The Charter Schools of Excellence Comprehensive Reading

The Charter Schools of Excellence Comprehensive Reading Plan 2014

7

to support improved teaching practices across all subjects. These online PD courses are provided through Educational Impact, an online PD provider.

Reading Leadership Team Reading Leadership Teams (RLT) are used to expand capacity of reading knowledge within the school and focus on areas of literacy concerns across the school. Each school site team is comprised of the Deputy Superintendent, the school Principal, the ESE Specialist, the ESOL contact, and a master teacher with expertise in teaching reading. The function of the RLT include the following:

a. Provide professional development in literacy for all teachers b. Review texts and select for complexity c. Review materials and resources to ensure alignment with Florida Standards d. Ensure students are provided with regular access to grade level appropriate text e. Analyze and interpret progress monitoring data to make instructional decisions f. Conduct walkthroughs and provide feedback to teachers on literacy instructional

practices g. Model lessons and share best practices h. Evaluate effectiveness of curriculum and support materials i. Review and evaluate curriculum to make recommendations j. Conduct data chats with teachers k. Ensure extended day curriculum is aligned with the core reading program (daily 90-

minute reading block) l. Ensure integration of social studies, science, and mathematics text reading, text

discussion, and writing in response to reading m. Implement school-wide reading activities to promote literacy across the curriculum n. Provide training for parents on helping their children increase proficiency in reading

Extended Day Section 1011.62(9)(a), Florida Statutes requires that for the 2012-2013 and 2013-2014 fiscal years, in each school district that has one or more of the 300 lowest-performing elementary schools based on the state reading assessment, priority shall be given to providing an additional hour per day of intensive reading instruction beyond the normal school day for each day of the entire school year for the students in each school. Students enrolled in these schools who have level 5 assessment scores may participate in the additional hour of instruction on an optional basis. Exceptional student education centers shall not be included in the 300 schools. The intensive reading instruction delivered in this additional hour shall include: research-based reading instruction that has been proven to accelerate progress of students exhibiting a reading deficiency; differentiated instruction based on student assessment data to meet students’ specific reading needs; explicit and systematic reading development in phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction and feedback; and the integration of social studies, science, and mathematics text

79


8

reading, text discussion, and writing in response to reading. The added hour will be taught by teachers, reading specialist, and/or reading mentors who are effective in teaching reading as required in statute.

Professional Development The Charter Schools of Excellence offers professional development in reading to content area teachers at every school to ensure all educators are well versed in the essential components of reading instruction. All classroom teachers and special area teachers are required to participate in the professional development trainings in reading offered at the school. Teachers will receive professional development to ensure text based content area instruction in English/Language Arts, History/Social Studies, and Science is effective. The workshops/trainings provided to teachers include, but are not limited to, the following:

• Implementation of all instructional materials, reading programs, and strategies based on scientifically-based reading research, including early intervention

• Use of screening diagnostics and classroom-based progress monitoring assessments, as well as other measures that effectively identify students who may be at risk of reading failure or who are experiencing reading difficulties

• Transitioning to the Florida Standards • Text Based Content Area Instruction • Close Reading Strategy Instruction • Aligning Materials to Match the Rigor of the Florida Standards • The Evaluation, Interpretation and Use of Data to Drive Instruction

For professional development to be considered comprehensive, it must address the body of knowledge grounded in scientifically-based reading research and must be in alignment with the National Staff Development Council Standards (NSCD) and Florida’s Professional Development System Evaluation Protocol.

In order to assure that each individual teacher has the level of intensity needed for professional growth based on student achievement data, professional development must be individualized. Professional development will be offered to all levels of instructional staff. CSE will create a professional development calendar on an annual basis. Instructional staff will be provided with Broward County Public Schools professional development schedule for all reading professional development which is available to charter school staff. CSE will ensure teachers receive professional development to ensure understanding and implementation of text based content area instruction in English/Language Arts, History/Social Studies, Science, and Technical subjects if applicable.

Elementary Assessment, Curriculum, and Instruction CSE offers daily classroom instruction in reading in a dedicated, uninterrupted block of time for a minimum of 90 minutes. All reading instruction is based on the English Language Arts (ELA) Florida Standards and aligned to students' specific needs. In addition to, or as an extension of, the

80


9

90 minute reading block, the classroom teacher, special education teacher, or reading resource teacher will provide immediate intensive intervention on a daily basis to children as determined by the analyzed results of progress monitoring and other forms of assessment.

Pursuant to Section 1008.24, F.S., students at CSE who exhibit a substantial deficiency in reading based upon locally determined assessments, statewide assessments, or through teacher observations, must be given intensive reading instruction immediately following identification of the reading deficiency. For students required to participate in the statewide assessment, a substantial deficiency in reading is defined by scoring Level 1 or Level 2 on the Florida Standards Assessment in English/Language Arts. Students who exhibit a substantial deficiency in reading must be provided with additional diagnostic assessments to determine the nature of the student’s difficulty, the areas of academic need, and strategies for appropriate intervention and instruction. CSE will progress monitor students with a reading deficiency a minimum of three (3) times per year. This includes a baseline, midyear, and an end of the year assessment.

Immediate intensive intervention must be provided daily for all students who have been identified with a reading deficiency. This intervention must be in addition to or as an extension of the ninety (90) minute reading block in a smaller group size or one on one. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied. All reading instruction is based on the ELA Florida Standards, individual student needs, and curricular guidelines. In addition to, or as an extension of, the 90 minute reading block, the classroom teacher, special education teacher, or reading resource teacher will provide immediate intervention on a daily basis to children as determined by analyzed results of progress monitoring and other forms of assessment.

Researched-Based Instructional Materials and Strategies

CSE’s Response to Intervention (RtI) model will be implemented by the school's Collaborative Problem Solving (CPS) teams through a tiered approach to instructional delivery that includes fidelity of instruction using the Comprehensive Core Reading Program (CCRP) and supplemental reading interventions of increasingly higher instructional intensity. This multi-tiered approach to providing initial and intervention instruction to students at increasing levels of intensity is based on students' needs as evidenced through analysis of diagnostic and progress monitoring data. Collaborative Problem Solving at all tier levels is a cyclical process that involves analyzing data to identify the problem and determine why the problem is occurring, implementing an instructional plan to target specific differentiated student needs, and evaluating the instructional plan to ensure effective response to the intervention.

As part of Tier 1 universal instruction, all students will be provided a daily, 90-minute block of uninterrupted reading instruction following the high quality, explicit, and systematic initial instructional plan of the Houghton-Mifflin Journeys Comprehensive Core Reading Program (CCRP). Journeys is a research-based, comprehensive reading program that includes a wide reading selection of fiction, non-fiction, science fiction, biographies, autobiographies, and information stories. Poetry and creative writing will be an integral part of the series. A multitude of supplemental material will be available in addition to the text such as transparencies, leveled reading material, consumable workbooks for grammar and spelling, and lessons to incorporate art, science, social studies, and music. Journeys is unique in that it targets all levels of reading. The

81


10

program consists of lesson plans for English Language Learners, as well as high and low achievers allowing teachers to customize instruction. In addition to the research based reading basal, staff will become knowledgeable in the function of prosody, the study of rhythm, intonation, and related attributes in speech, to intrigue and motivate lifelong readers. Tiers II and III interventions include Houghton-Mifflin's Soar to Success supplemental intervention program and resources from Interventioncentral.org. Selected interventions are provided for Tier II students for a minimum of six weeks. The Collaborative Problem Solving Team reviews the progress made by Tier II students and, if needed, an intervention is provided for Tier III. The CPS reviews the progress made by Tier III students and, if needed, the teacher reviews the data with the parent to begin the District referral process.

Teachers are required to develop lesson plans using a template developed by CSE that ensures that differentiated instruction is directly aligned to Florida Standards and meets the individualized needs of students. Objectives and essential questions must be developed in student-friendly language. Well constructed lesson plans, differentiated instruction, and an awareness of students' different learning styles, will be incorporated into the curriculum, ensuring that all children learn are taught through different modalities. The CSE lesson plan format requires teachers to identify students who need re-teaching, reinforcement, and enrichment in addition to identifying strategies for English Language Learner and Students with Disabilities.

To ensure all students’ needs are met, the mandatory 90-minute reading block must consist of the following elements:

• Systematic delivery of explicit instruction (Whole Group) o Students are receiving grade level instruction. All students must be exposed to this

level of instruction. o The teacher’s responsibility is to model and support the use of reading skills and

strategies. Modeling enhances classroom instruction and improves academic achievement.

o Whole Group instruction includes � Teacher Modeling (scaffolding) � Think Aloud � Read Aloud (Before the read aloud, activate students prior knowledge) � Picture Walk (What do you think this book is about? How did you know?)

o Whole group instruction provides an efficient way to present new content; it is used for initial instruction

• Scaffolding o Scaffolding is the provision of sufficient support to promote learning when

concepts and skills are first being introduced to students. o Scaffolding includes

� Displaying graphics � Activating Prior Knowledge � Modeling an activity beforehand � Showing students an example of the desired outcome before completing

tasks

82


11

• Differentiated Instruction (Small Group)

o Differentiated Instruction is matching instruction to meet the needs of individual learners. Differentiation is a teaching concept in which the classroom teacher plans for the diverse needs of students.

o Things to consider: � No two children are alike. � No two children learn in the same identical way. � An enriched environment for one student is not necessarily enriched for

another. � In the classroom, children should be taught to think for themselves

o Differentiated Instruction is implemented during the 90+ minute reading block. o During the reading center time, the classroom teacher meets with small groups to

provide systematic and explicit instruction in identified reading skill areas. o An obvious feature of the differentiated classroom is that it is “student centered.”

Shifting the emphasis from the "teacher and instruction" focus to the "student and learning" focus means redefining the role of the teacher.

o The key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

• Independent Work o Self-paced learning o Teaches time management and responsibility o Good for remediation or extensions

• Literacy Centers

o A literacy center is one of several learning stations arranged in a classroom designed for students to visit and learn independently.

o Teachers should clearly explain each center. o Teachers must be sure that students understand the activities and review the rules

often. o Teachers must give clear explicit directions and define expectations. o Teachers must first "model"--students must first see many demonstrations.

• Regroup (Wrap Up)

Mastering the Florida Standards

To achieve mastery of the Florida Standards, literacy instruction must be focused across all content areas using the CSE Comprehensive Reading Plan and all supplemental resources available. The instructional focus of literacy includes, but is not limited to the following:

• Using complex informational text for instruction • Making the close reading of texts central to lessons—rather than ancillary—and

83


12

focusing on texts that elicit close reading and re-reading for understanding • Providing effective instructional scaffolding that enables all students to access

complex texts directly without preempting or replacing a text by translating its contents for students

• Providing a gradual release of responsibility towards decreasing teacher scaffolding and increasing student independence as demanded for success on accountability measures such as FSA

• Asking text-dependent questions that require students to cite strong and thorough textual evidence to demonstrate they follow the details of what is explicitly stated as well as make inferences from the text, ensuring valid claims are based on evidence in the text

• Providing extensive writing opportunities for students to draw evidence from texts (i.e., write to sources) to support logical inferences and reasoning, present careful analyses, and construct objective summaries of information

• Ensuring that questions and learning tasks require careful comprehension of the text before asking for further connections, evaluation, or interpretation

• Supporting students in writing arguments and analyses using valid reasoning and relevant evidence

• Engaging students in literacy learning tasks in which they integrate multiple sources of information presented in diverse formats and media

• Engaging students in research to answer substantive questions (including those that are student-generated), investigate and solve a problem, narrow or broaden an inquiry, and synthesize multiple resources

• Ensuring that word study focuses on students using a variety of strategies to acquire and use academic and content-specific words sufficient for reading, writing, speaking, and listening

The following technology and digital tool resources are available for teachers, parents and students:

• Mini Benchmark Assessment Tests • K-5 Comprehensive Reading Plan • Support for English Language Learners (ELL) • SuccessMaker Digital Learning Curriculum • netTrekker Academic Search Engine • Think Central Digital Learning Resource • TeacherEase Digital Management System • Virtual Counselor • Online Textbooks • Instructional Lesson Plans • Florida Assessments for Instruction in Reading (FAIR) Resources • Florida State Standards –CPALMS Link • Extended Learning Opportunities • Response to Intervention/Instruction (RtI) Guidance

84


13

• Comprehensive Student Assessment System • Interactive Whiteboards (SMART) • Tablet PCs • Wireless Laptops and Desktop Computers

An inviting and engaging literacy environment supports literacy learning for all students and includes the following components:

•Designated areas for whole group/direct instruction, small group differentiated instruction, and literacy centers for independent and/or collaborative literacy learning

• Designated areas for teachers to use digital tools and strategies to enhance instruction such as interactive whiteboards and laptops

• Designated areas for students to use digital tools, eBooks, and/or computers for accessing digital content and online resources

• Classroom libraries of quality literary and informational texts, of varying levels of complexity to build background knowledge, engage students in reading for pleasure and information, and to explore for self-selected independent reading

• Classroom walls that reflect the community culture of the teacher and students, providing engaging, high interest visual tools for learning; displays of student work; interactive word walls; and motivating art, photographs, and other visual materials

• Folders, notebooks, or portfolios of student work products • Student work reflects teacher’s constructive feedback and exemplary work is

displayed on bulletin boards or classroom walls • Teachers frequently rotate the display of meaningful student work • Student book reviews and reflections of text are displayed to pique the interest of

peers

• Neatly organized teacher tools, including textbooks, supplemental resources, and other print/paper resources are displayed or filed for retrieval and/or safe storage.

Diagnosing Specific Reading Difficulties

Pursuant to 1008.25, F.S., schools must diagnose specific reading difficulties of students who do not meet specific levels of reading performance as determined by the district school board to determine the nature of the student’s difficulty and strategies for appropriate intervention and instruction. Student data, from the administration of screening, progress monitoring, and diagnostic assessment measures are analyzed by teachers to guide them in developing reading instructional plans that are relevant and intensive, and designed to specifically target the individual differentiated needs of their students. Reading resources used in the classroom during the normal school day, such as the Comprehensive Core Reading Program (CCRP), Comprehensive Intervention Reading Programs (CIRP), and Supplemental Intervention Reading Programs (SIRP), are extended for use beyond the school day to maintain consistency of instruction.

85


14

Reading intervention instruction is provided daily to all struggling readers during the normal school day, beyond, and in addition to the daily 90-minute initial reading block. This intervention instruction is delivered in small group and is based on the targeted differentiated needs of students. For students attending schools that are identified as one of Florida's 300 lowest-performing elementary schools based on the state reading assessment, an additional hour per day of intensive reading instruction will be provided beyond the normal school day. The intensive reading instruction delivered in this additional hour shall include research-based reading instruction that has been proven to accelerate progress of students exhibiting a reading deficiency; differentiated instruction based on assessment data to meet students' specific reading needs; explicit and systematic reading development in the essential reading components (oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension) with more extensive opportunities for guided practice, error correction, and feedback; and the integration of social studies, science, and mathematics content area text reading, text discussion, and writing in response to reading. An integrated curriculum using scientific, research-based resources will be implemented and delivered by highly qualified teachers or reading/literacy specialists who have been identified as effective in teaching reading

Supplemental Reading Resources

Supplemental reading resources can be used to differentiate instruction for all students across the continuum of instructional intensity levels of Tiers 1 (initial universal), 2 (strategic intervention), and 3 (intensive intervention). When data show that students need additional explicit and systematic intensive instruction in a specific component of reading (i.e., oral language, phonemic awareness, phonics, fluency, vocabulary, or comprehension) supplemental intervention resources can be used as an extension beyond the universal Tier 1 initial instruction of the Comprehensive Core Reading Program (CCRP). As part of Tier 2 (strategic) or Tier 3 (intensive) intervention instruction, the following Supplemental Intervention Reading Programs (SIRP) are recommended for use in providing targeted differentiated intervention support to meet the specific needs of struggling readers.

Ready Florida English Language Arts is a program that uses a proven-effective, gradual-release model that ensures students get the modeled and guided instruction they need to build confidence and mastery on the new Florida assessments. Ready Florida is directly aligned with the Language Arts Florida Standards (LAFS). The program promotes comprehension skills in emergent readers and provides rigorous instruction on every ELA standard. The program exposes children to high-quality authentic texts using nine high interest, read aloud trade books for each grade level that were carefully selected to meet the rigor of the LAFS.

Soar to Success is a reading intervention program designed for students reading below grade level in third through eighth grades. Delivered in a small group setting, Soar to Success provides specialized, structured instructional lessons to struggling readers and is based on extensive research addressing the effective application of reading comprehension strategies. The core principle of Soar to Success is the reciprocal teaching model, with rich dialogue exchanges between teachers and students that focus on using the cognitive comprehension strategies of clarifying, predicting, summarizing, and questioning.

86


15

Wilson Foundations is based on the adaptation of the research-based Wilson Reading System program designed for students in kindergarten through third grades. Systematic and explicit phonics and word study instruction is emphasized in the Foundations program and is presented in a cumulative and scaffolded format incorporating assessment, instruction, and practice opportunities. Home Support Packets are included to encourage parental involvement and bridge the home-school connection. Materials include a detailed teacher's manual, a CD-ROM that contains lesson demonstrations, and manipulatives for use in multi-sensory and interactive learning opportunities.

The Wilson Reading System is a highly structured systematic reading intervention program that supports struggling readers in third through twelfth grades with learning the structure of words and language. This intensive intervention program provides for the development of total word construction, employing interactive and multi-sensory instruction that focuses on the development of fluent decoding and encoding (spelling) of words. Wilson Level A resources include age-appropriate reading material for younger students, while Wilson Level B resources include age-appropriate reading material for older students

English In My Pocket (ELL) is a 16-week program that provides opportunities and support for students to develop English language skills through interactive rhymes, chants, songs, books, and games involving visual, auditory, and kinesthetic activities. This program targets the needs of students in kindergarten through second grades and includes eight thematic units that provide intensive, engaging instruction, serving as a bridge to more advanced language-learning programs. When assessment data indicate that a student is not making adequate progress despite differentiated instruction, the school-based Collaborative Problem Solving (CPS) team meets to analyze the problem and design an intensive intervention instructional plan that includes the implementation of a Comprehensive Intervention Reading Program (CIRP). CIRPs typically provide explicit instructional lesson plans that address multiple essential components of reading (i.e., oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension) employing explicit and systematic instruction beyond the Comprehensive Core Reading Program (CCRP). A CIRP, however, may not provide as powerful and explicitly intensive instruction in a single targeted reading component (i.e., oral language, phonemic awareness, phonics, fluency, vocabulary, or comprehension) as a Supplemental Intervention Reading Program (SIRP), which is designed to focus instruction on one single component of reading. Both SIRPs and CIRPs can be used together to meet the needs of struggling readers as part of the instructional continuum of Tier 2 (strategic) and Tier 3 (intensive) intervention.

Comprehensive Student Assessment System

To determine students’ instructional needs and identify necessary interventions for students in grades K-5, CSE has developed a Comprehensive Student Assessment System to monitor students’ progress and make informed instructional decisions. In the beginning of each year, teachers analyze students’ prior year state-wide reading scores to determine baseline data. The school ensures all transfer students who do not have state standardized assessment scores, or prior year reading assessment scores, are assessed using the core curriculum diagnostic assessment to determine the overall reading ability of the student and to identify appropriate placement.

87


16

The CSE Comprehensive Student Assessment System (shown below) includes state-mandated, district, and internal assessments to ensure that all students are monitored to assess whether they are making learning gains and achieving proficiency in all areas.

Dates Administered Name of Assessment Targeted Student Population

Type & Purpose for Administering

August 18 - September 30 (Instructional Day 1 - Day 30)

Florida Kindergarten Readiness Screener (FLKRS)

Kindergarten State mandated kindergarten readiness.

August 18 - November 14 (Instructional Day 1 - Day 60)

Florida Assessment for Instruction In Reading (FAIR-FS) AP 1

Grades 3-5 State developed comprehensive reading assessment system.

August 18-October 17 SuccessMaker Initial Placement

Grades K-2 Internal Progress Monitoring Assessment for Reading

October 20-22 Pre-Test prompts Grades 3-5 District tool to prepare students for the state writing assessment (FSA) as well as to develop their lifelong writing skills.

October 27-31

Broward Assessment of Florida Standards (BAFS 1)

Grades 3-5 District assessment to measure how well students will do on the Florida Standards Assessment (FSA) test and to guide instruction in English Language Arts, math and science.

November 17-March 2 (Instructional Day 61-120)

Florida Assessment for Instruction In Reading (FAIR-FS) AP 2


December 1-18 FSA English Language Arts - Writing Component Field Test Grades 4 – 11

Grade 4 Select Schools

State assessment

January 1-May 30

Reading Leadership Portfolio

Grade 3 Only District assessment used to determine proficiency in grade level standards for students who are not predicted (as determined by BAFS) to pass the FSA English Language Arts.

January 5-February 20 Running Records AP2 Grades K-2 Internal Progress Monitoring Assessment for Reading

88


17

January 26-28 Post-Test prompts Grades 3-5 District tool to prepare students for the state writing assessment (FSA) as well as to develop their lifelong writing skills.

February 2-6

Broward Assessment of Florida Standards (BAFS 2)

Grades 3-5 District assessment to measure how well students will do on the Florida Standards Assessment (FSA) test and to guide instruction in English Language Arts, math and science.

February 25-April 8 Florida Alternate Assessment Administration (FAA)

Grades 3-5 Students With Disabilities (SWD) if applicable

State mandated Reading, Math (Grades 3-5), Writing (Grades 4), and Science (Grades 5)

March 2-March 13

Florida Standards Assessment English Language Arts – Writing Component (FSA ELA-Write)

Grades 4 and 5 Grade 4 (paper based) Grade 5 (computer based)

State assessment test that determines the achievement levels in English Language Arts-Writing Component

February 16-April 3 Comprehensive English Language Learning Assessment (CELLA)

Grades KG-5, ELL students

State mandated. Measures growth of students classified as ELL in mastering skills in English.

February Pending release of dates from District

Pre-Test for End of Year Exam Reading and Math

Grades 1-2 District assessment used to determine proficiency in grade level skills.

March 3 – June 4 (Instructional Day 121-180)

Florida Assessment for Instruction in Reading AP 3


March 31-April 1 (ELA) April 7, 8 (Math) Makeups through April 10

Florida Standards Assessment English Language Arts (FSA ELA) / Mathematics (FSA MATH) [Paper Based Tests] Dates pending release of FDOE session schedule

Grades 3-4 State mandated assessments in English Language Arts, Mathematics and Science

April 6-May 29 Running Records AP3 Grades K-2 Internal Progress Monitoring Assessment for Reading

89


18

April 13-May 8 Florida Standards Assessment English Language Arts (FSA ELA) Florida Standards Assessment Math (FSA MATH) [Computer Based] FCAT 2.0 Science [Paper Based Test]

Grade 5 (FSA ELA) Grades 5 (FSA MATH) Grades 5 (FCAT 2.0 Science)

State mandated assessments in English Language Arts, Mathematics and Science

May pending release of FSA scores

Stanford Achievement Test - Tenth Edition (SAT-10), Grade 3 (alternative for promotion)

Grade 3 students who did not pass FSA

District assessment

May Pending release of dates from District

End of Year Reading and Math

Grades 1-2 District assessment used to determine proficiency in grade level skills

April-May

Standard Diagnostic Reading/Math Test

Grades 3-5 District alternative assessment to determine achievement in reading and math as a good cause promotion for students not meeting FSA promotion criteria

Ongoing Teacher generated tests, quizzes, projects, writing assignments, portfolios.

Grades K-5 Learning Outcomes/Student Achievement

Incorporating Reading and Literacy Instruction in all Areas Florida Standards will be addressed in all contents areas and content area texts will be integrated into the 90 minute reading block to include literacy standards. While reading instruction during the reading block explicitly and systematically supports reading development, reading instruction also needs to relate to the overall English Language Arts literacy program using both an integrated and interdisciplinary approach. Teachers incorporate reading and literacy instruction into the various subject areas to extend and build text-based discussions in order to deepen the content-area understandings as specified below.

• Integrated approach to the language arts strands and skills (reading, writing, listening, speaking): Schools will integrate opportunities for students to apply the composite use of these skills they are learning in order to further strengthen their overall literary development.

90


19

• Interdisciplinary approach: The English Language Arts program needs to attain a balance of literature and informational texts in history, social studies, science. This interdisciplinary approach to literacy is based on extensive research that establishes the need for students to be proficient in reading complex informational text independently in a variety of content areas in order to be college and career ready by the time they graduate.

• Simultaneous use of both approaches: The English Language Arts literacy program will incorporate the integration of reading, writing, listening, and discussing as students relate to various interdisciplinary texts during instruction, partner work, and independent practice.

• Access to leveled classroom libraries of both literary and informational text focused on content area concepts implemented during the 90 minute reading block as a meaningful extension to the foundational skills taught through the core reading program. Students are matched to the appropriate level of text according to their reading level.

• Access to texts and technology that are appropriate for researching information.

Using this integrated, interdisciplinary approach requires systematic student engagement in complex cognitive tasks with a wide variety of different types of texts. Teachers will also need to incorporate texts of varying levels of complexity into their literacy instruction, providing various instructional opportunities for students to read, write, discuss, and listen to text for different specific purposes. This includes but is not limited to focusing on the following:

• new and increasingly more complex text structures (sequence, comparison and/or contrast, cause/effect, problem/solution, etc.)

• vocabulary and concepts on social studies and science topics • how to extract information from complex informational text • how to use text evidence to explain and justify an argument in discussion and

writing • how to analyze and critique the effectiveness and quality of an author’s writing

style, presentation, or argument • paired use of texts for students to engage in more complex text analyses • independent reading and writing practice to

• relate to increasingly more complex text structures • use content-area vocabulary and concepts • develop fluency and prosody • strengthen and finish mastering literacy skills and strategies

From low to high reading performance, all students need opportunities to engage in integrated, interdisciplinary instruction with complex cognitive tasks that challenge them to apply their foundational skills toward high-level thinking as they relate to complex texts. Availability and access to texts of various types, topics, and complexity levels is necessary for such instruction to occur. Consequently, schools will need to consider how they will differentiate challenging learning opportunities for low-performing and high-performing students alike, ensuring that each student can engage in various complex cognitive tasks that develop such capacities as the following:

• general and discipline-specific academic vocabulary (oral language/written)

91


20

• high-level comprehension and critical literary analysis skills (oral/reading) • student question generation, inquiry, and research processes

To operate an integrated and interdisciplinary English Language Arts program that differentiates student learning needs as well as cognitive challenges, school personnel will need to assess the type, amount and complexity of the texts locally available for differentiated use in literacy instruction and independent student reading practice. School and classroom inventory will need to identify the proportion of literary and informational texts to ensure that students have literacy experiences that align with the ratios from the FSA Item Specifications. Modified Instruction Schools modify instruction for students who have not responded to a specific reading intervention. The school diagnoses specific reading difficulties of students scoring at Level 1 and Level 2 on state standardized assessments in reading to determine the nature of the student’s difficulty and provide strategies for appropriate intervention and instruction. Students in need of an intensive reading intervention receive instruction from the core program along with additional reading strategies that include: read alouds, think alouds, comprehension strategy instruction, and oral language/vocabulary instruction. In small group, teacher-directed instruction, immediate intensive intervention is provided on a daily basis to children as determined by progress monitoring and other forms of assessment. In addition to, or as an extension of the ninety (90) minute reading block, instruction in a smaller group size focuses on generalizing the newly acquired reading skills to progressively more complex text. Students targeted for immediate intensive intervention receive services in addition to the 90 minute reading block. Extended Learning Opportunities

CSE provides extended learning opportunities for students who meet the following criteria: scored level 1 or 2 on state-mandated assessments; were retained 1 or more years and are still demonstrating a reading deficiency; scored below proficiency on end-of- year reading assessments, or have received intensive intervention for 2 or more years. Students remain after school daily for an additional hour of focused reading instruction. The curriculum is taught by a certified teacher with extensive experience and a track record of success in teaching reading to elementary students. The Reading Leadership Team (RLT) ensures there is articulation between the core reading teacher and the extended day teacher to ensure alignment of instruction. Materials are used that meet the complexity and rigor of the Florida Standards. The curriculum used for extended day is Ready Florida English Language Arts. It is a program that uses a proven-effective, gradual-release model that ensures students get the modeled and guided instruction they need to build confidence and mastery on the new Florida assessments. Ready Florida is directly aligned with the Language Arts Florida Standards (LAFS). The program promotes comprehension skills in emergent readers and provides rigorous instruction on every ELA standard. The program exposes children to high-quality authentic texts using nine high interest, read aloud trade books for each grade level that were carefully selected to meet the rigor of the LAFS.

92

APPENDIX Q

Annual Budget

ON FILE

93

APPENDIX R

Financial Report

ON FILE

94

APPENDIX S

Annual Financial Audit

ON FILE

95

APPENDIX T

Cost Reports

ON FILE

96

APPENDIX U

Fixed assets report reconciled with General Ledger

97

98

APPENDIX V

Financial Corrective Action Plans

NOT APPLICABLE

99

APPENDIX W

Evidence of resolution of any financial deficiencies

(NOT APPLICABLE)

100

APPENDIX X

Compliance of financial reports with District deadlines will be considered

(NOT APPLICABLE)

101

APPENDIX Y

Projected 5-Year Budget is requested (2015-2020)

102

5397 Charter School of Excellence, Inc. Riverland 2 2015-19 Budget

Jun 2014-15 Jun 2015-16 Jun 2016-17 Jun 2017-18 Jun 2018-19

Ordinary Income/Expense

Enrollment: 50 50 50 50 50

Income

3200 · FTE Income 357,934.00 361,513.34 365,128.47 368,779.76 372,467.56

3202 · Merit Awards Program (MAP) 1,450.00 1,450.00 1,450.00 1,450.00 1,450.00

3203 · Lead Program 231.00 231.00 231.00 231.00 231.00

3208 · Title I Income 0.00 0.00 0.00 0.00 0.00

3210 · Capitol Income 0.00 0.00 0.00 0.00 0.00

3452 · Before & After Care 0.00 0.00 0.00 0.00 0.00

3489 · Fund Raisers 0.00 0.00 0.00 0.00 0.00

3496 · Field Trip 0.00 0.00 0.00 0.00 0.00

Total Income 359,615.00 363,194.34 366,809.47 370,460.76 374,148.56

Expense

5000 · Teacher Salaries 131,917.09 134,555.43 135,900.98 137,259.99 138,632.59

5651 · Classroom Costs 25,440.00 25,694.40 25,951.34 26,210.86 26,472.97

5652 · Other General Expenses 0.00 0.00 0.00 0.00 0.00

6120 · Bank Service Charges 360.00 363.60 367.24 370.91 374.62

6160 · Dues and Subscriptions 900.00 909.00 918.09 927.27 936.54

6180 · Insurance 2,700.00 2,727.00 2,754.27 2,781.81 2,809.63

62800 · Facilities and Equipment 0.00 0.00 0.00 0.00 0.00

6300 · Instruction & Curriculum Dev 3,206.40 3,238.46 3,270.85 3,303.56 3,336.59

6450 · Contract Labor 1,920.00 1,939.20 1,958.59 1,978.18 1,997.96

65000 · Operations 6,720.00 6,787.20 6,855.07 6,923.62 6,992.86

66000 · Payroll Expenses 0.00 0.00 0.00 0.00 0.00

68300 · Travel and Meetings 0.00 0.00 0.00 0.00 0.00

7100 · Payroll Taxes 12,983.36 13,243.02 13,507.88 13,778.04 14,053.60

7300 · Salaries Administrative 37,800.00 38,556.00 38,941.56 39,330.98 39,724.29

7301 · Administrative Costs 6,720.00 6,787.20 6,855.07 6,923.62 6,992.86

7500 · Fiscal Services 0.00 0.00 0.00 0.00

7720 · Information Services 19,200.00 19,392.00 19,585.92 19,781.78 19,979.60

7730 · Staff Services/Benefits 15,377.09 15,530.86 15,686.17 15,843.03 16,001.46

7790 · Salaries - Other Support 48,000.00 48,480.00 48,964.80 49,454.45 49,948.99

7800 · Transportation 0.00 0.00 0.00 0.00 0.00

7901 · Operating Expenses 21,120.00 21,331.20 21,544.51 21,759.96 21,977.56

8100 · Repairs & Maintenance 15,360.00 15,513.60 15,668.74 15,825.42 15,983.68

Total Expense 349,723.93 355,048.18 358,731.09 362,453.48 366,215.79

Net Ordinary Income 9,891.07 8,146.16 8,078.38 8,007.28 7,932.76

Other Income/Expense

Other Income

7010 · Interest Income 0.00 0.00 0.00 0.00 0.00

Total Other Income 0.00 0.00 0.00 0.00 0.00

Net Other Income 0.00 0.00 0.00 0.00 0.00

Net Income 9,891.07 8,146.16 8,078.38 8,007.28 7,932.76

LEspinosa

Typewritten Text

103

Riverland 2 - 5yr Budget 2015.xlsx12/9/2014 10:40 AM

Weighted FTE

(b) x (c)

2013-14 Base Funding WFTE x

BSA x DCD (d) (e)50.6250 208,864$ 5.6250 23,207$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$

56.2500 232,071$

Grade LevelMatrix Level

Guarantee Per Student

PK-3 251 1,058$ 5,290$ PK-3 252 3,418$ -$ PK-3 253 6,974$ -$ 4-8 251 1,187$ -$ 4-8 252 3,546$ -$ 4-8 253 7,102$ -$

9-12 251 845$ -$ 9-12 252 3,204$ -$ 9-12 253 6,760$ -$

5,290$

206$ 10,300$

247,661$

Weighted FTE (From Section 1)PK - 3 56.2500 1320.15 = 75,989

4-8 0.0000 900.48 = 09-12 0.0000 902.65 = 0

Total * 56.2500 75,989$

1.0233

Program Number of FTEProgram

Cost Factor

Revenue Estimate Worksheet for Charter School of Excellence Riverland 2 #5397 Based on the First Calculation of the FEFP 2014-15

School District: Broward

1. 2014-15 FEFP State and Local Funding

(a) (b) (c)101 Basic K-3 45.00 1.125

Base Student Allocation $4,031.77 District Cost Differential:

112 Basic 4-8 with ESE Services 1.000103 Basic 9-12 1.011

111 Basic K-3 with ESE Services 5.00 1.125102 Basic 4-8 1.000

254 ESE Level 4 (Grade Level 4-8) 3.558254 ESE Level 4 (Grade Level 9-12) 3.558

113 Basic 9-12 with ESE Services 1.011254 ESE Level 4 (Grade Level PK-3 ) 3.558

255 ESE Level 5 (Grade Level 9-12) 5.089130 ESOL (Grade Level PK-3) 1.145

255 ESE Level 5 (Grade Level PK-3 ) 5.089255 ESE Level 5 (Grade Level 4-8) 5.089

300 Career Education (Grades 9-12) 1.011

Totals 50.00

130 ESOL (Grade Level 4-8) 1.145130 ESOL (Grade Level 9-12) 1.145

2. ESE Guaranteed Allocation: FTE

Additional Funding from the ESE Guaranteed Allocation. Enter the FTE from 111,112, & 113 by grade and matrix level. Students who do not have a matrix level should be considered 251. This total should equal all FTE from programs 111, 112 & 113 above.

5.00

District SAI Allocation 53,067,950$ Per Studentdivided by district FTE 257,637.67(with eligible services)

Total FTE with ESE Services 5.00 Total from ESE Guarantee

3. Supplemental Academic Instruction:

1.0233

1.0233

1.0233

Total Class Size Reduction Funds

(*Total FTE should equal total in Section 1, column (d).)

4. Reading Allocation: Charter Schools should contact their school district sponsor regarding eligibility and distribution of reading allocation funds.

Total Base Funding, ESE Guarantee, and SAI

5. Class size Reduction Funds:X DCD X Allocation factors

LEspinosa

Typewritten Text

104

Riverland 2 - 5yr Budget 2015.xlsx12/9/2014 10:40 AM

56.2500

50.00

(a) 6,135,390 x 0.0201% 1,233$

(d) 98,260,848 x 0.0201% 19,750$

9. Discretionary Millage Compression Allocation(b) 0 x 0.0194% -$

(a) 0 x 0.0201% -$

(a) 0 x 0.0201% -$

(b) 19,884,665 x 0.0194% 3,858$

All Riders x ########### -$ ESE Student Riders x ########### -$

(j) 46,981,326 x 0.0201% 9,443$

357,934$

(h)-$

6A. Divide school's Weighted FTE (WFTE) total computed

in (b) above: by district's UFTE: 257,637.67to obtain school's UFTE share. 0.0194%

Letters Refer to Notes At Bottom:

in (d) above: by district's WFTE: 280,213.62to obtain school's WFTE share. 0.0201%

6B. Divide school's Unweighted FTE (UFTE) total computed

Program Related Requirements:Safe Schools 6,135,390Lab School Discretionary 0

7. Other FEFP (WFTE share)Applicable to all Charter Schools:

Declining Enrollment 0Sparsity Supplement 0

13. Student Transportation (e)EnterEnter

14. Teacher Salary Allocation (WFTE share)

15. Florida Teachers Lead Program Stipend

8. Discretionary Local Effort (WFTE share)

.748 mills (UFTE share)

10. Proration to Funds Available (WFTE share)

11. Discretionary Lottery (WFTE share)

12. Instructional Materials Allocation (UFTE share)Dual Enrollment Instructional Materials Allocation (See footnote i below)

NOTES:(a) District allocations multiplied by percentage from item 6A.(b) District allocations multiplied by percentage from item 6B.(d) Proceeds of 0.748 millage levy (s. 1011.71(3)(b), Florida Statutes) multiplied by percentage from item 6A.

(e) Consistent with Section 1006.21, Florida Statutes and DOE Student Transportation General Instructions. Numbers entered here will be multiplied by the district level transportation funding per rider. "All Riders" should include both basic and ESE Riders. "ESE Student Riders" should include only ESE Riders.

(f) Teacher Lead Program Allocation per Section 1012.71, Florida Statutes

16. Food Service Allocation (g)

17. Performance Pay Plan

Total

18. Funding for the purpose of calculating the administrative fee for ESE Charters.If you have more than a 75% ESE student population please place a 1 in the following box:

FEFP and categorical funding are recalculated during the year to reflect the revised number of full-time equivalent students reported during the survey periods designated by the Commissioner of Education.

Revenues flow to districts from state sources and from county tax collectors on various distribution schedules.

(g) Funding based on student eligibility and meals provided, if participating in the National School Lunch Program.

(h) Consistent with Section 1002.33(20)(a), Florida Statutes, for charter schools with a population of 75% or more ESE students, the administrative fee shall be calculated based on unweighted full-time equivalent students.

(i) As provided in the 2013 General Appropriations Act, school districts are required to pay for instructional materials used for the instruction of public school high school students who are earning credit toward high school graduation under the dual enrollment program as provided in section 1011.62(l)(i), Florida Statutes.

(j) The Teacher Salary Allocation is provided pursuant to Specific Appropriation 87, Chapter 2013-40, Laws of Florida, and Section 26 of Chapter 2013-45, Laws of Florida.

Administrative fees charged by the school district shall be calculated based upon 5 percent of available funds from the FEFP and categorical funding for which charter students may be eligible. For charter schools with a population of 251 or more students the difference in the fee calculation and the fee withheld may only be used for capital outlay purposes specified in Section 1013.62(2) F.S. To calculate the administrative fee to be withheld for schools with more than 250 students, divide the school population into 250. Multiply that fraction times the funds available, then times 5%.

For high performing charter schools, administrative fees charged by the school district shall be calculated based upon 2 percent of available funds from the FEFP and categorical funding for which charter students may be eligible. For charter schools with a population of 251 or more students the difference in the fee calculation and the fee withheld may only be used for capital outlay purposes specified in Section 1013.62(2) F.S. To calculate the administrative fee to be withheld for schools with more than 250 students, divide the school population into 250. Multiply that fraction times the funds available, then times 2 percent.

LEspinosa

Typewritten Text

105

APPENDIX Z

Student Enrollment Reports

106

BROWARD COUNTY PUBLIC SCHOOLSDemographics & Student Assignments Department

Data Source: Student enrollment from TERMS

Appendix F: Historic Benchmark Day Enrollment

2009-10 2010-11 2011-12 2012-13 2013-14

Academic Solutions High School* 120 Alpha International Academy 37 57 Atlantic Montessori Charter 73 125 Ben Gamla Charter 589 576 530 580 583 Ben Gamla Charter Hallandale 18 15 29 Ben Gamla Charter High 46 98 118 Ben Gamla Charter North Broward 17 49 75 77 Ben Gamla Charter South Broward 105 223 364 471 407 Broward Charter School of Science and Technology 163 135 Broward Community Charter 116 113 110 117 111 Broward Community Charter West 389 358 334 351 289 Central Charter School 511 620 677 790 1,054 Charter School of Excellence 300 288 272 271 278 Charter School of Excellence @ Davie 288 168 159 147 167 Charter School of Excellence @ Davie 2 156 155 154 112 Charter School of Excellence @ Riverland 74 132 139 150 39 Charter School of Excellence @ Riverland 2 94 111 138 137 Charter School of Excellence @ Tamarac 1 178 221 169 195 220 Charter School of Excellence @ Tamarac 2 131 195 195 184 262 Charter School of Excellence, Ft Lauderdale 2 30 28 29 29 City of Coral Springs 1,632 1,640 1,650 1,648 1,653 City of Pembroke Pines 1,695 1,721 1,738 1,730 1,712 City of Pembroke Pines - E/W/C 1,930 1,926 1,924 1,921 1,916 City of Pembroke Pines W/C 1,218 1,239 1,287 1,306 1,310 College Bound Academy of Excellence* 37 Discovery Middle Charter 107 91 174 188 156 Dolphin Park High 237 303 307 352 407 Eagles' Nest Elementary 106 159 159 147 138 Eagles' Nest Middle 55 55 48 76 64 Everest Charter School 47 33 Excelsior Charter of Broward 144 160 200 171 213 Flagler High* 33 Florida Intercultural Academy 221 258 279 300 292 Florida Intercultural Academy West 474 581 629 Florida Virtual Academy at Broward County* 43 Franklin Academy A 1,109 1,188 1,128 Franklin Academy B 102 122 157 Franklin Academy E* 867 Franklin Academy F* 402 Henry McNeal Turner Learing Academy 66 75 68 100 106 Hollywood Academy of Arts & Science 445 433 438 865 980 Hollywood Academy of Arts & Science 226 244 244 395 441 iGeneration Empowerment Academy Broward Cnty* 69 Imagine Middle School West 63 146 Imagine School at Broward Middle 66 132 197 198 Imagine School at Broward 561 612 623 635 662 Imagine at North Lauderdale 370 374 408 342 457 Imagine Schools- South Campus 231 301 Imagine at Weston 806 833 891 845 788 International School of Broward 175 324 313 253 290 Ivy Academy Middle* 18 Ivy Academy High* 23 Kathleen C. Wright Leadership Academy 124 235 249 Kidz Choice Charter 69 101 124 103 99 Lauderhill High 268 268 320 363 425 Mavericks High Central Broward 126 547 361 309

Charter SchoolsHistoric Benchmark Day Enrollment

Created: 9/13/2013 F40 Demographics & Student Assignments Department107

LEspinosa

Highlight

APPENDIX AA

Copy of registration forms in parent’s primary language

(top 3, plus English)

108

FÒMILÈ ENSKRIPSYON POU ELÈV (Haitian Creole)

(Student Registration Form)Se sèl manman/papa/gadyen legal (F.S. 1000.21(5)) ki enskri elèv-la (vle di ki ranpli fòm-sa-a), ki kapab retire elèv-la nan lekòl li ye kounye-a,esepte si gen dokimantasyon sikonstans esepsyonnèl ki endike otreman. Se responsablite manman oswa papa, gadyen legal pou notifye lekòl-la nan10 jou si enfòmasyon ki anba-a ta vin chanje.

CHARTER SCHOOLS OF EXCELLENCE

Non elèv-la (Non legal elèv-la)

Name_____________________________________________Grade_____Teacher______________________________Entry Code__________Entry date_____________

Siyati Non Dezyèm nonAdrès Bldg. Apt. Vil ZipkòdTelefòn lakay Selilè imel paran

Klas elèv-la ap fè kounye-a

F.S.I. SSN Sosyal sekirite elèv-la(Nimewo kat sosyal elèv-la pa obligatwa oswa pou diplome.Lwa F.S. 1008.386 ekzije SBBC itilize S.S.N. pou jesyon sistèm enfòmasyon-li.)

Ras

Blan

Nwa

Azyatik

Dat nesans Nan ki vil elèv-la fèt

Leta oswa Peyi

Toude paran-yoPapaManmanLòt moun(espesifye sa li ye pou elèv-la)

MaryeDivòseSepareVèf, vèv

Lòt eta sivil

Gwoup etnik: Èske elèv-la Ispanik,Latino oswa orijin Espayòl?

Wi NonElèv-la abite avèk: Eta sivil paran (si ou vle reponn)

Lekòl piblik Broward?

Lekòl prive Leta Florid?

Lekòl piblik Leta Florid?

Lekòl andeyò Leta Florid men nan USA?

Konte (County) Piblik Prive

double yon klas (refè menm klas - grade?)

nan yon pwogram Home Education Program?

nan yon pwogram Exceptional Student Education (ESE)?

nan yon pwogram Magnet?

Èske yo te espilse elèv-la nan yon lekòl?

Èske elèv-la gen yon plan 504 plan?

Èske yo te kondane elèv-la pou yon krim (felony)

EKSPERYANS ESKOLÈ ELÈV-LA ANVAN:Èske elèv-la te ale anvan nan yon:

Èske elèv-la te:

Èske elèv-la nan yon pwogram ESOL?

Si pitit-ou te rete anvan andeyò peyi Etazini,deklare dat pitit-ou te fèk antre lekòl pou lapremyèfwa nan yon lekòl nan Etazini:

Wi Non

Si ou reponn wi, ekri non lekòl-la.


Si ou reponn wi, ekri non lekòl-la

Si ou reponn wi, ekri non lekòl-la

Wi Non

Wi Non

Wi Non

Lekòl andeyò peyi Etazini - US?

Peyi Piblik Prive


Wi Non

Wi Non

Wi Non

Wi Non

Gason Fi

Ransèyman sou Fanmi/Paran:Non paran kap enskri elèv-la:

Non lòt paran-an:

Vil Leta Zipkòd

Nimewo telefòn lòt paran-an

Gason Fi

Adrès lòt paran-an:

selilè lòt paran-an

TANPRI RANPLI TOUDE BÒ FÒM-SA-A!

GasonFi

rete anvan nan yon peyi andeyò peyi Etazini ?

Wi Non

Wi Non

Wi Non

Wi Non

Wi Non

Wi Non

(Nimewo idantifikasyon)elèv-la nan Florid

Amerendyen /Natif natal Alaska

Awayen natif natal/Moun ki soti nan zile Pasifik

Form 4709HC (Rev. 7/12) PS18614109

Selon sa mwen konnen, tout enfòmasyon mwen bay nan fòmilè-sa-a kòrèk epi konplèt. Oka mwen ta chanje non-mwen, adrèsoswa telefòn, mwen va fè lekòl-la konnen sa nan dis (10) jou. Mwen konprann si yo mennen envestigasyon, epi yo jwenn fanmiyon elèv te bay fo enfòmasyon pou li te ka enskri pitit-li nan yon lekòl elèv-la pa ta dwe ale, se va rezon pou fè yo retire elèv-latouswit nan lekòl-la epi fanmi elèv-la dwe anwole elèv-la nan lekòl zòn lakay-li oswa swiv pwosedi demann transfè(reassignment) nan yon lòt lekòl. Mwen fè lekti epi mwen konprann papye Prèv kote mwen rete, yo ban-mwen-an:Enfòmasyon pou Fanmi - Important Information for Parents (SBP.5.1) epi mwen konprann si mwen bay enfòmasyon ki pa vreoswa mwen fè fwòd, yo kapab refere ka-mwen bay lapolis pou pouswit lajistis.

Ekri an lèt detache non Manman oswa Papa ___________________________________________________________________Siyati paran ___________________________________________________________Dat _______________________________

Ki kote ou rete kounye-a: (tcheke youn)

Nan yon abri (chèltè-shelter?) Avèk plizyè lòt fanmi nan yon kay oswa apatman?Nan yon motèl, otèl oswa sou teren kanping(campsite)? Nan yon machin oswa deyò, nan lari?Avèk zanmi oswa manm fanmi-mwen?

ੈ Nan okenn kote ki mansyonnen anwo-a.

Èske ou-menm, oswa yon moun ou konnen te travay sou yon fèm/nan endistri agrikiltidiran twazan ki sot pase-yo? Wi Non

Èske nou pale lakay-nou yon lòt lang apa angle?Wi Non Si ou reponn wi, ki lang nou pale______________________________Èske elèv-la pale lang matènèl-li apa angle?Wi Non

Èske elèv-la pale yon lòt lang pi souvan pase angle?Wi Non Si ou reponn wi, ki lang li pale ______________________________

Èske ou rete nan yon lojman lwaye-a pat chè (tankou lojman Leta sibvansyonnen Section 8)? Wi Non

Wi Non

Èske manman oswa papa w se manm Lame nan peyi Etazini? Wi NonSi ou reponn wi, endike nan ki divizyon Lame:

Air force Army Coast Guard National Guard Navy Marines

1

2

3

4

Yo prepare keksyon ankèt-sa-a pou ede chak elèv jwenn yon edikasyon bon kalite ak/oswasèvis siplemantè:

For

Off

ice

Use

Onl

y

FORMS: Immunizations (Form 680) Health ExamMedical Exemptions: Religious Medical Temporary (date)______________Proof of Residency 1________________ Proof of Residency 2___________________ Provisional Domicile or Bona Fide Form (if checked, next review date)_____________ Temporary Custody Reassignment (Code)__________Proof of birth date____________________(specify document)PROGRAMS

ELLESE Program___________________504

SURVEYS: 1__________ 2___________ 3____________ 4___________

Non

-tra

ditio

nal

Cou

rse

Dis

clai

mer

School FSIStudent Name

Èske ou rete oswa ap travay sou yon pwopriyete/enstalasyon gouvènman federal, rezèv Endyen (Indian lands)?

Mwen konprann kèk enstitisyon oswa òganizasyon apre lekòl segondè andwa pa asepte kredi ayeskoulmwen genyen avèk metòd ki pa tradisyonnèl, enkli men pa limite ak, modèl abreje klas rekiperasyon,lòt modèl ansèyman andeyò saldeklas ak jounen lekòl regilye, transfè kredi de ayeskoul ki pa akredite.

Siyati Paran _____________________________________ Dat ________________________

Form 4709HC (Rev. 7/12) PS18614110

Name____________________________________Grade________Teacher____________________Entry Code_______Entry Date______________

Charter Schools of Excellence Elementary School Registration Form

Only the parent/guardian (F.S. 1000.21(5)) who registers the student (i.e., completes this form), may withdraw the student from his/her current school, unless there is documentation of extenuating circumstances indicating otherwise. It is the parent’s/guardian’s responsibility to notify the school within 10 school days of any information changes.

Student (Legal Name) Last ___________________________________ First ____________________________ Middle ___________________ Address _______________________________________ Bldg._____ Apt._____ City___________________ Zip_______ Home Phone __________________ Cell Phone__________________ Parent email______________________________ F.S.I. Student___________________________ SSN_______________________________ (Florida Student ID) (Students' Social Security Numbers are not required for enrollment or graduation.

F.S.1008.386 Requires SBBC to use the S.S.N. for its management information system.)

Sex: Male Female Current Grade Level __________

The following survey questions are designed to provide each student with high quality educational and/or supplemental services:

The above information is correct and complete to the best of my knowledge. In the event of a change of name, address, or phone, I will

notify the school office within ten (10) days. I understand that students whose parents are found, after appropriate investigations, to have

submitted fraudulent information in an effort to enroll a student in a school to which the student is not assigned shall be immediately

withdrawn by the school and the parent must enroll the student in the appropriate boundaried school or follow the reassignment

procedures. I have read and understand the Providing Proof of Residence: Important Information for Parents (SBP.5.1) and understand

that if I have submitted fraudulent or false information, I may be referred to law enforcement for prosecution.

Print Parent Name ______________________________________________________________

Parent Signature ______________________________________________________________ Date _____________________________

Birth Date _______________ Birthplace City ___________________________ State or Country __________________________________________________ Student lives with: Parents Marital Status (Optional):

Both Parents Married

Father Divorced

Mother Separated

Other ___________________________________ Widow(er) _________________________________________

Parent Information:

Name of registering parent: _____________________________________________ Male Female

Name of other parent: _____________________________________________ Male Female Address of other parent: ___________________________ City __________________ State ______ Zip Code _________ Phone of other parent: ____________________________ Cell phone of other parent: __________________________

Previous School Experience: Has the student previously attended a: (Please indicate name of School) Broward Public School? Yes No ________________________

Florida Private School? Yes No ________________________

Florida Public School? Yes No ________________________

US School Outside of Florida? Yes No ________________________

Public Private (State) ________________________

School Outside of the US? Yes No ________________________

Public Private (Country) ________________________

If your child previously lived outside of the United States, state the date your child first entered school in the USA?_______________

Has the student previously been:

Retained (repeated the same grade)? Yes No

In a Home Education Program? Yes No

In Exceptional Student Education (ESE) Yes No

In a Magnet Program? Yes No

Expelled from school? Yes No

On a 504 plan? Yes No

In an ESOL program? Yes No

Convicted of a felony? Yes No

Living outside of the USA? Yes No

1. Is a language other than English used in the home? Yes No If yes, indicate the language used __________________________ Does the student have a first language other than English? Yes No Does the student most frequently speak a language other than English?

Yes No If yes, indicate the language used __________________________

2. Do you currently live: (Check one)

In a shelter?

In a motel, hotel, or campsite?

In a vehicle or outdoors?

With more than one family in a house or apartment?

With friends or family members?

None of the above?

4. Have you, or has anyone you

know worked in the farming/ agricultural industry in the past three years?

Yes No

3. Do you reside in low rent housing (such as Section 8 subsidized housing)? Yes No

Do you live or work on federal property/facility, Indian lands? Yes No

Is either parent a member of the uniformed services of the United States Yes No If yes, please indicate which division:

Air Force Army Coast Guard National Guard Navy Marines

Non-Traditional Disclaimer: I understand that high school credits earned through non-traditional methods, including, but not limited to, abbreviated course recovery models, or other models outside of the regular classroom and/or school day, or transfer credits from non-accredited high schools, might not be accepted by certain post-secondary institutions or organizations. Parent Signature _____________________________________________ Date_______________

For Office Use Only: Forms:

Immunizations (Forms 680) Health Exam Medical Exemptions: Religious Medical Temporary Proof of Residency 1 ________________________ Proof of Residency 2 ____________________________

Provisional Domicile or Bona Fide Form (If check, next review date) __________________________

Temporary Custody Reassignment (Code) _____________ Proof of birth date (specify document) _________________

Programs: ELL ESE Program _____________________ 504 Surveys: 1 ___________ 2 ____________ 3 _____________ 4 ______________ (Revised 1/22/2014)

Ethnicity: Is the student of Hispanic, Latino or Spanish Origin?

Yes No Race:

White Native Hawaiian/

Asian Pacific Islander

Multiracial Native American/

Black Native Alaskan

111

FORMULARIO DE INSCRIPCION DEL ESTUDIANTE

Solamente el padre/ tutor legal (F.S. 100.21(5) que inscribe al estudiante (p. ej., que llena este formulario), puede dar por terminada la matrícula delestudiante en la escuela, a menos que haya documentación de circunstancias atenuantes indicando lo contrario. Si la información que aparece másabajo cambia, es responsabilidad del padre/ tutor legal notificar a la escuela en los siguientes 10 días escolares al cambio.

CHARTER SCHOOLS OF EXCELLENCE

Estudiante (Nombre Legal

Nombre_____________________________________________Grado_____Maestro______________________________Entry Code__________Entry date____________

Apellido Nombre Segundo Nombre

Dirección Edif. Apto. Ciudad Código Postal

Teléfono de la casa Celular Correo Electrónico del Padre

Grado actual

F.S.I. No. de Seguro Social del Estudiante(El número de Seguro Social del estudiante no se requiere para matrícula o graduación. El Estatutode la Florida 1008.386 requiere que el SBBC use el S.S.N. para su sistema de información gerencial.)Sexo

Raza

Blanco

Negro

Asiático

Fecha de Nacimiento Ciudad donde nació

Estado o País

Ambos PadresPadreMadre

Otro(especifique la relación con el estudiante)

CasadosDivorciados

SeparadosViudo/a

Otro

Origen Étnico: ¿Es el estudiante de origenhispano, latino o español?

Si No El estudiante vive con: Estado civil de los Padres (opcional)

Escuela Pública de Broward?

Escuela Privada de la Florida?

Escuela Pública de la Florida?

Escuela de los EEUU fuera de la Florida?

País Pública Privada

retenido (repetido el mismo grado)?

en el Programa de Educación en el Hogar?

en el Programa de Educación para Estudiantes Excepcionales (ESE)?

en unPrograma Magnet?

expulsado de la escuela?

en el Plan 504?

acusado de un delito grave?

EXPERIENCIA ESCOLAR PREVIA:¿Ha asistido el estudiante anteriormente a una:

¿Ha estado el estudiante anteriormente:

en el Programa ESOL?

Si su hijo vivió fuera de los EEUU, indique la fechaen que su hijo comenzó la escuela en los EEU porprimera vez.

Si No

Si contestó que si, indique el nombre de la escuela.




Si No

Si No

Si No

Escuela fuera de los EEUU?

País Pública Privada


Si No

Si No

Si No

Si No

Masculino Femenino

Información de los Padres:Nombre del padre que está haciendo la inscripción:

Nombre del otro padre:

Ciudad: Estado Código Postal

Teléfono del otro padre:

Masculino Femenino

Dirección del otro padre:

Celular del otro padre:

¡POR FAVOR, LLENE AMBOS LADOS DE ESTE FORMULARIO!

Masculino

Femenino

viviendo fuera de los EEUU?

Si No

Si No

Si No

Si No

Si No

Si No

(No. de Identificación de la Florida )

NativoAmericano/Nativo de AlaskaNativo de Hawaii/Isleño del Pacífico

Form 4709SP (Rev. 7/12) PS18614

112

La información que aparece arriba es completa y verdadera de acuerdo a mis conocimientos. En el caso de que haya uncambio de nombre, dirección o número de teléfono, yo lo notificaré en la oficina de la escuela en los diez (10) siguientes alcambio. Yo entiendo que los estudiantes cuyos padres se les encuentre, después de una investigación apropiada, que hayanofrecido información fraudulenta en un esfuerzo por matricular un estudiante en una escuela donde esl estudiante no estáasignado, su matrícula en la escuela será cancelada inmediatamente y el padre deberá matricularlo en la escuela que lecorresponde de acuerdo a su residencia o seguirá el procedimiento de re-ubicación. Yo he leído y entendido el documento conrepecto a la Presentación de Pruebas de Residencia: Información Importante para los Padres (SBC 5.1) y entiendo que si yohe dado información fraudulenta o falsa, puedo ser referido a las agencias del cumplimiento de la ley para ser enjuiciado.

Escriba el nombre del padre____________________________________________________________Firma del Padre_____________________________________Fecha:____________________________

¿Vive usted actualmente: (marque una)

En un refugio? Con más de una familia en una casa o apartamento?En un motel, hotel o lugar para acampar? En un vehículo o a la intemperie?Con amigos o miembros de la familia? Ninguna de las anteriores.

¿Usted o alguien que usted conoce ha trabajado en la industria de la granja/ agriculturaen los pasados tres años? Si No

¿Se habla otro idioma en el hogar aparte del inglés?Si No Si contestó que si, ¿qué idioma se habla?______________________¿Tiene el estudiante una lengua materna aparte del inglés?Si No

¿Usa el estudiante más frecuentemente otro idioma aparte del inglés?Si No Si contestó que si, ¿qué idioma usa?______________________

¿Vive usted en un lugar de bajo alquiler (tal como el subsidio de vivienda Sección 8)? Si No

Si No

¿Es alguno de los padres miembro de algún servicio uniformado de los EEUU? Si NoSi contestó que si, por favor indique en qué división:

Fuerza Aérea Fuerzas Armadas Guardacostas Guardia Nacional Armada Marina Infante de Marina

1

2

3

4

Las siguientes preguntas en esta encuesta estan diseñadas para proveerle a cada estudiante una educaciónde alta calidad y/o servicios suplementarios:

Para

Uso

de

la O

ficin

a So

lam

ente

(For

Off

ice

Use

Onl

y)

FORMS: Immunizations (Form 680) Health ExamMedical Exemptions: Religious Medical Temporary (date)______________Proof of Residency 1________________ Proof of Residency 2___________________ Provisional Domicile or Bona Fide Form (if checked, next review date)_____________ Temporary Custody Reassignment (Code)__________Proof of birth date____________________(specify document)PROGRAMS

ELLESE Program___________________504

SURVEYS: 1__________ 2___________ 3____________ 4___________

Yo entiendo que los créditos de escuela secundaria obtenidos por medio de métodos no-tradicionales, incluyendo,pero sin limitarse a modelos de recuperación de cursos abreviados, u otros métodos fuera de un salón de claseregular y/ o el día escolar, o la transferencia de créditos de una escuela secundaria no acreditada puede no seraceptada por ciertas instituciones pos secundarias u organizaciones.Firma del Padre___________________________________ Fecha __________________________

Dec

lara

ción

de

Exo

nera

ción

No-

Tra

dici

onal

Escuela FSINombre del Estudiante

¿Vive usted o trabaja en una propiedad/ instalación federal, territorio indio?

Form 4709SP (Rev. 7/12) PS18614

113

APPENDIX BB

Discipline reporting in each category for the last five years

114

Discipline Incidents Detail Sort: School Year, Incident Cd, Event Id, Stdt Name, Action CdEvent Date Range: All,

Options Selected = Reporting School: 5397, School Year: 2015, 2014, 2013, 2012, Student Status: All, Grade Lvl: All, Team: All, Incident(s): All, Student #: All, Related To Indicators: All.

Data Warehouse Report Page 1 of 14 DSCI003R1 October 16, 2014Note: The following column headings indicate that the incident is related to: B: Bullying G: Gang A: Alcohol D: Drug H: Hate I: Injury W: Weapon. WD: Weapon Type Code

School Year: 201226Reporting School: CHTER SCH OF EXCEL-RIVERLAND 2 (5397) Total Incidents: 26Total Unique Events:

INCIDENT: DM - DISRUPTION ON CAMPUS 8Total Incidents: 8Total Unique Events:

EVENT: 12012114 09/16/11DATE: EDS: 06TIME: 10:00

EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: E LAW: N REPORTED BY: 006 ALYSSA JEANCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608008646 JOHNSON, JAQUAN Z M B 11/16/02 2971 06 ZZZ 03 -


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: B LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR: 12024454

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608008646 JOHNSON, JAQUAN Z M B 11/16/02 2971 06 ZZZ 03 E2 - EXTERNAL SUSPENSION - 2 DAYS 10/25/11 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR: 12025208

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610085652 STOKES-CLARKE, AVANT ANTIONE M B 12/11/04 3291 04 ZZZ 01 E1 - EXTERNAL SUSPENSION - 1 DAY 10/26/11 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 006 ALYSSA JEANCASE NBR: 02070239

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611096789 DEAN, DREVON DEON M B 03/07/02 4772 06 MB ZZZ 03 E3 - EXTERNAL SUSPENSION - 3 DAYS 02/13/12 3


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 015 KALINSKY RUTHCASE NBR: 12071265

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608019031 PORTER, DESMOND JERMAINE M B 09/29/01 1701 07 ZZZ 04 -


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 014 BESWICK KENESHACASE NBR: 12089782

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607053181 ROBEST, MICHAEL ANTHONY JRM B 10/18/00 3518 07 ZZZ 04 E2 - EXTERNAL SUSPENSION - 2 DAYS 03/22/12 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: S LAW: N REPORTED BY: 006 ALYSSA JEANCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607076331 GEORGES, AYANNA F B 05/17/02 0701 06 ZZZ 03 E1 - EXTERNAL SUSPENSION - 1 DAY 04/18/12 1

115

ADMIN

Typewritten Text

WWWWWWWWWWW

ADMIN

Typewritten Text

WWWWWWWWWWW

ADMIN

Typewritten Text

ADMIN

Typewritten Text

XXXXXXXXXXXXXXX

ADMIN

Typewritten Text

XXXXXXXXXXXXXXX

ADMIN

Typewritten Text

XXXXXXXXXXXXXXXX

ADMIN

Typewritten Text

WWWWWWWWWWWWW

ADMIN

Typewritten Text

WWWWWWWWWWWW

ADMIN

Typewritten Text

XXXXXXXXXXXXXXXX

ADMIN

Typewritten Text

XXXXXXXXXXXXXXXXX

ADMIN

Typewritten Text

WWWWWWWWWWWWW

ADMIN

Typewritten Text

WWWWWWWWWWWWW

ADMIN

Typewritten Text

XXXXXXXXXXXXXXXXX

ADMIN

Typewritten Text

XXXXXXXXXXXXXX







EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 014 BESWICK KENESHACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610062084 STUART, DEVON M B 08/05/02 0271 04 ZZZ Z Z Z Z Z Z Z 04 E2 - EXTERNAL SUSPENSION - 2 DAYS 12/06/12 2

INCIDENT: F1 - FIGHTING 6Total Incidents: 6Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 006 ALYSSA JEANCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608008646 JOHNSON, JAQUAN Z M B 11/16/02 2971 06 FIT 03 E3 - EXTERNAL SUSPENSION - 3 DAYS 09/26/11 3


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 014 LACASTRA KRISTINACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608019031 PORTER, DESMOND JERMAINE M B 09/29/01 1701 07 FIT 04 E2 - EXTERNAL SUSPENSION - 2 DAYS 12/09/11 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: PLAYGROUNDOFND: S LAW: N REPORTED BY: 006 ALYSSA JEANCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611080447 HARRISON, ANTHONY MALIK M B 10/06/02 5397 04 FIT 03 E1 - EXTERNAL SUSPENSION - 1 DAY 01/18/12 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: S LAW: N REPORTED BY: 015 KALINSKY RUTHCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0612036592 VILEINOR, ISAIAH E M B 07/07/04 0631 03 FIT 01 E1 - EXTERNAL SUSPENSION - 1 DAY 01/19/12 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: PLAYGROUNDOFND: S LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0601033421 MCCOY, BRYAN ELLIOTT JRM B 04/15/01 0701 06 6A FIT 04 E1 - EXTERNAL SUSPENSION - 1 DAY 05/22/12 1



116

ADMIN

Typewritten Text

XXXXXXXXXXXX

ADMIN

Typewritten Text

MMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM








Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608064449 SAMPSON, KYLE DANE M B 02/01/02 5356 06 FIT 04 E1 - EXTERNAL SUSPENSION - 1 DAY 05/22/12 1

INCIDENT: SB - UNRULY/DISRUPTIVE BEHAVIOR 8Total Incidents: 8Total Unique Events:



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608008646 JOHNSON, JAQUAN Z M B 11/16/02 2971 06 ZZZ 03 -


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 011 PAGE LEANNECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608019031 PORTER, DESMOND JERMAINE M B 09/29/01 1701 07 ZZZ 04 E3 - EXTERNAL SUSPENSION - 3 DAYS 10/07/11 3


EVENT SCHL: 5397 CON: 3 WHERE: 3 LOCATION: BUSOFND: S LAW: N REPORTED BY: PARENTCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608035306 ALEXANDRE, JAZELLE M F B 08/09/02 5023 06 ZZZ 03 -





EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 009 JONES PHYLLISCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610085652 STOKES-CLARKE, AVANT ANTIONE M B 12/11/04 3291 04 ZZZ 01 E3 - EXTERNAL SUSPENSION - 3 DAYS 10/12/11 3


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 003 BENSON OSHRATCASE NBR: 12033349

117

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM







EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 003 BENSON OSHRATCASE NBR: 12033349

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610138874 BELIZAIRE, JAMARI M B 03/30/05 0631 04 ZZZ 01 I1 - INTERNAL SUSPENSION - 1 DAY 11/10/11 1


EVENT SCHL: 5397 CON: 3 WHERE: 3 LOCATION: BUSOFND: S LAW: N REPORTED BY: PARENTCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608035306 ALEXANDRE, JAZELLE M F B 08/09/02 5023 06 ZZZ 03 E1 - EXTERNAL SUSPENSION - 1 DAY 04/17/12 1




INCIDENT: XA - DISRUPTION ON CAMPUS (MINOR) 3Total Incidents: 3Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: B LAW: N REPORTED BY: 001 CHRISTIAN SUSANCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611135264 DESULME, DARDESKY M B 01/27/06 5397 03 ZZZ KG E2 - EXTERNAL SUSPENSION - 2 DAYS 09/07/11 2



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610032443 EUBANKS, JAIDA C F B 11/14/03 3471 06 ZZZ 03 E2 - EXTERNAL SUSPENSION - 2 DAYS 10/19/11 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 001 CHRISTIAN SUSANCASE NBR: 12060110

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0612036747 SAINTUBERT, QUALAN M B 07/01/06 5281 KG ZZZ KG E1 - EXTERNAL SUSPENSION - 1 DAY 01/26/12 1

INCIDENT: ZN - ASSAULT/THREAT (NON-CRIMINAL) 1Total Incidents: 1Total Unique Events:



118

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM





INCIDENT: ZN - ASSAULT/THREAT (NON-CRIMINAL) 1Total Incidents: 1Total Unique Events:



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608019031 PORTER, DESMOND JERMAINE M B 09/29/01 1701 07 ZZZ 04 E3 - EXTERNAL SUSPENSION - 3 DAYS 05/08/12 3

TOTAL: 26


INCIDENT: 22 - BATTERY 5Total Incidents: 5Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: PLAYGROUNDOFND: S LAW: N REPORTED BY: 014 RODRIGUEZ CHEYENECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607063754 STRONG, JAQUEZ TAMORRIS M B 08/29/01 1701 06 ZZZ 04 E5 - EXTERNAL SUSPENSION - 5 DAYS 11/29/12 5


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: HALLWAYOFND: S LAW: N REPORTED BY: 014 RODRIGUEZ CHEYENECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610062084 STUART, DEVON M B 08/05/02 0271 04 ZZZ 04 E1 - EXTERNAL SUSPENSION - 1 DAY 01/09/13 1






Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0604140045 JONES, ALGERNON M B 10/09/03 1191 05 ZZZ 03 E2 - EXTERNAL SUSPENSION - 2 DAYS 02/26/13 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: ATHLETIC FIELDOFND: S LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0604140045 JONES, ALGERNON M B 10/09/03 1191 05 ZZZ 03 E1 - EXTERNAL SUSPENSION - 1 DAY 05/13/13 1

119

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM





INCIDENT: 22 - BATTERY 5Total Incidents: 5Total Unique Events:





EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 014 RODRIGUEZ CHEYENECASE NBR:




Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608088922 ANGLADE, PATRICE Z F B 10/08/01 5201 05 ZZZ 04 E1 - EXTERNAL SUSPENSION - 1 DAY 10/23/12 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: E LAW: N REPORTED BY: 010 GAUVIN NANCYCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607063754 STRONG, JAQUEZ TAMORRIS M B 08/29/01 1701 06 ZZZ 04 E1 - EXTERNAL SUSPENSION - 1 DAY 10/22/12 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: RESTROOMOFND: S LAW: N REPORTED BY: 003 STRAUD CORRINECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611048080 SMITH, KEIYON KAMAR M B 11/13/05 0271 01 ZZZ 01 E2 - EXTERNAL SUSPENSION - 2 DAYS 10/23/12 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: E LAW: N REPORTED BY: 005 JOSEPH SHERLINECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608141208 CHARLES, MARTAZ M B 08/03/04 0631 03 ZZZ 02 E1 - EXTERNAL SUSPENSION - 1 DAY 10/04/12 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 013 FRITSCHE MELISSACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610034393 HEERAH, ADIAH F B 11/03/01 0701 07 7B ZZZ 05 E2 - EXTERNAL SUSPENSION - 2 DAYS 11/15/12 2

120

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMM








Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610062084 STUART, DEVON M B 08/05/02 0271 04 ZZZ Z Z Z Z Z Z Z 04 E2 - EXTERNAL SUSPENSION - 2 DAYS 12/06/12 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: RESTROOMOFND: N LAW: N REPORTED BY: 014 RODRIGUEZ CHEYENECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608141208 CHARLES, MARTAZ M B 08/03/04 0631 03 ZZZ Z Z Z Z Z Z Z 02 E2 - EXTERNAL SUSPENSION - 2 DAYS 12/11/12 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: RESTROOMOFND: N LAW: N REPORTED BY: 015 KALINSKY RUTHCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607097810 CHARLES, JOSHUA EMMANUEL M B 01/01/03 5003 05 ZZZ Z Z Z Z Z Z Z 03 E2 - EXTERNAL SUSPENSION - 2 DAYS 12/11/12 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: N LAW: N REPORTED BY: 015 KALINSKY RUTHCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0604164509 KING, ELIJAH TAYLER M M 01/31/04 3761 04 ZZZ Z Z Z Z Z Z Z 03 E2 - EXTERNAL SUSPENSION - 2 DAYS 12/11/12 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: E LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607097810 CHARLES, JOSHUA EMMANUEL M B 01/01/03 5003 05 ZZZ 03 E1 - EXTERNAL SUSPENSION - 1 DAY 01/23/13 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: HALLWAYOFND: S LAW: N REPORTED BY: 015 KALINSKY RUTHCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607097810 CHARLES, JOSHUA EMMANUEL M B 01/01/03 5003 05 ZZZ 03 E2 - EXTERNAL SUSPENSION - 2 DAYS 02/06/13 2



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610062084 STUART, DEVON M B 08/05/02 0271 04 ZZZ 04 E1 - EXTERNAL SUSPENSION - 1 DAY 02/03/13 1

121

ADMIN

Typewritten Text

MMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMM








Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608141208 CHARLES, MARTAZ M B 08/03/04 0631 03 ZZZ 02 E2 - EXTERNAL SUSPENSION - 2 DAYS 02/06/13 2



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608088922 ANGLADE, PATRICE Z F B 10/08/01 5201 05 ZZZ 04 E2 - EXTERNAL SUSPENSION - 2 DAYS 02/06/13 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: N LAW: N REPORTED BY: 003 STRAUD CORRINECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611135264 DESULME, DARDESKY M B 01/27/06 5397 03 ZZZ 01 E1 - EXTERNAL SUSPENSION - 1 DAY 02/14/13 1



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611099298 JAIMES, ALEXANDER M W 12/13/06 5201 02 ZZZ KG E1 - EXTERNAL SUSPENSION - 1 DAY 02/14/13 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: N LAW: N REPORTED BY: 003 STRAUD CORRINECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611135264 DESULME, DARDESKY M B 01/27/06 5397 03 ZZZ 01 E2 - EXTERNAL SUSPENSION - 2 DAYS 02/26/13 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: RESTROOMOFND: B LAW: N REPORTED BY: 006 ALYSSA JEANCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0609062579 WILKERSON, SHANEIL ASHANTI F B 03/04/03 5201 05 ZZZ 03 E1 - EXTERNAL SUSPENSION - 1 DAY 03/06/13 1



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0604164509 KING, ELIJAH TAYLER M M 01/31/04 3761 04 ZZZ 03 E1 - EXTERNAL SUSPENSION - 1 DAY 04/04/13 1

122

ADMIN

Typewritten Text

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM







EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: S LAW: N REPORTED BY: 015 KALINSKY RUTHCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608141208 CHARLES, MARTAZ M B 08/03/04 0631 03 ZZZ 02 E3 - EXTERNAL SUSPENSION - 3 DAYS 04/30/13 3



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608088922 ANGLADE, PATRICE Z F B 10/08/01 5201 05 ZZZ 04 E2 - EXTERNAL SUSPENSION - 2 DAYS 05/28/13 2




Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607063754 STRONG, JAQUEZ TAMORRIS M B 08/29/01 1701 06 FIT 04 E1 - EXTERNAL SUSPENSION - 1 DAY 10/16/12 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 015 KALINSKY RUTHCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607063754 STRONG, JAQUEZ TAMORRIS M B 08/29/01 1701 06 FIT 04 E2 - EXTERNAL SUSPENSION - 2 DAYS 10/31/12 2


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: RESTROOMOFND: S LAW: N REPORTED BY: 016 ALCEAC KIMBERLYCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611060856 ARISTILDE, KEVIN M B 03/16/02 0881 07 FIT 05 E1 - EXTERNAL SUSPENSION - 1 DAY 01/14/13 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 016 ALCEAC KIMBERLYCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611060856 ARISTILDE, KEVIN M B 03/16/02 0881 07 FIT 05 E3 - EXTERNAL SUSPENSION - 3 DAYS 03/04/13 3



123

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM








Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0604164509 KING, ELIJAH TAYLER M M 01/31/04 3761 04 FIT 03 E3 - EXTERNAL SUSPENSION - 3 DAYS 04/25/13 3



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0604140045 JONES, ALGERNON M B 10/09/03 1191 05 FIT 03 E3 - EXTERNAL SUSPENSION - 3 DAYS 04/24/13 3


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: S LAW: N REPORTED BY: 002 BOCANEGRA ODALYSCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0606139635 JACQUES, MALIC JULIAN M B 05/10/05 5397 03 FIT 02 E1 - EXTERNAL SUSPENSION - 1 DAY 05/20/13 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: S LAW: N REPORTED BY: 002 BOCANEGRA ODALYSCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0609082512 SAINVIL, HERBENSKY M B 08/26/05 3701 04 FIT 02 E1 - EXTERNAL SUSPENSION - 1 DAY 05/20/13 1



EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: B LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0606139635 JACQUES, MALIC JULIAN M B 05/10/05 5397 03 ZZZ 02 LE - LOSS OF EXTRACURRICULAR PRIV.09/05/12 5


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: HALLWAYOFND: S LAW: N REPORTED BY: 014 RODRIGUEZ CHEYENECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0607063754 STRONG, JAQUEZ TAMORRIS M B 08/29/01 1701 06 ZZZ 04 E1 - EXTERNAL SUSPENSION - 1 DAY 02/04/13 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 003 STRAUD CORRINECASE NBR:

124

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM








Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610064008 DAYES, TEON ETHAN M W 09/09/05 5397 02 ZZZ 01 E1 - EXTERNAL SUSPENSION - 1 DAY 02/07/13 1



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0608141208 CHARLES, MARTAZ M B 08/03/04 0631 03 ZZZ 02 E1 - EXTERNAL SUSPENSION - 1 DAY 02/13/13 1



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0609076710 STRACHAN, DONAVAN M B 06/28/05 1461 04 ZZZ Z Z Z Z Z Z Z 02 E1 - EXTERNAL SUSPENSION - 1 DAY 04/19/13 1

INCIDENT: T5 - PETTY THEFT < $300 1Total Incidents: 1Total Unique Events:


EVENT SCHL: 5397 CON: 2 WHERE: 2 LOCATION: OTHEROFND: U LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611060856 ARISTILDE, KEVIN M B 03/16/02 0881 07 ZZZ 05 E3 - EXTERNAL SUSPENSION - 3 DAYS 05/31/13 3




Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611123675 CHAMBERS, JADEN LEE M B 03/05/06 5041 02 ZZZ 01 E2 - EXTERNAL SUSPENSION - 2 DAYS 02/27/13 2

INCIDENT: ZC - POSS/USE OF PROHIBITED ITEMS 2Total Incidents: 2Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CAFETERIAOFND: U LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0604164509 KING, ELIJAH TAYLER M M 01/31/04 3761 04 ZZZ 03 E0 - EXTERNAL SUSPENSION - 10 DAYS01/25/13 10

125

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

ADMIN

Typewritten Text

MMMMMMMMMMMM





INCIDENT: ZC - POSS/USE OF PROHIBITED ITEMS 2Total Incidents: 2Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: Y REPORTED BY: 003 STRAUD CORRINECASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610064008 DAYES, TEON ETHAN M W 09/09/05 5397 02 ZZZ 01 E5 - EXTERNAL SUSPENSION - 5 DAYS 03/21/13 5

INCIDENT: ZR - UNSERVED DETENTION (EXT/MULT) 1Total Incidents: 1Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: RESTROOMOFND: B LAW: N REPORTED BY: 006 ALYSSA JEANCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0603020523 PIERRE, JAH'DAYSHA SINISIA F

F

F

B

B

B

04/30/97

04/30/97

04/30/97

3391

3391

3391

12

12

12

ZZZ

ZZZ

ZZZ

10

10

10

IS - INTERNAL SUSPENSION (< 1 DAY)

47 - INDIVIDUAL COUNSELING

31 - REFERRAL TO SCHOOL COUNSELOR

03/07/13

03/07/13

03/07/13

1

0

0

INCIDENT: ZX - PROFANITY TO STAFF MEMBER 1Total Incidents: 1Total Unique Events:



Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611123675 CHAMBERS, JADEN LEE M B 03/05/06 5041 02 ZZZ 01 E1 - EXTERNAL SUSPENSION - 1 DAY 02/19/13 1

TOTAL: 46




EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: B LAW: N REPORTED BY: 004 LEACE SARACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611135264 DESULME, DARDESKY M B 01/27/06 5397 03 ZZZ 02 E1 - EXTERNAL SUSPENSION - 1 DAY 01/29/14 1


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 001 LEAL SORAYACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0614003660 MOMPIE, JAVIER DAVID F H 07/24/08 5281 01 ZZZ Z Z Z Z Z Z Z KG E2 - EXTERNAL SUSPENSION - 2 DAYS 03/04/14 2

126

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM







EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: S LAW: N REPORTED BY: 001 LEAL SORAYACASE NBR:



EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: HALLWAYOFND: S LAW: N REPORTED BY: 008 DUNN MARCIACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0612066214 LENNON, ALEXIA MECHELE F B 11/25/06 5281 02 FIT 01 E1 - EXTERNAL SUSPENSION - 1 DAY 10/02/13 1



EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: HALLWAYOFND: S LAW: N REPORTED BY: 002 BOCANEGRA ODALYSCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0611129421 THOMAS, JAHMARI K M B 03/01/06 0221 03 ZZZ Z Z Z Z Z Z Z 02 E2 - EXTERNAL SUSPENSION - 2 DAYS 03/14/14 2

INCIDENT: ZF - CLASS/SCHOOL RULES VIOLATION 1Total Incidents: 1Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: HALLWAYOFND: N LAW: N REPORTED BY: 016 ALCEAC KIMBERLYCASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0610081704 CHARLES, JANAYAH F B 02/10/05 5023 03 ZZZ Z Z Z Z Z Z Z 02 E1 - EXTERNAL SUSPENSION - 1 DAY 11/21/13 1

TOTAL: 5




EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: B LAW: N REPORTED BY: 006 FALLSTROM CAMILLACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0612061788 WITHERSPOON, TIMOURIS M B 09/01/06 0501 03 ZZZ 03 E3 - EXTERNAL SUSPENSION - 3 DAYS 09/18/14 3

INCIDENT: Z7 - LEVEL 1 -BUS VIOLATIONS 2Total Incidents: 2Total Unique Events:

127

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM





INCIDENT: Z7 - LEVEL 1 -BUS VIOLATIONS 2Total Incidents: 2Total Unique Events:


EVENT SCHL: 5397 CON: 2 WHERE: 3 LOCATION: BUSOFND: E LAW: N REPORTED BY: 015 JOHNSON FIONACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0609042611 FIELDS, CRAIVON VICTOR M B 11/29/04 5397 03 ZZZ 03 E5 - EXTERNAL SUSPENSION - 5 DAYS 10/02/14 5


EVENT SCHL: 5397 CON: 2 WHERE: 2 LOCATION: BUSOFND: B LAW: Y REPORTED BY: 015 JOHNSON FIONACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0609042611 FIELDS, CRAIVON VICTOR M B 11/29/04 5397 03 ZZZ 03 E5 - EXTERNAL SUSPENSION - 5 DAYS 10/02/14 5

INCIDENT: ZL - CLASS CUT (SKIPPING) 1Total Incidents: 1Total Unique Events:


EVENT SCHL: 5397 CON: 1 WHERE: 1 LOCATION: CLASSROOMOFND: B LAW: N REPORTED BY: 006 FALLSTROM CAMILLACASE NBR:

Stdt Nbr Student Name S R DoB CSchl CGr Tm IType A B D G H I W Wd I Gr Action Cd + Action A Date Days Susp0603005261 VEGA, ANGEL L JR M

M

H

H

06/22/97

06/22/97

2831

2831

11

11

ZZZ

ZZZ

11

11

H2 - DETENTION 2 DAYS

20 - PARENT CONFERENCE

09/22/14

09/22/14

2

0

TOTAL: 4

128

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMM

ADMIN

Typewritten Text

MMMMMMMMMMM

APPENDIX CC

Valid Certificate of Occupancy

ON FILE

129

APPENDIX DD

Health, Safety and Fire reports by District and/or Municipality

ON FILE

130

APPENDIX EE

Fire and Health Inspections (District and/or Local)

ON FILE

131

APPENDIX FF

Fire Drill Reports (10) and Tornado Drills (2)

132

133

134

135

136

137

138

139

140

141

142

143

144

145

146

147

APPENDIX GG

Comprehensive Emergency/Evacuation Plans

148

1

1

SECURITY AND CRISIS MANAGEMENT PLAN

2014-2015

149

2

2

Table of Contents

Fire Drills 3 Bomb Threats 3 Tornado Drill 3 Serious Incident 4 Bio-Hazardous Threat 4 Emergency Evacuation 4 Other Emergency Situations 6 General Principles Governing Emergency Drills 6 Playground Safety Rules 7 Supervision and Safety 7 Safety Codes 8 Hurricane Safety 9 Major Utilities Failure Procedures 10 General Utilities Failure Procedures 11 Informative Websites 13

150

3

3

Fire Drill During a fire drill, all classes will take the primary route indicated on the room Evacuation Chart. Students will walk silently in a single file line out of the room and at least sixty feet (30 steps) away from the building. Each campus will have an evacuation plan approved by the Superintendent or designee. The Principal will review the emergency evacuation plan during pre-planning as well as review periodically throughout the school year. Under ordinary circumstances, all doors and windows should be closed by the last one to leave the room. Do not lock your doors so that the fire crews have access. The lights and air conditioning should be turned off. In case of an emergency, the teacher may use his/her discretion as to whether the lights may be turned off. Fire drills are required by State Law at least once each quarter. CSE feels that the students and staff need to be prepared, so our drills are practiced monthly. Students and staff MUST exit the building upon a fire alarm signal, with the exception of the Administrative staff. No student or staff member should return to the building until the all clear signal is given. All students and staff should re-enter the building without talking in case of verbal directions are needed to exit the building again. Bomb Threat/Serious Threat or Endangerment Turn off radios! No exceptions. Radio transmissions can activate devices. Upon receipt of a bomb threat or other threatening situation requiring evacuation of the school building, an evacuation signal will be issued. The signal will be the fire alarm signal. All students and staff members, with the exception of the Administrative staff, MUST evacuate the building immediately using the Fire Drill Plan unless otherwise specified over the walkie-talkie system. Upon leaving the classroom, please scan the room for any objects that are out of the ordinary. Do not touch or rearrange anything in the classroom, especially suspicious items such as bags or packages. 911 will be called by the Administrative staff and the Bomb Squad will be sent to investigate. The Principal/Assistant Principal, President and building Supervisor will meet in the office to begin the search pattern. A staff member may volunteer to assist with the search, but is not required to do so. If no foreign object is found, students and staff will remain outside the building until the Bomb Squad permits access back into the building. No student or staff member should re-enter the building until the all clear signal is given. Tornado (Hurricane) Drill A tornado warning will be given verbally over the walkie-talkie system or by a message carrier. Each campus will have an evacuation plan approved by the Superintendent or designee. If there is imminent danger, the teacher should instruct the pupils to lie face down, draw their knees up under their body and cover the back of their heads with their hands or a book. The pupils should take protective cover under a desk and away from windows or glass if at all possible. Students in

151

4

4

portable classrooms will be escorted into a designated room in the main building. Those who cannot get under their desk will crouch at an interior wall with their heads covered. Serious Incident Should a situation occur where student/staff safety is concerned, an announcement will be made over the walkie-talkie. Make sure you are on channel one. The announcement will say, “We are in Lock-down mode, remaining inside until further notice.” At that time, all staff should remain in the rooms where they are located and the teacher should immediately lock all classroom doors. All students and personnel should crouch on the floor away from all windows. When there is no longer an emergency, the following announcement will be made over the intercom system, “Teachers and Students, the emergency situation at our school has been taken care of and you may resume your normal routine.” Bio-hazardous Threat In the event that there is danger concerning our school where bio-hazardous material is concerned, all students are to evacuate their classrooms and go to Fellowship Hall. All air conditioning units are to be turned off immediately. In the event that the danger is imminent, remain in classrooms, ensuring that all doors are sealed shut as well as all windows. Students in the Annex Building will follow the same procedure as the Main Building. Emergency Evacuation In the event that we are faced with a dangerous situation that requires students and personnel to be removed from campus, an evacuation route is in place. A walkie-talkie announcement will be made by Administration stating that there is an incident threatening our school, and to immediately follow emergency evacuation procedures. ALL students and faculty will leave their classrooms, and proceed in an orderly fashion toward the designated exit (see evacuation route posted in each classroom). Each campus will have an alternate location for emergency evacuations pre approved by the Superintendent or designee. This event is not practiced, so it’s imperative that all students are aware of procedures. Responsibilities for ALL Staff Members During Emergency Drills/Situations

It is imperative that all personnel is prepared should an emergency situation occur. Be aware of all drill and evacuation procedures! Know contingency plan! Please review the attached addendum to our handbook.

152

6

Teachers Have available at all times a pile/bag consisting of grade-book, emergency contact phone numbers, class list, radio, report cards, personal belongings, and any other essential documents. Make sure that if your class is in a special area that you immediately go to your students and escort them to the appropriate place. Cell phones will be a necessity! Teacher Associates If you have any students, escort them to the rest of the class. Follow safety procedures and make sure that all students are safely conducting themselves to their evacuation route. Stay near a radio and grab all personal belongings. Special Area Teachers After the teacher relieves you from their class, assist all students to the appropriate evacuation site (specific per campus). Ensure that you have your radios and grade books. Grab all personal belongings. Office Staff Everyone will have a responsibility (specific per campus). Staff will be assigned to take green boxes of Emergency Contact Forms, and all important staff information such as emergency contact numbers, as well as ensure that all files are locked, air is off, and doors are shut/locked depending on situation. Also, make sure that all radios are taken with you. Don’t forget to take all of your personal belongings. Security Ensure that ALL gates are unlocked and unobstructed. Make sure that there are no cars or service vehicles parked so that walking traffic cannot get by. Go around to all classrooms, turn off air conditioning systems, lock all doors, and turn off lights. Make sure that the fire alarm is activated and working properly. Other Emergency Situations (Signal: Verbal announcement on the handheld radios) Should there occur a situation where student/staff safety is concerned, an announcement will be made over the radio system as follows: “Attention Staff and Students, due to an emergency at our school, please keep all students in your classrooms and lock your doors until further notice. Please do not allow anyone in the hallways at this time. Thank you for your cooperation.” At that time, all staff should remain in the room where they are located and the Teacher should immediately lock all classroom doors. If the intercom is unavailable, the bells will ring continuously for ten (10) seconds. When there is no longer an emergency the following announcement will be made over the intercom system: “Teachers and Students, the emergency situation at our school has been taken care of and you may resume normal routine.” General Principals Governing Emergency Drills 1. Emergency drills are held to insure the safety of all persons when an emergency might

153

7

occur.

2. Emergency drills are to prepare all students and personnel to respond automatically if danger should occur.

3. The program of emergency drills must provide for all probably emergencies 4. No human life shall be jeopardized except to save the life of another person. ALL TEACHERS MUST TAKE THEIR GRADE BOOKS WITH THEM DURING EVACUATION DRILLS. Playground Safety Rules Only One Grade Level At A Time May Use The Playground. At least two adult supervisors must accompany each group. The supervisor’s responsibility is to enforce these rules and ensure the safety of the class. Slide down the sliding board, seated correctly, facing front, and one at a time! Walk up the slide ladder NOT the slide. Stay away from the buildings. No throwing of sand, rocks, or tire chips. No running Keep your hands to yourself. Do not touch others during recess. Tie in recess opportunities with education activities, such as water painting number facts on the sidewalk, practicing spelling with chalk, or looking for objects in nature as part of a science lesson. TEACHERS AND ASSOCIATES MUST ENSURE STUDENT SAFETY THROUGH CAREFUL SUPERVISION OF RECESS ACTIVITIES. PLEASE REMEMBER THAT RECESS IS NOT A BREAK TIME FOR TEACHERS! THE TWO SUPERVISORS SHOULD MONITOR THE ACTIVITY FROM OPPOSITE ENDS OF THE PLAYGROUND TO ASSURE MAXIMUM COVERAGE Supervision and Safety Teachers should never leave the classroom unattended. Your class may be covered by the Teacher Associate or other staff member if necessary. Call the office to request someone to cover your room if you are unable to find someone. Teachers or Teacher Associates will escort their students to all activities and the lunchroom. You are to stay with them until the adult in charge takes over. You will also pick them up in the same area. Please be on time! Remember that lining up and walking in line properly takes time. Please allow for that time in planning. Teachers are responsible for following OSHA guidelines. Cans and jars containing dangerous

154

8

items should be kept out of the reach of students. These items should be kept in closets on the top shelf. There should be no paper cutters out on the counter in the classrooms. Movie projectors should be kept with the handles backed into a corner if they are being stored within the classroom and not in use. Audio visual equipment should not be left unattended in the halls. Students should never be responsible for transporting A.V. equipment. Students should never carry materials to or from a teacher’s car. Keep doorways clear. There must be a minimum of three (3) feet clearance at the doorways to satisfy fire codes. You will want to keep this in mind when you are arranging the furniture in your room. Please do periodic safety spot checks of your room. Report any safety hazards either in your classroom or ANYWHERE in the school to the office. Safety Codes These statements should be used when contacting the office during emergencies (They will be labeled on you radios). Code Red Full Lockdown Code Yellow Lockdown Code Orange Evacuation Code Black Bomb Threat Code Blue Medical Hurricane Safety It is important for each charter school to already have a plan in place before a hurricane threatens Florida. The following steps need to be taken at the school site if a hurricane is threatening their area:

� All permanent records for students must be in a fire proof cabinet. � All financial information needs to be backed up on a disk or a flash drive. The

principal/director needs to have that information with him/her stored in a plastic container that they can take with them if they have to go to a shelter.

� The principal/director also needs to have in their plastic container all copies of insurance policies and/or the policies can be put on a disk plus the telephone numbers of the insurance contacts.

� If teachers have laptops, the school can purchase plastic bins for them at a minimal price. If a hurricane is approaching the state, each teacher can take their laptops, record book, plan book and put them in the bin. That will take care of important information that might be needed in case a hurricane does make landfall and their school has damage.

155

9

� Most importantly, the school needs to have a plan in place in case there is damage at the school site and the school cannot resume after the hurricane passes. The school has to find another location and enter into an agreement with them just in case the school has damage.

� Create an emergency telephone list and have one number that all staff can call if possible. � Board up the school the best that you can.

General Information on Hurricanes The official season for our Hurricane Season is from June 1st to November 30th of each year. Hurricanes are categorized by intensity using the Saffir-Simpson Hurricane Scale. This scale ranges from one to five and uses sustained wind speed to estimate the potential property damage and flooding from a hurricane landfall. Category One Wind Speed: 74-95 mph Damage: No real damage to building structures. Damage primarily to unanchored mobile homes,

shrubbery and trees; also some coastal road flooding and minor pier damage. Examples: Irene 1999, Allison 1995. Category Two Wind Speed: 96-110 mph Damage: Some roofing material, door and window damage to buildings; considerable damage to

vegetation, mobile homes and piers. Coastal and low –lying escape routes flood in two to four hours before arrival of the center of the storm. Small craft in unprotected anchorages break moorings.

Examples: Bonnie 1998, Georges 1998 and Gloria 1985. Category Three Wind Speed: 111-130 mph Damage: Some structural damage to small residences and utility buildings with a minor amount of

curtain wall features. Mobile homes are destroyed. Flooding near the coast destroys smaller structures with larger structures damaged by floating debris. Terrain continuously lower than five feet above sea level may be flooded inland eight miles or more.

Examples: Keith 2000, Fran 1996, Opal 1995, Alicia 1983 and Betsy 1965. Category Four Wind Speed: 131-155 mph Damage: More extensive curtain wall failures with some complete roof structure failure on small

residences; major erosion of beaches. Major damage to lower floors of structures near the shore. Terrain continuously lower than ten feet above sea level may be flooded requiring massive evacuation of residential areas inland as far as six miles.

Examples: Andrew 1992, Hugo 1989 and Donna 1960 Category Five Wind Speed: 155 mph + Damage: Complete roof failure on many residences and industrial buildings. Some complete

building failures with small utility buildings blown over or away. Major damage to lower

156

Documents

The Charter Schools of Excellence Comprehensive Reading