FernLeaf Community Charter School Appendices A. Evidence of Educational Need B. K5 ...

157 Pages·2013·4.73 MB·English

FernLeaf Community Charter School
FernLeaf Community Charter School
Appendices
A. Evidence of Educational Need
B. K­5 Curriculum Outline
B1. 6­8 Curriculum Outline
C. Instructional Calendar
D. Draft Student Handbook
E. Not included ­ Federal Documentation of Tax Exempt Status
F. Organizational Chart
G. Board Member Information Forms and Resumes
H. Proposed Bylaws
I. Articles of Incorporation
J. Board Policies
K. Not Included ­ Meeting Minutes
L. Not Included ­ CMO/EMO Contract
M. Projected Staff
N. Employment Policies
O. Insurance Quotes
P. Not Included ­ Facility Form
Q. Not Included ­ Facility Inspections
R. Revenue Assurances
S. Not Included ­ IRS Form 990
T1. Resources Used in the Development of the Education Plan
T2. Board Member Experience Matrix
T3. Sample Project Plan
T4. Board Member Affidavit
FernLeaf Community Charter School
Appendix A ­ Educational Need
A variety of factors were taken into account in determining the need for FernLeaf Community
Charter School and its development.  A national trend exists in the growth and support of charter
schools generally, as well as clear support at the state level.  The specific needs present in the
local community however, have been the primary drivers in the development of FernLeaf.
Data from the National Alliance for Public Charter Schools shows the growing trend in charter
schools nationally.  Over 42 states and the District of Columbia now have charter school laws in
place and there are over 2 million students who are served by approximately 6000 charter
schools.  New charter schools are opening at a rate of 400 to 500 per year and are enrolling
between 150,000 and 200,000 students per year.  Nationwide there are over 610,000 students
on waiting lists demonstrating a clear need for new charters.  Public perception and support is
also demonstrating an increased need for charter schools.  In 2000, National polls showed only
48% in favor of charter schools compared to 68% in 2010.  A 2012 PDK/Gallup Poll shows ⅔ of
those polled in favor of charter schools.  Though there are those in opposition, charter schools
often receive bipartisan political support.
At the state level, North Carolina leaders have enacted significant legislation allowing for the
expansion of charter schools statewide.  According to NCDPI data, since lifting the cap limiting
the number of charter schools to 100 in 2011, 160 applications have been submitted to open
new schools excluding the current round of applications.  Of these applications, 58 have been
approved (26 of these from last year’s applications still pending final approval at the time of this
writing).  According to NCDPI data compiled by the Office of Charter Schools, as of the
2011­2012 school year there were 44,477 students enrolled in NC Charter Schools.  This is in
contrast to the 30,892 in 2007­2008.  Perhaps more importantly however is the fact that as of the
2011­2012 school year there were 30,445 students on charter school waiting lists, suggesting a
strong need statewide for additional charter schools to be opened (this figure excludes waiting
lists for schools that opened in 2012 and 2013).  14,924 of these students are on waiting lists at
37 schools in the Western region alone.  Furthermore, according to data from the 2012 NC
Teacher Working Conditions Survey, charter school teachers responded more favorably than
traditional school teachers in virtually every survey area suggesting that there is a very real need
for new opportunities for teachers as well.
From a local standpoint, there has been growth in the number of charter schools in surrounding
communities, however Henderson County has seen no growth with only one charter school in
existence since enactment of charter legislation in 1996.  More than 1,200 students are on
charter school waiting lists in surrounding communities.  Based upon information gathered from
the local community by FernLeaf, the need for additional school choices and different
educational approaches in Henderson County is evident.  Below is a summary of FernLeaf’s
findings that demonstrate the congruent needs of parents, students, and teachers:
Appendix A - 1
FernLeaf Community Charter School
Summary Findings From Parent Meetings:
Parent meetings were conducted in February and March of 2013 at Families First of North
Carolina in Hendersonville.  Parents were given the opportunity to express to FernLeaf
developers what they would like to see in their children’s schools as well as to comment on
concerns they have about the traditional public schools in the area.  The open ended meeting
format was chosen over surveys based on the belief that real, meaningful dialogue with parents
would yield the greatest insight.  The findings below summarize some of the salient points.
Curriculum Implementation:
● More hands on learning ­ want their children to be able to apply what they learn.
● Individual needs aren’t being met.
● Opportunities for students to progress at their own pace are needed.
● Want to see more integration between subjects.
● Learning should be fun.
Focus and Emphasis:
● Access to a broad variety of subject matter is needed.
● Creativity needs to be emphasized.
● Individual passions and aptitudes aren’t being realized.
● Foreign languages need to be taught early.
● Technology should play a greater role.
● Would like to see an emphasis on social­emotional learning.
School and Class structure:
● Schools are too large and their children feel lost within them.
● Schools often operate, look, and feel like factories/prisons.
● Schools don’t reach out to parents and don’t communicate how parents can help.
● Would like to see different types of extracurricular opportunities.
● Want their children to have great teachers who treat them with love, respect, and
kindness.
● Would like to see school resources allocated differently.
Assessment:
● Recognize the necessity of standardized testing but don’t like the emphasis placed on it.
● Grading systems and evaluations are punitive and aren’t helping their children to grow.
● Would like more feedback about their children’s strengths and weaknesses.
● Often find out their children are struggling after it’s too late to help them.
Appendix A - 2
FernLeaf Community Charter School
Summary Findings From Student Focus Groups:
In June of 2013, three separate student focus groups were conducted in Hendersonville for 7th
through 12th grade students.  These age ranges were selected because of their ability to
articulate views of their school experience both past and present.  It is important to note that
these were not simply gripe sessions, but real expressions of their views.  The use of focus
groups was chosen over surveys based on the belief that real, meaningful dialogue with students
would yield the greatest insight.  While the discussions went in many different directions, the
findings below represent prevalent themes running throughout.
Curriculum Implementation:
● There is a desire to apply what they’re learning in real world situations.
● Students would like to get out of the classroom more.
● They would like more opportunities to learn at their own pace.
Focus and Emphasis:
● Students desire more variety and choice.
● Students would like schools to help more with the the social pressures and difficulties
they face.
● Students would like some time to pursue their own interests.
● Early foreign language opportunities are desired.
● Students would like up to date resources (not outdated textbooks).
School Structure and Culture:
● School size and overcrowding are issues that affect them negatively.
● Lack of flexibility and change in daily schedule makes school monotonous and boring.
● Students desire to feel trusted and respected.
● Basic personal freedoms are not honored ­ for example, prohibited restroom use outside
of prescribed times and/or finite opportunities per year.
● A greater role in the school is desired, from policies to activities.
● Would like for a more cohesive school culture.
● Teachers’ attitudes have an enormous impact on their ability to enjoy school.  The
perception is that teachers often make kids feel stupid creating an environment in which
they’re afraid to ask questions.
Assessment:
● Tests aren’t helping students to understand what they need to do to improve.
● The process for standardized tests is stressful and impacts their ability to be successful.
● Many academically strong students admit to getting bored and simply filling in answers
without reading the questions.
Appendix A - 3
FernLeaf Community Charter School
Summary Findings From Teacher Focus Groups:
FernLeaf Developers met with teachers in January 2013 at the residence of a founding board
member and in February 2013 at Families First of North Carolina in Hendersonville.  Experienced
teachers from numerous schools, disciplines, and grade levels were engaged in a discussion
about problems they have observed within their schools and the types of things they would like to
see happen in order to better serve children.  As with the Student Focus Groups, this was not an
opportunity for teachers to complain about their jobs, but an opportunity for them to brainstorm,
share, and contemplate the need for a new charter school in the area.  The open ended meeting
format was chosen over surveys based on the belief that real, meaningful dialogue with teachers
would yield the greatest insight.  The findings below highlight some of the needs of those on the
frontline of education:
Curriculum Implementation:
● The various curriculum programs/approaches that are rolled out year after year aren’t
effective.
● Professional development opportunities should suit the needs of individual teachers.
● Teachers want more support and flexibility in meeting the needs of their students.
● There is a desire to get out of the classroom more.
Focus and Emphasis:
● Teachers would like to see greater emphasis on the full range of students’ needs beyond
academics.
● They want the emphasis to be on the learning process, not test results.
● Emphasis on athletic programs in Middle School is excessive.
● Social­emotional learning and stewardship need to play a large role in the school.
School and Class Structure:
● They would like a greater voice in school procedures, budget, and educational process.
● Curriculum integration is inhibited by existing school structures.
● Teachers desire greater support from school administration.
Assessment:
● Emphasis on test results is excessive.
● Standardized test scores aren’t adequate measures of student learning.
● Schools need to do more to minimize negative impact of testing on students.
Results From Online FernLeaf Interest Survey:
An ongoing interest survey has been conducted on the the FernLeaf website since April 2013.
Currently, 100% of 63 respondents with children indicated that they are interested in applying for
enrollment when the application period opens.  Fourteen of sixteen respondents with no children
indicated support for the development of FernLeaf, with the two in opposition expressing
opposition to charter schools in general.  While these numbers are encouraging, FernLeaf
recognizes that most people visiting the website thus far likely have a bias in favor of sending
their children to a charter school and that the value of the results is limited.
Appendix A - 4
FernLeaf Community Charter School
Diversity Analysis For Henderson and Buncombe County LEAs:
Henderson County Public Schools Buncombe County Schools
Race/Ethnicity: Race/Ethnicity:
Caucasian    71.87% White 75.64%
Hispanic  18.94% Hispanic 11.99%
Multiracial 3.80% Black 6.13%
African/American   3.77% Multi­racial 4.37%
Asian 1.27% Asian 1.40%
Hawaiian Pacific   0.25% American Indian .31%
American Indian   0.25% Hawaiian / Pacific .16%
Exceptional Children: ~12% EC population: 13.8%
* from “Fast Facts 2012” * from 2012 BCS school profile
*compiled from 2011­2012 DPI data
Census Data On School Age Children In Henderson and Buncombe Counties:
Henderson County Buncombe County
school­aged children school­aged children
Under 5 years                                           6,013 Under 5 years                                         13,475
5 to 9 years                                               6,212 5 to 9 years                                             13,481
10 to 14 years                                           6,172 10 to 14 years                                         13,384
15 to 19 years                                           5,533 15 to 19 years                                         14,288
(Source: U.S. Census Bureau, 2010 Census) (Source: U.S. Census Bureau, 2010 Census)
Waiting List Data from area Charter Schools (09/2013):
School K 1st 2nd 3rd 4th 5th 6th 7th 8th Total
ArtSpace Charter School 80 42 28 15 9 0 17 0 0 191
Brevard Classical Academy 0 0 0 0 0 0 0 0 0 0
Evergreen Community Charter School 192 101 77 60 57 54 48 27 13 629
Francine Delany New School For Children 128 54 41 35 29 25 30 20 16 378
Lake Lure Classical Academy 0 0 0 0 0 0 0 0 0 0
The Mountain Community School (no data avail.) - - - - - - - - - -
Totals 400 197 146 110 95 79 95 47 29 1198
Appendix A - 5
FernLeaf Community Charter School
Appendix B:
K­5 Math Scope and Sequence
adapted from Common Core State Standards for K­5 Mathematics
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Numbers Numbers and
Counting Operations and Algebraic Measurement
Grade and Operations Operations Geometry
Level and Cardinality Thinking and Data
in Base Ten in Fractions
● Count to 100. ● Represent adding and ● For numbers 11­ ● Describe several ● Describe shapes
○ by ones. subtracting with 19, understand measurable and position in
○ by tens. manipulatives. that it is attributes of a space of objects
○ not starting at 1. composed of a single object in environment.
● Solve addition and ten and ones (weight, length).
● Write numbers 0 ­ 20. subtraction word problems using ● Name shapes.
within 10 using manipulatives. ● Directly compare
● Represent 0 ­ 20 with manipulatives. 2 objects with a ● Understand the
objects. measurable difference
● Decompose numbers less attribute. between 2D and
● Count objects up to than 10 in more than one 3D shapes.
20. way. ● Classify by
attributes and ● Describe
● Understand number of ● Determine how many more count objects. similarities of
objects the same no to make 10 with shapes despite
K
matter the manipulatives. size or
arrangement. orientation.
● Fluently add/ subtract within
● Understand that the 5. ● Build and draw
next number is 1 shapes using
more. manipulatives.
● Compare up to 20 ● Build shapes
objects in 2 groups. with other
shapes.
● Compare numbers
written 1 ­ 10.
Appendix B - 1
FernLeaf Community Charter School
Numbers Numbers and
Counting Operations and Algebraic Measurement
Grade and Operations Operations Geometry
Level and Cardinality Thinking and Data
in Base Ten in Fractions
● Solve addition and subtraction ● Count, represent, ● Order 3 objects ● Build and draw
word problems within 20 using and write by length. shapes with
manipulatives. numbers 1 ­ 120. defining
● Compare 2 attributes.
● Solve 3 addend word ● Understand place objects indirectly
problems within 20. value of 10s and by using a 3rd ● Use 2D and 3D
1s. object. shapes to build
● Understand the commutative other 2D and 3D
and associative properties. ● Compare two ● Measure objects shapes.
2­digit numbers with whole
● Understand that subtraction based on number units. ● Partition circles
is an unknown addend. meaning of 10s and rectangles
and 1s. ● Tell and write into halves and
● Relate counting to adding time to the hour fourths and
and subtracting. ● Add within 100 and half hour. understand
○ 2­digit and making smaller
● Fluently add and subtract 1-digit ● Organize data in shares.
within 10. ○ 2­digit and up to 3
multiple of 10 categories and
1
● Use helpful numbers to add compare the
unknown numbers. ● In a 2­digit data.
number, find ten
● Understand = sign and tell if less and ten
an equation is true or false. more.
● Know missing numbers in ● Subtract multiples
equations. of 10 from 10­90.
Appendix B - 2
FernLeaf Community Charter School
Numbers Numbers and
Counting Operations and Algebraic Measurement
Grade and Operations Operations Geometry
Level and Cardinality Thinking and Data
in Base Ten in Fractions
● Solve addition and ● Understand place ● Measure the ● Draw shapes
subtraction word problems value of 100s, length using based on
within 10 using 10s, and 1s. standard attributes.
measurement
manipulatives.
tools.
● Count within ● Identify triangles,
● Measure same
● Fluently add and subtract 1,000.  Skip object with 2 quadrilaterals,
within 20. count by 5s, 10s, different units and pentagons,
and 100s. compare. hexagons, and
● Determine whether a number ● Estimate length cubes.
using standard
is even or odd. ● Read and write up
units of
to 1,000 including ● Partition a
measurement.
● Use addition to find sum of expanded form. rectangle into
● Measure to
objects in up to 5 x 5 arrays. determine how rows and
● Compare two much longer one columns of same
3­digit numbers object is than size and count
using <,>, and =. another and squares.
express as
difference.
● Fluently add and ● Partition
● Use addition and
subtract within rectangles and
subtraction within
2 100. 100 to solve circles into 2, 3,
problems involving and 4 equal
● Add up to four length. shares, refer to
2­digit numbers. ● Construct a as halves, thirds,
number line from
and fourths.
0 ­ 100.
● Mentally add and
● Tell time to
subtract 10 or 100
nearest 5 minutes.
to give new ● Understand am
number. and pm.
● Solve word
● Explain why problems using
dollars and cents.
addition and
● Measure different
subtraction
objects with same
works.
unit of
measurement and
put data on a line
plot.
● Draw and interpret
bar and picture
graphs with up to
4 categories.
Appendix B - 3
FernLeaf Community Charter School
Numbers Numbers and
Counting Operations and Algebraic Measurement
Grade and Operations Operations Geometry
Level and Cardinality Thinking and Data
in Base Ten in Fractions
● Understand principles of ● Round to nearest ● Understand ● Tell and measure ● Identify
multiplication and division. 10 and 100. meaning of time to nearest quadrilaterals and
numerators and minute. subcategories of
● Multiply and divide within 100 ● Add and subtract denominators in quadrilaterals.
with word problems. within 1,000 fractions. ● Solve word
using problems of ● Partition shapes
● Find missing values in manipulatives. ● Fractions on addition or into parts and
multiplication and division. number lines. subtraction to describe area as
● Multiply 1­digit minute. fractions of whole
● Understand associative, numbers by ● Explain equivalent shapes.
commutative, and distributive multiples of 10. fractions. ● Solve 1­step word
properties of multiplication. problems using g,
● Compare fractions kg, and l.
● Fluently multiply and divide by size.
within 100. ● Draw picture and
● Express whole bar graphs and
● Solve 2­step word problems numbers as answer how
using all 4 operations. fractions. many more or
less questions.
3
● Use estimation to know the ● Compare fractions
reasonableness of solution to with same ● Measure lengths
these problems. numerators or to half and fourths
denominators. of an inch and
(limit denominators represent on a
to 2,3,4,6, and 8) line plot.
● Measure area of
plane figures and
relate to
multiplication and
division (use tiling
as
manipulatives).
● Solve word
problems with
perimeter.
Appendix B - 4