Professional Documents
Culture Documents
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Application for
Johnny J. Patterson, II
7 d likc
yt-
forming j
tfe e'talotea! rrf yr n. Irzvant . rdtcr hon8e r anddrtrixr to canfi. take bolthdue. acYirohiuoolthr.atAndr mi! levhen ad diapprnpnat re 7/y to th,e Iinunnt proiement itor.rtr dteentpart learni nhigp.Ir zvant l e ader t o fi n agenu r v ho t h rnr cr r v n ei r with charter n/mo! opera or.r rvilh a track n rd oJ,ru zerr. I want. rrpenntendentr to be abqrer ia e in taking! he d iarlt.rtep af
rh rtcing down afarling.echoo/ and rrp/a ing it rvith oire they know?vill ork."
U.S. Secretary ofEducation: lrne Duncan, DIa 2009
ols a.yearfor each ofthe nextfre yevn: I doa't mat to rxr e.rt in
Z.etmt a.rkyok, thorrgh, today, xhen Icrra look atyortiip eodeanc!ean tel! rvhetheryo r an8oing to8et agood edueation it mrrtters wherryou aregoing The eri.ri.r in K 12 eclucation u a graz thrrat to wlo ave arr.My mom wa.r a teacherI hatr tbe8revte.rt re,relfrpt etfort heproJet.rto l- lye nttd8 r tea her.r no! .rteem come.rjmm aebier ement notfior Ia,c
can
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minoritie.r arr tra edinfoilin nti8h6orhood c%roob. T'hiu ir the eYUi! rigbt,r f< rr qle ojourdoy."
l'oday, I'm itruing a ehniknge to edrrcatvr andlcrwmaker.r,p,orrnlr ond traefier,r alike. j.et uf Q/ make turning aroinrd our
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NEPCS
ii
TABLE OF CONTENTS
FxFCiTI'IVE SUMMARY.
. . .............................................................................................................
I.
Cf.
11.
9RTER
SCFIOOL MISSION, VISION, AND DESCRIPTION OF THE C0111M( 1NTTY TO BE SERVED ............ 7
7 ..:................................................
B. C.
8 NT ...........................................................................................................................................
II. HOI
1.
10
B.
CURRIGULUM
f1ND
C.
D.
22 SYSTEM.............................................................................................................................................
E.
F.
SGHOOL CH
25 ILACTERIS'ITCS ............................................................................................................................
f1ND
31 STUDENT SERVICES......................-..............................
BV?..............................................
III. Ho
I ru.
SctroOL D
r1ND
roNS
38
l. ENROLLMENT
RECRUI'T1
38 NT ..............................................................................................................
B.
C1IPACITY ..................................................................................................................................................................... 39
i) 2) 3}
40 Govemance Stiuchue ......................................................................................................................................
Roles
and
44 Responsibslities .......................................................................................................................... 47
4) C.
Boaxd Devebpmes
t .....................................................................................................................
M 1Nf1GEMENT............................................................_.............................................._............................................ 49
1)
3)
4)
D.
FACILI'I'IES
E.
2)
rating Budget
and
F. . 1CTION PLr1N............................................................................................................................................................. 60
THE
PROCESS........................................................................................................................................................................ 62
B.
G01 IS ............................................................................................................................................................. 63
1) 2)
flcademic
Success ................................................................................................................................................
63
Organizational Faithfiilness
to
64 Viability....................................................................................................................................... Charter........................................................................................................................................ 64
3)
C.
N IRRATIVE ................................................................................................................................................................. G4
D.
lt
NEPCS
B0 1RD PROGEDURES FOR MONITORING SCHOOL PERFORM IIICE IVD VALU TII1G
ENROLLMENT, WAITING LIST AND LOTTERI' PROCESS
FTSC L POLICIES
1) PROCURF.MENT' POLICY
E.
F. , HIRING
G.
H.
L
POLICIES FOR PROMOTION/ PERFORItL1NCE, GRr'iDUf1TTON, f1ND STUDENT DISCIPLINE PROFESSION IL DEVELOPI iENT PL 1N
RECRUITMENT PLAN
SCHOOL Sf1FTEY PL
ST IFFING PL 1N&
T
J.
K
L.
M.
N.
O. TRANSPORTf1TION PL 1N
P.
T.
RESUMES OF MEMBERS
2)
EXECUTTVE TE 1M MEMBERS
PROPOSED COMMISSIONERS
U.
V.JOB DFSCRIP'TIONS
iii
NEPCS
iv
National Education Partners is proposing to open a new NEP'Charter School in fall 2014, secving students in gtades K8. In addition to enrolling 650 incoming students aty-wide whose parents fill the cunent
school there child attends is underperfoiming or not meeting their child's educational needs. In total, the school will open its doors: to nearly 300 middle school students and 350 elementary schooT students.
Our Mission. NEP will ensure that its students acquire the knowledge, skilis, and strength ofcharacter
necessary to succeed on the path to high school and college and to achieve their full potential. The mission of
National Education Partners is to aeate a school environment where students develop the academic skills, intellectual habits and character uaits necessary to maximize their potential in high school, college and the global market. We'll serve students and families in the most economically disadvantaged neighborhoods and
wherever the achievement gap currendy persists. We'll continue our work begun with the University of
Pennsylvania Black 1V1en At PENN School of Social Poliry and Practice and the Commission on Urban Leadership by seeking to serve student demographics that mirror those of neighborhood schools in terms of
tace, socioeconomic status, English Language I. earners, and Special Education students. Our commitment
to students and families is that their children will enter high school and college able to succeed academically
due to their literary, numeracy, and core knowledge in sdence and sodal studies. We also promise that our students wi71 develop the zest for leaming and grit necessaty to persevere as they climb the mountain to and uttimately through college. These students will be able to return to their community as dtizens, teachers,
leaders, and architects of continued growth.
Our Students. NEP seeks to educate students at risk of not reaching their full potentiat. The school aims to
serve a population of students who, without our program, may have been substantially exduded from the
path to college. We intend to inidally enroll many of the students whose parents have shown interest in our
progtam form conversations while canvassing, holding community meetings and through inquiries made.
This will include the population of Speaal Education students and English Language I. earners. Going
forwazd, we intend to enroll students reflective of the demographics and learning needs across the HSD
system. We believe that our school program can provide aIl students with a tremendous elementary and
middle school education that they may othenuise have gone without.
Out Vision. Through the creation of NEP Charter School, we will create an extraordinary school option for
families and students in Harrisburg and we will be part of the national effort to turn azound the country' s
lowest- achieving
schools and students.
Within five
years, at
demonsttate grade-level pro6cienry in arithmetic, reading, ela and thus secure a fiim place on the path to high
school. Over time, NEP will aim to both support and leam from other disuict-led school improvement
Our Program. To effectively fulfill its mission, NEP will utitize the practices of the highest-performing
urban chatter schools, HSD schools, and school turnatound organizations. Our team believes that any
iv
NEPCS
student can rapidly apptoach grade-level ptofidenry when exposed to an academic environment defined by
fami liu,andnur.rtaff.Our expectations wil be expliatly taught, mericulously enforced, and consistendy supported by school-wide systems of incentives and consequences.
2.
detail.
3
Seamlur anddetailedoperatingpmczdun.r, Our operating systems will be wide-reaching and encompass every imaginable aspect ofschool operations, and will be implemented with unyielding attention to
students master core
to
Ri help omru, ttandardr-bo.r d crrrriculurn, rn.rtrs ction, anda.ae.r.rment,t Our educational program will be designed
basic
content
and skills
bY
the end
of
8th
Preparing them for the intellectuat demands of a college preparatory high school prograrn.
they fall behind.
A wide-reacfi n8 netnrork of.cupporit clerigned.ruch that no child zrleft behind Our sehool will employ an
extensive netwotk ofwhole-school and individualized supports to catch struggling students beEore
5.
An ob.rer.rion mith ragularly and effee7ively uring data. We will regulatly analyze academic assessment data to undetstand which concepts students have and have not mastered, using this analysis to build tutoring
goals will also permeate the school and drive individual and school-wide improvements.
plans and to make adjustments to our program. Data detailing student performance on non-acad nic
6
An atmorpherr oJen hu.ria.rm andjoy. Our progtam will be designed to ensure that teaching and learning become exdting and fun.
Our Philosonhv The above programmatic components will be implemented in paral] el with the school' s
tv'o$ uiding philosophies. To accomplish NEP's mission effectively,( 1) all stakeholders should work with
excellence.
urgenry in all that they do and( 2) all stakeholders should not make or accept excuses for anything less than
e n
Our'
else will mattet. Thus, we are prepared to work tirelessly and invest significandy to tecruit and hite the most talented and driven staff inembets from within I-arrisburg and across United States to wotk at NEP and serve out students and families.
Our Community Sunt ort Our plans have been embraced and welcomed by the City Leaders, the HSD Staff,HSD families, HSD teachers, and many other community stakeholders, all of whom tecognize the need for Harrisburg's underperforming schools to be transformed by those with a suong commicment co educating the city's students and families.
v
NEPCS
vi
Our CapacitX; NEP has the capadty that is required to achieve its mission. The school' s founding team will
contnbute insights from having managed, govemed, or worked in some of the highest performing utban
public schools in the United States. NEP's proposed founding Board of Directors possesses a wide variety of
critical qualifications, including chazter school governance experience. The balance of the school' s founding
team shares a commitment to the school's mission and the attributes necessary to turn the vision' for NEP
into a reality. Furthex, HSD will contri6ute many districtwide best practices, including those prescribed to
serve the dt} s most at-riskleamers.
yj
NEPCS
10
SERVBD
A.
MISSION:STATEMENT
global market We'Il serve students' and families in most economically disadvantaged neighborhoods and wherever the achievement gap cutrendy persists.
B.
Nauonal Education Partners is to create a school environment where students develop the academic skil s, intellectual habits and chatactertruts necessary to maximize theu potential in hiph school, college and the
VISION STATEMENT
on the path to middle school, high school and coIlege and to achieve their futi potential. The mission of
NEP wi11 ensure that its students acquire the knowledge, skil s, and strength ofcharacter necessary to succee .
school option for students currently underserved in Harrisburg and their families, other Hartisburg School District( HSD) students and their families, and additional community stakeholders. The new schoolwill provide i s students with an academic environment that leads to rapid core-skill development and the internalization ofimportant, positive lifelong values. The students, families, and staffinembers ofNEPwi11 wotk together hatmoniously to create a cultute in which atl constituents enthusiastically strive for escellence
and achievement in the short term. Students will graduate from the school with the knowledge, skills, and
strength of character to succeed on the path to college and to achieve their{ ull potential.
HSD. The
school' s executive
The founder ofNational Education Partners( NEP) seek to establish an extraotdinary elementary and middle
NEP will be created through a collaborative and unique partnership between the school's executive team and ontribute insights from having managed, govemed, and wotked in some of the highest-performing urban public schools in the United States. HSD witl contribute its vast accumulated knowledge of c}istrict-wide best practices, including those prescribed to serve the dty's most at-risk leamers. Ngp wi]] aim to both support and leam from other clistrict-led school imptovement efforts being pursued thtoughout the city, state and nationally.
team membets
wi]]
vision for enrolling in, succeeding in, and graduating from college.
regulat191aughing and smilinp,aiongside theit teachets, and they will be exdted about their newfound
some of the core reading and math skills[ hat they had suuggled to grasp in years past, and will be reflecting on character traits such as perseverance and integrity. They will love their new school,
NEP students will have completed an intense orientation. The students will have already masteted
NEP pazents, aIl ofwhom will have teceived one ot mote home visits ftom an NEP staffinembet, will be hopeful that the school can utilock the potential oftheir childten. They will understand the
sacrifices that completing the school' s program will require, but they will know that the school's staff members see them as fundamental partners who must play an active role in helping the school to fulfill its mission.
NEP teachers witl have been working hard since the beg nning ofAugust to develop their curricula,
including students with disabilities and English Langvage I,eart ets( ELLs); and to build a foundation for positive telationships with students and families.
Community members will aiready see NEP as a source of pride and inspiration. Visitors will be impressed by the tangible sense of scholarship and seriousness that permeates our school.
academic and behavioral systems; to enhance their skills and knowledge to best serve all students,
lessons, and assessments; to leam and ptactice the details of NEP's comprehensive operational,
NEP's Boatd of Commissioners( Board) will temain actively engaged in governing the school, ensuring that it is well-positioned for long-term success.
NEPCS
11
Four
years into the future, at least 75% of NEP students will be demonstrating:proficienry in math andEnglish Language Arts( ELA). The school will have graduated three classes of students' who are perfomung
well in their middle and high school programs. With the support of NEP's graduate service personnel, these
students will be preparing applications for enrollment into middle and high school. Other HSD leaders and teachers wl71 be visiting NEP of[en, leaming from its educational approaches, and implementing similar
practices to improve student achievement in their own schools, whileNEP's leadets and teachets will likewise
be spending time in excellent HSD schools to learn from and collaborate with thei= teams. The school will
have gained a reputation as one of the best K-8 school options for students and families in Harrisburg. The
school' s studenirecruitment efforts will'ensure' that the demographics of the school' s studentpopuladon continue to reIIect those of the district as a whole. `
Ten
years
into the
on the PSSA and PASA, thereby fully eliminating the racial and sodoeconomic achievement gap, and bridging the gap between each studen s full potential and his or her reality. Having provided an excellent
education to nearly 1, I OO graduates and still enrolling nearly 150-300 students each year, NEP willbe proposing its second charter renevvaL More significantly, one class of students wi71 have already graduated from college, and many more will be on a successful path towards doing the same. These alumni will represent Harrisburg's next generation of leaders in medicine, law, global business, public service, engineering, education, and coundess other fields.
C.
NEP will begin serving students in gzades K-8, to begin operation in fall 2014. In addition to enrolling a new, incoming cohort of K- bth grade students, NEP intends to, that first year, sexve many of the rising 7th and 8th grade students cuuendy enrolled in, an underperforming district elementary and middle school that HSD
intends to close at the end of the 2012- 13 academic year or that parents fills is unfit to properly educate their
child
Many HSD schools that serve scudents in grades K8 today are doing an admirable job of ensuting that their
students master core skills that wi71 allow them to succeed on the path to high school and college. It is for thi:
reason that our executive team is thrilled to pazmer with HSD on tlus endeavor, as we know that we can leam
a tremendous amount from the district' s highest perfomvng and achieving schools.
However, HSD, like nearly every other urban district across the country, has recognized the ongoing presence of low-performing schools within the system, particularly at the elementary and middle school level. The executive team believes that students across the City of Hazrisburg who cuxtendy attend a low-petfotmuig elementary ot middle school, or who would potentially attend a low-performing elementary or middle school in the future, reptesent some of the state's most vulnerable scudents, as they often move on from 5th and 8th grade without the basic math and reading skills necessary to have success in high school. Thus, these students are at risk of being precluded from the path to college and their full potential. In fact, our executive team has completed analysis indicating that, under the status quo, over the long term, nearly 19 of 20 students in the lowest-perfomung HSD middle schools will never graduate from college. Above all else, our founding team is motivated to open a public school that effectively serves these at-risk students. We believe that doing so is the most effective and ef6aent means to eliminate the achievement gap.
Target Student Popularion.
A high percentage of students with disabilities, both relative to district averages and relative to most
NEPCS
12
their schools.
Limited
students with c3isabilities) always approximate those ofthe district as a whole. Ve are particulatly motivated bY the opportunity to serve a student populatian that some other charter schools have struggledto rectuit to
Ekmentaty and Middle
School Options fot
our
As descnbed throughout this application, NEP's initial and long-term recmitment efforts wil ensure that our student decnographics{ e.g.,family income stacus, race) and leaming needs( e.g.,percentage ofEI.Ls and
Target School Populatio.
open to students from all neighborhoods, we anticipate that many ofthe school' s students wiA be drawn From predominately low income neighborhoods, in line with historical enrollment patterns in the district. Historically, profidenry rates atdistrict schools servinp,these neighborhoods have been low.Further, given the socioeconomi c status ofmany famioption lies within our target population, tuition-based private:schools are not a realistic elementary or middle schoo] for these students.
Ability to
Serve
the
Whiie'NEP will be
rapidly transform
approaches, and wiih The Commission on Urban Leadership, LLC a for-profit school management organization and comtnunity deveiopment company( SMO/ CDC, theWithin executive team ofNEP intend to four
student outcomes of their target student population. grade- level in
v,] uch is continuinp its efforts to improve student achievement at underperforming schools through new strategi es and alternative
demonstrate
years, at
distti
Ieast 75%
of the
p1a
e
e
proEciency
math and
English,
fum
reopened under charter operator, management organization, or an education management organization thata has beenschool selected thtougha acharter rigorous review ptocess."
approaches that the federal government has recommended that states and districts use to transform their most underperforming schools. Under this vehide, the" restarc" model, a school is to be" closed and
The ChiefExecupve Officer ofNEP seeks to create an extraordinary school option for families and students ifact, n Harri sburp and tobe part ofthe national effort to tum around the country's lowest-achieving schools. In our spec c, collaboraqvely developed plan ofaction with HSD is perfecdy aligned with one of the four
Of&cer thisofrnabl ed the New York Cipublic ty Departrnent into some the highest-performing schools inofEducati the state.on to transform its underperfotming school
some ofNew york City's most troubled schools and student populations. He assisted in the development of a comptehensive improvement plan with the Chancellors' Of6ce and the Mayots Education and Innovation
Exenrtive teamr' e,xperti.re. We believe that our executive team is uniquely well-positioned to launch this school and serve this commututy. Specifically, CEO, JohnnyJ. Patterson, II,will draw on his expe ence from worki g within govemment the Assi Deputy Mayor andonDeputy ssiopracri ner cofPubl c Poliry on issuesnand policie s related to as educati onalstant advancement, educati reformCommi and best es, to itransform
improvement to an existing school, as a model from which other underperforming schools in Hamsbutg and Supportpersonnel fot NEP_There is signi6Pennsyl cant support for ourschool proposed school and an ofactionfami from district , HSD teachets, vania charter representati ves,plHamsburg lies,key andHSD other
across the country can leam.
9
schools that, in large part, have never been fully urilized in district schools, with che best practices already in place across the HSD system. Thus, we hope to position our school, and the process by which we bring rapi .
application, the program we envision for NEP blends the best practices from high-perforniing charter
Innovativemethodr. NEP's rigorous program and high expectations have been speci6cally designed to serve students who ate academicatly challenged and/ or face challenges outside of school based on their low income status. The key methods we will utilize to bring rapid improvement to the school are not commonly practi ced in many of Hamsburg's district schools, particu]ar]y those that are underperforming. V( hile a thorough overview of our proposed school-level practices is detailed throughout the remainder of this
NEPCS
13
10
Further, many families of students in low-perfomung schools, induding those on waiting lists for other dt} s
charter schools, have expressed exdtement about NEP. For example, RobexC Jackson, a parent of a 6th grade
student, told us:
2 believe,
ar all
moat
rtant u that our.rchooG atand upfor oxr rtudent andgiva tfiim what
tbey needfor t{ xirfatrrr I belieye tbat NEP will be the kiad ofplaa tbat will,fgbtformy : tbi/drrn a tdgive tbem the
education tbey de.rerve."
Other key stakeholders, such as the leaders omany community organizarions serving Harrisburg' s youth, strongly support NEP, which they view as a strong potential partner in enhancing the life opportunities for
students in the cutrent catchment area and other Harrisburg neighborhoods. jusrin Reed, Community
Activist, expressed
7 war thrilled to hear about tfxpmporcd launch ofNEP. Foryearr, HSD har, rMrgglediopmvidt u high-gtrality educationforfamilies in thir neigbborbood 1 am very mnfident thatNEP wil! bern m a tremendou.r rchoo! thot.rerve.r thzr
commaniPy very well."
Samples of letters of support reflective of the endorsement that we have received from various consptuarts
across the community are induded in the attachments of this application along with signatures of parent and
community supporters.
At the most fundamental level, our educational philosophy is shaped by our belief that, in the llnited States today, an individual's enrollment in, success in, and gra uation from college is the sutest way that s/ he can
maximize his/ her academic, professional, and life potentiaL College provides a platform fot deepening
academic and personal experiences, building critical personal and professional relationships, and bmadening
perspectives that open up opportunities and enable an array of choices that aze unavailable to students who
do not enroll in, succeed in, and graduate from college. College serves as a stepping stone that can enable a
child who has grown up in poverty to escape its vidous rycle.
While lifetime eamings aze but one way to measure the value of a college c3egree in the United States, an
analysis of such earnings paints a compelling picture of their critical nature. According to the most recently available census data, Americans who have earned a Bachelor's degree eam approximately; 2.IM over their
lifetime, nearly twice as much as Americans not graduate from high school($ I.O1V.
who
have
only
earned a
high
school
diploma(
1. 21
or who do
We intend for NEP to move hundreds of previously underserved students onto the college path. We stcongly believe that any student can rapidty approach grade-level pfofidenry in an academic environment defined by.
Relentlessly high, consistent academic and behavioral expectations;
A wide-reaching network of supports designed such that no child is left behind; An obsession with regularly and effectively using data; and An atrnosphere of enthusiasm and j'oy.
The implementation of these six programmatic attributes is driven by two key philosophies:
1.
It is etitieal for out school' s stakeholdets to work with urgency in all they do. We recognize
that many of our stud ts( 1) may have internalized low expectations to which others have held them to date;( 2) may enter our program with very low academic skills; and( 3) may face difficult
sodoeconomic circumstances that create disacivantages and distractions. For these reasons, we must
work with urgenry. Within 1- 3 years, ouc students will need to be able to read, write, and do math as
well as if not better than other students in the Commonwealth of Pennsylvania and the City of
10
NEPCS
14
11
Harrisburg in order to effectively compete and get on a path towards higher education. Failing to get
our
our students
out ofschool , ajoining aamount gan, oroftune living ato life in poverty. Thus, despitof e our extended school dayuse and year, we have limited imptove the life chances our students, and must every single minute to drive student acluevement. Urgency is critical. Our school's stakeholders cannot accept oc make eaccuses for anything] ess than excellence. Given the challenges faced by our students, itwould 6e easy to accept excuses from them. And given thedifficult the stakes natute are too ofout high. mission, itwould be easy to make eacuses fofnot achieving it.We cannot
on
Iayered
top
of
these
six
programmatic attributes
a
and
tavo
Without
din
and
mission- ali
o_
school
administcators,
nothing else
matters.
Thus,
w are relendess
apptoach. I/e thinkvery strategically about howwe reauit, train, support and grow, evaluate, compensate, Our educauonal philosophy has been shaped and is supported by six primary sources ofinEormation: Ditect xperience ofNEP's Board ofCommissioners. Many of ourboard members have been f teachers, fozmer principals, CEO's of charter schools networks, attorne s, government oFficia(s and P s With the successes in education our board has demonstrated throughout their careets, we believe that few other school educational leaders in the United States have spearheaded such successful improvement efforts in a public educadon.Our direct eaperience has heavily informed our educational philosophy and gives us confidence in its meri Reseatch ott high-perfarm ng urban public schools. An inrxeasingly rich body ofresearch corroborates the attributes that an urban public elementary and middle schools must employ to drive high levels ofstudent achievement for all students, inc]uding students with disabilides and F.T.Tc. For
and promote our team members.
ag
t
th respect
to
our
with disabilities. This tesearch has informed many design elements of the school.
example, research has demonstratedisagain and agai n that setting a high bar and calling for the best producing academic mastery. Additional, targeted research has shaped ihe philosophies and practices that we will use to support EL.Ls and students
efforts
of
students
and
adtilts alike,
essential to
Direct observations ofexemplar urban public elementaty and middle schools. Observations of
United States have guided the development ofNEP's educational model, and prove its validity. Without question, all ofthese schoots share common attributes that drive their success, including purposeful and consistent procedures and routines; rigorous and consistent school-wide behavioral
pethaps most importandy, student-centered pedagogical practices which maximize the time students Lessons from Mastery Chatter Schools. Given that NEP will serve as an" traditional charter school and also a tumaround" school in its early years, the executive team has sought out an exemplar model for driving success in such an environmen Under its partnership with the
engage with skills and contrnt derived from state standards.
the specific practices.ofhighest-perforn ing urban public schools in New York City and across the
based curticu]um; a network ofwell- coordinated programs that support struggling students; and,
and academic systems; formal tools and processes that help teachers deveiop or refine a standards-
Phi ladelphia School District,Mastery Charter Schools has converted three exisring, underperfonning middle schools into charter schools, taking over responsibility for the school building, replacing the
remained the same. The Mastery model is dramatically improving achievement for high-need
demonstrated
s schools and
staff,and revitalizing the educational program. In each case, the existing population ofstudents has
students. Master s schools achieve this success through a rigorous academic program and cultute of
its mission and ihe mission of NEP,
ongoing professional development for teachers; and rewards for performance. Given the success by Mastery'
11
NEPCS
15
12
Mastery's pracrices have informed our educarional philosophy and verify its strong likelihood of
success.
School turnaround research The most comprehensive research on effecrive school turnaround
pracrices has been conciucted by Mass Insight, and published in The Tumaround Challenge. According to the report,` Turnaround requires dramatic changes that produce significant
achievement gains in a short period( within two yeazs}, followed by a bnger petiod of sustained
improvement." Further, the report indicates thae successful turnarounds require practices that
include the following: extended school day and longer year; discipline and engagement; close studentadult relationships; petsonalized instruction based on diagnostic assessment and flex ble time on task;
and a staff culture that stresses collaboradon and continuous improvement. We have leveraged this
research in formulating our educational philosophy and designing the core elements of the schooL Additional scholarly papers. NEP's English cvrriculum is influenced by seminal academic studies and texts. For example, the schooPs pedagogical approach is in line with the Guideline.rfor Teacbing
Middk and Higb School Stadentr to Read and IY/rite Wel! Sped6cally, NEP teachets w71 explicitly teach
reading strategies that studrnts can apply independendy and use pazmer work as a key strategy duung
guided practice. Ruth Schoenbach' s Readin8for Under. rtanding underpins NEP's foundational
metacognitive teading unit, which all students will complete at the beginning of the hrst turnaround
year in order to form a foundation of basic annotarion, main idea idendficadon, and quesrion ,
generation strategies. Atwell's In ihe Middle has also provided a future vision for the school's cumcular maturation once most students read and write on grade leveL NEP's mathemarics
NEP math practices are aligned with mulriple findings from mathemadcs research. For example,
and ensure that students work together to build their understanclings of math concepts.
B.
NEP teachers will integrate basic math skills and problem solving, emphasize teaching for meaning,
CURRICULUM AND INSTRUCTION
curticula( see below), we intend to build upon the base cumaila and processes that have been implemented at
Process Utilized to Identify and Build Cutticulum. In implementing our own internally-developed
the highestperfornvng urban public elementary and middle schools across the country, including Excel Academy Charter School, KII'P Washington Heights Charter School, Grover Cleveland Elementary Ivlastery
Charter School Campus, Laboratory Charter School, Ad Prima Charter School, Planet Abacus Charter
School and Main Line Academy Charter School. These seven schools have built signi6candy-aligned cumcula that have abled low-skilled K-7 grade students to reach and exceed grade level proficienry by the 8th grade. Our proposed curricula and curricuium development processes aze further backed by extensive
research that demonstrates they will result in high academic achievemenG
Curriculum Development Process
Pre-Operationa! Year.In its initial year, NEP's 8th grade students will be significandy behind grade level, given
that these students had been attending an underperfotming school during the prior two years. The limited
time NEP will have to prepare these students to succeed in high school dictates a unique, more centralized cumculum design process in the school' s pre-operationat year. The executive team will use this time to gather
eurricular materials frorn Harrisburg's and the country's highest perfomung schools and Eocus intensety on iterating them to best suit the needs of NEP's student population (likely induding the blending of 6th, 7th,
and 8th grade standards for 8th gradets and prioritizing the skills needed to succeed on the state assessments.
This will also be implemented throughout our entire school from K-8 with emphasis on our rising 6 and 7
from the Common Core Standards, unit plans, and a suggested pacing guide. The school will also provide
graders and our exiting 8' graders). The school plans to provide teachers with scopes and sequences designed
teachers with formal and informal assessments, proven source materials, and catalogues of effective stxategies. We believe that providing our eacecuave staff with this high level of support will allow them to focus on
delivering high-impact instruction that will address skill gaps from the very first day of school.
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prep ciasses, NEP teachers will use the following 10-step process to iterate existing curricula and develop new cur icula on an ongoing basis:
1.
2.
Curritrrlum Iteration and On-Going Development. To maintain and achieve the highest ofacademic expectarions, fulFill our challenging but urgent mission and provide our students with ri orous, high school and college-
In Augus during staff orientation, teathers will intensively examine and understand the PSSAs( as well as PASA exams from previous years)' for their particular subject and grade level. The respective Framewotk vill form the basis for'the curriculum.
3.
Teachers will examine student diagnosdc informadon to detemune gaps in student prior knowledge, and, as necessary, examine standards from earlier grade levels. Teachers will study the curricula that have been used at NEP and other'high-performing urban
Teachers use the above resources and data to analyze gaps in the existing curricutum materials and NEP will student needs.
Teachers will translate the Scope and Sequence into a UnitSequence Calendar. This document
Teachets will adjust scopes and sequences, unit plans and objectives co address gaps.
public schools:and determine the extent to which exisring curricu]a can be utiliZed in the year ahead.
4.
5.
6.
7.
enables teachers to integrate their proposed Scope and Sequence and content units with the school's calendar and interim assessment schedule, and to determine how many days and weeks can and should be allocated to each leaming standard and unit Teachers will use the Scope and Sequence and Unit Sequence Calendar to iterate the Course
Descripaon, which is meant to provide students and fam lies with an overvievv ofthe significant
teaching and learning that will be accomplished by the end of the academic year.
Each week, by Thutsday evecung, teachers will submit a Weekly Syllabi Plan for the subsequent week
will give teachers immediate feedback on these weekly submissions.
9.
Upon receiving on their Weekly Syllabi Plans, teachers will translate their Weekly Syllabi Plans into Daily feedback Lesson Plans. 10. Teachers will have access to wide-tcaching nd well-organized instructional materials (e.g., Do Now homework
activities,
assignments),
adapt the next da} s lesson to reteach and assess content and skills as necessary_DCAOCI' bi-weekty observations will provide teachers with action-oriented feedback on management and instruction Following
each observation, the DCAOCI, Chief Academic OfFcer or Chief Education Of6cet debrief will focus on
provides teachers with valuable information about how many students mastered the day's objectives and patterns of misconcepdons that are illustrated in students' answers. Teachers will document these results and
teacher reflecaon and coaching provided by NEP's DCAOCI. The data gathered from daily" exit ackets"
Evaluation ofCurriculum Effectiveness. T'he curricuium wi71 be cvaluated and adjusted daily through
spedfic adjustments that need to be made to lessons to reach all learners more effectively.
Academy Chairs will be tesponsible for assisting teachers in developing curriculum and informal assessments.
13
analysis to make curricular adjustments, as necessary. Speci6cally, they will tepeat the above-listed steps, with an emphasis on refinement rather than creation. The Ptincipal, DCAOCI. CEdO, CAO and respective
data trends across the entire school, as well as by spedfic subgroups ofour student populadon, including but Further, we will ensure there are no statistically significant differences between groups ofstudents, including student groups defined by gender, race, and family income status. Every August, teachers will utilize this
not limited to students with disabilities, FT.T c, and students who have been retained in a given grade level.
whether our curticula are effectively suppotcing fulfillment of the school's mission. Our analysis will look at
On an annual basis, NEP's school leadership team and teachers will review student achievement data to deternune how to improve or refine the curriculum. We will compare our results to our goals, to aetemune
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Outline of the Cucriculum. NEP's curriculum is designed to meet the educational needs of some of
Harrisburg's most at-risk students. To ensure that students will graduate from NEP on a successful path to
high school and college, our curriculum emphasizes the mastery of core content and fundamental skills while simultaneouslypreparing our students for the intellectual demands of a high school pmgtam. In the school' s trst year of operation, the EL.A and math curciculum will likely be modified for underserved 5 and 8 gtade
students to prioritize the skills and content most needed to succeed in middle and high school and perform
well on state assessments. As the school matures and cohorts of studenEs move NEP' s core academic
program, the currirulum will more clearly align with the grade levet standards of the PSSA. This approach will
enable our'graduates to take and succeed in advanced middle and high school courses.
Math. Every NEP student receives 425 minutes of math instruction, spread across eight class periods( seven 50-minute tlass periods and one 75- minute class perioc, during a given week, for the entire year. This schedule allows students to have access to a rigorous and challenging math cumculum that first addresses
previously unlearned skills and concepts, and then establishes the foundational numerary skills on which
more advanced math
is based. All
math courses
have
dual focus:( 1)
problem
solving. The math cuzriculum is supported by a Saturday morning math tutoring program designed to support
the school' s highest-need math learners.
K- G grade. Curriculum centers on the mastery of arithmeric operations, arithmedc building blocks
and fundamentals, fractions, percentages, basic geometric concepts, simple variable use, and
probability. Skills introduced include using physical models xo investigate the effects of changing
variables and using technology to model geometric shapes.
7th grade. Students continue to build on arithmedc operations, sobe problems using ratios and rates,
represent and describe pattems, and represent unknown quantities using symbolic algebra. Skills introduced include translaring written English into multi-step algebraic equations and graphing
equations on a coordinate plane.
8th, rade. Students continue to explore symbolic algebra and develop profiaenry in linear:equations, planar geometrp, theoretical probability, and statistical analysis. Skills introduced include using sdenti&c functions on calculators and graphing inequalities on the coordinate plane. By the end of 8th grade, students will demonstrate mastery of the fundamentals of Algebra.
ELA( Readin8
Every NEP student receives 525 minutes of EI.A instruction, spread across eight class periods, during a given week, for the entire year. Five 75-minute class periods (375 minutes) focus on
and
Writin.
reacling instrucdon, while the other three 54-minute dass periods( 150 minutes) focus on writing instruction.
FT. A teachers will teach both reading and wtiting to two cohorts of students. Our reading curriculum is supported by an independent reading program that requires all students to read for no less than 50 minutes per day. NEP will evaluate an effective literacq screen( e.g., SRA, DRA, orQR to identify students decoding
signi6candy below grade level. These students will receive a program-based reading intervention( e.g., SRA
Corrective Reading, I.anguagel, or Wilson Reading during ELA instzuction &ve days a week. This program will ptovide decoding and fluenry data which wi71 indicate when a student is ready to access the grade-level, or
near grade-level texts used in the general ELA classes.
Strong literacy is the driving objective of the NEP' s EI.t1 program. Our graduates must be prepared to read
high school level texts and write high school level compositions; their ability depends on a strong EI.A curriculum that ensures reading fluenry, comprehension of Hction and non- fiction texts, and strong writing
ability across a variety of genres.
Our reading curriculum begins with a concentration on fluenry and comprehension and, as necessaty,
phonics. Throughout their time at NEP, students are introduced to increasingly sophisticated pieces of literature for study and analysis. Skill development focuses on compaung and contrasting pieces of litetature, analyzing core elements of&caon, non-fiction, and other genres, increasing vocabulary, and identifying and explaining literary techniques such as similes, metaphors, imagery, and symbolism. By NEP's third year of operation, students will be able to read and analyze I Oth grade texts by the end of 8th grade and by the end of
5 grade students will also be able to read and analyze 7th grade texts.
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NEPCS
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Our`wnttn$ program starts with a focus on gramtnar, the writing process, and basic writing conventions; however, NEP teachers w71 not vait for students to master basic writing convendons before requiring them to write meaningfully about reievant topics and texts. Teachers will assign short- and longterm writing assignments that require students to apply and develop basic skills_Students will receive explicit instruction
organizing a piece according to its purpose and to increase clarity. Students' applications of these basic sl tts
a text
beginriing in the 2 a rade and continued until the 6 grade. The overarching theme ofwriting wi](be
on grammar and sentence composition, and basic elements of craft, such as word choice and usu g evidence,
grammar and usage to find their voice. 8thexpository grade writers will focvs on developing themes in their pieces and In gth
reacf to
with structured, researched
will become more sophisticated in the 7th grade as writing topics become more complex. pver time, students are introduced to the 6ner elements of the author's ctaft, including effective use offigurative language. In 8th grade, students continue to apply elements of the author's craft and their foundational:understanding of
writing.
the
aspects of the editing and proofreading process to students as they learn how to expand their use of
progress from being able to write well-structuxed sentences and paragraphs to three-paragraph compositions
descriptive words and complex sentences, and start to explote different styles ofwriting.Students will '
and five-paragtaph essays. thevvriting end of8th grade, students will have developed a personal writing style, adeptly self-critiquing theizBy own samples.
given week, for one semester of the year. Science is" double-blotked" duting that semester, so that'students
and conceptual knowledge, and is supplemented by the application ofprindples in laboratory settings.
K-
Sciena. Every NEP student receives 400 minutes ofscience instruction, spread across eight class periods, in a
receive a year's worth of content in one semester and teachers can focus on teaching concepts to depth with
fewer cohorts ofstudents. Our science curticulurn focuses on the helping students master core vocabulary
and animals are broken down by other living organisms, and changes to ecosystems throughout geologic time_Skills introduced include creating graphs, communicating the results of an experiment, and following lab safety ptotocol. de. Students take Physical Science, leaming about topics which include the differences between weight and mass, basic examples of elements and compounds, the difference between physical changes and chemical changes, and the effect of heat on particle motion. Skills introduced
th
plant and animal cells, the general fiinctions of major systems in the human body, haw dead plants
de. Students take Life Science, learrung about topics which inciude the differences between
include performing basic statistical measures on data and drawing condusions ftom the results of an
experimenr.
introduced include using probabilities to make predictions, designing and execuring experiments, and
profidenry
sun results in seasons, and recognition that the universe contains many billions of galaxies. Skills
on
ade. Students take Earth Science, leaming about topics which incluc3e the layers of the Earth, solar and lunar eclipses, gravity, the way in which the tilt of the Earth and its revolution atound the
the
conducting effective saentibc research_By the end PASA of 8th grade, students wil] be able to demonstrate Saence/ P$$ A
Engineering
and
SocialStudiu. Every NEP student receives 400 minutes ofsoaai studies instruction, sptead across eight class periods, in a given week, fot one semester of the year. Social studies is" double-blocked" during that
semester, so that students receive a year' s wotth of content in one semester and teachers can focus on
key concepts and vocabulary as well as to demonstrate critical skills such as analyzing prirnar, sources, debating different points ofview, and making cause-and-effect connections.
program is to develop literate, cuiturally_awaze citizens. Thus, our teachers will expect students to master the
K-6th grade. Students take Wotld Geography, learning about topics which include the different ways in which nations are formed, key elements of a market economy, and the major religious and ethnic
15
teaching concepts to depth with fewer cohotts of students. The overarching goal of out social studies
NEPCS
19
1G
groups in countries around the world Skills introduced include the interpretation of geographic information in a graph or chart and the use and maps and globes.
7th grade. Students take Ancient Civilizauons, leaming about topics which include the basic
characteristics of civilizations and the important achievements of various ancient societies. Skills introduced include the construction and interpretation of timel'tnes and the identification of multiple
8th grade. Students take U.S. History I(Revolution through Reconstruction), learning about topics
which include the importance and influence of the Declararion of Independence, the purposes and
functions of government, and the goals and effects of various historical movements( e.g., the
antebellum women' s svffrage movement). Skills introduced include the accurate documentation of
sources in a bibliography and the composition of a five-page research paper. By the end of 8th grade, students whom have completed our full program will be able to both effectively analyze a high
school social studies text and be familiar vith the vocabulary and contextual informarion embedded
within it.
AdditionalSub ectA eat. In addition to the core subject azeas listed above, NEP students receive instruction in
Physical Education and Health. AIl students will take this course no less frequendy than one time per week throughout the entire year. Our physical education and health program is designed to keep students active, and healthy. The program will encompass classroom- based sessions as well as activiries in the school's
gymnasium and outdoors. Our curriculum will be aligned with the Four strands articulated: Physical Health,
t,
Social and Emorional Health, Safety and Prevention, and Personal and Community Health.
Foreign Languages. All children should start leaming a foreign language in kindergarten and continue through
high school. Learning languages helps increase listening ability, memory, cxeativity and criticaI thinking- all of
which aze thinking processes that increase learning in generaL When done right, foreign language instruction uses themes that support the elementary curriculum induding math, science, social studies and language arts.
The holistic instructional approach used to teach foreign language incorporates many different strategies within a lesson. This enriches the leaming process and appeals to students' various leaming styles. NEP plans
to incorporate Spanish, Italian, German,) apanese and French into our foreign languages program.
The Arts.Every student takes no less than one visual arts class and one music class per week NEP's executive
team
agrees with
diives
the state' s
people express ideas and emotions that they cannot express in language alone. In order to understand the
range and depth of the human imagination, one must have knowledge of the arts." Through our Visual Arts
and Music curriculum, students will learn about the history and criticism of visual arts anc3 music, their role in the community, and their links to other disdplines, in addition to regularly practicing the respective arts. High School and Colle e Pre aration Preparing for high school and college programs will seem like a daunting task for many of NEP' s students; this course, taken once per week, supports students through the
process. In the Gth grade, this coiuse will give students an overview of the various high school options from
which they will be able to choose, and will help them to set appropriate academic and non-academic goals in
order to gain acceptance into such programs. In the 7th grade, the course' s focus will shift to intense preparation for the High School Admission Test( HSA'I) and Independent School Entrance Exam( ISEE)
examinations if and where applicable. In the 8th grade, students( and their families) will be led through the high school application process, visit numerous high school campuses, and be taught about the surest ways to
make high school a stepping stone towazds college enrollment, success, and graduation.
Enrichment. NEP' s core program focuses relendessly on the development of core academic skills. However, in order to best prepaze its student body for future pursuits, the school must also ptovide its students with
access to extracurricular activities on a regular basis_Thus, every Frida.y afternoon, from 1230-3:OOpm, the
school will offer Enrichment activities to atl students_Students will sign up for a specific Enrichment activity
at the beginning of each season( i.e., fall, winter, and spring. We anticipate that activides will include athIetics,
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NEPCS
20
theatre, dance, and international cultures, among others. While some activides willbe taught byNEP's staff,
eapect that students will meet
Non-Academic Goals. NEP's executive team has established non-academic goals to develop strength of character in students and ensure the long-term fulFillment of our school's mission.
PREP Ex xctation: We
and exceed the
schooPs
eapectations to our students, them through assess their fu]fillment via ourreinforce PREP database system.the use of our conseyuence and reward systems,
Prepared, Be Respectful, Be Engaged, and Be Professional. These expectations were inirially established to help students internalize important, positive lifelong values. At NEP, we intend to explicitly teach these
and
PREP
expectations
Be
binders, a homework folder) and the direct connecrion between organization and academic success. Throughout the academic year, students who demonstrate excepaonal organization will eatn merits and
organization. Students struggling to meet expectations will receive additional supports.
For example, consider the professional-related expectarion to" stay organized." During student orientarion, fororganization, how to utilize tools that the schoo! provides to stay organized( e.g., color-coordinated
our staff inembers will give detailed lessons to all our incoming students on the school's speciFic expectations
students who demonsttate a lack of oroni>ation will eam demerits. Students' weekly PREp Reports enable teachers, pazents, and students themselves to assess their own fulfillment of the school's expectations around
eapectations to student activity outside the school's walls. As students move through our program, the school will remove certain supports that had been designed to help students meet the school's expectations. We'do '
Over time, as students move Erom Kindetgarten to 8th grade, our teachers will increasingly connect these
meet ngpreparatory t1 e PREP eapectations. By doing so, we best prepare our students to independently succeed in coIIege high school programs.
this such that students take more initiative and develop their own mechanisms and processes for consistendy
school selection and pazental satisfaction_Further, the executive team intends to devetop specif:c quanritative and qualitative goals related to: our graduates' college selection and petformance; the school's overati climate and cultuxe; rates of program completion and annual teenrollmen and student demographics. 1liese results of all of these performance metrics will be reported to stakeholders induding the Board of Commissioners
OtbcrPerformance Metriu_ The executive team ofNEP has developed other goals related to our graduates' high
Lesson Objective(s), Agenda, and Homework assigunent clearly visible). This configuration leads to greater insttuctional efficienry, as all lessons aze sharply focused on clear, standard-driven objectives, and the entire 50- ot 75-minute block is planned out in the agenc}a.which Further, the vast majority ofinsttuction at UP Academy will followgroup the" graduai release" by approach, through students benefit from a teachei's direct instrucdon I Do', We Do',
practice guided
philosophy is consistent across all classrooms, and is founded in the belief that atl students can learn. All classrooms will be structured through the common use of the Blackboard Configuration( with a Do Now,
Pedagogy/ Instt ctional Methods Used to Deliver the Curticulum Model. Our ovetall instructional
the teacher("
You Do'.
with disabilities who often need clear directions and expliat modeling. Additionally, ELLs often benefit from this sttvctured approach as it provides a clear purpose for the lesson( often with key vocabulaty highlighte,
and multiple opportunides to practice and master a particular skill or concept in different contexts and
modalities.
and individual opportunity to practice, apply, and This structure is particujar]y effective for many students
To ensure that content is accessible to and appropriate for students at all levels, teachers must be highly
students succeed
will
skilled at differendating instruction. We believe that creating multiple leaming opportunities for students of different abilides, Each skitl levels, language levels, interests, or learning needs is another tool to ensure that all lesson include
multiple ways
groups
working in
when to use division might include: a brief story illustrating division; students drawing pictures of breaking up
17
for students to understand a particular skill or concept. For example, a math lesson on
NEPCS
21
18
a whole into equal parts; graphic orgat izers; a chance to discuss the concept in a structured pair activity; and
hand motions aimed at reinforcing the lesson' s core concept Additionally, during independent practice,
some students vho finish early may go on to a challenge problem, while students that are having difficulty may get extra support from their teacher. On a bi-weekly basis, DCAOCIs will support teachers in developing lessons that include effective differentiated instruction. A catalogue of effective strategies,
dcweloped by the founding team in the pre-operational year and honedby teachers over time, will provide an
important resource in this process.
Additionally, we belie e that every lesson should be" student-centered." Students will be actively engaged in every component of the lesson. For example, during the" I Do" portion of a writing'lesson on thesis statements, siudents may be taking notes in a graphic organizer and then underlining key components of an excellent thesis. During the" We Do," or guided practice component of the'lesson, stndents may be broken into pairs to read a paragraph, idenrify the thesis statement, and evaluate its quality. Students may continue to practice bq writing their own thesis statements. In sum, students aze doing the majority of the" thinking" and
doing" in the classroom, while teachers are providing the appropriate structures, questioning and guidance
needed to ensure students are learning at high levels. This approach serves aIl students, including ELLs and students with disabilities who benefit from being pushed to think on multiple levels and who have ample
opportunity to practice with the material, their peers, and the tearher.
Lasdy, relenflessly practiced and perfected classroom procedures'( e.g., for taking out bindets or accessing a
tissue), supported'by a consistendy enforced school-wide behavior poliry, ensure that students remain organized,and focused on the lesson at hand. Consistent routines provide many different leamers the support they need to be successful in class. For example, students who have difficulty processing know what to expec: at all tiases during theit school day; thus they spend more energy processing content information rather than dassroom routine ditections. Additionally, a student with Fmotional Disabilities knows what is expected in all moments, and therefore is less likely to get triggered by a sucprisa
NEP will consistendy ensure that its teachers are proficient in ub7izing the above instructional methods. Our
hiring process includes multiple rounds of interviews that assess applicants based on their pedagogical
alignment with the school' s instructionai approach. The delivery of a modellesson is an integral part of this process, during which applicants are assessed on their ability to implement the school's instructional
expectations. Of course, NEP will ensure that its teachers aze licensed and highly qualified to teach their
respective subject areas and grade levels.
Moreover, during August staff orientadon, NEP and The Commission on Urban Leadership w l collaborate
to train new teachers on the schooPs expected instrucdonal practices. For example, the DCAOCI or
Academy Chair may model excellent pracrices and provide feedback to the school's new teachers on sample
lessons that they deliver. During the academic year, teachers aze regularly observed and coached by DCAOCI
and/ or other teachers. Teachers that struggle with the delivery of lessons will receive intensive interventions
to support their instructional proficienry. Further, all teachers receive ongoing pmfessional development to improve their skills in the detivery of instruction. For example, we eapect to regularly utilize the video
taxonomy of effective teaching practices designed by Doug Lemov.
Process for Teacher Observation and Evaluation. NEP has developed a detailed process and tool for
teacher obseivation and evaluation. Please see appendix rntided TeacherEvaluation Plan.
Determination of Professional Development Needs of the StaH: The executive team of NEP seeks to
have ongoing conversations surrounding teaching and learning at the school_A siguficant amount of professional development occurs in August During the academic year, NEP students are dismissed at
1230pm on Fridays to allow faculty members to meet and discuss issues cridcal to the growth of theit school,
their students, and themselves as professionals.
From 1: 00- 1: 40pm, grade- level teams will meet for 40 minutes to action plan for solutions to
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NEPCS
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From 2:4(?-4:Oppm, an all-staff ineeting, focusing on issues relevant to the entire faculty, will be held. Meetings will occasionally deviate from this structure to allow for externally-led professional development sessions. The speafic professional development needs of our faculty will be determined by the school's leaders through review of student achievement results, meerings with faculty members, discussions at all-staff weekly inquiry Meetings
group meetings:
will a] so
From 1: 40-2:4Qpm, teachers will meet, as a whole-school team or in departments, to partidpate in 6U-minute inquiry groups, where teachers brainstorm solucions to various instructional challenges.
give teachers sufficient coaching and time to fanaIyze six-week assessment results, and to create conesponding actiott plans. Please see appendix entitled prn, e,r,rio alDevelopment Pb and Calendar.
C. PERFORMANCE, PROMOTION, AND GRADUATION STANDARDS acliievement across gtade levels and subject areas. It will be a central part of NEP's progress reports, report cards and school-wide accountability system. Additionally, these standards will help the school create a
Performance Standards. NEP's performance standatds will create consistent evaluation of student
Grading A student's grade will be a percentage between 0 and 100. A student's final grade in a course will be the average ofhis/ her four quarterly grades. Percentage grades will be detemuned by the student's perormance in each of the component catcgories listed below.
Category
Sk l and
performance can be clearly communicated and used to predict future success on state standardized testing_
Percentage
70%
of
coxnmon language shared by administrators, teachers, and families so that the quality of a student's classroom
Descriptioa
Meuures
a student' s
Fina1 Grade
Content
M
contrnt of course as
aY
30%
paformancc on
Daily checkout
Unit
test task
1 l k( y4 Mid-tcrm c. xam
eNrssroom aaeesaments
ork Homea+
Performance
of, and
$
rinal cxam
Cunent evrnt
su,
Measures both
a student' s completion
Ic 7] t
ractice
performance on,
homework
assignments
worksheet
N' hd readin lo
Teachers will assign percentage weights to the different types of assessments and assignments included in the Skill and Content Mastery category. This breakdown will be included in report cards so that families of
mighrweight different assessments and assignments.
Assi
ents and
summative assessments should carry the greatest weight T'he chart below shows how one English teacher
Assesements Percent
po/,
students can see how the student performed on spedfic types of assessments and assignments. Although teachers wt 1 have autonomy to assign the percentage weights for theit courses, NEP's best practice is that
e
of
Slull
and
Dal
Content Maste
Cau
Checkouts
Grade
Unit Tests
25,
200,
Week!
Com
uizzes
sitions
200,
Final Exam
25%
There will be some variation in the specific types of assignments and assessments given in each subject area. For example, sdence students will be required to complete lab assigntnents and sodal studies students will present research projects. In the case that an assigrunent or assessment has a subjective grading component, depaztments will uy to collaborate to design one assessment rubric to be used on all similar assignments and
assessments.
The scudents' numerical grades will be converted into a letter grade for progress reports and report cards. The
chart below describes the general performance level of a student who earns a particular letter grade.
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NEPCS
23
Performance Staadud
A
Percrn
90%
uivalwts
Dc6nition
or above
ndend
80%
or above
C
F
70%
69%
or above
or
below
letc his/ ha
wozk
onl
ficant assistance.
Reporting. NEP issues the following reports of student progress'to students, families, and teachers:
PREP Reoorts_NEP will issue FREP reports evexy week. These reports show a studen s PREP score
adctirional information below), attendance, and homework complerion rate.
Progress Re orts. NEP will issue progress reports every two wecks. Reports will indude percentage scores and conesponding letter grades. They will also include a student's PREP score,' attendance, and homewoik
completion rate.
Re ort Cards. NEP will issue formal report cards at the end of every quarter. The report cards will include
percentage scores, letter grades, and a breakdown ofpercentage scores for each assessment category in a subject area. Report cards will also include a summary of results& om benchmark exams, highlighting areas of
success and concem.
SubjectAr a Performance Standard,: It is important to have a clear picture of a" master scudent" across subject
and helps teachers idenrifq students most in need of intezvention.
areas to inform curricular design and iteration. This picture helps detetmine the rigor and pacing oE objectives
of NEP 4'- 7 grade students is translated into a particulat gtade for math, ELA and social studies.
Subject Mea
Exam le: 1st- 8th Grade Petformance Standards. The example below shows how the academic performance
Performance Standard
Reada independendy across genres, ucessing important ideas in tacta using genre- specific rcading sklls and
vocabulary strategies. Applics ideas from texts' in other contezts and to othcr texts.
A
Writes multi-para aph essays with puiposeful use oE vazied sentencc stiucture. Student writing uses strong evidrnce to support claims, eadvbits thoughtful, precise wordthoice and grade-level appropriate vocabulacy.
ass'
Completes homework assignments with the same rigor as a unit test. Scoces 90% or above on all ELA homcwork
menLc.
Indcpendeady accesses pertinent ideas in most fiction and non-fiction tcxts but sometimcs stcuggles to movc beyond the tezt to conncct and apply those ideas in new contezts.
B
Writes multi-paragraph essays compzised mosdy of simple and compound sentences. Student writing uses evidence to support daim.
Only misses 1- 2 homework assigrtmente a quarter and scoces above 80% on all completed EI,A homework
aas menb.
Consi< trndy accesses ideas in most genres with teacher assistance. Student' s reading/ thinking process focuses on
basic comprehension rether than application and conneaion.
C
compound or complex sentences.
Writes multi-paragraph essays, but the pazagraphs aze not always composed around mun idcas and rarely attanpts
Fa7s to mrn in EI.A homework 4-5 times a uarter. This results in less ractice with k slulls. Cannot independendy access the ideas in grade-kvel appropriate texts without intensive teacher suppon Writing does not demonstrate understanding of paragraph-level organization, compound or complex sentences.
Fails
to tum
in
at
lea.ct
one
EI. A homework
us'
sk ls.
Has maitered basic operations with integers and can independendy solve problems choosing from a range of
suategies, represent and describe pattema, and represent unknown quantiries using symbolic algebra Uses
Math
undecst nding oE ratios and basic opecations to convert measurements. Can idrntify geometric shapes by number of
Scores 90%
sides and their relation to angia. Uses understanding of opetations to identify missing angle mea ures in geometric shapes and nn graph shapes on a Cartesian plane. App6es conceptual knowledge of geometry to real world objec c.
or above on all math
homework
ass
rnti.
NEPCS
24
21
problems
problems
Has mastered basic operations withintcgers. Demonstata conceptual undastanding ofratios and rrtes and sdves
choosing fmm a few strategies that work, Can represent involve one or two variablcs and fotlow
unk; wwn quantities
uc a
common pattems.
gcruggies
en
m
advanced, complex problems. Can idencify most geometric shapes using numbu ofside,a and angle mqsuces.
ees Only mis.
to use t}us
knowledge in
fFectively uses Eormulas co 6nd missingangles but stcuggles to apply this knowledge to real wo ld application,
1- 2
math
homework
ass'
assi
ments.
ignments a quarter and score above 80% on all completed horr ework
incegers
C
concepnrei
Is profiaent in b sic operations, but speed nd accuracy ofproblem solving is affected in problemswith large
oc new scenarios,
St uggles
to
q
understanding of variab
c:s
variableb with symbol ic algebrr.differentiate Can dassify the mpst common geometric shape by number ofsides and relation Stcugg
to angle measures.
ve problems wit1 ratios and rates without significant trrcha support. IIas d unknowns but needs support to represent simpie ope acmns and
shapes with shared tharacceristi,(
to
simple pcocedures m
cannot
independrndy connect geomeccy con pts to real world objects. Fails in least
to tum
at
one math
Developing Profiaency with Msic operations in}ubits application ofnew math concepts. Gains mnceptu! teacher support but does not demonstrate the ab i t y to i n dependendy app]y undascandi n g i n probl e m sol ving. Identifies basic shapes but confuses chuacterisdcs oflike shapes. Can solve for missing angles with teacher support but does not
understanding
of ratios, M
c
Fails to turn in mach homework. 5 timec a uarcer.This resulcs in less ractice with k sk7Lc,
conversions
and
inciependrn
symboli
algebra with
h,,
homewark
ass;
Understands key facts in the development ofmajor anaent avilizationx. Sees historical event,i in a broad ontext, analyzing cause and effect re(ationships behn,een events and seeing haw the phitosophical Eoundations ofaneient avilizaaons have shaped the modem wodd. Diffuentiates between primaryand sccondary soumes and uses both y respr hes hutorical events with relevan
to gain a
dear
picture of
hisrorica!
evenkc,
Independ
Scores 90%
inco
racc
or
homewoilc as
in
information from P
nt theme
and,
ents.
some
B
Studies
Recailskey key facY. about anuent civilizations and analyzes thrculmraitonnections betwecn civilizacions, Rccogniy
idcas in
anaent cvlture that are still re] evant
modcrn timcs.
even,.
secondary sources and explain the benefit ofeach. Retiesmosdy on secondary sources when re.cearching hiaterical a her than the events'
Research focuses
on
pdmar,
comprehensive
Factua] iaEormation
about
historical
Scores above 80% on all com leted social studies homework ss ments.
C
Fails
resources andinstruggies ro document apeafic infocmadon about eventx in a Iogical ordec homework 4- 5
to tum
Recails the most common key Eacts about most ancient civi(izations. Can descn'be broad cultucal chardcteristics of major pviluations but does see the cause and effea mlationship behveen events and the development ofculhue. Is abl e to identify basic ideas From ancunt dvilizauon like" freedom". Can diffemnriate between primacy and secondary resources but cannot explain their si ti5cance, Rclies kjY on secondary resources For independent
social studies
times a
uart.'
sources.
Confuses about key hi,etorical events anddtnlizations anaenCCVltures. Sees events in isbetween olation andrim rarely moves bcyond the facts tofuts themes and connections between Cannot differentiate
Student' s
in
at
research
Fails
writing is
comprised of a
to tum
least
disconnected
facts
ondary
without conte
hamtwork
above
Aeademi e Honors. In accordance with NEP's misinsio n, the school wil celebrate escellence across all gtaaes by recognizing students who demonstrate mastery core subjects. HonorRo1 At the end ofeach quarter, an Honor Roll will be published. Students with all four core grades
9( 3%
eam
High Honor
status.
Students
with all
four
honor roll seudents yi]] be recognized at a formal, quanerly ceremony. Honorabk Mention.
At
the end
of each
core grades
above 80%
maki nginprocess. n is an comprehensi extreme measure meantofsupports to prevent and struggl ing Seudents from faci ngow, certai fai lure che nextRetenti grade.oNEP's ve system interventi ons, outl ined bel is n
21
duting the preceding quarter. These students wil be recognized at the Honor Roll ceremony. Ptomotion. NEP recognizes that a consistent set ofcritetia should guide all decisions related to promotion and retention, but also that each student's individual circumstances must be considered in the decision-
consistent effort across several academic categories (e.g., homework completion, orgat ization, participation)
teacher teams vvil] nominate students who have shovvn the most
NEPCS
25
designed to identify and service high-need students in the first weeks of school.and move them onto a path
towards promotion throughout the qear.
Failure. At the end of the year, the quarter:grades for each core academic subject are averaged together into a
final, year-long Course Grade. A student fails a course when his/ her year-long couxse grade is below a 70%, indicating that the student is a Novice leamer in that content area.
Pmmokon Guidekne: NEP utilizes the following promotion guidelines:
Academic Grades. To be promoted from
remedial work one grade
to the
next,
students will
have
to
score at
least a 70% in
three of fout core academic classes. If a student' does lose credit in a class, s/ he will be'required to do
during NEP' s summer' session. If a student fails to become profident in 70% of the benchmarks in a course even after the summer session, s/ he will be asked to repeat the course the following year. If s/ he fails to reach proficienry in two or more courses, that student will be asked to repeat the giade.
Attendance. Given the fast pace and high rigc>r of'NEP' s curriculum, missing one day can have a detrimental effect on a student' s learning. NEP does not distinguish between excused and unexcused absences in terms
of promotion. If a student exceeds 15 absences in an academic year, NEP r erres the tight to retain the student Exceptions are made for court-mandated appearances with proper documentarion, medical
appointments and religious observances. NEP's werkly Friday half-day provides parents with an opportunity to schedule appointments far their cl:ildren without missing instructional time.Additionally, scudents are
afforded rights under Section 504 of the Rehabilitation Act( Section 504), the Americans with Disabilities Act
ADA), and the Individuals' with Disabilities Education Act( IDEA) should their absences be related to a
demonstrate profidenry with critical skills and content across core subject areas. These standards also reflect an increasing focus on students' ability to independently apply skills and content to real-world problems in
prepararion for high school and college. The table below shows examples of$th grade' exit standards for
Fi. A, math and social studies.
Sub" ect Area
Exit Standarda
Math
linear
uations and
usr thcm to
solve
ml
roblems
e. .,
bud etin
Student uscs historical analyses skills to deve]op own world perspective and inte:pretauon of evenrs
Social Studies
Studrnt take.c a posirion on a compiex iuue and use wuious soutces in suppozt
Student
resents o
Ion -
In order to receive an NEP diploma and be recommended for 9th grade, a student must complete all
academic requirements of the 8th grade. That is, the student's year-long average for every cote academic class
ELA, math, social studies and science) must be at least 70%.
If a student only passes three of four core dasses, the scudent wi11 be allowed to walk at graduation but will not receive his/ her diploma until s/ he has completed the Summer Remediat Program in the failed subject.
Additionally, students must demonstrate that they have the strength of character to succeed in high school by
adequately completing the Path to College Exit Essay, a Service Leaming Project and holding a suffici t
PREP Score.
D. ASSESSMENT SYSTEM
Academie Assessmedt Responsibility. Student acadetnic progress must be measured and analyzed frequendy, and resulting action plans must then be effidendy and effectively implemented. NEP's Principal and DCAOCI will have primary responsibility for overseeing the school's assessment system_ Multiple
22
NEPCS
26
I
23
measutes ofstudent outcomes wilt be used when revicvving assessment data, including analysis of absolute
In line with state regulations, NEP's wil] administer all Smte exams, and will use the exams' results to measure
standardized
goals,
OurNEP' processstate for analyziag absolute all assessment data is, when there is a gap between achievement results for testing
students as' a whole or
within a particular
make aggressive adjustments to our academic program and determine addirional'supports that non-pro6cient
students mut receive to rapidly achieve profidency.
subgroup, we will
percentite to provide an extra data point in making academic program dedsions. Coupled with the absolute other data, growth percentiles wil] provide a more robust picture to understand which areas ofinstruction are effective, which scudents need extra support, and to what extent we are making progress towards our
Additionally,we intend to use the PSSA,PASA, LeamD T and internal assessments performance growth
within standards over time. We will administer these assessments in the satne manner we adcninister
appropriate.
Learnia PndictiveA,cre.r.rmentf 0ur students will also take the Learnia Math and F,LA predictive assessments in September and December. These assessments will be provided by the NEP or outside contractors. In addition to providing predictivedata of state standardized test achievement, the I,earnia results arill give the district and NEP comparison data between 1 SD schools.Results will also show individual student growth
pSSA,I'AS 1, LearnDAT and internai assessments, providing accommodations for students on IEPs when
The results ofour annuai analysis and our subsequent school-level action plans will be distributed to all of the
parents with rheir child's respective PSSA,PASA, LearnDAT and internal assessments results and ocher rowth percenttle('if available) and, as necessary, any conesponding action plan that wilI be put in place the following year to bring the student up to profidenry.
school's stakeholders, including che school's Board, school employees,' and parents. We will also provide
meeting the needs of our scudents and that all students receive the supports necessary to succeed on the path to college Therefore, a series ofassessments aze used at different junctures throughout the year so thatif gaps exist, we can identify them early and make adjustments swiftly and purposefully.
Internal Assessments. NEP uses a range ofintemal assessments to ensure that our academic program is
group of students who enter our progracn with very low basic skills will require irrunediate and intensive
grade-l evel, we betieve that students whose reading skil s aze close tograde level wi11 be able to catch-up and accelerate beqond grade level through access to our rigorous program. However, we antiapate that a core
Isitrary Scnen. During Iate August and early September, all incoming NEP students are screened to determine the r reading 1eve1. While we antidpate that most students who enter our program wi(1 be reading below
temediation in basic literary skiIls. Our intake literary assessment is designed to identify these students, who screens, SRA, DRA, and QRI, used bp high-perfotming national schools. We will evaluate each saeen's
are then placed into a holistic, research-based reading program. NEP has targeted three possible literary
math, FLA, sdence, and social studies). These assessments are aligned with the content area's scope and administration. The math and ELA six-week assessments will be provic3ed by( TBD outside contractors).These ELA interim assessmrnts include an open-response writing prompt which requires students to respond to a text. These prompts are scoted by a r btic aligned to the PSSA, PASA, LeamDAT and intemal assessments composition assessment standards. The science and sodal studies six-week assessments will be designed and provided by NEP's founding team; school staff will update and revise these assessments in future years, as needed
sequence, such that the only standards assessed aze those that have been taught prior to assessment
23
Six-Week A.r,rea.rment,r. Every six weeks, NEP's students take interim assessments in all four core content areas
NEPCS
27
24
The results of these assessments, which NEP teachers will be able to access within 72 hours of test
administration, are detailed and robust After each series of assessments, faculty meetings will 6e dedicated to analyzing the results to determine overall classroom and grade- level performance on various standards( which can help detemune if particulaz skills need to be re-taught) and individual performance on various standards which can help determine which students need targeted tutoting support). Teachers commit to using class time to re- teach and= e- assess the lowest-performing standards on their respecuve six-week assessments: In addition, teachers use the Study Hall period to tutor students or groups of students who have not yet ' mastered particular objectives. For students in NEP' s reading intexvention program, formarive data will be
collected through the chosen program' s prescribed assessment schedule. This data will inform the teacher's
decision to reteach aspects of the program. This program will also have a summative assessment, typically a
runningrecord with a retelling or a set of focused comprehension questions, which will tell Ehe teacher
whether the student has graduated from the prograni or needs further intervenpon.
Formal and Informal Cla.crmom A. raea.rmenta. Teachers will frequently administer formal and informal formative
assessments. These assessments airn to measure progress towazds content andperformance standards
constructec3 or refined by the teacher at the start of the year. Assessments will be usal to communicate a
student's de6cits and growth to the student, his/ her family, and teachers. Assessments may include the following: taking a traditional spelling exam in English class, assembling a graph in science class, or completing a set of division problems in math class. Assessments used to measure more advanced performance abilities may include the following.writing a research paper in English class, evaluating a primary source in social studies class, or solving a complex word problem in math class. Teachers will modify
their insuvctional plans based on the results of these assessments.
Unit A.rrerrmerlt and FixalExama. Teachers will administer unit assessments at the end of+ every content unit to deternune student mastery levels. The results of unit assessments will be used by teachers to modify
subsequent curriculaz units( e.g., to include a lesson that will re-teach a sk11 that the majority of the class did
not master in the prior unit), and to inform how the unit needs to be modified in su6sequent years. At the
end of the year, teachers will administer final exams designed to measure cumulative contrnt mastery in a given core subject area. Subject area teams, in collaboration with their respecrive Academy Chair and DCAOCI, will design unit assessments and finaI exams. In doing so, they will also consult numerous resources, such as unit assessments and final eaams administered at other high-perfornung urban public
schools.
Reporting Data and Continual Improvement It is our belief that in order to continually improve our
academic program, we must not only have statistically relevant data, but we must also consistendy and
transparendy communicate our results to all of our stakeholders.
Board. The Board will receive the annual report, written by NEP's Prindpal. This report will include all
intemal and extemal assessment data relevant to the school' s accountability goals. In the event that a poliry
change is required because significant gaps existed between the school' s performance and its goals, the Board
will enact its poliry development process and make necessary organizational deasions.
SchoolStaff.NEP' s administrative team will meet at least once after every six-week interim assessment to
analyze and discuss achievement results and use the data to determine the focus of the next professional
development session(s)_ Addidonally, school administrators uril! meet annually to review and possibly revise
the academic program based on progress toward accountability goals.
School staff will meet in content data teams after every six-week assessment to analyze data, create action plans, and develop curriculum for whole group and small group instruction in order to ensure that all students aze meeting intemal benchmark proficienry goals. Additionally, school leaders and school staff will meet informally on an ongoing basis to discuss results of informal assessments such as unit plans, exit slips,
homework completion reports, or literary assessments. Our focus on data reflects our belief that all students
can achieve at high levels. This focus is reflected in the school's practices: one-on-one coaching sessions,
grade- level and department meetings, and during Friday professional development sessions.
24
NEPCS
28
25
report cards with detailed information about student performance. Student grades in core subject areas are the primary determinant of their promorion from one grade level to the nex Families use this data to
communicate with staff about student strengths and weaknesses, and devise additional ways to support
their goals.
Student.r andFamilier. Formal and informal classroom assessments, unit assessments, and final exams contribute to a student's grade in each core subject area. Every two weeks, progress reports with class grades willbe issued to students and families. At the end of each quarter, students and families will receive formal
students. Students use these reports to make the academic and behavioral adjustmeats necessaryto achieve
Non-Academic NEP utilizes additional non-academic assessments to ensure the long-term fulfilIment of ourAssessments. school's mission.
PREP Databare Sy.rtem. NEP uses a Microsoft Excel database system to measuxe individuai and school-wide
addition to utilizing such inputted data to generate daily afterschool lists( e.g., Homework Club, detention), the system produces a weekly PREP Report for every student that summarizes his/ her attendance,
basis:( 1) scudent attendance:data;( 2) stvdent homework performance data; and( 3) studentbehavior data. In
progress toward attaining non-academic goals. The technology system was largely designed by NEP's education and assessments committee. The system is designed to receive ihree types of inputs on a daily
homework, and behavior performance( in line with the school's:PREP expectabons) and assigns a conesponding PREp$ core reflecting the student's performance. The reports, d'tsttibuted on Fridays, are seen by evety student, evety student's advisor, and every studenPs family before being retumed to the school on Monday morning. Student scores are averaged over time to give an accurafe picture to all'relevant
constituents about each student's non-acadcmic performance.
progress toward attaining the school's non-academic goals. When there is a gap between actuaI data and the
Teachers and other school-level staff use individual pREp Report data to help support individual students. For example, if a student scores below 70 points on two consecutive PREP Reports, the student's grade-level team may devise an actionplan tailored toward the pazticular defidency( e:g.,homework completion) being demonstrated by the student School leaders use PREP Report summary data to measure the school's
importance of arriving to school on time and provides students and families with tangible supports for
provided to the Board annually.
tardiness in the 7th grade, a reorientation session may be held for 7th grade students that reinforces the
school's goals, real-time progta:r matic adjustments are made. For example, if there is a spike in student
ensuring the problem is immediately rectified. Summary reports of school-wide PREP Report data will be
Path to Collegt ExitE.raay. In the spring, 8th grade students write a Path to College ExitEssay in which they
apply them to prepare thetnselves to be successful in college. Smdents will reflect on their own strength of character, support their thatvaIues. they are ready to be successful in high school by ating examples of when they and demonsttated theclaim schooPs
E_
reflect on the skills and knowledge they have acquired to be successful in high school, and how they will
SCHOOL CHARACT'ERISTICS
will admit students
NEP
to the school
in
grades
Kindergarten
and aze based upon the practices of the highest-perfornung urban public schools in the United States.
school charactetistics support the curriculum, instruction, and assessment systems described in this proposal,
when scudents change classes. pur program does not ut7ize multi-grade, tracking, or team-teaching practices. All core subject teachers are responsible for teaching no more than two cohorts of students( maximum of 50
lunch, tutoring, and entichment, a given cohort remains in a given classroom( Le., their Homeroom) for the entire day. Teachers, not students, move from classroom to classroom, minimizing the downtime that occurs
than 25 students. Each cohorc ofstudents will take all core academic classes( math, FI.A, science, and social studies) together, as well as daily spedal dasses ( e.g., visual arts, music, and fitness)_Except during recess,
Organization of Students and Faculty. Students will be organized into heterogeneous cohorts of no more
students) during a given semester. A teacher will instruct each cohort of students two times per day, three
25
NEPCS
29
26
days per week, and one time per day, two days per week. Organizing the school in this way enables teachers to develop strong relationships with fewer students and to become very familiar with each student's academic
strengths and weaknesses.
Methods and Strategies fot Suppotting a Wide Range of Needs. In accordance with NEP's mission and central philosophy that all students can achiev the school w111 provide a broad range of services to ensure that every kind of learner has access to the general curriculum. Examples of such supports indude:
Su
rtPro
am
Assi
menfCriuria/ Process
or more
assigned.
Descri tion
Summu Remedial
Prograzn
on-one mtoring
da
r
attend
Study
Small
Gmup Rcading
Students
are
usigned bascd
on
Intervenaon
Litaacy Screening.
All Students
azc
Program-b scd small group instcuction in decoding, Eluency and reading comprehcnsion completed during study hall paiod
or as a"
Advisory
Core-Subjea
Assigned
an
Advisor
Tutoring
daily basis
Voluntacy Academie
Su
rt Cencer
Homework Club
not
lete the
revious '
Ps homework
as '
rnt.
Friday Extension
eam a
Saturday Scholars
Academ
Assigned
on
by math
on
department baced
HW
trends.
ssessment results.
Assigned based
Formulattd
who are
inabi7i
to com
lete homework
assi
ents.
Behavior Plans
Student-specific behavior modification through idenri6cntion of pzoblem behariois, consequences and incentivea
school-
ro
m.
School- Based
Counseling
Extended School Year and School Day. In order for previously uridererved students to make rapid achievement gains, we must provide more time for them to leam. NEP will provide an extended school day within an extrnded acadetnic year. Both strategies have proven effective in urban public schools serving
incoming students with skill and knowledge defidendes. Ouc additional time will provide students with the
support needed to prepare for rigorous high school programs_
The academic year will be 185 days, from the last week of August through the end ofJune, and will be divided into four academic quarters. NEP will follow} ISl' s schedule for holidays and dosures. The
academic school day will run from 8:OOam- 4:OOpm on Mondays-Thutsdaps, and 8:00am- 12:OOpm on Fridays.
AdditionaI academic and behavioral support programs will run from 4:00- 5:30pm on Mondays- Thursdays,
1230-3: OOpm on Fridays, and 9:OOam- 12:OOpm on Saturdays. A typical student' s schedule is shown below.
Monda Thure
B
7: 45am
Atrival/ Breakfast
Frida
B 7:45am
8:00- 8: 30
830-9:45
A: rival/ Breakfast
Fdda
Math
8: 00- 8: 20 8: 20-9: 10
9: I 0- 10:00
de
studrnts
Mo '
Homeroom
Math
Social Studies
9:45-] 0:00
Break
t1: 1
PREP R
D' w tribudon
26
NEPCS
30
il
27
Ph '
I
or'
cal
Fimess
Lan
e
1230-3:30
3: 30- 3: 45
200-2: I0
2: 15- 3:15
Break
Saence
Afternoon Homeroom
Stud Hall/ Tutorin
Saturd
B 9-45am
B 1 00
Arrival
Be
Nomework Club, Decention, Literary Prognm, Other Supports( sclecred students only)
in A: '
ed Gmu
EI.A instruction; 400tutoring minutesinstruction; ofsaence or social studies instivction; 180 minutes ofstructured study hall
and/ or small
During the couxse ofa given week, every student receives: 425 minutes ofmath instruction; 525 minutes of
group
150
minutes of art,
fitness/ healch,
and/
ennchment activity.Exceptions to this and ELLs receive required services and schedule support. may be made as needed to ensure studrnts with disabilities
minutes of homeroom activity time; l00 minutes of sustained silent readir g'time, aria 9p minutes of
or music
insuvction;] GS
assessments are reviewed by the DCAOCI and the teacher in a coaching session and used to determine if the
volunteers lead highly structured math tutoring sessions.
specific skills shown to be weaknesses on recent six-week assessments or during class. These postmornings(
whi
Particvlar skill from the six week assessment, and the other session is spent on remediating current dass content. To determine the effectiveness of theit tutoring, teachers are expectecl to re-assess students on the
h,,
e11-
Tutoring during the week wi11 take place on Mondays-Thursdays, after core classes, from 3:45-5:OOpm. Each weel teachersinto or assi ned tutors are responsi for tutoring for a hour fifth=teen ute block which al isl broken twogsessi ons. One session ib s ledevoted to working with and a smal l group mi of nstudents ondai a ly
tutoring hasSaturday been effective, and Saturday whether Scholars other actiAcademy), ons are necessaty. A significant amount oftutoting also during
takes place
ed community member
become accustomed and( 2)void establ h consi stenry among classrooms. Forstudents, routi nes and consi stency help create an environment ofissurpri ses and disruptions; such structure is critical for students who typically come from less structured households. For teachers, routines and consistency can serve as a helpfiil
l
puxpose of systems in a school envirorunent is to: (1) establish routines to which students and teachers
Seamless Operating Procedures. NEP will be driven by easily repeatable systems. Above all else, the
teaching tool and as a source ofauthority in the classroom. In short, systems enable students to focus on it g and teachers to focus on teaching.
To ensure unwavering excellence at NEP, we will document the cote systems that comprise our school model in comprehensive manuals, which will serve as blueprints, training aocument and reference guides for all school administrators and faculty members. By developing and documenting proven systems, and by encouragi g professional administrators and teachers to use follow these systems, with appropriate levels of flexibility, we ensurena school culture void of and chaos and surprises.
School Cuhute. NEP
will
hold
members
of
the school
highest standards. To provide the best education to NEP's students, aIl constituents must work together to create an atmosphere condudve to enthusiasm for leaming, academic achievement, and college preparation. While NEP's culture will be driven by a sense ofurgency and a rejection of excuses, it is also built upon a platform designed to make teaching and learning exciting and fvn.
community--
Building this type ofschool culture is no easy rask, and there is no definitive formula for creating it. In truch,
a
school culture
prograrn_
mission-aligned faculty members to using a rigorous curricuiurn and celebrating outstanding student achievements. These points notwithstanding, we believe the following elements of out school design conmbute most directly to the creation ofa mission-driven, high-expectations culture focused on excellence, achievement, and college.
27
from recruiting
NEPCS
31
28
Focrrf on the Value ofa College Degree. Many of our students will have never considered college as an option prior
to attending NEP. In addition to preparing our students academically and instilling them with lifelong values
than can lead to college success, we expose our students to the value of a college degree whenever poss ble.
For instance, we will periodically take our students on trips to college preparatory high schools and to college
or univecsity campuses.
AcmuxtabilityCnntmcl. All members of the NEP team, including students and families, are encouraged to sign the school-student-family responsibility contract. The contract, distributed annually in the school's Student and Family Handbook, describes some of the most importanCresponsibilities for being a member of the school's community. Most broadly, the contact outlines each school community member's shared
commitment to hard work and consistent support of one another. We wi11 work hard to ensure family
members understand the different elements of the contract, and we will never use the contract as a way of preventing any student from attending NEP.
Code ofCondu t axd a Stnrcturer Con.ri.rtcnt Ducipline Syrtem. NEP will develop a Code of Conduct that will help to ensure that the school remains a respectful space for learning. All polides will be developed in full
compliance with federal and state laws and regulations. Esnbedded within the Code of Conduct w l be our
school' s system to ensure a structured environment in which students make excellent academic and
behavioral decisions. NEP embraces James Wilson' s" broken windows" theory. Studen[ expectations wi7Ibe
consistent; rninor issues will be addressed with clear consequences in order to avoid larger problems in the school. For example, if a student commits three behavioral infractions that might be considered minor at
anotiher school, s/ he will serve afterschool deteniion for one hour to devise a plan for improvemen Or, if a student dces not meet the school' s expectations on a given homework assignment, s/ he reports to
afterschool Homework Club for
one
hour
and
fifth-teen
minutes
to
begin completion
of
the
homework Further, students are expected to wear uniforms, part of the school's efforts to minimitia distractions and maintain an environment focused on academics and achievement
following nig
Cekbratixg E.xcellena. Hardiy a day at NEP will go by without recognizing students for their hard work and
outstanding accomplishments. This may mean distributing college shirts to our Honor Roll students; surprising every student who achieved perfectattendance duting a given academic quarter with a pizza
month to a White Sox, Bears, Bulls or Cubs game. Constant recognition of excellence drives forward a
culture of achievement.
celebration during lunchtime; or taking students who achieved perfect homework completion during a given
Orientation.r. All members of our school community partidpate in respective orientations every Avgust:
Staff Orientation. Staff inembers will partidpate in four weeks of orientation in August to review
teacher and student expectauons, to create orsefine their curricula, to practice school-wide systems,
ensuring consistenry once students atrive, and to receive professional development training.
Fa '
Orientarion. Parents/ guardians will attend a family oriencation after enrolling their child and
prior to the starc of the academic year. It is important that the academic and behavioral messages that
a child receives be consistent across staff and parents. During orientation, pazents will review NEP's
expectations and protocols to m;nit,,ize potential misunderstandings once the year begins.
Student Orientation. Students enroIled at NEP will attend a twoweek student otientation at the
beginning of every academic year. During orientation, there will be a focus on the core elements of
school cultute. Routines, structures, and behavioral expectations will be expliddy taught and
relendessly practiced, and students will begin the process of internalizing the schooPs PREP values. Famify Communication ond Involvement. NEP's Chief Executive Of6cer and Founder recognize that the invobement of parents and guardians as parmers in the education of their children is essential for the school
and its students to achieve success. To this end, we attempt to involve pazents in many aspects of their children's education. For example: in addition to the above-noted orientation, we visit the home of every ne
family prior to the academic year to listen to their story, hear about the goals they hold for their chitdren, and
explain the expectations of our school; we ask each student' s parent/ guardian to review and sign homcwotk
assignments( in a designated area on each assignment}, every single night of the year; we host famity-teacher
28
NEPCS
32
29
ask parents to rate their level ofsatisfacrion with the prepararion far midc3le and high school provided NEP'
as well as their satisfaction with the overall prograxn_gun,e, results will be published in our annual report
have been attending
a
to ensure that every famiiy receives a phone call ftom one or more staff inembers no less frequently ihan In order to gauge parent satisfaction, we ask all parents to complete a sutvey. Among other questions, we witl
once a week
school
parents to discuss a student's academic performance; and we keep a detailed, school-w-ide communication log
conferences at the end ofthe first, second, and third academic quarters, a formal opportunity for teachers and
turnaround
Chall
e
soluuons. While we believe that all aspects of our school design will contribute to a successful first year, the: following additional strategies are speafically designed to address the challenges inherent in a school
Tnmaround Saate
o
each night. We iecognize that our tumaround status comes with unique challenges that require unique
Initial Year Turnatound Stcategy. NEPwill significantly change the expectations it places on students who struggiing time they spend in school, fo what they wear, to how they behave, to the tigor of the content oE theirfrom'the classes, to how much homework they are reqvired to complete
Cultur
ultuir
Raerrn
a
mra E. aboe!
into
rnBinr
of nchnirmrnt.
pannia/
We will dcvote'ten full days m studrnt oricntuuon prior to immersing students in academic contrnC,
im rovemrnts.
by the end of these 10 days, we will have a strong culturel platf'ocm from which to continue
the
Community: Gai
nipJ art of JCGOO
alx ationa!
JJO a ram.
aud
moaogr
School personnd and/ or pe=sonnel of Unlocking Potentiai wH] visit'cvcry scudent's home( or meet
wich famlics individually at the achool site) to explain and dixcuss our educational P1OB familiies and students ' or to
bc'
nia
to
Clusters
J o
0 O
EffatiulJ
RD'I
oEthe schod
d( o g
eaz.
Itm d%
br r booCs
exi. rtrnex
irollim
We wi0 break our achoo( into smalla leaming communitics within each grade level. In such
onal attrntion students wiil aeed
Curriculum: Make
Q1
J'
Mfj
g tbe
frrn.abeolyr ar nurker rki!!/evelr address academi c needs offirst two years. We wil also invest in a basic technology htfocmstudrnt to facilitate this cotess.
r '
School leader, with support from Unlocking Potrnbal, will provide easily accessiblc.resourceti and best pracuces thaCincrcase eace ofrtvising cumculum." Priority Standards" w;ll be devcloped co
omin
akraJr.
Construction: Imfirorr
j
t/ x
jarr6ly
yj
We will invest$ 250,000 in renovations to thc existing bu7ding so that retuming studrnts fccl likc back
to
an entir
Student Perspeedve. Here is a typical school day from the perspective of a 7th grade student
The student arrives at school, ready and excited to leam, becween 7:30 and 7:45am. Students will exchange Station, where a faculty member ensures that the student is in proper uniform. The student proceeds to the Bteakfast Station, where he teceives a nutritious breakfast Next, the student gces to the Homework Station, where he places his completed assignments in the appropriate subject folders. Thereaftet, the student heads
greetings with the prit cipal or Chief Education Officer at the front door, and then walks to the Uniform
to his assigned seat in Community Circle, where he reads until the 8:OOam bell xings.
Good morninp,
seventh grade students!"
particular day, two students lead their classmates in singing a song about college.
Good morning!" the students excitedly reply in unison. Community Circle, a weekly grade-level assembly, provides the opportunity to reinforce the school's mission and celebrate student accomplishments. On this
and has a conversation with his Advisor regarding his lower-than-antidpated PREP Score last week. From 10:15- 113Uazn, the student takes his first EI.A class of the day( reading). From 1130-11: SSam, the student engages in a silent, sustained zeading period, during wluch his teacher comes through the class to review the student's reading journal, which he and his mother 6lled out at home the previous evening. At 11: SSam, the
29
student would be taking a social studies dass instead of a sdence ctass). From 10:00- 10:15am, the student enjoys a structured but relaxed morning break, during which he sociali2es with his peers, uses the bathroom,
At 8:20am, the meeting concludes, and the student walks in line with his fellow ciassmates to his respective homeroom, where he is greeted and welcomed at the door by his homeroom teacher. He collects his materials for his first two classes of the day. From 8:20-9:10am, this student takes his first math class of the day, and from 9_10-10:00am, he takes his frst sdence class of the day.( In the second halfofthe year, this
NEPCS
33
30
student and his classmates walk to the cafetetia to enjoy a nutritious lunch. During lunch, students sit with
by an afternoon break. From 3:05-3:lSpm, there is a dizzying burst of organized acrn ities that take place in
In the aftemoon, the student takes his second ELA( wriring, math, and saence class of the day, broken up
homeroom. Students clean up'their spaces and prepare them for the following day, gather their materials for
study hall and tutoring, and head back to'" their seats to listen to afternoon announcements and aftexschooT
lists. This particular student is not calledfor aay afterschool lisEs, and thus will be able to leave the buiIding
clarificarion on how besf to begin his sdence essay.
on time. From 3:15-4:OOpm, the student,partieipates in' study hall. A number of his classmates aze pulled out of study hall for small group tutoring. During study hall, the student is able to ask the adult in the room for
At 4:00pm, the student departs school, 6ut nearly half of his classmates stay for Homework Club, Detentioq
Mandatorq Academic Support Center, or Voluntary Academic Support Center. Another few of this student's
homework, read for 25 minutes, reflect on his/ her reading in a journal for 10-15 minutes, and get his/ her
is only a phone call away.
friends are heading to a museum with their arc 2eachet, a prize these students won during a recent PREP auction. Once home, the student must find time to complete roughly ninety minutes of core subject
pazent's signature on all homework assignments: If the student becomes stuck, his assignedhomework buddy
TeachetPerspecdve. Here is a typicalschool day from the perspective of a 6th grade math teacher.
At 7:15am, the teacher arrives at schoo and uses the next 45 minutes to check the Principal's daily morning
email and:6nalize her plans for the day. From$: 00-8:ZUam, the teacher partidpates in the 6th grade's
Community Circle meeting and hands out three certificates for" Acts Worthy of Public Recognirion." At the
lesson# 1
conclusion of the meeting, the teachet hea+ ds to her classroom, where from 8:20- 9:10am, she teaches math to her first student cohort:' Immediately Lhereafter, from 9: 10- 10: 00am, she teaches math lesson#
The teacher has no teaching responsibilities from 10:00-11: SSam, and she thus spends this time completing
the prior night( report due to main office by 11: 3Uam) and making ftnal preparations for afternoon classes. The teacher retums one phone call to one parent who had concems about her daughter's math grade: And
work in the Teachers' Office. Today, this work includes checking all students' homework assignments from
she makes one unprompted phone call to another parent, informing the parent about her child' s superb math
test perfornnance.( The teacher notes both conversations in the family communicarion log.)
From 11: 55am- 12:20pm, the teacher oversees the lunch period in the cafeteria with several of her colleagves.
She has been expliddy taught lunchtime eapectations, practicing this 2 type both of proctoring many times during In aftemoon, math
staff orienrarion.
the
the teacher
teaches
lesson#
in
to
of
her
student cohorts?
From
I'
the
indudes preparation of instructional matetials for the following day, lesson plannir g for the following week,
and grading. From 3:05-3: 15pm, the teacher co-leads aftemoon Homeroom activities with another staff
this
work
both the students and the skill were identified during a recent review of six-week assessment results. From 4:00-4:30pm, the teacher partidpates in a fatnily meeting to finalize a proposed Individualized Educatioa Plan( IEP) for one of her students. The teacher chooses to remain at wotk after 4:30pm to ratchup on some grading and to try to grab a few minutes to chat with the Dean of Students about an interaction
member. And from 3: 15-4:OOpm, she ptovides tutoring on a spedfic skill to a small group of her students
The teacher is tired, but fully satisfied that she is helping to transform a school and change lives. External Ptogtams. In determining whethet or not to bring any extemal parh ers and programs into the
she had with one of her students earlier in the day. She ends up leaving the school building at around 5:30pm.
schoo NEP will first evaluate its intemal capauty to provide a particular service. In cases where NEP does
30
NEPCS
34
31
Mission-aligned and philosophically-aiigned individuals and organizarions with strong track records are
alignment of an extemal provider with that of the school, as well as the track record of that provider.
not have the intemal capaaty to provide a given program, it will evaluate the mission- and philosophical-
At the current time, the e%ternal programs that we antiapate bringing into the school aze as foIIows: Enrich nent Teathert Charged with teaching one ninety-mitiute class per week. Given out interest in exposing our students to a wide range of e tracurricular and enrichment activities( e.g., athleticx, dance, theatre, crafts), we rely on eatemal experts, all irained on NEP's expectations and procedures, for our enrichment program.
Sotarday ScholarrAcudem.y Tutor.r. Volunteers charged with tutoring one or more students on core math
most gifted learners with programs, scholarships, and mentorships that contribute to admission into,
applicarion, background check, and Saturday Academy training before participating in our program. The Kennedy KriegerFoundation, 131rrck MenAt Penn,lnc,and other rigororupreparatoryprogmm.r. Support our
skills for cwo hours on Saturday mornings. Prospective tutors will be required to complete an
TBD Prnvrder. Charged with providing the school with interim assessments and related services. variety of challenges, including those related to improving our facility, providing educational resources and
F.
NEP looks forwazd to forging additional relationships with local partners who can assist the school with a
supplies, developing our academic program, and providing support services to our families. SPECIAL STUDENT pOPULATIONS AND STUDENT SERVICES
to the maximum extent apptopriate. Futther, we believe that a continuum of services must be available through the school so that all students can partidpate fully in the educational goals and mission of NEP.
Plan for a Responsive, General Education Classroom. We believe that every NEP classroom needs to be an environment which is tesponsive to the educational needs of all ctuldren, and accommodates their needs
present" co-teachers" as having equal knowledge and authority. Co-teachexs will have clearly defined roles
and responsibilities that dictate how often they meet to collaborate, when materials will be created or
the greatest extent possible. Within the inclusive classroom, general education and special education teachers or aides will strive to deliver instrucrion together in ordet to maaumize the talents of both educators and to
Inclusion at NEP is based on a co-teaching model. NEP will serve all students witlun an inclusion program to
with the spedal educator to ensure that the instruction is appropriately differentia[ ed. The Director of Special
general education teacher is responsible for delivering high yualit, Standards-based content, and collaborating
modified, to what extent they co-plan, and how to best divide the instrucdon within a lesson. Primarity, the
Education and Suppoitive Services will be responsible for making changes to the lesson plan and any
needs of each student are
learning
classroom materials that are used for each student in order to implement the IEPs and ensure that the
being met. Both
teachers
will
be trained
Support in effective co- teaching strategies, and provided with ongoing feedback and support to improve
NEP Student Subjwrt Pmgrarn.c First and foremost, for students to succeed in an environment with high
expectations, teachers must be highly skiIled atdifferentiating instruction_Differentiating instruction within a classroom, however, is only a statting point for supporting all learners; a school mast have an extensive
network of supports in place to catch struggling students before they fall behind Every NEP student benefits from school-wide support programs. Some programs serve the entire student population and others require a teacher or Child Study Team( CS'I.
ELL Ptocesses and Proeedutes. NEP will serve all students regardless ofEnglish language proficiency. its students( and their families) who lack English pro6cienry in the manner atticulated in PSDEs recently
31
NEP seeks to work collaboratively with I SI) to best support its ELIs. NEP will identify, educate, and serve
adopted English Language Education Programming Manual, which includes comprehensive guidelines for
NEPCS
35
school administrators, teachers, support staff, and other stakeholders who work with I ISD students who are
FT.T c. The poliaes are based on program models that are saentifically-based and known to be effectiv and are in line with federal and state regulations xegarding the education ofpublic school EI1.s.
Ident ing ELLr. Sped6cally, to idenrify ELLs, we will use the following process. Upon enroIlment into the school, all students w l receive a home-language survey to identify languages spoken at home. If a language
other than English is identi6ed, a Teacher Assessment Specialist at the' school will admituster the LAS
assessment, review student records( ncluding those at the HSD Office' of'ELLs for students previously enrolled in a I-15I schoon, interview parents and the smdent, and make a recommendation for whether the
student is an ELL or not Those students identified as ELLs will be assigned an FSL level.(newcomer, novice,
developing, expanding, bridging as well as a program recommendarion model. NEP will report data, annually, to the school district and to the state. '
During this identification process, NEP seeks to afford zvery opportunity to help students understand the school' s policies and become active members of the school community. Translators will be employed to
support these efforts. NEP recognizes that parents have a right to decline ELL services for their child, and
will follow all appropriate regularions when this scenario occurs.
Se ving ELL.r. NEP uses a research- based Sheltered Content Instrucrion program model to support the
majority of its EI.I.s. This program model has two important components:
1.
Differentiating ELLlnstruction. NEP differentiates its:ELL instructional model for students based
on their English language pro5denry upon entering the school. Constant progress monitoring by
certified ESlrcertified teachers allows the school to move students into different instcuctional
Math
Addition l Supports
who
Expanding
and
ridging
based lessons ue
ELL
accordancc
designed
with
to studrntc'
bulding language
as
profiarncy levd in
As
the
pro6aenry
quickly
with
as possible
MA EI.A benchmarks
Developing
studrnts move
towazdsjprofiarnry,
thry
rich
L instruction,
hravy
grnre
visible,
print-
envitvncnent, group
skiFls
work,
vocabulary
thematic
pf
units and
questioniag
will
tau
ht in
dolevel En '
ah chsses.
pand
Newcomer
meive
Novice ELI. s
focused
Newcomer
and
on
bu 7dieg language
as
profidmry
;
Novice
though an
and mnventions.
Progress Monitoring of ELIs. On an annual basis, F_ L.Is will be assessed and, as approptiate,
reclassified to a new ESL level or detetmined to be profident in English. Spedfically, during the month of March, each ELL will be re-assessed in the areas of listening, speakit g, reading, and wtiting in English by trained personnel at NEP. During this process, the following data will be considered:
LAS testing results; a student' s perfotmance in classes, ESL Progress Reports, school-based
32
NEPCS
36
33
assessments, and statewide testing resulcs, NEP will schedule meetings with parents to discuss findings and recommendations.
two years after they have been reclassified from EI.L status to Former ELL status, or until graduation from NEP, is earlier. It is NEP's tomaintain an ELL student population in line with the districtwhichever average during the course of it intention operation.
students effectively, it is the poficy ofNEP to ensure t6at its ELL students are instructed by teachers vho are quali6ed to shetter insttucdon. This includes teachers who are dually licensed in the subject matter in which they teach and ESL, or who are licensed in the subject matter in the subject in which they teach and have
on a specifically_designed program fot leaming English. NEP will monitor the progress ofits students for
When a student appears to be profidentinEng ish, the school will follow the process ofreclassifying a student from an ELL to a Formet ELI,status. The major criterion for determining whether a student may be reclassified as a Former ELL is his/ her readiness to do ordinary cIassroom work in Engiish without reliance
ELLSta' ing. In addition to hiring a proportionate number ofCategory 4 ESlrcertified teachers to serve our
completed theDESE approved category trainings in four areas: Category 1 ( Second langvageiearning'and
Categoty 4( Teaching reading and writing to FL.I,$).
furtherxecognizes that only teachers licensed in English as a Second I.anguage( FSL) will provide ESL instruction. The salaries of the schooPs cerried FSL instructors, as well as the salaries of content-area
teachers who shelter instructioq will atign yvith the compensation plan outlined in our budget
other appropriate staff complete training in Categories i, 2, and 4 during August 2014 staff orientation. NEP
teaching); Category 2( Sheltering content instrucrion); Category 3( Assessment of speaking and listening; and Tt is our intent to have all of NEP's content teachers and
our practice, and revisions, including Professional Developmenc, will be made to better ensure that students are making ptogress to learn English and academic subject matters successfully.
Evaluatiothis n ofELLProgram. NEP will formal ly evalwill uatereview the effecti veness ofits ELLprogrammi ng every During time, NEP's Principal and DCAOCI student performance in the school's EI.L spring. PTOB* nvuding ELL Progress Reports, Report Cards, Monitor Repotts of Former RT.Ts, Lt g assessments, local assessments of literary, and statewide assessments. The results of this analysis will inform
GeneratBducation Classroom Referral Process. NEP will employ the Child Study Team( CS'I), a small team oflicensed special and general edncation teachers, to respond to the spedfic leaminp needs of all
students for spedal education services.
students in t] e general education classroom, provide continuous support, and, when appropriate, evaluate
fully comply with all state and federal statutes, including Tide II of the ADA, the IDEA, and Section 504. NEP will educate students with disabilities in the Least Restrictive Envitonment( LRE) and with their nondisabled peers, to the extent appropriate and allowed by each student's IEP. The school will not discriminate in admission and enrollment practices against studrnts having or suspected ofhaving disabilities.
33
resource for more specialized evaluation. Neuropsychological evaluations of students will be conducted by Special Education Processes and Procedures. NEP will serve all students regazdless ofability. NEPwill
highly qualified cliniaans and NEP will investigate the approptiate agrncy to provide services.
evaluate its effectiveness, The CST uses observation and assessment data to decide which strateg es and interventions to continue, modify, and discontinue. The plan and all adjustments to it are documented if the adjusted plan is eEfective, the CST continues itx ongoing monitoring, evaluation and adjusttnents. If the plan is not effective, the CST will consider referring the student for a spedal education evaluation or to an outside
The CST is engaged after initial academic or behavioral concerns for a student result in a failed intervention. At that point the teacher completes a CST refetral form and the student's parents are informed. The CST meets to evaluate the student's classroom performance, strengths and challenges, and prescribes an intervention to address the student's obstacle(s} to acadetnic success. Through this process, the CST creates a comprehensive plan that includes strategies and stcuctures for teachers and school staff to employ. Ovet the next 3- 5 weeks, metnbers of the CST periodically observe the implementation of the plan and teconvene to
NEPCS
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34
At NEP, we believe that all students, regardless of ability, can achieve academically. NEP will provide
students with
disab ities
Free
and
PSDE, and we will hire a Director of Special Education and Supportive Services- Student Supports, with extensive experience ovexseeing effecrive spedal educarion progr ns, to work closely with the Prinapal and
DSFSS, as well as all teachers and students, to provide accommodations and modifications as needed The
are well met, NEP will hire teaching staff who have the appropriate speaal educarion licensure issued by the
DSESS- Student Supportis will also oversee the inclusion progxam by supporting trdms of co-teachers,
observing coteaching, and giving feedback on' accommodations that are made to classroom matetiais. The
DSESS- Student Support will also maintain records and ensure that all staff ineets the needs of all studeats
with disabilities.
NEP' s college- focused mission applies to all its students'. For some students, the path to college will lead to a
traditional four-yeat, rigorous acadetnic program. An equally valid path to realizing bne's full potential eould
be attending a technical college, associate' s degree program or speaal needs- focused college.
Ident ing Student.rwith Di. rabilitief, lEPDetKlopment and Ir kmentation: Upon enrollment, families will complete
questionnaires to identify if their child has received spedal education services or has been diagnosed as l aving
a disability. Once students are enrolled in the school, tlre DSFSS- Student Supports will communicaEe with
families whose students are already receiving special education services. The staffwill implement existing
IEPs and provide an appropriate education in the I1tE. In the event that a student with an IEP is not making
effective progress, the special educator will convene the team and, if appropriate and only with parent
consent, the team will make changes to the IEP.
For all students, academic progress will be tnonitored reg ilazly: Students who are suspected of having a
disability and who are not making effective progress will:be referted to' the CST refeaal process, as described above. If,after the GST process, progress is still not being.made, the CST will recommend an evaluarion to
idenrify a possible disability. NEP, with parental consent, w711 obtain an evaluation by an appropriately
licensed professional. When an evaluarion ind'tcates evidence of a' disability and that special education services
are appropriate, an IEP team consisting of the parents, DSESS- Student Supports, a regular education teacher, and the student( if age appropriate) will develop an IEP for the student and agreed upon special
educarion services will be provided All IEPs will be waluated annually and revised as needed by the IEP
team. All students receiving special education services wi11 be reevaluated at least once every three years.
InrtrrntionalModelr. As mentioned above, NEP serves students with disabilities withinan inclusive, coteaching
model to the greatest extent appropriate. We believe that students with disabilities benefit from additional
adult support, and that there are extreme benefits of two teachers collaborating to plan and delivet high quality instructioq especially when structures and supports are in place to ensure each studen s needs are being meG Some of these structures include a hard deadline in which the general education teacher provides the spedal education teacher with materials that need to be modified for each student with at IEP, or a buiItin
time
for
coteachers
to meet
with the
with disabilities. In the planning stages, teachers draw strategies from a catalogue of best practices that will be developed by the AAMs, based on best-practices from schools that serve students with disabilities, and honed
by classroom teachers. Additionally, each teacher will be= esponsible for implementing the IEPs of all students in their classes, and seeking support in implementation when necessary.
Presendy, we plan to serve a signif cant` lughly-spedalized" population, induding multi-handicap, autistic and
mildly cognitively-impaired students. In cases where these students' IEPs dictate the need for a low teacher-
tostudent ratio ot alternative curriculum, it may be necessary to place them in substantially separate( subseparate) classroom settings. While NEP will directly operate all facets of its special education program and
will be responsible for evaluating and hiring staff to meet the needs of all seudents, it will work dosely with FiJD to identify highly skilled spedal education candidates and effective program structures for highlyspecialized students.
34
NEPCS
38
35
Spedal Educapon
Instruc6onal Modds
Full Inclusion
Studcnt attcnds gcner( educatioa cla.eses all day and receives accommodatcd and/ or modi6ed instruction and instcuctional matciiaLs by spcaal cducation ccrtified tcachcr or Special Edncation
rti
Student attends mo,ctly gencral eduntion cla,aces but also rcceives accommodated andJor individual
gtoup and
insttuuion in a,
teacher or S '
te settin 8
bY
Student racives modifud in3t:uction in smaU-BrouP or iodividual setting apart from gene:al
I rlrrrcYionalMethocG: NEP employs'insrivctional methods that wiil, to the greatest extent possible, provide
special needs students with access to the general curriculum. General education and special education
inclusion, or sub-separate Methods iaclude, but are not limited to, the following for each disability identified by the classt+ooms. PSDE.
S '
Instrucrional methods are developed and revised for students through ongoing teacher communication, are dependent on each student's spedfic disability, and can be used in each of the full inclusion, substanrial
Instructional Mechoda
teachers will collaborate to support students to help them meet IEP goals and make academic progress.
Brcak,dif6cutt contcnt into smalla, more manageable chunks Group:students heterogrneously with gcneral education students
and
P hic o
rous
from
le to '
de lcvel standazds
For ADHD, mcthods may includc: provide dear limits, ensure opportunities for
breaks( f necde,
Emotional Impairment
Autism
Diffaentiated reinforcemcnt
Devdopment l
leamin
thmu
small
ou
Delay
ractice and r
tition
Provide d'uect insccuction including step-by-step d'uections Provide manipulatives aze accessible and used to demonstrate concepts
Provide
hic or
Srnsory
Impairrnent
Provide assistive technology Eor a blind student to download a text and hrrr it onll ym '
who can communicate
in American S )
an
Provide full access to all instructional matuiats, activities, and fidd trips
Modi buildin faeilities to accommodate student's need.e
Gaar
Specific
rlirordsr
lxaming Disability
ia
one or
mon oJt/ x
P .uc
nizers
ndrmoRdixg
or
in
x.
nnittrn, that mo
mo7ife, r!
Provide extza processing time and/ or extra time on task with frequent teacher check-ins Give directions in short, concrere steps both orally and visually,
Givc shortened assignments, when appropriate
te
dn
motbemoAica/
roltrilationr
35
NEPCS
39
I
3G
SpecialEducation Stafftng and Pmgam Evaluation. Below is the staff profile required to best serve the special
needs student populatioa at NEP during the 201415 acadetnic year.
Title
Centcal Role Smdent
Monimr
and assess all
Qualifications
pecial education and
Est. Sala
365,000
DSESSSupports
EI.,
-
,
Fxation
5
ppon teachin ex
education
rience 558,753
Special Education
Spedal
certification
hig}ily specialized
curricular
m(
focus
on
558,753
by
IEP;
cpecificdisability
education teacha
in substantially
comptiance
Relcvant
dasscoom
532,000
co ensure
IEP
ieferrnces
Eyaluatiox ofSpecfalEducation Program. NEP will formally evaluate the effectiveness of its special education
prograznming every spring. During this time, NEP's Principal and DSFSS- Student Supports will review
student performance in the school' s spedal education program, ineluding individual student progress towards
yearly IEP goals, Progress Reports, Report Cards, Monitor Reports from special education teachers, and
statewide assessments. The results of this analysis wi11 inform our practice, and revisions, including professional developmen will be made to better ensuce that students are making better.progress tvwards
IEP goals and are making academic progress.
Sp cialEd rtalion Sta,$ ixg L.eYek. In 201415, NEP's pmposed fust turnaround year, we antidpate that the
school's percentage of students with disabilities will decrease slightly versus current levels. While we have developed recruitment strategies to reenroll the schools highest-need students with disabiliries_Our 6ve-year
spedal educarion staffing model is based on such expectarions. It is NEP's intention to alvvays mairitain a percentage of students with disabilities in line with the district average. The table below identifies speafic
posirions and the proportion of each posidon's time that willbe dedicated to special educarion instruction.
Academic Ye r
201415
Tide
DSFSS- Studrnt Su rts S ccial Education Teacha Indusion
S
c al
Number of Positions
1
Share
of Time on
S '
al Education'
75-] 00%
00%
3
3
rate ar te
100% 00%
S
2015- 76
cial
DSESS- Student Su
7rr,
4
te
Q
5
1
arate
75-] 00%
100%
S '
4 2
S S 2017- 18
arate
oo 100% 75_%
100%
ecial
ate
5
2
DSESS- Student Su
S '
4
te
S
2018- 19
aial
2 5
7 700%
S '
00
100%
4
te
S '
2
5
00%
100%
Speaal education teachers will be responsible for writing/ typing IEPs and handling other associated tasks
administrative
under
of
the
DSESS
annual IEP meeting, special education teachers will gathet information from general education teachers( f
36
NEPCS
40
37
on 5 hours on paperwork. The student casel oad ofsubstanti al y separate teachers wi]Ivars,, butaverage, we estimate thatper theyveek will also spend, on average, 5 hours pet week on paperwork.
seYVices.
estimate that inclusion teachers w71 have a caseload ofapproximately between 15- 25 students and w711 spend,
applicable), service providers, and any othcr special educator that provicies ditect serviees to the students. We
speech, physical and occupational therapy, the school will contract with externalproviders. Our executive team stands ready to make budgetary adjustments and reallocations depending on the actual need for such
In cases where an IEP requires specialized senices not offered by NEP'sspeciai educauon staff,such'as
Nuttitional Ptogtam. NEP ofers its students two nutritious meals( breakfast and lunch) and one nutritious a& ernoon snack per day. Breakfast is served from 7:30-7:SSam ciaily, Iunch is served from 11: 30- 12:55atn daily, and afternoon snack is delivered at 2:40pm daily. NEP intends to utilize HSD's food service provision
Speci ficallya, diet by the end of8th grade, will the master l nutrition-rel ated content can select that supports health students and reduces risk al of illness and future chronicstandards diseases. such that they
NEP, in collaboration with 7fSll, will provide a clear and simple free and reduced lunch/ milk application form to families. The informarion requested will be limited to that required to demonstrate whethet the family does, or does not, meet the eligibility criteria for& ee or reduced price lunch/ milk and will include all curreat household income( salary, welfaze, disability, etc.}. Additionalty, the applieation will require applicanis.
and supplying the NEP food-service staff with updated lists of eligible students.
Nutrition Service to support children's healthy growth and development. Students aze also taught aboutnutrition, through their Fitness and Health classes, taken at'least twice per week by every student'
Food&
for all meals and snacks. All meals aze offered by HSD and meet the nutrition requirements set by the USDA
membet who signs the application. NEP and TiSD will use this information to detetmine eligibility for the free and reduced lunch program. The Director ofthe Parent University, in collaboration with other district staffinembers, will be responsible fot supplying the fotm to families, tegistering all families for the program
to provide the names of all household membets and the socia) security number of the adult household
Ancillary and Support Setvices. Our execvtive team anricipates offering NEP's students and families : discuss relevant topics and providing desired trainings and informarion sessions. Such meetings and trainings may be led and facilitated by NEP's Director ofthe ParenCUniversity, Director of the Student Success Center and School Advisory Council or by other commuruty leaders secured by NEP. For egample, we can envision hosting a meeting to discuss the dangers ofsodal networking websites, providing parents with tools and ideas to effectively monitor intemet use by theit children. Or, we can envision hosting a hands-on training session to assis[ our students' parents in applping for high school financial aid via the internet or assisting patients in
community as a whole. We antidpate hosting regular meetings for patents and other community members to
ancillary and support services that can contribute to the school's mission fiilfillcnent and benefit the
assisting their children with homework and assignments. We w l provide language interpreters when
appropriate.
ScboolNurrt. In addition to these services, NEP's Deputy Chief of Opetations for Talent Development& Human Resources will conduct a targeted search for a school nurse with initial licensure, which means all
relevant child care setting. The school nurse's roles and responsibilities will be aligned to national standards,
candidates will have a Illinois nursing license, BA or MA in nursing, and at least two years of experience in a
and will include providing direct healthcare for the school; providing leadership for the development of
liaison betaveen school personnel, families, the community, and health care providers.
school health services and poliaes; providing scteening and refetral For health conditions; and serving as a
The nurse will be annually evaluated by the ChieEAcademic OfFicer and/ or Prindpal according to these responsibilities and a plan will be developed to highlight areas of improvement.
met with a number of community organizations including the J-Iarrisbur Community Health Center, the
37
relationships with community organiZations in I arri burg, the site of the school. The founding team recendy
Relatiox,rbi r nrith CommNnity Organi ation,r. The provision ofancillary services will also involve leveraging
NEPCS
41
38
3 irisburg Theater, the}-latrisUvrg Boys and Girls Club, the 13arrisburg I'MCA alI of which have expressed interest in establishing partnerships with NEP. NEP' s school counselors will match the services of these organizations to the needs of our students and, along with the CST, refer students to them as needed. For
example, a student with a single, working parent may need eatta structure and programming after school. In this case, the CST process or a counselor might refer the student to the Boys and Girls Club.
and
approzimately 800
students-
during its
fixst year. It is our belief that managing a fiill school in Year i will enable us to serve the cit s most
wlnerable students, including many at-risk students, students with disabilities and EI.Ls. Further, unless rising 7th and 8th grade students receive immediate and aggressive intervention and support, those students will be unlikely to maximize their full potential.
Our five-year enrollment plan, based on antidpated student enmllment, is as follows:
NEP Charter
201415 20] 5- 16 2016- 17
2017- 18
201& 19
School
Kindec
1"
2^
rten
50
100
50
100
50
100
Sp
100 50Sp 50 50
5p
100
50
50
50
50
50
p _
3`
4`
5p
50
50
5p
50 50 I50
100
50
5'"
6 7
50
150
I50
100
50
650
150
150
100 50 650
100
50
100
8
School Totals
SO
650
50
650
650
While these enrollment numbers represent our enrollment targets, ve seek 700 total seats ftom the District to allow us some enrolitnent flexibilitv above our intended totals: We' have no intention to expand
beyond 1000 students.
Parental Support. We have gauged strong parrntal support for our proposed schooi. Conversations with parents of students in e. isting, undezperforming, Harrisburg public schools about our intended program have
revealed a strong likelihood that the parents of K 7th grade students will seek to enroII their children in
NEP' s inaugural K-8 grade seats.
Moreover, members oE our executive team have had numerous conversations with stakeholders in various
neighborhoods fmm which many of NEP's proposed students will be drawn from. They have expressed their
fivstration with a lack of strong public elementaty and middle school opdons for the neighborhood' s families.
These sxakeholders have neatly unanimously agreed that NEP will have no difficulty in reaching its
enrollment targets in Year 1 or beyond. Our letters of supporc reinforce this theme.
Recruitment and Retention Plan. NEP's recruitment and retention plan will be detailed through this
proposal and the Attached Recruitment and Retention Plan.
unlikely to learn about NEP as an option for their children unless our team makes proactive communication
Communications and Public Relations. We tecognize that there are a number of families that may be
efforts. We will, therefore, actively publicize NEP's program through a variety of inedia and means, beginning
in fall 2013. These efforts will be led by The Commission on Urban Leadership' s full-time Family and
Community Outreach Manager. Generally, our outreach efforts will span two categories.
38
NEPCS
42
39
I
F'
e wi11
participate in
all
HSll- sponsored
awareness of the district's new proposed schooL Specifically, NEP will join in and promote Ijarri, bur' s Schooi Preview Times(! f applicabte by the district). Further, NEP plans be included in all school choice materials distributed to families by 1 lSD ifpossible.
Schooi Choice
activities, and
ity and
Second, NEP will embark on outreach efforts above and beyond 13SD-sponsored activities and notifications. For example, we will distribute applications, informational brochures, and notices to various qrgeted community locations andpublic events (e.g., community centers, places ofworship, and public libraries.)
middle school-aged children in the district or in the catchment area. All applications, brochures, and notices will be devetoped langvage and will be translated into Spanish, Portuguese, Haitian-Creote, Cape Verdean Creole, in simple Mandarin be denied information family about NEP. A1so, NEP will host addiponal, broadly-publicized information sessions between now and Augusc 2013 for any interested students and families. These information sessions will be held at various locapons and different times to ensure
and
so that no
will
NEPwill request contact information for mailings from 3$ D in orderto reach all families ofelementary and
'
televisioq if necessary.
rportation.
accessibility to all interested families. Further, our school may consider marketing our program via radio and
esample,
NEP willTraa. ensure full accessibility to the school for all eligible students by removing barriers related ta For Itip
Ia,(
Pa entalExpenrea. For example, we will provide free uniforms to families who cannot afford to purchase uniforms for their chitdren.
Lvnguage. For example, we will ensure interpretets are readily available at all parent and family events. Health. For example, we will emplop a full-time schoo2 nurse to suppore students with any medicat conditions that could otherwise prevent them ftom accessing our schooL
afterschool child-care that families may otheiwise require.
Schedrrling. For example, out estended academic day reduces the need for beEore school and
Duabilitie.r. For exampie, our facility complies with all handicap access codes.
application for all families to submit for enrollment. Students will be accepted on a first come first serve basis and public lottery basis iE they meet all requirements for enrollment. See attachment for the complete draft of our Student Enrollment Poliry.
B.
Student Enrollment Policy and Lottery Proceduces. In short,NEP will use an easy, information-based
CAPACITY
Relations, respectivety, of the City ofNcw York,Johnny j.Patterson and then Deputy Mayor of Tnternational Education and Economic Development Dennis Walcott who is now Chancellor of the NYCDOE were inspired by the success that thirteen charter schools and its students were having. Over that time period, Assistant Deputy Mayor/ Deputy Comrrussioner Pattexson met with the six school's stakeholders, including theic tremendous facuttp and superb Board, which transformed these schoots from a s[ ruggling school into its top-performing schools. Never before had such rapid improvement takrn place in New York Cit s public school or charcer schools, and never before had an
urban public school become the highest-perfomzing elementary school in state.
Deputy Commissioner
Otigins ofthe FoundingPublic Team. From 2010 through 2012, while seivuig as Assistant Deputy Maqor/ Poliry, Intergovernmental&
of
underperfomung district elementary and middle schools, where thousands of students were being inadequately ptepared for the path to college and thus prevented from reaching their fi,I1 potenaal. Thus, after leaving the Btoomberg Administration, Mr.Patterson founded The Commission on Urban Leadezship, IZC, a for profit SMO that would support the transformation of faling urban district schools. This aLso led
39
performance strategies being used at these schools could be applied to some of the city's most
While pleased by the success that the schoot was demonstrating in academic achievement and closing the achievemern gap. Mr. Patterson and Chancellor Walcott began pondering whether the improvement and
to the creation ofNational Education Partner's, Inc., a non-pmfit traditional national charter schooi network.
NEPCS
43
40
Exdted bp the prospects of bringing their schoo2 turnaround vision into the I1Sll system, Mr. Patterson has assembled a, founding team driven to tum the vision for NEP into a reality. The team is united by the belief that the Achievement Gap is the most aitical Civil Rights issue of our time and by a passion for eliminating iL The team further believes that the most effectine and efficient means to close the Achievement Gap is through rapidly improving underperfornning urban district schools.
Collaboration of the Founding,Team. The founding team has been in regular communication about the
plans for NEP and about this applicauon. Mx. Patterson, as the,primary author of this application,'has
regularly sought and= eceived input from the school's proposed Board membets and other founding team members regarding all sections af the application. For example, during the months of 1Vlarch and June, Mr. Patterson facilitated' a weekly phone call'with a subset of the school's founding team to gather perspectives on the school's emerging govemance model and organizadonat structure. Such ongoing collaboradon has
tangibly,enhanced the quality of this applicadon.
The founding team has also been working in extraordinarily close collaboration with F t D to shape this
application and the plans far the proposed school. For example, the school' s Chief Executive Officer has
exchanged emails with key personnel( e.g., I-Iarrisbucg School Discricc Staff s, and Ms. Kauffman) on a regular
basis since summer of 2013. We antidpate that such communications and or meetings will continue through fall 2014.
Additionally, since late August, ftve of the proposed school' s founding team members- Johnny Patterson,
Vemell Fields, Sheena Williams, Courtney Gaddy and Curds Wilkerson- have been working on a dailp basis
to drafispecific sections of this application( those most aligned with their individual expertise); to fuxther
research the practices of high- performing urban schools and successful school turnaround efforts; and to shape the proposed school. These founding team members will continue working full-time on school planning through August 2014 to ensure NEP is successfuliy launched
Iasdy, we anticipate that the school's proposed Founding Board will meet during the months of November,
December, January, and February to develop itself and prepare for eEfective governance of the.
Pre-Opetational Petiod. During the pre-operadonal period, The Commission on Urban Leadership, LLC CUL) will be voluntarily providing in-kind services( at a value of approximately 350,000) in support of
NEP's proposed iaunch. For exunp2e, CUL currendy employs a fulI-time Director of Talent and has a staff
recruittnent budget of near1y; 100,000 to recruit and hire the most outstanding teachers, leaders, and staff
members to advance student achievement at NEP.
We believe
that but in no certain form never in Natrisbw;' history have so many financial and human resources been committed for supporting the launch of a single charter school. But we further believe that the endeavor on which we are embarking the transformation of an underperfomung district school into an
eactraordinary NEP Charter Schoot is complex and will require relendess effort over the next nine months.
The Founding Team. The founding team for NEP is made up of the following members:
Chief Executive Officer/ Lead Founder.
Johnny Patterron. Johnny is currendy the Chief Executive Officer( CEO), of National Education Parttser's, Inc.
and Chairman and Chief Executive OFficer of The Commission on Urban Leadership, LLG Johnny will be
the Chief Executive Officer of the ptoposed charcer school, but have no govemance role and no employment
role with the Commission on Urban Leadership, LLC. Mr. Patterson is an accomplished leader in public poliry, intergovemmental relation and government
administration. Johnny has served as Assistant Deputy Mayor/ Deputy Commissioner of Public Poliry,
Intergovemmental and Intemational Affairs in the City oE New York and the New York State Governor's Office. He has also served Deputy Chief of Staff and Special Assistant to the Mayor for Intergovernmental
Relation and as Interim Commissioner of Parks and Recreation in the City of Mount Vemon, NY.] ohnny is also the Founder/ Chairman/ CEO of a very successful intemational communications group with of6ces in
Los Angeles and Ncw York. Johnny attended Columbia University where he studied Political Science, Global
40
NEPCS
44
41
Healthrare Management
Business and Public Policy.Johnny is currendy completing a dual degree BA in Public Administration in Poliry& a MPA.
and
Other
Dr.Kirk P. Gady. is a parishioner ofHistoric St. Franas Xavier Roman Catholic Church in East Baltimore. Dr. Gaddy attended Catholic Schools from Pre-Kindergarten through Graduate School at Loyola University in Maryland..Dr.Gaddy attributes his success to the 0btate Sisters ofProvidence, the
and participatory member ofour society. Dr. Gaddy is a 1983 graduate of the Oblate Sisters of
School Sisters ofNotre Dame and to the Society ofJesus, who educated hitn to become a contriburing `
Catholic Education.
Gaddq obtained a Master ofEducation in Curriculum and Instrucrion in 1989 from Loyola University in Maryl and. Dr. Gaddy earned a doctorate from Nova-Southeastern University in Educarional Leadership and in Curriculum Development in 2004. Dr. Gaddy has over 27 year in education, ofwhich 23 are in
Providence' s St. Frances Academy, where he was graduated valedictorian. Dr. Gaddy received a Bachelor ofArts Degree in Psychology with minors in History/ Theology from Loyola University in Maryland. Dr.
Teaching Resources Manual for African American Catholic Catechist in the Archdiocese of Baltimore. Dr.Gaddy is a member ofAlpha Phi Alpha Fratemity Incorporated. He is married to Crystalyn M.
Gaddp and they are the proud parents of Courtney, Kitby, and Kirk,Jr.
education
and volunteer service.
Maryland. Dr. Gaddy is a consultant to Sadlier Publishing Companq 1n the areas ofRelig on and Mathematics. Dr, Gaddy is a membe,t of the Niama Ministry that writes and produces the Keep on
Currently, Dr. Gaddy serves as Middle School Coorclinator at St. Francis Internarional School in Silver Spring, Maryland. Dr. Gaddy is the co-founder of the Bluford DrewJemison STF,M Academy in Baltimore. Dr. Gaddy is an adjunct Assistant Professor ofEducation at the Institute for Black Catholic Studies at Xavier University ofNew Orleans and serves as Core Facu[ty at Sojourner pouglass College in
Sylvia Simmt. Appointed by the Mayor on January 28, 2013, Sylvia P. Sicruns has dedicated her life to
helping Philadelphia' s children through sustained parental advocacy, voicing concerns regarding equity founded" PARENTPOWER,"
In 2009,
she
organization focused on protecring the rights of qoung people and etiminaring the academic achievement gap in Philadelphia' s schools. Presendy, Ms. Sirruns works for the Comcast Corporarion and the Urban Affairs Coalition as Outreach Project Coordinator for Broadband Adoption which seeks to expand digital access to underserved comcnunities in Philadelphia. Prior to this position, she served as a bus attendant for students with disabilities for more than IS years as a School District employee. Ms. Sunms has been honored by local cotnmunity organizations for her long-Iasting commitment to Philadelphia' s youth and championing for passionate parental involvement at every level. She has sat on the Mayor's Office of Community Service Advisory Board, has represented the School District on the PA State and National Parent Advisory Council and most recently served on the Superintendent Task Force that selected Dr. William R Hite,) r. as the new leader for Philadelphia' s schools. Ms. Simms is the proud mother of two adult daughters and one granddaughter.
well. Ms. McCoy's passion for education and educational excellence for all students is evident in her
work with the Philadelphia and Trenton School Districts. Ms_McCoy is active in her respective
a family driven
HeatherMcCy. Is a well rounded educator that specializes in special education but has taught Spanish as
community as a Volunteer and Tutor at the American Red Cross Shelter in Lower Bucks County, Volunteer at Anchor House- a multi-service agenry for homeless and at-risk youth and is a member of
the Fredrick Douglass Societq for Higher Education at West Chester University.
41
NEPCS
45
42
Kelly Si r.Is a' dedicated, zesourceful and goal driven teacher. Ms. Sietker has worked closely with chiidzen diagnosed with Autism Spectrum Disorder, ADHD and other learning disabilities. Ms.
Siefker has additionally, assisted with the development and planning for students with special needs,
disabilities and IEP' s.
The folbwing individuals wexe recnuted to become part of the founding team after an intensive, national
search yielding hundreds of resumes. NEP's Lead Founder and severxl of the school's proposed Board members vetted many candidates through a rigorous selecdon process; the following individuals were
determit ed to be outstanding candidates with.the skills and experience necessary to drive excellence at NEP. Curtis Wilkesson- Will serve as' Chief of Government and Community Relations: Curtis served the
Philadelphia City Council in many different capadties. Mr. Wilkerson is Director of Constituent Services in Council President Darrell Clarke' s Office serving the Fifth Council District. Priot to that Mr. Wilkexson was
President of the National Organization Generation Next This organization mobilized and trained youth
across the country on political activism, leadexship and twenty first century civil rights struggles that we face.
Under his Ieadership the organizarion gained national acclaim for their work and commitment to young people and the political process. Mr. VU'ilkerson attended Eastern University where he studied Political
Saence. Veme1l Fietds
Will serve as Deputy Chief Egecutive Officer: Vemelt is a sawy, results-oriented leader with
proven success in managing supplement educational services for a variety of educational providers. Her background includes being and account parcner, tutoring and self sufficienry coach. lVls. Fields is also a
critical thinker and adept youth and community advocate for education and educational poliry. Ms. Fields
i as previ.ously worked as an education professional and manager within various educational' institutions and
corporapons. In addition,:she' s completed various trainings succ sfully focusing oii' finance, educauonal
poliry, and office admuustration with various companies as an intern and employee. Ms. Fields holds a
Implementation Officer: Conceiving, developing and executing the strategies and initiatives that direcdy inIluence orgatiizadonal readiness, economic growth, competitive positioning, staff managemen and providing quality consumer secvices is what Sheena dces
serve as
Chief Innovation&
best! Throughout her career, in senior management and administration positions with leaders in diverse
industdes, she's earned a track record of success in managing complex business itutiatives, and achieving
exceptional rather than ea pected results-in business, organizational and staff devetopment. Sheena will bring these talents to NEP for continued orgatuzational viability and success.
Coartney GaJdy- Will Serve as Chief Operating Officer: ViTth years of vast eaperience aaoss industries.
Courtney wi71 bring sound human resources eacperience in recruitm t and deveiopmrnt of our staff and prospective staff. The skill set she brings will be invaluable to the progtession and development of out
organizadon.
Mimnda Pridgen Will sexve as Director of the Student Success Center and School Advisory Council Miranda brings to NEP a solid background in providing faznilies and students with vital resources they need outside of the school. Miranda has consistendy demonstrated this through her work at the HERO Community Center
located in North Philadelphia. Through her efforts many families and children has received social services, educational enrichment and cultural opportunities for enrichment and growth through Miranda' s leadership.
42
NEPCS
46
43
Please
tlppendia- L ST 41
7NG PI
responsibilities ofxhe Board and Chief Executive Officer are detailed elsewhere in this application and its attachments. The way in which the principat is selected and evaluated( by the Board and Chief executive Off is in other
cer)
also addressed
Otganizational Nattative. National Education Partners, Inc. will be govemed bq a Board. The roles and
sections of this a
narrative below narrowly focuses on the reporting relationships among school-level Personnel.
In its initial year, NEP intends to serve$ 00 students in grades K-S. The staffsize will be 68 adults.( See attached staffing chart.)
qualified candidates for the position ofprindpal. The Board will have the authority to hire and dismiss the prindpal at the Boards pleasure but for cause only.The Board will delegate the evaluation of the principal to
and Instruction.
The CEO will hixe, manage, and evaluate the school's staff.The GEO avil recommend to the Board potential
the ChiefAcademic Officer, Chief Education Officer and Deputy Chief Academic Of6cer for Curticulum
The Board defines the mission ofthe school, dcwelops school policies and changes them when appropriate,
staff.In addition to the Boards many other responsibilities, the NEP Board will ensure that the school complies with all state and federai laws that apply to the schoo2 and that the Board itself is operating in accordance with all applicable state laws and regulations. Finally, the Board is responsible for operating the schoot in accordance with its charter and with any approved amendments to its charter. NEP's individual
instructional day-to-day operations and holds them accountable for meeting established goals, objectives and formulates a long-range accountability ptan that will ensure the school' s continued stability. The Chief Executive Of&cer will handle the day-to-day mat agement ofoverall operarions and the hiring of all other
as prcviously statcd the Board will assist the CEO in the hiring of a qualified Prinapai to manage the school's
Board members will be held to the duties of caze, fidelity and loyalty. lfiese duties include, but are not limited to, the following actions: always acting in the best interest ofthe school, regularly reviewing key schooI documents including the charter agreemen contractual agreements, adopting and approving the budget, and voting only after thoughtful consideraaon of all relevant options.
Officer directs afl executive and academic scaff, the CAO, CIO, CEdO, DCAOCI and the Principat are the individuals charged with ensuting worid-class student achievement; the effective recnutment, development,
and the
We have designed our school' s leadership team to ensure there will be clear delineation among spedfic roles and responsibilities for functional areas that span multipie administratn,e personnel. The Chief Executive
I'he Board in conjunction with the CEO and CAO is responsible for seIecting th
and retendon of personnel; DCOOTD& HR. ' strong financial management; and effident operations are deiegated to the CFO
Pri ncipal and holding him/ her accountable to meeting specified goals,' I1ie prindpal wil b supported by CAO, CEdO and DCAOCI to ensure that goals are met. The school leadership team will meet once a week
ensure that students and families are being well-served.
1) Roles and Responsibilities
throughout the academic year to review progress towards school-wide goals, to discuss challenges, and to
them when appropriate, hires qualified personnel to manage the school's day-to-day operations and holds them accountable for meeting established goals, and formulates a long-range plan and charter school Accountability Plan that will ensure the school's continued stability. In addition to its many other responsibilities, the NEP Board will ensure that the school is complying witji all of the state and federal laws
43
Roles and Responsibilities ofBoard. NEP's Board will operate in accordance with all Commonwealth of Pennsylvania applicable laws. As public agrnts authorized by the state, the NEP Board is responsible for governing the school and holding ihe charter for the school, as it is granted by the Schooi District and PSDE As previously stated, A strong Board defines the mission of the school, develops school poliues and changes
NEPCS
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that apply to the school and that the Board itself is operating in accordance with the rules set out by alI applicable Commonwealth laws and reg lations. Finally, the Board is= esponsible for opetating the school in accordance with its charter and with any approved amendments to its charter; NEP's individual Board members will be held to the duties of care, fidelity and loyalty. These dudes include, but are not limited tq the following actions: always acting in the best interest of the school, regularly reviewing key school documents
inctuding the charter and budget, voting only after thoughtful consideration of all retevant options, and not voting on any school matter in which they have a personal interesG
The Board is Reflective of the School's Mission. All of UP Academ s Board members were initially drawn to the school by the promise of the school's mission. The Board is comprised of professionals with a
broad variety'of experiences in mission-aligned organizations. The Board will establish a School Advisory
Council that will indude key community stakeholders from the neighboxhoods where NEP anticipates
drawing many of its students. These members' special knowledge of NEP's student popularion will allow them to provide mtical informaCon to the Board and be strong advocates for NEP's families.
Principal Selection and Evaluation Process.
Se/ection. The CEO, CAO, CEdO and the DCOOTD&I-IR, in cooperation with NEP' s Boazd, will develop a set of key school leadership characteristics that will be used to identify possible Principal candidates.
Examples of possible Principal identification criteria are listed beiow:
Intecprets school-wide data trends to identify, adapt and improve curticulum and management
practices across subject areas and grades
Delivers evaluation feedback effectively so that staff inembers always adopt suggested improvements
Maintains a respectful tone and does not compromise school expectations in all dealings with parents
NEP' s Chief Education Officer and' Deputy ChieE Operating Officer for Talent Development and'Human Resources will hold informal screening interviews with applicants. Qualified applicantx will receive a foimal interview with CEO and ChiefAcademic Officer. After the uutial screening process, qualified candidates will
complete performance tasks based on the Prindpal seiection criteria. For example, a Prindpal candidate
might be shown school performance data along with a video footage of a teacher in action. The candidate's
task would be to identify instructional and management habits which most direcdy contributed to the
school' s achievement scare and to formulate an action plan for the teacher. NEP' s" Chief Education Officer
and Chief Academic Officer would score this task according to a rubric and debrief the candidate about the
strengths and weaknesses of his/ her performance. NEP's Board would not be involved in this debrief and
evaluation.
NEP' s CEO will nominate a fmai candidate after consideting each candidate' s overall performance. NEP's
Boatd will conduct a formal interview with the candidate, discuss his/ her qualificadons and vote on whether
to approve the CEO's recommendation. A simple majority of the Board' s voting memhers must suppon the
candidate in order for an offer to be extended to the final candidate. If the Board rejects the
recommendation, NEP' s Deputy Chief Operating Ofbcer for Talent Development and Human Resources
and the CEO will restart the evaluation process with other qualified candidates.
EUaluation. The Board will be responsible for the formal evaluation of the Principal. However, the CEO and
his/ her delegate shall have the authority and responsibility, to supervise the Principal and to hold him/ her
accountable for the success of NEP acadetnic progress.
The CEO, or his/ her delegate, will provide ongoing management of and coaching for the Principal. Informal
observations, which are ongoing, map indude evaluation of weekly stafE meetings or individual parent conferences. Coaching meetings, held approximately once per week, include opportunities to debrief
observed performances and to identify improvement strategies.
The Principal will receive a formal Annual Evaluation. NEP's CEO, or his/ her delegate, will be the primary
author of the cvaluation. The Ptincipal will be scored based on progress towards and achievement of
quantitative metrics app=oved by the Board. Examples of performance goals map include:
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ories
School- wide
Lcadership
r;ttudent P ro 8
Schoo!-widc and per-student progresx towards MCAS paformance.ccores( beginning in year two
to cause progress towatds school performance goats
Implemrntation of standazd procesx by which general curricu um is xystematically assessed and adjusted
Implemrntauon of standazd process by which IEPs are aystematically assessed and adjusted to cause Implemcntadon of sta dud process by which the quality ofi truction is asscased and adjusted to cause progtess towards school performance goais
progress towards schooi performance gcxits
addressed with
Calturai I,eadeiahip
'
Implementation ofstandazd proccss by which key qtaff developmenql needs are idrntiFied and fessionat develo mcat
scores in
Uperational I.eade
hip .
leadershi
and su
rc
The CEO, or his/ her delegate, will seek the input ofthe Board prior2o finalizing the principal's Annual Evaluadon. After incorporating the input of the Board, the CEO, or his/ her delegate, will deliver the
evaluation to the Prinapal. The final Annual Evaluation will be shared with ihe Board.
CEO: If either theBoard or the CEO wishes not to renew ihe Principat's contract, theBoard shall submit
such recommendation to the Chief Academic Officer. Either the CEO or the Board may recommend
The Principal shall serve pursuant to a contract, which may be renewed by the Board, subject to approvai by
direcrion ofthe organization and move it towards fulfillment of its mission." Managing" the charter schooi involves the effective allocation and depioyment ofresources for the organization on a day-to-day basis to
creates) and
with
terminating conttact atofany termu ofChair ation requiring cheChair approval ofBoard the majority of the Boardthe`Principal's or by recommendation thetime, CEOwith withsuch the votes and Vice of the Distinguishing the Rote of the Boazd. The key distinction between the Board and the school's administration( e.g.,CEO and his appointees) is that the Board govems and the administradorr manages. Goveming" a charter school involves setting policies arid making major decisions that set the overall
the" means"(
implement polides and major decisions. Another useful way to think about the distinction between the Board
and the administration is that the Board is concerned with the" ends" of the school( e.g., the achievement it the administration
role in the schooPs success includes enforcing disttict_wide policies that support the school and its students, This role aIso includes fadlitating che sharing ofbest practices to and from NEP. Please see the attachments for a chart that clarifies the distinction between these groups and individuals.
reserved for NEP's CEO. There will be one seat ceserved for NEP's Executive Staff,Principal, other staff, or student representatives.
Board Characteristics. The NEP Board will be founded with five voting members. There will be one seat
Board Chairperson_The Chair is the senior volunteer leader ofNEP who presides at all meetings of the Board and other meetings as required. The Chair is an ex-offrcio member ofall committees of the organization. The Board Chair oversees implementation ofBoard polides and ensures that appropriate orguiizational
the Board. The Chair will possess strong group fadlitation/ group process. Duties of the Chair indude:( 1) joindy devetoping with the CEO agendas for Board m tings;( 2) facilitating all Board meetings;( 3)
appointinp,Chaitpersons of all Board committees;( 4) coordinating the Ptinapal' s annual performance
45
maintains a close working relationship with the CEO. The Chair is the primary liaison between the CEO and
systems and procedures are established and maintained. Through frequent communication, the Chair
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evaluation; and( 5) working with the$ oard and school management to establish and maintain systems for.(a)
planning
the organization' s
human
and
finandal resources
and
b)
revie ving operational effectiveness and setting priorides far future development;( c} assisting in fiscal affairs with the Chief Financiat Officer( d) acquiring, maintaining, and disposing of pzoperty with the consent and
request of the CEO;( e) maintaining a public reIations pmgr n to ensure community involvement; ensiuing
the ethical standard of the Board; and ensuting that NEP remains true to the terms of the chatter.
In the case that the Chair's term ends and the Board seeks to promote a ncw Chair from within its ranks, all
Board candidates will follow the proceduces outl'tned in the bylaws. The nominating process will be a multistep piocess designed to ensure both a mission fit and the necessary skiZls and gualities described in the
Chaii' s roles and responsibilities. The new Chair will be identified at least three months before the cuttent
Chair departs the role so that the new candidate can be trained on key responsibilities of the role.
2) Policy Development
NEP' s complete byiaws are attached
Policy Development The true value of school policies is that they provide a framework in which ather decisions are made. This fraxnework assnres consistenry of actions in the difficult and stressfut situations a school often faces. NEP's Board wil! institute a comprehensive poliry development process adapted from the
National Center of Non-Pro6t Board' s best practices. This process is outlined below.
1.
Identify a netdfor newpolicy. The recognition that there is a need for a new role of insEitudonal poliry
in operating practice thaE have accumulated over rime so that the current policies do not reflect
can come from a number of sources including the Board itself, the admitzistration and the community. Some conditions that may trigger the development oE a nev policy include:( 1) changes
reality;( 2) eactemal changes and trends that have an impact on the chatter school at d the families
being served; and( 3} Eederat or state laws that hane created the need for adjustments in poliry.When
such new issues and questions arise, the Board will consider whether any curtent policies can be
2.
adjusted to meet the new condition. If there is no relevant policy already in esistence, the Boazd will begin the process of creating new poliry.
A. r.rigs
a
team to
that a
new
poliry is
needed,
it is
ofo
in
the best interest of the school for the' CEO to draft the new poliry since s/ he has more intimate knowledge of the schooPs day-to-day operations. It map also be appropriate for a subset ofBoard
members with useful professional experience, or a relevant committee to take on the task of drafting
the poliry. In either case the Board will clearly name the person(s) responsible for drafting the poliry
and give them guidance about how to approach the policy.
3.
Wiite afrrrtpoliry draft. The team then develops a written policy statement that responds to the issue or question at hand. In some cases, the team can use polides that have been drafted by other chazter schools. If the poliry is created rather than reosed, the writers witl create a poliry that speaks directlq to the large issue to be addressed. The poliry will be speafic enough to consistendy guide those who
use it to compliance, but it should not be so speci6c that it" manages" administrators or staff
A.rk lega! counre! to revietv the dmftpolicy. Legal review of every poliry created by the Board is not
necessary. However, when a new poliry is significant enough in its reach that it might touch state or
federal education law, the schooPs General Counsel will be brought in to consult eatly on. Although
counsel will may write school poliry only at the request of the CEO, it w l serve as a valuable
Prr.rent dmftpoliry to the Boardfor apfimval. Once the Legal Affairs Department has the poliry draft ready for Board approval, the drafting team will have a first reading at a Board meeting to gather informal
negt Board meeting for adoption.
feedback. The writing team wi71 incorporate any suggestions into the draft policy and present it at the
46
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6.
they are still relevant and in compliance with applicable laws and regulations.
1.
Continue to review undrevue Bnardfiolicru. Periodically, the Board will review its poliaes to make sure
Decision Making, pur dedsion-making.praess to date has mirrored the process the Board will follow. Our specific dedsion related to the schooPs leadership structure illustrates this process
Acc.rr andure releUant injorrnation. The founding team's first step was to study the organizational structure of other high-performing schools and to outline the organizational structures of schools where the members of the' founding team have worked.
2.
y,T'hwe e founding team then began to consi der how the structures couldwould play out in its school. Spec tel cally, considered how a top-heavy model with many administrators affect management and instruction quality:in the 6rst year turna ound of a large school. The team also discussed the bene6ts and drawbacks ofdefining the Principai as primarily an instructional leader.
structure, the founding team stopped to discuss whether it should considex assigning senior 2eachers part-time administrative duties and implement a more" bottom-up" approach to management. Considering ihis alcernam,e helped to highlight the strengths and weaknesses of the original
3.
Conrider alternalitn vierv oint.r anducliona, ondngutat more informatian. Before converging on a draEt
approach. Members ofthe team theri consulted with outside sources to test the direction the organizational design was headed.
4.
was appropriate, it worked iowards buntding consensus about the tides, rotes and responsibilities before prepacing the document for the Board's consideration.
below.
5.
Work ta varda n,rennu. Once the founding team was certain the general design ofthe draft structure
had, in effect, been made. The last step ofthe Board's decision making process is more fozmal aad is outlined
Pu61ic vott.After deliberate, convergent discussion, the Board will vote on the issue and a simple
majority will be required to approve the decision. The decision is documented and school
administrators begin to design the implementation plan
The foundiand ng team' s deci ion makingcollaboratively, process is Zess the fomdecisions al than the Board's process willbe. After building consensus editing thesdocument about the draft organizational structure
public notice and openness for all Board meetings. When a school policy has a material effect on school
Soliciting Feedback ftom Key Stakeholders. NEP's Board will comply with state Iaw's requirements of
during the develo pment stage. The Board will solicit input from affected stakeholders when implementauon of a major poliry.
various legal mattets: Tucker Law Group, LLP;'I'he Beasley I,aw Firm; and Cozen O'Connor. The school has not yet obtained the services of an independent auditor. The CEO will consuit with the schooPs CFO to develop a short list of highly-qualified candidates and a set ofappropriate hiring criteria, The CEO will conduct interviews with quali6ed candidates and make a selection which will be approved bp the Board. 3) Board Developmeat
strong govecning Board itom scratch. To this end, the full founding Board will commit to an extensive initial training program to be completed by the end ofMarch 2014. The general purpose of this training is to prepare the Board to work effectively at its meetings, but the program will aiso provide opportunities for the
evaluating the Extemal Legal Counsel and Auditot. NEP will secure the services of three law fixms to help navigate
agendas to staff,parents, and the broader community.NEP staffwill provide the Board with the opportunity Eor input about school- operadon issues on no less than a monthiy basis. Ifa major poliry matezialEy affects school operadons or its relationships with stakeholders, ihe Board will inform retevant parties ofthe poliry
function or che school' s relationship wich the broader community, the Board willproactiveiy provide meeting
Board Membet Orientation. The founding team ofNEP understands the unique challenges of creating a
47
Board to ptan its work and codify its roies, responsibilides and procedures. The resource materials and
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48
outputs from this program wi11 be provided to new Board members who join the Board after its initial
training and a Board committee will be responsible for completing a modified form of the training for the' new member. Our formal training ptogram, which will commence after submitting this charter application, is
outlined below.
November aadDecembe 2013.Underrtanding the Role ofth Baard( e.g., founding Board retreat to dissect the chartex applicarion in,great detail; founding Board members orientadon to effective govemance)
Januaty 2014.Bert Practicu( eg., training on the Board' s role in upholding promises outlined in the chatter
application; training on running an effective Board meeting
Februaty2014.Setting UpforAction and Poliry Dev lopment( e.g., individual coaching and troubleshooting
azound Board structure, roles and responsibilities, and govemance and managemen
2014 academic year)
development of mid-
term action plan which assigns tasks to be completed the Board and its committees before the first day of the
By March 1, the Board will be prepared"to`ex c te on its a uon plan and take on new issues during its. meetings. In addition xo this initial training for the founding Board and new members, NEP may contraet with an outside vendor( e. g., VKG& Associates) to provide ongoing coaching in developmental areasllike
T ' -
strategic planning, committee leadership, and poliry development or create internal mentoring relationships to help with these areas.
Boatd Evaluation and Development NEPs Boazd will partake in a fomial self-evaluation process. The
purpose of this evaluadon is to help maintain' the Board' s high level of performance and to invest each member in his/ her professional growth: The evaluation process' may include the following features.
1.
Agrrement about individualBoard memberperformance criteria. During the initial Board training, members
will agree on genecal performance standards for all Board membets( e.g., meeting preparation and attendance, representation of the chartex school in the community) as well as additional' standazds for
the chaicperson.
2.
DeUelopment ofperronalgoalr by Board membera. Each Board member will develop a set of personal goals s/ he hopes to accomplish during the year_These goals are in addition to the baseline performance
standards described above.
3.
Annual EYaluation Pmcxr.r. About midway through the academic year, the Board members will use an
evaluation tool to detecmine the quality of their perfoxmance in the genetal perEormance categories
and progress towards their personal goals. The evaluation process witl include:( 1) rubric-based tooLs
to score their performance in each general performance category;( 2) an output document that
highlights strengrhs and weaknesses with specific examples improvement plans; and{ 3) a conference
with coach or mentor to review and adjust evaluation outputs and reflect developmental priorities.
4.
Ao,rt-Evalrration Cbtck-In. Approximately six weeks after the annual evaluation, Board members will
meet with
VKG&
evaluation output Members will adjust and prioritize actions based on progress.
Recruitment and Development of Boatd Membets. Because the Boazd must always be a capable and high
functioning entity for the school to meet its goals, it is a major responsibility of the Board to ensure the school has structures in place to attract talented govemance candidates to NEP. The CEO and existing Board
members will use personal, professional, and community connections to identify and new Board members.
Of particular importance will be expertise in business, law, education, real estate, finances, and fundraising
and a willingness to use this expertise for the benefit of the school. These individuals must have roots in and
a demonstrated commitment to the community, and a philosop4ucal alignment with NEP's mission. Annually, ihe Govemance Committee may complete a skills analysis of the Board both for the immediate
needs and for the subsequent 2-3 years. This inventory will include succession planning for Commissioners
and the Officers of the Board
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If chartered, the school may add new members far a xotal of7, according to the bylaws, before the school
opens to students. Areas of ongoing need include pmfessional fundraising, finance and reai estate eapertise.
nominating process will be a multi-step process:designed to ensure both a mission fit and the necessary'skills' and quatities needed. New Board membets must be approved'by a 2/ 3 vote ofthe existing Board. , The Board's evaluation process will.be major driver set by members will dictate the areas ofafocus. ' ' ofinembers' personal development. The personal goals
C.
All Board candidates will foIlow the procedures outlined in ihe Boazd-approved nominating policy. The
MANAGEMEIVT
1) Management Structute
In order to propose a sustainable, scalable, and affordable structure for theadministrative team within NEp
the founding team researched and discussed administrative team structures at a variety of'lhigh perfomung
schools.
We have designed our school's leadership team to ensure there will be clear delineation among'spedficroles
individual charged with ensuring world-class student achievement; the effective recruitmeat, development, and retention ofpersonnel; strong'financial'management; and effident operations. The Board is responsible for selecting the Prindpal and hol+ding him/ her accountable to meeting specifiedgoals through the direction of the CE0_The Principal will be supported by the CAO, CEO and DCAOCI to ensure that goals are met The school leadership team witl meet once a week throughout the academic year to review ptogress towards
school-wide goals, to discuss challenges, and to ensure that students and families are being well-served.
2) Roles and Responsibilides
and responsibilities for functional ateas that span multiple administrative personnel. The CEO is'the .
responsibiliues of the school's leadership team. Here are some speci6c role distincrions in the'areas of
student achievement, personnel, finanaal management, and operations:
In the attachments labeled Position Descxiption, we have included a document spedfyitig the key roles and
performance, theschooL Principal and DCIs will directly spearhead school-wide efforts to drive student achievement across the entire
Student Achievement While every adult in the building shares responsibility for sttong siudenf
1'11 build strong daca analysis systems, which wi11 support NEP's efforts ro analpze data and implement that anaIysis into strategic and effective plans to address studrnt need
assessment data; and monitor the quality, quantity, and approptiateness of homework. QO:
CAO: Will ensure the development ofhigh quality curticula; observe and provide feedback on teachers' instruction; review and provide feedback on teachers' weekly lesson plans; help teachers develop and implement high qualityassessments; support teachers' collectiog analysis, and use of
DCAOC7:Will develop and implement necessary policies and procedures that ensure a strong school culture is developed, implemented, and maintained.
Principa Will ensure that school's mission and phiiosophy are reflected in the school's instivctional approach and curriculum.
his/ her successful leadership on all issues related to student achievement
issues within the school.
CEd O ond DCAOG7.Will provide regular support and guidance to the Principal to help ensure
Petsonael. Members of NEP's Leadership Team will work to coIlectively support and manage personnel
DCAOQ:Will design and implement the school-wide professional development program; research and identify meaningfu] professional development opportunities for individual teachers; observe and provide feedback to teaching staff on a consistent basis.
49
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5Q
DCOOTDei' HR: Will establish' personnel policies; onboarding systems; and evaluation protocol and will develop a strategic system through which NEP will recruit, interview, select, matriculate, and retain high-quality staff inembers. CEO Will eyaluate all members of the Leadership Team, eacept for herself or himself, and will
review all evatuations written for.staff inembers of NEP.
CEO: Will provide regular support and guidance to the Prindpal and Deputy Chief Operating Officer for Talent Denelopment and Human'Resources regarding issues related to personnel. Financial Management Among the school' s leadership team, NEP's CEO and CFO will have primaty
responsibiliries related to financial management of the school.
CFO: Will oversee fiscal planning and the development of the budge oversee spending; handle bookkeeping; manage grant reconciliation; complete financial analysis; and dcvelop financial reports. CEO: Will manage the CFO on all issues related to financial.management and spending.
CEO Will partidpate in the yearly bvdget development process with the CFO and department
heads. Will also provide support on many issues related to financial management and spending. Operadons. Among the school' s leadership team, theDean of Operarions will have the prisnary
responsibilities related to operational management of the school
ordering, state testing coordination); oversee: ordetin ensure seamless daily operations( e.g., coordinate coverage for absent teachers); and oveisee the schooPs data management systems.
uniform
CEa Will serve as the key liaison between NEP and the school district on all operational issues( e.g., food service, transportation, facility renovations); manage all academic program supports( e.g.,
CEO: Wi1T provide regular support and guidance to the CFO to ensure the successful management of
operational matters.
3) Educational Leadership
Development of Educational Content and Pedagogical Approach.
Are-OperationalYear. In the 2A13- 14 academic year, NEP's Chief Academic Of6cer( CAOs), with oversight from the CEO, will deternune the academic goals, content, and apProach for the first year of NEP. Tlus
vision of quality insttoction, informed bq our mission, state standards, and state regulations, will be
manifested in end-of-year products such as curricular maps, curricular resources, standards-based assessments, and documented instructional approaches. We will articulatc a school-wide instructional
approach and build a handbook of best practices that support teachers in providing high-quality, resultsdriven instruction.
In order to develop the school' s curriculum for each core subject, the CAO will begin with the state standards
as well as our school' s mission to design an academic program that provides rigorous educational content to
all NEP students. Throughout the 201415 year, the CAO will create detailed scopes and sequences for each academic course in each grade, complete with daily objectives and benchmark academic goals. Upon arrival,
teachezs will have a clear road map of what their students need to know by the end of the year.
In order to develop a clear approach to instrucdon, the CAO will draw upon their own experiences in high-
perfornvng classrooms and schools and draw from best practices from other high perfonning classrooms and
schools. They will document over-arching philosophies of core academic course approaches and provide a
toolkit of instructional strategies within each discipline.
In addition to developing a clear vision for instruction and a well-documented toolkit of sttong instructional
strategies, the CAO will develop a robust professional development program for the summer session and
throughout the yeaz to communicate curricular goals, content, stcucture, development and revision.
Cuiculrrm Iteration and On-Going Devehpment. Once the school is up and running, the following opetational
systems will be used to design and update the cutriculum:
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Swcture
Cumculum
Time
Summcr Professional
Process Tcachcrs interna] ize key skills and Mass achusette Srate Sru dards
M conce P ts of
Development
and
Rcviaion
Development ( 20 Days)
5
Curriculum
dassroom
Profcssion
Development
Revision Onc-on- one
and
Deve(opment Dayx
knowled .
gr ou P
Wha
BaPs
coachmg
DCAOCI have one- on- one coaching sessions with teacheis m d scuss cumculum planning strrngths and
wcaknecccs.
materials.
High guality
supporc, o
ht
Progrrmmauc
Revision
nd
AnnuailY
Administcation
relevant
reviews
llevclopment
assessmcnts to
the
effectivrne,es
of
t6e
are
im
rovin
overali weaknesses.
There
instructional leadership.The majority of the admi nistrative team is dedicated to instructional leadership. the Principal, CAO, DCAOCI and the CEd.O.
aze
Supervision ofEducadonal Content and Pedagogical Approach: Our organizational structure is focused Insttuction anci the Chief Education Officer role is to create a positive school culture in order to ensure that every classroom is calm, safe, and focvsed on learning. The CA0 role ensures that the majority ofoperadonal tasks do not fall on the Prindpal, and therefore the Prindpal will be able to devote the majority oftimeto
on supporting the effectiveness of teaching' The Deputy Chief Academic Officer for Curticulurn and
a total
of
potential:
students are on a successEtil path to college and have the strength of character needed to achieve their ful]
Time
E ach
school musroperationalize systems, structures, and procedures so that all staff is consistent, supported, and accountable. Operationally, the followitig structutes are eaamples of systems in place to ensuze that all
Process
students tum in their homework in a centralized Iocation. Homework is recorded for 6omework club and for grades. A11 arrnts are informed when student misses homework.
Coordination ofEducational Content and Pedagogical Appmach. In order for students to achieve, the
AU
moming
Saturday
Scholars
Saturdays
deficiender
community
Systematic PD Schedule
Demerit Sya-tem
F,
by a
very
Teachers
meet
level
Friday
Daily
data,
b
te
in
school- wide
PD.
sed on a
A11
staff inembets
deliver demeries
consistrne code
of conduct.
Demerits
a shared
drive
and
of
are
deientions.
Muit System
informed
Daily
All
staff inember, e
deliver
hi
levds.
based
on a consistent vi, on
Bh
rts.
system provides structure
Attendance
Daily
Attendance
absent,
Reporting
y aYCmatic
$
n
for
school to collect
data
to meet attendance
j-
oals,
ch dule
Tutoring
montlily
Every teacher u obsezved once every two weeks by his/ her SLCC. DCAOCi and tcacher meet to debrief obseivation, set goals, or follow up on specific target azea( s). Prindpal is held
accountable b the DCAOCI.
Teachec
content cutor studrnts who ue
L) a7y
knowledge- Teachers
lacking particviar
skills or
use
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Sustained
SHent
Dat7y
BiweeWy
Reading
read independrnt reading books that matcb their reading level. Teac6ers have a systematic approach for
Students holdin
studentsaccountablc
foc com
ehension.
a
regulaz
le
res.
Progcese
Reports
progreas on
basis
many
pathways
to partncr with
the
school to
su
rt
student
edocmanca
Continual Assessmentof the Educational Content and Pedagogical Approach. NEP will operationaliae'
the assessment of its academic program. Every sia weeks, students take an interim assessment in each core class. Aftar every assessment, teachers will analyze the results and acatc action plans that outline how theq
will adjust their instruction to ensure that all students master the skill or standard. DCAOCI will grovide
support while holding teachers accountable to' achieving benchmark goals, Additionally, teachers will be expected to adjust the curriculum that was taught leading up to the assessment so that the following year's mastery'lenel will be different. Teachers will be given sttuctured protocols, professional development, and held accountable by their DCAOCI to ensure that this process is completed at mulriple intervals throughout the year. Additionally, teachers are expected to assess,their students' both informally and formally on a daily basis to ensure their students understanding of the skiils and content they are teaching. They are expected to adjust their approaches depending on the results of their assessments.
NEP will assess the effectiveness of the educational content and pedagogical approach yearly. For any goals that aze not met, the Principal, CAO, CEd.O and the DCAOCI will analyze data to deter nine the possible causes of low achievement or low growth. The leadership team will take action to remedy the prablem and
ensure that the goal is met the next year. 4) Human Resoutces
The staffing:plan for NEP is illustrated in the below proposed staffing chart We intend to hire$ 5 team members to work at the school Cbart. during the 201415 academic year. Pleare reyiew tbe attached StajJ' rng Plan'
Leadership Team: The 2014151eadership team includes the CEO, CAO, DCAOCI, CEdO, DCIOIA,
DCIOT& A, DSSC and SAC, DPU,DCOOTD& HR, CSSS, DCBcER, Pancipal and the CECSPA. This
leadership structure will reinain constant during the five-year charter texm. Our founding team scudied management scructures at the highest-performiag urban.public schools to deternvne the most effective
stivcture for our proposed schooL
Non-Instructional Staff: The 201415 team includes five executive and administrative assistants, one Nurse,
and one Counselor. Having benchmarked staffing levels at other highly-effecdve urban public schools, we believe that this staffng level is both necessazy and sufficient to meet the needs of our students, families, and
community. Additionally, we intend to hire three full-time Food Service personnel, three Custodians and one
part-time social worker. The staffing number for these positions will remain constant during the five-year
chartez term.
Instructional StafE The 2013- 14 team includes two Small I. earning Community I.eaders( SLCL). The responsibilities of our SLCL aze widespread and range from substituting for absent teachers and mrntoring teachers, dealing with seudent disciplinary issues, assisting students struggling in a particulat subject area to leading Enrichment classes. At Aspire, our CEO found that having SLCL helped the school to run efficiently
and
e student achievement. The staffing number for these positions will remain constant during the 6ve-year charter term.
The 2014- 15 team includes Specialist Teachers: a Music Teacher, an Art Teacher, and a Fitness/ Health
helped
to m
x+**+
Teacher. The staffing number for these positions will remain constant during the five-year charter term.
The 201415 team includes three ESL Teachers. We have deterniined this staffing level based on our
antidpaced enrollment of ELi.s. We anticipate that we will decrease the number of FSL Teachers to two in 2016- 1? as the proportion of ELLs at NEP will deaease to be more in line with the district' s" natural
proportions".(
This staffing levet is expected to remain constant for the remaining duration of the 6ve-year
52
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ceachers; and three ne math total)teachers( . The team nclF. uides three 6thing:ade ELA teachers; three8th 7thgrade grademath ELAteachers( teaehers;niand three teachers 8th gradeinEL,A ainie .A teachers total), Our totals ofninemath teachers aad nine ELA teachers will remain onstantduring the fie-year term:ofthe I.astly, the201415 team includessix sodal studies teachers; sia science teachers; and cwo teacher who will teach science and soaal studi es. The number ofsdence and social studies teachers w 1 remain constant du ingboth ihe frve-year term of the charter.
charter.
cohorts ofstudents. Thus, the 2014-] 5 team inc]udes three 6th grade math teechers; three 7th grade math
requires one math teacher and one ELA teacher for evexy tu,o cohorts of students. In Year 1, we will have six
hartex term, but we are prepared to increase or decreasc[ he staf5ng number to match the school' s actual Our core instructional regular education staf6ng modcl, similar to that employed at Universal Charter School,
need
is made. For some candidates, additional interviews/ satnple lessons may be requested It is the discretion of the Principal to detemune what steps are necessary in order for the best hiting decisions to be realized. No
than
strong candidates witl be invited to more detailed interviews. Most candidates will interview with the prinapal once on the phone and once in person'( including a sample lesson) before refetences are checked and amoffer
90%
of the
who receive offers
resumes have been reviewed will be invited to complete a phone interview. Following the phone interview,
of applicants witlun a week ofreceipt oftheir application materiats. Candidates who aze not viable will receive email noti6cation alerting them ofthis decision. Candidates who seem viable after their
StaffReetui tment belieinves achiefforts ng is ththrough e foundati on through whi ch wescreen, wil achisel eve rong resul ts. To that end, NEP NEP will vestthatgreat heavily intethe which they will recruit, ec stand The Commission on Urban Leadership, LI,C and NEP will work wich local and national non-profits, colleges and universities, community organizations, and strategic partners to build the pipeline through which appl icantsfrom will appl y tothe theschool schooldi . sIttriis ticaladi tovithe school we strategi alto ly recruit istrong ndividual s both within cccri andi dualsuccess s fromofthe outside ofthethat district We aicm
yield the strongest individuals to join the school.
respond to
100%
offers of employment can be made without at lefrom ast one reference being officially checked. We aim for more individuals school
the
to accept those offers and
begin emp]oy
promoted among those distincrions. NEP will have weekly professional development to advance teachers and wiil provide opportunities throughout the year for teachers to meet with their managers regarding theu own development NEP will strategically work to reward and retain the members ofits school by offering targeted professional development and opportunities for cazeer development both within and outside of the school. Our school ' s worki tig condidevelopment tions, teachinprogram, g program oftypi cua! tenachers, compensati onuati packages( inare ciuding base sal a ri e s), professional and eval ati o processes( and eval o n tool s ) described in the respective attachment labeled Recruitment Plan. .
NEP will havefour distinctions among teaching staffandmeasurable means through which teachers can be
desctiptions, duties and responsibilities for any and atl positions in its school. The selection of staffinembers Above all else, NEP believes that the teachers ofNEP are professionals and deserve working conditions that reflect the professionaI nature of their jobs. NEP believes that working conditions that supporc high levels of studrnt achi evement conditions that respect professionati m of teachers not mutual ly excl usive. NEP is exciand ted working to opetate a school with wozkingthe conditions thatsattract a highlyare mom,ated staff
shall be in compliance wit1 the applicable federal and state laws and municipal ordinances.
53
NEP's CEO has the sole discretion to select tlie stafffor any and all positions at the school. NEP may select curtent district staff for NEP positions without regard to seniority within the district NEP may formulate job
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meets applicable state and federal requirements. As Hatrisburg School District will provide transportation for students this will' not affect our student's' ability to adequately get to and from school.
NEP location has not been determitied but we've identified three possible locations the old Bishop McDevitt High School, located on 2200 Market Street, Hurisburg, PA, the former Hamilton Elementary School and the former Ron Brown Charter School location. These' faciliues will be available for occupanry by NEP
personnel no later than Apri12014. The cost of the faalities range from$ 720K 6.1 and needs minor repairs.
Facility renovations deemed necessaty by HSD would be financed by gtants and or loans. NEP intends to make a sigx ificant invesunent in:the facility during summer 2014 to ensure that the facility can best serve the
new school's students: Proper real estate procutement procedures will be initiated before work commences.
The funds to cover this capital investment have already been pledged with pending approval of the Charter
being granted
E'. SCHOOL:FINtRNCES
1) Fiscal Management
Stcuctute and Process. NEP believes that strong 6nandal management is a cridcal componenf of a schooPs
success. To ensure strong finanaal management, NEP will put in place the following governance stcucture:
Board NEP's Board will delegate primary responsibility for financial oversight of the school to the CEO. The
Board will select a Treasurer with professional experience in finance ar accounring, and that person will
ovetsee the Board's Finance Committee. The Treasurer and Finance Committee will ensure that the Board
monitors the school' s finances along with the CEO and CFO. The CFO will be a member of the Finance Committee, but will have no voting power on the committee.
CFO. NEP's management structure will include a CFO who will have demonstrated management and
organizadonal skills, eacellent communicadon skills, and leadership experience, preferably within the nonprofit education or,public sector. The CFO wi11 have responsibility for the day-today management oE the
schooPs 6nances and will work with the Board Treasurer and the CEO to develop NEP' s financiat policies and procedures manual, in accordance with accounting policies and pmcedures that comply with generally
accepted accounting principles( GAAP)< The manual will include the schooPs processes and systems far ensuring that all 6nancial dedsions are based on accurate information, and that all financial actions are
properly budgeted and reported NEP's financial polides will include 1) the timely recording of all transactions, receipts, payroll and other disbursements; 2) regular reconciliation of all key accounts; and 3) the preparation of amonthty financial report for the school's management and Board that includes a balance
sheet, summary and detailed income statements, statement of cash flows, and financial forecast. CFO w11 be
responsible for executing the procedures outlined, inchidiag pmcedures related to: procurement of services
and supplies; coordination of payroll systems and benefits packages; cash- flow management and payment of
accounts; and management of the school budget process, includinp monitoring and developing monthly
statements, quarterly variance reports and annual budgets.
CEO. The CEO will oveisee the work of the CFO, and will meet at least biweekiy with him/ her to review the school's finances and ensure that all spending complies with the school' s financial management polides and procedures and with approved budgets. The CEO wi11 also ensure that all financial reporting requirements are complete, including the Annual Report with peaz-end financiat statements, attrndance reports, and quarterly
and monthly fmancial statements and analysis.
ExternalAcrnuntant. In addition, NEP intends to contract with accountants to work with the CFO and CEO
and assist them with designing, implementing and supervising its intemal control, 6nanciat reporting, cash
management systems and paymll.
54
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QuickBook,r.NEP will also use QuickBoo] s pnjine, an industry standazd accounting software program, to maintain its financial records. Only the CEO, CFO and Board Treasurer will have access to these records. All
Finally, the CEO and CFO will seive as the authorized check signer for all school accounts. Checks in amounts less than 10,000 will re9uire onesuthorized signer, while checks in amounts greater than or equal to SQ500 will require two authorized signeis.
and financiaTmanagement poliaes to remain informed regarding the school's financial posirion:
of the school's fiscal policies and financial procedures, to be developed by the CFO.
financial records witl be backed up weekly arid stored off-site. The Finance Committee will annually review the school' s software needs as they relate to financia) management NEP will also maintain detailed inventory records, irrcluding a record of capital and non-capital assets, and will perform annual physical inventories.
Fiscal Conttols and Financial Management Policies. The Boazd will utilize the following fiscal controls
Retn'ew and aliproval oJtb rcboo!'. rFircalPo iae.r andFinanaol Pmadurar. The Board will have final approval
intervals; these statements will include a balance sheet, income summary, detailed statements that compare actual versus budgeted expenses, statement of cash Ilows, and financial forecast Qxarterly meetin8r with Trea.rum-andFi x e Committee. The Board's Treasurer and Finance Committee will meet quarterly with the CEO and CFO to review the school's financial records, including ti e most recent reconciliation of accounts, and to present a variance report of actual versus budgeted expenditures. These variance reports vvil] be emailed to the Board on a quarterly basis. Annxa! brdgtt appmva The Board will review and approve the school's annual budget each year. In the third quarter, the CFO and the CEO, will prepaze and propose a detailed annual budget to the Finance Cotnmittee that includes appropriate finandal forecasts. The Finance Cotnmittee will then
Annua! rewr appsnva The CEO and CFO witl prepaze an annual report at the end'of each Hscal year.
present the draft budget to the Boatd far review and approval at the end of each fiscal year.
Beview ojqXarterlyfinancial. rtatement.r,'I'he Board will review NEP's financial statements at quarterly
The report wi11 be approved byand the Board, wiil include a yeaz-end balance sheet,including budp, eted versus actual income expenseand analysis.
Aadit compliance. The Board will delegate to the CEO the authosity to hire an egtemal auditor and
ensure that an annual audit is completed. The CEO, Board Treasurer and CFO will prepare the
management' s response to each audit finding.
management of the school's finances with oversight from the CEO, induding tcacking finances in order to maintain needed cash flow. The school will use the foIlowing systems and procedures to maintain needed cash tlows:
school will maintain accounting systems and records in accordance with p,enerally accepted accounting prindples and with applicable state and federal laws. As previously mentioned, the school
Day-toDay Management ofFinances. NEP's CFO will be responsible for overseeing the day-to-day
Generalacmantingpracticxr. To provide an accutate and timely record of finandal transactions, the
will use QuickBooks on-line, an industry standard accounting software program, to maintain its
and referencing original documentacion prior to entering informacion in to the accounting system. Ai! entries wi21 be made soon at least within one week of the accounting event All accounts will be
accurate and complete by maintainittg original documentation( e.g., invoices, purchase orders, etc.)
financial records. The CFO will ensure that all entries in to the accounting system are current,
Ccuh managemeat. All deposits wiil be made on at least a weekly basis, and copies of all deposit checks and deposit slips will be made. The CFO will reconcile all accounts, induding deposit receipts and credits reconciled to accounts zeceivables and bank deposit statements, oa a monthly basis. Cash disbursements and check preparation will be delayed until the due date, with exceptions made for discounts for early payment whete available. Separate duties( i.e., office manager prepares checks and the CEO signs checks) witl be maintained wherever possible. In addition, cash disbursement reeords
55
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56
will be matched against accounts payables/ invoiee records on,a periodic basis to check for any
discrepandes.
Carbflowprjectiont The CFO will also prepare mont}ily cash flow statements and finandal forecasts, including,projected cash,flow needs. In addirion, ihe school will establish internal:con[ rol systems to monitor cash receipts,and ensure that deposits are made on a weekly basis.
These procedwres will al" so be outlined in the NEP's financial policies:and procedures manual. The CEO and
CFO will review these procedures regularly to ensure they comply with all ap licable state and fedecal laws.
2) Operating Budget and Budget Narrative Plerxre aee attachm ntfor oxrJall operating bud8et. Tbt Budget 1Vmrativt u btlow. Process, Guiding Principles, and Summary. To ensure the development of an accurate budget, we( 1) met regularly with key fmance personnel at PDE;( 2) consulted the charter applications and operating budgets of other charter schools in the state( e.g., Mastety Charter School, Ad Prima Charter School and Universal
Charter Schoo and( 3} consulted with individuals with school finance experience.
In developing the budget, our first guiding prindple was to ensure that we allocated as much o our budget as possible to instrucdonalpurposes in order to fully fund our educarion program and achieve our mission and goals in' terms of academic achievement. Our second guiding principle was to be conseivative in developing our assumptions regarding projected revenues and expenses; we want to ensure that we will have suffiaent
funds Eo continue opetations in the event that our expenses eaceed our estimates and/ or we experience
Itevenues: Total revenues during this period are expected to be$ 275,000; the source of these revenues is an in-kind contdbution& om various donots. One key donor is the Commission on
Urban I.eadership, LI.0, a for-profit organization voluntarily supporting the launch of NEP during
its pre- operational year.
Ea enditures: the Commission on Urban Leadesship, LLC has provided NEP with in-kind services during the pre-operational petiod These services primarily encompass communications and comm ruty outreach supporting the launch of NEP.
Operating Year 1 Du1y 1, 2014June 30, 2015). Our operating budget reflects the 6rst year of operation of our
school( FY14 through FYlS). We antidpate that we will operate at full capadty( 650 students) in each year.
To be conservadve, we have used a student population estimate of 600 students for the purposes of
calculating revenue and a student population estimate of 650 students for the putposes of calculating
expenses.
Revenue. Our antidpated revenues will be$ 7. 21M in FY14. The following is a description of our key revenue
sources and assumptions:
Tuition The primary source of our revenues witl be the tuition we receive from HSD_Our anticipated tuition revenue is based on the average per pupil allocation fmm HSll( projected by PDE to be
10, 80434) times the anticipated student enrollment. Based on our anticipated student enroIlment, as
previously mentioned, we anticipate tuition funding to be; 7.21M each year totaling for a11 five fiscal
years; 32,413,020. ( We have assumed that the nution rate from FiSD will not increase each year. And this
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assumption as previously stated is based upon a conservative estimadon and not our intended full student enrollmer G)
State-leielGra rir. We also antidpate receiving$ SOO,OOOper year in Fy14, FYIS and FY16 from a
combittarion of state' and federal funding. In discussions with PDE employees, we have been informed
fhat we may also be eligible to apply for Race to the Top funding and other state-level grants'. Nevertheless, we haveincluded a significant sutplus and contingency fund in our budget in FYi4, FY15,
actual grant amounts that we will be awazded Furthetmore, we w71 have adequate financiai resources to gap far two reasons. Fitst, FY16 operating expendituzes are pzojected fo continue to decrease, in line
surplus:( surplus
and FY16 to assist us in meeting anyrevenue gaps that may arise due to the uncertainty surrounding the
offset a decrease state-level funding in year( Fyl')j.Speci6cally, we anticipate being able to c6ver this
aP
Y
reduan
with the:trend from FY14 to FY15 and FY15' to FY16. Further, in FY17 we will carry over our overall plus contingency fun necess ,Y ve will also close the fundin frombeach yeaz to help address any anticipated funding gap. If
grant funding.
educatian
and
our'
FederalGrantr.Revenue sources from federal grants are: Tide I funding, Tide IIA funding, special Charter School Startfunding( IDEA), Assistance. We have
students
will
assumed that 82% of our Up funding, a conservarive assumpdon' given that over 77% of our
low-income student.:For Tide IIA, a federal grant for improving teacher quality, we have assumed that we witl receive 98 pex studen based on the funding provided to co parable charter schools. We have assumed that 20%
of our students will be elig bie for special education funding and have assumed funding of$3,479 per student, based on the funding ofcomparable charter schools in Pennsylvania. lgait,# his
assumption
targeted:students will meet federally-defined low-income standards. We anticipate receiving 2,500 per
is
15%
Statt andFederalNxtritioa Grantr. We anticipate receiving grant funding each year as part of the School
Food Service:Program to support the hiring of two full-time food service workers. We have estimated the
locat grants. As descnbed below, we have allocated funding to assist us in meeting or eaceeding these fundraising goals. In addition, given the contingency funds and sutplus that we have included in our budget, we vrill not need to rely on any of this funding in FY14 to cover our basic operating expenses, as
Purpose for the putposes of renovating and securing a school facility in November of 2013.
as described at the end of this section.
Ex
enditures.
Private Gran r. We anticipate raising private funds for NEP, primarily in the form of private national and
our anticipated fundraising rwenue is less than the sum of our anticipated sutplus and contingenry fund. Grantfmm Brrildis8 zriib Artrpnte. In FY14, a grant of$1, 500,000 will be made by Building with
OtherPrivate Grantf. We plan to raise an additional$ 700,000 from private funders each yeaz. Fundraising will be led by the Deputy Chief Innovation Officer far Institutional Advancement,
Our operating
expenditures
FY14
will
be
our total budget revenue respectively. The following outlines our key expenditures and assumptions:
Ixrtrr ctionalSeryia.r.
in
our
contingenry fund
largest category
of
7%
of
makes
budget(
up
the
of e
enses
Pertannel. The primary driver of our expenses on instructional services is teacher salaries.
Although this is lugher than the average salaty of a HSD teacher, this reflects our assumption
that out median teacher will have more experience than the median I-f 1 teacher. These averages also reflect our goal to provide teachers wich the opportunity to advance in their
57
Including regular education, speciat education and FSL teachers, we antidpate spending; 2.37M in FY14 on teacher salaries. We have assumed an average teacher salary of$42,000 in FY14.
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profession at NEP, and include funding for addicional compensation of$2,50U for each Mentor
Teache
account
5,000 for each I.ead Teacher and 7,500 for each Small I.earning Community
we
4%
experience level of our teaching staEf. To support the work of our ieachezs, we have also
allocated 70,000 in FYi4 for paraprofessionals.
the classroom. Firs we anticipate spending$ 468,000 on instructional supplies. and matetials in
FY14. The significant spending in FY14 represents our belief in investing in new materials and
an
supplies in order to;support our goals in terms of academie.achievement. In FY14 this funding estimated$ 30, OOOfor
copiers and supplies;$
genetal supplies; and$ 175,000 for furniture. For insttvctional technology'in FYi4, we assumed
following aze our other major non-personnel, instructiot2al expenses:
o
spending of$23,000 for computers for students and$ 14,000 for supplies, for a total of$ 37,000
in FYi4, decreasing in the following years for replacement, maintenance, and depreciation. The
Contracled Servitet. We have assumed spending of$50,000 for contracted services to service our( students with disabilities). We plan to conttact with Kennedy Krieger Institute.
deaease in the number of sub-separate students with disabilities in FY14 and:FY15, and the assumpdon that testing and assessment costs for these students are greater than
FY14. The over the years this amount will decrease. This decline:in funding is due to the
Pmfu.rionaldevelopment. We have budgeted$ 814 per teacher each year for professional
development, for a total oE$ 35,000 in FY14.
DuGr, licen.re,r and rsrb.rcnptiora. We have assumed spending of; 1, 000 each year for
professional dues, licenses and subscriptions.
Prrrrhared management te vitu. We have budgeted 75,000 for these services, spreadout over
hvo line items.
Field Tii. r and Enrichment. We have assumed spending of about$ 76 per student for field
trips and enrichment services, for a total of a50,000 in FY14.
Adminutrative. Our school administrative espenses will be$ 1. 90M inFY14, respecdvely. Speafically, chese expenses include:
Perronnel. Professional administtative staff in FY14 sataries of other professionals, which include
the CEO, Executive Staff, the Prindpal and other personneL We have assumed a salary of
for the
102,Q00 for the Deputy Chief Academic Officer for Curriculum and Insttuction,$ 65,000 for the Chief of School and Student Safety,$ 58, 000 for the Director of Special Education and Supportive Services,$ 85,000 for the Deputy Chief Operating Of6cer for Talent Development& Human Resources, 53,000
Deputy CEO,$ 105,000 for the Chief Innovation Officer,$ 108,000 for the Chief Financial Officer, 100,000 for the Chief of Government& Community Relations, 55,000 for the Special Assistant& Chief of Staff to the Board of
Commissioners,$
216,000 for the CEO and$ 85,000 for the Principal. We have also assumed salaries of 110,000
forSchool the Director of the Parent University,$ 55,000 for the Director of the Student Success Center
and
Parent Affairs
in these salaries. We also have allocated; 110,000 starting in FY14, for one office managers and
58
Advisory Council, 50,000 for the Director of Community Engagement for Student and 42,000 for the school Nurse. We have budgeted for a 7% yearly inccease
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administrative assistants at a salary of; 32,000, increasing by 3lo each year. Other kcy adminutratiYe rxpen.rer axdur,rumptionrjorFY14 include.
o Acrouxting e.xpex.ret.$ 17,000 to fund an annual au+ dit
o
and
two administrative assistants; the office manager salary will be$ 46,000 and the two
Otherprofi. rtioxalJenri re,r expenref$ 30,000, including 5,000 for governance developmen 10,000 for accountability
evaluation eapenses;$
Pf I
board and$ 1,000 each for the administradve staff which is comprised of 15 members). Due. r, licen,
re,r, and rub.rcription.rfora
Travelexptn, re.rforadmini.rtrativt. rtaffattd board. 15,000( assumed; 5,000 for the board and 10,000 for staf.
Mteting,r expentet$ 3,500( assumed spending'of about$ 50 per FTE for meetings,
including sutnmer training for teachers).
proacrive
grounds, and salaries for custodial and maintenance staff.The cost oEmaking additional renovations to the school Facility, estimated at$ 350,000 in FY14.
by 3% each year per director.
O eratiox axdMaintenana ofPlant. Our operation and plant maintenance expenses in FY14 will be$ 2.75M, eapenditeires from HSD. These expendieures will include utilities, maintrnance ofthe building and
respectively. The majority of these expenses will be in the form of per pupil student atlocation
uniforms. This line item wi71 be used only for our students whose families show great financial hardship.
transportation;budget as we understand that tcansportation is provided by HSD we still feel the need to be for We transportation increase by 3% year. In'the event this budget line isn't used for transportation purposes it willbe used for school
and
Othtr Student Seniru: Our budget indudes 8,000 in FY14, respectively. This expense is for student
this expense.
anticipate services costs will
per
Fixed Chargea. Our fixed chazges wil] be$ 738,305 in FYl4.These charges are primarity made up of staff benefits. In addition, we have also allocated; 5,000 in FY14 far director/ board ttave! expenses increasing
have also aliocated$ 10,000 student for dvic activities, including activities for parents and families, respectively.
funding in FY14.
through
Start-Up Funding.Our projections show that we are dependent on federal government and private start-up
Additional Fundraising. We antidpate raising addirional funds in the form of private grant dollars in Fy14 FY18($ 700,000 per yeaz). We plar to use these funds to help meet our projected operating expenses and address any unforeseen expenses that may occur. Given the significant challenges involved with tuminp around a low-perfomiing students, there is a possibility that we may face unforeseen expenses (e.g., additional funds required for student support services or for instructional enrichment programs). Although we have
attempted to account for all of these unforeseen expenses by using conservative budget estiinates, we intend
additional expenses chat arise and to fuifill our academic mission. We have also been conservative in our
estimate of how much private grant funding we will be able to secure.
to seek private grant funding to ensure that we have the contingency and surplus funds available to meet any
The Commission on Urban Leadership and our Board of Directors will primarity be responsible for eoordinating these fundraising efforts on behalf of NEP_In addition, the Board will share critical development and fundraising responsibilities, and witl cteate a Development Committee to support The
59
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63
GO
funding sources, induding national and local grants, corporate sponsors, and individual donors, as needed. The Commission on Urban Leadership are donating these services in-kit d without the expectation of
paytnent
Commission on Uxban I.eadership in developing and executing a fundraising strategy in line with NEP's accountability and strategic plxns. The Commission on Urban Leadership will be responsible for developing and printing informational materials to assist with NEP's fundcaising efforts. It may also choose to hire a development consultant to assist with fundraising effarts. Tlus development consultant would work with The Commission on Urban Leadership, the CEO, and the Board Development Committee to identify multiple
Financing. Given our expected cash flows & om FY14 to FY15 we do antiapate needing short-term
facility.
F. ACHIEVEMENT PLAN
for a new school building: Second, we have allocated cash for modest capital itnprovements on the school
financing during our ftrst year of operations. First,we will work with Build With Puipose to secure financing
Vargns( Director
Thtough July 2014, The Commission on Urban I.eadetship will employ a sizable team to ensure a successful launch of NEP. This indudes: Shadaria Shudler( COO); Terty Davenport( Directar ofTalent); Norma
of
Projects Coordinator), and a to-be-determined Family and Community Outreach Iyianager. The following plan, created fmm the CUL Achievement Plan, outlines activities and documents the founding team will complete prior to N$ P's fall 2014 opening. The CUI, Achievement Plan will continue to be a key resource
for the development of all documents.
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64
Gl
Category
Gmxrnona
ond
Rey pctions
Ho1d first meeting
Required Documents
Submit
resumes and
S&
of
Point Pereon( s)
Fieauao!
NEP
lctter
requc
King approva!
Octoba
14, 2p14
Management
NEP CEO
Devebp longterm
6sca1
plan and
poGdes
key'
Proccdures
March toAugust,
1
Submit r wi.ced,
Prepare BoardaPProved
Secure ind
Admis
Submit Board-aPProved
on
ZO] 2 '
c7'
and
Application for
Eady Much to
Mazch' lb
and
Rnrriitraent
Community
Engagement
Coordinator for
Hold NEP
infonnation
for families
ros ects
sew and
ions
October Z0 O to
March 2011
kh'
Obtain
h'
records
building
d''
f'
a"
June
to
August]
NIsP C O, in
collaboration with
Occu
Submit Fice In ection CectiScate Submit Bu 7din Safe In, ' n Certificate Submit Health In bon
E' ti faciliey
P
nnel
Mana
ent Plan
Renovate
Srboo Ln,e! P6g gg
buitding
N/ A
Submit
operation- retated
documents and
p'
to
August
March
M
to
et
Submit Tide I Pr
am plan
Submit
Ad
ro
evidence of
insurance
August
docvmrnts
lans
and
Pr
P
e
Sco s and S
Pacin
Guide
urnces
October 2010
to
May 2011
bfarch
to
ELI,
August
CAp, DC p-, gI
and the DSESS
61
NEPCS
65
G2
programplan
Submit Cumculum Accommodations Plans Submit signed Letoa oF Agreemrnt with Spedal
Edutation Administrator. Prepare and. ubmit pecfom ancc cvatuauon criteria for School Leader, Adminixtrrtors, wd Teachers
approved
entered
Faailly
Re
idma
Idcntify
requuemenG of
October 2010
Au
st]
ro
highly- qualified
NEP
faculty
30 days after
charter approvat
into)
profes
draft).) ul}' 1
fin
Reccuit. highlyqu
Maintain
ionat
aedrntials
database for
all
lif ed
DCOOTD& HR, RC
and the CEO
faculty
'
facul
staft'
Submit wzitten documcntation of school- nurse hire and loca4 h sician relaaonshi
P1an for
the on-
going development
of
CAO
faculry
Dcvclop.
6cu1 /
ummer
orientation progrun
foc
CEO, CAO,
staEf
DCAOC& I and
Consultant, a
for
legality of
Il
Gzeau
chcck
and submit a
olic
March to August
DCOO'D&IIR
taculty
Submit ba
The founders of NEP see the Accountability Plan as a critical tool to guide the use of data and poliry
deasions regarding the school's program
Duting the school's first pear of operation, NEP will crrrte an effective Accountability Plan tha[ defincs the
Plari will spell out the goals to which the school commits itself and the measures that will be used to
school's goals for student leaming outcomes, organizational viability, and its faithfulness to its charter. The
determine the degree of the school's success in reaching those goals. Specifically, the plan will be rigorous,
realistic, measurable, and focused, as defined by the PDE's guidelines. NEP's CEO and CAO will bear
primary responsibility for developing and overseeing the pmcess through which the Plan is created
Spedfically, the
CEO
will present
this application' s
Accountabi7ity Plan
members of
objectives
school' s incorporating founding team to the staff of NEP during the 201415 academic school year. The staff will provide feedback on these objectives
input from
the
based on theit itutial experiences teaching and working at NEP. The CAO will then work with the school's
leadership team to consider ideas from the staff, make revisions( as necessary) to the Accountability Plan
objectives, and draft the school' s Accountability Plan.
This drafted Plan will be shated with key personnel at IiSll for further input and revisions to ensure that
will then be presented to the school' s Board for input and recommendations. The input and
NEP establishes performance goals that are aIigned with} 3 I expectations. This drafted Accountability Plan
recommendations will be incorporated by the CAO. The updated, proposed Accountability Plan will then be brought back to the Board to get formal approval. Shortly thereafter, the CEO will submit the school's
proposed Acconntability Plan to f-ISll by August 1, 2014. The CEO will welcome the feedback of the 1151)
throughout this process to ensure that the Plan meets the Commonwealth' s expectations.
62
NEPCS
66
G3
The CAO and DCApC&I will also bear primary responsibility for overseeing the process by which data is
sound
to determine the schooPs The progress against its Accountability Plan be well- designed, produdng statistically
information.
CEO
will ensure that the school submits an
the CEO recognized that the accountability process analyzes information carefully and consttuct an argtunent that is worthy ofrenevval based upon that information. The CEO will ensure that tools and assessments used
pinnual Report xo
the
collected and analyzed to evaluate the school's progress towards Accountability Plan objectives. In doin so,
PDE
and !
by August l after each academi c yeat.' 11 i s report will di s cuss the school ' s interim progress on each goal in i h e Accountability Plan and present evidence to validate its claims.
B.
1S];>
GOALS
1} Academic Success
Goat 1
Measure( s):
a)
NEP's students will become ro6cient readers and wtitcxs of the En lish lan
b) At least 75%
In eachand grade, thewill percentage oFNEP students scoring profident or better on the Fi,A section of the PSSA PASA exceed the district average.
of NEP's students will score proficient on the ELA section of the PSSA.
Goa12:
roblem sol '
c) The median studentevery growth percentile for NEP's studrnts on the ELA section of the PSSA will exceed the SOth percentile year.
,
skills.
NEP's students wil] demonstrate proftaent understaading and application ofmathematicaj computation and
Measute( s):
a) PSSA In each grade, the the percentage ofNEP scudents scoring profident or better on the Math section ofthe will exceed district average.
d) At least 75%
b) The student 50th median percentile everygrowth year. percentile for NEP students on[ he Math section of the PSSA will exceed the
Goa13:
of NEP students wii] score proficient on the Math section of the PSSA.
NEP's EIZ,s w 1 consistendy demonstrate significant language acquisition and significant progress towards in En lish and Math.
rofiden
Measure( s):
a)
In each grade, the percentage ofNEP EL,Is scoring profident or better on the ELA section of the PSSA
of EI.Ls will improve one or more ELL] evels each year on the PSSA.
Goa14:
c) The median smdent growth percentile for NEP EI,Is on the EI..A and Math sections of the PSSA will
exceed the median scudent growth percentile Eor EI.Ls in the district and the state every year.
Math.
NEP'S students with disabilities will demonstrate signi6car t progress towards proficiency ii English and
Measure( s):
In each middte schoo] grade, the percentage ofNEP studenu with disabilities scoring proficient or better b) PSSA In each grade, the percentage of NEP students with disabilities passing the EI,A and Math sections ofthe and the PASA will exceed the district average,
on the ELA and Math sections of the PSSA and the PASA will exceed the district average.
a)
c) The median student growth percentiie for NEP studenis with disabilities on the ELA and Math sections of the the district PSSA and will exceed in andthe thePASA state every year. the median student growth percentile for students with disabilities
63
NEPCS
67
G4
2) Organizational Viability
Goa11
NEP will practice sound decision-making and 6sca1 management suf6dent to ensure sttong student
achievement' and
the res
Measure( s):
a)
Yearly balance sheets will show that the school is fiscally sound and is maintaining adequate cash'
resuves.
pmdent with public resources.
b) Yeazly submission of audited financial statements will demonstrate that the school is tesponsible and
Goal2t
NEP wi71
ensure stron and consistent
'
attendance
all students.
Measure( s):
a)
Average
daly
scudent attendance at
NEP
will
be
at or above
90%
Goal 3:
NEP will demonsttate its continued effectiveness in earning commiuuty approval azid snpport sufficienf to
ensure the schooPs,lon - terrn viabili
Measure( s):
a)
and effectiveness. _
In
given to all
NEP' s
parents,
b) The
school will
demonstrate its
effective
service
to
the community
dwltin from NEP will leave the school on a successfiil ath to coll
in
operation, at
Measute( s):
a)
By
the
completed
the schooPs
full
program will
be
accepted
in
which over
80%
of graduates
matriculate to college.
b) By the end of the school' s third year in operation, in a survey given to pazents of$th grade students who
have
completed the school' s
full
program, at
least 80%
will
be`
NEP
will ac
of character necess
to achieve their
full
tential.
By the
end of
year
in in
operation, over
80%
By
the
end of
operation, over
80%
NARRATIVE
We eapect the renewal inspection team to conclude that NEP students aze acquiring the skills, knowledge and
strength of chatacter necessary to succeed on the path to college and to achieve their full potentiaL NEP is a
calm, safe and academically- focused school. The staff consistendy holds students to high academic
to work hard. The school staff also holds students to high behavioral expectations, as evidenced by quiet hallways, recognition of students who show strength of character, and teachers who consistendy give
64
expectations, as evidenced by their content, their questioning strategies, and the way they encourage students
NEPCS
68
G5
will show
demerits for off-task behavior,Seamless and detailed operating procedures support these expectations, and the inspection team will fmd evidence ofsuch procedures, inciuding a homework collection system and a uniform poliry that is enforced relendessly. The team will observe rigorous and standards-basedinsttvction. AU moments in class are dedicated to ensuring that students master the daily objecrive. They will seexeachers and admitustrators analyzinthat g data before making dedsi ons. They students will see data,dti ven their cutorifull ng groups, literacy prograrns, and detentions enforce eapectations and support to achieve potential. Students and staffaze joyful and enthusiastic about leaxning. They will find teachers celebrating students whb help academic achievement, and siudenis taking pride in their hard work Data will show that this sttong school culture leads to excellent academic achievement, pSSA and PASA data
others,
administrators
recoa i>i
that
at
least 75%
determination, NEP studen will bei mproving faster than their district and state peers as evidenced by their ginallY ade scudents will be equipped with ihe strength of character
g
80%
and a
students with disabilities are scorir g better than their district peers. Additionally, through iheir hard work and
passing grade
on
of NEP students are scoting proficient in ELA and math, and that ELL and
highet
their
path
to
College Exit
8th graders that been at the school for three or more consecutive years will be accepted into a college preparatory hig1 have schooL
D. DISSEMINATION
school to othet public school students and
While NEP recognizes that," the ChiefAcademic Officer will disscminate innovative practices of the charter so betieve tha[ dissemination is key to the success of the education reform movemenL In fact, positioning the school to effectively and regularly disseminate i s practices to other fiSU schools has been a primary motivating factor for the school's founding tearn. The eFore, ihe school will commit resources to
families
v,
ithin
the
dismc'
apptoach for the successful planning, start-up, and operation ofthis type of vehicje for enhancinp,the
help this process. The goal of dissemination will be to document and share NEP's approaches to school culture, curriculum and inst cdon, data analysis, academic support for all leamers, and character development with district, pilot, and other charter schools. Furthermore, NEP will share its
Open doorpolicy.NEP will welcome all visitors to leazn best practices through visiting the school. Teacherpartaerin8porribilitita. Pairing NEP teachers with other teachets of the same content azea to
Admi irtrati ve intern.rwithin hprpor.thc ribi/itCommonwealth. ie.r. Aspiring ptincipals can intem for a year at NEP. Interns may come fromnthe anywhere Teacbixg intor nuhi p po. rribiJrtief Intems come from Teacher Residendes, the Teacher Training Programs local university teacher may irainu p programs.
school, as initiated by a teacher or principal.
Srhoolvi, ritf practices. Staffs from other schools may observe NEP, meet with school leaders to debrief, and utilize best
Part errhap.r.curnaround NEP will partner with Planni g teams of other district schools, including f lSi)' s existinp, andnfuture schools.
sessions within the school for interested groups.
Projef,rional development. The school may provide invitations to particular professional development
65
NEPCS
69
6G
Co f' erencet, paxe r, andprerentation.c NEP leadess and teachers may share best p=actices at public
forums.
Collaboration with organiZationafotrr.red on mmoting and aharing innovation. These may indude the Project
for School Innovation or the Pennsylvania Charter School Association.
Again, disseminarion will be a priority for NEP. As a result, NEP will plan to solicit funding to support its
dissemination initiatives via grauts.
66
NEPCS
70
Appendix A
Nati. onal Education Partners, Inc.
Board
Plan/
of
National Education Partners, tnc. Board of Commissioners Development Plan/ 7raining, Member
Selection Criteria& Process and Board Calendar Appendix" A"
1
NEPCS
71
Development Plan
Stage 1: The Founding Board
NEP's boazds will be small and homogenous, comprised ofindividuals committed to the school's
mission. The founding board will oversee the development of the school's charter, application and
whatever it takes the get the school up and running and develop a strong sense of ownership in the school's success.
Stage 2: The Governing Board
accountability pLzn. The Founding board and Founding Chief Executive Officer aze willing to do
NEP's governing board accept the responsibility of overseeing the fulfillment of the charter school's
Executive Officer, and work more through committees and the school advisory council than the board acting as a whole, and outreach to other groups, including pazents, for more diverse points of view and input
Stage 3r The Sustaitting Board
The governing board will delineate more of the responsibility of the schools operarions to the Chief
accountability plan and for ensuring the school has the resources it needs to operate successfullp.
As the charter school grows, fundraising becomes a major role for the board as they secure the
committees, rather than board members. The Sustaining Board will also take on a certain presrige as
funds needed# or the school to continue opetations. The board works to attract new members with the capacity or access to key funders and donors, sometimes adding them as patrons or advisory
board will delegate responsibitity for governance to a smaller executive committee that meets zegulazly to review the school's or n;, ational activities, well-being and 6nancial stability. The
the board for approval.
the school develops a reputadon of success and stability. Due to its expanded size, the sustaining
executive committee makes recommendations between board meetings and reports its findings to
National Education Partners, Inc. Board of Commissioners Development Plan/ Training, Member
AppendiX" A"
2
NEPCS
72
Training Plan
enda
Board Trainin
B
Welcome
discussion
Session
To ic
Welcome Review
of agenda*
Conducted
Chair
Chair
of Board
Descri tion
..
ts.
Duration
15 minutes
of Board.
10 minutes
10 minutes
25 minutes
Introduction
a
aII
of
Organization
ovesview*
introduces themselves
Review
mission,
Orientation
Rules
of and
board
VKG& Associates
VKG& Associates
Describe
Review
contents and
30 minutcs
10 minutes
governing boazd*
leader and
compatison of roles
of board and
staff
Overview
structure
of
board
VKG& Associates
Review
listing of
10 minutes
cw rent ofHcers,
committees
Ovezview
boazd
VKG& Associates
Review
operations*
key points
15 minutes
policies, board
operations calendar,
sample
VKG& Associates
20 minutes
implementation of the
lan
A
acdvides
VKG& Assoctates
Set the
schedule
for
15 minutes
ne rt year's board
mee ' ,
re6ne board
National Education Partners, Inc. Board of Commissioners Development Plan/ Training, Member
Selection Criteria& Process and Board Calendar
Appendix" A"
3
NEPCS
73
operations calendar,
update the list of
Remind
of
upcoming
collect and
10 minutes
Meetin Evaluation
Distdbute,
15 minutes
Tlvs Boatd training will last 3 houts and 5 minutes and if deemed necessary the Board will schedule
additional tcaining sessions along with regular Board development activities.
Pmvids timefor an open ducut ion and to addrr.rr gue.rtio ufmm particrpa t. r.
Initial
and
9: 00 am 10:00 am
Discussion: How new board members' skills/ connections can be used to serve the school
10: 00
am Noon
pm
pm
National Education Partners, Inc. 8oard of Commissioners Development Ptan/ Training, Member
Selection Criteria& Process and Board Catendar
Appendix" A" 4
NEPCS
74
board will establ iscajl h a comi nittee to oversee board recrui tment and nominations, manda ted by its bylaws. NEP will this the" board development committee'.
Step 2. Prepare for active board member recruitment
Board recruitment is au ongoing activit that requires an active committee to guide the process. The
An effective recruitmentprocess beg ns with a reviev, ofthe charter schooPs bylaws, conCtac strategic planboazd and job description.
Charter school bylaws
community members and others.
Identifies who is elig ble to se=ve on the board and explains requirements to inciude pazents,
Charter school contract
board.
Explains the terms for governance and the specific roles and responsibilities ofthe charter school
Strategic plan
Recruit a diverse board to strengthen its relationship avith key segments ofthe outside coxnmunity.
Job descriptiona
the current
board using
a matrix( as
board development committee then creates a set ofpriorities to guide recruitment efforts for review
ethnicity, specific skills, community contacts, parent of children enrolled in the school, etc. The
and maintaining boatd diversity, incorporating the following criteria: Diversity factors (race, ethnicity, age, sex, occupatioq etc.). Root causes of bartiers to achieving diversity and strategies to overcome thetn.
Strategies to recruit from kep constituencies. Cultutal diversity training and activities.
Before selecting prospective board members to contact, we'll develop an effective plan for achieving
Measurable diversity targets and accountability for achievirtg them, Monimring progress.
National Education Partners, Inc. Board of Commissioners Development Plan/ Training, Member Selection Criteria&
Process and Board Calendar
Appendix" A"
5
NEPCS
75
is important for us to" cast a wide net" and consider a number of potential board'recr its greater than the number of projected vacancies. Candidates may be idenrified by board members, friends or
through www:boardnetusa.orp.
NEP will prepare and rank the list of candidates who best fit the established recruiring pxioxities. It
The itutial contact is to send printed materials to the prospect, including a personalized letter, job
personal calls from the boazd development comtnittee Chair. to answer quesuons and detemune the
prospect's level of interest in the board.
description, material about the charter school and a response form..This mailing is followed by
Prospective board members also can be asked to visit the school to obsezve it in action, talk with the
Chief Egecutive Officer, Pxincipal and other staff,and attend a boazd meering to see how it conducts business.
Step 7. Schedule and conduct orieatation with interested boatd candidates The board chair and school leader should attend orientation sessions to show prospects the
importance of the position they are being asked to consider. A sample orientation session should include:
Overoiew of the mission, vision and educational goals of the charter schooL
Ovetview of the roles and responsibilides of the boatd.
Detailed job description and expectadons of the individual boazd member committee work, meeting attendance, community outteach, fundraising, etc.).
Opporlunity for board prospects to ask questions.
Declatacions of willingness to serve by the boazd prospects. Other information required to continue in the board recruitment process.
Step 8. Evaluation.
The board development committee reviews all the candidates who participated in the orientation. In
process and ask the following quesdons:
evaluating the prospects, the committee should check the recnuting pxiorities set earlier in the
Can the prospect contdbute the time necessarp to be an effective board member? Does the prospect possess some of the key skills, knowledge and othet assets that match the
Is the prospect comtnitted to the mission and educational philosophy of the charter school?
Can the prospect place the charter school's putposes and interests above their own professional
National Education Partners, Inc. Board of Commissioners Development Pian/ Trainirtg, Member
Selection Criteria& Process and Board Calendar
Appendix" A"
6
NEPCS
76
The final selection/ appointment ofBoard members will be adhered the by provisions set forth in the bylaws. The board requited to con6rm all development inembers. committee will develop ballots and other election materiats as
The bqlaws
also
give
the seIection
authority
of
Board
committee to submit the names of all individuals identified in the recruitment process and then select a number of candidates to fill the vacant positions in synchronization with the Chief Executive Officer.
Chief Executive Officer to nominate or appointmembexs in certain cases. NEP's board development committee cau prepare a s]ate ofcandidates who match the recnuting priorities set at the beginning ofthe process. However, tjie board has the option to ask the board development
National Education Partners, Inc. Board of Commissianers Development Plan/Training, Member Selection Criteria&
Appendix" A"
7
NEPCS
77
Boaxd of Commissioners_Calendar
2014-2015
School Yeax
Greet
Januaxy 21,
2015
Apri115, 2015
June 24, 2015
Boaxd Retreat)
NEPCS
78
Appendix B
National Education Partners, Inc.
Nationa) Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the School Leader Appendix" B"
1
NEPCS
79
Throughout the year, NEP' s( National Education Partners) Boazd of Commissioners, Chief
Executive Officer, and Chief Academic Officer will conduct annual and ongoing evaluations in
order to effectively track the school' s overall progress relative to the mission and the stated goals
and objectives.
An accountability plan must be based on a shared vision and goals for what the school should be and do and fu11y compliant with state law in order to gain valuable information about programmatic and school- wide efficacy. Therefore, the mission ofNEP will guide the effort of
evaluation and foster collaborative relationships among all stakeholders who should hold each
other to the same standazd of excellence and are open to consttuctive feedback. The larger
community must participate in setting the basic goals and purposes and should operate in a climate of ongoing self-improvement to ensure continuous progress and success. These beliefs and actions will lead to the.effective use of evaluation outcome data to inform and improve
classroom pracdces and the operation of NEP.
The board will assume responsibility for reviewing the overall institutional-and education
policies of NEP in coordination with the Chief Executive Officer who sets- the day to day
operating policies. The Board Development Committee will design and administer instnunents,
approved by the Boazd of Commissioners, to evaluate its own performance in areas such as
board recruitrnent, nominations, orientation, training, and evaluation in accordance with the bylaws of the charter school as well as direct the Chief Executive O icer to develop policies and
practices. Board Effectiveness Indicators will be developed and a self-evaluation rubric will be
designed to define and track the status of progress. Addidonally, the Boazd Development
Committee will be responsible for coordinating the review, preparation and boazd approval of the
school- wide satisfaction survey each yeaz.
The Chief Academic Officer and Principal will be responsible for the submission of a report of academic progress based on the program-specific assessment measures, as well as student
benchmazks reflecting the mission of NEP. The Principal will conduct and oversee the program
evaluation as well as assist with the annual satisfaction survey of students, pazents, and staff to
measure performance as related to the school' s mission and goals. The survey will include, but
learning as synthesized from the use of multiple forms of evidence of achievement including
student life, and school culture. The Principal will synthesize all of the data required for this evaluation for an annual report outlining the results.
National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the 5chool Leader Appendix" B"
2
NEPCS
80
Rote ofTeaching,Staff
which they aetively engage parents in opportunities to promote academic and non-academic
throughout the year along with a formal evaluarion from the Deputy:ChiefAcademic Of cer for Curriculum and Instruction,'Teachers will keep a portfolio for review ofnotes from teacher supervision, anecdotal records, lesson plans, classroom observations, particularly in relationship to benchmarks reflecting the mission ofNEP; Teachers wiil also schedule and document opportunities for formal and informal ways in which parental input is encouraged and ways in
satisfaction survey each year. They will provide their own self-evaluation as part oftheir annuai employment review and conduct peer observation as part ofprofessional development '
School Advisory Council and express and implement their thoughts, ideas, and concerns throughout the,year through standing committee involvements and leadership on the:School Advisory CounciL Parents and:guardians will also have opportunities:for more formal input as part ofthe program evaluation process. Different forms of engagement and involvement will be
considered as indicators ofsuccess in meeting academic and non-academic goals.
Role ofStudents
I
They will also have the opportunity to participate as active members ofNEP' s
Parents and guardians will participate in completing a school-wide satisfaction survey each year.
Students will participate in a school-wide satisfaction survey each year. Additionally, developmentally and culturally appropriate. The students' reflections on learning will focus particulazly on their creation ofapproaches to demonstrate what they havelearned and what they know and aze able to do relative to benchmazks, Interim Assessments and State Testing. These
opportunities will be Provided for students to reflect on their own leaming in wa s that are Y
community, which show progress toward meeting non-academic and academic goals ofNEP.
Role of Consultants
indicators ofprogress will include activides and experiences within the school and in the
NEP will make use ofprofessional educational consultants, particulazly those who bring talents,
the stated goals and objectives and in adherence to the mission ofNEP. Feedback from these
knowledge, skills and resources related to the mission ofNEP. Ofparticular importance are those individuals who aze knowledgeable about immersion education, Intemationa] Baccalaureate( 1B)
and inquiry-based education, and objective tools and processes to measure program progress in
performance in the azeas identified in a consultants scope ofwork and/or contract for services with NEP.
Executive Officer, Board ofCommissioners, and all other staffwho will engage in improving
National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the School Leader Appendix" B"
3
NEPCS
consultations will result in reports or notes from retreats or sgecial meetings with the Chief
81
toward the achievement ofthe specific goals and benchmarks represent one aspect ofthe school.
Other key elements concem the sociaUcultural development of children and families and a commitment to global citizenship, civic engagementr service leaming, multicultural
roles and functions are critically tied to pmgram implementation and effectiveness. In the case of NEP the mission includes a focus on academic development building upon a set of unique linguistic goals and objectives fostering dual language immersion. Effectiveness and progress
The reason for evalUation is to determine the effectiveness ofa program, service, or those whose
competencies, and readiness for'life-long learning. Planning and implementing NEP' s mission provides the essential elements of how the key drivers of NEP' s mission and commitments will
be evaluated.
and aforementioned commitments require planning and leadership. The following overview
Evaluation tools and methods will included but are not limited to: 1) written evaluations based on classroom observations; 2j student performance based on multiple forms of evidence of
in English, French and Italian 4),feedback from parents and guardians; 5) feedback from peers and external consultants 6) students performance on interim assessment, state standazdized testing and other indicators. The structure will be used to design ongoing continuous
professional development resources and training where needed.
PrincipaUfl dministrators
achievement; 3) Benclunazk assessments developed to ensure that student progress are monitored
improvement data and progress reports throughout the yeaz that include such things as coaching,
The Boazd of Commissioners will conduct a review and evaluation of the Principal to assess the
extent to which the goals set forth in the contract ofemployment have been achieved and
concrete evidence that the key elements of the mission of NEP have been realized.
of Commissioner, is responsible for hiring select staff and conducting evaluations for the Chief Academic Officer and Deputy ChiefAcademic Officer for Curriculum and Instruction, who will
evaluate their direct reports.
The Principal recommended for employment by the Chief Executive Officer, hired by the Boazd
Teachers/.gssistant Teachers
others with whom the teacher interacts. A critical part of the teacher' s evaluation will be based
National Education Partners, Inc. Board Procedures for
The Deputy Chief Academic Officer for Curriculum and Instruction will complete at least three formal teaching observations throughout the academic year and one annual performance evaluation for each member ofthe teaching staffthat include feedback from peers, parents, and
Monitoring
School Performance
and
Evaluating
82
on the use ofmultiple forms ofevidence ofchild development and learning, particulazly as it
Checklist" will also be used to assess the extent to which the teacher has mastered'the essentiai
as evidence ofstudent work, final projects presented to a panel ofcommunity members, etc. Scores from several standardized tests can constitute multiple forms ofevidence but only accounts for a small percentage ofthe totally evaluation. A" Curriculum Implementation
Multiple forms ofevidence may include teacher evaluations of student achievement, portfolios
Results from observations and annual performance evaluation will direct the selection of professional development following academic yeaz. workshops and help shape the professional development plans for the
Support Stajj
The Chief Academic Officer
and
and an6cipated outcomes for the support staffreporting to them. The evaluations will measure actual school performance yeaz of pointrelative of hire. to the standards and/or goals established at the beginning ofthe
Programs
Development will each complete annual performance evaluations based on thejob descriptions
conducted as a collaborative effort ofthe boatd, chiefexecutive officer, and staffand overseen evaluation will be based on the stated mission, goals, objectives and the unique goals and
by the Principal and the ChiefAcademic Officer. Specific criteria for the areas ofprograui
This will also be supplemented by formal interim assessments, benchmazks and state standazdized testing scores.
retention; documented evidence ofschooUcommunity engagement, sociaUcultural development ofchildren and families, the explicit evidence of a commitment to global citizenship, civic engagement, service learning, multicult ual competencies, and readiness for life-long learning.
results; attendance and student performance and demonstrations of leaming; staffand student
These criteria will include but will not be limited to broad categories of: disaggregated student achievement data both academic and linguistic( using multiple forms ofevidence including
all core subject areas. Input from teachers, pazents/guardians, and to the extent possible, students,
Evaluation tools witl document and measure progress toward meeting NEP' s stated mission and goals in terms ofcurriculum content, implementation, and buy-in from all aspects ofprogram operations. Benchmazk assessments will be used to ensure that student progress is monitored in
National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the School Leader Appendlx" B"
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Below are some sampleformative questions( those that can be asked throughout the yeaz) and summative questions,(those that can be answered at the end of theyear based on the formative
question) that will be used to evaluate the success of the programs.
Sample Formative Evaluation Questions for Program Evaluation Gomponent: Is the school being operated as proposed/ authorized?
Were the appropriate persons selected and included in the planned activities?
Ase the schools' management plar s being foltowed or adjusted for defensible reasons?
Are students moving towazd the anticipated/ planned goals?
Which elements/factors of the schools are aiding the students to move toward these,goals?
Are the resonrces being appropriately directed to fulfill the goals of the schools? Sample Summative Evaluation Questions for Program Evaluation Component
Did the schools meet their goals and the goals of the initiative?
Can the school and the initiative be continued/perpetuated under existing conditions?
Were there vnintended or unanticipated outcomes as a result of these schools?
What are their value and merit?
National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the Schoo! Leader Appendix" B"
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Appendix C
Lottery Process
National Education Partners, Inc. Enrolknent, Waiting List and Lotterp Process Appendix" C"
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85
NEP's Enrollment Policy. As a charter school, NEP is a public school that is open to all students on a
space available basis. When reauiting or admitting students, NEP doe,r not dircriminat on tbe barir ofraa, cnlor,
natio al origin, cne 1ex, etbnicily,. rr, xual orientation, menta! orphyiical ai.rability, age, anc, rtry, atbletic trfo ma cr,. rpecial nee profraenry in tbe Engli,rb langrtage orafo eign langrrag, or academic ocbieyen exx ( 1). Moreover, NEP will not set
upon any of these charactcristics.
application.
enrollment requirements that are intettded to discriminate or that have the effect of discdminating based
Expansion Plans. NEP has ao plan to espand beyond the anticipated enrollment numbers cited in the
Admissions Criteria
Candidates for admission to applq for the grade immediately following their current grade and to
successfully complete their cutrent grade to be admitted
2:
Candidates to be residents of the school district at the time that they submit an application.
Ariority. In accordance with applicable State Law enrollment in NEP will be conducted in the following order
of preference:
1.
In year 1: any student accually enrolled in the school the date that the final charter application is
filed with the Massachusetts Board of Educatioa.
This
re; uirem
nt
does
not
apgly
Ln ,
hs,,
r o
ra
2.
ear 1: siblings of students actually enrolled in the current school on the date that the final
charter application is 9ed with the Disuicts Boazd of Education.
In all subseauent years: s lings oF students actually enrolled in NEP at the time of application to
the schooL
3.
4.
Other students enrolled in the public schools of ihe district, including charter schools; and then
Other resident students( e.g., students enrolled in private schools.)
Give preferences to children of Boazd members or members of the School Advisory Council.
Give preference to siblings of students accepted to the school but not yet enrolled;
Take any actions or make any statements that discourage parents/ guardians of students with
4.
From submitting an application. Administes tests to potentia! applicants or predicate enroltmettt on resnits from any test of ability or achievement Require obligatory attendance at informational meetings or interviews prior to enrollmen
Mandate an application fee for admission.
disabilities, students with limited English proficiency or any other protected group of students
S.
6.
Appl' uation. While NEP is a free-tuition, public, charter school, all eligible families must apply by submitting an information-based application to enroll for the 201415 academic year. We have developed an easy and quick information-based application, which will be available to families by January 1, 2014 and will clearly
indicate that our charter is pending approval.
To ensure that all fam7ies have a just chance to apply, NEP will assist families throughout the application process. Assistance may inclnde, but is not limited to, providing a straightforward application translated into
multiple languages, answering applicants' quesaons via information sessions for interested families, and
requesting additional information when incomplete or illegible applications are submitted prior to the
application deadline.
While NEP seeks to serve a broad spectrum of tuiderserved families, in ihe following cases, NEP pmcures
the right to matk applications void, effective immediately wherein an applicant
National Education Parmers, Inc. Enrollment, Waiting List and Lottery Process Appendix" C"
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86
1.
2-
3.
Power Schools). This systeui a,i1] include student records regarding real- time status oftheir application( e.g.
lir.tionj To ensure accurate and effective student application records, NEP will deve]op its own spstem( e.g., in an Eac,et spreadsheet) or purchase an Application Received Tracking System( e.g.,Breuer or
Tmcking
Intentionallp provides false, inaccurate, or misrepresented information; and/ or Submits to NEP, or NEP receives, his/ her application after the application deadline.
hold multiple information sessions, starting as early as October 2013 up through the last application deadline. Sessions will be approaimately 2 hours iri length and will discuss the program and culture ofNEP.`NEP will stave make accommodations fororal all fami ]ies, far exampl e, bq A offe ing onswill at vari us times of the day and byto providit g both avritten and translations for families. Q& A sessi session be o included.
potential applicants and their families throughout the year. As a part of this plan, NEP will host inforn ation sessions for interested applicants and their families. prior to enrollment, NEP stron y advises parents/ guardians and students to attend one information session. For the 2014- 15 academic year, NEP will
proposal and various attachments. To setve the purpose of providing information about the school to
Community Outteach. NEP has developed a comprehensive recruitment plan, outlined throughout the
NEP will, in accordance with PSDE laws and regiilations, give reasonable public notice, of at least one
online via NEP's website.
submit completed applications:( 1) by maii;( 2) in_person, dropped off at NEP's Office( 3) by fax; or( 4)
month, of all application deadlines. For tentative application deadline dates and times for the 201415 academic year, please see Public Lottery Process chart below. Interested Families will have the option to
Pablic Lottery. NEP's proposed enrollment poliry includes plans for a public lottery that is open, fair, and in
available for a given y at by grade lcvel. If the number of eligible applicants eaceeds the number of available seats for a given year, NEP will hold a public lottery shortly after its fust application deadiine. At least one week notice will be given prior to each lottery.
level lottery, applicants will be separated into three groups, by tppc
fb i g: Siblings of student actually enroUed;
Others( resider t, l: Other tesident students.
accordarice with the charter school statute and regulations. Annually, NEp will def:ne the number of seats
Prior to a lottery, names ofeligible applicants will be sepatated into lotteries, by gtade. Within each graae9thers( distri, 1: Other students enrolled in the public schools of the district;
On the day of the lottery, the number of avaitable seats, by grade, will be announced. Student names will be drawn by an outside third party unaffiliated wiih NEP. All names will be drawn and assigned a number. To adhere to the required prioritization, for each grade-level lottery, names wi]1 be drawn from each group in the following order.Siblings, Othets( distdct), Others( resident).
preserves the order in which names were dcawn. NEp will maintain an active waiting list for each grade until the anticipated academic year is underway.
Immediately following the lottery, each eligible applicaat will be assigned a status:
All elig ble applicant names drawn after all available seats are{ illed will be placed on an active waiting list that
Accpted Student's name has been drawn and accepted to attend NEP via a public lottery.
tY/aitl rted Student who was not initially admitted via a public lottery.
Whether not the family is present at the lottery,them the accepted or waitlisted student and his/ her family will be sent a or written Ietter within 72 hours, notifying of their admissions status.
National Educadon Parmexs, Inc. Enrolltnent, Waiting I,ist and Lottery Process Appendix" C"
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Pablic Lottery Procrtt andNotification. Annually, NEP may choose to hold more than one lottety so that it is
available to all families. Even when all available seats are 611ed, additional lotteries will setve Eo build the
wairing list In addition to allowing students the chance of enroltment if a student withdraws or Eails to retum confirmation, long waiting lists prove the need for the school aad maq help in replication applications, if
desired.
The Following is a tentative list of application deadlines and public lottery dates( all public lottaies will start prompdy at 6:OOpm). At least one week notice will be given: Application deadlines will be on a rolling-basis.
In other words, if NEP receives an application two days aftex an application deadline, the application will be
included in
the subs
APPHcaaon
re
r ,'
a%
rv,
e m6.ag.
Mu 13,' 20] 4
3
4
Mar. 2Q 2014,:
Mu. 27, 2014
Mar.28, 2(314
A . 4, 2014
5
6 7
A
A Ma
r.
3, 2014 20f 4
ri113,
A r.14, 2014
Ma 2, 2014
1, 2014
un.
ua 15, 2014
9
10 I1
un]
un uL
3, 2014
Aczepted and Waillirted SAride rt.r. AIl accepted students/ families must confirm in writing their intent to enrolL To confitm enrollment or waitlist status, families must retum the respective fotmc ( 1) by mail;( 2) in-person; or
3) by fax. NEP will not accept verbal confirmation or confirmation via e-mail.
1. submitted to NEP:
Within 10 days after notification of status is sent to fami7ies, the following materials must be
Acce ted students: Intent to Enroll Form
Families
cunently entolkd'
proof of residenry requirements and registxation process( described below}. All enrolled students
must be registeted with the school ciistrict prior to being officially assigned to NEP by the school
district
2
All confirmed accepted students will then have 30 calendar days to return NEP' s complete
Enrollment Packet or the student may forfeit his/ her sea After this deadline, NEP will update each
applicant' s status, as necessary.
tolled An accepted student( whether initially accepted or moved off the waitlist) who has
confirmed acceptance and confirmed intention to enroll in and attend NEP.
Loss
of
Seat. An
has
no(
deadline; or( 2) provided the school with the necessary information by a given deadline( e.g.
proof of residenry ot enrollment packet). This also applies to a waitlisted student who has
not( 1) confnmed intention to remain on the waitlist by the deadline; or( 2} confirmed proof
of residenry or intention to enroll iE accepted. dr . A student( whether accepted or on the waitlist) who has decided to not enroll or
does not intend to enroll in NEP.
Any changes in status will be communicated to applicants and their families in writing.
National Education Parmers, Inc. Enrollment, Wairinp List and Lottery Process Appendix" C"
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88
If a In
stuaents
waitlisted student
other words,
for a
given year, s/
doenot have
Vacanciee. Prior
open seat( s) to
NEp
v ril{
student forthegrade in which thevacancp occurs, In the c e that there is no waitlis NEp wiit Publicize the
other district Stuaents
un
e
t s
ConSrming Residency( iea onlp to applicaata R,bor o are Prior to enrollingappl in NEp, the student's pareats 1 aotcurrentlyenro/!edata District Distacts Residenry ryand rcement. ThTeregistran process should be completed at the District HQ orAdministration Building, NEp wilt not reyuire proof of resi denry reyuirements prior to publiccannot lotteriebe s, officially as this may restricttoa NEP. family's ability to apply. Students who fail to meet residency assigned
City in order to
comply with NEP' s
and
the
Enf
National Education Partners, Inc.Enrollment, Wairing List and Lottery Process Appendix" C"
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NEPCS
90
Appendix D
National Education Partners, Inc. Fiscal Policies and Procedures Appendix" p"
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NEPCS
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NEPCS
92
I. ACCOUNTING SYSTEM
Policv:
NEP shall use the accrual system ofaccounting. When necessary, reports to the IRS, LEp and
any other government entity shall be completed using an:accnial accounting system.
Procedure:
NEP shall adhere to all generally accepted accounting pprocedures on an accrual basis. Reports to government be
various
entities shall
completed by the
s auditi. ng
firm.
_,
Financial
NEP shall use an accounting software program to maintain financial books and records.
Procedure:
NEP shall use QuickBooks accounting software to maintain its books and records. The Chief Operating& Financial Officer shall maintain the QuickBooks accounting software with up-todate budget numbers, cash receipts and disbursements and any items necessary to maintain the
reflects budgetThe categories and provides information in a manner to coincide with reporting Chief Operating&
Chart of Accounts.
Nationai Education Partners, Inc. Fiscal policies and Procedures Appendix" D"
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NEPCS
93
Financial statements shall be prepared as the Boazd of Commissioners directs and shall be available for:review by the Boazd of Commissioners whenever requested. Annual audited
and Statements ofAcrivities. These statements shall inciude a comparison of yeaz-to-date actual and yeaztadate budget, and shall be reviewed by the Finance Committee and/ or-the Treasurer
on a regular basis.
issued only when within the approved budget and with the approval of the Chief Executive Officer. The Chief Executive Officer, Chief Operating 8c Financial Officer and the Chairman of
the Board of Commissioners shall have check signing authority. Three signatures aze requiredfor
withdrawal authority unless duaily signed with the Chief Executive Officers signature. Voided
any checks over$ 20,000. The Boazd Chairman shall not have check signing authority or
The Boazd of Commissioners or the Chief Executive Officer must approve the opening or closing of any bank accounts. The signature of the Chief Executive Officer and Chief Operating
Financial Officer shall be required to open or close accounts with the appropriate Boazd
approval.
Procedure:
The Treasurer
of
the Board
of
Commissioners,
with
the
help of the
Officer, shall compile any necessary information including necessary signatures, to open or close
any account(s).
Chief Operating&
Financial
National Education Parmers, Inc. Fiscal Polides and Procedures Appendix" D"
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NEPCS
94
Reconciliarion of each NEP account shall be done before the montiily meeting of the Board of
Commissioners for the following month.
Procedure:
Financial Officer shall reconcile the bank accounts as soon as' possible
NEP may maintain a petty cash fund used to make change for the sale of uniforms and any other
unforeseen expenses in as deemed necessary.
Procedure:
The Petty Cash fund will be maintained by the School Secretary and Principal. The Petty Cash box shall be kept in a locked cabinet and taken out only for uniform purchases and any other
Financial Officer to be taken to the bank for deposit. The amount of the deposit shall be
reconciled to the uniform/ miscellaneous receipt book.
a detailed record kept. On a monthly basis, excess funds shall be given to the Chief Operating&
unforeseen expenses as deemed necessary. All monies and transactions must be documented and
NEP bills the LEA for students attending the School during the yeaz. The School also submits periodic requests for disbursement of funds for state and federal grants, including school lunch
reimbeu sement and Consolidated Grant funding.
Procedure: The Principal
shall prepare
with
the
help of the
requests for reimbursement for the school breakfast and lunch programs, and the
Chief Operating&
accrual
Officer for remittance to each school district. The School Meals subcontractor shall prepare
basis. The Chief Operating&
for other federal and state granis including the Consolidated Grant, and shall record these
National Education Parmets, Inc. F', scal Policies and Procedures Appendix" D"
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NEPCS
95
X. PURCHASING
Policv:
NEP shall use purchase orders and maintain a purchase order log for ali non-recurring p ucliases.
Procedure:
NEP shall issue purchase orders for all non-recurring purchases. Each purchase order must be
submitted to ihe vendor. The School shall maintain a numbered purchase order log for each
invoices in order to be paid.
XI. ACCOUNTS PAYABLE
Policv
approved by the ChiefAcademic Officer and Deputy Chief Executixe Officer before being
school yeaz. Purchase orders must be checked off when packages are received.and attached to-
NEP, whenever practical, shall pay invoices within 60 days of their issue, unless altemative arrangements are made with vendors or unless a dispute arises. Invoices of an amount which precludes payment within 60 days may be put on a payment plan, allowing a monthly payment agreeable to both the School and the vendor, unless another arrangement is reached agreeable to
invoices.
should be written out of the QuickBooks soflware to ensure that payments aze not duplicated nor overlooked. Unpaid invoices shall be filed in the accounting office in a separate area from paid
Accounts payable shall be maintained in the QuickBooks accounting software by the Chief Operating& Financial Officer. All invoices should be entered on a weekly basis, and all checks
NEP shall use the Paychex payroll service to issue employees' paychecks. The pay period runs Saturday to Friday for 2 weeks. Timesheets aze due to supervisors for approval on Monday the twofollowing the
end of
week
pay
period.
call payroll into the payroll service on Tuesday or Wednesday after the end ofthe pay period. The pay period runs Saturday to Friday for 14 days. Checks will be issued bi-weekly on a oneNational Education Partnets, Inc. Fiscal Policies and Procedures Appendix" D"
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NEPCS
96
week lag. Paychecks shall be distributed to employees after 12:00 noon on Thursday, aithough
checks are dated for Friday.
All incoming mail is opened and distributed by the School Secretary( s). Any checks received aze
given to the
Principal,
who
in tum
The School Secretary(s) shall open all mail. All checks shall be given to the Principal. After the
Principal
passes
the checks and keep them in a locked cabinet unril they are taken to the bank. The Chief
Operating 8c Financial Officer shall prepare deposits slips and take deposits to the bank. A record
the banlc statement.
of each check shall be attached to the deposit slip and sha11 be filed and used for reconciliation of
NEP shall prepaze and maintain a five-yeaz budget at all times. The Boazd of Commissioners
shall approve the budget.
Procedures:
The Finance Committee, which includes the Chairman and Treasurer of the Board of
Trustees, the Principal,
and
budget in conjunction with the short- and long-term plans of the School. The budget sha11 be
reviewed periodically by the Finance Committee to be updated with current information. After
the budget is developed, it shall be presented to the Chief Executive Officer for a final review before being submitted to the Board of Commissioners for review and vote. Upon acceptance of the budget, it shall be submitted to LEA or the State by the annual deadline.
National Education Partners, Inc. Fiscal Policies and Procedures Appendix" D"
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NEPCS
97
XV. CAPITAL;DEPRECTIA'I`ION
Policv
Fivancial Officer on aperiodic basis. The Boazd ofCommissioners 'Chief Deputy Chief Innovation Officer for Technology& Analyze shall approve a11 equipment purchases. Assets in excess of$1, 000 shall be depreciated over their useful life. Assets under$ 1, 000 and" canned" software purchases shall be expensed. Disposition
Executive Officer and the
NEP shall have its capital depreciation account maintained by its auditors and reviewed by the
Chief Operating&
training.
Staffshall be reimbursed for travel and related expenses while on NEP School business or
Procedure:
check requests to the Chief Operating 8c Financial Officer. Original receipts should be attached to the,check request. Staffshall be reimbwsed within 30 business days of submission ofa
completed check request to the Principal.
XVII. ANNUAL AUDIT
Policv:
All sta,ffshall submit check requests to the Principal for approval. The Principal shall send all
An independent audit shall be conducted annually by an accounting firm selected by the Chief
its annual audit. The audit shall be submitted to the LEA by the prescribed deadline.
National Education Parh ers, Inc Fiscal Polides aad Procedures Appendig" D"
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98
VIII. INSURANCE
Policv
Trustees
be maintained:(,)
Co
Officers Liabili
ercial Package )
vendors, or recommended by the insurance broker. The School shall also contribute to the state unemployment,Insurance.Fund in accordance with applicable-law.
XIX. CONTRACTS AND GRANTS
Policv
and annual plans.
Accident and any other insurance deemed necessary per the School' s Charter, agreemettt with
Umbrella,( C)
The execution ofcontracts and grants shall be within the scope ofNEP School mission, goals,
Procedure:
All contracts sha11 be approved by the NEP General Counsel, ChiefExecutive Officer and the Board of Commissioners prior to be signed by the Chairman ofthe Board of Commissioners.
XX. INVESTMENT POLICIES
Policv
Excess funds shall be invested only in FDIC insured or collateralized money mazket accounts. The School may open and maintain a stock and mutual fund account for the purpose ofreceivin ; appreciated stocks or mutuai funds as gifts.
Procedure:
maintain a stock and mutual fund account to accept gifts. Amounts held in these accounts shall be determined at the discretion ofthe ChiefExecutive Officer.
The School shall maintain a money mazket account to invest excess funds. The School shall also
National Education Partners, Inc. Fiscal Polides and Procedures Appendix" D"
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NEPCS 99
The borrowing offunds and the establishment ofa line ofcredit musC be approved by the Board
of Commissioners. :
Procedure:
The School sha11 maintain a line of credit at a,limit to be determined by the Board of
Commissioners to ensure smooth cash flow, The Board of Comrnissioners shall'determine if the
School should incur any mortgages or other:debt. Any changes in the borrowing'terms must be approved by the ChiefExecutive Of cer. The_Board shall notify the LEA if borrowing over
1, 000,000 occurs.
Non-restricted bequests and contributions shall be used for operations or special projects as designated and approved by the Chief Executive Officer. Bequests that aze donor restricted shall
be used for the purpose articulated by the donor.
Procedure:
The Chief Executive Officer shall designate the use of bequests and contributions.
XXIII. CREDIT CARDS
Policv
NEP may maintain credit cards that shall be issued to staff as designated by the ChiefExecutive
NEP Business purposes.
Procedures:
Officer. Such credit cards shall be solely used for School, Boazd of Commissioners and Official
All credit cazds shall be billed directly to the School and shall be monitored by the Chief Executive Officer
and
must
turn over
all
receipts
Officer. In the event of termination of employment, staff shall be required to retum any credit
Finance Officer. Staff who is issued credit cards and the Chief Operating& Finance
National Education Partners, Inc. Fiscal Polides and Procedures Appendix" D"
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NEPCS
100
A11 accounting records shall be maintained in the accounting office. This office will remain
to the
secure
shall
locked All cabinets in the office shall also be Iocked. Keys to this office shall be limited at a11 times. Chief Operating&
to the
on the server shall be backed up on a daily basis and maintained offsite in a secure location.
Deputydrive. ChiefExecutive Officer. Accounting records on the server shall be maintained on a Access to this drive be limited Chief Operating& Finance Officer, the Principal, Deputy ChiefExecutive Officer and the ChiefAcademic Officer. The computer files
pinance Officer, the Principal, Chief Academic Of' icer and the
National Educadon Partnecs, Inc. Fiscal Policies and Procedures Appendix" D"
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NEPCS
101
U`1
j'
11 { s
4. c!
ll
n
a`
T 3qUY`..
ltbisn
rr j},
Procurement Policy
NEP) charter school will followaccounting policies and procedures that compiy with generalty accepted a counung principles( GAAP).
may include but not be limited to, price, quality, availability, timelines, reputation and
coordinator/authorized agent or finance department, in the best interest ofthe school, upon considering the totality of the circumstances surrounding the procurement, which
NEP charter school shall not purchase any goods or services from any member ofthe
member ofa goveming board member may benefit from such a procurement, unless
the consideration set forth in paragaph 1 above.
governing board, an immediate family member ofany member ofthe governing boazd nor
from any entity in which any member ofthe goveming board or an immediate family
authorized by the governing board after a full disclosure ofthe potential benefits, and after
NEP charter school understands that the policy cited above applies to purchases made using
requirements still appiy.
non-federal funds. As a condition of the receipt of certain federal funds, federal procurement
NEPCS
102
Appendix E
Governance Plan
NEPCS
103
The governance structure of NEP vill be oxganized to meet the educational needs of all
students enrolled. Each level of governance has been designed to support and acivance the mission,
ision, and staced goals of this charter. NEP's advisors and board has the backgrounds, esperience, and capacity needed to establish and sustain an excellent high-perfoxming school, especially in the areas of:curriculum, instrucrion, innovarion, assessment; finance; management; HR; faeilities; fundraising; marketing/ PR; board development; governance; and school administrarion.
NEP's Boazd will operate in accordance with all applicable laws. As public agents authorized
by the HSD, the NEP Boazd is responsible for goveming the school and holding the charter for the
school, as it is granted by the HSD. A strong Board defines the mission of the school, develops
school policies and changes them when appropriate, the boazd will assist the CEO in the hiring of a
qualified Principal to manage tlie scliool' itistructiori il clay=to=day operations and holds ifiem ' accountable for meeting established goals, and fonnulates a long-range plan and charter school
Accountability Plan that will ensure the school's continued stabiliry. The Chief Executive Officer
will handle the day-to-day management of overall operations and hiung all other staffalong urith the
Deputy Chief Execuuve Officer and Deputy Chief Operating Officer for Talent Development and
Htunan Resources.
In addition to its many other responsibilities, the NEP Board will ensure that the school is complying with all of the state and federal laws that applp to the school and that the Boazd itself is
opetating in accordance with the rules set out by all applicable state laws and regulations. Finally, the Board is responsible for operating the school in accordance with its charter and with any approved
amendtnents to its charter. NEP' s individual Board members will be held to the duties of care and
loyalty. These duties include, but a=e not limited to, the following actions: always acting in the best interest of the schoo], reguLzrly reviewing key school documents including the charter and budget,
perfotmance and evaluation, organizational stability, student achievement and voting only after thoughtful consideration of all relevant options. Listed below ate the clearly articulates roles and
responsibilities for board members, executive staff and school staff
Boacd Chait- The Commissioners shall etect a Chair of the Board of Commissioners. Except as otherwise provided by law, the Charter or these By-I,aws, the Chair shall hold office for two years, until the next annu . meeting of the Cominissioners or the special meeting held in lieu thereof, and thereaftec until his successor is chosen and quaiified, unless a shorter te: m is specified in the vote electing or appointing chem. l' he Chair shall establish the agenda for all meetings of the Board of Commissionezs in consultation with the CEO, Corporation Counsel and Special Assistant to the Board of Commissioners, as appropriate in the disuetion of the Chair, othet membeis of the Board of Commissioners. The Chair shall pteside over all meetings of the Board of Commissioners and shall have suth other powets as the Board of Commissioners shall detennine. In the absence of the Chair at any meetings of the Board, the Vice Chair shall exerase the rights and perfo
signing agent for official board documents, and is responsible for ensuring the board is in compliance with
the charter contract, board manual, and bylaws.
the Cunction of the Chair. The Chair is the chief liaison to the Chief Executive Officer, acts as the primary
Board Vice Chairperaon- The Vice Chair shall assist the Chair in overseeing the functions of the Boacd, and
shall have such other powers as the Board of Commissioners shall determine. In the absrnce of the Chair at any meetings oE the Boazd, the Vice Chair shall eaercise the tights and perform the function of the Chair. The
National Education Parmers, Inc. Governance Plan Appendix" E"
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NEPCS
104
Vice Chair shall have such other powers and duties as are usually afforded to that office and as may be vested
Chait ofthe Finance Commitbee- The Treasurer shall oversee the generdl6nancial
have such other powers and duties as are usually afforded to thatoffice and as may,be vested in thatoffice by
affairs of the School, subject to the direction and control of the Board ofCommissioners. The Treasurer shall
budgets, wotk plans, procurement plans andmonitoring evaluation p]ans, provide leadership, cooxdination and day-to-day management of the administrarive aad accountability functions ofthe school, including
lssist the CEO in ensuring continuous improvement ofoperational effidenry during implementation of Boatd Conunittees for Project Management to facilitate the timelp exchatige of operational infom ation and
compliance with local and state regul,ltions and with Board of Commissioners requirements and standards.
and evaivation, public outreach and human resources, and ensure that the operations of the school are in full
objectives of the Boatd of Directors and complies with the Charter Agreement pversee and manage the prepatation ofperiodic adrninistrative and compliance reports with the Chief Financial Officer and Chief cademic Officer. Assist the CEO in foanulating unplementation plans, including the preparation of
responsibility of the Chief.Eaecutive Officer is to carry out the strategic plans and polides as established by the Board ofCommissioners including the academic performance and operations of the ezisting school and future campuses and itscal oversight The ChiefEaecutive Officer reports to the Board ofCommissioners. Deputy ChiefExecutive Officet- Providepolicy advice and support to the ChiefExecudve Officer( CEO). Provide leadership in the developmentand implementation ofappropriate operational polides to support the
directs the day to day operations and management ofall NEP staffand departments. The primary
setting/ achieving goa]s, and assistin the Board ofCommissioners in fulfi]]ing its responsibilities. The CEO is responsible for the leadership, strateg c vision and growth ofNEP schools. The CEO provides guidance and
ChiefExecutive Officer- The CEp is responsible for developing thc vision, setting and aclhering to policies,
finanaal management, procurement, legai affairs in conjunction vith the Corporation Counsel, monitoring
polides and procedures. Work closely with the Chief lcademic Officer, Chief Financial Officer and assigned
the adherence to Board and School District requirements and standards. Act as oEficer-in-charge in the absence of the Chief Executive Of6cer( CEO). Manage the work ofall employees, and make
Chief Financial&
team,
of
recommendations to the CEO regarding staff retention and related issues in conjunction with the Deputy Chief Operating Officer for Talent Development and Human Resource Officer.
managing
the
day_tadap finanpaj
accounting, banking,
Opetating Officer- The Chief Finandal Officer is a key member ofNEP's leadership ons of our schooLs and our School Support Team in the areas
op
Officer and Deputy ChiefEaecutive Officet and is responsible for building a scalable and effident 6nancial nf structure, Ptoviding eaceptional service and support to our schools, and ensuritig their continued finandal success. Reporting to this position is the Deputy Chief Operating Office for Talent Development& HR and the Recruitment Coordinator. supporting the continued growth and innovation ofNEP schools. This will include designing and defining donor identification. Developing and continuously improving an implementation strategy fot the NEP SchooLs, as well as related frameworks, polides, regulations and processes. Developing and regularly improving a icnplementation strategy for education, philanthropy anci private donot identification, with a 5- 10
ways to measure and then achieve sustained annual growth in the areas education, philanthropy and private
National Education Partnets, Inc. Govemance Plan Appeadix" g"
3
ChiefInnovation Officer- The Chief Implementation and Innovation Officer will have responsibility fot
NEPCS
105
year time horizon and work with both intemat and egternal partners to ensure its implementation. Fact7itating
fhe development and execution of an annual prog,tamme ofwork to implement NEP's implementation
strateg es, working with the Implementation and Innovation Committee, support organi2ation(s), and other
NEP bodies and staff, as we11 as contributors. Identifying, prioritizing, and assessing implementation-related challenges likely to emerge ovet a rolling 3-S year timeframe, as well as fadlitating the development and donor
optioas for addressing priority issaes. Ensuring that the Implementadon and Innovation Committee has the
aecxssary supporting resources in place to effectively conduct its business in an effective and efHaent vibrant school ctilture and curricula. Reportu g to this position is the Deputy Chief Innovation Officer for
Academic Officer and Deputy Chief Egecutive Officer in finding new and innovative ways to develop a
Institutional Adnancement, Coordinator ofTechnology and tl eDirector of the Parent University.
manner. Directing the recruitment and retenrion of new atid pr pective teachers. Assisting the Ctuef
scaling the eaisting instructional model ensurit g eacellence and high standazds to atl NEP students and
ChiefAcademic Officer- Assist the CEO in the development of an academic vision and strateg c plan
families. Determine and implement NEP's academic priorities. Provide scalable instivctional program
leadetship to aU School Leaders with spedfic responsibility for planning, development, implementation,
assessment and improvement across all current and future schools. Develop and lead School Leaders and school teams in their roles as instructional leaders and site managers. Monitor, provide feedback to and
evaluate School Leaders providing clarit r ofroles, functions, goals and accountability. Develop plans to help capitalize on individual leader streagths as well as plans to help them improve and address areas of potential growth with real time feedback. Assist School Leaders in monitoring and evaluating effectiveness oF ptograms
as well as idenrifying and acquiring appmpriate program resources to ensure that curriaila are studentPrindpal/ Dean of Smdents, Director of Special Education and Supportive Services, Department
this position is the Deputy Chief Academic Officer for Curricultun and Insuuction, Prindpal, Vice
focused and aligned with schooPs missions, core walues, academic standards, and strategic goals. Reporting to
tandem with the different departtnents with n NEp, the politica! and community-sensitive development strategies designed to facilitate the successful completion of NEP it iriatives. The Chief of Government and Community Relations acts as the corporation's pritnary re]ationship manager with respect to federal,
private stakeholders; and, the Governor, Mapor and Councxl Offices, State, and Federal agencies. The
Relations will manage a staff of five responsible for developing, coordinating, and implemenring, in
state, and Iocal elected officials and govemment agencies; community boards; community stakeholders;
Chief of Govemment and Community Relations is also responsible for developing NEP's annual leg slative agenda and working with the corporation' s senior management team and key personnel in the
the
CEO's Office to ensure that the corporation' s legislative and educational priorities receive attention on federal, local
state, and
Affairs,
the
Director
level. Reporting
to this position
is
the
Directot
of
of the
Communications& Extemal
General Counsel- The Grnetal Counsel serves as the Chief Legal Officer of NEP and a member of the CEO's senior management team. The General Counsel reptesents and directs the reptesentation of NEP in all legal matters; serves as legal advisor to the CEO, Board of Commissioners, and senior administrators; and
matters related to NEP, induding direcdng the Director of School and Studrnt Safety and outside counsel retained to represent NEP. The General the Counsel also supervises certain funccional of$ces assigned by the CEO, Intemal Audit Chief Financial&
such as
Counsel reports to the CEO and oversees or handtes all legal aspects of transacrional, regulatory and Baard
along
with
serves as a tesource on legal matters and issues ofinstitutional procedure and governance. The General
Reporting to this position is the Director of School and Student Safety, Deans of Students and
NEPCS
106
Depury Chief Operating Officer ofTalent Development aad Human Rtsources- The Deputp Chief Operating Officer for Talent Development and Human Resources is responsible for determining
and providing leadership in developing and executing talent development and hutnan resources
in the areas of succession planning, talent management, change managemen organizational and
strategy in support of the overall school plan and strategic direction of the organization, specifically
perfomiance management, training and development, and compensation. The Deputy Cluef
articulating Huttzan Resoutce needs and plans to the executive management team, and to the boatd of directors. Also, directs and assist in the recruitment and development of new teachers and staff
along with the Recnutment Coordinator and Chief Innovation Of6cer.
Operating Officer for Talent Development and Human Resources provides sttategic leaderslup by
Deputy ChiefAcademic Officer for Curriculum and Inatrucrion- The Deputy Chief Academic Officer for Curriculum and Instruction( DCAOC will work collaboratively with all members of the Executive
Leadership Team to ensure coordinated planriing and consisEent impiementation ofNEP strateg c plan;
improving student achievement The DCAOCI will provide leadership to communicate system priozities
and ensure collaborative work processes to effectively and efficiently utilize resources. The CAO will
making certain that programs and priorities are focused on eliminating the achievement gap and
oversee and monitor the implementation of systemic cross- functional strategic projects and initiatives,
will provide support to instructional directors and coordinators, and will monitor these projects and initiatives to ensure they lead to high student achievemen The DCAOCI will fostet a wotk
perfotmance. As a member oE the Executine Leadership Team, the DCAOCI will axticulate to various local and state of6cials the NEP's strategic initiatives and alignment of programs in conjunction with
environment that is student-focused and results-oriented and that places prioxity on student learning and
ChiefAcademic Officer. [The DCAOCI will plan, direct, develop, coordinate and review system wide
projects in curriculum development and related iusttvctional and extracurricular services and is
the othet members of the Executive Leadership Team.
responsble for system wide services for all academic programs.] The DCAOCI will work closely with
within the organization. Assures that the organization' s corporate culture, systems and procedures
Deputy Chief Innovation Officer fot Inatitvtional Advancement- Fosters a culture of philanthropp
support fund development and vice versa. Leads staff and volunteers to institutionalize philanthropy an . fund development within the organization. Plans, coordinates and assures implementation of strateg es
management, research and cultivation, gift processing and recognition. Maintains accountability and compliance standazds for donors and funding sources.
Special Assistant&
to develop donors and contributions to support the organization. Assures development and maintenance of appropriate systems to fund development including but not limited to volunteer and donor
Chief Executive Officer and Boarci of Commissioners. Acts as recording Secretaty at Board meetiriigs as well
as selected hearings. Prepazes minutes for regular and closed session meetings of the Board. Index and
prepare agenda, agenda substantiation, and backup materials for Boazd packets. Organize all aspects of
maintain index file of Board minutes. Prepares preliminary, revised and final agenda for Board meetings;
tegiilar and special board elections, including ordering of election matetials.
Director of the Parent University- Provide an educadonal platform to build strong parent-teaching
communities that will increase student achievement. Collaborate with intemal departxnents to ensure families are provided with the access, opportunities and tools they will need to support literary at home as well as
resources to advocate for their children's education. Collaborate with adult literary programs and higfier
education institutions to fu16ll the commitment to the City of Hazrisburg' s education inidative to ir aease the
number of residents going to college. Provide resources and collaborative opportunities fot adults who wish
NEPCS
107
to achieve their own personal academic and non-academic goais. Provide a program within the context of
CoordinaWr ofTechnology-The Technology Director must have the ability to evaluate the use of technology in the classroom. Model and support the effective integration of technology in the classroom. Display competenry with adminisirative and instructional applicattons oftechnology. Use multi-media equipment and applicacions, basic softvvare applications and common opesating spstems. Demonstrate a working knowledge of hardware components and their functions.Possess the ability to implement new
technologies. Design and'unplement computet netavorks suitable for educational settings.
of
Director
Communications&
NEP's communications calendar; induding a balance between print and digital sttategaes for communicating NEP's specific programs and organizational brand Create and contributes to all institutional communications
including, direct and online marketing, collatetaI materials, website, monthly e-newsletter and support for 1 ack'
sri
n
as well as the importance ofstudents receiving quality educauon at our schools. tl,lso, sets and manages
ancement
for implementing a strategic, integrated communications plan to promote the activities and mission ofNEP
and messaging. Design and implement sociatrnedia strategies to serve our constituenaes and increase organizational visibility
Ditector
of Student
ork avith outside consultants to c,larify NEP brand, including visual elements
innovative programs focused on educating parents on at home learnitig techniques for continued student Pro$*ess, providing social service assistance to students aad parents in need of services, improving student
achievetnent through programs and supportive staEf lceated within ihe student success center. tllso, give
partnetships.
School Advisory Council( DSSC& SAG wi71 work collaborativeiy wich all members of the Executive Leadetship Team, Parents and Community Groups xo ensure coordit ated and consistent implementadon of
direction to the School Advisory Cout a7 and CommunityGroups in developing our school and community
with school personnel, parents, law enforcement, various community agencies and members of the
Directot ofSchool Safety- The Director ofSchool Safety will have the ability to comtnunicate effectively
school and on school buses to help ensure an educ tional experience of the highest quality.
Talent Development&
community. AdditionaUy, to provide for the secvrity and protection ofall students, staff,and propercy. To develop progratns and provide services which will promote a safe and orderly environmrnt for all students in
Human Resources in the recruitment process ofidentifying high qualified and
Coordinator ofRecruimnent- Assist the ChiefInnovation Officer and Deputy Chief Operating Officer for
energecic individuals to become integral members of out team. The Recruiting Coordinator is an administrative role responsible for candidate interview scheduling and facilitation('mcluding travel arrangements), reporting, advertising and other projects in support of our fast-moving recruiting organization. Coordit ator will support multiple team members. The Recnuting Coordinatot in The Recnuting development planning recruiting In r. job fairs, addition, the Recruiting Coordinator manages multiple, high-priority, competing tasks as well as other administrative tasks as assigned. Additionally, the Recnutment Coordinator is responsible for contacting applicants and hiring managers to coordinate and schedule interviews oordinate travel arrangements as needed Assist in the planning of recniiting events meetings Perform other miscellaneous duties as required by management.
will assist
research,
and
of
events
e.
meetings, etc.).
activities, and budgets in a maaner that promotes the educational development ofeach student and the professional
Principal- To serve as the administra[or ofthe school ia developing and implementing policies, programs, curriculurn
National Education Parniers, Inc. Governance Plan Appendix`E"
6
NEPCS
108
of
Students.
The
vice
develop
the
ap/
and'
directs
disdpline
or special needs.
compliance with state, aAd federal re ilarions governirig the delivery of services to students with disab7ities
programs, sezvices, budgets and personneL Thc Director of Spedalized Student Services shall ensure
Director ofSpetiai Eduqtion and Supportive Servltes-The Director ofSpeaal Education Services shall
Teachers- Give instruction and guidance to our student in pursuit giving all students a quality and affordable
education.
student and school
Deane ofStudent Safety- Assisthelp the DirectorofSchool and Student Safety in promoting and practicing
safety. Deans
secure
the
cl
NEPCS
109
Board Responsibilities
Form strateg cplanning
Define process and compteting the plan.
committee.
Chief Executive
Res:
onsibilities
cer' s
develop a schedule
Develop
the
school's mission-statement
help in
Make
strategic
decisions.
Approve
plan and
NEPCS
110
Appendix F
Process
111
The purpose of these guidelines is to provide an orderly and consistent process for the recnutment
and selection of staff.The process is intended to provide for open competition and the fair treatment in the screening and selection of the best candidates for the position.
1. SELECTION COMMITTEE
A Selection Committee representitig a diverse range of opinions will be relied on to determine the
best candidate for an available posirion. Comtnittees will be comprised of Deputy Cluef Operaring Officer for Talent Development&
Acaclemic Officer for Curriculum and Instruction, Chief Innovation Officer, Academy/ SLC I.eader
and on select occasions the Chief/ Deputq Chief Executive Officer.
The Human Resources Department will provide, as needed, appropriate professional development
Management Policp.
for those conducting interviews and establishing selection criferia consistent with our Diversity
Individuals involved in the recnutment, selection and screeniag of employees for National
candidate is a member of their immediate or extended family or business associate. A member of the Selection Committee will be removed if they are in a position of conQict of interest or should there be a reasonable appearance or apprehension of a conflict ofinterest, as detailed in the Search and Selecrion
Committees Regularion
or as
Education Partners ate expected to uninediately remove thexnselves from the hiting process if a
deemed
2. SET"TING CRITERIA
The Selection Committee shall identify the educational background, experience, skills, abilities, and
characteristics that the
ideal
The Selection
Committee will also detemiiue the specific cultural and linguistic needs that aze unique to the school or the position and identify the skills, abilities and qc alifications that best satisfy these special needs
requirements for the position.
additional hiring criteiia). These additional hiting criteria may be expressed as preferences or
The candidate profile and additional hiting criteria will be used in screening applications, short listin
determining who best fulfills the requirements of the candidate profile and, as applicable, the
process,
qualified candidates and selecting the successful candidate. All decisions will be made based on
additional hiting criteria. Neither the candidate profile nor the additional hiring criteria shall be designed to pre- select a candidate. Decisions will be made based on application and interview
including reference checks
and
President& Chief Executive Officer may make any exceptions s/ he deem necessazy in the best interest of the school and applicant.
the
NEP staff shall be recruited by using a variety of inethods including, but not limited to:
On-line recruittnent.
Intemal recruirinenG
Job fairs.
Newspaper advettisements.
Advertisements
4 AI'PLICATIONS
To be considered for a posted position with NEP, a complete applicarion form, letter ofapplicarion, accompanyi ng information and resume must be{ led by the applicant via in person, mail or by postal mail with all the prescribed attachments.
elicit infonnarion
disability, marit(
Other than as required for a specific position4 requirement, applications shalt not contai n inquiries to
as
national o
status, gender,
or sexual orientation of
the.applicant.
Candiineligible dates whoinfathetospeafic providecompetition a complete for appl icarionhepackage as outl ined in this po]icy may be ruled which or she has applied.
5. REVIEW
in accordance with the candiclate profile and additionai hiting critetia predeterniined by the Selection
Committee.
Following the closing date for each competition, the Selection Committee shall prioritize candidates
6. SHORT LISTING
The Selection Committee will determine a prehrmnary short list of applicants based on the candidate profile and additional hiring criceria,
7 INYITATION FOR INTERVIEW
A schedule for interviews will be determitied and applicants will be invited to attend. Telephone snterviews will be pernzitted members. only in exceptional circumstances and must be approved by a consensus of the Selection Cotntnittee
8 INTERVIEW AND CONSENSUS PROCESS
Prior to the scheduled intetviews the Selection Committee shall determine the questions to be aske . of each candidate, and the weight to be atttibuted to each question. Each candidate will be interviewed by the Selection Committee and each candidate shall be asked the same set ofqnestions. This does not prevent the Committee members from asking questions of clarification avith respect
and/ or rate the candidate's responses on a rating scale, as agteed by the Committee in advance.
to given answers, Each Member of the Selection Committee shalt record each candidate's responses
All rclevantasdata andsuccessful infoimation will be assessed by the Committee prior to attempting to reach a consensus to the candidate.
Aher alt interviews have been conducted, the Selection Committec will begin the selection process.
National Education Parmers, Inc Hiring process Appendix`F"
Page 3
NEPCS 113
The Selection Committee will continue to discuss the candidates until consensus is reached based on
A mernber of the Selection Committee should check a minimum of two references for
the successful caadidate, one of which must come from a curtent,or most recent, immediate.supervisor. Should the reference checks provide negative'information, the
Selection Committee will then decide whether to stand by their original selection o= go to
the next highest ranked candidate.
Each candidate shall be notified of the result of the competition by the Selection Committee. The
successful candidate shall be offered the position and the Eastem School District shall be advised of the selection made and the candidate hired.
Below are the forms that will be used during our hiring and recruiunent process:
NEPCS
114
Posting Pmcess
Recommend Candidate
Talent Development&
Selection{ Forms to be submitted to General Counsel or Deputy Chief Operating Officer for Human Resources):
National Education Partners, Inc Hirinp,Process Appendig`F"
Page 5
NEPCS
115
NEPCS
116
SCREErTING FORM
Position Tide:
Name of Screener.
To complete form, list all job requirements individually in left column( List Minimuan Enuance Requirements
first,
then
Prefened Qualifications);
check off
each applicant that meets that requirement. Atfach additional forms if needed.
Job Requirements
Names ofApplicaats
NEPCS
117
118
Natne of Applicant
Address
Dear Applican
Thank you Eor your interest in emplopment at the[ NEP]. We have received your
resume/ applicarion for the posirion of
Tide
of position]
Posting Number)
You will be contacted ifwe determine that an interview is appropriate. Ifyou are not selected for an interview at this time, please consider applying fox future positions as they become available.
Sincerely,
Hiring
NEPCS
119
Natne of Applicant
Address
Dear Applicanr.
Thank
you
for
yout
interest in
NEP) received many resumes for the position from people with strong backgrounds m this fie1d. We regtet to inform you that you were not selected by the screening committee for an interview for
this position.
I would encourage you to keep infortned of other opportunities within the [name of department] by
for
your
interest in
Sincerely,
NEPCS
120
INTERVIEW LETTER
vate]
Name of 1lpplicant
lddiess
posidon of[ position tide], ( locatioa or posting number]. We would like to interview you for the above position The interview information is as follows:
you
Dat
Tune:
Location:
Note: This letter will be use to also inform applicants ofany other aspects of the intemew, eg. that theze will be an
In addition, please complete the attached Empbqment pplication Form and bring it with you to the interview
Please contact me at( phone] if I may provide qou with additional information.
Sincerely,
NEPCS
121
NEPCS
122
CJ' 11-
G
d
C C`
l. a
G`
1
t
P.. 3q0[ 1
a
123
IMPORTANT
v. ....
_:
_.
2.
Answer every question fully and accurately. Ifnot applicable, please put N/ A.
3.
For an applicant for emplopment who meetsifthe miaimum enttance requirements, the Talent Development& Human Resources Departmenf may rrview, applicable:
Sex Offender Registty Information( S. O.R.I.) and;
The Central Registty a{ Chijd Abuse/ Neglect reports maintained in accordance with applicable laws
4.
If an
offer of
employrnent
is
Talent Development&
declare that the offer is contingent upon the successful results ofa medical exam, references, and/ or a ciedit and background check.
5.
FaLse or materially inaccurate informatiou on the application will be cause for disqualification for
7.
8.
Deputy
If there is a need for an alternative version of this form, please contact National Education Parmers, Inc. Chief Operating Officer for Talent Development&
Huinan Resoutces.
124
This application will be kept on file for one year but applicants ate responsible for applying for each
vacancy for wluch thete is an interest in beueg considered.
125
E AN EO 7Ai
PORTiTN1' j'y/
MAT
CTION F
LOYER
It is the policy
persons
of National
regardless
Education Parmers
al orientation,
_ _
I, ast)
_,
_ .
Mr.
Ms.
Mailing Address
( Street)
City)
State)
os
Code
you
authorized to work
in
the
U.S.
on an
untestricted
basis? YES
NO
you over
18
NO
Newspaper advertisement
126
EMPLOYMENT DESIRED
Posirion Applied For.
Academics
and
Programs
Community Development&
Other:
Engagement
Innovation& Tech.
Finance, Operations& HR
Have
you worked
NO Are
YES _
you available
for fiill
time
work?
YES
NO
job
Are
as
you available
for
YES
NO
Have
you reviewed
the essential
functions
oF the
listed
on
NO
In addition to your work history,what other eaperiences, skills or qualifications would qualify you for this work?
NEPCS
127
EDUCA. TION
Name
of
School
Locarion
Main Course
of
Did
pou
Graduate
Degree
ty
State
Study
performance.
PROFESSIONAL REFERENCES( not personan: List 3 people not related to you who can commenc on your work
Address
Name
Occu
non
Telephone
Number
Yeazs
Acquainted
that
apply.
to
Veteran Branch?
you
Disabled Veteran
of
Service:
been
certi6ed
and
Equa1
Opportunity? YES
Np
128
President&
famity by marriage, who are employed by National Education Partners. You are
employed
CEO's Order, please disclose any irninediate fatnily:members, inciuding those related to your unmediate
' 9'
e
Immediate family' is defined as a spouse, child, paren and siblin and the spouse's child, parent aad siblittg. Include those deparoments programs, innovation&
in
all
of NEP:
academics
and
affairs&
regular or conttact employees. This" disciosure is intended to ensure that the stakeholders, students and parents of our
organization has full con6dence in our hiring process, ' The disc]osure cvi11 not be used to eaclude anp-qualified applicam
seeking a posirion within the Eaecutive Deparnnent from receiving full consideration based on the merits of his/ her
credentials arid the requirements of the job. Attach additional pages if needed.
Name
of
ReIative
Relationship
Department
EMPLOYMENT HISTORY
Are
you employed now?
Begin with pour most recent employment, including any present employrnent.
Your present employer will not be contacted without your permission. You may
No
Company Name
Street Address
Telephone
Speafic Duties
129
City&
State
Postal Code
Job Tide
Supervisar
To
Salary
May we contact?
Yes
No
Company Name
Street Address
Telephone
Spe 6c Duties
City&
State
Job Tide
Supervisor
From
To
Salary
Dates Employed
May we contact?
Yes
No
Company Name
Street Address
Telephone
Specific Dudes
City&
State
130
Job Tide
Supcxvisor
From
To
Dates Employed:
131
I understand that the foregoing will be verified in order to expedite my application for employment with National Education
Partners. I
to conduct
I authorize National Education Partners to obtain my previous work records, employment records, character references and
any other information concerning charactes, ability and habits and all other necessaryinformation. Further I grant authority to
decision I agree that National Education Partners shall not be liable in any respect if a job offer is not egtended, is
release.
the keeper of these records to release said records to National Education Parniers for the purpose of making its hiring,
withdrawn, or my employment is terminated because of false statemeat, omissions or answers made by me oa this application. I agree that my previous employers shaIl not be liable with regard to any information provided by them in connection with this
I certify under the pains and penatty of perjury that all statements made by me on this application are true and complete to the
best of my knowledge and that 1 have withheld nothing, which, if disclosed, would affect this application unfavorably. I
understand that atty false statements, omissions or answers made by me on this application can result in my unmediate termination.
In compliance with the Irnmigration and Reform and Control Act of 1986, I understand that I will be required to provide
approved documeatation that verifies my right to work in the United States on my first day of employment I have received
the list of approved documents with this application.
I
understand that unless
mulovment ae reement
r status vvL a
ursu
nr
to
ALL APPLI(' AB
c rhar
LA 7V
or
su ject to he terms of a
my
emglo
neh
be
at- wiLl
which me
time for an non- satutorilv rohibited reason or for no reason at alL with Qr
and und
nra.,
I h
v acknowledge
that
I have
read
in fiill
Signature
of
Applicant
Date
Printed Name
NEPCS
132
Applicants
with Special Language Skills or Professional Licenses or those applying to departments that are open nights and weekends should
complete and submit this form
Part- time
p No p
Please prioritize youcgeographical cit, prefeteace(s) by numbering the boges for locations to work.
1 means the most desired position; 8 equals the least desired location.
Harrisburg
Pittsburgh
Baltimore/ DC
Philadelphia
Los An
es
Ne`' I'ork, NY
Houston []
Adanta
Date Issued
Date Issued
Date Issued
133
ENGLISH LANGUAGE
Describe
the your
profidency in
Simple
YFS '
conversation:
Simple
S YE.
Reading.
NO'
English Language
NO '
LANGUAGE CAPABILITIES
Liet any language(s) other than English in which you are proficient including Sign Laaguage and Braille.*
Language
HIGH
Conversational
Reading
LOW
HIGH ( Ftuent)
Writing
LOW HIGH
( Fluent)
MOD
MOD
MOD
( G
c (
LOW Fair)
Fluent)
( Goocn ( Fair)
( Goo
Fau)
Cl
If language proficienry is
required,
ma
administer a
al Certification Examination.
NEPCS
134
i;.,..,
TALENT DEVELppMENT g H
SOURCES DEPARTMENT
Nationat Education Partners is committed in spirit as well as iriaction, to abid"e by all laws dealing with equa(employment
race, creed, color, national origin,
reasonably accommodated
opportunity. It is our policy to guarantee equal emplbyment opporiuniriesstatus, for all qualified persons without regard to their age,
ancestry,
maritai status, gender,
militaiy
will a
protected categories. Age, race, creed, color, national origin, ancestry, maritai status, gender, military stat s, sexual orientation, disability
are not
factors in
employment, promotion,
In order to effectively monitor the success ofour recnutment and emplopment efforts, it is requested that you provide the followinReior ginformati Hrrman uj. on. Please submit your form directly to( Coariney Gaddy- Deputy ChiefOperatrng Offt erforTakntDevlopinent e'
eraployrnent or your personnel file. Your is voluntaiy, Inclusion ot exclusion ofany affirmative action data will not jeopatdize or adversely affectcooperadon any empbyment decieion.
PLEASE PRIN1
Name ( Firs
The completion ofthis Data Recotd is optionaL Ifyou chooae to volunteer the tequested information please note that all At"irmative Actiott Data Recorde are kept in a confidential file and are not a part ofyour application for
Middle} ( j, L( ast
f1
Streetl
JS rarP_(
Li
Codel
Telephone Number( s)
CHECg ONE
e
Female
135
Black
Hispanic
Othet/ Decline to
Specify:
If Native Ametican, please attach docvmentation of tribal af6liation)
eck
if the
following is
licable:
Ninaty( 9a) duya ofactiva duty. rervite, a pmt of vGicb oc xt nd btiwttnArgrrtt S, 1964 andMay1, 1975)
Applicant Signat
re
Date
NEPCS
136
a: 2m
Partners
will acc
in
good
protected categories. Disability is not a factor in emp]oymen promotion, transfer, compensation, lay-off,discipiining and
ternoiaation.
In order to effectively monitor the success ofot:r recruihnent and employment efforts, it is requested that you provide the following information. Pleusc.rubmitJmurforrn clincty to Corrrtney Gaddy- Depirty CbiefO eroting Q' icerf'orTale tDevelopment dr Husnan Beiourre. rJ.
that all Affirmative Action Data Records are kept in a confidential 51e aad are not a part ofyour application for employment or your personael file. Your is voluntary, Inclusion or exclusion of any a tmative action data wil not jeopardize or adversely af' ectcooperation any employment decision.
PLEASE PRIN'1
Name i* stL_(
The completion ofthis Data Record is opdoaal. Ifyou chooae to volunteer the requested informatioa pkase note
MiddleL astl
Address
treP,
f i L, tateL(Ziol
Check if the
following is
licable-
A disability means a physical orbeing mental impairment with substanrially Iimits one or more major life activiries; a impairment; impairment. ("
or
regarded as
having such
an
ibreathing, s not Iimited to functi ns such asInformation caring for one's self,perfotmi ng manual as]csADA u,atki ng, seeing, heati speaking, leaming andou,orking on disability is maintained by tthe Coordinator and n isg,not
National Education Partners, Inc Hiring process Appendix" F"
26
NEPCS
137
depaztment you may aeed to submit self-identiftcation and verificahon of such with tht TD&HR Department ifyour disability
Ifyou wish to obtain Affirmative Action status as a Persott with a Disability after you have been employed by this
Applicant Signature
Date
NEPCS
138
Do
not
hirin g de
been
convicted of
felony
YEg []
NO
Such instances wil include, tvitl out limitatiott, those in which a criminaj conviction creates a statutory disyualificarion for the posi rion, orthe theposi tion requi teracti on withsafety vu]nerabl ensure that applicant doesres notinpose a public risk.e populations and a criminal background check is necessaty to
If yes, please explain.*
only occur, and its results will only be considered,in ihose instances where aprospective employee shall have been deemed otherwise qualified and the content ofa criminal record is relevant to the duties and qualifications of the position in question.
Having a conviction may not necessarily automaucally disqualif, you from considexation. A criminal background check wil
Have
you
been
convicted
of a
a{
speecling,
will not
affray,
or
disturbance
necessarily disqualif,
applicant
from employment.)
yES
NO
Conviction
139
An applicant for employment with a sealed record on file with any law enforcement agenry may answer` no recozd' with respect to an inquiry herein relative to prior arrests, crinvnal court appearances or convicuons. In addition, any applicant for
employment may answer` no iecord' with respect to any inquiry relative to prior azrests, court appeaxances and adjudications
in all cases of delinquenry or as a child in need of services which did not result in a complaint ttansfeired to the superior court
for rriminal prosecurion."
NEPCS
140
Do not comPlete
terms
Abuse/ Neglect reports in accordance with all applicable laws and regulations. I also acknowledge that ifI am/ was
convicted of child abuse,
an
sex abuse,
p u aon Partners to employ me. I acknowledge that National Education Partners will, if a licableereviea, pp Record Infottnation( C. O.RI.), Offender Sex Offender Regi s tty Information ( S. O.RI) and the Central Regist, of Chiid
fumish such additional informarion and complete such examinationas may be required tocomplete an empoyrnent
for
em
Ifemployed,tagree to abid"e by all rulesand regulation ofNati onal Educarion Par[Mers per fhe condiuons felony,
of
of a
will notif,
mq
supervisor
itnmediately
an
ee to
lo
ent in no w
ctiminal FROM offensesEMpLOYMENT, deemed applicable bylaw and National Education Paztners, I will be IMMEDIA'I DISQUALIFIED
other
PPrOP
LY
I hexebv acknowl d
that I
have
read
in
Signature of Applicant
Date
Printed Name
Do not complete this page unless a hiring department requests this information
If an offer of emplopment is made to you, National Education Partneis may specify that it is contingent upon the
results of a medical eacam. I freely and voluntarily agree to submit to a pre-employment physical and/ or dtug
screen, as it relates to the requirements ofa'spedfic job, as part of my pre- employment application to National
Education Pamiers. I understand that either refusal to submit to such screening, or failure to qualify according to
the minimum standards established by National Education Parmexs for this screening may disqualify me from
communicated in a confidential manner.
further consideration for employment Further, I unde=stand that any positive cirug test results will be
I hereby acknowledge that I have read in full and understand the above statements.
Signature
of
Applicant
Date
Printed Name
NEPCS
142
documentati on thatveri 6es yourright to worki n the Uni ted Statesa posirion: prior to beg ruungu,ork. Please beprepared toprovide any of the following documentadon ifyou are offered and accept
Tb
a
IMMIGRATION REFORM A1VD CONTROL ACT R.EQIIIREMENT In compliance with the Immigrarion and Reform and Control Act of1986, you wil be reqvired to provide approved
Ve3ifrration
P
esa Irz R
n,.;, v. a u
L e
ow ie ef ectrve
An ai
EmDlovees(
L Gi ' ti
009
a +. a
I'
oII
aA
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1985
List A Any one of the following. (I'hese establish both identity and employment authorization)
1. 2.
3.
45
Foreign passport that contains a temporary I_551 stamp or temporary I-551 printed notation on a machine-
6.
Passport with Form I-94 orForm I-94A bearing the same as the passport and containing an endorsement of the
or the Republic of the Marshall Islands( RM RMI) with Form
In the case ofa non-iintnigrdnt alien authorized to wor for a specific employer incident to status a foreign
United States and the FSM or RMI.immigrant admission under the Compact of Free Association between the
143
LIST B
1.
State,Driver's license!or sim7ar state I.D. card with photo or othet approved identifying infotmarion
information
ID card issued by fedecal, state, or local governmart agenry containing photo and rec: ired identifying
3.
4.
5.
6. '
7.
Voter's reg stcation card US m itary card or a draft card Military dependent's ID card US Goast Guard Meschant Mariner Card
Native American tribal document
8. 9.
LIST C
1_
2. 3.
4.
Social Security Account Number card other than one that speciHes on the face that the issuance of the card
5. 6.
Certification of Birth Abroad issued by the Department of State( Foxm FS-545) Certi6cation of Report of Birth issued by the Department of State( Form DS- 1350) Original or certified U.S. birth certi6cate bearing an official seal
7
8-
ID Card for Use of Resident Citizen in the United States( Form I-179)
144
Iaterviewer Name
Date
Question Criterion
Comments
Rating
NEPCS
145
Sample
5 poiats;
Comments:
146
Scores of lnterviewers
Names
of Carididates
tniaats:
tnit;ats:
Inidals:
Initials;
Tora1 Score
Ranking
147
Comments:
NEPCS
148
DEVELOPMENT&
Name of Reference:
Phone:
Tide of Reference:
Company:
Type
of
Reference:
Employer_
Professional
Personal
Dates of Employmen
Salary:
How would you compare this candidate with others doing the same work?
What were his/ her strong points?
149
Learn
new
tasks
Meet deadlines
Accept responsibility
Follow directions
Interpersonal skills
Supervisory ability
Flexibility Reliability
Attendance/ Punctuality_
Creativity
Z'he above aze exatnples only; add or delete skills as applicable to the job]
Additional comments?
Name
of
Reference Checker.
Date:
NEPCS
150
Name of Reference
Address
Re: [
Dear
The individual indicated above has applied for the position of[position title) in [name of departmentJ, and has given us permission to contact you for an employment reference. Please provide the information as follows:
Period of employrnent with your organi anon:
Job tide and type of work performed:
The above aze examples only; add or delete criteria as applicable to the individual job]
National Education Partners, Inc Hiring process Appendig" F"
40 NEPCS
151
the
information that you can g ve us would be appreciated and would assist us in selecting the best
employees to work with our[ students].
We ask for your prompt reply, as employment is contingent upon the receipt of references. A
stamped self-addressed envelope is enclosed for yout convenience. Thank you for your assistance in
this rnatter.
Sincerely,
NEPCS
152
I. iiJ
piJRCES DEPARTMENT
ACTION REPORT
DEVELOPMENT&
HR
Position Number:
Is
posidon
full- time?
Recommended Candidate:
New Hire 0
Prior Service
Promotion
Transfer
Job
Name of Agenry:
Group:
S:
Veteran:
Male:
NEPCS
153
Recnuunent Source:
Internal Applicant
Cert#:
Vacanry Announcement
Affitmative Action
External Recnutment
Othex( Specify):
Requested
Salary:
CBU:
Job
Group:
Step:
Race Codes:
Male
Female
Person with
Disability
Viemam Veteran
Date
Rec' d
Applicant Name
CS
Status
Race
Sex
VEV
Action
Code
Code
NEPCS
154
lpplicant)
ob
Statux
Race Codes:
Action Codes: (
155
ing Manager
Date
Date
Date
Date
Submit this form, with all resumes, employment applications, a memorandum describing efforts to recnut
protected group members, and all information required by applicable employrnent contracts, to[ Courmey
Gaddy- Deputy Chief Operatirig Officer
for Talent Developmettt& Human Resources].
NEPCS
156
rJ
SOLTRCES DEPARTMENT
s ener
aesumes approval of the appointment, and approval of manager's Credit and Background Check)
Dace)
Narne of Applicaac
Address
Dear
On behalf of iring manager's name) and the[ name ofdeparcment], I am ] eased to offer ou the
location]. Should
s`*'
bi-
t1On f
P''
tidel v our
coverage on the
you
endaz months of employment, whichever i,a less. ilvo, aU NEP empbyeex ace p id througb direct deposit on a bi-weekly basis. ' I'hese and alJ other bece6ts ofNEP em PloYm t Will be explained to
in an orientation
c;cion
ng the iforNEP ntecview empl process, NaUOnal ionelPart n pfgroup e, lheal long term dirab itpdSNSSed insutance3uri coverdge oyees. EmploEducat yees re igibnkers to provi pacticdipesa ate Prograi in any oral l ofthe Gf avai ablethinand surrnce
fitst
g bp iayi;
a,
st week of em
I would appreciate ycwrconside ation ofthis offer and your prompt reply by[ dateJ. We wil be unable to hold the offer ofthis
I'hankany you foryouti nteresc empjoplyment with ourname agency. We lookat[fophoneJ. cwacd to heazirtg fram you nhortly. In the interim,ifyou have questi ons about thisinoffer, ease contact[ ofcontact]
Sincerely,
ess Appendix`F"
46
NEPCS
157
Date]
Name of lpplicant
Address
Dear
Thank
you
to
of[ position
title], [
The selection of a 6na1 candidate was a dif6cult task given the maay applications we received from people with suong backgtounds in 6eld. [*]
this
We regset to inform you that the position was offered to another candidate.(**]
lgain, thank you for your application for this position and interest io employment within[ name of department]. I wish
you well in yout pursuit of a cazeu opportunity.
Sincerely,
Use
hig6leve!
ill for
who were
If the person' s resume will be kept on file for future openings, mention
Not
if an intemal candidate is selected, some collective bargsining contracts require that the name of the person
NEPCS
158
N me of Applicant
Address
Dear
manage
you
c
s nuxx]
locayon), S} wuld
o
of
pt
diis condidonal
8'
cY,
offer,
a.
P
will
onditional
offer
to you
for
the posdon
of
tiar t7tle in
tt
CO
uccessCul Credit and Bockground check. Every effoit will be made to a:pedite this
in
ar'
for state emPbYe, Employees are Followir g 60 days or hvo cakndaz months of basis. These artd all othu
corengc
As vas discvssed ring the intavicw process, National Education Pam as ptovides a progcnm ofBtouP IiEe. hplth and
eligibre ro Frrrtic' Pue
or
bene& ts
OYm.
your new
position
msuc nce a'hicheva is less. Also, all srate employees arecoverage an the fust day oE the month be explained
to you
11
of
the available'
in
aa
oricntation
session
in
Ple se let me know by phone as soon u possble ifyou accept this conditional offer, so that we ma fonvud to you the rKCessarp fomu to complere
ordcr to obain
appra al
of
I would appreciate
your cons
that date.
Pcomp,
by
auj. We
will
7'hank you foryau interest in empbymrntwith ouragrnry. We look forwazd ro heanr' 8FromYou shortly. In theinterim,ifyou haveanyquestions
abouc th;s offa, please contaa( name of contactj at p}wn).
Sincerely.
159
Human Resource Office for review within five days of executing this acknowledgement or before my first date ofemployment, whichever is sooner. Any misleading or,
Further, I release all persons and organizations supplying information of any and all
Any oral or
written statements made to the contrary are hereby expressly disavowed and' shouTd not
be relied upon. I fiuther acknowiedge that any offer of employment is contingent upon
the successful completion of the credit and
background checks.
Following the
complerion of the ta.x and background checks, any offer of employment may be
withdrawn.
I acknowledge that I have never been convicted of a felony and I have not been
convicted of a misdemeanor within the Iast five (5) years.
I acknowledge that I ha.ve not been convicted of a domestic violence crime within the
past five (5) years.
I acknowledge that I have never been dismissed from an institute of higher learning
due to alleged or actual misconduct
I acknowledge that I have never been dismissed from a place of employment for alleged or
actual misconduct.
NEPCS
160
I acknowledge that
no
licenses
'
st
registrat on or
me in regard to any
I acknowledge that
no
Commission or sirrular::
I acknowIedge that
more
no
proceedings have been instituted against me b Y the State Ethics ' body in another state.
are
lawsuits
than 1%).
pending a
I acknowledge that I have no business, heatings, complaints, claims or an other unit ofgovernmen matters pending before any sta,te agencp, board, commission, authority, or any other
I acknowledge that I am
w a,,
e of
with
my
em
P Io Ym ent with
salary payrnents
1Vame
nfEmployee
Date
161
e ofEs
yee
employment, acknowledge that I have completed and submitted the required credit and background
check
documents
to the
Talent Development&
I,_
Name of'
I')
rplove
Signature
of
Employee
Date
NEPCS
162
Inc.
Name of lpplicant
1lddress
Deat
acceptanc
of our offer oE
employtnen
on[
on{
s m fo
ut
our
Position
and
Payroll Tide:
w.,
Job Grovp:
Bi-Weeklp Salary:
Start Date:
Type
of
Emploqment:[ eg ucuon,
an_
etc]
Name of Supervisor.
Hours of work:
Work lddress:
Please plan to report to( nazne] at[ timej on[ start datej. Your continued emp]oyment afterthree busine s days ofyour
date is dependent
upon your pzovidi
us
ctached
are
ti at
form
and a
start
Please bring a11 completedday forms and orig nal documentation to the Human Resource De
date
or on your
first
of work.
In addition,
h,
b a
aaon.
for
your
attention
in this
matter, and we
look forward
to qour
emp]oyme
or
Sincerely,
163
i,
NEPCS
164
Appendix G
Communi tY Petition
NEPCS
165
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Parent and Commuruty Petition for Opening a Charter School The Dr. D. June Brown Academy
About Nationai Education Partners ( NEP); -: __
The mission ofall NEP schools is to provide children ofall backgrounds nndperformance levels
with access to rigorozrs acndemic instrtrction and expanded opportunities. NEP empowers children to
make informed, deliberate decisions so that they mcry lead socially responsible, prodzrctive lives. NEP schools wil! egltip Baltimore' s childrenfrom diverse backgrouncfs to succeed in school and
chart their oivn cottrse in life. NEP' s structt re nnd approach will serve as a modelfor urban
elementary education across the country.
We
the undersigned su
ort the
school
in
Harrisburg
is
We
su
ort this
lan due to
the fact that educational o tions for the communitv are scarce, trans ortation
and safetv
si
key in
our
decision
' ve
to su
ort this
roposal I understand bX
school
in Harrisbur
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with access to rigorous academic instnrction and expanded oppornrnities. NEP empowers children to make informed, cleliberate clecisions so that they mcry lead socrally resporrsible, productive lrves. NEP schools will equip Baltimore' s childrenfrom diverse backgrounds to sarcceed in school and chart their own course in life. NEP's slructure and approach will serve as a modelfor: rrban elementary edztcation ncross the counny.
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The mission ofall NEP schools is to provide children ofall backgrounds andperformance levels
with access to rigorous academic instrtrctiort and expanded opportunities. NEP empowers children to
malce i formed, deliberate decisions so thnt they mcry lead socially responsible, productive lives. NEP schools will equip Harrisburg' s childrenfrom diverse backgrounds to succeed in school and
chart their own course in life. NEP' s structure and approach will serve as a model for urban
su
port the
school
in HamsburQ for
the
2014- 19
We sup ort
this
lan due to
educatiorzal options
for
the commurut
and safety is key in our decision to support this proposal. I understand by siQning this oetition I give my su port for NEP to o en and o erate a charter
school in Harrisburg for the 2014- 19 school years.
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176
Appendix H
National Education Partners, Inc. Policies for Promodon/ Performance, Graduation, and Student Disapline
Appendix" H" 1
NEPCS 177
Penalt
es
Re
tionq
result in discip]ine of a student and( 2) set forth due process procedures for various types of discipline.
An, ulication of Reguai tiona
individual student responsibility. The purpose ofthis reguladon is to: (1) define conduct which may
The overall approach to discipline at NEP is focused on posidve behaviors, good choices, and
A st dent who engages in conduct prohibited by this poliry will be disciplined. Discipline may
conferences, exclusion& om the classroom,
include, but isdetention, not limited to, any one or any combination ofthe following oral reprimand, parent temporary
loss
of
privileges, withdrawal& om
These regulations are intended to regulate conduct of a student when the student is: (1) attending
school, ( 2) on school grounds or at a school sponsored even(
school sponsored event, or( 4) engaged in misconduct that is in any other manner school related or affects the operadon of the school.
GUIDELINES AND DO NOT LIMIT THE JUDGMENT OF THE ADIIZINISTRATOR OR THE SCHOOL ADVISORY COUNCIL, WHO MUST ASSESS THE SITUATION AND THE STUDENT BEHAVIOR HISTORY.
result in more severe penalties thaa the guidelines for a single offense.
It is anticipated that any two or more violations of the same rule or any combination of the rules witl
Long-term suspensions and other penalties that affect the completion of a trimester may result in the student not being promoted to the next grade.
A student on active suspension from regular c]asses is also considered suspended from participation in the after-school program or any school function scheduled during their suspension except for tutoring and the Saturday Scholars Program.
A student's discipline record is cumulatnre. Unless othezwise stipulated, it is the intent ofthis policy that violadons are cumulative for the entire school qear. Good behavior is atso rewarded and
students can back down our discipline process with personal efforts and good behavior.
cleaning tasks, loss of recess, or special placernent other than tl eir classroom duxing the school day.
Nadonal Education Parmers, Inc. Poliaes for Promotion/ Performance, Graduation, and Student Disdpline
Appendig" H" 2
NEPCS
Detendon is defined as work programs when offered, which may require the student to do simple
178 __
V`
Vir_
Thi s hsts twill he most commonand vioresponded lations, buti notquickl3as all-inclusipossible. ve.Each:tnajorincident ofstudent c sapline be evaluated tos as
Nature
f Violatio
and th
O fe
isci line
Alcohol,
1
drnga,
dP
phernalia, p
before Arson
1
Couns
g pr
to be com pleted
Assault
I.
Counse
2.
3.
ingtoon severi ty atristudent who has commi tted assaul t can beicesuspended from 1 to 9Depenci days, or thethe end of the m ester, the year,or expul s i o n wi t h a Pol Refemal , gtam to be completed before re-admission.
g Pro
3.
Defiance
1.
2
3.
4.
pTO$
Disruptive conduct
1. 2
Student can appeal an offense to the Teen Court for disdpline from a juty oftheu peers.
3.
179
A student is subject m suspension or expulsion, depending on the severity of the offense. Police Refertal)
Suspension for 1- 5 school days. Suspension: 5- 9 days. ( Police Refemal)
Fighting
1.
2.
3.
4.
Long-Term suspensioa( Police Referral) Outside Counseling program( anger management) required for re-admission.
Student can
appeal an offense to
the Teen
3.
4.
Student can appeal an offense to the Teen Court for discipline from a jury oE their peers.
Gambling
1 2.
3.
Suspension for the balance of the trimester. Possible outside counseling required prior to reStudent can appeal an offense to the Teen Court for discipline from a jury of their peers.
admission ( Gamblers Anonpmous)
A student subject to long term suspension ofup to 1 year, or expulsion depending on the severity ofis the offense. (Police Referral)
Immediate class suspension/ detention
Obscenity or defamation
2. 3.
4.
Student can appeal an offense to the Teen Courc for disdpline from a jury of their peers,
The student can be suspended for a period ofup to one school year or expelled with no readmission. (Police Referral)
Appendia H>,4
National Education Partners, Inc. Polides for Promotion/ Performance, Graduadon, and Student Discipline
NEPCS
180
S acual harassment
1 2
The be
nd for 1- 9 schools days or move to the 2nd offen Suspension for the balance ofthe trim estex ofexputsion. Outside counselin g program may
se
Smoking and
1
2
or tobacco usage
Classes closed
written contrac probation, suspension 5-9 days Long Terrn Suspension parent for theconference, baIance ofthe trimester.
or
Class c1osed pendi ng Pa ent conference: Probadon; Detention; Suspension 3-5 days pending
srepresentation
gements
Theft, extortion,
1
2
Restitutionororsuspension suitable arrari detention 1- 9 days, (police Refena Long temi suspension.
Expulsion and police refetrai.
Expulsion and police referral.
for restitution
prior to
returning
to schoo
a,a
Unauthorized entty
1.
2-
Restitution or suitable arrangements forresti(Police tution pri or to returning to school and tamester. Referran.
federal,
state, or
Violation
local laws
or vial
tion
of
school poli
e3
ermine the a
e3
pP ro
P tiate
isciplinary action.
Constitution
Provisi=
map be suspended
from
school.
refertat) and
completed by the teacher and given to the appropriate administrator expla,ining the offense
Ap.
Ifa student' s conductin class disrupts the educational process or ifthe student persists in vvil fu] The teacher wiIl explain to the student the reason he/ she is being excluded from class (conduct tor. A Conduct Refenal Fortn wi11 be
misconduc a teacher may exclude the student from class for the remainder ofthat day_
issue
a pass to
the appropriate
admi
National Education Partnes,Inc. Polides for Promotion/ Performance, Graduadon, and Student Disa line
P
H 5
f
NEPCS
18.
suspension
A conference wilI be held with the student and an administrator to detemune if further action shall be taken. Pazents aritl be notified of the incident by the Conduct Referral Form being brought home by the student The student is responsible for taking the Conduct Refemal Form home( unless a impose and no phone call will be made.'
is
Short-Term Suspension
During the conferenceadministrator with the student regatding any:alleged violation, and prior to the irnposition
the suspension, the
version of
supporting the charges to misconduct The a,; student witl be given and opportunity to explain lus her dealing s o au t.
the events
c
informal followed:short-term suspension hearing, the student is suspended, the following procedure will be
1.
2.
For all short-term suspension hearings which may result in a student being excluded from school for nine days or less, a record shall be made ofaction taken by the administrator. If,as a result of the
Parent/ guardian wii] be norified by telephone, ifpossible.
Students are responsible for taking the Conduct Referrat Form home for parental review and
signature.
3.
4.
Notification
will
be
made
by mail i{' r
ed.
5.
the same amount of days as student was out of class. ( This may be subject to prinppa]
Homework, assignments, and test can be made up after suspension. Work must be done in
Long-Term Suspension
recommend atolong-term suspensi on (ten days or more), notifto icati onheari ofanfom allong due tertn process hearinogn will be made the parent(s) at l e ast five working days prior the g. All Suspensi hearings are held by our School Advisory Council.
given to the school principal least 48 hours present. before the hearing if the student or his/ her parent(s) will have an attorney or otherat representatives
certified letter.
Ifit is detertnined by the administration that the student's misconduct is serious enough to
The parents will be advised ofthe time, date, place ofthe hearing, a description of the alleged misconduct, the school policy or adminisuative regulation violated and discipline prescribed herein.. Students and/ or parents have a right to be represented by legal counsel. Written norice must be
At the conclusion ofthe heaung, the School Advisory Council may render a decision irninediately or notify the parents(s) and student within 48 hours. This notification witi be done by phne or
or other persons.
Duting the period of time between the alleged misconduct and the day ofthe hea=ing the student deternuned by the appropriate administrator that he/ she is a clear and present danger to him/ herself
may remain in school uniess an itnmediate short-term suspension has been imposed or it has been
AP..
National Educatiott Parniers, Inc. Polici.es fot Promotion/ Performance, Gtaduation, and Student Disapline
H 6
NEPCS 182
APPe Process
Parents have
notification
the the
right
to
administration has
of
app]
a
made
member of the
by the entire School nature of the infraction.' Co Tye School Adviso p ng on parent doesn' t e agree with the$ ch l Adviso t step of the appeals process. Ifa 5 which is the Board IIg eY of Y aPP Commissioners. The Board of next scheduled Commissioners will take- uto a higher authority board p the appeal at its meeting. e gpC y e reD1' NEP' s and all decisions au o tY are final. e due process system of
Expulsion
School
Advisory Couac
be heatd
made within
5 d
by another a
ofthe willsuspensi make any n to a student u on the result ofa student's dueschool process on recommendari heazings, and o the seriexpel ousness ofthe based violaans
committed by the student.
e exclusively with the: Scho1 o o Executive Officer, Deputy Chief Execurn,e Officer and Cluef approvdnbthe C ef y Administration Academic Officer. T1i
Ad
NationalEducztion Partners, Inc.Polides for Promotion/ performance, Graduation, and Student Disd Iine
P
Appendixy7
NEPCS
183
Promotion/ Perfo
Exam2le: lst- 8th Grade Promotion/ Perfo
mance
Re q uirements
The example below shows how the
ce
Stan
ard .'
academic perfonnance of NEP 4`- 7` grade students is translated into a particular grade for math,
Area
nce
Standard
spec.ific reading s]ti1Ls and vocabulary strategies. Applies ideas from texts in other contexts and to other texts. '
A
Reads independendy across genres, accessing irnportant ideas in texts using genremulti-
Writes
paragraph
Student writing uses strong evidence to support claims, exhibits thoughtfu precise
homework assigtunents EJ.A homework ass`
with the same
e,
as a unit
test
Scores 90%
or
contexts.
sometimes struggles.:to move beyond the text to connect and apply those ideas in new
1- 2
Independendy accesses pertinent ideas in most fiction and non-ficdon texts but
Writes multi-paragraph essays comprised mosdy of simple and compound sentences. Student writing uses evidence to support cLzims.
Only misses
com
homework
assignments
ass'
above
80%
on all
ents.
connection.
Consistendy accesses ideas in most genres with teachei assistance. Student's reading/ thinking process focuses on basic comprehension rather than application and
to tum
Writes multi-paragraph essays, but the paragraphs are not always composed around
5 times a quarter. This results in less practice vvith
ke skills.
Ph-level organization,
Fails to turn least one ELA homework assignment a week, which results in less ractice within keat skills.
Nadonal Educadon Partners, Inc. Poliaes for Promotion/ Performance, Graduation, aad Student Disdpline
Appendia" H" 8
NEPCS
184
with
integers
and can
choosing from a range ofstrategies, represent and describe patterns, and represenf
A
ope
n identify geometric shapes by number of sides and their relation to ang,les. Uses understan measures in a f operations to identify missing P APPlies
angle
e
Uses
conceptual
or
knowle
of
mastered
basic operations
home, ork
w
as
with
two variables and follow common patterns. Stivggles to use this knowledge in the
measures.
Can iden
uses
understanding ofratios and rates and solves problems choosin om a few strategies that p resent work. Can q b $ uantipes using spm olic algebra when problems involve one or
uIIknau
most
integers. Demonstrates
conceptual
Effectively
formulas
a
O fin
ber
ss
es
but
80% on all
Is proficientin basic operarions, but speed and accuracy es ofprobl em solvin is affected to solve probletns with
1
t
OS and rates without
or new scenarios.
significant
a ables and unknownsa1but needs support to represent simple operations and Catt
characteristics(
e.
g of
g.,
rhomb
geometric shapes by
an
use s
cannot
p eepocedures
po find
ke sl ills,
concepts.
Faiis to tum in math homework 4-5 ttimes a quarter. This results in less practice with
Gains
con ept
Developing proficiency with basic operations inhibits applicaaon ofnew math derstanding of raaos, rates, conversions and symbolic algebra with heavl, teacher support but does not demonstrate the ability to independently
1
apply
support
Fails
confusesbut characterisrics oflike shapes. Can solve for missing angles with teacher does independendy
not
to hun
in
at
least
one math
homework
Social
S
es
Scores 90%
modern world. Differentiates between primary and secondary sources and uses both historical Independendy researches historical events with relevant, current themes writes research papers about these events that incorporate information from and primary and secondary sources.
tO$
a cleaz
events in a broad contex analyzing cause and effect relationships between events and seeing how the philosophical foundations ofancient civilizations have shaped the
pictute of
events.
or
Understands key facts in the development ofmajor ancient civilizations. Sees historical
homework
assi
ents,
National Edtication Partners, InG polides for Promotion/ Performance, Gradua on, and StudentDisapline
Appendi$" F-I" g
NEPCS 185
Scores
relevant in modern times. Can differentiate between pritnaty and secondary sources nd explain the benefit of each. Relies mosdy on secondary sources when researching
all
com
Recails key facts about aadent civilizations and analyzes the cultutal connections between civitizations. Recognizes some key ideas in ancient culture that are still
ass'
ents.
re]adonship between events aridlike"& the development of culture. Is able to identify basic eedom".
civilizarions
Recalls the most common key facts about most ancient civilizations. Can describe broad cultural characte istics of major civilizadons but dces see the cause and effect
FaiLs to turn in social studies homework 4-5 times a quarter. This results in less ractice tvith ke skills.
F
Confuses facts about key historical events and ancient cultures. Sees events in isolation and razelp moves beyond the facts to themes and connecrions between civili2ations. Cannot differentiate between primarp and secondary sources. Student's research
Fails to turn in at least one social studies homework assignment a week, which results
National Education Parmets, Inc. Polides for Pmmotion/ Performance, Graduation, and Student Discipliae
p' PPendi"
H" 10
NEPCS
186
Graduation Re quirement s
Exit Standards
to
also reflect an and Graduatron Criteria. NEP demonstrate profiaenry with critic
S
S and
5 &
content acrosscore
abili
a
world problems
h grade
for high
school
exit
standazds
for EI,A
Subject
Area
Exir Stanclard
T. A F.
Student
Student writes
thesis, clear
o
Student usesidenrify knowledge ofgenre to interpret the meaning oftext and differences in
can
siinilari
Math
Social
S
eS
Student presents orally the short and long-tertn effect ofa significant U.S. his orical
of the
So
Student can set-up multi-variable, linear equations and use them to solve real Student uses histotical analyses skil s to develop own world perspective and Student takes a position on a complex issue and use vatious sources in suppo
roblems
e. .,
In order toreceive an NEP diploma and be recommended for 9th grade, a studentmust com lete
academic
requirements
8th
5
grade,
That
but
faited subjecc
Ifa student only passes rhree offour core classes, the student wil be allowed to walk atgraduation
will not
receive
Additionally,
school
Project
by adequate] y completing
and
holding
students must demonstrate that they have theCollege strength ofcharacter to succeed in hi h
the
Path
to
High School/
F xit
sufficient
PREp Score,
Essay, a Service
Learning
National Education Parmers, Inc. Policies for Promotion/ Performance, Graduation, andStudent Disciplinc
APP"
H 11
NEPCS
187
NEPCS
188
Appendix I
Student Achievement
2014 2017
Keys:
National Educadon Parmers, Inc. Professional Development Ptan and Calendaz Appendi.x" I"
1
NEPCS 189
development at NEP. The idea is that these PD ESLRs are to be useci as guiding principles for
meet the chang ng needs of students and teacheis as determined by achievement data
consistently implement, monitor, and adjust teaching practices in order to achieve student
progress
ordex to make the best use of this time, the Deputy Ghief Academic Officer for Curriculum and Instruction( DCAOCn, will decide to divide the professional' dcwelopment plan into these three organizational structures: the whole school, departments, and stnall leaming communities. The PD Committee will then be organized in these three groups in order to create a three year plan for each
Professional Development at NEP is offered every Friday day which is a half day for our students. Staff will be gtouped together by whole school, departinents, or small leaming communities. In
that focused on professional development that would help staff unprove student achievement In
addition, there will be three focus areas that served to guide PD 'unplementation for the 2014-2015 school year. (see Core Focus Areas, p. 16).
The PD plan will be reviewed and revised at the end of each academic yeai. T is review process will
allow the DCAOCI and PD Committee to continue to focus professional dcvelopment and be
responsive to the needs of the staff on a yeazly basis.
National Education Partners, Inc. Professional Development Plan and Calendar Appendix" I"
2
NEPCS
190
Whole School
by a whole school approach. All staffwas consideredstaf as well as specifically looking at professional development for new teachers and parapmfessional
AIlSta'
The whole school group will look at how to address the needs of our students in terms of professional development taking into consideration what areas would be best addressed or tatgeted
The whole school group decided on three focus areas for all staff data-driven insttuction, collaboration, and instructional technology ttaining, pver the next three years, these three azeas will focus the professional development provided for the whole school.
For data-duven instruction, the initial plan is to ` introduce the un I'
a wh
stud
In yeazs two and three, stafE will receive Professional develoPment on how to acc ess and collec t
at it means for student achievement Both qualitattve and quantitative data will be introduced
en instruchon ' will be handedt
o
more establishe' d,
development.
ent data and will make datadriv use ofthe data ia evaluating and modifping instruction. As SLCs become for
them
mclusion in the r
f sional
Paraprofessionals from NEP's Bilinguai and Title 1 offices support other general education teachers
collaborative
effective use of collaboration. Special education teachers and paraprofessionals support general education teachers to modify instruction to seive special needs students who are in inciusion.
collaboration is emphasized whenever possible.
Because NEP anticipates having and serving a number ofspecial'aeeds groups (students with disabilities, English learners, students at risk offailing, itis unportant( required) to unplement
training of general education teachers, special education teachers, and ati paraprofessionais in teaching, paired
student
throughout the school. The professional development plan focuses on the effective utiIization and
ESLR#
addressing
In an effort to include more instructional technology use by students and teachers, thereby
one with site licenses for such tools as Atomic Learning and United Streaming, all staff inembers received training in che use of sites or resources that promote differentiared leaming based on competenry level. In year two, staffinembers will receive training in the unPlementation of technological resources in their lesson planning. In the third year, they evaluate and revise their use of instructional technology to meet student needs.
5, it has been chosen as one of the core focus azeas. Beginning in year
The thtee focus areas for whole school professional dcvelopment targets the identified needs of both students and staff inembers of NEP.
and
NEPCS
191
whole SchooP
Data-Drtven
Instructton '
Collabontion
Technology
Year One
Yesr One
Year One .
Approaching Data
General Sthool Data
Trafning in Avaifable
Year 7Wo
Year 7Yvo
mplementation of
Moves to SLCs
Training by '
Track
Avallable Resourtes
YearThree
Refer to SLCs
Year Three
Year Three
Respect to Student
Learning
National Education Parmers, Inc. Professional Development Plan and Calendar Appendix" I"
4
NEPCS
192
Ne1v Teacher.r
The
school staffed while organizing the proEessional development support for new teachers on campus. encourages new beachers in their development as a professional.New teachers who have their Preliminaty credential and need to receive a clear credential6 . NEP Support Provider themgSupport p d oa,
Through coaching, observations, and monthly new teacher meetings, the DCAOCI suppores and
assigned to
a
are
sent
1styear teachers who have not yetreceived a preliminaty credential. In addition, new teachers are
to conEerences
such as c]assroom mana
ork with
A protocol for conference attendance rec uests was created by the DCAOCI in order to...
strearnline the request process
ensure all staff inembers are provided with eyual oppo
lri
to attend conferences
Follow-up, disttictmandates, and both student and PD ESLRs (see PD Framework, p. 18)
Any staffinember wanting to attend a conference that requires NEP's must go through the PD Review Cotnmittee, which meets weekly. The co mit ee members vary but always include the Chief Academic Officer(The CAO),DCAOCI, one PD Comtnittee co-chait, two PD Committee members, Principai. or office, and to agree share they lfor earn duringachi meeti ngs. Conference attendees bring back whatever they feeltowill be what of benefit student evement; they will share theirwill experi ence
and
ensure that conference attendance is aligned to the Single Plan, NEP's Critical Areas for
the
inform
ti eir
depar
ne,
SLC,
with other practitioners through ither the SLC or meeting process. In addition, time will be offered
attends a conference
for planning the implementation ofnew ideas and strateg es into the classroom. Each person who
has
the opportunit, to
n a
meet with other staffinembers school or off-track in order to plan how to put to use the information/ sttategies gained atafter the conference.
development
with
This process facilitates communication between conference attendees and their department, SI.C, or office in order to encourage staff inembers to shaze the effectiveness of the professional
Form, p. 21 Having this conference request procedure allows for any staff inember to PD seekRequest professional development as needed as well as administration to provide PD opportunities for speci6c staff members. Providing the opportunity for professional development through conference attendance enables NEP's staff to access diEferentiated PD opportuniries.
their colleagues. ( see PD
National Education Partners, Inc. Professional Development Plan and Calendar Appendix`I"
5
NEPCS
193
Deparlment. r
The primary structure that depattments wilt use far professional development is the Professional
Leaming Communuty( P.IC.) model. Through grade level teams, teachers focus on content
standards, create
common assessments,
and
use student
data' to
refine their
curriculum,
allows departments to focus on developing teacher expertise in cteating a guatanteed viable common
assessments, and
refining practice
through
focus azeas for depattment professional development Through this discussion, whole departinent or
teacher needs may be revealed which will enable the gtoup or individuals to seek out specific professional development As the P.L.G model is used in departments over the course of the next
three years, a guazanteed viable curriculum will be constructed which accounts for our mandated
intended curriculums and rigorous assessments, drives discussions regarding data, content, and
studeat learning and acluevement
The creation of a Guaranteed Viable Curriculum is a focus area, which entails the alignment of
mandated instrucrional guides, periodic'and quarterly assessments, and pacing plans. The formation
undertaken in orderto inform and refine instruct'ton and practice.:
and administration of common assessments endeavors to provide teachers and teams with common
tools and infom ation upon which to coIlect student work. Looking at that student work is
Teacher teatns will be provided with ongoing support and ttaining for the implementatiton ofNEP' s
mandated initiatives and the fostering of literary across the cumculum, thtoughout the duration of
the three year plan. Addirionally, in yeat one, emphasis will be placed on the Nine Step Cpcle for P.L.C. implementation. In yeaz two, emphasis will be placed on looking at student work.
P.L.C. structure facilitates team discussion centered on student needs, which then enables the
inform next level counterparts as to content, instruction, and practice.
Finally, in yeaz three, emphasis will be placed on vertical teaming and articulation of teams. The
articulation oEprior content knowledge and skills needed for each grade leveL Teams can then
National Education Partners, Inc. Professional Development Plan and Caiendar Appendix" I"
6
NEPCS
194
National Education Partners, Inc. ProFessional Development Platt and Calendar Appendix`I"
7
NEPCS 195 "
Sma11Learning Communiiie.c
All Small I.earning Communities at NEP utilize an SLC Self-Assessment Rubric in order to guide
and measure the teams' progress towazd full unplementation of the eight NEP Attdbutes far
Sxnaller Leaming Gommunities. For each attabute, there aze benchmarks or indicators established by
implementation. Oux Departinent ofAcademics and Progratns has'also developed benchmarks far
SLCs, which aze also aligned to the self-assessment rubric.
the Department ofAcademics and Programs by which each SLC can rate its progress each year of
gap
status. Professional development is pL nned and aligned for Lead Teachers and SLC team'members according to Although the specific resources and support deemed necessaty by the self-assessment rubric and
analysis.
each
action to close the gap between their current implementation status and desired full unplementation
Upon completion of the Se1f-Assessment Rubtic, all Smatl Learning Communities develop a plan of
attributes, the stakeholdexs of NEP have focused the efforts of each SLC around three critical
attributes which have the greatest potential for unproving the academic achievement ofour students and building cohesion within the SLC team, The areas of focus for SLCs for the first 3 years of
facilitate
the
Pl
Committee in july of 2014. The Oversight Committee will be comprised of all CAO, DCAOCI, Lead Teache=s, the School Administrator, and Counselors. The intent of the Oversight Comrnittee is Teachers, develop school wide procedures and protocols to ensure 6delity to the atttibutes, and
manage the ntire SLC Federal grant in which we receive or intend to apply for. The Oversight
organizing professional developrnent opportunities.
attributes and organizing relevant professional development, NEP will organize an SLC Oversight
to assist all SLCs with their unplementatioq plan and provide professional development to all Lead
Committee meets bi-monthly and also plans 2- 3 all day strategic planning retteats, which include
this way, the expertise of teachers is shazed and colleg ality is institutionalized at the school site.
Onersight Comrnittee meetings and professional development weekly meetings. In addition, should the professional development session requite more time, whole day workshop sessions as well as institutes be Twice each Small I.eaming Community will host a 90 tninute workshop at the school site on a particular attribute or SLC topie for which they would like to highlight to the rest of the faculty at a Professional Development Exhibition. In
offtrack
Professional development opportunities will be hosted duting the regularly scheduled bimonthly
will
arranged,
The following chart il2usttates the expected benchmarks and indicators for each SLC Atttibute. Every Small I.earning Community, is expected to make gains each year toward full implementation of each attribute. The asterisk/ color-coded topics aze those that have been
each Small Leaming Community:
detexmined to requite specific professional development that will be planned by and provided to
National Education Partners, Inc. ProEessional Development Plan and Calendar Appendix" I"
8
NEPCS
196
20142015 ( Yr 1)
Atmbutes
1. Vision
vi ion
Rmin c
2015-2016
r2
2016- 2017( Yr 3)
nd Frofessional D ielo
nt
2017-2018
2p 1 g-"
r5
LC Imnlementarion B'enc1 ` .
collabocativdy
ae
gnad and
Yr4
suciget is atigned ro
indudes
g is of the SI,G,
pumerships with'
2. IdeIIt[ ty
post-secondary
phnq.
Establish
academic
a unique
ideatity based
bY the elective
is:
color identi5catioq:
conaguous space, :
PP
disphys of SLC
aztifacts,
courses and
undeistood
by students,
8',
pa
3. CuLClCt
7.
enES,
and. staff,
Instruction, and
1 SSeSSII1CIIt
focus
nstruction and
atudent
as
hiBh
S''
Of
ts en
PTOI/
po
oGo that
school admi+sion
is
requirements
SLC
identity
within
2. Design SLC
P
d
s as'e re6ned
er path.
Courses
intadisaplinary thematic
pr
aL' gned to the a
ed ro
inform
within '
instructional decisions
the
SLC
SLC,
3. SLCs explore
aad
implemeot a variety of
nxtructional strategies
that personalize
in tnxtion and
incoiporate studeat
experiences/ cvltures
4. Teams create
incavrntions for
4.
Equity and
All SLCa
aP
and
vv
1 CCess
71 have an inclusive
P
ry f
and
,+
p
and procedures are
10
devdoped to ensu: e
e9uttY and access
ali SLCs.
students
induding
Spcciai Education
English 7.anguage
opportunitiesto P
Pz o
Advanced Placement
aad othecadvanctd,
coutses.
5.
Personalizarion
1.'
'
or more adults
b
m, s
b loc l
S
option of
ye the
multiple yeana; an
od
academic,
needs aze
euning
colle
credi
personal, and
to{ y
onrlietenimAroR
social needs.
Studeats'
primary
team
p/aAirinp/on.
2. Academic, high
school, wllege
the
ageadas.
2.
o
and cazeer
2. Counselors
and
counselors SLC
for business
Educatioa
involved in
partneis to
ro
Career
are
describe
jobs;
at
Coordioators
devdop a
activdy
advisory/ intervention
components.
and
for`" pb
e. 4,
Counselois
shadowing"
ea pesien
gcade year, st
rnts
dezs intems
ps will take
should
be reflective
students
colleges and
SLC
univeisities througf
visits and
identity and
iafozmarional
assigned
ro work with a
si.c.
3. Extended
meeti sgs ae y,
by
their
Day/ Tutoring.A
of
intesventions
and
regviarly scheduled.
6.
Accountability
Disttibuted Leadels llp
and
is
used
rcgulady
to
detecmine
SI.C.
ti
jmpzove
success of t6e
achievement
Manbers
are with
invo ving 9tudents in the SLCs Tern Cotut, Studmt Govemment Leadership infcastiuctuze,
vuious protocols
eg.
srrte-mandated
assessmeats,
PSSA' e,
distributive leadecship.
Nationat Education Partners, Inc. Professional Development Plan and Calendar Appendig" I"
10
NEPCS 198
aaounqblity and
dismbuted kadeiship
such as developing subcommittecs for varioa a,
7. Parent
and
COlntnurii tj
Enga
e ment
casks fveats:
1.
SLCs
est
blish
pactnas P s with
community membeis,
anPl Yers,
and
wd
aze
provided
several
p ffi instimtions.
2
inFormational
assemblies,
and pazent
meetings,
2 Continued mgagement of
purnts through thdParent
orieatations, recognition
Pazrnts
wiit becane
fidd
mps,
University.
3. NEP will also engage parents
thraugh our Pazrnt Scholar Progrung.' I7, t pm
to
conferencee:s.
Additional
pazrnts can
proactivdy
engage Puents
in
Univusity.
hands
on experience ro
in
helping
shapt there
only be affocded
8. Professional
'
'"
Development
Dn"` t 1 t H` ad
receive
determinn
on:topics
team-
PD
rjecessary for
facHitadve
fiscal
master
leadeiship, `
bw7ding strategies,
anagemrnt,
thematic
inoer- disciplireazY
projects, and
scheduling,
and
conflicf resolution
researched- based
s
mtemships/ shadowing.
National Education Parmers, Inc. Professional Development Plan and Calendar Appendix" p'
11
NEPCS
199
Future Considerations
As the Professional Development Committee continues to meet and revise the three year plaq the
following are possible topics for discussion and planning.
SI.Cs and P.L.C.s
Leadership ttainiag for staffas more members step into leadership roles within
P.LC. PD
leads are running SLC PD and the chairs are running the
Focusing on two or three classroom insttuctional strategies school wide (wait time, pair share, etc) as part of the whole school professional development focus Training on data analysis so staff can evaluate inteiventions-and work through objective meaas Determine who is responsible for the whole school group professional development- it is clear
Consideration of altemative or block scheduling and the implications for teacher pracdce
Through this process, NEP plans to provide differentiated professional deveiopment that will meet the changing needs of students and teachets as determined by achievement data, consistently implement, monitor, and adjust teaching practices in order to achieve student progress, ensute a
continued professional growth for all staff.
At the end of each academic year, the CEO, CAO, DCAOCl/ Prindpal and the Professional Development Committee will meet.in order to reflect on the previous year and determine fhe path for professional development for the upcoming yeais. This revision process will allow the school to consider new ideas and topics as needed and to provide appropriate professional denelopment.
student centered instructionaI program, develop an effective collaborative environment, and foster
National Education Partners, Inc. Professional Development PL1n and Catendar Appendia" I"
12
NEPCS
200
CENI'RAL OFFICE/
ADMINISTRATION
BOARD OF
DEANS
ELI,'s
CJ
C,
ARTS
COMMISSIONERS
PD CHAIR.
FOREIGN
LANG.
HRAT'TH
T. A F.
BUSIN
MUSIC
LIFE
CO1vIP. ,
SKII.I.S
i
SCL
TAs _
P.E.
SCIENCE
SOCIAL STUDIES
SPECIAL
ED.
Creative
Wriring.
Small Learnin
Communi
and
Success
s SLC' s
Future Leadess
Acad
Intemational Diplomacp
Citizen ship
Academ 7 Grade
8` Grade
National Education Pazmers, Inc. Professional Development Plan and Calendar Appendix q>'
13
NEPCS 201
Whole School
Data- driyen Instruction
drive instrucrion. As a result, staffwill be more awaze ofstudents' strengths and weaknesses and will take steps to enrich and remediate student.
Literacy& Expository Writing Across Curriculum
enabling them to anaiyze, interpret, and evaluate a,written text Students will also demonstrate the
level.
through writing. In three yeazs, students will read for comprehension using grade level standazds
cnrriculum is de6ned by the student being able to access the discipline and express ideas effectively
abiIity to write in a clear, orgatuzed, and concise manner appropriate to the subject at or above grade
Technology
mazketable skills. In order to achieve this, staff inembers will receive training that is designed to improve both their operational and instructional use oftechnology.
De artment.
Data- dtiven Instruction
NEP's student FSLRs state that students will be competent technolog cally with
Through this data ana]ysis we will be able to idenrify students in need ofacademic intervention in a
courses.
timely, effective manner. In three years, students will have increased academic achievement in all
Di@'erentiated Instruction
modalities (kinesthetic, visual, auditory, etc.) to meet the diverse student poptilation( EI.I,,Sp. Ed., Gif[ed, etc.) as it pertains to each department.
Content Knowledge
English Language Arts, Soc,ial Studies, Science, Mathematics, Physical Education, Vocational and Fine Arts, Special Education, and English Langvage Leamers. Professional development provided to support individuals' knowledge and practice in respective content areas, support staffin small learnmg comtnunity integration efforts, and execute district, state, and federal mandates.
SLCs
Data- driven Insttuction
will
drive their instnzction. As a result, SLCs will be more aware of their ittstruction. As a result, SLCs
be
more aware of their students' strengths&
SLCs at NEP wi]] learn how to interpret, understand, and use data to
deficiencies and will take steps to entich and
graduation rates and formulate inst ctional and budgetaty decisions to enhance the focus on student learning.
remecliate. SLCs avill collect, disaggregate, and analyze data to uaprove attendance, increase
Nationat Educarion Partners, Inc, professional Development Plan and Catendar Appendis" I"
14
NEPCS
202
Personalization
of
lower drop-out rates, and a sense ofbelonging to their Small leaming comtnunit,.
Interdisciplinary jn8trucdon-
The SLC environtnent is characteiized by mutually respectful bonds between staffmembers and students where every student is well known by a group of educators. Formation advisory facilitate personal bonds in incre
groups will
that resuit
leami ng which is har cterized by the integration ofthe SLC'svision and identity. SLCs wil develop emat culininating projects which allow students to extend the,it thinking beyond one subject
NationaI Education Patmers, Inc. Professional Development plan and Calendar Appendix I"
15
NEPCS
203
September 5`
1.:iy 1 iu. T I,
and
31$`-
November 14`-
December 5`h-
Who1e School Professiona.l Development ( U'' or; in;, n h. S' ero id.Lurr$ f Qe
SLC's Professional Development
i
December 19`b-
January 9'January
I.)zr r.' j line)
16`
January 23`-
6`
h-
lns. n a:
NEPCS
204
February
13''
February 20`'
l'/Studer tr)
Apri110` Apri117`
Pr iula ion)
b-
Apri124`-
May
1"-
ok. in_
1b a j
rLrrologf
t, niyue.+ih,.
S p;l: i
May 22Officer
May 29`-
Please note that professional development may deviate from this specific plan.
National Education Partners, Inc. Professional Development Ptan and Calendar Appendix`I"
17
NEPCS
205
2. Consistendy implement, monitor, and adjust educational practices ia order to achieve scudent
1. Meet the changing needs of students and teachexs as detertnined by achievernent data
3. Ensure a student centered instructional program 4. Develop an effective collaborative environment 5. Foster continued professionat growth for all staff
responsible, respectfiil
and mature
the future.
evaluate written text.
mannet
de
2. Read for comprehension using grade level standards enabling them to analyze, interpret and 3. Demonsttate thegrade abilityleveL to write in a clear, organized and concise manner appropriate to the subject at or above
4 Become ctitical, lo ical and independent thinkets,
Narional Educadon Pattners, Inc. Professional Development pian and Calendat Appendix q"
18 NEPCS
206
1 TEP' s Goals
1.
75%.
2. The school
will achieve a
95%
2. Revise the
leaming communities on each tradc, each academy with its own campus location within
three- year professional
development
plan# o
es and Activities to Achieve Goals of a elementary academy and, for grades 6 schedule for three heterogeneously populated smatler
focus
on
collaborative instruction.
interdisciplinary
and
5. Inccease availability of instructional technology to all students and teachers. 6. Conducttocomprehensive analysis ofstudent accordin artici ation in data intervention ro rams. achievement, disaggregated
NEP Critical Areas far Follow U
NEP pacing plans.
areas.
1 Alignment ofthe District Instructional Guides, District Periodic and quarterly assessments and
2 Implementation and monitoring ofa variety ofinstructional strategies learned through professional development that provide more challenging] eatning experience for all students in all
3. Schooj-wide assessment and accountability process that includes a data analysis protocol that allows data to drive instcuction and provides school-wide assessment of the ESLRs. 4. Provide professional development for the paraprofessionals who work direcdy with Studen
Narional Education Partners, Inc. Professional Devetopment Plan and Calendar Appendix" I"
19
NEPCS 207
Any request to attend a pmfessional development oppominity which requires NEP monies for fees,
Professional Development Committee for approval.
ttavel, substitute coverage, etc. needs to be submitted to the School Based Management's
Requests.shouldbe made 5 weeks prio=to the professional development date. Requests made
Tuesday of the week you would like your request reviewed. Any requests put in after
Tnesday will be reviewed the follow,ing week, PD comtnittee members. It will meet every Friday.
submitted to the
Requests must be placed in the Professional Development Box in the Main Office by
The committee reviewing your request is made up ofan administtator, one PD cochair, and two
Ifyour request is denied, you will be given a reason as to why and may, if desired,:appeal the decision at the next Whole School Professional Development meeting. The appealmust be Chief Academic Officer
or
You will be informed of the committee's decision by the Mondap following the meeting.
The Professional Development Committee would like to approve all requests. However, there are
Incomplete request( see" Request Form'.
specific requirements that all'requests must meet. Below aze reasons a request may notbe appioved.
Not submitted earlp enough for atrangements to be made.
Shee
Does not address the focus of NEP Professional Development Framework( see attached" Cheat
or is not relevant to your position/ department/ SLC.
Dates conflict with school" blackout" dates( i.e. testing, freeze week, before CST, etc).
National Education ParCners, Inc. Professional Development Plan and Calendar Appendix" I"
20
NEPCS
208
NEP
Date Subnutted:
Requested by:_
Self_
Administration_
Dep
q_
SLC Lead,_
District
o,.
Employee#:
DepartmenL
te
boxes&
provide
of
days
of peopie attendin g
total#
total$_
sub daps_______
e.
1e.rlin
firt1e
tt e,,
andAugu. ct
auan that brrdgetary con. r iona! De elopment np nrtunitie,r during the month.r of une ,u f'rtraintf mak Pmfe. befnre
d' r'
tn und A, rubmu rnn
tbe mnnth ofJune ir tcnmmend
Please checic off the steps below to indicate completion of the task.
in this PD opportunity.
o
I have informed my Department Chait, SLC Lead Teacher, or immediate supervisor ofmyinterest
Dept. Chair/
SLC I, ead/
SupeYVisor signature:
an administrator's signature on this fortn as this will be taken care afafter you receive approval.
National Education partn
Ifsub covexage is needed, I have completed AND attached a Classroom Coverage Fortn(s) for each attending staffinember( avaiLable in the main office). You do not need
209
by attending this P.D. opportunity. Any request should address at least two of the four areas, ex:
PD FSLRs: # 2,# 4; Single Plan: BH Strategies# 4,# 5) PD ESLRs:
professional development opportunity includes the responsibility of bringing back infotmation/ ideas to Bell High School. Identify how you plan to share the information leamed at this PD opportunity with your colleagues. Indicate what group of colleagues pou will share the
infortnation with and when you eacpect to present this information
Who:
Explain how this PD oppomuiity addresses the areas you selected above. Part of attending a
When:
By
si.
gning below I
am
am expected
to
share
information& om this PD
opportunity with my colleagues. I also understand that paid tirne is available for planning the implementation of new ideas and strategies into the classroom. Each person who attends this conference has the opportunity to arrange with their admuustratof to receive paid time to meet with
other staff inembers after school or off-track in ordex to plan how to put to use the information/ strategies gained at the confexence.
Signature:
STAT'US:
Approved:
DATE RECIVED:
Denied:
x
Dept Chair/
SI.0 Lead/
Supervisor
signatiue
PL1I1Cipal' s Signature
Narional Education Parmers, Inc. Professional Development Plan and Calendar Appendix" I"
22
NEPCS
210
App:end x J
National Education Partners I nc.
Recrustment Plan
Vision: National Education Parmers (NEP) seeks to establish an extraordinary elementary for d
and middle school o
p tion
neighborhood schools. The new school will provide its students with an academic
environment that leads to rapid core- skill development and the internalizarion of important, positive lifelong values. The students, families, and staff inembers of NEP will work
together harmoniously to create a culture in which all constituents enthusiastically strive for
excellence and achievement in the short term. Students will graduate from the school with
achieve their full potential.
the knowledge, skills, and strength of character to succeed on the path to college and to
where students develop the academic skills, intellectual habits and character traits necessary
to maximize their potential in high school, college and the global matket We'll serve
students and families in most economically disadvantaged neighborhoods and wherever the
achievement gap currently persists. NEP will ensure that its students acquire the knowledge,
skills, and strength of character necessary to succeed on the path to middle school, high
school and college and to achieve their full potentiaL
Values That Are Relevatit to This Plan: We value open and honest communication.
We value the health, safety and welfare of our students, parents, community and staff.
fitness and extracurricular activities in a technologically-enriched environmenL We value teachers who teach by example, principals who lead by example and
support staff who serve by example.
We value teaching and learning that integrate academics, fine arts, health, physical
leaming communities.
We value the commitment and contributions of all members of our diverse school
patents, community and staff.
212
Outcomes
1 0
Strategy/ Activity
Update and
maintain
a
Y ies )
ns'
Recruitment
ble
Accountabilih'
Measures
HaM copy of
nen recruitrnent
e
1. 1 NEP has
implemented a
recruitrnent pian to
meet our
Human
recruitment plan
Resources
pe
nt
term
Pian
recruitment
practices.
Recruitment Committee
Continue to host
and attend'
Human
ources
b fairs
Event flyers
interest In
employment opportunities
to recruit
su p
DePartment .
Registration
pe
Ongoing
Recruitment Committee
Agendas
Referrals
indicated on
aPP
tions
other educationai
institutions to
recruit certified
teachers and
professionals and
to marfcetNEP:
Continue to attend
out-of-state events, as appropriate and
teachers and
professionals and
to market IVEP.
1. 3 NEP uses
materiais
and
Continue to
resources to
develop
Pu
and/ or
ase
showcase the
school and
materials
and
displays that
Materials Displays
Jab p stin 9 s
Ongoing
depict NEP as an
attractive place to
Wo
market it to prospective
effectively
Committee
em lo ees.
1. 4 NEP offers
intemship and
mentorshi P
Maintain
teacher
and
enhance student
Academic
S
Listing
of
programs
intemship
participants
nt
Ongoing
pepa
that are
program
pa
beneficial to
n
mutually
and mentorship
programs with
colleges.
a
Human Resources
Hiring tist
Referrals
Department
Offer mentorship
p
em
indicated on
A
ns
yrams to current
s aspirin
Feedback from
213
poten6af job
candidates to the
to pursue other
opportuni es w thm
partici p ants
schooL
NEP.
Offer the Step to Success
Agendas
UP
mentorship
program to
Mentorship
program to student teachers to promote NEP and
1. 5 NEP
encourages
employee referrals
Provide employees .
a
District Employees
Referrals
to
assist with
and encourage
indicated on Applications
recruitment
them to
with
it
family
friends
to
members,
who
a
and acquaintances
may
wish
I.
6 NEP applies
pad'
ces
Successful
enhance and
maintain the
technology
methods to attract
Website
Ongoing
Referrals
School' s
and
indicated on
R
highly effective
employees.
Website
recruitrnent
sections in order to
market
itrnent
APP
tians
Ommittee
NEP
T Department
'
and
appeat to potential
applicants.
interview system)
Operations Department
q
emic s
Advertisements
Referrals indicated on
Develop
and
maintain social
networking
media to market NEP and to appeal
to patential
applicants.
.
Departrnent
e
Applications
E-mail
correspondence
Department
Promote job
openings and
Agendas
reasons to
Membership list
NEPCS
214
work at
NEP
via
Minutes
aPP
aPPlicant
information that is
relevant to the position and useful
to NR who reviews
apptications.
1. 7 NEP builds
positive
Human
R
OUrces
nt
Referrals
representatives
Ongoing
NEP' s
efforts.
from colleges
and
recruiting
other eduqtional
institutions,
employment
Recruitment Committee
a encies, etc.
1. 8 NEP
establishes
an
active recruitrnent
Human Resources
ent
Agendas
committee to review
and update
Membership list
.
recruitment plans,
needs and
uitment mittee
Minutes
prac6ces, both
2. 0 Selection
2. 1 NEP utilizes effec4ve applicant
Continue to
screenin
perforrn
initial application
to
potential
screening
methods to
successfully identify
potential job
candidates.
determine
Determine active
and inactive
applications
esentation
materials
Ongoing
candidates and to
dismiss ineligible
candidates.
Executive
De p artment
Train supervisors in
Sign- in sheets
I
techniques to
when
identify
potential candidates
screening
applications.
Application
Revise
screenin
screening resutts
215
school administrator
interview practices to
screen potential
Human Resources
Candidate rating
candidates.
Department
pepartrnent Heads
recap focm
Interview question
sheets in
2013- Ongoing
consistency
Gontinue to develop and refine an interview
quesGon
database
from
Academy/ SLC
Leaders
Webpage pr
which .
interviev content
IT Department
interview Panei
apprapriate response
criteria have been
consistenf interview
practices throughout
NEP.
Continue to document
appropriate interview
panel practices to
promote consistent
testing
to assess
practices
Human
CBT samples
Resources
Deparbnent
.
2013- Ongoing
potentiai candidates'
skills and
knowfedge
knowledge levels
candidates for
of
in
complex areas.
Executive
pe
rtment
designated
positions.
Writing assignment
samples
216
Ex pa nd t he applicatan
Presentation
assignment samples
S
ning systems
research
information
Continue to administer
presentation
assignments to assess
candidates for
teacher screening
systems
Develop and
intemal reference check form and procedures for intemal hirinq.
an
further screen
candidates based their previous
on
implement
Numan
Resources
pa nt
Intemal reference
check form
employment
itment
Extemal reference
check form
behaviors.
Committee
Review
e
current
extemal reference
IT Departrnent
Reference checks
Web pages
R
P arched opdons
implement the
form.
revised
recommendations
supervisors that
Monitor reference
check and separation
af em lo ment forms
217
submitted by
supervisors.
Allow:applicants to
attach letters of
recommenda on to
their online
apPlicaUons.
Continue to request
criminal
history
on
the
NEP employment
aPPiication, and
Badcground check
invoices
Ongoing
newly hired
employees are
free of
perform criminal
background checks of
candidates for hire.
all
Fingerprint check
invoices
criminal convictions
and aloohol- and
selected
drug- free.
q{
S
9ement
Continue to
all
perfoRn
fingerprint checks of
newiy hired
employees who do not
Drug screening
invoices
Acknowledgmenf
forms
Continue to perform
ConUnue to
materials
require
and
the screening
and
Human Resources
Ongoing
pertaining to
pepartrne t
Equal Employment
Opportunity
inquiries.
isor.
a support
Schedule
for newly
staff orientation
session once each
month
hired empbyees to
Human Resources
Department
Presentation
materials
Ongoing
facilitate their
successful
to orient
classified .
transition
into employment
newly hired
employees.
Agendas
peputy Chief
Academic Officer
Sign- in sheets
Instruction
orientation for
218
Continue,to provide an
administrators.
training programs
p oY
s.
Innovation
epartment
and-
-.
BEGIt roster
Agendas
lune 2014-
for
mp ementation
Ongoing
teaching
Academic& Programs
Sign- in sheets
experience.
Department
Offer employees
Graduation lists
Rosters
tratning opportunities
to enhance their skills,
knowledge
and
Presenta6on
materials
productivity.
Continue to
provide
Handouts
Forms
updates
and
reminders to
employees
regarding
Training videos
Job descriptions
a
Continue to
provide
co11
on
forms
Mobilize designated
NEP personnel to
coach empbyees
regarding best
practices and methods
to successtuny meet
their'
3. 3 NEP trains
ob ex
tations.
all .
Department
Heads/ Academy/ SLC
Continue to train
All
Leaders
and
Departments
Presentation
aterials
Ongoing
Handouts
FQ
s
supervisors to be
successful
leaders.
Sign- in sheets
Continue to train all NEP supervisors to effectivelY apPly approved employee discipline protocols.
Provide leadership_
training for all
NEP supervisors.
NEP su ervisors.
Review
and revise
NEP
establishes
NEp
current evaluation
rve
mmmee
agendas
Ongoing
promote expected
systems to remain
compliant, promote
growth and
Human
'
performance
and
behaviors.
expectations,
recognize employees
and ensure
Committee minutes
Goveming Board minutes indicating
approval of
that
recommended
empioyed
by NEP.
aluation processes
Gareming' Board
of
Commissioners
Evaluation
instruments
Supervisors
Evaluation
NEP
Provide updated
evaluator
Empbyees
guidelines
training
to
supervisors.
Presentatian
materials
Ensure that
are
all
Handouts
Forms
employee evalua6ons
completed
according to protocol.
Sign- in sheets
Copies of
evaluations
Information sheets
regarding Web- based
s stems
220
Examples of reporis generated by Web4. 2 NEP administers employee discipiine to change negative
d s stems
, q NEp
Presentation
materials
behaviors
or,
if
Departments
g peN1
Ongoing
necessary, to remove
s who do emptoyee. not meet the NEP' s
Handouts
Continue to
administer
Human
behavioral
expectabons.
Forms
S 9n-in sheets
Resources Department
necessary and
according to approved .
rotocol.:
Goveming
Human Resources
Board .
4. 3 NEP promotes
of Commissioners
Copies of discipline
safety in the
woricplace.
Develop
a
and maintain
Safety
Manual
safety
manual
Department
.
of procedures that
promote a safe work
Handouts
Materials
enviconment
Maintenance
Workptace
of
training foremployees in the application of safety practices within the work environment
Continue
regular
injury/illness reports
W Ilness
meetings of
the NEP
.
Committee
Human
Membership list
Agendas
Ongoing
NEP.
Resources Department
List of programs
Handouts
Devebp
and maintain
effective wetlness
programs for employees.
Materials
Workplace
injury/ illness
s
Communicate
productive cufture
promotes a
Human
Presentation
erials
productive culture,
Resources
Dep artment
Ongoing
expectations to
empbyees.
all
Interest- based
Negotiations
Request feedback
from
all
Survey resufts
Committee
employees
regarding workin9
conditions of their work lace.
4. 6 NEP provides competitive health
Administration Supervisors
Continue to
seek
NEP Executive
competitive health
Health benefits
plan
Ongoing
NEPCS
221
benefits for
empbyees.
Human
Resources Department
Heafth benefrts
comparisons
Goveming
Board
Continue to
competitive
seek
Committee Executive
De
ompensation
mparisons
rtment
Ongoing
compensation
employees.
and
recruitment and
retention of effective
salary increases
for
Human
empbyees.
Resources Department.
Goveming Board
of
Salary schedules
Board approvals
Commissioners .
4. 8 NEP recognizes
celebrates the contributions of
members of the NEP communit Y in an
and
Director Extemal
of
Notes
on requests
and fulfillmenk
.
Ongoing
Administrative
ongoing, consistent,
appropriate manner.
Leadership Team
support
Award nominations
Continue to
Principals
employment
policies and
laws.
All De p artments
ReY1
pfOC
Ongoing
i
Evaluation samples
Discipline samples
Continue
to provide
Preserrtation
materials
NEP-wide compliance
with empbyment
Handouts
Forms
6. 0 S
Si n- in sheets
Continue to track
and .
6. 1 NEP
operationalizes the
monitor employee
Human Resources
sting
r
of empbyee
uirements
Ongoing
222
equitable
of
distribution
certification,
other
highly
Departments
Supervisor Academic Services Departmer t
most
highly effective
are placed
pertinent
Certification listing
empbyees
into
positions/ beations
where the need is
empioyee credentials.
Encourage employees
to receive
greatest.
additional
'
an
adopted reduction in
force
qdministration
Reduction in force
and a
layoff
RIF Committee
Human Re urces
listing
aYaff listing
Applicable rubrics
Ongoing
I
I
retention
Department
AdminisUation
excess
Excess listing
On g oin g
needed, which
facilitates
of
Excess
mm
placement
the
most effective
employees
into
positions/ Iocations
Applicable rubrics
6. 4 NEP
an
administers
Implement
a protocol
employee transfer process to facilitate empbyee placements thaf best meet the needs of NEP
Administratlon
Human Resources
partmeM
Personnel Action
Request Form
Ongoing
transfers to promote
effective p acement of personnel.
Applications
Institute involuntary
employee transfers, as needed, to effeetuate appropriate placement
of
rsonnel.
NEPCS
223
NEPCS
224
Appendix K
School Safe
2014- 201 5
Committee
P1an
Board of Commissioners
Dr. Kirk Gaddy, Chairperson
Sylvia P. Simms
Deputy ChiefExecutive
YusufJackson
cer
CfilefSchool&
NEPCS
225
Introduction
and
Statemen to f
Commitment
NEP recognizes the existence of the possibility of a hostile attack, sabotage, or other violent action, as well as disaster/ crisis resulting ftom 6re, nacutal causes, or acts of school violence. Because of the reality of such an event and the state of the world today, NEP's Faculty, Staff, Students, Parents, and community leaders are committed to providing the safest environment possible. We have prepazed the Plan& Procedure for Crisis Management/ Pte. wention to provide a framework in
which the school can plan for and perfomi its respective emergency functions during school crisis situations. It is further designed to assist the staff in following the procedure with the greatest
possible speed and safety. Regardless of the prescribed procedures, uaining, and instruction, we
management
acknowledge that the sound judgment of the administration and staff is an integral part of safety
NEPCS
226
Em ergency
Supp
es and
Location
maybe useful
Emergeary supplies and first aid supplies are necessaty when a disaster ofany nature occurs. Supplies will be housed in a storage area in the main office. The following lists contain items that duting a crisis of varying types.
EMERGENCY Candles Blankets Matches Bottled Water Flashlights Paper Towels Batteries Wet Wipes
Tweezers Bandages
O The school provides parents with a yearly susvey in order for them to have
Results are used to evaluate and revise the existing safety plan. The school counselor affords students the opportunity to provide feedback regarding school clixnate.
Student/ Faculty/ Staff Records
NEPCS
227
1Cilt10IIS
0 Records clearly idenrify petsons authorized to pick up the student in the absence of
parent/ guardian. Copies of court ordezs relevant to the children are on file in the school offcce.
O Procedures requite that records and idenufication be checked prior to release of student to any
person (e.g., check photo identificarion upon check-out).
If computerized records are unavailable, records are alphabetized by grade level so that information can be located quickly. O Staff/ faculty records meet the satne qualificarions noted for student records. 0 Back-up copies of student/ staff records are kept at an alternate site off campus.
Discipline Plan
O The Code of Conduct booklet is disseminated to each child/ pazent each year. A signed nouce of
receipt is kept on,file in each child' s homeroom.
O Parents are awaze of the discipline plan and their supporting role.
0 The plan is consistently and fairly enforced for all students.
O All faculty/ staff are visble throughout the school day to support the discipline plan.
Conflict Resolution/ Peer Mediation/ Mentoring Programs
0 The middle school students will provide our students with mentors.
The school counselor and teachers instcuct students on conflict resolution and problem solving.
Alcohol/ Drug/ Violence Programs Alcohol/ drug/ violence prevention progtams are integrated into subject azeas.
0 Areas of safety have been identified and taught using the Health Course of Study.
0 A school nurse is employed to assist with the medical/ health needs of our students.
Visitor Access Control
beside the office azea. Visitois are unmediately recognized and they are given a visitor's badge to
0 Procedures for visitor idenufication aze in place. All visitors enter the ftont doors to the building
National Education Partners, Inc. School Safety Plan Appendix" K"
4
NEPCS
228
R' earBadges are clearlp identifiable, comtnercially made, and cannot be duplicated. Visitors are not classes they have from 0 Procedures for school visitation are covered in the school handbook and in the teacher handbook. Signs are posted on all doors indicating the procedure that visitors must follow upon entering the buitding.
allowed to proceed to
unless
O The visitar procedure is coasistendy and effciendp unplemented. Parents, students, faculty, and
0 Faculty andstaff are alert to identified and non-identified visitors. Faculty and staff follow a procedute in place for identifying strangers or unidentified visito=s in the building or on school Ifdisruption is anticipated, visitors are escorted out and away from the building and the local police department and/ or school resource officer are notified.
First Aid/ CPR/ Heimlich/ Blood Borne Pathogens Procedures and Equipment
fire department personnel.
Training for CPR/ Heimlich procedures is available:to all personnel by the school nurse or local
Memorandums, announcements, counselor and principal visits are ways that problems are
Bus/ Car rider Safety
Training for emergency evacuations occurs ftequendy throughout the year. Training the faculty O Staff and students are informed of current problems in and around the school as they occur.
w}uch to load and unload. The procedures are described at Orientation, beginning of school packets, and teacher handbook.
D Adult monitors ride on buses for extra assistance as needed.
O Arrival/ departure procedures are designated for each situation. Bus and car=iders each have a designated area to load and unload, a designated time to load and unload, and a speciftc manner in
A suffc,ient number of staff inembers supecvise loading/ unioading procedures. Staff inembers
have a schedule to follow that designates dates to monitor loading and unloading procedures. Nonhomeroom teachers have a designated area to monitor during loading and unloading prceedures daily.
Seats are assigned on the buses as needed.
and included in the School Safety Plan. Drivers aze equipped with cell phones. Home and celt
numbers of bus drivers aze readily available in the office.
Community Assistance
0 Procedures to recall bus drivers to transport students in the event ofan emergency are in place
0 Designated teachers have been trained to drive buses in the event of an emergency.
Narional Education Partners, Inc. School Safety Plan Appendix" K"
5
NEPCS
229
Community Assistance is available and documented in the School Safety Plan.`I'he lc>eal
community/ city/ countypolice and fire departments offer immediate assistance when notified.
0 Students, faculty, and other chaperones on field tdps all wear a specific badge and in most case
the same color/ style T-shirt.
Identification procedures are part of the crisis plan. Teachers have a student roster Tocated in the emergency folder.
D Picture identification is= equired for all students. Pictures are readily available through INOW
computer spstem.
Medical records for students who require medical attention/ medications are kept on file with
teacher, nurse, and administration. The school nurse or trained personnel are xequired to attend field
Principal or Chief of School and Studeat Safety will announce LOCSDOWN RED.
LOCBDOWN RED- MEANS AN ITRUDER/ GLR IMAN IS BELIEVED TO BE IN THE BUILDING AND THERE IS EMINENT
DANGER!
Teachers should lock all'doors and windows. Teachers and students should move away
from the door/ window so they are not visible to the inttuder. If teacher has pertinent information regardiag perpetrator it would be helpful to text administrator ttus information. Everyone will remain in ttvis lockdown mode until an administrator or authorities instruct otherwise. THERE IS A LOCSDOWN CODE USED TO IDENTIFY PERSONNEL
LOCKDOWN YELLOW- There is danger in the immediate NEP School
AND/ OR AUTHURITIES.
campus azea. Thexe witl be a code announced for LOCRDOWN YELLOW by school
administration.
Examples: Uncaptured bank=obber at local bank. The Principal or Cluef of School and Student Safety will announce that on LOCKDOWN YEi.LOW all teachers aeed to close blinds, lock windows, and lock doors to secure classroom. The students can remain in desks as class continnes as normal within the classroom. Students need to stay away from windows and doors. Students must remain in locked/ secured classroom uatil administratot instructs
otherwise.
Lockdown Green- There is a danger in the distant surroundings of NEP School campus.
Past Example: An unarmed escape in the area of the school. There will be a code announced for LOCKDOWN GREEN bp school administration. The Principal or Chief of School and Student
and locked. A regular daily schedule will continue with the EXCEPTION OF NO OUTSIDE
ACTIVITIES. NO CLASS IS TO GO OUTSIDE FOR
Safety will announce that on LOCKDOWN GREEN all outer doors to the building will be secured
National Education Pattners, Inc. School Safety Plan Appendig" K"
6
NEPCS
230
I
I
School employee will contact law enforcement agencies for assistance regarding any thre t.
Signs are posted for visitors to report to the office when entering the schoolbuilding.
B JILDINGS .
TD GROUI DS
SECURITY
s
t
0 Automated fire alatm system is utilized throughout the buildings that can be activated at given 0 e ere a'eather warning alarms are located in the school office to alert school officials in case of a waming.
locations throughout the buildings and can be heazd from all points on the school grounds.
O Intercom is used to alert staff to problems utilizing a specific code system. nly in the case of a power failure, is an air horn used to alert staff to an emergen .Y
dtivewaY s eParates
on
Playground and Playing Area A ro e P p rly maitit taed fence surrounds all p lay areas. A
O The playgtound and equipment is inspected by the P.E. teacher on a monthly basis.
0 All pazking lots and school entrance are properly 2ighted to insure the safety of all visitots and
All hallways axe monitored at all times by faculty, staff and closed circuit camera. O Each c]assroom is labeled outside the door of entry.
A secutity camera system is in place to monitor the school grounds.
Fxits
D All exit doors open to the outside with a panic baz and have a fire exit sign.
NEPCS
231
O Fire extinguishers aze located as per local fire codes determiae and
maintained annually.
0 All science lab equipment and supplies are properly maintained ' O School lunchroom is free of hazards as outlined in local safety codes.
Signs/ Directions to Safety Areas
Security
All keys are secured in a locked cabinet easily accessible. 0 All recoids are maintained in a secure location daily. 0 Security cameras are used to monitor the school grounds, hallways, certain unidentified azeas and
COMMUNICATIONS
The existing intercom system permits communication to all roorns inside the school building and
D Fire/ severe weather alartn procedures are in place and cover all buildings and school areas.
Procedures and diagrams aze posted in all locations of the school.
Alarms can be heazd in all areas of the school.
backup if power failure occurs. If the electronic alarms will not sound, there is a manual system that
can be used.
O There is a back-up procedure for alarms due to power failure. Electronic aLznns use a battery
A private line other than the published school number(s) is available for emergencies and known
only to administrative personnel. Walkie-talkie will be available to personnel at all times.
O A sufficient number of computers, lap top computers, fax, and e-mail capabilities are available to
serve emergencies. Batteries are kept charged and on hand
O School personnel uses disttict automated messenger system to send paxents advanced notices
when school is to dismiss earlier than normal.
0 Battery powered bullhoms are available to use inside and outside the building at any time.
NEPCS
232
O Severe weathet evacuation:charts are updated posted, and reviewed witli all the staff/ stadents.
Weather drills are pracriced on a regular basis.
0 There are distinctive codes for fire/ weather alarms and other designated emergencies.
comtnunity.
Early dismissal procedures are developed and distributed to students, staff, parents, and the
O Evacuation plans/ codes include methods for managiug students with disabilities and or students
Communication/ telephone charts for all staff developed/ communicated for all types of
Conununity evacuation plans that include the school/ students are shazed with all staff/ students.
SUPERVISION OF STUDENTS
written and distdbutcd through the Staff Handbook and revised on a yearly basis. When it becomes necessaxy for a teacher to leave the room, a neighbor teacher is consulted and
supervises uutil the classroom teacher returns. No students are left unattended.
restroom or on errands to office have an approved pass.
cameras.
Responsibilities are assigned to school personnel regazding the supervision of students. Rules are
D Teachers when going to PE/ library/ computer lab classes supervise classes. Students going to
Classes are monitored while moving from one area to another by school personnel and security
All areas ( hallways, play azeas, classrooms, labs, early dismissals, cafeterias, restroom, and
to school and/ or their parents. Items included are nametags, medical records, and telephone
numbers of parents at work and/ or home.
emergencies.
There are specific rules goveming fieid trips that include permission slips and students returning
0 Teachers cazry emergenry student information and class lists when leaving the classmorn for
A substitute folder is provided for each classroom/ teacher with all re]ate information regarding
D Written duty rosters are provided for all pessonnel and posted in the hallway outside teacher
National Education Patmers, Inc. School Safety Plan Appendix" I'
9
NEPCS
233
faauliarized with the Crisis Plan at this time. Monthly drills are required in regatd to fire. Toznado
drills are mandated periodically throughout the school year. Students aze rrained in the correct
procedures for both of these potential dangezs. Bus drivers will conduct emergenry evacuation drills
twice yeaxly for students who ride the bus. Volunteers and parents are infortned that a Crisis Plan is
on file in the school office.
The Chief Executive Officer and Chief Academic Officer will be notified immediately.
NEP' s Director
of
Communications&
Stud
reviewing vital infom ation with the Chief Fxecutive Officer, Chief Academic Officer, Principal and
Chief of School
and
t Safety.
1. The library media center or the ftont of the school building will be used as the designated azea for
2. The principal witl be the primary spokesperson for the media only after speaking with the Chief Executive Officer.
3. School personnel will emphasize to parents and staff that they have the right to refuse speaking to the media.
Extracurricular Activities
Venue
Venue Equipment or Supplies CJ Practice venue is equipped with an AED.
School buses used for extracurticulat evrnts aze equipped with two-way radios. Drivers or school
personnel requesting the use of the buses aze aLso requited to have a celtulu phone.
NEPCS
234
No organization is allowed to use the venue without prior appmval of the p=incipal and proof of access to the Safety plan thathas been developed by each individual or organization requesting nse of the practice venue.
imtnediate or access to the Emergency Medical Manual' that has been provided'by each individual organizarion requesting use of theTreatment practice venue.
accessindividual to the Emergency Procedurea foruse Miscellaneous Incidents each or organization requesting of the practice venue. that has been provided by
Emergency First-Aid/ Trauma Kit _
0 No organization is allowed to use the venue without prior approval of the principal and proofof
D No organizauon is allowed to use the venue without pxior approval of the principal and proofof
requesting use of the venue will provide evidence of adequate first-aid or trauma kits.
StaffTraining and CertiScation
immediate access to a well equipped{ tst azd or ttauma kit,provided by each individual or organizarion, is requued. 0 Before the principal grants approval of access to the practice venue, the iadividual or organizatio .
Before approval of access to the practice venue is granted by the principal, evidence of and
organization.
following an incident that involved violence and/ or injury to the school, central office, and their
Individuals or organizations requesting use of the venue are responsible fot acquiring first_aid Individuals or organizations requesting use of the venue aze responsible for acquiring CpR training and certification. 0 Individuals or organizations requesting use of the venue are responsible for reporting procedures
training and certification.
D Befo=e the use of invasive medical treahnent is administered, legally prescribed written orders
personal cellular phones and a listing of applicable phone numbers. The school keeps a listing of students assigned to bus. Each student is required to weaz identification while on the trip. Safety procedures ofeach the venue will be followed.
SAC
Student information is cazried by teachers on any trips away from school on any trips away from school campus. This includes medical information, pazental contact numbers, etc. Teachers catry
principal or designee will be responsible for implementing the safety the safety plan during these
Management/ Prevention, will be followed. Parents will be informed yeatly ofour plan and encouraged to follow in event of a crisis.
Extended Day
School Advisory Council/ Organization meetings are held periodically on the school campus. The
meetings. The plan for that azea of the campus, as listed in the Plan and Procedure for Crisis
235
Students attending Extended Day will follow the Crisis Prevention Plan designed for that area of the
school. The Chief Innovation Officerwill be responsible for knowing,practicing and implementing
the plan with these students. The Chief Innovation Officer has emergenry information on every
student The Chief Innovation Officer has phone access and emergenry information on every
student
Special Activides
Field Day, Fall Festival, Spring Fling, etc.) Specaal activities aze sometimes held on school campus outside of school hours. The Community
the priticipal.
Engagement coordinator will be responsible for implementation of the safety plan in the absence of
Community Activitiea
Any community member reserving a porcion of the school campus for activities will be responsible
for becoming familiar with the safety plan for that designated area. At the time of ieserving the facility, the princ,ipal or Community Engagement coordinator will piovide the safety plan.
Recovery
After the Crisis: The Role of the Principal, Counselor, and
Teachers
Principal
D Support response efforts and be available for media. 0 Be visible, available, and supportive to empower staff.
postponement is necessaty. 0 Communicate with central office admirustration and other affected schools
arrangements.
O Provide direction for teachers to alter the curriculum. Specifically, consider testing, if
0 When appropriate, contact family of the deceased and inform staff and students about funeral
Locate counseling assistance by checking community resources, and system" Crisis Plan." Provide individual and group counseling. 0 Coordinate and teet support staff inembers and then take them to their assigned location. Contact pazents of affected students with suggestions for support and further referrals. 0 When appropriate, follow the schedule of the deceased and visit classrooms of close friends. Support the faculty and provide counseling as needed.
O Review and distribute open-ended questions to assist teacheis with classroom discussion.
National Education Parmers, Inc. School Safety Plan Apprndix" K"
12
NEPCS
236
0 When applicable, assign a counselor or responsible adult to follow the deceased student's
Artange routine for the masses ofpazents who will pick up their children eaxly. O Ensure that students who are closest to the victitns are picked up by parents at schooL
student emorions.
the crisis.
When appropriate, norify bus drivers of the victims in order for them to adjust and be aware of
When appropriate, notify feeder school so they can prepare siblings and other students regard'uig
Teacher's Role
0 Identify students who need counseling and refer to building support personnel. O Provide acrivities to reduce trauma, such as attwork, music, and writing. 0 Alter the cutriculutn as needed
O Discuss funeral procedures when appropriate.
D Be cazeful ofthe use ofTV broadcasts ia the cL ssroom. Live newscasts can be trautnati2ing.
Lead classroom discussions, when wazranted, that focus on helping students to cope-with losr Recognize and honor the various religious beliefs that may help the students to cope.
D Know how to get assistance from other professionals should the need arise.
Prioritized Procedures
Fire
The fire drill shall requi=e complete evacuation of the main building and portable classrooms. The fire alarm will sound to notify occupants in the building that an evacuation is needed. In event of a power failure, a bullhorn will be used.
A fire drill evacuation plan is posted in all rooms.
At least one fire drill will be held at the school each month that school is in session.
All exit doors will remain uniocked from the inside and clear of obstrucrions at all times.
Fire Drill Procedure:
2. Students will be instructed by teachers to quickly and quiedy leave the building in an orderly 3. Teacheis will class to rollthe once students aze in a safeatarea to ensure all are present. Any missing student must be take reported school's administration once.
manner.
4. The emergenry response team will check all areas of the building to ensure all students aze in the 5. The receptionist designated areas. and bookkeeper will take the hard copy of the student information sheets to the
designated azeas.
NEPCS
237
6. No one will be allowed to re-enter the building or portables uatil the all clear signal is given by the
administtation.
Fire in the Building Procedure: 1. The Chicago Fire Department will be called immediatelq by office personneL 2. Students will be evacuated immediately with the use of the fire alattn.
3. The Chief Execurive Officer's office will be notified.
6. Teachezs will call roll to ensure all students aze accounted for and alert administration if any
student is missing.
7. Teachers will reassure students of their safety and keep them out of harm's way.
8. If a parent, friend, or relarive axuves and wants to check out a child, the teacher will refer to the
early dismissal form for each student in emergency folder.' The form states who is allowed to check
about who is allowed to pick up a child, the teacher or a team member will call home. Once approved, the person checking out the child will sign the check out form in the teacher's emergenry
folder.
the child out in case of emergency. The Emergencq Team will assist teachers. If there is any question
Students who are in the lunchroom, libraty, ar 2-4 computer lab will be taken by the persontiel in
chazge aaci evacuated out the back doors to the football field azea. Resource personnel will assist in getting kids to their homeroom teacher.
homeroom teacher.
Students in P.E. will be taken by the P.E. teachers to the playground azea and aze to be met by the
Severe Weather
Agenry to pass along infornnation to our school through email, phone calls and fax. Severe weather is monitored bq our school with television updates and the Internet site
accuweather.com.
In case of potential severe weather, NEP will remain in contact with the Emergenry Management
All students and faculty are moved inside the main building when possible bad weather is
A severe weather drill is done periodically throughout the school year and documented.
Severe weather drills aze posted in all azeas of the schooL
failed
Severe weather dnills will be announced over the intercom system or bullhom if the power has
3. Students will fozm a single file line quickIy and quieting and leave the classroom in an orderly fashion.
4. Students will assutne the severe weather dtill position by facing the wall in the designated azea and
covering their head
NEPCS
238
5. Teachers
will ensure
for
admui strarion.
an y missing
child to the
6. Teachers will remain with their ciass until the threat ofbad weather has passed and the
7. Ifa pazent, ftiend, or relative anives and wants to check out a child, the teacher will refer to the early dismissal fortn for each student This fortn states who is allowed to check the child out in case of emergency. Emergenc,' Teatn will assist teachers. If there is any question about who is allowed to
Entichment classes during a severe weather threa charge and evacuated to a secure location. Homeroom teachers must meet students at that location
and call mll as soon as possible.
Students who aze in the lunchroom, library, or 2-4 computer labs will be taken by the personnel in
Students in P.E. will be taken by the P.E. teachexs to a secure azea near the gymnasium and are to
Teachers will take roll to account for all students. Teachers wiIl notify administration ofany Students their head. will assutne severe weather position by facing the wall in the designated azea and coveting
student unaccounted for.
Resource Personnel will assist students in getting to their severe weather location.
Teachers will rema,in with theiz class until the threat of bad weather has passed and the
If a paren friend, or relative artives and wants to check out a chiid, the teacher will refer to the early dismissal form for each student. This form states who is allowed to
question about who is allowed to pick up a child, the teacher or a team member will call home.
emergency folder.
check the child out in case of emergenry. Emergency Team will assist teachers. If there is any
Once approved, the person checking out the child will sign the check out form in the teachei's
Needs Unit).
Severe Weather Plan Considerations for those with special needs( Multi-
sound( loud warning alerts) might be a concern for some. Thus, teacher will prepaze students in
The teacher will help prepare students in advance for safety drills recognizing that sensitivity to
Spec,ial Education Teacher and Aides will assist in helping students to evacuate the classroom.
Severe Weather Plan
Utility Emergency In case of a utiliry emergenry( electrical power failure, gas leakage, or water main break), the
following procedure will be put into action.
Power Failure:
I
I!,
K"
15
NEPCS
239
Power failure in a classroom or one azea of the building will be reported immediately to the
adminisnation.
All equipment that might be damaged by a power su=ge when the electxicity is restored mast be
tumed off or unplugged
Administtation will gaive notice to employees of the next steps that aze to be taken.
Gas Leak: '
A gas leak must be considered a top-priority emergencq situation. An administtator must be norified immediately. The build'uig wt71 be evacuated using the fire dtill plan. The administrarion will contact the uti ity company. ,
NEP' s Chief Executive Officer and Chief Academic Officer will be notified.
Water Main Brealc
Bomb Threat
Should a bomb threat be made over the telephone, the individual who answered the call must keep
the caller on the line as long as possible and write down as much information as they can. The
exact time; d'escription of the caller's voice, and axiy details about the actual bomb should be
documented. '
Once the caller hangs up the receiver, the individual who answered the call should immediately dial
k69 to see if they can retrieve the phone number& om which the call was xnade. Administtation
KSweep In Place"
NEP' s Chief Executive Officer and Chief Academic Offcer` s office will be notified of the situation.
After the call has been made, the administration will call 911 to report the incident and then norify
Office staff will make sure call tracing method* 69 is implemented.
Administrator will announce LOCKDOWN YELLOW for SWEEP of Building. Resource Personnel may be asked to assist authorities in sweeping the building foi suspicious
packages/ situation.
Teachers and students will remain in locked classroom until further instructed.
Bomb Threat" Sweep and Evacuate" If Administrator announces" Sweep and Evacuate" that means teachers and students will leave
according to fire exit plans.
NEPCS
240
missing student
Teachers must call roll to ensure all students aze accounted for and norify offrce personnel of any
Principal and the Chief of School and Student Safety may remain with authorities and assist in
In order for a child to be checked out by anpone duting a bomb threat, the authorities will fitst
have to give permission. Once permission is granted, refer to the early dismissal form for each student This form states who is allowed to check the child out in case of emergenry. The
Emergency Team will assist teachess. If there is any question about who is allowed to pick up a the teacher
child,"
or a team member will call
home.
I
I
Intruder
Signs aze posted at the school entrance requesting that all visitors stop at the front office to receive a
visitor's pass. Teachess aze asked to monitor hallways as they aze moving from azea to area and
escort anpone without a pass to the office.
Irate person:
If the irate person is in the office or hallway, the administration will attempt to calm the pexson or
ask them to move outside the building.
If the irate person refuses to calrn down, local police will be called by the office staff to assist
administration.
Should the irate parent enter the building through the middle school or lunchroom and cause a
Armed Individual( with or without hostages)
RED.
scene in the classmom, the teacher must alert the adaiinisttation by using emergenry ca11 button.
Teachers will be alerted over the intercom system that our building be placed in LOCKDOWN
Teachers should lock classroom doors and windows( close blinds). If possible, bazricade door.
Move students away from the door and windows so they are not visible to the inttuder. Make sure all students aze accounted fo=in your classroom. If you have regarding the perpettator
call 911 with the information. If a child is out of yout room( bathtoom break,etc.) text the child's
Police Officezs will have conuol over when pazents can pick children up. Senerio: What if you wimess a hostile enteting the classroom across from your room and he starts shooting?
Press Emergency Office Button for help as you aze securing the childreq hiding them away from
window and doors. Depending on the situation, it might be safez to call on your cell as you have the
ability to whisper or use text
The office will call 911. However, it may be that you have more infoanation on the gunman's activity, and physical description. In this case, keep the police or dispatcher on the line until first responders artives. This allows you to provide any additional inforniation.
Remain in LOCKDOWN RED until administration or police state that the atea is secure.
NEPCS
241
Should gunshots be directed toward the school's campus from a moving vehicle or aa individual
outside the building.
Procedure when outdoors:
Shooting/ Weapo
Remain still until you aze positive the perpetrator is gone or you aze directed to move.
including:
After the incadent, teachers and students must write dawn all details that can be rcmembered
Make of vehicle Color of vehicle
Direction in which the vehicle traveled Number of persons seen in the vehicle
License
Specific characteristics of the people seen in the vehicle such as race, sex, and approximate age the
number of
vehicle
The pnncipal will announce that teachers aze to take students to the azea in the hallway for severe
Teachers will be instructed to tum off all air conditioners or heaters and close all vents.
The janitor will be instructed to close off aIl main vents, air, etc.
building.
Any students and personnel on the playground or in portables will be brought inside the maui
All entrance doors and windows will be closed isnmediately. Authorities and the NEP's Chief Fxecutive Officer and Chief Academic Officer will be notified.
Procedure for stopping a Sght:
call button.
Fighting
or
Riots
If the fight begins inside the classroom and the teacher needs assistance, she will use emergency Personnel will be speak loudly and let the patticipants know that the behavior should stop unmediately.
they see and demand that they step away.
Other teachers should assist if they hear or see an incident occurting, If students began to gather at the scene, personnel should specifically ca11 the names of students
Teachers should yell for help if they the fight persists and especially ifweapons are iavolved.
accusations towazd those who were fighting.
Once students aze separated, teachers should not use further confrantational behavior bp making
National Education Partners, Inc. School Safety Plan Appendix" K"
18
Students should be removed from the azea and taken as quickly as possible to the office.
NEPCS
242
A11 persoanel are encouraged to be sensitive to the emotional climate of the campus and attempt In the event of a riot inside the building, the fire evacuarion p]an will be followed to rexnove students from the building Students will retnain outside until the ptincipal directs them that it is safe In the event ofa riot outside of the building, the lockdown procedures will be put into place to keep students safe from ha.un.
to diffuse any possible eruption of problems.
to retum.
I'rincipal ar Cluef of School and Student Safety at a predetermined site for information.
Office staff will norify NEP's ChiefAcademic Officer.
Iaw enforcement will be norified of the disturbance and meet with the
Vandalism
IfDo a break-in or vandalisin is discovered in the building, the following steps should be taken: not touch anything.
Alext
administtation
Administration will ditect faculty as to where c.lasses should be moved until an investigation and Personnel must provide administration and police with a detailed list ofinventoty. Administration will review data collected by the camera system and relay information to police. Complete police forms.
Air Disas ters
followed:
In the event of an air disaster in close proximity of the school the following procedutes will be
The school will go in to lockdown mode.
All students/ teachers in portables arill be brought in to the main building and any students on the
The NEP's Chief Executive Officer and Chief Academic Officer's office will be notified.
Principals at all schools will work together to keep students from hum by discussing options at
Ifnecessary, an evacuation of all students and personnel will be conducted In this case,
administtation would be responsible for alerting the uansportation department or the schools ttansportation provider.
243
Lost/
Runaway Students
If it is suspected that a child is lost or has iunaway ftom school, the following procedures will be followed:
The teacher should notify the administration immediately of the situation.
with the,bus driver, through attendance records, and by checking the sign out shee
checking records.
Administration will detertnine if the student came to school for any part ofthe ciay by checking
Office personnel will make an all-call on the intercom for the child while administration is
A designee will be assigned to check all azeas of the school such as resttooms, gymnasium, libraty,
Security camera film will be used if teacher verifies that the student was on campus.
An attempt to nodfy parents or guardians will be made if the child is not fouad on campus.
followed:
If sudden ciamage to the school's structure occurs, the following steps should be
Administration should be notified.
If conditions pose a threat to students or personnel, occupants must be evacuated from the
Administtation will contact necessary assistance: police, fire departtnent, parainedics, etc.
The superintendent will be contacted in order to make a decision about closing the schooL
REMOTE EVACUATION and FAMILY REUIVIFICATION
This type of evacuation is used for any situation in which students and staff need to be moved to a
Principal and Chief Academic Officer will decide if remote evacuation plan is to be activated.
that
we evacuate
to
Principal will request that law enforcement officials dispatch uniformed personnel if necessazy. Principal or designee will norify Crisis Team Members.
Administration will make an announcement by Automated SchoolCast System, Public Address System, Email, Text Messages and other practical means to notify families. All faculty and staff will assist students in loading the buses for evacuation.
Teacher will take emergenry notebook and call roll prior to buses departing.
National Education Parcners, Inc. School Safety Plan Appendix" K"
20
NEPCS
244
I
il
Hostage/
Bidnapping:
Any insttuctions given by the person holding the hostage will be followed to ensure the safety of
The situation should not be resolved using any type of force.
The captor should be informed ofinedical needs of the hostage if there are any,
Administration will be responsible for the following
Law enforcement should be notified immediately.
11ll pexsonnel involved should be observant and Cry to remember everpttung that is done or heard.
The principal will norify the ChiefAcademic Officer. Keep evexyone as calm as possible.
enforcement arrives.
Administrators will attempt to communicate calmly with the indiviauals for demands untii law
Tum the situation and any details rhat have been document over to authorities. If a kidnapping takes place on school property:
be notified.
Wimesses will provide anp information that can be remembered, including a description of the
Sexual Assault/ Neglect
school counselo=, admiaistratioq police, and the Department of Public Welfare Resources( DpV.
Reporting of any form of sexual assault or neglect is mandatory. Any suspected or known student neglect, physical abuse, or sexual abuse must be reported to the
1. Student' s natne, birth date, address, phone number, parent/ guazdian's natne 2. Name of anyone suspected of abusing the child
3. Nature and extent of the abuse
Anp school personnel reporting suspected assault or neglect of a child in good faith is provided with
civil and criminal itnmunity.
NEPCS
245
In the event of a rail crisis that affects the school, the Chief Executive Officer will have the final
local authorities to keep students safe. In a case where the school must be closed, the process will be
the same as for inclement weather. In case of a rail crisis that affects our transpoxtation, the princ, ipal will contact the Chief Executive Officer and transportation supervisor in order to reroute our buses.
decision on whether the school will stay in session. The Chief Executive Officer will be advised by
Altexnate routes can be mapped out to ensure safery of all students and personnel.
The school community will do everything possible to prevent this most tragic form of death.
Personnel will be alert to any student who appears tabe severely troubled or depressed.
Any personnel that is aware a student has threatened or hinted at suicide must get that infotmation
to the counselor or administrarion at once.
student through this difficult time.
The counselo=or adtninistration will contact pazents/ guardians and outside assistance to help the
Do provide individual and gtoup counseling to assist students and personnel in coping with the
If counselors from azea school aze not enough, the administration will seek further assistance ftom
outside agencies.
Death:
School administration and personnel should contact the family and offer the school's support.
what has hap ened. Response to the psychological needs of both staff and students as soon as
possible is the best prevention for the development of posttraumatic stress.
Should this tragic event occur, the administration and counselor must meet iaimediately to review
Support should be extended to the family of the deceased. Family members must be asked pemvssion to share information with the students and staff.Allow the family to provide the information they want shared with others.
the student's or family' s privary.
Ask family members if they object to students and staff attending the funeral sezvices. Relay infortnation to the students in factual way, careful to avoid breaching
Students should be told of the death in a small group setting, not in an assembly. Allow students to
Let students know that there aze individual counselors who will talk with them one on one if
Allow attendance for the funeral ifit is during the school day.
NEPCS
246
the injury and to decide if the parent needs to check the chitd out of schooL
Development& Huxnau Resources.
Each student and staffinember has an eemergencp informahon sheet with emergencg contacts listed. All the in{ormation is listed in STI on the computer and the office and teacher have a hard copy of the form. Ifthe injury is not life threatening to the student, the parent will be called by the nurse to discuss
the extent of the injuty and make the decision on whether paramedics are called,
The school nurse will see students o=staff who are injured on catnPus.' The nurse will d
eterm ne
forms for the doctor to fiIl out and norify NEp's Deputy.GhiefOperating Officer for Talent
If the injury is sustained by a staffinember, tlze administrator will provide On TheJob Injury
Students are only allowed to attend offcampus ttips if they have a'permission slip signed by a
given permission.
I'eachers must provide the office with a list of students and adults on each bus before departure. Students and adults must ride their pa.rticular bus to and itom the event Students may not switch buses or ride home with parents unless there are extenuating circumstances and the principal has
In the event of a crisis while away from campus, a teacher wi11 notify the school and the administration itnmediately.
If needed, the administtation will leave campus and go to the scene.
Students will wear identificarion stickers and school uniforms for the duration ofthe trip.
Drug Prevention/ Distribution of Medications
Drugs:
Use, possession, and/ or sate of tobacco products is violarion-and will result in an out of school suspension or alternative school placement. The sale, purchase, use ofprescribed/ non-prescribed drugs, rllegal drugs, or alcohol is a Violation and law enforcement must be noti6ed. The Student Code of Conduct Disciplinary Sanctions list siac specific steps that must be taken in the event that a Violation is committed. The decision to initiate disciplinars, action and/ or criminal charges against a student shall include a review and consideration of the student's exceptional status, if applicable.
Medications:
NEP prohibits all persons (students, staff,visitors) from using tobacco products on school property.
iegulations:
If circumstances require that a child must take medications during the school day, the school nurse or trained medication assistant shall admiuister the medication in compliance with the following
Written instructions, signed by the parent/ guardian and physician will be required and shall include
Prescription medications MUST be authorized by a physician and have physician's orders for the
the child's name, name of inedication, purpose of inedication, time to administer, dosage, and possible side effects.
nurse to follow.
Over the counter medications must have parent authorization and the medication must be
National Educat on Parmers, Inc. School Safety pian Appendia' I{
23
NEPCS
247
Medications
must
be in
their o
The nurse will keep a record of inedicines that are administered with date, time, and name of
medicine. The nuxse or trained medical assistant will initial that the medication was given.
The parent/ guardian of the child must assume responsibility for infor riing the nurse ofany
changes in the cluld's health or change in medication. Any changes in medication will require a new
doctor' s order.
Students should never transport medication to schooL It is the responsibility of the parent. If the
parent/ guardian is unable to deliver the medication to the school, a bus driver can deliver the
medicarion as a last resort. The nurse will count and receipt any narcotics brought in by a bus driver.
Students will never be sent home from school with medications. An adult must come to the school
to retrieve medications. All medications leEt at the school during the summer months will be destroyed by the nurse and witnessed by an administrator. No medications will be held until the next
school year.
In the event of an emergency, the school nurse will keep emergency medication( insulin, diastat,
glucagons, inhalers, etc.) on her person until the crisis has been resolved shoulda studenLbe in need.
Principal shall have the authority to exclude any student or staff inember with a communicable disease or parasite known to spread by any fortn of casual contact from school for a period of time
as may be presaibed by the Deparnnent of Public Health. In all cases, a statement of clearance from the Deparmnent of Public Health or a physician shall be
required before the st dent or staff inember may re- enter the school. All persons privileged with any medicai information that pertains to students or staff inembers shall be requited to tteat all proceedings, discussions, and documents as confidenriai information.
Irtespective of the disease presence, routine procedures shall be used and adequate sanitation
facilities will be available for handling blood or body fluids within the school setting.
NEPCS
248
Appendix L
NEPCS
249
Rofa
Chlei Executive Olflcer
201415
1
t
2015- 16
1 1
1
2018- 17
1
1
2017- 18
1
1
1 1
2018- 19
1
1
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Chfei Academ
1 Oiflcer
1
1
Chiei Flnanclal$
Chlef
Operatlrg
1
1 1
1 1 1
1
Irmovatlon O
oi Govt
1
1
1
1
1
1
1
Chief
8 Canm. Relal
Otflcet
far
Dep.
tor
Talent
Development 8 HR
_
. .. 1
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tnstltutlon
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oi
0
and
1
1
1
1
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of
Special Educatlon
Supportive Servicea
MaFlcetlng,
Promotlons 8 Recniitrnent
Coordlnator-(Part-time)
Ri
iPa
Chief InnovaUon OMcer
1 1
1 1
Deputy
School 8 Student
Sefety
1 1
1 1 4
Corporatlon Counsei
1
2
1
2 43 1
1
2
T
Teachers
3
43 2
43
1
43
1
43 2
Nurse
5
7
5
7
5 7
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ty-(
Part-
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Pe
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3
3
3
3
3
3
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NEPCS
250
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NEPCS
251
NEPCS
252
Appendix M
NEPCS
253
and
Planning-
8/ 12 - 3/ 13
Develop
Formal Plan
and
Charter Application- 4/ 13 - 8/ 13 4
Recruit Students
and
Sta.ff- 10/ 13 - 7/
Facility Inspections-
8/ 13 - 4/ 14
and
Equipment- 3/ 14 - 7/ 14
Appoint
Faculty
and
Administration- 5/ 14 - 7/ 14
National Education Partners, Inc. StartUp Plan& Time Table Appendix` 2vI"
2
NEPCS
254
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NEPCS
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NEPCS
260
General
a
SP
Nic
Advanced
Advanced Proftdent
GomPetenql
Ablli tY to Analyze '
e"
.
Teacheranahries
clasuoom and
u
Profldent
Unacceptable, Imp
M
Assessmeht
Teacheranalyzes
classroom and schoo
assessrr ent results! n ways that are
Teacheranatyzes
c
Teacher
inconsisiently
thorou g h N
a
ae
as
her
Y never u_
Results-
assessment
results in ways
sment
increase
exem P la Y in the
es
resut s to
understand
that are
undentandingof
siudent
assessmentrewits
understanding of
and
mnovaUve
tn the
leamirtg
to understand
student progress
and
student
learnin B
in
student progre
highly effective
understanding
student
of
needs and
the time.
and learning
needs.
accordar ce with
best
learning
needs.
practices almost aA
Iearning
of the time.
time__
Assessment
Analysls of
Teacher provides
Teacher provides
fair, accurate,
constructive,
and
Auessment
falr, accurate,
construcUve, and
7eacher provtdes
fatr, accurate,
constructive,
and
Teacher
Teacher rarely
never provides
inconsfstently
provtdes fair,
accurate construtt( ve, and/
or
timely feedback
to students on their progress all
timely feedback to
students on tbelr progress! n accordance with
timely feedback
Umely, faFr,
a urate, and
to
students on their
constructive
the tlme.
Umely feedback
best
feedback to
the time.
to studer ts on
their progress.
n dents on th
progress.
of the time.
Assessmenf
Approprlateness
of
Teacher takes
7eacher takes
responsibility for
student
w orks
Response tc
Teacher takes
respons3bility for
siudent
all
Wa
Teacher
Assessment
Resuhs
failure
and
failure
and
Teacher rarelyi
never takes ful
inconsistently
takes fuN
res Po nslbii
the tlme
to res Po nd to
responsibility b
rtY for student failure.
the students'
innovatively to
respond to ihe
Iearning
student
failure,
learning
needs
in
allowing large
numbers of
allowing large
numbers of
students to fall.
the time.
students'
students to faii
learning needs.
of the time.
and/ or lowerin
expettations tc
Checking for
Teacher adeptly,
Teacher
uses a
easily.
Understanding
7eacher
checWn 8
uses
Teacher
efficienily,
and
samplfng of checktng
for understanding
techniques to
monitor siudent
for
Teacher rarely
never employs
frequently uses a
varie tY of
inconsistently uses
checWn g for
understanding
techniques to
monRor student
checking for
understandirtg
techniques to
monitor student
undersianding
techniques to
Iearning in
accordance with
leaming
best
understanding
and moves
almost all of
the ttme.
innovative h
monitor student
learnin B .
forward witho
monitoring
student
of the time.
learning
Ltme.
all
the
understanding.
Classroom
assessments are
Assessment
Gassroom
Classroom
assessments are inr
vatfve
Auessmenu
Classroom
assessments cover
skili and content
Classroom
assessments
Classroom
asseuments
exempiary; they
cover al! sktlf and
models
for
Inconsisten uY
cover
rarely/ never a
material as outlined
the
skill and
measuring
conteM materia! as
Iinked to the sM
and content
in the curriculum
content materia!
student
all the
leaming
outltned
in the
almost a8
almost all
of the
as outl3ned
in the
material
Lime
currkulum
of the
t{me.
cuMculum.
outlined in th
cuMculum.
time.
g;
I
National Education Parmets, Inc. Teacher Evaluation Plan Appe
NEPCS
262
General Area
Advancedaroflcient'
Advanoed Hk Coinpetency.: .
ProfldeM
SI
r
Needs
Unacceptable
lmprovemeM
Teacher
uses
Assessment .
QuesUoning
Teacher
higher
Teacher
uses
Teacher
innovatively
uses
orderthinking
questions to
higher order
Teacher rarely/
never uses higher
higher
inconsistently
uses
thinking
:
questbns
higher
order
thinking
push
effettNety push
student
order thinking
questions to push
to push student
questtons to
order thinkin 8
questions to
thinking in
with best
aN of
rigorously
student
accordance
student thinking.
push student
practices almost
the
thinkfng all
time.
thlnking.
the time.
Classroom ,
Managementw
A6ilfty
to
Teacher
Teacher recognizes
the need to refocus
ciass and
a
Teacher
recognizes the
need
Refocus a
Classroomz'
w,.
7eacher
(
a
inravatively,
efficienty, and
posltively_
refocuses
a
Teacher rarely/
never recognixes
when a class
nconsistenily
recognizes the
works to do
with.
to refocus
saiaaccordance
class and
does
sa
need ta .
refacus a class
needs to be
refocused.
class when
the time.
time.
siudents move
off
task
or
lose
escalate.
concentretion
lassroom.
Classroom>
Cuhure,:
Schoo!
rules,
School
Schoot
rules,
Management ,
School
rules,
values, and
and behaviors
Teacher rarely/
never enforces
nor emphasizes
school rules,
valuer,and
values, and
behaviors
are
clearly enforced
emphasized in
behaviors
are
behaviors
are
innovatively
enforced and emphastxed ail
enforced and
enforced and
empbasked
acwrdance
wfth
best
emphasized
almost all of the
values, and
inconsistently.
Classroom
routlnes are
behaviors.
qass
oom
The ctasuoom
runs
Managemer t
Procedures
Itke
Routines are
efficiently
and irt
efffciently
clockwork and
all
rare N/ never
inconsistently
efficlent,
students
executed, causing
a lack of flow in
the class.
seem
to procedures
almost aN of the
routinized to
a11 procedures
causing
lack
of flow in the
classroom.
the time.
tfine.
qassroom
Management
Classroom
Tone
The tone
of
The tone
of
the
efficien,
The tone
of
the
The tone
of
the
clasxoom is
The tone of
classroom is
classroom
is
classroom is
cbssroom is
innovatively
effkient,
respectful, and
positive
efficlent,
inconsistently
efflcient,
respectful, and positive,
in
rarely/ never
efficient,
respectfi l, and
positive almost atl
of
respectful, and
po; t,
the
the ttme.
tlme.
the tlme.
Classroom
Dealing with
Challenging,
Sltuatlons
and
Teacher deals
aPProP atery
and
Teacher deais in
an
Teacher deals in
an
Management
Teacher
Teacher rarely/
never deals with
an
Innovativeiy
appropriate
with chaUen g in g
hallen g i
inconsfstently
deals in
a ppropriate
situatbns
wa Y with
challenB in B
and students
Students
situationsand
in
chaNenging
situationsand
students
u wkhout
accordartce with
best
situations and
students atmost
ali of
way
with
d,,,
st
proceas
pract3ces almost a! I of
challenging
siivatlons and students.
kamfng
all
the time.
appropriatery.
the time.
the Ume.
NEPCS
263
Advsncad: '
a
Advanced ..,.
Profldent
PtofklerK
Neeeb. .
y
Unaccepqbte
M
Compete
Classroom
ManagemeM
11
Relatlonships
Teacher
Teacher
with5tud` ents
9nnovatively creates a
cGmate
of
addresses
studerKs
Teacher addresses
a :
VTeacher
inconsistently
a
Teacher rarely/
neveraddresses
in
students
in
addresses
students
siudents in a
a
respectful
and
respectFul
and
in
professbnal
manner.
pring in the
professional
manneralmost
professional
classrao,m, by
K: ;:
professbnal
manner
manner.
addreuing
studentsl in a
tn
aA of the tlme.
aaordance
respettfu! and
positive way
wfth best
practices
aU the Gme.
ahnost ail of
the time.
Classroom
anageme
Student.
In
a lesson,
bsk and
a! i
In
alesson,
are-
In a
lesson,
In a lesson,
students
are-
'
In a lesson,
Engagement--,
students
on
are
students
on
students are
rarely/ never consistently on
task in
inconsistently
on
there are
slde
no
accordance
task.
wfth best
practtces
almost aN of
conversations
at
al! Umes.
the time.
Classroom
Student.:'`
If a student
moves
If
studeM
If a student
The teacher
7he teacher
rarely/ never
notkes off-task
RAanagemeM= . Engagement
off
moves off
task, teacher
task, teacher
immediatey
and
Immediately '
addresses
behavior.
the
off-task
innovativey
addresses
student
in
behavior.
the
accordance
a! I of the time.
student a4
with' best
practkes
ihe time,
always using
the least
invasive form
of
interventbn
and without
major
adjustments
to the pace of
irutruttion.
Classroom ,
Transltlons
Hailway
transitions
are an
Hallway
transltbns
are smooth,
HalMrey
transitions
are
qufet, smooth,
Hallway
transitions
are
Hallway transitions
are rarely/ never
silent and effkient.
ManagemeM
innovative
model of silent
and effklent
Mconsistently
silent and
eff' rcient.
almost a! I of the
in accordarxe
aN
Ume.
efficiency
the time.
with best
practkes
almost all of
the time.
NEPCS
264
unkulum ,.
Oifferendating.
instnicdon:=
Teacher
Teacher
makes
Teacher
innovatively
makes
Teacher rerety/
never makes
lnconslstenUy
makes
necessary
cunkulum
necessary
curriculum
necessary
currkulum
modlflcations
curriculum
modifkations
forstudents
wiih specfal
modifications
for studenis
with speciai
modificaUons for
students with
modifkatbns
for students
for students
4
with special
needslrt
special needs.
of the tfine.
needs.
accordance
with best
practices
aimost all of
time.
the tlme.
NEPCS
265
General
Area
SP
Advanced
Adranced
ProfldeM
Profldent
N eds.:
UnaccepqWe.. ,
Campete cy ..;
improirement '
Currlculum.
Lesson Designa
Mastery
objectives are
studentceMered,
Mastery
objectives are :
student-
Masiery
objectives a
student-
Mastery e
' objectives are:
Mastery objecWes
are:rarey/ never
M.
centered,
'
centered,
studer
measurable,
attainabie,
and
meawrable,
attafnabie,
and
measurable,
centered,
attalnable,
and"
meawrable,
attainabie, and
chalienging.
chailenging almost
ail of
chalienging
the time.
all
chailenging in
accordance
the time.
challenging.
w . ,_ ..
with best
practices_ _._ .
almost ail ot
the time.
Curriculum
lesson MateHals
Student
maierials are
Student
materials are rigorous,
StudeM
materiak are
Student
matenals are
Student materials
are rarely/, never
igorous,
attractive, error-
innovatively
rtgorous,
attract(ve, error-free,
rigorous,
attractive,
inconslstentiy
rlgorous, attractive,
attractive,
error free, and conducive
error-free, and
conducive to
error-free,
and
andconduclve
to high- quality
work ail the
tohigh-
higtrquality
work almosi ali of
quality
work
conducive to
tn accordance
wtth
the time.
high-quality
work.
time.
best
the time.
CuRkulum
Lesson
Leuons
cleariy
with
are
Lessons are
aligned with
Leuons
are
Lessons are
Planning
aiigned
aligned with
the
inconsistentiy
aligned
the content
and skill
the content
and skfll
wiih
obJectives
tbe content
and skill
that are
outiined in the
obJectives
objecNves in
that are
outiined in
the cvrriculum
aimost ail of
objettives
cuMculum ail
that are
outiined in
the
currkulum.
the Ume.
the
the time.
curricutum in
accordance
with best
practices aimost ail of
the time.
Instruction
Clas; room
Teacher
creates and
updates
Teacher
creaies and
updates
TeacF
er
Teacher
Environment
Teacher rarely/
never aeates and
creates artd
updates
inconsistenty
creates and
updates
updates bulleth
innovaUve
builetin board
boards and
visuai
builetin boards
and
visual
displays
dispiays
and
instructional
to support
to wpport
displays
leamfng.
NEPCS
266
and
student
'
student
to wpport
student
V''
q:
irupirailonal
signage
learning
almost ail of
that
leaming.
wPPort;
wRh best
the time.
student' leaming.
Jnstructionf:
DifferentlaUng,:
instroction "'
Teacher has
Teacher has
developed
system of
a
Teacherbas
developed
a
developed
an
devebped a
consistent
innovative
rystem
system that
of
system
of
differenUattng
instruction to
reach students
inconsistentiy
differeMiates
instruction
differentiatlng
instruction to
J,_ .... ,
V
differeniiating
instrucUon to
reacFi '_
differentiates
instructbn for
studenu. - ` _
a;.;..,...
reach
alt'
aimost
for students:"
studenu.
students in accordance
the tlme.
with best
practices
alnwst ail of
the tlme.
NEPCS
267
General Area.
Speciflc
P
Advanced
l
Advanced ProfldeM'
Profk}ent
Needs
Unacceptabk. ;
ImprovemeM
Teacher
estabilshes,
instructbm
Teacher
servesasan
7eacher
esbbtishes,
communkaies,
and
Teacber
Teacher rarely/
neversuaeedsin
estabiishing, communkating,
Expectatlons;
innovative
modei in
inconsistenty
establishes,
communkates,
and
communtcates,
and
demands high
demands
estabiishing
a
expectaUons for
student
high
expectations
demands
learning,
and
and/ or demanding ,,
high expecWtions
fw student
high
expectatlons
demanding
high
e cpectations
behavior,
qualhy
for
in
student
of work
Iearning,
bebavior, and
quality of
work
leaming, behavfor,
andqualityofwork.
accordancewith
for
siudent
best
practices
learnin&
aimostaltof the
and
aimost ail of
behavior,
quality of
work in a
time.
the time.
variety of
ways.
Instrudbn
Pace
oF
Pace of
Pace
of
Pace
of
Pace of
Instructlon-
Pace of irutructton
instruction is
instruction fs
effkient,
instrocUon ts
efficient,
instruction is
is rarety/ never
efficient, engaging, or urgent.
innovativety
efficient,
inconsistently
and
engaging,
and urgent
and
engaging,
efficient,
engaging,
in
urgent almost
ail of the
engaging, and
urgeM.
accordance with
tlme.
Ume.
best pracUces
aimost ali of the
time.
Instructiorr
StudeM '
Teacher has
Teacber has
Teacher has
devebped
ciassroom
culture where students are
Teacher has
Teacher has
EngagemeM
developed
classroom
developed
developed
classroom
deveioped a
ciassroom cuhure
where studenu are
in
in
the
learning
engaged in the
inconsistendy
engaged in the
ihe
learning
as
actNiry in
accordance with
learning
activity aimost
all of the
leaming activity,
activity,
leaming
activity.
demonstrated
best practices
almost all of the
time.
by their
attentiveness
and
time.
partidpation,
InstnKtion-
Studeni
Teacher
ensures that
all students
Teacher ensures
that studenu
compiete and tum
Teacher
ensures that studenu
Teacher
Woric
Teacher rarey/
never ensures that
inconsistendy
ensures that
students tum
compiete and
in
work,
includirtg
with (
complete and
homework and
dasswork
assigrtments.
tum in a i
work,
homework, in
accordance
tum in
work,
in
work.
nduding
including
homework,
best
practices
homewori5,
almost afl of
NEPCS
268
and thai
ail
ttme.
the Ume.
work is of
high quality.
Professlonal
Development
Opennessio'
7eacher
Teacher
reflects
Feedback';,
3f::
Yy=
irtnovativey
refiects upon
Teacher
Teact er rarely/
never reflects upon
responds
w.
to:
wfth
and responds
f
feedback
openness
tofeed6ack
with
responds
to feedback
whh
in
openness
to
feedback
accordance with
and
aimost
all of
with openness.
openness
V. . , _:_.-.,...
best
practices
the time.
a" good to
great"
tlme.
attitude aU
the time.
NEPCS
269
General Area .
Sl
ecifk "
Advan
ed. .
Advanced
Proflclent
Needs
Competency;
Professbnalism
Unaccepbbie .
PrOfldeM
Teacher
meets
Improvement
Teacher
meets
F,
Teacher meets
Teacher
deadNnes for
iesson
piaru,
deadifnes for
lesscn
plans,
Teacher rarely/
never meets
inconsistenily
meets
progress reports,
and/ or report
deadUnes for
iesson pians,
progress reports,
pians,
progress reports,
and/ or repon
cards
progress reports,
and/ or report
cards aimost all of
deddlines for
lesson
in
with
progress
and/ or re P ort
cards.
accordance
the time.
reports, and/ or
best
practkes
report cards.
Professbnalism-
Attitude -
Teacher' s
relationships with coileagues are
positive and
collaborative in
7eache' s
relatfonships wfth colleagues are
positive and
TeachePs'
relaUonships
with
`"
Teacher' s
relatfonsh)ps with
coileagues are
extremely
posltive,
ooiieagues are
rareiy/ never
positive and
collaborative
almost ail of the
coilaborative, and
generous ail the
inconsistently
positive and
coliaborative.
aaordance with
best practices
almost all of the time.
coileborative.
time.
t n' e
Professionalism
Attitude "
Teacher' s
attitude is
posiWe and
Teacher' s
attitude is
respectfui of studenu,
Teacher' s attitude
k respectfui of
students,
Teacher' s
atthude Is
Teacher's
attitude is rarely/
never respectfui
families,
respectful of
studenu,
inconsatently
respectful to
to gudenu
families,
colleagues, and
schooi
students,
famiUes,
coileagues, and school
families, ,
coileagues, and
famiiies,
mlieagues,
and/ or schooi
leaders in
time.
leaders
schoei leaders.
ail
accordance with
the time.
besi practices
almost ali of the
ieaders.
t(me.
Professionalism
Relatlonships
Wnb :
Teacber assumes
Teacher engages
in professional
exchange with
colleagues in accordance wRh
Teacher engages in
professionai
Teacher
innovative
Teacher rarely/
never engages in
profeutonal
Colieagues/
x
leadership among
coileagues,
Inconsistentiy
engages in
exchange
with
colleagues aimost
all of
professbnal
exchange with colleagues.
exchange with
coileagues.
wpporting tbem
and
the time.
engaging in
best
pract; ces
professional
exchange.
Professionalism
Relatlonships
with
7eacher exerts
positive
on
ail
Teacber
positive
on
exerts a
Teacher exeru
positive
Teacher
influence
influence
Teacher rarely/
never exerts a
influence
Colleagues/
inconsistently
exerts a
positive
the erttire
khoo
positive influence
on tbe entire
staff ali the time.
staff
in
accordance whh
time.
influence on
the entire
best practices
almost ail of the
ff.
time.
NEPCS
270
NEPCS
271
Genenl Area
Adv'+nced-
ldvanced
ProfldeM
ProNdent
Needa.
Unaaeptable
lmprovemeM
Teacher communfcaies
with
Professionalism
RelaUonshlps'
with
Teacher
Teacher
communkates
with
Famliles '
Teacher
innovatively
communkates'
witb
inconsistently
communicates
families
communicates with
fam8ies to inform
famUles to
of
famities
inform them
with
familtes to
of
tolnform
them of the
them of the
instructionaP program
and share
the instructfonai
program and
share
inform them
insuuctional program
share
and
the instructionai
program and
share
insiructiona)
program and share
information about
the emottonai and
information
about the emotionai and
social
information
information
about the
emotional and
soclal
of
information
about
about
sociai development of
their students.
the
the_.
emotlonal and
sociai
emotbnai and
e1
development
devebpment of
their students.
deveiopment
of
iheir students
development
of
their
their
students
in
Ume.
students.
accordance
with best
practices
almost all of
the time.
Professionallsm `
Aelatbnshtps
wtthfamilies
Teacher
returns phone
cails
Teacher
returns phone
Teacher returns
phone calls
Teacher
from
wiihin
inconsistentiy
returns phone calls
calis
from
within
from famiifes
within
families
families within 24
hours.
families
24 hours
from families
24 hours
all
24 hours in
accordance
within 24 hours.
the time.
time.
with best
prattices
aimost all of
the time.
Professfonelism
Tlmeilrtess
Teacher is
punctual
Teacher is
punctuai
Teacher is
punctual
school
Teacher is
for
Teacher is rorely/
never punctual for
for
for the
inconsistently
punctual
school
the
school
the
school
day,
for the
day,
scheduled
day,
scheduled
day,
scheduled
classes/ pick-
times,
and/ or
classes/ pick- up
up times,
and/ or
meetings most
of
times, and/ or
meetings.
the time
in
accordance
Ume.
wlth best
practkes
almost ali of
the time.
NEPCS
272
AdvanCed.
Ad
ranted
ProikleM
Needs;;
Proflder t
P ble
improvement
Overaq Scores:
NEPCS
273
NEPCS
274
Acknowied ge men
Date
Principa! Date
1 acknowledge receipt of my compiete, formal evaluation at NEP. I understand that 1 pn submit a written response
Employee Name
Date
275
NEPCS
276
and
Instruction
Date
Principal
Date
1 acknowled 8e recei t
Improvement Pian.
Employee Name
Date
NEPCS
277
NEPCS
278
Appendix O
279
The primary means of transporting students to and from the NEP school campus will be via
busses contracted by the local school district or outside transportation provider. NEP' s Deputy Chief Executive Officer and the Director of the Student Success Center and School Advisory Council will work closely with the school district to ensure that necessary modifications to existing bus routes, if any, will be made in a manner that considers both student safety and
efficiency.
For our extended- day or extended-year program at NEP school campus, attempts will be made to maximize the use' of district-provided transportation. Additional transportation needs will be
satisfied by contracting for services with the district or with one or more of the bussing
contractors in the local azea.
Transportation for_ sporting.events, field.trips, etc. will be performed in a manner that ensures ,--
NEPCS
280
Appendix P
NEPCS
281
Appendix V ( 1 of 5)
F erat..etmdin
Start-', Up Grant
.-...
s:
m
a,
z:,
.::
, ...,.__.... ,.
F ..:.:
0.00
Other( sP
Y)
3'
Ih
Other( specify)
QCaf 4` _ I r-*
a
r, w.
a .._<.:,.
r..
w:,:.:
w _-,::>,<.:,>.<
x:,.
Fundraising
ContribuUons
Local Foundation su rt
s.,,.,, .,...,.,
10,000.
0.00
and
Grant
F.,
0
R.
oa
r-
sorr ea
4 .,.
,_
P ..
r. ,
Lines of Credit
p,pp
0.00
50.00
a70, 000.
Total Revenue
Legal Fees
6, 800.
and
Flat Fee
Flat Fee
Flat Fee
Accounting
Fees
Consulta6on
2,gOp
Fundraising
rintin
Fees
1, 500.
Flat Fee
1, 200.
3,500.
Flat Fee
Flat Fee
Flat Fee
15,000. 2,500.
Staff Stipends
5, 000.00
Supplies
4, 200.0
Equipment
Information
and
Technology
gg,ppp,
Rent Capital
lJtilities
gp,pp
O. pp
0.
5,
Telephone/ Fax
Travel
p,
3,750.6
Other( specify)
Total Revenues
3,500.00 Non-Profit Pa
s71, 750.6
rwork
NEPCS
282
Operating
op
Ma or.
Stud ent
: ,. ,,
_
u.F,
,, - ;
cg
Eriroilment
650
650
50
TeacherSalary
Ratro
127, 000
42, 520 ,
127,000
43,045. 20 :
15. 1. .,
S2udeM/ Teacher
42, 000
15. 1
t27,000
43,575.65'
t5.1:
15. 1
Revequel iom
. ySourres ,..,"
s"""`
'
w.
md
^'
fi
f+ .
s.
C,:- -
isya
la. a
r+ sC3E
w,...,,
7, 022, 821. 00
0. 00
7, 022, 821. 00
$
Federal
EntiUemerrts
0. 00 0.00
0. 00
$ 300,000.00
$ 98, 5p0.pp
265,000.00
80,000.00 0.00
0.00
$ 102,
0. 00
145, 0.
00
$ 72, 000, 00
agency(
spec,
ify)
0. 00
y ,.,
i!ii
0.00
$ 111, OOOAO $ 350 000. 00
0. 00 0.00
0. 00
R., ,<,
.,.,.
50, 000.00
143 000. 00
0.00
175, 000. 00
0. 00 0. 00
f.,
w,
$ 245,000.00
$
502, 000.00
0.00
0.00
Program Fees
Facil+ ties Rental
Ofh
0. 00
R"-,,,. e renue
910, 000. 00
x.
e,-
$ 910, 000. 00
m...,._ _:,
r,
...
$ 910, 000. 0p
a,,
$ 910, 0p0.00
9, 024,821. 00
NEPCS
283
Budget App
Operating
Budget
Five-YearRev
Local '
S
Federal
Other
275,000.00:
$ 850, 000. 00
$ 912, 000:00
a8, 209,821. 00
We do not anticipate any major changes in the revenue source expected during th _
A contingency plans has been made if revenues are not received or are lower than budgeted.
Although we nave attempted m exount br aN ot theme unloreseen expenses bY win9 coneerveYve budget estknates, we M tend co
granl
fwidYg
caMingenry
and surplus
addftlo
al
cP
ea ttiet e
rnx acadeifAc misefon. We have also been coneervaUve In ax eatlmate d how much Privara grant fimdkg we wW be able to sewn pdvate Ioena and lnes af crecNt to enawa that we an meet our Nnandal obllgaNa s. Our Board o( Commissonere Commktee an Ft
conJunctlon wiUi the CFO wW devebD e a9reeeeive debt reGBYman Plan to enswe we oDerete aut ot U e ed.
NEPCS
284
endix: 1 of 3)
nue Detail
o.00 .
a8,15Z, 821. 00
ise,
a w rut w
NEPCS
285
dg.:
ne
nd X r2 of 3
ScfioWA
;.
CEO
230,OU0 00 `` $
m:$
4," flti,)
$ 263,327. 00
Salaries and W
a9es-
Supervisors
Clerical Staff
1,
2,tT $
1? 0,00t? Ot#` $
1,'[
4,54U,Q- $
175; i00
6,
x- $
$ 118, 976.00
192, 610.00
506:85'' 123,735.04
fits
$'
305,Ot' $
434, 570.25
63 Opb: t
$ 22;OOt3:Q0
Off'ce Suppl(es :
EqutpmeM
ir formaGon
and
69,457.50
$
32:OOC?: QO .
30, 000.00
23, 929.20
Q. OQ ..
42;000.00'
Fumiture
O, flOb. O
23 00?, 00
40,OQO. QO $
$ 23, 460: OU'
U. 00'
' $ 2U;QOO: OQ
Technology _
'$
24,407.78
0:00'
Q, O
a:: >_ ..
.:
2, 102, 30:
Z,52, 163.76'
a.
s,.
.
-.
Salaries
and
Wages
940,400.00: $ 2, 037,420. 00
0.00
Salaries
$ 2, 139,291. 00
0. 00 40, b16.88
7each
0. 00
0: 00
$ 38, 587. 50
35, 000. 00
168, 000.00
$
36, 750. 00
fringeBenefits-
Heaithlnsurance
$
$ 173, 040.00
$ 141, 750. 00 $
$ t90, 344. 00
$ 148, 837.50
$
$
Frin9e
199, 861. 20
135, 000. 00
156,279.38
80, 000. 00
84, 000.00
88, 200.00
92,610.00
a2,628,558.45
MshltCt/or a
Contract
Consuitants
Y. ..., ..
M.
0. 00`
100,000. 00
50 000.00
0.00
50 000.00
0.00
50,000.00
0. 00
35 000. 00
50, 000.00
0.00
36,
0.00
37, 131. 50
52, 020.00
Professional Development
Special Education
Q, pp
38 245.45
0.00
a51, 000.00
26,000. 00
13, 200.00
53, 060.40
29, 500.00
24,000.00
6, 000. 00 175, 000.00 0.00
27,000.00 15,400.00
50,000.00 p.pp
97,200. 00
SuppliesRNaterials- Instructional
Classroom Fumiture
Equ ment- Instnicxional T
OO
17,400.Q0
50,000.00
50,000.00
p. p
110, 000. 00
Informapon
Technology
and
99.2pp.pp
0.00
14, 000. 00
Repairs
5, 000.00
Computer Suppiies
u
13, 200. 00
14, 520.00
15,972.00
18,576.36
371, 954.20
ry
17, 51d.00
S3T7,960. 00
18,035.30
s366,306. 80
Subtotal Instruct/onal
NEPCS
286
Axoun ng;
Advert+ sing
Pubiic Relation, glMlariceting ,
4,25000
4.46250
8 670,00
12, 444. 00'
4 551. 75
8 843.40
8,500. 00
12,200.00
5,000. 00
4 642.79
9 020.27 __ $
12, 692. 88
10,404. 00
12,946.74
35,462. 10
10,612.08
lnsuranc8-
Vehide
5 250.00
10, 200.00
10, 000. 00
Insurance- Other(
speciry)
_
Membershi
s
90,000.00
94,500.00
10, 20Q. 00,
99,225. 00
10,000.00
4, 5pp.pp 50,000. 00
104, i86.25
1fT; 612.Q8 -
Llcensing,
pues, and
10,404.00
52,020.00
4,590.00
51, 000.00
34,000.00
30, 000. 00 7,500.00
15 000. 00
5. 53,060.40
359.25
35, 700. 00
3Z,485. 00
8, 652.8(}
58,320. 00
31, 200. 00
8,998.91
Telephone
Travel
32,448.00
8,268.75
7, 875,00
i5,750.00
= 300, 161. 50
5. ..
33,745.92
8,682.19' 17,364.38
_
16, 537.50
5311,569.88
x
s288, 950. 00
5323,468.78.
S, OOO. UO
54, 636.35
Custodial Serv(ces
0. 00._.,__- $ 65,000. 00
65 000.00
53,045.00
a50,000.00
10,0OO. OQ
0. 00
23, Wp. pp
8,000.00
10,927.27
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NEP's Mission Is to ensure that its students acquire the knowledge, skills, and strength ofcharacter necessary
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Appendix Q
By-Laws
NEPCS
299
Status.' This organization is a public school chartered by the State of Pennsylvania putsuant to
Pennsylvania Charter School Laws tlie Board ofDirectors is a public enrity aad the members Fiereof are
School'
Iame and Pumose. The name of the oxganization is National Education Parmers Charter School or will be known as NEP Chatter SchooL As set forth its the Chatter, the mission of the
School is to place its students on a successful path to college and instill them with the strength of chatacter
needed to achieve their full life potential.
1. 3 Charter. The name and purposes of the School shall be as set forth in its Charter, as amended from tune to time. The Charter is hereby made a part of these By-Iaws, and the powers of the School and of its Directors and officers, and all matteLS conceming the conduct and regulation of the affairs of the School,
shall be subject to such provisions in regard thereto, if any, as aze set forth in the Charter. In the event of any inconsistency between the Charter and these By-Iaws, the Charter shall be.conttolling. All references in these
By-Iaws to the Charter shall be consttued to mean the Charter as from tune to time amended
1. 4
c ' change
may
the
n. The prindpal office of the School shall be in Haxrisburg, PA: The Chief Eaecurive Officer
location
of
in The State
of
Pennsylvania; provide/
will be reported to the Pennsylvania State Deparnnent of Education and The Harrisburg School Distria
establish other offices and places of business in Pennsylvania orelsewhere.
1. 5
specifying the street address of the new principal office of the SchooL The ChiefExecutive afficer may
'
year of the School shall begin on theust day ofJuly in each year and end on the last day ofJuae in the
following year.
al Year. Eacept as from time to time otherwise detecnuned by the Boatd of the School, the fiscal
Directors shall be, an impression upon paper beacing the name of the School, the date" 2014" and such other
1. 6 Sor orate Seal. The common seal is, and until otherwise ordered and directed by the Boazd of
SECTION 2: Board of Trustees
Eacept as otherwise prohilrited by law, the Charter or these By-Laws, and subject to the additional approval of the local school committee or the superintendent where applicable, the eaclusive powers of the Board of
all the powers of the School, except as otherwise provided by law, by the Chartet or by these By-Laws.
Powers. A Board of Directors shall manage the affairs of the School and shall have and may eaercise
create liens on or secuuty iaterests in the t+ ea1 or personal property of the School,( lu) establish or modify investment
polides,
D'uectors shall include but not be limited to the power to:( i)putchase or sell real property,( u) pledge, assign,
v) appoint or remove the Prindpai,( v) hir from time to time, a Prinapal and/ or a
School Management Organization( SMO), only when presented by the Chief Executive Officer, the Board
responsibilities under the Charter or by law, iacluding without limitation the Board' s responsibilities,(vi)
Corporation Counsel and Chief Financial Officer, nor shall the Boazd assign to any person or party any ofits
shall not delegate its legal or 6d ciary responsibilities to any other person or party with the eaception of the
determine the general polides of the School in accordance with the school's charter and state and federal law, and to see their faithful execation, and( vit) manage the ftnancial affairs of the School in conjunction with the
programs, including the power to borrow and incur indebtedness for the purposes of the School when
Chief Finandal Officer to ensure the School's financial stabilitp and the continued integ ity of its academic
presented with this option by both the CEO and CFO, and to approve its annual operating and capital budgets.
BYI.AWS.' IPPENDIX" Q"
1
NEPCS
300
22 Resnonsibilities Since the Boazd holds the charter from the:state, members of the Baa=d of Directots shall: n comply with all applicaMe laws and reg ilations,( a) ensute that the School is an academic
five. The Ditectots shall be elected in accordance with Section 2.6.
24 Tenn of Office
of '++-
success, organizarionallq viable, faithful to the terms of its chartet, and earns charter renewal. 23 Number of i+ r+, The$ oazd of Director shall consist of no fewer than three and no more than
r rs. A]I Directors shall hold office for five years from the time of their
election or appoiahnent and thereaher untii theit respective successors are chosen and qualified,pmvided that the initiat Board was eiected to and shall serve terms of ftve years to allow for the rotation or retention of of the Directors every five:year. A]so temporaiy board members may be placed on the Board to fill or replace a membei' s seat
Section Z6.
consecvtive five-year terms,provided chat each Director shall be duly elected for each term in accordance with
25 Term I.imits. Directors may be elected to successive terms. Directors may setve up to five
quonun is presen A Dira;tor elected to 6ll an unezpired tecro shall have tenure only to the end of such term. The Boazd of Directors may egercise all their powers notwithstanding the esistence of one or more vacancies in to thethe Board. Vacanaes in any of$ce may be 6lled by the Chief Eaecutive Officer by fortnal nominarion Board.
2.7 ,
nation and
26 Election ofDirector. Director shall be elected or appointed by the CEO at any meeting of the Board of llirector's by the affi:mative vote oftwo-thirds{ 2/ 3) of the Directors present at a meeting aiwhich a
Remov
1. p yD
the Chait of the Boazd or to the CEO's of6ce. Such resignarion shall be effecrive upon receipt uciless it is speci6ed io be effective at some later time. To facilitate the election ofnew Director, the School formally encourages Directors intending to resign or to decline nomination to provide notice of the Directors' intent as much in advance of the annual meeting as possible. Any Director may be removed from office with or without cause by an affixmative vote of twothirds( 2/ 3) of the Director then in office or by the CEO with
opportututy to be heard by the Boazd of Director.
28
O
en
three addidonal Board votes. A Director may be removed for cause only a& er reasonable nouce and an
Meeting-.
be given of the time, date and locarion ofeach meeting and a lisring ofthe topicx the Chait reasonably
time,
or
A1l meetings of the Board, whether regiilar, spedal or annuai, require that notice
as otherwise,(
attticipates will be discussed at the meeting, in accordance with Open Meeting I.aw, as amended& om time to any successor Eacept
statute.
usual or
speciai meeting in place thereof, and any business transacted or elections held at such meeting shall have the same force and effect as iftransacted or held at the annual meeting. Notice of the annual meeting setting forth thelast date, time, and place of any such meeting shall be mailed or emailed to all Tivstees at the Trustees' known business home
or
shall not be a legal holiday. If the annual meeting is not held in the spedfied month, the Directors may hold a
address or email address not
putpose of the executive session, stating all subjects that may be revealed without compromising the purpose for which the executive session was called, and shall have stated whether or not the Board of Director shall reconvene after the egecutive session. Executive sessions may be held only for putposes permitted by law. 29 Ann* a Meetin . The Directors shall meet annually in the month ofJune at the CEO's office of the School, or at such place and at such time as the Board ofDirectors shall determine, except that such date
entered into the minutes, and( d} the Chair( or other person presiding over the meeting shall have dted the
respect to any matter within che Board's jutisdiction shall be open to the public and( u) no executive session shall be held tu til( a) the Board of Director shall have fust convened in an open session for which notice shall have been gaven in accordance with law,( b) a majority of the Directors at such meeting shall have voted to go into eaecutive session,( c) the vote of each Diredor shall have been recorded on a roll call vote and
communication through anp medium, including email) between or among a quorum of the Directors with
less
than seven(
BYLAWS 11PPFNDLX<Q>,
2
NEPCS
301
2.10 Reeular Meetings. Regtilar meetings of the Director may be held without call or notice to the
Directors
Director
at such places and times as the
time to time
who
is
determine; p
provided in Section 2.12 of these By-Laws. The Directors shall hold no fewer than four reg ilar meetings
annually.
the Chair of the Board or by two or more Ditectots. Notice of any special meeting shall be g ven as provided
211 S eaal_Meerin s. Special meetings of the D'uectots may be held at any time and place when called.bp
Chair or the Special Assistant to the Board or, in case of the death, absence, ittcapacity or refusal of the Chair or the Special Assistant to the Board, by the officer or one of the Directots calling the meeting. Such notice
shall be givrn to each Director in person or by telephone, felegr.m, facsimile ttansmission or email sent to
2.12 Notice of Meeting, Public notice of such meetings shall be given as required by law Notice ofthe date, time and place of all regiilar and special meetings of the Directots shall be given to each Director by the
such Director's usual or last lu own business or homeaddress at least twenty-four( 24) hours in advance of the meeting, or by mail addressed to such business ar home'address and postmarked at least forty-eight( 48) hours in advance of the meeting. Eacept as required by law, noricc of any meeting of Directors need not be
given:( i) to any Director who, either before or after the meeting; delivers a written waiver of notice, esecuted
by the Director which is filed with the records of the meetinb, or( n)::to any Director who attends the meeting
and who, either prior to the meeting or at its commencement, fai}s to protest the lack of such notice. Eacept
Directors
as otheravise required by law, the Charter, or these By-Laws, a notice to Directors or waivet of notice by need
not
speafq
the purpose
of
any
regular or
speciai meeting
is
the
amendment or repeal of any provision of the Charter or these By-Laws ot('u) the removal of a Director or an
officer.
2. 13
The Board will maintain a record of every meeting including the date, time and location of
the meeting, the members present or absen a summary of the discussions on each subject, a list of
including votes taken. These records shall comply with the Open Meeting.
who will
documents and other eahibits used at the meeting, and the decisions made and actions taken at the meeting,
214 Board Attendance Policv. The School formallp encourages Directors to attend every meeting of the Boazd ofDirectors. In the event a D'uector cannot attend a meeting he is encouraged to notiCy the pexson be the
running
m. on the
p.
day
of
the
meeting( usually the Chair or Vice Chair of the Boar' of his intended absence by meeting( a" Notified Absence'. A Director will be deemed to have an attendauce
12
proi em if any of the following conditions occur: A) two consecurive un-notified absences; B) Three consecative Notified Absences; or G) Absences of any character which together constitute absence from one-
manners described above, the Chair will bring the matter to the Board for discussion and vote on possible
removal of the Director in accordance with Section 2.7 above.
215 Action at Meetings Recus
2. 15. 1 Quo,
third of the Board meetings in a single fiscal year. If a Director does violate the policy in any one of the three
Votin, g. A majority of the Directors then in office shall constitute a quorum, but a
lesser number may, without further notic adjourn the meeting to any other titne. At any meeting of Directors at which a quorum is present, the vote of a majority of those Directors present shall decide any matter unless the Charter, these By-I.aws or any applicable law requires a different vote. A special majority
2/ 3 vote) is required in, but not limited to, the following circumstances:( i) the election or removal of
By-Laws.
Directors,( u) the alteration of, amendment to or repeal of these By-Laws, and('ut) the adoption of new
NEPCS
302
2.15. 2 Recusal, A
Directots
the
e contract or ttacisaction only wheri the CEO makes contractual re ommen ti o ns to the Board. However,;any common arinterested petson shall recuse himself or herself from an vote regarding
Y
interested Directors may be counted in detet niaing thepresettce ofa quorum at a meeting of the
or of a
relationship,that Ehe Director may have with othet parties iavolved in the transaction. oaunn or
committee thereof which
tertns ofany proposed transaction iavolving the:School with respect to which such Director ma have a confl ict of ofithe nteresL The scltransaction, osure shall inthe cluinterest deall mateti al facts regardi ng the terms of the transaction, the iaterest School in di the oftheDirector in the transacti
authorizes,
approve
or
tor shall prompdy disc]ose to the Board of Directors and the CEO material
answer
factual
Directors
questions
this
Section 2. 15. 2.
Directors; and solely Director. There shall iaitially be a governance committee and a fir ance/ ittnovation
2.16 ComcnitrPe. The Directots may elect orappoint such cotncnittees( which mayinclude individuals whaarenot Directors of[he School) as to timgy_ determine necessazy or advisable, and perinitted by they map from time these
may delegate,
to the estent
law,
the
Charter
or
yer
that
La
uru
committee.
ofall busiaess properly before the meeting shall consist ofa majority of the elected members of such committee. Any commi ttee may, subject to the appraval of he Board ofDirectors, make further ru]es for business. vote of the Board ofDirectors or by rules established by the Boatd of Directors. The members ofaed any by commi ttee shall serve on such comrnittee at
the mnduct of its
At anp mee
am
om
a o
action
However, unless
of
oth
vise P
Directors. Meetings
any
committees
the
ppe
W.
SECTION 3: O cers
3. 1
Officers
a
a.,
t '
Vice Chair,
Z' r
asurer
a Spedal
have
such agenis,
if any
eAssistant& officers of the School shall consist of a Chait of the Board of Directors, a Chief of determine{ Staff to the Board of Directors whic6 isn't.a votin Directors
may
rom time to
as
3.2
also
Directors
at the
and Treasurer becomes vacan the Direaors shall elect a successor,ifany other office becomes vacant, the Di rthe ectots may electChai a successor. Each such successor shalisl hol d of6ce for the unexpi red term anduntil in the case of Chai r , Vice r , and Treasurer untii a successor chosen and qual i 6 ed, or in each case the officer sooner dies, resigns, is removed or becomes disquali6ed,
33
the case
speciai meeting held in lieu thereof, and thereafter zustiI theit respective successors are chosen and qualified, electing
is
speciged
y othe of6cers deemed necessaty or desirable bp the Di r ectors may be el e cted by theD' u ectors atany ti m e. Eacept as otherwise provided by law,the Charter or these Bp-Laws, all officets shall hold office until the ne t anttua] meeting ofthe Directors or the
in
e vote or appoin
lection and Tmeeting u e ye Chair, Vice Chair, Treasurer and C]erk shall be elected annuall Board Dire o n
annual
the
of
ct
rs,
Resignation
of
and
Removal.
the
fg
resignation
of
Chair,
to the
office.An officer may be removed for cause only after reasonable notice and an opportunity to be heard by
the Board of Directors.
Directors map remove anp officer with or without cause by a vote ofa majority of the Directors then in
resignation shall be effective upon receip uniess it is spedfied to be effective at some later time. The
3.4 C air ofthe Board The Dimctors shall elect a Chair ofthe Board ofDirectors. Except as otherwise provi ded by laor w,the thespeaal Chartermeeti or these By-Laws, Chair shalthereafter l hold officunt e unti next annua( meetiand ng of the Directors ng hel d in lieu the thereof,and hisl the successori s chosen
BYL IWS. 1PPENDIX`Q,>
4
NEPCS
303
qualified, unless a shorter term is specified in the vote electing or appointing them. The Chair shall establish
the agenda for all meetir gs of the Board of Directozs in consultation with the CEO and Corporarion Counsel
and, as appropriate in the discretion of the Chair, other members of the Board of Directors. The Chair shall
preside over all meetings of the Board of Directors and shall ha e such other powets as the Board of
Directors shall determine. In the absence of the Chair at any meetings of the Board, the Vice Ghair shall
exercise the rights and perform the function of the Chair.
3S Vice Chair. The Vice Ghair shall assist the Chair in oversee.ing the functions of the Boatd, and shall have such othet powers as the Board of Directors shall determine. In the absence of the Chair af any
meepngs of the Board, the Vice Chair shall egercise the rights and perform' the function of the Ghair.`The
Vice Chair shall have such other poweis and duties as are usually incident to that office and as may be vested in that office by these By-Laws or by the Directors.
3.6 Treasurer. The Treasurer shall oversee the general financial affairs of the School, subject to the
direction and control of the Boazd of Directoxs. The Treasurer shall have such other powers and duties as are
usually incident to that of6ce and as may be vested in that office by these By-Laws or by the Directots.
3.7
series of
Clerk. The Clerk shall record and maintain records of all proceedings of the Directors in a book or
oks kept for that pucpose and shall give such notices of ineetings of Directoxs as are required by
the Charter, these By-l. aws or by law. The Clerk shall have such other powers and duties as aze usually inddent to that office and as may be vested in that office by, these By-I. aws or by the Directots. In the
absence of the'Clerk from any meeting of Directors, a temporary Clerk designated by the person presiding at
the meeting shall perform the duties of the Clerk which is the Special Assistant to the Board
3. 8 Other Officers. Other officers shall have such duties and powers as may be designated from time to time by the Trustees. SECTION 4: Compensation and Personal Liability
41
Com ensation. No Director or officer shall receive any compensation for services rendered as a
Director or officer. Except for reasonable and minimal compensarion for travel and'Board related vwork.
4.2 IVo Personat Liabili p. No Directors or officers of the School shall be petsonally liable for any debt, liability or obligation of the SchooL All persons, corporations or other entities egtending credit to, contracting with, or having any claim against, the School, may look oaly to the funds and property of the School for the payment of any such conbract or claim, or for the payment of any debt, damages, judgment or decree, or of
any money that may otherwise become due or payable to them from the SchooL
SECTION 5: State Conflicts of Iaterest Requirements
5. 1 State ConElicts of Interest Requirements. Directors aze special state employees and must comply
with the requirements of the State Conflicts of Interest Law. Directors shall file annual disclosure statements
6.1 Eaecution of Instnunents. Except as the Directors may generally or in particular cases authorize the
execution thereof ia some other manner, all deeds, leases, transfers, contracts, bonds, notes, checks, drafts
and other obligations made, accepted or endorsed by the School shall be signed by the Chair or by the
Treasurer or by the Clerk and the CEO and CFO of the school.
6.2 Corporate Records. The records of all meetings of Directars, the names and addtesses of the
Directors and officers of the School, and the originals or attested copies of the Charter and the By-Iaws of
the School shall be kept at the principal office of the School, but such corporate records need not all be kept
in the same office.
NEPCS
304
'
SECTION 7: Indemnification
1
or who
l The School
any time
has
setved at
as a
ssibl
e
ittvolved
by
civil, criminal, a:"inproceeding' in which an Indemnified Officer may become by administrative setvingar investigative( having a rapaatg( ril,
reason of
or
judgments, fines, eacise taaes, penalties and setdement payments, reasonably incuned by ar imposed upon such person in connection with any threatened, pending or completed action, suit or proceeding whether
served
ified Officer' inIndeau a capaci ty wi th respect to any employee benefit plan( collectively," Indemnified Of$cers" orindividually, enses and liabihties, including, withoutlimitation, attorneys' fees,
au i
employee or other agent of another organizahon, and each person who map serve orhas served at its request
against all
School, each person who may serve or who has secved at the request of the School as a CEO, officer,
such
such
person
other than
unless a
majority
shall
of the
fiill Board
have acted in good faith in the reasonable beliefthat his ar her action was in the besi inierests ofsuch other organization or in the in best interests ofthe or bene6daries ofsuch employee benefit plan shall be deemed to have acted such mannet withparticipants resPect to the Sc600L
72
pr d below for authorization of indemnification. Anyperson who at the request of the School may setve or has secved aqother organization or aa employee bene6t plan in one or more of the foregoing capacities and who shall
shall
settlement papment
that no Indemni$ indemnificarion shall tiehave provided finally to s`uch Indeiniii6ed Officer witlirespect to any matter as to which proceeding. fo.have breached the Indernnified Of$cer's duty of loyalty xo the School,( u) notto have acted in good faith in the reasonable belief that such Indemnified Officer's action was in the bestinterest of the School,('iit) to have engaged in intendonal misconduct a knowing violation of]aw, or( v) to have engaged in any transaction from which Indemnified Officeror derived improper her
such
proceeding noiun
proceedin;
myider however,
ed
Of6cer
been
adjudicated
in any
the
an
personal(
ne6t;
and
be approved
by
the
School in
e or
ovid
the
ldvance_ Reoa
of the School, include payment by the School ofexpenses, including attorneys' fees, reasonably incurred in defending a upon civil or criminal action or proceeding in ac, ance of Of6cer the final disposition of such action or proceeding, undertaking by
to
indemni6cation
of such
ability
7. 3
the Indemniged Section wMch undertaking may be acc Indemnified Officer to make repaymenL
under this
receipt
of an
such
pa
ted without r
1uth, orizatio,
authorized by be thewholly Schoolprotected, undet thisif Section, and each Director and officer of the School approving such payment shall
i)
the paymeat has been theapproned or ratified( 1) by a majority vote of the Directors who are not at proceeding
by a majority vote of a committee of two or more
e
n) the action is taken in reliance upon the opinion of independent legal counsel( who may be
counsel to the Schoon appointed for the purpose by vote of the Directots in the manner
a majority of the Duedors then in office; ot
Trustees who aze C not at that time parties to the proceeding and are selected for this purpose by b selection Directors w6o are parties may pazticipate); or
B
speafied in clauses( 1) or( 2) of subparagraph( i)or, if that manner is not possible, appointed by
and
iii) the Directors have otherwise acted in accordance with the standard of conducc applied to
v) a courc having jucisdiction shall have approved the payment,
7. 4
Heirs. Executort
hereunder.
beneflt of the heirs, executors and administrators of any Inde:nnified Officet entided to indemrufication
NEPCS
305
affect any rights to indemnification to which School employees, agenis, Directors, officers and other persons may be entided by contract or othecwise under law.
7.5 Non-Eaclusive Riohts. The right of indemnification undet this Section shall be in addition to and not eaclusive of all other rights to which any person may be entided Nothing contained in this Section shall
affects the right of an Indemnified Officer under this Section shall apply to that Indeinnified Of6cer with respect to the acts or omissions of such Indemnified Officet that occurted at any tune prior to such
amendment or repeal, unless such amendment or repeal was voted forby ot was made with the writoen
consent of such Indemnified Oficer.
7.6 Adverse 1lmendments. No amendment or repeal of the provisions of this Section which adversely
7. 7
Em
yees and
gg.
the Directors entitled to vote. The foregoing provisions of this Section 7 shall apply to any indemni6cation of any employee or agent under this Section 7.7. With the eaception of the founding CE0 his heirs and
execuhve appointee( s):
m _ _
agent of the:School to the estent authorized by the Board of Directors by an affiimative vote of a majority of
Poliry to provide for coverage iri the case of personal liability of an Indemnified Officer.
SECTION 8: Staff
7.8 Insurance. The School shall purchase and mainLain a Directors and Officers Liability Insurance
8.1 Staff. Subject to the additional approval of the lceal school committee or the CEO where applicable. the Board shall hire, and have the abi7ity to remove, a Prindpal, who shall oversee the instructional
operations of the SchooL The Principal shall have the duties assigned to them in their employment contract.
SEG"TION 9: Ameadments
9.1 Amendments. These By-Laws may be altered, amended or repealed, or new By-Laws may be adopted, by an affirmative vote of two-thirds( 2/ 3) of all Directors then in office, at any annual meering oF
the meeting that an alteraaon, amendment or repeal of the By-Laws, or that new By-Laws may be' adopted,
SECTION 10: Non-diacriminatioa
sections with the eaception of section 7 tided: Indemnification.
the Directors or special meeting of the Directors; provide howernr, that notice shall be given in the notice of
will be proposed. Amendments to these By-Laws shall become effective immediately on their adoption. All
10. 1
Non-Discrimination In the employment of persons, in the enrollment of students and the condact of its programs, in the appointment of Boazd members, and in the administration of public assemblies,
performances, eahibits and events, the School will not discriminate on the basis of race, color, national origin,
creed, ses, ethnicity, sexual oriencation, mental or physical disability, age, ancestrp, athletic performance, speaal need, or proFiarnry in the English language or a foreign language, and academic achievement
NEPCS
306
Appendix R
E.
NEPCS
307
U C1
7fri C
W'
U U' Ir
S
c,_ l-` 2J Cy
7{ j
J
W
3
fi'C]P WC= C:
QO es
ilf"rJ y
0..
Other items- These are other items you wil! need to submit.
Page
4- 5
Compief@ fhis ey. e if you. child was not encnl/ed.in a Baltimore public school or charter schooL This form
Page 6
Requires all parentsRegal guaniians to provide informaGon to the admitting school r garding any expulsions the child may have had with offenses invoiving a weapon, alcohol or drugs, or for any injury to another person or schoof property.
Page 9
This form is used fo establish emergency contact informapon and identi/y students who have received special education services in the past Additior apy, we must keep health insurance informatia in the event
This form allows us to request records from yow child's school. "Name of sending school" refers to the ! a
e
school your child attended. "Grade" refers fo the grade they are in now.
Page 11
This/ orm must be completed even ifyour child has no serious medicat o health conditions.
Page 12.
Please provide all infonnation tests during cenain grades. requested. Under state law your child is required to get hearing and screening
Page 13
AfEP and the Stafe r quir s that we collect this information so that we can provide English as a Second
Language programs to any eligible student.
Page 14
These forms must be signed by both par ntAegal guardian and student.
Page 15
Separately.
federal, and private grants based on income status of our enrolled students and fo pre-qualify for reduced lunches.
This form is used to co!lect information that wilf aDow us to apply for state,
NEPCS
308
NEPCS
309
2)
Proof of residency (i. e. photo copy of adriver's_license with current address and/ or gas bill,
5)
6)
application.
If you are no longer interested in enrolling at NEP, please call ( 2s7)9os-3990. We will remove your
NEPCS
310
Student Information
M /
F
Flrst Name
MI
Grade student
In 2012:
Clty
State
ilp
Cun'ent Sdtool
Sdtooi Address
QtY
lete both p.
State
Zp
Latlno
Part hvo:
American Indian
or
Alaska Native
Asian
have
a sister or
or
now?
Yes Grade
No
so, what
ow did you t ear about our Informatlon Session? Parent/ Guardian Information
wtn whom dces tne applicant currently rive?( cneuc au a at may apply)
Both Parents _ Both Parents Aitematety_ Special Custodian Cou t Instructions: Yes Mother
No
ly _
Fatl
er
ONy _
ardian _
Foster Parer ts _
pther Adult
Address
E- mail
I
Signature
I cerpfy that
aB
of
Parent/ Guardlan
and
Appiicant
fnfortnatl
provfded in thfs appifqtlon is aaura e. I understand tfiat NEP Charter Scliools pn deny or revoke admission or enroqment if
p
StudeM Signad+ re
Date
NEPCS
311
Charter School
Contact
Person:
Telephone:
( 267) 908-3990
mpridgen
nep.edu
I. Student Information:
Last
First
__
_ _..
.,
..
Name:
Home
Name:
Mi:
Address:
City:
State:
Telephone:
Zip Code:
City:
Date Of Birth:
State:
Age:
Zip Code:
II.
School District of
Residence:
Charter School
Home School
Nonpubfic School
Withdrawal Date From Former School: Was your child receiving special education services
based
IEP?
Yes
No
CER)?
5
Yes
No
NEPCS
312
lii.
Parent/Guardian Information:
Both Parents Legai Both Parents Mother Father
Altemately
Foster Parents
Only
Other Adult
Only
Guardian
Zip Code:
Work Tetephone
Mother's
Address:
C
Name-----------------------------------------------------------------------------------------------------------------------
Home Telephone:
State:
Work Telephone:
Zip Code:
If The Student Is
Guardian' s Name
Name: Address: C'
Or
State:
Zip Code:
page 1 of this form and signifles my request that appropriate school records be forwarded from the school district to the charter school.
Signature of Parent/Guardian:
Date:
My signature on this form indicates my decision to have my child attend the charter school named on
Date
of
Birth:
Other
Electric
Bill
Other
NEPCS
313
Birth
Grade
Address
Telephone Number Please comalete the followinq:
i
hereby swear or
is not
affirm
that my child
was
was not
is
presently suspended or expelled from any public or private school of this State or
any other state for an ad or offense involving weapons, aicohol or drugs, or for the willful infliction of
injury# o another person or for any act of violence committed on school property. I make this statement
subject to the penalties of any applicable State Law, relating#o unswom falsification to authorities,'and the facts contained herein are true and correct to the best of my knowledge, information and belief.
comalete
If this student has been or is presentiv susuended or exaelled from school, alease
Name of the school from which student was suspended or expelled:
Dates
of sus pe nsi on
or expulsion:
Please provide addiUonal schools and dates of expulsion or suspension on badc of this sheet)
Reason for suspension/expulsion:
Parent/Guardia n Signature
Date
POLICIES AND PROCEDURES REGARDING STUDENT EDUCATION RECORDS AND THE RIGHTS OF PARENTS AND
lpplication for fldmissions lppendix` R"
NEPCS
314
information:regarding its exceptional and protected handicappec! students in accordance with the family Educational Rights and PrivacyAct of.1974( FERPA) and other disability Federal and stateJaws.
are not limited ta Personallv IdeM
NEP or by an entity acting for NEP. For all studer ts, NEP requires educational records that include, but
w
Educa4onal records mean those records that are directly,related to the student that are maintained by
confidential information that includes, but is not limited to, the student's name, name: of parents and other family members, the address of the student or the student's family and able.. other information or :personal characteristics that would make the student's idendty easil} ident :. . . _ . _
considered
able
lnformation
student's name, address, telephone number, date and place of bi th, major fields of study, participation in officially recognized activities and sports, weight and height of inembers of atMetic teams, datesattended. of attendance, degrees and awarcJs received, and the most recent previous school or institution
not entitled
Directory information may be released without parent orstudent consent. Parerrts or students have the right to ask the agency to designate any or aU of the studenYs information as directory information. However, NEP parent or student consent before disclosing ident able information to anyone to itmust obtain law. (
under
Note: a student can take the place of a parent to release information if the
attending
a
secondary institution.)
communication. They understand and agree in writing to the activity and they understand that consent is mandatory before NEP may disclose identifiable ir formation to anyone not entitled to it under law and may be revoked at any time.
Parents have the right to inspect
due
process and review
has been fully informed regarding the actual required consent, in their native language or normal mode of
request to inspect andbut review educational records without unnecessary delayhas regarding an IEP or any in hearing, than thirty days the
no case more
request
of
the records.
Parents
exercising their right to inspect and review the records. representative to inspect and review their child' s records.
child.
records, it may charge a copying fee as long as it does not effectively prevent the parents from
Parents have the right to appoint a
on more than one child, parents have the right only to inspect and review information relating to their
other rights of
If parents thinktheir information in an education record is inaccurate, misleading, or violates the privacy or they may the
child, request amendment of
record.
amend the record and will notify the parent in writing of the eledion. If NEP refuses to amend the record, it will inform the parents of their right to a hearing to challenge the disputed information.
conducted by any individual, including a NEP official, who does not have a direct interest in the outcome
tlppl ation for Admissions dppendix" R"
Such record hearings will be held within a reasonable amount of time after a parenYs request and the parent shall be entitled to the date, time, and place a reasonable time in advance. The hearing may be
NEPCS
315
of
The parent will have a full and fair opportunity to present evidence at the hearing and may be assisted or represented by one or more individuals induding an attomey.
the
hearing.
NEP will make its deasion in writ+ng in a reasonable time after the hearing. The decision isbased solely
decision.
of the privacy or other rights of the child, NEP will amend the infoRnation and inform the parent in writing. lf the hearing decision is that theforth information will not be amended, the parents have the right to place in the educational record
setting
reasons
on the evidence presented at the hearing and includes a summary of the evidence and reasons for its If the hearing decision is that the information is inacxurate, misleading or othervvise in violation
for
disagreeing
with
maintained and will be disclosed whenever the record is disdosed to any party. NEP wi( I inform the to parent when generally identiflable information is no longer needed to provide educational child. Such information must be destroyed at the request of the. parents. Moreover, a permanent record of student's name, address and phone number, his or her grades,
services
a without
explanation located in the records of a child will be maintained as long- as the records of the child are
Any such
attendance records,-classes-attended; grade level- completed and year-completed, must be maintained time limitations. "
date access was given; and the purpose for which the party is authorized to use the records:
NEP
will
school officials responsible for these records, and the schoolir sfruction personnel authorized to see personally ident information. Such recei training regarding confidentiality: :NEP keeps a record or those obtaining access to educational records, inGuding: the name of the, party, the
personnel
e
NEP will provide, upon request, a listing of the types and locations of educational recordsmairrtained, the
and
provide
copy
upon request.
Family and Educationa! Rights and Privacy Act Office, U.S. Department of Education, in Washington, D. C.
NEPCS
316
Home Phone:
SSN: ,
DOB: ' :
'
currently have
YES
NO
have
YES
NO
Relationship:
Phone:
Relationship: Relationship:
Email Address:
Phone:
Phone:
Email Address:
Additional Information:
10
dpplication for tldmissions Appendix" R"
NEPCS
317
SChool year.
birth is:
He/she is in grade:
Please forward a copy of his/her packet( and all special education records and IEP's, including
educational, psychological, psychiatric, and neurological reports, as applicable) to the following
address:
NEP Charter School Dr. D. June Brown Campus Attn: Miranda Pridgen
my
child' s packet
Signature
of
Date
11
lpplicarion for ldmissions Appendix" R"
NEPCS
318
currently
being
treated
by
doctor?
YES
NO
currently
taking
medication?
YES
NO
Do we
to
your child
during
the
day?
YES
NO
YES
NO
5. Do we have blanket permission to administer pain relievers such as aspirin or Tylenol for a minor ailment( i. headaches)?
e.-
YES
Np
6. Please indicate any other medical or health related issues we need to know about:
medical procedures
Because your child is a minor, the law requires that parental permission be obtained before be performed
may
on
him
or
her.
carried out on your child, and that no unnecessary delays will occur in getting your child necessary medical procedures.
without medical consultation with you, the parents or guardians.
1
guardian sign this permission form so that, if necessary, medical procedures may be promptly
However. no major operation will be performed on yaur child
DIAGNOSTIC,
G1VE
PERMISSION
FOR
SUCH
THERAPEUTIC,
AND
OPERATfVE
Relationship
Date
Parent/Guardian Signature
NEPCS
319
PERMISSION T
CONDUCT
In order to provide your child with the best education possible, it is important that we know that
hearing. In the fall, as a hearing screenings. You will
i
recei e the resu s of the screenings, along with any recommendations for followup care.
Because your child is a minor; we need your permission to
conduct
these screenings.
MY CHILD.
Relationship
Date
ParenUGuardian Signature
Check to the feft if you DO NOT want your child to receive the above senrices.
NEPCS
320
The Civil Rights Act of 1964identify Title Vi, Language Minority Compliance Procedures requires school English
schools to
limited
School Name:
StudenYs Name:
or
Date
The schooi district/charter school has the responsibility under the federal law to serve students who are instructional Given this responsibility, the school districUcharter school has the right to ask for the information it needs to identify English Language Leamers
limited English
proficient and
need
English
services.
NEPCS
321
ELLs).
well as from students who enroll in the school district/charter school in the future.
conduct screenings or ask for related infomiation about students who are already enrolled in the district as
As part of the responsibility to locate and idenfify ELLs, the schooi district/cha ter school may
NEPCS
322
NEP Charter believes that parents, students, and the school must work together to ensure each studenYs success. NEP pledges to do whatever is necessary to support student achievement, ln tum, we expect students and their famtiexpecta6ons ies to committhat to whatever effort and timthey e is necessary to succeed. and famDies accept when enroll at NEP Charter. This agreement describes the responsibiliqes
I WILL SUPPORT MY CHILD:
o o
I wiU do whatever it takes to suppon my chiid's success. ,I wili ensure that s/ he works hard, follows the rules and
parent-teacher conferences. I agree to notify NEP Charter when my address, telephone, or email contact
will
I agree to support my child'secademic work by communicating regularly with my child's teachers and attending
ensure that my
chtld attends school
3TTENDANCE
I
ery day,my prepared to learn and on time. 1 understand that attendance, promptness and preparedness significantly impact child' s success.
HOMEWORK
I will ensure my child completes all homework assignmeMs. '1 wiU provide a suitable environment, structured
duri ng the school day or before or aftersupport school programs. or on Saturdays. I wiil support and ensure that my child actively participates in all mandated academic
CODE OF CONDUCT:
o
I understand that NEP provides additional academtc supports when needed. These supports may be provided
detention, ln-school or out ofschool suspension, restorative consequences, exclusion from school activittes I will come to school for a reinstatement meeting if my child is suspended and I understand that my child will not be allowed to return to class until this reinstatement meeting occurs.
and/ or expulsion may result.
I agree to leam and review the Code of Conduct and schooi rules with my child. 1 understand that if my child fails to follow the Code of Conduct and community rules, consequences such as
NON-VIOLENCE
v
I agree to support and encourage my chiid in using productive, non-violent strategies to resolve conflicts.
1uniform will ensure that my chiid abides by all parts ofthe dress code daily. I understand that students must be in full to participate in al( school events.
Confiscated items will only be returned to a parent or guardian during scheduled appointments.
Parent signature Date
I understand that dlsplayed personal electronic devices including phones, iPods, MP3s, etc... may be confiscation.
Student
signature
Date
NEPCS
323
Waiver
and
I hereby give my permission, as the parent/legal guardian of for the use and reproduction by NEP Charter Schools of the video footage, photographs, voice recorclings, or printed material in which my,image, voice, or statements appear. I understand that the use of the participant's image, voice, or words will
as a learning tool for NEP and other instructional faculty or school leaders; NEP's website and marketing materials; and Media purposes approved by NEP leadership including, but notlimited to, te vision,
newspaper or radia pieces' published or produced about NEP Charter Schools. I hereby waive any right that I may' have to inspect or approve the finishedvideo or ptiofographic product that may be used in connection herein.
intellectual property rights therein. There is no time-limit on the validity of this release nor is there any geographic specification,of where these materials may be distributed.
In signing this form I hereby release any and all actions and claims which I, my family
members, our heirs, executors or administrators may have against NEP Charter School, its
Board of Commissioners and any:and each of its members, and NEP Charter School Campus, its Board of Directors and any and each of its members and their
employees, representatives, agents, successors and assigns, arising for any reason whatsoever
from the use, publication, distribution, or republication of words and/or images gathered during
this activity.
I warrant that I am at least eighteen ( 18) years of age and acknowledge that 1 have thoroughly
Phone
Date
NEPCS
324
Appendix S
NEPCS
325
OFF'1GE OF THE CHAIRMAN F1. 00R NEW YORK, NY 10018 9 i 7) 727 0502
RICHARD KOZLOSKI
Please let the record show PBI Communication Group, Inc., supports the efforts of National
Education Partners, Inc., its staff and the community with the development of its charter school. PBI will donate$ 16,200.00 for start-up cost We' re pleased to support NEP in its endeavor to educate children from diverse populations. Ifyou should need any additional information please
don' t hesitate to contact us
In Service,
Richazd Kozloski
NEPCS
326
XECUTIY 1CYC
SIDBN'1'
Roberl Yo kshire
School Board Members Harrisburg School District 2101 N. Front Street- BLDG.#2 Harrisburg, pa 17110- 1081
November 5, 2013
ATTN: Superintentdent&
support this endeavor financially leaders, consumers and producers.but, holistically because this is a direct investment in our new
opportunity to reform and transform the way our children aze leaming.
Sincerely,
education reform, civil rights and fair and adequate funding for schools. We decided to not only
I hope that this honorable body gives this application and organization a viable
At the request of Deputy Commissioner Johnny Patterson, The Commission on Urban Leadership endorses and supports the creation ofa National Education Partners Charter School. When presented with the vision for a charter school and recognizing the work and
obert"
Bob
Yorkshire
327
NEPCS
328
F,
E
A THE HIP-HOP EDUCATION ENTEgT,A Il TMENT AND ACTIVIgM TOUR OFPICE OF PIJBLIC. C pyEgNME1V
M
p
J. R.AYNA SMITH
ChiejojPubli Goveritment&
MedlaAJJ'airs
Harrisburg School District 2101 N. Front Street- BLDG.#2 Harrisburg, Pa 17110- 1081
October 13, 2013
the
Educati on Partners) proposal for sponsorship by the HarrisburgSchool Distac I am a resident ofDauphin County, in the state of Pennsylvania and I believe that the Dr. D.Juae Brown lcadany Charter School wt11 be a valuabie asset to
City of Harrisburg and
Dauphin
We'rewriting to express our support for the approval ofthe D D.June Brown Academy( National
Couaty and
be
of great
benefit
to the children,
families
and( ocal,
for
The Dr. D.June Brown cademy Charter School will fiIl a long-staading need in our community for an altemative to
quite some
a
cooperadve education choice and/ or magnet schools miles& om home, ot opted for some blend of for groups, dziven time.m There is strong
these approaches
commim
Many families have abandoned Harrisburg Schoo]s and sought other altematives including joining home-schoolingand
ent
among p
The Dr.D.) une Brown cademy Charter School avi11 provide every child access to a quality education th ough m reased learning opportuniries, programs designed to help each child succeed, and a leaming environment designed to
meet each child's needs.
The Dr.D.June Brown 1 cademy Charter School mission wilj provide a safe and exceptional environment that cultivates independeat leaming, character auichment, and regionai awareness whi]e devebping accouatable leaders, community stewards, and divezse thinkers throup,h project-based experieaces.
I/
we support
in our communit r,
endorse the Dr.D.June Brown lcademy Charter School mission and agree thac a pub&c school ofchoice is needed
to xrve students
in
our communi,
Sincerely,
J. Rayna Smith
Chief of Public, Govemment& Media
ffairs
329
NEPCS
330
Appendix T
Resumes
Proposed Commissioners
National Education Parcners, Inc Eaecuri e Team Members and Proposed Commissioners Appendix'"'
1
NEPCS
331
Dr..Kirk P.. Gaddy is a parishioner of Historic St. Francis Xavier Roman Catholic Church in East Balrimore. Dr. Gaddy attended Catholic Schools from Pre- Kindergarten through Graduate School at
Loyola University in Maryland.. Dr. Gaddy attributes his success to the Oblate Sisters ofPcovidence, the School 5isters of Notre Dame and to the Society of Jesus, who educated him to become a
contributing and participatory member of our society. Dr. Gaddy is a 1983 graduate of the Oblate
received a Bachelor of Arts Degree in Psychology with minors in HistorylTheology from Loyola
27 year in educatioq ofwhich 23 are in Catholic Education.
Sisters of Providence' s St. Frances Academy, where he was graduated valedictorian. Dr. Gaddy
University in Maryland. Dr. Gaddy obtained a Master of Education in Curriculum and Instruction in 1989 from Loyola University in Maryland. Dr. Gaddy earned a doctorate from Nova- Southeastern
University in Educationat Leadership and in Curriculum Development in 2004. Dr. Gaddy has over
Cwrently, Dr. Gaddy serves as Middle School Coordinator at St. Francis International School in
of Religion and Mathematics. Dr. Gaddy is a member of the Niama Ministry that writes and produces
Archdiocese of Baltimore.
Catholic Studies at Xavier Universiry of New Orleans and serves as Core Faculry at Sojourner Douglass College in Maryland. Dr. Gaddy is a consultant to Sadlier Publishing Company in the areas
in Baltimore. Dr. Gaddy is an adjunct Assistant Professor of Education at the Institute for Black
Silver Spring, Maryland. Dr. Gaddy is the cofounder ofthe Bluford Drew Jemison STEM Academy
the Keep on Teaching Resources Manual for African` American Catholic Catechist in the
Dr. Gaddy is a member of Alpha Phi Alpha Fraternity Incorporated. He is married to Crystalyn M. Gaddy and they a e the proud parents of Courtney, Kirby, and Kirk, Jr.
NEPCS
332
equity and volunteer service. In 2009, she founded ` PARENT family driven organization
POWER,'
this position, she senred as a bus attendant for students with disabilities for more ihan 15 years as a School Dfstrid employee. Ms. Sfmms has been fionored by oca community organizations for her
Advisory Board,
has
Pfoject Coordinator for Broadband Adoption which seeks to expand digital access b underserved communities in Philadelphia. Prior to
rights of young people and eliminating the academic achievement gap in Philadelphia's sdwols. PresenNy, Ms. Simms works for the Gomcast Corporation and the Urban Affairs Coalition as Outreach
focused
on
protedi
Advisory Counal and most recently served on the Superintendent Task Force that selected Dr. William R. Hite, Jr. as the new leader for Philadelphia' s schoo s. Ms. Simms is the proud mother of iwo adult daughters and one granddaughter.
Nationai Education Partners, Inc Ezecutive Team Members and Proposed Commissioners Appendix`T"
2
NEPCS 333
Heather M. McCoy
EDUCATlON
Master of Educadon
Cabrini Coliege
' '
May 2013
West Chester,University
May 2Q09
2013
2009
w
N- 12 Special Education
o. ., ,
ADMINSTRATIVE IN ERNSHIP
Frankfocd Hlgh School, Philadelphia, PA'
Member
of the
2011
Facilitated programs for Frankford' s 9"' Grade Summer Bridge Program Designed brothure for Frankford' s alternative academic program
Elementary
School, Philadelphia, PA
2012
Assisted in Walkthroughs
Special Education Case Manager for high incidence and Iow incidence students
Head Special Education Proctor for PSSA and Keystone test Summer Schoo! Teacher- 9"' grade Bridge Program
Dean of Students
long term
sub)
National Education Parmers, Inc Executive Team Members and Proposed Commissioners Appendia` I"
3
NEPCS
334
Monument
Assisted in administecing TERRA-NOVA and N1ASK test Specialist Teacher for Boys and Gi is Gub
PROFESSIONAL MEMBERSHIPS
Member of Fredrick Dougtass Society for Higher Education at West Chester Universiiy Memberlack and Jill of America, Inc.
CONTRIBUTIONS TO THE COMMUNITIf
Volunteer and Tutor at American Red Cross Shelter in Lower Bucks County Vofunteer at Anchor House, a multi-service agency for hometess and at-risk youth
National Education Pazmers, Inc Execvtive Team Members aad Proposed Commissioners Appendix` i"
4
NEPCS
335
Keily J. Siefker
i offer a proven track record of commended performance teaching inclusive dassrooms for grades I-5, with a
passion for education and an unwavering commitmentto opttmizing student and school success.
Work Exuerlence
2011- Present
Phila R PA
Display accommodating and versattle talent to develop hands on lessons that captured stt denYs
Created classroom environment that was stimulating, encouraging, and adaptive to students needs.
Effedively resolved personallty conflicts in order to maintain high levels of student dtscipline
activities.
Created IEP's for students, which outlined the goals that he/ she will work toward and associated
Family Support Services
Phila, PA
2030- 2011
Utilized after school tutoring to provide one-on-one attention to improve student performance.
Assisted in the completion of initial! EP's with Elwyn SEEDS' servtce coordinator as required by law in
order to provlde early intervention serv(ce for children ages 3-5 years. Provided group special instruction servites to children with IEP' s.
documenWtion of services delivered.
Professionally maintained written records including progress notes, weekly logs, and other
Summarv of Qualtfications:
Dedicated, resourteful, and goal-driven professional educator with a solid commitment to the social and
Demonstrate the aptitude to remain flexible, ensuring that every child's learning style and abilittes are
Well disciplined with proven ability to manage multiple assignments efflciently under pressure, while
Comfortable and experienced developing rapport with and lending support to children/ people from
disabilities
Worked closely with children diagnosed with Autism Spectrum Disorder,ADHD and other learning
Handled behavioral problems and taught alternative positive behaviors, ABA and DTT. Participate in monthly professional development training to enhance educational knowledge.
plans, and instrudional materlals used in teaching diverse subjects.
Earned high marks during teacher observations for the quality and creativity of classroom teaching, lesson
5
National Education Parmers, Inc Executive Team Members and Proposed Commissioners Appendis`" T"
NEPCS
336
Educa o :
2011- PreseM
Phila PA
University '
Phila PA.
National Education Parmers, Inc Esecurive Team Members and Proposed Commissioners AppendisI"'
6
NEPCS
337
Courmey Gaddy
Influential Manager, Strategist, with si$ years ofmanagement eapetience and record of achievement, including success in employee growth. Nine solid years' of customer service bacicgxound with recognized
strengths iri exemplary service, trouble-shooting skills, andstaff support/ development
Maintains adequate computer knowledge
Efficient attalptical skills will p]ace me in a position to increase responsil ilities in any venue.
EDUCATION CREDENTIALS
Tesst College
2008- Present
Manage seven NYC metro locations; second best market in the Northeast Region.
Maintained key metric goals.
Protected companp assets by proactive inventory control and loss prevention practices. Ensured top quality customer sernice standards by all employees.
Responsible for recruiting, hiring and sepatations.
Meticulously developed and outlined plans to drive the business
Device Services Manager
2
08
Lead top store in Customer service, Metric results, and Audit scores.
I.ead parcners thru tcaining and mentoring on all company directives and responsibilities.
Coordinated and supported the opening of 13 new stores in the Northeast Zone.
National Education Partners, Inc Eaecutive Team Members and Proposed Cominissioners Appendig` T"
7
NEPCS
338
ned and supervised fuli staffto provide ideal customer service results.
2005
Buy
the
tbe organization and its partners, developing approptiate responses where necessary.
Completed customer service orders, and returns.
National Education Partners, Inc Eaecutive Team Members and proposed Commissioners Appendix` T"
g
NEPCS
339
Vernell Fields
Vernell is a sawy, results-oriented leader with proven success in managing supplement educational services for a variety of educattonal providers. Her background includes being and account partner, tutoring and self su cienty
coach. Vernell is also a critical thinker and adept youth and communiry advocate for education and educational
policy.
EDUCATION
The Pennsylvania State University, Abington, PA Bachelor oj Irts inAdminfstration ojJustice Minor: Sociology
May 2007
Certified
Literacy Corp
Apri12006 EXPERIENCE
2013
D'uects and Manages a 25 member staff. Assist and monitor teacher and tutor recruitrnent.
US Msintenance, Norristown, PA Account Partner
Develops faculty or staff to assist in implementing regional educadonal programs. Directs and Manages educational programs at three sites which has I SO pupils.
Develops, coordinates, and monitors regional educational programs in conjunction with other coordinators.
Responsible for building, maintaining, and retaining corporate relationships with business entities which
get into contract with our company, which in tum boost sales and rev ues.
Intellectusl Pursuit, lnc, Philadelphia, PA
Securing relationship with potential clients, also take the necessary steps that would induce businesses to
Work with marketing to develop new leave-behind product(s), newsletter, advertising materials, etc.
Supplement Education Service Coordinator/ Tutor
2008- Present
personalized lesson plans for students based on the students' individual needs. Supervise a staff' of nine tutors and develop tutor guide lines procedures.
Tutor students within the Philadelphia School District from Kindergarten to 12' grade, and develop
company.
Assist the director on various SES contracts, and serve as a point of contact between the school district and the
Education Partners, Philadelphia, PA
2007-2008
Recruit, train and assign students to tutors based on their academic needs and personalities. Manage online data system that houses the students and tutors files and attendance records.
Coromunity
Supported up to 300 students in life skills counseling, and maintained a positive relationship with students, so Implemented and coordinated programs that would help student graduate high school and further their National Educadon Parcners, Inc Eaecutive Team Members and Proposed Commissioners Appendix`" T"
9
NEPCS
340
other students.
Obtained handle with care training to bener serve the students in any emergency case that coulc harm them or
INTERNSHIP EXPERIENCE
education inciuding progran s that could assist student in their dai]y lives.
Assisted the case manager in interv ewing po ible candidates and their families for the schooL
Commonwealth Consuking Group, Jenkintown, PA
ce
Assistam
2 06- 2007
office
Supported
up to six
duties, such
as
Assist in audidepartments ting flexble spending accoonts to ensure documents and checks are processed in a timely manner. by and other information on Excel.
Helped
other
mailings, providing the c sultants more time to assist customers and process claims efficiently
manage client
data
organizing
address
20Q6- 2007
Taught English as a Second Language to individuals from a variety ofcultures. Tutored adults on the GED to help them reach their goal ofpassing the examina6on.
Home Health Aid
2004- 2007
Cared for patient her home by distributing medication and syringes, bathing her, performing light housekeeping, andinbookkeeping and providing companionship.
institutional help.
Clerico! Associate STEP
Helped patient with activities ofdaily living so she could maintain her independence instead ofseeking
2005- 2006
Helped to for coordinate and distn' bute the overload ofCa tinuing Disability Review Forms(for indivdual on disability review by main office.
so they could put more time into their case loads instead of the filing and other o ce duties.
Penn State Abington, Abington, PA
Work Study Sludent Lares
assistant, and Assisted 30 other employees in their office work, which helped made it easier caseworkers,
Lobby
and
Performed office duties, light data entry, File and pull folder, sorting and delivering mail, Disability care
Bookstore
2
2006
Assisted at the information desk, by helping students, answering questions about events and meetings on and off campus, answering thecould telephone, and delivering their activities so they have asorting successful tum out. mail, completing light data entrj+,and assisting clubs in Performed cashiering and helped people fmd their text books in a fast paced book store during rush period.
Junior Leader
2000-2002
graznmaz, and encouraged students to read 8 books within a six week period
Read to different grade levels mainly 6m t}w g' Tutored vocabulary reading comprehension, spelling and
Took students to varioos educational trips such as the Philadelphia Airport, the, Wildlife Reservoir, and the
EXTRACURRICULAR
Penn State Abington Black Student Union President( 2005-2007)/ Yice President( 2004-2005)
2 04-200
National Education Partners, Inc Eaecutive Team Members and Proposed Comaussioners Appendix`I"
10
NEPCS
341
Led group members in organizing events to increase cultural awareness, with an average attendance of 150
students at each event The program" Lest we ForgeY' was selected by the student body as Best Cultural Event
of[he Yearfor 2 6-2007.
Reviewed contracts for each event to ensure compliance with University policies. AwardedBest Organizatton ofthe year 2006-200? by the student body.
Eamed 2006-2007 Leaving Leader ojthe Year for" outstanding service to her organiza6on." Key member of studentgroup seleeted to attend the 2006 APCA Conference.
VOLUNTEER
Penn State Abington" Ivtaztin Luther King Day of Service" Participated on a" Teen SummiY' panel, for the Frankford Gommunity in Philadelphia
Penn State Abington" Kurios Kids Festival"
National Education Parmers, Inc Executive Team Members and Proposed Commissioners Appendig`"'
11
NEPCS
342
JOHNNY J. PAT"TERSON
PROPOSED PRESIDENT&
E
ATION c FD NTLai a
Ceitificate, Intemational Govemment Relations and Management, CU United Nations Security Council
Columbia Universit., Global Business
Public
Busi aess ldministrarion, Healthcare Manageme t and Poliry Management/ Masters ofPublic 1ldministrationDevry University( pnWie D al Degree). Eapected Graduation: May 2014
J II ry 17, 2011 to Ptesent Philadelphia, Pemisytvania
a.
Lead
strat
diversi t9 P
Coonlinate and develop ciiversit training in wllaboc tion witl other offices and departments.
these ba iers.
Work direcdy with the president, other Vice Presidents and Dimtors on implementation oFpolides and initiatives. Develop strategic parmerships allian e$ and coll: borations vith key consdtuencies.
with the
Collaborate
Identifv bamers to reciuiQUent and reteadon of iwderrepresented popiilations asid support suategies to overrome
Of6ce
of
Equal ppportunit,
issues,
selection
da 1y administration
the
Departmrnt, with
subordinate
Drafts
Developed relationships with key City Council, State lsrsembl y, State Senate, Coagressionai and Senatoriai member evant and emergjng] egis]ation,
them,
and a,ork
Staff and Division Supe: visors. I direcdy supervised and managed a team of24 staffmanbecs,
the
lssistant
Mayor' s
in
co]
Iaboraaon
wit
Stayed abreast ofemerg develoability pmentstoinaccomplish le slation proposed and pendipolices ng] egisaad Lltioregiilations, n and also irack developing policy trends that inIIuence theng l fayoi's
City of Mount Vernon, Nrw York
Speciat Assistant
to the
rldvisor to the Mayor onagenaes pivotal isfor sues; assisted with dwe]opiag the City's budget of$130 miUion and generac d funds from govemment Capital Pmjects.
effectiveness of govemment servi es,
Responsible for deve]oping policies/ pioceduces to help foster the public's understanding, awareness and the
the
Stayed abreast ofemerging developments in legislation and pending leg siation and also uack develop ng ] influence ability
trends that
Mayor' s
Parks&
Re
eatioa
JWY
functions;
anddeveloP"'
Overseeing and coordinaring a1] operational and adrninistrative and pzograms focused on improving the efficiency
a
Recreation
P
8 Policies
and
National Edvcation Partners, Inc Executive Team Members and Proposed Commissioners Apperidix" 1"
12
NEPCS 34
Manage and maintain public buildings, faalities and grounds manag,ements for thirteen bailding/ recreation centers. Worked with staffto make daly operational decisions and forecast long-renge planning needs to meet requirements of the approved comprehensive p1an.
PBI
Managed a budget of; i2 m7lion doDais and a direct staff of 87 aad a seasonai and part-time staff of283 peisons.
Communicatioa Gsoup, Iac
CLief of Public
Chairman& CEO
Crafted the otgaaization' s public PoluY agenda and strategy for achieving the organizations agenda, workingdosely with PBI's leadership, experts and the PBI legislative counsel.
Represented PBI in worlting with Washington, D.C. policysna ess, Congressmen, and other orguiiaations to PBPs rities..
achieve
policy,p
Ibionitoied the public poliry:euvironment, analyying and reporting on eveats and issues of itnportance to the
organization and its pumecs, develoP B aPP Priate responses where necessary.
Developed and implemmted plans foi educatiag and activating PBI's constituents and partnets on priority issues
that affect theirspecific interest, and ensure that public poliry efforts were tightly integrzted with other PBI's suategicPrioaties...,. ._ _.
1 dvisor to 36 member direct staff and b7 members of the executive staff nationally and intemationally.
University of Pennaylvania
policy& Practice, Inc.( BMAP)
Executive Director/ Vice President of Government and Community Affairs Black Mea At Penn School of Social
Track kgislation aad court cases of concem to the urriversity and BM 1P.
mrntoring, social seivices, regentri6cation, and other issnes of importance ro the university,
Itepresent tlse BMr1P before Congress, the Wbite House and the Cousts on issues of post secondary education,
Community and goveaimeat liaison between the university and community/ avic organizations.
The
Hip-Hop
Ghief
September 2005 to January, 2pQ7 Operaqng Officer& Executive Vice Ptesident of Government A}'airs
Education Entertainment
and
Activism Tour
Designed and managed efforts to secuce; 5 million dollars from private investors to support the Global Green
uut ative.
hianaged daq-to-day operaCOns and dimcted a staff of 24 and a volunteer staffof 63 members. Developed mazketing strategy for Ex-Offender voter tum-out and puticipation in elections. Collaboration with the legal department to negotiate contracts and employee compensation packages.
Parkside Mortgage
Compaay
Revieavs residential loan application file to verify that applicarion data is complete and meets establishment standuds, including type and amount of mortgage, borrowet assets, liabilities, and length oE employment
C ds data on status of loans, includ'u g number of new applications and loans approved, canceled, or denied,
National Education Pattners, Inc Executive Team Members at d Proposed Commissioners Appendix` I"'
13
NEPCS
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National Fducation Parmers, Inc Esecutive Team Members and Proposed Commissiotters Appendix` I"'
14
I
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Students entering
Math -
Count up to ten objects in meaningfu) context with'emerging one-to-one correspondence Begin to use language to compare numbers'ofohjects with terms such as more,' less, greater
than, fewer, equa! to
Use ordinal number words to describe the position ofobjects( first, second, third)
Use fingers to represent numbers when counting
Identify the numbers 0. 10
Sort, categorize, classify, and order objects by more thari one attribute Order objects by properties( e.g, from sma11 to large, lightest to darkest)
Explain why and how objects aze organized
Recognize, descxebe, and extendpatterns
Follow directions that use positional words( e.g., in, on, under, over, next tq between,
beside, above, front, back)
words
Use posirional
in play(
e. g.,"
Select non-standazd items to measure objects( e.g., hands, shce lengths, yarn, blocks)
Identify clocks for telling time, thermometers for telling the temperature
Use height standazd measuring items to explore measurement( e.g., ruler,ya+dstick, measuring tape, charts)
Describe the daily routine
Look at the organization ofdata on a graph they helped to create and discuss what they here
observe( e. g.,"' I'
were more cars
National Education Partners, Inc. What Every Child Should I{aow lppendiu" U>
NEPCS
357''
Use letters to write first name and other meaningfut words Listen responsively to directions, stories and conversations
Respond appropriately to books and stories with facial and body gestures( e.g., smiling,
laughing).
understanding(
e.
g.," why")
Answer simple
Retell a story using words props and gestures Engage in discussions about books and events
Speak in a varieiy ofclassroom activities such as cir le time, retelling or acting out a story
Request information
Use voice and tone to portray characters, actions, and events in stories
State emportant facts from informational text
Nationai Edncation Partsers, Inc. What Every Child Should Know. ppendix" U
2
NEPCS
358
Draw or paint pictures about a character or eveni from one oftheir favorite stories Listen to a variety of literature genre( e.g., fairy tales, poetry, fiction, and nonfiction)
Create the'v own books based on familiaz stories
Recognize that a child' s name begins with the same sound as another child' s name
Recognize rhyming using nursery rhymes
Pretend to read by moving eyes and/or pointing with finger from left to right, top to bottom,
front to back
Recognize familiar logos(
e. g.,
Participate in self care activities( e.g., putting on clothes, pouring milk, zipping jacket)
Separate easily from parents when in familiar setting
Begin to tell others how he/she feets
Separate feelengs from actions
Seek out companionship from another child Begin to be able to share materials with other children
Every
ppendix"[
1"
NEPCS
35 9
Cover nose and/or mouth when coughing or sneezing, use tissue,to wipe nose, wash hands
after using the restroom
NEPCS
360
Compare 2 or more sets ofobjects and identify equal to, less than, greater than Identify, sort, classify particular groups ofobjects by shape, color, size
Compare length, width, capacity by direct comparisons
Identify and describe a circle, rectang(e, triangle, square, cube, sphere, and cone
Identify, describe, extend simple patterns
Check and explain the resuhs ofa problem with concrete or pictoria) representations
Compaze
the
tength,
weight and
capacity
of objects
by making direct
comparisons with
reference objects( e.g., note which object is shorter, longer, taller, lighter, heavier or
holds more)
Identify the time( to the nearest hour) ofeveryday events( e.g, lunch time is 12 o'clock, bed
time is 8 o'clock at night)
Identify and name coins( penny, nickel, dime, quarter, and halfdollar) and their valaes
Use the language of ordinal numbers up to tenth. Solve simple word problems involving whote numbers 0- 10
National Education Partaers, Inc. What Every Child Shodd Know lpprndix" U>,
5
NEPCS
361
Re
Understand that a phoneme is one distinct sound Use letter-sound matches to decode simple words
Use Use
sound
sound
o/,/
stretching
to
identify each
blending
of each
sepatately
spoken phoneme
m/ to mom)
Segment one-syllable_words into individua! sounds and blend the sounds into whole words Recognize and produce rhyming words
Recognize and name all upper and lowercase letters ofthe alphabet( in sequence and random
order)
Identify labels, logos, and signs in the environment( e.g.,job instructeons, room Iabels,
poeson, and danger signs/ labels)
362
Wri-n=
Wr.te legibly
Write words
Represent spoken language with il ustrations and temporary and/or conventiona! spelling
W
Write to acquire and exhibit knowledge( e.g., own namo-first and last, letters, and numbers) Write to entertain and inform( e.g., experience stories, pictutes, and shared writing)
Follow classroom routines( sign-in, putting backpack in appropriate place, placing homework
in basket, selecting snack and lunch items)
Say full name
Natioaal Education Partners, Inc. What Every Child Should Know lppendix" U
NEPCS
36
Students entering 2 d
Math -
Count subsets of whole numbers from 0 through 100 both forward and backwards
Write in words whole numbers from 0 through 10
Identify the place value ofthe digits in whole numbers from 0 through 100
Identify any whole number from 0 through 30 as even or odd Make decisions about how to set up a problem
Describe the relative position ofobjects by using two references Compaze and order whole numbers to 100 using<,_,>
Solve problems/ justify reasoning
Follow one-step written directions
Know addition facts and subtracteon facts( sums to 20) Note connections betwcen one problem and another Compare data by using pictures, charts, graphs, etc.
Sort objects to create/describe patterns
Sort objects and data by attributes and categories Count by ones, twos, fives, and tens to 100
that
express+,-
relationships
horizontally
5
vertically the
the same as 4
4+ 5 is
Compare length, weeght, and volume oftwo or more direct or nonstandard objects
Tell time to nearest % 2 hour
Recogneze a whole, a half,and a fowYh and represent equal parts ofa whole( halves, fourths)
first( 1
dimes,
quarters, and
halfdollars)
and
currency ($ 1,$
5,$ 10)
and state the value ofeach coin and each type ofcurrency using money models Recognize and count a like group ofcoins( pennies, nickels, dimes)
National Education Partners, Inc. What Every C}uld Should Know Appendiz` U"
8
NEPCS
364
Rea
how" questions
Give and foilow one and two step directions Retell ideas ofexpository/nartative passages
Identify plot, setting, characters, beginning, middle, and end ofa story
Read expressively
wi
familiaz text
Determine the meaning ofunknovm words or phrases using picture clues and context clues
from sentences
Respond logically to literal, inferential, and critical thinking questions before, during, and
after listening to or reading the text
Use picture clues, text, and prior knowledge to make inferences and draw conclusions Develop awareness of text structure( e.g,, sequence, problem-solution, comparison-contrast) Sequence events according to basic story structure ofbeginning, middle,"and end
Compaze and contrast information( e.g., tapics, characters) between texts
Retell or role play important events and main ideas from narrative and expository texts
Identify the topic and main edea in appropriate-level texts
Listen to or read text to connect personai experiences and edeas with those ofother culh tes in
literature
National Education Partners, Inc. What Every Child Should Know lppendix' U"
9
NEPCS
365
Wri-.
Explore the use ofnew words to malce writing,more,interesting_ _ Write a simple sentence that is a complete thought and is easy to read aloud
Use cocrect spacing between words
Capitalize the beginning ofa sentence and use correct ending punctuation
Use cornect subjecdverb agreement
National Education Partners, Inc. What Every Child Should Know lppendixU
10
NEPCS
366
Students
Math -
Compare and order whole numbers to 1000 using<,_,> Identify any whole number from 0 through 100 as even or odd
Use addition
through 100(
8 5= 2+
or
Use the commutative( changing the order ofthe numbers) associative properties( changing the order ofthe additions) of addition
Identify and
use ordinal positions
Identify coins, state their values, and determine the total value to$ 1. 00 ofa mixed group of
coins using pennies, nickels, dimes, quarters, and half-dollars
a
Count
Know that when all fracdonal parts are; ncluded, such as 4/4, the result is one whole
Measure the length ofan object to its nearest inch/centimeter
Demonstrate measurement of time to the quarter hour
Describe and classify geomefic shapes according to the number and shape offaces, edges,
and vertices
Describe and extend patterns and determine a next term in number patterns
Make decisions about how to set up a problem
Recognize, draw, and describe piane figures( circles, squares, rectangles, triangles, ellipses/
Recognize the square, triangie, rhombus, hexagon, parallelogram, and trapezoid from a
National Education Partners, Inc, What Every Chi1d Should Know pp
NEPCS
3671
Compare geometric shapes( circies, squares, rectangtes, triangles, ellipses) to one another Recognize whether or not a shape has a line of symmetry Describe and classify geometric shapes according to the number and shape of faces, edges,
and vertices
Describe and extettd patterns and determine a next term in number patterns Make decisions about how to set up a pmblem Solve problems and justify their reasoning
Rea
Use decoding strategies, such as sounding out words, comparing similaz words, breaking
words into smaller words, and ooking for word parts
Recognize and use knowledge ofspelling pattems{ e.g., diphthongs, special vowel spellings)
when reading
Apply knowledge
sup/ per)
reading(
e. g., v/ cv=
to make
Identify
and
correctly
fly/flies, wife/wives)
Read aloud with fluency and accuracy and with appropriate intonation and expression
Understand and explain common antonyms and synonyms
Know the meaning ofsimple prefixes
Use knowiedge ofindividual words in unknown compound words to predict their meaning
and suffixes( e. g., over-, un-,-
ing,- ly)
Use titles, table ofcontents, and chapter headings to locate information in expository text State purpose for engaging in reading( i.e., tell what information the student is seeking)
Use knowledge of author's purpose(s) to comprehend informationai text
Recogni2e the main idea in picture books and texts
National Educatioa Partners, Inc. What Every Child Should Know lppendix" U"
12
NEPCS
368
Reardin
continued questions
Ask clarifying
concerning
why,'"'
what,""
hov')
Compaze and contrast plots, settings, and characters presented by different authors Compare and contrast different versions ofthe same stories that reflect different cultures
Create graphic.organixers( e.g., KWL,,webs, lists, story maps, and cha ts). _
Determine whether the events in the reading selection are real or fantasy
Identify rhythm, rhyme, and alliteration in poetry
WritinQ -
Construct graphic organizers to establish understanding Create readable documents with legible handwriting
Understand the purposes ofvarious reference materials( e.g., dictionary, thesaurus, atlas)
Revise original draf}s to improve sequence and Provide more descri pttve ' detail
Write brief nairatives based on personal experience that move through a logical sequence of
events and describe the setting, characters, objects, and events in detail
Write
a
friendly
letter
complete with
date,
I'
salutation,
signature
Distinguish between complete and incomplete sentences and recognize and use correct word
order in written sentences
Use commas in the greeting and closure of a letter and with dates and words in a series
Use quotation marks correctly
days of the week, tides, and initials ofpeople
Identify and correctly use various parts ofspeech( nouns and verbs) in writing and speaking
Capitalize all proper nouns, words at the beginning ofsentences and in greetings, months,
Write to entertain and inform( e.g., stories, poems, riddles, friendly letters, two or three step directions, journais)
National Education Putners, Inc. What Every Chitd Should Know.' ppendix<
13
NEPCS
36
Count using whole numbers( to 10,000) and by 2' s, 3' s, S' s, I0' s, 25' s and 100' s
Use whole numbers and fractions to represerrt quantities
Determine the area and yolume ofsolid figures by using manipulative Name and label geometric shapes in two and three dimensions.(e.g., circle/sphere,
square%ube, trianglelpyramid, iectangle/prism)
Tell time to the minute
Preview the text forcnats( e.g., tide, headings, chapters and table ofcontents) Use knowledge of phonics, word analysis( e.g., root words, prefixes and suffixes),
syllabication, and picture and context clues to decode and understand new words during
reading
Acquire a reading vocabulary by identifying and correctly using words( e.g., antorryms,
synonyms, categories of words)
Retell or summarize the maj r ideas, themes or procedures ofthe text Connect the new information or ideas in the text to known information
Nationa! Education Partners, Inc. What Every Ciu7d Should Know, lppendix" U"
14
NEPCS
370
Make responsible assertions about the text by citing evidence from the text
Differentiate fact from opinion within text
Identify literary elements in stories describing characters, setting, and plot Read and respond to nonfiction and fiction including poetry and drama
WritinQ-
National Education Partrters, Inc. What Every Child Should Know dppendix" U"
S
NEPCS
37
il','`
Math r
s;
xF,:.':
1( '=
1[
l7j'..
s,',
1f''
a.
i}a,.
x r-
E.
y ,
t. 1 . , .
Order and compare whole numbers to l milliorr Order and compare decimals to two places
Use the concept of negative eumbers
digit
numbers
Select appropriate standard units to measure length, perimeter, area, capacity, volume,
weight, time, temperature, and angles
Identify and draw lines ofsymmetry for two dimensional geometric figures
Identify the result ofa transformation( flip or slide) that has been applied to a simple twodimensional geometric shape
Add and subtract decimals( including monetary units) Solve reai-world problems involving elapsed time to the quarter-hour
Interpret data displayed in bar graphs and pictographs
Nationai Edncarion Parmers, Inc. What Every Child Should Know. lppendix`U"
16
NEPCS
372
ReadinQUse table
of contents,
title
pa e, and S
S lo '
to locate in formatton
Use prefixes, suffixes, and root words as aids in determining"meaning within conteart
Recognize plot features offairy tales, folk tales, fa61e, and myths
Make predictions.about the text '
Create a summary inclading the main idea and the most important text-based facts, details, and/or ideas from informationaUexpository text( e.g., newspaper or magazine articles)
Use headings, graphics, and captions to make meaning from text
Identify grade level compound words, contractions, and common abbreviations within
conteact
Determine the meaning ofunfamiliaz words and multiple meaning words using context clues,
dictionaries, and glossaries
reality/ fantasy
Interpret information using a chart, map, or timeline Indicate the sequence ofevents in print( fiction and nonfiction)
Identify similes and metaphors
Identify the suthor' s purpose( e.g., to entertain, inform, persuade, shaze feelings)
Wri-
Identify correctly used capital tetters with names, dates, addresses, and the beginning
of sentences within context
Write with a sharp, distinct focus identifying topic, task, and audience
Choose a topic sentence for a paragraph
National Education Partners, Inc. What Every Child Shoutd Know lppendix' U"
t7
NEPCS
37 3
Writin (
continued) events
Rearrange
in
a s eq uential
for writing
sample
Complete a graphic organizer( e.g., listing, clustering, story map, web) to group ideas
Select appropriate time-orderor transitional words to'enhance the flow ofthe writing
National Education Pastners, Inc. What Every C}uld Should Know lppendix" U"
18
NEPCS
374
Students
M-a.:
Match the standard form to the word form ofdecimal numbers through the
Order and compare whole numbers through 9 digits using the words more, less, equal,
Compare proper fractions through 16ths with like and unlike denominators Add and subtract fractions through the 16ths with like and unlike denominators Represent numbers as both improper fractions and mixed numbers ,
Identify prime and composite nwnbers less than or equal to 100
Identify factors and multiples of whole
Solve
problems
involving
additio n,
sub
375
Math(continued) -
Draw or identify a translation( slide), reflection( flip), or rotation( turn) ofa 2dimensional shape
Identify, and/or classify cubes, rectangulaz prisms, or pyramids using faces, vertices,
and edges'
Add and subtract decimals( including monetary units) Solve real-world problems involving elapsed time to the quarter-hour
Display and/or interpret data shown in tallies, tables, charts, pictographs, baz graphs,
line graphs and using a title, appropriate scale, and labels
Match the standard form to the word from ofdecimal numbers through the hundreths
Identify the place value ofa digit( from millions through hundreths) Locate/ identify integers ona number line( greater than or equal to - 20)
Identify negative temperatures on a thermometer( through- 20 C or F) Use or develop regions and/or sets( e.g., circle graph, base ten blocks) to model
fiactions and mixed numbers through hundreths
Use estimation to solve problems involving whole numbers and/or decimals Extend or fmd a missing element in a numerical or simple geometric pattern
National Education Partners, Inc. What Every Chiid Should Know ippendix" U"
20
NEFCS
376
Form a rute based on a given pattern, or illustrate a pattern based on a given rule
Solve for a missing number in an equation
Predict or deternune whether some outcomes aze certain,'more likely, less likely,
equally
Determine the probability of an outcome( e.g, a coin toss, a roll of a number cube)
and express as a fraction
Re=
'
Identify how the meaning ofa word is changed when an affix is added Use context clues to find the meaning ofwords or phrases Make inferences and draw conclusions based on information from text
Cite evidence from text to support gerieralizarions
Identify, explain, interpret, compare, describe, and/or analyze character, setting, plot
and theme of text
Nationai Education Partners, Inc. What Every Chi1d Should Know, lppendix`U"
21
NEPCS
377
Readin (
continuedl -
Identify, explain, interpret, and describe point ofview ofthe narrator as first person
or third person point of view
Explain, interpret, and/or describe the effectiveness ofthe point ofviewused by the
author
Use headings to locate information in a passage, or identify conterit that would best fit
Interpret graphics and charts and/or make connections between text and the content of
graphics and charts
directions
Include an idenrifiable introduction, body and conclusion Include detailed descriptions of people, places, and things
instruciions)
Sustain a logica! order within sentences and betwcen patagraphs using meaningful transitions
Write persuasive pieces with a clearly stated position or opinion and supporting detait, citing
Punctuate correct(y( periods, exclamation points, question marks, commas, quotation marks,
Revise writing to improve organization and word choice; check the logic, order ofideas and
precision of vocabulary
National Education partners, Inc. What Every Child Should Know, lppendit' U
22
NEPCS
378
Math Represent
100%)
1%,
Compare and/or order whole numbers, mixed numbers, fractions and/or decimals Find the greatest common factor( GCF) oftwo numbers( through 50) and/or use the
Find the least common multiple( LC1Vn oftwo numbers( throvgh 50) and/or use the
through 100%)
Use divisibility rutes for 2,3,5 and/or 10 to draw conclusions and/or solve problems
using dravvings, graphs, and/or sets( e.g. circle graph,
Determine and/or compaze elapsed time to the minute( time may cross.AM to PM or
more than one day)
Define, label, and/or identify right, straight, acute and obtuse angles
Identify, classify and/ or compare polygons
National Educadon Partnus, Inc. What Every Child Should Know. lppendix`U
23
NEPCS 379'
Math (continued)-
Identify,and/or determine the measure of the diameter and/or radius ofa circle Identify and/ or use the total number of degrees in a triangle, quadrilateral, or circle
Plot;locate or identify points iri Quadrant Iand/or on the x and y axes with intrvals of
1, 2,5 or 1 O units- up to a 200 by 200 grid
Determine a rule based on a pattern or illustrate a pattern based on a given rule Identify the inverse operation needed to solve a one-step equation Match an equation ofor expression involving one variable
Display data in frequency tables, circle graphs, doubel bar graphs, double line graphs or line plots using a title, appropriate scale, labels and a key
Determine%alculate the mean, median, mode and/ or range ofdisplayed data
Define and/or find the probability of a simple event
National Education parmers, Inc. What Every Ctrild Shouid Know. lppendiu" U"
24
NEPCS
380
Readin -
Read aloud narrative and expository text fluently and accurately and with appropriate
pacing, accuracy, and expression
Use knowledge ofroot words, af ixes, syllabication, and/or spelling patterns as aids
Monitor expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning
Identify the structurai features ofpopular media( e.g., newspapers, magazines, online
Use context clues, dictionaries, thesauruses,' electronic sources, and glossaries as aids
eanings of unfamiliar words wi ttun ` context
e. g., main
Analyze the ef' ects of sound in context( e.g., alliteration, onomatopoeia, accent,
rhyme, and repetition)
Analyze the use ofsimiles, metaphors, personification, imagery and hyperbole within
context
Determine the main ideas ofa plot, their causes, how they influence future acrions,
and how they are resolved
Sumrnarize the main idea and critical details, maintaining chronological or logical
order
Determine the author' s purpose for writing a selection( e.g., to inform, to persuade, to
entertain, or to shaze emotions)
Identify various genres offiction( e.g., mysteries, science fction, historical fiction,
adventures, fantasies, fables, myths) based upon their characteristics
NEPCS
387
ReadinQ(continued)from text
Identify and/or explain stated or implied main ideas and relevant supporting details
compare,
and/or evaluate character, seEting, plot, and theme within ficrion and literary nonfiction
Explain, interpret,
describe,
analyze,
Identify, explain, interpret, compare, describe, analyze the author' s purpose for and
effectiveness at using figurative language in text
Identify, explain, ancl/or describe the point ofview ofthe narrator as first person or
third person point view
author
Explain, interpret, and/or describe the effectiveness ofthepoint ofview used by the
Identify, explain, interpret, describe andLar analyze bias and propaganda techniques in
nonfictional text
Interpret graphics and charts and/or make connections between text and the content of
graphics and charts
a list of directions
Identify, explain, compaze, interpret, describe, and/or anaiyze the sequence ofsteps in
Nationat Education Partnets, Inc. What Evesy Chld Should Krsow lppendix U
26 NEPCS 382
WTt= p-
Use strategies ofnote taking, outlining, and summarizing to impose stivcture on composition
- -
Choose the form ofwriting( e.g., personal letter, letter to the editor, review, poem, report,
narrative) that best suits the intended purpose Create multiple paragraph compositions
P
aPhs
Revise writing to improve the organization and consistency of ideas within and between
Identify the audience for which a text is written
Identify the ptnpose for writing{ e.g., to inform, to describe, to explain, to persuade)
Identify the most reliable sources ofinformation for preparing a report or project
Create documents by using word-processing skills
National Educadon Partners, Inc. What Every Child Shoutd Know. lppendix<`U
27
NEPCS
38
Students
Math -
Develop and/ or use strategies to find the perimeter and/or azea ofcompound figures
Find the circumference and/or area of circles
Find the area of triangles and/ or all types of pazallelograms Interpret and/ or apply scales shovvn on maps, blueprints, models
Solve problems involving the relationship between the radius and diameter of the
same circle
Identify and/ or use polygons that are similaz and/ or congruent, given either
National Educatioa Paxtners, Inc. What Eve:y Child Should Know. lppendix' U"
28
NEPCS
384
Identify quadrants I, II, III, N the x- and y- axes and the origin on a coordinate lane
missing element
of a
pattern
Select and/or use appropriate strategies to solve one-step equations Use substitution ofone and/or two variables to simplify expressions
Solve problems involving a constant rate ofchange
Describe
and/ or use the
double bar graphs, mulriple line graphs or stem-and_leafplots Identify/calculate the mean, median, mode or range ofa set ofdata
given situation
Find the theoretical probability ofa simple and/or compound event Find the theoretical probabilty ofan event not occurring
Use datadisplayed in charts, grap} s or tallies to find experimental probability Formulate predictions and/or drawconclnsions based on data displays or probability
Readin
pacing, accuracy, and expression
Read aloud narrative and expository text fluently and accwately and with appropriate
Use knowledge ofroot words, affixes, syllabication, and/or spelling patterns as aids
Monitor expository text for unknown words or words with novel meanings by using
Identify the structural features ofpopular media( e.g., newspapers, magazines, online
Education Partners, Inc. What Evety Child Should Know 1pp
v>,
29
NEPCS
385
Use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids
in determining the meanings of unfamiliaz words within context
Describe the plot and its components( e.g,, main events, con#lict, rising action,
climax, falling action, resolution)
Analyze the use of similes, metaphors, personification, imagery and hyperbole within
context
Determine the main ideas ofa plot, their causes, how they influence future actions,
and how they aze resolved
Summarize the main idea and critical details, maintaining chronological or logical
order
Determine the author' s purpose for writing a selection( e.g., to inform, to persuade, to
entertain, or to share emotions)
Identify various genres offiction( e. g., mysteries, science fiction, historical fiction,
adventures, fantasies, fables, myths) based upon their characteristics
Make inferences
and
draw
conclusions
based
on
information&
om text
Identify and/ or explain stated or implied main ideas and relevant supporting details
from text
Explain, interpret, compare, describe, analyze, and/or evaluate chazacter, setting, plot,
and theme within fiction and literary nonfiction
Identify and/or explain stated or implied main ideas and relevant supporting details
from text
Every
ppendix"[
J"
30
RCS
386
Readin (
Identi fy,
e
continued) -
xplazn, mterpret, compaze, describe, analyze the author' s purpose for and
Identify, explain, and/or describe the point ofview ofthe nazrator as first person rn. ' '
author
nonfictional text
Identify, explain, interpret, describe and/or anatyze bias and propaganda techniques in
Interpret graphics and charts and/or make connections between text and the content of
a list of directions
Identify, explain, compare, interpret, describe, and/or analyze the sequence ofsteps in
WritinQ-
graphic organizer(
e. g., clusterin g,
listin S, ma PP in g, and
webbin g) with
Use strategies ofnote taking, outlining, and summarizing to impose structure on composition
Create an organizationa) structure that balances atl aspects ofthe composition and uses
effective Uartsitions between sentences to unify important ideas
Select appropriate time order or transitional words to enhance the flow ofa writing sample
Choose the supporting sentence that best fits the context and flow ofideas in a garagraph
Give credit for both quoted and paraphrased information in a bibliography by using a
Identify the purpose for writing( e.g., to inform, to describe, to explain, to persuade) Identify individual written selections as technical, narcative, persuasive, and/or descriptive in
National Education Partnezs, Inc.What Every Child Should Know lppendix" U
3i
NEPCS
387!
Writing(continued) mood
Identify tevels of reliability among resources( e.g., eyewitness account, newspaper account,
supeimarket tabloid, internet source)
National Education Partners, Inc. What Everq Child Should Know lppendix" U"
32
NEPCS
388
Append'ix V
NEPCS
38
Reports to: School District Repotting to this position CEO, Pcincipal and Contractors
ensuring that both schools are mission aligned, effectivelp managed and meet their academic goals.
Specifically, the Boazd's responsibilities will include but will not be limited ta
Approve the schools' annual budget;
Approve
appointment of personnel
The Board of Commissioners w l govern National Education Partner's Inc. (NEP), by setting all policies, supervising leadetship responsible for management and operations, and approving all budgets and significant financial transactions. The Board will be accountable to the authorizer for meeting the terms of both charters,
instructional only;
Establish and maintain.all pc,liqes goyerning.the ogeratis n of the charter schools;. Ensure the schools adhere to the mission, as well as Maryland State and federal gvidelines;
Hold the prindpais accountable for the academic success;
Provide support to the schools with respect to fund-raising, mazketing and other services; and
Detem ine the schedule of Board meetings.
Lastly, the Boazd in conjunction with the Chief and Deputy ChiefAcademic Of6cer's will conduct a
comprehensive annual review of the prindpal. This rcview wil] be designed to evaluate principal's
performance in fulfilliag the schools' mission and meeting a set ofperformance goals that will be established
at the beginning of the yeaz by the Board and CEO. Throughout the year, the Boazd will monitor principals'
annual performance will be discussed by the Board. At this time the Board will make decisions related to
adherence to the schools' values and to the established performance goals through the Chief and Deputy ChiefAcademic Officer's. At the end of the year, a formal, written review will be provided and the principals'
emplopment, compensation and professional development prioriries. The Board will be designed to ensure
Boazd will carry out its statutory responsibilities assodated with operating the charter school in an efficient
and ethical manner and in compliance with all other applicable state and Eederal laws and regulations.
Time Requiremen
that pazents and staff are involved in school govemance through the School Advisory Council( SAG). The
The Board will meet four times a year( quarterly), with ihe exception of special or emergency
meetings.
Compensation:
The Boazd is a volunteer Board and no compensation faz as salary will be paid.
The Board will accommodate only( nomina travel expenses for Board members who aze traveling on Board related business.
NEPCS
390
DepartmenLAcademic& Progrdms
Position Title: Deputy Chief Academic Officer for Curriculum and Instrucrion
Repotting to thie position: Academic Program Coordinator, Director ofSpeaal Educarion and Supportive Sernices, Director Arts Gulture, Eaecutive
of
Reports to: ChiefExecutive Of6cer, Deputy Chief Esecutive Of6cer and ChiefAcademic Of6cer
and
Staff
Directot/ Prindpal
Academic& Progtammatic
Jab summazy
the achievement gap and imptoving student achievement The DCAOCI will provide leadership to communicate system priorities and ensure collaborative work processes to effecdvely and effidendy utilize resources. The CAO will oversee and monitor the unplementation o' systemic cross- functional sirdtegic projects and inidatives, will provide supporc to instructional directors and coordinators, and will monitor
these projects and initiatives to ensure they lead to high student achievement. The DCAOCI will foster a
The Deputy ChiefAcademic Of&cer for Curriculum and Instruction( DCAOCn will work collaboratively implementation ofNEP strategic plan, making cettain that prograrns and priorities are focused on eliminating
with alI members of the Eaecurive I,eadership Team to ensure coordinated planning and consistent
Academic Of6cer.(The DCAOCI will plan, direct, develop, coordinate and review system wide projects in
wide services
work environment that is student-focused and resuits-oriented and that places priority on student leaming and petformance. As a member of the Execvtive Leadership Team, the DCAOCI will articu]ate to various local and state offidals the NEP's strategic initiatives and alignment ofprogXams in conjunction with Chief
cunicvlum developmettt and related instructional and eatracunicular services and is responsible for system for The
all academic
progratns.)
llCAOCI
will work
dosely with
the other
membexs
of
the
of
curriculum and
instruction
and
directs
the
development
of
Pre-K12
Identifies and implements effective cvrricu(um and instructional polides and practices that maximize
Reviews, approves and maincains the Progratn of Studies and interprets state and local polides related to
credi gradvation requirements and the total instructional program; and helps to identify training necds and partiapates in developing staff training programs; Conducts evaluations of key program initiatives as a means of infotming the Chief Academic Officer as to
the effectiveness of NEP programming and recommendations for improvement;
Sets priorities and measurable goals with the Execvtive Director/ Prindpal;
Idenrifies program and project managers and ensures that all project timelines are met;
the level of excellence necessary to improve student achievement and close the achievement gap;
supports and services;
Provides the required supports to foster a culture that motivates teachers and administratots toperform at
Develops and maintains dear and inclusive decision-making processes to ensure integration of academic
a high petformance educauonal team, inspiring and aligning the academic work of NEP;
analyses;
Serves on ctoss- functional teams to provide educational and managerial leadetship that builds and supports Displays knowledge of both the practical instructional issues of school reform and educational research and
Monitors education research, trends, and developments to support school impmvement efforts and prograni development; and fosters the sharing of high yield sttategies and opporcunides for collaboration
within and among all levels;
Chief Academic, Chief/ Depury Chief Financial Officer(s); Narional Educadon Parmers, Inc.Job Desaiption of Employee' s Appendix`V"
3
with the sttategic initiatives oE the NEP and that resources are ditected appropriately in conjunction with the
Reviews and monitors the academic departinent's budget and expenditures to ensure that they are aligned
NEPCS
39
Presents iaformation to the CEO, DCEO, CAO, CFO and Board ofD" uectors
Quatifications:
requirements, state arid local assessments, curriculum developmen and managing a variety ofprogrdms and
Eaperience in leading large-scale educational progzam development and reform;
B) Act
Especience in project management, including the ability to deploy resources and manage multiple project; tS
Considerable eaperience in providing leadership in the planning and development ofNEP wide c mculum
Eaperience in planning for the implemencation of educadonal accountabitity goals; Experience in conductin employee performance appraisals; Or other combination of applicable education, truniag and eaperience which provides the knowledge,
Eapeaence iri providing a compre}iensive staff development progratn for all categvries of employees;
NEPCS
392
Reports to: Chairman of the Board, ChiefExecutive Officer and the Deputy CEO Reporting to this position: Deputy ChiefAcademic Of6cer fot Curticvlum and Instruction, Dinector of SperialEducation and Snpportive Services, Executive Director/ Prindpal and alI other academic and progtammatic staff inembets.
job summary
instructional model ensuring eacellence and hig standards to all NEP student and families.
o Determine and implement KIPP San Antonio's academic priorities.
o Assist the CEO in the development of an academic vision and strategic plan scaling the existing
planning, development, implementation, assessment and improvement across all cuirent and future schooLs.
o Drvelop and maintain departmentat annual and multi-year budget.
School I.eader Management, Devebpment and Support
o Provide scalable instructional program leadership to all School Leaders with spedfic responsibility far
o Develop and lead School Leaders and school teams in their roles as instructional leaders and site managers. o Monitor, provide feedback to and evaluate School Leaders providing claiity ofroles, functions, goals and accountability. Develop plans to help capitalize on individual leader strengths as well as platts to help them improve and address azeas of potentiai growth with real time feedback.
school's missions, cote values, academic standazds, and strategic goals.
acquiring appropriate pmgratn resources to ensure that curticula are student-focused and aligned with
o Assist School Leaders in monitoring and evaluating effectiveness ofprograms as well as identifying and
o Faalitate collaboration among School Leaders and school sites, with a One School culture. o Collaborate with School I,eaders on hiring and on-boarding of staffwhen appropriate.
Leadecahip Pipeline Development and Implementation
prepared to assume the next role up, enabling effecrive handling of eapected and unexpected changes in leadership.
o Recruit and train highly qualified incoming School I.eaders.
o Build and maintain a mbust and resilient pipeline of high performing sustainable leaders at every level
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Support leadetship
o Ensure that curticula are aligned to state and college readiness standards, aze vertically aligped, and are
made accessible to teachets allowing for effident and effective pacing, sequencing and lesson planning.
o Ovetsee student learning clata acquisition and analysis, ensuring schools have access and ttaining to
effectively utilize the data to ittcrease and enrich student learning.
o Review assessment tools on a regular and on-going:basis and analyze performance for effectiveness in
unproving student achievement
m.
Qualificadons
Demonstrated success leading a high-perfomiing school closing the achievement gap Strong management skills, with the ability to motivate and develop a diverse group of leaders
Capability to effectively build, develop aad maintain strong relationships with school leaders, staff,
teachers, pazents, students, Board membets, and community stakeholders
Thorough understanding ofMaryland state standards, and Macyland charter school laws and
regulauons preferred
Skilled at analyzing, interpreting, and using data to collaborate, identify best practices and azeas for
Ability to self-direct and prioritize among competing goals, exhibit Eleaibility, and drive results in a
fast-paced, entrepreneuriai environment
Adept at thinking strategicallq, translating plans into action, and eshibiting eacellent judgment
Eacellent written, verbal communication, and presentation skills with keen attention to detail
Bachelor's degree required; mastet's degree preferred
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394
has the authority to caay out these responsbilities, in accordance with the direction and polides established
Chief Eaecutive Of6cer provides direction and enabling to the Board as it
Legal compliance
a)
ChiefEaecutive Of&cer ofNational Educadon Parmets, Inc, in partnership with the Board, organization. Together, the goard President& Chief Executive Officer assure the organizaaon's relevance to the community, the accomplishment o the organization' s mission and visiott, for anci the accountability ofthe organization to its diverse constituents. The Board delegates ity day- day President&
is responsible for
the success of the
and
respons b
managemenC and
to-
operations to the
Assures the filing of all legal and regulatoty documents and monitots compliance with re]evant laws
and regiilations.
the
b) Helps the Boazd monitor and evaluate NEP's relevanry to the communitimportant y, its effectiveness, and its results. fully
c)
a) He1ps the Board detetmine NEP's values, mission, vision, and short- and long-term goa]s.
Keeps
Boazd
informed
on the
on all t( ie
fa
ot
QU
Infomis the Board and its committees about trends, issues, problems and activides in order to facilitate poliry-making. Recommends poliry posiuons.
academic progrAms, philanthropy and fund development,
3. Management and administration
functioning, effident organization.
Identi6es problems and opportumties and addresses them; brings those u,hi h are appropriate to the
a) Provides general oversight ofall NEP activides, manages che dap-to-day operations, and assures a smoothly
process for selecting, development, motivating, and evaluating staff and volunteers.
maintained.
b) Assures prograrY quality and organizational stability through development and implementation oE c) Assures a work environment that recruits, retains and suppores quality staff and volunteers. Assures
standazds and controls, systems and ptocedures, and regular evaluarion.
persounel, negotiates professional conttacts, and sees that appropriate salary structures aze developed and
d) Recommends staf6ng and financing to the Boazd ofDirectors_In accordance with Boazd action, recruits
performance regu]arly.
4. Govemance
e) Specifies accountabilities for management pecsonnel( whether paid or volunteer) and evaluates
a) Helps the Boazd articulate its own role and accountabilities and that ofits committees and individual
National Educauon Partriers, Iac.Job Description of Employee's Appendia R1"
NEPCS
395i
b) Works with the Board Chair/ Vice. Chait to enable the Boazd to fulfill its governance functions and
facilitates the optimum performance bp the Board, its committees and individual Board members. . c) With the Boazd Chair/ vice. Chair, focuses Board attention on longrange strategic issues. Manages the Board' s due diligence process to assure timely attention to core issnes. e) Works with the Board officets and committee chairs to get the best thinking and involvement of each
Boazd member and to stimulate each Board metnber to give his or her bes
Reco ninends volunteers to partidpate in the$ oazds committees.
5. Financing
a) Promotes programs and setvices that aze produced in a cost-effective maaner, emploping economy while
maintaining an acceptable level of guality.
b) Oversees the fiscal activities of the oiganizadon including budgeting, reporting and audit
c) Works with Board to ensure financing to support short- and long-term goals. '
supervising aniridividuarresponsible for this activity.
Assures an effective fund development pmgrdm by serving as the chief development of cer or hiring and
m. _ _. .
He1ps guide and enable the Board, its fund development committee(s) and its individual Board members to partidpate actively in the fund development pmcess.
He1ps the Board and its development mmmittee design, implement and monitor a viable fundraising
plan, policies and pxocedures.
Participates actively in identifying, cultivating and solidting donor prospects. Assures the availability of materiais to support solidtation.
Assures the development and operation of gift management systems and reports forquality decisionmaking:
6. Community relations
a) Facilitates the integration of NEP's into the fabric of the community by using effecdve marketing and
communications activities.
b) Acts as an advocate, within the public and private sectors, for issues relevant to NEP's, its setvices and
consrituencies.
c) Listens to dients, volunteers, donors and the community in order to improve services and generate
e) Initiates, develops, and maintains cooperative relationships with key constituendes. Works with legislators, regulatory agendes, volunteers and representatives of the not for- profit sector to promote legislative and regulatory polides that encourage a healthy community and address the issues of
NEP' s consutuendes.
community involvement Assures community awareness of NEP's response to community needs. d} Serves as chief spokesperson for NEP, assursng propet representation ofNEP to the cotnmunity.
This is a high-stress position based on full responsibility for NEP operations. Hanc3les detailed, complex
concepts and problems, balances multiple tasks simultaneously, and makes rapid decisions regarding
Boazd, committees, volunteers, staff, donors, students and parents. Develops smooth and constructive
administrative issues. Plans and implements programs. Es ablishes strong and appropriate relationships with
relationships with executive colleagues, outside agendes, organizations and individuals. Plans and meets
deadlines. Maintains a fleaible work schedule to meet the demands of executive management Houxs may be long and iaegu(ar. Conveys a professional and positive imap,e and attitude regarding NEP and the not-forQualificadons
profit and for-profit sectors. Demonstrates commitment to continued professional growth and development.
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396
As chief eaecvtive of cer, this iadividual demonstrates critical competendes in four broad categories:
commitment to results, bi iness savvy, leading change, and motivating.
Comrnitment
to
This individval identifies relevant information and helps transfozm this information into individual and organirational knowledge and learning. '
The chief eaecutive is action oriented and innovative.They translate broad goals iato achievable steps.
T'kiey anticipaEe ancl solves problems and takes advantage a'' opportunities, is a self-starter and team player, Business sawy:As NEP's leader, this position requires an individual with knowledge ofand experience in management and adrniuistration. The position requires demonstrated eaperience in integrating and coordinating diverse areas of management.
govemance.
personnel; education administration orai and wxitten cotnmunications; planning and evaluation; and
Knowledge in the following areas is required government relations, human services, finance and
Some eapetience in the Eteld of philanthropy, not-for-pro6t management and govemance, and
ed to make fo mal, persuasive presentations to groups and to
community.
The individual must be comfortable with diversity and respectfui ofa wide range of faiths, beliefs and experiences.
I.eading change: The chief executive possesses the skills and implements the functions of a leader. They share
NEP's values, cnission and vision. Theq consistently disp]ay integxity, models behavior,develop people, and
interventions.
builds teams. This individual deals effectively with demanding situations and designs and implements
Motivating: The chief esecutive manages continuity, change and tcansition. This individual knows how to in luence and enable others. They address the impact of attitude and action on the NEP and its participants.
NEPCS
397I
a limited bases***
and
the***
Reporting to thie position: Deputy Chief Operating Officer for Talent Development and Human Resoutce
job Summary
The Chief Financial Officer is a key member ofNEP's boazd of directors, leadership team, managing the day_ to-day finanaal operations ofour schools and our School Support Team in the areas of accouating, batikitig,
infrastructure, providing eaceprional setvice and support to our schools, and ensuring their continued finandal success
Nature and Scope of Position
budgeting, and finandal planning. This position reports to the chair of the Board, CFuef Executive Officer and Deputy Cluef E$ecutive Of6cer and is responsible for building a scalable and effident finandal
training, problem resolurioq performance evaluation, and the hwlding of an effective and dynamic teatn.
schools.
Manage, mentor, and develop a team of 6nance and accounting professionals. Manage work allocatioq
Serve as finandal advisor to CEO and DCEO on fiscal operating decisions. Have a clear understanding of how each finanaal dedsion impacts the yuality oE education delivered at the
auditozs.
Represent NEP to its financial parmecs including& nancial institutions, potendal investors, donors, and
Oversee the preparation and approval of all financiat reporting materials and metrics for the Boazd of
Serve as a member oE the Board and lead on the Finance Committee of the Board of Directots.
Evaluate donunentadon related to financing, leasing, and other corporate acrivities including real estate
Work with Innovation Deparmient and speafically the Deputy Chief Innovation Offcer for Institutional
Oversee the preparation of materials and reports to meet the compliance needs of alI local, state, and federal
Manage payroll, accounts payable and receivable, budget amendments, financial statement reporting, bank
Remain up to date on nonpm&t audit best practices and state and federal law regarding nonprofit and Texas
Oversee bankinp,and investments it cluding 6nancing, cash management, and adherence to bank and debt
of F. mployee' s
Appendi$'V"
10
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Ensure that effective internal controls, policies and procedures are in p]ace ana ens te compliance with applicable federal, state, and local regiilatory laws, and rules for financiai and taa reporting Improve 6nancial literary within organization; traia School I.eaders, staff inembers, and Board ofDirectors on financial polides, procedures, and besf practices.
Prepare for and manage arinual organizationai auditsperformed by iiidependent financia! auditors. ` Develop and maintain a multi-yeaz finat cial projection model to inform KIPP San Ar tonids growth and dedsion-making around expansion.
o P erational metrics and d '
Track and cotnmunicate operational performance to.all schools and othet stakeholders. Report status of
eltverables to leadershiP and stakeholders in written attd presentauon
forniat
Qualifications:
in Texas.
laws, ru(es, procedures, and programs speci6cally related to the business operation ofpublic charter schools
functions.
At least 5 years of significant work experience with growing organizations( budgets exceeding 5 million) in Experience ingovemment, private or non-profit/ education field and knowledge offund accounting, ihe
Strong organizational skills, ability to set up systems atid ptocesses to stream(ine accounting and finance
Strong analptical and problem-solving skilis with the ability to:turn data into insights and anticipate questions and problems.
complete multiple deadlines aad tasks.
Demonstrated ability to worlc in a fast-paced, high-ene.igy environment with a proven ability to meet and
Expeuence working in charter schools and/ or othet eduration, non-profit, or public sector organizations.
Knowledge of general accounring procedures and experience with budgeting, forecasring, and cash flow
Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial ettvironment
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399
limited basis
and***
on a
Reporting to thia poaition: Deputy Chief Innovadon Of6cer for Institutional Development, the Marketing,
nr
As ChiefImplementation at d Innovation Of6cer you will have responsibility for supporting the conritiued
achieve sustained arinual growth in the areas education, philanthropy and private donor identification.
Nature and Scope of Posidon
growth and innovation of NEP schools. This will include designing and defining arays to measure and then
As Chief Implementarion and Innovation Offieer you will have responsibility for supporting the continued grourth and innovationofNEP schools.' Tfiis will include designiug and defining ways to measure and then
achicve sustained annual growth in the ateas eaucation, philanthropy and private donor identification.
related frameworks, policies,.regulations and processes.
Developing and continuously improving an implementation strategy for the NEP Schools, as well as
private donor idenriScation, with a 5- 10 year time horizon and work with both internal attd eatemal
partners to ensure its implementation.
Developing and regularly improving a implementation strategy for education, philanthropy and
Facilitating the development aad execution of an annual programme of work to implement NEP's implementation strategies, working with the Implementauon and Innovation Committee, support
organizadon(s), and other NEP bodies and staff, as well as conmbutors.
priority issues.
rolling 3-5 year timeframe, as well as facilitating the development and donor options for addressing
Ensuring that the Implementanon and Innovadon Committee has the necessary supporting resources
Assisting the ChiefAcademic Officer and Deputy Chief Egecutive Officer in finding new and
innovative ways to develop a vibrant school culture.
Qualifications:
development, public administradon or any degree and the equivalent skills necessary to full-fill the
Or combination of applicable education, training and experience which provides the knowledge,
abilities, and skills necessary to perform effectivelp in the position.
NEPCS
400
Estate and Acquisition Coordinator and the Community Success Center Coordinatar
Job Summary
Reporning to thie position: Director ofExterna! and Public Relations, New Initiatives Coordinator, Reai
The ChiefofGovernmeat and Community Relations will manage a staffof five responsible for developin
initiatives. The ChiefofGovernment and Community Relations:as the corporation's primary relationship
NEP' s" annual legislative
agenda
cooniinating, and implementing, in tandetn with the different departments witlua NEP, the political and
the CEO's Office to ensure that the corporation' s legislative and educational priorities receive attention on
and Federal agendes. The ChiefofGavemment and Communi ty Relations is also tesponsible for developing rpotaaon' s seruor management and key personnel in
and wozkin with tlie g
m "
manager with respect to federal, state, and local elected officials and government agenc:ies,community boards; community stakeholders; private stakeholders; and, the Gonemor, Mayar attd Council Offices, State,
co . . , `
strategies designed to facilitate the achievement ofNEP's goals and priorities, including secuting any Coordinate the goals and priorities ofindividual departments within NEP to ensute, NEP is consistent in its communications with govemmental and non-govemmental entities alike.
necessary public approvals for projects.
Administtadon.
Collaborate with the various deparnnents within NEp to develop and implement short-term and long-term
Ensure that NEP projects and priorities reflect and complemrnt the prioriries ofthe Board ofDirectors and
D4inimum requiremetttworking High School Diploma, Some College a Bachelors Degree Prefened. Minimum educational 5 in
of
years of experience
diverse interests.
Strategic and analyticaj thinker capable ofseeing and undetstanding broad and diffeang perspectives. Pro-acave and collaborative mindset with proven experience in building consensus among groups with
Strong interest in public poliry, urban affairs and economic development issues.
Comfort inxeracting Effective manager. with senior management, Administtation officials, and business leaders.
Strong interpersonal, written aad verbal communication skills a mus
of
Employee' s Apprndig`
T"
13
NEPCS
401
Position Title: Chief School& Student Safety Of6cer Departmen I.ega1 Affairs and School SaFety Reports to: General Counsel& the Deputy Chief Eaecutive Officer
Repotdng to thie
poeition: Deans
of
job summary
Student Safety Officer should have knowledge ofschool law, Department of Education rules, and School Board rules at d regulations. Demonstrated skills in planning, research, ana management.
agendes and members ofthe community. Additionally, to provide for the security and protection of all students, staff, and propercy: To develop progtains and provide sernices which will promote a safe and
of the high t qua(ity.
Ab itp to commutucate effectively with school petsonnet, parents, laa, enforcement, vadous community
orderly.environment for all studentsin school and on-school buses to help ensure an educational experience
I
Natute
and
Scope of Posidon
Evalnate NEP's sec uity program on a continuing basis at d recommend changes or draft plans as necessary.
Coorciinate the preparation of local, state and federal reports relative to areas ofresponsibilities.
Assist with developing and coordinating cooperative agreements, interagency agreemencs, aad
contracts with other agencies for security needs only.
Serve as NEP's emergenry conttol officer, developing procedures and protocols to deal with
emergencies and maintaining an emergency managernent plan.
Act as a liaison with public safety authorides and school resource of6cers on all matters affectin
school secutity.
Coordinate any special security needs deemed necessary for school system meetings or activities.
Develop
measures arc implemented as related to students, employees, facilities, and ptoperty. implement
and
Work with adcninistrators, faculty, staffand students at each school to ensure proper security and
prevention strategies
in
an effort
to
mini,,;> e
of school
violence.
Develop and coordinate at ongoing staff developmettt ptogram for employees who have security
responsibilities.
Review Board policies and make recommendations regarding school safety and secutity. Maintain information on Best Practices relative to school safety and security.
Maintain ciurent data on juveniles involved in the criminal and juvenile justice system and assure that
proper notification to school personnel is made as prescribed by State Law or Statute.
Oversee and coordinate the school volunteer program.
Participate in txaining progracns to increase individual skill and proficiency related to school safety, security, and transportation.
Naaonal Education Partr ers, Inc.Job Description of Employee' s Appendix" V"
14
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402
security.
Conduct presentations to vatious community groups and organizations relative to school safety and
Prepare and administer the deparnnent budget along with the General Counsel.
Perform other duties as assigned by the ChiefEaecutive Officer.
Physical Requiremeats:
Light Worlc Exerting up to 20 pounds of force occasionally and/ or up to 10 pounds of force as frequently as needed to move objects.
Qualificadons:
L.eadership
Minimum of 6ve( 5) yeazs in a secutity, policing or private and dignitaty/ executive protection.
protection employment a High School Diploma, Associates Degtee, 60 credit houts or more eamed,
Academy.
In lieu of the above listed qualifications we will accept a minimum of 8 years ofpolicing and pri, ate
Certified Licensed Agen Graduate ofa Police Academy or Federal Bureau ofInvestigation National
Experience with closed circuit camera technology, emergency management preparedness, and best
Or any other combination ofapplicable educadon, training attd experience which provides the knowledge, abilities, and skills necessary to perfotm effectively in the position.
NEPCS
40 3
Poaition Tide Community Engagement Coorduiator for Student and Parent Affairs
Comtnunity Relations
job Summary
NEP seeks to partnes withpareats and fanulies to turn around failing neighborhood schools and to establish
new NEP schools it the area. The Community Engdgement Coordinator will have excellent relationship building skills, will inform and mobilize families and community members to demand high quality The.ideal candidate is able: build
neighbor
ood schools.
to
strong relationships
and
successfully:navigate:_
in the area.
The opportunity in this role is in 6ndirig public alIies and supporters for NEP based on existing reladonships
through dif cult situations at d challengang interpersonal interactions. A key challenge in this role will be successfully getting buy_in and public support forNEP schools while navigating an uncertain political and community environment The risk ir this role is eaposing NEP to unfavorable political or public sccutiny.
Manages seasonal or part-rime outreach staff to build relationships through door-to-door home visits, phone calls,' school visits fo local businesses, and houses of worship
Promotes NEP at ndghborhood events (glock parties, community meetings, civic events)
Distdbutes Ilyers and posters to promote NEP schools and turnarounds
Conducts research and analyzes potential school sites and neighborhoods in the prescribed atea
Provides weekly updates on outreach including contacts made and results
IdentiHes key patent hubs( dapcare crnters, afterschool programs, libraries, rec. centers, etc.)
leaders to support school reform
Develops functioning coalitions with parents, elected officials, faith, educadon and community
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404
Quali cations:
Knowledge ofpublic education and charter schools highiy desirable but not required
Has a commitment to educational equity and eacellence for all students
Three to five yeais ofsocial service, politics, educatioq business development, or community engagement work experience in the area( desirable but not required}
Ability to adapt quickly to chang ng priorities
adapt to diverse environments
Strong interpetsonal skills and cultival competency, and self-awareness with the ability to reIlect and
Experience working with families from diverse ethnic and class backgrounds
T'earn player who is a self-motivated" go-getter" with che ability to lead and motivate others
Proficient with Microsoft office suite( Word, Eacel, Power Point and Publisher)
building
Phyaical Requirements:
Ability to physically perform the duties and to worlc in the environmentai conditions required such as
mailing, and making phone calls; Must be able to sit for up to two( 2) hours looking at a computer monitor, using a keyboard/ mouse and typing.
an v ng m lassrooms and office space-reaching fi1e cabinets, filing, faxing, Sca nir g coping, typing,
NEPCS
405
Repotts to: Deputy Chief Qperating Of6cer for Talent Development and Human Resoutces
The Coordinator of Recruitment Mazketiag and Promotions is an administtative mie responsible for
other projects
candidate intervicw scheduling and fac7itation(Coordiiiator including travel auat getnents), teporting, advertising ar d 3n' of RecruitmenE Ma'
support
of our organization.
will assist
support multiple recruiters and team metnbers. The Coordinator ofRecruitment Marketing and Promotions in development
research, and
rketiiig
and
Promotions will
In
planning
of
recruiting
events(
meerings, etc.).
addition, the Coordinator ofRecraitment Markerittg and Promotions manages multiple, high-priority,
Assist in the planning ofrecnuting events/ meetings Perform othet miscellaneous duties as required
by managemenL
Qualifications:
Required
At least 2 years eaperience in insmim At least 2 years eaperience in an office environment using the telephone
and computer as
the
primazy
At least 2 years experience in At least 2 year experience including in-depth internet knowledge and
working proficienry in MS Word, Eacel, and the Intemet
Bachelors Degfee
At least 1 year eaperience in Ability to work in a fast-paced environment where thete are competing priorities and aggressive deadlines.
At least i year experience in. Eacellent time management skills and the abi7ity to manage mulaple
projeccs simultaneously.
At least 1 year experience in Detail orientated with ability to take ownership and drive to completion. English: Intermediate
National Education Parmers, Inc Job Descripdon of Employee' s Appendix" V"
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NEPCS
406
Positioa Title: Coordinatot ofTechnologp( Deputy Chief Innovadon Officer for Technology and Analysis) Depattment: Innovation&
Implementation
'
Job Summary
To improve the ovetall qua(ity ofeducation received by students, staff,and the school communitp
through the use of technology.
To provide a vision for the implementation and use of technology to advance education for NEP.
Nature and Scope of Poaition
Prepares ptoposals and solidts bids for system technology needs. Promotes NEP on local, state and natiot al levels through conferences, workshops, seminars, and
technology associations.
Anatyzes information to defemune, recomrnend, and plan layout for type of computers and peripheral equipmen or modications to existing equipment and system that will provide capabdlity
training needs.
for new or upgraded networks, while maintaining efficient operation and effective use of space. Formulates technology traininp,poliaes, ptograms, and schedules, based on knowledge ofid tied
Provides professional development opportunities for technical and training support staff to keep abreast of the rapid changes in technology and software.
Drafts applications and proposals to submit to fund grantinp authorities such as government and
educadonal foundations to improve technologies.
committee.
Advocate technology usage and awareness and is a member of the corporation technology
Management
Develops, manages, and evaluates the technology budget with department head. Consults avith administrators and teachers to deFine equipment needs.
Consults with administrators, teachers, board members, patents and community members to
priorities of new projects, and to discuss system capadty and eyuipmrnt acquisidons.
deternvne informatioa requirements of teachess and students and to determine boundaries and
Contracts with veadors to provide needed technology solutions.
National Education Partners, Inc. Job Desaiption of Employee' s Appendix" V"
19
NEPCS
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Reviews reports of computer and peripheral equipment use, malfunction, and maintenance to
ascertain costs and plan operating changes,
Requisitions new materials, maintenance supplies, and other miscellaneous items needed by the Technology Department.
Submits needed technology budgets, projects, grants, a d polides to the NEP Board of Commissioners for approval.
Directs technology staff in technology maititenance and installarion.
Coordinates, evaluates and recommends hardware and software purchases and replacement
Coordinate in the development, monitoring, and periodic evaluaEion ofa five-year technology plan
Troubleshoot and repair computer hardware and softvvare when appropriate.
Develop and coordinate training aad development programs in the technolog es for the faculty and
Coordinate vendor services and maintain positive relations with corporate partners.
Manage vendor relationships, including hardware and software upgrades, and ongoing development work with the system and inaintenance, users.
Provide leadership for efforts invobed with showcasing technology projects for NEP and involved
companies with the community and outside visitors.
Work
with the
and Administrative Assistant, in the long range plannia& facilities design, school construction issues,
Serves as NEP's representative, when appropriate, for educatiotta! service center, Depatnnent of
A bachelo' s degree from an accredited college or university with experience and/ or training en
educational technotogy.
Use multi-media equipment and applications, basic software applications and common operating
systems.
NEPCS
408
Demonstrate working knowledge offundunental network design and common network operating
systems.
Reports toc Piinc:ipal and the Chief of School and Student Safety
m y
establishment and maintenance of a safe and orderly environment for students throughout the
Under the direction of sc600l administration, the Dean of Student Safety will assist in the
school, lunch, recess pe=iod, school dismissal and after school programs.
Nature and Scope
Supervise students and maintaiti a safe and positive environment in the lunchroom, hallways, arrivai dismissal of students, after school programs and/ or outside on the playg ound.
Assist students with vazious tasks.
Assist
the principal/
chief of school and
smdent safe ty
in
em
relevant matters.
Understand and follow the school policies and procedures regdrding supervision, discipline and other
Manage minor disciplinary issues and/ or report disdplinary issues or problems to prinapal/ teacher.
Maintain confidentiality regardin$ students at all times.
Direct movement oFgtoups to and from playground/ lunchroom/ arrival and dismissal.
Direct group games and activities.
Employee' s Appendix"`
7"
21
NEPCS
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Ma
Ability to effectively communicate and establish relationships with students, staff,and community.
Ability to react .. quickly to an emergency situation and show good judgment in haadling such emergency.
r
Must eshibit a pleasant personality and positive attitude towazd working with students and others.
position.
Has, or is willing to obtain, first aid and CPR certificadon, as well as any other related training for the
Such altetnatives to the above qualifications as the Deputy Chief Operatinp,Of@cet ofTalent
NEPCS
410
Reports to: ChiefEaecutive Office ChiefInnovation Officer and on Special Projects the Deputy CEO&
job snmmary
Fosters a cultuce of philanthropy within the organization. Assures that the organization' s
volunteers to institutionalize philanthropy atid fund development within the organization. Plans, coordinates
to volunteer and donor management, research and cultivation, gift processing and recognition. Maiatains
accountability and compliance standards far donors and fimding sources.
Nature and Scope of Position
coiporate culture, systems and procedures support fund development and vice vezsa. Leads staff and
and assures implementation of sttategies to develop donors and contributions io support the org.nization. Assures development and maintenance of appropriate systems to fund development includiag but not limite .
1 Participates with the chief executive officet, staff and governit g body to de6ne the oiganization' s mission
a) Ensures that philanthropy and fund development aze carried out in keeping with the
recommends short- and long-range fund development plans and prograzns that support the oigaiuzation's
b) Partidpates with the chief executive of&cer,staff and boazd in charting the arganization's course in fund c) Evaluates the effect ofinternal and ezternal forces on the oiganization and its fund development,
d) Keeps informed of developmeats in phi]anthropy and fund deveiopment as well as the general fields of management and the not-for-profit sector,informs the chief eaecutive of6cer, development committee(s) and boazd on cunent trends, issues, problems and activides in order to facilitate poliry making. Recommends poliry positions concerning[ und development,
e) Helps develop a balanced funding tnia ofdonor sources, grants and solidtation programs tailored to the needs ofthe organization that will rnable it to amact, retain and motivate donors and fundraising volunteers.
committee(s) and board evaluate the effectiveness of the organization's Cund development progtam.
appropriate committees, and governing body,
He1ps establish performance measures, monitor results and helps the chief executive officer, development
2 Provides general oversight of all of the organization's fund development activities, manages the day to-day operations of the drvelopment function, and monitors adequary of acrivities through coordination wich staff,
esecutives.
a) Ensures compliance with all relevant regulations and laws, maintains accountability standards to donors and ensures compliance with code ofethical principles and standards ofprofessional conduct for fundtaising
National Education Partnets, Inc.) ob Description
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Helps identify, cu]tivate, recruit,and develop fundraising volunteers and leadership. Trains, places, g Establishes personne) accountabilities for development staff and evaluates performance regulazly. 3. Works with the hief ezecutive officer, deveiopment committee(s) chair(s) and chair of the goveming boazd to ensure Culfillment of fund developmentroles and facilitate the optimum interaction between
coordinate and supervises fundraising volunteers.
b) Ensures establishment oFand compliance with the oiganization's owa fund development and c) Assures stability by cteating a working environment that is rewarding to staffand volunteers. d) Appropriately represents the institution, its boazd and eaecutives to donozs, prospects, regulators, development committee(s) and fundraising volunteers. e) Fosters a smoothly operating development function through timely and effective resolution of disrupdons.
philanthrogic principles, policies and procedures.
b)
th ihe developtnent committee(s) chair(s), develops agendas for meetings so that the committees can
c) Informs the chiefezecutive on the condition of the organization's fund development prograai and on all
e) Annually, evaluates the perfotmance of Eundraising volunteers and reports to the Chief Innovation Officer
5-7+ years of fundraising e perience with success identifying and soliciting 6- and 7- Hgure gifts Demonstrated success setting and eaecuting on Cundraising strategy
Success creating, stewarding, and expanding relationships with high net-worth individuals,
foundations, corporate, and government fundecs
Egperience successfully worlung closely with a senior leadership team through periods of significant
organizational growth and change
Strong preFerence for esperience supporting regional offices in their development efforts
Faperience working within the education reform space preferred
Eaperience can be eamed by college degree or demonstrated abi7ity to meet the listed criteria.
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Position Tidec Deputy Chief Operating Of& cer for Talrnt Development and Human Resoucces
Deputy Chief Eaecutive
Officer
and
the***
Chief AcademicOfficer
Recniitmenf`CoordinaEor
Repotting to thia poaition: Finance Coordinator, Compliance Coordinator, Marketing Promotions and
Job summary
The Deputy CMef Operatin Officer for Talrnt Development and Human Resource Officer is responsible for determining providing leadership in developing and eaecuting calent development and human resources
strategy in support of the ovezall school plat and strategic direction of the organization, specifically in the
azeas oEsuccession planning, catent management, change management, organizational and performance
Development and Human Resource Officerprovides suategic leadership by articulating Human Resource
needs and plans to the eaecutive management team, and to the board of directors.
Nature and Scope of Poaition
and stcategic vision.
managernent, training and development, and comprnsation. The Deputy Chief Operating Officer far Talent
Establish and implement HR efforts that eFfectively communicate and support the school's vision
Develop HR plans and sttategies to support the achievement of the overall school business
objectives.
Funcrion as a strategic business advisor to the eaecutive/ senior management of each department or
speaalty group regarding key organizational and management issues.
Working with the schooPs eaecudve management, estabtish a sound plan of management succession
that coaesponds to the strategy and objectives of the orgaiuzation.
Develop comprehensive strategic recruiting and retention plans to meet the human capital needs of strateg c goals.
Develop and implement comprehensive compensation and benefit plans that are competitive and cost eEfective for the school.
Provide overall leadership and guidance to HR function by oveiseeing talent acquisition, career development, succession planning, retention, txaining and leadership development, compensation and benefits.
Qualifications:
NEPCS
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oE
Departmen
Reports to:to ChiefEaecudve Officer and Chief ofGovemment and Communit Reportin thie poeition: None
lob
Relarions
su
conununications pIan to promote the activides and mission ofNEP as well as the importance of education.
NEP' s
communications
calendar;
Create and contributes to all institutional communications including, direct and online marketing, Work wit6 with outside outside fiLm consultants to clarify NEPof btand, including visual elements and messagitig. Work to manage a redesign the NEP website
coIlateral maCerials, website, monthly e-newsletter aad support for insdtutional advancement.
Design visibilityaad itnplement social media strategies to serve our constituettdes and increase organizational
indude blogging and other social media tools.
Work with the NEP esecutive team in creating andresponding to new media opportunities that may
Ensures consisteat communication of the organization's image and position both witiun the
Knowledge of and experience with mazketing, communications, online marketing, d'sgital and social Articulate, avich proven ability to communicate well both verbally and in writit g,
media, and public relations.
Sk71ed at writinp,materials that target key messages to diverse audiences, evoke a speci6c voice and style and support project objectives.
Strong g,raphic design sense
Ability to think creatively, strategically, and tactically and to work collaboratively Capaaty to work with a wide variety ofintemal and eatemai clients
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Or any other combination of applicable education, training and experience which provides the knowledge, abilities, and skills necessary to perform effectively in the position.
Demonsttated ability to manage multiple, competing priorities and projects, and meet deadlines High energy, positive," r. an-do" attimde, flexibility, teamwork, and attention to detail
Departmen
Reports to: ChiefAcademic Officer, Deputy ChiefAcademic OfHcer for Curriculum and Instruction, Principal Chief Innovation&
the**
Implementation Officer**
Repotting to thie position: Speciai Education Teachers, Student Teachers and Aides
Job Summary
development, coordination, and management of all special education programs, services, budgets and personnel. The Director of Spedal Education and Supportive Services shall ensure compliance with state, and federal regulations goveming the delivery of services to students with disabilities or special needs.
Natare and Scope of Position
The Director of Special Education and Supportive Services shall assume responsibility Eor planning,
2. Create/ provide effectiive technical assistance in a vatiety of formats and vrnues to diverse constituendes on issues pertaining to special education.
3.Supervise the teachers and student teachers ofspecial education services.
4.Knowledge of financial ana(ysis and budget development/ managemenG Approve eapend tures for speaal education supplies, materials and equipmrnt
7.Facilitate team building throughout NEP.
programming and services.
G.Implement and train individuals in" best practices" related to special education.
8.Provide leadership on implementing systemic changes to unprove the overall delivery ofspeciai education
lO.Utilize the school management information systems; state databases/ reporting systems, word processing,
officer, principals, teachers, school staff,pazents, students and community agenaes. 15.Write short and complete poliaes and procedures for speciissues. al education that are understood by all. 16.Track, monitor, and assist in the correction of monitoring 17.Be an advocate for student success.
18.Delineate special education roles and responsibilities of all staff. 19.Establish eEfective and efficient communication and team processes.
11.Possess eapertise with data collection and compliance with Federal and State Rules and Reguladons. 13.Provide long range vision/ recommendadons regarding Special Education programs and services. 14.Work with and underscand perspectives from the State Deparhnent of Education, NEP, chief academic
12.Assist in the hiring, training, evaivating and supervising program and support staff.
21.Perfotm ongoing analysis ofneeds and detemune how to improve effectiveness and ef&aenry ofspecial
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23.Sezve as an advisor for all spedal education legal issues. 24.Mediate conten ious IEPs and compliant resolutions.
speciai educadon matters. _
22.Guide the alignment ofspecial educadon and general education cucricuium with the DCAOCI.
25Maintain regular contact with all administrators. Setve as the resource peison and primary contact for all
26.Arrange special education ttansportadon as aPPr Priate.,
ZS.Adhere topolicies aad procedures of1VEP and the Repsective School District and the State Department of Education.
regard to the speaal education scrvices program.
29.Complete assigned respoasibilities withit agreed upon timelines. 30.Implement procedures for referral evaluation, placemen assignment and re- appraisal of smdents with
32.PerEorm additional tasks, respottsibilities arid duties as assigned by the Chief Academic Officex or designee.
Qualificadoae:
1. Masters Degree, with academic traiiung in special education including work in the azeas of testing, statistics,
Z. Teaching certification including full appmval of at least one azea of special education.
criteria.
3.Full or temporary approval as a state Director of Special Education as determined by the state and distdct
S. Eatensive experience in implemetitiag the consultation model for assessment/ diagnostic services. 6.At least three successful years df K-12 teaching experience in Spedal Education. 7.At least one year of successful experiettce as a Director of Special Education in an approved Special
Education program preferred.
12.Such altematives to the above quali6cation as the ChiefAcademic Of$cer may find appropriate.
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of
Depatfinen
base.
Community Devdopment
Reports to: Chief ofGovemment attd Community Relations and the Chief Innovarion Dfficer on a limited Reporting to this position: Chairperson of tTie School tldvisory Council, School Social Worker and the Education to Cazeer Coordinator
job Summary
The Director of Student Success Center&
and
success ceatet.Also, give direction to the School Advisory Council and Community Groups in deve ping our school and community parmerships,
Nature and Scope of Position
with a11 members of the Executive Leadership Team, Parents and Community Groups to ensure coordinated implementadon ofinnovative programs Focused on educating pazents on at home leaming techniques for continued student progress, providing socYal service assistance to students and parents in need ofservices, improving student achievement through progracns and supportive staff located within the student
wnsistent
Gives direction to the School Advisory Council on particular issues and areas of concern to the school; Conducts evaluations of key program initiatives as a means ofinfornvng the Chief of Govemment and Community Relations& ChiefInnovation Officer as to the effectiveness ofNEP programmitip and recommendations for improvemen
Directs programining locaced within the Student Success Center;
Sets
priorities and measurable goals with che
Innovation OfHcer;
Chief of Government
and
Community Relations&
Chief
Develops and maintains clear and inclusive decision-making processes to ensure integration ofacademic
Presents information to the CEO, DCEO and Board of Directors when required.
Bachelor's degree from an accredited college or university in community de, elopmrnt, education
engagement work a High School Diploma, Associates Degree or 60 credit hours or more earned in one of the fields listed above.
Experience managing staff and managing a variety of programs and initiadves; Eaperience in
including
In lieu oE the above listed quali6cations we will accept a minimutn of 5 years ofcommunity outreach and
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417
Or any other combination of applicable education, training and experience which provides the kr owledge,
Research shows that when families are involved in learning, they will play an active role in the educational
process. This increase in parental engagement will positively contribute to children's academic and social
faith-based organizarions and city aget cies to equip fam ies with additional skills, knowledge and resources. Classes offered through the Parent University, provide ttaining in life sk ls such as character development
become successful. Classes are offered at school locations and in diffetent languages.
Nature and Scope of Position
success. The Parent University engages pareuts ia innovarn,e and meaningful parmerships forlearning. The Pazent University partnezs with internal district nep depattinents, academic institutions, communiEy and
and 6nancial literary, and w l equip families with tools that they can use to encourage their childten to
Pmvide an educational platform to build strong parent-teaclting communities that will increase
student achievement in all NEP schools.
Collaborate with intemal NEP/ District departments to rnsure families are provided with the access,
opportunities and tools they will support literacy at home as well as resources to advocate for their
children' s education.
Collaborate with adult literary programs and higher education institutions to fulfill the commitment
of NEP's education initiative to increase the number of residents and pazents of out students going
to college.
Provide resoutces and collaborative opporiunities for adults who wish to achieve their own personal
academic and non-academic goals.
employment opportunities.
Provide a program within the context of adult continuing education to support adult literary and
Quali6cations
A
m;.,;..,
NEPCS
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Prior experierice with A.mea-Corps., City Year or the Peace Corps. A Bachelors Degree Prefernd, a minimum of a High School Diploma required
Repotts to: Chief Eaeeutive Office Deputy Chief Facecvtive Officer and Board of Corrunissioners
to t iia poaition:
Time Aides
of
Job summazy
ThePresident& General Counset serves as the chieflegal officer ofNational Education Partners, Inc. and a member of ChiefEsecutive Officer's senior management team. The General Counsel represents and directs the representation Nadonal Education Partners, Inc. in all legal matters; serves as legal advisor to the President&
the
Chief Eaecutive Officer, Board of Commissioners, and senior administrators; and serves as a
President&
directing associate counsels employed bq the National Education Partners, inc. and outside counsel retained to represent National Education Partners, Inc..'The General Counsel also supervises certait functional ofFces President& by Chief Eaecutive Officer such as Internal Audit with the Chief Finance& Operating Of6cer and Affumative Action with Deputy Chief Operating Officer for Talent Development& Human Resources.
assigned
aspects of transactional and regtilatory matters related to Nadonal Education Partners, inc.,including
the
Provides advice regarding a111ega( matters involving outside agendes or complainants. Responsible for providing 1ega1 representarion ac vice, counsel, and opinions in all areas of law
programs, promotiott and tenure, athletics, research compliance, trademark licensing, intellectual property, technology transfer, intemational agreemencs, regulatory compliance, privary law, real estate, open records, all aspects of employment law, impottatit legal documents and agreemenis, and
affecting National Education Partners, Inc, including corporate, student, and faculty affairs, academic
in joint ventures with other schools, healthcare, business entities, non-pro6ts, or governmental organiaations in ihe United States or abroad.
Pattidpates in discussions
cabinet.
of
agreements, and related matters; provides advice and representadon concernu g NEP's participation
Provides legal oversight of issues related to education, risk management, and NEP contracts,
Brit gs legal sues and concerns to the attention ofsenior administradon and assists in developing related NEPis poliaes.
NEP
s[
rategy
and
poliry
as a member oE
the
President& CEO' s
Attends Board of Commissioners meetings and serving as Attomey to the Board in legal mattess.
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Provides counsel and advice concesning compliance with federal and state statutes and regu(ations Acts as a resource on the interpretation of egisring or proposed local, statc, or federal laws and
affecting education, including teaching and research services at NEP.
regulations.
Provi des legal representa don, advice, and opinions in monitoring and resolvingdispuces that may lead to litigarion.
Arranges and supetvises outside attorneys who provide legal advice or repzesentation in areas of spedal expertise or in litigarion. Maintains a cvnent knowledge of legal issues ofimportance to the otganization through pazticipation in continuing legal education and membership in appropriate bar and professional associations. Assists as needed with NEp responses to ememal requests for information, reportin tompLvnts, or dtations&
om external govemmental or non-governmental organizations.
Oversees requests for documencs under federal and state oprn records laws and regulations. '
safety,
and administer the
other
Perforcns
duries
as
assigned
deparnnent budget along with the Chief Finance& by the President& Chief Executive Officer.
Opetating Officer.
Quali6cadoas:
Juris Doctorate degree from a law school approved for accreditation by the Americaa Bar Association, a member in good standing of the Baz of the suprane court of the state in which he or she prectices law, and the prompt eligibility for such license and standing in any state A minimum of six years oflegai practice experience in a' relrvant area, havit g attained a senior
employs him or her. Five yeazs as eneral counsel ar assodate couasel of a large educational, nonpro6t, for-profit, or governmencai organizadon, or equivalent role as outside counsel, is preferred. A minimum of 6ve years of experience in supervising the work of other lawyers. Significant experience in legal matters or representation of a corporation, organizarion or
position of responsibility in firm, crnporation, governmenc agenc3,, or other organization that
Record of exercising eacellent judgment on behalf ofdients inctuding large and complea organizations and issues.
Commitment to the highest ethicat and professional standards; personal and professional integrity
Escellent written and oral communications skills in public and private settings with diverse
audiences; ability to translate complex legal issues for a lay audience.
relate well with Commissioners, senior administrators, student, faculty, staff,govemment of&dals, and ezternal audiences.
Ready availability at all times in person
or
Strong leadership and interpersonal skills, able to collaborate with a diverse population, and ability to
electronically
to the president&
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Provide leadership in tl e development and implementation ofappropuate operadonal polides to support OverseeOfficer and manage the preparation ofperiodic Finandal and Chief Academic' Of6cer. ' administrative and compliance reports with the Chief Assist the CEO in formulating implementadon plans, inciuding the Preparation ofbudgets, vork plans, procurement plaz s and monitoring and evaluation plans.
the objectives of the Board ofDirectors and complies with the Charter c ree enG
Provide poliry advice and support to the Chief Esecutive Officer( CEO)
apezations of the school are in fi,il compliance vith local and state regtilations and with Board of Directors
CEO in
functions ofthe school, including fmancial managemen procurement, legal affairs in conjunction with the Corporation Counsel, monitoring and evaluarion, public outre ch and human resources, and ensure that the
ensuung continuous improvement of operational
efficiettcy during impjementab
of
Work closely with the Chief Acadeinic Officer,Chief Financial Officer and assigned Board Committees for ProjeccManagement to fadlitate the esc] ange ofoperational inforsnaaon and the adherence to Board and School District requiretnents andtimely standazds.
Act as of6cer-in-charge in the absence of the Chief Executive OfScer( CEO)
Officer.
related issues in conjunction with the Deputy Chief ofF'mance/ Talettt Development and Human Resource
Qualifications
Manage the work of all employees, and mal: e recommendations to theCEO regarding staffretention and
A degtce in business administration, public administtation, economics, financiat management, or related lt Ieast five to ten(5-10) years ofrelevant experience in a senior management position in a reputaWe nonprofit, private organization and/ or government agency Demonstrated experience and proven management skills in managing a depattment or unit with at least ten( 10) personnel
field, an advanced degree is preferred
e relationsMps with a wide range of actors, including national and local government of& cials, civil societp organizaaons, and donors
NEPCS
421
Solid computer skil s in email, word processing, spreadsheets, the Intemet, and some familiarity with
_.
Reporting
Reports to: Board of Commissioners, CEO,Innovadon& ChiefAcademic Of6cer,Deputy ChiefAcademic Officer far Instruction Im lementation O *
and the** Chief
to thia position:
on a limited bases
Purpose: To serve as the adminisbator of a school in developPnyy and implementing pollaes, programs, curriculum activides, and budgets in a manner that promates the educationai development each shident and the profe.ssfonal devebpment of each staff inember with the Chief/Deputy of Academic Officers.
Generel Planninge conoeptualizes the trroad goals of the schooi and pians accordingly b ensure
that procedures and schedules are fmplemented to carry out the totai schooF program.
General Coordinatlon: ensures that the school program Ps cAmpatibie with the legal, finanaal
and organizational structure ofthe school system. The principa defines the responsibilities and aocountability of stafF rnembers and devebps plans for interpreting the school program to the o mmunity wlth the Chief/Deputy Academic Officers.
Enhancement of Personnel Skilis: provides acdvities which faci itate the profe ional growth of the school staff and enhance the quality of the instructional program.
School Objectives; idenfifies the annual objectives for the instrudional, extracurricular, and
athletic programs of the school with the Chfef/DeputY Academic Off cers.
Currlculum Objectives; ensures that instructional objedives for a given subject and/or dassroom
are developed, and involves the faalty and others in the development of specifrc curricular objedives to meet the needs of the school program. The principal provides opportunities for staff participaqon in the school pregram yyith the peP ty Ch ef Academic Officer for Curriculum and Instruction.
program by means that indude the maintaining of up-todate student data. The principal
authority.
retattonshfps with students, staff, and parents. The principal complies with estabiished ir es of
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New Staff and StuderKs: orients and assists new staff and new students and proyides
oPportunities for their input in the school program.
Community: encourages the use of community resources, 000perates with the community ln the use of school faa ities, interprets the school program for the community, and mainEains communication with community members in conjunction with the Department of Community Development and External Affairs.
Supplies and Equipments manages, direds, and maintains reoords on the maberi s, supplies and
equipment which are neoessary to:carry out the daity school routine. The principal irwolves,the
staff in determining priorities for instrucGonal purposes.
Servioes: organizes, oversee,
resouroes.
and provides support
to tite
equipmeM provided to carry out the school program. The principai makes use of canmunity
Qualificarions:
materfa
and
Principal Certification
Eaperience in projecrmanagement, includin the ability to deploy resources and manage multiple projects;
NEPCS
423
Posiqon Title: Speciat Assistant& Chief of Staff to Depattmen Board of Commissioners/ Ezecutive
tnanagement team
National Education Partners, Inc. As a member of the Presidrnt& Chief Execuuve The Speciat Assistant to the Board of Commissioners&
and duties.
operations and prepares all Board meetings and materials in ordnance with all applicable job responsibilities
Directs the day to day management of the administrative and clerical staff.
Recording Secretary at Board meetings as well as selected heariags and committee meetings.
Index and maintain indea 61e of Board minutes.
Prepare minutes for regular and closed session meetings of the Board.
Prepaze preliminary, revised and final agenda for Board meetings; prepaze agenda, agenda
Organize all aspects ofregular and spedal Boazd elections, including ordering of election materials. Prepare mail and collect signed contracts with contractors.
Prepaze conespondence sent to all Board Members
Process Maintainand aansmit all necessary papezwork to the General Counsel relating to elections. form
polides, adminisirative guidelines, and
manuals
for
the
Board
and
Arranges
Maintains calendar and schedules meetings for groups in the Board Room, and conference room.
for
overnight
Presidrnt& CEO.
conferences.
Prepares preliminary schedule ofBoard meetings for the year: date, time and place_
Maintains communication with execudve of6ce on use and scheduting of their facility for committee
Maintains permanent records of Board meeting minutes, personnel directories, and permanent
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Prepares forms, coordinates Board member schedules helps tabulate scores for Principal evaluation
process.
Prepares preliminary schedule of all meetings for Management Team and School Adnisory Couna7 and appropriate committees.
Performs other duties as assigned the Board of Com:nissioners.
QuafiScations:
Knowledge and practical experience regarding computer skills, including Microsoft Word and Eacel
Ability to work independently and make dedsions in accordance with established polides and reguladons.
Familiar with networks and data backup procedures.
Good health, high moral character and good attendance record
Polite, courteous and tactful with the public.
Such
other
qualifications as the
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425
Programming
Implementation Officer and Deputy Chief Operating Officer for Talent Development and Human Resources** Reporting to thia position: None
Job swnmary
Reports Officer, Deputy ChiefAcademic Officer for Curriculucn and Instrucrion, incipal to: ChiefAcademic the** Chief Inaovation&
To be an inriovative, passi onate and energeti c about enhancing, transforming and reforming the way education is traditionally thought of for our students.
Nature and Scope of Position
Teach all the subjects, if have been assigned to teach so Take daily attendance and teach students proper behavior
Handling a classroom of students and teaching them the subject that has been assigned
Assign homework and tasks that will help in their overall development to students Find new and productive ways of teaching students, that will help them learn faster, and more effiaently
Coordinating with other colIeagues and the principal of the school
Maintain discipline amongst students, and make sure that they dress properly
Pay special attention to weak students, and students with learning disabilities like dyslexia Comrnunicate with parents ofeach student, and inform them of their child's development in school
Maintain good and& iendly relationships with the students and their parents, so that they can communicate openly with ihe teacher
Teach from the curriculum dedded by the educadonal authorities, but also give suggestions for improving it
Encourage students to take part in developmental extracunicular activities, and recognize where the students' talents should be put to good use
Complete all other tasks and duties g ven by the Supervisor on time Aaend all the students and teachers meeting
Partidpate in all the school's functions
F'uush the course on time and teach the students performance targets set by the school
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Other Dutiea
Should have good ktiowledge in the latest technolog,y Should keep self updated on latest developments in the 6e1d of education Should be available during examinations for taking on the role of an Invi Iator Stop students from partaking in any malpractices during eaamination
QualiScatione:
i
A Bachelor's or a Master's degree from a reputed insdtute, college or university Should fit into the requirements for the job set by State, Disttict and City
State Certification
If teaching a specialized subject, should have the qualificarions for that subject
Knowledge in technology Or any other combination of applicable education, training and experience which pmvides the knowledge, abilities, and skills necessary to perform effectivelp in the position.
NEPCS
428