application cover sheet - volusia county schools

APPLICATION COVER SHEET

NAME OF PROPOSED CHARTER SCHOOL: Southeast Volusia School of Science and Technology NAME OF NON-PROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL BE ORGANIZED OR OPERATED: Southeast Volusia School of Science and Technology If a non-profit organization, has it been incorporated with Florida’s Secretary of State? Yes

Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding this Application.

NAME OF CONTACT PERSON: John Massey TITLE/RELATIONSHIP TO NON-PROFIT: President of SEV Sci-Tech Board MAILING ADDRESS: P.O. Box 830, New Smyrna Beach, FL 32170PRIMARY TELEPHONE: (386) 427- 3100 ALTERNATE TELEPHONE:

E-MAIL ADDRESS: [email protected]

Names, roles, and current employment of all persons on applicant group, i.e. anyone with a role in drafting the substantive content of this application or expected to have a significant role with the school, including any consultants or employees of an Education Service Provider. Add lines as necessary.

Full Name Current Job Title & Employer Role with Proposed School John Massey Massey Properties and Massey Ranch

Airpark, Inc. SEV Sci- Tech Founding Board President Governing Board

Oscar Zeller Retired Businessperson SEV Sci- Tech Founding Board Vice President Governing Board

Sarah Dougherty Co- Owner Dougherty Manufacturing

SEV Sci- Tech Founding Board Sec/Treasurer Governing Board

Susan R. Schilsky Educator SEV Sci- Tech Governing Board Member

Carol-Ann Kelley Retired School Administrator Advisor Curtis Fuller Director Charter School

Operations-Building Hope Assisted with updating and revisions to the charter application and budget.

Trisha Leitem Asst. Director Charter School Operations-Building Hope

Assisted with updating and revisions to the charter application

Alan Hall CEO San Jose Prep Charter School CEO San Jose Schools

Educational Consultant

Taylor Smith Project Finance & Development Investments, LLC

Site Identification Consultant and Facility Finance & Developer

Projected Date of School Opening (Month/Year): August 2021 Do any of the following describe your organization, or the school proposed in this application?

NO Seeks approval to convert an already existing public school to charter status. (Applicant must attach as Attachment A evidence of compliance with the voting requirements set forth in section 1002.33(3)(b), F.S.)

NO Will be a charter school-in-the-workplace pursuant to section 1002.33(15), F.S.

SEV Sci-Tech Charter Application

NO Will be a charter school-in-a-municipality pursuant to section 1002.33(15), F.S.

NO Will be a charter school in a development pursuant to section 1002.33(10)(e)7., F.S.

NO Will contract or partner with an Education Service Provider (ESP). (See definition of an ESP in the Addendum, which applicant must complete if using an ESP.) If yes, include the provider’s portfolio in answering the questions below regarding pending applications and school openings.

Name of ESP: ___________________________________________________________________

NO Seeks approval to replicate an existing school model. (See definition of a replication in the Addendum, which applicant must complete if replicating a school model.)

NO Seeks approval to replicate an existing High Performing Charter school model pursuant to section 1002.331, F.S... (Applicant must complete Addendum A1.)

Does the applicant group have one or more charter school applications under consideration by any other authorizer(s) in the United States or intend to apply for one or more charter school applications to open in the upcoming school year other than the one presented here? _____Yes _X__No If yes, complete the table below (add lines as necessary).

State Authorizer Proposed School Name Application Due Date

Decision Date

NA

Does this applicant group have approved applications for schools or campuses scheduled to open in the United States in the future? _____Yes __X_ No If yes, complete the table below (add lines as necessary).

Planned School Name Authorizer City, State Opening Date NA

Does this applicant group operate schools or campuses in Florida or elsewhere in the United States? _____Yes __ X __No If yes, complete DOE Form IEPC-M1A which can be found at http://www.fldoe.org/schools/school-choice/charter-schools/charter-school-reference, and include as Attachment DD.

I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the applicant.

______________________________________________ ___ Board Chairperson__________ Signature Title __John S. Massey_________________________________ ________________________ Printed Name Date


Southeast Volusia School of Science and Technology

Charter Application

September 8, 2020


TABLE OF CONTENTS

APPLICATION COVER SHEET ........................................................................................................... 1 TABLE OF CONTENTS ......................................................................................................................... 4 EXECUTIVE SUMMARY ..................................................................................................................... 5 I. EDUCATIONAL PLAN ...................................................................................................................... 7

Section 1: Mission, Guiding Principles and Purpose ........................................................................... 7 Section 2: Target Population and Student Body .................................................................................. 8 Section 3: Educational Program Design ............................................................................................ 13 Section 4: Curriculum and Instructional Design ................................................................................ 28 Section 5: Student Performance ......................................................................................................... 42 Section 6: Exceptional Students......................................................................................................... 49 Section 7: English Language Learners .............................................................................................. 60 Section 8: School Culture and Discipline .......................................................................................... 63 Section 9: Supplemental Programming ............................................................................................. 68

II. ORGANIZATIONAL PLAN ............................................................................................................ 68 Section 10: Governance ..................................................................................................................... 68 Section 11: Management and Staffing ............................................................................................... 75 Section 12: Human Resources and Employment ............................................................................... 78 Section 13: Professional Development .............................................................................................. 82 Section 14: Student Recruitment and Enrollment .............................................................................. 85 Section 15: Parent and Community Involvement .............................................................................. 88

III. BUSINESS PLAN ........................................................................................................................... 90 Section 16: Facilities .......................................................................................................................... 90 Section 17: Transportation Service .................................................................................................... 94 Section 18: Food Service ................................................................................................................... 95 Section 19: School Safety and Security ............................................................................................. 97 Section 20: Budgets ........................................................................................................................... 99 Section 21: Financial Management and Oversight .......................................................................... 107 Section 22: Start-Up Plan ................................................................................................................. 111

Chart of Attachments ........................................................................................................................... 115


EXECUTIVE SUMMARY Success, in a world driven by rapidly changing technology, has become elusive for many of today's younger generation. Skills needed to achieve success require both “soft skills” including leadership and communications as well as technical proficiency in a shifting hands-on environment. Whether through direct entry to the workforce, or through furtherance of a professional education, it has become equally harder for high school graduates to find jobs without these skills, and for employers to find candidates with them. "Workers at every education level lacked 'soft skills'- employability-related skills like showing up for work on time and being able to communicate effectively with customers," says Michelle Dennard, president and CEO of CareerSource Florida (Florida Trend, August 2017). Additionally, businesses in southeast Volusia County specifically have expressed deficiencies in “soft skills” needed in the technical job fields. Southeast Volusia School of Science and Technology (“SEV Sci-Tech" or the “School”) will fill this void in the local community and beyond by preparing students not only academically and technically but with soft skills and technical proficiencies so that they will succeed on any path they may choose.

SEV Sci-Tech wants to make work and learning “cool again” while providing multiple pathways for successful life choices in college or careers. The Mission of SEV Sci-Tech is to cultivate learners and leaders by providing a highly effective project-based learning school, in a partnership with Daytona State College (“DSC”), with proven pathways to college through the rigorous academic curriculum, including Advanced Placement courses and, through interdisciplinary Career and Technical Education (“CTE”) certification programs, to local careers in areas including, but not limited to: industrial technology, information technology, arts, audio visual and communications, and science, technology, engineering, and math. The School’s CTE programs will help our students develop expert skills and become financially independent before they reach 20 years of age which engages students to earn industry certifications and paid work-based experiential learning.

Focusing on a true exploration of both Career Technical Education (“CTE”) and early college preparation pathways, the SEV Sci-Tech education plan is rooted in DSC’s foundational Early College, Dual Enrollment and CTE programs, which the school will deliver through project-based learning and 21st century skill development that will include cognitive, interpersonal, metacognitive, information technology, and leadership skills. Students will gain abilities throughout their SEV Sci-Tech journey in a range of areas that will in turn open doors directly upon graduation to full-time employment or furtherance of college. Through faculty guidance and mentorship, students will be held to high standards, taught to self-monitor and track educational goals and achievements. Partnerships with local, national and worldwide businesses will provide students with hands-on exploration. SEV Sci-Tech's different educational career pathways will allow opportunities for students to try different fields. Equally important to having the knowledge and skills to be successful in the workplace is the ability to communicate and adapt to any environment. Learning to respect others, and oneself, coupled with time management, will be ingrained in the SEV Sci-Tech culture. A sense of ownership and pride will motivate students to take control of their own educational choices and help foster a positive learning climate. Teachers, students, parents, and community members will be active stakeholders with the students, creating engaged learning. The practice of "mindfulness" will be applied to all parts of education, classroom management, and when needed, discipline.


Our students will have access to computers or tablets in every classroom; they will gain hands-on experience with a wide array of technological resources; and they will learn to collect, use and comprehend data to make real-life decisions in authentic learning environments. Technology will be an essential tool for developing an entire community of critical thinkers. A comprehensive computational awareness and command is at the foundation of our program. All students will take dual enrollment courses.

The creation of SEV Sci-Tech is being strongly driven by some of the most prominent business leaders and K12 public educators in southeast Volusia County. Recognizing the need to create a learning environment that will directly impact their community businesses, many partnerships have already been formed. These include donations of 'in kind' time in the planning of the school; pledges of training equipment and “human capital” technical trainers upon the school opening. A symbiotic relationship between the business community and the School is key to the growth and success of SEV Sci-Tech.

The applicant team is experienced and well-equipped to successfully open and operate a high-quality charter middle and high school. Comprised of experienced administrators, educators, and business leaders, the team has worked together to develop an innovative educational plan, organizational plan, and business plan. The school administration will be composed of individuals with administrative expertise and a passion for the mission of the School. They will be joined by community business leaders comprising the Governing Board, including John Massey (President), Oscar Zeller (Vice President), Sarah Dougherty (Secretary/Treasurer), Dr. Sue Schilsky (Member). The Board has also benefited from the expertise of Dr. Carol Ann Kelly who has been a special advisor to the Board.

SEV Sci-Tech Board will have additional educational advice from the A-rated non-profit San Jose Schools’ Chief Executive Officer, Alan Hall, who is an experienced educator, charter school administrator and recipient of the Outstanding School Leader of the Year Award from the Florida Consortium of Public Charter Schools in 2019. The School will also enter into contracts with other professional entities including the non-profit Building Hope with extensive experience in providing charter school support, including legal services, financial services, marketing, insurance, human resources and technology support. The Principal will primarily be the person who implements school policies, and only those policies approved by the Governing Board. The Governing Board will develop, review or approve all policies related to the operation of SEV Sci-Tech. The Principal will provide operations and financial update reports on a consistent basis to the Board. This person will also provide comprehensive updates to the Board at every meeting, plus respond and address all questions and concerns raised.

Together, these thriving members from a variety of educational and business backgrounds have worked diligently to ensure the successful opening and operation of SEV Sci-Tech. The School will offer yet one more outstanding school choice opportunity for students and parents in Volusia County.


I. EDUCATIONAL PLAN Section 1: Mission, Guiding Principles and Purpose A. Mission and Vision Provide the mission and vision statements for the proposed charter school. The mission is a statement of the fundamental purpose of the school, describing why it exists. The vision statement outlines how the school will operate and what it will achieve in the long term. The mission and vision statement provide the foundation for the entire proposal, and taken together, should illustrate what success looks like.SEV Sci-Tech is proposed to open in August of 2021, the MS/HS will be strategically located on the grounds of Daytona State College (DSC) in Edgewater. SEV Sci-Tech's partnership with DSC, as well as the school’s physical location on the DSC campus, will enhance the engagement with a college environment and will greatly widen the educational opportunities available to the SEV Sci-Tech students.

The SEV Sci-Tech Mission is to engage all of its middle school and high school students in a rich academic and social development experience through a rigorous academic curriculum, which includes career and technical courses at middle school, high school as well as AP Capstone diploma courses. Courses will be delivered by SEV Sci-Tech faculty and through dual enrollment courses with DSC. Graduation pathways will be numerous and tailored to the individual student. SEV Sci-Tech's unique mission is for every student to complete at least one pathway, of their choice, with continuous support by counseling and a faculty guided student self-development program that will promote individual “soft skills” such as time management and communications, which are critical for success in today’s workplace, colleges and in the community.

SEV Sci-Tech Vision Statement: Humanity is evident in our programs by providing a nurturing, safe environment, engaging students with authentic learning; model integrity, accountability and a positive attitude; and offer our students autonomy to direct their educational paths. We envision a learning environment where students are prepared to enroll successfully in early college 4-year degrees, earn a college AS degree, complete one or more Career-Technical certifications, and/or prepare for direct entrance into the workforce. Our students are learning today so they will lead tomorrow.

B. Guiding Principles Provide the page number(s) of the material within this application that describes how the proposed school will utilize the guiding principles found in section 1002.33(2)(a), F.S.

In accordance with the law, charter schools shall be guided by the following principles:

Meet high standards of student achievement while providing parents flexibility to choose among diverse educational opportunities within the state’s public-school system. PAGE(S) 13, 28-37, 42-44, 85-88__

Promote enhanced academic success and financial efficiency by aligning responsibility and accountability. PAGE(S) __73, 75-77, 99-105___

Provide parents with sufficient information on whether their child is reading at grade level and whether the child gains at least a year’s worth of learning for every year spent in the charter school. PAGE(S) _32-33, 49___


C. Required Purposes Provide the page number(s) of the material within this application that describes how the proposed school will meet the prescribed purposes for charter schools found in section 1002.33(2)(b), F.S.

In accordance with the law, charter schools shall fulfill the following purposes:

Improve student learning and academic achievement. PAGE(S) __13-24, 42-44___ Increase learning opportunities for all students, with a special emphasis on low-performing

students and reading. PAGE(S) _45-46____

Encourage the use of innovative learning methods. PAGE(S) _13-29____ Require the measurement of learning outcomes. PAGE(S)___36 40-41, 42-45____

D. Optional Purposes Provide the page number(s) of the material within this application that describes how the proposed charter school will fulfill the optional purposes of charter schools found in section 1002.33(2)(c), F.S. If one or more of the optional purposes does not apply to the proposed school, please note “N/A”. This section is optional.

In accordance with the law, charter schools may fulfill the following purposes:

Create innovative measurement tools. PAGES(S) _NA____ Provide rigorous competition within the public-school district to stimulate continual

improvement in all public schools. PAGE(S) ___7, 10-11____ Expand the capacity of the public-school system. PAGE(S) _7, 10____ Mitigate the educational impact created by the development of new residential dwelling units.

PAGE(S) __NA___ Create new professional opportunities for teachers, including ownership of the learning

program at the school site. PAGE (S)__80, 82-85___

Section 2: Target Population and Student Body A. Student Population

Describe the anticipated student population to be served and how that aligns with the school’s mission. Applicants should state if they will give enrollment preference or limit the enrollment process, as allowed by law, to certain student populations defined in section 1002.33(10)(d) & (e), F.S.1 If the applicant intends to have enrollment preferences they should be described in Section 14 of the application.

Anticipated Population – SEV Sci-Tech will be a middle/high combination school, which will be a 'build as we grow' program over the course of five years. It will be open to all eligible students between grades six through twelve residing in Volusia County or in surrounding counties in

1 For operators intending to apply and be eligible for federal funding under the US Department of Education’s Charter Schools Program, recruitment and admissions policies and practices must meet all federal requirements. See Charter Schools Program, Title V, Part B of the ESEA, Non-regulatory Guidance, Section E. (Lottery, Recruitment and Admissions).


accordance with F.S. 1002.31. The School will follow the open admissions policy according to F.S. 1002.33(10) offering availability to all students who submit a timely application unless the number of applicants exceeds the number of seats available for a grade level, class, or capacity number for the building. Should this be the case, the School will conduct a lottery, through a random selection process, where all applicants have an equal chance to be admitted. The School will follow all federal and state laws, including the Florida Educational Equity Act, F.S. 1000.05(2)(a) and will not discriminate based on race, ethnicity, nationality, gender, sexual orientation or disability.

Although the School will be opened to ALL students in Volusia County and surrounding counties, it is anticipated that most of the students will come from the Southeast Volusia Areas including Edgewater, unincorporated Volusia County and New Smyrna Beach. However, as a choice middle/high school focusing on college preparation, early college, dual enrollment and career technical education, we expect to attract students from a larger geographic area. In addition, we expect our student body to be diverse from a socio-economic perspective. Therefore, student projections are listed herein based on our prospective parent surveys, prospective student interviews, input from local elementary schools and by examining demographic data retrieved from the Florida Department of Education (FDOE) based on 2019 school grades data and 2020-21 published area schools’ enrollment data.

Within a 10-mile radius around the School’s location at Daytona State College there are two high school options, two middle school options and nine elementary schools.

School FRL Rate

Min. Rate

2019 Enrol.

2019 ESE Rate

2019 Gifted Rate

2019 Grade

2018 Grade

Elementary Schools

Chisholm Elementary School 59% 24% 400 15% 18% C B Coronado Beach Elementary School 26% 4% 246 12% * A A Cypress Creek Elementary School 31% 21% 807 10% 14% B B Edgewater Public School 75% 17% 522 27% * C C Indian River Elementary School 73% 14% 616 23% * B B Read-Pattillo Elementary School 69% 32% 420 20% * B C Samsula Academy 0% 0% 218 15% * C C Spruce Creek Elementary School 60% 29% 849 25% * B C Sweetwater Elementary School 43% 22% 654 13% * A A Middle Schools

Creekside Middle School 37% 22% 1,196 14% 12% A A New Smyrna Beach Middle School 56% 20% 1,208 19% 4% C B High Schools

New Smyrna Beach High School 45% 17% 1,877 16% 5% B I Spruce Creek High School 35% 26% 2,486 12% 10% B A


Therefore, based on this data, we would assume the following would probably be true regarding the School’s student population:

Approximately 50 percent of our students will be economically disadvantaged (although we would anticipate that given the current economic downturn this number may increase for the next several years)

Approximately 15-30 percent of the student population will be minority students Approximately 1-2 percent of the student's population will be English Language Learners Based on 2019 data for surrounding schools approximately 62 percent of students are reading

at or above grade level expectations, and 61 percent of students are at or above grade level expectations in math.

The district’s overall ESE rate according to state numbers comes in 18 percent, with an additional 5 percent of students qualifying for gifted services. These numbers seem in line with the averages, although the ESE averages are slightly lower for the middle and high schools in the area, and the gifted numbers are slightly higher. Therefore, we would assume our ESE rates will relatively closely match with the district and surrounding schools.

The graduation rates at the area schools are: New Smyrna Beach High School 85.4%, and Spruce Creek High School: 93.9%.

The School's anticipated graduation rate will be at or above state average, which will keep the School in line with schools nearby. Additionally, SEV will welcome students that have dropped out of high school or who are not successful in other traditional area schools but may be able to graduate with a skill from SEV’s non-traditional 18-credit CTE Pathway to Graduation versus a traditional school setting.

The School's population will align with the vision and mission of the School by creating an opportunity for students to experience project-based STEM learning daily, which will enable all students to achieve success. The School will foster STEM skills; real life problem-solving, teamwork, technology fluency, entrepreneurial applications, commitment, and infuse Science, Technology, Engineering, and Math to increase student engagement. The School will advocate for ALL students to discover their skills and talents and promote leadership. The curriculum design will attract students that need a student-centered environment that will be safe but challenging. The School will actively recruit a diverse population with a variety of educational backgrounds. Refer to Section 14 for more information on recruitment and enrollment.

B. Geographic Area If a facility has not been identified in Section 16 of this application, state the geographic area which the applicant intends to serve.

As described in Section 16, the School has entered into a 51-year ground lease with Daytona State College, under which the School will be co-located on Daytona State College’s New Smyrna Beach-Edgewater campus. The School believes that this will prove to be an amazing partnership that will benefit the School’s college and career focus. A new, state-of-art facility will be constructed for the School and will be completed in time for the School’s opening of its second year of operations. During


the first year (2021/2022) of the School’s operations, the School will operate at the Daytona State College campus in modular facilities, as further described in Section 16.

C. Enrollment Projections Provide enrollment projections in the table below for each year of proposed operation. These projections are not enrollment caps. Annual capacity determinations will be made by the governing board in conjunction with the sponsor per section 1002.33(10), F.S.

Grade Level Enrollment Projections Year 1 Year 2 Year 3 Year 4 Year 5

6 132 132 132 132 132 7 66 132 132 132 132 8 44 66 132 132 132 9 150 175 175 175 175

10 75 150 175 175 175 11 20 75 150 175 175 12 10 20 75 150 175

TOTAL 497 750 971 1071 1096

Note: There may be some variations for the numbers listed as they are estimates. Variations will depend on student enrollment and/or attrition in each of the grade levels.

D. Projection Methodology Provide a brief explanation of how the enrollment projections were developed.

The School examined the school choice options in the Southeast Volusia area and examined the utilization of the targeted schools. During our initial review of the data in 2017-18, the work plan capacity tracking records, four of the six targeted schools are projected to increase in capacity in 2021-22, which include all three high schools. One middle school remains the same and only Creekside Middle School decreases but remains at or over capacity (90-93%). Furthermore, according to the VCSD's School Capacity Information SY 2018-19, all but one of the targeted schools are listed as at or over capacity. Only New Smyrna High School is listed at substantial capacity. There is a demand for choice in this area and another high school will give parents another option of choice.

The School examined the demand for a charter STEM middle/high school focusing on college and career ready curriculum by conducting a survey within Volusia County and by looking at the current wait list of a charter school in the area with a similar focus.

Survey Responses, Petitions of Support, and Letters from Community Leaders and Businesses: Surveys were conducted throughout Volusia County first during a two-month period in 2017-18 where 544 responses were received. 95% of parents with children supported sending their students to SEV Sci-Tech. In order to be more current, a second survey was conducted during a two-week period in January 2019 where 390 responses were collected. Both surveys display a strong interest in STEM (92.5%) and workforce opportunities (91.4%) and attending SEV Sci-Tech. In addition, there were 655 petitions of support completed at informational meetings across Southeast Volusia, at various


places of business, parent meetings, libraries, and circulated by potential parents. Several informational meetings have been set up at local churches, Babe James Center, YMCA, and Boys and Girls Club for February, March, and April 2019. There is a need for more skilled students graduating from our high schools. Please see samples of letters and survey responses in Attachment T. In addition, we also conducted a follow up survey in July – August, 2020 to ask those families who have previously registered if they would still be interested in attending given the delayed opening to 2021, and 94.8 percent of the respondents indicated they were still interested in attending SEV Sci Tech (there were a total of 59 responses to the survey).

Size of Middle and High Schools in Volusia County: All middle schools in Volusia County have an average of approximately 1,098 students with the smallest middle school, Southwestern Middle School having 729 students. At capacity, SEV middle school would have 396 students, well below the smallest middle school in Volusia County. The average traditional high school within Volusia County has approximately 1,870 students, with the smallest high school, Atlantic, having 1,030 students. At capacity, SEV high school would have 700 students, about half of the population of the smallest high school in Volusia County. The smaller size of SEV middle/high school will enable the leadership team to develop a strong culture, strong business partnerships, and a strong STEM curriculum.

E. Rationale Briefly explain the rationale for the number of students and grade levels served in year one and the basis for the growth plan in subsequent years as illustrated in the table above.

Grades Levels and Enrollment Numbers: The School expects to open with the largest number of students in sixth and ninth grades, but also having smaller cohorts at all grade levels in 6-12. We anticipate that our Junior and Senior classes will be fairly small, and this will allow us to "grow as we go" into offering additional services to upper-class high school students. It is important to the SEV School Board to begin the process of growth with limited enrollment in grade-levels to maximize success for all students. School culture is an important consideration as part of our plan to have a controlled growth model (See Section 8). Starting with limited grade-levels will also give necessary time to the administrative team and SEV School Board to develop business partnerships and equip the manufacturing building with necessary machinery to have a successful college and career ready program. The School should meet its capacity by year five. The goal is to achieve and maintain consistent growth. The growth, once stable, will be with the incoming sixth and ninth grades, which are the beginning grades for middle and high schools.

New Smyrna Beach and Edgewater Comprehensive Economic Development Plan: According to the second quarter 2020 Development Activity reports for the Cities of New Smyrna Beach and Edgewater, Southeast Volusia has 17,575 residential units either going through the approval process or currently under construction. Some of the more significant developments include Coastal Woods which has1,788 homes approved and under construction, Deering Park which has a PUD agreement for 1,362 units, Edgewater Preserve with 774 units, Oak Leaf Preserve which is currently installing infrastructure for 375 homes, and Restorations DRI which has an approved DRI with the state and a PUD agreement with Edgewater for 8,500 homes which would generate over 20,000 residents. In addition to those developments included in the activity reports, Farmton would add 23,000 residential units in a 59,000 acre community in the unincorporated area immediately southwest of Edgewater.


This growth is in addition to the current population. According to the 2010 census, there are approximately 8,234 people between the ages of 12-18 who live within either 10 miles or 20 minutes drive time of the proposed school location. Our initial target enrollment for year one of 497 students represents only 6% of the students who live within this region.

Lastly, Labor Force Population: There is a need for an estimated 10,200 jobs within the STEM industries. SEV Sci-Tech's students graduating in 2024 or 2025 may have the beginning or advanced skills in STEM that would make them viable candidates for these positions or give them the background to continue onto a college/university to obtain degrees to become engineers in the high-tech STEM robotic fields. This charter will attract and engage students with a STEM interest.

Section 3: Educational Program Design A. Educational Program

Describe the proposed charter school's educational program.

Introduction: The School has chosen an education program different in most cases from traditional schools by providing direct pathways to a career and /or to a college degree. The School’s goal is to provide learning opportunities that move the students’ content knowledge into practical application. This is accomplished through availability of selected career clusters and rigorous academics. We aim to offer increased school choice to neighborhoods with high need for college preparatory education, Early College options with Daytona State College (DSC), and career and technical education (CTE) with DSC that engages SEV Sci-Tech students with curated industry certifications and work-based learning. Our students will choose between pursuing an 18-credit CTE Pathway to Graduation or a 24-credit standard Florida diploma, with the additional opportunities for an AP Capstone Diploma and Early College. These pathways are equally rigorous, but they offer varying sources of internal motivation and can lead students to meet different academic and professional goals beyond high school.

This journey begins with the middle school students who will engage in project-based learning through a STEM and rigorous curriculum, along with career and technical activities and electives that align with the SEV Sci-Tech's high school’s four career clusters. This allows for a seamless transition into our unique high school model which offers college prep, early college, dual-enrollment and CTE graduation pathways side by side.

College and Direct Career Pathways and Preparation:

As Swiss Psychologist Jean Piaget (1896-1980) stated “knowledge is a consequence of experience.”

Project Based Learning (PBL) is an instructional methodology encouraging students to learn by applying knowledge and skills through an engaging experience. PBL presents opportunities for deeper learning in-context and for the development of important skills tied to college and career readiness. Starting in middle school, SEV students will be engaged in STEM-focused rigorous team tasks that require students to think critically as they are using their academic knowledge in real-world applications. Because of its focus on 21st-century skills, the PBL model also enhances students'


technology abilities. To support the development of SEV’s students’ digital literacies and digital citizenship, sixth graders will take Introduction to Technology and Exploring Technology. These semester courses will provide students a basis for STEM and for the future college and career pathways. Students will earn an industry certification for each of these courses from one of the CAPE digital tool certificates. The Digital Information Technology high school course will be taken during a student's eight grade year. This course will concentrate on internet safety, HTML, web page design, word processing, presentation software, spreadsheets, and database applications. The coursework will prepare students for the Microsoft Office Specialist (MOS) certification, which will be the industry certification that will be taken in stages throughout the school year for those students that have proficiencies. By the end of middle school, students will have demonstrated mastery in basic digital literacy by earning CAPE certifications. The eighth-grade students will also take one or more of the following: Exploration of Production Technology, Exploration of Engineering Technology and Career Planning, Exploration of Power and Energy Technology and Career Planning, Introduction to Arts, A/V Technology and Communication and Career Planning to provide students with a preview of the four college and career clusters offered by the School, so they can make an informed decision about their own pathway as they enter high school.

There are many types of careers available within local innovative companies. Some companies demand young people who have taken the college preparatory route followed by advanced post-secondary degrees in mathematics, engineering or creative arts. Others require two-year post-secondary degrees, industry certifications and work-based experience, such as careers in industrial or informational technology. The School’s pathways (DSC Early College; associates degree; career and technical certification; and direct career) will support all of these options. SEV’s four career clusters of focus are Arts, Audio/Video Technology and Communications; Information Technology; Industrial Technology; and Science, Technology, Engineering and Math (STEM), through collaboration with Daytona State College.

Career Clusters:

Career Clusters are broad groups of occupations or industries. Clusters are not necessarily job-specific, as a student may find their way to a particular job through different pathways. A pathway is a collection of courses that prepares a student for a particular career or continuing education into that career. Nationally, there are sixteen recognized Career Clusters. SEV, at full capacity, will serve students with embedded pathways within each cluster:

● Industrial Technology: Students learn about careers in advanced manufacturing, engineering and design, product development and transportation. Students may gain experience in specific trades, like carpentry, electrical, plumbing, welding, machining and HVAC.


● Information Technology: This cluster involves opportunities in computer information technology, web design, coding, game development, robotics, building and maintaining computer networks, administrative services, office management and accounting.

● STEM: This cluster gives students an opportunity to learn roles in healthcare, such as biomedical innovations and health information technology; drafting and design; robotics simulation, development and design; and types of engineering which are found in every cluster.

● Arts, Audio Visual and Communications: This cluster provides students with the opportunity to learn areas like advertising design, photography, electronic imaging, publishing multimedia content, music production, performing arts and set design. Students will be encouraged to develop creativity, apply technology and develop a proficiency in oral and written communications.

Students earn industry certifications approved by FDOE or established via appropriate professional organizations. For example, marine outboard certifications would come from Yamaha Motor Corporation. Each cluster provides students the opportunity to prepare for entry-level positions in what are often lucrative and much needed employment sectors. SEV holds open the possibility for additional pathways that match the pool of educators, skilled professionals and partner organizations, as well as settling on areas that meet specific demands of our student body.

Each pathway has a career strand with an industry certification associated with it, a college strand with an emphasis in engineering and/or science, and a business, leadership, and life skills strand. This process prepares the student to be college, career, and life-ready instead of just being prepared for academic curriculum and standardized tests. This will be accomplished by each grade level being challenged by team and individual projects within their field of study. These culminating events that grapple with real local and global issues will be based on integrated academic and career skill targets, and when appropriate will offer industry-based credentials and work-based opportunities.

Dual Enrollment: refers to courses taught to high school students for which the students receive both high school credit and college credit, regardless of location or mode of delivery. This would include such coursework offered at the high school, on the institution’s campus, or via distance education. Starting in grade 7, students who meet the eligibility requirements (see Non-Core Courses) can take advantage of various dual enrollment courses offered at Daytona State College. Courses include academic classes, such as ENC 1101/1102 - College Freshman English and Career and Technical courses, like PMT0202C - Introduction to Machining and Lab. The location of the school on the DSC campus and the unique partnership with SEV, certainly makes dual enrollment possible to a broader, more diverse group of students. Through a multifaceted partnership with DSC, the Southeast Volusia community, and industry, SEV Sci-Tech can empower students with all the necessary 21st century College and Career Ready knowledge and skills necessary to successfully continue their education and/or enter the workforce.

Advanced Placement: SEV Sci-Tech will offer Advanced Placement courses for those motivated students wishing to pursue university-level studies while still in high school. Students are encouraged to take courses to earn an AP Capstone Diploma and participate in Early College. Taking AP exams help students to stand out in the college admissions process, earn college credit, and build skills that


are essential for success in college and in their careers. Due to the flexibility in the structure of the school’s class schedule, AP students may choose to enroll at DSC to satisfy early college requirements, or they may choose to enroll in a certificate program.

Work-based Learning & Community Partnerships: Students will have the opportunity to engage in work-based learning as part of any pathway selected. Partnerships with community groups, professional organizations and businesses, allow the school to benefit from industry experience, leadership and knowledge. These partnerships are already existing prior to the proposed opening date of August 2021. Some examples are Yamaha Motor Corporation, Everglades Boats, Solace Boats, Edgewater Power Boats, Gary Yeoman Auto Group, Randy Dye’s Dodge/Jeep/Ram, Advanced Machining and many others. These industry leaders are able to help the school identify the needs of the future workforce and through work-based learning students can gain real-life experience. This real-life experience will help students through their educational journey into a specific cluster and pathway.

Success Skills: The School's purpose is to prepare students for life success. To be successful, students need 21st century soft skills: cognitive skills tie in very well with the science component in STEM as it is the critical thinking ability to define problems and use sound reasoning with the ability to come up with conclusions to make complex solutions. Cognitive skills also include creativity and innovation. Interpersonal skills include collaboration, the ability to work effectively with diverse teams to accomplish a common goal, and communication; the ability to articulate one's thoughts to others. Metacognitive skills of self-management, monitoring one's own progress includes work ethic, and learning strategies; learning how to learn. SEV students will also be held to FAME’s (Federation for Advanced Manufacturing Education) Six Professional Behaviors, including Work Attendance, Initiative, Diligence, Interpersonal Relations, Teamwork, and Verbal and Written Communication. These behaviors will provide students with critical skills and capabilities to be a successful and to be an accomplished employee. In order for students to hold themselves accountable for their growth, The School will:

Establish high expectations for students by implementing an Individual Student Plan, Portfolio and Leadership Journal (ISPPL) that a student will use to self-monitor their progress based on their goals.

Establish business and community partnerships that will help drive project-based learning and provide experiences and feedback that students will need to be successful in their careers.

Provide multiple opportunities for students to investigate career pathways through field experiences, paid and unpaid work-studies, and/or internships.

Business, Leadership, and Life Skills Program: The business, leadership, and life skills program will begin in middle grades and will emphasize 21st century success skills through courses such as Personal Development and Business Leadership Skills. This program will cover the standards on business and leadership skills as well as the standards on study and organizational skills. It will also help students to develop their values, set priorities, and identify the steps of the decision-making process. This process will also include goal setting and the action steps to achieve these goals. Students will also look at ways for self-analysis and self-improvement, but more importantly, to build their self-esteem. This will include the skills needed for positive interpersonal relationships and coping skills to address stress and conflict. Upon completion of this 3-year program, students will be prepared to use their acquired skills and knowledge as they begin their entrepreneurship in grade 9.


Entrepreneurship: The entrepreneur program will be the core of teaching business, leadership, and life skills to all high school students regardless of their chosen pathway. The program will be project-based and will provide students with authentic learning experiences. The success skills will be included in each project-based learning assignment and will be reinforced throughout the entrepreneur program. Topics to be covered during this four-year program may include human relations, decision making, communication techniques, business law concepts, marketing and finance. Students learn about the skills needed to realistically evaluate their potential as a business owner and develop the fundamental knowledge and skills necessary to start and operate and manage a business. The knowledge and skills gleaned through the Entrepreneurship are applicable to the students’ internships, work/study experiences, apprenticeships, and their Senior Capstone Graduation Projects.

The leadership guidelines of the School will emphasize The Five Practices of Exemplary Leadership by Barry Z. Posner and James M. Kouzes. These scholars have been conducting research for over 30 years to provide organizations a system to develop leaders. They have found that when an organization establishes a culture that everyone is encouraged and expected to act like a leader, the organization will thrive. Their best practices are: Model the Way by leading by example, inspire a Shared Vision by working on something meaningful, Challenge the Process by taking risks and being innovative, Enable Others to Act by fostering collaboration and trust, and Encourage the Heart by appreciating other's contributions. (Kouzes & Posner, 2017).

Individual Student Plan, Portfolio, and Leadership Journal (ISPPL): The use of the Individual Student Plan, Portfolio and Leadership Journal (ISPPL) will guide and record the self-development of each student from sixth through twelfth grade.

All students will have an individual student plan (ISPPL) with goals and action steps that are created by the student with the assistance of their ISPPL Team including his or her parents/guardians, leadership and life skills teacher, and either their school counselor or a pathways teacher. This team must meet a minimum of once a year but can meet more when deemed necessary. The first meeting will take place before or at the beginning of the school year the student begins at the School. The student, with the help of their ISPPL team, will develop their ISPPL with their personal mission, values, and goals. An ISPPL will include a graduation plan that describes what the student needs to accomplish to graduate and what is needed to reach their post-secondary goals. The portfolio section of the ISPPL is where students will input relevant work that will assist students in reaching their college and career goals.

Students in their business, leadership, and life skills courses will continue to update and monitor their individual student plan, portfolio, and leadership journal. This will include completing a weekly goal sheet that will monitor all their academic courses to make sure the student is meeting their ISPPL educational goals. The student will then create an action plan to either maintain or improve past performance which will be monitored by their entrepreneur teacher. The other sections that will be updated on a weekly basis will be the student's portfolio and leadership sections. The business and entrepreneur courses, as well as their college and career pathways courses, will provide students with opportunities to produce professional work that a student will add to their ISPPL. Students will also make entries into their personal leadership journal based on their leadership lessons, discussions, and


experiences. The schoolwide mission of the school is for all students to learn that they are leaders and are shown how to act as one.

At the end of the student's tenth and eleventh grade years, and ISPPL team meeting must be held. This is the time a student and their team must update the student's goals based on the student's first two to three years of high school. The student would have taken a career preparatory course, a college preparatory course, and a business/entrepreneur course. The student would also have an established grade point average and multiple standardized test results. Using this information and the goals of the student, a very individualized coursework will be established for the student such as more advanced placement and dual enrollment courses for more college exposure or more on the job training, internships, and dual enrollment career and technical courses for more career exposure.

The individual student plan, portfolio, and leadership journal (ISPPL) will be used in conjunction with a student's senior year high school capstone graduation project. Students will use the information from their ISPPL when he or she presents their argument that he or she should graduate high school and is prepared to make a positive difference in our community (part of the school's mission) in front of a panel of educators and community leaders. The presentation is the student's high school story on academic work, success and failure reflections, and readiness for life after graduation. Students are not making a case to the adults that they are ready to graduate; they are making a case for themselves. The student will receive as many chances as needed to complete this graduation interview requirement.

Senior Capstone Graduation Project: Senior students will need to pick a career focused capstone graduation project that will help demonstrate that the student is ready to fulfill the mission of the School. Possible capstone graduation projects:

Establishing and managing a school-based enterprise Industry certification On Job Training (OJT), internships, and apprenticeships High-level competitions Community problem-solving and service projects Career and technical dual enrollment courses Research project and presentation Other approved proposals

Instructional Techniques Project-Based Learning: The reason for the use of project-based learning (PBL) is to better prepare students for the 21st century. PBL is the best educational practice to teach the 21st century skills that students need for college, career, and life. Students need to practice problem solving and they have a need to see the authenticity of the work they are being asked to complete. The School has chosen PBL from the Buck Institute for Education as a primary method of teaching for the following reasons:

PBL increases the engagement of students. One of the biggest challenges of educators today is engaging and motivating students. Students need to be actively involved in their learning and to feel like the work they are completing is relevant to the real world. PBL provides the autonomy and authenticity that today's students need from their education.


PBL improves learning because it takes the learning from only learning the content to being able to apply the content. Benjamin Franklin best describes this by saying "Tell me and I will forget. Show me and I may remember. Involve me and I will learn". Students completing projects by applying the content they have learned through PBL will be able to retain and use the information well longer than through a traditional model.

PBL builds the success skills that are needed for students to thrive in college, career, and life. The skills of critical and creative thinking, collaboration, communication, self-management, learning how to learn, using technology and having the confidence to lead are vital in today's workplace and in college. These success skills are ingrained in the PBL model.

PBL is the best way to address the Florida standards. The Florida standards were created to help students graduate with the skills and knowledge needed to be successful in college, careers, and life by addressing the necessity of developing the skills of critical thinking, problem-solving, and communication. The best way to meet these standards is through PBL.

PBL is a perfect fit for STEM. Students use all the aspects of STEM in PBL. Science is critical thinking and problem-solving; technology is extensively used for research, creating products, and to collaborate more effectively; engineering is the design and manufacturing of products; and mathematics is needed for the designs and manufacturing.

PBL is also a perfect fit for interdisciplinary units. For teachers to be able to integrate their curriculum and standards, they need a common purpose. PBL provides the purpose and the means for teachers to collaborate and create projects that bring their disciplines together.

PBL allows teachers to use the success skills that are essential for 21st century success. Projects allow teachers to critically think, to be creative, and to collaborate on authentic projects with students, educators, and the community. Teachers can feel like they are a part of something meaningful and that they have the opportunity to really make a difference in their students' lives.

PBL enables students and teachers to connect with parents/guardians, the community, and business leaders on authentic projects. Typically, parent/guardian and community involvement are lacking in middle and high school student's lives. PBL provides opportunities for parents/guardians and the community to get involved in project development, mentoring, and constructive feedback. Parents/guardians and community members also get to see the student's work on project exhibition nights.

PBL allows for equity in education. All students are not only encouraged but expected to develop a product worthy of their talents for each project. When students feel they are making a difference in the world, it can bring a sense of engagement, purpose, and accomplishment, assisting the student to reach their full potential.

The School will use the recommended Gold Standard Project-Based Learning from the Buck Institute of Education and at its center are the key knowledge, understanding, and success skills. Students have so much information at their fingertips, it is more important to teach the skills necessary than to memorize information. Project-based learning (PBL) encourages students to have a depth of learning the content and skills and not just a superficial understanding. It is learning with understanding and application. Students should then be able to transfer this knowledge and skills to new problems.

There are seven essential project design elements in Gold Standard Project-Based Learning. These projects will be completed in small teams and a project manager will be named for each project to


provide collaboration and leadership experiences. The projects can also be for a single discipline or for multidisciplinary units.

1. The first element is a challenging problem or question. This makes learning meaningful because students are not learning to memorize. By challenging the students, they will more likely be able to use and apply this knowledge in the future (Brown, cited in Larmer, Mergendoller, & Boss, 2015). Educational research has also shown that challenging students is an important factor in producing learning outcomes (Hattie, 2012).

2. The second element is sustained inquiry. The challenging question will cause students to be curious and then they will want to investigate and research ways to solve the problem. A purpose for learning is established when students are challenged with a problem. This will lead to a deeper inquiry and a deeper understanding of the content. When done properly, this stage of the process will develop the success skills of critical thinking, collaboration, self-management, and information technology. Critical thinking begins with figuring out ways to increase one's content knowledge through non-fictional reading, interviewing experts, online resources, and conducting experiments. Collaboration is developed when compromises are made in developing a solution to the problem and determining the inquiry resources. Self-management is developed because a student will have to manage themselves for weeks on Gold Standard Projects, rather than for several days like more traditional projects.

3. The third element is authenticity. This is what increases a student's engagement and motivation. Research has shown that authenticity not only increases motivation but can also increase achievement (Blumenfeld, Kempler, & Krajcik, 2006; Brophy, 2013; Hickey, Moore, & Pellegrino, 2001). Authenticity is making a project as real as possible. There are four ways a teacher can make a project authentic.

a. The first is to make the context as relevant as possible. A student is to pretend he or she is completing an authentic project.

b. The second way is for the student to use the tools that are used in the real world. c. The third way is to have a project with an impact on the world. These types of projects

are so motivating that students will give up their time before and after school as well as recess to work on projects (Barron et al., 1998; Cognition and Technology Group at Vanderbilt, 1998; McCombs, 1996; Pintrich & Schunk, 1996).

d. The fourth way is when a project has a personal authenticity and can link a challenging problem to a student's personal concerns or interests. The more authentic a project is, the more engaged a student will become.

4. The fourth element is student voice and choice. This is when students will have to use critical thinking, collaboration, and creativity to come up with a solution to the problem. This will also increase the motivation of the students because students will be using their own ideas to make choices during the project. People like to have autonomy and control over their own decision making. This contributes to intrinsic motivation (Brophy, 2013). One of the highest forms of learning is to create something that never existed before. Creativity is what this new world requires, and it is the only thing it rewards (p.32).

5. The fifth element is reflection. When a student reflects on their project, it allows the student to determine if the strategy he or she is using is appropriate to solve the problem. The process of thinking about one's own thinking is called metacognition and is one of the top fifteen achievement influences on John Hattie's list (Hattie, 2012). There are two main benefits of this


process. The first is outward reflection which enables the student to think about the project tasks and modify them. The second is inward reflection which is the awareness of one's own learning and the problem-solving strategies. This reflection enables the student to better understand and modify one's own strategies. In 1938, John Dewey wrote, "We do not learn from experience. We learn from reflecting on experience" (Dewey, 1938).

6. The sixth element is critique and revision. This process is also called formative assessment. For effective project-based learning, there needs to be built in checkpoints during the project to allow for the teachers, experts from the community, and peers to provide feedback on the quality of the work. Students would then use this feedback to revise and make improvements. For this process and to further develop success skills, students would learn how to provide and accept feedback from each other. This feedback must be specific, helpful, and kind. The process of feedback is one of the top ten achievement influences on John Hattie's list (Hattie, 2012).

7. The seventh element is the public product, which is the major summative. Teachers still have the option to provide more traditional summative during the project, but these types of tests typically do not employ the success skills of critical thinking/problem-solving, collaboration, and self-management skills. The public product gives the opportunity for students to create a product and then be able to show it off to the community. This process increases the importance of the project in multiple ways. The project seems more authentic causing the students to have a sense of urgency to do their best work and to meet the deadline. Students only get one opportunity to display their work for each project and they know their family, community members, and their peers will be looking at what they produced. It raises the importance of the summative much more than a traditional exam. Another benefit of the public product is the act of goodwill created by inviting families and community members to become a part of the student's learning process.

The Gold Standard for Project-Based Learning contains the seven elements described above, but for the School, there will be an eighth element. In business, there is a strategy used at the end of a project to improve the project the next time it is implemented. The strategy is called a SWOT analysis, which stands for strengths, weaknesses, opportunities, and threats. Students, teachers, and possibly community business partners will have a discussion on what the strengths and weaknesses of the project were, what are some of the opportunities that could be implemented next time, and what were the threats that prevented the project from being better. This would be another application of the fifth element, reflection, but not only do the students reflect but so do the teachers.

Interdisciplinary Projects: Project-based learning is an effective method of teaching, but it is even more effective when these projects can become interdisciplinary. The real world is not fragmented into academic areas for 50-minute periods of time that do not cross over with each other. When people are solving authentic problems, they use all forms of disciplines in coming up with a solution. Students need to see the relevance of their learning experience and this can be accomplished through interdisciplinary project-based learning. The goal would be to have one multidisciplinary project per quarter for each college and career pathway. Teachers would also be encouraged to do their own projects for their individual discipline, but the School will be emphasizing how students must use all their disciplines to solve complex, real world problems. This will provide a great deal more relevance to the core academic disciplines that typically are taught in isolation.


Scheduling Scheduling for Project-Based Learning: The School will be using a Modified Alternating (AB) Block scheduling plan for instruction. This will allow students to triple major in their career path, one major for career ready, college ready, and entrepreneurship (business, leadership and life skills). For project-based learning to be effective, blocks of time are needed instead of small increments of time each day. This type of schedule will meet the individual needs of students for their individual college and career goals. This is accomplished by allowing students the opportunity to accelerate their learning by offering opportunities to earn college credits and to slow the learning process down to allow for remediation without delaying a student's graduation timeframe. The alternating A/B block scheduling will allow students multiple opportunities to achieve their academic and career goals. Students will have the opportunity to obtain 8 credits per school year and 32 credits over their four years in high school, which is well above the 24 credits needed to graduate. This means that students will have multiple opportunities to meet the 24 high school credit requirements for a diploma as established by the Volusia School District. The School will use the Volusia County Schools Student Progression Plan, and the School's plan will include all core courses, elective courses, and necessary requirements for a student to graduate from high school. Students would be assigned the core courses but can choose their electives from a list.

College and Career Pathway Teams: The faculty at the School will have to model what they expect for their students, which means displaying and embodying the 21st century skills. This begins with the faculty and staff being trained in Marzano's framework evaluation system and Marzano's effective teacher model (Concordia, 2016). Teachers and staff will be expected to critically and creatively think of new problems and projects for students to solve and to differentiate their learning environments to engage all their students. Teachers will not be expected to solve these problems alone, so a culture of collaboration and communication will be established.

Professional Learning Communities (PLC): PLCs consisting of college and career pathway teams will be created with all the teachers in the pathway and these teams will have the opportunity to collaborate, evaluate student data, build interdisciplinary project-based lessons, and gather insightful information on their students from each other. Block scheduling will allow teachers extended periods of time for personal and team planning through the week. The early release times will be used for professional development, as well as, for vertical alignment planning to make sure all grade levels are using common learning strategies and vocabulary. Faculty will need to display strong metacognitive skills of self-management to be a valuable member of their team because the only way for the teams to be successful is for each member of the team to contribute to their team. Teachers will also be expected to accept feedback and constructive criticism to improve their practice, just like their students. A critical element of the School will be the proper use of technology and all staff members will be expected to continually learn and to teach one another technology skills. Finally, all staff members are expected to display individual and team leadership skills with the opportunity to contribute to school culture, professional development, curriculum, and student decisions.

Parental and Community Support: Parent/guardian, community, and business support will be vital to the success of the School and the young adults attending. The School's faculty and staff cannot provide students all the guidance, support, and materials that each student needs. Parents/guardians are a vital part of the success of their students and will be expected to be involved in their child's learning


and education. The School will be implementing project-based learning and to meet the Gold Standard, parents/guardians, community and business leaders are needed to provide content knowledge, mentoring, and feedback on the work and skills performance. The Governing Board and the School's business partners will be instrumental in finding mentors, internship/work-based learning opportunities, equipment, and skill development workshops for students.

B. Learning Environment Describe the basic learning environment (e.g. classroom--based, independent study, blended learning). including rationale for class size and structure and how the learning environment supports and is consistent with the mission.

The needs of the students and the instructional design of the course will determine the learning environment. The main purpose of the learning environment is for students to meet their learning targets and for each student to meet proficiency for each standard covered by the courses in which he or she is enrolled. This environment will also develop the 21st century skills that students will need to be successful in college, career, and life. The class size will follow the Florida State Statutes and will be based on the maximum of 25 students per class for core academic courses for high school and 22 for the middle school. For non-core classes, the number of students may be slightly smaller or larger based on the dynamics of the course such as student sign-ups, rigor of the course, supplies needed, and technology availability. The strategies within the learning environments will simulate real world projects that will allow students to experience several different types learning settings such as the following:

Onsite Combination of Onsite/Offsite Offsite Demonstration Lecture Laboratory Environment Project-Based Learning Advanced Placement Scaffolding Learning Class Discussions Small Group Activities Individual Work

Project-based Learning Interdisciplinary Units Technology-Based Instruction Blended Learning Flipped Classroom Environment Exhibitions Online Training

Work-Based Learning Service Learning Dual Enrollment Internships/Apprenticeships Community Service

The function of the learning environments for the School is to make the learning experience of the students as authentic as possible and project-based learning will be a central focus. The School will provide multiple types of learning environments, so students will learn how to adapt to their learning setting. Some activities will require quiet areas, so students can concentrate on their writing, reading, and/or math problems, while other activities will require a more student-centered environment to allow for collaboration, teamwork, and hands-on projects requiring power tools and equipment. These diverse activities will be occurring throughout the school day so there will be a need for a more flexible schedule. Therefore, the alternating block scheduling will be used. It allows for multiple learning environments and effective differentiation of instruction to occur during the same class period because of the longer length of time for each class. It also allows for a student to take eight courses a semester instead of the seven of a traditional school schedule.


The alternating block scheduling not only improves the learning environment of the students but also for the teachers. Typically, a traditional seven-period schedule provides teachers 50 minutes of planning each day. In a traditional environment, teachers can feel isolated from one another, but the extra time in an alternating block schedule will allow for teachers to collaborate and support one another, especially in the development of interdisciplinary learning projects. These projects will show the relevance of the core subjects to students as the standards and skills are integrated into their college and career pathway elective courses.

Another way that the School will have an authentic learning environment is to embed the 21st century success skills into student learning. The 21st century success skills of cognitive skills, interpersonal, metacognitive skills, information technology skills, and leadership skills will be emphasized in the project-based lessons and in the business, leadership, and life skills program. Project-based learning will emphasize the collaboration by students, teachers, business leaders, and community members in solving authentic problems. Heidi Hayes Jacobs provides an excellent quote to support this learning environment, "Educators have always been confident in the order and scope of the learning process and striven for certain outcomes. We seek a proverbial walled garden of learning in which we can teach and guide and instruct. However, our walled gardens are becoming less and less effective at stimulating the messy, nonlinear, highly organic process of learning- at least the learning that seems to be at the core of what it takes to be a successful citizen of the 2l5t century" (Jacobs, 2010).

C. Research Base Describe /he research base used to design the educational program.

The research-based design for this educational program came from several sources. The first source came from the Buck Institute for Education (BIB) and their research on the reasons and best practices for project-based learning. The Institute recommended two books that support and explain the research used to create the Gold Standard for Project-Based Learning. The first book is Setting the Standard for Project-Based Learning by Larmer, Mergendoller, and Boss and the second book is Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards by Bob Lenz. These books use multiple research-based references while explaining the Gold Standard for Project-Based Learning as well as the references for developing a student portfolio (Conley, 2005).

The Center of Excellence Leadership of Learning at the University of Indianapolis has provided a summary of the research on project-based learning. The research has shown that project-based learning has a positive effect on the student's level of content knowledge. Students in PBL classes performed better on assessments of content knowledge than students in traditional classes (Boaler, 1997; Penuel & Means, 2000; Stepien, et al., 1993). The research also shows how students in PBL with low verbal ability and students with limited content knowledge were able to outperform students in a traditional setting (Mergendoller, et al., 2006; Mioduser & Betzer, 2003).

The American Institutes for Research (AIR), one of the world's largest behavioral and social science research and evaluation organizations, has the goal of using the best science available to bring out the best ideas to enhance everyday life and making the world a better place. This nonprofit organization, with the funding by the Hewlett Foundation, conducted a study called the Study of Deeper Learning: Opportunities and Outcomes. AIR has defined deeper learning as "The combination of (1) a deeper understanding of core academic content, (2) the ability to apply that understanding to novel problems


and situations, and (3) the development of a range of competencies, including people skills and self-control." In the study, AIR listed the methods for deeper learning as project-based learning to develop critical thinking and to master the content, internship opportunities to provide authentic connections, collaboration and communication development through group work, exhibitions and portfolios, and students participating in decision making in learning how to learn. This concept and methods are the basis for the School's use of teaching core content with project-based learning and emphasizing the 21st century success skills. AIR analyzed 20,000 students in 25-27 public schools that implemented the deeper learning methods and compared them to schools that used more traditional teaching methods. The following are the results of the study. Students in deeper learning schools achieved higher scores on their state-mandated English language arts and mathematics tests, as well as on the OECD PISA-based Test for Schools (PBTS). Deeper learning school students reported higher levels of engagement, motivation, self-management, and collaboration skills. Deeper learning schools also had a 7.9% higher graduation rate and 3% more students enrolled in a postsecondary institution (Zeiser, 2016). A study was conducted to measure the changes in 21st century skills among 125 secondary students that participated in an integrated Science, Technology, Engineering, and Mathematics (STEM) and Project Oriented Problem-Based Learning (POPBL) approach. A pre and posttest was used to identify the students' 21st century skills before and after the STEM and POPBL approach. The results of the study showed that the students' 21st century skills had a statistically significant increase. The researchers stated that this study provides evidence that the application of POPBL in a STEM program can help students enhance their 21st century skills because it teaches students how to solve real world problems through project work (Wan Husin, Mohamad Arsad, Othman, Halim, Rasul, Osman and Iksan, 2016)

Alternating block scheduling is necessary for project-based learning to be effective because the faculty is going to need more time for professional development and time to collaboratively plan the projects together. A study by Sally Zepeda found that block scheduling is a way for high schools to focus more school time on professional development, faculty collaboration, and staff evaluation and coaching from administrators. Teachers would now have 95 minutes of planning and would have to prepare three lessons a day instead of six. This allows teachers more time for peer coaching, mentoring sessions, action research, and lesson plan development. The longer periods also allow for administrators to have more time for discussions with teachers on their evaluations and to be able to observe and coach a teacher during the same period (Zepeda, 1999).

The School's focus is to prepare students for college and careers. For students to succeed in these endeavors, students will need a strong foundation in reading and math. Block scheduling students were found to outperform students in a traditionally scheduled school in both reading and math (Ford, 2015). Alternating block scheduling is more like the structure of college courses than a traditional format. College courses rarely meet every day and the classes and labs meet for longer periods of time than the 50-minute traditional class. It could be concluded that the alternating block schedule better prepares students for college scheduling demands (Maltese, Dexter, Tai, & Sadler, 2007). The foundation for the leadership program comes from well-recognized experts in the field of leadership, Jim Kouzes and Barry Posner, and their Five Practices of Exemplary Leadership (Kouzes & Posner, 2017).


D. Schedule Provide a sample daily schedule and school annual calendar, including the annual number of days and hours of instructional time as Attachment B. (Note: if 'approved, the Governing Board will formally adopt an annual calendar.

The School will follow the Volusia County School District's calendar to allow the School to have 180 school days in which to operate. The schedule will be an alternating block schedule with blocks being 95 minutes long on Mondays, Tuesdays, Thursdays, and Fridays with 40-minute class periods on Wednesdays. The block scheduling will provide 138 hours of bona fide instruction, which exceeds the state required minimum of 135 hours for high school courses to earn one full credit. The pairs for the alternating block scheduling will be Mondays and Thursdays for group A and Tuesdays and Fridays for group B. Wednesday's class periods are shortened to allow for all eight courses to be taught in one school day and to allow time for early release and professional development. The benefit of the alternating block scheduling for middle school students is that students have the available time to complete high school courses while still in middle school. The school is committed to this type of A/B Block schedule which meets and or exceeds the instructional minutes state requirements. Yet to be negotiated lunch and transportation services may necessitate the start and finish times of the school day to differ from this particular model. These issues will be resolved well in advance of the 2021 opening. See Attachment B for a sample block schedule.

The School's annual calendar will be aligned with the Volusia County School District's calendar. A sample of VCSD calendar (2020-2021) is also in Attachment B. The school’s opening being delayed for 2020-2021 makes it impossible to provide a sample calendar.

E. Explanation of Services Explain how the services the school will provide to the target population support attainment of the state-adopted standard, as required by section 1002. 33 F.S

For the School's students to attain proficiency and mastery of the Florida Standards, the School faculty will review the standards, use CPALMS, and Volusia County curriculum maps as guides to make sure the standards are being met. The School will provide remedial, regular, honors, and advanced courses to meet the needs of each individual student and the instruction will comply with ESE and ESOL procedures, policies, and requirements. This will allow for the School to implement the correct amount of rigor for each student. Although the School is following Volusia County School District curriculum maps as guides to pace the curriculum, the way the teachers teach will be very different. Online resources and a variety of instructional strategies will be utilized.

The School will achieve these standards through working together on project-based learning and ensuring engagement of students, by making these projects authentic and at the correct rigor for each student. A benefit of project-based learning is that it allows for timely and relevant feedback, so students can adjust their learning. Differentiated learning based on each student's needs will determine the instruction and strategies that will be utilized. Formative and summative assessments will be used to provide students and instructors with feedback on the standards that students have grasped, and which standards students will need remediation.

The School's College and Career Pathway Teams (CCPT) will work as a professional learning community to analyze student progress and determine the strategies to use for students to understand


the Florida Standards. The block scheduling with common planning will allow team members to meet four times a week and discuss the students in their pathway. This will allow teachers to share best practices and to determine the best strategy to meet the individual needs of their students. This also allows teachers to discuss which teacher has formed the best educational relationship with an individual student and that teacher can try to help the student on behalf of the other teachers on the team and possibly inform the team members of personal obstacles that the student may be facing at that time. This is also why the School's counselors will be a part of the team meetings when needed. The college and career pathway teams will provide each teacher with a level of support, but the accountability of each student learning the standards for a teacher's course is still the responsibility of the teacher. The teams will create interdisciplinary projects to help reinforce the standards in multiple subject areas and they will identify students that need support in multiple courses. Once a student has been identified, the team will need to determine the needs of the student and create a plan that includes the strategies, materials, and programs for the student. The needs of the student will be not only based on the student's formative and summative assessments but also on their behaviors and attendance. This information can give insight on why a student might not be meeting their academic potential.

The expectation is for not only the teachers to monitor the progress of each student, but also for each student to monitor themselves. Therefore, the Individual Student Plan, Portfolio and Leadership Journal (ISPPL) was created for the business, leadership, and life skills program. Each week it is expected that students fill out their weekly goal sheet that will monitor all their academic courses to make sure the student is meeting their ISPPL educational goals. The student will then create an action plan to either maintain or improve past performance which will be monitored by their business, leadership, and life skills teacher. If the student continually falls short of their educational goals, the entrepreneur teacher will call for an Individual Student Plan, Portfolio, and Leadership meeting to try to determine how to assist the student in meeting their goals. If this intervention is not successful, the next step would be to begin the RTI or Problem-Solving Team (PST) process. The Individual Student Plan, Portfolio, and Leadership Teams and the College and Career Pathway Teams will be supported with enrichment and remediation activities by the school counselors, ESE teachers, and the administrative staff. These teams and support staff will make sure no child is left behind and challenge those students that need accelerated activities with academic and leadership opportunities. For the middle grades, teams and support staff will prepare the students for high school by ensuring each student is learning the Florida Standards, developing 21st century success skills, and creating a mindset that by having a strong work ethic and remaining teachable, he or she will succeed in high school. Once in high school, students will need to develop their goals and action steps for secondary and postsecondary education and careers, which includes understanding and mastering of the Florida Standards. The teams and support staff will keep students accountable to their personal goals and the requirements to graduate from high school.

The principal, administrators, and counselor of the School will ensure every student is being monitored by analyzing the data, meeting with students and their ISPPL and CCPT teams and monitoring student plans. The principal will also ensure that professional development is provided to instruct teachers on how to support their students with their teams and strategies. The principal and the administrative team will be responsible for remediating teachers that need improvement by developing and monitoring individual improvement plans. Finally, the mission of the School is to cultivate


learners and leaders by developing the success skills, so students will be prepared for college and careers, which will be safeguarded by the principal.

Section 4: Curriculum and Instructional Design A. Core Academic Curriculum

Core Academic Curriculum A. Describe the school's curriculum in the core academic areas, illustrating how it will prepare students to achieve Florida standards. Describe the primary instructional strategies that the school will expect teachers to use and why they are appropriate for the anticipated student population. Describe the methods and systems teachers will have for providing differentiated instruction to meet the need of all students, including how students who enter the school below grade level will be engaged in and benefit from the curriculum and the formalized multi-tiered level of supports that will be provided to students who are performing below grade level.

Though the School will focus on various STEM pathways, a solid core curriculum will provide the base for mastery of all Florida standards in English Language Arts/Reading, Mathematics, Science, and Social Studies. In addition, students will have access to a variety of elective choices. The curriculum, in alignment with Florida Standards, District, and the School's mission, is created to adapt to different learning levels. Multiple facets will be explored when placing individual students into courses, including examination of academic history, current achievement levels, test scores, and unique interests.

The School will use Volusia County School District's Student Progression Plan to help guide the School on the curriculum and courses selected. As described in Section 4B, the School will use research-based curriculum material which is aligned with the updated Florida’s B.E.S.T. Standards as well as the state created curriculum framework to build the curriculum. In addition, teachers will supplement with a variety of materials and instructional strategies tailored to each subject area such as FLDOE's cpalms.org to effectively implement the standards.

Instructional Strategies for all Core Courses Based on the School mission, the School will provide students with highly effective STEM based projects with interdisciplinary units of study and develop the 21st century success skills that students will need to make a positive impact on local and worldwide communities. The following instructional strategies will support this mission.

Our instructional design ensures that our students master Florida state standards through a broad selection of challenging and purpose-driven curricula. We emphasize use of researched-based methods, such as the Blended Learning Model, Authentic Learning Model, Project-based Learning, a technology-rich environment, and college and career preparedness. Our curricular choices are consistent with the school’s mission, they allow our students to achieve at least one year of learning gains, and they are appropriate for all students, including those who are at or below grade level.

Instructional Method

Scientific Method: For project-based learning, this method is best used for projects involving observations and experiments. The process begins with asking a question, doing background research, making a hypothesis, testing the hypothesis with an experiment or observations, analyzing the data and then drawing conclusions.


Technology Integration: One of the success skills the School will emphasize is technology skills and this will be emphasized in all the courses. Students will have a foundation in the Microsoft Office Suite and can earn an industry certification in this area. Students will also be expected to be proficient in internet use, especially in content research and educational apps. Students will also have opportunities to utilize industry related technology based on their career pathway.

Engineering Process: For project-based learning, this method is best used for projects that involve designing and building something. The steps in this process include: define the problem, background research, specify the requirements, brainstorm possible solutions, choose the best solution, developmental work, build a prototype, and finally test and make possible redesigns.

Mathematical Analysis and Skills: Mathematics is a basis for all the areas of STEM. For the scientific method and engineering process, students will have to be able to analyze data and use this data to form conclusions. For the engineering process, math is the basis for designing and building something. Algebra, geometry, and calculus are a basis for advanced manufacturing, robotics, and biomedical engineering.

Project-Based Learning Strategies Inquiry Based Learning: This type of learning is a foundation for the project and problem-based learning that will be a focus of the School. This is a student-centered process that allows students to do investigations and to find possible solutions to a question, problem, or scenario.

Critical Thinking and Higher Order Questioning: Students are asked questions that require them to use more cognitive processes of applying, creating, evaluating, and analyzing rather than lower order questioning of remembering and understanding.

Continuous Assessment of Learning: Teachers will use multiple forms of diagnostic, formative, and summative assessments such as projects, essays, portfolios, presentations, quizzes, and tests to analyze the learning of their students.

Interdisciplinary Planning and Projects: Teachers will be provided common planning time to create interdisciplinary projects that will allow students to experience how real-world projects use multiple academic disciplines to come up with a solution. These projects will require students to not only learn the content but to also apply what they have learned, which will reinforce the learning process.

Differentiated Instruction: Teachers will analyze their students based on their learning styles, prior knowledge, interests, and skill level to adjust their teaching and learning methods to ensure all their students not only learn the content but can also apply what they have learned.

Blended Learning: this type of learning environment will be very advantageous to project-based learning. When completing a project, students will be able to obtain content knowledge and collaborate face-to-face and online with teammates, teachers, and mentors. This could include a flipped classroom which is a type of blended learning that reverses the content acquisition to an online platform at home and the homework/ activities are now done in the classroom.

21st Century Success Strategies


Cooperative Groups of Mixed Abilities: A large component of project-based learning is working as a team. Teachers will group teams of mixed abilities, so students can support each other with their strengths and learn from other team members in their areas of weakness.

Peer Tutoring: In this method of building the success skills of leadership, students will be encouraged to peer tutor other students that need assistance with certain concepts and skills. All students will have the opportunity to be a peer tutor and the opportunity to be tutored because of the wide range of skills and content that will be explored.

Team Activities: This method is a great way for students to develop the 21st century success skills, especially collaboration, communication, and leadership.

Class Discussions: This strategy allows students to test their ideas against the ideas of other students. It should be used to go in-depth on a topic but is not good for covering a large amount of information.

Professional Learning Communities (PLC) College and Career Pathway Teams: Teams will have the opportunity to collaborate, evaluate student data, build interdisciplinary project-based lessons and gather insightful information on their students from each other. All teachers will be a part of a team.

Curriculum Planning Teams: Meetings will be held with teachers at different grade levels of the same discipline will work to make sure learning strategies and fundamental core knowledge and skills at one grade level will prepare the student for the next grade levels. Also, teachers teaching the same subject will make sure to use the same learning strategies and teach the same fundamental core knowledge and skills, so students will be prepared for the next grade level courses.

Other Instructional Strategies: The School will infuse reading and literacy strategies in all courses, so students will be able to master reading, writing, and communication skills. See reading in Section 4B for more details.

Scaffolding Learning: The teacher will use this method to model and demonstrate an example of how to solve a problem and then will step back and let the students take ownership of their learning and problem-solving. The teacher will also provide additional support during the learning process as students need it to reach their learning goals. The possible strategies of scaffolding include think-aloud, prior knowledge connections, think-pair-share, and graphic organizers.

Differentiated Instruction The following are some of methods and systems teachers will have for providing differentiated instruction to meet the needs of all students. Students who enter the school below grade level will be engaged in and benefit from the curriculum and the formalized multi-tiered levels of support. Project- based learning is a natural fit for differentiated learning and is one of the main reasons why the School has chosen this method. Andrew Miller in his article "6 Strategies for Differentiated Instruction in Project-Based Learning" provides some of the way’s teachers can differentiate within project-based learning.


Differentiation Through Teams - When a teacher puts teams together for a project, this process should be intentional and purposeful. Teachers have the opportunity to group students by academic ability both in homogeneous and heterogeneous groups. In homogeneous teams, the teacher can assign and support teams at their academic level, while heterogeneous teams can peer tutor one another. The other grouping methods can be by collaboration and leadership skills, social-emotional purposes, and student interests.

Reflection and Goal Setting - When students are completing their projects, they will be reflecting on their work and academic performance. They will be monitoring themselves with their Individual Student Plan, Portfolio, and Leadership Journal (ISPPL) weekly log and be supported by their teachers. Students will learn how to acknowledge when they are deficient in an academic area and how to advocate for themselves and seek knowledge to improve their performance.

Mini-Lessons, Centers, and Resources - The second essential project design elements in Gold Standard Project Based Learning is sustained inquiry. During this time, students should be able to move to resource centers and mini-lesson stations to increase their content knowledge and skill set. Students should be in tune with their learning and, with the encouragement of their teacher, choose the mini-lesson or center that is best suited to fill in their learning gaps. For students to know which resources and centers to use, another method that will be used is diagnostic assessments. Teachers can use this method to find out the baseline learning and the content and skill deficiencies of students and then fill in the gaps for student learning by recommending the mini-lessons, centers, and resources the student should use. The use of technology can be an effective tool in this process because it can diagnose the deficiencies and provide remediation specifically for each student.

Voice and Choice in Products and Assessments - The fourth essential project design elements in Gold Standard Project-Based Learning is student voice and choice. Students can control the product he or she produces and the use of their time to learn and produce the product. Teachers can also differentiate the way students are assessed and let students choose from multiple possibilities such as

Multi-Tiered System of Support - One challenge for every school is how to best help lift the students who struggle academically and enter below grade level. There are varied reasons for struggle. SEV will employ the Multi-Tiered System of Support (MTSS) and Positive Behavior Intervention Systems (PBIS). MTSS focuses on meeting academic needs; PBIS is aimed at creating positive behavioral outcomes. Both are vital for an effective education and developing the whole person. These systems also help create a school environment in which everyone feels safe in regards to information acquisitions and social or personal interactions. The Multi-Tiered System of Support is a framework that improves rates of academic success and engagement across a population with diverse learning needs. Tier one includes universal strategies that can be used for every student. These are included in the general framework: Project-based learning with STEM focus, Blended learning, authentic learning, technology-driven curricula, nurturing environment on a safe and inclusive campus, work-based learning, CTE pathways and focused academic counseling. Tier two offers additional support. For example, students who require more time or help developing a particular skill or subject area would benefit from small-group instruction, focused class work or additional assessment objectives. MTSS is not limited to helping students who struggle academically. It can apply to students who are accelerated and require enrichment opportunities or a faster pace to stay fully engaged. A high school program


with a high level of flexibility has added opportunities for students to move at their individualized pace alongside their peers. Tier three support offers more intensive and individualized instruction and support. Additional staff may do one-on-one instruction in core areas. Diagnostic assessments offer a broader knowledge of how to meet each student’s specific needs. Parent involvement is essential to a school’s successful implementation of these tiers. See additional details in other sections of this application on how SEV will address the specific needs for Exceptional Student Education (ESE) and English Language Learning (ELL).

B. Materials and Reading Focus If the curriculum is fully developed, summarize curricular choices (e.g. textbooks) by core subject and the rationale for each. Include as Attachment C, a sample course scope and sequence for each core subject each division (elementary, middle, and high school) the school would serve.

The curriculum is not fully developed but the School will follow the Florida Standards and use the Curriculum Guides from the District, but administrators and teachers will need to have the opportunity to design and pilot programs and be part of the writing process for our curriculum.

If the curriculum is not yet fully developed, describe any curricular choices made to date and proposed curricular choices (e.g. textbooks, etc.) and explain the plan for how the curriculum will be completed between approval of the application and the opening of the school. This should include a timeline, milestones, and individuals responsible for included tasks. Also, describe the focus of the curriculum plan and explain how the curriculum v11ill be implemented. Include what core subject areas will be offered and provide evidence on how the curriculum will be aligned to Florida standards.

The School’s core curriculums will be fully developed and aligned with the Florida standards before the opening of the School in August of 2021. Although the courses have been tentatively chosen for all grade levels, there will be opportunities for the teachers and administration to collaborate and develop the lessons and find the best research- based resources for those particular grades, creating project-based learning strategies and integrated with STEM initiatives.

Timeline

Curriculum Pieces Individuals Responsible

Projected Date of Completion

Course Standards Florida Standards 2/1/2021 Selection of Courses Administration 2/1/2021 Selection of Course Materials Administration 2/1/2021 Selection of Course Resources Administration & Team

Leads Summer 2021

Assessments (State, District, and Teacher Assessments)

Multiple Summer 2021

Lesson Plans and Projects Principal and Teachers Summer 2021, improvement with common planning

Lesson Plans and Projects Principal and Teachers Summer 2021, improvement with common planning


Therefore, block scheduling will be beneficial in this process because it will allow teachers 4-5 days to plan together each week to continuously develop the curriculum (see section 3C). The courses and Florida standards were identified using the websites of the Florida Department of Education and CPALMS. These resources, as well as, the Volusia County Schools (VCS) curriculum maps will provide the framework for the instructional design, especially for project based and interdisciplinary learning. This ensures that all core subjects are current and being taught at the appropriate cognitive levels so that students will achieve mastery of the Florida Standards.

The School textbook adoption for core subjects will be in compliance with the State Adopted Instructional Materials. VCS District Interim Assessments (DIA) will also be utilized to monitor the students learning gains on the standards. These DIAs are content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the appropriate Florida assessments using rigorous items developed using the FLDOE Item Specifications Documents. The following paragraphs will provide an overview of the core curriculum for each content area. Some of the core courses can be used as electives and other courses may be added to the course offerings based on student needs and interests. These courses are subject to change based on the changes by the State legislature to the educational statutes, and VCS Board changes to its pupil progression plan. Courses listed will only be used if there are a sufficient number of students registered for a particular course or if the course is required for graduation.

English Language Arts (ELA)/ Reading The English Language Arts (ELA) and Reading curriculums will be based on the standards assessed on the English Language Arts (ELA) Florida Standards Assessments (FSA). A reading course will be a required elective for all 6th grade students. Seventh - tenth grade students needing additional reading support based on state literacy assessment data will be enrolled in an Intensive Reading course. Students enrolled in grades six-ten will participate in both the ELA Reading and ELA Writing FSA These assessments measure student achievement on the Florida ELA Standards. The Florida Department of Education website, CPALMS, and the VCS ELA curriculum maps will serve as a guide to ensure that the appropriate grade-level standards are the foundation for instruction and project-based learning. The curriculum maps will assist with the time frames within which the standards should be taught.

The English Language Arts and Reading courses chosen for the high school grade level will enable students to reach their maximum potential by allowing a student to take the most rigorous courses for their academic ability and skill level. ELA and reading courses will be linked to a college and career pathway to allow for interdisciplinary project-based learning. ELA and reading courses are crucial to the integration of the courses with career and technical education programs. The School plans to use the district’s curriculum maps and other district resources for guidance to support teaching and learning.

Credit Recovery Courses: These courses will be used for high school grade levels for students that need credit recovery, grade forgiveness or remediation to prepare for an EOC assessment retake. According to the Florida Department of Education, a student who takes a Credit Recovery course may earn elective credit for the terms up to a maximum value of 1.0 and the corresponding academic core course is recorded on the transcript using the grade earned in the Credit Recovery course. These


courses allow for greater flexibility for students that have failed a course to make up the core credit or gain grade forgiveness to improve their GPA.

Intensive Reading Courses: These courses will be in addition to the ELA required courses for students that score below the required proficiency levels on the English/ Language Arts FSA.

Reading Honors and Reading for College Success: These courses prepare students for the college entrance exams, SAT and ACT, as well as the rigorous reading requirements of college.

Mathematics The math curriculums will be based on the standards assessed on the Mathematics FSA and End-of-Course (EOC) exams. Students enrolled in M/J Grade 6 Math, M/J Grade 7 Math, M/J Grade 7 Math Advanced, and M/J Grade 8 Pre-Algebra will participate in the appropriate grade level Math FSA. Students enrolled in Algebra I and Geometry I will take the corresponding EOC exam. These assessments measure student achievement on the Florida Math Standards. The Florida Department of Education's website, CPALMS, and the VCS Mathematics curriculum maps as guides for pacing will ensure that the appropriate grade-level standards are the foundation for instruction and project-based learning. The district curriculum maps will assist with the time frames within which the standards should be taught.

The integration of mathematics in interdisciplinary project-based units is challenging because of the diverse range of mathematics courses students will be enrolled in. Project-based lessons in isolation will provide students with the relevancy students seek in their courses and will be easier to implement. In conjunction with the core math courses, the business and entrepreneur courses will be using the program and resources, such as, Houghton Mifflin Harcourt's (HMH) Math@Work; Connecting Math to 21st Century Careers. This web series will show students how important understanding math is for meeting their career goals. It shows famous industry leaders working with students to show the importance of learning math. The math courses chosen for the high school grade levels will enable students to reach their maximum potential by allowing a student to take the most rigorous courses for their academic ability and skill level.

The goals and needs of the student will determine if the Algebra lA and 1B are held in the student's freshman year or if they are spread out over two years. Intensive Mathematics will be offered to students that need extra support with the strategies and content to pass a mathematics' FSA. Credit recovery courses will be used for high school grade levels for students that need credit recovery, grade forgiveness or remediation to prepare for an EOC assessment retake.

Science The middle grades science curriculum will be based on the standards assessed by the Florida Statewide Science Assessment. This assessment is administered to all eighth-grade students and measures student achievement on Next Generation Sunshine State Standards that are taught in science over the course of grades six-eight. Students enrolled in Biology will take the corresponding EOC exam. The Florida Department of Education's website, CPALMS, and the VCS science curriculum maps will serve as a guide to ensure that the appropriate grade-level standards are the foundation for instruction and project-based learning. The curriculum maps will assist with the time frames within which the standards should be taught.


The science courses chosen for the high school grade levels are based on the College and Career Pathways and graduation requirements. The number of standards that overlap between the science course and the career and technical education courses for each grade level will determine the science courses for grades nine, eleven, and twelve. This information was provided in the career and technical education framework by the Florida Department of Education and will be used to create interdisciplinary projects. Biology is a mandatory course for all students and was determined to be the best course for tenth grade. The School plans to use the district’s curriculum maps and other district resources for guidance to support teaching and learning.

Social Studies The social studies curriculum will be based on Next Generation Sunshine State Standards for M/J World History, M/J Civics, and M/J United States History, Career Planning, (even though this is no longer required per Florida statute). All courses will include advanced options. Additionally, all students enrolled in M/J Civics will be required to take the Civics EOC exam that will assess student understanding of NGSSS on civics. The assessment will factor in as thirty percent of their final course grade. The Florida Department of Education website, CP ALMS, and the VCS social studies curriculum maps will serve as a guide to ensure that the appropriate grade-level standards are the foundation for instruction and project-based learning. The curriculum maps will assist with the time frames within which the standards should be taught. Reading

Provide evidence that reading is a primary focus at the school and that there is a research-based curriculum and set of strategies for students who are reading at grade level or higher and, independently, a curriculum and strategy for students reading below grade level. Include the school's reading curriculum as Attachment D.

A fundamental skill, reading, will be a primary focus at the School. In keeping with the statewide reading initiative, Just Read, Florida! the School will adopt the most up to date sixth-twelfth Comprehensive Research-Based Reading Plan, District: Volusia, with modifications where necessary to emphasize STEM reading skills. The School will use Just Read, Florida! for guidance and direction on the latest reading research, especially on vocabulary, fluency, and comprehension. The goal of this program and the goal of the School is for every student to be able to read at or above their grade level. The focus will be on student success, educator quality, and parent/guardian support.

All sixth-grade students will be enrolled in a reading course that will engage students at their reading level Students in seventh and eighth grades scoring below proficiency on the state literacy assessment will be placed in an intensive reading course that will continue to develop their skills and strategies in reading and writing. Block scheduling will allow students, especially struggling readers, the opportunity to have ninety-five minutes of literacy instruction four-five days a week. This extra time will allow instructors to individualize the learning based on the student's needs. All students in grades ten-twelve who score a one or a two on the English Language Arts (ELA) Florida Standards Assessments (FSA) will also be enrolled in an Intensive Reading course, guided by the standards included in the VCS Intensive Reading curriculum maps. Classroom Strategies: The School will adhere to the state addressed strategies for students at reading grade level and higher, as well as strategies for students reading below grade level by following the 6-12 Comprehensive Research-


Based Reading Plan (Volusia County). All subject area teachers from core classes to electives will be using the following classroom strategies. This will create consistency for students to enable effective use of the strategies and a foundation base for all students because of the repetition in all courses. The classroom instruction will include discipline-specific literacy strategies, such as: close reading, text-dependent & text-specific questions, scaffolded questions, text sets, discipline-specific vocabulary with a focus on academic vocabulary, read/think/respond writing tasks, & rigorous collaborative discussion topics. Supportive test-taking strategies might include: skim/scanning, highlighting, circle, marginal notes, underlining, elimination/strikeout, guided reading, pair/ share reading, paired reading/ writing, and grammar basics (capitalization, punctuation, and reading and writing one grade level above).

Training for Staff and Students: In order for the entire staff to be using the above-mentioned strategies correctly an organized set of training sessions will need to be completed. The initial training will be in the form of workshops for teachers that will take place at the beginning of the school year. The follow-up/ implementation training sessions will include both the teacher and students together with the designated lead ELA or reading teacher conducting the training. Follow-up and observations will take place in order for everyone to benefit from the lesson. The School goal is to become an interdisciplinary, project-based school. This integration of disciplines will emphasize reading and writing skills by the College and Career Pathway Teams creating cross curriculum activities to further enhance the development of the strategies and skills base of the students. The above listed writing and reading activities and strategies will be incorporated into interdisciplinary projects for all core and elective classes in the pathway. Rubrics will be created to be used to score the assignments and students will use these rubrics to assess their learning. Training on the purpose and reason behind using well-written rubrics will be completed through training sessions with both the students and teachers.

Writing Workshops: Some of the required district essays will be scored using each grade level or College and Career Pathways team. This allows for each member of the school to be involved in the scoring process that enables everyone an overall understanding of the expectations of the students. Thus, everyone gains knowledge of the growth, strengths, and weaknesses. Then new strategies and lessons can be developed for the reading and writing skills. In order for this process to be successful, a writing trainer (lead English or reading teacher) would develop writing workshops to train the teachers on the methods to scoring essays through the use of model papers and detailed strategies. The students would also need training sessions on how to score their papers and peers’ papers so that the entire school can reach their overall goals in the areas of reading and writing development.

Data Tracking Strategies The School will also emphasize data tracking regarding curriculum standards and skills that all students will be expected to master in core and elective classes. The students and teachers will become knowledgeable of the standards and data tracking binders will be developed by both the student and teacher in order for everyone to reflect on the growths, strengths, and weaknesses of the student. This information will be included in the student's Individual Student Plan, Portfolio, & Leadership Journal (ISPPL) binder so this information can be used for the student's academic planning and shared with parents/ guardians to determine if a year's worth of learning has been achieved. If there is a learning gap, strategies and interventions will be implemented. Robert Marzano's research shows a 32-


percentile gain in achievement by students when they are given the opportunity to track their own progress (The Art of Science and Teaching).

Resources: Edgenuity Reading Remediation Courses: Students scoring at “level one” and “level two” on the reading portion of the state assessments will use MyPath on the Edgenuity platform, combined with individual and small-group instruction with a highly-qualified teacher. MyPath provides students struggling in reading with a differentiated, online intervention program. MyPath’s instruction ranges grade 3-11 reading levels, and it integrates age-appropriate content to keep learners engaged and motivated. MyPath begins with students taking a placement exam to determine initial proficiency level. Teachers can also import student data from NWEA™ MAP® Growth™. Based on the assessment data, each student is assigned an Individualized Learning Path (ILP) that focuses on the skills and concepts they’re ready to learn. Age-appropriate instruction and practice provide intervention and remediation opportunities for students. Teachers receive detailed and dynamic student reports, which make it easy to determine who is ready to move on, who needs extra help, and how to group students with similar needs for targeted reteaching. To support reading comprehension, content spiraling and scaffolding are integrated throughout all Edgenuity courses to increase reading accessibility for all students. Information is presented in small “chunks.” Sentence and paragraph length are monitored to be in line with online reading habits and readability studies. In addition, graphics, prompts and interactive activities are integrated throughout the courseware to enhance comprehension and allow students to monitor their own understanding.

Reading Plus: The school intends to use Reading Plus as a supplemental curriculum in intensive reading, along with additional supplementary materials from NewsELA. Each intensive reading course will use the following supplementary materials such as classroom libraries and various leveled guided reading texts. Reading Plus takes a different approach to providing effective reading instruction. The technology is used to focus on how and why students read. By integrating all three domains of reading (physical, cognitive, and emotional), Reading Plus develops lifelong readers who see reading as a valuable means of cultivating knowledge, insight, and joy

The School's teachers will receive professional development on reading instruction that is evidence-based with an emphasis on strategies that teach reading in the content areas, especially on technical and informational text. The reading professional development will be based on the Comprehensive Reading Plan. This includes all instructional materials, programs, and strategies for reading based on reading research, especially early intervention, classroom reading materials, and accelerated programs. Teachers will be instructed on how to use screenings, progress monitoring assessments, and other ways to identify students that may have reading deficiencies and are at-risk of reading failure. Finally, there will be job-embedded opportunities for professional development. Attachment D- "2018-19 K-12 Comprehensive Research Based Reading Plans, District: Volusia" See Section 13 for more details.


C. Additional Standards If the school will adopt or develop additional academic standards beyond those mandated by the state. explain the types of standards (e.g., content areas. grade levels). Describe the adoption or development process. Select one grade level and subject area as an example and explain how these additional standards exceed required standards and contribute to meeting the mission of the school.

Not applicable at this time.

D. Research Base Describe the research base and foundation materials that were used or will be used to develop the curriculum.

As stated in Section 4B, The Glossary of Education Reform refers to the term curriculum as the lessons and academic content taught in a specific course or program. The foundation materials for helping teachers and school leaders create the lessons for project-based learning were found on the Buck Institute of Education's website, www.bie.org. In addition to the online resources, this organization recommended the books Setting the Standard for Project-Based Learning; The why, what, & how of Gold Standard PBL by John Larmer, John Mergendoller, and Suzie Boss and Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards by Bob Lenz. These materials explain the best teaching practices and essential design elements for project-based learning (PBL). The books also review the research supporting PBL and provide a description of how school leaders can implement project-based learning for an entire school. The books also draw examples from successful PBL schools and show how PBL can create deeper learning that will engage students to be college and career ready.

Based on the courses selected, the curriculum content will be set by the course standards that are described by the Florida Department of Education. Teachers will use resources such as FLDOE.org, CPALMS.org, and Volusia County's curriculum maps to help break down the standards and to make sure all the standards have been covered for a course. As described in Section 4B, the School will use appropriate textbooks and resources that are aligned with the state standards. The administration staff will ensure that all teachers are covering the standards with fidelity and delivering them in an engaging and challenging way, so all students will have the opportunity to master the Florida Standards. This will be accomplished through professional development, staff curriculum planning, and staff evaluations.

E. Non Core Curriculum Describe proposed curriculum areas to be included other than the core academic areas.

Electives will include both traditional and STEM based pathways. Students may choose semester-long electives in the areas of the Arts, Music, P.E., technology, world languages, leadership, and CTE electives in each of the career clusters., including for grades 6-8 Orientation to Career Clusters. Students in middle school will take their four core courses in Math, ELA, Science, and Social Studies, with an additional course in reading for grade 6. This leaves three or four credits available from the eight credits taken each year to take electives courses. Promoting the mission of the School the students will be required to take two credits to develop their STEM content knowledge, 21st century success skills, and physical education requirements.


STEM The middle grades curriculum will implement STEM projects as well as prepare students for the four college and career pathways that are implemented in high school. In sixth grade, students will take Introduction to Technology and Exploring Technology which covers agriculture, biotechnology, medical, engineering, manufacturing, transportation, and information technologies. These semester courses will provide students a basis for STEM and for the future college and career pathways. The industry certification for these courses will be one of the CAPE digital tool certificates. Students in the sixth grade will also take one semester of M/J Fitness to meet the middle grades physical education requirement and a semester of Personal Development to begin the development of 21st century skills. The focus is on visual art and music with the student being able to choose a semester of each or a full year of one, plus one additional elective.

Digital Technology: Students will take Digital Information Technology during their seventh-grade year. This course will concentrate on internet safety, HTML, web page design, word processing, presentation software, and spreadsheet and database applications. The coursework will prepare students for the Microsoft Office Specialist (MOS) industry certification that will be taken in stages throughout the school year for those students that have met the established proficiencies. Students in seventh grade will also take M/J comprehensive to meet their physical education requirement and Personal Development to continue developing their 21st century success skills. One additional elective credit will be chosen from the seventh and eighth grade elective options in Attachment C- Electives.

Eighth-grade students will take one or more of the following: Exploration of Production Technology, Exploration of Engineering Technology and Career Planning Exploration of Power and Energy Technology and Career Planning, Introduction to Arts, A/V Technology and Communication and Career Planning, to provide students with a preview of the t four college and career pathways so the student can make an informed decision of the pathway he or she will select prior to entering ninth grade.

World Language: Students in grades 7 & 8 can choose to take M/J Beginning Spanish and M/J Intermediate Spanish in preparation for high school Spanish 1, 2, 3, and 4. All high school students can take these year-long elective courses regardless of their pathway. Students tracking toward early college or AS degrees should include at least two years of world language in their pathway requirements.

College and Career Pathways: The college and career pathway that a student selects entering ninth grade will determine two of the student's electives credits and the business, leadership, and life skills' Entrepreneur course will be one credit. See Progression Plan in Attachment C.

Industry Certification Opportunities: Based on a student's choice for a College and Career Pathway, students will have the opportunity to earn industry certifications.

● Industrial Technology: Automotive Body & Repair Technician, AutoCAD Foundations (Engineering), CNC Machining

● Information Technology: Information Technology Analysis, Applied Technology Specialist

● STEM: Surgical Technology, Drafting and Design Technology


● Arts, Audio Visual and Communications: Television Studio Production, Broadcast TV Production, Audio/Recording Technology

Career and Technical Education Internship: The purpose of this course is to provide students with the opportunity to gain practical, first-hand knowledge in broad occupational clusters or industry sectors through a structured internship experience. This internship is designed to give students an opportunity to integrate occupational and applied academic learning and to apply knowledge and skills learned in a classroom to actual work situations not generally available through paid employment.

High School Pre-Apprenticeship (9-12): This program offers courses that provide content aligned with challenging academic standards and the relevant technical knowledge and skills needed to prepare students for further education and careers in various apprenticeable occupations

High School Apprenticeship (10-12): This program offers courses that provide content aligned with challenging academic standards and the relevant technical knowledge and skills needed to prepare students for further education and careers in various apprenticeable occupations.

Additional Elective Options: By having an eight-period alternating block schedule, students will have room in their schedule to add elective credits to their schedule based on their pathway and career cluster. See Attachment C for an example.

Physical Education: Courses will be offered to allow students to meet the physical education and personal fitness requirements.

Dual Enrollment Program: A Dual Enrollment program will be created with Daytona State College. This program will help students to get a head start on their college education while still in high school. For students to participate in the college program, he or she must have a minimum unweighted high school GPA of 3.0 or higher, and a passing test score on a college entrance exam. For students that would like to enroll in the career and technical program, they must have a minimum unweighted GPA of a 2.0 or higher and qualifying test scores on the Test for Adult Basic Education (TABE). For more information on the possible courses, see Section 3A under each College and Career Pathway.

F. Supporting At Risk Learners Discuss the system and structures the school will implement for students a.t risk of not meeting academic requirements or of dropping out.

The School will have multiple systems and structures for at-risk students. The first is for students to choose to become a part of a college and career pathway. The pathways were created with project-based learning to engage students by making the academics meaningful and fun. This type of educational program will benefit all students including at-risk students, Exceptional Students, and English Language Learners because of the engagement and the differentiated instruction that can be provided by project-based learning. See Section 4A. College and career pathway teacher teams will be created so teachers will have the opportunity to collaborate, evaluate student data and gather insightful information on their students from each other. This also allows teachers to discuss which teacher has formed the best educational relationship with a student and that teacher can try to help the student on behalf of the other teachers on the team and possibly inform the team members of personal obstacles


that student may be facing at that time. If progress is not made with a struggling student, the student's school counselor and parent/guardian will be contacted, as well as initiating the Response to Intervention (RtI)/ Problem-Solving Team (PST).

The next strategy is the individual student plan, portfolio, and leadership journal (ISPPL) program for all students. Students will create academic and career goals and action steps with the assistance of his or her parents/guardians, business, leadership and life skills teacher, and either their school counselor or pathways teacher. This will include completing a weekly goal sheet that will monitor all their academic courses to make sure the student is meeting their ISPPL educational goals. The student will then create an action plan to either maintain or improve past performance which will be monitored by their entrepreneur teacher. If the student continually falls short of their educational goals, the entrepreneur teacher will call for an ISPPL meeting to try to determine how to assist the student in meeting their goals. This intervention can be the first tier in the RTI/ Problem-Solving Team (PST) process.

Intensive Reading/Intensive Math: These courses will be offered to any students who needs additional support in literacy or mathematics based on district and state assessment data. Students in these courses receive specific individualized instruction based on their identified areas of deficiency. Instruction may include a combination of small group instruction and web-based programs. Teachers conduct on-going progress monitoring, administer diagnostic assessments, and use running-records to verify student learning. Modifications are made continuously during the course to differentiate instruction to meet the students’ needs.

Response to Intervention (Rtl): RtI is a multi-tier approach to identifying and supporting students as early as possible that have learning and behavior needs. The first tier is for all students to be given high quality instruction and for all students to be screened on a periodic basis to identify ꞏstudents that may need additional support. The students that are identified will receive extra classroom interventions for up to eight weeks to increase their rate of learning. The student's progress will be closely monitored and if adequate progress is not made, the student moves to tier two. This tier provides students with an increasingly intensive instruction based on the student's need for support. This type of support will be in small group settings for up to nine weeks and will be in addition to the classroom instruction. If this level of intervention is not successful, the student will move on to tier three. This is when students will receive individualized and intensive interventions that specifically target a student's deficiencies. If this tier is unsuccessful, the student is recommended for an evaluation to be considered for services under the Individuals with Disabilities Improvement Act of2004 (IDEA 2004).

Dropout Prevention Program: Personal, Career, & School Development Skills (0500500-0500530) will be used for a dropout prevention program. Students will get extra support in their courses from not only the teacher but also from peer tutors and from community mentors.

Peer Counseling: Peer Counseling (0500500-0500530) will be in conjunction with Personal, Career, & School Development Skills courses to have mentor students assist students at risk of dropping out. The peer counseling students will tutor, and mentor struggling students and provide them with the strategies he or she has personally used to be successful. This is an opportunity for peer counseling students to develop their 21st century skills in leadership and to also provide moral support to struggling students.


Work Experience (OJT): Work Experience (8301610-8301640) with OJT or Diversified Career Technology (8303010-8303030/8300410) with OJT can be used to support at-risk students. These courses provide students with the opportunity to work and support their families while earning high school elective credits. This program also allows a student's schedule to be more flexible such as allowing a student to come late to school or leave early based on their work requirements.

At-risk students will be provided with credit recovery courses that are required core courses for graduation with End-of-Course assessments. See section 4A. These courses can be used for credit recovery, grade forgiveness, and/or remediation for students that need to prepare for their EOC and are not bound by Section 1003.436(1)(a) of the Florida Statutes requiring 135 hours of bona fide instruction. Students can also use virtual courses to make up credits.

Section 5: Student Performance A. Performance Goals

I'm Describe the expected incoming baseline of student academic achievement of students who ꞏwill enroll in the school. Based upon the expected incoming baseline performance, describe the school's goals for academic growth and improvement that students are expected to show each year and the rationale for those goals. Describe how the school's academic goals and objectives for improving student learning will be revised if the actual incoming baseline is substantially different than the expected baseline. Describe how success will be evaluated and the desired overall results to be attained through instruction.

Based upon the expected incoming baseline performance. describe the school's goals for academic growth and improvement that students are expected to show each year and the rationale for those goals.

Expected Incoming Baseline of Student Academic Achievement: The expected incoming baseline of student achievement for the students that will enroll in the School will be based on the FSA's and end of course exams (EOC). In order to project initial goals and to develop a better idea of the types of students who may elect to enroll at the school, we examined the school grades and assessment data from 2019 as well as the 2019-20 published student enrollment data for schools within 10 miles of the projected location. A table of those schools is included in section two of this application. Of the schools, the average number of students scoring at or above grade level expectations in reading and math are as follows:

Percent of students at or above grade level expectations

Reading Math Elementary Schools 63.8% 54.1% Middle Schools 57.5% 53.0% High Schools 59.0% 53.0%

Therefore, we assume that a significant number of students who join our school will also be below grade level expectation given that nearly a third of elementary students and nearly half of elementary students in area schools are not currently meeting grade level expectations. During the summer prior to school staff starting, the Principal and/or a delegee will use the district’s registration system to access


the assessment data for students who have enrolled at the school in order to develop an accurate baseline measure of the students for the year, and to set appropriate annual goals based on the actual performance the enrolled students. This same process will be repeated each year to determine a baseline to start the year, and the goal for expected outcomes by the end of the year.

Our ultimate goal is that SEV Science and Technology will be within the top quartile of schools statewide within the first five years of our school operating.

Average Scores of the top performing 25% of schools statewide Points

Earned Reading

Proficiency Math

Proficiency Middle Schools 643.7 74.3% 80.2% High Schools 738.7 76.0% 74.0%

Our goal each year will be based on cutting the difference between our baseline students each year and the goal of being within averages of the top quartile schools in half each year. To set the Year 5 goal, we will look at being 5 percentage points above the statewide average for the top quartile. For example, let’s assume the incoming baseline matched perfectly with the surrounding schools in the first table above. Our goal is that by year 5 we will score within the scores identified in the second table averaging the top quartile of schools. Our annual goals would look something like this:

Sample Incoming

Baseline Year 1 Goal

Year 2 Goal

Year 3 Goal

Year 4 Goal

Year 5 Goal

Reading Goals Middle Schools Students 57% 68% 74% 76% 78% 79% High Schools Students 59% 70% 76% 78% 80% 81% Math Goals Middle School Students 53% 69% 77% 81% 85% 85% High School Students 53% 66% 73% 76% 77% 79%

These numbers are calculated by taking the difference between the previous year or baseline to the actual goal. So for year one, if we assume the middle school reading baseline is 57% of students scoring at or above grade level, and our ultimate goal is 79%, we will need to raise our scores by 22-points. We will target half of that in the first year, or 11 points. That same calculation is then repeated for each year and recalculated at the start of each year as the actual baseline performance of the incoming students is more accurately known.

Describe how the school's academic goals and objectives for improving student learning will be revised if the actual incoming baseline is subsequently different than the expected baseline.

As explained above, each year during the summer prior to teachers returning but after the student enrollment lotteries are completed, the administration will be responsible for ensuring baseline data is collected and organized in such a way that it can be provided to staff member during preplanning


sessions along with a clear understanding of the goals and plan of action necessary to meet those goals. Using regular progress monitoring of students, the school will regularly analyze the student performance and adjust the educational program and supports provided to individual students throughout the year as needed.

Describe how success will be evaluated, and the desired overall results to be attained through instruction.

Success will be evaluated based on the needs and goals of each student. One of the main goals of the School is for every student to master the Florida Standards and to graduate with a high school diploma. For this to occur, students will need to achieve passing scores on their state exams, especially on their tenth grade FSA ELA exam, and their Algebra 1 EOC exam. Teachers and students will monitor and adjust student learning by using classroom and district assessments as a measurement of students' mastery of the state standards. Teachers will be expected to use project-based learning and the strategies listed in Section 4A to assist students in reaching these goals.

B. Mission-Specific Goals Describe any mission-specific educational goals and targets for the school not captured by state accountability requirements. State goals clearly in terms of the measures or assessments the school plans to use.

A major mission-specific educational goal is that students will not only learn the content but will also be able to apply it. This will be demonstrated through project-based learning and will be assessed through rubrics and exhibitions that will be conducted at the completion of each project. The goal will be for students to use the scientific method for projects involving observations and experiments and to use the engineering process for projects that involve designing or building something (see section 4A). These processes will serve as the guidance and foundation of the rubrics. Students will also learn that it is a continual learning process with feedback from teachers, peers, and community leaders, so students can learn from their mistakes and make continual improvements. Another goal is for students to learn that there is a process of completing a project, but there are multiple ways to use this process to find a solution to a real-world problem.

C. Placement Procedures Describe the school's student grade level and course placement procedures.

The School's student course placement procedures will be determined by a wholistic analysis of the student. The data analyzed will include achievement tests, previous course grades, attendance, IEP's, 504 plans, ES plans, and any other pertinent information. Other considerations include teacher recommendations, parent input, student goals, and requests. Student courses will be taken in proper sequence and will follow the pupil progression plan.

D. Progression Plan State whether the applicant intends to use the local school district's pupil progression plan. If not, explain the policies and standard for promoting students from one grade level to the next or provide the pupil progression plan as Attachment E.

The School will use the local Volusia County School District's pupil progression plan.


E. Graduation Requirements If the school will serve high school students, describe the methods used to determine if a student has satisfied the requirements specified in section 1003. 428, F.S. and any proposed additional requirements.

The School will follow the state’s requirements specified in section 1003.428, F.S. A checklist for students, parents/guardians, and School personnel will be used to make sure students have met the graduation requirements. The checklist will be reviewed annually by students and parents/guardians at their ISPPL Team meeting. The administrative staff will also update annually any changes made to state statutes specifically 1003.428 to make sure the student requirements for graduation are current. See Addendum FF for the checklist.

The School will follow Florida Statute 1003.4282 for all graduation requirements and options for Students with Disabilities and will pay particularly close attention to subsection 10(b) that states all of the options that may be used to satisfy the standard high school diploma requirements that could be specified in the student's individual education plan. An additional graduation requirement will be for seniors to complete a capstone project, based on reflection and experiential learning for the workforce, community betterment, and/or leadership. At the end of the senior year, students will present what they have learned and how they are prepared to make a positive difference in their community to a panel of teachers and community members. Multiple opportunities are provided to succeed, but the project must be completed by the student to prove he or she is ready for the real world. The goal will be for 100% of the School's students to complete this program by the end of their senior year.

F. Parent Communication of Criteria Discuss how and when promotion and graduation criteria will be communicated to parents and students.

According to the state statutes, the school district must notify students and parents/guardians, in writing, of the requirements for a standard high school diploma, available designations, and the eligibility requirements for state scholarship programs and postsecondary admissions. This information, as well as promotion criteria, will be provided to parents/ guardians and students when students are entering ninth grade and for each year a student is in high school grade levels. This information will also be posted on the School's website and in the student handbook.

This information will be shared with parents/ guardians and students at the incoming ninth grade assembly, at the individual student's ISPPL team, and for Students with Disabilities' IEP meetings before their ninth-grade year. This information will be given both verbally and in writing. This process will also take place for tenth and eleventh grade students. At the beginning of a student's twelfth grade year, students and parents/ guardians will attend a graduation meeting to go over the requirements for graduating high school. This will enable students and parents/guardians the opportunity to review previous credits and create a plan for the student to graduate by the end of their twelfth-grade year. This information will also be reviewed at the student's ISPPL team and IEP team meetings. At this time, teachers and staff members will help the student create a specific plan to meet his or her needs. This information will be discussed, and a written plan will be created and followed to meet the specific needs of the student.

The school guidance counselors will conduct individualized credit checks and be a major part of the annual registration process to ensure students are meeting their academic goals and are on pace to


graduate. Credit recovery and online courses will be used to assist at-risk students in obtaining the necessary credits to graduate.

G. Interim Assessments In addition to all mandatory assessments, identify the primary interim assessments the school will use to assess student learning needs and progress throughout the year (including baseline assessments) including a proposed assessment schedule as Attachment F. Provide the rationale for selecting these assessments, including an explanation of how these assessments align with the school's curriculum, performance goals, and state standards.

Teachers will be expected to use diagnostic assessments to determine the baseline understanding of a student's content knowledge, Florida Standards, and skill base. This will allow teachers to differentiate the learning and to create heterogenous or homogenous groupings based on the instructional strategies and projects the teacher is going to implement. During the learning process, teachers and students will use formative assessments to measure if learning progress is being made and if classroom instruction and projects need to be changed to better serve the students.

Interim assessments will be used to predict the student's ability to succeed on summative measures such as the State Exams and to diagnose student learning. For core content assessment of student learning, students will participate in the district assessments. For Math, these would include grades 6-8th Math DIA, Algebra 1, IA, or lB DIA's, and Geometry DIA's. For social studies, the assessments would include 7th grade Civics DIA and US History DIA. For science, grade 6-8th Science DIAs and the Biology DIA. For Language Arts, the assessments would include 6-l0th DIA for ELA, and 6-12th Volusia Literacy Tests. The School will participate in the statewide assessment program and will follow the district assessment calendar (Attachment F). The school explicitly affirms it will conduct all necessary state assessments even if individual assessments were neglected within this narrative of this application.

Teacher or department created or obtained assessments will be used for courses that do not have a district interim assessment or a state exam to measure students learning of the Florida Standards. Obtained assessments can come from other teachers, districts or companies that have created assessment tools to analyze the standards-based learning of students. Possible assessment forms are rubrics, essays, exhibitions, tests, quizzes, presentations, and portfolios.

The School will be using Gold Standard Project Based Learning and will assess projects through rubrics and the performance of students at the public product exhibitions. For students to get to the final product, he or she will need to receive feedback or formative assessments. Therefore, there are checkpoints called critique and revision during the project to allow for the teachers, experts from the community, and peers to provide feedback on the quality of the work. Students can then use this feedback to revise and make improvements before submitting their final project for a summative review. Students and teachers will monitor the progress of the student’s learning based on the understanding of the Florida Standards that are incorporated into the project. The Florida Standards will also be reflected in the project's summative rubric. As teachers get better at this form of assessment, it will be the preferred assessment for our students, which is more in line with the School's mission.


The school will assist students for post-secondary opportunities in college and careers. Students will have the opportunity to participate in the SAT, ACT, AP Exams, and the PERT to assess their readiness for college and students will have the opportunity to participate in the TABE and Industry Certification Exams to assess their career readiness. Courses and remediation strategies will be implemented to close the learning gaps of the students who need to obtain higher scores on these assessments to reach their personal goals. The school will also encourage students to participate in local, state, and national competitions in their field of studies to assess their learning and for students to have an additional opportunity to apply what they have learned.

H. Data Usage Describe how student assessment and performance data will be used to evaluate and inform instruction. Who will be responsible for managing the data, interpreting it for classroom teachers, and leading or coordinating professional development to improve student achievement?

The initial analysis and breakdown of the student data, especially district and state assessment data, will be completed and distributed by the administrative team. This information will be provided to teachers during the summer before the preplanning workshop on how to analyze, interpret, and use student data. This will allow teachers, especially with experience interpreting data, to begin their own analysis of the student data and be able to share their insight at the workshop. The administrative team will also be available to teachers over the summer to assist them with their data. This process will provide teachers with a starting point, so they can plan for the learning strategies that would best fit their students. Student assessment and performance data from the previous year as well as the diagnostic assessments will be used by teachers at the beginning of the school year to identify the strengths and weaknesses of their students. This information will be conveyed to the students, so they have an opportunity to collaborate and plan for their learning goals for the upcoming year. These goals and the state standards will be tracked by the students and teachers to monitor their learning progression.

Teachers will be trained to understand and unpack the data. The expectations would be for them to use this data to create lessons and implement instructional strategies to close the learning gap for each student. Teachers will not work alone in this endeavor. The College and Career Pathway teams and curriculum teams will continually collaborate and analyze past and new data as the year progresses. The block scheduling of the School will allow ample time for teams to meet to discuss the data and share best practices for student learning. The administrative staff will attend or follow up with these meetings to provide any additional support teachers may need.

I. Training and Data Leadership Explain the training and support that school leadership and teachers will receive in analyzing, interpreting, and using performance data to improve student learning.

The training and support in analyzing, interpreting, and using performance data to improve student learning will come from the Marzano group and their materials such as Formative Assessment and Standard-Based Grading and Alignment Evaluation by Marzano. These trainings will take place during preplanning, so the staff can use these strategies during the school year. The trainings will include how to understand the state standards, analyze assessment data including state and district tests, understanding the analysis of reading assessments and the strategies based on this analysis, how


to differentiate instruction and implement strategies based on the assessments, and how to teach students on how to assess and track their own learning.

The administrative team will oversee the data analysis process and will provide the follow-up support. This team will help break down the data to make it easier for individual teachers to obtain the data relevant to their curriculum. Teachers will be a part of curriculum teams and College and Career Teams to be able to analyze the data and develop a plan to fill in the learning gaps of students. Team and individual support will also be provided to teachers by the administrative team. The School plans to use the data to make instructional decisions to allow for an increase in student learning. See Section 14-Profossional Development.

J. Potential Corrective Action Plan Describe the corrective actions the school would take if it falls short of student academic achievement expectations or goals at the school-wide, classroom, subgroup, or individual student level. Explain what would trigger such corrective actions and who would be responsible for implementing it.

School-wide corrective action will be the responsibility of the administrative team and lead teachers. These individuals will be analyzing school-wide data to determine the areas the School needs to improve. Faculty and staff will be tasked with analyzing the content being taught and the teaching strategies to determine which ones are meeting or exceeding expectations and which ones are not. Once the fact-finding phase has been completed, the faculty and staff will collaborate on the school-wide strategies that should be implemented to reach the academic achievement expectations and goals. The leadership team will take this information and create a corrective student academic achievement plan. This plan could mean additional professional development and mentoring for teachers and staff. It will be the responsibility of the principal to make sure the plan is fully implemented.

Classroom corrective action would be the responsibility of the classroom teacher with the support of their College and Career Pathways Team, Curriculum Teams, and the administrative team. Classroom teachers will be expected to reflect on their teaching to make sure the lessons that are being taught are enabling the students to learn the material. Based on diagnostic, formative, and summative assessments, the teacher should be able to determine if the lessons were effective for the students to learn the Florida Standards. If students are not meeting the academic expectations, the teacher should take corrective action in the form of reteaching or interventions to close the academic gap. Teachers can collaborate with their Pathway and Curriculum teams as well as the administration to find the appropriate strategies. If the teacher does not take corrective action when needed, it is the responsibility of the administrative staff to provide additional support through professional development and mentoring, so the teacher can improve their teaching practice to best serve their students.

Sub-group and individual identification of students that need additional support will be the responsibility of the student's teachers and their College and Career Pathways Teams. These teams should be reviewing student data on a weekly basis and using this data to identify students that need additional support. Students could also identify themselves when completing their ISPPL weekly updates in their Business, Leadership, and Life Skills course. Once a student has been identified, the student's teacher and the team will provide and communicate academic interventions and strategies to the student and their parents. Depending upon the needs of the student, the Rtl/PST process as


described in Section 4A may be initiated and an ISPPL team meeting with the student and parent/guardian will be held to determine a course of action for the student. Possible solutions could be tutoring, mentoring, support courses, and/or additional progress monitoring.

K. Communicating Assessment Results Describe how student assessment and performance information will be shared with students and with parents.

The School will comply with all statutes and laws regarding sharing student assessment and performance information. They will provide this information to students and parents in a variety of ways including meetings, hard copies to take home, and electronically through a student/parent portal. These notices will include FSA results, interim progress reports, report cards, and data reports from progress monitoring programs. Students will monitor and analyze their performance through their ISPPL binder. The assessment and performance information are also shared and analyzed during ISPPL and IEP meetings as well as data chats with students and their teacher. This analysis can lead to intervention and remediation strategies and programs to close the learning gaps of the student. The School will make the School Accountability Report available to students and parents/guardians via the School website and other means.

L. Protecting Privacy Describe the plan for protecting the privacy of individual student academic performance data and other student-related information.

The School will stay compliant with Family Educational Rights and Privacy Act (FERPA) and will train the staff annually on its regulations as well as all other pertinent State and Federal laws and regulations. This will also be a part of all new staff orientation training and staff members will be made aware of the seriousness of these laws and regulations. This training will include but not limited to the confidentiality of student records including IEP, 504, ELL, academic and discipline records, health and medical information, family status and income, and student assessment results. All student's physical records will be secured in a locked administrative area, and only authorized personnel, determined by the administrative staff, will have access. A sign in log will be used for accountability and record keeping.

If a student leaves the School and enrolls in a district school, the student's permanent records will be transferred to that school. If the student enrolls in an out of district school or a private school, a copy of the permanent records will be sent to the school.

Section 6: Exceptional Students A. Projected Population

Provide the school's projected population of students with disabilities and describe how the projection was made.

The School will be located in Edgewater, Florida and projections are made from the demographic composition of the surrounding communities using the information given by the Sponsor in a public records request and from FLDOE. According to the 2018 FLDOE EdStats: https://edstats.fldoe.org Volusia County School District's disabilities population averages 17%, but in examining the current


middle/high schools in the surrounding areas, the percentage of students with disabilities ranged from 11% to 17%. This variation can be attributed to certain schools being established to specialize in more intensive supports and services to students that have more extensive and complex educational needs. Based on this information, within our budget estimates we have assumed that approximately 15 percent of our students will qualify for ESE services. We project that five percent of our students in middle school and two percent of our students in high school will be identified and placed in our gifted program. Projections for students that receive accommodations from a 504 plan could not be determined from the public data available. See targeted population Section 2B. Up

Enrollment Projections Year 1 Year 2 Year 3 Year 4 Year 5 Total Enrollment 497 750 971 1071 1096 Estimated ESE Enrollment 68 105 138 153 157 Estimated ESE Instructional Staff 3.9 6.3 7.9 8.7 8.9 Estimated Gifted Enrollment 14 21 27 29 30 Estimated Gifted Instructional Staff 0.4 0.6 0.7 0.8 0.8

B. Equal Opportunity for Enrollment Describe how the school will ensure that students with disabilities will have an equal opportunity of being selected for enrollment in the charter school.

The School will not discriminate based on a student's race, religion, ethnicity, sex, a student's disability, or any other protected classification. Hence, the School is committed to ensuring that ALL students have an equal chance of being selected through the randomized enrollment process described in Section 14 of this application. In order to ensure that the possibility of discrimination does not exist, the student application will ask only basic information: name of the student, current grade, next year's grade level, and parent/guardian contact information (See Attachment S). The School will not ask for any information about academic achievement, disability status, race, etc. In addition to the application, enrollment, and lottery process, the School will create and use presentations and marketing materials that inform the community that the School is a tuition-free public charter school with nondiscriminatory enrollment procedures that offers services and supports to English language learners and students with disabilities.

C. Ensuring FAPE in LRE Describe how the school will work with the sponsor and through the Individual Education Plan (IEP) process when necessary to ensure students with disabilities receive a free appropriate education (FAPE) in the least restrictive environment (LRE)

The School will operate under the auspices of the Sponsor as the Local Education Agency (LEA), delivering specially designed instruction and related services as identified in the IEP with observance of the Sponsor's policies outlined in Exceptional Student Education Policies and Procedures (SP&P) and Volusia County's ESE Handbook. We acknowledge that collaboration between the Sponsor and the School in supporting IEP teams in determining placement, services, and resources is important to ensure that the needs of ESE students are met with fidelity and students receive a free appropriate education FAPE in the least restrictive environment (LRE).


After the non-discriminatory admissions process is complete and a student with disabilities is enrolled, the parent/guardians will be asked to supply any information pertaining to all current services the child is receiving. If the student has an IEP, the School's ESE Program Specialist will carefully review the documents and when appropriate, will contact the School's assigned District Placement Specialist (DPS) for additional support and guidance. The School will work with the DPS to ensure the eligibility for services for this student are current and appropriate and that the School has the resources and services to meet the needs of the student as described by the IEP. If there are concerns, an IEP meeting will be convened with the DPS being asked to be the district LEA representative. The School will work with the Sponsor to help identify and schedule the appropriate members of the IEP team including the parents and district personnel. The IEP team, after considering the needs of the student, will determine if the services can be provided at the School or if a different placement is required based upon the full continuum of services available within the district. (see section 6G for full description of this process).

If a student is enrolled in the School, without a known IEP, but has been identified through the PST process as having a need to be evaluated for a suspected disability, the School will work in collaboration with the Sponsor to evaluate (with formal parent consent) and, if it is determined the student has a disability, ensure proper services and placement in the least restrictive environment through an IEP meeting. SEV Sci-Tech believes that if we work collaboratively with the Sponsor, we will be able to ensure the appropriate placement of students with disabilities within the full continuum of services that are available within the district. We understand the importance of the IEP teams and the significant role the Sponsor plays on these teams.

In addition, the School will encourage staff members to utilize the Sponsor's instructional resources, professional development opportunities, and guidance that is offered by the district to the School. This will include the School's appointed ESE Program Specialist that will participate in all relevant trainings offered by Sponsor to ensure the School adheres to all federal, state, and local policies (IDEA, ADA, Section 504 of the Rehabilitation Act, Florida Statutes Sections 1000.05 and 1003.57, Chapter 96-186, Florida Law and Chapter 6A-6 of Florida Administrative Code).

It is the intention of the school to comply with the federal laws mandating identification and services provided to students with disabilities. Every effort will be made to cooperate with the Volusia County school District and the utilization of procedures to provide students with an appropriate education and development of their potential. The many pathways for career prep and work study here offer enhanced opportunities for many of these students not found in every other setting. Attention to changing rules and consistent compliance will be a priority.

D. Identifying Students Describe the methods the school will use to identify students with disabilities that have not yet been identified.

The School will use a Multi-Tier System of Supports (MTSS). The first Tier is for all students in the classroom that receive strong core instruction with interventions as needed. Students who are not successful with the core instruction and Tier One interventions are then targeted at-risk students will receive Tier Two interventions, typically several times weekly for small group interventions. If a student in Tier Two is not responding adequately in small groups, they receive interventions which are


more intense, more frequent, and in smaller groups, if appropriate (Tier Three). These Tier Three strategies and interventions are provided daily and typically delivered individually or in small groups at increasing levels of intensity. At this point, the teacher, parent/guardian or administrator may decide to start the Problem-Solving Team (PST) Process. The teachers will continue intervening and collecting data throughout the PST Process, and request assistance from the PST Chair, as appropriate. The School will follow the VCSD PST Process.

If the PST committee recommends formal evaluations to take place, the PST Chair will complete and upload forms; referral cover sheets, a signed parent/guardian consent for evaluation, and the screening report. At this point, the District schedules evaluations from within their departments. Once evaluations are completed, the evaluation reports are sent to the School and the District Placement Specialist to schedule and hold an eligibility meeting to determine if the student qualifies for ESE services. If the student qualifies for ESE services, an IEP will be written with services meeting the student's specific need in the LRE.

E. Describe Programs Describe the programs, strategies, and supports the school will provide, including supplemental supports and services and modifications and accommodations to ensure the academic success of students with disabilities whose education needs can be met in a regular classroom environment with at least 80% of instruction occurring in a class with non-disabled peers.

Goal - The goal of the School is to have students with disabilities be a part of an inclusionary service delivery model in the least restrictive environment through the use of STEM/STEAM project-based learning. Inclusion means securing opportunities for students with disabilities to learn alongside non-disabled students in the general educational classrooms. Students with disabilities will receive specially designed instruction, incorporated with core instruction as detailed in their Individualized Education Plan (IEP). Instruction will occur by School personnel with appropriate training, certifications, and proper credentials. In the general education setting, student needs will be met by providing the appropriate supports and accommodations.

Staffing - The School understands that staffing will be a critical component of being able to provide the programs, strategies, and supports the school will provide to ensure the academic success of students with disabilities. The School will look to hire individuals with dual certifications in the area of ESE and a core subject area that will be included in the general education courses. These dual certified teachers will be highly qualified to support VE mild students in their inclusion courses and allow for separate class ESE courses to increase opportunities for students. The School will also look to contract therapy services such as speech, language, occupational, and physical therapy.

Program Service Delivery Models - The School will use the Program Service Delivery Models for students with mild/moderate disabilities defined by the Sponsor on their website (http://myvolusiaschools.org/ese/ESE-Programs/Pages/default.aspx) Descriptions for these programs: Consultation, Support Facilitation, Co-Teach, Small Group/Therapy (Individual), and Separate Classes can be seen on Sponsor's website.


Strategies Universal Design for Learning - The design of the curriculum, instruction, and assessment

will provide multiple means of engagement, representation, and action and expression. Differentiated Instruction - Looks to the three pillars of differentiation outlined in The

Differentiated Classroom: Responding to the Needs of All Learners, 2nd Ed. by C. A. Tomlinson, Alexandria, VA: Association for Supervision and Curriculum Development.

Instructional Programs Curriculum Modifications - Sometimes students cannot meet the grade level standards even

with accommodations because of a cognitive disability. These students may need modifications on what they are expected to learn. The IEP team may decide the student needs to be instructed on the access points of the state standards, which are alternate Florida Standards that have modified learning expectations. These standards will be taught by using access courses that are approved by the State Board of Education and the student will participate in statewide standardized alternate assessments. Eligible CTE courses will be looked at to substitute for certain access core courses. For this curriculum, there must be parent consent.

Separate Class Instruction - ESE courses that will parallel a core course curriculum with only ESE students in the class. These classes are needed when ESE students need extra supports for a Florida Standards course that cannot be provided in the general education classroom.

Career and Technical Education for Students with Disabilities - Courses that will enable students to obtain the skills and knowledge to be prepared for employment.

Special Skills Courses - Courses that provide intensive individualized interventions in learning strategies to address academic skill deficiencies and close the educational gaps.

Intensive Reading - Courses that provide instruction to enable students to accelerate their reading and writing developmental skills.

Edgenuity Reading Remediation Courses: Students scoring at “level one” and “level two” on the reading portion of the state assessments will use MyPath on the Edgenuity platform, combined with individual and small-group instruction with a highly-qualified teacher. MyPath provides students struggling in reading with a differentiated, online intervention program. MyPath’s instruction ranges grade 3-11 reading levels, and it integrates age-appropriate content to keep learners engaged and motivated. MyPath begins with students taking a placement exam to determine initial proficiency level. Teachers can also import student data from NWEA™ MAP® Growth™. Based on the assessment data, each student is assigned an Individualized Learning Path (ILP) that focuses on the skills and concepts they’re ready to learn. Age-appropriate instruction and practice provide intervention and remediation opportunities for students. Teachers receive detailed and dynamic student reports, which make it easy to determine who is ready to move on, who needs extra help, and how to group students with similar needs for targeted reteaching. To support reading comprehension, content spiraling and scaffolding are integrated throughout all Edgenuity courses to increase reading accessibility for all students. Information is presented in small “chunks.” Sentence and paragraph length are monitored to be in line with online reading habits and readability studies. In addition, graphics, prompts and interactive activities are integrated throughout the courseware to enhance comprehension and allow students to monitor their own understanding.


Reading Plus: The school intends to use Reading Plus as a supplemental curriculum in intensive reading, along with additional supplementary materials from NewsELA. Each intensive reading course will use the following supplementary materials such as classroom libraries and various leveled guided reading texts. Reading Plus takes a different approach to providing effective reading instruction. The technology is used to focus on how and why students read. By integrating all three domains of reading (physical, cognitive, and emotional), Reading Plus develops lifelong readers who see reading as a valuable means of cultivating knowledge, insight, and joy.

Possible Supplemental Programs - Evidence based supplemental programs being considered may include: System 44, Mindplay, Read Naturally, Teacher Modeling, Repeated Reading, Rewards, Phonics for Reading, Progress Monitoring, and Connecting Math Concepts.

Accommodations and Supports - FLDOE's Bureau of Exceptional Education and Student Services (http://fldoe.org/core/fileparse/php/7690/urlt/0070069-accomm-educator.pdf) provides district with guidance on the provisions of accommodations with students with disabilities, which will be adhered to by the School. Accommodations, per FLDOE, can be provided in four areas: presentations, responding, setting, and scheduling. There are multiple supports within each of these areas. The strategies and supports selected for each student will be based on each student's level and type of need. These include, but are not limited to:

• Presentation Accommodations- Allow students with disabilities to access information for instruction and assessment especially in the areas of their ability to read, observe, and listen in the classroom. Examples: using different types of visual, tactile, and auditory formats, using supports for word recognition (leveled books, repeated learning), supports for comprehension (previewing, organizers, highlighting, copies of teachers lecture notes, study guides, hands-on activities), supports for listening (explicit cues, amplification systems), and supports for following directions (i.e. directions repeated, visual cues, encouragement).

• Response Accommodations - Enabling students to use different ways to speak, write, draw or other means of expression to complete assignments and tests. Examples: alternate response modes (a scribe, word processor, voice recorders, and sign language), response supports (supports for handwriting, pencil grips, handwriting guides, checks by teacher), supports for written expression (dictionaries, graphic organizers), supports for oral expression (increased wait time, use of visual images), and supports for mathematics (calculation devices, tactile tools, planning guides)

• Setting Accommodations - Changing the location or condition of the student's environment. Examples: physical accessibility (physical access, accessible workstations, preferential seating, assignments/assessments given in a familiar place), supports for behavior and attention (regular procedures and predictable routines, alternative activities, reduced distractions, increase or decrease opportunity for movement), and organization of space and materials (compartmentalized containers, checklists, binders, access to learning resources).

• Scheduling Accommodations -Allows changes with time in regard to allocation, scheduling and managing. Examples: time allocation (extended time, breaks, schedule adjustments), and time management (established timelines and predictable routines, chunking, checklists, assignment planners).


Supplementary Supports and Services include, but are not limited to adapted equipment, assistive technology, peer tutors, one-on-one aide (paraprofessional), adapted materials, and collaboration among the staff, parents, and other relevant professionals. Behavioral Supports are part of the School's MTSS and follow the PBIS framework. As a result, behavior supports, and strategies are proactive and preventive in nature and strive to maintain students engaged in the school setting. The School will use VCS ESE Handbook and the District MTSS website as resources.

*The examples listed above are not exhaustive and the School will use discretion offering additional accommodation. Adequate progress towards mastery of the Florida Standards will be continually monitored to assess and determine appropriate support and interventions.

The School will support and encourage general education teachers to add an ESE certification to their teaching credentials. Support can also be given to a teacher through consultative services, collaboration from other teachers and staff, and from the assistance of a paraprofessional or teacher's aide. Parents are also a key component in the collaborative environment and should be conferred on a regular basis to not only be informed of their student's progress, but to also provide necessary information to best help their child.

F. 40-80% of Instruction with Non-Disabled Peers Describe how the school will work with the sponsor and through the IEP process to determine whether a student with a disability whose education needs require a regular classroom and resource room combination (between 40--80% of instruction occurring with non-disabled peers) can be provided FAPE by the school.

The School will ensure that all placement decisions will be made by an IEP team and the decisions will be based on each individual student's needs. We believe that the project-based learning described in Section 3A shows that this type of learning will allow for more inclusions for students with disabilities. The School strongly believes that given the robust ESE supports that will be put in place as described within this application that students who are required to be taught according to the Florida standards and who participate in the FSA exams should be in the general education classroom to be greatest extent possible.

The School will work collaboratively with the district staff and the District Placement Specialist to make sure the interventions, resources, and supports meet the requirements of each student's IEP. When students require more intensive interventions and supports outside of the general education classroom such as pull out supports, the School's ESE Program Specialist and personnel will work with the ESE district staff, including the DPS, to make sure that the IEP team can make informed decisions on all of the possible ESE programs, interventions, services, and placements that are available to the student through not only the School, but throughout the District's continuum of service delivery options. In some cases, services based on individual needs will need to occur in a separate class with instruction from an ESE teacher for one or more areas including but not limited to language arts, math, science, social studies, speech therapy, language therapy, and possibly others. A student with disabilities may need modifications to their curriculum and the IEP team could determine the student needs using the Florida Standards Access Points and will participate in statewide standardized alternate assessments. Students with disabilities will still be with non-disabled peers for lunch, special area, electives, and other content areas with necessary support and accommodations to meet the needs of individual students according to their IEPs. Nevertheless, the School is strongly committed to


attempting to place the student within a general education setting for the most amount of time possible because of the project-based curriculum, school-wide supports, and extensive ESE inclusion supports that the School will provide.

G. Less than 40% With Non-Disabled Peers Describe how the school will work with the sponsor and through the IEP process to determine whether a student with a disability whose education needs require a separate classroom (less than 40% of instruction occurring with non-disabled peers) can be provided FAPE by the school.

The School understands that all placement decisions are based upon the needs of the student and will be made by the IEP team. The School will provide the continuum of services to Exceptional Education Students with moderate/severe disabilities as are provided by Volusia County District Schools and will work collaboratively with the district as a part of the IEP teams. The Sponsor's website (http://myvolusiaschools.org/ese/ESE-Programs/Pages/default.aspx) states "Students with moderate and severe disabilities may require more intensive and specialized programs to meet their needs. Volusia County has identified cluster schools that provide specialized instruction and services to meet the needs of these students. Students served in these programs may be identified with the following exceptionalities: hearing impaired, language impaired, mentally handicapped, emotional/behavior disorders, multiple handicaps, and autism spectrum disorders." This may require student placement in a classroom for less than 40% of instruction occurring with nondisabled peers for that student to receive a free appropriate public education (FAPE). This may include receiving instruction in the Florida Standards Access Points and assessed through the Florida Standards Alternate Assessment (FSAA).

If, after considering the needs of the student, the IEP team determines that the student's needs possibly cannot be met through the resources and supports the School can currently provide, the team will work with all appropriate schools and district personnel, the DPS and/or district LEA representative, parents/guardians, and the student to determine if the services could be provided at the School or if a different placement at a designated cluster school is required. Because of the differences in educational programs from school to school, the IEP team could determine that SEV Sci-Tech could provide different, but equally effective supports and services in order to meet the needs of the student with disabilities. During this meeting, the IEP team will determine the educational programs, strategies, and supports, including the supplemental supports and services, modifications, and accommodations that are needed to ensure the academic success of the student with disabilities in the least restrictive environment as well as the attainment of the student's annual goals on the IEP. If the IEP team determines that the School cannot adequately meet the needs of the student, the IEP team will determine the appropriate placement within the District for services required to provide FAPE to the student.


H. Monitoring Progress Describe the plans for monitoring and evaluating the progress and success of students with disabilities to ensure the attainment of each student's goats as set forth in the IEP or 504 plans, including plans for promoting graduation for students with disabilities (high schools only).

Students with disabilities will have IEP's or 504 plans reviewed annually, or more often if needed, by the School's IEP or 504 Team. At the annual review meeting, the IEP or 504 Team will discuss students' present levels, grades, goals and objectives, review ongoing progress monitoring data, district and state assessments, and curriculum-based measurements. This data will assist the IEP or 504 Team in making data-based decisions to determine if goals must be modified or to decide what goals should be worked on next if the student has successfully achieved his/her annual goals. In addition, the supports and accommodations in the IEP or 504 plans will be reviewed to ensure students have access to the curriculum with specialized instruction and accommodations in the least restrictive environment for student success. Once the annual reviews have been completed, the teachers and ESE service providers will have access to their students’ IEPs or 504 plans. The principal and the ESE coordinator will ensure that the staff understands their roles in implementing these plans, as well as providing the necessary supports, professional development, and resources.

IEPs will also be reviewed by the ESE teacher at interim grading periods and at the end of each grading period. Parents/guardians of students with disabilities and the ESE coordinator will be notified of progress. An interim review, with parent consent, can be conducted as often as needed based on these reviews or when requested by any member of the IEP Team, including the parent/guardian. A review of ongoing progress monitoring data and progress toward goals will determine if the IEP Team needs to consider more intensive interventions, instructional strategies, or accommodations. Students with an IEP or 504 plans will always be included in the School's Multi-Tier System of Support (MTSS).

Promoting Graduation: Plans for promoting graduation for students with disabilities will be a shared responsibility of all stakeholders including; the IEP, 504, and administration teams. A case manager and a school counselor will be a part of the IEP team for each student and will monitor the graduation requirements each year. The School will implement an Early Warning Systems to ensure that SWD are on track for graduation and that interventions are put in place once a student is identified as off track. Based on this information, the School will ensure that reasonable and effective schedules are designed to maximize graduation opportunities for students with disabilities. Once a student turns 14 years of age, transition planning must begin to prepare the student from moving from high school to adult life which may include a postsecondary education, employment, and independent living. The Transitional IEP addresses goals, services, and activities that are needed to ensure the progression from school to adult life and must include documentation of the student's preferences, strengths, and interests. At age 16, the IEP must include Measurable Postsecondary Goals (MPGs) based on age appropriate transition assessments. These goals and monitoring systems are in place to emphasize the importance of graduation and to provide a plan for the student once he or she transitions into adult life.


I. Staffing Plan Identify the staffing plan, based on the above projection, for the school's special education program, including the number and qualifications of staff.

All ESE teachers will be certified and have the credentials for their positions. Hiring preferences will be given to those that have experience in a core subject area, or a specific disability need. In addition, all teachers will be encouraged to seek credentials in ESE, gifted, and/or ELL. The contracted service providers for ESE services will meet the required licensure and/or certification requirements for their area of service. The ESE Program Specialist will have required credentials, experience working with students with disabilities, and be willing to complete targeted professional development and training for ESE compliance. The principal and the ESE Program Specialist will be responsible for ensuring the staff completes their responsibilities and services they must provide to their students.

Enrollment and staffing projections as shown at the start of this section were determined by having one ½ time ESE coordinator the first year and one full time person each year thereafter, plus additional teachers at a ratio of 1 teacher per 20 students. In addition to our directly hired staff, we anticipate hiring outside therapists to provide additional services to students for services such as Speech and Language, Occupational Therapy, etc.

J. Evaluating Effectiveness

Describe how the school's overall effectiveness in serving exceptional education students will be evaluated.

The first way the School will evaluate the School's overall effectiveness in serving ESE students is at the individual level by assessing the student's progress towards meeting their annual goals. The student's progress towards meeting their annual goals will be compared to the expected progress. The annual goals should guide students to reach their potential in life as well as academics. The School believes in inclusive classrooms, so many of the students with disabilities will be assessed with the same assessments as their non-disabled peers. These include course formative and summative assessments given in the general education classroom, district and state assessments, and work products from project-based learning. Since the School will use progress monitoring to track student progress, this information will be used to track and compare individuals or groups of students to evaluate the effectiveness in serving students with disabilities.

The School leadership team will use the progress monitoring data to look at subgroups such as students with disabilities, ethnicity, ELL, gifted, and socio-economic status. This team will use this information to monitor the success of the subgroups and analyze the individual effectiveness of the teachers. If discrepancies arise, the School leadership team will look to diagnose the problem and implement strategies to increase the effectiveness of the staff, especially in the progress of students with disabilities. The School leadership team will also look at the overall effectiveness in serving exceptional education students by analyzing the following: ESE Consultation Logs, Reports Cards/Grades, Florida State Assessment Data, Florida State Alternative Assessment Data, Discipline Referrals, School Climate survey results, graduation rates, and attendance. The School will also complete annual compliance reviews and a Best Practices for Inclusive Education (BPIE) assessment every three years to gain knowledge on the School's ability to ensure the academic success of students with disabilities.


Finally, a goal of the School, which is related to the School's mission and vision, is creating a culture of achieving high graduation rates for students with disabilities. The Case Manager will be advocating for students with disabilities and monitor their progress to ensure students are on pace to graduate. Case Managers will encourage students to take a more active role in the development and implementation of the IEP. Students will learn how to self-advocate, lead, and participate in their IEP meetings. Students will learn what the IEP means, what their goals are, what is required of them, and how to advocate for their accommodations.

K. Gifted and Talented Describe how the school will serve gifted and talented students.

The School will reference the Sponsors Exceptional Student Education Policies and Procedures (SP&P) for providing educational services to eligible gifted students and will follow the plan for identifying students from traditionally underrepresented groups. Students demonstrating gifted characteristics can be identified through the VCS gifted process and requirements outlined in the VCS SP&P. The School will collaborate with the Sponsor on conducting the initial evaluations for students that are referred for potential gifted placement. The parent/guardian may request to start the process or hire a private psychologist to complete an individually administered test of intellectual ability. If the parent/guardian opts to have the School start the process, the teacher and parent/guardian will complete the VCS gifted checklist. Based on the gifted checklist and FSA scores, if criteria are met, the student is then referred for psychological assessments. A VCS school psychologist completes testing, eligibility staffing is held, and placement is determined. If a student is deemed eligible for gifted services, an educational plan (EP) will be developed. An EP must be developed within 30 days following the determination of eligibility and is effective at the beginning of each school year and is revised at least once every three years for middle school students and every four years for students in grades 9-12.

All gifted students within the School will have a wide variety of educational opportunities to meet their academic needs. The School's service model for gifted students will be consultation. Gifted consultation teacher(s) support the gifted learner within any academic setting including facilitating rigor, problem-solving, and critical thinking as it relates to real world scenarios and project-based learning activities. Gifted consultants can be a certified teacher of the gifted or a certified, endorsed general education teacher. Depending on the skills, strengths, and talents of the students identified as gifted, the instructional programs will emphasize enrichment and acceleration with increased rigor and achievement. Staff will be trained on differentiated curriculum strategies. Strategies will include but not limited to Acceleration, Ability Grouping, Independent Study, Differentiation, Enrichment Clusters, Compacting Curriculum, and Advanced Project-Based.

The gifted students Educational Plan (EP) will determine what strategies will be utilized. The curriculum will reflect Florida Standards identified in the student's EP. The important concepts will focus on critical thinking, creative thinking, independence in learning, leadership skills, research skills, problem-solving, and personal growth. Since the project-based curriculum is very hands-on instruction, gifted students will be able to advance in content and pacing at different rates. Every three years, each EP will be assessed or reevaluated to determine if the student's needs are being met.


Students will be offered Honors Courses, AP courses, and Dual Enrollment with the local state college or Embry-Riddle Aeronautical University.

Section 7: English Language Learners A. How Requirements Will Be Met

Describe how the school will meet the needs of English Language Learners as required by state and federal law, including the procedures that will be utilized for identifying such students, ensuring that they have equitable access to the school's programming and communicating with their families.

According to State Statute 6A-6.0902 Requirements for Identification, Eligibility, and Programmatic Assessments of English Language Learners, the Consent Decree from 8/14/1990 and the Volusia County School ESOL Data Compliance Handbook with the ESOL Department binder, the School will serve English Language Learners to ensure that they have equitable access to the School's programming to meet their needs for academic and social success. For all students entering the School or any Volusia County School, the Home Language Survey is completed as part of the enrollment and registration form for Volusia County School District. All students entering a Florida public school are required to complete the Home Language Survey to help identify students requiring assessment for entry into the ESOL program. The Home Language Survey questions are:

Is a language other than English used in the home? Did the student have a first language other than English? Does the student most frequently speak a language other than English?

If there is a "yes" answer to any of the first three questions on the HLS, assessment is required using the IPT IDEA Oral/ Aural (Listening/Speaking) Assessment within the first 20 days of entering the school. If a student does not test fluent(F)-Fluent English Speaking (FES) the student, then qualifies for Entry into the English for Speakers of Other Languages (ESOL) program as an English Language Learner (ELL).

If a student in grades six-twelve tests (F)-FES on the IPT IDEA Oral/Aural Assessment, they must take the IPT Reading and Writing Assessment within 20 days of giving the IPT IDEA Oral/ Aural Assessment. If a student does not test fluent on the IPT Reading and Writing Test the student qualifies for Entry into the ESOL program as an ELL. If a student tests fluent on the IPT IDEA Oral/Aural Assessment and the IPT Reading and Writing Assessment that student does not meet eligibility criteria for ESOL entry and will remain in the general education classroom unless an ELL committee convenes, consisting of at least three people (ESOL teacher or representative, general education teacher, and parent/guardian), determines that the student's language needs are significant enough to cause a barrier to learning without specific ESOL accommodations and modifications in place to aid in understanding of language and content knowledge. ELL committee minutes will be sent home in the student's native language if feasible.

For students meeting eligibility requirements for entry into the ESOL program, the Parent Notification of Placement and Services will be sent home to notify parent/guardian of placement in the ESOL program and the instructional delivery model. This will be sent home in the student/parent's native language when feasible.


According to the Consent Decree, a Programmatic Assessment will then be completed for appropriate academic placement and an ELL Plan will be made by ESE Director, ESOL general education endorsed teacher, ESOL Representative, or ELL committee. To determine the appropriate ELL Plan, the following items will be reviewed:

Previous school records for grades completed. Transcripts for courses passed/completed; and Any other areas of educational experiences.

Students who have educational records from their previous school system or home country will be placed in a grade level and courses based on records. If assistance is needed, transcript guidelines can be found on the Volusia County School District ESOL/Title III website or by contacting the VCS ESOL/Title III Department. As required by the Florida (META) Consent Decree, regardless of the level of English proficiency, students will be placed in courses at corresponding achievement levels and skills for that subject area. Students who do not have documentation of previous school experiences will be placed in a grade level based on chronological age.

B. Equal Opportunity for Enrollment Describe specific instructional programs. practices, and strategies the school will employ to ensure academic success and equitable access to the core academic program for these students, including those below, at, or above grade level.

The School will provide all ELL students with equal access to instructional programs that are appropriate to the level of English proficiency, level of academic achievement, and any special needs they may have. ELL students will be instructed in the Mainstream/ Inclusion Delivery Model. The classroom teacher will provide instruction to ELLs using ESOL strategies, the state standards, and the WIDA English Language Development Standards (ELDS). The general education teacher will provide the needed accommodations and/or modifications to make the curriculum comprehensible according to the ELL' s level of English language proficiency in the general education setting. Any ELL students with disabilities will have equal access to programs for students with disabilities. Any ELL students that are gifted will have equal access to programs for students who are identified as gifted.

Practices and Strategies: The School will use instructional strategies and instructional scaffolding to ensure progress towards the acquisition of the English Language for education. Teachers will use the WIDA Can Do Descriptors, Grades K-12 to support students below, at or above grade level. These descriptors provide examples to teachers of what ELL students can do at different stages of English language development. Can Do Descriptors is one component of the WIDA Standards Framework teachers will use to ensure students make adequate progress. The School's teachers will use the ESOL Instructional Strategy Clusters given to each ES0L teacher. The clusters include appropriate printed material; pre-teaching; student engagement and thinking activities; check for content understanding and comprehension; reinforcement of study skills; linguistic modification; cultural awareness; and alternative assessments based on language levels. The use of instructional strategies will provide the necessary instructional scaffolding. Teachers will use state-approved assessment accommodations for ELL students when giving state and district assessments, according to the Florida Department of Education.


C. Monitoring and Evaluating Success Provide plans for monitoring and evaluating the progress and success of ELL students, including exiting students from ELL services.

Plans for monitoring include a weekly checklist of the instructional strategies used by the teacher and other instructional personnel. Progress monitoring will also include the use of the state program FAIR FS so that instruction can be adjusted according to student's need. For students not responding to intervention, the FAIR FS toolkit will be utilized along with tutoring. If a teacher suspects a learning disability along with ELL services the teacher will use the Problem-Solving Team Process (PST) to identify the problem, set a goal and provide specific interventions. The following VCS ESOL Documentation will be utilized for monitoring: ESOL Consultation Documentation, VCS weekly checklist of instructional Strategies, VCS monitoring Documentation, LY and LF Report Monitoring Form.

An ELL committee meeting must be held annually to discuss ELL student progress toward English Language proficiency and placement on or before 30 days of the anniversary date in the ESOL program. If a student has been in the ESOL program for three years or more the ELL committee must meet for annual re-evaluation to extend ESOL services if the student does not meet exit criteria. Extension of services will be based on the need for more time to acquire the English language and data from Access 2.0, FSA, other state and district assessments, and curriculum-based assessments. For students who entered the ESOL program between October 1st and the administration of ACCESS 2.0, it will also be necessary to administer the IPT IDEA Oral/Aural Assessment and the IDEA Reading and Writing Assessment. This process will repeat annually until exit from the ESOL program or reentry to ESOL after Initial Dismissal if needed.

Students in grades six-twelve will be eligible for exit from the ESOL program when they score a proficiency level of2.0 in all parts of the Access 2.0 and score a 3 or better on the FSA ELA portion. If a student meets exit eligibility requirements, a letter will be sent home notifying parents/guardians of exit from ESOL. An ELL committee meeting is not necessary for exit unless an ELL student entered ESOL between October 1st and the date of ACCESS 2.0 administration. If a parent/guardian requests that their child be withdrawn from ESOL the request cannot be granted if they have not met exit criteria.

After exiting from ESOL, there is a two-year Post-Program Monitoring period. A review of current assessment data, grades, teacher observation and/or evaluation or input from other school personnel will occur at the first report card after exit, the second report card after exit, the fourth report card after exit, and the end of the second year after exit and documented. The ELL committee is not required to meet for post-program monitoring unless a student is exhibiting failure and needs to be reclassified as an ESOL student based on the necessary data and information showing academic deficiencies are due to limited English proficiency. Parents/guardians must be notified of meeting and invited via the Parent Participation Form.


D. Staffing Plan Describe the staffing plan for the school's English Language Learner program, including the number of and proposed qualifications of staff.

The School realizes the importance of hiring experienced, ESOL endorsed teachers that have appropriate secondary level certification to serve the School's ESOL students. If a student is heading into a classroom with a teacher that does not have certification, they will need to begin ESOL classes for certification within the first year. Student enrollment will determine the number of teachers that will be needed for identified (results from home language surveys and ESOL levels) students. The ESOL Coordinator, likely to be the ESE Coordinator, will also need to be ESOL endorsed.

Since southeast area middle and high schools identified in Section 2 have a low percentage of ELL students (average 1.2%) the likelihood of obtaining more than 5 to 7 ELL students is relatively slim. See projections in Section 2. The School will do everything needed to assist students by working in small groups, interpreting questions, and translating information as appropriate.

Section 8: School Culture and Discipline A. Describe the Culture

Describe the culture or ethos of the proposed school. Explain how it will promote a positive academic environment and reinforce student intellectual and social development.

Embracing a mutually beneficial partnership with the Southeast Volusia community, the School will maintain a school culture that provides inspiration, motivation, and participation. Keeping in line with our mission, students will be highly involved in project-based learning that will lead to their future pathways. Working in alliance with community members, students will acquire skills that are in high demand in the fields of science, technology, engineering, and math. They will, in turn, use these skills as productive members and innovative leaders in our local area and beyond. With these goals in mind, students will help create and maintain a respectful learning environment. The school climate will be rooted in mindfulness, generating a deeply felt respect for self and others. All students will be held to the highest standards of behavior.

According to the National School Climate Council, (NEA, 2013) "Shared vision of respect and engagement across the educational system," is what creates a positive school climate. Students must feel safe at school and the physical environment must show it is being cared for by the students, staff, and parents. Gruenert (2008) refers to school culture as the "unwritten rules and expectations" that the staff instills throughout the campus. The U.S. Department of Education produced the following aspects of school climate that we will incorporate into our school culture.


In keeping with a learning climate of self-awareness and responsibility, classroom management will not only set clear procedures, rules, and consequences but allow for students to reflect on undesired behaviors. Student discipline will be addressed at an individual level. Students that commit an infraction will be held accountable for understanding what rule has been broken and the possible ramifications of that action. Project-based learning is not only a goal of our education program. It can also be used as a means for remediation. Although the School will follow procedures for the Sponsor's Code of Conduct, the School will first try many preventive measures that may not be in the Sponsor's Code of Conduct. The Sponsor can be assured that if it gets to the point of interventions the School will follow the rules, regulations, and consequences set in the Volusia' s Code of Conduct. Preventive measures will include but not be limited to student workshops on respect and diversity, girls overnight GOLD (Girls Only Leadership and Development) program, boys overnight BOLD (Boys Only Leadership Development) program, Cyberbullying and anti-bullying programs, and Peer Mediation Programs. Consequences for the School will fit the behaviors; the goal being to change behaviors the students must understand what happened. Students may serve lunch and chat sessions with an administrator, counselor, and/or mentor teacher. In-School Refocusing Time, to reflect on behaviors and learn the "how to" make a different choice next time. Saturday morning-Respectful Citizenship Time, where students will research their offense and write a letter to the editor about the topic and spend the last part of the morning cleaning up the campus. Lastly, one of our preventive measures will be "Attention" instead of Detention after school. Students will spend time with a counselor or designated personnel practicing "mindfulness." This is a successful practice at other schools that has changed behaviors in a positive manner.

The practice of 'mindfulness' through the health and wellness classes will be continued at the School. Although there is well documented research in adult studies, research completed with children is not yet extensive but rapidly growing. Burke (2009); Harnett and Dawe, (2012) completed two systematic reviews and have noted improvements; "Children and young people enjoy and appreciate the courses and the processes and the effects of mindfulness on the young are very similar to the positive changes observable in adults." According to Katherine Weare (2012), in an article Evidence for the Impact of Mindfulness and Young People, "Well conducted mindfulness classes address problems that young people face and improves their wellbeing, reduce worries, anxiety, distress, reactivity and bad behavior, improve sleep, self-esteem, and bring about greater calmness, relaxation, self-regulation and awareness. Adolescents who are mindful tend to experience great well-being; and mindfulness correlates positively with positive emotion, popularity and friendship-extensiveness, and negatively with negative emotions and anxiety" (Miners, 2008).

Research conducted by Beauchemin, Hutchins and Patterson (2008) found significant improvement in adolescents diagnosed with learning difficulties who participated in a mindfulness intervention 5-week class. Participants demonstrated a decreased state of anxiety and negative self-belief which promoted enhanced social skills and improved academic performance. Another avenue that we will explore to create positive climate will be promoting Character Education/Social Emotional Learning (SEL) which is evidence-based research and can increase overall student achievement.


B. Code of Conduct Policy State whether the applicant intends to use the local school district's code of conduct policy. If the applicant does not intend to use the local school district's code of conduct policy, describe in detail the school's approach to student discipline. If already developed. provide the proposed discipline policy or student code of conduct as Attachment G. Taken together, the narrative and code of conduct (if provided) should:

The School will adopt the Volusia County Code of Student Conduct and Discipline, with an infusion of mindfulness versus traditional discipline wherever possible.

Explain the practices the school will use to promote discipline, including both penalties for infractions and incentives for positive behavior:

Practices to promote discipline: Appropriate behaviors will be modeled by teachers, as set forth in classroom management plans. Conduct guidelines, per Volusia County Code of Student Conduct and Discipline, will be reviewed with students in the first week of school. Exemplary behavior will be recognized and clear consequences for infractions will be set forth. Students will always be expected to maintain a respectful learning environment. By teaching mindfulness and self-awareness, students will be able to better manage classroom behavior as they strive for academic achievement. The school staff will be trained in a professional development workshop on management plans, rules, consequences, and incentive programs for positive behaviors. The teachers and staff will be part of the planning and promote "changing behaviors." In order to keep the positive school culture, all staff members must understand and support the mission and vision of the school. This will be a bully-aware school. Staff will be trained on characteristics of victims and bullies. Prevention versus intervention will be promoted. All staff will be trained in CPI (Crisis Prevention and Intervention).

Penalties for infractions and Incentives for positive behavior: Through strong classroom management, teachers will set high behavior standards. Plans will include incentives for students with consistent positive behavior. A clear set of consequences will be set, and adhered to with consistency, for students breaking rules. Whenever possible, a negative behavior will be curtailed with use of mindful refocus. A student may need a moment to reflect and get back on task, and the progression of behavior will not continue "mindfulness." The goal would be to change the behaviors by giving students other choices and time to think about their actions.

List and define the offenses for which students must (non-discretionary') and may (discretionary) be suspended or recommended to the local school district for expulsion.

The School will follow guidelines in accordance with the latest version of the Volusia County Code of Student Conduct and Discipline. It will integrate the school district's policies and expected behaviors in regard to attendance, dress code, respect for persons and property, knowledge, and observation of rules and conduct, right to learn, right to free speech and publication, right to assemble, participation in school activities, and media access to school activities. A copy of the Code of Student Conduct and Discipline will be issued at registration. Students and parents will be required to read through the code, understand its policies, and sign for acceptance.

The Principal of the School will have the right to suspend an individual on the basis of multiple lower level offenses or a single higher-level offense. All measures will be taken at the lower level to decrease the progression to suspension. This includes a variety of responses including parent/guardian


contact, a behavioral contract, loss of privileges, lunch detention, after school detention, Saturday Detention, and in-school suspension, etc. The goal of the school would be to use suspension as a last resort.

Discretionary offenses for suspension: Level I Minor Offenses & Level II Intermediate Offenses will be closely examined by the administration and the possibility of suspension will be determined. (Section II. E. 1&2 Code of Conduct and Discipline) again as a last resort. This is where the School staff will be working hard to build relationships and use the 'mindfulness' program to helps students see how their choices can get the wrong outcomes.

Non-discretionary offenses for suspension: Level III Major I Offenses & Level IV Major II Offenses will result in automatic suspension. (Section II. E. 3&4 Code of Student Conduct and Discipline). The School will follow the non-discretionary offenses set by the district. Recommendation for expulsion: Only the Sponsor's School Board has the power to expel a student or rescind an expulsion. The Principal of the School will submit an expulsion request for review to the SEV Sci-Tech Governing Board. The Governing Board after hearing the facts will direct the Principal to rescind the decision or refer the student to the Sponsor. The Principal will keep the Sponsor well informed on any expulsion and work through the process with them.

Describe the roles of' administrators, teachers, staff, and the governing board regarding the discipline policy.

It is the foremost responsibility of administrators, teachers, staff, and the governing board to create a learning environment that is both safe and stimulating for students of the School. The Governing Board will make sure administration follows the Sponsor's Code of Student Conduct and Discipline with fairness. The Board will also review the annual climate survey to measure the culture and climate of the school each year. It will be the responsibility of the Governing Board to ensure policies and procedures are in place to ensure due process and fair handling of disciplinary issues if a parent appeals a decision by the Principal. If it becomes necessary, the Principal under the direction of the Governing Board would be expected to work with the Sponsor in any expulsion issues which may arise.

Administrators will work closely with teachers and staff to be sure classroom management plans are in accordance with the code. Teachers will be the first to address lesser infractions in their own classrooms. Administrators will be the ultimate authority in deciding consequences for repeated or major offenses. The School will remain safe for all students and all stakeholders are always encouraged to be respectful. The School also expects all parents/guardians to be supportive of the discipline policy and take an active role. It is important for all to maintain open lines of communication between home and the School.

Provide an explanation of how the school will take into account the rights of students with disabilities in disciplinary actions and proceedings:

Students with disabilities may not be suspended for more than ten (10) days for one offense or ten (10) cumulative days throughout the school year. A manifestation determination must be completed if the student has been removed for more than 10 consecutive school days or a series of removals that exceed 10 days where the removals demonstrate a pattern of behavior that is substantially similar to


previous incidents. It is important to remember that a student with disabilities and/or a handicapping condition that is suspended for more than ten (10) consecutive school days constitutes a "significant change in placement." Rules adopted by the State Board of Education and Federal Regulations outlined in the IDEA must be followed when making recommendations for suspension of a student with a disability. An IEP meeting should be held to determine if any strategies and interventions should be implemented to address the student’s behavior.

Describe procedures for due process ꞏwhen a student is suspended or recommended to the local school district for expulsion as a result of a violation., including a description of the appeals process that the school will employ for students facing recommended expulsion and a plan for providing services to students who are out of school/or more them ten days;

Due Process: In the case of suspension, a student has a right to discuss/defend allegations with administration prior to punitive measures. If possible, parents/guardians will meet with the administration team in an effort to prevent suspension. If the situation is dangerous, and the student needs to be immediately removed from campus, this discussion will take place afterward. Parents/guardians will be notified immediately of suspension via phone. An official written form will also be sent home to parents/ guardians within 24 hours outlining the details and length of suspension (Section III. B. 1. Code of Student Conduct and Discipline).

If the parent/guardian believes the student was not treated fairly, they are able to request a meeting with the Principal. If there is still a concern the parent/guardian can request a meeting with the Parent/Student Coordinator. The Governing Board will ensure a written policy exists for parents to follow when they wish to escalate a concern which may arise at the school.

Recommendation of Expulsion: In the case of expulsion, a Principal will make a request to the President of the Governing Board of the School that a student should be recommended for expulsion to the Sponsor when that student has committed a Code of Student Conduct infraction that warranted such a consequence. Before this recommendation:

A hearing before the Principal will take place to give the student an opportunity to have his/her side heard will occur; and

At the end of that meeting the Principal must reaffirm suspension/expulsion and then will formally request that the Governing Board support the Principal's recommendation to the Sponsor to expel the student or if new facts or information was added, the Principal will advise the parents/guardians of an alternative solution.

The parent/guardian always has the right to appeal any decision before an informal meeting of the Governing Board and will be given the information regarding the process to appeal. At that meeting, the School will provide an explanation of the evidence and then the student will have the opportunity to present their case. All evidence will be reviewed by the Governing Board and the Board will vote to either accept the request of Principal for Expulsion and make the decision to recommend expulsion for the student to the Sponsor or they will request that the School take an alternative action.

Explain the process for informing students and parents about their rights and responsibilities under the code of conduct.


As stated, the Volusia County Code of Student Conduct and Discipline that will be distributed at registration or sent home the first day of school. The Acknowledgement Form will be signed by parents/guardians and students, returned and kept on file. If a situation occurs where a student or parent/guardian is unclear of guidelines or consequences, the code of conduct will be reviewed by staff and parents/guardians.

Section 9: Supplemental Programming Describe any extra- and co-curricular activities or programming the school will offer, if applicable: how often they will occur; and how they will be funded.

All co-curricular and extra-curricular projects will be based on student and teacher interest. The school intends to foster a school climate that is engaging and makes connections plentiful among students. The school may also have volunteer organizations related to academic achievement and community service. Limited athletic activities will be offered based on student interest and school resources. The first year the school anticipates offering such organized sports as cross-country, golf, tennis and fishing. Co-curricular projects, activities or clubs will be offered. Examples of such may be technology clubs, photography clubs and drawing clubs. The school will also apply for grants to support activities.

II. ORGANIZATIONAL PLAN

Section 10: Governance A. Legal Status

Describe the school's existing or planned legal status, including non-profit status and federal tax-exempt status.

Southeast Volusia School of Science and Technology, Inc. is a non-profit Florida corporation. Southeast Volusia School of Science and Technology, Inc. is the legal entity that will operate the School as per the Articles of Incorporation (Attachment H) and Bylaws (Attachment T). The organization has already received the official designation as an IRS 501(c)(3) organization, the letter of determination is included as Attachment I.

B. Provide Documentation Provide the following documents, if available, as attachments:

The articles of incorporation for applicant organization (or copies of the filing form) -Attachment H.

501 (c)(3) tax exempt status determination letter (or copy of the filing form) - Attachment I Governing board bylaws - Attachment J Governing board code of ethics and conflict of interest policy - Attachment K

Please see Attachments H, I, J, and K attached.


C. Governance Structure Describe the governance structure of the proposed school. including the primary roles, powers, and duties of the governing board; committee structure (if applicable); and how the board will interact ꞏwith the principal/head of school and any advisory bodies.

Governance Structure: The School's Governing Board is a structurally independent board involved in active oversight and management with the responsibility to ensure that the School achieves its mission and vision as stated in the charter. The Governing Board will have the authority to exercise external accountability and internal oversight of the School. The SEV School Board will ensure the School is in compliance with all State and Federal laws. The Board is responsible for all policies and procedures for the School and for review of finances and fiduciary oversight. The following is a list of duties of the Board:

Follow the Florida Sunshine Laws Accountable for all Board members to complete FDOE training (4 hours) when first accepted

on the Board and continue training every 3 years (2 hours) Adopt and maintain annual budget, which include number of staff and salaries for staff Interview and hire a 'back-office' service provider that will work closely with the Board and

Principal of the School Hire and evaluate the Principal of the School Compliance with Florida Department of Education rules, policies and procedures Strategic planning to review and reflect on progress of goals of the School, develop new goals

and policies or rules deemed necessary. Accountability and continued oversight of the School's operation and management Interview and hire a CPA to conduct the annual audit Review and approve audit annually and any corrective action plan that may result from the

audit

The direction and management of the affairs of the Corporation shall be vested in the Governing Board Members (By-Laws, page 2). The Governing Board will include the following officers: President, Vice President, Secretary, and Treasurer. They will be elected annually and serve for one year or until a successor is elected and qualified (Bylaws, page 6). Officers have specific duties and responsibilities attached to their office that can be found on page 6 of the Bylaws. SEV Board Members receive no salary or compensation.

Committee Structure: According to Article IV of the Bylaws the Governing Board will establish and appoint members to the following standing committees:

Nominating Committee - will interview or collect information to recommend candidates to fill vacancies on the Governing Board.

Finance Committee - will be chaired by the Treasurer of the Governing Board, prepare an annual budget for the Governing Board approval.


The Governing Board will create other committees and appoint other members to each committee as necessary. All committees will follow Florida Sunshine Act (F.S. Section 286.011) (Bylaws, page 5 Attachment J).

Governing Board Interaction with Principal and/or Other Advisory Boards: The Governing Board and principal/administrators/advisory boards should recognize and agree that only through cooperation and mutual respect can the School function in an effective and efficient manner. Individual Governing Board members are expected not to act as administrators of the School and cannot interfere with normal day to day operations of the School. It is the function of the Governing Board to adopt policies and where necessary, rules which will guide the operation of the School. It is the Principal that will carry out the policies and handle the normal day to day operations of the School. The principal is responsible for hiring all staff for the School, evaluations of staff, and serves as a liaison for the School and the Board. The principal is responsible for the curriculum and accountable for academic success. The principal is not a Governing Board member but will attend all meetings and report on school progress.

D. Board Meetings State the frequency of board meetings and describe how the board will comply with open meetings and records law.

The Bylaws (Article III, Sections 8-9 and 10, page 3) clearly has information about Governing Board meetings.

Annual Meeting shall be held in May of each year or another month designated by the Governing Board for the purpose of election of officers. Written ten-day notice is given.

Regular Meetings shall be held at least once a quarter and may be more if needed. o Please note: More frequent meetings may be necessary during the start-up phase of

opening the new School. Special Meetings may be called at any time necessary for any purpose but should not be held

unless two business days' notice is given. Meetings must be posted as set forth in charter and Florida law. Emergency meetings can be held but notice is required.

Open Meetings: All meetings of the Governing Board will be open and accessible to the public, noticed, and conducted in accordance with the Florida Sunshine Act (Section 286.022, Florida Statutes). Please refer to Bylaws, page 4 Attachment J.

E. Board Composition Describe the current and desired size and composition of the governing board. Identify key skills, areas of expertise and constituencies that are or will be represented on the governing board.

Governing Board Size: The Governing Board will follow the School's Bylaws (page 2) for the number of board members. The Founding Board began with a minimum of four members in accordance with the Bylaws (See Attachment J).

The following is a list of the Governing Board and a brief description of their backgrounds, skills, and experience, which will help the mission of the School.


John Massey (President and Founding Board Member) - Mr. Massey is an accomplished businessman, born and raised in Southeast Volusia and currently lives in Edgewater. He is a graduate of NSB High School, Daytona Beach Community College, and earned a BSBA at the University of Florida majoring in accounting in 1976. He is a licensed Real Estate Broker, Certified Public Accountant, FAA licensed Commercial Pilot and Remote Pilot, owner of Massey Properties and Associates, LLC, Vice President of Airpark Aviation Center, Inc., Managing member of Massey Family Enterprises, LLC, Land and Development, President of Cow Creek Ranch, Inc., and an Officer and Director of Massey Ranch Airpark, Inc. He has served on local boards including Bert Fish Medical Center, Inc., where he served as Board Chairman, as well as, Chairman of the Finance Committee. Mr. Massey's strength with the SEV Sci-Tech School Board is his vast experience in finances and accounting.

Oscar Zeller (Vice President and Founding Board Member) - Mr. Zeller graduated from the Georgia Institute of Technology with a Bachelor of Science in Industrial Engineering. He was co-owner and operator of Zeller Machinery in Jacksonville, Florida and formed Edgewater Machine Company in 1980 for manufacturing of life-boat winches and davits. In 2004 he leased land to the Brunswick Boat Group for manufacturing government and commercial marine products. Mr. Zeller has served on several boards: YMCA in Jacksonville, NSB Utilities Commission, Volusia County Port Authority Advisory Board, and the Economic Development Board in Edgewater. He brings a wealth of resources and experience in the manufacturing industry, as well as the industrial engineering field.

Sarah Dougherty: (Secretary, Treasurer and Founding Board Member) - Mrs. Dougherty is a successful businesswoman who recently (2017), was appointed to the Board of Trustees of Daytona State College. She is co-owner of Dougherty Manufacturing and won the GrowFL Top 50 Fastest Growing Businesses in the State of Florida. She is co-owner of Bird Deterrent Technologies with a worldwide distribution network and has experience in marketing, quality control, and customer service from Everglades Boats. Mrs. Dougherty has a strength for developing skilled labor by offering soft skills training for her employees. She has worked with local schools to teach students about manufacturing and the importance of skilled labor. She implemented a composite training class with a vendor for the entire state of Florida. Mrs. Dougherty's passion is helping to educate and support our young students.

Dr. Sue Schilsky: (Board Member) - Dr. Schilsky is a life-long educator who has a Doctorate of Education in Reading. Dr. Schilsky began her career as an English teacher at New Smyrna Beach High School in 1980. From 1993 to 2004, Dr. Schilsky served as the Assistant Principal of two separate public schools, after which she began working as a Secondary Reading & English Language Arts Curriculum Specialist for the Volusia County School District until 2016. Dr. Schilsky is currently an Adjunct Professor at Grand Canyon University where she teaches online classes. She is also a Staff Developer at Learning Sciences International where she provides coaching and training for teachers and administrators. Dr. Schilsky brings her extensive experience in education to SEV.

All resumes for board members are attached (Attachment L).

F. Board Member Selection Describe how board members have been and will be selected including term limits and selection of officers.


The Bylaws, Attachment J explains the qualifications of members (page 2), the selection process of future board members (page 2) and removal procedures (page 3), and term limits of board members (page 2) as well as the officers (page 6).

Selection Process: In accordance with the Sunshine Law requirements, the agenda, for the annual meeting to elect new Governing Board members and Officers will be publicized on the website, posted at the School, and printed in the School's newsletter. In accordance with the Bylaws any person may serve as a Governing Board member for this Corporation who has reached the age of majority of the State of Florida and who has been nominated by the Nominating Committee or another member. Governing Board members do not need to reside in the County in which the School is located. The Governing Board will request a resume and an application with each nomination and if so, desires will ask for a public interview. Members will be elected by the majority vote at a Governing Board meeting. New members assume their position at the next meeting. See Attachment J -Bylaws page 2-3 for details.

Term Limits: Each elected member shall hold office for a term of not less than one year and not more than six years, with a limit of two consecutive terms of three years each. In order to have experienced and knowledgeable members, the Board may determine to establish staggered terms as suggested in Bylaws, page 2.

Selection of Officers: The Officers shall be elected from among the Governing Board members at each annual meeting and shall serve for one year and until their successors are elected and qualified (page 6 Bylaws).

G. How Will Board Ensure Success

Explain how this structure and composition will ensure that the school will be an academic, operational, and financial success.

Financial Success: The Governing Board takes their responsibility for maintaining oversight of the School's operations and management of all public funds seriously. To that extent, the board will adopt a budget annually, amending when necessary, and maintaining an operation budget according to Section 1002.33(9)(h) of Florida Statutes. Finances will be monitored monthly by the finance committee and reported to the board. Audits will be completed by outside, certified accounting firms. The board's composition of successful business entrepreneurs', including a certified public accountant is a solid foundation for financial success.

Operational Success: The Governing Board strongly believes in the vision and mission of the School and has a strong sense of what is needed for the skilled labor force in the community. All board members have strong and proven skill sets in the operating of successful businesses. Safety audits, inspections, maintenance programs, transportation, food services, and facilities are areas that will be monitored. The board, using due diligence, has sent out Request for Proposals (RFP) for back-office service providers, for potential employment of experts in areas such as; accounting (Redbook), human resources (payroll, tax and benefits management), insurances, operation support to the School's administration, that will allow the Principal to stay focused as the educational leader of the School. The “back-office” service provider will work closely with the Principal, and the Board Treasurer.


Academic Success: Trends in education were at the forefront of the Governing Board's research in the founding of the School. The founding board members sought a solution to the lack of a qualified, skilled workforce in the Southeast Volusia area. The Governing Board has relied on the professional expertise of many educators and experts in the charter school arena to develop this charter application. Going forward, the Governing Board and Principal will review state testing assessments and students' achievements to measure the academic success of the School which will determine any curriculum adjustments, program resource changes or professional development needed to further increase the quality of education at the School.

H. Board Members Complete the table below (add lines as necessary) and for each individual identified here provide 1) a completed and signed Board Member Information Sheet (template provided), and 2) resume

Name Current or Prospective Governing Board Member?

Role on Board (e.g. Member, President, etc.)

Submission Requirements

John Massey Current President _x___ Information Sheet _x___ Resume

Oscar Zeller Current Vice President _x___ Information Sheet _x___ Resume

Sarah Dougherty Current Secretary/Treasurer _x___ Information Sheet _x___ Resume

Susan Schilsky Current Director _x___ Information Sheet _x___ Resume

I. Board Member Recruitment Describe the plans for' board member recruitment and development, including the orientation process for new members and ongoing professional development to increase the capacity of the board.

Representation from the community, businesses, parents, and educators with solid academic backgrounds will be considered for recruitment of board members. Once a member is selected a meeting is set up between the Executive Director/Principal to tour the School, receive their policy binder, and review the mission and vision of the School.

Governing Board Training: Each new member must complete a minimum of four hours of instruction focusing on government in the sunshine, conflicts of interest, ethics, and financial responsibility as specified in Section 1002.33(9)(k), F.S. The course is conducted by Kathleen W. Schoenberg, a state approved trainer and attorney in private practice in Florida with many years of experience within the charter community. After the initial four-hour training, each member is required, within the subsequent three years and for each three-year period thereafter, to complete a two-hour refresher training on the four topics above to retain his or her position on the board. All board members are invited to attend all professional development offered to teachers and staff.


J. Ethical Standards Describe the board's ethical standards and procedures for identifying and addressing conflicts of interest.

Board member will be expected to display a high moral character. The Governing Board will follow the procedures and practices outlined in the Conflict of Interest Policy attached hereto as Attachment K. All Governing Board members will abide by the conflict of interest requirements set forth in Sections 112.313(2), (3), (7), and (12), Florida Statutes, and Section 112.3143(3), Florida Statutes. The School will also follow the anti-nepotism requirements set forth in Sections 1002.33(24) and (26), Florida Statutes.

K. Advisory Boards Describe, if applicable, any school advisory bodies or councils that are in place or will be formed, including the roles and duties of each and the reporting structure of such entity relative to the school’s governing board and leadership.

A Student Advisory Council (“SAC”) as called for in Section 1001.452, Florida Statutes will be created and will carry out the duties as set forth in Section 1001.452(2), Florida Statutes. The SAC will be used to promote the school’s vision, mission and continuous improvement for the School. Utilization of the SAC will in no way absolve the Board of its ultimate responsibility to oversee the school and will be done in alignment with all applicable statutory requirements.

L. Parent Concerns Process Briefly explain the process that the school will follow should a parent or student have an objection to a governing board policy or decision. administra1ive procedure or practice at the school. The entire process or policy does not have to be developed: however, applicants should be able to articulate the primary steps.

In accordance with the Florida Statutes 1002.33(9)(p)(2), the School will appoint a Parent and Student Coordinator. This person will give parents/guardians and students information, answer questions, help with concerns, and resolve any disputes that may arise. The Parent and Student Coordinator would be the "go to" person for resolving conflicts at the first level. The appointed person's contact information will be shared each year as well as placed on the front page of the School website. All disputes will be handled in a constructive way keeping in mind the importance of positive relationships. If the conflict is not resolved at this level, the parent/ guardian or student would be advised by the Parent Coordinator to discuss the conflict with the Principal and/or Executive Director. If not resolved at this level, parents/guardians are welcome to voice opinions at a School Board meeting.

(Parts M-P do not apply to this application).


Section 11: Management and Staffing A. Organizational Charts

Submit as Attachment M organization charts that show the school governance. management. and staffing structure in 1) the pre-operational year; 2) the first year of school operations: 3) at the end of the charter term; and 4) when the school reaches full capacity, if in a year beyond the first charter term.

Each organization chart should clearly delineate the roles and responsibilities of and lines of authority and reporting among the governing board, staff, and any related bodies (such as advisory bodies or parent or teacher councils), and any external organizations that will play a role in managing the school. The organization charts should also specifically document lines of authority and reporting within the school.

See Attachment M - Organizational Chart

B. School Principal If no candidate has been identified, discuss the process and timeline for recruiting, selecting, and hiring the school leader. Describe the criteria to be used in selecting this leader, and provide as Attachment O the position’s qualification requirements. What are the key skills and competencies for the school leader? What qualities must the school leader have for this school to be successful?

The school has not identified the school leader. The Governing Board is committed to finding a highly qualified, energetic and experienced leader to run the school and ensure the school follows all requirements of its charter and best practices for operating a charter school. A copy of the job description is included as attachment O to this application. We have previously posted and selected an individual for this role, however, due to delays in the application and contracting process, this individual has taken other employment. The Governing Board has engaged Building Hope Services, a not-for-profit services agency which specializes in helping charter schools throughout the country. Building Hope has worked with the Governing Board to develop a rubric that is used to score applicants when they apply. This rubric includes items such as the candidates:

Experience level with public education in general Experience level with charter schools specifically Certification and educational background Experience with Career and Technical Education Experience with STEM instructional models Experience with Project Based Learning structures Experience with outreach to the community and promotion of a school Background research the candidate did about SEV Sci Tech prior to applying References

Building Hope will post the job opening on behalf of the school, and then score each resume/application which is submitted using the rubric. The top applicants are then scheduled for a phone screening where Building Hope staff members who themselves were charter school administrators, discuss the position and the candidate’s experience. A written summary of the conversations along with the resumes are provided to the Interview Committee. The Interview Committee is made up of board members and other community partners who have been involved in


the planning process for the school. Upon confirmation by the Interview Committee, Building Hope works to schedule interviews with the top candidates and facilitates the interview committee. The Interview Committee then makes their recommendation to the Governing Board, and Building Hope assists with scheduling a meeting open to the public between the Governing Board and final candidate for the Board to do a final interview or conversation with the candidate prior to being offered a position. The Interview Committee and the Governing Board will at all times comply with the requirements of the Sunshine Law during this process.

C. Management Structure

Describe the management structure of the school. As Attachment P provide job descriptions for each administrative or leadership position that identifies key roles, responsibilities, and accountability.

The Governing Board will hire and oversee the Principal of the School. The Principal is responsible for all day-to-day management of the School, working within the policies and guidelines developed and adopted by the Governing Board. The Governing Board does not plan to hire a management company but instead plans to contract for back-office services, which include accounting (Redbook), human resources/payroll, facilities and maintenance, and grant management. The Governing Board posted an RFP in the past and collected RFPs prior to selecting Building Hope to provide the back-office service. It will be the responsibility of the Governing Board to ensure the School's finances are managed appropriately. The back-office provider will work on weekly basis with the Principal and answer questions from the Governing Board and participate in the Board meetings. The Governing Board will annually adopt a budget and hire an outside certified public accountant for the annual audit. The Governing Board will develop financial policies and guidelines as well as internal controls for the operational and internal accounts. Alan Hall, CEO of San Jose Charter School in Jacksonville, Florida, which is a highly successful middle-high charter school with similar mission and programs, has been advising the Board during the application process and will serve as an advisory to the Board (“Board Advisor”).

The Principal will be responsible for implementing the Educational Plan as described within this charter application. The Principal will be responsible for hiring, overseeing, and evaluating all faculty and staff within the School. The Principal will be responsible for all day-to-day operations including but not limited to curriculum and instruction, classroom management, discipline, faculty and staff evaluations, data analysis, testing, support services, parents/guardian communications, pathway trainers and facilitators, professional development, and internal financial controls. The Principal will report directly to the Governing Board.

As the school grows additional positions will be added to the administration team as is described in the staffing plan. The Administration will implement all policies and guidelines developed by the Governing Board. Delegation of duties for the day-to-day operations will be made by the Principal. All administrators will ensure that policies and procedures are being implemented in accordance with the School's mission and vision. See Attachment P for job descriptions for administrative positions. Faculty and Staff will be responsible for the execution of policies and procedures in accordance with the mission of the School in their day-to-day duties and interactions with the students, teachers, and parents/guardians. All faculty and staff report to the Principal of the School.


D. Staffing Plan

Provide a staffing plan for each year of the charter term that includes all anticipated personnel and is aligned with the school's projected enrollment and with all other sections of the application. Provide as Attachment Q the proposed job description and qualification requirements for the school's teachers.

See Attachment X - Operating Budget and Staffing Plan See Attachment Q - Job Descriptions for School's teacher

E. Staff Recruitment and Development Plan Explain the school's plan for recruitment, selection, and development of a highly qualified and appropriately certified instructional staff that is aligned with applicable federal laws and state requirements as well as the school's design.

Plan for Recruitment: The School will recruit teachers through frontline.com, local and national teacher fairs, partnerships with businesses for in-field experts to serve as coaches, through advertisements in newspapers, and online marketing means. Recruitment will also include working with universities and colleges. The intent of the School is for all professional personnel to be certified in their field and be highly qualified.

Selection Process: It is preferred that all candidates would have a minimum of a bachelor's degree or higher and a Florida Certificate in the required field. However, trainers with experience in a Pathway (i.e. welding, engineering, robotics, etc.) will be viable candidates. It would be important for the candidate to have a strong belief in the mission and vision of the School and be willing to work as a team, as a "family." The preferred candidate will be motivated to work with students and parents/guardians, maintain a boundless work ethic, and have an excellent presentation and interpersonal skills. STEM experience would be a plus. References and recommendations are required.

Hiring Process: The Principal will screen applicants by highly qualified and background information and invite strong candidates to interview. Applicants living a good distance away may be interviewed through electronic methods. Interview questions will be developed with a rubric for expected answers. The Principal may select to have other administrators, teachers, or other members of the school’s planning team sit in as an interviewing committee. The Principal will have the final decision as to who is hired keeping within the scope of the proposed budget. The Principal will issue an intent to hire letter and conduct reference checks. The new hires agree to fingerprinting and drug screening as required by Section 1012.32 F.S. The School agrees to not discriminate based on disability, gender, nationality, race or ethnicity, religion, sexual orientation, or any other protected class in adherence to federal and state anti-discrimination laws. The Principal will be expected to provide the Governing Board with information on any staff changes (hiring, firing, etc.) at each Governing Board meeting. While the Principal is delegated the ability to hire, fire, promote, and demote staff members, such authority will be subject to the continued oversight of the Governing Board.

Professional Development Plan: The School will be committed to maintain and retain highly qualified instructors. The School will offer professional development plans that will support the needs of the staff either by online instruction, webinars, workshops, and or training. A needs assessment will be developed and used to see what professional development might be needed above what the administration plans. Levels of technology will be assessed, understanding of various uses of software


utilized, and areas of need in the curriculum will be grouped according to staff needs. Refer to Section 13 -Professional Development.

Section 12: Human Resources and Employment A. Employee Relationships / Contracts

Explain the relationship that will exist between the school and its employees, including whether the employees will be at-will. Discuss the school's tentative plan regarding use of employment contracts. If the school will use contracts., explain the nature and purpose of the contracts. Use and nature of employment contracts may be finalized after application approval.

In accordance with F.S. 1002.33(16)(c)(3), employment will be at-will and will be entered voluntarily. Both parties will enter into this agreement based on mutual consent and both shall have the right to terminate employment at will, with or without cause or advance notice.

All personnel will receive an annual contract, clearly stating just cause reasons for suspension or dismissal. The contract will state salary and benefits the employee will receive. The Governing Board will award contracts according to F.S. 1012.335. Teachers will be evaluated in accordance with F.S 1012.34. This charter will be a private employer, independent of the participation of the Florida Retirement System. The school will establish a retirement program for employees to be able to participate in should they wish to do so.

B. Performance Evaluation Provide the performance evaluation or a general outline of the performance evaluation plan, consistent with the substantive requirements included ins. 1012.34. F.S. (the Student Success Act), for administrators and instructional personnel including who will conduct the evaluations, what instrument will be used, and how the results will be used to guide performance and professional development. A final, detailed outline will be required after application approval.

Administrator Evaluation: In compliance with F.S 1012.34 the administrator evaluation will be based on the following:

1. Performance of Students - at least one-third of this performance evaluation is based on student data, growth, and achievement for performance. Noting that the first year will only give the School baseline data and the second year may show growth but it will be the third year that will be significant.

2. Instructional Leadership - at least one-third of this evaluation will be based on administrator's instructional leadership standards in F.S. 1012.986 adopted by the State Board of Education. These standards include but not limited to performance measures related to effective classroom teachers, recruitment and retention of effective and highly effective teachers, improvement in the percentage of instructional personnel rated as highly effective and effective, appropriate use of evaluation criteria and other practices that result in student learning growth.

3. Professional and Job Responsibilities - at least one-third of this evaluation includes professional and job responsibilities, which may include parent/guardian and teacher input from an annual climate survey to enrolled families and staff.


The School will adopt the Marzano school leader evaluation model for its credibility and research-based emphasis on leadership impacts on student learning. This system meets the statutory requirements of the State and aligns with the Florida Principal Leadership Standards. The Marzano School Leadership Evaluation Model examines 24 categories of principal actions across five domains:

Domain 1: A Data-Driven Focus on Student Achievement Domain 2: Continuous Improvement of Instruction Domain 3: A Guaranteed and Viable Curriculum Domain 4: Cooperation and Collaboration Domain 5: School Climate

The Marzano leadership model is designed to be used in conjunction with the Marzano Teacher Evaluation Model. This model develops school leaders. The Governing Board will conduct a formal administrator evaluation of the Executive Director annually and Executive Director will conduct the initial evaluation of the Principal, then collaborate with the Governing Board on the final evaluation of the Principal as leader of the School.

Instructional Personnel: In compliance with F.S. 1012.34 the instructional personnel evaluation will be based, on the following:

1. Performance of Students - at least one-third of this evaluation will be based on student performance. Student growth will be assessed annually using statewide and/or district assessments, teacher made assessments, and teacher portfolios demonstrating growth. Goal one of the DPP always is a measurable growth determination for students.

2. Instructional Practice - at least one-third of this evaluation will be based on observation and instructional practice. In accordance with F.S. 1012.01(2)(a) evaluations will include indicators based on the FL. Educator Accomplished Practices (FEAPs) and Marzano's self-reflection Design Area (DA) plan. The Design Area Plan has ten Areas with 43 elements that over five years need to be achieved.

3. Professional and Job Responsibilities - Annual parent/guardian and student surveys developed and collected by the SAC committee are used for this evaluation along with professional activities, continued personal growth, etc. This is included in DPP.

The School will implement the Marzano teacher evaluation model that does more than measure teacher effectiveness; it provides a tool to develop teacher effectiveness. The Marzano model is being used for its credibility, its emphasis on what happens in the classroom, and its usefulness as a tool to develop teacher efficacy. The Marzano Teacher Evaluation Model examines 43 elements designed to inform the instructional practices of teachers across four domains:

Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism


All teachers will be formally evaluated annually with newly hired teachers being formally evaluated twice in the first year of teaching (F.S.1012.34(3)(a). Walk-throughs will be done often and will engage the teacher in meaningful discussions about their progression. The Marzano Teacher Evaluation Model was designed using thousands of studies conducted over 50 years and published in books that have been widely used by K-12 educators around the world. In addition, Marzano Research's uses action research to perform experimental/control studies on the model which has established more direct causal linkages with enhanced student achievement than can be made with other types of data analysis (Marzano, Robert, 2015, The Marzano Teacher Evaluation Model). This model is being utilized because it develops teacher leaders. All evaluation tools will use four levels of performance 1) Highly Effective 2) Effective 3) Needs Improvement or Developing and 4) Unsatisfactory.

C. Compensation Structure Provide the compensation structure or a general outline of the compensation structure for all employees, including salary ranges and employment benefits as well as any incentives or reward structures, if applicable. How will compensation and other components factor into the staff retention plan?

Compensation Structure: The Governing Board will adopt a plan that will include a base salary for each position within the School. Annual adjustments, based on performance will be made in accordance with F.S. 1012.22(1)(c) and as follows:

Highly Effective- receives a salary increase that must be greater than the highest annual salary adjustment available.

Effective- receives a salary increase 50-75% of the annual salary increase provided to the Highly Effective.

Need of Improvement or Developing- not eligible for a salary increase. Unsatisfactory - not eligible for a salary increase.

Increases are additions to the base salary and not bonuses (F.S. 121.021(22). Percentages can change depending on the budget that is adopted by the Governing Board. The budget reflects teacher salaries based on average salary for teachers with two-three years of experience. The School will also comply with the requirements of House Bill 641 (2020) related to the newly created teacher salary increase allocation.

Employee Benefits: Employees will have the opportunity to participate in health benefits. The Governing Board will adopt the best health package that offers the best cost. Florida Health Care Plans is a viable option with three package plans. Plan benefits offer employee lower co-pays, lower family plan rates, low out of pocket maximum and desirable coinsurance rates (See Addendum PF for Benefits and Insurances).

A retirement package will be established for employees who wish to participate, and will allow staff to be immediately 100% vested in the employer contribution and related earnings. There is no vesting period.

D. Hiring and Firing Procedures


Outline the school’s procedures for hiring and dismissing school personnel, including conducting criminal background checks.

The School will follow all federal and state anti-discrimination requirements. Personnel at the School will believe in the mission and vision of the School and will have a passion for teaching students in a project-based environment. The employee will be of high standards, be highly-qualified, and have a strong work ethic. See Section 11 Hiring for more details. Hiring procedures will be developed with interview questions along with a rubric for the answers. Once the charter is approved, the School will advertise in teacher-teacher.com for the needed positions. Ads will be run and the same marketing options for recruitment of students will be used to recruit staff members.

The School will dismiss an employee for poor performance, or poor professional conduct. The School hires and dismisses at-will with or without cause. The School can choose to terminate or provide an opportunity for the employee to improve their performance. If improvement does not meet expectations, the Principal can terminate or choose not to renew their annual contract. See Section 12A discussion about annual contracts and termination for more details.

E. Personnel Policies Personnel policies have been developed, include as Attachment R. if personnel policies and procedures have not been developed provide a clear plan, including, timeline for the development and approval by governing board.

The Employee Handbook has been adopted by the Governing Board, based on the sample policy manuals which are available from the Florida Charter Support Unit’s Policies and Procedures Document. The handbook is included as Attachment R to this application. Our intention is that these policies will again be reviewed in conjunction with the Principal once he or she is hired so that any additional items that may need to be revised or added prior to the opening of the school can be completed.

F. Unsatisfactory Performance Explain how the governing board and school leadership would handle unsatisfactory leadership, teacher, or staff performance, as well as leadership or teacher turnover.

The School will use discretion if disciplinary action is needed. The School may use progressive discipline, which may include verbal warning, written warning, suspension with or without pay, or termination. The School also may bypass any part of the progressive discipline and go straight to termination depending on the situation.

The Governing Board is responsible for final evaluation of the Principal. If he or she should receive an unsatisfactory rating, the Governing Board will take measures that are in the best interest of the students and the School. Some of these measures could include Professional Development opportunities, additional mentorship or support, or dismissal. The Principal is responsible for all evaluations of staff and as explained in Section 12 A, procedures concerning dismissal will be followed.

The Governing Board and administrators believe finding the best "fit" for staff in the School is a process and may take two to three years to find the perfect "family" for the School. That said, the possibility of teacher turnover for the first couple of years, coupled with a slim budget may be a


reality. However, once the "family" is created and the School can get to the third year there will be very little turnover. Early advertising and searches will be completed as soon as the charter is approved. Visitations to local universities and colleges to speak with the upcoming education graduates will be scheduled to encourage new teachers to apply.

Section 13: Professional Development A. Professional Development

A. Describe the school's professional development expectations and opportunities for administrators and instructional personnel, including the following:

Identify the person or position responsible for overseeing professional development activities.

Person Responsible for Professional Development (PD): The Principal will develop a professional development plan for the opening of the School. The Board may, after consulting with the selected Principal, retain the services of additional consultants to provide assistance with this task, but it will be overseen by the Principal. After the first year, teachers will be actively involved in the PD planning. All professional development will be researched-based, designed to increase student achievement, improve classroom instruction, curriculum based best practices, STEM and project-based learning strategies through strong technology instruction, and with high expectations for all staff members in the School. The professional development program will adhere to the national and state standards for high-quality PD programs. The administrators will work with the district and utilize some of their programs that are offered to our staff, especially for students with disabilities and the gifted program.

Discuss the core components of professional development and how these components will support effective implementation of the educational program. Discuss the extent to which professional development will be conducted internally or externally and will be individualized or uniform.

The School's core components of professional development will differ depending on the years the School has been open. The first two years will depend on finding the correct "fit" of teachers and administrators with knowledge of STEM, skill level of technology, and understanding of project-based learning. The following are the components the School will begin with and will change as the culture of the School and the experience of the staff develops.

1. A needs assessment of teacher skills (e.g., STEM, project-based learning, technology, Sign Language) created by the IT department and Science Department.

2. A teacher, parent, and student survey conducted in March of each year. Schoolwide data will be collected (e.g. academics, discipline, safety knowledge, curriculum needs, PST process, ESE understanding, unpacking the standards, reading strategies, improving communication skills, and evaluation processes).

3. Individual Professional Growth Plans, understanding Marzano five-year Evaluation System, effective planning by understanding student data, and personal growth. (e.g., Temporary or Permanent Certifications, number of credits or hours required, highly qualified, tests needed to complete certification and advancement).

4. Opportunities for professional collaboration and collegial team learning practices (peer observations, peer collaboration, common planning team planning time).


5. Teachers as leaders, train the trainer opportunities, shared professional experiences (e.g., Shared trainings with other charter schools, workshops, Florida Consortium, STEM/ STEAM training Georgette Yakman, co-founder of STEAM).

Describe how the effectiveness of professional development will be evaluated.

Most professional development and workshops will be offered internally at the School. As additional external opportunities for development arise, they will be evaluated and offered to staff as deemed needed. These include state, regional, and district level opportunities. Teachers and Administrators will have access through Florida Consortium of Public Charter Schools Professional Development System, course catalog. Sample of courses and workshops in catalog offered (first four pages) are included in Attachment FF. Teachers will complete evaluation forms after each activity/workshop along with examining student assessments and progress towards learning gains. Certificates will be given for completion of online course work. Principal and teachers will meet at the beginning of the year to plan goals, middle of the year to promote reflection, and at the end of the year to evaluate growth. All teachers are expected to participate.

Describe any professional development that will take place prior to school opening. What will be covered during this induction period? How will instructional personnel be prepared to deliver any unique or particularly challenging aspects of the curriculum and instructional methods?

Workshops with general areas of focus will be scheduled during an induction period prior to school opening. See table below. Team Building activities will be infused throughout professional development week to foster amicable relationships among colleagues and to help create a positive school atmosphere prior to the first day of school.

Pre-planning in August 2021 for teachers and staff: The following chart lists the expected days and topics for professional development for the School, which may be adjusted if the School's needs change.

Week 1 Professional Development Schedule Time Monday Tuesday Wednesday Thursday Friday 8:30 – 12:00

Team Building Mission & Vision Schoolwide Theme Activities

Understanding Block Scheduling Working in Teams

Safety and Security Classroom Management

Work on Project-Based STEM Units as Teams

Orientation for Students / Parents with picnic lunch

12-1 Lunch Provided All Week 1:00 – 4:00

Project-based Learning / Hands on activities for Teams

Team Building – Establishing the culture of the school Character Education / Mindfulness

Assessments Resources Computerized Testing & Data Driven Decision Making

School Policies & Procedures Technology

Work in Classrooms with Teams on Project-Based STEM lessons


Week 2 Professional Development Schedule Time Monday Tuesday Wednesday Thursday Friday 8:30 – 12:00

Team Building Establishing the Culture of the School

Marzano-Teacher Evaluations Workshop (Rep from Marzano)

Observations and Evaluations Process

Work on Project-Based Learning Units as Teams

Project-Based Learning Reading

12-1 Lunch Provided All Week 1:00 – 4:00

Project-Based Leaning / Hands-On Activities for Teams

Marzano – Homework / Grading

ESOL/ESE/Gifted Strategies PST Process / RTI Interventions

Discipline / Behaviors / Mindfulness Practice

Describe the expected number of days or hours for professional development throughout the school year, and explain how the school 's calendar, daily schedule, and staffing structure accommodate this plan. Include time scheduled for common planning or collaboration and how such time will typically be used.

The School will require a two-week workshop in August 2021 (approximately 70 hours) before the beginning of the school year. The first week will be spent on bonding and team building time for the staff and administrators. The "fit" will be paramount to the mission and vision of the School. Teachers will be asked to 'think outside the box' and make impossible things possible. The second Wednesday of every, month professional development will be scheduled on early release days (20 hours/year). The planned training calendar includes:

September: Data Analysis (Unpacking the Data) October: Reading Strategies across the curriculum November: Safety and Security/Bullying December: Project-Based sharing/planning January: Math Strategies February: New Technology March-April-May: TBD

We have intentionally not established topics for the fourth quarter of the year, with the understanding that those trainings would be based on the actual staff needs that will be identified as the school operates for the first several months. We anticipate that it will become clear to the Administration where there may be gaps that need to be filled amongst the staff who are working at the school.

Title II money will be utilized to bring Marzano and industry/business leaders to the school for a workshop. There will be 2 teacher duty days that will be used as morning workshop days for an additional 8 hours.

During the School day, teachers (teams) have the opportunity to gather during common planning times. New teachers will follow the Volusia County School District program for new teachers, except for topics like evaluation system, school focus (STEM), and curriculum that may be different than what the district uses. Teachers that start after the school year begins will attend district training either on-line or workshops that are offered throughout the school year. Mentors will be assigned to all new


teachers. Administrators will receive training through Florida Consortium of Public Charter Schools Professional Development System (i.e. assessments, observations, classroom walk-through training, budget building and maintaining, Improvement plans).

Section 14: Student Recruitment and Enrollment A. Student Recruitment Plan

Describe the plan for recruiting students that will result in the school meeting its projected enrollment. Include strategies for reaching the school's targeted populations and those that might otherwise not have easy access to information on available educational options including, but not limited to, families in poverty; academically low-achieving students; students with disabilities; and English Language learners.

The School will work in accordance with federal and state anti-discrimination and F.S. 1000.05(2)(a) and will not discriminate based on race, ethnicity, national origin, gender, sexual orientation, or disability against a student in the admission process for the School. The School will be open to ALL eligible Volusia County and surrounding county area students, including minorities, ELL, and ESE students. The Governing Board has already conducted several informational meetings at local libraries, community centers, and churches, including the northern Titusville area, for the purpose of sharing the proposed mission and vision of the School to gauge interest in a science and technology middle/high school. As stated in Section 2-Targeted Population, the School conducted surveys throughout Volusia County and have petitions of support. A detailed recruitment plan for the targeted subgroups can be found in this section 14B.

Continued Community Outreach: Additional, informational meetings will be scheduled at libraries, community centers, local churches, YMCA, and local schools. SEV Sci-Tech will integrate technology in their marketing plan through use of their website, social media sites, blogs, and online press releases. The School will send out mailings or conduct a door-to-door recruitment effort in various areas where families may not have access to technology or the internet and advertise in local community newspapers and/or Home Owners Association newsletters to meet our intended enrollments. Radio talks about the School and its program offerings will be generated if the proposed charter is approved. Visitations to Rotary Clubs, Kiwanis Clubs, Art Museums, local festivals and events will be scheduled. An SEV SciTech booth will be set up for local events with Board members distributing information.

Advertisement is key to getting information to the public about charter schools, school choice, and the SEV Sci-Tech Charter School.

The School will advertise the groundbreaking ceremony when the land is purchased, and a banner will be posted on the building site. Once the School is completed the public will be invited to Open House events at the School.

Rigorous recruitment efforts will begin shortly after approval of charter until the intended enrollment numbers are reached. See Section B below for a detailed plan.


B. Racial/Ethnic Balance Explain how the school will achieve a racial/ethnic balance reflective of the community it serves or within the racial/ethnic range of other local public schools in accordance with section l002.33(7)(a)8., F'.S.

The School will develop a recruitment mission of "Inclusive Excellence" that will establish purposeful policies and best practices for marketing and recruiting of underrepresented student groups. Three key components of this program will be implemented: 1) Raise Awareness, 2) Have a Presence, and 3) Make Connections.

Raise Awareness: The goal would be to publicize the School's commitment of "Inclusive Excellence" in strategic diverse places, places that go beyond traditional outreach. A marketing brochure will be created that will target minorities, ESE, and ELL populations. Posters and flyers will be distributed to, but not limited to, community centers, minority churches, youth groups, YMCA, Babe James Center, and Boys and Girls Clubs. Ads will appear in the News Journal, local papers, at the Chamber of Commerce, in Homeowner’s Association Newsletters, and online. All materials will be made available in multiple languages, if needed. A door-to-door recruitment effort, especially in areas when there may be no internet or technology in use, to explain our programs and engage families promoting school choice options. The School will raise awareness about the opportunities the School will bring to school choice. We will raise awareness about working with our community partnerships and the possible fulfillment of jobs after high school.

Have a Presence: The goal here is to be proactive with our targeted outreach. We will attend and have a presence at all local events, particularly those events that target the subgroups, for instance, the School will have an informational booth at the Black Heritage Festival in February, and the Greek Festival in November. We will identify areas of opportunity as it relates to diversity. We will attend student summer programs and academic and cultural support programs throughout the county to have discussions with parents about the School. We will visit workplaces like Boston Whaler, Dougherty Manufacturing, and talk with workers and leaders, and distribute information about the School. We will visit community-based organizations and local churches and religious groups.

Make Connections: Lastly, we will use strategic communication to make connections. We will provide a minority and culturally diverse brochure targeting our subgroups with many offerings for the "Inclusive Excellence" program. We will engage and reach out to parents of these targeted students and develop new purposeful partnerships. We made a new connection with Shyriaka Morris, Chief Executive Officer of the community arts and education center, (P.E.A.C.E.) Positive Education and Creative Expressions that caters to enrichment programs focusing on positive pathways in education, and creative safe environments for diverse populations and intergenerational activities. The School will utilize this forum to proactively discuss opportunities for "inclusive excellence" within these diverse populations. All marketing information will be available in multiple languages, if needed. We will utilize a bilingual teacher, staff or parent volunteer to speak at informational meetings and make meaningful connections with parents. We will utilize current connections to help make new connections, for instance students, parents, volunteers, and business partnerships already established at local schools. We will solicit a community of supporters to establish common verbiage about charter schools and pass out information about our programs at various places (e.g., grocery stores, gas stations, and restaurants) with permission of the owners. We will reinforce and validate our messages


of a safe school where children can learn and be ready for college or career when they graduate with our community outreach presence.

C. Enrollment Policies Describe the school's proposed enrollment policies and procedures, including an explanation of the enrollment timeline. any preferences for enrollment and lottery process. Provide proposed enrollment application as Attachment S.

Admission Policy: (F.S. 1000.05(2)(a)) The School will not discriminate and will have an open admissions policy, meaning open to all students. Any eligible student, as described in F.S. 1002.33(10), who applies before the deadline, shall be considered unless the number of applications exceeds the capacity of the program, class, grade level or building. If that happens, everyone will have an equal opportunity to enroll through a random lottery process. After the initial open enrollment period, lotteries will be held throughout the school year on a regularly scheduled basis.

Enrollment Preferences: The School will give enrollment preference and population, in accordance with F.S. 1002.33(10) (d):1.,2.,3.,6., and 7 to the following:

Currently enrolled students. Students who are children of an employee of the School. Students who are the children of the SEV Sci-Tech School Board. Students who are siblings of a student enrolled in the School; and Students who are children of active military personnel.

In the event that the school is awarded a federal Charter Schools Program [CSP] grant, the enrollment preferences will be modified to match the federal requirements for the duration of the time that the school is participating in the CSP.

Admission and Lottery: The Board has agreed that applications will be available on the School's website beginning September 2020 and paper applications will be available from the Principal of SEV Sci-Tech School. All application information will be stored in an online Student Registration System. Only basic information will be collected such as: name, parent/guardian names, address, county, contact phone numbers, enrollment grade, and siblings currently in school. See the following enrollment timeline chart for estimated dates for registration and when the lotteries will be conducted. All information will be included on the School's website.

Enrollment Timeline: (Estimated Dates) July 1, 2020 Applications available on SEV Sci-Tech website Nov. 1, 2020 Student registration begins Jan. 15, 2021 Initial Lottery Conducted March 1, 2021 and the first of each month thereafter

Follow up lotteries for students who have applied since the previous deadline.

The Student Registration System will select assign all students a long random number. First students who have preference will be sorted based on the random number, and any available spots will be filled. The process will then be repeated for all in-county students, and then again for all out-of-county


students (to ensure that no in-county students will be displaced by out of student applicants, per Florida Statute). This process will be repeated for each grade level in which there are openings. The lottery will continue until all seats are filled or the listed number of students for that grade level is exhausted. Any student not selected in the lottery will be added to the waiting list in the order they were selected in the lottery process, so that if additional seats do become available, the next person on the waiting list will be selected for the seat. Additional registration periods will be held regularly on the first of each month starting on March 1. A schedule of deadlines and an explanation of the process will be posted on the student registration website.

If selected, families will be notified and will have 10 days to accept admittance. Registration documents will then be completed and an orientation date set.

Section 15: Parent and Community Involvement A. Parent Engagement Plan

Briefly explain the general plan to engage parents in the life of the school (in addition to any proposed governance roles described in previous sections of this application, if applicable) as well as plans for regular communication with parents about school matters. This could include building family-school partnerships to strengthen support for learning, volunteer opportunities, or activities the school will seek from, or offer to parents. This must include the governing board’s appointment of a representative to facilitate parented involvement, provide access to information, assist parents and others with questions and concerns, and resolve disputes. s. JOD.2.33(7)(d) l., F.S.

General Plan to Engage Parents/Community: The School's faculty and staff will include parents in their student's educational process. The overall message is always, "we want you involved". The following is a list of some ways the School expects to accomplish this involvement:

Parent-Teacher Organization - A strong and effective forum for information exchange between parents and teachers.

Mentors - Great resources are available to students who learn from the experience, training, and skills offered in a one-to-one weekly student-mentor relationship.

Guest speakers - parents and community members can provide real world information, inspiration, motivation, and role modeling. This not only assist the students in obtaining a wide range of knowledge and exposure to a wide variety of career fields, it also gives the speaker(s) a strong sense of contribution to the student's education.

Communication - Accurate and timely information exchanges via websites, e-mails, apps, twitter, and social media.

Trainers - The School will be offering hands-on project-based learning projects, and parents and community members/organizations/clubs that have skills-knowledge experiences in a particular career path will be encouraged to share their skills as trainers for the School.

Volunteer Opportunities - Parents/Community members will be invited to volunteer at different events such as; assemblies, meetings, student activities, chaperoning, field trips, community projects, helping in the library or cafeteria, attending and working events, open house, career fairs, family days, parent/teacher conferences, etc.


Parent and Student Coordinator - According to F. S. 1002.33 (9)(p)(2), there will be one person appointed by the Governing Board that will assist with parental involvement, provide information, assist with concerns and try to resolve disputes in a respectful way. This person will attend all board meetings and may be a board member, an employee of the School, or a contracted position. This appointed person must reside in the district. Contact information will be displayed on the website and sent home in newsletters.

B. Community Resources

Discuss any established community resources that will be available to students and parents, if applicable. Describe any partnerships the school will have with community organizations, businesses, or other educational institutions. Specify the nature, purposes, terms, and scope of services of any such partnerships including any fee-based or in-kind commitments from community organizations or individuals that will enrich student learning.

The School has formed partnerships with the local municipalities and businesses throughout Volusia County, particularly the southeast area. The School also has developed a partnership with Daytona State College with the School having negotiated a 51-year lease to be co-located on Daytona State College’s Edgewater campus. The Governing Board and proposed administrators have already had several informational meetings, inviting business and community leaders. The School has included letters of support in Attachment T and in Attachment Z for evidence of external funding or in-kind commitments or donations of equipment by several businesses, community leaders, and civic clubs or organizations. Many businesses have committed to not only their support, but also shared "in kind" training/experiences of skills, "in kind" equipment, and donations and/or grants to help set up the career labs. Attached to this application as Attachment T and Z you will find over 60 letters of support for not only the concept of this school itself but many specifically indicating they will make donations of equipment, time, training, and more. A complete list of the letters of support is included at the start of each of those attachments.

The following is a sample list of some of the partnerships that have already sent commitment letters, letters in Attachment T and Z.

Business and industry leaders admit the need to become more involved with students at the high school levels and expose them to new career possibilities. This interest and urgency in the Southeast Volusia area is an encouragement to provide a STEM middle/high school. The US Bureau of Statistics estimates that Science, Technology, Engineering, and Mathematics related careers will grow twice as fast as other fields. This high school is dedicated to preparing its students to meet that challenge.

C. Evidence of Demand

Provide, as Attachment T, any existing evidence of demand for the school or support from intended community partners, if available (e.g. letters of intent/commitment, memoranda of understanding, or contracts).

Refer to Attachment T, which has Location Based Demographic Report (Building Hope), Survey Monkey results, Petitions of Support, samples of community and business partners letters of support.


III. BUSINESS PLAN Section 16: Facilities

A. Proposed Facility Description Describe the proposed facility, including location, size, and layout of space.

Location: The School has entered into a 51-year ground lease with Daytona State College (DSC), under which the School will be located on DSC’s Edgewater campus. The lease is attached to this application in Attachment V. The School-DSC partnership will benefit the School’s college and career focus. The School, through its Facility Provider, as described herein, will utilize modular facilities to be leased to the School and installed by the School’s Facility Provider during the first school year along with the existing DSC parking lot and access/egress driveways to 10th Street. On behalf of the School, the School’s Facility Provider will construct a new, state-of-art facility during the 2021/22 school year on the School’s ground leased property. The campus layout and educational facilities described herein and to be provided by the Facility Provider are appropriate to the program objectives and requirements of the School in the opinion of the School’s Governing Board and consultants to the School, including Building Hope. The Governing Board is comprised of local business leaders and educators who are also long-time residents of southeast Volusia County.

Facility Scope, Size and Space Programming: The Governing Board has extensive experience in facilities acquisition, development, construction, ownership, and management, including aviation facilities in Volusia County. However, for the School's preparation of its facilities, the Board has engaged an experienced charter school facilities provider, Taylor Smith owner of Project Finance & Development, as the Facility Provider to assist the Board with the planning, permitting, design and construction of the school facilities on the DSC campus. This developer, at no cost, has provided the Board with conceptual site layouts and facility programming services. Mr. Smith is working with The Haskell Company, an experienced charter school design/build firm. Haskell has designed and built multiple charter and traditional schools. In recent years, the developer and Haskell Company provided charter schools of similar size and scope, including the 1,000-student middle/high charter campus for San Jose Academy in Jacksonville (2020), the Mater St. Cloud charter school in St. Cloud, Florida (completed in July 2018) and Seaside Academy in Jacksonville, Florida (October 2018 completion). See Attachment V for Taylor Smith's and Haskell Company's experiences.

The permanent school facilities will be designed in a two-story structure to include a minimum of 55-60 square feet per student station plus the specialty technology building. The School's campus will include an adequate number of classrooms designed to meet or exceed all pertinent classroom educational design standards as required by law. The School's facilities will include computer labs, technical certification labs, traditional classrooms, science labs, art and multimedia instructional areas, ESE support rooms, a cafeteria/multi-purpose room together with food prep areas, as well as outdoor athletic and recreational activity facilities


B. Compliance with Laws Describe the actions that will be taken to ensure the facility is in compliance with applicable laws, regulations, and policies and is ready for the school’s opening.

The educational buildings and campus will comply with the Florida Building Code, in accordance with 1002.33(18)(a)(b) F.S., pursuant to chapter 553, with the exception of State Requirements for Educational Facilities, as well as with the Florida Fire Prevention Code, pursuant to Section 633.208, F.S. The School will meet all requisite building codes, operational needs, health department and life-safety parameters set forth by the applicable governing agencies.

Projected Schedule (subject to change) 2019 Site ground lease executed between School and DSC Winter 2020 – June 2021 Facility Provider-School lease execution, phase 1 building design and permitting

for permanent facility; installation of modular facilities for 2021/22 school year including FF&E ordering and placement.

August ‘21-May ‘22 June 2021

Permanent facility site preparation and construction, FF&E ordering Conduct Final Facilities and Safety Inspections, Certificate of Occupancy issued, Tenant move into modular facility

May‘22 Final Preparations of permanent facilities, FF&E delivery, and installation June ’22 Conduct Final Facilities and Safety Inspections, Certificate of Occupancy issued,

Tenant move into permanent facility

C. Alignment With Program Describe how the facility aligns with the proposed educational program and other requirements such as mandated class sizes.

The campus layout and educational facilities described herein by the Facility Provider are appropriate to the program objectives and requirements of the School in the opinion of the School’s Governing Board and consultants to the School, including Building Hope. The Governing Board is comprised of local business leaders and educators who are also long-time residents of southeast Volusia County.

The Facility Provider and Haskell have extensive experience in providing educational charter school facilities that include classrooms sufficient to allow the School to meet class size limits of 22 for middle school grades and 25 for high school grades. Floor plans are attached in Attachment V. The facility plans include the large tech space that will provide the area for the School’s onsite CTE program areas. In addition, the location of the School facilities on the DSC campus allow the students to attend Early College, Dual Enrollment and CTE classes in the DSC facilities by walking about 200 feet from the School.

The School will meet and comply with any issues identified during the Volusia County School District's annual site compliance visits, as appropriate, and the School will comply with applicable health and safety requirements. Other inspection agencies will include inspections of kitchens and related spaces as well as Department of Labor and Employment for OSHA compliance. The School will show proof of the annual inspections prior to the first day of operations.


D. Anticipated CostsDocument the anticipated costs for the facility, including renovation, rent, utilities, and maintenance. Identify, if applicable, any funding sources (other than state and local funding) that will be applied to facilities-related costs and include evidence of such (e.g. letter, MOU) as Attachment U. If renting an existing facility, provide draft lease agreement as Attachment V.

The Board has selected the Facility Provider to develop the campus for the School on a build-to-suit basis. See Attachment V for information on the Facility Provider and The Haskell Company. The Facility Provider has arranged long term leasehold financing for the School through Ziegler Capital, as evidenced by the Ziegler letter attached as Attachment U.

The Board has executed an Intent to Develop with the Developer based on the Board's facility programming and facility size and site requirements; see Attachment V. See Attachment V for floor plans and building elevation that show the specific number of rooms, size, total sq. ft. and number of students they will serve. The tech building space will be constructed as a second phase of the project in the third year of the School’s operations. The first year of operations will be housed in modular facilities to be located on the DSC campus in time for the 2021/22 school year. The modular facility location will not interfere with the construction of the permanent facility on the DSC site.

The Board expects to enter a leasehold financing for the campus to provide the funds necessary to pay the Facility Provider, which will include a phased buildout of the educational building to meet the growth of the School's enrollment. The annual leasehold financing costs are based on student enrollment and are included in the Budget Section 20 of this application. Long-term leasehold financing will allow the Board to focus on its core mission (education and educational programming). The Board's outsourcing of the design, acquisition, permitting, financing, and construction of facilities to an experienced Facility Provider will enable the School to best serve our students. The Board will include a provision in the leasehold financing documents that, provided the School is meeting its lease obligations, the School will have the continuing right to use of the facilities for a period of 51 years being the term of the ground lease with DSC. The Board has reviewed new facility budgets from existing charter schools in Florida and has budgeted for the anticipated leasehold financing costs as follows:

Leasehold Financing of Facilities: The leasehold financing will be based on an annual per student lease cost of $1,000 per student, including an initial ramp up period that corresponds with the enrollment growth of the School. This leasehold financing amount is comparable to lease amounts currently in place with successful Florida charter schools of similar size and scope throughout the State. Lease payments will not commence until the School takes possession of the facilities.

Estimate of Facility Costs and Lease Conditions: The first-year leasehold financing rate is based on the provision of modular facilities on the DSC site for the School. Beginning in the School’s second year of operations, the long-term leasehold financing cost is based on the Facility Provider's project budget that includes sitework on 12 acres of DSC land initially (future athletic fields will be added on additional acres within the School’s ground lease area, site development costs of $175,000 per acre and building and equipment costs of $160 per square foot and has been cost estimated, based on adjusted building costs, from multiple charter schools currently under construction, or completed by the Facility Provider's team within the last two years, in Duval, Lake and Pasco Counties including:


Current charter schools under development with construction pricing by Facility Provider and/or Haskell Company:

1. San Jose Middle/High School campus in Jacksonville, Florida (completion Fall 2020) 2. Pinecrest Academy in Wesley Chapel, FL (60K SF), (Completed in April, 2020). 3. Pinecrest Academy Tavares in Lake County (40K SF), (Completed in June, 2020)

Recently completed Charter Schools:

1. Seaside Charter Academy in Jacksonville, FL (72K SF) (Completed 2019). 2. Osceola Science Charter School in Kissimmee, FL (80K SF) (Completed 2018) 3. Mater Academy Charter School in St. Cloud, FL (7/18 completion) 4. River City Science Charter School in Jacksonville (60K SF) (7/18 completion) 5. SLAM Charter School in Kissimmee, FL (20K SF) (7 /18 completion) 6. Pinecrest Charter School in Avalon Park, Orlando (40K SF), FL (7/18 completion)

Therefore, the Facility Provider's budget projections are based on actual current cost data from other comparable charter school facilities, which have been provided under similar triple net long term leases. The Facility Provider's budget estimates also include cost escalations for construction and materials. The Board has obtained confirmation from Building Hope, a national non-profit charter school facility lender and developer, as well as other charter schools including Pinecrest Academy and San Jose Academy, that the budgeted amounts are reasonable and are in line with the current forecast of cost conditions.

Utilities and Facility Maintenance Costs: The Board has obtained estimates from other charter schools for the utilities and maintenance costs, which are shown in the proposed budget. The included amounts are comparable to the average annual costs paid by other charter schools with similar enrollment numbers. The budget includes electricity costs at $1.10 per SF.

Operations of Facility/Plant included in the School's budget are costs for custodial, fire and security alarm monitoring, pest control, property insurance and, as utilities as mentioned above.

Funding Sources: The Board secured a commitment of facility capital through the Facility Provider from Ziegler Capital and from a national nonprofit charter school financing organization, Building Hope, who is headquartered in Washington, DC. Letters of financial commitment is attached to this application in Attachment U.

E. Back-Up Plan Describe the back-up facilities plan. What is the alternate plan for facilities if the proposed facility is not available or is determined to be inappropriate for the school’s opening?

The Board expects to finalize leasehold financing terms following the approval of the charter. If the Board is not able to agree with the Facility Developer that the facilities can accomplish these milestones in a timely manner and in accordance with the adopted schedule for the start-up of the


School, the Board will determine if the issuance of a Certificate of Occupancy ("CO") for the modular facilities is likely to be delayed beyond June 15, 2021. In those events, or for any reason that the Board determines that a delay may occur with the issuance of the C.O., the Board will locate and secure alternative facility options suitable for the School's temporary use. Any temporary facilities to be considered by the Board will comply with Florida Building Code and Florida Fire Prevention Code pursuant to 633.208. Finally, in the event the Board determines that it will likely be unable to secure suitable temporary facilities, the Board will notify the School District of its decision to defer the opening of the School until August 2022.

Section 17: Transportation Service Describe the school’s plan for transportation to ensure that transportation is not a barrier to equal access for all students residing within a reasonable distance of the school, s. 1002.33(20)(c) F.S.

The School's transportation plan will abide by all federal, state, and district rules and regulations in Florida's Charter School Legislation. The plan will be pursuant to 1002.33(20) (c) and 1006.21 F.S. and 1012.45 F.S. requirements. The School will develop a transportation policy, which will have rules, guidelines, and regulations that will keep all students safe getting to school and going home from school.

Equal Access: If transportation is needed and it is a hardship for the parent, the School will provide transportation, within a defined reasonable distance, along with providing transportation for students who are entitled to transportation by law. If specialized transportation is needed for students with disabilities based on their needs and IEP, the School agrees to contract services with a private vendor (e.g. Votran). This transportation would have to be provided by contracting with an independent contractor, which would be approved by the Sponsor. Ideally, it would be the Sponsor. The School's plan is as follows:

Sponsor as Vendor for Transportation: The School realizes the district provides safe transportation to and from schools for students outside a two-mile walk zone through Volusia County Schools Student Transportation Services. Other local charters have a great working relationship with VCS Transportation Services and hold a service agreement with the School Board of Volusia County. As per fill: email and follow-up phone conversation with Mr. Mitch Moyer, Director of VCS Transportation Services, this is a viable option for the SEV Sci-Tech as well.

Other Private Providers: Should VCSD not be able to serve the School's needs for transportation the School will look for other private providers who are approved by the Sponsor, keeping safety as a primary concern. The School will provide the Sponsor with names and contact information of private providers for compliance for safe transportation of students.

Parents as Drivers: The School will accept parents as drivers of their children. Parents will need to follow safety rules when dropping off and picking up students.

Students as Drivers: As a middle/high school, the possibility of student drivers can be a reality. All student drivers will be required to follow all regulations and safety rules and regulations when driving to or from school. The School plans to follow VCSD accountability


policy for student drivers and vehicles on campus. The School will follow the Florida Legislature enacted requirements to report to the DHSMV students who fail to follow attendance requirements.

Regardless of the vendor selected by the School, the School acknowledges that transportation and safety will be responsibility of the School. The School will be responsible for ensuring compliance with all transportation regulations and Florida laws. The School will also be required for FTE reporting on transportation and ensuring that safety checks are done on the school, driver and emergency drills are completed on a regular basis.

Section 18: Food Service Describe the school's plan for food services, including any plans for contracting services or plans to participate in the National School Lunch Program. Explain how the school's food service plan will ensure healthy, well-rounded meals for students. The school’s plan is to eventually become a sponsor for the National School Lunch Program to offer a complete school lunch program in alignment with the requirements of that program. The school realizes, however, that becoming a sponsor under the Florida Department of Agriculture is a somewhat lengthy process. As a result, the school plans to implement a multi-stage approach to ensuring that all students will have access to healthy, well-rounded melas.

Initially, the School will partner with an existing NSLP sponsor. No current agreements exist with any school, although we have started to have such conversations. We will explore connections both on our own, and through Building Hope, our back-office service provider. Building Hope has been approved by the Florida Department of Education to provide operational support to charter schools, among other services. We are leaning towards engaging their wealth of experience, expertise through training, and qualification to bring support to our meals program administration and site operation.

Essentially, SEV Sci-Tech would become a “satellite” program under the existing lunch program at an existing school. As such, SEV Sci-Tech would adopt and follow with fidelity all the policies and processes used by the sponsor school with regards to the NSLP program. This would include the RFP process for selecting a vendor, the processes for determining NSLP eligibility, menu creation, publicization of the program, etc.

While SEV Sci-Tech is operating as a satellite we will begin to develop our own policies and processes to be able to sponsor ourselves at some point in the future. At that time, we will apply to the Florida Department of Agriculture to become a sponsor of the program independently. We anticipate that this would happen in year two or three of operations.

At of each school year, and as new students enter the school throughout the year, they will be asked to complete an application for free and reduced lunch. Those families that receive government assistance will obtain program eligibility through the Florida Direct Certification (FDC) process. The school will work with the sponsoring school to determine eligibility of each individual student and family. This information shall be kept strictly confidential and nothing about how the school or lunch program operates will provide any way of identifying which students may or may not qualify for a free or reduced lunch.


Vendor Procurement Either through developing our own relationship with an individual NSLP school provider, or through our relationship with the back-office provider, we will find a sponsor who is willing to accept our school as a satellite site. Once the satellite site is accepted by the approved sponsor and approved by the National School Lunch Program’s (NSLP) procurement department SEV Sci-Tech shall seek to utilize the piggyback self-vending service. If the vendor being used by the sponsor is not suitable for our student population a Response for Proposal (RFP) shall be announced. Subsequently, the vendor shall provide individually pre-plated breakfast and lunch components under the programs’ dietary specifications within the schedule set for each meal service.

Site Infrastructure Offer-Versus Serve shall be the core serving style, but students shall sit in the common area, also known as cafeteria, to eat breakfast and lunch. Meals will likely be pre-plated by the food provider to ensure serving sizes and nutritional contents and assist with the easy distribution of meals. We anticipate that the school will need to have an industrial refrigerator on site to keep cold food at the required temperature, and that the school may also need warming ovens in order to maintain the appropriate temperature for warm foods. We would anticipate that this equipment will be provided as part of the contract with a food service provider.

The approved sponsor shall be the school food authority (SFA). However, SEV Sci-Tech shall mandate training for all staff members involved with the program. This includes but not limited to the cafeteria manager and site contact, cashiers, and other staff members directly involved with the lunch program.

The Cafeteria Manager/Site Contact shall be trained as determined by the program’s professional rule. This individual shall oversee the daily operation of the site, including but not limited to civil rights compliance, meal temperature assurance, meal service integrity, meal count recording and reporting, the determining official for benefit issuance, as well as serves as the program-to-participants communicator. The cashier shall identify each participant at the point of sale to ensure meal benefit and count accuracy. Other program support personnel shall be engaged to maintain food safety service and student wellbeing in the cafeteria. These individuals may be hired as part time staff people, or existing staff may take on the additional responsibilities depending upon the final enrollment and staffing numbers at the school.

The school administration shall serve the program in the capacity of developing and implementing a workable Wellness Policy, that shall be approved by the USDA. It shall be the school’s endeavor to work with stakeholders to ensure that the students obtain the benefit of a nutritious program. Additionally, the school administration shall establish A Meal Charge Policy to manage lunch balances that might be incurred by program participants. The school counselor shall serve as the homeless liaison for the program, whilst the registrar will collaborate with the cafeteria manager to ensure accuracy of roster reporting.

Fiscal Accountability The site shall adhere to the approved program accountability structure that is utilized by the SFA. The overall administration of the sponsorship rests with the sponsor, therefore SEV Sci-Tech shall perform as follows:


The site shall report program participation on a roster coded for free, reduced and full paid benefits.

The site shall report daily meal counts on a prototype Edit Check Sheet The site shall report changes to meal benefits as deduced from new applications, or

government assistance sites (FDC) The SFA shall submit to the site a copy of its Site Meal Detail. The site shall invoice the SFA for the total claim reimbursed by USDA The site accounting policy shall identify a separate bank account for the expenses and income

pertaining to the lunch account All expenses and expenditure from the lunch account shall be done within allowable

categories. Allowable means items that are approved by the USDA to be termed, program expense.

Record Retention SEV-Sci Tech will be responsible for maintaining all required documentation at the school. These documents shall represent the full operation of the site program and include but not limited to:

Applications with accompanying correspondences Meal Count Rosters Edit Checks Food Safety Plan Wellness Policy Copies of accounting documentations Site monitor Reports Daily temperature checks reports Production Records

Section 19: School Safety and Security Outline the plan for school safety and security for students, staff, the facility, and property, especially as it relates to the applicable provisions in the Marjory Stoneman Douglas High School Public Safety Act. Specifically:

A. Safe-School Officer A. Describe what steps the school would take to assure there is a safe-school officer present while school is in session, pursuant to section 1006.12, F.S.

It is the intention of SEV Sci Tech that multiple staff members will be hired who will be willing and selected to undergo Guardian training with the Sheriff’s Office at the first opportunity available. We intend to have multiple people trained so that even in the event there is an absence, the school will always have the legally required coverage. The Board will approve the use of armed Guardians, in compliance with Marjory Stoneman Douglas Act and SB 7030. The Board of SEV will try to have at least two Guardians trained at all times so that there is always a back-up in place. In the event we are unable to hire staff members able to complete the Guardian Training we will contract with the Sheriff’s office for an officer to be present at the school. In case this becomes a reality, we have


included the full cost of such a contract as we understand them in the budget. SEV’s safe-school officer will be expected to be on campus during all student contact hours and at school events to abate any potential active assailant situation that could occur. Any guardians used by SEV will be specifically authorized to serve as a guardian in Volusia County.

B. Active Assailant Response Plan B. Explain how the school will adopt an active assailant response plan and provide annual training on the plan, as required by section 1006.07(6), F.S.

SEV will adopt an active assailant policy that is tailored to meet the specific needs of SEV. The Governing Board will work with the administration, once hired, to ensure that the policy is in place prior to August 1, 2021. The plan will incorporate any recommendations from local law enforcement or identified in the school’s security risk assessment. We also plan to include Daytona State College staff members in the development of the plan so that it works in conjunction with the plans already in place for the college. The plan will be modified for any site-specific information that may pertain solely to the campus of SEV. All staff members will be trained on the active assailant plan no later than October 1st of each year. Active assailant drills will be conducted monthly.

C. Threat Assessment Team C. Explain how the school will establish a threat assessment team as required by section 1006.07(7), F.S.

SEV will create a Threat Assessment Team (TAT), which will include persons with expertise in counseling, instruction, school administration, and law enforcement. The TAT will meet monthly or as needed to address any potential threats to school safety at SEV. The TAT will use the Florida Standardized Statewide Behavioral Threat Assessment Instrument to evaluate any potential threats to school safety. The TAT will ensure there are adequate procedures in place by which staff and students can report any potential threat. The TAT will coordinate resources, assessments, and interventions for individuals whose behavior poses a threat to school safety, including referring such individuals for mental health services as necessary. The TAT will continually monitor all interventions.

D. Reporting Safety Incidents D. Explain how the school will accurately and timely report incidents related to school safety and discipline as required by section 1006.07(9), F.S.

The administration will comply with the requirements of Section 1006.07(9), Florida Statutes, and Rule 6A-1.0017 related to School Environmental Safety Incident Reporting (SESIR). SEV will follow the requirements of Rule 6A-1.0017 to determine whether any incidents of misconduct should be reported. If any incident of misconduct (including an incident committed by someone other than a student) is found to meet the criteria outlined in Rule 6A-1.0017, the incident will be reported using the online SESIR reporting portal. SEV will designate an individual to be responsible for SESIR reporting who will participate in the required SESIR training.

Safety and security of the School's campus are of utmost importance to students, staff, and their families. The School will use a Safety and Security Procedures Manual, created in accordance with the Volusia County's "Best Practices and Indicators for Safety and Security," developed by the Florida Office of Program Policy Analysis and Government Accountability. The School will also undergo the


district's certification evaluation to be sure standards are met. Annually, all personnel will review safety training protocols, including responses for a range of emergencies not limited to fire, weather, bomb/shooting threats, hazardous materials, and presence of an active shooter/hostage situation on campus. A committee for Safety and Security will be formed to ensure adherence to most recent procedures.

The procedures will ensure that all incidents will be reported accurately and timely to the sponsor utilizing the SIS. If there is a discipline issue connected with the incident that the TAT is addressing, that will be reported per the VCS secondary code of conduct and all files and evidentiary material will be loaded into the student information system.

All guests, including parents, must check-in through the online Visitor Management System (Raptor Kiosk) which is linked to the Volusia County Volunteers in Public Schools (VIPS) database. Any parent volunteering on campus, including chaperones for field trips, must be on file in the system. Photo I.D. badges will be printed at login and must be worn for the duration of time on campus. Any non-badged person on campus will be reported to the office immediately.

All staff will be trained thoroughly in security measures. The School will adhere to the Marjory Stoneman Douglas High School Public Safety Act, which requires all public schools to hire a school resource officer (SRO), a sheriff’s deputy or trained guardian to carry a gun on campus. The School will work closely with the Sponsor meeting this requirement. A line item for an SRO is in the budget.

Section 20: Budgets A. Operating Budget

Provide as Attachment X an operating budget covering each year a/the requested charter term that contains revenue projections (using the Florida charter school revenue estimate worksheet as Attachment W for at least the first year of operation). expenses, and anticipated fund balances. The budget should be based on the projected student enrollment indicated in Section 2 of the application. A template for the operating budget may be available from the sponsor upon request.

The five-year operating budget is included as Attachment X to this application. The CSU Budget Template was used to generate this budget and the Excel document with a full set of assumptions is available upon request.

B. Start Up Budget Provide a start-up budget as Attachment Y that contains a balance sheet, revenue projections, including source revenues, expenses, and anticipated fund balance. The start-up budget must cover any period prior to the beginning of FTE payments in which the school will expend funds on activities necessary for the success fill start-up of the school.

The startup budget is included as Attachment Y. Costs are primarily the hiring of the school's Principal during the planning year and equating to approximately 25% of full time that year. The remaining funds are to begin the recruitment of students and staff and aid the Board in getting the school up and running. We have also anticipated purchasing most of the textbooks required the first year during the planning year to ensure they are available and ready for teacher planning during the summer.


C. Evidence of Funding If the budget is contingent upon sources of funding beyond those typically provided by local. state, and federal governments (such as funding from foundations, donors, grants), provide evidence of such funding (e.g. MOU, letters) as Attachment Z.

The School anticipates utilizing a $300,000 startup loan to assist with initial costs of starting the school. However, we realize that there may be unexpected expenses which may come up; therefore, we have reached out to two separate organizations both of which have indicated they are willing to loan the school $500,000 each. Letters of commitment from Building Hope and B.C. Ziegler and Company, Investment Banker in Attachment U. While this provides us with a significant amount of initial funding, we have only included $300,000 in the budget, which we believe will be sufficient. This loan will be paid back by the end of the fourth year of operation but will be interest only until year three. The interest rate on this loan will be 6 percent.

The School also intends to apply for the CSP grant once this application has been approved. However, we have not included these funds in the budget as this is also not a guaranteed source of funding. We intend that those funds would be used to allow us to ramp up purchases of curriculum, furniture, and technology faster than we might otherwise be able to do as outlined in the budget projections.

D. Narrative Description of Budget Provide a detailed narrative description of the line--item revenue and expenditure assumptions on which the operating and start-up budget are based. The budget narrative should provide sufficient information to fully understand how budgetary figures were determined.

The budget was developed using the Charter Support Unit's Budget Template Tool. This tool allows us to make assumptions based on the enrollment and to change expected expenses based on enrollment.

Revenue Below is a table of our estimated revenue sources followed by a description of the assumptions we used to develop these revenue estimates.

Revenue Assumptions Year 1 Year 2 Year 3 Year 4 Year 5 Anticipated Enrollment 497 750 971 1071 1096 Budgeted Enrollment 479 725 939 1036 1060

Base FEFP $4,174.79 $4,174.79 $4,174.79 $4,174.79 $4,174.79

Average Categoricals $2,400.09 $2,374.61 $2,383.16 $2,386.79 $2,387.38

Base Funding $2,015,821 $3,038,638 $3,942,281 $4,354,951 $4,456,297 ESE Guarantee $78,307 $118,060 $152,640 $165,917 $169,822

Other FEFP $1,055,240 $1,591,612 $2,062,989 $2,276,926 $2,329,774

Total FEFP $3,149,368 $4,748,310 $6,157,910 $6,797,794 $6,955,893 Average Per Student $6,575 $6,549 $6,558 $6,562 $6,562


While we anticipate that the School will easily reach the enrollment targets outlined in section 2 of this application, the budget is only based on 97% of the enrollment targets. There are multiple reasons for this difference. First, this allows us to be conservative if enrollment fluctuates prior to FTE survey weeks. Secondly, especially in the later years, we understand that some students who are participating in virtual courses or in dual enrollment opportunities will have their FTE split between our school and other school(s) reporting FTE time for that student.

Given the economic uncertainties currently facing the state, we have not assumed any increase in FEFP funding over the course of the five years. While the average per student amount fluctuates slightly, that is due to the difference in waiting between 4-8 and 9-12 students in the FEFP formulas. Other than the initial startup loan described above, no outside funding has been included in the budget, and the budget is entirely balanced only on the FEFP amounts.

Expenses Most of the expenses in our budget are based on the number of enrolled students. Therefore, while it is assumed that the enrollment projections are reasonable, if fluctuations are experienced, the budget can be adjusted accordingly to match actual enrollment. The most significant portion of our budget is devoted to salaries, benefits and expenses related to staff. The School is dedicated to having the highest quality staff possible.

Our original budget with the previous charter application had indicated an average teacher salary of $39,000. Our current projections for the first year indicate nearly the equivalent of 26 full time instructional staff members. Given the new legislation regarding teacher salary increase, we estimate that the amount SEV Sci Tech would have received this year as a result of the additional revenue allocated towards teacher salary increases would be approximately $73,180. That amount divided by the 26 full time instructional staff members comes to $2,815 per instructional staff member. Therefore, we have increased our average teacher salary in this budget to $42,500 to show compliance with this new statutory requirement. This is in addition to the $375 per month health insurance benefits plus an additional 1.5% of employee salaries for a cafeteria type benefit package that employees can choose from. The budget also includes additional funds for employer related costs such as FICA, unemployment, and worker's compensation.

Five Year Staffing Projections Avg 1st Year

Salary Year 1 Year 2 Year 3 Year 4 Year 5

Principal $100,000 1 1 1 1 1 Assistant Principal $75,000 0 1 2 2 2

Classroom Teachers $42,500 0 0 0 0 0 Full Time Middle/High Teachers (w/ Benefits)

$42,500 23.2 35.4 45.2 49.7 50.8

ESE Teacher(s) $42,500 3.4 5.3 6.9 7.7 7.9 Gifted Teacher(s) $42,500 0.4 0.6 0.7 0.8 0.8

Guidance Counselor $50,000 0.5 1.5 2.5 2.5 3 Curriculum Specialist $50,000 0 0.5 1 1 1

IT Specialist $40,950 0.5 1 1 1 1


Dean of Students $50,000 1 1 1 2 2 ESE Coordinator $50,000 0.5 1 1 1 1 Business Manager $15.00 /hr 0 0 1 1 1

Secretary $12.00 /hr 1 1 2 2 2 Office Assistant $9.00 /hr 1 1 1 1 1 Data Prep Clerk $12.00 /hr 1 1 1 1 1

Educational Assistant $10.25 /hr 1 1 2 3 3 School Nurse $23.00 /hr 1 1 1 1 1

Maintenance 1 $11.00 /hr 1 1 2 2 2 Maintenance 2 $9.50 /hr 0 1 1 2 2

Substitute Teachers $12.50 /hr 3.4 5.2 6.6 7.3 7.4 Lunch Staff $9.00 /hr 3 4 5 6 6

Lunch Coordinator $10.50 /hr 1 1 1 1 1 Total Employees $1,872,133 43.9 65.5 85.9 96.0 97.9

While the entire budget template is available upon request, we wanted to provide a description of the most significant expenses. To provide these descriptions, all budget lines that are over $5,000 during the first year of operation (excluding employee costs identified above) are described below:

Textbooks and Academic Leasing Costs (5100-520 / 360)- $162,393 during planning and first years -The School intends to make a significant investment in curriculum, software and online systems to provide students with a state-of-the-art instructional environment. We have budgeted $232.50 per student for textbooks (520) and assessments, plus a total of $46,975 for other software and online subscriptions to programs such as Edgenuity and other programs discussed throughout this application.

Academic Supplies (5100-510) - $38,105 -The budget sets aside $75 per student in years one and two and $80 per student the remaining years for academic supplies.

Academic Furniture, Fixtures (5100-641) - $15,675 -The budget anticipates that it will cost approximately $2,850 to outfit each classroom with furniture and equipment. These costs are financed at 10% over five years through a leasing scenario.

Academic Computer Hardware (5100-644) - $175,100 (Planning Year + Year One) - The School has set aside enough funds to purchase one Chromebook type computer for every four students during the first two years, and one per three students starting in year three, and another more powerful PC type computer for every 4 students, in addition to PCs for all the teachers. The schedule also includes a 3-year refresh cycle on computers. If the school is awarded a CSP grant, it is the intention to continue to increase these ratios during year one of operation. The budget also includes $1,800 per classroom for instructional technology such as Mimio interactive boards and projectors.

Special Education Contracted Services (5200-310) - $16,380 -As described in section 6, the School will take advantage of contracted service providers to provide for the unique needs of our ESE population for services such as Speech and Language, Occupational or Physical Therapy, etc. We have assumed 15% of our ESE population will require approximately 30 minutes of such services per week at $65 per hour.


Professional Development (6400) - $15,000 - The School is committed to providing effective high-quality professional development to the staff. We anticipate that the School will be eligible to receive Title 2 funds but have not included those funds in this budget. If that does become a reality, we anticipate spending more on professional development. Meanwhile the attached budget sets aside $15,000 for professional development during the first year with a 1 % escalator each year thereafter. These funds are primarily directed towards providing access to workshops or bringing presenters to the School, but also include funds for substitute teachers to cover classrooms, supplies and travel.

Insurance and Bond Premiums (7100-320) - $16,765 and Facilities Insurance (7900-320) - $24,750 - The School will secure all necessary insurance coverages as will be negotiated in our charter contract and explained in section 21 of this charter application. The budget sets aside $35 per student plus an additional $0.60 per square foot of facility space for insurance premiums.

Administrative/ District Fees (7200-730) - $82,186 - The budget anticipates a five-percent administrative fee for each of the five years. Although we fully expect that the School will be a high performing school within the first five years, we have not realized those fee savings in our budget.

Administrative Equipment Rentals (7300-360) - $11,488- The budget sets aside $22 per student to lease or rent administrative office equipment such as copy machines.

Administrative Supplies (7300-510) - $10,538 - The School has set aside $22 per student for administrative supplies for operating the school.

Administrative Furniture, Fixtures (7300-641) - $10,000 -The budget anticipates $10,000 in administrative furniture and equipment to prepare the front office and administration offices to operate the school.

Financial Professional Services (7500-310) - $57,900 - As described in section 21 of this application the school intends to contract with a back-office service provider to manage the Schools finances and reporting requirements. The budget sets aside $100 per student for this service in addition to $10,000 for the annual audit.

NSLP Program Food (7600-570) - $91,152 - As described in section 18 of this application, the school intends to partner with an existing NSLP provider during the initial year of operating the school lunch program. We anticipate that most of the program costs will essentially be a wash with the exception of furniture and staffing costs. The following table summarizes the total revenue and expenditure expectations in the budget related to the lunch program:

NSLP Estimates Year 1 Year 2 Year 3 Year 4 Year 5 NSLP Reimbursement $89,966 $136,438 $176,357 $194,827 $198,997 NSLP Student Collections $25,920 $39,312 $50,976 $56,160 $57,456

7600-570 Food $91,152 $138,240 $178,848 $197,424 $201,744

7600-100/200 Staffing $20,738 $25,300 $29,974 $34,763 $35,218

7600-641/2 Furniture $30,000 $15,700 $13,600 $6,600 $2,400


Total Revenue $115,886 $175,750 $227,333 $250,987 $256,453

Total Expenses $141,890 $179,240 $222,422 $238,787 $239,362

Transportation Services (7800-390) - $89,100 - The School plans to offer transportation in conjunction with the school district, as outlined in section 17. As such, we anticipate that the school will collect transportation revenue for the students who receive transportation and in exchange pay the district a rate per bus. We have assumed a rate of $165 per bus per day as is similar to what other charter schools in Volusia County are currently paying. The following table represents the transportation estimates.

Year 1 Year 2 Year 3 Year 4 Year 5 Anticipated Busses 3 4 5 5 5 Bus Cost (per bus per day) $165 $168 $172 $176 $179 Total Expense $89,100 $121,176 $154,499 $157,589 $160,741 Students For Revenue 120 181 235 258 265 Reimbursement Rate $447 $447 $447 $447 $447 Total Revenue $53,640 $80,907 $105,045 $115,773 $118,455

Professional Services (7900-310) - $57,705 - We have set aside $57,705 for security contracts to provide a school resource officer to protect the students and campus in case necessary, see section 19 for more details on the school’s safety plan.

Facilities Lease (7900-360) - $397,600 - The budget anticipates a facilities’ lease with a per student annual rent based on enrollment, as described in Section 16 of this application. The following chart represents the budget assumptions, and has been agreed to by our charter facility developer pursuant to the Intent to Lease included as Attachment V. The specialized capital equipment necessary for the academic program outlined within this application are included in the facility being provided by the developer.

Year 1 Year 2 Year 3 Year 4 Year 5 Per Student Amount $800 $900 $1,050 $1,092 $1,136 Lease Cost $397,600 $675,000 $1,019,550 $1,169,532 $1,244,705 Est. Square Footage 41,250 60,280

Communications (7900-370) - $13,173 - The budget sets aside $27.50 per student to cover the cost of communication services such as telephone and internet service.

Facilities Related Public Utilities (7900-380) - $5,748 – The budget sets aside $12 per student to cover the costs of public utilities such as water, sewer, etc.

Facilities Related Purchased Services (7900-390) - $48,558-The budget estimates costs for facilities services such as fire alarm, pest control, etc. at $85 per classroom plus an additional $7,500 to cover items like HVAC maintenance and annual inspections.


Electricity (7900-430) - $45,375 - The square footage listed above was used to calculate the cost for electricity at $1.10 per square foot with a 1% annual multiplier escalator.

Facilities Supplies (7900-510) - $11,975 -The school has set aside $25 per student for facilities supplies such as cleaning and paper toiletry supplies.

Interest Payment/ Debt Service (7500-720) - $18,000 - As indicated previously the school intends to borrow $300,000 at six percent during the startup phase of the school. These funds will be paid back interest only during the first two years, and the Principal and Interest will be paid back during years three and four.

Restricted Reserve Fund (Board Authorized) - $77,884 - The School has set aside funds as part of a reserve fund. The reserve fund will be a component of fund balance, and all expenditures therefrom must be approved by the Board. The reserve fund contribution has been set at three percent for each year of operation, and should be considered a cumulative fund. Therefore, if these funds are not utilized, the following table would represent the reserve fund ratio as presented within the budget:

Year 1 Year 2 Year 3 Year 4 Year 5

Reserve Fund Contribution $94,481 $142,449 $184,737 $203,934 $208,677 Accumulated Reserve Amt $94,481 $236,930 $421,668 $625,601 $834,278 FEFP Revenue Estimate $3,095,728 $4,667,403 $6,052,865 $6,682,021 $6,837,438 Percentage of FEFP 3.05% 5.08% 6.97% 9.36% 12.20% Total Revenue Estimate $3,265,254 $4,924,060 $6,881,009 $7,609,435 $7,800,330 Percentage of all revenue 2.9% 4.8% 6.1% 8.2% 10.7%

E. Contingency Approach Discuss the school's contingency approach and plan to meet financial needs of anticipated revenues are not received or are lower than estimated. This may include budgets for 75% and 50% of revenue projections or a budget for whatever percentage the applicant considers the minimum percentage at which they could operate the educational plan presented.

Southeast Volusia School of Science and Technology has several options should anticipated revenues are not received or are lower than anticipated. Given that most of the costs that are in the budget are based on a per-student basis, changing the enrollment will automatically adjust the rates for spending proportionately for many of the budget assumptions. The Board will regularly review the budget versus actual reports to measure the progress the school is making on meeting its financial goals, and if enrollment or revenues are less than expected will immediately address the concern to adjust the budget as necessary.

To ensure the School would be able to operate effectively should it not meet the targeted enrollment numbers, it has conducted a stress test of the budget at 50 and 75 percent of the anticipated enrollment. These budgets are available upon request, and the following chart summarizes the changes which are necessary in either situation to ensure a balanced budget.


75 Percent Budget Changes 50 Percent Budget Changes All changes in the CSU template based on per

student calculations Reduce teacher salary to $41,500 Reduce Principal Salary to $95,000 Remove substitute teachers, hire as

independent contracts based on 10 days per teacher

Reduce Dean of students to 1/2 time in year 1 and 2.

Eliminate educational assistant position during year 1 and 2

Reduce Office assistant to half time during year 1

Reduce Assistant Principal positions by 50%. Reduce academic software expenses by 75% Rely on Guardian Program and cut resource

officer in half to cover only when guardian not on campus.

Move the purchase of 50 of the PC computers from year 1 to the planning year as part of the start-up funding

All changes in the CSU template based on per student calculations

Reduce teacher salary to $41,000 Reduce Principal salary to $85,000 Remove substitute teachers, hire as

independent contracts based on 10 days per teacher

Reduce Guidance Counselor position to ½ time during the first year, 1.0 FTE during year 2 and 2.0 FTE in years 3 and 4.

Eliminate Dean of Students Position Eliminate ESE Coordinator position, but

continue to keep staff ratio at 1:20 and rely on teachers to coordinate

Eliminate educational assistants in years 1-3, only one person in years four and five.

Remove Assistant Principal until year 4 (then only one)

Reduce Data Management Technician to 50% Reduce academic software expenses by 50% Rely on Guardian Program and cut resource

officer by 75% to cover only when guardian not on campus.

Reduce textbooks from $225 per student to $150 per student.

Move the purchase of all PC computers from year 1 to the planning year

Reduce busing to one bus during year 1, two busses years 2-4 and three buses year 5

Reduce professional development by 50% Reduce cafeteria stuff by about 50% Reduce office furniture expenses by 50% Use $40,000 of original start up loan

($300,00) to cover first year expenses Reduce contingency to 1% during years 1 and

2 and 2% in years 3 and 4

The 75 percent and 50 percent budgets are available upon request.


F. Explain Year One Cash Flow Contingency Explain in detail the year one cash flow contingency plan, in the event that revenue projections are not met (or not me/ on time).

As indicated above, the Board will closely monitor enrollment numbers and ensure that enrollment has been obtained before the Principal is authorized to hire additional staff, allowing the school to control for staffing costs and ensure they are aligned to enrollment. If enrollment targets are not met the Board will quickly implement cost savings measures such as those highlighted in the contingency budgets described above. This will all be done with the assistance of the Back-Office Provider outlined in section 21 who will closely monitor cash flow numbers and make regular reports to the school's Executive Director, Principal and Governing Board. In the event that revenue is anticipated but cash flow during the early months becomes an issue, the Board will reach out to financial institutions or its community and business partners to obtain a line of credit to offset cash flow issues that may arise.

G. Monthly Cash Flow Provide monthly cash flow projections for the school's start-up period (i.e. from the date on which the application is approved lo the beginning of the first fiscal year of operation) through the first year of operation.

Cash flow projections are included in the operating budget as Attachment X.

Section 21: Financial Management and Oversight A. Internal Controls

Describe who will manage the school's finances and how the school will ensure strong internal controls over financial management and compliance with all financial reporting requirements.

The Board understands that it has the ultimate responsibility for the financial oversight and management of the School. The Board takes this fiduciary responsibility seriously and is working to adopt a stringent set of policies that will outline the exact process and procedures to be used to ensure that every dollar of the school's funds can be accounted for and is handled properly. Making certain that there is a clear separation of duties and systems of checks and balances to ensure funds are handled appropriately and responsibly is of utmost importance to the Board. Given that the Board feels it essential to provide the Principal with as much time to focus on the curriculum and academic program of the school as possible, the Board has decided to hire a "back office" accounting firm who can assist with the proper handling and posting of the accounts payable and financial reporting of the School's funds.

The School has already conducted an RFP process to obtain quotes from various providers who could provide such a service, and has engaged Building Hope Services to provide this service. This is a not-for-profit firm which has experience assisting dozens of schools throughout the state including schools here in Volusia County. See Attachment X for a recent Building Hope Proposal.

The Board has already started working with Building Hope to develop specific day-to-day operational procedures. Once a Principal is hired, the internal processes will be overseen and managed by the Principal and the administrative team. The Governing Board has already adopted a policy manual


which includes financial policies, based on the sample policy documents available from the Charter Support Unit. A brief synopsis of the accounting processes are as follows:

When invoices are received by the school they are opened and scanned by the Administrative Assistant. The Office Manager will upload them into an online portal provided by the back-office provider, which then waits for the proper approvals.

Only expenditures which are within the limits set by the Board through the budget may be approved by the administration. If an expenditure is more than $1,000 over what the budget has allowed for, the administration will be required to obtain approval from the Board prior to approving the purchase.

All purchases must be approved by the Principal prior to processing. All purchases over $1,000 must also be approved by a Board member (typically the Treasurer).

Once properly approved, the back-office services provider will ensure that the invoice is properly coded using an industry standard accounting system in alignment with the Financial and Program Cost Accounting and Reporting for Florida Schools guidelines (Redbook).

Most transactions will be paid electronically using an online bill payment system. However, should the school request that paper checks be issued for a specific transaction, the checks will be returned to the school for signatures.

All paper checks will be signed by the Principal. If the Principal is unavailable to sign the checks up to two Board Members will be on the signature card at the bank so that they are able to sign in the Principal's absence.

Once signed, checks will be mailed or given to the vendor along with a copy of the invoice. When purchase orders are used, they shall be prepared by the Administrative Assistant and sent

for approval prior to being sent to the vendor. Once invoices are received, the purchase order and the invoice are combined and follow the above process.

The back-office services provider’s system allows purchase order to be entered and then automatically encumbered against accounting codes when it is written and approved to ensure proper tracking of school expenses.

To the greatest extent possible, we will try to minimize cash receipts at the school. We will encourage parents to pay with checks, money order, or thru and established credit payment system so that as little cash as possible is received by the school.

A detailed receipt system will be established to provide receipts to the parents or families making payments and to account for money coming into the school.

The Administrative Assistant shall prepare deposits and have them verified by another staff member before depositing them at the bank. Deposits will be reported to the back-office service provider so that they can enter them into the accounting system and ensure reconciliation with the school's accounts.

The back-office services provider will conduct monthly reconciliations on the school's accounts and provide reconciliation reports back to the Principal following each month.

The back-office services provider will prepare all necessary financial reports as described in the School's contract and supply them to the school district by the deadlines outlined in the contract.

The back-office services provider will prepare monthly financial reports for the Board, which will at a minimum include a balance sheet, profit and loss statement, budget vs. actual


spending and a detailed description of any discrepancies or potential shortfalls or overruns. This report will be shared with the Principal in advance of all Board meetings, who will ensure the Board receives a copy of the reports. It is expected that the service provider will also be available to answer questions and work with the Board.

One of the most important tasks of the Board will be establishing the annual budget. The budget will provide the administration with the parameters in which spending, and the academic program can be carried out. Part of the Principal's evaluation will be the school's ability to keep spending within the budget parameters.

The budgeting process will begin the April or May before each fiscal year begins. Once the school has reliable estimates of FEFP numbers from the state, the treasurer and/or the finance committee will work with the back-office services provider and the administration to develop a budget model based on the projected number of students. Once the model has been prepared it will be presented to the Board for discussion and approval. This budget will then provide the administration with a framework for hiring and purchasing over the summer. In October or November, once the FTE counts have been completed the Board again reexamines the budget to adjust and modify the budget as necessary based on the updated student numbers. This process will occur again after the February counts. The Board can also reexamine the budget at any time it feels necessary based on the realities the school may be facing throughout the year. By looking at the budget as an ongoing process, we believe we can manage the unexpected expenses which may arise from time to time and ensure that the school maintains a healthy financial course into the future.

B. Governing Board Monitoring Explain the mechanisms the governing board will use to monitor the school 's financial health and compliance.

As indicated above, the back-office provider will create monthly reports to provide to the Board. These reports will clearly lay out spending as compared to the budgetary expectations. The Board will be provided with training on how to read and understand these financial reports, and the Board will be afforded the opportunity at each meeting to request clarification or question the financial reports. In addition, the back-office provider offers an online portal whereby board members are able to log in and get real time updates about the expenditures, spending and financial status of the school. The Governing Board will also hire an auditor to conduct an annual audit, as discussed below.

C. Audit Procedures Describe the school's plans and procedures for conducting an annual audit of the financial operations of the school.

Pursuant to s. 218.391, F.S., the Board will establish an RFP process for selecting an auditor to conduct the annual audit. The RFP will include such factors as the ability of personnel, experience, and the ability to furnish the required services in a timely matter. While the cost of the service will be a factor, it will not be the sole or predominant factor used to evaluate the proposals that are received. We will publicly announce the RFP process and will send the request to several accounting firms, especially those that deal specifically with charter schools. A deadline will be provided, and once the deadline has passed an ad hoc committee will review the proposals and recommend an auditor to the Board for selection. The administration and back office service provider will work closely with the auditor during the process to ensure s/he has all the information needed to complete the audit by the


deadlines designated within the charter contract. The auditor selected will prepare the required annual IRS form 990.

D. Maintenance of Accounting Records Describe the method by which accounting records will be maintained.

Part of the contract with Building Hope includes the digital storage and backup of all financial records. Building Hope uses QuickBooks Enterprise, which is able to be configured to operate in alignment with the Redbook standards. In addition, their “CharterAce” system ensures that all transactions and approvals are archived in the online system with electronic backup copies of all invoices and related paperwork for all transactions. The school will utilize an accrual-based accounting system that will follow all applicable laws and regulations. SEV will comply with all requirements of the Public Records Act related to the retention of public records.

E. Ensuring Financial Transparency Describe how the school will ensure financial transparency to the authorizer and the public. including its plans for public adoption of its budget and public dissemination of its annual audit and financial report.

As described in section 10 of this application, the Board fully understands its responsibilities to operate in the sunshine, therefore all reviews of the financial records and conversations regarding the budgets for the School will occur in the sunshine and be properly documented within the minutes of the meetings. In addition, the School will comply with the requirements of 1002.33(9)(p) regarding the school's website which will have the most recently approved Budget, financial audits, and accountability reports among other requirements. The selected back office provider will also prepare the required monthly financial reports to submit to the district using the format required by Volusia County. These forms and all other financial documents will also be available for inspection by the public.

F. Anticipated Outsourcing and Costs Describe any key back office services to be outsourced via contract, such as business services. payroll, and auditing services. Include the anticipated costs of such services and criteria for selecting such services.

The school intends to utilize back office service provider as described above. Based on the contract we have with Building Hope, the cost for these services is $100 per student to provide these services as described. In addition, Building Hope will assist with the coordination of all payroll services which will include payroll processing fees, coordinating health insurance benefits and helping to secure a retirement plan for our employees for a cost of $450 per employee per year. The budget has also set aside $10,000 per year to pay for the annual audit as described above.

G. Financial Record Storage Describe how the school will store financial records.

In addition to the online digital storage described above, copies of all invoices and checks made at the school will be kept by the Administrative Assistant using a filing system as will be described in the policies and procedures adopted by the Board. In addition, to the financial records, the school will be diligent about ensuring all paperwork is completed and stored properly. The Principal will assign a staff member (most likely the administrative assistant, or an administrator) the responsibility of


ensuring all contracts, warranty, purchasing documentations, and business records are appropriately filed away and stored. Inventory records will be maintained, and capitalized items will be tagged and added to the capitalized inventory list when received. All financial records will be retained for the period of time required under the applicable records retention schedules.

H. Insurance Coverage Describe the insurance coverage the school will obtain, including applicable health, workers compensation. general liability. property insurance, and directors' and officers’ꞏ liability coverage.

The School will comply with requirements for insurance coverages as described within the negotiated charter contract. The School understands the need to maintain and pay for all coverages. The school intends to use a company that has an AM Best rating of an "A-" or better and a financial size category of "IV" or better. Evidence of insurance will be provided by the School to the Sponsor before the initial opening day of classes. Based on the model charter school contract as approved in Florida Statutes, we assume that the insurance plans will be as follows, but acknowledge that the final required limits will be negotiated as part of the overall charter contract with Volusia County:

Errors and Omissions Coverage - At least $2M, with a maximum deductible not to exceed $25K.

General Liability- $1M per occurrence limit and $2M aggregate limit. Business Automobile-$1M per occurrence limit and $2M aggregate limit, with a maximum

deductible of $1,000. Property Insurance-To cover all owned real property, furniture, fixtures and equipment. In

addition, personal property which is owned by the district but housed at the school will be covered to its full market value.

Worker's Compensation Insurance - As required by Florida Statutes. Fidelity Bond/ Crime Coverage - $1M per occurrence limit and $2M aggregate limit.

Where applicable, the school district will be named as an additional insured. In addition to the insurance policies that cover the School itself, the School will also work with the payroll company to secure appropriate group policies for employees such as health insurance, dental, life, short- and long-term disability, etc.

Section 22: Start-Up Plan A. Start Up Plan

Present a projected timetable for the school's start-up. The activities included should align with the start-up budget described earlier in the application. If an activity will be paid for by a source of funding not included in the start-up budget, it should be clearly indicated. (This timetable is a projection and is not meant to be binding on the School or Sponsor. A formal timeline may be negotiated in the charter agreement)

As stated in section 16 the Board has selected Project Finance & Development (Taylor Smith), who is a charter school developer with extensive Florida charter school experience, to develop the campus for the School on a build-to-suit basis through which the School will lease the facility on a long-term


triple net lease. See section 16 A. The Board will work closely with Taylor Smith to meet the deadlines listed in section 16 and reposted below.

Projected Schedule (subject to change) Fall 19’ Site identification & site control Summer ’20 -Nov ‘20 Lease execution and site permitting and phase 1 building design and permitting Nov ’20 -June ‘21 Site preparation and Facility construction, FF&E ordering June ‘21 Final Preparations of Facilities, FF&E delivery, and installation June ’21 Conduct Final Facilities and Safety Inspections, Certificate of Occupancy issued,

Tenant move in

Cr – Curriculum Di – District Relationships Em – Employment/HR Fe – Facilities

FFE – Furniture/Equipment FM – Financial Management FS – Food Service Or – Organizational Needs

Re – Student Recruitment SM – Student Management Sy – Create “Systems” Tr – Transportation

Cat Responsible When Task Or John Massey/Pres Jan 19’ Ensure Articles of Incorporation have been filed Fc Board/Proposed

Administration March 19’ Build relationships with your county and

municipality County/City presentations/ Letters of Support

Re Board Administration S. Dougherty/Sec

Jan 18’ Develop school message/image

Re S. Dougherty/ Adm. Jan 19’ Update marketing plan Re Dougherty Jan 19’ Update Website Re Dougherty Jan 19’ Update Brochure Re Administration April 19’ Develop a system for organizing student

applications Re Administration May 19’ Develop a student application packet and form Re Board/Admin Jan 19’ Establish application “deadline” for the student

lottery 8-12 Months Before Opening (Aug- Jan)

Cat Responsible When Task Or John Massey ASAP Apply for 501 (c)(3) status as soon as approved

for charter Sy Board/Adm. July 20’ Create a “docket” system to manage deadlines

and contract requirements Di Board July 20’ Complete negotiation on charter contract Or Board Nov 18’ Adopt corporate Bylaws Or John Massey Jan 20’ Apply for Sales Tax Exemption FM S. Dougherty, Treas. Jan 18’ Setup Bank Account FM Back Office provider- TBD July 20’ Select Back Office Firm

Setup Accounting System and Chart of Accounts


Em Board July - Nov 20’

Post, Recruit, Interview and Hire Principal/ Director

Or Board Aug 20’ Run background checks on all Board Members Di Board Aug 20’ Request a list of items your district will want and

deadlines Or Board/Adm. Aug 20’ Setup and schedule Board Member training Or Board/Adm March 20’ Apply for Start- Up grant Fm Back Office

Provider- TBD July 19’ Develop accounting process

Or John Massey/Back- Office Provider

Feb 20’ File your corporate annual reports

Re Board/Adm. Feb 21’ Conduct Lottery FM Board/Adm/ Back- Office

Provider April 21’ + Update budget based on most accurate

information (repeat as necessary) Em Board/Adm. Mar 21’ Establish Policies and Employee Handbook Em Back Office Provider/ Adm. Mar 21’ Establish Payroll Process Sy Administration April 21’ Inventory management system Em Administration March 21’ Establish Hiring Process Cr Administration March 21’ Select samples of textbooks to review 2-3 Months Before Opening (May- July)

CAT Responsible When Task Or Board May 21’ Adopt comprehensive policy manual Or Back- Office Provider May 21’ Seek out and obtain Insurance Policies SM Administration May 21’ Develop student handbook SM Administration May 21’ Develop forms you need families to complete Em Back- Office Provider May 21’ Establish employee benefits Tr Executive Director/Principal Jan 21’ Review potential transportation vendors FS Executive Director/Principal May 21’ Decide how lunches will be provided FFE Executive Director May 21’ Research prices SM Principal June 21’ Develop Safety Plans and Emergency

Procedures FS Board/Executive Director June 21’ Decide if you wish to pursue NSLP- set up lunch

contract with food service vendor Cr Adm/Back Office Provider/Office June 21’ Develop a process for receiving the curriculum

materials Fc Adm/Back Office Provider/Office June 21’ Establish utilities FFE Administration/Office June 21’ Place orders for necessary items SM Principal July 21’ Develop Day One Procedures Cr Principal/Office June 21’ Submit purchase orders to order the textbooks Fc Administration/Staff July 21’ Prepare your space/ Take possession of building

and move all personnel to classrooms and offices (This could begin in June in some areas if completed)

FFE Administration/IT July 21’ Ensure items are properly inventoried C1 Month Before Opening


Cat Responsible When Task FS Executive Director/Principal July 21’ Explicitly plan for lunch period


Chart of Attachments Appendix ........................................................................................................................................ Page

A. Evidence of teacher and parental support for conversion, if applicable. ...................................116 B. Sample daily school schedule and annual school calendar ........................................................117 C. Sample curriculum scope and sequence .....................................................................................124 D. Reading curriculum ....................................................................................................................128 E. Pupil Progression plan, if applicable ..........................................................................................169 F. Assessment Schedule .................................................................................................................170 G. Proposed discipline policy or student code of conduct, if applicable ........................................179 H. Articles of incorporation ............................................................................................................180 I. 501(c)(3) tax-exempt status determination letter (or copy of the filing form) ...........................195 J. Governing board by-laws ...........................................................................................................198 K. Governing board code of ethics and conflict of interest policy..................................................207 L. For each board member, a Board Member Information Sheet,

resume, and Statement of Assurances (templates provided) ......................................................215 M. Organization charts that show the school governance, management,

and staffing structure in 1) the pre-operational year; 2) the first year of operation; 3) at the end of the charter term; and 4) when the school reaches full capacity, if in a year beyond the first charter term ....................................................................................245

N. Job description for the school leader and, if this person is already identified, his or her resume ................................................................249

O. If the school leader is not yet identified, the qualifications the school will look for in a school leader .....................................................252

P. Job description(s) and qualification requirements for each administrative or leadership position other than the school leader ..............................254

Q. Job description(s) and qualification requirements for the school’s teachers ..............................264 R. Personnel policies, if developed .................................................................................................284 S. Student enrollment application ...................................................................................................321 T. Evidence of demand for the school (e.g. petitions or intent to apply forms)

or support from intended community partners (e.g. letters of intent/commitment, memoranda of understanding, or contracts), if applicable .........................323

U. Evidence of facility funding sources, if applicable ....................................................................407 V. Draft rental agreement or lease for facility, if applicable ...........................................................410 W. Florida Charter School Revenue Estimating Worksheet ............................................................478 X. Proposed Operating Budget ........................................................................................................483 Y. Proposed Startup Budget ............................................................................................................490 Z. Evidence of external funding (e.g. foundations, donors, grants), if applicable. .........................496


SOUTHEAST VOLUSIA SCHOOL OF SCIENCE AND TECHNOLOGY

ATTACHMENT A Evidence of teacher and parental support

for conversion, if applicable.

Not applicable to SEV Sci Tech



ATTACHMENT B Sample daily school schedule

and annual school calendar


Approved 07/20/2020 REF: 2021inclcal THE SCHOOL DISTRICT OF VOLUSIA COUNTY

Community Information Services Post Office Box 2118, DeLand, Florida 32721-2118

2020-2021 School Calendar - REVISED

August 11 (Tuesday) ......................................... Preplanning Begins – Teachers Report August 31 (Monday) .......................................... First Day of School for Students September 7 (Monday) ...................................... Labor Day Holiday September 21 (Monday) .................................... Professional Development Day/Student Holiday November 3 (Tuesday) ...................................... Teacher Duty Day/Student Holiday November 11 (Wednesday) ............................... Veterans Day Holiday November 23 (Monday) ..................................... Thanksgiving Holiday Begins ***November 23 and 24 will be used as makeup days for inclement weather if needed*** November 30 (Monday) ..................................... Classes Resume December 18 (Friday) ........................................ Teacher Duty Day/Student Holiday December 21 (Monday) ..................................... Winter Holiday Begins January 5 (Tuesday) .......................................... Classes Resume January 18 (Monday) ......................................... Martin Luther King’s Birthday Holiday January 25 (Monday)…………………………….. Teacher Duty Day/Student Holiday February 15 (Monday) ....................................... Presidents’ Day Holiday March 19 (Friday) .............................................. Teacher Duty Day/Student Holiday March 22 (Monday) ........................................... Spring Holiday Begins March 29 (Monday) ........................................... Classes Resume May 31 (Monday) ............................................... Memorial Day Holiday June 4 (Friday) .................................................. Last Day of School for Students June 8 (Tuesday)............................................... Last Day of School for Teachers

Early Release Days

All students will be released approximately one hour early on the 33 6 Wednesdays listed below. December 2, 2020 January 6, 2021 February 3, 2021 March 3, 2021 April 7, 2021

May 19, 2021

Grading Period/Report Card Dates

Period Days Grade Period Begins

Midterm Period Ends

Grade Period Ends

Grades on Parent Portal

Report Card Distribution

1 45 08/31/2020 09/30/2020 11/02/2020 11/09/2020 11/13/2020

2 40 11/04/2020 12/09/2020 01/22/2021 01/29/2021 02/05/2021

3 37 01/26/2021 02/17/2021 03/18/2021 03/29/2021 04/05/2021

4 49 03/29/2021 04/28/2021 06/04/2021 DATE TO BE ANNOUNCED

DATE TO BE ANNOUNCED

Make-up days for inclement weather include November 23 and November 24.


Digital Learning and Assessment 8/10/2020

Middle School 2020-2021 District State Testing Calendar

8/10/20—Subject to Change

Date Assessment August 31-Nov. 6 FAIR-FS Assessment Period 1 Grades 6-8 *CBT

Sept. 14-Oct. 23

Fall EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Civics and Biology 1) *CBT

Nov. 9-Feb. 12 FAIR-FS Assessment Period 2 Grades 6-8 *CBT

Nov. 30-Dec. 17

Winter EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Civics and Biology 1) *CBT

Wednesday, Dec.2nd—no testing for NGSSS, 1 session for FSA due to early release

Jan. 25-March 18 ACCESS for ELLs & Alternate ACCESS for ELLs--ESOL

Feb. 22-March 12 Algebra 1 Retake *CBT

March 1-April 16 Florida Standards Alternate Assessment (FSAA)—ESE

Feb. 15-June 4 FAIR-FS Assessment Period 3 Grades 6-8 *CBT

April 5 April 5-6

(Makeups through April 16)

FSA ELA Writing Component Grade 6 Paper FSA ELA Writing Component Grades 7 and 8 *CBT

May 3-6

(Makeups through May 14) FSA ELA/Math Grade 6 Paper

May 3-14 (Makeups through May 28)

FSA ELA/Math Grades 7 and 8 *CBT

May 10-14 FSA ELA Writing Component Grade 6 Makeup Window Paper

May 17 (Makeups through May 21)

Statewide Science Assessment Grade 8 Paper


Spring EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Civics and Biology 1) *CBT

Wednesday, May 19th—no testing for NGSSS, 1 session for FSA due to early release

May 17-28 FSA ELA Writing Component Grades 7 & 8 CBT Makeup Window

As Courses Are Completed Career and Technology Industry Exams

*CBT—Computer-Based Testing

CBT practice is required for the following: Grades 7 and 8 FSA ELA Writing and Reading, Mathematics and EOCs

Daily Testing Schedules for spring FSA, Statewide Science and EOCs will be followed and can be found on the District Website by clicking on District, under Departments

click on Research, Evaluation and Accountability, Testing Calendars.


Digital Learning and Assessment 8/10/2020

High School

2020-2021 District State Testing Calendar

8/10/20 Subject to Change

Date Assessment

August 31-Nov. 6 FAIR-FS Assessment Period 1 Grades 9-12 *CBT

Sept. 8-11 PERT (open to Grades 9-12) *CBT

Sept. 14-Oct. 23 FSA ELA Retakes Writing and Reading *CBT

Sept. 14-Oct. 23

Fall EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Biology 1 and US History) *CBT

Sept. 23 SAT School Day (Grade 12)

Sept. 28-Oct. 16 Fall Florida Standards Alternate Assessment (FSAA)—ESE (ELA 2 and Alg. 1 Only)

October 6-8 ACT NCR (Grade 12)

Oct. 14 PSAT 8/9 Grade 9 and PSAT/NMSQT Grade 10 (Grade 11 optional)

Oct. 26-30 PERT (open to Grades 9-12) *CBT


Nov. 30-Dec. 17

Winter EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Biology 1 and US History) *CBT

Wednesday, Dec. 2nd—no testing for NGSSS, 1 session for FSA due to early release


Feb. 8-12 PERT (open to Grades 9-12) *CBT

Feb. 22-March 12 FSA ELA Retake (Grades 11 and 12)/Algebra 1 Retake *CBT

Feb. 23-25 ACT NCR (Grades 11 and 12)



April 5-6 (Makeups through April 16)

FSA ELA Writing Component Grades 9 and 10 *CBT

April 13 SAT School Day (Grade 11)

April 19-23 PERT (open to Grades 9-12) *CBT


FSA ELA Grades 9 and 10 *CBT

May 3-28 Spring EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Biology 1 and US History) *CBT


May 17-28 FSA ELA Writing Component Grades 9 and 10 Makeup Window


May IB Exams

May AP Exams

May AICE Exams

*CBT—Computer-Based Testing CBT practice is required for the following:

Grades 9 and 10 FSA ELA Writing and Reading and EOCs

Daily Testing Schedules for FSA and EOCs will be followed and can be found on the District Website by clicking on

District, under Departments click on Research, Evaluation and Accountability, Testing Calendars.


Approved 04/30/19 REF: 2021PlainCal

THE SCHOOL DISTRICT OF VOLUSIA COUNTY Community Information Services

Post Office Box 2118, DeLand, Florida 32721-2118

2020-21 School Calendar

August 11 (Tuesday)................................................. Preplanning Begins – Teachers Report

August 17 (Monday) .................................................. First Day of School for Students

September 7 (Monday) ............................................. Labor Day Holiday

September 21 (Monday) ........................................... Professional Development Day/Student Holiday

October 19 (Monday) ................................................ Teacher Duty Day/Student Holiday

November 11 (Wednesday) ...................................... Veterans Day Holiday

November 23 (Monday) ............................................ Thanksgiving Holiday Begins

***November 23 and 24 will be used as makeup days for inclement weather if needed***

November 30 (Monday) ............................................ Classes Resume

December 18 (Friday) ............................................... Teacher Duty Day/Student Holiday

December 21 (Monday) ............................................ Winter Holiday Begins

January 5 (Tuesday) ................................................. Classes Resume

January 18 (Monday) ................................................ Martin Luther King’s Birthday Holiday

February 15 (Monday) .............................................. Presidents’ Day Holiday

March 19 (Friday) ..................................................... Teacher Duty Day/Student Holiday

March 22 (Monday) ................................................... Spring Holiday Begins

March 29 (Monday) ................................................... Classes Resume

May 31 (Monday) ...................................................... Memorial Day Holiday

June 4 (Friday).......................................................... Last Day of School for Students

June 8 (Tuesday) ...................................................... Last Day of School for Teachers

Make-up days for inclement weather include November 23 and November 24.



ATTACHMENT C Sample curriculum scope and sequence


Middle School Scope and Sequence – A/B Block

Grade Level Core Subjects Electives

Grade 6 • ELA

• Math

• Science

• Social Studies

• Reading (year-long)

• Introduction to Technology (semester)

• Exploring Technology (semester)

• M/J Fitness (semester)

• M/J Personal Development (semester)

• Elective (such as, Art, Music)

Grade 7 • ELA

• Math

• Science

• Social Studies

• Intensive Reading (year-long)

• Digital Information Technology (year-long)

• M/J Comprehensive (semester)

• Personal Development & Career Planning (semester)

• Elective (such as, Art, Music)

Grade 8 • ELA

• Math

• Science

• Social Studies

• Intensive Reading year-long)

• M/J Comprehensive (semester)

• Business Leadership Skills (semester)

• Career Research and Decision Making (semester)

• Exploration of Engineering Technology & Career Planning (semester)

• Exploration of Power & Energy Technology & Career Planning (semester)

• Introduction to Arts, A/V Technology & Communication & Career Planning (semester)

• Elective (such as, Art, Music, World Language, HS online course)


A/B Block - High School Grades 9 & 11 – Career Cluster – Information Technology

Graduation Pathways

Career- Technical Certification Academic-Focus toward 2- year AS

degree

Academic Focus – Early College

toward 4-year degree

Grade 9

• Algebra I

• English I

• Earth Space Science

• Personal Fitness/Phys. Ed.

• Leadership Skills Development & Technology

• Career Research & Decision-Making

• Digital Information Technology

• Web Technologies

• Algebra I or Geometry (H)

• Biology I (H)

• English I (H)


• Spanish I

• SLS1122 Managing Your Success (Dual Enrollment)/ SLS2505 Critical Thinking (Dual Enrollment)

• Digital Information Technology (H)

• Web Technologies (H)

• Geometry (H)

• Biology I (H)

• English I (H)


• Spanish I

• AP Human Geography

• Digital Information Technology (H)

• Web Technologies (H)

Grade 11

• Advanced Topics in Math

• English III

• Principles of Technology 2 (Science EQ)

• US History

• Programming Essentials

• Web Development Technologies

• Multi-Media Technologies

• Guided workplace learning/CTE internship

Completion of 18-hour program =

Information Technology

Fundamentals Certification

Industry Certification: Microsoft

Office Specialist

• Algebra II (H) or MAC1105 College Algebra (dual enrollment)

• Chemistry I

• English III (H) or AP Lit & Comp

• US History (H) or AP US History

• AP Capstone Seminar




• Elective .05

Completion of 18-hour program = Information Technology Fundamentals Certification + dual enrollment college credits/AP courses36-hour AS degree


Office Specialist

• MAC1105 College Algebra (dual enrollment)

• Chemistry I (H) or AP Chemistry

• AP Lit & Comp or ENC1101/ENC1102 (dual enrollment)

• A.P. U.S. Government and Politics/ A.P. Comparative Government and Politics or US History (H)

• AP Capstone Seminar




• Elective .05

Completion of 18-hour program =

Information Technology

Fundamentals Certification + dual

enrollment college credits/AP

courses 68-hour BS degree


Office Specialist



ATTACHMENT D Reading curriculum


Volusia 2019-20 K-12 Comprehensive Research-Based Reading Plan

Contact Information

The district contact should be the person ultimately responsible for the plan. This person will be FDOE’s contact for the K-12 Comprehensive Research-Based Reading Plan. Please designate one contact for your district.

District Contact: Desiree Rybinski Contact Email: [email protected] Contact Telephone: 386-734-7190 ext. 20570

District-Level Leadership

District-level administrators must look at schools on an individual basis and distribute resources based on students’ and teachers’ levels of need. To describe the district system for monitoring reading instruction that differentiates school-level services, please address the following.

1. Districts should match or exceed the State Board goals for increasing FSA-ELA achievement by six percentile points, increasing the percentage of students making learning gains on the FSA-ELA by seven percentile points and reducing the achievement gap for the identified sub groups on the FSA-ELA by at least one-third by 2020. Please fill out the charts below with the actual results from the 2015-2016, 2016-2017 and 2017-2018 FSA-ELA and the interim district goals for 2020 identified in the 2017-2018 Comprehensive Reading Plan.

Performance Goals

2015-2016 Actual

2016-2017 Goal

2016-2017 Actual

2017-2018 Goal

2017-2018 Actual

2018-2019 Goal

2019-2020 Goal

State Overall FSA-ELA 52 * 54 * 56 * 58

District Overall FSA-ELA 51

52

52 54 53

56 57

Growth (Learning Gains) Goals

2015-2016 Actual

2016-2017 Goal

2016-2017 Actual

2017-2018 Goal

2017-2018 Actual

2018-2019 Goal

2019-2020 Goal

State Gains FSA-ELA 52 * 54 * 54 * 59 District Gains FSA-ELA 48 49 51 51 50 53 55

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mailto:[email protected]


State Achievement Gaps on FSA-ELA

2015-2016 Actual

2016-2017 Goal

2016-2017 Actual

2017-2018 Goal

2017-2018 Actual

2018-2019 Goal

2019-2020 Goal

White/African American 29 * 29 * 28 * 21

White/Hispanic 15 * 16 * 14 * 10 Economically Disadvantaged/Non-Economically Disadvantaged

27 * 27 * 26 * 19

Students with Disabilities/Students without Disabilities

37 * 38 * 38 * 25

English Language Learners/ Non-English Language Learners

30 * 32 * 31 * 20

District Achievement Gaps on FSA-ELA

2015-2016 Actual

2016-2017 Goal

2016-2017 Actual

2017-2018 Goal

2017-2018 Actual

2018-2019 Goal

2019-2020 Goal

White/African American 28 26 29 24 29

22 19

White/Hispanic 17 16 18 15 18 13 11 Economically Disadvantaged/Non-Economically Disadvantaged 26 24 25 22 25

19 17

Students with Disabilities/Students without Disabilities 43 40 43 37 43

33 29

English Language Learners/ Non-English Language Learners 30 28 32 26 32

23 20

* Values for subsequent years will be entered once results are available in order to track progress toward the 2020 goal.

2. Explain how expenditures from the allocation are expected to impact student achievement in relation to your district goals.

Expenditures from the allocation fund school-based literacy coaches and intervention teachers, district ELA/Reading curriculum support, Reading Endorsement coursework, and professional learning in ELA/Reading supporting the implementation of the Language Arts Florida Standards to increase reading achievement (Topics such as dyslexia, explicit instruction in reading, UDL and Read 180 implementation).

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3. In regard to district-level monitoring of student achievement progress, please address the following:

A. Who at the district level is responsible for collecting and reviewing student progress monitoring data?

The following distrit personnel are responsible for collecting and reviewing student progress monitoring data: Rachel Hazel: Interim Chief Academic Officer Eric Holland: Assistant Director of Digital Learning and Assessment Kimberly Gilliland: Director of Exceptional Student Education Desiree Rybinski: Elementary ELA Curriculum Specialist Tracy Blinn: Secondary ELA/Reading Curriculum Specialist Gianna Acevedo Alamo: ESOL/Migrant/Immigrant/Title III Coordinator

B. What specific school-level progress monitoring data will be collected at the district level to determine that students are progressing toward the district goals stated above? Please specify which grade levels are associated with specific school-level progress monitoring tools discussed in this section.

All Schools: K: FLKRS Star Early Literacy Data, VPAS (Volusia Phonological Awareness Assessment, DRA) 1st: VPAS, i-Ready Diagnostic (3x per year with growth monitoring for Tier 2 & Tier 3 students) 2nd: i-Ready Diagnostic (3x per year with growth monitoring for Tier 2 & Tier 3 students) 3rd: i-Ready Diagnostic (3x per year with growth monitoring for Tier 2 & Tier 3 students) 4th: i-Ready Diagnostic (3x per year with growth monitoring for Tier 2 & Tier 3 students) 5th: i-Ready Diagnostic (3x per year with growth monitoring for Tier 2 & Tier 3 students) 6th-8th: Volusia Literacy Tests (VLT), Distict Interim Assessments (DIA), i-Ready Diagnostic 9th-10th: Volusia Literacy Tests (VLT), District Interim Assessments (DIA), FAIR FS 11th-12th: Volusia Literacy Tests (VLT), FAIR FS, ACT NCR

Schools not meeting the District Performance Goals for Increasing FSA ELA Achievement:

2nd-5th Grades- Administration of Wonders Benchmark Assessment 1 (mid-year), and Benchmark Assessment 2 (end of year) 6th-12th Grades- Administration of Assessment of Standards (AOS) (2 times per year)

Secondary Intensive Reading Intervention 6th-10th grades-Reading Inventory/Phonics Inventory from Read 180 & System 44

Lowest 300 & D Schools All requirements listed above and 1. Administration of Core Curriculum Unit Assessments 2. Administration of Fluency Monitoring (Beginning, Middle, & End of Year)

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C. How often will student progress monitoring data be collected and reviewed by the district?

Star Early Literacy Data (FLKRS), VPAS & DRA data will be reviewed after administration and data collection. FAIR FS data/i-Ready will be reviewed 3 times a year after administration. DIA and VLT data will be collected at the end of the 1st and 2nd Nine Week instructional periods. Teachers are required to enter student assessment data into the assessment platform (eduphoria). Data is monitored and reviewed by School Leadership teams and district level staff to make decisions about instructional implications. Progress monitoring data is collected and reviewed by the district quarterly.

4. Who at the district level is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions?

Rachel Hazel: Interim Chief Academic Officer, Eric Holland: Assistant Director of Digital Learning and Assessment, Kimberly Gilliland: Director of Exceptional Student Education Desiree Rybinski: Elementary ELA Curriculum Specialist Tracy Blinn: Secondary ELA/Reading Curriculum Specialist Gianna Acevedo Alamo: ESOL/Migrant/Immigrant/Title III Coordinator Lida Grillo: Elementary Coordinator of ESE Programs Sheryl Sandvoss: Secondary ESE Coordinator

5. In regard to district-level monitoring of instructional alignment to grade-level Florida Standards, please address the following:

A. Who at the district-level is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards?

Rachel Hazel: Interim Chief Academic Officer Eric Holland: Assistant Director of Digital Learning and Assessment Kimberly Gilliland: Director of Exceptional Student Education Desiree Rybinski: Elementary ELA Curriculum Specialist Tracy Blinn: Secondary ELA/Reading Curriculum Specialist Gianna Acevedo Alamo: ESOL/Migrant/Immigrant/Title III Coordinator Lida Grillo: Elementary Coordinator of ESE Programs Sheryl Sandvoss: Secondary ESE Coordinator Kathryn Dyer: Coordinator of Professional Learning and School Improvement

B. What evidence will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards?

1. Lesson plans 2. Debriefing notes from curriculum coaching 3. IPG data entry into district dashboard 4. Data from Liaison data walks

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C. How often will this evidence be collected at the district level?

District level staff work with schools based on a tiered system of support. Data is collected more frequently for Tier 3.0 and 2.5 schools. School-based administrators monitor lesson plans ensuring that they are aligned to the Florida Standards and reflect the recommendations of implementation of the district recommended ELA/Reading resources that are aligned to the LAFS.

6. As a separate attachment, please provide the meeting agenda which demonstrates the district contact for the K-12 Comprehensive Research-Based Reading Plan has developed the plan along with: the district contact for Exceptional Student Education (ESE) to discuss the alignment between the District's Special Programs and Procedures (SP&P) requirements, the district contact for Multi-Tiered Systems of Supports(MTSS), the district Management Information Systems (MIS) contact to ensure accurate data reporting, the district ELL contact, a school based principal and a teacher.

See Appendix A.

Research-Based Reading Instruction Allocation

As per Section 1011.62(c), F.S., funds allocated under this subsection must be used to provide a system of comprehensive reading instruction to students enrolled in the K-12 programs, which may include the following:

• An additional hour per day of intensive reading instruction to students in the 300 lowest-performing elementary schools by teachers and reading specialists who are effective in teaching reading;

• Kindergarten through grade 5 reading intervention teachers to provide intensive intervention during the school day and in the required extra hour for students identified as having a reading deficiency;

• Highly qualified reading coaches to specifically support teachers in making instructional decisions based on student data and improve teacher delivery of effective reading instruction, intervention and reading in the content areas based on student need;

• Professional development for school district teachers in evidence-based reading instruction, including strategies to teach reading in content areas with an emphasis on technical and informational text;

• Summer reading camps, using only teachers or other district personnel who are certified or endorsed in reading consistent with Section 1008.25(7)(b)(3), F.S., for all students in kindergarten through grade 2 who demonstrate a reading deficiency as determined by district and state assessments, and students in grades 3 through 5 who score at Level 1 on the statewide, standardized English Language Arts (ELA) assessment;

• Supplemental instructional materials that are grounded in evidence-based reading research; and

• Intensive interventions for students in kindergarten through grade 12 who have been identified as having a reading deficiency or who are reading below grade level as determined by the statewide, standardized English Language Arts assessment.

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The following sections will require districts to submit their budget for these expenditures and to answer questions regarding the implementation of the plan.

Professional Development

As per Section 1012.98, F.S. each school district shall develop a professional development system which must include a master plan for inservice activities for all district employees, from all fund sources. The Just Read, Florida! office will review professional development related to reading instruction listed in this plan during monitoring. Please answer the following questions to assist with this process:

1. Who is responsible for ensuring every professional development activity funded through the Research-Based Reading Instruction Allocation is appropriately entered into the Professional Learning Catalog pursuant to 6A-5.071 F.A.C.?

Kathryn Dyer : Coordinator of Professional Learning and School Improvement

2. What is the total amount budgeted from the Research-Based Reading Allocation for these inservice activities?

$75,000

3. Within the district professional development system, Section 1012.98 (4)(b)(11), F.S., states the district must provide training to reading coaches, classroom teachers, and school administrators in effective methods of identifying characteristics of conditions such as dyslexia and other causes of diminished phonological processing skills; incorporating instructional techniques into the general education setting which are proven to improve reading performance for all students; and using predictive and other data to make instructional decisions based on individual student needs. The training must help teachers integrate phonemic awareness; phonics, word study, and spelling; reading fluency; vocabulary, including academic vocabulary; and text comprehension strategies into an explicit, systematic, and sequential approach to reading instruction, including multisensory intervention strategies. Each district must provide all elementary grades instructional personnel access to training sufficient to meet the requirements of Section 1012.585(3)(f), F.S..

Please list the course numbers from your district Professional Learning Catalog which cover this training.

2013003, 1700002, 2013007, 2408054, 2100066, 2408052, 2408031, 2012008, 1013009, 1013010, 1013017, 2008001, 1013021, 1013013, 2013005, 2013012, 1013026, 1013027, 1013028, 1013029, 1013030, 2013002, 1016005

Reading/Literacy Coaches

The Just Read, Florida! office strongly encourages district leadership to allocate reading/literacy coaches for schools determined to have the greatest need based on student performance data, especially achievement gaps. Please answer the following questions regarding reading/literacy coaches:

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1. What are the qualifications for reading/literacy coaches in your district? If there is a posted job description you may submit the link.

Reading/literacy coaches must have experience as successful classroom teachers. Coaches must exhibit knowledge of scientifically based reading research, special expertise in quality reading instruction and infusing reading strategies into content area instruction, and data management skills. They must have a strong knowledge base in working with adult learners. Coaches must be excellent communicators with outstanding presentation, interpersonal, and time management skills. The coach must have a minimum of a bachelor’s degree and advanced coursework or professional development in reading is required. The reading/literacy coach must be endorsed or K-12 certified in the area of reading, or working toward that status by completing a minimum of two (2) reading endorsement competencies of sixty (60) in-service hours each or six (6) semester hours of college coursework in reading per year.

Volusia County Schools requires that all Instructional Coaches, including reading/literacy coaches, be accepted into the coaching pool. All candidates participate in an interview process. The interview process consists of three parts: a writing section consisting of three to four writing prompts, designing and presenting an 8 minute collaborative presentation that is presented to the interview panel, and a reflection on the process. Candidates must also complete two pre-selected micro-credentials. The two selected microcredentials include Aligning Standards & Assessments and Data-Driven Interventions.

2. Which schools have reading/literacy coaches funded from the Research-Based Reading Instruction Allocation?

Elementary Schools- Holly Hill School K-8 Middle Schools – Campbell, Creekside, DeLand, Deltona, Galaxy, Heritage, David C. Hinson, New Smyrna Beach, Ormond Beach, River Springs, Silver Sands, Southwestern, T. Dewitt Taylor Middle-High High Schools- Atlantic, DeLand, Deltona, Mainland, New Smyrna Beach, Pine Ridge, Seabreeze, Spruce Creek, University

3. Were these schools identified to have the greatest need based on a review of student achievement data? If not, please explain why reading/literacy coaches were placed at these schools.

Volusia County Schools’ approach is to provide an instructional coach for all elementary, middle and high schools to support all academic needs because all schools have a population of students whose data indicates struggles with learning. When data indicates that schools need more support, additional coaches are provided out of funding other than the Reading Plan (Title I, Title II)All middle schools and high schools have literacy coaches to support literacy across content areas with the goal of increasing student achievement and closing gaps between identified sub-groups.

7 | P a g e


4. How many total positions will be funded at each level using the Research-Based Reading Instruction Allocation:

a. Elementary:1 b. Middle:13 c. High:8

5. How is the effectiveness of reading/literacy coaches measured in your district?

The effectiveness of reading/literacy coaches is measured by their impact on teachers and students through the use of NTC coaching tools, FSA ELA data and IPG data collection.

6. What is the total amount from the Research-Based Reading Instruction Allocation that will be expended on reading/literacy coaches?

1,864,425

Supports for Identification and Intervention of Students with Reading Deficiencies

Districts are required to submit Identification and Intervention Decision Trees which can be found in Appendix B.

Please answer the following questions regarding the use of the Research-Based Reading Instruction Allocation in support of the identification and intervention of students with reading deficiencies:

1. Which schools will be provided reading intervention teachers to provide intensive interventions funded through the Research-Based Reading Instruction Allocation?

Department of Juvenile Justice site has a reading intervention teacher specifically paid for by the Reading FEFP budget. The positions detailed in number three are district resource teachers that support schools in the identification and intervention of students with reading deficiencies.

2. Were these schools identified to have the greatest need based on a review of the students achievement data? If not, please explain why reading intervention teachers were placed at these schools.

yes

3. How many total positions will be funded at each level through the Research-Based Reading Intruction Allocation:

a. Elementary:1.5 b. Middle:1.5 c. High:1.8

8 | P a g e


4. What is the total amount expended on these positions funded through the Research-Based Reading Instruction Allocation?

342,207

5. Please list any supplemental instructional materials, or interventions, which will be purchased using funds from the Research-Based Reading Intruction Allocation. These will be reviewed by the Just Read, Florida! Office to ensure the materials, or interventions, meet the requirements of Section 1001.215(8), F.S.:

Read 180 R-Skills Books (Grades 6-10) SIPPS (K-5) to include multisensory guide Phonemic Awareness in Young Children ABC Foundations

6. What is the total amount expended from the Research-Based Reading Instruction Allocation on supplemental instructional materials, or interventions?

40,000

7. If the intensive, explicit, systematic and multisensory interventions required to be provided to students in grades K-3 were not purchased using the Research-Based Reading Intruction Allocation, please list the funding source.

Schools purchase additional intervention materials using school-based Title I funds and general funds.

Summer Reading Camps

Please complete the following questions regarding SRC:

1. SRC Supervisor Name:Desiree Rybinski

2. Email Address:[email protected]

3. Phone Number:386-734-7190 ext. 20570

4. Please list the schools which will host a SRC:

Cypress Creek Elementary Debary Elementary Forest Lake Elementary Freedom Elementary Indian River Elementary Palm Terrace Elementary Pierson Elementary Pine Trail Elementary Spirit Elementary Starke Elementary Sugar Mill Elementary

9 | P a g e



Woodward Avenue Elementary

5. Provide the following information regarding the length of your district SRC:

a. Start Date:July 1, 2019 b. Which days of the week is SRC offered:Monday-Thursday c. Number of instructional hours per day in reading:5 hours d. End Date:July 25, 2019 e. Total number of instructional hours of reading:80 hours

6. Per the requirements of Section 1008.25(7)(b)(3), F.S., are all teachers selected to deliver SRC instruction highly effective as determined by their evaluation under Section 1012.34, F.S.?

Volusia County Schools advertises for summer program teaching positions, including 3rd

Grade Summer Reading Camp. Summer Reading Camp selection has priority in selecting applicants who have applied for summer programs. Once applicants are selected, their names are submitted to Human Resources for determination of Highly Effective, Highly Qualifed, and Reading Endorsed. When the list of Highly Effective, Highly Qualified, and Reading Endorsed applicants is exhausted, principal recommendations and district curriculum specialist recommendations are used to select applicants to staff the allocated positions.

7. What is the anticipated teacher/student ratio?

1:12

8. Will students in grades other than grade 3 be served as well? If so, which grade level(s)?

No

9. What evidence will be collected that demonstrates growth in student achievement was a result of the instruction provided during SRC?

i-Ready Diagnostic Overall Reading Scale Score (pre/post) DIBELS ORF (weekly) 3rd Grade Portfolio Assessments

300 Lowest-Performing Elementary Schools

Section 1011.62(9)(d)(2), F.S., requires school districts that have one or more of the 300 lowest-performing elementary schools, specifically delineate in the comprehensive reading plan, or in an addendum to the comprehensive reading plan, the implementation design and reading strategies that will be used for the required additional hour of reading instruction.

This may be found in Appendix C.

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Budget Review

Estimated proportional share distributed to district charter schools

97,232

District expenditures on reading coaches 1,864,425 District expenditures on intervention teachers 342,207 District expenditures on supplemental materials or interventions

40,000

District expenditures on professional development 75,000 District expenditures on summer reading camps 240,000 District expenditures on additional hour for schools on the list of 300 lowest performing elementary schools

0

Flexible Categorial Spending 0 Sum of Expenditures 2,658,864 Amount of district research-based reading intruction allocation for 2019-2020

2,658,864

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APPENDIX A

Agenda K-12 Comprehensive Research-Based Reading Plan Collaboration Meeting 4/17/2019 3:30-5:00

Invitees:

Curriculum: D. Rybinski, T. Blinn, R. Hazel

ELL: B. Sotomayor, G. Acevedo Alamo, M. Santiago, S. Quijano

ESE: L. Grillo, S. Sandvoss, K. Gilliland

Professional Learning: K. Dyer

Principals: W. Dunnigan, C. Devaney

Instructional Staff: T. Haigh (coach), L. Montgomery (teacher)

Accountability: E. Holland, B. Harper

Title I: L. Frazee,

MIS: Tina Skipper

3:30-3:35 Purpose of Meeting: • Collaborate with Exceptional Student

Education contacts to discuss alignment between the District’s Special Programs and Procedures (SP&P) and the Reading Plan

• Collaborate with the ELL contact to discuss alignment with the district ELL plan

• Receive input from stakeholders

3:35-3:40 Introductions

3:40-4:40 Digging into the K-12 Comprehensive Research-Based Reading Plan Overview of plan

Achievement Goals

Professional Development

Budget

4:40-5:00 Questions and discussion

Notes:


APPENDIX B

Identification of Students with Reading Deficiencies and Intervention Supports

In this section districts will describe how they identify students with substantial reading deficiencies and provide them with required interventions. Districts will create three Identification/Intervention Decision Tree charts to demonstrate how data from screening, diagnostic, progress monitoring, local assessments, statewide assessments or teacher observations will be used to determine specific reading instructional needs and interventions for students. It is important to note that a school may not wait for a student to receive a failing grade at the end of a grading period to identify the student as having a substantial deficiency in reading. If a local assessment is being used for identification, districts should internally analyze their data in order to ensure students are identified at similar rates as on statewide assessments. Districts who use a procured diagnostic, progress monitoring or assessment tool should, at a minimum, use the recommended ranges provided by the instrument developer; however, these districts should also ensure that rates of identification correlate to statewide performance.

• DT1 – Elementary (K-5) • DT2 – Middle (6-8) • DT3 – High (9-12)

The charts must contain the following information:

• The grade level(s) of the student; • Name and performance benchmark on screening, diagnostic, progress monitoring, local

assessment, statewide assessment or teacher observations used to identify students with substantial deficiencies in reading and subsequent interventions provided. FSA-ELA scores must be used for appropriate grade levels;

• DT1 must clearly state the conditions the district uses to determine whether a student has a substantial reading deficiency and will subsequently notify the student’s parent as required in Section 1008.25, F.S. This also includes a description of the intensive, explicit, systematic and multisensory reading interventions which will be provided to students in grades K-3;

• DT1 must include information on how the Florida Kindergarten Readiness Screener will be used to identify students for intervention. For each grade level on each chart, districts must include a description of which students will be reported in the Student Information System with an appropriate code for the Reading Intervention Component; and

• An explanation of how instruction will be modified for students who have not responded to a specific reading intervention with the initial intensity (time and group size) provided;

12 | P a g e


Kindergarten Decision Rules

ALL Kindergarten students will receive core reading instruction

FLKRS: Star Early Literacy Scale Score >437

NO YES

Administer Diagnostic Assessment from MTSS Toolkit Utilize core instruction & Phonics – Letter ID Fluency (McGraw Hill) assessments to maintain grade level performance

If score is less than 10 correct letters Administer VPAS Tasks 1-2

Letter ID Fluency VPAS 0-5 letters correct- Tier 3 Intervention 0-20% items correct- Tier 3 Intervention 6-9 letters correct- Tier 2 Intervention 30%-70% items correct- Tier 2 Intervention

10+ letters correct- Tier 1 Core Instruction 80-100% items correct- Tier 1 Core Instruction

In addition to Tier 1 (Core Instruction) provide Tier 2 & Tier 3 Intervention as indicated in the MTSS Toolkit

Tier 2- The student must receive intervention and must be coded in the Student Information System with an “A” in the Language Arts course to indicate that the student is receiving targeted intervention.

Tier 3- You must notify the parent of substantial reading deficiency as required in Section 1008.25, F. S. The student must receive Tier 2 & Tier 3 Interventions

AND must be coded in the Student Information System with an “A” in the Language Arts course to indicate that the student is receiving targeted intervention (Tier 2).

AND the student must be enrolled in course 5010020 and coded with “B” to indicate the student is receiving intensive intervention (Tier 3).

VCS Elementary Curriculum July 2019


Multi-tiered System of Support (MTSS) Toolkit Kindergarten

All interventions should occur in addition to core reading instruction provided during the 90-minute literacy block. A Reading Endorsed/Reading Certified Teacher must provide Tier 3 intervention

Diagnosti c

(Located in OPM tab on

Canvas)

Entrance Criteria

Intervention Progress Monitoring Tool/Frequency

Frequency of Intervention

Exit Criteria Additional Assessments

Tier 2 Tier 3 Tier 2 Tier 3

Phonological Awareness

Volusia

Phonologi

cal

Awarenes

s Screener

(VPAS)

30%-

70%

items

correct

VPAS

Tasks 1-2

0-20%

items

correct

VPAS

Tasks 1-

2

-Phonemic

Awareness in Young

Children

- Road to the Code

VPAS/Recommended every 2-

3 weeks after instruction

3-5

days/week

20-30

minutes per

day

5 days/week

30

minutes per

day

>80% on VPAS

Tasks

Middle of Year: Tasks #1-

5

End of Year:

Tasks #6-9

McGraw-Hill

Wonders©

Phonological and

Phonemic

Awareness

Placement &

Diagnostic

Assessment

Phonics Letter

Naming

Fluency

6-9 correct letters

0-5 correct letters

-ABC Foundations

-- Road to the Code

- Letter Naming

(Collaborative

Classroom)

Letter Naming

Fluency/Recommended every

2-3 weeks after instruction

3-5

days/week

20-30

minutes per

day

3-5

days/week

20-30

minutes per

day

Fall-10+

correct letters

Winter-30+

correct letters

Spring-40+

correct letters

McGraw-Hill

Wonders©

Phonics Survey



1st Grade Decision Rules

YES NO i-Ready Overall Reading Scale Score

>362

Administer Diagnostic Assessments from MTSS Toolkit and provide interventions based on results

• Phonics – QPA (Quick Phonics Assessment)

• Phonemic Awareness – VPAS (Volusia Phonological Awareness Screener)

Utilize core instruction & assessments to maintain grade level progress

iReady Overall Reading Scale Score 347-361

Provide Tier 2 Support

iReady Overall Reading Scale Score Less than 346








Multi-tiered System of Support (MTSS) Toolkit 1st Grade

Tier 3 intervention MUST occur in addition to core reading instruction provided during the 90-minute literacy block. A Reading Endorsed/Reading Certified Teacher must provide Tier 3 intervention

Diagnostic (Located in OPM tab

on Canvas)

Entrance Criteria Intervention Progress Monitoring Tool/Frequency

Frequency of Intervention Exit Criteria Additional

Assessments Tier 2 Tier 3

Phonemic Awareness

Volusia

Phonological

Awareness

Screener

(VPAS)

<80% on VPAS Tasks

Beginning of Year: Tasks #1-9

Middle of Year: Tasks #1-12a

End of Year: Tasks #1-12d

-Phonemic

Awareness in

Young Children

-SIPPS Beginning

VPAS/Recommended

every 2-3 weeks after

instruction

3-5

days/week

20-30

minutes per

day

5

days/week

30

minutes

per day

≥80% on VPAS Tasks Beginning of Year: Tasks

#1-9

Middle of Year: Tasks #1-

12a

End of Year: Tasks #1-12d

McGraw-Hill

Wonders©

Phonological and

Phonemic

Awareness

Placement &

Diagnostic

Assessment

Phonics QPA

<80% on QPA Tasks #1-6a

Or SIPPS Placement into

Beginning Level

SIPPS Beginning (as determined by

QPA/SIPPS placement

for skills needed)

QPA/ Recommended


instruction

or

SIPPS Mastery Tests/ Recommended

after instruction

3-5

days/week

20-30

minutes per

day

5

days/week

30

minutes

per day

≥90% on QPA Tasks

(Tasks #1-6a)

McGraw-Hill

Wonders©

Phonics Survey

*Fluency DIBELS ORF

Baseline

Student score is below or well

below grade-level benchmark:

Middle of Year: 22 or below

End of Year: 46 or below

(see page 2 of document)

*Fluency interventions

should occur as part of phonics or

comprehension interventions

Phonics – Embedded in SIPPS

Comprehension – Repeated reading

with grade-level text

DIBELS ORF Progress Monitoring/Every 2-

3 weeks

3-5

days/week

20-30

minutes per

day

5

days/week

30

minutes

per day

Student score is at or

above grade-level

benchmark:

Middle of Year: 23 or

above

End of Year: 47 or above

(see page 2 of document)

NA



5th

Grade

Start

Here DIBELS FLUENCY FLOW CHART

Administer

5th grade DIBELS

Baseline ORF Probes

Administer

4th grade DIBELS

Baseline ORF Probes

4th

Grade

Start

Here Conduct OPM using 5th

grade DIBELS ORF PM

Probes

3rd

Grade

Start

Here

Administer

3rd grade DIBELS

Baseline ORF Probes

Administer

2nd grade DIBELS

Baseline ORF Probes

Administer

1st grade DIBELS

Baseline ORF Probes

Conduct OPM using

4th grade DIBELS ORF

PM Probes

2nd

Grade

Start

Here

Conduct OPM using

3rd grade DIBELS

ORF PM Probes

1st

Grade

Start

Here

Conduct OPM using

2nd grade DIBELS

ORF PM Probes

Conduct OPM using 1st

grade DIBELS ORF PM

Probes SEV Sci-Tech Charter Application

2nd Grade Decision Rules

Administer Diagnostic Assessments from MTSS Toolkit and provide interventions based on results




YES NO









i-Ready Overall Reading Scale Score >419



Multi-tiered System of Support (MTSS) Toolkit 2nd Grade


Diagnostic (Located in OPM tab on Canvas)

Entrance Criteria Intervention Progress

Monitoring Tool/Frequency

Frequency of Intervention Exit Criteria Additional

Assessments Tier 2 Tier 3

Phonemic Awareness

Volusia

Phonological

Awareness

Screener

(VPAS)

<80% on VPAS

Tasks #1-12e --SIPPS Beginning

-SIPPS Extension

VPAS/Recommended

every 2-3 weeks

after instruction

3-5

days/week

20-30

minutes per

day

5

days/week

30

minutes

per day

≥80% on VPAS

Tasks

Tasks #1-12e

McGraw-Hill

Wonders©

Phonological and

Phonemic

Awareness

Placement &

Diagnostic

Assessment

Phonics QPA

<80%

on QPA Tasks

Tasks #1-9a

Or SIPPS Placement into

Beginning or Extension

-SIPPS Beginning

-SIPPS Extension (as determined by QPA/SIPPS

placement for skills needed)

QPA/

Recommended every

2-3 weeks after

instruction

or

SIPPS Mastery Tests/

Recommended after

instruction

3-5

days/week

20-30

minutes per

day

5

days/week

30

minutes

per day

≥90% on QPA

Tasks

(Tasks #1-9a)

McGraw-Hill

Wonders©

Phonics Survey

*Fluency DIBELS ORF

Baseline

Student score is well below or below grade-level

benchmark.

See attached DIBELS Fluency

Flow Chart

*Fluency interventions should occur as part of phonics or

comprehension interventions Phonics – Embedded in SIPPS Comprehension – Repeated reading with grade-level text

DIBELS ORF Progress

Monitoring/Every

2-3 weeks

3-5

days/week

20-30

minutes per

day

5

days/week

30

minutes

per day

Student score is at or

above grade-level

benchmark:

See attached DIBELS

Fluency Flow Chart

NA



5th

Grade

Start


Administer

5th grade DIBELS

Baseline ORF Probes

Administer

4th grade DIBELS

Baseline ORF Probes

4th

Grade

Start


grade DIBELS ORF PM

Probes

3rd

Grade

Start

Here

Administer

3rd grade DIBELS

Baseline ORF Probes

Administer

2nd grade DIBELS

Baseline ORF Probes

Administer

1st grade DIBELS

Baseline ORF Probes

Conduct OPM using


PM Probes

2nd

Grade

Start

Here

Conduct OPM using

3rd grade DIBELS

ORF PM Probes

1st

Grade

Start

Here

Conduct OPM using

2nd grade DIBELS

ORF PM Probes


grade DIBELS ORF PM





3rd Grade Decision Rules

Administer Diagnostic Assessments from MTSS Toolkit and provide interventions based on results.



• Fluency- DIBELS Oral Reading Fluency --------

• Review iReady Comprehension scale score


YES NO









Multi-tiered System of Support (MTSS) Toolkit 3rd Grade



on Canvas)

Entrance Criteria Intervention Progress Monitoring

Tool/Frequency

Frequency of Intervention/Group

Size Exit Criteria Additional Assessments

Tier 2 Tier 3

Phonemic Awareness

Volusia

Phonological

Awareness

Screener (VPAS)

<80% on VPAS

Tasks

(Tasks #1-12e)

-SIPPS Beginning

-SIPPS Extension (as determined by SIPPS


VPAS/Recommended


instruction

3-5 days/week

20-30 minutes per

day

8 or fewer students

5 days/week

30 minutes per day

3-5

students

≥80% on VPAS Tasks

(Tasks 1-12e)

McGraw-Hill

Wonders©

Phonological and

Phonemic

Awareness

Placement &

Diagnostic

Assessment

Phonics QPA <80% on QPA

Tasks

-SIPPS Beginning

-SIPPS Extension

-SIPPS Challenge (as determined by QPA/SIPPS placement for skills needed)

QPA/ Recommended


instruction

or


after instruction

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students

≥80% on QPA Tasks

McGraw-Hill

Wonders©

Phonics

Survey

*Fluency DIBELS ORF

Baseline

Student score is

below or well below grade level

benchmark

See attached

DIBELS Fluency

Flow Chart

*Fluency interventions should occur as part of

phonics or comprehension interventions

Phonics – Embedded in SIPPS Comprehension – Repeated reading with grade-level text


3 weeks

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students

Student score is at or above

grade-level benchmark:

See attached DIBELS

Fluency Flow Chart

N/A

Comprehension iReady

Comprehension

iReady

Comprehension

Literature

or

iReady

Comprehension

Informational

Scale Score

< 476

-Ready Reading

-Ready Toolbox resources

-Reciprocal Teaching

McGraw-Hill Wonders©

Weekly Comprehension Assessments (cold read)

*Recommended biweekly OR

Ready Reading Interim Assessments after

instruction

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students

iReady Comprehension

Literature

or


Informational

Scale Score

514 or above

-Florida State

Assessment

(FSA)

-McGraw-Hill

Wonders© Unit

Assessments



5th

Grade

Start


Administer

5th grade DIBELS

Baseline ORF Probes

Administer

4th grade DIBELS

Baseline ORF Probes

4th

Grade

Start


grade DIBELS ORF PM

Probes

3rd

Grade

Start

Here

Administer

3rd grade DIBELS

Baseline ORF Probes

Administer

2nd grade DIBELS

Baseline ORF Probes

Administer

1st grade DIBELS

Baseline ORF Probes

Conduct OPM using


PM Probes

2nd

Grade

Start

Here

Conduct OPM using

3rd grade DIBELS

ORF PM Probes

1st

Grade

Start

Here

Conduct OPM using

2nd grade DIBELS

ORF PM Probes


grade DIBELS ORF PM





4th Grade Decision Rules


YES NO






FSA-ELA Level 3, 4 or 5 or


(Note: Only use i-Ready score if no FSA score is available)








Multi-tiered System of Support (MTSS) Toolkit 4th Grade

Tier 3 intervention MUST occur in addition to core reading instruction provided during the 90-minute literacy block. A Reading Endorsed/Reading Certified Teacher must provide Tier 3 intervention.


on Canvas)


Tool/Frequency



Tier 2 Tier 3

Phonemic Awareness

Volusia

Phonological

Awareness

Screener (VPAS)

<80% on VPAS

Tasks

(Tasks #1-12e)

-SIPPS Beginning

-SIPPS Extension (as determined by SIPPS


VPAS/Recommended


instruction

3-5 days/week

20-30 minutes per

day

8 or fewer students

5 days/week

30 minutes per day

3-5

students


(Tasks 1-12e)

McGraw-Hill

Wonders©

Phonological and

Phonemic

Awareness

Placement &

Diagnostic

Assessment


Tasks

-SIPPS Beginning

-SIPPS Extension

-SIPPS Challenge (as determined by QPA/SIPPS placement for skills needed)

QPA/ Recommended


instruction

or


after instruction

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students

≥80% on QPA Tasks

McGraw-Hill

Wonders©

Phonics

Survey

*Fluency DIBELS ORF

Baseline

Student score is


benchmark

See attached

DIBELS Fluency

Flow Chart





3 weeks

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students



See attached DIBELS

Fluency Flow Chart

N/A


Comprehension

iReady

Comprehension

Literature

or

iReady

Comprehension

Informational

Scale Score

< 499

-Ready Reading







instruction

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students


Literature

or


Informational

Scale Score

552 or above

-Florida State

Assessment

(FSA)

-McGraw-Hill

Wonders© Unit

Assessments



5th

Grade

Start


Administer

5th grade DIBELS

Baseline ORF Probes

Administer

4th grade DIBELS

Baseline ORF Probes

4th

Grade

Start


grade DIBELS ORF PM

Probes

3rd

Grade

Start

Here

Administer

3rd grade DIBELS

Baseline ORF Probes

Administer

2nd grade DIBELS

Baseline ORF Probes

Administer

1st grade DIBELS

Baseline ORF Probes

Conduct OPM using


PM Probes

2nd

Grade

Start

Here

Conduct OPM using

3rd grade DIBELS

ORF PM Probes

1st

Grade

Start

Here

Conduct OPM using

2nd grade DIBELS

ORF PM Probes


grade DIBELS ORF PM


Tier 3- The student must receive Tier 2 & Tier 3 Interventions AND

the student must be coded in the Student Information System with an “A” in the Language Arts course to indicate that the student is receiving targeted intervention (Tier 2).


5th Grade Decision Rules



NO





FSA-ELA Level 3, 4 or 5 or


(Note: Only use i-Ready score if no FSA score is available)






YES



Multi-tiered System of Support (MTSS) Toolkit 5th Grade

Tier 3 intervention MUST occur in addition to core reading instruction provided during the 90-minute literacy block. A Reading Endorsed/Reading Certified Teacher must provide Tier 3 intervention.


on Canvas)


Tool/Frequency



Tier 2 Tier 3

Phonemic Awareness

Volusia

Phonological

Awareness

Screener (VPAS)

<80% on VPAS

Tasks

(Tasks #1-12e)

-SIPPS Plus (as determined by SIPPS


VPAS/Recommended


instruction

3-5 days/week

20-30 minutes per

day

8 or fewer students

5 days/week

30 minutes per day

3-5

students


(Tasks 1-12e)

McGraw-Hill

Wonders©

Phonological and

Phonemic

Awareness

Placement &

Diagnostic

Assessment


Tasks

-SIPPS Challenge

-SIPPS Plus (as determined by QPA/SIPPS placement for skills needed)

QPA/ Recommended


instruction

or


after instruction

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students

≥80% on QPA Tasks

McGraw-Hill

Wonders©

Phonics

Survey

*Fluency DIBELS ORF

Baseline

Student score is


benchmark

See attached

DIBELS Fluency

Flow Chart





3 weeks

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students



See attached DIBELS

Fluency Flow Chart

N/A


Comprehension

iReady

Comprehension

Literature

or

iReady

Comprehension

Informational

Scale Score

< 537

-Ready Reading







instruction

3-5 days/week

20-30 minutes per

day

8 or fewer

students

5 days/week

30 minutes per day

3-5

students


Literature

or


Informational

Scale Score

576 or above

-Florida State

Assessment

(FSA)

-McGraw-Hill

Wonders© Unit

Assessments



5th

Grade

Start


Administer

5th grade DIBELS

Baseline ORF Probes

Administer

4th grade DIBELS

Baseline ORF Probes

4th

Grade

Start


grade DIBELS ORF PM

Probes

3rd

Grade

Start

Here

Administer

3rd grade DIBELS

Baseline ORF Probes

Administer

2nd grade DIBELS

Baseline ORF Probes

Administer

1st grade DIBELS

Baseline ORF Probes

Conduct OPM using


PM Probes

2nd

Grade

Start

Here

Conduct OPM using

3rd grade DIBELS

ORF PM Probes

1st

Grade

Start

Here

Conduct OPM using

2nd grade DIBELS

ORF PM Probes


grade DIBELS ORF PM


Volusia County Schools Decision Tree 2 - Middle School Reading Support Placements

Grades 6-8

ASSESSMENT COURSE/PLACEMENT and Curriculum Materials iReady Overall Placement Scale

Score iReady Vocabulary Scale Score

If the student scores level

“1” or “2” on the ELA FSA

check historical state

reading assessment

data

is (ESOL) (LY)

and 5th => 6th <541 6th => 7th <565 7th => 8th <582


then students are considered 2 or more years below grade level

(1002181) M/J DE LA ESOL READ 90 minutes Double Block Intensive (ESOL) (LY) Tier 3 Intervention Read 180 U and NG System 44




(1000010) M/J INTENS READ 45 minutes Intensive Reading – READ180 Read 180 U/NG System 44 Tier 3 Intervention

and 5th => 6th 496 - 580 6th => 7th 542 - 597 7th => 8th 566 - 608

then students are considered 1 – 2 years below grade level

(1000010) M/J INTENS READ 45 minutes - Intensive Reading UnboundEd ELA Curriculum Modules Tier 2 Intervention

Continue on to the next page for description of interventions.

-1- Volusia County Schools Secondary Reading and English Language Arts Revised June 19, 2019 SEV Sci-Tech Charter Application

Placement Interventions and Curriculum

Tier 3 Intervention Intensive Reading Read180/System 44

90 minutes/180 days with 18 or fewer students per class - ESOL DLA course 1002181 45 minutes/180 days with 18 or fewer students per class- Intensive Reading/READ 180 course 1000010 All students receive targeted intervention in fluency, vocabulary, and comprehension. Some students receive instruction in phonics and/or phonemic awareness based on additional diagnostic assessments administered within the intervention class.

Tier 2 Intervention Single Period Intensive Reading

45 minutes/180 days with 22 or fewer students per class – course 1000010 All students receive targeted intervention in vocabulary and comprehension. Students whose fluency indicates a need for additional support will receive continued fluency support and progress monitoring.

Core Instruction English Language Arts

45 minutes/180 days with 22 or fewer students per class All students levels (1-5) will receive instruction in ELA. Students identified as needing intervention through intensive reading should also have priority with a fully certified ELA teacher for core Language Arts instruction.

All interventions listed above to be delivered by a reading endorsed and/or ESOL endorsed teacher as indicated by the course.

Assessments IF THEN Interventions and Curriculum Historical state data and

screening assessment data

from the end of the prior

year

Students have not

responded to a

specific reading

intervention delivered

with fidelity with the

initial intensity (time

and group size)

provided during the

prior school year

Reading intervention and

curriculum change based on

student data, as well as parent,

teacher, and/or literacy coach

recommendation

Use of in-class intervention materials: Materials include appropriate reading intervention materials

based on student data and teacher recommendation.

Students not making progress in a particular reading

intervention will not be served with the same materials for

more than two years.

(Time varies based on student placement)

-2- Volusia County Schools Secondary Reading and English Language Arts Revised June 19, 2019


Volusia County Schools Decision Tree 3 – High School Reading Support Placements ASSESSMENTS COURSE/PLACEMENT and CURRICULUM

MATERIALS Rising 9th iReady Overall Placement Scale Score iReady Vocabulary Scale Score

If the student scores a level “1” or “2” on the ELA FSA


reading assessment

data

is (ESOL) (LY)

and 8th => 9th <593

and 8th => 9th <593


(1002381) DEV LANG ARTS ESOL – R 90 minute Double Block Tier 3 Intervention (ESOL) (LY) Grades 9-12 Read 180 U and NG System 44

and 8th => 9th <582 and 8th => 9th <582 then students are considered 3 or more years below grade level

(1000410) INTENSIVE READING 45 minute Intensive Reading Tier 3 Intervention Grades 9 &10 Read 180 U and NG System 44

and 8th => 9th 583-619 and Does not qualify for Intensive Reading R180/S44

then students are considered 1-2 or more years below grade level

(1000410) INTENSIVE READING 45 minute Intensive Reading Tier 2 Intervention Grades 9&10 UnboundEd ELA Curriculum Modules

Rising 10th FAIR FS FAIR FS COURSE/PLACEMENT and CURRICULUM MATERIALS

If the student scores a level “1” or “2” on the ELA FSA


reading assessment

data

is (ESOL) (LY)

and

Reading Comprehension (RC) percentile ≤ 99

and Word Recognition Task and Vocabulary Knowledge Task (WRT and VKT) percentile is < 30 and is an ELL (LY) student

(1002381) DEV LANG ARTS ESOL – R 90 minute Double Block Tier 3 Intervention (ESOL) (LY) Grades 9-12 Read 180 U and NG System 44

and RC percentile is ≤ 99 and WRT and VKT percentile is < 30

(1000410) INTENSIVE READING 45 minute Intensive Reading Tier 3 Intervention Grades 9 &10 Read 180 U and NG System 44

and RC percentile is ≤ 99 and WRT percentile is > 30 (1000410) INTENSIVE READING 45 minute Intensive Reading Tier 2 Intervention Grades 9&10 UnboundEd ELA Curriculum Modules

-1- Volusia County Schools Secondary Reading and English Language Arts Revised June 19, 2019 SEV Sci-Tech Charter Application

Rising 11th & 12th

COURSE/PLACEMENT and CURRICULUM MATERIALS RECOMMENDATIONS

If the student scores a level “1” or “2” on the 10th grade ELA FSA and has not yet met

graduation requirements

then (1000410) INTENSIVE READING – full year or semester based on FSA ELA retake, ACT, or SAT data. 45 minutes Single Period Intensive Grades 11&12 PWImpact Cambridge ACT VICTORY

Students should be provided opportunities to participate in the ACT NCR when administered at

their school location. Students should also be encouraged to participate in each FSA ELA retake

offered. OR Grades 11&12

ELA classrooms with an English certified & reading endorsed teacher

Placement Interventions and Curriculum

Tier 3 Intervention Intensive Reading R180 & S44 Double Block Intensive Reading (ESOL)

90 minutes/180 days with 18 or fewer students per class ESOL DLA – course 1002381 45 minutes/180 days with 18 or fewer students per class Read 180 – course 1000410 All students receive targeted intervention in fluency, vocabulary, and comprehension. Some students receive instruction in phonics and/or phonemic awareness based on additional diagnostic assessments administered within the intervention class.

Tier 2 Intervention Intensive Reading UnBoundEd Intensive Reading for Grades 11/12

45 minutes/180 days with 25 or fewer students per class All students receive targeted intervention in vocabulary and comprehension. Students whose fluency indicates a need for additional support will receive continued fluency support and progress monitoring.

Core Instruction English Language Arts

45 minutes/180 days with 25 or fewer students per class All students (FSA ELA levels 1-5) will receive yearly instruction in ELA utilizing the HMH/Collections. Students identified as needing intervention through intensive reading should also have priority with a fully certified ELA teacher for core Language Arts instruction.

Assessments IF THEN Interventions and Curriculum Historical state data

and screening

assessment data from

the end of the prior

year

Students have not responded

to a specific reading

intervention delivered with

fidelity with the initial intensity

(time and group size) provided

during the prior school year

Reading intervention and

curriculum change based on

student data as well as

parent, teacher, and/or

literacy coach

recommendation

Use of in-class intervention materials: Materials include appropriate reading intervention materials based

on student data and teacher recommendation. Students not

making progress in a particular reading intervention will not be

served with the same materials for more than two years.

(Time varies based on student placement)

All interventions listed above to be delivered by a reading endorsed and/or ESOL endorsed teacher as appropriate to the course.

-2- Volusia County Schools Secondary Reading and English Language Arts Revised June 19, 2019


2019-2020 300 Lowest-Performing Elementary School Additional Hour of Reading Instruction Implementation Plan

Please complete the following questions to be included as an addendum to the 2019-2020 K-12 District Comprehensive Reading Plan for all schools in your district who are on the list of 300 Lowest Performing Elementary Schools. A district may submit one set of answers for multiple schools in the district if every school is using the same implementation plan. Section 1: Contact Information

1. District name: Volusia 2. Contact name for schools covered on this plan: Desiree Rybinski 3. Contact phone number: 386-734-7190; 20570 4. Contact email: [email protected] 5. Schools covered by this plan: Champion Elementary, South Daytona Elementary, Blue

Lake Elementary, Pierson Elementary Section 2: Length of School Day F.A.C. Rule 6A-6.053 requires 90 minutes of reading instruction in grades K-5, and section 1011.62(9) F.S. requires an additional hour of reading instruction, which may be covered within the school day, for a minimum total of 150 minutes. Please answer the following questions regarding the length of the school day and the number of instructional minutes provided.

1. School start time: 7:50 AM 2. School dismal time: 2:30 PM 3. Total number of instructional minutes per day: 300 minutes 4. Minutes per day of reading instruction (must be at least 150): 170

Section 3. Instructional Design

1. Students enrolled in these schools who earned a level 4 or level 5 on the statewide standardized English Language Arts assessment for the previous school year may participate in the extra hour of instruction. Describe the process your district/school uses to serve these students. FSA Level 4 and Level 5 students are provided opportunities for enrichment during the additional hour of reading instruction. These students are provided opportunities to engage with complex text that aligns to the social studies and science topics to continue to build knowledge and critical thinking.



2. The additional hour per day of intensive reading instruction must be provided by teachers and reading specialists who have demonstrated effectiveness in teaching reading. Describe the process your district/school uses to ensure this occurs. Classroom teachers provide reading instruction to students while students requiring specialized instruction receive services from intervention teachers, certified tutors, and ESE teachers. All teachers receive instructional support from a school-based coach as well as a district resource teacher and curriculum specialist. Administrators evaluate teachers using VSET, the district teacher evaluation system. Administrators are advised to target effective and highly effective teachers to provide intensive reading instruction as required by Florida Statute. Teachers without previous evaluation ratings are monitored via administrative walkthroughs and formal observations as designated by the evaluation system. In cases where an effective or highly effective teacher is not available, the reading coach provides intensive support to the teacher to ensure that effective reading instruction is in place for students.

3. The intensive reading instruction delivered in this additional hour shall include

research-based reading instruction that has been proven to accelerate progress of students exhibiting a reading deficiency. Describe the intensive reading instruction your district/school uses during the additional hour and how your district/school has proven it to accelerate progress of students exhibiting a reading deficiency. ABC Foundations, Phonemic Awareness in Young Children, Learning Letter Names, SIPPS, Wilson, Early Interventions in Reading, Early Reading Tutor, Corrective Reading, reciprocal teaching, Ready Reading, and Achieve the Core Fluency are used to accelerate the progress of students exhibiting reading deficiencies. According to FLKRS data, in 2017-2018, 46% percent of kindergarten students began the school year as emergent readers. At the beginning of the 2018-2019 school year, iReady diagnostic data indicates that 89% of 1st grade students are beginning the school year on level in reading. Therefore, ABC Foundations, Phonemic Awareness in Young Children, SIPPS, Early Interventions in Reading and Early Reading Tutor are continuing to be used as reading intervention resources. Data for the beginning of 2019-2020 is not yet available to make this comparison. 2018-2019 District FSA ELA data indicated improvement in learning gains (50% to 52%) and lowest quartile learning gains (39% to 41%). 3rd Grade FSA ELA Level 1 students remained at 19%, which is below the state average and 3rd Grade FSA ELA Level 2 students decreased by 2%. 4th Grade ELA Level 1 students decreased by 1% And 5th Grade Level 2 students decreased by 3%.

4. The intensive reading instruction delivered in this additional hour shall include differentiated instruction based on screening, diagnostic, progress monitoring, or student assessment data to meet students’ specific reading needs. Describe the process your district uses to ensure this occurs. In addition to the District Assessment Calendar, Lowest 300 schools will monitor student progress as indicated below: DIBELS ORF for all students grades 2-5. Administer all Wonders Unit assessments and enter into eduphoria.


Administer Weekly Assessments biweekly. Enter SIPPS data into Learning Hub. The i-Ready Reading Diagnostic is administered to all students as a screener in grades 1-5 three times a year. Kindergarten students will take i-Ready 2 times per year (winter and spring). Using the Decision Trees, students who need Tier 2 and Tier 3 intervention will be identified and monitored using the Ongoing Progress Monitoring tools indicated on the Decision Trees and accessible through Canvas to target and identify specific reading intervention needs (phonemic awareness, phonics, fluency). Schools will discuss all data listed above during grade level PLC meetings to ensure that the needs of students are being met. District ELA Curriculum Specialist or an ELA Resource Teacher and District Data Analyst will provide site based support in data analysis and intervention implementation.

5. The intensive reading instruction delivered in this additional hour shall include explicit and systematic reading strategies to develop phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction, and feedback. Describe the process your school/district uses to ensure this occurs. During a walk to intervention model or an extended reading block, i-Ready Reading diagnostic data is used to target students’ specific learning needs. In primary grades, foundational skills are instructed using ABC Foundations, Phonemic Awareness in Young Children, Learning Letter Names, and SIPPS. Targeted students with disabilities receive instruction using Wilson, Corrective Reading, and Early Reading Intervention. Intermediate students receive intensive intervention using SIPPS and Achieve the Core Fluency resources for those with foundational skill deficiencies. Ready Reading is used to support additional opportunities for standards-based comprehension instruction.

6. The intensive reading instruction delivered in this additional hour shall include the integration of social studies, science, and mathematics-text reading, text discussion, and writing in response to reading. Describe the process your district uses to ensure this occurs. Content area texts are used for intensive reading instruction through literacy based social studies and science lessons. The lessons in these resources have the student engage in text-based discussions around the content and text-based written responses based on the content knowledge gained from the text. Students who need it are provided with scaffolded support to successfully access the grade level text. Additionally, teachers use social studies, science and mathematics texts from Reading A to Z, the science textbook, and TCI for close reading of grade level and complex text.


2019-2020 300 Lowest-Performing Elementary School Additional Hour of Reading Instruction Implementation Plan

Please complete the following questions to be included as an addendum to the 2019-2020 K-12 District Comprehensive Reading Plan for all schools in your district who are on the list of 300 Lowest Performing Elementary Schools. A district may submit one set of answers for multiple schools in the district if every school is using the same implementation plan. Section 1: Contact Information

1. District name: Volusia 2. Contact name for schools covered on this plan: Desiree Rybinski 3. Contact phone number: 386-734-7190; 20570 4. Contact email: [email protected] 5. Schools covered by this plan: Edith I. Starke Elementary, Palm Terrace Elementary,

Westside Elementary Section 2: Length of School Day F.A.C. Rule 6A-6.053 requires 90 minutes of reading instruction in grades K-5, and section 1011.62(9) F.S. requires an additional hour of reading instruction, which may be covered within the school day, for a minimum total of 150 minutes. Please answer the following questions regarding the length of the school day and the number of instructional minutes provided.

1. School start time: 7:50 AM 2. School dismal time: 3:00 PM 3. Total number of instructional minutes per day: 330 minutes 4. Minutes per day of reading instruction (must be at least 150): 170

Section 3. Instructional Design

1. Students enrolled in these schools who earned a level 4 or level 5 on the statewide standardized English Language Arts assessment for the previous school year may participate in the extra hour of instruction. Describe the process your district/school uses to serve these students. FSA Level 4 and Level 5 students are provided opportunities for enrichment during the additional hour of reading instruction. These students are provided opportunities to engage with complex text that aligns to the social studies and science topics to continue to build knowledge and critical thinking.

2. The additional hour per day of intensive reading instruction must be provided by teachers and reading specialists who have demonstrated effectiveness in teaching reading. Describe the process your district/school uses to ensure this occurs. Classroom teachers provide reading instruction to students while students requiring specialized instruction receive services from intervention teachers, certified tutors, and ESE teachers. All teachers receive instructional support from a school-based coach as



well as a district resource teacher and curriculum specialist. Administrators evaluate teachers using VSET, the district teacher evaluation system. Administrators are advised to target effective and highly effective teachers to provide intensive reading instruction as required by Florida Statute. Teachers without previous evaluation ratings are monitored via administrative walkthroughs and formal observations as designated by the evaluation system. In cases where an effective or highly effective teacher is not available, the reading coach provides intensive support to the teacher to ensure that effective reading instruction is in place for students.

3. The intensive reading instruction delivered in this additional hour shall include

research-based reading instruction that has been proven to accelerate progress of students exhibiting a reading deficiency. Describe the intensive reading instruction your district/school uses during the additional hour and how your district/school has proven it to accelerate progress of students exhibiting a reading deficiency. ABC Foundations, Phonemic Awareness in Young Children, Learning Letter Names, SIPPS, Wilson, Early Interventions in Reading, Early Reading Tutor, Corrective Reading, reciprocal teaching, Ready Reading, and Achieve the Core Fluency are used to accelerate the progress of students exhibiting reading deficiencies. According to FLKRS data, in 2017-2018, 46% percent of kindergarten students began the school year as emergent readers. At the beginning of the 2018-2019 school year, iReady diagnostic data indicates that 89% of 1st grade students are beginning the school year on level in reading. Therefore, ABC Foundations, Phonemic Awareness in Young Children, SIPPS, Early Interventions in Reading and Early Reading Tutor are continuing to be used as reading intervention resources. Data for the beginning of 2019-2020 is not yet available to make this comparison. 2018-2019 District FSA ELA data indicated improvement in learning gains (50% to 52%) and lowest quartile learning gains (39% to 41%). 3rd Grade FSA ELA Level 1 students remained at 19%, which is below the state average and 3rd Grade FSA ELA Level 2 students decreased by 2%. 4th Grade ELA Level 1 students decreased by 1% And 5th Grade Level 2 students decreased by 3%.

4. The intensive reading instruction delivered in this additional hour shall include differentiated instruction based on screening, diagnostic, progress monitoring, or student assessment data to meet students’ specific reading needs. Describe the process your district uses to ensure this occurs. In addition to the District Assessment Calendar, Lowest 300 schools will monitor student progress as indicated below: DIBELS ORF for all students grades 2-5. Administer all Wonders Unit assessments and enter into eduphoria. Administer Weekly Assessments biweekly. Enter SIPPS data into Learning Hub. The i-Ready Reading Diagnostic is administered to all students as a screener in grades 1-5 three times a year. Kindergarten students will take i-Ready 2 times per year (winter and spring). Using the Decision Trees, students who need Tier 2 and Tier 3 intervention will be identified and monitored using the Ongoing Progress Monitoring tools indicated


on the Decision Trees and accessible through Canvas to target and identify specific reading intervention needs (phonemic awareness, phonics, fluency). Schools will discuss all data listed above during grade level PLC meetings to ensure that the needs of students are being met. District ELA Curriculum Specialist or an ELA Resource Teacher and District Data Analyst will provide site based support in data analysis and intervention implementation.

5. The intensive reading instruction delivered in this additional hour shall include explicit and systematic reading strategies to develop phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction, and feedback. Describe the process your school/district uses to ensure this occurs. During a walk to intervention model or an extended reading block, i-Ready Reading diagnostic data is used to target students’ specific learning needs. In primary grades, foundational skills are instructed using ABC Foundations, Phonemic Awareness in Young Children, Learning Letter Names, and SIPPS. Targeted students with disabilities receive instruction using Wilson, Corrective Reading, and Early Reading Intervention. Intermediate students receive intensive intervention using SIPPS and Achieve the Core Fluency resources for those with foundational skill deficiencies. Ready Reading is used to support additional opportunities for standards-based comprehension instruction.

6. The intensive reading instruction delivered in this additional hour shall include the integration of social studies, science, and mathematics-text reading, text discussion, and writing in response to reading. Describe the process your district uses to ensure this occurs. Content area texts are used for intensive reading instruction through literacy based social studies and science lessons. The lessons in these resources have the student engage in text-based discussions around the content and text-based written responses based on the content knowledge gained from the text. Students who need it are provided with scaffolded support to successfully access the grade level text. Additionally, teachers use social studies, science and mathematics texts from Reading A to Z, the science textbook, and TCI for close reading of grade level and complex text.



ATTACHMENT E Pupil Progression plan, if applicable

SEV Sci Tech will follow the district’s Student Progression Plan.

The plan was not included here but the 2019-20 version of the plan is available at: https://go.boarddocs.com/fla/vcsfl/Board.nsf/files/BJTKR8531518/$file/116342.PDF



ATTACHMENT F Assessment Schedule



Preliminary Assessment Schedule

Note: SEV Sci Tech acknowledges that we will follow all requirements from the State of Florida

regarding statewide assessment requirements and schedules. The information below is a

preliminary scheduling document that will be built on as we get closer to the school opening.

Also attached please find the 2020‐21 Middle and High School Volusia District Assessment

schedules as well as the Preliminary 2021‐22 State Assessment Schedule.

Time of Year

Approximate Months Assessment

Fall

August – October FAIR‐FS Assessment Period 1

September PERT

October ACT / NCR (When we have 12th grade)

October PSAT / NMSQT

Winter

December Winter EOC Assessments

November – February FAIR‐FS Assessment Period 2

January – March ACCESS for ELLs

February PERT

February ACT NCR (When we have grades 11‐12)

February – March FSA Retakes

February – June FAIR‐FS Assessment Period 3

Spring

April – May Florida Standards Assessment

March – April FSAA Alternative Assessments

May Spring EOC Assessments

May AP Exams

Career & Technology Industry Exams will occur as courses are completed.


Middle School 2020-2021 District State Testing Calendar

8/10/20—Subject to Change


Sept. 14-Oct. 23

Fall EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Civics and Biology 1) *CBT


Nov. 30-Dec. 17

Winter EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Civics and Biology 1) *CBT

Wednesday, Dec.2nd—no testing for NGSSS, 1 session for FSA due to early release


Feb. 22-March 12 Algebra 1 Retake *CBT



April 5 April 5-6

(Makeups through April 16)

FSA ELA Writing Component Grade 6 Paper FSA ELA Writing Component Grades 7 and 8 *CBT

May 3-6

(Makeups through May 14) FSA ELA/Math Grade 6 Paper


FSA ELA/Math Grades 7 and 8 *CBT

May 10-14 FSA ELA Writing Component Grade 6 Makeup Window Paper

May 17 (Makeups through May 21)

Statewide Science Assessment Grade 8 Paper


Spring EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Civics and Biology 1) *CBT


May 17-28 FSA ELA Writing Component Grades 7 & 8 CBT Makeup Window


*CBT—Computer-Based Testing

CBT practice is required for the following: Grades 7 and 8 FSA ELA Writing and Reading, Mathematics and EOCs

Daily Testing Schedules for spring FSA, Statewide Science and EOCs will be followed and can be found on the District Website by clicking on District, under Departments

click on Research, Evaluation and Accountability, Testing Calendars.


Middle School State Testing Daily Schedule Spring 2021 Dates Subject to Change

FSA Writing (Grades 6-8): Monday, April 5 Grade 6 (paper) 1 Session 90 Minutes Grade 7 (CBT) 1 Session 90 Minutes Tuesday, April 6 Grade 8 (CBT) 1 Session 90 Minutes Makeup testing can continue through Friday, April 16th. FSA Reading (Grades 6-8), Math (Grades 6-8) and NGSSS Statewide Science (Grade 8): Monday, May 3 Grade 6 (paper) Reading Session 1 85 Minutes Grade 7 (CBT) Reading Session 1 85 Minutes Tuesday, May 4 Grade 6 (paper) Reading Session 2 85 Minutes Grade 7 (CBT) Reading Session 2 85 Minutes Wednesday, May 5 Grade 6 (paper) Math Session 1 60 Minutes Grade 8 (CBT) Reading Session 1 85 Minutes Thursday, May 6 Grade 6 (paper) Math Sessions 2 & 3 120 Minutes Grade 8 (CBT) Reading Session 2 85 Minutes Friday, May 7 Grade 7 (CBT) 2 Groups Math Session 1 60 Minutes Monday, May 10 Grade 7 (CBT) Group 1 Math Sessions 2 & 3 120 Minutes Tuesday, May 11 Grade 7 (CBT) Group 2 Math Sessions 2 & 3 120 Minutes Wednesday, May 12 Grade 8 (CBT) 2 Groups Math Session 1 60 Minutes Thursday, May 13 Grade 8 (CBT) Group 1 Math Sessions 2 & 3 120 Minutes


Friday, May 14 Grade 8 (CBT) Group 2 Math Sessions 2 & 3 120 Minutes Monday, May 17 Grade 8 (paper) Science Session 1 80 Minutes Grade 8 (paper) Science Session 2 80 Minutes Tuesday, May 18 Grade 7 (CBT) Civics 1 Session *160 Minutes Wednesday, May 19 Grade 7 (CBT) Civics 1 Session *160 Minutes Thursday, May 20 Grades 7 and 8 (CBT) Algebra 1/Geometry Session 1 **90 Minutes Friday, May 21 Grades 7 and 8 (CBT) Algebra 1/Geometry Session 2 **90 Minutes Paper makeup testing for Grade 6 Reading and Math can continue through Friday, May 14th and Grade 8 Science can continue through Friday, May 21st. Session 1 must always be administered before session 2. CBT makeup testing for Grades 7 and 8 Reading and Math and all EOCs can continue through Friday, May 28th. Session 1 must always be administered before session 2. You cannot administer two sessions in one day (except for the second day of math), the platform won’t let you. *NGSSS EOC: Civics NGSSS EOCs are administered in one day. All students must sit for the initial 80 minutes, at that point if they are finished they can be dismissed, if not they can have another 80 minutes and if at that point they are not done they may have up to the full day to finish if needed. **FSA EOCs: Algebra 1 and Geometry FSA EOCs are 2 sessions over 2 days and session 1 must always be administered before session 2. You cannot administer two sessions in one day, the platform won’t let you. All students must sit for the initial 90 minutes, at that point if they are finished, they can be dismissed, if not they may have up to half of a school day (2 ½ hours) to finish if needed.


High School 2020-2021 District State Testing Calendar

8/10/20 Subject to Change


Sept. 8-11 PERT (open to Grades 9-12) *CBT Sept. 14-Oct. 23 FSA ELA Retakes Writing and Reading *CBT Sept. 14-Oct. 23

Fall EOC Administration: FSA EOCs (Algebra 1 and Geometry)/

NGSSS EOCs (Biology 1 and US History) *CBT Sept. 23 SAT School Day (Grade 12)

Sept. 28-Oct. 16 Fall Florida Standards Alternate Assessment (FSAA)—ESE (ELA 2 and Alg. 1 Only)

October 6-8 ACT NCR (Grade 12)

Oct. 14 PSAT 8/9 Grade 9 and PSAT/NMSQT Grade 10 (Grade 11 optional)

Oct. 26-30 PERT (open to Grades 9-12) *CBT Nov. 9-Feb. 12 FAIR-FS Assessment Period 2 Grades 9-12 *CBT

Nov. 30-Dec. 17

Winter EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Biology 1 and US History) *CBT

Wednesday, Dec. 2nd—no testing for NGSSS, 1 session for FSA due to early release Jan. 25-March 18 ACCESS for ELLs & Alternate ACCESS for ELLs--ESOL

Feb. 8-12 PERT (open to Grades 9-12) *CBT

Feb. 22-March 12 FSA ELA Retake (Grades 11 and 12)/Algebra 1 Retake *CBT

Feb. 23-25 ACT NCR (Grades 11 and 12)



April 5-6 (Makeups through April 16)

FSA ELA Writing Component Grades 9 and 10 *CBT

April 13 SAT School Day (Grade 11)

April 19-23 PERT (open to Grades 9-12) *CBT


FSA ELA Grades 9 and 10 *CBT

May 3-28 Spring EOC Administration: FSA EOCs (Algebra 1 and Geometry)/ NGSSS EOCs (Biology 1 and US History) *CBT


May 17-28 FSA ELA Writing Component Grades 9 and 10 Makeup Window As Courses Are Completed Career and Technology Industry Exams

May IB Exams

May AP Exams

May AICE Exams

*CBT—Computer-Based Testing CBT practice is required for the following:

Grades 9 and 10 FSA ELA Writing and Reading and EOCs

Daily Testing Schedules for FSA and EOCs will be followed and can be found on the District Website by clicking on District, under Departments click on Research, Evaluation and Accountability, Testing Calendars.


High School State Testing Daily Schedule Spring 2021 All Tests are Computer-Based

Dates Subject to Change FSA ELA (Writing and Reading) Retake/FSA Alg. 1 EOC Retake—February 22-March 12 FSA Writing (Grades 9 and 10): Monday, April 5 Grade 9 1 Session 90 Minutes Tuesday, April 6 Grade 10 1 Session 90 Minutes Makeup testing for Grades 9 and 10 Writing can continue through Friday, April 16th. FSA Reading (Grades 9 and 10): Monday, May 3 Grade 9 Reading Session 1 90 Minutes Tuesday, May 4 Grade 9 Reading Session 2 90 Minutes Wednesday, May 5 Grade 10 Reading Session 1 90 Minutes Thursday, May 6 Grade 10 Reading Session 2 90 Minutes Makeup testing for Grades 9 and 10 Reading can continue through Friday, May 28th. Session 1 must always be administered before session 2 and you cannot administer two sessions in one day, the platform won’t allow you to. FSA EOCs: Algebra 1 and Geometry May 3-28: FSA EOCs are 2 sessions over 2 days and session 1 must always be administered before session 2. You cannot administer two sessions in one day, the platform won’t allow you to. All students must sit for the initial 90 minutes, at that point if they are finished, they can be dismissed, if not they may have up to half of a school day (2 ½ hours) to finish if needed. NGSSS EOCs: Biology 1 and US History May 3-28: NGSSS EOCs are administered in one day. All students must sit for the initial 80 minutes, at that point if they are finished they can be dismissed, if not they can have another 80 minutes and if at that point they are not done they may have up to the full day to finish if needed.


Office of Assessment 12/20/19

English Language Arts (ELA), Mathematics, and Science Dates Assessment

April 4–15, 2022 Grades 4–10 ELA Writing Grade 3 ELA Reading

May 2–13, 2022 Grades 4–6 ELA Reading Grades 3–6 Mathematics

May 2–27, 2022 Grades 7–10 ELA Reading Grades 7 & 8 Mathematics

May 9–20, 2022 Grades 5 & 8 Science

End-of-Course Assessments Dates Assessment September 13–October 1, 2021 November 29–December 17, 2021 May 2–27, 2022 July 11–22, 2022

Algebra 1, Biology 1, Civics, Geometry & U.S. History

Florida Standards Assessments (FSA) Retakes Dates Assessment

September 13–October 1, 2021 Grade 10 ELA Reading Retake Grade 10 ELA Writing Retake

February 21–March 11, 2022 Grade 10 ELA Writing Retake Grade 10 ELA Reading Retake Algebra 1 Retake

∗ School districts establish daily testing schedules within these windows according to state-provided guidance. For more detailed scheduling information for a specific school or district, please visit that organization’s website.


Other Statewide Assessments

Dates Assessment

July 12–October 15, 2021 Florida Kindergarten Readiness Screener (FLKRS) (Administered within the first 30 instructional days of the school year)

August 2021–June 2022 Florida Assessments for Instruction in Reading (FAIR) (optional: Grades 3–12)

September 27–October 15, 2021

Florida Standards Alternate Assessment (FSAA)—Performance Task Grade 10 ELA Makeup Algebra 1 Makeup

September–December 2021 Preliminary ACT (PreACT)

TBD Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)

January 24–March 18, 2022 ACCESS for ELLs Alternate ACCESS for ELLs

February 28–April 15, 2022

FSAA—Performance Task Grades 3–8 ELA & Mathematics Grades 4–8 Writing Grades 5 & 8 Science End-of-Course Assessment (Civics)

March 14–April 29, 2022

FSAA—Performance Task Grades 9 & 10 ELA Grades 9 & 10 Writing End-of-Course Assessments (Algebra 1, Biology 1, Geometry & U.S. History)

Data Collection Periods: September–October 2021 November–December 2021 March–April 2022

FSAA—Datafolio Grades 3–10 ELA (Reading & Writing) Grades 3–8 Mathematics Grades 5 & 8 Science End-of-Course Assessments (Algebra 1, Biology 1, Civics, Geometry & U.S. History)

May 2022 Advanced Placement (AP) Exams


http://www.floridaearlylearning.com/providers/provider_resources/florida_kindergarten_readiness_screener.aspx

http://www.floridaearlylearning.com/providers/provider_resources/florida_kindergarten_readiness_screener.aspx

http://www.fldoe.org/academics/standards/just-read-fl/fair/

http://www.act.org/content/act/en/products-and-services/preact.html

http://www.collegeboard.com/student/testing/psat/

http://www.collegeboard.com/student/testing/psat/

http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml



http://www.collegeboard.com/student/testing/ap/cal.html

http://www.collegeboard.com/student/testing/ap/cal.html


ATTACHMENT G Proposed discipline policy or

student code of conduct, if applicable

SEV Sci Tech will follow the district’s Code of Student Conduct and Discipline.

The plan was not included here but the district’s current version can be obtained from:

https://www.vcsedu.org/parents/beginning-school-year-forms



ATTACHMENT H Articles of incorporation


Articles of Incorporation As amended on June 25, 2020

SOUTHEAST VOLUSIA CHARTER SCHOOL, INC.

The undersigned incorporator, for the purpose of forming a Florida not‐for‐profit corporation, hereby adopts the following Articles of Incorporation:

Article I

The name of the corporation is:

SOUTHEAST VOLUSIA CHARTER SCHOOL. INC.

Article II The principal place of business address:

P O BOX 830 NEW SMYRNA BEACH, FL 32170

Article III The purpose and dissolution process for this corporation are:

This organization is organized exclusively for charitable, educational or scientific purposes under section 501(c)(3) of the Internal Revenue Code, or corresponding section of any future federal tax code. Upon the dissolution of this organization, assets shall be distributed for one or more exempt purposes within the meaning of section 501(c)(3) of the Internal Revenue Code, or corresponding section of any future federal tax code, or shall be distributed to the federal government, or to a state or local government, for a public purpose.

Article IV The manner in which directors are elected or appointed is:

AS PROVIDED FOR IN THE BYLAWS.

Article V The name and Florida street address of the registered agent is:

JOHN S MASSEY 635 AIRPARK ROAD EDGEWATER, FL 32132

I certify that I am familiar with and accept the responsibilities of registered agent.

Registered Agent Signature: JOHN S MASSEY



ATTACHMENT I 501(c)(3) tax-exempt status determination

letter (or copy of the filing form)



ATTACHMENT J Governing board by-laws


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BYLAWS OF

SOUTHEAST VOLUSIA SCHOOL OF SCIENCE AND TECHNOLOGY , INC.

ARTICLE I. General

Section 1. Name. The name of the corporation is SOUTHEAST VOLUSIA SCHOOL OF SCIENCE AND

TECHNOLOGY, INC. It is hereinafter referred to as “the Corporation” or “Charter School.”

Section 2. Address. The Corporation’s mailing address and principal place of business shall be as set forth in

the Articles of Incorporation or as otherwise established by the Board of Directors from time to time.

Section 3. Purposes. The general purpose of this Corporation shall be to operate exclusively for charitable,

educational, scientific, or literary purposes, and in furtherance of such goals is authorized to do any and all activities which it is empowered to do under these Articles provided, however, that nothing herein shall be construed as allowing any activities which would jeopardize the Corporation’s tax-exempt status or otherwise be inconsistent with its classification as an organization described in Section 501(c)(3) of the Internal Revenue Code of 1986, as amended or replaced from time to time (the “Code”) and its regulations as they now exist or may hereafter be amended, or as a corporation, contributions to which are deductible under Section 170(c)(2) of the Code.

The specific purpose for which the Corporation is formed is to establish, develop, maintain, improve, manage, and otherwise operate one or more public charter schools.

Section 4. Dedication of Assets and Dissolution. The Corporation’s assets are irrevocably dedicated to its public benefit purposes. Upon

dissolution of this Corporation, all properties and assets remaining after payment, or provision for payment, of all debts and liabilities of the Corporation, including disposition of assets pursuant to any applicable charter contract or law applying to charter schools, shall be distributed to a nonprofit fund, foundation, or corporation that is organized exclusively for charitable purposes, pursuant to Section 501(c)(3) of the Internal Revenue Code, or the corresponding provision in any future tax code or to a state or local government, for a public purpose. Any such assets not so disposed of shall be disposed of by a court of competent jurisdiction of the county in which the principal office of the Corporation is then located, exclusively, as said court shall determine, for such purposes or to such organization or organizations which are organized and operated exclusively for charitable purposes, pursuant to Section 501(c)(3) of the Internal Revenue Code, or the corresponding provision in any future tax code.

Section 5. Non-discrimination. The Corporation shall not discriminate on the basis of race, religion, national origin,

gender or age in either the hiring or other employment practices of the charter school or in its


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admission policies for students. The Corporation shall conduct all of its activities in accordance with all applicable local, state, and federal anti-discrimination laws, as well as in accordance with all other laws and upon the effective date of its first charter contract, regulations applicable to the operation of public charter schools in the State of Florida.

ARTICLE II. Members

The Corporation does not have any members.

ARTICLE III. Board of Directors

Section 1. Powers. The direction and management of the affairs of the Corporation shall be vested in a Board

of Directors.

Section 2. Number. The Board of Directors shall consist of a minimum of four (4) persons and no greater

than seven (7) persons until changed by amendment of these Bylaws.

Section 3. Qualifications. Any person may serve as a Board member for this corporation who has reached the age

of majority of the State of Florida and who has been nominated to be a Board member by the Nominating Committee or another Board member. Board members do not need to reside in the County in which the Corporation’s principal office is located. So long as the Corporation’s contract(s) for operation of a public charter school(s) is in effect, all Board members must meet the requirements in said contract, the approved Charter Application(s) and provisions of Florida Statutes and regulations pertaining to governing boards of charter schools

Section 4. Term. Board members shall be elected for three year terms, except as otherwise provided for the

initial Board members. Beginning in the first fiscal year the Corporation operates as a charter school, the initial Board members shall establish Board Classes by resolution to provide for Board terms to be staggered so that no more than approximately 1/3 of the Board shall be up for election in any year, unless a vacancy or vacancies need to be filled. The starting date and length of the terms of the initial Board members shall be as set forth in the Board Classes resolution.

Section 5. Election. The names of the initial Board members are set forth in the Certificate of Incorporation.

All successor Board members shall be elected by the Board of Directors at an election held each year at the annual meeting. The positions of those Board members whose terms have expired shall be open, nominations made by the Board members, and to be filled by those Board members eligible to vote. In the event of a tie vote for a position, a second ballot will be cast for that position only, with only the tied candidates participating on the ballot. Should a second tie vote occur, a result shall be obtained by flipping a coin with the person whose name is earliest in


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the alphabet calling a coin side first. Newly elected Board members shall assume office at the first Board of Directors meeting following their election.

Section 6. Term Limits. Board membership shall be limited to two consecutive three-year terms. Previous Board

members shall be re-eligible for membership after a lapse of one year.

Section 7. Resignation and Removal. A Board member may resign by submitting his or her resignation in writing to the

President of the Board of Directors. A Board member may be removed for cause at a meeting of Board members by an affirmative vote of two-thirds of the full membership of the remaining Board of Directors. Board members being considered for removal shall receive at least two weeks’ notice of such proposed action and shall have the opportunity to address the Board regarding such action prior to any vote on such removal.

Section 8. Annual Meeting. An annual meeting of the Board of Directors for the election of Board members and such

other business as may come before the meeting shall be held in May of each year or such other month in the year as designated by the Board. Prior written notice shall be given not less than 10 days of the time, place, and purposes of the meeting. The meeting shall be held at the principal location of the Corporation or such other place as shall be specified in the meeting notice.

Section 9. Regular Meetings. Regular meetings of the Board of Directors shall be held at least once a quarter. For

purposes of this Section, the Annual Meeting shall be considered a Regular Meeting. Timely notice of all such regular meetings shall be provided. After the effective date of the Corporation’s first charter contract, at least two meetings of the Corporation shall be held each year in the county in which the charter school is located, and notices will be posted and provided as set forth in said charter contract and Florida law.

Section 10. Special Meetings. Special meetings of the Board of Directors for any purpose or purposes may be called at

any time by any member of the Board of Directors. Such meetings shall be held upon not less than two business days’ notice given personally or by telephone, facsimile, or electronic. Such notice shall specify the time and place of the meeting. After the effective date of the Corporation’s first charter contract, such notice will also be posted and provided as set forth in said charter contract and Florida law. Emergency meetings may be called by the Board Chair and held upon notice as required by law.

Section 11. Quorum. A majority of the full number of Board members shall constitute a quorum of the Board

for the transaction of business. Prior to the effective date of the Corporation’s first charter contract, quorum may be established by attendance in person or electronically or virtually. After the effective date of any charter contract of the Corporation, quorum may be established by in-person attendance or by attendance through communications media technology in accordance with the requirements of Section 1002.33(9), Florida Statutes. When a quorum is present, a


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majority of the Board members present may take any action on behalf of the Board, except to the extent that a larger number is required by law, by a charter contract, or by these Bylaws. Every act of a majority of the Board members present at a meeting duly held at which a quorum is present shall be regarded as the act of the Board of Directors.

Section 12. Vacancies. If a vacancy should occur in the Board of Directors, a new member of the Board of

Directors shall be elected by a majority of a quorum of the remaining members of the Board of Directors. The new member shall be elected to serve for the remainder of the vacating director’s term as set forth in the Board Classes.

Section 13. Compensation. Board members receive no payment for their services. With Board approval, Board

members may be reimbursed for out-of-pocket expenses incurred on approved board business. Board members must present receipts for all such expenses, which shall be for the Board member only, and shall be itemized and documented. Such expenses must be approved by a motion of the Board prior to reimbursement of any such expenditure to the Board meeting. Each year, at the Annual Meeting, the Board of Directors may set a schedule of allowable charges for meals, lodging, and mileage expended on Board business, and in such event, reimbursements shall not exceed these limitations.

Section 14. Meeting Attendance. Board members are expected to attend all Board meetings. It shall be the duty of the

Secretary of the Board to communicate with any Board member after such Board member’s three unexcused, consecutive absences to ascertain the Board member’s interest in retaining Board membership. Failure to provide an adequate response may qualify as sufficient cause for removal from the Board of Directors.

Section 15. Open Meetings. So long as the Corporation’s charter contract(s) remains in effect, to the extent required

by such laws, rules and regulations as govern the operation of such public charter school; all meetings of the Board of Directors will be open and accessible to the public, noticed and conducted in accordance with the Florida Sunshine Act (Section 286.011, Florida Statutes). Meetings of the Board shall not be closed to the public except as specifically permitted by the Florida Sunshine Act and with prior consultation with legal counsel. The Corporation will establish a policy governing public comment and input in accordance with Florida law.

Section 16. Voting by Unanimous Written Consent and by Proxy. Prior to the effective date of the Corporation’s first charter contract, voting by the Board by unanimous written consent is permitted in accordance with Chapter 617, Florida Statutes. Prior to such date, voting by proxy is also permitted with the provision of a written notice of such proxy to the Secretary of the Board prior to the meeting at which such proxy may be exercised. After the effective date of the Corporation’s first charter contract, voting by any written consent or proxy is prohibited.

Section 17. Parent Representative and Principal Attendance.


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So long as the Corporation’s charter contract(s) remains in effect, the Board must appoint a parent representative to facilitate parental involvement and resolve disputes. The parent representative must reside in the county in which the charter school is located and may be a member of the Board, charter school employee or individual contracted to represent the Board. If the Board oversees more than one (1) school in the school district then a separate parent representative must be appointed for each school. After the effective date of the Corporation’s charter contract(s), the parent representative and principal, or his or her designee(s), must attend meetings of the Corporation in person.

ARTICLE IV. Committees

Section 1. Establishment; Membership; Terms. The Board of Directors may establish and appoint members to such standing committees

and/or ad hoc committees as it thinks necessary for the effective governing of the Corporation. The permitted activities and scope of each such committee shall be established by the Board at the inception of each such committee and may be amended by the Board from time to time. Committee may be made up of Board members and non-Board members. Committee member terms shall be established upon appointment and shall be one year or less. Committee terms may be renewed. The Board shall appoint a chair for each committee unless otherwise provided in these Bylaws.

Section 2. Nominating Committee. The Board of Directors shall appoint a Nominating Committee to recommend candidates to fill any vacancies on the Board of Directors. The Nominating Committee will be considered a standing committee.

Section 3. Finance Committee. The Board of Directors shall appoint a Finance Committee which will be chaired by the Treasurer. The Finance Committee will be considered a standing committee. It will prepare an annual budget for consideration and approval by the Board and will perform such other duties as identified by the Board.

Section 4. Open Meetings. So long as the Corporation’s contract for operation of a public charter school remains in

effect, any Standing or Ad Hoc Committees subject to the Florida Sunshine Act (Section 286.011, Florida Statutes) will be noticed and conducted in accordance with such Act.

ARTICLE V. Officers

Section 1. Titles. The Officers of the Corporation are a President, a Vice President, a Secretary, and a

Treasurer. The Board of Directors may create such other officer positions as it thinks necessary. Each officer position shall have its duties and responsibilities specified and included in these Bylaws. Officers may hold more than one position at the same time.

Section 2. Election.


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The Officers shall be elected from among the Board of Directors at each annual meeting of the Board members and shall serve for one year and until their successors are elected and qualified.

Section 3. Terms. Officers may serve for as long as the Board of Directors choose to reelect him/her, with

their respective terms as Board members.

Section 4. Duties. Officers shall have the duties and responsibilities belonging to their office, including

those that follow.

(a) The President shall be responsible, along with his/her fellow Board members, for the oversight of its business and affairs. He/she shall preside at all meetings of the Board. The President shall have full and equal vote as accorded to all Board members. The President may enter into and execute in the name of the Corporation contracts or other instruments that are authorized by the Board of Directors. The President may delegate, as needed, to any other officer any or all of the duties of the office of President. He/she shall have such other powers and duties as may be prescribed by the Board of Directors or by these Bylaws.

(b) The Vice President shall have such duties and responsibilities as may be delegated to him/her by the President. The Vice President shall have full and equal vote as accorded to all Board members. In the absence of the President, the Vice President shall perform all the duties of the President and, when so acting, shall have all the responsibilities of and be subject to all the restrictions as fall upon the President, including presiding at meetings of the Board of Directors. He/she shall have such other powers and duties as may be prescribed by the Board of Directors or by these Bylaws.

(c) The Secretary shall cause notices of all meetings to be served to all members of the Board of Directors and the Director and shall keep or cause to be kept the minutes of all meetings of the Board, including the time and place, the names of those present, the actions taken, and the votes on such actions. The Secretary shall present the minutes of the previous meeting at the subsequent meeting to be voted on by the Board and duly noted in the minutes of the instant meeting. The Secretary shall keep the Seal of the Corporation. He/she shall have such other powers and duties as may be prescribed by the Board or by these Bylaws.

(d) The Treasurer shall oversee the business administration of the Corporation, including, without limitation, its financial records, investments, and other evidences of school properties and assets. The Treasurer shall ensure that regular books of account are kept for the Corporation that set out business transactions of the Corporation and reports and filing made, all in compliance with the applicable Florida law, and that such books to be at all times open to inspection at the Corporation’s place of keeping to any Board member or as otherwise required by law or charter contract. The Treasurer shall be the chair of the Finance Committee, which shall prepare an annual budget, in consultation with the principal, Executive Director, accounting services provider or equivalent position, if applicable, for the consideration and approval of the Board of Directors.


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Section 5. Resignation and Removal. A Board member may resign by submitting his or her resignation in writing to the

President of the Board of Directors. Any officer may be removed from office, with cause, by the affirmative vote of two-thirds of the full membership of the Board of Directors at any regular meeting or special meeting called for that purpose. Any officer proposed to be removed for cause shall be entitled to at least five business days’ notice in writing by mail of the meeting of the Board of Directors at which such removal is to be voted upon and shall be entitled to appear before and be heard by the Board of Directors at such meeting.

Section 6. Compensation. Directors who serve as officers shall not receive any compensation for their services.

ARTICLE VI. Fiscal Year and Check Signing

Section 1. Fiscal Year. The fiscal year of the Corporation shall be July 1st to June 30th.

Section 2. Check Signing. The President, Treasurer and principal are authorized to sign checks for the Corporation.

The Corporation may authorize other persons to sign checks by written resolution adopted by a majority of a quorum of the Board. The Board of Directors shall establish a policy setting the amount above which checks must have two signatures.

ARTICLE VII. Amendments to Bylaws

The Board of Directors shall have the power to make, amend, or repeal the Bylaws of the Corporation, either in whole or in part. The Bylaws may be amended at any regular meeting of the Board of Directors or any special meeting called for that purpose. Written notice stating the time and location of the regular meeting or special meeting must be given to all Board members not less than ten (10) days prior to the meeting at which such change(s) shall be proposed and voted upon. Any change shall require the approval by a two-thirds (2/3rds) vote of the full membership of the board.

ARTICLE VIII. Additional Provisions

Section 1. Indemnification of Officers and Board Members. The Corporation shall indemnify and advance expenses on behalf of its Directors and

Officers to the fullest extent permitted under Section 617.0831, Florida Statutes, as amended, or any successor thereto. Said indemnification shall extend to any and all liabilities of the Directors and Officers arising from their relationships with the Corporation in any and all capabilities. By resolution duly adopted, the Board of Directors may authorize the Corporation to (i) indemnify any or all of its employees and agents who are not Directors to any extent that the Board of Directors may determine, up to and including the fullest extent permitted under Section 617.0831, Florida Statutes, as amended, or any successor thereto, and/or (ii) provide insurance coverage to any or all of its directors, officers, employees and agents against any or all risks or


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liabilities that such persons may incur by virtue of their relationship with the Corporation. A Board member or officer shall not be personally liable to the Corporation for damages for breach of any duty owed to the Corporation, its beneficiaries, or its Board of Directors, except that nothing contained herein shall relieve a Board member or officer from liability for breach of a duty based on an act of omission: (a) in breach of such person’s duty of loyalty to the Corporation; (b) not in good faith or involving a knowing violation of law; or (c) resulting in receipt of an improper personal benefit.

Section 2. Insurance. The Board of Directors shall provide for the liability and other forms of insurance

considered to be necessary and prudent as protection against possible claims or losses.

Section 3. Audit. At the close of the first fiscal year of charter school operation and each year thereafter,

the accounts of the Corporation shall be audited by an independent auditor, who meets the requirements set forth in Florida law for auditors of charter schools and who has expertise in accounting of tax-exempt organizations generally. The auditor shall be selected in accordance with the procedures required by law. The audit shall be done in compliance with Florida Statutes governing charter schools and with all applicable state and federal laws controlling non-profit tax-exempt corporations. Copies of the audit shall be provided to agencies in accordance with legal requirements.

These Bylaws were adopted by a unanimous vote of the Board of Directors at its meeting held on ______________.

___________________________ ________________, Board Secretary

11/27/2018

Sarah Dougherty



ATTACHMENT K Governing board code of ethics and

conflict of interest policy


(2.7) Conflict of Interest and Anti-Nepotism Policy

(2.7.1) Purpose The following Conflict of Interest and Anti-Nepotism Policy of Southeast Volusia School of Science and Technology, Inc. (the “Organization”) is intended to supersede and replace all prior conflict of interest policies of the Organization. The purpose of this Conflict of Interest Policy is to protect this tax-exempt Organization's interest when it is contemplating entering into a transaction or arrangement that might benefit the private interest of an officer or Governing Board member of the Organization or might result in a possible excess benefit transaction. This Policy is intended to supplement but not replace any applicable state and federal laws governing conflict of interest applicable to nonprofit and charitable organizations, including, but not limited to, sections 1002.33(24) and (26), Florida Statutes, relating to charter schools. It is also intended to serve as a guide for the Organization’s Governing Board with respect to conflicts of interest and voting pursuant to Florida laws pertaining to charter school governing boards.

(2.7.2) Definitions

(2.7.2.1) Interested Person. An “Interested Person” is any person serving as a member of the Governing Board of this Organization who, as of the date of discussion or action by the Board, either: (i) has a direct or indirect Financial Interest, as defined in Policy 2.7.2.2 below; (ii) intends, or understands it to be more probable than not, that he or she will acquire such a direct or indirect Financial Interest at any time during the pendency of the proposed transaction or arrangement; (iii) has an Other Interest that qualifies as a Conflict of Interest, as defined in Policy 2.7.2.6 or 2.7.6, below.

(2.7.2.2) Financial Interest. A “Financial Interest" is an interest, whether through business, investment, or Relative, which can be described as one or more of the following:

1. An ownership or investment interest in any entity with which the Organization has a transaction or arrangement; or

2. A Compensation Arrangement with the Organization or with any entity or individual with which the Organization has a transaction or arrangement; or

3. A potential ownership or investment interest in, or Compensation Arrangement with, any entity or individual with which the Organization is negotiating a transaction or arrangement.

A Financial Interest need not be held as of the date of discussion or action by the Board; rather, it is sufficient, for purposes of this Policy, if, as of the date of discussion or action by the Board, the Interested Person intends, or understands it to be more probable than not, that he or she will acquire a Financial Interest at


any time during the pendency of the proposed transaction or arrangement that is the subject of discussion or action by the Board.

(2.7.2.3) Other Interest An “Other Interest,” for purposes of this Policy, is any circumstance in which an Interested Person may be influenced, or may appear to be influenced, either in whole or in part by any purpose or motive other than the success and well-being of the Organization as a whole and the achievement of its tax exempt purposes. An example of such an “Other Interest” would include, without limitation of the foregoing, if an Interested Person is a parent or grandparent of a student impacted by a decision by the Board, and the Interested Person does not believe that he/she could vote or participate in a discussion by the Board giving precedence of the well-being of the Organization as a whole over his/her personal interests or the interests of his/her child or grandchild. An “Other Interest” may also be an interest set forth in 2.7.6, below, that does not otherwise constitute a Financial Interest.

(2.7.2.4) Relative For purposes of this Policy, unless otherwise provided herein, and pursuant to Section 112.3143, Florida Statutes, “Relative” means any father, mother, son, daughter, husband, wife, brother, sister, father-in-law, mother-in-law, son-in-law, or daughter-in-law.

(2.7.2.5) Compensation Arrangement A “Compensation Arrangement” is any agreement or understanding pursuant to which a person may or shall receive either directly or indirectly, money or property from another person or organization, irrespective of whether such money or property is paid in consideration for the performance of services or the provision of other value.

(2.7.2.6) Conflict of Interest With respect to a matter for discussion or action by the Board, any circumstance under which an Interested Person, by virtue of a Financial Interest or Other Interest, may be influenced, or may appear to be influenced, either in whole or in part by any purpose or motive other than the success and well-being of the Organization and the achievement of its tax exempt purposes.

(2.7.3) Disclosure of Financial or Other Interest and Determination of Conflict

(2.7.3.1) Disclosure of Financial or Other Interest. If, at any time, an Interested Person becomes aware that the Board may or shall discuss or act upon any transaction or arrangement which may have any bearing of any kind upon, or may relate in any manner to, a Financial or Other Interest of the Interested Person, such Interested Person shall disclose such Financial or Other Interest to the Board as follows:

4. The Interested Person shall provide to the Board, in advance of such discussion or action by the Board, written (electronic or hard copy)


disclosure of the existence, nature and extent of the Interested Person’s Financial or Other Interest, or

5. he Interested Person shall verbally inform the Board of the existence, nature and extent of the Interested Person’s Financial or Other Interest during the Board meeting in advance of such discussion or action by the Board.

Any and all written or verbal disclosures of Financial or Other Interests shall be made a formal part of the minutes of the Board. In the event that an Interested Person provides written disclosure of such Interested Person’s Financial or Other Interest, no member of the Board may respond to such disclosure, either in writing or orally, except in a meeting that meets the requirements of Florida’s Sunshine Law.

(2.7.3.2) Recusal by Interested Person In connection with an Interested Person’s disclosure of a Financial or Other Interest pursuant to Policy 2.7.3.1, above, an Interested Person may determine that such Financial or Other Interest creates a Conflict of Interest with respect to the proposed transaction or arrangement to be discussed or acted upon by the Board. In such circumstances, the Interested Person may voluntarily recuse himself or herself from discussion or action by the Board, at such time and in such form as is used by the Interested Person to disclose such Financial or Other Interest pursuant to Policy 2.7.3.1, above. However, if the Financial or Other Interest is the type prohibited in Policys 2.7.6.2 or 2.7.6.3, below, it creates a Conflict of Interest that cannot be waived unless the Board determines it is a de minimus Conflict of Interest as set forth in Policy 2.7.3.4, below.

(2.7.3.3) Determination of Conflict of Interest Where an Interested Person has provided advance written disclosure of a Financial or Other Interest but has not voluntarily recused himself or herself from discussion of or action upon the proposed transaction or arrangement, the Board shall, prior to commencing its discussion or taking action, determine whether the Financial or Other Interest creates a Conflict of Interest, as defined above. The Interested Person shall not participate in any discussions or vote related to this determination except to the extent necessary to fully explain the Financial or Other Interest and the manner in which the proposed transaction or arrangement to be discussed or acted upon by the Board may or will bear upon or relate to the Financial or Other Interest. If the Financial or Other Interest is the type prohibited in Policys 2.7.6.2 or 2.7.6.3, below, it creates a Conflict of Interest that cannot be waived unless the Board determines it is a de minimus Conflict of Interest as set forth in Policy 2.7.3.4, below.

(2.7.3.4) Exceptions Pursuant to Section 112.313(12), Florida Statutes, the Board may consider the following exceptions based on constituting a de minimus conflict of interest:

6. The transaction or arrangement is awarded under a system of sealed, competitive bidding to the lowest or best bidder and: (a) The Board


member or the Board member’s spouse or child has in no way participated in the determination of the bid specifications or the determination of the lowest or best bidder; (b) The Board member or the Board member’s spouse or child has in no way used or attempted to use the Board member’s influence to persuade the agency or any personnel thereof to enter such a contract other than by the mere submission of the bid; and (c) The Board member, prior to or at the time of the submission of the bid, has filed a statement with the Commission on Ethics, disclosing the Board member’s interest, or the interest of the Board member’s spouse or child, and the nature of the intended transaction or arrangement.

7. The purchase or sale is for legal advertising in a newspaper, for any utilities service, or for passage on a common carrier.

8. The business entity involved is the only source of supply and there is full disclosure by the Board member of his or her interest in the business entity to the Governing Board prior to the purchase, rental, sale, leasing, or other business being transacted.

9. The total amount of the transactions in the aggregate between the business entity and the Organization does not exceed $500 per calendar year.

10. The fact that a Board member is a stockholder, officer, or director of a bank will not bar such bank from qualifying as a depository of funds, provided it appears in the records of the Organization that the Governing Board has determined that such Board member has not favored such bank over other qualified banks.

11. The Board member purchases in a private capacity goods or services, at a price and upon terms available to similarly situated members of the general public, from a business entity which is doing business with the Organization.

(2.7.4) Procedures Upon Determination of Conflict of Interest

(2.7.4.1) Exclusion from Discussion and Vote; Removal from Board In circumstances where the Board has determined that a Conflict of Interest exists, the Interested Person shall not participate in any discussion or vote regarding the transaction or arrangement at issue. If the Financial or Other Interest is the type prohibited in Policys 2.7.6.2 or 2.7.6.3, below, it creates a Conflict of Interest that cannot be waived unless the Board determines it is a de minimus Conflict of Interest as set forth in Policy 2.7.3.4, above. If the Conflict of Interest is not de minimus, the Interested Person will need to be removed from or resign from the Board.

(2.7.4.2) Action by Board With respect to any transaction or arrangement with regard to which the Board has determined that a Conflict of Interest exists, the Board shall discuss such transaction or arrangement as appropriate, but shall not formally approve such transaction or arrangement unless and until the non-interested members of the Board have decided, by majority vote, that the transaction or arrangement is in


the best interests of, and for the benefit of, the Organization, and is fair and reasonable thereto in all respects. In complying with this Policy 2.7.4.2, the Board shall recognize that, under certain circumstances, a decision made pursuant to this Section may necessitate an investigation of alternatives to the proposed transaction or arrangement, and/or a determination as to whether a more advantageous transaction or arrangement might be obtained with reasonable efforts under the circumstances.

(2.7.5) Documentation of Disclosure and Procedures

(2.7.5.1) Meeting Minutes Minutes of meetings of the Board shall include copies of all written disclosures of Financial and Other Interests, and shall describe all verbal disclosures thereof. Such minutes shall further reflect the determination of the Board as to whether a Conflict of Interest exists, and the objection of the Interested Person, if any, to such determination. Where a Conflict of Interest has been determined to exist, the minutes should reflect the Board’s compliance with the procedures described in Policys 2.7.4.1 and 2.7.4.2, above. With respect to any transaction or arrangement with regard to which a Conflict of Interest has been determined to exist, meeting minutes shall describe the substance of the discussions relating to the transaction or arrangement, and who was present for such discussions. In addition, minutes should identify the members who were present for any and all votes upon such transaction or arrangement, along with a record of the final vote.

(2.7.6) Other Prohibited Conflicts of Interest

(2.7.6.1) Prohibition on Solicitation or Acceptance of Gifts Pursuant to Section 112.313(2), Florida Statutes, no member of the Board shall solicit or accept anything of value to the Board member, including a gift, loan, reward, promise of future employment, favor, or service, based upon any understanding that the vote, official action, or judgment of the Board member would be influenced thereby.

(2.7.6.2) Prohibition on Doing Business with the Organization Pursuant to Section 112.313(3), Florida Statutes, no Board member acting in his or her official capacity, shall either directly or indirectly purchase, rent, or lease any realty, goods, or services for the Organization any business entity of which the Board member or the Board member’s spouse or child is an officer, partner, director, or proprietor or in which such Board member or the Board member’s spouse or child, or any combination of them, has a material interest. Nor shall a Board member, acting in a private capacity, rent, lease, or sell any realty, goods, or services to the Organization. This subsection shall not affect or be construed to prohibit contracts entered into prior to the Board member’s election to the Board.

(2.7.6.3) Conflicting Employment or Contractual Relationship


Pursuant to Section 112.313(7), Florida Statutes, no Board member shall have or hold any employment or contractual relationship with any business entity or any agency is doing business with the Organization; nor shall a Board member have or hold any employment or contractual relationship that will create a continuing or frequently recurring conflict between his or her private interests and the performance of his or her duties as a Board member or that would impede the full and faithful discharge of his or her duties as a Board member.

(2.7.6.4) Voting Where there is a Conflict of Interest Pursuant to Section 112.3143, Florida Statutes, no Board member shall vote in an official capacity upon any measure which would inure to his or her special private gain or loss; which he or she knows would inure to the special private gain or loss of any principal by whom he or she is retained or to the parent organization or subsidiary of a corporate principal by which he or she is retained; or which he or she knows would inure to the special private gain or loss of a Relative or business associate of the Board member.

(2.7.6.5) Governing Board Membership Pursuant to Section 1002.33(26)(c), Florida Statutes, an employee of the charter school, or his or her spouse, or an employee of a charter management organization, or his or her spouse, may not be a member of the governing board of the charter school.

(2.7.7) Restriction on Employment of Relatives Pursuant to Section 1002.33(24), Florida Statutes

(2.7.7.1) Charter School Personnel For purposes of this Policy 2.7.7, “Charter school personnel” means a charter school owner, president, chairperson of the Board of directors, superintendent, Board member, principal, assistant principal, or any other person employed by the charter school who has equivalent decision making authority and in whom is vested the authority, or to whom the authority has been delegated, to appoint, employ, promote, or advance individuals or to recommend individuals for appointment, employment, promotion, or advancement in connection with employment in a charter school, including the authority as a member of a governing body of a charter school to vote on the appointment, employment, promotion, or advancement of individuals.

(2.7.7.2) Relative For purposes of this Policy 2.7.7, “Relative” means father, mother, son, daughter, brother, sister, uncle, aunt, first cousin, nephew, niece, husband, wife, father-in-law, mother-in-law, son-in-law, daughter-in-law, brother-in-law, sister-in-law, stepfather, stepmother, stepson, stepdaughter, stepbrother, stepsister, half brother, or half sister.

(2.7.7.3) Prohibition from employment of relatives Charter school personnel may not appoint, employ, promote, or advance, or advocate for appointment, employment, promotion, or advancement, in or to a


position in the charter school in which the personnel are serving or over which the personnel exercises jurisdiction or control any individual who is a relative. An individual may not be appointed, employed, promoted, or advanced in or to a position in a charter school if such appointment, employment, promotion, or advancement has been advocated by charter school personnel who serve in or exercise jurisdiction or control over the charter school and who is a relative of the individual or if such appointment, employment, promotion, or advancement is made by the governing board of which a relative of the individual is a member.

(2.7.7.4) Budget is not jurisdiction or control The approval of budgets does not constitute “jurisdiction or control” for the purposes of this subsection.

(2.7.8) Written Assent by Members

(2.7.8.1) Annual Statement Each director, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person:

1. Has received a copy of the conflicts of interest policy, 2. Has read and understands the policy, 3. Has agreed to comply with the policy, and 4. Understands the Organization is charitable and in order to maintain its

federal tax exemption it must engage primarily in activities which accomplish one or more of its tax-exempt purposes.

(2.7.9) Periodic Reviews To ensure the Organization operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt status, periodic reviews shall be conducted. The periodic reviews shall, at a minimum, include the following subjects:

1. Whether compensation arrangements and benefits are reasonable, based on competent survey information, and are the result of arm's length bargaining.

2. Whether transactions or arrangements entered into by the Organization conform to the Organization's written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes and do not result in personal inurement, impermissible private benefit or in an excess benefit transaction.

(2.7.10) Use of Outside Experts When conducting the periodic reviews as provided for in Policy 2.7.9, the Organization may, but need not, use outside advisors. If outside experts are used, their use shall not relieve the Board of its responsibility for ensuring periodic reviews are conducted.



ATTACHMENT L For each board member, a Board Member Information Sheet, resume, and Statement

of Assurances (templates provided)


John S. MasseyP O Box 1208

New Smyrna Beach, FL [email protected]

Personal:Born in Edgewater, FL, grew up in Southeast Volusia and continue to live in Edgewater. Mybusinesses are also located in Edgewater at Massey Ranch Airpark. After graduating fromcollege, moved to Fort Myers to work for a regional CPA firm before returning to New SmyrnaBeach to open a public accounting firm. My accounting firm was sold in 1985 to allow moretime to focus on my other businesses. Married with 2 grown daughters and 3 younggrandchildren.

Education:Graduated New Smyrna Beach High School 1971Attended Daytona Beach Community CollegeBSBA University of Florida, major in Accounting 1976

Certifications:Florida licensed Real Estate BrokerFlorida licensed Certified Public AccountantFAA licensed Commercial Pilot and Remote Pilot

Current Business Affiliations:Massey Properties and Associates, LLC, Real Estate Brokerage - Broker/OwnerAirpark Aviation Center, Inc., Fixed Base Operator - Vice PresidentMassey Family Enterprises, LLC, Land Investment and Development - Managing MemberCow Creek Ranch, Inc., Land, Timber and Mitigation - PresidentMassey Ranch Airpark, Inc., Airport Management - Officer and Director

Past Businesses:John S. Massey, CPA, Public Accounting Firm - PrincipalMassair Flite Service, Air Charter and Aerial Advertising - President

Other Affiliations and Memberships:New Smyrna Beach Board of RealtorsAmerican Institute of CPAsFlorida Institute of CPAsTeam Volusia Economic Development CorporationSoutheast Volusia Chamber of Commerce

Community Service:Southeast Volusia School of Science and Technology Board of Directors (Chairman 2017-2020)Southeast Volusia Hospital District Board of Commissioners - 9 ½ Years (Chairman 1995, 1996)Bert Fish Medical Center, Inc. Board of Directors - 5 ½ Years (Chairman 1995, 1996)Bert Fish Medical Center Finance Committee - 5 ½ Years (Chairman 1995 - 2000)Halifax Fish Community Health Board of Directors - 2 Years


[email protected] 386-663-2098

SARAH DOUGHERTY

OBJECTIVE Educate and support our youth.

SKILLS & ABILITIES • Founding Board Member – FL Fame – Sunshine Chapter – Toyota’s training program for advanced manufacturing

• Developed skilled labor an soft skill training programs for new employees who had zero skills

• Implemented internal program to participate with elementary school students and educate them on skilled labor and manufacturing

• Participate in elementary school reading programs • Provide space to teachers for math and reading tutoring during summer

and after school • Work with vendors to supply materials for youth programs • Implemented a composite training class with a vendor for the entire state

of Florida

PROFESSIONAL EXPERIENCE

SOLACE BOATS, CO-OWNER

2019-Current Manufacturer of offshore fishing boats sold through dealer network across the United States and Internationally

DOUGHERTY MANUFACTURING, CO-OWNER

2012 - Current Design, Engineering, Machining, Composite Tooling for theme park, utility, marine and other industries

EVERGLADES BOATS, MARKETING, QUALITY, CUSTOMER RELATIONS

2006-2012 Oversee all above aspects for boat manufacturing

EDUCATION ELON UNIVERSITY - ELON, NC

BS- Business Administration (Management / Marketing concentrations)

AWARDS 2017 Grow Florida Top 50 Businesses in State of Florida



ATTACHMENT M Organization charts that show the school governance, management,

and staffing structure in

1. the pre-operational year; 2. the first year of operation; 3. at the end of the charter term



Pre‐Opening Organizational Chart

SEV Sci Tech

Governing BoardExercises continuous oversight over the

school; operationa;, academic, and financial accountability.

Board Attorney

Building Hope

Back OfficeServices Provider

Provide organizational, operationaland financial assistance

to the Governing Board.

TBD

School PrincipalDay to Day operations.

Anticipate hiring inthe Spring of 2021.

Alan Hall, et. all.

Hired ConsultantsProvide specific guidance and assistance with academic and

operational matters during start up.



Year One Proposed Organizational Chart

SEV Sci Tech



Board Attorney

Building Hope



to the school.




operational matters.

Dean of Students

Office Manager

Other Office Staff

Academic Staff

Other Office Staff

Other Office Staff

Academic StaffAcademic StaffAcademic StaffAcademic StaffAcademic StaffAcademic StaffOther Staff



Year Five Proposed Organizational Chart

SEV Sci Tech



Board Attorney

Building Hope



to the school.




operational matters.

Dean of Students

Office Manager

Other Office Staff

Academic Staff

Other Office Staff

Other Office Staff

Academic StaffAcademic StaffHS Academic Staff

Academic StaffAcademic StaffAcademic StaffOther Staff

MS Assist. Principal

HS. Assist. Principal

Academic StaffAcademic StaffAcademic StaffMS Academic Staff



ATTACHMENT N Job description for the school leader and,

if this person is already identified, his or her resume



Job Description

Position Reports To Position Type

Principal Board of Directors Salary / Exempt Work Schedule Salary Schedule Last Updated

12-Month Position Set Annually Performance Based Schedule August, 2020

Major Function:

Responsibly manage the overall operations including day to day business and school activities, oversee teachers and other school staff to provide a safe and productive learning environment for students. Set high achievable academic standards based on the school's mission and ensure that teachers have the equipment and resources necessary to meet these standards. Implement district, state, and federal policies. Oversee additional programs such as counseling, special education programs, and before- and after-school childcare programs. Act responsibly with the school's board of directors and school director for the administration of all aspects of school operation to ensure educational and fiscal success.

Qualifications:

An earned master's degree in education leadership or education administration from an accredited college or university

Valid Florida Leadership Certificate A sustained record of outstanding academic results Five or more years of teaching experience with exceptional results; and

Experienced in managing and developing instructional staff and business administration

Preferred background in Career & Technical Education (CTE) Programs with an understanding of project-based learning and STEM curriculum

Essential Duties and Responsibilities:

Manage, direct, and supervise programs and operations of the school in an effective manner Demonstrate knowledge of federal, state, district, and school board policies and procedures on a regular basis in the daily operations of the school

Exhibit leadership in developing school culture, teaching strategies, and assessments in line with the mission and vision of the school

Create a favorable working atmosphere that is conducive to optimum growth and learning Demonstrate student-centered STEM education for the welfare of students

Submit reports and surveys to appropriate agencies in an efficient and timely manner Delegate and competently monitor administrative authority to achieve managerial

effectiveness Consistently provide timely and effective communications to appropriate district/school personnel/board/parents regarding incidents or situations that might impact the school.

Make recommendations for student promotion-retention-graduation policies in cooperation with the instructional staff and parents

Build and sustain a highly effective professional staff with the process of interviewing, evaluating, and selecting new staff members


Coordinate on-site personnel duties within the established goals of the school Directly supervise and evaluate teachers and provide input for evaluations for

teachers as well as counselors, nurses, office assistants, instructional and non-instructional aides, custodians, and cafeteria

Coordinate STEM project based curriculum development, master schedule and instructional methodology through appropriate school administrators

Effectively coordinate and supervise all student records and assessments through appropriate administrators and staff

Promote effective parent, family, business partner, and community relations Assist in preparation of the annual budget and administer the budget

departmentally by monitoring expenditures and recommending budget adjustments based on budgetary constraints

Skills and Traits:

Communication skills. Principals must communicate effectively with students, teachers, and parents. When dealing with student disciplinary or academic issues, they consult with and listen to parents and teachers to understand the problem.

Critical-thinking skills. Principals analyze student test results and testing procedures to determine if improvements are needed. They must assess the available options and choose the best means to help students achieve better results.

Decision making skills. Because principals are responsible for students, staff members, and the overall operation of the school, they consider many factors when making decisions.

Interpersonal skills. Because principals work with teachers, parents, and the community, they must be able to develop positive working relationships with them.

Leadership skills. Principals set educational goals and establish policies and procedures for the school. They need to be able to motivate teachers and other staff to achieve set goals.

Problem-solving skills. Teachers, students, and other staff members report problems to the principal. Principals need to be able to analyze problems, and develop and implement appropriate solutions.

Salary and Benefits:

Salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest. Health benefits (medical & dental) and a retirement plan 401(k) are offered to full time staff.

Background checks will be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



ATTACHMENT O If the school leader is not yet identified, the qualifications the school will look for in a

school leader



SCHOOL LEADER SCORING MATRIX Please see Attachment N for the Job Description for the school’s Principal. Once posted, a matrix such as the following will be used to score applicants to decide which candidates

will be selected for a phone screening. Those who receive a screening will be ranked based on the matrix and notes to determine who will be selected for the full interview

process with the Hiring Committee.

Area Scoring Criteria Possible Points

Degree 6 - MA

10 - Doctorate 10

Certification 6 - Ed. Ldrshp 8 - Principal 10 - Superint. ---PLUS--- 4 - FL Prof, 2 - FL Ltr Elg

14

Experience 1 Point per year of Principal or 0.5 point for Assist Principal. Plus 0-8 points for other leadership roles.

15

Charter Admin Experience 10 points if listed 10 Charter School Experience 5 points if listed 5 Florida Admin Experience 4 points if listed 4 Followed App. Directions 2 points if followed 2 Multi-Lingual 4 points if listed 4 Discusses STEM 0-5 points based on response 5 Discusses PBL / Tech /Career 0-5 points based on response 5 Discusses Outreach / Promotion 0-5 points based on response 5 Discuss Charter Schools 0-5 points based on response 5 Appears to have read about school 0-5 points based on response 5 References Up to 6 points, 2 for each listed 6 Arbitrary Points 0-8 Points based on response 8



ATTACHMENT P Job description(s) and qualification

requirements for each administrative or leadership position other

than the school leader

Attached Leadership Job Descriptions:

1. Assistant Principal 2. Dean of Students 3. Curriculum Specialist 4. ESE Program Specialist



Job Description


Assistant Principal School Principal Salary / Exempt

Work Schedule Salary Schedule Last Updated

11-Month Position Set Annually Performance Based Schedule

August, 2020

Major Function:

To assist the principal in the management of the overall operations including day to day business and school activities, oversee teachers and other school staff to provide a safe and productive learning environment for students. Set high achievable academic standards based on the school's mission and ensure that teachers have the equipment and resources necessary to meet these standards. Implement district, state, and federal policies. Oversee additional programs assigned by the principal such as counseling, special education programs, and before- and after-school childcare programs. Act responsibly with the school's principal for the administration of all aspects of school operation to ensure educational and fiscal success. Finally, lead the school when the principal and director are not available.

Qualifications:

• An earned master's degree in education leadership or education administration from an accredited college or university.

• Valid Florida Leadership Certificate, also: • A sustained record of outstanding academic results; and • Three or more years of teaching experience with exceptional results; and • Experienced in managing and developing instructional staff. • Successful results of criminal and employment background check • Effective instructional delivery techniques and excellent communication skills • Adherence to the requirements of the Code of Ethics for the Education Profession


• Manage, direct, and supervise programs and operations of the school in an effective manner.

• Demonstrate knowledge of federal, state, district, and school board policies and procedures on a regular basis in the daily operations of the school.

• Assist principal in developing school culture, teaching strategies, and assessments in line with the mission and vision of the school.

• Create a favorable working atmosphere that is conducive to optimum growth and learning.

• Demonstrate student-centered STEM education for the welfare of students.


• Submit reports and surveys to appropriate agencies in an efficient and timely manner. Consistently provide timely and effective communications to appropriate district/school personnel/board/parents regarding incidents or situations that might impact the school. Assist the principal in building and sustaining a highly effective professional staff with the process of interviewing, evaluating, and selecting new staff members.

• Coordinate on-site personnel duties within the established goals of the school. • Directly supervise and evaluate teachers and provide input for evaluations for

teachers as well as counselors, nurses, office assistants, instructional and non-instructional aides, custodians, and cafeteria.

• Coordinate STEM curriculum development, master schedule and instructional methodology.

• Promote effective parent, family, business partner, and community relations. Skills and Traits:

• Communication skills. Assistant principals must communicate effectively with students, teachers, and parents. When dealing with student disciplinary or academic issues, they consult with and listen to parents and teachers to understand the problem.

• Critical-thinking skills. Assistant principals analyze student test results and testing procedures to determine if improvements are needed. They must assess the available options and choose the best means to help students achieve better results.

• Decision making skills. Because assistant principals are responsible for students, staff members, and the overall operation of the school, they consider many factors when making decisions.

• Interpersonal skills. Because assistant principals work with teachers, parents, and the community, they must be able to develop positive working relationships with them.

• Leadership skills. Assistant Principals must believe in the mission of the school and they need to be able to motivate teachers and other staff to achieve mission goals.

• Problem-solving skills. Teachers, students, and other staff members report problems to the assistant principal. Assistant principals need to be able to analyze problems, and develop and implement appropriate solutions.


Salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest . Health benefits (medical & dental) and a retirement plan 401(k) are offered to full time staff .

Background checks will be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



Job Description


Dean of Students School Principal Salary / Exempt



August, 2020

Major Function:

The Dean of Students will work with the Principal to instill a climate in the School that is conducive to student learning emphasizing mutual respect and safety. The dean will apply specialized expertise in the enforcement of the School's provisions regarding the maintenance of discipline and attendance within the school. Finally, the dean will plan and coordinate safety and security measures as well as supervise the maintenance and cleanliness of the School facilities to meet state statutes and codes.

Qualifications:

• An earned Bachelor's Degree (or higher) from an accredited college or university. • Valid Florida Educator license/Certification Certificate required. • Two (2) or more years of teaching experience is preferred. • A sustained record of outstanding academic results; and • Three or more years of teaching experience with exceptional results; and • Successful results of criminal and employment background check • Effective instructional delivery techniques and excellent communication skills • Adherence to the requirements of the Code of Ethics for the Education Profession


Enforce and reinforce student conduct consistent with school policies as well as state statutes.

Understand and apply due process in a considerate and dignified manner. Able to promote high expectations, demonstrate a caring attitude and establish an

environment that supports high achievement in students. Uses positive and productive techniques for improving student behavior. Reports regularly to parents using a variety of strategies and is responsive to parental

concerns. Enforces school rules, manages student behavior, and maintains accurate records

of student attendance, conduct and academic performance records. Assists the principal in the development and implementation of the school's safety


plan which includes the crisis management/emergency response plans. Lead, organize, manage, and supervise all maintenance and custodial operations of the

school in compliance with all applicable federal, state, and local laws and regulations. Actively participates as a team member during meetings with faculty, staff and

administration in reaching educational goals. Is enthusiastic, flexible and committed to students reaching high learning standards.

Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, students, families, and community members.

Demonstrate strong skills in partnering with families and being a team player. Commit to meeting the needs of the school, students, families, and communities.

Maintain excellent time-management skills, attention to detail, and a strong, regular personal attendance record.

Other duties as assigned Skills and Traits:

Dean of students possess strong decision-making, interpersonal, and communication skills as they are responsible for collaborating with staff members and teachers from various departments to plan short or long-term plans for student behavior and attendance. Dean of students can define problems, collect data, establish facts and draw valid conclusions. The person also has the ability to interpret history concepts and convey that meaning to students. The Dean will have to be able to make decisions that can affect student's educational process and emergency situations that may occur when working with students. Dean of students have an inherent passion for their chosen career in education.


Salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest. Health benefits (medical & dental) and a retirement plan 401(k) are offered to full time staff. Background checks will be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



Job Description


Curriculum Specialist School Principal Salary / Exempt Work Schedule Salary Schedule Last Updated


Major Function:

The Curriculum Specialist will support the principal in working with staff on administering, monitoring, and implementing the requirements for a quality STEAM, CTE and interdisciplinary project-based curriculum. Provides leadership and support to the staff while collaborating with administrators and community members to assure that the STEAM, CTE, interdisciplinary project-based practices are occurring in the designated classrooms and assists the leadership team with the administration and supervising of the instructional programs. The Specialist will meet with the teachers individually and in small groups to support the implementation ofthe program's requirements. The specialist will also lead the initiative to build a strong network of business partnerships and use these partnerships to develop the 21st Century skills of our students and to provide students with future business opportunities. The Specialist will create media/career center hubs for students around campus.

Qualifications:

An earned Bachelor's Degree (or higher) from an accredited college or university. State of Florida School Counselor certification or eligibility for Florida State certification. Preference to candidates who have Orientation to and/or experience in a school setting. Successful results of criminal and employment background check Effective instructional delivery techniques and excellent communication skills Adherence to the requirements of the Code of Ethics for the Education Profession


Assists the principal in the development and implementation of the school's curriculum plan. Assists with ensuring a high-quality STEAM, CTE, and interdisciplinary project-based curriculum for the school.

Commit to meeting the needs of the students so they have the skills to be successful in the business world and to be a positive contributor to their community.

Assists with providing students with high quality career opportunities and guidance. This includes after school, extended day, and out-of-school internships, competitions, and other work-based learning opportunities.

Able to promote high expectations, demonstrate a caring attitude and establish an environment that supports high achievement in students.

Uses positive and productive techniques for improving teacher performance and provides ways to create industry recognized credentials, certificates, and appropriate post-secondary educational opportunities for the students and staff.

Assists in the recruiting and retaining of skilled staff members and provides exceptional professional development opportunities.

Responsible for the application and expenditure reporting requirements of all career SEV Sci-Tech Charter Application

technical program grants. Actively participates as a team member during meetings with faculty, staff and

administration in reaching educational goals. Is enthusiastic, flexible and committed to students reaching high learning standards. Demonstrate excellent oral and written communication skills and the ability to

communicate effectively with a diverse group of colleagues, students, families, and community/business members.

Demonstrate strong skills in partnering with businesses and connecting students to business/community opportunities.


Responsible for all curriculum related dated and the communication of this data to the staff. Other duties as assigned

Skills and Traits:

Curriculum Specialist possess strong decision-making, interpersonal, and communication skills as they are responsible for collaborating with staff members and teachers from various departments to plan short or long-term curriculum/lesson plans with an emphasis on STEAM, CTE, interdisciplinary project- based learning. The Specialist can define problems, collect data, establish facts and draw valid conclusions. The person also has the ability to interpret program concepts and convey that meaning to staff. The Specialist will have to be able to make decisions that can positively affect student's educational process and the faculties instruction strategies. The Specialist must have an inherent passion for their chosen career in education and be willing to build relationships with community businesses.





Job Description

Position Reports To Position Type ESE Program Specialist School Principal Salary /

Exempt Work Schedule Salary Schedule Last Updated


August, 2020

Major Function:

Apply specialized expertise in the instruction of students with special learning needs within or outside of the mainstream classroom and advise school principal about special education programs to ensure that the needs of all students are being met. Focus on helping children with disabilities to maximize their learning in an inclusive setting and start innovative new school programs aimed towards special education and the school's mission.

Qualifications:

An earned Master's Degree in Special Education and certification in Special Education from an accredited college or university or a Bachelor's Degree and certification in Special Education.

Valid Florida Educator License/Certification Certificate required. Two (2) or more years of teaching experience is preferred.

Successful results of criminal and employment background check Effective instructional delivery techniques and excellent communication skills Adherence to the requirements of the Code of Ethics for the Education Profession


Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, students, families, and community members.

Demonstrate an advanced understanding of instructional strategies for students with autism, developmental delay, specific learning disabilities, and behavior disorders.

Oversee/ manage a caseload of special education students and the implementation of their IEP/504 plans in: inclusive, self-contained, and pull-out settings.

Ensure appropriate delivery of both special education instruction and related services as stipulated on IEPs/504 plans.

Ensure compliance by the school with all local and Federal laws and regulation relating to students with IEPs/504 plans and students referred to special education.


Ensure that services provided by contractual personnel are of high quality, provided in the LRE, and are aligned with students' IEPs/504 plans.

Communicate effectively to parents and guardians the special education process including process for referrals, evaluations, annual IEPs/504 plans, and re-evaluations as well as parental rights granted by IDEA.

Facilitate IEP meetings using a strengths-based and family-centered approach, ensuring IEPs are developmentally appropriate, curriculum/standards -based, and relevant to individual students. Coordinate with student's special education team to ensure all documents are completed in a timely manner (according to state, local, and school policies and procedures) prior to meetings.

Connect with special education team to ensure all team members (including parents) are prepared for the content of the meeting.

Provide training and technical assistance to case managers, teachers, related service providers and support service professionals on all aspects of cases management: use of computer systems for the special education process, writing of goal writing, progress reports, annual reviews and parent communication.

Coordinate with special education team to complete quarterly IEP progress reports and provide quarterly IEP progress reports to parents/guardians, ensuring student files (paper and electronic) are maintained according to school standards.

Identify and assist parents with resources for students with special needs. Assist in maintaining school and LEA tracking and data system that includes:

student information related to IEPs, services/hours, evaluations, referrals, time lines in which evaluations were competed and discipline/incidents documented.

Support the planning of special education initiatives, and the implementation of initiatives, that Integrate new developments, research findings and best practices into ongoing programs.

Demonstrate strong skills in partnering with families and being a team player. Commit to meeting the needs of the school, students, families, and communities.


Be an advocate for special education with school leadership. Skills and Traits:

ESE Program Specialists possess strong decision-making, interpersonal, and communication skills as they are responsible for collaborating with staff members and teachers from various departments to plan short or long-term special services for children with exceptional needs. Special education specialists are adept at coordinating curricular resources, developing budget proposals, evaluating special education programs, implementing state curriculum guidelines, interviewing new staff members, enhancing productivity of existing personnel, presenting information in district meetings, training teaching staff, developing individualized education programs (IEPs), and serving as the school's representative in relevant hearings. ESE Program Specialists have an inherent passion for their chosen career in education.


Salary and Benefits: Salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest. Health benefits (medical & dental) and a retirement plan 401(k) are offered to full time staff.

Background checks wi/1 be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



ATTACHMENT Q Job description(s) and qualification

requirements for the school’s teachers

Attached Job Descriptions:

1. General Teacher 2. ESE / Gifted Teacher 3. Guidance Counselor 4. Instructional Technology Specialist 5. Educational Assistant 6. Secretary / Office Manager 7. Data Management Technician 8. Office Assistant 9. Maintenance Coordinator



Job Description


General Teacher School Principal Salary / Exempt



August, 2020

Major Function: To instruct students and facilitate their learning in accordance with state policies and guidelines. Guide students in educational activities designed to promote intellectual, social and physical growth and understanding. Teach the essential skills, with focus on STEM, that will contribute to the student's development, to instill in the students an understanding that education is the key to the knowledge they will require to succeed and prosper as adults.

Qualifications:

An earned Bachelor's Degree (or higher) from an accredited college or university. A State of Florida Teacher's certification (permanent/temporary) in appropriate

grade level and area of study or Industrial/Commercial Job Skill's Training Certificate with additional classroom management training similar to requirements for a substitute teacher in the Volusia County School District.



Provide STEM-oriented instruction (Science, Technology, Engineering and Mathematics) through project-based learning methods.

Teach approved curriculum while creating a classroom and total school environment that is conducive to learning.

Assist the administration in implementing all policies and rules governing classroom procedures and behaviors by maintaining a safe and orderly classroom environment.

Meet and instruct assigned classes in the locations and at the times designated. Employ a variety of instructional techniques and technologies, instructional

media and performance assessments, which will quantify the learning process toward academic achievement and curriculum goals.

Establish and promulgate clear objectives for all lessons, curricular units and


projects and communicate these objectives to the students. Assess the accomplishments of students in a variety of methods on a regular

basis and provide progress reports as required. Maintain accurate, complete, and correct records as required by law and

administrative policies and directives. Administer and analyze standardized testing data and adjust instructional

strategies, as necessary, to maximize student success. Recognize the special needs of students with learning disabilities, seeking

assistance from the administrative leadership as needed/required. Make appropriate individualized physical and/or instructional accommodations within the classroom.

Serve on school-wide committees, e.g., curriculum resource adoption, curriculum writing, test analysis, etc.

Establish effective relationships with parents and students through regular communications and be available to students and parents for education-related purposes, e.g., open house, teacher-parent conferences, extra-curricular activities.

Participate in professional development growth and development, staying abreast of current research through continuing education, educational seminars, workshops, conferences, membership in professional organizations of the subject taught and attendance at school in-service training.

Teach students to work collaboratively to solve problems and to think logically and creatively.

Maintain a strong, regular personal attendance record. Complete other duties as assigned by administration leadership.

General Responsibilities

Under the direction of the school principal, the special education teacher plans and provides for appropriate learning experience for student with disabilities in a variety of educational settings by creating a flexible program and positive learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aids, accommodations and other needed supports

Essential Tasks

Delivers student instruction in modalities instituted by school and assigned program (may include but are not limited to: Individual or Group Direct Instruction, Learning Support, Life Skills Support, Itinerant Support, Resource Room Support, co-teaching, writing lesson plans, telephone conferencing and instruction, Parent Learning Opportunities)

Prepares for and conducts parent and student conferencing according to school policy

Collects data and appropriate work samples Plans and conducts appointments with parents as needed Assists regular education teachers with specially designed instruction when

necessary Provides support for ESE student achievement in the general class through

training teachers and assisting with implementation of school inclusion plans Arranges for and assists with training for inclusionary practices


Acts as informational liaison for inclusion as appropriate Assists with planning for classroom and testing accommodations for students

with disabilities Models strategies for inclusionary practices as appropriate Provides assistance with developing and adapting curriculum materials and

educational practices to meet the needs of students and teachers Collaborates with regular education teachers to monitor student progress and

compliance Proctors standardized tests Completes student progress reports four times a year (quarterly)

Special Education Responsibilities

Maintains IEPs, Quarterly Reports, Progress Monitoring for caseload Develops and Implements IEPs with measurable goals using Progress

Monitoring Collects and Reports Progress Monitoring Data for all student goals Conduct IEP meetings within timelines Makes data-driven instructional decisions to improve student outcomes Completes Quarterly Progress Reports Maintains accurate and compliant special education data (class lists with

contact info, related services info, IEP due dates, etc.) Completes reevaluations in accordance with Regulations and best practices Completes all special education paperwork accurately, according to

regulations, and on time Develops and monitors appropriate transition plans for students of transition

age Maintains communication with Related Service Providers and Case Managers

to ensure compliance with provision of services, evaluations, and quarterly progress reports

Administers diagnostic assessments as needed Obtains and maintains compliant special education student files Participates in State specific training Attends Professional Development as designated on school calendar (travel

may be required). Perform other duties as assigned DISCLAIMER The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of personnel so classified.

Skills and Knowledge

Demonstrates enthusiasm and commitment toward the position and the mission of the school; support the school's values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook Possesses strong time management & organizational skills and the ability to

prioritize effectively


Has the ability to establish and maintain effective working relationships with teachers, students, parents, the community, and administrative staff

Possesses excellent interpersonal skills and displays such between all stakeholders: being courteous, professional, and helpful

Possesses xcellent communication skills: Oral (including presentations), Written, Interpersonal (active listening), Negotiating and Influencing

Has the ability to be at work consistently, to be on time, to follow instructions, to respond to management direction and to solicit feedback to improve performance

Demonstrates proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS) and email communications

Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness

Strives to implement best practices and positive character education consistently


Salary is based on educational level, certifications and years of experience. Employees will be contracted yearly. Contracts will be reviewed according to evaluations and staff interest. Health benefits (medical, dental, vision) and a 401K retirement plan will be offered to all full-time staff.

Background checks will be conducted on all school staff prior to their services as employees. We are an-equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any basis prohibited by law.



Job Description


ESE / Gifted Teacher School Principal Salary / Exempt



August, 2020

Major Function:

Responsible for the educational leadership of students placed in exceptional education programs, including gifted students and students with disabilities. The specialist is expected to understand and demonstrate the use of the school’s curriculum, student instruction and assessment to maximize educational achievement for all students; work collaboratively to ensure a working and learning climate for all students that is safe, secure and respectful. Implementing strategies to reach the multiple intelligences of students through creative lessons is required.

Qualifications:

An earned Master's Degree in Special Education and certification in Special Education from an accredited college or university or a Bachelor's Degree and certification in Special Education.

Valid Florida Educator License/Certification Certificate required. Two (2) or more years of teaching experience is preferred.



Works cooperatively with assigned county staffing specialist and ADAPT (Admissions Diagnostics and Placement Team) to initiate and complete pre-referrals for ESE, utilizing pre and posttest assessments, interventions and observations in areas of concern.

Works cooperatively with parents and teachers to identify students sited as potentially eligible for Gifted Program services. Conduct screenings to determine need for further evaluation for eligibility; collects characteristics data and administers Kaufman Brief Intelligence Testing. Develops appropriate Individual Educational Plans (IEPs), Gifted Educational Plans (EPs) or Academic Improvement Plans (AIPs), and Behavior Success Plans (BSPs), including determining present levels of performance, annual goals, and benchmarks or short-term objectives.


Collects student performance data and reports student progress toward IEP/EP goals.

Supports general education teachers in implementing appropriate accommodations or enrichment/acceleration strategies.

Schedules and conducts IEP/EP meetings with parents and appropriate school and agency personnel. Completes matrix of services if required.

Maintains and/or oversees specialized therapists’ (i.e. SP, OT) maintenance of ESE case management records.

Regularly reviews and provides updated information for SASI. Reports Full Time Equivalency (FTE) accurately. Participates in eligibility determination meetings. Serves as Local Education Agency (LEA) Representative, if designated by

administrator. Participates in Professional Development activities relating to performing job

responsibilities. Demonstrates knowledge of Individuals with Disabilities Education Act (IDEA)

and implements all requirements. Demonstrates knowledge of Special Diploma Sunshine State Standards

(SDSSS) and Alternate Assessment. Plans and delivers instruction designed to assist students with disabilities in

mastering the Sunshine State Standards. Plans and develops curricula designed to address the Sunshine State Standards

for Gifted Students and delivers instruction that effectively challenges their higher level thinking skills.

Assists in the development of appropriate interventions for students suspected of having a disability.

Participates in developing Functional Behavior Assessments (FBAs) and implementing Behavior Improvement Plans (BIPs) for students with disabilities.

Participates in Manifestation Determination meetings. Supervises teacher assistant in providing instruction for students, as required. Consults regularly with school administrators on ESE issues. Performs other related duties as assigned.


Salary is based on educational level, certification(s), and years of experience. Employees will be contracted yearly. Contracts will be renewed according to evaluations and staff interest. Health benefits (medical & dental) and a retirement plan 401(k) are offered to full time staff.

Background checks wi/1 be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



Job Description


Guidance Counselor School Principal Salary / Exempt Work Schedule Salary Schedule Last Updated


Major Function:

Provides a comprehensive school-counseling program that assists all students in acquiring the skills and knowledge to maximize highest student achievement in a safe learning environment. Responsibilities may vary depending upon the specific work setting and counselor to student ratio and should correspond to the needs and priorities established in the schools counseling program

Qualifications:

An earned Bachelor's Degree (or higher) from an accredited college or university. State of Florida School Counselor certification or eligibility for Florida State certification. Preference to candidates who have Orientation to and/or experience in a school setting. Successful results of criminal and employment background check Effective instructional delivery techniques and excellent communication skills Adherence to the requirements of the Code of Ethics for the Education Profession


Implements the comprehensive school counseling program Acts as an advocate for all students Works in collaboration with other stakeholders in narrowing the achievement gap Provides professional leadership to establish a culture conducive to learning Counsels individual and/or small groups of students with academic, career and

personal/social concerns Assists students in developing a plan for achieving educational, career and

personal/social goals Consults with a variety of school-based teams to facilitate appropriate placement decisions

to enhance student achievement, which includes but is not limited to exceptional student staffing's, 504 determination meetings, and Child Study team meetings

Confers with classroom teachers, administration, support staff, community agencies and parents regarding students and their needs

Provides support to teachers in the delivery of counseling program related curriculum Coordinates with school and community agencies to broaden students' resources Seeks resources necessary to achieve school goals Guides individuals/groups of students through the development of educational plans,

career awareness and personal/social growth issues Identifies and disaggregates critical data, such as grades, test scores, attendance,

promotion rates, graduation and postsecondary enrollment rate Uses data to develop strategies to positively impact students Follows the guidelines of the national, state and district standards for professional school SEV Sci-Tech Charter Application

counselors Adheres to ethical and legal professional standards Uses appropriate technology for counseling services Performs other related duties, as required.





Job Description

Position Reports To Position Type Instructional Technology Specialist School Principal Salary Work Schedule Salary Schedule Last Updated

10+ months Set Annually August, 2020

Major Function:

The instructional technology specialist provides instruction, training, and resources in order to facilitate the use of technology in the classroom which will increase student use and knowledge about technology.

Qualifications:

● Masters degree in educational technology and two to three years related experience and/or training, or ten to fifteen years related experience in lieu of a degree.


● Provides input in the development of a system-wide and building level programs that enables students to use technology as learning tools.

● Investigates and disseminates information on best practices for technology integration, sources of information on trends, research and applications related to technology use in the school program.

● Assist in drafting the school technology plan ● Identify appropriate educational technology for all types of classroom applications, including

the needs of special education students. ● Collaborate with educators and administrators in curriculum design by sourcing or creating

new technologies to be used in classroom instruction. ● Teaches demonstration lessons with the teacher taking over class instruction after the

demonstration. Is an effective model/leader of the ongoing program. ● Gathers information documenting the effectiveness of the program, interprets this

information, and provides constructive input in evaluation of the program. ● Provides training to teachers in the use of current technology to meet curriculum goals. ● Provides training to teachers in computer competencies. ● Provides training to teachers to ensure integration of student computer competencies as

outlined by the state. ● Participates in the development of activities that help integrate technology into various

curriculum areas at the local and state level. ● Maintains current knowledge of technology and instructional practices that relate to the use

of technology. ● Provides resource information relating to new techniques and practices that relate *to the

use of technology and that enable students to use technology as a learning tool. ● Assists with the set up and implementation of state testing as well as online testing as

required by Administration. ● Teaches formal workshops for renewal credit and mini-sessions on single topics for the staff

of assigned schools. ● Communicates with school and district personnel, parents, and community to share SEV Sci-Tech Charter Application

information about the technology program. ● Serves as a technology liaison between the district and schools. ● Assists in the development and implementation of technology professional development. ● Assists with special projects, i.e. telecommunications, multimedia, etc. ● Assesses the needs and plans for new technology of assigned schools and communicates

these to the appropriate personnel or technology committee. ● Follows ethical guidelines applicable to the position as outlined by professional

organizations and/or federal, state and local laws, rules and regulations. ● Provides assistance in the selection, ordering, receiving, and installing new equipment and

software. ● Communicates with technology vendors. ● Facilitates the use of computer labs. ● Supports the use of computers in classrooms. ● Supports teachers in administering online and virtual classes ● Track and maintain technology assigned to staff and students ● Track and update software and licenses on all school devices ● Provide technical support, such as troubleshooting and maintaining computer hardware and

software ● Assist with drafting a technology budget when requested.

Skills and Traits:

● Strong computer skills including knowledge of establishing and maintaining a working school network using up-to-date technology

● Good organizational skills ● Ability to function independently and as part of a team ● Excellent problem-solving and communication skills ● Knowledge of technology including computer-based training software, web page creation

and development software, and photo and video creation and editing software. ● Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability

to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

● Ability to to foster both appreciation for and understanding of how technology can impact learning and in turn, each student’s future.


This is a full-time, exempt salary position. The rate actual rate will be set annually by the Board of Directors through the budget process based on the qualifications of the individual selected. Background checks will be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



Job Description


Educational Assistant School Principal Hourly Work Schedule Salary Schedule Last Updated Full time 10 months per year Set Annually August, 2020

Major Function:

Performs instructional support work assisting classroom teachers in general clerical and administrative tasks as well as in certain daily classroom activities. Implements goals and objectives established by certified teachers and works directly with children to that end. Work is performed under close supervision of a classroom teachers and administrators and is reviewed in progress and upon completion.

Qualifications:

Graduation from high school or possession of a GED, plus one (1) year of experience with children.


Carries out clerical duties related to classroom teaching Prepares instructional materials based on teacher directions Assists with attendance reports, class reports; collects and accounts for monies Grades homework and tests based on teacher instructions Maintains supplies and equipment for classroom use Monitors students Files records and materials Types from rough drafts or final copy Escorts children to classes or specialized functions Performs related work as required Demonstrates respect for students, colleagues, administrators, and parents. Models and reinforces self-discipline and responsibility. Works effectively with school colleagues, parents, and the community to support students’

learning and well-being. Performs other related duties as required.


This is a full-time non-exempt hourly position. The rate actual rate will be set annually by the Board of Directors through the budget process based on the qualifications of the individual selected. Background checks will be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law. SEV Sci-Tech Charter Application


Job Description

Position Reports To Position Type Secretary / Office Manager Board of Directors Non-Exempt

Salary Work Schedule Salary Schedule Last Updated Full Time 12-Month Position Set Annually August, 2020

Major Function:

The Office Manager is primary responsible for ensuring the smooth operations of the business office of the charter school. The person ensures the office is run well, provides assistance to parents and other staff members, and ensures the Board polices are carried out to ensure proper business operations of the school.

Qualifications:

Associate’s Degree and two to three years related experience and/or training, or ten to fifteen years related experience in lieu of a degree.


Create and maintain a welcoming and efficient front office that emphasizes organization, professionalism, courtesy, flexibility, and teamwork.

Carry out all procedures and responsibilities in accordance with the school’s policy. Payroll

• Collect time/attendance sheets • Provide attendance sheets for respective Principal’s review and approval • Scan required materials into DMS

Maintain vendor and audit files. Research vendor contracts and pricing Oversee purchasing process for the school

• Process purchasing paperwork • Secure respective Principal’s approval for payment

Update and maintain employee database. Calculate and enter PTO information Coordinate the school’s employee background and fingerprint checks. Process employee termination paperwork. Provide verification of employment when requested. Support faculty in coordinating substitute teachers and payment. Assist in the hiring of office staff. Conduct annual evaluations of office staff. Manage the organization’s corporate documents. Coordinate and maintain security passcodes. Act as notary. Act as emergency coordinator for student/staff medical issues. Facilitate work flow of copies, phones, and fax machines. Backup for front office staff when needed. Perform additional work as assigned.


Skills and Traits:

Working knowledge of a public school accounting system Ability to prepare annual budget and financial statements Basic computer skills Good organizational skills Ability to function independently and as part of a team Communicate effectively Requires the ability to read a variety of correspondence, reports, forms, applications,

purchase orders, test results, etc. Requires the ability to prepare correspondence, reports, presentations, newspaper articles, requisitions, forms, evaluations, budgets, etc. using prescribed formats and confirming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graph.

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

To perform this job successfully an individual must have knowledge of accounting software, order processing software, spreadsheet software and work processing software.


This is a full-time non-exempt salaried position. The rate actual rate will be set annually by the Board of Directors through the budget process based on the qualifications of the individual selected. Background checks will be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



Job Description

Position Reports To Position Type Data Management Technician School Principal Hourly Work Schedule Salary Schedule Last Updated

10+ months Set Annually August, 2020

Major Function:

The data management technician is responsible for ensuring all student is up-to-date and accurate in the student information systems utilized by the school. This is a key operational position which allows the school to ensure accurate reporting to the state to calculate total revenue received based on student enrollment.

Qualifications:

Associate’s Degree and two to three years related experience and/or training, or ten to fifteen years related experience in lieu of a degree.


Performs all clerical functions related to enrolling and withdrawing students. Requests records and grades from other schools for current students’ files. Inputs student information into the school’ district’s student information systems. Creates the accounts and password for families. Collects, compiles and tracks TDAP information for incoming 7th grade students. Prepares School District reports for FTE, minutes, missing data, and survey edit reports. Responds to student records requests. Coordinates and schedules hearing & vision screening dates and times as necessary. Prepares necessary forms for record keeping. Sends records CUMs, report cards and FCAT scores to the school district and future

schools. Oversees the filing and paperwork maintained in the CUMs. Receives CUMs from other schools. Make necessary student data corrections for FLDOE. Follow up with parents that do not complete the “Intent to Return” paperwork for existing

students. Disposition of student’s permanent records report for the school district. Enter student referrals into the school district’s student information system. Update students retained/promotion information in the school district’ student information

system. Enter faculty training, absence, and termination information into the school district’s

computer systems. Update FTE minutes in the district’s student information system. Request reservations in SRS for Kindergarten and new students. Perform additional work as assigned.


Skills and Traits: Basic computer skills Good organizational skills Ability to function independently and as part of a team Communicate effectively Requires the ability to read a variety of correspondence, reports, forms, applications, test

results, etc. Requires the ability to prepare correspondence, reports, presentations, newspaper articles, requisitions, forms, evaluations, etc. using prescribed formats and conforming to all rules of punctuations, grammar, diction, and style.

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graph.

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

To perform this job successfully an individual must have knowledge of accounting software, order processing software, spreadsheet software and work processing software.


This is a full-time non-exempt hourly position. The rate actual rate will be set annually by the Board of Directors through the budget process based on the qualifications of the individual selected. Background checks will be conducted on all school staff prior to their service as employees - equal opportunity employer. We evaluate all applicants without unlawful consideration of race, religion, age, color, sex, national origin, disability, veteran status, sexual orientation, or any other basis prohibited by applicable law.



Job Description


Office Assistant School Principal Hourly

Work Schedule Salary Schedule Last Updated Full time 10 months per year $9 - $12 per hour August, 2020

Major Function:

The receptionist is responsible for greeting people as they come to the school in person and answering the telephone and assisting with general office responsibilities.

Qualifications: High school diploma and two to five years related experience and/or training.


Answer phones and direct calls to appropriate party Retrieve messages from the school’s voicemail system Take messages Open front door Answer questions Sign in and greet visitors and/or volunteers Receive and distribute mail Enter tardy, excused absence, and early dismissal information into the sponsor’s computer

system Prepare and issue Car Tags Assist in assembly of classroom/student materials as directed by Principal or Office

Manager Maintain a clean and professional work area Perform additional work as assigned.

Skills and Traits:

• Basic computer skills, MS Office Suite • Good organizational skills • Ability to functions independently and as part of a team • Communicate effectively • Ability to multi-task • Requires the ability to read a variety of correspondence, reports, forms, applications,

test results, etc. Requires the ability to prepare correspondence, reports, presentations, newspaper articles, forms, etc. using prescribed formats and conforming to all rules of punctuations, grammar, diction, and style.

• Ability to define problems, collect data, establish facts, and draw valid conclusions. SEV Sci-Tech Charter Application

Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables

• Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

• To perform this job successfully an individual must have knowledge of spreadsheet software and work processing software.





Job Description

Position Reports To Position Type Maintenance Coordinator School Principal Hourly Work Schedule Salary Schedule Last Updated Full time 11+ months per year Set Annually August, 2020

Major Function:

Performs moderately heavy routine manual work in housekeeping and janitorial cleaning tasks within the facility. Performs semi-skilled and skilled manual work by performing preventative maintenance tasks, general maintenance tasks and repair of building, equipment and systems involving a wide variety of trade areas. Work is performed under independently and reviewed through results obtained.

Qualifications:

Graduation from a standard high school or possession of a GED. Previous school experience preferred. Skilled person able to handle multiple tasks and assignments.


Scrubs, mops, waxes floors; dusts and polishes furniture, washes windows, woodwork, toilets, blinds, washrooms, fixtures and related items.

Empties waste baskets; takes trash to designated areas for disposal. Applies knowledge of cleaning materials and equipment used in janitorial work in public

buildings. Follows instructions and deals courteously with others. Performs strenuous tasks on a daily basis, including routine heavy lifting. Applies knowledge of multi-trades areas in preventative maintenance, general repair, and

minor construction duties involving school building structures; heating/air conditioning, electrical and plumbing systems; and related interior/exterior equipment and furnishings.

Diagnoses problems for referral to a higher skilled maintenance trade when necessary. Performs emergency repairs such as removing and replacing broken glass or securing

openings when necessary, unstopping toilets, unclogging drain and sewage lines, stopping leaks.

Applies knowledge of electrical repair and necessary safety precautions in performing duties such as repairing broken wires, replacing light switches and electrical outlets and changing ballasts.

Utilizes plumbing knowledge in the maintenance and repair of plumbing fixtures such as replacing washers and valve stems and rebuilding flushometers.

Maintains a maintenance log of projects to be completed and works on them during available times.

Sets priorities based on maintaining a safe and sanitary environment for the welfare of the students.

Applies knowledge of standard tools, materials, equipment, and methods of multi-trades areas in the performance of daily work assignments; cleans tools and work area upon completion of project. SEV Sci-Tech Charter Application

May participate in general building upkeep such as painting and removal of graffiti from exterior and interior structures.

May be required to act as liaison with outside. Performs related work as required.





ATTACHMENT R Personnel policies, if developed


(3) Employment Manual

(3.1) Equal Opportunity Employment The organization is an equal opportunity employer. The organization is committed to providing equal opportunity for all individuals in all areas of recruitment, selection, placement, training, assignment, transfer, compensation, benefits, discipline, retention, and promotion. The Board commits itself to the policy that there shall be no unlawful discrimination against any person because of race, color, religion, age, sex, national origin or disability. All decisions regarding employment shall be in compliance with applicable state and federal laws.

The organization is required by the Immigration Reform and Control Act to employ only American citizens and aliens who are authorized to work in the United States. The purpose of this law is to preserve jobs for those individuals who are legally entitled to them.

(3.2) Employment Non-Discrimination and Non-Harassment The Governing Board does not discriminate against anyone, to general operations of the organization, and to any basis prohibited by applicable law or regulation.

The Governing Board is committed to an environment in which all individuals are treated with respect and dignity. We believe that each individual has the right to work in a professional atmosphere that promotes equal employment opportunities and prohibits discriminatory practices, including harassment. Therefore, the organization expects that all relationships among persons in the workplace will be business-like and free of bias, prejudice and harassment. Thus, the organization does not and will not tolerate discrimination against or harassment of or by our employees, students, vendors, or other person. The term “harassment” includes, but is not limited to, slurs, jokes, and other verbal, graphic, or physical conduct relating to an individual’s race, color, sex (including discrimination against or harassment of individuals of the same sex), pregnancy, religion, national origin, ancestry, citizenship, age, disability, workers compensation claims, marital, veteran or any other protected status. “Harassment” may include a range of subtle and not so subtle behaviors and includes unwelcome or unwanted sexual advances, requests or demands for favors, offensive touching, and other types of conduct whether it be physical, verbal, graphic, or electronic communication (including e-mail, social media and facsimiles) of a harassing or sexual nature involving individuals of the same or different gender. This includes, but is not limited to:

● Unwelcome or unwanted physical contact or sexual advances including, but not limited to, patting, grabbing, pinching, brushing-up against, hugging, cornering, kissing, fondling, or any other similar physical contact.

● Unwelcome requests or demands for favors including, but not limited to, subtle or blatant expectations, pressures, requests or demands for sexual, unethical or illegal favors; or unwelcome requests for dates or contacts. Such unwelcome requests or demands may or may not relate to an implied or stated promise of preferential treatment, or a threat of negative consequences concerning


employment, including, but not limited to, promotion, demotion, transfer, layoff, termination, pay or other form of compensation, and selection for training.

● Verbal and written abuse or unwelcome kidding including, but not limited to, that which is sexually-oriented, including same-sex harassment; commentary about an individual’s body, sexual prowess or sexual deficiencies; inappropriate comments about race, color, religion, sex, pregnancy, national origin, ancestry, citizenship, age, disability, workers compensation claims, marital, veteran or other protected status; dirty jokes or other jokes which are unwanted and considered offensive or tasteless; or comments, innuendoes, epithets, slurs, negative stereotyping, leering, catcalls or other actions that offend, whether sexually oriented or otherwise related to a prohibited form of discrimination or harassment.

● Any form of behavior that unreasonably interferes with work performance, including, but not limited to, unwanted sexual attentions, comments, interruptions, or other communications, whether sexually-oriented or otherwise related to a prohibited form of discrimination or harassment, that reduces productivity or time available to perform work-related tasks or otherwise interferes with work performance.

● Actions that create a work environment that is intimidating, hostile, abusive, or offensive because of unwelcome or unwanted conversations, suggestions, requests, demands, physical contacts or attentions, whether sexually-oriented or otherwise related to a prohibited form of discrimination or harassment.

● The distribution, display, or discussion of any written or graphic material, including calendars, posters, cartoons, or names, that belittles or shows hostility or aversion toward an individual, his/her relatives, friends or associates or a group because of race, color, religion, sex (including same sex discrimination or harassment), pregnancy, national origin, ancestry, citizenship, age, disability, workers compensation claims, marital, veteran or other protected status.

All employees and applicants are covered by this policy and are strictly prohibited from engaging in any form of discriminatory or harassing conduct. Further, no employee has the authority to suggest to another employee or applicant that the individual’s employment, continued employment, or future advancement will be affected in any way by entering into, or refusing to enter into, a personal relationship. Such conduct is a direct violation of this policy.

Conduct prohibited by this policy is unacceptable in the workplace and in any work-related setting outside the workplace, such as business trips, business meetings and business-related social events.

Violation of this policy will subject an employee to disciplinary action, up to and including immediate discharge.

(3.2.1) Retaliation is Prohibited Governing Board prohibits retaliation against any individual who reports discrimination or harassment or participates in an investigation of such reports. Retaliation against an individual for reporting harassment or discrimination or for participating in an investigation of a claim of harassment or discrimination is a serious violation of this


policy and, like harassment or discrimination itself, will be subject to disciplinary action, up to and including termination.

(3.2.2) Reporting Procedures and Investigation Governing Board strongly urges the reporting of all incidents of discrimination, harassment or retaliation, regardless of the offender’s identity or position. Individuals who believe they have experienced conduct they believe is contrary to the organization’s policy or who have concerns about such matters should file their complaints with the Principal or any Member of the Governing Board or the Board’s designee, whereupon the matter will be discreetly and thoroughly investigated. The organization will then take immediate steps to stop any behavior which violates this policy and see that it does not repeat itself. Disciplinary action, up to and including termination, calculated to end the discrimination or harassment, will be taken, when appropriate, against the offender(s).

Employees who have experienced conduct they believe is contrary to this policy have an obligation to take advantage of this complaint procedure. An employee’s failure to fulfill this obligation could affect his or her rights in pursuing any claim.

Early reporting and intervention have proven to be the most effective method of resolving actual or perceived incidents of discrimination or harassment. Therefore, while no fixed reporting period has been established, the prompt reporting of complaints or concerns is strongly urged so that rapid and constructive action can be taken.

The availability of this complaint procedure does not preclude individuals who believe they are being subjected to harassing conduct from promptly advising the offender that his or her behavior is unwelcome and requesting that it be discontinued.

(3.2.3) Responsive Action Conduct constituting harassment, discrimination or retaliation will be dealt with appropriately. Responsive action may include training, referral to counseling and/or disciplinary action such as warning, reprimand, withholding of a promotion or pay increase, reassignment, temporary suspension without pay or termination, as the organization believes appropriate under all of the circumstances.

Any person utilizing this complaint resolution procedure will be treated courteously, and the problem will be handled swiftly and as confidentially as possible in light of all the circumstances, with appropriate corrective action being taken. The registering of a complaint will in no way be used against that individual, nor will it have an adverse impact on their employment status. A record of the complaint and findings will become a part of the complaint investigation record and that file will be maintained separately from the personnel files.

(3.2.4) Conclusion Individuals who have questions or concerns about this policy may talk with the Principal or any member of the Governing Board.

Please keep in mind that the very nature of discrimination, harassment and retaliation makes it virtually impossible to detect unless a complaint is appropriately reported. Do


not assume that the organization is aware of your problem! It is your responsibility to bring this information to the attention of the organization so the issue can be resolved.

(3.2.5) Training New employee orientation training shall include a component on the harassment policy. All administrators are responsible for assuring that their staff members are familiar with the policy on harassment and that new employees are oriented as necessary throughout each school year. As part of the review of the Code of Student conduct at the beginning of the school year, this policy will be discussed in student classes, school advisory councils, and parent and teacher associations. Students enrolled after the beginning of the school year will be provided a copy of the Code of Student conduct and advised of this policy.

(3.3) Personnel Records Personnel records shall be maintained in accordance with State and Federal Laws. The following records for each employee shall be maintained in a secure file:

a Evidence of successful completion of required education

b Florida Teaching Certificate, certificate of law for the position

c Employee assessments

d Signed contract (if required)

e Signed loyalty oath if required by the State of Florida or the Federal Government.

f Withholding allowance certificate (W-4)

g Copy of Social Security Card

h Benefits enrollment documentation

i Background verification (results of School District fingerprint test)

j Letters of reprimand and information regarding any disciplinary action taken

k Personal Data Sheet

l Employment Eligibility Verification (I9 Form)

m Arrest and Conviction Record

n Drug-Free Workplace Policy.

It is the responsibility of the employee to obtain and submit these documents:

a Florida Certificate: the employee must submit the original. A copy shall be made to keep within the file, and the original shall be returned to the employee.

b Health Certificate: Prior to initial employment and re-employment following a termination, some employees may be required to submit a certificate of health signed by a licensed medical practitioner attesting to the employee’s freedom


from contagious and infectious diseases and other physical and medical impairments which would prevent the applicant from performing the duties for whom an employment contract is required.

c Contracts: Each employee shall sign the offered contract and submit it to the school office within the specified time.

d Certificate Extensions/Additions: Other official correspondence with the state Department of Education and any other documents which may be requested shall be copied in the school office. Copies shall be retained and the originals shall be returned to the employee.

e Criminal Records: The school shall determine if the prospective employee has an arrest/conviction record.

Personnel records shall be open for inspection and copying consistent with Florida law, Chapter 119 and Federal laws. Social Security numbers will not be disclosed to the public. Evaluations shall be confidential and not open to the public until the end of the school year immediately following the school year in which the evaluation was made. The following payroll deductions are not open to the public: credit union cards, W-4’s, tax shelter information, tax levy, court records.

(3.4) Compensation and Benefits

(3.4.1) Salaried Employees Instructional and administrative staff members shall be salaried (exempt) employees. Annually the Governing Board will evaluate the salary schedule to make necessary adjustments that are in alignment with state and federal law and the organization’s annual budget.

(3.4.1.1) Contracts

(3.4.1.1.1) At Will Employer All contracts offered by the organization will be at-will contracts specifically stating that either the organization or employee may choose to cancel that contract at any time with or without cause.

(3.4.1.1.2) Probationary Contract Employees newly hired by the organization shall be offered a one-year probationary contract in accordance with Florida Statute 1012.335. The probationary license may only be issued once to an employee unless the employee was rehired after a break of service for which an authorized leave of absence was not granted.

(3.4.1.1.3) Annual Contract After completing one successful year on a probationary contract, and conditional upon the employee holding the appropriate state certification from the Department of Education, and having not received two consecutive annual performance ratings of unsatisfactory, nor three consecutive needs improvement or unsatisfactory performance ratings, the employee will be issued an annual contract.

(3.4.1.2) Salary Schedule


Given that all employees shall only receive annual contracts, all academic employees will be paid under the performance salary schedule as defined in Florida Statute 1012.22(1)(c).

(3.4.1.2.1) Initial Placement The Governing Board will annually establish a starting salary and incremental amount based upon criteria established by the board for determining the initial placement of new employees on the salary schedule. This approval will be conducted as part of the development of the Corporate Budget. The initial placement will be based on the employee’s qualifications as of their first day of work.

Experience credit on the instructional salary schedule will be granted for all verified public school experience in accordance with state law. If public school credit is less than eight (8) years full-time private school experience may also be granted up to a maximum of eight (8) total years.

(3.4.1.2.2) Adjustments for Returning Employees Employees returning to the school after having completed an annual evaluation will receive annual adjustments in accordance with the amounts established by the Governing Board. The annual amounts are subject to change based on the annual budget, and shall only apply to the employee’s Base Salary, not to any supplemental amounts the employee receives. The adjustments shall be calculated as follows:

(3.4.1.2.2.1) Highly Effective Employees having received a “Highly Effective” rating as part of their annual evaluation shall receive the highest possible annual salary adjustment, as defined by the Governing Board.

(3.4.1.2.2.2) Effective Employees having received an “Effective” rating as part of their annual evaluation shall receive an adjustment equal to 50 percent of the adjustments awarded to the Highly Effective Employees.

(3.4.1.2.2.3) Other Rankings Employees not receiving either Highly Effective or Effective will not be eligible for a performance adjustment and will only be given the cost of living adjustment if one is established by the Governing Board.

(3.4.1.2.2.4) Cost of Living Adjustment The Governing Board may approve a cost-of-living adjustment for all employees. The cost of living adjustment will be applied to all employees on the schedule equally and can be no more than 50 percent of the amount awarded to employees rated as “Effective” in their annual evaluations.

(3.4.1.3) Salary Supplements An employee’s placement on the salary schedule shall constitute the employee’s base pay. In addition to the base pay, the Governing Board may annually approve supplements to be paid to employees, which are annual additions to the base salary for specific qualifications or duties. The supplement does not become part of the employee’s continuing base salary. A schedule of possible supplements will be


considered by the Governing Board in the establishment of the Salary Schedule and Corporate Budget.

(3.4.1.3.1) Degree Supplements A degree utilized for salary purposes must have been awarded by an institution, which was accredited at the time the degree was awarded or must have been validated by an accredited institution as covered under Department of Education procedures for implementation of applicable State Board Rule. It is the employee’s responsibility to provide all applicable transcripts.

(3.4.1.4) Paid Time Off Salaried employees will be granted Paid Time Off (PTO) within the contract/agreement with the organization.

(3.4.1.4.1) Approval of PTO PTO requests must be approved by the employee’s immediate supervisor prior to the absence, unless the absence is a sick-day and prior notification is not possible.

(3.4.1.4.2) Overuse of PTO If a staff member uses all PTO allotted to them, any additional sick days will be without pay. PTO time will be awarded at the beginning of the school year, should an employee leave before the end of the school, PTO will be prorated and the employee will be expected to pay back over-used PTO.

(3.4.1.4.3) Unused PTO for Salaried Employees Employees are encouraged to use their PTO time during the fiscal year in which it accrues (July 1 – June 30), however, up to forty (40) hours of accrued PTO time may be carried forward to the following fiscal year. No more than forty (40) hours may be carried forward into the next year.

(3.4.1.5) Pay Calculations Salaried employees of the organization shall be paid year-round, even though the services the employee provides to the organization is less than a full year. To clarify the calculations and methodology used by the organization, the Governing Board shall adopt a “Compensation Manual” identifying the specific formulas to be used when calculating employee amounts. This compensation manual will take into account the following policies:

(3.4.1.5.1) Contract Days Each year the Principal shall ensure a calendar is created specifically identifying the number of contract days for all salaried employees. This calendar should identify all the paid versus unpaid days for each employee class.

(3.4.1.6.2) Pay Periods The organization shall pay employees twice per month, resulting in a total of 24 pay periods per year. The actual amount each employee will be paid for the fiscal year will be divided by the remaining pay periods that year.

(3.4.1.6.3) Salary Employees Daily Rates The Principal shall ensure that a daily rate is calculated and communicated to each employee. This daily rate shall be their employee’s annual salary amount divided by


the contract days in the fiscal year. The daily rate shall be used to calculate the actual amount each employee earns for services provided to the school in the event the employee leaves the organization prior to the end of the school year or is required to take unpaid leave.

(3.4.2) Hourly Employees Non-instructional and non-administrative employees shall be paid hourly. Hourly rates will be set by the Governing Board of the school and in accordance with state and federal law.

(3.4.2.1) Initial Compensation Hourly employees shall be offered a specific hourly rate based on the rates adopted by the Governing Board.

(3.4.2.2) Paid Time Off All full-time employees are eligible to receive PTO. Temporary, part-time and PRN employees are not eligible. PTO accumulates in relationship to all regular hours you work. PTO does not accumulate on overtime hours or on hours not worked, such as when you are using PTO or are on a leave of absence. You may begin using your PTO at any time after it accumulates, however you may not use PTO in advance of any accumulation of it.

Years of Accumulation Approximate Weeks Off Experience Multiplier for Full Time Employees Year 1 0.042017 (2 weeks) Year 2-5 0.064378 (3 weeks) Year 6 and on 0.087719 (4 weeks)

(3.4.2.2.1) Approval of PTO PTO requests must be approved by the employee’s immediate supervisor prior to the absence, unless the absence is a sick-day and prior notification is not possible.

(3.4.2.2.2) Unused PTO for Hourly Employees Hourly employees are encouraged to use their PTO time during the fiscal year in which it accrues (July 1 – June 30), however, up to forty (40) hours of accrued PTO time may be carried forward to the following fiscal year. No more than forty (40) hours may be carried forward into the next year.

(3.4.2.3) Vacation Hourly employees who normally work during the following times will be provided holiday pay for the following days. The amount to be paid will be based on the annual average hours worked per day, which is calculated by finding the sum of hours in the work agreement with the employee divided by the number of contracted weeks, divided by 5.

Paid Holidays Time

● Independence Day ● Labor Day ● Thanksgiving (total of 3 days) ● Winter Break (total of 5 days - Schedule to be determined by the Principal)


● Martin Luther King, Jr. Day ● Memorial Day

(3.4.2.4) Overtime Pay Whether an employee is exempt from or subject to overtime pay will be determined on a case-by-case basis and will be indicated in the employee’s job description.

Non-exempt employees may be required to work beyond the regularly scheduled workday or workweek as necessary. In determining whether non-exempt employees are entitled to overtime pay, only actual hours worked in a given workday or workweek will be considered. All overtime work must be previously authorized by the Principal. The organization provides compensation for all overtime hours worked by non-exempt employees in accordance with state and federal law as follows:

For employees subject to overtime, all hours worked in excess of eight (8) hours in one workday or forty (40) hours in one workweek shall be treated as overtime. Compensation for hours in excess of forty (40) for the workweek or in excess of eight (8) but not more than twelve (12) for the workday, and for the first eight (8) hours on the seventh consecutive day in one workweek, shall be paid at a rate of one and one-half times the employee’s regular rate of pay. Compensation for hours in excess of twelve (12) in one workday and an excess of eight (8) on the seventh consecutive workday of the workweek shall be paid at double the regular rate of pay. Workweeks begin each Sunday at 12:01 a.m.;

(3.4.3) Benefits The organization provides a comprehensive Benefit Plan which may vary from year to year as determined by the Governing Board.

(3.4.3.1) Eligibility Regular employees who work at least thirty (30) hours per week including job-share employees are eligible for benefits, per individual contracts.

● Initial Enrollment: Enrollment and change forms are due in the office within thirty (30) calendar days of hire or change of eligibility status. Coverage becomes effective the first day of the month following thirty (30) days of employment in an eligible benefit status.

● Open Enrollment: The Board provides an annual open enrollment period during which an employee may add, cancel, or change coverage. If no action is taken by the employee to change coverage, previous coverages will continue for the next calendar year.

(3.4.3.2) Organizational Contribution The organization contributes toward the cost of certain employee benefits each pay period during the school year in which a paycheck is earned. In any period during which a paycheck is not earned, the employee will owe both the organization contribution amount and the normal insurance deductions. Organizational contribution amounts vary and are determined by the Board annual.

(3.4.3.3) Termination of Coverage


Insurance coverage ends the last day of the month in which an employee no longer meets eligibility requirements or terminates employment.

(3.4.3.4) Leaves of Absence While on an approved, unpaid leave of absence, employees are required to pay the entire cost of all insurance plans, including the organization paid portion in order for coverage to continue. The appropriate person(s), agencies, and/or organizations must receive payment by the first of each month. Insurance coverage will be canceled for nonpayment if full payment is not received by the due date. When an employee is on an approved, paid leave, the employee is responsible only for payment of the portion of premium(s) the employee normally pays. Nonpayment of premiums will result in cancellation of coverage.

Suspension Without Pay: While on suspension without pay, an employee is considered to be on unpaid leave of absence. As such, the employee is entitled to maintain insurance coverage by paying the total cost of insurance. If the employee elects to continue insurance and is reinstated, the employee will be refunded the organization contribution paid during the period of suspension. If the employee elects to continue insurance and is not reinstated, the insurance will terminate the last day of the month in which the employee is dismissed. If the employee chooses not to continue insurance and is reinstated, insurance will be reinstated the first of the month following the date of the final order and the employee will be responsible for any regular employee contributions.

(3.4.3.5) Worker’s Compensation The organization provides Workers’ Compensation benefits pursuant to Florida law.

(3.4.4) Additional Compensation

(3.4.4.1) Compensation for Additional Responsibilities From time to time employees may take on additional responsibilities beyond that covered within their contract. The Governing Board may authorize stipends or additional funds to be paid for such activities as described below:

(3.4.4.1.1) Non-Exempt Employees Employees who are not exempt from wage and hour laws will be paid their typical hourly rate based on the amount of time spent on the tasks. Efforts should be taken to avoid overtime in the completion of the additional tasks. If overtime is unavoidable, the approval of funds to cover the activities should take the additional cost of overtime into consideration.

(3.4.4.1.2) Exempt Employees Stipends for additional responsibilities will typically be paid in one lump sum on the date authorized by the Governing Board, unless another arrangement is authorized by the Board.

The Governing Board shall annually approve a schedule of stipends to pay for additional responsibilities above the typical job responsibilities. The schedule should include the task for which the stipend is offered, when the stipend will be paid, and the amount which will be paid.


Examples of activities for which stipends might be offered include: tutoring outside of school hours, coaching extracurricular activities, or providing additional services on behalf of the school.

If multiple employees share a responsibility of a task approved by the board (i.e. coaches who are sharing coaching responsibility), the Principal may authorize the stipend to be split appropriately between the employees.

(3.4.4.2) Employee Bonuses The Governing Board may from time to time elect to assign employee bonuses if the annual budget allows for such bonuses to be made. All bonuses must be approved by the Governing Board and be applied uniformly amongst employees of similar employee categories.

(3.4.4.2.1) Performance Based Bonuses If the Board of Director elects to provide Performance Based Bonuses, the Governing Board will establish an objective measure for how the bonuses will be applied. The performance criteria for the employees must be clearly defined by the employee category (i.e. ‘Classroom Teacher’, ‘Administrator’, etc.). The criteria should be objective and easily measurable. The criteria should be established as early in the fiscal year as possible.

If the available funds do not allow the organization to fully fund the bonus schedule as defined by the Governing Board, all amounts will be prorated to match the available funds equally among all benefits to be awarded.

(3.4.4.2.2) Other Bonuses If the Governing Board elects to give a bonus that is not Performance Based, the bonuses must be delivered uniformly among all employees within the employee category. Bonuses to individual employees are not allowed unless using the performance based bonuses described above.

(3.4.5) Miscellaneous

(3.4.5.1) Reclassification Employees who complete educational degrees or obtain a professional teaching certificate that would necessitate a move on the salary schedule or hourly rate are required to provide appropriate documentation to the Principal. Such changes to the salary shall only be made at three times during the year: at the start of the fiscal year, at the start of the school year, or at the start of second semester of the school year.

(3.4.5.2) Retroactive Payments When salary and benefit agreements are reached, any approved retroactive payments due employees will be paid only to those in active pay status on the date of Board approval.

(3.4.5.3) Return of Overpayments If an employee is overpaid due to an error, resignation, or any other reason, the Organization is entitled to recover any overpayment.

(3.4.5.4) Payroll Withholdings


The organization shall withhold taxes from each employee’s pay according to the law. Every deduction from your paycheck is explained on your check voucher. If you do not understand the deductions, ask the Principal to explain them to you.

You may change the number of withholding allowances you wish to claim for Federal Income Tax purposes at any time by filling out a new W-4 form and submitting it to the Principal or designee. The office maintains a supply of these forms.

All Federal, State, and Social Security taxes will be automatically deducted from paychecks. The Federal Withholding Tax deduction is determined by the employee’s W-4 form. The W-4 form should be completed upon hire and it is the employee’s responsibility to report any changes in filing status to the Principal or designee and to fill out a new W-4 form.

(3.5) Employee Evaluations

(3.5.1) Intent It is the intent of the organization that assessments of personnel be used for two reasons: 1) Determining the suitability for retention of the continuing and professional service of contract personnel; and 2) A method of assisting staff in their professional development to best impact the education of students and operation of the school. The organization acknowledges and agrees to follow all legal requirements as set forth in Florida Statute as they apply to charter schools.

(3.5.2) Evaluation System

(3.5.2.1) Professional Staff Members The Principal will recommend to the Governing Board an evaluation system in compliance with Florida Statute for evaluating instructional and administrative personnel. The evaluation system adopted by the Governing Board will meet all requirements of Florida Statute section 1012.34. Specifically:

● The system must incorporate student performance data in the final calculation ● Utilize continuous quality improvement models ● Performance data utilized must be obtained from multiple sources

(3.5.2.2) Support Staff Members The Principal will develop and implement an evaluation matrix and form to be used for the evaluation of all support staff members which will provide feedback and guidance to support staff in alignment with the intent of this policy.

(3.5.3) Performance Indicators The final result of the evaluation system will result in one of the following annual performance levels:

● Highly Effective SEV Sci-Tech Charter Application

● Effective ● Needs Improvement (or for employees in their first three years of employment

‘Developing’) ● Unsatisfactory

(3.5.4) Annual Evaluation Each staff member will receive a written annual evaluation each year, and the evaluation shall be presented to the employee by May 15 of each year. The School will implement the Marzano teacher evaluation model that does more than measure teacher effectiveness; it provides a tool to develop teacher effectiveness. The Marzano model is being used for its credibility, its emphasis on what happens in the classroom, and its usefulness as a tool to develop teacher efficacy. The Marzano Teacher Evaluation Model examines 43 elements designed to inform the instructional practices of teachers across four domains.

(3.5.4.1) Evaluation Basis

1. Performance of Students- at least one-third of this evaluation will be based on student performance. Student growth will be assessed annually using statewide and/or district assessments, teacher made assessments and teacher portfolios demonstrating growth. Goal one of the DPP always is a measurable growth determination for students.

2. Instructional Practice- at least one-third of this evaluation will be based on observation and instructional practice. In accordance with F.S. 1012.01(2)(a) evaluations will include indicators based on the FL. Educator Accomplished Practices (FEAPs) and Marzano's self-reflection Design Area (DA) plan. The Design Area Plan has ten Areas with 43 elements that over five years need to be achieved.

3. Professional and Job Responsibilities- Annual parent/guardian and student surveys developed and collected by the SAC committee are used for this evaluation along with professional activities, continued personal growth, etc. This is included in DPP.

(3.5.4.2) Individual Writing Evaluation Each employee shall be notified at the start of each year who their immediate supervisor is who will be writing their annual evaluation. Teachers and support staff will be supervised by an administrative member of the staff. The Principal will be evaluated by the Governing Board.

(3.5.4.3) Miscellaneous Following the completion of the evaluation, the supervisor shall meet with the employee to discuss the evaluation. Employees may provide a written response to the evaluation as a permanent attachment to the evaluation. Employees will be expected to sign the evaluation, however the signature does not necessarily indicate consent with the findings, only that the employee has received a copy of the evaluation. If the


employee refuses to sign the document, the supervisor shall provide a written amendment documenting the date the evaluation was discussed with the employee and that the employee refused to sign the document acknowledging its receipt.

(3.5.4.4) Unsatisfactory Evaluations If an employee has received an unsatisfactory performance assessment or concerns exist throughout the year such as following a formal observation, the supervisor shall confer with the employee and shall make specific recommendations for actions the supervisor believes should result in improvement. The supervisor and employee shall develop a plan, which will be shared with the Principal of the organization. The plan shall include a prescribed period of time in which the corrective actions must be completed. If the employee has received an unsatisfactory evaluation, the employee shall be placed on a 90-day probationary period in which the employee shall receive assistance and training to correct the deficiencies noted in the evaluation.

(3.6) Dual Employment An employee may provide services regarding a non-school developed curriculum or program or participate in programs sponsored by other agencies when approved in writing by the Principal or his designee. An employee who chooses to request temporary paid leave when engaged in such activities must remit to the organization any remuneration (honorariums, stipends, consultant service fees, etc.) received. In addition, the employee shall remit any travel expense reimbursement provided by the sponsoring agency to the organization when the organization is liable for travel expenses authorized by the approved request.

An employee may not retain such compensation without utilizing personal leave chargeable to Paid Time Off (PTO), or personal leave without pay. An employee wishing such compensation must request the leave through the submittal and approval of the prescribed forms. The organization will not be responsible for workers’ compensation or liability protection or any benefits for employees on personal leave.

An employee providing consultation concerning a curriculum developed by the organization or an individual school operated by the organization, must remit to the School any remuneration received.

(3.7) Substitutes The organization will utilize only qualified substitutes for all employee groups. The Principal or designee will develop procedures for reporting absences, assigning substitutes and developing a substitute compensation plan.

Substitute teachers shall meet all legal requirements for substitute teachers. The rate of compensation shall be according to the annual school budget approved by the Governing Board. Records shall be kept by the Principal concerning the number of days taught by substitutes and the amount of funds expended. The Governing Board shall be informed concerning this data at periodic intervals.

Staff members who require substitutes are responsible for making arrangements for substitutes themselves. A list of potential substitutes will be supplied to staff members annually.


(3.8) Leaves

(3.8.1) Family and Medical Leave (FMLA) Governing Board makes available various types of unpaid, job protected leave in accordance with the requirements of the Family and Medical Leave Act of 1993 (FMLA).

(3.8.1.1) Eligibility Employees are eligible for unpaid FMLA leave if they:

1 have a cumulative (not necessarily continuous) 12 months of prior service;

2 have worked at least 1250 hours during the 12 months immediately preceding the date on which the FMLA leave would commence; and,

3 work at a location where at least 50 employees are employed within a 75-mile radius.

(3.8.1.2) Basic Leave For eligible employees, up to 12 weeks of unpaid leave, in a 12-month period, is available for one or more of the following purposes:

● For the birth and care of a newborn child of the employee;

● For the care and/or placement of a child for adoption or foster care;

● To care for a spouse, child, or parent who has a serious health condition; a child, for purposes of this policy, includes an individual who is either (1) under the age of 18 or (2) older than 18 but incapable of self-care because of a physical or mental disability;

● For your own serious health condition.

The 12-month period is measured on a “rolling backward” basis. Leave measured on a rolling backward basis is measured backward from the date any FMLA leave would commence.

(3.8.1.3) Qualifying Exigency Leave For eligible employees, up to 12 weeks of unpaid leave, in a 12-month period, is available for an eligible employee where the employee’s spouse, son, daughter or parent is on “covered active duty” and leave is needed for a “qualifying exigency.” Covered Active Duty includes: (1) in the case of a member of a regular component of the Armed Forces, duty during the deployment of the member with the Armed Forces to a foreign country; and (2) in the case of a member of a reserve component of the Armed Forces, duty during the deployment of the member with the Armed Forces to a foreign country under a call or order to active duty. A “qualifying exigency” is:

● Short notice deployment;

● Military events and related activities;

● Childcare and school activities;


● For the purpose of making financial and legal arrangements;

● Rest and recuperation;

● Post-deployment activities; and/or,

● Additional qualifying activities.

The “rolling backward” method used for measuring “Basic Leave” is also used to measure the 12-month period for “Qualifying Exigency Leave.”

(3.8.1.4) Covered Service Member Care Leave Leave is available for an eligible employee to care for a spouse, child, parent or next-of-kin who:

● is a current member of the Armed Forces or a member of the Armed Forces who is on the temporary disability list, and who has a “serious injury or illness” for which he or she is undergoing medical treatment, recuperation, or therapy; or, otherwise in outpatient status; or, otherwise on the temporary disability retired list, or

● is a veteran of the Armed Forces who is undergoing medical treatment, recuperation, or therapy, for a “serious injury or illness” and who was a member of the Armed Forces at any time during the period of 5 years preceding the date on which the veteran began undergoing the medical treatment, recuperation, or therapy.

For purposes of this section the following definitions apply:

● the term “Armed Forces” includes Armed Forces, National Guard, and Reserves.

● the term “serious injury or illness” means:

○ For current members of Armed Forces – an injury or illness that was incurred by the member in line of duty on active duty in the Armed Forces (or existed before the beginning of the member’s active duty and was aggravated by service in line of duty on active duty in the Armed Forces) and that render the member medically unfit to perform the duties of the member’s office, grade, rank, or rating.

○ For veterans of the Armed Forces – an injury or illness that was incurred by the member in line of duty on active duty in the Armed Forces (or existed before the beginning of the member’s active duty and was aggravated by service in line of duty on active duty in the Armed Forces) and that manifested itself before or after the member became a veteran.

● Next-of-kin of a covered service member is the nearest blood relative other than the covered service member’s spouse, son, or daughter, unless the covered service member has specifically designated in writing another blood relative as his or her nearest blood relative for the purposes of military caregiver leave under the FMLA.


For Covered Service Member Care leave only, an employee is entitled to 26 work weeks of leave during any single 12-month period measured on a “rolling forward” basis. Service member Care leave measured on a rolling forward basis will be measured using the 12-month period forward from the date of the employee’s first instance of Service member Care leave.

(3.8.1.5) Intermittent Leave Eligible employees may take leave intermittently, as blocks of time off or in the form of reducing the employee’s normal weekly or daily schedule. If the employee needs leave intermittently or on a reduced-leave schedule for planned medical treatment, it is the employees obligation to schedule the treatment so as not to unduly disrupt the organization’s operations. Further, intermittent leave or leave on a reduced-leave schedule must be medically necessary due to a serious health condition or a serious injury or illness, except in the case of intermittent leave for a Qualifying Exigency. In addition, employees are permitted to take intermittent leave for the birth of a child or placement of a child for adoption or foster care; however, intermittent leave for these reasons is only permitted upon the approval of the Governing Board.

(3.8.1.6) Giving Notice of the Need for Leave Absent extenuating circumstances, an employee must provide the organization with at least 30 days’ advance written notice before FMLA leave is to begin. Failure to do so may cause delay or denial of leave.

If the need for leave is unforeseeable, then the employee must provide notice to the organization as soon as practicable under the facts and circumstances of their situation. For unforeseen leave, they must follow the normal procedure for contacting their supervisor to report an absence.

(3.8.1.7) Approval The organization will generally notify the employee within 5 business days of receipt of the request for FMLA leave of their eligibility to take Family and Medical Leave. If the employee is not eligible, the organization will tell them why.

(3.8.1.8) Providing Evidence of Need for Leave In most cases, the organization will request that the employee provide additional information regarding certification of the leave by providing the employee with a Certification form, specific to the type of leave the employee is requesting, to be completed and returned to the Principal. Certification forms and any other requested documentation must be returned to the Principal within fifteen (15) days of the organization’s request for Certification (absent extenuating circumstances).

(3.8.1.9) Designation of Leave Within five (5) business days after the employee has submitted the appropriate Certification form and/or the organization has sufficient information to determine whether the leave requested is FMLA covered, the Principal will complete and provide the employee with a written response to the employee’s request for FMLA leave.

(3.8.1.10) Intent to Return to Work from FMLA Leave Consistent with the manner in which the organization addresses other types of medical and personal leave, the organization may require an employee on FMLA leave to report periodically on the employee’s status and intent to return to work.


(3.8.1.11) Pay During Leave If the employee has available Paid Time Off (PTO), the organization requires the employee to use the remaining PTO at the start of FMLA leave. Once PTO is exhausted, the employee will go on unpaid leave. Both paid and unpaid leave count towards the 12 or 26-week (in the case of Covered Service Member Care Leave) limit.

(3.8.1.12) Benefits During Leave Health insurance benefits will be maintained during leave, however, the employee must continue to pay his or her share of any premiums. If the employee falls more than thirty (30) days behind in making payments, the coverage may be canceled. In addition, should the employee fail to return to work at the expiration of the approved leave, under certain conditions, the organization is entitled to recover any premiums it paid on the employee’s behalf in order to maintain the coverage. All insurances and retirement deposits other than health insurance shall be the employee’s responsibility.

(3.8.1.13) Return from Leave Upon the employee’s release to return to work, the employee will be restored to the same or equivalent position, unless the employee would not otherwise have been employed at the time of reinstatement (e.g., due to an intervening reduction in force or discharge for misconduct or poor performance). The organization reserves the right not to rehire a “key” employee if rehire would cause substantial economic harm to the organization’s operation. For the purpose of this policy, key employees are generally those in the top 10% of compensation.

(3.8.1.14) Return From Leave Fitness-For-Duty Certification: Any employee who takes leave for the employee’s own serious health condition will be required, as a condition of restoration, to obtain and provide certification that the employee is able to resume work and is able to perform the essential functions of his or her job. The cost of the Fitness-for-Duty Certification is paid by the employee. The organization may delay or deny restoration to employment if a Fitness-for-Duty Certification is not provided. The organization will request a Fitness-for-Duty Certification for leave taken on an intermittent or reduced-leave schedule basis, if reasonable safety concerns exist regarding the employee’s ability to perform his or her duties based on the serious health condition for which the employee took leave.

(3.8.1.15) Taking More than the Allowed Leave The organization is unable to keep jobs open indefinitely. If an employee fails to return to work at the end of an approved leave of absence, including any extension of the leave, the employee will be considered to have voluntarily terminated employment.

(3.8.1.16) Employee Rights and Responsibilities The Department of Labor has prepared a summary of an Employee’s Rights and Responsibilities under the FMLA. This summary is available to any employee upon request to the Principal or by visiting http://www.dol.gov/whd/regs/compliance/posters/fmlaen.pdf.

(3.8.2) Military If you enter military service while working for the organization, you will not lose your status as a regular employee. You will be given an unpaid leave of absence for the


duration of your initial tour of duty and your time in the service will count toward your length of service with the organization. If you are a member of a reserve component of the armed forces, you will be granted unpaid leaves necessary to fulfill the requirements of this affiliation. You may use your vacation time instead of leave time for this purpose if you prefer, but you are not required to do so.

If you apply for reemployment within the time specified by federal law following an honorable discharge from the service, you will be given employment comparable to the position you previously held.

(3.8.3) Personal Leave of Absence without Pay Should a situation arise that temporarily prevents an employee from working, he/she may be eligible for a personal leave of absence without pay not to exceed 12 continuous weeks. However, employees must be employed for at least 12 months prior to the requested leave. Any request for a leave of absence without pay must be submitted in writing as far in advance as possible and it will be reviewed on a case-by-case basis by the Principal. The decision to approve or disapprove is based on the educational requirements of the students, the business needs of the school, the length of time requested, the employee's job performance and attendance and punctuality record, the reasons for the leave, the affect the employee's absence will have on the work in the department and the expectation that the employee will return to work when the leave expires. Leaves of absence will be considered only after all PTO leave has been exhausted.

Any planned salary increase for an employee returning from an unpaid leave of absence without pay will be deferred by the length of the leave.

Due to the nature of our business, the organization cannot guarantee either that an employee's job will remain available or that a comparable position will exist when return from an unpaid leave is sought. When an employee is ready to return from a leave of absence without pay, the organization will attempt to reinstate the employee to his/her former position or to one with similar responsibilities. If the position or a similar position is not available, the organization will search for a suitable position for 30 days from the date the unpaid leave was to officially end. The employee will not be paid for this time. If the employee has not been placed by the end of this period, he/she will be administratively terminated.

An employee who returns to work following an unpaid leave will be considered as having continuous service. If an employee does not return from an unpaid leave of absence without pay, the termination date is the last day of the authorized leave period or the date the employee notifies the Superintendent that he or she is not returning, whichever is earlier. Employees who have been administratively terminated pursuant to this paragraph may be considered for reemployment.

(3.8.4) Jury Duty If an employee is called for jury duty during a period they are regularly scheduled to work, they are not required to use PTO to cover the absence. When they are not impaneled for actual service and only on call, the employee shall report back to work unless authorized by their supervisor to be absent from the work assignment.

(3.8.5) Bereavement SEV Sci-Tech Charter Application

When a death occurs in a regular full-time employee’s immediate family, that employee may take up to three (3) days off with pay to attend the funeral or make funeral arrangements. The pay for time off will be prorated for a part-time employee if the funeral occurs on a scheduled work day. The organization reserves the right to require verification of the need for the leave. For the purposes of this policy, immediate family is defined as employee’s spouse, parents, stepparents, siblings, children, stepchildren, grandparent, father-in-law, mother-in-law, sister-in-law, son-in-law, daughter-in-law, or grandchild. Should additional time off be needed, the employee may make arrangements with the Principal for additional PTO or unpaid days off.

(3.9) Employee Behavior

(3.9.1) Hours of Duty

(3.9.2) Professional Conduct Employees shall not use the classroom, nor any other part of school facilities, as a platform for making disparaging remarks against students, parents, teachers or administrators. Conduct contrary to this policy may constitute grounds for disciplinary action up to and including dismissal.

(3.9.2.1) Ethical Standards All employees are required to comply with SBE Rule 6B-1.001, Code of Ethics of the Education Profession in Florida and SBE Rule 6B-1.006, Principles of Professional Conduct for the Educational Profession in Florida.

(3.9.2.2) Reporting Requirements It is the duty of all employees to promptly report to the Principal or the Board Chairperson any alleged misconduct by any employee that affects the health, safety or welfare of a student. Failure of an employee to report such misconduct shall result in disciplinary action. The report may be made verbally, however, the Principal or Board Chairperson may request a written explanation, which the employee shall be required to provide.

(3.9.2.3) Investigation The Principal shall investigate any allegation of misconduct by an employee that affects the health, safety or welfare of a student. If the allegation is made against the Principal, the Board Chairperson may contact the authorizing school district to assist with investigating the situation.

Upon receiving a complaint of misconduct, a prompt preliminary investigation will be undertaken to determine if a reasonable basis exists. If the allegation warrants further investigation, the employee who is alleged to have committed such misconduct shall be reassigned to a position not requiring direct contact with students, or shall be placed on administrative leave with pay pending the outcome of the investigation.

Information related to the alleged misconduct shall be confidential during the investigation.

(3.9.2.4) Legally Sufficient Complaint The Principal or Board Chairperson shall file any legally sufficient complaint with the Department of Education within thirty (30) days after the date the school became


aware of the subject matter of the complaint. A complaint is considered to be legally sufficient if it contains ultimate facts that show that an instructional or administrative employee has committed a violation as provided in 1012.795, F.S., and defined by State Board of Education rule.

(3.9.2.5) Resignation or Retirement in Lieu of Termination The organization, or any of its employees, shall not enter into a confidentiality agreement regarding terminated or dismissed instructional personnel or administrators, or personnel or administrators who resign in lieu of termination, based in whole or in part on misconduct that affects the health, safety, or welfare of a student, and may not provide instructional personnel with employment references or discuss the personnel's performance with prospective employers in another educational setting, without disclosing the personnel's or administrators' misconduct.

(3.9.2.6) Training All employees shall be offered the opportunity to go through training on the Code of Ethics and Principles of Professional Conduct. Annually employees will be reminded of the reporting requirements of this policy and participate in a refresher discussion regarding the Code of Ethics and Principles of Professional Conduct.

(3.9.2.7) Confidentiality

Employees, volunteers, and board members are bound by ethical and legal codes to protect the confidentiality and privacy of our students and their families and to protect and maintain the confidentiality of all information related to them. Confidential communications include conversations, grades, progress, reports, forms, correspondence, and computer-generated communications with, about or involving in any way any students or their families.

(3.9.3) Professional Standards Employees are expected to observe certain standards of job performance and good conduct. When performance or conduct do not meet organizational standards, the school will endeavor when it deems appropriate to provide the employee a reasonable opportunity to correct the deficiency. If, however, the employee fails to make the correction, he or she will be subject to discipline, up to and including termination.

The rules set forth below are intended to provide employees with notice of what is expected of them. Necessarily, however, such rules cannot identify every type of unacceptable conduct and performance. Therefore, employees should be aware that conduct not specifically listed below but which adversely affects or is otherwise detrimental to the interests of the school’s other employees, students or parents may also result in disciplinary action.

(3.9.3.1) Job Performance Employees may be disciplined for poor job performance, including but not limited to the following:

● Below-average work quality or quantity;

● Poor attitude (for example, rudeness or lack of cooperation);

● Excessive absenteeism, tardiness, or abuse of break and lunch privileges;


● Failure to follow instructions or School procedures; or

● Failure to follow established safety regulations.

(3.9.3.2) Misconduct Employees may be disciplined for misconduct, including but not limited to the following:

● Insubordination;

● Dishonesty;

● Theft;

● Discourtesy;

● Misusing or destroying organization’s property or the property of another on Organization’s premises;

● Violating conflict of interest rules;

● Disclosing or using confidential or proprietary information without authorization;

● Falsifying or altering Organization’s records, including the application for employment;

● Interfering with the work performance of others;

● Altercations;

● Harassing, including sexually harassing, employees, students or parents;

● Being under the influence of, manufacturing, dispensing, distributing, using, or possessing alcohol or illegal or controlled substances on Organization property or while conducting School business;

● Gambling on School premises or while conducting organization business;

● Sleeping on the job or leaving the job without authorization;

● Possessing a firearm or other dangerous weapon on organization property or while conducting organization business; [or]

● Being convicted of a crime that indicates unfitness for the job or raises a threat to the safety or well-being of organization, its employees, students, parents or property; or

● Refusing to submit to testing for drugs and/or alcohol.

(3.9.3.3) Attendance In addition to the general rules stated above, employees may be disciplined for failing to observe the following specific requirements relating to attendance:

● Reporting to work on time, observing the time limits for rest and lunch periods, obtaining approval to leave work early; or


● Notifying the Principal in advance of anticipated tardiness or absence.

(3.9.4) Discipline Procedure Except as set forth elsewhere in the organization’s policies, discharge for poor performance ordinarily will be preceded by an oral warning and a written warning.

The organization reserves the right to proceed directly to a written warning for either misconduct or performance deficiency, or to terminate for misconduct without resort to prior disciplinary steps, when the organization deems such action appropriate.

(3.9.4.1) Suspension and/or Dismissal of Instructional and Administrative Support Personnel During Contract Period Suspension of instructional and administrative personnel during the contractual period shall be by the Principal. Whether such suspension will be with or without pay will be at the discretion of the Principal. The Principal (or designee) shall promptly notify each employee in writing who has been suspended or dismissed and set forth the basis for suspension or dismissal.

(3.9.5) Employment At Will Nothing in this Guideline is intended to alter the at-will status of employment with the organization.

(3.9.6) Conflicts of Interest No employee or directors of the organization shall solicit students, employees, or the organization for the selling of goods and services, other than as part of a school or PTA/PTO activity.

No employee shall accept any gift, favor, or service of value from companies or organizations that are engaged in, or are being considered for, doing business with the organization, with the exception of the PTA/PTO.

Expenses for trips to evaluate products or equipment shall be paid by the organization if previously approved by the Principal or designee. However, once equipment is purchased or leased, personnel may attend training sessions at the expense of the organization if training is included as a service within the purchase or lease price, and is approved by the Principal.

When a seminar, training, or educational meeting or session is provided by an industry representing more than one company and offered at no cost, or at reduced or partial costs, to staff, and the resulting knowledge or training is judged by the Principal (or designees) to be in the organization's interest with no advantage or obligation given to an individual company, and to be no conflict of interest, the Principal (or designee) may authorize attendance.

No employee shall accept other employment which might impair the employee’s independence of judgment in the performance of duties for the organization.

Violation of this policy may constitute grounds for dismissal from employment.

(3.9.7) Financial Obligations Employees are expected to handle their personal financial obligations in such manner as to prevent the involvement of the organization.


(3.9.8) Political Activities Employees are not allowed to conduct in activities supporting or denouncing individual political candidates. The use of organizational resources for political activities is strictly prohibited. Should an employee choose to campaign for and hold an elective public office, the Principal will ensure proper safeguards are put into place to ensure that the campaign or elected duties do not interfere with the role the employee plays at the organization.

(3.9.9) Academic Freedom It is the rightful duty of a qualified teacher to encourage within students a never-ending search for truth in its many forms. Such a search may inevitably lead to areas of controversy. It is the belief of the organization that discussion of such issues, dealing with local, state, national and international affairs, shall be encouraged. Free, logical, and intelligent dialogue within the classroom is a necessity in the search for truth. Such freedom of expression should be viewed, not simply as a constitutional guarantee, but as a fundamental necessity for the successful practice of scholarship in a free society. All sides of such controversial issues shall be presented where reasonable and feasible in the judgment of the teacher and Principal.

It is recognized that the application of this principle in a K-12 program differs somewhat from its application at higher educational levels. Teachers shall consider the relative level of maturity of their students and their need for guidance in the study of such issues to arrive at objective and balanced views.

Teacher use of potentially controversial materials: It is the responsibility of the teacher (or other instructional staff member) that intends to use materials that may be considered offensive to reasonable persons within the community, to notify the Principal of the potentially controversial materials. It is the Principal’s responsibility to ensure that the materials used are at grade level or below, and appropriate and consistent with the Sunshine State Standards. If the materials are potentially controversial, a notice will be sent home to the parents giving them the opportunity to allow their student to do an alternative project.

(3.9.10) Reporting Legal Infractions All employees are required to promptly notify the Principal if they are arrested or given a Notice to Appear for any criminal offense, including driving under the influence (DUI) and other criminal traffic offenses and local ordinance violations punishable by any period of incarceration, or charged in any way with such offenses. In the event that the employee in question is the Principal, he or she shall report said legal infraction(s) to the Chairman of the Board. Once a report has been made, the supervisor shall determine whether this offense could make the employee ineligible for employment under § 1012.315, F.S., and take such actions as are deemed necessary.

(3.9.11) Whistleblower Policy The organization requires its directors, officers, employees, and volunteers to observe high standards of ethics in the conduct of their duties and responsibilities within the organization. As representatives of the organization, such individuals must practice honesty and integrity in fulfilling their responsibilities and must comply with all applicable laws and regulations. The purpose of this policy is to create an ethical and open work environment, to ensure that the organization has a governance and


accountability structure that supports its mission, and to encourage and enable directors, officers, employees, and volunteers of the organization to raise serious concerns about the occurrence of illegal or unethical actions within the organization before turning to outside parties for resolution.

All directors, officers, employees, and volunteers of the organization have a responsibility to report any action or suspected action taken within the organization that is illegal, unethical or violates any adopted policy of the organization. Anyone reporting a violation must act in good faith, without malice to the organization or any individual at the organization and have reasonable grounds for believing that the information shared in the report indicates that a violation has occurred. A person who makes a report does not have to prove that a violation has occurred. However, any report which the reporter has made maliciously or any report which the reporter has good reason to believe is false will be viewed as a serious disciplinary offense. No one who in good faith reports a violation, or who, in good faith, cooperates in the investigation of a violation shall suffer harassment, retaliation, or adverse employment action.

(3.9.12) Occupational Safety The organization is committed to the safety of its employees, vendors, contractors and the public and to providing a clear safety goal for management.

The prevention of accidents is the responsibility of every employee. It is also the duty of all employees to accept and promote the established safety regulations and procedures. Every effort will be made to provide adequate safety training. If an employee is ever in doubt how to perform a job or task safely, assistance should be requested. Unsafe conditions must be reported immediately.

It is the policy of the organization that accident prevention shall be considered of primary importance in all phases of operation and administration. The organization’s administration is required to provide safe and healthy working conditions for all employees and to establish and require the use of safe practices at all times.

Failure to comply with or enforce the organization’s safety and health rules, practices and procedures could result in disciplinary action up to and including possible termination.

(3.9.12.1) Accident/Incident Reporting It is the duty of every employee to immediately, or as soon as is practical, report any accident or injury occurring during work or on the organization’s premises so that arrangements can be made for medical or first aid treatment, as well as for investigation and follow-up purposes.

(3.9.13) Employee Grievance and Conflict Resolution Policy A grievance is a conflict, issue or difficulty arising in the course, conduct and/or performance of an employee’s job. A grievance may also include a claim by an employee that the rules of the organization have been improperly applied or interpreted; or supervisory or administrative personnel apply unfair practices.

Conflict and grievance resolution begins with the persons directly involved. If resolution cannot be achieved by students/staff, then the Principal shall become involved up to


and including conflict resolution meetings and agreements. No student or staff member will be discriminated against, harassed, intimidated, or suffer any reprimand as a result of filing a grievance or participating in the investigation and resolution grievances. Each problem will be heard and resolved as quickly as possible. This policy is not meant for situations of physical harm, vandalism, or potentially illegal behavior.

(3.9.13.1) Steps for Resolution

(3.9.13.1.1) Resolution Amongst Individuals 1. Resolving grievances should first be attempted directly with the people involved.

2. Any complaints must be fully described by the person with the grievance.

3. The person should be directly given the full details and allegations against them.

If the above procedures have been completed and the situation is not resolved the issue should be brought to the employee’s supervisor.

(3.9.13.1.2) Resolution with Assistance from Supervisor 1. If Step One is followed and no satisfactory resolution is achieved, then the employee may

present the complaint, in writing, to their next level supervisor.

2. The written complaint should include full disclosure of the details of the allegations or

complaint, the date and place of the first meeting, the response by the person(s) involved,

and the action taken at the conclusion of the prior step. The submitted complaint should

include the employee’s desired outcome or solution. The person with whom the

employee has a grievance should be copied.

3. The supervisor will notify the Principal that there is a complaint or conflict.

4. The supervisor will provide a reasonable amount of time to hear and investigate all of the

facts and will convene a meeting to include both parties and uninvolved witnesses. A

decision may be made at that time.

5. If the issue is resolved, then a summary of the issues and resolution will be written up by

the supervisor, signed by each person, and copied to the Principal.

(3.9.13.1.3) Resolution with Assistance from Board 1. If Step Two is followed and the conflict remains unresolved, the employee may make a

written appeal to the Board Chair, who will review the appeal within a reasonable amount

of time.

2. The Board Chair will, in a timely fashion, decide whether to assign the complaint to a

committee for investigation and follow up, or to add the item to the next regularly

scheduled meeting of the board of directors. If the item is urgent, the Board Chair has the

ability to call an emergency meeting of the Board, this will be for unusual and extenuating

circumstances only.

3. All decisions will be made by the Governing Board and will be considered final.

4. The final decision will be communicated, in writing, to the aggrieved employee and copied

if appropriate, to the Board Chair. Copies will be maintained in the organization’s files.

5. If the original grievance resulted in either suspension or termination and the Board of

Directors reinstates the employee, all benefits, pay and status lost will also be reinstated

to the employee’s credit. SEV Sci-Tech Charter Application

(3.10) School Rights

(3.10.1) Employment of Relatives No prospective employee shall be hired to a position over which a close relative holds an administrative or supervisory position that affects an employee directly or indirectly.

No prospective employee shall be hired without disclosure of a close relative holding any position within the school or as a member of the Governing Board.

If a close relative is employed by the organization, both parties shall agree in writing to maintaining professional conduct while on duty or at school related activities.

If the close relative is a member of the Governing Board, the Board member shall abstain from any motions that directly involve employment matters or financial gain for the specific relative employee.

A close relative shall be defined as the first degree of kindred: husband, wife, father, mother, brother, sister, son, daughter, and in-laws of the same degree.

(3.10.2) Pre-Work Physical Examinations Pre-work physical examinations are required of some employees, as mandated by Florida Law, and as prescribed by these policies.

(3.10.3) Initial Appointment Except as otherwise provided for in Florida Statute, applicants for teaching positions must be eligible for or retain a Florida Certificate and be qualified for the positions for which they are recommended.

Appointments shall be made only by the Principal. The organization may offer contracts to outstanding applicants as early as November in anticipation of openings for the following school year. Priority shall be given to the employment of elementary teachers who are competent to teach reading and/or mathematics skills and concepts. Teachers who profess such competencies but do not or cannot demonstrate them, whether deliberately or not, may be terminated at the discretion of the Principal. The organization may require newly appointed teachers to participate in staff development activities up to 40 hours in reading, language arts, mathematics, science and social studies. Such training shall be given outside regular school hours at no cost to the teacher.

An adjunct instructor may be employed on an annual, daily, or part-time hourly basis, and shall not be eligible for a professional services contract.

Employment decisions shall be made by the Principal, subject to guidelines and requirements set forth by the Governing Board and to the annual budget.

(3.10.3.1) Background Screening Prior to employment, candidates must be screened by the organization using the Department of Education’s electronic screening tools. The school shall also check each reference from the prospective employee’s previous employers and character references when provided and reasonably feasible. All employment candidates that pass the screening shall undergo a level 2 background check with the school district to ensure they are eligible for employment under § 1012.315, F.S.


(3.10.3.2) Initial Probationary Period Employees shall be subject to an initial probationary period of ninety (90) calendar days. Should the employee be discharged for unsatisfactory performance during such initial probationary period, as provided in Section 443.131, Florida Statutes, the School will not be liable for any unemployment compensation benefits.

(3.11) Employee Rights and Responsibilities

(3.11.1) Professional Education The organization and the school district conduct various types of professional development opportunities which shall serve to increase the efficiency of all staff members, instructional, administrative and supportive. Staff members are expected to participate in such professional education activities. Days and times designated as professional development or training must be used as such unless the Principal agrees to another use of the time in writing.

(3.11.2) Copyrights and Patents In those instances in which a product is clearly outside the job description of an employee, the results of the employee’s work are the employee’s private property. Organization employees have the privilege to do research, write articles, pamphlets and books, and to present papers before learned societies, to enter into contracts for the publication of their works, to procure copyrights and patents for their products, and to receive royalties that may accrue to them as a result of the sale of such works. Such work may not interfere with the performance of the employee’s regular or assigned duties.

When such a product relates to the employee’s work assignment, and the employee desires to obtain a copyright or patent, a written outline of the project and a statement of the employee’s intent to acquire a copyright or patent shall be presented to the Principal who shall have sixty (60) days to determine whether the school shall have an interest in such a product. If, at the end of such a sixty (60) day period, the employee has received no such statement from the Principal, the employee shall be free to consider such a product as personal property. In the event the Principal informs the employee that the organization has an interest in such product, the employee and the organization may enter into whatever contractual agreement(s) may be in their mutual interests.

(3.11.3) Reproduction of Copyrighted Materials Organization employees are expected to be familiar with and adhere to the provisions of the copyright laws currently in force under Title XVII of the United States Code. Any reproduction of copyrighted materials shall be done either with permission of the copyright holder or within the bounds of the “fair use” doctrine of the copyright law; otherwise, the individual employee responsible for reproduction may be liable for breach of copyright under existing laws.

(3.11.4) Transporting Students Unless an employee is transporting a student at the direction of the Principal, during an emergency, or during an officially approved trip in accordance with organization procedures, such transportation shall be furnished at the employee’s own risk or liability. The organization does not expect employees to transport students except


when such transportation is provided during an emergency or an officially approved trip. An employee who provides such transportation except for an emergency or during an officially approved trip shall be acting outside the scope of that employee’s employment.

Each employee must provide a copy of a valid driver’s license and proof of insurance to the organization prior to transporting any student for any reason.

(3.11.5) Smoking of Tobacco Products on School Property The purpose of this policy is to comply with the “Florida Clean Indoor Air Act” in protecting the public health, comfort and environment by creating areas in all school facilities that are free from tobacco smoke. No person may be in possession of a lighted cigarette, lighted pipe, lighted cigar, or any other lighted tobacco product, in any school facility, including the outside grounds, or within 100 feet of any building or area used by the organization. No areas for smoking shall be designated on the organization’s property, or within 100 feet of any building or area used by the organization. Students and staff members found in possession of tobacco products will face disciplinary actions as described within this policy manual. Other adults found in possession may be restricted from access to organizational property based on the circumstances of the incident.

(3.11.6) Drug-Free and Alcohol-Free Workplace This policy is derived from, and complies with, the Drug-Free Workplace Act of 1988. Additionally, the purpose of this policy is to comply with the Federal Highway Administration (FHWA) regulations for the establishment and implementation of anti-drug programs in the motor carrier industry as set forth in Title 49 of the Code of Federal Regulations (CFR) Parts 391 “Qualifications of Drivers” and 394 (Notification and Reporting of Accidents.” These parts of the CFR include, by reference, the requirements of 49 CFR Part 40 “Procedures for Transportation Workplace Drug Testing Programs” which apply to all Department of Transportation regulated industries and set forth the procedural requirements for testing, from urine sample collection through analysis and verification of test results.

(3.11.6.1) Prohibition Employees are prohibited from engaging in the unlawful manufacture, distribution, dispensing, possession, being under the influence of, or use of alcohol and/or a controlled substance (as defined in Chapter 893 of the Florida Statutes): in the workplace; or during the workday; or when on duty; or in the presence of students or students’ families as part of any work-related activities. Violation of this prohibition shall result in appropriate disciplinary action up to and including termination and referral for prosecution.

(3.11.6.2) Drug-Free and Alcohol-Free Workplace A drug-free and alcohol-free workplace shall be maintained. Each employee shall be given a copy of this policy as part of this Policy Manual. Additionally, each employee shall be notified that, as a condition of employment, the employee will abide by the terms of this policy and notify the employer of any criminal drug and/or alcohol statute conviction for a violation occurring in the workplace no later than five days after such conviction. The employer will initiate certification/revocation proceedings pursuant to Section 1012.795 F.S. for certificated employees convicted of criminal charges. Within


thirty (30) days of notification, appropriate personnel action against such an employee shall be taken, up to and including termination. Employees can also be required to participate satisfactorily in a drug and/or alcohol abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency.

(3.11.6.3) Drug and Alcohol Testing The organization retains the right to perform testing for Drugs and Alcohol at the following times:

● Pre-employment testing: All individuals whom the organization intends to hire on a permanent or temporary basis may be tested at the discretion of the organization.

● Reasonable Suspicion Testing: When a covered employee’s conduct or appearance is directly observed as indicative of being under the influence of a drug or alcohol during on-duty time.

● Post-Accident Testing: As soon as practicable following an accident, a driver (unless deceased) shall be tested for alcohol and controlled substances when any person involved in the accident has been fatally injured or the covered employee received a citation for a moving traffic violation arising from the accident. Testing will be conducted not later than thirty-two (32) hours after the accident for drugs and not later than eight (8) hours after the accident for alcohol. For the purpose of this rule an accident is defined as an incident involving a commercial motor vehicle in which there is either a fatality, an injury treated away from the scene, or a vehicle is required to be towed from the scene.

● Follow-Up Testing: As part of or as a follow-up to counseling or rehabilitation the covered employee is subject to unannounced follow-up drug or alcohol testing. The covered employee shall be subject to a minimum of six (6) follow-up drug or alcohol tests in the first twelve (12) months.

● Random Testing: Random testing can be performed at any point in time at the discretion of the Principal.

● Return to Duty Testing: Before a covered employee returns to duty requiring the performance of a safety-sensitive function after engaging in a prohibited conduct the covered employee shall undergo a return-to-duty test. In the event a return-to-duty test is required, a substance abuse professional (SAP) must also evaluate the covered employee and the employee must participate in any assistance program prescribed.

(3.11.6.4) Testable Substances Individuals shall be tested for the following drugs: marijuana, cocaine, opiates, amphetamines, phencyclidine (PCP), alcohol, and all other illegal or controlled substances. Covered employees who engage in prohibited drug and/or alcohol related conduct must be immediately removed from duties. Such removal shall be affected for the following, in addition to other actions deemed dangerous or improper by the Principal.


a Using or being under the influence of alcohol while on Organization property or during a school-sponsored event.

b When required to take a post-accident alcohol test, using alcohol within eight (8) hours following the accident or prior to undergoing a post-accident alcohol test, whichever comes first.

c Refusing to submit to a drug or alcohol test required by post-accident, reasonable suspicion or follow-up test requirements.

d Reporting for duty or remaining on duty, requiring the performance of safety-sensitive functions, when the covered employee uses any drug, except when instructed by a physician who has advised the covered employee that the drug does not adversely affect the covered employee’s ability to safely operate a CMV.

e Reporting for duty, remaining on duty or performing a safety-sensitive function, if the covered employee tests positive for drugs.

(3.11.6.5) Disciplinary Consequences If Positive Results Disciplinary action up to and including termination may be instituted against covered employees who have violated the standards of conduct cited in this policy. Nothing will preclude the organization from seeking prosecution for violation of this policy where the Board deems appropriate. An employee who receives a positive drug test result or an alcohol test result (.04 or greater concentration) from a required test during on-duty time will be immediately suspended without pay and recommended for dismissal. An employee who refuses to submit to a required alcohol or controlled substances test will be immediately suspended and recommended for dismissal. Refusal to submit to an alcohol or controlled substances test is defined as: (1) failing to provide adequate breath for testing without a valid medical explanation after the employee has received notice of the requirement for breath testing; (2) failing to provide adequate urine for controlled substances testing without a valid medical explanation after the employee has received notice of the requirement for urine testing; or (3) the employee engaging in conduct that clearly obstructs the testing process. The employee will be provided with the name(s) of a qualified substance Abuse Professional (2) (SAP) and resources available from which the employee may choose to seek assistance.

An offer of employment will be withdrawn for any individual who receives a positive drug test result or who receives a result showing an alcohol concentration of .02 or greater on a required pre-employment test.

An employee who receives a result showing an alcohol concentration of .02-.039 from a required test shall be removed from performing any school-related function for a minimum of twenty-four (24) hours. Duty time missed shall be charged to unpaid leave or may be charged to PTO time if available. Disciplinary action will be taken in accordance with these policies.

An employee who receives a result showing an alcohol concentration of .02-.039 from a required post-accident test shall be removed from performing any school-related function for a minimum of twenty-four (24) hours. Duty time missed shall be charged to unpaid leave or may be charged to PTO time if available. Any covered employee who is cited and found guilty of a violation as a result of involvement in an accident will also


receive a letter of reprimand. Disciplinary action for subsequent incidents will be taken in accordance with these policies.

An employee who is convicted of felony driving under the influence (DUI) or any drug related offense will be recommended for dismissal. As used in this policy, conviction is defined as a finding of guilt, a plea of guilt, a plea of Nolo Contendere, or entering a Pre-Trial Intervention (PTI) program, whether or not there is a formal adjudication of guilt.

(3.11.6.6) Confidentiality The laboratory may disclose test results only to the Principal. Any positive results which the organization justifies by acceptable and appropriate medical or scientific documentation to account for the result as other than the intentional ingestion of an illegal drug will be treated as a negative test result and may not be released for the purpose of identifying illegal drug use. Test results will be protected under the provision of the Privacy Act, U.S.C. Section 552 a et seq., and Section 503(e) of the Act, and may not be released in violation of either Act. The School may maintain only those records necessary for compliance with this order. Any records of the organization, including drug test results, may be released to any management official for purposes of auditing the activities of the organization, except that the disclosure of the results of any audit may not include personal identifying information on an employee.

The results of a drug test of an employee may not be disclosed without the prior consent of such employee, unless the disclosure would be:

a To the Principal, who has authority to take adverse personnel action against such employee; To any supervisory or management official within the organization having authority to take adverse personnel action against such employee.

b Pursuant to the order of a court of competent jurisdiction or where required by the organization to defend against any challenge against any adverse personnel action.

Any covered employee who is the subject of a drug or alcohol test shall, upon written request, have access to any records relating to the employee’s drug test, the results of any relevant certification, review or revocation of certification proceedings as referred to in 49 CFR Part 40 of the Privacy Act. Except as authorized by law, an applicant who is the subject of pre-employment drug testing, however, shall not be entitled to this information.

All drug testing information specifically relating to individuals is confidential and should be treated as such by anyone authorized to review or compile program records. In order to efficiently implement this order and to make information readily retrievable, the Principal shall maintain all records relating to reasonable suspicion testing, suspicion of tampering with evidence, and any other authorized documentation necessary to implement this order. Such shall remain confidential and maintained in a secure location with limited access. Only authorized individuals who have a “need to know” shall have access to them.


(3.11.7) Teacher Certification Standards

(3.11.7.1) Applicable Standards

In the absence of Florida Statutes or State Board of Education Rules mandating teacher certification requirements, the Principal is directed to establish and keep in force procedures for appropriate certification guidelines. The provision of the Standards shall apply to all teaching certificates issued for grades taught at the school. When state-mandated certificates are available, all such certificates issued by the organization shall become null and void.

(3.11.7.2) Certification Renewals

Professional staff members are required to maintain their state educator certification in accordance to Florida regulations. Staff members are responsible for the completion and submission of all applicable forms and fees for the certification renewals. Once a professional staff member has renewed their certification, they must provide a copy of the certification to their supervisor.

(3.11.8) Familiarity with Statutes, Rules and Policies All instructional personnel are expected to be familiar with Florida Statutes, State Board of Education Rules, and Policies of the School, which have particular application to their responsibilities as educators. When in doubt about the existence or applicability of any such statute, rule or policy, personnel should check with the Principal. Copies of Florida Statutes and State Board of Education Rules can be obtained from county law libraries, courthouses in St. Petersburg and Clearwater and the Internet.

(3.11.9) Tutoring No teacher shall receive compensation for tutoring a student who is enrolled in the teacher’s class during the regular school term. No tutoring by teachers for compensation is allowed on the organization’s property. Tutoring is defined as reviewing curriculum that is taught within the classroom.

(3.11.10) Membership in Organizations Membership in any organization shall not be a condition for employment by the organization.

(3.11.11) Professional Development Trade Hours In an attempt to encourage instructional and administrative staff members to participate in outside professional development activities, the school agrees to offer Professional Development Trade Days [PDTD] to employees. Periodically throughout the year professional development days are scheduled, staff members may utilize accumulated PDTD so that they may not report to work on some professional development days, or be allowed to leave early on early release days. If a staff member wants to participate in a professional development activity outside of their normal work hours, and count the training as a PDTD, the employee will ask the Principal for permission to attend the training as a PDTD. The Principal has the discretion to allow or disallow the training to be used as PDTD. The Principal also has the option to disallow specific professional development days to be missed by staff members if the offering on that day is important to the mission of the school.


(3.11.12) Reappointment or Non-Reappointment of Certified Personnel Not Under Continuing Contract Teachers with annual contracts will receive notification by May 15 if they are being asked to return the following school year.

(3.12) Resignations

(3.12.1) Instructional Staff Instructional employees who for any reason intend to retire or resign at the end of the current school year are encouraged to indicate their plans in writing to the Principal as early as possible, but no later than June 1. Letters of resignation shall be submitted to the Principal/designee. The letter should state reasons and an effective date for the resignation.

It is the practice of the organization to release individuals who resign for good cause prior to July 1 of each year. After July 1, a certificated employee may resign, however, the organization reserves the right to pursue any and all legal options available to it and may require monetary restitution from the employee for any funds the employee may have received for the new fiscal year.

(3.12.2) Support Staff Support staff who wish to resign should address a letter of resignation to the Principal. The letter should state reasons and an effective date for the resignation. The organization requests employees provide fourteen (14) days written notice prior to resignation whenever possible.

(3.13) Reduction in Force

(3.13.1) Instructional Staff If it becomes necessary to reduce the number of teachers due to a decrease in enrollment, school reorganization or the financial condition of the School, the organization will act to retain the most qualified teachers best able to serve the needs of the School's students. Seniority will not be the primary consideration for which staff members will be retained.

(3.13.2) Support Staff The organization is authorized to reduce the number of support staff when in the Principal’s sole discretion factors including, but not limited to, decreases in student enrollment, School reorganization or financial reasons necessitate such reduction. In making such staff reductions, the organization will seek to retain those staff members best able to serve the needs of School's students.

(3.14) Travel and Entertainment Expenses

(3.14.1) Prior Approval The charter school recognizes that employees who travel far from home to represent the charter school's business interests must forego their living accommodations and may forfeit personal time. Accordingly, the charter school will make efforts to provide comfortable and secure accommodations for lodging, meals and travel for employees. However, these items are not intended to be perquisites and the charter school


reserves the right to deny reimbursement of expenses that are considered lavish or extravagant. Prior to any travel or entertainment being conducted on the organization’s behalf the employee must first obtain the prior approval of the Principal if the person making the request is the Principal permission should be obtained from the Board Chairperson.

(3.14.2) Travel Arrangements All arrangements required for business travel are to be made by the individual participating in the travel. The Principal shall provide a form which will collect all pertinent travel information. For maximum savings on airfares, this form should be completed 30 days in advance unless this is not possible due to the nature of the trip. Unless otherwise agreed to by the Principal all expenses shall be paid by the employee to be reimbursed by the organization afterwards. The organization discourages the use of cash advances to pay for travel expenses. However, should a cash advance be necessary under special circumstances and the Principal approves such, all receipts must be submitted for the funds advanced. Any amount not covered by the receipts shall be returned to the school upon the conclusion of the travel. If the funds are not returned, they shall be deducted from the employee’s paycheck. Direct billing to the charter school from hotels, restaurants, etc. are not permitted.

(3.14.3) Expense Guidelines Expenses will be paid in accordance to the expense reimbursement policy located in section seven (7) of this Policy Manual.

(3.14.4) Expense Report Preparation and Reimbursement All business travel and entertainment expenditures incurred by employees are reimbursed through the use of a standard Expense Report attached to the Travel Arrangements form which shall be made available by the Principal. Expense reports should be completed and turned in within two weeks of return or incurrence of expenses. Expense report forms must be filled out and totaled completely. Use the appropriate headings and total on a daily basis. Required receipts for items charged must be attached to the report. Any questions regarding completion of the report should be directed to the Principal or bookkeeper for the organization.

Upon completion, the expense report along with all attachments should be turned into the employee’s supervisor for approval. After approval, the expense report is submitted to the bookkeeper or designee for processing and reimbursement. In order to expedite reimbursements, the employee should ensure that the report is completed properly, required documentation is attached, proper authorization has been obtained, and any unusual items are properly explained and documented. Authorized expense reports will be reimbursed by check/automatic deposit, normally within two weeks after receipt by the bookkeeper or designee.

(3.14.5) Local Travel Reimbursement Report Preparation All local travel expenditures incurred by employees on behalf of the organization are reimbursable if approved by the employee’s supervisor. Employees should complete an Expense Report to request reimbursement for these expenses. Upon completion, the expense report along with all attachments should be turned into the employee's supervisor for approval. After approval, the expense report is submitted to the bookkeeper or designee for processing and reimbursement. In order to expedite


reimbursement, the employee should ensure that the report is completed properly, required documentation is attached, proper authorization is obtained, and any unusual items properly explained and documented.

(3.15) Staff Teams The Principal shall designate specific teams of staff members to accomplish various tasks throughout the year. The following are required staff teams that will be set each year, and the Principal may appoint others on an as needed basis:

(3.15.1) School Advisory Counsel The SAC committee is composed of school personnel, parents/guardians, students, business partners, and local community members. The SAC committee, according to the guidelines, will always be at least 51 % of parent membership. The function of this council is to help with the decision making for improvements to academics, creation of the survey questions for the parents/guardians, teachers, and students annually, and analyze the results of surveys and present findings to the Governing Board. The Governing Board has the right to vote for or against the presentation results submitted by the SAC council

(3.15.2) Staff Behavior Team The behavior team will review the school’s behavior policy, matrix, and consequences annually and advise the Principal on necessary changes to these documents. The behavior committee shall also serve as an appeal board when a parent wishes to appeal a referral or decision made by an administrator, as outlined elsewhere within this policy. The team shall be comprised of at least five members in addition to the Principal. A staff member shall be appointed as chair, who shall not be the Principal.

(3.15.3) School Based Leadership Team The School Based Leadership Team shall be a group of experienced educators who come together to brainstorm researched based interventions to assist specific students and student groups who are struggling. The school-based leadership team is further defined in the Teaching and Learning section of this policy manual.

(3.15.4) Master Schedule Team The master scheduling team shall annually meet with the Principal to provide advice on the development or modification to the school’s master schedule.



ATTACHMENT S Student enrollment application



STUDENT ENROLLMENT FORM Please consider submitting your student application online on our website at sevscitech.org

Students Applying to SEV Sci‐Tech Last Name First Name Middle

Initial Birthdate Current

Grade Applying For Grade

Previous School

Household Information Home Address

City State Zip

Home Phone County Column Three

Parents/Guardians

First Name

Last Name Relationship Cell Phone Email

Signature The above information is accurate and true. Upon acceptance to SEV Sci Tech, a full VCS entry or in‐district transfer form must be completed and submitted for the school year along with any required documentation. You will be furnished with further information to complete this process at a later date.

Printed Name of Parent / Guardian Signature of Parent / Guardian Date Signed



ATTACHMENT T Evidence of demand for the school

(e.g. petitions or intent to apply forms)

or support from intended community partners

(e.g. letters of intent/commitment, memoranda of understanding, or contracts),

if applicable


Location Based Demographic Report940 10th St, New Smyrna Beach, FL 32168

Lat: 28.996912, Long: -80.927457 10 mi & 20 min Around Site

Legend Map

Powered by Sitewise Pro


High Needs Schools Within 10 mi940 10th St, New Smyrna Beach, FL 32168

Lat: 28.996912, Long: -80.927457 10 mi Around Site

School Name TypeLowest

300FRL Rate

(%)MinorityRate (%)

EnrollmentGrade - 1Year Ago

Grade - 2Years Ago

Grade - 3Years Ago

Grade - 4Years Ago

Grade - 5Years Ago

CharterStatus

Miles Dir.

High Needs Schools: (0 total in 10 mi)



Other Schools Within 10 mi940 10th St, New Smyrna Beach, FL 32168


School Name Type Lowest300

FRL Rate(%)

MinorityRate (%)

Enrollment Grade - 1Year Ago

Grade - 2Years Ago

Grade - 3Years Ago

Grade - 4Years Ago

Grade - 5Years Ago

CharterStatus Miles Dir.

Other Schools: (14 total in 10 mi)New Smyrna Beach High SchoolSenior High No 44.5% 17.5% 1,877 B I B I A Z 0.50 N

New Smyrna Beach Middle SchoolMiddle / Jr. High No 56.4% 19.7% 1,208 C B B B B Z 0.60 N

Read-Pattillo Elementary SchoolElementary No 69.3% 31.6% 420 B C B C A Z 1.10 NE

Edgewater Public School Elementary No 74.7% 17.2% 522 C C C C C Z 1.55 SE

Chisholm Elementary School Elementary No 59.0% 23.9% 400 C B B B A Z 2.36 N

Coronado Beach Elementary SchoolElementary No 26.4% 4.3% 246 A A A C A Z 2.98 E

Indian River Elementary SchoolElementary No 72.9% 14.3% 616 B B C B C Z 4.19 SE

Samsula Academy Elementary No 0% 0% 218 C C B B B R 7.71 W

Creekside Middle School Middle / Jr. High No 37.2% 21.8% 1,196 A A A A A Z 8.36 NW

Cypress Creek Elementary SchoolElementary No 31.0% 20.9% 807 B B A B A Z 8.54 NW

Spruce Creek Elementary SchoolElementary No 60.1% 29.3% 849 B C B C B Z 8.82 NW

Spruce Creek High School Senior High No 34.8% 25.9% 2,486 B A B A A Z 9.41 NW

Volusia-Flagler Threshold ProgramUnassigned No 0% 0% 0 9.44 NW

Sweetwater Elementary SchoolElementary No 42.5% 21.9% 654 A A A A A Z 9.89 NW



Public & Private Schools Within 10 mi940 10th St, New Smyrna Beach, FL 32168


School Name Address City State ZIP LowestGrade

HighestGrade

TotalEnrollment

Dir.Distance

(mi)

Public Schools: (13 total in 10 mi)New Smyrna Beach High School 1015 10Th St New Smyrna Beach Florida 32168 9th 12th 1,914 N 0.47

New Smyrna Beach Middle School 1200 S Myrtle Ave New Smyrna Beach Florida 32168 6th 8th 1,207 NE 0.58

Read-Pattillo Elementary School 400 6Th St New Smyrna Beach Florida 32168 Pre-K 5th 446 NE 1.07

Edgewater Public School 801 S Old County Rd Edgewater Florida 32132 Pre-K 5th 598 SE 1.51

Chisholm Elementary School 557 Ronnoc Ln New Smyrna Beach Florida 32168 Pre-K 5th 422 N 2.34

Coronado Beach Elementary School 3550 Michigan Ave New Smyrna Beach Florida 32169 Pre-K 5th 222 E 2.98

Indian River Elementary School 650 Roberts Rd Edgewater Florida 32141 Pre-K 5th 614 SE 4.18

Samsula Academy 248 N Samsula Dr New Smyrna Beach Florida 32168 K 5th 226 W 7.67

Creekside Middle School 6801 Airport Rd Port Orange Florida 32128 6th 8th 1,200 NW 8.42

Cypress Creek Elementary School 6100 S Williamson Blvd Port Orange Florida 32128 Pre-K 5th 809 NW 8.48

Spruce Creek Elementary School 642 Taylor Rd Port Orange Florida 32127 Pre-K 5th 803 NW 8.86

Spruce Creek High School 801 Taylor Rd Port Orange Florida 32127 9th 12th 2,614 NW 9.40

Sweetwater Elementary School 5800 Victoria Gardens Blvd Port Orange Florida 32127 Pre-K 5th 652 NW 9.89

Private Schools: (9 total in 10 mi)Little Explorers Montessori 410 N Ridgewood Ave Edgewater Florida 32132 Pre-K 3rd 57 E 0.95

Discovery Days Institute Of Learning 227 N Ridgewood Ave Edgewater Florida 32132 Pre-K 8th 141 E 1.10

Bethel Christian Academy 1407 Enterprise Ave New Smyrna Beach Florida 32168 K 11th 17 N 2.13

Sacred Heart Catholic School 1003 Turnbull St New Smyrna Beach Florida 32168 K 8th 250 N 2.96

Edgehop Christian Academy 3042 S Ridgewood Ave Ste A Edgewater Florida 32141 Pre-K 10th 13 SE 4.36

Space Coast Christian Academy 223 N Samsula Dr New Smyrna Beach Florida 32168 1st 8th 12 W 7.61

Wise Independent Private School System250 Poinciana Ave Port Orange Florida 32127 2nd 12th 9 N 8.46

Tlc Kids Care 1835 Taylor Rd Port Orange Florida 32128 Pre-K 1st 137 NW 9.85

Rock Church Academy 1818 Taylor Rd Port Orange Florida 32128 K 12th 61 NW 9.85

Powered by Sitewise Pro Data Source: NCES


School Summary Within 10 mi940 10th St, New Smyrna Beach, FL 32168


Total Enrollment Within 10 MilesElementary Middle High School Total

High Needs 0 0 0 0

Other Schools 4,732 2,404 4,363 11,499

Totals 4,732 2,404 4,363 11,499

Thematic Florida Opportunity ZonesLegend Map


Dashboard Report940 10th St, New Smyrna Beach, FL 32168

10 mi & 20 min Around Site

Lat: 28.996912, Long: -80.927457 July 08, 2020

Population & Household Summary Household Income Age DistributionPopulation & Change Household & Per Capita Income Age by Cohort

0 - 10 mi 0-20 min 0 - 10 mi 0-20 min 0 - 10 mi 0-20 minHigh Needs Charter Schools - - Average HH Income $ 76,020 $ 71,403 0 to 4 4,790 6,030

High Needs Public Schools - - Median HH Income $ 55,940 $ 53,460 5 to 11 6,506 7,985

Per Capita Income $ 34,242 $ 32,129 12 to 14 2,904 3,559

2020 Estimate 108,769 127,215 15 to 18 3,958 4,675

2025 Projection 107,656 126,182 Number of Households by Income - 0-20 min

2030 Projection 108,810 127,709 % Age - 0-20 min

Growth 2000-2010 11.1% 13.5%

Growth 2010-2020 11.5% 13.1%

Growth 2020-2025 -1.0% -0.8%

Growth 2025-2030 1.1% 1.2%

Change in Population - 0-20 min

Poverty

Households by Poverty 48,841 57,062

In Poverty 5,248 6,794

Above Poverty 43,593 50,269

Poverty - 0-20 min

Households

0 - 10 mi 0-20 min2020 Estimate 48,841 57,062

Growth 2000-2010 14.4% 16.2%

Growth 2010-2020 11.1% 12.9%

Growth 2020-2025 -1.2% -0.9%

Growth 2025-2030 1.0% 1.2%

Housing Value Education & Race HouseholdsNumber of Housing Units by Value % Population by Educational Attainment (Age 25+) Average Family Size

0 - 10 mi 0-20 min 0 - 10 mi 0-20 min 0 - 10 mi 0-20 min< $ 50 K 2,318 2,682 Less than 9th grade 2.3% 2.2% 2020 Estimated Size 2.22 2.22

$ 50-80 K 599 898 Some High School 6.6% 6.6% 2025 Projection Size 2.22 2.22

$ 80-100 K 464 592 High School Graduate 30.3% 30.9% 2030 Forecast Size 2.22 2.23

$ 100-150 K 1,789 2,153 Some College, no degree 23.8% 24.0%

$ 150-200 K 2,041 2,731 Associate Degree 10.3% 10.8% Household Size

$ 200-250 K 2,756 3,445 Bachelor's Degree 16.6% 16.3% 1-person household 13,962 16,484

$ 250-300 K 3,352 4,299 Master's Degree 7.4% 6.8% 2-person household 21,229 24,393

$ 300-400 K 6,641 7,996 Professional Degree 1.6% 1.4% 3-person household 6,548 7,767

$ 400-500 K 4,763 5,784 Doctorate Degree 1.2% 1.2% 4-person household 4,493 5,330

$ 500-750 K 8,028 8,191 5-person household 1,729 2,062

$ 750 K + 5,770 5,188 % Population by Race - 0-20 min 6-person household 594 703

7+ person household 285 323

Number of Housing Units by Value - 0-20 min

% Household Size - 0-20 min

% Population by Race

0 - 10 mi 0-20 minWhite 88.5% 88.5%

Black 3.4% 3.8%

Asian 1.3% 1.7%

Hispanic 3.8% 4.2%

Other 1.7% 1.9%

2000 C

ens

2010 Cen

s

2020 E

stim

ate

2025 P

roje

ctio

n

2030 Pro

ject

ion

0

50,000

100,000

150,000

< $ 15 K

$ 15-35 K

$ 35-50 K

$ 50-75 K

$ 75-100 K

$ 100-150 K

$ 150-200 K

$ 200-250 K

$ 250 K +

15,00010,0005,0000

< $ 50 K

$ 50-8

0 K

$ 80-1

00 K

$ 100-150 K

$ 150-200

K

$ 200-250 K

$ 250-300

K

$ 300-4

00 K

$ 400-5

00 K

$ 500-7

50 K

$ 750 K +

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

88%

4%2% 4% 2%

White

Black

Asian

Hispanic

Other

1-pers

on household

2-pers

on household

3-pers

on household

4-pers

on household

5-pers

on household

6-pers

on household

7+ pers

on household

50%40%30%20%10%0%

0 to 4

5 to 11

12 to 14

15 to 18

15%10%5%0%

12%

88%

In Poverty

Above Poverty

Powered by Sitewise Pro Data Source: STI PopStats


Kids 5 to 11940 10th St, New Smyrna Beach, FL 32168


Legend Map





Legend Map



Median Household Income940 10th St, New Smyrna Beach, FL 32168


Legend Map



Traffic Counts940 10th St, New Smyrna Beach, FL 32168


Map # Street Cross St Dir Volume Dist (mi)

1. 10th Street Josephine St W 5,416 0.4

2. Josephine St James St E 5,712 0.7

3. 10th St Cypress St NE 6,995 0.8

4. West Park Avenue Dale Ave W 4,614 0.8

5. W Park Ave Mango Tree Dr NE 4,940 0.8

6. Old Mission Rd Josephine St NE 7,667 0.9

7. W Park Ave Skyway Dr SW 4,010 0.9

8. Old Mission Rd Mills Dr S 12,716 0.9

9. W Park Ave Flagler Ave NE 7,992 1.0

10. Air Park Rd W Park Ave NW 938 1.0

11. Magnolia Street 8th St S 1,404 1.1

12. S Dixie Fwy 4th St NW 26,989 1.1

13. N Ridgewood Ave Pearl St SE 30,964 1.1

14. 6th Street Live Oak St E 953 1.1

15. Old Mission Road Mission Dr S 681 1.1

16. W Park Ave Park Ave W 4,317 1.2

17. South Riverside Drive Donlon Dr SE 3,210 1.2

18. W Park Ave Whetzel St NE 8,420 1.2

19. Ridgewood Avenue Lamont St NW 27,166 1.2

20. Dixie Freeway S Dixie Fwy SE 22,135 1.2

Powered by Sitewise Pro Data Source: Kalibrate TrafficMetrix


Demographic Report - I940 10th St, New Smyrna Beach, FL 32168


Demographic Profile 0 - 10 mi 0-20 min Orlando et al, FL DMA

Count % Count % Count %

DEM

OG

RAPH

ICSN

APSH

OT

Daytime Population 2 3 ,6 7 5 2 9 ,1 0 1 1 ,8 5 0 ,2 4 7

2020 Population Estimate 1 0 8 ,7 6 9 1 2 7 ,2 1 5 4 ,3 7 8 ,7 0 7

2025 Population Projection 1 0 7 ,6 5 6 1 2 6 ,1 8 2 4 ,6 2 3 ,4 0 0

Avg. Ann. Pop. Growth % (2010-2020) 1 .1 5 % 1 .3 1 % 1 .8 6 %

Family Size

2020 Estimated Size 2 .2 2 .2 2 .5

2025 Projection Size 2 .2 2 .2 2 .5

2030 Forecast Size 2 .2 2 .2 2 .5

Average HH Income $ 7 6 ,0 2 0 $ 7 1 ,4 0 3 $ 7 4 ,1 2 4

POPU

LATI

ON

BY

AGE

Age 0 to 4 4 ,7 9 0 4 .4 % 6 ,0 3 0 4 .7 % 2 5 3 ,5 0 3 5 .8 %

Age 5 to 14 8 ,5 4 7 7 .9 % 1 0 ,4 9 5 8 .3 % 4 4 4 ,3 0 3 1 0 .1 %

Age 14 to 18 3 ,5 5 1 3 .3 % 4 ,2 7 0 3 .4 % 1 9 0 ,4 0 0 4 .3 %

Age 18 to 22 4 ,3 9 7 4 .0 % 5 ,2 3 7 4 .1 % 2 3 5 ,0 0 3 5 .4 %

Age 22 to 25 3 ,6 6 2 3 .4 % 4 ,2 6 5 3 .4 % 1 7 2 ,0 3 1 3 .9 %

Age 25 to 30 5 ,9 4 1 5 .5 % 6 ,9 1 1 5 .4 % 2 7 7 ,4 5 1 6 .3 %

Age 30 to 35 4 ,6 4 3 4 .3 % 6 ,0 5 8 4 .8 % 2 6 0 ,9 9 9 6 .0 %

Age 35 to 40 4 ,5 6 3 4 .2 % 5 ,9 0 9 4 .6 % 2 5 7 ,7 6 9 5 .9 %

Age 40 to 45 4 ,6 3 8 4 .3 % 5 ,7 5 8 4 .5 % 2 4 5 ,6 7 2 5 .6 %

Age 45 to 50 5 ,4 5 7 5 .0 % 6 ,5 5 0 5 .1 % 2 5 8 ,5 9 8 5 .9 %

Age 50 to 55 6 ,3 3 0 5 .8 % 7 ,3 6 4 5 .8 % 2 7 3 ,6 1 7 6 .2 %

Age 55 to 60 8 ,1 3 6 7 .5 % 9 ,2 0 8 7 .2 % 3 0 0 ,2 8 2 6 .9 %

Age 60 to 65 8 ,7 5 0 8 .0 % 9 ,8 4 5 7 .7 % 2 8 3 ,1 3 8 6 .5 %

Age 65 to 70 8 ,9 3 9 8 .2 % 9 ,8 6 0 7 .8 % 2 4 8 ,7 5 0 5 .7 %

Age 70 to 75 8 ,9 2 3 8 .2 % 9 ,8 4 1 7 .7 % 2 3 5 ,5 2 4 5 .4 %

Age 75 to 80 7 ,3 1 9 6 .7 % 8 ,1 7 4 6 .4 % 1 9 0 ,8 2 8 4 .4 %

Age 80 to 85 5 ,3 4 6 4 .9 % 6 ,0 0 7 4 .7 % 1 3 5 ,0 2 3 3 .1 %

Age 85 and over 4 ,8 3 9 4 .4 % 5 ,4 3 1 4 .3 % 1 1 5 ,8 1 7 2 .6 %



Demographic Report - II940 10th St, New Smyrna Beach, FL 32168




RACE

White 9 7 ,5 6 7 8 9 .7 % 1 1 2 ,5 6 8 8 8 .5 % 2 ,6 8 3 ,9 3 7 6 1 .3 %

Black 3 ,7 1 5 3 .4 % 4 ,7 9 3 3 .8 % 5 6 1 ,0 0 6 1 2 .8 %

Asian 1 ,4 4 7 1 .3 % 2 ,1 1 8 1 .7 % 1 3 7 ,3 9 4 3 .1 %

Hispanic 4 ,1 6 0 3 .8 % 5 ,3 5 1 4 .2 % 8 8 4 ,4 1 9 2 0 .2 %

Other 1 ,8 8 1 1 .7 % 2 ,3 8 4 1 .9 % 1 1 1 ,9 5 1 2 .6 %

EDUC

ATIO

NAL

ATTA

INM

ENT

Population Age 25+ by Educational Attainment 8 3 ,8 2 2 9 6 ,9 1 7 3 ,0 8 3 ,4 6 7

Less than 9th grade 1 ,9 1 9 2 .3 % 2 ,1 4 5 2 .2 % 1 0 5 ,3 8 2 3 .4 %

Some High School 5 ,4 9 7 6 .6 % 6 ,3 8 6 6 .6 % 2 0 5 ,7 8 0 6 .7 %

High School Graduate 2 5 ,3 6 5 3 0 .3 % 2 9 ,9 3 5 3 0 .9 % 8 8 2 ,2 6 6 2 8 .6 %

Some College, no degree 1 9 ,9 2 3 2 3 .8 % 2 3 ,2 2 8 2 4 .0 % 6 5 7 ,4 0 6 2 1 .3 %

Associate Degree 8 ,6 6 1 1 0 .3 % 1 0 ,4 1 9 1 0 .8 % 3 3 9 ,6 7 3 1 1 .0 %

Bachelor's Degree 1 3 ,8 9 5 1 6 .6 % 1 5 ,7 5 1 1 6 .3 % 5 8 2 ,7 0 9 1 8 .9 %

Master's Degree 6 ,1 8 8 7 .4 % 6 ,5 7 0 6 .8 % 2 2 7 ,8 2 7 7 .4 %

Professional Degree 1 ,3 2 7 1 .6 % 1 ,3 4 2 1 .4 % 5 2 ,2 7 6 1 .7 %

Doctorate Degree 1 ,0 4 6 1 .2 % 1 ,1 4 2 1 .2 % 3 0 ,1 4 7 1 .0 %

HOUS

EHO

LDS

BYW

EALT

H

Estimated Households by Wealth 4 8 ,8 4 1 5 7 ,0 6 2 1 ,7 2 0 ,1 0 5

0 and under* 8 ,0 3 1 1 6 .4 % 9 ,5 6 7 1 6 .8 % 3 0 2 ,9 5 5 1 7 .6 %

1 to 4,999 3 ,9 9 0 8 .2 % 4 ,7 8 4 8 .4 % 1 5 2 ,2 4 2 8 .9 %

$5,000 to $9,999 2 ,1 2 4 4 .3 % 2 ,5 4 0 4 .5 % 8 0 ,5 7 2 4 .7 %

$10,000 to $24,999 3 ,0 3 2 6 .2 % 3 ,5 8 8 6 .3 % 1 1 1 ,5 4 5 6 .5 %

$25,000 to $49,999 3 ,3 5 1 6 .9 % 3 ,9 3 0 6 .9 % 1 1 9 ,1 7 2 6 .9 %

$50,000 to $99,999 5 ,1 9 3 1 0 .6 % 6 ,0 6 0 1 0 .6 % 1 7 9 ,7 9 4 1 0 .5 %

$100,000 to $249,999 9 ,2 7 9 1 9 .0 % 1 0 ,7 4 9 1 8 .8 % 3 1 3 ,6 6 2 1 8 .2 %

$250,000 to $499,999 6 ,6 6 2 1 3 .6 % 7 ,6 6 4 1 3 .4 % 2 2 2 ,5 8 7 1 2 .9 %

$500,000+ 7 ,1 7 8 1 4 .7 % 8 ,1 8 1 1 4 .3 % 2 3 7 ,5 7 6 1 3 .8 %



Demographic Report - III940 10th St, New Smyrna Beach, FL 32168




HOUS

EHO

LDIN

COM

E

Income by Households 4 8 ,8 4 1 5 7 ,0 6 2 1 ,7 2 0 ,1 0 5

< $ 15 K 4 ,8 7 7 1 0 .0 % 6 ,1 4 9 1 0 .8 % 1 7 8 ,5 9 4 1 0 .4 %

$ 15-35 K 9 ,9 2 8 2 0 .3 % 1 2 ,1 5 4 2 1 .3 % 3 6 1 ,7 7 0 2 1 .0 %

$ 35-50 K 7 ,2 4 6 1 4 .8 % 8 ,5 2 5 1 4 .9 % 2 5 1 ,6 5 4 1 4 .6 %

$ 50-75 K 9 ,0 7 5 1 8 .6 % 1 0 ,7 2 4 1 8 .8 % 3 3 3 ,4 9 1 1 9 .4 %

$ 75-100 K 6 ,2 0 2 1 2 .7 % 7 ,1 2 0 1 2 .5 % 2 1 5 ,4 0 7 1 2 .5 %

$ 100-150 K 6 ,8 9 2 1 4 .1 % 7 ,7 6 8 1 3 .6 % 2 1 9 ,3 1 0 1 2 .7 %

$ 150-200 K 2 ,9 6 2 6 .1 % 2 ,9 4 3 5 .2 % 1 0 3 ,9 6 1 6 .0 %

$ 200-250 K 9 3 3 1 .9 % 9 4 4 1 .7 % 3 1 ,3 3 9 1 .8 %

$ 250 K + 7 2 8 1 .5 % 7 3 6 1 .3 % 2 4 ,5 7 8 1 .4 %

Median HH Income $ 5 5 ,9 4 0 $ 5 3 ,4 6 0 $ 5 4 ,5 0 6

Average HH Income $ 7 6 ,0 2 0 $ 7 1 ,4 0 3 $ 7 4 ,1 2 4

HOUS

ING

Owner-Occupied Housing Units by Value 3 8 ,5 2 0 4 3 ,9 5 8 1 ,1 7 7 ,0 9 5

< $ 50 K 2 ,3 1 8 6 .0 % 2 ,6 8 2 6 .1 % 4 6 ,4 8 9 3 .9 %

$ 50-80 K 5 9 9 1 .6 % 8 9 8 2 .0 % 2 8 ,5 3 5 2 .4 %

$ 80-100 K 4 6 4 1 .2 % 5 9 2 1 .3 % 2 2 ,3 0 7 1 .9 %

$ 100-150 K 1 ,7 8 9 4 .6 % 2 ,1 5 3 4 .9 % 7 7 ,3 9 7 6 .6 %

$ 150-200 K 2 ,0 4 1 5 .3 % 2 ,7 3 1 6 .2 % 9 8 ,6 3 3 8 .4 %

$ 200-250 K 2 ,7 5 6 7 .2 % 3 ,4 4 5 7 .8 % 1 0 3 ,3 4 5 8 .8 %

$ 250-300 K 3 ,3 5 2 8 .7 % 4 ,2 9 9 9 .8 % 1 1 2 ,9 1 7 9 .6 %

$ 300-400 K 6 ,6 4 1 1 7 .2 % 7 ,9 9 6 1 8 .2 % 2 1 8 ,1 0 6 1 8 .5 %

$ 400-500 K 4 ,7 6 3 1 2 .4 % 5 ,7 8 4 1 3 .2 % 1 6 0 ,1 5 0 1 3 .6 %

$ 500-750 K 8 ,0 2 8 2 0 .8 % 8 ,1 9 1 1 8 .6 % 1 9 5 ,2 8 6 1 6 .6 %

$ 750 K + 5 ,7 7 0 1 5 .0 % 5 ,1 8 8 1 1 .8 % 1 1 3 ,9 2 9 9 .7 %



Demographic Report - IV940 10th St, New Smyrna Beach, FL 32168




OCC

UPAT

IONS

Management 1 ,3 0 7 1 ,5 6 3 1 0 2 ,3 6 5

Business & financial operations 6 8 5 8 2 8 5 5 ,7 7 3

Computer & mathematical science 2 2 4 2 7 8 2 7 ,2 8 4

Architecture & engineering 2 1 6 2 8 5 2 6 ,3 9 2

Life, physical, & social science 1 5 9 2 0 7 1 2 ,9 6 1

Community & social services 8 0 1 9 5 6 6 2 ,8 7 1

Legal 1 1 9 1 6 6 1 2 ,2 1 1

Education, training, & library 1 ,5 6 0 1 ,9 5 4 8 8 ,4 9 0

Arts, design, entertainment, sports, & media 2 7 0 3 3 0 2 8 ,3 9 6

Healthcare practitioners & technical 1 ,6 6 4 2 ,1 3 6 1 3 9 ,2 8 3

Healthcare support 8 0 1 1 ,0 7 7 6 0 ,0 9 2

Protective service 3 7 1 4 2 1 2 6 ,1 1 4

Food preparation & serving related 2 ,1 0 8 2 ,5 1 4 1 5 6 ,4 3 7

Building & grounds cleaning & maintenance 1 ,0 9 2 1 ,2 5 1 8 8 ,3 2 6

Personal care & service 7 4 3 8 5 6 6 5 ,9 0 2

Sales & related 2 ,7 9 8 3 ,5 6 1 2 1 9 ,7 2 9

Office & administrative support 4 ,0 2 1 5 ,0 4 9 3 3 3 ,9 1 0

Farming, fishing, & forestry 4 1 4 6 2 ,2 9 7

Construction & extraction 1 ,1 5 9 1 ,3 1 0 7 8 ,7 6 1

Installation, maintenance, & repair 1 ,0 3 1 1 ,2 1 0 7 3 ,5 2 8

Production 1 ,0 9 6 1 ,3 8 2 8 0 ,0 5 3

Transportation & material moving 1 ,3 2 9 1 ,6 3 4 9 7 ,4 5 6

Military - - 6 ,2 6 1

Unclassified 7 8 8 9 5 ,3 5 5

SEX

Current Year Estimated Male Population 5 2 ,2 3 1 6 1 ,0 0 1 2 ,1 3 1 ,5 6 5

Male Median Age 5 1 .0 4 9 .0 3 9 .8

Current Year Estimated Female Population 5 6 ,5 3 8 6 6 ,2 1 4 2 ,2 4 7 ,1 4 2

Female Median Age 5 5 .3 5 3 .6 4 4 .1



/

Within 10 Mile Radius of 940 10th St, New Smyrna Beach, FL 32168,

School Grades

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019School Grade: A 8 5 8 12 9 7 7 8 4 4 8 3 4 4 3School Grade: B 3 5 3 0 3 4 4 3 5 4 3 5 7 4 6School Grade: C 0 1 0 0 0 1 0 2 4 4 2 4 2 4 4School Grade: D 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0School Grade: F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Charts

ElementarySchools

3.86 3.57 4.00 4.00 3.88 3.38 3.50 3.44 3.00 2.78 3.33 2.67 3.11 2.78 2.89

Middle Schools 3.50 3.50 3.50 4.00 4.00 4.00 3.50 3.00 3.00 3.00 3.50 3.50 3.50 3.50 3.00High Schools 3.50 2.50 3.00 4.00 3.00 3.50 3.00 4.00 3.00 3.00 4.00 4.00 3.00 4.00 3.00CombinationSchools

Other Schools FCAT Results Data

Percent Tested 99% 99% 99% 99% 99% 99% 99% 99% 99% 98% 98% 98% 99% 83% 99%Points Earned 421 415 557 565 568 341 815 797 812 793 302 412 506 418 501Rdg % Sat. ofHigher

69% 69% 71% 73% 73% 73% 73% 65% 64% 65% 60% 51% 62% 53% 62%

Rdg Points forGains

61% 60% 67% 65% 65% 62% 63% 67% 65% 69% 0% 44% 56% 46% 55%

Rdg Gains / Low25%

58% 56% 61% 54% 58% 50% 54% 63% 63% 65% 0% 32% 39% 34% 41%

Math % sat. orHigher

76% 77% 77% 81% 81% 81% 80% 63% 67% 67% 61% 56% 64% 56% 61%

72.7%

45.5%45.5% 72.7%

100%

25%

75%

33.3% 58.3% 33.3% 58.3% 61.5%

30.8%30.8%

38.5%

30.8%

30.8%

61.5%

A8 (61.5%)

25%33.3%

41.7%

30.8%

53.8%

33.3%33.3%

33.3%

30.8%

46.2%B6 (46.2%)


/

GPA Progression Map of Schools / School Grades

Math Points forGains

72% 70% 70% 75% 71% 69% 68% 66% 70% 72% 0% 50% 56% 50% 57%

Math Gains /Low 25%

0% 0% 64% 70% 67% 65% 63% 64% 58% 60% 0% 42% 42% 40% 41%

Wrt % Sat. orHigher

86% 83% 85% 83% 87% 87% 84% 81% 62% 60% 0% 0% 0% 0% 0%

Sci % Sat. orHigher

0% 0% 59% 59% 62% 63% 67% 41% 77% 72% 72% 60% 74% 59% 73%

Enrollment Data

2001-

022002-

032003-

042004-

052005-

062006-

072007-

082008-

092009-

102010-

112011-

122012-

132013-

142014-

152015-

162016-

172017-

182018-

192019-

20TotalEnrollment

11,311 11,584 11,864 11,980 11,920 11,790 11,677 11,565 11,979 11,870 11,817 11,616 11,546 11,612 11,749 11,667 11,727 11,674 11,499

kind 625 734 719 680 709 734 615 689 750 679 725 707 771 769 716 702 712 747 7111st 699 678 759 748 706 715 764 631 781 783 756 734 732 799 776 735 729 712 7572nd 664 702 676 718 720 670 714 757 704 772 756 749 735 739 804 807 759 734 7133rd 723 687 760 707 713 741 740 729 864 745 819 773 803 802 764 829 826 802 779

ElemMiddleHighCombOther

20052006

20072008

20092010

20112012

20132014

20152016

20172018

20190

1

2

3

4

es only For development purposes only For developme

Map data ©2020 Imagery ©2020 TeReport a

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Enrollment Chart By School Type Total Enrollment Number Totals

4th 756 752 691 761 688 693 758 747 792 845 718 765 763 761 799 744 846 834 7725th 750 772 795 731 755 712 725 778 768 807 863 743 791 790 794 808 790 863 8526th 871 909 948 948 854 874 846 805 862 787 774 811 686 777 787 778 793 766 8237th 957 896 934 981 941 852 885 840 810 841 778 780 824 712 821 806 796 779 7668th 915 994 941 964 1,004 958 841 880 836 823 857 762 773 853 733 830 818 786 8159th 1,391 1,525 1,545 1,486 1,499 1,518 1,428 1,381 1,412 1,373 1,317 1,359 1,327 1,275 1,407 1,180 1,277 1,335 1,24110th 1,128 1,041 1,223 1,351 1,275 1,209 1,315 1,226 1,229 1,278 1,230 1,207 1,189 1,180 1,174 1,270 1,090 1,133 1,18511th 919 1,024 924 1,048 1,132 1,107 1,052 1,142 1,078 1,098 1,153 1,092 1,095 1,099 1,083 1,082 1,176 959 1,08312th 833 797 907 807 895 969 954 913 1,037 979 1,011 1,081 1,000 986 1,001 981 985 1,094 854 ElementarySchools

4,217 4,325 4,400 4,345 4,291 4,265 4,316 4,331 4,659 4,631 4,637 4,471 4,595 4,660 4,653 4,625 4,662 4,692 4,584

MiddleSchools

2,743 2,799 2,823 2,893 2,799 2,684 2,572 2,525 2,508 2,451 2,409 2,353 2,283 2,342 2,341 2,414 2,407 2,331 2,404

High Schools 4,271 4,387 4,599 4,692 4,801 4,803 4,749 4,662 4,756 4,728 4,711 4,739 4,611 4,540 4,665 4,513 4,528 4,521 4,363CombinationSchools

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

OtherSchools

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Ethnicity Data

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20White 81% 81% 82% 82% 82% 81% 81% 80% 80% 80% 79%

Enrollment History

El…M…Hi…C…O…

2001-022003-04

2005-062007-08

2009-102011-12

2013-142015-16

2017-182019-20

0

2,000

4,000

6,000Total Enrollment

20022003

20042005

20062007

20082009

20102011

20122013

20142015

20162017

20182019

202011,250

11,500

11,750

12,000


/

Historical Minority Rate Historical Free and Reduced Lunch Rates

African American 7% 7% 8% 7% 8% 8% 8% 8% 8% 7% 8%Hispanic/Latino 5% 5% 5% 4% 5% 5% 5% 6% 6% 6% 6%Asian 3% 3% 2% 3% 3% 3% 3% 3% 3% 3% 3%NativeHawaiian/PacificIslander

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

American Indian /Alaska Native

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Multiracial 4% 4% 4% 4% 4% 4% 4% 5% 5% 5% 5%Charts

Male 52% 52% 51% 51% 51% 51% 51% 51% 51% 51% 51%Female 48% 48% 49% 49% 49% 49% 49% 49% 49% 49% 49% Free/Reduced Lunch 38% 43% 45% 45% 5% 5% 51% 50% 51% 49% 46%ESOL Students 0% 0% 1% 0% 1% 1% 1% 1% 2% 2% 2%

81.4% 80.5% 81.8% 81.8% 81% 80.1% 79.9% 79.4% 79.2% 79.4% 78.5%

Minority Rate

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 20200

50

100FRL Rate

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 20200

50

100


/

List of Schools

Volusia County

School Type FRL Rate Minority Rate Title 1 Enrollment 2019 Grade OpenedChisholm Elementary School Elementary 59% 24% Yes 400 C 0Coronado Beach Elementary School Elementary 26% 4% Yes 246 A 0Indian River Elementary School Elementary 73% 14% Yes 616 B 0Edgewater Public School Elementary 75% 17% Yes 522 C 0New Smyrna Beach High School Senior High 45% 17% Yes 1,877 B 0New Smyrna Beach Middle School Middle / Jr. High 56% 20% Yes 1,208 C 0Spruce Creek High School Senior High 35% 26% Yes 2,486 B 0Spruce Creek Elementary School Elementary 60% 29% Yes 849 B 0Sweetwater Elementary School Elementary 43% 22% Yes 654 A 0Read-pattillo Elementary School Elementary 69% 32% Yes 420 B 0Creekside Middle School Middle / Jr. High 37% 22% Yes 1,196 A 0Cypress Creek Elementary School Elementary 31% 21% Yes 807 B 0Samsula Academy Elementary 0% 0% Yes 218 C 2011

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Letters of Support Attached As Attachment T

1. Dr. Tom LoBasso, President, Daytona State College Partnership 2. Congressman Michael Waltz, Florida Congressional District 6 3. Dr. Sherryl Weems, AVP Mary Karl College of Workforce and Continuing Education,

Daytona State, Partnership 4. Mayor Douglas Gibson, City of Oak Hill+ 5. Mayor Michael Thomas, City of Edgewater 6. Trey Harshaw – Letter of support 7. Southeast Volusia Chamber of Commerce for City of Edgewater, Oak Hill, and New Smyrna

Beach- Support throughout community 8. Samantha Murray - Support throughout the community 9. Space Florida - Support throughout community 10. Ellen Darden - Support and promote throughout the community 11. Absolute Aviation - Partnership, training, and support 12. All About Construction of NSB -Support, experiences, assist with equipment. 13. America AERO - Support, "in kind" training 14. Antinori Construction - Support, "in kind" training and equipment, and donation/grant 15. C2 Solutions Inc. - Promote, share experiences, training, equipment and donations 16. Christopher Opalenick - Support throughout community and share experiences 17. Coastal Tire – Support and promote, experiences and mentors, obtain equipment 18. Scott Cullen – Support and promote, experiences and mentors, obtain equipment 19. Daytona Honda – Promote and support, experiences and mentors, obtain equipment 20. Daytona Infiniti - Promote and support, experiences and mentors, obtain equipment 21. Daytona Mazda - Support and promote, experiences and mentors, obtain equipment 22. Daytona Nissan – Support, share experiences and mentors, obtain equipment, fundraising 23. Deb Denys - Support throughout community and encouraging support from businesses 24. Donna Snow – Support throughout the community 25. DTI - Support, share experiences and mentors, obtain equipment, fundraising 26. Due East Marine – Support throughout the community, equipment and donations 27. Florida East Coast Railway - Support throughout community 28. Edgewater Power Boats - Support, experiences, training, equipment and fundraising 29. Everglades Boars – Promote and support, experiences and mentors, obtain equipment 30. Fantastic Design Group- Support, experiences, assist with equipment and donations 31. Florida Shores Truck Center - Support throughout community 32. Gary Yeomans Ford – Support, share experiences and mentors, obtain equipment, fundraising 33. Gary Yeomans Lincoln - Promote and Support, experiences and mentors, obtain equipment 34. Germfree – Support, share experiences and mentors, obtain equipment, fundraising 35. Jennifer Gordan - Promote, volunteer to teach and share experiences, obtain equipment 36. Hatcher Construction- Support, "in kind" training and equipment 37. Holmes Autoworks - Support, experiences, assist with equipment and with donations 38. Hudson Technologies – Support throughout the community, experiences, assist with equipment 39. Keely Farms - Support, share experiences and mentor, obtain equipment, donations 40. Loretta Burn – support, share experiences, obtain equipment and donate


41. M & D Development, Inc. – Support, share experiences and mentors, obtain equipment, fundraising

42. Margie Palmer – Support through the community 43. Mercedes Benz of Daytona – Support, experiences, equipment, fundraising 44. Ocean Properties - Partner to promote and support, experiences, obtain equipment 45. R. E. LLC – Support, share experiences and mentors, obtain equipment, fundraising 46. Raymond Webb – Share experiences and mentors 47. Edgewater Rotary- Support, experiences/training, community project partnership 48. Sally Noble – Share experiences and mentor 49. American Radonic Co Inc – Support, share experiences and mentors, obtain equipment,

fundraising 50. Steelmaster Industries, Inc. - Support, "in kind" training and equipment 51. Pastor Tim Palmer, First Baptist Church, Oak Hill- Support throughout the community 52. Utilities Commission of New Smyrna Beach 53. Volusia Manufacturers Association - Support, experiences/training and equipment 54. W.W. Gay Mechanical Contractor of Orlando, Inc. - Partner and support 55. MBES, Inc. - Support throughout the community, experiences, assist with equipment 56. Advent Health – Support throughout community 57. Dougherty Manufacturing - Support, promote, share experiences, obtain equipment and

fundraising 58. Solace Boats – Support, promote, share experiences, obtain equipment and fundraising 59. Massey Ranch Airpark – Support, promote, share experiences, obtain equipment and

fundraising


July 9, 2020

Members of the Board Southeast Volusia School of Science and Technology PO Box 830New Smyrna Beach, FL 32170

Dear Members of the Board,

Volusia County is blessed with a glorious challenge – how best to accelerate a high-technology talent pool to meet the workforce demands of a commercial space industry that will soon realize one to two launches per day. A key part of the answer is clear, the STEM focus and energetic minds behind the Southeast Volusia School of Science and Technology (SEV SciTech).

But producing those young, fabricators, scientists, engineers, and designers, all optimally matched to the future of high technology, won’t happen by magic. It needs tangible support. It needs vigorous encouragement. It needs committed partners, tireless effort and selfless mentors.

And it needs it all now. That’s not me speaking. That’s recent history. In the early 1950’s Brevard County had roughly 500 manufacturing jobs. Ten years later, after NASA took root and government aerospace activity blossomed, Brevard boasted over 10,000 manufacturing jobs. Now we’re at the Dawn of the Commercial Space Age, and it’s Volusia’s turn.

This is why I offer my enthusiastic support for the future of SEV SciTech.

In Service,

Michael Waltz Member of Congress


Pledge of Support for Proposed Middle/High School

As a leader in the manufacturing / business industry / community, I pledge to support the curriculum

pathways in manufacturing for a production and propulsion program, engineering and computer

systems program (robotics) and/or biomedical innovation and health sciences program at the proposed

Southeast Volusia School of Science and Technology. This school will be for grades six through twelve

and prepare students for direct entry into careers and/or further preparation through a post-

secondary/college education. I confirm that we have a need for skilled workers and will support a

program that will eventually help our business, industry and community.

I / My company will serve as a partner by supporting one or more of the items below:

• Promote support throughout the community for the unique opportunity the proposed school

will offer students.

• Share experiences and expertise with students, along with selected staff employees as speakers,

mentors or potential teacher/trainers of essential industry skills.

• Assist in obtaining necessary equipment to deliver a successful learning experience for the

students.

• Volunteer time for students, educators, administration and / or fundraising.

Name: Scott Cullen

Title: N/A

Company (if applicable): N/A

Address: 2729 Yule Tree Drive

City: Edgewater State: Florida Zip: 32141

Email: [email protected] Phone: 386-689-6882


July 11, 2020

Volusia County School Board

200 N. Clara Avenue

Deland, FL 32720

Dear School Board Members, I am writing to you today to reiterate my support for the opening of the Southeast Volusia

Sci-Tech Charter School. The STEAM-based training offered at SEV Sci-Tech will prepare

students for technology and manufacturing jobs right here in our community or wherever they

wish to go. I think it is critically important to offer a choice for both college and career bound

students who are attracted to project-based, hands-on learning. The experiences and

opportunities they will have in this unique environment will set their feet on an accelerated

path.

I believe that students heading to college after graduating from Southeast Volusia Sci-Tech will

boast a powerful resume of academics, leadership, citizenship and real-world experience.

I believe that students who are career-bound after graduation will have the training and

skillsets to enter the workforce welcoming above average salaries. They, in fact, will be

recruited by technology companies because they will have obtained industry certifications,

internships, and on-the-job training. Hiring managers at top technology firms will seek out

these graduates.

Thank you for giving our children a choice and a voice in their educational journey!

Respectfully,

Donna Snow

Donna Snow,

Parent / Businesswoman / Volunteer











Promote support throughout the community for the unique opportunity the proposed school


Share experiences and expertise with students, along with selected staff employees as speakers,


Assist in obtaining necessary equipment to deliver a successful learning experience for the

students.

Volunteer time for students, educators, administration and / or fundraising.

Name: __Laura Dougherty_____________________ Title: Owner/CFO__________________________

Company (if applicable): _Due East Marine

_______________________________________________________________

Address: _1140 N Dixie Frwy

City: _ New Smyrna Beach ___________________________________ State: ____FL___________

Zip: _32168_________________

Email: [email protected]______________________ Phone: __386-402-4506_____________



As a leader in the manufacturing / business industry, Hudson Technologies, pledges to support the

curriculum pathways in manufacturing for a production and propulsion program, engineering and

computer systems program (robotics) and/or biomedical innovation and health sciences program at the

proposed Southeast Volusia School of Science and Technology. This school will be for grades six through

twelve and prepare students for direct entry into careers and/or further preparation through a post-

secondary/college education. Hudson Technologies confirms that we have a need for skilled workers

and will support a program that will eventually help our business, industry and community.

Hudson Technologies will serve as a partner to:

Promote support throughout the community for the unique opportunity the proposed school will offer

students.

Share experiences and expertise with students, along with selected staff employees as speakers,


Assist in obtaining necessary equipment to deliver a successful learning experience for the students.

Name: _Bret Schmitz______________________________ Title: __President___________ ________

Address: ___1327 North US Highway 1___________________________________________________

City: _Ormond Beach______________________ State: _FL____________ Zip: _32174_____ ______

Email: [email protected]_____________________ Phone: ___386-615-7106____ __ ____











• Promote support throughout the community for the unique opportunity the proposed school


• Share experiences and expertise with students, along with selected staff employees as speakers,


• Assist in obtaining necessary equipment to deliver a successful learning experience for the

students.

• Volunteer time for students, educators, administration and / or fundraising.

Name: ______Loretta Burn__________________________ Title: ______________________________

Company (if applicable): ________________________________________________________________

Address: ____455 Bouchelle Dr Unit 221___________________________________________________

City: ___New Smyrna Beach________________ State: ____FL___________ Zip: ___32169__________

Email: [email protected]__________________________ Phone: ___386-690-8888___________


July 14, 2020

AdventHealth New Smyrna Beach

401 Palmetto St

New Smyrna Beach, FL 32168

RE: Pledge of Support for proposed Middle/High School Southeast Volusia School of Science and

Technology

Dear Reader,

AdventHealth New Smyrna Beach is the top employer and health care leader in the Southeast Volusia

county market and strongly encourages the development of higher education opportunities. The

success of our high-tech healthcare services is dependent upon a highly skilled workforce to care for

our patients and the health of our community. We are currently actively engaged in many of the schools

in our local market and surrounding areas.

We pledge to be supportive of the curriculum pathways that the proposed Southeast Volusia School of

Science and Technology would provide for grades six through twelve to prepare students for direct

entry careers and/or further preparation through a post-secondary college education. We have a

significant need for skilled workers and we willingly support a program that will eventually help our

business and community.

Sincerely,

Krissy Chalk

Krissy Chalk

Marketing Manager

Our values vision is the formal statement that expresses specific aspirations and goals of our organization. AdventHealth is widely respected as a consumer-focused organization that engages individuals in their health by delivering Christ-centered, wholistic, best-practice care across a connected, comprehensive continuum of services. Our vision focus can be articulated in five words: wholistic, exceptional, connected, affordable and viable.



ATTACHMENT U Evidence of facility funding

sources, if applicable


One North Wacker Drive Suite 2000 Chicago, IL 60606

Phone: 800-558-1776 Fax: 414-978-6575 www.Ziegler.com August 28, 2020 Southeast Volusia School of Science and Technology, Inc. 635 Airpark Road Edgewater, FL 32132 Attention: John Massey, President To Whom it May Concern: This letter is being furnished by B.C. Ziegler and Company, Investment Banker to Southeast Volusia School of Science and Technology, Inc. (the “Borrower”) in connection with the financing for its new construction project. In our capacity as Investment Banker, we anticipate full commitment that will provide sufficent funds in the Borrower’s loan to complete this project after the Borrower’s charter is approved, including arranging up to a $350,000 start-up loan to the Borrower. Please do not hesitate to contact me if your organization requires any additional insight or clarity on this financing. B.C. ZIEGLER AND COMPANY By: _________________________________ Wesley Bradish Managing Director 312-705-7230


August, 21, 2020 Southeast Volusia School of Science and Technology, Inc. 635 Airpark Road Edgewater, FL 32132 Attention: John Massey, President

RE: Southeast Volusia School of Science and Technology Dear Mr. Massey:

Building Hope is a non-profit foundation based in Washington, DC that works to close the

educational achievement gap by giving students access to high quality public charter schools in cities across the country. We support the expansion of academically successful schools with the capacity to grow their enrollments in order to catalyze change across their local public education systems by providing technical and financial assistance related to capital projects. Our services may also include grants to pay for professional fees associated with a project (i.e., architect, engineering), or other project-specific needs and sponsoring school fundraising events to support the academic program.

Building Hope is committed to support Southeast Volusia School of Science and Technology in securing a long-range plan for the opening of the above-referenced charter school. In order to ensure that the charter school is able to secure working capital for opening, Building Hope can offer a number of different services including facility and working capital financing. Building Hope may provide such financial assistance to the charter school by:

• Lending funds to for facilities acquisitions and/or improvements at below-market rates. • Guaranteeing, insuring, and reinsuring debt used to assist charter schools to acquire,

renovate, or construct school facilities. • Guaranteeing or insuring leases of personal or real property that are needed to begin or

continue the operation of the charter schools. • Facilitating financing by potential lenders. • Facilitating the issuance of bonds by charter schools or other public entities for the benefit

of charter schools. • Credit Enhancement Program

In addition, if the charter school is unable to secure a start-up grant, Building Hope may secure a line of credit for the school up to $500,000 to help with the startup costs. The proposed terms have a five-year term with a 1% commitment fee and a 6% annual interest rate, subject to approval of the charter contract and the board of Building Hope.

Sincerely,

Richard Moreno Vice-President Southern Region SEV Sci-Tech Charter Application


ATTACHMENT V Draft rental agreement or

lease for facility, if applicable


EXISTING WETLAND EXISTING WETLAND

EXISTING WETLAND

FIELD

PHASE III

TECH.

BLDG.

PHASE II

CLASSROOMS

BUILDING

FUTURE

EXPANSION

PHASE I

PHASE I

SOUTHEAST VOLUSIA SCI-TECH

CHARTER SCHOOL 08/24/2020SEV Sci-Tech Charter Application


CHARTER SCHOOL 08/24/2020SEV Sci-Tech Charter Application

RE

F.

UP

COVERED WORKSHOP AREA

COVERED DINING

ADMIN

SPECIAL CLASSROOMS

CLASSROOMS

PHYSICAL EDUCATION

CAFETERIA

LEGEND

CIRCULATION

SERVICES


CHARTER SCHOOL 08/24/2020

SCHOOL BUILDING - FIRST FLOOR PLAN (PHASE II)


DN

ADMIN

SPECIAL CLASSROOMS

CLASSROOMS

PHYSICAL EDUCATION

CAFETERIA

LEGEND

CIRCULATION

SERVICES



SCHOOL BUILDING - SECOND FLOOR PLAN (PHASE II)


RE

F.

UP COVERED DINING

COVERED DINING

TECHNOLOGY CENTER

TECHNOLOGY LAB

ADMIN

SPECIAL CLASSROOMS

CLASSROOMS

PHYSICAL EDUCATION

CAFETERIA

LEGEND

CIRCULATION

SERVICES



SCHOOL BUILDING WITH GYM - FIRST FLOOR PLAN (PHASE III)


DN

ADMIN

SPECIAL CLASSROOMS

CLASSROOMS

PHYSICAL EDUCATION

CAFETERIA

LEGEND

CIRCULATION

SERVICES



SCHOOL BUILDING WITH GYM - SECOND FLOOR PLAN (PHASE III)


We deliver education facilities

that meet the needs of

today’s students while preparing

them for tomorrow.

EDUCATION DIVISIONSEV Sci-Tech Charter Application

Our clients benefit when we excel.Founded in 1965 by Preston Haskell as a design-build company,

Haskell is a single source provider of design and construction

services. Since conception, Haskell has successfully completed over

4,500 design-build and construction manager at-risk (CMAR)

projects totaling over $13 billion. Our commitment to value and

quality has translated into an 80% repeat client base with annual

sales surpassing $1 billion.

Haskell’s Education Division provides collaborative delivery solutions

and services from Pre-K to post-secondary clients. Our team is

comprised of a group of seasoned professionals whose extensive

experience designing and constructing education facilities allows

them to offer thoughtful value engineering and constructability

insights to bring best value to our clients.

Project services provided include:

◆ Site acquisition

◆ Programming

◆ Master planning

◆ Interior design & FFE

◆ Architecture

◆ Engineering

◆ Construction

◆ Self-perform concrete and steel

◆ Project finance assistance

Haskell Overview


80%Repeat Business

We Build Things That Matter!

Square Feet

1,893,100+

4,500+Projects Completed

Charter Schools Built

40+Student Stations

18,000+

1,500+Employees

Charter School Stats:

Haskell by the Numbers:


Discovery School Master Planning Jacksonville Beach, FL


Preston Haskell played an instrumental role

in the formation of the Design-Build Institute

of America (DBIA). In 1993, design-build was

still considered “nontraditional.” However,

Haskell and his peers reasoned that design-

build backers needed an organization to

represent the interests of design-builders.

Preston Haskell Founder of The Haskell Company

Peter Kinsley, DBIA President, Infrastructure & Transportation

Past DBIA President

Past WDBC President

Charlie Rocheleau, LEED AP, DBIA Division Leader,

Education

Industry InvolvementIn our 55-year history, we have grown into one

of the most recognizable design-build firms in

the country. Preston Haskell was one of the

co-founders of the Design-Build Institute of

America (DBIA) and Peter Kinsley, Haskell’s

Infrastructure & Transportation Group President,

served as the 2015 DBIA President.


Geographic Presence

Haskell serves clients from strategic points within North America and around the globe

◆ Headquartered in Jacksonville, FL

◆ Offices located throughout the U.S.

◆ 1,500+ Staff Members

◆ 600 In-house Design Professionals

◆ 177 Permanent Craft EmployeesSEV Sci-Tech Charter Application

Key Components and Unique Features

◆ CMAR ◆ 36,000 SF ◆ 10-acre green site development and infrastructure ◆ Phased development to accommodate 1,250 students ◆ Concrete tilt-up walls and interior structural steel ◆ 90% polished concrete material for durability

MATER ACADEMY ST. CLOUD CHARTER SCHOOL ST. CLOUD, FL


◆ Construction Manager at Risk ◆ 54,000 SF with 10-acre site development ◆ Two-story building ◆ 38 classrooms for 1,000 students ◆ Concrete tilt-up walls and interior structural steel ◆ Pre-K school is 12,000 SF with 8 classrooms for 165 students

DUNN AVENUE K-5 CHARTER SCHOOLJACKSONVILLE, FL


◆ Design-Build ◆ Charter Pre-K through 5th grade ◆ 306 student stations ◆ 6.6-acre site development ◆ Main building includes classrooms, administration, media center, conference room

◆ Second building includes cafeteria with stage and warming kitchen

TIGER ACADEMY CHARTER SCHOOLJACKSONVILLE, FL

Our Experience


Future Expansion

Campus Arrival

Car Loop

Technology Center

Main Entry

Student Parking

Staff & Visitor Parking

Athletic Fields

Wetlands

Wetlands

Billboard

Future Expansion

(12+/- Acres)Future Aquatic

CenterFuture Gym

40K SF

40K SF

Southeast Volusia Science -Technology Master Planning Edgewater, FL

$11M | Progressive Design-Build


Future Expansion

Campus Arrival

Car Loop

Technology Center

Main Entry

Student Parking

Staff & Visitor Parking

Athletic Fields

Wetlands

Wetlands

Billboard

Future Expansion

(12+/- Acres)Future Aquatic

CenterFuture Gym

40K SF

40K SF

Self-Performance Capabilities

Self-performance yields owner benefits.Haskell possesses the in-house

resources to self-perform

several critical scopes of work.

We have extensively deployed

these resources many times to

ensure a project's critical

quality, cost and schedule

requirements are met.

The key concept with our

self-perform resources is

“strategic deployment.” By this,

we mean the project will be

staffed with a core group of

Haskell Permanent Craft

Employees (PCE), and when

necessary, supplemented with

local and regional resources.

Haskell's self-perform

capabilities include:

Concrete Construction

◆ Cast-in-Place Structural Concrete

◆ Foundations – Building and Equipment

◆ Slabs-on-Grade, Elevated Slabs

◆ Tilt-up Panels, Retaining Walls

Mechanical

◆ Process Mechanical ◆ Equipment Installation ◆ Underground Process and Utilities

Steel Fabrication & Installation

◆ Structural Steel / Heavy Steel Assemblies

◆ Columns, Stairs, Railings ◆ Custom Products

Other

◆ Site Work ◆ Carpentry Work

Mater Academy St. Cloud, St. Cloud, FL

Dunn Avenue K-8 School, Jacksonville, FL

New Dimensions High School, Kissimmee, FL

Tiger Academy Charter School, Jacksonville, FL

Christa McAuliffe Elementary School, Cape Coral, FL

Oasis Elementary School South Additions, Cape Coral, FL

Bellalago Charter Middle School, Pre-K and Kindergarten, Kissimmee, FL

The Villages High School and Middle School, The Villages, FL

The Villages K-2 and Elementary Schools

Pembroke Shores/FSU Charter School Elementary School, Pembroke Pines, FL

Pembroke Pines Central Campus Pre K-8

Pembroke Pines Academic Village High School

Pembroke Pines East Campus Pre-K-5

Pembroke Pines West Campus Pre-K and Middle Schools

Pembroke Pines Classroom Additions (West, Central, East and Shores)

Pembroke Pines University Center at AV

Bay Haven Charter K-8, Lynn Haven, FL

Canoe Creek K-8, St. Cloud, FL

P.M. Wells Charter Academy K-5, Kissimmee, FL

City of Kissimmee School K-5, Kissimmee, FL

Four Corners K-5 and Middle Schools, Davenport, FL

FSU K-12 Developmental Research School, Tallahassee, FL

A selection of Haskell's Charter School Projects:


Project Experience

Mater Academy St. Cloud St. Cloud, FL

$8M | CMAR


Dunn Avenue K-5 Charter School Jacksonville, FL

$9.2M | Construction Management at Risk


The Villages Charter High School The Villages, FL

$35.7M | Design-Build


Tiger Academy Charter School Jacksonville, FL


2013 US Green Building Council North Florida Chapter Green Apple Day of Service Award of Merit


New Dimensions High School Additions and Renovations Kissimmee, FL



Burns Science and Technology Classroom and Gym Volusia County, FL



111 Riverside Avenue

Jacksonville, FL 32202

(904) 791-4500

www.haskell.com

Jacksonville, FL (Global Headquarters) ◆ Akron, OH ◆ Atlanta, GA ◆ Austin, TX ◆

Beloit, WI ◆ Charlotte, NC ◆ Cleveland, OH ◆ Columbus, OH ◆ Dallas, TX ◆ Houston, TX ◆ Livermore, CA ◆ Miami, FL ◆

Nashville, TN ◆ Oklahoma City, OK ◆ Pittsburgh, PA ◆ Raleigh, NC ◆ Salt Lake City, UT ◆ San Diego, CA ◆ St. Louis, MO ◆

St. Paul, MN ◆ St. Petersburg, FL ◆ Tulsa, OK

México ◆ China ◆ Malaysia ◆ Philippines ◆ SingaporeSEV Sci-Tech Charter Application


ATTACHMENT W Florida Charter School

Revenue Estimating Worksheet


2020‐08‐25 ‐ SEV Sci Tech Charter Budget ‐ CSU 8.0

8/26/2020 3:34 PM

2019-20 Weighted FTE Base Funding

(2) x (3) (WFTE x BSA x DCD) (4) (5)

0.0000 -$ 0.0000 -$

188.0000 784,860$ 45.0000 187,865$

209.4840 874,551$ 37.4440 156,321$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 0.0000 -$ 1.1840 4,943$ 1.1840 4,943$ 0.0000 -$

482.2960 2,013,483$

2019-20 Base Funding

(WFTE x BSA x DCD)

668$

-$

-$

1,670$

-$

-$ 0.5600 2,338$

482.8560 2,015,821$

Grade LevelMatrix Level

Guarantee Per Student

PK-3 251 979$ -$ PK-3 252 3,161$ -$ PK-3 253 6,451$ -$ 4-8 251 1,098$ 49,410$ 4-8 252 3,280$ -$ 4-8 253 6,569$ -$ 9-12 251 781$ 28,897$ 9-12 252 2,963$ -$ 9-12 253 6,253$ -$

78,307$

479.00 ÷ District's Total UFTE:=

482.86 ÷ District's Total WFTE:=

82.00

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

45.00

0.00

68,623.46

0.00

0.000.00

Industry Certified Career Education

Early High School Graduation

FTE

0.00

Total Funded Weighted FTE

Total Additional FTE

2. ESE Guaranteed Allocation:

Total Base Funding

Additional Base Funds

0.40

Small District ESE Supplement

3.644

5.4620.00255 ESE Level 5 (Grade Level 4-8)

1.012

254 ESE Level 4 (Grade Level 4-8)254 ESE Level 4 (Grade Level 9-12)255 ESE Level 5 (Grade Level PK-3 )

5.462

1.00

1.1841.184

255 ESE Level 5 (Grade Level 9-12)130 ESOL (Grade Level PK-3)130 ESOL (Grade Level 4-8)130 ESOL (Grade Level 9-12) 1.184

0.00

62,589.26

0.00

0.00101 Basic K-3111 Basic K-3 with ESE Services102 Basic 4-8112 Basic 4-8 with ESE Services103 Basic 9-12

0.00

1.00

0.00

1.1241.0001.0001.0121.012

207.00

254 ESE Level 4 (Grade Level PK-3 )

0.00188.0045.00

113 Basic 9-12 with ESE Services 37.000.00 3.644

Program Cost Factor(3)(1)

Number of FTE(2)

1. 2020-21 FEFP State and Local FundingDistrict Cost Differential: 0.9665Base Student Allocation

School District: Based on the 2020-21 FEFP Conference Calculation

$4,319.49

Revenue Estimate Worksheet for SEV Sci Tech

Volusia

Program

300 Career Education (Grades 9-12)

3.6440.00

0.00

5.462

1.124

0.7036%

UFTE share. Charter School UFTE:

WFTE share. Charter School WFTE: 3B. Divide school's Weighted FTE (WFTE) total computed in Section 1, cell E37 above by the district's total WFTE to obtain school's

479.00

Total FTE with ESE Services

Totals

Total ESE Guarantee

37.000.00

0.16

0.00Advanced International Certificate

Letters in Parentheses Refer to Notes at Bottom of Worksheet:

Advanced Placement

International Baccalaureate 0.00

3A. Divide school's Unweighted FTE (UFTE) total computed in Section 1, cell C27 above by the district's total UFTE to obtain school's

Additional FTE (a)

Number of FTECharter schools should contact their school district sponsor regarding eligible FTE. Please note

that “Number of FTE” is NOT equivalent to number of students enrolled in these courses or programs. Please refer to footnote (a) below.

0.00

0.00

0.7653%

1



8/26/2020 3:34 PM

(b) 16,971,532 x 0.7653% 129,883$

(b) 5,182,391 x 0.7653% 39,661$

(b)(d) 115,362 x 0.7653% 883$

(b) 4,057,818 x 0.7653% 31,054$

(b) 4,763,209 x 0.7653% 36,453$ (e)

Charter schools should contact their school district sponsor regarding eligibility and distribution of ESE Applications funds.

(b) 2,134,393 x 0.7653% 16,335$

(b) 2,967,433 x 0.7653% 22,710$

(c) 0 x 0.7036% -$

(c) 2,642,198 x 0.7036% 18,591$

(f) 10,400,848 x 0.7036% 73,180$

(c) 31,054,035 x 0.7036% 218,496$

(c) 0 x 0.7036% -$

(c) 0 x 0.7036% -$

PK - 3 0.0000 1,301.57 = 04-8 234.1840 887.80 = 200,944

9-12 248.1120 889.95 = 213,410

Total * 482.2960 414,354$

(g) x 447 53,640$ x 1,595 -$

(h)Impact Aid

Student Allocation Total

$0.00 -$ $0.00 -$ $0.00 -$

-$

(i) -$

(j) -$

3,149,368$

(k)-$

22. Food Service Allocation

(b) District allocations multiplied by percentage from item 3A.

(d) The Digital Classroom Allocation is provided pursuant to s. 1011.62(12), F.S.

(a) Additional FTE includes FTE earned through Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, Industry Certified Career Education (CAPE), Early High School Graduation and the small district ESE Supplement, pursuant to s. 1011.62(1)(l-p), F.S.

21. Florida Teachers Classroom Supply Assistance Program

Weighted FTE (not including Add-On)

Students with DisabilitiesTotal

Military and Indian LandsCivilians on Federal Lands 0

0

0

$0.00$0.00

Total

23. Funding for the purpose of calculating the administrative fee for ESE charter schools.

(e) School districts are required to pay for instructional materials used for the instruction of public high school students who are earning credit toward high school graduation under the dual enrollment program as provided in s. 1011.62(1)(i), F.S.

(c) District allocations multiplied by percentage from item 3B.

8. Instructional Materials Allocation (UFTE share)

6. Digital Classrooms Allocation (UFTE share)

7. Safe Schools Allocation (UFTE share)

-$

Impact Aid Student Type Number of Students

20. Federally Connected Student Supplement

Enter All Adjusted ESE Riders

13. Teacher Salary Increase (WFTE share)

Exempt Property Allocation

17. Class Size Reduction Funds:

Enter All Adjusted Fundable Riders

12. Reading Allocation (WFTE share)

10. Total Funds Compression Allocation (UFTE share)

9. Mental Health Assistance Allocation (UFTE share)

NOTES:

If you have more than a 75% ESE student population, please place a 1 in the following box:

5. Discretionary Millage Compression Allocation4. Supplemental Academic Instruction (UFTE share)

.748 Mills (UFTE share)

120.00$

0.9665

(*Total FTE should equal total in Section 1, column (4) and should not include any additional FTE from Section 1.)

Allocation factors

Total Class Size Reduction Funds

0.96650.9665

14. Discretionary Local Effort (WFTE share)

X DCD X

11. Sparsity Supplement (WFTE share)

Dual Enrollment Instructional Materials Allocation

19. Student Transportation

15. Proration to Funds Available (WFTE share)

16. Discretionary Lottery (WFTE share)

ESE Applications Allocation:

2



8/26/2020 3:34 PM

(g) Numbers entered here will be multiplied by the district level transportation funding per rider. "All Adjusted Fundable Riders" should include both basic and ESE Riders. "All Adjusted ESE Riders" should include only ESE Riders.

(h) The Federally Connected Student Supplement provides additional funding for students on federal lands that receive Section 8003 impact aide pursuant to s. 1011.62(13), F.S.

For high performing charter schools, administrative fees charged by the school district shall be calculated based upon 2% of available funds from the FEFP and categorical funding for which charter students may be eligible. To calculate the administrative fee to be withheld for schools with more than 250 students, divide the school population into 250. Multiply that fraction times the funds available, then times 2%.

(f) 80 percent of each district’s Teacher Salary Increase Allocation, pursuant to section 1011.62, F.S., is for school districts and charter schools to provide a minimum base salary of $47,500 or the maximum amount achievable for full-time classroom teachers as defined in s. 1012.01(2)(a), F.S., including pre-kindergarten teachers funded through the FEFP but not including substitute teachers. The remaining 20 percent of the allocation, plus any remaining funds from the district's share of the 80 percent allocation, shall be used by the school districts as specified in s. 1011.62, F.S., to provide salary increases to full-time classroom teachers that did not receive an increase, full-time classroom teachers who received an increase of less than 2 percent, or other instructional personnel.

Administrative fees:

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

Administrative fees charged by the school district pursuant to s. 1002.33(20)(a), F.S., shall be calculated based upon 5% of available funds from the FEFP and categorical funding for which charter students may be eligible. To calculate the administrative fee to be withheld for schools with more than 250 students, divide the school population into 250. Multiply that fraction times the funds available, then times 5%. For charter schools within a charter school system that meets the requirements in s. 1002.33(20)(a)2.a.(II), F.S., do the same calculation based for up to and including 500 students.

(i) Teacher Classroom Supply Assistance Program allocation pursuant to s. 1012.71, F.S., for certified teachers employed by a public school district or public charter school before September 1 of each year whose full-time or job-share responsibility is the classroom instruction of students in prekindergarten through grade 12, including full-time media specialists and certified school counselors serving students in prekindergarten through grade 12, who are funded through the FEFP.

Other:

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

3


Revenue Estimate Summary for SEV Sci Tech

Base Student Allocation

Assumed Base FEFP Percentage Increase

Assumed Other Funds Percentage Increase

Assumed ESE Guarantee Income % Increase

District Cost Differential

FEFP State and Local Funding

Enr.

Cost

Factor

Base

Funding Enr.

Cost

Factor

Base

Funding Enr.

Cost

Factor

Base

Funding Enr.

Cost

Factor

Base

Funding Enr.

Cost

Factor

Base

Funding

101 Basic K‐3 ‐ 1.124 ‐$ ‐ 1.106 ‐$ ‐ 1.106 ‐$ ‐ 1.106 ‐$ ‐ 1.106 ‐$

111 Basic K‐3 with ESE Services ‐ 1.124 ‐$ ‐ 1.106 ‐$ ‐ 1.106 ‐$ ‐ 1.106 ‐$ ‐ 1.106 ‐$

102 Basic 4‐8 188.000 1.000 784,860$ 256.000 1.000 1,068,745$ 306.000 1.000 1,277,485$ 306.000 1.000 1,277,485$ 306.000 1.000 1,277,485$

112 Basic 4‐8 with ESE Services 45.000 1.000 187,865$ 62.000 1.000 258,837$ 75.000 1.000 313,109$ 75.000 1.000 313,109$ 75.000 1.000 313,109$

103 Basic 9‐12 207.000 1.012 874,551$ 339.000 1.001 1,416,196$ 462.000 1.001 1,930,037$ 541.000 1.001 2,260,066$ 560.000 1.001 2,339,439$

113 Basic 9‐12 with ESE Services 37.000 1.012 156,321$ 64.000 1.001 267,364$ 90.000 1.001 375,981$ 107.000 1.001 447,000$ 112.000 1.001 467,888$

254 ESE Level 4 (Grade Level PK‐3) ‐ 3.644 ‐$ ‐ 3.644 ‐$ ‐ 3.644 ‐$ ‐ 3.644 ‐$ ‐ 3.644 ‐$

254 ESE Level 4 (Grade Level 4‐8) ‐ 3.644 ‐$ ‐ 3.644 ‐$ ‐ 3.644 ‐$ ‐ 3.644 ‐$ ‐ 3.644 ‐$


255 ESE Level 5 (Grade Level PK‐3) ‐ 5.462 ‐$ ‐ 5.462 ‐$ ‐ 5.462 ‐$ ‐ 5.462 ‐$ ‐ 5.462 ‐$



130 ESOL (Grade Level PK‐3) ‐ 1.184 ‐$ ‐ 1.184 ‐$ ‐ 1.184 ‐$ ‐ 1.184 ‐$ ‐ 1.184 ‐$

130 ESOL (Grade Level 4‐8) 1.000 1.184 4,943$ 2.000 1.184 9,886$ 3.000 1.184 14,829$ 3.000 1.184 14,829$ 3.000 1.184 14,829$

130 ESOL (Grade Level 9‐12) 1.000 1.184 4,943$ 2.000 1.184 9,886$ 3.000 1.184 14,829$ 4.000 1.184 19,772$ 4.000 1.184 19,772$

300 Career Education (Grades 9‐12) ‐ 1.012 ‐$ ‐ 1.001 ‐$ ‐ 1.001 ‐$ ‐ 1.001 ‐$ ‐ 1.001 ‐$

Total Enrollment 479.000 2,013,483$ 725.000 3,030,914$ 939.000 3,926,270$ 1,036.000 4,332,261$ 1,060.000 4,432,522$

Additional FTEAdvanced Placement 0.160 668.000 0.800 3,340.000 1.760 7,348.000 2.560 10,687.000 2.720 11,355.000

International Baccalaureate ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Advanced International Certificate ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Industry Certified Career Education 0.400 1,670.000 1.050 4,384.000 2.075 8,663.000 2.875 12,003.000 2.975 12,420.000

Early High School Graduation ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Small District ESE Supplement ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Total Additional Funding 0.56 2,338$ 1.85 7,724$ 3.84 16,011$ 5.44 22,690$ 5.70 23,775$

Total Unweighted FTE 479.560 726.850 942.835 1,041.435 1,065.695

Total Weighted FTE 482.856 727.855 944.307 1,043.155 1,067.431

Total Base Funding 2,015,821$ 3,038,638$ 3,942,281$ 4,354,951$ 4,456,297$

ESE Guranteed AllocationEnr. ESE Rate ESE Amt Enr. ESE Rate ESE Amt Enr. ESE Rate ESE Amt Enr. ESE Rate ESE Amt Enr. ESE Rate ESE Amt

PK‐3 (Matrix Level 251) ‐ 979$ ‐$ ‐ 979$ ‐$ ‐ 979$ ‐$ ‐ 979$ ‐$ ‐ 979$ ‐$

PK‐3 (Matrix Level 252) ‐ 3,161$ ‐$ ‐ 3,161$ ‐$ ‐ 3,161$ ‐$ ‐ 3,161$ ‐$ ‐ 3,161$ ‐$

PK‐3 (Matrix Level 253) ‐ 6,451$ ‐$ ‐ 6,451$ ‐$ ‐ 6,451$ ‐$ ‐ 6,451$ ‐$ ‐ 6,451$ ‐$

4‐8 (Matrix Level 251) 45.000 1,098$ 49,410$ 62.000 1,098$ 68,076$ 75.000 1,098$ 82,350$ 75.000 1,098$ 82,350$ 75.000 1,098$ 82,350$

4‐8 (Matrix Level 252) ‐ 3,280$ ‐$ ‐ 3,280$ ‐$ ‐ 3,280$ ‐$ ‐ 3,280$ ‐$ ‐ 3,280$ ‐$

4‐8 (Matrix Level 253) ‐ 6,569$ ‐$ ‐ 6,569$ ‐$ ‐ 6,569$ ‐$ ‐ 6,569$ ‐$ ‐ 6,569$ ‐$

9‐12 (Matrix Level 251) 37.000 781$ 28,897$ 64.000 781$ 49,984$ 90.000 781$ 70,290$ 107.000 781$ 83,567$ 112.000 781$ 87,472$

9‐12 (Matrix Level 252) ‐ 2,963$ ‐$ ‐ 2,963$ ‐$ ‐ 2,963$ ‐$ ‐ 2,963$ ‐$ ‐ 2,963$ ‐$

9‐12 (Matrix Level 253) ‐ 6,253$ ‐$ ‐ 6,253$ ‐$ ‐ 6,253$ ‐$ ‐ 6,253$ ‐$ ‐ 6,253$ ‐$

Total ESE Guarantee 78,307$ 118,060$ 152,640$ 165,917$ 169,822$

Additional CalculationsUFTE WFTE UFTE WFTE UFTE WFTE UFTE WFTE UFTE WFTE

Charter School Enrollment 479.0 482.9 725.0 727.9 939.0 944.3 1,036.0 1,043.2 1,060.0 1,067.4

Overall District Enrollment 62,589.3 68,623.5 62,589.3 68,623.5 62,589.3 68,623.5 62,589.3 68,623.5 62,589.3 68,623.5

Charter Percentage of District 0.765300% 0.703600% 1.1583% 1.0606% 1.5003% 1.3761% 1.6552% 1.5201% 1.6936% 1.5555%

UFTE Shares

Supplemental Academic Instruction 16,971,532$ 0.7653% 129,883$ 16,971,532$ 1.1583% 196,581$ 16,971,532$ 1.5003% 254,624$ 16,971,532$ 1.6552% 280,913$ 16,971,532$ 1.6936% 287,430$

Discretionary Millage Compression Allocation 5,182,391$ 0.7653% 39,661$ 5,182,391$ 1.1583% 60,028$ 5,182,391$ 1.5003% 77,751$ 5,182,391$ 1.6552% 85,779$ 5,182,391$ 1.6936% 87,769$

Digital Classrooms Allocation 115,362$ 0.7653% 883$ 115,362$ 1.1583% 1,336$ 115,362$ 1.5003% 1,731$ 115,362$ 1.6552% 1,909$ 115,362$ 1.6936% 1,954$

Safe Schools Allocation 4,057,818$ 0.7653% 31,054$ 4,057,818$ 1.1583% 47,002$ 4,057,818$ 1.5003% 60,879$ 4,057,818$ 1.6552% 67,165$ 4,057,818$ 1.6936% 68,723$

Instructional Materials Allocation 4,763,209$ 0.7653% 36,453$ 4,763,209$ 1.1583% 55,172$ 4,763,209$ 1.5003% 71,462$ 4,763,209$ 1.6552% 78,841$ 4,763,209$ 1.6936% 80,670$

Mental Health Assistance Allocation 2,134,393$ 0.7653% 16,335$ 2,134,393$ 1.1583% 24,723$ 2,134,393$ 1.5003% 32,022$ 2,134,393$ 1.6552% 35,328$ 2,134,393$ 1.6936% 36,148$

Total Funds Compression Allocation 2,967,433$ 0.7653% 22,710$ 2,967,433$ 1.1583% 34,372$ 2,967,433$ 1.5003% 44,520$ 2,967,433$ 1.6552% 49,117$ 2,967,433$ 1.6936% 50,256$

WFTE Shares

Sparsity Supplement ‐$ 0.7036% ‐$ ‐$ 1.0606% ‐$ ‐$ 1.3761% ‐$ ‐$ 1.5201% ‐$ ‐$ 1.5555% ‐$

Reading Allocations 2,642,198$ 0.7036% 18,591$ 2,642,198$ 1.0606% 28,023$ 2,642,198$ 1.3761% 36,359$ 2,642,198$ 1.5201% 40,164$ 2,642,198$ 1.5555% 41,099$

Discretionary Local Effort 31,054,035$ 0.7036% 218,496$ 31,054,035$ 1.0606% 329,359$ 31,054,035$ 1.3761% 427,335$ 31,054,035$ 1.5201% 472,052$ 31,054,035$ 1.5555% 483,046$

Teacher Salary Increase 10,400,848$ 0.7036% 73,180$ 10,400,848$ 1.0606% 110,311$ 10,400,848$ 1.3761% 143,126$ 10,400,848$ 1.5201% 158,103$ 10,400,848$ 1.5555% 161,785$

Proration to Funds Available ‐$ 0.7036% ‐$ ‐$ 1.0606% ‐$ ‐$ 1.3761% ‐$ ‐$ 1.5201% ‐$ ‐$ 1.5555% ‐$

Discretionary Lottery ‐$ 0.7036% ‐$ ‐$ 1.0606% ‐$ ‐$ 1.3761% ‐$ ‐$ 1.5201% ‐$ ‐$ 1.5555% ‐$

Class Size Reduction (PK‐3) ‐ 1,302$ ‐$ ‐ 1,302$ ‐$ ‐ 1,302$ ‐$ ‐ 1,302$ ‐$ ‐ 1,302$ ‐$

Class Size Reduction (4‐8) 234.184 888$ 200,944$ 320.368 888$ 274,895$ 384.552 888$ 329,968$ 384.552 888$ 329,968$ 384.552 888$ 329,968$

Class Size Reduction (9‐12) 248.112 890$ 213,410$ 405.637 890$ 348,903$ 555.920 890$ 478,167$ 653.168 890$ 561,814$ 677.184 890$ 582,471$

Class Size Reduction Totals 482.296 414,354$ 726.005 623,798$ 940.472 808,135$ 1037.720 891,782$ 1061.736 912,439$

Transportation ‐ All Fundable Riders 120.000 447$ 53,640$ 181.000 447$ 80,907$ 235.000 447$ 105,045$ 259.000 447$ 115,773$ 265.000 447$ 118,455$

Transportation ‐ ESE Riders ‐ 1,595$ ‐$ ‐ 1,595$ ‐$ ‐ 1,595$ ‐$ ‐ 1,595$ ‐$ ‐ 1,595$ ‐$

Federal Military & Indian Lands ‐ $0 ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$

Federal Civilians on Federal Lands ‐ ‐$ ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$

Federal Students with Disabilities ‐ $0 ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$ ‐ ‐$ ‐$

Fed. Connected Student Supplement 0.000 ‐$ 0.000 ‐$ 0.000 ‐$ 0.000 ‐$ 0.000 ‐$

300 Lowest Performing Schools Allocation ‐$ ‐$ ‐$ ‐$ ‐$

Dual Enrollment Instructional Materials ‐$ ‐$ ‐$ ‐$ ‐$

ESE Applications Allocation ‐$ ‐$ ‐$ ‐$ ‐$

Florida Teachers Classroom Supply Assistance 0 ‐$ ‐$ 0 ‐$ ‐$ 0 ‐$ ‐$ 0 ‐$ ‐$ 0 ‐$ ‐$

FEFP TotalsTotal Funding

Per Student Average

District Fee Percentage

Maximum Students For Fee

Total District Fee

Total To Reallocate To Capital Outlay

Additional Funding Calculations

District Treshold Level 70% 70% 70% 70% 70%

FRL Student x Rate = Title 1 Total 0 ‐$ ‐$ 0 ‐$ ‐$ 0 ‐$ ‐$ 0 ‐$ ‐$ 0 ‐$ ‐$

Capital Outlay Funding

Eligible? No No Yes Yes Yes

Actual Student Count 939.000 1036.000 1060.000

FRL Rate 50% Not Eligible 50% Not Eligible 50% Not Eligible

ESE Rate 15% Not Eligible 15% Not Eligible 15% Not Eligible

Weighted Count 1.000 939.000 1.000 1036.000 1.000 1060.000

Totals ‐$ ‐$ 527.97$ 495,766$ 541.17$ 560,654$ 554.70$ 587,983$

Year 1$4,319.49

0.9665

Year 2$4,319.49

0.9665

0.000%

Year 5$4,319.49

0.9665

0.000%

3,149,368$

0.000% 0.000%

0.000% 0.000%

Year 3$4,319.49

0.9665

Year 4$4,319.49

0.9665

0.000%

0.000%

0.000% 0.000% 0.000%

0.000%

82,186$

75,282$

0.000%

6,575$

155,548$

0.000%

4,748,310$

6,549$

5.00%

250

6,797,794$

6,562$

5.00%

250

0.000%

6,157,910$

6,558$

5.00%

250

6,955,893$

6,562$

5.00%

250

82,027$

265,768$

School is not eligible. School is not eligible. School is not eligible. School is not eligible. School is not eligible.

81,974$

225,921$

81,867$ 82,020$

257,870$

5.00%

250



ATTACHMENT X Proposed Operating Budget


Five Year Budget Projections

General Budget SummarySEV Sci Tech

Florida Charter Support Unit Budget Template ‐ Summary #1

Planning

Year

Year

One

Year

Two

Year

Three

Year

Four

Year

Five

Enrollment: 0 (of est. 0) 479 (of est. 497) 725 (of est. 750) 939 (of est. 971) 1036 (of est. 1071) 1060 (of est. 1096)

RevenueFlorida Educational Finance Program (F ‐$ 3,095,728$ 4,667,403$ 6,052,865$ 6,682,021$ 6,837,438$

Capital Outlay ‐$ ‐$ ‐$ 495,766$ 560,654$ 587,983$

NSLP Funds ‐$ 115,886$ 175,750$ 227,333$ 250,987$ 256,453$

Transportation Funds ‐$ 53,640$ 80,907$ 105,045$ 115,773$ 118,455$

Financing / Loan Proceeds 300,000$ ‐$ ‐$ ‐$ ‐$ ‐$

Total Revenue 300,000$ 3,265,254$ 4,924,060$ 6,881,009$ 7,609,435$ 7,800,330$

ExpensesEmployee Costs

Employee Salaries 30,760$ 1,524,782$ 2,358,404$ 3,115,999$ 3,439,110$ 3,526,226$

Employee Benefits 2,163$ 180,414$ 277,793$ 370,191$ 412,586$ 421,949$

Employer Costs 4,009$ 166,937$ 254,983$ 335,244$ 370,655$ 379,283$

Total Employee Costs 36,933$ 1,872,133$ 2,891,180$ 3,821,434$ 4,222,351$ 4,327,457$

Academic Supplies 111,825$ 43,718$ 129,647$ 165,069$ 223,783$ 204,257$

Services and Contracts 38,000$ 290,870$ 363,319$ 450,380$ 472,180$ 481,183$

Facilities Costs ‐$ 409,575$ 693,488$ 1,043,973$ 1,197,017$ 1,273,390$

Insurance ‐$ 41,515$ 51,629$ 73,237$ 79,144$ 82,464$

Utilties ‐$ 67,768$ 80,201$ 112,788$ 118,834$ 121,421$

Maintenance ‐$ 2,500$ 7,550$ 7,701$ 7,855$ 8,012$

Furniture 10,000$ 55,675$ 42,708$ 61,364$ 41,948$ 38,401$

AV / Computer Equipment 75,675$ 104,741$ 107,039$ 122,775$ 148,795$ 104,376$

Software 1,000$ 51,975$ 73,225$ 79,677$ 83,226$ 84,973$

Other Equipment & Supplies ‐$ 22,026$ 33,219$ 43,201$ 49,219$ 50,878$

Travel Costs ‐$ 1,000$ 1,010$ 1,020$ 1,030$ 1,041$

Food ‐$ 91,152$ 138,240$ 178,848$ 197,424$ 201,744$

Other Expenses 18,000$ 19,916$ 20,958$ 167,539$ 168,029$ 4,590$

District Administrative Fees ‐$ 82,186$ 81,867$ 81,974$ 82,020$ 82,027$

Reserve Fund ‐$ 94,481$ 142,449$ 184,737$ 203,934$ 208,677$

Total Expenses 291,433$ 3,251,230$ 4,857,728$ 6,595,718$ 7,296,789$ 7,274,890$

Net Revenue 8,567$ 14,024$ 66,332$ 285,291$ 312,646$ 525,440$


SEV Sci Tech

Five Year Budget ProjectionsComplete Budget ‐ Volusia County

Func Obj Description Plng Year Year 1 Year 2 Year 3 Year 4 Year 5

Enrollment Estimates

479

(of est. 497)

725

(of est. 750)

939

(of est. 971)

1036

(of est. 1071)

1060

(of est. 1096)

Income EstimatesFEFP Calculations

3310 FEFP ‐ Base Funding 2,015,821$ 3,038,638$ 3,942,281$ 4,354,951$ 4,456,297$

3310 FEFP ‐ ESE Gurantee 78,307$ 118,060$ 152,640$ 165,917$ 169,822$

3310 FEFP ‐ Supplemental Academic Instruction 129,883$ 196,581$ 254,624$ 280,913$ 287,430$

3310 FEFP ‐ Discretionary Millage Compression 39,661$ 60,028$ 77,751$ 85,779$ 87,769$

3310 FEFP ‐ Digitial Classroom Allocation 883$ 1,336$ 1,731$ 1,909$ 1,954$

3310 FEFP ‐ Safe Schools Allocations 31,054$ 47,002$ 60,879$ 67,165$ 68,723$

3310 FEFP ‐ Instructional Materials Allocation 36,453$ 55,172$ 71,462$ 78,841$ 80,670$

3310 FEFP ‐ Mental Health Assistance Allocation 16,335$ 24,723$ 32,022$ 35,328$ 36,148$

3310 FEFP ‐ Total Funds Compression Allocation 22,710$ 34,372$ 44,520$ 49,117$ 50,256$

3310 FEFP ‐ Reading Allocation 18,591$ 28,023$ 36,359$ 40,164$ 41,099$

3310 FEFP ‐ Teacher Salary Increase 73,180$ 110,311$ 143,126$ 158,103$ 161,785$

3310 FEFP ‐ Discretionary Local Effort 218,496$ 329,359$ 427,335$ 472,052$ 483,046$

3355 FEFP ‐ Class Size Reductions 414,354$ 623,798$ 808,135$ 891,782$ 912,439$

3492 Transportation (All Riders) 53,640$ 80,907$ 105,045$ 115,773$ 118,455$

Other Income3261 School Lunch Reimbursements ‐$ 89,965.80$ 136,438.20$ 176,356.80$ 194,826.60$ 198,997.20$

3397 Capital Outlay Funds ‐$ ‐$ ‐$ 495,766$ 560,654$ 587,983$

3451 School Lunch Collections ‐$ 25,920.00$ 39,312.00$ 50,976.00$ 56,160.00$ 57,456.00$

3720 Financing / Loan Proceeds 300,000.00$ ‐$ ‐$ ‐$ ‐$ ‐$

Total Income 300,000$ 3,265,254$ 4,924,060$ 6,881,009$ 7,609,435$ 7,800,330$

Expense EstimatesFunction 5100 ‐ Basic Instruction

5100 120 Classroom Teacher Salaries ‐$ 986,000$ 1,504,679$ 1,921,464$ 2,113,011$ 2,160,036$


5100 160 Other Support Personnel ‐$ 47,720$ 62,886$ 94,667$ 120,946$ 124,010$

5100 210 Retirement ‐$ 21,069$ 31,725$ 41,094$ 45,835$ 46,798$

5100 220 FICA ‐$ 79,080$ 119,919$ 154,234$ 170,898$ 174,729$

5100 230 Group Insurance ‐$ 102,867$ 154,894$ 200,635$ 223,782$ 228,486$

5100 240 Worker's Compensation ‐$ 12,922$ 19,595$ 25,202$ 27,924$ 28,551$

5100 250 Unemployment Compensation ‐$ 5,956$ 8,978$ 11,621$ 12,955$ 13,227$

5100 360 Rentals ‐$ 46,975$ 68,125$ 74,475$ 77,920$ 79,560$

5100 510 Supplies ‐$ 38,105$ 56,415$ 79,285$ 88,745$ 90,915$

5100 520 Textbooks 111,825$ 3,593$ 70,616$ 82,610$ 131,573$ 109,752$

5100 641 Furniture, Fixtures‐Capitalized ‐$ 15,675$ 22,008$ 27,764$ 30,348$ 31,001$

5100 644 Computer Hardware (Non Capitalized) 73,975$ 101,125$ 104,081$ 118,867$ 142,594$ 97,947$

5100 750 Other Personnel Services ‐$ 13,050$ 19,350$ 24,750$ 27,450$ 27,900$

5100 Sub Total 185,800$ 1,474,136$ 2,243,269$ 2,856,668$ 3,213,980$ 3,212,912$

Function 5200 ‐ Exceptional Education5200 130 Other Certified Staff Member ‐$ 186,500$ 300,787$ 373,090$ 411,398$ 419,952$

5200 210 Retirement ‐$ 3,658$ 5,980$ 7,455$ 8,230$ 8,405$

5200 220 FICA ‐$ 14,267$ 23,010$ 28,541$ 31,472$ 32,126$

5200 230 Group Insurance ‐$ 17,860$ 29,199$ 36,396$ 40,181$ 41,034$


5200 250 Unemployment Compensation ‐$ 1,166$ 1,577$ 1,922$ 2,095$ 2,138$

5200 310 Professional and Technical Services ‐$ 16,380$ 26,255$ 34,084$ 39,732$ 40,526$

5200 510 Supplies ‐$ 1,020$ 1,607$ 2,154$ 2,435$ 2,549$


5200 Sub Total ‐$ 245,882$ 395,774$ 492,355$ 545,186$ 556,480$

Function 6100 ‐ Pupil Services6100 130 Other Certified Staff Member ‐$ 25,000$ 75,008$ 125,028$ 125,042$ 150,068$

6100 160 Other Support Personnel ‐$ 58,740$ 58,877$ 59,015$ 109,173$ 109,321$

6100 210 Retirement ‐$ 1,275$ 2,231$ 3,124$ 4,016$ 4,463$

6100 220 FICA ‐$ 6,406$ 10,242$ 14,079$ 17,917$ 19,843$

6100 230 Group Insurance ‐$ 6,225$ 10,894$ 15,252$ 19,610$ 21,789$


6100 250 Unemployment Compensation ‐$ 648$ 756$ 972$ 1,188$ 1,296$


6100 Sub Total ‐$ 100,691$ 161,482$ 222,021$ 282,574$ 312,722$

Function 6300 ‐ Instructional/Curriculum Development6300 130 Other Certified Staff Member ‐$ ‐$ 25,003$ 50,011$ 50,017$ 50,023$

6300 210 Retirement ‐$ ‐$ 383$ 893$ 893$ 893$

6300 220 FICA ‐$ ‐$ 1,913$ 3,826$ 3,826$ 3,827$

6300 230 Group Insurance ‐$ ‐$ 1,868$ 4,358$ 4,358$ 4,358$


6300 240 Worker's Compensation ‐$ ‐$ 313$ 625$ 625$ 625$

6300 250 Unemployment Compensation ‐$ ‐$ 216$ 216$ 216$ 216$

6300 750 Other Personnel Services ‐$ ‐$ 450$ 450$ 450$ 450$

6300 Sub Total ‐$ ‐$ 30,144$ 60,378$ 60,385$ 60,391$

Function 6400 ‐ Instructional Staff Training6400 140 Substitute Teachers ‐$ 3,000$ 3,030$ 3,060$ 3,091$ 3,122$


6400 330 Travel ‐$ 1,000$ 1,010$ 1,020$ 1,030$ 1,041$

6400 510 Supplies ‐$ 1,000$ 1,010$ 1,020$ 1,030$ 1,041$

6400 Sub Total ‐$ 15,000$ 15,150$ 15,302$ 15,455$ 15,609$

Function 6500 ‐ Instructional‐Related Technology6500 160 Other Support Personnel ‐$ 20,475$ 40,955$ 40,959$ 40,964$ 40,968$

6500 210 Retirement ‐$ 383$ 869$ 869$ 869$ 869$

6500 220 FICA ‐$ 1,566$ 3,133$ 3,133$ 3,134$ 3,134$

6500 230 Group Insurance ‐$ 1,868$ 4,245$ 4,245$ 4,245$ 4,245$

6500 240 Worker's Compensation ‐$ 256$ 512$ 512$ 512$ 512$

6500 250 Unemployment Compensation ‐$ 216$ 216$ 216$ 216$ 216$

6500 750 Other Personnel Services ‐$ 450$ 450$ 450$ 450$ 450$

6500 Sub Total ‐$ 25,213$ 50,380$ 50,385$ 50,390$ 50,395$

Function 7100 ‐ Board7100 310 Professional and Technical Services 3,000$ 5,000$ 5,000$ 5,500$ 5,000$ 5,000$

7100 320 Insurance and Bond Premiums ‐$ 16,765$ 26,136$ 34,866$ 39,622$ 41,756$

7100 Sub Total 3,000$ 21,765$ 31,136$ 40,366$ 44,622$ 46,756$

Function 7200 ‐ General / District Administration7200 730 Dues and Fees ‐$ 82,186$ 81,867$ 81,974$ 82,020$ 82,027$

7200 Sub Total ‐$ 82,186$ 81,867$ 81,974$ 82,020$ 82,027$

Function 7300 ‐ School Administration7300 110 Administrator Salaries 25,000$ 100,000$ 175,020$ 250,056$ 250,084$ 250,113$

7300 160 Other Support Personnel 5,760$ 57,840$ 58,708$ 117,446$ 119,207$ 120,995$

7300 210 Retirement 368$ 3,462$ 4,421$ 7,057$ 7,062$ 7,066$

7300 220 FICA 2,353$ 12,075$ 17,880$ 28,114$ 28,251$ 28,390$

7300 230 Group Insurance 1,796$ 16,905$ 21,585$ 34,455$ 34,478$ 34,500$

7300 240 Worker's Compensation 385$ 1,973$ 2,922$ 4,594$ 4,616$ 4,639$

7300 250 Unemployment Compensation 372$ 864$ 1,080$ 1,728$ 1,728$ 1,728$


7300 360 Rentals ‐$ 11,488$ 16,950$ 21,708$ 25,032$ 25,636$

7300 370 Communications ‐$ 3,473$ 5,361$ 7,083$ 7,971$ 8,318$

7300 390 Other Purchased Services 35,000$ 4,790$ 7,395$ 9,769$ 10,994$ 11,474$

7300 510 Supplies ‐$ 10,538$ 16,269$ 21,493$ 24,187$ 25,242$


7300 641 Furniture, Fixtures‐Capitalized 10,000$ 10,000$ 5,000$ 20,000$ 5,000$ 5,000$

7300 644 Computer Hardware (Non Capitalized) 1,700$ 3,616$ 2,958$ 3,908$ 6,202$ 6,430$

7300 690 Computer Software 1,000$ 5,000$ 5,100$ 5,202$ 5,306$ 5,412$

7300 730 Dues and Fees ‐$ 1,916$ 2,958$ 3,908$ 4,398$ 4,590$

7300 750 Other Personnel Services 900$ 1,800$ 2,250$ 3,600$ 3,600$ 3,600$

7300 Sub Total 84,633$ 247,177$ 348,075$ 543,051$ 541,413$ 546,575$

Function 7500 ‐ Fiscal Services7500 310 Professional and Technical Services ‐$ 57,900$ 82,600$ 104,101$ 113,903$ 116,406$

7500 720 Interest Payment / Debt Service 18,000$ 18,000$ 18,000$ 163,631$ 163,631$ ‐$

7500 Sub Total 18,000$ 75,900$ 100,600$ 267,732$ 277,534$ 116,406$

Function 7600 ‐ Food Services7600 160 Other Support Personnel ‐$ 16,627$ 20,201$ 23,879$ 27,663$ 28,078$

7600 220 FICA ‐$ 1,272$ 1,545$ 1,827$ 2,116$ 2,148$


7600 250 Unemployment Compensation ‐$ 832$ 1,050$ 1,269$ 1,488$ 1,491$

7600 570 Food ‐$ 91,152$ 138,240$ 178,848$ 197,424$ 201,744$

7600 641 Furniture, Fixtures‐Capitalized ‐$ 2,000$ 1,000$ 1,000$ 1,000$ 1,000$

7600 642 Furniture, Fixtures (Non Capitalized) ‐$ 28,000$ 14,700$ 12,600$ 5,600$ 1,400$


7600 Sub Total ‐$ 141,890$ 179,240$ 222,422$ 238,787$ 239,362$

Function 7800 ‐ Pupil Transportation7800 390 Other Purchased Services ‐$ 89,100$ 121,176$ 154,499$ 157,589$ 160,741$

7800 Sub Total ‐$ 89,100$ 121,176$ 154,499$ 157,589$ 160,741$

Function 7900 ‐ Operation of Plant7900 160 Other Support Personnel ‐$ 22,880$ 33,251$ 57,322$ 68,513$ 69,541$

7900 210 Retirement ‐$ 823$ 1,615$ 2,441$ 3,235$ 3,237$

7900 220 FICA ‐$ 1,750$ 2,544$ 4,385$ 5,241$ 5,320$

7900 230 Group Insurance ‐$ 4,020$ 7,884$ 11,919$ 15,793$ 15,806$


7900 250 Unemployment Compensation ‐$ 216$ 432$ 648$ 864$ 864$


7900 320 Insurance and Bond Premiums ‐$ 24,750$ 25,493$ 38,371$ 39,522$ 40,707$

7900 350 Repairs and Maintenance ‐$ 2,500$ 2,550$ 2,601$ 2,653$ 2,706$

7900 360 Rentals ‐$ 397,600$ 675,000$ 1,019,550$ 1,169,532$ 1,244,705$

7900 370 Communications ‐$ 13,173$ 20,137$ 26,342$ 29,353$ 30,334$

7900 380 Public Utilities ‐$ 5,748$ 8,874$ 11,723$ 13,193$ 13,769$

7900 390 Other Purchased Services ‐$ 48,558$ 50,004$ 69,846$ 71,019$ 71,942$

7900 430 Electricity ‐$ 45,375$ 45,829$ 67,641$ 68,317$ 69,000$

7900 510 Supplies ‐$ 11,975$ 18,488$ 24,423$ 27,485$ 28,684$


7900 680 Remodeling/Renovations ‐$ ‐$ 5,000$ 5,100$ 5,202$ 5,306$

7900 750 Other Personnel Services ‐$ 450$ 900$ 1,350$ 1,800$ 1,800$

7900 Sub Total ‐$ 637,809$ 956,986$ 1,403,827$ 1,582,920$ 1,665,836$

9999 999 Reserve Fund ‐$ 94,481$ 142,449$ 184,737$ 203,934$ 208,677$

Total Expenses 291,433$ 3,251,230$ 4,857,728$ 6,595,718$ 7,296,789$ 7,274,890$

Totals

Revenue 300,000$ 3,265,254$ 4,924,060$ 6,881,009$ 7,609,435$ 7,800,330$

Expenses 291,433$ 3,251,230$ 4,857,728$ 6,595,718$ 7,296,789$ 7,274,890$

Net Revenue 8,567$ 14,024$ 66,332$ 285,291$ 312,646$ 525,440$

Cash Balance 8,567$ 22,591$ 88,923$ 374,214$ 686,860$ 1,212,300$



ATTACHMENT Y Proposed Startup Budget


SEV Sci Tech


Func Obj Description Pln Yr Total Jan. Feb. Mar. Apr. May June


Other Income3720 Financing / Loan Proceeds 300,000$ ‐$ ‐$ ‐$ ‐$ 150,000$ 150,000$

Total Income 300,000$ 300,000$ ‐$ ‐$ ‐$ ‐$ ‐$


5100 520 Textbooks 111,825$ ‐$ ‐$ ‐$ ‐$ 55,913$ 55,913$

5100 644 Computer Hardware (Non Capitalized) 73,975$ ‐$ ‐$ ‐$ ‐$ ‐$ 73,975$

5100 Sub Total 185,800$ ‐$ ‐$ ‐$ ‐$ 55,913$ 129,888$

Function 7100 ‐ Board7100 310 Professional and Technical Services 3,000$ 1,500$ 300$ 300$ 300$ 300$ 300$

7100 Sub Total 3,000$ 1,500$ 300$ 300$ 300$ 300$ 300$

Function 7300 ‐ School Administration7300 110 Administrator Salaries 25,000$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$

7300 160 Other Support Personnel 5,760$ 960$ 960$ 960$ 960$ 960$ 960$

7300 210 Retirement 368$ 61$ 61$ 61$ 61$ 61$ 61$

7300 220 FICA 2,353$ 392$ 392$ 392$ 392$ 392$ 392$

7300 230 Group Insurance 1,796$ 299$ 299$ 299$ 299$ 299$ 299$

7300 240 Worker's Compensation 385$ 64$ 64$ 64$ 64$ 64$ 64$

7300 250 Unemployment Compensation 372$ 62$ 62$ 62$ 62$ 62$ 62$

7300 390 Other Purchased Services 35,000$ ‐$ ‐$ ‐$ 17,500$ 8,750$ 8,750$

7300 641 Furniture, Fixtures‐Capitalized 10,000$ ‐$ ‐$ ‐$ 5,000$ 2,500$ 2,500$

7300 644 Computer Hardware (Non Capitalized) 1,700$ ‐$ ‐$ ‐$ 1,700$ ‐$ ‐$

7300 690 Computer Software 1,000$ ‐$ ‐$ ‐$ 1,000$ ‐$ ‐$

7300 750 Other Personnel Services 900$ 150$ 150$ 150$ 150$ 150$ 150$


7300 Sub Total 84,633$ 6,155$ 6,155$ 6,155$ 31,355$ 17,405$ 17,405$

Function 7500 ‐ Fiscal Services7500 720 Interest Payment / Debt Service 18,000$ ‐$ 3,600$ 3,600$ 3,600$ 3,600$ 3,600$

7500 Sub Total 18,000$ ‐$ 3,600$ 3,600$ 3,600$ 3,600$ 3,600$

Total Expenses 291,433$ 7,655$ 10,055$ 10,055$ 35,255$ 77,218$ 151,193$

Totals

Revenue 300,000$ 300,000$ ‐$ ‐$ ‐$ ‐$ ‐$

Expenses 291,433$ 7,655$ 10,055$ 10,055$ 35,255$ 77,218$ 151,193$

Net Revenue 8,567$ 292,345$ (10,055)$ (10,055)$ (35,255)$ (77,218)$ (151,193)$

Cash Balance 8,567$ 292,345$ 282,289$ 272,234$ 236,978$ 159,760$ 8,567$


SEV Sci Tech


Func Obj Description Pln Yr Total July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June


3310 FEFP ‐ Base Funding 2,015,821$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$ 167,985$

3310 FEFP ‐ ESE Gurantee 78,307$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$ 6,526$

3310 FEFP ‐ Supplemental Academic Instruction 129,883$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$ 10,824$

3310 FEFP ‐ Discretionary Millage Compression 39,661$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$ 3,305$

3310 FEFP ‐ Digitial Classroom Allocation 883$ 74$ 74$ 74$ 74$ 74$ 74$ 74$ 74$ 74$ 74$ 74$ 74$

3310 FEFP ‐ Safe Schools Allocations 31,054$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$ 2,588$

3310 FEFP ‐ Instructional Materials Allocation 36,453$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$ 3,038$

3310 FEFP ‐ Mental Health Assistance Allocation 16,335$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$ 1,361$

3310 FEFP ‐ Total Funds Compression Allocation 22,710$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$ 1,893$

3310 FEFP ‐ Teacher Salary Increase 73,180$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$ 6,098$

3310 FEFP ‐ Reading Allocation 18,591$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$ 1,549$

3310 FEFP ‐ Discretionary Local Effort 218,496$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$ 18,208$

3355 FEFP ‐ Class Size Reductions 414,354$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$ 34,530$

3492 Transportation (All Riders) 53,640$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$ 4,470$

3261 School Lunch Reimbursements 89,966$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$ 7,497$

3451 School Lunch Collections 25,920$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$ 2,160$

Total Income 3,265,254$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$


5100 120 Classroom Teacher Salaries 986,000$ ‐$ ‐$ 98,600$ 98,600$ 98,600$ 98,600$ 98,600$ 98,600$ 98,600$ 98,600$ 98,600$ 98,600$

5100 160 Other Support Personnel 47,720$ ‐$ ‐$ 4,772$ 4,772$ 4,772$ 4,772$ 4,772$ 4,772$ 4,772$ 4,772$ 4,772$ 4,772$

5100 210 Retirement 21,069$ ‐$ ‐$ 2,107$ 2,107$ 2,107$ 2,107$ 2,107$ 2,107$ 2,107$ 2,107$ 2,107$ 2,107$

5100 220 FICA 79,080$ ‐$ ‐$ 7,908$ 7,908$ 7,908$ 7,908$ 7,908$ 7,908$ 7,908$ 7,908$ 7,908$ 7,908$

5100 230 Group Insurance 102,867$ ‐$ ‐$ 10,287$ 10,287$ 10,287$ 10,287$ 10,287$ 10,287$ 10,287$ 10,287$ 10,287$ 10,287$

5100 240 Worker's Compensation 12,922$ ‐$ ‐$ 1,292$ 1,292$ 1,292$ 1,292$ 1,292$ 1,292$ 1,292$ 1,292$ 1,292$ 1,292$

5100 250 Unemployment Compensation 5,956$ ‐$ ‐$ 596$ 596$ 596$ 596$ 596$ 596$ 596$ 596$ 596$ 596$

5100 360 Rentals 46,975$ ‐$ ‐$ 4,698$ 4,698$ 4,698$ 4,698$ 4,698$ 4,698$ 4,698$ 4,698$ 4,698$ 4,698$

5100 510 Supplies 38,105$ 14,289$ 14,289$ 953$ 953$ 953$ 953$ 953$ 953$ 953$ 953$ 953$ 953$

5100 520 Textbooks 3,593$ 1,796$ 1,796$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$

5100 641 Furniture, Fixtures‐Capitalized 15,675$ 7,838$ 7,838$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$

5100 644 Computer Hardware (Non Capitalized) 101,125$ 50,563$ 50,563$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$

5100 750 Other Personnel Services 13,050$ ‐$ ‐$ 1,305$ 1,305$ 1,305$ 1,305$ 1,305$ 1,305$ 1,305$ 1,305$ 1,305$ 1,305$

5100 Sub Total 1,474,136$ 74,486$ 74,486$ 132,516$ 132,516$ 132,516$ 132,516$ 132,516$ 132,516$ 132,516$ 132,516$ 132,516$ 132,516$

Function 5200 ‐ Exceptional Education5200 130 Other Certified Staff Member 186,500$ ‐$ ‐$ 18,650$ 18,650$ 18,650$ 18,650$ 18,650$ 18,650$ 18,650$ 18,650$ 18,650$ 18,650$

5200 210 Retirement 3,658$ ‐$ ‐$ 366$ 366$ 366$ 366$ 366$ 366$ 366$ 366$ 366$ 366$

5200 220 FICA 14,267$ ‐$ ‐$ 1,427$ 1,427$ 1,427$ 1,427$ 1,427$ 1,427$ 1,427$ 1,427$ 1,427$ 1,427$

5200 230 Group Insurance 17,860$ ‐$ ‐$ 1,786$ 1,786$ 1,786$ 1,786$ 1,786$ 1,786$ 1,786$ 1,786$ 1,786$ 1,786$

5200 240 Worker's Compensation 2,331$ ‐$ ‐$ 233$ 233$ 233$ 233$ 233$ 233$ 233$ 233$ 233$ 233$

5200 250 Unemployment Compensation 1,166$ ‐$ ‐$ 117$ 117$ 117$ 117$ 117$ 117$ 117$ 117$ 117$ 117$

5200 310 Professional and Technical Services 16,380$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$ 1,365$

5200 510 Supplies 1,020$ 383$ 383$ 26$ 26$ 26$ 26$ 26$ 26$ 26$ 26$ 26$ 26$

5200 750 Other Personnel Services 2,700$ ‐$ ‐$ 270$ 270$ 270$ 270$ 270$ 270$ 270$ 270$ 270$ 270$

5200 Sub Total 245,882$ 1,748$ 1,748$ 24,239$ 24,239$ 24,239$ 24,239$ 24,239$ 24,239$ 24,239$ 24,239$ 24,239$ 24,239$


Function 6100 ‐ Pupil Services6100 130 Other Certified Staff Member 25,000$ ‐$ ‐$ 2,500$ 2,500$ 2,500$ 2,500$ 2,500$ 2,500$ 2,500$ 2,500$ 2,500$ 2,500$

6100 160 Other Support Personnel 58,740$ ‐$ ‐$ 5,874$ 5,874$ 5,874$ 5,874$ 5,874$ 5,874$ 5,874$ 5,874$ 5,874$ 5,874$

6100 210 Retirement 1,275$ ‐$ ‐$ 128$ 128$ 128$ 128$ 128$ 128$ 128$ 128$ 128$ 128$

6100 220 FICA 6,406$ ‐$ ‐$ 641$ 641$ 641$ 641$ 641$ 641$ 641$ 641$ 641$ 641$

6100 230 Group Insurance 6,225$ ‐$ ‐$ 623$ 623$ 623$ 623$ 623$ 623$ 623$ 623$ 623$ 623$

6100 240 Worker's Compensation 1,047$ ‐$ ‐$ 105$ 105$ 105$ 105$ 105$ 105$ 105$ 105$ 105$ 105$

6100 250 Unemployment Compensation 648$ ‐$ ‐$ 65$ 65$ 65$ 65$ 65$ 65$ 65$ 65$ 65$ 65$


6100 Sub Total 100,691$ ‐$ ‐$ 10,069$ 10,069$ 10,069$ 10,069$ 10,069$ 10,069$ 10,069$ 10,069$ 10,069$ 10,069$

Function 6400 ‐ Instructional Staff Training6400 140 Substitute Teachers 3,000$ ‐$ ‐$ 300$ 300$ 300$ 300$ 300$ 300$ 300$ 300$ 300$ 300$

6400 310 Professional and Technical Services 10,000$ 833$ 833$ 833$ 833$ 833$ 833$ 833$ 833$ 833$ 833$ 833$ 833$

6400 330 Travel 1,000$ ‐$ ‐$ 100$ 100$ 100$ 100$ 100$ 100$ 100$ 100$ 100$ 100$

6400 510 Supplies 1,000$ 375$ 375$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$

6400 Sub Total 15,000$ 1,208$ 1,208$ 1,258$ 1,258$ 1,258$ 1,258$ 1,258$ 1,258$ 1,258$ 1,258$ 1,258$ 1,258$

Function 6500 ‐ Instructional‐Related Technology6500 160 Other Support Personnel 20,475$ ‐$ ‐$ 2,048$ 2,048$ 2,048$ 2,048$ 2,048$ 2,048$ 2,048$ 2,048$ 2,048$ 2,048$

6500 210 Retirement 383$ ‐$ ‐$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$

6500 220 FICA 1,566$ ‐$ ‐$ 157$ 157$ 157$ 157$ 157$ 157$ 157$ 157$ 157$ 157$

6500 230 Group Insurance 1,868$ ‐$ ‐$ 187$ 187$ 187$ 187$ 187$ 187$ 187$ 187$ 187$ 187$

6500 240 Worker's Compensation 256$ ‐$ ‐$ 26$ 26$ 26$ 26$ 26$ 26$ 26$ 26$ 26$ 26$


6500 750 Other Personnel Services 450$ ‐$ ‐$ 45$ 45$ 45$ 45$ 45$ 45$ 45$ 45$ 45$ 45$

6500 Sub Total 25,213$ ‐$ ‐$ 2,521$ 2,521$ 2,521$ 2,521$ 2,521$ 2,521$ 2,521$ 2,521$ 2,521$ 2,521$

Function 7100 ‐ Board7100 310 Professional and Technical Services 5,000$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$

7100 320 Insurance and Bond Premiums 16,765$ 8,383$ 8,383$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$

7100 Sub Total 21,765$ 8,799$ 8,799$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$

Function 7200 ‐ General / District Administration7200 730 Dues and Fees 82,186$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$

7200 Sub Total 82,186$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$ 6,849$

Function 7300 ‐ School Administration7300 110 Administrator Salaries 100,000$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$ 8,333$

7300 160 Other Support Personnel 57,840$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$ 4,820$

7300 210 Retirement 3,462$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$

7300 220 FICA 12,075$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$ 1,006$

7300 230 Group Insurance 16,905$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$ 1,409$

7300 240 Worker's Compensation 1,973$ 164$ 164$ 164$ 164$ 164$ 164$ 164$ 164$ 164$ 164$ 164$ 164$

7300 250 Unemployment Compensation 864$ 72$ 72$ 72$ 72$ 72$ 72$ 72$ 72$ 72$ 72$ 72$ 72$

7300 310 Professional and Technical Services 1,437$ 120$ 120$ 120$ 120$ 120$ 120$ 120$ 120$ 120$ 120$ 120$ 120$

7300 360 Rentals 11,488$ ‐$ ‐$ 1,149$ 1,149$ 1,149$ 1,149$ 1,149$ 1,149$ 1,149$ 1,149$ 1,149$ 1,149$

7300 370 Communications 3,473$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$ 289$

7300 390 Other Purchased Services 4,790$ 399$ 399$ 399$ 399$ 399$ 399$ 399$ 399$ 399$ 399$ 399$ 399$

7300 510 Supplies 10,538$ 3,952$ 3,952$ 263$ 263$ 263$ 263$ 263$ 263$ 263$ 263$ 263$ 263$


7300 644 Computer Hardware (Non Capitalized) 3,616$ 1,808$ 1,808$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$

7300 690 Computer Software 5,000$ 1,875$ 1,875$ 125$ 125$ 125$ 125$ 125$ 125$ 125$ 125$ 125$ 125$

7300 730 Dues and Fees 1,916$ ‐$ ‐$ 192$ 192$ 192$ 192$ 192$ 192$ 192$ 192$ 192$ 192$


7300 Sub Total 247,177$ 29,536$ 29,536$ 18,810$ 18,810$ 18,810$ 18,810$ 18,810$ 18,810$ 18,810$ 18,810$ 18,810$ 18,810$

Function 7500 ‐ Fiscal Services7500 310 Professional and Technical Services 57,900$ 1,448$ 1,448$ 1,448$ 1,448$ 1,448$ 1,448$ 1,448$ 1,448$ 1,448$ 1,448$ 21,713$ 21,713$

7500 720 Interest Payment / Debt Service 18,000$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$

7500 Sub Total 75,900$ 2,948$ 2,948$ 2,948$ 2,948$ 2,948$ 2,948$ 2,948$ 2,948$ 2,948$ 2,948$ 23,213$ 23,213$

Function 7600 ‐ Food Services7600 160 Other Support Personnel 16,627$ ‐$ ‐$ 1,663$ 1,663$ 1,663$ 1,663$ 1,663$ 1,663$ 1,663$ 1,663$ 1,663$ 1,663$


7600 220 FICA 1,272$ ‐$ ‐$ 127$ 127$ 127$ 127$ 127$ 127$ 127$ 127$ 127$ 127$

7600 240 Worker's Compensation 208$ ‐$ ‐$ 21$ 21$ 21$ 21$ 21$ 21$ 21$ 21$ 21$ 21$


7600 570 Food 91,152$ ‐$ ‐$ 9,115$ 9,115$ 9,115$ 9,115$ 9,115$ 9,115$ 9,115$ 9,115$ 9,115$ 9,115$


7600 642 Furniture, Fixtures (Non Capitalized) 28,000$ 14,000$ 14,000$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$


7600 Sub Total 141,890$ 15,000$ 15,000$ 11,189$ 11,189$ 11,189$ 11,189$ 11,189$ 11,189$ 11,189$ 11,189$ 11,189$ 11,189$

Function 7800 ‐ Pupil Transportation7800 390 Other Purchased Services 89,100$ ‐$ ‐$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$

7800 Sub Total 89,100$ ‐$ ‐$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$ 8,910$

Function 7900 ‐ Operation of Plant7900 160 Other Support Personnel 22,880$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$ 1,907$

7900 210 Retirement 823$ 69$ 69$ 69$ 69$ 69$ 69$ 69$ 69$ 69$ 69$ 69$ 69$

7900 220 FICA 1,750$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$

7900 230 Group Insurance 4,020$ 335$ 335$ 335$ 335$ 335$ 335$ 335$ 335$ 335$ 335$ 335$ 335$

7900 240 Worker's Compensation 286$ 24$ 24$ 24$ 24$ 24$ 24$ 24$ 24$ 24$ 24$ 24$ 24$

7900 250 Unemployment Compensation 216$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$

7900 310 Professional and Technical Services 57,705$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$ 4,809$

7900 320 Insurance and Bond Premiums 24,750$ 12,375$ 12,375$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$ ‐$

7900 350 Repairs and Maintenance 2,500$ 208$ 208$ 208$ 208$ 208$ 208$ 208$ 208$ 208$ 208$ 208$ 208$

7900 360 Rentals 397,600$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$ 33,133$

7900 370 Communications 13,173$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$ 1,098$

7900 380 Public Utilities 5,748$ 479$ 479$ 479$ 479$ 479$ 479$ 479$ 479$ 479$ 479$ 479$ 479$

7900 390 Other Purchased Services 48,558$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$ 4,046$

7900 430 Electricity 45,375$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$ 3,781$

7900 510 Supplies 11,975$ 4,491$ 4,491$ 299$ 299$ 299$ 299$ 299$ 299$ 299$ 299$ 299$ 299$

7900 750 Other Personnel Services 450$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$

7900 Sub Total 637,809$ 66,956$ 66,956$ 50,390$ 50,390$ 50,390$ 50,390$ 50,390$ 50,390$ 50,390$ 50,390$ 50,390$ 50,390$

9999 999 Reserve Fund 94,481$ ‐$ ‐$ 9,448$ 9,448$ 9,448$ 9,448$ 9,448$ 9,448$ 9,448$ 9,448$ 9,448$ 9,448$

Total Expenses 3,251,230$ 207,529$ 207,529$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 299,829$ 299,829$

Totals

Revenue 3,265,254$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$ 272,104$

Expenses 3,251,230$ 207,529$ 207,529$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 279,564$ 299,829$ 299,829$

Net Revenue 14,024$ 64,575$ 64,575$ (7,460)$ (7,460)$ (7,460)$ (7,460)$ (7,460)$ (7,460)$ (7,460)$ (7,460)$ (27,725)$ (27,725)$

Cash Balance 22,591$ 73,143$ 137,718$ 130,258$ 122,799$ 115,339$ 107,879$ 100,419$ 92,960$ 85,500$ 78,040$ 50,316$ 22,591$



ATTACHMENT Z Evidence of external funding (e.g.

foundations, donors, grants), if applicable.


Letters of Support Indicating Potential Donations As Attachment Z

1. Advanced Machining – Support, experiences, training, equipment and donations2. BDT-Bird Deterrent Technologies -Partner, Support, "in kind'' training, equipment, and

donation/ grant3. CJ Hamlin - Promote and support, experiences and mentors and donation/grant4. Composites One, LLC - Support, "in kind" training, equipment, and donations/grants5. John Hodgins, President, IAFF Local 2271 - Support vision and mission, donations6. Mary Ann Dewitt - Support, donate equipment, and donation/grants7. NSB Clothing Company - "in kind" art fees, set up fees, and corresponding costs8. Sauer Group, Inc. - Support, "in kind" training, equipment, and donations/grants9. Security Center - Support, experiences, equipment, donation10. The Wranch (Mims)- Support, training, equipment and donation/grant11. Gova Sports – Share experiences and donate
