Addie C. Morris Children’s School CHARTER SCHOOL APPLICATION Addis C. Morris Children’s School - 1907 ADDIE C. MORRIS CHILDREN’S SCHOOL “Taking Children to the Next Level” North Carolina Department of Public Instruction NCDPI/Office of Charter Schools 301 N. Wilmington Street Raleigh NC 27601-2825 Addie C. Morris Children’s School I. APPLICATION COVER PAGES NAME OF CHARTER SCHOOL: ADDIE C. MORRIS CHILDREN’S SCHOOL, INC NAME OF NONPROFIT CORPORATION THAT WILL HOLD THE CHARTER: ADDIE C. MORRIS CHILDREN’S SCHOOL, INC. HAS THE CORPORATION APPLIED FOR NON-PROFIT STATUS: YES __X__ NO _____ NAME OF CONTACT PERSON: ENGLISH BRADSHAW TITLE/RELATIONSHIP TO NONPROFIT: BOARD MEMBER MAILING ADDRESS: 1830 HATTIE CIRCLE, WINSTON SALEM NC 27105 ALTERNATIVE TELEPHONE: (727) 560-1390 EMAIL ADDRESS: [email protected] LOCATION OF PROPOSED CHARTER SCHOOL (LEA): WINSTON SALEM/FORSYTH COUNTY CONVERSION: No: ___X__ Yes: ____ If so, Public ____ or Private: _____ IF A PRIVATE SCHOOL, GIVE THE NAME OF THE SCHOOL BEING CONVERTED: N/A IF A PUBLIC SCHOOL, GIVE THE NAME AND SIX-DIGIT IDENTIFIER OF THE SCHOOL BEING CONVERTED: N/A Description of Targeted Population The class of students entering school in 2013 has grown up in an era where computers and rapid communication are the norm. It is a multicultural, politically correct and “green” generation that has never feared the Russians and the legal barriers of access to a quality education. The mindset of this new generation is quite different from that of the faculty about to prepare them to become the leaders of tomorrow. They will continue to live on their cell phones and communicate via texting, Twitter, FaceBook, YouTube, and iPads. In order to garner this diversified population for enrollment, AMCS will utilize targeted recruitment efforts to specific populations to ensure representation from various sectors in the community including those at-risk students who are residents in urban and rural areas of the county and have an historical experience of socioeconomic disadvantagement. AMCS will initially serve children in grades K-3 starting in 2013-14 (no more than 21 students per class, adding one class per year (fourth grade in year three and fifth grade in year four) until reaching a capacity of 252 students with a fulltime teacher and teacher assistant in each kindergarten class. Page 2 of 160 Addie C. Morris Children’s School Proposed Grades Served: K-5 Proposed Total Enrollment: 252 Projected School Opening Year 2013 Month August School Year Grade Levels Total Projected Student Year Round Enrollment YES NO First Year K-5 189 X Second Year K-5 210 X Third Year K-5 231 X Fourth Year K-5 252 X Fifth Year K-5 252 X I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is authorized to serve as the primary contact for this application on behalf of the applicant. ______________________________________________ Signature Title ______________________________________________ Printed Name Date Page 3 of 160 Addie C. Morris Children’s School TABLE OF CONTENTS Page I. Application Cover Page 2 II. Table of Contents 4 III. Mission, Purpose, and Educational Focus 6 Evidence of Need for Proposed Charter School 6 Proposed Goals for Charter School 7 Purposes of Proposed Charter School 7 Educational Focus 12 IV. Governance 13 Private Nonprofit Corporation 13 Tax-Exempt Status 14 Organizational Structure 15-19 Resumes of Board Members 15 Governing Board Functions, Duties, Responsibilities 36 Governing Board Training 36 Decision-making of Board 39 Parent Liaison 39 Organization’s Performance-based Goals 40 Admissions Policies 47 V. Education Plan 51 Instructional Program 51 Teaching Approach 52 Class Structure 55 School Culture 58 Curriculum Framework 60 Core Curriculum 62 Professional Development and Teacher Training 74 Assessment and Evaluation 76 English Language Learners 85 Special Education 87 General Promotion Requirements 95 Promotion Standards for Students with Disabilities 97 Promotion Standards for Students with Limited English Prof. 98 Student Conduct and Discipline 101 Discipline of Students with Disabilities 107 Timelines 110 Private School Conversion Info 110 VI. Business Plan 110 Projected Staff and Qualifications 110 Qualifications for Individual Positions 110 Principal’s Evaluation 113 Human Resources and Employment 114 Hiring Procedures 115 Enrollment 121 Page 4 of 160 Addie C. Morris Children’s School Marketing Plan 122 Impact of School on Nearest Traditional School 123 Projected Enrollment 2013-14 through 2017-18 125 Budget: Revenue Projections 2013-14 through 2017-18 126-127 Budget: Expenditure Projections 2013-14 through 2017-18 128-129 Budget: Narrative for years 2 through 5 130 Budget: Capital and Assets 131 Audits: Program and Financial 131 Civil Liability and Insurance 132 Transportation Plan 139 Facility Description 139 Health and Safety Requirements 141 VII. LEA Impact Statement 147 VIII. Appendices (optional) 148-159 IX. Signature Page 160 Page 5 of 160 Addie C. Morris Children’s School III: MISSION, PURPOSES AND EDUCATIONAL FOCUS (G.S.115C-238.29A) MISSION ADDIE C. MORRIS CHILDREN’S SCHOOL seeks to provide educational equity for students to build a solid framework in their early years using interactive technology to investigate ideas and concepts through problem solving, higher order thinking and academic excellence in the fields of Mathematics, Science and Technology. This mission will be accomplished by implementing an innovative curriculum that incorporates blended didactic instruction and technology into instruction while covering the North Carolina Standard Course of Study and utilizing inquiry-based teaching methods that create an active learning environment and student-centered education system. EVIDENCE FOR NEED OF THE PROPOSED SCHOOL WITH THE SELECTED MISSION Community Impact The Piedmont Triad is a north-central region of North Carolina that consists of the area within and surrounding the three major cities of Greensboro, Winston-Salem, and High Point. Long known as one of the primary manufacturing and transportation hubs of the southeastern United States, this area has transformed into an ongoing and aggressive transition to a technology- centered economy. This new economic direction includes biomedical research, digital design, and advanced software development. Research in biotechnology and pharmacology at Wake Forest University, the WFU School of Medicine, Winston-Salem State University and high-tech companies has spurred the need for students to receive the type of education to equip them with the skills to attain career opportunities in these industries. Recently, Wake Forest University opened a modern, high-tech research and innovation center in Winston Salem. This center represents a major milestone in Wake Forest Baptist's development and growth of a new biotechnology-based economy in Winston-Salem designed for the 21st century. The 242,000- square-foot facility is considered the largest capital investment in downtown Winston-Salem history and will house about 350 Wake Forest Baptist researchers and scientists and 100 other employees from Wake Forest Baptist affiliates. These companies drive a constant need for highly calibrated IT professionals. Through our academic program, we believe that our school model fits perfectly to the needs and strengths of this area. Our academic program will allow our youth to not only be able to continue with their education at top-notch universities in the area, but also directly contribute to the workforce of these companies after their graduation Through its many partnerships, AMCS will merge educational, economic, and social opportunities together to create a vibrant and sustainable comprehensive community resource. The elementary charter school will bring to the community a unique educational choice to parents for their children to receive an excellent 21st Century education. A major goal of the school will be to set a foundation for learning at an early age for career preparation in IT employment and to prevent students from later dropping out of school; reduce disparities in achievement; particularly with regard to race, gender, socio-economic status and specialized instructional areas such as special education, and English Language Learners. Dropout Prevention In keeping with the aspirations of the district to continue in its upward climb in school attendance and dropout prevention, the charter school will offer an enriching school climate and a strict disciplinary system to deter students from dropping out of school. Page 6 of 160 Addie C. Morris Children’s School PROPOSED GOALS  A description of the student achievement goals for the school’s educational program and the method of demonstrating that students have attained the skills and knowledge specified for those goals. All goals and objectives will be measured annually at the conclusion of the school year. Academic goals will also be measured at regular intervals throughout the year to ensure annual goals and objectives are reached. AMCS will use the following benchmarks to monitor and measure the needs of students and the extent to which goals and performance standards are being met. Three major outcome areas were chosen as key to assessing the success of students attending AMCS. I. Academic Achievement Goal Areas (Outcomes) Mathematics Reading Science Writing Technology acumen II. Non Academic Achievement Goal Areas which include: Attendance Social-Emotional Wellbeing Satisfaction III. School Operations Full Enrollment - The school's enrollment will be at or above 90% of capacity. Manage Expenses -- The school will maintain a balanced-budget or positive fund balance on a yearly basis. Engage Parents - Parents will respond to the annual parent satisfaction survey with > 85% of parents responding favorably Percentage of students achieving or exceeding mastery on identified educational goal per year in each grade level. Grade Year 1 Year 2 Year 3 Year 5 Year 5 K 75 % 78 % 81% 83 % 85+ % 1 75 % 78 % 81% 83 % 85+ % 2 75 % 78 % 81% 83 % 85+ % 3 75 % 78 % 81% 83 % 85+ % 4 75 % 78 % 81% 83 % 85+ % 5 75 % 78% 81% 83 % 85+ % PURPOSES OF PROPOSED CHARTER SCHOOL State the relationship between the six legislated purposes, as specifically addressed in the NC charter school statute GS 115C-238.29A, and the proposed school’s operations.  Improve student learning [G.S. 115C-239.29A(1)] In accordance with NC State law, the charter school will be guided by the following Principles: Integrating Technology into Education: Page 7 of 160 Addie C. Morris Children’s School As discussed in the section of Educational Theory and Foundation of the Model, AMCS will utilize emerging technologies as a teaching tool in the classroom. Through Technology Integrated Education, AMCS students will use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge and communicate with others to participate effectively in society. AMCS teachers will be well prepared for using the current technologies in educational activities. The school will be equipped with technological tools such as math and IT labs with relevant and necessary software tools, smart boards and online networking tools, etc., to help students learn fundamental skills and knowledge with technology. In addition, each class, according to the grade and subject area will be equipped with necessary tools. Each class will have overhead projectors, and other tools as required by the classroom activities. The small class size and low student to teach ratio at AMCS will help implementing this by giving the students an opportunity to access the technological tools. Student-centered Learning: At AMCS, the focus of activity will shift from teacher to learners. AMCS will achieve this by implementing Active Learning, Cooperative Learning, and Inductive teaching and learning and its methods such as inquiry- and project-based learning. Active learning: AMCS students will solve problems, answer questions, formulate questions of their own, discuss, explain, debate, and brainstorm during entire class. Our technology integrated education model will create the 21st century classroom equipped with technological tools providing an active learning environment. Through Multimedia Learning, students will be involved in many interactive and authentic activities in their classes. Various technologies and tools such as digital cameras, free interactive online websites, online networks, videos, simulations and spreadsheets will be used for those activities. Studies on multimedia learning show that students exhibit positive attitudes towards the interactive projects: Multimedia learning improves their motivation, understanding, and teamwork skills. By including multimedia into learning environment we aim not only to improve students’ technological skills, but also to encourage their critical-thinking, creative, presentation and communication skills. Mayer and Moreno (2007) report that students, who acquire any information as verbal, image-base, text-base, and visual by multimedia, learn more as the information received in multiple channels is processed through multiple cognitive processes each of which support students’ learning.  Increase learning opportunities for all students with special emphasis on expanded learning experiences for students who are identified as at risk of academic failure or academically gifted [G.S. 115C-239.29A(2)] AMCS will provide an innovative curriculum that is highly integrated with instructional technologies such as smart boards, computers, and multimedia resources. It is known that technology not only improves the quality of student learning but also motivates students to learn more both in depth and breadth. According to John Wilson, executive director of National Education Association, "Educators are finding that the use of technology increases student engagement and empowers individualized instruction". Being a public charter school, AMCS will make these educational technologies available to all student subgroups including at-risk and academically gifted students. Besides one of the foundations of our educational theory, global leadership, demands high expectations from all of Page 8 of 160 Addie C. Morris Children’s School our students at a global level, we are aiming to raise our students to become leaders in the international arena.  Encourage use of different and innovative methods [G.S. 115C-239.29A (3)]. Building upon the unique and specific needs of individual students, AMCS will emphasize several instructional approaches, including differentiated instruction, cooperative learning, curriculum integration, and targeted interventions, as well as whole group and small group systematic instruction. These strategies fit together seamlessly to enhance student performance. Differentiated Instruction: While all students are expected to reach the same performance standards, they may follow different paths to success. An AMCS professional learning community comprised of teachers, their teaching associates, and other AMCS support staff will meet regularly to review student data and consider multiple ways of engaging all students. Based upon the data collected and these deliberations, AMCS teachers will adjust instruction to meet the varied needs of AMCS students. They will incorporate research based strategies that meet the needs of all learners and provide a variety of prompts and entry points that will enable students to grasp essential concepts and connect to the big ideas, themes, questions and skills in a unit of study. Teachers will use the following differentiated instructional strategies that have proven most effective when used properly:  Identifying similarities and differences  Summarizing and note-taking  Reinforcing effort and providing recognition  Homework and practice  Nonlinguistic representations  Setting objectives and providing feedback  Generating and testing hypotheses  Cue, questions and advance organizers Cooperative Learning: One of AMCS’s goals is to prepare its students to strive and prosper in an increasingly globally-networked society. Thus, teaching the students to work collaboratively and to move from a state of dependence to independence to the ultimate state of interdependence is a strategic imperative. AMCS students will be given the opportunity to work in cooperative learning groups when it is deemed as the best strategy for learning a particular skill or specific content. Research shows organizing students into cooperative groups yield a positive effect on overall learning (Marzano, Pickering, and Pollock, 2001). Curriculum Integration: Brain research supports the theory that younger students take in many things, organize, and process them all at once. Therefore, teaching ideas holistically, rather than in fragmented pieces, will better reflect how young students’ brains process information (Alberta Education, 2007). Accordingly, AMCS teachers will work to develop an integrated curriculum that requires students to investigate big ideas through a variety of disciplinary lenses. That is, AMCS teachers will present students with problems that will require critical thinking and the application of skills across different subject areas. Curriculum integration occurs when components of the curriculum are connected and related in meaningful ways by both the students and teachers. Our goal is to facilitate AMCS students’ abilities to see how information gained in one subject can help them to problem solve in another, thus creating an opportunity for seamless integration of subjects. Page 9 of 160 Addie C. Morris Children’s School Targeted Interventions: These are interventions developed to address individual student needs and are based solely upon student data from regular progress monitoring. Once a AMCS student has been flagged as not being on grade level or not making projected gains in reading, specific interventions strategies will be put into place to help the student to progress toward being able to read on grade level. The AMCS professional learning community will meet and collaborate to determine which students should be grouped together for specific skills and what strategies would best accomplish these goals.  Create new professional opportunities for teachers, including the opportunities to be responsible for the learning program at the school site [G.S. 115C-239.29A(4)] Given that student learning is an iteratively progressive process, teachers, are encouraged to use their professional expertise to make choices about the ideal methods and materials for students to best understand and learn to master the AMCS curriculum. In addition, teachers will be afforded a range of professional development opportunities to ensure that they are properly trained in the curriculum. Given that AMCS is designed to leverage the power and influence of science and technology to improve student education outcomes, teachers also will be exposed to a professional development program to learn how to:  use 21st century skills to understand and address global issues;  learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts; and  how to connect content, instruction, and technology to improve student outcomes.  Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system [G.S. 115C-239.29A(5)]. AMCS’s curriculum model is designed to help students build the solid conceptual foundation in mathematics, science and technology that will enable them to apply their knowledge and further their learning successfully. It is based on the belief that students learn most effectively when they are given opportunities to investigate ideas and concepts through problem solving and are then guided carefully into an understanding of the principles involved. The model teaches critical thinking skills and effective problem-solving methods and offers parents/guardians of students the educational opportunity to select a small, more individualized, elementary school setting to prepare their children to be successful in middle, high school and beyond. AMCS will specialize in innovative instructional methods that focus on “how” to effectively teach and expand learning experiences for students who are identified as at risk of academic failure or academically gifted. AMCS embraces an educational philosophy that is designed to empower students to learn “how to learn” and “how to figure out how to figure out.” The following principles undergird AMCS’s education philosophy:  Create opportunities for students to construct knowledge through active involvement;  Help students to gather and process information by encouraging them to notice and visualize what their senses are telling them;  Create background knowledge essential for academic success;  Create a culture of “questioning;” and  Provide opportunities for students to develop information-processing and problem-solving skills.  Hold the schools established under this Part accountable for meeting measurable student achievement results, and provide the schools with a method to change from rule-based to performance-based accountability systems. (1995 (Reg. Sess., 1996), c. 731, s. 2. Page 10 of 160