Application (PDF, 25983 KB)

CHARTER COVERSHEET

APPLICANT TEAM MEMBER INFORMATION Proposed Nineteenth Generation Charter School Name: Academic Opportunities Academy

Name of Sponsoring Entity: Academic Opportunities Academy

NOTE: If the sponsoring entity is a 501(c)(3) nonprofit organization, the name must appear exactly as it appears in the Articles of Incorporation or any amendments thereto.

The sponsoring entity is a (Check only one): @so1{c}(3) nonprofit organization D Governmental Entity D College or University Chairperson of governing body of sponsoring entity: Mark Casavantes

CEO of sponsoring entity: Mark Casavantes

CEO/Superintendent of proposed charter school: Mark Casavantes

Board member(s) who attended applicant information session(s): Mark Casavantes Date(s): February 7, 2014

Applicant mailing address (To be used for contact regarding this application): 817 East Missouri Avenue, Suite B Physical address of proposed administrative offices (ifdifferent from above): 4625 Delta Avenue, El Paso, Texas 79905

Number of campuses requested: 1 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Physical Address of Each Proposed Campus: Street address, city, state, zip, and county, OR, if the specific address(es) is unknown at this time, provide the county and general location of the proposed campus(es) 4625 Delta Avenue, El Paso, Texas 79905

Contact name: Mark Casavantes

Contact role/title: President/ Superintendent

Contact Phone: (915) 471-7104 Contact Email: [email protected]

State maximum enrollment and check all grade levels to be served for each school year. By Year 4, at least one grade in which the state assessments are administered must be offered.

GRADE LEVELS SERVED Proposed Pre- Pre-

I"'

APPLICANT TEAM MEMBER INFORMATION Names, roles, and current employment of all persons on applicant team (add lines as needed):

Full Name Current Job Title and Employer Position with Proposed School Mark Casavantes M.Ed. Academic Opportunities Academy

Ysleta ISO part-time teacher Superintendent, Principal, and Teacher

Wes Clarkson M.Ed. High School Math Teacher, Carlsbad Municipal Schools, Retired El Paso ISO Campus and Central Office Administrator. Founding Administrator of charter schools in New Mexico.

Associate Superintendent I Teaching

Ben Tice M.Ed. Sales, Dicks Sporting Goods Associate Superintendent I Teaching

Elena Liberatori BAS Faculty, New York University Non-Profit Management and Development Consultant for: Little Pinks House of Hope, Burlington, NC Archive for Research in Archetypal Symbolism New York, NY Grants Coordinator for Roxbury Arts Group, Roxbury NY

Institutional Development, Curriculum Development and Grants Procurement

Mr. Raul Cruz M.S. Faculty, Excelsior College STEM, Data, IT, Teaching

Does this applicant team have charter school applications under consideration by any other authorizer(s) in the United States? [!fves 0No

If yes, complete the table below, adding lines as needed.

State Authorizer Proposed School Name Application Decision Due Date Date

NM New Mexico Public Education Academic Opportunities Academy July 2014 Dec 2014 Department

Does this applicant team have new schools or campuses scheduled to open elsewhere in the United States in the 2014-15 or 2015-16 school years? Oves ~o


Proposed School Name City State Opening Date

Does this applicant team have new schools or campuses approved, but scheduled to open in years beyond 2015-2016? Oves ~o


Academic Opportunities Academy

Authorizer # of Scllools City(s)

Do any of the following describe your organization, or the charter proposed in this application? 0 Seeks approval for multiple campuses under a single charter.

0 Already operates schools elsewhere in the US.

Will contract or partner with a charter management organization (CMO). I/yes, include the CMO's portfolio in

0 answering the above questions regarding pending applications and school openings.

If yes, identify the CMO: 0 This CMO currently manages schools in Texas or elsewhere in the US. If yes, list all applicable states:

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~-

CERT1FICAT10N I certify that I have the authority to submit this application and that all information contained herein is complete, accurate, and original realizing that any misrepresentation could result in disqualification from the application process or revocation after award. In accordance with TEC 12.120, I further certify that no members of the governing body of the sponsoring entity or of the proposed charter school or any officers or employees of the proposed school have been convicted of a misdemeanor involving moral turpitude or of any felony. I understand that incom lete a lications will not be c nsidered.

Mark Casavantes M.Ed. 02/12/2014 Signature ofCEO ofSponsoring Entity Name ofCEO ofSponsoring Entity Date

Mark Casavantes M.Ed. ~~ 02/12/2014 Name ofApplication Preparer Signature ofApplication Preparer Date

With what company is the Was preparer paid? 0 Yes .[!f"" application preparer associated? Academic Opportunities Academy No


Nineteenth Generation Open-Enrollment Charter School RFA

Application Response

Charter Overview The Charter Overview should provide a concise summary of the following:

the proposed plan for the school, including core values/beliefs; the geographic and population considerations of the school environment; the challenges particular to those considerations; and the applicant teams capacity to successfully open and operate a high quality school given the above

considerations.

1.Vision and Mission. State the vision and mission of the proposed charter school. The vision statement outlines what the school will achieve in the long term and how it will operate to meet that goal/vision. The mission is a statement of the fundamental purpose of the school, describing why it exists. The vision and mission statements provide the foundation for the entire application. The vision and mission statements, taken together, should provide a framework that illustrates what success will look like, guides the decisions and actions of the charter, and is aligned with the purposes of Texas charters schools as outlined in TEC12.001.

2.Community Engagement. Describe the relationships that you have established to generate community engagement in and support for the proposed school and how you have assessed demand and/or solicited support for the school. Briefly describe these activities and summarize their results.

3.Geographic Boundary. Describe the community(s) where the school/campuses will be located and provide the rationale for selecting the location(s). Include the types of resources currently available in the community(s). Provide as Attachment A, a list of the school districts from which the proposed charter school will accept students. If the charter school will accept students from only a portion of a school district or districts, state exactly what the boundary will be. Do not list the charter schools located within the designated geographic boundary.

a. Submit, as Attachment B, the certified mail receipt cards showing the dates the Statement of Impact form and accompanying documents were received by each recipient. In the absence of signed certified mail return receipt cards, the certified mail receipt showing each addressee, fees paid, and the date mailed will be accepted. Follow these directions in preparing your mailings: i. Prepare a cover letter (following the TEA sample) addressed to the board of trustees and

superintendent of each school district and charter school within the designated geographic boundary, and copying each member of the legislature that represents the geographic area to be served by the proposed school as directed in TEC 12.1101. Enclose with that letter the Statement of Impact Form and your completed Charter Coversheet.

ii. The documents must be sent to districts, charter schools, and members of the Texas legislature in time to include signed certified return receipt card copies as part of the submitted application. If a school board trustee, district superintendent, or legislative office receiving the documents requests a complete copy of the application, the sponsoring entity must provide the document, including all attachments.

4.Educational Need and Anticipated Student Population. Describe the anticipated student population and the rationale for serving these students; their anticipated educational needs; and non-academic challenges the school is likely to encounter. Describe the rationale for selecting the location, including resources for students currently available. Identify any enrollment priorities on which the

program is based and explain how they are consistent with applicable restrictions on enrollment eligibility and selection.

5.Education Plan/School Design. Provide an overview of the education program of the proposed school, including major instructional methods and assessment strategies and non-negotiables of the school model. Describe the evidence that demonstrates the school model will be successful in improving academic achievement for the targeted student population. Summarize what the proposed school would do more effectively or innovatively than the schools that are now serving the targeted population and how the school would achieve its goals.

6.Leadership and Governance. List the names of the current members of the governing board. Provide as Attachment C, notarized Board Member Biographical Affidavits for the current members of the proposed schools governing board, including their roles and their current professional affiliation. Use the template provided by the TEA to prepare these affidavits.

7.Provide, as Attachment D, the following Assurance Documents, prepared using the templates provided by the TEA: Bilingual Education/ESL, Section 504,and Dyslexia Assurances; General Application of Assurances for Federal Programs; Special Assurances; Special Education Assurances; and Campaign Contribution Disclosure.

8. Provide as Attachment E, a complete set of Eligibility Documents, prepared using the template provided by the TEA, including: 501 (c)(3) Determination Letter; the original Articles of Incorporation and any restated Articles of Incorporation and Articles of Amendment (if incorporated prior to December 31, 2005), OR (if incorporated after January 1, 2006) the Certificate of Formation and the Certificate of Filing; bylaws of the sponsoring entity including any amendments; attendance receipt from Information Session; copies of public hearing notice(s); (if applicable) Out of state operators ONLY, provide the state-issued performance data for each charter school currently in operation; and (if applicable) Out of state operators ONLY, provide in the template document EITHER a disclosure statement to include details pertaining to any charter school or campuses that have been closed, non-renewed, or revoked OR certify that the operator has not had a charter school/campus closed under any of the circumstances listed in TEC 12.101.

TYPE YOUR RESPONSE IN THIS BOX. IT WILL EXPAND AS NEEDED.

CHARTER OVERVIEW

1. AOA Vision Statement and Mission Academic Opportunities Academy (AOA) envisions a small-school, non-regimented, multi-grade educational experience for students that employs a dual-language curriculum, integrates technology in all levels of instruction, meets the educational needs of all classes of students and prepares our graduates for college and the work place. AOA will establish best practices that can be replicated for a dual-language program, based in science, technology, engineering, fine arts, and math (STEAM) subjects, with entrepreneurial vocational enhancements that inspire students, parents and the community to advance individually and collectively. AOAs mission is to create, develop, and continuously improve world class charter schools in science, technology, engineering, fine arts, and math (STEAM) education in a dual-language environment that serves students who have not been successful in traditional public and private school settings.

2. Community Engagement: AOA and its representatives have done extensive outreach to the community to

determine its needs, potential allies, partners, and location. Over the last two years, AOA has engaged local non-profit organizations, businesses, and parents at large using many methods


of engagement, from an educational booth at the local Fox Plaza, to one-to-one meetings with parents, businesses, City and State officials, to group meetings and presentations. All are becoming part of the groundswell of support for AOA establishing a charter school. In addition, AOA has been in dialogue with the Salvation Army El Paso City Council Members, City Representative District 3 Emma Acosta, and staff at the Boys and Girls Clubs at both the Delta and downtown locations. We have engaged the support of many nonprofits, community groups, nearby housing projects, the University of Texas at El Paso, El Paso Community College, and others. Board member, Wes Clarkson and I have met with Mr. Blake Borrow of the El Paso Rescue Mission, the Probation Department, Child Protective Services and Foster Care, the University of Texas Foster Care office, and others. All have given encouragement, support, and reflect the need for a charter school in the El Paso vicinity, and particularly in the Alameda Corridor.

3. Geographic Boundaries

Academic Opportunities Academy (AOA) accepts all students within El Paso County and Hudspeth County. AOA is bordered on the west with the La Fe Preparatory School at the far end of the Alameda Corridor and the Paso del Norte is on the Eastern side of the Alameda Corridor. Along with the demographics and needs stated herein, the area was selected as an underserved.

4. Educational Need and Anticipated Student Population

Responding to the High Incidence of Low-Income and High Need Students in the Alameda

Corridor of El Paso, Texas

AOA anticipates serving the following student population and will reach the neediest students. Our aim is to reach high need areas and families who are in low socio-economic situations, physically challenged students, homeless and/or displaced students. AOA has contacted the surrounding 12 homeless shelters and missions in El Paso, Texas, as well as reaching out to students in foster care via county social services. AOA will serve:

Academic Year Number of Students

Grade Levels Student:Teacher Ratio

Year 1 200 6-8 25:1

Year 2 300 6-8 25:1

Year 3 400 6-8 25:1

Year 4 400 6-8 25:1

Year 5 400 6-8 25:1

At Capacity (Enrollment Cap) 400 6-8 25:1

Specifically, AOA will create a new public charter school for children and families in the historically under-served neighborhood of the Fox Plaza Area of the Alameda Corridor, located in the El Paso school district.

Texas has one of the highest growing numbers of unserved and underserved students, with an estimated 84,000 public school students are identified as homeless across Texas. In El Paso, there are at least 3,000 students identified as homeless who live in the three largest school districtsEl Paso, Ysleta, Socorro. Although Region 19 Education Service Center and the University at El Paso have specialists who support school districts and teachers in high need areas, there are few educational interventions for these students and a real-time school


environment does not exist for homeless students. El Paso is the largest metropolitan community along the US/Mexico border, with a

population over 700,000; it is the 6th largest city in Texas with 76% of the population identified as Hispanic. As such, El Paso has the richness of international trade, tourism, biculturalism, as well as the tribulations of abundant poverty, minimal educational / economic resources, and minimal healthcare for its residents. The target community for the AOA Charter School is the Alameda Corridor located in the third poorest zip code in the U.S (79901), with a population of over 18,000 and is directly across the border from sister city, Ciudad Juarez.

The Texas border includes a stretch of the least educated counties in the nation. There are fewer than 70% of adults age 25 and older who have a high school diploma in 10 of the 15 Texas border counties, including El Paso. Ninety-five percent of the residents in the Alameda Corridor of this area are Hispanic, and in addition, the following conditions also exist:

88. 4% of residents rent their house versus own their house contributing to factors of financial instability, and risk of greater displacement; Median household income is $9,783 Only 26.8% of the population 25 years and older have a high school diploma or higher; Only 2.1% of the population 25 years and older have a bachelor's degree

AOA Responding to the Vital Educational and Community Needs of El Paso

Along with community leaders, parents, and students from El Paso, the rationale for developing the AOA Charter School responds to:

A. Gaps in opportunity for students to receive a well-rounded education that focuses on preparing them to be leaders in the 21st century. AOA will assist students to advance to college, the world of work, and specifically support preparedness in science, technology, engineering, arts, and math (STEAM) subjects.

B. Needs of a bulging community with overcrowded classrooms. C. Bi-lingual and cultural needs of a predominantly Hispanic/Latino community. D. Need for a different educational model and curriculum that provides a cutting-through

alternative to El Pasos poor performance in student test scores and high school/college preparedness.

E. Increase access and capacity for students and their families to raise their local economic currency and fill positions in STEAM fields by providing the necessary educational, vocational and college supports.

5. Education Plan/School Design.

Preparing Students to become Leaders in the 21st

Century: AOAs Rationale for STEAM

Education and Providing a well-rounded Curriculum

In recent test results of high school students from 65 industrial countries, the Program for International Student Assessment (PISA) coordinated by the Organization for Economic Cooperation and Development (OECD), ranked the United States below the average in mathematics and science. The U.S. Secretary of Education Arne Duncan issued a call for action stating, We have to see this as a wake-up callwe consider these results to be accurate and reliable and we can quibble or face the brutal truth that we are being out-educated. How we prepare students to compete and thrive in an evolving world must be fundamentally re-


imagined with STEM education becoming the cornerstone of this new paradigm AOA believes that a science, technology, engineering, and math education that

combines fine arts (STEAM) presents a well-rounded curriculum and is a lifeline to our nations further advancement, especially in the sciences. The standard science that is being taught in rural, suburban, and inner-city schools throughout the U.S. today, has allowed our children to continue to fall dramatically behind in science and math.

AOAs mission and goals promote a well-rounded education that helps prepare students for further educational advancement and the world of work whereby they will be able to earn a sustaining income for greater self-sufficiency. AOAs STEAM education program will be provided in a two-way dual-language environment that inspires scholastic excellence and achievement for all our underserved students. The AOA STEAM Charter School will be based on the following core principles:

The best and most advanced science education should be available to all children. The methods we use to teach science should develop both teachers and students. We must

promote learning that is hands-on, experiential, and links both teacher and student to advanced labs, research scientists, and innovative teaching and learning approaches.

Science education helps students excel academically in their career of choice, not exclusively as scientists but as students who reach their potential through their own career path.

As we prepare students to be leaders of the 21st Century, it is imperative that we provide them with the core elements of a sound science education, one that prepares them to be pioneers in science fields and helps remedy the science-intelligence deficit of the nation.

Responding to the Needs of a Bulging Community and Overcrowded Schools

Over the next five years, Fort Bliss Army Base, a United States Army post in New Mexico and Texas, with its headquarters located in El Paso, Texas, is expecting 20,000 additional troops and 33,000 family members to relocate to El Paso. It is the Army's second-largest installation, behind the adjacent White Sands Missile Range, and is the U.S. Armys Forces Command largest installation. The 2010 population of Fort Bliss was estimated at 8,591.

This influx of families will result in a substantial increase in the number of children attending public schools in El Paso, where classrooms are already overcrowded and will become even more jam-packed over the next several years. Currently there is an average of 22 students per classroom in El Paso, even though their goal is to have 17 students per classroom.

AOAs educational model uses a small class size as one of the key factors to intervene with language and educational barriers that often appear in the low performance in the schools of Alameda Corridor. AOA will have a maximum of 20 students in each classroom.

Smaller classroom size has been proven to increase positive academic outcomes as demonstrated in the longitudinal study: Student Teacher Achievement Ratio (STAR) Project in Tennessee. Children in small classes in elementary school performed better than students in large classes, completed more advanced math and English classes, and were more likely to complete high school and graduate on time. The Study also demonstrated that academic gains were larger for minority students, (www.ets.org/research) and that lowering the class size in Tennessee narrowed the achievement gap between blacks and whites by 38% percent (www.nea.org/classsize/index). Given a charter school model that allows for smaller classes, we believe that similar results, based on the Tennessee study can be achieved with students in El


www.nea.org/classsize/indexwww.ets.org/research

Paso. Responding to the Bi-cultural and Language Needs of Students in the Alameda Corridor

AOA will provide a dual language program for the students in the Alameda Corridor of El Paso. The students native language will be embraced and developed, creating a sense of pride in their heritage, family, and community. Alongside Spanish, English will hold a place of equal importance. The educational experience will be culturally relevant and enriching for the students and will be a unique and proven educational model.

Evidence- based research by George Mason University Professors Virginia Collier and Wayne Thomas demonstrates that children in a transitional bilingual education program who are in a segregated classroom for the duration of 2-3 years (early exit) will score in 24th

percentile nationally. Collier and Thomas research also demonstrates that the strongest predictor of second language acquisition is the amount of formal schooling received in the native language. Students that participated in one-way or two-way dual language programs were able to consistently reach the 50th percentile (national average) in both languages.

Alameda Corridors neighboring school district, Ysleta, has similar demographics as the Alameda Corridor with 89 % of its students being Hispanic and 74 % economically disadvantaged. In 1994, the Ysleta School District implemented dual language programs and have experienced wide-spread success. Spanish-proficient students in a dual language classroom are having greater success than their counterparts in a bilingual classroom. Seventy-five percent of 5th graders and 90.7% of 11th graders in a dual language program passed the Math Texas Assessment of Knowledge (TAKS) while only 60.3% of 5th graders and 49.5% of 11th

graders who were in transitional bilingual classes, passed the Math. Similarly, 83.4% of 5th graders and 92.7% of 11th graders in a dual language program

passed the Reading TAKS while only 81.1 % of 5th graders and 27.4% of 11th graders who were in transitional bilingual program passed. Students who have participated in the dual language program in the Ysleta Independent School District have outperformed their peers in the early exit bilingual programs.

Responding to the Vocational Needs of Students with few employment opportunities and

raising local economic currency to fill positions in STEAM fields

AOA will implement an after school junior achievement-style educational component called the Smart Village to enhance its already holistic educational curriculum and introduce middle school students to inspired thinking and special projects that focus on workplace literacy and vocational learning/ training. AOAs Smart Village will present students with the opportunity to develop a product, a widget, a game, etc. while introducing them to the world-of-work. This will be done in the AOA signature approach with is to present new ideas in an open-source method whereby we will help formulate the building blocks for entrepreneurial thinking, and business planning. Over the next 5-10 years the El Paso area will dramatically change in its job force as many new developments are currently under way. Most of these are involved in the entertainment, retail, and hotel employment sectors and our hope is that AOAs Smart Village after-school program will open up students minds to these sectors, as well as others like the technology arena which will challenge and inspire their vocational choices.

AOAs Strategy for Bridging Educational Gaps for Low Performing High Schools in the


Alameda Corridor

The under-served neighborhood of the Fox Plaza Area of the Alameda Corridor, located in the El Paso school district is a direct feeder to Jefferson High School, one of the oldest high schools in El Paso. For many years, Jefferson and Bowie High Schools have had a long standing record for the lowest academic performance within the El Paso Independent School District. In an effort to correct this problem, the district opened a magnet school on the campus of Jefferson High School, which helped improve the academics of the school. Despite these improvements, it still rates 4 out of 10 by Great Schools, and performs below the State, District, and Group on most of the Academic Excellence Indicator System (AEIS) data from the Texas Education Agency. Additionally, there is a significant weakness in science in the 10th grade, where only 52% of the students met the State standard. Failures rates were 51% in English Language Arts, and 45% in Mathematics according to the 2012 AEIS data. AOAs proposed charter school for the middle grades will focus on a STEAM curricula that will under gird and round out student academics and provide a sound platform for their high school launch.

AOA believes that the cornerstones for an effective and successful educational curriculum emphasize giving students individual attention, small group learning, in an open non-threatening bully-free setting. The model will have enhanced testing, a rich and stimulating STEAM curriculum that allows for student development through personal interest and selection. AOA will provide these basic elements along with a model that pays close attention to areas that secure success:

1. Customized Educational Programming 2. Student Testing and Analysis 3. Evaluation and Management for Continuous Improvement 4. Empowered and Informed Parents and Guardians 5. Empowered and Informed Students, Teachers, and Administrators

6. Leadership and Governance (responds further #7 and 8 thru the required Attachments C, D

and E) Board of Directors: Mark Casavantes, Joaquin Moreno, Joe Sandoval WHEN YOU HAVE FINISHED, LEAVE THE REMAINDER OF THIS PAGE BLANK.


Section One - Educational PlanProgram Overview Explain the educational philosophy that guides the design of the school, and describe the curriculum program to be offered and how it aligns with the education program, including primary instructional methods and assessment strategies. Describe any non-negotiable elements of the school model. Briefly describe the evidence that promises success for this program with the anticipated student population.


Program Overview

AOAs Guiding Values and Educational Philosophy

AOA will integrate the values of integrity, teamwork, innovation, and continuous improvement in all its endeavors by providing dedicated service to ensure the success of each student in a safe and bully-free environment. Additionally, AOA is grounded in the concept of a democratized education that is accessible to the most underserved families who are in low-economic situations, recent immigrants, as well as disadvantaged children who are physically challenged, displaced, children in foster care and/or in homeless situations.

AOAs Curriculum Foundation and Philosophy for Innovative Learning

As part of AOAs STEAM curriculum, we will help students to become lifelong learners who are in control of their personal educational journeys, ensuring their success in school and later in life. AOA uses a curriculum that is based on several philosophies of thought that allow students to succeed both academically and socially. Education does not have the luxury of a single philosophy that is adequate for the development of a comprehensive methodology that meets the needs of all students. AOAs educators have learned from their collective years in the classroom and educational administration, that the best practice is to apply the ideas and working philosophies of the most progressive and pragmatic thinkers from several traditions. The major schools of thought that have influenced AOAs educational plan and philosophy are: Mastery Learning, Constructivism, and Progressive Learning. These concepts are explained further and examples of how they can be applied:

Mastery Learning: Learning for mastery, or mastery learning, are terms coined by Benjamin Bloom in 1968 and 1971 respectively. As refined by J.H. Block and Thomas R. Guskey, (lets qualify who they are in one phrase) - mastery learning focuses less on specific content, but rather is a description of the process of mastering particular learning objectives. The material that will be taught to master is broken down into small discrete lessons that follow a logical progression. In order to demonstrate mastery over each lesson, students must be able to overtly show evidence of understanding of the material before moving to the next lesson.

A typical scenario of mastery instruction at AOA would involve a classroom teacher who begins by presenting a concept to their class. An assessment is then given to determine which students have mastered the topic and which students need further individual instruction. The students who have mastered the concept begin enrichment activities that heighten their knowledge of that concept, while the students needing further instruction are given individual instruction, assignments and activities to allow them to master the topic before moving on. This school of thought allows for all students to master a particular topic without feeling the need to compete against their classmates. The emphasis promotes


the unique learning for each student and each learns how to compete with individually develops a desire to master concepts.

Constructivism: Knowledge is actively constructed by the learner, not passively received

from the environment. This quote embodies the concept of Constructivism which is based on the theory that the learner is a self-motivated and curious individual who is able to form his or her own understanding and knowledge of a topic through experience and reflection. The student is able to construct their knowledge through active techniques, such as experiments, observations, and real-life problem solving. John Dewey and Maria Montessoris work in education are examples of this school of thought. Dewey emphasized an active intellectual learning environment and Montessori emphasized the freedom in such an environment that was prepared with materials designed for their self-directed learning activity. In both cases the learner is self-directed, creative, and innovative. AOA values the nexus points of Constructivism of learning, experience and adaptability and embraces the treatise by Martin Dougiamas, coming to know [a concept] is a process of dynamic adaptation towards viable interpretations of experience. , Dougiamas is an educator whose work has made a significant impact of implementation models of teaching and online learning.

Progressive Education: This belief proposes that education is based on the principle that humans are social animals who learn best in real-life activities with other people. The work of Jean Piaget and Jerome Bruner, two learning theorists, demonstrate this school of thought. Piagets is known for his taxonomy of development through four age progressive life stages which helps educators present age-appropriate concepts. These stages include:

a. Sensorimotor Stage: birth to age 2; b. Preoperational Stage: 2 to age 7, c. Concrete operational stage: 7 to age 11, and d. Formal operational stage: 11 to age 16 and onward.

Brunner argued that any subject can be taught in some intellectually honest form to any child at any stage of development. This notion was an underpinning for his concept of the spiral curriculum which posited the idea that a curriculum should revisit basic ideas, building on them until the student had grasped the full formal concept.

Elements common in progressive education programs that AOA will use are: hands-on projects and experiential learning, integrated curriculum units or thematic units, problem-solving and critical thinking, cooperative learning projects, community service and service learning projects, the use of varied learning resources, and an emphasis on life-long learning and social skills. This model allows for individual interests to be built upon while still implementing learning objectives relative to the students grade level.

By implementing these different models, AOA will provide diverse learning opportunities for all students that encourage individual motivation and interest in all subjects. These models take into consideration various backgrounds and styles of learning, which will be relevant to the diverse population that AOA will be serving. Students will be engaged in critical thinking skills and experiential learning opportunities that will allow them to reach their full academic potential.


Continuous Improvement

AOA plans to apply a continuous improvement model to Grades 6-8 education, based on two quality management systems borrowed from the corporate sector: the Six Sigma management system for quality that strive for near perfection and the Total Quality Management philosophy that provides an integrative approach to quality systems. Similar to these philosophies, AOA believes that an organization will grow more efficiently by employing a self-awareness model of regulation and administration, rather than a top-down method of control. AOAs integrative application of these philosophies will begin with diagnostic assessment and the development of a personalized learning prescription for each student. Lessons and learning activities will be assigned that directly address the goals included in the prescription, and mastery of these goals will be measured using an ongoing assessment program that will be used to determine when to move a student on to the next objective within a subject being studied.

Tiered Instruction

AOA will implement a differentiation strategy called Tiered Instruction, whereby, every student will be diagnosed for learning gaps, provided with a learning prescription, and then offered a series of learning activities that both meet his/her needs and challenge him/her to excel. For each lesson, we will create a series of learning activities for every level of ability and current achievement. Over time, these learning activities will be modified in multiple ways to provide a significant curricular depth in our database of such activities. In most schools, instruction is usually planned and implemented at the macro level, based on entire classes, grade levels, campuses or even districts. However, learning is essentially an individual experience; students actually learn at varying speeds, and learn most efficiently by using a variety of different instructional modalities. In other words, one size does not fit all students when it comes to education. This implies the need for a rich, varied, and individualized instructional model that allows students to choose appropriate learning activities and encourages them to progress through those activities at an efficient and individualized progress rate.

Informing Curriculum through Evidence-Based Research

Schools often develop curricula that are based solely on state standards rather than using standards to frame an education learning experience that is both relevant and applicable to students. AOA seeks to offer an approach that utilizes key areas of learning that are evidence-based and have proven success.

AOAs blended philosophies of Mastery Learning, Constructivism, and Progressive Education have been implemented in numerous academies and have proven success. The BASIS School in Tucson, Arizona, is an example of a successful program which bases its program on Mastery Learning. BASIS uses an accelerated curriculum that allows students to master the concepts and then assist those students struggling with them. This builds peer-to-peer relationships and allows responsibility to be transferred to the student. This facilitates learning and success among the entire student population. BASIS also uses both Constructivism and Progressive Education. By transferring responsibility to the students for their assignments and for assisting peers, the concepts are reinforced in a hands-on teaching style approach. Students


who are able to teach concepts to other peers have truly mastered knowledge of the concepts. Using the mastery approachevaluated through performance assessmentsallows

both students and teachers to be involved in conversations that focus on building the students capacity to be involved in learning activities that are relevant to the students future academic goals. These assigned activities require that students are treated as individuals, and those teachers must know their students enough to personalize the teaching approach within the classroom. A mastery approach, along with partnership learning, will be critical to the students success in further grade levels.

Small Classroom, Dual Language Instruction

As presented in the Education Need Overview Narrative, AOA plans to provide students with dual-language instruction provide within small class size to best accommodate their cultural and language needs. These methods have proven success nationally and locally as demonstrated in the Alameda Corridors neighboring school district, Ysleta, with similar demographics whereby, 89 % of its students being Hispanic and 74 % economically disadvantaged. In 1994, the Ysleta School District implemented dual language programs and have experienced wide-spread success. Spanish-proficient students in a dual language classroom are having greater success than their counterparts in a bilingual classroom. Seventy-five percent of 5th graders and 90.7% of 11th graders in a dual language program passed the Math Texas Assessment of Knowledge (TAKS) while only 60.3% of 5th graders and 49.5% of 11th

graders who were in transitional bilingual classes, passed the Math. Similarly, 83.4% of 5th graders and 92.7% of 11th graders in a dual language program

passed the Reading TAKS while only 81.1 % of 5th graders and 27.4% of 11th graders who were in transitional bilingual program passed. Students who have participated in the dual language program in the Ysleta Independent School District have outperformed their peers in the early exit bilingual programs.

Curriculum and Instructional Design Propose a framework for instructional design that both reflects the needs of the anticipated population and ensures all students will meet or exceed the Texas Essential Knowledge and Skills (TEKS) standards. 1. Describe the basic learning environment (e.g., classroom-based, independent study), including class

size and structure. 2. Give an overview of the planned curricula, addressing alignment with the TEKS. Describe the

evidence that these curricula will be appropriate and effective for the targeted students. a. Provide, as Attachment E.1, a sample course scope and sequence for one subject for each grade

configuration (elementary, middle, high school) the school would serve. Identify course outcomes and demonstrate alignment with the TEKS.

OR

b. If the curriculum is not already developed, provide as Attachment E.1 a curriculum development plan, including identification of individuals responsible and the timeline for development and completion, including review to ensure alignment with the TEKS.

3. Describe the primary instructional strategies that the school will expect teachers to use and why they are well-suited for the anticipated student population. Describe the methods and systems teachers will have for providing differentiated instruction to meet the needs of all students.



1. AOAs Learning Environment

1.Description of Main Educational Space Classroom

An organizational and architectural expression of this need would be the use of a multi-grade, open classroom. Our space plan includes a large central space for students to work in, with smaller conference rooms that feed into that larger area. Teachers and instructional aides will provide small group lessons in the smaller rooms. As students achieve an acceptable level of understanding, they will return to the larger room to work on follow-up learning activities. This will allow the teacher to concentrate more time on those students who require additional assistance to achieve an appropriate level of understanding

2. Curriculum Overview

AOA intends to provide a comprehensive curriculum that presents a diverse array of subjects that support academic and personal development in STEAM subjects via a dual language methodology. English Language Arts, Spanish Language Arts and Fine Arts will be implemented to enhance the science aspects of the curriculum. Initially, AOA will use be curriculum developed by Edmentum, a Minnesota-based online learning company supporting over 65,000 teachers a day, and will integrate the following aspects: Reading and Language Arts

English Language Arts (ELA) and Spanish Language Arts (SLA) will be taught with the same rigor that is indicated in the Texas Essential Knowledge and Skills (TEKS) Standards. This will be accomplished by creating a mirror approach of all units of study and learning activities in the two courses. This approach will provide appropriate services to our English Language Learners (ELL). As we begin our program at the middle-school level and as we receive new students at these levels, a variable model of 90/10 to 50/50 will be implemented for students. Over time, students at the 90/10 level will be moved up towards the 50/50 level as is possible.

This will incorporate AOAs Dual-Language College Prep Program, which is modeled closely after the Cien Aguas International Schools Dual-Language Program. Having consulted with David Rogers of the Dual Language Education of New Mexico (DLENM) we will be incorporating many of the aspects of the dual-language program that Cien Aguas models into our classes. Our goals are to eventually reach a 50/50 model in the classroom. ELA and SLA will include instruction in the specific areas of spelling, reading, reading comprehension, grammar, composition, research and study skills; higher order thinking skills, creative expression and penmanship. Each of these areas will be taught at the individual grade levels at AOA and will build on each other to provide a comprehensive and progressive learning experience. Much of the reading curriculum will be based off of the BASIS Schools literature curriculum.

In addition, standards will be developed that parallel the English Language Arts standards for reading and writing at each grade level. All of our learning activities will be purposefully written to align to the standards within this framework. Our curriculum mapping database will provide a measurement of progress toward mastery on a continual basis for all of these standards and provide for individualization of the learning experience for every student. Fine Arts

We believe that fine arts programs help students learn skills in dedication, long-term goal setting and concentration. Students learn that dedication in the short-term, can lead to success in the future, as long as they set attainable goals and are dedicated to reaching those goals. For


instance, painting a mural is a hands-on approach to working patiently and being committed to reaching the eventual results. These skills will provide students with an experiential approach to learning life skills.

AOA will present painting instruction in an art class, alternating at the end of a project with music instruction. Students will also have the opportunity to create traditional 2-D and 3-D artworks, create digital artwork, produce multimedia presentations and movies, participate in drama class, and engage in vocal performance. These additional goals and curricula provide students with skills that will enhance the traditional academic studies.

All students will be introduced to a variety of dance styles, including ballroom dances, line dancing, Salsa, Cha Cha Cha, Mamba, Merengue, Rumba, Samba, Jive, Paso Doble, Zumba and P90X, typical fitness gym activities, aerobic exercises and other appropriate physical activities, and will develop a personal fitness health and weight control program. Students will have the opportunity to participate in male, female, and coed oriented programs, and to decide which they prefer. Giving students a choice about their physical fitness promotes self- autonomy and allows students to customize a program that they are interested in.

Music education will begin in the sixth grade. Our goal is for each child to learn to play at least one musical instrument and to learn vocal performance. Similarly, theater arts will be introduced to all students, rather than reserving it for a few at the upper grades. Visual arts of all styles and media, along with computer graphic design, will be introduced and mastered throughout all the grade levels in our school. Throughout this process, students will be introduced to local visiting artists, receive short-term tutoring from artists and musicians, and experience a variety of arts-related activities in the community.

Students will also become familiar with the cultures of several different nations and some of their traditions. This will assist the students in eventually learning not only a grammatical language, but a comprehensive study of various countries and how their language fits into their cultures and traditions. Students will study each countrys history, including art, literature, science and technology associated with the nation. Social Studies

The typical topics in social studies, political education, civics, economics, geography, and history will be augmented with units of study in sociology, anthropology and psychology. The curriculum used will cover ten major areas of social studies and sciences, including the culture, understanding the past from various perspectives, people and environments, individual development and identity, the impact of various groups and institutions, authority and governance, resources, the significance of science and technology on a society, global connections, and civic ideas and practices. These will again be studied in various forms at each grade level, resulting in a progressive study which builds on the previous grade level. Science

The following outline provides an initial framework of AOAs STEM-focused areas of the curriculum.

1. Science a. Physics b. Chemistry c. Biology d. Earth Sciences


e. Science Fair Projects 2. Technology

a. Calculator i. Use of all functions

ii. Programming b. Computer

i. A+ Certification ii. Networks

iii. Security c. Software Applications

i. Word ii. Excel

iii. Power Point d. Robotics e. Digital Art f. Video Production g. Web Design

i. HTML ii. CSS

iii. Javascript 3. Engineering

a. CADD i. Autodesk Revit Architecture

ii. Autodesk Inventor Professional iii. Autodesk Inventor Fusion

b. Architecture c. Civil Engineering d. Structural Engineering e. Mechanical Engineering f. Electrical Engineering g. Electronics Engineering h. Computer Science

i. A+ Certification ii. C++ Programming

i. Thinking j. Problem Solving k. Computer Integrated Manufacturing l. Digital Electronics

4. Mathematics a. Pre-Algebra b. Algebra I c. Geometry d. Probability e. Statistics


f. Logic g. Number Theory h. Calculations in other number bases (2,4,8,16,32 )

5. Academic Competitions a. Texas University Interscholastic League Competitions b. MATH COUNTS Competitions c. Others

6. Project Themes a. Sketching, Design and Documentation b. Introduction to Energy and Power c. Energy Conversion Systems d. Conversion and Storage of Energy e. Simple Machines f. Mechanisms g. Basic Electricity h. Introduction to Control Systems i. Human/Machine Collaboration j. Introduction to Sensors

The science curriculum will also include students preparing and competing in Mobile Robotics and Robotics competitions. Technology

Students will be introduced to a wide variety of introductory technology. Students will learn how to use many of the functions of a TI-84 Plus calculator as well as how to program this calculator. They will learn how to use, make and repair computers, earn their A+ certification, learn about computer networks, and computer security. Students will learn how to use various software applications such as Microsoft Word, Microsoft Excel, Microsoft Power Point, Autodesk Revit Architecture, Autodesk Maya (game simulation) Autodesk Inventor Fusion (mechanical design), and Autodesk Inventor Professional (mechanical design). Students will learn how to design web sites using Hyper Text Markup Language (HTML), JavaScript, Cascading Style Sheets (CSS), and C++ programming languages. Students will learn and solve various problems from architecture, civil engineering, structural engineering, electrical engineering, and electronics. Project themes will contain aspects of the following: solving real world problems, thinking, logic, sketching, design, introduction to energy and power, conversion and storage of energy, simple machines, mechanisms, electricity, introduction to control systems, human/machine collaboration, mobile robotics and the introduction to the application of various sensors. Mathematics

In addition to the required topics in the state standards covered at specific grade levels, various topical math skills, such as health sciences and computer programming language, will be integrated into the mathematics instruction. Grade Six will focus on concepts such as ratios, fractions, coordinate planes, algebraic expressions, equations and inequalities, basic geometry, and interpreting data. Grade Seven will focus on concepts including proportions, rational numbers, solving equations, probability, and further study in geometry. Grade Eight will focus primarily on transformations, similarities, rational and irrational numbers, theorems, functions,


linear equations, exponents, scientific notation, and advanced geometry including volumes of spheres, cones, and cylinders. These concepts build off of each other and will allow students to be well prepared for high school mathematics, having had an introduction to most areas, with more advanced study in several.

The curriculum outlined above will be aligned with the NMCCSS in ELA, SLA, and mathematics, and aligned with the Texas State Standards for all other subjects by its implementation in the fall of 2015. Physical Education

AOA will focus on physical fitness, nutrition, and promote healthy lifestyles that will counteract the growing trends of obesity and risky lifestyles in todays society. The physical education design is one of variety and interest development. All students will be introduced to activities such as the, a variety of dance styles, aerobic exercise and other typical fitness gym style activities. Since these are common fitness activities in adult society, they are good candidates for basic instruction at this grade level. Activities will include instruction in aerobic and anaerobic exercise, heart rate, basic exercise techniques, fitness circuits, resistance band and medicine ball workouts, balance, strength, flexibility, and range of motion. Students will also learn body awareness, body composition, nutrition, and develop a personal fitness plan. Students at AOA will be encouraged to participate in various fitness events around the community, including competitions, races, and community leagues. These experiences will not only keep students physically fit and healthy, but they will provide ample opportunities for future involvement in sports at a high school level, community involvement, or simply a desire to remain physically healthy.

3. AOA Primary Instructional Strategies

The following methods and systems will be implemented for teachers and will provide differentiated instruction to meet the needs of all students: Dual-Language Learning

This approach emphasizes equality of educational opportunity for both English and non-English-speaking children through an educational process that validates and fully develops both languages and instills a mutual respect for both language learners. Two-way/Dual Language models serve as vehicles for positively impacting educational and social change and eliminating the academic achievement gap that currently exists between our English and Spanish speaking children. http://www.texastwoway.org/ Establishing a two-way dual-language program within AOA will allow students to become fluent in English and Spanish.

AOA will model its dual-language learning program after Cien Aguas International School in Albuquerque, New Mexico. Cien Aguas delivers its classes in Spanish and English according to the 90-10 model of dual language immersion (Cien Aguas, 2013). AOA will reflect the program offered by Cien Aguas, but will tailor it to provide effective dual-language learning beginning in the sixth grade (Cien Aguas begins dual-language learning in kindergarten). The dual language program offered by Cien Aguas uses curriculum from the International Baccalaureate Organization (IB), which incorporates global concepts for learning into five main areas. IB uses the contexts of Approaches to Learning, Community and Service, Health and Social Education, Environments, and Human Ingenuity to provide multiple opportunities to study relevant issues in ways each student can understand. AOA will consider using aspects of


http:http://www.texastwoway.org

this curriculum to engage students in study that is both appropriate to their understanding and learning level, also with learning activities that will enhance their academic careers.

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Two-Way Dual-Language Implementation Schedule

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practice activities that vary in depth, complexity and learning styles. Additionally, modified assignments to meet Limited English Proficiency (LEP) needs, simplified English lessons to meet the needs of ESOL (English Students of Other Languages) students and challenging assignments to meet the need of GT (Gifted and Talented) and Special Education students will be offered, as is appropriate. Self-Paced Mastery Learning with Tutoring Support

AOA plans to work with students in a self-paced program that promotes students advancing from one lesson to another based on a 90% mastery of the knowledge and skills related directly to that lesson. Multiple activities organized as a lesson selection group will be available for each lesson that a student has to learn.

The corollary to self-paced mastery learning is the dissolution of the typical grade level classroom. If individual needs are to be met, then large classroom instruction that aims


primarily at the students in the middle of the group needs to be avoided. Students will be pulled out of the Main Academic Area Classroom when instruction is needed on the same concept based on data collected within the Curriculum Mapping and Database Software. Algorithms will be developed that will identify students needing instruction and place them in classes. The teacher will prepare for these classes, and when ready, will notify the students in that class where and when this instruction will begin. The teacher will notify these students by messages sent to the students tablet computer. The teacher will provide instruction for as long as necessary, not to exceed 90 minutes at a time. If additional instruction is needed, then two or more periods of instruction will be given until all students master the concept. The teacher also may dismiss some students earlier if these students have demonstrated mastery of the concept. All teachers will be held accountable to the effectiveness of their teaching based on data collected from the Curriculum Mapping and Database Software. Teachers will be expected to reflect on their teaching practice based on the data. If a class conflict occurs, students already in a class will be rescheduled for the next available class that they missed.

Our plan includes a large number of highly trained and certified tutors, certified instructional aides, dual-certified teachers and part-time teachers in order to reduce the student to teacher ratio and to provide more depth in our expertise. AOAs plan will employ two tutors for every teacher employed. These individuals will assist the teachers by carrying out instructional duties under the guidance of the teachers. We believe that having more adults present will better motivate all the students to excel while also providing lower performing students with the individual attention that they require.

AOA has studied other successful charter schools and there are three that reflect best practices that AOA hopes to adopt: Breakthrough Schools, YES Prep School and Match School. Breakthrough School in Ohio is a distinguished school receiving high ratings from the Ohio Department of Education. Breakthrough School has components that AOA can adapt and modify to use in its educational plan. Similar Breakthrough Schools, AOA will have multi-age classes that align with childrens developmental stages, and if available AOA will recruit a cadre of volunteers and college interns to assist in various aspects at the school. We hope to achieve similar success as seen in Breakthrough Schools where in 2010 students (90% African American and 80% low-income) significantly outperformed Ohio public school students on average on every single test at every single grade level (Business of Good, 2013).

A second role-model school that AOA will emulate is YES Prep in Texas. YES ranked twenty-fourth in the nation for charter schools and graduates 100% of its seniors. Serving a similar demographic (80% economically disadvantaged and 95% minority), YES Prep has built a model of success through an extended school calendar, longer school days, rigorous academic curriculum, and a support system that provides instructional and tutoring assistance for any student who requires it. The YES model strives to complement the teachers instruction and provides individualized attention to those students requiring additional instruction. Like YES, AOA will place certified instructional aides in our Main Educational Space Classroom and provide teachers supports that benefit the students in small group and one-to-one assistance.

AOA will also base its approach on the MATCH charter school in Boston. MATCH relies heavily on full-time Instructional Aides to provide educational assistance to students, including a majority of the grunt work, like practicing math skills with struggling students (Carr, 2010). This assistance allows full-time teachers to focus on their lesson plans and collaborating with


parents. Ranked 63rd nationally among charter schools, MATCH provides students with an extended school day and two hours of tutoring for every student. AOA will base its model on MATCHs success, providing individualized instruction and an extended school day to ensure students are given the opportunity to be successful in their educational and future endeavors.

In the same manner, AOA will recruit as many volunteers as possible from among the parents and grandparents of our students. These individuals will receive the same training and direction as the Instructional Aides. This recruitment will also add to the intergenerational system that the Breakthrough Schools in Ohio have successfully implemented. This approach allows members of the community to be directly involved in students education, regardless of their age. This intergenerational approach has proven successful, primarily because students are introduced to older members of their community who have gained years of wisdom and education and who are able to pass that along to students. This approach also bridges many of the community gaps that can occur in an economically disadvantaged community and improve the relationships of the community members. Working toward a common goal has been shown to bring communities together, as evidenced in the Cleveland area. Tiered Instruction

AOAs proposed model of education represents a self-paced, individualized, multi-grade educational program that will offer students choices that fit their desires, strengths, learning styles, interests, and educational needs. Our model utilizes a detailed curriculum-mapping database that provides real-time data to everyone involved in each childs education. This database has algorithms we designed to offer several instructional activity options to each student based on his or her current educational needs. This database provides accurate reports, and is designed to measure student success as effectively as possible. This data will also be easily accessible to parents, allowing them to become more involved in their childrens education.

This model, referred to as tiered or differentiated instruction, is a process to approach teaching and learning for student of differing abilities in the same class. The intent is to maximize each students growth and individual success by meeting each student where he or she israther than expecting students to modify themselves for the curriculum (Huebner, 2010). This form of instruction ensures that each student is appropriately challenged, thus maximizing learning. A growing body of research shows positive results of tiered instruction. One study found that tiered instruction consistently yielded positive results across a broad range of targeted groups (Huebner, 2010). An example of differentiated instruction can be seen in the Trenton Public Schools located in New Jersey. The Trenton Public School district requires all teachers to develop lessons and units thataccommodate various learning styles (Trenton, 2013).

3.Contd Instructional Strategies and How the Methods correlate effective teaching with

AOAs Student Target

Dual Language

Our target population in El Paso is predominantly Hispanic. Dual language programs have a good track record of providing for the learning needs of these students and also providing a distinct academic supplement for students from English speaking homes. The Dual Language Program will offer students an environment based off the 90/10 model transitioning


into a 50/50 model and will result in students being better prepared for the culture in which they live. Dual language instruction results in a full achievement gap closure something that a traditional program for English learners cannot provide. According to Wayne Thomas and Virginia Collier (Longitudinal Researchers in the Dual-Language Education at George Mason University), a dual language program will provide integrated, inclusive, and unifying education experiences for their students, in contrast to the segregated, exclusive, and divisive education characteristics of many traditional English-only and transitional bilingual programs . Experimental and Career Oriented Experiences

Our STEAM curriculum holds the promise of preparing students for a work readiness in a number of areas previously enumerated in the Technology section above. These career tracks will begin to prepare students for success at both the high school and college levels. Using the computer programs outlined in the Technology section above, students at AOA will have a hands-on approach to learning, using tools that are already being used by top engineering and architectural firms. Students will not only learn how to use these programs, but will use them to engage in learning activities relevant to future career opportunities. Self-paced Mastery Learning with Tutoring Support

Gaps in learning lead to failure at the higher levels. A mastery learning system forces the instructional staff to recognize and remediate these gaps to the point that they no longer exist. This cannot be done without individualization and attention to each student, given by the instructor initially and then transferred to the instructional aides who will assist students until mastery is reached. Gaps in learning will be avoided, and students will exit AOA on the same level rather than in a traditional schools approach to learning which does not always aim for an equal level of learning and understanding. Cutting Edge Technology Use

To grow and learn from a knowledge platform that is in pace with the 21st Century, AOA will use cutting-edge technologies and methods that can engage students and capitalize on the strengths they have already developed. The use of technology tools will prepare students for the culture they are now living in, and will allow them to have an advantage over those students who may not be instructed in various technologies.

Student Performance Standards Responses to the following items regarding the proposed schools student performance standards must address the TEKS. 1. Clearly state how the TEKS will be incorporated into classroom instruction and assessment. 2. If you plan to adopt or develop additional academic standards beyond the TEKS, explain the types of

standards (content areas, grade levels). Describe the adoption or development process that has taken place or will take place. Select one grade level and subject area as an example, and explain how these additional standards exceed the TEKS.

3. Explain the policies and criteria for promoting students from one grade to the next. If mid-year opportunities for grade advancement will be available, explain and provide the rationale for this option. Discuss how and when promotion and graduation requirements will be communicated to parents and students.

4. Provide, in Attachment E.2 the schools promotion requirements for students to the next grade and/or graduation requirements, as applicable. The promotion/graduation requirements should


clearly set forth what students in the last grade served will know and be able to do, if in addition to TEKS.


1.TEKS incorporated in the Classroom Instruction and Assessment

AOA will use the Edmentum curriculum which is aligned to the TEKS. For teachers who perform pull-out instruction they will be teaching the same topics as Edmentum and so will also be aligned to the TEKS. All instruction and student assistance is aligned with the TEKS.

AOAs curriculum mapping and database software will track student performance on all the TEKS objectives in all our content areas. 2.Additional Academic Standards/Metrics

AOAs students performance goals are projected from available data for the Henderson Middle School. The following graphs chart out in detail each of the grades projected advancement that support AOAs student academic goals.

Academic Opportunities Academy Student Academic Goals

Henderson AOA AOA AOA AOA AOA Middle School EPISD

STAAR Percent at Phase-in 1 Level II or Above (Sum of All Grades Tested)

2015- 2016- 2017- 20018- 2019-2012-2013 2016 2017 2018 2019 2020

STAAR All Subjects 2013 57% 79% 89% 95% 97% 99%

2012 56% 78% 89% 95% 97% 99% STAAR Reading 2013 63% 82% 91% 95% 98% 99%

2012 58% 79% 90% 95% 97% 99% STAAR Mathematics 2013 70% 85% 93% 96% 98% 99%

2012 64% 82% 91% 96% 98% 99% STAAR Writing 2013 50% 75% 88% 94% 97% 98%

2012 52% 76% 88% 94% 97% 99% STAAR Science 2013 39% 70% 85% 92% 96% 98%

2012 48% 74% 87% 94% 97% 98% STAAR Social Studies 2013 27% 64% 82% 91% 95% 98%

2012 33% 67% 83% 92% 96% 98%

STAAR Percent Met or Exceeded Progress STAAR Reading 2013 58% 79% 90% 95% 97% 99% STAAR Mathematics 2013 54% 77% 89% 94% 97% 99%


STAAR Percent Exceeded ProgressSTAAR Reading 2013 16% 58% 79% 90% 95% 97% STAAR Mathematics 2013 5% 53% 76% 94% 94% 97%

Progress of Prior Year STAAR Failers: Percent of Failers Passing STAAR (Sum of Grades 4-8) STAAR Reading 2013 16% 58% 79% 95% 95% 97% STAAR Mathematics 2013 5% 53% 76% 88% 94% 97%

Reading and Math: AOA aims to revolutionize STEAM Education and in doing so it will continue to focus on essential building blocks through students preparation in reading and math. AOA will use the Lexile standard for grade level reading assessment and scoring, as measured by DIBELS in the lower grades (K-6th) and the Gates-MacGinitie Reading Test for all grade levels, will be used to set individualized reading goals for each student. Lexile goals will be based on initial testing at the beginning of the year, or the date when a student transfers into AOA from another school.

Grade Typical Beginning of the Year Range

Typical End of the Year Range

Minimum Expected Growth per Student

6 665L to 1000L 745L to 1065L +80L

7 735L to 1065L 815L to 1100L +80L

8 805L to 1100L 865L to 1165L +60L

The Gates-MacGinitie Reading Test also provides a grade equivalent scale for each student. The goals for grade level reading skills will be based on the discrepancy between the measured level and the actual grade level of the student. The relevant function for this growth is y = 2.4(1.1x), where x is the initial discrepancy and y is the expected annual growth.

Grade Measured Discrepancy at Beginning of the Year (x)

Expected Growth for the Year (y)

6 -1.5 +2.1

7 -1.0 +2.2

8 -0.5 +2.3

3.Student Promotion and Level Advancement

AOAs overall student grade competency and advancement goals are: 1. To advance students into the next higher level of proficiency each year as outlined in the

Common Core State Standards and the National College Credit Recommendation Service for each grade level via evidence provided through performance assessments.

50% of our students will achieve the proficient level in the core curriculum by the end of their first year attending.

85% of our students will achieve the proficient level in the core curriculum by the end of their second year attending.


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97.5% of our students will achieve the proficient level in the core curriculum by the end of their third year attending.

Student Goals Specific to Reading and Math 2. Students who begin the year in the Nearing Proficiency range will have a 60% to 80%

probability of mastering the TEK in reading and math. 3. Students who begin the year in the Proficient Range will have an 80% to 99% probability

of mastering the assessment. 4. Students who begin the year in the Advanced Range will have a 99% to 100% probability

of mastering the assessment.

In addition, students who master each of the TEKS in all content areas with a 90% or better will be promoted during the school year. If they only want to promote during mid-year we will only promote at the mid-year point. All other students must complete 70% mastery in each of the TEKS in each of the content areas we teach at the end of the school year.

Student Performance Assessment 1. Describe the process to be used to determine baseline achievement levels of students and methods

of measurement to be used. 2. In addition to all mandatory assessments, identify the primary interim assessments the school will

use to assess student learning needs and progress throughout the year. Explain how these interim assessments align with the schools curriculum, performance goals, and the TEKS.

3. Explain the plan to measure and evaluate academic progress of individual students, student cohorts, and the school or campuses as a whole throughout the school year, at the end of each academic year, and for the term of the charter contract. Explain the plan to collect and analyze student academic achievement data, use the data to refine and improve instruction, and report the data to the school community. Identify the person(s), position(s), and/or entities that will be responsible and involved in the collection and analysis of assessment data.


1. Process and Methodology for Measurement and Baseline Achievement

The path that AOA has chosen focuses on a comprehensive STEAM education program that parallels a rigorous system of assessment and advancement. The following describes our plans and methods for assessment, student success, and community support/ engagement which we feel is vital to AOA achieving its goals and overall success. Baseline Assessment:

AOAs ongoing assessment model will measure students progress and growth. AOA will implement an initial diagnostic assessment that will determine a baseline performance level for each student along with apparent gaps in his or her skills and knowledge. Testing will continue throughout the year, utilizing a combination of AOA-developed assessments, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), and the MAP (Measures of Academic Progress), in order to continually measure the rate of student growth. Learning Prescriptions:

A learning prescription will be generated for each student based on these diagnostics and an ambitious growth model by our Curriculum Mapping Database and Software. Learning prescriptions will be individualized for each student based on the students interests, the degree of supervision required and their ability in self-guided learning, learning style, students


preference to work independently or in small groups, including the ability of the student to select activities from a list of various assignments, activities, and projects. The learning prescription clearly identifies all of the lessons that a student needs to master as they relate to the specific statements in the TEKS, the STEAM curriculum, the College Board Standards for College Success, the ACTs College Readiness Standards, and the Performance Continua for the Equipped for the Future Work Readiness Profile Skills developed by the National Work Readiness Council. AOAs Curriculum Mapping and Database Software will automate this process on an ongoing basis based on the most current assessment data.

2.Primary and Interim Student Assessments

AOA plans to use a national standard for assessment of math and reading from the Northwest Evaluation Association (NWEA). NWEA is non-profit agency committed to helping school districts nation-wide improve learning for all students. Over 1300 school districts and 3million students have benefited from the Associations tools for testing and measuring student progress. AOA will use the Associations Measures of Academic Progress (MAP) which is an adaptive test measuring student progress. MAP assessment will be used as part of AOAs ongoing assessment program. Cut scores have been developed that predict performance on the New Mexico Standards Based Assessment. AOA has established MAP cut scores to indicate four categories of performance: Beginning Step, Nearing Proficiency, Proficient, and Advanced (the same categories used in the SBS (Standards Based Assessment).Other subject areas are not currently available for the MAP, but we will use other standards that have proven success in overall student assessment.

Student MAP testing results are reported in Rasch unIT scale (RIT) with scores that usually range from 100 to 300. A RIT score estimates a students instructional level and also measures their progress or growth in school. At the beginning of the year, each student will be assessed to determine his or her RIT scores in reading, mathematics, and science. The same range applies to all grade levels and indicates, within that range, the level at which a student is performing.

The following tables below show the goal in RIT score improvement for a student who begins the year in the Beginning Step category. This improvement should bring these students up to the proficient level on the MAP, providing a 53% to 60% probability that they will master the New Mexico Standards Based Assessment. Reading

Grade 9th Week 18th Week 27th Week End of Year

6 +8 +16 +24 +32

7 +9 +18 +27 +36

8 +8 +16 +24 +32

MathematicsGrade 9th Week 18th Week 27th Week End of Year

6 +7 +14 +21 +28

7 +7 +14 +21 +28

8 +8 +16 +24 +32


3.Plan for Measuring and Evaluation

AOA Curriculum Mapping Database in Tandem with Teacher and Community Advisory Group

Evaluation:

AOA will utilize a blend of computer-guided learning and evaluation via the Curriculum Mapping and Database Software along with the expertise of its teachers and Community Advisory Group to make additional choices for student assignments based on their progress and assessments. This will provide a balanced approach and a truly individualized approach to students learning providing them with the broadest available choices.

AOAs teachers and Community Advisory Groups will monitor and evaluate the effectiveness of the assignments given to students and make improvements in the assignments as needed. Since the initial curriculum will be curriculum developed by Edmentum, a Minnesota-based online learning company supporting over 65,000 teachers a day, we will have our project manager, who is versed in formative evaluation methods to develop an evaluation tool to enhance the qualitative/quantitative evaluations provided by teachers and the Community Advisory Group. Our goal is to eventually develop all of the curriculum, assignments, activities, and projects used on our campus.

As vital as the Curriculum Mapping and community monitoring will be to the process, reporting on the results of the elements of the assessment system will be the production of regular progress reports of each student, specific student cohorts, and the campus as a whole. These reports will be used to make school-wide decisions as well as individual student decisions regarding the next steps to take in this adaptive curriculum.

Since the majority of grading will be taking place in real-time, all staff members will see these daily summaries on their campus dashboard so that they are kept informed on the schools progress. These reports will also be used to provide positive feedback to students during the daily opening assembly. A Progress Towards Mastery metric will be created for each standard. This metric will attempt to quantify how well a student has learned the information and/or mastered the skills represented in a specific standard. An algorithm that calculates current performance and performance over time should provide us with the information necessary for making instructional decisions.

Each instructor will be responsible for measuring students progress and mastery of the topics taught within the classroom. Instructors will monitor progress in the short-term, compile the results of learning activities into the database system, and interpret the results for each student. This will determine the level of further instruction needed, or allow and student to move on to more advanced learning activities that will enhance their knowledge of a subject. Student Success

AOA will employ proactive measures to ensure the individual success of each student. Teachers and instructional aides will be trained in the various methods of teaching, learning, and assessment.. They will encourage students to be attentive, focused, and to accept and implement feedback from both teachers and instructional aides. Teachers will present core curriculum concepts in the classroom, while the instructional aides will be essential in providing individual instruction for students needing additional assistance with the proposed curriculum.

Parents, guardians, and students will also be able to view their data from the Curriculum Mapping Database and Software. We believe that parental involvement will increase and be


more effective when they are equipped with data they can understand. We intend to train our parents and guardians, when their students are enrolled, on how to log-in and understand the information presented in AOAs Curriculum Mapping and Database Software. This data will be available to our parents in both English and Spanish. We believe students will improve their performance when they can see the cause and effect in the results of their actions.

Pre K Transition (Prekindergarten Only) 1. Describe strategies to ensure that the educational program will effectively prepare students to enter

kindergarten on or above grade level including a successful transition plan from kindergarten. 2. Explain how students will be moni