessageofpositivegoal-settingandmakinggooddecisionsinlifechoicesisthefundamentalbasicforsuccess.HeiscurrentlytheVice-PresidentofBusinessDevelopmentforBryantBank.

DeidreClarkisanativeofEnsley,acommunityinBirminghamAL.Overtheyearsshehasdevelopedastrongsenseofresponsibilitytohercommunity.ThishasledhertofoundKuumbaCommunityArt,anorganizationthatteachescreativityanddesigntoencourageyoungpeopletobebrave,approachproblemscreativelyandpursuefulfillinglives.Deidreisalsoaproudco-founderofEnsleyAlive,agrassrootsmovementpoweredbybothindividualsandorganizationsdedicatedtoEnsley'srenaissance.SheenjoysreadingBrenéBrown,watchingTEDTalksandgaveatalkofherownatTEDxBirmingham.Deidreenjoyslearningaboutcommunitybuilding,leadershipandhowartcanbeaconduitforchange.She'san2018AspenIdeasScholarandaTinyFellowwith4.0Schools.AsthemotheroftwoboysDeidreismostinterestedininnovationsineducation.ShehasbeeninspiredbyTonyWagner,KenRobbinsaswellaseveryparentandeducatorthatwanttoseeeducationalsystemsthatserveourstudentswell.

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5.1Attachment16:BoardMemberInformationSheet

Providethefollowingdocumentsforeachindividualidentifiedhere:acompletedandsignedBoardMemberInformationSheetandBoardMemberAcknowledgmentForm,resumeprofessionalbiography.(ifaboardmember’sdocumentationisattachedelsewhereinthisproposal,statesoontheInformationSheet).

Clickhereforthetemplate.

Pleasesavetherequireddocumentationas1singlefileanduploadas1singlefile.https://BCSCSA.fluidreview.com/resp/20289624/casltBiqdl/

6.Explaintheprocedurebywhichgoverningboardmembershavebeen,andwillbe,selected.Howoftenwilltheboardmeet?

Discusstheplansforanycommitteestructure.

BoardmembershavebeenstrategicallyselectedforavarietyofskillsnecessarytoprovideoversightfortheworkofdevelopingI3Academyandstayingtruetothemissionandvisionastheschoolgrows.TheBoardmeetsbi-monthlyfromAugustthroughJuneandholdsspecialcalledmeetingsasneeded.I3AcademyBoardmembersareelectedattheannualmeetingoftheI3AcademyBoardofDirectorsinAugustofeachyearfromrecommendationsreceivedbycurrentandpastboardmembers,membersoftheschoolfacultyandstudents,andmembersoftheWoodlawncommunity.Intheeventofavacancyontheboard,thevacancymaybefilledatanyboardmeeting.RegularBoardmeetingswillbeheldmonthly.

7.Ifthecurrentapplicantentityorinterestgroupdoesnotincludetheinitialgoverningboard,explainhow,andwhen,thetransitiontotheformalgoverningboardwilltakeplace.

Thisapplicantincludestheinitialgoverningboard.

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8.Ifthisapplicationisbeingsubmittedbyapre-existingnon-profitorganization,respondtothefollowing:

a.Wasthepre-existingnon-profitformedforapurposeotherthanoperatingschools?Ifso,pleaseprovidethemissionoftheorganizationandexplainhowoperatingcharterschoolsservesthatmission.b.Willthepre-existingnon-profitboardgovernthenewschool,orwillthecharterbeheldbyanewnon-profitcorporationgovernedbyaseparateboard?c.Ifthenon-profit’scurrentboardwillgovernthecharterschool,whatstepshavebeentakentotransformitsboardmembership,mission,andbylawstoassumeitsnewduties?Describetheplanandtimelineforcompletingthetransitionandorientingtheboardtoitsnewduties.d.Ifanewboardhasbeen,orwillbeformed,describewhat,ifanything,itsongoingrelationshiptotheexistingnon-profit’sboardwillbe.Thisapplicationisnotbeingsubmittedbyapre-existingnon-profitorganization.

9.DescribehowthegoverningboardwillprovideevidenceofitscomplianceandadherencetotheAlabamaStateEthicsLaw,OpenMeetingsAct,PublicRecordsLaw,andallotherspecificstatelawsreferencedinAct2015-3,ifapplicable.

AllBoardmeetingswillbesubjecttoandcomplywiththeOpenMeetingsLawoftheStateofAlabama.TheBoardwillconductregularmeetingsconsistentwithprinciplesoftransparencyandavoidanceofactualorapparentconflictsofinterestinthegovernanceoftheschool.

10.Describeplansforincreasingthecapacityofthegoverningboard.

Howwilltheboardexpandanddevelopovertime?How,andonwhattimeline,willnewmembersberecruitedandadded?Howwillvacanciesbefilled?Whataretheprioritiesforrecruitmentofadditionalboardmembers?Whattypesoforientationortrainingwillnewboardmembersreceive,andwhattypeofongoingdevelopmentwillexistingboardmembersreceive?Theplanfortraininganddevelopmentshouldincludeatimetable,specifictopicstobeaddressed,andrequirementsforparticipation.

NOTE:Ifasingleboardwillgovernmultipleschools,ortherewillbeanetwork-levelorESP-levelboard,youmayreferenceresponsestoAddendum1,providingasubsectionandpagenote.Boardmemberswillbeexpectedtoparticipateinprofessionallearningandcapacitybuildingopportunitiesprovidedbyorganizationswithexpertiseandexperienceinboardsmanship.

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11.Describetheboard’sethicalstandardsandproceduresforidentifyingandaddressingconflictsofinterest.

Identifyanyexistingrelationshipsthatcouldposeactualorperceivedconflictsofinterestiftheapplicationisapproved.Discussspecificstepsthatthegoverningboardwilltaketoavoidanyactualconflictsandtomitigateperceivedconflicts.TheBoardshallestablishaformalpolicytopreventanddiscloseconflictsofinterest.Membersandallindividualsemployedbytheschoolshallabidebysuchconflictsofinterestpolicy.Uponrequest,theBoardandschoolemployeesshallprovideconflictofinterestformstolocalandstateentitiesdemonstratingthatBoardmembersandemployeesareincompliancewithconflictsofinterestpolicy.

TheBoardshallnotbecompensatedotherthanreasonableexpensesincurredinconnectionwithactualattendanceatboardmeetingsand/orprofessionaldevelopmentopportunitiesaffordedtoboardmembers.

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AdvisoryBodies

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1.Describeanyadvisorybodiesorcouncils(e.g.,parentandeducatorcouncils)tobeformed,andincludetherolesanddutiesofanysuchbody.

Foreachidentifiedgroupdescribe:a.Theplannedcompositionofeachadvisorybody;b.Thestrategyforachievingthatcomposition;c.Theroleofparents,students,andeducators(ifapplicable);andd.Thereportingstructureasitrelatestotheschool’sgoverningbodyandleadership.AdvisoryCouncilswillbecreatedasfollows:

StudentAdvisoryCouncilcomposedofstudentselectedrepresentativesfromeachadvisorytomeetregularlywiththeschoolleaderandothersregardingstudentrulesandregulations,academicandenrichmentopportunities,andotheritemsasidentifiedbythestudents.MinutesofthesemeetingswillbekeptandsharedwiththeGoverningBoardbytheschoolleader.

Parent/GuardianAdvisoryCouncilcomposedofoneparentrepresentingeachadvisorytomeetregularlywiththeschoolleaderandothersregardingtheschoolprogram,supportprogramsandotheritemsasidentifiedbytheparents.MinutesofthesemeetingswillbekeptandsharedwiththeGoverningBoardbytheschoolleader.

CommunityAdvisoryCouncilcomposedofleadersoftheNeighborhoodCouncilsandotherestablishedcommunityorganizationswithinWoodlawntomeetregularlywiththeschoolleaderandothersregardingtheschoolprogram,communitysupportandotheritemsasidentifiedbythecommunityleaders.MinutesofthesemeetingswillbekeptandsharedwiththeGoverningBoardbytheschoolleader.

GrievanceProcess

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1.Explaintheprocessthattheschoolwillfollowshouldaparentorstudenthaveanobjectiontoagoverningboardpolicyordecision,administrativeprocedure,orpracticeattheschool.

I3Academyiscommittedtoprovidingthebestpossibleconditionsforallmembersoftheschoolcommunityincludingstudents,families,visitors,teachersandadministrators.Partofthiscommitmentisencouraginganopenandfrankatmosphereinwhichanyproblem,complaint,suggestionorquestionreceivesatimelyresponsefromschoolsupervisorsandadministrators.Fairandhonesttreatmentofallstudents,familymembers,visitorsandemployeesisourgoal.Inpursuitofthatend,weencourageeveryonetotreattheotherwithrespect.

Ifastudent,parent/guardian,orvisitordisagreeswithestablishedrulesofconduct,policiesorpractices,orfeelthathe/shehavebeentreatedunfairly,heorshemayexpresshisorherconcernsthroughtheagrievanceresolutionprocedure.Astudent,parentorguardianmayinitiatethegrievanceproceduretoappealanyfinaldecisionofschoolpersonnel.Apersonmayinitiatethegrievanceproceduretoresolvecomplaintsofdiscriminationbaseduponrace,color,nationalorigin,sex,ageordisability.

I3Academywilldevelopagrievanceprocessthatclearlyarticulatestheformalchannelsofcommunicationthatastudentorparentwouldfollowtovoiceconcerns.TheBoardofDirectorswillapprovethegrievancepolicy.

NetworkGovernanceandLegalStatus

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract)

1.Explainwhatentitywillholdthecharterforeachoftheproposedschools.

N/A

2.Describethegovernancestructureatboththenetworkandindividualschoollevelsandtheplanforsatisfyingallapplicablestatutoryrequirementsforcompositionofcharterschoolgoverningboards.

Explainwhethereachschool/campuswillhaveanindependentgoverningboard,whethertherewillbeasinglenetwork-levelboardgoverningmultipleschools,orbothanetwork-levelboardandboardsatindividualschools.Iftherewillbebothanetwork-levelboardandboardsateachschool,describetheorganizationalrelationshipbetweentheboards,thelegalstatusofeachboard,andthescopeofauthorityofeach.Ifeachschoolwillhaveanindependentgoverningboardbutnonetwork-levelboard,explainhowthenetworkwillbegovernedandhowdecisionsthataffectthenetworkasawholewillbemade.N/A

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3.Attachment17:NetworkOrganizationCharts

Providethefollowingnetworkorganizationcharts:

a.Year1networkasawhole(includingbothnetworkmanagementandschoolswithinthenetwork)b.Year3networkasawholec.Year5networkasawholeTheorganizationchartsshouldclearlydelineatetherolesandresponsibilitiesof–andlinesofauthorityandreportingamong–thenetwork/managementorganization,schools,governingboard(s),staff,anyrelatedbodies(suchasadvisorybodies),andanyexternalorganizationsthatwillplayaroleinmanagingtheschool(s).

Pleasesavetherequireddocumentationas1singlefileanduploadas1singlefile.(Noresponse)

4.Ifanexistingboardwillgoverntheproposedschool(s),discusstheplantotransformthatboard’smembership,mission,andby-lawstosupportthecharterschoolexpansion/replicationplan,asnecessary.

Describetheplanandtimelineforcompletingthetransitionandorientingtheboardtoitsnewduties.Ifanewboardwillbeformed,describehowandwhenthenewboardwillbecreatedandwhat,ifanything,itsongoingrelationshiptotheexistingnon-profit’sboardwillbe.

N/A

5.Describeplansforincreasingthecapacityofthegoverningboard(ifnotfullyaddressedintheprimaryapplication).

Howwilltheboardexpandanddevelopovertime?Howandonwhattimelinewillnewmembersberecruitedandadded,andhowwillvacanciesbefilled?Whataretheprioritiesforrecruitmentofadditionalboardmembers?Whatkindsoforientationortrainingwillnewboardmembersreceive,andwhatkindsofongoingdevelopmentwillexistingboardmembersreceive?Theplanfortraininganddevelopmentshouldincludeatimetable,specifictopicstobeaddressed,andrequirementsforparticipation.Iftherewillbeanetwork-levelboard,identifyanyboarddevelopmentrequirementsrelativetotheorganization’sproposedgrowthandgovernanceneeds.N/A

6.Explainhowtheinterestsofindividualschoolswillbebalancedwithnetworkinterestsandhowkeystakeholderswillberepresented.

N/A

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7.Explainhowthisgovernancestructureandcompositionwillhelpensurethata)theschoolwillbeaneducationalandoperationalsuccess;andb)theboardwillevaluatethesuccessoftheschoolandschoolleader.

N/A

Staffing

StaffStructure

1.Attachment18:StaffingChart

Provideacompletestaffingchartfortheschool(preparedusingtheStaffingChartTemplateprovidedbyBCS).

Thestaffingchartandaccompanyingnotesorrostershouldidentifythefollowing:

a.Yearonepositionsaswellasstaffingplanforthetermofthecharter.b.Administrative,instructional,andnon-instructionalpersonnel.c.Thenumberofclassroomeducators,paraprofessionals,andspecialtyeducators.d.Operationalandsupportstaff.

Clickherefortemplate.

Pleasesavetherequireddocumentationas1singlefileanduploadas1singlefile.https://BCSCSA.fluidreview.com/resp/20289624/RMRH59zPLX/

2.Explainhowtherelationshipbetweentheschool’sleadership/administrativeteamandtherestofthestaffwillbemanaged.

Notetheteacher-studentratio,aswellastheratiooftotaladultstostudentsfortheschool.

HeadofSchool/PrincipalatI3Academyisultimatelyresponsiblefortheoversightandmanagementofallschoolemployees,teachingandnon-teachingstaff.Withrespecttoaccountabilityprocedures,theHeadofSchool/Principaloverseesallpoliciesandproceduresthatguidetheday-to-dayoperationsofI3Academy.

I3Academyhasasupportstructurethatensuresteachershavethenecessarycoachingandsupport.InadditiontotheHeadofSchool/PrincipalandtheDirectorofStudentandAdultLearning,andadesignatedleadteacherinMathandLiteracy.ClassroomteacherseachhaveaparaprofessionalintheclassroomingradesK-3.IneachgradelevelanAcademicIntegrationSpecialist(AIS)willreceiveanadditionalstipendtoleadtheProfessionalLearningCommunitiesateachgradelevel.Thisstructureprovidessupportforteachersandforstudentsthatisreflectedinthestaff-to-studentratios.

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Thereare47instructionalFTE’sallocatedforatotalof420students.Thisresultsinaratioof8.9students/FTE.Thestudent-teacherratiois20:1ingradesK-1and25:1ingrades2-5.Thestudent-adultratioingradeK-1is10:1,andthestudent-adultratioingrade2is12.5:1withparaprofessionalstaff.AhighlycapableleadershipteamandtheircapacitytodevelopteacherleadersdrivethesuccessofI3Academyschoolmodel.

HeadofSchool/Principal,Dr.MartinNalls

TheHeadofSchool/Principalistheinstructionalleaderoftheschoolandholdsprimaryresponsibilityforensuringthehigh-level,academicachievementofallstudents.ThePrincipalwillguidetheinstructionalvisionanddevelopandmanagetheschool’sacademicprogram.Inaddition,thePrincipalwillhire,support,develop,andevaluateinstructionalstaff.

DirectorofStudentandAdultLearning,Dr.DylanFerniany

TheDirectorofStudentandAdultLearningsupportstheprincipalinmanagingstructuresanddecision-makingprocessesthatfacilitatetheschool’sinstructionalprogram.TheDirectorofStudentandAdultLearningwillberesponsibleforprofessionaldevelopmentofstaffandforfacilitatingandcoordinatingtheProfessionalLearningCommunities.Inaddition,thisindividualcreatesandimplementseffectivesystemstobuild,maintain,andcelebratepositivecultureamongstudentsandstaffwithina21stCenturylearningenvironment.

LiteracyLeadTeacher

TheLiteracyLeadTeacherleadsimplementationofaschool-wideliteracyprogramtoimproveandacceleratestudentachievementthroughqualitycurriculumandinstructionintheareasoflanguagedevelopment,reading,andwriting.Thisindividualmanagesandmonitorstheprogram’scomponents:curriculumimplementation,studentassessmentandprogressmonitoring,professionaldevelopmentforfacultyandstaffinresearch-basedbestpracticesinliteracy,andaResponsetoIntervention(RTI)modelincludingtheoperationofaTier3LiteracyCenter.

MathLeadTeacher

TheMathLeadTeacherleadsimplementationofaschool-wideliteracyprogramtoimproveandacceleratestudentachievementthroughqualitycurriculumandinstructioninmathematics.Thisindividualmanagesandmonitorstheprogram’scomponents:curriculumimplementation,studentassessmentandprogressmonitoring,professionaldevelopmentforfacultyandstaffinresearch-basedbestpracticesinliteracy,andaResponsetoIntervention(RtI)modelincludingtheoperationofaTier3MathCenter.

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Aspartoftheprincipalresidencyyear,Dr.NallsandDr.FernianywillspendtimeatDrewCharterSchooltodevelopadeepunderstandingofthepositionswithinI3Academyleadershipteamstructure.Oncetheleadershipteamishiredandonboarded,theprincipalwillcollaboratewithPurposeBuiltSchoolstodevelopoperationalnormswiththeteamforhowtheywillsuccessfullycollaborateinternallyandwiththeotherstaffatI3Academy.Strategiestomanagetherelationshipbetweenleadershipandstaffincludethefollowing:●Regularprofessionallearningcommunitymeetingsamongfacultyandamongschoolleaders●Consistentcoachingmethodsacrossallleadershippositions●Clearchannelsofcommunicationbetweenleadersandfaculty(emails,notices,meetings,etc.)●Regularcoachingfortheleadershipteamprovidedbyschoolprincipaland/oroutsidepartner(e.g.,PurposeBuiltSchools)●Sharedprofessionaldevelopmentexperiencesforfacultyandleaders

TheschoolleaderswillworktodevelopthecapacityandleadershipoftheteachersthroughAcademicIntegrationSpecialistroles.TheseareteacherswhotakeonafacilitatorrolewithintheirgradeleveltoleadtheworkofProfessionalLearningCommunities.Theseteacherleadersareprovidedspecificleadershipdevelopmentandtrainingonfacilitatingteams,coaching,andinstructionalleadership.FrequentlinesofcommunicationandcollaborationamongalllevelsofleadershipwillprovidefeedbackloopsthatfostercontinuousimprovementamongtheI3Academyteam.

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NetworkVision,GrowthPlan,andCapacity

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract)

1.Describetheorganizationornetworkstrategicvision,desiredimpact,andfive-yeargrowthplanfordevelopingnewschoolswithinthelocalcommunity,state,andregion,includingotherstatesifapplicable.

Includethefollowinginformation,regardlessofschoollocation:proposedyearsofopening;numberandtypesofschools(divisions,gradelevelsserved);anypendingapplications;allcurrentlytargetedmarkets/communitiesandcriteriaforselectingthem;andprojectedenrollments.

N/A

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2.Iftheexistingportfolioorgrowthplanincludesschoolsinotherstates,explainspecificallyhowgrowthwithinAlabamafitsintotheoverallgrowthplan.

N/A

3.Provideevidenceoforganizationalcapacitytoopenandoperatehigh-qualityschoolsinAlabamaandelsewhereinaccordancewiththeoverallgrowthplan.

Outlinespecifictimelinesforbuildingordeployingorganizationalcapacitytosupporttheproposedschools.N/A

4.Discusstheresultsofpastreplicationeffortsandlessonslearned–includingparticularchallengesortroublesencountered;howyouhaveaddressedthem;andhowyouwillavoidorminimizesuchchallengesfortheproposedschools.

N/A

5.Listanyschoolsthatwerepreviouslyapprovedbythisoranotherauthorizerbutwhichfailedtoopenordidnotopenontime,andexplainthereasonsforthefailureordelay.

N/A

6.Discussthegreatestanticipatedrisksandchallengestoachievingtheorganization’sdesiredoutcomesoverthenextfiveyearsandhowtheorganizationwillmeetthesechallengesandmitigaterisks.

N/A

7.Attachment19:AnnualReports

Providetheorganization’sannualreportsforthelasttwoyearsandanycurrentbusinessplanfortheorganizationornetwork.

(Noresponse)

StaffingPlans,Hiring,Management,andEvaluation

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1.Explaintherelationshipthatwillexistbetweentheproposedschoolanditsemployees,includingwhethertheemployeeswillbeat-willandwhethertheschoolwilluseemploymentcontracts.Iftheschoolwillusecontracts,explainthenatureandpurposeofthecontracts.

AllI3Academyemployeeswillsignaone-yearcontractincludingan"atwill"provision.Thisagreementmeansthattheemployeeisnotguaranteedemploymentforanyfixedordefinitelengthoftimeandthateitherpartyisfreetoterminatetheemploymentrelationshipatanytimeforanyreason,withorwithoutcauseoradvancednotice.Thispolicyandotherswillbecapturedinanemployeehandbook.SeeAttachment20forasampleemployeemanual.

1.1Attachment20:PersonnelPoliciesOrAnEmployeeManual

Provideanypersonnelpoliciesoranemployeemanualifdevelopedhttps://BCSCSA.fluidreview.com/resp/20289624/kBI28EIgu3/

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2.Outlinetheproposedschool’ssalaryrangesandemploymentbenefitsforallemployees,aswellasanyincentivesorrewardstructuresthatmaybepartofthecompensationsystem.

Explaintheschool’sstrategyforretaininghigh-performingeducators.Thefollowingoutlinessalaryschedulesandbenefitsforemployees.EmployeeswillbepartofthestateretirementsystemandwillenrolledPEEHIPhealthinsurance.

Table2.MinimumSalaryScheduleClassroomTeachersPublicSchoolExperience-187DayContract

BSMSED.S.DOND˂3yrs40,00046,00049,45052,91240,000˂6yrs41,20047,38050,93454,49941,200˂9yrs42,43648,80152,46256,13442,436˂12yrs43,70950,26554,03557,81843,709˂15yrs45,02051,77355,65659,55245,020˂18yrs46,37153,32757,32661,33946,371˂21yrs47,76254,92659,04663,17947,762˂24yrs49,19556,57460,81765,07449,195˂27yrs50,67158,27162,64267,02750,67127+yrs52,19160,02064,52169,03852,191

I3Academywillseektorecruitandretainthebestandbrightesteducators.Focusgroupsconductedwithlocaleducatorsindicatedthatanimportantfactorinjobsatisfactionforeducatorswassupport.Withthisinmindthestructuresinplaceforparaprofessionalsintheclassroomandadministrativecoachingstructureprovideteacherswithsupport.Inadditiontoadministrativeandclassroomsupports,teachershavethesupportofthemathandliteracylabswherestudentsgetadditionalsmallgroupandone-on-oneattention.I3Academyseekstorecruitteacherleaders.InordertodevelopteacherleaderstheAcademicIntegrationSpecialistrolewillprovidestrongteacherleaderswithanadditionalleadershiprolewheretheywillgainexperienceandtrainingleadingtheirpeers.TeachersatI3Academywillhaveaccesstoprofessionaldevelopmentopportunitiesandindividualizedpathwaysforprofessionaldevelopmentinareasthatarealignedwiththemissionandvisionoftheschool.

3.Describetheproposedschool’sstrategy,plans,andtimelineforrecruitingandhiringteachingstaffwhoarewellqualifiedintermsofboththeschool’slegalobligationsanditsprogrammaticneeds.

Explainotherkeyselectioncriteriaandanyspecialconsiderationsrelevanttoyourschooldesign.

PleaserefertotheAlabamaDepartmentofEducationforguidanceregardinghowteachercertification

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andotherteacherqualificationrequirementsinthestate’saccountabilityplanapplytocharterschools.

TheprevailingbeliefatI3Academyisthatteacherqualityisthesinglemostimportantfactordrivingstudentachievement.Indescribingtheattributesofanidealteacher,I3Academylooksforthefollowing:●TeacherswithI3Academycorebeliefs,attitudes,valuesandcharacter●Teacherswithteachingskillsandcompetenciesthatensuresuccess:○Planningskills○Classroommanagement○Abilitytodifferentiateinstruction○Partnershipwithfamilies○Integratingtechnology●Teacherswiththeabilitytoexpressthemselvesclearly,bothorallyandthroughwriting,andwhodemonstrate:○StandardEnglish○Propergrammar○Correctspellingandpunctuation●Teacherswhoareabletoprepareandexecuteameaningfullesson●Teacherswithstrongteachingandclassroommanagementskills●Teacherswithasuccessfulemploymenthistory

TeacherRecruitmentandSelectionEachyear,acomprehensiverecruitmentplanwillbedevelopedandimplementedtobringqualitytalenttoI3Academy.Recruitmentstrategiesmayinclude(butwillnotbelimitedto)thefollowingactivities:●Workingwithpartnerstobuildapipelinefornewteachers○StudentTeachers-Throughuniversitypartnerships,I3Academywillhoststudentinternsandstudentteachers,thuscreatingapoolofpotentialteachercandidates.○AlternativeTeacherCertificationPrograms–willestablishrelationshipswithprogramsfornewteachersinBirmingham(e.g.,TeachforAmerica).●Creatinganincentiveprogramtoattracthigh-qualityveteranteachers○TourofSchoolandCommunity–I3Academybelievesthatprospectiveemployeesshouldvisittheschoolandmeetstudents,parentsandfacultyandstaff.I3AcademywillhostanOpenHouseforprospectiveemployeesduringaspecialevent,allowingthemtoseetheschoolinfulloperation.○SchoolLiterature,IncludingAnnualReport–I3AcademywillproduceacomprehensiveAnnualReportandothercollateral.○ClassroomObservation(InYear1andbeyond)–InordertoensurethatprospectiveteachersunderstandtheexpectationsforplanninganddeliveringinstructionatI3Academy,eachcandidateparticipatesinaclassroomobservation.○PresentationontheHistoryofI3AcademyanditsMission–I3AcademyandtheWoodlawncommunityitserveshasarichhistory.ToimpressuponeachcandidatetheimportanceofI3Academyrolewithinthe

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holisticneighborhoodrevitalizationoftheWoodlawncommunity,I3Academyprovidesapresentationofthehistoryoftheschoolandcommunitytoprospectiveemployees.●ConductingandattendingrecruitmentfairstowidenthecandidatepoolacrossthecityofBirminghamandbeyond○I3AcademyRecruitmentFair–Eachyear,I3Academywillhostarecruitmentfairthatisbroadlypublicized,locallythroughAlabama-basedmediaandnationallythrougheventpostingplatforms.○ParticipationinUniversityJobFairs–I3Academywillparticipatesinuniversityjobfairs.○NetworkingwithTopUniversities–Inadditiontojobfairs,I3Academyreachesouttoselectuniversitieswithnoteworthyteachereducationprogramstoexpanditsnetworkingefforts.●Conductingarefinedinterviewprocesstoidentifythehighest-capacityteacherswithintheapplicantpoolwhereapplicantsgettoknowtheI3Academyvision,mission,andvaluesandtheleadershipteam.

4.Outlinetheschool’sproceduresforhiringanddismissingschoolpersonnel.

○OralInterview–I3Academywillconductteaminterviewsofeachcandidate,withteachers,instructionalspecialistsandadministratorsservingontheinterviewteam.I3Academyadherestoastructuredinterviewprocesswithacarefullydesignedcomprehensiveratingsystem.○WritingSample–I3Academybelievesthatwrittencommunicationisanimportantrequirementforateacherandrequiresawritingsampletoconfirmacandidate’swrittencommunicationability.○DemonstrationLesson(Year1andbeyond)–EveryprospectiveI3AcademyteacherisrequiredtoconductademonstrationlessoninaclassroomatI3Academy.ThisenablestheI3Academyhiringteamtodetermineeachcandidate’sabilitytoconductaqualitylesson,managetheclassroomandmostimportantly,motivatethestudents.PriortoYear1teacherswillbeaskedtosubmitavideooftheirinstruction.○PrincipalInterview–AllcandidateswhosuccessfullycompletetheOralInterview,WritingSampleandDemonstrationLessonparticipateinaninterviewwiththePrincipal.ThePrincipalmakesthefinaldecisionregardingemployment.○ReferenceandBackgroundCheck–ThehiringteamcompletesareferenceandbackgroundcheckonallcandidatesrecommendedforemploymentatI3Academy.

Oncehired,I3Academyfacultyandstaffhavethesupportofahighlycapableleadershipteamandarobustofferingofjob-embeddedprofessionaldevelopmentopportunitiestosupporttheirsuccessatI3Academy.Intheeventthatthissupportisnotenough,I3Academy’sleadershipteamwillcollaboratetodesignanindividualizedplanforanyteachersstrugglingtoperformtheirrolesandresponsibilitiessuccessfully.Theseeffortsandtheiroutcomeswillbedocumentedtoinformdecisionsaroundhiringandterminationofemployees.As“atwill”employees,I3Academyfacultyandstaffarenotguaranteedemploymentforanyfixedordefinitelengthoftime.Eitherpartyisfreetoterminatetheemploymentrelationshipatanytimeforanyreason,withorwithoutcauseoradvancednotice.

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5.Explainhowtheschoolinstructionalleader(s)/administrator(s)willbesupported,developed,andevaluatedeachschoolyear.

Inthefirstthreeyears,PurposeBuiltSchoolswillprovideongoingprofessionaldevelopmentforI3Academyleadershipteamtosupportimplementationoftheschool’sacademicandoperationalmodels.Thissupportwillbetailoredtotheindividualneedsoftheschoolleaderandwillalignwiththeschool’sgoalssetwithinthecharter.

I3AcademyBoardofDirectorswillfacilitateanannualreviewoftheprincipal.Thisreviewwillevaluatetheprincipal’sperformanceasameasureofhis/herefficacyatmovingtheschooltowardstheacademicandoperationalgoalssetwithinitscharter.SpecifictoolsforthisprocesswillbedevelopedorselectedbytheI3Academyboard.Toolsshouldbealignedtotheperformancegoalsoftheschool.

Dr.NallsandDr.Fernianywillalsoapplyforfellowshipsandparticipateinnetworksforschoolleadersthatsupporttheircontinuingdevelopmentandprovidesupportduringtheplanningyearandearlyyearsoftheschool.TheyarecurrentlyapplyingforagrantfromtheNewSchoolsVentureFundforinnovativeschools.

5.1Attachment21:LeadershipEvaluationTool(s)

Provideanyleadershipevaluationtool(s)thatalreadyexist(s)fortheschool.(Noresponse)

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6.Explainhoweducatorswillbesupported,developed,andevaluatedeachschoolyear.

Onceonboarded,thefacultyhasthesupportofrobustprofessionaldevelopmentbolsteredbyinternalstaffexpertise,externalpartnershipswithselectededucationalproviders,andinstructionalresources.Thisprofessionaldevelopmentisembeddedintothedailyscheduleoftheschoolthroughacommonplanningblock.Facultymemberswillhaveaccesstoanumberofbest-in-classprograms,includinglocalandstateconferencesandprogrammingofferedbylocalpartners.

Withinthestaffingmodelarekeypositionswhoserolesaretosupporttheprofessionaldevelopmentofteachersthroughcoachingandcollaboration.ThiscurriculumleadershipteamwillfacilitatecollaborationaroundevaluatingstudentworkanddatathroughProfessionalLearningCommunities(PLCs),planningcurriculum,learningtouseassessmentdatatoinforminstruction,andsharingbestteachingpracticesacrosstheschool.ThisteamwillconsistoftheDirectorofStudentandAdultLearning,theLiteracyandMathLeads,andtheAcademicIntegrationSpecialists(AIS).Thisrobustsupportsystemwillprovideteacherswithinstructionalsupport.

Withrespecttosupervisionandevaluationoftheinstructionalstaff,I3Academywilladopttoolsandproceduresthatallowourleadershipteamtogiveteacherstargetedandspecificfeedbackontheirteachingsothateachteacherrealizeshisorherfullpotential.Wewillresearchdifferentoptionsforsupervisionandevaluation.WewillresearchtheeffectivenessoftheDanielsonmodel,theMarzanoframework,andKimMarshall’sstrategiesforsupervisionandevaluation.Ouraimwillbetoadoptamodelthat:(1)includesaself-evaluationprocess;(2)reliesonclassroomobservationsbasedonateachingframeworkwithassociatedrubrics;(3)integratesPBLintoourfeedbackprotocols;(4)alignstoourcharterandstrategicgoals;and(5)supportsthegrowth-orientedapproachtosupervisionandevaluation.ThesetoolswillbeselectedbytheleadershipteamandapprovedbytheI3Academyboard.

6.1Attachment22:EducatorEvaluationTool(s)

Provideanyeducatorevaluationtool(s)thatalreadyexist(s)fortheschool.(Noresponse)

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7.Explainhowtheschoolintendstohandleunsatisfactoryinstructionalleadership/administratororeducatorperformance,aswellasinstructionalleadership,administrator,and/oreducatorchangesandturnover.

Oncehired,I3Academyfacultyandstaffhavethesupportofanexperiencedleadershipteamandarobustofferingofjob-embeddedprofessionaldevelopmentopportunitiestosupporttheirsuccessatI3Academy.Intheeventthatthissupportisnotenough,I3Academyleadershipteamwillcollaboratetodesignanindividualizedplanforteachersstrugglingtoperformtheirrolesandresponsibilitiessuccessfully.Theseeffortsandtheiroutcomeswillbedocumentedtoinformdecisionsaroundhiringandterminationofemployees.As“atwill”employees,I3Academyfacultyandstaffarenotguaranteedemploymentforanyfixedordefinitelengthoftime.Eitherpartyisfreetoterminatetheemploymentrelationshipatanytimeforanyreason,withorwithoutcauseoradvancednotice.Oursupervisionandevaluationprocesswillallowforatiered-approachtoofferingfeedbackandsupporttoteachers.Teacherswhoareperformingatahighlevel,meetingtheirgoalsandaligningtotheschools’strategicgoalswillmovethroughtheevaluationprocesswithrelativeease.Teacherswhoarestrugglingtoperformtheirrolesandresponsibilitiesorwhostrugglemeetingtheirgoals,willbeguidedthroughthesupervisionandevaluationprocessinamoreformalandtargetedmanner.

I3AcademyanticipatesthatsomestaffmayjointheschoolaftertheinitialstaffonboardinginSummer2019.Toprepareforanyofthisturnover,I3Academy’sleadershipteamwilldesignadditionalonboardingactivitiesfornewstaffeachyeartoreceivethesamekindoftrainingprovidedintheschool’sfoundingyear.ThiswillensurethatnewstaffmembersarepreparedtoimplementI3Academycurricularprogramsuccessfully.Thesenewfacultymemberswillreceivethesameopportunitiesforcoachingastheirveteranpeers,andtheI3Academyleadershipteamwilltailortheircoachingsupporttomeetanyneedsthatarisefromnewstaffonboarding.ThecollaborativecultureamongfacultyatI3AcademywillfurthersupportthoseeducatorsnewtoI3Academyasgrade-levelteamsworktogethertoimprovepracticeandperformanceacrossallclassroomsintheirgradelevel.

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Network-WideStaffing

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract.)

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1.Attachment23:Network-WideStaffingTemplate

CompletethefollowingtableintheNetwork-WideStaffingTemplateindicatingprojectedstaffingneedsfortheentirenetworkoverthenextfiveyears.Includefull-timestaffandcontractsupportthatservethenetwork50%ormore.Changeoraddfunctionsandtitlesasneededtoreflectorganizationalplans.

Clickherefortemplate.(Noresponse)

NetworkManagement

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract)

1.Identifytheorganization’sleadershipteamandtheirspecificrolesandresponsibilities.

N/A

2.Explainanysharedorcentralizedsupportservicesthenetworkorganizationwillprovidetoschools.

Describethestructure,specificservicestobeprovided,thecostofthoseservices,howcostswillbeallocatedamongschools,andspecificservicegoals.Howwilltheorganizationmeasuresuccessfuldeliveryoftheseservices?

N/A

2.1Attachment24:DraftContract

Inthecaseofagoverningboardproposingtocontractwithamanagementorganization,servicegoalsshouldbeoutlinedinthedraftcontract.(Noresponse)

3.Summarizeschool-andorganization-leveldecision-makingresponsibilitiesastheyrelatetoeachfollowingkeyfunction.

PerformanceGoals:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

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Curriculum:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

ProfessionalDevelopment:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

DataManagementandInterimAssessments:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

PromotionCriteria:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

Culture:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

Budgeting,Finance,andAccounting:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

StudentRecruitment:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

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SchoolStaffRecruitmentandHiring:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

H/RServices(payroll,benefits,etc.):

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

Development/Fundraising:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

CommunityRelations:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

I/T:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

FacilitiesManagement:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

VendorManagement/Procurement:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

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Otheroperationalservices,ifapplicable:

Network/ManagementOrganizationDecision-Making N/A

SchoolDecision-Making N/A

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ProfessionalDevelopment

Describetheschool’sprofessionaldevelopmentexpectationsandopportunities,includingthefollowing:

1.Identifythepersonorpositionresponsibleforprofessionaldevelopment.

Dr.Nalls,HeadofSchool,andDr.DylanFerniany,DirectorofStudentandAdultLearning,willbeleadingthedesignandimplementationofprofessionaldevelopmentinalignmentwiththemission,vision,andstrategicplanoftheschool.Dr.NallsandDr.Fernianyeachhaveexperienceleadingfacultyandcoordinatingprofessionaldevelopmentactivities.Dr.Fernianywillcoordinateprofessionaldevelopmentactivities,managingprofessionaldevelopmentlogsandcreditsforteachers,coordinatingprofessionaldevelopmentdaysandfacilitatingtheworkofprofessionallearningcommunities.Inordertoexpandthecapacityofprofessionaldevelopmentamongteacherleaderstherearetwocoachingpositionswhoseworkwillbededicatedfull-timetocoachinganddevelopingthestaffintheareasofliteracyandmath.TheliteracyandmathcoacheswillalsofacilitatetheprofessionaldevelopmentofteachersforTier1andTier2instruction,andembeddedtrainingoftheTier3LiteracyandMathLabstaff.Inadditiontocoaches,agroupofleadteachers-onefromeachgradelevel-willbeidentifiedasAcademicIntegrationSpecialists(AIS).Theseteacherswillbechargedwithleadingtheirgradelevelsinareasofliteracy,mathandSELlearninginpartnershipwiththeDirectorofStudentandAdultLearning,aswellasthecoaches.Theywillserveasthe“masterteachers”attheirgradelevel.AISteacherswillbeprovidedwithtrainingoncoachingandfacilitatingprofessionallearningcommunities.Withinacultureoflearningandgrowthforadults,professionallearningwillbeintegraltodailylifeofeducatorsatI3Academy.

2.Discussthecomponentsofprofessionaldevelopmentandhowthesecomponentswillsupporteffectiveimplementationoftheeducationalprogram.

Discusstheextenttowhichprofessionaldevelopmentwillbeconductedinternallyorexternallyandwillbeindividualizedoruniform.

InordertosupporttheteachingandlearningatI3Academyaprofessionaldevelopmentandteacher

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supportprogramiscritical.Eachcomponentoftheacademicmodelwillbesupportedthroughprofessionaldevelopment.Majorareasinwhichfacultywillbeexpectedtodeveloptheirknowledgeandskillsareamongthefollowing:●Understandingandunpackingstandardsandauthoringstandardsinstudent-friendlylanguage●ProfessionalLearningCommunityTrainingwithSolutionTree’sPLCatWork●Project-BasedLearningtrainingwiththeBuckInstituteforEducation.●ResponsetoInterventionTrainingwithPurposeBuiltSchoolsorSolutionTree’sRtIatWork●Tier1LiteracyandMathtrainingbythepublisher●UniversalScreeningtrainingbythepublisher●SingaporeMathtraining●TraininginProject-BasedLearningplanningandlessondesignframework●TraininginSecondStepandimplementingaSocial-EmotionalLearningpractice●Creatingassessmentsandanalyzingdata●Technologytraining

AvenuesfordeliveringI3Academyfacultyprofessionaldevelopmentinclude(butarenotlimitedto):

DedicatedProfessionalLearningDays:Professionallearningisintegratedthroughalllearningenvironments.Workshopscanprovidevaluableinformation,andI3Academyprovidesaweekoftrainingeveryyearpriortothestartofschool.Inaddition,believesitisnecessarytofollowupwithmodeling,coaching,mentoring,co-teachingandcollaborativeplanning.Professionallearningisprovidedthroughavarietyofformats,includingworkshops,professionallearningteams,bookstudies,collaborativeplanning,actionresearchandcoaching.Duetotheadditionalhoursintheschedulethereisflexibilityinthenumberofdaysandhalfdaysthatcanbededicatedtoprofessionallearning.I3Academywillworkwithotherserviceproviderstoensurethatfamilieswhoneeditwillstillhaveaccesstochildcareonprofessionaldevelopmentdays.

ProfessionalLearningCommunities:Theschool’sscheduleallowsfordailycollaborativeteammeetingsofteachersandtheschool’sleadershipteam.Thesemeetingsarebothstructuredandinformative.Professionallearningisprovidedinsuchareasasbenchmarkreview;integratingtechnologyintodailylessons;identification,modificationandaccommodationforstudentswithdifferentlearningneeds;creatingeffectivelearningenvironmentsandgeneralcurriculumsuggestions.JustasI3Academybelievesthatinstructionshouldbedata-drivenandmapbackwardsfromstudentneeds,thefociofprofessionallearningshouldbederivedfromstudentdata.Byusingdataonstudentsandteachers,professionallearningcanbeongoingandtargetedtotheareasmostlikelytoimpactstudentachievement.Thedatawiseprocessprovidesastructurefromwhichleadership,coaches,andacademicintegrationspecialistsareabletoworkthroughspecificneedsofstudentsandprovideresponsiveinterventionsbasedontheneed.(https://datawise.gse.harvard.edu/)

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MentoringandCoachingI3Academyisbuildingastructureofleadershipcapacitywhereleadershipissharedamongthefaculty.Thereisabuiltinsharedleadershipmodelthatallowsteacherstogainleadershipskillsandtosupportotherteachers.TheDirectorofStudentandAdultLearningwillsupporttheliteracyandmathcoachesleadteachersandtheAISteam.Thegroupwilllearntogetheronfacilitatingprofessionallearningcommunitiesandwilldesigntargetedanddifferentiatedsupportforteachers.Amentoringprogramfornewteachersthatbeginswithasummerorientationprovidessupportforfacultyinonboardingandthroughouttheyear.FrameworksandprotocolsfromJimKnightandElenaAguilarwillinformthedevelopmentofmentoringandcoahcingatI3Academy.

UtilizingCommunityPartnersI3Academywillpartnerwithprofessionallearningprogramstosupportitsteachers’growthinresearch-basedpractices.Possiblepartnersincludelocaluniversities,non-profiteducationalorganizations,andcurriculum/professionaldevelopmentvendors.Externalprofessionaldevelopmentopportunitiesthataremadeavailablewillbealignedtothemission,vision,andgoalsofI3Academyandfitwithintheacademicmodel.

3.Provideascheduleandexplanationofprofessionaldevelopmentthatwilltakeplacepriortoschoolopening.

Explainwhatwillbecoveredduringthisinductionperiodandhoweducatorswillbepreparedtodeliveranyuniqueorparticularlychallengingaspectsofthecurriculumandinstructionalmethods.I3Academyanticipatesaheavyliftaroundprofessionaldevelopmentinitsfoundingyearwhenithastheuniqueopportunitytoonboardanentirelynewstaff.BelowaretheexamplesofprofessionaldevelopmentthatwillbeprovidedpriortoschoolopeningtoensuresuccessfulimplementationofI3Academyacademicmodel:

A.TeambuildingexperiencesThisprogramwouldhelpestablisheffectivecollegialrelationshipsamongfacultyanddevelopfoundationforpositiveschoolcultureSummer2020(Allstaff)

B.Tier1curriculavendortrainings(literacy,math,socialemotional)Trainingontier1curriculawouldputallfacultyoncommonfootingwithrespecttonewresourcesandwillhelpwiththeirinstructionalplanningSummer2020(additionaltrainingprovidedforteachersonboardedafter)(Allcoreclassroomteachers,specialpopulationsteachers,schoolleadershipteam)

C.Tier3curriculavendortrainings(literacy,math)

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Trainingontier3curriculawouldprepareLiteracyCenterandMathCenterinstructorstodesignandimplementedeffectiveinterventionsforstrugglingstudentsSummer2020(LiteracyCoach,MathCoach,Literacy/MathLabTeachers)

D.ProfessionalLearningCommunities(PLCs)trainingThismodelwillpositionfuturecollaborationamongleadersandfacultyforsuccess.ThistrainingwillbeginwiththeleadershipteamtobuildtheircapacitytosupportPLCsamongtheirgrade-levelteamsSummer2020(LeadershipTeam)

E.SingaporeMathtrainingPDinthesestrategieswillpreparetheMathCenterstafftodesignandimplementeffectiveinterventionstrategiesthatcomplementtheTier1curriculumSummer2020(MathCoach,MathCenterstaff)

F.Assessmenttraining(MAP,AimswebPlus,otherstate-mandatedsummativeassessments)PDinthesetestingprogramsandplatformswillensuretheleadershipteamiswell-versedinthetoolsusedtomeasureandprovidefeedbackonstudentlearningSummer2020(LeadershipTeam)

ThroughitsrelationshipwithPurposeBuiltSchools,I3AcademyalsohastheuniqueopportunitytolearndirectlyfromDrewCharterSchool’sexample.PBSwillfacilitateexperiencesonandoffofDrew’scampusforI3Academyleaderstodeepentheirunderstandingoftheschoolmodelthatinspirestheirwork.Specificleadershipactivitiesinclude,butarenotlimitedto,thefollowing:

A.TeambuildingexperiencesThisprogramwouldhelpestablisheffectivecollegialrelationshipsamongtheleadershipteamandwilldevelopfoundationforpositiveschoolcultureSpring-Summer2020

B.On-sitevisitstoDrewCharterSchoolVisitstoAtlantawillgiveI3Academyleadershipteamtheopportunitytowitnesstheschoolmodelthatinspirestheirowninfullimplementation.Visitactivitiesincludecurriculumimplementationobservations,buildingwalk-throughs,andjob-alikeshadowingwithDrew’sinstructionalleadersSpring-Summer2020

C.LeadershipteamplanningmeetingsPBSwillfacilitatethesemeetingstodevelopstrategicplansfortheschool’sacademicandoperationalmodelsinitsfoundingyearandbeyondSpring-Summer2020

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D.Content-areaspecificprofessionaldevelopmentI3AcademyleadershipteamwillattendnationalconferencesandprofessionallearningopportunitiestobuildtheircapacitytoleadcurriculumimplementationatI3Academy(e.g.,SingaporeMathconference,ResponsetoInterventionconference,PLCsconference)Spring-Summer2020

4.Describetheexpectednumberofdays/hoursforprofessionaldevelopmentthroughouttheschoolyear,andexplainhowtheschool’scalendar,dailyschedule,andstaffingstructureaccommodatethisplan.

Includetimescheduledforcommonplanningorcollaborationanddescribehowsuchtimewilltypicallybeused.TheextendeddayatI3AcademyandthelongerenrichmentblockprovideseventyminutesdailyforprofessionalcollaborationandProfessionalLearningCommunitymeetings.Thiscommonplanningtimeprovidesoverfivehoursoftimeeachweek.Recognizingthatteachershaveotheradministrativetasksaportionofplanningtimeeachdaywillbededicatedtoteacherscoordinationonadministrativetasks.SeeAttachment6forthedailyandweeklyschedulethatallowsforProfessionalLearningCommunities.

Beforethefirstdayofschool,teacherswillreceivesixdaysofprofessionaldevelopmentandoneworkday.Throughouttheyearteacherswillhaveoneadditionaldaythroughouttheschoolyear.ThisprovidessevendaysofprofessionallearningthroughouttheschoolyearinadditiontothedailyProfessionalLearningCommunitymeetings.Thisdoesnotincludeprofessionaldevelopmentopportunitiesforteachersoffsite.

NetworkLeadershipPipeline

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract)

1.Describetheorganization’scurrentorplannedprocessforsourcingandtrainingpotentialschoolleadersforschoolsopeninginsubsequentyears.

Explainhowyouhavedevelopedorplantoestablishapipelineofpotentialleadersforthenetworkasawhole.Ifknown,identifycandidatesalreadyinthepipelineforfuturepositions.

N/A

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PerformanceManagement

Theauthorizerwillcontinuallymonitortheperformanceandlegalcomplianceofthepubliccharterschoolsitoversees,includingcollectingandanalyzingdatatosupportongoingevaluationaccordingtothechartercontract.Theauthorizershallhavetheauthoritytoconductorrequireoversightactivitiesthatenableittofulfilltheseresponsibilities,includingconductingappropriateinquiriesandinvestigations,solongasthoseactivitiesareconsistentwiththeintentoftheAlabamaSchoolChoiceandStudentOpportunityAct,adheretothetermsofthechartercontract,anddonotundulyprohibittheautonomygrantedtopubliccharterschools.Theauthorizershallannuallypublishandprovide,aspartofitsannualreporttothedepartmentandtheLegislature,aperformancereportforeachpubliccharterschoolitoversees,inaccordancewiththeperformanceframeworksetforthinthechartercontractandAlabamaCodeSection16-6F-6.Theauthorizermayrequireeachpubliccharterschoolitoverseestosubmitanannualreporttoassisttheauthorizeringatheringcompleteinformationabouteachschool,consistentwiththeperformanceframework.

1.Describetheschool’smission-specificeducationalgoalsandtargets.Stategoalsclearlyintermsofthemeasuresorassessmentstheschoolplanstouse.

ThemissionofI3Academyistoempowerlearnerstobeagentsofchangefortheproblemstheyseeintheirworld.Weenvisionatimewhenlearnersareequippedtoexcelinaglobalsociety.Theacademicmodeloutlinesthemanycomponentsthatcometogethertodeveloptheseproblem-solvingandcriticalthinkingskills.Strongliteracyandmathfoundation,social-emotionallearning,project-basedlearningandSTEAMintegratedcurriculaprovidelearnerswiththeexperiencesnecessarytoexcelinaglobalsociety.Strategicplanningandcontinuousimprovementprocesseswillbealignedtothemission,vision,andmodeloftheschool.

Assessmentineachareaoftheacademicmodelwillhelptotrackprogressofmission-specificeducationalgoalsandtargets.I3Academyleveragesassessmentpracticesforlearning.Allassessmenttoolsutilizedareselectedanddesignedwiththeintentofunderstandingwhatstudentsknowandareabletodo.ConversationsaboutstudentlearninginPLC’sareevidence-based,helpingeducatorstoreflectontheirteachingpracticeandmakedecisionsthatreachtheimmediateneedsofstudents.Consistentformativeassessmentpracticesthatmeasurestudentprogressprovideapictureofstudentgrowth.TheDataWiseprocessprovidesaframeworkfromwhicheducatorsatI3useassessmenttoguideinstructionaldecisions.(Boudett,City,&Murnane,2015)

Schoolshavelearnedthatstudentswhoareengagedintheprocessoftheirownassessmentaremoreinvestedintheprocessoflearning.Studentswhoaretaughttoconstructmeaninganddeepentheirunderstandingoftheirprogressandofthemselvesaslearnersduringtheassessmentprocessaremorelikelytosucceedinschool.(JohnHattie,VisibleLearning)

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InI3Academy’sK-5program,wewillbuildastructurethatutilizesportfolioconferences,heldtwiceayear,whichwillgivearoundedpictureofthestudent’slearningprocesswithteacherwrittennarratives,rubrics,worksamples,andprogressreports.Studentswillsetandreviewgoalswithteachers.Theportfoliowillbeusedtogivethechildandhisorherparentsasnapshotofastudent’sprogressataspecificpointintime.Portfolioswillalsobeusedforstudentsandteacherstoreflectonstudentlearningaccomplishedovertheschoolyear.

Teacherswillassessstudentprogressregularlythroughinformalobservations,discussions,readinginventories,comparingwrittenassignmentstopreviouswork,formativeassessmentsofstandardstobemastered,beginningandendofunitassessments,andmoreformalassessments,suchasourbenchmarktestingwithAIMSweb,MAP,orotherassessmenttoolsusedforTier2andTier3instruction.

Ourgoalwillbetobuildarobustassessmentsystemthatisresponsivetostudents’needsandcollectsthenecessaryevidencetomeasurewherestudentsareontheirlearningjourney.Mostimportantly,thisevidencewillbesharedonanongoingbasiswithstudentsandparents,andteacherswillusetheevidencetoinformtheirinstruction.ThefollowingperformancemanagementmetricswillhelpI3teachersandleadershiptotrackprogressoneachelementoftheacademicmodel.

StrongLiteracyandStrongMathProgram.I3Academywilldemonstrateanannualincreaseinthepercentageofstudentsscoringproficientoraboveinreading,languageartsandmathematicsonthecurrentstateadoptedand/orlocallyadoptedmeasuresofstudentachievementoverthetermofthecharter.Thepercentagewillbedeterminedonceabaselineisestablishedbasedonthecurrentacademicabilityofenrolledstudents.

Specifically,I3Academywillworktowardthefollowing:

●Increasestudentproficiencyby10%annuallythenumberof1stand2ndgradersscoringatorAboveBenchmarkrangeontheuniversalscreeningreport.

●Increasethenumberofstudentsingrades3-5whoscoreinLow-AveragetoAboveAveragerangeontheScantronPerformanceSeriesAssessmentby5%annuallyintheareaofreading.

●Increasethenumberofstudentsingrades3-5whoscoreintheLow-AveragetoAboveAveragerangeontheScantronPerformanceSeriesAssessmentby5%annuallyintheareaofmathematics.

●IncreasethenumberofEnglish-LanguageLearnersmeetingthestateanddistrictlanguageproficiencygoalsasmeasuredbythestateadoptedELLlanguageassessmentbasedonabaselineobtaineduponcompetedenrollmentfortheschoolandanagreedprojectionofgrowthbasedonthatbaseline.

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StrongSocial-EmotionalLearningProgramIncollaborationwithAlaquestCollaborativeforEducation(ACE)I3AcademywillutilizeCultureCoachestofacilitatestakeholdermeetings.ACEworkswithschoolstodevelopbenchmarksforschoolclimateandsocial-emotionallearning.ACEutilizesPanoramaEducation-aschoolsurveycollectionthatallowsschoolleaderstousedatatomeasureclimateandculture.Culturecoachesfacilitateconversationsaroundsocial-emotionallearningdatagatheredinsurveys.ThefollowingmeasureswillassistinprovidingapictureoftheeffectivenessofI3Academy’sSocial-EmotionalLearningProgram.

Students●StudentCompetenciesSurvey(asksstudentstoratethemselvesonthethesocial,emotional,andmotivationalskillsthathelpstudentssucceedatschool,intheircareers,andinlife--thesemayincludeself-management,self-awareness,socialawareness,emotionalregulation,etc.)●StudentSupportsandEnvironmentSurvey(asksstudentsquestionstodeterminetheextenttowhichtheenvironmentinwhichstudentsarelearninginfluencestheiracademicsuccess,theirsocial-emotionaldevelopment,andtheirgrowth.Includesquestionsrelatedtoteacher-studentrelationships,senseofbelonging,schoolsafety,etc.)

Teachers●TeacherSkillsandPerceptionsSurvey(asksteachersabouttheirreadinessandpreparationtosupportSELoncampusandperceptionsofschoolclimateandSELsupportsavailableforteachersandstudents)

Families●Family-SchoolRelationshipsSurvey(dependingontheneedsoftheschoolasksfamilymemberquestionsrelatedtofamilyengagement,familyefficacy,familysupport,schoolclimate,schoolfit,learningbehaviorsandgrit.Familiescanreflectontheirabilitytosupportstudents,theirstudent'sSELcompetenciesandwhataffectstheirrelationshipwiththeschoolanditsstaff.)

AlaquestCultureCoacheswillworkwithstafftohelpidentifyspecificneedsofI3Academystudentsandfamilies.CultureCoachinggoesbeyondidentifyingtheSELneedsofschoolcommunitiesandengagesstakeholdersindeterminingappropriateinterventionsaswellasmeasuringtheeffectivenessofchoseninterventionsovertime.ThedatacollectedduringtheprocessincludesPanoramasurveysaswellasstakeholderinterviewsandSELWalkthroughobservations.

Project-basedLearningandSTEAMcurriculaExhibitionnightswillprovideperformanceassessmentsforlearners.Thegoldstandardforproject-basedlearningfromtheBuckInstituteforEducationrequireslearnerspreparetheirworkforthecommunity.I3Academywillholdanexhibitionnightattheculminationofeachproject.Learnerreflections,communitysurveys,andstudent-designedassessmentswilldeterminethecontinuousimprovementofexhibitions.

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AdditionalStudentPerformanceGoalsThefollowingperformancegoalsdescribemetricsthatsupporttheacademicmodel.●I3Academystudentswillbeengagedscholarswhoattendschoolregularly.Themeasureofsuccessforthisperformancegoalwillbeincreasingtheattendancerateacrossallgradeseachyear.ThegoalforattendanceinYearOneis90%averagedailyattendancerateorhigher.

●I3Academystudentswillberesponsiblescholarswhoadheretoschoolandclassroomexpectations.Themeasureofsuccessforthisperformancegoalwillbedecreasingthenumberofofficereferralsfromabaselinetobeestablishedafteryearone.

●I3Academystudentswillbeproficientintheuseoftechnology.Themeasureofsuccessforthisperformancegoalwillbestudent’saccesstoanduseofavailabletechnologytoaccessinformationtocompleteacademicandcareerassignmentsandarchiveaportfolioofstudentworkforpresentationtofaculty,parentsandothersasevidenceofstudentlearning.

●I3Academystudentswillbegroundedincommunityservice.Themeasureofsuccessforthisperformancegoalwillbeevidencedbyeachstudentorgroupofstudentsdevelopmentofacommunityserviceprojecteachyearofthecharter.Projectscanbemulti-yearindurationandincludepartnershipswithcommunityorganizationsand/orindividuals.

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2.Describeanymission-specificorganizationalgoals,internalandexternalmeasures,andassessmentstheschoolplanstouse.

Stategoalsclearlyintermsofthemeasuresorassessmentstheschoolplanstouse.ExternalMeasuresI3AcademywillseektoapplyforAdvancEDaccreditation.AdvancEDisarigorousresearch-basedevaluationthatwillprovideanexternalaccountabilitysystem.AdvancEDPerformanceAccreditationexaminesthepolicies,programs,practices,learningconditionsandculturalcontextoftheorganization.TheprocessofAdvancEDaccreditationandresultingreportswillprovideapathwayforcontinuousimprovement.

InternalMeasuresThefollowingmeasuresofperformanceoutlinethosedevelopedandmonitoredbytheI3AcademyTeam:

Recruit&DevelopStrongTeachersandLeaders●I3Academystaffwillparticipateinprofessionallearningthatisdrivenbythemissionoftheschool,ongoing,embeddedandconsistentwiththeNationalandAlabamaStaffDevelopmentStandards.Themeasureofsuccessforthisgoalwillbethecompletionofpersonalprofessionaldevelopmentplansbyeachfacultyandstaffmember.

●I3Academywillstrivetorecruitandretainthemostqualifiedandeffectiveteachersforplacementintheschool.Themeasureofsuccessforthisgoalwillbethenumberofteacherswhosestudentsmeetannualacademicgrowthprojectionsandwhoremainwiththeschooloverthedurationofthecharter.

●I3Academywillstrivetoensurestudentsuccessbyconsistentandsustainedteacherattendance.Themeasureofsuccessforthisgoalwillbethepercentageofteacherswhoseabsencesarelimitedtomedicaland/orplannedprofessionalandpersonalabsences.

CommunityEngagement●Familieswillbeactiveparticipantsandeffectiveadvocatesintheirchildren’slearning.Themeasuresofsuccessforthisgoalwillbefamilyparticipationinatleastoneteacherconferenceand/orschoolactivityperyear.

●CommunityPartnerswillbeactiveparticipantsintheprogramsandservicesfortheschool.Themeasureofsuccessforthisperformancegoalwillbethenumberofformalizedcommunitypartnershipstoprovideacademicsupportandothernon-academicservicestostudentsandtheirfamilies.

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3.DescribetheassessmentstheschoolwillusetoassessEnglishLearner(EL)students(e.g.in-takeorbenchmarkingassessments)anddiscusstherationaleforchoosingthoseassessments.

ClearlystatethegoalsandobjectivesforacquisitionofEnglishlanguageproficiency.ToqualifyforEnglishLanguageservices,language-minoritystudentswillbescreenedusingthestateadoptedWIDAACCESSPlacementTest(W-APT)todeterminetheirEnglishproficiencylevel.StudentswhoseEnglishproficiencyisbelowlevel5onthestateadoptedWIDAACCESSPlacementTest(W-APT)willbeeligibleforlanguageassistanceservices.StudentsreceivingELLserviceswillbeassessedannuallybythestateadoptedtestACCESSforELLswhichassessessocialandinstructionalEnglishaswellasthelanguageassociatedwithlanguagearts,mathematics,science,andsocialstudieswithintheschoolcontextacrossthefourlanguagedomainsofspeaking,listening,reading,andwriting.AllELLstudentsatI3AcademywillparticipateinthisassessmentexcepttotheextentthatELLstudentsmayreceivedefermentfromtestsadministeredduringthe12-monthperiodfollowingtheirinitialentryintoU.S.schoolsiftestingisnotintheirbestinterest.ELLswhoscoreatoraboveproficiencylevel5onACCESS(TierC)andatoraboveproficiencyonstateassessmentofreadingcomprehensionwillbeconsideredEnglishproficientandnolongerinneedoflanguageassistanceservice.

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4.Inadditiontoallapplicablemandatorystateassessments,identifytheprimaryinterimassessmentstheschoolwillusetoassessstudentlearningneedsandprogressthroughouttheyear.

Explainhowtheseinterimassessmentsalignwiththeschool’scurriculum,performancegoals,andapplicablestatestandards.Acomprehensiveapproachtoassessmentdrivesallcomponentsoftheschool’sinstructionalprogram.Research-basedmeasuresimplementedatstrategicintervalsthroughouttheschoolyearallowforclosemonitoringofstudentprogressandfrequentevaluationofinstructionalresourcesandstrategies.Componentsoftheassessmentprogram(withpotentialassessmentresourcesnoted)include:●Universalscreener/benchmarkassessment○NWEA’sMeasuresofAcademicProgress(K-5)○AimswebPLUS(K-2)●Diagnosticassessments○Decodingsurveys○High-frequencywordinventory○Runningrecords●Formative/progressmonitoring○AimswebPlusprogressmonitoring○EasyCBM○Commonformativeassessments●Summativeassessments○ScantronPerformanceSeriesAssessment(3-5)○NWEA’sMeasuresofAcademicProgress(K-5)

“Communitiesofpractice”amongteachersandadministratorsleveragedatacollectedfromthesemeasurestoinforminstructionaldecisionI3AcademywilluseDuFourandEaker’sProfessionalLearningCommunitiesmodelduringdailyprofessionaldevelopmenttimeto“workcollaborativelyinrecurringcyclesofcollectiveinquiryandactionresearchtoachievebetterresultsforthestudentstheyserve”(Dufouret.al,2010).

Inadditiontotheseassessmentsstudentswillassessutilizingrubricsandportfolios.ProjectsandSTEAMactivitieswillassessstudentunderstandingofstandardsandabilitytoapplystandardstoreal-worldproblems.Exhibitionnightsallowlearnerstoshowcasetheirprojectstoanauthenticaudience.

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5.Explainhowtheschoolwillmeasureandevaluateacademicprogressofindividualstudents,studentcohorts,andtheschoolasawholethroughouttheschoolyear,attheendofeachacademicyear,andforthetermofthechartercontract.

Explainhowtheschoolwillcollectandanalyzestudentacademicachievementdata,usethedatatorefineandimproveinstruction,andreportthedatatotheschoolcommunity.Identifytheperson(s),position(s),and/orentitiesthatwillberesponsibleandinvolvedinthecollectionandanalysisofassessmentdata.I3Academywilluseacomprehensiveassessmentsystemtomeasureandevaluateacademicprogressofindividualstudents,studentcohorts,andtheschoolasawholethroughouttheschoolyear,attheendofeachacademicyear,andforthetermofthechartercontract.I3Academywillidentifyanappropriatetooltohousedatafromtheformativeandsummativeassessmentsadministered.Theplatformwillallowforteachers,students,andparentstohaveaccesstoassessmentdatainrealtime.I3Academywillseekatoolthatprovidesaneasy-to-usedashboard,whichprovidesaholisticpictureofanindividualchild,class,cohort,oroftheentireschool.

DataatI3Academywillbeaccessibleandreadilyavailabletoteachers.ThroughProfessionalLearningCommunitiesteacherswillmeetweeklytoanalyzereportsonstudentprogressthroughformativeassessmentdata.InPLCmeetingsteachersmaydevelopanassessment,reviewtheresultsofanassessment,andmakedecisionsaboutinstructionorgroupingstrategiesbasedonstudentneeds.InaccordancewithRtI,progress-monitoringdatawillbetracked,analyzedandsharedwiththeProblemSolvingTeamasstudentsmovethroughthetiersofRtI.

TheHeadofSchoolandDirectorofStudentandAdultLearningwillberesponsibleformanagingschool-wideassessmentdata.Reportsforschool-widedatawillbepresentedtotheboardandthecommunityafterschool-widebenchmarks.Reportswillprovidesnapshotsaswellasgrowthovertimethroughoutanacademicyearoracrossacademicyearsoverthetermofthecharter.AcademicIntegrationSpecialistswillberesponsibleforanalyzingandaggregatinggradeleveldatatofacilitatePLCdiscussions.Teacherswillberesponsibleformanagingclassroomassessmentdataandcommunicatingregularprogresstoparents.Standards-basedreportscompilingthevarietyofformativeassessmentswillbeprovidedtoparentsquarterly.Twoparentconferencedaysandtheabilityforparentsandteacherstoscheduleconferencesthroughouttheyearwillprovideopenandfrequentcommunicationregardingacademicprogress.

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6.Identifywhowillberesponsibleformanagingthedata,interpretingitforclassroomeducators,andleadingorcoordinatingprofessionaldevelopmenttoimprovestudentachievement.

TheDirectorofStudentandAdultLearningwillberesponsibleformanagingacademicdataandcoordinatingthedevelopmentofeducatorsininterpretingandmanagingdataforstudents.TheDirectorofStudentandAdultLearningwillfacilitatetheprofessionaldevelopmentofAcademicIntegrationSpecialiststoanalyzedatasothattheywillbeequippedtoleadgrade-levelPLCteams.ItisimportantatI3Academythatdataisaccessibleandresponsibilityforstudentdataissharedamongstaff.AdatagovernancepolicywillbedevelopedtoguidetheprotectionofinformationaboutstudentsincompliancewiththeFamilyEducationalRightsandPrivacyAct(FERPA).Allstaffwillbetrainedonthedatagovernancepolicy

7.Explainthetrainingandsupportthatschoolleadershipandeducatorswillreceiveinanalyzing,interpreting,andusingperformancedatatoimprovestudentlearning.

Teacherswillbetrainedinanalyzing,interpreting,andusingperformancedataspecifictotheassessmenttoolsthatareselected.Thedatawiseprocessprovidesastructurefromwhichleadership,coaches,andacademicintegrationspecialistsareabletoworkthroughspecificneedsofstudentsandprovideresponsiveinterventionsbasedontheneed.Thisprocesswillprovideaframeworkfromwhichteacherswillreviewandanalyzeperformancedataonaregularbasis.(https://datawise.gse.harvard.edu/)ProfessionalLearningCommunitiesatWorktrainingwillprovideschoolleadershipandeducatorswithprotocolsandframeworksforanalyzing,interpreting,andusingperformancedatatoimprovestudentlearning.

8.Describethecorrectiveactionstheschoolwilltakeifitfallsshortofstudentacademicachievementexpectationsorgoalsattheschoolwide,classroom,orindividualstudentlevel.Explainwhatwouldtriggersuchcorrectiveactionsandwhowouldberesponsibleforimplementingthem.

I3Academyiscommittedtocontinuousimprovement.TheI3Academyimprovementprocessinvolveseveryareaoftheschoolmodel.Throughtheperformancemanagementgoalslistedaboveregularcheck-instowardsgoalsandimprovementwillhelptoinformprogressandsetnewgoalswhengoalshavebeenreached.I3Academywilldevelopaculturearoundevolutionandgrowth-whereallstaffarecommittedtoimprovingoutcomesforstudents.

TheAdvancEDContinuousImprovementSystemprovidesaframeworktoguideI3Academyasitgrowsandchanges.Aclearlysetofstudent,classroom,andschool-widegoalswillbedevelopedbasedontheinternalandexternalperformancemanagementsystemsoutlined.I3Academystaffwillcontinuouslycollectandanalyzedatafromarangeofsourcestomakedecisionsaboutstudentlearningandcreatecontinuousimprovementplansannually.

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TheHeadofSchoolandtheDirectorofStudentandAdultLearningwillmonitorandcommunicateaggregatedinformationaboutstudentlearning,theprogresstowardimprovementgoals,andtheachievementofgoals.Theywillfacilitatequarterlyteammeetingstoreviewthegoalsthatwereidentified,whatinterventionswereputinplacetomeetthegoals,andwhatprogresshasbeenmadetowardgoals.Ifgoalswerenotmetbytheintendeddatethefacultyandstaffwilldevelopanimprovementplantobeimplementedwithspecifictimelinesandpersonsresponsible.Thesegoalswillbecomeapriorityfortheupcomingquarter.

IfI3Academyfallsshortofacademicgoals,theHeadofSchoolsandDirectorofStudentandAdultLearningwillberesponsibleforimplementingacorrectionplanwhichwillbebasedonthedatathatillustrateswhichgoalshavenotbeenreached.Theplanscouldbeforaspecificgradelevel,subjectarea,orforindividualteachers.Theplancouldalsobeforaschoolwideimprovementprocess.

Teachercorrectiveactionscouldinclude:●Targetedprofessionaldevelopment●Mentorteacherprovidedforadditionalsupport●Teacher-Administrator/CoachConferenceSchedule●Termination

Gradelevelcorrectiveactionscouldinclude:●Additionalcoachingsupport●Grade-Level/Administrator/CoachConferenceSchedule●Targetedprofessionaldevelopment

School-widecorrectiveactionscouldinclude:●TargetedProfessionalDevelopment●AdditionalCoachingSupport●PlacementonaSchoolImprovementPlan

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Facilities

Iftheschoolisseekingtoutilizeanexistingpublicschoolfacilitymadeavailablebythecharterauthorizer,completePartAandPartB.

Iftheschoolintendstoidentifyandoperateinanindependentfacility,completeonlyPartB.

PartA.ExistingPublicFacilities(ifavailable)

1.Describethebasicfacilitiesrequirementsforaccommodatingtheschoolplan,includingnumberofclassrooms,squarefootageperclassroom,commonareas,overallsquarefootage,andamenities.

N/A

2.TypeofAnticipatedSpecialtyClassroomsListanticipatedspecialtyclassroomneeds,includingthenumberofeachtypeandthenumberofstudentstobeaccommodatedatonetime.Specialtyneedsmayinclude,butarenotlimitedto,thefollowing:

Number NumberofStudentstobeAccommodatedatOneTime

a.Scientlab

b.Artroom(withorwithoutkiln)

c.Computerlab

d.Library/mediacenter

e.Performance/danceroom

f.Auditorium

g.Other(pleaselistbelow)

Ifotherspecialtyclassroomsindicatedabove,pleaselistthemhere

N/A

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4.Listwhich,ifany,ofthefollowingareessentialtofulfillmentoftheschool’sathleticprogram:

NoResponsesSelected

5.Identifyanyothersignificantfacilitiesneedsnotalreadyspecified,including:

NoResponsesSelected

Doestheapplicanthavespecificdesiredlocation(s)differentfromthosebeingmadeavailablebytheauthorizer?

(Noresponse)

Istheapplicantwillingtoshareafacilitywithanotherschool?

(Noresponse)

3.AnticipatedAdministrative/SupportSpaceNeeds

a.Mainoffice (Noresponse)

b.Satelliteoffice (Noresponse)

c.Workroom/copyroom (Noresponse)

d.Supplies/storagerooms (Noresponse)

e.Educatorworkrooms (Noresponse)

f.Other(pleaselistbelow) (Noresponse)

Ifotheradministrative/supportspaceneedsindicatedabove,pleaselistthemhere

N/A

Pleaseidentifyfundingsourcestobeusedforfacilityupgradesand/ornewconstruction.

N/A

Discusscontingencyplansintheeventyoudonotreceiveafacilityfromtheauthorizer.

N/A

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PartB.IndependentFacilities

1.Ifyouintendtooperateinanindependentfacility,describetheprocessforidentifyingandsecuringafacility,includinganybrokersorconsultantsyouareemployingtonavigatetherealestatemarket,plansforrenovations,timelines,andfinancing.

ThepropertywasdiscoveredduringacommunitydrivethroughbymembersoftheboardanddiscussionswiththeWFRealPropertyResources,LLC.ARCRealtyagentsarrangedawalkthroughanditwasdeterminedthatthelocationandbuildingweredesirableforaschoolandcommunityrevitalizationeffort.ThepropertywaspurchasedthroughtheWFRealPropertyResources,LLCandwillbeleasedtotheboardforoperationofacharterschool.

2.Brieflydescribethefacilityincludinglocation,size,andamenities.

TheproposedfacilityisanadaptivereuseofanexistingbuildingformerlythehomeofFirstBaptistChurchintheWoodlawncommunityat23548thStreetN,Birmingham,AL.Thisnewelementaryschoolfacilitywouldincluderenovationsofandadditionstotheexisting2-storychurchbuilding,aswellasnewconstructionofastand-alonemultipurposestructurethatwillalsoserveastherequiredstormshelterfortheschool.Thefacilitywillconsistof18classroomsforgradesKthrough5,amediacenter,specialeducationrooms,officesforeducators,administrationandsupportstaff,aswellasothersupportspaces,includingtheaforementionedmultipurpose/saferoom.Thefacilitywillbeapproximately41,000sfinsize,ontwolevels,brokendownroughlyinto27,700sfrenovationarea,8,800sfaddition/infillatexistingbuildingand4,400sfstand-alonenewconstruction.

3.Attachment25:ProofofCommitment

IfyoucurrentlyholdafacilityorhaveaMemorandumofUnderstandingorotherproofofintenttosecureaspecificfacility,pleaseprovideproofofthecommitment.

Providesupportingdocumentsprovidingdetailsaboutthefacility,asneeded.Publiccharterschoolfacilitiesmustcomplywithapplicablestate,localandauthorizerhealthandsafetyrequirements.Inaddition,applicantsmustbepreparedtofollowapplicablecityplanningreviewprocedures.

NOTE:PubliccharterschoolfacilitiesshallcomplywithAct2015-3,Section11.(a),regardingaccesstoAlabamaPublicSchoolandCollegeAuthority(PSCA)funds.(Noresponse)

Start-Up&OngoingOperations

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1.Attachment26:Start-UpPlan

Provideadetailedstart-upplanfortheschool,specifyingtasks,timelines,andresponsibleindividuals.https://BCSCSA.fluidreview.com/resp/20289624/yI66tonqTA/

2.Attachment27:TransportationPlan

2.Providetheschool’stransportationplan(includingfieldtrips,extra-curricularandco-curricularactivities,foodservices,andallothersignificantoperationalandauxiliaryservices).

https://BCSCSA.fluidreview.com/resp/20289624/GB2RwVAJHi/

3.Providetheschool’splanforsafetyandsecurityforstudents,staff,facility,andproperty.

Explainthetypesofsecuritypersonnel,technology,equipment,andpoliciesthattheschoolwillemploy.ThesafetyandsecurityforstudentsandstaffisatoppriorityforI3Academy.Fromtheinitialdesignoftheschoolcreatinganenvironmentthatissafeandinvitingiscriticaltothedesignoftheschool.InaccordancewithAlabamaAdministrativeCode16-1-44,I3Academywilladoptacomprehensiveschoolsafetyandsecurityplanthatincludeshealth,safetyandsecurity,riskmanagementpoliciesandprocedures,necessarysecuritypersonnel,andtheassociatedtechnologyandequipmentneededtoimplementthisplaneffectively.Othernecessarysafetyandsecuritymeasuresincludebackgroundchecks,healthpoliciesandprocedures,emergencypreparednessplans,andfacilitysafetyandsecurityprocedures.

GoalsoftheSafetyPlan●ProvideI3Academywithacampusenvironmentwherestudentsandfamiliesfeelsafeandsecure.●Promoteandenhancecommunitypartnerships●Promotetheuseofappropriatesecuritytechnologyforpolicingandsafety.●Understandandpromoteanenvironmentinwhichallpersonnelarecommittedtoaprofessionalcodeofethics,accountability,andpersonalresponsibility.

I3Academy’sSafetyPlanwilldeterminehazardstostudentandstaffsafetyandproposesolutionsthatpromotethepreventionofdangerousproblemsandcircumstances.Theplanwillspecificallyinclude:●Aprotocolforaddressingseriousthreatstothesafetyofschoolstudents,employees,administrators,andpropertyincludingbutnotlimitedto,aspecificcoderedschoolsafetyplan.●Aprotocolforrespondingtoemergencyeventsthatcompromisethesafetyofstudents,employees,andschoolpropertyincludingsuchactionasnotificationofappropriatelawenforcementandemergencyresponsepersonnelforassistance,andinformingparentsofaffectedstudents.

I3Academywillseeksafetyandsecurityinputonfacilityplansthroughoutthedevelopmentofthe

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facilitytoensurethatthecampusmeetsappropriatesafetycodes.

I3Academysafetyplanwillalsoincludeprovisionsto:●Provideacopyofthedevelopedsafetyplantolawenforcementandsafetyofficials;and,●Grantaccesstotheschooltolawenforcementandfiredepartmentpersonneltoenablethemtoprepareforrespondingtothreatsandemergencyeventsaffectingtheschool.

Theschoolsafetyplanwillspecificallyaddressthefollowing:●SchoolResourceOfficers●SecurityPersonnel●Equipment(Alarmsystems,emergencyphone,speakersystem,cameras,alerts,radios)●BackgroundChecks●Health●EmergencyPreparedness(poweroutage,fire,tornado,weapononcampus,activeshooter)●Facilitysafety●Securityandbuildingaccess

ThissecurityoutlinewasdevelopedbasedontheUniversityCharterSchoolapplication.TheschoolsafetyplanwillbedevelopedandapprovedbytheBoardofDirectors.

4.Attachment28:TypesofInsuranceCoverage

4.Providealistofthetypesofinsurancecoveragetheschoolwillsecure,includingadescriptionofthelevelsofcoverage.https://BCSCSA.fluidreview.com/resp/20289624/SL28AqAu85/

OperationsCapacity

1.Describetheapplicantteam’sindividualandcollectivequalificationsforimplementingtheOperationsPlansuccessfully,includingcapacityinareassuchasthefollowing:

a.Staffingb.Professionaldevelopmentc.Performancemanagementd.Generaloperationse.Facilitiesmanagement

StaffingDr.BeckyLee,Dr.TommyBice,andDr.MartinNallseachhavestrongexperiencewithstaffinganeducationalprogram.

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AsDeputySuperintendentforSchoolandCommunitySupport,ChiefofStaff,DeputyChancellorforFiscalAffairsandOperations,andChiefFinancialOfficer,Dr.Leehasanunderstandingofthefinancialandoperationalaspectsofstaffinganeducationprogram.Herknowledgeofstaffingataschoolandsystemlevelisavaluableassetforthedesignoffinanceandoperationsforastartupcharterschool.

AsaPrincipal,Superintendent,andStateSuperintendentDr.TommyBicehaswide-rangingexperiencewitheducationstaffingatalllevelsofschooloperations.AsPresidentoftheBoardofDirectorshecanprovideaperspectiveonstaffingdecisionsinformedbyexperiencestaffingatalllevelsoftheeducationsystem(school,system,state).Hehasledadevelopedandledastaffofover400attheAlabamaStateDepartmentofEducation.

Asaschoolanddistrictleader,Dr.MartinNallshasexperiencerecruiting,hiring,andretainingstaffbothinaschoolandinanon-profitorganization.Dr.Nallsexperienceasaschoolleaderhaspreparedhimtodesignastaffingmodelthatmaximizesinstruction.

ProfessionalDevelopmentDr.MartinNallsandDr.DylanFernianyhaveeachdeveloped,coordinated,anddeliveredprofessionaldevelopmentopportunitiesforteachersandwillberesponsibleformission-alignedprofessionaldevelopmentatI3Academy.

Dr.MartinNallshasledhisstaffinProfessionalLearningCommunitiesandDataTeamstodevelopteachersprofessionallywhileprovidingopportunitiesforteacherleadership.ThroughhisworkwithCollegeAdmissionMadePossiblehehascoordinatedprofessionaldevelopmentforteachersandstafftopreparestudentsforsuccessontheACT.AsaschoolleaderDr.Nallshascoordinatedandledprofessionaldevelopmenttodrivetheschoolmission.AtI3AcademyhewillguidethisworkwiththeDirectorofTeachingandLearning.

Dr.DylanFernianyhasledandcoordinatedprofessionaldevelopmentprogramsinavarietyofroles.AsanadjunctprofessoratSamfordUniversityDr.FernianyhastaughtDifferentiatingInstructionintheClassroomandEducationLeadership.WhilecoordinatingtheGifted&TalentedEducation(GATE)programDr.Fernianycoordinatedtraininganddevelopmentofstaff.AtPikeRoadSchoolsDr.FernianycoordinatedTitleIIfundingandwasresponsibleforassistingtheCFOinapprovingfundingforprofessionaldevelopmentfortheschooldistrict,ensuringthatpurchaseswerealignedtocontinuousimprovementgoals.

PerformanceManagementAsinstructionalleaderstheteamhasexpertiseinperformancemanagement.AsaschooldistrictandstateSuperintendentDr.Bicehasledtheperformanceimprovementofaschooldistrictandtheentire

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stateofAlabamabyleadingPlan2020,whichincreasedthegraduationratefrom72percentto89percentinfiveyearsandiscontinuingtohaveanimpactoneducationinAlabama.

AsPrincipalDr.Nallsledperformancemanagementoffacultythroughschool-widecontinuousimprovementandaccreditationinitiatives.Asaprincipal,Dr.Nallssetschool-widegoalsthatteachersworkedtowardinprofessionallearningcommunities.

Dr.Leehasexperienceinaccreditation,district-widecontinuousimprovement,andmanagingperformanceinmultipledistrictoperations.AsSuperintendentoftheRussellCountyBoardofEducation,Dr.LeeledtheschoolsystemtobethefirsttoachieveAdvanc-ED(SACS)DistrictAccreditation.

GeneralOperationsDr.TommyBice,Dr.MartinNalls,andDr.BeckyLeeallhaveacombinedexperienceofadministrationwheretheyhavehadtomanageoperationsinallareasoftheeducationprogram.AsSuperintendentsDr.LeeandDr.Bicehaveledoperationspersonnelandmadedecisionsregardingallareasofschoolanddistrictoperations.AsabuildingadministratorDr.MartinNallshasruntheschool-leveloperationsrequiredoftheincomingHeadofSchool.

FacilitiesManagementDr.TommyBiceandDr.BeckyLeehavemanagedmultiplefacilitiesintheirexperienceasSuperintendents.Dr.MartinNallshasmanagedandmaintainedthefacilitiesinwhichhewasabuildingadministrator.

2.Describetheorganization’scapacityandexperienceinfacilitiesacquisitionandmanagement,includingmanagingbuild-outand/orrenovations,asapplicable.

AsChiefofStaff,DeputySuperintendent,andSuperintendentDr.BeckyLeehasexperienceinfacilitiesacquisitionandmanagement.AsadistrictSuperintendentandDirectorofschools,Dr.Bicehasexperienceinfacilitiesacquisitionandmanagement.AsaPrincipal,Dr.Nallshasexperiencewithfacilitiesmanagement.

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Section3.FinancialPlan&Capacity

FinancialPlan

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1.Describethesystems,policies,andprocessestheschoolwilluseforfinancialplanning,accounting,purchasing,andpayroll,includingadescriptionofhowitwillestablishandmaintainstronginternalcontrolsandensurecompliancewithallfinancialreportingrequirements.

TheHeadofSchoolandChiefSchoolFinancialOfficershallcreateannualbudgetsalongwithallsupportingfinancialinformationandforecasts,withthesupportandguidanceoftheI3AcademyBoardofDirectorsTreasurerandtheI3AcademyBoardofDirector’sFinanceCommittee.OncedevelopedandapprovedbytheFinanceCommittee,itshallbesubmittedtoandapprovedbytheI3AcademyBoardofDirectorsataregularlyscheduledannualmeetingofthecorporation.TheBoardofDirectorsshallannualadoptanannualbudgetandmaintainanoperatingbudgetasrequiredbytheirfiduciaryresponsibilities.Inadditiontotheannualbudget,theHeadofSchoolsshallpresentamulti-yearmodelforcontextandplanning.

ThefinancecommitteeandBoardofDirectorswillhavetheresponsibilitytoreviewandmonitorthefinancialcondition,statementsandsupportinginformationmonthly,reportingtotheboardatregularscheduledmeetingsoftheboardofdirectors.TheBoardofDirectorswilldevelopandadoptthefinancialandinternalcontrolsoftheschool,whiletheHeadofSchoolsandCSFOwillberesponsiblefortheimplementation.Acompletefinancialmanagementprocesswillbedevelopedandimplementedtocoverallaspectsoftheorganization,includingbutnotlimitedtoprocessesforcontractreviewandapproval,purchasing,bankaccountauthorizationsandoversight,accountsreceivableandpayables,cashreceiptsoversight,payrollprocessingselectionofbankinstitutions,retentionofrecords,payrollandallotherfinancialmanagementelements.

TheChiefSchoolFinancialOfficerforI3AcademywillbecertifiedbytheStateofAlabamaDepartmentofEducationforfinancialtraining.TheCSFOwillprovidetraining,guidanceandtechnicalsupportfortheHeadofSchools,andtheBoardofDirectorsinareasofbudgeting,budgetanalysisandforecasting,financialmanagement,financialsystemsdevelopmentandaccountingandreportingprocedures,untilsuchtimetheleadershipandstaffofI3Academyhavesuccessfullyimplementedacompletefinanceandaccountingsystem,approvedbytheBoardofDirectors.Focusonensuringatransparent,timelyandeffectivefinancialmanagementsystemwillbeapriorityofthecorporation’sBoardofDirectors.Inaddition,I3Academy’sApplicationTeamwillprovideongoingsupport,advisoryservicesandguidanceasanAdvisoryCouncilincoordinationwiththeTreasurer,HeadofSchools,andtheCSFOtoinsurecontinuityofmission,purposeandapprovedapplicationanddevelopedplansforI3Academy.

AccountingandAuditTheBoardofDirectorsshallcauseandapprovetheemploymentandretentionofservicesfromanindependent,certifiedpublicaccountantorauditorforanannualexternalauditofthecorporation.The

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HeadofSchool,incoordinationwiththeBoardofDirectorsandCSFO,willcausetheannualauditandfinancialreviewtobecompletedinatimelymanner,tomeetrequirementsandregulationsoftheAlabamaStateBoardofEducation,AlabamaCharterSchoolCommission,andIRS501(c)3rules.Withinadesignatedperiodassetbythecorporation’sBoardofDirectors,appropriatesystemsforaccounting,financial100management,reporting,technicalsupport,andotherrelatedproceduresandprocesseswillbedevelopedandimplemented.

PurchasingPurchaseordersandcontractswithintheapprovedbudgetwillberequiredforallexpendituresandwillbereviewedandpre-approvedbytheHeadofSchoolsand/orCSFOandpresentedtotheTreasurerforfinalreviewandapproval.AcompletemonthlyreportoftheseexpendituresshallbemadeavailabletothefinancecommitteeandBoardofDirectorsasdirected.Purchaseorderandcontractswillbepreparedinduplicate,withonegoingtothevendorandtheotherremainingonfileintheofficesoftheschool.AnypurchaseordertotalingmorethanthelimitsetbytheBoardofDirectorswillrequireboardapproval.CheckswillbesignedbytwoindividualsdesignatedandapprovedbytheBoardofDirectors.TheBoardofDirectorswillberesponsibleforcompliancewithallapplicablestateandfederalcompetitivebidlaws.

PayrollTheChiefSchoolFinancialOfficerwillpreparetimelymonthlypayrollreportsthatwillincludeallsalariesandwages,withholdingsummariesandanyotherrequiredpayrollinformation.TheHeadofSchoolswillcauseandauthorizetheCSFOtoissuemonthlychecksandprocessfederal,stateandlocalpayrolltaxes.TheCSFOwillpreparethestateandfederalquarterlyandannualtaxforms,reviewtheformswiththeHeadofSchools,andsubmitformstotherequiredandappropriateagenciesinatimelymanner.

FinancialReportingIncoordinationwiththeHeadofSchools,CSFOandTreasurer,regularfinancialreportswillbeprovidedtotheBoardofDirectors,includingbudgetcomparisons,statementofincomeandexpenditures,balancesheet,ongoingfinancialforecastsandotherrelatedinformation.ReportswillbereviewedmonthlyorasneededbytheFinanceCommitteeandtheBoardofDirectors.Thereviewoffinancialreportsshouldberelatedtotheannualgoalsandstrategicobjectivesasapprovedbytheboardofdirectors.Allfinancialstatementswillbeavailabletothepublicthroughtheschool’swebsite.

2.Describetherolesandresponsibilitiesoftheschool’sadministrationandgoverningboardfortheschoolfinances,anddistinguishbetweeneachparty.

FinancialRoles,Accountability,andResponsibilitiesThefollowingisapreliminarygeneralsummaryofrolesandresponsibilitiesfortheadministrativestaffandtheBoardofDirectors.Itisnotintendedtobeacomprehensivelist,whichwillbedevelopedastheimplementationoftheapprovedcharterschoolplanisaddressed.

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InstructionalLeadershipandManagementTeam(HeadofSchoolsandCSFO)-Financialgoalsandbudgetdevelopment-Managementofday-to-dayoperations-Preparesallrequiredfinancialreports-Monitorsbudgetsandexpendituresdaily-HeadofSchools/CSFOoverseefinancialmanagement-CSFOmaintainsbudgetforecasting-Principalimplementscompensationprocess-COOmanagesaccountsreceivables/accountspayable,purchasing,andrelatedoperations-PrincipalandCOOauthorizepurchasingwithinmakesrecommendationsforapproval-Ensurestransparencyandopennessoffinances-COOoverseesbankaccountsincoordinationwithTreasurerandPrincipal-COOoverseesandmanagesallinsurance-Identifiesgrantsandappliesasapproved.-Implementsboardapprovedcontrols

BoardofDirectors-Establishandapprovefinancialpolicies-Approveannualbudget-Reviewmonthlyfinancialperformance-AppointfinancecommitteeledbyTreasurer-Appointsauditor-Accepts/approvesaudit/directsactionneeded-Reviewsandapprovesannualbudget-Boardapprovesallcontracts,agreements,etc.-Establishesbudgetandinternalcontrols-Financecommittee/treasurerreviewsmonthlyfinancialstatements,balancesheet,incomeandexpendituresperbudget-Boardapprovesallcompensation-Treasurerreviewsmonthlyexpenditures,accountreceivablesandpayables,andalltransactions.-Approvesgrants.-Developslong-rangeresourcedevelopmentstrategies.

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3.Describetheschool’splansandproceduresforconductinganannualauditofthefinancialandadministrativeoperationsoftheschool.

I3AcademyBoardofDirectorswillmaintainandcausetobeimplementedeffective,transparentandstrictfinancialpoliciesandadministrativeoperationalguidelinesfortheschoolincompliancewiththeadoptedmission,objectivesandstrategiesofI3Academy,aswellas,incompliancewithstandardandrequiredoperatingproceduresofanIRS501(c)3nonprofitcorporationandanystateandfederalagencyrequirements.Thecost-effectiveandefficientfinancialandoperationalmanagementoftheschoolisaprimaryresponsibilityoftheBoardofDirectorsandthoseemployedandappointedtoinsureimplementationandmanagementofapprovedpoliciesandprocedures,effectiveuseofallresources,andstewardshipatthehighestleveltosupportthemissionofI3Academy.Itwillbeaprioritytoensurethatallfundsarebudgeted,expended,accountedforandmaintainedappropriately.

ThefinancialpoliciesandproceduresoftheschoolwillbedevelopedandformulatedbytheTreasurerandfinancecommitteeincoordinationwiththeHeadofSchoolsandChiefSchoolFinancialOfficerandapprovedbytheBoardofDirectors.ThePrincipalandchiefoperatingofficerwillberesponsibleforaregularreviewofoperations,financialmanagementandallotheractivitiesonaregularbasisasdirectedbytheBoardofDirectors.TheHeadofSchoolswillhavetheresponsibilitiesforallday-to-dayoperationsandfinancialmanagementoftheI3Academy.Financialdutiesandresponsibilities,however,mustandwillbeseparatedtomeetappropriatefiscalmanagementguidelines;andwillbeseparatedsothatnooneemployeehassolecontrolovercashreceipts,disbursements,payroll,bankdeposits,bankreconciliationsorothermatterrequiringappropriatedivisionofresponsibilities.

Appropriatetechnologyandtechnicalsystemswillbeestablishedtosupportandmanageallfinancialrelatedmattersandrequiredreporting,includingthenecessaryandapprovedcomputersystems,equipment,processors,andotherrelatedequipment.

TheBoardofDirectorswillemployandretaintheservicesofanindependentcertifiedpublicaccountantorauditorforanannualexternalfinancialauditandmanagementreview.TheauditorwillreporttotheBoardofDirectorsinaccordancewiththeirfiduciaryresponsibilities.TheHeadofSchool,incoordinationwiththeChiefSchoolFinancialOfficerwillberesponsibleforthetimely,accurateandfairpresentationoffinancialstatementsinaccordancewithallappropriateaccountingprinciplesandrequirements.TheHeadofSchoolswillhavetheresponsibilitytoworkwiththeBoardofDirectorstoreviewtheauditreportandtoactimmediatelytoinsureauditfindingsandrecommendationsareaddressedandimplementedappropriatelyandinatimelymanner.

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4.Describehowtheschoolwillensurefinancialtransparencytotheauthorizerandthepublic,includingitsplansforpublicadoptionofitsbudgetandpublicdisseminationofitsannualaudit,annualfinancialreport,monthlycheckregister,andmonthlyfinancialreports.

Tobuildcommunitysupport,parentalinvolvement,trust,andcommunityengagement,transparencyandopennesswillbeessential.TheseelementshavebeenkeyprinciplessupportedandsustainedthroughouttheentireplanningprocessoftheI3Academy.

Therefore,annually,theI3AcademyBoardofDirectorswilladoptitsannualbudgetinanopenpublicmeeting.Publicnoticeofthemeetingwillbegiveninatimelyandappropriatemanner.Theboardwillpostcopiesoftheannualbudget,annualaudit,monthlyfinancialstatements,andmonthlycheckregisteron-lineforpublictransparency.AllmeetingsoftheBoardofDirectorswillbeopentothepublicwithtimelyandappropriatenoticespostedonthewebsite.

Inaddition,I3AcademywillprepareallrequiredannualfinancialandmanagementreportsandformstotheAlabamaCharterSchoolCommission,IRSformsasa501(c)3nonprofitcorporation,andforanyotheridentifiedpublicrecordstoinsuretransparencyandopenness.

5.Describeanyservicestobecontracted,suchasbusinessservices,payroll,andauditingservices,includingtheanticipatedcostsandcriteriaforselectingsuchservices.

ItisanticipatedthatI3Academywillcontractforauditservices,banking,andpayrollservices.Othernecessaryservices(lawncare,maintenance,trashremoval,pestcontrol,transportationandfoodservice)willbeobtainedthroughrequiredorappropriateproceduresforapublicschool,includingmeetinganybidrequirementsandfinalapprovalbytheBoardofDirectors.Anyotherbusiness-relatedserviceswillbemanagedandhandledin-houseandareincludedintheplansandbudgetforthecharterschool.

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6.Describetheschool’splansforobtainingliabilityinsurancetoindemnifytheschool,itsboard,staff,andeducatorsagainsttortclaims.

I3AcademywillsecureandmaintainappropriateinsurancecoveragesasrequiredtoprotectI3Academyfromclaimsthatmayarisefromoperations.Thecharterschoolwillmaintaininsurancecoveragelimitsthateithermeetorexceedtheminimuminsurancelimitsrequired.I3AcademywillobtaintypesofinsuranceandcoveragelimitssimilartootherpublicandindependentschoolsinAlabamaandinaccordancewithnationalbestpracticesforcharterschools.

I3Academywillmonitoritsvendors,contractors,partnersand/orsponsorsforcompliancewiththeinsurancerequirements;andwillprovideappropriateindemnitiesinitscontractswithexternalvendors.(SeeAttachment27)Appropriateandrequiredinsurancewillbeprovided.Solicitation,reviewandapprovalofappropriateinsurancecoverageisunderwayandwillbeinplacepriortobeginningoperationsoftheschool.

7.Presentadetailedbudgetnarrativethatdescribesassumptionsandrevenueandexpenseestimates,including,butnotlimitedto,thebasisforrevenueprojections,staffinglevels,andcosts.Thenarrativeshouldspecificallyaddressthedegreetowhichtheschoolbudgetwillrelyonvariableincome(e.g.,grants,donations,fundraising).

a.Per-StudentStateRevenue.Usethefiguresbelowindevelopingyourbudgetassumptions.b.AnticipatedFundingSources.Indicatetheamountandsourcesoffunds,property,orotherresourcesexpectedtobeavailablethroughbanks,lendinginstitutions,corporations,foundations,grants,etc.Notewhicharesecuredandwhichareanticipated,andincludeevidenceofcommitmentforanyfundsonwhichtheschool’soperationdepends.c.Discusstheschool’scontingencyplantomeetfinancialneedsifanticipatedrevenuesarenotreceivedorarelowerthanestimated.d.Yearonecashflowcontingencyintheeventthatrevenueprojectionsarenotmetinadvanceofopening.e.Start-upandfive-yearbudgetswithclearlystatedassumptions.a.Per-StudentStateRevenue.Usethefiguresbelowindevelopingyourbudgetassumptions.FundingforI3Academywillbegeneratedfrom3primarysources:60%state,30%Localand10%federal.Itisprojectedthatthiscombinationoffundingwillresultinapproximately$10,000perstudentinperstudentfunding.Thisfigurewillvarydependingonthenumberofstudentsenrolledwithdisabilities(fundedthroughtheIndividualwithDisabilitiesEducationAct).I3Academywillapplyforandisexpectedtoreceiveseveralgrantstosupplementthefundingmodel.Thesegrantsincludebothstate($240,000start-upcosts)andfederal($1.2millionforstart-upcosts)applicablegrants.Inaddition,theMikeandGillianGoodrichFoundationandotherlocalphilanthropistsarecommittedtosupplementfundingforI3Academy.

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b.AnticipatedFundingSources.Indicatetheamountandsourcesoffunds,property,orotherresourcesexpectedtobeavailablethroughbanks,lendinginstitutions,corporations,foundations,grants,etc.Notewhicharesecuredandwhichareanticipated,andincludeevidenceofcommitmentforanyfundsonwhichtheschool’soperationdepends.

c.Discusstheschool’scontingencyplantomeetfinancialneedsifanticipatedrevenuesarenotreceivedorarelowerthanestimated.Asstatedinpreviousquestion,theMikeandGillianGoodrichFoundationiscommittedtoensuringthatthecontingencyfundwillbemaintainedyearly.ThisfundwillsafeguardthefinancialintegrityofI3Academy.

d.Yearonecashflowcontingencycontingencyintheeventthatrevenueprojectionsarenotmetinadvanceofopening.TheBudgetAttachmentreflectsthestart-upbudgetthatissupplementedwithgrantsandfoundationand/orphilanthropicfunding.That,alongwithperpupilfundingfromState,LocalandFederalsources,ensuresapositivecashflowforI3Academy.

e.Start-upandfive-yearbudgetswithclearlystatedassumptions.

StartUpBudget/CashflowFY2020

SUMMARYNOTESandAssumptions:

REVENUE:420StudentsProjected

Federal,Stateand/orLocalRevenue$4,200,000RevPerPupilFederalGrant$240,000MealFees$302,400FederalChildNutritionTotalRevenue$4,742,400

Expenses:Personnel$3,584,640CertifiedandClassifiedInstruction$210,400Textbooks,studentsupplies,furniture,andequipmentServices&Supplies$280,410ContractedServices$575,900Facilities$149,935Rent,utilities,andmaintenanceTotalExpenses:$4,801,285

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ContingencyFund$400,1071MonthOperatingExpenses

TotalExpensesandContingency:$5,201,392

Surplus(Deficit)($458,992)BeginningCash$240,000FederalGrantAdditionalGrantsRequired$250,000EndingCash$31,008

EXPENSES:

ADMINISTRATIVECOSTS:HeadofSchool$125,000DirectorofTeachingandLearning$90,000CSFO/Businessmanager$90,000TOTALADMINISTRATIVECOSTS:$305,000

EXPENSES:

ADMINISTRATIVECOSTS:HeadofSchools$125,000DirectorofTeachingandLearning$90,000CSFO/Businessmanager$90,000TOTALADMINISTRATIVECOSTS:$305,000

CERTIFIEDPERSONNELCOSTS:DirectorofDevelopment$75,000Base$75,000Teachers(18)$810,000Base$45,000Gifted/Makers'Space$45,000Base$45,000ELL/ForeignLanguage$45,000Base$45,000Music/Arts/PE/(4)$180,0004PE/1Art@$45,000GuidanceCounselor$45,000Base$45,000Literacy/MathLabTeachers(2)$90,000Base$45,000SpecialEDTeacher$90,000Base$45,000Media/InstructionalTechSpecialist$45,000Base$45,000SalaryplusbenefitsforJuly2020$120,000Teachers&SocialWorker@$4000TOTALCERTIFIEDPERSONNELCOSTS:$1,545,000

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CLASSIFIEDPERSONNELCOSTS:TechnologySupport$18,000Base$18,000CommunityLiaison$50,000Base$50,000ClericalAssistants(3)$105,000Base$35,000ParaK-1(6)$150,000Base$25,000MathPara(3)$75,000Base$25,000LiteracyPara(3)$75,000Base$25,000SPEDPara(2)$50,000Base$25,000SocialWorker$40,000Base$40,000SecurityServices(2)$72,000$25/hour180daysContractedNurse(RN)$50,000Base$50,000NurseAide$25,000Base$25,000TOTALCLASSIFIEDPERSONNELCOSTS:$710,000

TOTALPERSONNELEXPENSES$2,560,000

PAYROLLTAXESANDBENEFITS:Total52EmployeesRetirementBenefits$320,000EmployerContribution12.5%ofSalariesHealthBenefits$508,800$9,600/Year/EmployeeFICA$195,840EmployerContribution7.65%ofSalariesTOTALPAYROLLTAXESANDBENEFITS:$1,024,640

TOTALPERSONNEL,TAX,$3,584,640&BENEFITEXPENSES:

CONTRACTEDSERVICES:

Audit$12,000ContractedPayrollServices$3,000ADPcontractBankingFees$600ContractedLegalServices$2,400ContractedParasClassrooms(3)$30,000Base$10,000ContractedFoodService$302,400Totalstudents*$4*180daysContractedFoodService$30,000Base$30,000ContractedMaintenance-2Custodians$72,000Base$36,000ContractedTransportation$100,000Contracted

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PestControl$1,000ContractedWasteDisposal$2,500ContractedSpecialEducation$20,000Testing,OT,PTTOTALCONTRACTEDSERVICES:$575,900

SCHOOLOPERATIONS:

Classroom/TeachingSupplies&Materials:

Textbooks$29,400Textbooks@$70/StudentClassroomSupplies$21,000$50perstudentServers&Software$10,000Start-up$300/ClassroomFieldTrips$2,400$200/FieldTrip-2Trips/gradeInstructionalEquipment$21,600$1,200/ClassroomLibraryandMediaCenter$11,550$27.50/studentStudentAssessment$4,200$10/studentPEEquipment$21,000$50/StudentStart-upArtSupplies$10,500$25/StudentStart-upSupplementaryInstruction$78,750LicensingFee@$350ea.foreachstudentGrades3-5Classroom/TeachingSupplies$210,400&MaterialsTotal:

ServicesandSupplies:

StudentUniforms$18,900$45/Student+replacementcostOfficeSupplies$5,250$12.50/studentOfficeFurniture$3,000OfficeComputers&Software$10,00010@$400eaClerical&Adm.Plus10%ReplacementPrintingandCopyServices$10,600$200/employeePostageandShipping$1,260$3/studentJanitorialSupplies&Services$8,400$20/studentProf.Development$79,500$1,500/FTE$1,500/FTEHealthServices$500StaffRecruitment$20,000StudentRecruitment$20,000TechSupport$6,000ComputerHardwareMaintenanceMarketing$80,000

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HealthSupplies$1,000Phone/InternetService$6,000Liability&PropertyInsurance$10,000ServicesandSuppliesTotal:$280,410

Facilities:

Rent/Lease/Mortgage$40,000LeaseAgreementGroundsMaintenance$7,500GroundsUpkeepMaintenance&Repair$36,4990.3%ofexpensesUtilities$60,000@5,000/monthFireSafetyandCompliance$6,000($500/Mo)FacilitiesTotal:$149,999

8.Attachment29:FinancialPlanWorkbook

SubmitthecompletedFinancialPlanWorkbook.Indevelopingyourbudget,pleaseusetheper-pupilrevenueprojectionsprovidedbytheauthorizerandincludedwiththisapplication.PrepareyoursubmissionusingtheFinancialPlanWorkbookTemplateprovidedbyBCS.CompleteALLsheetsintheworkbook.

NOTE:Applicantsformultipleschoolsshouldcompleteallsheetsintheworkbookforallschoolsopeninginyearone.

Clickherefortemplate.https://BCSCSA.fluidreview.com/resp/20289624/UV9nQ1dIyT/

NetworkFinancialPlan

(Forapplicantsproposingtoreplicateanexistingschoolmodelortooperatemultipleschoolsunderasinglecontract)

1.Describetherolesandresponsibilitiesoftheschoolversusthenetworkwithrespecttoschoolfinancesanddistinguishbetweeneach.

N/A

2.Discussanymaterialauditfindingsforyourorganizationoranyschoolthatyouoperate.

N/A

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3.Describehowtheorganizationwillprovideandpublishanindependentannualauditoftheorganization-levelfinancialandadministrativeoperations.

N/A

4.Attachment30:DetailedBudgetfortheNetworkLevel.

Includethefollowing,inindividualsheets:

a.Start-upBudget:Thestart-upbudgetshouldlistallanticipatedrevenueandexpendituresforthenetworkintheperiodleadinguptothefirstfiscalyearinwhichtheschool(s)listedinthisproposalwouldopen.Inotherwords,thisbudgetdemonstrateshowtheorganizationwillsupportpre-openingactivitiesuntilthefirstschool(s)proposedinthisproposalopen.b.Yearonebudgetc.Startup/yearonemonthlycashflowprojection(Noresponse)

5.Discusstheschool’scontingencyapproachandplantomeetfinancialneedsifanticipatedrevenuesarenotreceivedorarelowerthanestimated.

N/A

6.Explainindetailtheyearonecashflowcontingencyplan,intheeventthatrevenueprojectionsarenotmetorarenotmetontime.

N/A

7.Attachment31:BudgetNarrativeforNetwork-LevelBudgets

Submitaclearlylabeledbudgetnarrativefornetwork-levelbudgets,includingdetaileddescriptionofassumptionsandrevenueestimates,includingbutnotlimitedtothebasisforrevenueprojections,staffinglevels,andcosts.Thenarrativeshouldspecificallyaddressthedegreetowhichbudgetswillrelyonvariableincome(e.g.,grants,donations,fundraising)andhowtheorganizationwillmeetfundraisinggoals.Includethefollowing:

a.AnticipatedFundingSources.Indicatetheamountandsourcesoffunds,propertyorotherresourcesexpectedtobeavailablethroughbanks,lendinginstitutions,corporations,foundations,grants,etc.Notewhicharesecuredandwhichareanticipated,andincludeevidenceofcommitmentforanyfundsonwhichthenetwork’scoreoperationdepends.b.Discusscontingencyplanstomeetfinancialneedsifanticipatedrevenuesarenotreceivedorarelowerthanestimated.c.Yearonecashflowcontingency,intheeventthatrevenueprojectionsarenotmetinadvanceoftheproposedschool(s)opening.

(Noresponse)

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FinancialManagementCapacity

1.Describetheapplicantteam’sindividualandcollectivequalificationsforimplementingtheFinancialPlansuccessfully,includingcapacityinareassuchasthefollowing:

a.Financialmanagement.b.Fundraisinganddevelopment.c.Accountingandinternalcontrols.a.Financialmanagement.BeckyLeehasexperiencingmanagingfinancesinschools,schooldistricts,andinStateDepartmentsofEducation.ShehasworkedbothinandoutofthestateofAlabamaandhasknowledgeofavarietyofschoolandsystemmodels.Dr.Lee’sfinancialprojectionsarebasedonacareerofexperienceineducationfinanceandoperations.

Dr.TommyBicehasexperiencewithfinancialmanagementattheschool,system,andStateDepartmentlevel.InadditiontoDr.Lee,Dr.BicebringsacareerofexperiencewitheducationfinanceasthePresidentoftheBoardofI3Academy.

Dr.MartinNallsHeadofSchoolshasexperiencemanagingfinancesattheschoolandsystemlevel,aswellasmanagingfinancesforthenon-profithefounded,CollegeAdmissionsMadePossible.

b.Fundraisinganddevelopment.

Asthefounderanddirectorofanon-profitDr.NallshasexperienceinfundraisinganddevelopmentthathewillbringtoI3Academy.

AstheEducationDirectorfortheMikeandGillianGoodrichFoundationDr.BiceoverseesdevelopmentandfundraisingforeducationprogramsinBirmingham.

I3AcademywillhaveaDevelopmentCoordinatortocoordinatealllocal,state,andfederalgrantopportunities.TheBoardandHeadofSchoolhasbeguntheprocessoffundraisinganddevelopment,andtwograntshavebeenappliedfor.

c.Accountingandinternalcontrols.

InhermultiplerolesineducationfinanceatdistrictandstatelevelDr.Leehasexperienceoverseeingaccountingandmonitoringinternalcontrolsinpublicschools.Dr.LeewillbeassistingtheapplicantteaminsettingupasustainablesystemandhiringaCSFOwithexperienceintheareaofaccountingandinternalcontrols.

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Page16

ListofAddenda

Thefollowingaddendashouldbecompletedasapplicablebystart-upoperators.Notethatsomeaddendarequireadditionalattachments.

1.Addendum1:ForproposalsfromapplicantsusingEDUCATIONSERVICEPROVIDERS

1. AttachmentESP-1:ESPauditedfinancialstatementsandannualreport2. AttachmentESP-2:ESPcontract

Addendum1:ForapplicantsusingEDUCATIONSERVICEPROVIDERS

Thisaddendumisrequiredofeveryoperatorthatproposesschooloperationormanagementviacontractwithathird-partyeducationserviceprovider(ESP).AnESPisanythird-partyentitythatprovidescomprehensiveeducationmanagementservicestoaschoolVIACONTRACTwiththeschool’sgoverningboard.(Inessence,anESPdoesnotproposetoholdthecharter,butrathertocontractwiththecharterholder.)Completeeachsectionasapplicable.AllapplicablesectionsofthisaddendumMUSTbecompletedinorderfortheproposalasawholetobedeemedcomplete.Ifanapplicantbelievesthataparticularquestioninthissectionisnotapplicabletotheirproposal,theapplicantshouldsostateANDexplainwhytheapplicantbelievestheparticularquestiondoesnotapply.Ifaquestionhasbeenthoroughlyansweredearlierinthenarrativeproposal,theapplicantshouldsostateANDreferencethesection,questionnumber,andpagenumber.Ifanapplicantisunsureastowhetherornotaparticularsectionisrequired,itistheresponsibilityoftheapplicanttocontactBCSforguidance.

ESPSelection

1.ExplainwhytheapplicantisseekingtocontractwithanESPratherthanoperatetheschool(s)directly.

N/A

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2.ExplainhowandwhytheESPwasselected,includingwhenandhowtheapplicantlearnedoftheESP,whichotherESPswereconsidered,whytheESPwasselectedoverotherESPs,andwhatduediligencewasconducted.

N/A

ESPPriorHistory

1.ExplaintheESP’ssuccessinservingstudentpopulationssimilartothetargetpopulationoftheschool,includingdemonstratedacademicachievement.

DescribetheESP’sdemonstratedacademictrackrecordaswellassuccessfulmanagementofnon-academicschoolfunctions(e.g.,back-officeservices,schooloperations,extracurricularprograms).Providesummaryinformationfromreferencechecksconductedbytheapplicant(regardingthethird-partyESP),identifyingeachreference.N/A

2.ListallschoolscurrentlyorformerlyoperatedbytheESP.

Identifythoseschoolsthatservethesamegradelevelsandstudentpopulationsdemographicallysimilartotheanticipatedpopulationoftheproposedschool.Includename,yearopened,contactinformation,location,numberofstudents,andcontactinformationfortheauthorizerforeachcurrentlyoperatingschool.

N/A

3.AttachmentESP-1:ESPauditedfinancialstatementsandannualreport

ProvideevidenceofthefinancialhealthoftheESP.AttachthemostrecentindependentfinancialauditreportoftheESPanditsmostrecentannualreport.(Noresponse)

4.Listandexplainanymanagementcontractterminationsaswellasanycharterrevocations,non-renewals,orwithdrawals/non-openingsthattheproposedESPhasexperiencedinthepastfive(5)years.

N/A

LegalRelationshipwithESP

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1.ProvideevidencethattheboardisindependentfromtheESPandself-governing,includingevidenceofindependentlegalrepresentationandarm’s-lengthnegotiating.

N/A

2.Describeanyexistingorpotentialconflictsofinterestbetweentheschool’sgoverningboard,proposedschoolemployees,proposedESP,andanyaffiliatedbusinessentities.

N/A

3.ListallsubsidiariesorrelatedentitiesthatareaffiliatedorownedinwholeorinpartbytheESP,andidentifythenatureofthoseentities’businessactivities.

N/A

4.Explainwhethertheschoolhasorwillhaveanyrelationshipwithorreceiveanyservicesfromanyoftheentitieslistedinthepreviousquestion.

N/A

5.ExplainthesupervisoryresponsibilitiesoftheESP(ifany),includingwhichschoolemployeestheESPwillsupervise,howtheESPwillsupervisetheseemployees,andhowthecharterschoolboardwilloverseetheESP’ssupervisoryresponsibilities.

N/A

6.Iftheschool’sgoverningboardintendstoexecutepromissorynotesorothernegotiableinstruments,orenterintoalease,lease-purchaseagreement,oranyotherfacilityorfinancingrelationshipswiththeESP,provideevidencethatsuchagreementsareseparatelydocumentedandnotpartoforincorporatedintheschoolmanagementcontract.

Anyfacilityorfinancingagreementsmustbeconsistentwiththeschoolgoverningboard’sauthorityandpracticalabilitytoterminatethemanagementagreementandcontinueoperationoftheschool.N/A

7.Describeandprovidedocumentationofanyloans,grants,orinvestmentsmadebetweentheESPandtheschool,includinganexplanationofhowanysuchloans,grants,orinvestmentsmaybeinitiated,repaid,andrefusedbytheschool.

N/A

ESPManagementPlan

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1.ProvideadetaileddescriptionoftherolesandresponsibilitiesoftheESP.

N/A

2.DescribethescopeofservicesandcostsofallresourcestobeprovidedbytheESP.

N/A

3.DescribetheoversightandevaluationmethodsthattheBoardwillusetooverseetheESP.

Whataretheschool-wideandstudentachievementresultsthatthemanagementorganizationisresponsibleforachieving?Howoften,andinwhatways,willtheboardreviewandevaluatetheESP’sprogresstowardachievingagreed-upongoals?WilltherebeanexternalevaluatortoassesstheESP’sperformance?Whataretheconditions,standards,andproceduresforboardintervention,ifthemanagementorganization’sperformanceisdeemedunsatisfactory?N/A

4.Describethecompensationstructureandpaymentschedule,includingclearidentificationofallfees,bonuses,andanyothercompensationtobepaidtotheESP.

N/A

5.DescribetherespectivefinancialresponsibilitiesoftheschoolgoverningboardandtheESP.

Whowillownpropertypurchasedwithpublicfunds?Whichoperatingandcapitalexpenditureswilleachpartyberesponsiblefor?Whattypesofspendingdecisionscanthemanagementorganizationmakewithoutobtainingboardapproval?WhatreportsmusttheESPsubmittotheboardonfinancialperformance,andonwhatschedule?Howwilltheschoolgoverningboardprovidefinancialoversight?

N/A

6.Whatistheterm(duration)ofthemanagementagreement?Explaintheconditionsandprocedures(includingtimeframes,notice,anddecision-makingprocedures)forrenewalandterminationofthecontract.

Howoftenwillthemanagementagreementberenewed?DescribetheconditionsthatboththeESPandtheschoolmustsatisfyforthemanagementagreementtoberenewed.OnwhatgroundsmaytheESPortheschoolterminatethemanagementagreementforcause,andwithoutcause?Listanyindemnificationprovisionsintheeventofdefaultorbreachbyeitherparty.N/A

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7.Describetheplanfortheoperationoftheschoolintheeventofterminationofthemanagementagreement.

N/A

8.AttachmentESP-2:ESPContract

ProvideadraftoftheproposedmanagementagreementwiththeESP.(Noresponse)